鲁教版八下Unit2oneHowdoyoustudyforatest教学设计。
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Unit2oneHowdoyoustudyforatest
Part1:Teachingdesign(第一部分：教学设计)
Structures:verb＋bywithgerund
Targetlanguage:
Howdoyoustudyfortest?
Well,Istudybyworkingwithmyclassmates.
Haveyoueverstudiedwithagroup?
Yes,Ihave.I’velearnedalotthatway.
Idon’thaveapartnertopracticeEnglishwith.
MaybeyoushouldjoinanEnglishclub.
Vocabulary:flashcard,takenotes,frustrating,memorize,aloud,comma,makemistakes,pronunciation,beafraidto,Whatabout…?Whydon’tyou…?
Learningstrategies:Personalizing,Roleplaying
SectionA
Goals
●Totalkabouthowtostudy
●Toreadabouthowtostudy
Procedures
Warmingupbygreeting
Hello,everyone!
Fromnowonyouareaninthgrader.CongratulationstoyouandIwishyouagreatsuccessinyourstudies!
Todayweshalltakeupthefirstunitinthisnewterm,Unit1Howdoyoustudyforatest?
Lookattheblackboardandreadaftermethetargetlanguageforthisunit.Whenyoureadpayattentiontothestructureofthesentence.
▲Howdoyoustudyfortest?
▼Well,Istudybyworkingwithmyclassmates.
▲Haveyoueverstudiedwithagroup?
▼Yes,Ihave.I’velearnedalotthatway.
▲Idon’thaveapartnertopracticeEnglishwith.
▼MaybeyoushouldjoinanEnglishclub.
LearningtoLearnisveryimportant.Andlearningtopassatestisalsoveryimportanttoyou.
Learningcouldn’tbeeasier!
Ifyouhavenotdevelopedgoodwaysormethodstostudyforatest,talktoyourclassmatesaboutit,yourparents,ortheteacherlikemeifyouarebraveenough.Youshouldbebraveenoughtotalktoothersaboutyourproblemswithyourstudies.
NextI’dliketogiveyousomeusefulpracticaladviceaboutstudyingforatestandalsoaskyouquestionstomakeyouthinkaboutthingssuchas:
▲usingyourtimeeffectively
▲motivation
▲howtolearnyourlessonsintheninthgradeyear
▲differentmodesofteachingyoumaymeet
▲howtodevelopparticularskills,suchasnote-takinginclass
1A:Checkingthewaysyoustudy
Nextturntopage2andcheck√thewaysyoustudyforanEnglishtest.Thenaddotherwaysyouusesometimes.
■Howdoyoustudyforatest?
Istudyforatest___
Byreadingtothetape;Byunderliningtheexpressions;Byreadingbeyondthetext;Bydoingusedexampapers;Bygoingoverexercisesbooks;Bycopyingdownthetext;Bylearningthetextbyheart;Byspeakingwithclassmates
Nowraiseyourhandandreportyouraddedwaystotheclass.Iwillmakealistofalltheaddedwaysontheblackboard.
1bListeningandwriting
Listentounderstandhowthesepeopleinthepictureonpage2studyforatest.Writelettersfromthepictures.Whilelistening,payattentiontothestructuresofthesentences.
SectionA1bTapescript
Boy1:Hey,gang.There’sabigtestonTuesday.Ireallyneedsomehelp.Canyoutellmehowyoustudyforabigtest?
Voices:Sure!Yes.Surewewill.
Boy1:YoudidreallywellonthelastEnglishtest,didn’tyou,Mei?
Girl1:Yeah,IdidOK.
Boy1:Well,howdidyoustudy？
Girl1:Bymakingflashcards.
Boy1:MaybeI’lltrythat.Howdidyoustudy,Pierre?
Boy2:Byaskingtheteacherforhelp.ShewasreallyhappyIasked.
Boy1:That’sinteresting.Howdoyoustudy,Antonio?
Boy3:Iliketostudybylisteningtocassettes.ButsometimesmymotherthinksI’mlisteningtomusic.Andthenshegetsmad.
Boy1:Oh,well…
1cDoingapairwork
Nowinpairsaskyourpartnerhowheorshestudiesforatest.
A:Howdoyoustudyforatest?
B:Istudybyworkingwithagroup.
C:IstudybylisteningtoEnglish.
D.Istudybyplayinggameswithmyclassmates.
E.Istudybydoingactionssuchascoloring,matching.
F.IstudybysingingEnglishsongs.
G.Istudybywritinglettersandemails.
H.Istudybyactingoutsimpledialogues.
I.Istudybylisteningtoandunderstandingstories.
J.Istudybywritingsimplesentences.
K.Istudybyimitatingfromtherecording.
L.Istudybyspeakingoutwordsorphrases.
M.Istudybydoingsimpleroleplays.
N.Istudybyreadingandunderstandingsimplestories.
O.Istudybyusingdailyexpressions.
P.Istudybyperformingshortplays.
Q.Istudybyperformingsimplerhymes.
R.Istudybywritingsentencesforpictures.
S.Istudybywritingoutsimplepoems.
T.Istudybyreadingaloudcorrectly.
U.Istudybyplayingtextplays.
V.Istudybyworkingwithclassmates.
W.Istudybygoingoverthetextbeforeclass.
X.Istudybycopyingwordsandexpressions.
Y.Istudybylookingandsaying.
Z.Istudybyaskingothersquestions.
2aListeningandchecking
Nowlet’sgotopage3.Listentothetapeandcheckthequestionsyouask.
Whilelistening,payattentiontothestructuresofthesentences.
SectionA2a,2bTapescript
Girl1:WelcometotheEnglishclub.Todaywe’regoingtotalkaboutthebestwaystolearnEnglish.Whohasanidea?
Boy1:DoyoulearnEnglishbywatchingEnglish-languagevideos?
Girl2:No.It’stoohardtounderstandthevoices.
Boy1:WhataboutkeepingadiaryinEnglish?DoyoulearnEnglishthatway?
Girl2:Ithinkso.IthelpstowriteEnglisheveryday.
Girl3:Haveyoueverstudiedwithagroup?
Girl2:Yes,Ihave!I’velearnedalotthatway.
Girl1:Doyoueverpracticeconversationswithafriend?
Girl2:Oh,yes.Itimprovesmyspeakingskills.
Boy1:Whataboutreadingaloudtopracticepronunciation?
Girl3:Idothatsometimes.Ithinkithelps.
Boy2:Idotoo.AndIalwayslookupnewwordsinadictionary.
Girl3:That’sagreatidea!
2bListeningandmatching
Listenagainandmatcheachquestionfrom2awithananswerintheboxonpage3.
2cDoingapairwork
Nextwearegoingtomakeaconversationinpairsusingtheinformationfromactivities2aand2b.
A:Haveyoueverstudiedwithagroup?
B:Yes,Ihave.I’velearnedalotthatway.
A:HaveyoueverlearnedEnglishbywatchingvideos?
B:Yes,Ihave.I’velearnedalotthatway.
A:Haveyoueverpracticedconversationswithfriends?
B:Yes,Ihave.I’velearnedalotthatway.
A:Haveyoueverlistenedtotapes?
B:Yes,Ihave.I’velearnedalotthatway.
A:Haveyoueverreadaloudtopracticepronunciation?
B:Yes,Ihave.I’velearnedalotthatway.
3aReadingthearticleandcompletingthechart
1.Readingtothetape
Wearegoingtoreadthearticleonpage4.Firstweshallreadtothetapetogether.Thatis,westartreadingaloudastherecordergoes,andwestopreadingaloudastherecorderstops.Whilereading,let’spayenoughattentiontothepauses,thepronunciationandtheintonationofthenativereader.Makeourreadingaloudasthesameasthereader’s.
2.Readinganddividingthearticleintoparts
Nextwearegoingtoreadaloudthearticleslowlyandclearly.Wewilltrytodivideitintothoughtgroups.
3.Readingandunderlining
Weshallreadthearticleonceagain,thistime,tounderlinealltheusefulexpressionsinit.Afterschool,youaregoingtowritethemdowninyournotebook.
Thisweek/weaskedstudents/atNewStarHighSchool/aboutthebestways/tolearnmoreEnglish.Manysaid/theylearnt/byusingEnglish.Somestudentshadmorespecificsuggestions.LillianLi,forexample,said/thebestway/tolearnnewwords/wasbyreadingEnglishmagazines.Shesaidthat/memorizingthewordsofpopsongs/alsohelped/alittle.Whenweaskedaboutstudyinggrammar/shesaid,“Ineverstudygrammar.Itstooboring.”
WeiMingfeelsdifferently.HesbeenlearningEnglish/forsixyears/andreallylovesit.Hethinks/studyinggrammar/isagreatway/tolearnalanguage.Healsothinksthat/watchingEnglishmovies/isntabadway/becausehecanwatchtheactors/saythewords.Sometimes,however,hefindswatchingmovies/frustrating/becausethepeoplespeaktooquickly.
LinChangsaidthat/joiningtheEnglishclub/atschool/wasthebestway/toimproveherEnglish.Studentsgetlotsofpractice/andtheyalsohavefun.Sheaddedthat/havingconversations/withfriends/wasnothelpful/atall."Wegetexcited/aboutsomething/andthen/endupspeaking/inChinese,”shesaid.
4.Translatingandcompletingthechart
BecauseyouhavereadthisarticlemanytimesyouaregoingtotranslateitintoChinesefirstandthencompletethechartonpage4.
Whowillbethefirsttohaveatry?
WaysoflearningEnglish
Notsuccessful
OK
Successful
LillianLi
Studyinggrammar
memorizingthewordsofpopsongs
readingEnglishmagazines
WeiMing
watchingmovies
watchingEnglishmovies
studyinggrammar
LiuChang
havingconversations/withfriends
joiningtheEnglishclub
3bDoingapairwork
Silence,please!Wearegoingtohavearoleplayinpairs.Oneofthepairistobeoneofthepeoplein3a.TheotheristointerviewhimorheraboutlearningEnglish.
ZhaExcuseme,LiHong.CouldyouhelpmewithmyEnglish?
Li:Yes,please.What’sthematter?
ZhaIhavedifficultystudyinggrammar.
Li:Grammar?Ineverstudyinggrammar.IstudyEnglishmostlybymemorizingthewordsofpopsongs.
ZhaNogrammaratall?
Li:Yes,Ididstudygrammar.ButIstudyitbyreadingEnglishmagazines.Iputgrammarlearningintoreadingarticles.ThatisthebestwaytounderstandEnglishgrammar.
4Doingapairwork
Turntopage4tocheck√whatyoudotolearnEnglishinthebox.
Closingdownbyaskingandanswering—HowdidyoulearnEnglish?
＊IlistenedtoEnglishthemeveryday.
＊IreadEnglishbooksmanytimesaday.
＊IlearnedmanyEnglishsongsbyheart.
＊IsangtheEnglishsongstomyself.
＊IlearnedeverynewEnglishwordinthetext.
＊IlearnEnglishbygoingtoEnglishclasses.
＊IdoEnglishhomeworkatschool.
＊IreadEnglishtextbooksintheevening.
＊IspeakEnglishveryslowly.
＊IplaycomputergamesinEnglish.
＊IreadalotofEnglishsentencesinthemorning.
＊IdowellinclassEnglishtests.
＊IgetalotofgoodadviceonlearningEnglishfrommyteacher.
＊IdiscussEnglishproblemswithmyclassmates.
＊Ifollowtheadvicefrommyfather.
＊IlearnEnglishsoundsfromthetape.
＊IuseEnglish-Englishdictionaries.
＊IlistentorecordingsandEnglish-languageTV.
＊ItalktonativespeakerseverychanceIgot.
＊IreadbooksinEnglish,mostlynovels.
＊IlearnalotofnewwordsfromEnglishbooks.
＊Iwritemoreandmoree-mailinEnglish.
＊IuseEnglishmorethanmyfirstlanguage.
＊Mostofmyreading(websitesandbooks)isinEnglish.
SectionB
Goals
●TolistenaboutlearningEnglish
●TotalkaboutlearningEnglish
●ToreadaboutlearningEnglish
Procedures
Warmingupbyreadingtotherecording
Hello,everyone.Tobeginwith,let’slistenandreadtotherecordingofthetextHOWDOYOULEARNBEST?Thatis,readaloudtothetape,asfastasthetapegoes,asclearlyasthenativereaderreads.OK?Herewego!
MycatspeaksEnglish.
Sometimesmycatcomestomeandtellsmethatsheishungry.Orthatherleghurts.Howdoesmycattellmethesethings?Idontspeakpussy-catlanguage.
1aReadingandchecking
LearningEnglishcanbebotheasyanddifficult.Whatthingsareeasyforyou?Andwhatthingsaredifficultforyou?Nowturntopage5,readthelistonthetopandcheck√thestatementsthataretrueforyou.
1bMakingalist
Youhavereadandcheckedthestatementstrueforyou.Nowthinkandmakealistofotherthingsdifficultforyou,too.
Idon’tknowhowto…!
1.Idon’tknowhowtousecommas.
2.Idon’tknowhowtoworkwithothers.
3.Idon’tknowhowtomakeflashcards.
4.Idon’tknowhowtoreadthetextbook.
5.Idon’tknowhowtomakevocabularylists.
6.Idon’tknowhowtolistentotape.
7.Idon’tknowhowtoasktheteacherforhelp.
8.Idon’tknowhowtostudyforatest.
9.Idon’tknowhowtoworkwithagroup.
10.Idon’tknowhowtowatchEnglishvideos.
11.Idon’tknowhowtopracticeconversationswithfriends.
12.Idon’tknowhowtoreadaloudtopracticepronunciation.
13.Idon’tknowhowtolearnbyusingEnglish.
14.Idon’tknowhowtogetmorespecificsuggestions.
15.Idon’tknowhowtoreadEnglishmagazines.
16.Idon’tknowhowtolearnnewwords.
17.Idon’tknowhowtomemorizethewords.
18.Idon’tknowhowtostudyinggrammar
19.Idon’tknowhowtowatchingEnglishmovies
20.Idon’tknowhowtojoiningtheEnglishclub
21.Idon’tknowhowtoimproveherEnglish
22.Idon’tknowhowtogetlotsofpractice
13.Idon’tknowhowtoaskteachersaboutthebestwaystolearnmoreEnglish.
2aListeningandchecking
Paulisaniceboy.HeworkshardathisEnglish,butstillhasmanylearningchallenges.Nowlistentofindoutwhatchallengeshehasandcheckthemintheboxonpage5.
ChallengestoPaulatlearningEnglish
1._____can’tgetthepronunciationright.
2._____forgetalotofnewwords.
3._____can’tunderstandwhenpeopletalktome.
4._____can’tunderstandthewordsinmagazines.
5._____don’tgetmuchwritingpractices.
2bListeningandmatching
NowlistenagaintoPaultalkingabouthischallengesatlearningEnglishandmatchthemwiththesolutionslistedintheboxonpage5.Whilelistening,payattentiontothestructuresofthesentences.
Tapescript
Teacher:Youlookworried,Paul.
Boy:Iam,MsMitchell.I’mhavingtroublelearningEnglish.
Teacher:YousaidyoulikedEnglish.What’stheproblem?
Boy:Ican’tgetthepronunciationright.
Teacher:Well,listeningcanhelp.Whydon’tyouborrowtheteacher’stapes?Youcanlistentothemathomeandrepeatthesentencesthataredifficultforyou.
Boy:That’sagoodidea.Butwhataboutallthenewwords?Iforgetalotofnewwords.
Teacher:Youcanalwayswritethenewwordsinyournotebookandstudythemathome.Youcanevenstudyinthetrainonthewaytoschool.
Boy:Thatmightreallyhelp!Thanks.
Teacher:Canyouunderstandwhenpeopletalktoyou?
Boy:Well,no.Notalways.SometimesIjustdon’tunderstandwhatpeoplearesaying.
Teacher:Whydon’tyoujoinanEnglishlanguageclubtopracticespeakingEnglish?TheEnglishclubmeetsafterschoolonTuesdaysandThursdays.
Boy:MaybeI’llgo.TheonlyotherproblemIhaveisthatIdon’tgetmuchwritingpractice.
Teacher:Maybeyoushouldfindapenpal.
Boy:Thatsoundslikeafunwaytopracticewriting.Thanks,MsMitchell.
2cDoingpairwork
INpairswearegoingtoroleplayconversationsusingtheinformationfromactivities2aand2b.
Idon’thaveapartnertopracticeEnglishwith.
MaybeyoushouldjoinanEnglishlanguageclub.
Ican’tgetthepronunciationright.
Listeningcanhelp.
Iforgetalotofnewwords.
Writethenewwordsoncardsandstudythemdaily.
Ican’tunderstandwhenpeopletalktome.
YoucanjoinanEnglishclubtotalktopeoplemoreinEnglish.
Ican’tunderstandthewordsinmagazines.
Youcanlookthemupinadictionary.
Idon’tgetmuchwritingpractices.
StartwritinganEnglishdiaryeveryday.
Ireadveryslowly.
Youshouldreadtotherecordingofthetext.
Imakemistakesingrammar.
Whydon’tstudythebasicsentencepatterns
3aReadingandcutting
It’stimetoreadthetextHOWILEARNENGLISH.Nowreadandcheck(/)thesentences.
Wearegoingtoreadthetextagaintostudytheformandfunctionofallthepredicateverbs.
HowIlearnedtolearnEnglish
Lastyear/myEnglishclass/wasdifficult/forme.Firstofall,itwasnteasy/forme/tounderstandtheteacher/whenshetalkedtotheclass.Tobeginwith,shespoke/tooquickly,andIcouldntunderstandeveryword.Lateron,Irealizedthat/itdoesntmatter/ifyoudon’tunderstand/everyword.Also/Iwasafraidtospeak/inclass,because/Ithought/myclassmates/mightlaughatme.Icouldntalwaysmakecompletesentences,either.Then/IstartedtowatchEnglish-languageTV.Ithelped/alot.Ithinkthat/doinglotsoflisteningpractice/isofthesecretsofbecomingagoodlanguagelearner.Anotherthing/thatIfound/verydifficult/wasEnglishgrammar.So/Idecidedtotakelotsofgrammarnotes/ineveryclass.Then/Istartedtowritemyownoriginalsentences/usingthegrammar/(that)Iwaslearning.It’samazing/howmuch/thishelped.Now/IamenjoyinglearningEnglish/andIgotanA/thisterm.Myteacherisveryimpressed.
Nextweshallreadthetextforthethirdtimetounderlinealltheusefulexpressions.Afterclassyouaretocopythemintoyournotebook.
Allright,readthetextthefourthtimeandcircleallthesignalwords,orthelinkingwordswhichconnectalltheshortsentences.
Nowyoumayreadthestatementsintheboxonpage6followingthetext.Write“T”or“F”besideeachstatement.
3bWritingaletter
YourfriendLinFengishavingdifficultieswithherEnglish.WriteheralettertellingherhowtobecomeabetterEnglishlearner.
DearLinFeng,
Iknowitisn’teasytolearnEnglish,butIhavesomeideasthatmayhelp.Yousaidyoucouldn’tunderstandpeoplewhotalkedfast.Well,youcantrytolistenforthemostimportantwords,noteveryword.Itisdifficulttounderstandbylisteningwhatyouhavenotreadorwhatyoucan’tunderstandwellbyreading.Tolistenwellyouhavetoreadwell.SokeeponreadingEnglish.Listeningandreadingtotherecordingofthetextisveryimportant,too.Everytext,afterbeingread,shouldbelistenedtoandreadaloudtothetape.Atfirstyoumayfinditdifficulttofollowthereaderreadingaloudthetext.Don’tworry.Ifyoukeeppracticingyouwillbeabletoreadaloudasfastasthenativereaderfromthetape.AndthenyoucanunderstandpeoplewhotalkfastinEnglish.
Yours,
TaiZuo
3cWritinganarticle
YouhavebeenlearningEnglishforatleastthreeyears.Thatissuchalongtime.NowthinkaboutthethingsthathavehelpedyouthemostinlearningEnglish.Writeanarticletellingothersaboutthem.
4Doinganinterview
Nextweshalldoaninterviewingroupsoffour.AskthethreegroupmatesaboutlearningEnglish.Takenotesofwhattheysay.Tomorrowyoushallstandtotelltheclassabouttheiranswers.
Q.Whatisn’teasyaboutlearningEnglish?
A.Readingisnoteasy.
Q.Whatdoyoudoaboutthis?
A.Itrytocutthesentencesintothoughtgroups.
Q.WhatisyourfavoritewaytolearnmoreEnglish?
Ireadandreadaloudalot.Thesearethebestway.
Closingdownbysing
Toendthisperiodlet’ssinganEnglishsong.
Rain,rain,goaway,
Comeagainanotherday,
LittleJohnny
Wantstoplay.
Rain,rain,gotoSpain,
Nevershowyourfaceagain.
SELFCHECK
1.Fillingintheblank
Weshallmakeacheckonouruseofexpressionsfirst.Turntopage7andfillineachblankwiththecorrectwordgiven.Changetheformofthewordifnecessary.Thenmakeyourownsentenceswitheachword.
Completethesentences
Makeyoursentences
1.YoushouldwritedownnewEnglishwordsinavocabularylist.
Don’ttrustyourmemory.Writeitdown.
2.Ifyoudon’tknowhowtospellnewwords,lookthemupinadictionary.
Idon’tknowhowtospellyourname.
3.ThebestwaytoimproveyourEnglishistojoinanEnglishclub.
I’dliketojointheschoolfootballtea.
4.AnotherthingthathefindverydifficultwasEnglishgrammar.
IfinditeasytolearnEnglish.
5.Thiskindofpaperfeelsverysoft.
Doyoufeelcold?
2.Writinganarticle
Turntopage7andwriteanarticleaboutXuZhengusingthenotesonXuandhisessay.
XuZheng:aboyfondofEnglish
MostpeopleintheworldspeakEnglishasasecondlanguage.AndsodoesXuZheng.
YesterdayIaskedXuZhengabouthiswaystolearnEnglish.HesaidhelearnsbymakingupconversationsandspeakingtofriendsinEnglish.WhenIaskedaboutstudyingpronunciation,hesaidhespentmuchtimeonit,buthestillfoundnativespeakers’pronunciationdifficulttolearn.
Isaidtohim,“Youareacomputerstudent.WhyareyousointerestedinEnglish?”
“Englishpopularinscience.Anditispopulararoundtheworldforcomputers,”hetoldme.“Ilikewritingnotes,watchingmoviesandlisteningtopopsongs.ButIlikereadinginEnglishonlinemost,”addedhe.
XuZhengisright.Englishcanreallyhelpusunderstandmanynewthingsfromothercountries.Let’slearnfromXuZheng.Let’sbefondofEnglish,too.I
Reading:Howdowedealwithourproblems?
AsEnglishislearnedmostlythroughreadinginChina,weshallnowturntopage8tolearntoreadthearticleentitled:Howdowedealwithourproblem?
Beforereading,pleasegooverthevocabularylistforreadingonpage146.Getyourselffamiliarizedwithallthewordsandexpressionstobefoundinthearticle.
Whilereadingtrytodividethesentencesintothoughtgroupsandunderlinealltheexpressionsusefultoyou.Whileyouarereadingitforthesecondtime,trytocircleallthelinkingwordsandtrytranslatingthetextintoChinese.
Howdowedealwithourproblem?
Richorpoor,youngorold,weallhaveproblems.Andunlesswedealwithourproblems,weeasilybecomeunhappy.Worryingaboutourproblemscanaffecthowwedoatschool.Itcanalsoinfluencethewaywebehavewithourfamilies.Sohowdowedealwithourproblems?Therearemanyways.
Bylearningtoforget
Mostofushaveprobablybeenangrywithourfriends,parentsorteachers.Perhapstheysaidsomethingyoudidntlike,oryoufeltunfair.Sometimes,peoplecanstayangryforyearsaboutasmallproblem.Timegoesby,andgoodfriendshipsmaybelost.
Whenweareangry,however,weareusuallytheonesaffected.Perhapswehaveseenyoungchildrenplayingtogether.Sometimestheyhavedisagreements,anddecidenottotalktoeachother.However,thisusuallydoesnotlastforlong.Thisisanimportantlessonforus:wecansolveaproblembylearningtoforget.
Byregardingproblemsaschallenges
Manystudentsoftencomplainaboutschool.Theymightfeeltheyhavetoomuchworktodosometimes,orthinktherulesaretoostrict.Wemustlearnhowtochangethese"problems"into"challenges".Educationisanimportantpartofourdevelopment.Asyoungadults,itisourdutytotryourbesttodealwitheachchallengeinoureducationwiththehelpofourteachers.
Bythinkingofsomethingworse
Bycomparingyourselftootherpeople,youwillfindyourproblemsarenotsoterrible.ThinkaboutStephenHawking,forexample,averycleverscientist,whoregardshismanyphysicalproblemsasunimportant.Hecantwalkorevenspeak,buthehasbecomeveryfamousandsuccessful.Weareprobablyquitehealthyandsmart.Letsnotworryaboutproblems.Letsfacethechallengesinstead.
Afterreading,copytheunderlinedexpressionsintoyourPhraseBookashome.
ExpressionsfromHowdowedealwithourproblem?
richorpoor,youngorold,haveproblems,dealwithone’sproblems,becomeunhappy,worryaboutone’sproblems,dowellatschool,influencetheway,behavewellwith…,dealwithone’sproblems,beangrywith…,feelunfair,stayangryforyearsabout…,timegoesby,losegoodfriendships,see…playingtogether,havedisagreements,talktoeachother,lastforlong,animportantlessonfor…,solveaproblembylearningtoforget,regardingproblemsaschallenges,complainaboutschool,havetoomuchworktodo,therulesaretoostrict,change…into…,animportantpartofone’]sdevelopment,asyoungadults,beone’sduty,totryone’sbest,todealwith…inone’seducation,withthehelpof…,thinkingofsomethingworse,comparing…to…,findone’sproblems,thinkabout…,forexample,averycleverscientist,regards…asunimportant,becomeveryfamousandsuccessful,worryabout…,facethechallenges
Part2:TeachingResources(第二部分：教学资源)
TipsforBeginners
Youarelikeanewbaby
Babieslearntheirlanguageslowly.
Firsttheylearntolisten.
Thentheylearntotalk.
Finally,theycanreadandwrite.
ListentoEnglisheveryday
ListentoEnglishradio.
WatchEnglishTV.
GotoEnglishmovies.
Useonlinelessons.
MakeanEnglish/ESLfriend
Makeupconversations.
Practicedialogues.
Usebeginnertextbooks.
ReadEnglishstories
Startwithchildrensstorybooks.
TryESLreaders.
Readadvertisements,signsandlabels.
TryEnglishClub.comforYoungLearners.
Writedownnewwords
Startavocabulary(newword)notebook.
Writewordsinalphabeticalorder(A...B...C...).
Makeexamplesentences.
AlwaysuseanEnglish-Englishdictionaryfirst.
KeepanEnglishdiary
Startwithonesentence.
Howdoyoufeel?
Howistheweather?
Whatdidyoudotoday?
Writeanothersentencetomorrow.
VisitanEnglishspeakingcountry
LearnEnglishmorequickly.
StaywithanEnglishfamily.
Hearnativespeakerstalk.
Haveafunexperience.
相关知识
Unit2WhatshouldIdo?(新目标八下)
Unit2WhatshouldIdo?Teachinggoals:
1.Wordsphrases:keepout,loud,argue,What’swrong?football,either,except,themselves,include,etc.
2.情态动词could/should的用法。
3.Whydon’tyou…?结构表建议的运用。
4.如何谈论问题及提出建议。
5.在处理问题中学会自省与人际交往。
Importantanddifficultpoints:
1.should/could情态动词的用法。
2.如何提出建议。
Teachingaids:ataperecorder5,cards.Period1Teachingprocedures:
Step1Leadingin
1.Greetingsandfreetalk.
2.Checkthehomework.
Step2Pre-task
T:IwanttobuyanewguitarbutIdon’thaveenoughmoney.WhatshouldIdo?
Ssthinkitover,andtrytogivehis/heradvice.
WritetheiradviceontheBb.
1.Borrowone.
2.Buyasecond-handguitar.
3.Getapart-timejob.
4.Don’tbuyaguitar.
5.Waituntilnextyear.
PracticereadingtheadvicebytheSs.
导入:Inthisunitwearegoingtotalkaboutproblemspeoplehaveandlearnhowtogivethesepeopleadvice–totellpeoplewhatwethinktheyshoulddo.
Step3While-task
SBPage10,1a.
1.ReadtheinstructionstotheSs.
2.ReadtheproblemsbytheSs.
3.AskSstowritetheproblemsinthe“Serious”or“Notserious”columns.
4.Explain.
5.Talkabouttheanswerswiththeclass.Practicereading.
SBPage10,1b.
MakesuretheSsunderstandwhatshouldtheydo.Playthetapetwice.Sscircletheproblemstheyhear.Playthetapeathirdtime.Checktheanswers.
Step4Post-task
SBPage10,1c.
Lookattheproblemsinactivity1aandmakeconversations.
Step5While-task
SBPage11,2a.
1.Readtheinstructions.MakesuretheSsunderstandwhatshouldtheydo.
2.Pointtothesentencesbelow.
3.Playthetapethefirsttime.Ssonlylisten.PayattentiontoPeter’sfriend’sadvice.
4.Playthetapeagain.Sscircle“could”or“should”.
5.Correcttheanswers.
SBPage11,2b.
Readtheinstructions.PayattentiontoPeter’sanswers.Playthetapeagain.Checktheanswers.
Step7Post-task
Makeconversationswithpeterandhisfriendwiththehelpof2a2b.
Step8GrammarFocus
Reviewthegrammarbox.Sssaythequestionsandtheresponses.Explainthedifferencesbetweencould/should.
Homework:
1.Gooverthewords.
2.Myclothesareoutofstyle,whatshouldIdo?Pleasegivetheadvice.
教学后记:
Period2Teachingprocedures:
Step1Leadingin
1.Greetingandfreetalk.
2.Checkthehomework.Collectthestudents’advice.WriteitdownontheBb.
Step2Pre-task
1.Reviewthedifferencesbetween“could/should”.
2.LearnthenewwordsinPage12.
Step3While-task
SBPage12,3a.
1.Readtheinstructions.
2.ReadtheconversationsbySsorlistentothetape.Thenwrite“goodidea”“okayidea”or“badidea”.
3.Talkaboutthestudents’answers.
4.Makesurethestudentsunderstandthedialogue.Practicereading
Step4Post-task
SBPage12,3b.
1.Readtheinstructions.Pointouttheexampleconversationandasktwostudentstoreadittotheclass.
2.Useyourhead.Findsomeotherwaystogetmoneythataren’tinthebook.
3.AskSstoworkwithpartnerastheyaskforandgiveadvice.
4.Pairwork.
5.Actouttheconversationstotheclass.
Step5While-task
SBPage12,Part4.
1.Readtheinstructions.MakesuretheSsunderstandwhattheyshoulddo.
2.Tostudentsreadthedialogue.
3.Practicereading.
4.Askanotherpairtogivetheiradviceonanothertopic.
5.Pairwork.
Homework:
将下列短语或句型译为汉语
1.keepout2.outofstyle3.What’swrong?
4.callsbup5.payfor6.askforsomething
7.summercamp8.stayathome
教学后记:Period3Teachingprocedures:
Step1Leadingin
1.Greetingsandfreetalk.
2.Checkthehomework.
Step2Pre-task
SBPage13,1a.
1.Readtheinstructionstothestudents.
2.Readthesentencesandaskastudenttoreadthesentencestotheclass.
3.WriteNI,I,VIforeachstatement.
4.“Whatisimportanttoyouwhenyouchooseclothes?”Writeoneormoreoftheirstatementstotheclass.
Talkabouttheanswerswiththeclass.
Step3While-task
SBPage13,2a.
1.Readtheinstructions.MakesuretheSsunderstandwhattheyshoulddo.
