一

单元

教材

分析

本单元的话题为“公共标识”。在教学过程中要紧密联系生活实际，引导学生关注标识，讨论标识，做遵守公共法规和秩序的社会公民。

本单元的新授句型有：What does … mean? It means…和No+doing（动名词）结构。前者要求学生灵活运用，后者只需学生认读理解即可。另外，本单元呈现了的情态动词can和can’t的新用法，表示允许和禁止的意思。教师可以结合学生四年级前所学的can的用法进行对比教学，帮助学生区分和理解两种用法。

本单元的话题为“公共标识”。在教学过程中要紧密联系生活实际，引导学生关注标识，讨论标识，做遵守公共法规和秩序的社会公民。本单元的新授句型有：What does … mean? It means…和No+doing（动名词）结构以及It means ... Can/can’t... 的回答方法。这与牛津版的六年级公共标志单元的教学内容基本一致。教师可结合新旧教材进行教学，适当补充教学内容，如:should.

shouldn’t的用法，为下面单元的教学内容铺垫。

二

单元

目标

要求

1. 知识目标

(1) 能听懂、会说、会读、会写词汇：sign, shopping centre, careful, mean, floor, around。

(2) 能听懂、会说、会读词汇：letter, go in, take…into, restaurant, someone, smoke, smell, outing, walk on。

(3)会说、会读、会写句型和日常用语：What does it mean? / It means…/

No littering/ parking/ smoking/ …/ You can / can’t…。

(4) 会说，会读public signs

(5)听懂，会说字母ir在单词中的读音，要求发音准确。

2. 技能目标

(1) 能正确朗读课文，灵活运用本单元所学的句型整体复述语篇。

(2) 通过本单元的学习，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及其描述。 

3. 情感态度目标

(1) 通过学习公共标志常识，加强社会公德教育，提高学生自身的文明素养。

(2) 懂得“播下一种动作，收获一种习惯；播下一种习惯，收获一种品格。”的道理。

4. 知识目标

(1)能听懂、会说、会读、会写词汇：sign, shopping centre, careful, mean, floor, around。

(2)能听懂、会说、会读词汇：letter, go in, take…into, restaurant, someone, smoke, smell, outing, walk on。

(3)会说、会读、会写句型和日常用语：What does it mean? / It means…/

No littering/ parking/ smoking/ …/ You can / can’t…。

(4) 会说，会读public signs

(5)听懂，会说字母ir在单词中的读音，要求发音准确。

5. 技能目标

(1) 能正确朗读课文，灵活运用本单元所学的句型整体复述语篇。

(2) 通过本单元的学习，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及其描述。 

6. 情感态度目标

(1) 通过学习公共标志常识，加强社会公德教育，提高学生自身的文明素养。

(2) 懂得“播下一种动作，收获一种习惯；播下一种习惯，收获一种品格。”的道理。

三

单元

设计

意图

本单元的话题为“公共标识”。在教学过程中要紧密联系生活实际，引导学生关注标识，讨论标识。但是本单元呈现的公共标识只是现实生活中众多标识的一小部分，教师还可以要求学生课前将自己认识的标识画出来，带到课上和大家一起分享。还可鼓励学生去发现更多的公共标识，作为教材学习的有效补充和延伸，鼓励学生为班级、学校、街道、社区等场所设计和制作公共标识，学以致用，提高公民意识。

   公共标志在我们生活中随处可见，在教学过程重要紧密联系学生的生活实际，一道学生关注标志，讨论标志。在学习的过程中学习公共标志常识，加强社会公德教育，提高学生自身的文明素养。

   译林版6A的公共标志单元已经不是一个独立存在的单元，它与后面的第六、七单元的知识点有一定联系。所以教师在进行单元整体设计时，要考虑本单元在教材中的作用，为后面的教学内容铺垫。

四

单元

目标

达成

分析

日期

月     日

教学目标：

1.学生能初步能理解并且会听、会说、会读单词及词组：wet floor, No littering,No eating or drinking , a restaurant ,No smoking, shopping centre, smell ,careful

2. 学生能初步感知句型，能初步听懂并且会读句型：What does this mean? 和It means …

3. 学生能初步理解本篇故事并能复述.

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。

5. 学生能明白标志在我们日常生活中的意义和重要性。

重  点

与

难  点

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。

Teaching Procedures

Time

Steps

Teacher’s activities

Learners’ activities

Purpose, Feedbacks &Aims

5

min

Step 1

Warming-up

吸引注意，积累语言

1.Talk about the last weekend

With teacher.

