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. 学生能初步理解本篇故事并能简单复述2. 学生能初步感知句型，了解其功能，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。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.Free talk：Having a chat2. Do you want to know more about me? Get to know the Ts gestures. (watch and say).1) T makes some gestures and let the Ss guess the meaning.T: Ill make some gestures, and please guess their meanings.T: What does it mean? S: It means “Stop/Listen/Good/Very good/Hands up. Step2. Pre-reading1. Next,I want to tell you sth. about me. Miss Jiang likes shopping very much. Last Sunday I went to a shopping certre. Do you know there? (Teach :shopping centre)At the shopping centre, I saw these images. (ppt 呈现)When you see these ? What can we do ?(Remind them/ Stop them/ Put signs/.)2.Do you know these signs? If you dont know, you can ask me. Use “What does it mean?”Teach: No littering/ No smoking3.Know: If people see these signs ,They will know how to do. So signs are important in our life.3.揭题： Look, they are all signs. This lesson we will learn more about signs. Step3While reading1.Listen and order (1)Mike ,Helen andf Tim are at the shopping centre too. Where do they go? Next? Finally where are they? Listen and put the cards in order.(2) Check (teach : restaurant)(帮助学生梳理文本结构路线)2.Watch and match In these places,they see some signs. What sign do they see in each place? Watch the cartoon and match. Then feedback. (Teach the four signs)3. Different signs mean different things. Read and underline their meanings. (1)What does it mean? Read and underline (2) ask and answer in pairs: What does it mean? It means. (3) 集体反馈4.细读文本Part1. (1)What does the first sign mean? Does Tim know the sign? How do you know? (2)It means the floor is wet. So we should be careful. But Tim cant see the sign. So Helen is worried. She says:_. How to read? (3) Act part1Part2：Tim is lucky. Then they see a juice shop. Heres a sign. Tim doesnt know it. So he asks_. Lets tell him the meaning 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? Does Tim know the sign? So he says_(3) Mike knows it too. He 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? Can people smoke there? (3) Tim knows the sign. Do you know it too? So give the man advice together.Step: Read the story1. Read after the tape2. Read freely3. Show readingStep4: Act the stroy1.T-S give a model2. Choose one part or two to act3. Act it outStep5: Summary and Ticking timeWhat have you got from this lesson? （根据学生的回答，完成复述，小结，以及巩固）Step6: After storyWe should follow the signs.Step7: Homework1.Read the story again ,try to retell it. 2.Try to find more signs on the Internet.语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。课后反思：单靠“死”记还不行,还得“活”用,姑且称之为“先死后活”吧。让学生把一周看到或听到的新鲜事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。这样,即巩固了所学的材料,又锻炼了学生的写作能力,同时还培养了学生的观察能力、思维能力等等,达到“一石多鸟”的效果。在本节课中我在设计教学时关注了以下几个方面：1、本节课主要是对话形式，在教学的过程中我觉得不仅仅是让学生在文本中认识四个标识，知道他们所代表的意义，同时也要关注让学生明白当你不认识这个标志时，还可以发问：What does it mean? 也就是我们在教学对话形式的语篇时，不仅仅关注语言信息的获取，同时也要关注语言知识的运用。2、指导朗读，在本节课中我是采用了在分析文本的过程中，理解故事的基础上，引导学生产生情感共鸣，再来听一听，读一读，演一演，这样的朗读会更有意义，并不是空洞的说教和模仿。 3.在处理四个部分时，尽量做到不平均使用力气，教学生困难的和不会的，以此来提高课堂效率。4、在处理本节课时，我采用听排序，再次运用他们排好的图片进行看和连线，逐步完成文本的思维导图，而这个过程是由学生自己完成的，提高了他们独立学习和思考的能力。5、在本节课的小结部分，我让学生自己说说你在这节课中学到了什么，学会了什么？学生的思维