译林新版《英语》六（下）Unit 6 An interesting country

杭燕楠

教学过程

Step 1.Warm-up

呈现中国地图

T:Look at the map,which ountry is it?

Ss:China.

T:Yes,and what do you think of our mother country?

S1:It’s very big.

S2:It’s very fun.There are many beautiful p laces.

S3:It’s very nice.You can eat nice food here.

T:Yes,it’s big,fun,and nice.All in all,we can say it’s very“interesting”.

(教授：interesting)

设计意图：上课伊始，谈论学生熟知的中国，创设真实的语境，引出本节课的文眼“interesting”，利于学生的理解，也为后面引出Australia埋下伏笔。

Step 2.Pre-reading

1.Think and guess

T:China is an interesting country,so is this country.What country is it?(呈现澳大利亚的地图)

2.Do a survey

T:What do you know about Australia?What is interesting in Australia?

设计意图：通过调查，了解学生对于澳大利亚的已有认知，激活相关背景知识，并且激发学生探求澳大利亚的学习兴趣。

Step 3.While-reading

1.How to find out about Australia

(1)Introduce the narration.

T:Today the children also want to learn about Australia.“The children will learn about Australia next week.They want to find out about this country before the lessons”.

设计意图：上个单元学生已经学过be going to句型，通过引导学生进行will=be going to的同义句转换，学生在语境中能初步感知will的功能及其使用规律。Find out这一词组也是本节课的一个难点，通过置身于情境中并联系上下文，学生能找到意思相近的词进行替换，易于理解。这也是学生在阅读过程中解决生词问题的一项有效策略。

(2)Listen and say

T:How will the children find out about Australia?

Listening tips:Listen to the tape,catch the key words and take notes.

教师以Mike为例，示范如何快速做笔记。（e.g.I’ll ask my e-friend in Australia.=ask efriend）

设计意图：学生应该在平时的课堂上养成记笔记的习惯，教师在课堂上需要引导学生关注“记什么”和“怎么记”。本节课上教师通过示范，引导学生如何提取关键信息。只有通过课堂上的示范→训练→再示范→再训练，才能培养学生快速提取信息、记录信息的能力，真正实现听力的提升。

2.Why to find out about Australia in many ways

T:Why will they find out about Australia in different ways?Please read and think.

S:______will________because_________.

设计意图：通过引导学生思考使用不同方法背后的原因，探索现象背后的本质，培养学生想象、推理等能力。同时运用本课的功能句型“...will...”阐述理由，进一步运用该句型，真正实现了语言和思维同步发展。

3.What is interesting in Australia?

(1)Read and circle

T:Look,Liu Tao is surfing on the Internet to read about Australia.You will find many interesting things in Australia.What will you find?Please read the paragraph on the right quick ly and circle the key words.

S1:We will find kangaroos and koalas in Australia.

T:Yes,you will find interesting animals.What else?

S2:We will find an interesting sport in Australia.

S3:We will find a beautiful city Sydney in Australia.

设计意图：通过速读圈画关键词，培养学生快速提取信息的能力。但是，对于六年级学生而言，这样的要求显然过低。通过教师话语的引导，不仅要求学生能够提取信息，还要学会提炼和概括信息，培养学生解释信息的能力，真正实现英语学科关键能力的提升。

（2）Get to know more details about the interesting things in Australia.

Look and say:教师呈现袋鼠和考拉的图片

T:Look at the photos of the kangaroos and koalas.What do you think of these animals and why?

Watch and say:教师播放澳洲足球比赛片断

T:Let’s watch a short video of the Australian football games.How are the games?Are they the same with our football games?

Enjoy and say:教师播放有关悉尼的视频片断

T:Let’s watch a short video of Sydney.Can you use one word to describe this city?

设计意图：通过看图片、观视频，以不同形式的语言输入让学生感受澳大利亚各方面有趣的知识，丰富了学生的文化体验；通过对比、分析、思考，以多种形式的语言输出，让学生感受中西方文化的差异，开拓了学生的文化视野。

Step 4.Post-reading

1.Listen and imitate.听录音，跟读课文，注意模仿语音、语调。

2.Choose the way you like to read.小组选择一个喜欢的方式朗读课文。

3.Can you be a good Australian tourist guide?

(1)How to make your introduction more attractive?

(2)How to organize your introduction?

(3)Let’s make the better introduction to Australia in groups and have PK between groups.

设计意图：以“成为澳洲小导游”为任务驱动，引导学生关注文本的语言和篇章的结构，有利于提高学生的阅读能力、文本信息的记忆速度和记忆容量，有利于提升学生的逻辑思维能力，进一步促进学生的口头表达和书面写作能力。

Step 5.Do a summary

T:Boys and girls,what do you learn from this lesson?

T:What else do you want to know about Australia?

Ss:Food/Weather/Peop le/Festivals...

T:How will you find out about these things?Don’t forget there are more ways than problems.

设计意图：引导学生回顾本课所学，同时进一步跳出文本，反思还想了解哪些关于澳洲的信息，培养学生的发散思维和反思意识，也为下节课埋下伏笔。最后，教师鼓励学生通过不同方式搜集更多有关澳洲的知识，引导学生积极面对问题：方法总比问题多，情感教育润物无声。

Step 6.Homework

1.Learn more about Australia in different ways.用不同的方式了解更多有关澳大利亚的知识。

2.Being a tourist guide:introduce Australia to your parents.试着做一名小导游，向你的爸爸妈妈介绍一下澳大利亚吧。

设计意图：巩固复习本节课的重难点，运用所学尝试搜集资料并介绍有关澳洲的知识，真正做到“学以致用”。

附：板书设计