Unit 4 Managing money well 第三课时（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价格询问句型“How much is it/are they? It's/They're...”及“dollar, cent, expensive”等词汇，通过Free talk复习“spend, save”等旧知，结合零花钱使用话题搭建学习支架，衔接新授内容。 以“购物”为主线创设生活化情境，采用任务型教学法，通过猜价格游戏、购物清单制作等活动，融合语言能力（真实对话运用句型）、思维品质（预算规划分析判断）与文化意识（货币差异及合理消费），借助角色扮演与小组合作提升学生语用能力，助力教师实现语言学习与德育渗透，高效落实教学目标。

Unit 4 Managing money well 第三课时（教学设计）-2026-2027学年人教PEP版英语六年级上册 - 【教学内容】 人教PEP版英语六年级上册 Unit 4 Managing money well 第三课时 Let's talk & Let's learn 【教材分析】 本课时是Unit 4 Managing money well的第三课时，内容聚焦于“Let's talk”和“Let's learn”板块。在之前两课时的学习中，学生已经初步接触了与消费、储蓄相关的词汇，如“spend”“save”“money”等，并能够用简单句型“I want to buy...”表达购物意愿。本课时在此基础上，进一步引导学生学习核心句型“How much is it? It's...”“How much are they? They're...”，并掌握“dollar”“cent”“price”“expensive”“cheap”等关键词汇。教材通过Mike和Sarah在文具店购买商品的情境对话，呈现询问价格、描述物品贵贱的表达方式，并引导学生将语言知识迁移到实际生活中，学会合理规划零花钱、辨别商品价格高低，初步形成“管理金钱”的意识。 新课标中强调英语课程应注重培养学生的综合语言运用能力，尤其是语用能力和思维品质。本课时通过真实购物场景的对话练习，让学生在实际交流中掌握核心句型，并渗透“合理消费、节约用钱”的价值观教育。同时，通过对比不同商品的价格，引导学生思考“如何用有限的零花钱做出明智的购买决定”，从而提升学生的理财意识和逻辑思维能力，为后续“写作输出”和“综合实践活动”打下坚实基础。 【设计理念】 本课时以“生活化情境”和“任务型教学”为核心设计理念，遵循“感知—理解—操练—运用”的语言学习路径。摒弃机械记忆和枯燥语法讲解，以“Mike和Sarah的购物日”为主线，创设真实、连贯的购物情境，让学生在角色扮演、小组合作等活动中自然习得语言。坚持“学生主体、学用结合”原则，通过“猜价格游戏”“零花钱规划表”等趣味活动，激发学生主动参与、自主表达的内驱力，同时渗透“理性消费、珍惜金钱”的德育目标，实现语言学习与品格教育的有机融合。 【教学目标】 1. 语言能力目标：学生能够听、说、认读单词“dollar”“cent”“price”“expensive”“cheap”；能在真实情境中熟练运用句型“How much is it? It's...”“How much are they? They're...”询问和回答物品价格；能运用“It's expensive/cheap”等表达对商品价格进行简单评价。 2. 文化意识目标：了解美元和人民币、美分和分的差异，初步感知不同国家货币单位；通过购物对话，体会“合理消费、货比三家”的消费观念。 3. 思维品质目标：通过比较不同物品的价格，培养学生分析信息、做出合理判断的能力；通过规划零花钱，锻炼学生初步的预算意识和逻辑推理能力。 4. 学习能力目标：能在小组合作中积极参与角色扮演，主动运用所学语言进行交流；能借助“价格表”和“购物清单”等工具，完成简单的购物任务。 【教学重点】 5. 核心词汇：dollar, cent, price, expensive, cheap的正确读音和含义。 6. 核心句型：“How much is it? It's...”“How much are they? They're...”在真实语境中的运用。 【教学难点】 7. 区分“How much is it?”（用于单数或不可数名词）与“How much are they?”（用于复数名词）的用法，并能根据物品数量灵活切换。 8. 在真实购物情境中，综合考虑价格、需求等因素，做出合理的消费决策，并用英语简要说明理由。 【教法与学法】 9. 教法：情境教学法、任务型教学法、交际法、游戏教学法。以“购物”为主线，通过模拟真实购物场景，引导学生在完成任务的过程中自然习得语言；利用“猜价格”游戏激发兴趣，通过“零花钱规划”任务深化理解。 10. 学法：角色扮演法、合作学习法、探究发现法。学生在小组内扮演顾客和店员，在真实对话中操练句型；通过对比不同商品价格，自主发现“expensive”和“cheap”的语用环境；通过填写“购物清单”和“零花钱规划表”，将语言知识转化为实际应用能力。 【教学准备】 11. 教师准备：教学课件（含核心句型、词汇、购物情境对话）、物品价格标签若干（如文具、玩具、零食等）、自制美元和人民币道具（用于角色扮演）、小组活动单（含“购物清单”和“零花钱规划表”）。 12. 学生准备：每人准备一些零花钱道具（用纸片自制，面额可为1元、5元、10元等）、铅笔、橡皮。 【教学过程】 一、Warm-up & Review (5分钟) 1. Greeting & Free talk 教师与学生问好后，主动询问零花钱使用情况，唤醒旧知。 T: Good morning, boys and girls. How are you today? Ss: Good morning, teacher. I'm fine, thank you. T: Last class, we talked about how to use our pocket money. Do you have any pocket money? S1: Yes, I have 20 yuan. T: Good. What do you want to buy with your pocket money? S1: I want to buy a storybook. T: That's a good choice. Do you want to save some money? S1: Yes, I want to save 5 yuan. T: Excellent! Saving money is a good habit. Let's learn more about shopping today. 2. Review vocabulary 教师通过快速闪现单词卡片，复习上节课核心词汇“spend”“save”“money”“pocket money”。 T: Now, let's play a quick game. I show a word, you say it loudly! (教师依次出示“spend”“save”“money”“pocket money”卡片，学生齐读) T: Great! Now, can you make a sentence with “spend”? S2: I spend 10 yuan on a pen. T: Wonderful! You are ready to learn new things. 二、Presentation & Practice (15分钟) 1. Set the scene: Mike and Sarah go shopping 教师创设情境：Mike和Sarah想用零花钱买一些文具，他们来到了一家文具店。 