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Unit 5 Go sightseeing第6课时 Project课时教学设计
教材分析
What---语篇主题和主要内容 Topic: How can we make a one-day tour leaflet for our hometown Main content: This lesson focuses on making a travel leaflet. It begins with students studying a model leaflet (Step 1) to find out what information it includes and how it is organised. Next, students work in groups to list tourist attractions in their hometown (Step 2) and discuss the activities and transport for different categories (Step 3). Then, students individually choose one activity and write a simple introduction (Step 4), and write a short introduction to their hometown with travelling suggestions (Step 5). Finally, students create their leaflet (Step 6) and present it in class (Step 7). Why---语篇传递的主题意义 Core values conveyed: 1. Understanding the structure of a leaflet — Students learn the key elements of a travel leaflet (topic, time, places, activities, transport, and suggestions). 2. Developing research and writing skills — Students learn to gather information about their hometown and organise it in a clear and logical way. 3. Using language for real communication — Students learn to recommend places and activities, and to give practical travelling suggestions to visitors. 4. Building teamwork and presentation skills — Students work in groups to discuss and decide on activities, and present their leaflets to the class. 5. Fostering love for one's hometown — Students develop a deeper understanding and appreciation of their hometown by exploring its natural treasures, landmarks, outdoor activities, and cultural events. How---文体结构、语言特点及功能 1. Text structure The lesson follows a clear "Study → Discuss → Write → Create → Present" structure: Step 1: Study a model — Find out what information a leaflet includes and how it is organised (by time). Step 2: Work in groups — Make a list of tourist attractions in the hometown. Step 3: Work in groups — Discuss activities and transport for different categories (Natural treasures, Landmarks, Outdoor activities, Cultural events). Step 4: Work individually — Choose one activity and make a simple introduction. Step 5: Write a short introduction and travelling suggestions. Step 6: Create the leaflet and prepare to talk about it. Step 7: Present the leaflet in class. 2. Language features Target vocabulary: leaflet, tour, hometown, culture, island, performance, museum, tourist, local food, restaurant. Target sentences: "Welcome to my hometown...", "Let me introduce one of the best activities...", "Here are some travelling suggestions for you...", "Don't forget to try...". Authentic context: The language is embedded in a real-life task (making a travel leaflet), making it practical and meaningful. 3. Language functions Describing places: Students learn to describe their hometown and its attractions (e.g., "It is a beautiful city famous for..."). Recommending activities: Students learn to recommend activities and give reasons (e.g., "You can start your day early in..."). Giving suggestions: Students learn to give practical advice to travellers (e.g., "It is better to wear comfortable shoes because..."). Organising information: Students learn to organise information in chronological order (by time) to make the leaflet easy to follow. Presenting: Students learn to present their leaflets clearly and confidently to the class.
学情分析
【已知】Students have learned basic vocabulary about travel and sightseeing in primary school, such as places (zoo, park, city), transport (bus, train, on foot), and simple activities (take photos, go boating, visit markets). They can understand and use simple sentences with the simple present tense and the simple future tense to describe facts and travel plans. They are also familiar with basic writing skills, such as writing a short passage with a clear beginning, middle, and ending. 【未知】Students do not know how to make a travel leaflet in the correct format. They may struggle to identify the key elements of a leaflet (topic, time, places, activities, transport, and suggestions) and to organise the information in a logical order (e.g., by time). They cannot yet write a simple introduction to a place or give practical travelling suggestions. Additionally, they lack the ability to present their work clearly and confidently to the class. 【能知】 Through studying a model leaflet (Step 1), working in groups to discuss tourist attractions and activities (Steps 2 & 3), and writing their own leaflet (Steps 4-6), students will be able to: 1. Identify the key elements of a travel leaflet and understand how the information is organised. 2. Work in groups to list tourist attractions and decide on activities and transport for different categories. 3. Write a simple introduction to an activity and a short introduction to their hometown with travelling suggestions. 4. Create a clear and attractive one-day tour leaflet for their hometown. 5. Present their leaflet clearly and confidently to the class (Step 7).
