Unit3第五课时
《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。
小学英语译林版四年级下册第三单元教学要点
Unit 3 My day一、单元教材分析(一) 单元整体情况分析本单元主要围绕一天中什么时间起床、上学、上课、吃饭、娱乐、睡觉而展开，涉及到的重点句型是：When do you …? I have/do/play/go to/…这些句型在前两单元的学习中学生都有学到，另外，这些内容与学生的日常生活也是基本一致的。
所以，在本单元的教学中导入新课、创设情境相对比较容易。
教师在课堂上要努力调动学生学习英语的兴趣，让学生能够包课堂所学知识应用于实际生活中。
(二) 各板块情况分析Story time本板块可以分为两个教学小环节。
Story time 1~3是第一部分，剩余的又是一小部分。
但这两个部分讲的其实是同一内容。
前者是以句子和图片的形式来展现My Day；后者则是通过短语和配图来展现My Day。
这两部分内容共同展现了“我”上午、下午和晚上的活动。
在教学的时候，从19页内容入手，让学生看图学短语，并试着用英语句子表达My Day。
然后学习第18页的句子，学习如何用英语句子表达“我”的一天。
Fun tim e 本板块有两个小部分，分别是Draw and write和Ask and answer。
Ask and answer 是让学生运用“When do you…? I …”的句式来就一天中各个时间段的活动进行对话。
Cartoon time本板块内容是Bobby的一个梦，在梦里Bobby饿了，后来看到一个大蛋糕。
这部分内容涉及到的一个句型是：What can you …? I can…因为这部分漫画内容很有趣，学生会感兴趣，可以在教学的时候鼓励学生模仿图片进行情境模拟演练，以此来帮助学生掌握学习内容。
Sound time本板块的教学内容主要是为了让学生通过听单词me, she, green, sleep, three的发音学习字母e和ee的发音。
在教学时，可以采用听、说的方法让学生仔细辨识e和ee的发音情况。
人教版(PEP)小学英语五年级下册教案_第三单元
人教版(PEP)小学英语五年级下册教案第三单元Unit 3 My Birthday第一课时一、教学内容：Let’s learn & Let’s start、Let’s try二、教学目标：1、能够听、说、认读12个月份的名称，并能书写其缩写形式。
2、听懂并运用句子“When is your birthday?”询问对方的生日，并能用“My birthday is in ….”来表达自己生日的月份。
三、教学重难点：教学重点：听懂并运用句子“When is your birthday?”询问对方的生日，并能用“My birthday is in ….”来表达。
教学难点：能用所学的语言表达自己的生日在哪个月份，并在实际情景中运用。
四、教学准备：单词卡片、PPT五、教学过程：1、热身1. 教师播放Unit2 P14 Let’s chant的课件，让学生跟唱。
2. Look and talk(看图对话)T: Do you like spring?S1: Yes, I do..T: What’s the weather like in spring?S1: It’s warm and windy.T: What can you do in spring?S1:I can fly kites. I can plant trees.（设计意图：通过与学生交流，让学生回顾四季气候特征以及人们能在该季节进行的活动，以旧引新，自然、流畅地引入新课。
活动类型A）2、预习T: There are 4 seasons in a year.But how many months are there in a year?Ss: There are 12.T: What are they? Please listen and chant.Then tell me.教师播放五年级上册的Recycle 2 Let’s chant部分的录音，在黑板上按顺序贴出12个月份的图片（暂时不出示单词）。
人教版六年级上册英语第三单元第五课时同步练习含答案
人教版PEP六年级上册Unit 3 My weekend plan第五课时同步练习一、读句子，给句子排序号。
（）Yes. Do you have comic books?（）I'm going to buy some comic books.（）What are you going to buy, Sarah?（）Yes! Here they are.（）Can I help you?二、读一读，选出合适的答语。
( )1.What is your sister going to buy?( )2.When are you going to Shanghai?( )3.What are you going to do this morning?( )4.Where are you going this afternoon?( )5.Are you going by bike?三、读对话，完成句子。
A:1._________ are you going this afternoon?B:I am going to the bookstore.A:2._____________________________________?B: I'm going to buy a dictionary.A:3.__________ are you going?B: I'm going at 4 o'clock.A:4.________ are you going there?B: I'm going there by bike.A: 5._________are you going with?B:I am going there with my sister.四、阅读短文，判断正“T”误“F”。
My name is Amy. Tomorrow is Saturday. We have no classes. My parents aren't going to work，but we are going to be very busy tomorrow. My mother is going to buy something for next week. My father is going to visit my aunt and uncle. I'm going to the bookstore by bus. Then I'm going to buy a dictionary. Tomorrow evening we are going to visit my grandparents and have a big dinner. After that we are going to the cinema. I think we are going to have a nice weekend.()1. Tomorrow is Saturday.()2. Amy's mother is going to buy something for next week.()3. Amy's father is going to visit his grandparents in the morning.()4. Amy is going to play computer games with her sister.()5. Amy is going to the bookstore by bike.Keys:一、读句子，给句子排序号。
