1、1 教学基本信息 课题Chinese Zodiac （2） 是否属于 地方课程或校本课程 国家课程 学科英语学段： 小学年级六年级 相关领域音乐，自然科学，信息技术 教材书名：北京版小学英语出版社：北京出版社出版日期：2014 年 7 月第 1 版 2017 年 7 月第 4 版印刷 教学设计参与人员 姓名单位联系方式 设计者 指导思想与理论依据 小学英语课程标准 （2011 版）中明确指出：小学义务教育阶段英语课程的总目 标既体现了英语学习的工具性，也体现了人文性；既有利于学生发展语言运用能力，又 有利于学生发展思维能力，从而全面提高学生的综合人文素养。关注学生的核心素养， 我们的英语教学不
2、应只关注学生的基础知识的教授，而是要发展学生的听、说、读、写 技能，初步形成用英语与他人交流的能力，进一步促进思维能力，为今后继续学习英语 和用英语学习其他相关科学文化知识奠定基础，与此同时更要培养学生的全面发展，做 人的品德，即道德情感、文化素养、思维品质等。本节课关注学生的文化素养，使 12 生肖文化与英语有机地整合在一起，学生可以从多角度谈论生肖文化，传播中国文化。 基于这样的思想，本节课的教学设计充分、合理地运用学生已有生活经验，为了激 发和培养学生学习英语的兴趣。学生在本节课中学习 12 生肖知识，感知传统文化，了 解生肖由来。使音乐、游戏、对话与英语有机的整合在一起，力求满足不同层
3、次学生的 需求，使每个学生的身心得到健康的发展，同时使学生在学习过程中发展综合语言运用 能力，为学生全面发展和终身发展奠定基础。 教学背景分析 教学内容分析：教学内容分析： 本单元的话题是谈论中国生肖文化，这是本套教材中首次谈论生肖话题，学生曾经 谈论过动物名称、最喜欢的动物及宠物等与动物有关联的语言，学生将用“How often does each animal come around? Every twelve years. Which animal was the first of the twelve? It was the rat.”等分别谈论 12 生肖的轮回、顺序及特征。本单元的
4、三课书是呈 递进关系。 本课书是本单元的第二课时，这一话题与学生生活联系紧密，教师运用听音、看动 画、图片展示、绘本故事、情景模仿以及角色表演等方法激励学生感知、模仿、学习和 体验， 帮助学生准确熟练地运用交际用语： “Which animal was the of the twelve? It was the .”引导学生能够介绍生肖名称及名称来历、生肖顺序等，将语言运用于实践之中， 发展学生语言，传播中国文化。 学情分析：学情分析： 六年级的学生已经有了一定的学习基础和积累，具备了一定的交流和创编能力。本 班孩子们活泼、可爱，思维活跃、自主性较强，他们的逻辑思维能力在不断提高，课堂 2 参
5、与意识很强，学习的积极性非常高。焦距到本单元的内容，学生基本了解生肖知识， 如：序列，名称；基本掌握运用一般过去时连贯表述的能力；基本具备自主阅读并提取 信息的能力。 本课学习中涉及的 12 生肖词汇 rat, ox, tiger, rabbit, dragon, snake, horse, sheep, monkey, rooster, dog, pit，学生已经学习过，这些都为学生用较丰富的语言进行交流提供 了语言支持。 问题与对策：问题与对策： 教师在对本课进行教学设计时遇到了几个问题，通过认真的研读教材，以及对授课 学生的预估分析，对此制定了相应的对策。 1. 本节课难点词汇较多， 如
6、 decided, order, cycle, named， 词汇比较抽象， 学生不易理解。 教师采用不同的方法突破难点，如在学习 decided 时，教师采用自制小视频的方式帮 助学生理解； 教师通过谈话的形式， 列举了水循环、 一周的循环， 帮助学生理解 cycle 的含义；name 通过英英解译，让学生理解动词和名词的词性。教师采用多种方式， 帮助学生学习、理解词汇，突破难点。 2. 本节课阐出环节存在一定的难度，因此设计了 2 种不同的形式，一种为复述十二生 肖故事， 教师在黑板上给出 word Bank， 作为语言支持； 另一种为自主创编生肖故事。 学生根据自己的语言能力进行活动的选
7、择。 教学目标 教学目标：教学目标： 1学生能够听懂、会说、认读词汇 choose, decide, start 描述十二生肖顺序。 2 学生能够在一定的情景中听懂、 会用 Which animal was the first of the twelve? It was the rat.并能在实际情景中询问某事的顺序及其简单应答。 3学生能够正确理解课文对话，获取课文中的相关信息，并复述课文。 4学生了解中国 12 生肖顺序的故事，能主动谈论和传播生肖文化。 教学重点：教学重点： 1学生能够听懂、会说、认读词汇 choose, decide, start 描述十二生肖顺序。 2 学生能够在一定
8、的情景中听懂、 会用 Which animal was the first of the twelve? It was the rat.并能在实际情景中询问某事的顺序及其简单应答。 3学生能够正确理解课文对话，获取课文中的相关信息，并复述课文。 。 教学难点：教学难点： 在恰当的情景中正确运用新语言，主动流利地谈论中国生肖文化。 教学过程 一、Warming up （一）Enjoy a video about the dragon. T: Lets enjoy a video. Think about what the story is about? 预设学生的答案: Its about th
9、e differences between Chinese dragon and western dragon. T: What does the Chinese dragon have? What does it mean? What does the western dragon have? What does it mean? 学生预设： The Chinese dragon has the deers horn, snakes body, eagles claws, horses head, and fishs scales. It means power. The western d
10、ragon has strong wings, sharp claws and a big 3 tail. It always means evil. T: Dragon is one of the twelve animals. What are the twelve animals? 【设计意图】动画引入，激起学生的学习兴趣。讲述中国龙与西方龙的区别，渗透中西 方传统文化的差异。 （二）Review the 12 Chinese Zodiac 1. T: In China, there are twelve animals. What are the twelve animals? 2.
