Unit 7 Old things, new life（3课时）（教案）-2026-2027学年译林版（三起）英语六年级上册

该教案聚焦译林版六年级上册《Unit 7 Old things, new life》，核心知识点涵盖材料类名词、感叹句、be made of短语及旧物回收主题。课堂导入从教材插图与学生生活经验切入，通过询问旧物处理方式引出纸箱故事，搭建“生活经验—故事主题—语言知识”的学习支架。 该资料特色在于融合核心素养，语言能力通过Story time故事阅读、Cartoon time角色扮演提升理解与表达，文化意识渗透旧物回收环保观念，思维品质借助对比感叹句结构、流程图梳理故事训练观察归纳。采用故事语篇、情景模拟等方法，助力学生连贯描述旧物改造，为教师提供清晰教学路径，提升课堂效率。

《Unit 7 Old things, new life》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 六年级学生已经积累五年英语学习基础，能够熟练认读、书写常用词汇，掌握一般现在时、一般过去时、一般将来时基础用法，具备阅读简单故事语篇、角色扮演、小组对话交流的能力。学生在生活中接触过垃圾分类、旧物回收、废旧物品手工改造等现实场景，对旧物再生的主题有生活体验。但本单元新增大量材料类名词、感叹句、be made of短语结构，学生容易混淆be made of与be made from的用法，感叹句what与how的句式区分是学生学习难点，同时学生在用英语完整描述旧物改造过程时，连贯口头输出能力有待加强。学生思维具备一定逻辑性，乐于观察图片、参与情景模拟、小组合作任务，适合依托故事文本开展主题探究学习。 2、 教材分析 本单元主题为Old things, new life，属于“人与社会”主题范畴，围绕旧物回收、废物改造、垃圾分类展开，单元分为Story time、Grammar time、Cartoon time、Sound time、Checkout time板块。Story time以纸箱的第一人称视角讲述废旧物品回收再利用的完整故事，呈现本单元核心词汇cardboard、bottle、glass、recycle，核心句型What will they do with…；Grammar time重点学习what、how引导的感叹句；Cartoon time呈现学生利用旧物开展美术项目的趣味小故事，巩固本单元词汇与感叹句；Sound time学习字母组合ur发音；Checkout time落实语言综合运用任务。教材以故事语篇为载体，将语言知识和环保主题融合，引导学生在语言学习中树立资源循环利用的意识。本次教学设计分为3课时，第1课时教学Story time，第2课时教学Grammar time、Sound time，第3课时教学Cartoon time、Checkout time。 3、 核心素养教学目标 语言能力 能够认读、听懂、拼写单元核心词汇cardboard、bottle、glass、recycle、button、sort；能够读懂Story time故事文本，理解故事逻辑；能够掌握“What will…do with…?”句型，掌握what、how引导感叹句的基本结构，读懂、朗读、表演单元对话小故事，能够运用核心语言简单描述旧物改造。 文化意识 了解旧物回收、垃圾分类的生活常识，懂得废旧物品可以再次利用，建立节约资源、循环利用的生活观念，体会变废为宝的生活意义。 思维品质 通过阅读故事梳理纸箱的经历，对比分析感叹句两种句式的差异，辨析be made of短语含义，训练观察、对比、归纳的思维能力，能够结合生活对旧物处理进行简单思考。 学习能力 学会借助图片、上下文理解陌生单词，能够开展小组合作完成对话练习，掌握朗读、复述故事的学习策略，愿意主动运用本单元语言谈论生活中的旧物。 4、 教学重难点 教学重点 掌握单元核心名词、动词；读懂Story time故事，梳理故事发展脉络；掌握“What will…do with…?”句型；掌握what、how引导感叹句基本结构，能够正确朗读感叹句。 教学难点 区分what与how引导感叹句的用法；理解be made of短语含义；使用本单元语言连贯讲述旧物处理的简单过程。 5、 教学过程 第1课时 Story time 课堂导入 教师出示课本Story time板块的主图，图片上展示一个纸箱，周围摆放玻璃瓶、塑料瓶等废旧物品。 师：Look at this picture. What can you see in the picture? 生：I can see a box, some bottles. 师：Yes, we can see a cardboard box. 教师板书单词cardboard，带领学生拼读，讲解词义硬纸板，领读单词多遍。 师：This is an old cardboard box. Do you have old things at home? What old things do you have? 生1：I have old bottles. 生2：I have old boxes. 师：Great. What do you usually do with your old things? Do you throw them away? 教师板书短语throw away，讲解含义扔掉。今天我们要阅读一个故事，故事的主角就是这个旧纸箱，它会经历一段特别的旅程，故事标题是Old things, new life。 设计意图：依托教材插图创设情境，由学生生活经验切入，初步呈现本单元核心词汇，引出故事主题，调动学生阅读兴趣。 初读文本，整体感知 教师播放Story time课文录音，学生看着课本图片与课文文字，完整听一遍录音。听完录音之后，教师抛出问题。 师：Who is the main character in this story? 生：The cardboard box. 师：Perfect. This story is told from the box’s view. Let’s look at our textbook, read the story silently, and think: Where does the box go in the story? Please underline the key sentences in your book. 学生默读教材Story time完整语篇，勾画关键句子，教师巡视课堂，观察学生阅读情况，对阅读有困难的学生进行简单提示。 默读结束，组织学生集体交流。 师：Who wants to tell us where the box goes first? 生：It gets to a house in the morning. 师：Very good. “got”是get的过去式，got here表示到达这里，课文原句“It got here in the morning.”，in the morning是固定搭配，在早上，描述过去发生的事情，动词使用过去式got。接着 where does it go next? 生：People put old bottles in it. Then it goes to a recycling centre. 教师板书recycling centre，讲解回收中心，领读单词。 