五下Unit-3Asking-the-way(3-4)教学设计

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《Unit3 Asking the way》译林五下教案

《Unit3 Asking the way》译林五下教案一、单元分析：本单元谈论如何问路，学习cinema, hospital, shop, zoo等地点和How do I get to …? G o along this street. Turn left/ right at the traffic lights. Get on/ off … at …Station. You can see the … on the left/ right等问路句型，学生在情境中理解、感知并掌握。

二、单元目标：知识目标1. 能听懂，会读，会说，会用How do I get to …? 及回答：Go along this street. Turn left/ right at the traffic lights. Get on/ off … at …Station. You can see the … on the left/ right.2、能听懂、会说、会读cinema, hospital, shop, zoo等地点类单词。

3、通过学习Story time和Cartoon time，能比较流畅地朗读对话，并能创编对话。

4、能了解中英文化中对“厕所”的称呼。

5、能了解并掌握sh在单词中的发音。

能力目标1. 学生能正确理解Story time, 并能小组合作表演对话。

2. 学生能熟练运用本单元所学的词句在不同的情境中问路与指路。

3. 学生能正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，能在教师的指导下表演故事。

4. 学生能了解英国和美国对于厕所的不同表达方式。

情感目标1. 让学生体会到阅读的乐趣，培养学生阅读的兴趣。

2. 让学生更加了解问路与指路的方法，培养学生对语法及句型的掌控能力，善于表达的良好习惯。

3. 培养学生方位表达的能力。

三、教学重点：1. 能正确理解语篇内容，并能熟练朗读、背诵和表演。

五年级下册Unit 3 Asking the way ( fun time and cartoon time )听课反思

五年级下册Unit 3 Asking the way ( fun time and cartoon time )听课反思本课是由宋帆老师指教的译林版五年级下册Unit 3 Asking the way ( fun time and cartoon time )，该内容是句型操练和趣味性阅读板块。

教学的主题是巩固和了解更多的问路和指路的表达方式，并能理解、朗读卡通故事，享受阅读的乐趣。

在教学中，宋老师能够以培养英语学科核心素养为出发点，很好的达成教学目标，完整的教学过程，每个教学环节层层递进，由浅入深，组织有趣活泼的教学活动，让学生体验了“悦读”，同时也训练了学生的综合语言运用能力。

具体评述如下：1、重难点的把握与突破是教学目标达成的关键所在优化课堂教学，提高教学课堂效率的一个重要原则就是突出重点，突破难点。

严谨的教学设计可以有效的突出重点，突破难点，从而更好的达成教学目标。

宋老师通过精准把握教材内容，深入了解教学目标，灵活运用了听说法、交际法、情景教学法等教学方法，并根据学生的心理特点和认知水平通过主动，探究、合作等学习方法较好的实现了本课的教学目标。

通过warming up , presentation, practice, consolidation, summary,以及homework几个环节，环环相扣，层层递进，有的放矢，巧妙的设计都是围绕本课的重点展开。

在板书的设计上也很清晰明了，突出了重难点，辅助了教学目标的达成。

2、设计有序，实现了语言能力和思维品质的培养别出心裁的教学设计，不仅促进了学生基本的听说读写等基本的语言能力，又发展了学生的思维，建构新的知识的能力。

教学活动设计有序，合理设计课堂活动，能够促使课堂有序高效。

本节课，宋老师在新授cartoon time环节，先让学生带着问题看动画，让学生进行整体感知全文，捕捉课文大意，再通过跟读练习，培养学生正确的模仿和表达能力，最后通过快乐阅读活动的巩固，多种形式的训练进一步巩固听读效果。

译林版英语五年级下册第三单元CheckouttimeandTickingtime课件

I live in/ on
.
It is near
.
I often come to school
.
First, I________________
Then, I __________________
______________________
Ticking time
I can name some places in the city.
You can see the ______. You can see the _______. The _______ is on _______.
1. First, try to sing a song. 2. Then, let’s make a new song. 3. Finally, let’s show.
Asking the way
How do I get to the _______? Go along, go along this street. Turn ______ at the traffic lights. You can see the ______. You can see the _______. The _______ is on _______.
1
Sing the song with your partner
2
Sing the song in groups
3
Sing the song by yoursቤተ መጻሕፍቲ ባይዱlf
Asking the way
How do I get to the library? Go along, go along this street. Turn left at the traffic lights. You can see the library. You can see the library. The library is on your right.

