人教PEP版（2024）英語四年級(jí)上冊(cè)Unitl

Helpingathome單元教學(xué)設(shè)計(jì)

PartALet'stalk

Subjec

EnglishGradefourTeacherMiss.LiPeriod1

t（年級(jí)）（教師）（課時(shí)）

（科目）

Unit1Helpingathome

TopicTypeNewLesson

（課題）PartALet'stalk（課型）

What:Thislessonrevolvesaroundthethemeofhelpingathome,focusingon

dialogueswherechildrentalkabouttheirabilitytodochores.Keysentencesinclude

"Whatcanyoudo?"andresponseslike"Icancleanmyroom/sweepthefloor/wash

thedishes,"withvocabularyrelatedtodailyhouseholdtasks.

TextHow:Theteachingadoptsastep-by-stepapproach:first,playthe"Let'stalk"

analysis

:語篇而讀）dialoguetoletstudentsperceivethecontext;then,explainkeysentencesand

demonstratewithactions;finally,throughpairpracticeandgamestoconsolidatethe

learningcontent.

Why:Itaimstodevelopstudents'abilitytocommunicateinEnglishabout

householdchores,helpthemunderstandtheimportanceofbeinghelpfulathome,

andlayafoundationfbrusingEnglishinreal-lifescenarios.

1.Understandandcorrectlyusethekeysentences"Whatcanyoudo?"andnIcan...”

totalkabouthouseholdchores.

Learning2.Masterverbsrelatedtochoressuchasclean,sweep,washandusethemin

objectives

:學(xué)習(xí)目標(biāo)）sentences.

3.Cultivatetheawarenessofhelpingfamilymembersathomeandbewillingto

communicateinEnglish.

KeyandKeypoint：Learnandusethekeysentencestoaskandanswerabouthousehold

difhcult

chores.

points

,敕學(xué)重難點(diǎn)）Difficultpoint：Flexiblyusedifferentverbsin"Ican..."toexpressvariouschores.

1.Picturesofchildrendoingdifferentchores（cleaningtheroom,sweepingthefloor,

Teaching

aidsetc.）

:教學(xué)準(zhǔn)備）

2.Audiorecordingofthe"Let'stalk"dialogueandamultimediaplayer

TeachingTeachingproceduresRevised

第I頁共18頁

steps（教學(xué)過程）lessonplanning

（教學(xué)環(huán)節(jié)）（二次備課）

Singasongaboutjobstogether.（Themelodyislikethechildren'ssong

LeadinTheSunShinesBrightlyn）

（導(dǎo)入）Aftersinging,ask:"Boysandgirls,whatdidyouhearinthesong?

Yes,4teacher1and'doctor'.Thissongisaboutjobs.Now,let'stalk.Is

yourfatheradoctor?What'syourmother?sjob?Let'sstartourtopic

aboutfamilyjobs.,,

First,ask:"Doyouhaveafamilyphoto?^^Letstudentstakeoutphotos.

Pointtoaphotoandask:"Isthisyourfather7mother?”Guidestudents

toanswerwith"Yes,itis/No,itisn't."Writeandreadthesentence:

A:Isthisyour...?

PresentaHonB:Yes?itis/No,itisn't.

（呈現(xiàn)）Then,introduce:"Afterknowingtheperson,talkaboutthejob.^^Write

andread:What'syourfather'sjob?

（Explainthepossessive"Other's"）Teach"He'sateacher.,,

Usegesturestoteachmorejobwordslike“PEteacher,doctor^^.

Pairwork:

A:Whatsyour...'sjob?

B:HcWShc'sa...

3.Teacher:"ChenJiehasabigfamilytoo.Let'swatchthevideoand

trytofind：Whoaretheytalkingabout?What'sthejob?”

Ql:WhoisChenJietalkingabout?

Q2:What'sherfather^job?

Q3:Whatabouthermother'sjob?

4,Roleplay：

Teacher:"Let'sactoutthedialogue!TilbeChenJie.Whowantstobe

herfriend?

1.Guessthejob

PracticeDoactionsofdifferentjobsandletstudentsguess.

（操練）2.Drawandsay

Havestudentstakeout“Drawandsay"cards.Makenewdialogues,

eg:A:What'syourmother'sjob?

B:She'sateacher.”

