unit 2 第5课时 Part B Read and write-（课件+教案）2026—2027学年人教PEP版英语六年级上册

A Dragon Boat Festival to Remember Unit 2 Getting together Part B Read and write Learning Goals By the end of this lesson, I can: 1 I can understand a notice and a festival story. 2 I can tell facts from opinions. 3 I can write about a festival or a big event in time order. Today's Learning Journey 1 2 3 4 5 Step 1 Meet the festivals Step 2 Read the notice Step 3 Follow the story Step 4 Find facts and opinions Step 5 Write your experience Dragon Boat Festival dragon boats What Festival Is It? What do people do at this festival? What can you see? Dragon Boat Festival 端午节 a race zongzi a family dinner Listen and Number Listen and number the pictures. Lantern Festival Mother's Day Christmas Carnival ( 1 ) ( 3 ) ( 4 ) ( 2 ) Listen, read and check There are many festivals around the world. 1. The Lantern Festival is held 15 days after the Spring Festival in China. People make lanterns, sing, dance and watch fireworks. 2. Christmas is an important festival in many countries. At Christmas, people give and receive gifts, and families often eat together. 3. People often give gifts to their mothers on Mother's Day. Children often help their mothers with chores too. These are ways they show their love for their mothers. 4. In Brazil, Carnival is a time for dancing. People have big parties in the streets. Say More about the Festivals People make lanterns, sing, dance and watch fireworks. People say "Thank you" to their mothers. People wear masks, sing and dance. Lantern Festival Mother's Day Christmas Carnival Families decorate trees and give gifts. Read the Notice NOTICE Love boats? Like exciting races? The Dragon Boat Festival is coming. Come and join us! Time: 8:30 a.m. Sunday Place: Xingfu River Xingfu Community Find Information Dragon Boat Festival Time: 8:30 a.m. Sunday Place: Xingfu River Xingfu Community 1 When is the event? At 8:30 a.m. on Sunday. 2 Where is it? At Xingfu River. 3 Who gives the notice? Xingfu Community. Dragon Bost Festival ? ? ? Predict the Story Who may go to the race? What may happen at the river? How may the writer feel? 3. Did his father's team win the race? 1. What festival is the text about? The Dragon Boat Festival. 2. Who was on a race team? The writer's father. Yes, it did. First Reading In the morning, my dad woke up early and went to the river. My mum and I went later and waited for the race. Then the judge counted down. The race began! I ran and cheered for my dad. His boat was very fast and his team won the race! The notice about the dragon boat race finally came out last Friday. Listen and Read I was excited because my father was on a race team! Sunday, 22 June In the evening, our family made zongzi and had a big dinner for the festival, and for the winner, my dad! They all sang their team song together. They were so happy! It was the best Dragon Boat Festival ever! Listen and Read DRAGON BOAT TEAM Before the Race Because his father was on a race team. The writer's father was on a race team. The notice came out last Friday. Why was he excited? race team 参赛队伍 The writer was excited. JUDGE 3 2 1 judge 裁判 The judge counted down. During the Race The boy and his mum went later and waited for the race. The race began. count down 倒数 FINISH Cheer and Win 1 The boy ran and cheered for his dad. 2 His father's team won the race. 3 They sang their team song together. cheer for 为……加油 win the race 赢得比赛 In the Evening 1 2 3 The family made zongzi. They had a big dinner for the festival. The dinner was also for the winner—the writer's dad. Dragon Boat Festival Feelings in the Story Before the race The writer was excited. After the race They were so happy. At the end It was the best Dragon Boat Festival ever! 