Story time教学设计第一课时

课

题

Unit 5

Signs( Story time) 1. Ss can listen, read and understand some new words like sign, careful, mean, litter, shopping center, restaurant etc. 2. Ss can listen, read , understand and try to use some phrases like No eating, No drinking, No smoking, Wet floor and talk the meanings of the signs in different Ways. 3. Ss can fluently read and get the meaning of the whole story. 4. Ss can try to talk about signs in our life. 1. Ss can fluently read and get the meaning of the whole story. 2. Ss can try to talk about the signs with these sentences: What does it mean? It means…

3. Ss can use different ways to express the meanings of the signs like No+v.ing, You can’t…, n.

4. Ss can try to know some signs in their life and follow some rules in public. PPT, pictures of signs, ticking paper, headwear Period 1 设计意图

用对话和视频导入，突破难点，引出本课的标题和重点内容，

其目的是激发学生的学习热情，为进入课堂学习重点内容做热身。

师生问答，运用隐形教学使学生不经意的学重点句，这样能为学生后面的自主学习减轻一些负担。通过激活已有信息，使学生具备摄入新信息的心理定势。不惧怕阅读文章中的难句。

设计头脑风暴环节，培养学生思考、分析、预测能力；刺教学目标

教学重难点

教学准备

课时安排

教学过程

Step1. Warm up 1. Greetings 2. Let’s enjoy

(play the video) T: What can you see? S: I can see…

T: Yes, we can see some signs, today we’ll learn: Signs. Step2. Pre-task 1.

Teach four signs T: What can you see? S: No smoking. ( Teach No eating or drinking, Wet floor and No littering in the same way)

2.

Task 1: Brainstorm (Group work) 激学生的学习动机。

T: Where can you see the signs? Please discuss with your 采用任务型教partners. 学。任务一：把握全文，为下面阅读交际S: (group discussion) 训练做好铺垫，使学生的口头输出能够T: We can see the signs in the restaurant, shopping center…

达到良好效果。

Step3. While- task

1.

Ask and answer

T: Our friends they are at a shopping centre. Where do they

go? Let’s go with them. Please watch the cartoon. 任务二：

检查学生对短文(play the video) Where do they go? 的初步理解情况。帮S: They go to the juice shop, the bookshop and the restaurant. 助学生进一步了解关于标志的信息。这部分不但让学生锻T: What signs can they see there? 炼了说的能力，同时2. Task 2: Group work 也为最后写作部分顺利完成起到了不T: Open your books, observe the pictures, and find out the 可忽视的作用，还能signs. You should report like that: They can see… in the…

培养学生的合作探究能力。

3. Task 3: Read and write

任务三：

T: Read by yourselves, underline the meaning of the signs. 培养学生的写作能力。写作不是课文

Then report the signs’ meaning. 简单的重复，而是能力的扩展、知识的再S: …

生与运用。帮助学生构建写作信息框架，Step4. Post-task 达到自然有效输出。

阅读课除了阅还要1.

Listen and repeat 读。因此，在理解课文的同时已有了一T: Please read after the tape.

定的语音输入，但不细致。老师进行必要

(Teach some difficulties) 的朗读指导，加深学2.

Read and write 生对文章独有的理3.

Let’s act 解与情感。

4.

Show time T: Let’s watch the video.

(play the video) Are they good panders? S: No. T: Let’s make a new video. 5.

Show time T: At first you should fill in the blanks, then you share your picture in your groups. S:…

T: Let’s share your pictures. S: …

T: Now we have a new video. And I hope you should follow the rules, to be a good citizen.

作业设计

板

书

a restaurant 设

计

a bookshop No eating or drinking. a juice shop a shopping centre 把优秀的作品选入视频中并且张贴在黑板上，把欣赏的目光投向学生做的每一件事,让学生在每一次尝试中体验成功的喜悦。享受学习的过程，以至于学生能够喜爱上英语课，学好英语。

情感教育：

提醒大家遵守各项规则，做一个文明人。

1. Find out more public signs in our life. 2. Finish the exercise.

Signs No smoking. You can’t smoke here. You can’t eat of drink here. You can’t litter here The floor is wet. No littering. Wet floor. 课后记