第2頁共18頁

Teacher:Today,welearnedhowtotalkaboutourparents'jobs!Let's

readthekeysentencesontheblackboardtogether."Remember,every

Consolidationjobinourfamilyisspecial.Let'srespectourparentsandtheirjobs.

(鞏固)Afterclass,askyourparentsabouttheirjobsandsharewithusnext

time!

Level1(Basic)

HomeworkListentotheLet'stalk"dialogueandrepeatit3times.

(作業(yè))Level2(Intermediate)

HaveashorttalkwithyourparentsaboutwhatyoucandoathomeinEnglish.

Level3(Advanced)

Write3sentencesaboutthechoresyoucandotohelpyourfamily.

Unit1Helpingathome

PartALet'stalk

三跖過打c育1贈(zèng)

，二(Yes,itis.He,s

Blackboard,一'aPEteacher.

design

,:板書設(shè)計(jì))

、

r2牌1：士盟穿皮N葭

Moststudentswereenthusiasticaboutthetopicofhelpingathome,asitis

closelyrelatedtotheirdailylife.Theycouldfollowtheteacher'sguidancetolistento

thedialogueandpracticeinpairsactively.However,somestudentsstillstruggledto

useavarietyofverbsin"Ican..."sentences,oftenrepeatingthesameoneslike

Reflection"clean"and"sweep".Inaddition,afewstudentshaddifficultypronouncingsome

?:教后反思）verbscorrectly,suchas"wash"and"cook”.Inthenextlesson,Iwilldesignmore

targetedpracticeactivitiestohelpstudentsmasterdifferentverbsandimprovetheir

pronunciation.Iwillalsopreparemorevisualaidstomaketheverbsmoreconcrete

andunderstandable.

第3頁共18頁

Greetstudentsandsay,"Welearnedtotalkabouthelpingathome

Leadinlasttime.Today,let'sfindoutwhatourfamilymembersdofor

（導(dǎo)入）work.1'Showapictureofadoctortreatingapatientandask,"What

doesthispersondo?"Letstudentsguess,thenintroducethetopic:

"We'lllearnthesejobsinEnglishtoday."

Showthe"fEirmer"flashcard,saythewordslowly,andexplain,"A

farmerworksonafarm,growingcropsandraisinganimals."Dothe

sameforotherjobs:"Anurseworksinahospital,takingcareofsick

people";nAdoctorhelpspeoplegetwell";"Anofficeworkerworks

Presentationinanoffice,usingcomputers'1;"Afactoryworkermakesthingsina

（呈現(xiàn)）factory."Playtheaudioofeachword,pausingtoletstudentsrepeat.

Thenwrite"What'syourfather'sjob?"and"He'safactoryworker"

ontheboard.Explainthatweuse"He's"formalesand"She's"for

females.Dcinuiisiralcwilliexamples;"Mymollicrisateacher.

What'syourmother'sjob?1'Invitestudentstoanswer,correcting

pronunciationandsentencestructureasneeded.

Pairwork:Studentsworkinpairs.Oneasks,"What'syourfather's

Practicejob?1'or"What'syourmother'sjob?1'Theotherrespondswith"Hes

（操練）a..."or"She'susingthejobwords.Walkaroundtoassist,

remindingstudentstousethecorrectpronoun（He/She）basedon

gender.

Play"JobCharadesandGuess*':Prepareasetofjobcards（farmer,

nurse,etc.）anddividetheclassintotwoteams.Onestudentfroma

Consolidationteampicksacard,goestothefront,andactsoutthejob-for

（鞏固）example,mimingplantingcropsfor"farmer"ortakingapatient's

temperaturefor"nurse."Theteamhas30secondstoguessthejob.If

theyguesscorrectly,theysaythefullsentence:"He/She'sa...".Ifnot,

theotherteamgetsachance.Keepscoretomakeitcompetitive,and

encourageallstudentstoshoutouttheirguesses.Thisactivitynot

onlyreinforcesjobwordsbutalsopracticesusingthetarget

sentencesinafunway.

Level1（Basic）

HomeworkReadthejobwordsaloud5timesandcopythemtwice.

（作業(yè)）Level2（Intermediate）

第5頁共18頁

Ask2familymembersabouttheirjobsandreportinEnglish.

