Unit 5 Shop Smart （单元解读讲义）英语教科版六年级上册（新教材）

本讲义聚焦“理性消费与聪明购物”核心知识点，通过Get Started图片识别聪明买家行为语块，Close Reading阅读四步理性消费框架，Active Listening区分need与want，Your Turn改写冲动购物故事，Portfolio转化wish list为shopping list，配合配套音视频资源，构建从输入到输出的完整语言学习支架。 该资料亮点在于融合思维品质与文化意识，通过决策树培养逻辑推理能力，结合“俭以养德”传统智慧渗透价值观。采用情境教学法模拟购物场景，任务驱动各板块Task设计。课中直观演示价格标签等道具提升互动，课后Portfolio工作纸与购物反思活动助学生迁移运用，查漏补缺。

教科版六年级上册 Unit 5 Shop Smart 单元解读 一、新课标理念体现 本单元话题为“理性消费与聪明购物”（smart shopping），围绕区分need与want、比较价格、延迟满足和建立良好购物习惯展开，属于“人与自我”主题范畴“生活与学习”主题群，涉及“零用钱的使用，合理消费，节约意识”子主题——教材以What makes a smart buyer? Are you one of them?为单元问题，在Get Started板块以六幅购物行为图片引导学生识别聪明买家的做法（think about it more / wait a few days / learn about it / look for a better deal / give it a try / compare and choose），在Close Reading板块以四步购物指南呈现理性消费框架（Do I need that thing or do I just want it? / Do I need that thing right now? / try to learn more about it / compare and choose），在Your Turn板块以Alice的冲动购物日记为反面案例引导学生反思非理性消费行为，在Portfolio板块要求学生将wish list转化为shopping list——将单元所学运用到个人真实购物决策中；同时涉及“劳动习惯与技能，热爱劳动”子主题——单元贯穿“储蓄与理财意识”这一线索，Get Started的Nikki获得300元零用钱后面临买自行车的决策（Hold your horses! Do you really need it?），Active Listening的Sam wish list需区分need与want后筛选出shopping list，Chunk Store输入语块save up for it / wait for a sale / buy second-hand books / get one from the library——培养学生储蓄、比价、二手利用等理财技能和节约意识。六年级属新课标二级（5~6年级），二级要求学生“能就熟悉的话题进行简单的交流”“能在语境中理解并运用常见表达”——本单元通过Get Started（购物行为识别与Nikki-Yafei对话跟读）、Close Reading（购物指南阅读与决策树填写）、Active Listening（Sam wish list听力与建议讨论）、Your Turn（Alice购物日记阅读与改写故事写作）、Portfolio（wish list转shopping list工作纸）、Spotlight（数量词与购物自问句式聚焦）和Wonderland（Long i续语音与最佳/最差购物反思阅读）七个板块的递进设计，让学生在理性消费的真实情境中综合运用购物句式和数量词，体现新课标“在真实情境中综合运用语言”的理念。 二、课时划分 第1课时：Get Started & Close Reading（教材第50—53页） 第2课时：Active Listening—Wonderland（教材第54—60页） 三、单元内容分析 本单元由Get Started、Close Reading、Active Listening、Your Turn、Portfolio、Spotlight和Wonderland七个板块构成，课时之间呈现从购物行为语块输入与对话跟读（Get Started的购物行为图片识别与Nikki-Yafei对话跟读）到购物指南阅读理解（Close Reading的四步指南阅读与决策树填写），再到听力训练与建议讨论（Active Listening的Sam wish list听力与聪明买建议角色扮演）、写作输出（Your Turn的Alice购物日记阅读与改写故事写作）、自我评价（Portfolio wish list转shopping list工作纸）、语言聚焦（Spotlight数量词与购物自问句式）和拓展阅读（Wonderland Long i续语音与最佳/最差购物反思阅读）的递进逻辑。单元开篇页（教材第49页）呈现单元标题Shop Smart和单元问题What makes a smart buyer? Are you one of them?，设三条单元目标：List what smart buyers do / Talk about how to be a smart buyer / Turn your wish list into a shopping list. Build good shopping habits。 第1课时涵盖Get Started和Close Reading两个板块。Get Started板块（教材第50—51页）承担购物行为语块输入功能，以识别聪明买家的做法为情境。Task A以六幅购物行为图片呈现聪明买家的做法——think about it more / wait a few days / learn about it / look for a better deal / give it a try / compare and choose——训练学生识别理性消费行为的能力。