Unit6 Lesson2《More Chinese festivals》（2课时）（教案）-2026-2027学年冀教版（三起）英语六年级上册

该小学英语教案围绕中国传统节日展开，涵盖端午节、中秋节及年兽故事的词汇（如zongzi, mooncake, firecrackers）、句型（Can you tell me about…? It’s a time to…）及文化内涵。通过复习春节旧知自然导入，用表格梳理节日信息、情节流程图串联故事，搭建知识支架。 亮点在于融合语言能力与文化意识培养，如用表格对比节日异同训练思维品质，依托流程图复述年兽故事提升学习能力。结合生活体验渗透文化自信，为教师提供结构化教学流程，助力学生用英语讲述中国文化，提升综合素养。

《More Chinese festivals》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 1、 教学背景 本课是2026秋季新版冀教版（三起）六年级上册第六单元《Chinese festivals》的第二课时。六年级学生已经在Lesson1学习了春节相关语言知识，掌握节日类基础词汇，能够使用一般现在时简单描述节日活动，具备序数词基础认知。学生在生活中对端午节、中秋节的习俗有所了解，但缺少对应的英文表达，对农历日期表达、动词不定式表目的长句存在理解障碍。本单元围绕中华传统节日展开，在已经学习春节的基础上拓展另外两个重要传统节日，将语言学习与中华优秀传统文化相结合。教学依托课本对话文本，结合表格梳理节日信息，落实语言知识同时渗透文化育人，为本单元后续节日故事学习、节日主题口头输出做好铺垫。 2、 教材分析 本课Unit6《Chinese festivals》Lesson2《More Chinese festivals》属于对话阅读课。单元大主题为认识、介绍中国传统节日。 课文完整教材文本： —Can you tell me about other Chinese festivals? —Sure. We have the Dragon Boat Festival. —The Dragon Boat Festival is on the fifth day of the fifth lunar month. We eat zongzi. People have dragon boat races. This festival is to honor the famous poet Qu Yuan. —The Mid‑Autumn Festival is on the fifteenth day of the eighth lunar month. It’s a time to get together with family. We enjoy the bright full moon and eat mooncakes in the evening. 本课核心词汇：festival，lunar month，Dragon Boat Festival，zongzi，race，honor，poet，Mid‑Autumn Festival，get together，bright，full moon，mooncake；重点句型：Can you tell me about…? It’s on… It’s a time to…；语法知识点：序数词表达农历具体日期，介词on用于节日具体日期前，动词不定式to honor表目的，一般现在时描述节日习俗。 文本以问答对话形式，依次介绍端午节与中秋节的农历时间、特色食物、民俗活动以及文化内涵。承接上一课春节的学习，进一步丰富学生中国传统节日语料，形成“节日名称—农历日期—习俗食物—文化内涵”的完整语篇框架，把语言学习和传统文化感知融合，为学生口头介绍传统节日搭建语言支架。 3、 核心素养教学目标 1. 语言能力 能够听懂、认读、朗读整篇对话课文；掌握本课节日相关词汇；熟练运用句型Can you tell me about…? It’s on… It’s a time to…；掌握序数词描述农历日期，理解动词不定式表目的的句式；能够借助文本信息，用英语简单介绍端午节与中秋节的时间、食物与习俗。 2. 文化意识 了解端午节、中秋节的传统习俗与文化渊源，感受中华传统节日中纪念先贤、阖家团圆的文化内涵；建立文化自信，能够用英语讲述中国传统节日，乐于向他人介绍中华传统文化。 3. 思维品质 借助表格对两个节日的时间、食物、活动、文化意义进行信息提取与分类整理；对比两个节日的异同，训练归纳、对比的逻辑思维；能够读懂对话逻辑链条，抓取语篇关键信息。 4. 学习能力 掌握节日主题对话阅读策略，学会利用表格整理阅读信息；乐于参与师生问答、对话操练，主动运用本课句型介绍节日，提升阅读理解与口头表达的自主学习能力。 4、 教学重难点 教学重点 1. 掌握本课核心节日词汇短语，熟练朗读、理解整篇对话课文。 2. 掌握句型Can you tell me about…? It’s on… It’s a time to…；掌握两个节日的农历时间、特色食物、民俗活动，能够提取课文中的关键节日信息。 3. 借助文本内容简单复述端午节、中秋节相关信息。 教学难点 1.理解the fifth day of the fifth lunar month等农历日期长表达；读懂不定式表目的长句This festival is to honor the famous poet Qu Yuan。 2.脱离课本提示，运用本课语言有条理口头介绍传统节日。 5、 教学过程（2课时） 第一课时 Step1 课堂导入与热身 教师开展师生问候，承接上一课春节知识开启课堂。 T：Good morning, boys and girls. In Lesson1, we learned about the Spring Festival. Who can tell me, when is the Spring Festival? S1：It’s on the first day of the first lunar month. T：Perfect! And what do people do at the Spring Festival? S2：People clean houses, put up couplets and eat big dinner. T：Yes, the Spring Festival is very important. But we have many other great Chinese traditional festivals. Today we will learn Lesson2 More Chinese festivals. 教师板书课题Lesson2 More Chinese festivals，带领全班齐读课题两遍。 