Level3(Advanced)

Write2sentencesaboutyourparents'jobs,e.g.,*'Mydadisadoctor.'*

Unit1Helpingathome

PartALet'slearn

THoyarehelpful!

Blackboard

designfarmernursedoctor

:板書設(shè)計(jì))

.officeworkerfactoryworker

、whufsyouirfine'sQtactoryworKer.~

[fatKer'sjob?JJJ

Moststudentswereengagedwiththejob-themedactivities,especiallythe

charadesgame,whichmadelearninginteractive.Theycouldrecognizeandsay

thejobwordscorrectly,butsomestruggledwithlongertermslike"office

worker"and"factoryworker,'*oftenmixingupthetwo.Therewasalso

Reflectionconfusionbetween"He's"and"She's"whenrespondingquickly,showingthat

《教后反思）gender-specificpronounpracticeneedsmoreemphasis.Inthenextlesson,I'll

designdrillsfocusingonpronounusageandbreakdownlongerwordsinto

syllablestoaidmemory.Addingmorereal-lifephotosofpeopleatworkmight

alsohelpstudentsconnectwordstoactualjobsbetter.

第6頁共18頁

Unit1Helpingathome

PartALet'sspell

Subjec

EnglishGrade4TeacherMs.LiPeriod3

t（年級(jí)）（教師）（課時(shí)）

（科目）

TopicUnit1HelpingathomeTypeNew

（課題）PailALei'sspell（課型）Lesson

What:Thislessonfocusesonthepronunciationruleoftheletter"ea"inwords

relatedtohouseholdchores,suchas"clean","sweep",and"read".Itteaches

studentstorecognizeandspellwordswith"ea"thatmakethelong/i:/sound

throughlistening,repetition,andspellingpractice.

TextHow:Usingaudioclipsofwordpronunciations,lettercards,andspelling

analysis

:語篇而讀）games,studentsfirstlistentothesoundof"ea",thenpracticeblendinglettersto

formwords,andfinallyapplytheruleinspellingtasks.Chantinganddictation

activitiesreinforcethelearning.

Why:Masteringthe"ca"pronunciationrulehelpsstudentsspellandread

relatedwordsmoreaccurately,improvingtheirphonicsskillsandlayinga

foundationforindependentwordrecognitioninfutureEnglishlearning.

1.Recognizethe"ea"lettercombinationanditslong/i：/soundinwordslike

Learning"clean"and"sweep'*.

objectives

,:學(xué)習(xí)目標(biāo)）2.Spellwordswith"ea"correctlybyapplyingthepronunciationrule.

3.Participateactivelyinphonicsgamesandchantingactivities.

KeyandKeypoint：Masterthe"ea"pronunciationruleandspellrelatedwords.

difficult

Difficultpoint：Distinguish"ea"fromotherlettercombinationswithsimilar

points

,教學(xué)重難點(diǎn)）sounds.

Teaching1.Lettercardsfor"e","a"andwordcardswith"ea"（clean,sweep,etc.）

aids

:教學(xué)準(zhǔn)備）2.Audiorecordingsofwordpronunciationsandaphonicschant

TeachingTeachingproceduresRevised

steps（教學(xué)過程）lessonplanning

（教學(xué)環(huán)節(jié)）（二次備課）

Greetstudentsandsay,"Lastclass,welearnedwordsabout

Leadinchores.Today,let'sfindaspecialsoundinsomeofthem."Write

（導(dǎo)入）"clean"and"sweep"ontheboard,underline"ea",andask,

第7頁共18頁

"What'sthesamehere?"Guidethemtonoticetheletter

combination,thenintroduce:''We'lllearnhow'ea*soundsand

howtospellsuchwords.H

Playtheaudioof"clean'1,"sweep",and"read"pronunciation.Ask

studentstolistencarefullyandrepeat,focusingonthe/i：/sound.

Holdup"enand"a"cards,combinethemtoform"ea",and

explain:"When'e'and'a*standtogether,theyoftenmakethelong

Presentation/i:/sound.'*Writethewordsontheboard,underline"ea",and

(呈現(xiàn))practiceblending:"c-l-e-a-n,clean".Playthephonicschant,

whichrepeatswordswith"ea"toarhythm,andletstudentschant

along.Then,showapictureofsweeping,ask"What'sthis?'1and

guidethemtospell"sweep"bysoundingouteachletter.

