湘少版六年级下册-Unit 7 I'm not afraid.-ppt课件-(含教案)-公开课-(编号：70ff6).zip

1、happy sad angry monster 怪物 afraid 回到首页 害怕的 She _afraid. She is _ the monster 回到首页 is afraid of 回到首页 What are you (not) afraid of? I am (not) afraid of . tired 回到首页 疲惫的 回到首页 sleep 睡觉 He is_. 回到首页 tired He _tired. is not a+b =a+ab-ab+b =a(a+b)-(ab-b)(a+b) =(a+b)(a-ab+b) difficult 困难的 回到首页 difficulty 困

2、难 difficulties He is_ 回到首页 clever(聪明 的). She _clever. 回到首页 is not 回到首页 worry 焦虑 still 仍然 kid 孩子 later on 以 后 回到首页 Dont worry. You are still a kid. Youll be better later on. 回到首页 difficulty difficult afraid tired clever worry kid still monster sleep Q: Where were the children? A:They were in the libr

3、ary. Last Saturday, Dongdong went to the library with his friends. 1.In Picture 1, the girls are _ of the monster. But Dongdong is _it. 回到首页 afraid not afraid of 2. In Picture 2, the boy is _. He shouldnt _ in the library. 回到首页 tire d sleep 3. In Picture 3, Dongdong thinks it is too_ 回到首页 difficult.

4、 4. In Picture 4, Dongdong is not afraid of _. He is not _. 回到首页 difficulties clever Read again and Answer. 1. Is Dongdong afraid of difficulties? 2. Is Dongdong clever? 3. What can you say to Dongdong? 回到首页 No, he isnt No, he isnt Lets read and imitate（模仿（模仿 ）. Role-play（分角色朗读）：（分角色朗读）： Narrator（旁白

5、） Dongdong Peter Anne The boy 1. 看图，填单词，补全句子。 1. He cant read the book. Its too _. 2. Today is Annes birthday. Shes _. 3. Peter is first in the exam. Hes _. 4. He worked long time. Hes _ now. 5. There is a monster. Hes _.afrai d tire d cleve r happ y difficult 回到首页 2.按照例句，仿写句子。 例句：I, afraid：I am afr

6、aid. He, not happy: _. You, clever: _. Anne, tired:_. It, difficult:_. He is not happy. 回到首页 You are clever. Anne is tired. It is difficult. Read Part A for 5 times. 回到首页 回到首页Unit 7 Im not afraid Period 1 .Textbook analysis 六年级英语在小学英语教学中起着承上启下的作用，既是五年 级的衍生又是初中一年级的铺垫。六年级的孩子经过了三年多系统 的英语学习，具备了一定的英语语感，但

7、部分学生英语学习兴趣有 所下降，对英语产生了畏难的情绪，出现两极分化。对于那部分仍 旧对英语充满兴趣的学生来说，以往课堂上使用的简单游戏已经不 能满足他们的智力需求。教师在课堂任务设计上应适当增加一些具 有思维挑战性的活动，让他们体会成就感。教师要注意面向全体学 生，以学生的发展为宗旨，进行分层导学，引导学生掌握良好的学 习方法，培养良好的学习习惯。 II.Student analysis 六年级的学生有了一定的学习英语的基础，但知识还是比较薄 弱，他们对英语有着浓厚的兴趣，但是注意力集中的时间不是很长， 所以在教学过程中教师应注意教学重点的讲授时间以及设计一些有 趣的能吸引学生注意力的活动，

8、加强他们对知识的掌握。 IIITeaching objectives iKnowledge and ability objectives a. All the students can remember and recognize the new words: tired, difficult, clever, worry, kid and expressions, and can read the dialogue of Part A. b. 80% of students can retell the dialogue of Part A after this class. c. 50%

9、of students can use the sentence pattern “I am/She/he is (not)” to express their feelings and emotions. iiEmotional and moral objectives Students are willing to express their feelings and emotions and are willing to care about other peoples feelings. IVTeaching Focus and Difficulties: Focus: Student

10、s enable to understand and recognize the new words and the dialogue. Difficulties: Students enable to use the sentences pattern to express feelings. VTeaching and Learning Method Task-based language teaching method Situational teaching method Game teaching method VITeaching Aids PPT, textbook. VIITe

11、aching Process： Step 1 Preparation 1. Greetings 2. Revision Step 2 Presentation 1. Learn the new words by showing some pictures monster 怪物 afraid 害怕的 tired 疲惫的 sleep 睡觉 difficult 困难的 clever 聪明的 difficulty 困难 still 仍然 kid 孩子 later on 以后 worry 焦虑 2. Practice the new words Activity: play a missing game

12、(read the missing word aloud) 设计意图：通过图片引入新单词的学习，再通过多种练习方式操练 单词，帮助学生理解和记忆新单词。 3. Watch a short video of part A and answer the question: Where were the children? 设计意图：通过观看视频，提高学生学习的兴趣。同时，通过问题 引导，培养学生捕捉信息的能力。 4. Listen to the record and find the information on textbook and then fill in the blanks. In P

13、icture 1, the girls are _ of the monster. In Picture 2, the boy is _. He shouldnt _ in the library. In Picture 3, Dongdong thinks it is too _. In Picture 4, Dongdong is not afraid of_. He is not _. 5. Read again and answer the questions. Students can discuss with each other. a. Is Dongdong afraid of

14、 difficulties? b. Is Dongdong clever? c. What can you say to Dongdong? 设计意图：通过任务引导学生仔细阅读课文，帮助学生理解课文。 6. Read the passage after the record 设计意图：通过模仿录音，跟读课文，培养学生的英语语感，同时 加强语音语调的练习。 7. Read the passage by themselves and then ask some students to role play 设计意图：通过角色扮演，来检验学生对课文的掌握程度和教学目 标的实现程度。 Step 3 Pr

15、actice 1. Look at the pictures, and fill in the blanks. He cant read the book. Its too _. Today is Annes birthday. Shes _. Peter is first in the exam. Hes _. He worked long time. Hes _ now. There is a monster. Hes _. 2. Make sentences as the example. Example: I, afraid：I am afraid. He, not happy: _. You, clever: _. Anne, tired:_. It, difficult:_. 设计意图：通过练习来复习巩固本节课所学单词和句型的用法，同 时也用来检测学生对于本节课知识的掌握程度。 Step 4 Production 1. Make a summary together 2. Homework: Read part A for five times. VIII. Blackboard Design Unit 7 Im not afraid. afraid clever tired difficult I am (not) He/ She/It is (not)