Unit 2 Getting together（教学设计）英语人教PEP版六年级上册（新教材）

Unit 2 Getting together （教学设计） 英语人教PEP版六年级上册 第一部分：单元分析与规划 一、单元主题和主题意义 单元主题： Unit 2 Getting together（欢聚一堂）。本单元属于“人与社会”主题范畴下的“历史、社会与文化；社会服务与人际沟通”子主题。单元围绕“Why do we get together?”这一核心问题，引导学生学习中外节日和大型活动相关的表达方式，理解节日文化与集体体验如何凝聚人心、传递情感。 单元主题意义： 本单元旨在引导学生运用英语谈论节日习俗、家庭活动、学校及社区大型事件，理解传统节日和集体活动对增强家庭纽带、班级凝聚力和社区归属感的重要意义；在语言学习中渗透尊重传统文化、积极参与集体活动、乐于分享与合作的价值观，帮助学生用英语描述个人经历、表达情感态度，培养跨文化意识和积极的社会交往能力。 二、教学理论依据 《义务教育英语课程标准（2022年版）》指出：“英语课程的实施要充分发挥核心素养的统领作用，以主题为引领选择和组织课程内容，以语篇为依托融入语言知识、文化知识、语言技能以及学习策略等学习要求，以单元的形式呈现。”2022版课标的课程六要素新增了“主题”和“语篇”两个要素，并突出了单元整体教学的重要性。单元整体教学过程的设计要先从整体安排教学环节，形成单元框架结构。（王建平，2020）无论是单元整体框架，还是课时教学，都要有学生的学习活动作支撑，围绕单元学习重点、促进单元目标的达成，因此学习活动要体现整合性和纵深性。单元整体教学是指教师基于课程标准，围绕特定主题，对教材等教学资源进行深入解读、分析、整合和重组后，搭建起的一个由单元大主题统领、各语篇次主题相互关联、逻辑清晰的完整教学单元，使教学能够围绕一个完整的主题设定单元目标，引导学生基于对单独语篇小观念的学习和提炼，逐步构建基于该单元主题的大观念。 三、单元内容分析 本单元的主题内容是：节日与大型活动如何让人们相聚（Getting together）。单元的各个板块呈现了学生谈论中秋节、春节等传统节日活动，分享马拉松、在线书展、校园事件等大型活动体验，阅读端午节龙舟赛日记，完成“展示校园活动照片”项目，以及阅读“年”的故事等语篇和活动，旨在帮助学生了解节日习俗与集体活动，能够用英语描述过去发生的事情，分享个人感受，并理解集体活动对凝聚情感、传承文化的价值。 本单元与前后单元围绕“人与社会”主题语境展开，共同促进学生语言综合运用能力的发展。学生通过探究“我们为节日做什么”“大型活动如何让我们相聚”“我们如何分享经历”等问题，逐步理解节日与集体活动的文化意义，学会用一般过去时描述和分享过去的事件与体验，培养积极的人际沟通与跨文化意识。 本单元包括 7 个语篇： 语篇一 是一节对话课。通过 Mike 与 Binbin 谈论中秋节假期的对话，学生学习如何询问和描述节日活动，理解“How was your ...? What did you do? Did you ...?”等过去时问答，并初步感知春节贴福字、吃饺子等传统习俗。 语篇二 是一节词汇课。通过展示春节家庭活动图片（贴福、打扫、穿红衣、看春晚、倒计时），学生学习核心动词短语，并运用“What did you do for the Spring Festival? Xinxin and I pasted fu on the door.”进行交流，同时复习 Children's Day, Dragon Boat Festival 等节日名称。 语篇三 是一节对话课。通过 Amy、Chen Jie 和 Binbin 谈论上周末参加马拉松、在线书展等活动的对话，学生学习如何询问和表达大型活动体验，理解“How was your weekend? What did you like about it?”等句型，并感知集体活动带来的乐趣与归属感。 语篇四 是一节词汇课。通过呈现机器人展、作家见面会、马拉松、艺术节等校园和社区活动图片，学生学习动词过去式 danced, helped, made, ran, read, sang, wore 等，并用“Did you go to the book fair yesterday? What did you like about it?”等进行交流。 语篇五 是一节读写课。通过阅读端午节龙舟赛通知和日记，学生理解通知和日记两种文体，提取赛龙舟前后的事件信息，并尝试用“First, ... Then, ... Finally, ...”等连接词书写自己的节日或活动经历。 语篇六 是一节项目课。通过“Present photos from school events”项目，学生整合本单元所学语言，用一般过去时描述学校活动（重阳节去敬老院、贴窗花、包饺子、读报纸等），制作并展示照片海报，培养合作与表达能力。 语篇七 是一节故事阅读课。通过阅读“年”的故事，学生了解春节习俗（贴红纸、点蜡烛、放烟花、贴春联、吃饺子）的由来，理解传统文化背后的智慧，并学习用一般过去时讲述故事。 单元核心内容总表 语篇 核心词汇/短语 核心句式 技能与策略 学习要点 A Let's talk （Mid-Autumn Festival holiday） Mid-Autumn Festival, holiday, mooncake, fruit, story, Spring Festival, paste fu, jiaozi, take a trip How was your Mid-Autumn Festival holiday? It was great! What did you do? Did you take a trip? No, we didn't. Did you eat mooncakes? Yes, we did. 借助图片和问题预测对话内容；从对话中提取节日活动和人物信息；模仿语音语调进行角色扮演。 学习用一般过去时谈论节日活动，理解中秋节和春节传统习俗。 A Let's learn （Spring Festival） Spring Festival, paste fu, clean the house, dress in red, wait for the Spring Festival Gala, count down to the new year, Children's Day, Dragon Boat Festival, National Day, Lantern Festival, Teachers' Day What did you do for the Spring Festival? Xinxin and I pasted fu on the door. Did you count down to 12 o'clock? Yes, we did. 借助图片和动作理解动词短语；运用节日词汇进行分类记忆；结合生活经验进行猜测游戏。 学习春节核心活动短语及常见节日名称，能描述节日活动。 B Let's talk （Weekend events） marathon, volunteer, race, runner, cheer, online book fair, share ideas, weekend, birthday, sports meet, school trip, watch the races, play games, sing and dance, hike in the mountains, enjoy delicious food How was your weekend? It was great. My mother and I went to a marathon. She worked as a volunteer. What did you like about it? I liked watching the runners. I cheered for them. 借助图片和问题预测对话内容；从对话中提取人物、活动和感受信息；在真实情境中询问和分享活动体验。 学习用一般过去时描述周末大型活动，表达个人感受与评价。 B Let's learn （School events） robot, writer, read his book to the children, art festival, Earth Day, go camping, put up a tent, danced, helped, made, ran, read, sang, wore Did you go to the book fair yesterday? Yes, I did. What did you like about it? The writer read his book to us. Students in Class One did fun activities on Earth Day. 借助图片理解动词过去式含义；归纳规则与不规则动词变化；在情境中运用过去式描述活动。 学习动词过去式变化，能够描述校园和社区活动。 B Read and write （Dragon Boat Festival） dragon boat race, notice, excited, race team, judge, count down, winner, zongzi, make zongzi, have a big dinner, the best ... ever, finally The notice about the dragon boat race finally came out last Friday. My father was on a race team. The judge counted down. The race began! His team won the race. It was the best Dragon Boat Festival ever! 借助标题和图片预测文本内容；区分事实与观点；借助时间顺序词梳理事件；仿照范文写活动经历。 理解通知与日记文体，学习按时间顺序描述节日活动。 Project （Present photos from school events） school event, old people's home, clean the rooms, put up paper cuttings, make dumplings, read newspapers out loud, invite grandparents, sing and dance for them, see old photos, do-did, go-went, make-made, read-read, see-saw, clean-cleaned, paste-pasted, play-played, visit-visited, watch-watched These are photos from ... We went to an old people's home. We cleaned the rooms and put up paper cuttings on windows. We made dumplings and read newspapers out loud. Did you ...? Yes, we did. What did they like about it? 整合本单元核心语言；小组合作收集和整理照片信息；制作海报并展示介绍。 综合运用一般过去时描述学校活动，培养合作与表达能力。 Reading time （Nian） Nian, monster, village, run away, afraid, red paper, bright lights, loud noises, fireworks, set off fireworks, Spring Festival couplets, celebrate, get together Last year, it ate many animals. Why are you running? What happened? I will stay alone in the village and face Nian. I pasted red paper on the doors and windows. I set off fireworks. He ran away! From then on, on New Year's Eve, people get together to celebrate the coming new year. 借助插图和标题预测故事情节；按场景梳理故事发展；分角色朗读表演故事；仿写故事结局。 理解春节习俗的由来，学习用一般过去时讲述民间故事。 单元主题内容框架 Unit 2 Getting together 单元主题：Why do we get together? What do we do for festivals? 节日活动与传统文化 How can big events bring us together? 大型活动与集体体验 How do we share our experiences? 活动回顾与分享表达 Lesson 1: A Let's talk Mid-Autumn Festival holiday Talking about festival activities and feeling with a partner. Lesson 3: B Let's talk Weekend events Sharing experiences of weekend big events and expressing feelings. Lesson 6: Project Present photos from school events Preparing and presenting photos of school events in groups. Lesson 2: A Let's learn Spring Festival Learning festival activity phrases and common festival names. Lesson 4: B Let's learn School events Learning past tense verbs and describing school or community events. Lesson 7: Reading time Nian Reading a story about the Spring Festival and retelling the story. Lesson 5: B Read and write Dragon Boat Festival Reading a notice and diary about the Dragon Boat Festival race and writing about an event. 学习后学生能够运用一般过去时描述节日和大型活动中的具体事件，分享个人感受与体验；理解中秋节、春节、端午节等传统节日的文化内涵，感受家庭团聚与集体活动的温暖；积极参与并介绍学校与社区活动，增强合作意识与归属感；通过讲述“年”的故事，理解春节习俗的由来，传承中华优秀传统文化。 