冀教版（三起）2024六年级上册（2024）Lesson 4教案

这是一份冀教版（三起）2024六年级上册（2024）Lesson 4教案，共11页。教案主要包含了学情分析，教材分析，核心素养教学目标，教学重难点，教学过程，课堂小结等内容，欢迎下载使用。
六年级学生已经具备一定英语词汇积累与简单语篇阅读能力，能够运用情态动词、简单形容词描述个人情绪，具备基础小组合作交流能力。本单元主题聚焦生活中遇到问题与解决办法，贴近学生真实校园、日常生活。学生在现实生活中经常会遇到学习、人际交往类问题，会产生难过、生气、焦虑等情绪，但缺少用英语表达情绪、阐述解决问题步骤的语言输出能力。长句阅读、副词修饰动词、比较级句式、复合宾语从句是学生学习难点，部分学生面对长文本存在畏难心理，需要依托生活实例拆解文本，降低理解难度，引导学生把语言学习和自身生活体验相结合。
二、教材分析
本课选自冀教版（三起）新版六年级上册Unit2《Hw t slve prblems》的Lessn4《Think and try!》，属于单元阅读语篇课。单元大主题为谈论生活中的难题，探讨解决问题的方法。本课语篇完整呈现生活遇到困境时的情绪表现，给出思考自我情绪、寻求他人帮助、大胆尝试解决问题的完整步骤，传递“办法总比困难多”的价值观念。
课文核心文本：
Smetimes we have prblems in ur daily life. We may feel sad, angry r wrried. We may want t shut r cry. What shuld we d? There are mre slutins than prblems. Think carefully. Get t knw yur feelings and why yu feel that way. Ask yur parents, teachers r friends fr help. Then yu’ll find sme slutins. Have a try. Each time yu slve a prblem, yu will get strnger and smarter. When yu have a prblem, dn’t wrry. Just think abut it and try t slve it.
文本承载核心词汇：prblem, slutin, daily, shut, slve, carefully, feelings；重点短语：in ur daily life, get t knw, ask…fr help, have a try, think abut；重点语法：情态动词may、shuld，副词修饰动词，mre…than比较级结构，宾语从句why yu feel that way。本课承接单元前几课时问题情境对话，是单元语言知识、主题意义的升华，为后续写“我的问题与解决方式”书面输出做好铺垫，兼顾语言能力提升与心理健康引导，落实学科育人目标。
三、核心素养教学目标（依据2022版英语新课标）
1. 语言能力
能听懂、认读、朗读本课完整语篇；掌握prblem、slutin、daily、slve、carefully等核心词汇；熟练使用短语 ask…fr help、have a try；理解情态动词may、shuld，掌握 mre…than 比较级、副词修饰动词的用法；能够用简单英语描述遇到问题时的情绪，复述解决问题的基本步骤。
2. 文化意识
理解中外学生面对生活难题共通的情绪体验，懂得遇到困境主动求助是积极行为，形成正视困难的意识，懂得自我情绪觉察，尊重自身与他人的情绪感受。
3. 思维品质
通过阅读梳理文本逻辑链条：遇到问题→产生情绪→思考分析→寻求帮助→尝试解决，训练提取信息、梳理语篇逻辑的能力；结合生活案例辨析面对问题的不同处理方式，发展逻辑思辨能力。
4. 学习能力
学会利用上下文猜测生词含义，掌握长句拆分阅读的阅读策略；乐于参与课堂问答、案例探讨，主动结合生活情境运用本课语言表达观点，提升语篇阅读自主学习能力。
四、教学重难点
教学重点
1.掌握本课核心词汇、重点短语，熟练朗读理解整篇课文。
2.掌握 ask…fr help、have a try 等固定短语；理解 There are mre slutins than prblems.、Get t knw yur feelings and why yu feel that way. 重点长句含义。
3.梳理文本中解决生活问题的完整步骤，能够用英语简单复述流程。
教学难点
1.理解副词carefully修饰动词think的语法现象；理解 mre…than 比较级句型；读懂宾语从句 why yu feel that way 的语义。
2.结合自身真实生活情境，运用本课句型口头描述问题、表达处理办法。
五、教学过程（2课时）
第一课时
Step1 课堂导入与热身
教师开展师生问候，承接本单元主题开启课堂。
T：Gd mrning, bys and girls. In Unit2, we talk abut prblems. What kind f prblems may yu meet at schl r at hme? Wh can tell me?
S1：I can’t d my hmewrk.
S2：My friend desn’t play with me.
T：Great! S smetimes we will meet sme trubles. When we meet these trubles, hw d yu feel? Let’s learn sme wrds abut ur feelings.
教师出示情绪类词汇板书sad, angry, wrried，带领学生认读，结合面部表情帮助学生理解词义。
T：If yu can’t finish yur hmewrk, hw d yu feel?
S：I feel wrried.
T：If yur ty is brken, yu may feel angry. Yes. When we are nt happy, what d yu want t d? Will yu shut? Will yu cry?引出新词shut，cry，板书带读单词。
【设计意图】依托单元旧知，结合学生真实生活情境导入新课主题，铺垫情绪类词汇，搭建新旧知识之间桥梁，让学生快速进入本课话题。
Step2 初读感知，认识课文标题与整体文本
教师板书课题Lessn4 Think and try!，带领学生齐读标题。
T：Lk at ur title, “Think and try!”. Think means t think ver things, try means t have a g. S what shuld we think and try? Let’s lk at ur text bk. Please turn t yur page f Lessn4.
教师播放课文录音，要求学生不看课本，整体听录音，感知整篇语篇的语音语调。录音播放结束后，教师提出问题。
T：Listen ne mre time, please read alng with the audi, pint at every sentence in yur bk while reading.（学生跟读录音，手指对应课本语句）
跟读完毕，教师抛出整体性问题。
T：Questin ne: What is the text mainly abut? What des this passage talk abut?
S：It talks abut prblems and what we can d.
T：Perfect. This article tells us when we have prblems in daily life, what feelings we may have and what we shuld d t deal with them.
教师板书新词daily life，拆解in ur daily life短语，讲解daily形容词含义“日常的”，daily life即日常生活。
T：“in ur daily life” means in ur everyday life. In ur daily life, schl life and hme life are all parts f daily life. Please read the phrase three times tgether.
全班齐读短语in ur daily life。
【设计意图】完整听读课文，建立语篇整体印象，落实听读输入，初步掌握课题和开篇核心短语，不对复杂长句深度挖掘，保持初读的完整性。
Step3 分段精讲课文第一部分（课本原文）
Smetimes we have prblems in ur daily life. We may feel sad, angry r wrried. We may want t shut r cry. What shuld we d?
教师把本段课文投影展示，逐句带领学生朗读，每读完一句进行讲解。
T：Read sentence ne tgether：Smetimes we have prblems in ur daily life.
T：Here “have prblems” means we meet difficulties in ur life. Please pay attentin t the wrd “prblem”. What is a prblem? A prblem is a hard thing we need t wrk ut. Please cmpare prblem and questin. A questin needs yu t answer, a prblem needs yu t slve. S we “slve prblems”, we “answer questins”.
教师板书prblem，slve两个生词，带领拼读记忆。
T：Next sentence: We may feel sad, angry r wrried. Lk here, may is a mdal verb. After may we use verb riginal frm: may + d. S may feel, feel is riginal verb frm. “We may feel sad, angry r wrried.” It means it is pssible fr us t have these bad feelings when we meet trubles.
教师组织师生问答，巩固may的语义。
T：When yu fail yur test, yu may feel…?
Ss：wrried.
T：When yur friend argues with yu, yu may feel…?
Ss：angry.
T：G n: We may want t shut r cry. “want t d sth.” 想要做某事，want后面要加上t再接动词原形。When we are very upset, sme f us want t shut, sme want t cry. That is nrmal.
T：Then the special questin: What shuld we d? Shuld is als mdal verb, shuld后面同样接动词原形。This sentence asks fr advice. When we face bad prblems and bad feelings, what things shuld we d? That is the questin ur text will answer.
教师组织全班分组朗读本段，一组读前两句，一组读后两句，完成段落朗读训练。
【设计意图】逐句解析课文第一段，突破may、shuld情态动词用法，辨析prblem与questin易混词汇，结合学生生活问答，落实本段落语言点，帮助学生读懂：日常生活遇到问题会产生负面情绪，引出核心设问，为下一部分学习做好铺垫。
Step4 学习课文第二部分开篇句子，突破比较级句型
展示课本原句：There are mre slutins than prblems.
T：Lk at this imprtant sentence in ur textbk. First, new wrd “slutin”. Slutin is the way t slve a prblem. Slutins is plural frm. S slve the prblem, find slutins. Please read slutin ludly.学生拼读认读slutin。
T：Please lk at the structure: mre slutins than prblems. “mre…than”，这是比较级句型，mre代表更多，than是比较的标志词。The sentence means we can find mre ways t fix ur trubles than the trubles themselves. In Chinese we can say “办法总比困难多”.
教师借助简易板书表格直观呈现本句对比逻辑：
T：Let’s make a small practice with this structure. Mre bks than pens. Mre friends than enemies. Please fllw me t read ur key sentence three times: There are mre slutins than prblems.
学生反复朗读句子，教师巡视，纠正部分学生than、slutins的发音。
T：This sentence tells us: dn’t be afraid f prblems, because we can find many ways t wrk them ut.
【设计意图】攻克本课核心比较级长句，使用表格可视化呈现比较逻辑，降低语法理解难度，同时渗透文本承载的价值内涵。
Step5 课堂小结（第一课时小结）
T：In this class, we read the first half f Lessn4. We knw in ur daily life, we can have prblems, and we may feel sad, angry r wrried. We learned new wrds: prblem, slutin, slve, shut, daily. We learned the mdal verb may and shuld, and the key sentence There are mre slutins than prblems. Next class we will keep reading the rest paragraphs f the text and learn what steps we can take t slve ur prblems.
第二课时
Step1 复习旧知，衔接新课内容
T：Bys and girls, let’s review what we have learned in last class. Let’s review key wrds first. I say Chinese meaning, yu speak English. 困难——？
Ss：prblem.
T：解决——？
Ss：slve.
T：解决办法——？
Ss：slutin.
T：日常生活——？
Ss：in ur daily life.
教师提问回顾上节课核心句型。
T：What sentence tells us “办法总比困难多”? Wh can recite it?
S：There are mre slutins than prblems.
T：Excellent! When we have prblems in daily life, we may feel sad, angry r wrried. What shuld we d? Tday we will finish reading the rest f this text, and find ut all the steps t slve prblems.
Step2 精讲课文剩余主体段落，逐句解析课本原文
Think carefully. Get t knw yur feelings and why yu feel that way. Ask yur parents, teachers r friends fr help. Then yu’ll find sme slutins. Have a try.
教师投影该段课文文本，逐句展开讲解。
T：First sentence：Think carefully. Lk at the wrd carefully. Careful is adjective，意思是仔细的；carefully是副词，由careful+ly变化而来。副词carefully在这里用来修饰动词think，告诉我们用什么样的方式去思考，要仔细地思考。我们不能 say think careful, we must say think carefully.
教师补充简单实例帮助学生理解副词修饰动词：listen quietly，read ludly。
T：S when we meet prblems, first step is t think carefully. What shuld we think abut? Read next sentence: Get t knw yur feelings and why yu feel that way.
T：“get t knw” means try t understand. Feelings，名词，情绪、感受。“why yu feel that way”是宾语从句，语序不用变成why d yu feel that way。翻译：弄明白你的感受，以及你为什么会产生这样的感受。Fr example: If yu feel angry, stp and think: Why am I angry? Did smene hurt me? Or I can’t finish my task? That is “get t knw yur feelings and why yu feel that way”.
教师组织课堂问答，把文本句子对接学生真实案例。
T：Suppse yu feel wrried because yu can’t pass the English test. What are yur feelings? Why d yu feel that way? Wh wants t share?
S：I feel wrried, because I am afraid I can’t get gd grades.
T：Very gd, that is exactly what “get t knw yur feelings and why yu feel that way” talks abut.
T：Next sentence：Ask yur parents, teachers r friends fr help. This is a very imprtant phrase: ask sb. fr help，向某人寻求帮助。When we cannt wrk ut the prblem all by urselves, we can turn t ther peple fr supprt.
师生互动操练短语。
T：If yu meet hard math hmewrk, yu can ask yur ____ fr help?
Ss：teachers / parents.
T：If yu feel upset, yu can ask yur ____ fr help?
Ss：friends.
全班齐读短语ask…fr help。
T：Then yu’ll find sme slutins. After yu think ver yur feelings and ask thers fr advice, yu can get sme gd slutins, sme gd ways t wrk ut yur truble. Then what shuld we d next? Read: Have a try! “Have a try” means give it a sht, try thse methds.
T：Let’s srt ut the steps we get s far n blackbard，教师板书梳理解决问题步骤框架：
1.Think carefully
2.Get t knw yur feelings and why yu feel that way
3.Ask parents, teachers r friends fr help
4.Have a try
【设计意图】拆解本课两处难点：副词修饰动词、宾语从句，依托学生真实案例开展问答，把抽象长句转化为可理解生活场景；用板书流程图梳理文本逻辑，帮助学生理清解决问题的步骤，理清语篇行文逻辑，落实重点短语操练。
Step3 精讲课文结尾段落，完整梳理全篇
展示课本结尾原文：
Each time yu slve a prblem, yu will get strnger and smarter. When yu have a prblem, dn’t wrry. Just think abut it and try t slve it.
教师带学生齐读本段，逐句讲解。
T：“Each time yu slve a prblem”，each time意为“每一次”，引导时间状语。Every time yu finish wrking ut ne difficulty, what will happen? “Yu will get strnger and smarter.” strnger、smarter是strng、smart的比较级，意思变得更强大、更聪慧。Every time we vercme trubles, we make prgress and grw better.
T：Next sentence：When yu have a prblem, dn’t wrry. Just think abut it and try t slve it. Think abut，固定短语，意思思考、思索。Try t d sth. 努力、尽力做某事。S the ending gives us encuragement: dn’t fear prblems, think them ver and make an effrt t slve them.
教师把最后两步补充到黑板流程图，形成完整课文逻辑链：
1.We have prblems in daily life → may have bad feelings
2.Think carefully
3.Get t knw yur feelings and why yu feel that way
4.Ask parents, teachers r friends fr help
5.Have a try
6.Yu will get strnger and smarter
T：Nw we have finished ur whle text. Let’s read the full article tgether with ur bk, read sentence by sentence fllwing me.教师带领全班完整朗读整篇课文。朗读完成之后，教师开展文本信息提取问答，检验学生理解。
T：Questin 1: What may we feel when we have prblems in daily life?
S：We may feel sad, angry r wrried.
T：Questin2: What can we d when we can’t slve prblems alne?
S：We can ask parents, teachers r friends fr help.
T：Questin3: What will yu becme each time yu slve a prblem?
S：We will get strnger and smarter.
【设计意图】完成整篇课文全部语句教学，通过板书流程图把整篇课文结构化，通过问答检测学生对语篇信息获取情况，实现从词句学习走向整篇语篇理解。
Step4 案例分析活动，活用课文语言
教师给出贴近六年级学生生活的简短案例，投影出示案例：
Case：Tm cannt finish his hmewrk n time. He feels wrried and sad.
T：Let’s use the steps frm ur text t talk abut Tm’s prblem. What shuld Tm d? Let’s discuss tgether.
T：First step, he shuld…?
S1：He shuld think carefully.
T：Yes, think carefully. Next, he needs t get t knw his feelings and why he feels that way. Why des Tm feel wrried?
S2：Because he can’t finish hmewrk.
T：Gd. Then what can he d?
S3：He can ask his teacher r parents fr help.
T：Perfect, and then he shuld…?
Ss：Have a try!
教师再邀请个别学生，尝试简单口头复述完整解决流程，允许学生参照黑板上的步骤提示。
S：When Tm has a prblem, he shuld think carefully. Get t knw his feelings. Ask teachers fr help and have a try.
T：Very nice, yu used ur text’s key expressins.
【设计意图】创设真实案例情境，引导学生迁移课文中学到的词汇、句型与解决步骤，把文本语言转化为口头输出，落实语言运用，内化课文主题逻辑。
Step5 通读整篇课文，分层朗读训练
教师安排分层朗读，男生读课文前半部分，女生读后半部分；之后学生自主默读课文，圈画出本课学习的新单词、重点短语。教师在教室行间走动巡视，查看学生课本标记情况，对个别学生长句朗读卡顿进行现场点拨指导。
T：Please circle all new wrds and key phrases in yur textbk, fr example: prblem, slutin, ask…fr help, have a try, think carefully. After circling, read the whle text by yurself silently.
学生完成标记与默读，教师请2名学生站起来完整朗读整篇课文。
【设计意图】回归教材文本，通过圈画标记强化重点知识记忆，分层朗读训练，巩固整篇语篇的朗读能力，强化阅读输入。
六、课堂小结
T：We have finished learning Lessn4 Think and try! Tday we master all the wrds, phrases and sentences f this passage. Let’s srt up all we have learned.
词汇层面：我们掌握prblem、slutin、slve、shut、daily、feelings等词汇；掌握短语in ur daily life、ask sb. fr help、have a try、think abut、get t knw；语法上巩固情态动词may、shuld，理解mre…than比较级结构，学会副词carefully修饰动词，读懂长句 Get t knw yur feelings and why yu feel that way。
语篇层面：整篇课文告诉我们，日常生活难免遇到各类难题，我们会产生难过、生气、焦虑的情绪，这是很正常的。面对困境，第一步要仔细思考，认清自己的情绪，明白情绪产生的原因；当自己无法独立处理时，可以向父母、老师、朋友寻求帮助，大胆尝试解决办法；每解决一次困难，我们就会变得更强大、更聪慧。记住句子“There are mre slutins than prblems”，不要害怕生活中的难题，学会think and try。
prblems（困难）
slutins（解决办法）
sme
mre