英语（五年级下册)
Unit 3 Asking the way
Story time
Teaching contents 教学内容
Story time
Teaching aims and learning objectives 教学目标
1. 在整体理解的基础上听懂、会说、会读故事中出现的词汇：take, get on, get off, walk, turn right, turn left, traffic lights, ask … for help。
2. 基于故事听懂、会说、会读句型：How do I get to…?及其回答You can get on the metro/bus at …Station. Then, walk to/go along … Turn right/left at the traffic lights. You can see the … on the right/left，并理解句型的意思。
3. 能较流利有感情地朗读故事，在教师的引导和帮助下尝试复述课文内容。
4. 学生能够在理解的基础上较流利地朗读故事。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：1. 能听、说、读大量地点短语与指路的动词短语。
2. 学生能够在理解的基础上较流利地朗读故事。
教学难点：1. 问路与指路用语的熟练表达。
2. 地图中左右方向的辨认和表达。
Teaching procedures 教学过程
Step 1 Pre-reading
1. Enjoy a song: How can I get to the zoo?
2. Free talk:
T: Do you want to go to the zoo?/Where else do you want to go? /How do you get there? /Do you go there by…?
【设计意图：激活所学旧知，为新课的引出做铺垫。】
Step 2 While-reading
1. Part1—Taking the metro
(1) T: Su Hai has a new home on Moon Street. Yang Ling wants to visit Su Hai’s new home. Look! What’s she doing? (PPT呈现Story time图1)
S: She’s calling Su Hai.
T: Why?
S: She doesn’t know the way to Su Hai’s home.
T: Yes, so she’s asking the way to Su Hai’s new home. (引出课题：Asking the way)
(2) Listen and answer
T: If you were Yang Ling, how would you ask?
S: (自由回答) Where’s your home?/Is your home near …?/Can you tell me the way to your home?
T: How does Yang Ling ask the way? Listen and repeat.
S: How do I get to your home, Su Hai? (教读)
【设计意图：培养学生捕捉信息的听力能力。】
(3) Watch and order: How does Yang Ling get to Su Hai’s home?
S: BDAC
T: Yes, first, she gets on the metro. Next, she gets off the metro. Then, she asks a policeman for help. And finally, she turns right at the traffic lights.
【设计意图：帮助学生整体感知故事，初步了解两种交通方式。】
(4) Listen and choose
a. 听录音，完成选择题1。同步教学新词汇station, metro station, train station, bus station, Park Station, City Library Station
b. Teach “get on/off the station” with TPR
c. 完成选择题2，同步教next to
(5) Read Part1 after the tape together.
(6) 在图中标出Yang Ling乘地铁的路线。
(7) 根据地图上的关键词，描述Yang Ling乘地铁的路线。
【设计意图：注重学生文本阅读策略和技能的指导，用听录音、看图、标路线等形象方式帮助学生了解乘地铁的具体路线。】
2. Part 2—Walking
(1) Read and judge
a. Yang Ling is on Sun Street now. (Yes)
b. Yang Ling can find the bookshop. (No)
(2) Ask and answer
T: Can Yang Ling find the bookshop?
S: No, she can’t.
T: What does she do?
S: She asks a policeman for help. (新授ask … for help)
T: How does she ask for help?
S: (学生自读) Excuse me, how do I get to the bookshop on Moon Street? (新授excuse me)
(3) Read and find
（学生两人一组，画出指路的句子，并完成P28 Look and say的路线图）
【设计意图：根据地图与关键词揣摩正确路线，培养学生的阅读理解能力与方位感。】
(4) T: Which is the right way to Su Hai’s home?
S: Picture C.
T: Can you describe it?
S: Turn right at the traffic lights. (图片辅助，教turn right/left, traffic lights)
(5) Read Part2 after the tape.
(6) Describe the way with “first, next, then, finally” in pairs. (接龙操练路线图)
(7) 根据板书小结故事。
【设计意图：用顺序副词连接各动词词组，帮助学生理清思路，培养条理性。】
Step 3 Post-reading
1. Read the whole story after the tape. (指导感情和发音)
【设计意图：引导学生模仿录音，有感情地朗读文本，学习朗读过程中的语音语调、重读、弱读等朗读技巧的处理。】
2. Read the story together.
3. Choose one picture and act in pairs.
4. Act in pairs. (同步将苏海家附近的关键建筑物贴于板书)
【设计意图：用多种方式复习和巩固课文内容。】
Step 4 Summary
Summary:
How to ask the way: Excuse me, how do I get to …?
