（广东）粤人版六年级下册-Unit 3 A Lucky Day-Lesson 5-教案、教学设计--(配套课件编号：30282).doc

1、A teaching plan for Unit 3 A Lucky Day (Period 5) 学生分析学生分析 本课的教学对象六年级的学生，他们已有三年多的英语学习 基础和经验，对一般过去时的运用掌握得较好，积累了较多有 关动词原形和过去式的词汇，并在长期的英语阅读训练中培养 了一定程度的阅读理解能力。 此外，部分学生在课外已经阅读了中文版的假如给我三天 光明这一名著，对作者 Helen Keller 也有一定的了解。 教材分析教材分析 本课为广东人民出版社 2013 版英语六年级下教材 Unit 3 的第五课时， 主要教学内容为阅读理解有关 Helen Keller 的一篇 短文，内容

2、涉及她的成长、学习和作品。从复习旧知talk about a lucky or bad day 入手，展开 a lucky life or a bad life 的话 题，导入 the writer Helen Keller，继而指导学生运用科学有效的 方法进行阅读。 教学目标教学目标 教学内容教学内容 一：知识目标知识目标 能基本流利朗读短文，掌握重点，突破难点； 能准确理解短文内容并顺利完成教材中围绕短文设计的练 习； 能对作家 Helen Keller 形成一定的了解。 二：能能力目标力目标 能够用所学知识简单介绍 Helen Keller； 能够在一定程度上进一步发展阅读理解能力。 三

3、：情感、策略和文化等有关目标情感、策略和文化等有关目标 通过本课时的学习，鼓励学生爱上阅读，多阅读一些中外 名著，丰富自己的知识； 通过对 Helen Keller 的认识， 激励学生热爱生命、 热爱生活， 并勇于战胜学习和生活中可能出现的一切困难。 教学策略教学策略 据任务型教学理念, 本课主要采用学生自主学习和小组合作 学习的方式展开教学。我希望通过变换不同的教学方法，让学 生体验、实践、参与、合作和交流，变知识为技能，发展学生 的阅读理解能力。 利用 CAI 脚本、肢体语言、图片辅助教学，使课堂教学氛围 生动活泼，趣味盎然，能促进学生思维能力的发展，培养学生 运用英语交际的能力。 教学过

4、程教学过程 Lesson Stage Time Teachers activity Kids activity Purpose Pre-task preparation 3min Warm-up: 1. Chant: I had a lucky day. 2. A free talk about a lucky day or a bad day. Ps listen, act and chant. To loosen Ss tongues. To liven up the atmosphere. While-task procedure 4mins 1mins Presentation 1.

5、T. input the topic of a lucky life or a bad life. Show the book “The Story of My Life” to the class. Ask if they read it or not before. 2. Show the pictures of Helen Keller and learn to read “Helen Keller”. Encourage Ps. to say something about her if they can. Reading and writing 1. Give the Ps. som

6、e tips about how to read the T: Did you read this book before? What do you know about Helen Keller? P1: She was a writer. Ps.: She couldnt see. Ps. read the tips. To in- put. To arouse Ps. interest of learning. To guide the 5mins 3mins 2mins 10mins 2mins 2mins passage. 2. Ps. read the passage by the

7、mselves and mark the words or phrases they are doubtful about. Then discuss in groups of 4. 3. Listen and repeat the difficult words and phrases, each three times. 4. Listen again and repeat all the words. Underline the key points of the passage. 5. Ps. read the passage in groups of 4 in the way as

8、they like. Then invite several groups to have a show. Finally Ps. finish the exercises in Part 2 and Part 3. 6. Make a summary about Helen Keller. Development 1. Ask the Ps which else writers they know and try to say something about them. 2. Show the class 3 famous books and the writers. Let them re

9、ad and match. 3. One more reading material about the famous Ps. read the passage, mark and discuss. Ps. listen and read. Ps listen, repeat and find out the key points. Ps. read and writing Ps sum up. Finish in pairs. Ps read and match. Ps. to read. To read. To learn. To read and understand better. T

10、o read. To learn from each other. To consolidate the knowledge. To use the knowledge. To develop Ps. reading ability and 2mins 4mins writer Defoe. Ps read by themselves quickly and then judge. enrich their knowledge. Post-task activities 1min T: Whenever easy or hard, we should do our best to lead a happy life. And we should make good friends with good books. . Ps response to the T. To infiltrate affective education into daily work. Homework 1min 1. Read the book “The Story of My Life” after school. 2. Surf the net and get some knowledge about one more writer.