Unit5 Lesson4 Mary's Christmas 第2课时（教案）-2026-2027学年冀教版（三起）英语六年级上册

该教案聚焦冀教版六年级上册《Mary's Christmas》，核心为通过yesterday、today、tomorrow时间线索学习一般过去时、be going to计划、will预测三种时态，及Christmas等核心词汇与put…on…等短语。课堂导入用圣诞节图片激活已知，板书时间词搭建支架，衔接后续时态学习。 特色体现在文化意识培养，文本融入Chinese lanterns展现中西文化交融；思维品质提升，借表格梳理时间线区分时态；语言能力训练，依托表格支架复述故事。助力学生掌握时态辨析与文化理解，为教师提供清晰流程与实用教学支架。

《Mary's Christmas》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、教学背景 本课属于2026秋季新版冀教版（三起）六年级上册Unit5 Holiday fun单元，单元主题围绕中外节日、假期生活展开，引导学生谈论节日经历、节日计划与节日期盼。六年级学生已经具备一定英语基础，能够掌握一般现在时，初步接触一般过去时、be going to将来计划表达，但对于同一语篇内部同时出现过去、现在计划、将来预测三种时间维度的语句，理解与运用存在困难。学生对圣诞节有基础认知，但缺少把节日故事用英语完整叙述的能力。本课以Mary的圣诞节经历为主线，借助yesterday、today、tomorrow三个时间线索串联语篇，落实时态对比学习，同时渗透中外节日文化融合，贴合六年级学生生活经验，为单元后续节日主题读写输出做好铺垫。 二、教材分析 Lesson4 Mary's Christmas是Unit5 Holiday fun的核心阅读课，语篇以第一人称叙事，全文按照yesterday（过去经历）、today（当下计划）、tomorrow（未来设想）三层时间顺序讲述Mary的圣诞节故事。课文核心词汇包含：Christmas、Santa、candy、excited、lanterns、gifts、toy等；语法重点为不规则动词过去式（go‑went、see‑saw、give‑gave、tell‑told、say‑said、am‑was）、be going to表计划、will表预测；重点句型：I’m going to… Will…? I think he will… 。文本特色在于将中国元素Chinese lanterns融入圣诞节场景，体现文化交融，兼顾语言知识与文化意识培养。本课分为2课时，第1课时完成词汇学习、课文初读，梳理yesterday过去事件段落；第2课时完整研读全文，攻克today、tomorrow段落，落实时态辨析、朗读与简单复述训练。 三、核心素养教学目标 （一）语言能力 1.听懂、认读、会读本课核心词汇：Christmas，Santa，candy，excited，lanterns，gifts，toy；掌握短语put…on…、take some pictures、share…with…、open gifts。 2.能读懂Mary's Christmas语篇，识别yesterday、today、tomorrow对应的不同时态句子；掌握不规则动词过去式went、saw、gave、was、told、said；熟练朗读全文，语音语调基本正确。 3.能口头运用句型I’m going to…讲述节日计划；会读问句Will…?以及答句I think…will…；能提取课文关键信息完成表格梳理，口头复述Mary的圣诞节主要经历。 （二）文化意识 1.了解圣诞节简单习俗，感知文本中Chinese lanterns与圣诞节结合的文化交融，尊重中西方不同节日文化。 2.体会节日中分享、期待礼物的情感，能够对比思考中西方节日的共同美好内涵。 （三）思维品质 1.通过yesterday‑today‑tomorrow时间线索梳理文本，训练时间逻辑，区分过去、计划、将来三种语义；通过动词原形与过去式对比，训练观察、归纳、辨析能力。 2.根据课文信息进行简单推理，思考Mary的心情变化；能借助时间支架梳理故事脉络，构建叙事逻辑。 （四）学习能力 1.学会借助时间标记词（yesterday/today/tomorrow）帮助阅读理解语篇；学会整理不规则动词变形笔记。 2.愿意参与课堂问答、朗读、小组合作，借助表格支架开展阅读信息提取，养成圈画文本关键词的阅读习惯。 四、教学重难点 教学重点 1.掌握本课核心词汇、短语；识记课文内6个不规则动词的原形与过去式。 2.理解课文，理清yesterday、today、tomorrow三层时间线；掌握be going to表计划，will表推测的句型。 3.流利朗读课文，提取故事关键信息。 教学难点 1.在同一篇短文中区分一般过去时（yesterday）、be going to将来计划（today）、will将来推测（tomorrow），不混淆动词形式。 2.理解长句“I told him what I would like for Christmas”含义；掌握share…with…、put…on…短语的使用。 3.依托时间线索，简单复述Mary的圣诞节故事。 五、教学过程（共2课时） 第1课时 环节一：课堂导入，情境创设 教师出示圣诞节相关图片，包含圣诞树、圣诞老人、礼物，面向全班开启对话。 师：Boys and girls, look at these pictures. What holiday is it? 生：Christmas. 师：Great! Christmas is fun. Do you know what people often do at Christmas? Who can tell me one thing? 生1：They have a Christmas tree. 生2：They get gifts. 师：Perfect. Today we will read a story about a girl. Her name is Mary. This lesson is Mary’s Christmas.（板书课题Lesson4 Mary’s Christmas，着重提示Mary’s名词所有格，人名+’s表示“……的”）。 师：Before reading, please look at three important words on the blackboard.（板书yesterday，today，tomorrow）Who can read them? 学生依次朗读三个时间词。 师：Very good. Yesterday means “昨天”，things happened already. Today means “今天”，we are talking about plans. Tomorrow means “明天”，things will happen later. In Mary’s story, she talks about yesterday, today and tomorrow. Now let’s listen and find: What did Mary do yesterday? 