英语冀教版（三起）2024Lesson 4教学设计

这是一份英语冀教版（三起）2024Lesson 4教学设计，共11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，小结等内容，欢迎下载使用。
六年级学生已经具备三至五年级的英语学习积累，掌握一般现在时基础用法，能够读懂简短小语段，可以开展简单的双人对话交流，具备基础阅读、听音获取信息的能力。本单元前面三课已经接触pcket mney、spend、save、earn等基础词汇，对零花钱话题有初步认知。学生在现实生活中都有接触零花钱、压岁钱的生活经历，但部分学生存在盲目消费、分不清“需要”和“想要”的现实问题。班级内部英语水平存在分层，一部分学生可以独立朗读课文、输出完整句子，学困生认读长句、副词用法、长文本理解存在障碍。学生对贴近生活的理财话题兴趣较高，适合结合生活实例开展阅读、讨论类课堂活动。
二、教材分析
本课是Unit1《Pcket mney》单元第四课，属于单元阅读感悟课，承接前面课时零花钱来源、零花钱花费的内容，主题聚焦理性对待金钱，树立正确金钱观念。课文Lk, listen and read板块为核心阅读文本，围绕“钱来之不易，不要浪费；通过做家务赚取零花钱；花钱分清需要与想要；制定储蓄计划；帮助有需要的人”展开，语言素材包含重点词汇wise, wisely, waste, earn, chre, savings, piggy‑bank, peple in need；重点短语be wise with mney，d chres，spend…n…，make a savings plan；重点句型Mney desn’t grw n trees. I d chres t earn pcket mney. I ften think carefully and spend my mney n things I need. Helping thers makes me happy等。文本以小短文的形式呈现，将语言知识与财商德育融合，既训练学生阅读理解、朗读、提取信息的语言技能，又渗透珍惜金钱、理性消费、乐于助人的价值观念。教材配套设置阅读理解任务、表格梳理、口语表达任务，要求学生读懂文本，梳理零花钱三种使用方式：spend、save、give，实现语言输入向语言输出过渡。
三、核心素养教学目标
语言能力
1.能听懂、认读、说出本课核心单词与短语wise, wisely, waste, earn, chre, savings, piggy‑bank，be wise with mney，d chres，make a savings plan，peple in need。
2.能够读懂课文完整语篇，获取文本中对待零花钱的不同做法，正确朗读课文，语音语调基本准确。
3.能够运用一般现在时，使用重点句型简单谈论自己如何处理零花钱，区分things I need和things I want。
文化意识
1.理解中外孩子都有零花钱，都需要理性消费的共同生活观念，懂得金钱来之不易。
2.树立珍惜金钱、合理消费、乐于帮助他人的意识，形成健康的金钱价值观。
思维品质
1.通过阅读提取、梳理课文信息，对比辨析“需要”与“想要”，培养分析、判断的逻辑思维。
2.通过案例讨论，思考怎样明智使用零花钱，学会辩证看待消费行为。
学习能力
1.学会使用表格梳理阅读文本信息，掌握阅读找关键信息的阅读策略。
2.乐于参与小组讨论，敢于开口表达个人观点，学会与同伴互助完成学习任务。
四、教学重难点
教学重点
1.掌握本课重点词汇、短语，读懂并熟练朗读核心课文语篇。
2.理解课文传递的三种用钱方式：spend（花费）、save（储蓄）、give（给予帮助他人）。
3.掌握句型spend…n…；Helping thers makes me happy。
教学难点
1.副词carefully、wisely在句子当中的语义理解与感知；动名词作主语结构“Helping thers makes me happy”理解。
2.在真实语境下，区分things I need与things I want，运用本课语言表达自己的零花钱规划。
五、教学过程
第一课时：课文阅读输入，理解文本，掌握词汇与基础句型
Step1 课堂导入，激活旧知
教师出示零花钱相关图片，piggy‑bank，零花钱纸币，开启课堂对话。
师：Gd mrning, bys and girls. In Unit1, we learn abut pcket mney. Wh can tell me, what is pcket mney?
生：It’s mney fr kids.
师：Perfect. Where d yu get yur pcket mney?
生1：Frm my parents.
生2：I get lucky mney in Spring Festival.
师：Great. Sme kids get pcket mney by ding chres, t. Lk at the title f Lessn4, read it tgether.
全班齐读标题：Be wise with mney.
