译林版英语五年级下册第三单元Cartoonculture
The bus is full!
They get in a taxi. There are too many cars in the street.
Read and underline Why are they late?
We can't get on the bus.
BrE&AmE
British English ground floor fireman policeman taxi sweet
American English first floor firefighter cop cab candy
Homework
1.说一说自己从家到学校的路线。 2.背诵并尝试复述cartoon time。 3.查阅资料，了解更多的英式与美式的不同 表达。
2.in指在...的里面 ；on 在......的边界处接壤 的地方等意思；商店、住房在路的边上， 和路接壤，所以用on 。street是一条道，汽 车等机动车都是在street上开的，所以用in。
Let's read
公共汽车站
Enjoy the story
read in roles(分角色)
Unit 3 Asking the way
Period 3 cartoon time & cultrue time
3-minute activity
Quick respond
看到图片大声说出英文，看到炸弹说“bomb”
Look and say
How do they look like? What are they doing?
Tips:
很早以前，厕所Toilet里都有水箱water closet, 人们一提到water closet就想到了toilet， 因此water closet就成了toilet的代名词。后来为了 方便，人们就用water closet的开头字母W.C.来代 替toilet。但wc是一种很粗俗的表达方式（相当于 中国乡村常在厕所中标“大便处”“小便处”）， 是英美等国一二百年前使用的，现在一般不用WC， 而使用Toilet等较文雅的词。在美国，绝对没有人 使用这个缩写的。一般称为Restroom 或者 Bathroom，有些地方也用 Washroom。
How do we getten and choose
Why are they so sad?
A. The film is boring(无聊的).
√B. They are late, the film is over. 结束了；完了
Re小ad朋友an，满d仔的细un读d一e读rl这in些e句 W子h，y 你a有re什t么h问e题y或la发t现e?吗？
read together(齐读)
dub(配音)
…
Let's act
正确流利： 正确流利、有感情： 正确流利、有感情、有动作：
Let's think
How to avoid these traffic jams ?
怎样避免类似的交通堵塞？
Cultrue time Where's the toilet?
The bus is full!
They get in a taxi. There are too many cars in the street.
I live on Moon Street.
Tips:
1.get in一般用于小汽车、出租车等小型交通 工具；而get on一般用于公共汽车、火车、汽 车、轮船等大型交通工具。同样，get out of 用于小型交通工具，get off 用于大型交通工 具。
译林版五年级下册Unit3（含中文翻译）
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 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。
译林版五年级下册 Unit3（含中文翻译）
Unit 3 Story time ①Yang Ling wants to visit Su Hai's new home. 杨玲想参观苏海的新家。 Yang Ling: How do I get to your home, Su Hai? 杨玲：我怎么到达你家，苏海？ Su Hai: You can take the metro. You can get on the metro at Park Station and get off at City Library Station. Then, walk to Moon Street. There' s a bookshop on the street. My home is next to it. 苏海：你可以乘地铁。你可以在公园站上地铁，在城市图书馆站下地铁。然后，走到月亮街。在那条街 上有一家书店。我家在它旁边。 Yang Ling: All right. 杨玲： 好的。 ②Yang Ling comes out from City Library Station. She is on Sun Street. She cannot find the bookshop. She asks a policeman for help. 杨玲从城市图书馆站出来。她在太阳街上。她找不到书店。她向警察求助。 Yang Ling: Excuse me, how do I get to the bookshop on Moon Street? 杨玲：劳驾，我怎么到达月亮街的书店？ Policeman: Go along this street. Turn right at the traffic lights. Then, go along Moon Street. You can see the bookshop on your right. 警察：沿着这条街走。在交通灯处向右转。然后，沿着月亮街走。你能在你的 右侧看到书店。 Yang Ling: Thank you. 杨玲：谢谢你。 Words a cinema 一家电影院 a hospital 一家医院 a shop 一家商店 a zoo 一家动物园 get on 上车 get off 下车 turn right 右转 turn left 左转 Sound time Sh sheep 绵羊 ship 轮船 shoe 鞋子 shop 商店 Sharon is in the shoe shop. 沙伦在鞋子店里。
介绍中国卡通人物英语作文
