小学英语译林版五年级下册Unit3 Fun time教学设计
译林英语五年级下册Unit 3 Asking the way Fun time课件
What can she do？
Ask a policeman for help!
…?bookshop Excuse me, how do I get to the on Moon Street?
Go along Sun Street.
Turn right left at the traffic lights.
Street Grape
library
hospital
cinema
Orange Apple
Street
park
Mango
Street
You are here.
Street
Street Grape
library
hospital
cinema
Orange Apple
Street
park
Mango
Street
1. Practice Fun time.
2. Write an e-mail to me and tell me the way from the train station to your school.
hospital
cinema
Orange Apple
Street
park
Mango
Street
You are here.
Street
Street Grape
library
hospital
cinema
Orange Apple
Street
park
Mango
Street
You are here.
Street
You are here.
Street
Street Grape
五年级下册英语教案-Unit3 Asking the way Fun time ｜译林版(三起)
五年级下册Unit 3 Asking the way教案（第二课时）教学内容：译林版《小学英语》5下Unit3 Grammar & Fun time教学目标：知识目标1、复习Story time 内容。
2、学生能听懂，会说，会读单词和词组cinema , hospital , bookshop, zoo, get on, get off, turn left, turn right。
3、会听懂，会说，会读日常交际用语和句型How do I get to …? Go along this street. Turn left/right at the …Get on/off the metro/bus at …You can see the …on your …能力目标1、学生能运用所学的问路、指路的句子来进行对话。
2、能够看懂简单的交通路线图，并能描述路线。
情感目标1、引导学生做一个热心、有礼的人。
2、通过设置日常生活类似的情境，在熟悉的语境中感受英语，激发学生学习英语的兴趣与激情。
教学重点与难点：1.能掌握本课的词汇与句型，能灵活运用于对话中，并且能够流畅地进行对话。
2.能够在地图上分清left与right。
教学准备：课件、单词卡片、板书、学生作业纸教学过程：课前ChantLook at the traffic lights.Go，go，go ，along.Left，left，turn left.Right，right，turn right.Step 1. Free talk and review1.T: Good morning, class. I’m your new teacher , Miss Su. I come from ZhangzhuPrimary School. Just now we read a chant. From the chant we know the traffic signs .And we can see the signs everywhere. I can see the signs on my way to your school.Do you know how do I get to your school ?出示短文，学生了解老师到学校的路线。
第3课时(Fun time)教案
英语(五年级下册)Unit 8 BirthdaysFun time无锡市南湖小学陈意Teaching contents 教学内容Fun timeTeaching aims and learning objectives 教学目标知识目标：1. 依托Fun time的调查，巩固所学的序数词及其变形方法。
2. 在调查活动的情境中强化句型：When’s your birthday?、It’s on …、What do you do on your birthday?、I usually …，并在游戏和生活情景中开展运用。
能力目标：1. 能够正确运用序数词来表示日期。
2. 能够完成Fun time中的任务，并能够运用所学语言与同学合作创编短文。
3. 能够运用所学句型向同学们介绍自己家人的生日。
情感目标：培养对父母的感恩之情。
Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 依托Fun time的调查，巩固所学的序数词及其变形方法。
2. 能够完成Fun time中的任务，并能够运用所学语言与同学合作创编短文。
教学难点：1. 能够正确运用序数词来表示日期。
2. 能够理解并正确运用Grammar time中的序数词询问、回答生日及其他节日。
Teaching procedures 教学过程Step 1 Lead-in1. Enjoy some birthday pictures2. Let’s report the birthdays of your teachers (学生课前调查自己任课老师的生日并进行汇报)S1: Miss Chen’s birthday is on the …S2: Miss Ding’s birthday is on the……T: Can you say more about your teachers?S3: Mr Jiang has … He is…【设计意图：利用学生喜欢了解老师的心理，让学生把自己课前调查的老师的资料用所学语言进行表达，为下面的学习做铺垫。
译林版五年级下册英语Unit3 《Asking the way》教案
五下 Unit 3 Asking the way教学(jiāo xué)设计Period 2 教案(jiào àn)教学内容Grammar time& Fun time课时本单元共6课时本课为第3课时课时目标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，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。
教学重点能够灵活运用本单元的交际用语进行问路与指路。
教学难点1.让学生在实际运用的过程中自主体会和归纳问路和指路的句型；2.能在创设的真实具体的情境中问路和指路。
