askingtheway课件下载

篇一：译林英语5下Unit3 Asking the way第二课时教研公开课教案(含配套课件)

5B Unit 3 Asking the way教学设计

篇二：Unit 5 Asking the Way说课

Unit 5 Asking the Way (1)

Lesson 10

说课稿

一、 教材内容分析

1．闽教版小学英语第五册，第五单元第十课，课题：Asking the Way

2．掌握词汇：library, bank, get to

掌握句型：How can I get to the… ? Go straight.

It’s on the right. It’s on the left.

二、教学目标

1.教学知识与技能：

学习词汇：library, bank, get to

学习句子：How can I get to the… ? Go straight.

It’s on the right. It’s on the left.

2. 过程与方法：

（1）引导学生用“心到，眼到，口到，手到”的记忆策略来学习字母。

（2）用拼读法的读音学习策略来学习单词。

（3）用歌曲，说唱，游戏和创设情境让学生在语境中学习语言。

（4） 引导：让学生们有礼貌地问路指路。

3、情感态度与价值观：

通过学习问路与指路的英文表达方式，让学生互相配合，互相信任，增进同学与同学之间的感情。

三、学习者特征分析

本课学习者的特征分析主要是根据五年级学生的年龄特点及思维发展情况，加上教师平时对学生的了解而做出的：

1.学情分析

学生是小学五年级学生。

五年级的孩子具有较强上进心，能够在课堂上积极活跃地参与相关的教学活动。

2.学法分析 教学中，我面向全体学生，发挥学生的主体性，通过情境教学法、韵句说唱法、游戏教学法引导学生在语境中学习，利用启发式，合作方式来激发学生学习英语的兴趣。

四、 教学策略选择与设计

1、本节课采用的教学方法有 ：实物展示、启发式学习法、情境教学法、韵句说唱法、游戏教学法，合作学习法。

本课教学我先用了多媒体课件展示，及一些所学动作词汇的激发学生的好奇心与求知欲，教学中综合运用了讲授式、启发式、自主学习、合作学习等各种策略，指导学生进行自主探索学习。通过不同游戏的设计，让学生在学习语言的基础上学习并掌握运用语言的能力。

2、采用这些方法的理论根据：教学的设计要适合学生的身心发展，要鼓励学生大胆使用英语，激发她们主动去研究自己感兴趣的问题并予以合作解决。遵循“教师为主导，学生为主体”的教学原则。

五、教学环境及资源准备

闽教版第五册Unit 5 Asking the Way Lesson 10

专门为本课设计的多媒体课件, 单词卡片等

VCD

六、教学过程

（一）Warming Up

1. Sing a song --- Follow me用音乐的方式，活跃课堂气氛，让学生放松。

2. Say and do the actions 用卡片来边说边做动作。

3. 评价，揭示课题。揭示评价机制激发学生参与课堂活动兴趣。

（二）Presentation

1. 教学It’s on the right/left.

T：Do you want to go the zoo ?

Look, Li Hong and Wang Tao are also at the zoo. Wang Tao wants to see the lion. Where’s the lion？

用课件出示动物园的图片-Wang Tao 可以移动到狮子的门口

S: Go straight. Turn left.

T: Yes, it’s on the left. 课件打出这个句子，教师板书，学生跟读。

2．T：Li Hong wants to see the zebra. Where’s the zebra ?

用课件，Li Hong 走到斑马处。

S: Go straight. Turn right.

T : Yes, it’s on the right.

课件打出这个句子，教师板书，生跟读。

用学生感兴趣的狮子，斑马以及动态的人物图片引出It’s on the right/left.过渡到本课问路的新表达法。

3.Guessing game: Where is it ? 课件出示，学生猜图片在左边或右边。 通过学生感兴趣的猜谜法来巩固学生对句子的掌握。

4．从猜图片位置的最后一张图书馆的图片引出。

课件出示图书馆的图片和单词。

Library, library, library,… we should keep silent in the library.

