《Think and try!》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

《Thinkandtry!》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英语词汇积累与简单语篇阅读能力，能够运用情态动词、简单形容词描述个人情绪，具备基础小组合作交流能力。本单元主题聚焦生活中遇到问题与解决办法，贴近学生真实校园、日常生活。学生在现实生活中经常会遇到学习、人际交往类问题，会产生难过、生气、焦虑等情绪，但缺少用英语表达情绪、阐述解决问题步骤的语言输出能力。长句阅读、副词修饰动词、比较级句式、复合宾语从句是学生学习难点，部分学生面对长文本存在畏难心理，需要依托生活实例拆解文本，降低理解难度，引导学生把语言学习和自身生活体验相结合。二、教材分析本课选自冀教版（三起）新版六年级上册Unit2《Howtosolveproblems》的Lesson4《Thinkandtry!》，属于单元阅读语篇课。单元大主题为谈论生活中的难题，探讨解决问题的方法。本课语篇完整呈现生活遇到困境时的情绪表现，给出思考自我情绪、寻求他人帮助、大胆尝试解决问题的完整步骤，传递“办法总比困难多”的价值观念。课文核心文本：Sometimeswehaveproblemsinourdailylife.Wemayfeelsad,angryorworried.Wemaywanttoshoutorcry.Whatshouldwedo?Therearemoresolutionsthanproblems.Thinkcarefully.Gettoknowyourfeelingsandwhyyoufeelthatway.Askyourparents,teachersorfriendsforhelp.Thenyou’llfindsomesolutions.Haveatry.Eachtimeyousolveaproblem,youwillgetstrongerandsmarter.Whenyouhaveaproblem,don’tworry.Justthinkaboutitandtrytosolveit.文本承载核心词汇：problem,solution,daily,shout,solve,carefully,feelings；重点短语：inourdailylife,gettoknow,ask…forhelp,haveatry,thinkabout；重点语法：情态动词may、should，副词修饰动词，more…than比较级结构，宾语从句whyyoufeelthatway。本课承接单元前几课时问题情境对话，是单元语言知识、主题意义的升华，为后续写“我的问题与解决方式”书面输出做好铺垫，兼顾语言能力提升与心理健康引导，落实学科育人目标。三、核心素养教学目标（依据2022版英语新课标）1.语言能力能听懂、认读、朗读本课完整语篇；掌握problem、solution、daily、solve、carefully等核心词汇；熟练使用短语ask…forhelp、haveatry；理解情态动词may、should，掌握more…than比较级、副词修饰动词的用法；能够用简单英语描述遇到问题时的情绪，复述解决问题的基本步骤。2.文化意识理解中外学生面对生活难题共通的情绪体验，懂得遇到困境主动求助是积极行为，形成正视困难的意识，懂得自我情绪觉察，尊重自身与他人的情绪感受。3.思维品质通过阅读梳理文本逻辑链条：遇到问题→产生情绪→思考分析→寻求帮助→尝试解决，训练提取信息、梳理语篇逻辑的能力；结合生活案例辨析面对问题的不同处理方式，发展逻辑思辨能力。4.学习能力学会利用上下文猜测生词含义，掌握长句拆分阅读的阅读策略；乐于参与课堂问答、案例探讨，主动结合生活情境运用本课语言表达观点，提升语篇阅读自主学习能力。四、教学重难点教学重点1.掌握本课核心词汇、重点短语，熟练朗读理解整篇课文。2.掌握ask…forhelp、haveatry等固定短语；理解Therearemoresolutionsthanproblems.、Gettoknowyourfeelingsandwhyyoufeelthatway.重点长句含义。3.梳理文本中解决生活问题的完整步骤，能够用英语简单复述流程。教学难点1.理解副词carefully修饰动词think的语法现象；理解more…than比较级句型；读懂宾语从句whyyoufeelthatway的语义。2.结合自身真实生活情境，运用本课句型口头描述问题、表达处理办法。五、教学过程（2课时）第一课时Step1课堂导入与热身教师开展师生问候，承接本单元主题开启课堂。T：Goodmorning,boysandgirls.InUnit2,wetalkaboutproblems.Whatkindofproblemsmayyoumeetatschoolorathome?Whocantellme?

S1：Ican’tdomyhomework.

S2：Myfrienddoesn’tplaywithme.