教学准备PPT、色子。
教学过程Step1 Revision1. Play a game: Listen and doT: Stand up. / Turn right. / Turn left. / Turn left. / Turn right.Close/Open your left eye.Show me your right hand. / Sit down.(小游戏的热身既可以活跃课堂气氛，同时也为分清左右打好基础。
)2. Revise the story过渡：Today let’s continue to learn Unit3 Asking the way.Who is asking the way?Why does Yang Ling ask the way?Ss: Because she wants to visit Su Hai’s new home.① Let the students ask and answer some questions about the story.② Read and judge the sentences*Yang Ling can take the metro.Yang Ling can get on the metro at City Library Station and get off atPark Station.There’s a bookshop next to Su Hai’s home.The book shop is on Sun Street.*Yang Ling comes out from Park Station.Yang Ling can find the bookshop.Yang Ling asks a policeman for help.The bookshop is on Yang Ling’s left.(两组句子的判断采用男女生PK的方式进行，分别由点到的男女生读句子并进行判断，竞争机制的引入有助于吸引学生的注意力，同时也让学生复习了Story time中的主要内容。
五年级下册英语教案-Unit 3译林版
第二课时Grammar time & Fun time一、教学目标:1、复习巩固词汇及How do I get to…? 及回答：Go along … Turn left/ right …Get on/ off … You can see …on your left/ right.2、能够看图片复述故事内容3、学习Fun time, 引导学生用所学句型交流并汇报。
4、感受并掌握sh在单词中的读音。
二、教学重难点：1.学习Fun time, 引导学生用问路及指路句型交流并汇报。
2.学生能理解并掌握How do I get to…? 及回答Go along … Turn left/ right …Get on/ off … You can see …on your left/ right.三、教学准备：课件、磁带、录音机等。
四、教学过程：Step 1 Warming-up吸引注意，积累语言1.Magic eyes.See the pictures or words and say them quickly. Review words2.Free talkHow do I get to the Wanda Cinema?(work in pairs)1.Review story time: PPT（出示文中图片）You are good helpers. Look, Yang Ling can’t find Su Hai’s home. Can you help her? Talk about story(work in pairs)2.read this storyRead together(work in class)Step3 Task 1 回忆相关知识，初步运用结构1.So if you are new, how can you ask the way?How can I get to …?2.If someone asks the way, how can you help him or her? You can discuss in groups. Go along …Turn left/ right …Get on/ off …3.read grammar time together.Read together.Step4 Task 2 呈现刺激材料，活用结构1.(出示fun time图片) Look! This is Mary, she lives in Sunshine Town. How manystreets are there? What are they? What’s in her town?Four.Orange Street. Apple Street. Mango Street. Grape Street.There’s a …2.Do you want to visit her town?(work in two)--How can I get to …?-- Go along …Turn …Step5 Task 3 引发期待行为，强化结构1.Sharon is new here, too. She wants to get to the shoe shop. How can she get there? Can you help her?Go along …Turn left ……2.（出示sound time图片）Look!_____ is in the _____ ______._____ likes _______ ______.But there are so many._____ doesn’t know which to choose.根据图片填上合适的单词，完成句子。
Unit 3 Asking the way 教学设计(Fun time)-五年级英语下册同步备课 译
Unit 3 Asking the way 教学设计（Fun time）简介本文档是五年级英语下册同步备课译林版（三起）Unit 3 Asking the way 教学设计的详细说明。
本教学设计的主题是Fun time，目的是通过游戏的方式帮助学生学会和运用如何询问和回答路线指示和位置坐标。
教学目标1.能够用英语询问和回答路线指示和位置坐标；2.能够在实际生活中运用所学的英语知识；3.提高学生运用英语进行沟通和交流的能力。
教学重点1.学习并掌握如何用英语询问和回答路线指示和位置坐标；2.学会在游戏中运用所学的英语知识。
教学准备1.教学PPT；2.学生手册；3.地图和指南针；4.牌子和手绘地图；5.指示牌。
教学环节Step 1 导入新知识1.教师利用PPT展示各类地图和指南针，并对地图上的各类坐标和标志作出解释；2.在地图上标出起点和终点，并用英语告诉学生两点之间的距离和方向，让学生对该知识有初步的认识和了解。