师引导学生大声到小声的方式来读单词。

教师将图书馆的立体图放在某学生处。

T : Now the library is here.

How can I get to the library ?

生跟读。并回答。

5． T:Now let’s play a guessing game. Where is it ?

课件中的银行图片以渐变形式出现。

用单词卡片教 bank.

T : bank, bank, …. We always line up in a queen in the bank.

用这种焦急的方式来读单词。

T ：Now the bank is here. How can I get to the bank ?

将银行的立体图片放某学生处。生问后回答。

本环节采用不同方式来操练单词，让学生越来越小声说library，体现了library单词的安静特征，让学生以焦急的口气说bank，体现了银行排队的特征，这样的操练方式形象生动，让学生更好记住单词。

6．T : Now let’s listen to a chant.

课件播放chant. P54

跟音乐做动作来读。

用音乐的方式，学生配上动作，活跃课堂气氛，无形中巩固了所学知识。

7．Listen to the text and read the dialogue.

课件播放课文VCD。生跟读。

(三）Consolidation.

1．Game:

导游指路

T：I am a tour guide. 师拿着小旗，戴帽子。

Who likes to be the tourists ? 鼓励学生当小游客。

T：Ok, let’s go to the park ?

Tourists : How can I get to the park ? 师带领小游客去公园。

Class : go straight, go straight, turn left, turn left, it’s on the …

根据这一情境，扮演角色操练。

教师事先创设好不同情境（去动物园、图书馆、银行等），编写成需要学生填空的对话练习，发给每组学生，让学生讨论对话内容。并根据对话进行扮演角色。

2．完成P47练习 Listen and circle the right answers

3. 完成P48 练习Learn to write.

（四） Homework

1. Listen and read the dialogue.

2. Recite the words : bank, library

3. 完成活动手册。

篇三：2015新译林牛津小学英语精品优质公开课赛课课件 5B Unit3 Asking the way 四课时教案

译林五下Unit3 Asking the way

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 …? Go 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。

2. 能听懂、会说、会读 cinema, hospital, shop, zoo等地点类单词。

3. 能理解并掌握字母sh 的发音规律，熟记例词。

四、教学难点：

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. 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。

五、课时划分：

课时安排：共六课时

第一课时：Story time

第二课时：Grammar time & Fun time

第三课时：Cartoon time & Culture time

第四课时：Sound time, Checkout time & Ticking time

第五、六课时：单元复习和课时练及默写

六、教学准备：

课件、磁带、录音机等。

第一课时

教学设计：

一、教学目标:

1、能听懂、会说、会读cinema, hospital, shop, zoo等地点类单词.

2、能初步运用句型How do I get to …? 及回答：Go along … Get on/ off … Turn left/ right …

3、能正确、流利地朗读并理解故事.

4、学生能在理解的基础上合作朗读故事.

二、教学重难点:

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、能正确、流利地朗读并理解故事

3、能初步运用所学的单词和句型交流.

三、教学准备：

课件、磁带、录音机等。

四、教学过程：

Step 1Warming-up吸引注意，积累语言

1. Free talk

What’s your hobby? I like …

2. Dancing time

Do you like dancing? Let’s dance! (播放兔子舞音乐，学习left, right, turn等单词) Yes.

学习新单词：left, right, turn.

Step2 Pre-task 导出目标，生成结构

1. Su Hai and Yang Ling are also like dancing. Today Yang Ling wants to go to Su Hai’s home. Look, what are they doing? (出示插图1)They are making a telephone.

2. What are they talking about?

（教读插图上的park station, city library station, book shop, moon street，get on, get off）

Maybe they are talking about where is Su Hai’s home?

3. Can you work in two and guess? Work in two.

Step3 Task 1回忆相关知识，初步运用结构

1. Let’s watch and find Is Yang Ling find Su Hai’s home? Who helps her?

看动画，回答问题。

2. Read and match朗读课文，完成第28页的配对。

Step4

Task 2

呈现刺激材料，活用结构

Reading time:

1. read after the computer

2. read after the teacher

3. read together

Read in different ways.

