五年级上英语教案Unit2 Lesson 12_冀教版.doc

1、冀教版 五年级上册Lesson 12 Maddys Family Photos一、教学设计说明1. 教材分析： 本课教学内容是冀教版英语五年级Unit2故事课Maddys Family Photos。这个故事通过Maddy及家人的一些照片，展示了他们一家人居住在不同的国家里丰富多彩的生活。本课的故事就是将Unit 1 My Family 和Unit 2 My Country and English-speaking Countries的语言知识点有机地结合在一起，同时还进行了拓展和延伸，强调了语言的学习以多输入、多接触为主。学生在读故事的过程中巩固运用了本单元的语言知识点，提高了阅读能力。2.

2、 学情分析： 本课学习者是五年级第一学期的学生，活泼好动，想象力丰富，对新鲜事物充满了好奇心，表现欲望很强。经过两年的英语学习，学生们在听说读写方面有了一定的基础，并掌握了一定的学习技巧。他们在这两单元的新授课中已经学过有关家庭成员的词汇和有关英语国家的一些常识性语言，能使用所学语言就有关国家这个话题进行简单的交流。3. 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：“I/ We/ They speak_.”进行表达。情感态度： 通过竞赛、谜语、讨论、游戏等多种教学活动来不断激发并强化学生的学

3、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、自然景观、地理位置，帮助学生拓展视野，培养学生的世界意识。二、 教具准备： 实物投影、图片、录音机、关于家庭或旅游的照片三、教学步骤：Step Class Opening and Review（5分钟）1. Greeting： Hello, boys and girls. How are you? Are you ready for class?设计

4、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。 2Have a riddle:T: Well, I have a riddle. Can you guess? Ss: A map. T: Right. Its a map. Look! Heres a map of the world. 设计意图 以学生喜欢的猜谜语形式引出map, 为进一步复习各个国家Australia, Canada, China, U.K., U.S做铺垫。4. Play a game: T: Lets have a competition. The class is

5、divided into two teams. Ill show you some pictures and questions. If you know the answer, please say it out quickly. The team which is fast and correct can get 1 point.（出示图片）T: What flag is this? (Canadas flag.) This is Niagara Falls. Where is it? (In Canada.) This is Statue of Liberty. Where is it?

6、 (In New York.) Who lives in Buckingham Place? (Kings and queens.) Look, what is it? Yes, this is Tiananmen Square in Beijing. Beijing is the capital city of our country. 设计意图 游戏是学生最喜欢的环节，通过激烈的抢答比赛，复习了有关本单元的重点词汇和句子。即：说英语国家的首都、国旗、重要的标志物、自然景观。为下一步故事教学的顺利进行打下基础。 Step Story（34分钟）1. Prepare the story（2分钟

7、）Free talk: 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: No. (Yes.) T: We are the same. Look, I have a photograph of my family.（展示家庭照片）We are a happy family. Our friend Maddy has a happy family. Do you remem

8、ber Maddy, a pretty green monster?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Maddys Family Photographs这个新授的环节，可以取得良好的教学效果。2. Read the story（18分钟）(1) Picture 1-3a. Show the pictures and ask some questions. Where does Maddy live? (Canada.) What does Maddy like to do? (He likes to go to

9、 Niagara Falls.) What does Maddy speak? (English) b. Show the pictures and listen to the tape. (2) Picture 4 a. A riddle: T: This monster is Maddys uncles son. Who is he ? Ss: He is Maddys cousin. T: Yes. Look, this is Maddys cousin. b. Show the picture and ask some questions. Where does Maddys cous

10、in live? (China) How do you know? (He is at The Great Wall.)Where is The Great Wall ? (In Beijing.)Does he speak Chinese? (Yes.)c. Listen to the tape.设计意图 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，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听、边读、边思考，使学生学会自主学习。 (3) Picture 5 a. Listen a

11、nd Judge. T: Maddys fathers father is Maddys grandfather. Ss: Yes. (Maybe someone is wrong.) T: Lets have a look. b. Show the picture and ask some questions. Do you know where he lives? (In the U.S.) What does he like? (He likes the Statue of Liberty.) What does he speak? (He speaks English.)c. List

12、en to the tape.(4) Picture 6-7 a. A guessing game. T: The monster is Maddys mothers sister, who is it? The monster is Maddys aunts husband, who is it?b. Show the pictures and ask some questions.c. Listen to the tape.设计意图 心理学表明：在新奇刺激物的吸引下，学生注意力由不随意、不稳定、不持久而积极地转向教学过程。因此，用形式多样的教学方法来呈现新知，如Look and answe

13、r. A riddle. Listen and Judge. A guessing game能吸引学生的注意力，提高学习效率。 3. Discuss the story（6分钟） (1) Listen to the whole story again. 设计意图 整体感知故事，领悟故事的中心意思，同时培养学生听的能力。 (2) Play a game. Lets have a competition. Answer the questions and complete the chart. a. What does Maddy speak?b. Who did Maddys cousin ta

14、ke a picture with?c. Who lives in the U.K?d. Where does Maddys aunt live? e. What does Maddys uncle speak?(3) Ask some students to look at the chart and retell the story.设计意图 通过游戏的方式，回答问题，完成表格，来检验学生对故事的理解程度。然后根据表格的提示，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。4. Practice（6分钟） (1). Ask and answer. Who and where ar

15、e they? Show some photographs to the students. And talk about them.(2) . Role-play in pairs. Talk about their own photographs. 设计意图 通过谈论所熟悉人物照片的活动，运用已有的语言知识进行交流与讨论，来培养学生的语言表达及语言运用能力，促进学生的口语交际，起到学以致用的目的。5. Expansion（2分钟）T: Boys and girls, do you love to go on trips? Where will you like to go in this

16、summer holiday? Here I have some suggestions for you. Go to Beijing to visit Great Wallor to Australia to watch koalas or to New York to play in Disneylandor to London to watch Big Ben设计意图 这是本节课的拓展环节。通过暑假的旅游计划：去北京游览长城；澳大利亚观看考拉；美国迪斯尼；英国大本钟了解英语国家文化，有益于对英语的理解和使用，能帮助学生拓展视野，提高学习英语的兴趣，培养世界意识。Step Class Closing（1分钟）Homework: Make a survey. Interview your friends. Where do they want to go and what do they 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。