（广东）粤人版六年级下册-Unit 3 A Lucky Day-Lesson 4-ppt课件-(含教案+视频+素材)-市级优课-(编号：b1398).zip

Unit 3 A Lucky Day More Reading and writing Name of the book Writer Wu ChengenJ.K. Rowling Wu Chengen J.K. Rowling They are famous writers. Helen Keller 我的人生故事我的人生故事 The Story of My Life is a famous writer. famous writer the USA 88 years 限时限时阅读阅读60秒秒 The passage is mainly about_____. A. Helen Kellers books. B. Helen Kellers life. C. Helen Kellers teacher. 1.What did Helen do? ___________________________________ 2.What happened to Helen when she was nineteen months old? ____________________________________ 3.How many books did Helen write? _____________________________________ Read and write. 1.What did Helen do? ___________________________________ Read and write. 1.1.根据根据问题问题快速快速浏览浏览文章文章。 2.2.划划对对应应词词句句，获取相关信息，获取相关信息。 Reading tips : She is a famous writer. was 1.What did Helen do? ___________________________________ 2.What happened to Helen when she was nineteen months old? ____________________________________ 3.How many books did Helen write? _____________________________________ She was a famous writer. 2. What happened to Helen when she was nineteen months old? _______________________________________ ___ Check the answers. She was very sick and became deaf and blind. 1. She is deaf. So she could not ______. 2. She is blind. So she could not ______. AB hear see 3.How many books did Helen write? _______________________________________ ___ Check the answers. She wrote 12 books. 1. When Helen was a child, Anne Sullivan became her teacher. 2. Helen did not go to school. 3. Helen wrote the book The Story of My Life in 1903. 4.Helen could not read or write. 5. Helen could not hear or speak. Write T for true and F for false. 1. When Helen was a child, Anne Sullivan became her teacher. _____ 2. Helen did not go to school. _____ 3. Helen wrote the book The Story of My Life in 1903. _____ 4.Helen could not read or write. _____ 5. Helen could not hear or speak. _____ 1. When Helen was a child, Anne Sullivan became her teacher. ____ T Check the answers. 2. Helen did not go to school. _______Fwent Check the answers. Perkins School for the Blind Harvard University 3. Helen wrote the book The Story of My Life in 1903. _______T Check the answers. 4.Helen could not read or write. _______F Check the answers. read and write. 4.Helen could not read or write. read and write. 5. Helen could not hear or speak. ______ T Check the answers. talk with handstalk with mouth speak with mouth Helen learned to talk C-A-K-E Helen was very sad because she could not hear or see. Anne Sullivan then became her teacher, and helped her to talk with her hands. Later, Helen went to school and learned to read. She also learned to write, and she wrote 12 books. Helen Kellers Life Helen Keller is a famous__________, she wrote ______ books. In the book “____________________”, she talked about her life. writer 12 The Story of My Life When she was 19 months old, she was Discuss in pairs. Was Helen lucky or unlucky? Why? I think she was because Discuss in groups. What can we learn from Helen? Zhang HaidiNick 1.Retell Helens life to your parents; 2.Surf the Internet and get to know something about Zhang Haidi or Nick.Task 1: Read and write.（Underline the key words） 1. What did Helen do? ___________________________________________________ 2. What happened to Helen when she was nineteen months old? ___________________________________________________ 3. How many books did Helen write? ___________________________________________________ Task 2: Write T for true and F for false. 1. When Helen was a child, Anne Sullivan became her teacher. _____ 2. Helen did not go to school. _____ 3. Helen wrote the book The Story of My Life in 1903. _____ 4. Helen could not read or write. _____ 5. Helen could not hear or speak. _____ Task 3: Retell the story Helen Kellers Life Helen Keller is a famous__________, she wrote ______ books. In the book “____________________”, she talked about her life. When she was 19 months old, she was一、教学设计 （一） 教学目标 1 语言知识 （1）能正确理解短文内容，并完成相关的阅读练习。 （2）能听、说、读新词汇 famous writer, could, deaf, blind。 2. 语言技能 （1）能初步掌握在短文中查找相关信息和新知的阅读方法。 （2）能根据思维导图和关键词句对短文进行复述。 3文化意识 了解美国著名盲聋作家海伦凯勒的生平。 4情感态度 （1）通过了解海伦凯勒的生平事迹，学习她坚强刻苦和永不放弃的精神。 （2）懂得和同伴交流，合作互助，从中获取更多的知识。 5. 学习策略学习策略 （二）教学内容分析 1.教材内容的地位、作用与意义 本课例的教学内容选自广东版英语六年级下册第三单元中的 More reading and writing。本单元的主题是 A Lucky Day。文本开篇讲了我今天读了一本关于海伦凯勒的 书。（Today I read a book about Helen Keller）。接着用了三段来描述海伦早期的生 活。海伦是一个有名的作家，在 1903 年，她 23 岁时写了自传我的人生故事，在这本 书里，她谈论了自己的生活。许多人现在仍然喜欢读这本书。海伦 19 个月时，因为突发 的一场大病，使她从此变成聋盲人，世界是一片黑暗和寂静，但是她没有向命运屈服，在 安妮莎莉老师的帮助下，她学会了手语、读书和写字，她一共写了 12 本书。 文章语言朴实，语法实用。从单元整体安排可以看出，本阅读课在本单元教学中起到 以下几方面的重要作用：一是让学生在具体的语境中体验一般过去时，描述海伦的不幸而 又幸运的一生。二是分析课文信息，围绕单元话题激发学生积极向上、永不言弃的精神。 2. 教材的编排特点、重点和难点 本册书有 6 个核心单元、2 个文化单元、2 个复习单元和 2 个 Bonus 单元。每个 核心单元含故事、词汇、目标语言、听力或听说练习、歌曲、语音词与歌谣以及两篇阅读 材料（Reading and writing, More reading and writing）。 本册书的前 4 个核心单元的主题是 A Parade Day，A Magic Day, A Lucky Day，Feeling Excited。前两个单元的话题同为 Past actions,第三单元为 Sequence of events, 第四单元的话题是 Feelings。第 5、6 单元的标题分别为 Being Helpful, Feeling Fun,话题分别为 Requests, Request and actions。 教材由浅到深，循序渐进地培养学生的学科素养。动词的过去式的学习从有规律可循 过渡到不规则变化，由描述一件过去发生的事情到描述一系列过去发生的事件及感受 （三）教学对象分析 1.学生已有知识和经验 学生从五年级下学期第 4 单元开始接触一般过去时，了解此时态的意义和结 构，知道一般过去时动词的变化，积累了一些过去式动词和短语，能对比描述过去 和现在存在的状态，能用一般过去时描述过去发生的事情。 (1) 本单元的前几个课时，学生学习了如何描述幸运和糟糕的一天。 (2) 学生比较熟悉海伦凯勒这一人物形象，大部分学生读过她的中文书籍假如给我 三天光明，知道她是一名盲聋人，在导师安妮莎莉文的帮助下，海伦克服了种种困难， 学会了手语和写字，成为一名著名的作家。 2学生学习方法和技巧 （1）经过五年半的英语学习，学生能逐步养成良好的学习习惯，具备一定的学习 方法。在课堂活动中，学生能积极与他人合作，在小组内共同完成学习任务；遇到不懂 的地方会主动向老师或同学请教；在师长的监督下对所学习内容能主动练习和实践；以 形象、直观思维为主, 模仿能力和想象力强,有表达和表现的欲望，能积极运用所学英 语进行表达和交流；在日常生活中注意观察生活或媒体中使用的简单英语，初步形成了 把知识运用到生活实际的意识。 （2）从五年级开始，学生每个单元会有两节阅读课时（Reading and writing, More reading and writing），他们学会了跳读（带着明确目的寻找特定信息）、细读（边读 边理解，后记忆并复述）等阅读技巧； （3）学生能基本使用长短元音及部分元音字母组合规律开展阅读，具备一定的单 词解码和理解策略，本课学生会遇到 blind, deaf, famous writer, could 的生词障碍。 3学生个性发展和群体提高 新课标理念倡导“教学要面向全体学生，突出学生主体，尊重个体差异”。 在学生个体阅读的基础上，教师鼓励学生运用已获取的细节信息复述海伦的生 平，争辩海伦的一生是幸运还是不幸，引导学生讨论“从她的身上我们可以学 到什么”，在巩固所学内容的同时运用所学语言进行表达。合作学习活动的设 计师考虑到组间学生的差异，为学生营造轻松的语言学习和运用环境。 （四）教学策略与过程 1教学设计思路 新课程标准二级教学总体目标要求学生能借助图片读懂简单的故事或小短文。 本课通过谈论师生喜欢阅读的书籍和作者来激活学生已有知识；带着问题 “What is the passage about?”来找出关键信息“The passage is about Helen Kellers life”; 然后通过课本附带的三个问题，让学生深入阅读文章，在此过程中教授 学生阅读技巧（带着问题在原文中划线，并找出关键信息）；接下来通过五个是非判 断题，让学生深入阅读文本，寻找文本的细节信息，引导学生进一步理解文章内容； 最后在视频、图片等信息的帮助下，让学生讨论你心目中的海伦凯勒是个什么样的人， 学生在一个类似读后感的框架支撑下，运用所学，介绍海伦凯勒并发表自己的看法， 从而达到“以读促写”的目的。 2教学过程 Step 1 Pre-reading 教师活动教师活动学生活动学生活动 上课伊始，教师用课件呈现书籍西游记的图 片， 并询问其作者是谁。 T: What are the children doing? T: When I was a child, I liked reading this book A Journey to the West. Do you know the writer of this book? 呈现书籍哈利波特的照片， 并询问其作者。 T: How about this one? T: Whos the writer of Harry Potter? T: So Wu Chengen and J.K.Rowling are both famous writers, so is she. 呈现海伦凯勒的照片，运用“头脑风暴”，激活学 生关于她的背景知识。 T: Who is she? T: We know Helen Keller is a famous writer. What else do you know about Helen Keller? 启发提问 T: Where is she from? How long did she live? 根据已有相关知识储备回答问题,并交流 自己喜欢看的书籍。 Ss: They are reading. Ss: The writer is Wu Chengen. Ss: Harry Potter. Ss: J. K. Rowling. Ss: She is Helen Keller. S1: She is S2: She is from America. S3: 88 years. 媒介运用媒介运用: 课件图片、思维导图 【目的】从真实的对话入手，谈论大家熟知的话题“阅读”，激活学生关于海伦凯勒的相关 背景知识，激发学生的强烈求知欲，为接下来的阅读做好铺垫。 Step 2 While-reading 教师活动教师活动学生活动学生活动 任务一：任务一：Read and get the main idea 1.课件呈现文本，朗读导语 T: Today, I read a book about Helen Keller. 2. 课件呈现题目，整体阅读并找出文章主旨 And here is a passage. What is this passage mainly about? Is it about Helen Kellers books, life or teacher? 3. 核对答案，板书标题 “Helen Kellers life”。 任务一：Read and get the main idea 快速整体限时阅读，找出本课主题 “Helen Kellers life”。 媒介运用媒介运用: 课件、板书贴纸 【目的】学生通过限时快速阅读，初步掌握快速阅读（skimming）的技巧，在阅读的过程中整 体把握内容梗概。 任务二：任务二：Read and answer the questions. 