六年級英語第一單元《Unit 1 How can I get there》第5課時教案

六年級英語第一單元《Unit1HowcanIgetthere?》第5課時教案收錄于話題\o"英語教案"#英語教案?教學內(nèi)容與目標課時教學內(nèi)容課時教學目標Readandwrite·能夠正確聽、說、認讀單詞：BDS,gave,feature,follow,far,tell·能夠討論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知識和儲備詞匯·能夠通過閱讀問題在語篇中捕捉不同類型的信息，訓練根據(jù)上下文猜新詞的能力·能夠通過推理獲得教材提供的閱讀理解題，根據(jù)閱讀所獲取的信息寫出文章梗概·知道英語句子有升降調(diào)，并能在教師的幫助下找到一般規(guī)律，正確朗讀句子?教學重點能夠理解和掌握本課重點單詞和句型。?教學難點能夠通過閱讀問題在語篇中捕捉不同類型的信息，訓練根據(jù)上下文猜新詞的能力。?教學準備1.預習本課時的相關內(nèi)容。2.PPT課件?課文錄音?視頻等。?教學過程

Step1:Pre-reading1.Greetings.①Greetstudents.Dividethemintoseveralgroupsandtellthem,“Ifyoucanactbravely,activelyandbeopen-mindedinclass,yourgroupcangetmorepoints.Thegroupwhichgetsthemostpointswillbethewinner.”2.Freetalk.②T：Whatwillyoudoifyoudon’tknowtheway?（課件出示：現(xiàn)代人迷路的圖片）S1:Iwillaskthepolice/otherpeopleforhelp.S2:IwillusetheBDSonmymobilephone.S3:Iwilluseamap.…（課件出示：地圖的圖片，尋求警察或他人幫助的圖片及BDS的圖片）Presentthenewword“BDS”accordingtothestudent’sanswer.（課件出示：BDS的相關內(nèi)容）Studentslearnthewordthroughthepicture.T：Whataboutthepeopleinancienttimes?Theydon’thavemobilephonesorcomputers.Howcantheyfindtheway?（課件出示：古代人迷路的圖片）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的相關內(nèi)容）Studentslearnthewordthroughthepictureandreadtheword.Studentslearntofindaplacethroughdifferentways.3.Readandchoose.③(1)Presentthefourpicturesof“map,compass,BDS,stars”.（課件出示：教材P8Readandwrite板塊的四幅圖片）T：Doyouknowthesethings?Ss：Yes.Theyare“map,compass,BDSandstars”.T：Whataretheyfor?Ss：Theycanhelpusfindtheway.T：Excellent!Nowlet’sreadthewords.(2)Leadstudentstoreadthewordsandunderstandthemeaningofthemthroughthepictures.T：Youareinacar.Whichofthesecanhelpyoufindaplace?Ss：BDS.T：Goodjob!(3)PresentashortvideoofusingBDSinacar.（課件出示：車內(nèi)使用BDS的視頻）T：Ifwewanttogotoaplacefaraway,butdon’tknowtheway,wecanfollowtheBDS.ThevoicepromptsoftheBDSwilltellustheway.Withthehelpofthevideo,theteacherusesgesturesandbodylanguagetohelpstudentsunderstandthemeaningof“far,follow,tell”incontext.Ifwewanttogotoaplacefaraway,butdon’tknowtheway.WecanfollowtheBDS.ThevoicepromptsoftheBDSwilltellustheway.Step2:While-reading1.Fastreading.④Showthefourpicturesofthepassage.（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）2.Carefulreading.⑤(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的相關內(nèi)容）T：What’sthenewfeaturethatRobinhas?（課件出示：教材P9第1題問題及答案）Ss：HehasBDSnow.T：Yes,WuYifan’sgrandpagaveRobinthenewfeature.Highlightandteachthenewword“gave”intheparagraph.Compareitwiththeformof“give”.Getstudentstoknowthedifferencebetweenthesetwoforms.（課件出示：gave的相關內(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)Studentscircletheprepositionsorprepositionalphrasesoflocationsinthepassage.Getaquickreviewofthesewords.Prepositionsforlocations:infrontof,at,behind.(4)StudentsdrawamaptotheItalianrestaurant.Letstudentssharetheirmapsandchoosethebestone.