五年级英语下册素材-Unit3 Asking the way知识点梳理译林版(三起)

Unit3 Asking the way第三单元问路单词ask the way 问路get to 到达take 搭乘get on 上车station 车站get off 下车walk 走，步行bookshop 书店next to.... 在sun 太阳ask...for help 向...求助excuse me 劳驾，对不起along 沿着，顺着turn right 向右转traffic light 交通灯on your right 在你的右侧cinema 电影院hospital 医院shop 商店zoo 动物园turn left 向左转supermarket 超市film 电影stop 车站full 满的，饱的over 结束了，完了重点内容知识点精析1. 问路的句型一How do I get (to)...?【课文应用】How do I get to your home, Su Hai?我怎么到达你家，苏海?You can take the metro.你可以乘地铁。

【句型结构】问句: How do I get (to)+ 地点?答语: You can+交通方式。

【重点解析】问句用于询问怎么到达某地。

how 意为“怎样；如何”。

get to意为“到达”，后面接副词时要省略to。

can 是情态动词，意为“能，可以”，无人称和数的变化，与动词原形搭配使用。

例：Excuse me How do I get to the Palace Museum?劳驾，我怎么到达故宫博物院?You can take the metro.你可以乘地铁。

“问路”的其他句型(1) Where is+地点? ....在哪里?例如: Where is the Holiday Hotel，please?请问假日旅馆在哪里?(2) Is there a/an + 地点(+其他)? ..........吗?例如: Is there a Holiday Hotel near here?这儿附近有一家假日旅馆吗?(3) Which is the way to + 地点?哪条路是去....的?例如: Which is the way to the Holiday Hotel? 哪条路是去假日旅馆的?(4) Can you tell me the way to + 地点? 你能告诉我去....的路吗?例如: Can you tell me the way to the Holiday Hotel? 你能告诉我去假日旅馆的路吗?2.告诉对方在何站上车、在何站下车的句型一You can get on... at... and get off at...【课文应用】You can get on the metro at Park Station and get off at City Library Station. 你可以在公园站上地铁，在城市图书馆站下地铁。

Unit 6 Asking the Way Part A(教学设计)闽教版英语五年级上册1

闽教版五年级英语第五册第六单元《Asking the Way》第一课时教学设计一、教学内容：Unit 6 Asking the Way Part A二、设计理念：《小学英语新课程标准》基本理念中提到，教师应给学生贴近学生实际、贴近生活、贴近时代的，内容健康和丰富的课程资源。

本课的教学设计依据此理念，为了保证五年级的学生对英语学习有持续的兴趣和爱好，我始终创设贴近学生实际生活的语境，激发学生表达的欲望。

同时引导学生阅读，理解文本。

让学生在语境中更快、更好地掌握新知，运用新知。

三、教学目标：1. 语言知识目标：（1）通过学习，学生能正确听说、认读get to, far away ,station, or, taxi。

同时，能正确书写两个单词：station, taxi。

（2）通过学习，学生能听懂、会说以下句型：Excuse me. How can I get to……？---You can take ……. Which bus can I take? ---Bus…….2. 语言技能目标通过学习，学生能在问路、指路的对话中正确使用以下功能用语：Excuse me. How can I get to……？---You can take……. Which bus can I take? ---Bus…….3. 情感态度目标通过学习，学生能在陌生环境下主动问路，并在他人向自己问路时热情给予帮助。

四、学情分析：五年级的孩子虽然有了一定的英语学习基础，但由于五年级英语课文内容篇幅加大，内容加深，再加上处在这时期的孩子自我意识增强，使得小部分孩子出现了厌学英语的现象。

为了保证孩子们学习英语的持续兴趣，使高年级的英语课堂有效率地进行，我在设计本课时，紧跟时代，贴近生活，以学生们生活中常见的情景为素材，进行语境创设，预计能较好地激发他们表达的欲望。

五、重难点和关键1. 重点：学生能听懂、会说：Excuse me. How can I get to……？---You can take a…….Which bus can I take?---Bus……. 并能初步在实际情境中应用。

