Unit 1 How can I get there Part B Read and write教案（含反思，详案与简案）

Unit
1
How
can
I
get
there?
The
fifth
period
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。[来源:学
科
网Z
X
X
K]
?教学准备
PPT课件?课文录音?视频等。
?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,
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）[来源:学科网]
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
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
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
Yifan’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.
?板书设计
?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.[来源:学科网ZXXK]
·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.[来源:学&科&网]2.
Talk
with
the
teacher
and
learn
the
new
word
“GPS”.[来源:学#科#网]
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
contentthrough
the
pictures
and
underline
the
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
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
Practice
the
dialogue.Do
the
exercises.
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GPS，让学生了解compass，即指南针/罗盘。
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。
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。
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。
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。