1、Lesson 12 Helen Keller 教学目标教学目标: 1. 学生能借助图片和语境提示理解、认读单词born, deaf, blind, university, writer, hope. 2. 学生能在图片帮助下听懂、理解故事。 3. 学生能够问答简单的关于这个故事的问题。 4. 学生能在老师和板书帮助下简单复述故事。 5. 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。 教学重难点教学重难点: (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、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。 教学过程教学过程: 一. Warming up 1. Greeting. 教师用 Good afternoon! Nice to see you! 和全班学生问候。 二二. . PresentationPresentation 1. T: Today I bring you a book. Whats its name? （设计意图：拿出假如给我三天光明这本书，加深学生的印象。 ） Ss: Three Days to See. T: Did you read this book? Ss: -. T: Le
3、ts enjoy some sentences from this book. Who can read for us? S1: -. (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。) T: Who wrote it? Ss: Helen Keller. T: Today we are going to learn Lesson 12 Helen Keller. Follow me, Helen Keller. Ss: Helen Keller (设计意图:激活孩子已知,由已知自然的导入到新知。) 2. Read quickly and answer. T:
4、 Please read the whole story quickly and answer the questions. (1) When was she born? (2) Whats 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? S1: She was born in 1880. T: Yes! She was born in the U.S. in 1880. (出示可爱小鸡图片)Look!Alovely baby chick. The chick was
5、born yesterday. (出示可爱婴儿图片)Wow!Alittle baby. The baby was born last month. Follow me, born, born, together. Ss: Born. T: I was born in 1985. When were you born? S1: -. T: She was born in the U.S. in 1880. Ss: She was born in the U.S. 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
6、 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 whats one of her famous books? S1: The Story of My Life T: Yes! Its a great book. Now, lets learn more about Helen Kellers life. (设计意图:利用答案,顺利的衔接到下一步任务,过渡自然。 ) 3. Listen carefully and
7、 find. T: Please listen carefully and find the answer. When did she fall ill? Now, lets 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 did she fall ill? S1: 19 months old. T: Yes, when she was 19 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。) 4. Read picture1 to
8、 picture 3carefully 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. S1: She couldnt see, hear or speak. T: Yes. She couldnt see, hear or speak. Helen Keller couldnt see. She was blind. Follow me, blind, blind, she was blind, together. Ss:
9、She was blind. T: Helen Keller couldnt hear. She was deaf. Follow me, deaf, deaf, she was deaf, together. Ss: She was 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 did she become deaf and blind? S1: - T: When she was 19 months old, she become deaf and blind. Together. (设计意图:教师带领学生在板书帮助下进行本
10、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。) Ss: No, they didnt. T: How did Helen feel? Ss: 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。) Ss: 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
11、 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。) S1:- T: We can see and hear clearly, we can play with our friends in the sun, so we can do many things we like. 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
12、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 and quiet? 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。) 5. T: Who is she? Ss:Anne Sullivan. T:Anne Sullivan. Follow me, together. (设计意图:使学生掌握A
13、nne Sullivan这个名字的正确发音 ,为后面的复述扫除障 碍。) T: What didAnne Sullivan do? Who can guess? S1: (设计意图: 发散学生的思维，鼓励学生大胆猜想。 ) T: She wanted to teach Helen words. Follow me. Ss: -. T: She taught Helen words, so she was Helens - Ss: Teacher. T: When did she become Helens teacher? Ss: In 1887. T: In 1887, she met a
14、teacher,Anne Sullivan. Together. Ss: - (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。) 6. T: How didAnne teach a blind and deaf girl words? Lets watch the video. (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。) T: OK. Lets practice with our partners, one is Helen, the other
15、 two isAnne. Ss: One day,Anne took - Helen got it. T: If you were Anne, You wanted to teach Helen the word “book”. How did you do? Who can be Helen and who can beAnne? S1 and S2 do the role play. Others say the sentences together. (设计意图:孩子在角色扮演中，体会了 Anne 的教授过程以及 Helen Keller 学习 的过程， 可以帮助孩子更好的理解这个神奇的
16、时刻, 为老师和海伦身上所散发的 顽强精神所感动。) 7. OK. What did Helen learn? Please read picture 6 and 7, under the answer. (设计意图:学生找出答案并划线，进一步巩固和检验学生对此部分内容的理 解。) T: Who can try? S1, please. S1: - 8. T: Helen studied hard, when she was 20 years old, she went to - Ss: University. T: University, university, together, plea
17、se. Ss: - (学生核对答案,当讲至 university 一词时,老师要对 university 进行讲解) T: Do you know this university? Ss: - T: Harvard University, Harvard University, together, please. Ss: - T: Helen went to Harvard University, she was great. Yes? T: How about this one? Pecking University, Pecking University, together, please
18、. Ss: - T:And this one? Tsinghua University, Tsinghua University, together, please. Ss: - (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。) T: What did she do when she was 20 years old? Ss: When she 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: Do
19、 you want to go to these universities? Ss: - T: You should work hard. 8. T: Later, she became a - Ss: Writer. T: This is me, I teach you English, so I am your English teacher. teacher. Ss: Teacher. (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: Who is he? Ss: Mo Yan. T: He writes many books, so he is a writer. wr
20、iter. Ss: 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: Whos he? Ss: 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: He is also a famous writer. T: Do you know him? Ss: Lu Xun. T: Do you know him? Ss: Zhu Ziqing. 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
21、,帮助孩子们更好的了解海 伦身为一名作家的伟大所在。) 10. T: From a deaf, blind girl to a great writer. Helens story gives everyone hope. Follow me, hope, hope, together: Ss: Hope T: H stands for happy. O stands for open. P stands for powerful. E stands for eager. (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 们的不仅仅是希望,领读几遍,让学生掌握发音并了
22、解 hope 所包含的引申意义， 从而激励学生。) 三. Practice 1. Watch the story. T: Now, lets 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 girls. What do we learn today? Lets 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
23、practice to retell the story in your groups. (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 come to the front and 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。) 四. Consolidation and Extension 1. Work in groups. T: Today weve learned about Helen Keller and her teacherAnne Sullivan. W
24、hat can you learn Helen Keller?And what can you learn fromAnne Sullivan? (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 i
25、n 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。) 2. Emotional Value. T: Their story really gives us hope. They are all
26、 great. And there are many other great people, like Zhang Haidi, Hawking, Adison and Beethoven. They all work hard and never give up hope! Because 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 w
27、ork 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。) 五. Homework 1. Tell this story of Helen Keller to your family. 2 Read some books written by Helen Keller. 六. 板书设计 Lesson 12 Helen Keller 1880was born in the U.S. 19 monthsbecame deaf and blind 1887met a teacher,Anne Sullivan learned to speak, read and write 20 yearswent to university laterbecame a great writer
