高二英语下学期unit17reading

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2007年浙江省杭州市高二英语下册Unit17 Reading新课标人教版

He Junquan ,who has no arms ,got four golden medals in the men’s swimming event in the Paralympics（残奥会） in 2004 in Athens .He is known as “a hero without arms”
Difficulties
How does she get around Favorite subject
Part2 (para3-5): Actions taken to help the disabled.
The Special Education College The disabled students The students without disabilities
9.The best way for the whole society to help disabled people is to ______. A. assist them to set up their own business B. help them go back to schools and find jobs C. open the doors and offer guidance to them D. get them a lot of money and let them enjoy
their lives
8. The word “fair” in line 2,Para2, has the same meaning as the one in __. A. It is not fair to separate blacks from whites. B. Tom is a tall man with fair skin. C. As the weather forecast predicted, it turned fair in the afternoon. D. Many VIP will attend the food fair to be held in Wenzhou.

TeachingPlanForUnit17Reading（人教版高二英语下册教案教学设计）

Teaching Plan For Unit 17 Reading(人教版高二英语下册教案教学设计)一、I Teaching Aims:1.Learn and master the following words and expressions: get around(=getabout),fair,guidance,gifted,assist,cooperate,recognition,sympath y,encouragement,productive,visual,impair,motivate,disappointin g,adjust to,get used to2.Train the students’ reading ability.II Teaching Important Points:1.Improve the students’ reading abili ty.2.Enable the students to understand the text better.3.How to get the students to master the useful expressions.III Teaching Difficult Points:Master the following sentence structures:1.…studying together with their disabled classmates is both challenging and rewarding. Living with disability is frustrating and challenging.2.I am and get used to the fact that while I may not be…IV Teaching Methods:1.Discussion to help the students know something about the disabled.2.Fast reading to get the general idea of the text.3.Questioning-and-answering activity to help the students go through the whole passage.4.Pair work or individual work to make every student work in class.V Teaching Aids:1.a tape recorder2.a multimedia二、Teaching Procedures:Step Ⅰ Greetings and Revision(Greet the whole class as usual.)T: Yesterday we learned what difficulties and dangers the disabled might face and how to help them in our daily life. Imagine you are disabled. Who’d like to describe the situation(If you were blind/deaf etc.)and tell us how you would deal with them.S: I’ll try.…(All the others listen carefully.)T: Well done. No matter what difficulties he may meet with, we all hope he can enjoy himself.Step Ⅱ Lead-in and Pre-readingT: Yeah. We know people with disabilities may have lots of difficulties in their lives, but many of them are determined. They can overcome any difficulty. Please look at the three questions on the screen and discuss them in groups.(Teacher gives students five minutes to discuss and collects their answers.)1.Do you know anyone who is disabled?How does he or she deal with the disability?2.Do you know of any famous people who are disabled? What do they do?3.Should disabled students be allowed to go to college? Should they get any extra help? Why or why not?Suggested answers:1.Yes.I know a person with disability. He has learnt to do many things without help. He can take care of himself at home, but getting around in the city in a wheelchair is often frustrated.He loves reading stories of young disabled people who have overcome great difficulties.2.Yes,I do. Beethoven was a great musician, Helen Keller wasa great American writer, and Zhang Haidi is also a writer.3.Yes,they should. Because there are many gifted disabled students, they can make a contribution to the society.They should get some extra help in their everyday activities.No, they shouldn’t. Because they need recognition, more than sympathy and help.Step III Reading Tasks:1. Choose the best answers according to the text1).The disabled ,in the author’s opinion , need all EXCEPT________.A. recognitionB. sympathy and helpC. discriminationD. inspiration and encouragement2). The articles in Literature of Chinese Blind Children are often about _______.A. ordinary peopleB. famous writersC. science and technologyD. Disabled people3). In order to help the disabled ,we should ________.A. do everything for themB. give them money, food and clothingC. Help them understand their valuable role in societyD. ;earn how to teach them knowledge4). The disabled people mentioned in the text are all _________.A. hardworking and cleverB. lazy and poorC. optimistic (乐观）and pessimistic(悲观）D. foolish and doing nothing at all5). We can infer from the text that ___________.A. The disabled are uselessB. We should look down upon thedisabledC. The disabled can do something as well as or better than normal people if they are helpedD. There is no opportunity for the disabled to make a contribution to society2. Answer the following questions.1).What’s the trouble of Zhong Xiaowen?2).How does she get around?3).What’s the teachers’ aim in the special college?4).What do the articles in Literature of Chinese Blind Children talk about?5).How does Zijie like the magazine?Suggested answers:1.Xiaowen was born without the ability to use her legs and she has no feeling below the waist.2.She uses a wheelchair to get around.3.Their aim is to help disabled students understand that they can play a valuable role within society.4.The articles are often about disabled people who have overcome challenges and difficulties and learnt to live a meaningful and productive life.5.He loves the magazine very much.He thinks it is very important for them to know that someone far away is also struggling as they are.Step III Post- readingQuestions in textStep IV language points in the text1. award & rewardaward n. 奖，奖品，奖金；赔偿费This year the award for best actress went to a foreigner.今年的最佳女主角奖颁给了一位外国人Those who were injured in the explosion were given an award of $6000.那些在爆炸事故中受伤的人被裁定给予6000美元的赔偿费She received a bike as an award. 他得到了一辆自行车作为奖品。

