Unit6 Touring the world Reading Plus 群文阅读教学设计-2025-2026学年鲁教版五四制六年级上册

该初中英语教学设计聚焦河流自然特征与人文历史，通过chant复习景点、旅行博主情境激活前知，过渡到TikTok等平台分享，以图片视频为支架，从教师领读到小组合作再到自主阅读，构建知识脉络。 特色为跨学科融合地理历史，多模态辅助理解，任务驱动（文创制作）培养文化意识与思维品质，如对比自然河与人工河感知文化多样性，提升学生语言表达与跨文化交际能力，为教师提供群文阅读实操模式。

Unit6 Touring the world Reading Plus 群文阅读教学设计 【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. Reading Plus 部分.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：Reading Plus 部分的两篇语篇，以说明文的文体介绍了四条河流，回应本单元核心问题“What is a tourist spot like?”。第一篇 The World’s longest rivers, 介绍了黄河，尼罗河和亚马逊河三条世界上最长的自然河，主要介绍河流基本信息（长度，注入水域及文化）；第二篇 The Grand Canal—A Marvel of China,主要介绍了中国的大运河的自然地理特征，重要性及文化底蕴。 Why:通过阅读与河流有关的语篇，与地理、历史学科相结合，引导学生了解世界长河及大运河的基本信息，感知不同文化背景下河流的独特魅力及文化底蕴。同时学会用简单的句式（如 how long/run to 等）描述河流。 How: 本节课从自然河过渡到人工河，从自然美过渡到大运河所呈现的人文美。通过对比不同河流，思考河流与人类、生态的关系，增强自然与文化的认知，同时增强民族文化认同感。 【学情分析】 前在状态 六年级学生有了一定的知识储备，关于景观的名词也有涉猎。有了前几课时的学习，学生能够对景点进行简单描述，能够进行对话练习和小组合作练习。同时很多同学都跟随父母出去旅游过，对于很多景点有了用自己的看法。 潜在状态 本节课涉及的河流地理知识，初一年级还没有学过，加之生词较多，所以学生理解起来较为困难；本节课涉及到的黄河，学生都很熟悉，但是另外三条河尼罗河、亚马逊河和大运河则知道的较少，缺少知识储备。 发展可能 通过情境创设，图片、视频等多模态资料的辅助，加之有效的引领，引导学生理解并学会简单描述河流自然特征及文化底蕴，同时感知不同文化背景下河流的独特魅力，增强民族文化认同感。 【教学目标】 1.通过观察图片进行信息匹配，通过观察不同的河流流向图，读取河流信息等读图活动，引导学生在阅读中学会关注图片信息，提高学生的读图识图能力；通过快速阅读活动，引导学生学会利用核心词汇及排除法获取信息的阅读策略。（学习理解） 2.通过教师领读黄河，梳理河流介绍要点，引出 travel with views and travel with culture 的学习主线；通过阅读圈小组合作共读尼罗河、亚马逊河，及 自主阅读大运河等阅读形式，学生学会根据河流介绍要点（如 how long, run to 等），用英语简单介绍河流的自然特征和人文历史特征，探究景点背后的文化故事与历史渊源，感知不同文化背景下河流的独特魅力。（学习理解，应用实践） 3.通过阅读文本、观看视频、图片信息对比，河流地图等多模态阅读，与地理、历史学科相结合，引导学生了解黄河、尼罗河、亚马逊河及大运河的的自然特征及人文历史特征；通过小组合作，制作河流文创产品，学生能够对河流景观及文化有更深层次的认知，并能主动推介，进行跨文化交流，培养对多元文化的尊重与包容态度，同时增强本土文化自信。 （迁移创新） 4.通过交流讨论，引导学生文明旅行 travel with manners，同时呼吁学生节约用水，保护河流等自然资源，树立文化遗产和自然景观保护意识，认识到个人行为对文化传承与环境保护的责任。（迁移创新） 【教学重难点】 教学重点：了解河流的自然特征和人文历史特征，学会用河流介绍要素（长度，注入水域，重要性，文化等）描述河流，进行跨文化交际。 教学难点：河流隐藏文化的感知，及与河流有关的地理知识。 【教学过程】 Step1. Warm-up and lead -in 1. Let’s Chant T: In this unit, we have learned about many tourist sports. Let’s chant about them 【设计意图】通过朗朗上口，极具韵律感的 chant,一方面活跃课堂氛围，调动学生课堂积极性，为本节课做好准备；另一方面，通过 chant 的内容，复习本单元学过的景点及对景点的描述，激活学生知识储备。 2. Situation Creation T: In the last classes, we have finished the first two parts of the Teenager’s Tour Picture Guidebook for the National Geographic magazine. This class the National Geographic magazine also wants some travel bloggers to help promote the tourist spots and finished the next part of the book. 【设计意图】承接本单元《国家地理杂志》青少年旅行图画手册的大情境，同时引入本节课小情境，国家地理杂志需要旅行博主帮忙推介旅行景点，同时在完成前两部分“观光游”“深度游”的基础上，本节课完成青少年旅行图画手册“体验游”的部分。 3. Travel blogger T: First, let’s go to New Zealand. Who wants to be the travel blogger there? S: 根据新西兰的图片，以旅游博主的身份介绍新西兰。 T：We can’t wait to go there. Thank you for your sharing, travel blogger. Now, let’s go back to China to this province. Look, Which province is it? Who wants to be the travel blogger in Tai’an Shandong province? S: 根据泰山的图片，以旅游博主的身份介绍泰山。 【设计意图】一是引入旅行博主的情境，二是以旅游博主的口吻，通过图 片和文字提示，推介听说课和阅读课学过的旅游景点，进行重点回顾。从 Chant 对旅游景点的简单回顾到旅行博主的深入推介，层层递进，将本单元 的课本中出现的景点进行一一回顾，同时有着重点的回顾新西兰和泰山， 激活知识储备。 4. Share on the Internet (过渡） T: Look, we have learned about so many tourist spots, but how can we share them? S: 微信，QQ，微博，抖音...(预设） T: To make more people all around the world to know about them, maybe the two apps can help us. Look, what are they? S: TikTok , rednote T: The two Chinese apps are very popular all around the world. As a Chinese, I'm so proud of them. Do you often use them? 【设计意图】两款中国的 apps，小红书和抖音，在世界范围内都很受欢迎，成为各个国家的人的交流平台， 旅行博主通过这两款 apps 向全世界进行景点推介，一是提高学生的文化认同感，二是引出下面 TengFei’s travel log. Step2. Fast Reading Read and Match （Meet the rivers） T: Look, this is Teng Fei's travel log. He shared a picture of a river, and the net friends applied to him with another two rivers. But unfortunately, the words are gone. So, could you please help to find the names? Please read the sentences and the pictures carefully and match. 【师生活动】找一名同学到黑板进行匹配，剩余学生在导学案上完成，订正答案，教师追问：Why did you match like this? 并呈现阅读策略。 Reading skills: Exclusive method (排除法）It can help us find the right answer 【设计意图】通过 Teng Fei 在抖音上分享的河流照片及网友回复的另外两 条河流，引出要学习的三条世界长河，通过河流与名字匹配，引导学生通 过读图获取有效信息，并匹配河流介绍中的关键词。同时，引导学生学会 利用排除法完成阅读任务。 2.Know the rivers 【师生活动】就课件中呈现的河流名字及已有信息进行讲解，领读新单词, 感知最高级，扫除阅读障碍。 T: Now, let’s have a look at the three rivers. First, Nile River. It’s the longest river in the world. Do you know “long”. Longest means in terms of the length, it is the No.1 in the world. So, what’s the meaning of longest? Ss: 最长 T: Bingo! Look at the three pens, which one is the longest? Ss: the white one. T: You got it! How about the Yellow River? It’s the second longest river in China. What’s the meaning of second longest? Ss:第二长 T：Yes. Look at the three pens. Which is the second longest one? Ss: the yellow one. T: Yellow River is the second longest river in China. Which river is the longest river in China? Ss:长江 T：Yes, the Yangtze River. How about next river Amazon river. What is it like? Ss: It’s the second longest river in the world. T: All right. And tropical rainforest is along the river. Can you guess the meaning of the rainforest? “rain and forest” Ss: 雨林 T: Yes, from the word we know that there is a lot of rain in the forest. So, is the rainforest dry or wet? Ss: wet T; And tropical means it is very hot. Look at the two pictures, which one shows the tropical rainforest? Ss: Picture B. T: Is there tropical rainforest in Weihai? Ss: No, there isn’t. 【关于感知最高级的评价问题】 Q1. Look at the three pens, which one is the longest one/the second longest one? Q2. Which river is the longest river in China? 【关于是否理解 tropical rainforest 的评价问题】 Q1. So, is the rainforest dry or wet? Q2 .Look at the two pictures, which one shows the tropical rainforest? Q3. Is there tropical rainforest in Weihai? 【设计意图】 通过对河流已给信息的讲解，领读，讲解新词，初步扫除阅读障碍。 在引导学生感知最高级时，利用三只不同长度的笔及追问 Which river is the longest river in China?来评价学生是否听懂了“最长，第二长”等信息；在讲解 tropical rainforest 时，通过追问 “Is the rainforest dry or wet?”“Look at the two pictures, which one shows the tropical rainforest?”“Is there tropical rainforest in Weihai?”等问题评价学生是否对 rainforest 有正确的理解。 Step3. Carefully Reading——Explore the rivers ( Travel with Culture) the Yellow River 1.Read and Fill T: Now, let’s travel to the Yellow River and know more about it. Read the first paragraph and answer the question: Q1. What is the Yellow River like? Q2. What’s the importance of the Yellow River? 追问： Q1. Why is the water yellow? Q2. Why is it the “Mother River” of Chinese people? Q3. What do you think of the Yellow River? 拓展： Q1. Where is Bohai sea? Q2.Besides Qinghai and Shandong provinces, what other provinces does the Yellow River run through? Q3. Does the Yellow River runs through Weihai? Where is Weihai? Who can show us? Q4. Look at the shape of the Yellow River, what does it look like? Q5. What other poems and stories do you know about the Yellow River? Q6. Why are there so many poems and stories about it? 【师生活动】教师领读，完成黄河打卡卡片的填写，师生订正答案中，通过追问，讲解与黄河有关的知识点及文化。 2. Check the answers T: What is the Yellow River like? Ss: T: How long is the Yellow River? S:5，464kilometers. 教师领读数字。 T:Where does the Yellow River run to? Ss:渤海 T: Where is Bohai sea? Ss:.. T：Look, this is Bohai Sea, it's near Shandong province, and the Yellow River runs from Qinghai province to Shandong province to the Bohai Sea. Besides the two provinces, what other provinces does the Yellow River run through? Ss:四川，甘肃... T: Does the Yellow River run through Sichuan province? (预设：学生如果听不懂 what other provinces does the Yellow River run through? ） T：The Yellow River runs through 9 provinces to the Bohai Sea. So, what do you think of it? Ss: It’s very long./It’s great/the second longest river in Chia T: Does the Yellow River runs through Weihai? Where is Weihai? Who can show us? Ss: T: Exactly! From the map, we know that the Yellow River doesn't run through Weihai. It runs through Dongying in Shandong province to the Bohai Sea. T: Look at the shape of the Yellow River, what does it look like? Ss: a yellow dragon T: Why is the water yellow? Ss: T: Let’s watch a video and answer the question. Ss: 来自黄土高原的泥沙 T: Yes, because of the yellow salt from the Loess Plateau T: What’s the importance of the Yellow River? Ss: the Mother River T:Why is it the “Mother River” of Chinese people? Ss:给我们提供水（预设） T: Who is our mother? The mother means a person who gives birth to us. So Which river gives birth to Chinese people? Ss: the Yellow River. T: Let’s watch a video, and know more about it. T: So, Why is it the mother river? Ss:哺育了人们 T：Yes, it nurtures Chinese people . Why does it say so? Ss: Because it brings water to people. T：Did you see the poem in the video? Ss: 君不见黄河之水天上来，奔流到海不复回。 T：Which one do you like better, the English one or the Chinese one? Why? Ss: the Chinese one. 更有力量/气势/壮观 T： Agree with you. Now let’s read the poem again with the power, ok? Ss:君不见黄河之水天上来，奔流到海不复回。 T: What other poems do you know about the Yellow River? Ss: 黄河远上白云间，一片孤城万仞山。 Ss：大漠孤烟直，长河落日圆 Ss：白日依山尽，黄河入海流。 T：“入海流” Which sea does it run to? （评价学生本节课关于黄河入海口问题是否掌握） Ss: Bohai sea T: Good learners. Do you know the stories about it? Ss: 大禹治水 T：It’s very famous. Why are there so many poems and stories about it? Ss: Because it is very important. It’s the Mother River. T：You are right. So class, when we travel, besides traveling with views, we also need to travel with culture 【设计意图】通过教师领读，与学生一起完成黄河的旅游打卡任务，一是梳理河流介绍的框架，为接下来的阅读圈做准备；二是通过追问“Why is the water yellow? ” “Why is it the “mother river” of Chinese people’ 及拓展问题 ”Besides Qinghai and Shandong provinces, what other provinces does the Yellow River run through? “ “Does the Yellow River runs through Weihai? Where is Weihai? ” “Why are there so many poems and stories about the Yellow River?”等问题，与地理学科相结合，丰富黄河的河流元素及常识知识，拓宽学生视野，同时引导学生关注黄色背后隐藏的文化。从而总结出 ”When we travel, besides traveling with views, we also need to travel with culture.”这一阅读主线。 Step4. Reading Circle Travel with views &culture the Nile River & Amazon River (过渡语）So class, when we travel, besides traveling with views, we also need to travel with culture. So, let travel to another two rivers with views and culture. Let’s work in groups and have a reading circle. Group one: Read the part of the Nile River, finish the card and show it. Group two: Read the part of the Amazon River, finish the card and show it T: So now, it’s your turn to introduce them to us. First, let’s come to the Nile River, which group would like to introduce it to us? Check the answers. The Nile River: S1: The name of the river is Nile River S2: What is it like? The Nile River is the longest river in the world. It runs about 6,671 kilometers and enters the Mediterranean Sea. S3:The importance is “Many people live along the banks of the Nile River. “ S4:The culture is “It nurtures the people.” T: Why do you say “It nurtures the people.”（通过教师追问，评价学生是否真的懂文化内涵） S4: Because it brings water to people. 追问： Q1.How long is the Nile River? Q2. Where does the Nile River enter? /Where does the Nile River run to?（预设，学生听不同 enter,用 run to 进行解释） Q3.What do you think of the Nile River? 拓展： Q1. Where is the Mediterranean Sea? Q2. How many countries are there along the river? Q3. Is the Nile River important in Africa? Why? 【师生活动】小组展示之后，通过教师的追问及拓展问题，带领学生体验尼罗河的自然特征及文化底蕴。 T：So how long is the Nile River? Ss: 6,671kilometers. T: Please read after me “ six thousand, six hundred and seventy-one” Ss:“ six thousand, six hundred and seventy-one” T: Where does the Nile River enter? /Where does the Nile River run to? So here, “enters” means “runs to”. Ss: the Mediterranean Sea (教师领读） T: Where is the the Mediterranean Sea? Look at the map, which continent is it? Ss: 非洲/Africa T: This is the Mediterranean Sea, so the Nile River runs through most of the Africa to the Mediterranean Sea. And Can you guess how many countries does it run through? Ss: one/three... T: Look, it runs through eight countries. What do you think of it? Ss: It’s too long. /It’s the longest in the world./ It’s great... T: And it nurtures the people along the banks of the river. Do you know “banks”? There are two banks in a river., look! So What does the “banks” mean? Ss: 河岸 T：Bingo! Many people from the eight countries are living along the banks of the Nile River. So, Is the Nile River important in Africa? Why? Ss: Yes. Because it nurtures the people./I t brings water to people. T: Agree with you. It nurtures the people there, especially in Egypt. The Nile River is also the “Mother River” in Egypt. This is the culture behind it. (总结文化） 【设计意图】 1.夯实知识与词汇：通过追问尼罗河长度、入海口等问题，强化学生对其基本自然特征的记忆；结合问答进行词汇教学，如解释 “enters”“runs to” 及“banks”，提升语言理解能力。 2.与地理学科跨学科融合：利用拓展问题，引导学生思考尼罗河地理分布与重要性，如流经国家数量、在地中海的位置，拓展学生视野。 3.增强文化感知：探讨尼罗河 “nurtures the people” 的内涵，引入其作为埃及 “Mother River” 的意义，让学生认识其文化价值，增强跨文化意识。 The Amazon River: ( 过渡语 ） How great the Nile River is! How about the Amazon River? Let’s travel to the Amazon River. Which group wants to share it with us? S1: The name of the river is the Amazon River. S2: What is it like? The Amazon River is the second longest river in the world. It runs about 6,480 kilometers to the Atlantic Ocean. S3: The importance is “It supports the world’s largest tropical rainforest, the Amazon Rainforest.” S4: The culture is “ It nurtures the people.” T: Why do you say “It nurtures the people.”（通过教师追问，评价学生是否真的懂文化内涵） S4: Because it brings water to people. 追问： Q1.How long is the Amazon River? Q2. Where does it run to? 拓展： Q1. Where is the Atlantic Ocean? Q2. How many countries are there along the river? Q3. Look at the map, what are the main differences between the Nile River and the Amazon River? Q4. Is the Nile River important in South America? Why? 【师生活动】小组展示之后，通过教师的追问及拓展问题，带领学生体验 亚马逊河的自然特征及文化底蕴。 T：How long is the Amazon River? Ss: 6,480 kilometers. T：Who can read it? Ss: Let’s read after him/her. T: Where does the Amazon River run to? Ss: the Atlantic Ocean T: Where is the Atlantic Ocean? Look at the map, which continent is it? Ss:南美洲 T：Yeah, it's South America. And the Amazon River runs through the most of the South America to the Atlantic Ocean. And it mainly runs through two countries. T: Look at the map, what are the main differences between the Nile River and the Amazon River? Ss:流向不一样 (引导学生用英语回答 from.. to..） T：The Amazon River runs from west to the east. The Nile River runs from the south to the north. Ss: 亚马逊河支流多 T：Yes, there are many tributaries there. And with the hot weather and lots of rain, it’s good for the tropical trees. So, the Amazon River supports the world’s largest rainforest. “support”means “nurture”here. Do you know “large” “largest”? Ss:大，最大 （预设：通过前面对最高级的感知，这里学生能猜测出 largest的含义） T：What’s the name of the largest rainforest? Ss: the Amazon rainforest. T: Besides the tropical rainforest, what else can you see along the Amazon River? Ss: animals... T: Look, this is a picture guidebook that the travel blogger wants to share with you. So, what can we see from the cover? Ss: the Amazon River/ rainforest... T: Yes, Now, let's open it. So, look, what can you see? Ss: animals. T: Yeah, some animals are living along the banks of the river. And how about the second picture? Ss: buildings and ships T: Yeah, So, we can know people are living along the banks of the Amazon River, too. So, is the Amazon River important? Why? Ss: Yes, it nurtures people and animals. T: Good job! it nurtures people and animals along the banks. This is the culture behind it 【设计意图】 1.夯实知识与词汇：通过追问亚马逊河长度、入海口，强化学生对其基本自然特征的记忆；结合问答讲解 “runs to”“support” 等词汇及 “large”“largest”变化，提升语言理解。 2.与地理学科跨学科融合：引导对比亚马逊河与尼罗河的流向、流经国家等差异，培养分析能力，学会多视角探究地理特征；同时通过对比得出亚马逊雨林存在的原因。 3.深化生态文化理解：从亚马逊雨林延伸到 “nurtures the people” 内涵，结合图片观察沿岸生态与人文，增强生态保护与跨文化意识。 Step4. Summary and Thinking——What do the three rivers have in common(相同点）? （过渡语）Just now, we have talked about three longest rivers in the world. So what do the three rivers have in common(相同点）? Ss: the longest rivers T: Yes. Are they natural or man-made rivers? ( 通过自然花和人造花的对比，讲解 natural/man-made) Ss: They are natural. T: Where do they run to? Ss: They run to the sea. T: So the three rivers are the longest natural rivers in the world. They all run to the sea. So, it shows the natural beauty of the world. What else do they have in common? Ss: They nurture the people. T: Yes, they nurtures the lives along the rivers. Although they are different rivers, but they have similar cultures. That is, where there is a river, there is life. 的欣赏与探索之情，融合知识与情感教育。 Step5. Pair work (过渡语） After sharing the three rivers with us, the travel blogger wants to know which river do you want travel to? Now, let's have a pair work with your partner. 【设计意图】 1.培养合作思维：通过同坐对话交流，促进学生相互分享观点，激发思维碰 撞，增强团队协作与批判性思维能力。 2.巩固知识内化：对话过程中调用知识并重新表达，帮助学生巩固对河流特征和文化的理解，实现知识迁移。 Let’s Discuss T: Besides the three rivers, Do you know any other rivers? What do you know about them? 【设计意图】 1.促进知识迁移与整合：引导学生突破已学三条河流的知识局限，自主回忆或联想其他河流，鼓励学生从地理特征、文化意义等方面分享所知，拓宽地理知识储备，丰富对世界河流的认知，深化对不同河流共性与差异的理解，实现知识的迁移和整合。 2. 培养发散思维，激发自主学习意识：通过开放式提问，打破固定思维模式，促使学生从多角度思考问题，将学习主动权交还给学生，让学生成为知识分享的主体，锻炼信息整合与表达能力，提升思维的灵活性和创新性。 Step6. Carefully Reading---Explore the rivers（Travel with views &culture） the Grand Canal （过渡语）Just now, we have talked about many natural rivers, how about this one? Look, can you guess in which country is the river? Ss: in China T: Why? Ss: From the bridge and the houses.(预设） T：You got it. We can tell for the style of the bridge and the houses. It’s Chinese style. The National Geographic magazine also wants the travel blogger to help to promote it. The name is Grand Canal. 【设计意图】1.通过展示大运河图片引导学生猜测所属国家，以 “桥梁与房屋的中国风格” 为切入点，激活学生对中国传统建筑的认知，建立文本与生活经验的联系。2.以 “国家地理杂志邀请推广” 的情境创设任务，激发学生对大运河的探究欲望，为后续阅读奠定动机基础。 Read and Fill T:Now, let’s read about it and fill in the card by yourself 【设计意图】 “Read and Fill”任务中的卡片内容承接上文中的黄河、尼罗河和亚马逊河的形式，所以从黄河的教师领读，到尼罗河和亚马逊河的小组合作共读，再到大运河的自主阅读，逐渐放手，层层递进，由学生自己进行细节理解与获取，引导学生从文本中提取大运河的名称、特征、重要性等基础信息，训练信息定位与提取能力。 Check the answers. Q1.What’s the name of the river? 追问：What information can we get from the name “Beijing-Hangzhou Canal”? (Where does it run from/to? 预设学生听不同追问问题时，给出支架，降低难度） Q2.What is it like? 拓展：The Grand Canal Vs The Suez Canal Q3.What’s the importance of it? 拓展：What are the five important rivers? 追问：Can we use the canal now?（评价学生是否对 still in use 有正确认知）What do people use the canal for? Q4. What’s the culture of it? 拓展： When did Chinese people build the canal? Is the canal a natural or man-made river? Does it show the humanistic beauty or natural beauty? The poems and the World cultural heritage site about the Grand Canal. 【师生活动】学生自主阅读后，在订正答案过程中，通过教师的追问及拓展问题，带领学生体验大运河的自然特征及文化底蕴。 What’s the name of the river? T：Most of the students have finished. Now, let’s check the answers. What’s the name of the river? Ss: Beijing-Hangzhou Canal T: What information can we get from the name “Beijing-Hangzhou Canal”? Where does it run from/to? Ss: From Beijing to Hangzhou. T: Let’s have a look.(呈现动态大运河流向地图） 【设计意图】针对名称 “Beijing-Hangzhou Canal”的追问，培养学生从命名 规律推断地理信息的能力。 What is it like? T: What’s the canal like? Ss: It’s the longest and oldest canal in the world. T: Old, oldest, so can you guess the meaning of “oldest” Ss:最老 T：Right. Look at the chart? How long is it? How old is it?（引导学生用英语说出数字） Ss:... T: Do you know the second longest canal in the world? Let me show you. How long is it? How old is it? Ss:.. T: What do you think of the Grand Canal? Ss: It’s excellent/great/long/the longest... T: I think it is the marvel of China. Look at the title, let’s read together.（结合课本标题进行情感渗透） Ss: The Grand Canal: A Marvel of China T: It’s not only the Marvel of China, but also the marvel of the world. Are you proud of it? （结合课本问题内容进行情感渗透） Ss: Yes. I’m proud of it. 【设计意图】通过拓展，将大运河与苏伊士运河对比，通过数据（长度、历史）突显大运河的 “世界之最” 地位，培养跨文化比较思维。 What’s the importance of the Grand Canal? T: What’s the importance of the Grand Canal? Ss: It connected five of the most important rivers in China, including the Yangtze River and the Yellow River. Now the canal is still in use. Boats and ships carry different things and travel along the canal. T: Pay attention to the top sentence. The canal played an important role in Chinese history. T: What are the five rivers? Look at the map T:Can we use the canal now? Ss: Yes, because it is still in use. T: What do people use the canal for? Ss: Boats and ships carry different things and travel along the canal。 T：You are right . (照片呈现) 【设计意图】与地理的跨学科融合：通过动态地图展示大运河流经区域，结合 “连接五大河流” 的重要性分析，渗透中国地理常识；追问 “是否仍在 使用” 及用途，联系古今功能，体现运河的现实价值。 What’s the culture of the Grand Canal? T: What’s the culture of the Grand Canal? Ss: The canal is a symbol of China to show that Chinese people are clever and hard - working. T: Why does it say so? When did Chinese people build the canal? Let’s watch a video and answer the question. Ss:隋朝 T：Yes, in the Sui Dynasty. So we can know that the canal was not built in a day. T: Is the canal a natural or man-made river? Ss: a man-made river T: Right. It was built by Chinese people. It shows that Chinese people are clever and hard-working. T: Does it show the humanistic beauty or natural beauty? Ss: the humanistic beauty T: Yes, this is the culture behind it T: About the Grand Canal, there are also some poems about it. We have learned some, but maybe you just don’t know it’s about the Grand Canal., such as this one. Let’s read it together. T: because the rich culture about it, the Grand Canal was selected into the World cultural heritage site in 2014. Are you proud of it? Ss: Yes, we’re proud of it. 【设计意图】渗透文化内涵，培养民族认同 1.人文价值挖掘：通过 “人工建造”“隋朝开凿” 等信息，强调大运河作为人类智慧结晶的意义，区分 “自然美” 与 “人文美”，深化对 “人类改造自然”的认知。 2.文化符号解读：引入相关诗歌、世界文化遗产地位，结合 “Are you proud of it?” 的情感提问，激发学生对中国传统文化的自豪感，落实文化意识培养目标。 3.跨学科整合：融合历史（建造朝代）、地理（流域分布）、文学（诗歌）等多学科知识，体现英语教学的综合性与人文性。 Sharing the beauty of the Grand Canal T:Why not share the beauty of the Grand Canal to make more people know about it? Please introduce the Grand with the pictures and the key words 【设计意图】通过 “分享大运河之美” 的任务，引导学生将前期输入的文本信息（名称、历史、文化等）转化为英语口头表达，训练信息整合与跨文化传播的语言应用能力；同时通过 “分享美” 的过程，让学生直观感受大运河的人文与自然魅力，进一步激发民族文化自豪感，落实 “文化自信” 的德育目标。 Step6. Summary and Thinking What are the differences between the three rivers and the Grand Canal? Ss: The three rivers are the natural rivers, and the Grand Canal is a man-made river. The three rivers shows the natural beauty and the Grand Canal shows the humanistic beauty. T: Well down, you are good learners. So are the rivers important? Ss: Yes, they are. T: Then, what should we do? Ss; 保护/节约用水 T: We need to save water and protect rivers. T：So, class, when we travel, besides traveling with culture, we also need travel with culture, and don’t forget to travel with manners. Manners means we need to be polite. So, how can we be polite? Ss: Say “Hello’” ”How are you” “Excuse me” “Nice to meet you” “Don’t throw rubbish” T: Totally agree with you. Because politeness costs nothing, but gains everything. T: Let’s better understand the world, and make the world hear the story of us 【设计意图】 1.深化知识理解：通过引导学生对比三条自然河流与大运河，帮助学生清晰区分自然景观与人文景观的特点，巩固课堂所学知识，构建完整的知识体系。 2.强化环保意识：围绕河流重要性展开讨论，引导学生得出 “保护 / 节约用水” 的结论，培养学生的生态保护意识和社会责任感，使学生明白水资源保护的重要性，将环保理念深植于心。 3.培养文明旅行观念：将旅行与文化、礼仪相结合，使本节课的主线形成闭环，travel with views, travel with culture, travel with manners; 同时引导学生思考如何在旅行中做到文明礼貌，让学生认识到文明旅行不仅是个人素养的体现，更是传播文化的重要方式，从而提升学生的文明素养，树立正确的旅行价值观。 Step7. Group work Tangible Memories(可带走的记忆) （过渡语）When we travel, how can we keep the beauty of the tourist spots? For example, we can (教师做出拍照的手势，引导学生说出 take photos(预设，学生不会回答以上问题） T: We can also make some cultural and creative products. Let 's do some DIY jobs to keep the beauty of the rivers T：First, choose a river to make the work. Then, put up a picture of the river on the fan. You can also introduce a river you know, but you need to draw the picture of it by yourself. Next, in the group of four ,each student focus on one point. ▼Student 1: views ▼Student 2: importance ▼Student 3: cultures ▼Student 4: manners T: You can write like this: (课件及导学案呈现） S1: ...is in.... It is the...in China/the world. It runs ... S2: It is important, because... S3: It has a rich culture... S4: When you travel, please... Come and feel the beauty!（小组展示时，提供评价量表，进行生生评价） 【设计意图】 1.知识整合与应用：让学生选择一条河流制作文创产品，促使学生将课堂上零散的知识进行整合，并运用到实际创作中，深化对河流相关知识的理解与记忆，实现知识的迁移与运用。 2.培养实践与创新能力：通过 DIY 制作文创产品，给予学生发挥创意的空间，锻炼学生的动手实践能力和创新思维。同时，在小组合作中培养团队协作精神和沟通交流能力。 3.增强情感体验与文化认同：学生通过创作与河流相关的文创作品，深入感受河流之美及其蕴含的文化价值，增强对自然景观和传统文化的认同感与热爱之情。作品作为 “可带走的记忆”，能让学生在课后持续回味旅行中的美好，强化对知识和文化的情感体验。 Step8. Summary T：In this class, you all did a good job. So class, the world is so big, why not have a look. T&Ss: In a big big world We travel travel travel Travel with views Travel with culture Travel with manners 【设计意图】以 chant 的形式进行本节课内容总结，承接 warm-up 环节的chant，首尾呼应，同时总结本节课主线 Travel with views，Travel with culture，Travel with manners。 Step9. Homework Need to do: Introduce a river in your hometown with the views, the culture , and manners. Choose to do: Upload it to the social media apps(Wechat, Tiktok, rednote...) to promote it. 【板书设计】 学科网（北京）股份有限公司 $