六年級英語上冊Unit1HowcanIgetthere第五課時教案人教PEP版

Page3Thefifthperiod（第五課時）PartBReadandwrite?教學(xué)內(nèi)容與目標(biāo)課時教學(xué)內(nèi)容課時教學(xué)目標(biāo)Readandwrite·能夠正確聽、說、認(rèn)讀單詞：GPS,gave,feature,follow,far,tell·能夠探討車輛中哪種工具能幫助人們找到自己想去的地方，并能以此激活已有的背景學(xué)問和儲備詞匯·能夠通過閱讀問題在語篇中捕獲不同類型的信息，訓(xùn)練依據(jù)上下文猜新詞的實力·能夠通過推理獲得教材供應(yīng)的閱讀理解題，依據(jù)閱讀所獲得的信息寫出文章梗概·知道英語句子有升降調(diào)，并能在老師的幫助下找到一般規(guī)律，正確朗讀句子?教學(xué)重點能夠理解和駕馭本課重點單詞和句型。?教學(xué)難點能夠通過閱讀問題在語篇中捕獲不同類型的信息，訓(xùn)練依據(jù)上下文猜新詞的實力。?教學(xué)打算1.預(yù)習(xí)《狀元大課堂》《創(chuàng)優(yōu)作業(yè)100分》《狀元作業(yè)本》中本課時的相關(guān)內(nèi)容。2.PPT課件?課文錄音?視頻等。Teachingpurpose樹立課前評價機制，引導(dǎo)并激勵學(xué)生在課上大膽表達(dá)自己的想法，主動發(fā)言，保持思維開放。實行小組合作方式，得分最多的小組為優(yōu)勝組。?Teachingpurpose樹立課前評價機制，引導(dǎo)并激勵學(xué)生在課上大膽表達(dá)自己的想法，主動發(fā)言，保持思維開放。實行小組合作方式，得分最多的小組為優(yōu)勝組。Step1:Pre-reading1.Greetings.Greetstudents.Dividethemintoseveralgroupsandtellthem,“Ifyoucanactbravely,activelyandbeopen-mindedinclass,yourgroupcangetmorepoints.Thegroupwhichgetsthemostpointswillbethewinner.”2.Freetalk.T：Whatwillyoudoifyoudon’tknowtheway?（課件出示：現(xiàn)代人迷路的圖片）S1:Iwillaskthepolice/otherpeopleforhelp.S2:IwillusetheGPSonmymobilephone.S3:Iwilluseamap.…（課件出示：地圖的圖片，尋求警察或他人幫助的圖片及GPS的圖片）Presentthenewword“GPS”accordingtothestudent’sanswer.（課件出示：GPS的相關(guān)內(nèi)容）Studentslearnthewordthroughthepicture.Teachingpurpose以現(xiàn)代人和古代人找尋路途時所能運用的工具導(dǎo)入本課核心生詞GPS，讓學(xué)生了解compass，即指南針/羅盤。T：Whataboutthepeopleinancienttimes?Theydon’Teachingpurpose以現(xiàn)代人和古代人找尋路途時所能運用的工具導(dǎo)入本課核心生詞GPS，讓學(xué)生了解compass，即指南針/羅盤。S1:Theycanuseacompass.S2:Theycanlookatthestars.…T：Wow,you’veknownalot!That’sgreat!（課件出示：星星的圖片及指南針的圖片）Presentthenewword“compass”accordingtothestudent’sanswer.（課件出示：compass的相關(guān)內(nèi)容）Studentslearnthewordthroughthepictureandreadtheword.Teachingpurpose老師呈現(xiàn)圖片，讓學(xué)生識圖、讀詞,依據(jù)問題選擇正確的答案，培育學(xué)生的自主學(xué)習(xí)實力。創(chuàng)設(shè)情境導(dǎo)入本課生詞，為下面即將學(xué)習(xí)的文本掃清閱讀障礙。Teachingpurpose老師呈現(xiàn)圖片，讓學(xué)生識圖、讀詞,依據(jù)問題選擇正確的答案，培育學(xué)生的自主學(xué)習(xí)實力。創(chuàng)設(shè)情境導(dǎo)入本課生詞，為下面即將學(xué)習(xí)的文本掃清閱讀障礙。3.Readandchoose.(1)Presentthefourpicturesof“map,compass,GPS,stars”.（課件出示：教材P8Readandwrite板塊的四幅圖片）T：Doyouknowthesethings?Ss：Yes.Theyare“map,compass,GPSandstars”.T：Whataretheyfor?Ss：Theycanhelpusfindtheway.T：Excellent!Nowlet’sreadthewords.