Task B为听力任务，训练学生听Lucas在商店运用购物技巧的对话并勾选。Task C提供Nikki和Yafei的对话跟读语篇——Nikki的阿姨给了她300元让她买礼物，她想买自行车，Yafei劝她冷静思考（Hold your horses! Do you really need it? / you may want to buy something, but it doesn’t mean you really need it / Maybe you can try it out first and think about it more），呈现区分need与want的核心思维。Role-play板块提供模拟购物咨询的对话模板（I have ... And I want to buy ... / Hmm, let me think about it. / As for ..., do you need it or want it? / Yeah, maybe you can also ...），配以Money和Wish list记录卡。Close Reading板块（教材第52—53页）为主课文阅读板块，以购物指南为情境。Task A呈现一篇说明文语篇——从四个步骤提供理性消费框架：First, think about it: Do I need that thing or do I just want it? If you’re not sure, wait a few days.（区分need与want + 延迟满足）/ Next, ask yourself: Do I need that thing right now? If not, you can buy it later. Keep an eye out for sales, or try second-hand shops.（判断紧迫性 + 等待打折 + 二手购物）/ After you make up your mind, try to learn more about it. Go online, ask others about it, or give it a try.（了解产品信息）/ Finally, compare and choose. Is it the best deal? But be careful! Sometimes buy one get one free may not be the better deal. Check the best before date or BBD for short.（比较选择 + 警惕促销陷阱 + 检查保质期）——呈现理性消费说明文的写作结构，要求学生为语篇拟定标题。Think板块（Do you think these tips are helpful? Why? Why not?）培养批判思维。Task B要求学生填写决策树——Do I really need it? → YES → (next question) → YES → (next question) → YES → Buy it / NO → Don’t buy it——训练按逻辑流程做消费决策的能力。Tell me more板块提供用决策树给同伴建议的对话模板。Sentence Bank提供购物质询句式（I’m thinking about buying ... / Do you really need it? / Do you have something just like it? / Will you still want it next month? / Do you need it now? / I think you should ... because ...）。 第2课时涵盖Active Listening至Wonderland五个板块。Active Listening板块（教材第54—55页）为听力训练课，以Sam和Aiwen在商店购物为情境。Task A呈现Sam的wish list（a clock / a jump rope / a notebook / a comic book / a toy train），要求学生判断哪些应该买。Task B为听力任务，要求学生听Aiwen给Sam的建议并填写表格。Task C要求学生听Sam讲述每件物品的购买理由并填写——a jump rope: old jump rope is broken, need to get a new one——训练从听力中区分need与want的能力。Think板块（What advice can you give him? / What things will Sam put on his shopping list?）培养决策思维。Role-play板块提供讨论Sam wish list的对话模板（A: Wow, check this ... It (looks) ...! / B: Wait a minute. This one ..., so it may not be the best deal. / A: OK. I’ll take the ... one. How about the ...? / B: I think you can ... or ... / A: That’s a good idea! I also want to buy ... / B: Maybe you need to ... and ask yourself, Will I ...? / A: Hmm, let me think about it.）。Chunk Store输入语块come with a pen / cost more / get one from the library / buy second-hand books / wait for a sale / save up for it。