Unit 1 A Day in the Life Section B 教学设计- 2024-2025学年鲁教版（五四学制）英语六年级下册

该初中英语教学设计聚焦日常活动词汇及一般现在时的运用，通过播放日常生活动画视频导入课堂，激活学生兴趣并连接生活经验，搭建“已知-新知”学习支架，梳理从词汇学习到语法运用的知识脉络。 特色在于多模态输入与任务型输出结合，如词汇教学用图片配对+动作游戏强化记忆，阅读采用“预测-略读-精读-小组复述”分层训练提升思维品质，“日常活动采访”任务整合听说技能培养语言能力。提供完整活动设计与练习素材，助力教师高效教学，学生通过真实情境任务提升综合语言运用能力与时间管理意识。

Unit 1 A Day in the Life-Section B This section of Unit 1 “A Day in the Life” in the 2024 edition of the English textbook for Grade 6 under the Lu Jiao Ban (Five - Four School System) focuses on further exploring the theme of daily life. It contains a reading passage that presents the daily routines of different people, along with new vocabulary related to daily activities and time expressions. The section also includes listening, speaking, reading, and writing exercises to help students comprehensively practice and improve their English language skills. Through these materials, students will have a deeper understanding of how to describe daily life in English and enhance their cross - cultural communication awareness. 教学目标 1. Knowledge Objectives Students will be able to master new vocabulary words and phrases related to daily life, such as “brush teeth”, “have breakfast”, “go to school”, “do homework”, “go to bed”, “at six o'clock”, “in the morning/afternoon/evening”. Students will understand and be able to use the simple present tense to describe daily routines. Students will be able to read and understand the text about daily life, and extract key information. 2. Ability Objectives Students will be able to describe their own daily routines and those of others accurately and fluently in English. Students will improve their listening skills by understanding dialogues and passages related to daily life. Students will enhance their reading skills, including skimming, scanning, and detailed reading. Students will be able to write a short passage about their daily life using the learned vocabulary and sentence patterns. 3. Emotional Objectives Cultivate students' interest in learning English and their awareness of observing and expressing daily life in English. Develop students' sense of time management and healthy living habits through the discussion of daily routines. 教学重难点 1. Key Points Mastery of new vocabulary and phrases related to daily life. Correct usage of the simple present tense to describe daily routines. For example, “He/She gets up at 7:00 every morning.” and “I usually have lunch at school.” Ability to understand and retell the reading text about daily life. 2. Difficult Points Differentiating the third - person singular form in the simple present tense. For example, students may have trouble with the correct form of verbs like “He goes to school by bike.” (the addition of -s or -es to the verb in the third - person singular). Organizing thoughts and writing a coherent passage about daily life, including proper use of time expressions and sentence structures. 1. New Vocabulary Daily activities: brush teeth (刷牙) wash face (洗脸) have breakfast/lunch/dinner (吃早餐 / 午餐 / 晚餐) go to school/work (去上学 / 上班) do homework (做作业) play sports (做运动) watch TV (看电视) go to bed (上床睡觉) Time expressions: at + specific time (at 6:30 在六点半) in the morning/afternoon/evening (在早上 / 下午 / 晚上) on + specific day (on Monday 在星期一) 2. Grammar: Simple Present Tense Affirmative form: I/You/We/They + verb (原形) + other components. For example, “I play basketball after school.” He/She/It + verb (第三人称单数形式) + other components. For example, “She likes reading books.” Negative form: I/You/We/They + don't + verb (原形) + other components. For example, “I don't watch TV on weekdays.” He/She/It + doesn't + verb (原形) + other components. For example, “He doesn't go to school by bus.” Interrogative form: Do + I/You/We/They + verb (原形) + other components? For example, “Do you like music?” Does + He/She/It + verb (原形) + other components? For example, “Does she get up early?” 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then, play a short video about children's daily life. After watching the video, ask students some simple questions, such as “What can you see in the video?” “Do you do the same things in your daily life?” This can quickly arouse students' interest and lead them into the topic of daily life. 2. Presentation (12 minutes) Vocabulary teaching: Show pictures of different daily activities on the PPT, such as a picture of a child brushing teeth. Point to the picture and say, “This is 'brush teeth'.” Let students repeat several times. Teach other vocabulary words and phrases in the same way, using real - life pictures to make the learning more vivid. After teaching all the vocabulary, play a vocabulary game. Say a word or phrase, and ask students to quickly do the