Unit 2 Lesson 12 Maddy's Family Photos教案

冀教版 五年级上册
Lesson 12 Maddy's Family Photos

一. 教学目标：
语言知识及技能：
（1）能在语境中理解语言，领悟故事的中心意思。能在图片的帮助下听懂、读懂并讲述故事梗概或片断。
（2）能够熟练运用句型：“She/He lives in ________.
She/He speaks________.
She/He likes to_______.”进行表达。
情感态度：
通过猜谜、讨论、竞赛等多种教学活动来不断激发并强化学生的学习兴趣，使其积极主动地参与课堂活动，大胆开口，积极讨论。
学习策略：
创设以学生为主体的多种教学活动，让学生通过参与、体验、实践、合作、
交流、探究等方式进行学习。积极运用所学英语进行表达和交流。
文化意识：
了解主要英语国家的首都、国旗、重要的标志物等，帮助学生拓展视野，培养学生的世界意识。
二．教学过程：
1.Pre-reading 阅读前活动
Step I Greeting
Hello,boys and girls.Nice to meet you. Are you ready for our class?
【设计意图】通过温馨的问候，融洽师生的感情，创设宽松、和谐的教学氛围，有意识地调动了学生学习英语的积极性。
Step II Use maps and review
T:What’s this?
Ss:It’s a map.
T:Yes,Here’s a map of the world.What countires do you see in the map?
Ss: Australia, Canada, China,the U.K., the U.S.
T:In different countries speak different languages.(引导学生说出图上国家所说语言)
T：In different countries have different special things.For example,in China,we have Tian’anmen Square,anything else?(引导学生说出其他国家的特别景观)
【设计意图】用图片引出map, 复习国家Australia, Canada, China, U.K., U.S.以及所说语言、国家自然景观和标志性建筑物。回顾本单元所学主要内容。为下面的阅读打基础。
2.While-reading阅读中活动
StepⅠPrepare the story
T：Where do you live?
S1: I live in China.
T: Where does your family live?
S2: My family lives in China.
T: Do you have a big family?
S3: Yes(No).
T： Well.Look,I have a photo of my family.(展示我的家庭照片)
We are a happy family.Do you remember Maddy? Our friend Maddy also has a happy family.Let’s have a look.(引出故事)
【设计意图】从复习到新授，过渡自然，不会割裂知识的整体性。通过师生的随意对话，由展示自己的家庭照片很自然地过渡到故事教学Maddy's Family Photos这个新授的环节，可以取得良好的教学效果。
Step II Read the story
Part 1
T:This is Maddy.What does she say? Let’s listen carefully.
T:She likes to take photos.Do you want to see her photos?
Ss:Yes.(出示图片)
T：According to the photos,Listen and answer the questions.
1.Where does she live?
2.What does she speak?
3.What does she like to do?
Check for answers.
T;Match the questions with the answers on the paper.
Check for answers and introduce Maddy.
【设计意图】初步认识Maddy的照片，播放音频并通过回答问题了解Maddy的基本情况，贴在黑板上，找学生复述Maddy的情况，便于学生直观地了解。
Part 2
T:Maddy has many families.Read the first sentence of picture 4 to picture 7 silently. Please answer a question: who are they?
Check for answers.And stick them on the blackboard.
T:Maddy’s families live in different countries.They like to take photos,too. Let’s have a look.These are Maddy’s family photos.
Show the pictures.
Part3
T:Now,please read the passage.Group 1 and 2 read the picture 4 ,answer the questions.(以此类推，把图4-7分别安排给各个小组，找出关键信息，解决问题)【设计意图】分组安排任务，带着问题阅读，将整个故事分成几个片断进行教学，在一定程度上降低了学生理解的难度。同时针对图中的画面信息，教师设置疑问，诱发学生去思考并在组内通过讨论得出答案，锻炼了学生用英语思维的能力，同时也注重了学生听说能力的培养。在听读故事的过程中边读、边思考，使学生学会自主学习的同时又与组内成员进行合作。
Part4
T:Can you say something about him or her?Choose one you like.
【设计意图】根据板书的提示，帮助学生脱离课本，来回忆并复述故事片断，培养学生说的能力。组与组之间有了思想的碰撞。
Part5
Watch the whole video.
【设计意图】观看视频，整体感知课文。将琐碎的信息联系在一起，对课文有总的认识。
3.Post-reading阅读后活动
StepⅠHomework
Make a survey. Interview your friends. Where do they want to go and what do they want to do?
【设计意图】调查表这个开放性作业的设置，培养了学生的发散思维能力和创新能力。学生在这个任务的驱使下，通过听、说、问、答、写的综合练习，既巩固了本课的学习内容，又提高了运用英语进行交际的能力。
三．板书设计
Maddy’s Family’s Photos
冀教版五年级上册
Lesson12 Maddy’s Family Photos
一．Match the questions with the answers.（连线）
1.Where does she live? A.She speaks English and French.
2.What does she speak? B.She likes to go to Niagara Falls.
3.What does she like to do? C.She lives in Canada.
二．Read the picture4-7 and answer the questions.(阅读图4-7回答下列问题)
Picture4(Group1-2) [1、2组读图4]
Picture5(Group3-4) [3、4组读图5]
Picture6(Group5-6) [5、6组读图6]
Picture7(Group7-8) [7、8组读图7]
Q1:Where does he/she live?
Q2:What does he/she speak?
Q3:What does he/she like to do?
Maddy’s Family Photos教学反思
首先板书制作的不够大，对于后排的同学来说看起来不是特别的清晰。如果以后再有机会将这节课，把板书制作的再精致一些，再大一些。
在while-reading环节讲完Maddy的基本情况以后应该在这里首先对Maddy有一个简单的复述，由于紧张，放在了最后复述环节。
注意statue和kangaroo的读音。