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

该初中英语教学设计围绕“我的学校”主题，聚焦学校设施词汇（如classroom, library）及There be句型、I like...because...表达。通过PPT展示学校图片提问导入，激活学生实际经验，搭建从已知到新知的学习支架，衔接词汇与句型学习。 亮点在于情境化与活动驱动，通过词汇猜谜游戏巩固单词，小组合作绘制理想学校并介绍，既提升语言运用能力（描述与表达），又培养思维品质（创造与组织）和学习能力（合作与参与）。资料活动可操作性强，助力教师落实核心素养，促进学生学以致用。

Unit 3 My School-Section B This unit, centered around "My School", enables students to describe their school environment, facilities, and daily school life in English. Through various texts, dialogues, and activities, students will be exposed to vocabulary related to school, such as "classroom", "library", "playground", as well as sentence patterns like "There is...", "There are...", "I like... because...". The content is rich in real - life scenarios, like introducing their favorite school places and explaining reasons, which helps students connect English learning with their actual school experiences, enhancing their language application ability. 教学目标 1. Knowledge Objectives Students can master the key vocabulary about school facilities, such as "classroom", "library", "laboratory", "cafeteria", "playground", "gym", "music room", "art room", etc. Students are able to understand and use sentence patterns "There is/are...", "Is/Are there...?", "Where is/are...?", "I like... because..." to describe school facilities and express preferences. Students can recognize and read new words and phrases correctly, and understand the basic grammar usage in this unit. 2. Ability Objectives Students can use the learned vocabulary and sentence patterns to describe their school and school life fluently, both in speaking and writing. Students are able to understand simple texts and dialogues related to school, and extract key information. Through group work and pair work, students' cooperative learning ability and communication skills in English can be improved. 3. Emotional Objectives Cultivate students' love for their school and English learning through interesting school - related topics. Encourage students to actively participate in class activities, enhance their confidence in using English, and promote their sense of cooperation and competition. 教学重难点 1. Key Points The mastery of vocabulary about school facilities and relevant sentence patterns. How to use "There is/are..." sentence patterns to describe the existence of things and "I like... because..." to express preferences. The correct pronunciation and usage of new words and phrases. 2. Difficult Points The correct application of "There is" and "There are" according to the singular or plural form of the subject. Helping students use the learned language knowledge to express their ideas freely and creatively, and improving their ability to solve practical problems in English communication. 1. Vocabulary School facilities: classroom (教室), library (图书馆), laboratory (实验室), cafeteria (食堂), playground (操场), gym (体育馆), music room (音乐教室), art room (美术教室), computer room (计算机教室), teachers' office (教师办公室), dormitory (宿舍) Others: many (许多), some (一些), there is (有，用于单数名词或不可数名词), there are (有，用于复数名词), beautiful (美丽的), big (大的), small (小的), clean (干净的), bright (明亮的), favorite (最喜欢的), because (因为) 2. Sentence Patterns Describing existence: There is a blackboard in the classroom. (教室里有一块黑板。) There are many desks and chairs in the classroom. (教室里有许多书桌和椅子。) Is there a library in your school? Yes, there is. / No, there isn't. (你们学校有图书馆吗？是的，有。/ 不，没有。) Are there any computers in the computer room? Yes, there are. / No, there aren't. (计算机教室里有电脑吗？是的，有。/ 不，没有。) Where is the teachers' office? It's on the second floor. (教师办公室在哪里？在二楼。) Where are the playgrounds? They are behind the teaching building. (操场在哪里？在教学楼后面。) Expressing preferences: My favorite place in school is the library because I can read many interesting books there. (我在学校最喜欢的地方是图书馆，因为我可以在那里读很多有趣的书。) I like the playground because I can play basketball with my friends there. (我喜欢操场，因为我可以和朋友们在那里打篮球。) 3. Grammar There be structure: "There is" is used when the subject is a singular countable noun or an uncountable noun. For example, There is a book on the desk. (桌上有一本书。) There is some water in the bottle. (瓶子里有一些水。) "There are" is used when the subject is a plural countable noun. For example, There are some apples in the basket. (篮子里有一些苹果。) The general question form is to move "is" or "are" to the beginning of the sentence, and the short answer is "Yes, there is/are." or "No, there isn't/aren't." 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different schools on the PPT, including beautiful classrooms, large libraries, and lively playgrounds. Ask students: "Look at these pictures. What can you see? Do you like these schools? Why or why not?" Encourage several students to answer the questions, which can quickly arouse students' interest and lead in the topic of this unit - "My School". 2. Presentation (15 minutes) Vocabulary teaching: Present the new words about school facilities one by one on the PPT. For each word, show a corresponding picture and read the word aloud clearly, asking students to follow and repeat several times. For example, when teaching "classroom", show a picture of a classroom and say: "This is a classroom. C - L - A - S - S - R - O - O - M, classroom." After teaching all the words, play a word - guessing game. Describe a school facility in English, such as "It's a place where you can borrow books." and ask students to guess what it is. This can help students remember the words better. Sentence pattern teaching: Use the pictures of school facilities to teach the "There be" sentence patterns. Point to the picture of a classroom with a blackboard and say: "Look, there is a blackboard in the classroom." Then change to a picture of a classroom with many desks and chairs and say: "There are many desks and chairs in the classroom." Explain the usage of "There is" for singular nouns and "There are" for plural nouns. Write some simple sentences on the blackboard, like "There ____ a pen on the desk." and "There ____ some flowers in the garden.", and ask students to fill in the blanks with "is" or "are", then check the answers together. Teach the sentence pattern for expressing preferences. First, say: "I like the library because I can read many interesting books there." Then ask students to think about their favorite places in school and share with their deskmates using this sentence pattern. 3. Practice (15 minutes) Oral practice: Divide students into pairs. Each pair gets a set of pictures of school facilities. They take turns to describe what is in each picture using "There is/are..." sentence patterns. For example, one student says: "There is a laboratory in this picture." The other student can respond: "Yes, and there are many test tubes in the laboratory." After that, ask each pair to talk about their favorite places in school and the reasons, using "I like... because...". Walk around the classroom to listen to their conversations and offer help if necessary. Written practice: Give out a worksheet with some exercises about "There be" sentence patterns, including filling in the blanks, making sentences, and changing sentences into general questions. For example: Fill in the blanks: There ____ (be) a playground in our school. Make a sentence: library, there, school, is, in, our, a (.) Change the sentence into a general question: There are some trees in the garden. Let students finish the exercises individually first, and then check the answers in class. 4. Production (8 minutes) Group work: Divide students into groups of four or five. Each group is required to draw a picture of their ideal school on a large piece of paper, including various school facilities. Then, they need to write a short passage to introduce their ideal school using the learned vocabulary and sentence patterns. For example: "Our ideal school is very beautiful. There is a big playground where we can play football and basketball. There are many classrooms, and they are bright and clean. My favorite place is the art room because I can draw pictures there." Each group selects a representative to come to the front of the class and show their picture and read their passage. The other students listen carefully and can ask some questions if they have any. 5. Summary and Homework (2 minutes) Summary: Summarize the key vocabulary and sentence patterns learned in this class with students. Ask students to recall the usage of "There is/are..." and "I like... because...", and review some important school - related words. Homework: Ask students to write a composition about their real school, introducing at least three school facilities and their favorite place in school with reasons, using no less than 50 words. Let students make a poster about their school, including pictures and English descriptions, and bring it to class next time to share with their classmates. 教学反思 After this class, students showed great interest in the topic of "My School". Through various activities like picture - showing, games, pair work, and group work, most students actively participated in class and mastered the key vocabulary and sentence patterns to some extent. However, there are still some aspects that need improvement. In vocabulary teaching, although the word - guessing game was effective in helping students remember words, for some students with poor foundation, they may still have difficulties in pronouncing and spelling some long words, such as "laboratory" and "playground". In the future, more individual guidance and pronunciation drills can be added. Regarding the "There be" sentence patterns, some students still made mistakes in choosing "is" or "are" according to the subject. More targeted exercises and real - life examples can be provided to strengthen their understanding. During the production part, some groups were very creative in drawing and writing about their ideal schools, but a few groups had problems with organizing their ideas and using English to express themselves. In future teaching, more guidance on writing skills and group cooperation can be given to ensure that every student can fully participate and improve their language ability. Overall, this class achieved most of the teaching objectives, but continuous improvement and adjustment of teaching methods are needed to better meet the learning needs of all students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $