《Unit 6 Chinese festivals：Unit review》教案（2课时）-2026-2027学年冀教版（三起）（新版）小学英语六年级上册

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《Unit 6 Chinese festivals：Unit review》教案（2课时）-2026-2027学年冀教版（三起）（新版）小学英语六年级上册一、教学背景六年级学生已经具备小学高段听说读写综合能力，能够读懂简单对话、小故事，掌握一般现在时询问习俗、一般过去时讲述过往经历。本单元学生完成Lesson1‑Lesson4的学习，接触春节、端午节、中秋节等中国传统节日，学习节日时间、习俗、特色食物，读懂“The story of Nian”年兽故事，能够简单描述自己的春节经历。但学生存在知识碎片化问题，农历日期表达句型容易混淆，部分节日类长单词拼写容易出错，在真实交际中完整介绍一个中国传统节日的输出能力不足。六年级学生对中华传统节日有生活体验，对节日故事、节日习俗兴趣浓厚，适合开展词汇归类、对话研读、情景交际的复习课堂，单元复习课帮助学生串联单元全部语言点，完成知识内化与综合语用输出。二、教材分析本课为Unit6《Chinese festivals》单元复习板块Unit review，属于单元学习闭环，整合Lesson1至Lesson4全部语言知识。教材板块包含Look, read and talk核心对话文本、Look, listen and tick、Read, listen and match、Listen and write等复习练习板块。核心对话围绕春节来临，交流春节庆祝活动展开，串联节日习俗、节日活动、节日物品等单元核心内容，重点操练What do you do to celebrate…?询问节日习俗交际句型，同时复习介绍节日、讲述节日经历的相关语句。教材以交际对话为载体，融合听、读、说、写综合训练，引导学生归纳中国传统节日主题词汇、功能句型，将语言知识与中华优秀传统文化育人内涵相结合，实现知识复盘，为本单元综合语言运用提供巩固载体。三、核心素养教学目标语言能力能够熟练认读、拼读本单元核心词汇与短语：Spring Festival, Dragon Boat Festival, Mid‑Autumn Festival, lunar month, spring festival couplets, paper cuts, dragon dances, lucky money, zongzi, mooncakes等，掌握节日相关短语搭配。熟练掌握单元重点功能句型：What do you do to celebrate…? We…；Can I…? Sure.；能够读懂Unit review核心对话，正确朗读对话，复述对话主要信息，模仿对话围绕传统节日进行口头交流，介绍节日习俗。能够完成教材复习板块听读匹配、听音勾选、听音书写练习，读懂简单节日主题语段，能书写简单介绍节日活动的语句。文化意识了解春节、端午节、中秋节等中国传统节日的时间、习俗、特色食物与文化内涵，感受中华传统文化魅力，增强文化自信，愿意用英语向他人介绍中国传统节日。思维品质能够按照节日名称、时间、习俗、特色食物四大维度对单元词汇进行分类整理；区分一般现在时介绍节日习俗、一般过去时讲述节日经历的不同使用场景；通过对话提取节日活动信息要素，训练归纳梳理、信息提取、逻辑表达的思维能力。学习能力掌握单元复习归类整理的学习方法，借助表格梳理词汇句型；积极参与课堂问答、朗读、小组对话练习，敢于开口表达，能够主动识别自身单词拼写、句型使用薄弱点，在合作练习中巩固语言知识。四、教学重难点教学重点巩固中国传统节日主题词汇短语，熟练掌握What do you do to celebrate…?交际句型。读懂Unit review核心对话，能够朗读、理解对话内容，提取对话当中春节相关习俗信息。复习单元介绍节日、讲述节日经历的语句，实现句型在情景当中正确运用。教学难点在口头表达中灵活运用句型，完整、有条理地介绍一个中国传统节日的习俗。区分不同节日对应的习俗、食物，综合运用单元所学语言完成节日主题对话交流。五、教学过程第1课时：Unit review（第一课时），聚焦词汇梳理+核心对话文本研读、理解、朗读课堂导入教师出示单元主题图片：贴春联、剪纸、舞龙舞狮、压岁钱、粽子、月饼的场景图片向学生展示。师：Boys and girls, we have finished Unit6 Chinese festivals. This unit talks about our traditional Chinese festivals. Who can tell me, what Chinese festivals do we learn in this unit?生1：The Spring Festival.生2：Dragon Boat Festival and Mid‑Autumn Festival.师：Very good! These are our important traditional festivals. Every festival has its time, special food and special activities. Now let’s make a table on the blackboard to sort our knowledge.教师黑板绘制简易表格，表格分为三列：Festivals（节日）、Special food（特色食物）、Activities（节日活动）。师：Now work together, recall what we have learned in Lesson1‑Lesson4. Let’s fill in this table together.教师引导学生回忆单元内容，学生举手作答，教师同步把dumplings、zongzi、mooncakes；put up spring festival couplets, paper cuts, watch dragon dances, get lucky money, have dragon boat races, enjoy the moon等内容填写表格，带领全班齐读表格当中全部词汇短语。设计意图：以单元传统节日主题开启复习课堂，借助表格将单元词汇按照节日、食物、活动三个维度归类，唤醒学生旧知，搭建语言支架，改变零散记忆词汇的模式，为本课对话文本学习做好语言储备。师：Wonderful. We know so much about Chinese festivals. Today we will learn our Unit review dialogue. It is about the coming Spring Festival. Now open your textbooks, turn to Unit review page.Look, read and talk核心对话文本精讲学习教师出示教材Look, read and talk完整对话文本：Tom: Hello, Li Ming. You look so happy today.Li Ming: Yes. The Spring Festival is coming up.Tom: What do you do to celebrate the Spring Festival?Li Ming: We put up spring festival couplets and paper cuts. We watch dragon dances.Tom: Do you get gifts?Li Ming: Yes. And many kids get lucky money.Tom: Can I visit you during the Spring Festival?Li Ming: Sure.