Lesson 3 Life Stories, Unit 16
录入者：netlab 人气指数： 次 发布时间：2010年01月28日
教材分析
本课是16单元的第3课，以“生活故事”为主题，主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。本课的难点在于文章较长、生词较多且抽象、情节脉络较复杂。
本课设计时分为两课时。第一课时侧重课文内容理解，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。第二课时除了加深理解文章写作风格之外，还要操练重点词汇，并进行笔记写作和口语活动。
教学内容
话题：著名美国女作家Helen Keller童年学习语言的故事（阅读）
词汇：重点词汇：severe, restriction, unbearable, stubborn, troublesome, straightforward, precise, precious, eager, gradual, complex, warmth, apparent, uncertain, breakthrough
相关词汇：sweetness, now that, expand
策略：通过图片、标题、开头等预测文章内容，忽略生词的略读等
语法：过去完成时的功能和形式
情态动词过去时的功能和形式
第一课时
First Period
教学目标：
在本课学习结束时，学生能够：
1. 理清课文故事的大体情节；
2. 说出Helen Keller学习语言的过程；
3. 初步掌握课文中部分生词的读音和意义；
4. 体验并理解课文中人物的情感、态度。
教学过程
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教学活动 Activities |
设计意图 Intentions |
互动模式&时间 IP & time |
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Pre-listening | |||
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Step 1 |
T shows a video clip of Helen Keller and asks Ss to tell what was special about her (blind & deaf) and what they thought of her behavior. Meanwhile T elicits the words restriction, unbearable, stubborn, troublesome and lets Ss read them aloud after T. [PPT 2-3] |
让学生对人物有一个直观的认识，并在语境中提前学习部分生词，降低阅读难度。 渗透词汇学习策略：通过构词法学习、记忆词汇 |
CW 6’ |
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While-reading | |||
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Step 2 |
Ss read the first two paragraphs of the text and answer comprehension questions. When T shows the answers, check Ss’ understanding of the new words: superb and former and ask them to read the words aloud. [PPT 4] |
课文前两段生词密集，且均为背景文字，先让学生阅读这一部分，可为后面的情节做铺垫。同时检测学生是否理解另两个生词。 |
IW, CW 4’ |
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Step 3 |
T asks Ss to brainstorm and discuss how they would teach Helen language. After discussion, T asks some groups to report. [PPT 5] |
通过讨论如何教Helen故事中的词汇，让学生体验Miss Sullivan教学的困难。学生不需要有答案，此处对人物的体验最重要。 |
GW, CW 3’ |
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Step 4 |
First reading: Ss skim the rest of the text for the sequence of Helen’s learning the four words. [PPT 6] |
通过略读掌握文章大体线索。注意渗透阅读策略，让学生忽略生词、掌握大意。 |
IW 5’ |
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Step 5 |
Second reading: Ss read the text to look for how Anne Sullivan taught Helen the words and work in pairs to fill in the blanks in the graph. [PPT 7] [学案I] |
提取文章中关于Sullivan教学方法和过程的信息。在此过程中，教师可检测对学生理解造成困难的生词。 |
IW, PW 6’ |
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Step 6 |
Ss ask each other questions about how Miss Sullivan taught Helen new words. [PPT 8] |
学生通过回答问题输出、巩固刚提取的信息。 |
PW 5’ |
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Step 7 |
Third reading: Ss read the text a third time to look for how Helen felt during learning the words and the significance of learning, and work in pairs to fill in the chart. [PPT 9] [学案 II] |
提取文章中关于Helen学习过程中的内心活动的信息，这一步需提取的信息比上一部更抽象、且以句子形式呈现。同样在此过程中，教师可检测对学生理解造成困难的生词。 |
IW, PW 6’ |
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Post-reading | |||
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Step 8 |
Based on the graph and chart just completed, Ss work in groups to retell the story with the key words provided. T asks several groups to report. [PPT 10] |
通过阅读中提取信息的活动更全面的进行信息输出。建议让小组成员分工，每人复述一部分。 |
GW, CW 7’ |
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Step 9 |
Ss guess what happened later to Helen Keller and read the introduction on p. 100. [PPT 11] |
启发学生猜测Helen Keller之后的人生经历，紧扣life story主题。 |
CW 3’ |
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Homework [PPT 12][学案 III] | |||
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Write a summary of the story in about 100 words based on the retelling.. | |||
第二课时
Second Period
教学目标
在本课学习结束时，学生能够：
1. 了解文章中运用引语的写作手法；
2. 初步掌握课文中生词的读音、释义；
3. 了解一些词缀的用法和掌握相关构词法；
4. 用英语说出自己的一段人生经历。
教学过程
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教学活动 Activities |
设计意图 Intentions |
互动模式&时间 IP & time |
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Review | |||
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Step 1 |
Ss recall what they have read and answer questions about the text. They can discuss in pairs. Then T checks the answer. [PPT 2] |
复习课文内容，同时可检查作业。检查第三个问题时，建议让不同学生复述不同部分。 |
PW, CW 8’ |
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Style analysis | |||
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Step 2 |
[PPT 3] |
通过让学生寻找文章中的斜体字（第一人称引语）中生动的语言，将学生对课文的理解上升到对语言美感欣赏的层次。 |
IW, CW 6’ |
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Step 3 |
Ss read aloud the quotations in the text and appreciate them. |
通过让学生朗读斜体字部分，从听觉方面感受语言之美。 |
CW 3’ |
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Vocabulary Consolidation | |||
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Step 4 |
Ss do Ex. 3 & 4 on p. 11 on synonyms and antonyms of the key words in the text. [PPT 4-5] |
利用教材资源，在语境中学习重点词汇的同义词和反义词，并且理解课文细节。 |
IW, CW 8’ |
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Step 5 |
