牛津译林版五年级下英语Unit3 Story time 教案

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1、Unit 3 Asking the wayStory timeTeaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标1. 在整体理解的基础上听懂、会说、会读故事中出现的词汇：take, get on, get off, walk, turn right, turn left, traffic lights, ask . for help.2. 基于故事听懂、会说、会读句型：How do I get to? 及其回答 You can get on the metro/ bus atStation. Th

2、en, walk to/ go along Turn right/left at the traffic lights. You can see the on the right/left 并理解句型的意思。3. 能较流利有感情地朗读故事，在教师的引导和帮助下尝试复述课文内容。4. 学生能够在理解的基础上较流利地朗读故事。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 能听、说、读大量地点短语与指路的动词短语。 2. 学生能够在理解的基础上较流利地朗读故事。教学难点：1. 问路与指路用语的熟练表达。2. 地

3、图中左右方向的辨认和表达。Teaching procedures 教学过程Step 1 Pre-reading1. Enjoy a song (此处可插入与单元主题相关的歌曲视频)2. Free talk: T: Do you want to go to the zoo?/ Where else do you want to go? /How do you get there? /Do you go there by?【设计意图：激活所学旧知，为新课的引出作铺垫。】Step 2 While-reading1. Part1Taking the metro(1) T: Su Hai has a

4、new home on Moon Street. Yang Ling wants to visit Su Hais new home. Look! Whats she doing? (PPT 呈现 Story time 图 1)S: Shes calling Su Hai.T: Why? S: She doesnt know the way to Su Hais home. T: Yes, so shes asking the way to Su Hais new home. (引出课题：Asking the way)(2) Listen and answerT: If you were Ya

5、ng Ling, how would you ask?S: (自由回答 ) Wheres your home?/ Is your home near? / Can you tell me the way to your home?.T: How does Yang Ling ask the way? Listen and repeat.S: How do I get to your home, Su Hai? (教读)【设计意图：培养学生捕捉信息的听力能力。】(3) Watch and order: How does Yang Ling get to Su Hais home? S: BDA

6、CT: Yes, first, she gets on the metro. Next, she gets off the metro. Then, she asks a policeman for help. And finally, she turns right at the traffic lights. 【设计意图：帮助学生整体感知故事，初步了解两种交通方式。】(4) Listen and choose 听录音，完成选择题 1。同步教学新词汇 station, metro station, train station, bus station, Park Station, City

7、 Library Station Teach “get on/off the station” with TPR 完成选择题 2。同步教 next to(5) Read Part1 after the tape together.(6) 在图中标出 Yang Ling 乘地铁的路线。(7) 根据地图上的关键词，描述 Yang Ling 乘地铁的路线。【设计意图：注重学生文本阅读策略和技能的指导, 用听录音、看图、标路线等形象方式帮助学生了解乘地铁的具体路线。】2. Part 2Walking(1) Read and judgea. Yang Ling is on Sun Street now

8、. (Yes)b. Yang Ling can find the bookshop. (No) (2) Ask and answerT: Can Yang Ling find the bookshop?S: No, she cant.T: What does she do?S: She asks a policeman for help. (新授 ask.for help)T: How does she ask for help? S: (学生自读) Excuse me, how do I get to the bookshop on Moon Street? (新授excuse me)(3)

9、 Read and find(学生两人一组，画出指路的句子，并完成 P28 Look and say 的路线图)【设计意图：根据地图与关键词揣摩正确路线，培养学生的阅读理解能力与方位感。】(4) T: Which is the right way to Su Hais home?S: Picture C.T: Can you describe it?S: Turn right at the traffic lights. (图片辅助，教 turn right/left, traffic lights)(5) Read Part2 after the tape.(6) Describe the

10、 way with “first, next, then, finally” in pairs. (大组接龙操练路线图)(7) 根据板书小结故事。【设计意图：用顺序副词连接各动词词组，帮助学生理清思路，培养条理性。】 Step 3 Post-reading1. Read the whole story after the tape. (指导感情和发音)【设计意图：引导学生模仿录音，有感情地朗读文本，学习朗读过程中的语音语调、重读、弱读等朗读技巧的处理。】2. Read the story together.3. Choose one picture and act in pairs.4.

11、Act in pairs. (同步将苏海家附近的关键建筑物贴于板书)【设计意图：用多种方式复习和巩固课文内容。】Step4. Summary Summary: (1) How to ask the way: Excuse me, how do I get to?(2) How to tell the way: You can take a metro. Get on the metro atStation and get off at Station. Then, walk to/ go along Turn right/left at the traffic lights. You can

12、 see the on the right/left.Step5. Consolidation 在板书中 Su Hai 家附近贴上 shoe shop, flower shop, food shop 三处，帮助 Bobby, Sam, Billy 到达这些地方。【设计意图：小结问路、指路语言，复习文本，基于故事稍做变动与提高，将所学知识灵活运用于不同场景。】Homework 家庭作业1. Tell your friend the way from Yang Lings home to Su Hais home.2. Think about your way from home to sch

13、ool.Teaching aids 教学准备（含板书设计）教学准备：光盘，PPT，板书，建筑物卡片。板书设计： Unit 3 Asking the way说课：本节课教学内容为 Story time，教学过程以任务活动为驱动。首先通过看图讨论的形式引出课题，然后教师提出“如果你是 Yang Ling，你会怎么问？”的问题引导学生关注本课重点问路句型，然后通过看动画排序帮助学生整体感知故事。接下来教师将文本解读分为乘地铁前和下地铁后两个部分。第一部分通过听录音、看图、标路线等方式帮助学生了解 Yang Ling 乘地铁的具体路线，在此过程中，教师根据“词不离句”的原则重点新授 station 和next to 两个新词，该部分安排了一个描述 Yang Ling 乘地铁路线的活动，旨在及时考查学生对新内容的理解和接受情况。第二部分通过判断、问答和画路线图的方式帮助学生掌握文本关键信息。结合本课故事按照时间顺序发展且细节较多的情况，教师引入了顺序副词帮助学生理清思路，同时减少叙述故事的难度。阅读后主要是通过跟读、齐读以及表演的形式巩固课文，然后通过小结强化重点句型的理解。最后，教师创设了新的场景，为学生灵活运用本节课所学知识提供了平台。