冀教版（三起）五下-Unit 2 In Beijing-Unit 2 Review-ppt课件-(含教案+视频+素材)-省级优课-(编号：f21f6).zip

Who do I go with? Please guess. You can go to Beijing by_. Discuss in groups.（小组讨论 ） 1 minute.（限时一分钟） What famous places do you know? Get as much famous places as you can.（想出尽可能多的名胜） Tiananmen Square the Palace MuseumWater Cube Wangfujing Street Beihai Park the Great WallSummer PalaceBirds Nest Temple of Heaven Step one: Talk in your groups. Step two: Make mind map in your groups. Tiananmen Square the Palace MuseumWater Cube Wangfujing Street Beihai Park the Great WallSummer PalaceBirds Nest Temple of Heaven watch the flag raising ceremony Some people are taking pictures. Some people are walking. Some children are running. Be careful. Dont draw or write. Dont worry. I can help you. Be careful. Dont be afraid. Go shopping I like shopping. I go to Wangfujing Street. Look,there are many people and shops. I buy a scarf for my mother, some tea for my father and a book for my sister. Im tired but happy. A Trip to Beijing On Sunday I go on a trip to Beijing. I go to Beijing with my friends .We go there by train. We go to the Palace Museum. Its beautiful. Its red and yellow. Its old. We go to the Great Wall.Its very long. Its six thousand kilometres. We like shopping. We go to Wangfujing Street and buy some gifts for my family. When we go on a trip, please remerber：Dont draw and write. Be careful and dont be afraid. What a nice trip! What can we talk about a trip? What can we talk about a trip? When Tips Where How Who A Trip to Kittys mind map Lucys mind map Toms mind map 1. Finish your mind map（完成思维导图）. 2. Look at your mind map and talk about your trip with your friends（看着你的导 图，和朋友谈论你的旅行）. Unit 2 Review: A Trip to Beijing 教学设计 授课内容：授课内容：冀教版小学英语五年级下册 Unit 2 Review 课型：课型：思维导图复习课 学情分析：学情分析： 五年级学生已经有了一定的英语语言基础和表达能力，能借助图片，在老师的 帮助下表达情感并进行语言交流。在知识储备上，上册书中已接触了旅行计划， 旅行准备相关知识，在本单元新授课中学习了课本主人公北京之旅的内容。一 般将来时初步了解，一般现在时，正在进行时进行过详细学习；思维导图的制 作也有相关学习及尝试，这些都为本课的学习奠定了基础。 教材分析：教材分析： 本课是五年级下册第二单元的一节复习课，整个单元以 In Beijing 为主题，学习 介绍了去北京旅行的相关内容。五年级上册书中介绍过相关的旅行知识，如旅 行计划、旅行准备等。本节复习课是在梳理巩固单元知识的基础上，进一步谈 论学习相关内容，并将所学内容得于实际运用。 在分解课标、分析教材、考虑学情的基础上，我设定了以下 教学目标：教学目标： 语言交流目标语言交流目标 学生能够在制作导图的过程中书写单元重点，并能借助思维导图灵活运用单元 重点词汇、句型从各方面谈论、完整复述北京之旅相关内容。尝试制作个人旅 行思维导图，发挥想象，大胆表达，学以致用，从而提升综合语言运用能力。 思维认知目标思维认知目标 学生能够在老师的引导下，在思维导图的帮助下归纳整理单元信息，构建单元 知识框架。能够在任务活动中发散思维，积极合作；仔细观察，用心提炼；大 胆尝试，勇于实践。 社会文化目标社会文化目标 学生能够在注意个人出行安全的同时善于帮助他人，争做文明旅行者。 教学重点教学重点: 借助思维导图在教师的帮助下归纳整理单元重点，并能运用单元重点知识进行 北京之旅复述。 教学难点教学难点: 学生能够尝试制作个人旅行导图，并将单元知识灵活运用，大胆表达，勇于创 新。 基于以上教学目标我的课堂设计如下： 教学过程教学过程: Step one: Greeting: Good morning, boys and girls. I am happy. Are you happy? Hows the weather today? Yes, its sunny and warm. Spring is coming. Its warm. So I love travel on holidays. Do you love travel? 【设计意图】 课伊始在与学生轻松愉悦的交流中，以我的一次旅行为大情 境，自然进入本单元话题内容，激发了学生的学习兴趣，为接下来的进一步学 习做好了铺垫。 Step two: 1. T: On Sunday, I go on a trip to Beijing. （板书 Sunday A Trip to Beijing） Who do I go with? Please Guess. 