Unit 5 Animals and us B Getting along with animals (Speaking) 教学设计 -2025-2026学年沪教版（五四学制）英语六年级上册

Unit Animals and us-B Getting along with animals (Speaking) This speaking lesson is from Unit “Animals and us” in the 6th grade English textbook of Shanghai Education Press (Five - Four Academic System, 2024). The theme focuses on the relationship between humans and animals and how to get along with them. Through this lesson, students will be exposed to various aspects of human - animal interactions, such as animals as pets, working animals, and the importance of protecting wild animals. The content includes vocabulary related to different types of animals and phrases about taking care of them. It also provides opportunities for students to express their opinions and experiences regarding animals, aiming to improve their speaking skills and enhance their awareness of harmonious coexistence with animals. 教学目标 Students will be able to master new vocabulary and phrases related to animals and getting along with them, such as “pet (n.), take care of, feed (v.), wild animal, protect (v.).” Students can correctly use sentence patterns like “I have a pet. It is... I take care of it by...” and “Wild animals are in danger. We should...” to describe and express ideas. 教学重难点 1 Key Points The mastery of new vocabulary and sentence patterns related to animals and human - animal interactions. Guiding students to use these words and sentence patterns to describe and express their views on getting along with animals. 2 Difficult Points Helping students express their deep - seated opinions and feelings about protecting wild animals accurately and vividly in English. Overcoming students' shyness and encouraging them to actively participate in speaking activities and express themselves freely. 1 New Vocabulary Pet (n.): an animal kept for companionship, e.g., “I have a cute pet dog.” Take care of: to look after, e.g., “We should take care of our pets.” Feed (v.): to give food to, e.g., “I feed my cat twice a day.” Wild animal: an animal living in its natural state, not domesticated, e.g., “Lions and tigers are wild animals.” Protect (v.): to keep safe from harm, e.g., “We must protect wild animals from being hunted.” 2 Sentence Patterns “I have a pet. It is... I take care of it by...” Example: “I have a pet. It is a rabbit. I take care of it by feeding it carrots and cleaning its cage.” “Wild animals are in danger. We should...” Example: “Wild animals are in danger. We should stop cutting down forests and protect their habitats.” 教学过程 .1 Warming - up ( minutes) Greet the students as usual. Then, play a short video about different animals in daily life, such as dogs playing with their owners, horses pulling carts, and birds flying in the sky. After the video, ask students some simple questions like “What animals did you see in the video?” and “Do you like these animals?” to arouse their interest in the topic. .2 Presentation (10 minutes) New Vocabulary Teaching Show pictures of a pet dog, a pet cat, and other common pets on the PPT. Teach the word “pet” and let students repeat it several times. Then, explain the meaning and usage. Use the same method to teach “take care of,” “feed,” “wild animal,” and “protect.” For example, when teaching “take care of,” show a picture of a girl grooming her dog and say, “Look, the girl is taking care of her dog.” Let students imitate the sentence with different pictures. Sentence Pattern Teaching Write the sentence pattern “I have a pet. It is... I take care of it by...” on the blackboard. Explain the structure and usage. Then, give an example: “I have a pet. It is a goldfish. I take care of it by changing the water regularly.” Let students make their own sentences according to their real - life experiences and share them with the class. Present the sentence pattern “Wild animals are in danger. We should...” in a similar way. First, show some pictures of wild animals in danger, like pandas losing their habitats or tigers being hunted. Then, lead students to think about what we should do and make sentences. .3 Practice (1 minutes) Pair Work Divide the students into pairs. One student in each pair describes his/her pet (if he/she has one) using the sentence pattern “I have a pet. It is... I take care of it by...”. The other student listens carefully and then asks some questions, such as “How often do you feed it?” or “Where do you usually take it for a walk?”. After that, they switch roles. The teacher walks around the classroom, offering help and guidance. Group Discussion Arrange students into groups of four. Give each group a topic related to wild animals, such as “Why are wild animals in danger?” or “What can we do to protect wild animals?”. Each group member takes turns to express their opinions, using the sentence pattern “Wild animals are in danger. We should...”. The group members can also discuss and add more ideas. At the end of the discussion, each group selects a representative to report their discussion results to the whole class. .4 Production (10 minutes) Role - play Activity Set up a scenario: A pet adoption center. Some students act as staff in the pet adoption center, introducing different pets and how to take care of them. Other students act as people who want to adopt pets, asking questions about the pets. They need to use the vocabulary and sentence patterns they have learned in this class. For example, the staff may say, “This is a lovely pet dog. It is very friendly. You can take care of it by walking it every day and giving it enough food.” The potential adopters may ask, “How much does it cost to adopt this dog?” or “What kind of food does it like?”. “Protect Wild Animals” Speech Select several students to give a short speech about protecting wild animals. They can refer to the ideas discussed in the group work. The speech should include the current situation of wild animals, the reasons why they are in danger, and what we can do to protect them. Encourage students to use vivid language and body language to make their speeches more attractive. . Summary and Homework ( minutes) Summary Summarize the key vocabulary and sentence patterns learned in this class with the students. Ask some students to repeat the important words and sentences to check their understanding. Then, briefly review the main points about getting along with animals, including taking care of pets and protecting wild animals. Homework Ask students to write a short passage about their favorite pet or a wild animal they want to protect. They need to use at least three new words and two sentence patterns learned in this class. Let students search for more information about a certain wild animal and share it with the class next time. 教学反思 After this 45 - minute speaking class, overall, most students actively participated in various activities, which achieved the expected teaching effect to a certain extent. In the warming - up part, the video successfully attracted students' attention and quickly led them into the topic. However, during the vocabulary teaching, some students had difficulty in pronouncing “protect” correctly. In the future, more time should be spent on individual pronunciation correction. During the pair work and group discussion, most students could communicate with each other using the learned language. But a few shy students still didn't express themselves actively. In the next class, more encouragement and guidance should be given to these students to help them overcome their shyness. In the production part, the role - play activity was very popular among students, and they could apply the learned knowledge flexibly. However, in the “Protect Wild Animals” speech, some students' expressions were a bit monotonous. Teachers can provide more model sentences and rich language materials in advance to improve students' language - using ability. In conclusion, through this teaching reflection, I will adjust my teaching methods and strategies in the following classes to better meet the learning needs of students and improve the teaching quality. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$