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2019-2020年高二英語 模塊6 Unit16 lesson3 life stories 教學(xué)設(shè)計(jì) 北師大版選修6 教材分析 本課是16單元的第3課，以“生活故事”為主題，主課文講述的是美國著名盲人女作家Helen Keller童年學(xué)習(xí)語言的真實(shí)故事。本課的難點(diǎn)在于文章較長、生詞較多且抽象、情節(jié)脈絡(luò)較復(fù)雜。 本課設(shè)計(jì)時(shí)分為兩課時(shí)。第一課時(shí)側(cè)重課文內(nèi)容理解，通過各個(gè)步驟力求讓學(xué)生清晰的整理出文章結(jié)構(gòu)，提取文章信息并進(jìn)行一定的輸出活動(dòng)。第二課時(shí)除了加深理解文章寫作風(fēng)格之外，還要操練重點(diǎn)詞匯，并進(jìn)行筆記寫作和口語活動(dòng)。 教學(xué)內(nèi)容 話題：著名美國女作家Helen Keller童年學(xué)習(xí)語言的故事（閱讀） 詞匯：重點(diǎn)詞匯：severe, restriction, unbearable, stubborn, troublesome, straightforward, precise, precious, eager, gradual, plex, warmth, apparent, uncertain, breakthrough 相關(guān)詞匯：sweetness, now that, expand 策略：通過圖片、標(biāo)題、開頭等預(yù)測文章內(nèi)容，忽略生詞的略讀等 語法：過去完成時(shí)的功能和形式 情態(tài)動(dòng)詞過去時(shí)的功能和形式 第一課時(shí) First Period 教學(xué)目標(biāo)： 在本課學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠： 1. 理清課文故事的大體情節(jié)； 2. 說出Helen Keller學(xué)習(xí)語言的過程； 3. 初步掌握課文中部分生詞的讀音和意義； 4. 體驗(yàn)并理解課文中人物的情感、態(tài)度。 教學(xué)過程 教學(xué)活動(dòng) Activities 設(shè)計(jì)意圖 Intentions 互動(dòng)模式&時(shí)間 IP & time Pre-listening Step 1 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, troublesome and lets Ss read them aloud after T. [PPT 2-3] 讓學(xué)生對人物有一個(gè)直觀的認(rèn)識，并在語境中提前學(xué)習(xí)部分生詞，降低閱讀難度。 滲透詞匯學(xué)習(xí)策略：通過構(gòu)詞法學(xué)習(xí)、記憶詞匯 CW 6’ While-reading Step 2 Ss read the first two paragraphs of the text and answer prehension questions. 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] 課文前兩段生詞密集，且均為背景文字，先讓學(xué)生閱讀這一部分，可為后面的情節(jié)做鋪墊。同時(shí)檢測學(xué)生是否理解另兩個(gè)生詞。 IW, CW 4’ Step 3 T asks Ss to brainstorm and discuss how they would teach Helen language. After discussion, T asks some groups to report. [PPT 5] 通過討論如何教Helen故事中的詞匯，讓學(xué)生體驗(yàn)Miss Sullivan教學(xué)的困難。學(xué)生不需要有答案，此處對人物的體驗(yàn)最重要。 GW, CW 3’ Step 4 First reading: Ss skim the rest of the text for the sequence of Helen’s learning the four words. [PPT 6] 通過略讀掌握文章大體線索。注意滲透閱讀策略，讓學(xué)生忽略生詞、掌握大意。 IW 5’ Step 5 Second 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. [PPT 7] [學(xué)案I] 提取文章中關(guān)于Sullivan教學(xué)方法和過程的信息。在此過程中，教師可檢測對學(xué)生理解造成困難的生詞。 IW, PW 6’ Step 6 Ss ask each other questions about how Miss Sullivan taught Helen new words. [PPT 8] 學(xué)生通過回答問題輸出、鞏固剛提取的信息。 PW 5’ Step 7 Third reading: Ss read the text 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] [學(xué)案 II] 提取文章中關(guān)于Helen學(xué)習(xí)過程中的內(nèi)心活動(dòng)的信息，這一步需提取的信息比上一部更抽象、且以句子形式呈現(xiàn)。同樣在此過程中，教師可檢測對學(xué)生理解造成困難的生詞。 IW, PW 6’ Post-reading Step 8 Based on the graph and chart just pleted, Ss work in groups to retell the story with the key words provided. T asks several groups to report. [PPT 10] 通過閱讀中提取信息的活動(dòng)更全面的進(jìn)行信息輸出。建議讓小組成員分工，每人復(fù)述一部分。 GW, CW 7’ Step 9 Ss guess what happened later to Helen Keller and read the introduction on p. 100. [PPT 11] 啟發(fā)學(xué)生猜測Helen Keller之后的人生經(jīng)歷，緊扣life story主題。 CW 3’ Homework [PPT 12][學(xué)案 III] Write a summary of the story in about 100 words based on the retelling.. 第二課時(shí) Second Period 教學(xué)目標(biāo) 在本課學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠： 1. 了解文章中運(yùn)用引語的寫作手法； 2. 初步掌握課文中生詞的讀音、釋義； 3. 了解一些詞綴的用法和掌握相關(guān)構(gòu)詞法； 4. 用英語說出自己的一段人生經(jīng)歷。 教學(xué)過程 教學(xué)活動(dòng) Activities 設(shè)計(jì)意圖 Intentions 互動(dòng)模式&時(shí)間 IP & time Review Step 1 Ss recall what they have read and answer questions about the text. They can discuss in pairs. Then T checks the answer. [PPT 2] 復(fù)習(xí)課文內(nèi)容，同時(shí)可檢查作業(yè)。檢查第三個(gè)問題時(shí)，建議讓不同學(xué)生復(fù)述不同部分。 PW, CW 8’ Style analysis Step 2 T draws Ss’ attention to the italicized words in the text and asks them to look for the vivid descriptions among them [PPT 3] 通過讓學(xué)生尋找文章中的斜體字（第一人稱引語）中生動(dòng)的語言，將學(xué)生對課文的理解上升到對語言美感欣賞的層次。 IW, CW 6’ Step 3 Ss read aloud the quotations in the text and appreciate them. 