【设计意图】借助图片激活学生已有节日知识，板书三个时间标记词，提前搭建阅读逻辑支架，让学生在读课文前建立时间概念，降低后续时态理解难度。 环节二：初听课文，整体感知 教师播放课文完整录音，学生看着教材课文，不打开书本做笔记，只听。录音结束。 师：Now, who can tell me, what did Mary do yesterday? Try to find the answer. You can use one or two simple words. 生：She went to the shop. 师：Nice! Open your books, turn to Lesson 4. Let’s look at the first paragraph, it talks about yesterday. Please underline the word “yesterday” in your textbook. 【设计意图】完整听课文，让学生整体感知故事，不急于拆解单词；训练学生抓取关键时间对应的关键事件，培养听读抓取信息的能力。 环节三：第一段课文精讲（yesterday段落，教材原文：Christmas is fun. Yesterday I went to the shop with my mom. I saw Santa. He gave me some candy. I was so excited. I told him what I would like for Christmas. He said Ho Ho Ho.） 师：Please follow me to read this paragraph sentence by sentence. First sentence: Christmas is fun. （领读）What is the meaning of “fun”? 生：有趣的。 师：Yes, fun means interesting. Next sentence: Yesterday I went to the shop with my mom. Please look at this verb “went”.（板书go‑went）Who can tell me, what’s the base form? 生：go. 师：Right! Go is原形，went是go的过去式，yesterday昨天，事情已经发生，动词要变成过去式。Pay attention to this phrase “with my mom”. “with +人”放在句子末尾，表示“和某人一起”。不要写成“I with my mom went to shop”. 正确语序是I went to the shop with my mom. 大家在书上圈出with my mom。 师：Next sentence: I saw Santa.（板书see‑saw）Who can read it? What’s the base verb of saw? 生：see. 师：Good, saw是see的过去式，“看见”。Who is Santa? 生：圣诞老人。 师：Yes. Then: He gave me some candy.（板书give‑gave）Give的过去式是gave。Some candy，candy糖果，这里是不可数名词，不用加s。He gave me some candy，“他给了我一些糖果”。me在这里是宾格，动词后面用人称代词宾格。 师：Next sentence: I was so excited.（板书am‑was）I am，过去变成I was。Please look at “excited”. It describes people’s feeling，用来形容人感到兴奋激动。If you get candy from Santa, you will feel excited, yes? 生：Yes. 师：Now this is a difficult long sentence: I told him what I would like for Christmas.（板书tell‑told）Tell的过去式told。I told him，我告诉他。What I would like for Christmas，不是字面翻译“什么”，是“我圣诞节想要的东西”。整个句子意思：我告诉他我圣诞节想要什么礼物。Please read this long sentence three times together. 全班齐读长句。 师：Last sentence of Paragraph one: He said Ho Ho Ho.（板书say‑said）Say的过去式said。Ho Ho Ho是圣诞老人的笑声。 教师把本课第一段出现全部不规则动词整理板书： 原形 过去式 go went see saw give gave am was tell told say said 师：Please copy this table in your notebook. These are important irregular past‑tense verbs. Now let’s read the whole first paragraph together. 全班齐读第一段。 师：Now I have some questions for you about Paragraph 1. 师：Question1: Who did Mary go to the shop with? 生：Her mom. 师：Question2: What did Santa give Mary? 生：Some candy. 师：Question3: How did Mary feel? 生：She was so excited. 师：Excellent work. 【设计意图】逐句精讲教材原文，重点突破不规则动词过去式，用表格清晰呈现原形‑过去式对照；针对长难句拆解语义，避免复杂语法术语，用通俗易懂语言讲解；设置细节问题检验学生对第一段文本理解，同步指导学生在课本圈画关键词，落实阅读方法训练。 环节四：第1课时巩固操练 师：Now we will do fill‑in practice. I will show sentences with blanks, you choose right verb forms. 1.I ____ (go‑went) to shop with my mom yesterday. 2.He ____ (give‑gave) me some candy. 学生口头作答。 师：Great. Now boys act Santa, girls act Mary, read Paragraph 1 in roles. Boys read “He gave me some candy. He said Ho Ho Ho.” Girls read Mary’s sentences. 