小学英语冀教版（三起）2024六年级上册（2024）Lesson 3教案设计

这是一份小学英语冀教版（三起）2024六年级上册（2024）Lesson 3教案设计，共11页。教案主要包含了学情分析，教材分析，核心素养教学目标，教学重难点，教学过程，课堂小结等内容，欢迎下载使用。
六年级学生已经具备两年多的英语学习基础，掌握一定数量的常用词汇与基础句型，能够读懂简单小故事，具备初步的英语朗读、角色扮演能力。本单元主题为如何解决问题，学生在生活中会遇到各类需要独立判断的现实问题，对于《小马过河》的中文故事十分熟悉，能够快速理解故事背景。但学生在英语故事阅读中，对长句理解、故事逻辑梳理、故事蕴含道理的英文表达存在困难；部分学生容易停留在字面翻译，难以用英语表达个人观点。同时六年级学生思维逐步走向理性，乐于参与故事演绎、问题探讨活动，适合借助熟悉的传统寓言开展英语阅读教学，引导学生把故事文本和现实生活建立联系。
二、教材分析
本课选自冀教版（三起）新版六年级上册Unit2《Hw t slve prblems》，是一节故事阅读课，主题为A little hrse crssed the river《小马过河》。本单元整体围绕“解决问题”展开，Lessn3以中国经典寓言故事作为载体，承载单元核心主题。文本以故事叙事为主，出现大量动词短语、一般过去时句型，通过小马向老牛、松鼠询问河水深浅，最后自己尝试过河的完整情节，传递“遇到问题要亲身尝试，不能只听别人的说法”的道理。
教材文本包含故事插图、故事段落、核心词汇、故事理解问题板块。本课既是对前面课时问题解决类句型的巩固，也为后续学生用英语讲述故事、表达见解做好语言铺垫。故事文本兼顾语言训练与德育渗透，将语言学习与思维品质培养融合，是落实英语学科核心素养的典型阅读教学材料。
三、核心素养教学目标
依据义务教育英语课程标准最新要求，从语言能力、文化意识、思维品质、学习能力四个维度设定本课教学目标：
1.语言能力：能够听懂、认读、理解故事文本，掌握核心词汇crss, river, cw, squirrel, try, deep, shallw等；读懂一般过去时叙事语句；能够正确朗读故事，梳理故事主要情节；可以借助提示简单复述故事关键片段；能够读懂教材配套的故事理解习题，用简单英语回答故事相关问题。
2.文化意识：读懂中国传统寓言小马过河的英文版本，体会寓言蕴含的生活道理；感受中国传统故事用英语表达的魅力，懂得遇到问题多方听取意见，但更要敢于亲身实践。
3.思维品质：能够梳理故事起因、经过、结果，对比老牛和松鼠对河水的不同描述，分析二者说法不一样的原因；能够对小马的行为进行思考，辨别他人建议不一定完全适合自己，发展分析、比较、推理的思维能力。
4.学习能力：学会借助插图预测故事内容，掌握故事阅读的基本方法；乐于参与故事朗读、问答、小组研读文本的课堂活动，养成圈画文本关键信息的阅读习惯。
四、教学重难点
教学重点
1.掌握本课核心词汇crss, river, cw, squirrel, try, deep, shallw；理解故事中一般过去时的叙事句子。
2.读懂完整故事文本，理清小马过河的故事情节，能够流利朗读课文。
3.理解故事核心寓意，读懂教材文本内的问题设问。
教学难点
1.理解一般过去时在故事叙事当中的用法，区分故事里过去发生的动作。
2.理解为什么老牛和松鼠对河水的描述完全不同，能用简单英语表达自己对故事的理解。
3.结合课文内容，内化“亲身尝试解决问题”的单元主题。
五、教学过程
第一课时：故事初读，梳理情节，理解文本表层信息
活动一：课堂导入，激活旧知，引出课题
教师出示单元主题图片，结合单元主题Hw t slve prblems开启课堂对话。
师：Bys and girls, lk at ur unit title, Unit2 Hw t slve prblems. What will yu d when yu meet a prblem? Wh can tell me?
