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2019-2020年高二英語 模塊6 Unit16 Lesson 3 Life Stories教案 北師大版選修6 教材分析 本課是第十六單元第三課。課文講述的是海倫.凱勒在家庭教師的幫助下學習語言的故事。由于本課是敘述性文體，所以學生在理解篇章方面要遵循時間發(fā)展的順序，著重理解海倫學習單詞的過程——她是如何突破身體的障礙的，如何學習各種單詞的，以及她的切身感受。在理解的過程中通過上下文猜測生詞詞義。另外，學生還需要掌握一個重要的閱讀策略——預測。在讀前通過看標題、圖片、文章的開頭來預測文章的內(nèi)容，了解文章大意。 本課計劃按兩課時進行，第一課時的重點是閱讀理解，并能在學完后對故事進行復述；第二課時的重點是處理文中的語言點，強化重點詞匯及短語的學習，設置練習恰當?shù)厥褂眯聦W詞匯。講解同義詞、反義詞的構詞法。 Language Power中有關同義詞反義詞的練習有些可以在教學中選用，有些則可以留作家庭作業(yè)。 教學內(nèi)容 話題： Life Stories 閱讀技能：預測 詞匯：重點詞匯：severe, restriction, plex, vivid, straightforward, stubborn, precious, former, apparent, superb, breakthrough 相關詞匯：outstanding, valuable, precious, obvious, limit, be eager to 第一課時 First Period 教學目標 在本課學習結束時，學生能夠： 1. 使用閱讀策略讀懂文章并復述故事； 2. 在語境中理解本課重點詞匯的詞義； 3. 表達觀點：我們能從殘跡人身上學到什么。 教學過程 教學活動 Activities 設計意圖 Intentions 互動模式&時間 IP & time Lead-in Step 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] ◆ 自然導出本課話題。 ◆ 激活背景知識，熟悉話題。 CW 2’ Pre-reading Step 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. [PPT 5] 1.運用語境和圖片，圍繞話題預教詞匯。 2.滲透圍繞話題組織詞匯的詞匯學習策略。 CW 3’ 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. [PPT 6] 根據(jù)標題和圖片預測閱讀內(nèi)容，幫助學生理解課文，培養(yǎng)學生利用背景知識進行閱讀的策略。 CW 2’ Step 4 ? Ss predict what will be talked about in the text. [PPT 7－8] 預測文章內(nèi)容，激發(fā)閱讀興趣。 IW PW 2’ While-reading Step 5 ? Ss read the text quickly and check their predictions. [PPT 9] 有目的地快速閱讀課文，檢測預測。 IW CW 3’ Step 6 ? Ss Read and find out the examples of words Helen learned. [PPT 10] 1. 整體理解課文，為下面按部分提取信息做準備。 2. 通過上下文猜測詞義。 GW 4’ Step 7 ? Ss read the text to ?ll in the table or plete the passage. [PPT 11-15] 1．提取細節(jié)信息。 2．復現(xiàn)詞匯，增加學生接觸和使用詞匯的機會。 PW 10’ Step 8 ? Ss talk about Helen’s learning process. 內(nèi)化信息。 PW 5’ Post-reading Step 9 ? Ss answer the questions. ? Retell the story. [PPT 16-17] 問答和表述課文中的信息。 GW 7’ 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. [PPT 18] 1. 以小組活動的方式， 2. 練習使用新學表達方式。 GW 7’ Homework 1. 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. 第二課時 Second Period 教學目標 在本課學習結束時，學生能夠： 1. 掌握課文中的語言點； 2. 掌握近義詞反義詞。 教學過程 教學活動 Activities 設計意圖 Intentions 互動模式&時間 IP & time Revision Step 1 T asks Ss if they still remember what they have learnt in the last period, summarizes Ss’ recalling and then briefly introduces the main objectives for this period. [PPT 2] 鼓勵學生回顧第一課時所學相關內(nèi)容，加強兩個課時之間的聯(lián)系。 GW 5’ Step 2 T presents some quotes Helen Keller wrote. [PPT 3-8] 進一步了解海倫.凱勒，體會語言的魅力。 GW 5’ Language Study Step 3 T shows different sentences with new words in. Ss match the words with their definitions. [PPT 9－13] 在語境中練習使用詞匯。 WC 5’ Step 4 Ss fill in the blanks with the new words. [PPT 14-15] [學案 I] 在語境中練習新學詞匯，加深理解，增強記憶。 IW PW 7’ Step 5 Ss finish the synonyms and opposites exercises. [學案II] 強化猜測詞義的策略。 PW- WC 6’ Step 6 T explains some difficult sentences. 幫助學生理解長難句。 WC IW-PW10’ Language in use Step 7 Ss do the exercises. [PPT 16] 強化所學內(nèi)容。 WC-GW-WC 4’ Homework Ex 1 P56 第一課時學案 Pre-reading 1. A Brief Introduction She was one of the most famous American writers in the twentieth century. When she was 19 months old, she survived a fever but she found she could no longer see or hear. And she also found it very difficult to speak. However, she grew up and bee a world-famous public speaker. While she was still at college, she wrote the famous ‘The Story of My Life’. While-reading 1. Main idea : The text is about ________________________________. A. how Helen Keller learned to play games. B. how Helen Keller municated with her teacher. C. how Helen Keller learned the words. 