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PEP六上Unit1 Amazing places!单元整体设计
第一部分 单元教学设计总思路
一、教学理念
《2022年新课标》首次使用了“大观念”一词，强调“以学科大概念为核心，使课程内容结构化，以主题为引领，使课程内容情景化”。基于真实语言运用视角，分析教材内容与学生情况，确定学习发展的内容主题，初定真实任务（鲁子问，张荣干，2005）。确定单元大任务和具体的小任务。秉持真实语言运用的语言理念，围绕主题语境，依托语篇，联结英语课堂与真实生活，设计语言、思维、文化相融合的层次性学习活动，使学生在追求达成真实任务成果的过程中学习和尝试运用语言或非语言手段理解与表达意义，实现深度学习，从而培养文化意识，发展多元思维形成学习能力。基于学生学习视角，设定以达成真实任务成果为目标的学生学习过程，以及教师对学生任务成果达成和素养学习发展的相应支持引导过程（张荣干，2017），形成主题意义引领下基于真实任务的任务前、任务中、任务后等阶段及其环节的师生活动流程。
二、单元教材分析
（一） 单元主题意义分析 项目 内容
主题意义 ◎交往 √ ◎感情 √ ◎态度√
单元功能：交往，感情，态度
育人价值 能运用一般过去时描述所去的地方,懂得文明观光、尊重历史遗迹、爱护自然环境的理念，感受不同地域饮食、节庆、休闲方式的差异，培养包容、尊重、开放的跨文化交际态度。
（二） 教材分析 本单元是义务教育人教版(pep)小学英语教科书六年级上册Unit1:Amazing places本单元内容围绕单元大任务“Why do we travel to different places ”展开，划分为两个子话题“What famous places do you know “What makes a trip special”，涉及6个语篇，包括两节对话课，二节词汇课，一节读写任务和配图阅读课。 语篇一是一节日常对话课，围绕 Zhang Peng 和 Leo 交流上周末的出行经历展开，首次自然植入一般过去时核心交际句型How was your weekend Where did you go What did you do ，依托长城、新西兰火车站两个地标，引出 climbed、visited 两个动词过去式，用趣味 “姜饼屋” 误会增加对话趣味性，降低语法学习枯燥感。通过配图直观对应两处地标，文末两个思考题引导学生提炼文本关键信息，初步建立 “去哪里 — 做了什么” 的旅行表达逻辑。 语篇二是一节词汇课，采用照片展示的直观版式，罗列故宫、港珠澳大桥、泰山、埃菲尔铁塔、悉尼歌剧院五处国内外标志性建筑，并附带地标高度、长度、房间数量等具象数据辅助理解记忆，集中呈现 walked、visited、climbed、travelled、watched 规则动词过去式，依托 “What did they do in the summer holidays ” 核心问句进行看图造句操练，教材将国内伟大工程、历史名山与国外经典建筑对应编排，既系统夯实本单元规则动词过去式这一语言重点，训练学生图文匹配、简单陈述句输出的能力，也初步渗透中外建筑风貌差异，实现语言知识学习与浅层跨文化认知相结合。 语篇三是一节对话课，以Binbin讲述西安暑假旅行作为语篇载体，重点突破本单元学习难点 went、ate、saw、rode 不规则动词过去式，串联参观兵马俑、在古城墙骑行、品尝西安特色面食等丰富旅行内容，语篇篇幅更长、信息维度更全面，课后设问引导学生提炼旅行地点、特色活动与旅行亮点，侧重培养学生语段理解、内容概括和完整复述的语言能力，在句型巩固的同时深度融入中华历史文物文化，引导学生尝试用英语介绍中国名胜古迹。 语篇四是一节B部分词汇课，以拓展乡村桃园、武汉黄鹤楼、上海东方明珠、新加坡鱼尾狮四处不同类型地标，聚焦 went、saw、ate、took、was 等剩余不规则动词过去式进行集中强化训练，反复套用单元核心疑问句型形成教学闭环，完善整个单元动词过去式的词汇体系，有效攻克不规则动词易混淆的学习难点，内容上兼顾乡村自然风光、国内不同城市人文地标与国外城市象征景观，融入热干面等地方特色饮食文化，进一步丰富中国本土文化素材，拓宽学生对多元旅行场景的语言表达范围。 