Unit 5 Signs Story time 教案
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| 名称 | Unit 5 Signs Story time 教案 |  | |
| 格式 | docx | ||
| 文件大小 | 16.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-08-27 15:07:15 | ||
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Unit 5 Signs 教学设计
教学内容
译林版牛津小学英语六年级上册
Unit 5 signs story time(第一课时)
1.教材分析
（1）语篇内容分析：
本单元的核心内容是公共标识，本语篇是单元的Story time部分，文章以一个购物中心为载体呈现了四个生活中常见的标识，以对话的形式带出标识的含义，引导学生关注标识，做遵守社会公共秩序的公民。基于此文本，我充分利用学生已有的知识和生活经验，利用白板这一媒体，呈现生活化的真实情境从而穿插听、说、读、写的能力训练，引导学生在运用语言中学习语言，并能够创造性的使用语言。
（2）Story time任务分析：
Story time是单元核心板块。借助活泼生动的插图和有趣的故事情节，以对话的形式呈现了词汇、句型和日常用语和语言功能。作为语篇，侧重于阅读技巧的指导，帮助孩子运用阅读技巧自主的解构文本。
2.学生分析
六年级学生除了具有较高的英语知识水平和英语表达能力外，还具有较高的运用信息技术手段搜集资料、阅读英语素材、运用英语进行表达的能力。本课的话题是标识，学生在三年级下册第二课接触过Don’t run/talk/shout/sleep这些用祈使句表达的禁令类标志，同时，他们也有能力在课前预习时上网搜集关于标识的图片和利用“一起作业”平台，一起书上配套的影像资料预习；但是六年级的学生比较害羞，不太愿意表达。因此我设置了层层递进的教学任务，在课中，利用电子白板等现代化教学手段，生生之间、师生之间、学生与白板、资源之间进行深层互动，让学生自主探究文本，解决问题进而跳出文本，最后习得语言并进行有效的输出，即创编对话。
3.教学目标
知识目标：
（1）能听懂、会说、会读日常交际用语：What does it mean It means …. No littering/parking/smoking/…You can /can’t….
（2）能听懂、会说、会读词汇：litter, go in, take …into, restaurant, someone, smoke, smell。
（3）能听懂、会说、会读、会写词汇：sign, shopping centre, careful, mean, floor
能力目标:
通过阅读环节，帮助学生整体把握文章结构。
能够通过生成的结构成体理解文章大意，并指导学生运用所学句型创编对话。
情感目标：
通过文本的学习，了解常见的标识，树立遵守公共秩序的意识。
Step 1 Morning greeting
Step 2 Daily talk
How was your last night
What did you do
Can you talk in pairs first
Show time (talk with the students)
Did you learn to sing the song “Signs，signs everywherey” (穿插在聊天中)
Let’s sing it together.
Step 3 You did it well. So today we will learn U5, signs.
Let’s come the preview work.
Who are they S: They are …
Where are they S: They are at the shopping centre.
T: Can you read it Ss: read one by one.
T: Are there any shopping centres in Nanjing Near our school Do you often go there
What shopping centres do you know
T: What do we usually do at a shopping centre
Ss: …
Listen and answer
T: What did they do at the shopping centre
S: They bought some drinks.
They ate some noodles.
They talked about some signs.
T: How many signs did they see Can you find from the picture
Ss: They saw four signs.
Read and match
T: Do you know the names of these signs Can you try to read and match them
(四个标志打印贴在黑板上)
S1-S4
Read and learn
What do they mean Can you try to read and find the answer And use your pencil to underline the key sentences.
T: Let’s look at the first sign. What does it mean
Ss: It means the floor is wet.
T: We know it means the floor is wet. What should we do
Ss: We should be careful.
T: When we see this sign, what can’t we do
Ss: We can not run. We can not walk fast.
T: Now we know something about the sign. Let’s come to the story. How do they talk about the sign.
S: Can you see that sign What does it mean It means… (按计划板书)
T: Let’s have a look at this sign. What does it mean Did you find the answer
S: It means we can’t litter.
T: Here litter means Can you tell me in English？ (Do some actions)
S: It means throw rubbish on the ground.
T: Good! Let’s look at this picture. Where did they find the sign
S: Near the juice shop.
T: There is a sign near the juice shop. Why
S:
T: Can you try to find some sentences help you to talk about the sign.
S: Here’s a sign. (板书，引回文本)
T: We know these two signs.
What do these two signs mean
Please work in two. And use the sentences here to talk about the signs.
Students work in pairs for about 1 min (板书代替PPT)
T: Which group can talk about this sign.
G1 G2
T: It means you can’t eat or drink here. So can Helen go into the bookshop How about this sign？ What does it mean Which group can talk about it
G3 G4
T: It means you can’t smoke here. How do they talk about it! Let’s try to listen.
1. 2. 3…4 smell restaurant (新词教授)
T： This time we are going to act this picture. We have the narrator and …
Ss prepare for it and show time
T: You can act it well.
T: Now we know all the signs here. And we know how to talk about signs. Let’s read the story time together.
T: Today we have learned U5 signs. The children talked about the different signs. Why do we have the signs Can you try to think
Ss: Try to show different answers.
T: In our school, do we need any signs
Ss: Yes.
T: Can you try to work in four and make a conversation like picture four. You can use the sentences here to help.
Ss: Work in pairs and make a dialogue.
Show time
T: 。You all did a good job. At last ,let’s try to sing the song.
