Unit 6 Travelling around China E A travel plan (Project) 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-E A travel plan (Project) This project is based on the theme of "Travelling around China" in Unit 6 of the sixth-grade English textbook (Shanghai Education Press, 2024, five-four system). It aims to guide students to comprehensively apply the language knowledge and skills they have learned in this unit. Students will plan a trip in groups, including choosing a destination, arranging transportation, accommodation, and activities. Through this project, students can not only improve their English language proficiency but also enhance their ability to solve practical problems and cooperate with others. 教学目标 Students can master and use relevant travel vocabulary, such as "destination", "transportation", "accommodation", "sightseeing", "itinerary", etc. Students can correctly use the simple future tense to describe travel plans, for example, "We will go to Beijing by train next week." "I am going to visit the Great Wall tomorrow." 教学重难点 A. Teaching Key Points Guide students to master relevant travel vocabulary and the usage of the simple future tense in the context of travel plans. Help students learn how to design a complete travel plan, including all necessary elements such as destination, transportation, accommodation, and activities. Train students' ability to present their travel plans clearly and fluently in English. B. Teaching Difficult Points How to guide students to make their travel plans more reasonable, taking into account factors such as time, cost, and personal interests. How to help students effectively express their ideas and opinions in English during group discussion and presentation, and improve their oral English communication ability. How to cultivate students' critical thinking ability to evaluate and improve travel plans. Vocabulary Destination: Beijing, Shanghai, Guangzhou, Xi'an, etc. Transportation: train, plane, bus, ship, subway, taxi Accommodation: hotel, motel, hostel, guesthouse Sightseeing: the Great Wall, the Forbidden City, the Bund, the Terracotta Army, etc. Others: itinerary, guidebook, luggage, ticket, etc. Grammar: The simple future tense formed by "will + verb 原形" and "be going to + verb 原形" is used to express future plans, intentions, and predictions. For example: I will visit my grandparents this weekend. She is going to take a trip to Hainan next month. 教学过程 A. Warming-up (5 minutes) Greet the students and show them some beautiful pictures of famous tourist attractions in China, such as the Great Wall, the West Lake, and Guilin Landscape. Ask them: "Do you like traveling? Have you ever been to these places? Which place do you want to visit the most?" Encourage students to share their travel experiences or dreams with the class. Play a short video about traveling in China, which includes different means of transportation, various accommodations, and exciting sightseeing activities. After watching the video, ask students some simple questions, like "What kind of transportation did you see in the video?" "What interesting places did the people visit?" to arouse their interest in the topic of traveling. B. Knowledge Presentation (10 minutes) Vocabulary Teaching Write the key travel vocabulary on the blackboard or show them on the PPT. Explain the meaning and pronunciation of each word one by one. For example, when teaching "destination", show some pictures of different cities in China and say, "A destination is a place where you are going. Look, Beijing, Shanghai, they are all popular destinations in China." Let students repeat the words several times to practice pronunciation. Divide students into pairs. Ask them to use the new words to make sentences. For example, one student says, "I want to choose Shanghai as my destination." The other student responds, "I will take a plane to my destination." Walk around the classroom to monitor and help them. Grammar Teaching Present some sentences using the simple future tense on the PPT, such as "We will go on a trip next week." "He is going to visit the museum tomorrow." Explain the structure and usage of "will + verb 原形" and "be going to + verb 原形". Point out that "will" is often used for sudden decisions or predictions, while "be going to" is used for plans and intentions that have been decided before. Give students some situations and ask them to make sentences with the simple future tense. For example, "You decide to go to the park this afternoon. Make a sentence." Students may answer, "I will go to the park this afternoon." or "I am going to the park this afternoon." C. Group Work (15 minutes) Divide students into groups of 4 - 5. Give each group a task: design a travel plan for a four - day trip in China. Provide them with some materials, such as guidebooks, maps, and relevant brochures. Guide students to start their planning. First, let them discuss and choose a destination. Then, consider the transportation to get there. They need to think about the advantages and disadvantages of different transportation means and choose the most suitable one. Next, they should find suitable accommodation according to their budget. Finally, arrange interesting activities for each day of the trip. Remind students to use the vocabulary and grammar they have just learned in their discussion. Walk around each group, listen to their discussion, and offer necessary help and guidance. For example, if a group has difficulty in choosing a destination, give them some suggestions based on their interests. If they are confused about the usage of a certain word or sentence structure, explain it again. D. Presentation (10 minutes) Each group selects a representative to present their travel plan to the class. The representative can use PPT, pictures, or other visual aids to make the presentation more vivid. During the presentation, the representative should introduce the destination, transportation, accommodation, and daily activities in detail, using clear and fluent English. For example, "Our destination is Xi'an. We will take a high - speed train there because it is fast and comfortable. We are going to stay in a hotel near the city center. On the first day, we will visit the Terracotta Army. It will be an amazing experience." After each group's presentation, the other students can ask questions or give comments. The presenting group should try their best to answer the questions. Encourage students to be active in asking questions and making comments, and guide them to evaluate the travel plans from different aspects, such as 合理性 (rationality), creativity, and language use. E. Summary and Homework (5 minutes) Summarize the key points of this class, including the important travel vocabulary and the usage of the simple future tense. Review the process of making a travel plan and emphasize the importance of cooperation and communication in group work. Assign homework: Ask students to write a short passage about their favorite travel plan among the group presentations. They should include at least 5 sentences, using the vocabulary and grammar learned in this class. Encourage them to add some personal opinions and feelings about the travel plan. 教学反思 In this class, the use of pictures and videos in the warming - up stage can effectively arouse students' interest in traveling, making them actively participate in classroom discussions. However, in the future, more interactive ways can be added, such as asking students to share their travel stories in more detail. During the knowledge presentation, the vocabulary and grammar teaching methods are relatively traditional. Next time, more real - life examples and role - play activities can be designed to make the learning process more interesting and help students better understand and master the knowledge. In group work, most students can actively participate in the discussion and complete the travel plan. But some students are still a bit shy and less involved. In the future, more guidance and encouragement should be given to these students to improve their participation. The presentation stage provides students with a good opportunity to show their work and practice oral English. However, some students' presentations are not very fluent, and there are still many language mistakes. In the following classes, more oral English training and presentation skills training are needed. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$