《Unit 3 Volunteering：Unit review》（2课时）（教学设计）-2026-2027学年冀教版（三起）英语六年级上册

该小学英语教学设计聚焦六年级上册Unit 3“Volunteering”单元复习，整合志愿服务主题词汇、一般过去时句型等核心知识。通过展示养老院、公园等场景图片，用表格归类志愿地点与活动，搭建场景化学习支架，唤醒前四课旧知，为对话学习铺垫。 以教材核心对话为载体，通过逐句精讲、分层朗读夯实语言输入，结合情景迁移创编对话提升语言能力，用思维导图整合词汇、句型与语法培养思维品质，渗透志愿服务文化意识。帮助学生巩固知识、提升语用能力，为教师提供结构化复习方案，高效落实单元闭环教学。

《Unit 3 Volunteering：Unit review》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一定的英语听说读写基础，能够读懂简单对话短文，掌握一般现在时、部分动词过去式变化规则。本单元前四课学生已经学习志愿服务主题词汇、can表达能力、be good at特长表达、一般过去时描述志愿经历，读懂志愿者招募通知。但学生存在知识碎片化问题，部分动词过去式易混淆，一般过去时疑问句、答句结构掌握不够牢固，在真实语境中连贯讲述志愿活动经历的能力不足。六年级学生思维能力较强，乐于参与小组对话、情景交际，对志愿服务主题有生活认知，适合开展归纳梳理、对话复述、情景运用类复习课堂。 二、教材分析 本课为Unit3《Volunteering》单元复习课Unit review，属于单元学习闭环，整合Lesson1‑Lesson4全部语言知识。教材板块包含Look, read and talk对话文本、Look, listen and tick、Read, listen and match、Listen and write等复习练习板块。核心对话围绕Li Ming上周末公园志愿活动展开，运用一般过去时询问、描述过去的志愿行为，串联单元核心词汇、短语、句型与语法点。教材以真实交际对话为载体，融合听、读、说训练，引导学生归纳志愿服务场景语言，将语言知识和助人为乐、参与志愿活动的主题育人内涵相结合，实现知识复盘与语用输出，为本单元综合语言运用提供巩固载体。 三、核心素养教学目标 （一）语言能力 1.能够熟练认读、拼读本单元核心词汇与短语volunteering, volunteer work, elderly, nursing home, animal shelter, pick up waste, clean benches, sort books, talk with the elderly等，掌握动词过去式did, cleaned, picked, made等形式与词义。 2.熟练掌握一般过去时特殊疑问句What did you do last weekend?及一般疑问句Did you like volunteering?的句式结构，能正确进行问答，同时复习We can…、I’m good at…单元功能句型。 3.能够读懂Unit review核心对话，正确朗读对话，复述Li Ming的志愿经历，能模仿对话，口头简单描述自己或他人一次志愿活动经历。 （二）文化意识 理解volunteering志愿服务的内涵，懂得志愿活动不求回报，感受帮助他人带来的快乐；懂得关爱老人、爱护环境、关爱小动物，树立乐于参与力所能及公益服务的意识。 （三）思维品质 能够对单元词汇按志愿场景分类整理，辨析一般现在时与一般过去时使用场景，区分动词原形与动词过去式；通过对话梳理事件要素（时间、地点、活动、感受），训练提取信息、归纳梳理、逻辑表达的思维能力。 （四）学习能力 学会单元复习归类梳理的学习方法，借助图表整理词汇句型；积极参与课堂问答、朗读、小组对话练习，敢于开口表达，能主动发现自己的知识薄弱点，在合作练习中巩固语言知识。 四、教学重难点 教学重点 1.巩固单元志愿服务主题词汇短语，熟练掌握本单元重点动词过去式变化。 2.掌握Unit review核心对话，熟练运用一般过去时句型询问、描述过去开展的志愿活动。 3.复习单元功能句型We can… / I’m good at…，区分一般现在时、一般过去时不同语境用法。 教学难点 1.准确使用动词过去式，在口头表达中正确运用What did you do…? Did you…?句型完成问答。 2.脱离文本，结合时间、地点、活动、感受，连贯口头讲述一次志愿活动经历。 五、教学过程 第1课时：Unit review（第一课时），聚焦词汇梳理+核心对话文本研读、理解、朗读 （一）课堂导入 教师出示单元主题图片：养老院、公园、动物收容所、图书馆志愿活动图片，向学生展示场景。 师：Boys and girls, we have finished Unit 3 Volunteering. In this unit, we learned many things about volunteering. Who can tell me, what is volunteering? 生1：Volunteering is helping others. 生2：We help people but we don’t get money. 师：Very good! Volunteering means helping people or public places for free. We can volunteer in many different places. Now let’s think, where can we do volunteer work? 生：nursing home, park, animal shelter, library. 师板书以上地点名词，同时在黑板绘制简易表格，表格分为两列：Places（志愿地点）、Volunteer activities（志愿活动）。 Places Volunteer activities nursing home park animal shelter library 师：Now please work together, try to recall what volunteer work we can do in these places. Let’s fill in this table together. 师引导学生回忆前四课内容，学生举手回答，教师同步把pick up waste、clean benches、talk with the elderly、sort books、feed animals等短语填写表格内，带领全班齐读表格全部词汇短语。 设计意图：以单元主题开启复习课，借助表格对单元词汇进行场景化归类，唤醒学生旧知，搭建语言支架，避免词汇零散记忆，为本课对话学习做好铺垫。 