Unit 2 Helping at Home Hit it big 第五课 (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 5 (Hit it big) I. Teaching Aims By the end of this lesson, students will be able to: 1. List chores they can do at home, such as make the beds, wash the dishes, sweep the floor, fold the clothes, take out the rubbish, etc. 2. Make a simple chore planner by folding paper, writing chores, choosing four colours (green, purple, blue, red) and playing a game. 3. Ask and answer questions about chores using "What chores can you do?" "Can you help make the beds?" "OK!" 4. Do some chores after school, take photos and share them with classmates. 5. Realise that everyone can help at home and develop a sense of responsibility. II. Key and Difficult Points Key points: 1. Chores vocabulary: make the beds, wash the dishes, sweep the floor, fold the clothes, take out the rubbish, clean the room, water the flowers. 2. Core sentence patterns: "What chores can you do?" "Can you help make the beds?" "OK!" / "Sorry, I can't." 3. Colour words used in the game: green, purple, blue, red. Difficult points: 1. Following the four steps to make a chore planner and understanding the game rules. 2. Using "Can you help...?" naturally in real communication, not just in the game context. III. Teaching Tools Textbook (pp.22-23), blackboard and chalk, PPT (optional), chore word cards, colour cards (green, purple, blue, red), blank A4 paper for each student to make chore planners, photos of children doing chores (optional). IV. Teaching Procedures Step 1: Warm-up (5 mins) The teacher shows pictures of children doing different chores — making beds, washing dishes, sweeping the floor, folding clothes, taking out rubbish. Students try to name the chores in English. The teacher writes the key phrases on the blackboard and checks pronunciation. [Purpose: To activate students' existing vocabulary about chores and lead naturally into the new topic.] Step 2: Presentation — Make a chore planner (10 mins) The teacher asks students to open the textbook to page 22 and look at Activity 1 "Make a list of chores." Students work in pairs to list chores they know. The teacher elicits answers and writes them on the board, adding any missing ones such as fold the clothes, take out the rubbish, water the flowers. Then the teacher introduces Activity 2 "Make your chore planner." She explains the four steps slowly: (1) Fold the paper. (2) Write the chores. (3) Write four colours — green, purple, blue, red. (4) Play! The teacher demonstrates with one example on the blackboard, showing how to assign a colour to each chore. Students take blank paper and make their own chore planners. The teacher walks around to help students who need it. [Purpose: To let students practise writing chores and colours, and to prepare the game material for the next speaking activity.] Step 3: Practice — Play the chore planner game (10 mins) The teacher explains how to play the game using the chore planner (Activity 3, page 23). She demonstrates with a strong student first: Student A picks a number ("Ten... eight, nine, ten!") and then picks a colour ("Blue."), then asks "Can you help make the beds?" Student B replies "OK!" or "Sorry, I can't." After the demonstration, students work in pairs and play the game with their own chore planners. The teacher monitors, notes common mistakes, and gives quick corrections after the game. [Purpose: To practise the target sentence patterns in a fun, game-based context and improve speaking fluency.] Step 4: Production — Do the chores (8 mins) The teacher points to Activity 4 on page 23: "Do the chores after school. Take photos and share them with the class." She explains that students should try to do at least two chores at home this week and either draw a picture or ask a parent to take a photo. In the next class, students will show their pictures and say what they did. The teacher writes a sentence frame on the board for reference: "I ___ (chores). I can help at home!" Students practise saying their sentences with a partner. [Purpose: To extend language use to real life and connect English learning with students' daily experience.] Step 5: Summary and homework (2 mins) The teacher reviews the chores and sentence patterns on the blackboard. She points to the section title "Hit it big" and asks students what it means. She explains it means "to be very successful" and says "We can do it!" Students repeat together. Homework: (1) Do two chores at home and write two sentences about what you did. (2) Prepare to share your photos in the next class. [Purpose: To consolidate the lesson content and give students a practical task to complete outside class.] V. Blackboard Design Unit 2 Helping at Home — Lesson 5 (Hit it big) Chores: Core sentences: Colours: make the beds What chores can you do? green purple wash the dishes Can you help make the blue red sweep the floor beds? fold the clothes OK! / Sorry, I can't. take out the rubbish clean the room water the flowers We can do it! 六、教学反思 本节课以制作家务计划表为主线，学生参与度较高，大部分学生能说出常见家务词汇并用Can you...?句型进行问答。但在游戏环节，部分后进生对颜色词汇记忆不牢，导致游戏节奏偏慢；另有少数学生在Pair work中仍习惯用中文交流。今后可在课前增加颜色和家务词汇的快速闪卡复习，游戏前先做全班示范操练，同时为后进生准备句型提示卡，降低开口难度。 学科网（北京）股份有限公司 $