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Unit16 STORIES 导学案Lesson 3 Life StoriesTips: The best and most beautiful things in the world cannot be seen nor touched but are felt in the heart. -----Helen KellerLearning aims(学习目标):1) Remember the important language points in Para1—Para5.2) Learn to predict the general idea.Important and difficult point: Understand the important sentences.Background 背景知识：Helen KellerHelen Keller was one of themost famous American writers inthe twentieth century. When she was19 months old, she survived a feverbut she found she could no longersee or hear. And she also found itvery difficult to speak. However,she grew up and become aworld-famous public speaker .While she was still at college sheThe Story of My Life” .1.Look at the title2. Look at the pictures3. Read the first couple of lines___________________________________________________________find the answers to the following questions.Which of the following is mentioned in the text? ( )A. how Helen Keller learned to play games.B. how Helen Keller communicated with her teacher.C. how Helen Keller learned the words.2.Find out the examples of words Helen learned.____________________StepⅢRead the passage again,slow down and carefully,then answer the question. (D级)★What’s the difference among the four words “water; doll; think; love”? Group 1:doll; water (________words) sth. you can ______Group 2:think; love (________ words)sth. you can’t______StepⅣLanguage points.(B级)Para.11.With these severe restrictions on her communication, Helen’s behaviour wasoften unbearable.译文:______________________________________________________【知识链接】with的复合结构可以在句子中作状语或作定语。
Lesson 3 Life Stories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，complex，vivid, straightforward, stubborn，precious, former，apparent，superb, breakthrough相关词汇：outstanding, valuable，precious, obvious, limit, be eager 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-inStep 1• T asks the students to look at thepicture and asks whether andwhat they know about HelenKeller.• If Ss’ response is limited, T canprovide the background of HelenKeller and list her famous saying.［PPT 2–3］◆自然导出本课话题。
M6 U16-L3-1 Helen Keller (Reading)Word bank: adjectivesAdj. that are used todescribe Helen Adj. that are used todescribe AnneOther new wordsI. Fast reading: Read the text quickly and decide what the text is about. • How she learned words • Her college education • Her family background • Her teacher• Her achievementsII. Read the first two paragraphs and answer the following questions:How was Helen Keller different from other children?What do you know about Anne Sullivan?III. Supplementary reading: Helen ’s desire to communicateIV. Scan the text (para. 3-12) and find out the words Helen learned and whichV. Read the text and work in pairs to find out how Anne Sullivan taught the words to Helen. Fill in the blanks with words or phrases.VI. Read Para.3&4 again and fill in the chart in pairs.Word bank: adjectivesAdj. that can express positivefeelingAdj. that can express negative feelingAnne Sullivan let Helen ______________ the doll and ________ the letters __________________.Anne let water ________ one of Helen ’s hands and ________ the letters into the other hand. Helen had a _________________.Anne _____ her arm ______ round Helen. She ____ Helen _____ to her and pointed to ______________.“Think” was also difficult but Helen had ______________. When Helen ___________ her mistakes when making necklaces, Anne _______ Helen ’s head and _______ “think ” into her hand.