Unit 1 Pocket money Lesson2 What gift to buy（2课时）（教案）-2026-2027学年冀教版（三起）英语六年级上册

该教案聚焦购物主题核心词汇（gift, advice等）及be going to句型、选择疑问句，通过复习上一课零花钱话题导入，建立单元知识联系，以图片情景和表格为支架，降低词汇学习难度。 以核心素养为导向，语言能力通过分角色表演对话提升，思维品质借助逻辑图表梳理故事脉络培养，文化意识渗透“理性消费”观念。语境化教学让语法嵌入对话，为教师提供清晰步骤，助学生实现语言与思维同步发展。

《What gift to buy》教案（2课时）-2026-2027学年冀教版（三起）（新版）小学英语六年级上册 一、学情分析 六年级学生已经具备三年多的英语学习基础，掌握基础购物类词汇、一般将来时简单表达，能够进行简单情景对话交流。本单元第一课已经学习pocket money相关话题，学生初步了解零花钱的用途，为本课挑选生日礼物的对话学习做好铺垫。六年级学生思维逐步向抽象思维过渡，乐于参与情景表演、问答互动，但对于be going to一般将来时在真实语境灵活运用、不定式结构、价格表达、too expensive语义理解存在薄弱点。同时学生容易把重点放在单词记忆，忽略对话背后“礼物不一定越贵越好”的主题内涵，需要教师依托课文对话，引导学生读懂文本、感悟文本传递的价值观念，兼顾语言知识学习与思维启发。 二、教材分析 本课属于Unit1《Pocket money》第二课时，单元围绕零花钱展开生活化主题，承接Lesson1零花钱的来源与使用，本课语篇是商店购物挑选生日礼物的对话文本。课文对话围绕李明打算用零花钱为李萌选购生日礼物展开，经历建议选玩偶，发现玩偶价格过高，最后选择马克笔的完整过程，核心词汇包含gift，advice，doll，expensive，markers；核心句型I'm going to…、Can you give me some advice?、How about…?、Do you like this one or that one?、How much…；语法重点为be going to表计划打算，选择疑问句。课文隐含主题意义：昂贵的物品不一定是最好的，挑选礼物应当结合对方喜好与自身实际条件，合理使用零花钱。新版教材语法不单独罗列，全部嵌入对话语境，要求教师依托对话拆解语言点，落实学用结合，实现语言能力与价值观念同步渗透。 课文原文： I'm going to buy a birthday gift for Li Meng. Can you give me some advice, Jenny? How about a doll? Good idea! She loves dolls. Clerk: May I help you? Li Ming: Yes, please. I want to buy a doll. Clerk: Do you like this one or that one? Li Ming: How much are they? Clerk: This one is one hundred yuan and that one is one hundred fifty yuan. Li Ming: Sorry. They are too expensive for me. Jenny: Expensive things are not always better. Li Ming: You are right. How about a box of markers? Jenny: OK. Li Meng likes drawing pictures. Li Ming: I'll take it. 三、核心素养教学目标 依据2022版义务教育英语课程标准，从语言能力、文化意识、思维品质、学习能力四个维度确立课时目标。 1.语言能力：能够认读、理解、口头运用gift, advice, doll, expensive, markers等核心词汇；听懂、朗读对话文本，掌握I'm going to…表达计划打算，会使用Can you give me some advice?寻求建议，How about…提出建议，读懂选择疑问句Do you like this one or that one?，能读懂价格问答语句；可以依托课文框架完成简单购物情景口头输出，做到语音语调基本准确。 2.文化意识：了解生日赠送礼物的交际场景，懂得赠送礼物看重心意而非价格，体会合理使用零花钱的生活理念，建立理性消费意识。 3.思维品质：跟随对话梳理李明挑选礼物的完整逻辑链条，对比不同礼物的优缺点，理解“Expensive things are not always better”这句话的内涵，学会结合他人喜好、自身条件做出选择，培养分析、判断的逻辑思维。 4.学习能力：借助图片、上下文理解对话生词，学会在对话中抓取关键信息；乐于参与问答、角色扮演课堂活动，能够和同伴合作完成对话练习，掌握跟读、圈画关键语句的文本阅读方法。 四、教学重难点 教学重点 1.掌握核心词汇gift，advice，doll，expensive，markers，理解词义并在购物语境使用。 2.掌握重点句型：I'm going to…；Can you give me some advice?；How about…?；Do you like this one or that one?；How much…。 3.理解整篇对话，梳理故事发展脉络，流利朗读课文。 教学难点 1.be going to结构在真实情景中的灵活运用；理解选择疑问句Do you like this one or that one?语义。 2.理解句子Expensive things are not always better深层含义，把语言知识和主题意义结合。 3.结合课文情景，模仿文本进行简单口头交际输出。 五、教学过程（2课时） 第一课时：词汇学习、对话初读、梳理文本情节 活动1：复习导入，激活旧知 教师出示Unit1 Lesson1相关图片，图片展示零花钱、花钱的场景。 师：Boys and girls, last lesson we learned about pocket money. Who can tell me, what can we do with our pocket money? 生1：We can buy books. 生2：We can buy gifts for others. 师：Excellent! We can use pocket money to buy things for ourselves or buy gifts for our friends. Look at our title today, Lesson 2 What gift to buy. Read after me, What gift to buy. 全班齐读课题，教师板书课题，板书单词gift。 师：What’s the meaning of gift? 生：礼物。 师：Yes，gift means 礼物。