Unit 3 My weekend.B.Read and write （教学设计）-2025-2026学年人教PEP版（2012）英语六年级上册

该小学英语教学设计聚焦PEP六上Unit3一般将来时（be going to/will）及中秋节计划主题，通过教师自我介绍文本判断、节日头脑风暴、中西节日区分等活动，激活学生节日相关旧知，搭建从已知到新知的学习支架。 融合中秋节习俗与藏头诗文化，增强文化意识与家国情怀，通过速读体裁感知、细读信息提取、问题链互动、复述写作等环节提升语言能力，藏头诗匹配训练思维品质。助力学生联系生活输出计划，教师可直接用于课堂，高效落实语言与文化教学目标。

PEP六上Unit3 My weekend plan.B.Read and write教学设计 一、教学设计整体思路 本单元主要是围绕一般将来时be going to/will句型询问或介绍未来某个时间段内的计划和安排的话题教学。本课时旨在复习巩固A/B部分主要句型的基础上，通过阅读课文，了解中国传统节日中秋节的风俗习惯，及吴一凡一家人的活动安排。本课时以吴一凡日记的形式呈现了他一家人中秋节将要展开的活动，内容生动有趣且能激发学生联系个人生活实际，了解我们中国传统中秋习俗；另外，如何在充分结合学生的认知特点，在阅读理解中引导学生解构和理解日记中包含的“藏头诗”该趣味语篇，是教师备课中需要关注的。 二、教学目标： 1.理解并熟读所学内容（正确的意群及语音、语调朗读）。 2.了解中秋节的一些传统习俗；知道藏头诗的特点。 3. 能够感知不同的国家有不同的节日，以及不同的节日有不同的庆祝方式。 三、教学重难点： 1.能够用本单元所学的主要知识就某一节日中打算做的事进行叙述。 2.了解并学习写相关日记。 3. be going to和will的用法 四、课前自学内容： 观看课前视频、自学P29并完成预习单 五、教具 多媒体课件、学生用纸 六．教学流程图 七、教学过程： Pre-reading 1. Read and answer: T: Good morning, children. I am very happy to be your new teacher today. Do you know my name？You can call me… Look, here are more information about me. Please read silently and judge. (学生默读并判断) About me I’m the from Dongguan. I have a big family. Sometimes, we get together and have a big dinner. I like holidays or festivals very much. I often make fun plans for them. 1. I have a small family. 2. My family usually get together and have a big dinner. 3. I don’t like holidays or festivals. 【设计意图】通过读句子，作出判断，引出holidays and festivals的话题，初步激活学生关于节日的背景知识，为下面的教学做铺垫。 2. Brainstorm头脑风暴 Holidays & Festivals: T: Yes, I like holidays or festivals very much. What holidays or festivals do you know? 3. Tell : Chinese traditional festivals VS Western holidays Here are some holidays and festivals. Can you tell which are Chinese traditional festivals, and which are western holidays? 【设计意图】通过头脑风暴，激活学生关于festivals和holidays的旧知，将学生的注意力集中到节日这个话题上，为后面的教学做铺垫。并通过引导学生对中国传统节日与西方节日加以区分，加深学生对祖国和外国文化的理解和认识。 4. Let’s watch, enjoy and guess Each country has their own holidays or festivals, and they celebrate them in different ways. But no matter what they do, they all have good wishes and blessings. Now please watch and enjoy : what do people usually do on these days? And guess what day it is ? 【设计意图】通过呈现短片图片和活动短语，继续调动和激活学生关于节日活动的知识储备，一边引导学生思考相应的节日是什么，引导学生感知中西文化庆祝方式的异同，为学生后面的学习文本和语言输出做准备。 · While-reading 1. Read and choose(First-reading读吴一凡文段，了解体裁, 读大意)) (1) This is a ________. A. a letter. B. a diary. (2) This diary is talking about Wu Yifan’s plan for_______. A. a big dinner. B. Mid-Autumn Festival 【设计意图】通过运用速读和略读的阅读技巧，快速了解短文体裁和大意。 2. Read the text and fill in the table. (Second-reading读细节，捕捉关键信息) T: What are Wu Yifan’s family going to do on Mid-Autumn Festival? “ ” 圈出Wu Yifan的家庭成员；“____”划出他们进行的节日活动，并完成表格 3. Let’s check and talk(一边板书表格主要信息，一边就文本信息展开语言的交流) Q1: Yifan’s family are going to get together and have a big dinner. Guess: What are they going to eat? Maybe they are going to eat ___. Q2: Yifan’s aunt is going to make mooncakes. Can you or your family make mooncakes? ___ can/can’t make mooncakes. Q3: Yifan’s grandma is going to read a story about Chang’e. What stories can you tell? I can tell a story about ____. Q4: What poems do you know? I know _____ is a poem. 【设计意图】教师一方面通过问题链的方式，在与学生的问答交际中逐渐呈现文本的关键信息，帮助学生进行检测；另一方面，教师在文本理解的基础上，通过设置开放性的问题，联系学生的实际生活，引导学生自主地进行真实的语言表达和运用。 