六年级英语第一单元《Unit 1 How can I get there》第5课时教案.docx

《六年级英语第一单元《Unit 1 How can I get there》第5课时教案.docx》由会员分享，可在线阅读，更多相关《六年级英语第一单元《Unit 1 How can I get there》第5课时教案.docx（8页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、六年级英语第一单元Unit 1 How can I get there?第5课时教案收录于话题#英语教案A教学内容与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律，正确朗 读句子A教学重点能够理解

2、和掌握本课重点单词和句型。A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。A教学准备1 .预习本课时的相关内容。2 .PPT课件、课文录音、视频等。A教学过程Step I: Pre-reading1. Greetings.(T)Greet students. Divide them into several groups and tell them, “If you can act bravely, actively and be open-minded in class, your group can get more points. The group

3、which gets the most points will be the winner.”2. Free talk.T： What will you do if you don know the way?（课件出示：现代人 迷路的图片）51: I will ask the police/other people for help.52: I will use the BDS on my mobile phone.53: I will use a map.（课件出示：地图的图片，寻求警察或他人帮助的图片及BDS的图 片）Present the new word “BDS according

4、to the students answer.（课件 出示：BDS 的相关内容）Students learn the word through 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）54: They can use a compass.55: They can look at the stars.T： Wow, youve known a lot! Tha

5、ts great!（课件出示：星星的图片 及指南针的图片）Present the new word “compass“ according 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 ）Prcscnt the four pictures of map, compass, BDS,

6、 stars”.（课件出 示：教材P8 Read and write板块的四幅图片）T： Do you know these 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 lefs read the words.（2）Lcad students to read the words and understand the meaning of them through the pictures

7、.T： You are in a car. Which of these can help you find a 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 wc 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 o

8、f the video, the teacher uses gestures and body language 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-reading1. Fast reading

9、.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 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 wan

10、t 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

11、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 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.（l）Studcnts read the passage carefully this time, and answer the first and the third questions.（

12、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 and 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 fea

13、ture 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 word 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 “givega

14、vc on the blackboard.Q3: Which word under the fourth picture means 起作用“？（课 件出示：教材P9第3题问题及答案）（3） Students circle the prepositions or prepositional phrases of locations in the passage. Get a quick review of these words.Prepositions for locations: in front of, at, behind.（4）Students draw a map to the I

15、talian 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.3. Read the story.Students listen to the recording and re

16、ad 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 wrile板块的音频）Step 3: Post-reading1. Read the sentences in Tips for pronunciation” in the text.（课

17、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 sentences, and the teacher summarizes the regulations. （课件出示：语调的发音规律）3. L

18、earn the rising and falling tones.Lead students to read these sentences in correct tones.A板书设计Unit 1 How can I get there?BDSTips for pronunciationgivegaveRobin has BDS.（降调）featureFollow me, please!（升调）followIs it far?（升调）farWhere is the restaurant?（降调）tellA作业设计1 .Practice the dialogue.2 .Do the exer

19、cises.A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，乂在动手的过程 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。

20、 Teaching Contents & Teaching Aims Read and write Be able to listen, speak, read and write the words BDS, gave, feature, follow, far, telT, 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

21、text by reading questions and train the ability to guess the meaning 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 se

22、ntences have the rising and falling tones. Find the regulations with 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 type

23、s of information in the text by reading questions and trainthe ability to guess the meaning of the new words according to the context. Teaching ProceduresTeaching StagesTeacher, s ActivitiesStudents, ActivitiesTeaching PurposesPre-reading 1. Greetings.Greet students and divide them into several grou

24、ps.2. Free talk.Talk with students and teach the new word BDS”. 1. Greet the teacher.3. 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”.4. Read and choose.(1 )Present the fou

25、r pictures of map, compass, BDS, stars”.(2)Lead students to read the words and understand the meaning.(3)Present a short video of using BDS in a car.(l )Learn the words “map,compass, BDS, stars”.(2)Read the words andunderstand the meaning of them through the pictures.(3)Get to know how to use BDS in

26、 a car.Cultivate students* selflearning ability. Create a situation to introduce the new words in this lesson and remove the obstacles for the studying of the following text.While-reading1. Fast reading.Ask students to read the passage quickly.Predict the contentthrough the picturesand underline the

27、 placesWu Yifan and Mike passedby.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)Robin,s new featur

28、e.(3)Ask students to circle 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.(l)Read the passage and answer the questions.(2)Get Robins new feature.(3)Circle the locative prepositions i

29、n the passage.(4)Draw 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 qu

30、estions.（续表）Teaching StagesTeacher s ActivitiesStudents, ActivitiesTeaching PurposesWhile-reading3. 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 pa

31、y 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.Homeworkl.Practice the dialogue.2.Do the exercises.