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Lesson 3 Life Stories

Teaching Aims:

① Learn some useful reading strategy: predicting, general idea, and working out the meaning of important words from the context.

② Learn to retell a story according to time order

③ Accumulate some synonyms and antonyms

Teaching important and difficult points

①.   Learn some useful reading strategy

②.   Retell a story according to time order

Teaching procedures:

Ⅰ. Warming up

Task1: Look at the picture and talk something about Helen Keller

Task2: Talk about some famous people and their events

Ⅱ. Pre-reading

Introduction about Helen Keller

Helen Keller (June 27, 1880 - June 1, 1968), was an author, lecturer, and humanitarian whose unusual life and dedicated 献身的 work had an  international influence on the lives of the disabled (残疾人). She became blind and deaf at the age of 19 months through a damaging brain fever and  could communicate only through hysterical 歇斯底里 laughter or violent tantrums 发怒. But, with the help of her teacher Anne Mansfield Sullivan,  Keller learned to read barilla盲文 and to write by using a special typewriter. Bibliography自传: Keller, Helen, the Story of My Life and Teacher (1955); Waite, H. E., Valiant Companions: Helen Keller and Anne Sullivan Macy (1959);

Ⅲ. Reading

Task 1: Reading strategy (1)

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.

Reading strategy (2)

   Read the text to get the general idea. Ignore words you don’t know.

Read the text again. Try to work out the meaning of important new words. Use a dictionary if you can’t.

   Read any comprehensive questions and try to think of possible answers. Then find answers to questions in the text.

Task 2: read the text and answer the following questions:

1. How was Helen Keller different from other children?

2. Why was her teacher so important to her?

3. How did she learn new words?

4. Why did she feel happy when she understood the meaning of the word “water”?

5. Why was the word “love” so difficult for Helen to understand?

6. Why did she think that love might be the sun?

7. How did she learn the word “think”?

8. What do the words “love” and “think” have in common?

Task 3: retell the story according to the clues

Can you figure out the whole process of Helen’s learning?

Some of the clues are given here:

① getting to know Sullivan …getting

② to know some words which can be touched…

③.   the mystery of language was revealed to her …

④.   getting to understand some abstract words.

Ⅳ. Post-reading

Discussion:

What kind of teacher do you think Anne Sullivan is?

Try to use as many adjective words as you can:

Ⅴ. Language points:

1.feel +名词， 感到某事情感或触摸到某物。

He felt no shame and no regret .

Feel = adj.  感觉到怎样. 摸上去如何

Feel lonely

The cloth feels very soft .

2. only 引导的状语从句如放在句前， 后面的句子要部分倒装。

Only by changing the way we live can we save the earth .

3. reveal

1)      展现,显露出Little by little he revealed his ambitions.渐渐地,他暴露出他的野心。

2) 揭示, 揭露; 暴露; 泄露

He revealed the secret by accident.他不小心泄漏了这个秘密。

Further investigation revealed that he was guilty.进一步侦查表明他是有罪的。

Ⅵ. Homework

教学反思
　　我认为本节课有以下几个亮点:
　　1.英语课程改革中一个迫切的任务是培养学生自主、合作与探究的学习方式,让学生成为学习的主人,使学生的主体意识、能动性和创造性不断得到发展。引导学生积极地自主学习和交流是英语课的灵魂。自主学习不等于放任自流,而是教师要为学生创造独立自主学习的条件。这节课通过看图,直观地将课文内容以图片形式展现出来,培养了学生的语言交际能力和自主学习能力,充分调动了他们的积极性和创造性,使他们对英语产生了兴趣,并体现了“以学生为本”的教学理念。
　　2.通过课件中的实用图片,让信息的载容量更大。本节课设计为导入、个人探究、互动交流和讨论等环节,我充分发挥课件的优势,使学生在学习过程中兴趣更加浓厚,积极自主探究,讨论问题热烈,课堂气氛活跃。
　　3.在整个教学过程中,改变了以往单纯的说教。在这个教学过程中,我通过图片、暗示、引导、与学生交流等方法,为学生创设“内化”的平台。从不同的角度为学生开辟了不同的认识途径,达到教育和德育的双重目的。例如,在引导学生时,使学生逐步认识到急救的重要性、急救对病人的重要性、以及每天处在救死扶伤中的医生的伟大。这样的教育会让教学收到更加良好的效果。
　　我认为本节课有以下几点不足:
　　1.课上应适时地给学生以肯定和鼓励。教师常用well done, good,great等简单的话语会给学生带来很大的勇气和信心。对于英语表达能力差的学生,教师要持宽容态度,对于他们回答得不正确的问题,要在适当时候加以纠正。
　　2.在使用课件时,有的学生只是对课件上的一些图片信息感兴趣,而忽略了对知识点和课文内容的把握。此外,细节与细节之间缺乏密切联系,不能使教学过程顺畅自然。
　　总之,教师应及时总结经验,养成教学反思的习惯。只有这样不断地学习、探索、反思,才能领悟英语教学的真谛,把自己的教学水平提高到一个新的境界和高度。