T：“more” means additional, other ones. So we will learn two more Chinese festivals in this text. Please turn to your textbook for Lesson 2. 【设计意图】复习上一课春节知识，激活节日主题旧知，复习lunar month农历月份词汇，自然引出本课课题，帮助学生快速进入节日主题学习情境。 Step2 初读对话，整体感知课文 T：First, let’s listen to the whole dialogue. Close your books, just listen to the audio, pay attention to pronunciation and intonation. 播放完整课文录音，学生闭目倾听。录音播放结束。 T：Now open your textbooks. Listen again and follow the audio. Point your finger to each sentence while you are reading. 学生手指课本语句，跟随录音逐句跟读完整对话。跟读完毕，教师抛出整体性理解问题。 T：Question one: How many festivals are talked about in this dialogue? S：Two. The Dragon Boat Festival and the Mid‑Autumn Festival. T：Great! These are our two key festivals of this lesson. 教师板书两个节日专有名词：the Dragon Boat Festival，the Mid‑Autumn Festival，提醒学生节日名称每个实词首字母需要大写，带领学生拼读认读。 T：Please notice, when we write festival names, the first letter of each important word should be capitalized. Dragon Boat Festival, Mid‑Autumn Festival. Please read the two festival names together three times. 全班齐读节日名称。教师简单点拨：Dragon Boat Festival就是端午节，Mid‑Autumn Festival代表中秋节。 教师在黑板绘制空白节日信息表格，为文本信息梳理做好支架。 Festival Date(lunar month) Food Activities Culture meaning Dragon Boat Festival Mid‑Autumn Festival 【设计意图】完整听读整篇对话，建立对话整体印象；落实节日专有名词认读与书写注意事项；搭建表格支架，为分段精读提取信息做好准备，不对长句做深度解析，保持初读完整性。 Step3 精讲对话开篇课文原文 —Can you tell me about other Chinese festivals? —Sure. We have the Dragon Boat Festival. 教师投影展示开篇两句对话，逐句解析，开展师生问答操练。 T：Read the first sentence together：Can you tell me about other Chinese festivals? T：This is an important general question。Can you tell me about…?，这个句型用来请求对方给你讲述、介绍关于某事物的相关情况。情态动词can后面必须接动词原形，所以tell使用原形。“other Chinese festivals”其他的中国节日，other在这里修饰复数名词festivals。 教师组织口头替换操练句型。 T：For example: Can you tell me about your favourite festival? Can you tell me about your holiday? Please read the key question in group. 学生分组朗读问句。 T：Look at the answer: Sure. We have the Dragon Boat Festival. “Sure”在这里相当于“Certainly”，用来爽快应答别人的提问。 T：Now we will learn all the information about the Dragon Boat Festival from our textbook. Please look at the next part in our book. 【设计意图】突破本课核心交际句型Can you tell me about…?，落实情态动词can的用法，完成对话开篇文本学习，自然过渡到端午节段落的精读学习。 Step4 精讲课文端午节板块课本原文 The Dragon Boat Festival is on the fifth day of the fifth lunar month. We eat zongzi. People have dragon boat races. This festival is to honor the famous poet Qu Yuan. 教师投影出示本段全部课文，逐句领读，细致讲解每一句话。 T：First sentence：The Dragon Boat Festival is on the fifth day of the fifth lunar month. T：Pay attention to preposition “on”. When we talk about a specific day, we use preposition on。the fifth day of the fifth lunar month，农历五月初五。Fifth是序数词，five的序数词形式。Lunar month我们在上节课已经接触，意思农历月份。 教师结合表格，把农历日期填写进表格Dragon Boat Festival对应的Date栏目。 T：Read after me: the fifth day of the fifth lunar month. 学生集体朗读日期短语。 T：Next sentence：We eat zongzi. Zongzi是节日特色食物粽子，属于外来音译词汇，直接使用zongzi。What do we eat at Dragon Boat Festival? We eat zongzi. 教师在表格Food栏填写zongzi。 T：Then：People have dragon boat races. New word race，名词，比赛。