2015新湘少版六年级Unit-7--I’m-not-afraid教案.doc

小六下英语动态教案 A案Unit 7 Im not afraid! -余四燕课时安排：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、教学目标新- 课- 标- 第 -一 - 网(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X k B 1 . c o m2.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 Presentation 1. 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 ofhttp:/ /w ww. xkb1. com 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。新课 标 第 一 网 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。新课 标 第 一 网设计意图：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 think Q1：Is Dongdong not clever? Q2: What can you say to Dongdong? 第四步： Follow the tape新|课 |标| 第 |一| 网 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、教学目标新- 课- 标- 第 -一 - 网 （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X k B 1 . c o m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 X k B 1 . c o m 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 )swimming poolswimming capswimming glasses swimming surfingswim ringswim wear 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新|课 | 标|第 |一| 网 (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 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新- 课- 标- 第 -一 - 网 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.X|k | B| 1 . c|O |m 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。w W w .x K b 1.c o M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http:/ /w ww. xkb1. com 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.http:/ /w ww. xkb1. comT: 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,