1、最新六年级英语下册湘少Unit 7教案Unit 7 Im not afraid!课时安排:第一课时 Part A、Part B第二课时 Part C、Part D第三课时 Part E、Part F、Part G Period 1 一、教学目标(一)语言目标:1词汇:(1)能听懂、会说、认读词组afraid, close, tired, difficult, clever, worry, kid.(2)能听懂、会说、认读词汇和短语monster, still , later on. 2.句型:能用“Im (not) ”在实际情境中表达自己的感受。(二)应用目标1. 能用“Im (not)”在实
2、际情境中表达自己的情感和情绪。2. 能用简单的语句表达产生情感和情绪的原因;3. 能在正确的情境下用英语“Dont worry。You are still a kid. Youll be better later on.”来安慰他人。4. 能听懂、会说A部分的对话。二、教学重点及难点1.重点:能听懂、会说、认读、会写新单词afraid, close, tired, difficult, clever , worry, kid; 能用“Im (not) ”来表达自己的感受2.难点:能在正确的情境下用英语“Dont worry。You are still a kid. Youll be bette
3、r later on.”来安慰他人。三、教学准备教学VCD,教学PPT。四、教学步骤Step 1 Warming up1. Greetings 2. Sing a songIf you are happyStep 2 Presentation1. New words教师与学生自由对话,引入新词的学习。(1)tired T:Hello. How are you? S: Im fine, thanks. And you? T: Im not very well. I am tired. (出示单词卡片tired,板书并带读新词。)I went to bed too late last night.
4、 T: Are you tired today? S1: Yes. I am tired. S2: No. I am not tired.(2) monster, afraid, afraid of T: Im tired. I should do something. Sleep? I cant sleep in the class. Ill see a picture. Lets have a look. T: Look, whats this? Its a monster.(板书并带读monster) T: Are you afraid of monster? S1: Im afraid
5、. S2: Im not afraid. T: What are you afraid of? S1: Im afraid of tigers. S2: Im afraid of (3) clever T: Can you guess the meaning of “afraid”? S: 害怕的。 T:Wonderful!You are so clever. 将单词clever 板书到黑板上,教给学生正确的发音。(4)difficult 课件展示一幅孩子正在思考一道难题的图片。 T: What is the girl doing? S: She is doing her homework.
6、T: How does she feel? Is she happy? S1: No. She is sad. S2: She is angry. S3: She is tired. T: Why ? Because her homework is difficult. (出示单词卡片difficult,板书并带读。注意分音节带读:di- ffi- cult, difficult。)T:I think math is difficult. But Im not afraid of it. How about you ?S1: English is difficult. Im afraid of
7、 it.T: Dont worry. Youll be better later on. S2: Chinese is difficult. Im not afraid of it.T: You are a good boy/ girl. Youll be better later on.设计意图:通过师生交谈,让学生在真实的语境中体会理解“Dont worry. Youll be better later on.”的含义,提前感知课文,学会怎样去安慰与关爱他人。2. 操练词汇 (1) 利用磁带的地道发音带读。 (2) 头脑风暴。 操练方法:教师给学生一分钟的时间抢记上述四个单词,然后给出一个
8、单词的首字母,让学生快速说出是哪个单词。设计意图:在记单词过程中可以让记得快的学生分享自己的记忆方法。也可以建议学生采用分音节的方法进行单词教学,这样既有利学生记住单词的音和形,而且可以慢慢培养学生分音节记忆单词的习惯。3. The dialogue第一步:Listen,look and answer整体感知课文。并回答问题。Q:Where were the children?第二步:Read and answer细读课文,回答问题。Q1:In picture 1: the girls _ the monster.Q2: In picture2: the boy is _.Q3: In pic
9、ture 3 and picture 4, is Dongdong afraid of difficulties?此处教授difficulty,注意与difficult进行区分。第三步: Read together and thinkQ1:Is Dongdong not clever?Q2: What can you say to Dongdong?第四步: Follow the tape跟磁带或光碟朗读课文,模仿正确的语音、语调。设计意图:对课文的掌握都是先整体后细节,本环节设计为先整体感知课文进行语篇教学,再根据问题设计相应的教学活动。符合大家对事物的认知规律。Step 3 Practis
10、e我们都爱演:学生分小组表演课文场景,可选择课文中的一个或几个不同的场景进行表演;可以自己添加台词。对于能自己添加台词的小组。给予特别奖励。Step 4 Homework1. 熟读课文。2. 抄写B部分单词,并默写。3. 和同伴一起演演、说说关于内心感受的句子。教学反思:在本课中单词都比较简单,同学们掌握的还不错,通过情景角色表演A部分内容,同学们积极性很高,课堂气氛较好,但是有部分同学只会背诵书本上的内容,稍加改动就不清楚了,如“be afraid of”由此可见他们没有真正理解。 Period 2一、教学目标(一)语言目标 1. 词汇:(1)进一步巩固、运用新词汇 afraid, clos
11、e, tired, difficult, clever, worry, kid。(2)能听懂 、会说、认读词汇swimwear, step, use, reply, hold.2. 句型: (1)能用“Im”“Im afraid of”表达自己的情感和情绪。(2)能用“Dont worry.”来安慰他人。(二)应用目标1. 能用简单的句子表达自己的情感、情绪以及产生的原因;2. 能理解并朗读课文D部分短文;3. 能运用有效的阅读策略阅读D部分短文,并完成相关习题;4. 能改编短文进行表演或自己创作表演。二、教学重难点1.重点:(1)能用所学的词汇与句型正确表达自己的感受。(2)能在正确的语境中
12、运用“Im ”“Im afraid of”表达自己的感受。(3)能用“Dont worry”来安慰他人。(4)能运用有效的阅读策略阅读D部分短文,并完成相关习题。2. 难点: (1)能运用有效的阅读策略D部分短文,并完成相关习题。 (2)能改编短文进行表演或自己创作表演。三、教学准备多媒体课件、单词卡片四、教学步骤Step 1 Warming up 1.Greetings 2.Revision百变大咖秀教师分别出示大量单词卡片sad,tired, afraid, clever, angry, hungry, difficult等,学生看到单词后做出夸张的表情与动作,并说出句子:Im 3. Fr
13、ee talk 教师与23名学生进行课前对话。 T:Hello, Amy. How are you ? S: Im fine, thank you. Miss Li. And you ? T: I am very happy today. Its my birthday. S: Happy birthday, Miss Li.设计说明:教师与学生的课前谈话,让学生在真实语言交际中运用所学知识,做到学以致用,体现语言的交际功能。Step 2 Presentation 1. Learn the new words T: Lets play a game, Brain Storm. Its abou
14、t swimming, and what can you think of? S1: A swimming pool. T: Yes, you can think of a swimming pool. S2: A swimming cap. T: Good. You can think of a swimming cap. (预测:学生回答是可能只是说单词,教师注意提醒学生用完整的句子表达:I can think of ) T: I like swimming. I enjoy the cool water.Do you like swimming? S1: Yes. I like swim
15、ming. S2: No. I cant swim. I dont like swimming. T: So, you are afraid of water? S2: Yes. Im afraid of water. T: Dont worry. You are still a kid. You can learn to swim.设计说明:阅读前通过头脑风暴进行思维拓展,联系有关游泳的一些词汇,唤醒旧知,同时提前预热短文。2. Part D: Lets Read (1) Pre reading 教师出示D部分图片,交代故事背景,和学生一起谈论图片。T:Mrs Chen took Lingl
16、ing and Dongdong go to a swimming pool for a swim.Look! They are in the swimming pool. What can you see in the picture?S1: I can see Mrs Chen, Lingling and Dongdong. S2: I can see a swimming pool.S3: I can see swimming glasses. T: What are these ? They are the steps.(出示单词卡step,板书并教读step)(2) While -
17、reading 第一步:学生观看D部分影音,初读短文,并回答问题。 Q1:Why didnt Dongdong go into the pool? 第二步:学生细读短文,回答下列问题。 Q2:How could Dongdong come into the pool? Q3: Who would teach Dongdong how to swim? Q4: Who held Dongdongs hands? 第三步:学生齐读短文,回答问题。 Q:What did Mrs Chen say to Dongdong at last? (3) Post reading 引导学生将本课短文改编成对话