unit3-how-do-you-get-to-school导学案(五课时)
Unit 3 How do you get to school?第一课时section A 1a—1c【学习目标】1：掌握本节课的5个单词：train bus subway ride bike5个短语: take the train take the bus take the subway ;ride the bike；walk to2：熟练运用问方式的句型。
句型：——how + 助动词+主语+ go to + 地点？——how long does it take …——how far is it from…to【学习重点】：掌握并运用多种表达乘坐交通工具的方式。
【学习难点】：能熟练运用how, how long, how far 引导的特殊疑问句询问出行方式，花费时间和两地之间的距离。
【重难点解析】1、问交通方式的句型How do/does…get to…?回答时可用动词短语（谓语）take the bus /train /subway /plane /ship to ride my bike /the horse to drive sb to walk to还可以用介词短语（状语）by bus /train /subway /plane /bikeon foot /on the bus /on the train /on her bike in his car2、交通工具大会餐：(take ,ride , drive ,walk)(by)car, truck, tricycle, motorbike, bike/ bicycle, subway, taxi, cab, train, bus, plane, school-bus, ship, boat.【自主预习】翻译下列单词和短语：搭乘_________ 地铁_________ 走，步行_________ 火车_________ 分钟_____花费_________ 乘坐公共汽车_________ 远的，遥远的_________ 公里_________英里_________ 乘坐小船________坐地铁___________ 骑自行车___________在医院里_________ 火车站_________【合作探究】表示“乘坐交通工具”有以下几种方法①“take＋the/a＋交通工具名称（＋地点名词）”意为“乘……去某地”。
人教版八年级英语上册Unit3词汇语法句型及练习题
Unit 3 I’m more outgoing than my sister.第一课时Section A 1a-2dI写出下列形容词的比较级和最高级。
1. short _____ _______2. tall______ ______3. heavy _____ _______4. thin____________5. funny _____ _______6. serious______ ______7. outgoing______ ______8. friendly_______ _____9. smart ______ ______ 10.quiet_____ _______II用所给的适当形式填空。
1. He gets up______ (early) than his classmates.2. Susan is______ (good) than Mary.3. She is______ (tall) of the two girls.4. He is ______ (healthy) than his brother.5. Tom is short, but Sam is ______ (short).III单项选择。
( )1. Her hair is______ than______.A long, yourB longer, youC longest, yoursD longer, yours( )2. That boy is very______. He is a great basketball______.A tall, playB taller, playerC tall, playerD tall, play( )3. Which season do you like______, winter ______ summer?A better, andB best, orC better, orD best, and( )4. She is______ than any other girl in her class. So she is______ .A outgoing, more outgoingB more outgoing, most outgoingC more outgoing, the most outgoingD most outgoing, more outgoing ( )5.--Is that Sam?--No, that’s John. He is______ than Sam.A thinB the thinnerC thinnerD the thinnestIV根据中文提示完成句子，每空词数不限。
人教PEP版英语小学三年级上册UNIT 3教案、课时分析、课堂作业和答案第5课时
人教PEP版英语小学三年级上册UNIT 3教案、课时分析、课堂作业和答案第五课时课时内容B. Let’s learn; Let’s do课时分析本课时在学生学习了face, eye, ear, nose, mouth等五官名称之后，继续学习其他几种身体部位名称。
Sarah在上课时来到了Mike家，邀请Mike和她一起拼做木偶。
在这一课时里，他们正在动手拼接木偶。
在找木偶的各个部分时，自然地引出本课学习的身体部位类单词：arm, hand, head, body, leg, foot。
这些单词都是我们每个人身体的组成部分，学生学习起来应该不会陌生，hand, foot两个单词已经在学习字母和语音时接触过，可以以这两个单词为突破口，学习其他单词。
Let’s do是针对这些重点词汇进行的韵句活动，而且是一个调动学生全身感官参与的TPR活动。
学生可以在活动中学习到以下短语：clap your hands, touch your head, wave your arms, shake your legs, stamp your foot。
这些指令可以与单词的操练结合起来，玩Simon says的游戏，以提高操练的趣味性，以提高操练的效率。
课时目标1. 能够听懂、会说、认读单词: arm, hand, head, body, leg, foot2. 能够听懂并使用句式：This is the ...来介绍身体部位3. 能够听懂以下指令，并做出正确反应：Clap your hands. Touch your head. Wave your arms. Shake your legs. Stamp your foot课时重难点1.重点：能够听懂、会说、认读单词: arm, hand, head, body, leg, foot能够在真实或虚拟的语境中正确使用以上单词2. 难点：能够听懂以下指令，并做出正确反应：Clap your hands. Touch your head. Wave your arms. Shake your legs. Stamp your foot.教学准备1. 多媒体课件、录音机、磁带2. 身体部位图卡教学过程✪Step 1 Warm up1.开始课程前，将学生分成四组，分别为红、黄、绿、蓝队，表现良好则得一分。
