unit 2 第2课时 Part A Let's learn & Play a guessing game-（课件+教案）2026—2027学年人教PEP版英语六年级上册

Unit 2 Getting together｜第2课时｜教师逐页授课稿 Unit 2 Getting together 教师逐页授课稿 第2课时 Part A Let's learn & Play a guessing game｜对应定稿PPT P01—P30 P01 Cover｜课题导入 本页目标｜建立春节活动情境，明确本课为Part A Let's learn词汇与口语活动课。 教师话术｜Good morning, boys and girls! 请看封面。What festival can you see? 对，是The Spring Festival。画面中的家人正在贴福字、穿红衣、准备过年。今天我们要学习五个春节活动，还要用这些活动线索玩一个guessing game。请跟老师读课题：Unit 2 Getting together, Part A Let's learn. Play a guessing game. 预设互动｜学生观察封面，说出The Spring Festival、fu、red等线索，跟读课题。 操作提示｜封面只建立情境，不提前讲完五个短语。标题可依次出现。 P02 Learning Goals｜学习目标 本页目标｜让学生清楚本课要会说活动、问答过去经历并根据线索猜节日。 教师话术｜Let's check today's goals. 第一，I can talk about five Spring Festival activities，我能说五个春节活动。第二，I can ask and answer about past festival activities，我能询问并回答过去的节日活动。第三，I can guess a festival from activity clues，我能根据活动线索猜节日。请用一到三根手指告诉老师：Which goal may be a challenge? 下课前我们回来检查。 预设互动｜学生跟读Spring Festival activities、past activities和activity clues，并进行目标预判。 操作提示｜中文讲清任务，英文只读核心表达，不要求学生背诵整段目标。 P03 Today's Learning Journey｜学习路线 本页目标｜建立四步学习流程，帮助学生理解课堂节奏。 教师话术｜Today we have four steps. Step 1, Look and learn，看图学习。Step 2, Listen and repeat，听音跟读。Step 3, Ask and answer，问一问、答一答。Step 4, Play and share，玩游戏并分享。每完成一步，我们就点亮一个小标志。Are you ready? Let's go! 预设互动｜学生跟读四个步骤，齐答Yes! / We're ready!。 操作提示｜可用手势1-4带学生快速过路线，控制在1分钟内。 P04 Review and Lead-in｜复习导入 本页目标｜复习上一课时中秋节感受，引出本课春节主题。 教师话术｜First, let's review. How was Binbin's Mid-Autumn Festival? 请先回忆上一课时。Yes, it was great. Now look at the picture on the right. What festival are we talking about today? 看看红色衣服、福字和家庭布置。Yes, the Spring Festival. 请完整回答：We are talking about the Spring Festival. 预设互动｜学生回答It was great. / The Spring Festival.，并说出判断节日的画面线索。 操作提示｜先显示问题，学生作答后再显示两条答案。不要把复习扩展成长对话。 P05 Look and Predict｜观察预测 本页目标｜借助春节家庭场景激活已有经验，为五个活动表达作准备。 教师话术｜Look carefully. What festival is it? What are the family doing? What colours can you see? 大家可以先用中文说动作，再找自己会说的英语。有人在打扫，有人在贴福字，有人在准备红色衣服。The main colour is red. 为什么春节常见红色？我们先听听大家的想法，稍后用英文学习这些活动。 预设互动｜学生观察并自由回答：The Spring Festival. / They are cleaning and pasting fu. / Red.，也可先用中文描述。 操作提示｜本页是开放预测，不设置唯一完整答案；鼓励观察，不急于纠错。 P06 Five Spring Festival Activities｜整体感知 本页目标｜首次整体建立五个教材活动与图片的对应关系。 教师话术｜Now let's meet the five activities. 请先看图跟老师理解意思：cleaned the house，打扫了房子；pasted fu on the door，把福字贴在门上；dressed in red，穿着红色衣服；waited for the Spring Festival Gala，等待春节联欢晚会；counted down to the new year，为新年倒计时。先听老师慢读，再按图片顺序齐读一遍。 预设互动｜学生指图听读，按顺序跟读五个短语，并用动作辅助记忆。 操作提示｜五个短语逐个出现；先建立意义，不在此页讲动词变化。 P07 cleaned the house｜词汇学习 本页目标｜理解cleaned the house的意义、词形和教材原句。 教师话术｜Look at Binbin and his dad. What are they doing? They are cleaning the house. 画面讲的是已经完成的春节准备，所以教材写cleaned the house，表示“打扫了房子”。Listen to me: clean-cleaned, cleaned the house. Now read the full sentence: My dad and I cleaned the house. 请大家边做擦桌子的动作边读。 预设互动｜学生回答They are cleaning the house，跟读clean-cleaned、cleaned the house和教材完整句。 操作提示｜先观察图片猜动作，再播放clean—cleaned词形音频和教材整句；学生跟读后指图说完整句。 P08 pasted fu on the door｜词汇学习 本页目标｜理解pasted fu on the door并保留教材文化词fu。 教师话术｜What are Binbin and Xinxin doing? 他们正在把福字贴在门上。教材表达是pasted fu on the door。这里的fu保留汉语拼音，因为它指中国春节的福字。跟老师读：paste-pasted, pasted fu on the door. 