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《Module 9——Unit 1 Do you want to visit the UN building 》教学设计—外研社版英语六年级上册
一、教学目标
知识与技能目标
学生能够听懂、会说、认读并拼写单词：“UN, building, peace, make peace, inside, show, around” 等。
掌握重点句型 “Do you want to... Yes, I do. / No, I don't.” 及其肯定回答的简略形式 “Sure.”，并能在实际情境中准确运用，询问他人意愿和表达自己的想法。
能够理解课文内容，获取关于联合国大楼的相关信息，如建筑功能、象征意义等，并能仿照课文进行简单的口语交流和书面表达。
过程与方法目标
通过情境创设、小组合作、角色扮演、问题探究等多种教学活动，激发学生的学习兴趣，培养学生的观察力、想象力、合作能力和语言运用能力。
引导学生在实际情境中自主探究、归纳总结句型结构和词汇用法，提高学生的自主学习能力和逻辑思维能力。
情感态度与价值观目标
培养学生对世界和平的向往和关注，增强学生的国际视野和全球意识。
在教学过程中，关注学生的情感体验，营造轻松、愉快、和谐的课堂氛围，尊重学生的个性差异，对学生的表现给予及时的肯定和鼓励，增强学生学习英语的自信心和积极性，体现教师的人文关怀。
二、教学重难点
教学重点
掌握本单元的重点词汇和短语，以及询问意愿的句型 “Do you want to... ” 及其回答。
理解课文内容，学会用所学语言介绍联合国大楼的基本情况和相关理念。
教学难点
能够在实际情境中灵活、准确地运用句型进行交流，尤其是在表达复杂的意愿和想法时。
引导学生深入理解联合国的宗旨和意义，以及世界和平的重要性，并能在交流中表达自己对这些理念的思考和感悟。
三、教学方法
情境教学法、直观演示法、小组合作法、任务驱动法
四、教学过程
（一）Warming-up
Greeting and Free Talk
教师带着和蔼的笑容走进教室，热情地与学生打招呼：“Good morning, boys and girls. How are you feeling today It's a wonderful day to start our new learning journey.” 引导学生积极回应，营造温馨的课堂氛围。
教师接着说：“Let's have a little chat. What do you usually do on weekends Do you like to go to any interesting places ” 邀请几位学生分享他们周末的活动，鼓励学生用简单的英语表达，如：“I often watch TV at home.”“I sometimes go to the park with my parents.” 教师认真倾听学生的回答，给予肯定和反馈，如：“That sounds like a great way to spend your weekends. You have a lot of fun activities.” 通过自由交谈，拉近与学生的距离，了解学生的生活，为后续教学做好铺垫。
（二）Lead-in
Picture Introduction
教师在多媒体上展示一张联合国大楼的壮观图片，提问学生：“Boys and girls, look at this magnificent building. Do you know what it is It's the United Nations building. It's a very important place in the world. Have you ever heard about it ” 引导学生观察图片并回答问题，激发学生对联合国大楼话题的兴趣和好奇心。
教师顺势引出本节课的主题：“Today, we are going to learn more about the UN building and learn how to talk about our wishes to visit it. Let's get started!” 以充满期待的语气引导学生进入学习状态。
（三）Presentation
New Words Learning
教师利用多媒体课件展示联合国旗帜的图片，引出单词 “UN”，并教读发音：“Look at this flag. It represents the United Nations. U-N, UN. The United Nations is an international organization that aims to promote peace and cooperation among countries.” 让学生跟读几遍，然后教师用简单的英语解释单词含义，并举例说明：“Many countries are members of the UN. They work together to solve global problems.”
以同样的方式依次展示并教授其他新单词：“building”（展示不同风格的建筑图片，最后聚焦到联合国大楼，说：“This is a building. The UN building is very big and beautiful.”）、“peace”（教师展示和平鸽的图片，说：“This is a symbol of peace. We all hope for peace in the world. P-e-a-c-e, peace.”）、“make peace”（教师做双手合十的动作，说：“Countries in the UN try to make peace. It means to stop conflicts and create a harmonious world.”）、“inside”（教师指着教室内部，说：“We are inside the classroom. Inside means in the inner part of something.”）、“show”（教师做展示物品的动作，说：“I can show you my book. It means to display or present something.”）、“around”（教师用手环绕身体一周，说：“The earth goes around the sun. Around means in a circular or surrounding way.”）。在教授过程中，注重单词的发音、拼写和词义理解，采用多种教学手段帮助学生记忆，如单词卡片、动作演示、简单例句等。同时，鼓励学生积极参与，大胆开口朗读单词，教师及时给予纠正和鼓励，如：“Very good pronunciation. Keep it up!”
Sentence Pattern Teaching
教师展示一张孩子们站在联合国大楼前兴奋表情的图片，提问学生：“Do you think these children want to visit the UN building What do you think ” 引导学生用英语回答自己的想法，然后教师引出重点句型：“Do you want to visit the UN building We can ask this question in English. Now listen carefully. Do you want to visit the UN building And the answer could be Yes, I do. or No, I don't. We can also answer simply with 'Sure.' if we want to say yes.” 教师通过图片和简单的句子解释句型的用法，让学生理解并跟读几遍。
教师再展示一些其他著名景点的图片，如 the Great Wall, the Eiffel Tower 等，提问：“Do you want to visit these places Use the sentence pattern we just learned.” 让学生模仿练习，教师巡视指导，及时纠正学生的错误，如：“Pay attention to the verb form. It should be 'want to do something' not 'want do something'.”
（四）Practice
Pair Work
教师将学生分成两人一组，给每组学生发放一张旅游景点卡片（卡片上有不同的著名景点图片和名称，如 the Pyramids, the Sydney Opera House 等），要求学生根据卡片上的内容，运用所学的句型 “Do you want to... Yes, I do. / No, I don't. / Sure.” 互相询问和回答关于是否想去该景点旅游的问题，如：“Do you want to visit the Pyramids Yes, I do. I think they are very mysterious.” 学生练习过程中，教师巡视各小组，倾听学生的对话，给予必要的帮助和指导，鼓励学生大胆开口说英语，如：“You are doing a great job. Keep talking.”
Group Discussion and Report
教师布置小组讨论任务：“Now, let's work in groups of four. Discuss some other places you want to visit and why. Then choose one place and make a short report to the class. You can use the sentences we learned just now.” 各小组学生积极讨论，教师参与到小组讨论中，与学生一起交流想法，引导学生拓展思维，鼓励学生分享自己的旅游梦想和理由，如：“Do you want to go to a tropical island What attracts you there ”
小组讨论结束后，每组选派一名代表上台进行报告，其他小组认真倾听。报告结束后，教师组织学生进行评价和反馈，先让其他小组的学生提问或发表自己的看法，然后教师进行总结和评价，肯定学生的努力和成果，如：“Your report is very interesting. You used the new sentences correctly and your reasons are very convincing. Well done!” 同时，针对学生报告中存在的问题，如语言表达不准确、内容不完整等，给予耐心的指导和建议，帮助学生提高口语表达和信息组织能力。
（五）Text Learning
Pre-reading
教师在黑板上写下课题 “Do you want to visit the UN building ”，然后提问学生：“Boys and girls, what do you think we are going to read about in this text Can you make some predictions ” 引导学生根据课题和之前所学的知识，对课文内容进行预测，如：“Maybe it's about someone's visit to the UN building and what they see there.” 教师鼓励学生积极思考，分享自己的预测，不做对错评判，培养学生的想象力和预测能力。
教师介绍课文背景：“This text is about two children talking about the UN building. Let's read and find out what they know and think about it.” 让学生对课文有一个初步的了解，激发学生的阅读兴趣。
While-reading
教师让学生打开课本，默读课文第一遍，要求学生圈出不认识的单词和不懂的句子。学生默读过程中，教师巡视教室，观察学生的阅读情况。
读完第一遍后，教师针对学生圈出的难点单词和句子进行讲解，如：“Some of you may have trouble with this sentence. Let's look at it together. 'The UN wants to make peace in the world.' Here,'make peace' is an important phrase. It means to bring about a state of peace. So this sentence means the UN tries to create a peaceful world.” 通过简单易懂的方式帮助学生理解课文中的难点，扫清阅读障碍。
教师让学生默读课文第二遍，这次要求学生边读边思考问题：“What does the UN building look like What are the functions of the UN ” 学生读完后，教师组织学生回答问题，引导学生从课文中获取关键信息，如：“The UN building is very tall. The UN helps countries to talk and make peace.” 教师通过提问和回答，帮助学生理解课文的主要内容和结构。
Post-reading
教师将学生分成小组，让小组学生分角色朗读课文，一人扮演 Simon，一人扮演 Daming，通过朗读进一步体会课文的情感和语言表达。朗读结束后，教师对各小组的朗读进行评价，表扬朗读流利、有感情的小组，如：“Your group read the text very vividly. I can feel the excitement and curiosity of the children in your voices.” 同时，对朗读存在问题的小组，如发音不准确、语调不自然等，给予指导和建议，鼓励学生多模仿原声录音，提高朗读水平。
教师引导学生回顾课文内容，进行简单的复述：“Now, let's try to retell the story. Who can start ” 邀请几位学生上台进行复述，其他学生认真倾听并补充。教师在学生复述过程中，给予提示和帮助，如：“Remember, first, Simon asked Daming if he wanted to visit the UN building. Then, what did Daming say ” 通过复述，加深学生对课文的理解和记忆，提高学生的口语表达能力和语言组织能力。
（六）Production
Role-play
教师创设情境：“Suppose you are a tour guide and a tourist comes to ask you about the UN building. Use the sentences and words we learned today to make a dialogue.” 将学生分成两人一组，一位学生扮演导游，一位学生扮演游客，要求学生根据情境进行角色扮演对话。学生准备过程中，教师巡视指导，帮助学生构思对话内容，提醒学生注意语言的准确性和礼貌性，如：“Tourist: Do you want to visit the UN building Guide: Sure. It's a very important and interesting place. Let me show you around.”
