六年级上册英语教案unit5signs(storytime)译林版（三起）

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? 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 beautiful? 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: 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 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 read 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 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?(3) Tim knows the sign. So give the man advice together.Step: Read the storyRead after the tapeStep4: Act the stroy要练说，得练看。看与说是统一的，看不准就难以说得好。练看，就是训练幼儿的观察能力，扩大幼儿的认知范围，让幼儿在观察事物、观察生活、观察自然的活动中，积累词汇、理解词义、发展语言。在运用观察法组织活动时，我着眼观察于观察对象的选择，着力于观察过程的指导，着重于幼儿观察能力和语言表达能力的提高。1.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.教 学 反 思在本课的教学设计中，我关注了一下几点：1. 与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。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。唐宋或更早之前，针对“经学”“律学”“算学”和“书学”各科目，其相应传授者称为“博士”，这与当今“博士”含义已经相去甚远。而对那些特别讲授“武事”或讲解“经籍”者，又称“讲师”。“教授”和“助教”均原为学官称谓。前者始于宋，乃“宗学”“律学”“医学”“武学”等科目的讲授者；而后者则于西晋武帝时代即已设立了，主要协助国子、博士培养生徒。“助教”在古代不仅要作入流的学问，其教书育人的职责也十分明晰。唐代国子学、太学等所设之“助教”一席，也是当朝打眼的学官。至明清两代，只设国子监（国子学）一科的“助教”，其身价不谓显赫，也称得上朝廷要员。至此，无论是“博士”“讲师”，还是“教授”“助教”，其今日教师应具有的基本概念都具有了。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. 家庭是幼儿语言活动的重要环境，为了与家长配合做好幼儿阅读训练工作，孩子一入园就召开家长会，给家长提出早期抓好幼儿阅读的要求。我把幼儿在园里的阅读活动及阅读情