Unit 6 Touring the world Section B 1a-1d 教学设计 2025-2026学年鲁教版五四制六年级英语上册

该初中英语教学设计聚焦泰山多维度介绍，涵盖地理位置、文化地位及景观特色，通过图片闪现游戏复习旧知，AI吉祥物Gangan和Dangdang引入主题，搭建“地理位置—文化地位—景观特色—游客体验”逻辑框架与思维导图支架。 此资料亮点在于多学科融合与任务驱动，结合地理知识明确泰山位置，借语文描述感知景观魅力，闯关游戏与旅游小使者任务提升语言能力，对比泰山与威海美景迁移“be famous for”句式，增强文化意识，小组合作介绍景点培养思维品质，助力学生文化认同与教师高效教学。

Unit 6 Touring the world Section B 1a-1d 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 the world. Section B 1a-1d.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：文章为说明文，围绕泰山展开，回应”What is a tourist spot like?”，并探索”Why is a tourist spot famous?”核心问题。介绍泰山所处位置、在中国五岳中的地位；阐述其因美妙景观等常规自然元素，以及太阳升落时天空变橙、云朵呈粉红外的色彩变化等特殊景致，还提及山顶是赏景佳处，每年大量游客为赏景攀登泰山。 How:通过阅读该语篇，融合语文（文化景观描述）、地理（山脉位置等）学科知识 ，引导学生了解泰山基本信息 ，感知其作为旅游景点的自然景观魅力与五岳之一的文化底蕴。同时，让学生掌握 “be famous for...”“When...,...turns...”等简单英语句式， 以及 “springs”“wonderful” 等描述旅游景点特色的词汇 ，便于后续表达中提炼结构、搭建语言支架,传播中国地理与文化知识，增强对本土文化的认知与认同感 。 Why: 文章从泰山自然地理位置、文化地位切入，再到具体自然景观，结构分明、条理清晰 。运用“be famous for”体现泰山闻名原因，用“wonderful” 等词汇渲染景观特色，呈现泰山从静态地理人文属性到动态、多样景观的特点 ，使读者感受自然与文化融合之美，思考自然景观、游客、文化传承间关系，深化对自然奇观和本土文化的认知。 【学情分析】 前在状态 学生在知识储备上，经过英语学习积累，具备一定基础词汇量，对常见事物的英文表达有认知，能理解简单英语句子结构，完成基础问答交流。且结合生活经验，多数学生有游览经历，对像泰山这类景点有直观感受，利于理解文本中景观描述内容 。 潜在状态 在知识运用与技能方面，缺乏系统描述旅游景点的框架，难以从地理位置、景观特色（自然景观、特殊天象等）、文化地位等多维度去剖析和表达；对于通过阅读语篇，融合多学科知识（如地理、语文文化知识）理解文本内涵的能力有待提升，尚未形成成熟的阅读策略，在抓取关键信息、关联学科知识解读文本上存在不足 。 发展可能 借助文本学习，通过教师设计的问题引导，构建“地理位置—文化地位—景观特色—游客体验”的景点描述逻辑，丰富英语表达维度；在阅读过程中，强化“读前预判—读中提取—读后整合”策略训练，提升抓取关键信息和关联学科知识理解文本价值的能力，增强文化认同感与英语阅读素养。 【教学目标】 1.通过泰山闯关探险游戏与文本阅读活动，以略读、细读为策略形式，学生掌握文章大意提取及泰山地理位置、文化地位等基础信息梳理的方法，绘制结构化信息图，培养信息筛选与逻辑分析能力，夯实语言知识理解基础，培养在语言中获取信息与处理信息的能力。（学习理解） 2.借助阅读任务驱动和问题链引导的形式，学生深入解构文本中泰山自然景观与奇观描述，掌握细节阅读与文本分析技巧，完善对泰山景点文化内涵的认知，培养文化鉴赏能力，增强对中华优秀传统文化的认同感，提升文化意识。（学习理解） 3.依托泰山思维导图框架，以旅行小使者完成《国家地理》青少年杂志中景点介绍任务为实践形式, 学生掌握“Things to know—Things to see—Things to do”的结构化表达范式，在泰山旅游小使者推荐泰山的真实情境中提升语言表达的准确性与流畅性，促进语言知识向语言运用能力转化，培养学生的语用能力。（学习理解、应用实践） 4.通过视频赏析与深度思辨活动,学生掌握本土景点介绍的语言策略与文化表达要点，提升信息整合与批判性思维能力，形成客观包容的文化态度，实现文化意识与思维品质协同发展，培养批判性思维能力。（应用实践） 5.通过手绘艺术创作与 AI 技术应用，以跨媒介形式介绍祖国其他自然遗产为创新形式，掌握景点介绍方法的迁移应用技巧，在传承弘扬中华优秀传统文化过程中，培养文化创新能力与数字素养，深化民族文化认同感与自豪感。（应用实践、迁移创新） 【教学重难点】 教学重点：了解泰山的基本信息、景观特色，学会用“be famous for...” “When...,...turns...” 等句式及相关词汇描述泰山景点特色，开展跨文化交际活动。 教学难点：感知泰山作为五岳之一所承载的文化底蕴，将地理知识与英语阅读文本融合理解，准确用英语表达泰山文化与自然融合之美。 【教学过程】 Step1 Warming-up 1.Play picture flashing game. T: Good morning, boys and girls. Nice to meet you. In the last classes, we have learned many famous tourist spots and interesting things. Do you still remember them? What’s it like? Now, let’s look at the pictures, stand up and say it S1: Daming lake. The water is clean and beautiful. S2: Mount Huangshan. It is huge and high. S3: Kiwi bird. It’s small and cute. S4: Panda. It’s black and white. S5: West Lake. It’s very famous and the water is beautiful. 【设计意图】课前通过图片闪现活动，出示本单元学过的景点和 部分动物名称，学生回答 What’s it like? 进而复习本单元单词 和目标句型。学生动起来，课堂气氛活跃，调动了学生的积极性， 在轻松的氛围下进入本节课。 Step2 Leading- in T: Class, we have finished the first part of the guidebook—What is a tourist spot like? Let’s come to the next part—Why is a tourist spot famous? and share your favorite tourist spots. Where will we go? Now there are two little travel ambassadors Gangan and Dangdang. They will introduce a new place to you. Can you guess? Yes, it’s Mount Taishan. They have something to tell you. Let’s have a look. 