Lesson 12 Helen Keller教学设计(第二课时)

Lesson 12 Helen Keller 西里小学

孙

宇

教学目标：

1.学生能针对故事人物主动提出问题。

2.学生能在老师帮助下运用寻读、略读等阅读策略读懂本课故事。

3.学生能回答出课后的思考问题。

4.学生能在时间轴的提示下复述故事大意。

教学过程：

I.Pre-reading: 1.Greeting. T: Hello! Boys and girls.

Ss: Hello! Ms Yang.

T: Nice to see you. Ss: Nice to see you, too. （设计意图：开课简单打招呼，迅速集中学生注意力。）

2.Guessing game: Who are they? T: Choose a ball in my box. I will give your the information.

Try to guess the person’s name.

Let's have a try! Would you like to help me? Choose a ball,

please. Which letter on the ball? S1: A. T: Look！（点击课件相应字母）

Do you know the person’s name?

S1：

No. T: Others? Do you know? Ss:No. T: Ok, let’s go.（阿炳）

(猜出后，其他信息出示)

T: Ok, let see. (念一遍其他信息)Yes, his name is A Bing. (贝多芬，霍金) Ok, next one. Choose a ball, please. ... All of you did a good job. As we know, A Bing, Beethoven and Hawking, they are the disabled, but also great. (ppt 出示disabled, great.). Look, here’s another great, disabled person.(出示海伦凯勒图片。) T:What do you know about her? Ss:Helen Keller. T:Yes. (板书

Helen Keller 标题) （设计意图：用猜人物名字的游戏开课，一是活跃一下课堂气氛，二是为了引出本课主人公Helen。）

II.While-reading. 1.T: What else do you want to know about her?

Can you ask some questions? S1:What happened to her?

S2 Where did she born? S3:When was she born? (What’s her job? How long did she live? What book did she write? Did she get married...)学生提问的同时,板书问题关键词。

T:You are so great! You give us many good questions. Now let’s skim the story and try to find the answers.(一边说一边用手指示。)You can underline or circle the answers as you like.(Reading time) T: OK, stop. T:When and where was Helen born? S1: Helen Keller was born in 1880. T: Yes, Helen was born in the U.S. in 1880.(板书：born,U.S.,1880) Look！

The chicken was born yesterday.What’s the meaning of born?

Ss:出生。(找不到答案的问题不处理，处理一个问题擦掉一个) (设计意图：让学生自我提问，养成学生积极思考的习惯。体现出课堂中学生的主体地位。自己提问，自己解答，提高学生学习故事的兴趣。) 2.T: This time, let’s read and try to find the answer.

What happened to Helen Keller when she was 19 months

old?(板书：19 months later) S1: She became deaf and blind.

S2: She fell ill. T: Yes. She fell ill and became deaf and blind.(ppt 出示答案)。

Read follow me deaf. Ea says \e\. This line, please read one by one.Deaf,

hear. Here blind. Read after me. Here ind says \aid\, bl says\bl\. So blind. She couldn’t see.

T: (手指一下板书)19 months old,she was only a baby. She became deaf and blind.（一边重复一边贴deaf和blind词条）.Poor Helen. （设计意图：解决学生提出的问题同时处理本节课生词。）

3.T:Sometimes, she threw her food from the table. Why? (ppt) S1: Because she got angry.(出示) T:Why did Helen often get angry? Read and underline the answer.（part 2）

S1:She couldn’t see anything. She couldn’t hear anything. She couldn’t speak at all.

T: OK,let’s read.

Ss:齐读。

T: Who wants to try? S1:... T: This time, let’s read again. Pay attention to the emotion. How to read these sentence?Should we use high voice or low voice? Ss: Low voice.

T: OK, let’s try again.

S1:... T: Others. How about her reading? Good? Great? Wonderful? Ss:...(看学生朗读情况加：老师重复一遍) (设计意图：处理本节课重点问题的同时也为孩子们渗透发音知识，一举两得，有感情的朗读目的在于培养学生良好的阅读意识，养成良好的阅读习惯，更深刻的体会其中的情感。) 4.T: But what happened in 1887?(ppt)

Read and find the answer. Part3 (板书：1887)(reading time) T: OK, who knows? S2: Her parents met a teacher, Anne Sullivan.(板书met her teacher, Anne Sullivan) 5.T: How did Anne teach Helen? Let’s watch.(视频) T: How? One day... Ss: 学生接上

All of you did a good job. So Helen got the word “water”.(板书water) It’s an important day for Helen.

（设计意图：故事的重要转折点，视频的出示给孩子们更直观的感受，帮助学生理解文本，随后阅读文本内容，加深对本段的理解。）

5.From that day on, Helen began to study.She worked very hard.(板书

began to study, worked very hard)

(ppt)Read and choose the answer. What did Helen learn?(ppt

出示选项)

S1:She learned many new words every day. S2:She learned to speak, read, write.(板书learned) T: Yes, she learned to speak, read, write.(ppt) And then:Where did Helen go when she was 20 years old?

Part 5(板书

20 years old) Now please read and find the answers quickly. (A)

She went to ________. A.university

B.high school

T: 加university 教学。

Sity- versity-university.

b. What did Helen become,later?

(B)She became a great _____. A.painter

B. writer

出示图片处理university 和

writer.

（板书

university,a great writer）

T: Do you know some other writers? Ss: 鲁迅…

T: You’re so great.

（设计意图：用两个选择的练习，处理本小节文本内容，同时在文本中处理难点词汇，为随后的复述故事做准备。）

6.

This time, let’s listen to the story. Look at the time line. Pay attention to the words of time. （设计意图：完整地听一遍故事，让学生们对故事有一个整体认知，同时也是为了随后的复述环节做准备。）

III.After-reading. 1. Look at the blackboard. Let’s retell the story together. This time, please retell the story with your partner.

Who wants to show your story for us? T: Wow, you’re amazing!

（设计意图：通过复述故事，了解学生们对故事的掌握程度，同时也让学生对故事的内容了解更深。）

2. T:So what can you learn from Helen Keller?

Ss: Work hard,optimistic, persistence, brave, lucky and give us hope... Yes, Helen’s story gives everyone hope.

Look, Helen, her parents and her teacher just like a triangle. As we learn in math class, triangle was stable. Helen was great, her parents and teacher were great,too. All of us just like Helen, we need to work hard. And we also need our parents and teacher’s help, too.

We should work together and make the triangle stable. Ok? Ss: OK! This time, let’s know more about Helen.(视频) Here are

some Helen’s words, let’s enjoy.

1.As long as the sun,they will not see the shadow. (只要朝着阳光，便不会看见阴影。) 2.Make good use of your eyes,as if you were going to be blind

tomorrow .(像明天就要失去那样去利用你的眼睛。) (设计意图：总结部分，通过不同形式将故事的情感再一次升华，让孩子们真真切切感受到Helen的伟大的同时，也更加努力的学习。) 3. Homework：

1.Copy Helen's words on your note book. 2. Choose Helen's writings to read as more as you like. T:

Look!(指黑板上没有解决掉的关于Helen的问题）We still couldn’t find the answers for these questions. Maybe you can find the answers through reading Helen’s writings.(ppt出示封皮) Share them on our QQ or wechat after class. T:Ok. So much for today. Bye,everyone. 板书设计：

课后反思

一、先说一下我们的整体故事，孩子们手里拿到的文本与我们的课本稍有一些出入，我对故事文本顺序做了调整。逻辑上更适合这节课的教学。本次故事是一个人物传记类的文章。我们个人觉得图片对文章的帮助不大，所以本故事我们采用了纯文本阅读的形式，考虑到孩子们的接受能力，我们将故事进行了分段标注，这样在阅读过程中孩子们更容易找到文本位置，更容易理解文本。

二、教学目标。

从整节课来看，我觉得本节课我的教学目标的达成还是可以的。

1.

给出孩子人物图片，他们能利用这几年自己积攒的知识进行提问，我预设到的，或没能预设到的问题都出现了。孩子们表现很好，没有预设道德问题我也进行了处理，课后的延伸阅读，在微信群，QQ分享。

2.

在故事的的while-reading环节，我采用了多种方式，比如有：在处理孩子们自己问题时，让他们快速浏览通篇故事找答案，在处理本课重点问题时我采用了寻读、略读等方式，并且在这个过程中，对新词的教授，比如deaf 和

blind, 采用了语音教学的方式进行处理，这样我觉得有利于孩子们掌握这些新的词汇，对university，我则采取了分音节正读，再倒读的方式，解决多音节词汇读音难点。为后面retell the story 这个环节也扎好了基础。

3.

整个故事，我采用了时间轴的形式，从Helen出生到她变成一个伟大的作家，这样可以帮助孩子们更加清晰地了解Helen的生平，也

有更加有益于学生理解以及复述故事。

最后，在准备过程中，我阅读了许多海伦生平的故事、事迹，惊叹她的伟大的同时，也不得不佩服她父母、老师、朋友们的付出，所以在总结时，我用了triangle来描述海伦与父母、老师的关系，让孩子们明白我们需要自身的努力，同时父母和老师的帮助也不可或缺，稳固的三角形关系需要我们三方的努力。

对于本节课的不足：

昨天见学生时发现这个班的孩子们是比较闷的类型，不爱主动举手说，为了鼓励孩子们，我也是想方设法，提前给孩子们准备了小礼物。课堂上，我需要一边讲课，一边板书，一边切换幻灯，还要把准备的礼物送到回答问题的孩子手里，整节课都是一种手忙脚乱的状态，但是我并不想把这件事交给某个孩子来做或者其他方式，不想影响每个孩子完整的听课过程，所以杨老师忙点就忙点，乐在其中。孩子们表现也超出我的预想，口语表达，课堂呈现都很好。杨老师以后要多多发礼物，这样养成习惯就不乱了。