1、标题：湘少版五年级下册 Unit4 Dont talk here(PartB&C) 学情分析：学生在五年级上册 Unit10 中已学习过“Do not.”的祈使句 和“The sign means.”句型来表达标志的含义。因此本节课学生学习 用“Dont.”的句型来谈论学校规章制度时不会感到困难，而且话题也 与学生们的校园生活息息相关，所以他们兴趣会比较浓厚，不会觉得 无话可说，开口表达的欲望也会较强。 教学目标： 1.语言能力：学生能运用句型：“Dont.”来谈论学校规章制度，并在 此基础上拓展语言，在情境中灵活运用“The sign means.”句型来谈 论小组选择的校园警示标志的含义。
2、 学生能正确运用介词短语来谈论 学校不同场所应遵守的规章制度。 2.思维品质：学生能积极的参与讨论学校不同场所所应遵守的规章制 度，积极思辨，大胆表达并运用创造性思维给学校各场所选择警示标 志。 3.文化品格： 通过“文明校园”创建的情境，让学生体验当“文明劝导员” 并为校园不同的场所选择合适的标志， 学生能意识到遵守学校规章制 度才能有一个良好的校园环境。 4.学习能力：在落实语言输出任务时，采用小组合作学习方法，学生 通过与同伴交流，在合作中发展学生互助学习和语言交流运用的能 力。 教学重难点：1.在情境中灵活运用“Dont.”谈论学校规章制度， 并用“The sign means.”谈论
3、小组选择的校园警示标志的含义。 2.校园内不同场所用到的不同警示标志的选择。3. 介词短语的正确 运用。 教学过程： Step1.Warming up&Leading-in 1. Greetings. 2. A game:Quick Response. T:“run”. Ss: T:“draw”. Ss: T:“climb”. Ss: T:“throw”. Ss: T:“play football”. Ss: T:“eat”. Ss: T:Can we eat in class? Ss:No. T:So dont eat in class. T:And can we talk in class
4、? Ss:No.We cant. T:So dont talk in class. 3.Class rules discription Dont eat in class. Dont talk in class. T:What does“in class”mean? S1:在课堂上。 T:Yes,youre right. T:These are the rules for my class. Can you obey them? Ss:Yes. T:Good! (设计意图：老师简短地和学生问候后玩“快速反应”的游戏，由此让学 生复习之前所学的一些动词run, draw, climb, thro
5、w, play football, eat 并明白 rule 一词的含义再引出“Dont.”的句型。) Step2.Presentation T:There are also many rules at our school.The signs tell us some of the school rules.Look at them and tell what each sign means. T:How about the first sign? S1:Dont pick flowers. T:Very good!Follow me. “Pick flowers.Dont pick flo
6、wers.”Ss:Pick flowers.Dont pick flowers. Follow the same step to learn the other phrases and sentences. (设计意图：呈现 6 个校园警示标识，让学生说说这些标识的含义。 由此学习“Dont pick flowers”,“Dont throw waste paper on the floor”,“Dont climb”,“Dont draw on the wall”,“Dont play football in the classroom”,“Dont run in the classroom
7、”,进而让学生们熟悉校规， 同时也为接下来的巩固环节当文明劝导员， 制止不文明行为和拓 展活动为学校的部分场所张贴合适的标志做铺垫。) Step3.Consolidation T:These are our school rules. Lets obey them. And were building our school to a “Civilized Campus”.What can we do to reduce misbehaviors? S1:We can be behavior guiders. S2:We can put up signs. T:Good idea. Lets b
8、e behavior guiders today. Look! Some students are breaking rules at school. What are you going to say to them? Discuss in groups first. T:What are you going to say to the boy in picture1? S1:Dont pick flowers. T:And who can say something to the boy in picture2? S2:Dont throw waste paper on the floor
9、. T:How about the student in picture3? S3:Dont draw on the wall. T:What are the students doing in picture4? What do you want to say? S4:Dont run in the classroom. . Follow the same procedure to talk about another four pictures. (设计意图：创设我校正在创“文明校园”的情境，引导学生思考我们如 何减少校园的不文明行为，为后续的第一个任务：“今天我是文明劝 导员”做准备。再
10、呈现违反学校规章制度的行为的图片：在校园内摘 花，攀爬栏杆，乱扔废纸，在墙上画画，在教室里踢足球，在课堂上 吃东西，在教室追逐，在图书馆说话。引导学生用“Dont.”句型进行 操练， 来劝阻这些行为。 这些行为学生也很有可能在校园生活中遇见， 因此他们不会觉得难以开口，真实的情境也让表达有必要性。这个活 动旨在检测学生对于前一个新知呈现环节内容的掌握程度。) Step4.Extension Task1:Work in groups and choose three signs for each place at school. And write what each sign means. T
11、:We can also put up signs to reduce misbehaviors. Look! There are three places at school. What are they? Ss:Library,classroom and. T:Let me help you. This is the playground. Follow me!“playground”. Ss:playground. T:Ok. Now choose a place to put up signs, stick three signs on the worksheet and write
12、what each sign means. (设计意图：分组讨论选出学校不同场所应设置什么样的警示标志， 贴在操作卡上并写出这些标志的含义，这样的操练才是意义操练，在 分组讨论的过程中学生要思辨后才能选择设计合适的标志放在合适 的场所，而且写标志含义也有训练到学生写的能力。) Task2:Show signs and tell the meaning of each using the structure“The sign means.” T:All right. Its time to show your work now. Try to express yourself using the structure“The sign means.”. Are you clear? Ss: Yes. (设计意图：在展示活动中灵活运用本课所学语言知识，实现语言学 习的最终目的-表达。) Step5.Summary and Homework 1.Moral education:Obey the school rules and enjoy our schoollife. 2.Homework:Make rules for your dorms. (设计意图：引导学生明白只有遵守学校规章制度才能有更好的校园 环境。)
