20111124034935_Book2Unit2LearningfromHelen-Keller.doc

学校：沙坪坝区青木关中学校 姓名：梁心 Book Unit 2 Learning From Helen KellerGetting Ready and Reading （Lesson Planning）Teaching design thoughtsThe learning material is taken from Getting ready and Reading :The Most Important Day in My Life in unit 2 of Senior English for School Students Book 2 by Chongqing University Press. By means of showing Ss real objects , watching an excerpt from the movie The miracle worker and learning the new words in context/pictures ,we can lay a good basis on the following reading task. Scanning and skimming the passage to finish True or False questions and Fill in the missing words and having a competition can help Ss to understand the passage better and develop the abilities of autonomous learning and group work. In a word, considering the reality of Ss, mastering some skills of reading, feeling the fun and success of participating, learning to overcome difficulty and love others is the main task of this period.Learning AimsLanguage KnowledgeWords: symbol fog harbor doll flush imitate stream flow awaken attack eager Expressions: shine on leadinto a great many draw water setfree long for Language SkillsUse prediction, guessing, scanning, skimming before and in readingLearning Strategiesautonomous learning and group work.Emotion and Attitude1. learn to understand and respect others2. learn to be strong and gain confidence in studying3. learn to love life ,yourself and others to live a beautiful lifeCultural SenseLearn more about foreign successful great men/womenFocuses and DifficultiesFocuses1.Words: fog harbor doll flush imitate flow eager2.Skills: scanning and skimming DifficultiesUse different methods to finish different learning tasksTeaching and Learning methodsTeaching methods1.“Communicative” teaching method2.“Audio- visual” teaching method3.“Task-based” teaching method 4.“Situational Approach” teaching method Learning strategies1) The Ss should make a full preparation before this class, find out the knotty problems of learning. 2) The Ss should help each other, learn from each other in groups and cooperate while studying.3）The Ss will take part in all the activities to communicate, express and think in English. Teaching ProcedureContentReading: The Most Important Day in My LifeTeaching aidsblackboard, multi-media computerperiodNo.1Teaching time:45 minutesTeaching StepsTeachers activityStudents activityObjective and strategyPresentationShow real objects Guess how to recognize a note as a blind person and learn about Braille alphabet调动学生已有的知识储备，为下一步做好准备；同时迅速营造课堂气氛、激发学生兴趣。Pre-reading1.Present pictures of Helen Keller2.Show famous words by Mark Twain and Helen Keller3. Show new words and phrases in context or through pictures.1.Learn about Helen Keller by words, pictures and movie2. Meet the new words for the first time in context and through pictures.作为阅读前的准备，通过实物讨论以及图片描述、预测，对学生形成刺激，激活生活经验和阅读兴趣，跟后续课文的阅读拉近距离，做好铺垫和准备。词汇的学习是为下一步做好知识准备，同时达成本课的知识目标。While-readingFast reading1.Ask the Ss to go through the text2.Guide the Ss to search for the key and useful information to finish questionsScan the text and then Judge TRUE or FAUSE训练学生快速浏览的速度,提高学生阅读能力及迅速搜索信息的能力。通过读每段的首句或尾句获取文章的大意，这是阅读的重要技能之一Careful readingAsk the Ss to read the text and complete the missing words.1. Read the text again and try to guess the meanings of unknown words from the context, pictures, examples and even pronunciation.2.Complete the missing words in the table提高辨别能力,快速检索所需信息,并能进行知识和信息转化迁移。判断练习的效果设计既做到维持学生的兴趣、强化学生的认识，也维护了学生的自尊和学习积极性。Have a competitionWork with group members in the competition进一步巩固并提高学生对文章的理解能力。通过与他人合作，培养团队和集体意识。Post-readingAsk the Ss to have a DiscussionExchange your idea about a statement: The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart.促进学生思维和口头表达能力的培养，对学生进行热爱生命和培养坚韧性格的情感教育。Summary and Assignment 1. Summarize the key points and difficulties.2.Read the text again and try to search for more information about Helen Keller on the internet and share it next period1. Try to remind yourself of the he key points and difficulties.2. Search for more information about Helen Keller on the internet and share it next period.