Unit 1 Everyone is different C Accepting differences(Reading & Grammar in use) 教学设计 2024-2025学年沪教版（五四学制）（2024）六年级英语下册

Unit 1 Everyone is different-C Accepting differences (Reading & Grammar in use) This part of the teaching material is from Unit 1 of Grade Six in the Shanghai Education Press (Five - Four Academic System, 2024). The reading passage focuses on the theme of "Accepting differences", which presents various examples of how people are different from each other, such as in appearance, hobbies, and personalities. Through vivid descriptions and relatable stories, students will be guided to understand and respect these differences. The grammar in use part is mainly about the simple present tense used to describe habits and general facts, which is closely related to the content of the reading passage, helping students to better understand and express the information in the text. 教学目标 Students will be able to understand the main idea and key details of the reading passage about accepting differences. Master the new words and phrases related to the theme, such as "unique", "hobby", "personality", etc. Grasp the usage of the simple present tense in the context of describing habits and general facts, and be able to identify and use it correctly in sentences. 教学重难点 1. Key Points Comprehend the reading passage thoroughly and extract important information about differences. Master the new vocabulary and phrases relevant to the theme. Understand and correctly use the simple present tense to express habits and general facts. 2. Difficult Points How to guide students to deeply understand the significance of accepting differences and internalize this concept in their daily lives. Helping students distinguish the usage of the simple present tense in different situations, especially when the subject is the third - person singular, and correctly change the verb form. 1. New Words and Phrases unique /juːˈniːk/adj. 独特的；独一无二的 hobby /ˈhɒbi/n. 业余爱好 personality /ˌpɜːsəˈnæləti/n. 个性；性格 appearance /əˈpɪərəns/n. 外貌；外观 in common 共同；共有 be good at 擅长 2. Grammar - Simple Present Tense Structure: Affirmative sentence: Subject + verb (原形 for I/you/we/they; verb + s/es for he/she/it) + other elements. Negative sentence: Subject + don't/doesn't + verb 原形 + other elements. (doesn't for he/she/it; don't for I/you/we/they) Interrogative sentence: Do/Does + subject + verb 原形 + other elements? (Does for he/she/it; Do for I/you/we/they) Usage: To describe habits, such as "I often play basketball after school." To state general facts, such as "The earth moves around the sun." 教学过程 1. Warming - up (5 minutes) Greet the students and show some pictures of different people with distinct appearances, like people with different hair colors, heights, and body shapes. Ask students: "Look at these pictures. What differences can you find among these people?" Encourage students to express their observations freely. Then show some pictures of people doing different hobbies, such as reading, dancing, and playing football. Ask: "What are these people doing? Do you have the same hobbies as them?" This activity aims to arouse students' interest and lead them to think about the topic of differences. 2. Pre - reading (10 minutes) Present the new words and phrases related to the reading passage on the blackboard or using a PPT. Teach the pronunciation, meaning, and usage of each word or phrase through vivid explanations, examples, and body language. For example, when teaching "unique", show a picture of a very special - shaped building and say, "This building is unique. There is no other building like it in the world." After teaching the new words, ask students to read them together several times to reinforce their memory. Then divide students into pairs and let them practice using these new words to describe each other in simple sentences. For instance, "My partner has a unique personality. He is very outgoing." Next, show the title of the reading passage "Accepting differences" and ask students to predict what the passage might be about. Guide them to think about aspects such as what differences might be mentioned, why we should accept differences, etc. Write down their predictions on the blackboard. 3. While - reading (15 minutes) First reading: Let students skim the passage quickly within 2 - 3 minutes. Then ask them to answer the question: "What is the main idea of this passage?" Check their answers and summarize the main idea on the blackboard, which is usually about different people having various differences in appearance, hobbies, and personalities, and the importance of accepting these differences. Second reading: Ask students to read the passage carefully again. This time, ask them to find specific information and complete a table on the handout. The table may include columns like "Characters", "Differences in Appearance", "Differences in Hobbies", "Differences in Personalities". Walk around the classroom to monitor students' reading progress and offer help if necessary. After students finish filling in the table, invite several students to share their answers. Check the answers together and explain any difficult points or misunderstandings in the passage. For example, if there is a sentence with complex grammar or new vocabulary in the context, analyze it in detail for students. 4. Grammar Presentation (10 minutes) Refer back to the sentences in the reading passage that use the simple present tense. Write some typical sentences on the blackboard, such as "She likes reading books." "They often go to the park on weekends." "The sun rises in the east." Analyze the structure and usage of the simple present tense with students. Explain the rules of verb form changes when the subject is the third - person singular. Use more examples to illustrate, and ask students to pay attention to the spelling of verbs ending with -s, -es, -y, etc. Then do some simple exercises on the blackboard. Write several sentences with blanks, and ask students to fill in the correct form of the verbs given in brackets. For example, "He ____ (go) to school by bike every day." "My parents ____ (watch) TV in the evening." Invite students to come to the blackboard to write their answers and correct them together. 5. Post - reading and Grammar Practice (10 minutes) Group work: Divide students into groups of four. Ask each group to discuss and make a list of the differences among the group members in terms of appearance, hobbies, and personalities. Then use the simple present tense to write a short passage about their group. For example, "In our group, Tom is tall and has short black hair. He likes playing basketball. Mary is short and has long curly hair. She loves dancing. I... We all have different characteristics, but we get along well." While students are working in groups, walk around to offer guidance and encouragement. After each group finishes writing, ask one representative from each group to come to the front of the class and read out their passage. The rest of the students listen carefully and can ask questions or make comments. Finally, summarize the key points of the reading passage and the grammar knowledge learned in this class. Emphasize the importance of accepting differences and correctly using the simple present tense. Assign some after - class homework, such as asking students to write a passage about the differences between themselves and their best friend, using at least five sentences in the simple present tense. 教学反思 After this class, generally, students showed a certain degree of enthusiasm in the learning process. The warming - up activity successfully attracted their attention and made them actively participate in discussing differences. In the pre - reading stage, most students mastered the new words and phrases, but some students still had difficulty in correctly using the new words in sentences, which may need more practice in the future. During the while - reading process, most students could understand the main idea and key details of the passage, but there were still a few students who had trouble extracting information accurately. In the grammar teaching part, although the examples and exercises were helpful, some students still made mistakes when changing the verb form in the simple present tense with the third - person singular subject. This indicates that more targeted practice and individual guidance are needed. In the post - reading and grammar practice group work, students actively cooperated with each other, which enhanced their communication and cooperation skills. However, some groups' writing was a bit simple, lacking in-depth description and more complex sentence structures. In conclusion, for the next class, I will design more targeted exercises for vocabulary and grammar learning, pay more attention to individual students' learning difficulties, and provide more guidance on writing to improve students' overall language proficiency. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$