生1：I can ask my friends.
生2：I can ask my parents.
师：Great! When we have prblems, we can ask thers fr advice. But is thers’ advice always right? Tday we will learn a famus stry. Its name is A little hrse crssed the river.板书课题Lessn3 Stry: A little hrse crssed the river.带领学生齐读课题2遍。
师：Lk at the picture n ur textbk. Wh can yu see in the picture?
生：A little hrse, a cw and a squirrel.
师：Yes! This is ur ld Chinese stry 小马过河，but nw we read it in English. Befre reading, let’s guess: What prblem des the little hrse have?
生自由猜测回答。
设计意图：借助单元主题导入，联系学生生活经验，结合中文寓言故事背景，降低英文故事阅读心理门槛，通过插图预测，激发学生阅读兴趣，明确本节课学习内容。
活动二：学习本课核心词汇，扫清阅读障碍
教师结合教材插图，依次呈现本课重点生词crss, river, cw, squirrel, deep, shallw, try。教师结合图片、动作进行讲解示范。
师：Lk at this wrd, river. What’s river? Pint t the river in the textbk picture.
生在课本插图找到河流。
师：Crss the river means g acrss the river. Read after me, crss, crss, crss the river.
学生集体跟读，个别抽读。
师：Lk at the big animal, it’s a cw. Read cw. And this small animal is a squirrel, squirrel.
师：Nw lk at deep and shallw. If the water is very deep, yu can’t stand in it. Shallw means water is nt deep. 教师配合手势演示水深水浅。Then try, try means yu d smething by yurself.
教师带领学生齐读全部单词，开展师问生答巩固词汇。
师：Wh can tell me, which animal is big?
生：The cw is big.
师：Which animal is very small?
生：The squirrel is small.
师：If water is nt deep, it is…?
生：Shallw!
师：If water is t hard fr yu, it is…?
生：Deep!
设计意图：依托教材插图，词图结合处理核心生词，不脱离课本语境，解决故事阅读的词汇障碍，为后续阅读课文做好铺垫。
活动三：初听故事，整体感知课文
师：Nw pen yur bks, turn t Lessn3. Let’s listen t the stry audi f ur textbk. While listening, please pint at each sentence yu hear, dn’t read, just listen.
播放教材课文录音，学生手指对应文本，整体感知完整故事。音频结束后，教师发起提问。
师：After listening the stry, what is the little hrse’s prblem?
生：He wants t crss the river.
师：Yes, the little hrse needs t crss the river. Wh des he ask fr help?
生：He asks the cw and the squirrel.
师：Perfect! Nw let’s read paragraph 1‑2 f the textbk tgether. Please read ludly.
学生集体朗读课文第一、二自然段。教师针对课文文本进行细致讲解。
师：Lk at sentence “The little hrse must crss the river.” Must means “必须”。And lk this sentence, he meets the cw. Meets, this is past frm, meet‑met. It means he saw the cw n his way.
师：What des the cw say? Let’s find the cw’s wrds in ur bk. Wh can read the cw’s sentences fr us?
一名学生朗读老牛所说的话。
师：The cw says “The river is shallw. Yu can crss it easily.” Shallw, we learned just nw, the cw thinks the river is nt deep. Why des the cw think s? Think abut the cw, he is very tall and big.
学生简单思考作答。
师：Then wh cmes? Yes, the squirrel. Please find squirrel’s wrds in the textbk, read them ut.
学生朗读松鼠的台词。
师：Squirrel says “The river is very deep! Yu can’t crss it.” Nw here is a chart n the blackbard, let’s fill in it tgether。教师板书对比表格。
师：Lk at this chart. The cw and squirrel give tw ttally different answers abut the same river. Why? This is ur imprtant questin fr this stry.
设计意图：利用教材原版音频输入，训练学生听读习惯；截取课文前半部分文本逐句解析，借助表格对比文本信息，引导学生发现故事矛盾点，聚焦故事核心问题，落实课本内容学习。
活动四：研读课文前半部分，朗读操练
师：Nw we read paragraph 1‑2 again. I will be the little hrse, sme f yu will be the cw, sme f yu will be the squirrel. Let’s read in rles.
组织学生分角色朗读课文1‑2自然段。
师：Nw lk back t ur textbk text. Let’s find ut key wrds. Wh can tell me, what des the cw tell the little hrse?
生：The river is shallw. Yu can crss it easily.
师：And what warning des the squirrel give?
生：The river is very deep! Yu can’t crss it.
师：Gd. Nw think: The river is the same river. Why are their answers different? Yu can discuss with yur deskmate fr a mment.
学生同桌简单交流。
师：Ok, stp. Wh wants t share yur idea?
生1：The cw is big.
生2：The squirrel is small.
师：Exactly. The cw is big, s fr him the river is shallw. The squirrel is tiny, s fr him the river is deep. Their answers are true fr themselves, but nt fr the little hrse.
教师再次回归课本文本，指着课文语句再次点拨，让学生在原文语境中理解该逻辑。
设计意图：立足课本文本开展角色朗读，以师问生答推进课堂，引导学生从文本当中找依据，初步理解矛盾产生的原因，训练学生从文本提取信息的阅读能力。
第一课时课堂小结
师：In this class, we learn the new wrds f Lessn 3. We read the first tw paragraphs f ur stry. We knw the little hrse wants t crss the river. He asks the cw and the squirrel fr help. The cw says the river is shallw, but the squirrel says it is deep. They give different answers. Next class we will keep reading the rest f the stry, t see what the little hrse des at last.
第二课时：细读剩余文本，感悟故事内涵，朗读巩固故事
活动一：复习回顾，衔接上一课时内容
师：Bys and girls, let’s review what we learned last class. Lk at ur chart n the blackbard. Wh can retell what the cw and the squirrel say?
学生看着黑板表格复述老牛与松鼠的观点。
师：Great. The little hrse gets tw different answers. He feels cnfused. Nw let’s g n reading ur textbk stry, paragraphs 3‑4. What will the little hrse d then?
设计意图：依托上节课板书表格快速复习，衔接课本剩余故事内容，自然过渡第二课时课文学习。
活动二：精读课文后半部分，解析教材文本3‑4自然段
播放教材故事音频，学生跟随音频默读课文3‑4自然段。音频结束，教师针对课本原文逐句讲解。
师：Please lk at yur textbk. “The little hrse ges back hme and asks his mum.” Lk, ges back hme means g hme. He is cnfused, s he turns t his mther fr help. Wh can read mum’s wrds in the bk?
学生朗读小马妈妈的台词。
师：Listen carefully t mum’s wrds in the text. Mum des nt tell him directly if the river is deep r shallw. What des mum ask him t d? Find the sentence in yur bk.
生：“Why dn’t yu have a try?”
师：Yes, “have a try” means try it by himself. Mum tells him dn’t nly listen t thers’ wrds, he shuld try fr himself.
师：Then what des the little hrse d? Read next sentence in the textbk.
生：The little hrse cmes t the river again. He crsses the river by himself.
师：Perfect! He listens t his mther’s advice. He makes up his mind t try. Nw lk the last sentences f the stry in ur bk. What des he find at last?
生：He finds the river is neither t deep nr t shallw fr him.
教师重点解析句子neither…nr…，结合语境讲解含义，不需要复杂语法拓展，只结合故事理解句意。
师：S fr the little hrse, the river is nt t deep, and als nt t shallw. That is the result f his trying. Nw we cmplete ur chart n blackbard, add the little hrse’s finding。更新板书表格：
师：Nw let’s answer the textbk’s cmprehensin questins tgether. First questin frm ur bk: Why d the cw and the squirrel have different ideas? Wh wants t answer accrding t ur stry text?
生：Because the cw is big, the squirrel is small.
师：Gd. Secnd questin in textbk: What des the little hrse learn frm this experience? Think frm ur stry.
生：He shuld have a try himself.
师：Very gd. We can get this idea frm ur stry text. Other peple’s suggestins are fr themselves. We need t try by ur wn.
设计意图：紧扣教材3‑4自然段原文逐句解析，利用课本自带阅读理解设问推进课堂，完善信息表格，引导学生从文本当中找到答案，落实教材内容，挖掘故事文本内在逻辑。
活动三：完整朗读全文，文本巩固内化
师：Nw we have finished reading all paragraphs f Lessn3. Let’s listen t the full stry audi frm textbk nce mre. Please fllw the audi, read sftly.
学生跟音频轻声完整跟读全文。
师：Nw we read the whle stry tgether ludly. Ready, g.
全班齐读完整课文。
师：Nw we d rle‑play with ur textbk. Fur grups: little hrse, cw, squirrel, mum. Each grup reads their lines in the stry. Please lk strictly at the sentences in ur bk.
分组分角色朗读课文，严格使用课本原文语句。
师：Stp here. I will ask sme questins abut the text t check yur understanding. Questin ne: Wh tells the little hrse t have a try?
生：His mum.
师：Questin tw: Des the little hrse crss the river at last?
生：Yes, he des.
师：Questin three: Is the river very deep fr the little hrse?
生：N. It is neither t deep nr t shallw.
设计意图：多次朗读教材原文，分角色朗读加深文本熟悉程度，通过问答巩固课文细节，夯实本课语言知识点。
活动四：梳理完整故事脉络，搭建复述支架
教师在黑板梳理故事完整流程，按照故事起因—经过—结果，结合课文内容搭建简单支架。
起因：The little hrse needs t crss the river.
经过：He asks the cw and squirrel. He gets tw different answers. He ges hme t ask mum. Mum tells him t have a try.
结果：He tries by himself and crsses the river. The river is neither t deep nr t shallw fr him.
师：Lk at the stry flw n blackbard. All these pints cme frm ur textbk stry. Nw I want sme students t retell ur stry with these hints. Yu can use the sentences frm ur bk. Wh wants t try?
邀请2‑3名学生借助板书支架复述课文关键内容，允许学生参考课本。
师：Well‑dne. S frm this stry, what can we learn? Cmbine ur unit theme Hw t slve prblems.
生1：When we have prblems, we can try urselves.
生2：We can’t nly listen t thers.
师：Exactly. When we meet prblems in life, we can listen t thers’ advice, but we als need t try fr urselves. That is the lessn f this stry, and als ur unit theme hw t slve prblems.
设计意图：依托课本文本提炼故事框架，搭建复述支架，训练学生故事概括能力，把故事寓意和单元主题建立关联，落实思维品质培养。
六、课堂小结
本课两课时完成Lessn3《A little hrse crssed the river》寓言故事学习。第一课时主要完成生词学习，学习故事前半部分，了解小马遇到过河难题，分别询问老牛和松鼠，得到两种完全相反的看法，借助表格梳理文本信息。第二课时研读故事剩余段落，学习小马回家询问妈妈，听从妈妈建议亲身尝试，最后成功过河，读懂河水对于小马而言既不很深也不很浅。
通过本课学习，学生掌握crss, river, cw, squirrel, try, deep, shallw等核心词汇；读懂本课英语寓言故事文本，能够完整朗读课文，借助支架复述故事主要情节；理解老牛和松鼠说法不同的根本原因，懂得听取他人建议的同时，遇到问题要敢于亲身实践。本课依托课本原版故事文本，落实单元“Hw t slve prblems”解决问题的主题，完成语言能力、文化意识、思维品质、学习能力的综合训练。
Character
Idea abut the river
The cw
The river is shallw.
The squirrel
The river is deep.
Character
Idea abut the river
The cw
The river is shallw.
The squirrel
The river is very deep.
The little hrse
Neither t deep nr t shallw.