五年级英语下册 Unit 2 Lesson12 The Palace Museum习题 冀教版(三起)

Lesson 12 The Palace Museum 说课稿教材分析：我说课的内容为冀教版《小学英语》五年级下册Unit2Lesson12The Palace Museum。

本课围绕Li Ming,Jenny和Danny参观故宫展开话题,内容生动有趣。

在第一部分中Jenny用图片展示了她的相机和胶卷。

第二部分的对话,重点介绍了故宫美丽、悠久的历史和在故宫前拍照的情景。

目的是让学生在情景中习得语言,学会交流,从而培养他们的英语交际能力。

学情分析：五年级学生已经具备了一些听说读写的能力,在已有的学习经历中,学习成就感和自信心的体验让大多数同学逐步形成了稳定的学习兴趣。

学生的个体差异也使两极分化逐步显现。

那些没有足够信心的学生对英语学习既好奇又担忧,希望得到别人的肯定。

因此,我在教学时多使用鼓励性评价语言,尽量让每个学生都参与到活动中来。

通过学生间的合作来降低学习难度,使各层次的学生都有收获,使他们体验成功的喜悦。

教法与学法：本节课采用师生之间、生生之间的交互式会话进行学习，创设出真实的生活情景，使学生在真实的情景下灵活的运用语言，使学生不是死记硬背或机械重复，使学生在真实的氛围当中掌握英语知识。

设计理念：教学设计理念遵循任务型教学理念,以学生为主体,任务为中心,交际为目的。

关注学生的生活实际和生活体验,采用活动途径,激励学生主动参与、主动探索,建立民主的、活跃的课堂。

注重培养学生的自主学习意识和合作探究2一、教学目标：1、认知目标：能听懂会读本课的内容。

( 1 )掌握词汇camera, picture, help, hurt，并能听、说、读和写这些词汇。

（2）可以说出和听懂film, take a picture, May I take your picture? I hurt my ......。

Dont worry. I can help you.等用语。

2、能力目标：能在一种贴近现实生活的语境中正确地运用所学的用语进行对话，以达到“学习活动化，活动交际化”的目的。

Lesson 12 The Palace Museum教学设计河北省藁城市岗上学区大同小学王书红一、教学目标：1、知识目标：能听懂会读本课的内容。

（1）掌握词汇：能读、写、说出和听懂camera, picture, help, hurt，这些词汇。

（2）可以说出和听懂：film, take a picture，及句子May I take your picture? Help! I hurt my . Don’t worry. I can help you.等用语。

2、能力目标：（1）在情景中，运用所学的知识，提高语言交际能力。

（2）能在一种贴近现实生活的语境中正确地运用所学的用语进行对话，以达到“学习活动化，活动交际化”的目的。

3、情感目标：激发积极的情感因素。

（1）在学习运用Don’t worry. I can help you. 等用语的过程中，学会关心他人，礼貌待人，乐于并善于与他人进行友好的交际。

（2）通过情景对话，感受到所学知识融汇到实际交往中的乐趣，激发学生学习英语的兴趣，培养学习英语的积极态度，使学生乐于合作参与，勇于进行交际实践。

二、教学重点、难点1、教学重点：（1）掌握词汇camera, picture, help, hurt.（2）会用受伤后求助及如何安慰别人等用语。

2、教学难点：运用本课所学的用语进行情景对话。

三、教具、学具准备照相机、胶卷、相片、剪刀、创可贴、纸片、录音机等。

四、教学过程：（一）Class opening and review1、Greetings:Hello! How are you? Nice to meet you! How do you feel? （营造英语氛围，激发英语学习兴趣，让学生迅速进入学习英语的状态。

）2、Sing a song:“Head, shoulders, knees, toes”.（教师和学生一起边唱边指着身体各部位，既复习了人体部位词汇，又活跃了课堂氛围。

