Unit 1 School life C A school day (Reading & Grammar in use)教学设计 2025-2026学年沪教版（五四学制）英语六年级上册.

Unit 1 School life-C A school day (Reading & Grammar in use) This section, "A School Day", is from Unit 1 of the 6th grade English textbook (Shanghai Education Press, 2024, Five - Four System). It mainly focuses on the daily school life of students. Through reading materials, students will learn about the school day of a British student named Daniel. The text is filled with vivid descriptions of Daniel's activities from morning to afternoon, such as his arrival at school, different lessons he has, and his participation in after - school activities. This reading material not only provides students with a chance to understand the school life in a foreign country but also equips them with relevant vocabulary and sentence patterns to describe their own school days. 教学目标 Students will be able to master key vocabulary related to school life, such as "arrive", "start", "finish", "activity", "library", "playground", etc. Students can understand and use sentence patterns like "I/He/She + verb (in proper form) + at + time" to describe daily activities, for example, "I arrive at school at 7:30." "He starts his first lesson at 8:00." Students will learn about the simple present tense usage in describing habitual actions. 教学重难点 Key vocabulary and sentence patterns for describing school life. The correct usage of the simple present tense in the context of daily activities. Reading skills training, especially how to quickly find useful information from the text. 1 Vocabulary Verbs: arrive, start, finish, have (lessons), play, do, go Nouns: school, lesson, subject, activity, library, playground, club, homework Adjectives and adverbs: early, late, interesting, boring 2 Sentence Patterns I/We/They + verb (base form) + at + time. Example: I arrive at school at 7:20. We have lunch at 12:00. They play basketball after school. He/She/It + verb (with - s or - es) + at + time. Example: She starts her English lesson at 9:00. He finishes his homework late. It rains heavily today. What time do/does + subject + verb +...? Example: What time do you go to school? What time does she have dinner? 3 Grammar - Simple Present Tense Usage: To describe habits, routines, and things that happen regularly. To express general truths and facts. Form: For the first - person singular (I), second - person singular and plural (you), first - person plural (we), and third - person plural (they), use the base form of the verb. For the third - person singular (he, she, it), add - s or - es to the base form of the verb. The rules for adding - s or - es are as follows: For most verbs, just add - s. For example, work - works, play - plays. For verbs ending in - s, - x, - sh, - ch, or - o, add - es. For example, pass - passes, fix - fixes, wash - washes, watch - watches, go - goes. For verbs ending in a consonant + y, change y to i and add - es. For example, study - studies, carry - carries. 教学过程 1 Lead - in (5 minutes) Greet the students as usual. Then, show some pictures of students' school activities on the PPT, such as students reading in the library, playing on the playground, and having lessons in the classroom. Ask students some questions like "What can you see in the pictures?" "Do you like these activities?" "When do you usually do these activities at school?" Encourage students to answer the questions in English, and have a simple free - talk with them to arouse their interest in the topic of school life. 2 Pre - reading (10 minutes) Present the new vocabulary related to school life on the PPT. Teach the pronunciation, meaning, and spelling of each word one by one. For example, when teaching the word "arrive", show the picture of a student entering the school gate and say "arrive, /əˈraɪv/, it means to reach a place". Let students read the word after the teacher several times. After teaching all the new words, play a vocabulary game. Divide the class into several groups. The teacher says a word in English, and the first student in each group needs to spell the word on the blackboard as quickly as possible. The group with the most correct spellings wins. Then, introduce the simple present tense briefly. Write some sentences on the blackboard, such as "I get up at 6:30 every day." "He plays football on Sundays." Explain to students that these sentences are in the simple present tense, which is used to describe things that happen regularly. Point out the form differences between the first - person and third - person singular. 3 While - reading (15 minutes) First, let students skim the passage "A School Day" quickly for about 2 minutes. Ask them to find out who the main character is and what the passage is mainly about. After that, check the answers with the whole class. The main character is Daniel, and the passage is mainly about his school day. Next, let students read the passage carefully for the second time. Give them some specific questions, such as "What time does Daniel arrive at school?" "What lessons does he have in the morning?" "When does he finish school?" "What does he do after school?" Let students scan the text to find the answers. After students finish reading, ask them to work in pairs to discuss the answers. Then, invite several pairs to share their answers with the class. Write the correct answers on the blackboard. Analyze the text structure and language points. Point out some important sentence patterns in the text, such as "Daniel arrives at school at 8:30 a.m." "He has his first lesson at 9:00." Explain the usage of these sentence patterns and how to change them according to different subjects. Also, pay attention to the simple present tense forms in the text. 4 Post - reading (10 minutes) Conduct a group discussion. Divide the class into groups of four or five. Ask each group to discuss the differences and similarities between Daniel's school day and their own school days. Each group selects a representative to make a report in front of the class. Organize a role - play activity. Ask students to choose a part in the text, such as Daniel, his classmates, or teachers. Then, they rewrite the text into a short dialogue and act it out in front of the class. This activity can help students better understand the text and improve their oral English skills. Finally, assign a writing task. Ask students to write a short passage about their own school days, using the new vocabulary and sentence patterns they have learned. They should write at least 5 - 6 sentences. Walk around the classroom to offer help and guidance while students are writing. 5 Summary and Homework (5 minutes) Summarize the key points of this class, including new vocabulary, sentence patterns, and the simple present tense. Review the main content of the passage with students. Assign homework: Ask students to copy the new words and important sentence patterns three times and recite them. Let students continue to improve their writing about their school days and hand it in next class. Encourage students to find more information about school life in other countries and share it with their classmates in the next class. 教学反思 After teaching this class, I have the following reflections. In the lead - in part, the use of pictures can effectively attract students' attention and arouse their interest in the topic. However, in the future, I can add more real - life examples or short videos to make the lead - in more vivid. During the vocabulary teaching, the vocabulary game is quite successful in helping students remember new words. But for some students with weak foundation, more individual guidance may be needed. When teaching the simple present tense, although I tried to explain it simply, some students still had difficulties in understanding the form changes of verbs in the third - person singular. In the next class, more exercises and examples should be provided to strengthen their understanding. In the reading part, most students can master the reading skills of skimming and scanning, but there are still a few students who need more practice. The group discussion and role - play activities are very popular among students. They can actively participate and express their opinions. However, the time for each group to report and perform can be better controlled to ensure that all groups have enough time to show. For the writing task, some students can use the learned knowledge to write a relatively complete passage, but some students still make many mistakes in grammar and spelling. In the future, more writing guidance and peer - review activities should be carried out to improve students' writing ability. Overall, this class has achieved most of the teaching objectives, but there is still room for improvement in teaching methods and time management. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$