视频简介：
视频标签：Helen Keller,小学英语冀教
所属栏目：小学英语优质课视频
视频课题：Lesson 12 Helen Keller小学英语冀教2011课标版-石家庄市
教学设计、课堂实录及教案：Lesson 12 Helen Keller小学英语冀教2011课标版-石家庄市桥西外国语小学，桥西区2016年小学英语教师评优课
新设计
冀教版《小学英语》六年级下册故事课
Helen Keller教学设计
石家庄市桥西外国语小学 李焕敏
2教学目标
1. 知识与技能目标:
(1)学生能在图片帮助下听懂、理解故事。
(2)学生能够问答简单的关于这个故事的问题。
(3)学生能借助图片和语境提示理解、认读单词 born, deaf, blind, university, writer, hope.
(4)学生能在老师和板书帮助下简单复述故事。
2.学习策略目标:
(1)发展学生的略读、寻读等阅读策略。
(2)引导学生积极运用所学英语进行表达和交流。
3.情感态度目标:
学习Helen Keller身残志坚,战胜困难的顽强意志, 从而形成积极向上的生活和学习态度。
3学情分析
学习者分析:
本课的教学对象是小学六年级的学生,这些学生从三年级开始学习英语,已经掌握了一些英语基础知识,能够用英语表达自己的观点,有了一定的自主学习的能力和小组合作合作意识。本课故事的主人公是孩子们所知晓的作家海伦凯勒,对于她的基本情况,学生也都有所了解,虽然有一些新词,但通过联系上下文来理解,故事内容对于他们来说不是很难,关键在于体会海伦凯勒的精神。
学习内容分析:
本课为冀教版三年级起点第八册第二单元第六课。第二单元主要围绕有关健康的话题展开。本单元之前的课文中,介绍了保持健康的一些方法,比如合理饮食,养成良好的生活习惯,加强锻炼。本课的主人公海伦凯勒,虽然没有健康的身体,但是她依然保持对生活的希望和顽强学习的精神。在教授过程中,要引导学生体会海伦凯勒的艰辛与伟大,理解故事大意,达成故事的简单复述。
4重点难点
教学重点:
(1)学生能借助图片和语境提示理解、认读单 born, deaf, blind, university, writer, hope.
(2)发展学生的略读、寻读等阅读策略。
教学难点:
学生能在老师和板书帮助下简单复述故事。
5教学过程
5.1第一学时
5.1.1教学目标
1. 知识与技能目标:
(1)学生能在图片帮助下听懂、理解故事。
(2)学生能够问答简单的关于这个故事的问题。
(3)学生能借助图片和语境提示理解、认读单词 born, deaf, blind, university, writer, hope.
(4)学生能在老师和板书帮助下简单复述故事。
2.学习策略目标:
(1)发展学生的略读、寻读等阅读策略。
(2)引导学生积极运用所学英语进行表达和交流。
3.情感态度目标:
学习Helen Keller身残志坚,战胜困难的顽强意志, 从而形成积极向上的生活和学习态度。
5.1.2学时重点
(1)学生能借助图片和语境提示理解、认读单 born, deaf, blind, university, writer, hope.
(2)发展学生的略读、寻读等阅读策略。
5.1.3学时难点
学生能在老师和板书帮助下简单复述故事。
5.1.4教学活动
活动1【导入】读前
T: First, I will share some sentences from a book. Please, enjoy!
(设计意图:学生欣赏假如给我三天光明的英文版-带中文解释,激活学生的已知。)
T:These sentences are also from this book. Now , let’s read together.
(设计意图:学生在老师带领下,有感情的朗读里面的片段。体会书中作者的思想感情。)
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.
(设计意图:激活孩子已知,由已知自然的导入到新知。)
Look! These 4 numbers are all about Helen Keller.
What’s the relationship between Helen Keller and the numbers? Please guess!
(设计意图:给出故事发展的关键时间节点,提问关系,引发学生思考,激发学生的阅读兴趣,同时带着学生们的疑问进入故事的阅读。)
活动2【讲授】读中
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?
(设计意图:学生快速整体阅读文章,找到问题答案,培养学生的寻读能力。)
T:Ok, when was she born?
S: She was born in 1880.
T:Yes! She was born in the U.S. in 1880.
(出示可爱小狗图片)Look! A lovely baby dog. The dog was born yesterday.
(出示可爱婴儿图片)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.
( 设计意图:教师带领学生在板书帮助下进行本句的复述,为之后的整体复述做铺垫。)
(设计意图:学生在情境中理解单词born的含义,然后通过图片配以相应的英文解释来巩固对新词的理解,利用单词卡让学生对新词的形有整体的认知,同时教授单词的发音,强调元音的发音,先整体带读再学生自读,形成内化。最后,再回到文本的答案中活用新词。)
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.
(设计意图:利用答案,顺利的衔接到下一步任务,过渡自然。 )
2. Listen carefully and find.
T:Please listen carefully and find the answer.
When did she fall ill?
Now, let’s listen.
(设计意图:播放故事前三幅图片的音频,训练学生听力,找到问题的答案。)
T:Ok, when?
S: 18 months old.
T:Yes, when she was 18 months old. And then what happened to her?
(设计意图:对学生的回答给予充分肯定,继而追问,导入下一个任务。)
3. Read carefully and choose.
T:Please read carefully and choose the right answers.
(设计意图:学生带着任务完成对前三幅图的阅读。)
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.
(设计意图:在文本的情景中,利用英文解释英文的方法来帮助孩子理解新单词的含义。)
T:When she was 18 months old, she became deaf and blind.
(设计意图:教师带领学生在板书帮助下进行本句的复述,为之后的整体复述做铺垫。)
Did her parents know how to help her?
(设计意图:追问细节问题,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?
(设计意图:追问细节问题,深度挖掘文本信息。)
S:She threw her food from the table.
(设计意图:通过学生的回答,检验学生对文本的理解。)
T:If you are angry, what do you do?
(设计意图:教师抛出相关问题,引导学生联系自己的实际生活,用英语进行表达,学生自由畅谈自己的方式,教师根据学生的回答进行正确引导。)
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.
(设计意图:对比正常孩子和海伦的不同,使学生对海伦的不幸遭遇更加同情,为下文学生体会海伦的坚强做好情感铺垫。)
T:Was her life always in dark?
One day, someone changed her life, like the sunshine make her life bright.
(设计意图:海伦的命运出现了转折,在此要特别突出她的老师对她影响的神奇力量,结合图片由黑暗到一束光的出现,暗示她的老师就如同海伦生命里的光。)
4. Read carefully and answer.
1) Who changed her life?
2) What did this person want to do?
3) What did Helen learn?
(设计意图:学生根据老师所给问题,进入文本后五幅图的阅读,训练学生的寻读能力。)
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 .
(设计意图:使学生掌握Anne Sullivan这个名字的正确发音 ,为后面的复述扫除障碍。)
T:In 1887, she met her teacher Anne Sullivan.
(设计意图:教师带领学生在板书上进行本句的复述,为之后的整体复述做铺垫。)
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.
(设计意图:通过教师与学生的相互问答,剖析文本内容,检验学生对文本的理解。)
In 1887, she met her teacher Anne Sullivan. Then she learned to speak, read and write.
(设计意图:将这部分的关键词的呈现在板书上,教师带领学生在板书上进行本段的初步复述,为之后的整体复述做铺垫。)
T:How did Helen learn these words?
(设计意图:自然的追问海伦学习的过程,顺利推进下一步的体验。)
T: Now, close your eyes.(播放流水声)
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.
(设计意图:学生闭眼,老师有感情的述说海伦学习“water”一词的过程,孩子们在黑暗的环境下体验海伦的学习过程的艰难。)
Now , open your eyes. Was it easy or hard?
S: Hard.
(设计意图:学生对海伦的学习过程有亲身的体会,感受到其中的艰辛。)
T: Let’s watch the video. How did Anne teach Helen the word “water”?
(设计意图:学生观看Anne Sullivan教授Helen “water”一词的过程,了解老师的不易和海伦的顽强精神。)
Ok, let’s imagine. Anne wanted to teach Helen the word “book”. How did she do?
(设计意图:孩子在体会了Anne 的教授过程以后,回答这个问题,既可以帮助孩子更好的理解这个神奇的时刻,更能检验学生对此部分内容的理解,为老师和海伦身上所散发的顽强精神所感动。)
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.
(设计意图:学生完成关于文本后五幅图内容的填空练习,进一步巩固和检验学生对此部分内容的理解。)
T:OK , let’s check your answer.
(学生核对答案,当讲至friend 一词时,老师要补充加以解释:
Friend : I am your teacher and also your friend.)
(学生核对答案,当讲至university一词时,老师要对university进行讲解:
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!)
(设计意图:配以老师的讲解,让学生明白海伦凯勒作为一个聋哑人,凭着努力,最终进入了世界一级学府—哈佛大学,让学生感受海伦的伟大。)
This is University of Oxford and our Peking University.
Do you want to go to these universities?
(设计意图:激励学生的奋进意识,鼓励他们用功读书。)
S:Yes!
T:Please work hard.
Follow me, university, [?ju:n?] [?v?:] [s?ti], university.
(设计意图:长单词分音节教授,帮助学生更好地掌握发音。)
When Helen was 20 years old, she went to university.
(设计意图:教师带领学生在板书上进行本句的复述,为之后的整体复述做铺垫。)
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
(设计意图:利用学生自己老师的图片,激发学生的学习兴趣。)
T: And write
S: Writer
(设计意图:利用学生已知的词根信息,拓展到新授单词,便于学生理解。 )
T:Who’s he?
S: Lao She
(设计意图:为更贴近学生的现有认知水平,选择了孩子们所熟知的作家-老舍。)
T:Follow me, writer, writer,together:
S: Writer.
T: Helen Keller became a great writer.
(设计意图:教师带领学生在板书上进行本句的复述,为之后的整体复述做铺垫。)
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.
(设计意图:提供给学生另外两位他们熟悉的伟大作家,帮助孩子们更好的了解海伦身为一名作家的伟大所在。)
Helen’s story gives everyone hope. Follow me, hope, hope, together:
S:Hope
(设计意图:通过之前的情感渲染,到此处,孩子们已经能基本明白海伦凯勒教给我们的是希望,领读几遍,让学生掌握发音并在幻灯片上面标明hope的中文解释。)
活动3【活动】读后
1. Watch the story.
T:Now , let’s watch the story and feel the hope.
(设计意图:带字幕观看故事动画,学生整体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.
(设计意图:教师带领学生在板书的帮助下完整的复述一遍故事,引导学生掌握根据关键词复述的能力。)
2) T:Now, please retell the story to your partner.
(设计意图:给学生充分的时间,让他们自己练习,巩固这种能力。)
3) T:Ok, who can retell the story for us?
(设计意图:学生自己根据板书将故事完整的复述,达成本节课的教学目标。)
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.
(设计意图:小组讨论故事中两个重要人物对自己的启迪,既锻炼了学生的表达能力又培养了他们的向Helen和Anne的高贵精神品质学习的情感态度,同时考验了他们的小组交流与合作的能力。)
T:Ok, who wants to share your ideas with us?
(设计意图:学生就小组讨论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.
( 设计意图:海伦凯勒以她的顽强精神赢得了人们的尊重,她的一生也是极为辉煌的,而在自己功成名就的同时,海伦并没有忘记自己的老师,还特意写书纪念她,让学生体会两人之间深厚的情谊。)
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.
( 设计意图:由海伦和安妮身上的共同品质,推及更多像他们一样的人,使学生明白:他们之所以取得成功是靠着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.
(设计意图:情感态度的升华,教育孩子们要心存希望并加倍努力。)
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