师：Yes, then it goes to the recycling centre. What question does the box ask in the story? Please find the sentence. 学生找出课本原句“What will they do with me?” 师：Wonderful, look at this sentence on our textbook. “What will they do with me?” will后面要跟动词原形，do with意思是处理，处置。我们翻译这句话：他们将会怎么处理我？教师带领学生齐读这个重点句子两遍，讲解句型结构：What will +主语+do with +宾语？用来询问将会如何处理某物。 设计意图：完整聆听录音，默读教材原文，训练学生获取文本主旨的能力，落实课本原句的讲解，帮助学生把握故事整体脉络。 分段研读课文，逐段解析教材文本 教师将故事分为三个部分，结合课本对应插图逐段讲解。 第1部分： 课本第一段，纸箱来到一户人家。 师：Please look at the first paragraph of Story time on your textbook. Read together. 学生齐读段落。 师：The box arrives at a family’s home. What do people put in the box? 生：Old bottles. 师：Yes, old glass bottles. 板书glass，讲解glass表示玻璃，不可数名词，glass bottle就是玻璃瓶。教师结合课本插图，指着图片里的玻璃瓶进行说明。People put old glass bottles into this cardboard box. After some time, the box is full of old bottles. What will people do with the box and bottles? 生：They will send them away. 第2部分： 课本第二段，纸箱被送往回收中心。 师：Please look at the second part in the textbook. Read this part by yourselves. What happens at the recycling centre? 板书happen，讲解happen意思是发生。 生：Workers sort the old things. 师：Yes，sort，板书单词sort，翻译为把……分类。Workers sort different old things at the recycling centre. 教师结合教材图片，讲解工人们对纸箱里面的废旧物品进行分类处理。Now, the box is thinking, what will they do with me? It is worried. What is the box’s worry? 生：It does not know what people will do with it. 第3部分： 课本第三段，旧物获得新生命。 师：Now let’s read the last paragraph of the story on the textbook. After sorting, what do workers do with the cardboard box and bottles? 生：They make new things with them. 师：Exactly. Old cardboard and old bottles become new things. This is the “new life” in our unit title. Old things get new life. 教师再次回扣单元标题含义。 师：Look at the sentences in the textbook. Old things are not useless. People can reuse them. After reading the whole story, who can tell me, what is the new life for those old bottles and cardboard? 学生结合课文内容进行口头回答。 教师针对文本中的语言点进行巩固，带领学生逐句跟读课文，分句模仿录音语音语调，纠正学生的单词发音，重点指导cardboard、recycle、glass的读音。 文本梳理与朗读巩固 教师在黑板绘制简易流程图，按照“arrive at a house→fill with old bottles→go to recycling centre→sort old things→make new things”梳理纸箱的经历，学生对照课本故事，跟随流程图复述故事关键情节。 师：Now let’s read the whole story together with the tape. Please pay attention to your tone. 学生跟随录音完整朗读全文。完成集体朗读之后，安排学生分组朗读，小组内分角色，一部分同学扮演纸箱，一部分同学叙述故事内容，朗读课本Story time文本。 师：Please work in groups, read the story in roles. You can look at your textbook when you read. 学生分组开展角色朗读，教师巡视，给予朗读指导。 课时小结 教师引导学生回顾本课时课本故事内容，回顾重点单词cardboard、glass、sort、recycling centre，回顾重点句型What will they do with…?，梳理纸箱的完整经历，梳理故事传递的含义：旧物品经过回收处理，可以拥有新的生命。 第2课时 Grammar time & Sound time 复习导入 师：In last class, we read a story about an old cardboard box. Who can retell the story shortly with our flow chart? 邀请两到三名学生口头复述Story time故事的主要情节。 师：Great. Remember the sentence “What will they do with the box?” Let’s read it together. 学生齐读句型。 教师出示几张教材Grammar time板块配套的情景图片：图一是漂亮的手工帽子，图二是一堆好看旧书本。教师出示两个句子：What a nice hat! What old books! 师：Look at these two sentences. How do these sentences feel? Are they telling us facts? 生：No. They show our feelings. 师：You are right. These sentences are exclamations. We use exclamations to show our strong feelings, such as surprise, praise. Today we will learn two kinds of exclamations from our textbook Grammar time. 设计意图：复习上一课时Story time内容，依托教材例句引出感叹句语法板块，自然过渡本节课学习内容。 Grammar time板块学习，研读教材语法例句 教师打开课本Grammar time板块，展示教材给出的两组例句，分为what引导的感叹句和how引导的感叹句。 教师先出示教材what类感叹句例句： 1 What a great idea! 2 What useful boxes they are! 师：Please look at these sentences on the textbook. Read them one by one. Now look carefully, what word comes after What in the first sentence? 生：a great idea，名词短语。 师：Good. “What a/an +形容词+可数名词单数！”，这是what引导单数可数名词感叹句的结构。idea是可数名词单数，前面加上不定冠词a。再看第二个句子What useful boxes they are! boxes是复数名词，这里就不需要a/an，结构是“What +形容词+可数名词复数/不可数名词！”。 教师板书两种what感叹句结构，结合课本例句进行讲解。 师：Now let’s look at the how‑sentences in our textbook：How wonderful! How clever you are! 师：Look at these two sentences. After How, what can we see? 生：Adjectives. 师：That’s right. How后面直接接上形容词或者副词，不需要名词。结构：How+形容词/副词（+主语+谓语）！我们不需要在how后面写名词短语。 教师在黑板上对比板书what、how感叹句的结构，用简单表格形式呈现，方便学生对照课本理解。 师：Now let’s compare these two groups. Please watch carefully. If we see a noun in the sentence, we usually choose What. If there is only an adjective, we choose How. Let’s do some practice with sentences from our textbook. 教师出示教材当中的转换示例：What old books! = How old the books are! 师：Please read these two sentences together. They express the same meaning, but the structure is different. The first one focuses on the noun books, so we use What. The second one puts emphasis on the adjective old, so we use How. 开展课堂口头操练，教师给出短语，学生选用what或者how完成感叹句口头输出。 师：A nice cardboard box. Who can make an exclamation? 生：What a nice cardboard box! 师：Good. Another one: clever. 生：How clever! 操练过程中，教师结合课本素材，不断巩固两种感叹句的区分，同时提醒学生常见易错点，what后面不能直接接形容词，how后面不能直接接名词。 师：Please turn to Grammar time on your book, finish the sentence exercises in the textbook. You can write down your answers beside the sentences. 学生完成教材Grammar time配套习题，教师巡视，之后集体核对课本习题答案，针对学生出错的地方再次讲解。 拓展短语be made of 教师结合本单元主题，引入教材出现的短语be made of。 师：Look at this bottle. It is made of glass. 板书be made of，讲解含义：由……制成，原材料可以直接看出来。This cardboard box is made of cardboard. 教师带领学生跟读例句。对比简单讲解，be made of可以看出原材料。教师结合课本Story time故事，让学生说一说故事里面的物品是由什么材料做成。 师：What is the bottle made of? 生：It is made of glass. Sound time板块教学 师：Now let’s turn to Sound time in our textbook. Let’s learn the sound of “ur”. 教师出示课本Sound time单词：Thursday, turn, burn, nurse。教师播放Sound time录音，学生听录音，感受字母组合ur发音/ɜː/。 师：Listen carefully. What sound does “ur” make in these words? 生：/ɜː/。 教师板书字母组合ur，标注发音，带领学生逐个拼读课本单词，拆分音节，带领学生跟读。 师：Now read the short rhyme on your textbook together. Pay attention to the /ɜː/ sound in each word. 学生朗读课本上的小诗，开展小组朗读，开展小组竞赛朗读，巩固ur发音。之后鼓励学生自己想一想还有哪些单词含有ur字母组合，进行口头拓展。 课时小结 回顾what、how引导感叹句的两种句式结构，回顾be made of短语，回顾字母组合ur的发音，带领学生齐读课本Grammar time例句与Sound time小诗。 第3课时 Cartoon time & Checkout time 复习回顾 师：Let’s review what we learned last lesson. Let’s make exclamations together. I say phrases, you make sentences. 教师口头给出词组，学生口头输出what或者how感叹句，复习上节课语法重点。 师：Good job. We know old things can have new life. Look at Cartoon time in our textbook. What are the children doing in the picture? 学生观察课本Cartoon time插图。 生：They are doing an art project. 师：Yes, they are doing an art project with old things. Today we will learn this funny cartoon story. 