论文部分内容阅读
Before reading
1. Greet the Students and have a free talk 2. Game： Feel the blind’s feelings
T ： Would you like to feel the blind’s feelings？ OK， please close your eyes， and follow me to draw a round face， two big eyes， and a small mouth， a nose and two ears.教师请学生体验海伦˙凯勒的失明给她带来的不便，让学生闭眼描绘简单的图画。学生在笑声中体验主人公的痛苦。为下面对海伦身残志坚的理解铺垫。3. Talk about Helen Keller
阅读策略1—— 阅读封面
书籍的封面富含丰富的信息，包括出版社、作者、书名以及书籍的主人公等等信息。本课教学教师引导学生从封皮入手获取信息，进而调动学生对本课主人公Helen Keller的已知。
环节体现：
T： Do you know the name of the book？
S： The Story of My Life.
T： Who is the writer？
S： Helen Keller.
T： How do you know that？
S： I got it from the cover page.
T： What do you know about her？
S： She is blind.
While reading
阅读策略2——略读
略读又称跳读，是一种专门的非常实用的快速阅读技能。所谓略读，是指以尽可能快的速度阅读，这就要求读者有选择地进行阅读，可跳过某些细节，以抓住文章段落的大概，从而加快阅读速度。
对小学生的略读技能的训练需要逐步引导。在此教师设计了通过图片与段落的连线活动帮助学生抓住文章的关键句概括段落的主要内容的阅读技巧。
1. Read the passage and find the main idea.
T ： Let’s learn from the passage. Read the passage quickly and answer the questions： How many paragraphs？
Ss： Three.
T ： Can you match the picture with paragraph？
S1： Paragraph one is for picture two.
S2： Paragraph two is for picture three.
S2： Paragraph three is for picture one.
T ： Why do you think paragraph two is for picture one？
S1： The first paragraph tells us Helen’s life is sad.
T ： How about picture two？
Read the 1st paragraph and fill in the chart.
Helen Keller was born in 1880 in America. She was blind. So she couldn’t see. She was deaf. So she couldn’t hear. And she couldn’t talk. Her life was very sad.
S2： The second paragraph tells us how Helen learned the word "water"， but it was very difficult for her.
T： How about picture three？
S3： The third paragraph tells us why Helen was famous.
T： You got the main idea from the key sentence. Right？
阅读策略3——寻读
寻读又称查读，同略读一样也是一种快速阅读技巧。与略读不同的是，它带有明确的目的性，有针对性地寻找问题的答案，比如从资料中迅速查找某一项具体事实或某一特定信息，如人物、事件、时间、地点、数字等。寻读既有速度，又有准确率。在寻读时阅读者可以把整段整段的文字直接映入大脑，不必字字句句过目，眼光要自上而下、一目十行地寻找与问题内容相关的词句，一旦发现有关的内容，就稍做停留，将它记住或摘下，无关的内容则很快掠过。运用这种方法，阅读者就能在最短的时间内掠过尽可能多的阅读内容，找到所需要的信息。
在细读第一段的教学环节，教师提出寻读的要求，以填写表格的方式训练学生捕获主要信息。同时引导学生在情境中理解学习核心词汇blind， deaf，并且在情境中学习mute。学习应用词汇理解的技巧。 寻读法体现（获取信息，填写表格）
2. Read and find specific information.
Now let’s read the first paragraph and fill in the chart.（见表一）
阅读策略4——联系上下文理解词语
在英语阅读过程中，要解决词汇障碍问题，除了掌握一定的构词技巧进行推敲以外，还应将生词放在文章之中推敲大意，因为词的意思并不是孤立的，它与前后文都有紧密的联系。
Get the meaning of the words from context.
T： What does "blind" mean？
S1： It means people who can’t see.
T： Yes， you are right. You can get it from the context. How about "deaf and mute？"
S2： "Deaf" means people who can’t hear. And "mute" means people who can’t speak.
学生在此遇到的第一个单词“blind”，在文中所指——She couldn’t see.引领学生理解此词，后面出现的"deaf and mute"的理解应运而生。
Paragraph 2
Watch a video about Helen’s learning， and then discuss in the class.
Helen was different from us. She didn’t do that. She tried very hard to learn. But it was difficult for her. Let’s watch a video and see how difficult it was？
学生观看视频体会海伦·凯勒艰辛的学习过程。
Paragraph 3
采用标划的方式请学生找到海伦教育社会的三件事：宣讲自己的故事，激励残疾人；写书；建立基金会帮助残疾人。
Read，underline and discuss.（获取信息，标画重点句以及讨论）
T： Helen’s learning was so difficult. But she kept going. So she was so famous. Now please read the third paragraph and underline the things Helen did.
T： Why was she famous？
S1： She went around the world to tell her story.
S2： Because she wanted to tell people that blind people are normal people.