介绍中国卡通人物英语作文China has a rich and vibrant cartoon culture that has been evolving for decades. From classic characters that have captivated audiences for generations to modern, innovative designs, the world of Chinese cartoons is truly fascinating. In this essay, we will explore some of the most iconic and beloved Chinese cartoon characters, delving into their origins, unique characteristics, and cultural significance.One of the most recognizable Chinese cartoon characters is the Monkey King or Sun Wukong, the protagonist of the classic novel Journey to the West. This mischievous and powerful monkey deity has captured the imagination of audiences for centuries, with his rebellious spirit, superhuman abilities, and unwavering loyalty to his master, the Buddhist monk Xuanzang. The Monkey King's adventures, filled with magical powers, epic battles, and comedic moments, have been adapted into numerous animated series, movies, and video games, making him a beloved figure both within China and around the world.Another iconic Chinese cartoon character is Nezha, a mythologicalfigure who has been reimagined in various forms over the years. Nezha is often depicted as a young, mischievous deity with a fiery temper and the ability to control fire and water. His story, which involves a dramatic birth, supernatural powers, and a conflict with the Dragon King, has been retold in numerous adaptations, including the popular 2019 animated film Ne Zha. Nezha's popularity has transcended his mythological origins, and he has become a beloved symbol of Chinese culture and folklore.One of the most successful and influential Chinese cartoon franchises is Pleasant Goat and Big Big Wolf, which follows the adventures of a group of goats and their mischievous wolf neighbor. The series, which has been running since 2005, has captivated audiences with its colorful characters, humorous storylines, and relatable themes of friendship, family, and overcoming challenges. The series' popularity has extended beyond China, with the characters and stories being adapted for international audiences.Another beloved Chinese cartoon character is Lao Tzu, the ancient Chinese philosopher and the founder of Taoism. While not a fictional character, Lao Tzu has been reimagined in various animated adaptations, often depicted as a wise, serene, and enigmatic figure who imparts Taoist teachings and philosophies. These adaptations have helped to introduce Lao Tzu and Taoist principles to a wider audience, particularly younger generations, and have contributed tothe ongoing popularity and relevance of this ancient Chinese thinker.In recent years, Chinese animation has experienced a renaissance, with the emergence of a new generation of talented animators and storytellers. One such example is Nezha, the protagonist of the 2019 