unit 2 第6课时 Part C Project & Reading time-（课件+教案）2026—2027学年人教PEP版英语六年级上册

六年级上册英语Unit2 Getting together 第6课时课后小练习 After-class Practice Review,present and retell the story of Nian. SCHOOL EVENT WE CARE TOGETHER 一、选一选 Choose the past form 填-填Present Your Snapshots 1.Last year,we _to an old people's home. A.go B.went These are snapshots from 2.We the rooms. A.clean B.cleaned 崗 Last year At the event,we 3.We dumplings. A.made B.make 因 In this photo, 4.Chen Jie and Liu Xin the pipa. A.played B.play It was 5.Mike and John kung fu. A.did B.do 6.We old photos. We felt A.saw B.see 1. 2 3. 4 5. 6 三、排一排Put the Story in Order衡 四、读一读 Read and choose B.) 1. Why were the villagers running away? A.Nian would come. B.It was raining. C.They had a race. 2. What was Nian afraid of? A.Nian ran back B.An old man came C.People celebrated A.Water and wind.B.Red,brigh lights and loud noises.C.Animals. to the sea. to a village. the coming new year. 3.What did the old man set off? D E A.Fireworks. B.Lanterns. C.Candles. 4. What do people do on New Year's Eve? A.Run to the mountains. B.Get together to celebrate.C.Stay alone. D.The old man stayed E.The villagers ran away F.He pasted red paper,lit alone in the village. because Nian would come candles and set off fireworks. Order: 2. 3. 4. → → 活动挑战Check Time女 I used past forms I put the story in order I can retell the story of Nian. Together,we celebrate.Together,we remember. 六年级上册英语 Unit 2 Getting together 第6课时知识点总结 Why do we get together? Review the unit,present school-event snapshots and read the story of Nian. 一、 单元复习Unit Review女 Festivals Events Feelings BOOK FAIR 106 Spring Festival Mid-Autumn Festival Dragon Boat Festival a marathon a book fair a school show happy excited wonderful meaningful Past actions went made read sang danced wore 过去式 Past forms☆ clean→ cleaned paste→pasted play→played visit→visited watch◆watched am/is→was arewere do→did go→went make→made read→read see◆saw 三、快照项目 Prepare Your Snapshots 四、展示句型 Presentation Frame女 1 ② 4. 5 These are snapshots from... 留图中 Last year At the event,we... Choose 2-3 Put the photos Write a short Check the Add a feeling clear photos. in order. caption for each photo. past forms. or opinion. In this photo,... Chen Jie and Liu Xin played the pipa to greet the old people. It was… Mike and John did wonderful kung fu. We felt... What a great show! 五、《年》的故事The Story of Nian女 Nian was afraid of: ①Villagers ran away The old man stayed 3 He pasted red paper, 4 Nian ran back to the sea. because Nian alone and faced Nian. lit candles and set People celebrated guonian. the colour red would come. off fireworks. bright lights loud noises 本页小结 Summary I can use past forms I can prepare snapshots I can present I can retell the a school event. story of Nian. Together,we celebrate.Together,we remember.Unit 2 Getting together｜第6课时｜教案设计 Unit 2 Getting together 教案设计 第6课时 Part C Project & Reading time｜校园活动照片展示与年兽故事 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6课时 课时内容 Part C Project & Reading time 教材页码 教材P22—P25 课型 项目实践课、综合阅读课 建议时长 40—45分钟 主题语境 人与社会——校园活动照片展示与年兽故事 核心任务 听取校园活动计划，制作并展示school event photos；分场景读懂、排序和复述The Story of Nian，解释相聚、关爱和传承的意义。 核心语言 photos from school events; caption; last year's activity; this year's plan; The colour red, bright lights and loud noises; From then on...; pass on traditions. 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的综合收束课。Project要求学生调用活动、过去动作、计划、caption和感受表达完成真实展示；Reading time通过年兽故事发展分角色阅读、因果梳理和文化理解，最后回到Why do we get together?完成单元自评。 三、教材分析 本课位于Unit 2的收束位置，由Project和Reading time两部分组成。