2019-2020年高二英语 模块6 Unit16 Lesson 3 Life Stories教案 北师大版选修6

1、2019-2020年高二英语 模块6 Unit16 Lesson 3 Life Stories教案 北师大版选修6教材分析本课是第十六单元第三课。课文讲述的是海伦.凯勒在家庭教师的帮助下学习语言的故事。由于本课是叙述性文体，所以学生在理解篇章方面要遵循时间发展的顺序，着重理解海伦学习单词的过程她是如何突破身体的障碍的，如何学习各种单词的，以及她的切身感受。在理解的过程中通过上下文猜测生词词义。另外，学生还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。本课计划按两课时进行，第一课时的重点是阅读理解，并能在学完后对故事进行复述；第二课时的重点是处

2、理文中的语言点，强化重点词汇及短语的学习，设置练习恰当地使用新学词汇。讲解同义词、反义词的构词法。Language Power中有关同义词反义词的练习有些可以在教学中选用，有些则可以留作家庭作业。教学内容话题： Life Stories阅读技能：预测词汇：重点词汇：severe, restriction, plex, vivid, straightforward, stubborn, precious, former, apparent, superb, breakthrough相关词汇：outstanding, valuable, precious, obvious, limit, be e

3、ager to第一课时First Period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。教学过程教学活动Activities设计意图Intentions互动模式&时间IP & timeLead-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 prov

4、ide the background of Helen Keller and list her famous saying. PPT 23 自然导出本课话题。 激活背景知识，熟悉话题。CW2Pre-readingStep 2 T asks Ss about Helens 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 51.运用语境和图片，围绕话题预教

5、词汇。2.渗透围绕话题组织词汇的词汇学习策略。CW3Step 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根据标题和图片预测阅读内容，帮助学生理解课文，培养学生利用背景知识进行阅读的策略。CW2Step 4 Ss predict what will be talked about in the text. PPT 78预测文章内容，激发阅读兴趣。IWPW2While-re

6、adingStep 5 Ss read the text quickly and check their predictions.PPT 9有目的地快速阅读课文，检测预测。IWCW3Step 6 Ss Read and find out the examples of words Helen learned.PPT 101. 整体理解课文，为下面按部分提取信息做准备。2. 通过上下文猜测词义。GW4Step 7 Ss read the text to ll in the table or plete the passage. PPT 11-151提取细节信息。2复现词汇，增加学生接触和使用词汇

7、的机会。PW10Step 8 Ss talk about Helens learning process.内化信息。PW5Post-readingStep 9 Ss answer the questions. Retell the story.PPT 16-17问答和表述课文中的信息。GW7Step 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 wit

8、h 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. Im optimistic about As far as I know It seems to me that From my point of view, . T chooses some groups to present their i

9、nterview in front of the class.PPT 181. 以小组活动的方式， 2. 练习使用新学表达方式。GW7Homework1. 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.第二课时Second Period教学目标在本课学习结束时，学生能够：1. 掌握课文中的语言点； 2. 掌握近义词反义词。教学过程教学活动Activities设计

10、意图Intentions互动模式&时间IP & timeRevisionStep 1T 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 鼓励学生回顾第一课时所学相关内容，加强两个课时之间的联系。GW5Step 2T presents some quotes Helen Keller wrote.PPT 3-8 进

11、一步了解海伦.凯勒，体会语言的魅力。GW5Language StudyStep 3T shows different sentences with new words in.Ss match the words with their definitions.PPT 913在语境中练习使用词汇。WC5Step 4Ss fill in the blanks with the new words. PPT 14-15 学案 I在语境中练习新学词汇，加深理解，增强记忆。IWPW7Step 5Ss finish the synonyms and opposites exercises.学案II 强化猜测

12、词义的策略。PW-WC6Step 6T explains some difficult sentences.帮助学生理解长难句。WCIW-PW10Language in useStep 7Ss do the exercises.PPT 16强化所学内容。WC-GW-WC4HomeworkEx 1 P56第一课时学案Pre-reading1. A Brief IntroductionShe was one of the most famous American writers in the twentieth century. When she was 19 months old, she su