(5)Studentsfillintheblanks.（課件出示：教材P9第二部分習題及答案）Studentsfillintheblanks.Checktheanswerstogetherwiththeteacher.Thenretellthestoryaccordingtotheirmaps.3.Readthestory.⑥Studentslistentotherecordingandreadthepassage.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)3.Learntherisingandfallingtones.⑦Leadstudentstoreadthesesentencesincorrecttones.

?板書設計Unit1HowcanIgetthere?BDS

Tipsforpronunciationgive—gave

RobinhasBDS.（降調(diào)）feature

Followme,please!

（升調(diào)）

follow

Isitfar?

（升調(diào)）far

Whereistherestaurant?（降調(diào)）tell?作業(yè)設計1.Practicethedialogue.2.Dotheexercises.?教學反思1.創(chuàng)設情境，利用圖片和小視頻等形象直觀的方式呈現(xiàn)并教學部分新單詞，結(jié)合手勢或肢體語言輔助和解釋說明，為后面的閱讀掃清部分障礙。2.通過多元化的教學活動設計，啟發(fā)學生思考，培養(yǎng)學生自主學習能力，引導學生觀察和總結(jié)，注重對思維能力的培養(yǎng)。3.通過不同層次的閱讀活動設計，引導學生從快速閱讀到仔細閱讀，從初步感知文本到深入理解。4.注重對學生語音意識的培養(yǎng)，關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)的設計既強化了學生對文本的理解，又在動手的過程中鍛煉了學生的空間想象能力，也為學生復述故事提供了輔助，提高了學生的語言綜合表達能力。

?TeachingContents&TeachingAimsReadandwrite·Beabletolisten,speak,readandwritethewords“BDS,gave,feature,follow,far,tell”correctly.·Beabletodiscusswhichtoolsinyourvehiclewillhelpyoufindtheplaceyouwanttogo.·Beabletocapturedifferenttypesofinformationinthetextbyreadingquestionsandtraintheabilitytoguessthemeaningofthenewwordsaccordingtothecontext.·Beabletoobtainthereadingcomprehensionquestionsthroughreasoning,andwriteanoutlineofthepassagebasedontheinformationobtainedfromthereading.·GettoknowthatEnglishsentenceshavetherisingandfallingtones.Findtheregulationswiththeteacher’shelpandlearntoreadthesentencescorrectly.?TeachingPriorities·Beabletounderstandandmasterthekeywordsandsentencestructuresofthislesson.?TeachingDifficulties·Beabletoabletocapturedifferenttypesofinformationinthetextbyreadingquestionsandtrain

theabilitytoguessthemeaningofthenewwordsaccordingtothecontext.?TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPre-reading1.Greetings.Greetstudentsanddividethemintoseveralgroups.2.Freetalk.Talkwithstudentsandteachthenewword“BDS”.1.Greettheteacher.2.Talkwiththeteacherandlearnthenewword“BDS”.Usethetoolsthatmodernandancientpeoplecanusetoleadinthenewword“BDS”.Getstudentstoknowtheword“compass”.3.Readandchoose.(1)Presentthefourpicturesof“map,compass,BDS,stars”.(2)Leadstudentstoreadthewordsandunderstandthemeaning.(3)PresentashortvideoofusingBDSinacar.(1)Learnthewords“map,

compass,BDS,stars”.(2)Readthewordsand

understandthemeaningofthemthroughthepictures.

(3)GettoknowhowtouseBDSinacar.Cultivatestudents’self-learningability.Createasituationtointroducethenewwordsinthislessonandremovetheobstaclesforthestudyingofthefollowingtext.While-reading

1.Fastreading.Askstudentstoreadthepassagequickly.Predictthecontentthroughthepictures

andunderlinetheplacesWuYifanandMikepassedby.Letstudentsreadthecontentquickly.LeadthemtoperceivethetextpreliminarilyandsortouttheplacesthatWuYifanandMikepassedbyontheirwaytotheItalianrestaurant.2.Carefulreading.(1)Askstudentstoreadthepassagecarefully.(2)Robin’snewfeature.(3)Askstudentstocircletheprepositionsorprepositionalphrasesoflocationsinthepassage.(4)AskstudentstodrawamaptotheItalianrestaurant.(5)Askstudentstofillintheblanks.(1)Readthepassageandanswerthequestions.(2)GetRobin’snewfeature.(3)Circle

thelocativeprepositionsinthepassage.(4)DrawamaptotheItalianrestaurant.(5)Fillintheblanks,checktheanswersandretellthestory.Helpstudentsobtainmoreinformationandgetin-de