Starter 4 Yes, I'm ready! 教学设计 2025-2026学年沪教版（五四学制）英语六年级上册

Starter-4 Yes, I'm ready! Starter 4 "Yes, I'm ready!" in the Grade 6 English textbook of Shanghai Education Edition focuses on daily greetings, self - introductions, and expressions of readiness. Through vivid dialogues and practical exercises, students are introduced to common English phrases and sentence patterns used in daily communication scenarios, such as "Hello! How are you?", "I'm fine, thank you.", "Are you ready?", "Yes, I'm ready!". The content also includes vocabulary related to school supplies and classroom objects, which helps students build a basic vocabulary system for classroom - related topics. 教学目标 Students will be able to master the key vocabulary: ready, hello, hi, how, are, you, I, am, fine, thank, bag, book, pencil, ruler, etc. Students can correctly understand and use the following sentence patterns: "Hello! / Hi! How are you?" "I'm fine, thank you." "Are you ready?" "Yes, I'm ready! / No, I'm not ready." Enable students to identify and name school supplies and classroom objects in English. 教学重难点 A. Key Points The pronunciation and usage of key vocabulary and sentence patterns. How to use the learned language to carry out simple daily greetings, self - introductions, and express readiness. Recognize and name common school supplies and classroom objects in English. B. Difficult Points Help students correctly pronounce some difficult - to - pronounce words, such as "ready", "thank". Enable students to flexibly apply the learned sentence patterns in different real - life scenarios, rather than just rote memorization. Guide students to organize language to express their ideas in writing when describing classroom objects or writing self - introductions. A. Vocabulary Greeting words: hello, hi Pronouns: I, you Verbs: am, are Adjective: fine Expressions: thank you, how are you School supplies: bag, book, pencil, ruler, eraser, crayon Classroom objects: desk, chair, blackboard, window, door B. Sentence Patterns Greeting pattern: Hello! / Hi! How are you? I'm fine, thank you. And you? I'm OK. / I'm not very well. Readiness - expressing pattern: Are you ready? Yes, I'm ready! / No, I'm not ready. 教学过程 A. Warming - up (5 minutes) Greet the students with "Hello, class! How are you today?" and encourage them to respond. Then randomly ask some students how they are feeling to start an easy - going conversation. Play a short English - song video about greetings, such as "How Are You" song. While playing the video, ask students to sing along and do simple actions following the rhythm. This can quickly create an English - learning atmosphere and arouse students' interest. B. Presentation (15 minutes) Vocabulary teaching Use real objects or pictures of school supplies and classroom objects. For example, hold up a book and say, "Look! This is a book. B - O - O - K, book." Then show the picture of a desk and say, "This is a desk. D - E - S - K, desk." Let students repeat after the teacher several times. Teach the pronunciation of each word carefully, paying attention to the correct mouth - shape and intonation. For words like "thank", explain the pronunciation of the "th" sound and let students practice it by touching their tongues to the back of their upper teeth. After teaching all the words, play a vocabulary - matching game. Show pictures on the PPT and write the English words on the blackboard in a jumbled order. Ask students to come to the blackboard and match the pictures with the correct words. Sentence - pattern teaching Use role - playing to introduce the greeting sentence pattern. The teacher plays one role and a student plays another. The teacher says, "Hello! How are you?" and guides the student to answer, "I'm fine, thank you." Then change roles and practice a few more times. For the readiness - expressing sentence pattern, the teacher can start by asking, "Class, are you ready for our English class?" and answer for the students, "Yes, we are ready!" Then randomly choose some students and ask, "Are you ready?" Encourage them to answer with "Yes, I'm ready!" or "No, I'm not ready." Write the sentence patterns on the blackboard and explain the grammar points briefly. For example, for "I am...", explain that "am" is used with the first - person singular pronoun "I", and for "Are you...", "are" is used with the second - person singular and plural pronouns "you". C. Practice (15 minutes) Pair work Ask students to work in pairs. One student greets the other with "Hello! How are you?" and the other responds. Then they ask each other about readiness, like "Are you ready for our English test?" They should have at least three rounds of conversations using different sentence variations. Walk around the classroom to monitor the pairs' conversations, correct their pronunciation and grammar mistakes in time, and give encouragement. Group activity Divide students into groups of four. Each group is given a set of cards with pictures of school supplies and classroom objects on one side and the English words on the other side. Group members take turns to pick up a card, describe the object on the card without showing it to others, for example, "It's something we use to write. It's long and thin. What is it?" The other group members guess the object in English. After guessing correctly, they turn the card over to check the answer. This activity can not only practice students' speaking and listening skills but also reinforce their memory of vocabulary. D. Production (5 minutes) Let students write a short dialogue using the learned vocabulary and sentence patterns. The dialogue can be about greeting a new classmate, asking if they are ready for an activity, and introducing some classroom objects. After they finish writing, ask some students to come to the front of the class and act out their dialogues. The rest of the students listen carefully and give a simple evaluation, such as whether the pronunciation is correct, whether the sentence patterns are used properly. E. Summary and Homework (5 minutes) Summary Summarize the key vocabulary and sentence patterns learned in this class with the students. Write them on the blackboard again and ask students to read them together. Review the important grammar points, like the usage of "am" and "are" with different pronouns. Emphasize the importance of using English in daily life and encourage students to keep practicing. Homework Ask students to make a vocabulary card for each of the new words learned today. On one side of the card, write the word and draw a small picture related to it, and on the other side, write the Chinese meaning. Require students to have a 5 - minute English conversation with their parents or family members at home using the sentence patterns learned in class and ask their parents to sign on a piece of paper to prove they have completed the task. 教学反思 In the teaching process, the use of real objects and pictures in vocabulary teaching can make the learning content more intuitive and vivid, which is helpful for students to understand and remember. However, in the future, more diverse teaching aids, such as flashcards with animations, can be considered to further enhance students' interest. During the pair - work and group - activity practice, most students actively participated, but there were still a few students who were a bit shy and less involved. In the next class, more individual encouragement and guidance should be given to these students to make them more confident to participate in English communication. When teaching sentence patterns, although role - playing is a good way to introduce, more real - life scenarios can be created to let students better understand the flexible application of sentence patterns. For example, simulate different school - related situations, like a new student joining a club, to let students practice greetings and expressions of readiness. In the production part, some students had difficulties in writing dialogues. In the future, more writing guidance should be provided step - by - step, such as giving an outline first and then gradually guiding students to expand the content. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$