Unit 5 Education Lesson 1 教案 高中英语新北师大版选择性必修第二册（2022~2023学年）

1、Unit 5 EducationLesson 1 Enlightening a Mind 教学设计科目：英语 课题：Lesson 1 Enlightening a Mind 课时：1课时教学目标与核心素养：知识目标：Students can learn some new words and expressions and present participle.能力目标：Students can have a further understanding of the passage.情感目标：Students can think individually and learn cooperativ

2、ely.教学重难点教学重点：How to learn the new words and expressions and present participle.教学难点：How to make students have a better understanding of the passage.课前准备：多媒体，黑板，粉笔教学过程：一、Pre-reading1. Greeting2. Leading-inACTIVATE AND SHARE教师活动：(1) 学生活动。Think of some possible ways to teach someone who is blind to re

3、ad and write.Then think of ways to teach someone who is both blind and deaf to read and write. While- readingREAD AND EXPLORE1. 学生活动：Pair WorkRead paragraphs 1-2 of the story. Discuss Helen Keller and her teachers characteristics and personalities.(Helen was frustrated, stubborn and troublesome. She

4、 got angry easily when she was not understood.Anne was a superb teacher who could understand Helens difficulties. She was sympathetic.)2. 学生活动：阅读文章，回答问题。Read the rest of the story. Answer the questions. 1. How many words were taught to Helen? What were they?(Four words were taught to Helen in the st

5、ory: doll, water, love and think.)2. Which words were easier to learn? Which were more difficult? Explain why.(The words doll and water were easier to learn, because Helen could touch them. The words “love and think were more difficult, because they were complex and abstract concept and couldnt be t

6、ouched.)3. 学生活动：完成表格。Complete the diagram.1. For the word dollAnne2. For the word waterAnne3. For the word loveHelen thought at first it was the sweetness of flowers but later _. You cannot touch love _.4. For the word thinkWhen Helen was trying to solve a difficult problem, Anne _. In a flash, Hele

7、n _.(Suggested answers:1. let Helen play with the doll, and then spelt the letters D-O-L-L on her hand2. put one of Helens hands under the water. As the water flowed over Helens hand, Anne spelt out W-A-T-E-R into Helens other hand3. she drew me closer to her and said, It is here, pointing to my hea

8、rt; but you feel the sweetness that it pours into everything. Without love you would not be happy or want to play4. touched Helens forehead and wrote the word think on her hand; knew that the word was the name of the process that was going on in her head)4. 学生活动：完成表格。Complete the diagram about how t

9、he learning process affected Helen by choosing from the expressions.a. felt hope and joyb. felt puzzledc. had a breakthroughd. thought it was a gamee. got the world of words opened up to herf. understood the beautiful truth of the wordg. knew the meaning of the word in a flashh. felt it was monkey-l

10、ike imitation(Answers:dolld. thought it was a gameh. felt it was monkey-like imitationwatera. felt hope and joye. got the world of words opened up to her loveb. felt puzzledf. understood the beautiful truth of the wordthinkc. had a breakthroughg. knew the meaning of the word in a flash)三、After-readi

11、ng1. 学生活动：Group Work. Each member chooses one word. Tell the rest of the group how Anne taught the word and what impact the learning process had on Helen.(Suggested answer: When Anne taught Helen the word “doll, she let Helen play with the doll, and then spelt the letters D-O-L-L on her hand. For He

12、len, she thought it was a game and felt it was money-like imitation.)2. 学生活动：完成练习。How many parts can the story be divided into? What is each part mainly about?Underline the signal expressions that connect the description of Helens learning processes.(Suggested answer:The story can be divided into tw

13、o parts. Para 1 and 2 are the first part and the other paragraphs belong to the second part.Part 1 talks about some basic information and personalities of Helen and her teacher Anne. Part 2 is about the description of Helens learning process.When they initially did this, Helen thought it was a game.

