北京版六年级上册UNIT SEVEN WHAT ARE THE TWELVE ANIMALS -Lesson 23-ppt课件-(含教案+素材)--(编号：0164a).zip

1 教学反思 1. 本课的亮点之一是：很好地利用 PPT 的动态效果和突出重点效果，来辅助词汇的理解。 但是，也因此忽略了板书的设计，最不应该的是忘了书写本课标题：Lesson23 What are the Twelve Animals. 2. 本课的亮点之二是：十二生肖正确站队游戏的设计。这个游戏可以全员参与，抓住全 班的注意力，可以让学生在欢乐的游戏中既练习朗读了十二生肖词汇，又能够在学生 在游戏中自然而然地熟悉了十二生肖的正确顺序。 但是，惩罚的方式，经过教学实践后，我认为用 Hokey Pokey 舞有点太长，如果 换成快速朗读词汇的方式可能更好。 3. 本课的亮点之三是：词汇的教学中利用了多种方式，如闪卡、身势语、情境法，还举 了贴近学生生活的例子，学生能够更好地理解词汇。 但是，这个教学环节的评价方式太单一，用学生是否能说出中文意思的方法来评 价其实不太好，如果用学生是否可以使用词汇造出正确的句子的方法来评价词汇的理 解和掌握程度会更好！ 4. 本课的亮点之四是：考虑到全英授课照顾不到不同层次学生的弊端，设计中英对照的 词汇复习方式，学生乐于参与，也能帮助学习慢一些孩子更好地理解重点词汇！ 但是，也可以用课后的分层配套词汇练习来照顾学习慢一些的孩子和保证全班同 学对词汇含义的正确理解。 Lesson 23 What are the twelve animals?What are the twelve animals? About meAbout me Name: CrystalName: Crystal birth-year: XXbirth-year: XX birth-year animal: XXbirth-year animal: XX I was born in , so I was born in the Year of the and my birth-year animal is . I was born in 1986, so I was born in the Year of the Tiger and my birth- year animal is Tiger. Q1: What is Yangyangs birth-year animal? Q2: What are the twelve animals? Q3: How often does each animal come around? 1: nameafter 2: Chinese calendar 3: enter Chinese Calendar Find out your family members birth-year animals! Todays Assignment 1 教学基本信息 课题 北京版小学英语六年级上册北京版小学英语六年级上册 Unit 7 Lesson23 What are the twelve animals? 对话教学对话教学 学科英语学段高学段年级六年级 教材北京版小学英语六年级上册 教学案例设计参与人员 姓名单位联系方式 设计者 实施者 课件制作者 学习背景分析 学习内容： 本节课要求学生能够在春节的情景中用“How often does each animal come around?”“Every twelve years.”谈论中国十二生肖及其轮回频率，并能够在具体情 景中熟练询问他人做某事的频率及其简单应答。这节课内容由对话、词汇和练 习三部分构成。其内容在本单元教材中占有重要地位。为后面继续学习从多角 度谈论生肖文化奠定了基础。学好本节课才能使接下来的学习更加顺利。 学生情况： 2 本课的教学对象是我校六年级学生，他们在之前的学习中曾谈论过动物名 称、最喜欢的动物及其宠物等于动物有关联的语言，并且上一单元的阅读理解 练习中，设计了一道关于频率副词的题型（“My sister goes to the library every Sunday. So she goes to the library once a week.”）所以这对学生学习、理解和应用 本单元重点句型“How often does each animal come around?” 起到了一个铺垫。 本节课利用 PPT，生动形象的卡片、动画和声音调动学生学习的积极性。小学 生抽象思维不如形象思维，所以对句型的理解和运用将是本节课的最大障碍。 学习方式：师生互动和生生互动合作学习 学习手段：教学课件 技术准备：本节课采用多媒体课件辅助教学，利用图片，声音，动画来刺 激学生感官，让学生在愉悦中学习，体验学习的乐趣，增强的学习效果。 学习目标 学习目标： 1. 能够理解、认读并能够在春节情境中使用 “How often does each animal come around?” “Every twelve years.”来谈论中国十二生肖及轮回频率。 2. 能够认读和理解本课中所学单词 enter, tiger, twelve, rat，rabbit, animal, 3. 能够理解、朗读本课对话。 4. 了解中国生肖传统文化，能主动谈论和传播生肖文化。 学习重点： 1. 学习询问中国十二生肖及其轮回频率和简单应答，“How often does each 3 animal come around?”“Every twelve years.”。 2. 认读和理解以下词汇和短语：ox、dragon、rat、rooster、name after、Chinese calendar 以及 enter。 3. 理解和朗读对话。 学习难点： 1. 理解“How often does each animal come around?” “Every twelve years.” 2. 认读和理解 name after、Chinese calendar 以及 enter 这三个短语和词汇。 3. 用英文正确描述十二生肖顺序。 