师：Please look at the dialogue on your book. First, I will read the whole dialogue slowly, please listen carefully to my pronunciation and intonation.教师完整范读对话一遍。师：Now look at the first sentence：Hello, Li Ming. You look so happy today. “look so happy”，look在这里是系动词，表示“看起来”，后面直接加上形容词，look so happy看起来如此开心。Why does Li Ming look so happy? Who can find the answer in the dialogue?生：Because the Spring Festival is coming up.师：Perfect. “is coming up”意思是即将到来、快要来临，用来描述节日、事件马上就要发生。Now follow me：The Spring Festival is coming up. 全班学生齐读。师：Now look at this key sentence：What do you do to celebrate the Spring Festival? 这是本单元核心交际句型。“celebrate”意为庆祝。这个问句用来询问：你们会做些什么来庆祝某个节日？师板书核心句型：‑What do you do to celebrate…?‑We…师：这是一般现在时的特殊疑问句，用来询问节日经常性、习惯性的庆祝活动。Now follow me to read this sentence together：What do you do to celebrate the Spring Festival?全班齐读。师：What does Li Ming do to celebrate the Spring Festival? Who can read Li Ming’s answer?生读：We put up spring festival couplets and paper cuts. We watch dragon dances.师：Great。put up张贴；spring festival couplets春联；paper cuts剪纸；watch dragon dances观看舞龙表演。These are important Spring Festival activities。师带领学生齐读短语put up spring festival couplets, paper cuts, watch dragon dances。师提问：What do Li Ming’s family do for the Spring Festival? Please answer me in English.生：They put up spring festival couplets and paper cuts. They watch dragon dances.师：Now look at next round of dialogue：Do you get gifts? Yes. And many kids get lucky money.师：这是一般现在时一般疑问句，用来询问习惯性的情况。get gifts收到礼物；get lucky money得到压岁钱，lucky money是春节非常具有代表性的文化词汇。师：Who can tell me, what do many kids get during the Spring Festival?生：Many kids get lucky money.师：Now look at the last two sentences：Can I visit you during the Spring Festival? Sure.师：“Can I …?”用于委婉提出请求，意思是“我可以……吗？”；“during the Spring Festival”表示在春节期间；sure在这里表示欣然同意对方请求。师板书句型：‑Can I …?‑Sure.师：Please circle these key phrases and sentences in your books：is coming up, celebrate, put up spring festival couplets, paper cuts, watch dragon dances, get lucky money, during the Spring Festival。提醒学生重点记忆节日类名词短语的拼写。设计意图：逐句精讲教材原生对话文本，针对系动词look、现在进行时表将来is coming up、节日询问句型、一般疑问句、请求句型、单元重点短语进行细致拆解，依托教材原句开展师问生答，引导学生从对话文本当中抓取春节相关习俗信息，落实对话文本理解，夯实本课语言基础。对话分层朗读操练师：Now we understand every sentence of this dialogue. Let’s do reading practice step by step.教师分句领读，学生逐句跟读，重点纠正celebrate、couplets、lucky money的发音。师：Pay attention to “couplets”, read after me, cou‑plets.全班跟读。全班齐读完整对话两遍。男女分角色朗读，男生扮演Tom，女生扮演Li Ming，完成一轮之后互换角色再次朗读。师：Boys are Tom, girls are Li Ming. Ready, go.一轮结束后，师：Now change roles, girls are Tom, boys are Li Ming.小组内部分角色朗读。四人小组分配对话角色，小组内朗读对话，教师巡视课堂，走到各个小组，倾听学生朗读，提醒学生注意名词短语的正确朗读。师：In your group, take turns to read the dialogue. Try your best to read fluently.小组练习结束，教师邀请2‑3组学生起立，展示分角色朗读教材对话。师：Which group would like to show your reading?师：Very good. Now let’s do fill‑in‑the‑blanks practice. I give you incomplete dialogue sentences, you fill in the missing words orally.课件出示挖空对话文本：Hello, Li Ming. You look so ____ today.Yes. The Spring Festival is ____ ____.What do you do to ____ the Spring Festival?We ____ ____ spring festival couplets and paper cuts. We watch ____ ____.Do you get ____?Yes. And many kids get ____ ____.____ I visit you during the Spring Festival?____.学生依次口头说出填空答案，教师核对，巩固对话文本记忆。设计意图：分层朗读由分句领读到齐读、分角色读、挖空填空练习，循序渐进巩固教材对话，落实读的能力，加深学生对话文本记忆，为第二课时复述对话、迁移运用句型做好铺垫。第一课时课堂小结师：In this class, we sorted Unit6 words and phrases with the table. We studied the Unit review dialogue word by word. We learned two key sentence patterns: What do you do to celebrate…? and Can I…? We reviewed many Spring‑Festival‑related activities. After class, please read the Unit review dialogue three times.第2课时：Unit review（第二课时），对话复述迁移运用+教材配套练习处理、单元知识综合巩固复习回顾导入师：Good morning class. Last class we learned Unit review dialogue about the coming Spring Festival. Let’s review quickly.教师出示黑板上Festivals、Special food、Activities表格，组织学生集体朗读单元词汇短语。师：Now answer my questions together. What does “is coming up” mean?生：即将到来。师：If we want to ask about festival customs, what sentence can we use?生：What do you do to celebrate…?师：If you want to visit your friend in festival time, what request sentence can you use?生：Can I visit you…?师：Now look at these hint words on the blackboard：look happy, Spring Festival coming up；put up spring festival couplets, paper cuts；watch dragon dances；get gifts, get lucky money；visit during the Spring Festival。设计意图：利用关键词搭建复述支架，降低复述难度，衔接第一课时对话内容，开启第二课时综合复习。教材对话复述与情景迁移师：Look at these key words. Please work with your deskmate, try to retell the main ideas of our dialogue. Talk about Li Ming and the Spring Festival.学生同桌两两合作，借助黑板关键词复述对话主要内容。师：Who wants to retell for the whole class?学生举手复述，教师适时提示，纠正学生短语使用错误。示例学生复述：Li Ming looks so happy. Because the Spring Festival is coming up. They put up spring festival couplets and paper cuts. They watch dragon dances. They get gifts. Many kids get lucky money. Tom wants to visit Li Ming during the Spring Festival. Li Ming says sure.师：Excellent. You retold the dialogue really well. Now we will change the scene. We will talk about Mid‑Autumn Festival. Please make short dialogues with your partner. Use our Unit review dialogue as your model.教师出示对话模板：You look so happy today.Yes. The Mid‑Autumn Festival is coming up.What do you do to celebrate the Mid‑Autumn Festival?We ________ and ________.Do you get gifts?Yes.Can I visit you during the Mid‑Autumn Festival?Sure.师：You can choose these activities: enjoy the bright moon, eat mooncakes, get together with family. Remember to use the correct phrases.学生同桌之间创编新对话，教师巡视课堂，观察学生是否正确使用节日相关短语，及时点拨纠正学生出现的错误。练习完成之后，邀请几组学生上台展示自编对话。设计意图：从复述教材原生对话，过渡到更换节日场景创编对话，实现从文本理解到语言迁移输出，落实复习课语用目标，训练学生在新的节日情景当中运用单元核心交际句型。处理教材Unit review配套练习板块活动1：Look, listen and tick师：Turn to Unit review, look at Part2 Look, listen and tick. In this part, we will listen four short dialogues and tick the correct pictures. Before listening, look through the four questions on your textbook:What does the girl put up for the Spring Festival?What special food will they eat for Dragon Boat Festival?What do people do on Mid‑Autumn Festival evening?What can children get during the Spring Festival?师：Please look carefully at every group of pictures, understand what each picture shows. I will play the audio for the first time, listen carefully and tick the right pictures.播放教材录音，学生完成勾选。录音播放完毕，师：Now listen for the second time, check your answers.第二次播放录音，学生核对自己答案。师点学生逐题核对答案，引导学生抓取听力文本当中节日、食物、活动关键信息，训练学生节日主题听力抓取信息的技巧。设计意图：落实教材听力板块，训练学生抓取听力关键信息，巩固单元节日词汇句型，强化单元主题听力输入。活动2：Read, listen and match师：Now look at Part3 Read, listen and match. This part talks about different Chinese festivals and their activities.教师出示教材选项短语：put up spring festival coupletseat zongzi and have dragon boat racesenjoy the moon and eat mooncakesget lucky money from parentstell the story of Nian师：Please read these phrases silently by yourselves. Who can read these phrases aloud for us?点学生朗读全部短语。师：Now we will listen to the audio, match festivals with their activities. Play the audio.播放录音，学生完成连线。录音结束，师生共同核对答案。师：From this exercise, we match festivals with their special activities. We can use “What do you do to celebrate…?” to talk about every festival. This is the function sentence we learned in Lesson 1 and Lesson 2.带领学生集体朗读句型搭配不同节日名称，再次巩固询问节日习俗的交际句型。设计意图：处理教材读听连线练习，复习各个节日对应的特色活动短语，回扣单元核心功能句型，打通Lesson1‑Lesson4课时知识。活动3：Listen and write师：Next part is Listen and write. Listen to the audio and write down the missing words. All the words are Unit6 key words and phrases about Chinese festivals. Before listening, look at the sentences on your book, guess the missing words.播放教材录音，学生完成书写填空。播放第二遍录音，学生检查书写。师：Now let’s check answers together. Pay attention to spelling of these festival words. Some phrases are long, please write them carefully.教师带领学生核对答案，提醒学生注意单词书写规范，重点指出spring festival couplets、paper cuts、lucky money等高频易错短语拼写要点。设计意图：落实教材听写板块，训练单词短语拼写，聚焦单元高频词汇，巩固写的语言能力。单元语法与知识点整合梳理教师在黑板上绘制简易知识思维导图，分为三大模块：核心词汇短语、核心句型、语法要点。师：Now let’s sort all Unit6 knowledge together. First, vocabulary. Festivals: Spring Festival, Dragon Boat Festival, Mid‑Autumn Festival. Special food: dumplings, zongzi, mooncakes. Festival activities: put up spring festival couplets, paper cuts, watch dragon dances, get lucky money, have dragon boat races, enjoy the moon and so on.师：Then key sentences.Describe coming festival：…is coming up.Ask for festival customs：What do you do to celebrate…?Talk about festival activities：We…Make requests：‑Can I…?‑Sure.General questions：Do you…? Yes, I do. / No, I don’t.师：Grammar focus. First,一般现在时用来介绍节日固有的习俗、传统。Second, “look +形容词”表示看起来……。Third, “be coming up”用现在进行时表达将来含义，表示节日即将到来。师：Now I will ask you some questions to help you consolidate. Question one: How to say“中秋节快要到了”in English?生：The Mid‑Autumn Festival is coming up.师：If you want to ask your friend what he does to celebrate Dragon Boat Festival, what sentence can you say?生：What do you do to celebrate the Dragon Boat Festival?师：If you want to ask your friend：我可以端午节去拜访你吗？生：Can I visit you during the Dragon Boat Festival?师：Great. Please remember, we use general present tense when we talk about old traditions of Chinese festivals.设计意图：依托黑板简易知识框架，整合单元零散知识，梳理介绍节日、提出请求两类句式，突破复习课语法难点，帮助学生建立单元结构化知识，解决学生知识碎片化问题。师：Chinese festivals are our great traditional culture. We can introduce these wonderful festivals to our friends in English.第二课时课堂小结师：That’s the end of two periods for Unit review. In these two lessons, we reviewed all Unit6 knowledge. We read, retold and imitated the Unit review dialogue. We finished all Unit review textbook exercises. We sorted vocabulary, sentences and grammar points. We mastered the key sentence What do you do to celebrate…? We also know “…is coming up” means a festival is on the way. We learned to talk about Chinese traditional festivals in English.六、小结本单元Unit review两课时复习课立足单元整体教学，以教材原生Look, read and talk对话为核心载体。第一课时完成单元词汇归类、对话文本逐句精讲、分层朗读训练，攻克对话语义、短语、句型、语法，夯实语言输入；第二课时完成对话复述、情景迁移创编对话，完整处理教材Look, listen and tick、Read, listen and match、Listen and write全部配套练习，整合梳理单元词汇、句型、语法要点，完成语言输出训练。两课时由输入走向输出，串联Lesson1春节习俗、Lesson2更多中国传统节日、Lesson3年兽故事、Lesson4我的春节经历全部单元语言点，形成单元学习闭环。课堂依托教材文本，借助表格、关键词支架、师问生答、同桌小组练习等课堂活动，兼顾听说读写综合训练，渗透中华传统节日文化育人内涵，帮助学生梳理单元完整知识体系，纠正节日长短语拼写、时态混用等高频易错点，实现复习课夯实基础、整合知识、提升综合语用能力的教学目标。FestivalsSpecial foodActivitiesSpring FestivalDragon Boat FestivalMid‑Autumn Festival