师：Great. These are the places and activities we learned. Most of these activities are things we can do. But if we talk about things we did last time, we need to use past tense. Now look at our Unit review, we will read a dialogue about Li Ming’s volunteer work last weekend. Please open your books, turn to Unit review page. （二）Look, read and talk 核心对话文本精讲学习 教师出示教材Look, read and talk完整对话文本： Hi, Li Ming. What did you do last weekend? We did some volunteer work in a park. What did you do there? We cleaned the benches and picked up waste. We also talked with the elderly in the park. Did you like volunteering? Yes. I enjoyed helping and I made new friends there. That’s great. I’d like to join you next time. Okay. We can go next weekend. 师：Please look at the dialogue on your book. First I will read the whole dialogue slowly, listen carefully to my pronunciation. 教师完整范读对话一遍。 师：Now look at the first sentence: Hi, Li Ming. What did you do last weekend? Boys and girls, pay attention to two key words here. “last weekend”. What does it mean? 生：上周末。 师：Perfect. “last+时间”，last weekend上周末，last week上周，last year去年，这些词组都告诉 us this story happened before, it is past time. So we use past tense. Look at this word “did”. Who can tell me, what is its base form? 生：do。 师：Yes! do是动词原形，did是do的过去式。在问句What did you do last weekend?中，第一个did是助动词，帮助构成过去时问句，没有实际含义；后面的do是实义动词，表示“做”。记住：一般过去时特殊疑问句结构：What did +主语 + do +过去时间? 用来询问某人过去做了什么事情。 师板书句型：What did you do +过去时间? 师：Now follow me: What did you do last weekend? 全班学生齐读。 师：What is Li Ming’s answer? Who can read the answer sentence? 生读：We did some volunteer work in a park. 师：Good. Here “did” is real verb, the past form of do. did some volunteer work意思是做了一些志愿工作。Now I ask you a question: Where did Li Ming do volunteer work? 生：In a park. 师：Look at the second round of dialogue：What did you do there? We cleaned the benches and picked up waste. We also talked with the elderly in the park. 师：“there”在这里指代in the park。请同学们观察这一句回答里面的动词：cleaned、picked、talked。同学们仔细观察词尾，你们发现什么？ 生：后面都加了ed。 师：That’s right，clean‑cleaned，pick‑picked，talk‑talked，规则动词直接在词尾加ed构成过去式。clean the benches 打扫长椅；pick up waste捡拾垃圾；talk with the elderly 和老年人交谈。the elderly表示老年人，是一类人的统称。 师带领学生齐读短语cleaned the benches，picked up waste，talked with the elderly。 师提问：What did Li Ming and his group do in the park? Please answer me with English. 生：They cleaned the benches, picked up waste and talked with the elderly. 师：Now look at next dialogue：Did you like volunteering? Yes. I enjoyed helping and I made new friends there. 师：This is a general question of past tense. Did you like volunteering? did放在句首，构成一般过去时一般疑问句，用来询问过去是否喜欢做某事。回答用Yes或者No。 师板书句型：‑Did you like…? ‑Yes, I did. / No, I didn’t. 师：Look here, made new friends。make的过去式是made，属于不规则变化，这个需要大家重点记忆。make new friends交新朋友。enjoyed helping，enjoy后面动词要加‑ing形式，enjoy doing sth表示享受做某事。 师：Why did Li Ming like volunteering? 生：Because he enjoyed helping and he made new friends. 师：Last two sentences：That’s great. I’d like to join you next time. Okay. We can go next weekend. 师：I’d like to = I would like to，表示我想要；join you加入你们；next time下一次；next weekend下周末，这里next表示将来的时间，和last刚好相反。 师：Now please mark all the past‑tense verbs in your books: did, cleaned, picked, talked, enjoyed, made。圈画在课本上，区分规则变化与不规则变化。 设计意图：逐句拆解教材原生对话文本，对时间标志词、助动词did、规则与不规则动词过去式、核心句型进行细致讲解，依托教材原句进行师问生答，引导学生从文本中抓取信息，落实对话文本理解，让学生读懂每一句话的语法和语义，夯实本课语言基础。 （三）对话分层朗读操练 师：Now we understand every sentence in this dialogue. Let’s do reading practice step by step. 第一步，教师分句领读，学生逐句跟读，重点纠正did、made、volunteering、elderly的发音。 师：Pay attention to the word volunteering, there are four syllables, vo‑lun‑tee‑ring. Read after me. 全班跟读。 第二步，全班齐读完整对话两遍。 第三步，男女分角色朗读，男生扮演提问角色，女生扮演Li Ming，互换角色再次朗读。 师：Now boys are the questioner, girls are Li Ming. Let’s read the dialogue. Ready go. 完成一轮后，师：Now change roles, girls ask, boys answer. 第四步，小组内分角色朗读。四人小组，分配对话角色，小组内部朗读对话，教师巡视课堂，走到各个小组，倾听学生朗读，提醒学生注意动词过去式读音。 师：In your group, take turns to read this dialogue. Try your best to read fluently. 小组练习结束后，教师邀请2‑3组学生站起来，展示分角色朗读教材对话。 师：Which group wants to show your reading? 师：Good job. Now let’s try to fill key words of the dialogue. I give you incomplete sentences, you fill in missing words. 课件出示挖空对话： A: Hi, Li Ming. What ____ you do ____ weekend? B: We ____ some volunteer work in a park. A: What did you do there? B: We ____ the benches and ____ up waste. We also talked with ____ elderly in the park. A: ____ you like volunteering? B: Yes. I enjoyed helping and I ____ new friends there. A: That’s great. I’d like to ____ you next time. B: Okay. We can go next weekend. 学生口头依次说出填空答案，教师核对，巩固对话文本记忆。 设计意图：分层朗读由领读到齐读、分角色读、挖空填空，循序渐进巩固教材对话，落实读的能力，加深学生对对话文本记忆，为第二课时复述对话、迁移运用做好铺垫。 （四）第一课时课堂小结 师：In this class, we reviewed Unit3 words and phrases by using the table. We studied the Unit review dialogue in detail. We learned two important past‑tense sentence patterns: What did you do last…? 和 Did you…? We also learned many verb past forms, such as do‑did, make‑made, clean‑cleaned, pick‑picked. After class, please read the Unit review dialogue three times. 第2课时：Unit review（第二课时），对话复述迁移运用+教材配套练习处理、单元知识综合巩固 （一）复习回顾导入 师：Good morning class. Last class we learned Unit review dialogue about Li Ming’s volunteer work. Let’s review quickly. 教师出示上节课的地点‑活动表格，快速集体朗读单元词汇短语。 师：Now answer my questions together. What does “last weekend” mean? 生：上周末。 师：What sentence do we use to ask what someone did last weekend? 生：What did you do last weekend? 师：If we want to ask “Did you like volunteering?”, how do you answer yes? 生：Yes, I did. 师：Now let’s recall Li Ming’s story. Please look at these hint words on the blackboard：last weekend, park, volunteer work；clean benches, pick up waste, talk with the elderly；enjoy helping, make new friends；go next weekend。 设计意图：使用关键词提示，搭建复述支架，降低复述难度，衔接上节课对话内容，开启第二课时综合复习。 （二）教材对话复述与情景迁移 师：Look at these key words. Please try to retell Li Ming’s experience, you can work with your deskmate. Talk about what Li Ming did last weekend. 学生同桌两两合作，借助黑板关键词复述Li Ming志愿经历。 师：Who wants to try to retell for the whole class? 