Unit 8 How do people get along with each other?（教学设计）- 2025-2026学年沪教版英语四年级下册

Unit 8：How do people get along with each other? 单元整体分析 单元教学内容 本单元围绕“How do people get along with each other?”核心问题展开，引导学生认识人际交往相关词汇（polite, share, take turns 等），了解礼貌交往的行为规范和方式，包括礼貌用语、分享、轮流、尊重他人等。掌握核心词汇（行为类、态度类）和复习巩固所学语法句型，通过情境模拟、合作交流、阅读感悟等活动，培养良好的人际交往习惯，激发尊重他人、友善相处的意识。 单元学习遵循“激活人际交往主题—探究礼貌交往案例+语法复习—交际运用—拓展升华”的逻辑链，各板块功能如下： 板块 内容 功能 Get ready 激活人际交往类核心词汇（polite, share, take turns, knock 等），通过“看图指认”“情景匹配”建立“礼貌行为—场景—语言表达”的关联，初步感知礼貌交往的基本用语和动作。 输入铺垫功能：借助生活场景和直观教具，激活学生对人际交往的已有认知，呈现核心词汇和话题，搭建“礼貌交往”认知框架。 Explore 通过“Poems about being polite”的文本，以诗歌形式呈现牛的礼貌敲门、熊的乐于分享等行为，传递礼貌交往的重要性；同步复习巩固所学语法（一般现在时、现在进行时），强化语言综合运用能力。 认知+语言形式融合功能：既引导学生从“识别礼貌行为”进阶到“理解交往意义”，又同步完成语法知识的系统复习，为复杂交往场景表达提供语言支撑。 Communicate 通过“模拟礼貌借物”“谈论友善朋友”“仿写朋友介绍”等活动，将所学知识转化为实际交往能力，解决“如何用英语礼貌地与他人相处、表达需求”的问题。 语言输出功能：创设真实人际交往情境，让学生运用词汇和句型进行表达、合作与书写，实现知识向能力的转化。 Extend 通过“Act like a team!”的短文，介绍家庭和学校中团队合作、友善相处的方式，引导学生了解人际交往在不同场景的共性与差异，渗透“团结协作、礼貌友善”的价值观，鼓励学生在生活中践行良好交往行为。 主题升华与价值引领功能：将“单一礼貌行为”延伸到“系统人际交往认知”，让学生感受和谐关系的重要性，培养团队意识和社交能力。 单元教学目标 语言能力目标 能听、说、读、写人际交往类核心词汇；能熟练运用所学语法句型（一般现在时、现在进行时）描述交往行为和场景；能礼貌地提出请求、回应他人（如“May I use your...?” “Here you are.”）；能仿写简单的友善朋友介绍短文。 思维品质发展目标 通过分析礼貌交往案例和人际交往场景，培养共情、推理、归纳思维；能从“行为”“语言”“态度”等角度思考良好交往的要素；发展提取文本关键信息、逻辑表达交往观点的能力。 文化意识目标 感受不同场景下的交往礼仪，了解礼貌交往的普遍性；培养尊重他人、友善合作的意识；初步建立“良好交往促进和谐关系”的认知，鼓励在生活中践行礼貌行为。 学习策略目标 运用“交往场景—行为—语言”思维导图梳理知识；通过小组合作、情境模拟、角色扮演等活动实践语言交际；借助句型模板、关键词提示完成写作任务。 教学过程设计 Get ready 教学设计 一、教学目标 1. 听、说、认读词汇：polite, share, take turns, knock, invite, kind, helpful, borrow, return。 2. 正确使用句型“Be polite to others.” “We should share.” “May I use your...?” “Sure. Here you are.” 表达交往行为和请求。 3. 建立“交往场景—礼貌行为—语言表达”的关联认知（如 borrow things → knock → May I...?）。 4. 激发对良好人际交往的重视，愿意用英语礼貌地与他人交流。 5. 情境任务：制作“礼貌交往卡片”（含交往场景图片 + 礼貌行为 + 1 句语言表达）：“Borrowing things. Knock first. May I use your pen?” 二、教学重难点 重点：人际交往词汇的认读与记忆；礼貌请求句型“May I use your...?”及回应的初步运用。 难点：部分词汇的发音（如 polite /pəˈlaɪt/、invite /ɪnˈvaɪt/）；在具体场景中选择合适的礼貌行为和语言。 三、教学过程设计 （一）导入：激活经验，建立语境 活动1：Look and judge（看图判断） 过程：① 教师展示不同交往场景的图片（如敲门进办公室、争抢玩具、分享零食），让学生判断行为是否礼貌。② 学生用中文或英文回应，教师顺势呈现“polite, share, take turns”等词汇。③ 教师领读词汇，强调发音要点（如 polite 重音在第二音节，invite 注意 /ɪnˈvaɪt/ 的发音）。 语言：T: Look at the picture. He is sharing toys with friends. Is it polite? Ss: Yes! T: Correct! “share” means give others something. Read after me: share, share. Ss: share, share. 活动2：Talk about familiar scenes（谈论熟悉场景） 过程：① 教师示范：“When we want to enter the teachers' office, we should knock first. It's polite.” ② 学生结合自身校园和家庭生活，分享礼貌交往的场景。③ 教师引导学生用英语关键词回应，如学生说“借东西要先说请”，教师补充：“When we borrow things, we can say ‘May I use your...?’” 语言：T: What polite things do you do at school? S1: 排队要轮流。T: Great! We should take turns to queue. Read after me: take turns, take turns. （二）新知呈现：词汇与句型输入 活动1：Look, point and say（看图指说） 过程：① 课件按顺序呈现交往场景图片、礼貌行为及对应语言（如 borrow things 配 knock 动作图和“May I use your...?”