语篇五是单元应用型拓展阅读，模拟旅游网站游客评价的真实生活文体，设置国内游客红色研学感悟和外国游客观光体验两段文本，通篇运用一般过去时描述参观革命博物馆、登山观景、拍摄照片、品尝特色美食等活动，在语言层面训练学生定位关键信息、读懂实用类短文的阅读策略，在育人层面将井冈山红色革命文化融入英语课堂，让学生在英文语境中了解红军革命故事与红色圣地价值，实现语言阅读训练与红色文化教育深度融合，落实文化意识核心素养。 语篇六以旅行游记为阅读载体。历史老师记录三星堆研学之旅，用简单语句描述在博物馆看见青铜神树、青铜纵目面具等奇特文物的经历；护士 Jessica 的视角讲述秋日游览杭州西湖的经历，还原泛舟湖上赏月、品尝月饼、饮用龙井茶、沿湖漫步等极具中国传统中秋特色的活动场景；Lucy 介绍复活节岛巨型摩艾石像，讲述古老石雕的由来以及当地特色岩石烹煮海鲜的饮食风俗；第二段由登山爱好者 William 介绍南非桌山，解释山体形似桌面的独特地貌特点，并提及 1929 年投入使用的观光缆车及山顶绝美风光，搭配实景照片直观呈现两处海外地标样貌。完整构建 “中华经典地标 — 世界多元地标” 的文化认知框架，带领学生了解不同国家的古老人文遗迹、奇特自然地貌与异域生活习俗，感受全球文明的多样性与差异性，拓宽国际视野，也完成整个单元从对话、词汇到篇章阅读的全部语言闭环训练。
三、学 情分析
认知水平:六年级学生抽象逻辑思维逐步发展，已经能够理解时态差异、语句逻辑和篇章结构，不再局限于简单的单词和单句记忆，可以完成信息提取、对比归纳、简单评述等思维活动。对于旅行、风景名胜、中外建筑这类具象化主题接受度很高，能够依托图片、情境、生活实例理解一般过去时表示过去发生动作的语法内涵，但对不规则动词变形、较长专有地标名词、多段落阅读文本的逻辑梳理仍存在理解障碍，深度思辨和语言概括能力还需要教师逐步引导搭建支架。 学习能力：经过多年英语系统学习，学生具备基本的听说认读能力，能够跟随录音模仿对话、完成听力选择与正误判断、进行简单的双人角色扮演；部分优秀学生可以自主梳理知识点、完成短句仿写，但整体呈现明显分层。多数学生缺乏高效的学习策略，不擅长对动词过去式进行分类归纳记忆，面对长地名易出现拼读卡顿，独立研读长篇阅读、提炼文章主旨的能力较弱；小组合作时，部分学生敢于表达展示，少数内向学生被动参与，需要依靠分层任务、脚手架提示、小组分工带动全员参与，逐步提升自主探究、合作交流和迁移运用的学习能力。 知识储备:在语法储备上，学生已经接触过一般现在时、现在进行时、一般将来时，对时态基本概念有初步认知，为本单元一般过去时的学习打下了基础，但系统完整运用过去式描述事件属于新知识；词汇方面，掌握了 go, eat, see, take, visit, walk, climb 等基础实义动词原形，不过对应的过去式变形是学习重难点；句型上，会运用 Where did you go What did you do 基础疑问框架，但无法连贯串联成完整语段；文化层面，学生在其他学科了解过长城、兵马俑、西湖、井冈山、埃菲尔铁塔等地标，只是缺少对应的英文表达，无法用英语进行介绍和阐述。 生活经验:六年级学生大多有节假日外出旅游、参观名胜古迹、打卡城市景点的真实生活经历，亲身感受过爬山、逛博物馆、品尝特色美食、拍照留念等旅行活动，与本单元 “假期旅行、游览地标” 的主题高度契合，很容易代入对话情境产生情感共鸣。同时学生通过短视频、课外读物接触过国外著名建筑，对异域风土人情充满好奇心，乐于分享自己的出游故事，丰富的生活阅历能够极大降低语篇理解难度，助力学生把课堂语言知识转化为真实的生活交际表达。
四、单元整体设计思路
本单元紧扣英语学科核心素养育人目标，以 “假期旅行打卡中外知名地标” 作为贯穿全程的大情境，以一般过去时描述过去旅行经历为核心语法脉络进行系统化整体架构，充分结合六年级学生具备基础时态运用能力、拥有外出游玩生活体验的学情特点，按照 “对话感知 — 词汇夯实 — 语篇研读 — 综合输出” 层层递进的认知规律安排教学内容. 