Your Turn板块（教材第56—57页）为写作输出课。Task A呈现Alice的购物日记——为攀岩俱乐部购物时的冲动消费：买鞋没有比较价格（I bought them right away. I didn’t even look at the cheaper ones.）、已有攀岩包又买新的（I already have one at home. But I bought the new one anyway. It was just too cute.）、买了不需要的手套（my coach later said we don’t need gloves at all!）——以反面案例呈现非理性消费行为。Tell me more板块提供小组讨论Alice是否是聪明买家的对话模板（I think Alice ... / Alice bought the gloves, but she didn’t need them. I believe she should ... / Maybe she can learn more about ... before buying. / The way I see it, she could also ...）。Task B要求学生改写Alice的购物故事——用Sentence Bank提供的叙事句式（Then I saw ... / But ... / I was looking for ... / After ..., I ... and ... / I also thought about buying ... / So I ... / I found it ...）和Chunk Store语块（try them on / make sure they fit / ask for a better deal / spend on something else / save a lot of money / keep me safe / easy to use）写一个理性消费版的购物故事——训练叙事写作中运用理性消费框架的能力。Portfolio板块（教材第58页）为自我评价板块，要求学生将个人wish list运用单元所学技巧转化为shopping list——填写My wish list / Tips I tried for each thing / My final shopping list——培养知识迁移和实际运用能力。More ideas提供与同伴分享wish list并征求建议、与家人分享购物技巧的延伸任务。Spotlight板块（教材第59页）为语言聚焦板块，总结三组核心句式——数量词（A: How much is this bike? / B: It is 300 yuan. / A: That’s a lot of money.——呈现(a) little / some / a lot of的量词用法），购物自问句式（Before doing things, you can ask: Do I really ...? / Do I just want it? / Do I need that thing right now? / Is it the best deal?），小组讨论句式（What do you think? / How about you? / I like your idea. / That’s a good idea. / I don’t think so. / We can ask the teacher.）。Wonderland板块（教材第60页）为拓展阅读板块，设Hi! Phonics语音板块（Long i续：igh族light/night/high、ie族pie/tie/lie、y族sky/cry/my）和最佳/最差购物反思阅读——What was your best buy?（A flowerpot! It was a gift for my mum. / My notebook. It is beautiful and I use it every day. / I didn’t buy anything. I gave money to kids who need help.）/ What was your worst buy?（Candy! It’s gone in a second. / These shoes. I bought them because all my friends had them. But they don’t fit. / Instead of buying a dog, you can adopt one!）——将单元主题从“聪明购物”延伸到“反思消费价值观”，引导学生从买什么好的功利思考上升到什么买得值、什么不该买的价值观反思。 四、单元教学目标 通过本单元的学习，学生能够：在语言知识方面，掌握聪明买家行为语块——think about it more / wait a few days / learn about it / look for a better deal / give it a try / compare and choose / hold your horses / make a decision / make up your mind，掌握理性消费框架语块——need vs want / right now / buy it later / keep an eye out for sales / try second-hand shops / go online / ask others about it / the best deal / buy one get one free / best before date / BBD，掌握购物建议语块——come with a pen / cost more / get one from the library / buy second-hand books / wait for a sale / save up for it / try them on / make sure they fit / ask for a better deal / spend on something else / save a lot of money / keep me safe / easy to use，掌握数量词——(a) little / some / a lot of，掌握购物质询句式——Do I really ...? / Do I just want it? / Do I need that thing right now? / Is it the best deal? / Do you have something just like it? / Will you still want it next month?