六年级上册（2024）Lesson 4教案

这是一份六年级上册（2024）Lesson 4教案，共11页。教案主要包含了教学背景，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。
本课属于2026秋季新版冀教版（三起）六年级上册Unit5 Hliday fun单元，单元主题围绕中外节日、假期生活展开，引导学生谈论节日经历、节日计划与节日期盼。六年级学生已经具备一定英语基础，能够掌握一般现在时，初步接触一般过去时、be ging t将来计划表达，但对于同一语篇内部同时出现过去、现在计划、将来预测三种时间维度的语句，理解与运用存在困难。学生对圣诞节有基础认知，但缺少把节日故事用英语完整叙述的能力。本课以Mary的圣诞节经历为主线，借助yesterday、tday、tmrrw三个时间线索串联语篇，落实时态对比学习，同时渗透中外节日文化融合，贴合六年级学生生活经验，为单元后续节日主题读写输出做好铺垫。
二、教材分析
Lessn4 Mary's Christmas是Unit5 Hliday fun的核心阅读课，语篇以第一人称叙事，全文按照yesterday（过去经历）、tday（当下计划）、tmrrw（未来设想）三层时间顺序讲述Mary的圣诞节故事。课文核心词汇包含：Christmas、Santa、candy、excited、lanterns、gifts、ty等；语法重点为不规则动词过去式（g‑went、see‑saw、give‑gave、tell‑tld、say‑said、am‑was）、be ging t表计划、will表预测；重点句型：I’m ging t… Will…? I think he will… 。文本特色在于将中国元素Chinese lanterns融入圣诞节场景，体现文化交融，兼顾语言知识与文化意识培养。本课分为2课时，第1课时完成词汇学习、课文初读，梳理yesterday过去事件段落；第2课时完整研读全文，攻克tday、tmrrw段落，落实时态辨析、朗读与简单复述训练。
三、核心素养教学目标
（一）语言能力
1.听懂、认读、会读本课核心词汇：Christmas，Santa，candy，excited，lanterns，gifts，ty；掌握短语put…n…、take sme pictures、share…with…、pen gifts。
2.能读懂Mary's Christmas语篇，识别yesterday、tday、tmrrw对应的不同时态句子；掌握不规则动词过去式went、saw、gave、was、tld、said；熟练朗读全文，语音语调基本正确。
3.能口头运用句型I’m ging t…讲述节日计划；会读问句Will…?以及答句I think…will…；能提取课文关键信息完成表格梳理，口头复述Mary的圣诞节主要经历。
（二）文化意识
1.了解圣诞节简单习俗，感知文本中Chinese lanterns与圣诞节结合的文化交融，尊重中西方不同节日文化。
2.体会节日中分享、期待礼物的情感，能够对比思考中西方节日的共同美好内涵。
（三）思维品质
1.通过yesterday‑tday‑tmrrw时间线索梳理文本，训练时间逻辑，区分过去、计划、将来三种语义；通过动词原形与过去式对比，训练观察、归纳、辨析能力。
2.根据课文信息进行简单推理，思考Mary的心情变化；能借助时间支架梳理故事脉络，构建叙事逻辑。
（四）学习能力
1.学会借助时间标记词（yesterday/tday/tmrrw）帮助阅读理解语篇；学会整理不规则动词变形笔记。
2.愿意参与课堂问答、朗读、小组合作，借助表格支架开展阅读信息提取，养成圈画文本关键词的阅读习惯。
四、教学重难点
教学重点
1.掌握本课核心词汇、短语；识记课文内6个不规则动词的原形与过去式。
2.理解课文，理清yesterday、tday、tmrrw三层时间线；掌握be ging t表计划，will表推测的句型。
3.流利朗读课文，提取故事关键信息。
教学难点
1.在同一篇短文中区分一般过去时（yesterday）、be ging t将来计划（tday）、will将来推测（tmrrw），不混淆动词形式。
2.理解长句“I tld him what I wuld like fr Christmas”含义；掌握share…with…、put…n…短语的使用。
3.依托时间线索，简单复述Mary的圣诞节故事。
五、教学过程（共2课时）
第1课时
环节一：课堂导入，情境创设
教师出示圣诞节相关图片，包含圣诞树、圣诞老人、礼物，面向全班开启对话。
师：Bys and girls, lk at these pictures. What hliday is it?
生：Christmas.