 Where did you go last weekend?

 What did you do ?  Did you...?

Think and answer the questions.

S：I went to...I....

(Single work)

师生互相问候，由老师所创设的情景引导学生回忆假期生活)

25

核心过程

Step2

Pre-task

导出目标，生成结构

1.Enjoy a song:<signs in the park>

Did you go to the park last...? Wnat can you see in the park?

1. Show the titles of Unit5.

T: look,they are public signs.

  So we’ll learn... 

  What’t this ?  

  What does this sign mean?

Enjoy a song

(Class work)

S: I can see...

Read the title of Unit5

Learn “No littering”

(Class work)

利用歌曲承上启下，揭题，初步感知公共标志。

Step3

Task 1

回忆相关知识，初步运用结构

1.Guide the students to think: Where can we see the public sign?

2.: Today , Mike ,Helen and Tim also see some public signs. Where do they see the signs ? Watch the flash and choose the pictures.

①Watch the flash

②Choose the pictures

Teach：a shopping centre .  restaurant

③Read the book quickly ,and order the places.

3.Listen and tick .

T: What signs are they?（课件上逐张显示No eating or drinking, No littering, No parking, No smoking，Danger, Wet floor的图片，让学生选择）

4. 课文中No parking和Danger!没有出现，在此教授。

T: They can’t see these signs.What do they mean?

T:Yes, it means ‘No parking.’/ Danger!

5. Ask and answer

6. T:What does it /this mean?

S: It means ‘The floor is wet’.It means you can’t…

6．Read and choose (读课文，找出提示信息)

Think and answer.

S:in the park/zoo/shop

/cinema/museum....

(Single work)

Watch and choose.

Learn :a shopping centre .restaurant

(Class work)

Ss listen and tick.

(Single work)

Learn the new signs.

Practice the four pictures.

(Group work)

Finish the exercise P50 Read and choose and learn restaurant, smell，careful，around, take…into…

(Class work)

预测文本内容，独立思考，指明回答。

独立思考，交流，明确故事发生的四大个地点。

独立思考，指明交流，找出文本中的公共标志。

达成目标1.

小组合作，有意义地操练句型。

达成目标2.

Step4

Task 2

呈现刺激材料，活用结构

7. Read the story.

(1)Listen and repeat.

(2)Read it together.

(3)Read in roles.

（4）retell the story.

Read the story.

(1)Listen and repeat.

(2)Read it together.

(Class work)

(3)Read in roles

(4)retell the story

.(Group  work)

小组合作，朗读或表演课文。

达成目标3

Step5

Task 3

引发期待行为，强化结构

1. Sum  up

 There are many sings, they are important for our life？ Do you know why?

2. 情境再现。

三人一小组，一个场景场景进行表演，鼓励学生进行语言拓展。

Self think.

Act in groups.

S1:Be careful ,Tim!

Don’t run so fast .

S2:Ouch !

S1:Areyou ok,Tim?

S2:Yes,I’m ok .

S1:Can you see that sign?

S2:Yes.What does it mean ?

S1:It means the floor is wet .You shouldn’t run here.

S2:Oh,I See.

Thank you ,Mike.

(Group  work)

抛出问题，引发学生的思考。

达成目标5

小组合作，有意义地操练句型。

达成目标4.

10

min

Step6

Post–task

提供反馈评价，巩固结构

1.Guide the student to think: then where do the chidren want to go ?

 And what public signs can they see?

2.homwork:  read the story ; make a new

Discuss in groups.

then where do the chidren want to go ?

 And what public signs can they see?

(Group work)

板书设计

 Unit5  Signs(Story time）

   Where                signs               What does ...mean?

 a shopping centre      wet floor                 ….

 a juice shop           No littering              can’t litter

 a book shop           No eating or drinking      can’t eat or drink

 a restaurant            No smoking                can’t smoke

日期

月     日

1.学生能在具体的语境中运用句型What does it mean?It means......No littering/parking/smoking/...You can/can’t...谈论公共标志。

2.能正确朗读课文，灵活运用本单元所学的句型整体复述语篇。

3.通过归纳，总结出文字标识的构成规则：No +doing( 动词ing)和标志的两种表述方式。

4. 了解不同城市地铁的不同标志,认识单词：underground, subway

5..通过学习公共标志常识，加强社会公德教育，提高学生自身的文明素养。

重点与

难 点

1.学生能在具体的语境中运用句型What does it mean?It means......Nolittering/parking/smoking/...You can/can’t...谈论公共标志。

2.通过归纳，总结出文字标识的构成规则：No +doing( 动词ing)

Teaching Procedures

Time

Steps

Teacher’s activities

Learners’ activities

Purpose, Feedbacks &Aims

5

min

Step 1

Warming-up

吸引注意，积累语言

Revision.

