Unit2 Lesson4《Think and try!》教案（2课时）-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《How to solve problems》中“生活问题与解决办法”主题，核心词汇含problem、solution等，重点语法涉及情态动词may、should及比较级more…than。课堂导入通过师生对话结合学生真实生活情境，复习情绪词汇并引出新词，搭建新旧知识学习支架。 此教案亮点在于以核心素养为导向，语言能力上通过Tom完不成作业案例引导学生用课文词汇复述解决步骤，思维品质上用板书流程图梳理“问题→情绪→思考→求助→尝试”逻辑链，学习能力上教授长句拆分策略。学科特色方法如真实情境迁移让学生内化语言，助力教师高效教学，提升学生语言运用与问题解决能力。

《Think and try!》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《How to solve problems》的Lesson4《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： Sometimes we have problems in our daily life. We may feel sad, angry or worried. We may want to shout or cry. What should we do? There are more solutions than problems. Think carefully. Get to know your feelings and why you feel that way. Ask your parents, teachers or friends for help. Then you’ll find some solutions. Have a try. Each time you solve a problem, you will get stronger and smarter. When you have a problem, don’t worry. Just think about it and try to solve it. 文本承载核心词汇：problem, solution, daily, shout, solve, carefully, feelings；重点短语：in our daily life, get to know, ask…for help, have a try, think about；重点语法：情态动词may、should，副词修饰动词，more…than比较级结构，宾语从句why you 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problem、solution、daily、solve、carefully等核心词汇；熟练使用短语 ask…for help、have a try；理解情态动词may、should，掌握 more…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…for help、have a try 等固定短语；理解 There are more solutions than problems.、Get to know your feelings and why you 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 more…than 比较级句型；读懂宾语从句 why you 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：Good morning, boys and girls. In Unit2, we talk about problems. What kind of problems may you meet at school or at home? Who can tell me? S1：I can’t do my homework. S2：My friend doesn’t play with me. T：Great! So sometimes we will meet some troubles. When we meet these troubles, how do you feel? Let’s learn some words about our feelings. 教师出示情绪类词汇板书sad, angry, worried，带领学生认读，结合面部表情帮助学生理解词义。 T：If you can’t finish your homework, how do you feel? S：I feel worried. T：If your toy is broken, you may feel angry. Yes. When we are not happy, what do you want to do? Will you shout? Will you cry?引出新词shout，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Lesson4 Think and try!，带领学生齐读标题。 T：Look at our title, “Think and try!”. Think means to think over things, try means to have a go. So what should we think and try? Let’s look at our text book. Please turn to your page of Lesson4. 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 one more time, please read along with the audio, point at every sentence in your book 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：Question one: What is the text mainly about? What does this passage talk about? S：It talks about problems and what we can do. T：Perfect. This article tells us when we have problems in daily life, what feelings we may have and what we should do to deal with them. 教师板书新词daily life，拆解in our daily life短语，讲解daily形容词含义“日常的”，daily life即日常生活。 T：“in our daily life” means in our everyday life. In our daily life, school life and home life are all parts of daily life. Please read the phrase three times together. 全班齐读短语in our 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） Sometimes we have problems in our daily life. We may feel sad, angry or worried. We may want to shout or cry. What should we do? 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 one together：Sometimes we have problems in our daily life. T：Here “have problems” means we meet difficulties in our life. Please pay attention to the word “problem”. What is a problem? A problem is a hard thing we need to work out. Please compare problem and question. A question needs you to answer, a problem needs you to solve. So we “solve problems”, we “answer questions”. 教师板书problem，solve两个生词，带领拼读记忆。 T：Next sentence: We may feel sad, angry or worried. Look here, may is a modal verb. After may we use verb original form: may + do. So may feel, feel is original verb form. “We may feel sad, angry or worried.” It means it is possible for us to have these bad feelings when we meet troubles. 教师组织师生问答，巩固may的语义。 T：When you fail your test, you may feel…? Ss：worried. T：When your friend argues with you, you may feel…? Ss：angry. T：Go on: We may want to shout or cry. “want to do sth.” 想要做某事，want后面要加上to再接动词原形。When we are very upset, some of us want to shout, some want to cry. That is normal. T：Then the special question: What should we do? Should is also modal verb, should后面同样接动词原形。This sentence asks for advice. When we face bad problems and bad feelings, what things should we do? That is the question our 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、should情态动词用法，辨析problem与question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 more solutions than problems. T：Look at this important sentence in our textbook. First, new word “solution”. Solution is the way to solve a problem. Solutions is plural form. So solve the problem, find solutions. Please read solution loudly.学生拼读认读solution。 T：Please look at the structure: more solutions than problems. “more…than”，这是比较级句型，more代表更多，than是比较的标志词。The sentence means we can find more ways to fix our troubles than the troubles 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： problems（困难） solutions（解决办法） some more T：Let’s make a small practice with this structure. More books than pens. More friends than enemies. Please follow me to read our key sentence three times: There are more solutions than problems. 学生反复朗读句子，教师巡视，纠正部分学生than、solutions的发音。 T：This sentence tells us: don’t be afraid of problems, because we can find many ways to work them out. 【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 of Lesson4. We know in our daily life, we can have problems, and we may feel sad, angry or worried. We learned new words: problem, solution, solve, shout, daily. We learned the modal verb may and should, and the key sentence There are more solutions than problems. Next class we will keep reading the rest paragraphs of the text and learn what steps we can take to solve our problems. 第二课时 Step1 复习旧知，衔接新课内容 T：Boys and girls, let’s review what we have learned in last class. Let’s review key words first. I say Chinese meaning, you speak English. 困难——？ Ss：problem. T：解决——？ Ss：solve. T：解决办法——？ Ss：solution. T：日常生活——？ Ss：in our 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”? Who can recite it? S：There are more solutions than problems. T：Excellent! When we have problems in daily life, we may feel sad, angry or worried. What should we do? Today we will finish reading the rest of this text, and find out all the steps to solve problems. Step2 精讲课文剩余主体段落，逐句解析课本原文 Think carefully. Get to know your feelings and why you feel that way. Ask your parents, teachers or friends for help. Then you’ll find some solutions. Have a try. 教师投影该段课文文本，逐句展开讲解。 T：First sentence：Think carefully. Look at the word 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 loudly。 T：So when we meet problems, first step is to think carefully. What should we think about? Read next sentence: Get to know your feelings and why you feel that way. T：“get to know” means try to understand. Feelings，名词，情绪、感受。“why you feel that way”是宾语从句，语序不用变成why do you 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。For example: If you feel angry, stop and think: Why am I angry? Did someone hurt me? Or I can’t finish my task? That is “get to know your feelings and why you 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：Suppose you feel worried because you can’t pass the English test. What are your feelings? Why do you feel that way? Who wants to share? S：I feel worried, because I am afraid I can’t get good grades. T：Very good, that is exactly what “get to know your feelings and why you feel that way” talks about. T：Next sentence：Ask your parents, teachers or friends for help. This is a very important phrase: ask sb. for help，向某人寻求帮助。When we cannot work out the problem all by ourselves, we can turn to other people for support. 师生互动操练短语。 T：If you meet hard math homework, you can ask your ____ for help? Ss：teachers / parents. T：If you feel upset, you can ask your ____ for help? Ss：friends. 全班齐读短语ask…for help。 T：Then you’ll find some solutions. After you think over your feelings and ask others for advice, you can get some good solutions, some good ways to work out your trouble. Then what should we do next? Read: Have a try! “Have a try” means give it a shot, try those methods. T：Let’s sort out the steps we get so far on blackboard，教师板书梳理解决问题步骤框架： 1.Think carefully 2.Get to know your feelings and why you feel that way 3.Ask parents, teachers or friends for 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 you solve a problem, you will get stronger and smarter. When you have a problem, don’t worry. Just think about it and try to solve it. 教师带学生齐读本段，逐句讲解。 T：“Each time you solve a problem”，each time意为“每一次”，引导时间状语。Every time you finish working out one difficulty, what will happen? “You will get stronger and smarter.” stronger、smarter是strong、smart的比较级，意思变得更强大、更聪慧。Every time we overcome troubles, we make progress and grow better. T：Next sentence：When you have a problem, don’t worry. Just think about it and try to solve it. Think about，固定短语，意思思考、思索。Try to do sth. 努力、尽力做某事。So the ending gives us encouragement: don’t fear problems, think them over and make an effort to solve 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 problems in daily life → may have bad feelings 2.Think carefully 3.Get to know your feelings and why you feel that way 4.Ask parents, teachers or friends for help 5.Have a try 6.You will get stronger and smarter T：Now we have finished our whole text. Let’s read the full article together with our book, read sentence by sentence following 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：Question 1: What may we feel when we have problems in daily life? S：We may feel sad, angry or worried. T：Question2: What can we do when we can’t solve problems alone? S：We can ask parents, teachers or friends for help. T：Question3: What will you become each time you solve a problem? S：We will get stronger 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：Tom cannot finish his homework on time. He feels worried and sad. T：Let’s use the steps from our text to talk about Tom’s problem. What should Tom do? Let’s discuss together. T：First step, he should…? S1：He should think carefully. T：Yes, think carefully. Next, he needs to get to know his feelings and why he feels that way. Why does Tom feel worried? S2：Because he can’t finish homework. T：Good. Then what can he do? S3：He can ask his teacher or parents for help. T：Perfect, and then he should…? 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 Tom has a problem, he should think carefully. Get to know his feelings. Ask teachers for help and have a try. T：Very nice, you used our text’s key expressions. 【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 words and key phrases in your textbook, for example: problem, solution, ask…for help, have a try, think carefully. After circling, read the whole text by yourself 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 Lesson4 Think and try! Today we master all the words, phrases and sentences of this passage. Let’s sort up all we have learned. 词汇层面：我们掌握problem、solution、solve、shout、daily、feelings等词汇；掌握短语in our daily life、ask sb. for help、have a try、think about、get to know；语法上巩固情态动词may、should，理解more…than比较级结构，学会副词carefully修饰动词，读懂长句 Get to know your feelings and why you 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 more solutions than problems”，不要害怕生活中的难题，学会think and try。 2 学科网（北京）股份有限公司 $