If your friend’s birthday is coming, you want to buy a birthday gift for him. Today’s story is about buying a birthday gift for friend. 【设计意图】复习第一课零花钱主题，建立单元知识联系，引出本课买礼物的话题，初步学习课题核心词汇gift，快速带入本课语境。 活动2：新知词汇呈现，语境理解单词 教师依次呈现单词图片，结合情景教授新单词：gift, advice, doll, expensive, markers。 师：Look at this picture. This is a doll. Read after me doll，d‑o‑l‑l doll. What is a doll? 生：洋娃娃。 师：Right. If you don’t know what gift to buy, you need others to give you some advice. Advice，a‑d‑v‑i‑c‑e advice，advice表示建议。When you have trouble, you can ask your friends for some advice. 教师创设小情景：Suppose you want to buy a gift, but you don’t know what to buy. What sentence can you use to ask for help? 引出句子Can you give me some advice?，带领学生分组朗读。 师：Now look at the two dolls. One is 100 yuan, one is 150 yuan. They cost much money. They are expensive. e‑x‑p‑e‑n‑s‑i‑v‑e expensive，昂贵的。 师：Look，this is a box of markers. Markers，m‑a‑r‑k‑e‑r‑s markers，马克笔。A box of markers，一盒马克笔。 教师出示简易表格，带领学生认读巩固词汇： English word Chinese meaning gift 礼物 advice 建议 doll 洋娃娃 expensive 昂贵的 markers 马克笔 师：Now let’s play quick read. I show the word, you read it quickly. 开展快速认读活动，随机出示单词，学生集体读、个别抽读，纠正部分学生发音，重点提醒expensive音节较多，拆分音节朗读。 【设计意图】依托图片和小情景教授全部核心生词，不孤立记单词，让学生在语境感知词义，表格辅助梳理词汇，夯实词汇基础，降低后续对话阅读障碍。 活动3：初听课文，整体感知对话 师：Now we know the new words. Let’s listen to the dialogue of Lesson2. Please listen carefully, think about two simple questions: Who wants to buy a birthday gift? Who is the gift for? 播放课文录音，学生完整听一遍对话。听完之后教师提问。 师：Question one, who wants to buy birthday gift? 生：Li Ming. 师：Good. Question two, who will get this birthday gift? 生：Li Meng. 师：Perfect. Li Ming is going to buy a birthday gift for Li Meng. 板书句子I'm going to buy a birthday gift for Li Meng. 师：Look at this sentence, be going to，it tells us a plan，打算、计划要做某事。If I plan to read books, I can say I am going to read books. If you plan to buy a pen, you can say…请一名学生尝试复述句子。 生：I am going to buy a pen. 师：Very good. Remember, am / is / are will change with different people. 教师再次播放录音，学生看着课本，边听边圈出课文中刚刚学习的新单词gift, advice, doll, expensive, markers。 师：Please circle these words in your textbook. After circling, let’s check together. Who can tell me where you find “advice”? 生：Can you give me some advice, Jenny? 师：Yes, great. Where is “expensive”? 生：They are too expensive for me. 【设计意图】两次听课文，第一遍把握人物与事件，第二遍定位生词，培养听读获取信息的能力，初步讲解be going to核心语法，贴合文本语句，不脱离课文单独讲解语法。 活动4：分段研读课文前半部分，课本语句精细讲解 教师带领学生打开课本，聚焦对话前半部分文本： I'm going to buy a birthday gift for Li Meng. Can you give me some advice, Jenny? How about a doll? Good idea! She loves dolls. Clerk: May I help you? Li Ming: Yes, please. I want to buy a doll. 师：Now let’s read these sentences one by one. First sentence, I'm going to buy a birthday gift for Li Meng. Pay attention to preposition for，for means“为、给”，buy sth for sb，为某人买某物。 师：Next sentence，Can you give me some advice, Jenny? 李明不知道买什么礼物，向Jenny寻求建议。Can you give me some advice?就是你可以给我一些建议吗。If you have difficulty choosing things, you can use this sentence. 师：Jenny gives her advice. How about a doll? How about…用来提出建议，翻译为……怎么样。