Unit 3 A lucky day (More reading and writing) （教学设计）粤人版英语六年级下册

Unit3 A lucky day (More reading and writing) 【教学目标】 1、能够借助上下文、释义或图片理解文本的核心词汇如：deaf，blind，talk with hands等。 2、能够理解文本大意，通过阅读任务的设置培养学生scanning，skimming等阅读策略。 3、通过对文本的学习和课外的延伸以及相关的课堂活动体验，深入了解海伦凯勒这个伟大的人物形象。 4、以读促写，能够用英语描写人物和写出自己的收获和感想。 【教学重难点】 1、能理解文章主旨，学会用一些阅读技巧，完成相关阅读训练。 2、能借助上下文理解、释义或图片，去推敲、猜测新词的意义。 3、学会写人物评论和读后感受。 【教学过程】 Pre-reading Step 1: Game (Guessing word) 1 One student cannot see, one student cannot speak Step 2: Free talk 2 What do you know about Helen Keller? 3 【设计意图】通过猜词游戏的形式，体验不能看，不能说话的沟通是十分困难的,从而引入本节课的主人公海伦凯勒，激活学生对她的背景知识，吸引学生去阅读的兴趣。 Ⅱ While-reading Step 1: Find the main idea. 1. Students read the passage quickly. 2. Students find the main idea. The passage is about_____. A. Helen Keller’s books. B. Helen Keller’s life. C. Helen Keller’s teacher. 【设计意图】 学生带着问题阅读文本。此次阅读的目的是学生能快速阅读提取出文章的中心内容，培养学生归纳信息的能力。 Step 2: Read in details and answer some questions. 1. Students read the passage again, and answer there questions. While doing this, have them underline the key sentences in the passage. (1)What did Helen do? _______________________________________. (2)What happened to Helen when she was nineteen months old? ____________________________________. (3)How many books did Helen write? __________________________________. 2. When checking the answers, have Ss find the key sentences. 【设计意图】 通过回答问题的设置，培养学生运用scanning阅读策略获取文本关键信息。在核对答案的时候，通过文章意思、图片等方式，去对新词进行学习。此次阅读的目的，是让学生能用找关键词或句等阅读技巧，完成相关阅读练习，并且会借助图片、上下文意思去猜测新词的意义。 Step 3: Read and tell true or false. 1.Students read the passage for the third time and tell true or false. (1)The Story of My Life is about Helen Keller’s life. (2) Helen could not hear or speak. (3)Anne Sullivan was Helen’s teacher. (4)Helen did not go to school. (5)Helen could not read or write. 2.Ask students to check answers and tell the reasons. 【设计意图】判断句子对错，引导