新版PEP小学英语六年级上册Unit1Readandwrite教案

1、课题unit1 how can i get there? read and write 学习目标1. 能够听、说、 读、 写本课的句子：my new gps works. we re in front of the cinema. now we are behind the hospital. let s go straight and turn left at the bookstore lets turn right and then turn right again. 2. 能够理解文章意思，并能正确回答问题和书写答句。学习重难点1. 掌握四会句型 : eg: let s turn ri

2、ght and let s go straight and turn left at we re in front of the cinema. we are2. 难点： xxx gave xxx a new feature. he can help the boys find the italian restaurant. 突破方法通过提问， 课件引入 robin has gps, 通过分层练习加深对read and write 一课的理解。最后通过情感部分，让学生理解traffic rules. 学习指导方案teaching process step1 warmup （1）chant to

3、gether 设计目的：欢快的节奏，活跃了课堂气氛，而且在复习旧知时同时增加了学生的求知欲。（2）review the words about places t: i want to see a doctor, where can i go? i want to buy some books where can i go? （3）guessing time （4）t: if you get lost, what will you do? in anlient times compass, stars at the present times map, gps t: do you know gp

4、s? （5）t: read and choose the best answer. t: we can install the gps in a car. 通过视频的展示，激发学生的学习兴趣。who know, where can we install the gps （6）t: yes, we can install the gps in the robot. step2 presentation （1）t: now, robin has gps wu yifans grandpa gave him a new feature t: feature refers to robin 为引入文本

5、做导下can dance can play the violin can do the dishes （2）t: skimming, then answer what is robin s new feature? t:scanning, how many places did they pass by? underline them in the text. t: intensive reading, which word under the fourth picture means 奏效，起作用？t： detailed reading, read and draw the route ac

6、cording to the route, then fill in the blanks 设计目的：通过分层练习来学习，理解本篇阅读课。（3）t：who can draw the route on the board. （4）discuss with your partner. step 3 : consolidation and extension. t: in this class, you were good. finally, we learn some daily life knowledge, when you walk on the road, you should know

7、these signboard. eg: no enty, no bikes, no left turn 板书设计unit1 how can i get there? step4 homework design a route, discuss with your partner. 教学随笔9 月 18 日我讲了一节片区公开课，在此之前进行了三次试讲，第一次试讲时，时间分配的不合理，每个环节过渡得太快，学生掌握的不好，在经过组内教师的评课后，把一部分环节进行了变动。1、板书上设计了地图，把地点以复习单词的方式呈现出来。2、在 guessing time环节中让学生自己读，不要出声。在第二次试讲时， 刘霞老师参与了听课， 评课过程， 同时再次对我的课进行了完善，提出了宝贵的建议。1、在复习单词时，不要生硬地出示单词，也可创设情境，eg: i want to buy some books ， where can i go? 2、在分层练习时，可以给学生tip，这样教师就不用说汉语，学生自己可一目了然了。3、注意环节之间的过渡语要自然，可把情境用一条主线贯穿起来。这次的作课， 收获颇丰， 不仅使我对阅读课有了进一步的理解，同时在对电脑操作方面也有了一定的收获。 教书育人