外研版（一起）小学英语五下 Louis Braille 教案
展开《Book10 Reading for Pleasure—Louis Braille教学设计》
课题：Book10 Reading for Pleasure—Louis Braille 授课年级：五年级
学情分析：
本次授课对象是五年级的学生，学生正处于思维结构构建的起始阶段，学生既有活泼、天真的一面，又有渴望新知、探索未知的需求，因此如何调动学生学习积极性，让学生主动参与到学习中是教师备课时思考的重点。五年级学生通过之前的学习，已经能够理解并初步运用一般过去时描述一段经历、讲故事等内容。同时，五年级学生经过几年的英语学习，对于英语语句中的意群有了一些感性认识，能够粗浅地按照意群阅读。英语是一门语言，它与汉语的学习有互通之处。在课堂教学中，教师可以进行学科间知识的融合，引导学生将语文学习的有效经验和方法使用到英语学习中。
教材分析：
本课是外研社新标准小学英语（一年级起点）五年级下册Reading for Pleasure中的第三篇文章。从第六册教材开始，学生循序渐进地学习一般过去时的使用方法。到第十册教材为止，学生已经能够理解并使用一般过去时简单描述已经发生的事情、讲故事等。如第七册教材M6神笔马良的故事、第八册教材M3狼来了的故事。本篇课文则是一个真实的故事，介绍Louis Braille的生平事迹。学生通过阅读不但对Louis Braille的一生有所了解，知道他的伟大之处，还能够使学生意识到遇到困难应不放弃、努力尝试、努力工作认真生活。
教学目标：
1、学生通过阅读文本、联系上下文、借助图片知道France, alphabet，die的语义；
2、学生通过快速阅读老师提供的一段文字能找出Louis Braille的出生和逝世信息，根据信息，能够回答相关问题。
3、学生通过自读P83-85页第一段的文本内容，在老师问题引导下，能够体会并简单说出Louis Braille 3岁时的悲伤、黑暗经历。
4、学生自主阅读P85第二段-故事结束，能根据自己对文本的理解提出问题，在小组合作学习中判断同伴回答问题的正误。能够借助文本内容和老师提供的信息体会并说出Louis Braille努力工作、不断尝试的人生经历。
5、学生通过观看视频、尝试使用盲文字母表体会并说出Louis Braille的伟大。
6、学生能够根据板书内容进行同桌交流，简单介绍Louis Braille的一生。
7、学生能够根据时间轴上提供的信息介绍霍金的生平。能够自主阅读介绍贝多芬的小故事、回答问题，并能自主运用时间轴的方法介绍贝多芬或他人的生平。
8、学生通过学习Louis Braille生平事迹以及了解霍金、贝多芬等人的人生主要经历，初步具有面对困难时应该努力尝试、永不放弃才会成就自己精彩的人生的认识。
教学重难点：
1、 学生通过快速阅读、自读、回答问题、自主提问等方法知道Louis Braille一生的主要经历，能够总结出其每段人生的不同特点。并能够借助时间轴，用自己的话介绍Louis Braille。
2、 学生能够进行知识上的迁移，根据时间轴上提供的信息介绍霍金的生平。能够自主阅读介绍贝多芬的小故事、回答问题，并在课后使用今天学习到的运用时间轴的方法介绍贝多芬或他人的生平。
手段：
电脑、PPT、单词卡片、图片、音频文件、视频文件、。
教学过程：
教学阶段 | 教师活动 | 学生活动 | 设计意图、落实目标 |
I. Preparation： （一）
（二）
Lead-in
II. Presentation （一）
（二）
（三）
（四）
III. Practice
IV. Production |
T: Hello! Boys and girls. Try to answer my questions. Question list: a. What’s the weather like today? b. Did you watch TV yesterday? c. What’s your favourite season?
T: Look! Who is he?
T: Do you like Harry Potter?
T: How do you know him?