【设计意图】 1.通过引导学生回顾 Teenagers’ Tour Picture Guidebook 上一章节 内容 What is a tourist spot like?, 自然过渡到本节课主题 Why is a tourist spot famous?，激活学生已有知识储备，建立新旧知识间的联系, 营造开放活跃的课堂氛围。 2.通过即梦 AI 创建吉祥物 Gangan 和 Dangdang 并生成配音，引入泰山旅游小使者 Gangan 和 Dangdang 作为向导，创设悬念情境，引发学生好奇心与探究欲，为后续泰山主题的学习进行铺垫，有效提升课堂导入的趣味性与实效性,达成教学目标 1。 Step3 Fast-reading T: There are four challenges here. Let’s come to challenge 1. There are two parts in the passage. Read the passage quickly and match the parts with the key information. 【设计意图】 1.以“泰山闯关探险游戏”为主线任务，在 Gangan 和 Dangdang的带领下，通过完成闯关游戏挑战 1 中的匹配段落与关键信息的任务，引导学生运用略读策略，快速抓取文章大意，梳理文本结构。 2.培养学生筛选、整合信息的能力，帮助学生建立对文本的整体认知框架，培养学生信息获取与逻辑分析能力，为深度解读文本奠定坚实基础，达成教学目标 2。 Step4 Careful-reading Part1 Know Mount Taishan. 1. T: Please read part1 and answer the two questions. (1) Where is Mount Taishan? (2) What’s the importance of Mount Taishan? Students have a fast reading and answer the questions. T: Who can answer the question. Where is Mount Taishan? S1: It’s in Shandong Province. T: Class, how many provinces are there in China? S2: There are 23 provinces in China.(预设) 2. T：As Shandong people, we know Mount Taishan is important. What’s the importance of it? S3: It’s one of the Five Great Mountains in China. T: Class, do you know the meaning of “one of”? It means “a part of sth.” or “a member of sth”. Look at the picture, there are many tourist spots in Weihai. Can you make a sentence by using”one of”? S4：I think Haiyuan park is one of tourist spots in Weihai. S5：I think Mountain Maotou is one of tourist spots in Weihai. The teacher pastes the mind map “Things to know” on the blackboard. 3. T: Class, Mount Taishan is one of the Five Great Mountains. What are the Five Great Mountains? Can you speak them in English? For example, Taishan is called Mount Taishan. S1: I can have a try. Mount Taishan in Shandong Province. Mount Hengshan (Nanyue) in Hunan Province. Mount Hua in Shaanxi Province. Mount Hengshan (Beiyue) in Shanxi Province. Mount Song in Henan Province. T: You are knowledgeable. Of Five Great Mountains, what’s the status(地位)of Mount Taishan? You can say it in English or Chinese. S1：五岳之首。 T: Yes, it is the First of the Five Great Mount Taishan(五岳之首) in China. As Shandong people , what do you think of it? S2: I’m proud of it. I think it is great. (预设) T: Why is it so important? S3: Because it’s huge and beautiful. （预设） S4: Maybe it has a long history in China. (预设) T: Well done. It is beautiful and huge. It has a long history. And it’s also important in history. It’s the only sacred( 神圣的 ) mountain where emperors (皇帝) performed the Fengshan ceremonies. And Mount Taishan is also full of special views. What are the special views? Let’s come to Challenge3 and enjoy the views. 【文化拓展】教师提问 Why is Mount Taishan the First of the Five Great Moun Taishan in China? 从历史文化上看，它是古代帝王封禅祭祀之地，被视为沟通天地的神圣场所，承载着 “天人合一” 的观念；众多文人墨客在此留下大量诗词、碑刻，增添了深厚的文化底蕴。在自然方面，泰山山势雄伟磅礴，以拔地通天之势雄峙于齐鲁大地，泰山美景给人最为震撼的视觉感受。 【活动预设】 1.学生回答 Where is Mount Taishan?教师追问学生 How many provinces are there in China? 