2.Readthethreesentencesinthebox.Youwillbelisteningtoaradioadviceprogram.Theywillbetalkingaboutoneoftheseproblems.
3.Playthetapetwice.Sschecktheproblemtheyhear.
4.Playthetapeagain,Sscorrecttheanswers.
SBPage13,2b.
1.Readtheinstructions.MakesureSsunderstandwhattheyshouldpayattentionto.
2.Lookatthechart.Therearethreepersons,Kim,Nicole,Emilio.WhowillgiveErinsomeadvice?Whatarethey?Readeachnamefortheclass.
3.Playtherecordingagain.Sswritetheiranswers.
4.Playtherecordingagain,onesentencebyonesentence.Checktheanswers.
Step4Post-task
SBPage13,2c.
1.Pointouttheexampleinthesampledialogue.Sspracticereading.
2.Pairwork:WhatdoyouthinkErinshoulddo?
3.Sharetheirconversationswithwholeclass.
Homework:
Youleftyourhomeworkathome,whatshouldyoudo?Pleasegiveyouradvice.
教学后记:
Period4Teachingprocedures:
Step1Leadingin
1.Greetingsfreetalk.
2.Checkthehomework:Ileftmyhomeworkathome,whatshouldIdo?Sharesomestudents’advice.
Step2While-task
SBPage14,3a.
1.Scanthisletter,underlinetheproblem.
2.Readtheletteragain,tickoutthenewwords.
3.Explainsomething:
except=but除…之外（不包括在内）
besides除…之外（包括在内）
Allthestudentswenttotheparkexcepthim.
LucyandLilywillcometothepartybesidesme.
findout=learned了解到find找到
Ijustfindoutthereisadancetomorrow.
4.Listentotherecording.Sspracticereading.
SBPage14,3b.
1.Pairwork:Givesomeadvicetothelonelykidin3a.
2.Supposeyou’reMary.Writethelettersonyourown.
3.Readtheletterstotheclass.
SBPage14,Part4.
1.Readtheprobleminthebox.
2.Twostudentsreadthedialogue.
3.Pairwork:Thinkthemoverandgiveyouradvice.
4.Groupwork:Seewhichclassmatehasthebestadvice.
Step3Post-task
SBPage15,Selfcheck.
1.Fillintheblankswiththewordsgiven.Trytomakeyourownsentenceswiththewords.
2.ReadthelettertoAuntChen’sadvicecolumnandthenwritesomeadvice.
Homework:
What’syourproblem?Pleasewriteyourownlettertoanadvicecolumn.
教学后记:
Period5Teachingprocedures:
Step1Leadingin
1.Greetingsandfree-talk.
2.Checkthehomework:Readtheletteroutintheclass,theotherSsgivetheiradvice.
Step2Pre-task
1.Whatafter-schoolactivitiescanyouthinkof.Writewhatyoudoandwhatyoudon’tdo.
2.SBPage16,1b.Readthewordsandguessthemeaning.iftherearesomenewwordsinthebox,lookupinthedictionary.
Step3While-task
SBPage16.
1.Readthepassagequicklyandgetthemainidea.
2.Listentotherecording.Circlethewordsintheboxin1b.
3.Explainsomething:
busyenough
It’stimeforsth.
the+姓s:夫妇/一家
SBPage17,3a.
1.Readthesestatements.
2.Pairwork:Numbereachpair1-5aroundtheclass.Askeachpairtodiscussonlythequestionwiththeirnumber.
3.Afterawhile.Allpairswiththesamenumberfromagroupandcompareideas.
4.Afterfiveminutes.Eachgroupreporttheirideastotheclass.
Homework:
1.Writefoursentencesusingoneofthewordsfrom1bineachsentence.
2.Areyouoryourfriendsunderpressure?Doasurveytofindout.
教学后记:
人教版八下Unit8Whydon′tyougetherascarf?教学设计
教案课件是老师上课中很重要的一个课件，大家应该在准备教案课件了。对教案课件的工作进行一个详细的计划，新的工作才会更顺利！有多少经典范文是适合教案课件呢？急您所急，小编为朋友们了收集和编辑了“人教版八下Unit8Whydon′tyougetherascarf?教学设计”，供您参考，希望能够帮助到大家。
Unit8Whydon′tyougetherascarf?SectionA（1）课型任务型教学课时第一课时教学目标知识与能力：掌握新单词suggestion、comment、album、peronal…等，以及expensive、cheap、boring等形容词,学会句型：WhatshouldIgetLiza？/HowaboutaCD?No,that′stooexpensive.培养学生运用Whydon′tyou…?/Howabout…?/Whynot…?等句型来表达个人建议或看法的能力。运用“expensive、borng、cheap、personal”来比较物体品质不同的能力。过程与方法：采用图片展示，情景创设，对比说明，交际运用等方法，从而实现语言目标。情感态度与价值观：结合所学内容培养学生了解生活，深入生活，热爱生活的意识和精神。使学生在讨论礼物的过程中，理解体会关爱别人或被人关爱的快乐与幸福。教学策略：采用互动交流，合作讨论的思路，充分发挥学生的积极主动性和参与性。重点：单词suggestion、comment、album...句型：WhatshouldIgetLisa?HowaboutaCD?No,that′stooexpensive.难点；正确运用形容词比较物品品质，并能发表自己的建议。教学过程教学内容师生活动Step1DesigningContexts创设情景：Taskone任务一：让同学们展示一下自己曾收到的礼物，并说说喜欢吗，为什么？Tasktwo任务二：出示一些图片scarf、tennisball、dictionary、CD、camera、bicycleGreetingeachother调动学生的积极性，激发学习兴趣。引导学习一些物品的词汇及有关物品的词。Doyoulikeit?Why?课件出示图让学生帮忙为妈妈准备礼物激发学生兴趣。师生共同看有关购物的课件。导语：NextSundayismymother′sbirthday.WhatshouldIgetmymotherforherbirther?Canyouhelpmeorgoshoppingwithme?Step2Steppingintonewmaterials1a卡通画由学生讨论“物品的品质”然后按其品质把物品分类。1b听力训练1c说话训练WhatshouldIget…for…?What/Howabout…?Whynot…?等句型结构，及物品品质方面的比较。教师板书：“WhatshouldIgetmymotherforherbirthday?”教师用简笔画画出T－shirt、skaters、pen等几个物品，用它们和书中的几个单词练习图中句型。比较物品品质不同将1a的词分类。加深对描述物品品质的形容词的理解。PPairwork先结合1a的卡通图练习对话，然后用其他物品名词练习此句型。Step3Puttingintopractise2a、2bListen.Ineachconversationaboutgift,whoisthepersonshoppingforandwritethesuggestionsandcomments.Taskthree任务三Thinkofafriendwhoishavingabirthdaysoon.ThendiscusswithyourpartnerwhattogetthispersonTaskfour任务四特别的礼物送给特别的人Mothers′DayandFathers′Dayarecoming,whatshouldyougetyourmomanddadfortheirdays?Step4BringyournewideaTaskfive任务五：当参谋学生把自己的建议填在表格中，然后小组进行讨论，看谁的建议更合理。For16-year-oldgirlFor10-year-oldboySuggestion1Comment1Suggestion2Comment2完成任务所需的语言结构：1.How/Whataboutabook/…?2.Whydon’tyoubuy/get…?3.Whynotbuy/get…?4.That’stooexpensive/personal.5.They’retoocheap/notinterestingenough.6.Goodidea!/Great!/OK…I’llgetit/them.Step5Gettinganimprovement.Tasksix任务6:WhenNewYearcomes,maybeyou’llbuysomethingforyourparentsorfriends.Whatareyougoingtobuy?PleasemakeaplanforNewYear’sgifts.任务所需语言结构：I’llgetsomebodysomethingforNewYear.Because…Idon’twanttoget…for…Becauseit’s…GiftsformyfamilyandfriendsPeopleGiftsCommentsMygrandmaAsweaterShelikesthingsthatarebeautiful.Heroldsweaterisn’tbeautifulenough.
