六年级上册英语教案Unit5 signs (Story time) 译林版（三起）.doc

1、六上 Unit5 signs (Story time)教学设计一、教学内容：Story time二、教学目标：1. Ss can read and understand the story.2. 学生能初步理解并且会听、说、读单词及词组：a shopping centre, careful, mean, floor, go in, take into, smell, a restaurant, Wet floor, No littering, No eating or drinking, No smoking。2. 学生能初步感知句型，能初步听懂并且会读句型：What does it mean

2、? 和It means 3. 学生能初步理解本篇故事并能复述。4. 情感教育：学生能明白标志在我们日常生活中的意义和重要性。三、教学重点：1. 学生能初步能理解并且会听、会说、会读单词及词组：a shopping centre, careful, mean, floor, go in, take into, smell, a restaurant, Wet floor, No littering, No eating or drinking, No smoking。2. 学生能初步感知句型，能初步听懂并且会用句型：What does this mean? 和It means 。3. 学生能初步

3、理解本篇故事并能复述。四、教学难点：1. 学生能基本掌握litter, restaurant, smoke的发音。2. 学生能初步感知句型，能初步听懂并且会用句型：What does this mean? 和It means 。五、教学准备：课文图片，单词图片，PPT六、教学过程：Step1. Warm up1.Greetings2. Enjoy some picturesT: To make you happier, lets enjoy some pictures first.T: Whats the city? What do you think of it? Is it beautif

4、ul? So we can say it is a city. Now we are creating the national civilized city. Liyang is a civilized city.Step2. Pre-reading1. New wordsBut sometimes, we can see these images in our city. What do they do? Teach: litter, smoke2. What can we do?S: Stop them, remind them, put signs at the placesTeach

5、: No littering/ No smoking (构词法) Pay attention to the structure.What does it mean?3. 揭题： This lesson we will learn more about signs. Lets see some signs around us. Where can we see the sign? Ss: We can see the signs in the park, restaurantStep3While reading1.Listen and order Mike ,Helen and Tim are

6、visiting our city today. Where do they go? Listen and put their cards in order.2.Watch and match In these places, they see some signs. What sign do they see in each place? Watch the cartoon and match.3. Read and underline Tim is a little boy. Does he know the signs? Now please open your books and re

7、ad your story carefully, underline the sentences.4.细读文本Part1. (1)What does the first sign mean? (2)It means the floor is wet. So we should be careful. How to read?Part2：Tim is lucky. Then they see a juice shop. Heres a sign. Tim doesnt know it. So he asks_. Lets tell him together.Part3:(1) They see

8、a bookshop. Helen wants to go in. Can they go in? Why?(2) Theres a sign. What does it mean?(3) So Mike says: You cant take your juice into the shop. (指导读)Part4：(1) They cant eat or drink in the bookshop. But they can eat here. Look,are they eating happily? Why? (A man is smoking)(2) How do they know

9、?(3) Tim knows the sign. So give the man advice together.Step: Read the storyRead after the tapeStep4: Act the stroy1.T-S give a model2. Choose one part or two to act3. Act it outStep5: Make a dialogueStep6: After storyWe should follow the signs.Step7: HomeworkTry to find more signs on the Internet.

10、教 学 反 思在本课的教学设计中，我关注了一下几点：1. 联系生活实际。在教学中，我以溧阳市是一座文明的城市导入，以Tim，Mike，Helen三人的溧阳一日游为主线，贯穿整节课，力争做到学用合一。2. 我以Tim是个little boy,从Tim的视角去看这些标志，不认识的标志可进行提问：What does it mean？认识的标志，直接说It means更贴合文章的立意，更有逻辑性。3. 在教学过程中，我尽量启发学生思考，并结合学生的语言知识和生活经验设计问题，培养了学生的思维能力。在教学过程中，我也发现了不少问题：1. 课堂的部分教学用语，教学指令，学生不能理解，应该在平时的常态课教学

11、中加强训练。2. 虽然以Tim的视角去分析文章，但没有贯穿在整个的文本分析过程中，使得4幅文本的处理层次性不突出，逻辑性也不够强。可设计成：Does Tim know the sign? Why?(He asks: What does it mean?) Ask and answer: Why doesnt Tim know the sign?(He is very young.)So you can teach him.这样就处理了前两幅图。3. 部分教学环节的呈现所做的铺垫还不够，稍显的有些突兀，应做好恰当的铺垫，使各个环节水到渠成。4. 在课堂教学问题的设计中，还需所设计一些启发学生思维的问题：如 Why doesnt Tim know the sign?5. 在课堂中应尽可能培养学生的问题意识，引导其主动提问，并带着问题进入课文的学习。