1. 课件呈现三个问题，个别学生朗读问句 What did Helen do? What happened to Helen when she was nineteen months old? How many books did Helen write? 2. 示范回答第一个问题，教阅读技巧 T: What did Helen do? T: Yes, she was a writer. （指着文本的下划线 的句子。） T: First we read a question, find the key sentence and then underline it. 3. 第二次阅读文本，回答 2 个问题，提取信息 4. 核对答案 T: What happened to Helen when she was nineteen months old? 在黑板上画好的时间轴上板书 nineteen months old, sick, became deaf and blind. 呈现盲人和耳聋人的图片，理解生词 deaf, blind 的含义 T: Here are two women. One of them is deaf. 任务二：Read and answer the questions. 1. 3 个学生朗读问句 Ss: She was a writer. 2. 第二次阅读文本，根据问题快速浏览 文章，划出关键句，并写出 2 个问题的答 案 2.回答 2 个问题，获取信息 S1: She was very sick and became deaf and blind. S2: Picture A. The other is blind. Which one is deaf? T: Thats right. She is deaf, so she could not T: She is blind, so she could not 呈现第三个问题 T：How many books did Helen write? S3: Hear. S4: See. Ss: She wrote 12 books. 媒介运用媒介运用: 课件、黑板板书 【目的】学生带着问题阅读课文（Scanning），发挥学生的自主学习和探究意识，引导学生思 考，进一步搜集并获取文本的主要信息，并划出关键词，回答相关问题，将阅读层次进一步深 入。 任务三：任务三：Read and judge. 1. 课件呈现 5 个句子，个别学生朗读 （1）When Helen was a child, Anne Sullivan became her teacher. （2）Helen did not go to school. （3）Helen wrote the book The Story of My Life in 1903. （4）Helen could not read or write. （5）Helen could not hear or speak. 2. 阅读文本，判断句子的正误 3. 核对答案 课件上呈现第一小题： T: When Helen was a child, Anne Sullivan became her teacher. True or false? T: How do you know? T: Yes, actually, when Helen was 7 years old, Anne Sullivan became her teacher. 在黑板上的时间轴上板书 7 years old, Anne Sullivan, teacher, 课件上呈现第二小题 T：Helen did not go to school. 呈现 Perkins School for the blind 和哈佛大学的图 任务三：任务三：Read and judge. 1. 个别学生朗读句子 2.第三次阅读文本，判断句子的正误，并 在原文中找出相对应的词句。 3.核对答案 S1: True. S1: Anne Sullivan then became her teacher. In the picture, Helen was a child. S2：Helen went to school. 片 T: Later, she went to school. She went to Perkins School for the blind. Then she went to Harvard University. Harvard University is probably one of the best universities in the world. Can you imagine, Helen was a deaf and blind girl, was it easy for her to be a student there? 在黑板上的时间轴上板书 later, went to school 课件上呈现第三小题 T：How do you know? 在黑板上的时间轴上板书 In 1903, 23, wrote The Story of My Life 课件上呈现第四小题 T: How do you know? T: So Helen could read and write. 在黑板上的时间轴上板书 could 呈现海伦阅读的图片以及盲文书和写盲文的工具的 图片。 