Story time教学设计(第一课时)

学科：英语

课题名称：牛津小学英语译林版

姓名：杨敏娜

单位：杨市中心小学

课题：6A Unit 5 Signs(story time) 一、教材分析

本单元的话题为“公共标识”。涉及新授句型What does ...mean? It means...和No +doing（动名词）结构。前者要求学生灵活运用，后者只需学生人认读即可。另外本单元呈现了情态动词can和can’t的新用法，表示允许和禁止的意思。课文背景为Mike,Helen和Tim在逛购物中心的时候看到了很多公共标识。三人互相提醒，避免了危险，也组织了不当行为。

二、学情分析

这些公共标识在日常生活中比较常见，学生对此教学内容兴趣较浓，对于文本的内容学生通过自我预习也不难理解。另外，学生在四年级已学过can和can’t的用法，但主要意思为能和不能，本单元则表示允许和禁止，教学时要进行对比，帮助学生区分和理解两种用法。

三、教学目标

1、能听懂、会说、会读、会写句型：What does it mean? It means …. No littering/parking/smoking/…You can /can’t….

2、能听懂、会说、会读单词litter, go in, take …into, restaurant, someone, smoke, smell。

3、能听懂、会说、会读、会写单词：sign, shopping centre, careful, mean, floor。

4、通过课文学习，帮助学生掌握“公共标识”的英语语言知识，发展听说读写技能，形成用英语与他人交流的能力，进一步促进学生思维能力的发展，提高学生的综合人文素养。

四、重点与难点

1.句型：What does it mean? It means ….

No littering/parking/smoking/…

You can /can’t….

2.词汇：sign, shopping centre, mean。

五、教法分析

新课标倡导学生是学习和发展的主体，而小学高年级的英语有一定难度，比较枯燥，根据教材内容和学生特点，本节课在教学过程中充分利用多媒体直观教学手段，尝试用交际法和任务型教学法帮助学生自己来探索、发现和解决关于公共标志的问题。学生在与人机互动、人人交流的活动中建立起自信，享受到学习的快乐，得到相关的知识，始终是学习的主人。

六、课前准备

1、教具准备：录音机，课件

2、学具准备：学生用书

3、板书准备

七、教学过程设计

教学环节一（Pre-reading）

1.

Greeting：boys and girls, nice to see you again. You know I like taking photos when I go out at weekends. Now, Let’s enjoy some photos . 2.屏幕上出现游客拍照的图片（一张爬树，一张踩草坪，一张攀爬，一张在博物馆里拍照）

T:Look at these photos, do you think these pictures beautiful and cool? T:I think some of you think these photos are cool or you maybe take the similar photos like these, right? But look at these.(照片中的标志显现“请勿攀爬”“请勿践踏”“不许拍照”) Now, do you think these photos beautiful? Ss:No. T:Do you know what are these?(指着那些标志) Ss:They are signs. T:Yes.Today we will talk about”signs” ,follow me”Signs”

“Signs” (teach the new word: sign)

3T: Different signs mean different things. They can tell us what can we do and what we can’t do,right? Now, let’s enjoy a song.(播放歌曲“The signs in the park”)

4.Brainstorm: So we can see many signs in the park,right? Where else can we find signs? Ss:Shopping centre, restaurant, road,express way, museum......(Teach new words: shopping center and restaurant) 【设计意图：通过一组照片呈现生活中的实际场景图，引出本节课的主题：Signs，并通过和该主题相关的歌曲愉悦课堂氛围并引出相关话题：我们可以在哪些地方发现这些标识的身影？为进入文本学习做好铺垫。】

教学环节二（While-reading）

1.T: We can see signs anywhere in our life. How about Helen? What signs did she see?Let’s go and have a look. T:Who are they?(屏幕出现Mike Helen and Tim的图片) Ss：They are Mike Helen and Tim. （出示四幅场景图片）

T: Can you guess Where are they?(给出三个选项，shopping centre，Helen’s home，park) Ss：shopping centre T:How many places did they go in the shopping centre?

Ss:Four. 2.T:How many signs did they see?

What are they? S: watch the cartoon and answer the questions.(带着问题看卡通视频) T:Now,tell me how many signs did they see?

What are they? (给出选项)课件上逐张显示No eating or drinking, No littering, No parking, No smoking，Danger, Wet

floor的图片，让学生选择

Ss: They saw 4 signs. They are...... 3.T: Where did they see these signs?(Do a match) 4.T:Do you know the meaning of these 4 signs? Let’s have a look. （出示第一张shopping centre和第二张juice shop的图）

T:listen to the tape carefully and tell me what do the two signs mean? T:what does it mean? Ss: It means the floor is wet.

T:We also can say it means”wet floor”.Understand? T:What does this sign mean? Ss:It means you can’t litter here.

T:Yes, and we also can say It means “No littering” right? Follow me, What does it mean?It means “Wet floor” .It means the floor is wet.

What does it mean? It means no littering. It means you can’t litter here.

T:We know we shouldn’t litter here,and what should we do? Ss:We should put our rubbish in the bin...... 5.T: How about these signs? What do they mean? (出示剩下两个signs)

Read the last two parts in pairs and try to tell me the meaning of these 2 signs ;Then discuss them with your desk mates like this:

A:Can you see that sign?/ Here is a sign. What does it mean?

B: It means......, we should/shouldn’t....... 【设计意图：文本教学的主体环节中，先通过背景图帮助学生从整体上把握文本内容，四个标识的学习则由扶到放，带领教学两个标识，另外两个则给出任务，让学生自主合作学习。】

教学环节三（Post-reading）

1.T:Let’s read after the tape one by one and then help Helen finish message on her Circle of Friends. (学生跟读录音) T:请帮助Helen完成微信朋友圈的更新。同桌可以讨论哦。(把对话以第一人称的角度复述出来形成一片文章) Disscuss with your group and finish the blanks. Ss: Today I went to the_______ with Mike and Tim. We saw four signs there. The sign on the floor means _____________.We can’t______________.

The sign in the juice shop means _____________.

The sign means we can’t ______________.At last, we see a man in the _________. He is____________. We reminds him and he stops. Do you know what sign is it ?It’s __________. It means ______________. 2.T:Ok,the massage has been sent,and some Helen’s friends replied such as... Can you help them finish?

Yang Ling: It means_______________.

Su Hai:

Wow, you have a _____ day.

Wang Bing: You know a lot about _____. 3.T:Now it’s time to act.You are also in the shopping centre. I give you these signs.(No littering, No smoking, No eating or drinking, Wet floor, No parking, No taking photos.) try to make an act with your group.（模仿课文，自编短剧表演）

Advice sentence : Can you see......

What does it mean?

It means ......

You should/shouldn’t/can’t......

Please don’t ......

I’m sorry. 【设计意图：产出环节设计让学生帮助Helen完成朋友圈的更新，让学生在交际的同时体验生活。通过这个活动，把生活中的交际场合搬进课堂，使课堂变为一种具体的社会交往环境，使教学过程成为教师与学生之间的一个交际过程。】

Homework: 1、熟读课文并背诵。

2、抄写所学标识。

八、设计说明

语言学习的过程是一种发现语言规则并创造性地活用这些规则的过程，任何人类语言的交际活动都离不开一定的语言环境。著名语言学家布鲁姆指出：“成功的外语课堂教学，应在课内创造更多真实的生活情景，让学生有机会运用自己学到的语言材料”。因此本节课从学生的已有知识水平出发，并以交际法语言教学为理论依据进行设计。运用交际法进行英语教学，首先要努力创设真实自然的社会语言情景。本节课充分利用多谋体课件，结合大量生活照片，呈现了较多学生熟悉的生活场景，在这些生活场景中进行本课话题的谈论和学习。其次，交际法教学强调“以任务为本，以学生为中心”的语言教学实践，要求根据显示生活中对英语的实际需求，模拟各种生活语境，情境，为学生提供综合运用英语语言，进行交际活动的机会。因此在本堂课中，我设置了各种不同的任务让学生来进行文本解读，从中操练目标语言，并在课堂的最后让学生帮助Helen完成朋友圈的更新，让学生在交际的同时体验生活。通过这个活动，把生活中的交际场合搬进课堂，使课堂变为一种具体的社会交往环境，使教学过程成为教师与学生之间的一个交际过程。这大大地增强了学生的兴趣。