P2听2a、2b的听力材料，完成不同任务。为2c的说话训练作准备大屏幕出示全班同学的生日记录。几人一组编对话并进行表演。J在活动中教育学生关心父母、孝敬父母。TTeacher:Iwanttospend100yuantobuysomeNewYear’spresentsfora16-year-oldgirlanda10-year-oldboy.WhatdoyouthinkIshouldyet?Andtellmeyourreasons.每每位同学设想二种可参考礼物，并简单写出自己的理由。在小组提出建议，供大家讨论，看谁的意见最合理。小组派一名代表，陈述自己的建议和理由。教师听取意见后决定购买何种礼物，并感谢大家的建议。哩哩哩哩啦啦啦啦老师给每一位同学发一张如上的表格，在格中写出自己计划购买的礼物及购买理由。在小组陈述自己购买新年礼物的计划。选出代表在全班面前陈述，达到大家互相学习的目的。通过活动让学生体会关爱别人的幸福感受，体会付出自己的爱心收获快乐。力量o和板书设计：Unit8Whydon′tyougetherascarf?SectionA(1)WhatshouldIget…for…?SuggestioncommentWhat/Howaboutalbum?ToopersonalWhydon’tyouget…?NotspecialenoughWhynot?Notcreativeenough
人教版语文八下再塑生命教学设计
教案课件是每个老师工作中上课需要准备的东西，是认真规划好自己教案课件的时候了。此时就可以对教案课件的工作做个简单的计划，新的工作才会如鱼得水！适合教案课件的范文有多少呢？小编特地为大家精心收集和整理了“人教版语文八下再塑生命教学设计”，供您参考，希望能够帮助到大家。
课题
再塑生命
教学目标
知识与能力
理清文章思路，整体把握全文结构。
过程与方法
运用阅读加品味重点语句的方法。
情感、态度与价值观
体会作者热爱生活，对待生命的积极态度。
教学重点
理清结构，全面把握文章内容。
教学难点
文章文笔优美，充满诗情画意。
教学准备
教学挂图、多媒体课件、学生作业本
教学课时
三课时
教学流程（第一课时）
教学环节
教师活动
学生活动
设计意图
预习
1．给下列加点字注音。搓捻(cuo1nian3)繁衍(yan3)迁徙(xi3)觅食(mi)惭愧(kui4)譬如(pi4)栖息(qi1)小憩(qi4)遨游(ao2)花团锦簇(cu4)冥思遐想(xia2)
2．解释下列词语。
企盼：盼望。
繁衍：逐渐增多或增广。
迁徙：迁移。
花团锦簇：形容五彩缤纷、十分华丽的形象。
美不胜收：美好的东西太多，一时接受不完(看不过来)。
不可名状：不能够用语言形容。名，说出。
期期艾艾：形容口吃。
小心翼翼：形容举动十分谨慎。一点不敢疏忽。
学生结合课文理解并掌握补充注释
导入
同学们，你们看了钢铁是怎样炼成的以后，对作者奥斯特洛夫斯基在保卫祖国和建设祖国的革命斗争中致残以后，又能写出鼓舞了数代人的名著而感慨不已。你们是否知道大洋彼岸的美国有一位世界著名盲人女作家、教育家?她就是海伦·凯勒。
教师运用多媒体，展示海伦·凯勒的风貌，投影显示作者事迹简介。
海伦·凯勒(1880～1968)，美国著名女作家、教育家、社会活动家。她生于亚拉巴马州，在波士顿柏金斯盲人学校莎莉文老师的协助下。她学会了阅读、写作，还学会了说话，上了大学，并且成为有名的教育家和社会活动家。
1900年，海伦进入拉德克利夫学院学习。并于1904年荣誉毕业。当年她和她的老师莎莉文合著的海伦的自传我的一生(又译我生活的故事))发表，即引起轰动，成为著名的英文名著。
学生了解
阅读课文．整体感知
明确：
这篇课文选编自假如给我三天光明一书，原是互有联系又相对独立的三篇文章：再塑生命亲近自然关于“爱”的含义合在一起编成课文，并用空行使其自然分为三部分。课文的主线十分清晰，写莎莉文老师“对我启示世间真理，给我深切的爱”。
学生自主讨论
学生自主阅读
围绕下面问题，小组讨论，共同解决问题。
1．海伦·凯勒在什么时间，怎样认识了安妮·莎莉文老师?这位老师对她有什么影响?
2．莎莉文老师是怎样教育“我”认识具体事物的?
3．莎莉文老师又是如何让“我”认识、了解大自然的?
4．莎莉文老师又是怎样逐步引导“我”认识“爱”的?
