外研版-英语-六年级上册-6A Module8 Unit1教案(第1课时)
《英语》(新标准)(三年级起使用)第七册Module 8
Unit 1 Looking at Photos.
学习任务：
Do you often play with dolls?
功能：
谈论行为习惯和喜好.
1.热身复习
1）有节奏的颂唱上一单元的儿歌。
2）听写上一单元的单词。
2. 导入：
带领学生温习一下“often”的意思。
在黑板上写出星期一到星期天的单词．一边说句子一边在相应位置上打钩：“I watch TV on Friday, Saturday and Sunday. I often watch TV.”
告诉学生：在今天的课文中，我们要了解到Amy和Lingling的一些爱好和习惯。
大家要注意她们使用的语言。
学习过后，大家要针对同学们平时经常做的事情做一个调查。
3. 课文教学
1）学习新词，并用新词造句。
帮助学生了解新词的含义，及实际运用。
2）使用录音呈现SB活动l的内容。
请学生看动画．听一听Amy和Lingling之间的对话。
听完第一遍后，老师可以提出一些问题，让学生带着问题听第二遍录音，例如: “How
ma ny pho
tos are there in the story? What can you see in them?” 听完第二遍后，老师再次提出问题: “Does Amy often play with dolls/read stories/clean her room?”听第三遍时，可以让学生边听边跟读，在课文中找出 “often”并划出来，同时试着找出问题的答案。
听过三遍录音后，可以带领学生完成AB 练习1，通过练习帮助他们理解故事内容。
在完成AB 练习1的基础上让学生以小组为单位完成练习2和练习3。
完成练习3时，可以先请几位学生起立向全班提问，其他学生回答。
然后，让学生两人一组进行问答。
请学生看SB 活动2中的图，试着说出它们分别代表代表什么行为。
学生应该能够说出如下词组: play with dolls ，read books ，clean room 。
请学生两人一组试着使用这些词组展开对话，然后听录音跟读。
老师可以根据课文提问: “Does Amy ／Lingling often
play with dolls ／read books ／dean her room?”请单个学生起立回答。
4. 活动一：
利用课件出示以下表格：
1） 让学生讨论该表格。
2） 教师依据该表说一些句子，让学生看图判断正误。
3） 教师就该表提问，让学生在回答时体会频率副词的使用方法。
Mon. Tue. Wed. Thu. Fri. Sat. Sun. Learning √ √ √ √ √ √ √ Swimming √ √ √ √ √ Play computer game √ √ Watch TV
5. 活动二：
现在很多学生利用业余时间学有一技之长。
让他们说说自己平时学习的习惯。
如：
I often have English l essons at 8 o’clock on Sunday.
接着请另一位同学以第三人称重复该同学的发言。
如：
She often have English lessons at 8 o’clock on Sunday.
6. 课后作业：
1）抄写课后单词；每天听磁带20分钟；
2）完成练习册上这一单元的作业。
3）利用课余时间和自己的同伴和好友等就自己平时的爱好进行对话，以此增进同学之间的相互了解。
下节课上课前，老师可以邀请一些学生上前介绍自己同伴的日常活动和爱好。
六年级上册英语教案-Module8Unit1Doyouoftenplaywithdolls外研三起
六年级上册英语教案 Module 8 Unit 1 Do you often play withdolls 外研三起教学内容本课为外研三起六年级上册英语第8模块第1单元，主题为“Do you often play with dolls”。
教学内容包括日常活动词汇，如“play with dolls”，“watch TV”，“play football”等，以及一般现在时态的问答句型。
教学目标1. 学生能够理解并运用一般现在时态询问和描述日常活动。
2. 学生能够正确使用本课所学的日常活动词汇。
3. 学生能够通过听、说、读、写的活动，提高英语语言运用能力。
教学难点1. 学生对一般现在时态的问答句型的掌握。
2. 学生对日常活动词汇的记忆和应用。
教具学具准备1. 课本。
2. 多媒体设备。
3. 词汇卡片。
4. 小组活动手册。
教学过程导入利用图片或实物，引导学生复习之前学过的日常活动词汇。
通过问答游戏，激发学生对本课主题的兴趣。
新课展示通过PPT或实物展示，教授本课的新词汇。
利用问答句型，展示一般现在时态的用法。
小组活动学生分组，用本课的词汇和句型进行问答练习。
教师巡回指导，纠正发音和语法错误。
课堂练习学生完成课本上的练习题。
教师选取部分学生的答案进行讲解和点评。
学生用自己的话复述本课的重点内容。
板书设计1. Module 8 Unit 1 Do you often play with dolls2. 词汇列表：play with dolls, watch TV, play football,3. 句型展示：Do you often ? Yes, I do./No, I don't.作业设计1. 完成课本练习题。
2. 用本课的词汇和句型编写一段对话。
3. 收集并整理其他日常活动的词汇。
课后反思教师应关注学生对新词汇的记忆和应用情况。
通过课后作业和课堂练习，教师可以了解学生对本课内容的掌握程度。
教师应根据学生的反馈，调整教学方法和进度，以提高教学效果。
外研版(三起点)小学六年级英语上册Module8_Unit1_优秀优课教案
Module8 Unit1 教学设计Do you often play with dolls?一、教学目标1、知识目标：学习认读功能句Do you often play with dolls? Do you often clean your room? Not really. Not very often.的理解与运用。
2、技能目标：能够听懂会说本模块句型，能灵活运用功能句谈论习惯爱好，部分学生能正确运用人称与动词写几个表达自己和他人爱好的句子。
3、情感目标：在主动参与集体活动中分享交谈与学习的乐趣。
二、教学重难点：Do you often...?的答语。
三、教学过程Step1: GreetingT: Good morning, boys and girls. S: Good morning, Ms Yan.T: Nice to meet you. S: Nice to meet you too.T: ok, children, please stand up, let’s sing a song together.孩子们唱：“walking, walking, walking”并配上动作。
T: wonderful, sit down, please. I love you all, a big heart for you. 随着老师展示评价方式, 贴一个心的卡片至黑板。
Step2: Lead-in1、T: Look at this word.(歌曲中的单词）------stop. 用手势和单词卡片来教读孩子们认识新单词。
并表扬，点赞。
2、T: Now, let’s play a memory game. See the video and remember.老师播放关于生活中和学习中动词短语视频。
看完后让孩子们说出动词短语。
再次播放关于运动和娱乐的动词短语，同样方式说出短语并表扬。
PPT课件中最后呈现拍照的短语：take photos.3、T: Look here. I love taking photos. Boys and girls, show me your pose. Say “cheese”.老师拿出拍立得相机给孩子们拍照。
Module8Unit1Doyouoftenplaywithdolls(教学设计)外研版英语六年级上
Module 8 Unit1 Do you often play with dolls教学设计一、教材分析：本节课是外研版小学英语六年级上册的第八模块的第一单元。
本单元主要围绕着“Do you often play with dolls?”这一话题展开，通过学习询问和回答关于玩具的频率的问题，培养学生的听、说、读、写的能力，同时也帮助学生扩展词汇量和提高语言表达能力。
二、教学目标：1. 学会运用频率副词询问和回答关于玩具的频率。
2. 能够用简单的句子描述自己和他人的玩具使用频率。
3. 通过对话和练习，提高学生的听、说、读、写的能力。
4. 培养学生的合作意识和团队合作能力。
三、教学重点和教学难点：教学重点：1. 学会使用频率副词询问和回答关于玩具的频率。
2. 提高学生的听、说、读、写的能力。
教学难点：1. 运用频率副词正确询问和回答关于玩具的频率。
2. 提高学生的语言表达能力和口语交际能力。
四、学情分析：学生是小学六年级的学生，他们已经具备一定的英语基础，能够简单地进行英语对话和阅读。
他们对玩具这一话题感兴趣，但在表达自己的意见和观点时可能存在一定的困难。
因此，本节课需要通过多种形式的练习和活动激发学生的学习兴趣，提高他们的参与度。
五、教学过程：Step 1: WarmupGreet the students and review the previous lesson briefly.Show some pictures of different toys and ask the students if they like playing with these toys. Encourage them to express their preferences using sentences like "I like playing with dolls" or "I don't like playing with toy cars."Step 2: PresentationIntroduce the target sentence: "Do you often play with dolls?" Write it on the board and explain the meaning to the students.Teach the frequency adverbs: always, usually, often, sometimes, rarely, never. Write them on the board and explain their meanings and usage.Use examples to demonstrate how to form questions and answers using the target sentence and frequency adverbs. For example:Teacher: Do you often play with dolls?Student: Yes, I often play with dolls.Practice the target sentence and frequency adverbs with the whole class. Ask individual students questions using the target sentence and encourage them to answer using the frequency adverbs. For example:Teacher: Do you always play with toy cars?Student: No, I rarely play with toy cars.Step 3: PracticeDivide the class into pairs or small groups.Give each group a set of picture cards depicting different toys.Instruct the students to take turns asking and answering questions about the frequency of playing with each toy. For example:Student A: Do you often play with toy cars?Student B: No, I sometimes play with toy cars.Monitor the students' conversations and provide assistance if needed.After the practice, ask some groups to share their findings with the whole class. For example, ask a student from each group to report on the toy they oftenplay with and the toy they rarely play with.Step 4: ConsolidationPlay a game called "Toy Survey." Give each student a survey sheet with questions about toy preferences and frequency of playing with different toys.Instruct the students to walk around the classroom and ask their classmates the survey questions. They should record their classmates' answers on the survey sheet. After the survey, ask some students to share their findings with the whole class. For example, ask a few students to share the toy that is most popular among their classmates and the toy that is least popular. Step 5: WrapupReview the target sentence and frequency adverbs with the whole class. Ask some students to provide examples using the target sentence and frequency adverbs.Summarize the main points of the lesson and provide feedback on the students' performance. Praise their efforts and improvements.Assign relevant exercises from the textbook or workbook for homework.