Pairwork:Onestudentsaysawordwith"ea"(e.g.,"read"),the

Practiceotherspellsiialoud.Thenswitchroles.Usewordcardsashintsif

(操練)needed.Walkaroundtocheck,correctingspellingmistakesand

remindingstudentsofthe"ea"sound.

Organizea"SpellandRace"game:Dividetheclassintoteams.

Calloutawordwith"ea"(e.g.,"clean"),andteamsracetowrite

Consolidationitontheboard.Thefirstteamwiththecorrectspellinggetsa

(鞏固)point.Afterseveralrounds,addachallenge:sayasentencelike”I

cansweepthefloor"andaskteamstocirclethewordwith"ea".

Thismixesspellingpracticewithwordrecognitionincontext.

Level1(Basic)

HomeworkReadthe"ea11words5timesandcopythem3times.

(作業(yè))Level2(Intermediate)

Listentothephonicschantandchantalongtwice.

Level3(Advanced)

Write3sentencesusing"ea"words(clean,sweep,read).

第8頁共18頁

Unit1Helpingathome

PartALet'sspell

Blackboard

design

:板書設(shè)計(jì))

goodLunches.buns.

Studentswereexcitedaboutthephonicsgames,whichmadethelesson

lively.Mostcouldrecognizethe"ea"soundandspellbasicwordslike"clean".

However,someconfused"ea"with"ee"(e.g.,writing"sweep"as"sweep"

correctlybut"meet'*as"meat"bymistake).Thechanthelpedwith

Reflection

:教后反思）pronunciation,butafewstruggledtokeepupwiththerhythm.Inthenext

lesson,I'llcompare"ea"and"ee"withmoreexamplesandslowdownthechant

forpractice.Addingpicture-basedspellingtasksmightalsoreinforcethe

connectionbetweenwordsandmeanings.

第9頁共18頁

Unit1Helpingathome

PartBLet5stalk&Lefslearn

Subjec

EnglishGrade4TeacherMs.LiPeriod4

t（年級(jí)）（教師）（課時(shí)）

（科目）

TopicUnit1HelpingathomeTypeNew

（課題）PartBLefstalk&Lefslearn（課型）Lesson

What:ThislessonintegratesMLet'stalk"and"Let'slearn"fromPartB,focusing

onnewchorevocabulary（watertheplants,cookthemeals,washtheclothes）

andthesentencepattern"Canyou...?"withresponses"Yes,Ican./No,Ican't."It

helpsstudentsdiscusstheirabilitytodomorehouseholdtasks.

TextHow:Throughdialoguelistening,vocabularypicturecards,pairpractice,and

analysis

:語篇而讀）role-plays,studentsfirstlearnnewwords,thenmasterthe"Canyou...?"

structure,andfinallycombinebothinconversations.Interactivegames

reinforceusage.

Why:Itaimstoexpandstudents'chore-relatedvocabulary,enablethemtoask

andanswerabouttheirabilitiesinEnglish,andencouragethemtotakemore

responsibilityathomethroughcommunicationpractice.

1.Masternewchorewords:watertheplants,cookthemeals,washtheclothes.

Learning2.Use"Canyou...?"toaskaboutothers'abilitiesandrespondappropriately.

objectives

:學(xué)習(xí)目標(biāo)）3.Combinenewwordsandsentencesinshortconversationsabouthousehold

tasks.

KeyandKeypoint：Learnnewchorevocabularyanduse"Canyou...?"sentence

difticult

pattern.

points

,教學(xué)更難點(diǎn)）Difficultpoint：Respondwith"Yes,Ican./No,Ican't."correctlyincontext.

Teaching1.Picturecardsofnewchores（wateringplants,cookingmeals,etc.）

aids

:教學(xué)準(zhǔn)備）2.Audioofthe"Lefstalk"dialogueandvocabularypronunciations.

TeachingTeachingproceduresRevised

steps（教學(xué)過程）lessonplanning

（教學(xué)環(huán)節(jié)）（二次備課）

Greetstudentsandsay,"We'velearnedtotalkaboutwhatwecan

Leadindoathome.Today,let'slearnmorechoresandhowtoaskothers

（導(dǎo)入）iftheycandothem."Showapictureofsomeonewateringplants,

ask"Whatishedoing?"Letstudentsguess,thenintroduce:"We'll

第10頁共18頁

learnthesenewwordsandausefulquestiontoday."

