教学日期

9.11

教学班级

六4班

备课时间

9.9

上传人

吴化瑜

备课组员

吴化瑜、孙芳芳徐翠翠、孙娟娟

使用时间

9.11

教材分析

Analysis of the Teaching Material

This   class is the fifth class of Unit 1. Mainly around the topic of "Robin   uses BDS to find restaurants", he learns vocabulary far, GPS, give,   feature, follow, tell through text and can use reasoning, read the   information you get and write an outline of the article. Guide students to   understand the rising and falling tones in English sentences, and can find   general rules with the help of teachers and read sentences correctly.   Cultivate students' thinking ability, interest in learning English and   establish confidence in learning English. The learning of vocabulary and   dialogue in the first few classes laid the foundation for the learning in   this class. This class is the expansion of the knowledge of the first unit.   The focus of this lesson is to be able to listen to, speak, recognize and   read the words far, GPS, give, feature, follow, tell and capture the key   information of the text. Through reasoning, read the information you get and   write an outline of the article. This class is divided into three parts:   reading, writing and pronunciation. The first part is to understand several   methods of distinguishing directions from ancient times to present through   pictures, so as to expand students' common sense of life. The second part   provides a short article, which shows Robin using GPS, Wu Binbin and Mike to   find a hotel. The plot of the essay is very attractive and greatly improves   the students' interest in reading. Complete the reading and writing   activities provided by the textbook by students reading short articles. The   third part presents several groups of sentences. Students should be able to   understand and correctly read the ascending and descending tones of English   sentences. The vocabulary in this class is difficult for students. Teachers   should combine illustrations and contact context to help students understand.   Follow the principle of taking students as the main body and teachers as the   leading factor, adopt the way of group cooperation, fully mobilize students'   participation, guide students to learn independently, and cultivate good   reading habits and skills.

学情分析

Analysis of the Target Students

The   sixth grade students already have a certain foundation in English, and they   also have a certain understanding of the English expressions of family   members and the general usage of the present tense. However, students need   further instruction and practice in writing. Therefore, in the teaching   process, teachers need to pay attention to the individual differences of   students, teach students in accordance with their aptitude, and ensure that   every student can be improved on the original basis.

教学目标

Teaching Objectives

运用新课标里面学科素养几个方面来阐述：

语言能力：1.、Be   able to listen, speak and read words: far, GPS, give, feature, follow, tell. 2、 Be able to guess the meaning of the word through relevant details

文化意识：1、 Being able to know which tools in the vehicle can help people   find where they want to go. 2、 Be able to capture   different types of information in the text and be able to reason about the   reading comprehension questions provided by the textbook.

思维品质： 1、Be able to write an outline of   the article based on the information obtained from reading..

学习能力：1、   Know that there are ascending and descending tones in English sentences, and   find the general rules with the help of teachers and read sentences   correctly.

教学重难点

Teaching Focuses and Difficulties

1.Teaching   focus: (1) Be able to listen, speak and read words and   phrases: far, BDS, give, feature, follow, tell. (2) Be able to capture   different types of information in the text and be able to reason about the reading   comprehension questions provided by the textbook. (3) Be able to write an   outline of the article according to the information obtained from reading.（4） Know that there are ascending and   descending tones in English sentences, and find the general rules with the   help of teachers and read the sentences correctly.

2. Teaching difficulties:(1) Be able to guess the meaning of the word through   relevant details. (2) be able to write the outline of the article according   to the information obtained by reading

教学过程 Teaching   Procedures

师生活动

设计意图

Step1：Lead in & Warm-up

1.Greeting

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: What’s the weather like today? S1:   It’s ...

2.Let's sing. T: Do you like music? Now let's enjoy a song   together.(Teachers play songs Where is the hospital? Students appreciate and   sing along).

Step2：Presentation

1、The Play a   game teacher prepares turn left, turn right and go straight cards. Please ask   several students to come to the platform. The teacher lifted the cards to the   students and the students acted according to the contents of the cards, the   rest of the students say phrases.

2、Before reading   (1)T:Now look at these pictures.(Courseware presents four illustrations of   Read and write.) Do you know theses things? Look at picture1. What's this?   S1: It's a map. T: What' s this? Ss: It's a compass.(Guide students to speak,   read the words with them, and read the words together.) T: What's this? Ss:   BDS.(write words on the blackboard, read words together, understand words.)   T: What are they? Ss: They are stars.(Guide students to speak out. Read the   words together.) (2) Students discuss: What are they? (3) read four words:   map, compass, BDS, stars (4)T: You are in a car. Which of these can help you   find a place? Ss: BDS. T: Yes. You are right.

3、Reading

 T: Look at   the picture. This is ...(Robin) Wu Binbin's grandpa gave Robin a new   feature.(blackboard writing word gave, feature, understanding words.) What   does he have? (Present the topic of the passage and the students read it   together.) Ss: He has GPS. T: Wu Binbin and his friends wanted to go to the   Italian restaurant. How did they get there? What did they pass? (1) First   reading a. Read quickly and draw the place where you pass by with horizontal   lines. B. Check the answers. (2) Read the text for the second time, draw the   words follow, follow me, far, work that you don't understand, and encourage   students to guess the meaning of the word in the context. B. Understand   vocabulary. (Use simple strokes, actions, context, etc. to understand words.)   c. Read and write activities after completing the text. d. Check the answers.   (3) Third reading a. Show the text, listen to the recording and read the   text, imitate the correct pronunciation and intonation. B. Read the dialogue   by role.

Step3：Practice

After reading, complete the exercises in the Tips   for pronunciation section a. Present the sentences in the Tips for   pronunciation section. b. Play the recording and the students will follow. c.   Discuss the different tones in a sentence in a group.

