下载文档原格式
Lesson3 LifeStories即时检测一、单词拼写1This project involves a lot of (复杂的)technical problems.2It became (明显的) that she was going to choose another job.3Time is p here,so I don’t want to see it slip away.4Don’t be too s on your son.After all,he is only four.5I find his rudeness (无法忍受的).6They didn’t have the picnic because the weather was(不确定).7As you go further south,you will notice a (逐渐的) change of climate.8I don’t know who is more (固执),you or yourgrandmother—neither of you will compromise(妥协).9He travelled everywhere by bicycle because of the wartime(限制) on the use of car.10Scientists are expecting a (突破) in search of a cure for the disease.二、用所给单词的适当形式填空1Parents may find that a (trouble)teenager becomes unmanageable.2The drugs work well at first but (gradual)lose their effectiveness.3He was (certain)about his sister’s intentions,so he went to ask her.4I was (eagerly) to get back to work as soon as possible.5Living in that noisy room is really (bear).三、阅读理解Hawking’sFiveEasyStepsforMakingYourselfaGeniusAs we all know,Stephen Hawking writes the book ABriefHistoryofTime that explains the origin of the universe.The book spent 147 weeks on the NewYorkTimes Best Seller List and has sold 10 million copies.He is,most agree,very smart.In his recently published autobiography MyBriefHistory,Hawking offers five life lessons on how to become a genius.(1)Don’tmissopportunitiesbybeingtoocool“We showed an air of complete boredom and the feeling that nothing was worth making an effort for.One result of my illness has been to change all that.When you are faced with the possibility of an early death,it makes you realize that life is worth living and that there are lots of things you want to do.”Seize the moment,as Oxford types would say.(2)KeepitsimpleWhen writing ABriefHistoryofTime,he tried to make science understandable for the rest of us.“I was sure that nearly everyone is interested in how the universe operates,but most people cannot follow mathematical equations(数学公式).”He has trouble with them,too.“This is partly because it is difficult for me to write them down,but mainly because I don’t have an inborn feeling for equations.My aim in the book was to describe these mental images in cards.It is such an easy book that everybody can。
Unit 16 Stories Lesson 3 Life Stories教学设计3教学目标知识和技能：1. Target language语言目标（重点词汇和短语）a. 重点词汇和短语severe, restriction, unbearable, stubborn, troublesome, straightforward, precise, precious, eager, gradual, complex, warmth, apparent, uncertain, breakthroughb. 重点句子1).Now that Helen understood the key to language, she was very eager to learn more and use it as much as she could.2). She was making necklaces with the help of Miss Sullivan when she noticed that she had made some mistakes.3).It was the first time Helen had understood such a complex word ---a word for something she couldn’t touch.2. Ability goals能力目标The students can catch the main idea by using reading strategies.教学过程Lead-inStep 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]Pre-readingStep 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.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. Step 4 Ss predict what will be talked about in the text.While-readingStep 5 Ss read the text quickly and check their predictions.Step 6 Ss Read and find out the examples of words Helen learned.Step 7 Ss read the text to fill in the table or complete the passage.Step 8 Ss talk about Helen’s learning process.Post-readingStep 9 Ss answer the questions.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.Homework1. 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.。
Lesson 3 Life StoriesTeaching Aim:a. Learn some useful reading strategy: predicting, general idea, and working out the meaning of important words from the context.b. Learn to retell a story according to time orderc. Accumulate some synonyms and antonymsStage 1 warm upGive students a brief introduction of Helen Keller, and give them some encouraging sentences written by Helen Keller to appreciate.Stage 2 learning new wordsa.Giving several pictures and match the pictures with English nameb.Asking students to fill in the blanks with proper words from the text. They can get the answerfrom the context.Stage 3 readinga.Ask students to guess what the article is about by looking at the pictures and the title, andreading the first few sentences of the passage.b.Introduce the reading strategy to them:Before reading, look at the title, pictures and the first couples of lines of the text.Look for clues to help you predict what kind of text it is and what it is about.c.Read the text to get the general idea. Ignore words you don’t know.d.Read the text again. Try to work out the meaning of important new words. Use a dictionary ifyou can’t.e.Read any comprehensive questions and try to think of possible answers. Then find answers toquestions in the text.f.Ask students to predict what happened later to Helen Keller.Stage 4 Understanding of the whole passageGive students some clues to work out the structure of the passage.And ask students to retell the story to their partner.Stage 5 an oral practice for students----What kind of teacher do you think Anne Sullivan is?Stage 6 ask students to finish exercise 3 and 4 by themselves.。
