Unit 7 'm not afraid! 课时安排: 第一课时 Parta、 Partb 第二课时 PartC、 Part D 第三课时 Parte、 Part F、 PartG Period 1 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;wory, kid (2)能听懂、会说、认读词汇和短语 monster,stil, later on. 2句型:能用Tm(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Don' t worry。 You are still a kid. You'll 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
Unit 7 I’m 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“I’m (not)… ”在实际情境中表达自己的感受。 （二）应用目标 1. 能用“I’m (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“Don’t worry。You are still a kid. You’ll 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“Don' t worry. You are still a kid You' ll 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 u 1. Greetings 2. Sing a song you are happy Step 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: I'm not very well. I am tired.(出示单词卡片tred,板书并带读 新词。) went to bed too late last night T: Are you tired today SI: Yes. I am tired S2: No I am not tired (2)monster, afraid afraid of
clever , worry, kid; 能用“I’m (not) …”来表达自己的感受 2.难点：能在正确的情境下用英语“Don’t worry. You are still a kid. You’ll 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 up 1. Greetings 2. Sing a song If you are happy Step 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: 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 I'll see a picture. Lets have a look T:Look,what' sthis?t' sa monster(板书并带读 monster) T: Are you afraid ofmonster? S1: Im afraid S2: I'mnot afraid T: What are you afraid of? SI: Im afraid oftigers 12: Im afraid of ()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? SI: No. She is sad S2: She is angry S3: She is tired
T: I’m tired. I should do something. Sleep? I can’t sleep in the class. I’ll see a picture. Let’s have a look. T: Look, what’s this? It’s a monster.(板书并带读 monster) T: 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: 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-f cult, difficult。) T:I think math is difficult. But Im not afraid of it. How about you? SI: English is difficult. I,m afraid of it T: Dont worry. You' ll be better later on S2: Chinese is difficult. Im not afraid of it T: You are a good boy/girl. You ll 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“Don't worry.You' ll 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
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- fficult, difficult。) T：I think math is difficult. But I’m not afraid of it. How about you ? S1: English is difficult. I’m afraid of it. T: Don’t worry. You’ll be better later on. S2: Chinese is difficult. I’m not afraid of it. T: You are a good boy/ girl. You’ll 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“Don’t worry. You’ll 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 QI: In picture 1: the girls the monster Q2: In picture2: the boy is Q3: In picture 3 and picture 4, is Dongdong afraid ofdifficulties? 此处教授 difficulty,注意与 difficult进行区分。 第三步: Read together and think Ol: Is dongdong not cle 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 Homework
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 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 Homework
1.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“e afraid of.3”由此可见他们没有真正理解。 Period 2 、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,tred, difficult, clever,wory, kid。 (2)能听懂、会说、认读词汇 swimwear.;step,use, reply,hold 2.句型: (1)能用Tm.T' m afraid of.”表达自己的情感和情绪。 (2)能用“Don' t 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;
1. 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“I’m…”“I’m afraid of…”表达自己的情感和情绪。 (2)能用“Don’t 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 、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“Tm∴.’xT' m 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。 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 3. Free talk
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： I’m … 3. Free talk
教师与2~3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. It's 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: Let's play a game, Brain Storm. It's about swimming, and what can you think of? S1: Aswimming pool T: Yes, you can think of a swimming pool S2: Aswimming 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. Doyou like swimming S1: Yes. I like swimming S2: No I cant swim. I don'tlike swimming T: So, you are afraid of water?
教师与 2~3 名学生进行课前对话。 T：Hello, Amy. How are you? S: I’m fine, thank you. Miss Li. And you? T: I am very happy today. It’s 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: Let’s 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: Aswimming 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 can’t swim. I don’t like swimming. T: So, you are afraid of water?
S2: Yes I' m afraid ofwater 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 些词汇,唤醒旧知,同时提前预热短文。] 2. Part D Let's 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? SI: 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 didn t 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?
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 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 didn’t 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 Dongdong's hands? 第三步:学生齐读短文,回答问题 Q: What did Mrs Chen say to Dongdong at last? ()Post-readin 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 Lingling: I like swimming. I enjoy the cool water. Come on, Dongdong Dongdong: I'm afraid of water Mrs Chen: Dont worry. It's safe Dongdong: But I cant swim Mrs Chen: Use the steps to come into the pool. I'll teach you how to swim. I can hold your hands
Q4: Who held Dongdong’s 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：Let’s 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: 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