Ss observe the formation of several words and infer the meaning and use of affixes. Then Ss do some exercises. [PPT 6-7] [学案 I] |
从构词法方面学习词缀、扩展词汇量。 |
CW 5’ |
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Language Awareness | |||
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Step 6 |
Ss compare in groups two pairs of sentences and infer the use of “would do”. [PPT 8] |
通过比较would do结构和一般过去时，引发学生注意would do的特殊含义。教师不用展开讲述，只需让学生注意并思考。 |
GW, CW 3’ |
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Step 7 |
Ss answer questions about the sentences with “had done” and review the form and function of past perfect tense. [PPT 9] |
结合课文中的语境复习、巩固过去完成时的用法。此处也只需稍加提及，不需详细讲解。 |
CW 2’ |
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Writing & Speaking | |||
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Step 8 |
Writing: Ss recall their own life experiences with the hints provided, and write down the notes. [PPT 10] [学案II] |
从话题引申出学生自身的经历，并用英语作简要的笔记，以助于下一步骤的口语输出。此处教师可用PPT11-12举例示范。 |
IW 4’ |
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Step 9 |
Ss talk in pairs about their memory with the help of their notes. Then T asks some Ss to talk to the whole class. |
学生做口语输出，进行有意义的交流，教师此处可提醒学生使用正确时态。本步骤也是为下节课的写作做铺垫。 |
PW，CW 6’ |
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Homework [PPT 13][学案III] | |||
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Ex. 1-4 on p. 56. | |||
第一课时学案
I． Read the text again and work in pairs to find out how Anne Sullivan taught the words to Helen. Fill in the blanks with words or phrases.
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water |
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Anne Sullivan let Helen ______________ the doll and ________ the letters into __________________. |
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Anne let water ________ over one of ______________ and __________ the letters into the other _______. |
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Anne _______ Helen closer to her and pointed to ______________. |
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When Helen _________ about her mistakes when making ____________, Anne touched Helen’s _______ and _________ “think” into _________________. |
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After Helen asked again if love was __________, Anne told her that love could not be ___________ but she could feel the __________ of love. |
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doll |
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think |
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love |
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love |
II． Read the text for the third time and fill in the chart in pairs.
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Words learned |
How Helen felt when learning the words |
What it meant to her |
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doll |
She felt excited. |
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water |
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love (the 1st time) |
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She still could not understand anything that she could not touch. |
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think |
---------------------------------------------- |
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love (the 2nd time) |
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She knew her teacher loved her and how to express her own feelings. |
III． Homework
Write a summary of the story in about 100 words based on your retelling.
第二课时学案
I． Find out the use of the affixes and write it down. Then change the following words into other forms using the affixes
-ness: _________________________________________________________________________
-th: ___________________________________________________________________________
-some: _________________________________________________________________________
-able: __________________________________________________________________________
un-: ___________________________________________________________________________
bother cover eager eat fair fear long notice stubborn wide
II． Choose a memory from your life. Write notes about these things:
a. your age, place and time:_______________________________________________________
___________________________________________________________________________
b. who you were with:___________________________________________________________
c. what happened:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
d. how you felt:_________________________________________________________________
___________________________________________________________________________
e. what happened in the end:______________________________________________________
___________________________________________________________________________
III． Homework
Ex. 1-4 on p. 56.
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