英语六年级上册（2024）Lesson 2教学设计及反思

这是一份英语六年级上册（2024）Lesson 2教学设计及反思，共39页。教案主要包含了学情分析，教材分析，核心素养教学目标，教学重难点，教学过程，课堂小结等内容，欢迎下载使用。
六年级学生已经具备三年多的英语学习基础，掌握基础购物类词汇、一般将来时简单表达，能够进行简单情景对话交流。本单元第一课已经学习pcket mney相关话题，学生初步了解零花钱的用途，为本课挑选生日礼物的对话学习做好铺垫。六年级学生思维逐步向抽象思维过渡，乐于参与情景表演、问答互动，但对于be ging t一般将来时在真实语境灵活运用、不定式结构、价格表达、t expensive语义理解存在薄弱点。同时学生容易把重点放在单词记忆，忽略对话背后“礼物不一定越贵越好”的主题内涵，需要教师依托课文对话，引导学生读懂文本、感悟文本传递的价值观念，兼顾语言知识学习与思维启发。
二、教材分析
本课属于Unit1《Pcket mney》第二课时，单元围绕零花钱展开生活化主题，承接Lessn1零花钱的来源与使用，本课语篇是商店购物挑选生日礼物的对话文本。课文对话围绕李明打算用零花钱为李萌选购生日礼物展开，经历建议选玩偶，发现玩偶价格过高，最后选择马克笔的完整过程，核心词汇包含gift，advice，dll，expensive，markers；核心句型I'm ging t…、Can yu give me sme advice?、Hw abut…?、D yu like this ne r that ne?、Hw much…；语法重点为be ging t表计划打算，选择疑问句。课文隐含主题意义：昂贵的物品不一定是最好的，挑选礼物应当结合对方喜好与自身实际条件，合理使用零花钱。新版教材语法不单独罗列，全部嵌入对话语境，要求教师依托对话拆解语言点，落实学用结合，实现语言能力与价值观念同步渗透。
课文原文：
I'm ging t buy a birthday gift fr Li Meng. Can yu give me sme advice, Jenny?
Hw abut a dll?
Gd idea! She lves dlls.
Clerk: May I help yu?
Li Ming: Yes, please. I want t buy a dll.
Clerk: D yu like this ne r that ne?
Li Ming: Hw much are they?
Clerk: This ne is ne hundred yuan and that ne is ne hundred fifty yuan.
Li Ming: Srry. They are t expensive fr me.
Jenny: Expensive things are nt always better.
Li Ming: Yu are right. Hw abut a bx f markers?
Jenny: OK. Li Meng likes drawing pictures.
Li Ming: I'll take it.
三、核心素养教学目标
依据2022版义务教育英语课程标准，从语言能力、文化意识、思维品质、学习能力四个维度确立课时目标。
1.语言能力：能够认读、理解、口头运用gift, advice, dll, expensive, markers等核心词汇；听懂、朗读对话文本，掌握I'm ging t…表达计划打算，会使用Can yu give me sme advice?寻求建议，Hw abut…提出建议，读懂选择疑问句D yu like this ne r that ne?，能读懂价格问答语句；可以依托课文框架完成简单购物情景口头输出，做到语音语调基本准确。
2.文化意识：了解生日赠送礼物的交际场景，懂得赠送礼物看重心意而非价格，体会合理使用零花钱的生活理念，建立理性消费意识。
3.思维品质：跟随对话梳理李明挑选礼物的完整逻辑链条，对比不同礼物的优缺点，理解“Expensive things are nt always better”这句话的内涵，学会结合他人喜好、自身条件做出选择，培养分析、判断的逻辑思维。
4.学习能力：借助图片、上下文理解对话生词，学会在对话中抓取关键信息；乐于参与问答、角色扮演课堂活动，能够和同伴合作完成对话练习，掌握跟读、圈画关键语句的文本阅读方法。
四、教学重难点
教学重点
1.掌握核心词汇gift，advice，dll，expensive，markers，理解词义并在购物语境使用。
2.掌握重点句型：I'm ging t…；Can yu give me sme advice?；Hw abut…?；D yu like this ne r that ne?；Hw much…。
3.理解整篇对话，梳理故事发展脉络，流利朗读课文。
教学难点
1.be ging t结构在真实情景中的灵活运用；理解选择疑问句D yu like this ne r that ne?语义。
2.理解句子Expensive things are nt always better深层含义，把语言知识和主题意义结合。
3.结合课文情景，模仿文本进行简单口头交际输出。
五、教学过程（2课时）
第一课时：词汇学习、对话初读、梳理文本情节
活动1：复习导入，激活旧知
教师出示Unit1 Lessn1相关图片，图片展示零花钱、花钱的场景。
师：Bys and girls, last lessn we learned abut pcket mney. Wh can tell me, what can we d with ur pcket mney?
