资源简介

(共27张PPT)
新人教（PEP）六年级上册
Unit 2 Getting together
B Let’s learn
Sing a song
like liked
run ran
is was
go went
work worked
watch watched
cheer cheered
join joined
share shared
talk talked
Let’s review
( )
( )
( )
( )
1
3
4
2
Listen and number
Listen and number the pictures.
Say more about these festivals.
There are many festivals around the world. The Lantern
Festival is held 15 days after the Spring Festival in China.
People make lanterns, sing, dance and watch fireworks.
Christmas is an important festival in many countries. At
Christmas, people give and receive gifts and families
often eat together. 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. In Brazil, Carnival is a time for dancing. People
have big parties in the streets.
Let’s check
At/On ..., people ...
Activities
Country
Date
47 days before Easter,
always on Tuesday
in Brazil
dance, have big parties
in the streets
Introduce the four festival
At/On ..., people ...
Activities
Country
Date
15 days after the
Spring Festival
in China
make lanterns, sing,
dance and watch
fireworks
on the second Sunday
in May
in many countries
give gifts to their
mothers, help their
mothers with chores
on December 25th
in many countries
give and receive gifts,
families often eat
together
Introduce the four festival
Look and choose
What are they talking about
A. a poster（海报）
B. a notice（通知）
C. a message（信息）
notice
What activity is there
The dragon boat race.
Here's a notice about the
Dragon Boat Festival.
Look and say
Let’s watch
Q1:What is the notice about
A dragon boat race.
Q2:Where is the race
Xingfu River.
Q3:When is the race
At 8:30 a.m. Sunday.
Q4:Who wrote this notice
Xingfu community
Read and answer
Q1:What's this
A.A notice B.A diary
Q2:What's the diary about
A.The boy's school day
B.The boy's Dragon Boat Festival experience
Sunday, 22 June
The notice about the dragon boat race finally came out last Friday. I was excied
because my father was on a race team!
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! They all sang their team song together. They were so happy!
In the evening, our family made zongzi and had a big dinner for the festival, and for the winner, my dad! It was the best Dragon Boat Festival ever!
Read and choose
Sunday, 22 June
The notice about the dragon boat race finally came out last Friday. I was excied
because my father was on a race team!
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! They all sang their team song together. They were so happy!
In the evening, our family made zongzi and had a big dinner for the festival, and for the winner, my dad! It was the best Dragon Boat Festival ever!
Past tense Present tence
was
woke
went
waited
counted
began
cheered
won
sang
made
had
begin
wake
go
wait
count
is
cheer
win
sing
make
have
Read and circle
1.When did the notice come out
Last Friday.
2.How the boy felt and why
He was excited because his father was on a race team.
3.What can you infer from "finally" in the first sentence
The notice about the dragon boat race finally came out last Friday.
I was excited because my father
was on a race team!
He waited a long time for the notice.
Read and answer
Who What did they do
He woke up early.
He counted down.
He ran and cheered.
They all sang their team song.
Dad
The judge
Dad’s team
The boy
Sunday, 22 June
The notice about the dragon boat race finally came out last Friday. I was excied
because my father was on a race team!
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! They all sang their team song together. They were so happy!
In the evening, our family made zongzi and had a big dinner for the festival, and for the winner, my dad! It was the best Dragon Boat Festival ever!
Read and fill
Tick what the family did:
¨made zongzi
¨watched TV
¨had a big dinner
¨went to the park
Sunday, 22 June
The notice about the dragon boat race finally came out last Friday. I was excied
because my father was on a race team!
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! They all sang their team song together. They were so happy!
In the evening, our family made zongzi and had a big dinner for the festival, and for the winner, my dad! It was the best Dragon Boat Festival ever!
Read and tick
Sunday, 22 June
The notice about the dragon boat race finally came out last Friday. I was excied
because my father was on a race team!
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! They all sang their team song together. They were so happy!
In the evening, our family made zongzi and had a big dinner for the festival, and for the winner, my dad! It was the best Dragon Boat Festival ever!
Q:How did the boy feel about the day
It was the best Dragon Boat Festival ever.
Read and answer
Sunday, 22 June
The notice about the dragon boat race finally came out last Friday. I was excited because my father was on a race team!
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! They all sang their team song together. They were so happy!
In the evening, our family made zongzi and had a big dinner for the festival, and for the winner, my dad! It was the best Dragon Boat Festival ever!
Think and conclude
Title
Body
Signature
Format
time +
weather
Body
event +
feelings
Sunday, 22 June
The notice about the dragon boat race finally came out last Friday. I was excied
because my father was on a race team!
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! They all sang their team song together. They were so happy!
In the evening, our family made zongzi and had a big dinner for the festival, and for the winner, my dad! It was the best Dragon Boat Festival ever!
Listen and repeat
1.My father was on a race team.( )
2.The judge counted down and the race began.( )
3.His team won the race!( )
4.It was the best Dragon Boat Festival ever!( )
F
F
F
O
能被验证真假的客观事实
主观感受、判断、看法，没有唯一标准答案
Write F (Fact) or 0 (Opinion)
The boy and his mother went to the river and ______ for the race. Then the judge ______________. The boy ______ and cheered for his father. Finally, his
father's team won. They ______ their team song.
The boy ______ the notice. He was excited.
In the evening, the family ______ zongzi and had a big dinner.
Before the race
During the race
After the race
counted down
saw
waited
ran
sang
made
Read and fill in the blanks
___________ was great fun! First, we ____________________.
______________________________________________________
______________________________________________________
Let's write about them.
Key words:
first, next, then, finally, in the morning/afternoon/evening
Key sentences:
I was / We were so excited and enjoyed ... so much. It was the best ... ever!
Let’s write
________________ was great fun! First, we _______________.
______________________________________________________
______________________________________________________
Let's write about them.
Key words:
first, next, then, finally, in the morning/afternoon/evening
Key sentences:
I was / We were so excited and enjoyed ... so much. It was the best ... ever!
Let’s write
The Mid-Autumn Festival
bought mooncakes
and fruit.Next,we clean our balcony.Then we sat together and watched the bright
moon..Finally,we told interesting stories.
We were so excited and enjoyed the night .It was the best festival ever!
Talk in pairs(两人一组，选择一个节目或事件，讨论活动和感受)
A:What festival or event did you choose
B：...
A:What did you do
B:I...
A:How did you feel
B:I felt happy.
Festivals:
Mother’s day; Spring festival;Mid-autumn fesitval...
Things to do:
make a card ;sing and dance; have lucky money; eat mooncakes;play games...
Feel: exited;happy; great;wonderful....
基础型作业：
1. 朗读日记 2 遍，圈出文中所有动词过去式（was, came, woke, went, waited, counted,
began, ran, cheered, won, sang, made, had）
2. 选词填空（只 3 小题）
cheered won made
① Dad’s team ______ the race.② I ______ for my dad.
③ We ______ zongzi in the evening.
提升型作业：
一、阅读理解：单项选择
1. When did the dragon boat race take place
A. 8:30 a.m., Sunday.　B. 8:30 a.m., Saturday.　C. 8:30 p.m., Sunday.
2. Where was the race
A. In the community.　B. Xingfu River.　C. In the park.
3. What did they do after winning the race
A. They made zongzi.　B. They sang their team song.　C. They had dinner.
Homework
4. What does the writer think of this festival
A. It was bad.　B. It was great.　C. It was boring.
二、信息提取，完成思维导图（填空）
Diary: Sunday, 22 June
- Event: Dragon Boat Festival
- Morning: Dad went to the ______. I ran and ______ for dad. Dad’s team ______.
- Evening: Family made ______ and had a big ______.
