《Mary's Christmas》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

《Mary'sChristmas》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、教学背景本课属于2026秋季新版冀教版（三起）六年级上册Unit5Holidayfun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、begoingto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、today、tomorrow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Lesson4Mary'sChristmas是Unit5Holidayfun的核心阅读课，语篇以第一人称叙事，全文按照yesterday（过去经历）、today（当下计划）、tomorrow（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、toy等；语法重点为不规则动词过去式（go‑went、see‑saw、give‑gave、tell‑told、say‑said、am‑was）、begoingto表计划、will表预测；重点句型：I’mgoingto…Will…?Ithinkhewill…。文本特色在于将中国元素Chineselanterns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today、tomorrow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，toy；掌握短语put…on…、takesomepictures、share…with…、opengifts。2.能读懂Mary'sChristmas语篇，识别yesterday、today、tomorrow对应的不同时态句子；掌握不规则动词过去式went、saw、gave、was、told、said；熟练朗读全文，语音语调基本正确。3.能口头运用句型I’mgoingto…讲述节日计划；会读问句Will…?以及答句Ithink…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Chineselanterns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‑today‑tomorrow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/today/tomorrow）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、today、tomorrow三层时间线；掌握begoingto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）、begoingto将来计划（today）、will将来推测（tomorrow），不混淆动词形式。2.理解长句“ItoldhimwhatIwouldlikeforChristmas”含义；掌握share…with…、put…on…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：Boysandgirls,lookatthesepictures.Whatholidayisit?

生：Christmas.

师：Great!Christmasisfun.DoyouknowwhatpeopleoftendoatChristmas?Whocantellmeonething?

生1：TheyhaveaChristmastree.

生2：Theygetgifts.

师：Perfect.Todaywewillreadastoryaboutagirl.HernameisMary.ThislessonisMary’sChristmas.（板书课题Lesson4Mary’sChristmas，着重提示Mary’s名词所有格，人名+’s表示“……的”）。

师：Beforereading,pleaselookatthreeimportantwordsontheblackboard.（板书yesterday，today，tomorrow）Whocanreadthem?

学生依次朗读三个时间词。

师：Verygood.Yesterdaymeans“昨天”，thingshappenedalready.Todaymeans“今天”，wearetalkingaboutplans.Tomorrowmeans“明天”，thingswillhappenlater.InMary’sstory,shetalksaboutyesterday,todayandtomorrow.Nowlet’slistenandfind:WhatdidMarydoyesterday?【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：Now,whocantellme,whatdidMarydoyesterday?Trytofindtheanswer.Youcanuseoneortwosimplewords.

生：Shewenttotheshop.

师：Nice!Openyourbooks,turntoLesson4.Let’slookatthefirstparagraph,ittalksaboutyesterday.Pleaseunderlinetheword“yesterday”inyourtextbook.【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：Christmasisfun.YesterdayIwenttotheshopwithmymom.IsawSanta.Hegavemesomecandy.Iwassoexcited.ItoldhimwhatIwouldlikeforChristmas.HesaidHoHoHo.）师：Pleasefollowmetoreadthisparagraphsentencebysentence.Firstsentence:Christmasisfun.（领读）Whatisthemeaningof“fun”?

生：有趣的。

师：Yes,funmeansinteresting.Nextsentence:YesterdayIwenttotheshopwithmymom.Pleaselookatthisverb“went”.（板书go‑went）Whocantellme,what’sthebaseform?

生：go.

师：Right!Gois原形，went是go的过去式，yesterday昨天，事情已经发生，动词要变成过去式。Payattentiontothisphrase“withmymom”.“with+人”放在句子末尾，表示“和某人一起”。不要写成“Iwithmymomwenttoshop”.正确语序是Iwenttotheshopwithmymom.大家在书上圈出withmymom。

师：Nextsentence:IsawSanta.（板书see‑saw）Whocanreadit?What’sthebaseverbofsaw?