11、学生边说教师边贴板书 3. 板书：Chinese Zodiac T: We also call them Chinese Zodiac. 4. cycle T: They become a cycle. 板书贴 12 生肖，贴字条 cycle T: We have the water / week cycle. 【设计意图】第一课学生主要学习 12 生肖的名称，感知传统文化，因此为了帮助学生 顺利过渡到第二课时的学习中，在热身环节，学生复习 12 生肖的名称及了解 cycle 的概 念。 （三）Chinese Zodiac in our life 1. Where can you see th
12、e Chinese Zodiac? 预设学生的答案：We see the Chinese Zodiac on TV / in book / in the picture 2. Enjoy some pictures T: Lets enjoy some pictures. 3. Read the Chinese Zodiac in our life S: Stamps, coins, painting, paper-cut, on the china, bronze animal head 4. Summarize: They are all our Chinese traditional c
13、ulture. We are all proud of them. 【设计意图】文化的渗透，生活中有很多 12 生肖的例子，如：邮票、绘画作品、剪纸、 瓷器、铜首，让学生通过观看图片，体会中国的传统文化。 二、Presentation （一）Topic picture 指导语：Sara is an American girl. She didnt know about Chinese Zodiac. So Sara and Yangyang are talking about the Chinese Zodiac. Do you have some questions about the tw
14、elve animals? What do you want to learn? 【设计意图】本节课先是复习 12 生肖知识，又通过谈话让学生说说想学习哪些有关于 12 生肖的知识，引出今天主题课文的学习。 （二）板书： 1. Whats the story / history?Who decided? 2. decide-decided (1) Read after me. (2) Enjoy a video to translate and understand. “I want to play football and go swimming after school, but I do
15、nt have much time. I must choose one thing, football or swimming. I have to decide. OK. I decide to play football with my friends.” “I got 89 score, I decide to study hard.” (3) Thats the meaning of decided. Decide means you make a choice after you think it over. Read one more time. 4 【设计意图】课文部分的学习注
16、重细节，细节 1：在处理 decided 时，让学生观看一小 段视频，视频中用两个不同的事例，帮助学生理解 decided，并给出正确的含义。 （三）Enjoy the video and answer the question. 1. Lead-in T: There are many different stories about it. Today well learn one story. Lets enjoy the video and try to answer these questions? (板书：different stories) 2. Enjoy the video T
17、: Who decided? (1) Learn the word of Jade Emperor Who decided the Chinese Zodiac? Jade Emperor 纠正发音 板书贴图 Jade Emperor See some pictures of Jade Emperor (2) In one story, the Jade Emperor held a swimming race to choose animals for the names of the years. What did Jade Emperor hold? Read the sentence.
