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

Bridging Unit 2 Keep Tidy!-Over to You This unit, "Keep Tidy!", from Shandong Education Press's English textbook for Grade 6 (Five - Four System, 2024), focuses on the theme of daily items and personal belongings. It aims to help students master vocabulary related to common items in daily life, such as "book", "pencil", "eraser", "ruler", etc., and use sentence patterns like "What do you have?" and "I have..." to describe their own and others' possessions. Through various learning activities, students will improve their listening, speaking, reading and writing skills, as well as enhance their awareness of keeping things tidy and organized in daily life. 教学目标 A. Knowledge Objectives Students will be able to master the key vocabulary about daily items, including at least 15 new words. Students can correctly use the sentence patterns "What do you have?" and "I have..." to ask about and state personal belongings. Students will understand the simple present tense used in expressing possession. B. Ability Objectives Develop students' listening ability to understand conversations about asking and stating personal items. Improve students' speaking ability to communicate fluently about their own and others' possessions in daily situations. Enhance students' reading ability to read short passages about personal items and get key information. Cultivate students' writing ability to write a short paragraph about their schoolbags or rooms. C. Emotional Objectives Stimulate students' interest in learning English through interesting classroom activities. Raise students' awareness of keeping their study and living environments tidy and organized. Encourage students to cooperate with each other in group work and develop their team - work spirit. 教学重难点 A. Key Points The key vocabulary related to daily items, such as "book", "pen", "pencil - box", "schoolbag", etc. The sentence patterns "What do you have?" and "I have...", and their correct usage in different situations. The pronunciation and spelling of new words and the intonation of sentence patterns. B. Difficult Points Helping students to use the sentence patterns flexibly in real - life communication, not just imitate mechanically. Making students understand and correctly use the simple present tense when expressing possession, especially the third - person singular form (he/she/it has). Training students to write a short paragraph about personal items with correct grammar and clear logic. A. Vocabulary School supplies: book, pencil, eraser, ruler, pen, pencil - box, schoolbag, notebook, dictionary. Room items: bed, desk, chair, table, wardrobe, lamp, clock. Others: key, toy, ball, picture. B. Sentence Patterns Asking about possessions: What do you have? Answering about possessions: I have... Asking about third - person singular: What does he/she have? He/She has... C. Grammar The simple present tense is used to express present - day situations, habits, and general truths. When using it to talk about possession, for the first - person singular (I) and the second - person singular and plural (you), we use "have", and for the third - person singular (he/she/it), we use "has". 教学过程 A. Warming - up (5 minutes) Greet the students as usual and play a short English song about school things, such as "The School Song". While playing the song, show some pictures of school supplies on the PPT to attract students' attention and arouse their interest in learning. After the song, have a free talk with the students. Ask some simple questions like "How are you today?" "What day is it today?" to make students feel relaxed and get them into the English - speaking atmosphere. B. Presentation (12 minutes) Vocabulary teaching Use real objects or pictures to teach new words. For example, take out a book and say, "Look! This is a book. B - O - O - K, book." Then ask students to repeat after you several times. Do the same with other school supplies like "pencil", "eraser", "ruler", etc. After teaching all the new words, show the flashcards quickly and ask students to say the words as fast as they can. This can help students reinforce their memory of new words. Sentence pattern teaching Pick up a schoolbag and say, "I have a schoolbag. What do you have?" Then ask a student to stand up and answer. Encourage the student to use the new words they just learned, like "I have a pencil." or "I have an eraser." Drill the sentence pattern with more students. Let students practice in pairs, taking turns to ask and answer. Walk around the classroom to monitor their practice and give help if necessary. C. Practice (12 minutes) Listening practice Play a short dialogue recording on the textbook. The dialogue is about two students asking and telling each other what they have in their schoolbags. Before playing, ask students to read the questions below the dialogue quickly to know what information they need to get. Play the recording for the first time. Let students listen carefully and try to get the general idea. Then play it again, and ask students to answer the questions individually. Check the answers together. Speaking practice Divide students into groups of four. Each group is given a set of cards with pictures of different items on them. One student in the group picks up a card and asks the others, "What do I have?" The other group members take turns to guess, using the sentence pattern "You have...". If the guess is correct, the student who guessed correctly can pick up the next card and start asking. Have each group choose a representative to come to the front of the classroom and show their performance. The rest of the class can listen and give scores according to their performance, such as pronunciation, fluency, and accuracy. D. Production (10 minutes) Reading practice Show a short passage on the PPT about a girl's room. The passage describes what items are in her room. Ask students to read the passage silently for the first time to get the main idea. Then ask them to read it again carefully and underline the items mentioned in the passage. After reading, ask some students to stand up and tell the class what items they underlined. Check the answers together and explain some difficult sentences in the passage if necessary. Writing practice Ask students to write a short paragraph about their own rooms or schoolbags. They need to use the new words and sentence patterns they learned in this class. Remind them to pay attention to grammar, spelling, and punctuation. Walk around the classroom to provide guidance and help for students during their writing. After they finish writing, ask some students to read their paragraphs aloud to the class. The teacher and other students can give comments and suggestions. E. Summary and Homework (6 minutes) Summary Summarize the key vocabulary and sentence patterns learned in this class with the students. Write them on the blackboard again and ask students to read them together to reinforce their memory. Ask students to share what they have learned and what they think is the most interesting part in this class. Homework Ask students to make a list of all the items in their bedrooms and write a short passage about it, using at least 8 new words and 5 sentences. Tell students to listen to the dialogue recording in this class for 10 minutes at home and imitate the pronunciation and intonation. 教学反思 After this 45 - minute class, I first need to reflect on the effectiveness of achieving teaching objectives. In terms of knowledge acquisition, most students seem to have mastered the key vocabulary and sentence patterns. However, there are still a few students who have difficulty in pronouncing some words correctly, such as "eraser" and "dictionary". For the grammar part, although I emphasized the usage of "have" and "has", some students still make mistakes when using the third - person singular form in the sentence pattern "What does he/she have? He/She has...". In the teaching process, the warming - up activity was successful in attracting students' attention and creating a relaxed atmosphere. But in the group work of speaking practice, some groups did not fully engage. Maybe the task was a bit too simple for some students, or there was not enough guidance on how to make the conversation more interesting. In the future, I can add more challenges or creative elements to group activities. For the production part, the reading passage was at an appropriate level for most students, but the writing task was a bit difficult for some students with weak foundation. Next time, I can provide more writing templates or examples for students to follow. Overall, this class has both achievements and areas that need improvement. I will adjust my teaching methods and strategies according to the students' actual learning situations in the next class. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $