Unit 2 Getting together PartA Let's learn（教学设计）-2026-2027学年人教PEP版英语六年级上册

该小学英语教学设计聚焦节日主题复习，核心知识点包括Spring Festival等节日名称、clean the house等活动短语及一般过去时描述经历。课堂通过节日图片快闪导入唤醒旧知，以春节场景图学习活动短语，猜谜游戏复习其他节日，结合句型模板与表达支架，构建从词汇到句型再到口语输出的学习脉络。 资料亮点在于融合文化意识与语言能力培养，通过春节习俗感受传统文化内涵，猜谜游戏训练思维品质，角色扮演创设真实交际情境。学科特色方法如分层作业兼顾基础与拓展，助力学生提升口语表达和文化理解，为教师提供清晰教学流程与实效活动设计。

Unit2 Getting together 第2课时 Part A Let’s learn 一、语篇研读 主题和内容 本课为节日主题复习课，围绕“Festivals and celebrations”展开。语篇以春节场景为核心，呈现家庭成员打扫房屋、贴春联、准备年夜饭、观看春节联欢晚会、收压岁钱等传统习俗；随后通过猜谜游戏复习儿童节、端午节、中秋节、元宵节、教师节等中外节日。整节课将节日词汇、习俗表达、一般过去时描述节日经历融为一体，引导学生在真实语境中复习节日相关语言知识。 意义和价值 本课将英语学习与传统文化教育结合，帮助学生了解春节等传统节日的文化内涵，感受节日庆祝中的家庭温暖与文化传承。学生通过复习节日名称、节日活动和传统食物，能够用英语简单介绍节日；同时通过猜谜和角色扮演活动，提升口语表达和文化理解能力。 方式与方法 节日图片热身→复习春节场景与习俗→学习节日活动短语→完成猜谜游戏→谈论节日经历→角色扮演介绍节日→课堂总结与分层作业。 二、学情分析 六年级学生已经知道Spring Festival、Children’s Day、Mid-Autumn Festival等节日名称，也能简单说出get lucky money、eat mooncakes、have a party等节日活动。但学生对festival、celebration、traditional、decorate、performance等词还不够熟悉；用一般过去时描述节日经历时容易出现时态错误。学生对节日话题兴趣较高，猜谜和角色扮演活动能有效降低复习课的枯燥感。 三、课标要求 能认读并掌握节日名称、节日活动和传统食物相关词汇；能运用What festival do you like?/What do people do on...?/I...last Spring Festival等句型谈论节日；能简单介绍一个节日，并描述自己的节日经历；能了解中国传统节日文化，感受节日庆祝的意义。 4、 教学目标 通过本节课的学习，学生能够： 1.能认读并掌握Spring Festival、Lantern Festival、Dragon Boat Festival、Mid-Autumn Festival、Children’s Day、Teachers’Day等节日名称。 2.能掌握clean the house、put on couplets、have dinner、watch the Spring Festival Gala、get lucky money、eat zongzi、eat mooncakes等节日活动短语。 3.能运用What do people do on...?/I...last...等句型谈论节日活动和个人经历。 4.能完成节日猜谜游戏，并能简单用英语描述节日特征。 5.能了解中国传统节日文化，愿意用英语介绍自己喜欢的节日。 五、教学重难点 1.教学重点 掌握节日名称和节日活动短语；能用英语简单介绍节日。 2.教学难点 能用一般过去时连贯描述自己的节日经历。 【核心词汇&短语】 festival,celebration,Spring Festival,Lantern Festival,Dragon Boat Festival,Mid-Autumn Festival,Children’s Day,Teachers’Day,clean the house,put on couplets,have a big dinner,watch the Spring Festival Gala,get lucky money,eat zongzi,eat mooncakes,guess lantern riddles 【核心句型】 What festival do you like? I like the Spring Festival. What do people do on the Spring Festival? They clean the house and have a big dinner. What did you do last Spring Festival? I visited my grandparents and got lucky money. 六、教学环节 1.热身导入：节日图片快闪 2.复习春节：学习场景与习俗短语 3.猜谜游戏：识别不同节日 4.句型操练：谈论节日活动 5.口语输出：描述自己的节日经历 6.角色扮演：介绍一个节日 7.课堂总结：复盘节日词汇与文化 8.分层作业：必做复习抄写，选做节日海报 七、教学过程 Step1 Warm-up&Lead-in 教师出示节日图片，提问： What festival is it? What do people do on this festival? Do you like this festival? 学生自由回答。 教师引出课题：Today we will review festivals and celebrations. 板书：Festival Celebrations 设计意图：通过节日图片快速唤醒学生旧知，自然进入复习主题。 Step2 Let’s learn 教师出示春节四幅场景图，逐幅讲解： Picture 1:My dad cleaned the house. Picture 2:My sister and I put on the couplets. Picture 3:We waited for the Spring Festival Gala. Picture 4:We got lucky money. 教师带读短语： cleaned the house put on the couplets waited for the Spring Festival Gala got lucky money 教师提问： What did they do before the Spring Festival? What do people usually do on the Spring Festival? 学生用完整句子回答。 设计意图：借助春节场景图复习节日活动短语，帮助学生在语境中理解和记忆。 Step3 Play a guessing game教师读谜面，学生猜节日： It is in May or June.People eat zongzi and have dragon boat races. →Dragon Boat Festival It is in the middle of autumn.People eat mooncakes and watch the moon. →Mid-Autumn Festival It is on the 15th day of the first lunar month.People eat sweet rice balls and guess lantern riddles. →Lantern Festival It is for teachers.Students give cards and flowers to their teachers. →Teachers’Day It is a festival for children.Children have parties and get gifts. →Children’s Day 学生猜对后，教师板书节日名称和关键词。 设计意图：猜谜游戏能提升课堂趣味性，同时训练学生捕捉节日关键信息的能力。 Step4 Talk about festivals 教师板书核心句型： What festival do you like? I like the Spring Festival. What do people do on the Spring Festival? They clean the house,have a big dinner and watch the Spring Festival Gala. What did you do last Spring Festival? I visited my grandparents and got lucky money. 学生两人一组进行问答练习。 教师巡视指导，重点提醒一般过去时动词形式。 设计意图：通过句型操练帮助学生将词汇转化为口语表达。 Step5 My festival experience 教师提问： What did you do last Spring Festival? Did you eat mooncakes last Mid-Autumn Festival? What festival do you like best?Why? 教师提供表达支架： Last Spring Festival,I______. I like______because______. People can______and______. 学生先小组讨论，再全班分享。 设计意图：从节日知识复习过渡到个人经历表达，提升口语输出的真实性。 Step6 Role-play 学生两人一组，一人扮演记者，一人扮演受访者，围绕节日进行采访： Reporter:What festival do you like? Student:I like the Mid-Autumn Festival. Reporter:What do people do on this festival? Student:They eat mooncakes and watch the moon. Reporter:What did you do last Mid-Autumn Festival? Student:I had dinner with my family and ate mooncakes. 练习后邀请小组上台展示。 设计意图：角色扮演能创设真实交际情境，帮助学生综合运用节日表达。 Step7 Summary 师生共同回顾： Spring Festival:clean the house,put on couplets,watch the Gala,get lucky money Mid-Autumn Festival:eat mooncakes,watch the moon Dragon Boat Festival:eat zongzi,dragon boat races Lantern Festival:sweet rice balls,guess lantern riddles Teachers’Day:thank teachers Children’s Day:have parties,get gifts Step8 Homework Must do：抄写本课6个节日名称和5个节日活动短语，熟读核心句型。 Choose to do：制作一张节日海报，用3—5个英语句子介绍你最喜欢的节日。 八、板书设计 Unit2 Getting together 第2课时 Part A Let’s learn Festivals Spring Festival Lantern Festival Dragon Boat Festival Mid-Autumn Festival Children’s Day Teachers’Day Activities clean the house put on couplets have a big dinner watch the Spring Festival Gala get lucky money eat zongzi eat mooncakes guess lantern riddles Sentences What festival do you like? I like the Spring Festival. What do people do on the Spring Festival? They clean the house and have a big dinner. What did you do last Spring Festival? I visited my grandparents and got lucky money. 九、教学反思 本课以节日复习为主线，内容贴近学生生活，学生兴趣较高。大部分学生能够认读节日名称，并能简单说出clean the house、get lucky money等节日活动。猜谜游戏和角色扮演活动有效提升了课堂参与度，避免了复习课的枯燥感。 不足之处在于部分学生用一般过去时描述节日经历时仍容易出错，尤其是get、eat、see、go等不规则动词过去式。后续可在课前增加5分钟动词过去式小复习，帮助学生巩固时态变化。此外，口语表达环节部分学生只能说短句，后续可增加First,Then,After that等连接词示范，帮助学生更连贯地描述节日经历。 学科网（北京）股份有限公司 $