animated film of the same name. Nezha's story, which blends traditional Chinese mythology with modern visual effects and storytelling techniques, has captivated audiences both within China and internationally. The film's stunning animation, complex characters, and thematic depth have earned it critical acclaim and have helped to showcase the remarkable talent and creativity of the Chinese animation industry.Another contemporary Chinese cartoon character that has gained global recognition is Panpan, the adorable panda mascot of the 2022 Beijing Winter Olympics. With its cute design, playful personality, and strong ties to Chinese culture and heritage, Panpan has become a beloved symbol of the Olympic Games and has helped to promote Chinese culture and traditions to a worldwide audience.In addition to these well-known characters, the world of Chinese cartoons is filled with a diverse array of other fascinating and unique figures. From the mischievous and lovable Calabash Brothers to the enigmatic and mystical Nezha, the rich tapestry of Chinese cartoon characters reflects the depth and diversity of Chinese culture,mythology, and storytelling traditions.As we have seen, Chinese cartoon characters are not merely entertaining figures; they are also powerful cultural ambassadors, helping to introduce and celebrate the rich heritage and traditions of China to audiences around the world. Whether it's the Monkey King's epic adventures, Nezha's fiery exploits, or the heartwarming tales of Pleasant Goat and Big Big Wolf, these characters have the power to captivate, inspire, and educate, serving as a bridge between Chinese culture and the global community.As the Chinese animation industry continues to grow and evolve, we can expect to see even more innovative and compelling cartoon characters emerge, each with their own unique stories and cultural significance. From the timeless classics to the cutting-edge creations of the modern era, the world of Chinese cartoons is a rich and vibrant tapestry that deserves to be celebrated and explored by audiences everywhere.。
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。
牛津译林版五年级英语下册【精品】Unit3Cartoon time(练习及解析).doc
【精品】Unit 3 Asking the way Cartoon time(练习)译林版(三起)五年级英语下一、翻译词组。
1.去城市电影院___________________2.到达城市电影院_________________3.乘公共汽车_________________4.在公共汽车站_________________5.上车_________________6.乘出租车_________________7.进入一辆出租车_________________ 8.太多的小轿车_________________9.乘地铁_________________ 10.太迟了_________________二、看图补全对话。
