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
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,
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
的原因；用英语说出自己的一段人生经历。

4、 T eachi ng Aim and Lear ning Objectives:
① Lear n some useful reading strategy: p redict ing, gen eral idea, work ing out the meaning of
imp orta nt words from the con text and finding out detailed in formatio n in the text.
② Lear n to retell a story.
③ Accumulate some synonyms and antony ms.
Teach ing imp orta nt and difficult points ① Lear n some useful reading strategy
② .Learn to retell a story according to the understanding of the text.
The First Period
教学设计
Helen 和/或Anne 成功
Teaching procedures: Step 1: Warming up(Lead-in) Task1:
Talk about somefamous 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. (见 PPT 8)
Step 2: Pre-reading
Task1: Reading strategy: Prediction Introduce the reading strategy to students.
(见 PPT 9)
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. (
见 PPT 10-11)
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 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.
(见 PPT 13 )
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 / water ”. ( 见 PPT 19-20)
The Second Period
见 PPT 5)
Ss read them PPT 14-15)
见 PPT 18)
them: “ doll
Ste p 4: Po st-read ing
Task 1: Discussion:( 见 PPT 22-23)
1、 W hat problems did Helen have as a child?
2、 W ho helped her learn Ianguage? And how? (one example )
3、 What helped her learn the word “love ” ? (detailed information)
4、 W hat can you learn from her?
5、 W hat do you think happened later to Helen Keller?
(About Questi on 5, You can check your guess ing on p age 100.) Task 2:: Retell the story
Ask stude nts to retell the story to their partner based on the questi ons and the un dersta nding in the text.
Step 5: Writ ing and sp eak ing Task:1: Writing.
Choose a memory from your life. Write no tes about these thin gs:
Give one example.(见 PPT 24-25)
a 、 y our age, place and time:
b 、 w ho you were with :
c 、 w hat happened:
d 、 h ow you felt :
e 、 w hat happened in the end: Ss recall their own life experiences
with the hints provided, and write down the notes Then work in p airs. Tell each other about your memory.
The n T asks some Ss to talk to the whole class. Task 2: Speaking:( 见 PPT 26)
1、 H elen 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、 X iao Mi ng, 15 years old, recen tly had an accide nt and lost his left arm. He was in low sp irit. Talk with him and try to en courage him to cheer up using Hele n as an exa mp le.
For exa mple:
En courage Ss to use the in formati on on the han douts. Provide the Ian guage that Ss may use while p rese nti ng.
I ' m optimistic about •… As far as I know … It seems to me that … From my point of view, ...
T chooses some groups to p rese nt their in terview in front of the class. Step 6:
Language points(
见 PPT 28-30 )
Step 7: T asks Ss if they still remember what they have lear nt in the two p eriods, summarizes Ss ' recalli ng and the n briefly in troduces main points for Ss.
Ste p 8: Homework
1. Un derl ine some useful exp ressi ons in the text and remember them.
2. Write a summary of the story in about 100 words based on the text.
five years old, in a sho p, one weeke nd my mother
I saw a doll I wan ted to buy, my mother did n ‘ t agree, I cried, my mother went away regret, afraid, happy my mother came back
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.。