通過讓學(xué)生朗讀斜體字部分，從聽覺方面感受語言之美。 CW 3’ Vocabulary Consolidation Step 4 Ss do Ex. 3 & 4 on p. 11 on synonyms and antonyms of the key words in the text. [PPT 4-5] 利用教材資源，在語境中學(xué)習(xí)重點(diǎn)詞匯的同義詞和反義詞，并且理解課文細(xì)節(jié)。 IW, CW 8’ Step 5 Ss observe the formation of several words and infer the meaning and use of affixes. Then Ss do some exercises. [PPT 6-7] [學(xué)案 I] 從構(gòu)詞法方面學(xué)習(xí)詞綴、擴(kuò)展詞匯量。 CW 5’ Language Awareness Step 6 Ss pare in groups two pairs of sentences and infer the use of “would do”. [PPT 8] 通過比較would do結(jié)構(gòu)和一般過去時(shí)，引發(fā)學(xué)生注意would do的特殊含義。教師不用展開講述，只需讓學(xué)生注意并思考。 GW, CW 3’ Step 7 Ss answer questions about the sentences with “had done” and review the form and function of past perfect tense. [PPT 9] 結(jié)合課文中的語境復(fù)習(xí)、鞏固過去完成時(shí)的用法。此處也只需稍加提及，不需詳細(xì)講解。 CW 2’ Writing & Speaking Step 8 Writing: Ss recall their own life experiences with the hints provided, and write down the notes. [PPT 10] [學(xué)案II] 從話題引申出學(xué)生自身的經(jīng)歷，并用英語作簡要的筆記，以助于下一步驟的口語輸出。此處教師可用PPT11-12舉例示范。 IW 4’ Step 9 Ss talk in pairs about their memory with the help of their notes. Then T asks some Ss to talk to the whole class. 學(xué)生做口語輸出，進(jìn)行有意義的交流，教師此處可提醒學(xué)生使用正確時(shí)態(tài)。本步驟也是為下節(jié)課的寫作做鋪墊。 PW，CW 6’ Homework [PPT 13][學(xué)案III] Ex. 1-4 on p. 56. 第一課時(shí)學(xué)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 phrases. water Anne Sullivan let Helen ______________ the doll and ________ the letters into __________________. Anne let water ________ over one of ______________ and __________ the letters into the other _______. Anne _______ Helen closer to her and pointed to ______________. When Helen _________ about her mistakes when making ____________, Anne touched Helen’s _______ and _________ “think” into _________________. After Helen asked again if love was __________, Anne told her that love could not be ___________ but she could feel the __________ of love. doll think love love II． Read the text for the third time and fill in the chart in pairs. Words learned How Helen felt when learning the words What it meant to her doll She felt excited. water love (the 1st time) She still could not understand anything that she could not touch. think ---------------------------------------------- love (the 2nd time) She knew her teacher loved her and how to express her own feelings. III． Homework Write a summary of the story in about 100 words based on your retelling. 第二課時(shí)學(xué)案 I． Find out the use of the affixes and write it down. Then change the following words into other forms using the affixes -ness: _________________________________________________________________________ -th: ___________________________________________________________________________ -some: _________________________________________________________________________ -able: __________________________________________________________________________ un-: ___________________________________________________________________________ bother cover eager eat fair fear long notice stubborn wide II． Choose a memory from your life. Write notes about these things: a. your age, place and time:_______________________________________________________ ___________________________________________________________________________ b. who you were with:___________________________________________________________ c. what happened:_______________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ d. how you felt:_________________________________________________________________ ___________________________________________________________________________ e. what happened in the end:______________________________________________________ ___________________________________________________________________________ III． Homework Ex. 1-4 on p. 56.