句型），播放录音。② 学生边听录音，边快速指出对应的图片，模仿行为动作。③ 分组竞赛：教师展示交往场景，小组抢答对应的礼貌行为和语言，答对加分。 语言：T: Look at the scene “enter the teachers' office”. Point! Ss: （指向敲门图片）knock! T: What do we say? Ss: May I come in? T: Correct! Read after me: May I come in? 活动2：Match scenes, actions and words（场景、行为与语言匹配） 过程：① 课件呈现交往场景（borrow books, play games, enter the room）、行为词汇（knock, share, take turns）和语言表达（“May I borrow your book?” “Let's take turns to play.” “May I come in?”）。② 学生小组讨论，将三者进行合理匹配。③ 集体核对答案，教师引导学生用句型描述：“When we borrow books, we can say ‘May I borrow your book?’ It's polite.” 语言：T: Match the scene, action and words. Let's check: When we play games, we take turns. We say “Let's take turns to play.” Correct! 活动3：Role-play - “Polite Communication”（角色扮演） 过程：① 教师给学生分发交往场景卡片（如借文具、进办公室、分享零食），学生分组扮演角色。② 教师引导学生用所学句型和行为完成互动，如：“May I use your ruler?” “Sure. Here you are.” “Thank you.” ③ 教师巡视指导，纠正行为和语言表达错误。 语言：Group 1 (S2): May I use your crayons? S3: Sure. Here you are. S2: Thank you. S3: You're welcome. T: Perfect! You're polite. （三）输出：练习巩固，表达自我 活动1：Quick response（快速回应） 过程：① 教师说出交往场景，学生快速说出对应的礼貌行为（如教师说“borrow a pen”，学生说“May I use your pen?”）。② 教师做出不礼貌行为（如争抢玩具），学生快速纠正并说出正确行为和语言：“Don't grab. Take turns. Let's take turns to play.” ③ 增加难度：教师提问“May I use your notebook?” 学生快速回应“Sure. Here you are.”或“Sorry, I'm using it now.” 语言：T: “enter the classroom late”! Ss: Excuse me. May I come in? T: （争抢橡皮）Ss: Don't grab. Share. Let's share the eraser. 活动2：Draw and introduce（绘画介绍） 过程：① 学生用3分钟画出一个礼貌交往的场景，标注场景名称、礼貌行为和语言。② 教师巡视，对绘画困难的学生提供简笔画模板。③ 邀请4-5名学生上台展示，用句型介绍：“This is borrowing a book. We knock first. We say ‘May I borrow your book?’” 语言：T: Draw a polite communication scene. Write the scene, action and words. Show us your picture! S4: This is sharing snacks. We give snacks to friends. We say “Would you like some snacks?” T: Great! Clear and correct. 活动3：Fill in the blanks（填空练习） 过程：① 课件呈现句型框架，学生根据提示填空：“When we ______ (borrow) things, we should ______ (knock) first. We can say ‘______ I use your...?’” ② 同桌互查答案，教师抽查并点评，强调礼貌行为和语言的搭配。 语言：T: Fill in the blanks. Remember: use the right action and words. Let's read Lily's answer: “When we borrow things, we should knock first. We can say ‘May I use your pencil?’” Perfect! 四、作业设计 1. Read the words and phrases. 2. Draw a “Polite Communication” picture and write 2 sentences: “This is... We should... We can say ‘______’” Explore 教学设计 一、教学目标 1. 能理解并朗读“Poems about being polite”的文本，提取诗歌中牛和熊的礼貌行为（敲门、分享）等关键信息。 2. 能熟练运用一般现在时描述经常性的礼貌行为（如“He always knocks before entering.”）；能运用现在进行时描述正在进行的交往行为。 3. 能结合诗歌内容，用简单语言说明礼貌行为的意义（如“Being polite makes others happy.”）。 4. 感知语调在礼貌表达中的作用（如请求时语调上扬），能有感情地朗读诗歌。 二、教学重难点 重点：理解诗歌内容，掌握礼貌行为的描述；复习巩固一般现在时和现在进行时的运用。 难点：在语境中区分一般现在时（经常性行为）和现在进行时（正在进行的行为）；有感情地朗读诗歌，体会语调变化。 