前两句描述人物感受；最后一句是作者的个人评价。 Follow the Time Words last Friday in the morning then finally in the evening Time words help us put events in order. 时间词帮助我们按顺序讲清事情。 3 2 1 1. What did the people in the text do on the Dragon Boat Festival? The boy and his mother went to the river and waited for the race. The judge counted down. The boy ran and cheered. His father's team won and sang their team song. The family made zongzi and had a big dinner. Read and Answer boy and mother went waited judge counted down boy ran and cheered team won team sang family made zongzi family had dinner Dragon Boat Festival Notice Dragon Boat Festival Notice finally = after waiting for some time 2. What can you infer from "finally" in the first sentence? The writer had waited for the notice for some time. Read and Answer 在这里，finally说明作者已经等了一段时间。 100m Final Results 1. 1.45 2. 11.78 3. 12.03 Fact or Opinion? Fact It can be checked. 可以查证的事实 Opinion It shows a feeling or an idea. 个人感受或看法 Ask: Can we check it? Write F (Fact) or O (Opinion). 1. My father was on a race team. F 2. The judge counted down and the race began! F 3. His team won the race! F 4. It was the best Dragon Boat Festival ever! O 1. 3. 2. 1 Read Again and Fill in the Blanks Before the race The boy ______ the notice. He was excited. read During the race The boy and his mother went to the river early and ______ for the race. waited Then the judge ____________. The boy ______ and cheered for his father. counted down ran Finally, his father's team won. They ______ their team song. sang After the race In the evening, they ______ zongzi and had a big dinner. made Past Actions in Context Now Past Regular past forms wait Other past forms 这些过去式帮助我们讲已经发生的经历。 count cheer waited counted cheered come go run sing have are came went ran sang had were wake begin win make am/is woke began won made was Retell the Festival Story 1 Last Friday, the notice came out. 2 His dad went early. The boy and his mum went later. 3 Then, the race began and the boy cheered for his dad. 4 Finally, his father's team won the race. 5 In the evening, the family made zongzi and had a big dinner. Plan Your Writing Festival or big event: __________ People: ____________________ First: ____________________ Then: ____________________ Finally / In the evening: ________ Feeling or opinion: _______________ Write about Your Experience ____________________ was great fun! First, we ______________________________. Then, we _______________________________. Finally, we _____________________________. I felt __________ because _______________. Writing Tips Use time words. Use past forms. Write facts and an opinion. Then, I ran in the 100-metre race. My classmates cheered for me. Finally, our class won a prize. Our school sports meet was great fun! First, we watched the races. Check Sample Writing I was very happy! time words past forms facts an opinion or feeling Summary Read a notice: time + place + invitation Follow a story: before + during + after Fact: can be checked Opinion: a feeling or an idea Write: time words + past actions + feeling Homework 1. Read the festival story twice. 