Unit 6 Touring the World-Section A 教学设计 2025-2026学年鲁教版（五四学制）英语六年级上册

Unit 6 Touring the World-Section A Unit 6 "Touring the World" in this textbook focuses on the theme of traveling around the world. Section A mainly introduces new vocabulary related to travel destinations, attractions, and transportation. Through listening, speaking, and reading activities, students will learn to describe different places they would like to visit, talk about famous landmarks, and express their preferences for traveling. The dialogues and texts in this section provide real - life contexts for students to practice using the target language, aiming to improve their communicative skills in the aspect of touring. 教学目标 1. Knowledge Objectives Students will be able to master the following new words and phrases: "tour", "destination", "attraction", "landmark", "castle", "tower", "beach", "island", "by plane", "by train", "by ship", etc. Students can understand and use key sentence patterns such as "I'd like to visit...", "What's the most famous attraction in...?", "How do you want to get there?". 2. Ability Objectives Improve students' listening ability to catch specific information about travel plans and destinations in dialogues. Develop students' speaking skills to talk about their own touring ideas and ask others about their travel preferences fluently. Enhance students' reading comprehension ability to understand short passages about different tourist spots. 3. Emotional Objectives Cultivate students' interest in traveling and exploring different cultures around the world. Encourage students to share their ideas actively in class and cooperate with their classmates. 教学重难点 1. Key Points The new vocabulary related to touring and the key sentence patterns. Using the target language to describe travel destinations and make simple travel plans. 2. Difficult Points Helping students to use the sentence patterns flexibly in different situations to express their real - life touring intentions. Improving students' oral expression ability to make their descriptions more vivid and detailed. 1. New Words tour /tʊə(r)/n. & v. 旅行；游历 e.g. They are going on a tour of Europe. 他们正在进行一次欧洲之旅。 destination /ˌdestɪˈneɪʃn/n. 目的地 e.g. Beijing is a popular tourist destination. 北京是一个受欢迎的旅游目的地。 attraction /əˈtrækʃn/n. 吸引人的事物；向往的地方 e.g. The Great Wall is one of the most famous attractions in the world. 长城是世界上最著名的景点之一。 landmark /ˈlændmɑːk/n. 地标；标志性建筑 e.g. The Eiffel Tower is a famous landmark in Paris. 埃菲尔铁塔是巴黎著名的地标。 castle /ˈkɑːsl/n. 城堡 e.g. There is an old castle on the hill. 山上有一座古老的城堡。 tower /ˈtaʊə(r)/n. 塔；塔楼 e.g. The tower stands tall in the city center. 这座塔矗立在市中心。 beach /biːtʃ/n. 海滩 e.g. We went to the beach and enjoyed the sunshine. 我们去了海滩，享受阳光。 island /ˈaɪlənd/n. 岛 e.g. Hainan Island is a beautiful place. 海南岛是个美丽的地方。 2. Phrases by plane 乘飞机 e.g. I usually go to Beijing by plane. 我通常乘飞机去北京。 by train 乘火车 e.g. They decided to go to Shanghai by train. 他们决定乘火车去上海。 by ship 乘船 e.g. Traveling by ship can be a very interesting experience. 乘船旅行可能是一种非常有趣的经历。 3. Key Sentence Patterns I'd like to visit... 我想去参观…… e.g. I'd like to visit the Forbidden City. 我想去参观故宫。 What's the most famous attraction in...? …… 最著名的景点是什么？ e.g. What's the most famous attraction in London? 伦敦最著名的景点是什么？ How do you want to get there? 你想怎么去那里？ e.g. How do you want to get to the island? 你想怎么去那个岛？ 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures of famous tourist attractions around the world on the PPT, such as the Great Wall in China, the Statue of Liberty in the USA, the Sydney Opera House in Australia, etc. And ask students: "Do you know these places? Have you ever been to any of them? Which one do you want to visit most?" Encourage students to share their ideas briefly. This activity can arouse students' interest in the topic of touring and lead in the new unit smoothly. 2. New Words Presentation (10 minutes) Present the new words one by one on the PPT. For each word, show its pronunciation, meaning, and an example sentence. For example, when presenting the word "castle", show a picture of a beautiful castle and say: "Look at this picture. This is a castle. C - a - s - t - l - e, castle. The castle is very old and beautiful. We can see many castles in Europe." After presenting all the words, read the words aloud with the students several times, and ask them to repeat after you. Pay attention to their pronunciation. Then, play a word - guessing game. Describe a word in English without saying the word itself, and let students guess which word it is. For example: "It's a place where you can enjoy the sand and the sea. What is it?" (Answer: beach) This can help students better understand and remember the new words. 3. Listening (10 minutes) Let students open their textbooks to the listening part in Section A. First, ask them to look at the pictures and the questions related to the listening material briefly, so that they have a general idea of what they will listen to. Play the recording for the first time. Students just listen and try to get a general understanding of the conversation. Play the recording for the second time. This time, students listen carefully and fill in the blanks or answer the questions according to what they hear. Check the answers with the whole class. Explain some difficult points in the listening material if necessary. For example, if there are some new expressions or words used in a different context, make sure students understand them. 4. Speaking (10 minutes) Divide the students into pairs. Give each pair a task: they need to make a dialogue about their travel plans. One student acts as a person who wants to travel, and the other acts as a travel consultant. They should use the new words and sentence patterns they have just learned, such as asking about the destination, attractions, and transportation. Walk around the classroom and monitor the pairs' conversations. Offer help when students have problems. After a few minutes, invite some pairs to come to the front of the classroom and act out their dialogues. The rest of the students listen and watch. After each pair finishes, give them some positive feedback and comments. Point out their good points and also some areas that need improvement. 5. Reading (5 minutes) Present a short passage about a famous tourist destination on the PPT. The passage can be about a well - known city or a scenic spot. Let students read the passage silently for the first time and try to find out the main idea. After they finish reading, ask some students to share the main idea of the passage. Then, let students read the passage again carefully and answer some detailed questions on the PPT, such as "What are the famous landmarks in this place?", "How can people get there?". Check the answers together. Analyze some important sentences in the passage, explain the grammar and vocabulary usage in them, and help students improve their reading comprehension ability. 6. Summary and Homework (5 minutes) Summarize what we have learned in this class, including the new words, phrases, and sentence patterns. Review the key points with the students briefly. Assign homework: Ask students to write a short passage about their dream travel destination. They should describe the place, its famous attractions, and how they want to get there. The passage should be at least 50 words. Let students collect more information about a foreign country or a tourist spot they like, and they can share it in the next class. 教学反思 After teaching this section, I found that the warming - up activity was quite effective in arousing students' interest. The pictures of famous tourist attractions attracted their attention and made them eager to talk about traveling. However, in the new words presentation part, some students still had difficulty in pronouncing some words correctly, especially those with complex phonetic symbols. Maybe I should spend more time on pronunciation drills and use more vivid ways to help them remember the pronunciation. During the listening part, some students had trouble catching the key information quickly. Next time, I can give them more pre - listening guidance, such as explaining some related background knowledge and new words that may appear in the listening material. In the speaking activity, most pairs could use the target language to make dialogues, but their expressions were a bit simple. I should provide more sample dialogues with rich and vivid expressions for them to imitate in the future. Also, encourage students to add more personal ideas and details to their conversations. The reading part went relatively smoothly, but some students had problems understanding long sentences. I need to strengthen the training of sentence analysis in the following classes. Overall, this class achieved most of the teaching objectives, but there are still many areas that need improvement. I will adjust my teaching methods and strategies according to students' learning situations to make the teaching more effective. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $