小学英语冀教版（三起）2024六年级上册（2024）Lesson 3教案

这是一份小学英语冀教版（三起）2024六年级上册（2024）Lesson 3教案，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一定的英语词汇积累与简单故事阅读能力，能够读懂简单叙事短文，掌握一般将来时be ging t的基础用法，具备基本小组合作学习能力。本单元前面两课时已经接触vlunteer、pick up waste等志愿主题词汇，对志愿服务话题有初步认知。但学生对于vlunteer一词动词、名词双重词性容易混淆；a pair f、help take…t…等短语在语境中的灵活运用存在不足；在按事件发展顺序梳理故事、完整复述叙事文本方面仍需要支架引导。学生对贴近生活的公园志愿活动故事兴趣较高，乐于参与课堂问答、图文匹配、朗读活动，但长句朗读、细节信息抓取仍是学习薄弱点。
二、教材分析
本课是Unit3的故事阅读课，以Li Xu班级公园志愿清扫的完整小故事为载体，属于单元核心阅读语篇。课文按照活动前—活动中—活动后的叙事顺序展开，讲述周日李旭和同学们、李旭爸爸到公园开展志愿捡拾垃圾的全过程，呈现时间、地点、人物、事件、结果完整故事要素。文本承载核心词汇：excited, vlunteer, waste, a pair f glves, full, dump, cheerful；重点句型be ging t表将来，give sb. sth.，help take…t…，when引导时间状语从句。文本兼顾语言知识学习与主题育人，借助志愿故事引导学生理解志愿服务的意义，承接单元前两课时志愿话题，也为后续课时谈论志愿经历做好语言铺垫，是单元输入向输出过渡的关键阅读课。
课文原文：
Lk, listen and read
On Sunday mrning, Li Xu is excited. His class is ging t vlunteer in the park. Li Xu's dad is als a vlunteer.
It's 9:00 and they are at the park. Mr Wu gives everyne a black bag and a pair f glves.
The bys and girls pick up waste. They all wrk hard. When the bags are full, they put them tgether.
Li Xu's dad helps take the waste t the dump. It is 11:30. They finish their wrk.
The park lks nice and clean. Nw Li Xu and his classmates are cheerful. They are gd vlunteers.
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，立足语言能力、文化意识、思维品质、学习能力四维设定目标。
1.语言能力：能够认读、理解本课核心词汇vlunteer, excited, waste, a pair f glves, full, dump, cheerful；理解be ging t将来时、give sb. sth.、help take…t…、when引导时间状语从句；能够读懂故事文本，抓取故事时间、地点、人物、事件关键信息；能够正确朗读故事，借助板书支架简单复述故事主要情节。
2.文化意识：读懂国外校园志愿小故事，理解志愿服务的内涵，懂得参与公益劳动可以美化公共环境，体会劳动付出之后收获的快乐，建立乐于参与力所能及公益小事的意识。
3.思维品质：能够按照故事发展顺序梳理文本情节，区分活动前、活动中、活动后不同阶段信息；能够对比志愿活动前后公园环境的变化，开展简单逻辑思考；识别文本中人物情绪变化，训练信息提取、归纳能力。
4.学习能力：学会借助图片、时间线索理解故事；能够在教师引导下开展跟读、小组朗读、图文匹配等课堂活动；养成阅读故事抓取关键信息的阅读策略。
四、教学重难点
教学重点
1.掌握核心词汇短语vlunteer, excited, pick up waste, a pair f glves, full, dump, cheerful。
2.读懂故事文本，理清故事“活动前—活动中—活动后”叙事脉络，正确朗读课文。
3.理解vlunteer名词、动词两种词性；be ging t表将来含义；when引导时间状语从句。
教学难点
1.区分vlunteer作动词“做志愿活动”和名词“志愿者”的用法；理解help take…t…句式含义。
2.借助时间顺序，完整梳理、口头复述故事主要情节。
五、教学过程
第一课时：故事初读，文本理解，词汇句型突破
活动1：课堂导入，主题激活
教师展示单元公园志愿活动主题图片，板书单元主题Vlunteering。
师：Bys and girls, lk at the picture. What are these children ding?
生：They are ding vlunteer wrk.
师：Yes, they are vlunteers. Wh can tell me, what’s vlunteer? 教师板书单词vlunteer，带领学生拼读v‑‑l‑u‑n‑t‑e‑e‑r。
师：Vlunteer can be a nun. It means a persn wh helps thers fr free. It can als be a verb, it means t d vlunteer wrk. 教师在板书上标注：n.志愿者 / v.做志愿活动。
师：Last lessns we talked abut vlunteer wrk. Where can we d vlunteer wrk?
生1：In the park.
生2：In the nursing hme.
师：Great. Tday we will read a stry. Its name is A day f vlunteering. 教师板书课题Lessn3 Stry: A day f vlunteering，带领学生齐读课题两遍。
师：Lk at the stry picture. Wh is the by in the picture?
生：Li Xu.
师：Yes, Li Xu. What will Li Xu d in this stry? Let’s guess.
学生自由猜想，教师不做对错评判，顺势过渡：Nw let’s read the stry and find ut.
设计意图：复习单元旧知，区分vlunteer双重词性，借助图片、猜测激活学生已有知识，引出本课故事主题，建立阅读期待。
活动2：初听故事，整体感知文本
教师播放课文录音，学生合上书，整体听一遍故事。
师：Listen carefully and answer tw simple questins. Questin ne: Where will Li Xu’s class d vlunteer wrk? Questin tw: Wh is als a vlunteer?
录音播放结束，组织学生作答。
生1：In the park.
生2：Li Xu’s dad is als a vlunteer.
师：Perfect. Open yur bks, lk at the stry text. Let’s read paragraph ne tgether.
教师带领学生齐读第一段：On Sunday mrning, Li Xu is excited. His class is ging t vlunteer in the park. Li Xu's dad is als a vlunteer.
师：Lk at this sentence “His class is ging t vlunteer in the park.” What des “is ging t” mean?
生：将要。
师：Right, be ging t means things will happen in the future. Here vlunteer is a verb, means “d vlunteer wrk”. 再次强化vlunteer动词含义。
师：Lk the wrd excited. Wh can read it? 点学生读excited。
师：We use excited t talk abut peple’s feeling. Li Xu is excited. Why is he excited?
生：Because he will d vlunteer wrk.
师：Very gd. On Sunday mrning, we use prepsitin n, because it is a specific mrning f a day. 点拨介词n的用法，具体某一天的早中晚前面用n。
设计意图：听读结合，获取故事开篇基础信息，落实第一段词汇、句型，夯实be ging t将来时、介词n知识点。
活动3：分段研读，解析第二、三自然段
师：Nw let’s g n reading. What time d they get t the park? Please read the secnd part silently and find the time.
学生默读课文第二自然段，找出时间9:00。
师：Yes, it’s 9:00, they arrive at the park. Read this sentence: It's 9:00 and they are at the park. 教师板书at the park，简单区分in the park和at the park，in the park强调在公园内部空间，at the park强调到达公园这个地点。
师：What des Mr Wu give everyne? Please find it in yur bk.
生：A black bag and a pair f glves.
师：Wnderful. Lk here “a pair f glves”. “a pair f” means ne set f smething, like a pair f shes, a pair f scks. 教师板书短语a pair f，拓展简单同类短语帮助学生理解，带领学生拼读glves。
师：S Mr Wu gives everyne a black bag and a pair f glves. This structure is give sb. sth., give smebdy smething, give peple things. Fr example: I give yu a bk. 讲解give sb. sth.双宾语结构，口头举例，让学生感知句式。
师：After getting bags and glves, what d the bys and girls d? Let’s read next sentences. 师生齐读：The bys and girls pick up waste. They all wrk hard.
师：What’s pick up waste? 教师板书pick up waste，讲解短语含义“捡拾垃圾”。wrk hard，努力干活、努力学习。
师：Read the next sentence: When the bags are full, they put them tgether. Wh can tell me what “full” means?
生：满的。
师：Yes, full means there is n mre space inside. When引导 here is a time adverbial clause, “当……的时候”。When the bags are full，当袋子装满的时候。put them tgether，把它们放到一起。Pay attentin, we use them here, bject frm, stand fr the bags. 点拨宾格them指代bags。
师：What des Li Xu’s dad d then? Please find the sentence.
生：Li Xu's dad helps take the waste t the dump.
师：Excellent. Let’s study this sentence. help take…t…，帮忙把……带到……。dump means a place fr rubbish，垃圾场。教师板书dump，对比旧单词jump，提醒发音区分。教师示范整句朗读，学生跟读多遍。
设计意图：逐句拆解文本二、三自然段，落实本课核心短语、when时间状语从句、help take…t…难点句式，结合文本语境讲解语法，依托课文原句，不脱离故事空谈语法。
活动4：第一课时课堂梳理，搭建情节表格
教师在黑板绘制简易表格，师生共同填写，梳理故事前半部分信息。
师：Lk at ur chart. Up t nw we knw what happens befre vlunteering and during vlunteering. Next class we will learn what happens after they finish their wrk, and we will read the full stry fluently.
第一课时课堂小结
本节课我们认识了故事人物Li Xu，读懂志愿活动开始前和开展过程中的课文内容，掌握vlunteer一词两种词性，学习a pair f、pick up waste、help take…t…等短语，理解be ging t表达将来、when引导时间状语从句的用法，梳理出故事前半段时间线，下节课继续学习故事结尾，进行完整朗读和故事复述训练。
第二课时：完整故事研读，朗读训练，梳理故事结局，复述故事
活动1：复习回顾，衔接旧知
教师出示上节课板书表格，组织学生口头回顾上节课所学内容。
师：Bys and girls, let’s review ur stry. When is the stry?
生：On Sunday mrning.
师：Where will Li Xu’s class g t d vlunteer wrk?
生：In the park.
师：What des Mr Wu give every student?
生：A black bag and a pair f glves.
师：What d children d in the park?
生：They pick up waste and wrk hard.
师：What des Li Xu’s dad help d?
生：He helps take the waste t the dump.
师：Gd jb. Nw we knw what they d during vlunteer wrk. But when d they finish their wrk? What changes happen t the park? Let’s read the last part f ur stry.
设计意图：依托上节课表格支架，问答式复习第一课时词汇、情节，自然过渡到故事结尾段落学习。
活动2：研读故事结尾段落，学习剩余文本内容
教师出示课文最后两段原文：
It is 11:30. They finish their wrk.
The park lks nice and clean. Nw Li Xu and his classmates are cheerful. They are gd vlunteers.
教师带领学生齐读。
师：Lk at the time here, it’s 11:30. S frm 9:00 t 11:30, they finish all vlunteer wrk. finish their wrk，完成他们的工作。板书finish their wrk。
师：After their hard wrk, hw is the park nw?
生：The park lks nice and clean.
师：Yes! Befre vlunteering, there is lts f waste. After picking up waste, the park becmes nice and clean. 教师引导学生对比志愿活动前后公园环境的变化，引导学生思考劳动带来的改变。
师：Read this wrd “cheerful”. Wh can try t read it? 点学生试读cheerful。
师：Cheerful means happy. Li Xu and classmates are cheerful. Why are they cheerful?
生1：Because the park is clean.
生2：Because they finish vlunteer wrk.
师：That’s right. They feel happy after ding vlunteer wrk. At last, the stry says “They are gd vlunteers.” Why des the stry call them gd vlunteers?
生：Because they wrk hard and help clean the park.
师：Perfect. They wrk hard and make the park beautiful, s they are gd vlunteers.
教师将故事结尾信息补充到黑板表格中，完善完整故事表格。
师：Nw ur chart is cmplete. Let’s divide the whle stry int three parts: befre vlunteering, during vlunteering, after vlunteering. 教师在表格旁标注三个阶段，带领学生分清故事三大部分。
设计意图：精读故事结尾，学习cheerful、finish their wrk，依托表格完整搭建故事时间线，引导学生观察环境变化、人物情绪变化，落实文本育人内涵，训练学生梳理叙事文本的思维。
活动3：全文逐段跟读，分层朗读训练
教师播放完整课文录音，学生手指课本逐句听读，模仿语音语调。
师：Nw please fllw the audi, read sentence by sentence. Pay attentin t pause and prnunciatin.
播放录音，学生逐句跟读。跟读结束，教师针对长句进行点拨示范。
师：Lk at this lng sentence: When the bags are full, they put them tgether. We shuld make a shrt pause after “full”. Listen t me.（教师示范朗读长句）Nw read tgether.
全班齐读长句，再抽个别学生朗读，纠正发音停顿问题。
师：Nw we will d reading in three ways. First, whle‑class read the full stry tgether. Secnd, bys read paragraphs ne‑tw, girls read paragraphs three‑fur. Third, read in small grups f fur, each student reads ne paragraph.
依次开展全班齐读、男女分角色分段朗读、四人小组分段朗读。教师巡视课堂，走进各个小组，倾听学生朗读，针对glves、dump、cheerful等易错单词进行口头提示纠正。
小组朗读结束之后，邀请2‑3个小组起立展示完整故事朗读。
师：Which grup wants t shw yur reading? Please read the whle stry fr us.
小组展示完毕，教师简单肯定朗读表现。
设计意图：多形式朗读训练，由机械跟读过渡到分层朗读，落实本课语音语调，强化对完整文本的熟悉度，借助小组朗读调动学生参与度。
活动4：依托表格支架，开展故事信息问答与口头复述
教师保留黑板完整时间表格，遮住表格中“What they d”一列内容。
师：Nw let’s play a Q&A game. I ask yu answer, use infrmatin frm ur stry.
师：Questin 1: Why is Li Xu excited n Sunday mrning?
生：Because his class is ging t vlunteer in the park.
师：Questin 2: Wh gives everyne black bags and glves?
生：Mr Wu.
师：Questin3: What d the children pick up in the park?
生：They pick up waste.
师：Questin4: Where des Li Xu’s dad take the waste?
生：He takes the waste t the dump.
师：Questin5: Hw d Li Xu and his classmates feel after finishing wrk?
生：They are cheerful.
问答结束，教师引导学生依托表格进行口头复述示范。
师：Lk at the chart n blackbard. I will try t retell this stry fr yu. On Sunday mrning, Li Xu is excited. His class is ging t vlunteer in the park…教师完整示范简短复述一遍。
师：Nw wrk in pairs. Lk at the chart, try t retell the stry with yur partner. Yu can use simple shrt sentences.
学生结对，借助黑板表格支架互相复述故事，教师巡视，对基础薄弱学生进行提示帮扶，提醒学生可以参考表格中的时间、关键词，不用一字不差背诵课文，说出主要情节即可。
师：Wh wants t try retelling the stry in frnt f class?
挑选2‑3名学生进行口头复述，允许学生适当参看板书关键词。学生复述时，教师不打断，复述结束后，带领全班同学一起回看课文核对关键情节。
师：Let’s check. Did he/she talk abut 9:00 and 11:30? Did he/she talk abut pick up waste? Yes, yu gt the main parts f the stry.
设计意图：问答巩固文本细节，表格作为语言支架降低复述难度，分层要求，不强制背诵原文，重在训练学生按时间顺序输出故事主要情节，突破本课教学难点。
活动5：文本核心语言点归纳巩固
教师结合课文原句集中梳理本课重点语言点，全部依托课文例句讲解，不额外拓展复杂习题。
1.vlunteer：n.志愿者；v.做志愿活动
例句：Li Xu’s dad is als a vlunteer. / His class is ging t vlunteer in the park.
2.be ging t +动词原形：将要做某事，表达将来计划
例句：His class is ging t vlunteer in the park.
3.a pair f +复数名词：一副、一双
例句：Mr Wu gives everyne a pair f glves.
4.give sb. sth. 给某人某物；help take…t…帮忙把……带到……
5.when引导时间状语从句：When the bags are full, they put them tgether.
6.excited修饰人感到兴奋；cheerful表示开心愉快。
教师带领学生齐读全部例句，再次回归课文对应句子定位。
六、课堂小结
两课时整体小结：本课我们学习故事A day f vlunteering，故事按照“志愿活动前—志愿活动中—志愿活动结束后”的顺序讲述Li Xu班级在公园开展志愿清扫的经历。我们掌握vlunteer双重词性，a pair f、pick up waste、help take…t…等核心短语，理解be ging t将来时、when引导时间状语从句的用法。通过听读、分段研读、分层朗读、依托表格复述故事，我们读懂故事全部细节，能够按照时间顺序说出故事主要情节。同时我们也从故事中体会到，志愿劳动可以改善公共环境，付出劳动之后能够收获快乐。Time
Place
Peple
What they d
Sunday mrning
On the way t park
Li Xu, his class, Li Xu’s dad
Will vlunteer in the park
9:00
At the park
Mr Wu, students, Li Xu’s dad
Get bags and glves, pick up waste
Time
Place
Peple
What they d
Sunday mrning
On the way t park
Li Xu, his class, Li Xu’s dad
Will vlunteer in the park
9:00
At the park
Mr Wu, students, Li Xu’s dad
Get bags and glves, pick up waste
11:30
At the park
All the peple
Finish wrk, park becmes nice and clean, they are cheerful