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Unit 1 Amazing places Part A Let’s talk全英教案
1. Text Analysis
Lead-in
Activate students’ prior knowledge with landmark pictures (the Great Wall, the Palace Museum, the Eiffel Tower, the Sydney Opera House). Guide students with question chains to talk about landmarks and travel experiences.
Text Content
Zhang Peng and Peter talk on the phone about their weekend trips.
Zhang Peng: I climbed the Great Wall.
Peter: I visited the “Gingerbread House” and took photos last Saturday. After the dialogue, the task Interview and report helps students contrast daily routines (simple present) and past weekend activities (simple past).
Teaching Value
Encourage students to share travel experiences with partners.
Help students appreciate famous landmarks at home and abroad.
Enable students to express past trips with simple past tense in real communication.
Key Language Structures
Scenario: Phone call. Core grammar: Simple past tense for finished weekend activities. Verb changes: climb-climbed, visit-visited, take-took.
2. Teaching Objectives
Understanding: Identify famous landmarks and grasp main ideas of the dialogue via audio and pictures.
Practicing: Master key sentences to ask and talk about past weekends.
Transferring: Interview classmates and make short reports; lay foundation for the unit project Make a holiday scrapbook.
3. Key Language
Words & Phrases
landmark, famous, amazing, weekend, the Great Wall, the Gingerbread House, climb-climbed, visit-visited, take-took pictures
Core Sentences
How was your weekend — It was great.
What did you do last weekend
I climbed the Great Wall. / I visited the Gingerbread House. / I took pictures.
That sounds interesting.
Extended Sentences
What famous landmarks do you know What is special about it Please send me some photos.
4. Key & Difficult Points
Key Points
Understand and retell the dialogue.
Use target sentences to describe past trips.
Differentiate simple present (often) and simple past (last weekend).
Difficult Points
Use simple past tense verbs correctly.
Turn interview information into third-person reports.
5. Students’ Analysis
Grade 6 students know basic daily activity phrases and have travel experience. Challenges: Unfamiliar landmark names, confusion between present and past tenses, trouble with third-person reports. Solutions: Pictures, sentence frames, pair interviews and verb drills.
6. Teaching Aids & Methods
Aids: PPT, landmark pictures, audio, worksheets, interview tables, word cards
Methods: Situational teaching, task-based teaching, group cooperation, multi-media teaching
7. Teaching Procedures
Step 1 Warm-up & Lead-in (5 mins)
Flash landmark pictures; students name them.
Teacher asks: What place is it Where is it Is it famous Do you want to go there
Present unit title and big question: Why do we travel to different places Write key words: see, take pictures, share. Assessment: Check if students recognize landmarks and understand "landmark".
Step 2 Look & Predict (3 mins)
Show the dialogue picture; ask: Who are they What are they talking about
Students choose the topic: A. Food B. Weekend & landmarks C. School subjects Assessment: Check students’ predicting ability.
Step 3 First Listen & Choose (4 mins)
Listen to the audio and finish two multiple-choice questions about the time and scene. Check answers together. Assessment: Check students’ general listening skills.
Step 4 Second Listen & Fill Table (6 mins)
Fill in the table: Person / Place / Activities / Feelings
Zhang Peng: the Great Wall, climbed, amazing
Peter: Gingerbread House, visited & took pictures, beautiful. Students make complete sentences with the table information. Assessment: Check students’ ability to extract key listening details.
Step 5 Read & Analyze Details (5 mins)
Students read the dialogue and circle past verbs.
Answer text-based comprehension questions. Assessment: Check if students can find past tense verbs and text information.
Step 6 Language Focus: Simple Past Tense (7 mins)
Write down key sentences and verb changes: climb-climbed, visit-visited, take-took.
Rule: Use past forms for things we did before.
Sentence substitution drills with feeling words: great, amazing, interesting. Assessment: Check students’ use of past tense in sentences.
Step 7 Imitate & Role-play (6 mins)
Listen and repeat, copy tone and emotion.
Pair work: Act out Zhang Peng and Peter.
Voluntary group show. Assessment: Check pronunciation, intonation and fluency.
Step 8 Interview & Report (8 mins)
Show interview table: Name / Often do at weekends / Did last weekend
Teacher demonstrates the interview dialogue.
Students interview partners and take notes.
Report frame: ___ often ___ at weekends. But last weekend, he/she ___. It was ___. Assessment: Check students’ tense distinction and reporting skills.
Step 9 Think & Share (3 mins)
Review the big question: Why do we travel Students share ideas: see landmarks, take photos, share experiences. Assessment: Check students’ understanding of travel’s meaning.
Step 10 Summary (3 mins)
Famous landmarks
Sentences for talking about weekends
Simple present vs simple past verbs
8. In-class Exercises
Multiple choice for core sentences
Match base verbs with past forms
Fill blanks to complete the dialogue
Interview and write a short report
9. Homework
Basic: Listen and read the dialogue 3 times; copy key sentences.
Intermediate: Write 3 sentences for My last weekend.
Extended: Collect one landmark picture and introduce it in two sentences next class.
10. Blackboard Design
Unit 1 Amazing landmarks Part A Let’s talk
What famous landmarks do you know How was your weekend — It was great. What did you do last weekend I climbed the Great Wall. I visited the Gingerbread House. I took pictures.
often (now) last weekend (past) play — played climb — climbed visit — visited take — took
Why travel See landmarks / take photos / share experiences
11. Teaching Reflection Reference
Students show great interest in landmark pictures. Most can master the dialogue and key sentences. Weak points: Some students mix present and past tense; third-person reporting is hard for low-level learners. Improvement: Add more tense drills in later lessons; provide clearer sentence frames for reports to prepare for the scrapbook project.
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