dragon boat races龙舟比赛，使用复数形式，表示多项赛事活动。have dragon boat races举办龙舟竞赛。这是端午节重要民俗活动，填写到表格Activities一栏。组织师生问答巩固。 T：What activities do people have at Dragon Boat Festival? Ss：People have dragon boat races. T：Now look at this difficult long sentence：This festival is to honor the famous poet Qu Yuan. T：to honor，动词不定式在这里表达目的，翻译为“为了纪念”。honor动词纪念；famous形容词著名的；poet名词诗人。整句话含义：这个节日是为了纪念著名诗人屈原。我们把这条文化含义填写进表格Culture meaning一栏。 教师简单补充背景，语言简洁贴合课堂：Qu Yuan is a great ancient Chinese poet. People hold this festival to remember him. T：Now boys read the questions, girls read the sentences about Dragon Boat Festival, let’s do role‑reading. 学生分角色朗读端午节整段对话。 【设计意图】细致解析端午节板块全部课文语句，攻克农历长日期表达、不定式表目的的语法难点；依托板书表格提取文本信息，分角色朗读落实对话输入；结合学生已有的生活认知，帮助学生理解端午节的文化内涵。 Step5 第一课时课堂小结 T：In this class, we start Lesson2 More Chinese festivals. We know we will learn two festivals: the Dragon Boat Festival and the Mid‑Autumn Festival. We master the key sentence Can you tell me about other Chinese festivals?. We have finished learning all the text about Dragon Boat Festival. We know its lunar date, food zongzi, dragon boat races and it is to honor the poet Qu Yuan. Next class we will go on reading our textbook, learn the Mid‑Autumn Festival, finish our dialogue and complete our information table. 第二课时 Step1 复习回顾，衔接新课学习 T：Boys and girls, let’s review knowledge from last class. Word review first. I speak Chinese meaning, you speak English. 端午节——？ Ss：the Dragon Boat Festival. T：比赛——？ Ss：race. T：诗人——？ Ss：poet. T：农历月份——？ Ss：lunar month. T：Review our key sentence. Who can read the question: Can you tell me about other Chinese festivals? S：Can you tell me about other Chinese festivals? T：Very good. When is the Dragon Boat Festival? What do people eat? Why do we have this festival? Invite one student to introduce Dragon Boat Festival with the help of our table on blackboard. S：The Dragon Boat Festival is on the fifth day of the fifth lunar month. We eat zongzi. People have dragon boat races. This festival is to honor the famous poet Qu Yuan. T：Wonderful! Today we will keep reading our textbook dialogue, learn the Mid‑Autumn Festival, finish our whole text and fill in the rest of our table. Step2 精讲课文中秋节板块课本原文 The Mid‑Autumn Festival is on the fifteenth day of the eighth lunar month. It’s a time to get together with family. We enjoy the bright full moon and eat mooncakes in the evening. 教师投影出示中秋节段落课文，带领全班齐读文本，逐句细致解析。 T：First sentence：The Mid‑Autumn Festival is on the fifteenth day of the eighth lunar month. T：Fifteenth是five的序数词变形，第八个农历月，eighth lunar month。the fifteenth day of the eighth lunar month农历八月十五。同样，具体日期前面介词要用on。教师将日期填写至表格Mid‑Autumn Festival的Date栏目。 T：Please read this date phrase together: the fifteenth day of the eighth lunar month. 全班齐读农历八月十五表达。 T：Next key sentence：It’s a time to get together with family. T：get together固定短语，团聚、相聚。It’s a time to do something，这是本课重点句型，意思“这是做某事的时刻”，to后面接上动词原形。So the Mid‑Autumn Festival is a special time for family members to stay together。