Unit 6 Travelling around China B Ways of travelling (Speaking) 教学设计 2025-2026学年沪教版（五四学制）英语六年级上册

该初中英语（六年级）口语教学设计聚焦“旅行方式”主题，核心涵盖交通方式词汇（plane, train等）、短语（by+交通工具，take a+交通工具）及描述优缺点（It's fast/cheap...）、表达偏好（I like...because...）的句型。通过图片快速反应活动激活旧知，搭建“词汇-短语-句型”递进式学习支架，衔接自然。 以真实情境活动为特色，如卡片猜词（描述交通方式特征让同伴猜测）、家庭旅行讨论（小组协商选择理由）、旅行社角色扮演（模拟建议场景），既提升语言能力（运用所学流畅交流），又培养思维品质（自主阐述选择原因），助力学生自信表达；教师可直接借鉴多样化互动设计，高效落实口语教学目标，激发学生参与热情。

Unit 6 Travelling around China-B Ways of travelling (Speaking) This speaking lesson is from Unit 6 "Travelling around China" in the 6th - grade English textbook of Shanghai Education Press (Five - Four School System, 2024). It focuses on different ways of travelling, such as by plane, train, bus, car, and ship. The content helps students learn vocabulary related to travel means, understand the advantages and disadvantages of each way, and be able to express their preferences and make suggestions about travelling methods in daily conversations. 教学目标 Students can master the key vocabulary about ways of travelling, including "plane", "train", "bus", "car", "ship", "subway", "taxi", etc. Learn some phrases related to travel, such as "by plane", "take a train", "go by bus", "drive a car", etc. Understand the expressions to describe the advantages and disadvantages of different travel ways, like "It's fast.", "It's cheap.", "It's convenient.", "It's comfortable.", "It takes a long time." 教学重难点 1 Key Points Mastery of vocabulary and phrases about ways of travelling. Use of sentences to describe the characteristics of different travel means and express preferences. 2 Difficult Points How to guide students to think independently and express their own ideas and reasons comprehensively and accurately when talking about travel preferences. Help students improve their oral English fluency and coherence in real - life communication scenarios. 1 Vocabulary Means of transportation: plane, train, bus, car, ship, subway, taxi, bicycle Related phrases: by plane/train/bus/car/ship/subway/taxi/bicycle, take a plane/train/bus, drive a car, ride a bicycle 2 Sentence Patterns Describing ways of travelling: It's + adjective (fast/cheap/convenient/comfortable) to travel by... Travelling by... is + adjective. Expressing preferences: I like travelling by... because it's... My favourite way of travelling is... because... I'd prefer to travel by... Making suggestions: Why not travel by...? How about travelling by...? You'd better travel by... 教学过程 1 Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of different means of transportation on the PPT, such as a plane flying in the sky, a train running on the tracks, a bus on the road, etc. Ask students to quickly say the English words they see. T: "Boys and girls, look at the pictures carefully. What can you see? Raise your hands and tell me the English words." Encourage students to answer actively and give simple praise, like "Good job!", "Well done!". This activity can quickly arouse students' interest and review some words they may have known before, laying a foundation for the following learning. 2 Presentation (10 minutes) Teach new vocabulary in detail. Show each picture of transportation again and explain the pronunciation, spelling, and usage of the corresponding word. For example, when showing the picture of a plane: T: "Look at this picture. This is a 'plane'. Read after me, /pleɪn/. P - L - A - N - E, plane. We often travel far away by plane. It's very fast." Do the same for other words. Then, present the phrases "by + transportation" and "take + a/an + transportation" on the blackboard, and explain the differences in usage with examples. T: "We can say 'I go to Beijing by plane.' or 'I take a plane to Beijing.' They have similar meanings, but the structures are a little different." Next, introduce sentences for describing the characteristics of different travel ways. Write some sample sentences on the PPT, such as "It's fast to travel by plane." and "Travelling by bus is cheap." Explain the sentence patterns and let students read them aloud to get familiar with the expressions. 3 Practice (15 minutes) Pair - work: Divide students into pairs. Give each pair a set of cards with different means of transportation on one side and their advantages or disadvantages on the other side. For example, one card may have "plane" on the front and "fast, expensive" on the back. Students take turns to pick a card, describe the transportation on the card using the learned sentences, and their partners guess what it is. S1: "It's very fast and often expensive. We can travel a long distance in a short time. What is it?" S2: "Is it a plane?" S1: "Yes, you are right." Group - discussion: Divide students into groups of four. Set a topic: "If you are going on a trip to Hangzhou with your family, which way of travelling will you choose?" Each group member needs to express their own opinion, state their reasons, and then the group tries to reach an agreement. Walk around the classroom, listen to their discussions, and offer help if necessary. T: "Now, let's start our group discussion. Remember to use the sentences we learned just now. You can also give some examples to support your ideas." 4 Production (10 minutes) Role - play: Set up a travel agency scenario. Some students act as travel agents, and some act as customers. The customers want to travel to a certain place (which can be chosen by themselves), and the travel agents need to introduce different travel ways, their advantages and disadvantages, and make suggestions. Each group prepares for a few minutes and then performs in front of the class. Customer: "I want to go to Guilin for a trip. Can you tell me how I can get there?" Travel agent: "Sure. You can go by plane. It's very fast. You can get there in a few hours. But it's a bit expensive. Or you can take a train. It's cheaper, and you can enjoy the scenery along the way, but it takes longer." After each group's performance, ask other students to give feedback. They can praise what they did well and also give some suggestions for improvement. 5 Summary and Homework (5 minutes) Summary: Summarize the key points of this lesson with students, including the vocabulary about ways of travelling, the sentence patterns for description and expression of preferences. Review some of the excellent expressions and dialogues in the class activities. T: "Today, we learned a lot about different ways of travelling. Who can tell me some of the words we learned?" Invite several students to answer and then summarize again. Homework: Ask students to write a short passage about their dream trip, including which place they want to go, which way of travelling they will choose, and the reasons. Tell them to share their passage with their parents or friends in English at home. 教学反思 After this 45 - minute speaking lesson, students have shown great interest in the topic of travelling. Through various activities like pair - work, group - discussion, and role - play, most students can actively participate in class and use the learned vocabulary and sentence patterns to communicate about ways of travelling. However, there are still some aspects that need improvement. In the vocabulary teaching part, although the pictures can attract students' attention, some students may still have problems with the pronunciation of certain words, such as "subway". In the future, more time can be spent on individual pronunciation correction. During the group - discussion and role - play activities, some students are a bit shy and not very confident in expressing their opinions. More encouragement and guidance should be given to these students to build up their confidence. Also, in terms of the content of students' expressions, some students' reasons for choosing travel ways are relatively simple. Teachers can provide more examples and expand students' thinking during the teaching process to help them express more comprehensively. Overall, this lesson has achieved most of the teaching objectives, but continuous improvement is needed 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 $$