冀教五上 教案 U2-L12

冀教五上 教案 U2-L12

Unit 2 My country and English-speaking Countries Lesson 12 Maddy's Family Photos ‎【教学目标】‎ ‎1. 能够读懂短文，了解 Maddy 家庭成员生活的国家、其首都、 该国所讲的语言以及该国的名胜古迹。 ‎ ‎2. 了解他国文化，增强对本国文化的理解，提高跨文化交际的 能力。 ‎ ‎3. 学会使用句型： …live(s) in… Do you know where…? …speak English / Chinese…‎ ‎【教学重难点】‎ 重点：‎ ‎1. 复习巩固本单元所学的单词、短语、句型。 ‎ ‎2. 学会使用以下短语：in many different countries, want to do, in Canada, go to…, like to do…, the capital of…, have tea with, at the palace.‎ 难点：‎ ‎1. 一些及物动词在一般现在时中的正确使用。 ‎ ‎2. 句型： Where do they live? What do they speak? What do they like to do ?‎ ‎【课前准备】‎ 实物投影、图片、录音机、关于家庭或旅游的照片 ‎【教学过程】‎ StepⅠ Class Opening and Review ‎1. Greeting：‎ Hello, boys and girls. How are you? Are you ready for 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。‎ ‎2．Have a riddle:‎ T: Well, I have a riddle. Can you guess? ‎ Ss: A map. ‎ T: Right. It’s a map. Look! Here’s 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: Let’s have a competition. The class is divided into two teams. I’ll 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? (Canada’s flag.) ‎ This is Niagara Falls. Where is it? (In Canada.)‎ This is Statue of Liberty. Where is it? (In New York.) ‎ Who lives in Buckingham Place? (Kings and queens.)‎ Look, what is it? Yes, this is Tian’anmen 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。 ‎ StepⅡ Story ‎1. Prepare the story 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 remember 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Maddy's Family Photographs这个新授的环节，可以取得良好的教学效果。‎ ‎2. Read the story ‎(1) Picture 1-3‎ a. Show the pictures and ask some questions. ‎ Where does Maddy live? (Canada.)‎ What does Maddy like to do? (He likes to go to 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 Maddy’s uncle’s son. Who is he ?‎ Ss: He is Maddy’s cousin.‎ T: Yes. Look, this is Maddy’s cousin. ‎ b. Show the picture and ask some questions.‎ Where does Maddy’s cousin 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 and Judge.‎ T: Maddy’s father’s father is Maddy’s grandfather.‎ Ss: Yes. (Maybe someone is wrong.)‎ T: Let’s 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. Listen to the tape.‎ ‎(4) Picture 6--7‎ a. A guessing game.‎ T: The monster is Maddy’s mother’s sister, who is it?‎ The monster is Maddy’s aunt’s 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 answer. 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 ‎ (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. ‎ Let’s have a competition. Answer the questions and complete the chart.‎ a. What does Maddy speak?‎ b. Who did Maddy’s cousin take a picture with?‎ c. Who lives in the U.K?‎ d. Where does Maddy’s aunt live? ‎ e. What does Maddy’s 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 ‎ (1). Ask and answer. Who and where are 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 T: Boys and girls, do you love to go on trips? Where will you like to go in this summer holiday? Here I have some suggestions for you. Go to Beijing to visit Great Wall…or to Australia to watch koalas… or to New York to play in Disneyland…or 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。‎ ‎【课后作业】‎ Make a survey. Interview your friends. ‎ Where do they want to go and what do they do?‎