T：Great!Sosometimeswewillmeetsometroubles.Whenwemeetthesetroubles,howdoyoufeel?Let’slearnsomewordsaboutourfeelings.教师出示情绪类词汇板书sad,angry,worried，带领学生认读，结合面部表情帮助学生理解词义。T：Ifyoucan’tfinishyourhomework,howdoyoufeel?

S：Ifeelworried.

T：Ifyourtoyisbroken,youmayfeelangry.Yes.Whenwearenothappy,whatdoyouwanttodo?Willyoushout?Willyoucry?引出新词shout，cry，板书带读单词。【设计意图】依托单元旧知，结合学生真实生活情境导入新课主题，铺垫情绪类词汇，搭建新旧知识之间桥梁，让学生快速进入本课话题。Step2初读感知，认识课文标题与整体文本教师板书课题Lesson4Thinkandtry!，带领学生齐读标题。T：Lookatourtitle,“Thinkandtry!”.Thinkmeanstothinkoverthings,trymeanstohaveago.Sowhatshouldwethinkandtry?Let’slookatourtextbook.PleaseturntoyourpageofLesson4.教师播放课文录音，要求学生不看课本，整体听录音，感知整篇语篇的语音语调。录音播放结束后，教师提出问题。T：Listenonemoretime,pleasereadalongwiththeaudio,pointateverysentenceinyourbookwhilereading.（学生跟读录音，手指对应课本语句）跟读完毕，教师抛出整体性问题。T：Questionone:Whatisthetextmainlyabout?Whatdoesthispassagetalkabout?

S：Ittalksaboutproblemsandwhatwecando.

T：Perfect.Thisarticletellsuswhenwehaveproblemsindailylife,whatfeelingswemayhaveandwhatweshoulddotodealwiththem.教师板书新词dailylife，拆解inourdailylife短语，讲解daily形容词含义“日常的”，dailylife即日常生活。T：“inourdailylife”meansinoureverydaylife.Inourdailylife,schoollifeandhomelifeareallpartsofdailylife.Pleasereadthephrasethreetimestogether.全班齐读短语inourdailylife。【设计意图】完整听读课文，建立语篇整体印象，落实听读输入，初步掌握课题和开篇核心短语，不对复杂长句深度挖掘，保持初读的完整性。Step3分段精讲课文第一部分（课本原文）Sometimeswehaveproblemsinourdailylife.Wemayfeelsad,angryorworried.Wemaywanttoshoutorcry.Whatshouldwedo?教师把本段课文投影展示，逐句带领学生朗读，每读完一句进行讲解。T：Readsentenceonetogether：Sometimeswehaveproblemsinourdailylife.

T：Here“haveproblems”meanswemeetdifficultiesinourlife.Pleasepayattentiontotheword“problem”.Whatisaproblem?Aproblemisahardthingweneedtoworkout.Pleasecompareproblemandquestion.Aquestionneedsyoutoanswer,aproblemneedsyoutosolve.Sowe“solveproblems”,we“answerquestions”.教师板书problem，solve两个生词，带领拼读记忆。T：Nextsentence:Wemayfeelsad,angryorworried.Lookhere,mayisamodalverb.Aftermayweuseverboriginalform:may+do.Somayfeel,feelisoriginalverbform.“Wemayfeelsad,angryorworried.”Itmeansitispossibleforustohavethesebadfeelingswhenwemeettroubles.教师组织师生问答，巩固may的语义。T：Whenyoufailyourtest,youmayfeel…?

Ss：worried.

T：Whenyourfriendargueswithyou,youmayfeel…?

Ss：angry.T：Goon:Wemaywanttoshoutorcry.“wanttodosth.”想要做某事，want后面要加上to再接动词原形。Whenweareveryupset,someofuswanttoshout,somewanttocry.Thatisnormal.T：Thenthespecialquestion:Whatshouldwedo?Shouldisalsomodalverb,should后面同样接动词原形。Thissentenceasksforadvice.Whenwefacebadproblemsandbadfeelings,whatthingsshouldwedo?Thatisthequestionourtextwillanswer.教师组织全班分组朗读本段，一组读前两句，一组读后两句，完成段落朗读训练。【设计意图】逐句解析课文第一段，突破may、should情态动词用法，辨析problem与question易混词汇，结合学生生活问答，落实本段落语言点，帮助学生读懂：日常生活遇到问题会产生负面情绪，引出核心设问，为下一部分学习做好铺垫。Step4学习课文第二部分开篇句子，突破比较级句型展示课本原句：Therearemoresolutionsthanproblems.T：Lookatthisimportantsentenceinourtextbook.First,newword“solution”.Solutionisthewaytosolveaproblem.Solutionsispluralform.Sosolvetheproblem,findsolutions.Pleasereadsolutionloudly.学生拼读认读solution。T：Pleaselookatthestructure:moresolutionsthanproblems.“more…than”，这是比较级句型，more代表更多，than是比较的标志词。Thesentencemeanswecanfindmorewaystofixourtroublesthanthetroublesthemselves.InChinesewecansay“办法总比困难多”.教师借助简易板书表格直观呈现本句对比逻辑：problems（困难）solutions（解决办法）somemoreT：Let’smakeasmallpracticewiththisstructure.Morebooksthanpens.Morefriendsthanenemies.Pleasefollowmetoreadourkeysentencethreetimes:Therearemoresolutionsthanproblems.学生反复朗读句子，教师巡视，纠正部分学生than、solutions的发音。T：Thissentencetellsus:don’tbeafraidofproblems,becausewecanfindmanywaystoworkthemout.【设计意图】攻克本课核心比较级长句，使用表格可视化呈现比较逻辑，降低语法理解难度，同时渗透文本承载的价值内涵。Step5课堂小结（第一课时小结）T：Inthisclass,wereadthefirsthalfofLesson4.Weknowinourdailylife,wecanhaveproblems,andwemayfeelsad,angryorworried.Welearnednewwords:problem,solution,solve,shout,daily.Welearnedthemodalverbmayandshould,andthekeysentenceTherearemoresolutionsthanproblems.Nextclasswewillkeepreadingtherestparagraphsofthetextandlearnwhatstepswecantaketosolveourproblems.第二课时Step1复习旧知，衔接新课内容T：Boysandgirls,let’sreviewwhatwehavelearnedinlastclass.Let’sreviewkeywordsfirst.IsayChinesemeaning,youspeakEnglish.困难——？

Ss：problem.

T：解决——？

Ss：solve.

T：解决办法——？

Ss：solution.

T：日常生活——？

Ss：inourdailylife.教师提问回顾上节课核心句型。T：Whatsentencetellsus“办法总比困难多”?Whocanreciteit?

S：Therearemoresolutionsthanproblems.

T：Excellent!Whenwehaveproblemsindailylife,wemayfeelsad,angryorworried.Whatshouldwedo?Todaywewillfinishreadingtherestofthistext,andfindoutallthestepstosolveproblems.Step2精讲课文剩余主体段落，逐句解析课本原文Thinkcarefully.Gettoknowyourfeelingsandwhyyoufeelthatway.Askyourparents,teachersorfriendsforhelp.Thenyou’llfindsomesolutions.Haveatry.教师投影该段课文文本，逐句展开讲解。T：Firstsentence：Thinkcarefully.Lookatthewordcarefully.Carefulisadjective，意思是仔细的；carefully是副词，由careful+ly变化而来。副词carefully在这里用来修饰动词think，告诉我们用什么样的方式去思考，要仔细地思考。我们不能saythinkcareful,wemustsaythinkcarefully.教师补充简单实例帮助学生理解副词修饰动词：listenquietly，readloudly。T：Sowhenwemeetproblems,firststepistothinkcarefully.Whatshouldwethinkabout?Readnextsentence:Gettoknowyourfeelingsandwhyyoufeelthatway.T：“gettoknow”meanstrytounderstand.Feelings，名词，情绪、感受。“whyyoufeelthatway”是宾语从句，语序不用变成whydoyoufeelthatway。翻译：弄明白你的感受，以及你为什么会产生这样的感受。Forexample:Ifyoufeelangry,stopandthink:WhyamIangry?Didsomeonehurtme?OrIcan’tfinishmytask?Thatis“gettoknowyourfeelingsandwhyyoufeelthatway”.教师组织课堂问答，把文本句子对接学生真实案例。T：Supposeyoufeelworriedbecauseyoucan’tpasstheEnglishtest.Whatareyourfeelings?Whydoyoufeelthatway?Whowantstoshare?

S：Ifeelworried,becauseIamafraidIcan’tgetgoodgrades.

