高三学案Unit17

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3BUnit17（人教版高三英语教案教学设计）

3B Unit17(人教版高三英语教案教学设计)Aims and demands:通过本单元教学，学生能熟练地运用表示“请求允许”的常用语；复习表语，连习动词的用法；了解海伦凯勒自强和她的老师的敬业精神。

Importance and difficulty;Words : born, bring…into touch with, look back , get back, pityImportant sentences:1. A born teacher, she thought she could turn a deaf-blind person into a useful human being.2. What a difficult case I must have been to this young teacher!3. One of the first things Annie did was to teach me how to play.4. It took great imagination as well as patience for Annie to teach me to speak.Grammar:1. Fish goes bad easily in Summer.2. The news sounds exciting.3. The shop stays open until 10 p.m.4. The tree grows taller day by day.5. The theory proved true.Useful expressions:1. May / Can / Could I …?2. I wonder if I could ……?3. Do you mind if I…?4. Sure.5. Go ahead.6. I’m sorry, but…Lesson 65 My teacherAims and demands:Develop the Ss’ reading ability.Importance and difficulty:Have a good understanding of the text.Teaching method: readingTeaching aids: Tape recorder and some slides.Teaching procedure:Step 1. Warming upQuestions:T: If a person cannot see anything at all, that person is said to be blind.If he can’t hear anything at all, he is said to be deaf.Do you know any people who cannot see well or can’t hear well? (Beethoven)(later) People who are blind can learn to read books that are printed in a special way.What is the name of this writing system?------ Braille.How do people read Braille books?------ By touching raised dots on the paper with their fingers.Talk about the picture in the text book.Step 2. Fast readingRead it quickly and find the answers to the questions.1. What was the writer’s problem?------She was deaf and blind and couldn’t speak.2. What did the writer learn during this period of her life?----- She learned the meaning of words, she learnt to play and to laugh.Step 3. ComprehensionRead it carefully and do the comprehension exercises.Comprehension exercises for Unit 17 (Lesson 65) 3B CCCBB ABBC1. Helen Keller seemed simple-minded ___.A. after Annie came to stay in her houseB. so she was often made fun of by othersC. because she struggled in a silent, dark worldD. just because she couldn’t hear a nything2. Helen Keller came to understand the meaning of the word “water” ____.A. in the kitchenB. in a riverC. at the wellD. in her own house3. According to Paragraph 3 , the following mistakes EXCEPT “ ____” can be found in the picture at the top t he page.A. Helen was holding a cup, not a jarB. Helen and her teacher seemed to be indoors, not at the wellC. Helen was smiling, not being moved to tearsD. Annie was holding Helen’s hands, not pumping4. Annie put the writer’s hand on her face so that Helen could ___.A. know what she looked likeB. connect the movement of her laughing with its meaningC. laugh in the same way as she didD. feel how happy she was when teaching Helen5. What impressed Helen Keller most was Annie’s __.A. patienceB.wisdomC.imaginationD.character6. Annie Sullivan came to Helen’s house ___.A. in March, 1887B. in April, 1887C. in May, 1887D. when Helen was 19 months old7. Which words in Paragraph 4 show that the writer was eager to learn more?A. reach outB. beg forC. joyD. touch8. As the writer learned more and more, ___.A. she could speakB. she enjoyed learningC. she could “heard” soundsD. She became a teacher, too9. Which happened last?A. The girl learned how to jumpB. The girl “heard” the sound that one hears on a farmC. The girl learned words like soil, wood and silkD. The girl met her teacher, Annie SullivanCorrect the mistakes in the article if necessary:Helen Keller was born a healthy normal child in 1880.However,an illness strikes her when was only 19 months, 1.___ thus leaving her deaf, blind and unable to speak. For little 2.___Helen, the world suddenly became a dark, frightened place.3.___Several years late, Annie Sullivan,a strong-minded and loving 4.___people, became Helen’s teacher.Miss Sullivan’s teaching 5.___changed a wild child into useful human being. 6.___By her help, Helen Keller learned to talk with those 7.___around her.As she was grew older, she became a writer. 8.___People benefited her works and her courage.Helen 9.___Keller died in 1968,and her spirit lives on. 10.___1. paper comprehension2. Listen to the tape and explain the phrases .Step 4. Practice1. Word study2. WorkbookHomework: WorkbookLesson 66 My teacher (2)Aims and demands:Develop the Ss’ reading abil ity.Importance and difficulty:Have a good understanding of the text.Teaching method: readingTeaching aids: Tape recorder and some slides.Teaching procedure:Step 1. Warming upWhat do you think of Helen’s teacher?Step 2. Reading for general understanding1. Where did the writer’s teacher Annie grow up?------ In a children’s home and an institution for the blind.2. What did Annie help the writer to do?------ to understand words, to get information from books that were not printed in Braille, and to speak.Step 3. Comprehension1. Workbook2. paper comprehensionReading comprehension for Unit 17 Lesson 66 ( 3A ) CCCDC DBABD D1. Annie entered an institution to learn Braille ___.A. in 1866B. in 1876C. in 1880D. in 18722. Which of the following is TRUE about Braille?A. It was Annie who invented Braille.B. It is special writing system for both the blind and the deaf.C. Blind people can read by touching raised points on paper.D. Annie helped to develop the writing system.3. Why did Annie decide to go to stay with Helen?A. Because she needed a highly paid job.B. Because she was deaf-blind herself and sympathized (同情) with Helen.C. Because it was the very job she had expected.D. Because she was deeply moved by the le tter from Helen’s dad.4. Annie did NOT help Helen Keller to ___.A. understand wordsB. read books printed in BrailleC. learn how to speakD. develop the writing system of Braille5. Which is TRUE about the period when Annie worked as Helen’s teacher?A. The disabled were all well educatedB. A god many books were printed in Braille.C. Few people realized the hidden strength in blind peopleD. Many deaf-blind children had the chance of being taught to speak like normal people6. Annie would praise Helen when she ____.A. decided to go to collegeB. had a very difficult timeC. understood the meaning of wordsD. did things as well as a normal person7. Braille is a ____.A. book for blind peopleB. kind of printing for blind people to readC. copy of reading for the deaf and the blindD. book for the teacher of the blind people8. Annie learned Braille because ___.A. she had been sent to study in an institution for the blindB. she wanted to teach the blind peopleC. she wanted to be the writer’s teac herD. she loved the blind people9. How did Annie treat the girl?A. She always pitied and praised her.B. She treated her with much care, great patience and encouragement.C. She treated her just like normal child.D. She treated her with imagination.10. How did Annie teach the girl?A. She spelled words into the girl’s hand.B. She put the girl’s hands in her face and let the girl feel the movements of her lips and throat.C. She let the girl hear her voice.D. Both A land B.11. What words that Annie said helped the girl to be successful all through her life?A. Never fail.B. Never be disappointed.C. Never forget to read Braille.D. Keep on beginning.Step 4. Note making1. What did Annie learn to do?