Project要求学生围绕school events整理照片或图画，补充活动信息和caption，并进行简短展示。其价值不在于再教一组孤立词汇，而在于综合调用本单元的节日、校园活动、过去动作、感受和观点表达，完成一个有真实目的的口语展示任务。 教材P22的Project包含Listen and fill in the table。因此本版教学不虚构听力文本，不要求教师点击小喇叭；课堂上可把该页作为信息阅读与语言复习，引导学生比较Last year's activity和This year's plan。 Reading time是教材P24-P25的年兽故事，正文按Scene 1、Scene 2和Scene 3展开。本课以观察预测、默读、分角色朗读、因果梳理和复述为主，引导学生依据三幕故事中的行动与结果理解解决问题的过程。故事中的red paper、bright lights和loud noises共同构成解决问题的线索，结尾连接贴福字、贴春联、放烟花和guonian等春节文化。 课件采用“单元复习—理解Project要求—准备快照—展示与反馈—预测故事—分场景阅读—排序问答—回扣大问题—自评总结”的结构。第7、8页对过去式和动词原形的整理只服务于项目表达；第19-24页的中文词义支架用于降低阅读障碍，不替代学生对完整句意和故事因果的理解。 Project P06听力明确今年计划为invite grandparents、sing and play the pipa for them、look at old photos。照片说明示例的人名和对象必须准确：Chen Jie and Liu Xin played the pipa for the old people；John and Mike did wonderful kung fu。Reading time按Scene 1—3保持故事因果完整。 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 六年级学生已经在本单元接触节日、校园活动和一般过去时，但容易在真实展示中只罗列动作，缺少时间、人物、感受和观点。 学生能够看图理解年兽故事的大意，但面对多角色长文本时，可能混淆Narrator、Old man、Villager和Nian的说话轮次，需要按场景分段处理。 red paper、bright lights、loud noises是故事解决问题的三条关键线索，应通过画面、动作和问题反复连接，避免把故事课变成单纯逐词翻译。 项目展示时，部分学生会一直低头读句子。教师需要先示范如何指向照片、看向听众、读caption并补充feeling，再安排小组展示。 班级英语基础差异较大，可允许基础学生使用Presentation Frame完成五句表达，能力较强的学生增加事件原因、个人观点或现场问答。 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 能区分并使用过去动作和计划表达；能借助照片、caption和Presentation Frame介绍校园活动；能理解年兽故事主要情节并使用关键词完成排序、问答和复述。 文化意识 理解敬老活动中的关爱与陪伴，了解年兽故事与贴福字、贴春联、放烟花等春节习俗的文化联系，体会共同庆祝和传承传统的意义。 思维品质 能按人物—事件—动作—感受整理快照信息；能发现故事中的问题、线索、办法和结果，并用时间顺序和因果关系解释故事。 学习能力 能运用信息表、照片排序、caption框架、角色朗读、故事排序、自评量表等工具完成综合学习任务，并根据同伴反馈完善表达。 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 使用过去式、活动信息、caption和感受词介绍校园活动快照；理解年兽故事三幕情节及red paper、bright lights、loud noises三条关键线索。 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 在项目展示中形成连贯、有顺序的完整表达；区分不同角色并根据因果关系复述年兽故事；从具体节日和活动上升到Why do we get together?的单元主题。 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、学生校园活动照片或图画、便签或项目计划单、角色卡。教师组织学生完成听读任务，并在Reading time中开展分角色朗读。 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 & Unit Review 1-4 通过封面、学习目标和路线明确项目与阅读双任务；复习节日、校园活动、过去动作和感受词。 观察封面、读目标，分类说出Festivals、Events、Past actions和Feelings。 激活整单元语言，为综合输出建立词汇网络。 Step 2 Understand the Project 5-10 讲清一张好快照应包含的四项信息；把第6页作为表格阅读与复习，比较去年活动和今年计划；整理动词变化并完成角色问答。 阅读表格、比较时态、说出活动短语，补全Binbin的角色对话。 通过观察、听读和信息整理理解教材内容，并为项目表达搭建语言支架。 Step 3 Prepare the Photos 11-16 示范选图、排序、写caption、检查过去式和补充感受；分析两个caption范例，组织学生填写计划表并练习展示句框。 选择照片、按顺序排列、写caption、填写项目计划并用五句框架试讲。 把开放项目拆解为可执行步骤，降低综合表达难度。 Step 4 Present and Respond 17 提醒学生清楚表达、展示照片、朗读caption、说出感受并回答一个问题；给听众布置记录事实和喜欢之处的任务。 小组展示快照，听众记录并给予简短反馈。 形成真实听众意识，让展示成为双向交流。 Step 5 Predict and Read 18-24 引导学生预测年兽及村民逃跑原因；按Scene 1-3分角色阅读，梳理老人发现年兽弱点、采取办法和村民形成习俗的过程。 观察图片、默读和分角色朗读，找出red paper、bright lights、loud noises及故事结果。 用问题链和场景线索支持长文本理解。 Step 6 Retell and Think 25-27 组织六事件排序和五题问答，指导学生借助关键词复述；联系节日、活动和敬老实践回答单元大问题。 按顺序复述故事，回答细节题，并表达共同庆祝、分享、关爱和传承的意义。 从文本理解走向结构化复述和主题迁移。 Step 7 Assess and Close 28-30 组织四项自评，回顾项目、故事和大问题，说明分层作业并积极收束课堂。 完成自评、说出本课收获并记录作业。 形成学习闭环并为后续改进提供依据。 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 C Project & Reading time A good photo event + photo/drawing + caption + feeling/opinion Presentation Frame These are photos from... / In this photo... / It was... / We felt... Scene 1 villagers ran away → old man stayed Scene 2 red paper + bright lights + loud noises → Nian was afraid Scene 3 Nian ran away → people celebrated the coming new year Big idea We get together to celebrate, share, care and pass on traditions. 十四、作业设计 基础任务：再次阅读教材P24-P25年兽故事，按Scene 1-3标出人物和关键动作。 