After Reading
Feedback the text and tell something about Helen.（整体归纳课文，讲述海伦˙凯勒的生平。）（见表二）
总之，充分利用文本资源，根据学生和教材的实际，在阅读教学中教学阅读的各项技巧，使学生不仅获得了“鱼”，同时也获得了“渔”，而后者将会对其终身的英语学习产生众多的帮助。
1. Greet the Students and have a free talk 2. Game： Feel the blind’s feelings
T ： Would you like to feel the blind’s feelings？ OK， please close your eyes， and follow me to draw a round face， two big eyes， and a small mouth， a nose and two ears.教师请学生体验海伦˙凯勒的失明给她带来的不便，让学生闭眼描绘简单的图画。学生在笑声中体验主人公的痛苦。为下面对海伦身残志坚的理解铺垫。3. Talk about Helen Keller
阅读策略1—— 阅读封面
书籍的封面富含丰富的信息，包括出版社、作者、书名以及书籍的主人公等等信息。本课教学教师引导学生从封皮入手获取信息，进而调动学生对本课主人公Helen Keller的已知。
环节体现：
T： Do you know the name of the book？
S： The Story of My Life.
T： Who is the writer？
S： Helen Keller.
T： How do you know that？
S： I got it from the cover page.
T： What do you know about her？
S： She is blind.
While reading
阅读策略2——略读
略读又称跳读，是一种专门的非常实用的快速阅读技能。所谓略读，是指以尽可能快的速度阅读，这就要求读者有选择地进行阅读，可跳过某些细节，以抓住文章段落的大概，从而加快阅读速度。
对小学生的略读技能的训练需要逐步引导。在此教师设计了通过图片与段落的连线活动帮助学生抓住文章的关键句概括段落的主要内容的阅读技巧。
1. Read the passage and find the main idea.
T ： Let’s learn from the passage. Read the passage quickly and answer the questions： How many paragraphs？
Ss： Three.
T ： Can you match the picture with paragraph？
S1： Paragraph one is for picture two.
S2： Paragraph two is for picture three.
S2： Paragraph three is for picture one.
T ： Why do you think paragraph two is for picture one？
S1： The first paragraph tells us Helen’s life is sad.
T ： How about picture two？
Read the 1st paragraph and fill in the chart.
Helen Keller was born in 1880 in America. She was blind. So she couldn’t see. She was deaf. So she couldn’t hear. And she couldn’t talk. Her life was very sad.
S2： The second paragraph tells us how Helen learned the word "water"， but it was very difficult for her.
T： How about picture three？
S3： The third paragraph tells us why Helen was famous.
T： You got the main idea from the key sentence. Right？
阅读策略3——寻读
寻读又称查读，同略读一样也是一种快速阅读技巧。与略读不同的是，它带有明确的目的性，有针对性地寻找问题的答案，比如从资料中迅速查找某一项具体事实或某一特定信息，如人物、事件、时间、地点、数字等。寻读既有速度，又有准确率。在寻读时阅读者可以把整段整段的文字直接映入大脑，不必字字句句过目，眼光要自上而下、一目十行地寻找与问题内容相关的词句，一旦发现有关的内容，就稍做停留，将它记住或摘下，无关的内容则很快掠过。运用这种方法，阅读者就能在最短的时间内掠过尽可能多的阅读内容，找到所需要的信息。
在细读第一段的教学环节，教师提出寻读的要求，以填写表格的方式训练学生捕获主要信息。同时引导学生在情境中理解学习核心词汇blind， deaf，并且在情境中学习mute。学习应用词汇理解的技巧。 寻读法体现（获取信息，填写表格）
2. Read and find specific information.
Now let’s read the first paragraph and fill in the chart.（见表一）
阅读策略4——联系上下文理解词语
在英语阅读过程中，要解决词汇障碍问题，除了掌握一定的构词技巧进行推敲以外，还应将生词放在文章之中推敲大意，因为词的意思并不是孤立的，它与前后文都有紧密的联系。
Get the meaning of the words from context.
T： What does "blind" mean？
S1： It means people who can’t see.
T： Yes， you are right. You can get it from the context. How about "deaf and mute？"
S2： "Deaf" means people who can’t hear. And "mute" means people who can’t speak.
学生在此遇到的第一个单词“blind”，在文中所指——She couldn’t see.引领学生理解此词，后面出现的"deaf and mute"的理解应运而生。
Paragraph 2
Watch a video about Helen’s learning， and then discuss in the class.
Helen was different from us. She didn’t do that. She tried very hard to learn. But it was difficult for her. Let’s watch a video and see how difficult it was？
学生观看视频体会海伦·凯勒艰辛的学习过程。
Paragraph 3
采用标划的方式请学生找到海伦教育社会的三件事：宣讲自己的故事，激励残疾人；写书；建立基金会帮助残疾人。
Read，underline and discuss.（获取信息，标画重点句以及讨论）
T： Helen’s learning was so difficult. But she kept going. So she was so famous. Now please read the third paragraph and underline the things Helen did.
T： Why was she famous？
S1： She went around the world to tell her story.
S2： Because she wanted to tell people that blind people are normal people.
After Reading
Feedback the text and tell something about Helen.（整体归纳课文，讲述海伦˙凯勒的生平。）（见表二）
总之，充分利用文本资源，根据学生和教材的实际，在阅读教学中教学阅读的各项技巧，使学生不仅获得了“鱼”，同时也获得了“渔”，而后者将会对其终身的英语学习产生众多的帮助。