Unit3Askingtheway(课件)译林版英语五年级下册

A. Not be
B. Don't put
C. going C. Been C. Don't putting
Judge right or wrong
1. Not be late for school again. ( ） 2. Let do me go. It's very important for me. ( ) 3. Plaese lend me some money, will you ( ) 4. Wang Mei likes music and often litsens to music . ( )
ห้องสมุดไป่ตู้
2. __C__ and wash your hands.
A. To go
B. Going
C. Go
3. Let's __B__ to school.
A. to go
B. go
4. __A__ careful! The bus is coming.
A. Be
B. Being
5. __B__ the book here.
See you
Words:
post office 邮局 cinema 电影院 hospital 医院 crossing 十字路口
turn 转弯 left 左 straight 笔直 right 右
restaurant 餐馆 get 到达 map 地图 near 在......附近
along 沿着 how long 多久，多长 more than 超过 kilometre 千米
Asking the way
In the library
Daming: Where are we going,Simon Simon: To the library. Please hurry. The library closes at five. It's twenty to five now. Simon: Look, Daming! Here's the book. Old Lirarain: Look at the library rules. It says,"Don't talk in the library.” Simon: Oh,sorry. Old Librarain: Please be quiet.

Unit 3 Asking the way (教案) 英语五年级下册

Unit3 Asking the way（Grammar time & Fun time）教学目标1.复习巩固Story time,能熟练运用与问路有关的交际用语。

2.能听懂、会说、会读单词:cinema, hospital, supermarket, shop, zoo.3.能理解并灵活运用Grammar time中的交际用语。

4.能完成Fun time中的游戏,并能灵活运用相关的交际用语进行问路和指路。

5.通过本课学习,学会敢于开口,乐于合作,遇到困难时要礼貌求助的良好品质。

学情分析学生通过第一课时对Asking the way 中第一课时story time的学习,基本上掌握了问路的一些基本用语,熟悉了一些交通标识的英文标识,本节课为第二课时,在第一课时学习的基础上,进一步熟练运用与问路有关的交际用语。

重点难点1.能够灵活运用本单元的交际用语进行问路与指路。

2.能用How do I get to the …?询问要到的地点及用Go along…Turn… 回答别人的询问。

教学过程【导入】Unit 3 Grammar time ＆Fun timeStep1 Revision and warming up1. Enjoy a song: Red light & Green light2. Free talk3. Play a gameCan you read as quickly as you can?【讲授】Step 2 Let’s review the story time1. Read and judge(1)Yang Ling wants to visit Su Hai’s new home. ()(2) Yang Ling can get on the metro at City Library Station and get off at Park Sta tion.( )(3) Three’s a bookshop next to Su Hai’s home. ()(4) The bookshop is on Sun Street. ( )2. Look and say1. How does Yang Ling get to Su Hai’s home?2. Yang Ling gets to Su Hai’s home.You want to get to the cinema/bookshop/hospital/ zoo/ library, how to ask?【讲授】Step 3 Grammar timeHow to ask?How do I get to the…Where’s the …Can you show me the way to the…How to answer? (近处)It’s near. You can walk there. / You can go there on foot.Go along this street.Turn left/right at the traffic lights.You can see…on your left/right.How to answer? (远处)It’s far. You can take the metro/bus/…Go along this street.Turn left/right at the traffic lights.You can see…on your left/right.Fun timeWork in pairs and find the way.【活动】Step 4 Practice1. According to the map, how do you get to Mr. Zhang’s home?2. When you meet the traffic difficulties, you should ask for help.When others meet the traffic difficulties, you should help others.【练习】Step 5 ExercisesFill in the blanks(填空)A:Excuse me, _____do I ______ to the library?.B:Go______Mango Street, walk to Apple Street. Turn _____ at the traffic lights.The n go along Apple Street, walk to the Orange Street. Turn _____ at the traffic light s. You can see the library is on your ______.A: Thanks .B:You`re welcome.【测试】Step 6 TestFinish the dialogue(完成下面的对话)A:Excuse me, how do I get to the hospital?B:A: Thanks.B: You’re welcome.【作业】Step 7 Homework1. Make a map of your home, tell your classmates how to get to your home.2. Preview Sound time & cartoon time.Exercises一、Fill in the blanks（填空）A:Excuse me, _____do I ______ to the library?.B:Go______Mango Street, walk to Apple Street. Turn _____ at the traffic lights.Then go along Apple Street, walk to the Orange Street. Turn _____ at the traffic lights. You can see the library is on your ______. A: Thanks .B:You`re welcome.二、Finish the dialogue(完成下面的对话)A：Excuse me, how do I get to the cinema?B:A: Thanks.B: You’re welcome.。