2019-2020年五年级英语下册 unit2 lesson12(4)教案冀教版采用活动途径倡导体验参与，是英语课程标准提出的精神主旨，因此通过听说读写玩做等各种教学活动，让学生从具体而生动的亲身体验中逐步掌握语言基本技能，提高实际运用语言的能力，是英语课堂教学的首要目的，在本课的教学中，针对学生的认知水平来，本着激趣为主的方针，我是这样来实施这一节课的:一、直观教具的引入，激发学生求知欲让学生爱学,乐学,洋溢于快乐的学习氛围中是英语教学的主要方式，本着学生对新事物的渴望，在教学camera时我将实物带入课堂，让学生在看中学，读中学，用中学，从而大大降低了单词的枯燥乏味。

针对take a picture，让学生亲手实践，不仅让学生敢于开口说也锻炼了学生对语言知识的运用能力.二、图文声并茂的情境培养了学生语言的运用能力多媒体的运用不仅增添了丰富多彩的内容，大大激发了学生学习英语的兴趣，在教学hurt时，创设了I hurt my _____.A:Don’t worry.I can help you的情景.在情境中不仅锻炼了学生的分析能力，合作能力，交际能力，也大大加强了对英语的运用能力虽然在整堂课下来，感觉自己能用英语完成教学，也有了一定的自信心，自身素质得到了锻炼，也有了一定程度的提高，但回顾教学过程却发现自己在Make dialogues时限制了学生的思路，留给学生自由发挥的空间较小，而且对学生编的好坏欠缺及时评价，导致学生没有明确的方向，因此在今后的教学中不仅要认真钻研教材更要认真备学生。

(一)、在语言的运用上拓宽学生的思路，不拘尼于固定模式.（二）、每一节新课的重难点，采取相应的措施去攻破难点排除障碍.(三)、在抓牢基础知识的同时，多给学生留有对话和交际的机会。

采用活动途径倡导体验参与是英语课程标准提出的精神主旨，因此通过听说读写游玩做等各种教学活动让学生从具体而生动的亲身体验中逐步掌握语言基本技能提高实际运用语言的能力是英语课堂教学首要目的，在本课的教学中针对学生认知水来学生参与探索的能力和对语言的新能力本着激趣为主的方针我是这样来实施这一节课的:附送：2019-2020年五年级英语下册 unit2 lesson12教案冀教版教学目标：知识目标: 1. 使学生可以读,写,说出并且听懂名词: camera, picture; 动词: help, hurt. 2.可以说出并听懂短语: take a picture; 句型May I -----? Yes, you may.\ No, youmay not.能力目标: 1. 熟练写出本课重点词汇. 2. 运用本课重点词, 句谈论某个名胜古迹, 并编写情景对话.情感目标: 利用节假日, 和父母, 朋友, 同学一起游览我国的名胜古迹, 了解它们的历史, 增长我们的知识, 在旅行中要注意安全.教学重点: 本课重点单词, 句型.教学难点: 综合运用本课重点词,句, 结合实际进行对话.教学过程:Class Opening and ReviewGreetingReviewSing “ Head, Shoulder, Knees, Toes” to review parts of the body.Play a game to review “How old are you? I am -----years old.Key ConceptsIntroduceDemonstrate “camera” and “picture” with real objects.（教师边拿实物，边讲解。

Unit 2Lesson12 A Visit to the Great Wall 通过本节课Story time 学习，使学生能够表述自己在日常生活中去旅行的事迹。

