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译林英语六年级上册 Unit 5 Signs (Period 2)Teaching contents: Cartoon timeTeaching aims and learning objectives :1. 能正确理解故事内容，理清文脉框架，进行角色朗读和表演。2. 能进一步学用句What does it mean? It means… .(No littering/parking/smoking/ …) You can/can’t … .3. 能理解并会说更多标志的意义。Focus of the lesson and predicted area of difficulty:1. 能正确理解故事内容，理清文脉框架，进行角色朗读和表演。2. 能理解并会说更多标志的意义。Teaching procedures :Step 1 Warm-up1. Play a game: Super bombT: When you see the signs, please say it loudly. When you see a bomb, please say ”Danger!” together.【设计意图：通过游戏回顾已经学习过的公共标识，起到复习作用，并且有利于集中学生注意力。】2. Let’s review.(1)T: We have known Mike, Helen and Tim went to some places. They saw somesigns there. Where did they see the signs?(2)逐图复习Story time\T: What does this sign mean?Ss: It means … . It means you can’t … .(PPT呈现标志图，学生描述其意思)P1: It means wet floor. It means the floor is wet.P2: It means no 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.【设计意图：复习上一节课的内容，让学生巩固并且提升对Story time的理解。】第 1 页
3. Let’s talk. (1)T: You’ve known the four signs very well. Can we see the signs at home? Weusually 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呈现一些公共标识图) a.师生对话讨论。A: What does it mean? B: It means… .A: Where can we put it?B: We can put it … . b. 学生同桌讨论。 T: You designed some interesting signs by yourself. Share it with your classmates,please. 【设计意图：紧扣课题，让学生在反复讨论各种公共标识的过程中熟悉掌握对话，并且增强遵守规则的意识。】Step 2 Cartoon time1. Look and guessT: Look! Bobby and Sam are on an outing in the forest. They saw a sign on the tree.Guess! What sign is it? 【设计意图：通过展示故事背景图片让学生首先了解故事的梗概，培养学生推理猜测能力。】2. Watch and chooseQ: 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? Why can’t they eatbananas in the forest?【设计意图：带着问题观看动画，学生注意力更集中。】3. Read and answer第 2 页
(1)Q: Why can’t they eat bananas in the forest?Sa: Because there are a lot of monkeys around them.（PPT出示第四幅图）(2)Drill: around (请几位同学站在我身后)T: Look! Are they standing around me? Ss: No, they are behind you. (请他们围绕着我站着) 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 theyeat bananas in the forest, what will happen?【设计意图：自己阅读课文，小组讨论解决问题中的难点，培养学生自学能力。】4. Let’s read. a. Listen and repeat. b. Read in roles.【设计意图：跟读课文，培养学生语音语调，通过分角色朗读巩固课文。】5. Let’s imagine. (1) What will Bobby and Sam do or say? (让学生自由说说) (2) Show the two endings: Happy ending and terrible ending. T: Which ending do you like?6. Let’s act.Step 3 ConsolidationT: Bobby and Sam are walking on in the forest. They saw some signs on the way. Canyou discuss the signs with your classmates?(小组讨论话题)A: Let’s go to … .B: Ok. Let’s go.A: Look, there’s a sign. What does it mean?B: It means … .第 3 页
给出正确的评价
。这将是我课堂教学中的改进方向4第 。 页What does it mean?It means …No littering/parking/eating…You can/can’t …
A: Oh, I see.【设计意图：创设出故事的延续，让学生在故事的环境中巩固学习关于标识的对话。】Homework 家庭作业1. Read Cartoon time after the tape three times. 2. Make a short story with your desk mates.Teaching aids 教学准备（含板书设计）教学准备：多媒体板书设计： Unit 5 Signs 教学反思本课教学主要内容是Cartoon time，作为单元的趣味拓展阅读板块，Cartoon time的主要作用是在新的场景中呈现单元目标语法点，并适当拓展提高，因此为了更好地理解和利用该板块，我先安排一些活动帮助学生复习标识图的意思以及Story time的主要内容。在Cartoon time教学中，我通过看图猜测，看动画和自读课文的形式帮助学生了解了故事的大概内容和笑点，接下来的多种朗读活动进一步强化了语言的输入、培养了语感，同时也增强了学生对故事的熟悉程度。这些都为表演打好了基础。 通过这一节课，我认识到在以后的课堂教学中，要及时关注教师的预设和学生的生成，正所谓“耳听八方，眼观六路。” ，对学生的回答及时
3. Let’s talk. (1)T: You’ve known the four signs very well. Can we see the signs at home? Weusually 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呈现一些公共标识图) a.师生对话讨论。A: What does it mean? B: It means… .A: Where can we put it?B: We can put it … . b. 学生同桌讨论。 T: You designed some interesting signs by yourself. Share it with your classmates,please. 【设计意图：紧扣课题，让学生在反复讨论各种公共标识的过程中熟悉掌握对话，并且增强遵守规则的意识。】Step 2 Cartoon time1. Look and guessT: Look! Bobby and Sam are on an outing in the forest. They saw a sign on the tree.Guess! What sign is it? 【设计意图：通过展示故事背景图片让学生首先了解故事的梗概，培养学生推理猜测能力。】2. Watch and chooseQ: 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? Why can’t they eatbananas in the forest?【设计意图：带着问题观看动画，学生注意力更集中。】3. Read and answer第 2 页
(1)Q: Why can’t they eat bananas in the forest?Sa: Because there are a lot of monkeys around them.（PPT出示第四幅图）(2)Drill: around (请几位同学站在我身后)T: Look! Are they standing around me? Ss: No, they are behind you. (请他们围绕着我站着) 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 theyeat bananas in the forest, what will happen?【设计意图：自己阅读课文，小组讨论解决问题中的难点，培养学生自学能力。】4. Let’s read. a. Listen and repeat. b. Read in roles.【设计意图：跟读课文，培养学生语音语调，通过分角色朗读巩固课文。】5. Let’s imagine. (1) What will Bobby and Sam do or say? (让学生自由说说) (2) Show the two endings: Happy ending and terrible ending. T: Which ending do you like?6. Let’s act.Step 3 ConsolidationT: Bobby and Sam are walking on in the forest. They saw some signs on the way. Canyou discuss the signs with your classmates?(小组讨论话题)A: Let’s go to … .B: Ok. Let’s go.A: Look, there’s a sign. What does it mean?B: It means … .第 3 页
给出正确的评价
。这将是我课堂教学中的改进方向4第 。 页What does it mean?It means …No littering/parking/eating…You can/can’t …
A: Oh, I see.【设计意图：创设出故事的延续，让学生在故事的环境中巩固学习关于标识的对话。】Homework 家庭作业1. Read Cartoon time after the tape three times. 2. Make a short story with your desk mates.Teaching aids 教学准备（含板书设计）教学准备：多媒体板书设计： Unit 5 Signs 教学反思本课教学主要内容是Cartoon time，作为单元的趣味拓展阅读板块，Cartoon time的主要作用是在新的场景中呈现单元目标语法点，并适当拓展提高，因此为了更好地理解和利用该板块，我先安排一些活动帮助学生复习标识图的意思以及Story time的主要内容。在Cartoon time教学中，我通过看图猜测，看动画和自读课文的形式帮助学生了解了故事的大概内容和笑点，接下来的多种朗读活动进一步强化了语言的输入、培养了语感，同时也增强了学生对故事的熟悉程度。这些都为表演打好了基础。 通过这一节课，我认识到在以后的课堂教学中，要及时关注教师的预设和学生的生成，正所谓“耳听八方，眼观六路。” ，对学生的回答及时
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