小學英語牛津譯林版六年級上冊Unit 5 Signs教學ppt課件-課件下載-教習網

《英語》（六年級上冊）Unit 5 SignsStory time Teaching aims and learning objectives 教學目標1. 能聽懂、會讀、會說 wet floor，No littering，No eating or drinking，a restaurant，No smoking，shopping centre，smell，careful2. 能聽懂、會讀、會說日常用語 What does it mean? It means … No littering/parking/smoking/… You can /can’t…3. 能正確地理解并朗讀對話內容，在教師的引導和幫助下嘗試復述課文內容。4. 能初步運用本課所學的詞匯和日常用語談論公共場所標志的含義。 Focus of the lesson and predicted area of difficulty 教學重點和難點教學重點：能正確地理解并朗讀對話內容，在教師的引導和幫助下復述課文內容。教學難點：能初步用句型What does it mean? It means … （No littering/parking/smoking/… ）You can /can’t… Teaching procedures 教學過程Step 1 Greeting &Warm up 1. T: Hello, boys and girls.S: Hello, Mr/Miss …T: I’m glad to see you.S: Glad to see you, too.Step 2 Play a gameT: Boys and girls, let’s play “true and false”, OK? Look, if you think the picture is right, please say “yeah yeah yeah”, if you think it’s wrong,please say “no no no”.T: Wonderful, you all had a good time, I think. Now, there are four pictures of “no no no”. To tell people not to do the wrong things, we can see signs. Now please read after me. (教授sign)Step 3 PresentationT: Boys and girls, we can see many signs around us. Please think, where can you see signs?S: I can see signs in a library/ cinema/ bus…T: Great! Now let’s have a look at our friends. Who are they?S: They are Mike, Helen and Tim.T: Let’s see where do they go, OK? (播放動畫)Step 4 Story time1. Watch and answerT: My friends go to many places. Where do they go first?S: They go to the shopping centre first. Then the juice shop, the book shop, and the restaurant.T: Read after me: want ant rant restaurant (教授 shopping center, restaurant) 2. Listen and chooseT: Now please listen to the tape and choose.① Mike, Helen and ____ are at a shopping centre. a. Tom b. Tim c. Sam② The floor at the shopping centre is ______. a. wet b. dirty c. clean③ The floor is wet , we should _____. a. Be careful b. Be quick c. Be quiet (教授 mean, wet floor, be careful)3. Read and answer T: Mike，Helen and Tim are at a juice shop, what can they see there? Read the dialogue on page 48 and answer the two questions.Q1: What do they want?Q2: What do they see?(教授 litter, No littering) T: Now let’s learn. Look at the pictures, ask and answer with your partner.A: what does it mean?B: It means you can’t…4. Learn by yourselves.T: There are still two places. Let’s see. Now please look at the PPT. Open your books and try to learn by yourselves.circle the new words on your book. (教授smoke, smell, take…into)find the signs on the book, then discuss their meaning with your deskmates.(教授no eating or drinking, no smoking)fill in the formLet students fill in the blanks and complete the sentences according to the PPT.5. Listen and read T: OK, boys and girls, I think you have known the story well. Listen and repeat after the computer. Try to imitate the tones.Step 5 Consolidation1. Complete a passageT: Look at the picture. Helen wants to send a message through the phone.Please complete the passage for her. Today I go to the with Mike and Tim. We see four signs there. The sign on the floor means . We can’t . The sign in the juice shop means . The sign means we can’t . At last, we see a man in the . He is . We remind him and he stops. Do you know the meaning of this sign?2. Team work: a short playT: Look, there is a poster on the blackboard. They want to find some volunteers to keep the school clean and safe. You can be the Narrator, Volunteer and the rule-breakers. And there are some useful structures to help you. Now please work in groups of four. Practice your play.(PPT呈現一些可用句型)Homework 家庭作業(yè)1. Read after the tape and try to retell.2. Draw the signs and write down the meaning of each one. 3. Write down your short play on the paper, and make a little book with other groups. Teaching aids 教學準備（含板書設計）教學準備：圖片、詞匯卡、多媒體板書設計： Unit 5 Signs說課： “標識”這一主題之前涉及的比較少，所以本課一開始，教師先通過判斷正誤的游戲滲透標識的內容，也對學生進行了潛移默化的公德教育。在課文學習部分，教師采用了由宏觀到微觀的策略，先讓學生通過看動畫整體感知Story time的內容，然后針對每段課文，教師設置了不同的任務，讓學生帶著任務聽或讀課文并關注課文中的細節(jié)信息，培養(yǎng)學生的閱讀能力。最后的鞏固環(huán)節(jié)，教師安排了兩個活動，一是以微信形式呈現了課文敘述，增加了趣味性，另一個是創(chuàng)設新的情境，讓學生編排短句，將所學與實際結合，鍛煉學生的語用能力。