核心素养教学目标
通过本课学习，学生能够： 1.语言能力：Use key vocabulary to describe travel attractions and plans (e.g., leaflet, tour, hometown, culture, island, performance, museum, local food). Understand and use target expressions to introduce a place and give suggestions (e.g., "Welcome to my hometown...", "Let me introduce...", "Here are some travelling suggestions for you..."). Use the simple present tense and the simple future tense correctly to describe travel plans and activities. Write a well-organised travel leaflet, including a short introduction, activities organised by time, and travelling suggestions. 2.学习能力：Study a model leaflet to identify its key elements and how the information is organised (Step 1). Work in groups to list tourist attractions and discuss activities and transport for different categories (Steps 2 & 3). Write a simple introduction to one activity (Step 4). Write a short introduction and travelling suggestions for the hometown (Step 5). Create a leaflet and present it clearly to the class (Steps 6 & 7). 3.思维品质：Develop logical thinking by organising the leaflet in chronological order (by time). Enhance analytical skills by comparing different tourist attractions and deciding on the most suitable activities for a one-day tour. Improve critical thinking by evaluating their own leaflet and providing constructive feedback to their peers. 4.文化意识：Understand the value of exploring and sharing the beauty of their hometown. Learn about different types of tourist attractions (natural treasures, landmarks, outdoor activities, cultural events) and develop an interest in local culture. Realize the importance of being a responsible traveller and respecting local traditions.
教学重难点
教学重点： 1. Master the key vocabulary for making a travel leaflet: Acquire the vocabulary to describe tourist attractions, activities, and transport (leaflet, tour, hometown, culture, island, performance, museum, local food, restaurant). 2. Understand and use target expressions to introduce a place and give suggestions: Recognize and apply useful expressions such as "Welcome to my hometown...", "Let me introduce one of the best activities...", "Here are some travelling suggestions for you...", and "Don't forget to try..." (Step 4 & Step 5). 3. Write a well-organised travel leaflet: Identify the key elements of a leaflet (topic, time, places, activities, transport, and suggestions) and organise the information in chronological order (by time) (Step 1, Step 3, & Step 6). 4. Present the leaflet clearly to the class: Use the target language to talk about the one-day tour plan confidently and clearly (Step 7). 教学难点： 1. Organising information logically in chronological order: Students may struggle to arrange the activities in the correct time order (e.g., At 8 a.m., At 10 a.m., Lunchtime, At 2 p.m., At 7 p.m.) and to use appropriate time expressions to connect them smoothly. 2. Writing a simple introduction and giving practical suggestions: Students may find it difficult to write a short introduction to their hometown and to provide useful travelling suggestions (e.g., what to wear, where to eat) using the target sentence patterns. 3. Presenting the leaflet confidently and clearly: Students may lack the ability to present their leaflet in an organised way, using proper pronunciation and intonation, and to respond to questions from the class (Step 7).
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情景导入 1. The teacher guides students to review key vocabulary about transport and travel activities, and reviews key sentence patterns. 2. The teacher plays a short video about Guangzhou to introduce the topic of travel and sightseeing. 3. The teacher presents a mind map with four categories (Natural treasures, Landmarks, Outdoor activities, Cultural events) and encourages students to brainstorm ideas for a one-day tour. 1. Students recall and review the vocabulary and sentence patterns learned previously, sharing their answers with the class. 2. Students watch the video about Guangzhou and discuss their initial impressions and ideas about travel planning. 3. Students look at the mind map and work in pairs or groups to brainstorm specific examples for each category. 1. To activate students' prior knowledge and consolidate the target language learned in previous lessons. 2. To capture students' interest and create a real-life context by introducing a specific travel destination (Guangzhou). 3. To help students organize their thoughts and build a clear framework (the four categories) for the upcoming project task: making a one-day tour leaflet.