三、教学过程设计 （一）热身复习 活动1：词汇与句型回顾 过程：① 课件快速展示人际交往词汇和礼貌行为图片，学生抢答，教师纠正发音和表达错误。② 集体操练基础句型：“He is sharing toys. She always knocks before entering.” ③ 过渡提问：“What polite things do animals do in poems? Let's read the text to find out.” 引出文本主题。 语言：T: “take turns”! Ss: take turns! T: “What is she doing?” Ss: She is borrowing a book. T: What polite things do animals do? Let's read the poems. 活动2：Chant 导入 过程：① 播放 Grammar in use 中的歌谣“Good girl May”，学生跟唱。② 提问歌谣中的关键信息：“What does May often do on Sundays?” “What is she doing now?” 引导学生用一般现在时和现在进行时回应。③ 强调两种时态的区别和用法。 语言：T: Listen to the chant. What does May often do on Sundays? Ss: She often goes to the park. T: What is she doing now? Ss: She is looking after her brother. （二）探究文本：礼貌诗歌赏析 活动1：Read and answer（问题探究） 过程：① 课件呈现问题：“What does the ox always do before entering?” “What do bears share with each other?” “Why do people say ‘How kind of him!’ to the ox?” ② 学生默读诗歌1分钟，寻找答案，小组讨论后举手回答。③ 教师将关键信息板书在“动物—礼貌行为—意义”表格中。 语言：T: What does the ox always do before entering? S1: He always knocks. T: What do bears share with each other? S2: They share toys, honey and jokes. 活动2：Read and match（动物与礼貌行为匹配） 过程：① 课件呈现动物（ox, bears）和礼貌行为（knock before entering, share toys and honey, ask “May I come in?”）。② 学生再次阅读诗歌，将动物与对应的礼貌行为匹配。③ 集体核对答案，教师引导学生朗读诗歌中对应的关键句子。 语言：T: Read the poems and match the animal with the polite action. Let's check: The ox knocks before entering and asks “May I come in?” Correct! Bears share toys and honey. Yes! 活动3：Read with feeling（感情朗读） 过程：① 教师播放诗歌录音，学生跟读，感受语调变化（如请求句“May I come in?”语调上扬）。② 教师逐句指导朗读，强调重音和语调（如“always”“kind”重读，礼貌请求语调上扬）。③ 学生分组朗读，进行诗歌朗诵比赛，教师点评。 语言：T: Listen to the tape. “May I come in?” The tone goes up. Read after me: May I come in? Ss: May I come in? T: Group 2, your turn. Let's listen to their beautiful reading. （三）语法复习：时态运用 活动1：Fill in the blanks with the right tense（用正确时态填空） 过程：① 课件呈现诗歌中的关键句子，空出动词部分（如 “The ox ______ (always knock) before entering.” “Bears ______ (share) their honey now.”）。② 学生独立填空，同桌互查。③ 教师讲解两种时态的用法：一般现在时表示经常性、习惯性的动作（常与 always, often 连用）；现在进行时表示正在进行的动作（常与 now, look, listen 连用）。 语言：T: Fill in the blanks with the right tense. Let's check: “The ox always knocks before entering.” (一般现在时) Correct! “Bears are sharing their honey now.” (现在进行时) Yes! 活动2：Look, ask and answer（看图问答） 过程：① 课件呈现不同交往场景的图片（如牛敲门、熊分享蜂蜜、学生借文具）。② 学生两人一组，轮流提问：“What does the ox always do?” “What are the bears doing now?” 对方回答：“He always knocks before entering.” “They are sharing their honey.” ③ 邀请2-3组上台展示。 语言：T: Pair work! Ask and answer about the pictures. Group 1, your turn. S3: What does she always do when borrowing things? S4: She always says “May I use your...?” S3: What is she doing now? S4: She is borrowing a ruler. 活动3：Role-play - “Polite Daily Life”（角色扮演） 过程：① 学生分组，模拟校园或家庭中的礼貌交往场景，运用两种时态描述行为。