Unit2 How to solve problems Lesson2 Lynn lost her cap again （教学设计）-2026-2027学年冀教版（三起）英语六年级上册

冀教版（三起）2024 六年级上册 Unit 2 How to solve problems · Lesson 2 Lynn lost her cap again! 教 学 设 计（任务型·“寻帽小侦探”线索课） 【设计说明】本课对话是一个“找东西”的生活推理过程：帽子不见了→妈妈引导回忆 When did you take off your cap?→Lynn 想起跑步前摘下放在长椅上→后来不见了→可能被人捡走→去失物招领处→找回帽子，还意外找回另一顶。 Mrs Smith 的追问正是“侦探式提问”。据此设计“寻帽小侦探”：学生化身小侦探，跟着妈妈的问题把“丢帽—回忆—寻回”排成《回忆时间线》（wore it before PE class → took off before running → left it on the bench → didn't see it later → maybe someone picked it up → Lost and Found），理解 should be more careful 的叮嘱，最后练说一次“寻物求助”对话。一般过去时（lost / wore / took off / left / didn't see / picked up）在查案语境中反复运用。 一、教学目标 完成本课学习后，学生能够： 1. 听懂、认读并说出核心词汇与表达 cap, lose—lost, again, take off—took off, bench, pick up—picked up, the Lost and Found, lucky, careful 及短语 before PE class, on the bench。 2. 读懂对话，完成《回忆时间线》排序：I wore it before PE class. → I took off my cap before I ran. → I left it on the bench. → But I didn't see it there later. → Maybe someone picked it up. → Go to the Lost and Found.，并完成课本 Read, write and say。 3. 运用问句 Where is your...? / When did you take off your...? 与答句 I don't know. / Let me see. I took... 演练寻物对话；理解并会说 You should be more careful!。 4. 懂得“丢东西不可怕，冷静回忆有方法”，养成保管好自己的物品、物品放回原处的习惯。 二、教学重难点 重点：读懂对话；按时间线回忆丢失经过；过去式 lost / wore / took off / left / picked up 的认读。 难点：① take off 的过去式 took off 与“脱下、摘下”的含义；② left（leave 的过去式）表示“落在、留下”，与“左边”的区别；③ before I ran 中 before 引导的时间从句；④ should be more careful 中 more careful 的比较级含义（本课感知，L4 展开）。 三、教学过程（课前准备：侦探放大镜道具、一顶帽子实物、《回忆时间线》六格卡（打乱装袋）、失物招领处招牌图、寻物对话任务卡） 环节一　案件发生——导入定题（5 分钟） 1. 出示帽子实物再突然藏起：Where is my cap? Oh no, I lost it! 引出 lose—lost，板书课题（强调 again——Lynn 又丢帽子了）。 2. 发“侦探任务”：Lynn 的帽子找得回来吗？今天大家当小侦探，跟着妈妈的问题回忆时间线，帮 Lynn 破案。 【评价关注】能否说出 lost 的含义；是否带着“线索”意识进入对话。 环节二　询问取证——精读对话（14 分钟） 1. 第一问取证：读 Mrs Smith: Lynn, where is your cap? Lynn: I don't know. I wore it before PE class, but now I can't find it. 贴时间线第1格（wore it before PE class），圈出 wore。 2. 第二问取证：读 When did you take off your cap? Think carefully. Lynn: Let me see. I took off my cap before I ran and I left it on the bench. 贴第2、3格（took off before running / left it on the bench），动作演示 take off，辨析 left＝leave 的过去式（落在）。 3. 第三问取证：读 But I didn't see it there later. Mrs Smith: Maybe someone picked it up. Go to the Lost and Found. 贴第4、5格（didn't see it later / maybe someone picked it up），讨论：为什么“可能被捡走了”就该去失物招领处？ 4. 结案：读 Lynn: Look, Mum. Mrs Smith: Wow, you also found your blue cap in the Lost and Found! Lynn: Yes, I'm lucky! Mrs Smith: You should be more careful! 贴第6格（Lost and Found 找回），讨论 should be more careful 是什么叮嘱。 【设计说明】妈妈的三个问句就是三个取证问题，六格时间线即案情全貌；一般过去式在“回忆”里反复出现、反复操练。 环节三　理线复案——排序复述（8 分钟） 1. 各组取出打乱的六格卡排序并说排序依据（时间词与因果：先戴着→跑步前摘下→放在长椅→后来不见了→可能被捡走→去失物招领处），对照课本验证，完成课本 Read, write and say。 2. 依时间线练说破案陈述：Lynn wore her cap before PE class. She took off her cap before she ran and left it on the bench. She didn't see it later. Maybe someone picked it up. She went to the Lost and Found and found it.。 环节四　结案演练——寻物对话（8 分钟） 1. 同桌演练“寻物求助”：一人扮丢东西的同学（真实或假设的物品），一人扮帮忙的家长或老师，用 Where is your...? / When did you...? / Let me see. I took... / Maybe... / You should be more careful. 完成对话，轮换一次。 2. 一两组上台展示，师生按“线索清楚 / 过去式正确 / 建议中肯”评星，评出“金牌小侦探”。 3. 习惯小结：物品用完放回原处、离开前回头看一眼——最好的破案是不丢东西。 环节五　收尾检测（5 分钟） 1. 看板书时间线，全班齐说六格经过。 2. 快速抢答：When did Lynn take off her cap? / Where did she leave it? / What did Mrs Smith ask her to do? / What does Mum say at last? 检测达标。 3. 自评涂星：我会读 / 我会排 / 我能演。 四、板书设计（“回忆时间线”式板书） Lesson 2　Lynn lost her cap again! wore it before PE class → took off before running → left it on the bench → didn't see it later → Maybe someone picked it up → the Lost and Found（found it!） 叮嘱：You should be more careful! （黑板画一条六格脚印线索线，依次贴时间线卡，终点画失物招领处小屋，贴“金牌小侦探”评星表。） 五、作业设计 1. 朗读打卡：跟读对话三遍，重点读好 When did you take off your cap? Think carefully. 的语气。 2. 补全线索：照六格时间线把 Lynn 的丢帽经过写成五句英文小报告。 3. 整理行动（选做）：整理一次自己书包或书桌，把物品“放回原处”，用一句 I put my... back. 记录。 六、课堂小结 这节课我们当了一回“寻帽小侦探”：跟着妈妈的提问回忆时间线——Lynn 上体育课前戴着帽子，跑步前摘下放在长椅上，后来不见了，可能被人捡走，最后在失物招领处找回了帽子，还意外找到另一顶，真是 lucky！找东西的方法是按时间往前回忆；妈妈的叮嘱 You should be more careful! 更要记在心里——养成物品放回原处的好习惯。 七、教学反思 1. “取证—理线—结案”的侦探框架与对话的问答结构天然契合，六格排序正确率高，过去式在回忆语境中反复输出；寻物对话演练让句型落到生活。 2. left 的“落在”义与“左边”易混，个别学生复述时说成 on the left bench，需结合动作演示强化；before I ran 的从句结构本课只整体感知，不拆讲。 3. 对话展示两组占时稍长，第三组转为“陪审团点评”参与；整理书包作业注意引导学生体验“放回原处”而非形式拍照。 学科网（北京）股份有限公司 $