，掌握小组讨论句式——What do you think? / How about you? / I like your idea. / That’s a good idea. / I don’t think so. / We can ask the teacher.，掌握叙事句式——Then I saw ... / But ... / I was looking for ... / After ..., I ... and ... / I also thought about buying ... / So I ... / I found it ...，感知关键语块wish list / shopping list / smart buyer / impulse buy / second-hand / on sale / fit / cute；在语言技能方面，能用聪明买家行为语块描述理性消费做法，能用决策树按逻辑流程做消费决策，能阅读购物指南并提取四步框架信息，能听音区分Sam wish list中物品的need与want，能改写Alice购物日记为理性消费版故事，能将个人wish list运用技巧转化为shopping list；在文化意识方面，感受“俭以养德”的节俭智慧，理解“一粥一饭当思来处不易”的珍惜意识；在思维品质方面，通过决策树培养逻辑决策思维，通过need与want区分培养批判思维，通过Alice购物日记反思培养元认知思维，通过Wonderland最佳/最差购物反思培养价值观思维，通过buy one get one free陷阱分析培养辨别思维。 五、单元重难点 重点：​ 掌握聪明买家行为语块与理性消费框架——think about it more / wait a few days / learn about it / look for a better deal / compare and choose / need vs want / keep an eye out for sales / try second-hand shops / the best deal / buy one get one free / best before date 掌握数量词(a) little / some / a lot of——能在购物语境中正确使用量词描述物品数量和金额（How much is this bike? It is 300 yuan. That’s a lot of money.） 掌握购物质询句式——Do I really ...? / Do I just want it? / Do I need that thing right now? / Is it the best deal? / Will I still want it next month?——能在购物决策前进行自我质询 难点：​ 决策树的逻辑填写——Close Reading Task B要求学生按决策树流程填写购物判断问题，需理解Yes/No分支逻辑并自主生成中间节点的问题，这对六年级学生的逻辑推理能力有较高要求 need与want的区分与运用——Get Started的Nikki-Yafei对话和Close Reading的指南均强调区分need与want，但学生在实际运用中容易混淆欲望与需求，需结合具体物品反复练习 从阅读反面案例到改写正面故事的迁移——Your Turn Task A呈现Alice的冲动购物日记（反面案例），Task B要求学生改写为理性消费版故事，需在理解非理性消费行为基础上运用理性消费框架和叙事句式进行重构 数量词(a) little / some / a lot of的语境选择——Spotlight Tip 1引入数量词系统，学生需根据物品性质和数量选择合适的量词，并区分a little（不可数，少量）与a lot of（不可数/可数，大量）的用法差异 六、学情分析 六年级学生已具备一定的零用钱支配能力，购物是日常生活中的真实经历——单元问题What makes a smart buyer? Are you one of them?直接关联学生的消费体验，代入感强。学生在U1学习了情绪管理，在U2学习了同伴冲突解决，在U3学习了亲子沟通，在U4学习了选择宠物的比较决策，本单元从人际交往和选择决策转向个人消费行为——从“如何与他人相处”延伸到“如何理性管理自己的零用钱”。冠词在U4已学a/an/the，物主代词在U3已学my/his/her/our/their，本单元引入数量词(a) little / some / a lot of——学生需在语境中区分量词的适用范围和数量差异。Close Reading Task B的决策树要求学生按Yes/No分支逻辑填写购物判断问题——这对六年级学生的逻辑推理和自主生成能力有较高要求。Your Turn Task A的Alice购物日记呈现冲动消费的反面案例——学生需先识别Alice的非理性消费行为（bought right away / didn’t look at cheaper ones / already have one but bought new / bought unneeded gloves），再在Task B中改写为理性消费版故事——从反面案例阅读到正面叙事重构的迁移对六年级学生的批判思维和写作能力有较高要求。