Unit 1 Signs第二课时教案

整体设计语境 有效激发思维

——“闵行—金山”小学英语跨区联合教研活动

主办单位：

金山区教育学院

闵行区教育学院 承办单位：

金山区亭林小学

闵行区福山实验学校

2016.04.05.

整体设计语境 有效激发思维

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——“闵行—金山”小学英语跨区联合教研活动

活动安排表

活动日期：2016年4月5日（周二）

活动时间：

13:15—15:30 活动地点：闵行区福山实验学校

多功能教室

上课时间

12:45—13:15 13:15—13:20 13:20—13:30 13:30---14:10 签到

介绍来宾

单元内容解读

5BM3U1 Signs P1 Knowing the signs 5BM3U1 Signs P2 Following the signs 上课内容

程晨

施伊璐

蔡晓婷

执教老师

五（1）

班级

14:15---14:50 蒋思婷

五（3）

14:50—15:30

专家点评：上海市教研室

特级教师

朱浦

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Oxford English 5B Module3 Things around us Unit1 Signs 一、教材内容

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二、单元目标

【语用任务】

能够识别标识，自觉并规劝他人遵守公共规则。



语言知识与技能

1. 能熟练运用发音规律，正确朗读和区分/l/和/r/及含有这些音标的单词。

2. 能识别标识的含义，并正确理解和应用核心词汇telephone, smoking, swimming, walk, sign。

3. 能识别警示标识，用Don’t…或No…向他人作提醒或警示。

4. 能用本单元核心句型：What does this sign say/mean? It says/means we can/ /must /should（或其否定）…..来进行问询问及问答。



文化与情感

能了解各类标识的含义，获得相关信息，并自觉并提醒他人遵循社会规范。



学习策略

在课堂交流中，大胆参与，积极思考，与他人合作，联系生活情境，共同完成学习任务。

三、分课时话题与教学目标

课时

话题

语用任务目标

语言学习目标

第一课时

Knowing signs 能在公园的情境中，认识1. 能在语境中听懂、跟读含有公园的标识并简单说出/l/和/r/的发音的单词。

标识的意思。要求内容基2. 能在语境中听懂、理解并正本达意，语音基本正确。

确朗读词汇：sign, telephone, toilet, restaurant,

exit, entrance. 2.初步感知，理解核心句型：What does this sign say/mean? It says/ means…

3. 能看懂标识并运用情态动词can, should, must（或其否定形式）来表达提示或警示的5

意思。

第二课时

Following signs 能识别公园中的标识，自1. 能在语境中朗读含有/l/和觉并规劝他人遵守公共规则并简单说明理由。要/r/的发音的单词，体会其发音的不同。

求内容基本达意，语音基2. 能通过辨认标识，听懂、朗本正确。

读、拼写核心词汇：sign, walk, smoking, swimming并理解其含义。

3. 能听懂、跟读核心句型：What does this sign mean/say? 并用It means/says we…作出回答。

4. 能通过辨认标识用No...或Don’t...向对方作出提醒。

第三课时

Using signs 能理解故事内容并能简1. 能运用/r/和/l/发音的规律，单复述Hansel和Gretel找到回家的路的过程，体会到标志的用途。

尝试读出其他含有其发音的单词。

2. 能在故事情境中，听懂、朗读词汇：stepmother, leave, middle, follow. 第四课时

Designing signs 能联系生活设计标识并1. 能区分/r/和/l/在不同单词介绍标识。要求内容达意、语法基本正确、语音正确。

中的发音，并能够听音填出所缺字母。

2. 能用What does this sign say/mean?向对方询问标识的含义，并用says/means…回答。

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lost, dropped, It

四、第一课时教学过程

Procedure Pre-task Contents 1. Warming up Teaching Plan Methods 1. Sing a song：

2-1

Listen to a chant. Purposes 活跃气氛，通过歌曲引出语境。

学习音标/l/、/r/，要求发音正确。

Preparation

park> 2. Learn the sounds: -l /l/, -r 2-2

Look and read. /r/. While-task Procedure

1. Learn the word: 1-1 Listen to the whole 通过观看视频引出sign

2. Passage 1. 1) Sentence patterns: passage. 1-2 Read and spell. 1-3 Read a poem.

2-1 Look and choose. 2-2 Listen and follow. 2-3

Look and say. 主题sign，学生带着问题初步感知文本。

通过辅助文本，学生能对signs形成立体的认识。

通过选择标识，初步感知、理解核心句型：What does this sign say? It says...通过图片信息，能说出标识的What does this 2-4

Read Passage 1. sign say?

It says…

3. Passage 2 1)Sentence patterns: What does

this sign mean?

3-1.Listen and answer. 内容。

3-2 Listen and follow. 3-3 Look and say. 3-4 Read Passage 2.

