Unit 4 Sports-A Sports activities (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

Unit 4 Sports-A Sports activities (Viewing and listening) This unit focuses on the theme of sports. The "Viewing and listening" part mainly presents various sports activities through vivid videos and audio materials. Students will be exposed to different sports such as running, swimming, basketball, football, etc. They will learn to identify these sports, understand the simple descriptions related to them, and get familiar with the vocabulary and expressions used in the context of sports. The content is designed to arouse students' interest in sports and English learning, and also to lay a foundation for further discussions and language practices about sports in the following lessons. 教学目标 Students will be able to master the key vocabulary related to sports, such as "run", "swim", "play basketball", "play football", "jump", "skate", etc. They can understand and use the simple present tense to describe sports activities, like "I run every morning." "He plays football after school." Students will learn some common expressions used in sports, for example, "Come on!", "Good job!" 教学重难点 A. Key Points The acquisition of sports - related vocabulary and expressions. The correct usage of the simple present tense in describing sports activities. Improving students' listening and speaking skills in the context of sports. B. Difficult Points Helping students distinguish the third - person singular form in the simple present tense, such as adding "-s" or "-es" to verbs when the subject is he, she, or it. For example, "He runs fast." "She plays the piano well." Training students to express their ideas fluently and accurately when describing sports activities, especially for those students with relatively weak language foundation. Vocabulary run (v.) swim (v.) play basketball play football jump (v.) skate (v.) ride a bike do morning exercises sport (n.) Expressions Come on! Good job! Let's go! What a pity! Grammar Simple present tense: Structure: Subject + verb (原形 or -s/-es) + object + other elements. When the subject is the third - person singular (he, she, it), the verb usually adds "-s" or "-es". For example: He likes playing football. She goes to school by bike. It rains heavily today. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of famous sports stars, such as Yao Ming (basketball), Liu Xiang (hurdling), and Sun Yang (swimming) on the PPT. Ask students: "Do you know these people? What sports do they play?" Encourage students to answer in English as much as possible. This activity can quickly draw students' attention and arouse their interest in the topic of sports. B. Presentation (10 minutes) Play a short video about different sports activities. The video should include running, swimming, playing basketball, playing football, jumping, etc. While playing the video, ask students to watch carefully and try to remember the sports they see. After the video, show the new vocabulary words one by one on the PPT. Pronounce each word clearly and ask students to repeat after you several times. For example, when showing the word "run", say: "Run, r - u - n, run. It means moving fast on foot. Let's read it together, run." Do the same for other words. Use flashcards with pictures of sports to help students review the words. Hold up a flashcard and ask students to say the corresponding word immediately. This can strengthen students' memory of the new words. C. Listening (10 minutes) Tell students that they will listen to a dialogue about sports. First, show them some pictures related to the listening content on the PPT, such as a boy running on the playground, a girl swimming in the pool, etc. Let students predict what they might hear in the dialogue. Play the audio of the dialogue for the first time. Ask students to listen carefully and answer a general question: "What sports are mentioned in the dialogue?" Play the audio again. This time, ask students to listen more carefully and fill in a table on the handout. The table can have columns like "Who", "What sport", "When". Check the answers with the whole class. Play the audio for the third time if necessary, so that students can correct their mistakes. D. Speaking (15 minutes) Divide students into pairs. Each pair gets a set of cards with different sports pictures on one side and descriptions on the other side. One student in the pair holds up a card with the picture side facing himself/herself, and describes the sport on the card to the partner. The partner tries to guess the sport. For example, the describer can say: "This is a sport. You need a ball and two hoops. People throw the ball into the hoops. What is it?" The partner answers: "It's basketball." After the pair - work, invite some pairs to come to the front of the class and show their performance. The rest of the class can listen and give comments. Then, ask students to talk about their favorite sports. Give them some guiding questions, such as "What's your favorite sport?", "Why do you like it?", "When do you usually play it?" Encourage students to use the vocabulary and expressions they have learned in this class. Walk around the classroom to offer help and guidance. E. Summary (3 minutes) Review the key vocabulary and expressions about sports with the students. Write them on the blackboard and ask students to read them together. Summarize the usage of the simple present tense in describing sports activities. Emphasize the form changes of verbs in the third - person singular. F. Homework (2 minutes) Ask students to make a poster about their favorite sports. They should draw pictures of the sports and write some sentences to introduce the sports, such as what equipment is needed, how to play it, and why they like it. Tell students to listen to the dialogue in this class again at home and try to imitate the pronunciation and intonation. 教学反思 After this class, overall, students showed great interest in the topic of sports. The warming - up activity with pictures of sports stars successfully attracted their attention and got them involved in the class quickly. In the presentation part, most students could master the new vocabulary through watching the video and repeated practice. However, during the listening process, some students still had difficulty in catching the key information, especially when the dialogue was a bit fast. Maybe in the future, I can provide more pre - listening guidance, such as teaching some key words and phrases in the dialogue in advance. In the speaking activities, pair - work and group - work provided students with more opportunities to practice speaking English. But there were still a few students who were too shy to speak. I should pay more attention to these students in the following classes and encourage them to participate more actively. Also, when students were describing their favorite sports, some of them made mistakes in using the simple present tense, especially in the third - person singular form. This indicates that more grammar exercises related to real - life situations are needed. The summary and homework parts were helpful for students to review what they had learned in class. The poster - making homework can not only review the knowledge but also cultivate students' creativity. In conclusion, this class has achieved some teaching goals, but there are still areas that need improvement for better teaching results in the future. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$