北师大版高中英语选修六Unit 16《Lesson 3 Life Stories》教案 2
北师大版高中英语选修6 Unit16_Lesson3_名师教学设计
5.教与学的过程设计（课堂教与学的每个步骤的情境任务及其意图分析）
教学环节
教师活动
学生活动
设计意图
Lead-in
1.Ask Ss whether they like reading and what kind of books they often read.
To let Ss figure out the main ideas of the paragraphs and analyze the structure of the passage.
Detailed reading
1.Ask Ss to read part 1(para1-2) and answer the questions:
2. Watch the video to find out what happened to Helen later. They will be shocked and touched to find out that Helen even learned how to speak.
To let Ss know about Helen Keller’s later life experiences and success.
(Objective 1)
3. Ask Ss to retell Helen’s story from Anne Sullivan’s perspective.
3. Retell Helen’s story from the perspective of Anne Sullivan.
To let Ss practice expressing the sorted up information orally and get familiar with the content of the text.
北师大版高中英语选修6 Unit16_Lesson3_公开课教学设计(二)
2.培养学生预测文章内容、略读等阅读技能
3.感悟文中人物的情感教学难点：
描述海伦·凯勒学习的艰辛过程，讨论海伦精神对我们的启发。
5.教学过程设计
教学步骤
教学活动
设计意图
课前
导学任务
1.查阅书籍或上网搜索关于HelenKeller的相关背景知识。
2.查找HelenKeller的名言。
通过阅读本文理清故事情节，进一步培养有效的阅读习惯和学习策略，提高读、说、写的综合运用能力。
情感态度：
学生通过参与活动激发学习热情，加深对海伦·凯勒的认识，提高自身素质。
学习策略：
通过自己解决问题和小组讨论，培养自主探究学习策略和合作学习策略，提高整合信息能力和实践能力。
4.教学重点、难点分析
教学重点：
强化所学知识。
6.教学评价设计
评价内容：
评价方法：
学生活动情况采取学生自评的形式，按等级进行评价学生及时采集个人表现的信息，记录自己的学习过程，学会进行自我监控，自我反思，以求进一步的成长。
小组活动情况是教师评价的重点项目，教师不仅观察小组内部的互动情况，组员执行任务的过程，解决问题的成效等，成为课题活动的调控者，做好指导和组织工作。
课文前两段背景文字生词密集，先让学生阅读，可为后面的情节做铺垫,同时复现生词。建立词汇库帮助学生更好地理解文中人物。
Step5
SsscantherestofthetexttofindoutthewordsHelenlearned.
TasksSstotellthedifferencesbetweendoll&waterandlove&think.
Skimming也是重要的阅读策略，通过指导学生阅读第一句帮助他们提高抓大意的能力。
高中英语：Unit16 lesson3 Life Stories名师公开课精品课件(北师大版选修6)
Anne Sullivan
Helen Keller
Helen Keller (June 27, 1880 - June 1, 1968), was an author, lecturer, and humanitarian whose unusual life and dedicated (献身的) work had an international influence on the lives of the disabled (残疾人). She became blind and deaf at the age of 19 months through a damaging brain fever and could communicate only through hysterical (歇斯 底里) laughter or violent tantrums (发怒). But, with the help of her teacher Anne Sullivan, Keller learned to read braille(盲文) and to write by using a special typewriter. Bibliography自传:
What do you think of behavior?
troublesome
trouble + some
unbearable
un + bear + able (v.) stub+born （香ห้องสมุดไป่ตู้或铅笔的） 残根，殘头
stubborn
1 A __________ stubborn person does not like to change his/her idea. 2 A ____________ troublesome person will cause a lot of trouble. 3 An _____________ unbearable person is one that people cannot stand.
教案Unit16.Lesson_3《_Life_Stories》(北师大版选修6)
Unit 16 Lesson 3 Life Stories使用教材：Se nior High En glish (Module 6)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HelenKeller 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一一预测，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, restrict ion,un bearable, stubbor n, troublesome, straightforward,p recise, p recious, eager, gradual, compi ex, warmth, apparent,un certa in,breakthrough② 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。
高二英语 模块6 Unit 16 Lesson 3 Life Stories-reading课件1 北师大版选修6
Read and find out the examples of words Helen learned.
water; doll; think; love
• What’s the difference among the four words “water; doll; think; love”
Pre-reading
What were her problems?
couldn’t see couldn’t hear
• blind = (severe ) restrictions • deaf couldn’t speak; read
couldn’t communicate
Reading strategy: prediction
What success did she achieve in her life?
Learning Objectives
• In this period, you will be able to 1. Learn to use some useful reading strategies: • to predict the general idea • to guess unknown words from the context. 2. Find out detailed information in the text.
a. Look at the title----
Helen Keller
b. look at the pictures c. Read the first couple of lines:
Helen Keller was a very special girl who needed a superb teacher. By the time she was seven years old, she still couldn’t speak, read or write.
北师大版高二英语选修6课件：unit16 Lesson 3 Life Stories(共40张PPT
When Anne noticed that she had made a mistake when making a necklace of beads, she taught her the word “think”.
All Sullivan got to do first is to stop Helen’s unbearable behaviors, and when they first met, she gave Helen a big hug.
Sullivan’ s way of teaching is simple and straightforward. She taught Helen the word “doll” by spelling it on her hand.
Anne put Helen’s hand under the water. As the water flowed over one hand , Sullivan spelled “water” into the other hand.
Now that Helen understood the key to language, she was very eager to learn more and use it as much as she could.
Barbie _d_o_l_l is popular with the children.
Girls like to wear _n_e_c_k_la_c_e_s_ as an ornament.
2019-2020年高中英语 Unit 16 Stories Lesson 3 Life Stori
课题
Unit16Lesson3Life Stories
课型
Reading
第3课时
教学
目标
知识目标
1.Learn some useful reading strategy: predicting, general idea, and working out the meaning of important words from the context.
Reading strategy(2)
Read the text to get the general idea. Ignore words you don’t know.
Read the text again. Try to work out the meaning of important new words. Use a dictionary if you can’t.
2.Learn to retell a story according to time order.
3.Accumulate some synonyms and antonyms.
能力目标
Learn some useful reading strategy: predicting, general idea, and working out the meaning of important words from the context.
III. Reading
IV Post-reading
nguage points
Ⅰ. Warming up
北师大版高中英语选修六习题：unit 16 stories 16.3含答案
Lesson3 LifeStories即时检测一、单词拼写1This project involves a lot of (复杂的)technical problems.2It became (明显的) that she was going to choose another job.3Time is p here,so I don’t want to see it slip away.4Don’t be too s on your son.After all,he is only four.5I find his rudeness (无法忍受的).6They didn’t have the picnic because the weather was (不确定).7As you go further south,you will notice a (逐渐的) change of climate.8I don’t know who is more (固执),you or your grandmother—neither of you will compromise(妥协).9He travelled everywhere by bicycle because of the wartime(限制) on the use of car.10Scientists are expecting a (突破) in search of a cure for the disease.二、用所给单词的适当形式填空1Parents may find that a (trouble)teenager becomes unmanageable.2The drugs work well at first but (gradual)lose their effectiveness.3He was (certain)about his sister’s intentions,so he went to ask her.4I was (eagerly) to get back to work as soon as possible.5Living in that noisy room is really (bear).三、阅读理解Hawking’sFiveEasyStepsforMakingYourselfaGeniusAs we all know,Stephen Hawking writes the book ABriefHistoryofTime that explains the origin of the universe.The book spent 147 weeks on the NewYorkTimes Best Seller List and has sold 10 million copies.He is,most agree,very smart.In his recently published autobiography MyBriefHistory,Hawking offers five life lessons on how to become a genius.(1)Don’tmissopportunitiesbybeingtoocool“We showed an air of complete boredom and the feeling that nothing was worth making an effort for.One result of my illness has been to change all that.When you are faced with the possibility of an early death,it makes you realize that life is worth living and that there are lots of things you want to do.”Seize the moment,as Oxford types would say.(2)KeepitsimpleWhen writing ABriefHistoryofTime,he tried to make science understandable for the rest of us.“I was sure that nearly everyone is interested in how the universe operates,but most people cannot follow mathematical equations(数学公式).”He has trouble with them,too.“This is partly because it is difficult for me to write them down,but mainly because I don’t have an inborn feeling for equations.My aim in the book was to describe these mental images in cards.It is such an easy book that everybody can understand it.” The moral: You don’t have to be a genius to know everything.。
