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1、譯林英語六年級上冊 Unit 5 Signs (Period 2) Teaching contents: Cartoon time Teaching aims and learning objectives : 1. 能正確理解故事內容 ,理清文脈框架 ,進行角色朗讀和表演。 2. 能進一步學用句What does it mean? It means… . (No littering/parking/smoking/ …) You can/can’t … . 3. 能理解并會說更多標志的意義。 Focus of the lesson and predicted area of d

2、ifficulty: 1. 能正確理解故事內容 ,理清文脈框架 ,進行角色朗讀和表演。 2. 能理解并會說更多標志的意義。 Teaching procedures : Step 1 Warm-up 1. Play a game: Super bomb T: When you see the signs, please say it loudly. When you see a bomb, please say 〞Danger!〞 together. 【設計意圖：通過游戲回憶已經學習過的公共標識 ,起到復習作用 ,并且有利于集中學生注意力?！? 2. Let’s review

3、. (1)T: We have known Mike, Helen and Tim went to some places. They saw some signs there. Where did they see the signs? (2)逐圖復習Story time\ T: What does this sign mean? Ss: It means … . It means you can’t … . (PPT呈現標志圖 ,學生描述其意思) P1: It means wet floor. It means the floor is wet. P2: It means n

4、o littering. It means you can’t litter here. P3: It means no eating or drinking. It means you can’t eat or drink here. P4: It means no smoking. It means you can’t smoke here. 【設計意圖：復習上一節(jié)課的內容 ,讓學生穩(wěn)固并且提升對Story time的理解?！? 3. Let’s talk. (1)T: You’ve known the four signs very well. Can we see the

5、signs at home? We usually see them in some public signs. So we also call them “public signs〞. (2)Talk about some public signs. T: What else public signs do you know?(PPT呈現一些公共標識圖) a.師生對話討論。 A: What does it mean? B: It means… . A: Where can we put it? B: We can put it … . b. 學生同桌討論。 T

6、: You designed some interesting signs by yourself. Share it with your classmates, please. 【設計意圖：緊扣課題 ,讓學生在反復討論各種公共標識的過程中熟悉掌握對話 ,并且增強遵守規(guī)那么的意識?！? Step 2 Cartoon time 1. Look and guess T: Look! Bobby and Sam are on an outing in the forest. They saw a sign on the tree. Guess! What sign is it? 【設計

7、意圖：通過展示故事背景圖片讓學生首先了解故事的梗概 ,培養(yǎng)學生推理猜想能力?！? 2. Watch and choose Q: What sign is it? A. No apples. B. No bananas. C. No eating oranges. D. Eat a banana. T: What does this sign mean? Ss: It means we can’t eat bananas here. T: Yes, it is to say we can’t eat bananas in the forest. But why?

8、 Why can’t they eat bananas in the forest? 【設計意圖：帶著問題觀看動畫 ,學生注意力更集中。】 3. Read and answer (1)Q: Why can’t they eat bananas in the forest? Sa: Because there are a lot of monkeys around them.〔PPT出示第四幅圖〕 (2)Drill: around (請幾位同學站在我身后) T: Look! Are they standing around me? Ss: No, they are b

9、ehind you. (請他們圍繞著我站著) T: Now are they around me? Ss: Yes. (3) T: They saw a lot of monkeys around them. So what do the monkeys like? If they eat bananas in the forest, what will happen? 【設計意圖：自己閱讀課文 ,小組討論解決問題中的難點 ,培養(yǎng)學生自學能力?！? 4. Let’s read. a. Listen and repeat. b. Read in roles.

10、 【設計意圖：跟讀課文 ,培養(yǎng)學生語音語調 ,通過分角色朗讀穩(wěn)固課文。】 5. Let’s imagine. (1) What will Bobby and Sam do or say? (讓學生自由說說) (2) Show the two endings: Happy ending and terrible ending. T: Which ending do you like? 6. Let’s act. Step 3 Consolidation T: Bobby and Sam are walking on in the forest. They saw

11、some signs on the way. Can you discuss the signs with your classmates? (小組討論話題) A: Let’s go to … . B: Ok. Let’s go. A: Look, there’s a sign. What does it mean? B: It means … . A: Oh, I see. 【設計意圖：創(chuàng)設出故事的延續(xù) ,讓學生在故事的環(huán)境中穩(wěn)固學習關于標識的對話。】 Homework 家庭作業(yè) 1. Read Cartoon time after the tape three time

12、s. 2. Make a short story with your desk mates. Teaching aids 教學準備〔含板書設計〕 教學準備：多媒體 板書設計： Unit 5 Signs What does it mean? It means … No littering/parking/eating… You can/can’t … 教學反思 本課教學主要內容是Cartoon time ,作為單元的趣味拓展閱讀板塊 ,Cartoon time的主要作用是在新的場景中呈現單元目標語法點 ,并適當拓展提高 ,因此為了

13、更好地理解和利用該板塊 ,我先安排一些活動幫助學生復習標識圖的意思以及Story time的主要內容。在Cartoon time教學中 ,我通過看圖猜想 ,看動畫和自讀課文的形式幫助學生了解了故事的大概內容和笑點 ,接下來的多種朗讀活動進一步強化了語言的輸入、培養(yǎng)了語感 ,同時也增強了學生對故事的熟悉程度。這些都為表演打好了根底。 通過這一節(jié)課 ,我認識到在以后的課堂教學中 ,要及時關注教師的預設和學生的生成 ,正所謂“耳聽八方 ,眼觀六路。〞 ,對學生的答復及時給出正確的評價。這將是我課堂教學中的改良方向。 3 / 33 / 33 / 3