本单元以 “Getting together” 为主题，以单元大任务 “Why do we get together?” 为统领，通过 “What do we do for festivals?” “How can big events bring us together?” “How do we share our experiences?” 三个相互关联的子主题，引导学生从了解节日习俗和家庭活动，到体验大型活动与集体事件，再到回顾与分享自己的经历，形成螺旋上升的认知逻辑。前一课时的学习成果自然成为后一课时的探究素材，帮助学生从 “能用英语谈论节日活动” 逐步深化到 “能用英语描述大型活动体验” 和 “能用英语分享与展示集体经历”，最终内化为 “热爱传统文化、珍视集体生活、乐于沟通分享” 的生活态度。 四、单元教学目标 单元教学目标 语篇 1. 能够听、说、认读 Mid-Autumn Festival, mooncake, take a trip, Spring Festival, paste fu, jiaozi 等节日相关词汇，并运用 “How was your ...? What did you do? Did you ...? Yes, we did. / No, we didn't.” 等句型询问和描述节日活动。 对话课 A Let's talk（1课时） 2. 能够听、说、认读春节活动短语（paste fu, clean the house, dress in red, wait for the Spring Festival Gala, count down to the new year）和常见节日名称，并运用 “What did you do for the Spring Festival? Xinxin and I pasted fu on the door.” 进行问答。 词汇课 A Let's learn（1课时） 3. 能够听、说、认读 marathon, volunteer, race, cheer, online book fair, share ideas 等词汇，并运用 “How was your weekend? What did you like about it? I liked watching the runners. I cheered for them.” 等句型分享活动体验。 对话课 B Let's talk（1课时） 4. 能够听、说、认读 danced, helped, made, ran, read, sang, wore 等动词过去式，并运用 “Did you go to the book fair yesterday? What did you like about it? The writer read his book to us.” 等句型描述校园和社区活动。 词汇课 B Let's learn（1课时） 5. 能够理解端午节龙舟赛通知和日记大意，提取赛前、赛中、赛后信息，区分事实与观点，并尝试按时间顺序书写自己的节日或活动经历。 读写课 B Read and write（1课时） 6. 能够整合本单元所学语言，以小组合作方式收集并展示学校活动照片，用一般过去时描述活动过程和个人感受。 项目课 Project（1课时） 7. 能够借助插图理解“年”的故事，按场景梳理故事发展，学习春节习俗的由来，并尝试用一般过去时复述或表演故事。 故事阅读课 Reading time（1课时） 五、学情分析 1. 综合分析 本教学设计面向小学六年级上学期学习英语的学生。他们经过三至五年级的学习，已经积累了一定的英语词汇和句型，能够围绕熟悉的话题进行简单交流。六年级学生的认知发展逐步从具体形象思维向抽象逻辑思维过渡，能够理解较复杂的语篇结构和语言规则，具备一定的自主学习和合作学习能力。他们对节日、活动、故事等话题兴趣浓厚，喜欢通过歌曲、游戏、角色扮演、小组合作等方式学习。教师应充分利用学生熟悉的节日和生活情境，设计真实、有趣、有挑战性的学习活动。 2. 认知水平 学生能够在熟悉的话题场景中进行简单的问答交流，具备一定的听说读写能力。他们能听懂简短对话和语篇，获取大意和关键信息；在口语表达上，能运用所学句型描述个人经历和简单感受；在阅读方面，能借助图片和上下文理解短文大意，并提取部分细节信息；在写作方面，能仿照范文完成简单的句子或段落写作。学生对一般过去时已有初步接触，但对其规则和不规则变化、在真实情境中的灵活运用仍需进一步学习。 3. 知识储备 学生已掌握一些常见节日和活动词汇（如 festival, holiday, weekend, party, sing, dance, run, play, eat, clean 等），以及一般现在时、现在进行时等基础语法知识。他们已学习过用 “What did you do?” “Did you ...?” 等句型询问和描述过去的事情，为本单元学习奠定了一定基础。但学生对 Mid-Autumn Festival, marathon, volunteer, race, dragon boat race, Spring Festival Gala 等较抽象的词汇，以及对一般过去时不规则动词变化（如 do-did, go-went, make-made, read-read, see-saw）和日记、通知等文体需要重点突破。 4. 生活经验 学生生活中经常接触中秋节、春节、端午节、儿童节、国庆节等传统节日和现代节日，对贴福字、吃月饼、包饺子、赛龙舟、放烟花等习俗有一定了解。他们也参加过运动会、学校旅行、艺术节、读书展、生日派对等集体活动，能够结合自身经历谈论节日和大型活动。这些生活经验有助于学生快速理解语篇内容，并将英语表达与个人经历建立联系。 5. 存在的困难分析 语言运用难点： 学生在运用一般过去时描述过去事件时，可能会出现动词形式错误（如不规则动词变化错误、否定/疑问句中 did 后动词未还原等）；在描述活动顺序和感受时，可能缺乏时间连接词（如 first, then, finally, before, during, after）和表达情感的词汇（如 excited, happy, great, fun）。 深层理解难点： 学生可能更关注节日活动的表面形式，而对节日背后蕴含的家庭团聚、文化传承、集体归属感等深层意义理解不够深入；在阅读“年”的故事时，可能对民间故事的文化寓意和春节习俗的由来需要教师借助图片、视频等资源补充说明。 6. 学习能力与方法 学习兴趣方面，六年级学生喜欢通过歌曲、游戏、角色扮演、小组合作、项目展示等方式学习，对与生活密切相关的话题有较强表达欲望。他们愿意展示自己的学习成果，但需要教师提供清晰的任务要求和语言支架。 自主学习能力方面，学生已具备一定的预习、复习能力，能够借助工具书或网络资源查找节日相关信息。但在学习策略的运用上仍存在差异，部分学生在面对较长的阅读语篇和较复杂的写作任务时容易产生畏难情绪，需要教师分层指导和及时鼓励。 7. 教学难点及应对措施 首先，针对一般过去时动词形式多、易混淆的问题，教师应设计动词变化归类表、歌曲、 chant、配对游戏等可视化活动，帮助学生系统梳理规则与不规则动词过去式，并创设真实情境让学生在反复运用中巩固。 其次，针对节日文化和大型活动表达的学习难点，教师应创设丰富的节日情境和活动情境（如节日派对、运动会、书展、校园事件等），让学生在真实语境中操练核心句型，同时借助图片、视频、实物等资源补充文化背景知识。 再次，针对学生语篇组织能力较弱的问题，教师应提供思维导图、时间轴、句型框架、范文结构分析等支架，引导学生从口头表达到书面写作逐步过渡，并鼓励学生按时间顺序（before, during, after）和事件发展（first, then, finally）组织语言。 最后，在作业设计方面，教师应设计贴近学生生活的分层作业，如记录节日活动、采访家人节日经历、制作活动海报、录制活动分享视频等，让学生在完成作业的过程中巩固语言、发展能力、传承文化。 第二部分：单元课时教学设计 第一课时：A Let's talk（Mid-Autumn Festival holiday） 一、语篇研读 主题和内容：本语篇是小学生日常生活对话，围绕 Mike 与 Binbin 谈论中秋节假期展开。Mike 询问 Binbin 中秋节过得怎么样、做了什么、是否吃了月饼，Binbin 介绍了家人团聚、吃月饼和水果、听爷爷讲节日故事等活动，并邀请 Mike 明年一起过春节，贴福字、吃饺子。 意义和价值：通过贴近学生生活的节日对话，引导学生运用英语分享节日经历，感受传统节日中家庭团聚和亲情传递的温暖，增强对中国传统文化的认同感。 方式和方法：该语篇是小学生日常生活对话，涉及核心词汇 Mid-Autumn Festival, holiday, mooncake, fruit, story, Spring Festival, paste fu, jiaozi, take a trip 和核心句型 “How was your Mid-Autumn Festival holiday? It was great! My family and I had a really nice day. What did you do? Did you take a trip? No, we didn't. Did you eat mooncakes? Yes, we did. We enjoyed some mooncakes and fruit. Grandpa told us some stories about the festival. Can I join you next year? Sure. You can also join us for the Spring Festival. We can paste fu and eat jiaozi together.” 等。对话运用一般过去时描述已经发生的节日活动，情节真实自然，语言口语化，适合六年级学生模仿和表演。 二、学情分析 六年级学生已经具备一定的节日类词汇基础（如 festival, holiday, eat, visit, family 等），对中秋节、春节等传统节日有生活经验，学习兴趣浓厚。但部分学生对 mooncake, Mid-Autumn Festival, paste fu, jiaozi 等词汇的发音和意义需要进一步学习；在运用一般过去时进行问答时，可能会出现 did 后动词未还原、否定回答形式错误等问题。此外，部分学生在真实交流中可能羞于开口，需要教师创设轻松愉快的课堂氛围。 三、教学目标 通过学习本课时，学生能够： 能够听录音、看图、看动画，理解对话大意，获取 Binbin 中秋节的活动安排以及 Mike 和 Binbin 关于春节的约定，学习核心句型 “How was your ...? What did you do? Did you ...?” 的用法。（学习理解） 能够听、说、认读核心句型 “How was your Mid-Autumn Festival holiday? It was great! What did you do? Did you take a trip? No, we didn't. Did you eat mooncakes? Yes, we did.”，并分角色朗读表演对话，完成节日活动的结对问答。（应用实践） 能够结合自己的节日经历，与同伴创编新的节日对话，并分享中国传统节日习俗。（迁移创新） 四、教学重难点 教学重点： 能够听、说、认读核心句型 “How was your ...? What did you do? Did you ...? Yes, we did. / No, we didn't.”，并恰当运用所学语言询问和描述节日活动。 能够理解对话中中秋节和春节的传统习俗表达。 教学难点： 能够正确运用一般过去时的一般疑问句及其回答； 能够结合自身实际，与同伴自然、流畅地谈论节日经历。 核心词汇： Mid-Autumn Festival, holiday, mooncake, fruit, story, Spring Festival, paste fu, jiaozi, take a trip, family, visit, enjoy 核心句型： How was your Mid-Autumn Festival holiday? It was great! My family and I had a really nice day. What did you do? Did you take a trip? No, we didn't. My aunt's family visited us. Did you eat mooncakes? Yes, we did. We enjoyed some mooncakes and fruit. Grandpa told us some stories about the festival. Can I join you next year? Sure. We can paste fu and eat jiaozi together. 课前准备： 教师准备：多媒体课件、课文音频、中秋节和春节图片、月饼和饺子实物或图片、角色头饰、学习单 学生准备：教材、自己或家人的节日照片（可选） 五、教学过程 教学目标 学习活动 效果评价 1. 能够听录音、看图、看动画，理解对话大意，获取 Binbin 中秋节的活动安排以及 Mike 和 Binbin 关于春节的约定，学习核心句型 “How was your ...? What did you do? Did you ...?” 的用法。（学习理解） Activity 1: Let's sing 播放单元歌曲 “Getting together”，学生跟唱并讨论节日话题。 T: What festivals do you hear in the song? What do you often do at festivals? Ss: Mid-Autumn Festival, Spring Festival. We eat mooncakes / jiaozi. 教师观察学生跟唱情况，了解学生对节日话题的兴趣和已有知识储备。 Activity 2: Look and guess 展示课本P16 图片，引导学生观察 Mike 和 Binbin 的早餐场景，预测对话内容。 T: What festival are they talking about? What food can you see? Ss: Maybe Mid-Autumn Festival. I can see mooncakes. 教师观察学生能否根据图片预测对话情境，培养学生的观察能力和预测能力。 设计意图（学习理解阶段） ：本阶段的学习活动旨在帮助学生激活已有节日知识，感知核心话题。通过歌曲热身和图片预测，学生在多模态语境中进入节日情境，为理解对话内容奠定基础。 Activity 4: Watch and answer 再次播放动画，学生回答细节问题。 