《Review 2》教案（2课时）-2026-2027学年闽教版（新版）小学英语六年级上册

《Review2》教案（2课时）-2026-2027学年闽教版（新版）小学英语六年级上册一、学情分析本课授课对象为六年级上册学生。学生已经完成Unit3《GoodManners》与Unit4《GreatPeople》全部新课学习，具备基础词汇储备，能够认读、说出礼仪类词汇与杰出人物相关词汇，掌握should/shouldn’t表达行为规范、一般过去时描述人物生平事迹的基础句型。六年级学生具备一定的语篇阅读能力，能够进行简单的小组对话交流，但存在明显短板：一是容易混淆should肯定句与否定句在真实场景中的运用；二是一般过去时was/were在人物介绍中容易出现语法错误；三是难以把两个单元的语言知识整合，无法在综合情境下灵活输出。学生对榜样人物、文明行为话题兴趣较高，适合依托图片、情景案例、问答互动开展复习课，在课堂活动中搭建语言支架，引导学生完成知识梳理、语篇阅读与综合表达。二、教材分析《Review2》是闽教版新版六年级上册Unit3、Unit4的综合复习板块，归属于“人与社会”主题范畴。本复习板块整合Unit3《GoodManners》文明礼仪与Unit4《GreatPeople》杰出人物两大单元内容，板块包含看图说一说、听录音排序、阅读短文、问答任务、书面表达练习等栏目。Unit3核心围绕校园礼仪、公共礼仪、餐桌礼仪，重点句型Weshould/shouldn’t…It’spolite/notpoliteto…；Unit4围绕杰出人物生平事迹，重点句型Whatdoyouknowabout…?He/Shewasbornin…He/Sheisfamousfor…。Review2不是简单重复单词句子，而是创设融合型情境，引导学生将礼仪规范与人物精神品质相结合，在听、说、读、写综合活动中巩固语言知识，挖掘人物身上良好品德与文明素养，实现语言学习与育人价值统一，为后续单元学习铺垫语用能力。三、核心素养教学目标依据2022版义务教育英语课程标准，落实英语学科四大核心素养。语言能力：能熟练认读、说出Unit3、Unit4核心词汇；熟练运用Weshould/shouldn’t…、It’spolite/notpoliteto…谈论各类礼仪；能用一般过去时was/were描述杰出人物出生、经历与贡献；能读懂Review2课内阅读短文，完成文本信息提取，能够口头简单介绍一位杰出人物，书写简短人物介绍。文化意识：了解校园、公共场所、餐桌的中外礼仪差异；读懂杰出人物故事，感受榜样人物坚守、奉献的优秀品质，懂得良好礼仪是个人素养的体现，学会在生活中践行文明行为，树立家国情怀。思维品质：能够观察图片判断文明/不文明行为，进行简单辨析；阅读人物短文时提取关键信息，梳理人物生平逻辑；能够对比不同人物的事迹，归纳优秀品质，提升分析、归纳、判断能力。学习能力：学会借助思维导图自主梳理单元词汇、句型；能够参与小组问答、合作阅读，掌握看图预测、带着问题阅读的学习策略，养成主动复习、自主归纳知识的习惯。四、教学重难点教学重点巩固Unit3礼仪词汇、句型Weshould/shouldn’t…It’spolite/notpoliteto…；Unit4人物词汇、一般过去时was/were以及人物介绍句型。读懂Review2课内阅读语篇，获取人物关键信息；能够口头描述文明行为，介绍杰出人物。教学难点在真实情境中灵活区分should肯定与否定句式，正确运用It’spolite/notpoliteto…表达评价。正确使用一般过去时was/were介绍人物，在综合任务中将两个单元知识融合运用。五、教学过程课时1：Review2词汇句型梳理+看图、听力板块（Unit3GoodManners复习）Step1课堂导入教师进行师生问候，板书课题：Review2。

师：Hello,boysandgirls.WehavefinishedUnit3GoodMannersandUnit4GreatPeople.TodaywewilllearnReview2.Firstclass,wewillgobacktoUnit3andtalkaboutgoodmanners.Whocantellme,whatis“goodmanners”?

生：礼貌、良好行为。

师：Yes,goodmannersmeanpolitebehaviorathome,schoolandpublicplaces.Lookatthesepicturesonthetextbook（指向教材Review2“Look,thinkandsay”配图）。Therearefourpictureshere.Let’slookatthefirstpicture:He’swritingonthewall.Whatdoyouthinkofthisbehavior?