18、 板书 held a swimming race, Jade 与 race 的发音 Whats it for? (to choose animals for the names of the years) 注意：强调 for 和 of 的读音 Read the long sentence. (In one story, / the Jade Emperor held a swimming race / to choose animals / for the names of the years.) (3) Those twelve animals were faster than others
19、. See a picture to understand, “Those twelve animals were faster than others.” Those twelve animals were the winner because they were faster than others. 板书贴图 12 animals (4) Read the phrases of the sentence together. 【设计意图】小步骤教学，有利于难点的突破：分音节读词 emperor，Jade 和 race 相同 的发音规律，帮助学生记忆；长难句按意群分隔帮助学生理解跟读；for
20、 与 of 的纠音。 3. Learn the sentence, “Which animal was the first of the twelve? It was the rat.” （1）And then Sara asked an question, what was the question? Lets listen. （2） Listen and repeat. “Which animal was the first of the twelve?” （3） 板书“Which animal was the first of the twelve?” 贴字条 “first” （4） A
21、nswer the question, “It was the rat.” （5） Which animal was the second of the twelve? It was the ox.板书贴条 second Which animal was the sixth of the twelve? It was the snake. 板书贴条 sixth （6） 扩展 Can you talk about the other animals? “Which animal was the of the twelve? It was the .” 随着学生回答问题将序数词贴在 黑板上。 （7
22、）Paste the other animalsnumber. 4. Learn the sentence, “Then the Jade Emperor decided to name a year after each of them. The rat starts the cycle.” （1）And then what did Jade Emperor decide to do? 贴图 Jade Emperor decided （2） “Then the Jade Emperor decided to name a year after each of them.” To unders
23、tand the word, “name”. Whats his name?Peter. Name is a noun. 5 We name our dog Floppy. Name is a verb. That means someone gives him a name. So here name is a noun or a verb. Yes, here name is a verb. That means Jade Emperor named a year after each of them. （3）The rat starts the cycle. T: The rat was
24、 the first. The pig was the twelfth. Whats the next animal? So we say “The rat starts the cycle.” 【设计意图】课文部分的学习注重细节，细节 2：在处理 name 时，让学生理解动词和 名词的词性。 三、Practice （一）Practice the text 1. Listen and repeat. 2. Practice in pairs. 3. Show. 【设计意图】这个环节利用多种方式进行课文的操练，听音跟读-角色扮演-两人操练- 小组展示等等方式让学生进行复习巩固训练，内化语言。依据
25、学生的需求，由浅入深， 逐层递进，帮助学生能掌握本课最基本的知识，落实本课的重点知识，培养学生的听说 认读习惯，这些都是为最后的阐出环节搭建平台，提供语言上的支持。 （二）Retell the story 1. Do a model and retell the story together T: There are many different stories. This is one of them. Jade Emperor held a swimming race to choose animals for the names of the years. The rat, ox, ti
26、ger, rabbit, dragon, snake, horse, sheep, monkey, rooster, dog and pig were faster than others. So Jade Emperor decided to name a year after each of them.And the rat starts the cycle. 2. Practice by yourself 3. Find someone to show 【设计意图】学生根据板书提示的短语复述课文，有利于加深学生对课文内容的理解、 巩固和积累，也有利于提高学生的思维能力和口语表达能力，更为
27、阐出环节的创编故事 做语言上的支持。 （三）Know more about the Chinese Zodiac 1. What else do you want to know? 2. 教师根据学生的回答进行板书：What else? T: Its a swimming race. But why rat is the first? What did it happen? Lets enjoy a video. 3. Enjoy the video 4. Talk about the swimming race T: Why rat can be the first one? S: The
28、rat was right behind the ox. So the kind ox let the rat fight on his back. As soon as they got to the other side, the rat jumped off and scurried to the finish line to win the race. 补充板书：图 The rat jumped on the oxs back. jumped off the finish line 【设计意图】课文环节并没有明确讲述为什么 rat 在游泳比赛中获得了第一名，视频的 补充可以帮助学生弥补
29、这一知识的空白，让学生根据视频内容进行阐述，更为最后的讲 生肖故事做语言上的铺垫。 6 四、Production （一）Reading：Chinese Zodiac 1. Lead-in 指导语：There are many different stories about Chinese Zodiac. Lets read another one. 2. Read the story. (1) Read together Long long ago, people wanted to choose twelve animals to be the zodiac of the people, a