生：see.

师：Good,saw是see的过去式，“看见”。WhoisSanta?

生：圣诞老人。

师：Yes.Then:Hegavemesomecandy.（板书give‑gave）Give的过去式是gave。Somecandy，candy糖果，这里是不可数名词，不用加s。Hegavemesomecandy，“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：Nextsentence:Iwassoexcited.（板书am‑was）Iam，过去变成Iwas。Pleaselookat“excited”.Itdescribespeople’sfeeling，用来形容人感到兴奋激动。IfyougetcandyfromSanta,youwillfeelexcited,yes?

生：Yes.

师：Nowthisisadifficultlongsentence:ItoldhimwhatIwouldlikeforChristmas.（板书tell‑told）Tell的过去式told。Itoldhim，我告诉他。WhatIwouldlikeforChristmas，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。Pleasereadthislongsentencethreetimestogether.

全班齐读长句。

师：LastsentenceofParagraphone:HesaidHoHoHo.（板书say‑said）Say的过去式said。HoHoHo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：原形过去式gowentseesawgivegaveamwastelltoldsaysaid师：Pleasecopythistableinyournotebook.Theseareimportantirregularpast‑tenseverbs.Nowlet’sreadthewholefirstparagraphtogether.

全班齐读第一段。师：NowIhavesomequestionsforyouaboutParagraph1.

师：Question1:WhodidMarygototheshopwith?

生：Hermom.

师：Question2:WhatdidSantagiveMary?

生：Somecandy.

师：Question3:HowdidMaryfeel?

生：Shewassoexcited.

师：Excellentwork.【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：Nowwewilldofill‑inpractice.Iwillshowsentenceswithblanks,youchooserightverbforms.1.I____(go‑went)toshopwithmymomyesterday.2.He____(give‑gave)mesomecandy.

学生口头作答。

师：Great.NowboysactSanta,girlsactMary,readParagraph1inroles.Boysread“Hegavemesomecandy.HesaidHoHoHo.”GirlsreadMary’ssentences.

学生分角色朗读第一段课文。师：Let’sreview.InParagraphone,allthingshappenedyesterday,soweusepasttenseverbs.Wemustrememberthosesixverbs’pastforms.ThisclasswelearnParagraphoneofMary’sChristmas,wemasternewwordsandpast‑tenseverbs.NextclasswewilllearnParagraphtwoandthreeabouttodayandtomorrow.【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：Goodmorning,class.Atfirst,let’sreviewwhatwelearnedlastlesson.Pleaselookattheverbtableonblackboard.Let’sreadverbsandtheirpastformstogether.

全班齐读动词原形与过去式表格。

师：WhocanretellwhatMarydidyesterday?Tryyourbest,youcanlookatyourbook.

生：YesterdayMarywenttoshopwithhermom.ShesawSanta.Santagavehersomecandy.ShetoldSantawhatshewouldlikeforChristmas.

师：Verygood!Yourememberclearly.Yesterdayisdone.Whatabouttodayandtomorrow?Let’sopenourtextbookandlookatParagraphtwoandParagraphthreeofMary’sChristmas.【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today、tomorrow段落的学习。环节二：精讲课文第二段（教材原文：TodayI’mgoingtoputlightsandChineselanternsontheChristmastree.I’mgoingtotakesomepicturesandsharethemwithmyfriends.）师：Pleasereadthisparagraphsilently,circletheword“today”.Whatstructurecanyouseehere?

生：I’mgoingto.

师：Perfect!“begoingto”meansplans，打算、计划做某事，talkaboutthingswewilldotoday。Nowlet’sstudysentencebysentence.

师：Firstsentence：TodayI’mgoingtoputlightsandChineselanternsontheChristmastree.Pleaselookatthephrase“put…on…”，“把……放在/挂在……上面”。Lights是彩灯，Chineselanterns中国灯笼。Look!MaryputsChineselanternsonChristmastree.WemixChineseculturewithChristmasculture.Thatisveryspecial.Whocantranslatethiswholesentence?

生：今天我打算把彩灯和中国灯笼挂在圣诞树上。

师：Exactly.Pleasepayattention:lantern后面加slanterns，复数形式。Followmeread:Chineselanterns.

学生跟读。

师：Nextsentence：I’mgoingtotakesomepicturesandsharethemwithmyfriends.“takesomepictures”意思是拍一些照片。Whatdoes“them”referto?Pleasethinkcarefully.

生：Somepictures.

师：Yes!Them代替前面的somepictures，避免重复。Importantphrase“share…with…”，和……分享。Sharethemwithmyfriends，把照片和我的朋友们分享。Pleasereadthissentencetogether.

全班齐读句子。

师：NowIaskyouquestionsaboutParagraphtwo.WhatisMarygoingtodotoday?

生1：SheisgoingtoputlightsandChineselanternsontheChristmastree.

生2：Sheisgoingtotakesomepicturesandsharethemwithherfriends.

师：Well‑done.Pleaseunderline“begoingto”inyourbook,thisisforplans.【设计意图】精讲today段落教材原文，落实put…on…、share…with…重点短语；解读文本中Chineselanterns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begoingto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：TomorrowisChristmasDay.I’mgoingtoopengiftsinthemorning.WillSantabringmethetoyIwant?Ithinkhewill.IloveChristmas.）师：NowlookatParagraphthree.Pleasecircle“tomorrow”.TomorrowisChristmasDay。圣诞节就在明天。Firstsentence:TomorrowisChristmasDay.I’mgoingtoopengiftsinthemorning.Whatis“opengifts”?

生：打开礼物。

师：Right,opengifts拆礼物。依然用I’mgoingto，这是Mary明天的计划。Thenlookatthisnewsentencepattern:WillSantabringmethetoyIwant?Thisisaquestionwithwill.“Will+主语+动词原形?”用来询问将来会不会发生某事。Toy玩具。WhatdoesMarywant?

生：Atoy.

师：Yes.Howtoanswerthiswill‑question?Lookthetext:Ithinkhewill.“Ithink…”用来表达自己的猜想、推测。Whocanreadthisquestionandanswer?

学生个别朗读问句与答句。

师：Thelastsentence:IloveChristmas.ItshowsMary’sfeeling.SheenjoysChristmasverymuch.Let’sreadParagraphthreealltogether.

全班齐读第三段。师：Nowlet’sfinishthisinformationtableonblackboard,wefillinwhatMarydid/isgoingtodounderthreetimewords，学生看着课本，师生共同完成表格。时间标记Mary’sactivities时态提示Yesterdaywenttoshopwithmom；sawSanta；gotcandy；toldSantaherwish一般过去时（动词用过去式）TodayputlightsandChineselanternsontree；takepictures；sharephotoswithfriendsbegoingto（计划）Tomorrowopengifts；wonderifSantabringstoybegoingto（计划）；Will…?Ithink…will（推测）师：Lookthistablecarefully.Pleasecomparethreeparts.Whenwetalkthingsalreadyfinished‑yesterday，weusepastverbs.Whenwetalkplansfortodayortomorrow，weoftenusebegoingto.Whenweguesssomethinginfuture，wecanusewill.师：NowIhavequestionsforParagraphthree.

师：WhatisMarygoingtodotomorrowmorning?

生：Sheisgoingtoopengifts.

师：WhatdoesMaryhopeSantawillbringher?

生：Thetoyshewants.【设计意图】完整解析tomorrow段落教材语句，突破will一般将来时疑问句及Ithinkhewill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：Nowlet’slistentothefulltextaudioagain.Pleasereadaftertherecordersentencebysentence,payattentionpauseandintonation.

播放录音，学生逐句跟读教材完整课文。

师：Nowreadthewholepassageingroups.Eachgroupreadsoneparagraph.