Unit1 Lesson4《Revision National Fitness Day is on August 8》教案（2课时）-2026-2027学年闽教版（新版）小学英语六年级上册

Unit1Lesson4《RevisionNationalFitnessDayisonAugust8》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学生。经过前几年英语学习，学生已经掌握日期表达、运动类基础词汇，能够运用一般现在时描述日常活动，具备基础的文本认读、简单问答和小组合作能力。本单元前面三课已经学习奥运会相关话题，学生对sportsevents主题有一定认知铺垫，能够快速进入本课全民健身主题。六年级学生具备一定思辨能力，对体育、国家相关文化话题兴趣浓厚，但存在序数词、日期句型表达容易混淆，长句朗读停顿把握不准，语篇信息提取能力参差不齐的问题；部分学生只能进行简单单词输出，完整复述段落、用英语介绍节日文化存在困难。学生习惯借助图片、图表、问题链获取文本信息，适合在情境、任务驱动下开展语篇学习。二、教材分析本课选自2026秋闽教版新版六上Unit1《WonderfulSportsEvents》Lesson4，属于单元主题下的文化阅读语篇。单元围绕体育赛事展开，前面课时聚焦奥运会，本课承接单元主线，由北京奥运会引出中国全民健身日，属于单元文化拓展阅读板块。语篇文本介绍全民健身日的由来、标志含义、人们在节日开展的健身活动，核心词汇：national,fitness,logo,standfor,swimming,hiking,riding,running,dancing,fit；核心句型：Sth.beganon+日期；...standsfor...；Doingexercisewillkeepusfit。教材配套阅读任务、匹配练习与看图写句活动，引导学生读懂语篇，提取关键信息，理解全民健身的意义。本课融合语言知识学习与中华体育文化渗透，兼顾语言工具性与人文性，是落实英语学科核心素养的典型阅读课。本课分为两个课时完成，第1课时聚焦词汇、初步读懂课文，获取文本基础信息；第2课时深入研读语篇、梳理文本逻辑，巩固句型，完成教材配套读写任务。三、核心素养教学目标（依据2022版新课标）1.语言能力：能够听、读、认读本课核心词汇national,fitness,logo,standfor,fit以及运动类单词swimming,hiking,riding,running,dancing；掌握日期句型Sth.beganon…、动词短语作主语句型Doingexercisewillkeepusfit；能够正确朗读课文，划分长句停顿，借助问题提取语篇关键信息，能用简单英语介绍全民健身日时间与活动。2.文化意识：了解全民健身日的由来，知道全民健身日与2008北京奥运会之间的联系，读懂全民健身标志含义，理解全民健身理念，树立坚持运动、保持健康的意识，感受我国全民参与体育的文化氛围。3.思维品质：通过阅读问题链、信息图表梳理文本信息，学会区分事实信息，分析标志内涵；能对比不同运动项目特点，归纳文本段落逻辑顺序，锻炼获取、归纳、推理信息的思维能力。4.学习能力：学会借助图片、上下文猜测生词含义；掌握阅读获取信息的方法，能在小组合作中完成文本信息匹配任务，学会自主朗读、圈画课文关键信息，养成良好阅读习惯。四、教学重难点教学重点1.掌握本课核心词汇、运动类短语；读懂课文，获取全民健身日时间、起源、标志含义、健身活动等基础信息。2.掌握句型Sth.beganon+具体日期；...standsfor...；Doingexercisewillkeepusfit，能够理解并口头运用句型。教学难点1.理解动名词短语作主语Doingexercisewillkeepusfit的语法含义。2.完整朗读长句，准确提取语篇信息，用连贯的英语简单介绍全民健身日。五、教学过程第1课时Step1热身与复习导入教师出示单元前几课奥运会图片，包括北京奥运会开幕式图片，开启课堂对话。

师：Boysandgirls,inUnit1,welearnabouttheOlympicGames.Whocantellme,wherewasthe29thSummerOlympicGames?

生：ItwasinBeijing.

师：Great!Andwhendiditbegin?

生：ItbeganonAugust8th,2008.

师：Perfect.ThisbigsportseventinChinabringsusaspecialday.TodaywewilllearnLesson4,NationalFitnessDayisonAugust8.板书课题，带领学生齐读课题两遍，重点指导NationalFitnessDay的读音。

师：Lookatthetitle.Whatdaywillwelearntoday?

生：NationalFitnessDay.

师：Good.Whatisthedate?

生：August8.

师：Nowlookatthispicture.ItisthelogoofNationalFitnessDay.Whatcanyouseeinthelogo?YoucantrytospeakChinesefirst.

生：Icanseetwopeopleandtwo8s.

师：Wonderful.Let’sguess,whatdoesNationalFitnessDaymean?Fitnessmeansdoingsportsandkeephealthy.Nationalmeansallpeopleinourcountry.

教师板书新词national，fitness，领读单词，拆分音节带读，提示重音。

师：Now,let’slookattheword“fit”.Keepfitmeansstayhealthy.Andlogo,itmeansthesignofsomething.板书logo，standfor。师：“standfor”means“代表”。Forexample,“8”standsforthenumbereight.

【设计意图】依托单元旧知奥运会话题自然衔接新课，建立新旧知识关联；借助图片直观呈现生词，降低词汇理解难度；通过简单问答激活学生已有知识储备，引出本课主题，让学生初步感知课题核心信息。Step2词汇新知学习教师出示单词卡片，依次呈现本课运动词汇：swimming,hiking,riding,running,dancing。教师示范读音，学生跟读，教师纠正发音，重点强调动名词词尾-ing发音。同时展示对应运动图片，建立单词与图像联系。

师：Nowlookatthesepictures.Whatishedoing?出示游泳图片。

生：Swimming.

师：Yes,swimming.Whocanreadthisword?

学生举手朗读单词，教师进行发音指导。依次完成hiking、riding、running、dancing的认读教学。师：Let’smakeasimplechartontheblackboard.WordsPicturesswimming游泳hiking远足riding骑行running跑步dancing跳舞师：Nowreadallthewordstogether.Let’sreadtwice.

全班齐读词汇表，随后开展快速认读，教师随机出示单词卡片，学生快速读出单词。

师：Good.Now,Ihaveaquestion.Whatsportsdoyoulike?Youcanusethewordswejustlearn.

生1：Ilikerunning.

生2：Ilikeswimming.

【设计意图】借助图片、图表开展词汇教学，直观形象；利用问答，引导学生尝试运用新词汇表达个人喜好，实现词汇从认读走向简单运用，为课文阅读扫清词汇障碍。Step3初读课文，整体感知文本师：Nowopenyourbooks,turntoLesson4.Let’slookatthepassage“Readandunderstand”.First,listentotheaudioofthetext.Pleaselistencarefullyandmarkthenewwordsinthetext.

播放课文录音，学生边听边圈画生词。录音结束。

师：OK,finishlistening.Nowwhocantellme,whatisthemainideaofthispassage?

生：IttalksaboutNationalFitnessDay.

师：Yes.Nowreadthetextsilentlybyyourselves.Whilereading,trytofindtheanswer:WhenisNationalFitnessDay?

学生默读课文，寻找答案。默读结束。

师：Whocanshareyouranswer?

生：NationalFitnessDayisonAugust8.

师：Excellent.Nowreadthetextagain,findanotherquestion:WheredoesNationalFitnessDaycomefrom?Pleaseunderlinethesentence.

学生再次默读课文，划出相关句子。

师：Whofoundthesentence?Pleasereaditout.

生：The29thSummerOlympicGamesinBeijingbeganonAugust8,2008.Afterthat,August8becameourNationalFitnessDay.

师：Verygood.教师板书该句子，讲解句型Sth.beganon+日期。师：“began”是begin的过去式，表示“开始”，后面接具体日期，on后面加几月几日。举例：ThesportsmeetingbeganonSeptember10th.

师：Nowlet’sreadthissentencetogether.Payattentiontothepause.The29thSummerOlympicGames/inBeijing/beganonAugust8,2008.Afterthat,/August8/becameourNationalFitnessDay.

全班齐读句子，教师纠正长句停顿。

师：Nowlet’sreadthewholeparagraphtogethersentencebysentence.Ireadonesentence,youreadafterme.

