北师大版（2023） 选择性必修第二册Unit 5 Education Lesson 1 Enlightening a Mind教案（表格式）

第第页北师大版（2023）选择性必修第二册Unit5EducationLesson1EnlighteningaMind教案（表格式）Unit5Education教案设计

Lesson1板块教学设计（建议时长40分钟，教师可根据教学实际酌情调整。）

课型Reading

主题语境人与自我——生活与学习

内容分析本课介绍了老师AnneSullivan与其聋哑学生HelenKeller之间的教与学的故事。聋哑学生HelenKeller学习上存在许多局限，同时她性格固执，脾气古怪，不易相处。AnneSullivan年幼时曾遭遇视力问题，能够理解HelenKeller。AnneSullivan通过不断努力与尝试，逐渐取得较好的教学效果。文本主要描述了HelenKeller在学习“doll”、“water”、“love”、“think”四个词的过程中的心路历程和老师的教学方式。在老师的帮助下，HelenKeller的认知实现了对具体名词和对抽象名词认知的两次突破。最终AnneSullivan打开了HelenKeller认知的大门。师生间的教育学的故事展示了AnneSullivan耐心、持之以恒、有创造力等品质。也体现了HelenKeller对于学习的坚定与执着。

教学目标获取师生两人的基本信息，梳理师生对“doll”、“water”、“love”、“think”四个词的教与学的过程以及HelenKeller的心路历程；找出HelenKeller学习过程中的衔接信号词，赏析这些词汇的语言特点与功能；口头介绍Anne对于四个词汇的教学方法和Helen的学习心路历程。推断AnneSullivan和HelenKeller的人物品质并学习他们积极的生活态度。

教学重点梳理师生对“doll”、“water”、“love”、“think”四个词的教与学的过程以及HelenKeller的心路历程。口头介绍Anne对于四个词汇的教学方法和Helen的学习心路历程。

教学难点推断AnneSullivan和HelenKeller的人物品质并学习他们积极的生活态度。

教学策略交际法

TeachingcontentsProceduresPurposes

Teacher’sactivityStudents’activity

Activity1TasksSstothinkaboutandactthefollowingsituations:1.Howdoyouteachsomeonewhoisbothblindanddeaftheword“water”2.Howdoyouteachsomeonewhoisbothblindanddeaftheword“love”Studentsworkinpairs,discussthequestionsandactoutthesituations.Activatepriorknowledgeandgettoknowthedifficultyofteachingsomeonewhoisblindanddeaf.

Activity2TasksSstopredictthemainideaofthetextaccordingtothepicture,titlesandthegeneralknowledgeaboutHelenKeller.Sspredictthemainideaofthetext.Formexpectationsofthetext.

Activity3TasksSstoreadparagraphs1-2andcompletetheinformation.characteristicspersonalitiesHelenKellerAnneSullivan

Ssreadparagraphs1-2andcompletetheinformation.GettoknowthebasicinformationofAnneSullivanandHelenKeller.

Activity4TasksSstoreadtherestofthetextandanswerthequestions.1.HowmanywordsweretaughttoHelenWhatwerethey2.WhichwordswereeasiertolearnWhichweremoredifficultExplainwhy.Ssreadtherestofthetextandanswerthequestions.AcquirekeyinformationaboutthethewordsHelenlearned.

Activity5TasksSstoreadthetextagainandcompletethediagram.SsunderlinethekeyinformationabouthowAnnetaughtHelenthefourwordsandhowHelenfeltduringthelearningprocess.Presenttheteachingandlearningprocesswithamind-mapbysummarizingthescatteredinformation.

Activity6TasksSstocompletethediagramabouthowthelearningprocessaffectedHelenbychoosingfromtheexpressions.SsfocusonhowthelearningprocessaffectedHelen.ExplorehowHelenfeltduringthelearningprocesswithaflowchart.

Activity7TasksSstoreadthetextforanothertimeandanswerthequestions:1.Howmanypartscanthestorybedividedinto2.WhatiseachpartmainlyaboutDividethetextintoseveralpartsandsummarizethemainideaofeachpart.Analysethestructureofthetextandexplorethemainideaofeachpart.

Activity8TasksSstounderlinethesignalexpressionsthatconnectthedescriptionofHelen’slearningprocesses.UnderlinethesignalexpressionsthatconnectthedescriptionofHelen’slearningprocesses.Explorethetechniquesusedinthetext.

Activity9TasksSstoactouthowAnnetaughtthewordandexplainwhatimpactthelearningprocesshadonHelenwiththefollowinginstructions.WhatthewordisHowAnnetaughtHelenHelen’sreactionWhatimpactthelearningprocesshadonHelenWorkingroupsoffour.EachmemberchoosesonewordAnnetaughtHelen.ActouthowAnnetaughtthewordandexplainwhatimpactthelearningprocesshadonHelen.Consolidateandapplywhatislearnt.

Activity10TasksSstoexplorethequalitiesHelenandAnneshowedinthestory.Workingroups.Choosequalitiesfromthelistbelow.Findevidencetosupporttheopinion.TothinkcriticallyandinferHelen’sandAnne’squalities.

Activity11TasksSstoperformarole-play.WritedownquestionsthattheywouldwanttoaskAnneSullivan.Thenactoutarole-playoftheinterviewbetweenthemandAnne.Ssperformarole-play.Applywhatislearnt.

Activity12TasksSstodoaquiz.Ssdoaquiz.Consolidateandinternalizethelanguage.

Activity13T