Lesson 10 The Great Wall第一课时评课稿

冀教版五年级下册

Lesson10 The Great Wall

一、教材分析

1.课文分析

本课“The Great Wall”讲述了Jenny, Li Ming, Danny参观长城发生的事情。学生在学习的过程中,运用英语语言读懂文本、提高了阅读技能,更重要的是学生在学习如何描述长城的过程中,体会到语言学习的乐趣,增强自信心和成就感。

2.学情分析

授课对象为五年级学生,学生心理比较成熟,语感基本形成,理解能力表达能力较强。所以本节课应充分调动学生的积极性,发挥学生的潜能,发散学生的思维。3.教学重点

能够用所学知识简单地介绍长城。

4.教学难点

能够简单地介绍其他的名胜古迹。

5.教学准备

多媒体

二、教学目标

●知识与技能目标:

(1)掌握词汇:stop, wait, feel, tired, afraid

(2)学生能用所学语言介绍长城。

●学习策略目标:

(1)养成听录音和跟读句子的习惯。

●情感态度目标:

(1)提高学习英语的兴趣,乐于阅读。

(2)增强孩子爱国意识。

三、教学步骤

Step I Class Opening Greeting

T: Hello, everyone! How are you today?

Ss: I’m fine, thanks.

1.Groups

T: Last lesson,we learn how to take a picture,let’s sing a song”Let’s take a picture”. Ss: OK.

Let’take a picture,you and me.

Look at the camera,1,2,3.

Let’s take a picture,you and me.

Look at the camera,say cheese!

Okay,okay.

This time,let’s make a funny face.

Ready?

Let’s take a picture.

1,2,3.

You and me.

Say cheese!

(设计思路:简单的问候,演唱刚刚学过的歌曲,活跃课堂气氛。)

2.Game

T: Now let’s play a game”Let’s guess”. At first,please answer me”What is the capital city of China?”

Ss: Beijing.

T: Yes. What do you know about Beijing?

Ss: (Beijing Duck is famous...)

出示遮盖了一半的图片,让学生们猜,the Palace Museum,Tian’anmen Square. T:Now you know how to take a picture,do you want to go another place to take more pictures?

Ss:Yes.

(学生运用已有知识,大胆发言,可以从食物、名胜古迹、人口等等方面描述学生所知道的北京。)

T: Today we will talk about the Great Wall.(用手指板书题目)

(设计思路:由take a picture 引入课文。)

Step II New Concepts

1.Introduction(由游戏导入新授)

T: What do you know about the Great Wall?

Ss: (It is very long....)

(学生运用已有知识,大胆发言,表述自己所知道的长城知识。)

2.Text(听录音,回答问题。)

T: Today Li Ming, Jenny and Danny went to the Great Wall. Now let’s listen to the tape and then answer the three questions.

a. How do they go to the Great Wall ?

b. How old is the Great Wall?

c. How long is the Great Wall?

听录音前让学生读问题,充分地理解问题,听完录音回答问题。然后幻灯片出示让学生替

Part1对话,讲解How old,How long is ,板书

换掉划线短语,用How long is 造句子。让学生根据Part1自由提问并回答。T: Then they are on the way back to the hotel. Look! What happened to Danny? (PPT)Listen and answer questions.听录音回答问题。How does Danny feel on the way back?学生们充分发言。

Ss:Danny feels tired.

T:Look, this word “feel”.板书

T: Who can show me what is tired? (板书tired)老师边趴在讲台上,边说I feel tired.引导学生跟着一起做并说I feel tired.

Ss: Do the action about ”tired”.

T: Is Danny afraid of the cars and buses? 教师播放马路上汽车行驶的录音,然后模仿Danny动作双手举起,向学生解释afraid(板书)。

Ss: Do the action about”afraid”.

T:We want to help Danny.We should say”Don’t be afraid.”(板书)

T: On the way,we should know traffic rules,or we will be afraid.

The lignt is red.Please _______. (板书)

Ss:停

T:Yes.stop.做动作向学生展示stop.

T: Show me what is “stop”?

Ss: (Do the action about”stop”.)

板书:The light is yellow.Please______. (板书)

Ss:等待

T:Yes.Wait.(板书在下划线上)

(设计思路:通过肢体语言、情境和词与词之间的联系处理生词,加深对课文的理解。)

T:出示四张代表tired,afraid,stop,wait的幻灯片,让学生说出对应单词。

3.你做我猜的游戏(分为男女两组):

tired,afraid,stop,wait四个单词,第一轮,先找一组男生,和一组女生,看哪组用时短;第二轮,男生女生各一名,由在座位上的同学表演,看谁猜出来得更快,获胜。

4.学生自己读Part2,翻译短语

在回旅馆的路上,感到累和饿,跑向......,有.......,救命,不要害怕,小心T:Be careful!(板书)Be careful when we are on the street.

5.邀请两名学生轮流到黑板前做小老师,领读本课重点。

Step III Consolidation

1.根据课文内容填空

2.T:出示长城的几张图片,让学生们看着美丽图片回忆课上内容。What do you think of the Great Wall?

Ss:Beautiful,it is very old and very long.学生们自由发言。

T:In China,there are more interesting places.出示Bird's Nest,Water Cube, Summer Palace,Beihai Park的幻灯片。并领读。

Step ⅣClass Closing

1.自然过渡,引出本课的情感目标,爱国。

T: Do you like Beijing? Do you like China? Our country has so many beautiful places. We love our country. Say ”I love China!” together.

T:Do you want to go these interesting places to take a picture?

Ss:Yes.

T:Let’s sing this song”Let’s take a picture.”

2. Homework

(1).Listen and repeat the text for ten minutes.

(2)Activity Book L10.

板书设计

Lesson 10 The Great Wall

How long is the Great Wall?

feel tired Be careful!

afraid Don’t be afraid.

stop The light is red.Please stop.

wait The light is yellow.Please wait.

课后反思

课后经过反思,我觉得该课的设计具有以下几个突出的特点:

1.切实落实教学目标,并适当扩展,培养学生的发散性思维,比如让学生根据短文提问题。

2.对教材资源进行切合实际的开发、利用和重叠,有效利用教学资源,努力给学生创造语言学习的环境,比如播放汽车行驶的声音,营造新单词环境。

3.能够较好地调动学生的积极性,将课堂还给学生,老师做到了适时地进,勇敢地退。比如,让学生做小老师。

4.不足之处,练习有点过多,整个课堂不够唯美。