4. Retell Wu Yifan’s plan 并 渗透区分be going to和will 的用法(借助板书思维图) Who Be going to/ Will Wu Yifan’s family His family will get together. Wu Yifan’s aunt Wu Yifan’s grandma Wu Yifan and Robin 【设计意图】通过细读文本，做标记，搜索出关键信息，完成对文本吴一凡家庭成员在中秋节活动的具体细节的理解。并通过渗透的方式，引导学生理解be going to和will的替换用法。 5. Read and match(打乱顺序的poem) 理解poem的意思，并对本文中的poem进行建构和理解。 T: 《春晓》is poem. 《春夜喜雨》is a poem. What poems do you know? Ss: I know _____ is a poem. 【设计意图】通过展示范例引导学生通过熟悉的知识来理解poem的意思，并通过提问，引导学生真正理解和运用poem. （1）Think, choose and fill. T: Wow, you know so many Chinese poems. Well, you know, in English, sometimes, a letter can represent a word. Such as “ F is for family”. F is for family. moon A is for _______. family M is for _______. autumn I is for _______. you L is for _______. love Y is for _______. I T: And sometimes, in a poem, a word can represent a special thing. （2）Match the words and the special things. family A. We eat mooncakes and tell stories about the moon. autumn B. We will all be together tonight. moon C. I am so happy. “I” D. We love Mid-Autumn Festival. love E. You can be together with your family too! you F. It is the autumn season. T: Good job! So, when we put them together, here comes the beautiful poem! And we call this poem: 藏头诗。And here is Wu Yifan’s whole diary. Let’s read it altogether! And please pay attention to the tones , pronunciation and emotions. 【设计意图】通过将文本中的诗歌打乱顺序并引导学生进行重新选择和匹配，帮助学生主动建构和理解本文的诗歌内涵，而非被动接受。充分调动学生的回忆，理解和分析等思维能力，培养学生高阶的思维品质。 6. Read aloud （1）Ss read by themselves （2）Read after the video 关注学生语音，语调，重音和连读的指导。 【设计意图】通过朗读文本，引导学生关注朗读技巧，尤其是对重音的理解。 7. Try to retell(结合板书的思维图，复述日记) T: You can read Yifan’s diary very well. Now please look at the board and try to retell. 【设计意图】通过引导学生结合板书思维图和关键信息口头复述出Yifan’s plan for Mid-Autumn Festival, 为后面的学生进行书面的语篇输出做准备。 Post- reading 1. Think and say T: This is Wu Yifan’s plan for Mid-Autumn Festival. How do you think of his plan? Ss: a lot fun/ interesting/happy…. 【设计意图】通过设疑，引导学生思考和关注在制定计划时可以注意计划的趣味性，丰富性和充实性。 2. Fill and write the plan(提供word bank) T: Well, Mid-Autumn Festival has passed(已经过去了), and Spring Festival is coming. Look! Here is my plan for Spring Festival. I’m going to... My parents are going to...My brother and sisters are going to...(教师示范) T: What are you and your family going to do? Please fill in the table and write your plan.(学生填表，并写出自己的新年春节计划) Who？ What？ My plan for Spring Festival .Spring Festival is coming! It will be a ______________ day! I’m going to ____________________________. My father is going to 【设计意图】教师先介绍展示自己的春节活动计划，为学生后面独立的个性化书写做示范和认知储备，学生思考自己和家人的春节计划，并填写表格关键信息（Who? What?），并尝试写出相应的计划语篇，引导每个学生实现独立自主的语篇输出。 3. Share your plan .(学生口头或投影展示自己的新年计划) 【设计意图】通过展示学生的语篇，检测学生的语言输出效果，为后续的教学准备和调整提供反馈。 4. Summary （本课小结） 八、Homework Make a plan for your favourite holiday or festival and make a beautiful mini-book. 分层作业：分层作业：Level 1: Write 5 sentences Level 2: Write 7 sentences Level 3: Write more than 7 sentences 9． 板书设计 Unit 3 My weekend plan B Read and write (Plan for Mid-Autumn Festival) Wu’s family get together、have a big dinner Wu’s aunt be going to/will make mooncakes Wu’s grandma tell a story about Chang’e Robin and Wu read a poem 十．教学反思 1 学科网（北京）股份有限公司 $