Story time课堂实录

Unit5 Signs

Story time 第一课时教学设计

无锡市钱桥中心小学

唐晓栋

教学内容：译林小学英语

六年级上册

Unit5 Signs

Story time 教学目标：

知识目标：

1.能够简单地听、说、读单词及词组：sign, smell, at a shopping centre, be careful, mean, floor, around, take…into…, in a restaurant

2.能听懂、会说、会读：What does it mean? It means ……./ No eating or

drinking./ No littering./ No parking./ No smoking./ Danger!/ Wet floor.

3.能听懂、会说、会读“Public signs”

能力目标

：

1.能初步感知并理解故事，能够体会故事中主要人物的不同情感，

2.能用不同的语气朗读并表演故事。

情感目标：

1.根据标志的意思，能够介绍、询问、给人以忠告和建议。

2.通过学习公共标志常识，加强社会公德教育，提高学生自身的文明

素养。

教学重点：

通过本课时的学习，让学生能够看懂一些常见的公共标示，并能用英语进行询问及其描述。

教学难点:

能借助提示，完整的复述本课对话。

教学过程：

Step1 Warming up 1.

Greetings 2.

Ask and answer T: Where did you go last Sunday？

What did you do there? Did you….?

S: I went to …

3.

Show the photos

T: I went to the park last Sunday. I took some photos. Look, they are the photos.

Picture1-2 They walked on the grass. The boy climbed the tree. Can we walk on the grass?

Can we climb the tree? We can’t walk on the grass. We can’t climb the tree.

Picture3-4 We can’t eat on the bus.

We can’t take photos in the museum.

4.

I think we need signs in our life. Today let’s learn about signs.

Unit5 Signs

Step2 Presentation 1.We need signs in our life. We need volunteers for the signs. Do you know the signs well? Do you want to be a volunteer for the signs? If you want to be a volunteer, you should know the signs well. Next you can help others with the signs. Finally, you can talk about the signs in your life. 2.Watch the cartoon and find out the signs.

Who are the children?

Where did they go?

What signs did they see? 3. Read and say.

T: What sign did they see?

S: Wet floor. T: What does it mean?

S: It means the floor is wet. T: What can we do?

S: Be careful. Teach:

Wet floor.

What does it mean?

It means…

Be careful.

5.

Read it together. P48 Teach: No littering.

litter

What does it mean?

It means…

6.

Read by yourselves.

What do the signs mean? They mean…

随文教学

take… into…

someone

Step3.Consolidation 1.

Ask and answer 1）Look and write

Name the signs 2）Read and choose 2.

Retell the text

Step4. Production 1.1) Look and choose.

根据图片情景选择相应的标志，并完成句子。

Look at the pictures. What signs do we need?

What does it mean?

It means…

2) 根据下列描述的场景，设计相应的标志。

a. You can see the sign in the library. It means you can’t speak loudly.（大声说话）

b. You can see the sign near the river. It means you can’t fish there.

c. You can see the sign in the street. It means you should drive slowly.

（缓慢驾驶）

2.In our life, we need a lot of signs. Signs mean rules.

Follow the rules.

Enjoy your life. Step5 Homework 1.Read the text “Story time”.朗读课文。

2.Finish the exercise on the paper.完成Unit5 随堂练习。

3.Review the meaning of the signs and find out more signs around us. 复习标志的意义并找出我们身边更多的标志。

板书设计：

Unit5 Signs

What does it mean?

It means…

教学反思：

本单元的话题是“公共标识”，在设计本课时的教学时我着重从以下方面入手：

一、课前预习，预热课文。课前预习对高年级孩子非常重要，到了六年级文本的内容明显增多，如果没有课前预习，那我们一节课讲完story time的内

容非常吃力。如果每个孩子都能坚持有预习这个好习惯，往往课堂会有意向不到的效果，那些发言积极的孩子往往是课前预习好的孩子，那么班级里总有一些学习弱势的孩子，这时我们不要吝啬赞美的语言，好好鼓励他。

二、创设情境，导入新课。

平时的教学中，每节课都有Free talk, 本节课由谈论周末活动，复习使用过去时态句型，从而自然引出课题signs。同时让学生对公共场合出现的标志，情感上预先关注。

三、任务驱动，学习新课。

教学紧紧围绕做一名公益志愿者这一任务展开，提出成为志愿者的条件：1.了解公共标志； 2.能利用标志的知识帮助他人；3.能谈论生活中的标志；

这个3个要求也是根据课文要求逐步展开，逐层推进的。在完成课文内容的教学后，我们的眼光也不拘泥于课文中出现的4个标志，引导学生就相应场合选择正确的标志，并进行主要句型“What does it mean? It means…”的问答操练，这些都是基于学生综合语用能力的发展要求。最后从标志蕴含的深层次意义，培养学生规则意识——“遵守规则，享受生活”，发掘文本的德育功能。