Unit 2 Family ties-D Family time (Writing & Discovery) 教学设计 -2025-2026学年沪教版（五四学制）英语六年级上册

Unit 2 Family ties-D Family time (Writing & Discovery) This section of Unit 2 focuses on "Family time", aiming to enhance students' writing skills related to family life and their exploration of family culture. Through writing practice, students will learn to describe family activities and express their feelings about family time. In the discovery part, they will be exposed to different family traditions and cultural elements, deepening their understanding of family ties in a broader sense. 教学目标 1. Knowledge Objectives Students will be able to master relevant vocabulary about family activities, such as "picnic", "watch TV together", "play games", etc. They will learn sentence patterns for describing family time, like "My family often... on weekends." and "We enjoy... together." Understand cultural knowledge about family traditions in different regions. 2. Ability Objectives Improve students' writing ability to describe family activities clearly and coherently. Develop students' reading and information - gathering skills in the discovery part. Cultivate students' cross - cultural communication awareness and the ability to compare and analyze different family cultures. 3. Emotional Objectives Foster students' love for their families and cherish family time. Enhance students' respect for different family cultures and traditions. 教学重难点 1. Key Points The use of new vocabulary and sentence patterns to describe family activities. Guiding students to write a short passage about family time with correct grammar and rich details. Helping students understand and summarize the main ideas of different family traditions in the discovery part. 2. Difficult Points How to inspire students to write creatively and express their true feelings about family time. Enable students to make connections between the learned family - related knowledge and cultural connotations, and conduct in - depth exploration. 1. Vocabulary Activities: picnic (n. & v.), watch TV, play games, cook dinner, clean the house, go shopping, take a walk, etc. Frequency adverbs: often, usually, sometimes, always, seldom, never Family members: grandfather/grandpa, grandmother/grandma, father/dad/daddy, mother/mom/mummy, brother, sister, etc. 2. Sentence Patterns My family + frequency adverb + verb phrase + (time/place). Example: My family often has a picnic in the park on Sundays. We enjoy + verb - ing + together. Example: We enjoy watching TV together in the evening. It is + adj. + for us to + verb phrase. Example: It is fun for us to play games together. 3. Cultural Knowledge Introduction to some Western family traditions, such as family gatherings on Thanksgiving Day. Comparison of family traditions between China and Western countries, like the importance of family reunions during Chinese New Year and Christmas. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different families doing various activities, such as having a picnic, playing basketball, etc. Ask students to describe what they see in the pictures briefly. For example, "What are they doing in this picture?" "Who are they?" 2. Pre - writing (10 minutes) Vocabulary Teaching Present the new vocabulary about family activities on the PPT one by one. Explain the meaning and pronunciation of each word. For example, when teaching "picnic", show a picture of a family having a picnic and say, "Look, this is a picnic. We go to a nice place, take some food and have a great meal outside. It's a picnic. /ˈpɪknɪk/". Let students repeat the word several times. Do a quick word - matching game. Write the new words on the left side of the blackboard and their Chinese meanings or pictures on the right side. Ask students to come to the blackboard and match them. Sentence Pattern Presentation Write the sentence pattern "My family often... on weekends." on the blackboard. Underline the key parts "My family", "often", and "on weekends". Explain that we use this pattern to talk about the activities our family often does on weekends. Give some examples: "My family often watches TV on weekends." "My family often goes shopping on weekends." Let students make their own sentences using this pattern. Call several students to share their sentences with the class. 3. While - writing (15 minutes) Writing Guidance Guide students to plan their writing. First, ask them to think about their own family activities. Then, write down three or four family activities they want to describe in their notebooks. Remind students to use the vocabulary and sentence patterns they just learned. For example, if they choose "cook dinner", they can write "My family often cooks dinner together. We enjoy making delicious food for each other." Encourage students to add some details, such as how they feel when doing these activities. "We feel very happy when we cook dinner together because we can talk and laugh while cooking." Students' Writing Let students start writing their short passages about family time. Walk around the classroom, offer help and guidance when students encounter difficulties. For example, if a student is not sure how to spell a word, help them; if a student's sentence structure is wrong, correct it gently and explain. 4. Post - writing (10 minutes) Peer Review Divide students into pairs. Let them exchange their writing and review each other's work. Provide a simple review checklist: Check if the spelling of words is correct. Check if the sentence patterns are used correctly. Check if there are some good details in the passage. Ask students to give each other some suggestions for improvement. For example, "You can add more adjectives to describe your feelings." Sharing and Revision Invite several pairs of students to share their writing and the review results with the class. After each pair shares, ask other students if they have any other suggestions. Based on the suggestions, let students revise their own writing. They can correct the mistakes, add more details or improve the expression. 5. Discovery (5 minutes) Cultural Introduction Show a short video about family traditions in Western countries, such as a family celebrating Thanksgiving Day. After watching the video, ask students some questions: "What do they do on Thanksgiving Day?" "Why do they celebrate it?" Compare it with Chinese family traditions, like the Spring Festival. Discuss the similarities and differences between them, such as family reunions, giving gifts, etc. Group Discussion Divide students into small groups of 4 - 5. Let them discuss their own family traditions. Each group chooses a representative to report their discussion results to the class. For example, "In my family, we always have a big dinner together on New Year's Eve. We make dumplings and watch the Spring Festival Gala on TV." 教学反思 After this class, students have a better understanding of family - related vocabulary and sentence patterns, and their writing ability has been improved to some extent. However, there are still some areas that need improvement. In the teaching process, some students had difficulty in using the sentence patterns correctly, especially when adding adverbs of frequency. In the future, more exercises and examples should be provided to strengthen their understanding and usage. During the writing part, although most students could write something, some students' writing was rather simple and lacked creativity. In the following classes, more writing inspiration and guidance should be given, such as showing some excellent sample writings for students to imitate and learn. In the discovery part, students were very interested in discussing family traditions. But the discussion time was a bit short, and some students didn't have enough time to fully express their opinions. Next time, more time should be allocated to ensure that every student can actively participate in the discussion. Overall, this class achieved certain teaching goals, but continuous improvement and adjustment are needed to better meet the learning needs of students. Do you think this teaching plan aligns well with the teaching materials and the learning characteristics of sixth - grade students? If you have any specific suggestions, like adding more examples or adjusting the time allocation, please share them with me. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$