人教pep六上英语 Unit 1 The fifth period第五课时教案
The fifth period（第五课时）
Part B Read and write
▶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：GPS, 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 |
▶教学重点
能够理解和掌握本课重点单词和句型。
▶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
PPT课件､课文录音､视频等。
▶教学过程
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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, 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 don’t 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 GPS on my mobile phone.
S3: I will use a map.
…
（课件出示：地图的图片，寻求警察或他人帮助的图片及GPS的图片）
Present the new word “GPS” according to the student’s answer. （课件出示：GPS的相关内容） Students learn the word through the picture.
T：What about the people in ancient times? They don’t 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, you’ve known a lot! That’s 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 student’s 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, GPS, 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, GPS and stars”.
T：What are they for?
Ss：They can help us find the way.
T：Excellent! Now let’s read the words.
(2)Lead students to read the words and understand the meanings of them through the pictures.
T：You are in a car. Which of these can help you find a place?
Ss：GPS.
T：Good job!
(3)Present a short video of using GPS in a car. （课件出示：车内使用GPS的视频）
T：If we want to go to a place far away, but don’t know the way, we can follow the GPS. The voice prompts of the GPS will tell you the way.
With the help of the video, the teacher uses gestures and body language to help students understand the meanings of “far, follow, tell” in context.
Step 2: While-reading
1. Fast reading.
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 Binbin 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 Binbin 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.
(1)Students read the passage carefully this time, and answer the first and the third questions.
(2)Q1: What is Robin’s 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：What’s the new feature that Robin has?（课件出示：教材P9第1题问题及答案）
Ss：He has GPS now.
T：Yes, Wu Binbin’s 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 “give—gave” 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 and 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 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.
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
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 sentences, 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.
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▶板书设计
▶作业设计
Practice the dialogue.
▶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，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, speak, read and write the words “GPS, 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 meanings 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 with the teacher’s 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 ability to guess the meanings of the new words according to the context.
▶Teaching Procedures
Teaching Stages | Teacher’ s Activities | Students’ Activities | Teaching Purposes |
Pre-reading | 1. Greetings. Greet students and divide them into several groups. 2. Free talk. Talk with students and teach the new word “GPS”. | 1. Greet the teacher. 2. Talk with the teacher and learn the new word “GPS”. | Use the tools that modern and ancient people can use to lead in the new word “GPS”. Get students to know the word “compass”. |
| 3. Read and choose. (1)Present the four pictures of “map, compass, GPS, stars”. (2)Lead students to read the words and understand the meanings. (3)Present a short video of using GPS in a car. | (1)Learn the words “map, compass, GPS, stars”. (2)Read the words and understand the meanings of them through the pictures. (3)Get to know how to use GPS in a car. | Cultivate students’ self-learning 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 Binbin and Mike passed by. | Let students read the content quickly. Lead them to perceive the text preliminarily and sort out the places that Wu Binbin 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 feature. (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. | (1)Read the passage and answer the questions. (2)Get Robin’s new feature. (3)Circle in 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 questions. |
（续表）
Teaching Stages | Teacher’ s Activities | Students’ Activities | Teaching 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 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 |
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