文档内容
The fifth period（第五课时）
Part B Read and write
教学内容
▶
Read and ·正确听、说、认读单词：BDS, gave, feature, follow, far, tell
write ·讨论车辆中哪种工具能帮助人们找到自己想去的地方，并以此激活已有的背景知
识和储备词汇
·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
·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
▶
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
2.PPT课件､课文录音､视频等。
教学过程
▶
Step 1: Pre-reading
Teaching purpose①
1. Greetings.①
树立课前评价机制，引
Greet students. Divide them into several groups and tell them, “If
导并鼓励学生在课上大胆表
you can act bravely, actively and be open-minded in class, your group
达自己的想法，积极发言，
can get more points. The group which gets the most points will be the
保持思维开放。采取小组合
winner.” 作方式，得分最多的小组为
2. Free talk.② 优胜组。
T：What will you do if you don’t know the way?（ 课件出示：现代
Teaching purpose②
人迷路的图片）
以现代人和古代人寻
S1: I will ask the police/other people for help.
找路线时所能使用的工具导
S2: I will use the BDS on my mobile phone.
入本课核心生词BDS，让学
S3: I will use a map.
生了解 compass，即指南
… 针/罗盘。
（课件出示：地图的图片，寻求警察或他人帮助的图片及BDS的
图片）
Present the new word “BDS” according to the student’s answer.
（课件出示：BDS的相关内容） Students learn the word through the
picture.
3T：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.
Teaching purpose③
Students learn to find a place through different ways.
教师呈现图片，让学生
3. Read and choose.③
识图、读词,根据问题选择正
(1)Present the four pictures of “map, compass, BDS, stars”.
确的答案，培养学生的自主
（课件出示：教材P8 Read and write板块的四幅图片）
学习能力。创设情境导入本
T：Do you know these things? 课生词，为下面即将学习的
Ss：Yes. They are “map, compass, BDS and stars”. 文本扫清阅读障碍。
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 meaning of
them through the pictures.
T：You are in a car. Which of these can help you find a
place?
Ss：BDS.
T：Good job!
(3)Present a short video of using BDS in a car. （课件出示：
车内使用BDS的视频）
T：If we want to go to a place far away, but don’t know the
way, we can follow the BDS. The voice prompts of the BDS will
tell us the way. Teaching purpose④
With the help of the video, the teacher uses gestures and body 观察图片，预测文本内
language to help students understand the meaning of “far, follow, tell” in 容。快速阅读对话，整体感
知文本，初步理解情节的发
context.
展过程，梳理吴斌斌和迈克
If we want to go to a place far away, but don’t know the way. We
在去意大利餐厅途中经过的
can follow the BDS. The voice prompts of the BDS will tell us the way.
地方。
Step 2: While-reading
1. Fast reading.④
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.
4T：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.⑤ Teaching purpose⑤
(1)Students read the passage carefully this time, and answer the 自主感知，完成细节题
first and the third questions. 帮助学生在仔细阅读的过程
(2)Q1: What is Robin’s new feature? 中获取更多信息，深入对文
本的理解。根据对话内容绘
Present the first paragraph of the passage. （课件出示：教材P8
制去意大利餐馆的路线图，
Read and write板块的第一段） Robin has a new feature. Highlight
利用手绘图复述对话内容，
and teach the new word “feature” in the paragraph. Let students
既能锻炼学生的语言表达能
learn to read the word and get to know its meaning. （课件出示： 力又能培养他们的思维能力
feature的相关内容） 以填空完成小短文的形式，
提高学生在阅读过程中根据
T：What’s the new feature that Robin has?（课件出示：教材P9
题目要求提取关键词的能力。
第1题问题及答案）
Ss：He has BDS 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 or 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(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.⑥ Teaching purpose⑥
Students listen to the recording and read the passage. Pay 培养学生的语音语调，
让学生学会按正确的意群
attention to the pronunciation and the intonation, especially those
朗读,并注意句子的升调和
sentences underlined in “Tips for pronunciation”. Try to read
降调。
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.⑦
Lead students to read these sentences in correct tones. Teaching purpose⑦
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。
板书设计
▶
Unit 1 How can I get there?
BDS Tips for pronunciation
give—gave Robin has BDS.（降调）
feature Follow me, please! （升调）
follow Is it far? （升调）
far Where is the restaurant? （降调）
tell
作业设计
▶
1. Practice the dialogue.
2. Do the exercises. (见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对
应课时作业)
6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
Read and write
·Listen, speak, read and write the words “BDS, gave, feature, follow, far, tell” correctly.
·Discuss which tools in your vehicle will help you find the place you want to go.
·Capture different types of information in the text by reading questions and train the ability to
guess the meaning of the new words according to the context.
·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 meaning of the new words according to the context.
▶Teaching Procedures
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Pre-reading 1. Greetings. 1. Greet the teacher. Use the tools that
7modern and ancient
Greet students and divide
people can use to lead
them into several groups. 2. Talk with the teacher
in the new word
2. Free talk. and learn the new word
“BDS”. Get students to
Talk with students and teach “BDS”.
know the word
the new word “BDS”.
“compass”.
3. Read and choose. (1)Learn the words “map, Cultivate students’
(1)Present the four pictures of compass, BDS, stars”. self-learning ability.
“map, compass, BDS, stars”. (2)Read the words and Create a situation to
(2)Lead students to read the understand the meaning introduce the new
words and understand the of them through the words in this lesson
meaning. pictures. and remove the
(3)Present a short video of using (3)Get to know how to use obstacles for the
BDS in a car. BDS in a car. studying of the
following text.
While-reading 1. Fast reading. Predict the content Let students read the
Ask students to read the through the pictures content quickly. Lead
passage quickly. and underline the places them to perceive the
Wu Binbin and Mike text preliminarily and
passed sort out the places that
by. Wu Binbin and Mike
passed by on their way
to the Italian restaurant.
2. Careful reading. (1)Read the passage and Help students obtain
(1)Ask students to read the answer the questions. more information and
passage carefully. (2)Get Robin’s new get in-depth
(2)Robin’s new feature. feature. understanding of the
(3)Ask students to circle the (3)Circle the locative text through exercises.
prepositions or prepositional prepositions in the Develop students’
phrases of locations in the passage. ability of extracting
passage. (4)Draw a map to the key words according
(4)Ask students to draw a map Italian restaurant. to the requirements of
to the Italian restaurant. (5)Fill in the blanks, check questions.
(5)Ask students to fill in the the answers and retell
blanks. the story.
（续表）
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
While-reading 3. Read the story. Listen to the recording and Lead students to
8read according to
the sense-group and
Play the recording and
pay attention to the
ask students to pay
read the story. rising and falling
attention to the rising and
tones of sentences
falling tones.
through reading
exercises.
Post-reading 1. Read the sentences in 1. Read the sentences in Lead students to find
“Tips for pronunciation” correct tones. that English
in the text. 2. Try to find some sentences have rising
2. Make a summary. regulations of the tones. and falling tones and
3. Learn the rising and 3. Read the sentences in understand the
falling tones. correct tones. characteristics of
rising and falling
tones in sentences
through reading
exercises.
Homework 1. Practice the dialogue.
2. Do the exercises.
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