Module 7-Unit 2 She couldn't see or hear.-ppt课件-(含教案+视频+素材)-部级公开课-外研版六年级下册（一起）英语(编号：70669).zip

Module7 Unit2 Module7 Unit2 She couldnt see or hear.She couldnt see or hear.helpedhelpedis ishavehavelearnlearnt tryrytraveltraveltelltellwritewritereadreadcancanspeakspeakhelphelpcouldcouldwaswashadhadlearntlearntreadreadt triedriedtoldtoldwrotewrotetravelledtravelledspokespokeInfinitive& Past Tenseis washave hadlearn learntwrite wrotespeak spokecan couldhelp helpedtry triedtravel travelledRead aloudWere not grateful for what we have until we lose it;Were not grateful for health until we are ill.Helen KellerHelen travelled round the world and told her story.She also wrote books and helped blind people.But she learnt to read, writeand speak. It was difficult, but Helen was clever and she tried hard.She was famous all over the world. She is a model for blind people and also for you and me.Helen Keller was born in the US in 1880.She had an illness at nineteen months old.After that she couldnt see or hear.A AB BC CD D1 12 23 34 4But she learnt to read, writeand speak. It was difficult, but Helen was clever and she tried hard.Helen Keller was born in the US in 1880.She had an illness at nineteen months old.After that she couldnt see or hear.Helen travelled round the world and told her story.She also wrote books and helped blind people.She was famous all over the world. She is a model for blind people and also for you and me.Helen Keller was born in the US in 1880.She had an illness at nineteen months old.After that she couldnt see or hear.But she learnt to read, write and speak. It was difficult, but Helen was clever and she tried hard.Helen travelled round the world and told her story.She also wrote books and helped blind people.She was famous all over the world. She is a model for blind people and also for you and me.Who was Helen Keller?What did Helen do?What was she like?Whats the main idea ?Whats the main idea ?Helen Keller was born in the US in 1880.She had an illness at nineteen months old.After that she couldnt see or hear.Read Para.1couldntbornRead Para.1in 1880the USillnessnineteen months oldseehearHelen Keller was born in the US in 1880.She had an illness at nineteen months old.After that she couldnt see or hear.orIs it an illness?fevercoughtoothache broken legmuteHe cant see.deafblindHe cant talk.She cant hear.MatchHelen Keller was born in the US in 1880.She had an illness at nineteen months old.After that she couldnt see or hear.How many things did Helen do?How many things did Helen do?What did she do?What did she do?Read Para.2&3Helen travelled round the world and told her story.She also wrote books and helped blind people.But she learnt to read, writeand speak. It was difficult, but Helen was clever and she tried hard.Helen Kellerlearntreadwritespeaktravelledtoldwrotehelpedround the worldstorybooksblind Read Para.2&3difficultpeopleclevertried hardcouldtotravel roundround the worldtravel around the worldfamousRead Para.2&3Read Para.4She was famous all over the world. She is a model for blind people and also for you and me.famousmodelblind peopleyou and meShe was famous all over the world. She is a model for blind people and also for you and me.Read your favourite partRead your favourite partBut she learnt to read, writeand speak. It was difficult, but Helen was clever and she tried hard.Helen Keller was born in the US in 1880.She had an illness at nineteen months old.After that she couldnt see or hear.Helen travelled round the world and told her story.She also wrote books and helped blind people.She was famous all over the world. She is a model for blind people and also for you and me.Read aloudRead aloudThinkHow did Helen learn to read, write and How did Helen learn to read, write and speak?speak?Could Helen read,write and speak Could Helen read,write and speak without her teacher?without her teacher?Were not grateful for Were not grateful for what we have until we what we have until we lose it;lose it;Were not grateful for Were not grateful for health until we are ill.health until we are ill.-Helen Keller-Helen KellerThanks for your listening!Thanks for your listening!Module7 Unit2 She couldnt see or hear.教学反思英语新课程标准指出，英语课程具有重要的育人功能，旨在发展学生的语言能力、文化意识、思维品质和学习能力等英语学科核心素养。英语课程应注重在发展学生英语语言运用能力的过程中，帮助他们学习、理解和鉴赏中外优秀文化，拓展国际视野，增进国际理解，逐步提升跨文化沟通能力、思辨能力、学习能力和创新能力。根据这一理念，我挖掘其中关于学习、理解和鉴赏中外优秀文化的部分，对 Module7 Unit2 的教学内容进行了设计。开课时，我利用“Sharp eyes”的游戏，让学习复习了文本中出现的动词的过去式，有效的激活了学生学习过的内容，充分调动了学生学习的积极性。结合过去式，我向学生介绍自己昨日读了一本书，展示了书中的经典语句，让学生以此猜测。激发了学生的求知欲，也让原著中的经典语句得到了学生足够的注意力。新课标将思维品质培养的目标设定为：能辨析语言和文化中的具体现象，梳理、概括信息，建构新概念，分析、推断信息的逻辑关系，正确评判各种思想观点，创造性地表达自己的观点，具备多元思维的意识和创新思维的能力。因此，文本处理过程中我先让学生自主阅读，然后进行排序，以此让学生初步感知文本逻辑。文本的学习则以学生概括主要观点、在问题的帮助下提炼关键词、自主完成思维导图为主，在此过程中，学生对于文本的结构和逻辑关系更加清楚。海伦凯勒是学生熟知的作家，对于她的一生，孩子们获取的信息更多的是海伦凯勒的自强与努力，为培养学生批判性思维，为学生提供创造性地表达自己观点的机会，阅读后以 How could Helen learn to read , write and speak? Could Helen learn to read,write and speak without her teacher?为问题导向，引发学生思考，让学生有话想说，有话可说。但在这个过程中，语言支架的搭设不够，在发现孩子们思维和语言能力的差距时应该及时想办法为学生提供更多的语言可能。这个部分暴露出了我自己在教学能力上的不足，在今后的教学中仍需继续努力。20182019 学年第二学期青年教师赛教活动教 学 设 计教 研 组： 英语三组 授课内容： She couldnt see or hear.授课内容授课内容Module7 Unit2 She couldnt see or hear . 教材分析教材分析本单元为外研社新标准英语第十二册第七模块第二单元内容。本课的主题是人与自我，着重于做人与做事这一主题群中的“优秀品行和正确的人生态度”。语篇类型上，本文属于记叙文中的人物介绍。教材以一般过去时向孩子们介绍了海伦凯勒这一励志人物，以 can 和 cant 的过去式 couldnt 和 could 这一隐藏线索将文本串了起来，使学生在学习过程中更加容易，条理更加清晰。学情分析学情分析本节课的教学对象是小学六年级的学生，学生通过之前的学习已经基本掌握一般过去时态且在本册书 Module3 Unit1中复习了如何运用一般过去时表达经历，但在表述时缺乏逻辑的顺序性与合理性。同时本班学生已读过海伦凯勒的假如给我三天光明 ，对海伦凯勒有一定的认知，但仍有了解的空间与意愿。此外，学生正面临升学，学习压力大，却缺乏动力，需要通过正面的模范以树立正确的人生观和价值观。根据学情，本节课重点放在进一步强化复习一般过去时的运用，且在其中渗透复习 could 的两种用法。六年级的学生思维发展有了很大提升，因此在课程设计中将更加注重培养学生的逻辑思维能力。本模块的任务介绍榜样及其事迹。教师要引导学生在心中树立好的榜样，引导学生多向他人学习，形成正确的人生观，价值观。设计思路设计思路采用阅读课教学 PWP 模式，课型设定为：Read for speaking. 教学中以完成思维导图为活动主线，引导学生感知文本架构，为最后的输出做铺垫。文本学习过程中，以问题为引导，培养学生总结概况，预测猜测等能力以及批判性思维。以 A model for me 为话题，将文化知识内化为具有正确价值取向的认知，行为和品格，达到育人目的。语言语言技能技能目标目标1. 听：听：全体学生能够在教师及视频的帮助下了解更多关于 Helen Keller 的信息。2. 说：说：全体学生能运用 could 和 couldnt 进行表述。大部分学生能在思维导图和教师的帮助下进行课文复述部分学生能按照一定的逻辑关系谈论自己的榜样。3. 读：读：全体学生能读懂文本全体学生能朗读文本，大部分学生可以在思维导图帮助下进行复述；大部分学生能从语篇中提取主要信息和观点，在教师的帮助下理解语篇中的逻辑关系。4. 看：看：全体学生理解视频中关于 Helen Keller 的介绍部分学生理解视频及图片中传递的励志精神5.写：写：全体学生能在教师指导下完成思维导图语言语言知识知识目标目标1. 功能：功能：介绍榜样及其事迹2. 词汇：词汇：全体学生能理解 born,illness,round,all over the world部分学生能运用 illness, round,famous,model,all over the world3. 语法：语法：全体能够理解文中过去时态的表达部分学生能说并运用过去时态表达榜样及事迹4. 语音：语音：进一步强化语音语调教学目标教学目标策略目标策略目标1.认知策略：认知策略：利用思维导图收集，整理文本信息2. 交际策略：交际策略：借助手势、表情等非提高交际效果3.情感策略：情感策略：尝试寻找自己的榜样文化意识文化意识通过本课学习，让学生进一步注意到“有志者事竟成”的精神，鼓励学生克服生活中的畏难情绪，帮助学生增强自信心。情感态度情感态度在课堂学习中积极思考，注意倾听。小组合作中，能够与他人进行良好的沟通与合作，积极完成任务。通过学习获取鼓励与信心。语言能力语言能力1.能够听，理解并朗读语篇内容2.能够说出所学人物的事迹3.能够通过主题讨论，在引导下，口语表达和书写 2-5 句榜样人物的介绍文化意识文化意识了解杨利伟和海伦凯勒的事迹向他人学习，树立生活中的榜样，培养积极向上的精神思维品质思维品质1.根据主题语篇，积极思考问题2.积极与他人进行有效合作，注意聆听他人意见与想法达成目标达成目标（模块）（模块）学习能力学习能力1.掌握阅读的一般方法，略读（skimming）,寻读（scanning）,去理解语篇大意。2.通过梳理文本，了解篇章结构3.思考自身的不足，寻找他人身上的优点，思考应向他人学习哪些方面。教学重点教学重点1）全体学生能理解 born,illness,round,all over the world部分学生能运用 illness, round,famous,model,all over the world2）全体能够听懂并说句子：She couldnt see or hear.部分学生能说并运用句子：She couldnt see or hear.教学难点教学难点掌握“illness ” “ all over the world”的准确发音。课时课时 第一课时第一课时 Read for speaking教具准备教具准备Mind-map, video ,PowerPoint, some cards教学环节教学环节教师活动教师活动学生活动学生活动活动形式活动形式时间时间Pr-reading1.Review past tense.2. lead in.T: I read a book yesterday. There are two sentences I want to share with you.Q：Who wrote these?Brain storming:What do you know about her?1.Say the past tense of the words2.ReadTalk about Helen Keller.师生活动师生活动4min What do you want to know about her?设计意图设计意图1.在游戏中复习动词的过去式，激活学生词汇。在游戏中复习动词的过去式，激活学生词汇。2.绕口令的形式激发学生学习兴趣，以读书中的原文引出主题人物。绕口令的形式激发学生学习兴趣，以读书中的原文引出主题人物。3.谈论学生已知信息，激活主题背景知识；学生自主提问，激发学习兴趣。谈论学生已知信息，激活主题背景知识；学生自主提问，激发学习兴趣。While-reading1.Read and order.2.Listen and read.3.Whats the main idea?4.Read Para.1Is it an illness?Q:If you cant see or hear, what can you do?What could Helen do?4. Read Para.2&3Q:How many things did Helen do?What did she do?Explain:travel round the world, famous5. Read Para.41.Read the sentences and try to order them.2.Listen and read.3.Read and match.Read and finish the mind-map.Look and say.Read and match: blind,deaf,muteRead aloud.Read and answer.Finish the mind-map.5.Read and finish the mind-map.6. Watch and imitate.师生活动师生活动学生活动学生活动学生活动学生活动师生活动师生活动学生活动学生活动3min3min4min5minRead their favourite part to partners.Q:Why can Helen be our model?Who is your model?7.Read aloud.学生活动学生活动7min设计意图设计意图1.阅读排序，尝试理解文章大意与逻辑关系。阅读排序，尝试理解文章大意与逻辑关系。2.听力呈现文本，检测小组排序，了解篇章大意。听力呈现文本，检测小组排序，了解篇章大意。3.培养阅读策略，提升学生阅读能力（如：提取信息、概括等）；练习核心词的拼培养阅读策略，提升学生阅读能力（如：提取信息、概括等）；练习核心词的拼写。写。4.补充主题资料，为后续输出做铺垫。补充主题资料，为后续输出做铺垫。结合学生现有经验谈论，对作者观点进行补充。结合学生现有经验谈论，对作者观点进行补充。5.培养学生大声朗读，并能按意群，使用正确语音语调进行朗读的习惯。培养学生大声朗读，并能按意群，使用正确语音语调进行朗读的习惯。Post-reading1.Q：How could she learn to read,write and speak?Watch a video .What do you think of Helen?2.Retell the passage.3.Discuss:Could she be famous without her teacher?If you Helen, what will you do for the teacher?What do you want to do for the people who loved you or helped you?Share their opinions .师生活动师生活动学生活动学生活动师生活动师生活动3min7min4min设计意图设计意图1.深入思考，培养学生批评性思维。深入思考，培养学生批评性思维。2.分层设计，为不同能力的学生提供表达的机会，增强学生学习自信。分层设计，为不同能力的学生提供表达的机会，增强学生学习自信。 Homework1.Listen and imitate Module7 Unit2.2.Watch the video about Helen Keller.3.Wrote about A Model for Me.板书设计板书设计 Module7 Unit2 She couldnt see or hear. 教学反思教学反思Module7 Unit2 She couldnt see or hear.文本解读阅读对于提升中小学生的英语语言能力、发展思维品质、塑造良好的文化品格、促进学习能力的全面发展具有举足轻重的作用。要使学生感受到阅读的魅力，就需要教师下足够的功夫，进行有深度的文本解读。文本解读可以帮助教师更好地把握主题意义，挖掘文化价值，确定合理的语境，梳理结构化知识，并通过分析文体特征及语言特点，发现其与主题意义的关联，从而确定教学的重点，为学生探究主题意义创设合理的学习活动。结合六年级学生对于篇章阅读的兴趣，以及思维品质的发展程度，我针对新标准用书六年级下册的 Module7 Unit2 进行了如下的文本解读：1. 解读文本内容：该内容为人物介绍。以记叙的方式向学生介绍了美国著名的女作家海伦凯勒。海伦凯勒 1880 年出生在美国，19个月大时她得了一场病，此后她便再也看不见，听不到了。她学习读书、写作和说话，尽管很难，但是海伦凯勒很聪明，并且十分努力。她周游世界，演讲她的故事，写书并帮助盲人。最后，文本落到了海伦凯勒举世闻名，是盲人和我们的榜样。由内容看来，我认为这个故事属于人与自我主题语境下的做人与做事主题群中的优秀品行，正确的人生态度这一主题语境。从语言内容上看，She couldnt see or hear 是故事展开的关键。语言难度上，illness，model 是新授词，all over the world 在语音方面需要指导。2. 解读写作目的：海伦凯勒作为一个盲人，经过努力后却成为了著名的作家，她的一生是励志的一生。现在的孩子在学习、生活等方面面对挫折时容易气馁，海伦凯勒的事迹对孩子们来说是模范，是鼓励，是帮助孩子懂得珍惜自己现有一切的素材。文本中对海伦凯勒的评价是 clever, famous,a model，那么在深入了解后学生眼中的海伦凯勒又是什么样的呢？文本以海伦凯勒为榜样，揭示了“有志者事竟成”的道理，那么 Who is a model for you？这个问题则拉近了学生和文本的距离，促使学生去寻找身边人的闪光点，形成正确的人生观、价值观。3. 文本结构的解读：课文分成了四个段落，第一段介绍了海伦凯勒的大致情况；第二段、第三段讲述了海伦凯勒的一些事迹；第四段对海伦凯勒进行了总的评价。结合文本结构特点，课堂设计归纳中心大意、在教师的引领下学生自主完成思维导图的活动，为学生第二课时的写作打下基础。 在课文中点明了学习对于海伦凯勒来说是非常难的。为学生指明了学习的方向：我们应该学习海伦凯勒的坚韧与不放弃。那么，Why can she read write and speak at last?真的只是因为她自己的努力吗？Could she be famous without her teacher?这个问题为学生质疑精神的培养提供了素材，激活学生对原有故事的认知，从而结合知识背景进行深入思考。至此，学生不仅理解了海伦凯勒，且在探讨与思考中树立了正确的人生观与价值观。