Bridging Unit 2 Keep Tidy!Section A 教学设计 -2025-2026学年鲁教版（五四学制）英语六年级上册

Bridging Unit 2 Keep Tidy!-Section A This section of Bridging Unit 2 "Keep Tidy!" mainly focuses on teaching students to describe the location of objects and express possession. The content includes new vocabulary such as "where, table, bed, bookcase, sofa, chair, drawer, plant" and target language like "Where is...? It's on/in/under...", "Where are...? They're on/in/under...", "I have...", "He/She has...". Through various activities like listening, speaking, reading and writing, students are guided to master these language points and use them to talk about the layout of rooms and the ownership of items in daily life. 教学目标 Knowledge Objectives Students will be able to master the new vocabulary related to furniture and room layout. Students can understand and use the target language structures for asking about the location of objects and expressing possession correctly. Students are able to read and understand short passages about room description. Ability Objectives Develop students' listening ability to catch key information about object locations and possession. Improve students' speaking ability to describe the location of things and talk about what they or others have. Train students' reading skills, such as skimming for general ideas and scanning for specific information. Cultivate students' writing ability to write a simple description of a room or talk about their belongings. Emotional Objectives Stimulate students' interest in learning English by creating real - life - like situations. Encourage students to keep their rooms tidy and organized in daily life, and foster a sense of self - management. Promote students' cooperation and communication skills through group work. 教学重难点 Key Points Mastery of new vocabulary about furniture. Correct use of the sentence patterns "Where is/are...?" and "I/He/She has...". Be able to describe the location of objects and express possession in simple sentences. Difficult Points Differentiate the usage of prepositions "on", "in", "under" accurately when describing the location of objects. Use the third - person singular form correctly in the sentence "He/She has...". Guide students to integrate the learned language points and use them fluently in real - life communication. New Vocabulary Furniture: table, bed, bookcase, sofa, chair, drawer Others: where, plant Target Language Asking about location Where is the book? It's on the table. Where are the keys? They're in the drawer. Expressing possession I have a nice plant. He/She has a new book. Grammar Prepositions of place: on (indicating something is on the surface of another thing), in (indicating something is inside a container or space), under (indicating something is below another thing) The usage of "have" and "has": "have" is used with the first - person singular "I", the second - person singular and plural "you", and the third - person plural "they". "has" is used with the third - person singular "he", "she", "it". 教学过程 Step 1: Warming - up (5 minutes) Greet the students as usual. Show some pictures of different rooms (a living room, a bedroom, a study) on the PPT. Ask students to look at the pictures and name the furniture they can see in the rooms. For example, "Look at this picture. What can you see? Yes, a sofa, a TV, and a table." This activity can review some learned words about furniture and arouse students' interest in the new topic. Step 2: Presentation (10 minutes) Teach new vocabulary Present the new words one by one on the PPT. For each word, show a clear picture of the corresponding furniture or object, such as a picture of a bookcase when teaching "bookcase". Read the word aloud clearly, and ask students to repeat after the teacher several times. Then, ask individual students to read the words to check their pronunciation. After teaching all the new words, play a word - matching game. Show the pictures of furniture on one side of the PPT and the words on the other side, and ask students to match them as quickly as possible. Teach target language Use the pictures of the rooms again. Point to a book on the table in the picture and say, "Look, where is the book? It's on the table." Repeat this sentence several times, emphasizing the words "where" and "on". Then, ask students to imitate the sentence with other objects in the picture. Next, teach the sentence pattern for plural objects. Point to some keys in the drawer and say, "Where are the keys? They're in the drawer." Let students practice this pattern with different plural objects. For expressing possession, take out a pen and say, "I have a pen." Then, ask a student to stand up and say, "He/She has a pencil." Explain the difference between "have" and "has" briefly. Step 3: Listening (8 minutes) Let students open their books to the listening part. Explain the task to them: They will listen to a conversation between two people and answer some questions about the location of objects. Play the recording for the first time. Students just listen and get a general idea of the conversation. Play the recording again. This time, students listen carefully and write down their answers to the questions in their books. Check the answers with the whole class. Play the recording one more time if necessary for students to clarify any misunderstandings. Step 4: Pair Work (10 minutes) Divide students into pairs. Give each pair a piece of paper with a simple picture of a room drawn on it. The room should have some furniture and objects with different locations. Ask students to take turns to ask and answer questions about the location of objects in the picture using the sentence patterns they have learned. For example, Student A asks, "Where is the chair?" Student B answers, "It's under the table." Walk around the classroom, listen to their conversations, and offer help and guidance when necessary. After a few minutes, ask some pairs to come to the front of the class and perform their conversations for the whole class. Step 5: Writing (7 minutes) On the PPT, show a simple outline of writing about a room. The outline includes the introduction (mention the name of the room), description of furniture and object locations (using the learned sentence patterns), and a conclusion (such as "I like my room very much"). Ask students to write a short passage about their own rooms. They should describe at least three pieces of furniture and their locations. While students are writing, walk around and provide assistance, such as helping with spelling or grammar mistakes. After students finish writing, ask them to exchange their passages with their partners and read each other's work. They can give each other some simple comments, like "Your description is very clear" or "You can add more details". Step 6: Summary and Homework (5 minutes) Summary Summarize the key points of this class with the students, including the new vocabulary, the target language for asking about location and expressing possession, and the usage of prepositions. Ask students to recall and repeat some important sentences. Homework Ask students to draw a picture of their dream room at home and write a short passage to describe it. They should use at least five new words and three sentence patterns learned in this class. Tell students to listen to the recording of this section again at home to improve their listening skills. 教学反思 In the teaching process, the use of pictures and real - life - like situations can effectively arouse students' interest and help them better understand and master new knowledge. However, in the future, more vivid teaching aids, such as real models of furniture, can be used to make the teaching more intuitive. During pair work and group activities, most students can actively participate in communication. But a few students are still a little shy and passive. In the following classes, more encouragement and specific guidance should be given to these students to make them more involved in class activities. In the writing part, some students still have difficulties in grammar and spelling. In future teaching, more writing exercises and grammar explanations should be carried out to improve students' writing ability. The time arrangement in this class is basically reasonable, but in the listening part, if some students have more difficulties in understanding, more time can be appropriately allocated for repeated listening and detailed explanation. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $