Unit 5 Education Lesson 1 教案 高中英語新北師大版選擇性必修第二冊（2022~2023學年）

1、Unit 5 EducationLesson 1 Enlightening a Mind教學設計科 目： 英語 課題：Lesson 1 Enlightening a Mind課時：1課時教學目標與核心素養(yǎng)：知識目標：Students can learn some new words and expressions and present participle.能力 目標：Students can have a further understanding of the passage.情感 目標：Students can think individually and learn cooperat

2、ively.教學重難點教學重點： How to learn the new words and expressions and present participle.教學難點： How to make students have a better understanding of the passage.課前準備：多媒體，黑板，粉筆教學過程：一、Pre-readingGreetingLeading-inACTIVATE AND SHARE教師活動：(1)學生活動。Think of some possible ways to teach someone who is blind to read

3、and write.Then think of ways to teach someone who is both blind and deaf to read and write.While- readingREAD AND EXPLORE.學生活動:Pair WorkRead paragraphs 1-2 of the story. Discuss Helen Keller and her teachefs characteristics and personalities.(Helen was frustrated, stubborn and troublesome. She got a

4、ngry easily when she was not understood.Anne was a superb teacher who could understand Helens difficulties. She was sympathetic.).學生活動：閱讀文章，回答下列問題。Read the rest of the story. Answer the questions.How many words were taught to Helen? What were they?(Four words were taught to Helen in the story: doll,

5、 water，love and think”.)Which words were easier to learn? Which were more difficult? Explain why.(The words ndollH and water were easier to learn, because Helen could touch them. The words “l(fā)ove and think” were more difficult, because they were complex and abstract concept and couldnt be touched.)學生

6、活動：完成表格。Complete the diagram.For the word dollAnneFor the word waterAnneFor the word loveHelen thought at first it was the sweetness of flowers but later. “You cannot touch loveFor the word think”When Helen was trying to solve a difficult problem, Anne. In a flash, Helen. (Suggested answers:let Hele

7、n play with the doll, and then spelt the letters D-O-L-L” on her handput one of Helen*s hands under the water. As the water flowed over Helens hand, Anne spelt out W-A-T-E-R into Helens other handshe drew me closer to her and said, It is here*, pointing to my heart; but you feel the sweetness that i

8、t pours into everything. Without love you would not be happy or want to playtouched Helens forehead and wrote the word think on her hand; knew that the word was the name of the process that was going on in her head)學生活動：完成表格。Complete the diagram about how the learning process affected Helen by choos

9、ing from the expressions.felt hope and joyfelt puzzledhad a breakthroughthought it was a gamegot the world of words opened up to herunderstood the beautiful truth of the wordknew the meaning of the word in a flashfelt it was monkey-like imitation(Answers:dollthought it was a gameh. felt it was monke

10、y-like imitation watera. felt hope and joygot the world of words opened up to herloveb. felt puzzledunderstood the beautiful truth of the wordthinkc. had a breakthroughknew the meaning of the word in a flash)三、After-reading.學生活動：Group Work.Each member chooses one word. Tell the rest of the group how

11、 Anne taught the word and what impact the learning process had on Helen.(Suggested answer:When Anne taught Helen the word “doll，she let Helen play with the doll, and then spelt the letters nD-O-L-L on her hand. For Helen, she thought it was a game and felt it was money-like imitation.).學生活動：完成練習。How

12、 many parts can the story be divided into? What is each part mainly about?Underline the signal expressions that connect the description of Helens learning processes.(Suggested answer:The story can be divided into two parts. Para 1 and 2 are the first part and the other paragraphs belong to the secon

13、d part.Part 1 talks about some basic information and personalities of Helen and her teacher Anne. Part 2 is about the description of Helens learning process.When they initially did this, Helen thought it was a game.Now that Helen grasped the key to language, she was eager to.As Helens knowledge and

14、vocabulary expanded, she asked.).學生活動：Group Work.What qualities do you think Helen and Anne showed in the story? Choose from the list below. Find evidence to support your opinion, determined perseverant kind patient diligent willing creativeSuggested answer:I think that Helen was determined to try t

15、o 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.).學生活動：完成練習。Fill in the blanks with the words from the story.When