学习过程 Step1. Lead in （1） 出示教师自己的照片，以教师的出生年份和生肖为悬念，引出本课话题 同时引出本课的主线句型 I was born in, so I was born in the Year of and my birth-year animal is . T: Since this is the first time I give class to you, Id like to introduce myself to you. Who is this girl? S: Its you. T: Yep, my name is Crystal. But my birth-year is unknown. And my birth- year animal is unknown. 设计意图：用孩子熟知的老师，但是不了解的生肖表达引出本课主线句型，学 4 生觉得有意思和感兴趣，同时也为下一个课堂环节（读对话主题图）做铺垫。 （2） 出示十二生肖对照表，和以上句型支撑，让学生两两尝试表达自己的生 肖。 T: Lets take a look at a picture together and Ill tell you these secrets. I was born in 1986, so I was born in the Year of the Tiger and my birth-year animal is Tiger. Now please talk in pairs using the sentence pattern on the screen. 设计意图：学生对这一个谈论生肖的实用句型很感兴趣，同时教师提供了句型 支撑，因此学生在这一环节很愿意表达，为之后课文对话内容的理解做铺垫。 （3） 提问个别学生，检查这一句型的掌握情况。 T: Who would like to have a try to talk about this? S: 设计意图：对这一句型的掌握进行即时的课堂评价，并及时纠正学生本课易发 错音词汇 horse 的发音。 Step2. Dialogue Study （1） 主题图学习和预测 教师由上一环节生肖话题，自然引出谈到本课对话人物 Sara 和 Yangyang，同时出示本课对话主题图，并引导学生观察主题图，提问： T: Where they are? S: Its Yangyangs home, because I can see the Chinese character T: Which season is it? S: Its winter, because they are wearing coat. 5 T: What festival is it? S: It is Spring Festival, because there is a Chinese character Fu on Yangyangs coat. 设计意图：引导学生观察主题图，注意图片中体现节日的细节信息，了解对话 发生的时间和背景等。 （2） 带着问题初听初看对话、理解对话。（播放对话动画，请学生回答问题。 ） T: We are going to watch the cartoon to find out Sara and Yangyangs birth- year animal. But before we watch it, Crystal has three questions. Crystal loves questions! Huh. Q1: What is Yangyangs birth-year animal? Q2: What are the twelve animals? Q3: How often does each animal come around? Now please close your eyes and try to repeat the 3 questions. Ss: T: What is Yangyangs birth-year animal? S: Yangyang was born in the Year of Tiger. T: What are the twelve animals? S: They are rat, ox, tiger, rabbit, dragon, snake, horse, sheep, monkey, rooster, dog, pig. T: Who can repeat question number 3? S: How often does each animal come around? T: Wow! You have super memory! How often does each animal come around? S: Every twelve years. 6 T: What does this question mean? S: 这些动物多久能轮一次。 设计意图：本环节提醒学生带着问题有针对性地去听，尝试记住问题，训练听 力技巧。另外，本环节设计让学生回忆和重复第三个问题“How often does each animal come around?”，是为了帮助学生熟悉和理解本课的这一难点句。 这句话单看句子本身，不容易理解，但是结合答句，学生很容易就能够理解含 义，引导学生在语境中理解语言。 （3） 播放录音，学生跟读对话 T: Ok, next, lets listen and read after the record of the dialogue. 设计意图：在跟读环节，强调学生注意模仿对话的语音语调，如“How interesting!”，强调重点词 enter 的发音。 （4） PPT 出示本课难点词汇：name after、Chinese calendar、enter，学习这些 难点词汇。 