② 学生互动示例：“What do you often do when you meet your friends?” “I often say ‘Hello!’ to them. Look! I'm saying ‘Hello!’ to Lily now.” ③ 教师巡视，鼓励学生大胆创新表达。 语言：Group 2 (S5): What do you always do before entering the classroom? S6: I always knock at the door. Now I'm knocking. May I come in? S5: Come in, please. （四）语调学习：礼貌表达的语调 活动1：Listen and imitate（听辨模仿） 过程：① 课件呈现礼貌请求和回应的句子（如“May I borrow your book?” “Sure. Here you are.” “Thank you.”），播放录音。② 学生跟读，模仿语调变化（请求句上扬，回应句平缓）。③ 教师用手势辅助（上扬手势表示语调上扬，平动手势表示语调平缓），强化记忆。 语言：T: Listen to “May I borrow your book?” The tone goes up. Read after me: May I borrow your book? Ss: May I borrow your book? T: “Sure. Here you are.” The tone is flat. Ss: Sure. Here you are. 活动2：Read and judge（朗读判断） 过程：① 课件呈现不同语调的句子录音（正确和错误的礼貌请求语调），学生判断是否正确。② 小组讨论后核对答案，集体朗读正确语调的句子，强化语调感知。 语言：T: Listen to the first sentence. Is the tone correct for a request? Ss: No. T: Listen to the second one. Correct! Let's read it together with the right tone. 四、总结与作业 课堂总结：教师引导学生回顾本节课核心内容：“Today we learned about polite actions from poems and reviewed two tenses. We use the simple present tense for regular actions and the present continuous tense for actions happening now.” 学生集体复述核心句型。 作业设计： 1. Read Explore from Student’s Book 4B on Page 74-75. 2. Write 3 sentences about polite actions: “He always... ” “She is... now.” “It's polite to... ” Communicate 教学设计 一、教学目标 1. 能运用礼貌用语和所学时态，完成借物、分享、问候等日常交往场景的交流，准确表达请求和回应。 2. 能口头描述自己或他人的友善行为，包含行为内容、频率和意义。 3. 能模仿写作模板，完成一篇简单的“友善朋友”介绍短文，语句通顺，信息完整。 4. 培养礼貌交往和合作表达的能力，感受良好人际关系带来的快乐。 二、教学重难点 重点：运用礼貌用语和时态完成日常交往；根据提示仿写友善朋友介绍短文。 难点：在不同交往场景中灵活运用礼貌用语；写作中准确描述友善行为和品质。 三、教学过程设计 （一）热身复习 活动1：Review the 句型和时态 过程：① 教师播放日常交往场景的短视频（无声音），学生用所学句型和时态描述：“She always shares snacks with friends. Now she is giving a cookie to Lily.” ② 邀请1名学生上台模仿友善行为，其他学生提问，该学生回答行为和频率。③ 集体点评，纠正表达错误（如时态混淆、礼貌用语遗漏）。 语言：T: Look at the video. What does she always do? Ss: She always helps classmates. What is she doing now? Ss: She is helping Tom carry books. T: Amy, act like knocking before entering. Ss: What do you always do before entering? Amy: I always knock. Now I'm knocking. May I come in? 活动2：Listen and number（听力练习） 过程：① 播放 Communicate A 中“Helpful brothers”的听力材料。② 学生根据听力内容，给兄弟俩的友善行为图片排序（如帮妈妈做家务、照顾妹妹、分享玩具）。③ 集体核对答案，学生用句型描述：“First, they help妈妈 cook. Then, they look after their sister.” 语言：T: Listen to the tape. Number the pictures. Let's check: What's the first helpful thing they do? Ss: They help clean the room. Correct! （二）交流准备：明确任务与练习 活动1：Learn the communication task（明确交流任务） 过程：① 课件呈现交流任务：“Polite Daily Communication”，要求小组合作，选择2个日常交往场景（如借物、分享、问候），用礼貌用语和正确时态完成对话表演。② 学生分组讨论，确定场景，分配角色，编写对话。③ 教师提供句型参考：“May I...?” “Sure. Here you are.” “What do you often do to be polite?” “I always... ” 语言：T: Today we'll perform polite communication in daily life. Use the right words and tenses. Make your dialogue natural. 