Unit5Signs（教案）譯林版英語六年級上冊

譯林版小學英語六年級上冊Unit5Signs（Storytime）教學目標：1.學生在課前閱讀繪本ADayattheMuseum的基礎上，會使用Youcan/can’t...Pleasedon’t...等句子來提醒別人。2.學生能聽懂、會讀、會說sign,shoppingcentre,restaurant,careful,mean,wetfloor,nolittering,litter,noeatingordrinking,nosmoking,smoke，學生能使用句型：Whatdoesitmean?Itmeans...來詢問和介紹標志；3.學生能理解、會朗讀storytime，并嘗試根據(jù)提示復述故事內(nèi)容；4.學生能理解標識在不同公共場所的含義和意義，在日常生活中能更好地規(guī)范自己和身邊人的行為，爭做文明好公民。教學準備：閱讀繪本故事《Adayatthemuseum》教學過程：Step1.Prereading1.AboutTimT:Hello,boysandgirls.Thislesson,wewilllearnwithourfriend.Guess!Whoisit?Maybetheseclueswillhelpyou.PPT:Heisonlyfiveyearsoldnow.Hecandrawflowersandtrees,buthecan’tdrawtheboat.Hehasabrotherandasister.T:Doyouknowhim?Wow,youknowhim.(互動)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.(學習sign，g不發(fā)音。)(出示標題)T:Yes.Thesignsarealwaysthere.Theyremindpeoplewhattodoornottodo.Doyouknowaboutsigns?S:Yes.3.AboutsignsT:Wecanseesignseverywhere.Whatkindsofsignsdoyouknow?Discussingroupsoffour.Ss:Iknowthesign‘...’.Wecan/can’t/should/shouldn’t...（調(diào)動學生已知）4人小組上臺展示，并貼在黑板上。Step2.Whilereading1.ReadandanswerT:Youknowsomanysigns.DoesTimknowaboutsigns?Maybeyes,Maybeno.Nowlet’sgointothestoryofTim.Thenyoumayanswerthisquestion.T:Look!Theyareingtoashoppingcentre.Attheshoppingcentre,whatdotheysee?S:Signs.T:DoesTimunderstandthesesigns?First,pleasereadthestorybyyourself.Thendiscusswithyourdeskmate.(學生默讀故事，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.(朗讀，板書)T:Whataboutthisone?Whatisitsname?S:Nosmoking.(朗讀，板書)2.Look,thinkandsay(Picture1&2)T:Timknowsthesetwosigns.Buthedoesn’tknowthesigns‘Wetfloor!’and‘Nolittering’.Howdoesheaskaboutthesigns?Pleasereadpicture1and2,findoutthequestionsandtheanswers.(學生朗讀故事)T:Picture1,look,thereisasignonthefloor.Whatisthis?S:Wetfloor!(朗讀，板書)T:HowdoesTimaskaboutit?S:Heasks‘Whatdoesitmean?’T:Right!Readafterme.Whatdoesitmean?(板書)Whatdoes‘mean’mean?S:意思是。T:Yes.Itmeanswhatdoesthesigntellus?Whatdoesthissignmean?S:Itmeanstheflooriswet.T:Theflooriswet.Thereissomewateronthefloor.Sothefloorisslippery.Whatshouldwedo?S:Weshouldbecareful!(跟讀)T:Yeah,andweshouldwalkfastorslowlyhere.Oryoumayslipdownhere.Sowhenyouseethesign‘Wetfloor!’.Youshouldwalkslowly.OK?Whataboutthissign?Whatisit?S:Nolittering.(朗讀，板書)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.(學生齊讀)T:Justnow,Timdoesn’tknowthetwosigns.Now,DoesTimknowaboutthesetwosignsnow?Ss:Yes!T:Then,wheredotheygo?S:Theygotothebookshopandtherestaurant.(學習restaurant)Whatdotheytalkabout?2.Readoract(Picture3&4)T:Openyourbooksandreadingroupsoffour.GroupAreadPicture3.GroupBreadPicture4.(四人小組，朗讀或者表演故事)Picture3:a.學生上臺展示b.TrytotalkT:TimandMikestopHelen.TheyremindHelennottotakethejuiceintothebookshop.Why?S:Becausethejuicemaymakethebooksdirty./Weshouldprotectbooks/...Picture4:a.學生上臺展示b.TrytotalkT:Whycan’tthemansmokehere?S:...badforourhealth/...T:Timstopstheman.Isheright?WhatdoyouwanttosaytoTim?S:Heisagoodboy./braveboy/...(出示繪本第2頁的圖片和文字)T:Whatelsewouldyousaytotheman?Youusethesentenceinthepicturebook.S1:Youcangoandeathere.Butpleasedon’tsmokehere.S2:Maybeyoucansmokeoutsideorinthesmokingarea.S3:...T:Youaregoodchildrentoo.Today,Tim,MikeandHelensawsomesignsattheshoppingcentre.Nowyoucanchooseonepicturetoactinfours.Let’sbegin!(學生展示2組)Step3.Afterreading1.AnideaT:Timknowsalotaboutthesigns.Signscanhelppeoplefollowtherules.Sohethinkswecanputsomesignsinthemuseum.(出示博物館，貼在板書上)Canyouhelphim?Let’smakeadialogue.S:OK.T:BeforehelpingTim,let’slookattherules.One,workingroupsof4.Two,eachstudentpicksonesignandstickthesignatt