学生回答，教师引导纠正。 2.学生用 one of 造句介绍威海景点，不同景点多种形式回答。 【设计意图】 1.本环节基于英语学习活动观，以问题链驱动深度阅读，在 Gangan和 Dangdang 带领回答泰山位置和文化地位，学习抓取文章大意的阅读策略，培养信息筛选与逻辑分析能力。 2. 借助“one of”句式拓展与五岳知识互动，绘制泰山基础信息图 Things to know，完成暗线任务初识泰山（Know Mount Taishan），实现语言知识迁移与跨文化意识渗透。 3. 结合文化拓展，挖掘泰山为“五岳之首”的历史文化与自然价值，深化学生对中华传统文化的理解，促进学生文化意识与思维品质协同发展。 Part2 Enjoy Mount Taishan. 1. Enjoy Mount Taishan——Things to see——wonderful views （1）T: Class, we know that Mount Taishan is important in China and it’s also full of special views. What are the special views? Let’s come to Challenge3 and enjoy the views. （2）Read part 2 and answer the two questions. 1)Why is Mount Taishan famous for? Choose the correct pictures. 2) If you want to enjoy the wonderful views of Mount Taishan, where will you go? （3）T: Class, can you tell me what Mount Taishan is famous for? You can come here and choose the correct answers. Students come to the stage and circle ABDHF. T: Why do you choose ABDH? S1: Because Mount Taishan is famous for its wonderful views: springs, trees, birds, and flowers. T: Why do you choose F not E? S1: Because when the sun rises or sets, the sky over the mountain turns orange, and the clouds turn pink and red. T: Yes, I agree with you. Class, look at the picture. What color is the sky and clouds in picture F? S2: Blue and white. T: What color is the sky and clouds in picture F? S3: Orange and red. T: Let’s look at the two pictures. They show the meaning of turn. So the sky over the mountain turns orange, and the clouds turn pink and red. T: Why do they turn orange, pink or red? S4: Because the sun rises and sets. T：Read after me, rise, rise, rise. When does the sun rise? Ss: In the morning. T: When does the sun set? Ss: In the evening. T: Good job. They are two of four wonders of Mount Taishan. Mount Taishan is also famous for the Clouds Sea Jade Plate and Golden Belt of the Yellow River. (4)T: Class, Mount Taishan has many beautiful views. So does our hometown——Weihai. Think about what Weihai is famous for and what the views are in Weihai. S1: Weihai is famous for its wonderful views: sea, sky and beaches. The sky over the sea turns orange, and the clouds turn pink and red. (5)T: Both Mount Taishan and Weihai have beautiful views. These are the things to see on Mount Taishan. Now, please work in pairs to introduce Mount Taishan and its beautiful views. The teacher pastes “wonderful views” on the blackboard. 【设计意图】 1．通过以闯关游戏挑战 3 为载体，依托精心设计的阅读任务与递进式问题链，学生深度解构文本，系统梳理泰山自然景观与四大奇观相关信息，绘制 “Things to see” 基础信息图，强化学生的细节与信息整合能力，帮助学生构建完整的泰山景观知识体系。 2.通过对比泰山与家乡威海的美景，引导学生在真实语境中感知自然景观的独特魅力，激发对本土文化的热爱，培养学生文化感知与语言迁移能力。 3.设置双人合作介绍泰山美景的任务，促使学生将所学语言知识迁移运用到实际表达中，提升语言运用的准确性与流畅性，实现文化意识与语言能力的协同发展。 2. Enjoy Mount Taishan——Things to see——wonderful place (1)T: Class, you’ve done a good job. Do you want to enjoy the views of Mount Taishan. Please choose the best place to enjoy them. S1: I choose A. T: Why do you choose A? S1: Because the top of the mountain is a wonderful place to enjoy the views. T: Why is the top of the mountain a wonderful place? S2: Because the top of the mountain is like a picture book. S3: Because when I stand high, I can see many beautiful