How to tell the way: You can take a metro. Get on the metro at … Station and get off at … Station. Then, walk to/go along … Turn right/left at the traffic lights. You can see the … on the right/left.
Step 5 Consolidation
在板书中Su Hai家附近贴上shoe shop、flower shop、food shop三处，帮助Bobby、Sam、Billy到达这些地方。
【设计意图：小结问路、指路语言，复习文本， 基于故事稍做变动与提高，将所学知识灵活运用于不同场景。】
Homework 家庭作业
1. Tell your friend the way from Yang Ling’s home to Su Hai’s home.
2. Think about your way from home to school.
Teaching aids 教学准备（含板书设计）
教学准备：光盘、PPT、板书、建筑物卡片
板书设计： Unit 3 Asking the way
说课
本节课教学内容为Story time，教学过程以任务活动为驱动。首先通过看图讨论的形式引出课题，然后教师提出“如果你是Yang Ling，你会怎么问？”，引导学生关注本课重点问路句型，然后通过看动画排序帮助学生整体感知故事。接下来教师将文本解读分为乘地铁前和下地铁后两个部分。
第一部分通过听录音、看图、标路线等方式帮助学生了解Yang Ling 乘地铁的具体路线，在此过程中，教师根据“词不离句”的原则重点新授station和next to两个新词。该部分安排了描述Yang Ling乘地铁路线的活动，旨在及时考查学生对新内容的理解和接受情况。
第二部分通过判断、问答和画路线图的方式帮助学生掌握文本关键信息。结合本课故事，按照时间顺序发展且细节较多的情况，教师引入了顺序副词帮助学生理清思路，同时减少叙述故事的难度。
阅读后主要是通过跟读、齐读以及表演的形式巩固课文，然后通过小结强化重点句型的理解。最后，教师创设了新的场景，为学生灵活运用本节课所学知识提供了平台。
英语（五年级下册)
Unit 3 Asking the way
Grammar time
Teaching contents 教学内容
Grammar time
Teaching aims and learning objectives 教学目标
1. 能够复述Story time，能熟练运用与问路有关的交际用语。
2. 在复习故事的过程中进一步理解并巩固词汇cinema, hospital, shop, zoo等。
3. 能理解并灵活运用Grammar time中的交际用语。
4. 能够在实际运用的过程中自主体会和归纳问路和指路的句型。
5. 能够了解更多有关问路和指路的表达方式。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 介词at、on与动词的固定搭配。
2. 能够通过交流与学习，复习问路方式：How do I get to the …?、Go along …、Turn left/right at …。
教学难点：
1. 能在实际运用的过程中自主体会和归纳句型；并在创设的真实具体的情境中问路和指路。
2. 能用较丰富的语言介绍相关路线并完成相关写话。
Teaching procedures 教学过程
Step 1 Warm-up
1. Sing and dance: Rabbit song
T: Hi, boys and girls. Do you like singing and dancing?
S: Yes.
T: Let’s sing and dance!
T: Now, listen to my orders. Stand up. Turn left/right. Show me your right hand/fingers/foot. Open/Close your left eye. Sit down.
【设计意图：通过兔子舞活跃氛围，通过师生间的指令配合，复习巩固left, right, turn等单词。】
Step 2 Review Story time
1. T: Look at the five pictures on Page 28. Let’s match the sentences with the pictures.
(1) 1—e Yang Ling asks a policeman for help.
(2) 2—d Yang Ling turns right at the traffic lights.
(3) 3—a Yang Ling gets off the metro.
(4) 4—b Yang Ling walks along Sun Street.
(5) 5—c Yang Ling gets on the metro.
2. 根据地图，用时间顺序副词first, next, then, finally，完整描述Yang Ling的路线图。
First, Yang Ling gets on the metro at …
Next, she gets off the metro at …
Then, she’s on … Street. She asks a … for …
Finally, she walks along … and turns … at the …
The bookshop is on her … Su Hai’s home is next to …
【设计意图：以第三人称的角度复述课文内容，帮助学生巩固文本，提炼知识点和信息，提高口头表达能力。】
Step 3 Grammar time
1. T: Who helps Yang Ling get to Su Hai’s home?
S: Su Hai and the policeman.
