Unit6 Touring the world Section A 1a-Pronunciation2教学设计2025-2026学年鲁教版五四制（2024）六年级英语上册

该初中英语教学设计聚焦旅游景点描述主题，涵盖mountain、famous等词汇及"What do you see...? What is it like...?"句型，通过Chant激活旧知，结合泰山图片过渡到新西兰景点，搭建从已知到未知的学习支架，梳理"描述框架—听力策略"的知识脉络。 以帮《国家地理》编书为真实任务，分层听力任务强化预测与抓关键词能力，渗透几维鸟、毛利文化培养跨文化意识，小组合作与互评促进思维品质，助力学生构建"自然风光—特色动物—文化符号"描述逻辑，为教师提供情境化、可操作的教学范例，提升学生综合语言运用能力。

Unit6 Touring the world Section A 1a-Pronunciation2教学设计 【课标分析】 根据《英语课程标准（2022 年版）》，六年级学生须达到二级标准。 语言能力： 能理解基本句式和常用时态表达的意义；能根据图片，口头描述其中的人或事物；能围绕相关主题运用所学语言进行简单的交流。 文化意识： 能在教师的引导下，感知体验文化的多样性；有将语言学习与做人做事相结合的意识和行动。 思维品质： 能对获取的语篇信息进行简单的分类和对比，加深对语篇意义的理解；能归纳、提炼、概括语篇的关键信息、主要内容、主题意义和观点。 学习能力： 对英语学习有较浓厚的兴趣和信心；能在学习活动中与他人合作，共同完成学习任务。 【教材分析】 本节课取自鲁教版（2024）六年级上册 Unit6 Touring theworld. Section A 1a-Pronunciation2.本单元内容聚焦课标“人与社会”中的中外名胜古迹相关知识和游览体验主题。 What：本节课语篇内容回应 Section A 的核心问题“What is a tourist spot like?”听力内容为朋友之间讨论旅游景点的风景和特色。对话中 Emma 给 Teng Fei 出示了几张朋友在新西兰的照片，并讨论新西兰满是积雪的山顶、清澈见底的湖水和国鸟几维鸟。 Why:语篇通过展示新西兰的自然美景和特色动物，让学生欣赏美景的同时，感受到异国自然风景和文化魅力。学生在听力的过程中能够抓取关键信息，理解介绍景点的必备要素。 How:本节课语篇是一篇听力对话，通过对话内容给学生提供了描述景点风景和特色的典型句式和描述词，为之后的口语练习和单元项目提供了语言素材和设计思路。 【学情分析】 前在状态 六年级学生已具备基础形容词储备及景观类名词积累，能理解be 动词与助动词的句法位置，可完成简单问答对话。多数学生有旅游体验，对常见景点具备初步的观察与表达能力。 潜在状态 对海外景点的认知较为有限，缺乏从自然风貌、特色物种、文化元素等维度描述景点的系统框架；尚未掌握 "听前预测 、听中抓取 、听后总结" 的听力策略。 发展可能 通过阶梯式问题链引导，形成 "自然风光 — 特色动物 — 文化符号" 的景点描述逻辑；在听力任务中强化策略训练，培养基于关键词预测信息、提取细节的听力技能。 【课时目标】 1. 通过 chant、对 chant 中风景的描述，对主题图的认真解读，以及图片与名称的匹配能够理解新授词汇 mountain ,popular, famous, lake , forest，tourist spot，kiwi 等的意思，并学会运用这些词汇进行描述；通过对主题图的解读以及对图片的对话练习学会并熟练运用目标语言 “What do you see in the picture?”和“What is it like”对景点进行简单的询问和描述。（学习理解） 2. 通过完成听力填空以及听对话回答问题，学会运用关键词预测听力内容以及并写下关键信息的听力技巧；能够捕捉和抓取听力录音中的核心信息并在复杂信息中提取关键细节。（学习理解，应用实践） 3. 通过听后的课堂小活动，根据表格进行描述以及根据图片介绍景点的活动，学习如何描述景点，熟练掌握听力内容，巩固目标语言；通过对图片的描述的练习，能够识别连读规则并在句子中灵活运用。（学习理解，应用实践） 4. 通过帮助《国家地理》完成 Teenagers’ Tour Picture Guidebook 这本书，能够理解识别景点介绍的必备要素包括自然风光，特色动物和文化等；通过观看视频了解几维鸟的特征特性以及新西兰文化特点，感受异国自然景观和文化魅力，培养对文化多样性的理解和尊重。（迁移创新） 【教学重难点】 1.通过描述景点、完成编书任务，实现听力内容向语言输出的转化与目标语言的灵活运用。 2.理解景点介绍的核心要素，将自然风光、特色动物与文化元素系统整合；深入感知新西兰文化内涵，内化对文化多样性的尊重与包容。 【教学过程】 Step1 Warming up (Chant) Chant together and answer the questions: What do you see in the chant? T: Good afternoon, boys and girls. This class, I am your new English teacher. Nice to meet you. T: Before our class, let’s chant together. Are you ready? Do the actions together. Nice to see you. I’m Miss Cong. Listen to me, carefully. Everybody chant with me. I say good, you say morning. Good, morning. Good, morning. I say hello, you say hi. Hello, hi. Hello, hi. I say mountain, you say big. Mountain, big. Mountain, big. I say lake, you say clear. Lake, clear. Lake, clear. I say forest, you say lovely. Forest, lovely. Forest, lovely. I say beach, you say relaxing. Beach, relaxing. Beach, relaxing. I say waterfall, you say beautiful. Waterfall, beautiful. Waterfall, beautiful. T: Well done. What do you see in the chant? Ss: I see a mountain, a lake, a forest, a waterfall and a beach. T: Good memory. Read together. 【设计意图】通过节奏明快的 Chant 激活学生已有词汇（mountain、lake 等），以 “动作 + 语音” 互动调动氛围，渗透 “形容词 + 名词” 搭配意识。Chant 内容紧扣 “景点描 述” 话题，融入新授词汇句型，借韵律营造沉浸式语境，利用学生对节奏的敏感性助其切换英语思维，为后续教学奠定词汇基础，实现环节无缝衔接。 Step2 Leading in 1. Talk about the beautiful views. Talk about the views in the chant. Learn the sentences. T: This girl, please. What do you see in the picture? Good. Everybody, read after me. (板书) A: What do you see in the picture? B: I see a waterfall. Ask and answer the question. One by one. S1: What do you see in the picture? S2：I see a forest. What do you see in the picture? S3: I see… … T: Great job. This boy, please. What is it like? 预设答案：It is beautiful. T: Good answer. Everybody, read after me.(板书) A: What do you see in the picture? B: I see a waterfall. Ask and answer the question. One by one. S1: What is it like? S2: It is clear. What is it like? S3: It is relaxing. … 【设计意图】以 chant 中呈现的图片为载体，通过师生互动问答的形式创设真实语言情境，自然导入目标语言。在情境化互动中完成目标语言的有效输入。随后，采用阶梯式机械练习策略，从模仿跟读、替换操练到句型转换，帮助学生强化语音记忆、熟悉语法结构，实现对目标语言的初步理解与内化。让学生在机械操练中熟悉景点描述的基本框架，实现 “输入 — 模仿 — 输出” 的初步循环。 2. Talk about the theme map. Talk about the picture of Mount Thaishan. Learn some new words. T: This time, let’s watch this picture carefully. What do you see in the picture? 预设答案： A mountain, many trees, stairs, temples and rocks … T：Sharp eyes. What’s the name of this mountain? 预设答案：Mount Taishan. T: You’re knowledgeable. What is Mount Taishan like? 预设答案： Beautiful, big, high… T: Good description. I agree with you. T: Guys, do many people know Mount Taishan? 预设答案：Yes. T: Then we can say Mount Taishan is famous. Read after me. (新授单词: famous) T: Do many people like Mount Taishan? 预设答案：Yes. T: So it is popular. Read after me. (新授单词:popular) Now, we know that Mount Taishan is beautiful. It is a famous and popular tourist spot. Read after me, tourist spot.(新授单词：tourist spot) 【设计意图】以主题图泰山为依托，开展 free talk 活动，引导学生围绕自然景观、文化内涵等维度展开深度探讨。教师通过问题链设计，自然渗透本单元核心主题，通过 “外观描述 —特征归纳 — 新词汇学习（famous, popular, tourist spot）” 的路径，搭建 “自然景观 — 人文评价” 的描述逻辑，为过渡到新西兰景点做思维铺垫，同时渗透 “从已知到未 知” 的认知策略。同时，结合语境教学法，将新授单词融入话题讨论，促进学生在真实语境中理解并记忆新词，为后续语言知识的系统性学习奠定基础。 过渡语：This unit, we will tour the world together to find out what make a place popular with tourists (the big question). Step3 Before-listening 情境创设：To help teenagers choose their admired tourist spot, National Geographic planned a book called Teenagers’ Tour Picture Guidebook. The book includes the pictures and brief introductions of the tourist spots. The National Geographic invites us to join them. Let’s take part in finishing the book. 过渡语： There are so many tourist spots in the world. Where should we begin with? Our friend Emma has a suggestion. (视频内容 Emma :Hello , I’m Emma. My friend sent me some pictures of New Zealand. Why not start with New Zealand?) T：What is Emma’s advice? 预设答案：New Zealand. Read after me. New Zealand. This is the national flag of New Zealand. 【设计意图】创设《国家地理》出版 Teenagers’ Tour Picture Guidebook 真实任务情境，以图文并茂的形式呈现世界旅游景点。通过邀请学生参与编书活动，将听力材料转化为“信息收集” 的实际需求，让学生在目标驱动下主动参与。以Emma 收到的新西兰照片为切入点，结合视频引入新西兰，借助国旗等视觉元素建立国家认知，为听力理解搭建背景框架。 1.1a Match the words with the pictures. T: Here are the pictures from Emma’s friend. Match the words with the pictures. T: Let us check the answers. Do you agree with him? Read the words together. 2. Practice the dialogue T: This girl, please. What do you see in the picture? S1: I see a kiwi bird. T: What is it like? S1: It is cute. T: Good pronunciation. Now guys, practice the dialogue with your partner like this T: Who want to show your dialogue? Good cooperation. Among these pictures, which do you like best? 预设答案：学生发表自己观点。 【设计意图】通过图文匹配预演听力中的关键词（kiwi bird, lake 等），降低听力理解难度；对话操练强化 “提问 — 描述” 句型的实际运用，同时通过 “你最喜欢哪张图片” 的开放性问题激活个性化表达，为听力后的信息输出做准备。 过渡语: Emma and Teng Fei are also talking about the pictures. Step4 While-listening 1. Listen to know about the birds. (1) 1a: Listen to the conversation and complete the following sentences. 1. Emma wants to see kiwi ________. 2. Kiwi birds are ________ and ________. 3. Kiwi birds ________ fly. 4. Kiwi ______ gets its name from kiwi ________ T: Before listening, can you guess what Emma like best? 预设答案：Kiwi birds T: How do you know that? So before listening, we can predict the answers according to the key words. Now let us listen.（听力技巧点拨） 【设计意图】通过填空任务聚焦几维鸟的核心特征，渗透 “听前预测（根据关键词 guess 答案）— 听中抓关键词（size, color, ability）” 的听力策略。 (2) Check the answers and think deeply. T: Who wants to share your answers? (Check the answers one by one) T：You’ve got the answers. Look, this is kiwi fruit. This is a kiwi bird. Why does kiwi fruit get its name from kiwi birds? 预测答案：They look similar. (3) Practice and have a competition. T: Now we know about what kiwi birds are like. Let us read together. This time who want to have a competition? (课堂活动) T：Congratulations. Let’s read the correct answers together. 【设计意图】通过 “猕猴桃命名” 的拓展问题培养逻辑推理能力，希沃互动游戏检验学生对几维鸟特征的掌握，兼顾知识巩固与课堂氛围营造，实现学与练的高效结合达到知识检测与情感激发的双重目标。 过渡语： Now we add the special animal – kiwi birds to the first page (4) Introduce the birds according to the chart. Can you describe the birds according to the chat? First, let’s do it together. The kiwi birds are small. They are brown. They can’t fly. Kiwi fruit gets its name from kiwi birds. T: Practice by yourself. And you can choose A or B to describe the birds T: Now we know that kiwi birds are strange. Are there other strange features? Watch the video and find them 预设答案： They have strange noses. They have whiskers. They have big eggs. They are national birds of New Zealand. 【设计意图】1.运用分层教学策略，以表格梳理形式引导学生系统复习几维鸟特征。通过 A、B 层差异化任务设计，培养高阶思维，实现精准化学习指导。 2.通过问题链引导学生深度探究几维鸟的拓展特征。将视听学习与任务驱动结合，促进语言输入输出，拓宽知识维度。最终通过一系列活动完成 Teenagers’Tour Picture Guidebook 的第一页。 过渡语：Now we know about the special animal in New Zealand. What about the other pictures? They are all about the natural views of New Zealand. What are the natural views like in New Zealand? 2. Listen for the natural views (1) 1c: Listen to the conversation again and answer the questions. T: Listen to the conversation again and answer the questions. Let us read the questions together. Before listening, find out the key words of each question. 预设答案：New Zealand, the mountain, lake water, the forest, want to go to. T: Now, begin to listen. T: Who want to share your answers? （Students share their answers one by one.） 预设答案：第二题答案较长而且和其他答案的句型不同，学生又可能有困难，所以设计了打点，再听一遍，然后引导学生说出关键词，逐步完整答案。 T: We have caught all the answers. When you were listening, I found some students wrote down answers quickly. Look, this is his paper. Do you know why he can get the answers so quickly? Yes. He only wrote down the key words. This is a good way to study.（以一名同学为榜 样，让学生自己发现听力技巧。） So before listening, identify key words in the questions. While listening, take notes of key words and phrases.(听力技巧点拨) 【设计意图】听力前：指导学生读题圈画关键词，巩固信息预测技巧，强化题干敏感度，搭建听力理解框架。听力后：展示优秀听力记录范例，引导学生对比分析，自主领悟 “记录关键词” 提升听力效率的方法，实现技巧点拨与策略内化。此过程不仅完成第二个听力技巧的自然点拨，更借助元认知反思，帮助学生内化听力策略，逐步形成自主听力学习能力 。 (2) Read, listen and repeat. Notice how the words link together.(单词连读学习） T: The answers are all about the natural views in New Zealand. Let’s read together. T: I think you can pronounce better. Read the sentences aloud and find out the linking in the sentences. T: This boy, come here to find out the linking. Is he right? Let’s listen and check. Good job. But when can the words link together? Look at the sentences carefully and think about when they can link. You can look for the common points. 预设答案：辅音加元音。 T：Good thinking. When the word in front ends with a consonant and the following word starts with a vowel, we can link them together. Read after me. Listen and repeat.(教师带领学生拼读，跟录音读，练 习连读发音。) T: Look , this sentence is different from the others.“water”ends with a vowel. Why can “water” and “is” link together? 预设答案：It ends with “r”. T：You know a lot. When a word ends with 'r' or’re’ and the following word starts with a vowel, we add a linking 'r' in pronunciation. Conclusion: There are two kinds of linking here. （2）Practice more: Read and find out the linking in the sentences. （探索连读条件：在一个意群中） Look at these pictures of New Zealand. The fruit gets its name from the bird. Does your friend live in New Zealand? T: listen and check your answers. Why do we not link “pictures”with“of”? If the two words link together, they should be in the same word group. But between “pictures” and “of”, there is a stop. So we can’t link them together. T: Practice reading the sentences and notice the linking. Then we will have a test. (3) Practice and have a test. Now you can read the sentences and the program will mark your pronunciation. Who want to have a try? 【设计意图】1.通过多轮听力任务（回答问题 — 抓取关键词— 分析连读），逐步深入新西兰自然景观的描述，强化 “关键词定位” 策略； 2.连读规则的归纳与操练结合具体句子，实现语音知识与语境的融合。以听力文本中的自然风景描述句为语料，开展连读专项练习。通过视听对比、句子拆分等方式，引导学生自主观察并归纳连读规则，将隐性语音知识显性化，培养语音感知与分析能力。 3.设计递进式练习任务，结合语境分析与句子重构活动，帮助学生发现 “同一意群内” 这一连读核心条件，深化对语音规则的理解，促进知识迁移应用。 4.借助 Deep seek 研发的连读练习评分系统，对学生朗读进行语音测评。通过量化评分与可视化反馈，实现教学效果的科学评估，助力学生针对性改进发音问题。 3. Talk about the culture in New Zealand. T: Good pronunciation. Now let’s finish the second part of Page 1. Can you describe the natural views in New Zealand? T: You notice the linking. Better pronunciation. What do you think of New Zealand? 预设答案：It is beautiful. T: But we haven’t finished it. When we talk about a country, don’t forget about the culture. Let’s watch a video and answer the question. T：Have you got the answers? Read after me. 预设答案：Maori culture; Maori hongi; the Haka war dance T: People in New Zealand are proud of Maori culture. In Maori culture, Maori hongi and the Haka war dance are important. T: Look at the two pictures. Which picture shows Maori hongi? T: Yes. People press the noses and forehead together T: What actions do people do in the Haka war dance? 预设答案： stamp feet, stick out the tongue, pat body and chant loudly. T: Now stand up and do the actions together. Good performance. How do you feel? Yes, the dance shows strength, pride and courage. T: How interesting the culture in New Zealand is! 【设计意图】通过视频拓展文化维度，将 “自然景观 — 特色动物 — 文化符号” 整合为完整的国家认知框架；动作模仿（Haka 舞）增强文化体验的直观性，培养跨文化理解能力，同时呼应单元 “人与社会” 主题，落实情感目标。 4. Conclusion 过渡语： Everybody, congratulations! We have finished the first page of the guidebook. What about the second page and so on? Step5 After-Listening T: For the first page, we got some pictures from Emma. These for students also got some pictures from their friends. Choose one of the students and help him/her to finish the page. Each group sends one student to choose for you T: Have you got the pictures? Now you can do your dialogue like this. Then you will show your group work. And your introduction should include at least these three parts. We will evaluate your group work according to the chart. T: Which group wants to show your page? What do you think of their work? (学生互评) 【设计意图】通过视频拓展文化维度，将 “自然景观 — 特色动物 — 文化符号” 整合为完整的国家认知框架；动作模仿 【设计意图】通过真实任务（完成旅游指南其他页面）实现“输入 — 内化 — 输出” 的迁移应用，要求包含 “自然景观— 特色动物 — 文化元素”，检验学生对景点描述框架的掌握；小组合作与互评机制培养沟通能力与批判性思维，开放式作业（制作视频）满足不同层次学生的发展需求。学生通过小组活动自主动手参与，深刻感受世界的自然美景以及文化的多样性。 T：This class, we finish some pages of the guidebook. Why not continue after class. Here is your homework. 【作业设计】 Must do: Choose one of the tourist spots you have been to make a new page. If you can: Make a video to introduce your new page 【设计意图】板书分为两部分：左边部分为本节课目标语言，右边部分是本节课总结的介绍一个景点所需要素。同时这两部分也是最后的小组活动中评价量表最重要的两部分。 学科网（北京）股份有限公司 $