First,introducenewvocabulary:Showthe"watertheplants"

card,saythephrase,mimicwatering,andexplain.Dothesame

for"cookthemeals'*(pretendstirringapot)and"washthe

clothesn(mimicwashing).Playtheaudio,letstudentsrepeat,and

Presentationpracticesayingthephrasestogether.Thenplaythe"Let'stalk"

(呈現(xiàn))dialogue,whichuses"Canyouwashtheclothes?"andresponses.

Askstudentstolistenandanswer:"WhatdoesAmyaskTom?”

Write"Canyou...?**and"Yes,Ican./No,Ican't."ontheboard.

Explainthequestionisforaskingabilities,thendemonstratewith

"Canyoucookthemeals?"Invitestudentstorespond,correcting

intonation.

Pairwork:Studentstaketurnsaskingeachotherwithnewchores,

Practicee.g.,"Canyouwatertheplants?"Theotherrespondswith"Yes,I

(操練)can."or"No,Ican't.HThenaddfollow-up:"Whatcanyoudo?Hto

connectwithpreviouslearning.Walkaroundtoassist,ensuring

theyusenewphrasescorrectly.

Organize"HelpfulTeam"activity:Divideintogroups.Giveeach

groupalistofchores(includingnewones).Onestudentasks

Consolidation"Canyou...?”;othersraisehandsiftheycan,saying"Yes,Ican."

(鞏固)Thegroupcountshowmanycandoeachchoreandreports:

"Threestudentscancookthemeals."Thiscombinespracticewith

teamworkandreinforcesbothwordsandsentences.

Level1(Basic)

HomeworkReadthenewchorephrases4timesandcopythemtwice.

(作業(yè))Level2(Intermediate)

Askafamilymember"Canyou...?”with2newchores.

Level3(Advanced)

Write3sentences:"Ican...","Ican't...",andHCanyou...?”

第11頁共18頁

Unit1Helpingathome

PartBLet'stalkandLet'slearn

Blackboard■L2_z_.一.4MB

design11ryolccGarmyyiGar.\A/a才―一flrx->r.

,:板書設(shè)計(jì)）

與CCc：.-

——七■./一、^<G

W

Wecooktogether.Wehavefun.

1haveahappyfamily.We、

[oftencooktogetherand...J

Studentswereactiveinlearningnewchorewords,especiallyenjoyingthe

actionmiming.Mostcoulduse"Canyou...?”toaskquestions,butsome

hesitatedwhenrespondingwith"No,Ican't./'oftenmixingupthestructure.

Thegroupactivityeffectivelyreinforcedthephrases,butafewstruggledto

Reflection

;教后反思）rememberlongertermslike"watertheplants,"Inthenextlesson,Filaddmore

individualresponsepracticeandusemnemonicstohelpmemorizenew

vocabulary.Linkingchorestostudents'real-lifeabilitiesmightalsomakethe

languagemoremeaningful.

第12頁共18頁

Unit1Helpingathome

PartBReadandwrite

Subjec

EnglishGrade4TeacherMs.LiPeriod5

t（年級(jí)）（教師）（課時(shí)）

（科目）

TopicUnit1HelpingathomeTypeNew

（課題）PartBReadandwrite（課型）Lesson

What:Thislessonfocusesonthe"ReadandWrite"sectionofPartB,featuring

ashortpassageaboutchildrentalkingabouttheirhouseholdchores.Itincludes

keysentenceslike"Lindacancleanherroom"and"Tomcan'tcook"and

requiresstudentstoreadfbrdetailsandwritesimilarsentences.

Text

analysisHow:Studentsfirstreadthepassagetograspmainideasanddetailsthrough

語篇而讀）

guidedquestions.Then,theypracticewritingsentencesabouttheirownchores

usingthemodel,withteacherfeedbackongrammarandspelling.

Why:Itaimstoimprovestudents'readingcomprehensionofchore-relatedtexts

andenhancetheirabilitytoexpresspersonalabilitiesinwriting,bridging

speakingandwrittencommunication.