T: Yes, when we need help, we can ask our friends and policemen for help. What else can we do?
S: (自由回答) We can ask … for help. We can …
T: We also can ask the map for help.
2. Show some pictures of different map and learn about them.
3. Teach the meaning of “M-A-P”
T: What does the “map” mean? What does “M” mean?
S: (自由回答) “M” means metro station./…
T: “M” means many things and places on the map. What’s on the map? (给出单词的首音节：str, tr, h, c, sh)
S: (自由回答) There’s a/an … There are some … on the map.
T: (引出新单词) cinema, hospital, shop…
4. T: (出示小镇地图) Let’s go around the town with the map. OK? Where do you want to go? Why?
S: (自由回答) I want to go to … , because …
(教师根据学生回答，同步教学单词)
cinema: ci-ne-ma Wanda Cinema, Jinyi Cinema, watch films in the cinema
shop: bookshop, shoe shop, clothes shop, toy shop …
zoo: giraffe, tiger, lion, zebra …
hospital: hos-pi-tal, see a doctor, feel ill …
【设计意图：根据喜好选择地图上想去的地方，阐述原因。激发学习自主性。】
5. T: What does “A” mean in the map?
S: (自由回答) It means …
T: It means “ask and answer with a map”. Do you know how to ask the way? Where do you want to go and how do you ask? (出示小镇地图，学生自由提问)
S: How do I get to the zoo? /Where’s the cinema? /Can you tell/show me the way to the hospital?
T: Do you know how to tell the way?
(1) If it’s not far, you can walk to …/go to … on foot.
(2) If it’s far, you can take a metro/bus/taxi.
6. Ask and answer in pairs. (PPT呈现小镇地图，凸显出发点和终点)
(1) zoo
A: Excuse me, how do I get to the zoo?
B: Go along this street. Turn left/right at the traffic lights.
You can see the zoo on your left/right.
A: Thank you.
(2) cinema
A: Excuse me, how do I get to the cinema?
B: You can take a metro there. You can get on/off the … at … Station.
You can see the zoo on your left/right.
A: Thank you.
7. (PPT出示语法表格) 朗读并让学生归纳介词to, at, on, along的用法。
【设计意图：大量感知语言后，整体呈现语法知识点，学生自读自悟，让学生将所学句型灵活运用到实际生活中，达到语用目的。】
8. T: What does “P” mean?
S: (自由回答) “P” means …
T: “P” means ask politely. When we ask the way, don’t forget to say …?
S: “Excuse me” and “thank you”.
T: Good! You’re polite children!
【设计意图：培养学生礼貌求助的良好品质。】
Step 4 Consolidation
T: Are you also helpful children? Mr Green is visiting our city. What help does he need? Let’s listen. (Mr Green: Excuse me, I want to visit Tai Lake, how do I get there?)
S: (根据地图，设计不同路线，提供不同帮助)
S1: You can take a metro. Get on at … and get off at …
S2: You can go along … Street and turn … at the traffic lights. Then …
S3: You can take a taxi. But it’s not cheap.
S4: You can …
Homework 家庭作业
Try to collect more expressions about asking and telling the way.
Teaching aids 教学准备（含板书设计）
教学准备：光盘、PPT、板书、建筑物卡片
板书设计： Unit 3 Asking the way
Asking the way: How do I get to …?
Where’s …?
Can you tell/show me the way to …?
Telling the way: Go along …
Turn left/right at …
Get on/off … at …
You can see … on your left/right.
说课
本节课的主要教学内容是Grammar time，而Grammar time的语言材料主要来自Story time，所以在上课伊始，教师先通过图文匹配和复述Yang Ling路线图这两个难度递增的活动复习Story time，唤醒学生对与问路有关的句型、词汇的记忆。
在Grammar time，教师引入单词MAP和一张小镇地图，并将M、A、P三个字母分别与新词学习、问路句型操练和礼貌联系起来，使得这三个环节更具有整体性。其中在对问路句型进行了充分操练后，学生对该句型已经有了感性认识，这时教师呈现Grammar time的表格，既是总结也是将感性认识上升到理性认识。最后的巩固环节，教师根据小镇地图创设新的更贴近生活的情景，请学生设计不同路线提供帮助，培养学生灵活运用语言的能力。
英语（五年级下册)
Unit 3 Asking the way
Fun time
Teaching contents 教学内容
Fun time
Teaching 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 … traffic lights.、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 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 …。
教学难点：
1. 能使用How do I get to …?和Go along … Street.、Turn … at the … traffic lights.、Then …、It’s on your …问路和指路。
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-up
T: 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 time
1. Ask Su Hai the way to her home
(1) 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.