13、rvived 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-reading1. Main idea : The text is about _.A. how He

14、len 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_WhereAt homeHow she learnedHow she feltWhat happened in the end

15、could spell the word in _ _Word:_water_WhereHow she learned How she feltWhat happened in the endhad _ understanding;the world of words was _ to her.4. “T” or “F” (plex words)( ) 1.The word “love” was a plex word for Helen. ( ) 2.Helen didnt find it difficult to understand the word “love”.( ) 3.The u

16、nderstanding of “think” helped her understand “love”.( ) 4.Helen got to know the meaning of “love” through touching.5. Blank filling : Summary For Helen Keller, trying to learn the word “love” was an _1_ for her. When she asked the_2_ of it for the first time, she didnt know many words and she did n

17、ot 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_ “love”. In a _9_ moment, Helen finally under

18、stood 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? (

19、one example )3. What helped her learn the word “love”? (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-da

20、ys-to-see.htm Always remember: Never give up! Never be discouraged by difficulties! You are what you want to be! 第二课时学案用所给短语的适当形式填空be eager to, now that, uncertain about , relate to, open up1. Im going to relax _ the school year is over. 2. What time does the Xinhua Bookstore _? 3. We are _ the plac

21、e 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，由于既然你已经来了，我们就开始工作吧。_2. be uncertain about 不确定的，不能肯定的我拿不定注意下一步做什么._3. a burst of understanding/anger/temper 的突然爆发他突然明白她所说的话的意思。_4.It was

22、the first time Helen had understood such a plex word.这是海伦第一次明白这样一个复杂词It is / was the + 序数词 + time + （that） . 表示“是第次做”。这是一个特殊的句型， 当主句用is时，that从句应该用现在完成时；当主句用was时，that从句应该用过去完成时。还可以用This /That代替It。如：这是你外公第一次去美国。_这是他第一次上学迟到。 _5.be eager to do sth. 想去做某事他渴望得到一份工作，因为他无法想象没有工作生活会是什么样。_Task 3. Synonyms （同义

23、词）Exe.3 P11Task 4. Opposites （反义词）Exe.4 P11Homework: Ex 1 P56 2019-2020年高二英语 模块6 Unit16 lesson3 life stories 教学设计 北师大版选修6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

24、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, plex, 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

25、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。教学过程教学活动Activities设计意图Intentions互动模式&时间IP & timePre-listeningStep 1T shows a video clip of Helen Keller and asks Ss to tell what was special about her (blind & deaf) and wh

26、at 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CW6While-readingStep 2Ss read the first two paragraphs of the text and answer prehension q

27、uestions. 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, CW4Step 3T asks Ss to brainstorm and discuss how they would teach Helen language. After discussion, T a

28、sks 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, CW3Step 4First reading: Ss skim the rest of the text for the sequence of Helens 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。IW5Step 5Second reading: Ss read the text to look for how

29、 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, PW6Step 6Ss 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。PW5Step 7Third reading: Ss read the te

30、xt 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, PW6Post-readingStep 8Based on the graph and chart just pleted, Ss

31、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, CW7Step 9Ss 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。CW3Homework PPT

32、12学案 IIIWrite 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。教学过程教学活动Activities设计意图Intentions互动模式&时间IP & timeReview Step 1Ss recall what they have read and answer question

33、s 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, CW8Style analysisStep 2T draws Ss attention to the italicized words in the text and asks them to look for the vivid descriptions among them 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

34、上升到对语言美感欣赏的层次。IW, CW6Step 3Ss 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。CW3Vocabulary ConsolidationStep 4Ss 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, CW8Step 5Ss observe the forma

35、tion 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。CW5Language AwarenessStep 6Ss pare 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, CW3Step 7Ss

36、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。CW2Writing & SpeakingStep 8Writing: 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

37、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。IW4Step 9Ss 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，CW6Homework PPT 13学案IIIEx. 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 phr