2. Finish your festival or big event writing. 3. Circle one fact and underline one opinion in your writing. Getting together makes every festival special. Celebrate. Share. Remember. null 56057.848 null 24267.842 null 54751.793 null 35291.58 null 19487.324 $Unit 2 Getting together｜第5课时｜教案设计 Unit 2 Getting together 教案设计 第5课时 Part B Read and write｜端午节经历、事实观点与按序写作 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5课时 课时内容 Part B Read and write 教材页码 教材P20—P21 课型 阅读写作课、语篇理解课 建议时长 40—45分钟 主题语境 人与社会——端午节经历、事实观点与按序写作 核心任务 读懂活动通知和端午节故事，按人物和时间梳理事件，区分Fact与Opinion；使用时间词、过去式和感受写节日或大型活动经历。 核心语言 notice; race team; judge; count down; cheer for; finally; Fact; Opinion; First / Then / Finally / In the evening; ... was great fun! 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。 本课是Unit 2的阅读写作核心课。学生先从四个节日的听辨进入实用通知阅读，再沿时间词和人物动作链理解端午节故事，完成事实/观点判断和复述，最后把阅读结构迁移到自己的节日或大型活动写作。 三、教材分析 本课是Unit 2的阅读写作核心课。教材P20先通过Lantern Festival、Mother's Day、Carnival和Christmas四幅图片开展听辨与节日表达，随后呈现Xingfu Community发布的端午节龙舟赛通知。学生需要识别通知中的邀请语、时间、地点和发布者，理解notice这一实用文本的基本信息结构。 阅读正文按last Friday、in the morning、then、finally和in the evening记录一次端午节经历：叙述者因父亲参加龙舟队而兴奋，父亲先到河边，母亲和男孩稍后到达并等待比赛，裁判倒计时后比赛开始，男孩为父亲加油，父亲所在队伍获胜并唱队歌；晚上全家包粽子、聚餐庆祝节日和获胜的父亲。教学中必须说清不同动作的执行者，不能把倒计时、划船、加油、唱队歌和包粽子都错误归给同一个人。 教材P21先要求学生区分Fact和Opinion，再完成四道F/O判断、两道阅读问答和一条三阶段时间线，最后仿写一次节日或大型活动经历。课件共30页，按“节日导入—通知阅读—整体阅读—分段理解—时间顺序—事实与观点—填空复述—写作迁移”推进。过去式只在语篇中整理和使用，不扩展成系统语法课。 故事人物链必须准确：父亲清晨先去河边参加比赛；母亲和男孩稍后到达并等待；裁判倒计时；男孩跑着为父亲加油；父亲所在队伍获胜并唱队歌；晚上全家包粽子、聚餐。正文事实句His team won the race!不带Finally，但教材复述层保留Finally, his father's team won.。 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 六年级学生对端午节和龙舟赛有生活经验，但不一定能用英语清楚描述活动顺序，需要图片、时间词和动作链支持。 notice、race team、judge、count down和cheer for可借助大场景理解；不宜先用长篇中文定义打断阅读。 学生容易只寻找单个动词，忽略动作执行者。教师应反复追问Who did it?，帮助学生区分family、judge、boy、father's team等主体。 学生可能把Opinion理解为错误信息。应使用Can we check it?帮助理解：Fact可以查证，Opinion表达感受或看法。 写作时学生容易堆叠过去式而缺少顺序和感受。应先完成Festival/Event—People—First—Then—Finally—Feeling规划，再落笔写句。 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 能读懂端午节通知和节日经历，提取时间、地点、人物、动作、结果和感受；能使用时间词和过去式写4-6句节日或大型活动经历。 文化意识 理解龙舟赛、包粽子和家庭聚餐等端午节活动，体会节日和大型活动让家人、队友与社区成员共同参与、分享与庆祝。 思维品质 能按时间顺序梳理事件，区分不同人物的动作，判断Fact与Opinion，并依据finally等语言线索进行合理推断。 学习能力 能运用观察预测、快速阅读、细节定位、时间线、Fact/Opinion检测、复述框架和写作自查等策略完成阅读写作任务。 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 读懂通知与节日经历；按before/during/in the evening梳理事件；完成Fact/Opinion判断和教材时间线；使用时间词与过去式仿写。 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 准确区分不同动作执行者；理解第一句finally的推断意义；区别Fact与Opinion；把事实、顺序和个人感受共同写入短文。 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 多媒体课件、教材P20-P21、四节日听力、教材正文朗读音频、Fact/Opinion卡片、写作规划单。 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 & Festivals 1-6 用封面、目标和学习路线明确任务，观察龙舟赛，完成四节日听辨并用短句说典型活动。 读课题与目标，观察图片，完成编号并用完整句描述节日。 激活文化经验并进入端午节主题。 Step 2 Read the Notice 7-9 引导学生阅读通知，提取时间、地点和发布者，再依据通知与图片预测正文。 圈画通知信息，回答三问，口头预测人物、事件和感受。 学习实用文本信息定位并形成阅读期待。 Step 3 Read for Gist & Details 10-17 组织快速阅读、正文听读和分段精读，厘清赛前、赛中、赛后事件及人物感受。 回答主旨题，跟读正文，找出人物动作和感受变化。 