Unit 5 Animals and us-D My favourite animal (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 5 Animals and us-D My favourite animal (Writing & Discovery) This lesson is from Unit 5 "Animals and us" in the sixth - grade English textbook of Shanghai Education Press (five - four - year system, 2024 edition). It focuses on the topic of "My Favourite Animal". Through this lesson, students will learn to describe animals in detail, including their appearance, habits, and the reasons why they like them. This lesson combines writing and discovery, aiming to improve students' writing ability and their exploration and understanding of animals. 教学目标 Students can master the key words and phrases related to animal description, such as "fur", "paw", "tail", "hunt for", "be good at", etc. Students are able to use the simple present tense correctly to describe the characteristics and habits of animals. For example, "The cat has soft fur and it likes to sleep in the sun." 教学重难点 A. Key Points The acquisition and application of key words and phrases for animal description. Using the simple present tense correctly in writing to describe animals. Organizing ideas and writing a complete passage about a favourite animal. B. Difficult Points How to help students write vividly and interestingly, not just simply list facts. For example, adding some adjectives and adverbs to make the description more attractive. Guiding students to express their unique feelings and reasons for liking a certain animal in their writing. A. Key Words Appearance - related: fur (n. 毛皮), paw (n. 爪子), tail (n. 尾巴), feather (n. 羽毛), wing (n. 翅膀), horn (n. 角) Habit - related: hunt (v. 捕猎), sleep (v. 睡觉), climb (v. 攀爬), swim (v. 游泳), fly (v. 飞), run (v. 跑) Other useful words: cute (adj. 可爱的), lovely (adj. 可爱的), clever (adj. 聪明的), friendly (adj. 友好的), dangerous (adj. 危险的) B. Key Phrases be good at... 擅长…… like... best 最喜欢…… hunt for... 搜寻…… live in... 居住在…… be friendly to... 对…… 友好 C. Key Sentence Patterns My favourite animal is... 我最喜欢的动物是…… It has... 它有…… It can... 它能…… It likes to... 它喜欢…… I like it because... 我喜欢它是因为…… D. Grammar Focus The simple present tense is used to describe the general characteristics, habits, and states of animals. For example: The dog runs very fast. Birds fly in the sky. The panda eats bamboo. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different animals on the PPT, such as a panda, a dog, a bird, etc. And ask students to call out the names of the animals as quickly as possible. T: Boys and girls, look at the screen. What can you see? Let's see who can say the name of the animal first. B. Pre - writing (10 minutes) Brainstorming Divide students into groups of four. Ask them to discuss and list as many animals as they can think of in five minutes. Then, each group chooses a representative to come to the front of the class and write the animals they listed on the blackboard. After that, the whole class votes for the most creative group. Vocabulary review Point to the animals on the blackboard and review the key words and phrases related to them. For example, point to the picture of a cat and ask: "What does a cat have?" Elicit students to answer: "It has fur, paws, and a tail." Then review the phrase "be good at", and ask students: "What is a cat good at?" Students may answer: "A cat is good at climbing trees." Write these words and phrases on the blackboard while reviewing. C. While - writing (20 minutes) Model writing Show a model passage about "My Favourite Animal - Dog" on the PPT. Read it aloud to the students first, and then explain the structure and key points of the passage. The model passage: My Favourite Animal - Dog My favourite animal is the dog. Dogs are really cute and friendly. They have soft fur and long tails. Their paws are small but very strong. Dogs are good at running and jumping. They like to play with people. They often hunt for bones in the garden. Dogs live in many places, like our homes or on the farm. I like dogs because they are always loyal to their owners. They can be our best friends. Analyze the structure: Introduction: State the favourite animal directly. Body: Describe the appearance, habits, and living places of the animal. Conclusion: Explain the reason for liking the animal. Guided writing Ask students to choose their favourite animal. Then, give them a writing outline on the PPT: Introduction: My favourite animal is... Body: Appearance: It has... Habits: It can... It likes to... Living place: It lives in... Conclusion: I like it because... Let students start writing according to the outline. Walk around the classroom, offer help and guidance to students when necessary. For example, if a student has trouble spelling a word or using a grammar structure, correct it in time. D. Post - writing (10 minutes) Peer review After students finish writing, ask them to exchange their passages with their partners. Let them read each other's writing and make some simple comments, such as underlining the good sentences, circling the misspelled words, and suggesting some improvements. Share and display Invite several students to come to the front of the class and share their writing. After each student reads, ask other students to give some positive feedback first, and then some suggestions for improvement. Choose some excellent passages and display them on the classroom wall for all students to read and learn from. E. Discovery (Optional, if time allows, about 5 minutes) Ask students to think about the relationship between animals and humans. Guide them to discover that animals are our friends, and we should protect them. Let students discuss in groups: "What can we do to protect animals?" Then, each group reports their ideas to the whole class. For example, not hurting animals, protecting their habitats, etc. 教学反思 In this lesson, the use of pictures and group work in the warming - up and pre - writing stages effectively activated students' prior knowledge and enthusiasm. However, in the future, more diverse ways of warming - up can be explored, such as playing animal - related short videos to attract students' attention more. During the writing process, most students could follow the outline to write, but some students still had problems with grammar and vocabulary. In the future, more grammar and vocabulary training related to animal description should be strengthened before writing. The peer - review and sharing stage was very successful. Students actively participated in the review and gave useful comments. But next time, more detailed guidance on peer - review can be provided to make the review more effective. Regarding the discovery part, students showed great interest in discussing how to protect animals. In the future, more in - depth exploration of this topic can be carried out, such as organizing students to do some small research projects on animal protection. This plan focuses on various aspects of the teaching process. Do you think it aligns well with the teaching needs of sixth - grade students? If you have any specific suggestions, like adding more examples in a certain part, please let me know. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$