生1：We can buy bks.
生2：We can buy gifts fr thers.
师：Excellent! We can use pcket mney t buy things fr urselves r buy gifts fr ur friends. Lk at ur title tday, Lessn 2 What gift t buy. Read after me, What gift t buy.
全班齐读课题，教师板书课题，板书单词gift。
师：What’s the meaning f gift?
生：礼物。
师：Yes，gift means 礼物。If yur friend’s birthday is cming, yu want t buy a birthday gift fr him. Tday’s stry is abut buying a birthday gift fr friend.
【设计意图】复习第一课零花钱主题，建立单元知识联系，引出本课买礼物的话题，初步学习课题核心词汇gift，快速带入本课语境。
活动2：新知词汇呈现，语境理解单词
教师依次呈现单词图片，结合情景教授新单词：gift, advice, dll, expensive, markers。
师：Lk at this picture. This is a dll. Read after me dll，d‑‑l‑l dll. What is a dll?
生：洋娃娃。
师：Right. If yu dn’t knw what gift t buy, yu need thers t give yu sme advice. Advice，a‑d‑v‑i‑c‑e advice，advice表示建议。When yu have truble, yu can ask yur friends fr sme advice.
教师创设小情景：Suppse yu want t buy a gift, but yu dn’t knw what t buy. What sentence can yu use t ask fr help? 引出句子Can yu give me sme advice?，带领学生分组朗读。
师：Nw lk at the tw dlls. One is 100 yuan, ne is 150 yuan. They cst much mney. They are expensive. e‑x‑p‑e‑n‑s‑i‑v‑e expensive，昂贵的。
师：Lk，this is a bx f markers. Markers，m‑a‑r‑k‑e‑r‑s markers，马克笔。A bx f markers，一盒马克笔。
教师出示简易表格，带领学生认读巩固词汇：
师：Nw let’s play quick read. I shw the wrd, yu read it quickly.
开展快速认读活动，随机出示单词，学生集体读、个别抽读，纠正部分学生发音，重点提醒expensive音节较多，拆分音节朗读。
【设计意图】依托图片和小情景教授全部核心生词，不孤立记单词，让学生在语境感知词义，表格辅助梳理词汇，夯实词汇基础，降低后续对话阅读障碍。
活动3：初听课文，整体感知对话
师：Nw we knw the new wrds. Let’s listen t the dialgue f Lessn2. Please listen carefully, think abut tw simple questins: Wh wants t buy a birthday gift? Wh is the gift fr?
播放课文录音，学生完整听一遍对话。听完之后教师提问。
师：Questin ne, wh wants t buy birthday gift?
生：Li Ming.
师：Gd. Questin tw, wh will get this birthday gift?
生：Li Meng.
师：Perfect. Li Ming is ging t buy a birthday gift fr Li Meng. 板书句子I'm ging t buy a birthday gift fr Li Meng.
师：Lk at this sentence, be ging t，it tells us a plan，打算、计划要做某事。If I plan t read bks, I can say I am ging t read bks. If yu plan t buy a pen, yu can say…请一名学生尝试复述句子。
生：I am ging t buy a pen.
师：Very gd. Remember, am / is / are will change with different peple.
教师再次播放录音，学生看着课本，边听边圈出课文中刚刚学习的新单词gift, advice, dll, expensive, markers。
师：Please circle these wrds in yur textbk. After circling, let’s check tgether. Wh can tell me where yu find “advice”?
生：Can yu give me sme advice, Jenny?
师：Yes, great. Where is “expensive”?
生：They are t expensive fr me.
【设计意图】两次听课文，第一遍把握人物与事件，第二遍定位生词，培养听读获取信息的能力，初步讲解be ging t核心语法，贴合文本语句，不脱离课文单独讲解语法。
活动4：分段研读课文前半部分，课本语句精细讲解
教师带领学生打开课本，聚焦对话前半部分文本：
I'm ging t buy a birthday gift fr Li Meng. Can yu give me sme advice, Jenny?
Hw abut a dll?
Gd idea! She lves dlls.
Clerk: May I help yu?
Li Ming: Yes, please. I want t buy a dll.
师：Nw let’s read these sentences ne by ne. First sentence, I'm ging t buy a birthday gift fr Li Meng. Pay attentin t prepsitin fr，fr means“为、给”，buy sth fr sb，为某人买某物。
师：Next sentence，Can yu give me sme advice, Jenny? 李明不知道买什么礼物，向Jenny寻求建议。Can yu give me sme advice?就是你可以给我一些建议吗。If yu have difficulty chsing things, yu can use this sentence.
师：Jenny gives her advice. Hw abut a dll? Hw abut…用来提出建议，翻译为……怎么样。If yur friend wants drink, yu can say Hw abut sme water? 请学生尝试模仿造句，个别学生口头造句。
生1：Hw abut a bk?
师：Nice wrk. Then Li Ming thinks it is a gd idea. Gd idea! She lves dlls. She lves dlls，她很喜欢洋娃娃，lves后面物品可以使用复数dlls，表示一类事物。
师：Then they g int the shp. The shp clerk says May I help yu? Wh knws what shp assistants ften say in stres?
生：需要帮忙吗？
师：Exactly. In English‑speaking cuntries, shp clerks ften use “May I help yu?” t greet custmers. And custmers answer Yes, please. I want t buy a dll. Li Ming wants t buy the dll fr Li Meng.
教师组织学生分角色朗读这一部分，一部分学生扮演Li Ming，一部分扮演Jenny，少数同学扮演clerk，逐句跟读，模仿录音语调。
师：Nw bys act Li Ming, girls act Jenny. Let’s read tgether.
【设计意图】逐句解析课文前半段，拆解短语、句型，结合生活场景讲解交际用语，落实语句理解，分角色朗读初步感知对话，为第二课时完整学习后半段、完整表演对话铺垫。
活动5：第一课时课堂小结
师：In this class, we learned five new wrds. We knw Li Ming is ging t buy a birthday gift fr Li Meng. He asks Jenny fr advice, and they want t buy a dll at first. Next class we will learn what happens next in the shp.
第二课时：课文后半段研读、完整对话精读、文本逻辑梳理、情景操练
活动1：复习回顾，衔接上一课时内容
教师出示上节课词汇表格，集体朗读单词。
师：Let’s review what we learned last class. Wh can tell me, what is Li Ming ging t d?
生：He is ging t buy a birthday gift fr Li Meng.
师：Gd. What advice des Jenny give at first?
生：Hw abut a dll.
师：Yes. They g t the shp t buy a dll. But will Li Ming take the dll? Let’s cntinue ur dialgue.
教师出示课文后半部分文本：
Clerk: D yu like this ne r that ne?
Li Ming: Hw much are they?
Clerk: This ne is ne hundred yuan and that ne is ne hundred fifty yuan.
Li Ming: Srry. They are t expensive fr me.
Jenny: Expensive things are nt always better.
Li Ming: Yu are right. Hw abut a bx f markers?
Jenny: OK. Li Meng likes drawing pictures.
Li Ming: I'll take it.
活动2：精读课文后半部分，逐句解析语言知识点
师：Nw lk at clerk’s sentence：D yu like this ne r that ne? Please pay attentin t this sentence, it is a chice‑questin. It gives yu tw chices, this ne r that ne. Yu can pick ne answer, nt answer Yes r N.
教师拿出两个文具实物，创设小情景，向学生提问：D yu like this pen r that pen? 请学生口头回答。
生1：I like this ne.
师：Great. We use ne here t replace the pen, we dn’t repeat pen again. In ur text, ne replaces dll. D yu like this dll r that dll = D yu like this ne r that ne.
师：Next, Li Ming wants t knw the price. He asks Hw much are they? Hw much 用来询问物品价格。Clerk answers This ne is ne hundred yuan and that ne is ne hundred fifty yuan. 教师带领学生认读数字表达ne hundred yuan，ne hundred fifty yuan。
师：After knwing the price, Li Ming says “Srry. They are t expensive fr me.” What des “t expensive fr me” mean?
生：对我来说太贵了。
师：That’s right. He uses his pcket mney, the tw dlls cst t much mney fr him, he cannt buy them.
师：Then Jenny says an imprtant sentence in ur text, Expensive things are nt always better. Please read after me. Expensive things are nt always better.
师：Translate this sentence, wh wants t try?
生：昂贵的东西并不总是更好。
师：Perfect. It tells us expensive gds are nt the best chice all the time. When we chse gifts, we shuld think abut ur pcket mney and friends’ hbbies, nt nly lk at the price. Then Li Ming agrees with Jenny, he says Yu are right.
师：Then they think f new advice. Hw abut a bx f markers? Why markers? Lk at the next sentence, Li Meng likes drawing pictures. S markers fit her hbby. Finally Li Ming says I’ll take it. “I’ll take it” is the expressin when yu decide t buy smething in the shp, it means “我就要买它了”。
【设计意图】逐句拆解课文后半段，重点突破选择疑问句、价格表达，深度解读文本主旨句，结合语境理解句子含义，把语言知识和文本蕴含的消费观念结合起来，依托实物小情景帮助学生突破本课教学难点。
活动3：完整跟读全文，梳理故事逻辑链条
教师播放完整课文录音，学生看着课本完整跟读全文。跟读结束，教师出示逻辑梳理图表，引导学生梳理整个故事发展顺序：
1.Li Ming’s plan：buy birthday gift fr Li Meng
2.Ask Jenny fr advice → Suggestin 1：a dll
3.G t shp, ask abut price → Dlls are t expensive
4.Realize expensive things are nt always better
5.New suggestin：a bx f markers
6.Li Ming will take markers
师：Nw let’s srt ut the stry step by step tgether. Why dn’t they buy the dll?
生：Because they are t expensive fr Li Ming.
师：Why d they chse markers at last?
生：Because Li Meng likes drawing pictures.
师：Very gd. S chsing gifts shuld cnsider friends’ hbbies and ur wn mney.
教师组织学生自由朗读全文，学生可以自己读，也可以同桌互读。教师巡视课堂，针对部分学生长句卡顿、发音错误进行个别指导。挑选几组学生站起来朗读整篇对话，读完之后全班一起纠正朗读当中出现的小问题。
【设计意图】借助流程图梳理叙事逻辑，帮助学生整体把握语篇，理清故事因果关系，落实思维品质培养，充分朗读课文，夯实文本理解。
活动4：分角色对话操练，模拟课文情景交际
师：Nw we knw the whle dialgue. There are three rles in this stry: Li Ming, Jenny and Clerk. Please wrk in grups f three. Yu can read the dialgue accrding t ur textbk.
学生三人一组，分配角色，开展小组分角色朗读练习。教师巡视各个小组，查看学生角色分工、语句朗读情况，及时提醒学生注意重点句型的语调。
师：When yu read “Can yu give me sme advice?” yur tne shuld be plite. When clerk says “May I help yu?” sund warm just like real shp wrker.
小组练习结束之后，邀请多组学生上台，不看课本尝试表演对话，允许学生适度参考板书提示，不需要完全一字不差背诵，鼓励学生使用本课核心句型完成对话输出。
一组学生表演结束，教师进行语句点拨：
师：Gd jb. When yu say Hw abut a bx f markers, speak a little luder.
师：Wh wants t have a try fr anther grup?
教师设置迁移小情景：Suppse yur friend will have a birthday. Yu have sme pcket mney, yu dn’t knw what gift t buy. Talk with yur partner, try t use these sentences: Can yu give me sme advice? Hw abut…?
学生两两结对，开展简短口头对话练习，教师走到学生中间倾听，引导学生尽可能使用本课学到的句型。
生1：I’m ging t buy a gift fr my friend. Can yu give me sme advice?
生2：Hw abut a bk?
生1：Gd idea.
【设计意图】小组分角色操练内化课文对话，再创设迁移小情景，脱离课本进行简单口头输出，实现从输入到简单输出，落实语言能力目标。
活动5：文本知识点集中归纳
教师板书梳理本课核心句型，带领学生集体回顾：
1.I’m ging t…（打算做某事）
2.Can yu give me sme advice?（你可以给我一些建议吗？）
3.Hw abut…?（……怎么样？提出建议）
4.D yu like this ne r that ne?（你喜欢这个还是那个？选择疑问句）
5.Hw much…?（询问价格）
6.I’ll take it.（我买了）
师：Let’s read all these key sentences tgether. Please remember when we talk abut shpping and giving advice, we can use these sentences.
教师再次回扣主题句Expensive things are nt always better，简单引导学生再次感悟含义，不做过多拓展。
六、课堂小结
两课时学习完成，教师整体梳理本课全部学习内容。本课我们学习了gift，advice，dll，expensive，markers核心词汇；学习be ging t表达计划打算，掌握寻求建议、提出建议、商店购物的一系列交际句型。通过李明挑选生日礼物的完整对话，读懂整个小故事，梳理故事起因、经过与结果，能够朗读、分角色表演课文对话。同时我们理解课文当中Expensive things are nt always better这句话的内涵，礼物最重要的是心意，挑选礼物的时候既要考虑朋友的爱好，也要结合自己零花钱的实际情况，学会理性消费。课后大家可以反复跟读课文录音，熟练朗读整篇对话，巩固本课所学的单词和重点句型。
English wrd
Chinese meaning
gift
礼物
advice
建议
dll
洋娃娃
expensive
昂贵的
markers
马克笔