Unit 6 Famous people in history B Life savers (Speaking) 教学设计 2024-2025学年沪教版（五四学制）英语六年级下册

Unit 6 Famous people in history-B Life savers (Speaking) This speaking lesson from Unit 6 "Famous People in History - B Life Savers" of the Shanghai Education Press (Five - Four Academic System, 2024) English textbook for Grade 6 focuses on historical figures who made significant contributions in the field of saving lives. Students will be introduced to various life - saving heroes through texts, pictures, and videos. They will then engage in speaking activities to describe these people, their achievements, and the reasons why they are considered life savers. The lesson not only aims to improve students' speaking skills but also to enhance their understanding of historical events and the value of altruism. 教学目标 Students will be able to master key vocabulary related to life - saving heroes, such as "invent", "operation", "disease", "medical", "save", "brave", etc. They can use sentence patterns like "He/She is a famous...", "He/She invented...", "He/She saved many people by...", "Because of his/her..., many lives were saved." to describe famous life - saving figures. 教学重难点 1 Key Points Mastery of relevant vocabulary and sentence patterns for describing life - saving heroes. Be able to introduce a life - saving hero comprehensively and accurately in English. 2 Difficult Points Organize thoughts and use appropriate language to express complex ideas about the significance and influence of life - saving heroes. Overcome shyness and actively participate in speaking activities in front of the class. 1 Vocabulary Nouns: inventor, operation, disease, medicine, doctor, nurse, patient, life, hero Verbs: invent, discover, save, operate, treat Adjectives: famous, brave, helpful, great, important 2 Sentence Patterns Subject + be + a/an + (adjective) + occupation. (e.g., Alexander Fleming was a famous scientist.) Subject + verb + object. (e.g., He discovered penicillin.) Subject + verb + object + by + verb - ing. (e.g., He saved many lives by discovering penicillin.) Because of + noun/pronoun/verb - ing, + result clause. (e.g., Because of his discovery, many lives were saved.) 教学过程 1 Warming - up (5 minutes) Greet the students and show them some pictures of modern - day life - saving scenes, such as ambulance workers rescuing accident victims, firefighters saving people from a burning building, and doctors performing operations in the hospital. Ask the students: "What are these people doing? Do you think they are heroes? Why?" Encourage students to express their opinions briefly. This activity aims to activate students' prior knowledge related to life - saving and arouse their interest in the topic. 2 Pre - speaking (10 minutes) Vocabulary Introduction Present the key vocabulary on the PPT one by one. For each word, show a relevant picture and give a simple example sentence. For example, when teaching the word "invent", show a picture of Thomas Edison and say "Thomas Edison invented the light bulb." Let students read the words after the teacher several times to ensure correct pronunciation. Divide the students into pairs. Give each pair a set of flashcards with the new words on one side and pictures on the other. They take turns to test each other: one shows a flashcard with the word and the other says the meaning, and vice versa. Listening Activity Play a short passage about Florence Nightingale on the multimedia. Before playing, tell the students to listen carefully and take notes on the following information: Who is she? What did she do? Why is she famous? After playing the passage, ask several students to share their notes. Then play the passage again, pausing at key points to check and clarify the information. Write the main points on the blackboard: Florence Nightingale is a famous nurse. She improved hospital conditions. She saved many soldiers' lives during the war. Because of her, nursing became a respected profession. 3 While - speaking (20 minutes) Model Dialogue Present a model dialogue between two students about Alexander Fleming on the PPT. Student A: Do you know Alexander Fleming? Student B: Yes, I do. He is a famous scientist. Student A: What did he do? Student B: He discovered penicillin. Student A: Why is he so important? Student B: Because of his discovery, many lives were saved. Penicillin can treat many diseases. Let two good - speaking students read the dialogue aloud first. Then the whole class reads it together, imitating the intonation and pronunciation. Group Work Divide the students into groups of four. Assign each group a different life - saving hero, such as Edward Jenner (the inventor of the smallpox vaccine), Norman Bethune (a famous doctor who helped in the Chinese revolutionary war), or Jonas Salk (the inventor of the polio vaccine). Provide each group with some reference materials, including short passages, pictures, and key information about their assigned hero. In the groups, students first discuss the information about their hero, using the vocabulary and sentence patterns they have learned. They take turns to introduce the hero, and others can ask questions or add more details. The teacher walks around the classroom, offering guidance and help when necessary, such as correcting language mistakes or providing more vocabulary if needed. Class Presentation Each group selects one representative to come to the front of the class and introduce their group's life - saving hero. The representative should use visual aids like pictures or simple posters made by the group. After the presentation, other students can ask questions. The teacher gives positive feedback and comments, emphasizing good language use and clear expression. 4 Post - speaking (10 minutes) Summary Summarize the key vocabulary and sentence patterns used in this class with the students. Write them on the blackboard again and ask students to read them aloud one more time to reinforce memory. Review the main points about the life - saving heroes that students have introduced, highlighting their great contributions and the reasons why they are remembered. Homework Assignment Ask students to write a short passage about a life - saving hero they are interested in. They should include at least five sentences, using the vocabulary and sentence patterns learned in class. Encourage students to search for more information about other life - saving heroes on the Internet or in books and share it with the class next time. 教学反思 After this speaking class, overall, students showed a high level of enthusiasm. The warming - up activity effectively captured their attention and linked to the topic smoothly. However, in the vocabulary - learning part, some students still had difficulty in remembering the new words, especially those with complex spellings like "penicillin". Maybe more interactive games, such as crossword puzzles related to life - saving vocabulary, could be added in future classes. During the group work and class presentation, most students actively participated. But a few shy students were less involved. In the future, more individual - based warm - up speaking tasks could be designed to build their confidence before group activities. Also, some students had problems in organizing their thoughts when speaking, which led to long pauses and inconsistent expressions. Teachers need to provide more guided - speaking exercises, such as giving an outline for students to fill in with details before speaking. In terms of achieving the teaching objectives, most students were able to master the basic vocabulary and sentence patterns, and could introduce a life - saving hero to some extent. However, for the emotional - attitude objective, although students showed respect for the heroes, more in - depth discussions about the spirit of these heroes and how to apply it in daily life could be added to better inspire students' sense of social responsibility. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$