Story time优秀教案设计

教学内容：译林版小学英语五年级下册Unit3 Asking the way 教学课时：Story time 教学目标：

By the end of the class, students are able to

1 Understand the story and know how to ask and show the way. 2 Know the meaning of these words and phrases( take, get on, get off, walk,ask the way, get to, station, bookshop,next to,ask...for help, along, turn right, traffic light,on your right) and sentence patterns( How do I get to...? You can get on the metro/bus at... Then, walk to/go along...Excuse me.) 3 learn some reading strategies, such as guessing the meaning of new words, skimming, scanning ,listen and read to find key information,etc.; 4 Improve the thinking ablity of imaging, summarizing, analyzing, and judging. 5 Try to be nice and creative when dealing with problems in their daily life properly. 教学重难点：

Focus of the lesson: 1 Understand the story and know how to ask and show the way. 2 know the meaning of expressions about asking and showing the way. Predicted difficulties: 1 understanding the meaning of “turn right”

and the concept of direction.

2 understand the routine from Yang Ling’s home to Su Hai’s

教学准备：

PPT 词条

图片

教学流程：

教

学

活

动

设计意图

【设计意图】

1 热场，活跃气氛

2 感知理解难点left/right

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1 导入主题,创设Before class activity

Warm-up

Song （TPR）

部分歌词：You put your right hand in

You put your right hand out.

Before reading

1

Lead-in

Get to know me “Am I telling the truth?”

a)My school is on Youfu West Street. b)I take the train to school.(追问：

How do I get to your 问路情境

school?)

c) A man helps me find your school. 2 在自然和谐幽默的交流中迅速T：When I get off the bus, I’m lost. Oh, my god!

Where 拉近师生关系

am I? Where’s Houbiaoying Primary School? I’m very 3 给学生读前更worried. Then I ask the way. (PPT出路人手绘地图，及指多输入，难点提前路文字，生读路线看地图，判断路人是否指路正确) T:Of course, he is telling the truth. See, I am here now! 感知（画地图和指路方向，为之后的

So today we’ll talk about a new topic” Asking the way”

揭题

Asking the way

自学任务坐铺垫）

While reading

1Prediction

T: Now our old friend Yang Ling is asking the way on the 【设计意图】

phone. She wants to visit Su Hai’s new home.(PPT出示U3主1图片串联单元题图) What have you learned about Su Hai’s new home? ( 出情境，激活学生旧示前一单元U2主题图) 图式

S:预设it’s very big. It’s far from school. On Moon Street, near 2 听前预测策略City Library, go to school by bus.

T: How does Yang ling ask the way? Can you guess? 的感知

S:预设

Where’s ...?/ Can you tell me the way...? /How can I go

to ...? 2Listen and say

T: Let’s listen（播放YL问路音频）Who hear it? Let’s try.(手机

道具辅助，2个学生) 呈现句型：

How do I get to …? 3Watch and order(PPT放大图1四个地点图）

T：How does Su Hai show the way ? Look at this picture 【设计意图】

carefully. There are some places on it. What are they? S：说出四个地点。

1培养学生读图获取信息的能力

T: Wow, you can get a lot from the picture. I think these places 2第一次走进文are very important. Let’s watch and order them 本，厘清故事大意

a) Watch and order

(语言支架：

At first, she goes 思

to …Next…Then…Finally.教station, bookshop)

b) Read and analyze(黑板PPT同时呈现出空白地图)

T: Here’s the map of SH and Yl’s home. Where are these

places? Please read picture 1 and underline the sentences on

your book.

c) stick and convice

生上来贴地点词条，用文中的句子来支持观点。

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1第二次走进文T: Can you come here and stick these places on the map. Try 本，培养学生思维to read the sentence on the book to support your idea.(四个的分析能力及概学生各说一个地点，师及时追问：

How do you know?/Can 括能力。

you read the sentence?) 呈现get on (箭头) get off（箭头）

walk to （图片释义）

next to （生自主英文释义）

4Read Picture 1 5 Look and say T: Can you help YL to remember the way to Su Hai’s home? 师带着示范复述一次，生上台复述一次。

2聚焦细节，在情境中呈现操练语言,训练学生寻找信息佐证自己观点的能力。

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6Think and say 1评价故事，预测T:

Yang Ling is on the way to Su Hai’s home. She comes out 故事后续发展，培from the City Library Station.What happened? Can you guess?

养学生思维的想S: She can’t find the bookshop/ Moon Street. T: Where’s she now? S: She’s on Sun Street. T: Why isn’t YL on Moon Street? S:预设地铁出口问题。

象力和评估力，既可以检验和加深学生对故事的理解，让学生与文本对话，与自己的经T: If you were Yang Ling，

how do you feel now? What can you 验对话，又可激起do? (师启发示范拿出手机演示百度谷歌高德地图) 预设：taxi, call Su Hai, buy a map

T: What does Yang Ling do in the story?

(出图二插图，教ask for help) 学生继续阅读的兴趣。

2 迁移性的问题培养学生的发散

If you were Yang Ling , how do you ask the way? (道具眼镜)

思维和解决问题预设：

Where is the bookshop? Can you tell me the way 的能力。

to the bookshop?

(及时板书生成句型) 在情境中渗透polite让生感知, 教excuse me。

7Read and draw

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T：Let’s help Yang Ling together! Let’s read Picture 2 and 1画图培养学生draw a map for Yang Ling. Step 1 读图2 Step2 两人一组，讨论画出从市图书馆站到书店的地图

思维的空间意识及方向感。真正体现英语知识的语

Step3 两人一组，扮演杨玲和警察，丰富情境。

（PPT同屏展示学生作品。表演道具辅助。）

7 Reading time

用功能，即“用英语做事情”。。

跟录音读

（教长难句断句You can get on ….and get off…）

After reading

1 Retell

T:

That’s the whole story. YL finds SH’s home with the help

of Su Hai and the policeman. Can you tell the way from the

beginning? (by metro and on foot) 2

Summarize 【设计意图】

总结问路指路句T:

These are sentences about asking and showing the way. 型，培养联想和概Can you give me more sentences? 3

Consolidation(留作家业) 联盟校，地图及路线

括能力

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联系学生生活创设情境运用语言。

板书设计：

Unit 3 Asking the way

Mar.20 左边动态生成的地图

右边动态生成的句型

作业设计：

1 Draw the map and write it down 2 Read the story three times and recite it.