Step 2 学习询问和回答路线指示和位置坐标1.教师介绍不同种类的询问路线指示和位置坐标的语句，教导学生如何使用这些语句；2.教师以语言搭配动作的方式，在教室、操场等不同的场地进行模拟演练，并引导学生积极参与。
Step 3 游戏体验1.教师设计一个游戏，规则是学生在地图上寻找指定的标志，找到指定标志即完成任务；2.学生被分成小组，每个小组分别找寻不同的标志；3.教师在地图上设置指示牌，可以帮助学生找到指定标志，但不是一次性指导，需要学生进行多次尝试；4.学生找到指定标志后，需要回答询问路线指示和位置坐标的问题；5.以此类推，直到所有小组都完成任务。
Step 4 小结1.教师引导学生回顾本次的学习和游戏活动，提醒学生在实际生活中如何运用所学的英语知识；2.教师对学生在游戏中表现优异的同学进行表彰，鼓励他们继续努力。
教学扩展1.学生自己设计游戏并运用英语进行游戏，提高语言运用和自主创新的能力；2.学生进行实地考察活动，到市区或者公园等社区地方进行考察，练习询问路线指示和位置坐标的能力；3.学生可以参加英语角或者英语竞赛等活动，展现所学的英语知识和口语表达能力。
新版-牛津译林版小学英语五年级下册全册教学设计
新版-⽜津译林版⼩学英语五年级下册全册教学设计五年级英语下册教案 Unit 1 Cinderella 第⼀教时教学⽬标：1. 能听懂、会说、会读、会写1）词汇：why, because,clothes, let, put on, have to, take off2）句型和⽇常⽤语：Why are you sad?Because I can’t go to the party.2. 能听懂、会说、会读1). 词汇：prince, fairy, before, try on, fit.2) 句⼦：There is a party at the prince’s house,but Cinderella cannot go.A fairy comes.Come back before 12 o’clock.Many girls try on this shoe,but it does not fit.3. 培养学⽣阅读经典故事的能⼒和兴趣教学重点：句型：Why are / can’t …及其回答Because …词汇：why, because, clothes, let, put on, have to , take off教学难点：句型：Why are / can’t …及其回答Because …词汇：了解put on, try on和take off的⽤法和区别，理解have to, be bad for的意思，了解它们的⽤法。
教学准备：1. 多媒体、教学光盘2. 学⽣课前阅读《灰姑娘》的英⽂简写本。
3. 师⽣各⾃准备⼀些⾐物教学过程：A. Warming up1. Greetings2. Sing a song4A Unit 7 The clothes shop3. Free talkT: What colour are the shoes?Ss: They’re yellow.T: Look at my shoe. Do you like it?S1: Yes. It’s nice.T: Please try it on.S1: (学⽣试穿鞋⼦) Oh, it’s too big.B. Presentation and practice1. 说说做做，学习新词呈现⼀些⾐物，并做试穿、脱下的动作，引导学⽣学习、理解新词put on, take off, try on 和fit. T: (呈现⼀件衬衫) Here’s a shirt. It looks nice. Let me try it on. Look. What do you think?S1: It’s small.T: You are right. It’s a bit small. It doesn’t fit.Ss: It doesn’t fit.T: OK. Let me take it off.Ss: Take it off.T: (呈现⼀顶帽⼦) What about this cap? Let me put it on.Ss: Put it on.T: It’s not small. It’s not big either. It’s just right. It fits.Ss: It fitsT: Would you like to try on this cap?S1:（戴上帽⼦）OK.T: Does it fit?S: No. it’s big.T: Please take it off2. 试穿活动，操练⽬标词汇学⽣拿出准备的⾐物，两⼈⼀组进⾏听⼝令、做动作，操练⽬标词汇S1: Put on this coat, please.S2: OK.S1: Does it fit?S2: No, it doesn’t. it’s too big.S1: Please take it off.3. 师⽣问答，学习why和because继续⾐物试穿活动，师⽣问答，学习疑问副词why和表⽰原因的连词because.T: I like this dress. Why? Because it’s blue. I like blue. Do you like this dress?S1: Yes, I do.T: Why?S1: Because it’s blue. I like blue.T: Why do I like this dress?Ss: Because it’s blue.T: Why does he / she like this dress?Ss: Because he / she likes blue.…4. ⼩组活动，操练why和because学⽣两⼈⼀组，就⼿中的⾐物进⾏问答，操练why和becauseS1: Do you like this shirt?S2: Yes, I do.S1: Why do you like it?S2: Because it looks cool.S1: Do you like these shoes?S2: No, I don’t.S1: Why?S2: Because they don’t fit. They’re too big.…C. Story time1. 介绍故事⼈物和场景多媒体呈现课⽂中的图⽚，简介故事⼈物，适当拓展词汇T: （呈现王⼦图⽚）Look at t his young man. He’s the son of the king. He’s a prince.He’s tall and handsome.