Unit 1 School life E My dream school (Project)教学设计 2025-2026学年沪教版（五四学制）（2024）六年级英语上册

该初中英语教学设计围绕“My Dream School”主题，聚焦学校设施、课程等词汇及There is/are...等描述句型。通过展示世界学校图片导入激发兴趣，结合词汇匹配游戏、句型练习搭建学习支架，衔接知识输入与输出，为描述梦想学校奠定基础。 特色在于任务型项目式学习，以小组讨论记录梦想学校特色、多模态展示（语言+图画）及多元评价（自评互评师评）为主线。既提升语言能力（用英语讨论展示），又培养思维品质（组织连贯想法）和学习能力（合作反思），如小组用所学词汇句型创作并互动Q&A。助力学生提升语言运用与创造力，为教师提供清晰教学流程与评价策略。

Unit 1 School life-E My dream school (Project) This project is centered around the theme of "My Dream School" in Unit 1 "School Life". It integrates various language skills such as reading, writing, speaking, and listening. Students are required to first understand different aspects of a school from texts and discussions, including facilities, courses, teachers, and school activities. Then, they will use the acquired vocabulary and sentence patterns to describe their own dream schools. This project not only helps students consolidate the language knowledge learned in this unit but also encourages their creativity and imagination, enabling them to express their ideas about an ideal school environment in English. 教学目标 Students will be able to master and use relevant vocabulary about school, such as "library", "playground", "science lab", "art room", "PE class", "maths", "English teacher", "school trip", etc. They can correctly use simple sentence patterns for description, like "There is/are...", "I hope...", "My dream school has...", "We can... in my dream school". 教学重难点 A. Key Points Mastery of vocabulary and sentence patterns related to school description. Be able to describe the characteristics and facilities of a dream school in English. B. Difficult Points Organize ideas coherently and use vivid language to describe the dream school in writing. Overcome shyness and actively communicate with classmates about their dream schools in English. Vocabulary School facilities: library, playground, science lab, art room, computer room, cafeteria Subjects: maths, English, Chinese, science, art, PE People in school: principal, teacher, classmate School activities: school trip, sports meeting, art show, reading week Sentence Patterns There is a/an... in my dream school. (e.g., There is a big library in my dream school.) There are... in my dream school. (e.g., There are many trees and flowers in my dream school.) My dream school has... (e.g., My dream school has a modern science lab.) I hope... (e.g., I hope we can have more PE classes in my dream school.) We can... in my dream school. (e.g., We can play different sports on the playground in my dream school.) 教学过程 A. Lead - in (5 minutes) Greet the students as usual. Show some pictures of different schools around the world on the PPT, including famous international schools with unique architectures, schools with excellent sports facilities, and schools rich in art and culture atmosphere. While showing the pictures, briefly introduce some features of these schools in English, such as "Look at this school. It has a huge playground where students can do all kinds of sports. And this school has a wonderful art museum for students to enjoy great artworks." After showing the pictures, ask the students: "Do you like these schools? What kind of school is your dream school?" Lead the students to think about the topic of "My Dream School" and arouse their interest. B. Pre - project (10 minutes) Vocabulary Review Write some key words about school on the blackboard, such as "library", "playground", etc. Let students read these words aloud one by one and ask them to spell some of the more difficult words. Then, play a vocabulary - matching game. Divide the class into several groups. Show some pictures of school facilities, subjects, and school activities on the PPT, and write corresponding English words on pieces of paper and distribute them to each group. The groups need to match the pictures with the words as quickly as possible. The first group to finish correctly wins. Sentence Pattern Practice Write some simple sentence patterns related to school description on the blackboard, like "There is/are...", "My dream school has...". Let students make sentences using the vocabulary they just reviewed. For example, a student may say "There is a beautiful garden in my dream school." or "My dream school has a lot of interesting courses." Invite several students to share their sentences with the class, and give them positive feedback. C. While - project (20 minutes) Group Discussion Divide the students into groups of four or five. Each group is given a piece of paper and a pen. Let the students in each group discuss and write down the features of their dream schools. They can consider aspects such as school facilities, courses, teachers, and school activities. Encourage them to use the vocabulary and sentence patterns they have learned. For example, they may write "There are many advanced computer rooms in our dream school. We can learn the latest technology there." or "Our dream school has kind and humorous teachers. We hope our English teacher can tell us many interesting stories in class." Walk around the classroom, listen to their discussions, and offer necessary guidance and help. If students encounter difficulties in expressing their ideas, provide them with appropriate words or sentence structures. Presentation Preparation After the group discussion, each group selects a representative to make a presentation about their dream school. The representatives should organize the ideas of the group and make a simple outline for the presentation. They can also draw some simple pictures on the paper to illustrate the features of their dream schools. Give the groups about 3 - 5 minutes to prepare for the presentation. D. Post - project (10 minutes) Group Presentations Invite each group's representative to come to the front of the class and make a presentation about their dream school. The representatives should speak clearly and use English as much as possible. While they are presenting, other students listen carefully and can take some notes. After each presentation, give the presenting group some time for Q & A. The other students in the class can ask questions about the dream school they just heard, such as "Why do you want a big swimming pool in your dream school?" or "How many art classes do you hope to have in a week?" The presenting group should try to answer these questions. Evaluation After all the groups have finished their presentations, start the evaluation process. First, let the students in each group evaluate their own performance. They can talk about what they did well and what they think they could have done better. Then, conduct a peer - evaluation. Let the students in other groups evaluate the presentations of each group from aspects such as language use, creativity of ideas, and clarity of expression. For example, a student may say "Group 3 used a lot of new words and sentence patterns correctly. Their idea of having a robot teacher is very creative, but the representative spoke a little too fast." Finally, the teacher gives a comprehensive evaluation. Summarize the overall performance of each group, praise the good points, and also point out the areas that need improvement. Give appropriate rewards to the groups with excellent performance, such as small stickers or English bookmarks. E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with the students, including the vocabulary and sentence patterns related to school description, and the process of discussing and presenting their dream schools. Emphasize the importance of using English to express their own ideas and communicate with others. Ask the students if they have any questions or new ideas about this topic. Encourage them to share their thoughts. Homework Ask the students to write a short passage about their dream schools at home. They should include at least 8 - 10 sentences, using the vocabulary and sentence patterns learned in class. They can also draw a picture of their dream schools on the paper and color it. Tell the students that they will share their written passages and pictures with the class in the next class. 教学反思 In the teaching process, the use of pictures in the lead - in part effectively attracted students' attention and aroused their interest in the topic. However, in the future, more interactive ways can be added, such as asking students to briefly describe what they see in the pictures in English immediately, so as to better warm up their English speaking ability. During the group discussion, most students actively participated and were able to express their ideas in English with the help of learned vocabulary and sentence patterns. But there were still a few students who were relatively passive. In the future, more individual guidance should be given to these students to encourage them to actively participate in group activities and gradually build up their confidence in speaking English. In the presentation and evaluation part, students showed great enthusiasm. The group presentations provided a good platform for students to show their teamwork and English expression ability. However, the time for peer - evaluation was a bit tight, resulting in some students not being able to fully express their opinions. In the next class, more time should be allocated to ensure a more in - depth and comprehensive evaluation. Regarding the homework arrangement, it is hoped that through writing and drawing, students can further consolidate what they have learned in class. In the next class, when students share their homework, more positive feedback and detailed guidance on writing should be given to help them improve their English writing ability. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$