Unit 3 My School Section A 教学设计- 2025-2026学年鲁教版（五四学制）英语六年级上册

Unit 3 My School-Section A This unit focuses on the topic of "My School". In Section A, students will be introduced to various school facilities and activities through listening, speaking, reading and writing exercises. The main language structures include "There be" sentences to describe the existence of things in the school, and some new vocabulary related to school, such as "library", "playground", "classroom", etc. By learning this section, students are expected to be able to talk about their own schools and express their likes and dislikes about school life. 教学目标 Knowledge Aims Students can master the new vocabulary about school facilities and activities, such as "library", "playground", "art room", "have a P.E. class", etc. Students can understand and use the "There be" sentence pattern correctly to describe the location and existence of things in the school. For example, "There is a library in my school." "There are many students on the playground." Ability Aims Improve students' listening ability to catch key information about school facilities in the listening materials. Develop students' speaking ability to talk about their schools fluently and accurately by using the learned vocabulary and sentence patterns. Enhance students' reading ability to understand simple texts about schools and get the main idea. Train students' writing ability to write a short passage to introduce their schools with correct grammar and spelling. Emotional Aims Cultivate students' love for their own schools and a positive attitude towards school life. Encourage students to cooperate with each other in group work and improve their teamwork spirit. 教学重难点 Key Points The new vocabulary related to school facilities and activities. The correct usage of the "There be" sentence pattern, including its affirmative, negative and interrogative forms. Difficult Points The singular and plural forms of "There be" sentences. Students may have confusion in using "There is" and "There are" correctly according to the subject. How to guide students to use the learned knowledge to express their own ideas and describe their schools vividly and accurately in speaking and writing. New Vocabulary school facilities: library, playground, classroom, art room, music room, computer room, gym, dining hall school activities: have a P.E. class, have an art class, read books, play basketball, play football Sentence Patterns Affirmative form: There is + singular noun + location. There are + plural nouns + location. Negative form: There isn't + singular noun + location. There aren't + plural nouns + location. Interrogative form: Is there + singular noun + location? Yes, there is. / No, there isn't. Are there + plural nouns + location? Yes, there are. / No, there aren't. 教学过程 Warming-up (5 minutes) Greet the students as usual. Show some pictures of different schools on the PPT, including beautiful school buildings, large playgrounds, modern libraries, etc. And ask students some simple questions, such as "What can you see in the picture?" "Do you like this school?" to arouse students' interest in the topic of this unit. Presentation (15 minutes) Vocabulary teaching Present the new vocabulary one by one on the PPT. For each word, show the corresponding picture and read the word aloud, and then ask students to repeat after the teacher several times. For example, when presenting the word "library", show a picture of a library and say "library", and let students imitate. After teaching all the words, play a word - guessing game. The teacher describes the features of a school facility or activity, and students guess what it is. For example, the teacher says "You can read books and borrow books here." and students answer "library". This can help students better remember the new words. Sentence pattern teaching Use the pictures of the school facilities to introduce the "There be" sentence pattern. Point to the picture of a school with a library and say "Look, there is a library in this school." Write the sentence on the blackboard and explain the structure and meaning. Then change to a picture with several classrooms and say "There are many classrooms in this school." Let students observe the difference between "There is" and "There are". Teach the negative and interrogative forms of the "There be" sentence pattern in the same way. Use examples on the PPT to illustrate, such as "There isn't a swimming pool in our school." "Is there a gym in your school?" and let students practice reading these sentences. Listening (10 minutes) Let students open their books to the listening part in Section A. Tell them to look at the pictures in Activity 1b first and predict what they may hear. Play the recording for the first time. Students just listen and get a general idea. Play the recording for the second time. This time, students listen carefully and match the words with the pictures in Activity 1b. Check the answers with the whole class. Ask several students to read out their answers. Play the recording for the third time. Students listen and repeat the sentences they hear. Pay attention to the pronunciation and intonation. Speaking (10 minutes) Pair work: Ask students to work in pairs. Each pair takes turns to describe their schools using the "There be" sentence pattern and the new vocabulary they have learned. For example, one student says "There is a big playground in my school. I often play football there." The other student listens and then adds some information about his/her school. Group discussion: Divide the students into groups of four or five. Let them discuss which school facilities are the most important in their minds and why. Each group chooses a representative to report their discussion results to the whole class. Summary and Homework (5 minutes) Summary Review the new vocabulary and the "There be" sentence pattern with the students. Ask students to summarize what they have learned in this class. The teacher can write the key points on the blackboard. Homework Ask students to write a short passage about their schools, using at least five "There be" sentences. They can also draw a picture of their schools and label the school facilities on it. Ask students to listen to the recording of this section again at home and imitate the pronunciation and intonation. 教学反思 After teaching this class, I think there are both advantages and disadvantages in my teaching process. On the positive side, the warming - up part is effective in attracting students' attention and arousing their interest in the topic. The use of pictures in vocabulary and sentence pattern teaching makes the abstract knowledge more vivid and easier for students to understand. The group work and pair work in the speaking part provide students with more opportunities to practice speaking English, and most students actively participate in these activities, which helps to improve their speaking ability and teamwork spirit. However, there are also some problems. In the listening part, some students may still have difficulty in catching the key information quickly, which indicates that I need to strengthen the training of listening skills in the future. When teaching the difficult points, such as the singular and plural forms of "There be" sentences, although I used examples to illustrate, some students still make mistakes in using them. Maybe I can design more targeted exercises to help them master this point. In addition, in the class, I didn't pay enough attention to the individual differences of students. Some students with relatively poor English foundation may not have fully understood all the content. I should provide more guidance and help for these students in the future teaching. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $