（广东）粤人版六年级下册-Unit 3 A Lucky Day-Lesson 6-教案、教学设计--(配套课件编号：9014e).doc

1、1 Unit 3 A lucky Da 一一、教学目标、教学目标 1. 知识目标： （1）能听懂，会说，会读单词：famous, writer, still, deaf，blind, became, could, couldnt. (2) 能听懂、 读懂功能句： could/couldnt. She was very sick and became deaf and blind. She could not hear on see. 2.语言技能目标： (1) 能根据运用功能句：could/couldnt.根据实际情况进行口头交流，能描述自己或他 人的能力。 （2）能借助图片或文字听懂、读懂课

2、文，并尝试复述Helen Keller的故事。 3、情感目标： 通过学习 Helen Keller 这位世界上著名身残志坚有志之人的优秀事迹,让学生 学有所得,学有所悟,希望她的精神能激励和教育我们的学生在任何时候遇到艰难永不退 缩。 二、教学重难点：二、教学重难点： 1.学习重点：通过阅读从文章中了解 Helen Keller 的事迹。 2.学习难点：famous ,still, deaf，blind, become 等词的发音。 三、教学准备三、教学准备 PPT 课件、词卡等 四教学过程四教学过程 Step1 Warm-up 1. Free talk 2. Lets chant: I ha

3、d a lucky day. 【设计意图：教师通过与学生自由交谈，让学生描述自己愉快的一天或糟糕的一天，复 习旧的知识，通过歌谣，活跃气氛，激起学生的学习兴趣。】 Step2 Lead-in & Presentation 1)Look at the screen. Lets have a tongue twister.(绕口令) A good cook could cook good cookies. I can read it quicklyCan you? Who wants to try? OK, Id like to invite a boy and a girl to have a

4、PK. 2）There is a word “could” in this sentence. can-could Let make sentences with it.( for example) 2 I can jump. Ican When I was a baby, I could cry. When I was baby, I couldnt jump 【设计意图：通过绕口令，引出 could, 吸引学生的注意力，从学生生活实际出发，描述自己 过去的能力的热身方式轻松有趣，又自然地引出 could 与 couldnt。 】 Step3 Practice Look at these p

5、ictures. （ppt 出示 Helen Keller and her teacher 的照片） Any question? What do you want to know? 1. The First Reading 教师在学生听录音的基础上，引导学生进行第一次课文阅读。 Q1：Whos she? Q2: What could she do? 【设计意图：第一次听录音与阅读让学生为问题找到答案，帮助学生整体了解课文的主题背 景，从而为下一环节做准备。同时给学生的阅读确定一个目标，实现对阅读过程的监控。 】 2.The Second Reading 整理出同学们还想知道的关于 Helen

6、Keller 的事情。引导学生通过“where , what , when , why , who , how” 等疑问词进行提问。 请学生再次阅读课文并对以上问题进行回答，对于无法在文中找到答案的问题，教师予以回 答。 【设计意图：第一个阅读环节的问题是老师提出来的，是老师希望学生理解并掌握的。而第 二个阅读环节的问题是学生提出来的，是学生想知道和了解的内容。这激发了学生的阅读愿 望，发挥了学生学习的自主性，也培养了学生善于提问的能力。 】 3.The Third Reading 教师引导学生一段一段学习课文。 Paragraph1(第一段） 1.Read after the tape an

7、d underline the new words. famous 著名的 still 仍旧 2. answer the questions What did Helen do? Whats the name of the book? Paragraph2(第二段） 3 1.Read after the tape and underline the new words. couldnt hear -deaf couldnt see-blind become-became 2.answer the question What happened to Helen when she was nine

8、teen months old? Paragraph3(第三段） 1、Read after the tape and underline the new words. 2、answer the questions Did she go to school? How many books did Helen write? 【设计意图： 第三次阅读环节通过每一段的学习，先跟读，画出不会的单词，解决阅读 难题，解决问题，层层递进，降低阅读的难度，培养学生阅读的能力。 】 4. The Fourth Reading Read again. Write T for true and F for fals

9、e. (P Excise 3.4) Step 4 Extension 1. More writings by Helen Keller: The Story of My Life 2. Know more about other persons. 1）Tai Lihua She was born in Hubei in 1976. When she was a baby, she became deaf. She couldnt hear and she couldnt talk. When she was five years old, she learned to dance. In 20

10、05, she danced Qian Shou Guan Yin. She is a model for us. 2) Zhang Haidi She was born in Shandong. She cant walk.But she can write. She is a writer.She writes many books. 【设计意图：通过介绍其他身残志坚有志之人的优秀事迹,让学生学有所得,学有所悟,希 望她的精神能激励和教育我们的学生在任何时候遇到艰难永不退缩。 】 3.Write a passage about My Day My Day 4 Today, I read a

11、 story about . She couldnt or . But she could and with her hands. She was a woman. I her. I want to read more books. 【设计意图：通过作文，提高学生的写作能力。 】 Step 5 Summary T: What do you learn from Helen Keller? Lets enjoy the passage. Close your eyes Im so lucky, I can see Youre so lucky, you can hear We are so lu

12、cky, we can talk When lifes becoming Never give up hope.（不要放弃希望） The world is so colorful Lets say “thank you” With all my heart（衷心地） Step 6 Homework 1.Read the passage . 2. Read the story Three Days to See. 【设计意图：通过完成作业，将课本的知识向课外延伸。 五、板书设计五、板书设计 Helen Keller see=blind hear=deaf talk Couldnt Could sad 5 learn read write great