小结本课知识，通过归纳总结突出重、难点，拓展学生能力，强化本课目标。Blackboard DesignUnit 2 Learning From Helen Keller 1. How are you? 2. Helen Keller fog harbor doll flush imitate stream flow awaken attack eagerBefore Anne Mansfield Sullivan CameAfter Anne Mansfied Sullivan CameShe was like a _ in a heavy _Simply _ what the teacher did.Didnt know where the _ wasWater _ her soul.The _ cry of the soul is all she did everyday.She got to know the _ of words.学校：沙坪坝区青木关中学校 姓名：龙 森 Book Unit 2 Learning From Helen KellerListening and Speaking（Lesson Planning）课题Book Unit 2 Learning From Helen Keller课型listening and speaking课时1 period教学时间45 minutes设计思路根据新课改理念，以培养学生自主、合作、探究的学习意识为方向，以提升学生的综合语言运用能力为目标，以“掌握知识、发展能力、培养品德”为指导思想来设计本课教学环节，在教学过程中特别突出“动耳听、动口议、动脑思、动笔写”,给学生提供参与、实践、探究、交流和合作的机会。在教学过程中，通过观看“千手观音”这个残疾人舞蹈视频，激发学生的学习兴趣，通过对多位成功残疾人的照片展示和设问，引入本课“盲人”这个主题。将练习三灵活处理为选择题，降低试题难度，以迎合学生实际。在听力练习过程中，重点培养学生听前预测能力，整体理解能力和迅速有效记录关键信息的能力。在口语训练过程中，设计角色扮演，词汇竞赛，头脑风暴等环节，安排了双人交流，小组竞赛，分组讨论等活动，充分体现学生的主体性和主动性学习原则，灵活多样地训练并提升学生的听说能力。让学生课外阅读成功残疾人的书籍，并写出摘要，体现出“听说先行，读写跟上”的原则，延伸本课学习内容，拓展学生综合能力。教学目标1. Knowledge objectives:To make the Ss master some new words and phrases: blind, invention, invent, inventor, dot, Germany, German, be made up of, guide dog, World War2. Ability objectives:1) To develop the Ss abilities of listening, speaking, reading and writing.2) To improve the Ss communication ability. 3) To train the Ss ability of working in groups. 3. Emotion objectives:1）To enable the Ss to know about the deeds of successful disabled people and learn the strong will of overcoming the difficulties from the disabled 2) To enable the Ss to learn about the difficulties of the disabled in their life, and understand how to help the disabled.教学重难点分析1.Focal points:To make the Ss master the usage of some key words, phrases and sentence pattern:blind, invention, invent, be made up of，If I were, I would2.Difficult points:1) How to make the Ss grasp the strategy of recording important information while listening.2) How to guide the Ss to find ways to help different types of disabled people by discussion. 3) How to enable the Ss to study in groups and co-operate skillfully.教法分析Teaching methods1) “Communicative” teaching method2) “Audio- visual” teaching method3) “Task-based” teaching method 4) “Situational Approach” teaching method学法分析Learning strategies3) The Ss should make a full preparation before this class, find out the knotty problems of learning. 4) The Ss should help each other, learn from each other in groups and cooperate while studying.3）The Ss will take part in all the activities to communicate, express and think in English.教具blackboard, multi-media computer, projector教 学 过 程教学活动设计教师活动学生活动设计意图Pre-listeningStep 1Warming up观看视频激发兴趣Play the short video “the Thousand-hand Kwan-yin” and ask the Ss a question: What kind of people do you know these dancers are？(They were disabled.)Watch the short video and answer questions.To bring in the topic of disability and arouse the Ss interest of studying.Step 2 Presentation欣赏图片导入主题1. Show pictures about the disabled but successful people. Meanwhile, introduce the types of disabilities.2. After the picture of Helen Keller appeared, ask the question：“Do you know the blind peoples way of life?” Enjoy pictures and know about the types of disabilities. To make the Ss know about the types of disability. To present the center topic about the blind peoples way of life.While-listeningStep 3 Listening practice听练结合提升能力Task 1 listening for main idea1. Ask the Ss to scan the exercises and predict the possible answers.2. Play the recording and let the Ss listen to catch the main idea and choose the correct answers. (将练习1与3改编为选择题) 3. Check the answers with the class.Predict enough information and finish exercise 1.To train the Ss ability of prediction and make all the Ss experience success and reinforce their confidence.Task 2 listening for details4. Let the Ss listen to the recording and finish exercise 2.5. Ask the Ss to exchange their information.6. Play the recording again and check the answers one by one.Listen to the recording and finish exercise 2.To make the Ss grasp the strategy of recording importantinformation and develop the ability of listening.Post-listeningStep 4 Free talk 角色扮演真情告白1. Give the topic to the Ss：Suppose you are disabled, how would you go on living? 