Lesson 24 Year Animals 教学设计
一、教材分析
本课为冀教版教材（三年级起）五年级上册第四单元的故事课。第四单元主要介绍中国的传统日及文化，而本课是与本单元内容息息相关的十二生肖的一个小故事。它以故事的形式，使学生了解十二生肖的来历，让学生体会了阅读故事的乐趣，同时还帮助学生复习、巩固、运用了本单元所学知识与内容。
二、学情分析
五年级的小学生已经初步掌握了序数词、动物名称及特征等英文表达，并且具备了一定的语言组织能力和语言表达能力。他们喜欢故事课，喜欢模仿不同角的语音语调并乐于生动地表演故事内容，对阅读故事的兴趣很高。
三、教学目标
1.知识与技能目标：
1）学生能在故事插图和老师的帮助下听懂和理解本课故事。
2）学生能就故事内容回答相关的问题。
3）学生能借助图片表演故事或片段。
2.情感态度目标：
1）学生增强阅读故事的兴趣；
2）学生敢于开口，乐于模仿，愿意用自己的方式表现故事内容。
3.学习策略目标：
运用跳读、寻读、默读等策略，增强阅读技巧，提高阅读能力。积极与他人合作，共同完成学习任务。
3.文化意识目标：
4.学生增强热爱中国传统文化的意识并增强民族自豪感。
四、课时安排：一课时
五、教学方法：阅读指导法、讨论法、表演法
六、教学手段：生肖头饰、手偶、图片、此卡、贴纸、多媒体等
七、教学过程
StepⅠ. Class Opening
1.Greetings: Hello, everyone. How are you today ? I’m excited, how do you feel, boy? What’s your year? Can you guess my year, boys and girls?
2. Review In China, each year has an animal name. Can you say them in order? The first ....
三年级英语小故事
StepⅡ. Pre-reading activities
1.Prediction. Show picture1.3.9, and ask the questions: In picture 1, the lion and the rat are talking. What are they talking about? How does the rat feel? The rat looks very excited. In picture 2, the cat is talking to the rat happily, but the rat looks nervous. Why? In picture 3, the cat runs after the rat angrily. Why? [设计意图: 通过复习十二生肖，迅速激活旧知，并通过图片预测，给故事设疑，激发学生的阅读兴趣。]
Step III. While-reading activities    1. General reading 1) True or False. Please read the story silently and finish the exercise. 2）Now let’s enjoy the video. Play the video of the whole story. [设计意图：通过默读故事和听故事，了解故事的主要内容并回答问题。培养学生快速捕捉关键信息及自主学习的能力，
同时又检验了
学生对故事的理解。]
2.Detailed reading
1). Read picture 1-3 silently by yourself. a.出示问题，让学生带着问题听读故事，并勾画答案。然后请学生回答问题。Why does the Lion King want to have a meeting? When is the meeting? What does the rat tell the cat? b. Now, let’s read in role. Ask some students to read the dialogue among the lion, the rat and the cat. (教师给出必要指导：语气、表情、动作。）
2). Show picture4-7. a. Imitate the pronunciation and intonation in group. b. Ask the students to read in role.
3).Read picture8-9.
Look at picture8, the cat meets the tiger, and he is surprised: “Why are you so early, Tiger? The meeting is in the afternoon.”The tiger is also surprised, “No, it was in the morning. You are late.”If you are the cat, how do you feel? What will the cat do? [设计意图：细读故事时，引导学生通过默读、朗读、小组读、分角读等方式让学生带着问题精读故事，以此训练学生的阅读能力，帮助学生掌握细读
、跳读、寻读等阅读技巧。同时用多样的活动设计、合作式的学习使学生的阅读思维更加活跃，有效促进学生阅读理解能力的提高。]
Step IV. After-reading activities.
1.Act out the story in group.
2.Retell the story. A. Put the picture1/3/5/7/9 on the blackboard. B. Ask three students to retell the story according to the pictures.
提示1: The Lion King wants to_________. The rat tells the cat______________. The rat asks the_____for help, so he comes _________. Twelve year animals ________. The cat_____, so he will .
提示2：No tips. [设计意图：通过图片环游，帮助学生理清十二生肖故事情节以及人物之间的关系，并通过提示词的帮助，引导学生复述故事，提高语言表达能力。]
3.Discuss : Do you like the rat in the story? (PPT呈现提示：Do you like the rat in the story? Why or why not?
I like the rat.
I don’t like the rat. Tips: honest(诚实的）cunning(狡猾的）selfish(自私的）clever(聪明的）winner(胜利者）bad friend(坏朋友）
4.Continue to write(续写）What will happen next? (设计意图：续写给了学生很大地发挥空间，通过体会不同的角不同的想法，激发学生思辨能力，同时提高英文写作水平。）
5.Further reading（拓展阅读）Now, let’s enjoy another story about the year animals.
Step V. Class Closing Homework:
1.Complete your story.
2. Read more books about year animals and share with your friends. Recommended books: 《Animals of the Chinese Zodiac》《Chinese Zodiac Stories》