1.Show the pictures .Look and answer.

1)Where are they?  

2) What shop do they see first?

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

4) What are they eating in the restaurant?

5) Who is smoking in the restaurant?

2.Fill in the blanks.

Think and answer some questions about the story.

(Single work)

Fill in the blanks and use  the form to retell the story.

(Pair work)

出事课文图片，回忆课文内容，根据关键词复数课文内容。

达成目标2.

25

核心过程

Step2

Pre-task

导出目标，生成结构

1.Review the  signs：What do these signs mean?

2Teach the new phrases： No parking./Danger.

3.Show the new signs onP51:

   What does ...mean?  

   It  means....

Think and

Learn the new phrases.

(Single work)

Ask and answer.

(Pair work)

复习与新授结合，进一步操练句型。

达成目标1

Step3

Task 1

回忆相关知识，初步运用结构

Grammar time

1.Act and guess

Play in two: One act,and another one guess the signs.

2.Know more about the signs.

1）Introduce the other signs in our life.

 （No fishing/Swimming...）

2）Shows the pictures about the UK and the US.

Know: underground, subway. In the UK, people call the metro “underground”.In the US, people call the metro “subway”.

So Different countries, different signs.

3.Found that rule.

引导学生发现文字标识的构成规则：

●No +动名词/名词

●祈使句  ●名词。

Play the game in groups.

（Group work）

Listen and learn.

（Class work）

Look and learn.

Know :So Different countries, different signs.

(Class work)

Found that rule.

(Single work)

两两游戏互动。

个别交流，分享收集到的公共标志。

整班教学，文化拓展。 

达成目标4.

独立思考，指明交流。

达成目标3.

Step4

Task 2

呈现刺激材料，活用结构

3.Bingo

1) Ask and answer.

   What does it mean? It means...

2) Summarized different ways of expression

归纳两种回答方式：

a. It means +句子

b. It means +引号+ No +动名词/名词

(Pair work.)

小组合作，指明个别学生交流结果。

达成目标3.

Step5

Task 3

引发期待行为，强化结构

 Fun time

1.Quick response

2.Play a game P52

1)Interpretation of the rules, demonstrating the game.

2)play in groups.

Play the games in groups.

(Group work)

进一步巩固句型。

达成目标1.

10

min

Step6

Post–task

提供反馈评价，巩固结构

Make and record public signs.

Sign: No pets

Place: On the bus   

Meaning : You can’t take your pets onto the bus .   

Make and record public signs.

(Single work)

收集和制作标志相册，加强道德教育。

达成目标5.

板书设计

Unit5 Signs

(Grammar time Fun time & culture time)

What does this sing mean?

It means...

日期

月     日

1. 通过归纳、整理、分享，了解更多的公共标志，并在具体语境中能熟练运用句型What does it mean? It means… 谈论公共标志。

2.通过谈论图片，学习掌握单词outing，around，should

3.阅读并理解Cartoon Time,明白故事的幽默之处。

4.通过观察图片，发张学生的想象力。

5.通过拼读，总结字母ir的发音，并以培养学生以此拼读其他生词的能力。

重  点

与

难  点

1.通过观察图片，发张学生的想象力。

2通过拼读，总结字母ir的发音，并以培养学生以此拼读其他生词的能力。

Teaching Procedures

Time

Steps

Teacher’s activities

Learners’ activities

Purpose, Feedbacks &Aims

5

min

Step 1

Warming-up

吸引注意，积累语言

1. Play a game: monkey show

No eating or drinking /No littering

No parking/No smoking

What does it mean ? Danger!  

What does this sign mean ? Wet floor

Play a game.

(Pair work/

Group work)

小组游戏互动，操练重点句型。

25

核心过程

Step2

Pre-task

导出目标，生成结构

Guide the student to share the collected Public signs.

Show the new signs and introduce them.

Or listen carefully and know more different signs.

(Single work)

个别交流，学习更多的公共标志。

达成目标1.

Step3

Task 1

回忆相关知识，初步运用结构

Cartoon time

1.Look and say

（1）. T: look at this picture. Please look it over, then find out some information for me. You can use these keys words to ask some questions like these?     