2. Let some volunteers share their opinions with the whole class.Share their ideas about the topic in class.To give Ss a chance to develop the abilities of communication and innovation.Step 5 VocabularyCompetition小组竞赛合作学习1. Ask the Ss to discuss the necessary qualities that a successful disabled people have with their partners. 2. The pairs who can find the most vocabulary will be the winner.Find enough vocabulary to describe the qualities of the disabled but successful people.To make the class atmosphere more active, develop the Ss spirit of teamwork and enrich their vocabulary. Step 6Brainstorming分组讨论升华主题1. Show pictures to the Ss which are about the difficulties of the disabled. Let the Ss realize the disabled need care and love.2. Divide the whole class into groups. Ask each group to find enough realistic ways to help the disabled.Discuss and find enough realistic ways to help the disabled.To give Ss a moral and emotional lesson on caring and helping the disabled. To promote their ability of speaking and thinking.Step 7 Class closing课后延伸拓展能力1. Summarize the key words, phrases and sentences.2. Ask the Ss to read a book about a disabled but successful people and write a summary to introduce it.Write a summary to introduce the story of a disabled but successful people.To consolidate what the Ss have learned. To combine reading with writing to develop Ss ability of reading and writing.板书设计Unit 2 Learning From Helen KellerListening and speakingNew words and phrasesblind invention invent dot Germany be made up of guide dog World WarUseful expressionsspell words into sbs hand use the Braille alphabet use guide dogs use a walking-stick use hearing-aid use eye-tech glassesWhy dont you? Why not? They should What/How about？ Its better for them to If I wereI would教学后记In this lesson, I put emphasis on the improvement of the Ss abilities of listening and speaking. Videos, pictures and given situation can stimulate the Ss interest of learning. The Ss can take part in different kinds of activities, such as free talk, competition, brain-storm, so the atmosphere will be active, which can let the Ss feel the fun and success to participate and strengthen their confidence of learning English. It is a little difficult for the students to finish the free talk and the brainstorming, so they need some help. The Ss should be given enough time to read a book about a disabled but successful people and write a summary to introduce it. In a word, the Ss abilities of listening, speaking, reading and writing can be promoted after this class. 学校：沙坪坝区青木关中学校 姓名：兰祖富 Book Unit 2 Learning From Helen KellerGrammar PlanTeaching design thoughtsThis class is about grammar “Modal Verb + have done”. It is taken from unit 2 of Senior English for School Students Book 2 by Chongqing University Press. The class is designed according to the newly English coursestandard ofthe senior high school and learning habits and abilities of the students. This design stresses autonomous learning and group work. This plan uses the Inductive learning, and first ask the students to observe the pictures and analyze the dialogues and find out the usage rules of “Modal Verb + have done”. And ask the students to use the rules to solve some problems.Learning AimsLanguage KnowledgeLearn the basic usage of “Modal Verb+have done”Language SkillsMaster the usage and use “Modal Verb+have done”Emotion and Attitude1). autonomous learning；conclude the usage of “Moda Verb+have done” by analyzing the dialogues.2).Train the realization of using English and learner autonomy and group workLearning StrategiesAnalyzing and solving the problems by autonomous learning and group work.Focuses and DifficultiesFocusesThe basic usage of “Modal Verb +have done”DifficultiesThe difference between “Modal Verb +have done” expressing guess and the subjunctive mood.Teaching and Learning methodsTeaching Methods1. Situatonal Teaching Method.2. Group Discussion3. Induction4. Task-based teaching methodLearning methodsLead the individual learning and