Presentation 学习理解 1. The teacher presents the task: "Make a leaflet about a one-day tour of your hometown" and shows the model leaflet "How to spend a day in Guangzhou." 2. The teacher guides students to read and analyze the model leaflet by asking key questions: "What information does it include " and "How is the information organised " 3. The teacher explains the structure of the leaflet, highlighting that it is organised in chronological order (by time) from morning to evening. 1. Students observe the model leaflet and identify the key information, including specific times (8 a.m., 10 a.m., etc.), places to visit (Guangzhou Tower, Shamian Island, etc.), and activities (eating local food, watching a performance, etc.). 2. Students analyze how the information is organised and discover that it follows a clear timeline. 3. Students discuss and share their findings about the format and structure of a travel leaflet. 1. To provide students with a clear and concrete model to follow before they start their own writing task. 2. To develop students' reading and analytical skills by guiding them to extract key information and observe text organisation. 3. To help students understand that chronological order is an effective way to organise a one-day tour leaflet, which lays a solid foundation for their own leaflet creation (Step 6).
Practice 探究应用 1. The teacher guides students to work in groups to list tourist attractions in their hometown (Step 2) and provides examples like West Lake and Lingyin Temple. 2. The teacher instructs groups to discuss and complete the table by categorizing activities (Natural treasures, Landmarks, Outdoor activities, Cultural events) and deciding on the transport (Step 3). 3. The teacher asks students to work individually to choose one activity and write a simple introduction (Step 4), providing a model paragraph about walking around West Lake as a reference. 4. The teacher guides students to write a short introduction to their hometown at the beginning and some travelling suggestions at the end (Step 5), offering a model about Hangzhou. 1. Students work in groups to brainstorm and make a list of tourist attractions in their hometown (Step 2). 2. Students discuss in groups to decide on the specific activities and transport for each category, and fill in the table (Step 3). 3. Students choose one activity individually and write a simple introduction, using the provided model to help them structure their writing (Step 4). 4. Students write a short introduction to their hometown and some travelling suggestions, following the model and using the target sentence patterns (Step 5). 1. To guide students through the writing process step by step, from brainstorming and categorizing to drafting different parts of the leaflet. 2. To provide clear models and sentence patterns to support students' writing and build their confidence. 3. To help students organize their thoughts logically and prepare them for creating the final leaflet (Step 6) and presenting it to the class (Step 7).
Production 迁移创新 1. The teacher instructs students to create their own travel leaflet based on the information they gathered and organized in the previous steps (Step 6). 2. The teacher provides guidance on how to design an attractive leaflet, including adding pictures, using clear headings, and organizing the information in chronological order. 3. The teacher organizes a class presentation where students present their leaflets to the class, and encourages the audience to ask questions or give feedback (Step 7). 1. Students work individually to create their travel leaflet, incorporating the introduction, activities with specific times, transport, and travelling suggestions (Step 6). 2. Students prepare what they will say to introduce their leaflet to the class, practicing their presentation skills. 3. Students present their leaflets clearly and confidently to the class, and listen to their classmates' presentations, providing constructive feedback (Step 7). 1. To provide students with an opportunity to apply what they have learned throughout the project and produce a complete, creative piece of work. 2. To develop students' presentation skills and boost their confidence in speaking English in front of an audience. 3. To consolidate the target language and foster a sense of pride and achievement in their hometown by sharing their work with others.
Summary 归纳总结 1. The teacher guides students to review the key vocabulary by translating the English words and Chinese meanings into each other. 2. The teacher presents the phrase-completion exercise and asks students to fill in the blanks based on the Chinese prompts. 3. The teacher instructs students to translate the target Chinese sentences into English, emphasizing the correct use of target sentence patterns. 4. The teacher leads students to complete the grammar exercises, guiding them to choose the best options based on the grammar rules. 1. Students recall the core vocabulary and translate the English words and Chinese meanings into each other. 2. Students read the sentences and write down the correct phrases to complete them based on the Chinese prompts. 3. Students practice translating the Chinese sentences into English, paying attention to the sentence structures and key expressions. 4. Students complete the multiple-choice grammar exercises, demonstrating their understanding of the target grammar points. 1. To consolidate students' memory of the core vocabulary through a focused translation task. 2. To check students' ability to apply the target phrases in meaningful contexts. 3. To strengthen students' translation skills and their ability to use the correct sentence patterns. 4. To evaluate students' overall mastery of the target grammar through a comprehensive review exercise.
Language points 知识梳理 1. The teacher presents the blackboard summary, guiding students to review the key elements of a leaflet (Topic, Introduction, Time & Activities, Transport, Suggestions) and the key skills involved. 2. The teacher explains the steps to finish the project, from studying the sample leaflet and listing tourist attractions to writing the introduction, adding suggestions, designing the leaflet, and presenting it. 3. The teacher checks students' understanding by asking them to recall the structure of a leaflet and the specific steps they need to follow for their own project. 1. Students observe the blackboard summary and recall the key elements and skills required for making a travel leaflet. 2. Students review the seven steps of the project, ensuring they understand the logical flow from research to presentation. 3. Students actively respond to the teacher's questions by explaining the structure of a leaflet or the steps they will take to complete their project. 1. To provide a clear and systematic framework that helps students review and consolidate the key points of this project-based lesson. 2. To transform scattered knowledge into structured understanding, making it easier for students to remember the elements and steps of creating a leaflet. 3. To check students' mastery of the project requirements and prepare them for the final creation and presentation of their own travel leaflets.
Exercises 练习巩固 1. The teacher assigns the tiered homework, explaining the specific requirements for the Basic, Improving, and Extending levels. 2. The teacher clarifies the tasks: copying and memorizing the five key elements of a leaflet, writing a short activity introduction based on a model, and creating a complete "One-Day Tour" leaflet with an introduction, activities, transport, and suggestions. 3. The teacher encourages students to choose the tasks based on their proficiency and reminds them to apply the target language and format learned in this lesson. 1. Students listen to the instructions and choose the homework tasks that match their learning level. 2. For the Basic task, students copy and memorize the five key elements (time, place, activities, transport, suggestions) and complete the information extraction exercise for the "Guangzhou One-Day Tour" leaflet. 3. For the Improving task, students write a short activity introduction for a famous scenic spot in their hometown, following the model in the textbook. 4. For the Extending task, students independently create a complete "One-Day Tour" leaflet, including an introduction, activities in chronological order, transport, and travelling suggestions. 1. To cater to different learning levels by providing tiered homework options that suit various student abilities. 2. To consolidate the foundational knowledge of the leaflet structure through focused copying and information extraction tasks. 3. To develop students' writing skills by applying the target sentence patterns in a guided activity introduction. 4. To foster students' creativity and comprehensive language application skills by encouraging them to create a complete and personalized travel leaflet.
分层作业设计
A层： 基础巩固 面向基础薄弱学生，设计简单、保底的作业任务….
B层： 能力运用 面向大多数学生，设计应用型、巩固性作业….
C层： 拓展挑战 面向学有余力学生，设计拓展性、创造性作业….
教学反思
亮点：1. The lead-in activities effectively aroused students' interest through a video about Guangzhou and categorized pictures, naturally introducing the topic of a "one-day tour of the hometown." 2. Through studying the model leaflet in Step 1, students intuitively understood the key elements of a leaflet (time, places, activities) and how the information is organised in chronological order, which laid a solid foundation for their own writing. 3. The group work in Steps 2 and 3 was very successful. Students actively listed tourist attractions in their hometown and worked together to complete the table, categorizing activities into natural treasures, landmarks, outdoor activities, and cultural events. 4. The writing tasks in Steps 4 and 5 worked well. Students were able to choose one activity and write a simple introduction independently, and they successfully wrote a short introduction to their hometown with travelling suggestions using the target sentence patterns. 不足：1. Some weaker students still had difficulty organising information in chronological order and confused the use of time expressions. 2. Due to limited class time, some groups did not have enough time to fully present their leaflets, which affected the speaking practice. 3. In the Step 4 activity introduction, some students' descriptions were too simple and lacked specific details (such as transport and specific activities) to support their ideas. 改进：1. Provide more sentence frames and time-order words (e.g., first, then, after that, finally) before the writing task to help weaker students organise information more effectively. 2. Optimize class time management by simplifying the Step 7 presentation or assigning it as extended homework, ensuring sufficient time for presentation and feedback in class. 3. In the Step 4 writing guidance, encourage students to add more details (such as transport and personal feelings) to make their activity introductions richer and more vivid.
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