 Teacher   summary. d. Under normal circumstances, affirmative sentences and special   interrogative sentences use falling tone, general interrogative sentences use   s rising tone, Follow me, please. e. Pronunciation practice. f. Present   sentences, students read sentences to judge intonation.

Discuss in groups, categorize sentences according to   intonation, and give reasons.

Step4：Production

1. Retell the story. In pairs, retell the story   according to the outline.

2. Draw a   picture. In groups of four, according to the information in this lesson, make   a route map for Wu Binbin to go to the restaurant.

Chen Pu has a good foundation and asked her to   design a new road map.
  Step5：Summary & Wrap up

T: What did you learn about this class? Students   speak freely, and teachers guide students to summarize knowledge points.

1. Learned   vocabulary: follow, follow me, far, work 2. Learned several ways to identify   directions: map, GPS, stars, compass

2. Learned that   English sentences have ascending and descending tones. General interrogative   sentences use rising tone, affirmative sentences and special interrogative   sentences use falling tone.

设计意图

Purpose：

Accompanied by good songs, so that students into the   classroom as soon as possible.

设计意图

Purpose：

Through games, the classroom atmosphere is active,   so that students can review and consolidate the vocabulary they have learned   during play, and avoid the boring of reading only vocabulary.

设计意图

Purpose：

By reading pictures, we can learn several ways to   identify directions from Ancient Times to the present, and expand students'   common sense of life.

设计意图

Purpose：

 Adopt group   discussions to give everyone the opportunity to speak, think and listen, and   at the same time enhance students' sense of cooperation.

设计意图

Purpose：

Through reading the text at the beginning, reading   the text carefully and learning the text at different levels.

设计意图

Purpose：

Adopt group discussions to give everyone the   opportunity to speak, think and listen, and at the same time enhance   students' sense of cooperation.

 Design   intent: to stimulate the enthusiasm of students to learn, deepen students'   understanding of the text.

Layer A will retell； layer B   will read； and layer C will read with the help of the   teacher.

当堂练习

☑A类测试题：知识类，单元内容思考，教材内容测试题

一、选择与图片相符的选项

1、     2、

A. Map                                     A. stars

B.BDS                                     B. compass

二、单项选择。

(      )1.   Now we’re ___the cinema.

A. in the front of  B. in front   of C. in front

(      )2.   Let’s __-      right   at the bookstore.

A. turn    B.   turns  C. turning

(      )3.   You are in a car. Which of these can help you find a place?     

A. BDS    B. map   C. compass

三、阅读短文，完成练习。

A: How can I get to the restaurant?

B: First, go straight. Turn right at the traffic   light（交通灯）, and then   go straight again. Next, turn right at the cinema. You will see the   restaurant. It’s on your   left.

1、根据对话画出到饭店的路线。

2、看图，写出从公园到图书馆该怎么走。

□B类测试题：跨界知识融合

□C类测试题：知识运用类

作业布置

设计意图：Homework is a   bridge between class and life. Through the design of practice activities for   students to go home, consolidate the knowledge they have learned; Through the   design of operational and practical homework, students can truly master the   knowledge they have learned and apply it to life, lay the foundation for the   formation of "humanistic quality.

板书设计

Unit 1 How can I get there?  B   Read and write

           BDS

北斗卫星定位系统

gave 给

feature 特点

Robin

BDS

教学反思    

This lesson is an English reading and   writing lesson in a smart classroom environment. In the classroom, teachers   use smart classroom tablet interaction to improve students 'learning   enthusiasm and improve classroom teaching efficiency. The whole class is   integrated with information technology from pre-class preparation, in-class   teaching to after-class expansion. The integration of the use of information   technology and teaching enables students to explore, experience and acquire   themselves in the learning process, experience the learning process, and   enjoy the fun of learning to become the dominant position in classroom   learning.

This class is a reading and writing   class, so the main purpose of the class should be to train students to read   and write. Students are required to read and retell the short passage after   learning this unit, and complete relevant reading and writing exercises. The   teaching task of English reading class in primary schools is to improve   students' reading ability, and the improvement of students' reading ability   should be through reading a large number of English materials and   accumulating a large number of vocabulary, learn relevant reading methods and   skills to develop.

Before this class, watch and send   micro-classes to the student tablet to let students learn reading methods. In   the While-reading session, students perceive the text as a whole, read the   text quickly with tasks, understand the key words in the text, capture   information, such as marking key information, analyzing and processing   information in connection with context, etc, then read the text again with   questions, pay attention to the guidance and training of reading skills,   develop correct reading habits and the habit of thinking in English, and   cultivate students' ability to read independently. All these classroom   activities are completed under the Ministry of Smart Classroom Environment.   Students can answer questions, vote, complete exercises and comments on the   tablet. The student tablet is not only has the function of paper textbooks,   and can also realize the personalized presentation of knowledge content.   Teachers can choose the time and method of teaching content presentation   according to classroom needs.
  But in the actual teaching process, this lesson also has some shortcomings.   Some problems in the classroom are not deep enough and superficial. In the   future classroom, teachers need to study the content of teaching materials in   depth and dig deeper problems. In the classroom evaluation, this lesson is   only limited to real-time evaluation in class, ignoring the evaluation of   students before and after class. In the future teaching, the interactive   function of smart classroom can be used to realize the diversified evaluation   of teachers before and after class.

Subject Focus Students Focus on:

1、Lu Enlin, Wang Zhihai, Niu   Yuzhu and Li Xuanhan have weak foundations.So these children can Read Read   and write. They do some basic knowledge in class and encourage them.

2、Chen Pu has a good foundation and   retells Read and write to improve.