拓展型作业：
选项 1【口头】录音：用 3 句话说说小男孩的龙舟节
选项 2【书写】写 3 句话：My Dragon Boat Festival（一般过去时）
选项 3【绘画】画龙舟，配上 2 句简短英文句子
Unit 2 Getting together
B:Read and write
Who What did they do
Dad
woke up early
The boy
ran and cheered
The judge
counted down
Dad’s team
won the race and sang songs
together.PEP六上Unit2 Getting together!单元整体设计
第一部分 单元教学设计总思路
一、教学理念
《2022年新课标》首次使用了“大观念”一词，强调“以学科大概念为核心，使课程内容结构化，以主题为引领，使课程内容情景化”。基于真实语言运用视角，分析教材内容与学生情况，确定学习发展的内容主题，初定真实任务（鲁子问，张荣干，2005）。确定单元大任务和具体的小任务。秉持真实语言运用的语言理念，围绕主题语境，依托语篇，联结英语课堂与真实生活，设计语言、思维、文化相融合的层次性学习活动，使学生在追求达成真实任务成果的过程中学习和尝试运用语言或非语言手段理解与表达意义，实现深度学习，从而培养文化意识，发展多元思维形成学习能力。基于学生学习视角，设定以达成真实任务成果为目标的学生学习过程，以及教师对学生任务成果达成和素养学习发展的相应支持引导过程（张荣干，2017），形成主题意义引领下基于真实任务的任务前、任务中、任务后等阶段及其环节的师生活动流程。
二、单元教材分析
（一） 单元主题意义分析 项目 内容
主题意义 ◎交往 √ ◎感情 √ ◎态度√
单元功能：交往，感情，态度
育人价值 能以一般过去时为语言主线，融合中华传统节日、多彩课余社会活动，帮助学生掌握动词过去式相关句型，学会讲述过去发生的事件，层层渗透情感与文化教育，建立民族文化自信，引导学生热爱生活，乐于分享自身经历，懂得珍惜亲情与团圆的美好。
（二） 教材分析 本单元是义务教育人教版(pep)小学英语教科书六年级上册Unit2:Getting together本单元内容围绕单元大任务“Why do we get together ”展开，划分为两个子话题“How can festivals bring us together “How can big events bring us together”，涉及6个语篇，包括两节对话课，二节词汇课，一节读写任务和配图阅读课。 语篇一是一节日常对话课，围绕 Binbin 与 Mike 围绕中秋节展开的会话，设置听力判断任务，对话讲述 Binbin 的中秋假期经历：亲戚来访，一家人品尝月饼水果，爷爷讲述节日故事，并邀约 Mike 来年一同过中秋、春节；借助对话体会中秋节阖家团聚的氛围，感受家人相伴过节的幸福；通过 Binbin 向外籍小伙伴介绍中秋、发出节日邀约，引导学生乐于向他人分享中国传统节日，萌发民族文化自豪感，懂得珍惜与亲人共处的美好时光 语篇二是一节词汇课，该板块围绕春节习俗展开，五组插图搭配英文句子，呈现 cleaned the house、pasted fu、dressed in red、waited for the Spring Festival Gala、counted down to the new year 五个春节活动，学习 cleaned、pasted、counted 等规则动词过去式；设置示范对话，操练 “What did you do for the Spring Festival ” 核心问句，用生动的家庭生活画面，将词汇句型融入真实的春节家庭生活场景。感受春节辞旧迎新的节日内涵，体会全家共同筹备新年的温馨. 语篇三是一节对话课，Binbin、Chen Jie、Amy 谈论上周末经历的听说对话，配有马拉松比赛、线上书展的场景插图，设置听力回答习题。Amy 讲述周日和妈妈去马拉松现场，为选手加油；Chen Jie 分享参加线上书展，和大家交流读书想法；对话重点操练句型 “What did you like about it ”，引导学生描述事件以及自身的感受，将一般过去时运用到现代课余社会活动话题中。 