30、nd one year one animal. There were many animals in the world. How to choose? They decided a date and named the year after the twelve animals. (2) Read it by yourself and think about these questions and underline the answer. Cat and rat are the neighbors and good friends. They all wanted to go. But t
31、he cat liked to sleep. So the rat said to the cat, “Dont be hurry. I would call you and lets go together.” The cat said to the rat, “Thank you so much. You are really my best friend.” But the next day, the rat didnt call the cat and went by itself. On the way, the rat met the strong ox. It could wal
32、k very fast. So the rat said, “If I ride on your neck, I would sing songs for you, and you would not be lonely.” The ox thought, “Thats a good idea.” At the end of the place, the rat jumped from the oxs neck, and jumped on the playground. At last, the rat was the first. It was the smallest in the tw
33、elve animals, but it was the first. The ox was the second. The cat slept, so it didnt catch up with the time. When the rat saw the cat, it ran off. 3. Read and underline the answer. (1) Why did the ox agree the rat to jump on his neck? Because the rat said to the ox, if it rode on the oxs neck, it w
34、ould sing songs for the ox, and the ox would not be lonely. The ox thought it was a good idea. (2) Why rat was the first of the twelve? At the end of the place, the rat jumped from the oxs neck, and jumped on the playground, so the rat was the first of the twelve. (3) Were the cat and the rat good f
35、riends at last? Why? No, they werent. Because the rat didnt call the cat and went by itself. The cat didnt catch up with the time, so the cat saw the cat, the rat ran off. 4. Check answer 【设计意图】阅读能力的提升，需要过程的支持。在本节课中，教师提供了另外一个版 本关于 12 生肖的故事，让学生先自己读再回答问题，这样可以更好地让学生理解 12 生 肖故事的来历，并拓展阅读量。 （二）Tell the st
36、ory about Chinese Zodiac. (1) Tell the story or make a new story about Chinese Zodiac. (2) Practice in pairs. (3) Show 【设计意图】培养学生的英语语用能力是小学阶段一项重要的、长期的目标和任务，学 生通过讲故事的形式，可以提升学生的语言能力。本环节设计了 2 种不同的形式，一种 为复述十二生肖故事，教师在黑板上给出 word Bank，作为语言支持；另一种为自主创 编生肖故事。学生根据自己的语言能力进行活动的选择，以培养学生讲故事的能力。 五、Homework 7 （一）Tel
37、l the stories about Chinese Zodiac and read a story. （二）Find out the idiom about rats like “as timid as a rat”. 胆小如鼠 （三）Find out some other stories of Chinese Zodiac and make a poster. 【设计意图】作业是对本节课知识的复习巩固，也是课堂的一种延续，作业以讲故事、 读故事为基础作业，其次是找到有关于动物的成语，进行文化的拓展，同时也为下一课 的学习做铺垫；最后是找其他版本的 12 生肖的故事，并在下一节课中进行讨论
38、学习。 板书： 学习效果评价设计 语言评价：语言评价： 老师对学生学习效果的评价：Good！Great! Wonderful! Super! Excellent! Good job! Very nice! 等鼓励性语言。 学生之间的评价：Yes! Good! Very good! Wonderful! Super!等激励性语言。 本教学设计与以往或其他教学设计相比的特点(300-500 字数) 本课的每一个环节都是环环紧扣，每个环节或活动之间都连接的十分紧凑，承上启 下。孩子们在喜爱的多种活动中进行学习、操练，从而可以牢固理解、掌握新知。 1. 一条主线贯穿始终，一条主线贯穿始终，创设情境，真
39、实交流。创设情境，真实交流。本节课通过 Sara 和 Yangyang 谈论 12 生 肖引入话题，并贯穿整节课的始终，直到操练环节、阐出环节都是在谈论 12 生肖。每 个环节的过渡又都有语言和情景的支持，使得整节课看起来完整、连贯又自然。同时又 给学生复述课文和创编故事的机会，与此同时从热身环节、呈现环节、操练环节等一系 列的活动，已经给了学生一定的语言支持，这样就可以让学生在真实的语言情境中进行 大胆交流，提高综合语言运用的能力。 2. 利用现代教育技术，拓宽学生学习和运用英语的渠道。利用现代教育技术，拓宽学生学习和运用英语的渠道。视频资源在英语教学过程中 不失时机地传递教学信息，能有效地
40、调动学生的学习兴趣，增强其参与欲望，激活其创 造性思维，消除其学习时的心理、生理疲劳感，变学习压力为学习动力，更好地为教学 服务。本节课引入了大量的视频资源，补充了多个视频、动画，学生在视频动画中复习、 巩固新知，并在一节课中始终充满兴趣与乐趣，愿意交流，乐于表达，丰富了学生的学 8 用渠道。 3. 拓展学生的文化视野拓展学生的文化视野，发展学生的交际意识发展学生的交际意识。本节课学生了解中国 12 生肖顺序的故 事，并能主动谈论和传播生肖文化。在作业中，学生们复习生肖故事、读故事，并继续 寻找有关于动物的成语和 12 生肖不同版本的故事，传播中国的文化。 4. 对话教学与绘本教学有机融合对话教学与绘本教学有机融合。 本节课的主题课文为对话教学， 教师适时地补充了另 一个版本有关于 12 生肖的阅读故事。当学生阅读完故事后，进行阅读理解。最后的阐 出环节，学生或复述十二生肖故事，或自主创编生肖故事。学生根据自己的语言能力进 行活动的选择，两种模式的有机融合，满足不同程度学生的需求，以培养学生讲故事的 能力，发展学生的语言能力。 附件一： 123 4 567