T：It’s story time. I’ll tell you a story. Listen carefully and then answer my questions. （Helen Keller） Question list: Do you know who is she? When was she born? Was she blind? Could she hear? Helen Keller was a great writer. Do you know the famous book she wrote?
T：Children, there is an important man for Helen Keller and blind people. He helps blind people read or write easily. Do you know who is he? He is Louis Braille. Today, we’ll learn a story of Louis Braille.
Teacher shows the sentences. “Louis Braille lived near Paris in France. His father made saddles for horses. Louis died in 1852 when he was only 43.”
Questions: When and where was Louis born? When did he die?
T： Let’s go back to his childhood. Who can read the questions?
T: Open your book and turn to page 83, read from 83 to 85 – the first paragraph.
T: Let’s imagine: In 1812, there were buses and cars. Or there were doctors nearby. What would happen?
T: What do you think of his childhood? T: Now discuss with your partner.
T: Now try to fill in the blanks by yourself. T: Can you read it in a sad voice?
T：Children, if you are blind, what will you do?
T: Let’s see what did Louis Braille do? T: Let’s read from the second paragraph on page 85 to the end of the story. Think: What questions will you ask?
Important question: What did he invent? Why?
Guess, how old was he when he invented the new alphabet? (16 years old)
扩充内容： This new alphabet wasn’t good at first. So Louis worked hard and tried hard. A few years later, he succeeded and he wrote a book to teach people how to use this alphabet. Guess, how old was he then?
T: What do you think of this part of his life? Discuss in groups.
T: How do blind people read and write with the alphabet? Do you want to know it? Let’s watch a video.
T: Do you want to have a try? Teacher shows the alphabet and a word.
T: Now try to find the word on the card you’ve got today.
T: Is this alphabet useful? What do blind people call this alphabet?
T: It was a sad life of Louis’ childhood. And it was a hard working life. What about this part of his life?
T: Children, let’s know another great man - Beethoven.
Questions: When and where was he born? How old was he when he couldn’t hear at all? How was his work after he couldn’t hear?
|
Say hello to the teacher.
Answer the questions.
Ss: Harry Potter.
Ss: Yes.
S1: I read the books. S2: I saw the films.
Ss: Listen carefully.
Ss: Try to answer the questions.
Students listen and answer.
Students read it quickly. .
Then answer the questions Ss: He was born in 1809 in France. He died in 1852 when he was only 43.
S1: What happened when Louis was three? What do you think of his childhood?
Students read and find the answers.
Students answer the first question.
S1: Maybe …
Discuss in pairs and then answer the second question.
Students read and fill in the blanks.
Students try to read.
Ss: I’ll …
Students read and think.
One student asks a question, the others listen carefully and answer it.
Try to guess.
Try to guess.
Discuss then answer it.
Students watch the video.
Students try to find out the word. (great)
Students try to find out the other words. (never, give, up, try hard)
S1: They call it Braille.
Ss: It was great / proud / famous, etc.
Students think and answer. (Try hard. Never give up. Work hard. …)
Students read the story.
Students practice in pairs. Then one student introduces Louis Braille.
Students work in groups. Then try to tell the story.
Students read the story.
And there are 3 questions. Students underline the answers in the story. Then answer the questions. |
通过快速问答热身，激发学生的学习兴趣。
通过学生非常喜欢的Harry Potter引出“story”。
为引出本节课的主人公Louis Braille做铺垫。
引出今天要学习的故事。
落实教学目标1、2。
落实教学目标3。
体会主人公童年的不幸。
学生能够根据文本内容提出、回答问题，落实教学目标4。
体会Louis 的这段人生一直在努力工作、努力尝试。
落实教学目标4。
体会Louis Braille发明的盲文对盲人阅读和书写的重要性。
学生尝试使用老师提供的英语盲文字母表查找用盲文写的单词。 将课堂奖励与文本内容有机结合。
落实教学目标5。
落实教学目标8。
落实教学目标6。
落实教学目标7。
落实教学目标7。
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板书设计：
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