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 & time
Lead-in
Step 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]
◆自然导出本课话题。
◆ 激活背景知识，熟悉话题。
CW
2’
Pre-reading
Step 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.
[PPT 5]
1.运用语境和图片，围绕话题预教词汇。
2.渗透围绕话题组织词汇的词汇学习策略。
CW
3’
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.
[PPT 6]
根据标题和图片预测阅读内容，帮助学生理解课文，培养学生利用背景知识进行阅读的策略。
CW
2’
Step 4
? Ss predict what will be talked about in the text.
[PPT 7－8]
预测文章内容，激发阅读兴趣。
IW
PW
2’
While-reading
Step 5
? Ss read the text quickly and check their predictions.
[PPT 9]
有目的地快速阅读课文，检测预测。
IW
CW
3’
Step 6
? Ss Read and find out the examples of words Helen learned.
[PPT 10]
1. 整体理解课文，为下面按部分提取信息做准备。
2. 通过上下文猜测词义。
GW
4’
Step 7
? Ss read the text to ?ll in the table or complete the passage.
[PPT 11-15]
1．提取细节信息。
2．复现词汇，增加学生接触和使用词汇的机会。
PW
10’
Step 8
? Ss talk about Helen’s learning process.
内化信息。
PW
5’
Post-reading
Step 9
? Ss answer the questions.
? Retell the story.
[PPT 16-17]
问答和表述课文中的信息。
GW
7’
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.
[PPT 18]
1. 以小组活动的方式，
2. 练习使用新学表达方式。
GW
7’
Homework
1. 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.
第二课时
Second Period
教学目标
在本课学习结束时，学生能够：
1. 掌握课文中的语言点；
2. 掌握近义词反义词。
教学过程
教学活动
Activities
设计意图
Intentions
互动模式&时间
IP & time
Revision
Step 1
T asks Ss if they still remember what they have learnt in the last period, summarizes Ss’ recalling and then briefly introduces the main objectives for this period.
[PPT 2]
鼓励学生回顾第一课时所学相关内容，加强两个课时之间的联系。
GW
5’
Step 2
T presents some quotes Helen Keller wrote.
[PPT 3-8]
进一步了解海伦.凯勒，体会语言的魅力。
GW
5’
Language Study
Step 3
T shows different sentences with new words in.
Ss match the words with their definitions.
[PPT 9－13]
在语境中练习使用词汇。
WC
5’
Step 4
Ss fill in the blanks with the new words.
[PPT 14-15]
[学案 I]
在语境中练习新学词汇，加深理解，增强记忆。
IW
PW
7’
Step 5
Ss finish the synonyms and opposites exercises.
[学案II]
强化猜测词义的策略。
PW-
WC
6’
Step 6
T explains some difficult sentences.
帮助学生理解长难句。
WC
IW-PW10’
Language in use
Step 7
Ss do the exercises.
[PPT 16]
强化所学内容。
WC-GW-WC
4’
Homework
Ex 1 P56
第一课时学案
Pre-reading
A Brief Introduction
She 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-reading
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.
Words:
Group 1: _______________ Group 2: _____________
_______________ ______________
(sth. you can touch) (hard to show)
Table (Object Words) (Phrases only)
Word:
_doll_
Where
At home
How she learned
How she felt
What happened in the end
could spell the word in ____________ _____________
Word:
_water_
Where
How she learned
How she felt
What happened in the end
had _________ 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 :
Summary
For 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 many words 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.
Post-reading: Retelling
(Retell the text with the help of the following questions)
What problems did Helen have as a child?
Who helped her learn language? And how? (one example )
What helped her learn the word “love”? (detailed information)
What can you learn from her?
Assignment:
1. Underline some useful expressions in the text.
2. Read the article “Three Days to see” within two weeks and write about your feelings using at least 200 words.
http://azhearing.com/three-days-to-see.htm
Always remember: Never give up!
Never be discouraged by difficulties!
You are what you want to be!
第二课时学案
用所给短语的适当形式填空 be eager to, now that, uncertain about , relate to, open up
1. 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.
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。
________________________________________________________
2. be uncertain about 不确定的，不能肯定的
我拿不定注意下一步做什么.
________________________________________________________
3. a burst of understanding/anger/temper
……的突然爆发
他突然明白她所说的话的意思。
________________________________________________________
4.It was the first time Helen had understood such a complex word.这是海伦第一次明白这样一个复杂词
It is / was the + 序数词 + time + （that） ... 表示“是第……次做……”。这是一个特殊的句型， 当主句用is时，that从句应该用现在完成时；当主句用was时，that从句应该用过去完成时。还可以用This /That代替It。如：
这是你外公第一次去美国。
_________________________________________________________
这是他第一次上学迟到。
_________________________________________________________
5.be eager to do sth. 想去做某事
他渴望得到一份工作，因为他无法想象没有工作生活会是什么样。
_________________________________________________________
Task 3. Synonyms （同义词）Exe.3 P11
Task 4. Opposites （反义词）Exe.4 P11
Homework: Ex 1 P56
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