高中英语新北师大版版精品教案《北师大版高中英语选修6 Lesson 3 Life Stories》0
教学设计Unit 16 Leon 3 Life Storie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Heen Keer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。
教学内容话题：著名美国女作家Heen Keer童年学习语言的故事（阅读）词汇：重点词汇：evere, retriction, unbearabe, tubborn, troubeome, traightforward, mon• 2,Game/her to te the wordSee if our mar—oveA the tudent to fi in the them ome time to thin about and dicuSte ade Heen Keer uccefu earnerDicuion2 What made Anne Suivan a good teacherDicuion2 What can ou earn from Heen KeerSteewor1,What do ou thin hamar—ove”For Heen Keer, tring to earn the word “ove” wa an for her When he aed the 2 ________ of it for the firt time, he didn’t now man word and he did not undertand anthing 3 ________he touched it She wondered whether it meant the 4 _________ of fower or the 5 ______ of the un hining Luci, the undertanding of the word “thin” gave her a 6 _____________ in earning word After he undertood the 7 _________ word “thin”, her mind 8 __________ “ove” In a 9 ______ moment, Heen fina undertood the beautifu truth of the word: It i omething that one cannot 10 ______, but without it, one woud not be ha or want to a。
2018版高中英语北师大版选修六讲义：Unit 16 Stories Period Three Lesson 3 Life Stories
Period Three Lesson 3Life StoriesⅠ.重点单词1．adj.出色的，卓越的2．adj.严重的；严厉的3．n．限制，约束4．adj.不能忍受的5．adj.倔强的，固执的6．adj.以前的7．adj.引起麻烦的8．adj.直接的；坦率的9．adj.准确的，精确的10．adj.宝贵的，珍贵的11．adj.渴望的，热衷的12．adj.逐渐的13．v．扩大，扩充14．adj.复杂的15．adj.明显的，显而易见的16．n．温暖17．n．突破，重大发现18．adj.不确定的Ⅱ.重点短语1．共有，共同2．介绍；引进；挣得3．打开；开放4．既然，由于Ⅲ.重点句式1．unless引导条件状语从句Her words puzzled me very much because I did not then understand anything I touched it. 她的话使我感到非常困惑，因为那时我若不用手触摸就什么都不理解。
2．it作形式宾语I thought strange that my teacher could not show me love.我感到奇怪，为什么老师不能告诉我什么是爱。
3．形容词短语作原因状语how to fix them，she stopped to think carefully.由于不能确定怎样解决，她停下来仔细思考。
4．It＋be＋first/second...time sb.have/had done sth.It was the first time Helen (understand) such a complex word—a word for something she couldn’t touch.这是海伦第一次明白这么复杂的单词——一个表示一种她触摸不到的东西的单词。
Ⅰ.课文判断正(T)误(F)1．The word “love” was a complex word for Helen.()2．Helen didn’t find it difficult to understand the word “love”．()3．The understanding of “think” helped her understand “love”．()4．Helen got to know the meaning of “love” through touching.()5．Anne’s first goal was to teach Helen to learn language.()Ⅱ.课文阅读理解1．Anne Sullivan could understand Helen well because she .A．was a doctorB．had had eyesight problems early in her lifeC．was almost the same age as Helen2．When she learned the word ，she began to understand her teacher was telling her the meaning of the object.A．water B．love C．doll3．Of the following words，which is the most difficult for Helen to learn?A．Love. B．Water. C．Think.4．When ，Helen learned the meaning of “think”．A．making necklacesB．making a dollC．playing in the park5．The words “love” and “think” are .A．objective B．abstract C．material重点词汇1．With these severe restrictions on her communication，Helen’s behaviour was often unbearable.因为有这些交流上的严重的限制，海伦的有些行为让人难以忍受。
北师大版英语高二选修六 Unit 16 Lesson 3 Life Stories Vocabulary 课件 (共37张PPT)
Vocabulary of synonyms and opposites
Task 6: Complete the story Peter and Paul with the vocabulary of synonyms and opposites in task 4 and task 5.
Vocabulary of synonyms and opposites
uncertain about how…
not sure
Vocabulary about life stories
adjectives to describe a thing
severe restrictions
serious
precious knowledge
valuable and important
Summary: strategies to build up vocabulary
1. Build up the vocabulary about a topic, e.g. life stories. 2. Build up the vocabulary as collocations, e.g. verb phrases and adjective + noun phrases, so that you can use them properly in your writing.
