Unit8 Reading signs 教学内容与目标
【内容来源】上海教育出版社(2015年版)六年级下册Module3 Unit8
【教学内容】
一、功能
识别；判断 ：(1) 识别公共场所标识并描述其含义。
(2) 通过识别标识判断哪些事可以做、哪些事不可以做。
二、语言知识
1. 句型复习和日常用语：(1) We must look out for them.
(2) We can follow them back home.
(3) We shouldn’t smoke in the library.
(4) I see.
2. 词汇：in the middle, look out, no smoking, no swimming, get lost, some time, on the way21世纪教育网版权所有
3. 语音：单词的重音。
三、语言技能
1. 听：能听懂关于问路及如何通过标识认路的对话。
2. 说：(1) 能用can, must和should说说可以做和禁止做的事情。
(2) 能用恰当的句子问路和指路。
3. 读：(1) 能读懂故事《石子路》。
(2) 能结合语境写出正确的句子，并给一个特定的场所写一些标识语。
【教学目标】
1. 能在语境中正确运用本单元的核心词组，复习已学相关核心词汇。
2 能认识不同的标识，并说出标识表示的含义。
3. 初步了解单词中重读音节的概念，并能正确朗读单词。
4. 在公共场所遵守规则，做文明公民。
教学重点：
1. 词汇学习：in the middle, look out, no smoking, no swimming, get lost, some time, on the way 21教育网
2. 句型复习：We must look out for them.
We can follow them back home.
We shouldn’t smoke in the library.
3. 语音学习：了解单词的重音。
教学难点：
在具体的情景中正确运用must, can, should, shouldn’t等来建议做或不做某事。
Unit8 Reading signs 第1课时教学设计
【内容来源】上海教育出版社(2015年版)六年级下册Module3 Unit8
【主 题】Look and learn, Listen and say
【课 时】第1课时
一、教学目标(Teaching aims)
1. 帮助学生学习Look and learn中的标识语。
2. 通过Listen and say的情景对话，帮助学生复习句型must的用法，了解不同地区的标识。【来源：21·世纪·教育·网】
二、教学重难点(Teaching points and difficulties)
1. 词汇学习：in the middle, look out, no smoking, no swimming
2. 句型复习：We must look out for them.
3. 日常用语：I see.
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 呈现五年级上册Unit 12中学过的禁令标识 (Don’t smoke!) 和(Don’t play with matches)，鼓励学生用不同的句式来说说这两个标识的含义。
① ②
T: What are these?
S1: They’re fire signs.
T: What does Sign 1 mean?
S1: It means “Don’t smoke!”
S2: It means “We mustn’t smoke.”
T: These signs tell us we mustn’t do or can’t do something.21世纪教育网版权所有
2. 让学生交流在哪里可以看到这些禁令标识。
T: Where can we find these signs?
S1: We can find “Don’t smoke!” in the library, cinema and theatre.
S2: We can find “Don’t play with matches!” in the forest.21·世纪*教育网
While-task procedures
1. 出示Look and learn中的六个标识。请学生仔细观察这六个标识有什么不同，并讨论如何将它们分成两大类。21cnjy.com
T: The signs on the left tell us we must do these things. The signs on the right tell us we mustn’t do these things.www.21-cn-jy.com
分组呈现知识图：
Look out for children.
Look out for animals.
Keep quiet.
No smoking.
No swimming.
Don’t walk on the grass.
学习短语lookout，帮助学生理解它的意思。
T: Something falls down! Look out! (try to duck as if something falls from above)
2. 引导学生思考：同一个标识可以用哪些不同的句式表达，教师板书句式。
No smoking.
Don’t smoke.
You mustn’t smoke.
Look out for children.
We should look out for children.
We must look out for children.
然后教师呈现一些禁令标识和指示标识，请学生用不同的句型表达它们的意思。
3. 出示Listen and say的图片，请学生观察图中的四个标识，猜猜他们分别表示什么意思。
T: How many signs can you see in the picture?
S1: I can see four signs.
T: What does the blue sign mean? (point at the sign for the underground station)
S1: It means “underground station”.
…
请学生带着问题学习课文。
4. 播放Listen and say的录音，学生边听边看图片。然后请学生回答问题，帮助学生理解课文的意思，理解生词的意思。21教育网
1) Is the woman new here? (Yes, she is.)
2) What is she looking for? (She is looking for the underground station.)
3) Where did she come from? (She came from Shanghai.)21·cn·jy·com
4) What is the sign for the underground station in the UK like?2·1·c·n·j·y
(It is a big red circle. The word “UNDERGROUND” is in the middle.)