（呈现课⽂第⼀幅图⽚）There are four women in this picture. One is old, the other three are young. This girl is Cinderella. She lives with her stepmother and two stepsisters. She’s a beau tiful girl. She does the housework in the kitchen all day, so she looks dirty. Her two stepsisters always wear beautiful clothes, but they’re lazy and ugly. They don’t do the housework. They always ask Cinderella to help them.（呈现课⽂第⼆幅图⽚）This woman is a fairy. She can fly. She has a magic stic. She can play magic.2. 引导学⽣读读教材P8 Ask and answer中的问题，然后⾃读课⽂并划出问题答案的相关语句。
Unit 1 Cinderella 教学设计(Fun time)-五年级英语下册同步备课 译林版(三
Unit 1 Cinderella 教学设计（Fun time）-五年级英语下册同步备课译林版（三起）一、教学背景•学科：英语•年级：五年级•教材版本：译林版（三起）•单元主题：Cinderella•教学时间：2课时（40分钟）二、教学目标语言知识目标1.能理解并掌握单元词汇：Cinderella、ball、prince、fairy、godmother、stepmother、stepsisters、magic、pumpkin、glass slipper。
2.能理解并熟练运用日常用语：What can you see? What’s this? It’s a . Who’s that? He/She is .情感态度价值观目标1.能理解并感受故事中传递的美好情感与价值观。
2.培养学生的合作、分享精神，让学生懂得关爱他人与感恩。
三、教学重点难点1.重点：理解并理解故事内容，掌握单元词汇。
2.难点：运用所学词汇构建完整的口语表达。
四、教学过程设计Step 1：Warming up1.教师出示一些与故事相关的图片，引导学生进行讨论。
2.学生口头交流并描述图片内容以及单词发音。
例如，学生可以说“I can see the pumpkin, the fairy, and the glass slipper.”。
Step 2：Introducing Cinderella1.教师出示 Cinderella 的图片，引导学生问候并了解她。
2.学生可以自由表达，例如“What’s this? It’s Cinderella. Who’s Cinderella? She is the main character in the story.”Step 3： Reading the Story1.教师进行故事讲解，以便于学生理解故事的大概情节以及主要人物。
学生也可以根据自己对故事的理解来讲述故事。
2.教师分角色进行段落阅读，让学生灵活地模仿阅读。
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英语（五年级下册)Unit 3 Asking the wayFun time无锡市通德桥小学臧苏杨Teaching contents 教学内容Fun timeTeaching aims and learning objectives 教学目标1. 能听懂、会读、会说、会写词汇cinema，hospital，zoo，get on，get off，turn right，turn left；2. 能听懂、会读、会说、会写句型How do I get to …? Go along … Street.Turn … at the … traffic lights. It’s on your …3. 能使用How do I get to …?和Go along … Street. Turn … at the … trafficlights. Then … It’s on your …问路和指路4. 能根据地图用英语简单、正确地描述出行方式和路线。
Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 能听懂、会读、会说、会写词汇cinema，hospital，zoo，get on，get off，turn right，turn left2. 能听懂、会读、会说、会用How do I get to …? Go along … Street. Turn … at the … traffic lights. Then … It’s on your …教学难点：1. 能使用以下句型来问路和指路：How do I get to …? Go along … Street.Tur n … at the … traffic lights. Then … It’s on your …2. 能根据地图用英语简单、正确地描述出行方式和路线。
Teaching Procedures教学过程Step 1 Warm-upT: Do you know our city well? Can you say some places, like …hospital or …cinema? (学生自由说地名)【设计意图：激发学生的兴趣，营造英语学习的氛围。
】Step 2 Review Story time1. Ask Su Hai the way to her homea. 复习苏海如何指路T: Do you remember this street? What street is it?S: Moon Street.T: Who lives on Moon Street?S: Su Hai.T: We know, Yang Ling wants to visit Su Hai. But she doesn’t know the way. So she’s calling Su Hai. (引导学生手持电话一起扮演杨玲问路：How do I get to your home, Su Hai?)T: How does Su Hai show the way?(利用地图帮助学生回忆路线，在回顾的过程中逐渐呈现梳理和提炼过后的Su Hai的指路文本)You can take the metro. (呈现metro和bus的图片，学生从中选择)First, get on the metro at Park Station.Next, get off the metro at City Library Station.Then, walk to Moon Street.My home is next to the bookshop.b. 对话表演学生扮演苏海，老师扮演杨玲，对话式表演文本进行操练。
