Unit 2 What's your opinion（教案）-2026-2027学年外研版（三起）英语六年级上册

该小学英语教案聚焦“表达观点与态度”主题，核心知识点为询问与表达观点的功能句型（What's your opinion? I think… In my opinion… Because…）及opinion、agree、should等词汇。通过教材主题图激活生活经验导入，以词汇表格、句型表格、讨论支架、写作结构支架为学习支架，串联词汇学习、对话理解、阅读分析到综合表达的脉络。 特色在于依托真实生活话题（校园规则、环保等）开展交际教学，通过阅读课分析“观点+理由”语篇结构培养思维品质，小组讨论与写作任务提升语言能力，结构化支架助力学习能力发展。实例如Fuel up板块用表格梳理功能句型，第三课时结合课本话题进行小组辩论。既帮助学生规范逻辑表达，又为教师提供系统可操作的教学流程。

《Unit 2 What's your opinion》教案（3课时）-2026-2027学年外研版（三起）（新版）小学英语六年级上册 1、 学情分析 六年级学生已具备较扎实的小学英语基础，能熟练运用一般现在时、一般将来时、can、should等基础句型，具备简单的口头表达与短文阅读能力。学生在日常生活中经常需要表达看法、建议和理由，对“opinion”话题有天然生活经验，易于代入情境。但学生在有条理地表达观点、用I think… / In my opinion… / Because…清晰阐述立场方面仍不够规范，逻辑表达较弱，对讨论类交际用语掌握不系统。同时，该学段学生思维逐步从形象向抽象过渡，愿意参与小组讨论、辩论等活动，适合在真实话题情境中学习观点表达，提升语言逻辑性与交际实用性。 2、 教材分析 本课选自外研版（三年级起点）新版六年级上册Unit 2 What's your opinion?，单元主题为“表达观点与态度”，属于“人与社会”主题范畴。教材围绕校园生活、日常选择、简单社会话题展开，包含Get ready词汇导入、Start up情景对话、Speed up阅读短文、Fuel up语法与功能句型板块，以及综合表达任务。 课文核心内容是学习询问与表达个人观点的功能句型：What's your opinion? What do you think? I think… In my opinion… Because… 重点词汇涉及opinion, think, should, should not, agree, disagree, better, important等。语篇贴近学生真实生活，如讨论课外活动、阅读习惯、校园规则、环保行为等，语言实用、交际性强。本课重点训练学生在真实语境中清晰、礼貌、有条理地发表观点，并学会用because说明理由，既是对六年级语言综合运用能力的提升，也为初中英语议论性表达打下基础。 3、 核心素养教学目标 依据2022版义务教育英语课程标准，围绕四大核心素养设定目标： 1. 语言能力：能够听、说、认读opinion, think, agree, disagree, should, better等核心词汇；掌握询问观点与表达观点的重点句型；能读懂教材对话与短文，提取观点与理由；能运用规范句型表达自己的看法并说明原因。 2. 文化意识：了解中西方在表达观点时礼貌、委婉的交际习惯；懂得尊重他人不同意见，学会理性、友好地交流看法，树立包容、理性的沟通意识。 3. 思维品质：能区分“事实”与“观点”，学会有条理地表达立场；能借助because梳理理由，提升逻辑表达能力；能在讨论中对比不同看法，发展批判性思维与简单推理能力。 4. 学习能力：学会运用图表、例句支架梳理观点；能在小组合作中主动交流；能借助课本情境模仿、迁移语言，逐步实现独立表达，形成有效的口语表达策略。 4、 教学重难点 1. 教学重点：掌握询问与表达观点的核心句型What's your opinion? / What do you think? / I think… / In my opinion…；理解并运用should/should not提出建议；能用because清晰说明理由。 1. 教学难点：在真实讨论中自然、连贯地表达观点并给出合理理由；区分陈述与观点，做到表达礼貌、逻辑清晰；在语段输出中正确使用功能句型。 5、 教学过程 第一课时 Get ready & Start up 词汇与情景对话 （1） 话题导入，引出单元主题 教师呈现教材Get ready主题图片，图中有学生围绕读书、运动、环保等话题举手发言、互相讨论。 T: Look at the picture in our textbook. What are the students doing? S: They are talking. They are asking questions. T: Yes. They are talking about their ideas. Today we learn Unit 2 What's your opinion? 教师板书课题，领读课题。 T: What does “opinion” mean? It means your idea, your feeling about something. 教师结合课本简单解释opinion为“看法、观点”。 T: Do you often give your ideas to your friends or parents? S: Yes. T: Today we will learn how to ask and speak our opinions in English. Let's open our books and learn Get ready first. 设计意图：依托教材主题图激活生活经验，直接点明单元话题，让学生初步理解opinion含义，自然进入本课学习情境。 （2） 学习Get ready板块核心词汇 教师带领学生逐词学习课本Get ready列出的重点词汇，结合课本插图与例句讲解。 1. 教学opinion 1. Read after me: opinion. What's your opinion? 板书并领读。 1. Opinion = your idea about one thing. 2. 教学think T: I think… It's very useful. We use it to give our opinion. 3. 教学should / shouldn't 1. Look at the word “should” in your book. It means “应该”. shouldn't = should not, 不应该。 1. We can say: We should read books. We shouldn't litter. 4. 依次教学agree, disagree, better, important, kind, helpful 教师结合课本短语：agree with sb, disagree with sb, be important, be better。 教师出示简易词汇表格，帮助学生快速对应： English Chinese opinion 看法，观点 think 认为，想 agree 同意 disagree 不同意 should 应该 shouldn't 不应该 important 重要的 better 更好的 T: Now I say Chinese, you say English. 教师进行快速问答巩固词汇。 T: 观点！ S: Opinion! T: 同意！ S: Agree! 设计意图：严格依托教材Get ready板块完成词汇教学，用表格帮助学生结构化记忆，为后续对话学习扫清词汇障碍。 （3） 进入Start up对话学习，初读感知 教师引导学生看课本Start up部分的情景对话图，图中有Lingling, Amy和Sam在讨论课外活动。 T: Look at the picture. What are they talking about? Let's listen and read the dialogue in our textbook. 学生默读对话，圈出生词。教师播放课本录音，学生跟读。 教师逐句对照课本原文讲解对话内容。 课本对话原文： Lingling: We should choose one class activity. What's your opinion? Amy: In my opinion, we should have a reading club. Sam: I disagree. I think a sports club is better. Lingling: Why? Sam: Because sports can make us strong and healthy. Amy: But reading is important too. It can help us learn more. T: Let's learn the first sentence: We should choose one class activity. Choose 选择。 T: Then Lingling asks: What's your opinion? That's our key sentence today. 教师板书重点句型：What's your opinion? 并领读。 T: This is how we ask for others' ideas. （4） 精读对话，拆解功能句型 T: Now let's see how to give opinions. 第一句表达：In my opinion, we should have a reading club. T: “In my opinion” = “I think”. It's a very good way to speak your idea. 板书：In my opinion… T: Amy uses “should” to give her idea. T: Next, Sam says: I disagree. Disagree means “不赞同”。 T: Then Sam says: I think a sports club is better. 板书：I think… T: So we have two nice ways: I think… / In my opinion… T: Lingling asks Why? Sam answers with “because”. T: Because sports can make us strong. Because 用来告诉原因。 教师围绕课文内容进行师问生答，帮助学生理解信息： T: What activity does Amy like? S: She likes a reading club. T: What's Sam's opinion? S: He thinks a sports club is better. T: Why does Sam like sports? S: Because sports can make us strong and healthy. 教师组织学生进行角色朗读，分别扮演Lingling, Amy, Sam，模仿语音语调，体会讨论语气。 T: Let's read in roles. Pay attention to your tone, polite and friendly. 设计意图：逐句精讲课本对话，拆解核心功能句，让学生在真实对话语境中理解句型结构与用法；通过角色朗读内化语言，为表达打下基础。 （5） 课堂梳理 T: Today we learn words from Get ready and the dialogue in Start up. We know how to ask: What's your opinion? And how to speak: I think… / In my opinion… Next class we will read a short passage and learn more about giving opinions. 第二课时 Speed up 阅读板块 & Fuel up 句型语法巩固 （一）复习导入 T: Last class we learned the key sentences. Let's review. T: 如何问别人的观点？ S: What's your opinion? T: 如何表达你的观点？ S: I think… / In my opinion… T: 如何说原因？ S: Because… T: Good. Today we read a passage in Speed up and learn more in Fuel up. 设计意图：快速复习核心句型，唤醒已有知识，自然进入新课学习。 （6） 学习Speed up阅读短文 教师引导学生打开课本Speed up板块，文本主题为“Reading is good for us”，是一篇观点类小短文。 T: This is a short passage about reading. Let's read and find the writer's opinion. 学生默读课文，教师巡视。 教师逐段对照课本原文讲解： 第一段： Reading is a very good hobby. In my opinion, everyone should read more books. T: The writer gives his opinion first: In my opinion, everyone should read more books. 第二段： Books can tell us many stories. We can learn about the world, history and different people. Reading can also help us write well. T: These are reasons. 这些是理由。 第三段： Some students say they don't have time. But I think we can read before bedtime. It's relaxing and interesting. T: The writer talks about different ideas, then gives his own. 第四段： We should read good books every day. It's important for our study and life. T: This is the writer's hope. 教师围绕课文设计问题链，师问生答，训练信息提取： T: What's the writer's opinion? S: Everyone should read more books. T: Why is reading good? S: Because we can learn many things. It can help us write well. T: What does the writer say to students who have no time? S: He thinks we can read before bedtime. 学生跟读课文，划出文中出现的opinion句型：In my opinion… / I think… / should / because。 设计意图：依托课本阅读语篇，让学生在完整语段中感受观点的结构：观点+理由+总结；训练学生从文中抓取观点与原因，提升阅读理解能力。 （7） Fuel up板块句型与语法系统梳理 教师过渡：Now we study Fuel up in our textbook. It helps us use opinion sentences correctly. 教师结合课本例句，用表格清晰呈现功能句型： Function Sentences from the textbook Ask for opinion What's your opinion? What do you think? Give opinion I think… / In my opinion… Agree I agree. / I think so. Disagree I disagree. / I don't think so. Give advice We should… / We shouldn't… Give reason Because… 教师对照课本例句逐一讲解： T: What do you think? 和 What's your opinion? 意思一样，都用来询问观点。 T: I agree = 我同意。I disagree = 我不同意。 T: We should… 用来提出建议，是表达观点的常用方式。 教师开展课堂替换操练，使用课本话题： T: Let's talk about “sports”. T: What's your opinion? S: I think sports are good. T: Why? S: Because they make us healthy. T: Talk about “watching TV”. S: In my opinion, we shouldn't watch too much TV. T: Why? S: Because it's bad for our eyes. 教师让学生完成课本Fuel up中的填空练习，用所给句型完成句子，师生核对答案。 设计意图：借助课本Fuel up板块进行句型归纳，用图表帮助学生结构化理解；通过即时操练实现从理解到运用，突破本课重点。 （8） 口语操练：简单话题讨论 1. Let's talk about two topics: 1. We should do more reading. 2. We should play more sports. 1. Work in pairs. Use: What's your opinion? I think… Because… 学生两人一组进行练习，教师巡视指导，提醒学生使用课本句型。 设计意图：将课本句型迁移到真实讨论，实现口语输出，训练学生连贯表达观点与理由。 （9） 课时小结 T: This class we read the Speed up passage and learned all key sentences in Fuel up. We can ask, speak, agree, disagree and give reasons. Next class we will use all language to do speaking and writing tasks. 第三课时 综合表达：口语讨论与语段写作 （一）全面复习 T: Let's review all key words and sentences. 教师快速出示单元核心词汇，学生齐读。 T: Let's make a quick dialogue. T: What's your opinion about our school rules? S: I think we should be quiet in class. T: Why? S: Because it can help us study well. 设计意图：全面复习前两课时内容，为综合输出做好语言准备。 （10） 课本情境讨论：校园话题表达 教师呈现教材综合任务板块，话题为：Our class rules / Our hobbies / Protecting our environment。 1. Now we have a small discussion. Please use the sentences from our textbook. 教师提供讨论支架： 1. What's your opinion? 1. I think… 1. In my opinion… 1. I agree / I disagree. 1. Because… 1. Let's talk about: We should keep our classroom clean. S1: What's your opinion? S2: I think we should keep our classroom clean. S3: I agree. Because it's tidy and healthy. S4: We shouldn't litter. 邀请小组进行展示，语言全部来自课本核心句型，不额外拓展。 设计意图：紧扣教材话题，在真实讨论中综合运用所有语言知识，提升交际实用性。 （11） 语段写作学习 教师呈现课本Wrap-up写作要求：Write a short passage about your opinion on “study habits”。 T: Let's learn how to write a short opinion passage. 教师给出课本式结构支架： 1. My opinion: I think… 2. Reason 1: Because… 3. Reason 2: Also… 4. Ending: We should… 教师示范写作，内容贴合课本： My Opinion on Study Habits In my opinion, we should have good study habits. We should listen to teachers carefully in class. Because it can help us learn well. We should also finish our homework on time. We shouldn't play computer games too much. Good study habits are important for us. 学生参照课本要求与范文，完成自己的小语段，要求至少5句话，正确使用I think / because / should。 教师巡视，重点指导句型使用与逻辑顺序。 设计意图：落实课本写作任务，实现从口语到书面的输出，形成完整的语言学习闭环。 （12） 课堂展示与回顾 邀请几位学生朗读自己的小短文，全班共同感受观点表达的清晰性与逻辑性。 T: Today we use all the language in Unit 2. We can talk about our opinions clearly and politely. 6、 课堂小结 本单元三课时围绕外研版（三起）六年级上册Unit 2 What's your opinion?展开学习。第一课时学习Get ready核心词汇与Start up情景对话，掌握询问观点与表达观点的基础句型，理解对话内容。第二课时学习Speed up阅读短文，在语篇中感知观点与理由的表达，并依托Fuel up板块系统梳理agree, disagree, should, because等用法，实现句型结构化掌握。第三课时进行综合口语讨论与语段写作，将课本语言转化为真实交际能力。 通过学习，学生能够熟练运用What's your opinion? I think… In my opinion… Because…等句型礼貌、清晰地表达看法，能读懂观点类短文并提取关键信息，同时在讨论中学会尊重他人意见，提升逻辑表达与交际素养。课后可继续朗读课文，背诵重点句型，尝试在生活中用英语简单表达自己的观点，巩固单元学习成果。 2 学科网（北京）股份有限公司 $