Q1: What did Binbin do in the Mid-Autumn Festival holiday? Q2: Did Binbin eat mooncakes? Q3: What can Mike and Binbin do together next year? T: Watch carefully. What did Binbin do? Did he eat mooncakes? Ss: His aunt's family visited them. Yes, he did. They can paste fu and eat jiaozi. 教师检查学生答案，了解学生提取关键信息的能力，及时纠正错误。 Activity 5: Read and learn 学生阅读课本P16对话，圈出核心句型并理解一般过去时的用法。 T: Find the questions about the past. How does Binbin answer? Ss: "How was your Mid-Autumn Festival holiday?" "What did you do? Did you take a trip?" "No, we didn't." "Yes, we did." 教师检查学生能否识别核心句型，评价学生对一般过去时疑问句及回答的理解程度。 设计意图（学习理解阶段） ：本阶段的学习活动旨在帮助学生理解核心词句的语用和语义。通过听力判断、动画细节理解和句型聚焦，学生从大意到细节逐步理解对话内容，掌握节日活动询问与描述表达，为后续语言操练奠定基础。 2. 能够听、说、认读核心句型 “How was your Mid-Autumn Festival holiday? It was great! What did you do? Did you take a trip? No, we didn't. Did you eat mooncakes? Yes, we did.”，并分角色朗读表演对话，完成节日活动的结对问答。（应用实践） Activity 6: Listen and imitate 播放对话录音，学生跟读模仿，注意语音语调。 T: Pay attention to "How was your ...?" and "Did you ...?" Ss: ... 教师观察学生跟读情况，对语音语调准确的学生给予表扬，对困难学生进行个别指导。 Activity 7: Role play 学生两人一组分角色扮演 Mike 和 Binbin，进行对话练习。 T: Work in pairs. Act out the dialogue. Pay attention to your pronunciation and feelings. Ss: ... 教师巡视各组，观察学生是否能流利、有感情地表演对话，注意过去时句型的正确使用。 Activity 8: Ask and answer 学生根据课本P16 “Think of what you did last Teachers' Day. Then talk with your partner.” 进行结对问答。 T: Did you draw pictures for our teachers? Did you make cards for our teachers? Ss: No, I didn't. I took some photos. / Yes, I did. 教师观察学生结对问答情况，评价学生对核心句型的理解和运用能力。 设计意图（应用实践阶段） ：本阶段的学习活动引导学生在归纳和整理核心语言的基础上，通过跟读模仿、角色扮演和结对问答等活动，促进语言内化。学生在真实或仿真的语境中运用核心句型交流，从学习理解过渡到应用实践。 3. 能够结合自己的节日经历，与同伴创编新的节日对话，并分享中国传统节日习俗。（迁移创新） Activity 9: Think and share 学生讨论自己最喜欢的节日及活动，教师提供节日词汇支架。 T: What's your favourite festival? What did you do last ...? Ss: I like the Spring Festival. I visited my grandparents and ate jiaozi. 教师鼓励学生大胆表达，对有困难的学生提供句型支架，观察学生能否将句型迁移到真实生活中。 Activity 10: Make a new dialogue 学生两人一组，根据自己喜欢的节日创编新对话。 A: How was your ...? B: It was great! A: What did you do? Did you ...? B: Yes, I did. / No, I didn't. ... 教师观察学生创编对话的完整性和准确性，关注一般过去时疑问句和回答的正确使用。 Activity 11: Show time 邀请几组学生展示创编的对话，全班评价并投票选出“最佳节日对话”。 T: Which group shares the best festival? Why? Ss: ... 教师引导学生从内容、语音语调、合作等方面进行互评，增强学生的自信心和表达能力。 设计意图（迁移创新阶段） ：本阶段学习活动旨在帮助学生在迁移的语境中，创造性地运用所学语言。学生结合自己的节日经历创编对话并分享中国传统节日习俗，从课本走向现实生活，发展了语用能力和文化意识。 作业： Level A：听读课本P16 对话3遍，并尝试背诵。 Level B：采访一位家人，了解他/她去年中秋节或春节的活动，用英语记录下来，并画一幅简单的节日活动图。 板书设计： Unit 2 Lesson 1 A Let's talk Mid-Autumn Festival Getting together Spring Festival mooncake fruit story A Let's talk paste fu eat jiaozi How was your ...? It was great! What did you do? Did you ...? Yes, we did. / No, we didn't. 六、教学反思 本节课是对话课，通过歌曲热身、图片预测、听力判断、动画理解、句型聚焦、角色扮演和创编对话等环节，帮助学生在真实语境中学习和运用节日活动表达。教学中应重点关注学生对一般过去时一般疑问句及回答的掌握情况。在迁移创新环节，鼓励学生结合生活经验创编对话，能够有效提升学生的语言运用积极性和文化意识。后续可增加更多节日文化情境的操练，帮助学生巩固核心句型。 第二课时：A Let's learn（Spring Festival） 一、语篇研读 主题和内容：本语篇是一节词汇课，围绕春节家庭活动展开。教材通过图片呈现了“我和妹妹贴福字”“我和爸爸打扫房子”“我们穿红色衣服”“我们等待春节联欢晚会”“我们一起倒计时迎接新年”等活动场景，并设置了 Mike 询问 Binbin 春节做了什么的对话，以及一个猜测游戏，帮助学生学习和运用春节相关动词短语。 意义和价值：通过贴近学生生活的春节活动，引导学生学习并运用英语描述传统节日的家庭习俗，感受春节团圆、喜庆、期盼的文化氛围，增强对中国传统节日的认同感。 方式和方法：该语篇采用图片配文和对话的形式，涉及核心词汇 Spring Festival, paste fu, clean the house, dress in red, wait for the Spring Festival Gala, count down to the new year, Children's Day, Dragon Boat Festival, Mid-Autumn Festival, National Day, Lantern Festival, Teachers' Day 和核心句型 “My sister and I pasted fu on the door. My dad and I cleaned the house. We dressed in red. We waited for the Spring Festival Gala. We counted down to the new year. What did you do for the Spring Festival? Xinxin and I pasted fu on the door. Did you count down to 12 o'clock? Yes, we did.” 等。语篇运用一般过去时和第一人称复数描述春节活动，图文结合，易于六年级学生理解和模仿。 二、学情分析 六年级学生已经学习过一些常见动词和节日名称，对本课时春节话题有浓厚兴趣和丰富的生活经验。但部分动词短语（如 paste fu, wait for the Spring Festival Gala, count down to the new year）对学生来说较陌生，长短语的发音和记忆可能存在困难。此外，学生在运用一般过去时描述多个连续活动时，可能会出现动词形式混乱、主语不一致等问题，需要教师提供清晰的句型支架和动作示范。 三、教学目标 通过学习本课时，学生能够： 能够听、说、认读春节活动短语及常见节日名称，理解其音、形、义，并在图片帮助下理解春节活动场景。（学习理解） 能够在动作和图片帮助下，运用 “What did you do for the Spring Festival? Xinxin and I pasted fu on the door.” 等句型进行问答，完成猜测游戏和结对练习。（应用实践） 能够结合自己的节日经历，绘制并介绍春节或其他节日的活动海报，与同伴分享。（迁移创新） 四、教学重难点 教学重点： 能够听、说、认读春节活动短语及常见节日名称； 能够运用 “What did you do for the Spring Festival? ... pasted / cleaned / dressed / waited / counted ...” 等句型询问和描述节日活动。 教学难点： 能够正确朗读和记忆较长的动词短语； 能够运用一般过去时准确描述节日活动。 核心词汇： Spring Festival, paste fu, clean the house, dress in red, wait for the Spring Festival Gala, count down to the new year, Children's Day, Dragon Boat Festival, Mid-Autumn Festival, National Day, Lantern Festival, Teachers' Day 核心句型： My sister and I pasted fu on the door. My dad and I cleaned the house. We dressed in red. We waited for the Spring Festival Gala. We counted down to the new year. What did you do for the Spring Festival? Xinxin and I pasted fu on the door. Did you count down to 12 o'clock? Yes, we did. 课前准备： 教师准备：多媒体课件、春节活动图片或卡片、动作示范视频、节日名称卡片、学习单 学生准备：教材、自己收集的节日照片或图画（可选） 五、教学过程 教学目标 学习活动 效果评价 1. 能够听、说、认读春节活动短语及常见节日名称，理解其音、形、义，并在图片帮助下理解春节活动场景。（学习理解） Activity 1: Let's review 快速复习上一课时对话，导入春节话题。 T: What did Mike and Binbin talk about? What did Binbin do? Ss: They talked about the Mid-Autumn Festival. Binbin ate mooncakes and listened to stories. 教师观察学生复习情况，激活学生关于节日话题的已有知识。 Activity 2: Look and learn 展示课本P17 春节活动图片，学生观察并学习动词短语。 T: Look at the pictures. What did they do for the Spring Festival? Ss: They pasted fu on the door. They cleaned the house. They dressed in red. 教师观察学生能否根据图片说出春节活动短语，及时给予词汇支持。 Activity 3: Listen and repeat 播放课本P13 录音，学生听并跟读核心短语和句子。 T: Listen and repeat. Pay attention to the pronunciation of "counted down" and "waited for". Ss: pasted fu, cleaned the house, dressed in red, waited for the Spring Festival Gala, counted down to the new year. 教师关注学生的发音，特别是较长短语的读音，及时纠正。 设计意图（学习理解阶段） ：本阶段的学习活动旨在帮助学生理解核心词汇的音、形、义。通过复习导入、图片观察和听读模仿，学生在多模态语境中感知和学习春节活动短语，初步建立节日活动表达图式，为后续语言运用奠定基础。 2. 能够在动作和图片帮助下，运用 “What did you do for the Spring Festival? Xinxin and I pasted fu on the door.” 等句型进行问答，完成猜测游戏和结对练习。（应用实践） Activity 4: Act and say 教师做动作，学生猜短语并说出句子；学生小组内做动作、猜短语。 T: What did I do? (做贴福字动作) Ss: You pasted fu on the door. 教师观察学生反应速度和准确性，巩固词汇认读和意义理解。 Activity 5: Guessing game 学生根据课本P17 “Play a guessing game” 进行活动，一人描述活动，另一人猜测节日。 T: Did you eat mooncakes? No, we didn't. Did you count down to 12 o'clock? Yes, we did. Oh, it's the Spring Festival! Ss: ... 教师观察学生能否运用 Did you ...? 句型进行猜测游戏，评价学生的语言运用能力。 Activity 6: Pair work 学生两人一组运用 “What did you do for the Spring Festival? ...” 句型进行问答。 T: What did you do for the Spring Festival? How about your partner? Ss: I cleaned the house with my mum. My sister pasted fu on the door. 教师巡视各组，观察学生能否正确使用过去式短语和问答句型。 设计意图（应用实践阶段） ：本阶段的学习活动引导学生在归纳和整理核心词汇的基础上，通过动作表演、猜测游戏和结对问答等活动，促进语言内化。