T: Lets learn to understand these phrases. We Chinese named the years after twelve animals. Who can try to guess the meaning of “name after”. S: T: My English name is Crystal and my Chinese name is Xielan. My father named me after a kind of flower. And I know that there is a girl in our class and her father named her after a movie “星语星愿”. Do you know who she is? S: 高星雨. T: Now, do you know what does “name after” mean? S: Yes, 命名. 7 T: Lets look at this picture of a calendar. We can see big numbers and small numbers. Can you guess which one is the Chinese calendar? (PPT 出示带有农历 的日历图片) S: The small numbers. T: Correct! So you know what does Chinese calendar mean, right? S: Yes. T: Whats the date today?(在 PPT 上重点标出今天的日期) S: Its T: And its Spring Festival. Ah, I like Spring Festival, because we can put on beautiful new clothes and get lucky money. Do you like Spring Festival? S: Yes. T: And the best part is I can have delicious food. Look, on this day, the Spring Festival, we entered the Year of the Sheep. Look, there is a door. (教师走出教室， 然后再走进来，同时说) Crystal entered this classroom. Can you guess the meaning of “enter”? S: 走进。 T: Thats it! Good job! Enter, enter, enter, enter the room, enter our school, on February 19, we entered the Year of the Sheep. 设计意图：通过贴近学生生活的语言实例、图片以及场景模拟，帮助学生理解 本课中的难点词汇和短语。 Step 3. Game Time 用十二生肖单词闪卡学习十二生肖词汇和玩十二生肖站队游戏 8 T: I want to see who the smartest student is in our class! Who has the best memory! Do you still remember what the twelve animals are? S: T: Boys and girls, we are going to play a game together. I need 12 students to join in this game. Who would like to play this game? S: T: Now each of you have a birth-year animal flash card and the other students turn to Lesson23 and find out the twelve animals. The rule is while the other students are reading the right order of the twelve animals in the textbook, the twelve students are going to stand in the right order of the twelve animals from the left to the right, got it? S: Got it. T: If you fail the game, you are going to sing and dance Hokey Pokey! Are you ready? S: Yes! T: Are you ready? S: Yes! T: Ready! Go! S: They are rat, ox, tiger, rabbit, dragon, snake, horse, sheep, monkey, rooster, dog, pig. T: Stop! Lets check if they are in the right order! Rat, ox, rabbi! Where is tiger? Rabbit, dragon, snake, horse, sheep, monkey, rooster, dog, pig. So Tiger is in 9 the wrong order and tiger is going to sing and dance Hokey Pokey. 设计意图：让学生在游戏中自然而然地记住十二生肖的顺序。教师出示十二生 肖物单词闪卡，通过拼读、带读、常速慢速读、手势语等方式学习和熟练这些 动物词汇的发音。然后用这些闪卡来做十二生肖顺序游戏，十二名学生分别拿 到一张十二生肖闪卡，这些闪卡是打乱顺序的，班上剩余的其他同学一起看着 课文按照正确的顺序读出这些动物的同时，这十二位同学快速按照十二生肖的 正确顺序重新站队，站错者需要接受跳 Hokey Pokey 舞的惩罚。 Step 4. Revision 通过教师说中文，学生快速反应和说出相应的英文表达的方式来复习本 课词汇和短语 T: Lets review what we learn today. I say Chinese and you say English, ok? 农历! S: Chinese calendar. T: 设计意图：由于全英授课，有的学习慢一些的孩子对重点词汇的理解会有些跟 不上，因此设立这个复习环节，让学习慢一些的孩子能够更好地理解重点词汇。 Step 5 Homework 询问家庭成员的生肖