14、Now that Helen grasped the key to language, she was eager to.As Helens knowledge and vocabulary expanded, she asked.)3. 学生活动：Group Work. What qualities do you think Helen and Anne showed in the story? Choose from the list below. Find evidence to support your opinion.determined perseverant kind patie

15、nt diligent willing creativeSuggested answer:I think that Helen was determined to try to understand a word. She kept asking Anne questions so that she could understand the word think.I think Anne was perseverant, patient and creative because she kept trying different ways and waiting for Helen to di

16、scover what words are.)4. 学生活动：完成练习。Fill in the blanks with the words from the story.When Helen was young she lost her sight and hearing. With these 1 _ to her communication, Helens behaviour was often 2 _ and sometimes she was 3 _, stubborn and angry with a 4 _ to break things when she was not unde

17、rstood. Anne Sullivan was a 5 _ teacher. Annes technique was simple and 6_. She put an object into Helens hand and spelt out the word on her other hand. The 7 _ knowledge she taught Helen gave her hope and joy. From doll and water, Helens knowledge and 8 _ expanded and this changed her 9 _ process.

18、As Helen grasped the key to language, she discovered more 10_ words. Helen now understood the beautiful truth of the word love.(Answers:1 restrictions 2 unbearable 3 troublesome 4 tendency 5 superb 6 straightforward 7 precious 8 vocabulary 9 thinking 10 abstract)四、FOCUS ON LANGUAGE: HAVE/ GET SOMETH

19、ING DONE1. Find a sentence or part of a sentence in the text which uses have/ get something done and means the following:1. She could not do anything for herself._2. A great teacher was suggested to Helens parents._3. A new world of language opened up to her._(Answers:1. She needed to have everythin

20、g done for her.2. Helens parents got a superb teacher recommended to them.3. She got the world of words opened up to her.)2. Complete the sentences using have / get something done and the cues in the brackets.1. Were going to (a video of the wedding/ make) have a video of the wedding made.2. I dont

21、know whats wrong with my tyres. Ill (them/ check) _.3. Ill (the washing machine/ repair) _ soon.4. Many years ago Pauline (portrait / paint) _ by a well-known painter.5. (you ever/ voice/ record) _?6. (you/ face/ make up) _ with face paint when you were a kid?(Answers:2. have them checked3. have the

22、 washing machine repaired4. had his portrait painted5. Have you ever had your voice recorded6. Did you have your face made up)EXPRESS YOURSELF学生活动：Pair WorkWrite down questions that you would want to ask Anne Sullivan. Then act out a role-play of the interview between you and Anne.(Suggested answers

23、:What kind of person do you think you are?What special experience did you have that helped you relate to Helens difficulties?How did you teach Helen at the very first time?What teaching processes did Helen and you experience?Did you think it was difficult?Were there any meaningful stories you would

24、like to share with us during your teaching process?Student A (Jenny): Welcome to our Studio Channel. I am your host Jenny. Today, we are quite honored to invite Anne Sullivan to be together with us and share some of her stories. Welcome you Anne.Student B (Anne): Thank you Jenny. I am so happy to be

25、 here today.)语法：现在分词做宾语补足语现在分词做宾语补足语时常用于以下4种情况：1. 位于感官动词后,如see, hear, feel, smell, watch, find, notice等。We saw the teacher doing the experiment.我们看到老师在做实验。I heard someone knocking at the door.我听到有人在敲门。2. 位于使役动词后,如have, keep, get等。Dont have the students studying all day.不要让学生整天学习。注意：以上两种结构“感官动词+宾语+宾语

26、补足语”和“使役动词+宾语+宾语补足语”可变为被动形式。He was seen lying on the ground.有人发现他躺在地上。He was kept waiting for a long time in the cold wind. 有人让他在寒风中等了很长时间。注意：现在分词和不定式做宾语补足语的区别：（1）在感官动词后，现在分词做宾语补足语表示动作正在进行；不带to的不定式做宾语补足语表示动作已完成。He saw her working in the garden.他看见她在花园里干活。He saw her enter the room.他看见她走进了房间。（2）在使役动词g

27、et, have后，have sb./ sth. doing表动作的持续，get sb./ sth. doing表示“使某人/ 某物开始行动起来”，侧重动作的开始；get sb.to do sth./ have sb.do sth. 侧重动作的结果。Mother had me go to the store and buy some salt.母亲让我去商店买些盐。I cant get him to stop smoking. He wont listen to me.我无法让他戒烟，他不会听我话的。The teacher had the student cleaning the playground the whole afternoon.老师让这个学生整个下午都在打扫操场。I cant get the car starting.我不能把车发动起来。注意，现在分词有时用被动形式做宾语补足语，结构为“动词+宾语+being done”。I saw him being carried away on a stretcher.我看见他被人用担架抬走了。3. 用于with复合结构中。With so many people looking at her, she felt nervous.这么多人看着她，她感到很紧张。4. 位