corresponding action. For example, when you say “brush teeth”, students should pretend to brush their teeth. This can help students better remember the new words. Grammar teaching: Write some simple sentences on the blackboard, such as “I get up at 6:00.” “He goes to school by bike.” “They play football in the afternoon.” Explain the structure of the simple present tense. For the third - person singular (he, she, it), the verb usually needs to add -s or -es. Use some simple examples to illustrate the changes, like “go - goes”, “play - plays”, “do - does”. Let students do some simple exercises on the screen to practice the form of the simple present tense. For example, fill in the blanks with the correct form of the verb: “She ____ (like) apples.” “They ____ (watch) TV every evening.” 3. Reading (15 minutes) Pre - reading: Show the title and pictures of the reading text on the PPT. Ask students to predict what the text may be about. For example, if the title is “My Day” and there are pictures of a school and a bedroom, students may predict that the text is about a student's daily life. This can activate students' prior knowledge and improve their reading interest. While - reading: Let students read the text quickly (skimming) and answer a general question, such as “What is the main idea of the text?” Then, ask students to read the text carefully (scanning) and find the answers to some detailed questions, such as “What time does the author get up?” “What does the author do after school?” Write these questions on the blackboard in advance. After that, explain some difficult sentences in the text, such as “After school, I often play basketball with my classmates for about an hour.” Analyze the sentence structure and new vocabulary in it. Post - reading: Divide students into groups of four. Let each group discuss and retell the text in their own words. One student in each group can be selected to report to the whole class. This can help students better understand and remember the text, and also improve their speaking and cooperative skills. 4. Practice (10 minutes) Listening practice: Play a recording of a dialogue about daily life. Before playing, let students read the questions related to the dialogue on the worksheet. Then, play the recording twice. After that, ask students to answer the questions. Check the answers together. Speaking practice: Organize a “Daily Routine Interview” activity. Students work in pairs. One student asks the other about his/her daily routine using the learned questions, such as “What time do you get up?” “What do you do after breakfast?” The interviewed student answers. Then, they switch roles. Some pairs can be invited to show their dialogues in front of the class. 5. Summary and Homework (3 minutes) Summary: Summarize the key points of this class, including new vocabulary, the simple present tense, and the main content of the reading text. Ask students to recall and repeat some important knowledge points. Homework: Ask students to write a short passage about their own daily life, using at least 5 sentences. They should include the time they do different activities and the activities themselves. Encourage students to listen to English tapes about daily life at home to improve their listening skills. 教学反思 After this class, overall, students showed a high level of enthusiasm for learning new vocabulary and expressions related to daily life. The use of pictures and videos in the warming - up and presentation stages effectively attracted students' attention and helped them better understand the new knowledge. However, there are still some areas that need improvement. In grammar teaching, although various methods were used to explain the simple present tense, some students still had difficulty in using the third - person singular form correctly. In future classes, more targeted exercises and examples should be provided to strengthen their understanding. During the reading process, some students had trouble quickly finding the key information. This may be due to insufficient reading skills training. In the following teaching, more reading skills training, such as how to quickly skim and scan for information, should be carried out. The group work and pair - work activities in the practice stage were generally successful, but some groups did not fully participate. In the future, more guidance and supervision should be given during group activities to ensure that every student can actively participate and improve their language skills. Overall, based on this reflection, adjustments and improvements will be made to the teaching plan to better meet the learning needs of 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 $