views. So, it’s a wonderful place. The teacher pastes “wonderful places” on the blackboard. (2)T: I agree with you. Climb high and you will see far! Let’s enjoy the VR views at the top of the mountain. How do you feel about this? S1: I feel happy. (预设) S2：I feel proud. (预设) S3：I feel strong. (预设) T：You have the same feeling as Dufu. Let’s enjoy the poem. (The teacher plays the video of Dufu in class.) Do you know the poem in Chinese? T: Good job. We know the top of Mountain is a wonderful place to enjoy the views. If you go there, what can people can do on Mount Taishan.? Let’s come to challenge 4. Students read the passage and answer the question. S1: They can climb the mountain. （预设） S1: They can enjoy the views. （预设） （3）T: I agree with you. What else can people do on Mount Taishan? S1: People can learn about the history. (预设) S2: People can learn something about art and poems. (预设) S1: People can know about the culture. (预设) T: Wonderful ideas. I prepare a video for you. Let’s take notes while watching the video. They are the things we can do on Mount Taishan. The teacher pastes “Things to do” on the blackboard. 3.Share Mount Taishan. T: Class, could you think about why Mount Taishan is famous according to the mind-map？ Students can have a try and try to say something about Mount Taishan. T: Let’s try to practice the passage according to the mind-map. Please dub the video to introduce Mount Taishan. I’ll give you 3 minutes. Students dub the video and add some information about Mount Taishan. 【设计意图】 1.通过“famous for” “wonderful views” “turn orange/pink” 等核心短语，结合图片辨析（如对比 F 图与 E 图）和情境问答（Why do they turn orange?），使学生在视觉与语义关联中掌握描述自然景观的词汇体系。 2.通过“四大奇观”的引入，将自然景观与文化符号隐性结合，将多维度知识进行整合，培养学生思辨能力。. 3.以威海为切入点，引导学生将 “be famous for + 景观” 的句型迁移到本土语境，实现“泰山→家乡”的文化联结，将本土文化进行迁移应用。 4.学生上台圈选答案、旅游小使者介绍威海等活动，将“输入→处理→输出”的语言学习闭环与“Share Mount Taishan”的暗线任务目标直接关联，强化学生交际性语言运用能力。 Step5 Group work 1. T: Thank you for your sharing. Now let’s look at Teenagers’ Tour Picture Guidebook. It’s time to share your favorite spots. Please work in group of 4 and choose your favorite tourist spot. Student 1 talks about the location and status of it. Student 2 talks about the beautiful views of it. Student 3 talks about the things people can do. Student 4 can find one piece of famous Chinese poetry. I have two ipads. If you have any questions, you can search for the information on the ipad. 4. T: When students show them, listen to them carefully and evaluate them according to the chart. 5. T: Class，all these beautiful tourist spots make our country become more and more beautiful. As this couplet writes, 襟怀漫卷山河气，同绘清平天地间.Travel isn't just about visiting new places. It's about getting stories to share. Let’s work together to make the world beautiful. 【设计意图】 1.通过四人小组分工，将景点介绍拆解为“地理信息、视觉描述、行为动词、文化引用” 四大语言模块，对应“Things to know/see/do”的结构化思维导图。 2.组讨论时需筛选景点信息，培养信息分类能力；评价环节依据图表打分，判断内容准确性，锻炼学生逻辑思维能力。 3.以《国家地理》杂志为载体，将课堂任务模拟为“分享最喜欢的旅游景点”，要求学生用英语完成景点介绍，培养学生的语言运用能力。 【作业设计】 You must do: Introduce more tourist spots to your family and friends and write a report. If you can: Dub your works and make a vlog to spread the culture of China. 【板书设计】 学科网（北京）股份有限公司 $