(Do you have any questions?)自主提问，老师或同伴帮助解答。

Step 5 Task 3 引发期待行为，强化结构

1.show time: read in three Read in groups

2.How does Yang Ling get to Su Hai’s home.

First, … Next, … Then, … Finally, …

根据第28页的Look and say完成解说。

Step 6 Post–task 提供反馈评价，巩固结构

1. Now Yang Ling is in Su Hai’s house. They’re very happy. They want to go to

some places. Can you guess?

（1）There are many doctors and nurses. Hospital

（2）There are many animals. Zoo

（3）You can watch films there.Cinema

2. But they don’t know how to go there. Can you choose one and tell them how to go?

You can discuss in groups.

Choose one and discuss in groups

Homework：

1. Read Story time after the tape for 5 times.

2. Copy the new words 3 times.

3. 收集更多的地点类单词。

板书设计：

Unit 3 Asking the way

Get on … Get off … Go along … Turn …

第二课时

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 words

2. Free talk

How do I get to the Wanda Cinema?(work in pairs)

Step2 Pre-task 导出目标，生成结构

篇四：Unit3 Asking the way东关小学

让孩子在课堂上动起来

—6B Unit3 Asking the way教学设计

教材依据

本课教材是义务教育课程标准实验教科书牛津小学英语第6册第三单元。 设计思路：

本单元主要是围绕“问路”这一话题展开各项语言活动，重点学习问路中常涉及的相关用语Can you tell me the way to??,please?及其答语，同时学习与问路相关的一些词汇。在教学中，我为学生创设情景，利用农村小学现有的教学资源及自制的教学用具，为学生开展任务型的教学途径。内容与学生生活紧密结合，以提高学生的阅读和实际运用语言的能力。Step1中，我通过Greetings为学生课堂的表现做好了准备。歌曲的运用则不仅活跃了课堂氛围，提高了学生的积极性，而且还替课文中的方位词语做好了复习。Step2 是课文学习的重点，我把知识点的学习贯穿于我们和Mr. Smith一起去参观历史博物馆做为主线，分层引入练习相关的单词句型，在阅读、谈话和讨论中学习了新知，且重点训练了学生的阅读能了。

教学目标：

1、知识目标：

A.、听得懂，会读，会说单词history museum, way, get, along, street, take, stop, road, 及句型Can you tell me the way to??,please?

B、三会掌握词汇及日常交际用语：miss, crossing, kilometer, minute, post office Go along this street ,and then turn right at the third crossing. How far is it from here? It’s about a kilometer away. You can take bus No.5. there’s a bus every minutes.

2、技能目标：

A、提高学生整体理解语篇的能力，为他们今后的对话学习打下良好的基础。

B、通过本课的学习，让学生学会如何向他人问路及指路。

3、情感态度目标：

A、设置与日常生活类似的情景，让学生在熟悉的语境中感受英语，从而达到激发学生学习的兴趣德的目的 。

B、引导学生做一个乐于助人的好少年。

教学重点：

1、熟练掌握三会内容；

2、能正确理解、掌握对话内容，并能朗读及初步表演课文 。

教学难点：对课文的理解和新单词的认读。

课前准备：

1、教师准备：录音机。历史博物馆和邮局的图片。地图。

2、板书准备：课前写好课题。

教学过程：

Step1

1. Greetings

(T): Hello, boys and girls.

(S): Hello, Miss Meng.

(T):It’s time for class！Boys and girls, are you ready?

(Ss): Yes!

(T): Ok . Let’s begin our class!

2.Warming up：

(T)： First, do some exercise with me. Ok?

(Ss)：Ok!

(T)： Stand up, please!