首先通过两段 Let’s talk 生活化对话切入，以朋友之间闲聊周末、暑假出游经历为载体，引出长城、新西兰火车站、西安兵马俑等标志性地点，搭建 Where did you go What did you do 等核心问答框架，让学生在真实交际语境中初步感知一般过去时的表意功能与动词变形用法；接着依托两组照片墙形式的 Let’s learn 板块进行词汇与句型的巩固拓展，分门别类梳理故宫、港珠澳大桥、泰山、黄鹤楼、东方明珠等国内地标以及埃菲尔铁塔、悉尼歌剧院、新加坡鱼尾狮等国外建筑，集中操练 walked、visited、climbed、went、ate、saw、took 等规则与不规则动词过去式，完成单词识记、短语搭配和简单句子输出的基础夯实；随后进入深度阅读拓展环节，借助井冈山游客英文点评、三星堆古文明介绍、西湖中秋游记以及复活节岛石像、南非桌山异域风貌等应用性短文，训练学生抓取关键数据、梳理段落逻辑、概括文章主旨的阅读策略，同时挖掘地标背后承载的历史底蕴、民俗风情与红色革命精神;最后设置项目式综合实践任务，通过制作地标英文介绍海报、小组模拟导游展演、撰写完整旅行小作文、中外名胜对比分享等形式实现从听读输入到说写输出的完整闭环。 在整体实施过程中，全程采用沉浸式研学情境教学、分层梯度任务设计、小组合作探究以及跨学科融合的多元教学策略，既着力突破不规则动词辨析、长地名拼读、长语篇理解等学习重难点，又在语言训练过程中渗透归纳总结、对比辨析的逻辑思维，传授分类记词、思维导图梳理知识等实用学习方法，更着重增强学生对中华传统文化、红色文化的认同感与自豪感，引导学生学会用英语讲好中国故事，客观包容世界各地不同文明，全方位落地语言能力、思维品质、学习能力和文化意识四大核心素养的综合培养。
五、单元总目标
（一）Language Competence语言能力目标： 1.词汇 能够听、说、读、写核心规则与不规则动词过去式：walked, visited, climbed, travelled, watched, went, saw, ate, took, rode, was；熟练认读国内外地标专有名词 the Great Wall, Palace Museum, Mount Taishan, Terracotta Warriors, West Lake, Sanxingdui, Jinggang Mountains, Eiffel Tower, Sydney Opera House 等，掌握地点、旅行活动类短语。 2.句型与语法 熟练运用一般过去时核心问答句型： —Where did you go over the holiday/last weekend —I went to... —What did you do there —I ... (did sth.) 能够正确使用助动词 did 构成一般过去时疑问句和否定句，规范动词过去式变形，读懂听力选择、判断对错、旅行评论短文等语篇，能分角色朗读对话、复述课文旅行经历。 3.语用输出 能口头简单介绍一次假期旅行，描述到访地点、开展的活动；能仿写 3–5 句话的旅行小语段，完成地标简单英文介绍，做到发音准确、时态运用基本规范。 （二）Thinking Quality思维品质： 1.逻辑性思维 通过梳理人物旅行地点与对应行为，梳理文本信息脉络，归纳一般过去时的使用场景，总结规则动词与不规则动词过去式变化规律，提升归纳、对比、梳理信息的逻辑能力。 2.批判性与创新性思维 对比分析国内地标与国外地标建筑特色、历史功能差异（如长城军事防御、三星堆古蜀文明、复活节岛石像人文谜团）；开展 “我的最佳旅行推荐” 小组讨论，有理有据表达个人观点，学会多角度看待不同地域文化与建筑特点。 3.观察与联想思维 从地标外形特征、趣味数据（长城长度、故宫房间数量）提取关键信息，看图猜测地标名称，由建筑外观联想背后的历史故事，提升读图预测、信息提取的思维素养。 （三）Leaning Ability学习能力目标： 1.自主学习能力 掌握 “图片联想记单词”“时态归类整理笔记” 的学习方法，能借助音标自主拼读长地标词汇，独立完成听力判断题、短文信息勾画等任务，养成课前预习对话、课后梳理动词过去式的习惯。 2.合作探究能力 积极参与结对角色扮演对话、小组地标海报制作、旅行采访调查、短文共读等合作活动，学会分工交流、互相纠错，在同伴互助中解决时态误用、单词拼写等学习难点。 3. 资源拓展能力 愿意借助图片、短视频、简易英文游记拓展更多中外地标知识，主动运用所学句型询问同学的假期经历，在真实语境中主动练习语言运用，提升持续探究英语话题的内驱力。 (四）Culture Awareness文化意识： 1.厚植中华优秀传统文化，树立文化自信 深入了解长城、故宫、泰山、西安兵马俑、黄鹤楼、西湖、三星堆、井冈山红色革命圣地等中国标志性地标，知晓古建筑价值、非遗文明、红色革命历史，能用英语简单讲述中国名胜，增强民族自豪感与家国情怀。 2.拓宽国际视野，尊重多元异域文化 认识新西兰但尼丁火车站、埃菲尔铁塔、悉尼歌剧院、新加坡鱼尾狮、复活节岛摩艾石像、南非桌山等世界知名地标，了解不同国家建筑风格、风土习俗、地域特色，理解世界文化的多样性。 3.形成文明旅行价值观 通过阅读游客旅行评论，懂得文明观光、尊重历史遗迹、爱护自然环境的理念，感受不同地域饮食、节庆、休闲方式的差异，培养包容、尊重、开放的跨文化交际态度。
六、单元设计框架
（一）单元课时安排及板块分配（示意图）
第二部分 分课时教学设计
【第 6课时】
教师 Cindy 授课内容 Part C；Reading time&Project
课时文本分析 [What]主题意义和主要内容 这篇题为Landmarks you shouldn’t miss!的多模态语篇选取三星堆、杭州西湖、复活节岛、南非桌山四处中外地标，以不同身份人物的旅行手记形式，讲述各自游览时的所见、所做与感受，在介绍各地特色景观、历史文化与风土人情的同时，引导学生感受中外不同地域文明的魅力，拓宽全球视野，懂得欣赏多元世界文化，增强对中华优秀传统文化的认同感与自豪感。 [Why]语篇意图和语篇价值 借助普通人的旅行分享而非客观科普说明文，拉近文本与学生的距离，意在让学生在阅读真实感十足的旅行见闻中获取地标相关信息，感知旅行主题下一般过去时的表意功能；其教学价值在于依托多模态图文结合的形式降低阅读难度，为学生提供旅行写作的范本，培养获取信息、归纳梳理的阅读能力，落实文化意识的培育，启发学生尊重、理解不同国家与民族的文化，学会用英语讲述中国地标故事。 [How]文本结构和语言修辞 语篇采用并列式板块结构，四个地标各自独立成小板块，每个板块配有小标题、人物署名与对应实景图片，内部遵循 “总述旅行感受 — 介绍所见景观与经历活动 — 抒发个人体验” 的记叙逻辑；语言上以第一人称叙事，多用简单句，大量使用动词过去式记叙过去旅行经历，穿插感叹句传递主观感受，部分小标题运用比喻修辞，如将西湖称作杭州明珠，把桌山比喻成桌子，语言生动通俗，贴合小学生阅读水平，图片与文字互为补充共同传递信息，体现多模态语篇的特点。
二、教学目标
学生能够读懂四篇旅行手记，认读、理解 landmark，statue，cable car 等词汇，读懂一般过去时记叙的旅行经历；能提取各地标的关键信息，借助支架简单口头、书面介绍一处地标。 了解三星堆、西湖、复活节岛、桌山的特色与文化背景，感受中外地标承载的不同文明，增强中华传统文化自信，学会尊重世界多元文化。 通过阅读获取、对比梳理不同地标的信息，学习小标题文本的阅读方法，能结合文本内容发表简单个人看法，发展观察与归纳信息的能力。
三，教学重难点
教学重点 学生能够读懂本篇多模态旅行手记语篇，掌握核心词汇以及一般过去时在旅行记叙中的运用，学会借助小标题、图片提取、梳理四处地标的关键信息；能够借助语言支架口头或简单书面介绍一处地标，感知不同地域的文化特色。
教学难点 学生能够读懂文本中比喻、趣味表达，区分不同地标的文化信息，自主梳理文本框架并迁移运用到自己的地标介绍当中；能够在阅读中对比理解中外多元文化，把文本所学转化为真实的语言输出，准确使用动词过去式完成简单的旅行主题表达。
四、教具准备
PPT、板书
五、教学过程设计
教学环节 教师活动 学生活动 设计意图
Pre- task Greeting. Let’s sing. Greeting to the teacher
While-task Let’s review. go -went,is/am-was... S1:try-tried S2.was... 通过复习动词过去式，唤醒学生已学知识储备，为本课新对话文本做语言铺垫。
2.Free talk:Talk about your holiday S5:I visited the Great Wall. S6:I visited ... 引导学生回忆、梳理自己的暑假经历，学会提炼关键信息进行口头表达，训练逻辑表达与信息组织能力.