例子：Warmup: Show pictures of different toys, such as dolls, toy cars, action figures, and stuffed animals. Ask the students, "Do you like playing with dolls?" Encourage them to answer using plete sentences, such as "Yes, I like playing with dolls" or "No, I don't like playing with dolls because I prefer toy cars."Presentation: Write the target sentence "Do you often play with dolls?" on the board. Explain its meaning and emphasize the use of the frequency adverb "often." Give an example dialogue:Teacher: Do you often play with dolls?Student: Yes, I often play with dolls.Practice: Divide the class into pairs. Give each pair a set of picture cards depicting different toys. Instruct the students to ask and answer questions about the frequency of playing with each toy. For example: Student A: Do you usually play with toy cars?Student B: No, I rarely play with toy cars.Consolidation: Play the "Toy Survey" game. Give each student a survey sheet with questions about toy preferences and frequency of playing with different toys. Instruct the students to walk around theclassroom and ask their classmates the survey questions. Afterward, ask some students to share their findings with the whole class. For example:Student: According to the survey, most of my classmates often play with stuffed animals, and very few of them never play with action figures.Wrapup: Review the target sentence and frequency adverbs. Ask the students to create their own sentences using the target sentence and frequency adverbs. For example, "Do you always play with toy cars?" or "I sometimes play with dolls, but I usually play with action figures."六、板书设计：Do you often play with dolls?always usually often sometimes rarely never七、教学反思：本节课通过引入频率副词，教授了有关玩具频率的表达方式。
【六年级】外研版英语六上MODULE8Unit1Lookingatphotosword教案2篇
【关键字】六年级外研版六年级英语上册教案Module 8 Unit 1 Looking at Photos教学内容：Unit one Looking at Photos学习任务：Do you often play with dolls?功能：谈论行为习惯和喜好教学程序：1．WarmerHave the students look at activity 1. They should number the pictures1, 2,and 3 respectively. Make sure they do this very lightly in pencil so that they can erase it later.Now tell the students that you are you are going to say things about the story and they have to say which pictures you are talking about.2. Listen, point and find ‘often”.Have the students close their books.Tell the students that you are going to play the tape and stop after each utterance. The students have to tell you who the speaker was: Lingling or Amy.No w play the tape a second time and tell the students to call out ‘stop’ each time they hear the word ‘often’.3. Ask and answer.Get two pieces of large paper.On one piece write ‘very often’ and on the other piece write ‘not very often’.Put the pieces of paper on the walls around the classroom.Now tell the students that you are going to ask them questions and they have to point to the relevant responses.Example: T: do you often go to see films?Ss:(point to the response that is relevant for them)T: do you often play computer games?Ss (point to the response that is relevant for them)4. homework: read the text板书设计：Unit one Looking at PhotosDo you often play with dolls?Do you often go to see films?Do you often play computer games?教学札记：Learning and EnjoyingModule 8 Unit 1 Looking at Photos.预习提纲只看课文插图，听录音一遍。
外研版(一起)六年级英语上册教案Module8Unit1(1)
MODULE 8Unit 1 Do you often tidy your room?