1.Understandthemaincontentofthe"ReadandWrite"passageandanswer

detailquestions.

Learning

objectives2.Writesentencesaboutpersonalchoresusing"can"and"can't"correctly.

:學(xué)習(xí)目標(biāo)）

3.DevelopconfidenceinreadingshortpassagesandwritingsimpleEnglish

sentences.

KeyandKeypoint：Readthepassagefordetailsandwrite"can/can't"sentencesabout

difticult

chores.

points

,教學(xué)更難點(diǎn)）Difficultpoint：Usecorrectverbformsafter"can"and"can't"inwriting.

Teaching1.Printedcopiesofthe"ReadandWrite"passageforstudents

aids

:教學(xué)準(zhǔn)備）2.Samplesentenceswrittenontheboard（e.g.,"Icansweepthefloor."）

TeachingTeachingproceduresRevised

steps（教學(xué)過程）lessonplanning

（教學(xué)環(huán)節(jié)）（二次備課）

Greetstudentsandsay,"We'vetalkedandpracticedalotabout

Leadinchores.Today,lel*sreadastoryaboutwhatLinda,Tom,andLucy

（導(dǎo)入）candoathome,thenwriteaboutourselves."Showpicturesofthe

threechildrenfromthepassage,ask"Whatdoyouthinktheycan

第13頁共18頁

do?"toarouseinterestinreading.

Distributethepassageandreaditaloudslowly,pausingtoexplain

newwords(eg,"tidy"means"cleanandneat").Askstudentsto

followalong.Afterreading,asksimplequestions:"CanLinda

cleanherroom?""CanTomcook?'1tocheckunderstanding.

PresentationThen,underlinesentenceslike"Lindacancleanherroom"and

(呈現(xiàn))"Tomcan'tcook'ontheboard.Explainthatweuse"can"for

abilitiesand"can't"forinability,withverbsinbaseform.Show

samplesentencesaboutyourownchores,e.g.,"Icanwashdishes.

Ican'twaterplants.”

Studentsreadthepassageagainsilentlyandanswer3detail

Practicequestions:"WhatcanLucydo?""Whocan'tcook?""Whatis

(操練)Lindagoodat?"Then,pairuptocheckanswers.Next,guide

themtowrite2sentencesaboutthemselves:onewith"can",one

with"can't".Walkaroundtohelpwithspellingandsentence

structure,e.g.,remindingthemtouse"sweep"not"sweeps1'after

"can".

Organizea"ShareandCheck"activity:Invite4-5studentstoread

theirsentencesaloud.Theclasslistensandgivesathumbs-upif

Consolidationcorrect,orgentlypointsoutmistakes(e.g.,'Canyousay'Ican

(鞏固)clean'insteadof'Icancleans'?'*).Then,havestudentsexchange

paperswithapartnertocheckeachother'swriting,focusingon

"can/can'l"andverbforms.

Level1(Basic)

HomeworkReadthepassageagainandcopytheunderlinedsentences.

(作業(yè))Level2(Intermediate)

Write3sentencesaboutfamilymembers'chores(e.g.,"Momcancook.").

Level3(Advanced)

Writeashortparagraph:"MyChores1'with4-5sentencesusing"can'and

"can't".

第14頁共18頁

Unit1Helpingathome

PartBReadandwrite

I'mhelpful!

Mum,Mum,

YouareagreatIamabigboynow.I

nurse.YouhelpXiaoUn,cansweepthefloor.

manypeople.Ican

YouarestillIcancook.Icanlook

helpyouathome!afterSallytoo!

Blackboardachild.What

designXiaoLincanyoudo?XiaoUn

:板書設(shè)計(jì))

Mumn；

Studentsshowedgoodfocusduringreading,andmostcouldanswerdetail

questionscorrectly.Writingpracticewentsmoothlyforbasicsentences,but

somemademistakeswithverbforms,like”Icancleansmyroom"insteadof

"clean".Afewstruggledtothinkofvariedchores,repeating"clean"and

Reflection

:教后反思）"sweep".Thepeer-checkactivityhelpedthemnoticeerrors,butshystudents

neededencouragementtoshare.Inthenextlesson,I'llprovidemoreverblists

forwritingandoffersentenceframes(e.g.,"I