高二英语下册Unit17 lesson3教案

高二英语下册Unit17 lesson3教案李娟Teaching aims:①.To understand the story②.To know some information about Rowan Atkinson③.To paractise prepositional phrases and phrasal verbsT eaching important and difficult points:To improve the students’ reading abilityT eaching procedures:Ⅰ. Warm up1.Do you like to watch comedies? Why or why not?2. What is your favorite funny movie or TV programme ? Why?3. Who is your favorite comedian? Why?Ⅱ. Pre-readingLet’s enjoy a short comedy and then tell me whether you like it or n ot?Ⅲ. ReadingT ask1: reading strategiesT ask2: Read text1 and answer the questions. Y ou must make some inferences.1. Why has Mr. Bean gone to a fancy restaurant on this particular day?2. Does Mr. Bean have many friends? How do you know?3. Why does Mr. Bean choose the “steak tartare”?4. Why does Mr. Bean pretend to like the food when the waiters talk to him?T aks3: Read text2 and answer the following questions1. How do you know that Rowan Atkinson is not like his famous character Mr. Bean? In what ways is he different?2. Did Rowan Atkinson’s parents encourage him to become an actor? Why or why not?3. Does Rowan Atkinson like to work with other talented people? How do you know?Ⅳ. Words and phrases1. …, then you are in for a surprise.Y ou will be surprised.2. At Oxford, he obtained his Master’s degree in electrical engineering. This might explain his interest in fast cars, of which he has a vast collection.got his Master’s /Bachelor'/Doctor's degree .That is why he is so interested in …3. Rowan’s career change from an electrical engineer to a famous comedian was partly due to some speaking problems he had in his childhood.4. He compensated for this by talkingvery deliberately.make up for …(弥补)intentionally5. This may have inspired the abnormal speech patterns of many of his characters.activated / not normalⅤ. Speaking:●Retell the second passage according the following clues:●When he was young, he …. ,●who ….He studied in the same ....●At 13, he earned …to study in a….●Later he studied …in … university.●he was so interested in …that he had a vast …of ….●There are two reasons for his change of career: the first, he had some problems in …, so hecompensated for this by talking intentionally.Ⅵ. Sum upⅦ. Homework。

高二英语下学期Unit-17-Listening

我在电话中问奶奶。
“雀鸟喜欢樱桃，从樱桃泛黄开始，白天我都守在树下，赶它们走，红几颗就摘几颗，等到摘满一盆就放糖腌上，等你们过年回来喝樱桃酒……” 奶奶总是如这般，小心翼翼地珍藏着特属于孩子偏爱的果子。是的，在她眼中，她的子女，她的孙们，她的曾孙辈儿，都是从来未曾长大的孩子。只是，从十七年的那个夏天开始，我便再也不知道树上的果子是如何红透的？也不知道它们和我买来的是否相同？因为从离家开始，我们与家乡便多了一份陌生，一份会随着记忆变淡、却越发浓烈的爱恋。
从离开家开始，记忆便呈现出一种倒带模式，从不舍中回想，渐渐地，向记忆深处延申。而关于家乡的四季，只能是在打给家里的电话中听到了。据说，那棵桃树结了很多果子，杏倒是产量很少，柿子从来没吃上过，它太高了，雀鸟总在成熟前将果肉啄了个干净，只留下小部分果皮高高地挂在树上，看着它变得通红，然后枯萎，再慢慢地变干。球迷网 “还有樱桃呢？”
我突然发现蝌蚪变少了，成团的蝌蚪变成了零零散散的黑点，突然有些慌。
“麻鸭会吃蝌蚪吗？”
爷爷笑了，笑话我的无知，原来鸭子是不吃蝌蚪的，所有生物都有它的食物链，蝌蚪没有防御能力，可它有毒。我循着田埂而去，田埂上有个约二十公分宽的缺口，水流正在至下而去，不大，将田里的草逐渐带向了缺口，横梗在缺口之处。几只蝌蚪正在缺口处奋

高二英语下学期第17单元英语课件人教版

3.get around =get about 到处走动手术之后，他又能走动了.
He could get around/about again after the operation.
近来她不大各处走动.
She doesn’t get around much these days. get around/about/round (指消息)传播,流传
潜在的问题
a potential problem.
6.guidance n
指导，指引
他在老师的指导下做了这件工作。
He did the work under his teacher's guidance. vt. guide Be guided by your feeling. n 向导；导游; 指南；指导 a shopper's guide.
他的工作因愚蠢的错误而受损。
His work was impaired by stupid mistakes. 13.visual adj. 视觉的, ；视力的；形象的, 栩栩如生的
a visual organ
visually
视觉器官；
a visual memory of the scene. 对场景的形象记忆
领导或引导
The headmaster conducted us round the school. 3.direct , manage or control. He conducts his business very successfully.
4.allow (heat , electric current )to pass along or through
视觉辅助器，如幻灯片

高二英语下学期Unit-17-Listening

? ? 北方的风刮得总是那么有韧性，一场嘶砺的北风带着狂吼，能把天空放晴也能带来一场冬雪。早晨起来揉一下惺忪的眼睛，穿着凉拖习惯性的推开窗户，入眼已然是一片雪白的时候，好想就这样静静看着不去惊扰这份宁静。伸出去开窗的手还是不经意的缩了回来，怕开窗的吱吱声惊落了枝头的雪。几只麻雀叽叽喳喳的落在地上，它们一定是饿了，
小爪在地上刨啊刨的，这厚厚的雪能找到什么吃的那？。八戒影视。
? ? ? 我转身去厨房冰箱的冷藏拿出了朋友从蔚县捎来的小米，疾步走到后阳台边打开窗户，把手伸进米袋子抓了一大把小米顺着阳台抛洒出去。小鸟儿听到声响扑棱棱的飞到树上，树上的雪随着鸟儿的起飞声扑簌簌的掉在了地上，看着惊慌的小鸟我的心瞬间跌到了谷底，本是怕它们饿着给弄些吃的，它们还误会我了。
? ? ?一只大手忽然环在了腰间，吓得我差点把米袋子掉在地上，只听老公不温不火的说：“小傻瓜，发什么呆呢、” ? ? ?看着我眼里噙着的眼泪、看着我手中的米袋子、看着开着的窗户、看着我光着的脚丫，老公“噗”一声笑了。看着他拿在手里的小米忽然有点发怵，那可是他的最爱，他最喜欢喝小米稀饭上的那层薄薄的油皮。正在我怀揣小兔等着挨骂之际，老公把手伸进米袋子，大大的我坐在了窗边的摇椅上，大手试过我的长发，把我的头嵌入他的下颚深情的说：“小傻瓜，我怎么会怪你那？虽然那是我的爱喝的小米粥，但是你也解决了鸟儿们的一顿温饱，何乐而不为呢。”

高二英语下学期Unit17--new-words

hold/attend the graduation ceremony
dignity [U] 尊贵，尊严，高贵 be beneath one’s dignity 有失体面 stand on one’s dignity 维持尊严 A man’s dignity depends not upon his wealth but upon his character。
adj. 公正的；晴朗的；头发金黄的 a fair judgement 公正的审判 fair play 公平比赛 a fair morning 晴朗的早晨
fair-haired girl 金发女郎
potential adj.潜在的, 可能的
n 潜力,可能性
a potential problem.
潜在的问题 For the first time she realized the potential
feel /have sympathy for 同情…
win sympathy of 博得……的同情 in sympathy with 同情；赞成
encouragement [U] 奖励，激励，促进； [C] 鼓励的话或行为，刺激。 He received a lot of encouragement from his teacher. 老师给他很大的激励。 courage n. 勇气 encourage vt. 鼓励，激励某人 encouraging adj.振奋人心的，令人振奋的 encouraged adj. 受鼓舞的，鼓励的 encourage sb to do sth 鼓励某人今后做某事 The teacher encouraged me to study abroad. 老师鼓励我以后出国学习。