学生分角色朗读第一段课文。 师：Let’s review. In Paragraph one, all things happened yesterday, so we use past tense verbs. We must remember those six verbs’ past forms. This class we learn Paragraph one of Mary’s Christmas, we master new words and past‑tense verbs. Next class we will learn Paragraph two and three about today and tomorrow. 【设计意图】口头填空巩固过去式，分角色朗读增强课堂参与感，课时结尾总结本节课所学内容，为第二课时做好铺垫。 第2课时 环节一：复习旧知，衔接新课 师：Good morning, class. At first, let’s review what we learned last lesson. Please look at the verb table on blackboard. Let’s read verbs and their past forms together. 全班齐读动词原形与过去式表格。 师：Who can retell what Mary did yesterday? Try your best, you can look at your book. 生：Yesterday Mary went to shop with her mom. She saw Santa. Santa gave her some candy. She told Santa what she would like for Christmas. 师：Very good! You remember clearly. Yesterday is done. What about today and tomorrow? Let’s open our textbook and look at Paragraph two and Paragraph three of Mary’s Christmas. 【设计意图】复习第一课时核心不规则动词，口头复述yesterday部分故事，激活已有知识，自然过渡到today、tomorrow段落的学习。 环节二：精讲课文第二段（教材原文：Today I’m going to put lights and Chinese lanterns on the Christmas tree. I’m going to take some pictures and share them with my friends.） 师：Please read this paragraph silently, circle the word “today”. What structure can you see here? 生：I’m going to. 师：Perfect! “be going to” means plans，打算、计划做某事，talk about things we will do today。Now let’s study sentence by sentence. 师：First sentence：Today I’m going to put lights and Chinese lanterns on the Christmas tree. Please look at the phrase “put…on…”，“把……放在/挂在……上面”。Lights是彩灯，Chinese lanterns中国灯笼。Look! Mary puts Chinese lanterns on Christmas tree. We mix Chinese culture with Christmas culture. That is very special. Who can translate this whole sentence? 生：今天我打算把彩灯和中国灯笼挂在圣诞树上。 师：Exactly. Please pay attention: lantern后面加s lanterns，复数形式。Follow me read: Chinese lanterns. 学生跟读。 师：Next sentence：I’m going to take some pictures and share them with my friends. “take some pictures”意思是拍一些照片。What does “them” refer to? Please think carefully. 生：Some pictures. 师：Yes! Them代替前面的some pictures，避免重复。Important phrase “share…with…”，和……分享。Share them with my friends，把照片和我的朋友们分享。Please read this sentence together. 全班齐读句子。 师：Now I ask you questions about Paragraph two. What is Mary going to do today? 生1：She is going to put lights and Chinese lanterns on the Christmas tree. 生2：She is going to take some pictures and share them with her friends. 师：Well‑done. Please underline “be going to” in your book, this is for plans. 【设计意图】精讲today段落教材原文，落实put…on…、share…with…重点短语；解读文本中Chinese lanterns文化细节，落实文化意识；引导学生理解代词them指代内容，训练语篇理解；通过问答检验对段落理解，同时标记be going to结构，区分和上节课一般过去时。 环节三：精讲课文第三段（教材原文：Tomorrow is Christmas Day. I’m going to open gifts in the morning. Will Santa bring me the toy I want? I think he will. I love Christmas.） 师：Now look at Paragraph three. Please circle “tomorrow”. Tomorrow is Christmas Day。圣诞节就在明天。