(2) 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。
(3) 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 she 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 help
(1) 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)
(2) 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 time
1. 认识地点
T: You show the way so well! Yang Ling finds Su Hai’s home. They have 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
(1) 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。】
(2) 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)
(3) 掷骰子选地点，男女生指路PK
T: 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
(1) 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)
(2) 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新旧知识。】
Step 4 Consolidation
T: (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?
1. 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)
2. Can you show the way?
a. 呈现百度地图的搜索结果。
b. 根据地图描述路线，与同学讨论后请个别学生上讲台手指着地图说，PPT给出提示句型。
3. Find a most convenient way for our outing
T: Making plans is a good habit. We can surf on the Internet to find a most convenient way for our outing.
【设计意图：结合生活实际，真正将所学语言运用到生活中来，切实提高学生的综合语言运用能力。】
Homework 家庭作业
1. Practice Fun time.
2. Write an e-mail to me and tell me the way from the train station to your school.
说课
本课教学目标以Story time为基础，以Fun time为语言支架，开展词汇、句型的深入学习并达到初步的交际运用。在学习时，首先就Story time内容开展信息重组，通过看图选择词条和阅读判断这两个活动深化对Story time内容的理解，从而提取文本中问路的相关语言，为本课新授提供部分语料，唤起学生语言运用的意识。这既是前一节课的延续，又是一个新的开始。在新授本课词汇、句型时，教师依托文本情景，以文本中的人物为信息源，结合Fun time内容，以课文背景为主线，延伸课文内容，新授地点词汇并扩充指路信息Turn left/right at the first/second traffic lights.。Story time的学习为新授提供语言支架，有效地降低了本课学习的难度，实现了在语段交流中学习词汇、句型的目的，为学生顺利表达夯实基础。
在学习词汇、句型时，本课牢牢依托Fun time，设计逐步递进的趣味语言交际活动，串起旧知与新知的学习链。
活动 1 出现Mr Map培养学生初步的认地图能力
活动 2 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
活动 3 学生自选地点，男女同学PK， 巩固指路相关语言
活动 4 掷骰子选地点，进一步夯实语言，逐步达到信息的融合
Fun time是学生语言学习的脚手架，学生在“做中学”的过程中完成从书本信息到自身语言技能的转换。
英语（五年级下册)
Unit 3 Asking the way
Cartoon time & Checkout time
Teaching contents 教学内容
Cartoon time & Checkout time
Teaching aims and learning objectives 教学目标
1. 能够理解Cartoon time故事内容。
2. 能够在理解的基础上有感情地朗读并合作表演故事。
3. 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. 能生动地朗读和表演Cartoon time，体会故事的幽默之处。
2. 能以纯正、优美的语音语调朗读故事，生动地合作表演故事。
3. 通过整合Story time和Cartoon time的学习，能够正确、流利地用英语指路与表达出行方式。
教学难点：
1. 能够正确理解故事并整合本单元知识，进行实际语言上的交流与运用。
2. 能生动地朗读和表演Cartoon time。
3. 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-up
1. Enjoy a song: Excuse me, where’s the park?
2. Quick response
(快速说出与老师所说的内容相反的词或句子，边说边演)
举例示范：老师边说边演示right，示意学生边说边演示left。
T: (边说边演left、turn left、get on、get off the metro、turn right at the traffic lights、on your left、it’s on your right!)
S: (学生说出相反的词句，边说边演)
【设计意图：通过歌曲和游戏帮助学生热身，同时以旧带新，激发学生的兴趣，营造英语学习的氛围。】
Step 2 Review Story time
(1) T: Yang Ling wants to visit Su Hai’s new home. How does she get there?
(学生根据课文内容选择Yang Ling的交通方式)
(2) 全班齐读Story time
(3) 在PPT地图上用箭头和图片提示引导学生根据文字提示复述路线。
First, Yang Ling gets on the metro at Park Station.