Wonderland的最佳/最差购物反思要求学生回顾自己的购物经历并做出价值判断——这一反思活动对六年级学生的元认知能力有较高要求。Close Reading指南中buy one get one free may not be the better deal和check the best before date涉及商业促销陷阱——教师需引导学生理解这些概念。 七、教学策略 情境教学法——创设“日常购物中的理性消费”的真实情境，让学生在模拟的购物场景中操练语言——如看图识别聪明买家行为（think about it more / wait a few days / compare and choose）、跟读Nikki-Yafei对话（Hold your horses! Do you really need it?）、角色扮演购物咨询（I have ... And I want to buy ... / do you need it or want it?）——学生在情境中自然使用购物句式和数量词；教师可在课堂展示商品图片或价格标签，营造购物比较和理性决策的氛围。 任务驱动法——本单元每个板块均以Task A / Task B / Task C的任务结构推进：Get Started的Task A要求看图识别聪明买家行为，Close Reading的Task B要求填写决策树，Active Listening的Task B要求听音填写建议表格，Your Turn的Task B要求改写Alice购物日记——每个任务有明确的语言输出目标，任务产出可独立检查。 合作学习法——Get Started的Role-play（模拟购物咨询）、Close Reading的Tell me more（用决策树给同伴建议）、Active Listening的Role-play（讨论Sam wish list）、Your Turn的Tell me more（小组讨论Alice是否是聪明买家）均设计为pair work或group work——Portfolio的More ideas中Share shopping tips from this unit with your family明确要求学生将所学与家人分享。 直观演示法——利用Get Started Task A的六幅购物行为图片直观呈现聪明买家的做法，利用Close Reading Task B的决策树直观呈现Yes/No分支逻辑流程，利用Active Listening的wish list和shopping list对比直观呈现need与want的筛选过程，利用Spotlight的数量词例句（How much is this bike? It is 300 yuan. That’s a lot of money.）直观呈现量词用法——教师可在课堂展示真实商品标签或购物清单，帮助学生将购物语块与实际场景对应。 反思性教学法——本单元从始至终贯穿自我反思：Get Started的Nikki-Yafei对话引导区分need与want（Do you really need it?），Close Reading的购物指南要求四步自我质询（Do I need that thing or do I just want it? / Do I need that thing right now? / Is it the best deal?），Your Turn的Alice购物日记呈现冲动消费的反面案例供学生反思（Is Alice a smart buyer? If not, how can she become one?），Portfolio要求学生反思个人wish list并运用技巧转化为shopping list，Wonderland要求学生回顾自己的最佳和最差购物经历（What was your best buy? / What was your worst buy?）——每个板块都要求学生调动自身消费经历进行反思；教师在教学中应营造开放讨论的氛围，鼓励学生坦诚分享自己的冲动消费经历，在语言学习的同时建立理性消费的自我反思习惯。 八、教学准备 教师准备：教材配套音视频资源（2个课时的听力音频，含Get Started Task B、Active Listening Task B/C），聪明买家行为图片卡（think about it more / wait a few days / learn about it / look for a better deal / give it a try / compare and choose），购物质询句式卡（Do I really ...? / Do I just want it? / Do I need that thing right now? / Is it the best deal? / Will you still want it next month?），决策树模板（Do I really need it? → YES/NO → Buy it / Don’t buy it），理性消费框架卡（need vs want / right now / learn more / compare and choose），数量词卡（(a) little / some / a lot of），小组讨论句式卡（What do you think? / How about you? / I like your idea. / I don’t think so.），叙事句式卡（Then I saw ... / But ... / After ..., I ... / So I ...），Alice购物日记模板，wish list转shopping list工作纸模板，Long i续语音卡（igh/ie/y词族），商品价格标签道具。 