（Key words ：what ,when ,where ,

who ,why…） Teach: outing

（2）. Watch and choose.

What does this sign on the tree mean ?

（3）. read and answer

Why can’t they eat bananas there ?Teach:around .

（4）. Listen and repeat .

Look and ask some questions about the picture.

Q:Where are they?

Q;What are they doing?

(Self think)

they see a lot of monkeys around them. They are looking at Bobby’s bananas.

(Single work)

观察图片，利用

what ,when ,

where,who,why等引导学生预测课文内容。

达成目标2.

阅读，独立思考。

达成目标3.

Step4

Task 2

呈现刺激材料，活用结构

1.Let’s think and imagine what will happen next.

出示两种场景，让学生发挥想象

What will Bobby and Sam say?Bobby和Sam会说什么？

2.act out the text.

3.Bobby and Sam are walking on in the forest. There are more signs in the forest. Choose the way you like and make a dialogue.

Ss imagine what will happen next？

(Self think)

Make a dialogue.

(Pair work)

学生自由想想故事接下来会发生什么事？

达成目标4。

Step5

Task 3

引发期待行为，强化结构

1. shows the picture(sound time)

What can you see in the picture?

what is the girl doing?

Is the girl happy?why?

2. shows the text and read.

3. Explain:ir /3:/

4.Try to say some other words about”ir”

5. Make some new sentences with the

Other word  about”ir”.

Look and answer.

学生自读，归纳ir字母组合读音)

thirteen, thirsty, first, ladybird, sir, firm, third, circle.

（Single work）

自读，归纳语音。

达成目标5.

10

min

Step6

Post–task

提供反馈评价，巩固结构

1.Read and act out Cartoon time.

2.Finsh the work about cartoon time and  sound time.

1.Read and act out Cartoon time.

2.Finsh the work about cartoon time and  sound time.

板书设计

Unit 5 Signs

What                  bird   girl  shirt  shirt，

Who                

 Where                  

日期

月     日

1.能复习并巩固所学公共标识及关于公共标识的提问和回答。

2.能正确完成完成checkout time 练习。

3.能对照Ticking time 的三个目标进行客观的自我评价。

4.引导学生关注标识，认识不文明的行为，做遵守公共法则和秩序的社会公民。

重 点

与

难 点

能复习并巩固所学公共标识及关于公共标识的提问和回答。

Teaching Procedures

Time

Steps

Teacher’s activities

Learners’ activities

Purpose, Feedbacks &Aims

5

min

Step 1

Warming-up

吸引注意，积累语言

Brainstorm

 Ask the Ss to have a brainstorm to say out signs as more as possible.

Say out signs as more as possible.

(Single work)

头脑风暴，集中复习重点句型。

达成目标1.

25

核心过程

Step2

Pre-task

导出目标，生成结构

1.Try to discover

Look at the signs carefully  and try to find the differences.

2.Chickoout time:

 1).Look and talk

 2) listen and choose.

3. Check aim 1

Look carefully and judje.

Ss know the rules:

Different shapes,

Diffferent signs.

Different colour,

iffferent signs.

（Class Work）

Chickoout time:

 1).Look and talk

 2) listen and choose.

  Check aim 1

（Single work）

小组合作，交流。指明回答。了解生活中的公共标志，形状、颜色不同，意义也不同。

自主评价，

达成目标3.

Step3

Task 1

回忆相关知识，初步运用结构

draw and say        

1.Look at some pictures. What mistakes did you find? Why?

2.Design

Work in groups, Each group designs four signs, then have a discussion.

Think and communicate

（Single work）

Try to design

(Group work)

小组合作，设计不同的公共标志。

达成目标2.

Step4

Task 2

呈现刺激材料，活用结构

1..Try to say

2.Try to show

1.Discuss in groups and try to say:

What does this sign mean? It means …

Where can we put it?

We can put it in/at…

(Group work)

2.The groups try to show off their own designs

组内交流，指明某组交流。

达成目标4.

Step5

Task 3

引发期待行为，强化结构

Read and right(阅读短文)

Finish the exercise.

(Single work)

阅读理解，独立思考。

10

min

Step6

Post–task

提供反馈评价，巩固结构

1. Finish the exercise in the workbook.

2. Review all the contents in Unit5.

1. Finish the exercise in the workbook.

2. Review all the contents in Unit5.

板书设计

Unit5 Signs

Parking 图

Restaurant图

What does this sign mean?      It means….

Where can we put it?          We can put it in/at…