Bobby and Tina want to ___________ a new ___________. They want to _______ ________ City Cinema.Bobby：How do we _________ ___________City Cinema?Tina：We can go ___________ ____________.They ________ ________ the bus at the bus stop. A bus comes. Bobby：We can’t ________ ________ the bus, Tina! The bus is full ! Tina：OK. Let’s go to the ci nema ____________ ____________.They _________ _________ a taxi.Bobby：There are ________ _________ cars in the street, Tina!Tina：OK. Let’s _______ __________ ________.They get to the cinema _________ _________, but the film is ____________. Tina：We’re too ____________, Bobby !三、单项选择。
五年级英语下册Unit3Askingtheway(第3课时)导学案(新版)牛津译林版
Unit3Askingtheway学目要点点提学活Unit3Askingtheway型共6new15第3感觉并掌握英美文化中“所”的称号。
运用稳固指路句型。
3. 在教的引和下，学生能正确理解和朗cartoontime 中的故事，能懂此中兴趣之，并养成优秀的。
1.能正确理解，朗cartoontime 的故事能正确并熟运用指路句型。
Wordsandpharses:HowcantheygettoCityCinema?Theygotherebybus/taxi/metro.一自主学二次修1. Lookandsay （看, 引出toilet 、restroom）跟toilet 、restroom理解并跟IntheUK,weask “Where’sthetoilet?”IntheUS,weask“Where’stherestroom?二小.(出示cartoontime插1)Look,BobbyandTinaisreadingamap.Wheredotheywanttogo?Canyou guess?Theywanttogotoshoeshop.Becausetheywanttobuynewshoes⋯.Let’slisten.Listenandanswer:Citycinema.三沟通展现1. Howdotheygothere?Let ’swatchca rtoon.Theygotherebymetro.2. Dotheywatchthefilm?( 出示最后一幅插)No.3. Why?Canyou read by yourself and conclude thereasons?Youcanusefirst,then,finally.First,theywanttogotherebybus.Buttheycan ’tgetonit,becauseitisfull.Then,theywanttogo1bytaxi.Buttherearetoomanycarsinthestreet.Next,theygobymetro.Butitislate,thefilmisover.四怀疑拓展Readingtime1.Readaftercomputer( 听录音，逐句跟读，注意语音语调。
Unit3 Asking the way(单元解读)五年级英语下册(译林版三起)
五年级下册Unit3 Asking the way单元解读一、单元内容体现的新课标理念本单元在英语核心素养的育人价值下进行，围绕“问路和指路”话题展开学习，在话题和场景上是Unit 2 story time的延续，关注语言发生的实践性、交际性、情境性。
通过本单元的学习，学生能够熟练地朗读课文，能根据地图、关键词等提示讲述出行方式及路线，能礼貌地用多种表达方式去问路和指路。
二、单元信息三、单元内容分析本单元围绕“Asking the way & Giving directions”话题涉及多个语篇，包括两个配图对话故事文本、一个图表、一首韵律诗、三个非完整的配图对话和一篇非完整的配图短文等。
Story time板块的场景和话题是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。
故事以叙述和对话结合的形式呈现了两个场景。
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在途中迷路后向警察问路。
学生通过故事的学习，掌握问路和指路的日常表达，学习正确使用文明礼貌用语，并学会自己解决社会生活中遇到的困难。
Grammar time和Fun time板块由图表和配图对话组成。
Grammar time板块通过图表归纳了故事中问路的句型How do I get to the ...? 以及指路的四种回答Go along... Turn left/right at... Get on/off...at ... 和You can see the ... on your left/right. 考察学生通过主题情境，在语言交流中掌握问路和指路的基本表达方式，鼓励他们在真实语境中灵活运用语言。
Fun time板块是问答活动，通过配图对话的形式呈现。
学生两人一组，一人选择图中的地点问路，另一人根据地图上的起点给出合适的路线。
译林(小学)英语五年级(上下册)各单元教学反思
译林英语五年级上册各单元教学反思U 1 Goldilocks and the three bearsStory time教学中，正确优美的示范，能激发学生的朗读兴趣。
教师必须不断学习，以自身优美、纯正的语音、语调感染、熏陶学生，给学生美的享受，从而引起学生的朗读欲望。
在教师示范的时候要让学生静听并注意观察口形。
但由于小学生年龄小，理解能力相对较低，让学生真正用心听录音就显得比较困难，这就需要教师在日常教学中从小处、细处入手，培养学生的倾听能力。
在练习的过程中，内容不要局限于本课学习的几个单词，教师可根据学生已学的知识情况，设置情景对练习内容进行拓展。
但值得注意的是，拓展的内容应做到与学生的生活经验紧密联系，实现语言从课内到课外的延伸。
开展综合性学习活动，拓宽学生的学习空间，增加学生英语实践的时间与机会。
Grammar time & Fun time在新课标中，倡导将英语的学习生活化，将课本知识与生活经历融为一体。
让学生成为课堂的中心和主角，大胆充分地演绎、发展自我。
使学生真正感受到英语学习在生活中的乐趣，体验运用英语进行交际活动的成功喜悦。