----T o read/ learn Braille, teach deaf-blind children (and spell out words by hand.)2. What did Annie teach the writer?Skills: Understand words, read Braille; speakIdeas: blind people should be treated like normal human beings; keep on trying until you succeed.Step 5. WritingStory telling------ write a passage according to these pictures. You may begin like this:Ann Sullivan was born in 1866 and became an orphan when she was young. She spent her childhood in a children’s home. Then she went to an institution for the blind. There she learnt…Brail le and studied the teaching of deaf-blind children. One day the head of the institution for the blind handed over a letter to Ann. The letter came from Helen Keller’s parents. They wanted to invite a teacher for Helen. Ann was glad to accept the invitation. Ann taught Helen by asking her to touch the teacher’s face, throat and lips so as to know the meaning of the words and to form speech. Later, Helen could say “mother” , which made her parents very happy. In the school, Ann sat beside Helen in every class during her school years. She spelled out for her the things that the teachers taught, because most books were not printed in Braille at that time.Lesson 65~66 My teacherI. Describe the life of Annie Sullivan using information from the text.1. Date of birth2. Her childhood3. Her education4. How she became the writer’s teacherII. Describe how Annie Sullivan taught the little girl .1. How did the little girl learn her first word?2. What had Annie done in order to teach the little girl some water?3. How did Annie teach the little girl to laugh, to jump and so on?4. What did Annie encourage the little girl to do and how did Annie help her?I. suggested answers1. Annie was born on April 4th, 1866.2. Her family was very poor. When she was eight years old, her mother died and her father disappeared two years later. Annie, together with her brother, was sent to a children’s home. But unfortunately, her brother died there later.3.When she was fourteen, she left the children’s home and entered an institution for the blind. There, she learnt Braille, which is a kind of printing that blind people can read by touching groups of raised points that are printed on paper.4. One day the school where Annie was received a letter. The letter asked for a teacher for a seven-year-old girl who at the age of 19 months had become deaf and blind. Annie considered this was just the kind of demanding job she wanted.II. suggested answers1. It happened that one day the little girl was holding a jar while Annie pumped water. As the water flowed onto the little girl’s hand, Annie kept spelling w-a-t-e-r onto the girl’s other hand with her fingers. Suddenly the little girl understood!2. Many times Annie had tried to spell words into the little girl’s small hands in order to tea ch her some words.3. One day Annie came into the girl’s room laughing happily.Then she put the girl’s little hand on her face and spelled l-a-u-g-h. Then Annie touched the girl lightly on her arm and made her burst into laughter. Next Annie took the girl by the hand and taught her how to jump. She then immediately spelled the word j-u-m-p for the girl.4. Annie encouraged her when the little girl made up her mind to go to college. At school, Annie sat beside her in every class. She spelled out for the little girl the things that the teachers taught. Annie herself read the books to her by spelling into her hand what was written in the books.Lesson 65~66 My teacher ( Language points )Aims and demands:Grasp the important language pointsImportance and difficulty: let the Ss know the usage of them Teaching aids: some slidesTeaching procedure:Step 1. Language points:Fill in the blanks:(Lesson 65~66)1. Some people thought the writer was simple-minded because she was deaf and blind.2. Being a born teacher she could turn a deaf-blind person into a useful human being.3. I understood what the teacher was doing. That mean: The teacher reached my understanding.4. I reached out to Annie’s hand to beg for new words.5. She touched me lightly on the arm and made me burst into laughter.6. My teacher took me by the hand and taught me how to jump.7. She also brought me into/in touch with everything thatcould be felt---- soil, wood, silk.8. As I look back upon these years, I am struck by Annie’s wisdom.9. Later, an operation helped her to get back part of her sight, but she remained at the institution for six years more.10. Annie considered this was just the kind of demanding job she wanted.11. Annie was among the first to realize that blind people never know their hidden strength until they are treated liked normal human beings.Never …until 只有… 之后才，比not … until 的否定意味更强12. I owe thanks to Annie for this priceless gift of speech.13. My teacher’s gifted instruction lived on after her death.14. Annie often said, no matter what happens, keep on beginning.Step 2. Language points ( on the Bb )1. simple-minded 头脑简单的absent-minded 心不在焉的noble-minded 思想高尚的small-minded 气量小的2. a born teacher 一位天生的老师3. reach one’s understanding 达到、触及reach out ( one’s hand ) for sth. 伸手去够、、、4. burst into laughterburst out laughing5. take sb. by the handtouch sb. on the armhit sb. on the headhit sb. in the facev. +sb. on/ in / by + the + part of a body6. bring…… into / in touch with 使、、、触摸，使、、、接触7. look back upon / on8. strike –struck – struck 给、、、印象strike –struck –stricken9. get back return to a former condition 恢复come back 回来move backwards or away 后退regain 收回10. for six years morefor six more yearsfor another six years11. a demanding job 要付出努力的工作12. not …….until 直到、、、才never ……until 只有、、、之后才13. owe……to sb 欠某人某物（钱，债）owe thanks to sb. for sth. 归功于、、、对、、、感激14. live on 继续存在，流传下去live on sth. 以、、、为食15. no matter ……16. keep on doing 不可接表示静止状态的-ing形式keep doing(It’s not allowed to say keep on waiting / sleeping/ sitting) Step 3.Practice ----- ExercisesFill in the blanks with a proper word ( Lesson 65~ 66)1. Beethoven was gifted in music, so he was thought to be a born musician.2. He reached out and took down a dictionary from the shelf.3. The boy reached out his hand for an apple.4. At last they reached a decision. ( an agreement )5. When she arrived home, she began to do cooking.6. She touched the baby lightly on the arm in order to make her burst into laughter.7. The stone hit him on the head, and he was sent to hospital at once.8. This can bring me into / in touch with many workers.9. Her love of music brought her into touch with the pop. Star.10. As we looked back upon the school years we spent together , we were very excited./we were filled with excitement.11. He looked back upon / on his childhood with mixed feelings.12. All of us were struck by the professor’s speech.13. The performance of the singers struck the audience greatly.14. She has got her strength back after her illness.15. I will get back at 7 o’clock this evening.16. I decided to get back the dictionary.17. I need five minutes more to finish the job.I need five more minutes to finish the job.I need another five minutes.18. Although this was a demanding job which others were unwilling to do, she didn’t refuse it.19. Don’t get off the bus until it stops. 停车之前不要下车。