encourage pair work and conclude the rulers of grammarTeaching ProcedureContentUnit 2 GrammarTeaching Aidsa computer, a projectorClass oneTeaching time45 minutesTeaching StepsTeachers activityStudents activityDesigning goalsStep 1 RevisionRevision: Can you remember the usage of must, may, should, will, have to?The students tell the usage of must, may, should, will, have to通过复习旧知识，以便引出本节课内容Step 2Present some pictures and dialogues about can(may,must)+have doneObserve and guess what these pictures are as fast as they can. and analyze the usage of “can(may. must) + have done”让学生通过观察图片和对话，呈现并感知“情态动词+have done表示推测的用法”Step 3Present the dialogues about “can(may,must)+have done”1. A: The road is wet. What happened last night?B: It must have rained last night.2. A: Why didnt Tom come? Can he have missed the way? B: He cant have missed the way. I drew him a map.3.A: What happened to the girl? She looks very sad.B: She may/might have missed the way. A: She may/might not have passed the exam.Observe and analyze the dialogues and find the usage rules about “can (may, must) + have done”.“情态动词+have done”表推测1.can(may, must)+have done都可表示对过去发生的事情的猜测。2. must have done表示对过去某事的肯定猜测，只用于肯定句。译为：过去肯定做了某事。3. can/could have done表示对过去某事的不相信或怀疑的态度。只用于否定句和疑问句中。译为：一定不可能做过某事,可能做过吗？ 4. may/might have done表示对发生过的事情的推测，表示“过去可能做了某事”。may 比 might 表示的可能性在说话人看来稍大些。可用于肯定句或疑问句，译为：“可能已经”或“也许已经”让学生自己观察并分析对话，归纳出“情态动词+have done”的用法。并与同伴进行讨论。然后由学生来总结出下面的用法Step 4Practice1. Sorry Im late. I _ have turned off the alarm clock and gone back to sleep again. A. might B. should C. can D. will 2. We _ have proved great adventurers, but we have done the greatest march ever made in the past ten years.A. needntB. may not C. shouldnt D. mustnt3.There were already five people in the car but they managed to take me as well. It _ a comfortable journeyA. cant be B. shouldnt be C. mustnt have been D. couldnt have been4. He _ have completed his work; otherwise, he wouldnt be enjoying himself by the seaside. A. shouldB. must C. wouldnt D. cant5.I didnt see her in the meeting-room this morning. she _ at the meeting.A. mustnt have spoken B. shouldnt have spokenC. neednt have spoken D. couldnt have spoken6.She _ to the cinema, for I saw her just now. A. mustnt have gone B. may not go C. cant have gone D. neednt go让学生通过做练习，将语法规则用于实际，从而巩固和加深理解和记忆。该练习先由学生自己做，然后小组讨论。最后由学生来讲评。Step 5Present some dialogues where “Modal Verb + have done” shows guess and mood speech.1. A: I dont know why I failed in the exam again. B: You could have passed the exam, but you were too careless. 2. A: The girl have made progress recently. B: She might have made greater progress, if you had given her more chances. 3).A: Here is a doll for your daughter. B: Thank you so much. Its beautiful. But you neednt have bought it. You have bought so many for her.4).A: Why did Tom didnt pass the exam again? B: He are too lazy. He should have passd the exam.5). A: Look, Tom is crying. B: I shouldnt have been so harsh(严厉 ) on him. 6). A: Where is your book?B: I ought to have brought it, but I forgot it. 7). A: I told Tom the secret yesterday.B:You oughtnt to have told the secret to him.Observe and analyze the dialogues and find the rules about “can(may, must) + have done”情态动词+have done表示虚拟语气1. could have done 表示过去可能做而实际上未能做事，译为：本来能做2. might (不能用 may) have done 表示“过去本可以做某事却未做 ,译为：本来也许3. neednt have done 表示本不必做事而事实上做了，译为：本来不必4. should/ought to have done表示本该做而实际上没做的事，译为：本来应该5. oughtnt to/shouldnt have done 表示本不该做的事做了，译为：本来不应该让学生自己观察并分析对话，归纳出“情态动词+have done”表示虚拟语气的用法。并与同伴进行讨论。然后由学生来总结出下面的用法Step 6practice1. You _ her at the beginning, but now it is too late.A. ought to have refused B. ought to refusedC. may refuse D. neednt refuse 2. I was really anxious about you. You_ home without a word. A. mustnt leave B. shouldnt have leftC. couldnt have leftD. neednt leave3. As you worked late yesterday, you _ have come this morning.A. maynt B. cantC. mustnt D. neednt4. “I stayed at a hotel while in New York.” “Oh , did you ? You _ with Barbara.A. could have stayed B. could stay C. would stay D. must have stayed8. The flowers are dead, you _ them yesterday.A. should water B. should have wateredC. ought to water D.