______________________________After Helen asked again if love was __________, Anne told her that love could not be ___________ but she could _______________________ of love.I. Use the following words to describe what happened in the video clips. “doll”“water”II. Read paragraph 7-9 and answer the following questions: What did Helen think ‘love’ was at first?Why was the word “love” so difficult for Helen to understand?How did Helen feel when she couldn’t understand “love”?III. Read paragraph 10-12 and answer the following questions: How did she learn the word “think”?How did Anne explain “love”?IV. Read Para.7-12 and fill in the chart in pairs.V. Find out adjectives or phrases that are used to describe the following: Helen’s learning process and results (Para. 5-adj.)Helen’s feeling when she didn’t understand the meaning of “love” (Para. 9-adj.)Helen understood the meaning of “think” suddenly (Para. 10-phrases)The moment when Helen finally under stood the truth of “love” (Para. 12-adj.)VI. Decide which of them are used to describe the process of learning the words “think”and “love”and write down the numbers into the correct box. Use them to describe how Helen learned “think” and “love”:1) had a breakthrough 2) drew me closer3) pointed to my heart 4) in a flash5) put her arm gently round…6) pointed up to7) vivid moment 8) uncertain about9) touched… head 10) feel the sweetness11) confused and disappointed。
《Life stories》教学设计一、概述· Life stories 是北师大版模快6第16单元第一课，供高二学生学习的选修模块。
·本课讲述的是残疾人作家Helen Keller学习语言的故事，需要两课时。
· Helen Keller小时候因病而导致成为一名肓聋哑儿童，小时候常常因不如意而大发脾气。
后来她的母亲为她请来一位老师，给她关爱，教她“学习”，本课讲述了海伦如何学会“识字”学习及她的感受。
·本课不仅传授英语知识，还是一篇很好的对学生进行情感教育的题材。
点评：对教材版本、学科、年级、课时安排有清晰的说明，对学习内容和本节课的价值及重要性以及教学意图清楚介绍。
二、教学目标分析1．知识与技能1）.学习本课中的生词及词组，初步掌握部分词汇的发音和词意；2）.理清课文故事的情节脉络；3）.了解Helen Keller学习语言的过程；4）.运用本课出现的阅读策略。
2. 过程与方法1）能够通过师生说和多媒体交际式英语教学的一般过程，掌握英语说听的基本方法；2）通过图片和影片，让学生对课文人物形成直观的认识，并在语境中学习部分生词，降低阅读难度；3）引导学生主动学习阅读策略，充分利用教材对学生进行阅读训练, 希望通过系列的阅读活动对学生的阅读理解有一定的帮助。
提高阅读速度和阅读技巧,查找﹑分析﹑处理信息的能力。
3、情感态度与价值观1）体验并理解课文中人物的情感、态度，进行情感教育。
2）让学生体验残疾人生活，从而对学生进行情感教育、学习Helen Keller顽强的意志，刻苦的学习精神。
点评：该教学设计教学目标的确定准确，体现《英语新课标》中对中学英语教学目标的具体要求。
很明显作为一个经验丰富的教师，该设计的教学目标既对该课的知识目标提出了要求，也对能力目标及情感态度价值观提出了具体的要求。
所使用的动词也较准确，用了“学习”、“体验”、“了解”、“引导”“运用”等字眼。
高中英语北师大版必修6Unit16 Stories《Lesson3 Life Stories》优质课教案省级比赛获奖教案公开课教师面试试讲教案(名师授课教案)1教学目标1. 1.Help students have a better understanding of the story。
2. 2.Enable students to learn about the process of Helen Keller' language study.3. 3.Help students experience Helen Keller's life and improve their ability to describeemotions and attitudes.4. 4.Practice skimming and scanning skills.2学情分析Some students can use simple sentences to give their opinions, but it will be difficult for them to get detailed information . Some students will feel difficult to talk about the story with their partners because of their poor spoken English. So I will show a chart on the s lide and give enough background information to help all the students.3重点难点1.Give students enough background information and help them understand the text well.2.How to improve the students' reading ability.4教学过程4.1Lesson 3 Life Stories教学活动1【导入】Lead－inTask 1:Show some photos of Helen Keller and discuss briefly with the students about w hat they have known about her.Intentions(意图): 调动学生已有知识,带出blind, deaf, severe restrictions等单词。
Unit 16 Lesson 3 Life Stories案例分析【案例核心】1. Predict the content of the text and scan the text to answer questions.2. Write down words to describe Helen's learning process.3. Write a short passage with the title “My teacher”based on the text.教学目标是一节课的重中之重，教学目标的设置要符合学生的认知水平并且有助于学生思维品质的培养。
上面是本教学案例的教学目标，这是一节在新课标理念下，采取师生互动、以读促写、读写结合，教师引导学生理解课文内容及进行写作训练。
这种阅读教学与写作教学有效整合的英语课堂教学模式，能有效激发学生的学习兴趣，增强学生学好英语的信心，让学生享受到成功的喜悦。
【案例背景】本课是北师版16单元的第3课，以“生活故事”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。
本课的难点在于文章较长，情节脉络较复杂。
针对上述分析，本课先以录像导入的形式，增加学生对文章有关的感性知识；然后采用略读的方法，培养学生整体阅读；在随后的细节处理时，采取寻读、细节理解；在难点处理时，通过启发诱导，教师归纳的措施加以突破。
整个教学过程的设计由浅入深，由感悟理解、分析归纳、到总结运用，在学生了解文章大意后，展开读与写的技能训练，从而完成从阅读输入到理解运用输出的学习过程，达到培养学生阅读写作能力的目标。
【案例实录】Step 1：Lead in ：T shows a video clip of Helen Keller and asks Ss to tell what was special about her and what they thinkof her behavior.Step 2：Ss read the first two paragraphs to get the general idea.Step 3：First reading：Ss skim the rest of the text for the sequence of Helen's learning the four words.Step 4：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.Step 5：Writing：Imagine that you were Helen，now write a short passage about Miss Sullivan and share in class.【案例分析】本案例?w现“重在自主，重在发现，重在探究”的教学理念。