T: Its a special language for the blind. And they write with this special pen. Is it easy to write? Ss: It must be very hard, difficult. Its amazing. S3:Helen wrote the book The Story of My Life in 1903. Its true. S3: Because in the passage, it says, In 1903, she was 23 and wrote the book The Story of My Life. S4: Helen could not read and write. I think its false. Because in the passage, it say, Helen learned to read and learned to write. Helen could read and write. Ss: No. Helen could not hear or speak, but she could talk with her hands. 媒介运用媒介运用: 课件、黑板板书、自制视频 【目的】让学生带着 5 个有一定思维层次的问题，进一步阅读文本，判断句子正误，提取细节 信息，引发学生深层次的思考，激发学生的思维.互动与辨析。在核对答案的过程中，通过视频 和图片等拓展一些相关的背景知识，加深对主人翁海伦凯勒的进一步了解，培养学生学习海 伦凯勒在面对困难时自强不息的顽强毅力，并不断取得成功的意志品质。 4. 指导学生朗读文本第三段。强调长句的断句和 单词的重音。 4. 跟读原版录音，体会长句的断句和单 词的重音。 媒介运用媒介运用: 课件、录音 【目的】通过听原版录音并模仿朗读，根据老师的提示与指导，学会长句的断句和单词的重音， 增强学生语感，为读后环节的输出做好准备。 Step 3 Post-reading 教师活动教师活动学生活动学生活动 1. 指导学生根据板书时间轴的提示复述故事。1. 小组合作，复述故事。 媒介运用媒介运用: 课件、黑板板书 【目的】通过前面的阅读和拓展，丰富了学生的语言，在板书时间轴的帮助下，教师为学生提 供了基本的复述框架，从填词到根据关键词造句，降低了复述的难度。同时也为文本的阅读做 了总结。 2. 引导学生讨论海伦凯勒是否幸运，我们能从 她身上学习什么？ T: Discuss in pairs. Was Helen lucky or unlucky? Why? What can we learn from Helen? 2. 头脑风暴、小组合作、积极思辨，交 流分享。 Ss: Helen was unlucky because she was sick and became deaf and blind. Ss: Helen was lucky because she met her teacher Anne Sullivan. 媒介运用媒介运用: 课件、黑板板书 【目的】在复述文本的基础上，让学生通过讨论海伦凯勒是否幸运，提高了学生的思辨能力， 让学生学会从不同角度看待问题。接下来讨论我们可以从她身上学习哪些优秀品质，鼓励学生 学习海伦凯勒在面对困难时自强不息的顽强毅力，并不断取得成功的意志品质。 5板书设计 （五）教学评价 1. 限时阅读找出文章主旨信息； 2. 阅读文章，回答课本三个问题； 3. 阅读文章，判断句子正误； 4. 通过图片理解 deaf 和 blind 的含义； 5. 通过图片理解 speak 和 talk 的区别； 6. 描述、书写读后感。 二、教学反思 从总体上来讲本堂课达到了既定的学习目标，学生的阅读比较充分，参与度也非常高， 课堂气氛融洽，在朗读、复述和讨论等环节，学生们的学习热情高涨，争先恐后地参与表 现和表达自己的观点，读后的输出质量也很高。 在教学的过程中，我采用不同的形式，训练学生的阅读能力。首先，我从自身入手， 谈论学生感兴趣的话题-“读书”，激活学生关于自己喜欢的书籍和他们的作者的背景 知识，从而引入本课的阅读，巧妙地带领学生愉快地走入文章之中，激发起学生的阅读兴 趣。 接下来，我引领学生快速阅读，通过快速阅读，找出文章的主旨-Helen Kellers life,从而提升学生的概括能力。然后，通过对三个问题的回答，培养学生的阅读策略，提 取文本的主要信息，在新词 deaf and blind 的教学中，我让学生先根据上下文猜测，然后 通过图片释义，培养了学生对文章的预测能力，从而发展了学生的推测能力，提高了思维 的层次。接着，我带领学生深入文本，通过时间轴的方式，把文本中提到的关于海伦凯 勒的四个重要节点用时间轴的方式呈现，引导学生发现作者行文的脉络，引发学生和作者、 教师之间的思维碰撞和交流。当提到海伦凯勒是否上过学时，我给学生及时补充 Helen went to Perkins School for the Blind, and then she went to Harvard University，同时抛出 问题引导学生讨论“Its not easy to be a student at Harvard University, think about it, the girl like Helen Keller who is deaf and blind, its very difficult to be a student at Harvard”。 这张高质量的阅读体验必将激发学生主动参与英语学习的热情，增强学生理解与运用语言 的信心，提升学生的思维能力与品质。最后，指导学生朗读第三自然段，让学生通过朗读， 领会作者的思想感情。 在读后输出环节，让学生在时间轴和关键词句的提示下，对阅读文本进行创造性提炼， 达到综合运用所学语言的目的。在本节课的最后几分钟，我引导学生讨论 “Was Helen Lucky or lucky, why? What can we learn from Helen?” 这样的发散性问题，既基于课本所 学，又高于文本，学生是思维品质，在这样的英语课堂中得到了真正的提高，为他们的终 身学习和发展打下良好的基础。 这节课的不足之处在于：通过这节课的学习，学生已经能够口头复述 Helen Kellers life，能用英文分析人物形象，但在家庭作业的布置上，对学生的指导性不强，可以让学生 根据时间轴仿照复述 Helen Kellers life 的方式，写一写张海迪或尼克胡哲的一生，然后 在班上分享。