Unit 6 Travelling around China D My footprint (Writing & Discovery) 教学设计 2025-2026学年沪教版（五四学制）（2024）六年级英语上册

Unit 6 Travelling around China-D My footprint (Writing & Discovery) This part of Unit 6 focuses on writing and discovery related to travelling around China. Students will be guided to recall their own travel experiences in China, and use the language knowledge they have learned in this unit to describe the places they have visited, including the attractions, food, and local customs. Through the writing task, students can further improve their writing skills, such as organizing ideas, using appropriate vocabulary and sentence structures. In the discovery section, students will explore more about some famous tourist attractions in China, deepening their understanding of the rich culture and beautiful scenery of their own country. 教学目标 Students can review and master the key vocabulary and sentence patterns related to travelling in China, such as “the Great Wall”, “the Forbidden City”, “delicious food”, “local customs”, “I have been to...”, “It is famous for...”. Students are able to correctly use simple past tense and present perfect tense to describe past travel experiences. 教学重难点 A. Key Points The application of key vocabulary and sentence patterns in writing. How to guide students to organize their writing ideas and make their writing content rich and vivid. B. Difficult Points Helping students correctly distinguish and use simple past tense and present perfect tense in describing travel experiences. Improving students' ability to express their unique feelings and experiences in writing. Vocabulary tourist attractions: the Great Wall, the Forbidden City, the Summer Palace, West Lake, Guilin Landscape, etc. food: Peking duck, dumplings, hot pot, noodles, etc. adjectives: beautiful, famous, delicious, interesting, exciting, etc. Sentence Patterns I have been to... I went to... last... It is famous for... I had a great time there. I saw... and I ate... 教学过程 A. Warming-up (5 minutes) Greet the students as usual. Show some pictures of famous tourist attractions in China on the PPT, such as the Great Wall, the Terracotta Army, and ask students to call out the names of these places as quickly as possible. T: Class, look at the pictures on the screen. What are these places? Let's see who can answer the fastest. S1: The Great Wall. S2: The Terracotta Army. (This activity can quickly arouse students' interest and recall their knowledge about these famous places in China, laying a foundation for the following teaching.) B. Revision (8 minutes) Divide students into pairs. Let them talk about the places they have learned in this unit, using the sentence pattern “I have been to...” or “I want to go to... because...”. Ask several pairs to come to the front of the class and share their conversations with the whole class. T: Now, work with your partners. Talk about the places you have been to or want to go to in China. Use the sentence patterns we learned. (After a few minutes) T: OK, which pair would like to share your conversation with us? Pair 1: A: I have been to Shanghai. It is a very modern city. B: I want to go to Shanghai too. I heard there are many tall buildings there. (This revision activity can review the learned content and help students better connect with the new writing task.) C. Pre - writing (10 minutes) Show a mind - map on the PPT. The central topic is “My Travel in China”. The branches include “Places I visited”, “Attractions there”, “Food I ate”, “Local customs I experienced”. T: Class, today we are going to write about our travel experiences in China. First, look at this mind - map. When we write about our travel, we can start from these aspects. Let students think about their own travel experiences and fill in the mind - map with relevant information in groups. T: Now, work in groups of four. Recall your travel in China and fill in the mind - map. (Students start to discuss and fill in the mind - map. The teacher walks around the classroom, offering help and guidance when necessary.) Invite some groups to show their mind - maps and explain the content briefly. T: Which group would like to show us your mind - map? Group 1: We went to Beijing. In the “Places I visited” part, we wrote the Great Wall, the Forbidden City. For “Attractions there”, the Great Wall is very long and amazing, and the Forbidden City has many ancient buildings. We ate Peking duck, which is very delicious. And we also learned about the traditional Chinese greeting customs. (This pre - writing activity can help students organize their writing ideas and collect relevant information, making the writing process easier.) D. While - writing (15 minutes) Based on the mind - map, let students start to write their own travel passages. Remind them to use the key vocabulary and sentence patterns correctly, and pay attention to grammar, spelling and punctuation. T: Now, according to your mind - maps, start to write your travel passages. Remember to use the words and sentences we learned, and check your grammar, spelling and punctuation carefully. The teacher continues to walk around the classroom, observing students' writing process, and providing individual guidance for students who have difficulties. (Some students may have problems with grammar, such as the use of tenses. The teacher can give on - the - spot guidance, for example, if a student writes “I go to Beijing last year”, the teacher can remind him/her that the correct form should be “I went to Beijing last year” because it is a past event.) E. Post - writing (5 minutes) Ask students to exchange their writing with their partners. Let them read each other's passages and give some suggestions, such as adding more details, correcting grammar mistakes. T: Finish your writing. Now, exchange your passages with your partners. Read your partner's writing carefully and give some suggestions. After that, ask students to revise their own writing according to their partners' suggestions. T: After getting your partner's suggestions, revise your own writing. Make it better. F. Discovery (2 minutes) Show some interesting facts about some famous tourist attractions in China on the PPT, such as the construction history of the Great Wall, the origin of Peking duck. T: Class, now let's discover some interesting facts about the places we have written about. Look at the screen. Let students read and discuss these facts briefly in groups. T: Read these facts and talk about them with your group members. 教学反思 After this class, generally speaking, the teaching objectives have been basically achieved. Most students can recall their travel experiences in China and write a short passage with the learned vocabulary and sentence patterns. The use of mind - maps in the pre - writing stage effectively helps students organize their ideas, and the group work in each stage can cultivate students' sense of cooperation. However, there are still some areas that need improvement. Some students still have problems with the correct use of tenses, especially the distinction between simple past tense and present perfect tense. In future teaching, more targeted exercises and explanations should be provided. Also, in the post - writing stage, although students can give some suggestions to their partners, the depth of the suggestions needs to be further improved. Teachers can give more guidance on how to give valuable feedback, such as how to analyze the overall structure of the writing and how to make the language more vivid. In addition, in the discovery part, the time is a bit short, and students' discussion is not deep enough. Next time, more time can be allocated to this part to let students explore more and arouse their greater interest in the rich culture of their country. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$