学生在真实或仿真的语境中运用核心短语和句型交流，从学习理解过渡到应用实践。 3. 能够结合自己的节日经历，绘制并介绍春节或其他节日的活动海报，与同伴分享。（迁移创新） Activity 7: Festival map 学生小组讨论，将课本P17节日名称（Children's Day, Dragon Boat Festival, Mid-Autumn Festival, National Day, Lantern Festival, Teachers' Day）与典型活动连线。 T: Which festival is in June? What do people usually do? Ss: Dragon Boat Festival. People eat zongzi and have dragon boat races. 教师观察学生讨论情况，引导学生正确匹配节日与活动，拓展文化知识。 Activity 8: Draw and write 学生画一画自己最喜欢的节日活动，并用英语标注动词短语。 T: Draw your favourite festival activity. Write what you did in English. Ss: I made dumplings. I watched the dragon boat race. 教师巡视各组，观察学生能否正确运用目标短语标注图画，提供语言支持。 Activity 9: Show and tell 学生展示作品并介绍，全班投票选出“最有创意的节日海报”。 T: Which poster do you like best? Why? Ss: ... 教师引导学生从内容、语言、创意等方面进行评价，增强学生的成就感和文化意识。 设计意图（迁移创新阶段） ：本阶段学习活动旨在帮助学生在迁移的语境中，创造性地运用所学语言。学生通过节日活动海报制作和展示，将春节活动短语与个人生活相结合，发展了语用能力和文化意识。 作业： Level A：听读并抄写课本P17 动词短语，每个两遍，并制作动词短语卡片。 Level B：制作一张“我的春节”或“我最喜欢的节日”海报，画出至少4个活动并标注英文动词短语。 板书设计： Unit 2 Lesson 2 A Let's learn pasted fu Spring Festival cleaned the house dressed in red A Let's learn waited for the Gala counted down to the new year What did you do for the Spring Festival? Xinxin and I pasted fu on the door. 六、教学反思 本节课是词汇课，通过复习导入、图片观察、听读模仿、动作表演、猜测游戏、结对问答和海报制作等活动，帮助学生在语境中学习和运用春节活动短语。教学中应充分利用动作和图片等可视化资源，帮助学生理解较长动词短语。在迁移创新环节，学生对节日话题兴趣浓厚，但部分学生在拼写和过去式运用上仍需加强，后续可增加更多书写练习和小组合作活动。 第三课时：B Let's talk（Weekend events） 一、语篇研读 主题和内容：本语篇是小学生日常生活对话，围绕 Amy、Chen Jie 和 Binbin 谈论上周末参加的大型活动展开。Amy 介绍了和妈妈一起去马拉松比赛、妈妈做志愿者、自己观看比赛并给选手加油的经历；Chen Jie 介绍了自己参加在线书展、与同伴分享读书想法的活动。 意义和价值：通过贴近学生生活的周末大型活动话题，引导学生运用英语分享活动经历和感受，理解集体活动（如马拉松、书展）对促进交流、增强社区归属感的作用，培养积极参与集体活动的意识。 方式和方法：该语篇是小学生日常生活对话，涉及核心词汇 marathon, volunteer, race, runner, cheer, online book fair, share ideas, weekend, birthday, sports meet, school trip, watch the races, play games, sing and dance, hike in the mountains, enjoy delicious food 和核心句型 “How was your weekend, Amy? It was great. My mother and I went to a marathon on Sunday. She worked as a volunteer. I watched the race. What did you like about it? I liked watching the runners. They ran very fast. I cheered for them. I joined an online book fair. We shared ideas and talked about different books.” 等。对话运用一般过去时描述周末活动，并通过 “What did you like about it?” 引导学生表达个人感受，语言真实自然，适合六年级学生模仿和表演。 二、学情分析 六年级学生已经学习了前两课时的节日活动表达，为本课时大型活动对话学习奠定了基础。学生对马拉松、运动会、学校旅行等集体活动有一定生活经验，学习兴趣浓厚。但部分学生对 marathon, volunteer, online book fair, share ideas 等词汇的发音和意义需要进一步学习；在运用 “What did you like about it? I liked ...” 表达感受时，可能会出现 like 后动词形式错误。此外，学生在描述活动时可能会出现信息组织混乱的问题，需要教师提供思维导图等支架。 三、教学目标 通过学习本课时，学生能够： 能够听录音、看图、看动画，理解对话大意，获取 Amy 和 Chen Jie 上周末参加的活动及感受，学习核心句型 “How was your weekend? What did you like about it? I liked ...” 的用法。（学习理解） 能够听、说、认读核心句型 “How was your weekend? It was great. My mother and I went to a marathon. She worked as a volunteer. What did you like about it? I liked watching the runners. I cheered for them.”，并分角色朗读表演对话，完成活动体验的结对问答。（应用实践） 能够结合自己的周末或活动经历，与同伴创编新的活动对话，并分享参加集体活动的感受与意义。（迁移创新） 四、教学重难点 教学重点： 能够听、说、认读核心句型 “How was your weekend? What did you like about it? I liked ... I cheered for ...”，并恰当运用所学语言询问和描述活动体验。 能够理解对话中马拉松和在线书展等集体活动的基本信息。 教学难点： 能够正确使用 “like + doing” 表达活动感受； 能够结合自身实际，自然、流畅地描述周末活动及个人感受。 核心词汇： marathon, volunteer, race, runner, cheer, online book fair, share ideas, weekend, sports meet, school trip, watch the races, play games, sing and dance, hike in the mountains, enjoy delicious food 核心句型： How was your weekend, Amy? It was great. My mother and I went to a marathon on Sunday. She worked as a volunteer. I watched the race. What did you like about it? I liked watching the runners. They ran very fast. I cheered for them. I joined an online book fair. I liked it very much. We shared ideas and talked about different books. That sounds fun! 课前准备： 教师准备：多媒体课件、课文音频、马拉松和书展图片、角色头饰、活动短语卡片、学习单 学生准备：教材、自己参加活动的照片或经历（可选） 五、教学过程 教学目标 学习活动 效果评价 1. 能够听录音、看图、看动画，理解对话大意，获取 Amy 和 Chen Jie 上周末参加的活动及感受，学习核心句型 “How was your weekend? What did you like about it? I liked ...” 的用法。（学习理解） Activity 1: Free talk 学生自由谈论上周末做了什么，复习一般过去时。 T: What did you do last weekend? Did you go anywhere? Ss: I visited my grandparents. / I went to the park. 教师观察学生口语表达情况，激活学生关于周末活动的已有知识。 Activity 2: Look and guess 展示课本P18 图片，引导学生观察并预测对话内容。 T: What are Amy and Chen Jie talking about? Can you see a marathon / a book fair? Ss: They are talking about their weekends. Maybe a marathon and a book fair. 教师观察学生能否根据图片预测对话情境，培养学生的观察能力和预测能力。 Activity 3: Listen and answer 播放对话录音（课本P15），学生听录音回答问题。 Q1: What did Binbin do last weekend? Q2: Did Robin go with Binbin? Q3: What did Amy and Chen Jie like about the events? T: Listen and answer the questions. Ss: ... 教师关注学生的听力理解情况，判断学生获取对话大意和细节的能力。 设计意图（学习理解阶段） ：本阶段的学习活动旨在帮助学生激活已有周末活动知识，感知核心话题。通过自由谈话、图片预测和听力回答，学生在多模态语境中进入大型活动情境，为理解对话内容奠定基础。 Activity 5: Read and learn 学生阅读课本P18 对话，圈出询问活动感受的句型并理解 “like + doing” 的用法。 T: Find how Amy and Chen Jie talk about their feelings. What pattern do you see? Ss: "What did you like about it?" "I liked watching the runners." "I liked it very much." 教师检查学生能否识别核心句型，评价学生对 like + doing 表达的理解程度。 Activity 6: Choose and discuss 学生根据课本P18 “Choose and discuss” 中的活动（birthday, sports meet, school trip）和短语进行讨论。 T: How was your sports meet? What did you like about it? Ss: It was great. I cheered for the players. 教师观察学生能否运用核心句型讨论活动，评价学生的初步运用能力。 设计意图（学习理解阶段） ：本阶段的学习活动旨在帮助学生理解核心词句的语用和语义。通过动画勾选、句型聚焦和课本讨论活动，学生从大意到细节逐步理解对话内容，掌握活动体验询问与描述表达，为后续语言操练奠定基础。 2. 能够听、说、认读核心句型 “How was your weekend? It was great. My mother and I went to a marathon. She worked as a volunteer. What did you like about it? I liked watching the runners. I cheered for them.”，并分角色朗读表演对话，完成活动体验的结对问答。（应用实践） Activity 7: Listen and imitate 播放对话录音，学生跟读模仿，注意语音语调。 T: Pay attention to "How was your weekend?" and "I liked watching the runners." Ss: ... 教师观察学生跟读情况，对语音语调准确的学生给予表扬，对困难学生进行个别指导。 Activity 8: Role play 学生三人一组分角色扮演 Amy, Chen Jie 和 Binbin，进行对话练习。 T: Work in groups of three. Act out the dialogue. Use your feelings. Ss: ... 教师巡视各组，观察学生是否能流利、有感情地表演对话，注意 like + doing 的正确使用。 Activity 9: Do a survey 学生四人一组调查组员上周末的活动及感受，完成表格。 T: Ask your group members. What did you do last weekend? What did you like about it? Ss: ... 教师观察学生调查情况，评价学生对核心句型的理解和运用能力。 设计意图（应用实践阶段） ：本阶段的学习活动引导学生在归纳和整理核心语言的基础上，通过跟读模仿、角色扮演和小组调查等活动，促进语言内化。学生在真实或仿真的语境中运用核心句型交流，从学习理解过渡到应用实践。 3. 能够结合自己的周末或活动经历，与同伴创编新的活动对话，并分享参加集体活动的感受与意义。（迁移创新） Activity 10: Think and share 学生讨论自己参加过的大型活动或节日活动，分享感受。 T: What big events did you join? What did you like about them? Ss: I joined the sports meet. I liked running with my classmates. 教师鼓励学生大胆表达，对有困难的学生提供句型支架，观察学生能否将句型迁移到真实生活中。 Activity 11: Make a new dialogue 学生两人一组，根据自己喜欢的活动创编新对话。 