诸城市一小六年级英语下册 Unit 3 We are going to travel第5课时教案 人
第五课时一、教学内容：Let’s chant Main scene Let’s try Let’s find out二、教学目标与要求1、能理解并询问他人在过去时间里干了什么事情。
2、掌握句型：Did you read books? Yes, I did./ No ,I didn’t.三、教学重点To master the following sentence structures:Did you read books? Yes, I did./ No ,I didn’t.四、教学难点：To master the following sentence structures:Did you read books? Yes, I did./ No ,I didn’t.五、课前准备1、教师准备图片。
2、教师准备录音机与磁带。
3、教师准备该课时的教学挂图。
六、教学过程1、Warm-up(1) Hang-man game( went to a park, went swimming ,went fishing, went hiking, read books)(2) 游戏Bingo(3) Let’s try听对话，选择图片2、Presentation and practiceA.chant(1)教师用课件呈现chant（在课件上出现几幅图片NIGHT PARK JUNE等，然后在YES的地方出现一个人）(2)学生二人小组说唱书本上的chant(3)学生用手头的卡片自编一个chantB.Let’s talk(1) Listen and do(2) Look and answer(3)Listen and readC.practiceA ctivity 1.Let’s find outActivity 2 The story of ZoomActivity 3 Guessing4、Consolidation and extension1. 听录音，做活动手册。
四年级英语下册第三单元《Unit3.Weather》
教学过程：
一、Warm-up（2 minutes）
1.Greeting.
2.教师播放“chant”，师生共同随着录音带边做动作边说歌谣。
3.Make a speech
二、导入明标（5minutes）
1.导入：(Revision)
活动：能干的机器人
活动方式：学生两人一组，一个扮演机器人，一个扮演机器人的主人。让机器人用Can I...的句型让其做事。
2.Sing the song《Thunder》
3.Make a speech
二、导入明标（5minutes）
1.导入：(Revision)
(1)复习已学的单词：抽读单词卡cold，warm，cool，hot.
(2)Sing a chant:边说边做动作。
2.出示学习目标。
三、新课呈现（20 minutes）
2.Make a speech
二、导入明标（5minutes）
1.导入：（Revision）
活动：唱反调
活动方式：教师说一个形容词，学生必须立马说出它的反义词。如：tall-short small-big fat-thin等。
2.出示学习目标。
三、新课呈现（20 minutes）
出示自学指导
1.参照单词表自主学习新单词：cold，warm，cool，hot.
2.游戏:演天气，猜城市。
扬州苏教译林三年级英语下册第3单元全部教案共5课时(市一等奖)
Unit 3 Is this your pencil?Story timeTeaching contents 教学内容Story timeTeaching aims & learning objectives 教学目标1. 学生能理解Story time的内容，并能够有感情地朗读。
2. 学生能听懂、会说、会读单词school bag, pen, pencil, crayon, ruler, rubber, pencil case。
3. 学生能听懂、会说、会读日常用语和句型Is this/that your …? Yes, it is./No, itisn’t.4.学生能树立团结友爱、帮助同学的助人为乐的精神，培养正确的价值观。
Focus of the lesson and Predicted area of difficulty 教学重点和难点教学重点：1. 学生能理解Story time的内容，并能够有感情地朗读。
2. 学生能听懂、会说、会读单词pen, pencil和pencil case。
教学难点：学生能听懂、会说、会读日常用语和句型Is this/that your …? Yes, it is./No, it isn’t。
Teaching procedures教学过程Step 1 Warm-up1. Greetings2. Let’s play!T: Pay attention to the rules: If you know the word, read it.如果你认识这个单词，读出来。
If you don’t know the word, clap your hands twice. 如果你不认识这个单词，拍两下手。
Step 2 Presentation and practice1.Learn the words:school bag, pencil case,T: Is this a car? No, it isn’t. It’s a school bag.Is that a school bag? No, it isn’t. It’s a pencil case.引出单词：rubber, pencil, pen, ruler, crayon2.Guess!T: Can you guess?S: Is that a …?T: Yes or no? If you think it is, you can say “Yes, it is.”But if you don’t think so, you can say “No, it isn’t.”S: Is that a pen?T: Yes, it is. It’s a pen. (新授pen，同法教学pencil )T: The last picture, please guess with you partners.S1: Is that a …?S2: Yes, it is./No, it isn’t.T: (教学pencil case。
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一．教学课题 Unit 3 It was there!（第五课时）
二．教学目标：
1、通过游戏进一步巩固句型Where was/were … a moment ago/just now?It was/were …
2、了解字母组合ear和ere在单词中的读音[]。
3、进一步巩固对歌曲《Where’s my diary?》的掌握。
三．教学重点和难点：
能在语境中灵活运用句型Where was/were … a moment ago/just now?It was/were …。
四．主要教学方法：
1．任务型教学
2．情景教学
五．课时安排：第五课时
六．教具：
A．磁带和录音机。
B．四个大纸盒以及文具、食物、书、衣物这四类物品。
C．设计并制作多媒体教学课件。准备多媒体教学的设施。
D. 把班级分为若干个小组，并确保座位的安排能使小组的每个成员都参与活动。
七．教学过程：
Step 1.
