unit1 lesson3《Story：A little horse crossed the river》教案（2课时）-2026-2027学年冀教版（三起）英语六年级上册

该教案聚焦冀教版六年级上册《A little horse crossed the river》故事阅读，围绕核心词汇及一般过去时，通过单元主题导入联系生活经验，结合中文故事背景降低难度，用插图预测和表格支架梳理情节，衔接前后知识。 特色在于融合文化意识与思维品质，通过对比老牛松鼠对河水的不同描述分析原因，分角色朗读和复述支架提升语言能力，落实核心素养，帮助学生理解“亲身尝试”寓意，教师教学流程清晰易操作。

《Story: A little horse crossed the river》教案（2课时）-2026-2027学年冀教版（三起）（新版）小学英语六年级上册 一、学情分析 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《How to solve problems》，是一节故事阅读课，主题为A little horse crossed the river《小马过河》。本单元整体围绕“解决问题”展开，Lesson3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cross, river, cow, squirrel, try, deep, shallow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cross, river, cow, squirrel, try, deep, shallow；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How to solve problems开启课堂对话。 师：Boys and girls, look at our unit title, Unit2 How to solve problems. What will you do when you meet a problem? Who can tell me? 生1：I can ask my friends. 生2：I can ask my parents. 师：Great! When we have problems, we can ask others for advice. But is others’ advice always right? Today we will learn a famous story. Its name is A little horse crossed the river.板书课题Lesson3 Story: A little horse crossed the river.带领学生齐读课题2遍。 师：Look at the picture on our textbook. Who can you see in the picture? 生：A little horse, a cow and a squirrel. 师：Yes! This is our old Chinese story 小马过河，but now we read it in English. Before reading, let’s guess: What problem does the little horse 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cross, river, cow, squirrel, deep, shallow, try。教师结合图片、动作进行讲解示范。 师：Look at this word, river. What’s river? Point to the river in the textbook picture. 生在课本插图找到河流。 师：Cross the river means go across the river. Read after me, cross, cross, cross the river. 学生集体跟读，个别抽读。 师：Look at the big animal, it’s a cow. Read cow. And this small animal is a squirrel, squirrel. 师：Now look at deep and shallow. If the water is very deep, you can’t stand in it. Shallow means water is not deep. 教师配合手势演示水深水浅。Then try, try means you do something by yourself. 教师带领学生齐读全部单词，开展师问生答巩固词汇。 师：Who can tell me, which animal is big? 生：The cow is big. 师：Which animal is very small? 生：The squirrel is small. 师：If water is not deep, it is…? 生：Shallow! 师：If water is too hard for you, 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：Now open your books, turn to Lesson3. Let’s listen to the story audio of our textbook. While listening, please point at each sentence you hear, don’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 story, what is the little horse’s problem? 生：He wants to cross the river. 师：Yes, the little horse needs to cross the river. Who does he ask for help? 生：He asks the cow and the squirrel. 师：Perfect! Now let’s read paragraph 1‑2 of the textbook together. Please read loudly. 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：Look at sentence “The little horse must cross the river.” Must means “必须”。And look this sentence, he meets the cow. Meets, this is past form, meet‑met. It means he saw the cow on his way. 师：What does the cow say? Let’s find the cow’s words in our book. Who can read the cow’s sentences for us? 一名学生朗读老牛所说的话。 师：The cow says “The river is shallow. You can cross it easily.” Shallow, we learned just now, the cow thinks the river is not deep. Why does the cow think so? Think about the cow, he is very tall and big. 学生简单思考作答。 师：Then who comes? Yes, the squirrel. Please find squirrel’s words in the textbook, read them out. 学生朗读松鼠的台词。 师：Squirrel says “The river is very deep! You can’t cross it.” Now here is a chart on the blackboard, let’s fill in it together。教师板书对比表格。 Character Idea about the river The cow The river is shallow. The squirrel The river is deep. 师：Look at this chart. The cow and squirrel give two totally different answers about the same river. Why? This is our important question for this story. 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：Now we read paragraph 1‑2 again. I will be the little horse, some of you will be the cow, some of you will be the squirrel. Let’s read in roles. 组织学生分角色朗读课文1‑2自然段。 师：Now look back to our textbook text. Let’s find out key words. Who can tell me, what does the cow tell the little horse? 生：The river is shallow. You can cross it easily. 师：And what warning does the squirrel give? 生：The river is very deep! You can’t cross it. 师：Good. Now think: The river is the same river. Why are their answers different? You can discuss with your deskmate for a moment. 学生同桌简单交流。 师：Ok, stop. Who wants to share your idea? 生1：The cow is big. 生2：The squirrel is small. 师：Exactly. The cow is big, so for him the river is shallow. The squirrel is tiny, so for him the river is deep. Their answers are true for themselves, but not for the little horse. 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 words of Lesson 3. We read the first two paragraphs of our story. We know the little horse wants to cross the river. He asks the cow and the squirrel for help. The cow says the river is shallow, but the squirrel says it is deep. They give different answers. Next class we will keep reading the rest of the story, to see what the little horse does 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：Boys and girls, let’s review what we learned last class. Look at our chart on the blackboard. Who can retell what the cow 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 horse gets two different answers. He feels confused. Now let’s go on reading our textbook story, paragraphs 3‑4. What will the little horse do 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 look at your textbook. “The little horse goes back home and asks his mum.” Look, goes back home means go home. He is confused, so he turns to his mother for help. Who can read mum’s words in the book? 学生朗读小马妈妈的台词。 师：Listen carefully to mum’s words in the text. Mum does not tell him directly if the river is deep or shallow. What does mum ask him to do? Find the sentence in your book. 生：“Why don’t you have a try?” 师：Yes, “have a try” means try it by himself. Mum tells him don’t only listen to others’ words, he should try for himself. 师：Then what does the little horse do? Read next sentence in the textbook. 生：The little horse comes to the river again. He crosses the river by himself. 师：Perfect! He listens to his mother’s advice. He makes up his mind to try. Now look the last sentences of the story in our book. What does he find at last? 生：He finds the river is neither too deep nor too shallow for him. 教师重点解析句子neither…nor…，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：So for the little horse, the river is not too deep, and also not too shallow. That is the result of his trying. Now we complete our chart on blackboard, add the little horse’s finding。更新板书表格： Character Idea about the river The cow The river is shallow. The squirrel The river is very deep. The little horse Neither too deep nor too shallow. 师：Now let’s answer the textbook’s comprehension questions together. First question from our book: Why do the cow and the squirrel have different ideas? Who wants to answer according to our story text? 生：Because the cow is big, the squirrel is small. 师：Good. Second question in textbook: What does the little horse learn from this experience? Think from our story. 生：He should have a try himself. 师：Very good. We can get this idea from our story text. Other people’s suggestions are for themselves. We need to try by our own. 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：Now we have finished reading all paragraphs of Lesson3. Let’s listen to the full story audio from textbook once more. Please follow the audio, read softly. 学生跟音频轻声完整跟读全文。 师：Now we read the whole story together loudly. Ready, go. 全班齐读完整课文。 师：Now we do role‑play with our textbook. Four groups: little horse, cow, squirrel, mum. Each group reads their lines in the story. Please look strictly at the sentences in our book. 分组分角色朗读课文，严格使用课本原文语句。 师：Stop here. I will ask some questions about the text to check your understanding. Question one: Who tells the little horse to have a try? 生：His mum. 师：Question two: Does the little horse cross the river at last? 生：Yes, he does. 师：Question three: Is the river very deep for the little horse? 生：No. It is neither too deep nor too shallow. 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 horse needs to cross the river. 经过：He asks the cow and squirrel. He gets two different answers. He goes home to ask mum. Mum tells him to have a try. 结果：He tries by himself and crosses the river. The river is neither too deep nor too shallow for him. 师：Look at the story flow on blackboard. All these points come from our textbook story. Now I want some students to retell our story with these hints. You can use the sentences from our book. Who wants to 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‑done. So from this story, what can we learn? Combine our unit theme How to solve problems. 生1：When we have problems, we can try ourselves. 生2：We can’t only listen to others. 师：Exactly. When we meet problems in life, we can listen to others’ advice, but we also need to try for ourselves. That is the lesson of this story, and also our unit theme how to solve problems. 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Lesson3《A little horse crossed 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cross, river, cow, squirrel, try, deep, shallow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“How to solve problems”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。 2 学科网（北京）股份有限公司 $