学生举手进行复述，教师适时给予提示，修正学生动词过去式错误。 示例学生复述：Last weekend, Li Ming did some volunteer work in a park. They cleaned the benches and picked up waste. They also talked with the elderly. He enjoyed helping and made new friends. Someone wanted to join him, they can go next weekend. 师：Excellent. You retold Li Ming’s story very well. Now we will change the situation. We will not talk about Li Ming, we talk about ourselves. Imagine you did volunteer work last Sunday. Please make short dialogues with your partner, use the dialogue in our Unit review as your model. You can change places and activities. You may choose nursing home, animal shelter or library. 教师给出对话模板： A: What did you do last Sunday? B: I did some volunteer work in ____. A: What did you do there? B: I ____ and ____. A: Did you like volunteering? B: Yes, I enjoyed helping and I made new friends. A: I’d like to join you next time. B: Okay. We can go next time. 师：You can change the verbs, remember to use past‑tense verbs. For example: If you worked at a nursing home, you can say “I sang songs for the elderly.” 学生同桌之间创编新对话，教师巡视，观察学生是否正确使用动词过去式，及时点拨纠正错误。完成练习后，邀请几组学生上台展示自编对话。 设计意图：从复述教材原生对话，过渡到替换场景创编对话，实现从教材文本理解到语言迁移输出，落实单元复习课语用目标，训练学生在相似真实语境运用句型。 （三）处理教材Unit review配套练习板块 活动1：Look, listen and tick 师：Turn to Unit review, look at Part 2 Look, listen and tick. In this part, we will listen four short dialogues, tick the correct pictures. Before listening, look at the four questions on book: 1.When did Lily go to the nursing home? 2.Where will Mike go to pick up waste? 3.What does Lucy do in the library? 4.How did Liu Yang get to the animal shelter to feed the dogs? 师：Please look carefully at each group of pictures, know what each picture shows. Now I will play the audio for the first time, listen and tick. 播放教材录音，学生完成勾选。录音播放完毕，师：Now we will listen for the second time, check your answers. 第二次播放录音，学生核对。 师提问学生核对每一道题答案，引导学生说出每一题关键听力信息，明确抓时间、地点、动作、出行方式这类关键信息的听力技巧。 设计意图：落实教材听力板块，训练学生抓取听力关键信息，巩固本单元疑问词when where what how，强化单元主题听力输入。 活动2：Read, listen and match 师：Now look at Part3 Read, listen and match. Read these sentences first. It talks about things people want to do for the elderly in nursing home. 教师出示教材选项： a draw pictures with the elderly b sing songs for the elderly c share stories with the elderly d take a walk with the elderly e help the elderly use a smartphone 师：Please read these phrases silently by yourself, understand every activity. Who can read them aloud for us? 点学生朗读全部短语。 师：Now we will listen to the audio, match people with their volunteer activities for the elderly. Play the audio. 播放录音，学生完成连线。播放结束，师生共同核对答案。 师：From this exercise, we know many things we can do for the elderly. We can draw pictures, sing songs, share stories and so on. And we can use sentence “We can …” to talk about volunteer things we are able to do. This is the sentence we learned in Lesson 1. 带领学生复习句型We can +动词原形，复习can表达能力。 设计意图：处理教材读听连线练习，复习为老人服务的志愿活动短语，回扣Lesson1核心句型can，打通单元前后课时知识。 