Unit2LearningfromHelenKellerReading教案3

Unit 2 Learning from Helen KellerPart One: Teaching Design (第一部分：教学设计)Period 1: A sample plan for readingAimsLearn the story of Helen KellerEnlarge vocabulary by knowing more words in different parts of speech.Practice using modal verbs+have donePractice giving suggestions.Write an outline of ones life story. ProceduresI. Getting Ready 1. Introduction Boys and girls, this morning well take up Unit 2 in which well learn the story of Helen Keller. Now let me introduce this great woman for you.Helen Keller was born in Alabama in 1880 When she was twenty months old， she got an illness After her illness Helen became deaf and blind. Her parents did not know what to doWhen Helen was seven years old， her parents got her a special teacher Her name was Miss Anne Sullivan Miss Sullivan worked with Helen all day She took Helens hand and spelled a word in her hand Helen soon learned to say what she wanted in this wayIn 1900 Helen entered Radcliffe College Miss Sullivan sat next to Helen in class She spelled all the words into Helens hand Miss Sullivan also read to Helen all the time At that time there were only a few books for the blind These were Braille books They had a special alphabet made with dots that blind people could read with their fingers Helen graduated from Radcliffe with honorsHelen wrote several books The most famous ones are The Story of My Life and Midstream： My Later Life She also wrote magazine articles and spoke all over the country It was not easy to understand her Miss Sullivan repeated what Helen said Helen spoke about the deaf and blind People everywhere became interested Helen became a symbol of new hope for the deaf and blind2. Learn about the Braille alphabetLouis Braille, who became blind from an accident at age 3, developed the Braille System to help teach blind children to read and write. The system of letters, numbers, and punctuation marks consists of six raised points or dots used in 63 possible combinations. II. Pre-reading1. Match the pictures with the sentences A. In June 1904, Helen graduated from Radcliffe with honours. B. On March 3, 1887, Anne began teaching Helen. C. The documentary Helen Keller in Her Story won the Oscar for Best Feature-length Documentary Film at the 1955 Academy Awards D. On April 5, 1887, Helen grasped the purpose of language beside a water pump.2. IntroductionAnne Sullivan安妮苏利文是美国著名的残障教育家，她因作为海伦凯勒的老师而出名，她们二人终生维持着亦师亦友的关系。Anne Mansfield Sullivan (1866-1936), was a teacher best known as the instructor and companion of Helen Keller. Sullivan was born in Feeding Hills, Massachusetts. She had visual (视力的) problems as a child and in 1880 became a student at the Perkins Institute for the Blind in Boston (now Perkins School for the Blind in Watertown, Massachusetts). For a while at Perkins, she roomed with Laura Bridgman, the first deaf-blind person to be educated in the United States. In 1881 and 1887, Sullivan underwent surgery (手术) that restored most of her vision. In 1887, Sullivan went to Tuscumbia, to become the private teacher of Helen Keller. In 1900, she accompanied Helen to Radcliffe College and spent four years there translating lectures for Helen by manual (用手的) communication. In 1905, Sullivan married John Macy, then an editor and a Harvard University instructor. Sullivan Macy and Keller were lifelong companions who lived, worked, and traveled together.By 1935, Sullivan Macy became completely blind just 1 year before her death. She died at age 70, with Keller holding her hand.Find a word or phrase from the text that matches each of the following meaning.3. Speaking task: Miss Anne Sullivan spelled the words into Helens hand. Think of other ways to help blind people to Learn. Work in groups and give suggestions.You may use the following expressions.Remind the students to use the following expressions for giving and asking for opinions: spell words into sbs hand use the Braille alphabet use guide dogs use a walking-stick use hearing-aids use eye-tech glassesWhy dont you? Why not .? They should What/How about ? Its better for them to If I were, I would A sample dialogue: A: Look! There comes a blind man.B: I think we should help him.A: How can we help him?B: Its better for us to ask him where he want to go first.A: Yes, lets go.III. Reading1. Read the text quickly and choose the best answer.1). Miss Sullivan was Helens _. A. mother B. teacher C. student D. friend2). Choose the right order according to the text.a. Helen imitated Sullivan.b. Helen felt like a ship in a heavy fog.c. Helen was eager to learn.d. Miss Sullivan came.e. Helen suddenly knew that everything has a name.A. bcdae B. dabecC. bdaec D. bdeac 2. Listening and scanning for detail information_ 1. Helen likes the ship in a heavy fog._ 2. Miss Sullivan spelled “d-o-l-l” into Helens hand and Helen suddenly understand._ 3. At first, Helen just imitated the spelling of words without understanding them._ 4. Helen realized that everything has a name after her teacher had been with her for several weeks._ 5. While water flowed over one of Helens Hands, Miss Sullivan spelled the word “water” into her other hand.3. Questions for further understandingBefore Sullivan came After Sullivan camea ship in a heavy fogno lightdidnt know everything has a name didnt know the mystery of language4. Discuss the following questions 1）Why did Helen say “I was like a ship in a heavy fog, and had no way of knowing where the harbor was.” in paragraph 1?2) How do you understand “light” in the first paragraph? 3) What did Helen mean by saying “That living word awakened my soul, give it light, hope, joy and set it free!” in Para 3?4) In Para 4, Helen wrote “Everything had a name, and each name gave birth to a new thought.” Whats your understanding of “a new thoughts”?5).Read the last sentence of the text and share your understanding of Helens feeling with your partners. Read the passage on p16 first.5. Read the text aloud and then retell the story with the following words.like a ship in a heavy fog Miss Sullivan cameimitated suddenly knew eager to learnPeriod 2: A sample plan for Learning about LanguageAimsTo help students learn about attributive clause introduced by when, where, why, and prep.+ which/ whomTo help students discover and learn to use some useful words and expressionsTo help students discover and learn to use some useful structuresProceduresI. Warming upWarming up by discovering useful the ruleTurn to page 18 and read the dialogues. II. Learning about grammar1. Reading and thinkingModal verbs + have doneExplanationsExample sentencesmust have doneBelieving what happened in the past is the case (used only in positive sentences)It must have rained last night.can/could have done indicating that something was a possibility in the past , though it did not actually happen (negative or interrogative sentences)-Where is John? Can he have gone to the playground?-No, he cant have gone to the playground. It is raining.may/might have doneSuggesting that it is possible that something happened or was true (used only in positive/ negative sentences)They might have mistaken you.should/shouldnt have doneindicating that something did not / did happen, but the speaker wishes it had (not) happened.You should have done your homework first.neednt have doneindicating that it is not necessary for sb. to do sth, though he / she did it.You neednt have watered the plant. It rained last night.2. PractiseTurn to page 19. Do Ex. 1. 2.33. Closing down by doing a quizChoose the best answer:1). The woman biologist stayed in Africa studying wild animals for 13 years before she returned. Oh, dear! She _ a lot of difficulties! (05 江苏卷) A. may go through B. might go throughC. ought to have gone through D. must have gone through2). I have lost one of my gloves. I _ it somewhere. （05 北京春季）A. must drop B. must have dropped C. must be dropping D. must have been dropped 3). Mr. White _ at 8:30 for the meeting, but he didnt show up. （04 广西） A. should have arrived B. should arriveC. should have had arrived D. should be arriving4). He paid for a seat, when he _ have entered free. （05 山东卷）A. could B. would C. must D. need5). Tom is never late for work. Why is he absent today? Something _ to him. (05 江西卷) A. must happen B. should have happened C. could have happened D. must have happened6). I _ have been more than six years old when the accident happened. (05 天津卷)A. shouldnt B. couldnt C. mustnt D. needntPeriod 3: A sample lesson plan for Using Language AimsTo help students read the passage THE Most Important Day in My LifeTo help students to use the language by reading, listening, speaking and writingProceduresI. Warming up and listeningSo far we have read a story about Helen Keller. Do you remember how she learned words and some other things.Turn to page 20. Read the questions and choose the best answer after listening.Discuss the questions in Ex. 4.II. Guided reading1. Reading and answering questionsAs we know, the most important day in Helen Kellers life was the one on which her teacher, Anne Mansfield, came to her. Turn to Page 14, read the passage quickly and find out: Who is Anne Mansfield?2. Reading and doing exercises Read the passage again and do the exercise on Page 16-17.3. Task (a text dialogue)Retell the storyIII. Guided writing 1. Retell the story in the name of Helen Keller according to the following outline. The life story of Helen Keller -Born: 27 June 1880/ full sight and hearing-Birthplace: Tuscumbia, Alabama-Illness: Caught scarlet fever at 19 months/ deaf and blind-Early education: Anne Sullivan lived with the Kellers/very strict with Hellen.Anne spelled words into Helens palm-Further education:1888-attended Perkins Institute for the blind1896-enter the Cambridge School for young ladies.1900-gained admission to Radcliffe College.1904-graduated from Radcliffe as the first deaf-blind person to earn a bachelor of Arts degree.-Died: 1 June 1968, at age 88.-Best known as: World famous activist, lecturer, author and Educator who was blind and deaf. The author of The Story of My Life.Founder and promoter of the American Foundation for the Blind 2.Here are some useful linking wordsat first as a result of afterwards in spite of in addition in fact at last therefore whats more 3. Write an outline of your own life story by following the example in Task 1. My life story -Born: -Birthplace: -Early education: -Further education:-Be good at :-Achievements: IV. Further reading 1. Finding informationGo to the library to read or get online to search for more information on Helen Keller. Take notes of your finding and do an oral presentation next period. 2. Writing a description Write a description of Helen Keller using the information you have found.V. Closing down by sharing Share your letter with your partners and make necessary changes.Share your letter with the class by reading it aloud.Part 2: Teaching resources（第二部分：教学资源） Section 1: An introduction of Helen Keller Helen Keller at the age of 19 months,(not quite 2 years old) was a happy, healthy child. She was already saying a few words. Then she had a high fever which caused her to become deaf and blind. No longer could she see nor hear. She felt lost. She would hang on to her mothers skirt to get around. She would feel of peoples hands to try to find out what they were doing. She learned to do many things this way. She learned to milk a cow and knead the bread dough.She could recognize people by feeling of their faces or their clothes.She made up signs with her hands so she could talk to her family. She had 60 different signs. If she wanted bread, she pretended to be cutting a loaf. If she wanted ice cream, she would hug her shoulders and shiver. Helen was a very bright child. She became very frustrated because she couldnt talk. She became very angry and began to throw temper tantrums. The family knew they had to do something to help her.They found a teacher named Anne Sullivan. Miss Sullivan herself had been blind, but had an operation and regained her sight. She understood what Helen was feeling.She taught Helen the signs for the letters of the alphabet. Then she would spell the words in Helens hand to communicate with her.One day Anne led Helen to the water pump and pumped water on her hand. She spelled the letters W-A-T-E-R as the water ran over Helens hand. She did this over and over again. At last it dawned on Helen that the word water meant the water which she felt pouring over her hand. This opened up a whole new world for her. She ran everywhere asking Anne the name of different things and Anne would spell the words in her hand. This was the key which unlocked the world for her. She eventually stopped having the tantrums. Anne taught her for years. Helen learned to read Braille. This was a system of raised dots representing letters. A blind person could read by feeling of the dots.When she went to college, her teacher Anne went with her and tapped out the words of the instructors into her students hand. Section 2: Words and expressions 1. Before she came, I was like a ship in a heavy fog1）like: prep. (介词) 像，如They _ _ brothers and sisters 他们就像兄弟姐妹一样。 Dick acts _ a gentleman. 迪克的举止如同绅士。2）(与look, sound等连用) 好像是It _ _ rain.好像要下雨了。 3）(与feel连用) 想要I dont _ _ dancing now. 我现在不想跳舞。 4）.as与like比较like prep. 像一样。后接 _。Therobotcantwork_man. 机器人不能像人一样干活。as conj. 像一样。后接 _。Alltheplantsandanimalsneedairjust_ theyneedwater.就像需要水一样，所有的动植物都需要空气。 as prep. _Letmespeaktoyou_ afather让我以父亲的地位对你说说。2. and had no way of knowing where the harbour was.1) 短语作定语（的方法） the way of doing sth the way to do sth定语从句 (方式状语) the way( in which / that/不填) 练习： There is no way _ solving the problem. 没有解决这个问题的办法。2. Slowly, man found ways _ keep their mind calm. 慢慢地，人类找到了让自己心灵平静的方法。3. I dont like the way _ he speaks to us. A. in that B. which C. x D. of which 3. and the light of love shone on me that very day. very可用作_, 有“真正的,正是的, 十足的”等意。例如: You are the very person I want to see. 你_我要见的人。 I will do it this very afternoon. 我_在今天下午办这件事。 He is a very fool. 他是个_傻瓜。4. When I finally succeeded in making the letters correctlysucceed in doing 做成了某事The Chinese scientists succeeded in sending up a spacecraft onto the moon.中国科学家成功地将一艘飞船送上了月球。fail to do 没能做成The spy failed to copy the secret paper and was caught and hanged. 间谍没能窃取机密文件，被抓住，绞死了。练习：The police _ the murderer. A. succeeded to catch B. failed catchingC. succeeded caught D. failed to catch5. In the following days I learned to spell in this uncomprehending way a great many words, among them a great many = many many, 后加 _。也可说成 a _ many。_ _ _ students nowadays depend too much on their teachers.现在很多学生太依靠老师。如果后面跟_或名词前有_ (the/ my ), 要用 a great many of 。_ _ _ _ the watchers are idle men.旁观者中的大部分都是闲人。_ _ _ _ them wont listen to the teacher. 他们中的很多都不愿听老师的话。- 11 -