我们把阖家团聚填写进Culture meaning一栏。 教师开展课堂互动问答，联系学生真实生活体验。 T：At Mid‑Autumn Festival, do your family get together? Ss：Yes. T：Yes, many families will get together and have a nice dinner. That is our Chinese tradition. T：Go on reading: We enjoy the bright full moon and eat mooncakes in the evening. Bright形容词明亮的；full moon满月；enjoy在这里表示欣赏、观赏。Mooncake月饼，可数名词。In the evening在夜晚。中秋节夜晚，人们欣赏明亮的满月，品尝月饼。教师把full moon，eat mooncakes填写进表格Food与Activities栏目。 完成之后黑板完整表格展示： Festival Date(lunar month) Food Activities Culture meaning Dragon Boat Festival the fifth day of the fifth lunar month zongzi have dragon boat races to honor Qu Yuan Mid‑Autumn Festival the fifteenth day of the eighth lunar month mooncakes enjoy the bright full moon get together with family T：Now let’s practise in pairs. One student asks about Mid‑Autumn Festival, the other uses sentences from textbook to answer. Students practise dialogue in pairs. 学生同桌之间操练中秋节问答对话。 【设计意图】完整解析中秋节全部课文语句，巩固序数词、介词on、It’s a time to…重点句型；借助表格完成全部文本信息结构化整理；结合学生家庭过节真实经历加深理解，同桌对练落实口头输出。 Step3 通读整篇课文对话，开展案例分析活动 T：Now we have learned every sentence of the textbook dialogue. Let’s read the full dialogue together, the whole class read aloud. 全班集体完整朗读整篇对话。朗读结束后，组织完整分角色朗读，一部分学生担任提问者，一部分学生担任回答者，完整演绎课本全部对话。 T：Now let’s do simple case analysis. I will show you some descriptions, please tell me which festival it belongs to: Dragon Boat Festival or Mid‑Autumn Festival. Case 1：People eat zongzi and watch boat games on the river. T：Which festival? S1：Dragon Boat Festival. T：That’s right. Case2：Family stay together, look at the round bright moon and eat mooncakes at night. T：Which festival? S2：Mid‑Autumn Festival. T：Very good. 教师依托黑板上完整的节日表格，请学生尝试脱离课本，口头介绍两个传统节日，允许参考板书表格提示。 T：Look at our chart on blackboard. Who wants to try to introduce the two festivals for us? You may look at the table for help. 个别学生站起来口头输出节日介绍。 S：The Dragon Boat Festival is on the fifth day of the fifth lunar month. People eat zongzi and have dragon boat races. The Mid‑Autumn Festival is on the fifteenth day of the eighth lunar month. It’s a time to get together with family. T：You use our textbook expressions very well. 【设计意图】回归完整教材对话，分角色朗读强化对话语感；设置案例辨析加深两个节日特征区分；依托板书支架训练课文内容口头复述，完成语言内化。 Step4 课本标记与自主阅读 T：Please open your textbook, circle all new words and key phrases of Lesson2, for example: Dragon Boat Festival, Mid‑Autumn Festival, lunar month, race, poet, get together, bright, full moon, mooncake. Underline the important sentences: Can you tell me about…? It’s on… It’s a time to… 学生在课本圈画标记词汇句型，教师行间巡视，对长句朗读卡顿的学生进行点拨。标记完成后安排学生自主默读整篇对话，梳理对话逻辑。教师挑选两名学生站起来完整朗读整篇课文对话。 【设计意图】引导学生做好课本知识标记，强化本课重点知识记忆；自主默读加深对话文本理解，检测学生课文朗读掌握情况。 6、 课堂小结 T：We have finished learning Lesson2 More Chinese festivals. Let’s sort up all we have learned in these two periods. 词汇短语层面：掌握the Dragon Boat Festival、the Mid‑Autumn Festival、lunar month、race、honor、poet、get together、bright、full moon、mooncake；掌握核心交际句型Can you tell me about…? It’s on… It’s a time to…。 