Lesson 12 Maddy’s Family Photos 教案

一、? ? ? ? 课例名称：Lesson 12 Maddy’s Family Photos
二、? ? ? ? 课型：故事课
三、? ? ? ? 教材：五年级上册(冀教版三年级起始)
四、? ? ? ? 教学设计
（一）教材分析
本单元主题是国家，通过介绍有关中国和其它英语国家的基本信息，使学生了解中国、加拿大、美国、英国及澳大利亚这些国家的名字、首都、语言、国旗和这些国家一些著名的事物，涵盖内容非常丰富。本节故事课是对本单元内容的概括以及延伸，通过居住在不同国家Maddy的家人所照的照片，学生了解到Maddy家人居住的地点、所说的语言以及他们喜爱做的事，引导学生运用英语进行介绍和交流，同时也感受到照片的趣味。
（二）学情分析
五年级学生通过两年多的英语学习，无论是在理解能力还是实际操作方面都具备了相当的水平，但是高年级的学生对英语学习的兴趣整体有所下降，在进行教学设计时教师应该面向全体学生，要在学生体验形式多样的阅读策略的同时，培养学生的阅读能力，增强他们的课堂活动参与意识，促进学生之间情感和语言的交流。为了让不同程度的学生都完成教学要求，我把激发学生的学习兴趣放在首位，注重分层教学，培养学生良好的学习方法和学习习惯。
（三）教学目标
1.能在故事插图和老师的帮助下读懂本课故事，并正确朗读故事片段；
2.能够养成按意群阅读故事段落的习惯；
3.能借助图片和在老师的帮助下表演和复述故事梗概或片段。??
4.有兴趣读故事、讲故事、做游戏；
5.通过跟读、朗读、角色表演的方式，培养学生良好的阅读习惯。
6.通过小组内的活动，引导学生积极与他人合作，共同完成学习任务。
（四）课时安排：一课时（40分钟）
（五）教学方法：
根据五年级学生的特点, 遵循“以动促说，以做促学；玩中学，乐中学，用中学”的教学原则，主要采用情景教学法、直观教学法、游戏教学法和任务教学法辅助教学。
（六）教学准备：Maddy的头饰及家人的头像、Maddy及家人的照片、多媒体课件、教学光盘、磁带等
五、?教学过程
Step Ⅰ.??Class Opening (1 minute)
Greeting: Hello, boys and girls. How are you? Nice to meet you.
Step Ⅱ.??Story （37 minutes）
1. Pre-reading activities （4 minutes）
(1)Chant: I want to go to London in the U.K.
[设计意图: 一起说歌谣既复习了有关本单元国家的信息，又活跃了课堂气氛，使学生尽快地融入课堂，为下面的故事打基础。]
(2) Lead-in
Show the picture of Maddy.
T: Look, class. Who is she? Do you remember?
Ss: She is Maddy.
T: What do you know about Maddy?
S1: She is a Monster.
S2: She lives in a big, big house with her big, big family.
Show the pictures of Maddy’s family.
T: Today, Maddy brings many family photos. Do you want to see?
Ss: Yes.
Show the photos.
T: These are Maddy’s family photos. Today, we read a story: Maddy’s family photos.
Teacher writes title on the blackboard. Ss read after teacher.
[设计意图: 通过谈论Maddy一家的信息，既复习了如何介绍家人，又很自然地引出了本课课题。]
T: Look and guess, where are they?
S1: Maddy is in Canada.
T: Why? How do you know?
S1: That is Canada’s flag.
T: Yes. You’re very clever.
T: What about this one? Where is she?
S2: She is in …
[设计意图: 让学生看照片预测故事内容，激发学生读故事的兴趣，又培养学生看图捕获信息的能力。]
2.?While-reading activities （20 minutes）
(1)General reading (5 minutes)
T: Are you right? Now, let’s listen, check your answer, where do they live? And order these photos.
学生说照片顺序的同时教师把照片贴在黑板上，然后问：Where does he/she live?
[设计意图: 听录音验证猜测并为照片排序，检验学生听故事的效果，有利于学生整体感知语篇。]
T: You did a very good job. Now we know where they live, but who are they? Please read the story quickly and find the answer.
教师把Maddy家人的头像贴在黑板上，学生回答时，教师在相应的头像下板书。
[设计意图：让学生带着问题快速浏览故事，训练学生略读、找读等阅读技巧，培养其快速捕捉关键信息能力，有助于培养学生自主学习的能力，同时产生的正确答案使其增强阅读的自信心，不断激发学生阅读的兴趣。]
(2)Detailed reading ( 10 minutes)
① Picture 1 (2 minutes )
T: Read the story of picture 1, then judge.