提高任务：完成并练习自己的校园活动快照展示，至少包含event、action、caption和feeling。 挑战任务：不看完整正文，借助六个关键事件向家人复述年兽故事。 延伸任务：采访家人，了解一项春节习俗，并用一到两句英语说明家人为什么会一起做这件事。 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 $ Unit 2 Getting together Part C Project & Reading time Photos, Stories and Traditions prepare and present photos from a school event. understand and retell the story of Nian. explain why people get together to celebrate. Learning Goals By the end of this lesson, I can: 3. Self-check We prepare and present snapshots. We read and retell the story. I can start. I can do it. I can teach others. We reflect and explain our ideas. 2. The Story of Nian 1. School Event 1. 2. 3. Today's Learning Journey 1 Step 1 Review the unit 2 Step 2 Prepare photos 3 Step 3 Present the project 4 Step 4 Read the story of Nian 5 Step 5 Reflect and assess Unit Review Festivals Spring Festival Mid-Autumn Festival Dragon Boat Festival Events a marathon a book fair a school show Past actions went made read sang danced wore Feelings and opinions happy excited wonderful meaningful photo 照片 caption 图片说明 I feel proud and happy! Sports Day Project: Present Photos from School Events A good Photos includes: I ran in the 100-metre race and came first. an event title a clear photo or drawing a short caption a feeling or opinion Listen and Fill Mr Jones and Binbin are talking about school events. Listen and fill in the table. Last year's activity went to an old people's home cleaned the rooms pasted the paper cuttings on windows made dumplings read newspapers out loud This year's plan invite our grandparents to school sing and play the pipa look at old photos Last Year and This Year Last year, they: cleaned pasted made read This year, they plan to: invite sing play look 去年已经发生的活动：用过去式 今年准备做的活动：用动词原形表达计划 Action Verbs Regular forms Irregular forms 过去式表示过去发生的动作或状态。 clean - paste - play - visit - watch - cleaned pasted played visited watched am/is - are - do - go - make - was were did went made read - sing - read sang Look and Role-play Miss White: Are these photos from the Double Ninth Festival this year? Binbin: Yes, they are. Miss White: Did the old people have a good time? Binbin: Yes, they did. Miss White: What did they like about it? Binbin: ... Miss White: Did you ...? Binbin: ... They liked the pipa and the kung fu show. Yes, we did. Complete the Role-play What did they like about it? Did you play the pipa? Sample Prepare Your Photos 1 Choose 2-3 clear photos. 2 Put the photos in order. 3 Write a short caption for each photo. 4 Check the past forms. 5 Add a feeling or opinion. Caption Example 1 Chen Jie and Liu Xin played the pipa for the old people. Who? Chen Jie and Liu Xin What did they do? played the pipa For whom? for the old people Caption Example 2 John and Mike did wonderful kung fu. What a great show! Who? John and Mike What did they do? did wonderful kung fu Opinion What a great show! The students sang songs to greet the old people. Everyone was happy. Sample Write a Caption Now write a caption for your photo. purpose / feeling past action Who Plan Your Photos Event: __________________________ Time: ___________________________ People: _________________________ Actions: ________________________ Feeling / Opinion: _______________ Presentation Frame These are photos from ____________________. Last year / At the event, we __________________. In this photo, ________________________________. It was _______________________________________. We felt ______________________________________. Present Your Photos Tell a feeling or opinion. Answer