2. Words: Group 1: _______________ Group 2: _____________ _______________ ______________ (sth. you can touch) (hard to show) 3. Table (Object Words) (Phrases only) Word: _doll_ Where At home How she learned How she felt What happened in the end could spell the word in ____________ _____________ Word: _water_ Where How she learned How she felt What happened in the end had _________ understanding; the world of words was _________ to her. 4. “T” or “F” (plex words) ( ) 1.The word “l(fā)ove” was a plex word for Helen. ( ) 2.Helen didn’t find it difficult to understand the word “l(fā)ove”. ( ) 3.The understanding of “think” helped her understand “l(fā)ove”. ( ) 4.Helen got to know the meaning of “l(fā)ove” through touching. 5. Blank filling : Summary For Helen Keller, trying to learn the word “l(fā)ove” was an _1__________ for her. When she asked the_2_____________ of it for the first time, she didn’t know many words and she did not understand anything_3___________ she touched it. She wondered whether it meant the _4______________ of flowers or the_5____________of the sun shining. Luckily, the understanding of the word “think” gave her a _6_________________ in learning words. After she understood the_7__________ word “think”, her mind _8_____________ “l(fā)ove”. In a __9__________ moment, Helen finally understood the beautiful truth of the word: It is something that one cannot_10___________ , but without it, one would not be happy or want to play. Post-reading: Retelling (Retell the text with the help of the following questions) 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 “l(fā)ove”? (detailed information) 4. What can you learn from her? Assignment: 1. Underline some useful expressions in the text. 2. Read the article “Three Days to see” within two weeks and write about your feelings using at least 200 words. azhearing/three-days-to-see.htm Always remember: Never give up! Never be discouraged by difficulties! You are what you want to be! 第二課時學案 用所給短語的適當形式填空 be eager to, now that, uncertain about , relate to, open up 1. I’m going to relax _________ the school year is over. 2. What time does the Xinhua Bookstore ________? 3. We are ____________ the place where he lives. 4. The cost ________ the amount of time spent on the job. 5. To tell you the truth, I _________ meet my friends tonight. Translate sentences: 1. now that conj. 既然，由于 既然你已經(jīng)來了，我們就開始工作吧。 ________________________________________________________ 2. be uncertain about 不確定的，不能肯定的 我拿不定注意下一步做什么. ________________________________________________________ 3. a burst of understanding/anger/temper ……的突然爆發(fā) 他突然明白她所說的話的意思。 ________________________________________________________ 4.It was the first time Helen had understood such a plex word.這是海倫第一次明白這樣一個復雜詞 It is / was the + 序數(shù)詞 + time + （that） ... 表示“是第……次做……”。這是一個特殊的句型， 當主句用is時，that從句應該用現(xiàn)在完成時；當主句用was時，that從句應該用過去完成時。還可以用This /That代替It。如： 這是你外公第一次去美國。 _________________________________________________________ 這是他第一次上學遲到。 _________________________________________________________ 5.be eager to do sth. 想去做某事 他渴望得到一份工作，因為他無法想象沒有工作生活會是什么樣。 _________________________________________________________ Task 3. Synonyms （同義詞）Exe.3 P11 Task 4. Opposites （反義詞）Exe.4 P11 Homework: Ex 1 P56