学生准备：想想自己最近一次用零用钱买了什么——买之前有没有想过是否真的需要、有没有比较价格；想想自己有没有买过后悔的东西，为什么后悔。 九、跨学科整合建议 数学：价格比较与最优选择——本单元Close Reading指南中compare and choose要求学生比较价格选择最优方案，Spotlight Tip 1呈现How much is this bike? It is 300 yuan. That’s a lot of money.——这正是数学课“比较大小、合理消费”内容的直接运用。数学课强调“能进行简单的价格计算和比较，做出合理选择”，而本单元的compare and choose / the best deal / buy one get one free may not be the better deal / cost more / save a lot of money正是价格比较与最优选择在英语学习中的体现——Close Reading指南提出的buy one get one free may not be the better deal要求学生计算单价进行比较，check the best before date涉及保质期与用量的计算——教师可与数学老师合作，在数学课指导学生进行单价比较和促销折扣计算，在英语课用compare and choose / the best deal / save a lot of money等语块描述价格比较过程——实现跨学科的计算思维与消费素养培养。 道德与法治：理性消费与消费者权益——本单元以聪明购物为核心主题，涉及区分need与want（Do I need that thing or do I just want it?）、延迟满足（wait a few days）、警惕促销陷阱（buy one get one free may not be the better deal）、检查保质期（check the best before date）、二手购物（try second-hand shops）——这正是道德与法治课“学会合理消费，树立正确的消费观”内容的直接运用。道德与法治课强调“了解基本的消费者权益，学会理性消费”，而本单元的四步购物指南和决策树正是理性消费策略在英语学习中的体现——Your Turn的Alice冲动购物日记（bought right away / didn’t look at cheaper ones / bought unneeded gloves）正是非理性消费的典型案例——教师可与道德与法治老师合作，在道德与法治课指导学生了解消费者权益和理性消费的基本原则，在英语课用need vs want / wait a few days / compare and choose / the best deal等语块描述理性消费策略——实现跨学科的消费者素养培养。 十、文化拓展延伸 “俭以养德”——节俭养德的千年智慧：诸葛亮《诫子书》中说“夫君子之行，静以修身，俭以养德”——有道德修养的人，以俭朴节约来培养自己高尚的品德——这与本单元What makes a smart buyer?的单元问题高度契合。诸葛亮提出“俭”不仅是节约用钱，更是品德修养的途径——与本单元区分need与want（Do I need that thing or do I just want it?）、延迟满足（wait a few days）、比较选择（compare and choose）、二手购物（try second-hand shops）的理性消费理念一致。Close Reading购物指南的四步框架正是“俭以养德”在消费行为中的体现：先问自己是否真的需要，再判断是否紧迫，然后了解产品信息，最后比较选择——每一步都体现“俭”的智慧。教学中可在Close Reading Task A完成购物指南阅读后介绍：中国近两千年前诸葛亮就说“俭以养德”——节俭不仅是省钱，更是培养品德——我们学到的wait a few days（等一等再决定）、compare and choose（比较后选择）、try second-hand shops（试试二手店）就是“俭”的智慧——不冲动、不浪费、理性选择。 “一粥一饭，当思来处不易；半丝半缕，恒念物力维艰”——珍惜物力的千年智慧：《朱子家训》中说“一粥一饭，当思来处不易；半丝半缕，恒念物力维艰”——对于一顿粥或一顿饭，我们应当想着来之不易；纵然是半根丝半根线，也要常念着这些物资的产生是很艰难的——这与本单元save up for it / wait for a sale / buy second-hand books / get one from the library等节约语块高度契合。《朱子家训》强调珍惜每一件物品，因为其中凝聚着无数人的劳动——与本单元Your Turn的Alice冲动购物形成鲜明对比：Alice买了已有攀岩包的新款（I already have one at home. But I bought the new one anyway.）和不需要的手套（we don’t need gloves at all!）——正是“不思来处不易”的表现。Wonderland的最佳购物反思中I didn’t buy anything. I gave money to kids who need help.和Instead of buying a dog, you can adopt one!正是“恒念物力维艰”的体现——不买不需要的东西、把钱用在更有意义的地方。教学中可在Wonderland最佳/最差购物反思阅读后介绍：中国古人说“一粥一饭，当思来处不易”——每件东西来之不易，要珍惜——我们学到的save up for it（攒钱再买）、buy second-hand books（买二手书）、get one from the library（从图书馆借）就是“恒念物力维艰”的智慧——不浪费、不冲动、物尽其用。 第 1 页 共 9 页 学科网（北京）股份有限公司 $