one question. Read the captions. Show the photos. Speak clearly. Audience task One fact I heard: ____________________ One thing I liked: ____________________ ? ? ? Reading Time The Story of Nian Who is Nian? Why are the villagers running away? What may Nian be afraid of? Watch and check Check your predictions. What makes Nian run away? Villager: The monster Nian will come! Last year, it ate many animals. We are all afraid of it. Narrator: One night, an old man came to a village. He saw the local people running away. Old man: Excuse me, why are you running? What happened? Scene 1 be afraid of 害怕 run away 逃跑 villager 村民 Old man: No. I will stay alone in the village and face Nian. Villager: The monster is very strong. You should run away to the mountains with us! face Nian 面对年兽 Scene 1 Old man: Wait! I have a good idea. I can help you! stay alone 独自留下 Nian: What is that red paper on the doors and windows? I hate the colour red! Why are the windows so bright? I hate bright lights! Narrator: The old man stayed in the village. Then, at midnight, the monster came. Old man: Aha! He looks worried. Scene 2 at midnight 在午夜 bright lights 强光 worried 担心的 Scene 2 Nian: Oh no! I hate loud noises! No, no! Narrator: Then the old man set off fireworks. Bang! Bang! Bang! set off fireworks 放烟花 loud noises 巨响 Narrator: Nian was very afraid and ran back to the sea. The next day, the villagers came back to the village. Old man: Last night, I pasted red paper on the doors and windows and I also lit many candles. Finally, I set off fireworks. He ran away! lit many candles 点燃许多蜡烛 Villager 1: I can't believe it! All our animals are safe! Villager 2: How did you do it? Scene 3 Narrator: From then on, on New Year's Eve, people get together to celebrate the coming new year. They paste fu and Spring Festival couplets on their doors and set off fireworks. This is why the Spring Festival is also called guonian. Villagers: Hooray! We are safe! Scene 3 From then on 从那以后 Spring Festival couplets 春联 guonian 过年 Put the Story in Order 1 An old man came to a village. 2 The villagers ran away because Nian would come. 3 The old man stayed in the village. 4 He pasted red paper, lit candles and set off fireworks. 5 Nian was afraid and ran back to the sea. 6 People began to celebrate the coming new year together. They get together, paste fu and Spring Festival couplets, and set off fireworks. He pasted red paper, lit candles and set off fireworks. The colour red, bright lights and loud noises. Read and Answer Because the monster Nian would come. An old man. What was Nian afraid of? How did the old man make Nian run away? Who came to the village one night? Why were the villagers running away? What do people do on New Year's Eve? 1 2 3 4 5 Why do we get together? We get together to remember and pass on traditions. We get together to celebrate important days. We get together to share happiness. We get together to care for and support people. Back to the Big Question pass on traditions 传承传统 Self-check I still need help. I can mostly do it. I can do it. I can teach others. 1. I can say what people do at festivals or big events. 2. I can describe family activities during traditional Chinese festivals. 3. I can share ideas about what brings people together. 