(共30张PPT)
Unit 7 What are the twelve animals
北京版六年级上册
Lesson 24
We know there are twelve birth-year animals. They are Rat, Ox, Tiger, Rabbit, Dragon, Snake, Horse,
Sheep, Monkey, Rooster, Dog, and Pig. They were arranged in order. Who decided the order Let’s read and say.
What are they talking about
Look and think
Let’s watch
Listen and complete
That’s a good question. There are many different ________
about it.
stories
Who _______the _____of the birth-year animals, Yangyang
order
decided
Let’s learn
Who decided the order of the birth-year animals, Yangyang
He decided to buy a car.
Let’s learn
Who decided the order of the birth-year animals, Yangyang
the order of the letters
Listen and complete
In one story, the Jade Emperor held a ______________to ______animals for the names of the years. Those twelve
animals were ________than others.
swimming race
Please tell me one of _____.
them
faster
choose
Let’s learn
In one story, the Jade Emperor held a swimming race to
choose animals for the names of the years.
I don’t know how to choose.
Listen and complete
It _______the rat.
was
Which animal was the ________of the twelve
first
Listen and complete
You are right.
Then the Jade Emperor decided to name a year after each of them. The rat ________________.
starts the cycle
Let’s learn
The rat starts the cycle.
“Thanks” starts with letter “T”.
Listen and answer
Which animal won the race
It was the rat.
Listen and answer
What did the Jade Emperor do next
The Jade Emperor decided to name a year after
each of them.
Let’s role-play
Sara: Who decided the order of the birth-year animals, Yangyang
Yangyang: That’s a good question. There are many different stories 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.
Let’s role-play
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.
Read and complete
__________years are named after the twelve animals.
There are many stories about the _______ of the twelve animals.
One of them says: the Jade Emperor held a __________ race to choose animals for the names of the years.
The ____ was the fastest, and the other eleven animals followed him, so the Jade Emperor named the years in the order they finished the _______.
Chinese
order
swimming
rat
race
Let’s learn more
Think and share
Rat was the first of the swimming race. How did the rat win the race What do you think of the rat
I think the rat is clever, but he should help other animals.
We should say thanks to the people who help us, and
give a hand when they need help.
The rat jumped on the back of the ox.
He pushed the cat into the river.
Ask and answer
Which animal was the first of the twelve
It was the rat.
Ask and answer
Which season was the first of the four
It was spring.
Ask and answer
Which month was the first of the year
It was January.
Listen and match
Listen and check
1963 is the Year of the Rabbit.
1979 is the Year of the Sheep.
1981 is the Year of the Rooster.
1996 is the Year of the Rat.
2012 is the Year of the Dragon.
Listen and match
Pair work
—Which … the first of …
—It ….
How much do you know about the order of the Chinese zodiac Can you tell the story to your friends Have a try!
Homework
Must do:
1. Listen and read the dialogue.
2. Ask and answer about the story.
Choose to do:
1.Tell the story of the order of the Chinese zodiac to your friends.
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Unit 7单元整体教学设计
单元课题 六年级上册 教材页码 P50-57
单元主题 意义 本单元话题围绕中国十二生肖而展开，学习的主要知识点是能听懂、会说询问、谈论有关中国十二生肖，用 “Which birth-year animal are you ”询问并回答他人的生肖； 用 “What are oxen like ” 描述不同生肖的人的性格。
教学内容分析 1.来源&内容： 本课出自北京版小学英语六年级上册第七单元。本单元的主题围绕中国十二生肖而展开，话题涉及询问并回答他人的生肖，描述不同生肖的人的性格。通过学习，了解中国十二生肖文化，能主动谈论生肖文化，调查身边家人生肖信息并能传播中国十二生肖文化。 2.纵向知识关联： 功能：询问并回答，介绍，描述。 话题：询问并回答他人的生肖，描述不同生肖的人的性格。 语言知识： 2(上)Unit 4 There are many animals.pandas elephants monkeys3（上）Unit 3 I was born on May 23rd— When were you born — I was born on May 23rd.
