Lesson 24优质课教案

六上U7Lesson24

What are the twelve animals?

陈海涛

怀柔区第六小学

一、指导思想与理论依据

《英语学科核心素养》中明确指出要培养学生“两能两品”，同时《英语课程标准》强调教师要通过创设接近实际生活的各种情境，采用循序渐进的语言实践活动培养学生用英语做事情的能力。并能根据实际教学目的和学生学习需求，对教材中的部分内容和活动进行替换，也可根据需要添加活动步骤。这就要求在开展英语学科实践活动课过程中，整合多学科知识以及生活常识，让学生更加充分的了解书本之外的内容，进而学习中国传统文化。

二、教学背景分析

本课教学内容是北京版小学英语六年级上册，第7单元第24课。本单元的主要话题是中国传统文化十二生肖。本课是该单元第2课，是新授课，学习的重点是进一步掌握十二生肖的名称，它们的排序以及一个关于十二生肖的传说故事，要求学生能够在理解的基础上，结合生活实际用英语做事情，比如通过谈论生肖知道谁的年龄稍大，谁的年龄稍小；通过谈论生肖，能够推断出家人、朋友的岁数，进而激发学生对我们中华传统文化的热爱。

学生们在五年级时对中国传统文化也有所接触，对中国传统节日中秋节，重阳节，春节内容有一定的了解。并且，学生在本册书lesson23中已经初步学习十二生肖名称以及替换周期，并能用英文进行简单表达。本课与前一课课文内容紧密联系，知识内容也与前一课紧密相关，所以在本课中，我将两课的知识内容分布在一张简易板书中，让学生在复习、新授、巩固环节逐渐完成，从而将两课内容融合在一起，同时我也做了第25课对于十二生肖优秀品质的内容渗透，帮助学生在头脑中形成本话题的知识网。

三、教学目标

1、理解故事；

2、能够针对生肖简单谈论相关内容；

3、能够针对十二生肖故事谈论自己喜爱的动物并创编故事。

四、教学重难点

（一）教学重点：

1、能听懂、会说十二生肖名称；

2、能够根据老师的提问，在思考之后做出正确回答；

3、能够结合实际情况创编简短故事内容。

（二）教学难点：

1、在英语语境下初步理解十二生肖顺序以及在现实生活中的应用；

2．学生能理解在理解传说故事的基础上表达自己的感受以及发表自己的个人态度。

教学过程

教学阶段

时间安排

教师活动

学生活动

设置意图

1. Greeting.

The 12 animals 复2. What are they? (12 animals) 习3. How often does each animal come Every 12 years

复习旧知，

激趣热身。

导around?

入

4. Talk about Yangyang’s birth-year

animal.

5. Talk about Ss birth-year animals. Dog, rooster.

引出话题：order 6. List the order of the birth-year of the birth-year

animals. (lead-in) 板书图片

7. What else do you want to know raise the questions: such as the animals about the 12 animals? history of it or the original

date.

Yangyang and Sara. In a park or a forest.

The 12 animals.

听后说

Read and underline the answers with a pen. (1) The Jade Emperor. (read out sentence in the book) (point out the Jade Emperor) (2) The rat. The pig.

Held a swimming race to choose animals.

Named a year after each of them.

Tiger year

1. Who and where? (PPT)

2. What are they talking about? 3. Sara is interested in the 12 animals too. she has some questions about them. Now watch and find what Sara’s questions are. 播放动画

4. Talk about the questions Sara raised. (听后说)

What are they? 5. Listen again to check the answers. (播放动画) 6. Put the 2 questions onto the board.

7. Read by yourselves and try to 新

find out the answers. (PPT:text)

(1) Who decided the order of 授

it? (PPT-text, PPT- explain the person)

(2) Which was 1st of the 12? 板书。

Which was the last?

To study the word with body language: cycle. 板书

用问题验证学生对本次的理解（which starts the cycle? which ends the cycle?）

T: yes, after 12 years, another cycle. 8. Read in details.(How to decide the order by Jade Emperor?)板书

9. Find out another sentence to show how to decide the order by Jade Emperor. 介绍对话的场景。

关注课文中的问题

给出问题，为接下来的教学做准备。

理解cycle.

通过学生正确回答来验证学生理解情况。

10. in the story, how many animals are there in this race? (多项选择) 11. Why? How do you know it? can you explain it?

12/13.

Cos…is faster than others.

操练

与产出

1. Listen and read. 2.Sum up. (3questions) 3. Work in groups with 1 or 2 or 3 questions. 4. Show time. 5. Watch a video and talk about it.

(1) How many animals are there in this story?

(2) Can all the animals swim? if not, please give some examples.

(3) The rat cannot swim? Do you remember who is 1st? But how did the rat win the race?

A. The cat and the rat stand on the back of the ox. (PPT)

B. He put the cat into the river.

C. The rat was the 1st. (PPT)

(4) Do you remember which animal was the 2nd? Who can say the 12 animals in order without looking at the blackboard? (What are the 12 animals?) 6. How can we remember the order of the birth-year animals easily? (give you some tips, I can say 子鼠，丑牛) （PPT- 剪纸）

7. It’s our traditional Chinese culture. It tells us to remember the order of birth-year animals in order easily,right? Let’s try again. 8. Which animal do you like in the video? Why?

9. New setting: a running race for the 12 animals.

In your opinion, which was the

5.(4) try to copy the names in order.

8.Dragon. Cos he was raining for people although he was late./ ox. He was helpful and strong ./ rat. 1st

although he was so small.

通过十二生肖故事进一步理解中国传统文化以及学生的感受，不但有facts层面的学习,还有学生feeling层面以及creation层面的学习，体现英语核心素养的培养。

体现学生的feeling层面学习。

体现学生creation 层面的学习。

1st? which was the last? Why? (PPT: give a model to students)

(1) Work in groups.

(2) Show time. 10. Who is younger, who is older? the dog or the rooster? Take an example for them, explain the age problem. 11. Ages for Lingling’s family. (real problem for the 12 animals)

(1) Work in groups first.

(2) Discuss in class.

(3) Chinese Culture: a polite way to know others’

age by asking that what is your birth-year animal? （爱国教育）

12. deal with the questions from students on the blackboard. Homework: 作Search information for the date 业

of the origin of the 12 animals

板书设计：

The rooster is younger. The dog is older.

这是一个生活实际问题，同时要想理解这个问题需要学生动脑思考，体现了学生的思维含量。

中国传统文化博大精深，它值得我们每个中国人为止骄傲。

为下节课留下题引

Unit 7 Lesson 24 stWhich animals was the 1 of the 12?

It was the rat. How to decide ?

held a swimming race Who decided Order of the 12 animals

to choose animals

Jade Emperor

named a year after each of them

cycle

教学反思：本次活动在教育学院林亚芳博士的组织下开展得非常成功，同时我在备课，改课，上课，评课，反思的过程中，使我的英语教学能力得到了进一步提升，受益匪浅。本课我的授课内容为六年级上册第七单元第23，24，25课的一个整合课程，从而形成了这么一节英语学科实践活动课。在课上我尽可能多的讲英语与我们的实际生活联系到一起，注重学生用英语做事情的思路，在这一过程中，学生们的活动是有效率的，学生们的提问和回答是经过自己的头脑进行真思维之后形成的答案，在这一点上，我认为做得还是非常不错的。课后专家的点评也让我看到了我的不足以及需要今后注意的地方，相信有林博士为首的教育大咖的指导，我们怀柔区第六小学的英语教学会更上一个新台阶，同时也希望下一次的授课。

1. the time? 2. the history?