16、 Helen was young she lost her sight and hearing. With these 1 to her communication, Helen*s behaviour was often 2 and sometimes she was 3, stubborn and angrywith a 4 to break things when she was not understood. Anne Sullivan was a 5teacher. Annes technique was simple and 6. She put an object into He

17、lens hand and spelt out the word on her other hand. The 7 knowledge she taught Helen gave her hope and joy. From doll”and water”，Helens knowledge and 8 expanded and this changed her 9 process.As Helen grasped the key to language, she discovered more 10words. Helen now understood the beautiful truth

18、of the word “l(fā)ove”.(Answers:1 restrictions 2 unbearable 3 troublesome 4 tendency 5 superb6 straightforward 7 precious 8 vocabulary 9 thinking 10 abstract)四、FOCUS ON LANGUAGE: HAVE/ GET SOMETHING DONEFind a sentence or part of a sentence in the text which uses have/ get something done and means the f

19、ollowing: 1. She could not do anything for herself.A great teacher was suggested to Helens parents.A new world of language opened up to her.(Answers:She needed to have everything done for her.Helens parents got a superb teacher recommended to them.She got the world of words opened up to her.)Complet

20、e the sentences using have / get something done and the cues in the brackets. Were going to (a video of the wedding/ make) have a video of the wedding made.1 dont know whats wrong with my tyres. Ill (them/ check).Ill (the washing machine/ repair)soon.Many years ago Pauline (portrait / paint)by a wel

21、l-known painter.(you ever/ voice/ record)?(you/ face/ make up)with face paint when you were a kid? (Answers:have them checkedhave the washing machine repairedhad his portrait paintedHave you ever had your voice recordedDid you have your face made up)EXPRESS YOURSELF學生活動：Pair WorkWrite down questions

22、 that you would want to ask Anne Sullivan. Then act out a role-play of the interview between you and Anne.(Suggested answers:What kind of person do you think you are?What special experience did you have that helped you relate to Helens difficulties?How did you teach Helen at the very first time?What

23、 teaching processes did Helen and you experience?Did you think it was difficult?Were there any meaningful stories you would like to share with us during your teaching process?Student A (Jenny): Welcome to our Studio Channel. I am your host Jenny. Today, we are quite honored to inviteAnne Sullivan to

24、 be together with us and share some of her stories. Welcome you Anne.Student B (Anne): Thank you Jenny. I am so happy to be here today.)語法：現(xiàn)在分詞做賓語補足語現(xiàn)在分詞做賓語補足語時常用于以下4種情況：.位于感官動詞后，如 see, hear, feel, smell, watch, find, notice 等。We saw the teacher doing the experiment.我們看到老師在做實驗。I heard someone knocki

25、ng at the door.我聽到有人在敲門。.位于使役動詞后，如have, keep, get等。Dont have the students studying all day.不要讓學生整天學習。注意：以上兩種結構“感官動詞+賓語+賓語補足語”和“使役動詞+賓語+賓語補足語”可變?yōu)楸粍有问健e was seen lying on the ground.有人發(fā)現(xiàn)他躺在地上。He was kept waiting for a long time in the cold wind.有人讓他在寒風中等了很長時間。注意：現(xiàn)在分詞和不定式做賓語補足語的區(qū)別：(1)在感官動詞后，現(xiàn)在分詞做賓語補足語

26、表示動作正在進行；不帶to的不定式做賓語補足語表示動 作已完成。He saw her working in the garden.他看見她在花園里干活。He saw her enter the room.他看見她走進了房間。(2)在使役動詞get, have后,have sb./ sth. doing表動作的持續(xù),get sb./ sth. doing表示“使某人/某物 開始行動起來”，側(cè)重動作的開始；get sb.to do sth./have sb.do sth,側(cè)重動作的結果。Mother had me go to the store and buy some salt.母親讓我去商店買

27、些鹽。I can*t get him to stop smoking. He won*t listen to me.我無法讓他戒煙，他不會聽我話的。The teacher had the student cleaning the playground the whole afternoon.老師讓這個學生整個下午都在清掃操場。I cant get the car starting.我不能把車發(fā)動起來。注意，現(xiàn)在分詞有時用被動形式做賓語補足語，結構為“動詞+賓語+beingdone”。I saw him being carried away on a stretcher.我看見他被人用擔架抬走了。.用于with復合結構中。With so many people looking at her, she felt nervous.這么多人看著她，她感到