师：Lk at the new wrd “wise”. What’s the meaning? Wise means clever, d things in a gd way. “be wise with mney” means use ur mney in a gd way, dn’t waste mney. Nw lk at this sentence: Mney desn’t grw n trees. Can yu guess its Chinese meaning?
生：钱不是树上长出来的。
师：Exactly. Mney is hard t get, s we cannt waste it. Tday we will read a shrt passage and learn hw t be wise with mney。
设计意图：借助单元旧知、生活经验导入课题，初步解析课题核心词汇wise，抛出谚语句子，激发学生阅读好奇心，建立生活话题与文本之间的联系。
Step2 Pre‑reading，处理本课新单词与短语
教师把单词、短语呈现在板书，结合图片、简单例句讲解。
师：Nw let’s learn new wrds befre we read the text. First ne, waste. T waste mney means yu use mney fr nthing useful. Read after me: waste.
生齐读waste。
师：Next wrd earn. Earn means yu get mney by wrking r ding wrk. I d chres t earn pcket mney. What is chre? Chres are husewrk, like cleaning rms, washing dishes. Read: chre, d chres.
学生跟读单词短语。
师：savings, it means the mney yu save, dn’t spend it. piggy‑bank is the bx fr yu t keep yur savings. make a savings plan，that is t make a plan t save mney. And peple in need, thse peple wh need help.
师：And lk at carefully, it is an adverb. “careful” is adjective, add‑ly becmes carefully. We think carefully. Carefully mdifies the verb think. Wisely is als adverb, spend mney wisely.
教师带领学生分组读、开火车读单词短语，巩固认读。
师：Nw please lk at these phrases, match the phrases with Chinese meaning in yur mind. Wh can try?
生依次说出短语对应的中文释义。
设计意图：阅读前集中突破新词，区分形容词与副词，扫清阅读障碍，不做过深语法深挖，重在感知词义，服务后续课文阅读。
Step3 While‑reading 初读课文，整体感知
师：OK, nw pen yur bk, turn t Lessn4 Lk, listen and read. I will play the text audi fr yu. Please listen carefully, dn’t read, just listen, think abut ne questin: What des the text tell us abut pcket mney?
播放课文音频，学生静听。
音频播放结束。
师：Wh wants t share yur answer? What ideas d yu get frm the passage?
生1：We shuldn’t waste mney.
生2：We can d chres t get pcket mney.
师：Gd jb. Nw read the passage silently by yurselves. When yu read, underline the new wrds yu just learned. Finish yur silent reading.
学生默读课文，勾画生词。
师：Nw we read paragraph by paragraph. Let’s read the first part tgether。
出示课文原文：
Mney desn’t grw n trees. We shuld nt waste it. Spend it wisely.
I d chres t earn pcket mney. I can buy things with my mney. But I ften think carefully and spend my mney n things I need.
师：Nw lk at this part. Wh can tell me, hw des the writer get pcket mney?
生：He des chres t earn pcket mney.
师：Yes, “d chres t earn pcket mney”. What des he spend mney n?
生：He spends mney n things he need.
师：Very gd. Please pay attentin t this sentence “spend my mney n things I need”. “spend … n …”，表示把钱花在某物上。Here “things I need” means the things we must have, like pencils, ntebks. What’s the difference between “things I need” and “things I want”? Fr example, yu need a pencil fr study, that is need. Yu want a new ty, yu dn’t really must have it, that is want. Let’s make an example. I spend my mney n bks. Wh can make ne new sentence with “spend … n …”?
生1：I spend mney n pens.
师：Wnderful. Nw let’s read this part tgether.
全班齐读第一段文本。
设计意图：听读、默读结合，分段拆解课文，重点讲解spend…n…句型，结合生活实例区分need和want，落实本课核心语言点，让学生理解文本表层信息。
师：Nw let’s mve n t the secnd part f the text.
出示课文：
I have a savings plan fr my pcket mney. Each week I put sme f my pcket mney in my piggy bank.
I have sme pcket mney. I like t use it t help peple in need. Helping thers makes me happy.
师：Read this part silently. Please find tw things he des with pcket mney in this paragraph. Wh fund them?
生1：He saves mney in piggy bank.
生2：He uses mney t help peple in need.
师：Perfect. First actin: make a savings plan, put mney int piggy‑bank, that is “save”. Secnd actin: give mney t help thers, that is “give”. Nw lk at the special sentence: Helping thers makes me happy. Lk at the beginning wrd “Helping”. It is‑ing frm. We use‑ing frm as the subject here. Helping thers is the thing that makes us happy. Read this sentence three times tgether.
全班齐读句子。
师：“peple in need”，peple wh need ur help. Can yu give an example fr peple in need?
生：Pr kids.
师：Yes, we can help them. Nw let’s read the whle full text after the audi sentence by sentence.
播放音频，学生逐句跟读，纠正个别单词发音，wise，wisely，carefully，chre。
师：Nw bys read the text, then girls read the text.
男生、女生分角色朗读整篇课文。
设计意图：继续解析课文后半段，梳理save、give两种用钱方式，感知动名词开头的重点句式，分层朗读训练，夯实课文朗读，落实本课时阅读输入任务。
Step4 课堂文本信息梳理，搭建表格
教师在黑板出示梳理表格，学生结合课文内容共同完成。
师：Lk at this chart. Frm the text, we have three ways t use pcket mney. Spend, save and give. Let’s fill in the chart tgether. When we spend mney, what shuld we d accrding t the text?
生：Think carefully, spend n things we need.
师：Yes. When we save mney?
生：Make a savings plan, put mney in piggy‑bank every week.
师：And give?
生：Help peple in need.
师：Great. This chart helps us remember the main ideas f the whle passage.
设计意图：借助表格工具，把课文零散信息结构化，帮助学生梳理课文主旨，教会学生阅读提取信息的策略，为第二课时语言输出做好铺垫。
Step5 第一课时小结
师：In this class, we read the whle passage f Lessn4 Be wise with mney. We learn new wrds such as wise, waste, earn, chre, savings. We knw three ways t deal with pcket mney: spend, save, give. We shuld think carefully befre we spend mney. Please read the text alud after class, try t remember the new wrds.
第二课时：巩固课文，语言内化，语言输出，观点表达
Step1 复习回顾旧知，回顾课文内容
师：Gd mrning, class. Last lessn we read Lessn4 Be wise with mney. Let’s review the new wrds first. I shw yu Chinese meaning, yu speak English wrds.
教师口头报中文，学生抢答单词短语：明智的、浪费、做家务、赚取零花钱、储蓄计划、存钱罐、有需要的人。
师：Well dne. Nw let’s review the whle text tgether, read the full text alud.
全班集体朗读完整课文。
师：Let’s lk back at ur chart n blackbard. Wh can tell me three ways t use pcket mney frm ur text?
生1：Spend, save, give.
师：Perfect. When we spend mney, what shuld we remember?
生2：Think carefully, spend n things we need.
师：Right. What abut saving?
生3：Make a savings plan, put mney int piggy‑bank each week.
师：And giving?
生4：Help peple in need. Helping thers makes me happy.
师：Excellent. We have knwn the writer’s ideas abut pcket mney. Nw we will dig deeper int the text and talk abut ur wn pcket‑mney life.
设计意图：复习单词、课文和表格信息，唤醒上节课所学，为本课时深度理解课文、语言输出做好铺垫。
Step2 深度研读课文，重难点句子解析
师：Nw we will g back t ur text and discuss sme imprtant sentences. First sentence: Mney desn’t grw n trees. We shuld nt waste it.
师：This is an ld saying. It tells us mney is hard t get. It cannt cme easily. S we must nt waste mney. Can yu understand?
生：Yes.
师：Next sentence, “I ften think carefully and spend my mney n things I need.” Please lk at carefully. Why d we use carefully here instead f careful?
师：careful是形容词，用来修饰名词；carefully是副词，修饰动词think。Think carefully，认真地思考。We cannt say think careful. Similarly, wisely is adverb, spend mney wisely.
师：Nw lk at “Helping thers makes me happy”. Why is “help” adding‑ing here? When we want t talk abut an actin as the subject f sentence, we use verb‑ing frm. Fr example: Reading bks makes me happy. Wh can make ne similar sentence?
生1：Playing ftball makes me happy.
师：That’s a nice sentence.
师：Nw I have several text‑based questins fr yu, please discuss with yur deskmate, find answers frm the text.
出示问题：
1.Hw des the writer earn pcket mney?
2.What des he d befre he spends his mney?
3.Where des he put his savings every week?
4.What makes him happy?
学生结对讨论，从课文中寻找答案。
师：OK time is up. Wh wants t answer questin ne?
生1：He des chres t earn pcket mney.
师：Gd. Questin tw?
生2：He ften thinks carefully.
师：Yes. Questin three?
生3：He puts sme mney in his piggy bank.
师：Great. Questin fur?
生4：Helping thers makes him happy.
师：All f yu find the right answers frm ur textbk text. Nw let’s read these key sentences nce mre.
全班齐读重点句子。
设计意图：深度解析课文语法点，依托教材文本设置问题，训练学生从原文定位信息的阅读能力，不拓展超纲语法，只在语境中感知用法，落实教材文本学习。
Step3 案例辨析，区分 things I need VS things I want
师：In ur text, the writer says spend mney n things I need. Nw let’s lk at sme real‑life examples. Let’s make a simple table n ur ntebk. Divide these things int tw grups: things I need，things I want。
教师给出案例清单：pencil bx，ty car，schl ntebk，candy，new game watch，exercise bk。
师：Talk with yur partner. Which are the things yu need fr study r daily life? Which are things yu just want fr fun?
同桌之间交流讨论。
师：Wh will share yur divisin result?
生1：Need: pencil bx, schl ntebk, exercise bk. Want: ty car, candy, new game watch.
师：Why d yu put ty car in “want”?
生1：I dn’t must have it fr schl. I just like it.
师：Very gd thinking. Smetimes we want many cl things, but we dn’t really need them. The text tells us we shuld think carefully befre buying. It is being wise with mney.
师：Nw I have a small case fr yu t think. Suppse yu get 50‑yuan pcket mney this week. What will yu d? Spend sme? Save sme? Give sme? Think abut it. Yu can use ur three wrds: spend, save, give.
学生独立思考，之后请2‑3位学生口头简单表达想法。
生1：I spend sme n my ntebk. I save sme in my piggy bank.
生2：I spend a little, save much, and give a little t help thers.
设计意图：结合课文核心观点，设置真实生活案例，让学生辨析需要和想要，把课文语言观点迁移到真实生活，训练学生思维品质，同时训练口头输出。
Step4 课文语言内化，对话与口头表达操练
师：Nw we will use what we learned frm Lessn4 t make shrt dialgues. Yu can wrk in pairs. Yu may use these hints n blackbard.
板书提示句型：
‑Hw d yu get yur pcket mney?
‑I…
‑What d yu d with yur pcket mney?
‑I spend sme n… I save sme. Smetimes I give sme t help peple in need. I think carefully befre I buy things. I want t be wise with mney.
师：Nw yu have time t practice yur dialgue with yur partner.
学生结对创编对话，教师巡视，对学困生进行简单提示帮扶。
师：Nw which pair wants t shw yur dialgue in frnt f class?
两组学生上台展示对话。
师：Wnderful. Yu use the sentences frm ur textbk very well. Nw lk back n ur Lessn4 passage. The whle passage tells us three imprtant ideas: dn’t waste mney; spend n things yu need; save mney; help peple in need. All these make us be wise with mney.
师：Nw please read the whle text again n yur wn, try t retell the main ideas with the help f ur chart. Yu can lk at the chart, dn’t read wrd by wrd.
学生尝试依托表格复述课文大意。
教师挑选1‑2名学生尝试复述课文主旨。
设计意图：依托本课教材文本的语言素材，搭建支架，由输入过渡到口头输出，结对练习降低表达难度，借助表格复述课文，深化对课文的理解，完成本课语言综合运用。
Step5 第二课时课堂收尾
师：In this lessn, we g deep int the text f Lessn 4. We g thrugh key sentences, talk abut need and want. We practice talking abut ur wn pcket mney. Remember the theme f this lessn: be wise with mney. We shuld cherish mney, think carefully befre spending mney, save mney and try t help thers.
六、小结
本课两课时围绕冀教版新版六年级上册Lessn4《Be wise with mney》阅读语篇开展教学。第一课时重点落实课文阅读输入，处理本课新词短语，完整解读教材课文文本，借助表格梳理spend、save、give三类用钱方式，完成课文朗读、信息提取，帮助学生读懂整篇阅读材料。第二课时深度解析课文重难点句型，结合生活案例辨析“需要”与“想要”，依托课文语言支架开展对话练习、口头复述，实现语言内化输出。课堂依托教材原文，将语言知识学习与财商价值观念融合，落实英语学科四大核心素养。学生通过两课时学习，掌握本课词汇句型，读懂整篇课文，能够简单谈论零花钱的处理方式，初步建立理性对待金钱的意识。Ways t use pcket mney
What t d in the text
Spend
Spend mney n things I need, think carefully
Save
Make savings plan, put mney in piggy‑bank each week
Give
Use mney t help peple in need