此外，我们还要实现语言从课内到课外的延伸，充分利用学校、家庭和社会等教育资源，拓宽学生的学习空间，增加学生英语实践的时间与机会Sound time, Culture time & Cartoon time小学生的年龄特征决定了其自觉用心倾听比较困难，这就需要教师在日常教学中从细微处人手，培养学生的倾听能力，如：游戏“耳灵眼疾手快”。
在听课文录音时，教师可以让学生带着问题听录音或边听边标顺序等，听后再回答问题。
另外，在实践中还可以经常让学生闭眼听录音，使学生的注意力充分集中在单词的发音，为学生的模仿跟读打下坚实的基础。
教师应设计有效的课堂教学活动，引导学生进行发散思维，最大限度的发挥学生的主体性。
Checkout time & Ticking time本课的情景创设是最能够体现新课程标准的一个亮点，源于学生生活实际，让学生充分体会身边的英语，在课后作业的设计上也体现出了这一特点，整堂课中的活动教师可以根据所教学生的实际能力调整或进行删减，在教学中要注意面向全体学生、尊重学生的个体差异和帮助学生培养学习英语的自信心。
译林版英语小学五年级下册--课文翻译(英汉对照)
译林版英语小学五年级下册--课文翻译(英汉对照)Unit 1CinderellaStory time故事时间翻译①There is a party at the prince's house, but Cinderella cannot go.在王子的房子里有一个聚会，但是XXX不能去。
Cinderella, come and help me!XXX，过来帮我！Cinderella, where are my gloves?XXX，我的手套在哪里？②A fairy comes.一位仙女来了。
Why are you so sad, dear?你为什么如此难过，亲爱的？Because I can't go to the party.因为我不能去参加聚会。
Why?为什么？Because I don't have any nice XXX.因为我没有漂亮的衣服和鞋。
Let me help you.让我帮助你。
XXX.XXX穿上新衣服和鞋。
Come back before 12 o'clock.12点钟之前回来。
④Cinderella has a good time at the party.XXX在聚会上玩得很开心。
Sorry, I have to go now.对不起，我现在必须走了。
Hey, your shoe!嘿，你的鞋！⑤The prince visits every house. Many girls try on the shoe, but it does not fit. Finally,Cinderella tries it on.It fits!王子访问了每户人家。
很多女孩儿试穿那只鞋，可是它分歧脚。
末了，灰女人试穿它。
它合脚！Unit 1 Cartoon time英语课文翻译①Bobby and Sam are in the forest.XXX和XXX在森林里。
江苏牛津英语译林版6A UNIT 5 cartoontime 和culture time
汇报人：
目录
PPT简 介
内容：江苏牛津英语译林版(新)6A UNIT 5 cartoontime 和culture time 目的：介绍该单元的卡通时间和文化时间内容 适用对象：英语学习者、教师和学生 特点：提供丰富的卡通和文化背景知识，帮助学生更好地理解和学习该单元的内容
PPT内 容 概 览
牛津英语译林版 (新)6A UNIT 5的 简介
cartoontime部分 的介绍
culture time部分 的介绍
整体内容概览
内容介绍
内
容
：
cartoontime部
分包括两个小故
事，每个故事都
有趣且富有教育
意义。
目的：通过 cartoontime部 分激发学生对英 语学习的兴趣， 提高他们的阅读 理解能力。
内容组织结构
内容逻辑清晰，层次分明 重点突出，易于理解 图文并茂，直观形象 内容丰富，信息量大
语言特点
规范准确：语言规范，用词 准确，无语法错误
生动有趣：使用生动的语言和 有趣的表达方式，吸引观众的
注意力
简洁明了：PPT文字简练， 重点突出，易于理解
图文并茂：文字与图片相结合， 增强视觉效果，提高信息传达 效率
互动性设计
设计互动游戏，提高学习趣 味性
利用多媒体素材，丰富教学 内容
增加动画效果，增强视觉冲 击力
制作交互式表单，方便学生 反馈
使用场景
课堂导入：利 用
cartoontime 部分进行课堂 导入，激发学 生的学习兴趣。
语言点讲解： 利用culture time部分讲解 课文中的语言 点和文化背景
译林版小学英语五年级下册Unit 3学习案例
译林版小学英语五年级下册Unit3学习案例李勤华（单元主题】本单元学习内容为译林版小学英语五年级下册Unit3Asking the way,单元主题是Asking and showing the way（问路与指路）。
［分析：单元主题是一个单元的名称，也是这个单元学习的灵魂。
教师围绕“问路与指路”这一主题统筹单元教学设计，引导学生在单元具体主题环境下开展单元学习，并以所居住的城市为真实语境进行问路与指路的单元教学评价活动。
］【单元目标】目标一：学生能理解并掌握所居住城市的主要地点词汇（Wuyue Cinema,No.l Hospital,Flower Shop...）、问路与指路句型（How can I get to...? You can take the metro.Turn left/right at the traffic lights...）、相关语法知识点（祈使句、陈述句等）。
目标二：学生能熟练运用所学知识向他人问路，并借助自己绘制的城市英文地图为他人指路。
目标三：学生能热爱所居住的城市，形成良好的语言能力和思维品质。
［分析：教师根据课标、教材、学情等元素，制订本单元的学习目标。
这三个目标对应的维度分别是知识与能力的学习、知识与能力的运用、学科核心素养的发展，以帮助学生学会学习、学会做事、学会做人。
］【评价任务】大任务：I'm a city guide（我是城市向导），检测单元目标一、二、三。
小任务A：Search places in the city（搜索城市地名）,检测单元目标一。
小任务B：Design a map of our city（设计城市地图），检测单元目标二。
［分析：基于以上三个单元目标，结合学科教学特点，教师将本单元的评价任务设计为“我是城市向导”，作为本单元的大任务。
学生完成此大任务须以一定的学习与积累为基础，所以在本单元前段教学中，教师设计两个小任务A 和B,以帮助学生更好地开展单元学习评价，完成大任务。