高二英语Unit17（全）（人教版高二英语下册教案教学设计）

高二英语Unit17（全）（人教版高二英语下册教案教学设计）Ⅰ.Brief Statements Based on the UnitThis unit mainly tells us the difficulties that the disabled people may face.The text“Disabled? Not me!”shows us a middle school student-Zhong Xiaowen,who could only move around in her wheelchair,could overcome lots of difficulties,and finally succeeded.From her success,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose heart.The teacher should train the students’ mental and moral character of taking pleasure in helping the disabled and help the students to know how to help the disabled to build up the spirit of “being stronger,independent and equal to normal people in activities”.Of course it is necessary for students to master the important phrases and sentence patterns in this unit.Meanwhile we should review the usage of the Direct and Indirect Object.Ⅱ.Teachi ng Goals1.Talk about disability.2.Practise talking about ability and inability.3.Review Direct and Indirect Objects.4.Write an argumentative essay.Ⅲ.Background Information1.Will Inspired LifeThe little country schoolhouse was heated by an old-fashioned,pot-bellied coal stove.A little boy had the job of coming to school early each day to start the fire and warm the room before his teacher and his classmates arrived.One morning they arrived to find the schoolhouse engulfedin flames.They dragged the unconscious little boy out of the flaming building more dead than alive.He had major burns over the lower half of his body and was taken to a nearby county hospital.From his bed the dreadfully burned,semiconscious little boy faintly heard the doctor talking to his mother.The doctor told his mother that her son would surely die-which was for the best,really-for the terrible fire had devastated the lower half of his body.But the brave boy didn’t want to die.He made up his mind that he would survive.Somehow,to the amazement of the physician,he did survive.When the mortal danger was past,he again heard the doctor and his mother speaking quietly.The mother was told that since the fire had destroyed so much flesh in the lower part of his body,it would almost be better if he had died,since he was doomed to be a lifetime cripple with no use at all of his lower limbs.Once more the brave boy made up his mind.He would not be a cripple.He would walk.But unfortunately,from the waist down,he had no motor ability.His thin legs just dangled there,all but lifeless.Ultimately he was released from the hospital.Every day his mother would massage his little legs,but there was no feeling,no control,nothing.Yet his determination that he would walk was as strong as ever.When he wasn’t in bed,he was confined to a wheelchair.One sunny day his mother wheeled him out into the yard to get some fresh air.This day,instead of sitting there,he threw himself from the chair.He pulled himself across the grass,dragging his legs behind him.He worked his way to the white picket fence bordering their lot.With great effort,he raised himself up on the fence.Then,stake by stake,he began dragging himself along the fence,resolved that he would walk.He startedto do this every day until he wore a smooth path all around the yard beside the fence.There was nothing he wanted more than to develop life in those legs.Ultimately through his daily massages,his iron persistence and his resolute determination,he did develop the ability to stand up,then to walk haltingly,then to walk by himself-and then-to run.He began to walk to school,then to run to school,to run for the sheer joy of ter in college he made the track team.Still later in Madison Square Garden this young man who was not expected to survive,who would surely never walk,who could never hope to run-this determined young man,Dr. Glenn Cunningham,ran the world’s fastest mile!2.Helen KellerHelen Keller(1880~1968) was a famous author and educator.She was stricken at the age of 19 months with an illness that left her deaf and blind.She became mute shortly thereafter.Her parents in 1887 got her a teacher Anne Mansfield Sullivan from the Perkings School for the Blind in Boston.A remarkable,close relationship developed between teacher and pupil.Within two years,Miss Keller was able to read and write in Braille.She graduated(1904)from Radcliffe College,where Miss Sullivan had spelled the lectures into her hand.Helen Keller devoted her life to publicly aiding the deaf and blind.With the aid of a translator,she toured the world to promote the education of persons similarly afflicted.She wrote numerous books,including“The Story of My Life”(1902).