Unit 4 Lesson 19 Meet Li Ming's Family 阅读课 教案

冀教版小学英语五年级上册
Lesson 19 Meet Li Ming’s Family
（阅读课）
教材版本：冀教版小学英语五年级上册
授课年级：五年级
学情分析：
本课的教学对象是小学五年级的学生，这些学生从三年级开始学习英语，已经掌握了一些英语基础知识，具备基本的表达能力。对英语语篇有一定的理解力，初步掌握了一些英语阅读的策略。他们需要教师引导来完成具体的学习任务，增强英语语感，语篇意识。这个年龄段的孩子处于自我意识形成期， 对外界事物有自己的理解，教师需发挥学生的主观能动性，创造性的使用教材，发挥学生优势。
教学内容分析：
本课的教学内容为冀教版三年级起点第五册第四单元的起始课。它承接前三个单元的话题，也为丹尼和珍妮在国内后续活动的开展进行了铺垫。课文之前的内容以时间介词的使用为侧重点。而本课的课型设定为阅读课，在了解学情的前提下，我们对文本进行了适当的调整。课题为Meet Li Ming’s Family ，于是我们增加了一个人物，李明的妈妈Mrs.Li。基于人物特征，将对话结构进行了完善。把之前丹尼提问的When will we go to Beijing 以及李明的答句分为三个层次：When will we go to Beijing When will we arrive in Beijing How will we go there 这样以来，更易于学生理解。另外，在介绍北京之行的部分增加了学生已知的北京一些著名的景点，以及描述性语言。这些内容的增添，丰富了文本结构，体现了单元内容的整合。创编以后的文本更加符合学生的认知，符合阅读课的文本素材特点，有利于学生理清事件发展脉络，增强语篇意识。
教学目标：
1 学生能够听懂，读懂课文的相关内容并进行表达。
2学生能够初步利用找关键词，寻读等阅读策略获取信息，理解文本内容。
3学生能够借助板书，按时间发展的顺序复述课文。
4 学生能够在小组活动中制定自己喜欢的旅行计划，并进行口头展示。
教学重点：学生能够借助板书，按时间发展的顺序复述课文。
教学难点：学生能够在小组活动中制定自己喜欢的旅行计划，并进行口头展示。
板书设计：
教学过程：
I Pre-reading:
Step 1. Greeting.
T: Today, we have two teams. This car is for your team. This car is for you.
Please work hard to make your car go faster and faster. Ok
Ss: Ok!
【设计意图：将学生分为两组，采用小汽车向前开的形式，属于旅行方式的一种，以此调动学生的参与积极性。】
T：Hello! Boys and girls.
Ss: Hello! Summer!
Step 2. Lead-in.
T: You know my name . Do you know his name
He is our friend. He lives in Shijiazhuang. Who is he
Ss: Li Ming!
T: Yes!
【设计意图：师生之间的亲切问候导入本课的主人公，进而呈现课本三单元里的几幅图片，激活学生已知，带领学生回忆发生在李明身上的和旅行相关主要内容并进行讨论，自然的引入本课话题“见面”。】
Step 3. Review.
T: Look at these pictures. Can you say something about them
S1: Li Ming loves to travel.
S2: Li Ming wants his mum to come with him.
S3: Li Ming wants to invite Danny and Jenny.
S4: Li Ming’s mum calls Jenny’s mum.
T: Wonderful!
【设计意图：利用熟悉的图片唤醒学生头脑里的已知内容，进而进行口头描述，梳理课文发生的背景。在锻炼学生的表达能力的同时，为后续旅行计划的展开做好铺垫。 】
II While-reading:
Step1. Look, listen and underline.
T: Danny and Jenny come to China. They arrive in Shijiazhuang.
When do they arrive in Shijiazhuang
Please look , listen and underline the time.
Ss look ,listen and underline.
T: When do they arrive in Shijiazhuang
S: They arrive in Shijiazhuang at 10:00 in the evening on Jan.31.
T: Great!
【设计意图：改编以后的文本篇幅变长，内容增多。利用边听边看的形式，降低学生在首次接触文本时的难度， 便于学生锁定关键信息。 学生通过视听的形式对文本进行整体感知，了解课文的主要内容。】
Step 2. Listen carefully and answer.
T: Who do Jenny and Danny meet
S: Li Ming’s family.
T: Ok, they meet Li Ming’s family.
What do they say when they meet Let’s listen and find the answer.
Ss listen and fine the answer.
T: What do they say
S1: Hello!
S2: Nice to meet you!
S3: Did you have a nice trip
S4: Yes, thanks.
T: Well done! They greet each other.
【设计意图：在之前已经完整视听一遍的基础上，再次播放课文的见面部分。使学生利用听的形式聚焦见面用语，在情境中体会这些语言的含义同时培养学生听课文获取信息的能力。】
Step 3. Read silently and circle the key words.
T: What else do they talk about
Now, please read it silently and circle the key words.
