Unit2 Helping at Home Start up 第一课 (教学设计）-2026-2027学年外研版(三起)英语四年级上册

Unit 2 Helping at Home Lesson 1 (Start Up) I. Teaching Aims 1. Knowledge Aims By the end of the lesson, students will be able to: · say and read the chore words: wash the dishes, feed the dog, make the beds, wash the clothes, sweep the floor, take out the rubbish; · understand and sing the song "Helping at Home" with the key sentences: "Phew! So much work! Let's work together." and "Everyone, well done! Chores can be fun!" · understand the dialogue between Sam, Dad and Bobby about doing chores at home. 2. Ability Aims Students will be able to: (1).use "Can you...?" to ask for help in daily life; (2).describe what chores they can do or cannot do using simple sentences; (3).work in pairs to act out the dialogue and complete the true/false exercises. 3. Emotional Aims Students will develop a positive attitude towards helping at home and understand that doing chores is everyone's responsibility, not just parents' job. II. Key and Difficult Points Key Points The chore vocabulary: wash the dishes, feed the dog, make the beds, wash the clothes, sweep the floor, take out the rubbish. The sentence pattern: "Can you help me...?" / "Yes, I can." / "No, I can't." Understanding the dialogue: Sam asks Bobby to help clean the floor, but Bobby makes it worse. Sam has to clean again. Difficult Points Pronouncing "rubbish" /rUbIʃ/ and "sweep" /swi:p/ correctly; Understanding the humor in the dialogue - Bobby the dog "helps" but actually makes the floor dirtier; Using "Can you...?" naturally in real-life situations to ask for help. III. Teaching Tools Textbook (Unit 2, pp.14-16) Blackboard and chalk PPT (optional, with pictures of household chores) Word cards: wash the dishes, feed the dog, make the beds, wash the clothes, sweep the floor, take out the rubbish Audio file of the song "Helping at Home" A picture of a messy room and a tidy room IV. Teaching Procedures Step 1: Warm-up (5 mins) [Purpose] To activate students' prior knowledge and lead in the topic. Teacher shows pictures of different rooms (a messy bedroom, a dirty kitchen, a clean living room) and asks: "Look! Is this room tidy or messy?" "What can you see in the room?" Students answer freely. Teacher writes "Helping at Home" on the blackboard and says: "Today we will learn about chores at home." Step 2: Listen and Sing (8 mins) [Purpose] To introduce the chore vocabulary through a song and let students feel the rhythm. Teacher plays the song "Helping at Home" (Activity 1, p.14). Students listen and clap along. Teacher plays again and pauses after each line. Students repeat: "Wash the dishes" - teacher mimes washing dishes "Feed the dog" - teacher mimes giving food to a dog "Make the beds" - teacher mimes making a bed "Wash the clothes" - teacher mimes washing clothes "Sweep the floor" - teacher mimes sweeping "Take out the rubbish" - teacher mimes taking out a bin Teacher writes the six chore phrases on the board with pictures. Students read after teacher in groups. Then they sing together with actions. Teacher asks: "Do you do these chores at home? What chores can you do?" Students answer briefly: "I can make the beds." "I can sweep the floor." Step 3: Read and Answer (12 mins) [Purpose] To develop reading comprehension skills and understand the main idea of the dialogue. Teacher sets the scene: "Sam wants to play outside. But Dad says he must tidy his room first. Sam asks his dog Bobby to help. Let's read and find out what happens." Students read the dialogue (Activity 1, p.16) silently. Teacher writes the guiding question on the board: "Can you help me, Bobby? What does Sam ask Bobby to do?" Students read again and answer: Sam asks Bobby to "clean the floor." Teacher asks follow-up questions: "Does Bobby do a good job?" (No, he makes it dirtier.) "What does Sam need to clean at the end?" (The floor, the desk and the wall.) Students laugh at the funny part. Teacher explains that Bobby is a dog and he does not understand "clean" - he just runs around and makes the floor dirty! Teacher and students read the dialogue together, acting out the roles (Sam, Dad, Bobby). Step 4: Read Again and Write (8 mins) [Purpose] To check students' understanding of the dialogue in detail. Students complete Activity 2 (p.16): Read again and write "check" or "cross". Teacher reads each sentence aloud. Students work individually first, then check with a partner. 1. Sam's room is tidy. (cross) - It is messy. 2. Sam loves doing chores. (cross) - He does not seem to. 3. Bobby can do chores well. (cross) - He makes it worse! 4. Sam needs to tidy his room again. (check) - He has to clean the floor, the desk and the wall. Teacher checks answers with the whole class. Students who got any wrong are asked to say why. Step 5: Look and Write and Summary (7 mins) [Purpose] To consolidate vocabulary and summarize the lesson. Teacher guides students to Activity 2 on p.14 (Look and write). Students look at the pictures and write the correct chore phrases. Teacher asks: "What did we learn today?" Students help summarize: Chore words: wash the dishes, feed the dog, make the beds, wash the clothes, sweep the floor, take out the rubbish. Key sentence: "Can you help me...?" "Yes, I can." / "No, I can't." The song: "Phew! So much work! Let's work together. Everyone, well done! Chores can be fun!" Homework: (1) Sing the song to your parents. (2) Draw a picture of yourself doing a chore and write one sentence: "I can ___.") V. Blackboard Design Unit 2 Helping at Home Chore words: Key sentences: The song: wash the dishes Can you help me...? "Phew! So much work! feed the dog Yes, I can. Let's work together. make the beds No, I can't. Everyone, well done! wash the clothes What chores can you Chores can be fun!" sweep the floor do? take out the rubbish 六、教学反思 本节课围绕"Helping at Home"主题展开，通过歌曲导入、对话阅读和判断题操练三个主要环节推进教学。整体来看，歌曲环节学生参与度较高，六个家务词汇通过动作模仿帮助记忆，效果不错。对话环节中，Bobby把地板越弄越脏的情节让学生觉得有趣，课堂气氛较活跃。但也发现一些问题：部分后进生在Read again and write环节对第2题"Sam loves doing chores"判断犹豫，说明学生对文本隐含情感的理解还需要更多引导；另外在Pair work角色扮演时，有些学生只会照本宣科，不太会替换关键词进行自由表达。下次可以提前准备更多生活情境图片，让学生在真实语境中多用句型，同时给后进生多提供句型模板和替换词卡，降低开口难度。 学科网（北京）股份有限公司 $