c. 复述回顾学生在老师的引导下一起回顾：Yang Ling gets on the metro at Park Station and gets off at City Library Station. Then, she’s on Sun Street. But sh e cannot find the bookshop.T: What can she do now?(出示警察的图片，引导学生回答：She can ask a policeman for help.)【设计意图：图文结合，引导学生复习Story time，帮助学生梳理利用交通工具出行时对出行方式和路线的表达。
】2. Ask a policeman for helpa. 复习警察指路T: Look, I’m the policeman. (教师头戴警帽) Can you act Yang Ling?(PPT提示: Excuse me, how do I get to …?)S: Excuse me, how do I get to the bookshop on Moon Street?T: Now, let me show you the way. If you think I am right, please say “Yeah, Yeah, Yeah.” If you think I am wrong, please say “No, No, No.”(老师指路，学生根据PPT中地图所示路线判断老师的说法是否正确，在判断和纠错的过程中逐渐呈现正确的警察指路文本)b. Let’s act！老师扮演杨玲问路，全班集体扮演警察指路。
学生同桌进行杨玲和警察的问路与指路的表演。
【设计意图：图文结合，引导学生复习Story time，帮助学生梳理步行时对路线的表达。
】Step 3 New teaching & Fun time1. 认识地点T: You show the way so well! Yang Ling finds Su Hai’s home. They hav e a good time together! Now, they want to go out to play. (出示Fun time地图)T: Wow, there are so many places near Su Hai’s home. What are they?(新授单词zoo，cinema，hospital和supermarket)【设计意图：充分利用Fun time部分的地图所提供的语境学习新的地点类词汇。
】2. 认识地图T: So many places! How do Su Hai and Yang Ling get to these places? Mr Map can help them! (出示地图先生图片)T: (扮演地图先生) Hello, boys and girls! I can show you the way.(用拟人化的地图的讲解，引导学生依次观察地图中的东西南北路标、街道名和交通灯，初步感知North、South、East和West，以及如何看地图) T: (扮演地图先生) There are four streets on me. You can go along these streets.利用箭头道具在地图上演示，引导学生说“Go along …Street.”T: (扮演地图先生) There are four traffic lights on me, too. When you meet the traffic lights, you can …(用箭头引导学生说“turn right/left at the traffic lights”) 【设计意图：通过Mr Map，引导学生初步感知North、South、East和West，渗透如何看地图的隐含文化，培养学生初步的认地图能力。
】3. 指路的新授与巩固a. 指路的新授与操练T: Where do Su Hai and Yang Ling want to go?(PPT呈现Su Hai的气泡How do I get to the library?)T: They want to go to the library. Can you show the way? Discuss in pairs.T: Now, let’s follow Mr Map.(播放Mr Map的录音，学生边听边用手画路线。
之后请一名学生上台在地图上演示并口头描述该路线。
在学生做小老师带领大家描述路线的过程中巩固指路的句型，同时新授句型Turn … at the … traffic lights.最后用韵律chant的形式作针对性的操练)【设计意图：人机交互，带领学生开展体验活动，初步掌握看地图指路的能力，通过听一听、画一画、说一说、唱一唱等方式趣味性地进一步巩固指路的表达方式，并拓展Turn … at the first/second traffic lights.这一表达方式。
】b. 随机请学生选地点指路T: If you were Su Hai, where do you want to go?请一名同学选一个想去的地点，同桌讨论如何到达，讨论后请同学上台演示并描述路线。
c. 掷骰子选地点，男女生指路PKT: Now, I will roll the dice and choose the place. Boys and girls, let’s PK!老师掷骰子选地点，学生有10秒时间准备。
【设计意图：抛骰子选地点，通过男女同学PK的竞赛模式，激发学生的学习热情，激活思维，进一步夯实语言，逐步达到信息的融合。
】4. 小小向导显身手a. 抽取地点做向导T: Can you be a guide now? Each group can pick one place to show the way.(6人一组，组长抽取卡片选择地点，每一组成员根据地图讨论如何到达所抽到的地点，比比哪组说得好)b. 掷骰子掷骰子选地点，被抽到的组起来指路，其余同学问路。
【设计意图：通过玩骰子游戏，用逐步递进的趣味语言交际活动串起旧知与新知的学习链。
】Step 4 ConsolidationT: (呈现学校的照片) Look, it’s your open day today. So many teachers come to visit your school. And tomorrow there will be more visitors. Can you show them the way?a. How do they get to your school? (学生说出不同的交通方式，教师引导学生思考最便捷与合理的交通方式)b. Can you show the way?①呈现百度地图的搜索结果。