从整体到局部建立完整语篇理解。 Step 4 Organize & Infer 18-20 利用时间词整理事件顺序，完成教材两道问答，重点解释第一句finally所包含的等待意味。 按时间词复述，回答活动链问题并依据文本作出推断。 发展顺序梳理与基于文本推断能力。 Step 5 Fact, Opinion & Timeline 21-25 讲清Fact与Opinion，完成F/O判断和六个过去式填空，整理语篇中过去动作并复述全文。 用Can we check it?判断，完成填空，借助五幅图复述。 将阅读理解转化为概念判断和口头输出。 Step 6 Write an Experience 26-28 指导学生先规划再写作，提供时间词、过去式和感受支架，分析Sample并完成自查。 填写写作规划，完成4-6句短文，依据四项标准检查。 把阅读结构迁移到真实个人表达。 Step 7 Summary & Homework 29-30 回顾通知、时间顺序、Fact/Opinion和写作方法，布置朗读、写作与事实/观点标注任务。 口头总结方法，记录作业并完成课堂收束。 形成阅读写作闭环并回扣单元主题。 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 B Read and write Notice Time: 8:30 a.m. Sunday | Place: Xingfu River | From: Xingfu Community Before the race read the notice | was excited | went to the river | waited During the race judge counted down | boy ran and cheered | father's team won | team sang In the evening made zongzi | had a big dinner | felt happy Fact or Opinion Fact = can be checked | Opinion = feeling or idea Writing First → Then → Finally / In the evening → Feeling / Opinion 十四、作业设计 朗读教材端午节正文2遍，注意finally、counted down、cheered和won的语音。 借助第25页五幅图和时间词，口头复述端午节经历。 完成或修改第27页节日/大型活动短文，至少包含三个过去动作和一个感受或观点。 在自己的短文中圈出一条Fact，给一条Opinion画下划线，并准备下节课分享。 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 $六年级上册英语Unit2 Getting together 第5课时课后小练习 After-class Practice Practice a festival story in time order. 一、 选一选Read and choose☆ 二、 填一填Fill in the timeline☆ 1.Where was the race? read waited counted down ran sang made A.Xingfu River B.At school C.In a park Before the race 2.Who counted down? The boy the notice. A.The boy B.The judge C.The dad During the race 3.Who won the race? The family for the race. The judge A.His father's team B.The family C.Xingfu Community The boy_ and cheered. 4.What did the family make in the evening? The team a team song. A. Mooncakes B.Zongzi C.Dumplings In the evening The family zongzi. 2. 3. 4. 三、判一判 Fact or Opinion? 四、写一写 Write and say Write F or O. was great fun! 1.My father was on a race team. First,we 2.The judge counted down. Then,we 3.His team won the race. Finally,we 4.It was the best Dragon Boat Festival ever! I felt because 活动挑战Check Time女 I used time words. I used past forms. I wrote one fact and one opinion. Celebrate,share and remember together! 六年级上册英语Unit2 Getting together 第5课时知识点总结 How can we tell and write a festival story? Read a notice,follow the time order,and tell facts from opinions. 一、通知信息Read a notice☆ 二、故事顺序Follow the time order女 Last Friday- In the morning- Then-the Finally-his In the evening- the notice the family went judge counted father's team Come and join us! the family made came out. to the river and down;the boy won and sang zongzi and had waited. ran and cheered a team song. a big dinner. Time:8:30 a.m.Sunday Place:Xingfu River NOTICE From:Xingfu Community 三、过去动作Past forms女 come→came go→went wait→waited count→counted run→ran cheer→cheered win→won sing→sang make→made 四、事实与观点 Fact or Opinion?女 五、写作工具 Writing toolbox女 Fact It can be checked. Opinion It shows a feeling or an idea. First,,… Then,... His team won the race. It was the best Dragon Boat Festival ever! Finally,... In the evening,… ..was great fun! I felt.because… Ask:Can we check it? 