T: Look, Mike and Sarah are at the stationery shop. They want to buy some school things. Let's listen to their conversation and find out what they see. （教师播放教材Let's talk对话录音，学生整体感知） T: What did Mike buy? S3: He bought a pencil box. T: How much is the pencil box? S4: It's 10 dollars. T: Good. What did Sarah buy? S5: She bought some crayons. T: How much are the crayons? S6: They are 8 dollars. T: Perfect! Now, let's learn the key sentences. 2. Learn key sentence patterns 教师板书核心句型，并配合板书讲解“How much is it?”和“How much are they?”的用法。 T: Look at the blackboard. When we ask about the price of one thing, we say “How much is it?” When we ask about the price of more than one thing, we say “How much are they?” Let's practice. (教师手指一个铅笔盒) T: How much is it? Ss: It's 10 dollars. (教师手指一盒蜡笔) T: How much are they? Ss: They are 8 dollars. T: Very good! Now, let's do some pair work. One student asks, the other student answers. Use the things on your desk. (学生两人一组，用文具进行问答练习，教师巡视指导) 3. Learn new vocabulary: dollar, cent, price, expensive, cheap 教师通过展示不同物品的价格标签，教授新词汇。 T: Now, look at this price tag. It says “$5.50”. We read it as “five dollars and fifty cents”. “Dollar” is the unit of money in the USA. “Cent” is a smaller unit. One dollar is 100 cents. (教师板书“dollar”和“cent”，带读，并强调“dollar”和“cent”的复数形式) T: Let's read together: dollar, dollars; cent, cents. Ss: Dollar, dollars; cent, cents. T: Good. Now, look at this pencil box. Its price is 15 dollars. Is it expensive or cheap? S7: It's expensive. T: Yes, 15 dollars for a pencil box is expensive. What about this ruler? It's only 1 dollar. Is it expensive or cheap? S8: It's cheap. T: Correct! “Expensive” means costing a lot of money. “Cheap” means costing not much money. Let's practice. (教师出示不同价格的物品，学生用“expensive”或“cheap”进行评价) 4. Pair work: Role play the dialogue 学生两人一组，一人扮演Mike，一人扮演Sarah，模仿教材对话进行角色扮演，要求使用核心句型和词汇。 T: Now, it's your turn to act. Work in pairs. One is Mike, the other is Sarah. Use the sentences we learned. You can also change the items. (学生练习2分钟，教师邀请2-3组上台展示) S9 (Mike): Hi, Sarah. Look at that pencil box. How much is it? S10 (Sarah): Let me see. It's 12 dollars. It's expensive. S9 (Mike): Yes, it is. But I like it. I want to buy it. S10 (Sarah): OK. How much are these crayons? S9 (Mike): They are 5 dollars. They are cheap. Let's buy them. T: Excellent! You used the sentences correctly. Good job! 三、Consolidation & Extension (20分钟) 1. Activity 1: Guess the price game 教师准备几件物品（如玩具、文具、零食等），用布遮住，给出价格范围，学生用“Is it...? Are they...?”进行猜测，猜对者获得奖励。 T: Let's play a guessing game. I have a toy car. It's between 5 and 20 dollars. You can guess the price. Use “Is it...?” or “Are they...?” S11: Is it 10 dollars? T: Higher. It's more than 10 dollars. S12: Is it 15 dollars? T: Yes! It's 15 dollars. It's expensive. Good guess! Here is a star for you. (教师继续准备其他物品，让学生轮流猜测，巩固核心句型) 2. Activity 2: Make a shopping list 教师发放“购物清单”活动单，学生需要在一定预算内（如20元）选择购买物品，并填写相应的价格和理由。 T: Now, let's be smart shoppers. You have 20 dollars of pocket money. You need to buy some school things for the new term. Look at the list on your paper. There are some items: a pencil box, a ruler, some crayons, a notebook, a pen. You can choose the items you want, but you can't spend more than 20 dollars. Write down the price and the reason why you choose it. (教师展示活动单，并示范填写) T: For example, I want to buy a pencil box. It's 8 dollars. It's not too expensive. I want to buy a notebook. It's 3 dollars. It's cheap. I need it for my English class. What about you? Start working now. (学生独立填写购物清单，教师巡视指导，鼓励学生用英语交流) 3. Activity 3: Share and compare 学生完成购物清单后，小组内分享自己的购买计划，并讨论谁的购物计划最合理。 