译林版五年级下册英语教案-Unit3 Asking the way(Revision)

译林版五年级下册英语教案-Unit3 Asking the way(Revision)一、教学目标1.语言知识目标：–学生能够听懂并掌握日常生活中常用的寻问路线的表达方式；–学生能够准确地使用表示询问方向的句型；–学生能够用英语向别人表达自己想去的地方并询问路线；–学生能够描述行进的路线和方向。

2.情感态度价值观目标：–培养学生的听力和口语交际能力，提高学生的自信心和勇气，培养积极向上的学习态度；–培养学生的地理意识，倡导学生热爱家乡、崇尚科学、尊重知识。

二、教学重点1.学生能够听懂并使用表示询问方向的句型；2.学生能够描述行进的路线和方向。

三、教学难点学生的口语表达和交际能力。

四、教学过程1. 导入新知识•引入新课前，教师先出示一张地图，让学生边看边回答问题，了解地图的基本知识。

•利用图片和问答的方式来引出本课的话题：问路。

2. 学习新知识1.听力–老师播放对话录音，让学生跟读；–老师对话录音播放两遍，让学生自己理解一下，然后再播放两遍，让学生模仿并跟读。

2.句型讲解–针对表达询问方向的句型进行讲解，并写在黑板上，让学生进行模仿。

3.练习及角色扮演–搭档练习：让学生成对进行对话练习；–小组练习：让学生分成小组，进行角色扮演，模拟日常生活中不同情境下的问路对话。

3. 巩固练习1.路线描述小游戏–老师在黑板上画出一条路线图，让学生先看图回答老师的问题，然后让学生自己描述一条其他的路线，让其他同学猜测。

2.练习册上的练习–让学生在练习册上做相关练习。

4. 课堂总结•回顾本课所学的知识点和句型，并进行总结；•提醒学生在日常生活中多与外国人交流，以提高自己的口语交际能力。

五、家庭作业•练习册上所布置的相关练习。

•多与外国人交流，提高口语交际能力。

六、板书设计•表达询问方向的句型。

七、教学评价本节课通过各种形式的练习，如听力训练、小组练习、路线描述小游戏等，让学生对表达询问方向的句型有了更深刻的了解和掌握，并能够在日常生活中正确使用，达到了预期的教学目标。

五年级英语下册Unit3Askingtheway(第5课时)导学案牛津译林版(最新整理)

Unit 3 Asking the way在你的右边向右、左转 16。

in the shoe shop 在鞋子店里 17。

shiny shoes 发光的鞋子 18。

at Park Station 在公园站 19。

which to choose 选择哪一个三交流展示句型：1. Excuse me, how do I get to the book shop on Moon Street?打扰一下，我怎么才能到达月亮街上的书店？2. Go along this street. Turn left at the traffic lights 。

沿着这条街走。

在交通灯那边向左转。

3. Get on the bus at Park Station. Get off at City Library Station 。

在公园站上车.在市图书馆站下车。

四质疑拓展语音：辅音字母组合“sh" 无论是在音节之首或在音节的尾部，都只有一种读音发清辅音［］譬如：should 应该；shoulder 肩膀;share 分享； sheep 绵羊和在词尾：fish 鱼；wish 祝福;wash 洗；push 推；brush尊敬的读者：本文由我和我的同事在百忙中收集整编出来，本文档在发布之前我们对内容进行仔细校对，但是难免会有不尽如人意之处，如有疏漏之处请指正，希望本文能为您解开疑惑,引发思考。