A: How was your weekend? B: It was great. I went to a ... A: What did you like about it? B: I liked ... 教师观察学生创编对话的完整性和准确性，关注 like + doing 和一般过去时的正确使用。 Activity 12: Show time 邀请几组学生展示创编的对话，全班评价并投票选出“最佳活动分享”。 T: Which group shares the best event? Why? Ss: ... 教师引导学生从内容、语音语调、合作等方面进行互评，增强学生的自信心和表达能力。 设计意图（迁移创新阶段） ：本阶段学习活动旨在帮助学生在迁移的语境中，创造性地运用所学语言。学生结合自己的周末或活动经历创编对话并分享集体活动的感受，从课本走向现实生活，发展了语用能力和合作意识。 作业： Level A：听读课本P18 对话3遍，并尝试背诵；用 “How was your weekend? What did you like about it?” 采访两位同学。 Level B：录制一段“我的周末活动”英语介绍视频，描述自己参加过的一次大型活动及感受，时长不少于30秒。 板书设计： Unit 2 Lesson 3 B Let's talk Amy Weekend events Chen Jie marathon volunteer watch the race cheer for the runners B Let's talk online book fair share ideas talk about different books How was your weekend? It was great. What did you like about it? I liked ... I cheered for ... 六、教学反思 本节课是对话课，通过自由谈话、图片预测、听力回答、动画勾选、句型聚焦、角色扮演、小组调查和创编对话等环节，帮助学生在真实语境中学习和运用活动体验表达。教学中应重点关注学生对 like + doing 和一般过去时的掌握情况。在迁移创新环节，鼓励学生结合真实活动经历创编对话，能够有效提升学生的语言运用积极性和合作意识。后续可增加更多真实活动情境的操练，帮助学生巩固核心句型。 第四课时：B Let's learn（School events） 一、语篇研读 主题和内容：本语篇是一节词汇课，围绕校园和社区大型活动展开。教材通过图片呈现了“学生制作不同的机器人”“作家给孩子们读书”“来自不同地方的人们跑马拉松”“孩子们在艺术节唱歌跳舞”等场景，并设置了 Zhang Peng 和 Sarah 谈论书展的对话，以及 “Look and say” 中关于露营和地球日活动的句子填空练习，帮助学生学习和运用动词过去式。 意义和价值：通过贴近学生生活的校园和社区活动，引导学生学习并运用英语描述集体活动的具体行为，感受学校与社区活动中合作、创造、分享的乐趣，增强积极参与集体活动的意识。 方式和方法：该语篇采用图片配文和对话的形式，涉及核心词汇 robot, writer, read his book to the children, art festival, Earth Day, go camping, put up a tent, danced, helped, made, ran, read, sang, wore 和核心句型 “Students made different robots. The writer read his book to the children. People from different places ran a marathon. Children sang and danced in an art festival. Did you go to the book fair yesterday? Yes, I did. What did you like about it? The writer read his book to us. They went camping together. Some students put up a tent and ... Students in Class One did fun activities on Earth Day. They ...” 等。语篇运用一般过去时描述已经发生的活动，重点呈现规则动词和不规则动词过去式，图文结合，适合六年级学生归纳学习和迁移运用。 二、学情分析 六年级学生已经学习了前三课时的节日和活动表达，为本课时动词过去式学习奠定了基础。学生对校园活动（如机器人展、艺术节、地球日）有一定认知，学习兴趣浓厚。但部分学生对 writer, robot, Earth Day, art festival 等词汇需要进一步学习；对不规则动词过去式（如 read-read, made, ran, sang, wore）和规则动词过去式（如 danced, helped）的变化规则及发音需要系统梳理。此外，学生在运用动词过去式描述多个活动时，可能会出现原形与过去式混用的问题。 三、教学目标 通过学习本课时，学生能够： 能够听、说、认读校园和社区活动词汇及动词过去式，理解其音、形、义，并在图片帮助下归纳规则与不规则动词过去式的变化规律。（学习理解） 能够在图片和动作帮助下，运用 “Did you go to the book fair yesterday? Yes, I did. What did you like about it? The writer read his book to us. Students in Class One did fun activities on Earth Day. They ...” 等句型进行问答和描述，完成课本P19 “Look and say” 活动。（应用实践） 能够结合自己的校园或社区活动经历，绘制并介绍活动海报，与同伴分享。（迁移创新） 四、教学重难点 教学重点： 能够听、说、认读校园和社区活动词汇及动词过去式； 能够运用 “Did you ...? What did you like about it? ... read / made / ran / sang / danced / helped ...” 等句型询问和描述活动。 教学难点： 能够正确区分和运用规则动词与不规则动词过去式； 能够运用动词过去式准确描述连续发生的活动。 核心词汇： robot, writer, read his book to the children, art festival, Earth Day, go camping, put up a tent, danced, helped, made, ran, read, sang, wore 核心句型： Students made different robots. The writer read his book to the children. People from different places ran a marathon. Children sang and danced in an art festival. Did you go to the book fair yesterday? Yes, I did. What did you like about it? The writer read his book to us. They went camping together. Some students put up a tent and ... Students in Class One did fun activities on Earth Day. They ... 课前准备： 教师准备：多媒体课件、校园和社区活动图片、动词原形与过去式卡片、活动海报模板、学习单 学生准备：教材、自己参加校园或社区活动的照片（可选） 五、教学过程 教学目标 学习活动 效果评价 1. 能够听、说、认读校园和社区活动词汇及动词过去式，理解其音、形、义，并在图片帮助下归纳规则与不规则动词过去式的变化规律。（学习理解） Activity 1: Let's review 快速复习上一课时对话，导入校园活动话题。 T: What did Amy and Chen Jie do last weekend? Did they like the events? Ss: Amy went to a marathon. Chen Jie joined an online book fair. Yes, they liked them. 教师观察学生复习情况，激活学生关于活动话题的已有知识。 Activity 2: Look and learn 展示课本P19 活动图片，学生观察并学习动词过去式。 T: What did the students do? What did the writer do? Ss: Students made different robots. The writer read his book to the children. 教师观察学生能否根据图片说出活动短语和动词过去式，及时给予词汇支持。 Activity 3: Listen and repeat 播放课本P19 录音，学生听并跟读核心词汇和句子。 T: Listen and repeat. Pay attention to the past tense verbs: made, ran, read, sang, wore. Ss: made, ran, read, sang, wore, danced, helped. 教师关注学生的发音，特别是不规则动词过去式的读音，及时纠正。 设计意图（学习理解阶段） ：本阶段的学习活动旨在帮助学生理解核心词汇和动词过去式的音、形、义。通过复习导入、图片观察和听读模仿，学生在多模态语境中感知和学习校园活动表达，初步归纳动词过去式变化规律，为后续语言运用奠定基础。 2. 能够在图片和动作帮助下，运用 “Did you go to the book fair yesterday? Yes, I did. What did you like about it? The writer read his book to us. Students in Class One did fun activities on Earth Day. They ...” 等句型进行问答和描述，完成课本P16 “Look and say” 活动。（应用实践） Activity 4: Find the rule 学生将动词过去式分为规则变化和不规则变化两类，归纳变化规律。 T: Which verbs add -ed? Which verbs change differently? Ss: danced, helped, pasted, cleaned, visited, watched → -ed; made, ran, read, sang, wore, went, did, saw → special. 教师观察学生分类情况，评价学生对动词过去式变化规律的理解程度。 Activity 5: Match and say 学生将动词原形与过去式配对，并造句。 T: Match the verbs. Then make a sentence. Ss: make → made. Students made different robots. 教师检查学生配对和造句情况，巩固动词过去式变化。 Activity 6: Look and say 学生根据课本P19 “Look and say” 图片和动词提示，完成句子并描述活动。 T: They went camping together. Some students put up a tent and ... What did they do next? Ss: Some students put up a tent and made a fire. / Students in Class One did fun activities on Earth Day. They planted trees and cleaned the park. 教师观察学生能否运用动词过去式描述图片活动，评价学生的语言运用能力。 设计意图（应用实践阶段） ：本阶段的学习活动引导学生在归纳和整理核心语言的基础上，通过规律发现、动词配对和看图说话等活动，促进语言内化。学生在真实或仿真的语境中运用动词过去式描述活动，从学习理解过渡到应用实践。 3. 能够结合自己的校园或社区活动经历，绘制并介绍活动海报，与同伴分享。（迁移创新） Activity 7: Think and discuss 学生小组讨论自己参加过的校园或社区活动，并用动词过去式描述。 T: What school events did you join? What did you do? Ss: We joined the art festival. We sang and danced. We made posters. 教师观察学生讨论情况，引导学生正确使用动词过去式，提供语言支持。 Activity 8: Draw and write 学生画一画自己参加过的校园活动，并用英语标注动词过去式短语。 T: Draw your school event. Write what you did in English. Ss: We ran in the sports meet. We cheered for the players. 教师巡视各组，观察学生能否正确运用目标动词过去式标注图画，及时提供帮助。 Activity 9: Show and tell 学生展示作品并介绍，全班投票选出“最佳校园活动海报”。 T: Which event looks the most fun? What did they do? Ss: ... 教师引导学生从内容、语言、创意等方面进行评价，增强学生的成就感和合作意识。 设计意图（迁移创新阶段） ：本阶段学习活动旨在帮助学生在迁移的语境中，创造性地运用所学语言。学生通过校园活动海报制作和展示，将动词过去式与个人生活相结合，发展了语用能力和合作意识。 作业： Level A：听读并抄写课本P19 动词过去式，每个两遍，并制作动词原形与过去式配对卡片。 Level B：制作一张“我的校园活动”海报，画出至少3个活动并用英语描述（至少5句），注意使用动词过去式。 板书设计： Unit 2 Lesson 4 B Let's learn Regular verbs School events Irregular verbs danced helped cleaned pasted visited watched B Let's learn made ran read sang wore went did saw Did you go to the book fair yesterday? Yes, I did. What did you like about it? The writer read his book to us. 六、教学反思 本节课是词汇课，通过复习导入、图片观察、听读模仿、规律发现、动词配对、看图说话和海报制作等活动，帮助学生在语境中学习和运用动词过去式。