T：Verygood,thatisexactlywhat“gettoknowyourfeelingsandwhyyoufeelthatway”talksabout.T：Nextsentence：Askyourparents,teachersorfriendsforhelp.Thisisaveryimportantphrase:asksb.forhelp，向某人寻求帮助。Whenwecannotworkouttheproblemallbyourselves,wecanturntootherpeopleforsupport.师生互动操练短语。T：Ifyoumeethardmathhomework,youcanaskyour____forhelp?

Ss：teachers/parents.

T：Ifyoufeelupset,youcanaskyour____forhelp?

Ss：friends.全班齐读短语ask…forhelp。T：Thenyou’llfindsomesolutions.Afteryouthinkoveryourfeelingsandaskothersforadvice,youcangetsomegoodsolutions,somegoodwaystoworkoutyourtrouble.Thenwhatshouldwedonext?Read:Haveatry!“Haveatry”meansgiveitashot,trythosemethods.T：Let’ssortoutthestepswegetsofaronblackboard，教师板书梳理解决问题步骤框架：1.Thinkcarefully2.Gettoknowyourfeelingsandwhyyoufeelthatway3.Askparents,teachersorfriendsforhelp4.Haveatry【设计意图】拆解本课两处难点：副词修饰动词、宾语从句，依托学生真实案例开展问答，把抽象长句转化为可理解生活场景；用板书流程图梳理文本逻辑，帮助学生理清解决问题的步骤，理清语篇行文逻辑，落实重点短语操练。Step3精讲课文结尾段落，完整梳理全篇展示课本结尾原文：Eachtimeyousolveaproblem,youwillgetstrongerandsmarter.Whenyouhaveaproblem,don’tworry.Justthinkaboutitandtrytosolveit.教师带学生齐读本段，逐句讲解。T：“Eachtimeyousolveaproblem”，eachtime意为“每一次”，引导时间状语。Everytimeyoufinishworkingoutonedifficulty,whatwillhappen?“Youwillgetstrongerandsmarter.”stronger、smarter是strong、smart的比较级，意思变得更强大、更聪慧。Everytimeweovercometroubles,wemakeprogressandgrowbetter.T：Nextsentence：Whenyouhaveaproblem,don’tworry.Justthinkaboutitandtrytosolveit.Thinkabout，固定短语，意思思考、思索。Trytodosth.努力、尽力做某事。Sotheendinggivesusencouragement:don’tfearproblems,thinkthemoverandmakeanefforttosolvethem.教师把最后两步补充到黑板流程图，形成完整课文逻辑链：1.Wehaveproblemsindailylife→mayhavebadfeelings2.Thinkcarefully3.Gettoknowyourfeelingsandwhyyoufeelthatway4.Askparents,teachersorfriendsforhelp5.Haveatry6.YouwillgetstrongerandsmarterT：Nowwehavefinishedourwholetext.Let’sreadthefullarticletogetherwithourbook,readsentencebysentencefollowingme.教师带领全班完整朗读整篇课文。朗读完成之后，教师开展文本信息提取问答，检验学生理解。T：Question1:Whatmaywefeelwhenwehaveproblemsindailylife?

S：Wemayfeelsad,angryorworried.

T：Question2:Whatcanwedowhenwecan’tsolveproblemsalone?

S：Wecanaskparents,teachersorfriendsforhelp.

T：Question3:Whatwillyoubecomeeachtimeyousolveaproblem?

S：Wewillgetstrongerandsmarter.【设计意图】完成整篇课文全部语句教学，通过板书流程图把整篇课文结构化，通过问答检测学生对语篇信息获取情况，实现从词句学习走向整篇语篇理解。Step4案例分析活动，活用课文语言教师给出贴近六年级学生生活的简短案例，投影出示案例：Case：Tomcannotfinishhishomeworkontime.Hefeelsworriedandsad.T：Let’susethestepsfromourtexttotalkaboutTom’sproblem.WhatshouldTomdo?Let’sdiscusstogether.

T：Firststep,heshould…?

S1：Heshouldthinkcarefully.

T：Yes,thinkcarefully.Next,heneedstogettoknowhisfeelingsandwhyhefeelsthatway.WhydoesTomfeelworried?

S2：Becausehecan’tfinishhomework.

T：Good.Thenwhatcanhedo?

S3：Hecanaskhisteacherorparentsforhelp.

T：Perfect,andthenheshould…?

Ss：H