If your friend wants drink, you can say How about some water? 请学生尝试模仿造句，个别学生口头造句。 生1：How about a book? 师：Nice work. Then Li Ming thinks it is a good idea. Good idea! She loves dolls. She loves dolls，她很喜欢洋娃娃，loves后面物品可以使用复数dolls，表示一类事物。 师：Then they go into the shop. The shop clerk says May I help you? Who knows what shop assistants often say in stores? 生：需要帮忙吗？ 师：Exactly. In English‑speaking countries, shop clerks often use “May I help you?” to greet customers. And customers answer Yes, please. I want to buy a doll. Li Ming wants to buy the doll for Li Meng. 教师组织学生分角色朗读这一部分，一部分学生扮演Li Ming，一部分扮演Jenny，少数同学扮演clerk，逐句跟读，模仿录音语调。 师：Now boys act Li Ming, girls act Jenny. Let’s read together. 【设计意图】逐句解析课文前半段，拆解短语、句型，结合生活场景讲解交际用语，落实语句理解，分角色朗读初步感知对话，为第二课时完整学习后半段、完整表演对话铺垫。 活动5：第一课时课堂小结 师：In this class, we learned five new words. We know Li Ming is going to buy a birthday gift for Li Meng. He asks Jenny for advice, and they want to buy a doll at first. Next class we will learn what happens next in the shop. 第二课时：课文后半段研读、完整对话精读、文本逻辑梳理、情景操练 活动1：复习回顾，衔接上一课时内容 教师出示上节课词汇表格，集体朗读单词。 师：Let’s review what we learned last class. Who can tell me, what is Li Ming going to do? 生：He is going to buy a birthday gift for Li Meng. 师：Good. What advice does Jenny give at first? 生：How about a doll. 师：Yes. They go to the shop to buy a doll. But will Li Ming take the doll? Let’s continue our dialogue. 教师出示课文后半部分文本： Clerk: Do you like this one or that one? Li Ming: How much are they? Clerk: This one is one hundred yuan and that one is one hundred fifty yuan. Li Ming: Sorry. They are too expensive for me. Jenny: Expensive things are not always better. Li Ming: You are right. How about a box of markers? Jenny: OK. Li Meng likes drawing pictures. Li Ming: I'll take it. 活动2：精读课文后半部分，逐句解析语言知识点 师：Now look at clerk’s sentence：Do you like this one or that one? Please pay attention to this sentence, it is a choice‑question. It gives you two choices, this one or that one. You can pick one answer, not answer Yes or No. 教师拿出两个文具实物，创设小情景，向学生提问：Do you like this pen or that pen? 请学生口头回答。 生1：I like this one. 师：Great. We use one here to replace the pen, we don’t repeat pen again. In our text, one replaces doll. Do you like this doll or that doll = Do you like this one or that one. 师：Next, Li Ming wants to know the price. He asks How much are they? How much 用来询问物品价格。Clerk answers This one is one hundred yuan and that one is one hundred fifty yuan. 教师带领学生认读数字表达one hundred yuan，one hundred fifty yuan。 师：After knowing the price, Li Ming says “Sorry. They are too expensive for me.” What does “too expensive for me” mean? 生：对我来说太贵了。 师：That’s right. He uses his pocket money, the two dolls cost too much money for him, he cannot buy them. 师：Then Jenny says an important sentence in our text, Expensive things are not always better. Please read after me. Expensive things are not always better. 师：Translate this sentence, who wants to try? 生：昂贵的东西并不总是更好。 师：Perfect. It tells us expensive goods are not the best choice all the time. When we choose gifts, we should think about our pocket money and friends’ hobbies, not only look at the price. Then Li Ming agrees with Jenny, he says You are right. 