教学中应充分利用图片和动作帮助学生理解不规则动词过去式。在迁移创新环节，学生对校园活动话题兴趣浓厚，但部分学生在不规则动词变化和拼写上仍需加强，后续可增加更多动词变化游戏和书写练习。 第五课时：B Read and write（Dragon Boat Festival） 一、语篇研读 主题和内容：本语篇是一节读写课，包含一则端午节龙舟赛通知和一篇日记。通知由幸福社区发布，邀请人们参加端午节上午8:30在幸福河举行的龙舟赛。日记以第一人称叙述了小作者一家在6月22日周日参加龙舟赛的经历：赛前看到通知非常兴奋，因为爸爸是参赛队员；赛中和妈妈去河边等待，裁判倒计时后比赛开始，小作者为爸爸加油，爸爸所在队伍获胜；赛后全家包粽子、吃大餐庆祝。 意义和价值：通过阅读端午节龙舟赛通知和日记，引导学生了解端午节传统习俗和集体赛事的魅力，感受家庭成员共同参与、相互支持带来的快乐，培养热爱传统文化和积极体验集体活动的情感。 方式和方法：该语篇包含通知和日记两种文体，涉及核心词汇 dragon boat race, notice, excited, race team, judge, count down, winner, zongzi, make zongzi, have a big dinner, the best ... ever, finally 和核心句型 “The notice about the dragon boat race finally came out last Friday. My father was on a race team. My dad woke up early and went to the river. My mum and I went later and waited for the race. Then the judge counted down. The race began! I ran and cheered for my dad. His boat was very fast and his team won the race! They all sang their team song together. In the evening, our family made zongzi and had a big dinner for the festival. It was the best Dragon Boat Festival ever!” 等。语篇运用一般过去时按时间顺序描述事件，通过 “before the race, during the race, after the race” 的时间线索组织内容，语言生动、情感丰富，适合六年级学生阅读和仿写。 二、学情分析 六年级学生已经学习了本单元的节日和动词过去式表达，为本课时读写学习奠定了基础。学生对端午节和赛龙舟有一定生活经验或文化认知，学习兴趣浓厚。但部分学生对 notice, race team, judge, count down, winner 等词汇需要进一步学习；在阅读通知和日记两种文体时，需要教师引导其识别文体特点和结构。此外，学生在仿写时可能会出现时间顺序混乱、动词过去式错误等问题，需要教师提供更多写作支架。 三、教学目标 通过学习本课时，学生能够： 能够通过看图预测、快速阅读和细读，理解通知和日记大意，提取赛前、赛中、赛后的关键信息，学习按时间顺序描述事件。（学习理解） 能够分析日记结构，完成事实与观点判断、填空和问答练习，并尝试用 “First, ... Then, ... Finally, ...” 等连接词复述日记内容。（应用实践） 能够结合自己的节日或活动经历，仿照日记结构写一篇短文，分享自己参加节日或大型活动的体验。（迁移创新） 四、教学重难点 教学重点： 能够理解通知和日记的主要内容，提取赛前、赛中、赛后的关键信息； 能够区分事实（Fact）与观点（Opinion），并完成课本P20-21 阅读练习。 教学难点： 能够用连贯的语言按时间顺序复述日记内容； 能够仿照日记结构，写一篇关于自己节日或活动经历的短文。 核心词汇： dragon boat race, notice, excited, race team, judge, count down, winner, zongzi, make zongzi, have a big dinner, the best ... ever, finally, before, during, after 核心句型： The notice about the dragon boat race finally came out last Friday. My father was on a race team. The judge counted down. The race began! I ran and cheered for my dad. His team won the race! They all sang their team song together. In the evening, our family made zongzi and had a big dinner for the festival. It was the best Dragon Boat Festival ever! 课前准备： 教师准备：多媒体课件、课文录音、龙舟赛图片、时间轴海报、日记结构模板、学习单 学生准备：教材、自己参加节日或活动的照片或经历（可选） 五、教学过程 教学目标 学习活动 效果评价 1. 能够通过看图预测、快速阅读和细读，理解通知和日记大意，提取赛前、赛中、赛后的关键信息，学习按时间顺序描述事件。（学习理解） Activity 1: Warm up 学生欣赏端午节相关图片或视频，复习节日词汇和习俗。 T: What festival is it? What do people usually do? Ss: Dragon Boat Festival. People eat zongzi and have dragon boat races. 教师观察学生参与情况，激活学生关于端午节和赛龙舟的已有知识。 Activity 2: Look and predict 展示课本P20 通知和日记插图，引导学生预测文本内容。 T: What is the notice about? What do you think the boy did on Dragon Boat Festival? Ss: It's about a dragon boat race. Maybe the boy watched the race. 教师观察学生能否根据标题和插图预测文本内容，培养阅读预测能力。 Activity 3: Fast reading 学生快速阅读通知和日记，回答问题：What is the text about? Who wrote it? T: Read quickly. What is the text about? Who is the writer? Ss: It's about a dragon boat race on Dragon Boat Festival. A boy wrote the diary. 教师检查学生答案，评价学生快速获取语篇主旨的能力。 设计意图（学习理解阶段） ：本阶段的学习活动旨在帮助学生激活已有节日知识，进入端午节龙舟赛情境。通过图片预测和快速阅读，学生初步感知通知和日记两种文体，为深入理解文本内容奠定基础。 Activity 5: Fact or opinion 学生完成课本P21 “Write F(Fact) or O(Opinion)” 练习，区分事实与观点。 1. My father was on a race team. ( ) 2. The judge counted down and the race began! ( ) 3. His team won the race! ( ) 4. It was the best Dragon Boat Festival ever! ( ) T: Which sentences are facts? Which are opinions? Ss: 1, 2, 3 are facts. 4 is an opinion. 教师检查学生答案，评价学生对事实与观点的区分能力。 Activity 6: Read and answer 学生完成课本P21“Read and answer” 练习，回答问题并理解 “finally” 的含义。 Q1: What did the people in the text do on the Dragon Boat Festival? Q2: What can you infer from "finally" in the first sentence? T: What does "finally" tell us? How did the boy feel? Ss: The boy waited for the notice. He was excited when it came out. 教师观察学生能否理解细节和推断词义，评价学生的阅读理解深度。 设计意图（学习理解阶段） ：本阶段的学习活动旨在帮助学生理解通知和日记类语篇的主要内容和结构。通过时间顺序梳理、事实与观点判断和问答活动，学生从大意到细节逐步理解文本，并初步感知按时间顺序组织事件的写作方法。 2. 能够分析日记结构，完成事实与观点判断、填空和问答练习，并尝试用 “First, ... Then, ... Finally, ...” 等连接词复述日记内容。（应用实践） Activity 7: Learn the text structure 教师引导学生分析日记结构：时间—地点—人物—事件（赛前、赛中、赛后）—感受。 T: How does the boy write the diary? What comes first? What comes next? Ss: First, he writes about the notice and his feelings. Then he writes about the race. Finally, he writes about the dinner and his feelings. 教师观察学生能否归纳出日记结构，培养学生的文本分析能力。 Activity 8: Read and retell 学生根据时间轴提示，用自己的话复述日记内容。 T: Use the timeline to retell the diary. What happened first, then and finally? Ss: First, the boy saw the notice. He was excited. Then, his dad went to the river. The boy and his mum waited and cheered. His dad's team won. Finally, the family made zongzi and had a big dinner. It was the best Dragon Boat Festival ever! 教师观察学生复述的完整性和准确性，关注时间连接词和动词过去时的正确使用。 Activity 9: Good words and sentences 学生圈出日记中表达时间和情感的词语，进行积累。 T: Find words that show time and feelings. Ss: finally, in the morning, then, in the evening; excited, happy, best, ever. 教师引导学生关注时间词和情感表达，为写作积累素材。 设计意图（应用实践阶段） ：本阶段的学习活动引导学生在理解语篇的基础上，分析日记结构、复述内容和积累语言。通过结构梳理、复述和语言积累等活动，帮助学生内化阅读策略，为仿写日记做好准备。 3. 能够结合自己的节日或活动经历，仿照日记结构写一篇短文，分享自己参加节日或大型活动的体验。（迁移创新） Activity 10: Think and share 学生讨论自己参加过的一次有趣的节日或活动，按时间顺序说出主要事件和感受。 T: What fun things did you do in a festival or a big event? How did you feel? Ss: I went to a Spring Festival party. First, we cleaned the house. Then we made jiaozi. Finally, we watched the Gala. It was great fun! 教师鼓励学生积极反思和分享自己的经历，提供时间顺序和情感表达支架。 Activity 11: Write a short passage 学生仿照日记结构，根据课本P18 “What are fun things you did in a festival or a big event? Write about them.” 写一篇短文。 T: Write about your fun festival or event. Use first, then, finally. How did you feel? Ss: ... was great fun! First, we ... Then, we ... Finally, we ... It was the best ... ever! 教师巡视，关注学生写作中日记结构完整性和语言准确性，提供个别指导。 Activity 12: Share and vote 学生在小组内分享短文，每组推选最佳作品在全班展示，全班投票。 T: Share your writing in groups. Vote for the best one. Ss: ... 教师引导学生从结构、内容、语言、创意等方面互评，增强学生的写作成就感。 设计意图（迁移创新阶段） ：本阶段学习活动旨在帮助学生在迁移的语境中，创造性地运用所学语言。学生仿照日记结构撰写短文，将阅读策略转化为写作能力，实现了从输入到输出的迁移，同时培养了文化传承意识和情感表达能力。 作业： Level A：熟读课本P20-21 通知和日记内容，并完成课后填空和问答练习。 Level B：完善课堂上的短文，配上插图，制作成一张 “My best festival / event” 卡片，并在班级学习平台分享。 板书设计： Unit 2 Lesson 5 B Read and write Before the race Dragon Boat Festival After the race saw the notice excited father on a race team B Read and write made zongzi had a big dinner best festival ever During the race: waited, counted down, cheered, won, sang First, ... Then, ... Finally, ... It was the best ... ever! 