学生猜测：You go to Beijing with your. T: I go to Beijing with my friends.（板书 friends） 2. T: Look, this is a bus, a plane and a train. How can I go to Beijing? S: You can go to Beijing by . (学生给出建议） T: Good idea. I go to Beijing by train. (板书 train 并完善中心图） 【设计意图】通过谈话，猜测，给建议几个主要环节发散思维，提高语言表 达能力，学生变被动发言为主动表达。同时逐步构建思维导图框架引入中心内 容及 When Who How 几个分支内容 3. T：In Beijing, there are many famous places. What palaces do you know.？Now please discuss in your groups. One minute get as much as you can. Are you ready? go(一分钟倒计时） Times up. Lets say the famous places one team by one team. 4. Now lets look. Whats this? This is the Palace Museum. Do you know about the Palace Museum? (学生边说有关故宫的内容，教师边完善导图内容） What else do you know about the Palace Museum? 【设计意图】一分钟倒计时给学生带来了一场头脑风暴活动，学生在这种激 烈的竞争形式下迅速回忆并激活相关名胜。故宫内容的谈论起到了示范引领作 用，学生明白谈论和制作导图的方向及方法，大家边讨论边完成故宫导图分支 内容，为接下来小组内表达与创作做好了铺垫 5. Do you know about the Great Wall and Tiananmen Square? Think about them. (1) One part talk about the Great Wall and make your mind map. One part talk about the Palace Museum and make your mind map. (2) Two groups make the mind map on the blackboard. (3) Volunteers introduce. (4) Do you know anything else?(其他组做补充） 【设计意图】从独立思考，到小组讨论、制作导图，再到展示交流，补充完 善。学生在不断的思维碰撞中，在真实的做一做活动中归纳总结了相关知识， 提高了合作意识，思维导图 Where 部分也在不断完善。 6.T: So many famous places. Now lets have a look. Where do I visit? Yes, I go to the Palace Museum, Tiananmen Square and the Great Wall. (多媒体图 片）There are many people. What are they doing? Some people are. 借助图片讨论引入：Dont worry. Dont be afraid. Be careful. Dont draw or write. 【设计意图】 借助情境，教师与学生在真实的交谈过程中复习单元相关内 容，渗透情感教育，引导学生文明旅行，完善导图 Tips 环节。 7. T: Then I feel tired and hungry. So I go to Wangfujing Street. Its a busy street. There are many people and shops. I love shopping. I buy many gifts for my family. Now please listen carefully: What do I buy? Please read: Who are the gifts for? Read and find the answer 【设计意图】 通过听一听，读一读活动学生复习巩固了有关购物的重点句 型，教师通过写一写画一画进一步完善导图内容。 Step three: 1. Look at the mind map and retell the trip together. 2. Practice with partners and volunteers show it. 【设计意图】一个较为完成的思维导图在自然而然的教学过程中生成，为 学生搭建了语言表达的框架。借助导图进行复述，降低表达难度，发散思维， 提高语言表达能力。 Step four: T: Please look at the mind map again and think : What can we talk about a trip?(教师 引导学生一起总结提炼）When we talk about a trip, we can talk about “When do we go? Who do we go with? How can we go there? Where do we visit? And some tips.” 【设计意图】在复习中构建导图，搭建单元信息框架，再进一步观察导图从 而总结、提炼、明确主要表达方向，培养了学生的思维品质，也为接下来的学 以致用做好了铺垫。 Step five: T: Now lets enjoy some mind maps about the trip. Can you make a mind map about your trip? (学生自己做自己的旅行导图) Volunteers show it. 【设计意图】欣赏其他示范性旅行导图，丰富了导图内容，激发了学生自己 制作旅行导图的欲望。进而学生尝试制作自己的旅行导图，发散思维，学以致 用，将所学知识又一次在真实表达中得于灵活运用。 Step six: Homework: 1. Finish your mind map 2. Talk about it with your friend or family. 【设计意图设计意图】将自己的导图内容课下进一步完善并表达交流，开放的家庭作 业将课上内容延伸到了课下，有利于学生进一步巩固知识，提高能力。