文中部分文字受到网友的关怀和支持，在此表示感谢！在往后的日子希望与大家共同进步，成长。

This article is collected and compiled by my colleagues and I in our busy schedule. We proofread the content carefully before the release of this article, but it is inevitable that there will be some unsatisfactory points. If there are omissions, please correct them. I hope this article can solve your doubts and arouse your thinking. Part of the text by the user's care and support, thank you here! I hope to make progress and grow with you in the future.。

牛津小学英语6B Unit3 Asking the way教学设计

牛津小学英语6B Unit3 Asking the way教学设计一．教学内容：6B Unit3(PART A)二．教学目标：1.能初步学会有礼貌的问路和给别人指路。

2．能听懂，会说，会读，会拼写单词和词组way, get,along ,street, take ,stop, road.3. 能听懂，会说，会读，会写Can you tell me the way to …, please?4. 能听懂，会说，会读单词和词组history, museum, crossing, miss, kilometre, No. , told.5. 能使学生了解本市的风景名胜，乐于帮助别人。

三．教学重点难点：学会问路及指路四．教学准备: 1. 单词卡. 磁带，国籍标牌，地点标志牌2.多媒体课件3.板书课题五．教学过程A..Free talk1.T: Hi, today I’m your new teacher. You can call me Miss Liu. Hello,children.Excuse me, can you tell me your/his name? Can you tell me your hobby? Me, too. And I like playing games. Do you like playing games? Ok . let’s play games.2.Games: (1) listen and doShow me your left/ right hand. Left/rightTurn left/right. (read the cards)(2) find your waya. teach “street”“road”“crossing”.T: In our classroom, there are three streets and two roads. (learn “street, road”) So there are six crossings.(count, learn “crossing”)b. know”the … crossing” .T : Now, I’m in …Street. go along this street.(T walk) ok. Now I’m at the first crossing. (T walk, second)c. play the game. (choose two students each group)T : listen to me and find your way. Just like me . if you are better, you will get these (show the postcards)You are in …Street. now you are at the …crossing, then turn left/right.3. praise. then present the title”asking the way” (learn “way”)B.Presentation1. the way to the post office, learn how to ask and show the way.(1) T: Good job. But I have no postcards as your prize.I need to buy some in the post office. (present “post office”)(2) T: Where’s the post office? Excuse me, can you tell me the way to the post office, please? (ask a student) you don’t know. Never mind. Let’s have a look at the map. Oh. I see.(3) ( show the way) T : Go along this street, and then turn right at the second crossing. The post office is on the left.(4) (present the answer) so I can go along…,and then turn…at the…crossing.(Ss read) The post office is on my left.(5) yes. Excuse me, can you tell me the way to the post office, please? (ask a student).(s answer) she/he knows the way. Do you know?(ask students in Row 1) let’s ask them together. ( present the ask)(ask and answer row by row)(6) when the students ask T ,T answer ,add “you can’t miss it.”Read the sentence.Now I know the way to the post office.. I’ve got more postcards. Let’s enjoy them.2. learn “the history museum”T: (show some pictures ) this is a special postcard.(give the picture of the museum) do you know where it is? (learn the words)3. learn how can get faster(1) T: we can learn a lot in the history museum. Let’s visit it.Look at the map. Where’s it? (near Boxian Park.)From Dashikou Square,the History Museum is about 2 kilometres away.How far is it from Dashikou Square ? (teach “how far”“2 kilometres away”)If we go there on foot, that’s a long walk.(2) how can we get to the History Museum faster? (teach “get to”) ride a bike --- so tired take bus-----it’s cheap (3) look, there’s a bus stop. Let’s have a look. Which bus can we take? (teach “take”)We can take bus No . 2 (teach “No .= number”)How many stops are there? (count)(4) show “get off at the third stop”, then answer “how ….faster” and learn “every five minutes”4. listen,read and say(1) listen and completeT: now ,we know how to get to the History Museum. But a foreigner , Mr Smith does not know the way.(listen to the background, check)(2) T: what are they saying? Let’s read their coversation, try to answer the questions.( read the dialogue , underline some sentences)(3) T: do you know the way to the history museum? Now I’m to be Mr Smith ,you are to be Yang Ling . (T ask, Sanswer) Excuse me, can you tell me the way to the history museum, please?( S answer,T show)How far it is from here?How can I get there faster?How can I get to the post office?(4) now I know how to get to the history museum and the post office. I can take bus No. 5 and get off at the second stop ,then I can take bus No. 9 in front of the history museum and get off at the third stop.(5) read the text(6) fill in the blanks.C. consolidation1. T: Olympic Games are coming soon. Can you show the way to the foreigners? Just like Yang Ling.Now ,there are some foreign friends in Zhenjiang. They need your help. Let’s have a look.“Some foreign （外国的）friends come to Zhenjiang now.They want to go to some places（地方）, but they don’t know the way.”Would you like to help them?2. make a play (the sentences on the note will help you)3. act the playD.summaryAt this lesson,we know if you don’t know the way, you can ask the others, just like “can you tell me the way to…?”( should be polite) add’Excuse me , please”(write in red) If you tell the way ,you can say”go along….”it’s a long walk,you can tell where it is /which bus can they take /how many stops are there?E. homework1. listen and read part A2. try to tell me the way to your house。

