Unit 4 Speaking教学设计 -2024-2025学年沪教版（五四制）英语六年级上册

Unit Unit4 Sports Period 2Speaking: Sports safety Lesson Type Speaking Teaching aims At the end of the class, students are expected to 1. master the meanings and usage of vocabulary related to body parts, sports safety (such as ankle, gear, warm-up, watch out, cut, knee, etc.). 2. understand the textual features of posters on sports safety themes, acquire their basic information, and infer their writing purposes. 3. use sentence patterns such as What’s wrong? What seems to be the problem? You have to ... to show care and give tips, and make dialogues about sports safety Teaching focus Guiding students to appropriately use language functions of showing care and giving tips in dialogue activities. Teaching difficulty Students may have difficulties in showing care, giving tips according to personal relevant experiences. Learning Procedures: Stages Learning activities Teaching purposes Lead-in Talk about the question: Do you sometimes get hurt when you play sports? To lead in the topic of this lesson Pre-task 1. Predict the meanings of ankle, clinic, gear, and helmet according to the picture of Lin Dong's injured leg and the poster's illustration 2. Talk about the sports safety tips you often follow based on the posters. 3. Predict the tips Yiming gives to Li Dong before listening. To understand the textual features of the posters and acquire the basic information. To activate prior knowledge and express sports safety advice with the target language. To predict according to pictures reasonably While-task 1. Listen to the dialogue and find out the tips from Yiming 2. Read the dialogue and sort out the sentences showing care, giving tips and asking for information, and give more related expressions. 3. Play roles of Wang Yiming and Lin Dong in pairs to continue the B2 dialogue in the text, and conduct peer evaluation based on the given evaluation scale. To check the prediction and get the main content of the dialogue. To learn and summarize the patterns to show care, give tips and ask for information. To consolidate key sentences in dialogue activities. Post-task Conduct a dialogue in pairs: Student A shows care to Student B who got injured during exercise and gives sports safety tips. To choose appropriate language to express views in new contexts Assignments 1.Read the dialogue in B2 after the recording. 2.Finish Exercise B on pages 50 and 51, Workbook 6A. 3.Match sentences A to F with proper functions. 4.Read the dialogue between Harry and Lisa. Choose the sentences A to F from the box above to complete the dialogue. Blackboard Design Sports safety Giving safety tipsNew expressions ankle clinic gear helmet warm up v. warm-up n. kind of ... You have to do/had better do/should do ... Showing care You don’t look well. What’s the matter? Oh, no! How do you feel? What’s going on? What seems to be the problem? I’m sorry to hear that. Is everything all right? Asking for information What happened during the game? Did you warm up before the match? What went on during the game? Sharing similar experiences I always do... Reflection 亮点：注重归纳句子的语用功能，为输出环节提供了检查表和足够的语言支架 改进：在让学生结合海报分享自己遵循的运动安全建议前，增加分析海报的标题含义，思考这些建议的重要性，并分享更多海报外的安全建议。 续写对话前，先引导学生分析为何Yiming明明做了热身还会受伤 学科网（北京）股份有限公司 $$