六、教学反思 本节课是读写课，通过图片预测、快读、细读、时间顺序梳理、事实与观点判断、结构分析、复述和仿写等活动，帮助学生理解通知和日记文体并尝试写作。教学中应充分利用时间轴等可视化工具，帮助学生理解事件顺序。在写作环节，部分学生能够较好地完成仿写，但也有学生在组织语篇和使用连接词方面存在困难，后续可提供更多写作支架和同伴互评机会。 第六课时：Project（Present photos from school events） 一、语篇研读 主题和内容：本课时为项目课，围绕 “Present photos from school events” 展开。教材首先通过 Mr Jones 和 Binbin 的对话介绍学校今年和去年重阳节活动计划；然后展示了活动照片角色扮演范例；最后提供了动词过去式变化表，引导学生准备自己的照片并在班上展示介绍。 意义和价值：通过项目式学习，引导学生整合本单元所学语言知识和技能，以小组合作方式收集、整理并展示学校活动照片，培养合作能力、创造性表达能力和对学校集体生活的热爱；同时，让学生在介绍校园活动的过程中体会尊老爱老、积极参与集体活动的意义。 方式和方法：语篇采用项目活动的形式，包含听力填表、照片角色扮演、动词变化表和展示介绍等环节，涉及核心词汇 school event, old people's home, clean the rooms, put up paper cuttings, make dumplings, read newspapers out loud, invite grandparents, sing and dance for them, see old photos, do-did, go-went, make-made, read-read, see-saw, clean-cleaned, paste-pasted, play-played, visit-visited, watch-watched 和核心句型 “These are photos from ... We went to an old people's home. We cleaned the rooms and put up paper cuttings on windows. We made dumplings and read newspapers out loud. Did you ...? Yes, we did. What did they like about it? Last year, we invited our grandparents to school. We sang and danced for them. We saw old photos.” 等。项目活动强调学生的主体性和合作性，鼓励学生在真实任务中综合运用一般过去时描述学校活动。 二、学情分析 六年级学生已经学习了本单元的核心节日词汇、活动短语、动词过去式和活动描述句型，具备完成项目任务的语言基础。他们喜欢动手实践和小组合作，对制作海报、展示照片等创意活动兴趣浓厚。但学生在项目活动中可能会出现分工不明确、照片信息整理不全、语言表达不准确等问题，需要教师提供清晰的任务要求和评价标准，并进行适时的指导和帮助。 三、教学目标 通过学习本课时，学生能够： 能够通过听力和阅读，理解学校今年和去年重阳节活动的内容，复习并巩固动词过去式变化表。（学习理解） 能够在小组内分工合作，选择校园活动照片，运用本单元所学语言撰写照片说明，并制作展示海报。（应用实践） 能够展示并介绍小组的学校活动照片，进行自评和互评，反思和改进作品。（迁移创新） 四、教学重难点 教学重点： 能够运用本单元核心语言描述学校活动； 能够小组合作完成照片展示海报的设计和介绍。 教学难点： 能够将本单元所学语言有机整合，形成连贯的照片介绍； 能够在小组合作中合理分工、有效沟通，并准确使用动词过去式。 核心词汇： school event, old people's home, clean the rooms, put up paper cuttings, make dumplings, read newspapers out loud, invite grandparents, sing and dance for them, see old photos, do-did, go-went, make-made, read-read, see-saw, clean-cleaned, paste-pasted, play-played, visit-visited, watch-watched 核心句型： These are photos from ... We went to an old people's home. We cleaned the rooms and put up paper cuttings on windows. We made dumplings and read newspapers out loud. Did you ...? Yes, we did. What did they like about it? Last year, we invited our grandparents to school. We sang and danced for them. We saw old photos. 课前准备： 教师准备：多媒体课件、学校活动照片或图片、动词过去式变化表海报、照片展示海报模板、评价表、彩纸和画笔 学生准备：教材、自己参加学校活动的照片或图画、彩笔等制作工具 五、教学过程 教学目标 学习活动 效果评价 1. 能够通过听力和阅读，理解学校今年和去年重阳节活动的内容，复习并巩固动词过去式变化表。（学习理解） Activity 1: Let's review 学生快速复习动词过去式变化表，导入学校活动话题。 T: Look at the verb table. Can you say the past tense of do, go, make, read, see? Ss: did, went, made, read, saw. 教师观察学生复习情况，评价学生对动词过去式变化的掌握程度。 Activity 2: Listen and fill 学生听课本P22 Mr Jones 和 Binbin 的对话，完成表格 “This year's plan” 和 “Last year's activity”。 T: Listen and fill in the table. What will they do this year? What did they do last year? Ss: This year: went to an old people's home, cleaned the rooms, put up paper cuttings on windows, made dumplings, read newspapers out loud. Last year: invited grandparents to school, sang and danced for them, saw old photos. 教师关注学生听力填表情况，判断学生获取关键信息的能力。 Activity 3: Read and role-play 学生阅读课本P22 照片角色扮演对话，两人一组进行练习。 Miss White: Are these photos from the Double Ninth Festival this year? Binbin: Yes, they are. Miss White: Did the old people have a good time? Binbin: Yes, they did. T: Work in pairs. Role-play the conversation. Ss: ... 教师观察学生角色扮演情况，评价学生对对话的理解和运用能力。 设计意图（学习理解阶段） ：本阶段的学习活动旨在帮助学生理解项目任务要求和学校活动内容。通过动词复习、听力填表和角色扮演，学生激活并巩固本单元核心语言，为后续照片准备和展示奠定基础。 2. 能够在小组内分工合作，选择校园活动照片，运用本单元所学语言撰写照片说明，并制作展示海报。（应用实践） Activity 4: Choose photos 学生分组讨论，选择要展示的学校活动照片或图画，并确定分工。 T: Work in groups. Choose your school event photos. What will each member do? Ss: We choose the Double Ninth Festival. I will write about the photos. I will draw the poster. 教师观察学生讨论情况，引导学生合理分工，确保每位学生参与。 Activity 5: Write photo descriptions 学生根据所选照片，用英语撰写照片说明，注意使用动词过去式。 T: Write about your photos. Use the sentences we learned. What did you do? Ss: These are photos from the Double Ninth Festival. We went to an old people's home. We cleaned the rooms and put up paper cuttings on windows. 教师巡视各组，关注语言准确性，特别是动词过去式的正确使用，提供句型支架和修改建议。 Activity 6: Make the poster 学生将照片和文字整理制作成展示海报。 T: Make your poster. Put the photos and descriptions together. Make it colourful and clear. Ss: ... 教师观察学生制作过程，提供材料和语言支持，鼓励学生发挥创意。 设计意图（应用实践阶段） ：本阶段的学习活动引导学生将本单元所学语言整合运用到真实任务中。通过小组讨论、撰写照片说明和动手制作海报，学生实现了语言知识的综合应用，培养了合作能力和实践能力。 3. 能够展示并介绍小组的学校活动照片，进行自评和互评，反思和改进作品。（迁移创新） Activity 7: Present your photos 各组展示海报并介绍学校活动照片。 T: Present your photos in class. These are photos from ... Ss: These are photos from the Double Ninth Festival. We went to an old people's home. We made dumplings and read newspapers out loud. We had a good time. 教师观察学生展示情况，从语言、内容、结构、创意、合作等方面进行评价。 Activity 8: Peer evaluation 学生根据评价表进行组间互评，提出建议。 T: Look at other groups' posters. Which one is the best? Why? Ss: ... 教师引导学生学会欣赏他人作品，提出建设性意见，培养批判性思维。 Activity 9: Reflection and improvement 学生根据反馈修改完善自己的海报，并完成课本P23 Self-check。 T: What can you do to make your poster better? Can you say what people do in festivals or big events? Ss: We can add more photos. We can write more descriptions. Yes, I can. 教师鼓励学生根据反馈进行反思和改进，培养学生的自我评价能力，并检查学生自评情况。 设计意图（迁移创新阶段） ：本阶段学习活动旨在帮助学生展示项目成果，在真实交流中运用所学语言。通过展示、互评、反思改进和自评，学生提升了语言表达能力、合作能力和批判性思维能力，同时深化了对学校集体生活的热爱。 作业： Level A：完善小组的学校活动照片展示海报，确保每张照片都有英文说明，并正确使用动词过去式。 Level B：拍摄一段“我的学校活动”英语介绍视频，介绍自己参加过的至少两个学校活动，时长不少于1分钟，上传到班级学习平台与大家分享。 板书设计： Unit 2 Lesson 6 Project This year's plan School events Last year's activity went to an old people's home cleaned the rooms put up paper cuttings made dumplings read newspapers Project invited grandparents sang and danced saw old photos These are photos from ... We ... and ... Did you ...? Yes, we did. 六、教学反思 本节课是项目课，通过学校活动照片展示、海报制作和展示分享等综合活动，帮助学生整合本单元所学语言，培养合作能力和创造性表达能力。学生在动手制作和展示分享中表现出较高的参与热情，但也存在分工不均、照片说明不够完整、动词过去式使用错误等问题。后续教学中，应进一步明确小组分工和评价标准，并提供更多语言支架，帮助所有学生都能在项目中有所收获。 第七课时：Reading time（Nian） 一、语篇研读 主题和内容：本语篇是一节故事阅读课，包含“年”的传说故事，分为三个场景。场景一讲述一位老人来到村庄，发现村民因害怕年兽而逃跑，老人决定独自留在村庄面对年兽；场景二讲述老人在门上和窗户上贴红纸、点亮蜡烛、燃放烟花，利用年兽害怕红色、亮光和噪音的特点将其吓跑；场景三讲述村民第二天回到村庄，发现动物都安全了，老人解释了他的办法，从此人们在除夕团聚庆祝新年，贴福字、春联，放烟花，这就是春节也叫“过年”的由来。 意义和价值：通过阅读“年”的故事，引导学生了解春节传统习俗的由来，感受中国人民勤劳勇敢、团结协作、智慧创新的精神，增强对中国传统文化的认同感和自豪感。 