师：Great! Christmas is fun. D yu knw what peple ften d at Christmas? Wh can tell me ne thing?
生1：They have a Christmas tree.
生2：They get gifts.
师：Perfect. Tday we will read a stry abut a girl. Her name is Mary. This lessn is Mary’s Christmas.（板书课题Lessn4 Mary’s Christmas，着重提示Mary’s名词所有格，人名+’s表示“……的”）。
师：Befre reading, please lk at three imprtant wrds n the blackbard.（板书yesterday，tday，tmrrw）Wh can read them?
学生依次朗读三个时间词。
师：Very gd. Yesterday means “昨天”，things happened already. Tday means “今天”，we are talking abut plans. Tmrrw means “明天”，things will happen later. In Mary’s stry, she talks abut yesterday, tday and tmrrw. Nw let’s listen and find: What did Mary d yesterday?
【设计意图】借助图片激活学生已有节日知识，板书三个时间标记词，提前搭建阅读逻辑支架，让学生在读课文前建立时间概念，降低后续时态理解难度。
环节二：初听课文，整体感知
教师播放课文完整录音，学生看着教材课文，不打开书本做笔记，只听。录音结束。
师：Nw, wh can tell me, what did Mary d yesterday? Try t find the answer. Yu can use ne r tw simple wrds.
生：She went t the shp.
师：Nice! Open yur bks, turn t Lessn 4. Let’s lk at the first paragraph, it talks abut yesterday. Please underline the wrd “yesterday” in yur textbk.
【设计意图】完整听课文，让学生整体感知故事，不急于拆解单词；训练学生抓取关键时间对应的关键事件，培养听读抓取信息的能力。
环节三：第一段课文精讲（yesterday段落，教材原文：Christmas is fun. Yesterday I went t the shp with my mm. I saw Santa. He gave me sme candy. I was s excited. I tld him what I wuld like fr Christmas. He said H H H.）
师：Please fllw me t read this paragraph sentence by sentence. First sentence: Christmas is fun. （领读）What is the meaning f “fun”?
生：有趣的。
师：Yes, fun means interesting. Next sentence: Yesterday I went t the shp with my mm. Please lk at this verb “went”.（板书g‑went）Wh can tell me, what’s the base frm?
生：g.
师：Right! G is原形，went是g的过去式，yesterday昨天，事情已经发生，动词要变成过去式。Pay attentin t this phrase “with my mm”. “with +人”放在句子末尾，表示“和某人一起”。不要写成“I with my mm went t shp”. 正确语序是I went t the shp with my mm. 大家在书上圈出with my mm。
师：Next sentence: I saw Santa.（板书see‑saw）Wh can read it? What’s the base verb f saw?
生：see.
师：Gd, saw是see的过去式，“看见”。Wh is Santa?
生：圣诞老人。
师：Yes. Then: He gave me sme candy.（板书give‑gave）Give的过去式是gave。Sme candy，candy糖果，这里是不可数名词，不用加s。He gave me sme candy，“他给了我一些糖果”。me在这里是宾格，动词后面用人称代词宾格。
师：Next sentence: I was s excited.（板书am‑was）I am，过去变成I was。Please lk at “excited”. It describes peple’s feeling，用来形容人感到兴奋激动。If yu get candy frm Santa, yu will feel excited, yes?
生：Yes.
师：Nw this is a difficult lng sentence: I tld him what I wuld like fr Christmas.（板书tell‑tld）Tell的过去式tld。I tld him，我告诉他。What I wuld like fr Christmas，不是字面翻译“什么”，是“我圣诞节想要的东西”。整个句子意思：我告诉他我圣诞节想要什么礼物。Please read this lng sentence three times tgether.
全班齐读长句。
师：Last sentence f Paragraph ne: He said H H H.（板书say‑said）Say的过去式said。H H H是圣诞老人的笑声。
教师把本课第一段出现全部不规则动词整理板书：
师：Please cpy this table in yur ntebk. These are imprtant irregular past‑tense verbs. Nw let’s read the whle first paragraph tgether.
全班齐读第一段。
师：Nw I have sme questins fr yu abut Paragraph 1.
师：Questin1: Wh did Mary g t the shp with?
生：Her mm.
师：Questin2: What did Santa give Mary?
生：Sme candy.
师：Questin3: Hw did Mary feel?
生：She was s excited.
师：Excellent wrk.
【设计意图】逐句精讲教材原文，重点突破不规则动词过去式，用表格清晰呈现原形‑过去式对照；针对长难句拆解语义，避免复杂语法术语，用通俗易懂语言讲解；设置细节问题检验学生对第一段文本理解，同步指导学生在课本圈画关键词，落实阅读方法训练。
环节四：第1课时巩固操练
师：Nw we will d fill‑in practice. I will shw sentences with blanks, yu chse right verb frms.
1.I ____ (g‑went) t shp with my mm yesterday.
2.He ____ (give‑gave) me sme candy.
学生口头作答。
师：Great. Nw bys act Santa, girls act Mary, read Paragraph 1 in rles. Bys read “He gave me sme candy. He said H H H.” Girls read Mary’s sentences.
学生分角色朗读第一段课文。
师：Let’s review. In Paragraph ne, all things happened yesterday, s we use past tense verbs. We must remember thse six verbs’ past frms. This class we learn Paragraph ne f Mary’s Christmas, we master new wrds and past‑tense verbs. Next class we will learn Paragraph tw and three abut tday and tmrrw.
【设计意图】口头填空巩固过去式，分角色朗读增强课堂参与感，课时结尾总结本节课所学内容，为第二课时做好铺垫。
第2课时
环节一：复习旧知，衔接新课
师：Gd mrning, class. At first, let’s review what we learned last lessn. Please lk at the verb table n blackbard. Let’s read verbs and their past frms tgether.
全班齐读动词原形与过去式表格。
师：Wh can retell what Mary did yesterday? Try yur best, yu can lk at yur bk.
生：Yesterday Mary went t shp with her mm. She saw Santa. Santa gave her sme candy. She tld Santa what she wuld like fr Christmas.
师：Very gd! Yu remember clearly. Yesterday is dne. What abut tday and tmrrw? Let’s pen ur textbk and lk at Paragraph tw and Paragraph three f Mary’s Christmas.
【设计意图】复习第一课时核心不规则动词，口头复述yesterday部分故事，激活已有知识，自然过渡到tday、tmrrw段落的学习。
环节二：精讲课文第二段（教材原文：Tday I’m ging t put lights and Chinese lanterns n the Christmas tree. I’m ging t take sme pictures and share them with my friends.）
师：Please read this paragraph silently, circle the wrd “tday”. What structure can yu see here?
生：I’m ging t.
师：Perfect! “be ging t” means plans，打算、计划做某事，talk abut things we will d tday。Nw let’s study sentence by sentence.
师：First sentence：Tday I’m ging t put lights and Chinese lanterns n the Christmas tree. Please lk at the phrase “put…n…”，“把……放在/挂在……上面”。Lights是彩灯，Chinese lanterns中国灯笼。Lk! Mary puts Chinese lanterns n Christmas tree. We mix Chinese culture with Christmas culture. That is very special. Wh can translate this whle sentence?
生：今天我打算把彩灯和中国灯笼挂在圣诞树上。
师：Exactly. Please pay attentin: lantern后面加s lanterns，复数形式。Fllw me read: Chinese lanterns.
学生跟读。
师：Next sentence：I’m ging t take sme pictures and share them with my friends. “take sme pictures”意思是拍一些照片。What des “them” refer t? Please think carefully.
生：Sme pictures.
师：Yes! Them代替前面的sme pictures，避免重复。Imprtant phrase “share…with…”，和……分享。Share them with my friends，把照片和我的朋友们分享。Please read this sentence tgether.
全班齐读句子。
师：Nw I ask yu questins abut Paragraph tw. What is Mary ging t d tday?
生1：She is ging t put lights and Chinese lanterns n the Christmas tree.
生2：She is ging t take sme pictures and share them with her friends.
师：Well‑dne. Please underline “be ging t” in yur bk, this is fr plans.
【设计意图】精讲tday段落教材原文，落实put…n…、share…with…重点短语；解读文本中Chinese lanterns文化细节，落实文化意识；引导学生理解代词them指代内容，训练语篇理解；通过问答检验对段落理解，同时标记be ging t结构，区分和上节课一般过去时。
环节三：精讲课文第三段（教材原文：Tmrrw is Christmas Day. I’m ging t pen gifts in the mrning. Will Santa bring me the ty I want? I think he will. I lve Christmas.）
师：Nw lk at Paragraph three. Please circle “tmrrw”. Tmrrw is Christmas Day。圣诞节就在明天。First sentence: Tmrrw is Christmas Day. I’m ging t pen gifts in the mrning. What is “pen gifts”?
生：打开礼物。
师：Right, pen gifts拆礼物。依然用I’m ging t，这是Mary明天的计划。Then lk at this new sentence pattern: Will Santa bring me the ty I want? This is a questin with will. “Will +主语+动词原形?”用来询问将来会不会发生某事。Ty玩具。What des Mary want?
生：A ty.
师：Yes. Hw t answer this will‑questin? Lk the text: I think he will. “I think…”用来表达自己的猜想、推测。Wh can read this questin and answer?
学生个别朗读问句与答句。
师：The last sentence: I lve Christmas. It shws Mary’s feeling. She enjys Christmas very much. Let’s read Paragraph three all tgether.
全班齐读第三段。
师：Nw let’s finish this infrmatin table n blackbard, we fill in what Mary did / is ging t d under three time wrds，学生看着课本，师生共同完成表格。
师：Lk this table carefully. Please cmpare three parts. When we talk things already finished‑yesterday，we use past verbs. When we talk plans fr tday r tmrrw，we ften use be ging t. When we guess smething in future，we can use will.
师：Nw I have questins fr Paragraph three.
师：What is Mary ging t d tmrrw mrning?
生：She is ging t pen gifts.
师：What des Mary hpe Santa will bring her?
生：The ty she wants.
【设计意图】完整解析tmrrw段落教材语句，突破will一般将来时疑问句及I think he will答句；搭建全文信息汇总表格，直观对比三种时间对应的语言结构，解决本课难点“同一语篇多种时态”；依托表格梳理整个故事，搭建复述支架。
环节四：全文朗读，语篇梳理
师：Nw let’s listen t the full text audi again. Please read after the recrder sentence by sentence, pay attentin pause and intnatin.
播放录音，学生逐句跟读教材完整课文。
师：Nw read the whle passage in grups. Each grup reads ne paragraph. Grup ne read paragraph ne(yesterday), grup tw paragraph tw(tday), grup three paragraph three(tmrrw).
小组分段朗读课文。
师：Nw, lk ur big table n blackbard. Wh can try t retell Mary’s Christmas stry, yu may lk the table fr help. Invite several students try.
学生借助表格口头复述整篇小故事。
【设计意图】跟读录音矫正语音语调；小组分段朗读，降低全文朗读难度；依托表格支架，落实复述输出，把阅读输入转化为口头输出。
环节五：课堂实操巩固练习
师：Nw let’s d sme practice tgether. Please tell me: chse “be ging t” r past‑tense verb.
1.Yesterday I ____ (see) Santa.
2.Tday I ____ ____ ____ put lanterns n tree.
3.Tmrrw I ____ ____ ____ pen gifts.
学生口头作答。
师：Nw I set small task fr yu. Wrk with yur deskmate. Use three time wrds: yesterday, tday, tmrrw. Try t make 2‑3 shrt sentences abut yur hliday. Yu dn’t need write dwn, just talk face‑t‑face.
同桌结对口头练习，教师巡视，听取几组学生展示。
【设计意图】口头习题再次强化时态辨析；同桌小对话，迁移本课句型，尝试简单运用yesterday/tday/tmrrw表达自己的经历与计划。
六、课堂小结
本课Lessn4 Mary’s Christmas围绕Mary的圣诞节故事展开，课文以yesterday、tday、tmrrw三个时间词为线索，分成过去经历、今日计划、明日期盼三部分。我们重点学习了6个不规则动词的原形与过去式，掌握了be ging t表达计划，will问句表达对将来的推测，学会put…n…、share…with…等短语。我们读懂了整篇课文，能够借助表格支架复述Mary的圣诞节故事，同时体会到故事中中西文化融合的趣味。课后同学们反复朗读课文，熟记不规则动词变形，可以抄写课文重点句子巩固本课核心知识点。原形
过去式
g
went
see
saw
give
gave
am
was
tell
tld
say
said
时间标记
Mary’s activities
时态提示
Yesterday
went t shp with mm；saw Santa；gt candy；tld Santa her wish
一般过去时（动词用过去式）
Tday
put lights and Chinese lanterns n tree；take pictures；share phts with friends
be ging t（计划）
Tmrrw
pen gifts；wnder if Santa brings ty
be ging t（计划）；Will…? I think…will（推测）