通过马拉松、线上书展两个活动，感受运动拼搏、阅读分享带来的快乐；学习欣赏不同形式的课余活动，体会参与社会实践的乐趣，鼓励学生积极参与有益的课外生活，学会发现生活里不同活动的闪光点，懂得为他人喝彩 语篇四是一节B部分词汇课，本板块展示 read、ran、made、sang、wore 一组高频不规则动词过去式，配图分别呈现作家读书分享、马拉松赛跑、学生制作机器人、艺术节歌舞表演、国庆各族儿童盛装欢庆的画面；搭配示范对话，操练一般过去时一般疑问句以及询问喜好的交际句式，把读书、运动、科创、艺术、国庆庆典各类现代活动作为语言载体，丰富单元的主题语境,感受阅读、运动、科创、艺术表演的多元魅力.通过国庆各民族小朋友欢聚的画面，体会民族团结的美好，引导学生尊重不同的兴趣爱好，鼓励发展个人特长，感受祖国节日的热烈氛围，培养热爱生活、乐于实践创造的意识。 语篇五是单元读写综合板块，包含听音排序小任务，展示元宵、母亲节、巴西狂欢节、圣诞节四张中外节日配图；主体是一篇端午节主题英文日记，记述爸爸参加龙舟比赛，全家观赛助威、包粽子聚餐的经历，右侧附带社区龙舟赛英文通知，融合日记、通知两种实用文体，训练学生阅读叙事文本与应用文，理解叙事事件顺序。 感悟端午节赛龙舟、包粽子的民俗文化，体会家人之间互相支持陪伴的温情；接触中外多样节日，拓宽文化视野，学会尊重世界不同国家的节日文化；感受拼搏竞技的精神，懂得为身边家人的努力喝彩。 语篇六是多幕英文戏剧故事，采用旁白加角色台词的剧本形式。Scene1 讲述年兽将至，村民慌忙逃难，一位老人选择留下来对抗怪兽；Scene2 描写年兽惧怕红色、亮光与鞭炮声响；Scene3 写老人巧用红纸、灯火、爆竹驱走年兽，由此诞生春节贴福、放烟花的传统习俗。搭配中国剪纸风格年兽、孩童贴福的国风插图，完整解释 “过年” 习俗的由来，是单元深度文化语篇。借助民间故事读懂春节习俗的起源，感受中华传统民间文学的趣味；体会老人勇敢、智慧的品质，理解春节习俗背后人们向往平安顺遂的美好愿望；学会用英语讲述中国传统民间故事，增强文化自信，传承中华优秀传统文化。
三、学 情分析
认知水平:六年级学生已经具备初步的抽象思维能力，能够从简单对话学习逐步过渡到短篇叙事、戏剧剧本类语篇的学习，可以观察、对比语言现象并尝试归纳简单语法规律，但对于一般过去时中不规则动词的变化容易出现混淆遗忘；能够理解故事起因、经过、结果，开展预测、推理等阅读思考，面对多幕剧本、日记、通知等不同体裁文本时，对文体特征的辨识还需要教师加以引导，看待文化相关内容以具象感知为主，抽象文化内涵需要依托图片、故事、生活情境辅助理解。 学习能力：经过小学阶段的英语学习，该学段学生已经掌握基本的听、说、读、看、写学习方法，能够参与课堂问答、角色扮演、小组合作等活动，会借助插图、上下文猜测生词含义；多数学生敢于开口进行简单口语表达，但在连贯复述故事、完整描述过往经历时语言组织能力参差不齐，部分学生容易惧怕语法出错不敢大胆输出；小组活动中可以完成分工协作，但自主整理归纳语法词汇、主动开展知识迁移运用的能力仍有待进一步培养 知识储备:在本单元学习之前，学生已经学习一般现在时、现在进行时，掌握部分动词原形，接触过节日、活动类主题词汇，熟悉 What do you do… 等一般现在时问答句型；能够读懂简单对话和小短文，具备基础的问答、仿写句子能力，但对一般过去时的语义、句型结构尚不熟悉，规则动词过去式变化、大量不规则动词过去式为本单元全新知识点，对于 mooncakes、zongzi、paste fu 等中国节日特色英文表达积累较少，对日记、戏剧剧本、通知这类文体的阅读与输出练习经验有限。 生活经验:六年级学生在日常生活中亲身经历过中秋节、春节、端午节等传统节日，了解贴福字、吃月饼、赛龙舟等常见民俗，拥有过节、周末出游、参加各类课余活动的真实生活体验，也通过网络、课外读物接触过部分国外节日；能够联系自身过节、周末经历理解单元对话与故事内容，具备开展单元话题交流的现实基础，但对于年兽传说这类传统民间故事的英文版本较为陌生，部分学生缺少马拉松、线上书展这类活动的亲身体验，需要借助图片、情境搭建帮助学生建立认知。
四、单元整体设计思路