Lesson 3 Life Stories作者姓名：梅崇兵工作单位：安徽省滁州市来安县半塔中学第一课时学案Pre-reading1. A Brief IntroductionShe was one of the most famous American writers in the twentieth century. When she was 19 months old, she 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 become 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 Helen Keller learned to play games.B. how Helen Keller communicated 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 homeHow she learnedHow she feltWhat happenedin the endcould spell the word in _________________________Word: _water_WhereHow she learnedHow she feltWhat happenedin the endhad _________ understanding;the world of words was _________ to her.4. “T” or “F” (Complex words)( ) 1.The word “love” was a complex word for Helen.( ) 2.Helen didn’t find it difficult to understand the word “love”.( ) 3.The understanding of “think” helped her understand “love”.( ) 4.Helen got to know the meaning of “love” through touching.5. Blank filling :SummaryFor 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 didn’t know manywords 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_____________“love”. 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.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.Read the text for the third time and fill in the chart in pairs.Words learned How Helen felt when learning thewordsWhat it meant to herdoll She felt excited. waterlove (the 1st time) She still could not understand anything that she could not touch.think----------------------------------------------Anne Sullivan let Helen______________ the dolland ________ the lettersinto __________________.Anne let water ________ overone of ______________ and__________ the letters intothe other _______.Anne _______ Helencloser to her andpointed to______________.When Helen _________ abouther mistakes when making____________, Anne touchedHelen’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.dollthinlove lovewaterlove (the 2nd time)She knew her teacher loved her andhow to express her own feelings.Lesson 3 Life Stories第二课时学案一、用所给短语的适当形式填空be eager to, now that, uncertain about , relate to, open up1. 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.二、Fill in the blanks with the new words:1、The government should cancel the ___________(限制) on importing cereals from America.2、She never listens to other people’s suggestions.3、She is a little ________ (顽固的) and her behaviors are ___________(难以忍受的)．4、He was so ______（渴望）to have a ___________ （突破）on his English study that he decided to recite 100 words one day.5、I think he is a ______ （了不起）student.6、These experiments need _______（准确的description.7、My ______(以前的) English teacher has immigrated to Great Britain.三、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。
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HelenKeller 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,breakthrough② 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 ofimp 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 strategy② .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 KellerGive 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. Tuses 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-readingTask1: 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-readingRead 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 outthe 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: “ dollSte p 4: Po st-read ingTask 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 storyAsk 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 experienceswith 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: Homework1. 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 motherI 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 back3.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.。
