Unit16 Lesson3参考教学设计
教材内容分析
本课是16单元的第3课，以“人生故事”为主题。课文讲述的是美国著名盲人女作家Helen Keller童年学习语言的真实故事。本文通过 Helen Keller是如何突破身体障碍，在Sullivan老师的帮助下，学习各种单词，以及她的切身感受展开文章。本课的难点在于文章较长、生词较多且抽象、情节脉络较复杂。在理解的过程中要通过上下文猜测生词词义。学生需要掌握一个重要的阅读策略——预测，在读前通过看标题、图片、文章的开头来预测文章的内容，了解文章大意。
第一课时侧重对课文的整体理解及情感体验，通过各个步骤力求让学生清晰的整理出文章结构，提取文章信息并进行一定的输出活动。
第二课时在对已学课文进行复习的基础上，学生继续完成对细节信息的提取。并能够重组信息和尝试运用重点词汇进行表达，词汇的巩固、扩展及在新语境中的使用。加深理解文章写作风格，并进行口语活动，最后总结所学内容。Language Power中有关同义词反义词的练习则可以留作家庭作业。
教学内容和目标
1、话题：著名美国女作家Helen Keller童年学习语言的故事（阅读） ①理清课文故事的大体情节和发展脉络； ②初步掌握课文中部分生词的读音和意义； ③说出Helen Keller学习语言过程中的几个事例；
④感悟并描述课文中人物的情感、态度----从残疾人身上学到了什么？； 2、词汇:
① 重点词汇：severe, restriction, unbearable, stubborn, troublesome, straightforward, precise, precious, eager, gradual, complex, warmth, apparent, uncertain, breakthrough ② 相关词汇：sweetness, now that, expand, outstanding, valuable, limit, obvious, be eager to
③ 运用所学单词和短语描述Helen的学习语言的过程；了解一些词缀的用法和掌握相关构词法；掌握课文中语言点，掌握一定量的近义词和反义词；
3、阅读策略：通过图片、标题、开头等预测文章内容，略读等。讨论Helen和/或Anne成功的原因；用英语说出自己的一段人生经历。
- - 1 - -
4、Teaching Aim and Learning Objectives:
① Learn some useful reading strategy: predicting, general idea, working out the meaning of important words from the context and finding out detailed information in the text.
② Learn to retell a story.
③ Accumulate some synonyms and antonyms. Teaching important and difficult points ① Learn some useful reading strategy
②.Learn to retell a story according to the understanding of the text.
The First Period
Teaching procedures:
Step 1: Warming up(Lead-in) Task1:
Talk about some famous disabled people and their events, and watch the video of Stephen Hawking and Zhang Haidi. Task2:
Look at the picture and talk something about Helen Keller Give Ss some encouraging sentences written by Helen Keller. Ss read aloud the quotations in the text and appreciate them. T asks Ss about Helen’s problems. T uses the following questions: What were her problems?
T uses pictures, examples to ask Ss to guess the meaning of the new words. Give students a brief introduction of Helen Keller. Step 2: Pre-reading
Task1: Reading strategy: Prediction Introduce the reading strategy to students.
Ask students to guess what the article is about by looking at the pictures and the title, and reading the first few sentences of the passage. Ss read the text quickly and check their predictions. Task2: Read the text and answer the following questions.
- - 2 - -
T asks Ss to think of words that can be used to describe her behavior.
Meanwhile T elicits the words unbearable, stubborn, troublesome and lets Ss read them aloud after T. T gives the question:
Can you figure out the whole process of Helen’s learning? Some of the clues are given here.
T leads Ss to summarize the process of learning the four words. Ask Ss to complet it in the front of the class. (Suggested answer: Discussion:
T introduces the amazing results of Helen’s learning,
What kind of teacher do you think Anne Sullivan is, and why was she successful in the end?
Step 3: While-reading
Read fast to find out which of the following is mentioned in the text. T presents “T or F” exercises and do them with the class. Ss scan the text to find out the words Helen learned.
T asks Ss to tell the differences between doll & water and love & think.
Skim the text quickly and complete the table according to when Helen learn them: “doll / water”.
The Second Period
Step 4: Post-reading Task 1: Discussion:
1、What problems did Helen have as a child?
2、Who helped her learn language? And how? (one example ) 3、What helped her learn the word “love”? (detailed information) 4、What can you learn from her?
5、What do you think happened later to Helen Keller? (About Question 5, You can check your guessing on page 100.) Task 2:: Retell the story
- - 3 - -
Ask students to retell the story to their partner based on the questions and the understanding in the text. Step 5: Writing and speaking Task:1: Writing.
Choose a memory from your life. Write notes about these things: Give one example. (见PPT 24-25)
a、your age, place and time: five years old, in a shop, one weekend b、who you were with ： c、what happened:
my mother
I saw a doll I wanted to buy, my mother didn’t agree, I cried, my mother went away
d、how you felt ：
regret, afraid, happy my mother came back
e、what happened in the end:
Ss recall their own life experiences with the hints provided, and write down the notes Then work in pairs. Tell each other about your memory. Then T asks some Ss to talk to the whole class. Task 2: Speaking: (见PPT 26)
1、Helen Keller once wrote an article hoping to have three days to see. Suppose you were Helen, what would you do if you were given three days….. and give reasons. 2、Xiao Ming, 15 years old, recently had an accident and lost his left arm. He was in low spirit. Talk with him and try to encourage him to cheer up using Helen as an example. For example:
Encourage Ss to use the information on the handouts. Provide the language that Ss may use while presenting. I’m optimistic about… As far as I know… It seems to me that… From my point of view, ...
T chooses some groups to present their interview in front of the class. Step 6: Language points(见PPT 28-30）
- - 4 - -
Step 7: T asks Ss if they still remember what they have learnt in the two periods, summarizes Ss’ recalling and then briefly introduces main points for Ss. Step 8: Homework
1. Underline some useful expressions in the text and remember them. 2. Write a summary of the story in about 100 words based on the text.
3. Read the article “Three Days to see” and write about your feelings using at least 200 words.
4. Finish teh exercises of Synonyms and Opposites of Page 11.
- - 5 - -