2020春六年级英语下册 Unit 7 I'm not afraid教案 湘少版

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 better 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. 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. 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. 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 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 picture 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 practise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, close, 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. free 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 about 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 swimming. 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 lingling 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 - 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，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: 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: you 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 you! 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exam。（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. tr