本页小结 Summary女 I can read I can retell a story I can tell a fact I can write about a notice. in time order. from an opinion. a festival. Celebrate,share and remember together!Unit 2 Getting together｜第5课时｜教师逐页授课稿 Unit 2 Getting together 教师逐页授课稿 第5课时 Part B Read and write｜对应定稿PPT P01—P30 P01 Cover｜课题导入 本页目标｜建立龙舟赛与节日经历情境，明确本课主题。 教师话术｜Good morning, boys and girls! 请看封面。你们看到了什么？Yes, a dragon boat race. 岸边的男孩正在为队员加油，桌上还有zongzi。今天我们要读一段特别的端午节经历：男孩的爸爸参加了龙舟队，而且比赛结果让全家都很开心。我们不只要读懂发生了什么，还要学会按顺序写一次自己的节日或大型活动经历。请跟老师读课题：A Dragon Boat Festival to Remember. 预设互动｜学生观察封面，说出dragon boat race、zongzi、cheer等可见信息，跟读课题。 操作提示｜先观察、再出现课题；不要在封面提前讲出比赛获胜的完整情节。 P02 Learning Goals｜学习目标 本页目标｜明确读通知、辨Fact/Opinion和按顺序写经历三项任务。 教师话术｜Let's read today's goals. 第一，I can understand a notice and a festival story，我能读懂通知和节日故事。第二，I can tell facts from opinions，我能区分事实和观点。第三，I can write about a festival or a big event in time order，我能按时间顺序写一次经历。请用一到三根手指告诉老师：Which goal may be difficult for you? 下课前我们再回来检查。 预设互动｜学生跟读三个目标，用手势完成学习难度预判。 操作提示｜用中文讲清目标，英文朗读关键词；三条目标依次出现。 P03 Today's Learning Journey｜学习路线 本页目标｜建立节日、通知、故事、事实观点和写作五步路线。 教师话术｜Today we have five steps. Step 1, Meet the festivals，认识节日。Step 2, Read the notice，阅读通知。Step 3, Follow the story，跟随故事。Step 4, Find facts and opinions，区分事实和观点。Step 5, Write your experience，写自己的经历。每完成一步，我们就向终点前进一步。Are you ready? Let's begin! 预设互动｜学生跟读五步路线，齐答Yes! / We're ready!。 操作提示｜用手势1-5快速过路线，控制在1分钟内。 P04 What Festival Is It?｜节日导入 本页目标｜观察龙舟赛场景，激活端午节活动词汇。 教师话术｜Look at the picture. What can you see? I can see dragon boats, a race, zongzi and a family. What do people do at this festival? They race dragon boats. They eat zongzi. Some families have dinner together. So, what festival is it? Yes, the Dragon Boat Festival，端午节。请用完整句回答：It is the Dragon Boat Festival. Which clue helped you most? 预设互动｜学生说出画面线索，用It is the Dragon Boat Festival.回答，并说明判断依据。 操作提示｜先显示问题和关键词，学生回答后再出现节日名称。 P05 Listen and Number｜听音编号 本页目标｜完成教材四节日图片的听辨排序。 教师话术｜先看四幅节日图，不急着说编号。你能认出哪些节日？第一幅是Lantern Festival，第二幅是Mother's Day，第三幅是Carnival，第四幅是Christmas。现在听录音，把听到的介绍和图片对应起来。第一遍独立编号，第二遍检查关键词。Let's check from left to right: 1, 3, 4, 2. 如果某一幅不确定，请说出你听到的动作或物品线索，而不是只改数字。 预设互动｜学生识别四个节日，听音完成编号并用关键词说明依据；核对从左到右1、3、4、2。 操作提示｜先展示图片与空括号，播放对应听力；学生完成后再逐幅揭示1、3、4、2。 P06 Say More about Festivals｜节日信息 本页目标｜用简单完整句描述四个节日的典型活动。 教师话术｜编号完成后，我们再补充每个节日人们常做的事情。Lantern Festival时，人们会make lanterns, sing, dance and watch fireworks；Mother's Day时，人们give gifts to their mothers，孩子也会help their mothers with chores；Carnival时，人们dance and have big parties in the streets；Christmas时，人们give and receive gifts，家人常常eat together。四人小组每人选一个节日，用People...说一句，再听一听哪一个节日也体现了getting together。 预设互动｜学生四人分工描述四个节日的典型活动，再比较其中共同的相聚、庆祝和表达关爱。 操作提示｜信息逐块出现，教师允许学生先借助关键词表达；这些是阅读前的文化与语言准备，不要求逐句背诵。 P07 Read the Notice｜阅读通知 本页目标｜理解通知体裁并定位邀请、时间、地点和发布者。 教师话术｜Now we have a notice，通知。读通知时先找最重要的信息。What is the event? A Dragon Boat Festival race. When? At 8:30 a.m. on Sunday. Where? At Xingfu River. Who gives the notice? Xingfu Community. 再看开头：Love boats? Like exciting races?这是用两个问题吸引读者。Come and join us!是在发出邀请。请大家用手指出Time、Place和发布者的位置。 预设互动｜学生默读通知，指出活动、时间、地点和发布者，跟读邀请语。 操作提示｜通知原文整体保留；信息按活动、时间、地点、发布者顺序逐项强调。 P08 Find Information｜信息定位 本页目标｜通过三问三答检查通知信息提取。 教师话术｜Let's check the notice. Number 1: When is the event? At 8:30 a.m. on Sunday. Number 2: Where is it? At Xingfu River. Number 3: Who gives the notice? Xingfu Community. 请注意，Xingfu Community是发布者，Xingfu River才是地点。