LifeStories教学设计.doc

Life Stories 教学设计
I.Teaching objects:
1. Find out how Helen learned to read
2. Improve students’ reading ability and find some detailed information in the passage.
3. Master some important vocabulary and sentence structures
II.Teaching important points
Students read the passage carefully and find some detailed information to answer some questions and fill in the blanks.
III.Teaching difficult points
It’s difficult for students to conclude how Helen felt after she learned the words"doll"and "water".
IV.Teaching procedures:
1.Lead-in
(1)T:What do you think of the studying life from your primary school to high school? You can use some words to describe your feelings.
S1:I think it is boring and tired, but useful S2:It is precious and we need to be hardworking.
Teacher uses some new words in this passage to make a conclusion, such as gradual , complex, expanding and so on.
(2)We can also learn from what we see and hear, but for a girl who can’t see or hear, how do you think she learn? Today, we’ll learn something about Helen Keller.
Do you know Helen Keller? She is a blind and deaf. Learning must be very difficult for her?
2.First reading
(1) Prediction: Read the first few lines of para.1 and 2,and then make a prediction: What is the text going to tell us?
Teacher asks a question: what’s the function of para.1and 2? Introduction
(2) Scanning: Teacher give some words to the students and let students scan the passage to find out: which paragraphs are the words in.
Conclusion: In fact, this is Helen’s learning process, a process from concrete to abstract.
3.Second reading
Since we have a brief understanding of the passage, next let’s find some detailed information.
(1) Group work:Students discuss three questions with their group members to get the answers.
 How was Helen Keller different from other children?
‚ What do you know about Anne Sullivan?
ƒHow did Helen Keller learn new words?
(2) Fill in the blanks:Teacher gives two tables about the words: doll and water. Students read the passage carefully and fill in the blanks

doll
water
Where
at home
near the well
How she learned
Ann spelled…
into … … play with …
by feeling the
flowing of the water
How she felt
a game
hopeful and joyful
What happened in the end
could spell the word in monkey-like imitation
had a burst of understanding; the world of words was opening up
(3)vocabulary and sentence structures
 burst(burst，burst) 爆发，冲，闯
n. a burst of understanding/laughter/anger突然理解/大笑/大哭
vi. burst into+n. (tears/laughter/flames)=burst out +doing (crying/laughing/burning)突然大哭/ 大笑/燃烧起来
翻译：听到这个消息时，他大哭起来，然后冲出了房间。
Hearing the news, he burst into tears and burst out of the room.
‚ Now that Helen understood the key to language，she was very eager to learn more and use it as much as she could.
now that既然(接原因状语从句)，that可省略，与since用法相同。
翻译句子:既然你忙,就让我帮你吧!
Now that you are busy, let me help you!
4..Post-reading
Think: What can you learn from Helen Keller?
Answers: Never give up! Never be discouraged by difficulties!
If you insist, you are what you want to be!
5.Summary
We know something about Helen Keller, who is special and have severe restrictions. We also know something about her teacher. What’s more, we find some detailed information about Helen’s learning process: how she learned, how she felt . The learning process is very significant for her, because after she learned the word”water”,she felt hopeful and joyful. She had a burst of understanding and the world of words was opening up to her.
6.Assignment
V. Blackboard design
中间: 标题和步骤
Life stories
I. Lead-in
II.First-reading
III. Second-reading: Group work
Fill in the blanks
Language points
IV. Post-reading:
V.Summary
VI. Assignment

右边：讲课过程中学生不熟悉的单词 mark function underline
左边: 学生评价