学科
英语
班级
六年级
单元
Module 8
课题
Do you often tidy your room?
磨教材
教材简析
玲玲想知道艾米在干什么，艾米告诉她自己在整理房间。玲玲发现艾米的书橱比较乱就主动帮她一起整理，收拾完后两人高兴地一起读书。
教学目标
能力目标：用一般现在时态对日常行为进行问答。
知识目标：四会单词tidy bookshelf week often room stories story
四会句子：Do you often tidy your room? Nories to my little brother.
2.预习（Preview）
板书课题，引出词组tidy your room,告诉学生tidy可以当动词用，意思是整理、收
磨
教
学
过
程
拾；也可以当形容词用，意思是整齐的、整洁的。带领学生朗读该词组，然后教师进行提问。T: Do you often tidy your room? S：Yes, I do. / No, I don’t.对于做肯定回答的学生，教师予以表扬。并告诉学生，在日常生活中要养成良好的习惯。今天我们就去Amy家看看Amy和Lingling有哪些好习惯值得我们学习。
⑵看书听录音，回答下列问题。
①What is Amy doing?
②What can’t Amy find in her room?
③Does she often tidy her bookshelf？
④What will Lingling do for Amy?
外研版-英语-六年级上册-6A Module1 Unit1教案(第1课时)
Module 1 unit 1 The Great WallTeaching materials：Book 7 Module 1 Unit 1 The Great WallTeaching aims:1. Be able to master words: more, postcard(s), thousand, kilometer(s), million.2. Be able to understand and use:Tell me more about…It’s a picture of…How long/big is it? It’s about …It’s got …3. Be able to understand conversations and describe different places and things.4. Be able to love their hometown and our country.5. Be able to cooperate with each other.Key points: To learn to describe things and different places.Difficult points: How to describe by using numbers.Teaching aids ：The multi-Media , word cards , key sentence structures cards, postcards. Teaching steps：Step 1: Warming up and lead-in.1．Warming up:T: This is the first time I come to Xiamen, Xiamen is really beautiful, people are very good, so I want to make lots of friends here, do you want to be my friend? OK , I am Sara. Please say Hello to me.(Teacher encourages students by using body language)2．Lead-in:T: Do you want to be my friends? please introduce yourself first!S: (Encourage stude nts try to say) My name’s… I’m…T: (ask another) What’s your hobby?....T: Do you want to know more about me?My hobby is collecting postcards. Look, here is my postcards book, they are very beautiful. (Show the word ‘postcard’ and ‘postcards’.)Step 2: Look and say.1．Presentation :①ShowingT: Look at the screen. They are all postcards, this is a picture of panda, look at this one, it’s a picture of …(Introduce the postcards on the screen)②New words and sentences.Are they beautiful? Now, let’s play a guessing game.T: (Take one postcard) please guess what it is about?It’s a kind of animal, it’s fat and lovely. It has got a … what is it(describe the panda) S:( Guess) It’s a…T: Yes, It’s a picture of a panda (Lead to say ‘It’s a picture of…’.)Tell me more about the panda, ok? (Show the word ‘more’, and sentence ‘Tell me more…’ . )S: (Lead the student to say some more about panda, and then give the postcard to him.) It is for you!T: (Take another postcard of the Changjiang River ) It is a river in China, it is very long…(Describe the Changjiang River)S: It’s a picture of …( Lead to answer with ‘It’s a picture of …)T: Tell me more about The Changjiang River. How long is it? .