活动2：Practice the communication（模拟交流） 过程：① 各小组进行5分钟排练，教师巡视指导，纠正语言表达和时态错误。② 邀请1组进行试表演，其他学生认真观看，评价交流是否礼貌、时态是否正确。③ 教师针对试表演进行点评，提出改进建议（如增加感谢回应：“Thank you very much.” “You're welcome.”）。 语言：Group 3 (S3): May I use your storybook? S4: Sure. Here you are. But I need it back tomorrow. S3: No problem. Thank you. S4: You're welcome. What do you often do when borrowing things? S3: I always return them on time. T: Great! You're polite and responsible. （三）交往场景表演：展示与互动 活动1：Group communication show（小组交流展示） 过程：① 各小组依次上台进行对话表演，展示所选交往场景的礼貌交流过程，时间控制在1分钟内。② 其他学生认真观看，表演结束后可以补充提问（如“How often do you borrow things from him?”）。③ 教师在旁协助，及时纠正明显的语言错误。 语言：Group 4 (S5): Hi Lucy! What are you doing now? S6: I'm making a card for my friend. S5: It's beautiful! Do you often make cards for friends? S6: Yes, I do. It's a way to show my love. S5: May I help you? S6: Sure! Thank you. T: （补充提问）What will you write on the card? S6: I'll write “You're my best friend. I like sharing with you.” 活动2：Guess the polite action（猜礼貌行为） 过程：① 邀请1名学生上台，模仿一种礼貌行为，不说话。② 其他学生用句型“What do you always do?” “What are you doing now?” 提问，表演者只能用“Yes”或“No”回应。③ 猜对的学生获得小奖励，继续上台模仿。 语言：S1: （模仿分享苹果的动作）Ss: Do you always share food? S1: Yes. Ss: Are you sharing an apple now? S1: Yes! （四）书面表达：仿写友善朋友介绍 活动1：Analyze the model（分析范文） 过程：① 课件呈现写作模板范文（参考单元写作要求）：“My friend Lily is very kind and helpful. She always shares her toys with me. When I'm in trouble, she often helps me. Now she is helping me with my English homework. I like her very much. We are good friends forever.” ② 教师引导学生分析范文结构：开头（介绍朋友及品质）— 主体（描述经常性友善行为和正在进行的行为）— 结尾（表达喜爱和友谊）。③ 标注范文中的核心句型和关键词（kind, helpful, always, often, now, share, help）。 语言：T: Read the model. How does it start? Ss: It introduces Lily's qualities first. T: What does it say about her actions? Ss: It uses “always” and “often” for regular actions, and “now” for the current action. 活动2：Write about your friendly friend（仿写友善朋友） 过程：① 学生选择自己的一位友善朋友，参考模板进行写作，字数50词左右。② 教师巡视指导，对有困难的学生提供关键词提示（如 Tom: helpful, help carry books, share stationery, now: clean the classroom）。③ 学生完成后，同桌互查，纠正语法和拼写错误。 语言：T: Write about your friendly friend. Use the model. Remember to use the simple present tense and present continuous tense. Let's check your partner's work. 活动3：Show and comment（展示点评） 过程：① 邀请3-4名学生上台展示自己的作文，朗读给全班听。② 其他学生认真倾听，给出积极评价（如 “Good! You told us Lily's kind actions clearly.”）。③ 教师总结共性优点和改进方向（如部分学生遗漏朋友品质描述，需注意开头点明“kind/helpful/polite”）。 语言：T: Let's listen to Jack's report. He wrote about his friend Tom. He used “always” and “now” correctly. What a good job! Amy, you can add “Tom is polite too. He always says ‘please’ and ‘thank you’.” to make it better. 四、总结与作业 课堂总结：教师引导学生回顾交流和写作流程：“Today we performed polite communication and wrote about our friendly friends. We should be polite, share and help others in daily life. It makes our relationships better.” 