You can make a new song with your signs.
Ss: Sing together.
T: This is the class for today. And please remember to obey the signs.
教学内容
译林版牛津小学英语六年级上册
Unit 5 signs story time(第一课时)
1.教材分析
（1）语篇内容分析：
本单元的核心内容是公共标识，本语篇是单元的Story time部分，文章以一个购物中心为载体呈现了四个生活中常见的标识，以对话的形式带出标识的含义，引导学生关注标识，做遵守社会公共秩序的公民。基于此文本，我充分利用学生已有的知识和生活经验，利用白板这一媒体，呈现生活化的真实情境从而穿插听、说、读、写的能力训练，引导学生在运用语言中学习语言，并能够创造性的使用语言。
（2）Story time任务分析：
Story time是单元核心板块。借助活泼生动的插图和有趣的故事情节，以对话的形式呈现了词汇、句型和日常用语和语言功能。作为语篇，侧重于阅读技巧的指导，帮助孩子运用阅读技巧自主的解构文本。
2.学生分析
六年级学生除了具有较高的英语知识水平和英语表达能力外，还具有较高的运用信息技术手段搜集资料、阅读英语素材、运用英语进行表达的能力。本课的话题是标识，学生在三年级下册第二课接触过Don’t run/talk/shout/sleep这些用祈使句表达的禁令类标志，同时，他们也有能力在课前预习时上网搜集关于标识的图片和利用“一起作业”平台，一起书上配套的影像资料预习；但是六年级的学生比较害羞，不太愿意表达。因此我设置了层层递进的教学任务，在课中，利用电子白板等现代化教学手段，生生之间、师生之间、学生与白板、资源之间进行深层互动，让学生自主探究文本，解决问题进而跳出文本，最后习得语言并进行有效的输出，即创编对话。
3.教学目标
知识目标：
（1）能听懂、会说、会读日常交际用语：What does it mean It means …. No littering/parking/smoking/…You can /can’t….
（2）能听懂、会说、会读词汇：litter, go in, take …into, restaurant, someone, smoke, smell。
（3）能听懂、会说、会读、会写词汇：sign, shopping centre, careful, mean, floor
能力目标:
通过阅读环节，帮助学生整体把握文章结构。
能够通过生成的结构成体理解文章大意，并指导学生运用所学句型创编对话。
情感目标：
通过文本的学习，了解常见的标识，树立遵守公共秩序的意识。
Step 1 Morning greeting
Step 2 Daily talk
How was your last night
What did you do
Can you talk in pairs first
Show time (talk with the students)
Did you learn to sing the song “Signs，signs everywherey” (穿插在聊天中)
Let’s sing it together.
Step 3 You did it well. So today we will learn U5, signs.
Let’s come the preview work.
Who are they S: They are …
Where are they S: They are at the shopping centre.
T: Can you read it Ss: read one by one.
T: Are there any shopping centres in Nanjing Near our school Do you often go there
What shopping centres do you know
T: What do we usually do at a shopping centre
Ss: …
Listen and answer
T: What did they do at the shopping centre
S: They bought some drinks.
They ate some noodles.
They talked about some signs.
T: How many signs did they see Can you find from the picture
Ss: They saw four signs.
Read and match
T: Do you know the names of these signs Can you try to read and match them
(四个标志打印贴在黑板上)
S1-S4
Read and learn
What do they mean Can you try to read and find the answer And use your pencil to underline the key sentences.
T: Let’s look at the first sign. What does it mean
Ss: It means the floor is wet.
T: We know it means the floor is wet. What should we do
Ss: We should be careful.
T: When we see this sign, what can’t we do
Ss: We can not run. We can not walk fast.
T: Now we know something about the sign. Let’s come to the story. How do they talk about the sign.
S: Can you see that sign What does it mean It means… (按计划板书)
T: Let’s have a look at this sign. What does it mean Did you find the answer
S: It means we can’t litter.
T: Here litter means Can you tell me in English？ (Do some actions)
S: It means throw rubbish on the ground.
T: Good! Let’s look at this picture. Where did they find the sign
S: Near the juice shop.
T: There is a sign near the juice shop. Why
S:
T: Can you try to find some sentences help you to talk about the sign.
S: Here’s a sign. (板书，引回文本)
T: We know these two signs.
What do these two signs mean
Please work in two. And use the sentences here to talk about the signs.
Students work in pairs for about 1 min (板书代替PPT)
T: Which group can talk about this sign.
G1 G2
T: It means you can’t eat or drink here. So can Helen go into the bookshop How about this sign？ What does it mean Which group can talk about it
G3 G4
T: It means you can’t smoke here. How do they talk about it! Let’s try to listen.
1. 2. 3…4 smell restaurant (新词教授)
T： This time we are going to act this picture. We have the narrator and …
Ss prepare for it and show time
T: You can act it well.
T: Now we know all the signs here. And we know how to talk about signs. Let’s read the story time together.
T: Today we have learned U5 signs. The children talked about the different signs. Why do we have the signs Can you try to think
Ss: Try to show different answers.
T: In our school, do we need any signs
Ss: Yes.
T: Can you try to work in four and make a conversation like picture four. You can use the sentences here to help.
Ss: Work in pairs and make a dialogue.
Show time
T: 。You all did a good job. At last ,let’s try to sing the song.
You can make a new song with your signs.
Ss: Sing together.
T: This is the class for today. And please remember to obey the signs.