本单元立足六年级学生已有英语认知基础，以“Experiences in the past 回顾过往经历”作为单元大主题，将一般过去时作为单元核心语法支架，整体遵循 “情境导入→词汇句型习得→语篇阅读内化→综合迁移输出→文化浸润育人” 的教学逻辑层层推进设计。单元先设置两组 Let’s talk 对话板块，分别创设中秋过节、周末参与马拉松与线上书展的真实生活交际情境，引出单元核心交际句型 What did you do… What did you like about it How was… Did you… ，让学生在听说对话中感知一般过去时在讲述往事当中的语用功能；配套的 Let’s learn 板块依托春节大扫除、贴福、倒计时以及马拉松、艺术节等鲜活插图，系统呈现 cleaned、pasted、counted、ran、read、made、sang、wore 等规则与不规则动词过去式，完成单元主题词汇积累，实现词、句在生活化情境中的结合。在此基础上，Read and write 板块融合日记、通知两种实用文体，以端午节赛龙舟为载体开展读、写训练，同时拓展中外不同节日素材，训练学生提取文本信息、梳理叙事顺序、读懂应用文关键信息的能力，搭建从对话短句走向完整篇章的学习阶梯；最后的 Reading time 选取《The story of Nian》多幕戏剧文本，进一步提升语篇难度，借助剧本旁白、角色台词的形式深挖春节习俗的文化起源。整个单元素材兼顾中华传统节日（中秋、春节、端午、元宵）与国外多元节日，同时融入马拉松、线上书展、科创艺术节等当代社会生活场景，打通课本语言与学生真实生活经验，教学过程中引导学生观察归纳动词过去式变化规律，训练信息筛选、推理预测、联系自我表达的思维，落实看图猜义、梳理故事脉络、文体辨识等学习策略，设计复述、角色扮演、仿写日记、小组交流分享等多种语言实践活动，引导学生运用所学语言讲述自己过节、周末的亲身经历，把语言输出和文化感悟融为一体，在掌握语言知识技能的同时，体会传统节日承载的团圆、平安的民族精神，学会用英语讲述中国传统民间故事，了解世界多样节日文化，最终达成语言能力、思维品质、学习能力、文化意识四位一体的英语学科育人目标。
五、单元总目标
（一）Language Competence语言能力目标： 1.词汇 能够听、说、读、写核心规则与不规则动词过去式：cleaned，pasted，counted 等规则动词过去式，以及 read，ran，made，sang，wore 等不规则动词过去式。 2.句型与语法 能熟练运用句型 How was your… What did you do… Did you… What did you like about it 开展双人、小组问答交流。可以复述对话、节日日记、年兽传说的主要情节；能结合自身生活，口头介绍自己的周末、过节经历；可以参与戏剧分角色表演，语音语调基本准确，表达语句较为连贯。能够观察教材插图、节日民俗图片、活动实景图，提取场景、民俗相关信息，借助图片预测对话、故事内容，辅助理解文本。能够正确书写单元核心动词过去式。模仿日记文体，简单书写自己的周末或者节日经历，围绕做过什么、感受如何两个要点写简短语段，语法基本正确，表意清楚 （二）Thinking Quality思维品质： 1.观察与归纳：观察对比规则、不规则动词过去式的词形变化特点，尝试归纳部分动词过去式变化规律，提升归纳整理的逻辑思维。 2.分析与比较：在阅读各类语篇时，区分文本客观事实信息与人物主观感受；能够对比不同节日、不同课余活动的内容与特点，对文本信息进行筛选、整理。 3.推理与判断：阅读《The story of Nian》年兽剧本时，可以根据已有情节预测故事发展，分析故事人物不同行为选择的原因；完成阅读习题时，依据文本内容做出判断，做到有理有据。 4.迁移与创新：能够把课本中学到的语言材料联系自己真实生活，表达个人想法；在故事复述、情景创编活动中发挥想象，进行创造性表达，发展发散思维。 （三）Leaning Ability学习能力目标： 1.学习兴趣与课堂参与：乐于参与听力练习、角色扮演、小组问答、故事复述等课堂活动，敢于开口表达，接纳表达过程中出现的语言小错误。 2.阅读学习策略：学会借助图片、上下文猜词义；识别日记、通知、戏剧剧本不同文体格式特点，利用文体特征帮助自己理解文本。 3.合作学习能力：在小组学习活动中，学会分工配合，认真倾听同伴发言，和同伴互助完成问答、戏剧表演、口头汇报等学习任务，互相补充观点。 4.知识迁移与积累：主动调用旧知识，将本单元句型词汇迁移到描述自己真实生活经历；主动整理、积累本单元动词过去式词汇。 5.自主学习习惯：能够利用课本插图、音频资源进行复习，逐步养成预习、积极思考、及时积累、学以致用的自主学习习惯。 (四）Culture Awareness文化意识： 1.了解中秋节家人团聚品尝月饼、听节日故事；春节打扫房屋、贴福字、守岁倒计时；端午节赛龙舟、包粽子等传统民俗；读懂年兽传说，明白贴红纸、放爆竹等春节习俗的由来，理解节日背后中国人期盼团圆、向往平安幸福的精神内涵，体会节日里浓厚的亲情。 2.愿意用简单英语介绍中国传统节日、年兽小故事，建立民族文化自信。 3.接触元宵节、母亲节、巴西狂欢节、圣诞节等中外节日素材，拓宽文化视野，感知世界各地节日的不同特色，懂得尊重文化差异。 4.感受马拉松、线上书展、科创制作、艺术节、国庆庆典等丰富多彩的活动，体会拼搏进取、阅读分享、艺术审美、创新实践的意义；从故事人物身上体会勇敢、智慧的可贵；懂得珍惜家庭团聚，树立热爱生活、积极参与社会实践的正向观念.
六、单元设计框架
（一）单元课时安排及板块分配（示意图）
第二部分 分课时教学设计
【第 5课时】
教师 Cindy 授课内容 Part B:Read and write
课时文本分析 [What]主题意义和主要内容 是一篇端午节主题英文日记，记述爸爸参加龙舟比赛，全家观赛助威、包粽子聚餐的经历，右侧附带社区龙舟赛英文通知，融合日记、通知两种实用文体，训练学生阅读叙事文本与应用文，理解叙事事件顺序。 感悟端午节赛龙舟、包粽子的民俗文化，体会家人之间互相支持陪伴的温情；接触中外多样节日，拓宽文化视野，学会尊重世界不同国家的节日文化；感受拼搏竞技的精神，懂得为身边家人的努力喝彩。 [Why]语篇意图和语篇价值 这是一篇以第一人称写的龙舟节日记，讲述自己在端午节的亲身经历，表达观看龙舟赛的激动、为家人自豪以及欢度节日的喜悦，同时向学生介绍端午节赛龙舟、包粽子的传统习俗。学生能在阅读中了解端午节文化，感受家庭温情；同时可以学习日记的写作格式、一般过去时描述事件的表达，为本课的小组活动（制作节日纪念卡、复述故事、采访表演）提供语言素材，落实文化意识与语言运用能力。 [How]文本结构和语言修辞 本篇语篇以第一人称撰写的端午节英文日记，记录观看父亲参加龙舟赛、全家包粽子聚餐的节日经历，抒发内心的激动与喜悦，同时介绍端午节赛龙舟、包粽子的传统习俗；语篇价值在于借助贴近学生生活的故事，帮助学生感知中国传统节日文化，体会家庭温情，学习一般过去时叙事与日记写作方法，为制作节日纪念卡、复述故事等课堂活动提供语言支撑。文本按照时间顺序分为背景引入、赛场记事、家庭过节与情感总结三部分，叙事层次清晰；语言上采用第一人称、一般过去时叙事，依靠In the morning, Then, In the evening等时间衔接词串联情节，活用动作动词、情感形容词与感叹句增强画面感，句式以简单句为主，穿插 because 引导的原因状语从句，语言浅显生动，符合小学高年级学生的认知水平。
二、教学目标
1.语言能力 能听懂、认读、口头运用核心词汇：dragon boat race, zongzi, excited, win, cheer 等； 读懂日记和通知两篇文本，获取时间、地点、人物、事件信息； 能用本课句型描述节日活动，完成节日纪念卡的书写与口头介绍。 2. 文化意识 了解端午节赛龙舟、包粽子的传统习俗，知道端午节是中国传统节日； 感受节日里家人之间的温情，产生热爱中国传统节日的情感，愿意用英语讲中国节日故事。 3. 思维品质 借助时间线梳理故事顺序，培养获取信息、梳理文本逻辑的能力； 能区分日记与通知两种不同文体的特点，对比两种文本的信息呈现方式； 能表达个人感受，对节日活动进行简单描述与评价。 4. 学习能力 通过小组合作完成阅读、制作纪念卡、展示汇报等任务，学会分工协作； 学会运用 What/When/How 问题框架阅读获取信息，掌握阅读策略
三，教学重难点
教学重点 能够认读、理解并运用核心词汇：dragon boat race, zongzi, excited, cheer, win 等；读懂日记和通知，借助 What/When/How 框架提取文本信息。 理解一般过去时，读懂日记、通知两种文体，能完成节日纪念卡制作，并口头介绍卡片内容。
教学难点 梳理故事发展顺序，用连贯的几句话复述整篇日记故事。 能够用英语简单介绍中国传统节日，实现文化输出，讲好端午小故事。
四、教具准备
PPT、板书
五、教学过程设计
教学环节 教师活动 学生活动 设计意图
Pre- task Greeting. Let’s sing. Greeting to the teacher
While-task Let’s review. Read... S1:read S2.ran.. 通过复习动词过去式，唤醒学生已学知识储备，为本课新对话文本做语言铺垫。
2.Listen and number. S5:1342 ... 本听力活动训练学生抓取听力关键信息的能力。听音排序完成后，设置口头表达任务，实现由听力输入向口语输出转化，引导学生运用词汇简单描述节日，夯实语言基础，感受多元节日文化。
3.Let’s and check. 4.Introduce the four festival 5.Look and choose. 6.Look and say. 7.Let’s watch. 8.Read and answer. 9.Read and choose. 10.Read and circle. 11.Read and answer. 12.Read and fill. 13.Read and tick. 14.Read and answer. 15.Think and conclude S7:Lantern Festival. S8:Mother’s Day. S9:.. S10:B S16:The dragon boat race. S17:At 8:30 a.m. on Sunday. S18.At Xingfu River. S19:Xingfu Community. S20;... S21:It's about the Dragon Boat Festival. Ss;woke up early. SS;... ... 借助节日主题插图，引导学生观察图片关键元素，匹配对应的节日英文名称. Read and answer 依托 What/When/How 问题链，引导学生运用寻读策略获取文本信息，梳理故事脉络，搭建语言表达支架；Read and fill 通过语篇挖空练习，聚焦核心词汇、时间衔接词与一般过去式，落实语言知识，检测学生对文本细节的理解，突破本课语法难点，实现信息获取到语言内化的过渡.
Post-task Listen and repeat. Write F (Fact) or 0 (Opinion). Read and fill S21:The notice about the dragon boat race finally came out last Friday. I was excited because my father was on a race team! ... SS:FFFO S22;saw,waited... 学生通过听录音，进一步理解对话内容、内化语言，为语言输出奠定基础. 阅读任务由浅入深，层层递进。Fact & Opinion 任务帮助学生区分客观事实与主观感受，培养批判性思维；Read and answer 包含信息提取与词义推断问题，兼顾低阶信息查找与高阶推理；时间线填空依托赛前、赛中、赛后主线，巩固一般过去时动词，梳理叙事脉络，突破本课语法难点；最后的写作任务实现以读促写，引导学生借鉴语篇结构，描述自己的节日经历，完成语言迁移输出，综合发展学生语言能力与思维品质。
7.Let’s write. S1:Next,we clean our balcony . Then we sat together and watched the bright moon..Finally,we told interesting stories. ...
8.Consolidation: Teamwork helps people win the race and enjoy happy time together.
9.Homework 基础型作业： 1. 朗读日记 2 遍，圈出文中所有动词过去式（was, came, woke, went, waited, counted, began, ran, cheered, won, sang, made, had） 2. 选词填空（只 3 小题） cheered won made ① Dad’s team ______ the race.② I ______ for my dad. ③ We ______ zongzi in the evening. 提升型作业： 一、阅读理解：单项选择 1. When did the dragon boat race take place A. 8:30 a.m., Sunday.　B. 8:30 a.m., Saturday.　C. 8:30 p.m., Sunday. 2. Where was the race A. In the community.　B. Xingfu River.　C. In the park. 3. What did they do after winning the race A. They made zongzi.　B. They sang their team song.　C. They had dinner. 4. What does the writer think of this festival A. It was bad.　B. It was great.　C. It was boring. 二、信息提取，完成思维导图（填空） Diary: Sunday, 22 June - Event: Dragon Boat Festival - Morning: Dad went to the ______. I ran and ______ for dad. Dad’s team ______. - Evening: Family made ______ and had a big ______. 拓展型作业： 选项 1【口头】录音：用 3 句话说说小男孩的龙舟节 选项 2【书写】写 3 句话：My Dragon Boat Festival（一般过去时） 选项 3【绘画】画龙舟，配上 2 句简短英文句子 分层作业，自主拓展，有利于学生的语言表达和写作能力的发展。
五、板书设计
六．教学反思
亮点 1.本课遵循 “热身 — 听 — 读 — 输出” 的顺序，任务层层递进。热身活动用思维导图区分中外节日，激活旧知；读中任务由辨别事实与观点、问题问答、时间线填空到最后的小写作，从低阶信息提取逐步过渡到高阶推理、思辨与语言迁移。Fact/Opinion 任务很好地训练学生区分客观事件和主观感受，有效培养学生批判性思维。时间轴填空为一般过去时搭建支架，帮助学生梳理故事赛前、赛中、赛后的叙事逻辑，有效突破不规则动词过去式这个难点。 2.本课围绕端午节展开，把语篇学习和中国传统节日文化融合，引导学生读懂赛龙舟、包粽子习俗，鼓励学生用英语讲述端午故事，实现用英语传播中华传统文化。最后的写作任务，引导学生联系自身真实节日经历，做到学以致用。 3.课堂使用图片、思维导图、时间线挖空、What/When/How 问题框架等多种支架，降低学生阅读、表达、写作的难度。小组制作节日纪念卡活动，让不同水平学生分工协作，优生负责口头介绍，基础薄弱学生负责书写和绘画，照顾不同层次学生。 不足 1.读中思辨部分时间把控不足 Fact&Opinion 和词汇推断题（finally）属于高阶思维任务，课堂上留给学生自主思考、讨论的时间偏少。部分基础薄弱的学生，很难快速分清事实与观点，对finally蕴含的情感理解不够透彻。 2.一般过去时难点落实仍有欠缺 虽然设计填空练习巩固动词过去式，但个别不规则动词（won、came、made）学生容易混淆；在口头复述环节，部分学生依旧容易混用一般现在时和一般过去时。 3.评价方式比较单一 课堂更多依靠教师评价，学生互评、自评的环节较少；对于小组纪念卡展示，评价维度可以更细化，不只是看语言是否正确，还可以增加文化表达、创意等评价角度。 改进措施 1.优化时间分配，给足思辨空间 下次教学可提前预设高阶问题，增加 Pair work，让学生两人讨论 Fact/Opinion，互相说一说理由；讲解finally时，引导学生联系生活体会 “期待已久” 的情感，降低推理难度。 2.强化语法难点，增加口头操练 课前增加不规则动词小游戏；在时间线填空后，增加口头复述的小组练习，让学生边指时间线边讲述故事，在口头输出中强化一般过去时。 3.丰富课堂评价，设计评价量表 设计简易评价卡，从语言、内容、合作、文化表达四个维度开展自评与互评；在展示节日纪念卡时，鼓励学生互相点评，激发学生表达自信。

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