大街六年级英语备课组活动报道（二）

11月10日上午，六年级英语备课组穆园园老师在六（1）执教教改课Unit5 Signs。课后，备课组全体教师对穆老师的本节课进行了热烈的讨论。

穆老师在课堂上体现了以下教改研讨的要求：1、有明确的策略传授，例如读图策略。通过图片让学生理解新词的意思。2、有固定的语言模式，激发学生思维。穆老师通过追问学生What does this sign mean?激发学生去主动思考。3、有高级思维的有效训练。

以下是穆老师的教案和教学反思：

Teaching Material

Part A,Unit1,Fun with English(6A)

Teaching Aims and Learning Objectives

By the end of the lesson, the students should be able to:

1.Scan the dialogue and get some information according to the questions;

2.Get to know the meaning of “public, sign, cousin, danger, away, grass, keep off, shouldn’t, bird, cage, quiet, make noise” and pronounce them clearly;

3.Know the meaning of “What does…mean? It means…” and use it to talk about the public signs.

4.Use the words”always,question,ask,mean,must,should” both in speaking and writing;

5.Use what they have learned to make up a new dialogue.

Focus of the Lesson

1.Understanding the dialogue as a whole.

2.Role playing the dialogue with the right pronunciation, intonation and sentence stress.

3. Know the meaning of “What does…mean? It means…” and use it to talk about the public signs.

Predicted Area of Difficulty

1.Use what they have learned to make up a new dialogue.

2.Pronunciation of “public, sign, danger, grass, make noise”.

Teaching Aids

Pictures,cards

Teaching Procedures

Step1 Pre-reading

1 Greetings

2 The students try to ask me some questions and know something about me.Learn the words: ask, question, years old.

3 Watch the gestures and guess: What does it mean? Learn the word: mean, the sentences :What does it mean?/It means…

4 Watch the gestures and guess the meaning, learn the words: should, shouldn’t, make noise, talk: Where shouldn’t we make noise?

5.Present a sign and talk about the sign. Learn the words: public sign.

Step2 While-reading

1.Talk about the pictures of Ben and Jack and learn the word: cousin.

2.Listen to the background of the text and fill in the form about the information.

Read the background of the text and answer the question: What does “always” mean?

3.Listen to the text and answer the questions: What’s Jack’s question?/What public signs are they talking about? Choose the correct public signs and learn the words: danger, keep off the grass, be quiet.

4 Listen to the text again and try to know where the public signs are. Choose and fill in the blanks. Talk about the signs and learn the phrase: birds’ cage.

5 Look at the signs,Do they mean the same thing? Learn the word: different.

6 The students read the text by themselves, know the meaning of the public signs, underline the sentences. Learn the words and phrase: must, stay away from.

7.Look at the public signs on the backboard and describe them.

Step3 Post-reading

1 Read the text after the text.

2 Retell the text, check the answer, read it together.

3 Choose a title for the text.

4 Action time:Today, Ben and Jack go to the zoo,they see a lot of new public signs. Make out a new dialogue in pairs.

5 Today, Joe and his cousin Steven go to the park, they meet an interesting thing,Let’s read the passage and see what happened. Judge the sentences.

Step4 Summary

Today we learn the three public signs, they’re “Danger”, “Keep off the grass” and “Be quiet”. We know the meaning of them. We also know Ben and Jack’s day in the pak.

Step5 Homework

1 Read the text after the tape.

2 Write the sentences of the public signs two times.

3 Draw some new public signs.

五、教学反思：

 本课是围绕公共标志展开的对话，生词较多，为了帮学生更清晰地理解课文内容，我把课文的场景搬到了黑板上，让学生在直观具体的场景中学习单词和标志语。通过一些跟课文有关的图片的辅助呈现，突破了本课的重、难点，学生兴趣高涨，学得也轻松。

1.自然导入，激发兴趣

在阅读前，恰当的导入是实现语篇教学必不可少的环节，它可以激发学生的学习兴趣，自然地引出话题，帮助学生解决语言理解上的障碍，为下一步阅读做好铺垫。在阅读课本之前，我通过让学生问老师问题，了解老师，玩跟本课内容有关的游戏，提出富有趣味性或技巧性的问题，利用学生的好奇心理，让他们自然地学习一部分单词，帮学生学习语篇扫清一部分生词障碍。

2.细化任务，提高技巧

就阅读教学而言，重要的是培养学生的阅读技能和指导学生运用阅读技巧来理解语篇大意，了解重点细节，理清文章的思路和线索，然后才是学习语言知识，并将阅读与其他语言技能进行整合，对学生进行综合语言技能训练。因此，在这个环节中，我从引导学生整体理解和把握阅读内容入手，重点教给学生阅读的方法，设计了多层次的任务，由易到难，逐步提升，设计的问题或任务给学生留有思考的空间，让学生完成任务的同时，提高其思维能力和阅读能力。

3．有效巩固，培养能力

语篇教学需要设计多维度的活动，以加深学生对语篇的理解，帮助学生实现从语言输入到语言输出的转换，从而促进多项教学目标的达成。学生阅读后我根据前两个阶段获得的语言材料开展口头表达等后续活动，如讨论，角色表演，复述，总结，做阅读理解等，以进一步拓展课文，提高学生灵活运用语言的能力。复述活动是为了提高学生的口头表达能力，既加深了学生对阅读材料的理解，又培养了学生归纳和总结所学知识的能力。但要想达到有效的巩固，设计的活动既要基于课文又要高于课文，各项活动要互为依存，而不是多项活动的堆积。如，在巩固表演时，我设计了情景：Ben和Jack到动物园去玩，看到了许多新的公共标志，并展开了对话。新的场景和标志给学生创造了想象的空间，这一活动的设计从学生的学习兴趣和生活出发，让学生想参加也有能力参加，在活动中扮演角色，进行思维提取所学的知识，培养学生的综合语言的运用能力。

需要改进的地方：学生表演时，要多给点时间，要鼓励每位学生表演时带有表情和动作，课文朗读时注意纠正学生对长句的朗读。

                                      撰稿：薛 慧

                     校对：徐心怡

                             审核：桂婷婷