Unit 6 Adventures 教学设计
一、教学内容
Part 1、Part 2
二、教学目标
能听懂、理解故事，并能根据句子做出相应的动作；
能听懂、理解文本内容，并知晓一般过去时和一般现在时的用法；
能正确运用句型I’m?afraid?of......与同伴交流自己害怕的事物；
三、教学重点
使学生学会认读有关冒险的单词adventure，afraid，age，ago，alone，coat，cowboy?hat，了解put?on，take?off，get?on，get?off，be?afraid?of，born?to，be?good?at，worry?about，be?proud?of等词组表达方式
四、教学难点
学生能通过听音获取正确的信息；能指认关于冒险的单词adventure，afraid，age，ago，alone，coat，cowboy?hat，掌握put?on，take?off，get?on，get?off，be?afraid?of，born?to，be?good?at，worry?about，be?proud?of等词组表达方式
五、教学过程
（一）热身
播放一段关于冒险的英文儿歌，引起学生对冒险英文表达法的兴趣
（二）复习
根据沙滩游玩和天气的图片，复习上一单元学习的单词
（三）新课教授
学生打开课本到第44页，通过回答What?can?you?see?in?the?pictures？了解故事情节；
学生听录音，借助图片进一步了解故事大意，初步感知句子含义；
教师再次播放录音，学生根据图片提示模仿做动作；
播放1c录音，学生完成练习，师生共同核对答案后适时学习put?on；
老师可采取多种形式巩固所学内容，如：
1）老师说句子，全班同学做动作；????2）老师做动作，学生说出相应的句子
学生打开课本到第45页，带着问题Who’s?the?story?about？自主阅读两端文本，初步了解大意。老师适时教授born?to；
?要求学生再次阅读文本完成如下表格，进一步理解故事内容
全班核对答案，教师适时教授相关内容：be?afraid?of,?be?good?at,?worry?about,?be?proud?of
再次播放录音，要求学生逐句朗读，并适时教授一般过去时、一般现在时的正确表达方式
（四）练习
学生采用多种形式朗读短文，如全班读、分组读、个人读，再次巩固学习古诗内容
学生在老师的指导下根据表格复述故事并展示，老师适时给予指导和评价
（五）总结
老师让学生看黑板上的板书,与学生一起回顾本课所学的重要单词及句型
六、课后作业
介绍五年前的自己和现在的自己，并写一篇小短文
Unit 6 Adventures 教学设计
一、教学内容
Part 3
二、教学目标
知识目标
能正确运用句型I’m?afraid?of....../I’m?not?afraid?of.......
能力目标
能听懂、理解文本内容，并知晓一般过去时和一般现在时的用法；
情感目标
学会与同伴交流自己害怕和不害怕的事物；
三、教学重点
能正确运用句型I’m?afraid?of....../I’m?not?afraid?of.......
四、教学难点
能听懂、理解文本内容，并知晓一般过去时和一般现在时的用法；
五、教学过程
（一）热身
播放一段关于冒险的英文儿歌，引起学生对冒险英文表达法的兴趣
（二）复习
复习上一节课所学的单词和词组
（三）新课教授
学生打开课本到第46页，自主朗读图片的相关内容，弄清题意
学习新单词和词组the dark, big dogs, the cold, hot food, spiders, horror films, rats, sleeping alone
（四）听录音
播放录音数遍，引导学生根据关键词连线，然后核对答案，完成练习
教师再次播放录音，要求学生逐句跟读
（五）练习
采取多种形式朗读句子，如全班齐读、小组读、个人展示读等，老师适时强调I’m?not?afraid?of?接名词或动词的—ing?形式
老师示范谈论自己害怕和不害怕的事物，要求学生小组活动展开讨论
（六）总结
老师让学生看黑板上的板书,与学生一起回顾本课所学的重要单词及句型
六、课后作业
和同学交流自己害怕和不害怕的事物
Unit 6 Adventures 教学设计
一、教学内容
Part4，Part5，Part6
二、教学目标
能听懂、理解诗歌的相关内容，并根据自己的实际情况写一首新的诗歌
能在图片的提示下听懂、读懂故事，教学生要机智处理问题
三、教学重点
使学生学会认读有关冒险的单词ride, robber, sheriff, short, strong, swimmer, thin, worry
四、教学难点
学生能通过听音获取正确的信息；能指认关于冒险的单词ride，robber，sheriff，short，strong，swimmer，thin，worry
五、教学过程
（一）热身
播放一段关于冒险的英文儿歌，引起学生对冒险英文表达法的兴趣
（二）复习
根据冒险情境的图片，复习上一课时学习的单词和句型
（三）新课教授
学生打开课本到第47页，仔细阅读4a题目，弄清题意
播放录音数遍，引导学生完成Sam的诗歌，然后核对答案，并渗透听力技巧的指导，如学生可先写出答案的序号或连线，然后补全句子等
再次播放录音，学生逐句跟读，老师借助图片引导学生理解But?there’s?one?thing?I’m?afraid?of：tomato?soup?for?lunch.的含义
学生采用多种形式朗读Sam的诗歌，如全班读、分组读等
老师示范根据4a内容描述自己害怕和不害怕的事物，然后要求学生完成4b的练习，老师巡视指导
小组活动，学生在组内大声地朗读自己的诗歌，老师选取数名学生展示，并适时的给予评价（四）讨论
老师引导学生谈论自己害怕和不害怕的事物，复习相关句型
学生打开课本到第47页，仔细观察五副图，在老师的引导下尝试描述图片内容，老师适时教授地点名称：the?sea/?the?moon/?the?desert/?the?mountain/?the?jungle
老师提问：Are?you?afraid?of?going?to?the......？引导学生回答并说说自己的理由
小组活动，学生互相谈论自己害怕和不害怕去的地方并说明理由，老师选取数名学生展示，并适时的给予指导和评价
（五）故事
播放录音，学生借助没有文字的图片，回答问题：What’s?the?story?about?初步了解故事大意
老师呈现配有文字的图片1—2，播放录音，学生通过回答What?happened？了解故事的起因，然后有感情的朗读。学生认读短语bank?robbers
学生打开课本第48页自主阅读图片3—8，回答问题：Does?Joe?find?the?bank?robbers？Does?she?catch?them？了解故事的发展，并分角色朗读
小组内自由朗读图片9—14，学生通过回答What?does?Sarah?do?with?the?bank?robbers？Does?she?catch?them？了解故事的高潮