语法层面：巩固序数词表达农历具体日期，掌握介词on用于具体节日日期；理解动词不定式to do表目的的句式，复习一般现在时用来介绍节日习俗。 语篇理解层面：本课是问答对话，围绕“Can you tell me about other Chinese festivals?”展开，介绍了端午节与中秋节。端午节在农历五月初五，人们吃粽子，举办龙舟比赛，节日用来纪念伟大诗人屈原；中秋节在农历八月十五，是家人团聚的时刻，夜晚人们欣赏明亮的满月、品尝月饼。 我们要能够熟练朗读整篇对话，借助表格提取两个节日的时间、食物、活动和文化内涵，能用简单英语口头介绍这两个中华传统节日。端午节承载缅怀先贤的情怀，中秋节寄托阖家团圆的美好愿望，这些都是中华优秀传统文化，我们可以用英语把中国传统节日讲给更多人听。 《Story: The story of Nian》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 1、 教学背景 本课属于单元故事阅读课，单元主题为Chinese festivals中国传统节日。六年级学生已经具备一定英语故事阅读能力，掌握一般现在时基础用法，能够识别故事文本里的时间线索。学生在语文学习和日常生活中听过年兽的民间传说，了解春节贴红纸、穿红衣、放鞭炮的习俗，但对该传说对应的英文表达较为陌生。课文为民间传说故事，包含大量动词短语、数字表达、时间连接词，学生在认读长词组、梳理故事情节链条、用英语复述故事片段方面存在困难。课堂依托图片、情节流程图搭建学习支架，把语言知识学习与中华传统故事文化理解结合，落实故事类语篇的阅读教学，为单元节日主题读写输出做好铺垫。 2、 教材分析 本课选自冀教版（三起）新版六年级上册Unit6《Chinese festivals》Lesson3《Story: The story of Nian》，是单元核心故事阅读板块。单元前面课时已经学习春节、端午节、中秋节等节日名称与节日活动，本课借助民间传说故事，讲解春节部分传统习俗的由来。课文为叙事民间故事，完整讲述怪兽年兽的习性、村民躲避年兽、穷人巧用红色与鞭炮驱赶年兽，从此形成春节习俗的完整故事链条。核心词汇与短语：Nian，strong，hungry，be afraid of，poor man，old couple，red paper，firecrackers，run away，wake up，since then；文本主要使用一般现在时讲述传说故事，借助when、then、in the evening、since then等时间副词串联情节。教材设置Look, listen and read主故事板块，配套Read and complete挖空练习板块，训练学生获取故事信息、读懂叙事小故事，同时渗透中华优秀传统文化，帮助学生理解春节习俗背后的传说故事，建立文化认知。 3、 核心素养教学目标 （1） 语言能力 1. 听懂、认读、理解本课核心词汇短语strong、hungry、be afraid of、poor man、old couple、red paper、firecrackers、run away、wake up、since then，能够认读数字three hundred and sixty‑four，在故事语境理解词义。 2. 读懂完整故事文本，识别故事情节线索，理解be afraid of、too…to…句型含义，读懂关键句子People are afraid of Nian.、We are too old to run away.、It is afraid of the colour red and firecrackers.、Since then during the Spring festival people put red paper on their doors, wear red clothes and light firecrackers.。 3. 能够流利朗读故事文本，借助板书支架简单口头复述故事主要情节，获取故事关键人物、事件、结果信息。 （2） 文化意识 读懂年兽的民间传说，了解春节贴红纸、穿红衣、放鞭炮习俗的传说起源，感受中华传统民俗故事的趣味，增强对中国传统节日文化的认同感与文化自信。能够用英语简单介绍相关春节习俗。 （3） 思维品质 借助情节流程图梳理故事发展顺序，分析故事人物行为与事件结果之间的因果关系；区分故事起因、经过、结果，训练提取信息、归纳、逻辑梳理的阅读思维。 （4） 学习能力 学会借助图片、情节流程图阅读叙事类英语小故事；掌握圈画时间词、关键词的阅读策略；能够参与小组合作交流故事内容，敢于尝试复述故事片段，养成读故事梳理起因‑经过‑结果的阅读习惯。 4、 教学重难点 教学重点 1. 掌握本课故事核心词汇短语，读懂完整故事文本，梳理故事起因、经过、结果的情节链条。 2. 理解be afraid of、too…to…句型，能够抓取故事人物、事件、关键习俗信息，流利朗读故事。 教学难点 1. firecrackers等复数长单词认读；理解too…to…“太……而不能……”句型语义。 2. 依托文本支架，用英语简单复述故事主要情节，理解since then引导习俗由来的句子。 5、 教学过程 第一课时 （1） 导入环节：图片激趣，揭示课题 教师出示春节相关图片：门上红色春联、红色新衣、燃放鞭炮的画面。 师：Look at these pictures. What Spring Festival customs can you see?请同学们观察图片，尝试用学过的英语单词或者中文说一说图片里面的春节活动。 生1：Red paper on doors. 生2：放鞭炮，穿红色衣服。 师：Great. We do these things during the Spring Festival. Do you know why people do these things? There is an old Chinese story about it. Today we will learn Story: The story of Nian。板书课题，带领学生拼读认读Nian，全班齐读课题。 师抛出两个驱动性问题：What is Nian? What happened in this old story?带着两个问题，进入今天的故事学习。 设计意图：依托学生熟悉的春节习俗图片导入，制造认知好奇，引出本课故事主题，激活学生已有生活经验，为故事阅读做好主题铺垫。 （2） 新知呈现，扫清阅读障碍 教师依托图片、简释依次呈现本课重点词汇短语，板书，带领学生齐读，重点突破长单词、重点句型。 1. strong：出示年兽卡通图片。师：strong意思是强壮的，Nian is very strong。领读单词。 2. hungry：饥饿的。It is hungry.它饿了。 3. wake up：醒来。短语wake up，反义词go to sleep睡觉。 4. be afraid of：害怕……。