Unit2 Lesson1《I can speak English better now》（2课时）(教案)-2026-2027学年冀教版（三起）英语六年级上册

该教案聚焦冀教版六年级上册Unit2核心知识点，涵盖solve、problem等词汇，be afraid of making mistakes等短语及How did you solve the problem?等句型，重点训练一般过去时与一般现在时的区分运用。课堂导入通过情景图片激活主题，联系学生真实学习经历引出生词，借助表格支架梳理Mira的问题、解决方法与结果，搭建文本与生活的联结。 该教案以核心素养为导向，语言能力方面通过分层听读、表格梳理提升信息获取与表达能力，思维品质通过对比辨析be afraid of doing和practice doing结构及时态切换突破难点，学习能力通过情景问答、复述自身故事实现语言迁移。音频辅助教学，助力学生建立解决学习困难的意识，为教师提供清晰的教学流程与实用支架。

《I can speak English better now》教案（2课时）-2026-2027学年冀教版（三起）（新版）小学英语六年级上册 一、学情分析 六年级学生已经具备五年多英语学习基础，掌握一般现在时，初步接触一般过去时，具备基础听说认读能力，能够进行简单日常对话交流。本班学生个体差异明显，部分学生敢于开口表达，也有不少学生和课文主人公Mira一样，害怕开口说英语，担心犯错，课堂主动发言意愿不强。学生已经积累一定动词过去式词汇，但对be afraid of doing、practice doing等固定短语掌握不扎实，在真实语境中运用一般过去时描述过去遇到的学习难题以及解决办法的能力较为薄弱。六年级学生思维逐步由具象向抽象过渡，乐于参与情景对话、小组问答活动，对于“遇到困难如何解决”这一贴近自身学习生活的主题具备共情理解能力，适合依托课文对话开展语言学习与品格渗透。 二、教材分析 本课选自冀教版（三起）新版六年级上册Unit2《How to solve problems》第一课时，单元主题为人与自我，聚焦学习生活中的困难与解决策略。本课语篇是李明与Mira的情景对话，课文原文： Hi, Mira! You did a good job in today's English class. Thanks! You didn't always speak much in English class. I was afraid of making mistakes. How did you solve the problem? I asked Jenny for help. We often talk in English and watch English films together. That's great! What else did you do? I also practiced speaking English online. It helped a lot. I can speak English much better now. 语篇以Mira英语口语进步为线索，使用一般过去时回顾过去遇到的学习困难、讲述解决问题的多种方法，同时用一般现在时描述现在取得的进步。核心词汇：solve, problem, mistake, afraid, practice, online, better；重点短语：do a good job, be afraid of making mistakes, ask…for help, practice speaking English；核心句型：How did you solve the problem? What else did you do?。本课既是单元开篇课，承担激活单元主题，学习核心词汇句型、一般过去时在叙事语境中的运用的任务，同时渗透不怕犯错、主动想办法解决学习难题的育人导向，为单元后续阅读、表达输出做好铺垫。教材设置Look, listen and say主对话板块，搭配Read, write and say练习板块，实现听、读、说、写综合训练。 三、核心素养教学目标 （一）语言能力 1. 能够认读、理解、掌握本课核心词汇、短语，读懂对话语篇，获取Mira英语口语进步的背景、遇到的困难、解决方法、取得的结果等关键信息。 1. 能够正确朗读课文对话，掌握一般过去时否定句、特殊疑问句句式，熟练运用句型How did you solve the problem? What else did you do? 询问他人解决问题的方式；掌握be afraid of doing、practice doing固定搭配，区分一般过去时与一般现在时在本篇对话中的使用场景。 1. 能够模仿课文对话结构，口头简单讲述自己曾经遇到的学习难题以及解决办法，做到语音语调基本正确。 （二）文化意识 感受中外学生在语言学习中都会遇到害怕犯错的共性困境，理解语言学习中犯错是正常现象，懂得主动求助、坚持练习是提升语言能力的有效途径，形成正确的语言学习观念。 （三）思维品质 能够梳理对话逻辑，借助表格梳理Mira遇到的问题、采取的措施、收获的结果；能够对比过去与现在的学习状态，分析问题与解决办法之间的因果关系，提升观察、归纳、逻辑叙事的思维能力。 （四）学习能力 学会在对话语篇中抓取关键信息的阅读策略；乐于参与课堂问答、角色扮演活动；建立不怕犯错、主动寻求帮助解决学习困难的学习意识，掌握模仿对话框架进行口语输出的表达方法。 四、教学重难点 教学重点 1. 掌握核心词汇短语：solve, problem, mistake, afraid, practice, online, better；do a good job, be afraid of making mistakes, ask…for help, practice speaking English。 1. 掌握核心句型How did you solve the problem? What else did you do?，理解一般过去时在描述过去经历中的运用，读懂、熟练朗读课文对话。 教学难点 1. 理解be afraid of + doing、practice + doing动名词固定结构，区分一般过去时和一般现在时在课文语境中的切换使用。 1. 能够仿照课文框架，结合自身真实经历，口头叙述过去遇到的学习问题以及解决办法。 五、教学过程 第一课时（词汇感知、课文听读理解，处理Look, listen and say主对话板块） 1. 课堂导入，主题激活 教师出示两张情景图片：一张是学生课堂不敢开口回答问题，一张是学生大胆用英语发言。 师：Look at these two pictures. What can you see? 生：Some students don’t want to speak. Some students speak English in class. 师：Yes. In English study, many of us have some troubles. Sometimes we meet problems. 板书单词problem，带领学生拼读，讲解词义“问题，难题”，拓展动词solve，板书solve，领读solve the problem，翻译“解决问题”。 师：Have you ever met problems when you learn English? For example, you can’t remember words, or you are afraid to speak English. Who wants to share? 生1：I can’t remember new words. 生2：I am afraid to speak English. 师：Many students are afraid of speaking English. Today we will meet a girl called Mira. She also had this problem before, but now she can speak English better. 板书课题 Lesson1 I can speak English better now.，带领学生齐读课题，简单讲解better为good的比较级，含义“更好的”。 设计意图：借助图片和学生真实学习经历导入单元主题，引出problem、solve、better核心生词，让学生快速进入本课主题，建立文本与生活经验的联结。 2. 新知词汇学习，扫清阅读障碍 教师结合课文语境，依次呈现本课重点词汇短语，结合例句讲解，师生互动问答巩固。 师：Now let’s learn some new words first. First, mistake. 板书mistake，复数mistakes，make mistakes“犯错误”。 师：When we speak English, sometimes we make mistakes. 提问：Who can make a sentence with “make mistakes”? 生：I make mistakes in English homework. 师：Great. Next phrase, be afraid of. “害怕……”，注意of后面动词要加‑ing，be afraid of making mistakes，害怕犯错误。板书该短语，反复领读。 师：If you are afraid of making mistakes, will you speak English loudly in class? 生：No. 师：Next one, practice，动词“练习”，practice doing sth，练习做某事，practice speaking English练习说英语。板书practice speaking English。 师：What can we practice after class? 生：I can practice reading English. 师：online，副词，在网上；ask…for help，向……寻求帮助。 设计意图：在例句与问答情境中学习词汇短语，重点突破动名词搭配难点，为后续课文对话学习扫清词汇障碍，避免孤立记单词。 3. 初听课文对话，整体感知语篇 师：Now please look at the textbook, Look, listen and say. This is the dialogue between Li Ming and Mira. Let’s listen to the audio for the first time, please listen carefully and answer two simple questions：①Who are talking? ②What’s Mira’s change? 播放课文录音，学生看书听录音。 师：OK, stop. Who can tell me your answers? 生1：Li Ming and Mira are talking. 生2：Mira can speak English better now. 师：Perfect. That is the main idea of this dialogue. Now we will listen again, and try to find: What was Mira’s problem before? 二次播放录音。 师：What was her problem? Which sentence can tell us? 生：I was afraid of making mistakes. 师：Yes！以前Mira在英语课不敢多说英语，因为害怕犯错误。板书表格，引导学生梳理文本信息： Mira’s past problem Ways to solve the problem Result now 设计意图：两次分层听录音，从整体大意到细节信息，训练学生听力抓取关键信息的能力，借助表格搭建文本信息框架，降低阅读理解难度。 4. 逐句精讲课文对话，理解文本细节 教师带领学生逐句研读教材原文，结合板书、师问生答，解析句式、时态，结合课本原文逐句讲解。 师：Please follow me, read the first sentence: Hi, Mira! You did a good job in today's English class. 提问：What does “did a good job” mean? 生：做得好。 师：Right. do a good job表示做得很棒，这里是过去式，do变为did。李明夸奖Mira今天英语课表现很棒。 生齐读句子。 师：Next sentence: You didn't always speak much in English class. 提问：Did Mira speak much English class before? 生：No, she didn’t. 师：didn’t是did not缩写，一般过去时否定句，表示过去不经常做某事。以前Mira课上不常开口说英语。 师：Mira answers: I was afraid of making mistakes. 请同学们观察，这里be动词用was，为什么？ 生：讲过去的事情。 师：Exactly，讲述过去的心理状态，I后面am的过去式是was；be afraid of后面动词要使用doing形式，making mistakes，害怕犯错误。这就是Mira过去遇到的难题，我们把这个信息填进表格。教师板书填写表格第一栏：Mira’s past problem：She was afraid of making mistakes, so she didn’t speak much in English class. 师：Li Ming asks: How did you solve the problem? 板书这个核心句型，翻译：你是如何解决这个问题的？注意问句助动词用did，用来询问过去如何处理问题。请大家齐读这个问句。 学生齐读。 师：Now, let’s find Mira’s answers. What did she do first? Read the sentence: I asked Jenny for help. We often talk in English and watch English films together. 师：ask…for help，向……寻求帮助。Mira向Jenny求助，她们一起用英语交谈，看英文电影。这是第一个解决办法，填入表格。 师：Li Ming says: That's great! What else did you do?板书句型What else did you do?，翻译：你还做了什么？else此处表示“其他的，另外的”，继续追问过去还做过哪些事。 师：What else did Mira do? Let’s read：I also practiced speaking English online. It helped a lot. 师：practice speaking，practice后面动词加‑ing，练习说英语；online在网上；helped a lot帮助很大。这是第二个解决办法，填入表格。 师：Look at the last sentence：I can speak English much better now. 提问：Why can she speak better now? 生：Because she did many things to solve her problem. 师：Yes！Now we fill in the result。表格Result now：She can speak English much better now。 完整表格展示给学生，完整梳理Mira故事脉络。 设计意图：依托教材原文逐句解析，落实词汇、时态、句型知识点，通过持续师生问答推进文本解读，表格可视化梳理语篇逻辑，区分一般过去时描述过去困难、过去行动，一般现在时描述现在结果，突破本课语法重点。 5. 跟读课文，分层朗读训练 师：Now let’s follow the audio sentence by sentence. Pay attention to pronunciation and intonation. 播放音频，学生逐句跟读课文对话。 师：Now read the dialogue in two groups. Group1 acts as Li Ming, Group2 acts as Mira. Let’s read the whole dialogue together. 学生分组分角色齐读对话。 师：Who wants to read in pairs in front of class? You can look at your book. 邀请2‑3组学生分角色朗读课文对话，教师纠正读音、停顿。 设计意图：模仿录音跟读，分组分角色朗读，夯实课文朗读，内化对话语言，为第二课时的语言输出做好铺垫。 6. 第一课时小结 师：In this class, we learn new words and phrases, we read the dialogue. We know Mira’s problem, her ways and her result. Who can retell the story by using our chart? 学生借助板书表格简单复述故事主干。 师：Remember，when we meet problems，don’t be afraid of making mistakes. We can find ways to solve them。 第二课时（巩固句型、Read, write and say板块学习，语言内化输出） 1. 复习回顾，唤醒旧知 教师出示上节课填写的信息表格。 师：Look at this chart. Let’s review the dialogue. Who can tell me：What was Mira’s problem? 生：She was afraid of making mistakes. She didn’t speak much in English class. 师：How did she solve the problem? 生：She asked Jenny for help. They talked in English and watched English films. She also practiced speaking English online. 师：What’s the result? 生：She can speak English much better now. 师：Very good. Now let’s recite the two key sentences together：How did you solve the problem? What else did you do? 全班齐读核心问句。 师：Now let’s review important phrases together，教师板书短语，学生集体认读翻译：do a good job；be afraid of making mistakes；ask…for help；practice speaking English。教师随机提问，抽查学生掌握情况。 师：Question：Why do we use “did” in these sentences? 生：Because we talk about things in the past. 师：Yes，询问过去做的事，问句要借助助动词did。 设计意图：借助表格回顾上节课课文对话内容，复习核心句型短语，再次巩固一般过去时问句结构，为本课时输出练习搭建语言支架。 2. 回归教材Read, write and say板块学习 师：Turn to your textbook, look at Read, write and say part. This part helps us use the words and sentences we learned.教师展示教材板块内容，讲解本板块任务：读懂小语段，完成填空，再口头说一说。 出示板块文本素材： Before, I ____ afraid of speaking English. I didn’t speak much in class. My teacher told me don’t be afraid of ____ mistakes. I ____ my friend for help. We ____ English together. I also ____ speaking English online. Now I can speak English much ____. 师：Please look at this short passage. It is similar to Mira’s story. It tells a student’s English learning story. Let’s read it silently first, think about which words we can fill in the blanks. 学生默读语段，独立思考填空内容。 师：Now let’s do it one by one. Number one：Before, I ____ afraid of speaking English. 讲述过去，I的be动词过去式？ 生：was。 师：第二空：don’t be afraid of ____ mistakes。be afraid of后动词用doing形式？ 生：making。 师：第三空 I ____ my friend for help。ask…for help，过去式？ 生：asked。 师：第四空 We ____ English together，结合课文语境，练习说英语。 生：practiced。 师：第五空 I also ____ speaking English online。 生：practiced。 师：最后一空 Now I can speak English much ____. 生：better。 师生共同核对完整填空答案，学生把完整答案填写在课本上。 师：Now read the full short passage together. 全班齐读完整语段。 师：Who can read it alone? 点名学生朗读。 设计意图：紧扣教材Read, write and say板块，依托和课文主题一致的语篇，训练学生对本课短语、动词过去式、动名词结构的书面运用，实现从对话阅读到简短语段读写过渡。 3. 句型操练，情景问答练习 教师创设情景，依托课文核心句型开展师生问答，之后过渡生生问答。 师：Now we will practice our key sentences. Suppose you met some study problems before. I will ask you questions. You answer me. 师提问学生A：What problem did you have before? 学生A：I couldn’t remember English words. 师：How did you solve the problem? 学生A：I read words every morning. 师：What else did you do? 学生A：I wrote words in my notebook. 师：Great. Now work in pairs. Use these sentences：What problem did you have before? How did you solve the problem? What else did you do? You can talk about your English study problems or other subjects. 学生两人一组，参照课文对话框架开展问答练习，教师巡视课堂，倾听小组对话，适时点拨，提醒学生注意动词过去式变化，注意be afraid of doing、practice doing的用法。 挑选几组学生进行课堂展示对话。 生1：What problem did you have before? 生2：I was afraid of reading English loudly. 生1：How did you solve the problem? 生2：I asked my deskmate for help. We read English together. 生1：What else did you do? 生2：I practiced reading English every evening. 设计意图：迁移课文对话框架，把课文语言转化为学生自己可以使用的交际语言，实现语言从输入到输出，落实本课语言运用目标。 4. 文本对比辨析，突破语法难点 教师板书两组句子，引导学生对比课文原句，区分时态与动名词结构。 ① I was afraid of making mistakes.（过去害怕犯错误） ② I am afraid of making mistakes.（现在害怕犯错误） 师：Please look at these two sentences. What is different? 生：was和am。 师：Right，was讲过去，am讲现在；但是of后面都用making，记住：be afraid of + doing sth。 再出示两组句子： ① I practiced speaking English online.（过去练习） ② I practice speaking English every day.（现在练习） 师：What can you find? 生：practice后面都加speaking。 师：Yes！不管什么时态，practice后面动词都要加‑ing。 再对比课文中问句： How did you solve the problem?（询问过去） How do you solve your problem?（询问现在） 师：When we talk about things happened in the past，we use did；talk about now，we use do。请同学们结合课文对话，再次体会课文里面什么时候用一般过去时，什么时候用一般现在时。Mira讲述过去遇到的困难、过去采取的行动，全部用一般过去式；描述现在的结果I can speak English much better now，用一般现在时。 设计意图：针对本课语法难点做对比辨析，结合课文原句，帮助学生理清动名词搭配规则和时态切换逻辑，化解教学难点。 5. 依托课文框架，口头复述小故事 师：Now please try to retell Mira’s whole story without reading the book. You can use the chart we wrote on the blackboard as your hint。 给学生时间准备，学生借助板书表格复述课文故事。 生：Before, Mira didn’t speak much English in class. She was afraid of making mistakes. She asked Jenny for help. They talked in English and watched English films together. She also practiced speaking English online. Now she can speak English much better. 教师针对复述内容做简单纠错引导。 师：Excellent. You can also try to tell your own story, like Mira. Talk about your old problem and your ways to solve it. 请2‑3名学生尝试口头讲述自己的小故事。 设计意图：复述课文，内化文本；迁移到讲述自身经历，落实本课综合语言输出，呼应单元主题“how to solve problems”。 六、课堂小结 两课时整体小结：本节课我们学习Unit2 Lesson1《I can speak English better now》，通过李明和Mira的对话，读懂Mira克服不敢开口说英语的学习难题的完整故事。我们掌握solve, problem, mistake, afraid, practice, online, better核心词汇，掌握do a good job、be afraid of making mistakes、ask…for help、practice speaking English重点短语；熟练掌握核心句型How did you solve the problem? What else did you do?；理解be afraid of doing、practice doing后接动名词的用法，能够区分对话中一般过去时描述过去经历、一般现在时描述当下结果的语境用法。通过学习Mira的故事，我们懂得学习遇到困难、犯错误都是很正常的，不要畏惧难题，我们可以主动寻求帮助、坚持练习，找到合适方法解决自己学习中遇到的各类问题。 2 学科网（北京）股份有限公司 $