小学英语人教版 (PEP)六年级上册Unit 1 How can I get there? Part B教案设计

第五课时

课时内容

 B Read and write

课时分析

本课时是人教版六年级上册第一单元第五课时，主要围绕“Robin使用GPS找到饭店”的主题展开。通过文本学习单词和词组：far, GPS, gave, feature, follow, tell，以及能够通过阅读获取信息并写出文章概要。在教学过程中，引导学生理解英语句子的升降调，并协助他们找到通用的语调规律，以正确地朗读句子。此外，课程旨在培养学生的思维能力，激发学习英语的兴趣，并树立学好英语的信心。前几课时的词汇和对话学习为本课时的内容提供了基础，此课时则为第一单元知识的延伸。重点内容包括听、说、认读单词far, GPS, gave, feature, follow, tell，以及通过推理和阅读获取信息并写出文章概要。 本课时分为阅读、写作、语音三个部分：阅读部分通过图片展示不同时期辨别方位的方法，拓展了学生的生活常识。写作部分提供了一篇短文，描述了Robin使用GPS寻找饭店的经历。这个情节引人入胜，极大地提升了学生的阅读兴趣。通过完成与短文相关的阅读和写作任务，学生可以更好地理解和应用文本中的信息。语音部分呈现了一系列句子，学生需要理解并准确朗读英语句子的升降调。 本课时所涉及的词汇对学生而言可能有一定难度。在教学过程中，教师应结合图示和上下文来帮助学生理解这些词汇。课堂教学应遵循以学生为中心的原则，采用小组合作的方式，激发学生的积极参与，引导他们自主学习，培养良好的阅读习惯和技能。

课时目标

（1）能够听、说、认读单词：far, GPS, gave, feature, follow, tell。

（2）能够通过上下文中的相关细节猜测词义。

（3）能够了解车辆中的哪种工具可以帮助人们找到他们想去的地方。

（4）能够在文本中捕捉不同类型的信息，并能够推理出教材提供的阅读理解问题的答案。

（5）能够基于阅读获得的信息写出文章的大致内容。

（6）理解英语句子中的升降调，并在教师的指导下找到通用的语调规律，正确地朗读句子。课时重难点

1. 重点

（1）能够听、说、认读单词和短语：far, GPS, gave, feature, follow, tell。

（2）能够在文本中捕捉不同类型的信息，并能够通过推理获得教材提供的阅读理解题的答案。

（3）能够根据阅读获得的信息写出文章的大致内容梗概。

（4）了解英语句子中的升降调，并在教师的帮助下找到通用的语调规律，正确地朗读句子。

难点

（1）能够通过上下文相关细节猜测词义。

（2）能够根据阅读获得的信息写出文章的大致内容梗概。

教学准备

   多媒体课件、卡片、录音机、磁带

教学过程

Step 1 Warm up

T: Good morning, everyone. Ss: Good morning, teacher. T: How are you today? Ss: Fine, thank you. And you? T: I’m fine, too. Are you happy today? Ss: Yes. We’re happy. T: I'm glad to hear that! Now, let's talk about something else. What's the weather like today? S1: It's sunny and warm. T: That sounds lovely! Sunny weather always puts us in a good mood. Now, let's move on to something even more fun.

设计意图： 通过与学生的交流，拉近师生关系，营造积极的课堂氛围。

T: Alright, everyone, let's enjoy a song together! Do you like music? Ss: Yes! T: Great! Get ready to listen to a fun song. (教师播放歌曲 "Where is the hospital?"，学生欣赏并跟唱。）

设计意图： 通过播放歌曲，让学生在轻松的氛围中进入课堂，同时增加课堂的趣味性。

T: Good morning, everyone. Ss: Good morning, teacher. T: How's everyone feeling today? Ss: We're feeling good. Thank you. T: That's wonderful to hear! Are you all ready for some fun in our English class today? Ss: Yes, we're ready and excited! T: Fantastic! Let's start by talking about the weather. Can anyone tell me what the weather is like today? S1: It's sunny and warm outside. T: Wonderful! Sunny days are perfect for learning and having a great time. Now, let's move on to our next activity.

设计意图： 通过与学生互动，了解他们的状态，引发积极情绪，为课堂的开始打下愉快的基调。

T: Alright, my energetic learners, how about we sing a song together? Who here enjoys music? Ss: We do! T: Awesome! Get ready for some musical fun. (教师播放歌曲 "Where is the hospital?"，学生欣赏并跟唱。）

设计意图： 通过音乐活动，让学生积极参与，轻松愉快地进入课堂内容。同时，通过歌曲的形式，增加课堂的趣味性。

Step 2 Lead in

T: Alright, my young adventurers, it's time to have some interactive fun! I have some special cards here with phrases on them. Who's up for a little game? Ss: We are!

设计意图： 通过与学生互动，增加课堂的趣味性，同时引发学生的积极参与。

T: Perfect! I need a few brave volunteers to come up to the front. (教师准备了 turn left、turn right、go straight 的卡片，然后邀请几名学生上前。）Now, when I show you a card, I want you to perform the action indicated on the card. The rest of the class will then say the corresponding phrase. Let's give it a try!

设计意图： 通过活动引入词汇，增强学生的参与感，使词汇学习变得更加有趣。

T: Here we go! (教师展示 turn left 的卡片，选择一名学生做动作。）What should we say? Ss: Turn left! T: That's right! Great job, everyone. (继续展示其他卡片，让不同的学生来做动作，其他学生齐声说出对应的词组。）

设计意图： 通过不同学生的参与，保持课堂的活跃氛围，让所有学生都能参与到游戏中来。

T: You're all doing fantastic! Keep up the good work. (教师继续展示卡片，让更多学生参与。）

设计意图： 通过游戏的方式，使学生在愉快的氛围中复习和强化所学的词汇，增加课堂的互动性和趣味性。

T: Great to see all of you ready and excited! How about we start with a fun game to get our brains warmed up? I have some special cards here, and I need a few brave volunteers to come up and join me at the front of the class.

设计意图： 通过游戏活动，让学生积极参与，为课堂引入增添趣味性。

T: Who's up for the challenge? Excellent! Now, when I show you a card, I want one of you to demonstrate the action written on it, and the rest of the class will shout out the corresponding phrase. Are you ready?

设计意图： 引发学生的积极性，通过互动游戏方式引入课堂，激发学生的参与热情。

T: Let's begin! (教师展示 "turn left" 的卡片，一名学生站在前面做出动作。）What do we say, everyone? Ss: Turn left! T: That's right! Awesome job! (继续展示卡片，不同的学生上前做出动作，其他学生齐声回答。）

设计意图： 通过实际动作和回答，让学生在游戏中使用目标词组，活跃气氛，加深记忆。

T: You're all naturals at this game! Let's keep the energy up. (继续展示其他卡片，让更多学生参与。）

设计意图： 通过多次参与，让更多学生有机会参与游戏，培养集体合作和积极参与的意识。

T: Wonderful job, everyone! It's clear that we have some real experts here. Keep up the fantastic work!

设计意图： 表扬学生的表现，让他们在欢乐的氛围中获得成就感，为接下来的课堂铺垫。

Step3 Presentation

Pre-reading (1) T: Now let's take a look at these pictures. (Show the four illustrations from "Read and Write.") Do you recognize these items? Let's start with picture 1. What's this? S1: It's a map. T: And what about this? Ss: It's a compass. (Guide students to say and read the word together.) T: How about this one? Ss: GPS. (Write the word on the board and read it together to understand its meaning.) T: And these? Ss: They are stars. (Lead students to say and read the word together.) (2) Student discussion: What are these things used for? (3) T: Now, let's read and practice the pronunciation of these four words: map, compass, GPS, stars. (4) T: Imagine you are in a car. Which of these items can help you find a place? Ss: GPS. T: That's correct!

设计意图： 通过观察图片认识不同的导航工具，扩展学生的日常生活常识。

Reading T: Let's move on to the story. Look at the picture. This is Robin. Wu Binbin’s grandpa gave Robin a special gift. (Write and explain the words "gave" and "feature.") What did he receive? (Display the title of the passage, have students read it together.) Ss: He has a GPS. T: Now, in the story, Wu Binbin and his friends wanted to go to the Italian restaurant. How did they get there? What places did they pass by? (1) First Reading a. Quickly read the passage and underline the places they passed by. b. Check the answers together. (2) Second Reading a. Read the passage individually, and underline any unfamiliar words such as "follow," "follow me," "far," and "work." Encourage students to guess the meanings from the context. b. Understand the vocabulary through methods like simple drawings, acting, and context analysis. c. Complete reading and writing activities based on the passage. d. Check the answers together. (3) Third Reading a. Display the passage, listen to the audio, and read along with it. Imitate the correct pronunciation and intonation. b. Read the dialogue in pairs, taking on different roles.

设计意图： 通过多次阅读和活动，逐步加深学生对课文的理解和熟悉程度。

After Reading Complete the "Tips for Pronunciation" exercises. (a) Display the sentences from the "Tips for Pronunciation" section. (b) Play the audio, and have students read along. (c) Discuss the different tones in the sentences in small groups. (d) Teacher summary: In most cases, affirmative sentences and special questions use a falling tone, while general questions use a rising tone. For example, "Follow me, please." (e) Pronunciation practice: (a) Display sentences, and have students read them and determine the tone. (b) Group discussion: Categorize the sentences based on their tones and provide reasons.

设计意图： 通过小组讨论等方式，培养学生对语音语调的敏感性，同时增强合作能力。

Step 4 Practice

T: Alright, everyone, let's put our storytelling skills to the test! In pairs, I want you to retell the story we learned today using the outline provided.

T： 好了，同学们，让我们来检验一下我们的讲故事能力吧！两人一组，根据提纲复述今天我们学过的故事。

设计意图： 通过复述培养学生的语言表达能力，同时巩固他们对故事内容的理解。

T: Now, let's move on to something fun! In groups of four, I want you to create a visual representation of Wu Binbin's journey to the restaurant. Use the information from the lesson to draw a map of his route.

T： 现在，让我们来做点有趣的事情！请你们分成四人一组，根据本课内容，为吴斌斌去餐馆的路线制作一张可视化图表。

教师指导学生如何组织线路图，并分发绘图材料。

T: Remember to include the places he passed by and the directions he followed. Use arrows to show the turns he made. Be creative and have fun!

T： 记得要标出他经过的地方和他遵循的方向。使用箭头来显示他的转弯。要有创意，玩得开心！

设计意图： 通过这个活动，激发学生的学习兴趣，让他们在绘制路线图的过程中加深对课文内容的理解。同时，这也是一个互动和创造性的任务，让学生在轻松愉快的氛围中继续学习。

Step 5 Summary

T: What did you learn from today's class? 学生自由发言，教师引导学生归纳知识点。 S1: We learned some new words like "follow," "follow me," "far," and "work." S2: We also learned about different ways to find directions, like using a map, GPS, stars, and a compass. S3: And we found