Vocabulary about life stories
More verb phrases from the text.
• lead somebody to do something
• keБайду номын сангаасp on trying
• feel the warmth of something try hard to improve or
北师大版高中英语选修六Unit 16《Lesson 3 Life Stories》教案 3
Unit 16 Stories Lesson 3 Life Stories教学设计3教学目标知识和技能：1. Target language语言目标（重点词汇和短语）a. 重点词汇和短语severe, restriction, unbearable, stubborn, troublesome, straightforward, precise, precious, eager, gradual, complex, warmth, apparent, uncertain, breakthroughb. 重点句子1).Now that Helen understood the key to language, she was very eager to learn more and use it as much as she could.2). She was making necklaces with the help of Miss Sullivan when she noticed that she had made some mistakes.3).It was the first time Helen had understood such a complex word ---a word for something she couldn’t touch.2. Ability goals能力目标The students can catch the main idea by using reading strategies.教学过程Lead-inStep 1 T asks the students to look at the picture and asks whether and what they know about Helen Keller.• If Ss’ response is limited, T can provide the background of Helen Keller and list her famous saying.[PPT 2–3]Pre-readingStep 2 T asks Ss about Helen’s problems. T may use the following questions:What were her problems?• T uses pictures, examples to ask Ss to guess the meaning of the new words.Step 3 T presents reading strategies.• T asks Ss to predict what will be talked about in the article based on the title and the picture. Step 4 Ss predict what will be talked about in the text.While-readingStep 5 Ss read the text quickly and check their predictions.Step 6 Ss Read and find out the examples of words Helen learned.Step 7 Ss read the text to fill in the table or complete the passage.Step 8 Ss talk about Helen’s learning process.Post-readingStep 9 Ss answer the questions.Step 10 Ss work in groups of 4 and do a role-play: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.• 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.Homework1. Underline some useful expressions in the text.2. Read the article “Three Days to see” and write about your feelings using at least 200 words.。
北师大高中英语选修六高二英语模块6Unit16Lesson3LifeStories-reading课件
became a teacheWr?hat does “former” mean?
She needed to stop Helen’s troublesome behaviour first.
• What did Anne Sullivan need to do first to prepare Helen to learn language?
love
Mistakes … head … spell …
first time … abstract
• What do you think happened later to Helen Keller?
• Find it out on page 100.
Homework
Write a summary of the story in about 100 words based on
think
—————————— It was the first time she
—
had understood an
love
(the 2nd She felt the meaning of
time)
“love” was
beautiful.
Sheakbnsetwrachterwtoeardch. er loved her and how to express her own feelings.
Brainstorming
• Imagine you are Miss Sullivan, and discuss in groups how you can teach the following words to Helen:
love water think
Unit 16 Stories—Lesson 3《Life Stories》教案(北师大选修6)
教学设计Unit 16 Lesson 3 Life Stories教材分析本课是16单元的第3课，以“人生故事”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。
本课的教学设计分为三课时。
第一课时侧重对课文的整体理解及情感体验，引导学生清晰地整理出文章结构和事件发展脉络，提取文章细节信息并进行初步的输出活动。
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，最后总结和提升所学内容。
第三课时的主要任务是（1）词汇的巩固、扩展及在新语境中的使用；（2）对情态动词过去时形式和意义的体验和理解。
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，略读等语法（体验）：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和发展脉络；2.说出Helen Keller学习语言过程中的1-2个事例；3.感悟并描述课文中人物的情感、态度。
*表示可灵活处理的活动。
第二课时Second Period 教学目标在本课学习结束时，学生能够：1.运用所学单词和短语描述Helen的学习语言的过程；2.讨论Helen和/或Anne成功的原因；*表示可灵活处理的活动。
Unit16Stories—Lesson3《LifeStories》课件1(19张ppt)(北师大选修6)
How Helen understood the meaning of “think” LMseysumsdoontdh2eeNr nacmolmeyesst(ofPrrioeamsr…aw.he1re0h-epathherrases)
9) touched… head
10) felt the sweetness
think 11) confused and disappointed love
Ex. VI
complex
amazing results
love understood love
think had a breakthrough
At the end of this class, you’ll be able to
• review and describe Helen’s learning process.
• discuss about reasons for Helen’s success.
