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視頻標簽：Helen Keller,小學英語冀教
所屬欄目：小學英語優質課視頻
視頻課題：Lesson 12 Helen Keller小學英語冀教2011課標版-石家莊市
教學設計、課堂實錄及教案：Lesson 12 Helen Keller小學英語冀教2011課標版-石家莊市橋西外國語小學，橋西區2016年小學英語教師評優課
新設計
冀教版《小學英語》六年級下冊故事課
Helen Keller教學設計
石家莊市橋西外國語小學 李煥敏
2教學目標
1. 知識與技能目標:
(1)學生能在圖片幫助下聽懂、理解故事。
(2)學生能夠問答簡單的關于這個故事的問題。
(3)學生能借助圖片和語境提示理解、認讀單詞 born, deaf, blind, university, writer, hope.
(4)學生能在老師和板書幫助下簡單復述故事。
2.學習策略目標:
(1)發展學生的略讀、尋讀等閱讀策略。
(2)引導學生積極運用所學英語進行表達和交流。
3.情感態度目標:
學習Helen Keller身殘志堅,戰勝困難的頑強意志, 從而形成積極向上的生活和學習態度。
3學情分析
學習者分析:
本課的教學對象是小學六年級的學生,這些學生從三年級開始學習英語,已經掌握了一些英語基礎知識,能夠用英語表達自己的觀點,有了一定的自主學習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,學生也都有所了解,雖然有一些新詞,但通過聯系上下文來理解,故事內容對于他們來說不是很難,關鍵在于體會海倫凱勒的精神。
學習內容分析:
本課為冀教版三年級起點第八冊第二單元第六課。第二單元主要圍繞有關健康的話題展開。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,養成良好的生活習慣,加強鍛煉。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學習的精神。在教授過程中,要引導學生體會海倫凱勒的艱辛與偉大,理解故事大意,達成故事的簡單復述。
4重點難點
教學重點:
(1)學生能借助圖片和語境提示理解、認讀單 born, deaf, blind, university, writer, hope.
(2)發展學生的略讀、尋讀等閱讀策略。
教學難點:
學生能在老師和板書幫助下簡單復述故事。
5教學過程
5.1第一學時
5.1.1教學目標
1. 知識與技能目標:
(1)學生能在圖片幫助下聽懂、理解故事。
(2)學生能夠問答簡單的關于這個故事的問題。
(3)學生能借助圖片和語境提示理解、認讀單詞 born, deaf, blind, university, writer, hope.
(4)學生能在老師和板書幫助下簡單復述故事。
2.學習策略目標:
(1)發展學生的略讀、尋讀等閱讀策略。
(2)引導學生積極運用所學英語進行表達和交流。
3.情感態度目標:
學習Helen Keller身殘志堅,戰勝困難的頑強意志, 從而形成積極向上的生活和學習態度。
5.1.2學時重點
(1)學生能借助圖片和語境提示理解、認讀單 born, deaf, blind, university, writer, hope.
(2)發展學生的略讀、尋讀等閱讀策略。
5.1.3學時難點
學生能在老師和板書幫助下簡單復述故事。
5.1.4教學活動
活動1【導入】讀前
T: First, I will share some sentences from a book. Please, enjoy!
(設計意圖:學生欣賞假如給我三天光明的英文版-帶中文解釋,激活學生的已知。)
T:These sentences are also from this book. Now , let’s read together.
(設計意圖:學生在老師帶領下,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.
(設計意圖:激活孩子已知,由已知自然的導入到新知。)
Look! These 4 numbers are all about Helen Keller.
What’s the relationship between Helen Keller and the numbers? Please guess!
(設計意圖:給出故事發展的關鍵時間節點,提問關系,引發學生思考,激發學生的閱讀興趣,同時帶著學生們的疑問進入故事的閱讀。)
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?
(設計意圖:學生快速整體閱讀文章,找到問題答案,培養學生的尋讀能力。)
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.
( 設計意圖:教師帶領學生在板書幫助下進行本句的復述,為之后的整體復述做鋪墊。)
(設計意圖:學生在情境中理解單詞born的含義,然后通過圖片配以相應的英文解釋來鞏固對新詞的理解,利用單詞卡讓學生對新詞的形有整體的認知,同時教授單詞的發音,強調元音的發音,先整體帶讀再學生自讀,形成內化。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.
(設計意圖:利用答案,順利的銜接到下一步任務,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.
(設計意圖:播放故事前三幅圖片的音頻,訓練學生聽力,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?
(設計意圖:對學生的回答給予充分肯定,繼而追問,導入下一個任務。)
3. Read carefully and choose.
T:Please read carefully and choose the right answers.
(設計意圖:學生帶著任務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.
(設計意圖: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.
(設計意圖:教師帶領學生在板書幫助下進行本句的復述,為之后的整體復述做鋪墊。)
Did her parents know how to help her?
(設計意圖:追問細節問題,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?
(設計意圖:追問細節問題,深度挖掘文本信息。)
S:She threw her food from the table.
(設計意圖:通過學生的回答,檢驗學生對文本的理解。)
T:If you are angry, what do you do?
(設計意圖:教師拋出相關問題,引導學生聯系自己的實際生活,用英語進行表達,學生自由暢談自己的方式,教師根據學生的回答進行正確引導。)
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.
(設計意圖:對比正常孩子和海倫的不同,使學生對海倫的不幸遭遇更加同情,為下文學生體會海倫的堅強做好情感鋪墊。)
T:Was her life always in dark?
One day, someone changed her life, like the sunshine make her life bright.
(設計意圖:海倫的命運出現了轉折,在此要特別突出她的老師對她影響的神奇力量,結合圖片由黑暗到一束光的出現,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?
(設計意圖:學生根據老師所給問題,進入文本后五幅圖的閱讀,訓練學生的尋讀能力。)
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 .
(設計意圖:使學生掌握Anne Sullivan這個名字的正確發音 ,為后面的復述掃除障礙。)
T:In 1887, she met her teacher Anne Sullivan.
(設計意圖:教師帶領學生在板書上進行本句的復述,為之后的整體復述做鋪墊。)
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.
(設計意圖:通過教師與學生的相互問答,剖析文本內容,檢驗學生對文本的理解。)
In 1887, she met her teacher Anne Sullivan. Then she learned to speak, read and write.
(設計意圖:將這部分的關鍵詞的呈現在板書上,教師帶領學生在板書上進行本段的初步復述,為之后的整體復述做鋪墊。)
T:How did Helen learn these words?
(設計意圖:自然的追問海倫學習的過程,順利推進下一步的體驗。)
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.
(設計意圖:學生閉眼,老師有感情的述說海倫學習“water”一詞的過程,孩子們在黑暗的環境下體驗海倫的學習過程的艱難。)
Now , open your eyes. Was it easy or hard?
S: Hard.
(設計意圖:學生對海倫的學習過程有親身的體會,感受到其中的艱辛。)
T: Let’s watch the video. How did Anne teach Helen the word “water”?
(設計意圖:學生觀看Anne Sullivan教授Helen “water”一詞的過程,了解老師的不易和海倫的頑強精神。)
Ok, let’s imagine. Anne wanted to teach Helen the word “book”. How did she do?
(設計意圖:孩子在體會了Anne 的教授過程以后,回答這個問題,既可以幫助孩子更好的理解這個神奇的時刻,更能檢驗學生對此部分內容的理解,為老師和海倫身上所散發的頑強精神所感動。)
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.
(設計意圖:學生完成關于文本后五幅圖內容的填空練習,進一步鞏固和檢驗學生對此部分內容的理解。)
T:OK , let’s check your answer.
(學生核對答案,當講至friend 一詞時,老師要補充加以解釋:
Friend : I am your teacher and also your friend.)
(學生核對答案,當講至university一詞時,老師要對university進行講解:
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!)
(設計意圖:配以老師的講解,讓學生明白海倫凱勒作為一個聾啞人,憑著努力,最終進入了世界一級學府—哈佛大學,讓學生感受海倫的偉大。)
This is University of Oxford and our Peking University.
Do you want to go to these universities?
(設計意圖:激勵學生的奮進意識,鼓勵他們用功讀書。)
S:Yes!
T:Please work hard.
Follow me, university, [?ju:n?] [?v?:] [s?ti], university.
(設計意圖:長單詞分音節教授,幫助學生更好地掌握發音。)
When Helen was 20 years old, she went to university.
(設計意圖:教師帶領學生在板書上進行本句的復述,為之后的整體復述做鋪墊。)
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
(設計意圖:利用學生自己老師的圖片,激發學生的學習興趣。)
T: And write
S: Writer
(設計意圖:利用學生已知的詞根信息,拓展到新授單詞,便于學生理解。 )
T:Who’s he?
S: Lao She
(設計意圖:為更貼近學生的現有認知水平,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.
(設計意圖:教師帶領學生在板書上進行本句的復述,為之后的整體復述做鋪墊。)
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.
(設計意圖:提供給學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
(設計意圖:通過之前的情感渲染,到此處,孩子們已經能基本明白海倫凱勒教給我們的是希望,領讀幾遍,讓學生掌握發音并在幻燈片上面標明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.
(設計意圖:帶字幕觀看故事動畫,學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.
(設計意圖:教師帶領學生在板書的幫助下完整的復述一遍故事,引導學生掌握根據關鍵詞復述的能力。)
2) T:Now, please retell the story to your partner.
(設計意圖:給學生充分的時間,讓他們自己練習,鞏固這種能力。)
3) T:Ok, who can retell the story for us?
(設計意圖:學生自己根據板書將故事完整的復述,達成本節課的教學目標。)
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.
(設計意圖:小組討論故事中兩個重要人物對自己的啟迪,既鍛煉了學生的表達能力又培養了他們的向Helen和Anne的高貴精神品質學習的情感態度,同時考驗了他們的小組交流與合作的能力。)
T:Ok, who wants to share your ideas with us?
(設計意圖:學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.
( 設計意圖:海倫凱勒以她的頑強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,海倫并沒有忘記自己的老師,還特意寫書紀念她,讓學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.
( 設計意圖:由海倫和安妮身上的共同品質,推及更多像他們一樣的人,使學生明白: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.
(設計意圖:情感態度的升華,教育孩子們要心存希望并加倍努力。)
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