Unit5 Signs Story Time 教学设计

译林版小学英语六年级上册
Unit5 Signs（Story time）
教学目标：
1. 学生在课前阅读绘本A Day at the Museum的基础上，会使用You can/can’t ... Please don’t ... 等句子来提醒别人。
2. 学生能听懂、会读、会说sign, shopping centre, restaurant, careful, mean, wet floor, no littering, litter, no eating or drinking, no smoking, smoke，学生能使用句型：What does it mean It means ... 来询问和介绍标志；
3. 学生能理解、会朗读story time，并尝试根据提示复述故事内容；
4. 学生能理解标识在不同公共场所的含义和意义，在日常生活中能更好地规范自己和身边人的行为，争做文明好公民。
教学准备：
阅读绘本故事《A day at the museum》
教学过程：
Step1. Pre-reading
1. About Tim
T: Hello, boys and girls. This lesson, we will learn with our friend. Guess! Who is it Maybe these clues will help you.
PPT: He is only five years old now.
He can draw flowers and trees, but he can’t draw the boat.
He has a brother and a sister.
T: Do you know him Wow, you know him. (互动)
S: He is Tim.
T: Let’s greet him.
S: Hello, Tim.
Tim: Hello. You know some of me. But can you say something more about me
T: Well. Do you know more about Tim Here are some photos of his then and now. You can use these sentences to talk about Tim in pairs.
Ss: Three years ago, he was/had/could/couldn’t ... Now, he is/has/can/can’t ...
T: You know a lot about him. But do you know, he is a big museum fan. He likes the things of museums very much.
S: Yes.
T: How do you know
S: Three years ago, he was at a toy museum.
T: Yes, and now, he likes reading books about the museums. What book is it
Ss：A day at the museum.
2. Recall the picture book
T: Do you like/know this story
Ss: Yes!
T: Me too. It’s funny. Finally, Omar may use 205 ‘bones’ to make a small horse. I like Omar. He can draw a horse with 205 bones. He is a careful boy. In this story, who do you like best Why
S1: I like Omar. He can try hard things.
T: Yes, but he took photos there. Can we
S1: No, we can’t.
S2: I like Zara. Because she stops the wrong manners. She is brave.
T: I like Zara too. She is a good girl.
S3: I like Miss Garcia. She can order clearly.
T: And most students follow her orders.
S4: I like ...
T: What about Tim Who does he like best And why
S: He likes ... Because ...
T: Let’s listen to him.
Tim: I like Beno. Because he showed his friends how to play with the yo-yo. I like playing with the toys too. Maybe we can play together.
T: Who does he like best Why
S: ...
T: Right! Playing with toys is not bad. But can we play with the toy at the museum
S: No!
T: We can’t touch the things in the museum. They are old but weak and precious. So what do you want to say to Beno
S: ...
T: Do you remember Miss Garcia ordered, ’You can go and look. Please do not touch them.’ But why does Beno still touch the things
S: Maybe he ...
T: Maybe he forgot. How can you help Beno remember the orders. Maybe we can use these pictures to help him. What are these pictures
Ss: Signs. (学习sign，g不发音。) (出示标题)
T: Yes. The signs are always there. They remind people what to do or not to do. Do you know about signs
S: Yes.
3. About signs
T: We can see signs everywhere. What kinds of signs do you know Discuss in groups of four.
Ss: I know the sign ‘ ... ’ . We can/can’t/should/shouldn’t ...
（调动学生已知）
4人小组上台展示，并贴在黑板上。
Step2. While-reading
1. Read and answer
T: You know so many signs. Does Tim know about signs Maybe yes, Maybe no. Now let’s go into the story of Tim. Then you may answer this question.
T: Look! They are coming to a shopping centre. At the shopping centre, what do they see
S: Signs.
T: Does Tim understand these signs First, please read the story by yourself. Then discuss with your deskmate.
(学生默读故事，感受故事大意)
T: Does Tim know about them What signs does he know
S: He knows the sign ‘No eating or drinking’ and ‘No smoking’.
T: What signs doesn’t he know
S: He doesn’t know the sign ‘Wet floor!’ and ‘No littering’.
T: OK. Look at this sign. What is it
S: No eating or drinking. (朗读，板书)
T: What about this one What is its name
S: No smoking. (朗读，板书)
2. Look, think and say (Picture 1&2 )
T: Tim knows these two signs. But he doesn’t know the signs ‘Wet floor!’ and ‘No littering’. How does he ask about the signs Please read picture 1 and 2, find out the questions and the answers.
(学生朗读故事)
T: Picture 1, look, there is a sign on the floor. What is this
S: Wet floor! (朗读，板书)
T: How does Tim ask about it
S: He asks ‘What does it mean ’
T: Right! Read after me. What does it mean (板书)What does ‘mean’ mean
S: 意思是。
T: Yes. It means what does the sign tell us What does this sign mean
S: It means the floor is wet.
T: The floor is wet. There is some water on the floor. So the floor is slippery. What should we do
S: We should be careful! (跟读)
T: Yeah, and we should walk fast or slowly here. Or you may slip down here. So when you see the sign ‘Wet floor!’. You should walk slowly. OK What about this sign What is it
S: No littering. (朗读，板书)
T: How does Tim ask about it
S: He asks ‘What does it mean ’
T: How does Mike answer
S: It means you can’t litter here.
T: Can’t litter means you can’t throw rubbish here. But after drink juice. We have a rubbish. What should we do
S; We should put rubbish in the bin.
T: A good boy! Then, we should classify it. We should keep our city clean and protect the environment. Now let’s read the dialogue together.
(学生齐读)
T: Just now, Tim doesn’t know the two signs. Now, Does Tim know about these two signs now
Ss: Yes!
T: Then, where do they go
S: They go to the bookshop and the restaurant. (学习restaurant) What do they talk about
2. Read or act (Picture 3&4 )
T: Open your books and read in groups of four. Group A read Picture 3. Group B read Picture 4.
(四人小组，朗读或者表演故事)
Picture 3:
a.学生上台展示
b. Try to talk
T: Tim and Mike stop Helen. They remind Helen not to take the juice into the bookshop. Why
S: Because the juice may make the books dirty. / We should protect books/ ...
Picture 4:
a.学生上台展示
b. Try to talk
T: Why can’t the man smoke here
S: ... bad for our health / ...
T: Tim stops the man. Is he right What do you want to say to Tim
S: He is a good boy. / brave boy / ...
(出示绘本第2页的图片和文字)
T: What else would you say to the man You use the sentence in the picture book.
S1: You can go and eat here. But please don’t smoke here.
S2: Maybe you can smoke outside or in the smoking area.
S3: ...
T: You are good children too. Today, Tim, Mike and Helen saw some signs at the shopping centre. Now you can choose one picture to act in fours. Let’s begin!
(学生展示2组)
Step3. After-reading
1. An idea
T: Tim knows a lot about the signs. Signs can help people follow the rules. So he thinks we can put some signs in the museum.(出示博物馆，贴在板书上) Can you help him Let’s make a dialogue.
S: OK.
T: Before helping Tim, let’s look at the rules. One, work in groups of 4. Two, each student picks one sign and stick the sign at the museum. Three, talk about it in groups. Four, look at the sign. Please don’t speak or laugh too loudly. No littering. No Chinese! OK These sentences may help you.
2. Help Tim
师生示范：
A: I can pick/ put ‘ ... ‘ here.
B,C&D: What does it mean
A: It means we/ people can/can’t... here. We should ...
B,C&D: OK.
(小组合作，上台展示1组)
T: What do you think of the signs in the museum They can make the museum clean, tidy and in order.
Tim: Thank you for your help.
T: Thank you, boys and girls. After this lesson, please read and recite the story of Tim. Then, find more signs in our life and think about why And you can also read more books of signs. OK
Ss: OK!
T: Time to say goodbye. And say goodbye to all the teachers.
Ss: Goodbye teachers.