Next, she (PPT显示杨玲下地铁的图片) at … Station.
Then, she’s on Sun Street. She walks along … Street.
She (PPT显示杨玲右转的图片) at the (PPT显示红绿灯的图片).
She walks along … Street. The (PPT显示书店的图片) is …
And Su Hai’s home is … it.
(老师首先边画路线边请学生起来指路，之后学生根据地图提示和文本提示同桌互相复述杨玲的路线，最后全班集体看地图复述一遍)
【设计意图：图文结合，引导学生复述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以及步行时对路线的表达。】
Step 3 Cartoon time
1. Watch and answer
T: Where do Bobby and Tina want to go? Let’s watch the cartoon.
S: They want to go to City Cinema.
2. Read and find
T: How do they get to City Cinema?
First they go by ________ Next they go by ________ Then they go by ________
(学生迅速浏览全文后找出三种出行方式)
3. Read and think
T: Do they see the film? S: No, they don’t.
T: Why? S: They’re too late. The film is over.
(理解over的含义“结束了”)
【设计意图：引导学生带着问题自主阅读，体会动画人物的情感，在解决问题的过程中读懂故事传递的信息，理解掌握新单词over。】
4. Listen and repeat
5. Read in roles
【设计意图：在理解故事的基础上，跟读课文对话，注意语音语调的变化，有感情地模仿人物对话。】
6. Act Cartoon time
(师生手持手偶示范表演后，四人一组分角色表演，一人扮演Bobby，一人扮演Tina，另两人为旁白。鼓励Bobby和Tina尽量脱稿表演)
【设计意图：有目标地进行表演，培养学生的表演和朗读能力。】
7. Discussion in groups of four
T: Bobby and Tina miss the film because they spend too much time on the road. Can you give them some good suggestions?
(PPT出示Bobby家到影院的地图，标出路线，请学生根据地图所示描述路线)
You can go to the cinema by …
You can get on the metro at … and get off at …
Then, go along … Turn … at the … traffic lights.
Walk along … The cinema is on your …
(四人为一组，组内讨论后每组选一位代表说一说出行方式和路线)
【设计意图：创设平台，调动学生注意力，刺激学生的语言思维，将新旧语言进行综合性输出，让学生的综合语言运用能力和创新思维都能得到锻炼。】
Step 4 Checkout time
T: Making a plan is a good habit. We should find a most convenient way for our outing.
1. 引导学生一起小结
How to ask the way?—How do I get to the …?
How to show the way?—Go along … Street. Turn left/right at the … traffic lights. Then, walk along … Street. It’s on your left/right.
2. Draw and write (课本P35)
(1) 教师在地图中画出home到school的路线，并示范用英语描述路线。
(2) 学生画路线并将路线写下来。
(3) 请个别学生将其画的路线图和写的路线用投影仪展示出来。
【设计意图：进一步巩固学生在不同情境中准确使用问路、指路的英语表达的综合语用能力。】
Homework 家庭作业
1. 用英语向朋友介绍从你家到学校的交通方式和路线。
2. 背诵和表演Cartoon time。
说课
词汇和句型都是语言表达的基本成分。学习任何一种语言，没有一定量的词汇做基础，就无法同他人进行交际；学习任何一种语言，都必须依赖句型训练来加强学习者建构语言及说话的能力。
译林版教材的每个单元都由若干板块构成：Story time为学生学习词汇、句型提供“整体式”感知和语言背景；Fun time设计趣味活动夯实词汇、句型；Sound time和Rhyme time为学生准确、优美表达语言奠定基础；Cartoon time提供趣味故事巩固拓展词汇、句型；Checkout time 旨在帮助学生拓展运用已学词汇、句型。本课时旨在以Cartoon time为载体，拓展词汇和句型的语用途径，实现新旧知识的滚动，并结合Checkout time及活动手册，开拓不同语境，开展综合运用。
英语学习不仅是掌握词汇和句型等基础知识，更重要的是培养综合语言运用的能力。因此，教学中教师应创造各种机会让学生学习生活的语言，在生活情境中运用语言。自然且贴近学生学习生活的情境是语言学习的脚手架，合理运用书本情境能有效地激发学生表达的欲望。
英语（五年级下册)
Unit 3 Asking the way
Sound time, Culture time & Checkout time
Teaching contents 教学内容
Sound time, Culture time & Checkout time
Teaching aims and learning objectives 教学目标
1. 能够初步感知sh在单词中的发音，运用发音规则朗读新单词并与ch发音加以区分。
2. 能较流利、有感情地复述Story time，并配以表演。
3. 能正确并熟练地运用问路及指路相关的词汇及句型，在不同场景中灵活运用。
4. 了解英美国家对于洗手间的不同表达。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 能理解并掌握字母组合sh的发音规律，熟记例词，正确朗读小诗。
2. 在复习故事的过程中进一步理解并熟练运用与问路相关的词汇及句型。
3. 了解英美国家关于洗手间的不同表达，了解英美不同的语言表达文化。
教学难点：
1. 正确掌握字母组合sh的发音，并能正确举例。
2. 能熟练运用问路相关语言和词汇。
Teaching Procedures教学过程
Step 1 Warm-up
1. Free talk
2. Daily report
S: The way I come to school/…
3. Chant: I say you say
(1) T: Let’s play a game: I say you say. I say Hello you say Hi. Hello!