板书短语be afraid of，例句People are afraid of Nian。 5. old couple：一对老夫妇，couple指夫妇。 6. poor man：穷人，poor贫穷的。 7. firecrackers：鞭炮，拆分音节朗读，复数形式，light firecrackers放鞭炮。 8. red paper：红纸。 9. run away：逃跑、逃走。 10. since then：从那以后。 11. 句型too…to…：太……而不能……，板书句型结构。举例too old to run away年纪太大跑不动。 教师在黑板绘制简易情节表格，左侧书写词汇短语，右侧搭配简单图画提示，完成词汇板书。组织学生集体认读，同桌互相抽读，教师抽查个别学生，纠正firecrackers多音节单词发音。 师开展简短问答巩固词汇： 师：If you see a big monster, are you afraid of it? 生：Yes, I am. 设计意图：集中处理故事核心生词短语，提前拆解重点句型，降低后续故事文本阅读难度，落实认读基础。 （3） 听读故事，整体感知大意 教师播放课文录音，出示教材故事全套插图，布置听力任务：听录音，想一想故事里面有哪些主要人物，年兽Nian是什么样子。 播放第一遍录音，学生只看插图，不看文字，整体感知语音。 播放第二遍录音，学生打开课本对照故事文本听录音，边听用笔圈出故事里面出现的人物。 录音结束，教师组织学生反馈圈画出来的人物，教师板书人物：Nian，people，old couple，poor man。 师依托板书开展师生问答。 师：Question one：Where does Nian live? 生：It lives in the sea. 师：Question two：When does Nian come out? 生：On Chinese New Year’s day. 师：Question three：How do people feel about Nian? 生：People are afraid of Nian. 师顺势梳理故事整体框架：这是一个中国古老民间故事，怪兽年兽住在海里，新年出来，人们害怕它；故事里面还有老夫妇和一位穷人，接下来我们逐段读懂故事文本。 设计意图：听力输入获取故事整体信息，引导学生抓取故事主要人物，搭建故事叙事框架，初步感知故事语境。 （4） 细读课文，逐段解析教材原文 教师引导学生看向课本，逐句逐段解析教材完整故事文本，师生问答推进文本解读，完整课文原文： Nian is strong. It has a very big mouth. It lives in the sea and sleeps for three hundred and sixty‑four days a year. On Chinese New Year’s day, it wakes up and comes out of the sea. It is hungry. It wants to eat animals and people. People are afraid of Nian. When the Spring Festival comes, they run to the mountains from their villages. But an old couple is too old to run. Then a poor man comes to their door. The old woman gives him some dumplings. “Please eat and run! We are too old to run away. We are afraid Nian will eat us.” says the old woman. “Don’t be afraid. I can help you.” says the poor man. The poor man puts red paper on the door. In the evening, Nian comes. The man goes out in red clothes. He lights some firecrackers. Nian is scared. It is afraid of the colour red and firecrackers. It runs away very fast. “Thank you!” the old couple says to the poor man. Since then, during the Spring Festival people put red paper on their doors, wear red clothes and light firecrackers. 师：Now let’s read and understand the story sentence by sentence，我们分段读懂这个故事。 第一段：Nian is strong. It has a very big mouth. It lives in the sea and sleeps for three hundred and sixty‑four days a year. On Chinese New Year’s day, it wakes up and comes out of the sea. It is hungry. It wants to eat animals and people. 师：这一段介绍怪兽Nian的基本情况。strong强壮，a very big mouth一张大嘴。It lives in the sea它住在海里。sleeps for three hundred and sixty‑four days a year，一年沉睡364天，教师带领学生认读数字表达。on Chinese New Year’s day，介词on用于具体某一天；wakes up醒来，comes out of the sea从海里出来。It wants to eat animals and people，它想要吃动物和人。 师抛出问题：What do you know about Nian?请学生结合本段用课文原句进行回答。 生：Nian is strong. It lives in the sea. It sleeps for three hundred and sixty‑four days a year. 全班齐读第一段。 第二段：People are afraid of Nian. When the Spring Festival comes, they run to the mountains from their villages. But an old couple is too old to run. 