( Show the sentence ‘How long is it?’)Look at the screen, I have some answers here, which one is right?Show the word card ‘thousand’ and ‘kilometre’.Then lead to say and choose one answer. Check the answer.T: The last picture, it is a big city in China, it is in the north, it’s very cold in winter… (Describe Harbin)S: It’s a picture of…T: Tell me more about Harbin. How big is it? (Show the sentence ‘How big is it?’)Show the word card ‘million’. Then lead to say and choose one answer.Check the answer.2. Dialogue(Show a picture of Daming and ask:“ Who ‘s that little boy?”)T: Daming is visiting America, he is talking something with his cousin, Simon. What are they talking about? Do you want to know? Let’s look the questions on the screen and listen to the dialogue, then answer them.Are the postcards beautiful? Is the Great Wall Short?How long is the Great Wall? How big is Beijing?How big is New York?Then check the answer.Step 3: Pair-work.1．Orders:T: Tomorrow I will be free, I want to travel in Xia Men, where should I go? Can you help me? Do you want to be my guider and tell me more about Xiamen? Here are some beautiful postcards, please choose one and describe it, I want to know where the most beautiful it is. OK?2．Work in pairs:Ss choose the postcards and describe in small groups.Then write something more about the postcard on the Showing card, then say it out.3、Share the results:(Ask some students in each group to be a guider, and introduce their postcards.)T: I think … is the most beautiful place, I want to go, and I can’t wait, let’s go now, ok? Say goodbye to other teachers.Blackboard writing:The Great WallIt’s a picture of … postcardTell me more … moreHo w long is it? It’s about … thousand kilometresHow big is it? It’s got。
外研版小学英语(一年级起点)六年级上册Module8 Unit1 参考教案
Module8 Unit1 参考教案一、教学内容外语教学与研究出版社（一起点）六年级上册第八模块Unit 1 Do you often tidy your bed?二、教学过程建议（一）热身导入1. 请学生说SB Module 7 Unit 2活动4的韵句，鼓励学生边说边做动作。
2. 播放SB Unit 1活动1的动画或录音，请学生看动画或边听录音边看挂图，理解语境：Simon兴冲冲地跑来告诉Darning自己在打扫房间时找到了一枚硬币。
3. 再次播放录音，请全班跟读，并学习“coin”的语义。
最后请部分学生展示对话。
（二）任务呈现教师对学生说同学们，你们有没有经常做某些事的习惯？今天我们的任务就是介绍自己经常从事的活动，以便让同伴更加了解我们。
在这之前，我们先来看一看Amy有什么经常从事的活动吧。
”（三）课文学习1. 播放SB Unit 1活动2的动画或录音，请学生看动画或边听录音边看挂图。
教师帮助学生理解课文语境。
2. 再次播放录音，请学生完整听一遍对话，进一步理解语句。
播放第三遍录音，请学生逐句跟读。
对于学生跟读有困难的语句，教师先带读较难词语，然后按照意群、节奏重点带读，请学生注意模仿语音语调。
3. 在跟读过程中，通过展示图片、做动作、说明等方式，学习“ever, tidy messy”的语义，并引导学生注意“tidy”的不同变化形式。
可适当归纳已学的多词性的词，如“call, cry, dance, drink, help, jump, love, phone, play, rain, snow talk, walk”（既是动词也是名词），“clean, open” （既是动词也是形容词），表示颜色的词（既是名词也是形容词），“slow, fast”（既是形容词也是副词）等。
此处教师只需归纳已学单词，不必扩展。
4. 请学生观察、分析、归纳对话中的“often”和行为动词一般现在时的特点及基本用法，并适当扩展到其他人称。
Module8(教学设计)外研版(三起)英语六年级上册
在能力方面，六年级的学生已经具备了一定的听说读写能力，能够进行简单的交流。然而，他们的语言运用能力和跨文化交际能力还需要进一步提高。
在素质方面，六年级的学生已经具备了一定的自主学习能力，能够主动参与课堂活动。然而，他们的团队合作能力和创新思维能力还需要进一步提高。
a. PPT：制作与课程内容相关的PPT，展示不同国家的国旗、语言、食物和天气等图片，帮助学生更好地理解和记忆。
b.视频：播放与课程内容相关的视频，如介绍不同国家文化的短片，让学生直观地了解不同国家的文化特点。
c.在线工具：利用在线工具，如Google地图，让学生搜索不同国家的地理位置，增强他们的空间观念。
-日本：The weather in Japan is seasonal. It has a hot summer and cold winter. There are four distinct seasons.
-巴西：The weather in Brazil is tropical. It has a hot and humid climate all year round.
