Unit 4 Around Our City Lesson 1 （教学设计）-2025-2026学年重大版（2012）英语六年级上册

该小学英语教学设计聚焦“城市出行”主题，核心知识点为交通工具词汇（by taxi, by bike, on foot）及句型“How do you/we go to...? I/We go to... by/on...”。课堂以歌曲《How do you go to school?》激活旧知（如car, bus），通过“铜梁一日游”情境故事与地图搭建支架，连接旧知与新知，引导学生在真实语境中理解运用语言。 特色在于情境真实化与素养融合，以本地“铜梁一日游”为载体（语言能力），结合AI角色视频创设情境，通过歌谣、结对对话提升语言运用；“绿色出行”讨论渗透环保理念（文化意识），复述故事与路线规划发展逻辑思维（思维品质）。助力学生在实践中掌握语言，树立环保意识，为教师提供情境化、育人一体化的教学范例。

附件： 教学设计 课程基本信息 课题 Unit 4Around our city 课型 新授课 学科 英语 年级 六年级 学段 小学 版本章节 重大版（2012）六年级上册Unit 4 教学目标 1. 语言能力目标： ①学生能够听、说、认读核心词汇：by taxi, by bike, on foot。 ②学生能够理解并运用核心句型进行询问与回答： A: —How do you/we go to (地点)? B: —I/We go to (地点) by/on... ③在板书的帮助下，能够运用核心语言，复述和表演铜梁一日游。 2. 学习能力目标： ①学生能通过歌曲、游戏和情景对话，提高综合运用语言的能力。 ②学生能在小组活动中积极与他人合作，共同完成学习任务。 3. 思维与文化目标： ①学生能根据实际情况，思考并选择合理的出行方式。 ②通过对“绿色出行”的讨论，树立环保意识，了解如何在自己的城市中践行环保理念。 教学重难点 教学重点： 基于绘本文本内容，学习理解并掌握核心词汇和句型，了解各种交通工具以及如何用其进行沟通：如 How do you go to there? By/on...; How do you go to sp.? I go to sp. by/on... 教学难点： 能够在自主学习过程中内化语言知识和文化知识，在语言实践活动能够运用核心语言解决问题。 学情分析 学生对象： 六年级上学期的学生。 ①知识基础： 他们已经积累了部分关于交通工具（如car, bus）和地点的词汇，具备基本的英语听说能力和简单的对话能力。 ②学习特点： 该年龄段学生活泼好动，乐于表现，对游戏、歌曲和贴近生活的情境有浓厚的兴趣。但他们注意力持续的时间有限，需要多样化的教学活动来维持学习热情。 ③教学应对： 本课通过创设“铜梁一日游”的真实情境，将语言学习融入猜谜、歌谣、小组对话等趣味活动中，既能激发兴趣，又能帮助学生在用中学，符合他们的认知特点。 教学准备 ①教师准备： 多媒体课件（包含歌曲视频、铜梁地图、景点图片）、单词卡片、奖励机制贴纸。 ②学生准备： 熟悉歌曲旋律，了解重庆及铜梁本地的一些地名。 教学过程 教学任务 教学内容 设计意图 创新设计（含AI应用） Teaching Task 1: Warm-up & Lead-in 1. Greetings. 2. Sing an English song：How do you go to school? T：Can you tell me what transport you can find from this song? You can speak in Chinese. Ss: bus, car, ship, train... T: Very good. Let’s read together.(看图读单词) Ss: (齐读) 3. Lead-in T: Yes. Today we are going to learn Unit4 Around Our City. Do you know what is city? What is city? 1.To create a friendly and encouraging learning atmosphere where students feel motivated to participate. 2.To activate students' prior knowledge and arouse their interest in the topic of "transport" through a familiar and engaging medium like a song. 3.To smoothly bridge from the general topic of transport to the specific context of the unit, "Around Our City," preparing students for the new content. 1.Using a targeted English song as a "hook" is an effective and student-friendly way to start the lesson. It makes the class more dynamic and immediately engages auditory learners. 2.Generate AI-powered character videos to conduct classroom lead-ins and construct teaching scenarios Teaching Task 2: Presentation of New Words and Sentences 1.Contextualized Storyline: A scenario is established where two characters, Rex and Max, are on a trip in Tongliang. A reward mechanism is introduced based on this storyline. 2. Introduction of Key Language: ①New Words: by taxi, by bike, on foot. ②New Sentences: "How do we go there?" and "How do you go to (place)?" / "We go to (place) by/on..." 3.Guided Practice with a Map: Using a map of Tongliang, the teacher guides students from the school (Lixin Primary School) to the first destination (Anju Town). 1.To introduce new vocabulary and sentence patterns in a meaningful and memorable context, moving beyond rote memorization. 2.To help students understand and use the target language through guided questioning and logical reasoning about their local environment. 3.To reinforce learning and allow for student participation in constructing the lesson's core material. 1.Situational Language Teaching based on Local Context: Creating a fictional trip around the students' very own city (Tongliang) is highly innovative. It directly connects the English lesson to the students' real-life experiences and surroundings, significantly enhancing relevance, authenticity, and student engagement. 