視頻簡介：
視頻標(biāo)簽：Helen Keller,小學(xué)英語冀教
所屬欄目：小學(xué)英語優(yōu)質(zhì)課視頻
視頻課題：Lesson 12 Helen Keller小學(xué)英語冀教2011課標(biāo)版-石家莊市
教學(xué)設(shè)計(jì)、課堂實(shí)錄及教案：Lesson 12 Helen Keller小學(xué)英語冀教2011課標(biāo)版-石家莊市橋西外國語小學(xué)，橋西區(qū)2016年小學(xué)英語教師評優(yōu)課
新設(shè)計(jì)
冀教版《小學(xué)英語》六年級下冊故事課
Helen Keller教學(xué)設(shè)計(jì)
石家莊市橋西外國語小學(xué) 李煥敏
2教學(xué)目標(biāo)
1. 知識與技能目標(biāo):
(1)學(xué)生能在圖片幫助下聽懂、理解故事。
(2)學(xué)生能夠問答簡單的關(guān)于這個(gè)故事的問題。
(3)學(xué)生能借助圖片和語境提示理解、認(rèn)讀單詞 born, deaf, blind, university, writer, hope.
(4)學(xué)生能在老師和板書幫助下簡單復(fù)述故事。
2.學(xué)習(xí)策略目標(biāo):
(1)發(fā)展學(xué)生的略讀、尋讀等閱讀策略。
(2)引導(dǎo)學(xué)生積極運(yùn)用所學(xué)英語進(jìn)行表達(dá)和交流。
3.情感態(tài)度目標(biāo):
學(xué)習(xí)Helen Keller身殘志堅(jiān),戰(zhàn)勝困難的頑強(qiáng)意志, 從而形成積極向上的生活和學(xué)習(xí)態(tài)度。
3學(xué)情分析
學(xué)習(xí)者分析:
本課的教學(xué)對象是小學(xué)六年級的學(xué)生,這些學(xué)生從三年級開始學(xué)習(xí)英語,已經(jīng)掌握了一些英語基礎(chǔ)知識,能夠用英語表達(dá)自己的觀點(diǎn),有了一定的自主學(xué)習(xí)的能力和小組合作合作意識。本課故事的主人公是孩子們所知曉的作家海倫凱勒,對于她的基本情況,學(xué)生也都有所了解,雖然有一些新詞,但通過聯(lián)系上下文來理解,故事內(nèi)容對于他們來說不是很難,關(guān)鍵在于體會海倫凱勒的精神。
學(xué)習(xí)內(nèi)容分析:
本課為冀教版三年級起點(diǎn)第八冊第二單元第六課。第二單元主要圍繞有關(guān)健康的話題展開。本單元之前的課文中,介紹了保持健康的一些方法,比如合理飲食,養(yǎng)成良好的生活習(xí)慣,加強(qiáng)鍛煉。本課的主人公海倫凱勒,雖然沒有健康的身體,但是她依然保持對生活的希望和頑強(qiáng)學(xué)習(xí)的精神。在教授過程中,要引導(dǎo)學(xué)生體會海倫凱勒的艱辛與偉大,理解故事大意,達(dá)成故事的簡單復(fù)述。
4重點(diǎn)難點(diǎn)
教學(xué)重點(diǎn):
(1)學(xué)生能借助圖片和語境提示理解、認(rèn)讀單 born, deaf, blind, university, writer, hope.
(2)發(fā)展學(xué)生的略讀、尋讀等閱讀策略。
教學(xué)難點(diǎn):
學(xué)生能在老師和板書幫助下簡單復(fù)述故事。
5教學(xué)過程
5.1第一學(xué)時(shí)
5.1.1教學(xué)目標(biāo)
1. 知識與技能目標(biāo):
(1)學(xué)生能在圖片幫助下聽懂、理解故事。
(2)學(xué)生能夠問答簡單的關(guān)于這個(gè)故事的問題。
(3)學(xué)生能借助圖片和語境提示理解、認(rèn)讀單詞 born, deaf, blind, university, writer, hope.
(4)學(xué)生能在老師和板書幫助下簡單復(fù)述故事。
2.學(xué)習(xí)策略目標(biāo):
(1)發(fā)展學(xué)生的略讀、尋讀等閱讀策略。
(2)引導(dǎo)學(xué)生積極運(yùn)用所學(xué)英語進(jìn)行表達(dá)和交流。
3.情感態(tài)度目標(biāo):
學(xué)習(xí)Helen Keller身殘志堅(jiān),戰(zhàn)勝困難的頑強(qiáng)意志, 從而形成積極向上的生活和學(xué)習(xí)態(tài)度。
5.1.2學(xué)時(shí)重點(diǎn)
(1)學(xué)生能借助圖片和語境提示理解、認(rèn)讀單 born, deaf, blind, university, writer, hope.
(2)發(fā)展學(xué)生的略讀、尋讀等閱讀策略。
5.1.3學(xué)時(shí)難點(diǎn)
學(xué)生能在老師和板書幫助下簡單復(fù)述故事。
5.1.4教學(xué)活動
活動1【導(dǎo)入】讀前
T: First, I will share some sentences from a book. Please, enjoy!
(設(shè)計(jì)意圖:學(xué)生欣賞假如給我三天光明的英文版-帶中文解釋,激活學(xué)生的已知。)
T:These sentences are also from this book. Now , let’s read together.
(設(shè)計(jì)意圖:學(xué)生在老師帶領(lǐng)下,有感情的朗讀里面的片段。體會書中作者的思想感情。)
This book is Three Days to See.
1) What’s this in Chinese?
2) Who wrote it?
T:Today , we will read a story about Helen Keller.
(設(shè)計(jì)意圖:激活孩子已知,由已知自然的導(dǎo)入到新知。)
Look! These 4 numbers are all about Helen Keller.
What’s the relationship between Helen Keller and the numbers? Please guess!
(設(shè)計(jì)意圖:給出故事發(fā)展的關(guān)鍵時(shí)間節(jié)點(diǎn),提問關(guān)系,引發(fā)學(xué)生思考,激發(fā)學(xué)生的閱讀興趣,同時(shí)帶著學(xué)生們的疑問進(jìn)入故事的閱讀。)
活動2【講授】讀中
1. Read quickly and answer.
T:First, please read the whole story quickly and answer.
1) When was she born?
2) What’s one of her famous books?
(設(shè)計(jì)意圖:學(xué)生快速整體閱讀文章,找到問題答案,培養(yǎng)學(xué)生的尋讀能力。)
T:Ok, when was she born?
S: She was born in 1880.
T:Yes! She was born in the U.S. in 1880.
(出示可愛小狗圖片)Look! A lovely baby dog. The dog was born yesterday.
(出示可愛嬰兒圖片)Wow! A little baby. The baby was born last month.
I was born in 1987. Follow me, born, [?:] , born , together
S:Born.
T:She was born in the U.S. in 1880.
She was born in 1880.
( 設(shè)計(jì)意圖:教師帶領(lǐng)學(xué)生在板書幫助下進(jìn)行本句的復(fù)述,為之后的整體復(fù)述做鋪墊。)
(設(shè)計(jì)意圖:學(xué)生在情境中理解單詞born的含義,然后通過圖片配以相應(yīng)的英文解釋來鞏固對新詞的理解,利用單詞卡讓學(xué)生對新詞的形有整體的認(rèn)知,同時(shí)教授單詞的發(fā)音,強(qiáng)調(diào)元音的發(fā)音,先整體帶讀再學(xué)生自讀,形成內(nèi)化。最后,再回到文本的答案中活用新詞。)
T:And what’s one of her famous books?
S: The Story of My Life
T:Yes! It’s a great book. Now, let’s know more about Helen Keller’s life.
(設(shè)計(jì)意圖:利用答案,順利的銜接到下一步任務(wù),過渡自然。 )
2. Listen carefully and find.
T:Please listen carefully and find the answer.
When did she fall ill?
Now, let’s listen.
(設(shè)計(jì)意圖:播放故事前三幅圖片的音頻,訓(xùn)練學(xué)生聽力,找到問題的答案。)
T:Ok, when?
S: 18 months old.
T:Yes, when she was 18 months old. And then what happened to her?
(設(shè)計(jì)意圖:對學(xué)生的回答給予充分肯定,繼而追問,導(dǎo)入下一個(gè)任務(wù)。)
3. Read carefully and choose.
T:Please read carefully and choose the right answers.
(設(shè)計(jì)意圖:學(xué)生帶著任務(wù)完成對前三幅圖的閱讀。)
T:OK, Number 1.
S: She couldn’t see , hear or speak.
T: Yes. She couldn’t see , hear or speak.
Helen Keller couldn’t see. She was blind.
Follow me, blind, [ai], blind, together
S: Blind.
T: Helen Keller couldn’t hear. She was deaf.
Follow me, deaf, [e], deaf, together
S: Deaf.
(設(shè)計(jì)意圖:在文本的情景中,利用英文解釋英文的方法來幫助孩子理解新單詞的含義。)
T:When she was 18 months old, she became deaf and blind.
(設(shè)計(jì)意圖:教師帶領(lǐng)學(xué)生在板書幫助下進(jìn)行本句的復(fù)述,為之后的整體復(fù)述做鋪墊。)
Did her parents know how to help her?
(設(shè)計(jì)意圖:追問細(xì)節(jié)問題,深度挖掘文本信息。)
S: No, they didn’t.
T:How did Helen feel?
S:Angry.
T:What did Helen do when she felt angry?
(設(shè)計(jì)意圖:追問細(xì)節(jié)問題,深度挖掘文本信息。)
S:She threw her food from the table.
(設(shè)計(jì)意圖:通過學(xué)生的回答,檢驗(yàn)學(xué)生對文本的理解。)
T:If you are angry, what do you do?
(設(shè)計(jì)意圖:教師拋出相關(guān)問題,引導(dǎo)學(xué)生聯(lián)系自己的實(shí)際生活,用英語進(jìn)行表達(dá),學(xué)生自由暢談自己的方式,教師根據(jù)學(xué)生的回答進(jìn)行正確引導(dǎo)。)
T:We can see and hear clearly so we can do these things.
But Helen Keller was deaf and blind. In her life, everything was black and quiet.
(設(shè)計(jì)意圖:對比正常孩子和海倫的不同,使學(xué)生對海倫的不幸遭遇更加同情,為下文學(xué)生體會海倫的堅(jiān)強(qiáng)做好情感鋪墊。)
T:Was her life always in dark?
One day, someone changed her life, like the sunshine make her life bright.
(設(shè)計(jì)意圖:海倫的命運(yùn)出現(xiàn)了轉(zhuǎn)折,在此要特別突出她的老師對她影響的神奇力量,結(jié)合圖片由黑暗到一束光的出現(xiàn),暗示她的老師就如同海倫生命里的光。)
4. Read carefully and answer.
1) Who changed her life?
2) What did this person want to do?
3) What did Helen learn?
(設(shè)計(jì)意圖:學(xué)生根據(jù)老師所給問題,進(jìn)入文本后五幅圖的閱讀,訓(xùn)練學(xué)生的尋讀能力。)
T:OK , who changed her life?
S: Her teacher.
T:Yes, and what’s her teacher’s name?
S:Anne Sullivan.
T:Follow me, Anne Sullivan .
(設(shè)計(jì)意圖:使學(xué)生掌握Anne Sullivan這個(gè)名字的正確發(fā)音 ,為后面的復(fù)述掃除障礙。)
T:In 1887, she met her teacher Anne Sullivan.
(設(shè)計(jì)意圖:教師帶領(lǐng)學(xué)生在板書上進(jìn)行本句的復(fù)述,為之后的整體復(fù)述做鋪墊。)
T:What did Anne want to do?
S:She wanted to teach Helen words.
T:What did Helen learn?
S:She learned many new words.
T:And she also learned to speak, read and write.
(設(shè)計(jì)意圖:通過教師與學(xué)生的相互問答,剖析文本內(nèi)容,檢驗(yàn)學(xué)生對文本的理解。)
In 1887, she met her teacher Anne Sullivan. Then she learned to speak, read and write.
(設(shè)計(jì)意圖:將這部分的關(guān)鍵詞的呈現(xiàn)在板書上,教師帶領(lǐng)學(xué)生在板書上進(jìn)行本段的初步復(fù)述,為之后的整體復(fù)述做鋪墊。)
T:How did Helen learn these words?
(設(shè)計(jì)意圖:自然的追問海倫學(xué)習(xí)的過程,順利推進(jìn)下一步的體驗(yàn)。)
T: Now, close your eyes.(播放流水聲)
One day, Anne took Helen’s hand and let her feel the water. Then she wrote the word on the back of Helen’s hand . Now, boys and girls. Please use your finger, write a word on the back of your hand. w-a-t-e-r, try again, w-a-t-e-r. Again and again. And Helen got it.
(設(shè)計(jì)意圖:學(xué)生閉眼,老師有感情的述說海倫學(xué)習(xí)“water”一詞的過程,孩子們在黑暗的環(huán)境下體驗(yàn)海倫的學(xué)習(xí)過程的艱難。)
Now , open your eyes. Was it easy or hard?
S: Hard.
(設(shè)計(jì)意圖:學(xué)生對海倫的學(xué)習(xí)過程有親身的體會,感受到其中的艱辛。)
T: Let’s watch the video. How did Anne teach Helen the word “water”?
(設(shè)計(jì)意圖:學(xué)生觀看Anne Sullivan教授Helen “water”一詞的過程,了解老師的不易和海倫的頑強(qiáng)精神。)
Ok, let’s imagine. Anne wanted to teach Helen the word “book”. How did she do?
(設(shè)計(jì)意圖:孩子在體會了Anne 的教授過程以后,回答這個(gè)問題,既可以幫助孩子更好的理解這個(gè)神奇的時(shí)刻,更能檢驗(yàn)學(xué)生對此部分內(nèi)容的理解,為老師和海倫身上所散發(fā)的頑強(qiáng)精神所感動。)
From that day on, Helen began to study everyday. And she learned many new words.
5. Read and fill in the blanks.
T:Now , please take out this piece of paper. Read carefully and fill in the blanks.
(設(shè)計(jì)意圖:學(xué)生完成關(guān)于文本后五幅圖內(nèi)容的填空練習(xí),進(jìn)一步鞏固和檢驗(yàn)學(xué)生對此部分內(nèi)容的理解。)
T:OK , let’s check your answer.
(學(xué)生核對答案,當(dāng)講至friend 一詞時(shí),老師要補(bǔ)充加以解釋:
Friend : I am your teacher and also your friend.)
(學(xué)生核對答案,當(dāng)講至university一詞時(shí),老師要對university進(jìn)行講解:
This is Harvard University . Do you know Harvard University?
It’s very famous around the world. Helen went to this university. How great was she!)
(設(shè)計(jì)意圖:配以老師的講解,讓學(xué)生明白海倫凱勒作為一個(gè)聾啞人,憑著努力,最終進(jìn)入了世界一級學(xué)府—哈佛大學(xué),讓學(xué)生感受海倫的偉大。)
This is University of Oxford and our Peking University.
Do you want to go to these universities?
(設(shè)計(jì)意圖:激勵(lì)學(xué)生的奮進(jìn)意識,鼓勵(lì)他們用功讀書。)
S:Yes!
T:Please work hard.
Follow me, university, [?ju:n?] [?v?:] [s?ti], university.
(設(shè)計(jì)意圖:長單詞分音節(jié)教授,幫助學(xué)生更好地掌握發(fā)音。)
When Helen was 20 years old, she went to university.
(設(shè)計(jì)意圖:教師帶領(lǐng)學(xué)生在板書上進(jìn)行本句的復(fù)述,為之后的整體復(fù)述做鋪墊。)
T: Later , she became a great ______.
Follow me, writer, writer, together:
S:Writer
T: Teach
S: Teacher
T:Who’s this beautiful teacher?
S: Miss Cheng
(設(shè)計(jì)意圖:利用學(xué)生自己老師的圖片,激發(fā)學(xué)生的學(xué)習(xí)興趣。)
T: And write
S: Writer
(設(shè)計(jì)意圖:利用學(xué)生已知的詞根信息,拓展到新授單詞,便于學(xué)生理解。 )
T:Who’s he?
S: Lao She
(設(shè)計(jì)意圖:為更貼近學(xué)生的現(xiàn)有認(rèn)知水平,選擇了孩子們所熟知的作家-老舍。)
T:Follow me, writer, writer,together:
S: Writer.
T: Helen Keller became a great writer.
(設(shè)計(jì)意圖:教師帶領(lǐng)學(xué)生在板書上進(jìn)行本句的復(fù)述,為之后的整體復(fù)述做鋪墊。)
Look! This is Helen Keller. Who’s this writer?
S: Lu Xun
T: Do you know her?
S: Bing Xin
T: They are all great writers. They wrote many famous books.
(設(shè)計(jì)意圖:提供給學(xué)生另外兩位他們熟悉的偉大作家,幫助孩子們更好的了解海倫身為一名作家的偉大所在。)
Helen’s story gives everyone hope. Follow me, hope, hope, together:
S:Hope
(設(shè)計(jì)意圖:通過之前的情感渲染,到此處,孩子們已經(jīng)能基本明白海倫凱勒教給我們的是希望,領(lǐng)讀幾遍,讓學(xué)生掌握發(fā)音并在幻燈片上面標(biāo)明hope的中文解釋。)
活動3【活動】讀后
1. Watch the story.
T:Now , let’s watch the story and feel the hope.
(設(shè)計(jì)意圖:帶字幕觀看故事動畫,學(xué)生整體感知故事以及其中所寓含的道理。)
2. Retell the story.
1) T:OK, boys and ad girls. What do we learn today? Let’s say together.
(設(shè)計(jì)意圖:教師帶領(lǐng)學(xué)生在板書的幫助下完整的復(fù)述一遍故事,引導(dǎo)學(xué)生掌握根據(jù)關(guān)鍵詞復(fù)述的能力。)
2) T:Now, please retell the story to your partner.
(設(shè)計(jì)意圖:給學(xué)生充分的時(shí)間,讓他們自己練習(xí),鞏固這種能力。)
3) T:Ok, who can retell the story for us?
(設(shè)計(jì)意圖:學(xué)生自己根據(jù)板書將故事完整的復(fù)述,達(dá)成本節(jié)課的教學(xué)目標(biāo)。)
3. Groupwork
T : Today we knew Helen Keller and her teacher Anne Sullivan.
What do you think of Helen Keller ? and What do you think of Anne Sullivan?
First, talk about it in your groups.
(設(shè)計(jì)意圖:小組討論故事中兩個(gè)重要人物對自己的啟迪,既鍛煉了學(xué)生的表達(dá)能力又培養(yǎng)了他們的向Helen和Anne的高貴精神品質(zhì)學(xué)習(xí)的情感態(tài)度,同時(shí)考驗(yàn)了他們的小組交流與合作的能力。)
T:Ok, who wants to share your ideas with us?
(設(shè)計(jì)意圖:學(xué)生就小組討論所得分享自己的心得。)
T: We know , Helen Keller is a great writer. She wrote 14 books in her life. We know Three Days to See and The Story of My Life .Her last book is My Teacher. I think , her teacher is very important to her.
( 設(shè)計(jì)意圖:海倫凱勒以她的頑強(qiáng)精神贏得了人們的尊重,她的一生也是極為輝煌的,而在自己功成名就的同時(shí),海倫并沒有忘記自己的老師,還特意寫書紀(jì)念她,讓學(xué)生體會兩人之間深厚的情誼。)
4. Emotional Value
T:Their story really give us hope. They are all great. And there are many other great people, like Zhang Haidi , Adison and Beethoven. They all work hard and never give up hope! Great hope makes great men.
( 設(shè)計(jì)意圖:由海倫和安妮身上的共同品質(zhì),推及更多像他們一樣的人,使學(xué)生明白:他們之所以取得成功是靠著自己心存希望并且勇于拼搏的精神。 )
So boys and girls, please keep hope in your heart and work hard.
(設(shè)計(jì)意圖:情感態(tài)度的升華,教育孩子們要心存希望并加倍努力。)
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