学生默读课文，讨论交流。
明确：
第l题，1887年3月3日的下午，正值美好的春天。海伦·凯勒从母亲的手势以及家人匆匆忙忙的样子，猜想一定有什么不寻常的事情要发生。她站在台阶上等待。后来，“一个陌生人握住了我的手，把我紧紧地抱在怀中。我似乎能感觉得到，她就是那个来对我启示世间的真理，给我深切的爱的人——安妮·莎莉文老师。”
第2题，文中写莎莉文老师教我认识事物的文字很多，如莎莉文作为一个陌生人第一次搂抱我，有意识地给我玩具，教我拼写洋娃娃“doll”。还教我学会了拼写“针”(pin)、“杯子”(cup)以及“坐”(sit)、“站”(stand)、“行”(walk)这些词。特别具体写了一件事，莎莉文老师让我一只手接触水流，在我另一只手手心里写出“水”这个字，使我终于领悟到“水”这个字就是我手上流过的清凉而奇妙的东西。从此，海伦·凯勒开始大量认识具体事物。
第3题，莎莉文老师把我带到大自然中，运用我的触觉、嗅觉，以及学到的词汇，让我在头脑中形成特有的形象。有一次，莎莉文老师让我坐在树上等候她回去取午餐，突然天气变化，暴风雨来临，在最危急的时刻，老师来了，扶我下来。这件事使我懂得了大自然不总是对人微笑，给人仁慈。
第4题，莎莉文老师用的是情感体验法。通过情感体验和对各种不同事物的对比，使海伦从中去感受。
如：“莎莉文小姐用一只胳膊轻轻地搂着我，在我手上拼写出了‘我爱海伦’几个字。…‘莎莉文老师把我搂得更紧了，用手指着我的心说：‘爱在这里。…“这时，我突然明白了，这个字原来指的是脑子里正在进行的过程。这是我第一次领悟到抽象的概念。”“刹那间，我明白了其中的道理——我感觉到有无数无形的线条正穿梭在我和其他人的心灵中间。”
五、朗读训练
课文第二部分写得非常优美，简直是一首散文诗，充分表现了作者热爱生活、热爱大自然、敢于体察的性格和精神追求。
教师可让学生朗读、点读，甚至有选择地背诵。
小组讨论，共同解决问题。
朗读训练
课文第二部分写得非常优美，简直是一首散文诗，充分表现了作者热爱生活、热爱大自然、敢于体察的性格和精神追求。
学生朗读
小结
本文是美国教育家，盲聋哑作家海伦·凯勒的作品。这篇课文，既表现了一位富有爱心的老师莎莉文高超的教育艺术，同时也展示了一个盲聋哑女孩的精神追求。学习这篇课文，我们在向莎莉文老师投去敬佩目光的同时，也为这位聋哑女孩好学敏思、坚韧不拔、热爱生活的精神品格所感动。同时文章文笔优美，充满诗情画意。
师生共同小结
布置作业
1．研讨与练习一。
2．选用课时作业优化设计。
学习结合课文学习完成练习。
教学后记
课题
5．再塑生命
教学目标
知识与能力
理清文章思路，整体把握全文结构。
过程与方法
运用阅读加品味重点语句的方法。
情感、态度与价值观
体会作者热爱生活，对待生命的积极态度。
教学重点
理清结构，全面把握文章内容。
教学难点
文章文笔优美，充满诗情画意。
教学准备
教学挂图、多媒体课件、学生作业本
教学课时
二课时
教学流程（第二、三课时）
教学环节
教师活动
学生活动
设计意图
学生自主阅读
围绕下面问题，小组讨论，共同解决问题。
1．海伦·凯勒在什么时间，怎样认识了安妮·莎莉文老师?这位老师对她有什么影响?
2．莎莉文老师是怎样教育“我”认识具体事物的?
3．莎莉文老师又是如何让“我”认识、了解大自然的?
4．莎莉文老师又是怎样逐步引导“我”认识“爱”的?
学生默读课文，讨论交流。
明确：
第l题，1887年3月3日的下午，正值美好的春天。海伦·凯勒从母亲的手势以及家人匆匆忙忙的样子，猜想一定有什么不寻常的事情要发生。她站在台阶上等待。后来，“一个陌生人握住了我的手，把我紧紧地抱在怀中。我似乎能感觉得到，她就是那个来对我启示世间的真理，给我深切的爱的人——安妮·莎莉文老师。”
第2题，文中写莎莉文老师教我认识事物的文字很多，如莎莉文作为一个陌生人第一次搂抱我，有意识地给我玩具，教我拼写洋娃娃“doll”。还教我学会了拼写“针”(pin)、“杯子”(cup)以及“坐”(sit)、“站”(stand)、“行”(walk)这些词。特别具体写了一件事，莎莉文老师让我一只手接触水流，在我另一只手手心里写出“水”这个字，使我终于领悟到“水”这个字就是我手上流过的清凉而奇妙的东西。从此，海伦·凯勒开始大量认识具体事物。
第3题，莎莉文老师把我带到大自然中，运用我的触觉、嗅觉，以及学到的词汇，让我在头脑中形成特有的形象。有一次，莎莉文老师让我坐在树上等候她回去取午餐，突然天气变化，暴风雨来临，在最危急的时刻，老师来了，扶我下来。这件事使我懂得了大自然不总是对人微笑，给人仁慈。
第4题，莎莉文老师用的是情感体验法。通过情感体验和对各种不同事物的对比，使海伦从中去感受。
如：“莎莉文小姐用一只胳膊轻轻地搂着我，在我手上拼写出了‘我爱海伦’几个字。…‘莎莉文老师把我搂得更紧了，用手指着我的心说：‘爱在这里。…“这时，我突然明白了，这个字原来指的是脑子里正在进行的过程。这是我第一次领悟到抽象的概念。”“刹那间，我明白了其中的道理——我感觉到有无数无形的线条正穿梭在我和其他人的心灵中间。”
五、朗读训练
课文第二部分写得非常优美，简直是一首散文诗，充分表现了作者热爱生活、热爱大自然、敢于体察的性格和精神追求。
教师可让学生朗读、点读，甚至有选择地背诵。
小组讨论，共同解决问题。
朗读训练
课文第二部分写得非常优美，简直是一首散文诗，充分表现了作者热爱生活、热爱大自然、敢于体察的性格和精神追求。
学生朗读
小结
本文是美国教育家，盲聋哑作家海伦·凯勒的作品。这篇课文，既表现了一位富有爱心的老师莎莉文高超的教育艺术，同时也展示了一个盲聋哑女孩的精神追求。学习这篇课文，我们在向莎莉文老师投去敬佩目光的同时，也为这位聋哑女孩好学敏思、坚韧不拔、热爱生活的精神品格所感动。同时文章文笔优美，充满诗情画意。
师生共同小结
布置作业
1．研讨与练习一。
2．选用课时作业优化设计。
结合课文学习完成练习。
再塑生命
给我光明、快乐、自由
沙莉文老师让我回到自然，理解自然莫为我再塑生命
教我懂得什么是爱
教学后记：学生能被课文中真挚的爱所感动。
