lesson 24 Again, please ?教学目标设计

Lesson 24 Year Animals

教材分析：

本课是一节故事课，讲述的是中国传统文化中，有关十二生肖的由来的故事，告诉学生做人要诚实、善良。本课要求学生能够听懂、理解故事的内容与寓意，并能简单复述小故事。

学情分析：

五年级学生已经具备了一定的英语语言知识和语言组织能力。有着极强的求知欲和表现欲。对十二生肖，孩子们比较熟悉，孩子们对故事学习理解起来难度不会太大，对故事的学习会产生兴趣。

教学目标：

1.知识与技能：

1）学生能听懂和理解这个简单的故事。

2）学生能就故事进行提问和回答。

3）学生能简单复述故事。

2.情感态度：

正确有感情的朗读课文，通过学习，理解故事寓意，让学生懂得要做一个诚实善良的人。

教学重点：学生听懂理解故事内容。

教学难点：学生能够简单地复述故事

教学准备：PPT课件、录音机、图片等

教学过程：

Step1. Warming-up. 1.

Greetings: T: Good morning, everyone. Nice to meet you. （设计意图：简短的问候，与学生沟通，并尽快进入到英语学习的氛围中。）

2.Free Talk

T: Do you know year animals? My year is the year of the rooster. What is your year? S.: My year is the year of the______________. T.: What is your mother’s (father’s)year? S.: Her/His year is the year of the______________. T.: How many year animals are there? S.: There are twelve animals. T.: How does the year animals come? Today I’ll tell you an interesting story about year animals. （设计意图：开篇师生自由交谈自己和家人的属相，轻松愉快，自然而然地导出今天的故事：十二生肖。）

Step 2.

New Concepts. 1、Listen to the story. Question:

How many animals are there in the story? S.: Fourteen. T.: Who arrives at the meeting first? S.: The rat.

T. : Maybe. T.: Now let’s learn the story. 2、Read Picture1to Picture2 silently. Questions:

1.What does the Lion King want to do ?

2.When will they have a meeting?

3.Does the Lion King ask the rat for help?

4. How can be the first ?

（设计意图：在新授环节，教师先给出问题，让学生带着问题来默读初识课文，自己思考问题，并从中找出答案。）

Who arrives at the meeting first? 3、Read Picture3toPicture5. Ask and answer the questions by themselves. (who ,what, how, why...) T.: How does the cat go to the meeting? Why is the rat the first animal?

S.: The ox arrives at the meeting first. But the rat jumps in front of the ox. （设计意图：学生根据图3和图4故事内容自己提出问题，并与同学互问互答，发挥学生的想象，拓展学生的思维。）

Imitate the animals. T. :What are they talking about? Let’s imitate the animals. I wants to be the cat. Who wants to be the rat? T.: The ox arrives at the meeting first. But the rat jumps in front of the ox. So the rat is the first. The ox is the second. Who is the third? （设计意图：模仿动物对话，学生会很喜欢，激发学生学习兴趣。）

4、

Picture6~Picture7 Listen to the story. 1.Who is the third? ... Who is the twelfth? T.: Here are the animals. Who can order them on the blackboard?

(教师先示范贴老虎的头像，然后找学生把其它生肖头像，按顺序贴在黑板上。）

T.：This is the order of the years. Is there the cat in the animals ? S.: No. T.: Why? Let’s listen. 5、Picture8~Picture9 Read and discuss. Question:

Why isn’t there the cat?

T.: Why is the cat late? Does the cat know the right time? S.: No. T.: The cat doesn’t know the right time. That means the rat cheats the cat. How does the cat feel? Is he happy? S.: He is very angry.

T.: What does the cat want to do? S.: He wants to eat the rat. 6、Read the story. T.: Look at your books. Read after the tape. （设计意图：学生跟读文本，认真朗读课文，模仿语音语调。）

7、Read the story in roles. T.: Please look at the screen. Read the story in roles. One can be the narrator, one can be the tiger. （设计意图：分角色朗读课文，并看屏幕分角色给故事配音，能激发孩子们的学习兴趣，更好地巩固所学知识。）

Step3、Production. 1、Retell the story in groups. The Lion King wants to have a meeting to name the years. He asks the rat to help..The earliest to arrive will be the first. The rat sits on the ox’s ear. The ox arrives at the meeting first. But the rat jumps in front of the ox. So the rat is the first, the ox is the second, the tiger is the third, … , and the pig is the third. The rat cheats the cat. So the cat is late for the meeting. He is very angry. The cat wants to eat the rat. (教师先示范如何简单复述，然后让学生四人一组来接力复述故事。) （设计意图：学生通过简单复述小故事，不仅能更好地掌握故事内容，而且通过展开丰富的想象，用自己的语言来描述故事，能拓宽思维，训练孩子们的良好的思维品质及口语表达能力。）

2、Think hard. Questions: Do you like the story?

Why ?

T.: I don’t like the rat.

Because he cheats the cat. He is not honest. We should be honest. We should be kind ! （设计意图：让学生自由发言说说自己的喜好，挖掘故事寓意。）

Step4、Expansion. （PPT出示有关数字“十二”的时间、古建筑图片，拓展中国传统文化.）

(设计意图：通过展示和“数字十二”相关的时间、古建筑课件，引导学生去学习更多知识，从而拓宽、加深对我国传统文化知识的认识与了解。)

Step: 5.

Homework.

1.

Act out or retell the story to your family. 2.

Make an English handwriting paper about traditional culture.

板书设计：

教学反思：

小学英语教学要注重学生核心素养的培养。在这一教学理念的指导下，我在本节故事课的学习中，不仅关注学生语言知识的学习，而且关注学生的情感态度。师生间的“情感态度”达到和谐共鸣，才能创造出课堂活力。在教学过程中，我以亲切、自然地语言引导学生自主学习，恰当地设计了动物语言模仿、故事配音等环节，激发了学生的英语学习兴趣，使学生沉浸于愉悦的英语学习氛围中。思维是能力与智力的核心，问题是思维的起点。在这节课中我精心设计问题，让学生根据故事内容回答问题，并自己提出问题。以问题为导向，适时、适当、灵活地启发，引领学生的思维，激励学生多方位思考。学生在不断地思考中拓展了思维，训练了思维品质。但是本节课中，学生的思维拓展的深度还不够，今后需不断努力，不断探索，不断提高。