师：be afraid of，害怕。People are afraid of Nian，人们害怕年兽。when引导时间状语从句，当春节来临，人们从村庄跑到山里run to the mountains from their villages。But an old couple is too old to run。重点解析句型too…to…，too old to run，太老了，跑不动。板书例句，加深学生印象。 师提问：What do most people do when Spring Festival comes? Why can’t the old couple run? 生：They run to the mountains. Because they are too old to run. 全班齐读第二段。 第三段：Then a poor man comes to their door. The old woman gives him some dumplings. “Please eat and run! We are too old to run away. We are afraid Nian will eat us.” says the old woman. “Don’t be afraid. I can help you.” says the poor man. 师：then然后，a poor man comes to their door一个穷人来到家门口。give him some dumplings，给了他一些饺子。再次出现too old to run away，run away逃跑。老婆婆劝穷人吃完饺子赶快逃走，自己年纪太大跑不掉，害怕年兽来吃掉他们。穷人说不要害怕，我可以帮助你们。 师提问：What does the old woman give to the poor man? What does the poor man say? 生：She gives him some dumplings. He says “Don’t be afraid. I can help you.” 分角色朗读对话部分，一部分学生扮演old woman，一部分扮演poor man。 设计意图：逐段解读课文故事前半部分，落实故事角色、起因信息，解析重点句型be afraid of与too…to…，依托问答推进课堂，贴合故事阅读课真实教学场景。 （5） 课堂操练，朗读巩固故事前半部分 1. 跟读朗读：播放故事录音，学生跟读故事一至三自然段，模仿语音语调，教师针对firecrackers、three hundred and sixty‑four等长单词、数字表达进行集体纠音。 2. 情节问答操练，依托黑板人物、词汇板书开展师问生答。 师：Where does Nian live? 生：It lives in the sea. 师：What do people do when Spring Festival comes? 生：They run to the mountains. 师：Why don’t the old couple run away? 生：Because they are too old to run. 组织同桌两人一组，参照板书，互相问答故事前半部分信息。 设计意图：通过跟读、问答操练，巩固本节课所学故事前半部分内容，内化语言信息，为第二课时学习故事后半段、教材配套练习做好铺垫。 （6） 第一课时小结 教师带领学生回顾本节课内容：本节课我们学习故事标题The story of Nian，认识故事中的主要人物Nian、old couple、poor man；学习strong、hungry、be afraid of、run away等词汇短语；读懂故事前半部分，了解年兽的习性，春节来临村民逃向山里躲避年兽，一对老夫妇年纪太大无法逃跑，穷人来到家中愿意帮助老夫妇；学习重点句型be afraid of以及too…to…。课后反复朗读故事1‑3自然段，记忆本课重点词汇短语。 第二课时 （1） 复习导入，回顾旧知 教师出示黑板上的人物与词汇板书，开展口头复习。 师：Boys and girls，let’s review what we learned last class。我们一起来读一读黑板上的重点短语。学生集体朗读。 师开展链式问答，随机抽取学生作答。 师：Where does Nian live? 生：It lives in the sea. 师：Why do people run to the mountains in Spring Festival? 生：Because they are afraid of Nian. 师：Why can’t the old couple run away? 生：Because they are too old to run. 师：Please open your books，let’s read paragraphs one to three together。全班齐读故事前三个自然段。 师过渡提问：The poor man says he can help the old couple. What will he do? Can he drive Nian away? Today we will finish reading the rest of the story。 设计意图：复习第一课时词汇、句型和故事前半部分，自然过渡到故事后半段学习。 （2） 细读故事后半段，梳理故事经过与结局 教师将故事剩余文本呈现在课件，师生共同研读课文四、五、六自然段。 第四自然段：The poor man puts red paper on the door. In the evening, Nian comes. The man goes out in red clothes. He lights some firecrackers. 师：put red paper on the door把红纸贴在门上；in the evening在晚上；goes out in red clothes穿着红色衣服走出门；lights some firecrackers点燃鞭炮。 师提问：What things does the poor man use?请学生从段落中找出关键动作。 生：He puts red paper on the door, goes out in red clothes and lights some firecrackers. 学生齐读第四自然段。 第五自然段：Nian is scared. It is afraid of the colour red and firecrackers. It runs away very fast. 师：scared感到害怕的。be afraid of再次出现，年兽害怕红色和鞭炮。runs away very fast飞快地逃走。 