六年级上册英语教案-Unit 5 Signs 第一课时 译林版（三起）.doc

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1、Unit 5 Signs教学目标：1. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述。2. 能听懂、会读、会说：Wet floor, No littering, No eating or drinking, a restaurant, No smoking, shopping centre, smell, careful。3. 能听懂、会读、会说日常用语：What does it mean? It means No littering/parking/smoking/ You can/cant 。4. 能初步运用本课所学的词汇和日常用语谈论公共场所标志的含义。教学重难点:1.能正确

2、地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。2.能初步用句型：What does it mean? It means (No littering/parking/smoking/) You can/cant 教学准备: 图片、多媒体PPT教学过程：Step 1 Greeting & Warm up 1. T: Hello, boys and girls.S: Hello, Miss T:What day is today?/Whats the weather like today?S:Its2. Look and judgeT: Boys and girls, I have som

3、e pictures here,lets look and judge.T: Are they right?/Is he right?T:I want to put the signs in these pictures. (Show: signs)Step2 Presentation1.Part1:Listening timeT: Boys and girls, The signs can tell us what we can do and what we cant do. so lets learn the signs today, OK?T:Did you see the signs

4、before? Where did you see ?S: In a library/cinema/bus T: Great! We can find the signs in public places. This class lets talk about the signs at the shopping centre.(Learn: shopping centre)T:Look,Can you see the sign?S:Yes!T:Here is a sign at the shopping centre. It says “Wet floor”. What does it mea

5、n?S:It means the floor is wet.（学生用自己的语言解释标识）T:Yes.So we have to be careful.(Learn: Be careful)T:Look !Mike, Helen and Tim are at the shopping centre. What should we say to them?S:Be careful!T:Great!They should walk slowly here.2.Part2:Watching timeWatch and sayT:They walk around the shopping centre.

6、 What other signs do they find?This time ,lets watch and say.In the juice shop: (Learn: litter,No littering!)In the bookshop: (Learn: No eating or drinking!)In the restaurant: (Learn: smoke,No smoking!)Read and sayT:They find three signs then. What do the signs mean?(Read ,ask and answer in pairs)Re

7、ad in roles T:Mike,Helen and Tim are at the shopping centre. They go to the juice shop first, then they go to a book shop. At last, they（Review the story）T:Now please choose one, two, three or four pictures to read or oct!（分角色朗读）Step 3 Consolidation1. Make a new dialogueT:Do you know the signs?S:Yes

8、.T:Does Tim know the signs well at first?S:No.T:Why?S:BecauseT:I have two pictures here,please choose one to make a new dialogue about the sign.2.Practise in pairs.3.Act the new dialogue.Step4. Homework1. Read after the tape and try to retell.2. Try to recite(复述) “Story time” and then finish the wor

9、kbook.板书设计：Unit 5 Signs What does it mean?It meansa shopping centre wet floor a juice shop No littering a bookshop No eating or drinking a restaurant No smoking 教学反思： 本课教学紧紧围绕“Signs”这一主题展开，从观察图片中的社会现象引起学生的学习兴趣进而引出今天的主题，这节课的设计在关注学生语言运用的同时，也关注学生行为能力的养成，启发学生生活处处皆学问。新授时通过对第一幅图的解读引起学生对后面三幅图的兴趣，通过观看卡通，阅读故

10、事来引导学生自主地学习课文并轻松自然地学会有关signs的话题，通过“Does Tim know the signs well?”启发学生仔细阅读故事，关注了阅读教学的有效性。通过课堂的学习学生们明确了在不同的场合我们要注意遵守相应的规则，带领学生判断对与错，探讨是与非，同时在情境中体会、运用语言。不足与思考：其实在课的设计前我就一直在困惑六年级的学生如何创造说的机会，如何去激发他们开口的欲望和兴趣，因为平时课堂中就发现学生不太愿意说，由于进度原因也没有机会给予他们更多思考的时间，渐渐地就忽略了学生语言输出的训练。在姜主任的指导下虽然有所启发但还是理解和感悟能力不够，所以课堂中出现了不少问题：

11、1.课堂中，重视学生语言习得的“入”而忽视了语言的“出”。如故事的表演中学生多数只看书读一读，这也引起了我的思考，平时课堂中给学生演的机会很少，所以部分学生都可能没理解“act”的含义，所以今后教学中我应该首先丰富自己的语言，通过正确的示范然后在课堂中多给学生创造演的机会，同时不断引导学生跳出课本，综合运用所学语言。2. 在课堂中应尽可能培养学生的问题意识，引导其主动提问，并带着问题进入课文的学习。其实今天的课堂中学生已经可以在没有任何提醒的前提下发现当Tim遇到不能理解的sign时会提问“What does it mean?”，这说明学生有通过阅读找到文本细节的能力，所以在日常的教学中要给予

12、学生信任和空间进行充足的阅读，让学生通过反复阅读来获取细节。3.作为一名英语教师自身的语言还需锤炼，今后每节课前需不断练习并丰富语言，同时关注语言的逻辑性，问了问题更要关注学生的思维活动，平时课堂多问“How”, “Why”这样的问题，注意课堂语言避免随意性。另外对每课教材还需深入理解，目标应准确定位。4.课堂中还应多关注学生的真实学习状态，少一些控制，多一些放手，让学生在不断的课堂操练中习得语言，运用语言。没有完美的课堂，只有更好的课堂。一节研讨课留给我的不仅仅是上一堂课而已。静下来反思我的教学实际，我扪心自问：每一堂课都有这样的准备吗？每一堂课都准备充分吗？每一堂课都开展形式多样、扎实有效的训练了吗？其实，教学本来就是一门遗憾的艺术，正因为有遗憾，才能让我们在以后的教学中扬长避短，让我们多一些准备与思考，多一些精彩与完美，少一些遗憾与不足。所以我还需要不断地磨练，每堂课都尽量精心准备，备教材，备学生，认真总结得与失，做一个教育上的有心人。