设计意图：复习感叹句语法，借助教材卡通板块插图，进入Cartoon time语篇学习。 Cartoon time课文学习 教师播放Cartoon time录音，学生看着课本图文完整听一遍。 师：Please read the cartoon story silently on your textbook, and answer my question: What do the students use for their art project? 学生默读教材Cartoon time故事文本，读完之后回答问题。 生：They use old things, old buttons, old hats. 师：Perfect. Look at the first sentence in textbook: It’s Thursday. The students are doing an art project with old things. 教师讲解句子时态，be doing是现在进行时，表示此刻正在发生的动作，主语students是复数，be动词选用are，do变动词‑ing形式doing。do an art project意思是做美术课题，做手工项目。 教师逐图逐句解析课本Cartoon time四幅图对应的文本。 第一幅图：It’s Thursday. The students are doing an art project with old things. 师：Who can read this sentence? 请学生朗读句子，巩固现在进行时结构。 第二幅图：展示Bobby想要做一顶帽子，他 uses old buttons.教师板书button，讲解单词纽扣，领读。 师：Bobby wants to make a hat. He uses many old buttons. What a wonderful hat! 带领学生读出本句感叹句，巩固what引导感叹句。 第三幅图：Tina makes a toy truck with cardboard. 板书truck，讲解卡车。 师：Tina uses cardboard to make a toy truck. It’s great. How nice the truck is! 再次巩固how引导感叹句。 第四幅图：同学们展示自己的作品，感叹旧物改造的乐趣。 教师带领学生逐句跟读课本Cartoon time全部对话，模仿录音语音语调。 师：Now we will analyse the key sentences in this cartoon. “make sth. with sth.”意思是用某物制作某物。For example, make a hat with old buttons. Who can make a new sentence with this phrase? 生1：I make a toy with cardboard. 生2：I make a bag with old cloth. 教师对学生的句子进行口头确认。 完成文本研读后，组织学生开展分角色朗读。 师：Work in groups of four. Read the cartoon story in roles, look at your textbook when you read. 学生分组角色扮演，朗读课本Cartoon time，小组练习完成后，请1‑2组同学面向全班展示朗读。 Checkout time板块教学 师：Now please turn to Checkout time in our textbook. There are two parts here. First part is Read and write, second part is Speak and write. 教师讲解课本Read and write板块，这是一篇简短的语篇填空，围绕旧物回收主题。教师引导学生阅读短文，结合本单元学过词汇，完成课本填空练习。 师：Please read the short passage first, understand the general meaning, then fill in the blanks with proper words in our unit. 学生独立完成课本习题，教师巡视课堂，观察学生完成情况，提醒学生注意名词单复数、感叹句的正确书写。学生完成之后，集体核对课本练习，逐句朗读完整短文，针对易错空进行讲解。 接下来处理Speak and write板块，课本要求学生说一说自己可以用什么旧物品做什么东西。 师：Look at the example sentences on your textbook. “I can make … with ….” We can talk about our own ideas. Think about your old things at home. What can you make? Work with your partners, talk about your ideas. 学生两人一组，使用课本给出的句型框架开展口头对话练习。 师：Who wants to share your ideas with the whole class? 邀请多名学生进行口头表达。 生1：I can make a box with cardboard. 生2：I can make a toy car with old bottles. 教师对学生的表达予以引导，巩固本单元核心语言。 师：After talking, please write two or three sentences on your textbook to finish this part. 学生完成课本书面书写任务。 单元语言梳理 教师带领学生整体回顾本单元全部板块内容。回顾Story time纸箱的故事，回顾Grammar time感叹句，回顾Cartoon time旧物手工小故事，梳理单元核心词汇cardboard、bottle、glass、recycle、button、sort、truck；梳理核心句型What will…do with…?；感叹句What…!/How…!；短语be made of、make sth. with sth.。 6、 小结 本单元围绕Old things, new life主题，依托Story time、Grammar time、Cartoon time、Checkout time教材板块，完成三课时的学习。通过第一课时Story time的故事阅读，学生读懂纸箱的回收经历，掌握单元基础词汇以及“What will…do with…?”核心句型，初步感知旧物再生的主题意义；第二课时聚焦感叹句语法，区分what、how引导感叹句的不同句式结构，学习be made of短语，掌握ur字母组合发音，夯实单元语言知识；第三课时借助Cartoon time趣味小故事巩固词汇语法，通过Checkout time板块完成读、说、写综合语言输出训练。学生在语言学习过程中，既掌握本单元英语词汇、句型、语法知识点，也理解旧物回收、变废为宝的生活理念，实现语言能力与主题意义共同发展。学生能够读懂单元故事文本，会朗读感叹句，会使用本单元句型简单谈论旧物改造，完成单元基础语言学习目标。 2 学科网（北京）股份有限公司 $