Lesson 12 A Visit to the Great Wall第二课时教案

冀教版小学英语五年级下册

Lesson12：A Visit to the Great Wall 教学设计

石家庄市桥西区维明路小学

田玲玲

一、教学分析：

1、学习者分析：五年级学生已经学过两年多英语，积累了一定的词汇和语法知识，在课堂活动中教师应尽量调动她们用英语表达的积极性。

2、学习内容分析：本课大部分词句学生都已学过，生词不多，理解起来较容易。谚语是学生初次接触，感觉很新鲜。很多孩子都去过长城，所以这个故事很容易引起共鸣。

二、教学目标：

知识、技能目标：

1、能听懂并读懂故事。

2、能在图片或关键词提示和老师的帮助下复述故事。

3.

能清楚故事的构成要素：Who？

When？

Where？

What？

How? 学习策略目标：

1、在学习中集中注意力，初步尝试阅读策略：skim，

scan ，skip 。

2、对所学内容能主动练习和实践。

3、积极运用所学英语进行表达和交流。

4.

能运用阅读技巧提高阅读速度和效率。

情感态度目标：

1、学生有兴趣听故事，读故事，积极参与各项活动。

2、提倡学生文明旅行，爱护文明古迹。

三、教学重难点：

1本课重点：听懂并读懂故事。

2本课难点：掌握阅读策略。

四、教学准备：

课件，练习题

五、教学过程：

Class Opening: 1.

Greetings: T: Good afternoon, boys and girls. Ss: Good afternoon, Miss Tian. T: How do you feel, today? Ss: I feel happy. T: I feel excited, I want to travel. Do you love to travel? Ss: Yes. T: Where do you want to go? Ss: I want to go to shanghai./Beijing/Wuhan…

【设计意图】：简单的问候后，与学生进行free talk，拉近师生的关系，为接下来的复习环节做铺垫

2. Review: Ask and answer T: They love to travel too.

Look ! Who are they? Ss: They are Jenny,Danny, Li Ming and Mrs. Li.

T: Where are they now? S1: They are on the Great Wall/ Beijing

T: Look, they are in Beijing. Beijing is very big. Where do they go in Beijing? Ss: They go to Tian’anmen Square./the Palace Museum….

T: What do they do there? Ss: They fly kites on Tian’anmen Square/….

T: Well, what do they do on the Great Wall? Let’s go into today’s story. New Concepts:

1、

Pre-reading: A visit

to

the

Great Wall.(read the title) T: Let’s read the story and try to find out what is the story talking about. Here is the reading tip. 【设计意图】让学生们使用skim阅读技巧，对整篇故事有个大概的了解

2.

While-reading

T: When we read a story, we need to know “who when where how what”

Now, let’s read P1-2 and underline the key words .

Check the answers reading tips: scan Questions:

Who are in the story?—Jenny, Danny, Li Ming and Mrs. Li

Where do they go?--- go to the Great Wall When do they go to the Great Wall?—Today How do they go to the Great Wall? –By bus. What do they know about the Great Wall? The Ten-Thousand-Li Great Wall Do you know what’s meaning? 万里长城。

（choose some students to read）

What else do they know about the Great Wall? Read P3-5 and circle the key information. T:What’s your key word? Ss:…

Look, (ppt)

old----

The Great Wall is old. Long---- The Great Wall is long….. The Great Wall is very old and very long. 解决知识点：

the oldest Let’s look at the example.

如图：

【设计意图】用清楚的年龄比较来猜测词意，学生更加能理解，the oldest. 然后推断the oldest part of the great wall 的含义，清楚了后再问问题，就更加明确。

How old is the oldest part of the Great Wall? The oldest part is more than 2000 years old.

让学生猜测more than 的含义。

They also know a Chinese saying. What is it? Who can answer？

S1：He who does not go to the great wall is not a true man. S2；…

T: it is a little long. So we should stop here and here.

He/who does not go to the Great Wall/is not a true man. 【设计意图】教给学生长句朗读需要停顿。

Can you try it again? Ss:…. T: Now Danny is a true man. What does Danny want to do? Ss: He wants to write his name on the Great Wall. T: Can he write? Ss: No. T: Why? Ss: Let’s keep it clean and beautiful. T: How can we keep it clean and beautiful? Ss: Don’t draw or write. T: If we are on a trip, how can we to be a civilized visitor?