师：Then they think of new advice. How about a box of markers? Why markers? Look at the next sentence, Li Meng likes drawing pictures. So markers fit her hobby. Finally Li Ming says I’ll take it. “I’ll take it” is the expression when you decide to buy something in the shop, it means “我就要买它了”。 【设计意图】逐句拆解课文后半段，重点突破选择疑问句、价格表达，深度解读文本主旨句，结合语境理解句子含义，把语言知识和文本蕴含的消费观念结合起来，依托实物小情景帮助学生突破本课教学难点。 活动3：完整跟读全文，梳理故事逻辑链条 教师播放完整课文录音，学生看着课本完整跟读全文。跟读结束，教师出示逻辑梳理图表，引导学生梳理整个故事发展顺序： 1.Li Ming’s plan：buy birthday gift for Li Meng 2.Ask Jenny for advice → Suggestion 1：a doll 3.Go to shop, ask about price → Dolls are too expensive 4.Realize expensive things are not always better 5.New suggestion：a box of markers 6.Li Ming will take markers 师：Now let’s sort out the story step by step together. Why don’t they buy the doll? 生：Because they are too expensive for Li Ming. 师：Why do they choose markers at last? 生：Because Li Meng likes drawing pictures. 师：Very good. So choosing gifts should consider friends’ hobbies and our own money. 教师组织学生自由朗读全文，学生可以自己读，也可以同桌互读。教师巡视课堂，针对部分学生长句卡顿、发音错误进行个别指导。挑选几组学生站起来朗读整篇对话，读完之后全班一起纠正朗读当中出现的小问题。 【设计意图】借助流程图梳理叙事逻辑，帮助学生整体把握语篇，理清故事因果关系，落实思维品质培养，充分朗读课文，夯实文本理解。 活动4：分角色对话操练，模拟课文情景交际 师：Now we know the whole dialogue. There are three roles in this story: Li Ming, Jenny and Clerk. Please work in groups of three. You can read the dialogue according to our textbook. 学生三人一组，分配角色，开展小组分角色朗读练习。教师巡视各个小组，查看学生角色分工、语句朗读情况，及时提醒学生注意重点句型的语调。 师：When you read “Can you give me some advice?” your tone should be polite. When clerk says “May I help you?” sound warm just like real shop worker. 小组练习结束之后，邀请多组学生上台，不看课本尝试表演对话，允许学生适度参考板书提示，不需要完全一字不差背诵，鼓励学生使用本课核心句型完成对话输出。 一组学生表演结束，教师进行语句点拨： 师：Good job. When you say How about a box of markers, speak a little louder. 师：Who wants to have a try for another group? 教师设置迁移小情景：Suppose your friend will have a birthday. You have some pocket money, you don’t know what gift to buy. Talk with your partner, try to use these sentences: Can you give me some advice? How about…? 学生两两结对，开展简短口头对话练习，教师走到学生中间倾听，引导学生尽可能使用本课学到的句型。 生1：I’m going to buy a gift for my friend. Can you give me some advice? 生2：How about a book? 生1：Good idea. 【设计意图】小组分角色操练内化课文对话，再创设迁移小情景，脱离课本进行简单口头输出，实现从输入到简单输出，落实语言能力目标。 活动5：文本知识点集中归纳 教师板书梳理本课核心句型，带领学生集体回顾： 1.I’m going to…（打算做某事） 2.Can you give me some advice?（你可以给我一些建议吗？） 3.How about…?（……怎么样？提出建议） 4.Do you like this one or that one?（你喜欢这个还是那个？选择疑问句） 5.How much…?（询问价格） 6.I’ll take it.（我买了） 师：Let’s read all these key sentences together. Please remember when we talk about shopping and giving advice, we can use these sentences. 教师再次回扣主题句Expensive things are not always better，简单引导学生再次感悟含义，不做过多拓展。 六、课堂小结 两课时学习完成，教师整体梳理本课全部学习内容。本课我们学习了gift，advice，doll，expensive，markers核心词汇；学习be going to表达计划打算，掌握寻求建议、提出建议、商店购物的一系列交际句型。通过李明挑选生日礼物的完整对话，读懂整个小故事，梳理故事起因、经过与结果，能够朗读、分角色表演课文对话。同时我们理解课文当中Expensive things are not always better这句话的内涵，礼物最重要的是心意，挑选礼物的时候既要考虑朋友的爱好，也要结合自己零花钱的实际情况，学会理性消费。课后大家可以反复跟读课文录音，熟练朗读整篇对话，巩固本课所学的单词和重点句型。 2 学科网（北京）股份有限公司 $