学生集体复述核心句型。 作业设计： 1. Ask and answer with the sentence structure on Page 78. 2. Revise your friendly friend writing and stick a photo of you and your friend (or draw a picture) next to it. Extend 教学设计 一、教学目标 1. 能理解短文“Act like a team!”的主要内容，提取家庭和学校中团队合作、友善相处的方式等关键信息。 2. 能运用核心词汇和句型（“Family members should... ”“We should... at school.” “It's important to... ”）复述短文主要内容。 3. 能参与“How do you get along with your family/classmates?”的讨论，用简单理由表达观点（如 “I share my toys with my siblings. We help each other do chores.”）。 4. 激发团队意识和友善交往的积极性，理解“团结协作、礼貌友善”的重要性。 二、教学重难点 重点：理解短文内容，掌握家庭和学校中良好交往的方式；运用核心词汇和句型复述短文。 难点：在讨论中清晰表达自己的交往方式和观点；将短文知识迁移，践行良好交往行为。 三、教学过程设计 （一）热身复习 活动1：Review communication ways（回顾交往方式） 过程：① 课件展示家庭和学校交往的图片（如家人一起做家务、同学合作完成作业、分享零食），学生用句型“We should... ”描述。② 提问：“How do you get along with your family/classmates? ” 引导学生用简单英语或中文回答（如 help each other, share things）。③ 引出短文主题：“Today we'll learn about how to get along with others in family and school teams. Let's read the passage.” 语言：T: Look at the picture. They are doing chores together. We should help each other in family. T: How do you get along with your classmates? S1: I share my stationery with them. We help each other study. 活动2：Predict the passage（预测短文） 过程：① 课件呈现短文标题和家庭、学校场景图片，提问：“What do you think the passage will talk about? ” ② 学生自由猜测，教师汇总关键词（family, school, team, help, share, polite）。③ 播放短文录音（无文字），验证猜测。 语言：T: The passage is “Act like a team!”. What do you think it will talk about? S2: It will talk about how to work together with family and classmates. T: Let's listen to the tape to check. （二）短文精读：梳理信息与细节 活动1：Read and fill in the chart（阅读填表格） 过程：① 课件呈现表格，包含“场景”“良好交往方式”“具体行为”三列。② 学生默读短文，从文中提取信息填写表格（如 family: work together, do chores, look after each other; school: be polite and kind, share things, say “please” and “thank you”）。③ 集体核对答案，教师引导学生朗读对应的句子。 语言：T: Read the passage and fill in the chart. Let's check: Family. Good way: work together. Actions: do chores, look after each other. Correct! 活动2：Answer the questions（问题探究） 过程：① 课件呈现问题：“How do family members act like a team?” “What should you do to get along with classmates at school?” “Why is it important to be polite and share?” ② 学生再次阅读短文，寻找答案，小组讨论后回答。③ 教师将关键信息板书：“Family team: work together, care for each other; School team: polite, share, help.” 语言：T: How do family members act like a team? S3: They do chores together, look after each other and have fun together. T: What should you do at school? S4: We should be polite and kind, share things and say “please” and “thank you”. 活动3：Find the key sentences（寻找关键句） 过程：① 学生在短文中找出描述家庭和学校团队交往的关键句子（“Many families act like a team. Family members always work together.” “At school, you work with your teachers and classmates like a team.” “These things make your day!”）