Unit 1 School life A School subjects (Viewing and listening) 教学设计 2025-2026学年沪教版（五四学制）英语六年级上册

该初中英语教学设计聚焦学校科目词汇（如Chinese, Maths等）及讨论喜好的关键句型（如“What's your favorite subject?”等），通过周末闲聊激活兴趣，结合教室图片猜测科目，搭建学习支架自然引入新知。 资料以多模态资源（视频、闪卡、对话录音）和分层活动（pair work对话练习、group work设计学科手册）为特色，语言能力上通过听力提取信息、口语互动提升表达，思维品质上手册设计培养独立创造，助力学生夯实基础，教师易操作且课堂效率高。

Unit 1 School life-A School subjects (Viewing and listening) This unit focuses on school life, and the "School subjects (Viewing and listening)" part mainly introduces different school subjects through vivid pictures, interesting dialogues and lively videos. Students will have the opportunity to listen to native speakers talking about their favorite subjects, reasons for liking them and some activities related to these subjects. By observing the viewing materials, students can identify the names of various school subjects, such as Chinese, Maths, English, Science, Art, Music, PE, etc. The dialogues also contain useful expressions for discussing preferences and giving reasons, which can help students improve their listening comprehension and oral communication skills in the context of school subjects. 教学目标 Students can master the vocabulary related to school subjects, including the correct spelling and pronunciation of words like Chinese, Maths, English, Science, Art, Music, PE, etc. Students are able to understand and use the key expressions for talking about school subjects, such as "What's your favorite subject?", "I like... best because...", "We have... lessons on...". 教学重难点 A. Key Points The vocabulary of school subjects and their accurate pronunciation and spelling. The key expressions for discussing school subjects and students' ability to use them in real - life situations. Training students to understand the main content of listening materials about school subjects and extract key information. B. Difficult Points Helping students to clearly and vividly express their reasons for liking or disliking a certain school subject using appropriate English expressions. Improving students' listening comprehension ability, especially for some longer and more complex dialogues about school subjects, enabling them to understand the implied meaning and logical relationship. Cultivating students' ability to think independently and express their unique views about school subjects in English. Vocabulary Chinese /ˌtʃaɪˈniːz/n. 语文；中国人；汉语 adj. 中国的；中国人的；汉语的 Maths /mæθs/n. 数学（=mathematics） English /ˈɪŋɡlɪʃ/n. 英语；英格兰人 adj. 英格兰的；英语的 Science /ˈsaɪəns/n. 科学；自然科学 Art /ɑːt/n. 美术；艺术 Music /ˈmjuːzɪk/n. 音乐 PE /ˌpiː ˈiː/abbr. 体育（Physical Education） Key Expressions What's your favorite subject? 你最喜欢的科目是什么？ My favorite subject is... 我最喜欢的科目是…… I like... best because... 我最喜欢…… 因为…… We have... lessons on... 我们在…… 有…… 课 It's interesting /boring/difficult /easy. 它很有趣 / 无聊 / 难 / 简单。 教学过程 A. Warming - up (5 minutes) Greet the students as usual and have a short free talk about their weekend, such as "How was your weekend? What did you do?" Show some pictures of students in different classrooms on the PPT, and ask students to guess what subject they are having. For example, show a picture of students drawing, and ask "What subject do you think they are having?". Encourage students to answer actively. B. Presentation (15 minutes) Vocabulary Teaching Play a video which shows different school subjects' classes one by one. While playing, introduce the names of school subjects, such as "Look, this is a Chinese class. We learn Chinese characters, read Chinese stories in this class. The subject is called Chinese /ˌtʃaɪˈniːz/." Teach each word slowly and clearly, and let students repeat several times. Use flashcards with the names of school subjects on one side and relevant pictures on the other side. Show the pictures first, let students say the names of the subjects, and then turn over the flashcards to check. Drill the words with students by reading them in different ways, such as group reading, individual reading, loud and low voice reading. Listening Teaching Present a simple dialogue on the PPT about two students talking about their favorite subjects. First, let students read the dialogue silently and try to understand the general idea. Then, play the recording of the dialogue, and ask students to listen carefully and answer two simple questions: "What are the two students talking about?" and "What's one student's favorite subject?". Play the recording again. This time, ask students to listen more carefully and fill in a form on the PPT, which includes columns like "Name", "Favorite subject", "Reason". After listening, check the answers with the whole class. C. Practice (15 minutes) Pair Work Divide students into pairs. Give each pair a set of cards with different school subjects written on them. One student picks a card, and then starts a conversation with the partner using the key expressions, such as "What's your favorite subject?". The partner answers according to the card he / she gets, for example, "My favorite subject is Maths. I like Maths best because it's interesting and I can solve many problems." Encourage students to ask more questions about the subject, like "When do we have Maths lessons?" Walk around the classroom to monitor and offer help if necessary. Listening Practice Play a longer and more complex listening material about a student's school subject schedule and his feelings about different subjects. Before playing, show some questions on the PPT, such as "How many subjects does he have in a week?", "What subject does he think is difficult?", "Which subject does he like best and why?". Let students listen to the material twice. After the second listening, ask students to answer the questions in groups. Then, invite some groups to share their answers with the whole class. D. Production (8 minutes) Group Activity Divide students into groups of four. Each group is given a topic - "Design a School Subject Brochure". In the group, students need to discuss and write down the following information about three school subjects they choose: the name of the subject, what they can learn in this subject, why they like this subject, and some interesting activities related to this subject. Each group member is responsible for one part of the information. After the discussion and writing, each group makes a simple brochure by drawing some pictures related to the subjects and pasting their written information on a piece of A4 paper. Then, each group chooses a representative to introduce their brochure to the whole class. E. Summary and Homework (2 minutes) Summary Summarize the key points of this class with students, including the vocabulary of school subjects and the key expressions for talking about them. Ask students to recall what they have learned in this class, and invite some students to share their thoughts. Homework Ask students to make a short video at home, introducing their three favorite school subjects. They need to use the vocabulary and expressions learned in class, and record their video no longer than 2 minutes. Then, ask students to send their videos to the class group chat for sharing. 教学反思 Positive Aspects The warming - up part effectively attracted students' attention and quickly led them into the learning context of school subjects, making students actively participate in the class. The use of various teaching methods, such as video showing, flashcard drills, pair work, group work, etc., met the different learning needs of students and improved their learning enthusiasm. For example, in the pair work, students were able to practice the key expressions in a relaxed and free - speaking environment, which enhanced their oral communication ability. The group activity of "Design a School Subject Brochure" fully stimulated students' creativity and cooperation ability. Students actively discussed and shared their ideas in the group, and the brochures they made were quite creative and full of information. Areas for Improvement In the listening practice part, some students still had difficulty in catching the key information from the longer and more complex listening material. In the future, more listening strategies should be taught, such as predicting the content before listening, taking notes while listening, etc. During the group work, a few students were a little passive and did not fully participate in the discussion. In the next class, more specific group rules and evaluation mechanisms can be set up to encourage every student to actively contribute to the group. In the time arrangement, the production part was a bit rushed. Some groups did not have enough time to fully decorate their brochures. Next time, more reasonable time allocation should be made to ensure that each teaching link can be carried out smoothly. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$