3.View and predict.How many landmarks can you see Can you guess their names 4.Look ,think and say: Who writes these short passages What kind of people are they 5.Look and check 6.Look,think and match. 7.Read and answer. 8..Good to know 9.Read and answer. Good to know. Read and fill. Look and fill. 13.Good to know. S7:four landmarks. S8:Yes,Sanxingdui. S9:.. .S10:Chen Li history teacher S14:Jessica,Lucy S15:William S16:Sanxingdui 三星堆 S17:West Lake (Hangzhou) S18.Easter Island S19:Table Mountain S:20;amazing S21:She visited the Sanxingdui Museum. ... Ss;Lucy, 10-year-old student ... 读前预测活动，借助三星堆、西湖、复活节岛摩艾石像、南非桌山四幅地标图片，引导学生观察图片信息，激活已有的生活常识与旅行主题相关旧知. Look,think and say读中处理语篇结构的思考交流活动，依托四组地标配图与作者人物卡片，引导学生观察文本，思考短文的作者身份。借助可视化的人物卡片，帮助学生快速发现这四篇旅行手记来自不同身份的普通人，打破传统说明文的叙事视角，让学生理解语篇是多个人物的旅行分享. 设置问题链，引导学生开展细读文本的学习活动。学生带着问题回读旅行手记，从文本当中定位、筛选、提取四处地标的事实信息，训练找关键词、抓取细节的阅读策略，帮助学生理清每一处地标的景观、人物经历与个人感受，夯实对一般过去时语句的理解.
Post-task Let’s retell 2.Think and say:What are some landmarks in your hometown Why are they special 3.Listen and tick or cross 4,Write and talk. 5.Make your holiday scrapbook and share S21:They are special because they are old. ... S22;Hello, everyone. This is our holiday scrapbook. We went to Sanxingdui for our holiday. 学生通过听录音，进一步理解对话内容、内化语言，为语言输出奠定基础. 学生在小组内共同构思旅行行程，撰写句子、装饰手账，最后面向全班展示分享，既巩固本单元语言知识，锻炼书面表达、美术创作与口头展示的综合能力；同时借助评价表实现过程性评价，让学生学会倾听同伴意见，培养合作意识。任务也联系学生真实生活体验，引导学生用英语讲述自己的旅行经历，深化对地标文化的理解，真正实现学用结合，达成语言能力、思维品质与文化意识的综合发展。
Group work. Make your holiday scrapbook and share Show time. On Day 1, we visited the Sanxingdui Museum and saw strange bronze masks. On Day 2, we took many photos of the old bronze tree and learned a lot about history. On Day 3, we bought some small gifts and talked about our favourite exhibits. We had a great time. Thank you! ..
8.Consolidation: We can learn about amazing culture and history from different landmarks around the world.
9.Homework 基础型作业： 1. 朗读课文 3 遍，圈出文中描写地点、所见事物、活动的动词过去式。 2. 根据短文内容，完成正误判断 T/F。 (1) People thought Sanxingdui people were aliens. ( ) (2) Jessica watched the sun rising on West Lake. ( ) (3) Moai are huge statues on Easter Island. ( ) (4) People can take a cable car up Table Mountain. ( ) 3. 抄写文中 3 个核心短语：例如 saw strange masks, watched the moon, climbed mountains 提升型作业： 选择课文其中一处地标（Sanxingdui / West Lake / Easter Island / Table Mountain） ，仿照课文小短文格式，完成简短旅行笔记。 提示支架： I visited ________.I saw ________.I ________(did something). It was ________. 要求：4 6 句话，可以搭配简单简笔画，可使用课堂的 scrapbook 模板书写。 拓展型作业： 1. 小组合作，仿照课文 “Landmarks you shouldn’t miss!” 风格，搜集一处中国地标信息，写一篇 8 句左右英文小报道，包含标题、人物署名、旅行见闻，可以搭配简笔画。 2. 口头输出：扮演小导游，用 3 5 句英文向同伴介绍这个地标 分层作业，自主拓展，有利于学生的语言表达和写作能力的发展。
五、板书设计
六．教学反思
亮点：本节课充分利用多模态文本的图片、小标题、人物署名等资源，读前 Look and predict 借助地标图片开展预测活动，有效激活学生已有知识，调动学生阅读好奇心。读中设置 Look, think and say 以及 Read and answer 层层递进的任务，引导学生关注文体特点，学习定位、提取文本细节信息的阅读策略，将语言学习和文化感知融合，既巩固一般过去时的用法，也让学生感受中外多元地标文化，增强中华优秀文化认同感。读后 Group work 小组制作旅行手账的任务设计贴合文本范例，设置明确小组分工，给学生提供可直接使用的语言输出支架，实现输入到输出的迁移，同时搭配评价量表开展过程性评价，兼顾不同层次学生，落实学用结合。 不足： 课堂上对于文本深度挖掘不够，更多聚焦事实性信息提取，留给学生深度思考、发表个人观点的时间偏少，学生大多停留在找答案层面，高阶思维活动开展不够充分。小组活动时，部分基础薄弱学生依旧参与度不高，虽然设置分工，但少数学生依旧依赖组内能力强的同学，分层支架的适配度还可以进一步优化。课堂时间分配把控不够理想，读中阅读任务耗时偏长，造成后面小组手账创作、展示分享的时间被压缩，学生完整展示的组数有限。另外对于语篇里趣味化、比喻类修辞表达讲解比较浅显，没有充分引导学生体会旅行手记生动的语言特色。 改进措施： 后续教学可以优化问题链设计，在基础细节问题之外增加更多开放性问题，引导学生对比评价不同地标，发表自己的想法，推动高阶思维发展。针对不同学情，准备两套难度的手账语言支架，为基础弱的学生提供更多词汇、句型提示，同时小组活动中加强教师巡视介入，督促每一位学生承担对应任务，真正落实全员参与。重新调整各环节时间分配，精简读中部分的操练，预留充足时间给到小组创作与成果展示，增加学生展示分享的机会。教学中增设小环节引导学生品读文本小标题、比喻表达，体会旅行手记的语言特点，为学生仿写提供更多借鉴。课后可以布置拓展小任务，鼓励学生搜集更多中国地标资料，尝试用英语简单介绍，进一步落实讲好中国故事的文化目标。(共35张PPT)