[ 学生全体起立，播放音乐，师生一同按节奏运动 ]

与学生的交谈，给了学生调整状态的时间，为学生进入课堂活动打下了基础。歌曲do some exercise with me则不仅活跃了课堂的氛围，而且歌曲内容也帮助学生复习了方位词组。为下面的问路作好了铺垫。

Step 2．Presentation

1导入（引出Mr. Smith及Nanjing）：

(T)：Well done! Sit down, please! Today I want to introduce a new friend to you, who is he? Please look here.

(T)：He is Mr. Smith. Let’s say “Hello” to him.

(Ss)：Hello!

(T)：Mr. Smith comes from Australia , he is living in Nanjing now. We know Nanjing is a famous city of the world, so do you want to visit there?

(Ss)：Yes!

(T)：Ok, let’s go together!

这样的设计在介绍Mr. Smith时引入了他到南京后对南京不熟悉，自然而然的为下面的问路做了铺垫。安排学生和他打招呼，则拉近了学生与主人公的距离，创造了真实的情景。为学生快速的进入角色打下了良好的基础。.

2. Teach: history museum, post office

(T)：Here is a map of Nanjing. What can you see in the picture?

(S1——Sn)：I can see a hospital \a supermarket.

(T) I can see a history museum and a post office.

(T)1. Excellent! Now, follow me, please .

2. read them one by one.

[ 教师正音 ]

(T)：Read the words together.

3. teach: Can you tell me the way to ? please?

（history museum引出）——

(T)：I want to visit the history museum,

(T)：Who wants to go to the history museum? Please put up your hand! Ok, but do you know the way?

(Ss)：No!

(T)：I know the way! If you want to go there, you can ask me the way. (通过手势比划，让学生理解way的意义。)

(T)：You can say: Excuse me, can you tell me the way to the history museum, please? (Ss): Excuse me, can you tell me the way to the history museum, please? （师相机板书Excuse me, can you tell me the way to the?, please? ）

(T)：Er... Go along this street, and then turn left at the third crossing, the history museum is on your left.

(S1)：Thank you!

(T)：That’s all right! Anybody . else? I can tell you the way.

[(S2……Sn) Excuse me, can you tell me the way to the history museum , please? ] (T)：Now ask me together!

(Ss)：Excuse me, can you tell me the way to the history museum, please?

(T)：Go along this street, and then turn left at the third crossing, the history museum is on your left.

(Ss)：Thank you!

(T)：That’s all right!

(T)：Can you find the history museum now?

(Ss)：Yes!

（post office操练）——

(T)：Ok, Here is a post office. If you want to go there, please ask your partner the way! Ask and answer in pairs.

[ 学生同位练习句型问答 ]

(T)：Now stop here. Can you find the way?

(Ss)：Yes!

(T)：Ok. Now I ask some pairs to make dialogues.

(T)：Ok! Tell me the way together! Excuse me, can you tell me the way to the post office please?

(Ss)：Go along this street , and then turn left at the third crossing, the post office is on your left.

(T)：Thank you very much!

[ 学生整体操练 ]

(T)：Well done class!

这样设计，大约用7到8分钟。可以弱化学生学习Part A 的难度，让学生在谈话，问答，操练的过程中不知不觉得学习了新知识。等引入课文时，学生会感觉轻松很多。

4．Listen to the tape .have a practice.

(T)：Ok, we have visited so many places, a history museum and post office. Now please open your books and turn to page 22, take out your paper, listen to the text for twice and do the exercise!

(T)：Ok! Stop here! Have you finished?

(Ss)：Yes!

(T)：Good! Who can give me your answer?

[ 投影出示正确答案 ]

直接让学生阅读课文，完成练习，对学生阅读能力的提高有很大的帮助。正所谓：教以知识，给予能力呀。

5．引出课文

(T)：Very good! Mr. Smith wants to visit the history museum, but he doesn’t know the way. He is asking Yang Ling how to get there. Now let’s visit the history museum with Mr. Smith,OK?

(Ss)：OK!

(T)： Can you find the way to the history museum? Now listen to their conversation, and then find the answer.

[ 播放DVD卡通对话：He wants to visit ……You can’t miss it. ]

(T)：OK! So how to get to the history museum? Can you tell me the way to the history museum, please? Have you found the answer?

