北師大版（2023） 選擇性必修第二冊Unit 5 Education Lesson 1 Enlightening a Mind教案（表格式）

第第頁北師大版（2023）選擇性必修第二冊Unit5EducationLesson1EnlighteningaMind教案（表格式）Unit5Education教案設計

Lesson1板塊教學設計（建議時長40分鐘，教師可根據(jù)教學實際酌情調(diào)整。）

課型Reading

主題語境人與自我——生活與學習

內(nèi)容分析本課介紹了老師AnneSullivan與其聾啞學生HelenKeller之間的教與學的故事。聾啞學生HelenKeller學習上存在許多局限，同時她性格固執(zhí)，脾氣古怪，不易相處。AnneSullivan年幼時曾遭遇視力問題，能夠理解HelenKeller。AnneSullivan通過不斷努力與嘗試，逐漸取得較好的教學效果。文本主要描述了HelenKeller在學習“doll”、“water”、“l(fā)ove”、“think”四個詞的過程中的心路歷程和老師的教學方式。在老師的幫助下，HelenKeller的認知實現(xiàn)了對具體名詞和對抽象名詞認知的兩次突破。最終AnneSullivan打開了HelenKeller認知的大門。師生間的教育學的故事展示了AnneSullivan耐心、持之以恒、有創(chuàng)造力等品質(zhì)。也體現(xiàn)了HelenKeller對于學習的堅定與執(zhí)著。

教學目標獲取師生兩人的基本信息，梳理師生對“doll”、“water”、“l(fā)ove”、“think”四個詞的教與學的過程以及HelenKeller的心路歷程；找出HelenKeller學習過程中的銜接信號詞，賞析這些詞匯的語言特點與功能；口頭介紹Anne對于四個詞匯的教學方法和Helen的學習心路歷程。推斷AnneSullivan和HelenKeller的人物品質(zhì)并學習他們積極的生活態(tài)度。

教學重點梳理師生對“doll”、“water”、“l(fā)ove”、“think”四個詞的教與學的過程以及HelenKeller的心路歷程?？陬^介紹Anne對于四個詞匯的教學方法和Helen的學習心路歷程。

教學難點推斷AnneSullivan和HelenKeller的人物品質(zhì)并學習他們積極的生活態(tài)度。

教學策略交際法

TeachingcontentsProceduresPurposes

Teacher’sactivityStudents’activity

Activity1TasksSstothinkaboutandactthefollowingsituations:1.Howdoyouteachsomeonewhoisbothblindanddeaftheword“water”2.Howdoyouteachsomeonewhoisbothblindanddeaftheword“l(fā)ove”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