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

该初中英语教学设计聚焦“世界旅游景点”主题，核心知识点为旅游相关词汇（tower, castle等）及描述句型（It is located in..., I have been to...等）。课堂导入通过展示世界著名景点图片激活学生已知，借助图片、游戏等支架衔接前后知识，深化主题语言运用。 资料特色在于多模态输入与任务型活动融合，通过词汇游戏巩固单词、阅读分层任务（skimming/scanning训练）、角色扮演等提升语言能力，借助中外景点学习渗透文化意识（如环保与文化保护教育），小组讨论培养思维品质。助力学生综合语言运用与跨文化理解，为教师提供结构清晰、可操作性强的教学流程。

Unit 6 Touring the World-Section B Unit 6 focuses on the theme of touring the world. Section B further deepens students' understanding of different tourist attractions around the globe. Through reading materials, students will explore famous places, learn about their unique features, and acquire relevant vocabulary and sentence patterns. The content includes descriptions of various landmarks such as the Eiffel Tower in France, the Great Wall in China, and the Sydney Opera House in Australia. It also involves conversations about traveling experiences, allowing students to practice speaking and listening skills in the context of touring. 教学目标 Knowledge Objectives Students will be able to master new vocabulary related to tourist attractions, such as "tower", "castle", "beach", "mountain", "opera house", etc. They will learn key sentence patterns for describing places, like "It is located in...", "It is famous for...", "I have been to...", "I want to visit... because...". Students will understand the reading materials about different tourist destinations and extract important information. Ability Objectives Improve students' reading comprehension ability, especially the skills of skimming for the main idea and scanning for specific details. Develop students' speaking ability to talk about their favorite tourist places and share traveling experiences. Enhance students' listening skills by listening to conversations about traveling and answering relevant questions. Cultivate students' writing ability to write a short passage about a tourist attraction they like. Emotional Objectives Arouse students' interest in traveling and exploring different cultures around the world. Foster students' awareness of environmental protection and cultural preservation when traveling. Encourage students to be more open - minded and respectful towards different cultures. 教学重难点 Key Points The new vocabulary and sentence patterns related to touring the world. Understanding and retelling the reading materials about famous tourist attractions. Conducting conversations about traveling experiences. Difficult Points Using the correct sentence structures and tenses to describe traveling experiences, especially the present perfect tense "I have been to...". Organizing ideas and writing a coherent passage about a tourist place with proper grammar and rich details. Helping students to express their own opinions and feelings vividly when talking about traveling. Vocabulary Nouns: tower (e.g. the Eiffel Tower), castle (e.g. Neuschwanstein Castle), beach (e.g. Bondi Beach), mountain (e.g. Mount Everest), opera house (the Sydney Opera House), museum (the Louvre Museum), palace (the Palace Museum), landmark, attraction, travel, trip, journey Verbs: visit, travel, explore, experience, locate, be famous for, have been to Adjectives: famous, amazing, beautiful, wonderful, historic, cultural Sentence Patterns It is located in + place. (e.g. The Great Wall is located in northern China.) It is famous for + sth. (e.g. France is famous for its wine and fashion.) I have been to + place. (e.g. I have been to Beijing.) I want to visit + place + because + reason. (e.g. I want to visit Australia because I can see cute koalas there.) What is the most interesting place you have ever visited? How was your trip to...? 教学过程 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 Statue of Liberty in the USA, the Pyramids in Egypt, and the Taj Mahal in India. Ask students if they know the names of these places and briefly share what they know about them. Lead in the topic of this class: "Today, we are going to continue our journey of touring the world and learn more interesting places." Vocabulary Presentation (10 minutes) Present the new vocabulary related to tourist attractions on the PPT one by one. For each word, show a corresponding picture and pronounce it clearly, then ask students to repeat after the teacher several times. Explain the meanings and usage of some key words. For example, for "be famous for", show some examples on the PPT: "China is famous for its long history and delicious food." Let students make their own sentences using this phrase. Do a quick vocabulary game. Divide the class into several groups. The teacher says a word, and the students in each group need to quickly find the corresponding picture on the PPT. The first group to find it gets a point. This can help students review and consolidate the new vocabulary. Reading Comprehension (15 minutes) Give each student a handout with a short reading passage about a famous tourist attraction (e.g. the Eiffel Tower). First, ask students to skim the passage quickly for 1 - 2 minutes and answer the question: "What is the main idea of this passage?" This helps them practice skimming skills. Then, let students read the passage carefully again and answer some detailed questions on the PPT, such as "Where is the Eiffel Tower located?", "When was it built?", "Why is it famous?" This trains their scanning skills. After that, ask several students to retell the content of the passage in their own words. The teacher can give some prompts if necessary. Finally, have a group discussion. Divide students into groups of 4 - 5. Each group discusses: "If you have a chance to visit the Eiffel Tower, what would you do there?" Each group selects a representative to share their ideas with the whole class. Listening and Speaking (10 minutes) Play a recording of a conversation between two people talking about their traveling experiences. The conversation can include information like where they have been, what they saw, and how they felt. Before playing the recording, ask students to look at the questions on the PPT, which are related to the content of the conversation, such as "Who has been to Beijing?", "What did they do in Beijing?" Play the recording for the first time, and let students listen carefully and try to get a general idea. Then play it again, and ask students to answer the questions. After that, divide students into pairs. They are required to make up a similar conversation about their own traveling experiences or the places they want to visit. Encourage them to use the new vocabulary and sentence patterns they have learned. Walk around the classroom to offer help and guidance. Select several pairs to come to the front of the class and act out their conversations. The rest of the class listen and can ask some questions after the performance. Writing (5 minutes) Assign a writing task: Ask students to write a short passage about a tourist attraction they like. They need to include the location of the place, its features, and the reasons why they like it. Give them some writing tips on the PPT, such as how to organize the paragraph, what sentence patterns to use. Let students start writing. After they finish, ask them to exchange their writings with their deskmates and check for grammar mistakes and content completeness. Each student then makes necessary corrections based on their deskmate's suggestions. 教学反思 Positive Aspects The warming - up activity was effective in attracting students' attention and arousing their interest in the topic. The pictures of famous tourist attractions made the start of the class vivid and engaging. The vocabulary presentation through pictures and games helped students remember the new words more easily. The interactive way of teaching vocabulary increased students' participation. In the reading comprehension part, the step - by - step guidance on skimming and scanning skills was beneficial for students. The group discussion after reading encouraged students to think actively and express their own opinions. The listening and speaking activities provided students with practical opportunities to use the language. The pair work and role - playing made students more confident in speaking English. The writing task at the end of the class allowed students to integrate what they had learned in vocabulary, reading, listening, and speaking, and improved their writing ability. Areas for Improvement In the vocabulary teaching, some students still had difficulty in using the new words accurately in sentences. Maybe more sentence - making exercises or real - life examples could be provided in the future. During the reading comprehension, a few students had trouble understanding long and complex sentences in the passage. It is necessary to give more guidance on analyzing sentence structures in the future reading classes. In the listening activity, the recording speed might be a bit fast for some students. Next time, it can be adjusted according to the students' actual situation, or play the recording more times. In the writing part, some students' passages were rather simple and lacked rich details. Teachers could offer more sample writings with different levels of complexity to inspire students to write more vividly. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $