PEP人教版六年级上英语Unit 1 How can I get there第五课时优质课教案.doc

1、第 3 页 共 7 页 The fifth period（第五课时）（第五课时） Part B Read and write 教学内容与教学内容与目标目标 课时教学内容课时教学目标 Read and write 能够正确听、说、认读单词：BDS, gave, feature, follow, far, tell 能够讨论车辆中哪种工具能帮助人们找到自己想去的地方，并能以此激活已有的 背景知识和储备词汇 能够通过阅读问题在语篇中捕捉不同类型的信息，训练根据上下文猜新词的能力 能够通过推理获得教材提供的阅读理解题，根据阅读所获取的信息写出文章梗概 知道英语句子有升降调，并能在教师的帮助下找到一般规

2、律，正确朗读句子 教学重点教学重点 能够理解和掌握本课重点单词和句型。 教学难点教学难点 能够通过阅读问题在语篇中捕捉不同类型的信息，训练根据上下文猜新词的能力。 教学准备教学准备 1.预习本课时的相关内容。预习本课时的相关内容。 2.PPT 课件课文录音视频等。 教学过程教学过程 Step 1: Pre-reading 1. Greetings. Greet students. Divide them into several groups and tell them, “If you can act bravely, actively and be open-minded in class

3、, your group can get more points. The group which gets the most points will be the winner.” 2. Free talk. T：What will you do if you dont know the way? （课件出示：现 代人迷路的图片） S1: I will ask the police/other people for help. S2: I will use the BDS on my mobile phone. S3: I will use a map. （课件出示：地图的图片，寻求警察或他

4、人帮助的图片及 BDS 的图片） Teaching purpose 树立课前评价机制，引 导并鼓励学生在课上大胆表 达自己的想法，积极发言， 保持思维开放。采取小组合 作方式，得分最多的小组为 优胜组。 Teaching purpose 以现代人和古代人寻找 路线时所能使用的工具导入 本课核心生词 BDS，让学生 了解 compass，即指南针/罗 盘。 第 4 页 共 7 页 Present the new word “BDS” according to the students answer. （课件出示：BDS 的相关内容） Students learn the word through

5、 the picture. T： What about the people in ancient times? They dont have mobile phones or computers. How can they find the way? （课件出示：古代人 迷路的图片） S1: They can use a compass. S2: They can look at the stars. T：Wow, youve known a lot! Thats great! （课件出示：星星的 图片及指南针的图片） Present the new word “compass”accord

6、ing to the students answer. （课件出示：compass 的相关内容） Students learn the word through the picture and read the word. Students learn to find a place through different ways. 3. Read and choose. (1)Present the four pictures of “map, compass, BDS, stars”. （课 件出示：教材 P8 Read and write 板块的四幅图片） T：Do you know th

7、ese things? Ss：Yes. They are “map, compass, BDS and stars”. T：What are they for? Ss：They can help us find the way. T：Excellent! Now lets read the words. (2)Lead students to read the words and understand the meaning of them through the pictures. T：You are in a car. Which of these can help you find a

8、place? Ss：BDS. T：Good job! (3)Present a short video of using BDS in a car. （课件出示：车内 使用 BDS 的视频） T： If we want to go to a place far away, but dont know the way, we can follow the BDS. The voice prompts of the BDS will tell us the way. With the help of the video, the teacher uses gestures and body lan

9、guage to help students understand the meaning of “far, follow, tell” in context. If we want to go to a place far away, but dont know the way. We can follow the BDS. The voice prompts of the BDS will tell us the way. Step 2: While-reading 1. Fast reading. Teaching purpose 教师呈现图片，让学生 识图、读词,根据问题选择正 确的答

10、案，培养学生的自主 学习能力。创设情境导入本 课生词，为下面即将学习的 文本扫清阅读障碍。 Teaching purpose 观察图片，预测文本内 容。快速阅读对话，整体感 知文本，初步理解情节的发 展过程，梳理吴一凡和迈克 在去意大利餐厅途中经过的 地方。 第 5 页 共 7 页 Show the four pictures of the passage. （课件出示：教材 P8 对话 部分四幅图） Lead students to predict the content through the pictures. T：Where are they? Ss：They are in front

11、 of the cinema. T：They look like going somewhere. Where are they going? Ss：They are going to the restaurant. T： Wu Yifan and his friend Mike want to go to the Italian restaurant. How did they go there? What places did they pass by? Play the recording of the whole text.（课件出示： 教材P8 Read and write 板块的音

12、频） Lead students to go over the second question on page 9, and then ask them to read the passage as quickly as possible and underline the places Wu Yifan and Mike passed by. T：They passed by the Ss：Cinema, bookstore and hospital. T：Well done! Present the pictures of the places they passed by one by

13、one.（课件 出示：逐一呈现教材 P8 阅读材料中的位置图片） 2. Careful reading. (1)Students read the passage carefully this time, and answer the first and the third questions. (2)Q1: What is Robins new feature? Present the first paragraph of the passage. （课件出示：教材 P8 Read and write 板块的第一段） Robin has a new feature. Highlight an

14、d teach the new word “feature” in the paragraph. Let students learn to read the word and get to know its meaning. （课件出示：feature 的相 关内容） T：Whats the new feature that Robin has?（课件出示：教材 P9 第 1 题问题及答案） Ss：He has BDS now. T：Yes, Wu Yifans grandpa gave Robin the new feature. Highlight and teach the new w

15、ord “gave”in the paragraph. Compare it with the form of“give” . Get students to know the difference between these two forms. （课件出示：gave 的相关内容） Write down “givegave” on the blackboard. Q3: Which word under the fourth picture means “奏效，起作用”? （课件出示：教材 P9 第 3 题问题及答案） (3) Students circle the prepositions

16、 or prepositional phrases of locations in the passage. Get a quick review of these words. Teaching purpose 自主感知， 完成细节题， 帮助学生在仔细阅读的过程 中获取更多信息，深入对文 本的理解。根据对话内容绘 制去意大利餐馆的路线图， 利用手绘图复述对话内容， 既能锻炼学生的语言表达能 力又能培养他们的思维能 力。以填空完成小短文的形 式，提高学生在阅读过程中 根据题目要求提取关键词的 能力。 第 6 页 共 7 页 Prepositions for locations: in fron

17、t of, at, behind. (4)Students draw a map to the Italian restaurant. Let students share their maps and choose the best one. (5)Students fill in the blanks. （课件出示：教材 P9 第二部分习题 及答案） Students fill in the blanks. Check the answers together with the teacher. Then retell the story according to their maps.

18、3. Read the story. Students listen to the recording and read the passage. Pay attention to the pronunciation and the intonation, especially those sentences underlined in “Tips for pronunciation”. Try to read correctly, fluently and emotionally. （课件出示：教材 P8 Read and write 板块的音频） Step 3: Post-reading

19、1. Read the sentences in “Tips for pronunciation” in the text. （课件出示：教材 P9 Tips for pronunciation 的句子） 2. Make a summary. Lead students to try to find some regulations of their tones. Get them to know that English sentences have the rising or falling intonation. Students practice reading the sentenc

20、es, and the teacher summarizes the regulations. (课件出示：语调的发音规律) 3. Learn the rising and falling tones. Lead students to read these sentences in correct tones. 板书设计板书设计 Unit 1 How can I get there? BDSTips for pronunciation givegaveRobin has BDS.（降调） featureFollow me, please!（升调） followIs it far?（升调） f

21、arWhere is the restaurant? （降调） tell 作业作业设计设计 Teaching purpose 利用朗读练习，培养学 生的英语语音语调，引导学 生发现英语句子有升降调， 并了解句子常见升调和降 调的特点。 Teaching purpose 培养学生的语音语调， 让学生学会按正确的意群 朗读,并注意句子的升调和 降调。 第 7 页 共 7 页 1. Practice the dialogue. 2. Do the exercises. 教学反思教学反思 1. 创设情境，利用图片和小视频等形象直观的方式呈现并教学部分新单词，结合手势或肢体 语言辅助和解释说明，为后面的

22、阅读扫清部分障碍。 2. 通过多元化的教学活动设计，启发学生思考，培养学生自主学习能力，引导学生观察和总 结，注重对思维能力的培养。 3. 通过不同层次的阅读活动设计，引导学生从快速阅读到仔细阅读，从初步感知文本到深入 理解。 4. 注重对学生语音意识的培养，关注朗读时的语音语调，了解句子常见的升调和降调规律。 5. 手绘地图环节的设计既强化了学生对文本的理解，又在动手的过程中锻炼了学生的空间想 象能力，也为学生复述故事提供了辅助，提高了学生的语言综合表达能力。 Teaching Contents & Teaching Aims Read and write Be able to listen

23、, speak, read and write the words “BDS, gave, feature, follow, far, tell” correctly. Be able to discuss which tools in your vehicle will help you find the place you want to go. Be able to capture different types of information in the text by reading questions and train the ability to guess the meani

24、ng of the new words according to the context. Be able to obtain the reading comprehension questions through reasoning, and write an outline of the passage based on the information obtained from the reading. Get to know that English sentences have the rising and falling tones. Find the regulations wi

25、th the teachers help and learn to read the sentences correctly. Teaching Priorities Be able to understand and master the key words and sentence structures of this lesson. Teaching Difficulties Be able to able to capture different types of information in the text by reading questions and train the ab

26、ility to guess the meaning of the new words according to the context. Teaching Procedures 第 8 页 共 7 页 Teaching Stages Teacher s ActivitiesStudents ActivitiesTeaching Purposes Pre-reading 1. Greetings. Greet students and divide them into several groups. 2. Free talk. Talk with students and teach the

27、new word “BDS”. 1. Greet the teacher. 2. Talk with the teacher and learn the new word “BDS”. Use the tools that modern and ancient people can use to lead in the new word “BDS”. Get students to know the word “compass”. 3. Read and choose. (1)Present the four pictures of “map, compass, BDS, stars”. (2

28、)Lead students to read the words and understand the meaning. (3)Present a short video of using BDS in a car. (1)Learn the words “map, compass, BDS, stars”. (2)Read the words and understand the meaning of them through the pictures. (3)Get to know how to use BDS in a car. Cultivate students self-learn

29、ing ability. Create a situation to introduce the new words in this lesson and remove the obstacles for the studying of the following text. While-reading 1. Fast reading. Ask students to read the passage quickly. Predict the content through the pictures and underline the places Wu Yifan and Mike pass

30、ed by. Let students read the content quickly. Lead them to perceive the text preliminarily and sort out the places that Wu Yifan and Mike passed by on their way to the Italian restaurant. 2. Careful reading. (1)Ask students to read the passage carefully. (2)Robins new feature. (3)Ask students to cir

31、cle the prepositions or prepositional phrases of locations in the passage. (4)Ask students to draw a map to the Italian restaurant. (5)Ask students to fill in the blanks. (1)Read the passage and answer the questions. (2)Get Robins new feature. (3)Circlethe locative prepositions in the passage. (4)Dr

32、aw a map to the Italian restaurant. (5)Fill in the blanks, check the answers and retell the story. Help students obtain more information and get in-depth understanding of the text through exercises. Develop students ability of extracting key words according to the requirements of questions. （续表） 第 9

33、 页 共 7 页 Teaching Stages Teacher s ActivitiesStudents ActivitiesTeaching Purposes While-reading 3. Read the story. Play the recording and ask students to pay attention to the rising and falling tones. Listen to the recording and read the story. Lead students to read according to the sense-group and

34、pay attention to the rising and falling tones of sentences through reading exercises. Post-reading 1. Read the sentences in “Tips for pronunciation” in the text. 2. Make a summary. 3. Learn the rising and falling tones. 1. Read the sentences in correct tones. 2. Try to find some regulations of the tones. 3. Read the sentences in correct tones. Lead students to find that English sentences have rising and falling tones and understand the characteristics of rising and falling tones in sentences through reading exercises. Homework 1. Practice the dialogue. 2. Do the exercises.