3.横向知识关联： 本单元主要学习中国十二生肖的相关内容。本单元在 Lesson23，Lesson24和 Lesson25 所涉及的都是关于中国十二生肖的相关内容。 三课都需要重点学习和不断强化的是： 1.听懂、会说、询问、谈论有关中国十二生肖的交际用语，能正确运用十二个属相名词及描述性格的形容词就自己和他人的生肖及性格进行语言表达、交流。 2.听、说、读、写本单元的 19 个单词，认读 12 组形容词，并能正确归类。 3. 复巩固数词的用法并正确用数词进行表达。 4.单元探究设计：
学情分析 1.年龄特征： 六年级是小学阶段最后一个年级，高年级学生较中、低年级学生具有更成熟的认知能力和心理特征，对自身及周边的事物逐步有了自己独立的理解和认识。但不同学生的具体表现有很大差异，英语基础好的同学对英语有较强的求知欲和兴趣，能够把所学内容与生活实际相联系，并在课程教学过程中积极参与课堂教学活动，喜欢丰富多样的课堂活动形式，如畅读歌谣、对话表演、改编故事等，而一些学困生对英语学习的积极性不高，对英语课堂或家庭作业都是敷衍应付。 2.知识储备： 本单元是全书的第七个单元，主要学习谈论中国十二生肖的相关内容。学生在一二年级已经学过大部分的动物名称在三、五年级上学期学过关于出生年月及属相的句型:When were you born 及He was born in the year of the horse.有了这两个句型的支持，本单元知识就是一种巩固与延伸。基于以上分析，把本单元的教学重点定位为:学生能正确运用十二个属相的名词单复数形式及描述性格的形容词就自己和他人的生肖及性格进行语言表达、交流。教学难点是能把学到的关于生肖的交际用语正确运用到日常口语的交流中。 3.能力水平： 六年级的学生已具备能够准确从对话当中提炼主要信息的能力；能在语境当中用合适的日常用语谈论相关话题内容。
单元目标 在本单元教学结束之际，学生能： 1. 能听、说、读、写核心词汇tiger, twelve, animal, rat, rabbit, decide, order, choose, start, stamp, collect, show, ox, worker。 2. 能在语境中学习句型—Well, we Chinese named the years after twelve animals. —How often does each animal come around —Every twelve years. —Who decided the order of the birth-year animals, Yangyang —Which animal was the first of the twelve —It was the rat.; 3. 了解中国的十二生肖; 4. 能够读出含有字母组合pl, pr的单词，知道它们在单词中的发音。
第二课时教学设计
一、教学目标
通过本课学习，学生能够：
1.在看、听、说的活动中，获取和梳理对话信息，理解对话中谈论十二生肖顺序所使用的核心语言：—Which animal was the first of the twelve —It was the rat. (学习理解）
2.在教师和同伴的帮助下，分角色表演对话，演绎对话场景，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价；（应用实践）
3.在小组内进行真实语境的创设，进一步了解中国的生肖文化，并在讨论老鼠的行为时进行助人为乐的德育教育。（迁移创新）
完成本课时目标所需要的核心语言如下：
—Which animal was the first of the twelve
—It was the rat.
二、教学重难点
1.Order,cycle,The Jade Emperor这些词汇的认读和含义理解；听懂、会说1-12英语序数词。
2. 能用英语简述十二生肖比赛的故事。
三、教学过程
教学目标 学习活动 效果评价
学习理解 在看、听、说的活动中，获取和梳理对话信息，理解对话中谈论十二生肖顺序所使用的核心语言：—Which animal was the first of the twelve —It was the rat. 1.Lead in 通过上节课的学习，我们知道了十二生肖分别是：鼠、牛、虎、兔、龙、蛇、马、羊、猴、鸡、狗、猪。十二生肖有自己的排列顺序，那么，是谁决定的它们的排序呢？我们一起来看看吧。以同学们探究本周探索话题“十二生肖”为情景引入本节课谈论十二生肖顺序的相关表达。通过Yangyang和Sara的对话内容，自然过度到本节课的主要内容，学习谈论十二生肖顺序的相关表达。 2. Look and think 出示图片，组织学生根据图片，猜测图中人物的对话内容。 What are they talking about 3. Let’s watch 播放课视频，组织学生观看视频，跟读课文，并尝试理解课文大意；着重留意涉及前面提到的问题的语句，尝试组织语言，总结概括出答案。 通过视频，你知道十二生肖比赛的故事了吗？接下来我们仔细听听他们的对话。 4. Listen and complete Yangyang给Sara讲述关于十二生肖如何确定排列顺序的故事。我们一起听一听，填一填。 根据对话内容，把所给句子中缺失的部分补充完整。考查学生对课文内容的理解和掌握程度的同时，锻炼学生的听力能力。 5. Let’s learn Who decided the order of the birth-year animals, Yangyang He decided to buy a car. Who decided the order of the birth-year animals, Yangyang the order of the letters In one story, the Jade Emperor held a swimming race to choose animals for the names of the years. I don’t know how to choose. The rat starts the cycle. “Thanks” starts with letter “T”. 