再读完整句：My sister and I pasted fu on the door. 注意不要漏掉on the door。 预设互动｜学生说出贴福字动作，跟读短语和教材完整句。 操作提示｜先观察贴福字动作，再播放paste—pasted词形音频和教材整句；注意fu保留教材拼音表达。 P09 dressed in red｜词汇学习 本页目标｜理解dressed in red并能在完整句中使用。 教师话术｜Look at the children in front of the mirror. What colour are their clothes? Red. They dressed in red，意思是“他们穿上了红色衣服”。请注意是dress-dressed。Let's read: dressed in red. Full sentence: We dressed in red. 为什么春节喜欢穿红色？Yes, red often means happiness and good luck. 一句文化解释就够了，我们继续读准短语。 预设互动｜学生回答Red，跟读dress-dressed、dressed in red和We dressed in red。 操作提示｜先用服装颜色理解dressed in red，再播放dress—dressed词形音频和教材整句并模仿。 P10 waited for the Gala｜词汇学习 本页目标｜理解等待春晚的活动并读准较长短语。 教师话术｜The family are sitting in the living room. Are they watching the programme now? 画面重点是他们在等待节目开始。We waited for the Spring Festival Gala，意思是“我们等待春节联欢晚会”。这个短语比较长，分三段读：waited for / the Spring Festival / Gala。Now put them together. 再读完整句，注意不要漏掉for。 预设互动｜学生分段跟读较长短语，再完整朗读We waited for the Spring Festival Gala。 操作提示｜先解释等待春晚的情境，再播放wait—waited词形音频和教材整句；用动作帮助理解waited for。 P11 counted down｜词汇学习 本页目标｜理解新年倒计时表达并掌握count-counted。 教师话术｜Look at the big numbers: five, four, three, two, one. What are they doing? They are counting down. Count down就是倒计时。因为这是过去发生的活动，所以教材写counted down to the new year，为新年倒计时。跟老师读：count-counted, counted down, counted down to the new year. Full sentence: We counted down to the new year. 预设互动｜学生跟着数字倒数，读count-counted、counted down和教材完整句。 操作提示｜先用倒计时手势理解counted down，再播放count—counted词形音频和教材整句。 P12 Spring Festival Timeline｜活动排序 本页目标｜按准备和庆祝两个阶段整理五个活动。 教师话术｜Now let's put the activities on a timeline. Get ready表示为春节做准备。Which three activities belong here? Yes: cleaned the house, pasted fu on the door, dressed in red. Celebrate表示庆祝。Which two activities come later? Waited for the Spring Festival Gala and counted down to the new year. 请大家从左到右完整读一遍，并想一想：Which activity did your family do? 预设互动｜学生把五个活动分到Get ready和Celebrate，按时间线齐读，并选择自己家做过的活动。 操作提示｜五个标签依次出现；分类是学习支架，不声称为教材栏目原文。 P13 Listen and Match｜听音匹配 本页目标｜整体听辨五个教材句，把句子与图片准确匹配。 教师话术｜Now listen and match. 听之前先看A-E五幅图，找清每幅图的关键动作。播放时不要急着跟读，只完成1-5和A-E的连线。Ready? Listen. 播放后请同桌互相检查，再全班核对：1-A, 2-B, 3-C, 4-D, 5-E。错误的同学不要擦掉思路，看看自己混淆的是动作还是长短语。 预设互动｜学生听五句整段音频完成连线，同桌核对，再说出1-A至5-E。 操作提示｜播放与教材五句完全一致的整段音频。先作答，后逐条显示连线和答案栏。 P14 Listen and Repeat｜整句跟读 本页目标｜通过完整句音频学习五个短语的意义、节奏和发音。 教师话术｜This time, listen and repeat. 我们一边看图，一边读完整句。第一句My dad and I cleaned the house，打扫房屋；第二句My sister and I pasted fu on the door，贴福字；第三句We dressed in red，穿红衣；第四句We waited for the Spring Festival Gala，等待春晚；第五句We counted down to the new year，新年倒计时。每句听完停一下，先轻声模仿，再全班读。 预设互动｜学生逐句听音、看图、跟读，最后连续朗读五个教材句。 操作提示｜同一条音频可分句暂停。重点检查pasted、dressed、waited、counted和长短语停顿。 P15 Past Forms｜词形复习 本页目标｜用中文自然引出规则过去式，轻量感知-ed及结尾发音。 教师话术｜刚才五句话都在说已经发生的春节活动，所以动词发生了变化。请观察：clean-cleaned, paste-pasted, dress-dressed, wait-waited, count-counted。What do you find? 对，它们都增加了-ed。屏幕上的句子These regular past forms end in -ed，就是“这些规则过去式以-ed结尾”。再听老师读：cleaned /d/，dressed /t/，pasted、waited、counted /ɪd/。今天不背发音规则，只要听清并模仿。 预设互动｜学生观察并回答They end in -ed，跟读五组动词，感知结尾读音不同。 操作提示｜先回扣第14页音频再归纳，避免突然讲表格；本页控制在2-3分钟，不扩展成系统语法课。 P16 Ask about Activities｜询问活动 本页目标｜建立What did you do...?及过去式回答结构。 教师话术｜Now we can ask about festival activities. Mike asks: What did you do for the Spring Festival? 这句话询问“你春节做了什么”。Binbin answers: I pasted fu on the door. 请注意，What did ... do?问过去做了什么，回答要用过去式活动。跟老师读一遍，再替换：I cleaned the house. / I dressed in red. 两人一组问答一次。 预设互动｜学生跟读核心问答，用五个活动中的一个替换回答。 操作提示｜先显示问句，学生尝试后再显示示范答句和结构。提醒do不翻译成具体动作。 P17 Ask with Did｜一般疑问 本页目标｜掌握Did you +动词原形及肯定、否定回答。 教师话术｜Sometimes we want to check one activity. We ask: Did you eat mooncakes? Yes, we did. / No, we didn't. 再看第二组：Did you count down to 12 o'clock? 请特别观察：Did后面用eat、count这样的动词原形，不能说Did you ate或Did you counted。老师说一个词，请大家判断能不能放在Did you后面：eat? Yes. Ate? No. Count? Yes. Counted? No. 预设互动｜学生跟读两组问答，用手势判断原形和过去式，回答Yes, we did. / No, we didn't.。 操作提示｜用颜色或动画突出Did和动词原形。这里是本课句型难点，可快速口头检测。 P18 Look and Say｜看图填词 本页目标｜根据五幅图补全过去式，检查短语掌握情况。 教师话术｜Let's look and say. 先独立看图补词，不要马上看答案。Number 1: They ___ the house. Which word? Cleaned. Number 2, pasted. Number 3, dressed. Number 4, waited. Number 5, counted. 每答一题都要读完整句，不只说一个单词。现在按顺序核对：cleaned, pasted, dressed, waited, counted。哪两个词最容易混？请你再读一次。 预设互动｜学生独立补全五题，逐题说完整句并核对答案。 操作提示｜题目先出现，答案后出现。学生作答后，按题号逐个显示答案并说明依据。 P19 Textbook Dialogue｜教材对话 本页目标｜准确朗读教材Mike与Binbin的两句示范。 教师话术｜Now let's read the textbook dialogue. Mike asks: What did you do for the Spring Festival? Binbin answers: Xinxin and I pasted fu on the door. 请注意教材用的是Xinxin，不能换成其他人物；回答也不是I pasted，而是Xinxin and I pasted。谁来做Mike？谁来做Binbin？先听老师示范语气，再请一组读。 预设互动｜学生分角色朗读Mike和Binbin的两句对话，保持人名和句子完整。 操作提示｜两句按人物轮次出现。重点检查Xinxin and I的语序以及pasted fu on the door。 P20 Ask and Answer｜替换问答 本页目标｜使用五个教材短语完成控制性同伴问答。 教师话术｜Let's practise with all five activities. A asks: What did you do for the Spring Festival? B chooses one picture and answers: I cleaned the house. 下一轮换一个活动，例如I waited for the Spring Festival Gala。请注意这是问答练习，不要一次把五个活动全部说完。两人完成三轮后交换角色。Who can show one dialogue to the class? 预设互动｜学生从五幅图中选择活动，完成三轮问答并交换角色，个别小组展示。 操作提示｜示范答句先出现，五个替换短语可逐个显示。教师巡视纠正过去式和长短语。 P21 Guessing Game Rules｜游戏规则 本页目标｜讲清猜节日活动的四步流程。 教师话术｜Now it's game time. 请先听清四步。Number 1, choose a festival and keep it secret，选一个节日，不要告诉同伴。Number 2, ask questions with Did you...? Number 3, answer Yes, we did or No, we didn't. Number 4, guess the festival. 注意：至少问两个问题以后再猜，不能看到第一条线索就抢答。Let's repeat the four steps together. 预设互动｜学生复述四步规则，明确至少提出两条问题后再猜。 操作提示｜规则逐步出现；请一名学生用中文复述，确认全班真正理解玩法。 P22 Textbook Guessing Game｜示范对话 本页目标｜理解并表演教材完整猜节日对话。 教师话术｜Let's watch the textbook example. First question: Did you eat mooncakes? Answer: No, we didn't. So it may not be the Mid-Autumn Festival. Second question: Did you count down to 12 o'clock? Yes, we did. Now the student guesses: Oh, it's the Spring Festival. 大家发现了吗？先排除，再确认，最后猜节日。请男女生分角色读，注意疑问语气和最后恍然大悟的语气。 预设互动｜学生根据两条回答推断春节，分角色朗读五句教材对话。 操作提示｜五句逐句出现；答案和最终节日判断在学生思考后显示。 P23 Choose a Festival｜选择节日 本页目标｜认识游戏中的六个节日选项并激活典型活动。 教师话术｜Before playing, let's name the six festivals: Children's Day, Dragon Boat Festival, Lantern Festival, Mid-Autumn Festival, China's National Day and Teachers' Day. 每个节日你能想到一个典型活动吗？For example, eat mooncakes for the Mid-Autumn Festival. 学生可以先说中文，老师帮助转成简单英语。今天不用记很多文化知识，只要能用一两条活动线索区分节日。 预设互动｜学生跟读六个节日名称，为熟悉的节日补充一条典型活动。 操作提示｜长节日名称分段带读；不把本页扩展成节日百科。 P24 Festival Clue Bank｜线索库 本页目标｜学习猜节日时可直接使用的Did you...?动作线索。 教师话术｜Here is our clue bank. 请跟老师读原形短语：play games, watch a dragon boat race, eat mooncakes, see lanterns, take a trip, make cards for teachers, count down to 12 o'clock。为什么这里都用原形？Because they come after Did you. 现在老师选一个节日，你们用线索问我。Remember: Did you + base verb? 预设互动｜学生跟读七条原形短语，用其中一条组成Did you...?问题。 操作提示｜逐条指图带读，重点再次提醒Did后使用动词原形。 P25 Play the Game｜同伴猜谜 本页目标｜在真实信息差中使用Did you...?连续提问并猜节日。 教师话术｜Now work in pairs. Student A secretly chooses a festival card. Student B asks: Did you ___? A answers Yes, we did or No, we didn't. After at least two questions, B asks: Is it ___? 如果猜对，回答Yes!；没有猜对，说Try again. 两分钟后交换角色。说话时尽量看同伴，不要只盯着屏幕。Ready? Start! 预设互动｜学生两人一组完成猜节日游戏，至少问两题后作出判断，再交换角色。 操作提示｜本页没有固定答案。教师巡视记录Did后误用过去式、节日名称发音和参与度。 P26 Think and Share｜主题思考 本页目标｜从具体春节活动概括家人共同准备和庆祝的意义。 教师话术｜Let's think about the big idea. How do Spring Festival activities bring families together? 请看左边，一家人不是各做各的，而是一起打扫、准备食物、贴福字、看节目。You may answer in Chinese first. 我们用简单英语概括：Families prepare together, celebrate together and welcome the new year together. 请跟老师按三个意群读。你的家人最喜欢一起做哪一件事？ 预设互动｜学生先用中文表达，再跟读示范回答，并分享家人共同完成的一项春节活动。 操作提示｜示范回答在学生思考后出现；接受其他合理答案，不要求全班统一。 P27 Class Exercise｜课堂检测 本页目标｜检查五个过去式及Did +动词原形。 教师话术｜Now complete the exercise by yourself. 给大家两分钟，先圈出答案，不讨论。完成后逐题核对。Number 1, cleaned, so B. Number 2, pasted, so A. Number 3, dressed, so B. Number 4 comes after Did, so we use count, A. Number 5 asks about the past, so Did, A. 如果第4题错了，请再说规则：After did, use the base verb. 最后把五个完整句读一遍。 预设互动｜学生独立完成五题，逐题说明选择理由，订正后朗读完整句。 操作提示｜题目先保持，答案逐题出现。重点讲第4、5题，不只公布1-B、2-A等字母。 P28 Summary｜课堂总结 本页目标｜按活动、What did问答和Did猜节日三层回收本课知识。 教师话术｜Let's review what we learned. First, five Spring Festival activities. 请看图，不看文字说短语。Second, ask and answer: What did you do for the Spring Festival? I pasted fu on the door. Third, guess a festival: Did you eat mooncakes? Yes, we did or No, we didn't. 现在回到学习目标：Can you talk, ask and guess? 请用手势一到三给自己评分。 预设互动｜学生看图复述五个短语，齐读两组核心问答，并完成目标自评。 操作提示｜总结按三部分逐步出现；优先让学生回忆，再显示文字。 P29 Homework｜分层作业 本页目标｜说明分层作业内容、目的和检查方式。 教师话术｜Please write down the homework. Must do: listen and read the five sentences，听音并跟读五个句子；下节课老师会随机抽一幅图，请你说完整句。Choose to do: ask a family member about Spring Festival activities，用What did you do...?采访家人。Challenge: write three sentences about a festival，写三条节日活动线索，下节课让同伴猜。选择任务做一项即可。 预设互动｜学生记录必做与选做任务，口头复述每项作业要求。 操作提示｜明确检查方式，避免只念屏幕。确认学生知道Choose to do与Challenge不必同时完成。 P30 Great Job｜课堂收束 本页目标｜用积极评价和单元主题自然结束课堂。 教师话术｜Great job, everyone! 今天我们学会了用五个过去式活动介绍春节，也会用Did you...?根据线索猜节日。请给同伴一个thumbs-up，说一句Great job! 最后一起读：Festivals bring us together. 节日让我们一起准备、一起庆祝、一起分享。Thank you for your good work. See you next time! 预设互动｜学生向同伴竖起大拇指并说Great job，齐读主题句和See you next time。 操作提示｜先完成同伴表扬，再显示结尾句；用轻松积极的语气结束，不再增加新知识。 学科网（北京）股份有限公司 $ Unit 2 Getting together Part A Let's learn Play a guessing game Learning Goals By the end of this lesson, I can: 2. ask and answer about past festival activities. 3. guess a festival from activity clues. 1. talk about five Spring Festival activities. 1 2 3 Today's Learning Journey Look and learn Listen and repeat Ask and answer Play and share Step 2 Step 3 Step 4 Step 1 Review and Lead-in What festival are we talking about today? How was Binbin's Mid-Autumn Festival? It was great. The Spring Festival. Look and Predict What are the family doing? What colours can you see? What festival is it? Five Spring Festival Activities waited for the Spring Festival Gala counted down to the new year cleaned the house pasted fu on the door dressed in red cleaned the house My dad and I cleaned the house. clean cleaned paste My sister and I pasted fu on the door. pasted fu on the door pasted dressed in red We dressed in red. dressed dress waited for the Spring Festival Gala We waited for the Spring Festival Gala. waited wait counted down to the new year count counted We counted down to the new year. Spring Festival Timeline Get ready Celebrate cleaned the house pasted fu on the door dressed in red waited for the Spring Festival Gala counted down to the new year Listen and Match Match 1-5 with pictures A-E. My dad and I cleaned the house. My sister and I pasted fu on the door. We dressed in red. We waited for the Spring Festival Gala. We counted down to the new year. Answers 1-A 2-B 3-C 4-D 5-E 1 2 3 4 5 A B C D E Listen and Repeat My dad and I cleaned the house. My sister and I pasted fu on the door. We dressed in red. We waited for the Spring Festival Gala. We counted down to the new year. Past Forms These regular past forms end in -ed. clean cleaned paste pasted dress dressed wait waited count counted Ask about Festival Activities What did you do for the Spring Festival? I pasted fu on the door. What did + subject + do + for the festival? Subject + past verb + ... ? Ask with Did Did you eat mooncakes? Yes, we did. No, we didn't. Did you count down to 12 o'clock? Yes, we did. No, we didn't. ? ? ✔ ✔ ✘ ✘ Look and Say They _______ the house. They ______ fu on the door. They ______ in red. They ______ for the Spring Festival Gala. They ______ down to the new year. Answers 1. cleaned 2. pasted 3. dressed 4. waited 5. counted cleaned pasted dressed waited counted 1 2 3 4 5 Binbin: Xinxin and I pasted fu on the door. Mike: What did you do for the Spring Festival? Textbook Dialogue Ask and Answer A: What did you do for the Spring Festival? waited for the Spring Festival Gala counted down to the new year cleaned the house pasted fu on the door dressed in red B: I cleaned the house. Play a Guessing Game 1. Choose a festival. Keep it secret. 2. Ask questions with "Did you...?" 3. Answer "Yes, we did." or "No, we didn't." 4. Guess the festival. Textbook Guessing Game Did you eat mooncakes? No, we didn't. Did you count down to 12 o'clock? Yes, we did. Oh, it's the Spring Festival. Dragon Boat Festival Mid-Autumn Festival Choose a Festival Lantern Festival Children's Day China's National Day Teachers' Day Festival Clue Bank Did you...? play games watch a dragon boat race eat mooncakes see lanterns take a trip make cards for teachers count down to 12 o'clock Play the Game Did you ______? Yes, we did. / No, we didn't. Is it ______? Yes! / Try again. B B A A Families prepare together, celebrate together and welcome the new year together. How do Spring Festival activities bring families together? Think and Share Class Exercise 1. My dad and I ______ the house. A. clean B. cleaned 2. My sister and I ______ fu on the door. A. pasted B. paste 3. We ______ in red. A. dress B. dressed 4. Did you ______ down to 12 o'clock? A. count B. counted 5. ______ you eat mooncakes? A. Did B. Do Answers 1. B 2. A 3. B 4. A 5. A Summary Spring Festival Activities Ask and Answer Guess a Festival waited for the Spring Festival Gala counted down to the new year cleaned the house pasted fu on the door dressed in red What did you do for the Spring Festival? Yes, we did. / No, we didn't. Did you eat mooncakes? I pasted fu on the door. Listen and read the five sentences. Must do Ask a family member about Spring Festival activities. Choose to do Write three sentences about a festival. Challenge Homework Great job! See you next time! Festivals bring us together. null 3474.2908 null 2507.756 null 4466.9478 null 2925.717 null 2455.511 null 2664.4915 null 3474.2908 null 2925.717 null 3474.2908 null 3056.3298 null 19461.201 null 20062.031 null 8150.2285 $六年级上册英语Unit2 Getting together 第2课时课后小练习 After-class Practice Talk about Spring Festival activities. 福 一、选-选Read and choose女 填一填Fill in the chart女 1.What did Binbin and his dad do? Spring Festival Notes A.cleaned the house B.pasted fu on the door C.dressed in red 2.What did Binbin and Xinxin do? cleaned the A.waited for the Gala B.pasted fu on the door C.counted down pasted on the door 3.What did the family wait for? A.the Spring Festival Gala B.the new year dressed in C.the mooncakes 4.What did they do before the new year? waited for the Spring Festival A.counted down B.cleaned the house C.dressed in red counted down to the new 入 3 三、 写一写 Fill and say 四、猜一猜 Guess and report cleaned pasted dressed waited counted A:Did you B:Yes,we did.No,we didn't. 1.My dad and I the house. A:Did you count down to 12 o'clock? 2.My sister andI fu on the door. B: 3.We in red. A:Oh,it's the 4.We for the Spring Festival Gala. 的festival: 5.We t©activities:: down to the new year. feeling: 春节挑战 Check Time Name five Ask and answer Guess a festival activities. with Did you...? festival from clues. Spring Festival activities bring us together! 六年级上册英语Unit2 Getting together 第2课时知识点总结 What did you do for the Spring Festival? 鑫茶 Spring Festival activities bring families together. 新年快乐。 Mike Wu Binbin Xinxin 一、 春节活动Spring Festival Activities女 cleaned the house pasted fu on the door dressed in red waited for the counted down to Spring Festival Gala the new year A. 万事如意步步高 福 帆风 善节联欢晚会 0000 对话句型Dialogue toolbox女 What did you do for the Spring Festival? Xinxin and I pasted fu on the door. Did you eat mooncakes? No,we didn't. Did you count down to 12 o'clock? Yes,we did. 三、语法提醒 Grammar tip 四、本课重点Key points女 Did subject base verb...? Yes,..did.No,..didn't. clean paste dress wait count → → ◆ ◆ → name five ask what answer with guess a cleaned pasted dressed waited counted activities people did past actions festival 本页小结 Summary女 I can name five I can ask and answer I can use I can guess a festival Spring Festival activities. about past activities Did base verb from clues. Get ready,celebrate and welcome the new year together! 