六年級(jí)上冊(cè)英語教案unit5signs(storytime)譯林版（三起）

六上 Unit5 signs (Story time)教學(xué)設(shè)計(jì)一、教學(xué)內(nèi)容：Story time二、教學(xué)目標(biāo)：1. Ss can read and understand the story.2. 學(xué)生能初步理解并且會(huì)聽、說、讀單詞及詞組：a shopping centre, careful, mean, floor, go in, take into, smell, a restaurant, Wet floor, No littering, No eating or drinking, No smoking。2. 學(xué)生能初步感知句型，能初步聽懂并且會(huì)讀句型：What does it mean? 和It means 3. 學(xué)生能初步理解本篇故事并能復(fù)述。4. 情感教育：學(xué)生能明白標(biāo)志在我們?nèi)粘Ｉ钪械囊饬x和重要性。三、教學(xué)重點(diǎn)：1. 學(xué)生能初步能理解并且會(huì)聽、會(huì)說、會(huì)讀單詞及詞組：a shopping centre, careful, mean, floor, go in, take into, smell, a restaurant, Wet floor, No littering, No eating or drinking, No smoking。2. 學(xué)生能初步感知句型，能初步聽懂并且會(huì)用句型：What does this mean? 和It means 。3. 學(xué)生能初步理解本篇故事并能復(fù)述。四、教學(xué)難點(diǎn)：1. 學(xué)生能基本掌握litter, restaurant, smoke的發(fā)音。2. 學(xué)生能初步感知句型，能初步聽懂并且會(huì)用句型：What does this mean? 和It means 。五、教學(xué)準(zhǔn)備：課文圖片，單詞圖片，PPT六、教學(xué)過程：Step1. Warm up1.Greetings2. Enjoy some picturesT: To make you happier, lets enjoy some pictures first.T: Whats the city? What do you think of it? Is it beautiful? So we can say it is a city. Now we are creating the national civilized city. Liyang is a civilized city.Step2. Pre-reading1. New wordsBut sometimes, we can see these images in our city. What do they do? Teach: litter, smoke2. What can we do?S: Stop them, remind them, put signs at the placesTeach: No littering/ No smoking (構(gòu)詞法) Pay attention to the structure.What does it mean?3. 揭題： This lesson we will learn more about signs. Lets see some signs around us. Where can we see the sign? Ss: We can see the signs in the park, restaurantStep3While reading1.Listen and order Mike ,Helen and Tim are visiting our city today. Where do they go? Listen and put their cards in order.2.Watch and match In these places, they see some signs. What sign do they see in each place? Watch the cartoon and match.3. Read and underline Tim is a little boy. Does he know the signs? Now please open your books and read your story carefully, underline the sentences.4.細(xì)讀文本Part1. (1)What does the first sign mean? (2)It means the floor is wet. So we should be careful. How to read?Part2：Tim is lucky. Then they see a juice shop. Heres a sign. Tim doesnt know it. So he asks_. Lets tell him together.Part3:(1) They see a bookshop. Helen wants to go in. Can they go in? Why?(2) Theres a sign. What does it mean?(3) So Mike says: You cant take your juice into the shop. (指導(dǎo)讀)Part4：(1) They cant eat or drink in the bookshop. But they can eat here. Look,are they eating happily? Why? (A man is smoking)(2) How do they know?(3) Tim knows the sign. So give the man advice together.Step: Read the storyRead after the tapeStep4: Act the stroy要練說，得練看。看與說是統(tǒng)一的，看不準(zhǔn)就難以說得好。練看，就是訓(xùn)練幼兒的觀察能力，擴(kuò)大幼兒的認(rèn)知范圍，讓幼兒在觀察事物、觀察生活、觀察自然的活動(dòng)中，積累詞匯、理解詞義、發(fā)展語言。在運(yùn)用觀察法組織活動(dòng)時(shí)，我著眼觀察于觀察對(duì)象的選擇，著力于觀察過程的指導(dǎo)，著重于幼兒觀察能力和語言表達(dá)能力的提高。1.T-S give a model2. Choose one part or two to act3. Act it outStep5: Make a dialogueStep6: After storyWe should follow the signs.Step7: HomeworkTry to find more signs on the Internet.教 學(xué) 反 思在本課的教學(xué)設(shè)計(jì)中，我關(guān)注了一下幾點(diǎn)：1. 與當(dāng)今“教師”一稱最接近的“老師”概念，最早也要追溯至宋元時(shí)期。金代元好問示侄孫伯安詩云：“伯安入小學(xué)，穎悟非凡貌，屬句有夙性，說字驚老師?！庇谑强?，宋元時(shí)期小學(xué)教師被稱為“老師”有案可稽。清代稱主考官也為“老師”，而一般學(xué)堂里的先生則稱為“教師”或“教習(xí)”?？梢?，“教師”一說是比較晚的事了。如今體會(huì)，“教師”的含義比之“老師”一說，具有資歷和學(xué)識(shí)程度上較低一些的差別。辛亥革命后，教師與其他官員一樣依法令任命，故又稱“教師”為“教員”。聯(lián)系生活實(shí)際。在教學(xué)中，我以溧陽市是一座文明的城市導(dǎo)入，以Tim，Mike，Helen三人的溧陽一日游為主線，貫穿整節(jié)課，力爭(zhēng)做到學(xué)用合一。2. 我以Tim是個(gè)little boy,從Tim的視角去看這些標(biāo)志，不認(rèn)識(shí)的標(biāo)志可進(jìn)行提問：What does it mean？認(rèn)識(shí)的標(biāo)志，直接說It means更貼合文章的立意，更有邏輯性。3. 在教學(xué)過程中，我盡量啟發(fā)學(xué)生思考，并結(jié)合學(xué)生的語言知識(shí)和生活經(jīng)驗(yàn)設(shè)計(jì)問題，培養(yǎng)了學(xué)生的思維能力。唐宋或更早之前，針對(duì)“經(jīng)學(xué)”“律學(xué)”“算學(xué)”和“書學(xué)”各科目，其相應(yīng)傳授者稱為“博士”，這與當(dāng)今“博士”含義已經(jīng)相去甚遠(yuǎn)。而對(duì)那些特別講授“武事”或講解“經(jīng)籍”者，又稱“講師”。“教授”和“助教”均原為學(xué)官稱謂。前者始于宋，乃“宗學(xué)”“律學(xué)”“醫(yī)學(xué)”“武學(xué)”等科目的講授者；而后者則于西晉武帝時(shí)代即已設(shè)立了，主要協(xié)助國(guó)子、博士培養(yǎng)生徒。“助教”在古代不僅要作入流的學(xué)問，其教書育人的職責(zé)也十分明晰。唐代國(guó)子學(xué)、太學(xué)等所設(shè)之“助教”一席，也是當(dāng)朝打眼的學(xué)官。至明清兩代，只設(shè)國(guó)子監(jiān)（國(guó)子學(xué)）一科的“助教”，其身價(jià)不謂顯赫，也稱得上朝廷要員。至此，無論是“博士”“講師”，還是“教授”“助教”，其今日教師應(yīng)具有的基本概念都具有了。在教學(xué)過程中，我也發(fā)現(xiàn)了不少問題：1. 課堂的部分教學(xué)用語，教學(xué)指令，學(xué)生不能理解，應(yīng)該在平時(shí)的常態(tài)課教學(xué)中加強(qiáng)訓(xùn)練。2. 雖然以Tim的視角去分析文章，但沒有貫穿在整個(gè)的文本分析過程中，使得4幅文本的處理層次性不突出，邏輯性也不夠強(qiáng)?？稍O(shè)計(jì)成：Does Tim know the sign? Why?(He asks: What does it mean?) Ask and answer: Why doesnt Tim know the sign?(He is very young.)So you can teach him.這樣就處理了前兩幅圖。3. 家庭是幼兒語言活動(dòng)的重要環(huán)境，為了與家長(zhǎng)配合做好幼兒閱讀訓(xùn)練工作，孩子一入園就召開家長(zhǎng)會(huì)，給家長(zhǎng)提出早期抓好幼兒閱讀的要求。我把幼兒在園里的閱讀活動(dòng)及閱讀情