现在请同桌一问一答，不看右边答案再说一次。What information should every useful notice tell us? Time and place are very important. 预设互动｜学生逐题回答并进行同伴问答，区分地点与发布者。 操作提示｜三条答案直接位于对应问题下方，学生回答后逐条出现。 P09 Predict the Story｜阅读预测 本页目标｜依据通知与场景预测正文人物、事件和感受。 教师话术｜Before reading, let's predict. Who may go to the race? Maybe the boy and his family. What may happen at the river? Maybe there will be a dragon boat race. How may the writer feel? He may feel excited or happy. 这些是预测，不是标准答案。请用Maybe...说一条自己的想法。读完后我们再回来看看哪些预测得到了课文证明。 预设互动｜学生观察男孩、父亲和龙舟场景，用Maybe...完成开放预测。 操作提示｜不提前显示唯一答案；接受有图片依据、语言合理的不同预测。 P10 First Reading｜整体阅读 本页目标｜快速抓住节日、父亲身份和比赛结果。 教师话术｜Now read the text quickly. You have one minute. Don't stop at every new word. Find three big answers. Number 1: What festival is the text about? The Dragon Boat Festival. Number 2: Who was on a race team? The writer's father. Number 3: Did his father's team win the race? Yes, it did. 请在正文中找到证明答案的句子。特别注意his father's team，不是男孩自己参加了比赛。 预设互动｜学生快速默读，回答三问，并在第11-12页正文中指出依据。 操作提示｜三个问题先出现，学生作答后再逐条显示答案。 P11 Listen and Read 1｜故事前半段 本页目标｜听读日期、通知、赛前和比赛过程，厘清人物动作。 教师话术｜现在进入故事。先看日期Sunday, 22 June。通知上周五终于发布，作者为什么excited？因为his father was on a race team。接着人物开始行动：Dad woke up early and went to the river；my mum and I went later and waited for the race。请大家边听边在句子下面画线，分别找出Dad和the boy and his mum做了什么。比赛开始后，谁counted down？The judge. 谁ran and cheered？The boy. 谁won the race？His father's team。把人物说清，故事才不会乱。 预设互动｜学生听读故事上半段，按父亲、母亲和男孩、裁判、父亲队伍分别定位动作并回答。 操作提示｜先完整听故事上半段，再按人物动作停顿核对；正文保持His team won the race!，不额外加入Finally。 P12 Listen and Read 2｜故事后半段 本页目标｜理解队伍庆祝、家庭聚餐与作者评价。 教师话术｜Let's continue. After winning, what did the team do? They sang their team song together. How did they feel? They were so happy. In the evening, the family made zongzi and had a big dinner. Why did they have the dinner? For the festival, and for the winner, the writer's dad. 最后作者说：It was the best Dragon Boat Festival ever! 这不是可以查证的比赛结果，而是作者的个人评价。请带着开心和自豪的语气朗读最后一句。 预设互动｜学生跟读后半段，回答队伍和家庭活动，并用有感情的语气朗读结尾。 操作提示｜与第11页复用同一段正文音频；三块正文按故事顺序出现。 P13 Before the Race｜赛前 本页目标｜整理通知、父亲身份和作者兴奋的因果关系。 教师话术｜Let's look before the race. First, the notice came out last Friday. Second, the writer's father was on a race team. So the writer was excited. Why was he excited? Because his father was on a race team. 请注意because后面说原因。race team表示参赛队伍。现在把三条信息连成一段：The notice came out last Friday. The writer's father was on a race team. He was excited. 预设互动｜学生按顺序说出三条赛前信息，并完整回答原因问题。 操作提示｜原因答案在学生回答后出现；不增加正文没有的赛前活动。 P14 During the Race｜比赛开始 本页目标｜理解等待、裁判倒计时和比赛开始的先后关系。 教师话术｜比赛前的人物位置已经清楚了。Dad went early，因为他要参赛；the boy and his mum went later and waited for the race。接着谁给比赛发出开始信号？The judge counted down. Then the race began. 请同桌用先后顺序说三句：Dad went early. The boy and his mum went later. Then the judge counted down. 谁能加上waited for the race再完整说一遍？ 预设互动｜学生区分父亲先到、母亲和男孩稍后到达并等待、裁判倒计时三条信息，用完整句复述。 操作提示｜人物与动作逐项出现，重点追问Who did it?；岸边其他人物不作身份判断。 P15 Cheer and Win｜加油与获胜 本页目标｜梳理男孩、父亲队伍和队员的三个不同动作。 教师话术｜Look carefully. Number 1: The boy ran and cheered for his dad. 他在岸边加油，不是在船上划龙舟。Number 2: His father's team won the race. Number 3: They sang their team song together. 这里They指父亲所在队伍的成员。请回答：Who cheered? The boy. Who won? His father's team. Who sang? The team. 现在按1-2-3完整说一次。 预设互动｜学生区分boy、father's team和team members，按顺序复述三件事。 操作提示｜三条事件逐条出现，重点避免把全部动作归给男孩。 