方式和方法：该语篇是配图故事，涉及核心词汇 Nian, monster, village, run away, afraid, red paper, bright lights, loud noises, fireworks, set off fireworks, Spring Festival couplets, celebrate, get together, stay alone, face, ate, pasted, lit, ran away, from then on 和核心句型 “Last year, it ate many animals. We are all afraid of it. I will stay alone in the village and face Nian. What is that red paper on the doors and windows? I hate the colour red! I hate bright lights! I hate loud noises! Last night, I pasted red paper on the doors and windows and I also lit many candles. Finally, I set off fireworks. He ran away! From then on, on New Year's Eve, people get together to celebrate the coming new year. They paste fu and Spring Festival couplets on their doors and set off fireworks. This is why we also call the Spring Festival guonian.” 等。故事运用一般过去时叙述传说事件，情节生动、富有戏剧性，适合六年级学生阅读、表演和复述。 二、学情分析 六年级学生已经学习了本单元的节日和动词过去式表达，为本课时故事阅读学习奠定了基础。学生对“年”的故事和春节习俗有初步认知，学习兴趣浓厚。但部分学生对 monster, village, couplets, set off fireworks, bright lights, loud noises 等词汇需要进一步学习；在理解故事的文化寓意和按场景复述故事时可能需要教师借助图片、视频等资源补充。此外，学生在表演故事时需要注意角色语气和情感表达。 三、教学目标 通过学习本课时，学生能够： 能够借助插图和标题预测故事内容，通过听读理解“年”的故事大意，按场景梳理故事发展。（学习理解） 能够分角色朗读并表演故事，提取老人战胜年兽的方法及春节习俗的由来，尝试用自己的话复述故事。（应用实践） 能够结合故事内容，讨论春节习俗的文化意义，并尝试为故事续写或改编结局，培养文化意识和创造性思维。（迁移创新） 四、教学重难点 教学重点： 能够理解故事大意，按场景梳理故事发展； 能够识别并运用故事中描述春节习俗由来的核心词汇和句型。 教学难点： 能够用连贯的语言按场景复述故事； 能够理解故事背后的文化寓意，并用自己的话表达对传统文化的认识。 核心词汇： Nian, monster, village, run away, afraid, red paper, bright lights, loud noises, fireworks, set off fireworks, Spring Festival couplets, celebrate, get together, stay alone, face, ate, pasted, lit, ran away, from then on 核心句型： Last year, it ate many animals. We are all afraid of it. I will stay alone in the village and face Nian. What is that red paper on the doors and windows? I hate the colour red! I hate bright lights! I hate loud noises! Last night, I pasted red paper on the doors and windows and I also lit many candles. Finally, I set off fireworks. He ran away! From then on, on New Year's Eve, people get together to celebrate the coming new year. They paste fu and Spring Festival couplets on their doors and set off fireworks. This is why we also call the Spring Festival guonian. 课前准备： 教师准备：多媒体课件、故事音频、“年”的故事图片或动画、角色头饰、春节习俗图片、故事场景卡片、学习单 学生准备：教材、自己了解的春节习俗资料（可选） 五、教学过程 教学目标 学习活动 效果评价 1. 能够借助插图和标题预测故事内容，通过听读理解“年”的故事大意，按场景梳理故事发展。（学习理解） Activity 1: Warm up 学生欣赏春节喜庆图片或短视频，复习春节活动词汇，导入故事话题。 T: What do you do at Spring Festival? Why do we paste red paper and set off fireworks? Ss: We paste fu and eat jiaozi. I don't know why. Maybe there is a story. 教师观察学生参与情况，激活学生关于春节习俗的已有知识，引发阅读兴趣。 Activity 2: Look and predict 展示课本P24故事插图和标题 “Nian”，引导学生预测故事内容。 T: Who is Nian? What is the story about? Ss: Nian is a monster. Maybe the story is about how people scared Nian away. 教师观察学生能否根据标题和插图预测故事内容，培养阅读预测能力。 Activity 3: Listen and read 播放故事录音（课本P24-25），学生听读故事，按场景划分故事结构。 T: Listen and read. How many scenes are there? What happens in each scene? Ss: Three scenes. Scene 1: Nian came and people ran away. Scene 2: The old man stayed and scared Nian. Scene 3: People were safe and celebrated Spring Festival. 教师关注学生听读情况，评价学生获取故事大意和场景划分的能力。 设计意图（学习理解阶段） ：本阶段的学习活动旨在帮助学生激活已有春节知识，进入“年”的故事情境。通过图片预测和听读活动，学生初步感知故事结构和主要内容，为深入理解故事奠定基础。 Activity 5: Learn key phrases 学生学习并操练故事中核心动词短语：paste red paper, lit candles, set off fireworks, ran away, get together, celebrate the coming new year. T: Find the phrases that show how the old man scared Nian and how people celebrate. Ss: pasted red paper, lit candles, set off fireworks, ran away, get together, celebrate. 教师检查学生能否识别核心短语，评价学生对故事语言的理解程度。 Activity 6: True or false 学生根据故事内容判断句子正误，巩固理解。 1. Nian was a kind monster. ( ) 2. The old man ran away with the villagers. ( ) 3. Nian hated red paper, bright lights and loud noises. ( ) 4. People get together on New Year's Eve to celebrate Spring Festival. ( ) T: Are these sentences true or false? Ss: 1. F 2. F 3. T 4. T. 教师检查学生答案，了解学生对故事细节的理解程度，及时纠正错误。 设计意图（学习理解阶段） ：本阶段的学习活动旨在帮助学生理解故事类语篇的主要内容和语言。通过场景细读、短语学习和判断练习，学生从大意到细节逐步理解故事，并初步感知春节习俗的由来。 2. 能够分角色朗读并表演故事，提取老人战胜年兽的方法及春节习俗的由来，尝试用自己的话复述故事。（应用实践） Activity 7: Read and sequence 学生将故事图片或句子按场景顺序排序。 T: Put the pictures in order. What happened first, then and finally? Ss: The villagers ran away → The old man stayed → Nian was scared → People celebrated Spring Festival. 教师观察学生排序情况，评价学生对故事发展顺序的理解。 Activity 8: Role play 学生分角色扮演 Narrator, Old man, Villager, Nian，进行故事表演。 T: Work in groups. Act out the story. Use your feelings and actions. Ss: ... 教师巡视各组，观察学生是否能流利、有感情地表演故事，注意角色语气和动作。 Activity 9: Retell the story 学生根据场景提示和关键词，用自己的话复述故事。 T: Use the key words to retell the story. What did Nian do? What did the old man do? What do people do now? Ss: Long ago, Nian ate animals. An old man stayed in the village. He pasted red paper, lit candles and set off fireworks. Nian was scared and ran away. Now people get together and celebrate Spring Festival. We call it guonian. 教师观察学生复述的完整性和准确性，关注一般过去时和故事连接词的正确使用。 设计意图（应用实践阶段） ：本阶段的学习活动引导学生在理解故事的基础上，通过排序、角色扮演和复述等活动内化语言。学生在表演和复述中巩固核心词汇和句型，培养了语言表达能力和文化理解能力。 3. 能够结合故事内容，讨论春节习俗的文化意义，并尝试为故事续写或改编结局，培养文化意识和创造性思维。（迁移创新） Activity 10: Think and discuss 学生讨论春节习俗的文化意义以及故事给我们的启示。 T: Why do people still paste red paper and set off fireworks today? What can we learn from the old man? Ss: To remember the story. The old man was brave and clever. He helped the village. 教师鼓励学生积极思考，引导学生理解故事背后的文化寓意和智慧精神。 Activity 11: Write a new ending 学生小组合作，为故事续写或改编一个新的结局。 T: What if Nian came back another year? What would the villagers do? Write a new ending. Ss: The next year, Nian came back. But the villagers were ready. They pasted red paper and set off fireworks together. Nian ran away again. Everyone was happy. 教师巡视，关注学生写作中故事结构完整性和语言准确性，提供个别指导。 Activity 12: Class show 学生展示新结局或表演故事，全班投票选出“最有创意的故事”。 T: Share your new ending. Which one is the most creative? Ss: ... 教师引导学生从内容、语言、创意、文化理解等方面进行互评，增强学生的成就感和文化自豪感。 设计意图（迁移创新阶段） ：本阶段学习活动旨在帮助学生在迁移的语境中，创造性地运用所学语言。学生通过讨论春节习俗的文化意义和续写故事，将故事阅读与文化理解相结合，发展了语用能力、文化意识和创造性思维。 作业： Level A：熟读课本P24-25 “年”的故事，并尝试用自己的话向家人复述故事。 Level B：制作一本“春节习俗由来”迷你书，介绍“年”的故事和至少3个春节习俗（如贴福字、贴春联、放烟花、吃饺子等），用英语写3-5句话说明。 板书设计： Unit 2 Lesson 7 Reading time Nian The Story of Nian Old man a monster ate animals afraid of red bright lights loud noises ran away Reading time brave & clever pasted red paper lit candles set off fireworks saved the village From then on, people get together to celebrate Spring Festival. They paste fu and Spring Festival couplets on their doors and set off fireworks. 六、教学反思 本节课是故事阅读课，通过图片预测、听读、场景细读、排序、角色扮演、复述、讨论和续写等活动，帮助学生理解“年”的故事和春节习俗的由来。教学中应充分利用故事插图和动画资源，激发学生阅读兴趣。在迁移创新环节，学生对故事续写和春节文化讨论表现出较高的参与热情，但部分学生在运用一般过去时和连贯表达方面存在困难，后续可提供更多范文和句型支架，并鼓励学生多进行口头复述练习。 单元教学反思： 本单元以“Getting together”为主题，通过节日对话、词汇、活动对话、动词过去式、读写、项目和故事阅读等七个课时，帮助学生系统学习一般过去时，并运用英语描述节日和大型活动经历。教学中应注重语言知识与文化意识的融合，充分利用学生的生活经验，设计真实、有趣、富有挑战性的活动。在后续教学中，需进一步关注学生对不规则动词过去式和书面表达中时间顺序组织的掌握，提供更多分层支架和评价机会，让每位学生都能在单元学习中获得成就感。 学科网（北京）股份有限公司第 1 页 共 72 页 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $