Unit 3 My School-Over to You 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-Over to You Unit 3 “My School” in the sixth - grade English textbook of the Lu Jiao Ban (Five - Four Academic System, 2024) focuses on the topic of school. It includes various aspects such as school facilities, school subjects, school activities, and daily school life. Through this unit, students will learn a series of new words related to school, like “library”, “playground”, “science”, “art” etc. They will also master key sentence patterns for describing and inquiring about school - related information, such as “Is there a... in your school?”, “What subjects do you have?”, “We have... on...”. The unit is composed of reading materials, listening exercises, speaking tasks, and writing activities, which comprehensively train students' English language skills in the context of school. 教学目标 A. Knowledge Objectives Students are able to master the new words and phrases related to school, and can correctly pronounce, spell and use them. Students can understand and use the key sentence patterns to describe and talk about their schools. Students can understand the reading materials about school and extract relevant information. B. Ability Objectives Improve students' listening ability to understand conversations and passages about school. Develop students' speaking ability to communicate fluently about school - related topics. Enhance students' reading ability to read and comprehend school - themed texts. Train students' writing ability to write short passages about their schools. C. Emotional Objectives Cultivate students' interest in learning English by discussing familiar school life. Foster students' love for their schools and positive attitudes towards school life. Encourage students to cooperate with each other in group work, enhancing their teamwork spirit. 教学重难点 A. Key Points New words and phrases: library, playground, science, art, subject, have a good time, etc. Key sentence patterns: “Is there a... in your school?”, “What subjects do you have?”, “We have... on...” Reading comprehension of school - related texts. B. Difficult Points How to use the key sentence patterns flexibly in different communication situations. How to guide students to write a coherent and complete passage about their schools. Helping students understand some abstract expressions in the reading materials. A. New Words and Phrases School Facilities: library (n. 图书馆), playground (n. 操场), classroom (n. 教室), laboratory (n. 实验室), computer room (电脑室) School Subjects: science (n. 科学), art (n. 美术), music (n. 音乐), math (n. 数学), Chinese (n. 语文), English (n. 英语) Others: subject (n. 学科), have a good time (玩得开心), after class (课后), interesting (adj. 有趣的), boring (adj. 无聊的) B. Key Sentence Patterns There Be Structure for Inquiry: Is there a library in your school? Answer: Yes, there is. / No, there isn't. Inquiry about Subjects: What subjects do you have? Answer: We have science, art, and math. Expressing Class Schedule: We have English on Monday and Wednesday. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different schools on the PPT, including pictures of school buildings, classrooms, playgrounds, etc. Ask students to look at the pictures and answer the question: “What can you see in these pictures?” Encourage students to express themselves in English, like “I can see a big playground.” “There is a tall building.” This activity can quickly attract students' attention and lead in to the topic of “school”. B. Presentation (15 minutes) New Words Teaching Use the PPT to show the pictures of school facilities one by one. For example, when showing the picture of a library, say “This is a library. L - I - B - R - A - R - Y, library. We can read books in the library.” Let students repeat after the teacher several times, and then ask some students to read the word individually to check their pronunciation. Teach other words like “playground”, “classroom”, “laboratory” and “computer room” in the same way. For school subjects, show relevant teaching aids or pictures. For instance, when teaching “science”, show a picture of a science experiment and say “This is science. We can do interesting experiments in science class.” Repeat the process for “art”, “music”, “math”, “Chinese” and “English”. Present new phrases. For example, when teaching “have a good time”, make a sentence “We have a good time in the playground after class.” Explain the meaning and let students imitate the sentence. Key Sentence Patterns Teaching Write the sentence “Is there a library in your school?” on the blackboard. Read it aloud and explain the structure and meaning. Then ask students to practice making similar sentences with other school facilities. Invite some pairs of students to stand up and ask and answer in front of the class. Present the sentence “What subjects do you have?” Explain how to use it to inquire about school subjects. Let students ask and answer in pairs about the subjects they have. After that, ask some students to report their partners' answers to the class. Teach the sentence pattern for expressing class schedule “We have... on...”. Give examples like “We have math on Tuesday.” Let students make their own sentences about their class schedules and share with their deskmates. C. Practice (15 minutes) Listening Practice Play a short dialogue recording about two students talking about their school on the multimedia. The dialogue contains information about school facilities and subjects. Before playing, let students read the questions on the textbook related to the dialogue, such as “Is there a computer room in the boy's school?” “What subjects does the girl have on Thursday?” After playing the recording once, let students answer the questions. Play the recording again if necessary for students to check their answers. Speaking Practice Divide students into groups of four. Each group gets a set of cards with pictures of different school facilities and subjects. Group members take turns to pick a card and ask others in the group questions using the key sentence patterns they have learned, like “Is there a laboratory in our school?” or “What subjects do we have on Friday?” Others answer the questions. Encourage students to add more details to their answers, such as “Yes, there is a laboratory. We can do many interesting experiments there.” Walk around the classroom to monitor and offer help if needed. Reading Practice Present a short passage about a school on the PPT. The passage describes the school's facilities, subjects and activities. Let students read the passage silently for the first time to get a general idea. Then ask them some comprehension questions, such as “How many classrooms are there in the school?” “What activities do students often do after class?” Let students read the passage again carefully to find the answers. After that, ask some students to answer the questions. D. Production (8 minutes) Writing Task Ask students to write a short passage about their own schools. They can introduce the school facilities, the subjects they have and their favorite school activities. Give them some writing tips on the PPT, such as using the key sentence patterns they have learned, starting with an introduction sentence like “My school is very beautiful.” and organizing their writing in a clear way. Let students write for about 5 minutes. After they finish writing, ask them to exchange their passages with their deskmates and check each other's writing for spelling and grammar mistakes. Then invite some students to read their passages aloud to the class. E. Summary and Homework (2 minutes) Summary Summarize the key points of this class with students, including new words, key sentence patterns, and what they have learned about schools. Ask students to recall and repeat some important words and sentences. Homework Ask students to make a poster about their schools. They can draw pictures of their school facilities, write down the subjects they have and some of their favorite school memories on the poster. They need to present their posters in the next class. 教学反思 After this class, it is necessary to reflect on the teaching process. Firstly, in the warming - up part, most students were actively involved, but some students were a bit shy to speak. In future classes, more ways can be used to encourage these students to participate. During the presentation of new words and sentence patterns, the teaching method was relatively vivid, but for some students with weaker foundation, they might need more time to practice and master. In the practice part, group work was effective in promoting students' speaking ability, but the time control could be improved to ensure that every student has enough time to express. The reading and writing practice also achieved certain results, but some students still had difficulties in writing coherent passages. In the following teaching, more writing guidance and model essays can be provided. Overall, through this reflection, adjustments can be made to the teaching plan to better meet the learning needs of students and improve teaching effectiveness. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $