Unit 3 Great people（3课时）（教案）-2026-2027学年译林版（三起）英语六年级上册

该教案聚焦小学英语六年级上册《Unit 3 Great people》传记文本学习，核心知识点包括不规则动词过去式、重点句型及人物品质提炼。课堂导入通过袁隆平、爱迪生图片激活学生已知，用时间轴支架梳理人物时间线，衔接前后知识，降低语篇难度。 特色在于融合核心素养，以时间轴、表格支架培养思维品质，助力学生提取文本信息、归纳人物品质，通过中外伟人故事提升文化意识，渗透家国情怀与尊重劳动者理念，小组合作与分类记忆策略发展学习能力。如Cartoon time引导理解“平凡人也能伟大”，既提升学生语言表达能力，又为教师提供清晰教学路径，落实育人价值。

《Unit 3 Great people》教案（3课时）-2026-2027学年译林版（三起）（新版）小学英语六年级上册 1、 学情分析 六年级学生已经具备五年英语学习基础，掌握一般现在时、部分规则动词过去式，能够读懂简单对话与小故事，具备基础阅读、朗读与口头表达能力。本单元主题为伟大人物，涉及人物传记文本，文本篇幅变长，大量出现不规则动词一般过去式，对学生时态辨别、语篇信息提取提出更高要求。班级学生存在分层，一部分学生能够熟练运用过去式描述事件；中等学生可以认读课文，但不规则动词变形容易混淆；少部分学生对传记类长文本阅读存在畏难情绪，动词过去式记忆困难。学生对于袁隆平、蔡伦、爱迪生等人物有一定的课外认知，为本单元学习提供生活基础，但对于英文传记的时间线梳理、人物品质提炼的英语表达较为薄弱。教学中依托教材Story time、Grammar time、Cartoon time、Sound time板块，借助时间轴、表格支架降低语篇难度，以师问生答推进课堂，落实词汇、句型、语法，引导学生理解“伟大不只属于名人，普通人也可以成为英雄”的单元内涵。 2、 教材分析 本单元隶属于模块Good qualities，单元大问题What can you learn from great people?，围绕伟大人物、英雄展开主题教学。Story time为核心语篇，介绍袁隆平、托马斯·爱迪生两位伟人的生平事迹，呈现传记类文本，重点学习hero、famous、scientist、inventor、hybrid rice等词汇，大量运用一般过去时讲述人物生平经历；Grammar time聚焦不规则动词过去式以及Who was…? How was…? How did…?等特殊疑问句，为本单元语法重点；Sound time学习字母组合ar /ɑː/发音；Cartoon time为趣味小故事，揭示单元深层主旨，平凡普通人也可以成为心中的英雄；全单元语言载体为人物传记，兼顾语言学习、家国文化、品格教育。本教学设计分为3课时：第1课时Story time；第2课时Grammar time + Sound time；第3课时Cartoon time +单元综合巩固，完整覆盖单元主要板块。 3、 核心素养教学目标 （1） 语言能力 1. 能够听、说、读、认单元核心词汇 hero, famous, scientist, inventor, hybrid rice, dream, come true等；掌握重点短语work on, at an early age, give up, pass away。 2. 读懂Story time传记语篇，梳理人物时间线，熟练朗读课文；掌握句型Who was…? What did…do? How did…come true?，能用一般过去时简单讲述伟人经历。 3. 掌握本单元不规则动词过去式变形；掌握字母组合ar发/ɑː/；读懂Cartoon time对话，理解故事情节。 （2） 文化意识 了解袁隆平、爱迪生等中外伟人的贡献，感受中国科学家的伟大成就，建立家国情怀；懂得尊重各行各业劳动者，理解“人人皆可伟大”的价值内涵。 （3） 思维品质 借助时间轴、表格提取文本信息，梳理人物生平；从人物故事中归纳优秀品质；区分名人英雄与身边平凡英雄，学会辩证思考“什么是伟大”，训练逻辑归纳与迁移思维。 （4） 学习能力 学会借助时间线梳理传记文本信息；能够小组合作完成文本任务；归纳不规则动词变化规律，掌握分类记忆单词的学习策略。 4、 教学重难点 教学重点 1. Story time课文理解、朗读，掌握传记类核心词汇、重点句型。 2. 不规则动词过去式记忆；掌握Who was…? How did…?等过去时特殊疑问句。 3. 读懂Cartoon time，理解单元主题内涵；字母组合ar /ɑː/发音。 教学难点 1. 传记长文本信息提取；不规则动词过去式在句子中的正确运用。 2. stop doing、come true、make life better等短语的理解与运用。 3. 用一般过去时口头简单复述人物故事。 5、 教学过程 第1课时 Story time Step1 课堂导入，主题激趣 教师出示袁隆平、爱迪生人物图片，板书单元课题Unit3 Great people。 师：Look at these pictures. Do you know them? Who are they? 生：They are great people. 师：Yes, great people. What does “great” mean? Can you tell me in Chinese? 生：伟大的。 师：Who is your hero? What’s your understanding of a hero? 请同学们说一说自己心中的英雄。 学生自由口头作答，教师顺势板书单词hero，讲解复数heroes。 师：Today we will read a story about two great people in our book. Open your books, turn to Story time. 【设计意图】利用图片激活学生已有生活认知，引出单元主题与核心词汇hero，明确本节课学习任务，快速进入Story time语篇学习。 Step2 初读课文，整体感知 师：Please skim the Story‑time text quickly，回答两个问题：Who are the two great people in the story? 学生快速默读课文，寻找人物名字。 生：Yuan Longping and Thomas Edison. 教师板书两个人物名字，带领学生认读。 师：Well done! Now listen to the tape of Story time，边听边圈出文中出现的年份。 播放课文录音，学生听录音圈画时间词汇：1930，1964，1973，2021。 教师在黑板绘制简易时间轴，把学生找出的年份依次填写在时间轴上。 师：We can use this time line to know Yuan Longping’s life. 【设计意图】初读采用略读、听读的方式，引导学生抓取文本主要人物与时间信息，用时间轴搭建阅读支架，降低传记文本阅读难度。 Step3 分段精读，文本精讲（结合教材课文内容） 段落一 Yuan Longping 师：Now let’s read the first part about Yuan Longping. Read paragraph one silently。思考问题：Who was Yuan Longping? 生：He was a Chinese rice scientist. 师：Excellent。讲解词汇scientist科学家。请同学们找一找：When was he born? When did he pass away? 生：He was born in 1930 in Beijing. He passed away in 2021 in Changsha. 教师讲解短语be born（出生，只用过去式）、pass away（逝世），在黑板时间轴标注1930、2021。 师：What did he do? Please find the key sentence. 生：He did a lot of studies on rice. People call him the father of hybrid rice. 教师重点教学hybrid rice杂交水稻，带读短语the father of hybrid rice。 师：Look at our time line. Next key year is1964. What happened in 1964？请大家读课文找答案。 生：In1964，he began to work on hybrid rice. 讲解短语work on 从事、致力于。 师：Was it easy for him to develop hybrid rice? 生：No, it was very difficult. 师：But he never gave up. What’s the result? 生：In1973，he developed hybrid rice. 教师把1964、1973补充至时间轴。 师：His dream came true. 重点讲解短语come true（梦想实现，主语为梦想，人不能做come true的主语）。 师：What’s his dream? 生：He wanted hybrid rice to grow around the world. It feeds people all over the world. 教师引导学生完整梳理袁隆平时间线：1930出生→年少喜欢农耕→长大学习农业→1964研究杂交水稻→1973培育成功→梦想帮助全世界人民。 教师组织学生跟随录音跟读本段，注意过去式单词读音。 【设计意图】分段精读，以问题链驱动学生逐句研读教材原文，依托时间轴拆解传记信息，落实重点词汇短语，完成对袁隆平板块课文的理解。 段落二 Thomas Edison 师：Now let’s move to Thomas Edison. Please read this part。思考问题：Who was Thomas Edison? 生：He was a great inventor. 板书inventor发明家，对比scientist进行词汇区分。 师：What did he do? 生：He invented many things. 师：What was his good quality？请找出课文原句。 生：He never stopped trying. 教师精讲重点短语stop doing sth停止做某事，辨析stop doing与stop to do，举例：He stopped working。 师：Why could he invent many things? 生：Because he never stopped trying. 师：The story tells us great people work hard and do great things. They make life better for all。讲解make+宾语+形容词结构 make life better。 师：Now please read the whole Story‑time after the tape。注意过去式动词的读音。 学生完整跟读全文。 【设计意图】学习爱迪生段落，巩固传记文本阅读方法，突破stop doing、make life better等重难点短语，完整理解整篇Story time教材文本。 Step4 文本巩固，课文复述 教师出示板书时间轴以及关键词汇提示，组织学生小组活动。 师：Work in groups。Use the time line and key words，try to talk about Yuan Longping。可以参照课文内容进行简单复述。 小组练习之后，请2‑3组学生进行展示。 师：Who can tell us something about Thomas Edison? 邀请学生口头简单复述爱迪生的故事。 师：Now open your books，read Story‑time in roles。分角色朗读课文。 【设计意图】依托板书支架，落实课文输出，从读到说，内化Story time语言内容。 Step5 课堂小结 师：In this lesson, we read Story‑time. We know two great people, Yuan Longping and Thomas Edison. We learned new words scientist, inventor, hero. We know we can learn from their hard‑working spirit. 第2课时 Grammar time & Sound time Step1 复习回顾导入 师：Good morning class. Let’s review what we learned last class。Who can tell me something about Yuan Longping? 学生结合上节课时间轴简单口头回顾。 师：Look at these sentences from our Story‑time。课件出示课文原句： He was born in 1930. He grew up. He began to work on hybrid rice. He made hybrid rice. 师：Look at these verbs。它们都是什么时态？ 生：一般过去时。 师：Right。In Story time，many verbs change into past forms. Some changes are not regular。Today we will learn Grammar time about irregular past‑tense verbs。Open your book to Grammar time。 【设计意图】从Story time课文原句过渡，自然引出本课时语法学习内容，建立新旧知识关联。 Step2 Grammar time语法新知教学（教材Grammar time板块） 教师出示教材Grammar time表格，呈现不规则动词原形与过去式：eat‑ate；make‑made；give‑gave；read‑read；go‑went；say‑said；grow‑grew；take‑took；know‑knew；teach‑taught。 师：Please look at these verbs。Read after me one by one。 教师带读全部不规则动词，重点提示read原形 /riːd/，过去式拼写不变，读音变为 /red/。 师：Let’s try to find some rules。Please observe these words。Which words change the vowel letters? 生：eat‑ate，go‑went，grow‑grew… 师：Good。Some words change vowels，some words change the ending。Some words look the same but sound different。我们把它们分成两组记。 教师在黑板把动词分成两大组，帮助学生分类记忆。 接下来学习特殊疑问句，出示教材例句： —Who was Yuan Longping? —He was a great scientist. —How was your holiday? —It was great. —How did his dream come true? 师：Look，当我们询问过去的人，用Who was…?；询问过去状态用How was…?；询问过去发生的事情如何，用How did…+动词原形? 师：注意，did后面动词一定要使用原形。我们对比两组问句。 师问生答课堂互动操练： 师：Who was Cai Lun? 生：He was a great inventor. 师：How was your weekend last week? 生：It was wonderful. 师：How did his dream come true? 引导学生结合Story‑time内容尝试作答。 教师出示教材配套填空练习，学生看教材完成课本习题，教师巡视，核对讲解。 师：Please pay attention：was用于单数主语；were用于复数主语。 板书提示：I/he/she was；you/they were。 【设计意图】依托教材Grammar time原表、原例句开展教学，分类梳理不规则动词变化，通过师问生答进行句型操练，完成课本配套练习，落实语法知识点。 Step3 Sound time语音教学（教材Sound time板块） 师：Now let’s turn to Sound time。Look at this part。Listen to the tape，please find what sound the letter group “ar” makes。 播放Sound time录音，文本：Star light, star bright. Work hard day and night. 师：What sound can you hear from star, hard, park, car? 生：/ɑː/。 教师板书ar → /ɑː/，示范发音要领，嘴巴张大，长元音。 师：Read these words after me：star，hard，park，car，dark。 学生集体、个别读单词。 师：Now read the rhyme in Sound time together。注意ar的发音。 全班齐读韵律小诗，再开展小组读，个别展示读。 师：Can you think more words with “ar” /ɑː/? 学生头脑风暴输出更多例词。 【设计意图】学习字母组合ar的发音，借助教材韵律小诗巩固语音，训练学生拼读能力。 Step4 课时巩固练习 师：Now let’s do some practice。课件出示动词变形练习：写出下面动词过去式：make，go，grow，read，take。 学生口头作答。 师：Let’s make short sentences。Use “Who was…?” “How did…?”。请同学互相问答。 学生两两结对问答操练。 Step5 课堂小结 师：In this lesson，we learned irregular past‑tense verbs and special questions in past tense。We also learned the sound of “ar” /ɑː/。Remember did后面要用动词原形。 第3课时 Cartoon time +单元综合巩固 Step1 复习导入 师：Let’s review our irregular verbs。Let’s have a quick game。I say the base form，you say past‑tense form。 教师说动词原形，学生集体快速说过去式，复习第二课时语法。 师：We have learned two famous great people. They are heroes。But must a hero be a very famous person? Can ordinary people be heroes too? 引发学生思考，引出Cartoon time故事。 师：Open your book to Cartoon time。Let’s read this funny story。 【设计意图】复习语法，抛出思辨问题，导入Cartoon time教材板块，指向单元深层主题。 Step2 Cartoon time课文精讲（教材Cartoon time原文） 教师出示Cartoon time四幅图片，播放卡通录音。 师：Listen and answer：Who is Sam’s hero? 学生听完录音之后作答。 生：Sam’s mother is his hero. 师：Why is Sam’s mother his hero? Please read the dialogue silently and find the reasons。 学生默读教材对话文本： Sam: My mother likes helping others. So she is my hero. Bobby: Really? What does she do? Sam: She helps Mrs Sheep take the baby to the park. She helps Mrs Pig do shopping. She cares about others. Bobby: Thanks for taking my baby to the park yesterday. Thanks for doing the shopping for me every week. Sam: Mrs Fox asked us to write about our heroes. I thought famous people must be heroes. But my mum is great too. You’re my hero. Now I know everyone can be great. 师：Please tell me，what does Sam’s mum often do? 生：She helps other people，takes babies to park，does shopping for others. 教师讲解短语help others、care about others；重点讲解句型Thanks for doing sth。 师：Thanks for后面动词要用‑ing形式。举例：Thanks for helping me。 师：At first Sam thinks heroes are famous scientists or inventors。But after seeing mum’s deeds，he has new ideas。What’s his new idea？Find the sentence in the book。 生：Now I know everyone can be great. 师：What is the meaning of “everyone can be great”? 请同学们说一说自己的理解。 学生自由表达，教师点拨：Greatness is not only for famous people。People around us who are helpful can also be heroes。 师：Now let’s read Cartoon time after the tape。Pay attention to the tone。 学生跟读录音，之后分角色朗读卡通对话，小组内角色扮演。 【设计意图】完整精讲教材Cartoon time全部对话，突破Thanks for doing的语言点，挖掘文本背后单元主题内涵，开展听读、角色扮演，落实卡通板块教学。 Step3 单元综合巩固 教师出示表格支架，表格分为Name / Job / What he/she did / Good qualities四列。 师：Let’s fill in the form。We can write Yuan Longping、Edison、Sam’s mum。Work in pairs。 学生两人合作完成表格梳理，整合本单元三个人物的信息。 师：Please look back the big question of this unit：What can you learn from great people? 组织学生小组讨论，引导学生用简单英语输出观点：We should work hard. We should help others。 师：Think about it。Who is your hero around you？Your parents，teachers or your classmates? Why？请学生口头简单表达。 教师引导学生运用句型…is my hero. He/She…进行口头表达，巩固单元全部核心语言。 【设计意图】借助表格支架，整合Story time、Cartoon time所学人物，回扣单元大问题，实现单元语言综合输出。 Step4 单元课文朗读巩固 师：Now let’s read the key texts of this unit together。First Story‑time，then Cartoon‑time。 全班集体朗读两篇核心文本，强化课文记忆。 Step5 课堂小结 师：In this lesson, we finished Cartoon time. We know heroes can be famous great people, and can also be ordinary helpful people around us. We reviewed words, past‑tense verbs and key sentences in Unit3. 6、 小结 本单元三课时教学，紧紧围绕单元大问题**What can you learn from great people?**展开。第1课时完成Story time传记语篇学习，借助时间轴读懂袁隆平与爱迪生的故事，掌握传记阅读的基本方法，落实单元基础词汇与文本理解；第2课时攻克单元语法难点不规则动词一般过去式与特殊疑问句，完成Sound time语音学习，夯实单元语言语法基础；第3课时学习Cartoon time趣味对话，深化单元主题内涵，懂得平凡人也可以成为英雄，并对单元全部内容进行综合梳理巩固。教学过程依托教材原文，以问题链、时间轴、表格支架降低传记文本学习难度，坚持师问生答的课堂互动模式，把语言知识学习、阅读能力训练与品格文化教育融合在一起，完成本单元既定的核心素养教学目标。学生在学习伟人故事的同时，掌握传记文本的阅读与简单口头复述能力，同时学会向身边善良、努力的人学习，落实单元育人价值。 2 学科网（北京）股份有限公司 $