五年级英语下册Unit3Askingtheway练习及答案

五年级英语下册Unit3Askingtheway练习及答案Unit3 Asking the way课时学案（一）一、根据中文提示写出英文。

1.问路2.到达3.乘地铁4.上车5.下车6.向右转7.在......旁边 8.向......求助9.向左转 10.打扰了二、根据课文内容填空。

Yang Ling wants to _____ Su Hai’s new home. First, she can_______ ______the metro at Park Station and ________ _______at City Library Station. Then, she______ ______ _____ City Library Station. She is on Sun Street. Yang Ling cannot find the __________.A ________ helps her and shows her the way. Next, she goes____ Sun Street and turns _________ at the _______ _______. Finally, she's on Moon Street. Su Hai's home is ____ to the __________ on Moon Street.三、根据中文补全句子。

1.我怎样到达书店？__________ do I ________ _________ the bookshop?2.沿着这条街。

_______ ________ this street.3.在交通灯处向右转。

Turn __________ ________ the traffic lights.4.在公园车站下公交车。

Get _________ the bus _________ Park Station.5.你可以在你的左边看见动物园。

Unit5-Asking-the-way教案

Unit5 Asking the wayLesson10一、Teaching aims1.Knowledge aims(1)、words: library、bank(2)、sentences: How can I get to the…Go straight.It’s on the right/on the left.2.Ability aims: 进一步学习问路与指路的英文表达。

3.Emotion aims：培养学生的注意力和观察力, 激发学生积极思维, 挖掘学生运用语言的创造能力。

二、Teaching key and difficult points:1.词汇: 能听、说、读、写library、bank,并了解其含义。

2、能灵活运用重点句型How can I get to the…Go straight.It’s on the right/on the left.并清楚其运用的场合和语义。

三、Teaching aids （教具）: word cards, PPT,CD四、Teaching Procedures:1.Step1 Warming up:2.GreetingT: Class begin.Good afternoon boys and girls.S:Good afternoon Miss Chen.3.sing the song :Follow MeT:Let’s sing a song.Step2 Revision1.2.做游戏, 训练反应能力及巩固right、left方法。

T:Let’s play a game.If I say put your right hand.You should do it.OK?S:OK!T:Put your left hand…S:(do it)T:Who want to issue orders?(每两组再来一次比赛)3.Play a game.用上节课学过的句型。

人教PEP版五年级英语下册Unit3单元教案

人教PEP版五年级英语下册Unit 3单元教案人教PEP版五年级英语下册Unit 3单元教案在教学工作者开展教学活动前，往往需要进行教案编写工作，借助教案可以让教学工作更科学化。

如何把教案做到重点突出呢？下面是小编精心整理的人教PEP版五年级英语下册Unit 3单元教案，供大家参考借鉴，希望可以帮助到有需要的朋友。

第一课时教学目标1、能听、说、读、写单词和词组：April，May，a few fun things，English party，school trip，sports meet，maths test，singing contest。

2、会运用句型：—When is the party？—It's in April、3、鼓励学生要积极参与学校组织的各项活动，不断了解西方文化和西方节日，从而增进中西方文化的交流。