Unit 1 Amazing places
What makes a trip special
C Reading time&Project
Sing a song
learnt
took
saw
told
went
tried
see
帮助小蜜蜂找到下列动词的过去形式。
go
tell
take
try
learn
Let’s review
place
activities
feeling
Hello. My name is______. I went to______last summer holiday.I visited/saw/ate/took_______there.
It was_____.I want to go there again.
Free talk
Talk about your holiday.
Place: the West Lake（Hangzhou）, the Great Wall （Beijing）,Mount Huangshan（Anhui）Tian’anmen Square;
Shanghai(the Oriental Pearl Tower),Singapore(the Lion City),Wuhan(the Yellow Crane Tower)...
Activities: visited a museum ;visited the park ;
climbed a mountain ;went to the beach;took a boat trip ;
saw the sea ;ate local food;drank milk tea; had a big dinner;took photos;bought gifts;saw beautiful flowers...
Feelings:great,amazing;inspiring;wonderful;...
View and predict
How many landmarks can you see
Can you guess their names
/ l ndmɑ k/地标
Four
Look,think and say
Who writes these short passages
What kind of people are they
My trip to Sanxingdui
was great! In the Sanxingdui Museum, I saw strange masks, the "big guy" statue and a life-size "fruit" tree.
Some thought people from Sanxingdui were aliens. But it's not true. Maybe they ate hotpot three thousand years ago, just like we do today.
(Chen Li, history teacher)
I visited the West Lake
last autumn. On the first night,
my friends and I watched the
moon rising from a boat on
the lake. We ate mooncakes
and drank Longjing tea. The
next day we walked along the
lake. It was such a nice trip.
(Jessica, nurse)
On Easter Island, I saw
huge statues called Moai.
The Rapa Nui people made
them hundreds of years ago.
I loved the food on the island.
The locals cooked fresh food
on rocks! We had fish. It was
so delicious!
(Lucy, 10-year-old student）
I climbed many mountains on
my trips, but Table Mountain
in South Africa was a special
one. Its name comes from its
top. It is flat like a table! But
it only looks flat from one
side. I went to the top by
cable car. The first cable
car opened in 1929. The view
was so amazing!
(William, mountain lover）
An unusual "table"
A magical island
The pearl of
Hangzhou
Eye-opening findings
in Sanxingdui
Look and check
How many landmarks can you see
Can you guess their names
/ l ndmɑ k/地标
Four
Sanxingdui 三星堆：青铜神树、青铜纵目面具
West Lake (Hangzhou) 杭州西湖：雷峰塔月夜湖面
Easter Island 复活节岛：摩艾石像 Moai
Table Mountain 南非桌山：平顶山脉
Look,think and match
Which landmarks are from China
Which are from foreign countries
An unusual "table"
A magical island
The pearl of
Hangzhou
Eye-opening findings
in Sanxingdui
China
Foreign countries
Read and answer
My trip to Sanxingdui ___ great! In the Sanxingdui Museum, I ___ strange masks, the "big guy" statue and a life-size "fruit" tree.
Some thought people from Sanxingdui ___ aliens. But it's not true. Maybe they____ hotpot three thousand years ago, just like we do today.
