北师大版（2019选择性必修 第二册Unit 5 Education Lesson1 Enlightening a Mind Writing看图写话教案-（表格式）

卓尼县藏族中学教学设计
学科 英语 时间 2024.4.8 班级 高二 教师
课题 Unit5 Education Lesson1 课时 2 主备人
学情 分析
学 习 目 标 1.To master the structure and main idea of the passage. 2. Lead the students to actively think and talk about the stories. 3. Develop students’ reading comprehension and analyze the textual structure as well as linguistic features of the passage .
重 难 点 重点: To master the key words usage and get the main idea of passage。 难点: To develop students’ reading comprehension and analyze the textual structure as well as linguistic features of the passage .
教 学 过 程 Step1: Warming up 1. Do a game. (1)Divide the whole class into several groups. Choose two students from each group. The first student places blindfolds over their eyes. The other student tries to teach them to read and write the words on the blackboard in a silent way. (2)Students share their feelings about the experience. And find out the ways to teach someone who is blind and deaf to read and write. 2.Talk about pictures. (1)Show some pictures about Helen Keller, her books and her tutor. (2)Encourage students to talk about these pictures and explore more information about them. Related information: Helen Keller's works: Three Days to See《假如给我三天光明》 The Song of The Stone Wall《石墙之歌》 My Religion《我的信仰》 Midstream:My Later Life《中流) Out of the Dark《走出黑暗》 Teacher: Anne Sullivan Macy: A Tribute by the Foster Child of Her Mind《我的老师:安妮·莎莉文》 The Miracle of Life(生命的奇迹》 The Story of My Life《我的生活》
3. Guess the meaning of enlightening. (1)Write the heading Enlightening a Mind on the blackboard. (2)Encourage students to guess the meaning of enlightening, then use a dictionary to check. (3)Ask students to discuss the meaning and give examples of when they had an enlightening moment in small groups. (4)Each group shares their meanings and examples of enlightening with the class. Step 2: Fast-reading 1. Prediction. (1)Tell student that they will read a text about Helen Keller. (2)Ask students what they expect to learn from the text. (3)Have students look at the picture and ask what they can see from it. (4)Inspire students to predict what will be mentioned in this text and write down their prediction. After reading, check it. 2. Read and conclude. Ask students to read paragraphs 1~2 of the story. Encourage them to discuss Helen Keller and her teacher's characteristics and personalities. Suggested answers:Helen was frustrated, stubborn and troublesome. She got angry easily when she was not understood. Anne was a superb teacher who could understand Helen's difficulties. She was sympathetic. Step 3: Careful-reading 1. Read and answer. Ask students to read the rest of the story and answer the following questions. How many words were taught to Helen What were they .Which words were easier to learn Which were more difficult Explain why. Suggested answers , *Four words were taught to Helen in the story, "doll", "water", "love" and "think", *The words "doll!" and "water" were easier to learn, because Helen could touch them. The words "love" and "think" were more difficult, because they were complex and abstract concept and couldn't be touched.
2. Read and complete. (1)Ask students to read the story again and complete the diagram. How Anne taught Helen the four words “doll”let Helen play with the doll, and then spelt the letters“D-O-L-L” on her hand“Love”she drew me closer to her and said, “It is here”， pointing to my heart; but you feel the sweetness that it pours into everything. Without love you would not be happy or want to playWaterput one of Helen's hands under the water. As the water flowed over Helen's hand, Anne spelt out “W- A-T-E-R” into Helen's other hand hand“think”touched Helen's forehead and wrote the word “think” on her hand;know that the word was the name of the process that was going on in her head.
(2) Ask students to complete the diagram about how he learning process affected Helen by choosing from the expressions. a felt hope and joy b felt puzzled c had a breakthrough d thought it was a game e got the world of words opened up to her f understood the beautiful truth of the word g knew the meaning of the word in a flash h felt it was monkey-like imitation dollwaterlovethinkd.ha.eb.fc.g
3.Choose and repeat. Ask students to share the feelings of reading by answering the following question: Have you found anything you feel moved, inspired, motivated about Helen and her tutor Step 4: Post-reading 1. Ask students to work in groups, scan the story and explore the question below. Call on groups to share their answers with the class. What qualities do you think Helen and Anne showed in the story 2. Ask students to choose from the list below. Find evidence to support their opinion. determined perseverant kind patient diligent willing creative Suggested answer: I think that Helen was determined to try to understand a word. She kept asking Anne questions so that she could understand the word " think". I think Anne was perseverant, patient and creative because she kept trying different ways and waiting for Helen to discover what words are.
3. Ask students to work in groups and explore the questions below: How is the story organized . What is a narration What are narrative writing methods What are the six elements of a narration What are the five aspects of a narration What are included in figurative language How can we write a narration Suggested answers: 1. The story is organized in time sequence. 2. Narration is the type of writing that tells an event or a series of events, such as real stories, imaginary. stories, biographies, new items, narrative poems and so on. 3.The way to narrate: in sequence of time顺叙: flashback 倒叙 narration interspersed with flashbacks/comments插叙/夹叙夹议 4.Six elements: time, place, character, event ,cause, outcome There are five aspects which should be considered by the writer: context , selection of details, organisation, point of view and purpose. 5.Figurative language: similes, metaphor, personification, hyperbole, irony. 6.Draw an outline ①introduction (when, who, what, where) ②body: first major event second part of the story third part... climax, the high point ③conclusion
Step5. Summary Summary writing. Divide students into groups based on their English level. Allow high level students to write a summary independently, Encourage middle level students to write the summary in a group of 4 or 6. Low level ones may fill in blanks below with the words from the story. When Helen was young she lost her sight and hearing. With these ①_______to her communication, Helen's behavior was often ②_________ and sometimes she was③_________,stubborn and angry with a ④_______to break things when she was not understood. Anne Sullivan was a⑤_________teacher. Anne's technique was simple and ⑥__________. . She put an object into Helen's hand and spelt out the word on her other hand. The⑦____________knowledge she taught Helen gave her hope and joy. From“doll”and “water”，Helen's knowledge and ⑧__________ expanded and this changed her ⑨__________process. As Helen grasped the key to language, she discovered more ⑩______________words. Helen now understood the beautiful truth of the word “love”. Suggested answers: severe restriction unbearable troublesome tendency superb straightforward precious vocabulary thinking complex
作 业 设 计 Complete Activity 10 on page 33 from textbook.
教 学 反 思