Unit5Signs（教案）译林版英语六年级上册

译林版小学英语六年级上册Unit5Signs（Storytime）教学目标：1.学生在课前阅读绘本ADayattheMuseum的基础上，会使用Youcan/can’t...Pleasedon’t...等句子来提醒别人。2.学生能听懂、会读、会说sign,shoppingcentre,restaurant,careful,mean,wetfloor,nolittering,litter,noeatingordrinking,nosmoking,smoke，学生能使用句型：Whatdoesitmean?Itmeans...来询问和介绍标志；3.学生能理解、会朗读storytime，并尝试根据提示复述故事内容；4.学生能理解标识在不同公共场所的含义和意义，在日常生活中能更好地规范自己和身边人的行为，争做文明好公民。教学准备：阅读绘本故事《Adayatthemuseum》教学过程：Step1.Prereading1.AboutTimT:Hello,boysandgirls.Thislesson,wewilllearnwithourfriend.Guess!Whoisit?Maybetheseclueswillhelpyou.PPT:Heisonlyfiveyearsoldnow.Hecandrawflowersandtrees,buthecan’tdrawtheboat.Hehasabrotherandasister.T:Doyouknowhim?Wow,youknowhim.(互动)S:HeisTim.T:Let’sgreethim.S:Hello,Tim.Tim:Hello.Youknowsomeofme.Butcanyousaysomethingmoreaboutme?T:Well.DoyouknowmoreaboutTim?Herearesomephotosofhisthenandnow.YoucanusethesesentencestotalkaboutTiminpairs.Ss:Threeyearsago,hewas/had/could/couldn’t...Now,heis/has/can/can’t...T:Youknowalotabouthim.Butdoyouknow,heisabigmuseumfan.Helikesthethingsofmuseumsverymuch.S:Yes.T:Howdoyouknow?S:Threeyearsago,hewasatatoymuseum.T:Yes,andnow,helikesreadingbooksaboutthemuseums.Whatbookisit?Ss：Adayatthemuseum.2.RecallthepicturebookT:Doyoulike/knowthisstory?Ss:Yes!T:Metoo.It’sfunny.Finally,Omarmayuse205‘bones’tomakeasmallhorse.IlikeOmar.Hecandrawahorsewith205bones.Heisacarefulboy.Inthisstory,whodoyoulikebest?Why?S1:IlikeOmar.Hecantryhardthings.T:Yes,buthetookphotosthere.Canwe?S1:No,wecan’t.S2:IlikeZara.Becauseshestopsthewrongmanners.Sheisbrave.T:IlikeZaratoo.Sheisagoodgirl.S3:IlikeMissGarcia.Shecanorderclearly.T:Andmoststudentsfollowherorders.S4:Ilike...T:WhataboutTim?Whodoeshelikebest?Andwhy?S:Helikes...Because...T:Let’slistentohim.Tim:IlikeBeno.Becauseheshowedhisfriendshowtoplaywiththeyoyo.Ilikeplayingwiththetoystoo.Maybewecanplaytogether.T:Whodoeshelikebest?Why?S:...T:Right!Playingwithtoysisnotbad.Butcanweplaywiththetoyatthemuseum?S:No!T:Wecan’ttouchthethingsinthemuseum.Theyareoldbutweakandprecious.SowhatdoyouwanttosaytoBeno?S:...T:DoyourememberMissGarciaordered,’Youcangoandlook.Pleasedonottouchthem.’ButwhydoesBenostilltouchthethings?S:Maybehe...T:Maybeheforgot.HowcanyouhelpBenoremembertheorders.Maybewecanusethesepicturestohelphim.Whatarethesepictures?Ss:Signs.(学习sign，g不发音。)(出示标题)T:Yes.Thesignsarealwaysthere.Theyremindpeoplewhattodoornottodo.Doyouknowaboutsigns?S:Yes.3.AboutsignsT:Wecanseesignseverywhere.Whatkindsofsignsdoyouknow?Discussingroupsoffour.Ss:Iknowthesign‘...’.Wecan/can’t/should/shouldn’t...（调动学生已知）4人小组上台展示，并贴在黑板上。Step2.Whilereading1.ReadandanswerT:Youknowsomanysigns.DoesTimknowaboutsigns?Maybeyes,Maybeno.Nowlet’sgointothestoryofTim.Thenyoumayanswerthisquestion.T:Look!Theyareingtoashoppingcentre.Attheshoppingcentre,whatdotheysee?S:Signs.T:DoesTimunderstandthesesigns?First,pleasereadthestorybyyourself.Thendiscusswithyourdeskmate.(学生默读故事，感受故事大意)T:DoesTimknowaboutthem?Whatsignsdoesheknow?S:Heknowsthesign‘Noeatingordrinking’and‘Nosmoking’.T:Whatsignsdoesn’theknow?S:Hedoesn’tknowthesign‘Wetfloor!’and‘Nolittering’.T:OK.Lookatthissign.Whatisit?S:Noeatingordrinking.(朗读，板书)T:Whataboutthisone?Whatisitsname?S:Nosmoking.(朗读，板书)2.Look,thinkandsay(Picture1&2)T:Timknowsthesetwosigns.Buthedoesn’tknowthesigns‘Wetfloor!’and‘Nolittering’.Howdoesheaskaboutthesigns?Pleasereadpicture1and2,findoutthequestionsandtheanswers.(学生朗读故事)T:Picture1,look,thereisasignonthefloor.Whatisthis?S:Wetfloor!(朗读，板书)T:HowdoesTimaskaboutit?S:Heasks‘Whatdoesitmean?’T:Right!Readafterme.Whatdoesitmean?(板书)Whatdoes‘mean’mean?S:意思是。T:Yes.Itmeanswhatdoesthesigntellus?Whatdoesthissignmean?S:Itmeanstheflooriswet.T:Theflooriswet.Thereissomewateronthefloor.Sothefloorisslippery.Whatshouldwedo?S:Weshouldbecareful!(跟读)T:Yeah,andweshouldwalkfastorslowlyhere.Oryoumayslipdownhere.Sowhenyouseethesign‘Wetfloor!’.Youshouldwalkslowly.OK?Whataboutthissign?Whatisit?S:Nolittering.(朗读，板书)T:HowdoesTimaskaboutit?S:Heasks‘Whatdoesitmean?’T:HowdoesMikeanswer?S:Itmeansyoucan’tlitterhere.T:Can’tlittermeansyoucan’tthrowrubbishhere.Butafterdrinkjuice.Wehavearubbish.Whatshouldwedo?S;Weshouldputrubbishinthebin.T:Agoodboy!Then,weshouldclassifyit.Weshouldkeepourcitycleanandprotecttheenvironment.Nowlet’sreadthedialoguetogether.(学生齐读)T:Justnow,Timdoesn’tknowthetwosigns.Now,DoesTimknowaboutthesetwosignsnow?Ss:Yes!T:Then,wheredotheygo?S:Theygotothebookshopandtherestaurant.(学习restaurant)Whatdotheytalkabout?2.Readoract(Picture3&4)T:Openyourbooksandreadingroupsoffour.GroupAreadPicture3.GroupBreadPicture4.(四人小组，朗读或者表演故事)Picture3:a.学生上台展示b.TrytotalkT:TimandMikestopHelen.TheyremindHelennottotakethejuiceintothebookshop.Why?S:Becausethejuicemaymakethebooksdirty./Weshouldprotectbooks/...Picture4:a.学生上台展示b.TrytotalkT:Whycan’tthemansmokehere?S:...badforourhealth/...T:Timstopstheman.Isheright?WhatdoyouwanttosaytoTim?S:Heisagoodboy./braveboy/...(出示绘本第2页的图片和文字)T:Whatelsewouldyousaytotheman?Youusethesentenceinthepicturebook.S1:Youcangoandeathere.Butpleasedon’tsmokehere.S2:Maybeyoucansmokeoutsideorinthesmokingarea.S3:...T:Youaregoodchildrentoo.Today,Tim,MikeandHelensawsomesignsattheshoppingcentre.Nowyoucanchooseonepicturetoactinfours.Let’sbegin!(学生展示2组)Step3.Afterreading1.AnideaT:Timknowsalotaboutthesigns.Signscanhelppeoplefollowtherules.Sohethinkswecanputsomesignsinthemuseum.(出示博物馆，贴在板书上)Canyouhelphim?Let’smakeadialogue.S:OK.T:BeforehelpingTim,let’slookattherules.One,workingroupsof4.Two,eachstudentpicksonesignandstickthesignatt