4. I can order and write about things I did at a festival or a big event. Summary and Homework Today we: prepared and presented photos from school events read and retold the story of Nian. explained why people get together. Read the story of Nian again. Finish and practise your photo presentation. Retell the story with six key events. Homework Basic Better Challenge Together, we celebrate. Together, we remember. Thank you! null 69484.68 null 159276.3 $Unit 2 Getting together｜第6课时｜教师逐页授课稿 Unit 2 Getting together 教师逐页授课稿 第6课时 Part C Project & Reading time｜对应定稿PPT P01—P30 P01 Cover｜单元收束 本页目标｜建立校园快照与年兽故事双情境，明确本课综合任务。 教师话术｜Good morning, boys and girls! 请看封面。左边的男孩手里拿着什么？Yes, some photos，几张活动快照。右边是谁？An old man and the monster Nian. 今天我们要完成两件大事：先用照片讲述校园活动，再阅读并复述年兽的故事。最后，我们要一起回答Unit 2的大问题：Why do we get together? 请跟老师读课题：Unit 2 Getting together, Part C Project and Reading time. 预设互动｜学生观察封面，说出photos、an old man、Nian，跟读课题。 操作提示｜封面用于建立双任务情境。人物与两块主画面可依次出现，不在此页提前讲故事结局。 P02 Learning Goals｜学习目标 本页目标｜让学生明确项目展示、故事复述和主题解释三项目标。 教师话术｜Let's check today's goals. 第一，I can prepare and present photos from a school event，我能准备并展示校园活动快照。第二，I can understand and retell the story of Nian，我能读懂并复述年兽故事。第三，I can explain why people get together to celebrate，我能解释人们为什么会一起庆祝。请看下面的三个等级：I can start, I can do it, I can teach others. 现在先选一个起点，下课前我们再回来检查。 预设互动｜学生跟读三项目标，并根据自己的预判选择起点。 操作提示｜中文讲清目标，英文只读核心句；目标和三个等级可依次出现。 P03 Today's Learning Journey｜学习路线 本页目标｜建立复习、准备、展示、阅读和反思的课堂节奏。 教师话术｜Today we have five steps. Step 1, Review the unit，复习本单元。Step 2, Prepare photos，准备活动快照。Step 3, Present the project，展示项目。Step 4, Read the story of Nian，阅读年兽故事。Step 5, Reflect and assess，反思与自评。每完成一步，我们就沿着路线向前走。Are you ready? Let's begin! 预设互动｜学生用手势1-5跟读学习路线，齐答Yes! / We're ready! 操作提示｜路线控制在1分钟内，用手势快速过五步，不在此页解释细节。 P04 Unit Review｜单元复习 本页目标｜把节日、校园活动、过去动作和感受词重新组成可调用的语言网络。 教师话术｜First, let's review the unit. 左上是Festivals. What festivals can you see? Spring Festival, Mid-Autumn Festival and Dragon Boat Festival. 中间是Events: a marathon, a book fair and a school show. 右上是Past actions. 请把动词读出来：went, made, read, sang, danced, wore. 最下面是Feelings and opinions: happy, excited, wonderful, meaningful. 现在老师说一个类别，请你快速说出其中两个词。Events? A marathon and a book fair. Feelings? Happy and excited. 预设互动｜学生按四类说词，完成教师快速分类检测。 操作提示｜四个板块依次出现；read在过去式语境中读作/red/。复习服务于项目表达，不扩展新词。 P05 Present Photos｜项目要求 本页目标｜理解一张可用于展示的活动快照应包含的四项信息。 教师话术｜现在开始Project。什么样的school event photo适合展示？请看四点：先有event title，让别人知道是什么活动；再有clear photo or drawing；接着写short caption，说明谁做了什么；最后补feeling or opinion。看右边Sports Day例子，谁能指出标题、动作说明和感受？很好，一张照片不是放上去就结束，还要让听众读懂背后的活动。 预设互动｜学生指出Sports Day标题、活动说明和感受句，理解photo与caption在项目中的作用。 操作提示｜四项标准逐项出现；先让学生指出标题、说明和感受，再进入项目准备。 P06 Listen and Fill｜听取计划 本页目标｜听懂Mr Jones与Binbin关于去年活动和今年计划的关键信息，完成表格。 教师话术｜请先看表格的左右两栏。左边是Last year's activity，记录已经发生的事；右边是This year's plan，记录今年准备做什么。第一遍听，只抓地点和大任务：去年去了哪里？今年想邀请谁？第二遍再填动作。我们逐项核对：去年他们went to an old people's home，cleaned the rooms, pasted paper cuttings, made dumplings and read newspapers out loud。今年他们要invite our grandparents to school，sing and play the pipa for them，还要look at old photos。请注意sing和play是两项活动，look后面要接at old photos。 预设互动｜学生先整体听辨地点和人物，再完成去年四项活动及今年invite、sing、play、look四项计划并核对。 操作提示｜播放教材Project完整音频；表格先留空，按两遍听力任务分层揭示答案。 P07 Last Year and This Year｜时态对比 本页目标｜理解过去活动使用过去式、今年计划使用动词原形。 教师话术｜把左右两栏放在一起比较。Last year后面是cleaned, pasted, made, read，这些活动已经发生；This year they plan to invite, sing, play and look，这些是计划，plan to后面使用动词原形。老师说一项活动，你判断放左边还是右边，并用完整句回答。Made dumplings? Last year. Play the pipa? This year. 现在同桌一人负责过去，一人负责计划，各说两句。 预设互动｜学生区分过去活动与今年计划，使用Last year... / This year, they plan to...完成同伴表达。 操作提示｜左右两栏依次出现；read过去式读/red/，今年计划保持invite、sing、play、look原形。 P08 Action Verbs｜动词整理 本页目标｜整理项目所需的规则和不规则过去式，为caption表达服务。 教师话术｜写caption和介绍活动前，我们把常用过去式再整理一次。左边是规则变化：clean—cleaned, paste—pasted, play—played, visit—visited, watch—watched。