Unit 7 What can I do？（教学设计）-2025-2026学年六年级英语上册（湘少版（三起）（2012））

Unit 7 What can I do? (Period 2) 教学目标: 1.语言能力目标： (1）能理解，会说volunteer,take,enjoy themselves，Ms。 (2）能运用"I can…"表达自己能为他人提供的帮助。 (3）能理解课文D部分短文。 2.文化意识目标： 通过对Part D和Part F人物心情的感受和Part D文本的剖析，培养学生助人为乐的意识，同时鼓励学生为社会奉献自己一份力量。 3.学习能力目标： (1）提高学生的自主阅读能力和自主完成任务的能力。 (2）培养良好的阅读习惯和兴趣。 4.思维品质目标： (1）培养学生思维的灵活性，培养他们有效迁移和利用知识的能力。 (2）通过英语教学中的"启发拓展"，训练培养学生思维的广阔性。 教学重点： 1.在情境中运用句型"I can…"表达能提供的帮助。 2.能阅读和理解课文 D 部分的小故事。 教学难点： 1.理解see this 和do this 两个this 指代不同的含义。 2.从Ms Li志愿者的经历当中学习知行合一的品质。 教学准备： 多媒体课件 教学过程： Step l: Lead-in 1. Greetings 2.Free talk T: What do you often do at home? Do you live with your grandparents? How often do you visit them? S l: Twice a year. T: Maybe they feel lonely. 3.Watch the news T: look at this news, there are 300 million old people in our country.What a shocking number! 4.Enjoy a video "Every day, he sits there alone．每天，他独自坐在那里． No one cares.No one comes near．没有人关心．没有人靠近． His heart is cold, like a stone．他的心像石头一样冷． But he will have some happy tears. When you simply say "Hello"." 但是当你仅仅说一声"你好"时，他将流出一些开心的泪水． T: How do you feel? Ss: I feel sad. T: How does he feel? Ss: He feels sad, too. （设计意图：将Part F以视频的方式呈现，导入课堂主题，让学生感受老人孤单寂寞的心情，与后续出现的文本图片里的一群开心的老年人形成鲜明对比，为下文做铺垫，同时培养学生们的共情能力。) Step 2: Pre-reading Guess from the picture (1) Where are they? Ss: They are in the park. (2) How do they feel? Ss: They feel happy. (3) Why do they feel happy? Ss: Because they are talking with each other. (4) Who is she? Sl: She is her daughter. T: Maybe. S2: She is their relative. T: Maybe. （设计意图：通过对文本中图片的观察和猜测，激发学生对文本的好奇之心，调动他们的学习兴趣。运用 Where, How,Why,Who提出层层递进的问题，引导学生进行观察与思考，发散学生思维能力和读图能力。) Step 3: While-reading 1.Fast reading: watch and answer T:Who is she? She is Ms Li（板书）. Ms Li is a volunteer（板书并学习volunteer) Let's enjoy some pictures about volunteers. (Volunteers can help patients.Volunteers can protect animals. Volunteers can protect the environment. Volunteers can help poor children and volunteers can help old people.) （设计意图：通过观看视频，初步整体感知文本，同时，检测自己对文本的猜测。运用图片呈现不同场景的志愿者们，让学生明白volunteer重点单词的含义，同时拓展学生对于志愿者的认知与理解。) 2.Careful reading (1) Read, underline and answer T: What does Ms Li do for old people? S1: She takes them to the park near their homes.(板书) S2: She talks to them.（板书） S3: She makes them happy.（板书） S4: She tells them interesting stories.（板书） （设计意图：让学生们带着问题仔细阅读文章，在文章中找到相应的答案。教授学生们阅读技巧，提高他们的阅读能力，同时培养学生们解决问题的能力．) (2)Let's think T: How does Ms Li feel? （设计意图：在了解Ms Li怎样帮助老人后，让学生们感受Ms Li的心情，同时让他们明白帮助他人能使自己快乐。) (3) Read and answer T: Why does Ms Li feel happy? S1: She says. "I like to do this for them". S2:Ms Li feels happy to see this. T: Look at these two "this". Do they refer to the same thing? （设计意图：引导学生再次阅读，感受本文中人物的心情，深度思考这两个this 的不同含义，从而找到问题的答案。) (4) Think and say Ss: It refers to the things Ms Li does for old people. (5) Read and answer T: How about this one? Sl: It refers to old people feel happy. S2: They talk to one another. S3: And they enjoy themselves. T:Ms. Li feels happy to see this.（指着p p t 这个场景） T: The more important thing is old people like to go outside and enjoy talking with each other. （设计意图：通过引导学生们反复阅读，感受文本中的话语，突破本节课的重难点，了解这两个this的区别，do this指代Ms Li为老人所做的事情，see this 所指代的是老人开心的场景。) (6) Let's think T: What do you think of Ms Li? Ss: She is warm, helpful... T: And she did what she thought．知行合一． How nice she is! How beautiful she is! （设计意图：询问学生对于Ms Li的看法，引导孩子们学习Ms Li乐于助人，无私奉献，知行合一的品质。) (7)Moral education The roses in her hand, the flavor in mine. （设计意图：德育渗透将课堂与生活紧密联系起来。通过提问学生如何评价Ms Li，将赠人玫瑰，手有余香这个观念分享给学生们。) Step 4: Post-reading Encourage children helping others as possible as they can. Lastly, sing a familiar Chinese song《爱的奉献》。Then end the class. （设计意图：回归文本，升华主题，引导孩们学做有心人，乐于帮助生活中的有需之人。） Step 5: Homework 想一想你能为你的爷爷奶奶做点什么，用“I can...”对你的家人说一说并记录下来。 （设计意图：布置实践类作业，让学生们从书本上走进生活，真正实现知行合一。) 板书设计： Unit 7 What can I do? Ms What does Ms Li do for old people? Volunteer She takes them to the park near their homes. She talks to them. She makes them happy. She tells them interesting stories. 学科网（北京）股份有限公司 $$