高中英语Unit 17 Great Women人教版必修三教案

Unit 2 Healthy eatingTeaching Aims and DemandsWords and PhrasesFour Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and thenThree Skills: energy soft bar fuel chemical balance tasty boil mixtureSpoken English:In the clinic / seeing a doctor:What’s wrong with you?/What’s the matter with you?Lie down and let me examine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.I’ve got a pain here. This place hurts.There’s something wrong with back/my knee/my arm.I don’t feel well.Grammar:Use of Language:1．Master the function use of language as defined above.2．Help the students to finish the tasks of listening, reading, writing,speaking presented in the book and the exercise book through using what the students have learned.Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.Important points:1．Talk about different kinds of food that one favorites.2．learn the basic knowledge of healthy eating.3．learn how to say in the clinic.4．Grasp the language points and grammar in the text.Difficult points: The use of modal verbs --- had better, should and ought to.Teaching aids: puter or slider-projectorWay of Teaching: munication way of teaching, discussion and group work. Lesson 1Step 1 Warming-UpFirst show the students some pictures of dishes and so to introduce the topic of this unit.And then show the pictures on their text books and let them to decide what is junk food and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Step 2 ListeningLet the students listen to the tape and be prepared to answer the questions below.Step 3 SpeakingShow the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogueAfter that list the useful expressions in their dialogue.Step 4 HomeworkPrepare for the next class.Collect some menus if possible for the next class.Lesson 2Step 1 IntroductionUsing the questions on P3 to introduce the new text.Step 2 Fast-reading1．What does the “fuel ” mean in the fi rst paragraph?（It means different kinds of materials, such as protein, Calcium that we need to keep healthy.）2．What do we have to consider when we choose to buy or eat?（What kinds of nutrients that the food contain.）3．What made our eating habit changing?（Many things: what people believe, advice from panies and stores.）4．How can we feel and look fine?（We ought to learn about our body and the fuel it needs to keep fit.）Explain the language points if necessary.Step 3 Carefully-readingHow many parts can be divided into?（Three parts.）What’s the main idea of each part?（1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.）Step 4 TalkingAsk the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress. Step 5 HomeworkFinish the exercise --- Vocabulary on P5. and P72—73Lesson 3Step 1 RevisionCheck the homework.Step 2 GrammarFirst present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.Step 3 Consolidation(1) Finish the exercise on P5 and on P74(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.1．give advice that will really help the person.2．be polite and sincereat last get the students to finish the following practice.Step 4 HomeworkFinish the exercise 3 on P74 in the students’ workbook.Lesson 4Step 1 RevisionLet some students read their reply to the letters on P74.Step 2 ReadingRead the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)Step 3 WritingAsk the students to work in pairs to write the recipe for their favouritedish.We may first give the tips on P7 as a guide.Step 4 DiscussionFirst ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato? What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)Step 5 HomeworkDo a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.。

Unit 17 Laughter 学案

Unit 17 LaughterLesson 1 ~~ Lesson 2I.重点词汇1.amuse v.逗笑，逗乐*_______________ n.娱乐→____________ adj.令人好笑的，有乐趣的→______________adj.感到好笑的△amuse _________/__________ 使某人乐起来/自娱自乐____ amuse sb to do sth 做某事事某人乐起来____________________________令某人好笑的是in/with _____________ 愉悦地，好笑地be __________ by/at... 因、、、而乐keep sb __________ 让某人快乐Eg. ①Lucy has a great sense of humour and always keeps her colleagues __________(amuse) with her stories. (填空)②Tom was high amused by the little boy’s expression.(改错)2.response n. ___________________*________________ v. 回答，回应△____ response to ... 作为对、、、的答复make a/no response _____ 对、、、作出/不作出回应__________ to sb/sth 回应、、、that...Eg. ①__________(know) basic first-aid skills, according to the expert, will help people respond effectively ____ emergencies.(填空)② The president wrote an article in respond to the reporter’s questions about the economy. (改错)3.harmony n. _____________* _________________ adj. 和谐的，友好和睦的△in harmony with... 与、、、协调一致____ ____ harmony with... 与、、、不协调一致live ____ harmony 生活融洽Eg. ① Human life is regarded as part of nature and ,as such, the only way for us to survive is to live in harmony _______ nature.(填空)②This is a harmonious class _______ pupils are very happy and industrious.(填空)4.withdraw v. (1)____________(2)_____________(3)__________△withdraw money (from...) _______________________withdraw from ... _______________________withdraw to ... _______________________Eg. ①She has decided to withdraw ______ the competition.(填空)② I insist that you withdraw your offensive remarks immediate.(改错)※注意（1）过去式____________ 过去分词______________(2)withdraw 包含“、、、回”的意思，不与_______ 连用。

Unit17导学案

Unit17导学案一．课文参考译文。

美国的土地美国是一个地形多样化的国家，有深林沙漠,山脉,平坦的高原和肥沃的平原。

几乎各种气候在她的境内都能够遇到，但其绝大部分地区位于温带。

美国大陆东临大西洋，西濒太平洋，两岸相隔4500公里。

北部与加拿大交界，南接墨西哥和墨西哥湾。

一列时速96公里火车横穿美国需要48小时时间。

飞机不久变飞跃阿巴拉契亚山脉的和缓斜坡，然后经过中西部农业地带延绵数百公里的肥沃田野。

在天气晴朗的日子，乘客向北能够遥遥地看见美国和加拿大之间的五湖。

继续向西，飞机飞越辽阔的草原和崎岖不平的牧场，不久便远远地看到峰峦积雪皑皑的洛基山脉。

飞越这些高山峻岭之后，飞机几乎能够从高空向加利福尼肥沃的盆地滑翔而下，最后在离太平洋海滨不远的机场着陆。

包括阿拉斯加和夏威夷两个州在内，美国的面积达9363123平方公里。

阿拉斯加与加拿大北部接壤，夏威夷位于太平洋上，距旧金山3857公里。

阿拉斯加是50个州中面积最大的一个州，南部的德克萨斯州数第二。

仅德克萨斯州就比法国还大，而阿拉斯加的面积则是德克萨斯的两倍。

从东部的阿巴拉契亚山脉到西部的洛基山脉，其间是密西西比河和密苏里河及其支流流经的中部地区。

这些河流构成长达19000公里的水运系统，通过运河和五大湖想通。

密西西比河是世界上最长的河流之一，美洲的印第安人称之为“河流之父”。

如果从发源于洛基山脉北部的密苏里河源头算起，到墨西哥湾的密西西比河河口，全长达6020公里。

其它重要河流，有阿拉斯加的育空河，全长2554公里，是美国和墨西哥的界河；哥伦比亚河发源于加拿大西部，流入美国，沿落基山西侧南下1954公里；科罗拉多河发源于落基山脉，流向西南，长约2320公里，其中342公里流经壮丽的大峡谷，而大峡谷就是科罗拉多河经年累月冲击而成的。

其它著名的河流有哈德逊河，在纽约市流入大西洋；波托马克河，流经首都华盛顿；俄亥俄河是密西西比河的支流，自阿巴拉契亚山脉西流而下。

高三英语一轮复习 Unit17学案

A. is handing outB. are to hand out C. are handing outD. is to hand out
3. The number of people invited _____ fifty, but a number of them _____ absent for different reasons. (NMET96, 14) A. were; wasB. was ;wasC. was; wereD. were; were
A. hnce
6．The people of the United States considered Abraham Lincoln as a great _________ leader, who could led them from victory to victory. A．inspiring B．exciting C．surprising D．urging
二）1. When and where to build the new factory _____ yet. (MET91,32)
A. is not decidedB. are not decide C. had not decidedD. have not decided
2. Either you or the headmaster _____ the prizes to those gifted students at the meeting. (上海)
（8）If I listen to my own records，there are no need to spend money_________________-
9）As is known to us all，remembering English words are not easy.____________

全套教案学案（泰兴三中）Unit17Disabilities（人教版高三英语教案教学设计）

全套教案学案(泰兴三中)Unit 17 Disabilities(人教版高三英语教案教学设计)泰兴市第三高级中学高二英语教案与学案编写人：张娟凤审核人：李军Period 1-2 Words and expressionsGoals:1.Let Ss pronounce the words correctly and fluently2.Let Ss grasp usages of some wordsTeaching procedures:Step Ⅰ(1) Change the form of the following words.disability (a.) recognition (v.)cooprate (n.) shameful (n.)participate (n.) conductor (v.)assist (n.) gifted (n.)(2)Translate some phrases.1.习惯于2.适应…3.有时4.属于5.作为…出名6.弄确实Step Ⅱ.Usages of some words.1.(in) abilityHe had the to do the work.the in/for organization2.get around逃避(the real issues;the taxlaw)旅行;四处走动讨好(his heads)get across to sb. 被…理解 get by 度日,尚可get sb. down 使…疲倦,使…无精神 get through 接通get over 结束,痊愈,克服(this sifficulty)3.fair①get treatment (公正的待遇)②He has hair and skin.(金色的,白皙的)③He had a chance of winning.(相当大的)④(n.)集市,交易会 a book4.gifteda artist/girlHe is at singing.拓展:have a for music5.assist(1) 帮助,协助,援助 ~ sb. with sth..(2) 参加,出席 ~ at/in (the ceremony)without one’s assistance 帮助,协助assistant 助手,助理6.cooperate (with sb.) the project (在此项目上)7.sympathyhave for sb. 同情….have some/no with sb. (不)同意…的观点be in with …赞同; 同情between … 志同道合out of 出于同情(a.) be sympathetic with 对…有同情心be to … 对…赞同(v.) sympathize with sb in sth. 在某方面赞同8. impair 损害loud noise can your hearingThe attack has attemps to achieve peace in this area.9. adjust (to)① one’s clothes before going outThe brakes of your bike needs② oneself to 适应(新环境 )(城市生活 )10.get used to 习惯于stick to lead toobject to pay attention topay a visit to prefer… tosentence sb. to beat sb. torefere to come tobe up to devote… to…get down to see to …11.dignitybe beneath one’s 有失身份/面子think it beneath their to doshtand on one’s 自命不凡,摆架子;保持尊严(v.)dignify 使…显得尊贵;给…增光(a.) dignified 高雅的,高贵的→ dignitary 显要人物,权贵12.shameful → shamenessput sb. to shameshame sb. in /out of doing sth.Be ashamed of … /to do…/ that…→ shameless13. participate in (~d, ~ting) 参加,参与(n.) ; participant14. conductAnnie us safely to the station.15.accessible(n.)have/gain (a good library/ president) 有机会/条件16.disappointing (a.) 令人失望的；扫兴的disappoint vt. 使失望;阻碍(希望,计划)被实现disappointed adj. 感到失望的He has his parents deeply.I am sorry to your plan.I was so when I heard that you could not come.A look came into his face.17.sense n. 感觉; 官能; 见识; 道理; 意思; 意义He won’t get lost-he has a good of direction.You should have had more than to do that.Don’t worry. I’m sure he has enough not to stay in the r ain.[短语归纳]a sense of touch 触觉; a sense of shame 羞耻感; a sense of humor 幽默感;in a narrow sense 在狭义上; in a broad sense 在广义上; in all sense 不论如何;in no sense 决不[考例提示]The manager has got a good business so the company is doing well.A. ideaB.senseC.thoughtD.thinking18.public n. 公众; 民众; adj. 公共的; 公开的; 公众的You mustn’t do that place.[短语归纳]in public 公开; the public 公众;民众; make public 使公开for the public safety 为了保证公众的安全[相关链接]publicly adv. 公开地publicity n.[u] 宣传; 推广; 公众的注意[考例提示]①Many people are still in ha bit of writing stilly things in public places.(MET 1993)A.the; theB.不填; 不填C.the; 不填D.不填; the②His daughter is always shy in and she never dares to makea speech to .A.the public; the publicB.public; the publicC.the public; publicD.public; public19.get around/round 走动; 到处旅行;(消息)传开;回避;绕过困难Bad news quickly. 坏消息得快.Some people try to the tax laws. 有人想税法.A little girl usually her father. 小女孩往往会自己的父亲.[相关链接]get across 讲清楚; 被理解 get ahead 比人强; 得到成功get along (with)有进展; (与…)相处 get away from 走开; 避开get down to 开始认真干(某事) get in 进站; 收(庄稼);get in touch with 与…取得联系; get off 下车; 脱下; 使不受惩罚get on上车; 取得进展; get over 克服; 摆脱(情绪)get round 传播; 蔓延 get through 做完;通过(考试);接通电话get together 欢聚; get up 起床; 举办; 化装[考例提示]①His mother mad thought it would be good for his character to from home and earn some money on his own.A.run awayB. take awayC. keep awayD. get away②We’re going to with some friends for a picnic. Would you like to join us?A. get inB. get overC. get alongD. get together③It was not a serious illn ess, and she soon it.A. got overB. got on withC.got aroundD. got out of④We have to the wheat as soon as possible because a storm is on the way.A. get awayB. get acrossC. get throughD.get in⑤The final examination is coming up soon.. It’s time for us to our studies.A.get down toB. get outC. get back forD. get over20.get/be used to 习惯于; 适应于 (to是介词,后接名词,代词,动名词 )① used to do sth. 过去常常做某事,暗示现在已经不是这样. 其否定形式为didn’t use to; 用于反意疑问句时,附加问句用didn’t;② be used to do 被用来做某事,这是被动语态结构;③ be used for 被用于某方面,介词for 后接名词,代词或动名词China is no longer what it used be。

复习学案 Unit 17

高三英语复习学案Module6 ,Unit17 LaughterⅠ,课文重点句子翻译：1,今天下午我在常去的市中心购物,突然发现身上没钱了,于是赶紧去银行兑现一张支票.——————————————————————————————————————2,他不断陷入尴尬而又荒唐的情景中,给不论是什麽国籍或文化背景的观众都带来了极大的趣.__________________________________________________________________________________ _______________________________________________________________________3,他的幽默总是通过一系列简单而又滑稽的动作清楚地表现出来,纯粹依赖肢体语言这一通用语言. ______________________________________________________________________4,在餐厅就坐后，憨豆先生拿出一张卡片，在上面写了几个字然后将卡片封入信封，放在桌上。

———————————————————————————————————————————————————————————————————————————５，然后他专注地边看菜单边看自己的钱，直到找到一样使他微笑的东西。

————————————————————————————————————————６，他无法掩饰自己的感受，然而当服务员问他是否一切都好时，他微笑地点头，表示一切都很好。

————————————————————————————————————————————————————————————————————————————————７，可是当服务员不再看他时，他就匆匆忙忙地将生肉藏在伸手可及的任何地方－搪缸，小花瓶，面包里，盘子下面。

——————————————————————————————————————————————————————————————―――８，最后，他不顾一切了，甚至将一些肉塞进坐在附近的一个女人的手提包里，一些肉扔到餐厅小提手的裤子里！———————————————————————————————————————————————————————————————————９，这也许能够解释他对跑车的兴趣，罗恩收集了很多跑车。

高三复习教案SBⅢ unit 17-18(人教版高考复习英语教案教学设计)

一、单元考点0提示1.单词simple-minded human being burst into laughter reach out bring sb. into touch with look back upon as well as ill-formed no matter what all over again keep on doing sth. rather than especially take an action fix up provide into the open put out question（v.） make ends meet2.句型May/Can/Could I…?Of course./ Yes. /Sure./Certainly.I wonder if I could…Go ahead. That’s OK/all right.Would/Do you mind if I…？Not at all.I’m sorry you can’t.I’m sorry, but…You’d better not.Hello. Is…in/there? Hello, this is…(speaking).May/Could I speak to …? I’m sorry, she/he isn’t hereHello, is that…? right now.Hello. Who is that /it? Hold on please.Could you give her/hima message? Can I take a message(for you)?I called to say/ask/tell you…3.语法复习句子成分--表语二、考点精析与拓展1. simple-minded头脑简单的，纯朴的The white-haired girl was named Xi’er.那个白毛女叫喜儿。

北师大版高中英语教材unit17学案

Unit 17 W arm-up and Lesson 1一，基础知识1. Amuse v 逗笑；取悦E.g Everyone was amused at/ by the story about the dogA clown ’s job is to amuse the spectators.N u amusement 可笑，愉悦，娱乐C (常复) 娱乐活动，消遣活动E.g I find amusement in collecting stampsThe hotel offers its guests a wide variety of amusements Adj amusing —物 amused---人…E.g She told an______joke to us, wearing on her facean___look after dinner .A. amused, amusingB. amusing, amusedC. amusing, amusingD. amused, amused 补充：Be amused at/ by … 被…逗乐Be amused to do … (see, find, learn 等) 觉得…好笑Keep sb amused 使sb 快乐Amuse oneself with 以…自娱To one ’s amusement 使sb 吃惊的是Entertain sb with sth 用…取乐sbE.g He was amused to see how seriously she took the game.2. tell a joke==make a joke 讲笑话In joke 开玩笑Joke with sb 和sb 玩笑Play a joke/ jokes on sb=play a trick/ tricks on sb 戏弄sb=make fun of3． mature v (使) 成熟，长成n maturityadj ⎩⎨⎧指果实或谷物指人也可指物ripe matureE.g It is said that boys get mature more slowly than girls. Autumn is coming, the peaches are ripe/ mature.4. response n 回答，回应v respond (无论是v 还是n, 常和to 介连用) respond to 回答，回应….In response to 作为…的回答/ 反应E.g She responded to my suggestion with a smlieShe smiled in response to my suggestion.5. delay v 延迟，使迟到/ 耽搁/ 拖延Nc 延迟（耽搁）的时间/ 延期E.g Why have they delayed opening the school?There was a delay of two hours before the plane took off Delay doing sth 延迟/ 推迟做sthDelay in doing sth 耽误做sthWithout delay 立即，毫不拖延地There was some delay in asking help.E.g John was late for the business meeting because his flighthad been_______by a heavy storm.A. keptB. stoppedC. slowedD. delayedHe delayed______her the news, waiting for the rightmoment.A. to tellB. to be toldC. tellingD. being told6. push one’s way (to/ towards…) 挤过，通过…Make one’s way 非常困难地前进Force one’s way 突破…而前进Fight one’s way 找出一条路，奋斗前进Feel one’s way 摸索前进Wind one’s way 蜿蜒曲折前进E.g It was very dark and he had to feel his way.7. scare v 害怕，使惊吓Adj scared, scary==frighteningScare away/ off 把…吓跑Scare out/ up 把…吓出来Scare sb to death 把…吓死( to 为介词，表程度。

高中英语unit17教案

Unit 17 DisabilitiesGood morning, dear professors. First, let me introduce myself.It’s my great honor to have the chance to share my understanding about how to teach reading.According to the New Curriculum Standards, reading is an important section where Ss can contact English language and cultural knowledge on the largest scale and improve their ability to solve problems in daily life. So in the reading process, I will focus on students’ long-term development and help them use proper reading skills and strategies.Ok, next I will briefly introduce my lesson from eight parts: they are analysis of the teaching material, target students, teaching aims, important and difficult points in teaching, learning difficulties, teaching and learning methods, teaching aids, main procedures and blackboard design.Now, I’d like to talk about my teaching design in detail step by step.First, let me talk about the teaching material.The content is from Senior English for China Students’ Book 2, Unit 17 Disabilities, pub lished by the people’s education press.The purpose of the senior high school English teaching and learning is to develop the students’ basic skills of listening, speaking, reading and writing; to cultivate the students’ communicative abilities both in spoken and written English. Reading ability is the most important one of them.The selected material “Disabled? Not me” i s a reading comprehension text. This lesson is in the important position of the teaching material. According to the new standard curriculum and the syllabus, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing, so if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.So, i n this class, I’d like to emphasize the reading comprehension rather thanvocabulary and grammar. After reading this article, students cannot only improve their language competence, but also can recognize and care the disabled people. That is they can develop their Integrated Capability which is the core of the New Curriculum Standards.The second part is my analysis of target ss.As senior students, they have a certain ability to read, and their cognitive schema and abstract thinking have developed a lot, which enables them to learn English more systematically.However, as for learning methods, they are poor in cooperative learning skills. They don’t often use English to express themselves and communicate with others.Besides, they are lack of vocabulary, lack of the ability of guessing new words. Andsome students are not active in the class because they are afraid of making mistakes.Therefore, I’ll let students study in a relaxed and agreeable atmosphere, encourage them to speak and communicate, I will design some interesting activities to active them in learning English, or do more interactive teaching (role-play and group works), then students will get to be interested in the class.Based on my analysis of the teaching material and target ss, I set the following teaching aims and learning objectives:1.Knowledge objects(知识目标)A. The students can understand the content of the text;B. The students can use the patterns to express their thoughts in the proper situation.2.Ability objects（能力目标）A. to develop the students’ abilities of listening, speaking and reading;B. to improve the student’s fast reading skills and word guessing skills;.C. train the students’ ab ilities of cooperative study.3.Emotion or moral objects(德育目标)A. enable the students to learn understand, care about and respect the disabled;B. advance the students’ cooperative spirits further and build their confidence in English learning;According to teaching aims and learning objectives, I decided the teaching focus and learning difficulties as follows:(1) help ss improve their reading abilities through classroom activities, and (2)learn the key points in the text ; (3)Encourage the student to take part in listening , speaking and communication .Then I’d like to introduce teaching & learning methods.First, teaching methods:The new curriculum emphasizes the principle of “taking the students as the host and the teacher subordinate” and advocates the cooperative learning, task-based learning, and communicative learning. So, the main methods I will use are:A. Brain-storm or Discussion: to help the students know something about the disabled.B. Fast and intensive reading to understand the text better.C. Task-based instruction: Questioning-and-answering activity to help the students go through the whole passage.D. Communicative approach: Pair work or individual work to make every student work in class. Then, learning methods:As we all know, Interest is the best teacher. But with the heavy study burden and impact of the traditional spoon-feeding teaching, sometimes the students may lose the interest in learning and are not independent enough. So how to motivate them, develop their interest and build up their self-study ability are the first things I am considering about. Therefore, the main learning methods adopted are:A. Individual work: improve their self-study abilityB. Pair-work and group-work discussion: help the students improve the cooperative study.C. communicative approach: encourage everyone to speak English in class and and develop their communicative skills.I strongly believe that with the help of these teaching and learning methods, ss will learn how to construct their own knowledge and develop their autonomous learning habit.Besides, I choose a tape recorder; a multimedia(PPT and video); blackboardas my teaching aids to give clear instruction and consolidate new knowledge.Next is my teaching procedure and I divided this lesson into 5 steps.Step 1 warming-up & leading-in (7mins)First, warming- up: in this part, I’d like to s how the video and some pictures of the famous disabled people. (The video and pictures will not only elicit the topic naturally, but also arouse the studen ts’ attention easily.)In the leading-in part, I’ll ask students to discuss the questions of pre-reading part, and encourage students to express their own opinions.Purpose of this step: This step is to present background information of the text and solve some possible vocabulary problems, which aims to stimulate students’ existing knowledge, activate their cognitive schema and arouse their interests. It enables ss to make preparation for the text reading.Step 2. Fast-reading (Skimming&Scanning) (5mins)Task1: Read the passage quickly and find out two disabled persons mentioned in the passage;Task2: Do the T or F exercise on PPT. Such as:1. Zhong Xiaowen doesn’t wish to be treated as a little child. ( T)2. Xiaowen’s story serves as an example to show that physical disabilities can limit a person’s life. (F)Purpose:to develop ss’ fast-reading skills-skimming & scanning and get the general idea about the article.Step 3. Intensive reading (18mins)Listen to the tape one paragraph by one paragraph and do some tasks:Task1. Individual work: according to the context, guess the meaning of some new words and translate some useful expressions what I listed on the PPT(Purpose: improve the student’s word guessing skills and enrich their language knowledge)Task2. Group work: find out the topic sentence of each, and summarize the main idea of each paragraph by using their own words.(Purpose: train the students’ ability of understanding text and using language)Task3.Discussion: think about the questions in the Post-reading Part(Purpose:most students can take part in this activity, especially for the students who have trouble in English study. Since these Qs are interesting for students to discuss, they will be active and more confident in expressing their opinions. Besides, this step also leads to the emotion objective of this lesson, which is to enable the students to learn understand, care about and respect the disabled persons.)Step 4. Consolidation (6mins)Complete the passage with the proper words from the text to retell the text.Purpose: check whether the students can understand the whole text really and help them to retell the text easily.Step 5. Summary and Homework (4mins)Make a summery about what students have learned in this lesson and check students as a whole with the help of the blackboard and PPT.Ask students to master the knowledge they have learned and find more information about unexplained things through internet or magazines and share them in the next class. Homework is arranged to consolidate what they have learned and develop their learning abilities after class.Part 8: Blackboard design (板书设计)The last section is my blackboard design. A good blackboard design is just like a tiny teaching plan. My purpose in using blackboard is to clearly transfer the essence of the lesson to ss in order to help them grasp the main points they have learned in this lesson. So I designed it as follows:That’s all , thank you for your attention!。

高考英语一轮复习 Uint17 Laughter教学案-人教版高三全册英语教学案

withdrawal n.提款（额）；撤军；撤退
withdraw from … 从……撤回(退出)
withdraw sb./sth. from sth. 从……提取；(使)撤回；(使)退出
5. overlook.(1) v忽视，忽略；不予理会；未注意到
(2) v.俯瞰，俯视
oversee vt. 监督（工作）
13. _____________ 阐明某人的观点 14 ____________ 对 … 不予回答
15 ______________处理掉，摆脱 16. ______________ 糊弄，瞎弄
17______________弄明白,计算出,锻炼 18. ______________ 撞上
19. ______________不时地 20. ______________ 导致，造成
IV. Important language points:
1.(1)amusev.逗乐，使(某人)笑
(2) amused adj.逗乐的，觉得好笑的
(3) amusing adj.有趣的，好笑的
(4) amusement n. [U]娱乐；[C]快乐的事,娱乐品
注意：amusing adj.有趣的，引人发笑的(常用来修饰事物)amused adj. 感到有意思的(常用来修饰人，表示人
9.男孩子们仍站在那里，吓得呆若木鸡，一步也不能动弹。
The boys were still standing there, too shocked and scared to move.
10.当学生们听到王老师说的话时，他们突然大笑起来。
When the students heard what Mr. Wang said, they burst out laughing.

高考英语一轮复习 BookII Unit17教学案人教大纲版学案

Unit 17-Unit 18提纲挈领Unit 17理解:要点诠释单词1.assist讲：v. 帮助；援助；协助例:He often assists me financially.他常在经济上帮我。

She assisted her sister with her lesson.她帮助妹妹做功课。

We will assist you in finding somewhere to live.我们将帮你找个住的地方。

He will assist with the tuition fees.他愿意帮助付学费。

链接·提示(1)assist sb.with sth.帮助某人(做)某事(2)assist sb.to do sth.帮助某人做某事(3)assist sb.in doing sth.帮助某人做某事(4)assist in(doing) sth.帮助某事练:He offered to__________________ in repairing my computer.A.helpB.aidC.provideD.assist提示:注意各个动词的结构:help sb.(to)do sth.；aid sb.in doing sth.；assist in doing sth.；provide不符合句意，故选D项。

答案:D2.adjust讲：v.调节、调整；使适合或便于使用；调停(歧见、争端)例:She adjusted the seat to the height of her child.她调节座椅使适合她孩子的身高。

He soon adjusted to school life.他不久就适应了学校生活。

链接·提示adjust可以与to连用，构成adjust to sth./to doing sth.或adjust oneself to sth.，意思是“适应于；习惯于”。

It took several seconds for his eyes to adjust to the dark.几秒钟以后他的眼睛才适应了黑暗。

高考英语 Unit 17 disabilities复习教案新人教版

中国书法艺术说课教案今天我要说课的题目是中国书法艺术，下面我将从教材分析、教学方法、教学过程、课堂评价四个方面对这堂课进行设计。

一、教材分析：本节课讲的是中国书法艺术主要是为了提高学生对书法基础知识的掌握，让学生开始对书法的入门学习有一定了解。

书法作为中国特有的一门线条艺术，在书写中与笔、墨、纸、砚相得益彰，是中国人民勤劳智慧的结晶，是举世公认的艺术奇葩。

早在5000年以前的甲骨文就初露端倪，书法从文字产生到形成文字的书写体系，几经变革创造了多种体式的书写艺术。

1、教学目标：使学生了解书法的发展史概况和特点及书法的总体情况，通过分析代表作品，获得如何欣赏书法作品的知识，并能作简单的书法练习。

2、教学重点与难点：（一）教学重点了解中国书法的基础知识，掌握其基本特点，进行大量的书法练习。

（二）教学难点：如何感受、认识书法作品中的线条美、结构美、气韵美。

3、教具准备：粉笔，钢笔，书写纸等。

4、课时：一课时二、教学方法：要让学生在教学过程中有所收获，并达到一定的教学目标，在本节课的教学中，我将采用欣赏法、讲授法、练习法来设计本节课。

（1）欣赏法：通过幻灯片让学生欣赏大量优秀的书法作品，使学生对书法产生浓厚的兴趣。

（2）讲授法：讲解书法文字的发展简史，和形式特征，让学生对书法作进一步的了解和认识，通过对书法理论的了解，更深刻的认识书法，从而为以后的书法练习作重要铺垫！（3）练习法：为了使学生充分了解、认识书法名家名作的书法功底和技巧，请学生进行局部临摹练习。

三、教学过程：（一）组织教学让学生准备好上课用的工具，如钢笔，书与纸等;做好上课准备，以便在以下的教学过程中有一个良好的学习气氛。

（二）引入新课，通过对上节课所学知识的总结，让学生认识到学习书法的意义和重要性！（三）讲授新课1、在讲授新课之前，通过大量幻灯片让学生欣赏一些优秀的书法作品，使学生对书法产生浓厚的兴趣。

2、讲解书法文字的发展简史和形式特征，让学生对书法作品进一步的了解和认识通过对书法理论的了解，更深刻的认识书法，从而为以后的书法练习作重要铺垫！A书法文字发展简史：①古文字系统甲古文——钟鼎文——篆书早在5000年以前我们中华民族的祖先就在龟甲、兽骨上刻出了许多用于记载占卜、天文历法、医术的原始文字“甲骨文”；到了夏商周时期，由于生产力的发展，人们掌握了金属的治炼技术，便在金属器皿上铸上当时的一些天文，历法等情况，这就是“钟鼎文”（又名金文）；秦统一全国以后为了方便政治、经济、文化的交流，便将各国纷杂的文字统一为“秦篆”，为了有别于以前的大篆又称小篆。

高三Unit17英语说课稿范文

高三Unit17英语说课稿范文高三Unit17英语说课稿范文高三Unit17英语说课稿范文Unit17英语说课稿一.本课在教材中的地位本单元的中心话题是残疾 ,本课是本单元的第二课时，是一节阅读课，阅读课是每单元教学的重要环节。