0eUnit 2 Getting together｜第2课时｜教案设计 Unit 2 Getting together 教案设计 第2课时 Part A Let's learn & Play a guessing game｜春节活动与节日猜谜 一、基本信息 教材与课时 人教PEP英语六年级上册（2026秋）｜Unit 2 Getting together｜第2课时 课时内容 Part A Let's learn & Play a guessing game 教材页码 教材P17 课型 词汇句型课、游戏交际课 建议时长 40—45分钟 主题语境 人与社会——春节活动与节日猜谜 核心任务 理解并运用五个春节活动短语，在What did you do...?和Did you...?问答中使用过去式；根据活动线索猜节日。 核心语言 cleaned the house; pasted fu on the door; dressed in red; waited for the Spring Festival Gala; counted down to the new year; What did you do...? Did you...? 二、课标依据与单元定位 本课以英语课程核心素养为导向，把语言学习放在节日、校园活动和共同经历的真实语境中。课堂通过观察、预测、听读、取证、交流、合作与反思，让学生在完成任务的过程中理解和使用语言；评价重点放在学生能否获取信息、说出依据、完成真实表达并根据反馈改进。 核心素养 本课落实 语言能力 在完整语篇和活动情境中理解核心词句，完成有对象、有目的的听、说、读或写。 文化意识 从中国传统节日、校园活动和共同庆祝中理解分享、关爱、合作与文化传承。 思维品质 通过分类、排序、人物动作对应、事实取证或观点判断，把零散信息组织成有逻辑的表达。 学习能力 使用看图预测、带题听读、关键词记录、同伴互检和自评清单监控学习过程。 本课承接第一课时的节日经历问答，把过去活动表达落实到五个春节活动语块，并通过猜节日把单句操练转化为连续追问。学生从看图理解、即时听读进入替换问答，再在真实信息差中综合调用节日知识。 三、教材分析 本课是Unit 2 Part A的词汇与口语活动课。教材P17用春节家庭活动呈现五个过去式短语：cleaned the house、pasted fu on the door、dressed in red、waited for the Spring Festival Gala和counted down to the new year，并通过Mike与Binbin的简短对话引导学生回答What did you do for the Spring Festival?。教材下半部分Play a guessing game要求学生用Did you ...?连续提问，根据活动线索猜出节日。 本课课件按照“整体观察—逐项学习—整体听读—轻量归纳—句型问答—猜节日游戏—价值思考”组织。第15页Past Forms不是教材独立语法栏目，而是根据五个教材短语增加的观察支架。教学时只需用中文说明这些动作发生在过去，五个规则动词增加-ed，并通过第14页音频与教师示范帮助学生读准；不把本课扩展成完整的一般过去时或-ed发音规则课。 课件画面没有逐条加入中文翻译，课堂中由教师借助动作图片和简短中文释义完成意义确认。与教材五句完全一致的音频用于第13页听音匹配和第14页听音跟读； 五组动词变化均在第一次教学页面完成听辨和跟读，P15再进行集中复习。过去式学习始终服务于表达春节活动，不扩展为脱离语境的规则讲授。P23使用教材准确名称China's National Day。 课件共30页，页面数量服务于不同的学生动作：导入与目标建立学习期待，教材输入页承担理解和取证，语言支架页帮助学生发现并使用表达，迁移任务页提供真实输出，最后通过检测、总结和作业形成闭环。教学中不把所有页面平均用时，应优先保证教材语篇、关键互动和学生实际开口。 四、学情分析 六年级学生能够借助春节生活经验理解打扫、贴福、穿红衣、等待春晚和倒计时，但把这些活动完整表达为过去式短语仍需要图片、动作和句子支架。 学生容易只记住clean、paste等原形，或在Did you后误用counted、ate等过去式，需要通过问答对比强化Did + 动词原形。 pasted fu和Spring Festival Gala具有中国文化表达特点，应按教材用词呈现，同时用中文快速确认含义，避免学生只会机械跟读。 五个规则过去式都以-ed结尾，但结尾发音并不完全相同。本课以听音模仿为主，只做cleaned /d/、dressed /t/、pasted/waited/counted /ɪd/的轻量感知，不要求背诵规则。 猜节日活动具有较强参与性，但学生可能只会问一题便直接猜。教师应要求至少提出两条活动问题，再说出节日判断。 可能表现 课堂支持 进阶方向 能看懂图片，但回答常停留在单词或中文。 先接受有效信息，再用句首、词库或追问帮助补成完整句，并请学生重新说一次。 增加时间、地点、人物或感受，使表达更完整。 听读长语篇时容易记住个别词，却混淆人物和动作。 每一遍只设置1—2个任务，用Who—What—When—Feeling或时间线整理证据。 能够说明答案来自哪一句、哪幅图或哪个场景。 参与程度和语言基础存在差异。 基础学生使用词库与句框；一般学生完成完整问答；能力较强者增加追问、原因或第三人称汇报。 从准确表达逐步走向连贯、自然和有观点的表达。 五、教学目标 核心素养维度 具体目标 语言能力 能听懂、认读并在图片支持下说出五个春节活动短语和教材五个核心句；能使用What did you do for the Spring Festival?询问过去活动，并用Did you ...?及Yes, we did. / No, we didn't.猜测节日。 文化意识 能理解贴福字、穿红衣、等待春晚和新年倒计时等春节活动，体会家人共同准备、共同庆祝所体现的相聚意义。 思维品质 能按Get ready和Celebrate整理五个春节活动；能从clean-cleaned等变化中发现规则过去式增加-ed，并根据活动线索推断节日。 学习能力 能运用图片预测、听音匹配、跟读模仿、看图填词、同伴问答和猜节日游戏完成从理解到表达的学习过程。 六、目标—活动—评价对应 学习目标 主要活动 达成证据 评价方式 理解教材核心内容 观察预测、整体听读、细节定位、图文匹配 能完成核心题并用原文、音频关键词或画面信息说明依据 独立作答—同桌核对—全班取证；教师记录✓/△ 掌握并使用核心语言 跟读模仿、词句发现、控制练习、角色问答 能在完整句中正确使用关键词、过去形式和核心问答 即时口头检测、完整句重说、同伴纠错 组织并表达信息 信息图、排序或复述、同伴交流、展示或写作 能按人物、时间或逻辑组织2—6句连贯表达 任务单、口头展示、写作清单、具体反馈 形成主题理解 联系节日或活动实例，回答Why do we get together? 能说出分享、庆祝、关爱、合作或传承中的一个理由并举例 出口条、自评、同伴补充 七、教学重点、难点与突破策略 项目 具体内容 突破与检验 教学重点 理解并准确表达五个春节活动；听读教材五个核心句；能使用What did you do for the Spring Festival?和Did you ...?开展问答。 通过分层任务、原文取证、完整句重说和同伴互检落实；每个难点都在后续迁移中再次检验。 教学难点 在Did you后使用动词原形；准确朗读pasted fu、Spring Festival Gala和counted down；根据多条活动线索判断不同节日。 