右边是不规则变化：am/is—was, are—were, do—did, go—went, make—made, read—read, sing—sang。请注意read拼写不变，但过去式读/red/。现在老师说原形，大家说过去式；接着把made、read、sang各放进一个活动短语里。 预设互动｜学生完成原形—过去式快速转换，读准read /red/，并说made dumplings、read newspapers、sang songs等活动语块。 操作提示｜先规则、后不规则，最后回到活动语块；本页服务于项目表达，不扩展完整语法规则。 P09 Look and Role-play｜开放问答 本页目标｜理解教材角色问答，并自主补全最后一轮问题和回答。 教师话术｜大家看这些活动照片。Miss White先确认：Are these photos from the Double Ninth Festival this year? Binbin回答Yes, they are。接着她问老人们过得开心吗，答案也是Yes。现在重点看后面两轮：What did they like about it? 请先在照片里找老人们观看的节目；再想一个Did you...?问题去确认同学做过的活动。和同桌先试着补全，不必所有人说同一个答案。 预设互动｜学生朗读已有问答，根据照片提出可能答案和Did you...?问题；同桌互相检查信息是否与画面相符。 操作提示｜开放位置先保持空白，充分等待学生观察和尝试；下一页再呈现一组Sample。 P10 Complete the Role-play｜示范补全 本页目标｜使用图片信息完成两轮自然问答。 教师话术｜Let's check one possible answer. What did they like about it? They liked the pipa and the kung fu show. 再看第二个问题：Did you play the pipa? Yes, we did. 请注意，这只是Sample，不是唯一答案。还可以问Did you do kung fu? Did you sing songs? 只要问题与照片或活动信息相符，就可以。Now read the sample in pairs. A asks the questions, B answers. Then change one detail and try again. 预设互动｜学生分角色朗读范例，并替换一个活动完成新问答。 操作提示｜范例按问答轮次出现；强调开放性，不要求全班只背同一组答案。 P11 Prepare Your Photos｜准备步骤 本页目标｜掌握完成校园快照项目的五个步骤。 教师话术｜Now let's prepare our own photos. Step 1, Choose two or three clear photos. Step 2, Put the photos in order. Step 3, Write a short caption for each photo. Step 4, Check the past forms. Step 5, Add a feeling or opinion. 请大家用中文复述一次：先选图，再排序，然后写说明、检查过去式，最后补感受。Which step is easy for you? Which step may be difficult? 今天我们会先看两个caption例子，再开始自己的计划。 预设互动｜学生跟读五个步骤，并说出自己认为最容易或最难的一步。 操作提示｜步骤1-5依次出现；教师用手势帮助学生记住顺序。 P12 Caption Example 1｜说明范例 本页目标｜从Who、What和Why三个角度分析一条完整caption。 教师话术｜看第一条caption：Chen Jie and Liu Xin played the pipa for the old people。先找Who——Chen Jie and Liu Xin；再找What——played the pipa；最后问For whom——for the old people。请把三块信息重新连成一句话。然后遮住整句，只看三个问题复述。你发现了吗？caption不一定长，但人物、动作和服务对象要清楚。 预设互动｜学生回答Who、What did they do、For whom，并依据三项信息复述完整caption。 操作提示｜三项信息逐步出现；人名顺序和for the old people保持准确。 P13 Caption Example 2｜评价范例 本页目标｜理解caption可以在事实后补充感受或评价。 教师话术｜第二条例子是John and Mike did wonderful kung fu. What a great show! 第一问Who？John and Mike。第二问What did they do？They did wonderful kung fu。最后一句不是新动作，而是观众的opinion。请先平静地读事实句，再用赞叹的语气读What a great show!，让听众听出两句功能不同。 预设互动｜学生区分事实与评价，按John and Mike的顺序朗读，并用语气表现赞叹。 操作提示｜先出现事实句，再出现评价句；人物顺序统一为John and Mike。 P14 Write a Caption｜写说明 本页目标｜使用人物、过去动作和目的或感受写出简短caption。 教师话术｜Let's write one together. Look at the photo. Who are they? The students. What did they do? They sang songs. Why? To greet the old people. How did everyone feel? Happy. So we can write: The students sang songs to greet the old people. Everyone was happy. 现在请看你自己的照片，先在心里回答Who、past action、purpose or feeling，再写一到两句caption。完成后与同桌交换，检查动词是不是过去式。 预设互动｜学生根据示例说出四项信息，为自己的照片写一到两句caption并同伴检查。 操作提示｜示例信息逐项出现；学生写作时保留安静时间，不要求所有人写同样内容。 P15 Plan Your Photos｜项目计划 本页目标｜填写Event、Time、People、Actions和Feeling五项关键信息。 教师话术｜Before presenting, make a clear plan. Event: What was the event? Time: When was it? People: Who was there? Actions: What did you do? Feeling or Opinion: How did you feel? 请先写关键词，不需要马上写成长段。For example, Sports Day; last Friday; my classmates; ran and cheered; excited and proud. 写完后请检查：Do I have all five parts? 预设互动｜学生填写五项项目信息，并用清单检查是否完整。 操作提示｜五项依次出现；允许学生使用关键词或短语，教师重点帮助Actions栏使用正确过去式。 P16 Presentation Frame｜展示句框 本页目标｜把项目计划转换成五句连贯口头表达。 教师话术｜Now turn your notes into a presentation. Sentence 1: These are photos from... Sentence 2: Last year or At the event, we... Sentence 3: In this photo... Sentence 4: It was... Sentence 5: We felt... 