课件出示判断：Maddy’s family lives in the same country.
课件演示different countries
② Picture 2&3 (2 minutes )
T: Read the story from picture 2 to 3.Then, choose.
课件出示选择：
1. Maddy lives in? ?? ?.
A. Canada? ?? ?B. China
2. She speaks? ?? ? .
A. English? ?? ?B. English and French
3. She likes to go to? ?? ? .
A. Niagara Falls? ?B. the beaches
订正完答案后讨论第三幅图
T: Where is Maddy?
Ss: She is in Niagara Falls.
T: Can you play in Niagara Falls?
Ss: No.
T: I can’t too. But Maddy can. Because she is very big.
③ Picture 4 (1 minute )
T: Read the story of picture 4, then underline: Where does Maddy’s cousin live???What does she speak? What does she like to do? Please underline.
Check the answer.
④ Picture 5 (1 minute )
T: Read the story of picture 5, and fill in the blanks.
课件出示：Maddy’s grandfather lives in? ?? ? . He likes to? ?? ?. He speaks? ???.
⑤ Picture 6 (2 minutes )
T: Read the story of picture 6, and find out the answers.
课件出示：What is the capital city of the U.K.? Who does Maddy’s aunt have tea with???Where are they?
Talk about: Can you have tea with the queen?
⑥ Picture 7 (2 minutes )
T: Read the story of picture 7, and talk about with your partner: What do you know about Maddy’s uncle?
课件出示：What do you know about Maddy’s uncle? 同桌讨论后回答。
T: How does he go to the beach?
Ss: By kangaroo.
T: Yes. He likes to go to the beach by kangaroo. It’s very funny.
[设计意图: 强烈的目标意识是阅读成功的关键。在这部分教学过程中，通过判断、选择、画线、补全信息、讨论等活动让学生精读故事，以此训练学生的阅读能力，帮助学生掌握细读、跳读等阅读技巧。同时用多样的活动设计、合作式的学习使学生的阅读思维更加活跃，有效促进学生阅读理解能力的提高。]
(3) Game: Guess, guess, who are they? (2 minutes )
教师示范，然后请学生来读卡片上的内容，让其他学生来猜他们是谁？然后请学生把卡片贴在相应的人物下面。
a. She is a Monster. She lives in China. She speaks Chinese. She likes to go to the Great Wall. Who is she?
b. He is a Monster. He lives in Australia. He speaks good English. He likes to go to the beach by kangaroo. Who is he?
c. She is a Monster. She lives in the U.K. She speaks good English. She likes to have tea with the queen. Who is she?
d. He is a Monster. He lives in the U.S. He speaks English. He likes to see the Statue of Liberty. Who is he?
e. I’m a Monster. I live in Canada. I speak English and French. I like to go to Niagara Falls. Who am I?
[设计意图: 用游戏的方式对故事中的内容进行再次的巩固，相当于一个匹配的练习。]
(4) Listen and follow the tape (3 minutes )
Try to imitate the sentences.
[设计意图: 跟读可以纠正学生的读音，有益于学生模仿正确的语音语调, 通过模仿发音指导学生流利的表达。]
3. Post-reading activities. ( 13 minutes)
(1)Role play and retell（6 minutes）
出示Maddy家人基本情况的表格，学生通过阅读自主完成。根据表格信息和黑板上的图片及句子，老师戴头饰做示范帮助学生进行故事复述。让学生先小组内复述，然后进行展示，如果个人展示有困难，小组成员可以接力展示，最后就学生的展示给予生学生评价。）
[设计意图：复述活动的设计旨在让学生进一步熟悉故事内容，巩固所学的语言形式，并学会创造性地运用本课所掌握的语言形式。]
(2) Activity: Who is the star?（7 minutes）
T: Please take out your family photos. Talk about your photos to your partner.
学生讨论后请学生展示，教师给予评价。
[设计意图：将所学知识运用到实际生活中，介绍自己的家人的照片。]
Step III. Class Closing (2 minutes)
T: This is Maddy’s big family. And we are a big family, too. We study together. We play together. We live together. So, We should love each other.
Homework: Introduce your photos to your friends. Then write down.
[设计意图：通过老师的引导，帮助学生树立班级也是一个大家庭，要彼此关爱的观念。写一写的过程，也是对所学内容的巩固过程。]