譯林新版《英語》六（上）Unit 5 Signs Grammar time & Fun time

莫其鳳 馬 原

教學過程

（課前放Signs音樂緩和氣氛）

Step 1.Warm-up（略）

Step 2.Revision

T:You know the signs very well,yesterday we learnt story time,we know Mike,Helen and Tim went to a shopping center,they saw some signs.How many signs did they see?

Ss:...

T:What are they?

Ss:...

T:Whatdo these signs mean?Look at this sign.What does it mean?It means...Look at these signs（指圖及板書）.Ask and answer in pairs.You can choose one sign to talk.

設計意圖：通過三個問題“How many signs did they see?What are they?What do these signs mean?”幫助學生梳理Story time的主要信息，再次呈現已學的句型、詞匯，為下一步在新的語境中學習更多的標志類短語做好銜接。

Step 3.Presentation

1.New words

T:We know Mike,Helen and Tim were in the shopping centre.They saw many signs.After shopping,they went home.Look,they were in the street.There are three signs here.Can you find them?Do you know their names?

T:Now which one do you know?

（學生選擇知道的標志并說出來）

Ss:...

T:Right,and what does it mean?

Ss:It means...

Teach:No parkingDanger School crossing（依據學生談論的順序呈現）

設計意圖：在第一課時Story time板塊的教學中，教師只教授了課文中出現的四個標志類短語。為了學習剩余的兩個標志，教師延續課文情境，把三個小主人公放在“In the street”這個情境中，并加入了Grammar time板塊中的標志“School crossing”，使情境內容更為合理、豐富。

2.Grammar time

（1）T:Today,they want to go to Sign Park.Do you want to go with them?Look,what can you see?

Ss:...

T:Yes,there are many signs here.What do they mean?

T:（指向其中一個標志）What does the sign mean?

Ss:It means...

T:Good.Now use“It means...”to talk about the signs with your partners.

Ss:It means...

T:Wonderful! Look at these sentences.Can you find the rule?

Ss:...

T:Cool!You know how to use “It means...”to talk about these signs.Now,here are more signs.Please use“It means...”to talk about them.Talk with your deskmate.

（2）T:We know the signs’meanings. What are their names?How do we call them?Can you find the rules?

Ss:...

（4）T:Look,here are some other signs.Can you talk about them?Pleaseusethesesentences.

設計意圖：這一環節中，教師延續了上一個情境：小主人公們來到了標志公園，看到了許多公共標志。整個環節分為四個部分：1.呈現更多標志并練說句型“What does it mean?It means...”。2.了解標志的名稱，總結“No+doing”的構詞方法。3.呈現另一個標志，了解“No+名詞”的構詞方法。4.運用句型談論更多的標志。以上四個部分環環相扣、逐層遞進，在每一次總結之后，教師會呈現更多的標志讓學生鞏固，并檢測學生掌握的情況。在第四部分，教師呈現的標志中既有加動名詞的，也有直接加名詞的，綜合考查了學生對前三個部分掌握的情況，真正做到學以致用。

Step 4.Consolidation

T:Now theyarein the park.Everybodygetsasmall map.It’s interesting.They want to play a game.Look at the rules.I need a partner.Who gets the ending point?If you don’t finish it,who is faster?

設計意圖：游戲是學生喜聞樂見的形式。在系統學習過句型的表達之后，利用Fun time的游戲，幫助學生對句型和標志進行梳理和再現，同時板書重點句型，為學生進行更好的語言輸出提供幫助。為了使游戲開展得更為有序，教師設定了游戲規則，并且與一位學生示范，讓活動不僅有樂趣，更具有內涵。

Step 5.Extension

1.Show the Ss a map of a park

T:After the game they want to visit the park.Look! Here are some nice places.Now I am the guide.

T:Let’s go to...Look!The swimming pool is so big.

S1:Yes，the water is very clean.(教師引導學生談論游泳池)

T:Ilikeswimming.It’s good.Look!What’s that?

S2:It’s a sign.

T:What does it mean?

S3:It means we can’t eat or drink here.

T:Oh,I see.

（運用類似的句型談論另一個地點）

2.Try to design the touring route（至少選擇兩個景點）

3.Act:Visiting the park

設計意圖：這一環節繼續圍繞公園這一情境，但將公園的場景細化，呈現給學生Snack bar,Swimming pool,Children’s land等不同的地點，讓學生自主選擇參觀路線。既運用舊知談論地點的特點，又運用本單元的句型談論標志，注重對學生知識體系的構建，培養學生綜合運用語言的能力。

Step 6.Homework（略）