。② 教师领读句子，引导学生体会团队交往的意义。③ 学生分组朗读短文，感受语言节奏。 语言：T: Find the sentences about family teams. Ss: “Many families act like a team. Family members always work together. They do chores together. They look after each other.” T: Find the sentences about school teams. Ss: “At school, you work with your teachers and classmates like a team. Are your classmates polite and kind? Do you share your things?” （三）短文巩固：复述与讨论 活动1：Retell the passage with a chart（借助表格复述） 过程：① 学生以小组为单位，根据填写的表格，分工复述短文内容（一人负责家庭场景，一人负责学校场景）。② 教师示范复述：“Many families act like a team. They do chores, look after each other and have fun together. At school, we work with teachers and classmates like a team. We should be polite, share things and say polite words. These make our days better.” ③ 邀请1-2组全班复述。 语言：Group 5 (S5): Family team. Work together. Do chores, look after each other. Have fun. S6: School team. Be polite and kind. Share things. Say “please” and “thank you”. S7: These things make our day! 活动2：Group discussion（小组讨论） 过程：① 课件呈现问题：“How do you act like a team with your family?” “What do you do to get along with your classmates?” ② 学生分组讨论，用中文或简单英语记录想法（如 family: help parents cook, share stories; classmates: help with study, take turns to play）。③ 每组派代表分享，教师汇总创意想法，鼓励学生践行。 语言：T: Discuss in groups. How do you act like a team with your family? Group 2, share your ideas. S8: I help my mom wash dishes. We share our happy things at dinner. S9: I help my brother with his homework. We take turns to watch TV. （四）拓展延伸：实践交往承诺 活动1：Make a “Polite Team” promise（制定“礼貌团队”承诺） 过程：① 学生分组，结合短文内容和自身情况，制定家庭或班级的“礼貌团队”承诺（如家庭承诺：“We will do chores together. We will help each other.” 班级承诺：“We will share things. We will be polite to classmates.”）。② 教师巡视指导，帮助学生用英语组织语言。③ 各小组展示承诺，全班一起朗读，强化意识。 语言：Group 6 (Describer): Our class team promise: 1. We will share stationery and books. 2. We will help each other with study. 3. We will say “please”, “thank you” and “excuse me”. Ss: （齐读承诺） 活动2：Talk about my team experience（谈论我的团队经历） 过程：① 学生结合自己的团队经历，分享感受和想法：“I often help my dad clean the car. We work together. It's happy. I feel we are a good team.” ② 教师给予积极评价，鼓励学生保持良好的交往习惯，共建和谐团队。 语言：T: How do you feel when working with your family/classmates as a team? S10: I feel happy and warm. When we help each other, we can finish things better. T: Great! Acting like a team makes our life better. Let's keep our promises! 四、总结与作业 课堂总结：教师引导学生总结短文道理：“Families and schools are teams. We should work together, be polite, share and help each other. These make our relationships warm and happy. Let's be good team members!” 学生集体回应。 作业设计： 1. Read Extend from Student’s Book 4B on Page 80. 2. Write a short passage about your team experience: “I am in a family/class team. We... I often... It makes me... ” 学科网（北京）股份有限公司 $