(Chen Li, history teacher)
Eye-opening findings in Sanxingdui
Where did Chen Li visit
was
saw
were
ate
2.What did Chen Li see in the Sanxingdui Museum
She visited the Sanxingdui Museum.
She saw strange masks,
the "big guy" statue and a life-size "fruit" tree.
三星堆令人大开眼界的发现
Read and answer
My trip to Sanxingdui ___ great! In the Sanxingdui Museum, I ___ strange masks, the "big guy" statue and a life-size "fruit" tree.
Some thought people from Sanxingdui ___ aliens. But it's not true. Maybe they____ hotpot three thousand years ago, just like we do today.
(Chen Li, history teacher)
Eye-opening findings in Sanxingdui
was
saw
were
ate
外星人
Funny guess:
hotpot
Some thought:
aliens
3.What is the fact about Sanxingdui people
①People in Sanxingdui were ancient Chinese people, not aliens.
②They had special cooking pots.
Good to know
Read and answer
Fill in the blank and answer.
The pearl of Hangzhou
I _____ the West Lake last autumn. On the
first night, my friends and I ______ the
moon rising from a boat on the lake. We _____ mooncakes and _____ Longjing tea. The next day
we _____ along the lake. It was such a nice trip.
(Jessica, nurse)
visited
watched
ate
drannk
walked
Where did Jessica visit last autumn
2.Who did she go with
She visited the West Lake.
She went with her friends.
杭州之珠
Read and answer
The pearl of Hangzhou
I visite the West Lake last autumn. On the
first night, my friends and I watched the
moon rising from a boat on the lake. We ate mooncakes and drank Longjing tea. The next day
we walked along the lake. It was such a nice trip.
(Jessica, nurse)
3.What did she do
They watched the moon rising ,ate
mooncakes and drank LongJing tea.
They walked along the lake.
Read and fill
Who
On Easter Island, I saw huge statues called Moai.The Rapa Nui people made them hundreds of years ago. I loved the food on the island.
The locals cooked fresh food on rocks! We had fish. It was so delicious!
(Lucy, 10-year-old student）
A magical island
一座神奇的岛屿
Where
What
How
Lucy, 10-
year-old
student
Easter Island
She saw huge statues
called Moai.
She tried local food.
delicious.
Look and fill
I ____ huge statues called Moai.
The locals ______ fresh food on rocks.
saw
cooked
Good to know
Read and fill
Who
I climbed many mountains on my trips, but Table Mountain in South Africa was a special
one. Its name comes from its top. It is flat like a table! But it only looks flat from one side. I went to the top by cable car. The first cable
car opened in 1929. The view was so amazing!
(William, mountain lover）
An unusual "table"
一座神奇的岛屿
Where
What
How
William, a mountain lover
Table Mountain
in South Africa
saw a flat top;went to the top by cable car.
amazing
Look and fill
Table Mountain ____ a special one.
It _____ flat like a table.
was
is
I ____ to the top by cable car.
The view ____so amazing!
went
was
Good to know
Let’s retell
Who Where What(did/saw) Feelings
Saw strange masks,
the "big guy" statue and a
“fruit” tree.
Watched the moon on a boat.
Ate mooncakes and drank
Longjing tea. Walked along
the lake
Saw huge statues. Locals
cooked food on rocks.
She had fish.
Went to the top by cable
car . The first cable car
opened in 1929.
great.
nice
The fish was so delicious
amazing
Sanxingdui Museum
West Lake,
Hangzhou
Easter Island
Table Mountain,
South Africa
Chen Li
(history
teacher)
Jessica
(nurse)
Lucy (10
year-old
student)
William
(mountain
lover)
Think and say
What are some landmarks
in your hometown
Why are they special
In my hometown,
there is ______.
It is very ______.
Many people like to go there.
a big lake 大湖
an old temple 古老的寺庙
a famous mountain 名山
a city square 城市广场
...
They are special mainly because ①________________. They are ②________________（beautiful / old / great）.
People can ③________________ here. So lots of visitors love coming here
总述原因 → 具体特点 → 人们的活动 / 感受
① 核心原因：they have a long history /the views are wonderful ...
② 形容词：old, beautiful, famous...
③ 活动：take photos, go for a walk, learn stories...
Think and say
Where did you go over the holidays
Can you make a holiday scrapbook
Listen and tick or cross
1. The children are making a holiday scrapbook. Listen and tick or cross.
√
×
√
×
Write and talk
Write about each place. Then talk about them.
Guangzhou Shaoxing Mount Huangshan
I took a trip to
Guangzhou and visited
the Guangdong
Science Centre.
___________________
___________________
___________________
___________________
___________________
___________________
___________________
I took a trip to Shaoxing
and visited Lu Xun Native
Place.It was interesting.
