Unit 3 Places we live in Part B Read and write 第六课 (教学设计）-2026-2027学年人教PEP版英语四年级上册

Unit 3 Places we live in Part B Read and write 第六课 (教学设计） I. Teaching Objectives 1. Students can read the short text about a museum and tick the correct reasons why the writer likes it. 2. Students can match community places (hospital, park, playground, shop) with the right activities and complete the sentences "There is a … We … there." 3. Students can write one or two sentences about a favourite place in their own community. II. Key Points and Difficult Points Key points: read for the right reasons; use "There is / There are" with places and activities. Difficult points: choosing the correct activity for each place; writing a full sentence "There is a … I often … there." without dropping the verb. III. Teaching Tools Word cards (hospital, park, playground, shop, do sports, go shopping, see a doctor, take a walk), the museum picture, and the textbook page. IV. Teaching Procedures Step 1: Lead-in (4 mins) Show the museum picture. Ask "What can you see in a museum?" Take a handful of quick answers and give no correction at this stage. [Purpose] Wake up the topic words and get every child looking at the same picture before reading. Step 2: Read and tick (8 mins) Students read the text about the museum once, then tick the reasons why the writer likes it. Check by pointing at the line in the text, not by translating. Right ticks: There are old things and photos / There is a nice shop / He can "hear" the old things. "He can do sports" is not ticked. [Purpose] Train reading for a reason, not just for a word they recognise. Step 3: Read aloud (5 mins) Read the text twice: once in a calm voice, once pointing at "There are many old things" and "There is also a nice shop" so they hear is versus are. [Purpose] Let them feel the difference between one thing and many things in real sentences. Step 4: Look, choose and write (8 mins) Show the word box. Students choose a place and an activity to finish "There is a … We … there." Pairs check each other before writing. Sample: There is a park. We take a walk there. [Purpose] Match places with the activity that really goes with them, then produce the sentence on paper. Step 5: Write about my community (7 mins) Students write "There is a … I often … there." about a real place near their home. Walk round and praise one correct full sentence rather than a vague good job. [Purpose] Move from the textbook to their own life and make the language mean something. Step 6: Homework (3 mins) Read the museum text to a family member, and write one more sentence about a place in their community. [Purpose] Keep the sentence alive at home without a long written task. V. Board Design Centre: My favourite place is the museum. Left (places): hospital / park / playground / shop Right (activities): see a doctor / take a walk / do sports / go shopping Bottom: There is a … We / I often … there. 六、教学反思 读和勾选这步比想象中顺利，博物馆的图和"听老物件说话"那句把孩子逗笑了，后排平时不抬头的几个也去文里找理由，勾选正确率高。说明有画面的短文他们读得进去，下次导入还可以再给一张真实场馆照片。 不足之处集中在配对写句：有学生把 do sports 配到 hospital、go shopping 配到 playground，说明场所和活动的对应还没记牢，应该先做一轮"举卡快答"再动笔；还有人写 There is a park 后面漏动词，下一步把 we/I 后面的动作词单独带读几遍，写之前口头先说一遍。 学科网（北京）股份有限公司 $