2.The integrated reward mechanism tied to the storyline serves as a continuous motivator throughout the lesson. Teaching Task 3: Practice through Chant and Pair Work 1. Chant Activity ("I say, you say"): The teacher leads a rhythmic chant to practice the newly learned vocabulary, encouraging students to repeat after her. 2. Pair Work Communication: Students work in pairs to practice a dialogue using the target sentence structure with different Chinese city names. Dialogue Model: A: How do you go to [City]? B: I go to [City] by/on [Transport]. (Then students switch roles) 1.The chant provides a fun, repetitive, and low-stress way to drill pronunciation and solidify the new words in students' memories, aligning with the "learn in play" philosophy. 2.The pair work activity shifts the focus from vocabulary to full sentence production and conversational exchange. It allows students to apply the language more freely in a controlled setting, building their confidence and fluency. 1.The transition from isolated word practice (chant) to meaningful sentence-level communication (pair work) is seamless and pedagogically sound. It effectively scaffolds the learning process, guiding students from simpler to more complex language use. 2.Incorporating well-known Chinese cities into the pair work makes the activity relatable and allows students to use their existing knowledge of geography, facilitating a connection between old and new knowledge. Teaching Task 4: Production and Values Education 1. Retelling Activity: Students are asked to retell the story of Rex and Max's trip in Tongliang, using the language and map from the presentation stage. 2. "I Can Show" Activity: This involves a guessing and analysis task where students identify which modes of transport are "green" (environmentally friendly), such as on foot, by bike, by bus. 3. Values Conclusion: The teacher summarizes by stating that Tongliang is a green and beautiful city and promotes the concept of "going green." The lesson ends with the motivational phrase: "Let's go green in the city. We can go green before green goes." 1.The retelling activity consolidates the "structured knowledge" of the lesson, helping students organize the language they have learned into a coherent narrative, thereby transforming knowledge into ability. 2.The "green transport" discussion moves beyond pure language learning to instill a social value and environmental awareness. It encourages students to think critically about their choices and promotes responsible citizenship. 3.To facilitate internalization of the core language through meaningful, student-centered activities that involve performance, collaboration, and critical thinking. 1.Integrating Content and Language Integrated Learning (CLIL) with Values Education: This is the most innovative part of the lesson. It successfully combines English language teaching with a lesson on environmental protection (Ecology). This cross-curricular approach makes the English class more meaningful and impactful. 2.Encouraging students to analyze and discuss the "green" factor of different transports promotes higher-order thinking skills within the language classroom. 3.The concluding slogan is a powerful and memorable way to end the lesson, leaving students with a positive message and a call to action related to their own lives. 1. Write and imitate. （基础作业） 作业设计 2. Design a green trip in Tongliang. (拓展作业) 板书设计/课堂小结 教学反思 1. 融入AI技术，创设真实情境 利用多媒体课件和数字化地图，生动模拟了“铜梁一日游”的探索情境，将抽象的句型学习融入具体、可感知的本地生活场景中。这一由技术赋能的情境创设，极大地增强了学生的学习代入感和兴趣，使语言学习变得直观而有趣。 2. 活动设计丰富，体现学思结合 教学环节从歌曲热身、情境呈现，到歌谣巩固、同伴对话，最后到复述与价值观讨论，层层递进，形式多样。学生不仅在实践中学懂了语言，更在思考如何规划路线、选择绿色出行方式的过程中，发展了逻辑思维与批判性思考能力。 3. 育人目标无痕渗透，凸显学科价值 成功将语言学习与“绿色出行”的环保理念相结合，引导学生在真实的语境中探讨有意义的社会议题。这一设计超越了单纯的语言知识传授，自然无痕地实现了学科育人价值，提升了学生的综合素养。 学科网（北京）股份有限公司 $