教师逐句带读课文第一段，学生跟读。

【设计意图】分层设置初读任务，先听录音感知语音语调，再默读完成基础信息检索；通过问题链引导学生自主定位文本关键句；讲解核心句型，指导长句朗读停顿，帮助学生初步理解课文前半部分内容，搭建语篇理解框架。Step4研读课文第一、二部分，梳理信息师：WeknowthedateandoriginofNationalFitnessDay.NextparttalksaboutthelogoofNationalFitnessDay.Pleasereadthispartandthink:Whatdothetwo“8s”standfor?

学生自主阅读课文关于标志段落。

师：Whocananswer?

生：Thefirst“8”standsfor“August”andthesecond“8”standsfor“8th”.

师：Perfect!Andwhatcanweseeinthelogo?

生：Wecanseetwopeople.Theyaredoingexercise.

师：Great!Lookatthelogopictureontextbook.Thetwopeopleinthelogolookliketheyarerunninganddoingsports.SothelogotellsuspeopledosportsonNationalFitnessDay.Nowreadthesesentencesaboutlogotogether.

全班齐读标志相关段落句子。

师：Nowonemorequestion.WhatdopeopledoonNationalFitnessDay?Findthesentence.

生：Peopleofallagesdosomesportsandfitnessactivitiesonthatday.

师：Yes.“Peopleofallages”meanskids,youngpeopleandoldpeople.Everyonecandosportsonthatday.师：Nowlet’smakeasimpleinformationtableonblackboardtocollectwhatwehavelearnedtoday.ItemInformationNationalFitnessDaydateAugust8OriginAfterthe29thSummerOlympicGamesinBeijing,2008Logo:first8standsforAugustLogo:second8standsfor8thInlogoTwopeopledoingexercisePeople’sactivitiesPeopleofallagesdosportsandfitnessactivities师：Nowlookatthistable.Let’sretelltheinformationtogetheraccordingtothetable.

全班对照表格口头复述本课已学信息。

【设计意图】继续使用问题链驱动学生研读文本，借助表格梳理课文信息，把零散文本内容结构化，帮助学生理清课文逻辑；引导学生依托表格复述，锻炼信息概括和口头表达能力，完成本课第一课时的文本信息学习。Step5课时小结（第1课时小结）师：Inthisclass,welearnnewwordsaboutsports:swimming,hiking,riding,running,dancing.Weknowthenewwordsnational,fitness,logo,standfor,fit.Wereadthefirsttwopartsofthetext.WeknowwhenNationalFitnessDayisandwhereitcomesfrom,andthemeaningofitslogo.Nextclasswewilllearntherestofthepassageandfinishtheexercisesinourtextbook.第2课时Step1复习回顾师：Goodmorning,class.Let’sreviewwhatwelearnedlastlesson.First,let’sreadthewordstogether.

全班齐读本课词汇。

师：Nowlookatthechartontheblackboardfromlastclass.WhocantellmewhenNationalFitnessDayis?

生：ItisonAugust8.

师：Good.Whatdoesthefirst“8”inthelogostandfor?

生：ItstandsforAugust.

师：Whataboutthesecond“8”?

生：Itstandsfor8th.

师：Wonderful.Nowlet’sreadthefirsttwoparagraphsofthetexttogether.

全班齐读课文前两段。

师：Wehaveknownthetime,originandlogoofNationalFitnessDay.Todaywewillreadtherestpartofthepassageandfindoutwhatsportschildrencandoonthatday.

【设计意图】借助词汇齐读、问答、段落朗读快速回顾第1课时所学，巩固旧知，自然过渡到本课剩余文本内容学习，实现课时之间内容衔接。Step2学习课文后半段，研读语篇师：Pleasereadthethirdpartofthetextsilently.Findthesentence:WhocanchildrendoexercisewithonNationalFitnessDay?

学生默读课文后半段，寻找答案。

师：Whowantstoshare?

生：OnNationalFitnessDay,childrencandoexercisewiththeirfamilyorfriends.

师：Welldone.Nextquestion:Whatkindsofexercisecanchildrendo?Pleaseunderlinethesewords.

学生继续阅读，划出运动短语。

师：Whatarethey?

生：Theyareswimming,hiking,riding,runninganddancing.

师：Great!Thesearesportsforchildren.Nowlookatthelastsentenceofthepassage:Doingexercisewillkeepusfit.教师板书该句。

师：Nowlookcarefully.Thesubjecthereis“Doingexercise”.Weuseverb-ingformatthestartofthesentence,itmeans“做运动”这件事。Keepusfitmeansmakeushealthy.Sothissentencemeansdoingsportscanmakeushealthy.

师：Let’sreadthissentencetogether.Doingexercise/willkeepusfit.

全班反复朗读句子，教师讲解动名词作主语的含义，对比简单例句：Readingmakesushappy，帮助学生理解结构。

师：NowIwillreadthewholetextforyou.Pleaselistencarefullyandpayattentiontomypauseandtone.

教师完整朗读整篇课文，学生静听。

师：Nowlet’sreadthefulltextingroups.Eachgroupreadoneparagraph.Aftergroupreading,wewillreadthewholetexttogether.

小组分段朗读课文，之后全班齐读完整课文。教师巡视，纠正学生长句停顿、单词发音错误。师：Nowwefinishreadingthefulltext.Let’scompleteourinformationchart,addthenewinformationwegettoday.ItemInformationNationalFitnessDaydateAugust8OriginAfterthe29thSummerOlympicGamesinBeijing,2008Logo:first8standsforAugustLogo:second8standsfor8thInlogoTwopeopledoingexercisePeople’sactivitiesPeopleofallagesdosportsandfitnessactivitiesChildren’spartnersfamilyorfriendsChildren’ssportsswimming,hiking,riding,running,dancingThemeaningofsportsDoingexercisewillkeepusfit.师：Nowlookatthefulltable.Let’strytointroduceNationalFitnessDaytogetherwiththehelpofthetable.Istartfirst.NationalFitnessDayisonAugust8.The29thSummerOlympicGamesinBeijingbeganonAugust8,2008.Afterthat,August8becameourNationalFitnessDay…

教师带领全班依托表格完整复述全文。

【设计意图】继续以问题链引导学生自主研读剩余文本，重点突破本课难点句型Doingexercisewillkeepusfit；完善信息表格，构建完整语篇知识框架；通过分组朗读、全班齐读，提升学生语篇朗读能力，依托表格复述文本，内化课文语言。Step3教材配套阅读任务学习（Readagainandmatch）师：Turntotextbook,lookattheexercise“Readagainandmatch”.Let’sreadthesentencesontheleftandtherightsideonebyone.教师依次朗读左右栏句子。

师：Nowreadthetextonceagain,matchthesentences.Let’sfinishthistasktogether.

师：Firstsentence:TherearetwopeopleinthelogoofNationalFitnessDay.Whichistherightanswer?

生：Theyaredoingexercise.

师：Yes,matchthem.Nextone:PeopleofallagesdosomesportsandfitnessactivitiesonNationalFitnessDay.What’sthematchingsentence?

生：Therearemanykindsofexerciseforchildren.

师：Good.Next:Therearemanykindsofexerciseforchildren.

生：Theyareswimming,hiking,riding,runninganddancing...

师：Perfect.Lastone:Doingexercisewillkeepusfit.

师：Nowwefinishmatching.Let’sreadthesematchedsentencestogether.

全班齐读配对完成的句子。

【设计意图】依托教材原配套练习，巩固课文信息提取能力，在完成匹配任务的过程中再次回顾文本细节，加深学生对课文内容理解，落实教材学习任务。Step4教材Look,write,drawandsay板块学习师：Nowlookatthenextactivity“Look,write,drawandsay”.Lookattheexample:WangTaoandYangMingaretalkingabouttheiractivitiesonNationalFitnessDay.Wehavephrases:gohiking,goswimming,gocycling.教师板书短语。

师：Nowlookattheblank:WhatcanwedoonNationalFitnessDay?Wecan____________________.

师：Wecanusethesportswordswelearned.Forexample,wecangohiking.Whocantryanothersentence?

生1：Wecangoswimming.

生2：Wecangorunning.

师：Great!Youcanwriteyourownsentenceonyourbook.Youcanalsodrawyourfavoritesportnexttothesentence.Afterwriting,youcantalkwithyourdeskmate:WhatcanwedoonNationalFitnessDay?

学生完成书上书写任务，同桌之间开展问答对话练习。教师巡视，查看学生书写，给予单词拼写指导。

师：Now,whowantsto