(2)Leadstudentstoreadthewordsandunderstandthemeaningsofthemthroughthepictures.T：Youareinacar.Whichofthesecanhelpyoufindaplace?Ss：GPS.T：Goodjob!(3)PresentashortvideoofusingGPSinacar.（課件出示：車內(nèi)運用GPS的視頻）T：Ifwewanttogotoaplacefaraway,butdon’tknowtheway,wecanfollowtheGPS.ThevoicepromptsoftheGPSwilltellyoutheway.Withthehelpofthevideo,theteacherusesgesturesandbodylanguagetohelpstudentsunderstandthemeaningsof“far,follow,tell”incontext.Step2:While-readingTeachingpurpose視察圖片，預(yù)料文本內(nèi)容?？焖匍喿x對話，整體感知文本，初步理解情節(jié)的發(fā)展過程，梳理吳一凡和邁克在去意大利餐廳途中經(jīng)過的地方。1.Teachingpurpose視察圖片，預(yù)料文本內(nèi)容?？焖匍喿x對話，整體感知文本，初步理解情節(jié)的發(fā)展過程，梳理吳一凡和邁克在去意大利餐廳途中經(jīng)過的地方。Showthefourpicturesofthepassage.（課件出示：教材P8對話部分四幅圖）Leadstudentstopredictthecontentthroughthepictures.T：Wherearethey?Ss：Theyareinfrontofthecinema.T：Theylooklikegoingsomewhere.Wherearetheygoing?Ss：Theyaregoingtotherestaurant.T：WuYifanandhisfriendMikewanttogototheItalianrestaurant.Howdidtheygothere?Whatplacesdidtheypassby?Playtherecordingofthewholetext.（課件出示：教材P8Readandwrite板塊的音頻）Leadstudentstogooverthesecondquestiononpage9,andthenaskthemtoreadthepassageasquicklyaspossibleandunderlinetheplacesWuYifanandMikepassedby.T：Theypassedbythe…Ss：Cinema,bookstoreandhospital.T：Welldone!Presentthepicturesoftheplacestheypassedbyonebyone.（課件出示：逐一呈現(xiàn)教材P8閱讀材料中的位置圖片）Teachingpurpose自主感知，完成細(xì)微環(huán)節(jié)題，幫助學(xué)生在細(xì)致閱讀的過程中獲得更多信息，深化對文本的理解。依據(jù)對話內(nèi)容繪制去意大利餐館的路途圖，利用手繪圖復(fù)述對話內(nèi)容，既能熬煉學(xué)生的語言表達(dá)實力又能培育他們的思維實力。以填空完成小短文的形式，提高學(xué)生在閱讀過程中依據(jù)題目要求提取關(guān)鍵詞的實力。Teachingpurpose自主感知，完成細(xì)微環(huán)節(jié)題，幫助學(xué)生在細(xì)致閱讀的過程中獲得更多信息，深化對文本的理解。依據(jù)對話內(nèi)容繪制去意大利餐館的路途圖，利用手繪圖復(fù)述對話內(nèi)容，既能熬煉學(xué)生的語言表達(dá)實力又能培育他們的思維實力。以填空完成小短文的形式，提高學(xué)生在閱讀過程中依據(jù)題目要求提取關(guān)鍵詞的實力。(1)Studentsreadthepassagecarefullythistime,andanswerthefirstandthethirdquestions.(2)Q1:WhatisRobin’snewfeature?Presentthefirstparagraphofthepassage.（課件出示：教材P8Readandwrite板塊的第一段）Robinhasanewfeature.Highlightandteachthenewword“feature”intheparagraph.Letstudentslearntoreadthewordandgettoknowitsmeaning.（課件出示：feature的相關(guān)內(nèi)容）T：What’sthenewfeaturethatRobinhas?（課件出示：教材P9第1題問題及答案）Ss：HehasGPSnow.T：Yes,WuYifan’sgrandpagaveRobinthenewfeature.Highlightandteachthenewword“gave”intheparagraph.Compareitwiththeformof“give”.Getstudentstoknowthedifferencebetweenthesetwoforms.（課件出示：gave的相關(guān)內(nèi)容）Writedown“give—gave”ontheblackboard.Q3:Whichwordunderthefourthpicturemeans“奏效，起作用”?（課件出示：教材P9第3題問題及答案）(3)Studentscircletheprepositionsandprepositionalphrasesoflocationsinthepassage.Getaquickreviewofthesewords.Prepositionsforlocations:infrontof,at,behind.(4)StudentsdrawamaptotheItalianrestaurant.Letstudentssharetheirmapsandchoosethebestone.(5)Studentsfillintheblanks.（課件出示：教材P9其次部分習(xí)題及答案）Studentsfillintheblanks.Checktheanswerstogetherwiththeteacher.Thenretellthestoryaccordingtotheirmaps.Teachingpurpose培育學(xué)生的語音語調(diào)，讓學(xué)生學(xué)會按正確的意群朗讀,并留意句子的升調(diào)和降調(diào)。Teachingpurpose培育學(xué)生的語音語調(diào)，讓學(xué)生學(xué)會按正確的意群朗讀,并留意句子的升調(diào)和降調(diào)。Studentslistentotherecordingandreadthepassage.Payattentiontothepronunciationandtheintonation,especiallythosesentencesunderlinedin“Tipsforpronunciation”.Trytoreadcorrectly,fluentlyandemotionally.（課件出示：教材P8Readandwrite板塊的音頻）Step3:Post-reading1.Readthesentencesin“Tipsforpronunciation”inthetext.（課件出示：教材P9Tipsforpronunciation的句子）2.Makeasummary.Leadstudentstotrytofindsomeregulationsoftheirtones.GetthemtoknowthatEnglishsentenceshavetherisingorfallingintonation.Studentspracticereadingthesentences,andtheteachersummarizestheregulations.(課件出示：語調(diào)的發(fā)音規(guī)律)Teachingpurpose利用朗讀練習(xí)，培育學(xué)生的英語語音語調(diào)，引導(dǎo)學(xué)生發(fā)覺英語句子有升降調(diào)，并了解句子常見升調(diào)和降調(diào)的特點。3Teachingpurpose利用朗讀練習(xí)，培育學(xué)生的英語語音語調(diào)，引導(dǎo)學(xué)生發(fā)覺英語句子有升降調(diào)，并了解句子常見升調(diào)和降調(diào)的特點。Leadstudentstoreadthesesentencesincorrecttones.?板書設(shè)計?作業(yè)設(shè)計Practicethedialogue.Dotheexercises.(見“狀元成才路”系列叢書《創(chuàng)優(yōu)作業(yè)100分》或《狀元作業(yè)本》對應(yīng)課時作業(yè))?教學(xué)反思1.創(chuàng)設(shè)情境，利用圖片和小視頻等形象直觀的方式呈現(xiàn)并教學(xué)部分新單詞，結(jié)合手勢或肢體語言協(xié)助和說明說明，為后面的閱讀掃清部分障礙。2.通過多元化的教學(xué)活動設(shè)計，啟發(fā)學(xué)生思索，培育學(xué)生自主學(xué)習(xí)實力，引導(dǎo)學(xué)生視察和總結(jié)，留意對思維實力的培育。3.通過不同層次的閱讀活動設(shè)計，引導(dǎo)學(xué)生從快速閱讀到細(xì)致閱讀，從初步感知文本到深化理解。4.留意對學(xué)生語音意識的培育，關(guān)注朗讀時的語音語調(diào)，了解句子常見的升調(diào)和降調(diào)規(guī)律。5.手繪地圖環(huán)節(jié)的設(shè)計既強化了學(xué)生對文本的理解，又在動手的過程中熬煉了學(xué)生的空間想象實力，也為學(xué)生復(fù)述故事供應(yīng)了協(xié)助，提高了學(xué)生的語言綜合表達(dá)實力。?TeachingContents&TeachingAimsReadandwrite·Beabletolisten,speak,readandwritethewords“GPS,gave,feature,follow,far,tell”correctly.