五下 Unit 3 Asking the way教学设计
Period 4 教案
教学内容
Sound time & Checkout time& Ticking time
课时
本单元共6课时 本课为第4课时
课时目标
1.学生能够熟练掌握本单元问路，指路的方式；了解更多的问路，指路方式，如：Can you show me the way to ...? Which bus is for ...? How many stops are there? ...
2.学生能熟练掌握字母sh在单词中的发音。
3.学生能够运用较丰富的语言介绍自己家到学校的路线并完成相关写话。
教学重点
Aim 1, 2
教学难点
用较丰富的语言介绍自己家到学校的路线并完成相关写话。
教学准备
PPT; 学生提前画好线路图。
教学过程
Step1 Revision
Free talks
Retell Cartoon time (PPT呈现该板块四幅图，引导学生根据关键词提示复述该故事。）
Key words：Bobby and Tina want to ... First, they ... Next, they ... Then, they ... Finally, they ...
Give Bobby and Tina some good ideas to get to the cinema in time.
Discuss in pairs.
Check
Step 2 Sound time
Help Sharon get to the shoe shop. (将Sound time的图与Checkout time的图重组，在Checkout time 的Point and say 板块线路图中加入shoe shop。）
Meet the new friend(呈现Sharon图，从Cartoon time过渡到Sound time)
T: You’re helpful. Here’s a new friend, Sharon. She needs help, too. (让学生尝试读出女孩的名字。shoe--sharon）
S：...
Sharon: Hello, everybody. I’m Sharon. I like shiny shoes. I would like to go to the shoe shop and buy a new pair. (提前录音，做在课件里。）
--L: shiny
(PPT 出现Sharon在学校的地图）
Sharon：I’m at school now. Can you show me the way to the shoe shop, please?
Discuss in groups: Help Sharon find the best way to the shoe shop. (设计时特意把shoe shop安排在怀特路的公园旁边，有两条合理的路线，培养学生仔细观察的品质和运用语言解决实际生活中问题的能力，将语言回归生活。）
L: which, choose
(接上讨论时呈现)T: There are two ways to get to the shoe shop. Which to choose?
S: ...
Drill
Help Sharon choose shoes.
Listen to the part.
2) Reading
3) Chant it.
--a. Ss :Together T: Shiny shoes, shiny shoes. Which to choose?
S1: The _______(颜色) shiny shoes.
Ss: Yeah!
--b. In 4s. (根据以上师生合作model，让学生创新地朗诵这一儿歌。）
Read the 5 words in the rhyme and try to find the sound of “sh”.
Try to read the new words: sheep, ship, should, shop, sure______ ______ (让学生尝试读和回忆书上出现的符合拼读规则的单词，培养学生见词能读的能力和语音感受能力。）
Read and group
Shirley and Sally sell shirts at their shop.
Shall we see the show at school on Saturday? Sure.
1. shoe __________ __________ __________ __________ __________
2. six __________ __________ __________ __________ __________ __________
(充分利用《课课练》上的练习巩固语音。）
Step 3 Checkout time/ 将Point and say改成Pick and say
1. Talk about the map of the streets.
2. Play the game about asking and telling the way. (翻牌游戏）
T: We can ask and show the way in English well now. Shall we play a game about it?
How do you get to these places from your school?
Ss: ...
Model: （T和一生玩，看一轮的结果。）
（将写有地点的单词卡反扣在桌上，让一生任选一张，然后根据单词卡向另一生问路。问对，答对都可以获得一颗星，看看谁是游戏赢家。）
Play it in pairs.
Step 4 Checkout time/ Draw and write
Model1: The T’s way to school (Ss问，T答。然后PPT呈现如下语篇。）
I live in Tianmu Garden(小区/新村名）. It is on Tianmu Road. It is near No. 2 People’s Hospital. I often come to school by bus. First, I get on the bus at No. 2 People’s Hospital. Then I get off the bus at No. 1 People’s Hospital. Then, I walk to school./ I’m on Beida Street. I go along Beida Street Then I turn right at the 1st traffic lights. The school is on my left.
Talk in pairs(让生拿出昨天家作准备的路线图。）
Check 1group
A: Where do you live?
B: I live in__________(新村名). It is on ___________ Street/ Road. It is near _________.
A: How do you get to school?
B: I come to school ____________ ...
4. Write down on P35.
Check 1 passage.
(Draw and write板块本身设计有问题，图中相对固定了家与学校的方位，这是不符合现实的；其次对于五年级学生，如果住的离学校太远，很难准确地绘制或表达途径的街道和站点名称；如果住的较近，步行上学又用不着First, I ... Then, I ... 因此在辅导学生写话时应根据学生的现实情况，适当简化，改变写话形式和内容。）
Step 5 Ticking time
1.
I can ask and tell the way in many ways.
I know the sound of “sh”.
I can write about the way from my home to school.
Let the students conclude what can they do after having this lesson?（体现学生评价主体地位。）
Ticking.
Homework
Talk about the way from your home to your school to your family in English.
Try to find more words with the sound / ? /.
Finish Workbook, Period 3.
当堂练习
Finish the writing.
板书设计
Unit3 Asking the way (4)
Asking the way: Showing the way:
sh / ? / _________ ___________ __________ __________ _________
s / ? / sure
教后反思
与重建
