Unit 5 Animals and us-C A day on the farm (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 5 Animals and us-C A day on the farm (Reading & Grammar in use) This unit focuses on the theme of "Animals and us", and "A day on the farm" is the reading part. Through this reading passage, students will learn about different animals on the farm, such as cows, pigs, chickens, and sheep, as well as their characteristics and the relationship between animals and farmers. The text is full of vivid descriptions, which can help students improve their reading comprehension ability and vocabulary. Meanwhile, it also guides students to understand the importance of animals in human life and cultivate their awareness of protecting animals. 教学目标 Students can master the new words and phrases related to farm animals, such as cow, pig, chicken, sheep, lamb, horse, etc. Students can understand and use the key sentence patterns: "There are...", "What do/does... look like?", "What can... do?". Students can understand the main idea of the reading passage and extract key information. 教学重难点 1. Key Points Master the new words and phrases about farm animals. Grasp the key sentence patterns for describing animals. Understand the reading passage and get the main information. 2. Difficult Points Use the sentence patterns correctly to describe different animals' appearances and abilities. Improve students' reading strategies and reading comprehension ability. 1. New Words Farm animals: cow (奶牛), pig (猪), chicken (鸡), sheep (绵羊), lamb (羊羔), horse (马), duck (鸭子) Related words: field (田地), barn (谷仓), milk (挤奶), feed (喂养), wool (羊毛), egg (鸡蛋) 2. Key Sentence Patterns There be structure: There are many cows on the farm. There is a horse in the barn. Asking about appearance: What does a cow look like? It's big and strong. It has black and white spots. Asking about ability: What can a chicken do? It can lay eggs. 教学过程 1. Warming-up (5 minutes) Greet the students and play a short video about a beautiful farm with various animals. After watching, ask students some simple questions, such as "What animals did you see in the video?" to arouse their interest in the topic. 2. Pre-reading (10 minutes) Vocabulary teaching Show pictures of different farm animals one by one on the PPT, and teach the new words. For example, when showing the picture of a cow, say, "Look, this is a cow. C - O - W, cow. It's a very useful animal on the farm." Let students read the words after the teacher several times, and correct their pronunciation. Use flashcards to review the words quickly. Show the flashcards and ask students to read the words as fast as possible. Brainstorming Divide students into groups of four. Ask them to discuss in groups: "What do you know about farm animals? What can they do? What do they look like?" Each group chooses a representative to report their discussion results. 3. While-reading (15 minutes) Skimming Let students read the passage quickly without looking up new words. Then ask them to answer the question: "What is the main idea of this passage?" Guide students to find the topic sentence of each paragraph to get the general information. Scanning Ask students to read the passage again carefully, and find the answers to the following detailed questions: How many cows are there on the farm? What does the pig look like? What can the chickens do? Where do the sheep live? After students finish reading, check the answers together. Detailed reading Read the passage sentence by sentence with the students. Explain some difficult words and phrases, such as "in the field", "give milk", "grow up". Analyze the key sentence patterns in the text and let students imitate the sentences to make their own sentences. 4. Post-reading (10 minutes) Retelling Provide some key words and pictures on the PPT, and ask students to retell the passage according to these hints. First, let students practice retelling in pairs, and then invite some students to retell in front of the class. Group discussion Present a discussion topic: "If you have a farm, what animals do you want to raise? And why?" Divide students into groups to discuss. Each group should choose a recorder to write down their group members' ideas and a reporter to report the group's discussion results. 5. Grammar in use (5 minutes) Summary of grammar points Summarize the grammar points learned in this class, mainly the "There be" structure, the sentence patterns for asking about appearance and ability. Explain the usage and differences of these grammar points again. Practice Give students some exercises on the PPT, such as filling in the blanks, making sentences. Let students do the exercises individually first, and then check the answers together. Correct students' mistakes in time and give explanations. 教学反思 After this class, generally speaking, the teaching objectives have been basically achieved. Most students can master the new words and phrases about farm animals, and can use the key sentence patterns to describe animals. Through various reading activities, students' reading skills have also been improved to a certain extent. However, there are still some areas that need improvement. In the group discussion part, some students were too shy to express their opinions actively. In the future teaching, more encouragement and guidance should be given to these students to make them more involved in class activities. Also, in the grammar practice part, some students still made mistakes in using the grammar points. It shows that more practice and review are needed. Next time, more real-life examples can be given to help students better understand and use grammar. In conclusion, I will continue to adjust my teaching methods and strategies to make the class more effective and interesting. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$