Classroom Language Encouragement 通过不同的奖励形式，有效《英语》（新标准）（小学三起）六年级下册M7U2教学设计 Assessment Stickers 激发学生学习英语的兴趣，让学生在英语课堂上想说、敢说。 Blackboard Design Module 7 Unit 1 He spent about twenty-one hours in space. 家庭作业： 1. Listen and read the text. 2. Talk about the spaceships with your friends.
Unit 2：第二课时教学设计 教材分析 本课介绍了Helen Keller的生平。 Helen于1880年出生在美国，87岁去世。她在婴儿时期就丧失了视觉和听觉，她的老师在她的手掌上描画字母教她拼读。Helen经过不断努力，学会了阅读、写作和说话。她写了一本书介绍自己的经历，并游历各国，是大家的榜样。 通过对这一课的学习，学生进一步学习一般过去时态的运用，同时学有余力的学生进行适当的拓展练习，完成对人物生平事迹介绍的笔头输出练习。 课时教学目标 一、知识目标 1. 了解Helen Keller的故事，理解一般过去时在文本中的运用。 2. 学习本课重点单词：born, as, became, letter, spell, herself, all over, live, role model 二、能力目标 1. 能正确理解本课的重点单词和句型在具体语境中的含义，并学会运用。 2. 养成英语故事的阅读思维能力：发展观察力、想像力、逻辑思维以及分析评价、批判性思维和独立思考等能力，体现阅读的核心价值。 3. 能运用所学语言介绍人物的生平事迹，并完成介绍人物的小练笔。 三、情感目标 帮助学生树立积极向上的人生观，培养学生乐观向上的心态。 四、学习策略 尝试阅读英语故事及其他英语课外读物。 五、跨文化意识 增强乐于接触外国文化的意识。 教学重点与难点 教学辅助 教学策略 运用所学语言介绍人物的生平事迹。 OHP, video, word cards, etc. 在阅读教学的过程中采用“任务型教学法”，采用小组合作学习的方式，以兴趣激发学生，以任务驱动教学。 教学内容 （含时间设置） Step 1: Warm up (about 2 minutes) 教师活动 教学活动 设计意图 学生活动 学生观看图片进行描述。 T: Look at some pictures of a frog. What can it do? Ss: It can jump, and it can swim. T: But as a baby, could it jump? Ss: No, it couldn’t jump. But it could swim. 复习回顾could, couldn’t的功能及用法。 Step 2: Lead in 教师通过介绍个人情况，引出本课课题。 (about 3 minutes) T: When I was a child, what could I do? T: I was born in 1990. In this photo, I was 8 then. I could read books. I read a book about a girl. Who’s she? Ss: Helen Keller. T: Today let’s learn about her. After learning the story, let’s try to write about a famous person’s story. Module 7 Unit 2 She couldn’t see or hear. Step 3: Presentation 1. 读前讨论。 T: What do you know about Helen Keller? 询问学生对Helen Keller的了解，引发学生思考。 感知本课重点句型，并对Helen 引入本课主题，呈现任务和目标。 (about 20 minutes) Ss: She couldn’t see. She couldn’t hear. She was blind and deaf. 2. 学习Activity 1。 T: Now, let’s say a chant about her. Helen couldn’t see. But she could read. Helen couldn’t hear. But she could talk. Listen, watch and circle: could, couldn’t. 学生听录音，圈出could, couldn’t T: Helen couldn’t see. Helen couldn’t hear. But how could she read and talk? Let’s learn more about Helen Keller. Keller进行简单了解。 了解Helen Keller的出生和童年经历，为后面了解Helen Keller 艰难的学习过程设疑。 3. 学生观看课文第一段相关视频回答问题。 Where was Helen born? When was Helen born? Ss: She was born in the US in 1880. （教授短语：be born） T: When she was born, she could see and hear. But later what happened? Let’s listen and watch. （Ss watch the video. ） 让学生带着问题阅读课文，了解Ss: She became blind and deaf. T: Yes, she became blind and deaf because of a high fever, then she was only 19 months. Helen Keller的经历，并通过小组合作学习深入理解课文。 As a baby, she became blind and deaf. Then she couldn’t see or hear. 4. 学生阅读短文，并在文中划出问题的答案。 T: Please read the text and discuss in groups, and then underline the answers. How did she learn later? What did she learn? Later Helen became very famous. Why? T: How did she learn later? 让学生通过观看视频、模仿Helen Keller学习过程来感受体会她学习过程的艰难。 并通过教师的引导突破本课教S1: Helen’s teacher drew letters on her hand and 学重难点。 taught her to spell.（教授单词：letter, spell） T: Let’s watch a video about Helen and her teacher. T: What did she learn? S2: She learnt to read, write and speak. So she could read, write and speak. （教授单词：learn-learnt） T: Why did Helen become very famous? S3: She wrote a book about herself. T: The name of the book is Three Days to See. It’s a book about herself. And she travelled 让学生在有感情的朗读中，感受all over the world. （教授单词、短语：herself, Helen Keller的伟大，引发学生all over） 5. 学生在教师的引导下，有感情地朗读最后一段。Show the last paragraph of the text on PPT, and let the students read with emotion. T: She lived to be eighty-seven. She is a role model for blind people and also for you and me. （教授短语：live to be, role model） 6. 学生听音、模仿，纠正语音语调。 Step 4: Consolidation (about 3 minutes) Step 5: Extension (about 5 minutes) 学生完成课本Activity 3，并根据提示复述故事。Finish Activity 3: Read and write. Then retell the story. 小组讨论并完成介绍桑兰生平事迹的写作练习。 T: Here’s a card about Sang Lan. Now please talk in groups and write a passage about her. Step 6: Emotional Students watch some pictures about Chen Zhou. 对学生进行情感教育，鼓励他们写文章介绍榜样人物的生平事迹，从而完成对模块话题的笔头输出练习任务。 对本课所学知识进行整理和巩固。 的情感共鸣。
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