Ss read and circle.
T: What do they talk about
S: Travel plan.
T: Perfect! They talk about the travel plan in China.
【设计意图：鼓励学生进行通过默读的形式来感知文本，培养学生寻读策略的运用。默读的形式利于学生对文本的深层次思考。学生需要通过统览后半部分，在了解主要内容的情况下，找到他们后来探讨的主要内容-Travel Plan。培养学生提取关键词概括的能力。】
Step 4. Read carefully and think.
T: How many days will Danny and Jenny stay in China
Please read it again and think about this question.
Ss read and think.
T: How many
S: Seven days.
T: How do you know
S: They will stay 2 days with Li Ming’s family. They will stay five days in Beijing.
T: Great!
【设计意图：这个问题的答案在文中没有直接呈现，学生需要通过阅读，利用寻读策略找到基本信息：2 days 和5 days.并进行观察，比较得出正确结论7 days。 锻炼学生分析总结的思维能力。　】
Step 5. Read quickly and find the answers.
T: They will stay 2 days in Shijiazhuang and they will stay 5 days in Beijing.
But When will they go to Beijing When will they arrive in Beijing
How will they go there
Now, please read the text and find all the answer.
Ss read and find the answer.
T: When do they go to Beijing
S: They go to Beijing at 11:58 in the morning on Feb.3.
T: When do they arrive in Beijing
S: They arrive in Beijing at 1:17 in the afternoon.
T: How will they go there
S: By train.
【设计意图：从宏观中国之行的理解到微观北京之行具体信息的剖析，利用三个问题引导学生关注李明他们的北京之行的具体内容。】
T: Where will they go in Beijing I will give you 30’ to find the places.
Ready Go!
Ss read quickly and find the answer.
T：Where do they go in Beijing
S1:Tian’anmen Square.
T：What do they think of it
S1: It’s big.
T: And then
S2: The Palace Museum. It’s beautiful.
S3: The Great Wall. It’s long and old.
T: Yes! Do you remember who will go to Beijing
Ss: Jenny ,Danny , Li Ming and Mrs. Li.
T: That’s their travel plan in Beijing.
【设计意图：以思维导图的形式呈现北京之行的四大方面：人物，时间，方式，安排 ，使学生对旅行计划的组成要素有整体认知。为学生在拓展部分安排珍妮和丹尼两人在石家庄的两日行旅行计划提供基本框架。】
III Post-reading:
Step 1.Retell the travel plan in China.
T: Do you remember their travel plan in China Let’s see!
Ss retell the text with the help of teacher.
T: Now, please retell the plan to your partner.
Ss retell the plan to each other.
T: Who’d like to retell the plan for us
S retell by himself.
【设计意图：增进学生对文本主要内容“中国旅行计划”的理解，锻炼学生的英语表达能力和逻辑思维能力。　】
Step 2.Groupwork: Make a plan for 2 days in Shijiazhuang.
1) Give some suggestions for Danny and Jenny.
T: Boys and girls. Danny and Jenny will stay two days in Shijiazhuang for the Spring Festival. Where can they go What can they do
Can you give them some suggestions
S1: They can go to Zhaozhou Bridge.
S2: They can go to the Mix City.
S3: They can go to Shijiazhuang Zoo.
T: Good idea! I have some suggestions for them. Look!
Ss enjoy some beautiful pictures about interesting places in Shijiazhuang.
【设计意图： 珍妮和丹尼需要在孩子们所熟悉的城市-石家庄待两天，把计划的安排交给孩子，寄予学生充分的话语权，表达自己的意愿，尝试给他人提意见。】
2) Show teacher’s plan.
T: Jenny and Danny will stay 2 days in Shijiazhuang. Can you make travel plan for these 2 days. Look! This is my plan.
On Feb.1 in the morning, we will go the Mix City. We will buy new clothes, read books and eat delicious food. We will go there by subway.
【设计意图：在学生进行计划安排之前，由教师做出示范，便于学生理解活动要求，扫清活动实施中的障碍。】
3) Students make their own travel plan in groups.
T: Now, you can make your own travel plan.
Think about these questions! Where will you go When will you go there
How will you go there First talk in your groups then write down.
Ss talk and write down their plan.
【设计意图：利用小组合作完成计划的形式，培养学生团队合作的意识以及交流表达的能力。创设较为真实的情境-带领珍妮和丹尼进行石家庄两日游， 培养学生的创造性思维能力，为学生使用英语提供了切实的动机和意义。 】
4) Students show their travel plan.
T: Boys and girls, please stick your plan on the big poster of your group.
Ss stick their plan.
T: Which group wants show your plan for us.
Ss show their plan in a group.
T: Thank you! You did a very good job!
【设计意图：四名同学每人负责半天计划， 组合成两天的完整计划。学生在完整的呈现的过程中， 语言表达能力得到了提升，分享的形式也令同学之间可以相互学习和借鉴获得一些有趣的想法。】