Lesson 6优秀教学设计说课稿

阅读课教学设计

Unit 3 A Lucky Day More reading and writing (Book 8)

上课老师：陈小梅

教学年级：六年级

教材版本

课题名称：

Unit 3 A Lucky Day More reading and writing

第8册

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。

三、教学目标

1、本课时新授的内容是本教材Unit 3 More reading and writing。

也不多。

（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。

1 广东人民出版社《开心学英语》

一、学生分析

习英语，已具有一定的英语基础。学习积极性高，接受知识快，二、教材分析

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

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。

四、教学策略

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。

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.

五、教学过程

(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）

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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)

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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. Helen Kellerwas a famous writer.In 1903, she was 23 and wrote the 1book The Story of My Life. In the book, she talked about her life. 2Many people still like to read thisbook.When did she write this book?She wrote this book in 1903.2. What did she talk about in this book?

She talked about her life.

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(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）

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(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

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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.

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（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.

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我执教的课例是六年级下册Unit 3 More reading and writing。本课的教学主要是让对海伦凯勒的事迹有一定的了解，用英语复述海伦凯勒的故事，并能学会用简单的话语描述自己喜欢的作家和书籍。在能力掌握方面，要求学生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。

本节课的设计是以学校阅读月为主线，通过选出“我是阅读之星”的活动，培养学生爱阅读的习惯。本课的教学分为三部分：before reading, while reading, post reading。在before reading部分，我通过与学生的聊天，引出我昨天看了一本书，并今天跟同学们分享引入课题。并通过一个快速反应的活动调动学生的旧知，为引入新授课去做铺垫。在while-reading部分，通过听录音回答问题，自己默读，自由朗读，思维导图复述故事等方式对文本进行学习。在朗读的过程中，提出问题，引导学生根据阅读材料解决问题，掌握阅读技巧和方法。在post-reading部分，跳出书本，让学生了解海伦凯勒的另一本书《假如给我三天光明》，了解海伦凯勒的名言名人，对海伦凯勒有更深刻的了解。接下来做练习，让学生对书籍和作家和主要内容连线。这一部分是为写作部分做铺垫。写作部分，先让学生口头介绍自己喜爱的书籍、作者和主要内容，然后小组分享，再小组推荐一本书，写在卡纸上。最后全班选出最受欢迎的书。总结部分，我教育同学们要选择好的书去看并推荐适合学生看的书籍。

这节课的教学内容不多，难度不大，为了避免教师教得机械，学生学得枯燥，我在教学中运用了小组竞赛、小组合作复述故事、小组合作写作等多种教学手段，引导学生主动参与、掌握阅读的技巧和方法。同学们对“阅读月”这个主题非常感兴趣，在讨论自己喜爱的书籍这个环节表现得兴趣盎然。所以这节课设计的情景还是很成功的。

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