老师示范：These are photos from our Sports Day. At the event, we ran in different races. In this photo, I am cheering for my friend. It was exciting. We felt proud and happy. 请大家先小声试讲一遍，再和同桌练习。 预设互动｜学生借助五句框架完成一次个人试讲，并与同桌互练。 操作提示｜句框逐句出现；基础学生可完整使用框架，能力较强者可增加原因或细节。 P17 Present Your Photos｜项目展示 本页目标｜完成面向听众的展示，并练习倾听、记录和反馈。 教师话术｜It's presentation time. Speaker, remember five things: Speak clearly, show the photos, read the captions, tell a feeling or opinion, and answer one question. Audience, you also have a task. Write down one fact you heard and one thing you liked. 展示后我们不只说Good，要给出具体反馈，例如I liked your clear photos. I heard that you won a race. 哪一组愿意先来？ 预设互动｜学生小组展示快照，听众记录一个事实和一个喜欢之处，并进行具体反馈。 操作提示｜本页可根据课堂时间选择2-3组展示；其余小组在组内完成。展示标准可逐项出现。 P18 Reading Time｜故事预测 本页目标｜观察故事封面和问题，预测年兽、村民与故事冲突。 教师话术｜Now we move to Reading Time: The Story of Nian. First, don't read the whole story. Look at the picture. Who is Nian? What does it look like? Why are the villagers running away? What may Nian be afraid of? 这些都是预测问题，没有唯一答案。You may answer in Chinese first, then use simple English words: strong, scary, red, fire, loud noises. 请记住自己的预测，读完故事后我们回来验证。 预设互动｜学生观察画面，用中英文预测年兽、村民逃跑原因和年兽可能害怕的事物。 操作提示｜不播放故事正文音频，不提前公布答案；三个问题依次出现。 P19 Scene 1A｜村民逃跑 本页目标｜理解故事起因：年兽将来，村民因去年的经历而害怕。 教师话术｜Read Scene 1. Narrator says: One night, an old man came to a village. He saw the local people running away. 老人问：Excuse me, why are you running? What happened? 村民回答：The monster Nian will come! Last year, it ate many animals. We are all afraid of it. 请在画面中指出villager，做出run away的动作，再找出村民为什么害怕的原句。Who came to the village? An old man. Why were people running away? Because Nian would come. 预设互动｜学生分角色朗读Narrator、Old man和Villager，找出故事人物、问题和村民逃跑原因。 操作提示｜按三个角色轮次出现；中文支架villager、be afraid of、run away在读完整句后使用。 P20 Scene 1B｜老人决定 本页目标｜理解老人决定独自留下并面对年兽。 教师话术｜The old man didn't run away. He said: Wait! I have a good idea. I can help you! 村民劝他：The monster is very strong. You should run away to the mountains with us! 但老人回答：No. I will stay alone in the village and face Nian. What kind of person is the old man? Brave, calm and helpful. 请两人分角色读，一人读Old man，一人读Villager。读的时候，村民要担心，老人要坚定。 预设互动｜学生分角色朗读，理解stay alone和face Nian，并评价老人的品质。 操作提示｜三轮对话依次出现；引导评价人物，但不把故事讲成老人主动攻击年兽。 P21 Scene 2A｜红色与亮光 本页目标｜发现年兽害怕红色和强光两条线索。 教师话术｜At midnight, the monster came. Nian看见门窗上的红纸，说：I hate the colour red! 它又看见明亮的窗户，说：I hate bright lights! 老人观察到：Aha! He looks worried. 请大家在图片中找到red paper和bright lights。What did Nian hate? The colour red and bright lights. How did Nian feel? Worried. 现在三人一组，分别读Narrator、Nian和Old man。 预设互动｜学生寻找两条视觉线索，回答问题并完成三人分角色朗读。 操作提示｜重点突出red paper和bright lights；at midnight、worried作为理解支架，不孤立背诵。 P22 Scene 2B｜巨响 本页目标｜理解老人使用烟花制造巨响，补全第三条关键线索。 教师话术｜Then the old man set off fireworks. Listen to the words in the story: Bang! Bang! Bang! Nian said: Oh no! I hate loud noises! No, no! 现在我们找到了第三条线索：loud noises. 请把三条线索连起来说：Nian was afraid of the colour red, bright lights and loud noises. 老人没有和年兽打斗，他利用年兽害怕的东西让它离开。Please read the two roles with clear feelings. 预设互动｜学生说出第三条线索，连句概括年兽害怕的三样事物，并分角色朗读。 操作提示｜Bang由教师或学生自然朗读即可，不需要真实爆炸音效；避免过度喧闹。 P23 Scene 3A｜年兽逃走 本页目标｜理解年兽逃回大海以及老人向村民解释办法。 教师话术｜Nian was very afraid and ran back to the sea. The next day, the villagers came back. Villager 1发现：All our animals are safe! Villager 2问：How did you do it? 老人解释了三个办法：I pasted red paper, I lit many candles, and I set off fireworks. 请用First, Then, Finally复述：First, he pasted red paper. Then, he lit many candles. Finally, he set off fireworks. What was the result? Nian ran away. 