六年级英语上册unit seven what are the twelve animals lesson 24教学设计北京版一起

UNIT SEVEN WHAT ARE THE TWELVE ANIMALS LESSON 24 教学设计一、教学目标1.能够用“Which animal was the first of the twelve?”“It was the rat.”在具体的情景中谈论生肖顺序,并能在实际情景中询问某事的顺序及其简单应答。

2.能认读和运用本课所学单词choose、decide、start描述十二生肖顺序。

3.能够正确理解对话,流利朗读和表演对话。

4.了解中国12生肖顺序的故事,能主动谈论和传播生肖文化。

二、教学重难点1.教学重点:(1)学习询问12生肖的顺序,以及询问某事物的顺序及其简单应答:“Which animal was the first of the twelve?”“It was the rat.”(2)认读和运用单词order、choose、decide、start,描述12生肖顺序的故事。

(3)学习对话。

2.教学难点:运用“Which…is/was the first of…?”询问某事的顺序及其简单应答“It is/was…”。

叙述12生肖的传说故事。

三、教具准备录音机、12生肖单词图卡。

四、教学建议(一)Listen and saySara: Who decided the order of the birth-year animals Yangyang?Yangyang: That's a good question. There are many different stones about it.Sara: Please tell me one of them.Yangyang: In one story, the Jade Emperor held a swimming race to choose animals for the names of the years. Those twelve animals were faster than others.Sara: Which animal was the first of the twelve?Yangyang: It was the rat.Sara: Then the Jade Emperor decided to name a year after each of them. The rat starts the cycle. Yangyang; You are right.分析与提示·教师应尽量给学生创设不同的情景,鼓励学生表达。

逐步形成语感。

1.导入(1)开展口语练习,以问答的方式复习23课有关生肖的表达方法。

如:What are the twelve birth-year animals?How often does each animal come around?Which birth-year animal is the first/second/last?When was Yangyang born?What's Sara's birth-year animal?(2)请学生说一说:“Why is the rat the first of the twelve birth-year animal?”2.学习对话(1)认识图中人物。

·教师出示并引导学生观察主题图,提问:Who are they?What are they talking about?Try to guess.引导学生观察主题图,了解对话发生的背景等。

学生在教师的引导下尝试回答问题,并通过听对话录音寻找答案。

(2)初听理解对话。

·播放对话录音两遍,请学生听一听对话谈论的话题:“What are Sara and Yangyang talking about?”学生了解对话大概内容,听出对话主旨信息:“They are talking about the order of the twelve animals.”·教师继续提出问题:“Who decided the order of the birth-year animals? How did he decideto name the twelve years?”请学生们继续听录音,或采用学生自己阅读的方式学习理解对话。

·学习“the Jade Emperor”,利用呈现图片的方式理解单词。

·学习单词decide、choose。

学习方法一:教师呈现具体情景,如:“I want to plav foot-ball and go swimming after school, but I don't have much time. I must choose one thing, football or swimming. I have to decide. OK.I decide to play football with my friends.”学习方法二:请学生小组查字典,自学新单词。

小组和全班交流单词的含义,帮助理解对话。

·再次阅读对话,回答问题,全班交流。

学习单词start,采用以旧带新的方式学习单词,“star-start,start means begin”,教师请学生朗读对话中的句子:“The rat starts the cycle.”理解单词“cy-cle,bicycle-two cycles”,呈现12生肖的循环图,理解“a cycle”。

·理解单词“exactly”,采用查字典的方式学习单词:“Ex-actly means that something is correct, or agreeing with what some body has just said.”·理解短语“name after”,请学生们朗读对话中的句子,理解短语含义,“name”是动词,教师呈现图片,学生在理解的基础上看图说话。

·播放录音,理解对话。

(3)听录音模仿跟读。

·播放对话录音,请学生边听录音边默读,学生进一步听清、理解对话内容。

·教师反复播放对话录音,请学生模仿录音中的语音、语调,进行跟读练习。

(4)表演对话。

·小组活动:朗读或表演对话。

·小组展示对话。

(5)复述对话。

·小组复述对话。

教师可以根据学生水平采用不同方式,如填空的形式复述对话,或独立复述对话。

·师生进行评价。

(6)设计任务活动。

·呈现任务活动。

小组表演生肖故事,学生也可以根据需要,把对话改编成小故事。

·小组活动改编故事。

·小组表演故事。

·全班展示,表演故事。

·师生进行评价。

(二)Listen,look,and learn分析与提示·本部分内容主要是理解、操练和运用功能句:“Which animal was the first of the twelve?”“It was the rat.”交流12生肖的顺序。

本部分重点是在不同情景中应用交际用语谈论季节、星期等的轮回顺序。

教师要通过教材中提供的情景和设计的情景进行意义操练,帮助学生理解和掌握所学语言。

1.词句学习(1)朗读功能句。

教师出示本课功能句:“Which animal was the first of the twelve?”“It was the rat.”请学生们做问答练习。

(2)理解功能句。

教师在黑板上画一个表格,师生采用问答的方式完成表格,如教师提问后,学生把rat写在第一个表格中,教师示范后,请学生们进行问答并完成表格。

“Which animal was the…of the twelve?”“It was the…”2.巩固练习(1)功能句问答练习。

教师呈现教材中的图片、单词和短语,进行问答练习。

教师呈现图片,请同学们简单描述图片内容,然后请学生模仿功能句进行问答练习:“Which season is the first of the four?It is spring.”“Which day is the first of the week? It is Sunday.”教师引导学生关注be动词的时态,并请学生说明理由。

(2)教师设计多种情景。

·呈现年历,请学生们进行问答练习:“Which month is the first of a year?”“It is January.”·教师拿着几组英语作业,问英语课代表:“Which group is the first of the six?”“It is group 1.”·学生问答练习。

3.拓展运用小组活动,创编对话。

利用教材呈现的图片情景,学生可以任选一幅图创编对话。

然后进行小组展示和师生评价。

(三)Listen and match分析与提示·本部分内容为听句子。

根据句子内容把生肖和时间连起来。

教师指导学生边听录音边连线,完成任务。

通过听一听、连一连的活动,学习新的表达法:“1963 is the year of the rabbit.”(1)听录音,根据录音内容把属相和时间连起来。

(2)小组核对答案。

(3)学生重复句子,进行练习。

(4)教师呈现更多的时间,请学生们说一说这些年的生肖:2013,2014,1998,1982,1980,1964。

(四)Let's doEric is the big brother. Who is the second, third fourth, and fifth child in the family?分析与提示·本部分内容为梳理对话中有关生肖故事的句子。

回答问题,并设计小组活动进行汇报,培养学生介绍生肖来历的能力。

(1)朗读题干,帮助学生理解题目。

(2)小组活动,然后整理出答案并在小组内交流。

教师巡视,了解学生练习情况,及时提供帮助。

(3)请个别小组展示并进行评价。

五、可供选择的教学活动1.拓展故事阅读:生肖的故事目的:拓展阅读,更详细了解十二生肖的来历。

准备:教师给学生印制故事材料。

步骤:(1)呈现任务活动。

阅读故事,回答问题。

(2)小组活动,朗读故事。

(3)小组活动,完成故事阅读任务。

Tick or cross.( ) 1. The animals were arguing about who should be the first in the cycle of years.( ) 2. The Jade Emperor will decide which animal will start the cycle of years.( ) 3. A race across the river will decide which animal will start the cycle of years.( ) 4. Ox was the first to get to the other side of the bank in the race.( ) 5. Rat crouched on the back of the ox and jumped on to the bank before the ox, he won the first.(4)小组表演故事。