First sentence: Tomorrow is Christmas Day. I’m going to open gifts in the morning. What is “open gifts”? 生：打开礼物。 师：Right, open gifts拆礼物。依然用I’m going to，这是Mary明天的计划。Then look at this new sentence pattern: Will Santa bring me the toy I want? This is a question with will. “Will +主语+动词原形?”用来询问将来会不会发生某事。Toy玩具。What does Mary want? 生：A toy. 师：Yes. How to answer this will‑question? Look the text: I think he will. “I think…”用来表达自己的猜想、推测。Who can read this question and answer? 学生个别朗读问句与答句。 师：The last sentence: I love Christmas. It shows Mary’s feeling. She enjoys Christmas very much. Let’s read Paragraph three all together. 全班齐读第三段。 师：Now let’s finish this information table on blackboard, we fill in what Mary did / is going to do under three time words，学生看着课本，师生共同完成表格。 时间标记 Mary’s activities 时态提示 Yesterday went to shop with mom；saw Santa；got candy；told Santa her wish 一般过去时（动词用过去式） Today put lights and Chinese lanterns on tree；take pictures；share photos with friends be going to（计划） Tomorrow open gifts；wonder if Santa brings toy be going to（计划）；Will…? I think…will（推测） 师：Look this table carefully. Please compare three parts. When we talk things already finished‑yesterday，we use past verbs. When we talk plans for today or tomorrow，we often use be going to. When we guess something in future，we can use will. 师：Now I have questions for Paragraph three. 师：What is Mary going to do tomorrow morning? 生：She is going to open gifts. 师：What does Mary hope Santa will bring her? 生：The toy she wants. 【设计意图】完整解析tomorrow段落教材语句，突破will一般将来时疑问句及I think he will答句；搭建全文信息汇总表格，直观对比三种时间对应的语言结构，解决本课难点“同一语篇多种时态”；依托表格梳理整个故事，搭建复述支架。 环节四：全文朗读，语篇梳理 师：Now let’s listen to the full text audio again. Please read after the recorder sentence by sentence, pay attention pause and intonation. 播放录音，学生逐句跟读教材完整课文。 师：Now read the whole passage in groups. Each group reads one paragraph. Group one read paragraph one(yesterday), group two paragraph two(today), group three paragraph three(tomorrow). 小组分段朗读课文。 师：Now, look our big table on blackboard. Who can try to retell Mary’s Christmas story, you may look the table for help. Invite several students try. 学生借助表格口头复述整篇小故事。 【设计意图】跟读录音矫正语音语调；小组分段朗读，降低全文朗读难度；依托表格支架，落实复述输出，把阅读输入转化为口头输出。 环节五：课堂实操巩固练习 师：Now let’s do some practice together. Please tell me: choose “be going to” or past‑tense verb. 1.Yesterday I ____ (see) Santa. 2.Today I ____ ____ ____ put lanterns on tree. 3.Tomorrow I ____ ____ ____ open gifts. 学生口头作答。 师：Now I set small task for you. Work with your deskmate. Use three time words: yesterday, today, tomorrow. Try to make 2‑3 short sentences about your holiday. You don’t need write down, just talk face‑to‑face. 同桌结对口头练习，教师巡视，听取几组学生展示。 【设计意图】口头习题再次强化时态辨析；同桌小对话，迁移本课句型，尝试简单运用yesterday/today/tomorrow表达自己的经历与计划。 六、课堂小结 本课Lesson4 Mary’s Christmas围绕Mary的圣诞节故事展开，课文以yesterday、today、tomorrow三个时间词为线索，分成过去经历、今日计划、明日期盼三部分。我们重点学习了6个不规则动词的原形与过去式，掌握了be going to表达计划，will问句表达对将来的推测，学会put…on…、share…with…等短语。我们读懂了整篇课文，能够借助表格支架复述Mary的圣诞节故事，同时体会到故事中中西文化融合的趣味。课后同学们反复朗读课文，熟记不规则动词变形，可以抄写课文重点句子巩固本课核心知识点。 2 学科网（北京）股份有限公司 $