【知识目标】1. 学生能听懂和理解这个简单的故事。

2. 学生能就故事内容进行问答。

3. 学生能向同学复述故事。

【能力目标】通过本节课Story time 学习，使学生能够表述自己在日常生活中去旅行的事迹。

【情感目标】培养学生热爱文物及保护文物的情感意识。

【教学重点】通过本节课的学习，学生能够简要复述课文大致内容。

【教学难点】学生能够简要复述Story time 课文内容。

Tape recorder, MultimediaStep 1.Warm-up1 GreetingsSay hello to students: Hello everybody. Welcome boys and girls.When the students sit well, let them recall as much as possible about the landscape of Beijing. Ask:◆ 教材分析◆ 教学目标 ◆ 教学重难点◆ ◆ 课前准备◆◆ 教学过程What do you know about Tian'anmen Square?What did you learn about the Great Wall?Would you like to see the Palace Museum?2. text introductionLet the students turn to the thirtieth page of the textbook. Tell them to read a story that can provide more information about the Great Wall.Step 2.PresentationStory time: A Visit to the Great Wall1. pre-reading activitiesLook at the pictures and discuss what you see in each picture, and record the contents of the students' answers on the blackboard. Use the problem to help students understand.How do Mrs. Li, Jenny, Danny and Li Ming go to the.What do we call the Great Wall in China?Are Danny and Jenny interested in the Great Wall?Do you know the Chinese saying about the Great Wall?Why can 't Danny draw or write on the Great Wall?2. reading activitiesTalk about picturesFigure 1What do you see in this picture?Everyone is sitting in the bus and going to visit the Great Wall.Figure 2Where are they now?They arrived at the the Great Wall. How happy it is to see the children! They know that the the Great Wall in China called the Great Wall".Li Ming told Danny and Jenny about the knowledge of the Great Wall.Figure 3In this picture, they are lucky to be on the the Great Wall. What are they getting to know now? They know that the Great Wall is very old. Some parts have the history of2000. How old it is! A s time goes on, more walls have been built, and this is the the Great Wall that we see today.Figure 4Now, they stop to talk about more about the Great Wall. Li Ming tells an interesting thing about the Great Wall and China and the country. People say that if you want to know that you are "a good man", you have to visit the Great Wall.Figure 5Danny felt that he was a real "man" and wrote the word on the Great Wall. Li Ming is not happy. He told Danny not to scribble on the the Great Wall scribble. Why? Because it is the responsibility of everyone to protect the cleanness and beauty of the Great Wall. Do you agree with this point of view? You'll certainly agree.Figure 6The children are going to leave. Jenny was very impressed. She was heartily pleased. She felt lucky to be able to visit the Great Wall.Listen to the storyPlay story recordings. The students listened quietly. Listen again and repeat all the students. Now, let the volunteered students take turns reading the story. Let a student stood up and he / she said: "Let s read this part of the story. points to the frame, to help students to read aloud. Continue to let the different students read aloud until all the contents are read.Step 3.PracticeAfter 1. reading activitiesMake a signIt is important to explain to the students why it is important to protect the historic sites like the Great Wall. Because they are part of our historical heritage and culture, they should be respected and protected whenever they are. So we can not scribble on the the Great Wall by not throw garbage in the scenic spots. Divide the students into groups. The students decided to make a sign on the the Great Wall to protect the beauty and cleanliness of the Great Wall. Give them some time to make it. After finishing, let the volunteered students read the signs of the sign. Then, put the signs inthe classroom.2. read and discussLet the students look at the bottom of the thirty-first page. Help students understand what they need to do. The teacher read the three questions aloud to ensure that the students knew what to do. Divide the class into groups, talk about the story, and what they know after reading. The groups should first read the story together again. Then, ask questions and answers on the questions given.What 's the Chinese saying about the Great Wall?How can we keep the Great W all clean and beautiful?Talk about the Great Wall with your friends.Talk about the playStudents should be able to answer these two questions easily. Q: Who is going to Beijing? Wait to answer. And then ask: What happens to Danny?The class was divided into three groups, with one girl and two boys in each group. Each group should practice the story and perform it for the whole class.1. Danny2. Jenny3. Li MingExplain their task to the students. The first thing to do is to decide your role. Then read the story together and decide how to perform. Let a few groups perform in Chinese, and the other groups perform in English.Step 4.ConsolidationI'm a little speaker: group the whole class to perform and retell the text story. The teacher has chosen the best team to win and gives the students the appropriate reward. Step 5. SummaryRetell the Story time text story.Step 6. HomeworkRead and retell the Story time text story.◆教学反思。