P16 In the Evening｜晚间庆祝 本页目标｜理解家庭包粽子、聚餐和双重庆祝对象。 教师话术｜比赛结束后，故事转到In the evening。全家做了什么？They made zongzi. 他们为什么吃一顿丰盛的晚餐？第一层是for the festival，庆祝端午节；第二层是for the winner—the writer's dad，也庆祝爸爸所在队伍获胜。请把三句话连起来读，再想一想：这顿晚餐只有“吃饭”吗？不是，它还表达了家人的庆祝、分享和支持。 预设互动｜学生读出包粽子、节日晚餐和庆祝获胜父亲三层信息，理解晚间活动的情感意义。 操作提示｜标题保持In the Evening；三条信息依次出现，不把阶段标题改成After the Race。 P17 Feelings in the Story｜情感变化 本页目标｜追踪excited、happy和best三处情感与评价。 教师话术｜A good story tells us not only what happened, but also how people felt. Before the race, the writer was excited. After the race, they were so happy. At the end, he said it was the best Dragon Boat Festival ever. 前两句描述人物感受；最后一句是作者的个人评价。请用表情和语气读三个关键词：excited, happy, the best. Which event made the feeling change? 预设互动｜学生跟读三处情感表达，联系通知、获胜和家庭聚餐说明变化原因。 操作提示｜三阶段路线逐项出现，为后面的Opinion概念作铺垫。 P18 Follow the Time Words｜时间顺序 本页目标｜利用五个时间词重建故事顺序。 教师话术｜Let's follow the time words. Last Friday, the notice came out. His dad went early. The boy and his mum went later. Then, the race began. Finally, the father's team won. In the evening, the family made zongzi and had dinner. 时间词就像路标，帮助读者知道先发生什么、后发生什么。现在老师只指时间词，请大家说对应事件。 预设互动｜学生沿last Friday—morning—then—finally—evening复述对应事件。 操作提示｜五个时间词和场景依次出现；最后齐读中英文方法提示。 P19 Read and Answer 1｜人物动作链 本页目标｜完成教材第一道阅读问答，并准确区分动作主体。 教师话术｜这道题问得很具体：What did the people in the text do on the Dragon Boat Festival? 所以回答时要把不同人物的动作串起来。先四人分工：一人找boy and mother，一人找judge，一人找father's team，一人找family。现在按顺序接龙：The boy and his mother went to the river and waited... The judge counted down... The boy ran and cheered... His father's team won and sang... The family made zongzi and had a big dinner. 最后全班再把完整答案说一遍。 预设互动｜学生按人物分工找证据，再按故事顺序接龙形成完整活动链。 操作提示｜问题先出现；关键词和完整答案在学生取证、接龙后逐步显示，持续追问Who did it?。 P20 Read and Answer 2｜推断finally 本页目标｜完成教材推断题，理解finally在第一句中的等待意味。 教师话术｜Now question 2: What can you infer from finally in the first sentence? 请注意，题目明确问第一句里的finally，不是比赛获胜前的finally。The notice finally came out last Friday. 这说明作者不是刚想到通知，而是已经等了一段时间。So the answer is: The writer had waited for the notice for some time. 看左边两幅图，先等待，再终于看到通知，这就是推断依据。 预设互动｜学生定位第一句finally，观察连续场景并说出英文答案或中文含义。 操作提示｜英文答案与中文解释分别出现；不要把答案误讲成“最后队伍获胜”。 P21 Fact or Opinion?｜概念辨析 本页目标｜理解Fact可以查证、Opinion表达感受或看法。 教师话术｜Now we learn two reading ideas. A Fact is something we can check，可以查证的事实。An Opinion shows a feeling or an idea，表达个人感受或看法。判断时问自己：Can we check it? 例如His team won the race可以查看比赛结果，所以是Fact。It was the best festival包含best，是作者的看法，所以是Opinion。Opinion不是错误，只是不同的人可能有不同想法。 预设互动｜学生跟读定义，用Can we check it?判断教师提供的两个例句。 操作提示｜先讲Fact，再讲Opinion，最后出现判断问题；控制在3分钟内。 P22 Write F or O｜判断取证 本页目标｜完成四道教材Fact/Opinion判断并说明依据。 教师话术｜现在用一个简单问题判断Fact和Opinion：Can we check it? 第一条My father was on a race team，可以从文本查证，所以是F。第二条裁判倒计时、比赛开始，也是F。第三条His team won the race!同样能查证，是F。第四条It was the best Dragon Boat Festival ever!带有作者的个人感受，是O。请先独立写，再和同桌逐条说明理由；不要把opinion理解成“错误句子”。 预设互动｜学生独立判断F、F、F、O，并用can be checked或shows a feeling说明依据。 操作提示｜每条句子先判断、说理由，再出现F或O；第三句保持His team won the race!。 P23 Read Again and Fill｜时间线填空 本页目标｜完成教材六个过去式填空，并按三阶段复述。 教师话术｜我们把故事放回三段时间线。Before the race，the boy read the notice and was excited。During the race，谁waited？The boy and his mother；谁counted down？The judge；谁ran and cheered？The boy。接着教材用Finally概括结果：his father's team won；then they sang their team song。After the race这一栏下面的具体句子从In the evening开始：they made zongzi and had a big dinner。