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1、Unit 7 I m not afraid.教师授课时间月日星期课时课题Unit 7 F m not afraid.课型新授教学目 的(一)语言目标1 .词汇：(1)能听懂、会说、认读、会写新单词 afraid, close, tired, difficult, clever, worry, kido(2)能听懂、会说、认读词汇和短语monster, still, later on。2 .句型：能用m (not).在实际情境中表达自己的感受。(二)应用目标1 .能用m (not).在实际情境中表达自己的情感与情绪；2 .能用简单的语句表达产生情感与情绪的原因；3 .能在正确的情境下用英语 “D
2、on t worry. You re still a kid. You 11 be better later on. ”来女慰他人。4 .能听懂、会说A部分对话。重点能听懂、会说、认读、会写新单词 afraid, close, tired, difficult, clever, worry, kid； 能用“m (not)”来表达自己的感受。难点能在正确的情境下用英语Don t worry. You re still a kid. You 11 be better later on.来安慰他人。教学准 备用于新授单词的图片、单词卡片、教学图片、教学音频教学过程Step 1 热身 / 复习(Wa
3、rm-up/Revision)1. GreetingsT: Good morning. /Good afternoon. How are you?Ss: Good morning. /Good afternoon. I m fine, thank you.2. Sing a song If You Are Happy(教师和学生一起边唱边做动作，既可起到示范的作用，又可使课堂气氛更热烈些。)Step 2 新课呈现（Presentation） 1. New words教师与学生自由对话，引入新词的学习。（1） tiredT: Hello, Darning. How are you?SI: I m
4、 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?51: Yes, I am tired.52: No, I am not tired.（2） monster, afraid, afraid ofT: I m tired. I should do something. Sleep? I shouldn t sleep in the class. I 11 see a pict
5、ure. Let? s have a look.出小张monster的图片。T: Look at this monster.（板书并分音下审读 monster: mon ster, monster） T: I m afraid. I m afraid of the monster.（教师做出害怕的样子。边 板书边教读单词afraid） 区分afraid与afraid of的用法。T: Look at the monster here! Are you afraid of it?51: I m afraid. I m afraid of the monster.52: I m not afrai
6、d.T: What are youafraid of?51: Imafraidoftigers.52: Imafraidoflions.53: Imafraidofsnakes.（预测：学生可能会说成 I m afraid of tiger.教师要注意提醒学生 tiger用复数形式表示这一类动物。）(3) cleverT: Can you guess the meaning of “afraid” ?Ss: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。
7、T: What is the boy doing?Ss: He is doing homework.T: How does he feel? Is he happy?51: No. He is sad.52: He is angry.53: He is tired.T: Why? Because his 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, difficulto)T: I think math is difficult. But I m not afraid of it. How about you?
8、51: English is difficult. I m afraid of it.T: Don t worry. You 11 be better later on.52: Chinese is difficult. I m not afraid of it.T: You are a good boy/girl. You 11 be better later on.通过师生交谈，让学生在真实的语境中体会理解“Don，t worry. You 11 be better later on. ”的含义，提前感知课文，学会安慰与关爱他人。(5)词汇操练利用音频的地道发音带读。头脑风暴。教师给学生一
9、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。2. The dialogue建议采用问题导学、整体理解的教学方法进行语篇教学，即教师针对语篇设 计一系列问题，并根据问题设计相应的教学活动，学生在问题引导下，完成 文本的学习。(1) Listen and answer不打开书，听课文录音，回答问题。Q: Where were the children?(2) Read and answer细读课文，回答问题。QI: In Picture 1, the girls the monster.Q2: In Picture 2, the boy is.Q3: In P
10、icture 3 and 4, is Dongdong afraid of difficulties?此处教授difficulty,注意与difficult进行了区分。(3) Read together and thinkQI: Is Dongdong not clever?Q2: What can you say to Dongdong?(4) Follow the tape跟音频或动画朗读课文，模仿正确的语音、语调。Step 3 趣味练习(Practice).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。作业1 .听录音，朗读课文2 .和同伴一起演演、说说关于内心感受的句子。3 .抄写B部分单词，并默写。板 书 设 计教 学 后 记在高年级段建议采用分音节的方法进 行单词教学，这样既有利于学生记住 单词的音与形，而且可以慢慢培养学 生分音节记忆单词的习惯。