活动3：Listen and write 师：Next part is Listen and write. We need to listen and write down the missing words. All words are our unit‑3 key words and verb past forms. Before listening, look at the sentences on your book, guess what words may be missing. 播放教材录音，学生完成书写填空。播放第二遍，学生检查书写。 师：Now let’s check answers together. Pay attention to spelling, especially the past‑tense forms, do not forget “ed”. 教师带领学生核对，提醒学生注意单词书写规范，动词过去式拼写易错点。 设计意图：落实教材听写板块，训练单词拼写，聚焦单元高频易错的动词过去式，巩固写的能力。 （四）单元语法与知识点整合梳理 教师在黑板上整理单元知识简易思维导图，分为三大模块：核心词汇短语、核心句型、语法要点。 师：Now let’s sort all Unit3 knowledge together. First, vocabulary. We have many volunteer places: nursing home, animal shelter, park, library. And volunteer activities: pick up waste, clean benches, sort books, share stories, take a walk and so on. 师：Then our key sentences. Two kinds of sentences. One talks about what we can do now or in future: 1.What can we do? We can… 2.I’m good at… The other talks about what we did in the past, past‑tense sentences from Unit review dialogue： 3.What did you do last…? We did… 4.Did you…? Yes, I did. / No, I didn’t. 师：Grammar focus. We have two tenses in this unit. General present with can for abilities and plans. General past tense for things finished before. Remember: after did (auxiliary verb), we must use verb base form. Regular verbs add ed for past form, some verbs are irregular, such as do‑did, make‑made. 师：Now I ask you some questions to help you tell the difference. Question one: If I talk about things I will do next weekend, which tense should I use? 生：can，一般现在时。 师：If I talk about things I finished last weekend, which tense? 生：一般过去时，动词用过去式。 师：Great. Who can give me one example for past tense? 生：What did you do last weekend? 师：Who can give one example with can? 生：We can help the elderly. 设计意图：依托黑板简易知识框架，把单元零散知识整合，区分can的一般现在时表达和一般过去时，辨析时态使用场景，突破复习课难点，帮助学生建立单元结构化知识，解决学生知识碎片化问题。 师：Volunteering is not only words in English books. We can do small volunteer things in daily life, help classmates, help old people, protect our environment. We can try small volunteer work in our real life. （五）第二课时课堂小结 师：This is the end of Unit review two periods. In these two lessons, we reviewed all Unit 3 knowledge. We read, retold and imitated the Unit review dialogue. We finished all the Unit review exercises in textbook. We sorted vocabulary, sentences and grammar points. We mastered when we use can and when we use past‑tense verbs. Remember when you talk about things you did before, use verb past forms. When you talk about things you can do, use can plus verb base form. 六、小结 本单元Unit review两课时复习课立足单元整体教学，以教材原生对话Look, read and talk为核心载体，第一课时完成单元词汇归类、对话文本逐句精讲、分层朗读训练，攻克对话文本语义、词汇、句型、语法，夯实语言输入；第二课时完成对话复述、情景迁移创编对话，完整处理教材Look, listen and tick、Read, listen and match、Listen and write全部配套练习，整合梳理单元词汇、句型、时态语法，完成语言输出训练。两课时由输入走向输出，把本单元Lesson1‑Lesson4所学的志愿主题词汇、can表达能力、be good at、一般过去时描述志愿经历、志愿招募相关语言点全部串联闭环。课堂依托教材文本内容，通过表格、关键词支架、师问生答、同桌小组练习等课堂活动，兼顾听说读写综合训练，同时渗透志愿服务育人内涵，帮助学生梳理单元知识体系，纠正动词过去式、时态混用等高频易错点，实现复习课夯实基础、整合知识、提升综合语用能力的教学目标。 2 学科网（北京）股份有限公司 $