Unit 3 A lucky Day More reading and writing 教学设计
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| 名称 | Unit 3 A lucky Day More reading and writing 教学设计 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-09-06 17:56:03 | ||
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阅读课教学设计 Unit 3 A Lucky Day More reading and writing (Book 8)
教学年级：六年级
课题名称： Unit 3 A Lucky Day More reading and writing
教材版本 广东人民出版社《开心学英语》 第8册
一、学生分析
1、本案例的授课对象是六年级的学生，学生学习英语兴趣浓厚，喜欢在各种情景下听、读、演的学习形式。他们从一年级开始学习英语，已具有一定的英语基础。学习积极性高，接受知识快，富有想象力和创造力，自主学习探索能力强。
2、学生在语文课本已经接触过海伦凯勒的事迹，对她的事迹已经有了一定的了解。
二、教材分析
1、本课时新授的内容是本教材Unit 3 More reading and writing。
2、本课书的过去式是学生已经掌握的，句子的结构并不难，生词也不多。
三、教学目标
（一）语言技能目标
1、学生能够用过去式描述人物的经历。
2、学生能够用简短的话语描述自己喜欢的书籍。
3、能在老师的帮助下尝试运用根据图片、上下文联系进行阅读的策略，读懂文本的内容并完成相关的任务。
（二）语言知识目标
1、掌握单词deaf/blind/Anne Sullivan。
2、用过去式描述人物的故事。
（三）学习策略目标
1、培养学生在阅读过程中获取信息的能力。
2、培养学生能积极运用所学英语进行表达交流。
（四）情感态度目标
1、乐于表达，体会到运用英语进行交际活动的乐趣，增强自信心。
2、培养学生爱阅读的习惯。
（五）文化意识目标。 了解外国作家海伦凯勒的事迹。
四、教学策略
1、本课主要运用游戏教学、合作互动、情景对话、交流评价等教学策略,引导学生主动参与、乐于探究、勤于思考，培养学生解决问题的能力以及交流与合作的能力。
2、在教学的过程中，运用游戏、小组活动充分调动学生的兴趣，使学生在愉快的气氛和活动中理解文段并获取信息。
3、根据本学校的阅读月创设情景，让学生所学知识更加贴近实际生活，使学生更能灵活的运用文段的重点句型。
课前准备：单词卡、小组活动时使用的写作材料、教学课件等
五、教学过程
Ⅰ. Pre-reading
1. Greeting
T: Good morning, boys and girls. What did you do yesterday
（设计意图：通过与学生的对话，昨天做了什么事，我昨天看了一本海伦凯勒的书，今天与同学们分享，为新授内容铺垫。）
2. Watch a video about School Reading Month
T: I read a book yesterday. I love reading, and they love reading, too. This was School Reading Month.
(设计意图：通过观看录像，引出这节课的主线：读书月；整节课以阅读之星作为评价手段）
3. Let’s have a competition.
T: First, let’s have a competition. If you know it, stand up and say it as quickly as you can. Ready Let's compete.(快速说人名)
Let's compete.(快速说出作者)
Ⅱ.While -reading
1.Look and answer(看封面说书名、作者)
T:Today I will share a book with you. Who is she
S:(Helen Keller)
T: I read a book about Helen Keller.
T: Look at the book cover. What’s the title of this book
S: The Story of My Life
T: IN this book, she talked about the story of her life. Many people still like to read this book.
T:by Helen Keller means Helen Keller wrote this book.
T: What’s Helen’s job
S: She was a famous writer.
T: Helen Keller is a famous writer. （解释writer）Luxun is a famous writer. Bingxin is a famous writer. Bajin is a famous writer.
(设计意图：通过给出书的封面，让学生看图说出书名和作者）
2. the first reading
T: When did she write this book Open your books at page 36 read the first paragraph and answer these questions.
T:When did she write this book
Ss: IN 1903.
T:What did she talk about in this book
Ss: In this book, she talked about the story of her life. When did she write this book Helen Keller was a famous writer. In 1903, she was 23 and wrote the book The Story of My Life. In the book, she talked about her life. Many people still like to read this book. She talked about her life.
(设计意图：通过学生自己读文章的第一段，回答两个问题，海伦凯勒什么时候写的我的生活这本书和这本书是关于什么的？）
3.The second reading
T: How was Helen Keller’s life experience Let’s listen. After reading, you have to answer the question. When Helen was nineteen months old, what happened to her
解释生词：(deaf and blind)
This girl can not hear. She is deaf. This man can not see. He is blind.
T: Helen Keller is deaf and blind. She can not hear or see.
T: So was Helen happy
S: No, she was very sad.
T: Look at the picture. Which one is Helen Keller She was very sad. And this is her teacher.
(设计意图：通过听录音，对整篇文章有一个整体的认知和了解海伦凯勒发生了什么事；并通过图片教授新知识点deaf/blind）
4.The third reading（自由朗读，并回答两个问题
(1).Who was her teacher
(2).How many books did Helen write
(3).扩展手语 Do you know
（设计意图：通过三次不同形式的阅读让学生循序渐进地掌握阅读文本。扩展手语、盲文等）
5.Retell the story
T: Today we shared a book about Helen Keller. Can you retell the story according to the key words
Ss: Helen Keller is a famous writer. She wrote the book the Story of My Life in 1903. When she was nineteen months old, she became deaf and blind. Her teacher Anne Sullivan helped her to learn. Helen wrote 12 books.
T: Retell the story in groups.
（设计意图：用思维导图的方式呈现板书，在关键词的提示下复述故事，体现故事的整体性，并使学生语言表达能力得到进一步的提升，引导学生复述故事，同时是检测学生对整篇文章的了解）
Ⅲ. Post reading
1.介绍作家的另一本书If give me three days
T: Helen wrote 12 books. And The story of my life is famous. Another book is famous, too. What is it？
S:假如给我三天光明。
T: If give me three days, life miracle, out of the darkness These three books are very famous. Especially the book If give me three days.
（设计意图：拓展海伦凯勒的另一本书，假如给我三天光明，让学生用上面的思维导图的方法去描述这本书的主要内容，学以致用）
2.介绍作家的名人名言
T: What can we learn from Helen Keller
（设计意图：让学生了解作家的名言，对作家有更进一步的了解，学习作者的精神。） 3.Do exercise.
T: Reading is good for us. We learned a lot from reading. Have you ever read these books The birds’ paradise, the trip to the west, the ugly duckling, the dream of the wolf
T: (示范一个例子)Who wrote the book the birds’ paradise What’s it about Take out the paper and do the exercise.
（设计意图：通过连线做练习，让学生掌握如何介绍书的作者和主要内容，为下面的写作部分做铺垫）
4. Share your favorite book
（1）口头表达
T: You must read many books.
What’s your favorite book
Who wrote them
What’s it about
Share your book card and share with your group members.
（2）笔头表达 Group work（制作好书或好故事推荐卡）
T: Choose the best book and write down on the card.
T:Which group can share with us T: Which book do you want to see most Hands up.
（设计意图：通过小组合作，先让学生6人小组分享自己课前准备好的读书卡，再小组推荐一本最受欢迎的书，统一写在大卡纸上。最后与全班同学分享，投票哪一本书最受全班同学的喜爱。这一部分主要是让学生练习口语，并练习写作）
5. Conclusion(好书推荐)
T: Some books are good. Some books are bad. These books are great. You can read after class. (设计意图：推荐好书给同学们做参考，引导学生选择正确的书籍)
Homework： Today’s homework, share a book with your classmates.
教学年级：六年级
课题名称： Unit 3 A Lucky Day More reading and writing
教材版本 广东人民出版社《开心学英语》 第8册
一、学生分析
1、本案例的授课对象是六年级的学生，学生学习英语兴趣浓厚，喜欢在各种情景下听、读、演的学习形式。他们从一年级开始学习英语，已具有一定的英语基础。学习积极性高，接受知识快，富有想象力和创造力，自主学习探索能力强。
2、学生在语文课本已经接触过海伦凯勒的事迹，对她的事迹已经有了一定的了解。
二、教材分析
1、本课时新授的内容是本教材Unit 3 More reading and writing。
2、本课书的过去式是学生已经掌握的，句子的结构并不难，生词也不多。
三、教学目标
（一）语言技能目标
1、学生能够用过去式描述人物的经历。
2、学生能够用简短的话语描述自己喜欢的书籍。
3、能在老师的帮助下尝试运用根据图片、上下文联系进行阅读的策略，读懂文本的内容并完成相关的任务。
（二）语言知识目标
1、掌握单词deaf/blind/Anne Sullivan。
2、用过去式描述人物的故事。
（三）学习策略目标
1、培养学生在阅读过程中获取信息的能力。
2、培养学生能积极运用所学英语进行表达交流。
（四）情感态度目标
1、乐于表达，体会到运用英语进行交际活动的乐趣，增强自信心。
2、培养学生爱阅读的习惯。
（五）文化意识目标。 了解外国作家海伦凯勒的事迹。
四、教学策略
1、本课主要运用游戏教学、合作互动、情景对话、交流评价等教学策略,引导学生主动参与、乐于探究、勤于思考，培养学生解决问题的能力以及交流与合作的能力。
2、在教学的过程中，运用游戏、小组活动充分调动学生的兴趣，使学生在愉快的气氛和活动中理解文段并获取信息。
3、根据本学校的阅读月创设情景，让学生所学知识更加贴近实际生活，使学生更能灵活的运用文段的重点句型。
课前准备：单词卡、小组活动时使用的写作材料、教学课件等
五、教学过程
Ⅰ. Pre-reading
1. Greeting
T: Good morning, boys and girls. What did you do yesterday
（设计意图：通过与学生的对话，昨天做了什么事，我昨天看了一本海伦凯勒的书，今天与同学们分享，为新授内容铺垫。）
2. Watch a video about School Reading Month
T: I read a book yesterday. I love reading, and they love reading, too. This was School Reading Month.
