Unit 6 Travelling around China-C Young travellers (Reading & Grammar in use) 教学设计 2025-2026学年沪教版（五四学制）英语六年级上册

Unit 6 Travelling around China-C Young travellers (Reading & Grammar in use) This unit is centered around the theme of "Travelling around China". The reading passage "Young travellers" introduces students to different travel experiences of young people in China, such as taking a train to Lhasa, going cycling in Guilin, and visiting the Mogao Caves in Dunhuang. Through this text, students can not only learn about various travel destinations in China but also acquire new vocabulary related to travel, transportation, and attractions. In the grammar part, it focuses on the simple future tense with "will" and "be going to", which helps students express their future travel plans and intentions. The content is closely related to students' real-life experiences, making it easier for them to understand and apply. 教学目标 Students will be able to master the new words and phrases related to travel, such as "traveller", "destination", "train", "cycle", "cave", "scenery", etc. They can understand and use the simple future tense with "will" and "be going to" correctly to express future plans. Students will be able to understand the main idea and key details of the reading passage "Young travellers". 教学重难点 A. Key Points New vocabulary and phrases related to travel. The correct usage of the simple future tense with "will" and "be going to". Comprehending the reading passage and extracting useful information. B. Difficult Points Distinguishing the differences between "will" and "be going to" in expressing future plans. Applying the learned grammar and vocabulary to create their own travel plans and express them fluently. A. New Words and Phrases traveller / tr v ( ) l (r)/n. a person who is travelling or who often travels 旅行者 destination / dest ne ( ) n/n. the place to which someone or something is going or being sent 目的地 train /tre n/n. a long line of connected carriages pulled by an engine and running on railway tracks, used for transporting people and goods 火车 cycle / sa k ( ) l/v. to ride a bicycle 骑自行车 cave /ke v/n. a large natural hole in the side of a hill, cliff, or mountain, or under the ground 洞穴 scenery / si n ( ) ri/n. the natural features of a particular part of a country, such as mountains, forests, deserts, etc. that you can see around you 风景 be going to used to talk about future plans or intentions 打算,计划 will used to express a future action or state 将要 B. Grammar - Simple Future Tense Form will + verb 原形: For example, "I will visit Beijing next week." be going to + verb 原形: The "be" verb changes according to the subject. For example, "He is going to travel by plane." "They are going to cycle around the city." Usage will: Express a spontaneous decision. For example, "I will help you with your homework." Predict a future event. For example, "It will rain tomorrow." be going to: Express a plan or intention that has been decided before. For example, "We are going to have a party this weekend." Predict something based on present evidence. For example, "Look at the clouds. It is going to rain." 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of famous tourist attractions in China, such as the Great Wall, the Forbidden City, the West Lake, etc. on the PPT. Ask students to look at the pictures and name the attractions they know in English. Encourage them to share any travel experiences they have had at these places briefly. B. Pre - reading (10 minutes) New Words Teaching Present the new words and phrases related to travel on the PPT one by one. Teach the pronunciation, meaning, and usage of each word through pictures, examples, and body language. For example, when teaching "cycle", show a picture of a person riding a bicycle and say, "Look, he is cycling. Cycle means to ride a bicycle." Let students repeat the words several times to practice the pronunciation. Do a quick word - guessing game. Describe the meaning of a word in English or use body language to show it, and ask students to guess which word it is. This can help students remember the words better. Lead - in Ask students, "Do you like travelling? If you have a chance to travel in China, where do you want to go?" Let students discuss in pairs for about 2 minutes and then invite some pairs to share their ideas with the class. Then introduce the reading passage, "Today, we are going to meet some young travellers in China. They have different and interesting travel experiences. Let's read and find out where they are going and how they are going to get there." C. While - reading (15 minutes) Skimming Ask students to read the passage quickly without looking up new words. Set a question: "What are the main travel destinations mentioned in the passage?" Give them 2 - 3 minutes to read. After they finish reading, ask some students to answer the question. The main destinations are Lhasa, Guilin, and Dunhuang. Scanning Let students read the passage again carefully. This time, give them some detailed questions to answer, such as: How is Mike going to Lhasa? (By train.) What does Sarah want to do in Guilin? (She wants to go cycling and enjoy the beautiful scenery.) What can they see in the Mogao Caves? (They can see a lot of amazing murals and statues.) Give students 5 - 6 minutes to read and find the answers. Then check the answers together. New Words Learning from Context Point out some new words or phrases in the passage that students may not understand. For example, "The scenery along the way is breathtaking." Explain that "breathtaking" means extremely beautiful or exciting. Let students try to guess the meaning of some other words from the context first, and then clarify if they are wrong. D. Post - reading (10 minutes) Group Discussion Divide students into groups of 4 - 5. Give each group a topic: "Plan a dream trip in China for your group." Each group needs to discuss and decide the following things: Where are you going? How are you going to get there? What are you going to do there? Provide them with some sentence patterns to help their discussion, such as "We are going to...", "I think we will...", "Let's...". Give the groups about 5 minutes to discuss. Group Presentation Invite each group to come to the front of the class and present their travel plans. The other groups listen carefully and can ask questions or give suggestions after each presentation. This activity can not only let students practice using the learned grammar and vocabulary but also improve their cooperation and communication skills. E. Grammar Teaching (5 minutes) Presentation Write some sentences from the reading passage that contain the simple future tense on the blackboard, such as "I will take a train to Lhasa." "She is going to cycle around Guilin." Explain the form and usage of the simple future tense with "will" and "be going to" briefly. Use more simple examples to illustrate, like "I will have dinner at 7 o'clock." (spontaneous decision) and "I am going to buy a new book tomorrow." (pre - planned intention). Practice Give students some exercises on the PPT to practice using "will" and "be going to". For example: Fill in the blanks with "will" or "be going to": I _ (visit) my grandparents this weekend. (am going to) Look at the dark clouds. It _ (rain) soon. (is going to) She _ (help) me with my English if I ask her. (will) Let students do the exercises individually first, and then check the answers together. 教学反思 In this class, the use of pictures in the warming - up and new words teaching stage can effectively arouse students' interest and help them understand the words better. However, in the future, more real - life objects or short videos can be used to make the teaching more vivid. The group discussion and presentation activities in the post - reading part provide students with a good opportunity to practice speaking English and using the learned knowledge. But some groups may be dominated by a few students, and in the next class, more guidance should be given to ensure that every student can actively participate. For the grammar teaching of the simple future tense, although examples are given, some students may still have difficulty distinguishing the differences between "will" and "be going to". More exercises and real - life situations need to be designed in the follow - up classes to strengthen their understanding. Overall, through this class, students have shown a certain level of interest in the topic of travelling, and most of them can master the basic vocabulary and grammar. But continuous practice and improvement are still needed to further enhance their language skills. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$