师抛出思考问题：Why does Nian run away?引导学生用课文原句作答。 生：Because it is afraid of the colour red and firecrackers. 全班齐读第五自然段。 第六自然段：“Thank you!” the old couple says to the poor man. Since then, during the Spring Festival people put red paper on their doors, wear red clothes and light firecrackers. 师：since then从那以后，用来引出故事带来的习俗变化。during the Spring Festival在春节期间。put red paper on their doors贴红纸在门上，wear red clothes穿红衣，light firecrackers放鞭炮。本句点明故事主旨，解释春节这些习俗的传说由来。 师总结提问：What do people do during the Spring Festival since then?请学生完整读出课文原句。 生：Since then, during the Spring Festival people put red paper on their doors, wear red clothes and light firecrackers. 教师完整播放整篇故事录音，学生完整跟读全文，教师对长单词、重点短语发音进行纠错。 设计意图：完整解析故事后半部分文本，理清人物行动、冲突解决、故事结局，读懂传说和春节习俗之间的联系，落实文本细节学习。 （3） 依托情节流程图，整体梳理完整故事 教师完善黑板上的情节流程图表格，表格横向依次填写：Beginning起因、Development经过、Climax高潮、Ending结局，带领学生结合课文完整填充故事信息。 故事情节 文本关键信息 Beginning起因 Nian is strong. It lives in the sea. People are afraid of Nian. They run to mountains in Spring Festival. Development经过 An old couple is too old to run. A poor man comes and says he can help them. Climax高潮 The poor man uses red paper, red clothes and firecrackers. Nian is afraid and runs away. Ending结局 Since then, people put red paper on doors, wear red clothes and light firecrackers in Spring Festival. 师引导学生观察表格，开展师生问答，梳理故事逻辑。 师：Why do people run away when Spring Festival comes? 生：Because they are afraid of Nian. 师：What three things make Nian run away? 生：Red paper, red clothes and firecrackers. 师：What traditions come from this old story? 生：People put red paper on their doors, wear red clothes and light firecrackers. 师带领学生顺着流程图表格完整口头梳理整个故事，学生看着表格提示，按情节顺序说出故事关键内容。 设计意图：借助流程图可视化工具，整合整篇故事信息，搭建复述支架，训练学生梳理叙事故事起因‑经过‑高潮‑结局的阅读能力。 （4） 教材Read and complete板块处理 教师出示教材Read and complete挖空填空练习，练习依托故事文本，挖空核心词汇与短语，考查故事细节理解。 师：Please look at your textbook. This exercise helps us review the whole story. First read the short passage quickly，结合黑板上的情节流程图以及课文原文，补全短文中的空缺单词。请同学们独立完成课本填空练习。 学生完成练习之后，教师带领全班核对答案，每填一空，就回归课文找到对应的原句进行对照。 核对结束后，请学生把填完整的短文完整朗读一遍。教师针对填空里面出现的be afraid of、since then、too…to…再次点拨巩固。 师提问个别学生：Which sentence tells us the tradition’s origin?引导学生定位since then引导的习俗句子。 设计意图：落实教材配套练习，借助挖空练习巩固故事核心词汇句型，实现学练结合。 （5） 分层朗读训练，小组故事片段复述 教师设置分层朗读任务：基础任务全体学生能够流利完整朗读整篇Story故事；进阶任务，能力较好学生，看着黑板情节流程图表格，不看课文，口头复述故事主要情节。 教师播放完整故事录音，全班跟读；之后分组读、角色朗读故事文本，分别设置旁白、Nian、old woman、poor man角色。 教师组织4人小组活动，小组成员参照黑板情节流程图，轮流说一说年兽故事的关键情节，小组内部互相补充完善。教师巡视各个小组，倾听学生口头输出，及时纠正学生词汇发音、句型使用的错误。 挑选2‑3组学生，面向全班，依托表格支架口头复述故事主要内容。 师再次回归故事主题提问：Where do our Spring Festival traditions of red paper and firecrackers come from?引导学生结合故事说出这个古老民间传说。 设计意图：分层落实朗读与复述任务，依托支架完成语言输出，深化对传统民俗故事的理解，完成故事语篇学习闭环。 6、 课堂小结 教师整合两课时全部学习内容，进行整体回顾。本课学习Unit6 Lesson3故事The story of Nian，掌握strong、hungry、poor man、old couple、firecrackers、be afraid of、run away、since then等核心词汇短语；读懂中国民间年兽传说完整故事，学会借助情节流程图梳理叙事故事的起因、经过、高潮、结局；理解重点句型be afraid of和too…to…，读懂故事如何解释春节贴红纸、穿红衣、放鞭炮习俗的传说来源；感受中华传统民俗故事的趣味。课后熟读整篇故事，尝试借助情节流程图复述故事主要情节，巩固本课重点语言知识。 2 学科网（北京）股份有限公司 $