本课具体涉及残疾人钟晓文的生活和中国盲童文学。

二.教学目标与要求根据大纲巩固，扩大学生的基础知识和关于词汇方面的要求，以及英语学科的语言特点，我确立本课的知识目标为两点：一是要求学生掌握词本单元课本最基本词汇,二是要求学生对课文进行较好的理解，即了解残疾人的生活和如何关心残疾人。

根据大纲侧重培养阅读能力的要求和高二学生阅读能力的发展水平，我确立的第一个能力目标为训练学生的skimming和scanning两种能力。

第二个能力目标为发展学生的观察，记忆，想象，比较，分析和快速反应等能力。

确立此目标的依据是英语教学大纲的发展智力，提高思维，观察，注意，记忆，想象，联想等能力的要求。

三.教材分析与学生分析本课是一篇夹叙夹议的文章，阅读容量正常，阅读材料内容不难理解，文章通过具体事例阐述了这样的观点:残疾人除了身体残疾外其他方面并不比正常人差;应让他们接受教育,开发他们的潜力,为社会造福.我在本课的教学处理上注重文章的阅读理解，淡化词汇和语法教学。

在阅读理解方面，我强调从输入知识(即教师的教)到能力的输出(即学生的用)，通过这一过程，达到了扩大学生思维容量，提高学生能力的目的。

从学生学习语言的规律看，高二年级是学生的阅读能力提高的重要阶段。

一般来说，他们比较擅长对记叙文的阅读理解，阅读速度快，正确率高，而夹叙夹议的文章则难一点。

为了解决这两个问题，我在指导学生阅读时强调skimming和scanning这两种技能，目的之一就是要提高他们的阅读速度和快速查找信息的能力，从而提高正确率。

四.教学方法与辅助手段本课运用的教学方法主要有两个：情景交流法和多媒体教学。

现代的语言教学强调语言在一定的语言环境中的运用。

高中英语新外研版精品学案《Unit 17 Yunnan Days》

Unit 17 Yunnan Da【学习目标】语言目标：1．需要掌握的词汇和短语：variet, cimate, var, now, ethnic, aate, ear-round, cherr tree, Bamboo Temoquito, re, in genera, a bunch of, anniverar, Vaentine' Da, buttonhoe, occaion, wreath 2．学习使用本课重点句型：be fit for能力目标：自言自语说说与主题相关的话题。

情感目标：了解朋友家人、培养时间观念、学会珍惜时间等等，培养价值观、世界观、人生观等。

【学习重难点】1．掌握词汇和短语：variet, cimate, var, now, ethnic, aate, ear-round, cherr tree, Bamboo Temoquito, re, in genera, a bunch of, anniverar, Vaentine' Da, buttonhoe, occaion, wreath2．掌握重点句型：be fit for3．学会如何介绍云南的景色。

4．在情境中运用所学知识：介绍云南的景色。

【学习过程】一、新知学习1．课文预习。

阅读课文，将自己不认识的单词与句子写下来。

_________________________________________________________________________________________________________________________________________________________________________________2．学习单词和句型。

知识点呈现：（1）词汇：variet, cimate, var, now, ethnic, aate, ear-round, cherr tree, Bamboo Temoquito, re, in genera, a bunch of, anniverar, Vaentine' Da, buttonhoe, occaion, wreath（2）句型：be fit for（3）语法：be fit forThe mountain of Yunnan are an e_____ grouing ha a ove _____ cimate2．选择题。

高三英语参考教案Unit17Myteacher

高三英语参考教案 Unit 17 My teacher一、教学目标与要求通过本单元教学，学生应能熟练地运用表示“请求允许”的常用语；复习表语、连系动词的用法；了解海伦·凯勒自强自立和她的老师的敬业的精神。

二、教学重点与难点1．重点词汇born, bring…into touch with, look back, get back, pity2．重点句型1) A born teacher, she thought she could turn a deaf-blind person into a useful human being.2) What a difficult case I must have been to this young teacher！3) One of the first things Annie did was to teach me how to play.4) It took great imagination as well as patience for Annie to teach me to speak．3．语法表语连系动词的用法1) Fish goes bad easily in Summer.2) The news sounds exciting.3) The shop stays open until 10 p．m.．4) The tree grows taller day by day.5) The theory proved true.4.日常交际用语1) May/Can/Could I…? 2) I wonder if I could…？ 3) Do you mind if I?4) Sure．5) Go ahea D．6) I'm sorry, but…三、难点讲解She also brought me into touch with everything that couldbe felt soil, wood, silk．1．touch用作名词A．bring…into touch with使触摸……，使接触、认识……。

高中英语Unit 17教学设计

高中英语Unit 17 Disabled? Not me!教学设计一.教学设计理念：通过给学生创设问题情景，图文并茂，充分调动学生的积极性，使学生自主学习，让学生成为问题的“发现者”，然后学生与学生进行合作性的探究，让老师成为问题的“点拨者”。

当然，在整个教学过程中，教师也是学生学习的合作者、引导者和参与者，形成师生互动，但教师要“少动”，学生要“多动”，多给学生自由发展的平台。

二.教学设计的背景：（一）学习内容的分析：这一册书中的每一个单元都是围绕一个独立的话题展开，包括听、说、读、写等综合技能的训练。

本课的题目是Disabled? Not me!，阅读的语篇自然与本单元的中心话题“残疾人”有关。

结合本课内容，文章通过一个残疾高中女生钟晓文的事例、北京联合大学创办的一个特殊的教育学院的事例以及杰出残疾人叶志杰的事例阐述了这样的观点：残疾人除了身体残疾外其他方面并不比正常人差；应该让他们接受教育，开发他们的潜力，为社会造福。

阅读部分在整个单元中起着举足轻重的作用，是点睛之笔。

（二）学生分析：作为拥有健全体格的当代大多数学生，残疾人对于他们来说是一个容易被忽视的弱势群体。

随着近些年残疾人地位的提高和他们为社会所做的贡献的加强，学生们不难意识到残疾人正在积极地争取平等权益，呼唤社会的理解和尊重。

身体残疾者，只要其志不残，就可以通过开发自身的潜能，像健全人一样获得自我证明和自我实现；同时我们的社会都应该对残疾人多些尊重。

三.教学设计的过程及内容语言知识与技能：1 .Review the new words and phrases.2.Get the main idea about the passage and learn to talk about disability.3.Write a passage about the disability.情感态度与文化意识：1. 培养小组合作学习的能力；2.培养英语叙述文的思维，调动学习兴趣（难点）；3. 意识到残疾人生活和工作的艰辛，从而给予其应有的尊重和帮助（重点）。