（六）总结
老师让学生看黑板上的板书,与学生一起回顾本课所学的重要单词及句型
六、课后作业
写出图片所表示的英文单词，给家长讲述冒险故事
Unit 6 Adventures
教案
Teaching aims
1. The pupils can master the sense pattern, then they can use them to make a poem.
A. I’m (not) afraid of …
B. It must be (hard, interesting, boring) stupid to …
2. The pupils learn to understand the action story, and they can mime it.
3. They can talk about what one is afraid of /not afraid of.
4. They can understand the language of the story the hero.
Key points and difficult points
1. The pupils can expand the phrases as many as possible to complete the sentence pattern and apply the sentence pattern skillfully.
2. The pupils can mime and repeat the action story.
3.The pupils can work out the theme of the story “the hero” by themselves.
Teaching preparation
cowboy hat, boots, pictures of adventures.
Teaching arrangement
Lesson 1: Talk in class, I’m (not) afraid of …
Lesson 2: Fill in the letters. Put the phrases into the sentence pattern and complete the sentences.
Lesson 3: Listen and complete the texts. Write one’s own poem.
Lesson 4: Mime the action story and number.
Lesson 5: Learn to understand the story ----- The hero.
Lesson 1
Teaching aims
1. Aim of knowledge: The pupils can master the sentence pattern: I’m afraid of…
2. Aim of ability: The pupils can make sentences with the sentence pattern.
3. Aim of emotion: The pupils can develop their imagination to make sentences as many as possible. And they can apply the phrases in Part 1.
Key points and difficult points
1.The pupils can apply the sentence pattern and use the phrase in Part 1.
2.The pupils can develop their imagination to make sentences.
Teaching preparation
Pictures, posters
Teaching process
Step1. Warm up
The teacher can play CD, give the pupils several kinds of sounds and voices , such as thunder, big dogs, horror films…
Then introduce: I’m afraid of…
Using the TPR technique.
Step2. Presentation
1. The teacher gives the pupils another example sentences and introduce: I’m not afraid of…
Eg: I’m not afraid of cold (dark).
2. Talk about your afraid and not afraid in group.
If the pupils can’t express in English, they can write down to ask for help, or they can pick it up in dictionary by themselves.
3. Ask several groups to give some examples so as to open other’s mind.
4. Open the books, look at the pictures in Part 1, and discuss in groups again.
5. Correct the sentences after all the pupils have had a turn to speak, the teacher just make a record on the board. Then correct them to expand the pupils’ vocabulary.
Step 3. Consolidation
The teacher takes out some pictures and gives two kinds of facial expressions: afraid and not afraid. Then ask the pupils to apply the sentence pattern: A. I’m afraid of… B. I’m not afraid of…
The pupils can use following words: cold, big dogs, the dark, English, talking in English, thunder, horror films, listening to English.
重点强调be afraid of 后面加名词.
Step 4. Homework
The teacher asks if they like coming through adventures, such as climbing up the mountain, living in the jungle, bungee, and asks how many adventures do they know, what are they?
Lesson 2
Teaching aims
1. Aim of knowledge: The pupils can speak out some phrases of adventures.
2. Aim of ability: 学生能将“It must be +形容词+to…”和冒险的短语连接起来，组成一个句子。
3. Aim of emotion: Talk about the reasons of favourite adventures.
Key points and difficult points
1.The pupils can match the phrases with the pictures and fill in the letters.
2.They can use the sentence pattern to complete the sentences by understanding the phrases.
Teaching process
Step1. Warm up
Talk about the adventures they know. (It can be done in Chinese)
Step2. Presentation
1. Use the sentence pattern. “Do you like…?”
The teacher should complete or translate the pupils’ topic about adventures and use the upper sentence pattern to ask, then takes out the word cards: hard, interesting, boring, stupid, stick them on the board, then classify the phrases of adventures according to the pupils topics.
2. Make sure the following phrases can be presented.
A. climb up the mountain
B. live in the jungle
C. go to south pole
D. live in the desert
E. sail across the Atlantic
F. fly to the moon
Then read these phrases.
3. Understanding these phrases.
The teacher says the Chinese, the pupils say in English, then exchange.
4. Connect with pictures
Full in the letters by finding out the corresponding phrases.
Step 3. Presentation
1. Check the answer of Part 2.
2. Emphasize the classification of phrases and word cards.
The teacher can speak out the whole sentence while pointing out.
Eg: It must be hard to live in the jungle.
3. The pupils can guess the meaning of each sentences, especially the words: hard, interesting, boring, stupid.
4. They can complete the sentences again according to their own mind.
5. They should read out their sentences in groups.
Step 4. Homework
Make 4 sentences according to the sentence pattern in Part 3. You can write any sentence as long as it is proper.