S1: ... S2: ...

Don’t write or draw!

Don’t spit!

Don’t litter.

Don’t crowd!

【设计意图】：通过阅读策略：寻读，略读，速读等来帮助学生理解读懂故事，提倡学生文明旅行，爱护文明古迹。

Now let’s enjoy some beautiful pictures of the Great Wall. Wow ~~~~ You can only say one word: “wow”. What does jenny say? What a wonderful place to visit! We are lucky to see it. Ss:…

T: Try to read with your emotion. I have some words for you. Look . Wow, amazing!

It’s fantastic! What an attractive place!

【设计意图】：在情境中给学生们拓展单词，更容易让他们接受。

Read P2-5 together。

3.

Post reading: 1)

Fill in the blanks. T:Do you have any questions about story?

Ss: No Check

2) retell

六．Extended reading. T:I have another story for you.Look, what can you see in the picture? Ss: I see a duck. the

T: Where is the duck? Ss: On a bike. T: so the story is “Duck on a bike”

Let’s read it quickly. And choose what is the story talking about? A? B? or C?----C is right。

OK，now let’s read again and find.

Who ? When? Where? How? What? Check . You did a good job today. I have some books for you. A funny trip to Mars

School bus Trip. The family vovation. Going on a plane.Howdy Doody’s Lucky trip. 七．Homework:

Choose one book to read and share the story with your friends.

八、板书设计：

Lesson12：A Visit to the Great Wall

九．教学反思：结合我们维明联合校这两年的教研主题：在网络环境下的读的研究，我设计了这节课，将目标定为：

1、能听懂并读懂故事。

2、能在图片或关键词提示和老师的帮助下复述故事。

3.

能清楚故事的构成要素：Who？

When？

Where？

What？

How? 4.初步尝试skim，

scan ，skip阅读策略，提高阅读速度和效率。

在教学过程中，先告诉学生故事构成的五个要素，让学生脑中有框架，然后给予他们阅读技巧指导，让学生整体感知故事内容后，向学生提出一个主旨性问题进行检查. 当学生把故事大意弄清楚后再有针对性的解决故事的五要素，层次清楚。解决五要素的同时将一些知识点及所用到的阅读技巧一并讲解，让学生带着问题去阅读课文，给学生时间默读课文去寻找问题的答案。这样学生的阅读也更有目的性，在寻找答案的过程中也突破的重点，从而理解并掌握了学习内容。

在掌握了课本的学习内容后又拓展阅读，这是借鉴我们学校语文教研中以文代文的形式呈现。目的是将所学到的阅读技巧付诸实践，趁热打铁，学以致用。

总的来说，这节课我关注了学生存在的叙述事情的问题,由词到句,由句到篇，给学生以引导，充分发挥了学生的主体性，学生学习效果较好。

四维小学

王炜老师评课：我觉得田老师这节课目标很明确，各个教学活动也能指向目标，田老师这节课以who when where how what这几个词为主线，在读前环节就以这几个词来复习整单元所学内容，然后很自然的导入新课，在读中活动有read and underline, read and circle, fill in the blanks ,role play等多种教学活动促进学生阅读。读中有很多阅读技巧skim scan skip 的指导。不仅教授课文知识，还给学生拓展文明旅游的语句比如说：Don’t crowd等,还有在情境中词汇的拓展，有wow 引入，有趣自然。非要说不足的话，个人觉得在小组表演之前先听一听会不会说得更好些。以上是我的评课，谢谢大家。

草场街小学

张长军老师评课：第一次听田老师讲课，觉得田老师特别有亲和力，也特别有爱心。在学生回答问题的时候认真的倾听，仔细的纠错。对于不会读的学生也是很有耐心的一个词一个词的教。这点值得我们大家学习。课文阅读中也给了学生多种阅读策略，让学生掌握阅读技巧提高阅读速度和效率。拓展环节的引子很不错，开始以为就只欣赏几幅图用一个词wow来表达，没想到后边又拓展了三个形容词，三句话由易到难。学生很容易接受。总的来说挺好的，但是有些许个人看法不知得当与否。1.课件上的the应小写首字母。2.课外阅读放到课后或另一节课上细细品味。以上是我的观点，还希望大家指正。