Reading for Pleasure-Louis Braille-教案、教学设计-市级公开课-外研版（一起）五年级下册--(配套课件编号：b2d0f).doc

1、Louis Braille一、内容分析本节课是新标准英语（一起）五年级上册Reading For Pleasure板块。该故事讲述了世界上最著名的盲人之一，路易斯布莱叶的人生经历。主要时态为一般过去时，本课课型为阅读课。二、学情分析五年级的学生已经初步具备了一定的英语语言积累，也具有一定的自主和合作学习能力。但是从未接触过人物传记类的阅读课文，所以在文本的理解上与阅读技巧的培养方面需要教师做进一步的引导与指导.三、教学目标1.语言知识与语言技能目标（1）能在教师的指导下掌握一些简单的阅读技巧，自主建构和理解故事。（2）能够通过图片及上下文理解故事中saddles, tools, slipped

2、, checked, alphabet等词汇的大意。（3） 能够根据提示概括人物的人生经历与精神品质，并进行简单的复述。2.学习策略和情感态度目标（1）能通过本课的学习，了解Louis Braille的人生经历，学习他的自强不息，顽强拼博的精神。（2）能在教师的指导下自主探究和积极合作，形成有效的学习策略。四、教学准备课件、卡片。五、教学过程Step I Pre-readingWarm-up and Lead-in. T：Hello ，boys and girls! Ss: Hello, teacher! T: Nice to meet you! Ss: Nice to meet you，to

3、o! T: Now I will devide you into two groups, Group A and Group B. T: Can you sing the ABC song? SsYes.T: would you like to sing with me? Ss: Yes! T: Lets clap our hands and sing it together! ( 播放歌曲：ABC song ，老师和学生共同拍手唱字母歌) T: Look at this picture, its an alphanet. Do you know , whats the meaning of

4、“alphanet”? Ss: 字母表。 （领读两遍） T: Now Lets play a guessing game about letters. These dots are letter A, Do you know “dots”? Ss: Yes ,点！T: These dots are letter B, can you guess what does these dots mean?(Show three answers: Cc Gg Ll)Ss:T: Its the letter Ll.( Show a picture of Brailles Alphabet.)T: This

5、 is another alphabet. Its Brailles Alphabet. Can you guess what does Braille mean?( Show two answers: A. An alphabet for blind people B. A name.)T: Its a name. Today lets go close to this great man - Louis Braille. 设计意图歌曲及趣味性猜谜游戏能迅速集中学生的注意力，激发他们的学习兴趣。自然地导入到Louis Brialle的故事学习中。Step II While-Reading(1

6、) 问题导入，播放故事。T：. First lets listen to the story and find out “ what happened to him when he was young”? (播放课文前半部分)S： He became blind.(2) 小组合作，故事排序。T: How did he become blind? Work in groups and put these into right order. (3)阅读故事，猜测词意。T:Read again and guess the meanings of the new words: saddle tool

7、slipped and check.T: Look at the first picture, what does “saddle” mean? ( 出示三张图片供选择。)Ss: B 马鞍。T: Louis was interested in them and he wants to touch the tools,but what did his father say to him?S: Dont touch the knife, Louis. Its dangerous(4) 分析人物，指导朗读。T: How was his father?A.strict B. mild C. angry

8、S: Strict T: Can you read it strictly？ T: Now lets look what happened next? What does “tools” mean?Ss: 工具。T: Look at the tools,they slipped . What does “slipped” mean?Ss: 滑落。T: We double the last letter and plus “ed”. There are some other words like this. Who can read them?Ss: stopped, clapped, trav

9、elled.T: The tools slipped and went into Louis eyes. What did his father say this time?S: We must find a doctor. T: How was his father? S: Anxious.( 出示三个选项)T: They found a doctor, the doctor checked Louis eyes. He couldnt see. How was his father then?S: He was sad.T: Who can read it for me? S:Louis

10、will never read or write.(板书： Louis played with his fathers_. He hurt his _ and became_.)T: His world was dark. Lets read again and role play this part.OK? You can choose two or three pictures you like to act it out.(5)方法指导，填空表格T: Could Louis read or write? Lets predict. How could he read?S: He can

11、read withT: Can you read with your hands? Who wants to have a try? (出示单词，让学生用手来感受，并读出来。)Lets go on reading the story., Scan the text and find out” How could he read or write?” T: You can scan the text and find the key words first,then get the answer quickly.(6)课文跟读，模仿语调。T: lets listen and immitate.(

12、跟读后半段) 设计意图学习策略训练与语言技能培养是相互依存、相辅相成的。在读中的环节教师通过问题的设计，故事情节排序，及表格填空等形式引导学生有目的地自主阅读与跟读。在解决问题的过程中，教师适时地进行阅读技巧的指导，培养学生的学习策略。通过小组活动，让学生们互帮互助，形成合作意识。Step III post-reading1. Talk in groups and finish this character profile. （小组讨论，完成人物档案）2. Retell the story.3. Analyze personal character.(分析人物品质)4. Permeate Emotion(情感渗透)Step IV Homework: 1. Tell this story to your parents and friends.2. Try to read more stories about great people.Louis Braille教学设计新标准英语（一年级起点）第十册