1、1 / 6Unit3 第第 1 课时教学设计课时教学设计【内容来源】【内容来源】译林版（五年级）下册 Unit3【主【主题】题】Asking the way【课【课时】时】第 1 课时：Story time；Fun time一、板块介绍一、板块介绍本部分的场景和话题是 Unit 2 Story time 的延续。Yang Ling 想去 Su Hai 的新家看一看，但是不知道怎么走。课文由两个场景组成，场景一是 Yang Ling 在电话里询问 Su Hai 去她家的路线，场景二是 Yang Ling 在途中迷路了，向警察问路。二、二、教学教学目标目标1. 能听懂、会说、会读、会写 ask t
2、he way, get to, take, get on, station, get off,walk ,bookshop, next to, sun, askfor help, excuse me, along, turn right, trafficlight, on your right 等。2. 能听懂、会说、会读 Story time 中的故事。3. 句型：How do I get to ?及其回答 You can take /Go along this street./Turnright at the traffic lights 三、教学重难点三、教学重难点1. 句型：How d
3、o I get to ?Go along /Turn left /Get on/off /You can 2. 词汇：a cinema, a hospital, a shop, a zoo, get on, get off, turn right, turn left.四、教学准备四、教学准备教学课件（教师可以在优教平台直接调用或下载） 、课文录音、动画、教材图片）五五、教学过程、教学过程Step 1: Warm-up/Lead-in1. 歌曲热身教师可以和学生一起演唱 Unit 2 的歌曲 The wheels on the bus，导入新单元话题。2. 猜谜活动，复习词汇教师可以和学生用猜
4、谜的形式复习 Unit 2 交通工具类的词汇。如：T: It can fly. Its fast.We usually take it to go to a city or country far away.Ss: Its a plane.2 / 63. 问答活动，复习句型教师可以和学生进行简单的问答，复习 Unit 2 关于住处和交通方式的句型， 为新单元的话题呈现做准备。如：T: Where do you live?S1: I live on/in/at.T: How do you come to school?S1: I come to school by ./on foot.T: Wh
5、ere does Su Hai live?Ss: She lives on Moon Street, near City Library.T: Su Hai has a new home. Do you want to go to her home and have a look?Ss: Yes.Step 2: Presentation & PracticeStory time1. 猜谜游戏，教授交通工具类词汇教师可以用多媒体或在黑板上呈现本单元出现的七种交通工具的图片， 并用简单的语言描述它们的特点，然后让学生猜出相应的交通工具。如： It has two wheels. There is
6、usually a basket on it. (bike) It is long. It runs under the ground. (metro) It is big. It can fly. (plane) It is a big boat. (ship) It is long. It runs very fast. It usually travels between cities. (train) It is big. It runs on the road. It usually travels within a city. It can carry many people.(b
7、us) It is small. It has a driver and it can carry one to four passengers. (taxi)2. 问答活动，教授新句型教师可以先介绍自己住在哪个城市，可以具体到城区和街道，教授 live 及其和介词 in, on 的搭配。教师可以列出自己所在城市的主要城区和街道，供学生回答时选用。如：T: Where do we live? China? Jiangsu? Nanjing? All these are right. We live inNanjing, Jiangsu, China. We all live in this c
8、ity, but I still dont know where your3 / 6homes are. Which district? I live in Gulou District. What about you?S1: I live in Xuanwu District. Where do you live?S2: I live in Qinhuai District.T: I know the district you live in, but I still dont know where your homes are. Whichstreet/road? I live on Hu
9、nan Road. What about you?S1: I live on . Street/Road.S2: .3. 问答活动，教授 near 和 far from在活动 2 的基础上，教师可以进一步和学生进行问答活动，介绍自己住处附近的地标性建筑或住处和学校之间的远近，教授 near 和 far from。教师可以列出自己所在城市的一些地标性建筑或场所，供学生回答时选用。如：T: I live on Hunan Road, near Fenghuang Bookshop. What about you?S1: I live S2: I live T: I live on Hunan Ro
10、ad. I dont live near school. My home is far from school. Whatabout you? Who lives near school? Whose home is far from school?S1: I live/My home is near school.S2: My home is/I live far from school.4. 问答活动，教授介词 by在活动 2 和 3 的基础上，教师可以自然地导入本单元的另一个重点句型 How doyou come to school? 及其回答，教授介词 by 的用法。如：T: My h
11、ome is far from school, so I come to school by bus. How do you come toschool?S1: I live near school. I come to school by bike/on my fathers bike.T: (做走路状) Do you walk to school?S2: Yes, I do.T: He/She walks to school. He/She comes to school on foot. What about you?S3: I come to school on foot too.4
12、/ 65. 看图说话，预测课文内容 教师可以出示课文中的两幅图片，要求学生仔细观察，发现图中人物上学所用的方 式，并口头表述。如：T: How do Su Hai and Su Yang come to school?Ss: They come to school by bus.T: How does Yang Ling come to school?Ss: She comes to school on foot.T: How does Mike come to school?Ss: He comes to school by metro.T: How does Liu Tao come to
13、 school?Ss: He comes to school by taxi.6. 听录音，理解课文大意 教师播放课文录音，要求学生在图片的帮助下理解对话大意，然后完成学生用书第 18 页的 Read and circle。7. 贴一贴，说一说教师可以在课前准备一幅和课文对话内容相关的地图，标出 School, Moon Street,City Library, Sunshine Town, Park Street 等几个地标，并用表示道路的线将学校和其他各处连接，同时准备课文中出现的四个人物图片及他们所用的交通方式图片。 教师安排学生独立阅读对话后，要求他们将人物图片和交通方式图片贴到地图的
14、相应位置上，然后再口头描述，以检测学生获取课文细节信息的能力。如：S1: Su Hais home is far from school. She lives on Moon Street, near City Library.She comes to school by bus.S2: Yang Ling lives near school. She comes to school on foot.8. 角色扮演，复述课文教师可以要求学生扮演其中一个人物，先介绍自己的情况，再介绍其他三位人物的情况。这个活动可以让学生巩固一般现在时的语法知识，同时也可以培养学生归纳复述课文的能力。如：Ss:
15、Im Yang Ling. I live near school. I come to school on foot. Su Hais new home isvery big, but its far from school. Its on Moon Street. She has to come to schoolby bus. Mike lives in Sunshine Town. He comes to school by metro. Liu Tao liveson Park Street. He comes to school by taxi because his father
16、is a taxi driver.5 / 6Fun time一、一、板块介绍板块介绍本板块是一个问答活动，要求学生两人一组，一人选择地图中的地点问路，另一人根据地图上的起点，给出合适的路线。通过这一活动，学生可以继续操练有关问路的句型 How do I get to the ?以及指路的用语 go along . turn left/ right at .和 on your left/right 等。教师可以让学生找出到达同一地点的不同路线，灵活操练。二、二、教学活动教学活动1. 语言准备教师先要求学生认读地图上的路名和地点，学会看地图，并确定地图中自己所在的位置。如：T: Where are
17、 you?S1: Im on Mango Street.T: Wheres the cinema?S2: Its on Orange Street.2. 小组问答活动教师安排学生两人一组，进行问路和指路的问答活动，然后交换角色。同一目的地，可以有不同的到达路线，教师可以鼓励学生尝试给出不同的路线。3. 师生问答教师以问路人的身份，向学生提问，检测学生的操练情况。4. 听听猜猜教师描述路线，让学生边听边看地图，寻找目的地。如：T: Im now on Grape Street. I go along Grape Street and turn right at the traffic light
18、s.Then, Im on Orange Street. Its on my left. Where do I get?S1: The cinema.Step 3: Consolidation1. 听录音，跟读课文教师播放课文录音，让学生跟读对话，模仿语音语调。6 / 62. 图文匹配教师安排学生完成学生用书第 28 页的 Read and match，将句子和图片匹配。教师也可以将本活动作为句子排序活动，以呈现 Yang Ling 去 Su Hai 家的过程。3. 看图指路，复述课文教师可以安排学生三人一组，根据已经画好的路线图，或利用学生用书第 28 页Look and say 的线路图，
19、分角色问路和指路，以巩固课文内容。教师也可以邀请若干学生介绍 Yang Ling 是如何来到 Su Hai 家的， 完成 Look and say 的口头表达任务。Step 4: Summary师生一起总结本课所学的词汇和句型，鼓励学生提出问题。教师点评学生的表现。Read and match参考答案参考答案1. e2. d3. a4. b5. cLook and say参考答案参考答案First, Yang Ling gets on the metro at Park Station. Next, she gets off the metro at CityLibrary Station. Then, shes on Sun Street. She walks along Sun Street and turns rightat the traffic lights. Finally, shes on Moon Street. She can see the bookshop on herright. Su Hais home is next to the bookshop.