(Ss)：Yes!

(T)：Who can give me your answer?

(S1)：Go along this street, and then turn right at the third crossing, the museum is on your left.

(T)：Right ?

(Ss)：Yes!

(T)： All right! Go along this street, and then turn right at the third crossing, at last you can find the history museum on your left.

(T)：Ok! Excuse me, can you tell me the way to the history museum, please?

[ (Sn……Sn+1)：Go along this street, and then turn right at the third crossing, the museum is on your left. ]

(T)：Right! Can you tell me the way to the history museum, please?

(Ss)：Go along this street, and then turn right at the third crossing, the museum is on your left.

(T)：Thank you!

设计意图：农村小学没有现代化的教学设备，所以充分利用DVD的教学资源，

篇五：五年级下英语教学实录-Unit3 Asking the way-译林版(三起)【小学学科网】

Asking the Way

I.Teaching Content

Asking the Wayxiaoxue.xuekeedu.com

A: Excuse me, sir. Can you tell me the way to Bihai Hotel, please?

B: Sure. You can go there by bus.

A: Is it a long way from here?

B: No, it'll take you fifteen minutes.

A: Which bus can I take?

B: You can take a No. 2 bus.

A: Where is the bus stop?

B: Just go straight. Look, the bus is coming.

A: Thank you very much.

B: You're welcome.

II. Teaching procedures

Step 1. Warming-up

T: Nice to meet you. My name is Bright. B-R-I-G-H-T. Shall we sing an English song named "Bingo", and try. to change the' word "Bingo" with my name "Bright"? Step 2. Presentation

T: I'm new here, when I arrived at the airport, I heard someone said "对不起"(注①)，"早晨好"(注②).I really want to know their meanings in English. Could you help me?

S: "对不起" is "Excuse me" and "早晨好" is "Good morning".

T: Thanks a lot. And now could you tell me something about your city? I want to travel in this city, but I don't know where I should go.

S1: Bai Lian Dong Park.

S2: Fisher Girl.

S3: Jiuzhou Town.

T: Good. But I want to find a hotel now.Please do me a favour. Can you tell me the names of some hotels in this city?

S1: 2000 Hotel.

S2: Yindu Hotel.

S3: Bihai Hotel. xiaoxue.xuekeedu.com

(The teacher takes notes while the students are speaking.)

Step 3. New structures learning

T: They all sound very nice. But how can I get there, by bus or by bike? S: By bus.

T: And how long will it take me to get there? Maybe fifteen minutes is enough. (The teacher looks at the watch and gives the students a gesture.)

1) Draw a stick-figure picture to help the students understand the meaning of the sentence:

"It'll take someone some time to do something."

2) Write the sentence "It'll take you fifteen minutes. " on the blackboard, and have the students imitate the sentence.

3) A guessing game:

T: Please look at these pictures and guess

"How long will it take me to ...?"

T: How long will it take me to have a football match?

S1: It'll take you ninety minutes.

T: Yes.

4) Get the students to listen to the recording of the dialogue, in order to introduce the

new sentence: "Just go straight."

5) Use the multi-media to help the students understand the meaning of the sentence

"Go straight."

6) Write the sentence on the blackboard, and have the students imitate the sentence:

"Just go straight."

Step 4. Practice xiaoxue.xuekeedu.com

1) Ask the students to listen to the dialogue once more, then ask them to repeat after the tape, first individually and then in pairs.

2) Encourage the students to read their dialogue with their deskmates. Step 5. Consolidation

T: You know I'm from Shanghai. Maybe in the future you'll go to Shanghai, so I've prepared some photographs for you. 内容来自"大文章"

1) Show the photographs of "Nanjing Road", "Pudong New Area" and "the Bund" to the students.

2) Get the students to ask the teachers from Shanghai something they don't know, such as

directions, transportations in Shanghai.

3) Ask some students to introduce their tour plans to Shanghai.

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