北京版六年级上册UNIT EIGHT REVISION-Lesson 28-Can you doCan you read and write -教案、教学设计--(配套课件编号：7564e).doc

1、The Story of TwelveAnimals 【教学背景介绍教学背景介绍】 本节课上课的时间是 9 月开学后第三周， 而且正值丰台区全面 更换北京版小学英语教材。对于这些六年级的学生来说，前五年一直接受北师大 版教材的英语学习，与北京版教材在知识上有断档；而且刚开学第三周，教学进 度只是第一单元，为配合当时学校的教学活动，我们选择了北京版教材中的一篇 阅读材料，并结合我组的科研课题，进行了这节英语阅读教学课。 教学内容：教学内容：北京版小学英语教材六年级上册 P64、P65 课型：课型：阅读教学 教学目标：教学目标：1.能够独立阅读文章，了解文章的主要内容； 2.在阅读过程中，结合文章

2、内容了解词、句的含义； 3.能够运用所学的阅读方法，读懂难度相似的课外文章； 4.对中国传统的生肖文化有初步的了解和认识。 教学重点：教学重点：了解教材内生肖故事的主要内容，初步掌握基本的阅读技巧。 教学难点：教学难点：对两篇文章大意的准确理解。 教学过程：教学过程： 一、导入 （一）T: Hello, boys and girls. Im your new teacher. Im Miss Yang. I want to know about you. Who can introduce yourself for us? S: 学生做简单的自我介绍（两个人） T: Do you like a

3、nimals? Whats your favorite animal? S: My favorite animal is . T: Can you guess what my favorite animal is? Ss: . 【设计意图设计意图】采用师生交流进行 warm up，而且交流的话题还是与本节课有联系 的动物，既可以迅速拉近师生的距离（本节课是借班上课） ，还可以为后面引出 生肖动物做铺垫。 （二）T: Dog is my favorite, because dog is very cute and clever. And I was born in the year of the

4、 dog. 出 1982 年的挂历 T: Which year were you born? S: I was born in 2003. 出挂历 T: So you were born in the year of the sheep. T: Which animal is it this year?（可以用课件辅助理解，出一个 2014 年份） Ss: Horse. 【设计意图设计意图】通过交流教师本人和学生们的生肖动物，初步渗透生肖的概念，未 引出本节课的阅读材料做准备。 （三） T: 板书贴出狗、 羊、 马三种属相 Can you put these animals on the bl

5、ackboard? 学生将剩余属相贴在黑板的相应位置上 T: This is the cycle of the year（板书） 二、阅读 （一）T: Why do people named years with animals? 教师用课件介绍生肖的起源， 同时帮学生理解 Jade Emperor。 （二）T: Do you know who is the start of the cycle? Ss: The rat. T: How did the Jade Emperor choose the twelve animals? Can you underline the answers?

6、（三）课件出第二段，学生读，并找出相应的句子，教师请一个孩子到前面画出 或读出。 教师用图片或评价方式帮学生理解 race across the river.(=swimming race) （四）课件出选择题：The Jade Emperor decided to have a swimming race, because _ A. All the animals could swim. B. All the animals wanted to be the first. 学生选择正确答案后， T:All the animals wanted to be the first. So they

7、 had an argument.结合图片解 释 argument. （五）T: Can the rat swim well? Ss: No. T: How did the rat win the race? Here are four pictures. Please read the story, and number the pictures. （六）课件呈现三个判断题 T: Can you check these sentences? （七）T: The rat came first. How did the ox and the cat feel? 学生说一说：angry 小组讨论：

8、Why were both the ox and the cat angry at the rat? T: Talk with your partner. You can get help from my word bank. （Crafty, cheat） 学生小组讨论后回答问题。 三、扩展阅读 T: From this passage, we know how the rat and the ox finish the race. How about other animals? Which animal do you also want to know? T: You can choos

9、e the animal you want to know and read. After that, lets share your story. 总结一下评价结果，并请获胜组选择自己想要了解的动物，各组承担扩展阅读的 不同任务。 学生按组完成相应部分的阅读，然后小组汇报，可以相互补充。教师用课件链接 图片帮学生理解文章。 四、In the cycle of the twelve animals, which animal do you like? Why? 学生说说自己的想法 五、生肖知识 T: This is just a story about the twelve animals.

10、But this is a traditional culture of China. It has another name, called Zodiac （板书单词） ， and we can see zodiac culture everywhere in our life. 课件分别呈现生肖文化 六、总结结束及作业 T: Today, we just read a story about Chinese zodiac. After class, you can find more interesting stories about these twelve animals. Next class we can share. So the homework for today: 1. Read the story on page 64; 2. Find more about the Zodiac.