Preparation teaching
Speak English:
What day is it today?
What day was it yesterday?
What date is it today?
What date was it yesterday?
Where was your … a moment ago/just now?
It was …
Where were your … a moment ago/just now?
It were …
Step 2.
Review and check
T: I think you’re so clever. So today,we’are going to do detective work.(课
件中出现名侦探柯南的图片)Here are two pictures of a crime spot:before and after.You
have two seconds to remember the difference between them.Have you got it?Now you
can only see the picture “after”.Where is the … now?Where was it just now?
Where is it now? Where are …
now? (板书出示)
Where was …a moment ago? Where were…just now?
Step 3.
Presentation
a、 T:Look at this picture,what do you see?(课件中出现F部分插图的一部分)
Ss:A bear is standing under a pear tree(板书bear,pear).
T:Is it next to us?
Ss:No,it’s over there. (板书there)
T:What do you see now?(课件中出现完整的F部分插图)
Ss:Two boys are pointing to the pear tree and talking.
T:Can you see the bear anymore?Where was it?
Ss:The bear was under the pear tree over there.
T:What are they talking about?Can you guess?
Ss:They want to find out where is the bear now? (板书where)
Read these four words on the blackboard together.
T:Pay attention to these four words.Can you find the same thing?
Ss:The red part have the same pronounciation: []
T:You’re really good detector!
Read these words and the two sentences together:
The bear was under the pear tree over there,but where is it now?
T:Now,let’s do brain storm.Can you tell me any other words which contains the
pronounciation?
Ss:Hair、pair、their、theirs、carefully……
b、 T:You all did a good job.You’re good at spying.Now I’m in trouble.Can you help
me?
Ss:OK.
T:There are a lot of things of mine.And they’re in a mess.But I need my diary
right now.Who can give me a favor? I worry about it.So can you sing the song 《Where’s
my diary?》together with me to make me feel better?
One student helps teacher to find the diary out and the others keep singing.(The
diary should be a tiny one and not easy to find it out.Then students can keep singing
the song twice.)
T:Thank you very much.But can you tell me where did you find it?
Where was it a moment ago? (板书Where was it a moment ago?)
S1:It was……
T:It’s good to find it out.But now I know that’s really bad to put everything
together.So I want to make them in order.Do you think so?I need four students to
help me.And I want the others to remember everything’s former place.
Teacher puts four pieces of papper on four box.They are stationeries、food、
clothes and books.Ask four students to arrange them.
Teacher divide the whole class into two teams.Give right answers to these
questions ,then can get one point for his team.
(1) Where is it now?/Where are they now?
(2) Where was it a moment ago?/Where were they just now?
Step 4.
Practice and consolidation
T:There are four boxes in every team.And in these boxes,there are something
different kinds of things.It’s your time to make them in order and try to remember
their original place.Then finish your form.
Before After
Where （was/were）the a moment ago? . Where （is/are）the now?
.
Where （was/were）the a Where （is/are）the now?
moment ago? . .
? . ?
.
? . ?
.
? . ?
.
Let’s check.
Now you make everything in order.All of you did a good job.
Step 5.
.Homework
1. Conclusion:Words contain the pronounciation[].
2. Finish the form and correct faults in it.
八、板书设计
Unit 3 It was there!
bear pear there where
Where was …a moment ago? Where were …just now?
It was … They were …
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