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通过语境带动、内容推进，进一步巩固句型：What

It means you

can/mustn’t…

4.Passage 3 1) Word: Telephone

does this sign say? It says...并感知句型4-1 Read and answer. ：What does this 4-2 Listen and follow. 4-3 Say and act. sign mean? It means...

通过第三段文本的推进，能够进一步巩固核心句型。学生根据文本框架自主进行对话，体现学生的自主学习。

通过学生为视频配音朗读，进一步熟悉文本内容，为输出做准备。

2) Phrase: make

telephone calls

5. The whole passage

5-1 Read in roles.

Post-task activities 1.Classify the signs.

2.Activity. 1-1 Competition.

2-1

Watch a video. 2-2 Stick and talk.

8 通过竞赛的模式复习核心单词及句型。调动课堂气氛并巩固学生对标识的理解。为之后的语用输出做铺垫。

视频导入，激发学生兴趣，为输出做铺垫。

生活运用，激发学

生的英语思维能力。提升学生的综合语用能力。

Homework: 1. Finish the worksheet. 2. Do the task:

1) Find and tell us the signs around you.

2) Tell us what you can do and what you can’t do according to the signs.

五、第二课时教学过程

Procedure Pre-task Preparation Contents 1. Warming up

Methods 1. Sing a song Purposes 活跃气氛，通过学习2. Learn the sound: /r/./l/ 音标/r//l/的发音，正3.

Revision: signs 确跟读含有/r//l/发音的单词。复习标识，巩固标识的表达方式。

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While-task Procedure

1. sign 1 (No bicycles!)

2.sign2

(No dogs!)

3.sign3 (No footballs!) 1-1. Watch and tick

1-2.Listen and say 1-3 Learn the sentence: 观看整个故事并通过勾选标识对故事有大致了解。

通过辨认禁止骑自行车的标志学会提醒他

What does this sign 人，并能够询问他人mean? 标志的含义。

It means you can’t ride

your bicycle here. 1-4 Look and read 1-5 Ask and answer:

2-1.Look and learn:walk 通过观看动画，观察your dog 2-2 Say and act 2-3 Look and read 2-4 Ask and answer 2-5 Think and say 3-1. Look and say 3-2. Ask and answer 3-3 Look and read 图片思考如何提醒别人不能遛狗，并通过演绎强化感受。并思考不能遛狗的原因和适合遛狗的场所。

通过阅读对话，自主寻找不能踢球的原因，并巩固对话练习。

Post-task activities

1-1 Read the whole story 朗读故事并能够根据1-2 Show time 场景，表达不同标志的含义并向他人作出提醒。

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After class: 1.Read the text for times. 2. Choose one picture in the park and write a dialogue and a paragraph below it. Board design: Oxford English 5BModule3Unit1 Signs Period2 Following the signs What(actions) What(signs) It says...

What(meanings) It means you can’t…

Why Because…

dangerous

ride your bicycle here.

walk your dog here.

play football here.

new noisy

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Oxford English 5B Module3 Things around us Unit1 Signs (After class)

•Please choose the signs and fill in the blanks. Here is an example. A.

B.

C.

D.

E.

F.

G.

H.

I.

J.

Look at the It says ‘…’

It means you /

sign. can/mustn’t…

Warning A Don’t walk on walk on the grass sign the grass.

Information

sign

Task 1 Knowing the signs

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Task 2 Following the signs

•Please choose one picture in the park and write a dialogue and a paragraph below it. Here is an example.

A: You can't ride your bicycle here. B: Why?

A: Look at the sign. It means you can’t ride your bicycle here. It’s dangerous.

B: I’m sorry. Where can I ride my bicycle then?

A: You can ride your bicycle on Rainbow Road.

In the park, a boy is riding his bicycle. But he can’t ride his bicycle here. Look at the sign. It means you can’t ride your bicycle here. It’s dangerous. If you want to ride your bicycle, you can go to

Rainbow Road.

A: You can't________________. B: Why?

A: Look_____________ It means ___________________________.

B: ________. Where can I___________ then?

A: You can___________________.

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In the park,

.

Task 3 Using the signs

•Please retell the story with some key words.

Hansel and Gretel’s stepmother....She says ‘…’

Hansel … So he…

The next day the stepmother …

On the way to …

Hansel …

Soon…

Their stepmother says ‘…’

But …

Gretel says ‘…’

Hansel says ‘…’

At last, they … Their father is….

Self-assessment (自我评价): content

Correct

Complete voice Clear Nice

Task 4 Designing the signs

•Please design a sign for a place. I design a sign for the________.(place) This is the sign I design.

Look at the sign.

It says/means__________________________________________________. Please follow the sign.

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