教学过程设计
1.导入新课（5分钟）
目标：引起学生对不同国家文化的兴趣，激发其探索欲望。
过程：
开场提问：“你们喜欢旅游吗？如果有机会，你们想去哪个国家旅游呢？”
展示一些关于不同国家文化的图片或视频片段，让学生初步感受不同国家文化的魅力或特点。
简短介绍本节课的主题——不同国家文化的基本概念和重要性，为接下来的学习打下基础。
b.图书资源：推荐学生阅读一些介绍不同国家文化的书籍，如《世界文化地图》、《全球文化之旅》等，以丰富学生的知识储备。
(外研版三起)六年级英语上册Module8第一课时Unit1教案
（外研版三起）六年级英语上册Module 8 第一课时 Unit 1 教案教学内容本课为外研版六年级英语上册Module 8 第一课时 Unit 1。
课程内容主要围绕“假期活动”这一主题，通过阅读、听力、口语等多种教学活动，让学生掌握描述过去假期活动的英语表达方式。
教学内容包括新词汇的学习、语法点的理解、听力材料的理解以及口语交流练习。
教学目标1. 知识与技能：学生能够掌握本课的新词汇和短语，理解并运用一般过去时态描述过去的假期活动。
2. 过程与方法：通过小组讨论、角色扮演等活动，提高学生的英语听说能力，培养合作学习的能力。
3. 情感态度价值观：激发学生对英语学习的兴趣，增强学生用英语进行交流的自信心。
教学难点1. 正确运用一般过去时态描述过去的假期活动。
2. 听力材料的理解和口语交流中的准确表达。
教具学具准备1. 多媒体设备：用于播放听力材料。
2. 教学课件：包含新词汇、语法点、练习题等。
3. 口语练习卡片：用于角色扮演和口语练习。
教学过程导入利用图片或视频展示不同的假期活动，引导学生用英语进行简单描述。
通过问答形式复习一般过去时态的基本结构。
新课展示通过教学课件展示新词汇和短语，进行跟读和拼写练习。
利用听力材料介绍一般过去时态的用法，并进行相应的练习。
小组活动学生分成小组，利用口语练习卡片进行角色扮演，模拟描述假期活动的场景。
教师巡回指导，纠正发音和语法错误。
听力训练播放听力材料，学生完成相关练习题。
教师讲解听力材料中的难点和重点。
口语交流学生两人一组，互相询问对方的假期活动，并描述自己的假期经历。
教师邀请几组学生进行展示，并给予评价和反馈。
布置相关的书面和口语作业。
板书设计1. 新词汇和短语2. 一般过去时态的结构3. 听力材料的关键信息4. 口语交流的示范句子作业设计1. 书面作业：完成教材上的相关练习题。
2. 口语作业：与家人或朋友用英语描述一次假期活动。
课后反思教师应反思教学过程中的教学方法是否有效，学生是否能够积极参与。
六年级英语上册Module8Unit1说课稿
小学六年级下册Module8Unit1 HelenKeller说课稿康宁中学董娜各位老师：大家下午好！今天我说课的内容是六年级外研版三年级起新标准英语下册Module 8 Unit 1。
本课的课题是“Helen Keller”。
请看说课流程。
一、教材分析1、教材的地位和作用Helen Keller是小学新标准英语教材第八册第八模块第一单元的内容。
本课是以人物(Helen Keller)介绍为主要内容，目的是通过教材提供的故事情境，用could, couldn’t来谈论过去能够做的或者不能做的事。
同时本课素材也对学生进行了意志、品质的教育。
这一单元是延续第七模块有关“杨立伟”的故事之后又一片讲述名人故事的话题，学生可以运用所学语言简单的讲述名人生活、学习以及成名的经历，将语言变得生活化、情境化，从而掌握一般过去时的各种句式。
2、教学目标A)知识目标：1、能听、会读、会说born, as, later, drew, letter, herself, all over, world, model 。
2、能运用could, couldn't描述某人过去的能力。
3、能理解和认读下面几个句子：Helen Keller became blind and deaf.She couldn’t see and she couldn’t hear.Later she could read and write.She wrote a book about herself.B)能力目标：1．通过对本课的学习，学生能够讲述Helen Keller 的故事，在学习及操练过程中，锻炼学生的合作能力和参与意识，鼓励他们积极的参与、大胆的表达，培养学生学习英语的良好习惯，提高学习英语的兴趣。
2．能运用could, couldn't描述一个人过去所具备和不具备的能力。
C)情感态度目标：1 通过学习Helen Keller 的故事，让学生学有所得、学有所悟，希望Helen Keller的精神激励和教育我们的学生在困难面前不退缩。