·Beabletodiscusswhichtoolsinyourvehiclewillhelpyoufindtheplaceyouwanttogo.·Beabletocapturedifferenttypesofinformationinthetextbyreadingquestionsandtraintheabilitytoguessthemeaningsofthenewwordsaccordingtothecontext.·Beabletoobtainthereadingcomprehensionquestionsthroughreasoning,andwriteanoutlineofthepassagebasedontheinformationobtainedfromthereading.·GettoknowthatEnglishsentenceshavetherisingandfallingtones.Findtheregulationswiththeteacher’shelpandlearntoreadthesentencescorrectly.?TeachingPriorities·Beabletounderstandandmasterthekeywordsandsentencestructuresofthislesson.?TeachingDifficulties·Beabletoabletocapturedifferenttypesofinformationinthetextbyreadingquestionsandtraintheabilitytoguessthemeaningsofthenewwordsaccordingtothecontext.?TeachingProcedures

TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPre-reading1.Greetings.Greetstudentsanddividethemintoseveralgroups.2.Freetalk.Talkwithstudentsandteachthenewword“GPS”.1.Greettheteacher.2.Talkwiththeteacherandlearnthenewword“GPS”.Usethetoolsthatmodernandancientpeoplecanusetoleadinthenewword“GPS”.Getstudentstoknowtheword“compass”.3.Readandchoose.(1)Presentthefourpicturesof“map,compass,GPS,stars”.(2)Leadstudentstoreadthewordsandunderstandthemeanings.(3)PresentashortvideoofusingGPSinacar.(1)Learnthewords“map,compass,GPS,stars”.(2)Readthewordsandunderstandthemeaningsofthemthroughthepictures.(3)GettoknowhowtouseGPSinacar.Cultivatestudents’self-learningability.Createasituationtointroducethenewwordsinthislessonandremovetheobstaclesforthestudyingofthefollowingtext.While-reading1.Fastreading.Askstudentstoreadthepassagequickly.PredictthecontentthroughthepicturesandunderlinetheplacesWuYifanandMikepassedby.Letstudentsreadthecontentquickly.LeadthemtoperceivethetextpreliminarilyandsortouttheplacesthatWuYifanandMikepassedbyontheirwaytotheItalianrestaurant.2.Carefulreading.(1)Askstudentstoreadthepassagecarefully.(2)Robin’snewfeature.(3)Askstudentstocircletheprepositionsorprepositionalphrasesoflocationsinthepassage.(4)AskstudentstodrawamaptotheItalianrestaurant.(5)Askstudentstofillintheblanks.(1)Readthepassageandanswerthequestions.(2)GetRobin’snewfeature.(3)Circleinthepassage.(4)DrawamaptotheItalianrestaurant.(5)Fillintheblanks,checktheanswersandretellthestory.Helpstudentsobtainmor