18、,并进行对话朗读。设计说明:在讲解D部分短文时,教学过程设计为从初读到细读。先从整体感知本篇阅读短文本,再细看短文寻找问答的答案。便于培养六年级孩子的阅读能力;最后还将短文改成对话,让孩子在理解的基础上更要开动大脑进行对话设计,能让孩子们的英语思维能力得到更好的提升。Step 3 Practise 1.最佳编剧T:Lets write a play according to Part D.四人一组,学生根据D部分短文改编剧本,并分角色朗读。 A:Mrs Chen took Lingling and Dongdong to a swimming pool for a swim.Lingling:
19、 I like swimming. I enjoy the cool water. Come on, Dongdong.Dongdong: Im afraid of water. Mrs Chen: Dont worry. Its safe.Dongdong: But I cant swim.Mrs Chen: Use the steps to come into the pool. Ill teach you how to swim.I can hold your hands.Dongdong: Thank you ! Mum!Lingling : Come on! Mrs Chen: Yo
20、u cant learn to swim till you jump into the water.2.寻找最佳男、女主角 学生将自己改编的剧本表演出来,同学们评选最佳男、女主角。Step 4 Lets write教师出示两个孩子溜冰的图片,让学生根据图片编写对话。 A: I like skating. I enjoy skating. Come on! Peter. B: No! Im afraid. A: Dont worry. Its safe. B: But I cant skate. A: Ill teach you . Ill hold your hands. B: Thank y
21、ou! A: You cant learn to skate till you try it. Step 5 Homework1. 读 D部分故事。2. 在D部分故事改编成对话式剧本,并演一演。教学反思:本课时的C部分同学们都觉得很简单,单词基本能很快的说出,但是be动词的运用就很不理想,很多同学不会根据主语的变化而变化,阅读短文同学们都看得比较认真课堂气氛也不错,只是仍有个别学生对阅读不够重视只停留在文中找答案。 Period 3一、教学目标(一)语言目标:1. 词汇:(1)进一步巩固、运用新词汇afraid, tired, difficult, clever等。(2)能听懂、会说新词汇ex
22、am。(3)复习F部分表格中的词汇,并能顺利地在字母中找到这些词汇。 2. 句型:通过观察或在阅读语境中感知他人的感受,并运用“He/ She is ”描述他人的感受,给出合理的建议。(二)应用目标 1. 能运用本单元词汇和重点句型“Im ”表达自己的感受。2. 能运用句型“He/ She is ”描述他人感受,并给出合理的建议。3. 能综合运用本单元的单词和重点句型创设情境进行简单的会话。二、教学重难点1. 教学重点:能通过观察或在阅读语境中感知他人的感受,并运用“He/ She is ”,给出合理的建议。2. 教学难点: 能综合运用本单元的单词和重点句型创设情境进行简单的会话。三、教学准备
23、用于复习的单词卡片、教学PPT等。四、教学过程Step 1 Warming up1. Greetings 2. Free talk T: Good morning. S: Good morning.T: How do you feel today?S: Im happy.教师与三四名同学进行课前谈话,在交谈中复习本单元的一些重点词汇和句型。3. Train, train, go, go, go教师出示B部分单词卡片,选择两三个小组开火车,一人读单词,然后全班朗读。Step 2 Presentation 1. Part E 教师出示图片,与学生谈论图片,引出新句型“He/She is ”。如:T
24、: Whats Peter doing? S: He is sitting on a beach. T: How does he feel? Is he hungry? S: No! He is tired. T: Why? What did he do? S: May be he swam. 用同样的方法,先观察图片中人物的情绪,然后预测产生这些情绪的原因,并讨论解决的方法。2. 完成E部分习题设计说明:在教学中采用知识预测的方式,可以开拓学生的思维,使学生的英语不只是停留在大脑浅表层的跟读、朗读,而更多的是大脑深皮层的思考,并运用英语来表达自己的看法和见解,让学生有话可说,在真实的语境中说
25、英语,提高学生说英语的欲望。3.Magic eyes 用火眼金睛的游戏复习F部分的单词:教师用课件依次快速出示F部分的单词,学生快速读出所看到的单词,最后全体齐读单词。Step 3 Practise 送单词宝宝回家。学生四人一组完成任务活动,将F部分的单词分类。Step 4 Lets act小小咨询师:学生分小组进行活动,向同伴倾诉自己的情绪,并说出原因,其他同学给他支招。Step 5 Homework 1. 背诵课文A部分。2. 与身边的朋友谈谈自己的情感与情绪。课后反思:在本课教学中采用图片完成填空的方式让学生去将句子补充完整,完成得较好,同时也让学生英语来表达自己的看法和见解,让学生有话可说,在真实的语境中说英语,提高学生说英语的欲望。
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