请独立填空，再用人物和动作检查每一格。 预设互动｜学生填read、waited、counted down、ran、sang、made，并区分正文事实表达与复述层中的Finally。 操作提示｜空格先显示，答案逐一揭示；After the race是阶段标签，具体晚间句仍保留In the evening。 P24 Past Actions in Context｜语篇词形 本页目标｜按规则与其他变化整理正文动词，为复述和写作服务。 教师话术｜The story happened in the past. 先看规则变化：wait-waited, count-counted, cheer-cheered。再看其他过去式：come-came, go-went, run-ran, sing-sang, have-had, are-were, wake-woke, begin-began, win-won, make-made, am/is-was. 请把原形和过去式成对读。今天不背完整规则，只要会在故事和写作里正确使用。Now I say the base form, you say the past form. Go? Went. Win? Won. Make? Made. 预设互动｜学生成对朗读原形与过去式，完成快速口头检测。 操作提示｜先显示规则变化，再显示其他变化；不扩展成系统语法讲解。 P25 Retell the Story｜复述 本页目标｜借助五幅图和时间词连贯复述全文。 教师话术｜现在只看五幅图复述。第一步，Last Friday, the notice came out。第二步要说清两组人：His dad went early. The boy and his mum went later。第三步，比赛开始，男孩为爸爸加油；第四步，父亲所在队伍获胜；第五步，晚上全家包粽子并聚餐。请先和同桌一人说一幅，接成完整故事；第二轮再由一个人独立复述，别忘了First, Then, Finally和In the evening。 预设互动｜学生接龙复述五个阶段，再尝试独立使用时间词讲完整故事。 操作提示｜五步按顺序出现；第二步使用两句短句保证人物链准确，不把全家写成同时到达河边。 P26 Plan Your Writing｜写作规划 本页目标｜围绕事件、人物、顺序和感受完成写前组织。 教师话术｜Before writing, let's make a plan. What festival or big event will you write about? Who was there? What happened first? What happened then? What happened finally or in the evening? How did you feel? 先写关键词，不需要马上写长句。你可以写sports meet、school trip、Spring Festival、Dragon Boat Festival或其他真实经历。规划中的信息必须来自你自己的活动，不照抄示范。 预设互动｜学生填写Festival/Event、People、First、Then、Finally/In the evening和Feeling/Opinion。 操作提示｜本页为开放任务，没有统一答案；教师巡视帮助学生补足顺序或感受。 P27 Write Your Experience｜独立写作 本页目标｜使用时间词、过去式和感受句完成4-6句短文。 教师话术｜Now turn your plan into sentences. Start with: ... was great fun! Then write First, we...；Then, we...；Finally, we...；I felt...because...。写的时候检查三件事：Do I use time words? Do I use past forms? Do I write a fact and an opinion? 不会的词可以先用已经学过的简单表达，不需要追求很长。请安静写5分钟，写完先自己读一遍。 预设互动｜学生依据规划完成4-6句短文，并按三项Writing Tips初步自查。 操作提示｜题干与学生填写内容分开；答案位置保持开放，不显示统一范文。 P28 Sample Writing｜范例自查 本页目标｜分析示范短文的顺序、过去式、事实和感受。 教师话术｜Let's read the sample. Our school sports meet was great fun. First, we watched the races. Then, I ran in the 100-metre race. My classmates cheered for me. Finally, our class won a prize. I was very happy! 这是一份Sample，不是唯一答案。请找出时间词：First, Then, Finally。圈出过去式：was, watched, ran, cheered, won。哪些是Fact？参加比赛、同学加油、班级获奖。哪一句是感受？I was very happy. 现在用下面四项检查自己的短文。 预设互动｜学生朗读范文，找出时间词、过去式、事实和感受，并修改自己的写作。 操作提示｜范文逐段出现；四项Check用于自查，不要求学生逐字复制。 P29 Summary and Homework｜总结作业 本页目标｜回顾阅读写作方法并布置分层任务。 教师话术｜Let's summarize. A notice tells us time, place and invitation. A story can be followed with before, during and after. A Fact can be checked. An Opinion shows a feeling or idea. Good writing uses time words, past actions and feelings. Homework有三项：第一，read the festival story twice；第二，finish your festival or big event writing；第三，circle one fact and underline one opinion in your writing。请和同桌说一遍你今晚先做哪一项。 预设互动｜学生跟随五点总结，记录三项作业并向同桌复述完成顺序。 操作提示｜总结要点逐项出现；课后可复听正文并跟读，注意人物动作和时间顺序。 P30 Celebrate and Remember｜课堂收束 本页目标｜回扣节日让人们共同庆祝、分享与记忆的主题。 教师话术｜Great work, everyone! 今天我们读懂了一个难忘的端午节故事，也学会了怎样按时间顺序写自己的经历。龙舟队一起努力，男孩为爸爸加油，家人一起包粽子和聚餐，这些活动让人们相聚。Let's read the final words: Celebrate. Share. Remember. Getting together makes every festival special. 请给同伴一个thumbs-up，说一句Good job! See you next time! 预设互动｜学生齐读结尾句，向同伴表示肯定并说See you next time!。 操作提示｜先回顾课堂成果，再出现主题句；结尾不增加新知识。 学科网（北京）股份有限公司 $