预设互动｜学生按角色朗读，并用First、Then、Finally复述老人的三个办法和结果。 操作提示｜四个角色轮次依次出现；lit是light的过去式，只结合故事理解。 P24 Scene 3B｜习俗形成 本页目标｜理解故事结局以及春节习俗与guonian的联系。 教师话术｜The villagers shouted: Hooray! We are safe! Then the narrator tells us what happened from then on. On New Year's Eve, people get together to celebrate the coming new year. They paste fu and Spring Festival couplets on their doors and set off fireworks. This is why the Spring Festival is also called guonian. 请在图片中找到fu、Spring Festival couplets和fireworks。Why do people do these things together? They celebrate the new year and remember the story and traditions. 预设互动｜学生朗读结局，指出三种春节文化元素，并说出共同庆祝和传承故事的意义。 操作提示｜本页以阅读和分角色朗读为主； P25 Put the Story in Order｜故事排序 本页目标｜按时间和因果关系整理六个关键事件。 教师话术｜Let's put the story in order. Number 1, an old man came to a village. Number 2, the villagers ran away because Nian would come. Number 3, the old man stayed in the village. Number 4, he pasted red paper, lit candles and set off fireworks. Number 5, Nian was afraid and ran back to the sea. Number 6, people began to celebrate the coming new year together. 请先只看六幅图复述，再看文字检查。Which event shows the problem? Number 2. Which event shows the solution? Number 4. 预设互动｜学生按1-6复述事件，并区分故事中的问题、办法和结果。 操作提示｜动画设置时先呈现打乱的图片或事件，学生回答后再依次显示1-6；不要一开始就全部给出。 P26 Read and Answer｜阅读取证 本页目标｜用五个问题检查人物、原因、线索、办法和文化结局。 教师话术｜Now answer five questions with evidence from the story. Who came to the village one night? An old man. Why were the villagers running away? Because the monster Nian would come. What was Nian afraid of? The colour red, bright lights and loud noises. How did the old man make Nian run away? He pasted red paper, lit candles and set off fireworks. What do people do on New Year's Eve? They get together, paste fu and Spring Festival couplets, and set off fireworks. 每回答一题，请说出你在Scene几找到依据。 预设互动｜学生逐题回答，并指出答案来自Scene 1、2或3。 操作提示｜问题先出现，答案逐题显示；答案直接放在对应问题中，不另设答案板。 P27 Back to the Big Question｜主题回扣 本页目标｜从校园活动、敬老实践、节日庆祝和文化故事概括人们相聚的原因。 教师话术｜Now let's answer the big question: Why do we get together? Look at the four ideas. We get together to celebrate important days. We get together to share happiness. We get together to care for and support people. We get together to remember and pass on traditions. 请把它们和本单元的例子连接起来。Dragon Boat Festival对应哪一条？Celebrate and share. Visiting old people? Care and support. The story of Nian? Remember and pass on traditions. Which reason is most meaningful to you? You may explain in Chinese. 预设互动｜学生把四个原因与本单元实例匹配，并选择一个最有感触的原因表达观点。 操作提示｜四条理由依次出现；价值表达允许中文为主，不强迫学生使用超出能力的长英文。 P28 Self-check｜单元自评 本页目标｜依据四项能力判断当前学习状态，并确定下一步改进方向。 教师话术｜最后回到四项Self-check。每读一项，先想一个课堂证据：我能说节日或大型活动中人们做什么吗？我能描述传统节日家庭活动吗？我能解释什么让人们相聚吗？我能按顺序写自己在节日或大型活动中做过的事吗？请选择最符合自己的等级，再在最想提高的一项旁画星号。自评不是比高低，而是帮助我们知道下一步练什么。 预设互动｜学生逐项回顾证据，完成四级自评并确定一项后续改进目标。 操作提示｜逐条留出思考时间；统一使用at festivals or big events和Self-check。 P29 Summary and Homework｜总结作业 本页目标｜回顾项目、故事和单元主题，说明分层作业。 教师话术｜今天我们完成了两件大事：用photos介绍school events，也读懂并复述了The Story of Nian。现在请用一句话回答Why do we get together? 接着看三层作业：Basic读年兽故事；Better完成并练习photo presentation；Challenge用六个关键事件复述故事。每个人先完成Basic，再根据自己的情况选择一项。告诉同桌：Which task will you choose, and why? 预设互动｜学生总结项目与故事收获，选择分层作业并向同桌说明理由。 操作提示｜三层作业逐项出现；学生先完成Basic，再自主选择Better或Challenge。 P30 Together｜单元收束 本页目标｜用共同庆祝、共同记忆的主题句积极结束单元。 教师话术｜Wonderful work today! 我们用照片记录校园活动，用故事了解春节传统，也发现人们相聚不仅是为了热闹，更是为了分享、关爱和传承。Let's read the final lines together: Together, we celebrate. Together, we remember. 请对同组伙伴说一句Thank you for your help. Unit 2 is complete. See you next time! 预设互动｜学生齐读主题句，感谢同伴合作并说See you next time! 操作提示｜结尾只做主题回扣和积极评价，不增加新知识。 学科网（北京）股份有限公司 $