• *discuss about reasons for Anne’s success as a teacher.
P★arag A★nne and s
Homework
P 56 Ex. 4 & P 62 Ex. 1 Writing: Imagine you were Anne Sullivan, write about her experience of teaching Helen.
You raise me up Westlife
Life Stories
Helen Keller
Reading
play with spell her hand a game monkey-like imitation
高中英语北师大版模块6【教学课件】《Unit 16 Stories--Lesson 3 Life S
北师大出版社 高二|选修六
Do you know Helen Keller?
Can you see what was special about her?
Blind restrictions Deaf If there are restrictions on us, we cannot do things freely. Because of these restrictions on her communication, Helen could not speak, read or write.
北师大出版社 高二|选修六
One can never consent to creep when one feels an impulse to soar.
北师大出版社 高二|选修六
Helen Keller (June 27, 1880 - June 1, 1968), was an author, lecturer, and humanitarian whose unusual life and dedicated (献身的) work had an international influence on the lives of the disabled (残疾人). She became blind and deaf at the age of 19 months through a damaging brain fever and could communicate only through hysterical (歇斯底里) laughter or violent tantrums (发怒). But, with the help of her teacher Anne Sullivan, Keller learned to read braille(盲文) and to write by using a special typewriter. Bibliography: Keller, Helen, The Story of My
高中英语 Unit 16 Stories Lesson 3 Life Stories名师课件 北师大版选修6
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3)辨析:expand,enlarge和extend
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2.As Helen’s knowledge and vocabulary expanded,she asked more and more questions. 随着知识不断拓展,词汇不断丰富,海伦提出越来越多的问题。 剖析这是一个复合句。as在句中引导时间状语从句,表示“随 着……”。 考点expand vt.&vi.扩大,扩充 You should read English newspapers to expand your vocabulary. 你应该通过读英语报纸来扩充词汇量。 A child’s knowledge expands quickly through reading. 通过阅读,孩子的知识扩充得很快。 Metals expand when they are heated. 金属遇热膨胀。
Lesson 3 Life Stories
一二三四五
一、释义搭配
plex 2.severe 3.unbearable 4.precious 5.apparent
A.easy to be seen;visible B.of high cost or worth;valuable C.very serious D.so unpleasant or painful E.made of many different things or parts that are connected
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Unit 16 Stories Lesson 3 Life Stories
教学设计2
教学目标
在本课学习结束时，学生能够：
1. 使用阅读策略读懂文章并复述故事；
2. 在语境中理解本课重点词汇的词义；
3. 表达观点：我们能从残迹人身上学到什么。
过程和方法：
a．By a video clip of Helen Keller, the Ss are able to tell what was special about her.
b．By reading strategies (scanning and skimming), the students can understand how Helen learned the words. .
c．Learn to summarize each paragraph and the main idea of the whole text.
3.情感态度和价值观：
a．学习Helen坚持不懈、永不放弃的优秀品质；培养学生勤学苦练的精神。
b．通过讨论，培养学生敢于创新、善于交流、乐于协作、尊重他人、主动探索的良好品质；
c. 帮助学生树立正确的人生观与价值观。
教学过程
Warm-up
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, and troublesome
Ss: review the words to describe a disabled person: blind, deaf. Meanwhile Ss guess the meaning of the words restriction, unbearable, stubborn, troublesome and read the words after T.
Pre-reading
T asks Ss discuss how they will teach Helen language and whether it is easy for Miss Sullivan to teach her.
After discussion, T asks some groups to report.
Ss discuss the questions in pairs and then report.
While-reading T shows the task: Skim the first two paragraphs to catch the general ideas.
Ss skim the first two paragraphs of the text and find out the general ideas.
C heck Ss’ understanding of the new words: superb and former and ask them to read the words aloud.
T shows the task.：Find out which paragraphs the words doll, water, think and love are in and the difference doll & water and love & think.
Ss scan the text to find out the four words and tell the difference.
T shows the task.：Fill in the blanks after careful 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.
T shows the task: Summary. Ss summarize the process.
Post-reading T shows the task:
1. What made Helen Keller a success?
2. What can we learn from Helen?
3. What can we learn from Anne Sullivan?
Ss work in pairs to talk about their opinions about the questions and report to the class. Assignment
T shows the task:
1. Underline some useful words and expressions in the text.
2. To write a composition。