(设计意图：通过观看录像，引出这节课的主线：读书月；整节课以阅读之星作为评价手段）
3. Let’s have a competition.
T: First, let’s have a competition. If you know it, stand up and say it as quickly as you can. Ready Let's compete.(快速说人名)
Let's compete.(快速说出作者)
Ⅱ.While -reading
1.Look and answer(看封面说书名、作者)
T:Today I will share a book with you. Who is she
S:(Helen Keller)
T: I read a book about Helen Keller.
T: Look at the book cover. What’s the title of this book
S: The Story of My Life
T: IN this book, she talked about the story of her life. Many people still like to read this book.
T:by Helen Keller means Helen Keller wrote this book.
T: What’s Helen’s job
S: She was a famous writer.
T: Helen Keller is a famous writer. （解释writer）Luxun is a famous writer. Bingxin is a famous writer. Bajin is a famous writer.
(设计意图：通过给出书的封面，让学生看图说出书名和作者）
2. the first reading
T: When did she write this book Open your books at page 36 read the first paragraph and answer these questions.
T:When did she write this book
Ss: IN 1903.
T:What did she talk about in this book
Ss: In this book, she talked about the story of her life. When did she write this book Helen Keller was a famous writer. In 1903, she was 23 and wrote the book The Story of My Life. In the book, she talked about her life. Many people still like to read this book. She talked about her life.
(设计意图：通过学生自己读文章的第一段，回答两个问题，海伦凯勒什么时候写的我的生活这本书和这本书是关于什么的？）
3.The second reading
T: How was Helen Keller’s life experience Let’s listen. After reading, you have to answer the question. When Helen was nineteen months old, what happened to her
解释生词：(deaf and blind)
This girl can not hear. She is deaf. This man can not see. He is blind.
T: Helen Keller is deaf and blind. She can not hear or see.
T: So was Helen happy
S: No, she was very sad.
T: Look at the picture. Which one is Helen Keller She was very sad. And this is her teacher.
(设计意图：通过听录音，对整篇文章有一个整体的认知和了解海伦凯勒发生了什么事；并通过图片教授新知识点deaf/blind）
4.The third reading（自由朗读，并回答两个问题
(1).Who was her teacher
(2).How many books did Helen write
(3).扩展手语 Do you know
（设计意图：通过三次不同形式的阅读让学生循序渐进地掌握阅读文本。扩展手语、盲文等）
5.Retell the story
T: Today we shared a book about Helen Keller. Can you retell the story according to the key words
Ss: Helen Keller is a famous writer. She wrote the book the Story of My Life in 1903. When she was nineteen months old, she became deaf and blind. Her teacher Anne Sullivan helped her to learn. Helen wrote 12 books.
T: Retell the story in groups.
（设计意图：用思维导图的方式呈现板书，在关键词的提示下复述故事，体现故事的整体性，并使学生语言表达能力得到进一步的提升，引导学生复述故事，同时是检测学生对整篇文章的了解）
Ⅲ. Post reading
1.介绍作家的另一本书If give me three days
T: Helen wrote 12 books. And The story of my life is famous. Another book is famous, too. What is it？
S:假如给我三天光明。
T: If give me three days, life miracle, out of the darkness These three books are very famous. Especially the book If give me three days.
（设计意图：拓展海伦凯勒的另一本书，假如给我三天光明，让学生用上面的思维导图的方法去描述这本书的主要内容，学以致用）
2.介绍作家的名人名言
T: What can we learn from Helen Keller
（设计意图：让学生了解作家的名言，对作家有更进一步的了解，学习作者的精神。） 3.Do exercise.
T: Reading is good for us. We learned a lot from reading. Have you ever read these books The birds’ paradise, the trip to the west, the ugly duckling, the dream of the wolf
T: (示范一个例子)Who wrote the book the birds’ paradise What’s it about Take out the paper and do the exercise.
（设计意图：通过连线做练习，让学生掌握如何介绍书的作者和主要内容，为下面的写作部分做铺垫）
4. Share your favorite book
（1）口头表达
T: You must read many books.
What’s your favorite book
Who wrote them
What’s it about
Share your book card and share with your group members.
（2）笔头表达 Group work（制作好书或好故事推荐卡）
T: Choose the best book and write down on the card.
T:Which group can share with us T: Which book do you want to see most Hands up.
（设计意图：通过小组合作，先让学生6人小组分享自己课前准备好的读书卡，再小组推荐一本最受欢迎的书，统一写在大卡纸上。最后与全班同学分享，投票哪一本书最受全班同学的喜爱。这一部分主要是让学生练习口语，并练习写作）
5. Conclusion(好书推荐)
T: Some books are good. Some books are bad. These books are great. You can read after class. (设计意图：推荐好书给同学们做参考，引导学生选择正确的书籍)
Homework： Today’s homework, share a book with your classmates.