S: Hi.
T: I say “tr” you say /tr/. T-R.
S: /tr/
T: I say train, you say try. Train.
S: Try.
(一排学生轮流说一个关于tr开头的单词)
(2) 同法导入sh的单词
【设计意图：通过轻松的“你说我说”游戏，帮助学生回顾上一课Sound time的内容，并归纳本课新的语音sh。】
Step 2 New teaching
1. Sound
(1) PPT呈现含有sh的单词: ship sheep shirt shoe she show shy fish
(2) 教师出示单词并引导学生归纳sh的发音
(3) 学生看Sound time视频，感悟发音
(4) PPT呈现小诗及录音，学生先听录音然后跟读
(5) 教师出示含有sh的新单词，学生尝试朗读
【设计意图：通过导、悟、用三个环节，帮助学生牢牢掌握sh的发音，并能开展实际运用。】
2. Checkout time
(1) Listen and guess
T: Sharon is in the shoe shop. And there are some shops near the shoe shop. Please listen and guess what shops they are.
Script (教师读，学生猜):
No. 1 is a big place. Sharon can buy food, drink or other things in it. What is it?
No.2 is a lovely place. Sharon wants to watch a movie in it. What is it?
No. 3 is a place where Sharon can take a train.
No. 4 is a place Sharon can buy some books. Where is it?
(2) Look and talk
(学生根据地图，四人一组展开练习问答，一个人问，三个人回答)
(3) Checkout time (Point and say)
(将Checkout time中的地点做成路标形式，以教室中桌子间的过道为街道，师生开展问答游戏)
T: I’m at school. Today we are going to visit the museum. How can we go there?
(学生大组回答，然后两人一组操练并展示)
3. Culture time
(1) Read and compare (PPT呈现新创设的情景，即Mike和Nancy找厕所)
(2) Read and learn (PPT呈现文字介绍)
(3) Read and choose
(4) 引导学生给Mike指路找厕所
【设计意图：将Fun time设计成听力形式，再次巩固地点类单词，然后引导学生小组开展指路活动，拓展相关语言。将教室变成活地图，学生在模拟情境中开展比较真实的交际，有利于培养他们良好的口语交际能力。】
Homework 家庭作业
1. Read Sound time and find more words with “sh”.
2. Preview Cartoon time.
3. Surf the Internet and make a poster about green traveling.
Teaching aids 教学准备（含板书设计）
教学准备：教学课件（PPT）、Fun time地点指示牌
板书设计：
Unit 3 Asking the way
sh: sheep ship shoe shop
How to ask:
Excuse me, can I get to …/how can I get to …/can you tell the way to …
How to tell the way:
First go along … Then turn left/right at the … traffic lights.
说课
此课时为语音板块和文化板块。从教学内容来看，这两个板块毫无联系，所以教师以语音板块的人物Sharon将两者联系起来。在Sound time板块，教师从语音入手，突出语音的归纳和运用。接下来，教师通过Listen and guess和Look and talk两个活动复习了主要词汇和句型，为Checkout time活动做好准备。教师将Checkout time灵活编排，把教室变成了Checkout time中的地图，让学生练习句型。这样做可以有效地将书本知识生活化，使学生在有趣的活动中灵活操练语言。
