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