I climbed Mount
Huangshan. The view
was beautiful.I took
many photos.
John: Zhang Peng, Amy, where did you go
Zhang Peng: I took a trip to Guangzhou.
Amy: What did you do there
Zhang Peng: ...
John: I went to Hangzhou and Shaoxing. I visited Lu Xun Native Place. Lu Xun was a famous writer.
Zhang Peng: Yes, he was. He wrote a lot of great books.
Amy: ...
I had great fun with my family last summer holiday.We visited ...
Make your holiday scrapbook and share
Group work
Make your holiday scrapbook and share
Rules:
Group of 4, with fixed roles for each member to make tasks clear:
1.Story teller: Decide on the travel destination, sort out activities for Day 1-Day 3, organize English sentences orally and share key ideas.
故事构思员：负责确定旅行地点，梳理 Day1 Day3 每天做了什么，口头组织英文句子，输出核心想法
2.Writer: Copy the group’s agreed sentences onto the three-column timeline template and pay attention to neat handwriting.
书写员：把小组讨论好的句子誊写到三栏时间线模板上，注意书写规范。
3.Designer: Plan the use of photo frames and arrows on the template. Draw simple doodles of landmarks and food to decorate the scrapbook.
美工设计员：规划模板内照片框、箭头的使用，画出简单简笔画地标、美食，装饰手账。
4.Reporter: Present the group’s scrapbook in front of the class and give an oral introduction to the group’s holiday trip.
汇报员：小组完成之后，代表全组上台展示这份 scrapbook，口头介绍小组的假期旅行。
具体描述 星级
内容完整：包含地点、活动、动词过去式基本正确. ☆☆☆
小组全员参与，每位同学都参与讨论，分工落实。三栏时间线模板填写完整，图文搭配。 ☆☆☆
汇报员表达清晰，声音响亮。能使用肢体语言和面部表情配合语言表达，表演生动。 ☆☆☆
能认真倾听他人的表达并给予恰当的回应。 ☆☆☆
Show time
具体描述 星级
内容完整：包含地点、时间、活动、动词过去式基本正确.
小组全员参与，每位同学都参与讨论，分工落实。三栏时间线模板填写完整，图文搭配。
汇报员表达清晰，声音响亮.能使用肢体语言和面部表情配合语言表达，表演生动。
能认真倾听他人的表达并给予恰当的回应。
Come to the front & Share your story!
Hello, everyone. This is our holiday scrapbook.
We went to ________for our holiday.
On Day 1, we ________________________.
On Day 2, we ________________________.
On Day 3, we ________________________.
We had a great time. Thank you!
基础型作业：
1. 朗读课文 3 遍，圈出文中描写地点、所见事物、活动的动词过去式。
2. 根据短文内容，完成正误判断 T/F。
(1) People thought Sanxingdui people were aliens. ( )
(2) Jessica watched the sun rising on West Lake. ( )
(3) Moai are huge statues on Easter Island. ( )
(4) People can take a cable car up Table Mountain. ( )
3. 抄写文中 3 个核心短语：例如 saw strange masks, watched the moon, climbed mountains
提升型作业：
选择课文其中一处地标（Sanxingdui / West Lake / Easter Island / Table Mountain）
，仿照课文小短文格式，完成简短旅行笔记。
提示支架：
I visited ________.I saw ________.I ________(did something).
It was ________.
要求：4 6 句话，可以搭配简单简笔画，可使用课堂的 scrapbook 模板书写。
Homework
拓展型作业：
1. 小组合作，仿照课文 “Landmarks you shouldn’t miss!” 风格，搜集一处中国地标信息，写一篇 8 句左右英文小报道，包含标题、人物署名、旅行见闻，可以搭配简笔画。
2. 口头输出：扮演小导游，用 3 5 句英文向同伴介绍这个地标
Who Where What(did/saw) Feelings
Saw strange masks,
the "big guy" statue and a
“fruit” tree.
Watched the moon on a boat.
Ate mooncakes and drank
Longjing tea. Walked along
the lake
Saw huge statues. Locals
cooked food on rocks.
She had fish.
Went to the top by cable
car . The first cable car
opened in 1929.
great.
nice
The fish was so delicious
amazing
Sanxingdui Museum
West Lake,
Hangzhou
Easter Island
Table Mountain,
South Africa
Chen Li
(history
teacher)
Jessica
(nurse)
Lucy (10
year-old
student)
William
(mountain
lover)
Unit 1 Amazing places
C Reading time&Project
We can learn about amazing culture and history from different landmarks around the world.

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