T: Now, work in groups of four. Share your shopping list with your group members. Tell them what you want to buy, how much it is, and why you choose it. Then, discuss whose shopping plan is the best. (小组内交流3分钟，教师邀请2-3位学生上台展示并说明理由) S13: I want to buy a pencil box for 10 dollars. It's a good price. I want to buy a ruler for 2 dollars. It's cheap. I want to buy a notebook for 5 dollars. I need it for writing. The total is 17 dollars. I have 3 dollars left. I can save it. T: Excellent! Your plan is very reasonable. You considered the price and your needs. And you saved some money. That's a good habit. Who else wants to share? S14: I want to buy a pen for 12 dollars. It's expensive, but I really like it. I want to buy some crayons for 8 dollars. The total is 20 dollars. I spend all my money. T: That's OK, but do you think it's a good idea to spend all your money? Maybe you can save some for something else. What do you think? S14: Maybe I can buy a cheaper pen. Then I can have some money left. T: Great idea! We should always think about saving money. Good job! 4. Extension: Compare prices in different stores 教师拓展情境：同样的商品在不同商店价格可能不同，引导学生学会“货比三家”。 T: Now, imagine you want to buy a notebook. In Store A, it's 5 dollars. In Store B, it's 3 dollars. Which store will you choose? Ss: Store B! T: Why? S15: Because it's cheaper. T: Yes! We should compare prices. Never buy the first thing you see. Always check if you can find a better price. This is a smart way to manage money well. 四、Summary & Homework (5分钟) 1. Summary 教师引导学生总结本节课所学内容，强调核心知识和价值观。 T: Today, we learned a lot. Let's review together. What did we learn? S16: We learned how to ask about prices. “How much is it?” and “How much are they?” T: Good. What new words did we learn? S17: Dollar, cent, price, expensive, cheap. T: Excellent. And what is the most important thing we learned about money? S18: We should save money and compare prices. T: Perfect! Remember, managing money well is a useful skill. We should spend money wisely, save some for the future, and always think before we buy. You did a great job today! 2. Homework 教师布置分层作业，满足不同水平学生的需求。 T: Now, here is the homework. There are three levels. You can choose one or two to do. Level 1: Write a short dialogue about shopping. Use the sentence patterns “How much is it? It's...”“How much are they? They're...”and the words “expensive” and “cheap”. Level 2: Make a shopping list for a real store. Go to a supermarket or a stationery store with your parents. Write down the prices of five items you want to buy. Then, choose the best things to buy with 20 yuan. Write down your reasons. Level 3: Write a short passage about how to manage pocket money well. Use the words and sentences we learned today. Tell your classmates your plan. T: Remember to bring your homework next class. We will share and discuss. Goodbye, everyone! Ss: Goodbye, teacher! 【板书设计】 Unit 4 Managing money well 第三课时 Let's talk & Let's learn 1. 核心词汇： dollar (dollars) cent (cents) price expensive cheap 2. 核心句型： How much is it? It's 10 dollars. How much are they? They are 8 dollars. It's expensive/cheap. 3. 购物清单示例： Item: pencil box Price: 10 dollars Reason: needed Item: ruler Price: 2 dollars Reason: cheap Total: 12 dollars Save: 8 dollars 【课后反思】（供教师参考，可填入实际教学后的反思） 本课时以“购物”为主线，通过真实情境的创设和层层递进的活动设计，有效激发了学生的学习兴趣。在角色扮演和猜价格游戏环节，学生参与度极高，能够熟练运用核心句型进行交流。在“购物清单”活动中，学生不仅运用了语言，还初步形成了“规划预算、比较价格”的理财意识，达成了语言学习与德育渗透的双重目标。不足之处在于，部分学生对“dollar”和“cent”的复数形式掌握不够牢固，需要在后续课时中通过更多语料强化。此外，在小组讨论环节，少数学生用中文交流，教师应加强对英语表达的引导和鼓励，确保每一位学生都能在情境中大胆开口。 学科网（北京）股份有限公司 $