让学生独立阅读课文，核对问题答案。
Post-task activities
1. 请学生完成Listen and say的后续练习。教师在教室内来回巡视，适时给予必要的帮助，然后集体核对答案。www-2-1-cnjy-com
2. 教师呈现四个话题：signs in the park, signs at school, signs in the cinema, signs in the street，然后把学生分成四人小组，请每个小组选择一个话题进行讨论，画一画在这个地方常见的标识，并配上文字提示，然后请部分小组上台交流。
【板书设计】
Unit8 Reading signs
in the middle, look out
no smoking, no swimming
We must look out for them.
I see.
Unit8 Reading signs 第2课时教学设计
【内容来源】上海教育出版社(2015年版)六年级下册Module3 Unit8
【主 题】Read and tick, Think and write, Learn the sounds21·世纪*教育网
【课 时】第2课时
一、教学目标(Teaching aims)
1. 通过Read and tick的活动，帮助学生巩固can, should的用法。
2. 通过Think and write的写作活动，完成一张海报。
3. 初步了解单词的重音。
二、教学重难点(Teaching points and difficulties)
1. 句型复习：We shouldn’t smoke in the library.
2. 语音学习：了解单词的重音。
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 教师呈现一组标识，请学生把他们分成两大类：禁令标识和指示标识。然后，请学生用不同句式说说这些标识的意思。教师可以把学生分成两大组或者男、女生组进行比赛，以活跃课堂气氛。21·cn·jy·com
T: (point at the sign for No smoking.)
B1: No smoking. (get one point)
G1: We mustn’t smoke. (get one point)
…
2. 教师快速展示一个标识，要求学生说出这个标识的意思及在哪个场所可以看到这个标识。
T: (show the sign for No swimming.)
S1: This sign means “Don’t swim here.” I can see this sign beside rivers and lakes.
While-task procedures
1. 出示Read and tick的图片，先让学生说说图中有哪些场所。
T: What places can you see in the picture?
S1: I can see a lake, a school and a restaurant.
S2: I can see a library, some grass and trees.
S3: I can see a toilet.
2. 请学生和同桌一起讨论，图中的七个标识分别表示什么意思。如果学生学力较强，可以请学生先写出这七个标识的含义。21cnjy.com
Sign 1: Restaurant.
Sign 2: Keep quiet.
Sign 3: No swimming.
Sign 4: Don’t walk on the grass.
Sign 5: Toilet.
Sign 6: No smoking.
Sign 7: Look out for children.
3. 请学生看着标识完成勾选Yes或No的练习，然后集体交流核对答案。
T: Can we eat here?
S1: Yes. There’s a restaurant.
T: Should we keep quiet in the library?
S2: Yes, we should.
…
4. 呈现Learn the sounds中的单词，向学生解释单词上方大小不同的圆点表示单词中音节读音的轻重（见“参考资料”），然后播放录音，让学生仔细听录音，感受单词中不同音节发音的轻重。然后教师领读单词，朗读单词时发音要清晰、速度不宜很快，引导学生仔细分辨重读音节。教师也可以通过击掌轻重来帮助学生理解。www.21-cn-jy.com
T: apple, teacher, lesson, mother.
Ss: apple, teacher, lesson, mother.
…
让学生朗读Listen and say中的单词。然后播放录音，让学生跟着录音朗读单词。 Post-task activities 2·1·c·n·j·y
1. 请学生讨论交流在图书馆可以做哪些事、不可以做哪些事，然后请学生完成
Think and write的写作练习。教师在教室内来回巡视，适时给予必要的指导，然后请部分学生到教室前面展示。 【来源：21·世纪·教育·网】
2. 把学生分成小组，让学生合作完成一张图文并茂的海报，选出优秀的海报在班级中展示。
【板书设计】
Unit8 Reading signs
We shouldn’t smoke in the library.
