译林新版《英语》六（上）Unit 5 Signs Grammar time & Fun time
2016-04-16莫其凤
莫其凤 马 原
教学过程
（课前放Signs音乐缓和气氛）
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（指图及板书）.Ask and answer in pairs.You can choose one sign to talk.
设计意图：通过三个问题“How many signs did they see?What are they?What do these signs mean?”帮助学生梳理Story time的主要信息，再次呈现已学的句型、词汇，为下一步在新的语境中学习更多的标志类短语做好衔接。
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?
（学生选择知道的标志并说出来）
Ss:...
T:Right,and what does it mean?
Ss:It means...
Teach:No parkingDanger School crossing（依据学生谈论的顺序呈现）
设计意图：在第一课时Story time板块的教学中，教师只教授了课文中出现的四个标志类短语。为了学习剩余的两个标志，教师延续课文情境，把三个小主人公放在“In the street”这个情境中，并加入了Grammar time板块中的标志“School crossing”，使情境内容更为合理、丰富。
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:（指向其中一个标志）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.
设计意图：这一环节中，教师延续了上一个情境：小主人公们来到了标志公园，看到了许多公共标志。整个环节分为四个部分：1.呈现更多标志并练说句型“What does it mean?It means...”。2.了解标志的名称，总结“No+doing”的构词方法。3.呈现另一个标志，了解“No+名词”的构词方法。4.运用句型谈论更多的标志。以上四个部分环环相扣、逐层递进，在每一次总结之后，教师会呈现更多的标志让学生巩固，并检测学生掌握的情况。在第四部分，教师呈现的标志中既有加动名词的，也有直接加名词的，综合考查了学生对前三个部分掌握的情况，真正做到学以致用。
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?
设计意图：游戏是学生喜闻乐见的形式。在系统学习过句型的表达之后，利用Fun time的游戏，帮助学生对句型和标志进行梳理和再现，同时板书重点句型，为学生进行更好的语言输出提供帮助。为了使游戏开展得更为有序，教师设定了游戏规则，并且与一位学生示范，让活动不仅有乐趣，更具有内涵。
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.(教师引导学生谈论游泳池)
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.
（运用类似的句型谈论另一个地点）
2.Try to design the touring route（至少选择两个景点）
3.Act:Visiting the park
设计意图：这一环节继续围绕公园这一情境，但将公园的场景细化，呈现给学生Snack bar,Swimming pool,Children’s land等不同的地点，让学生自主选择参观路线。既运用旧知谈论地点的特点，又运用本单元的句型谈论标志，注重对学生知识体系的构建，培养学生综合运用语言的能力。
Step 6.Homework（略）
