12月4日下午，六年级英语备课组进行了本学期第七次备课组活动。本次备课组主要内容为研讨上午由王贤琴老师和孙明老师执教的两节公开课。首先由两位教师分别谈了自己两节课的备课思路和课后反思。王贤琴和孙明两位教师和组内教师分享了环节上的设计亮点，如两个开放性问题Where can we see the signs? Where can we put the following signs的设计，学生能够给出丰富的答案，碰撞出了思维的火花。课后拓展环节设计为自己的教室设计公共标志，以图配文的形式展示，用学生喜爱的方式完成了语言和能力的拓展。两位教师也谈了课堂中的不足之处，如小组活动示范和要求不够到位，导致学生活动效率低等。组内的听课教师们也提出了自己的建议和改进措施。基于观课的备课组研讨活动让每位教师都从课堂中发现了问题，并且带着思考改进自己的课堂。

附教学设计和反思：

Unit 5 Signs

南京市江宁实验小学  王贤琴

一、Step one drill

Draw some simple signs on the blackboard, help the students to know them.

What’s this?

What does it tell us?

Where can you see this?

二、Step two  pubic signs teaching

No eating or drinking, No littering, No parking, No smoking.

T: Look at this sign. What can you see?

Ss: There is a hamburger and a cup of drink.

T: Can you eat and drink when you see this sign?

Ss: No, we can’t.

T: Right. The sign means we can’t eat or drink here. No eating and drink.

Ss: No eating or no drinking.

T: Where can we find this sign?

S1: We can find it in the museum / in the library/on the metro.

T:(出示禁止乱丢垃圾标志)What can you see on this sign?

Ss: I can see a hand and some paper.

T: Where can you find this sign?

Ss: We can find it in the park.

T: Can you leave your rubbish in the park when you see the sign?

Ss：No.

T: This sign means we can’t litter. No littering.

Ss: No littering.

三、Step three watch the video

1.利用视频，教授词汇Danger, Wet floor

T: Here’s a sign. Can you drive fast when you see this sign?

Ss: No.

T: Right. This sign means there’s danger. Danger! We should be careful.

Ss: Danger.

T: Where do we usually find this sign?

S1: On the road/on the highway/on the hill/by the river.

T: Now here’s a sign on the floor. What can you see on the sign?

S1: There’s some water on the floor.

S2: A man slips.

T: Right. This sign means the floor is wet. Wet floor.

Ss: Wet floor.

1. Step four ask and answer, practice the sentence

T(出示禁止吸烟标志) What sign is this?

Ss: No smoking.

T: What does it mean?

Ss: It means we can’t smoke.

2.share the information in groups

四、Step five present

1. Show four pictures, watch the signs and places carefully, guess the main idea, and give some questions.  

2. listen to the tape, understand the text

Questions:

①Where are they?

②What shop do they see first?

③Does Helen want to take her juice into the bookshop?

④What are they eating in the restaurant?

⑤Who is smoking in the restaurant?

3. read the text and finish the exercise

4. read the text in roles

5. repeat the text

五、step four games

1. magic eyes

2. listen and point

教学反思：

本课是六年级上册第五单元Story time部分对句型的语篇阅读教学。在学习回答的过程中要注意培养学生的复述能力，然后让一个小组学生拿着图片去问另一个小组的学生，小组之间进行竞争，看哪个小组最棒，回答的更完整。这样带有竞争性的小组互动能够充分调动起学生的积极性。

在教学的过程中学生的层次不一，所以在针对性方面有待提高，根据不同的教学对话采取小组合作，以达到整体的提高。在学习的过程中要培养学生倾听的习惯及互相合作的团队精神。特别注意要用同一层次的学生去考同一层次的学生，这样的竞争才有公平性可言，在教学的过程中要充分注意到这一点，对不同阶段的学生进行不同层次的表扬，从而充分调动学生的学习兴趣。

本单元是对话教学，课后作业可以让学有余力的学生自己仿照图片编对话，这样既复习了句型，又对本文进行了创新，同时又能很好地体现作业布置的层次性。

Unit 5 Signs（ Story time）

南京市江宁实验小学 孙明

一、Teaching Aims

1. 让学生听懂、会说、会读story time中出现的单词sign, shopping center, careful, mean,floor; 听懂、会说、会读句型和日常交际用语：What does it mean? It means … No littering/parking/smoking…等标志用语

2. 能听懂、会读、会说词汇litter, go in，restaurant, careful, smoke。

3. 能借助提示，完整的复述本课对话

4. 通过本课时的学习，让学生能够看懂一些常见的公共标识，并能用英语进行询问极其描述。

二、Teaching Key Points

1. 让学生通过朗读、表演理解课文。

2. 通过本课时的学习，让学生能够看懂一些常见的公共标示，并能用英语进行询问及其描述。

三、Teaching Difficult Points

通过本课时的学习，让学生能够看懂一些常见的公共标示，并能用英语进行询问及其描述。

四、Teaching Procedures

Step 1 Free talk & Game

T: Hello! What day is it?

S: It’s Tuesday.

T: I’m going to give you an English lesson today?

  Do you feel happy?

T: OK! So at the beginning of this class. We’re going to play a game called ’Bomb’.

   When you see the pictures, you may say the phrases loudly.

   And when you see the ‘Bomb’, please say ‘Bomb’.

   First, stand up, everybody.

S: 1. Climb trees   2. speak loudly   3. drink some juice   4. run fast   

5. walk carefully

T: Now, class. Can we climb trees in the park?

S: See four signs.

T: We use some pictures to show them. What can we call them?

T: Where can you see signs?

   We can see signs in the …..

   Yes, we can see signs in public.

Step 2 Story

1. Today, Mike, Helen and Tim don’t go to school. They want to buy some clothes and books. Where do they go? Now, listen to the story.

a. shopping centre    

  We can buy clothes, bags, shoes and many other things in it.

b. juice shop  

We can buy juice in the shop.

1. Read follow me together.

2. Ask one pair to read.

T: Look! Mike sees a sign. But Tim is walking so fast. So what does Mike say?

Be careful!

Pay attention, Mike is worried about Tim. So he catches him.

Yes，we also can say walk carefully.

T: What will Tim answer? Can you imagine?

S:…

T: Now please read the text follow me one by one.

Picture 2

T: After buying some things, they feel thirsty. So they want to drink some juice.

Look at Tim. He finds a new sign here.

What does it mean?  Please read by yourselves.

S: It means you can’t litter here.

T: Now read follow me ‘litter’

T: Good. Now let’s read the text in roles.

I’ll be the narrator. Groups: Mike, Helen, Tim.

Picture 3 and Picture4

After buying some juice, they go to a bookshop and the restaurant.

What signs do they see? So, first, please read, then talk in groups, thirdly read or act the text.

You should finish them within 3minutes.

While reading, if you have any new words, you can learn from the picture and the story, from your partner and your teacher.

Picture 3

T: Good. Now let’s read it together.

T: There’s a sign here. So Mike says to Helen?

S: You cant’…..

Picture 4

T: After buying some things. They are hungry. So they are eating some noodles in a restaurant.

  Do you have any new words?

Smoke,  smell   

T: Look at the picture carefully. Do they like that smell?

教学反思：

本节课我所教授的教学内容是6A Unit5 Signs Story Time板块。讲的是是关于一系列公共标志的事情。因为新教材在语篇中加入了情境以及发生的事件，学生易于通过课文故事感受新知。为此，我从一开始就没有破坏课本原有的语境。通过Mike、Helen和Tim三个人物一天的活动展开了教学，且在语篇整体教学中教授新知。因为教学对象是六年级学生，学生已经有了一定的认知水平。为此，这节课我主要与学生交流为主，没有太多的游戏环节。主要是教一些公共标志及其含义。在教授时，让学生在句子中学习各种标志语，并利用句型来了解各个标志的含义，注重学习这些标志的实用性，让他们学以致用。学生通过我的一步步有效引导，他们可以自主探究出所需掌握的语法点。与此同时，在Practice部分，我注重让学生听并模仿重复句子，引导学生在模仿时注意语音语调，学生们尽自己最大的努力跟读句子，做到了对发音标准的不断追求。

活动照片及签到表：