角色扮演结束后，教师邀请几组学生上台展示他们的对话，其他学生观看并评价。评价可以从语言表达、表演技巧、内容丰富度等方面进行，教师先引导学生发表自己的看法，如：“What do you think of their dialogue Did they use the sentences correctly ” 然后教师进行总结评价，肯定学生的优点，指出存在的不足，并给予改进的建议，如：“Your dialogue was very good. You used the new words and sentences well. But you could add some more details about the UN building. Keep practicing and you will get better.”
My Dream City
教师布置制作海报任务：“Now, it's time for you to show your creativity. Make a poster about your dream city. You can draw pictures of the buildings and write some sentences about what you want to do there. Use the words and sentences we learned in this class. Try to make your poster beautiful and interesting.” 让学生根据自己的想象制作一张梦想城市的海报。在学生制作过程中，教师巡视指导，关注学生的创意和困难，对有困难的学生，教师给予启发和帮助，如：“If you want to have a big library in your dream city, you can draw a library and write 'I want to read books in the library.'”
制作完成后，教师选取几篇学生的作品进行展示和分享，先让作者介绍自己的海报，然后其他学生进行评价和反馈，教师最后进行总结评价，表扬学生的创意和努力，如：“Your poster is really amazing. You showed your dream city very well. I can see that you have a lot of imagination. Keep up the good work.” 通过制作海报展示和评价，提高学生的综合语言运用能力和艺术创造力，同时增强学生的自信心和成就感。
（七）Summary
教师引导学生回顾本节课所学的重点内容：“Boys and girls, let's review what we learned today. We learned some new words, like 'UN, building, peace...' And we also learned the sentence pattern 'Do you want to... ' We read a text about the UN building and did a lot of interesting activities. What did you like most about today's class ” 让学生积极回答，教师进行总结和补充，强化学生对知识的记忆和理解。
教师强调世界和平的重要性：“The UN plays an important role in maintaining world peace. We should also hope for a peaceful world and do our part to promote peace. Do you agree ” 引导学生树立和平意识，关注国际事务。
五、教学资源
多媒体课件、旅游景点卡片、单词卡片、黑板、课本、绘画工具（用于制作海报）
六、教学评价
课堂表现评价
观察学生在课堂上的参与度，包括是否积极回答问题、参与小组讨论、角色扮演、对话展示等活动。对积极参与、表现活跃的学生，及时给予表扬和鼓励，如：“You are always so active in class. Your enthusiasm is really inspiring.”
评价学生的学习态度，如是否认真听讲、专注阅读、积极思考等。对认真学习、态度端正的学生，给予肯定和认可，如：“I can see that you are really concentrating on the lesson. Keep up the good work.”
关注学生在语言学习方面的表现，如单词发音是否准确、句型运用是否正确、口语表达是否流利等。对在语言学习上有进步或表现突出的学生，给予针对性的表扬和建议，如：“Your pronunciation of this word has improved a lot. Keep practicing and you will speak English more fluently.” 对于存在语言错误的学生，教师以温和、耐心的方式给予纠正和指导，如：“There is a small mistake in your sentence. It should be 'Do you want to visit' not 'Do you want visit'. Try to remember the correct form.”
作业评价
认真批改学生的书面作业，从与家人交流记录的完整性、准确性、语言表达的流畅性以及短文写作的内容丰富度、语法正确性、词汇句型运用等方面进行评价。对作业完成质量高的学生，在课堂上进行展示和表扬，如：“This student's conversation with family is very detailed. The sentences are correct and the language is natural. Let's give him/her a big hand.” 同时，将优秀的短文张贴在教室的展示栏中，供其他学生欣赏和学习。
对于作业存在问题的学生，教师进行一对一的辅导，帮助学生找出问题所在，并给予具体的改进建议，如：“Your short passage has a few grammar mistakes. Let's go through it together and make it better.” 鼓励学生认真修改作业，培养学生严谨认真的学习态度和自我完善的能力。通过全面、细致的教学评价，关注学生的学习过程和学习成果，体现教师对学生的尊重和关怀，促进学生在知识、技能、情感态度等方面的全面发展。

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