六年级下册Unit7动态教案

1、小六下英语动态教案A 案B 案Unit 7 I m not afraid. -余四燕 课时支配：第一课时 Part A 、Part B 其次课时 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“I m not ” 在实际情境中表达自己的感受；（二）应用目标 1. 能

2、用“I m not ” 在实际情境中表达自 己的情感和心情；2. 能用简洁的语句表达产生情感和心情的 缘由；3. 能在正确的情境下用英语“Dont worry；You are still a kid. You ll be better later on.”来劝慰他人；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“I m not ” 来表达自己的感受 t worry；2. 难点：能在正确的情境下用英语 “ DonYou are s

3、till a kid. You ll be better later on.”来劝慰他 人；三、教学预备 教学 VCD,教学 PPT；四、教学步骤 Step 1 Warming up 1. Greetings 2. Sing a song If you are happy Step 2 Presentation 1. New words 老师与同学自由对话,引入新词的学习；（1）tired T：Hello. How are you. S: I m fine, thanks. And you. T: I m not very well. I am tired. 出示 单词卡片 tired,板书并

4、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: I m tired. I should do something. Sleep. I can t sleep in the class. I ll have a look. see a picture. Let T: Look, what s this. Its a monster.板 书并带读 monster T

5、: Are you afraid of monster. S1: I m afraid. S2: I m not afraid. T: What are you afraid of. S1: I m afraid of tigers. S2: I m afraid of 3 clever T: Can you guess the meaning of “ afraid”. S: 可怕的；T：Wonderful！You are so clever. 将单词 clever 板书到黑板上,教给同学正确的发音；（4）difficult 课件展现一幅孩子正在摸索一道 难题的图片；difficultT:

6、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. Why . Because her homework is T: 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 I m not af

7、raid of it. How about you . S1: English is difficult. I m afraid of it. T: Dont worry. You ll be better later on. S2: Chinese is difficult. I m 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,让同学在真实的语境中体会懂得“Dont worry. You ll be better later on.” 的含义,提前感知课 文,学会怎

8、样去劝慰与关爱他人； 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：老师给同学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,让同学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同学 共享自己的记忆方法；也可以建议学 生采纳分音节的方法进行单词教学,这样既有利同学记住单词的音和形,而且可以渐渐培育同学分音节记忆单 词的习惯； 3. The dialogue 第一步： Listen,look and answer 整体感知课文；并回答疑题；Q：Where were the children. 其次步： Read and answer 细读课文,回答疑

9、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, 留意与 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 跟磁带或光碟朗读课文,

10、仿照正确的语音、语调；设计意图 ：对课文的把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,再依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：同学分小组表演课文场 景,可挑选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；赐予特殊嘉奖；Step 4 Homework 1. 熟读课文；2. 誊写 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洁,同学们把握的仍不错,通过情形角色表演 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

11、会背诵书本上的内容,稍加改动就不清晰了,如“ be afraid of 有真正懂得； ” 由此可见他们没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” “ I m afraid of表达自己的情感和心情；2能用“Don t worry.” 来劝慰他人；（二）应用目标1. 能用简洁的句子表达自己的情感、心情以及产生的缘由；2.

12、能懂得并朗读课文 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“I m ” “ I m afraid of ” 表达自己的感受；（3）能用“Don t worry” 来劝慰他人；（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、教学预备多媒体课件、单词卡片四、教学步骤Step 1 Warming up 1

13、.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,同学看到单词后做出夸张的表情与动作,并说出句子：I m 3. Free talk 老师与 23 名同学进行课前对话；T：Hello, Amy. How are you . S: I m fine, thank you. Miss Li. And you . T: I am very happy today. Its my birthday. S: Happy birthday, Miss

14、 Li. 设计说明： 老师与同学的课前谈话,让同学在真实 语言交际中运用所学学问,做到学以致用,表达语言的交际功能； Step 2 Presentation 1. Learn the new words T: Lets play a game, Brain Storm. It s 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 swimm

15、ing cap. 猜测：同学回答是可能只是说单词,老师注 意提示同学用完整的句子表达：I can think of swimming pool swimming glasses swimming cap swimming swim wear swim ring surfing T： I like swimming. I enjoy the cool water. Do you like swimming. S1: Yes. I like swimming. S2: No. I can t swim. I don t like swimming. T: So, you are afraid of

16、 water. S2: Yes. I m afraid of water. T: Don t 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: Let s Read 1 Pre reading 老师出示 D 部分图片,交代故事背景,和同学一起谈论图片；T：Mrs Chen took Lingling and Dongdong to a swimming pool for a swim. Look. They are in t

17、he 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：同学观看 D 部分影音,初读短文,并回答疑题；Q1：Why didn t Dongdong go into t

18、he pool. 其次步：同学细读短文,回答以下问题；Q2：How could Dongdong come into the pool. Q3: Who would teach Dongdong how to swim. Q4: Who held Dongdongs hands. 第三步：同学齐读短文,回答疑题；Q：What did Mrs Chen say to Dongdong at last. 3 Post reading 引导同学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 看短文查找问答的答案

19、；便于培育六年级孩子的阅读才能；最终仍将短文改成对话,让孩子在懂得的基础上更要开动大脑进行对话设计,能让孩子们 的英语思维才能得到更好的提 升；Step 3 Practise 1.正确编剧T：Lets write a play according to Part D. 四人一组,同学依据 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, Dongdon

20、g. Dongdong: I m afraid of water. Mrs Chen: Don t worry. It s safe. Dongdong: But I can t swim. Mrs Chen: Use the steps to come into the pool. I ll teach you how to swim. I can hold your hands. Dongdong: Thank you . Mum. Lingling : Come on. Mrs Chen: You can t learn to swim till you jump into the wa

21、ter. 2.查找正确男、女主角 同学将自己改编的剧本表演出来,同学们评比正确男、女主角；Step 4 Let s write 老师出示两个孩子溜冰的图片,让同学 依据图片编写对话；A： I like skating. I enjoy skating. Come on. Peter. B: No. I m afraid. A: Don t worry. Its safe. B: But I can t skate. A: I ll teach you . I ll hold your hands. B: Thank you. A: You can t learn to skate till y

22、ou try it. Step 5 Homework 1. 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 动词的运用就很不抱负,许多同学不会依据主语的变化 而变化,阅读短文同学们都看得比较仔细课堂气氛也不错,只是仍有个别同学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

23、地在字母中找到这些词汇；2. 句型：通过观看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“I m ”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 设情境进行简洁的会话；二、教学重难点1. 教学重点：能通过观看或在阅读语境中感知他人的感受,并运用“给出合理的建议；He/ She is ” ,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洁的会话；三、教学预备用于复习的单词卡片、教学 PPT等；四、教学过程Step 1 Warming up 1. Greetings 2. Free talk T: Good morning. S: Good morning. T: How do you feel today. S: I m happy. 老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