教学重点1、掌握本课时的单词和句型。

2、会用特殊疑问词when，并能和同伴进行对话交流。

3、能和同伴分角色朗读Let's talk。

教学难点1、本课时的单词和句型。

2、节日、活动名称及其对应的时间。

教学准备教师准备：1、与本课时相关的录音和课件。

2、本课所学的单词卡片和短语图片。

3、日历。

学生准备：1、本课所需单词卡片。

2、动词短语图片。

教学方法1、多媒体辅助教学法教师利用多媒体展示school trip，sports meet，maths test，singing contest的图片，和学生一起学习这些名词短语，让学生在轻松愉悦的情景下掌握短语。

2、直观教学法教师利用图片或大屏幕展示Main Scene部分的school calendar，和学生一起看看从一月到十二月学校的活动，并引导学生通过看图片理解节日与活动的名称。

3、交际教学法为了让学生能够熟练掌握特殊疑问词when和月份名词，教师将学生分成两人一组，分角色表演Let's talk部分的对话。

从而锻炼学生的英语口语，并帮助学生更好地掌握单词及句型。

牛津译林版五年级英语下册Unit 3 Asking the way 教学设计1.doc

Unit 3 Asking the way教学设计1一、教学目标知识与技能句型“Where is the post office? It’s over/on/in/under/near…”能理解和掌握，并能用替换词造句和运用。

过程与方法利用实物让学生们操练本节句型。

情感态度与价值观对学生听力能力的培养和训练。

二、教学重难点1. 方位介词的正确运用。

2. 把本课“Where is …?”句型运用生活中。

三、教具PPT 单词卡片四、教学过程Step 1 Warming upT: Hi, boys and girls! I’m very happy. Are you happy?S: Yes.T: Now. Please look at the desk. Answer my question. What's on the desk?S: It's a box.T: What's in it? Please guess.S: A pen / An eraser…T: Now, let me open it. Oh, It's a letter.设计意图：为激发学生学习欲望，让学生在猜测中发挥想象，自主学习并为后面的教学作下埋笔。

Step 2 PresentationT: What can you see on the desk?S: I can see a box.T: What can you see in the box?S: I can see a letter in the box.Step 3 Learn new1. T: Now, boys and girls. Answer my question. Where do we send our letter? Let’s guess. (连续地问，采用直观教学。

)2. 板书：post office邮局（讲解、领读）T: Where is the post office in our city?（展示城市中邮局的图片）It’s over there.(老师指向邮局的方向比并引导学生回答)T: Where is the post office?S: It’s over there.3. Did you know how long took a letter to the destination?（讲解这句话的意思并请同学们回答完问题）T: How long? You can guess.Nearly three days according to the distance of the destination.T: 花费3天怎么用英语说呢？S: costs three days?T: another expression?S: take three days?T: excellent.S: thank you.4. 板书：take 花费（讲解、领读）T: How long do you go from school too home?你从家到学校需要所长时间？T: who can answer this question?S: It takes 30 minutes.T: how about you?S1: it takes 10 minutes.T: wow, so near to our school.（运用直观教学和肢体语言表达本课知识点，印象直观、深刻。

5B 《Asking the way》教学设计-优秀教案

教的活动3①Read and judge:Mr Smith can get there by bus. (T/F) T: Which bus ?T:How many stops are there? 学的活动3S: Read and answer:S:every five minutesS Read and choose: Where is the bus stop?The bus stop is ____________ of the History M useum,A. in front ofB. behind活动意图说明（设计意图：三个问题要求学生要求学生细读文本，回答三个问题由易到难，循序渐进。

在解答问题的过程中教授 every five minutes和 in front of，这两个也属于非正常进度内容，但又不能不教，因此只能花少量的时间，这不违背语篇教学的原则。

）7.板书设计Unit 3 Asking the wayfar from a long a walkHow far is it fromtake a busCan you tell me the way to …, please8.作业与拓展学习设计一、根据提示，用适当形式填空。

1.I want to see a _________（电影）this evening.2.How _________ （do）his brother get there.3.She can _________ （ride） a bike now.4.Are there any _________ （zoo） near here.5.The boy sits next to _________ （they）.6.Let’s go _________ （shop） ,Helen.7.You can ask _________ （she） for help.8.How do I get to __ ______ （he） home.二、图完成对话。