通过分层任务、原文取证、完整句重说和同伴互检落实；每个难点都在后续迁移中再次检验。 教学准备 本课PPT、与教材P17五句完全一致的整段音频、春节活动图片或词卡、六个节日选择卡、小组评价贴纸。 通过分层任务、原文取证、完整句重说和同伴互检落实；每个难点都在后续迁移中再次检验。 八、教学思路与实施原则 坚持“先理解、后表达”：先让学生观察、预测和带题听读，再进行词句提炼，避免一开始就把语篇拆成孤立知识点。 坚持“问题—等待—学生尝试—追问—总结”的互动链。封闭题必须追问依据；开放题接纳合理差异；回答不完整时用支架引导学生自己补全。 坚持轻量语言聚焦：只讲本课表达所必需的过去式、句型或词义，讲后马上放回原句、对话或任务中使用。 坚持教—学—评一致：每个目标都对应课堂任务和可观察证据，评价语言具体到“信息完整、动词准确、声音清楚、能说明理由”。 九、教学过程 环节 PPT页码 教师活动 学生活动 设计意图 Step 1 Warm-up & Lead-in 1-5 用封面、目标和学习路线建立春节活动情境，复习Binbin的中秋节经历，引导学生观察春节家庭场景。 读课题和目标，回顾It was great，观察并预测节日和家庭活动。 承接上一课时，激活春节生活经验。 Step 2 Overall Presentation 6 整体呈现五个春节活动，先让学生按图片说中文或关键词，再教师示范完整英文。 观察五幅动作图，初步跟读五个核心短语。 先建立整体意义框架，避免孤立记词。 Step 3 Learn the Activities 7-12 逐项讲解cleaned、pasted、dressed、waited、counted，结合教材原句确认中文意义，再按准备和庆祝两阶段整理。 看图理解、做动作、跟读短语和完整句，完成时间线排序。 把形式、意义、动作和节日情境连接起来。 Step 4 Listen, Repeat & Notice 13-15 播放五句整段音频完成匹配和跟读；用中文说明动作发生在过去，引导观察-ed，并轻量比较结尾发音。 听音匹配、逐句跟读，发现五个过去式都增加-ed，模仿不同结尾读音。 补足词汇课的发音和形式学习，但不过度语法化。 Step 5 Ask and Answer 16-20 搭建What did you do...?和Did you...?问答，完成看图填词，朗读教材Mike-Binbin对话并做替换练习。 使用过去式回答What did问题，在Did后使用原形，完成控制性同伴问答。 由词组过渡到真实交际句。 Step 6 Guess a Festival 21-25 讲清四步游戏规则，示范教材猜节日对话，介绍六个节日和线索词库，组织同伴游戏。 至少提出两条Did you...?问题，根据回答猜节日，并轮换角色。 在信息差活动中反复使用核心句型。 Step 7 Think, Check & Close 26-30 讨论春节活动怎样让家人相聚，完成五题检测，归纳活动和句型，布置分层作业并收束课堂。 先思考再分享，独立答题、核对答案、自评目标并记录作业。 形成意义、语言、评价和作业闭环。 课堂时间建议 导入、目标和路线约4—5分钟；教材核心听读与理解约15—18分钟；语言发现与控制练习约7—8分钟；迁移输出约8—10分钟；检测、总结与作业约3—4分钟。 若课堂时间不足，优先压缩重复练习和拓展页，不压缩教材核心语篇、学生独立思考、同伴交流和一次完整输出。 十、关键互动与学习证据 互动节点 教师追问 期望证据 出现困难时 听读前 你从人物、场景或标题发现了什么？你准备重点听/找哪类信息？ 学生能提出有依据的预测，并知道预测还要验证。 允许先用中文，再把关键词转成英文。 答案核对 你为什么这样选？哪一个词、哪一句或哪幅图支持你？ 学生不只报答案，还能指出证据。 回放关键句、缩小文本范围或提供两个选项。 语言使用 能不能把单词放回完整句？能不能再追问一次？ 学生完成至少两轮有来有回的表达。 提供句首和词库，完成后逐步撤掉支架。 迁移输出 谁做了什么？先后顺序是什么？你的感受或观点是什么？ 学生表达信息准确、顺序清楚，并包含一个感受或观点。 先列关键词，再口头试说，最后展示或落笔。 十一、分层支持 层级 支持方式 完成标准 基础支持 保留图片、词库、句首和同伴示范；允许先说关键词，再补成完整句。 能听懂/读懂主信息，完成一轮核心问答或2—3个关键信息表达。 常规任务 使用问题链、信息表或时间线，完成两轮问答、简短复述或4—6句写作。 信息基本完整，核心词句和过去形式基本准确。 进阶挑战 撤掉部分支架，增加追问、原因、第三人称汇报、观点或具体反馈。 表达连贯自然，能根据听众问题补充信息并说明依据。 十二、课堂评价设计 理解评价：答案正确只是第一步，能够说出关键词、原句或画面证据才算完成取证。 表达评价：重点观察信息是否完整、动词形式是否准确、问答是否有来有回、声音和语气是否自然。 合作评价：观察学生是否认真倾听、轮流发言、记录同伴信息，并能给出一条具体而友善的反馈。 自我评价：课末回看学习目标，选择当前等级，并说出一项已经做到的证据和一项下一步改进。 十三、板书设计 板块1 板块2 Unit 2 Getting together Part A Let's learn & Play a guessing game Spring Festival activities cleaned the house | pasted fu on the door | dressed in red | waited for the Spring Festival Gala | counted down to the new year Ask about activities What did you do for the Spring Festival? - I pasted fu on the door. Guess a festival Did you + base verb ...? - Yes, we did. / No, we didn't. Word change clean-cleaned | paste-pasted | dress-dressed | wait-waited | count-counted Big idea Families prepare together, celebrate together and welcome the new year together. 十四、作业设计 听教材P17五个句子并跟读3遍，边听边指向对应活动图。 选择三个春节活动，分别说出或写出完整句子。 采访一位家人：What did you do for the Spring Festival?，记录至少两个活动。 挑战任务：选择一个节日，写三条活动线索，下一节课请同伴用Did you ...?猜节日。 十五、教学反思建议 课后重点记录三类证据：学生是否真正理解教材核心信息并能指出依据；是否能把关键词放回完整句并进行自然互动；是否能在迁移任务中说清人物、动作、顺序和感受。若错误集中在同一语言点，下节课用原情境中的一组正误句进行短时回收；若多数学生理解但表达不完整，应增加同伴预演和句首支架，而不是重新长篇讲解。还应记录哪些页面产生了新的学生动作，哪些练习存在重复，以便后续在不损失学习证据的前提下优化课堂节奏。 学科网（北京）股份有限公司 $