生：It’snotpolite.

师：Great!Let’slookatthesecondpicture:They’retalkinginclass.Isitgoodmanners?

生：No.

师：Thirdpicture:He’sjumpingofftheslide.Andthefourthpicture,whatcanyousee?Nowpleaseworkinpairs,talkaboutthesepictureswithyourpartner.Youcanuse“It’spolite/It’snotpoliteto…”.

学生两人一组看图讨论，教师巡视倾听学生表达。

设计意图：依托教材Review2看图板块导入，直接对接课本内容，创设情境唤醒学生对Unit3文明礼仪话题记忆，初步激活核心评价句型It’spolite/notpoliteto…，自然引出本课时复习主线。Step2Unit3词汇回顾，构建知识图表教师在黑板绘制简易思维导图，中心词GoodManners，分出三个分支：Atschool、Inpublic、Attable。

师：Nowlet’ssortoutwordsandphrasesofUnit3together.Let’sfillinthismindmap.First,goodmannersatschool.Whatshouldwedoatschool?

生：Putupourhands.Listencarefully.

师：Whatshouldn’twedo?

生：Weshouldn’tshoutoutanswers.

教师把短语putupourhands、listentotheteachercarefully、shoutoutanswers写在Atschool分支下。

师：Nextbranch:Inpublic.Whatphrasesdoyouremember?

生：keepoffthegrass、taketurns、waitinline、don’tcutinline、keepquiet。

师：Perfect.Thethirdbranchistablemanners.Whocantellmethetablemannerswords?

生：chopsticks,plate,bowl,spoon,finishfood。

师补充：Weshouldleteldersorgueststakeseatsfirst.Weshouldn’tstickchopsticksinrice.

教师完整完成思维导图，带领全班齐读思维导图上全部词汇短语，分小组轮读。

师：Nowlet’slookbackthekeysentencesinUnit3.ThemostimportantsentencepatternisWeshould…/Weshouldn’t…“should”意思是应该，用来告诉我们正确做法；shouldn’t=shouldnot，不应该，用来提醒禁止的行为。Let’sreadthesentencesonthetextbook.

教师出示教材句子：Weshouldhavegoodmannersatschool.Weshouldputupourhandsbeforewespeak.Weshouldn’tshoutoutanswers.

师：Whocanmakeanewsentencewith“Weshould…”?

生：Weshouldwaitinline.

师：Wonderful.Anotherstudent,try“Weshouldn’t…”

生：Weshouldn’tcutinline.

师：Andanothersentence:It’spolitetofinishallthefood.It’snotpolitetoplaywithchopsticks.句型结构It’s+形容词+todosth.，to后面跟上动词原形，用来评价一件事情是否有礼貌。请大家观察，to后面的动词永远用原形，不要变形。Now,let’sgobacktoReview2Look,thinkandsayagain.Let’sdescribeeachpicturewithoursentences.

师指着第一幅图He’swritingonthewall：Whocantry?

生：It’snotpolitetowriteonthewall.Weshouldn’twriteonthewall.

师：Excellent!Picture2:They’retalkinginclass.

生：It’snotpolitetotalkinclass.Weshouldn’ttalkinclass.

师：Picture3:He’sjumpingofftheslide.

生：It’snotpolitetojumpofftheslide.Weshouldn’tjumpofftheslide.

师：Verygood.Wecanseethesearebadmanners.Weshouldnotdothesethingsindailylife.

设计意图：使用思维导图对Unit3词汇进行分类梳理，帮助学生建立结构化知识框架。结合教材看图板块，落实核心句型操练，由教师示范问答，逐步过渡到学生自主造句，由词到句，夯实本课时语言重点。Step3Review2Listenandorder听力板块教学师：NowturntoReview2Listenandorderpartinyourtextbook.Wewilllistentotherecording.Beforelistening,lookatthefoursentencesonyourbook,readthemsilentlyandtrytounderstand.教师出示课本听力句子：Don’twritethere.Pleasefinishthefoodinyourmouthbeforesayingsomething.Wecanbelateforschool.Keepquietinthelibrary.师：Readthesentencesonebyone.Let’scheckmeaningtogether.Sentence1Don’twritethere.不要在那里书写。Sentence2Pleasefinishthefoodinyourmouthbeforesayingsomething.嘴里食物咽下之后再说话。Sentence3Wecanbelateforschool.我们上学可以迟到。Sentence4Keepquietinthelibrary.在图书馆保持安静。师：Pleasepayattention:Sentence3iswrong.Goodmannerstellusweshouldnotbelateforschool.Nowlistencarefully,numberthesentencesaccordingtotherecording.播放教材录音，学生完成标号。录音播放完毕后，核对答案。师：Nowlistenagain,followtheaudioandreadthesesentences.全班跟读录音，教师重点纠正学生发音，重点指导finish、quiet发音。师：Nowlet’sdiscuss:Whichsentencetellsbadmanners?Why?生：Wecanbelateforschool.Weshouldn’tbelateforschool.It’snotpolitetobelate.师：That’sright.Beinglateisbadschoolmanners.Weshouldarriveatschoolontime.教师继续创设情景问答：师：Whatshouldwedointhelibrary?生：Weshouldkeepquiet.师：Whatshouldwedowhenweeat?生：Weshouldfinishfoodinourmouthbeforetalking.师：Whatshouldn’twedoonthewall?生：Weshouldn’twriteonthewall.设计意图：紧扣教材听力板块，遵循“读题—听录音标号—跟读—情景问答”的课堂流程。借助听力文本再次巩固should/shouldn’t句型，引导学生辨别文明与不文明行为，融合听力输入与口头输出，落实教材板块学习任务。Step4课堂句型巩固操练，结合教材案例师：Nowwewilldoasmallpractice.LookatthechartIwriteontheblackboard.SceneGoodmannersBadmannersAtschoolputuphandsshoutoutanswersIntheparkkeepoffthegrasspickflowersAtdinnerletelderssitfirstplaywithchopsticks师：Pleaseworkinpairs.Chooseonescenefromthechart,makeadialogue.Youcanuse“Whatshouldwedo…?Weshould…Weshouldn’t…It’spolite/notpoliteto…”。教师示范一组对话：

T:Whatshouldwedoatdinner?

S:Weshouldletelderstakeseatsfirst.It’snotpolitetoplaywithchopsticks.

学生小组对话练习，教师随机抽取小组展示对话。

师：Youdidwell.TodaywereviewUnit3goodmanners.Weknowweshouldbehavepolitelyatschool,inpublicandattable.Nextclass,wewillreviewUnit4GreatPeopleandfinishthereadingandwritingpartofReview2.Step5课时小结（课时1小结）师：Inthislesson,wereviewedUnit3GoodManners.Welearnedwordsandphrasesaboutschool,publicandtablemanners.Wemasteredtwokeysentencepatterns:Weshould/shouldn’t…andIt’spolite/notpoliteto…WeusedthepicturesandlisteningpartinReview2topracticeoursentences.Welearntotellgoodmannersfrombadmanners.Goodmannersmakeusbetterpersons.课时2：Review2阅读、问答与书面板块（Unit4GreatPeople复习+综合运用）Step1复习导入，衔接课时1师：Goodmorning,class.Lastlesson,wereviewedUnit3GoodManners.Let’shaveaquickreview.Iask,youanswer.

师：Whatshouldwedowhenwespeakinclass?

生：Weshouldputupourhands.

师：Isitpolitetocutinline?

生：No,it’snotpolite.Weshouldn’tcutinline.

师：Great.TodaywewillturntoUnit4GreatPeopleandfinishthereadingandwritingpartinReview2.Whocantellmethemeaningofgreatpeople?

生：伟大的人，了不起的人。

师：Yes.Greatpeoplearefamousfortheirhardworkandgreatcontributions.Somegreatpeoplearefamous,somegreatpeoplearecommonpeoplearoundus,liketeachersanddoctors.NowlookatthereadingpassageofReview2inyourtextbook.ThepassageisaboutFlorenceNightingale.Let’sreadittogether.Step2Review2阅读短文教学：FlorenceNightingale教师展示教材短文文本：

FlorenceNightingalewasborninItaly.Herfamilynamedherafterthecity.In1854,duringthewar,shewenttolookafterthesoldiers.Shecarriedalampatnightandlookedafterthem.Sosoldierscalledher“TheLadywiththeLamp”.In1860,shestartedthefirstnursingschoolintheworld.PeoplecelebrateInternationalNursesDaytorememberher.

师：First,let’slearnnewwordsinthispassage.born出生；war战争；soldier士兵；carry携带；lamp灯；nursingschool护理学校。教师带读单词，讲解was/were：was是am/is的过去式，主语是单数；were是are过去式，主语复数。介绍人物出生、过去发生事情，要用一般过去时。

师：Nowreadthepassagesilently.Whilereading,lookatthefivequestionsunderthetextonyourbook.Trytofindanswersfromthearticle.

出示教材配套问题：WhenwasFlorenceNightingaleborn?Wherewassheborn?WhatwasNightingale’sjob?Whatkindofschooldidshestartin1860?Whatdidthesoldierscallher?学生默读短文，寻找答案。师：Nowlet’sanswerthequestionsonebyone.Question1WhenwasFlorenceNightingaleborn?生：（查找文本）ShewasborninItaly.师：Wait,question1问When（什么时候），question2问Where（在哪里）。Pleasereadcarefully.Wherewassheborn?生：ShewasborninItaly.师：Good.Question3Whatwasherjob?生：Shewasanurse.师：Question4Whatschooldidshestart?生：Shestartedthefirstnursingschoolintheworld.师：Question5Whatdidsoldierscallher?生：Theycalledher“TheLadywiththeLamp”.师：Welldone.Nowlet’sreadthewholeparagraphtogether.Payattentionto“wasborn、started、called”，thesearepastforms.这些动词都是过去式，描述过去发生的事。师：Nowlet’sthink.WhyisFlorenceNightingaleagreatperson?生：Shehelpedsoldiers.Shestartednursingschool.师：Yes.Shewaskind,responsible.Shehadgoodmannersandgreatloveforpeople.Wecanlearnfromher.设计意图：聚焦Review2课内阅读语篇，落实读前词汇铺垫、读中带着问题寻读信息、读后人物品质探讨。教师通过一问一答引导学生定位文本信息，强化一般过去时was/were在人物介绍中的使用，将Unit4人物主题与Unit3礼仪素养融合，实现两个单元知识关联。Step3Unit4句型梳理，结合Review2Choosesomeofthemtowriteabout板块师：Nowlet’ssortoutUnit4keysentences.Weusethesesentencestotalkaboutgreatpeople.

板书核心句型：Whatdoyouknowabout…?关于……你知道什么？He/Shewasbornin…他/她出生于……He/Sheisfamousfor…他/她因……闻名。师：WecantalkaboutChinesegreatpeopleandworldgreatpeople.LookatthesentencesinReview2:Teachersaregreatpeople.Doctorsaregreatpeople.Theymakeusfeelbetter.Thesesentencestellusgreatpeoplearenotonlyfamousheroes,butalsoordinarypeoplehelpingothers.师：Nowlet’spractice.Iaskaquestion,youanswer.WhatdoyouknowaboutFlorenceNightingale?生：ShewasborninItaly.Sheisfamousfornursing.师：Perfect.Nowlookatthetaskinyourtextbook:Choosesomeofthemtowriteabout.Youcanchooseagreatperson,writeashortpassageabouthimorher.教师给出写作支架，板书写作框架：Name:____He/Shewasbornin____.He/Sheisfamousfor____.He/Sheisagreatperson.Weshouldlearnfromhim/her.师：Youcanusethisframetowrite.Beforewriting,let’spracticeoralintroductionfirst.WhowantstointroduceFlorenceNightingalewiththisframe?生：HernameisFlorenceNightingale.ShewasborninItaly.Sheisfamousfornursing.Sheisagreatperson.Weshouldlearnfromher.师：Verygood.YoucanalsointroduceYuanLongping,QianXuesenorothergreatpeople.设计意图：依托教材Choosesomeofthemtowriteabout书面板块，搭建人物介绍写作框架。先口头表达铺垫，降低书面输出难度，巩固Unit4一般过去时句型，打通从阅读、口头描述到简短书面表达的学习路径。Step4单元知识整合，综合对话练习师：NowwehavereviewedUnit3andUnit4.Let’scombinethemtogether.Greatpeoplenotonlymadegreatachievements,theyalsohadgoodmanners.Let’smakeadialogue.Thedialogueneedstoincludebothgoodmannersandgreatpeople.

教师示范范例对话：

T:Whoisyourfavoritegreatperson?

S:FlorenceNightingale.

T:Whatdoyouknowabouther?

S:ShewasborninItaly.Shehelpedsicksoldiers.Shehadgoodmannersandwaskindtopeople.

T:Whatshouldwelearnfromher?

S:Weshouldbepoliteandhelpful.Weshouldhelppeopleinneed.

师：Nowworkinpairs,makeyourowndialogue.Youc