【2026 秋】冀教小学英语六年级上册Unit 1 Pocket money Lesson 4 Be wise with money 教学设计

Unit1Pocket money

Lesson4Be wise with money 教学设计

一、教材分析

本课属于人与社会主题范畴，主题为合理使用零花钱，树立正确金钱观。语篇包含三段人物独白，介绍三种零花钱使用方式：理性消费、制定储蓄计划、帮助有需要的人。

文本结构清晰，以三个孩子的口头陈述为主体，搭配填空、口语讨论、写作输出分层练习。

语言知识：核心句型I…to…；短语：pocket money, do chores, earn, savings plan, piggy bank, people in need。

本课践行英语学习活动观，从学习理解→应用实践→迁移创新层层推进，依托语篇阅读，落实语言能力、文化意识、思维品质、学习能力四项核心素养。

教材依托生活化话题，引导学生联系自身零花钱使用情况，懂得“Money doesn't grow on trees.”，懂得珍惜金钱，理性消费，渗透德育。

二、学情分析

小学高段学生，已经掌握一般现在时，能够读懂简单段落，有一定口语表达基础。学生有零花钱的生活经验，但缺乏理性规划金钱的意识，对谚语Money doesn't grow on trees 理解需要结合生活实例。学生乐于小组讨论，适合任务型活动。

三、教学目标（核心素养导向）

1. 语言能力

能听懂、认读词汇：pocket money, do chores, earn, savings plan, piggy bank, people in need；能读懂文本，口头复述三位同学使用零花钱的方式；能用简单句子介绍自己如何使用零花钱。

2. 文化意识

理解谚语Money doesn't grow on trees，明白金钱来之不易，树立正确消费观，懂得节约、储蓄、乐于助人。

3. 思维品质

能对比不同零花钱使用方式，辩证思考消费行为；能结合自身情况理性规划零花钱。

4. 学习能力

借助图片、文本获取信息；开展小组合作，主动参与听说读写活动，学会自主梳理信息。

四、教学重难点

重点：读懂语篇，掌握本课短语，说出三种零花钱使用方式。

难点：理解谚语Money doesn't grow on trees；综合运用语言写自己零花钱使用计划。

五、教学准备

PPT、课文图片、任务单、存钱罐道具

六、教学过程

第一阶段：学习理解类活动（感知、获取、梳理）

Activity1 热身导入，激活已有知识（3min）

师生互动

T: Good morning, boys and girls. Look!（出示存钱罐图片）What's this?

S: It's a piggy bank.

T: Yes! Do you have pocket money?

S: Yes/No.

T: Where do you get your pocket money?

S: My parents give me…

T: Today we will talk about money. Look at the title: Be wise with money. 板书标题，带读，解释 wise。

T: What does “be wise with money” mean? Let's guess.

学生自由发言，教师总结：use money in a good way。

设计意图：创设生活化情境，激活学生关于零花钱的生活经验，引出本课主题，铺垫主题词汇。

Activity2 Look, listen and read 获取语篇信息（12min）

1. 听前预测

T: Look at the three kids in the picture. What do they do with their pocket money? Please look at the pictures and guess.

学生看图预测，自由猜想。

2. 听录音，整体感知

T: Now listen to the audio, check your guess. While listening, think: What are their ideas about pocket money?

播放录音，学生整体倾听。

师生互动

T: Who can tell me the first girl's idea?

S: She spends money wisely.

T: Great! What does she do? Let's read Paragraph1 together.

师生共读第一段，板书短语：do chores, earn pocket money, think carefully, spend on things I need。教师带读，讲解 earn：work and get money。

T: Why does she think carefully before buying things?

S: She only buys things she needs, not wants.

T: Now look at the boy with piggy bank. What's his idea? Let's listen again.

学生读第二段。板书：savings plan, put money in piggy bank。

T: What is a savings plan?

S: Save money every week.

T: Perfect!

T: The third girl. What does she do with pocket money?

S: She helps people in need.

板书people in need，举例 help poor kids。

3. 解读核心谚语

T: At the top, there is a sentence: Money doesn't grow on trees.

提问：What does it mean? Let's discuss.

引导学生说出Money is not easy to get. We can't waste money.

设计意图：听读结合，由整体到细节，分层获取文本信息，梳理三个人的金钱观念，落实语言输入。

Activity3 Read and write 梳理文本信息（7min）

学生独立完成课本Read and write 填空。

师生互动

T: Finish the blanks by yourself. You can find answers from the text.

学生完成后，师生核对答案。

Think carefully and spend wisely on things she needs.

Make a savings plan and put some pocket money in the piggy bank each week.

Help people in need with pocket money.

T: Let's read these sentences together. Who wants to read for us?

邀请学生朗读，订正发音。

T: Now work in pairs, retell what the three kids do, use these sentences.

同桌两人复述文本信息。

设计意图：提取文本关键信息，结构化梳理语篇，内化文本知识。

第二阶段：应用实践类活动（描述、阐释、分析）

Activity4 Think and talk 口语讨论（8min）

聚焦问题：How do you understand “Money doesn't grow on trees.”?

师生互动

T: Boys and girls, who wants to share your idea?

S1: Money is hard to get. We can't waste money.

T: Excellent. Your parents work hard to get money.

T: Please work in groups of four. Talk about this sentence. Also talk: Where do your parents get money?

小组讨论2 分钟，教师巡视，参与各组交流，指导学生使用本课短语。

小组展示汇报：每组派一名代表发言。

T: Group 1, please share your ideas.

S: We think money can't grow on trees. We should not waste pocket money.

教师点评，引导学生感悟劳动获得金钱，不能随意挥霍。

拓展追问：What is the difference between things you need and things you want?

引导区分need（必需品）和 want（想要的玩具零食等），深化思维。

设计意图：在真实交流中运用本课语言，阐释对谚语的理解，思辨消费行为。

第三阶段：迁移创新类活动（推理、论证、创造）

Activity5 Write and share 写作输出 How to use pocket money wisely（8min）

师生互动

T: Now, you learn three good ways to use pocket money. Can you write your plan?

板书：

I get pocket money from ____.

I will ____.

I won't waste money on ____.

I want to ____.

T: You can choose one or two ways: save money, buy things I need or help others.

学生独立书写短文，教师巡视，个别指导。

T: Who wants to share your writing? Come to the front and read.

学生展示作品，师生互评。评价重点：语句通顺，观点清晰，能用到本课词汇。

T: Wow! You have a great plan for pocket money. You are wise with money!

设计意图：迁移本课所学，联系学生自身生活，创造性输出语言，实现学用结合。

Activity6 Summary & Homework（2min）

T: Let's summarize today's class. What three ways do we learn to use pocket money?

师生一起回顾：spend wisely; make savings plan; help people in need。

Homework：

1. Read the text to your parents.

2. Share your pocket money plan with your family.

3. Try to do chores at home to earn pocket money（可选）。

七、板书设计

Be wise with money

Money doesn't grow on trees.

1. spend wisely → think carefully, buy things we need

2. savings plan → put money in piggy bank

3. help people in need

Key words: pocket money, earn, do chores

八、课后反思预设

成功之处

1. 本课严格落实英语学习活动观，学习理解 — 应用实践 — 迁移创新三层次活动清晰，由输入到输出层层递进。话题贴近学生真实生活，学生参与口语讨论积极性较高，能结合自身零花钱经历表达想法。

2. 核心素养落地：借助语篇，不仅学习词汇句型，同时渗透金钱观德育，学生能够理解谚语含义，区分 need 和 want，思维得到训练。

3. 分层任务设计，填空、对话、写作难度逐步提升；设置支架（写作模板）降低写作难度，照顾基础薄弱学生。

存在问题预设

1. 部分基础弱的学生，口头复述段落时，容易遗漏短语，句型表达不完整；小组讨论时少数学生只听不说，参与度不足。

2. 写作环节，个别学生容易简单抄写课文句子，缺少自己真实想法，迁移创新不够。

3. 课堂时间分配：讨论环节如果学生发散太多，会挤压写作展示时间。

改进策略预设

1. 课前预设分层任务卡，给学困生准备短语提示卡，小组内设置角色分工（记录员、发言人），保证人人开口。

2. 写作前增加范例示范，引导学生联系真实生活，鼓励写出个性化想法，不要照搬原文。

3. 灵活调控课堂时间，预设弹性时间；可将部分学生作品展示移到下节课课前两分钟。

4. 拓展延伸：下节课增加小调查活动，调查同学零花钱使用情况，进一步巩固主题语言。