译林版(三起)五年级下册英语教案：Unit3Askingtheway第一课时

译林版(三起)五年级下册英语教案：Unit 3 Asking the way 第一课时一、教学目标1. 知识与技能目标：学生能够理解并运用本课中的重点单词和短语，如“post office, police station, hospital, go straight, turn left, turn right”等；能够熟练运用问路和指路的句型，如“How can I get to…?”和“Go straight and then turn left.”等。

2. 过程与方法目标：通过情境模拟、角色扮演等方式，让学生在实际操作中掌握问路和指路的表达方式，提高学生的英语口语表达能力。

3. 情感态度与价值观目标：培养学生乐于助人的品质，以及在实际生活中运用英语解决问题的能力。

二、教学内容本节课主要学习问路和指路的表达方式，包括如何描述地点、如何询问路线以及如何指明方向。

三、教学重点与难点1. 教学重点：掌握问路和指路的句型，如“How can I get to…?”和“Go straight and then turn left.”等。

2. 教学难点：正确使用方位词和动词短语描述路线，如“go straight, turn left, turn right”等。

四、教具与学具准备1. 教具：PPT、图片、地图等。

2. 学具：教材、笔记本、彩笔等。

五、教学过程1. 导入：通过PPT展示一些生活中常见的地点，如“postoffice, police station, hospital”等，引导学生用英语描述这些地点。

2. 新课呈现：通过PPT展示问路和指路的情境，让学生观察并理解句型“How can I get to…?”和“Go straight a nd then turn left.”等。

3. 情境模拟：将学生分成小组，每组选择一个地点进行情境模拟，用英语进行问路和指路。

4. 角色扮演：学生分别扮演问路人、指路人、警察等角色，进行实际操作，提高口语表达能力。

丽声北极星分级绘本五年级下(江苏版)The Box of Books 教学设计

（1）[What]主题意义和主要内容
Daniel通常会在周六去爸爸的书店帮忙。这天，爸爸让他送一些书到博物馆给Mr Jones，因为Mr Jones要举办一场“犯罪”主题的展览。Daniel不知道去博物馆的路，爸爸告诉他可以乘坐公交车，在公园站上车，到太阳站下车，博物馆就在医院的旁边。出发前，爸爸把自己的手机给了Daniel。Daniel下了公交车，他看见医院方向的指示牌，但穿过马路右转后却找不到医院和博物馆。于是，他向一位女士求助。女士告诉他向左转，再一直走就可以找到医院。Daniel按照女士的描述继续赶路，他路过一个商店、一个电影院和一个银行。
书名：The Box of Books送书历险记话题：问路Asking the way
词汇量：230教材单元：译林版英语（三起）五下
Unit3Asking the way
核心词汇：bookshop, take, museum, get on, get off, sun, next to, hospital, turn right, turn
通过观察封面，获取基本信息，激活学生已知经验和已有语言知识。
通过自主提问，激发学生的阅读兴趣，带着阅读任务去整体感知故事，了解故事的大意。
While-reading
（2）[Why]写作意图
通过阅读故事The Box of Books《送书历险记》，学生可以掌握问路和指路的英文表达方法。同时还能学习到遇见违法犯罪等突发情况时应当沉着冷静，以及诸如向他人求助、及时报警等应对常识。
（3）[How]文体结构和语言修辞
全文共分为三个部分，第一部分是主人公Daniel接到任务送书去博物馆以及问路的场景；第二部分是Daniel发现有人抢劫银行，沉着应对；第三部分是在Daniel的帮助下，警察抓住了抢劫犯，而Daniel自己也成为了打击犯罪的小英雄。本文使用一般现在时和现在进行时，按照Daniel送书的路线，学习了bookshop, museum, hospital, shop, cinema等场所。通过Daniel与父亲以及售货员之间的对话How do I get to...? You can get on the bus at ... Excuse me, where is the ..., please? Turn left, then go straight on.等呈现问路和指路用语。全文配以鲜艳的手绘图片，完整呈现了Daniel送书历险的过程。尤其是面对银行抢劫时，Daniel的一系列的应对措施，生动形象，环环相扣。绘本最后的story map以图片的形式梳理了送书历险的故事。