北京版六年级上册UNIT SEVEN WHAT ARE THE TWELVE ANIMALS -Lesson 23-教案、教学设计--(配套课件编号：800d8).docx

1、教学设计 一、教学内容：一、教学内容： 1.本节课是英语（北京版）六年级第一学期 Unit7 What are the twelve animals?- lesson 23 的教学。 2.主题课文： Sara: Hi,Yangyang!Happy Chinese New Year! Yangyang: Hi,Sara!Happy Year of the Tiger! Sara: Sorry. What do you mean? Yangyang: Well, we Chinese named the years after twelve animals. In theChinese calen

2、dar,we just entered the year of the tiger. Sara: How ineresting!What are the twelve animals? Yangyang:They are Rat.Ox,Tiger,Rabbit,Dragon,Snake,Horse,Sheep,Monkey, Rooster,Dog,and Pig. Sara:How often does each animal come around? Yangyang:Every twelve years.I was born in the year of the tiger,so my

3、birth-year animals is the tiger. 二、二、教材背景和学情分析教材背景和学情分析 本单元聚焦“谈论中国生肖文化”，本课是单元新授课，讲述春节期间主人 公 Sara 在 Yangyang 家门口谈论中国十二生肖、12 年一轮回等文化知识，以及 谈论两个人的生肖对话情景 。学生通过这样的学习，学生能夠主动流利地与他 人谈论中国生肖文化。 本课教授对象是具备一定语言基础的六年级学生，对英语有一定语言组织能 力，有较强的好胜心和集体交流能力。通过之前的学习，学生能夠谈论动物的名 课题UnitSevenWhat are the twelve animals? Lesson

4、23 科目英语授课班级六年级课型新 课时1授课时间授课人 称、 最喜欢的动物及宠物等与动物相关联的语言。而中国文化中的生肖是首次接 触， 因此在学生原有认知的基础上， 教师要通过创设情景的方法设计任务的途径， 帮助学生学会新语言，并主动谈论中国生肖文化。 三三、教学目标、教学目标 1.通过看图视听的活动使学生能够听说读写单词 rat、ox、enter 等, 认读理解 come around 等短语，并能在交际活动中运用。 2、学习询问中国十二生肖及其轮回频率，以及询问他人做某事的频率极其简单 应答“How often does each animals come around?”“ Every

5、 twelve years.” 3. 能够正确理解课文对话，获取课文中的相关信息进行复述。学生能够描述十 二生肖的顺序并积极和伙伴交流自己及家人的生肖。 4.利用板书信息引导学生梳理所学内容，发展其语言与思维能力。 5.了解中国生肖传统文化，能主动谈论和传播生肖文化。 四四、教学重点、教学重点及难点及难点 （一）重点： 1. 学生能够理解并运用功能句“How often does each animals come around?” “ Every twelve years.”询问他人做某事的频率及简单应答。 2. 学生能够表述十二生肖的顺序。 （二）难点： 1.复述课文相关信息。 2.主动积

6、极和伙伴交流自己和家人的生肖。 五、教学准备五、教学准备 教材，ppt, 点读材料，词卡，黑板等。 六、六、教学过程教学过程 Step1Warming up 活动一 Free talk T: Today Im your new English teacher, what do you want to know about me?For example, whats your namehobby. I know you are in Grade Six, most of you are twelve years old. So your birth-year animals are Dogs a

7、nd Roosters.Do you want to know my birth-year animal? My birth-year animal is the Horse. After this class you can guess my age. What other birth-year animals do you know? 设计意图：教师通过谈话拉近与学生距离并引出本课话题，使学生初 步感知十二生肖。 活动二 Lead in You know in China, we call them the birth-year animals,but in America they ca

8、ll them the Chinese Zodiacs. Sara doesn t know more about Chinese culture, so she went to ask Yangyang. 设计意图：通过介绍中国与美国对十二生肖命名的不同，将学生熟知 的主线人物 Sara 导入到学习中，创设连贯情境，激发学生学习英语 的兴趣并扩充知识面。 Step2Presentation 活动三 整体理解文本语言信息 （1）观察主题图，明确主题 What can you see from the picture? We can see the red lanterns and couple

9、ts. What festival is it? 设计意图：明确课文主题，为听力训练做准备。 （2）Watch and answer Lets watch the video and find out what they are talking about.They are talking about the birth-year animals. 设计意图：整体感知课文内容，为进一步理解课文细节做准备。 （3）Order the birth-year animals Please try to order the twelve birth-year animals and fill in t

10、he number. Pay attention to the first letter, you should use the capital letter. 设计意图：突破教学目标，使学生能够正确描述十二生肖的顺序并且 能够关注到生肖词汇首写字母需要大写的小细节。 （4）理解本课功能句 What year is it? It s 2017. what is the birth animal of this year? Rooster. We named the year after the animal, so we call it the Year of the Rooster. How

11、 about 20182019? Whats more,when is the next Rooster year?2029. Because we add 12 years. So how often does each animal come around? Every twelve years. 设计意图：初步运用目标语言，突破重难点为下一步语言整体输出做 准备。 （5） 猜测 Yangyang 年龄 We got a lot of information from the text. How old is Yangyang? Please discuss with your partn

12、er. Give me your reason. 设计意图：通过课文所学内容的综合梳理，学生能够理解并推断 Yangyang 的年龄。 设计中不仅有针对语言交流目标的活动， 更有体现 思维认知目标的活动。 Step3Practice 活动四 操练课文 （1）Read dialogues in pairs Please open your book, turn to page51 and read in pairs. 设计意图：检查学生能否正确朗读课 文。 （3）Show time T: Please work in groups and show to us. 设计意图：进一步内化语言，体现语

13、言建构过程。 （4）Retell the story 设计意图： 根据板书内容关键信息提取， 深度理解课文进行语言输出。 活动五 了解传统文化 How do you celebrate the Spring Festival? What will you do? 设计意图：了解中国生肖传统文化，能主动谈论和传播生肖文化。 活动六How often 句型操练. Do you visit your grandparents only during the Spring Festival? How often do you visit them? How often do you do these

14、things? Ask your partner and get the answer. 设计意图：突破重难点，使学生能够询问他人做某事的频率极其简单 应答“How often do you.?”“ Every year monthweek.” 活动七 Listen and match. Sara s best friend Jack just had a family gathering, he wants to tell us about his family members birth-year animals.Lets listen. 设计意图：通过听力练习复习本课相关句型，培养学生听

15、力理解能力 并且发展学生语言技能。 Step4Production 活动八 Write an E-mail Please write an E-mail to Jack and introduce the birth-year animals to him. Take out your worksheet and look at part two. Fill in the blanks. 设计意图：此时的板书已经完整呈现，学生依据板书内容能够描述十 二生肖的顺序并积极和伙伴交流自己及家人的生肖， 通过写落实学生 语言技能并进行大段落的输出。 Step5Ending （1）Summary What did you learn from this lesson? （2）Homework After the class you can Introduce the twelve birth-year animals to your friends and find out more information about the twelve birth-year animals on the internet. 设计意图：巩固所学知识，将课堂内容延伸至课外。 学习效果评价设计： 1.采用激励性的语言、表情等，对学生参与课堂教学活动的情况给于 评价。 2.引导学生间的语言评价。 板书设计：