6. Listen and answer Which animal won the race It was the rat. What did the Jade Emperor do next The Jade Emperor decided to name a year after each of them. 播放音频，组织学生根据音频回答问题。考查学生对课文的理解和掌握程度的同时，巩固学习本节课重点单词、短语。 7. Let’s role-play Yangyang给Sara讲述关于十二生肖如何确定排列顺序的故事。我们一起来表演一下吧。 组织学生角色扮演课文内容。找学生，角色扮演对话练习课文内容。考查学生对课文内容的理解和掌握程度的同时，锻炼学生的口语表达能力。 8. Read and complete 现在你知道关于十二生肖的排序的故事内容了吗？试着根据课文内容，把下面短文补充完整吧。 __________years are named after the twelve animals. There are many stories about the _______ of the twelve animals. One of them says: the Jade Emperor held a __________ race to choose animals for the names of the years. The ____ was the fastest, and the other eleven animals followed him, so the Jade Emperor named the years in the order they finished the _______. 创设情景，让学生在具体情景中学习话题相关内容，引导学生积极参与互动和交流，学生能主动分享个人对该主题已有的知识、经验，教师根据需要调整提问方式进行追问或予以鼓励，预热学生提取关键信息的能力。 教师主动引导，观察学生的分步阅读任务的有效度、获取关键信息的能力。 教师观察学生对细节信息提取的速度和准确性。 教师设置任务为学生总结提取关键信息。 教师设置任务为学生总结提取关键信息。 教师主动引导，观察学生的分步阅读任务的有效度、获取关键信息的能力。 教师观察学生演绎对话时的表情、语言、肢体等情感表达体现地是否到位。 教师观察学生的预测能力、讨论参与程度和提取已有知识经验的能力，及时反馈奖励。
设计意图：本阶段活动旨在帮助学生在语篇中通过感知核心语言自然习得核心词汇，掌握谈论十二生肖顺序的句型。学生在教师的指导下从大意到细节逐步理解篇章内容，由义及形，由形及音逐步习得新词，同时分析、推理等语言思维也得到有效发展。
教学目标 学习活动 效果评价
应用实践 在教师和同伴的帮助下，分角色表演对话，演绎对话场景，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价 1. Let’s learn more 播放十二生肖比赛的视频，组织学生观看视频，拓展学习关于十二生肖的排序的更多内容。 2. Think and share Rat was the first of the swimming race. How did the rat win the race What do you think of the rat 出示问题，组织学生根据视频内容，思考并回答问题。考查学生对本节课所学内容的理解和掌握程度的同时，拓展学习关于十二生肖的更多内容。 3. Ask and answer 出示图片，组织学生根据图片对话练习谈论某事发生的频率的表达： Which animal was the first of the twelve It was the rat. Which season was the first of the four It was spring. Which month was the first of the year It was January. 教师观察学生能否对核心语言进行有效应用。 教师观察学生能否对核心语言进行有效应用。 教师引导学生积极主动发现问题，并通过合作探讨问题。
设计意图：通过自主发表看法和意见，让学生在交际中巩固所学内容，从中体验、实践、交流和探究语言，达成逐步熟悉词汇的意义和功能。从学习理解过渡到应用实践，能够通过课堂学习，谈论十二生肖顺序，自然渗透情感教育。
教学目标 学习活动 效果评价
迁移创新 在小组内进行真实语境的创设，学习谈论十二生肖顺序。 1. Listen and match 出示图片，播放音频，组织学生根据音频把年份和对应的生肖进行连线。考查学生对本节课重点内容的理解和掌握程度的同时，锻炼学生的听力能力。 2. Pair work —Which … the first of … —It …. 出示例句，组织学生对话练习谈论顺序的相关表达。 3. Homework Must do: 1. Listen and read the dialogue. 2. Ask and answer about the story. Choose to do: 1.Tell the story of the order of the Chinese zodiac to your friends. 教师观察学生对细节信息提取的速度和准确性。 教师组织学生头脑风暴，发散思维，联想话题相关内容，激发学生学习兴趣及课堂参与度。 教师鼓励学生积极参与创意作业的完成并进行自评。
设计意图：本阶段作业活动旨在帮助学生在迁移的语境中，创造性地运用所学语言，交流，为学生提供自由运用语言的平台，让学生在乐趣中使用语言解决问题，培养学生的合作能力和表达能力，发展学生语言思维；同时在完成作业的过程中，学生从课本走向现实生活，在探索和动手解决问题的过程中发展语用能力。