【参考资料】
重音：含有两个或两个以上音节的单词要区分重读和非重读音节，在音标中重读音节前会标出重音符号，如today /t??de?/。重读音节与非重读音节相比，发音长，音调高。掌握单词的重音能帮助学生区分不同的单词，如desert 和dessert。一些词可以作动词也可以作名词，词性不同时重音位置不同，如 survey (v.)，survey (n.)。21世纪教育网版权所有
For words with more than one syllable, we do not say each syllable with the same force or strength. This is called word stress. Word stress helps us speak more naturally and accurately. Misplacing a stress may result in a word sounding unnatural, or even result in a different meaning. For example, “survey” (stressing the first syllable) refers to the noun, while “survey” (stressing the second syllable) is the verb. In a dictionary entry, we can easily identify the word stress in the pronunciation reference. For example, apple is /??pl/, with a stress on the first syllable.21教育网
Unit8 Reading signs 第3课时教学设计
【内容来源】上海教育出版社(2015年版)六年级下册Module3 Unit8
【主 题】Read a story
【课 时】第3课时
一、教学目标(Teaching aims)
1. 通过故事阅读复习所学的语言知识，引导学生明白“如果开动脑筋，生活中处处充满智慧”的道理。
2. 通过完成后续练习，帮助学生学会快速查找文中细节信息。
3. 通过学习任务(Task)，帮助学生巩固和综合运用本单元所学的知识和技能， 给学校设计标识牌并描述。21世纪教育网版权所有
二、教学重难点(Teaching points and difficulties)
1. 词汇学习：get lost, some time, on the way
2. 句型复习：We can follow them back home.
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 教师呈现一组单词（双音节词可以多些，三个音节的单词少些），领读，请学生边大声清晰地朗读，边击掌表示某个音节需重读。 21教育网
T: happy, listen, mountain, agree, online, interesting.www.21-cn-jy.com
Ss: happy, listen, mountain, agree, online, interesting.【来源：21·世纪·教育·网】
2. 教师呈现一组标识，请学生用不同的句式表达。
No smoking.
Don’t smoke.
You mustn't smoke.
Look out for children.
We should look out for children.
We must look out for children.
While-task procedures
1. 逐张出示Read a story的图片，学生看图回答问题，对故事内容进行阅读前的推测，培养学生的观察能力、逻辑推理能力及语言表达能力。如学生回答有误，教师暂时不需要纠正。21·cn·jy·com
Picture 1
1) Where did Jack and Jane live?
2) What did Jack tell Jane? Can you guess?
Picture 2
1) Where were Jack and Jane? Were they happy?
2) What was Jack doing?
Picture 3
How did Jane feel?
Picture 4
Where were Jack and Jane?
2. 学生阅读课文，再让学生回答上面的问题，可与之前的回答作对比。解释一些生词的意思，如may, get lost, some time等，帮助学生理解课文。然后请学生根据故事内容完成Read a story的后续练习。完成练习时，有意识地训练学生独立、快速到文中寻找对应文字的能力，培养学生查读 (scanning) 的技能。
3. 学生根据课文内容，填空完成下面的故事概要。
Jack and Jane lived by the forest. Their father often said to them, “Never go into the forest. You may get lost. One day, Jack and Jane went into the forest. After some time, they felt hungry and tired. Jane could not find her way. She said，“We are lost!” Jack said, “Don’t worry. Look at the stones on the ground. We can follow them back home.”
4. 出示Read a story的教学图片，让学生用第一人称（Jack，Jane或their father）复述故事。 21cnjy.com
S1: I’m Jack. My father, my sister Jane and I live by the forest. Last week, Jane and I went into the forest. On the way, I dropped some stones. We saw beautiful flowers and interesting insects. It was fun! Then we were tired. We followed the stones back home.2·1·c·n·j·y
S2: I’m Jane. Last week, my brother Jack and I went into the forest. We had a lot of fun in the forest! Then we got very tired. I wanted to go home, but I couldn’t find the way. I was worried. Then my brother said, “Don’t worry. Look at the stones on the ground.” He dropped the stones on the way. Finally, we followed the stones back home.www-2-1-cnjy-com
Post-task activities
1. 把学生分成四人小组，小组讨论一下Jack 和Jane回家后爸爸会说什么，Jack和Jane 分别会说什么，然后分角色表演课本剧。2-1-c-n-j-y
Jack and Jane: Dad, we’re back!
Father: Where did you go? I’m worried about you!
Jack and Jane: We ...
2. 在前一课时留作业，让学生完成《练习册》Task中的Draw and write，给学校设计三个常用的标识牌，写出它们的含义。本课时请学生带来自己的设计，根据Ask and answer中的提示问题和同学自由交流，了解别人都设计了怎样的标识，看看谁的设计最有创意。21·世纪*教育网
S1: Can I look at your sign?
S2: Sure. This is my sign. It means we must...
S1: Where do you want to put this sign?
S2: I want to put it...
然后让学生根据刚才的了解到的信息，写一写自己认为设计最好的一个标识牌，然后同桌互相交流批改。
【板书设计】
Unit8 Reading signs
get lost, some time, on the way
We can follow them back home.