Ⅳ.Teaching Time:Four periodsThe First PeriodTeaching Aims:1.Learn and master the following:Phrases:deal with,overcome the difficultiesSentence Patterns:If you were in a wheelchair,you wouldn’t be able to…If I were blind,I would need a/an…2.Train the students’ listening ability.3.Improve the students’ speaking ability by describing,talking and discussion.Teaching Important Points:1.Train the students’ listening ability.2.Make the students master the sentence patterns and describe the pictures freely.Teaching Difficult Point:How to improve the students’ speaking ability.Teaching Methods:1.Listening-and-answering activity to help the students go through with the listening materials.2.Individual,pair of group work to make every student work in class.Teaching Aids:1.a tape recorder2.the multimedia3.the blackboardTeaching Procedures:Step Ⅰ Gre etings and Lead-inT:Good morning/afternoon,everyone.Ss:Good morning/afternoon,Mr/Ms.T:Sit down,please.First I want to ask you some questions.Have you been to some places of interest?Have you climbed the mountains?Ss:Yes.(Students may have different answers.)T:How can you get there?Ss:We can get to…by bus/by train/on foot…T:Now please look at the screen.(The teacher shows a picture of a wheelchair on the screen.) How do you say it in English?Ss:Wheelchair.T:What kind of people uses it?Ss:People with disabilities/who couldn’t stand up.T:Good.Now,tell me if you were in a wheelchair,would you be able to get to some places like tall buildings,high mountains?Ss:I can go to…by myself,because there’s no step.It’s easy for me to get there.T:Who has different answers?S1:I can go to…with the help of my friends.They can carry me up there.S2:I can’t go to…,because it’s high on the top of the hill.What a pity!I can only look at it from far away.Step Ⅱ Warming upT:Today we’re going to learn Unit 17“Disabilities”.(Bb:Unit 17 Disabilities The First Period) First let’s look at some words.(Show the following on the screen)disability n.ability n.sidewalk n.escalator n.elevator n.(=lift)(Teacher teaches the words and explains them,then let the students look at the first four pictures on Page 49.)T:OK.Now I want you to discuss the first four pictures usingthe following sentences.1.Sentence Patterns:(1)If I were in a wheelchair,I would…(2)If I were blind,I wouldn’t…(Write them on the blackboard)Yeah,please discuss them in groups of four.After a while,everyone is asked to talk about the pictures.Is that clear?Ss:Yes.T:OK.Please work in groups and try to imagine what difficulties and dangers you might face.(After a while,teacher asks some students to talk about the pictures.If time permits,teacher may ask more students to answer.) T:Now time is up.Who wants to say first?S1:Picture 1.If I were in a wheelchair,I would not go to the public buildings because there were so many steps.S2:Picture 2.If I were blind,I might fall down when walking on the sidewalk as it’s not flat.(Or:There are some blocks.)S3:Picture 3.If I were disabled,I wouldn’t go to the toilet,for the equipments are not fit for the disabled.S4:Picture 4.If I were in a wheelchair.I couldn’t ring in public places,because the public telephone is too high for me to reach.T:How hard they are!We pay little attention to them in our daily life.We must take effective measures to improve their conditions.Let’s see what changes have taken pl ace.Please discuss in groups.In the meanwhile,we should notice the two phrases:deal with,overcome the difficulties.(Teacher writes the following on the blackboard.)2.(1)deal withe.g.How shall we deal with the problem?(2)overcome the difficulties(After a while,teacher asks some students to talk about the last four pictures.)T:Now.Any volunteer?S1:We should provide an entrance suitable for wheelchairs on the ground floor.S2:We should build a special sidewalk for the blind,and fix some feeling equipment.S3:We must provide suitable toilets for people with disabilities,fixing two handrails.S4:We should set the public telephone in a proper place so that people in a wheelchair can reach it.T:They hope to lead a normal life as we do,so we should help them overcome the difficulties.Step Ⅲ ListeningT:Now please turn to Page 50.Let’s do some listening.You are going to hear John talking about his life.There are three questions for you to answer.You need to listen carefully.Is that clear?S:Yes.T:OK.Let’s begin.(Teacher plays the tape for the first time.Then play for the second time.During this time,teacher may pause for students to write down the information.Play some parts of the tape more times if necessary.Finally teacher checks the answers with the whole class.)Step Ⅳ SpeakingT:Please look at Speaking on Page 50.Now imagine you are disabled.Choose two of the situations below and discuss how you would deal with them.You may use the following sentencestructures.(Show the structures on the screen.)I probably couldn’t…I’m sure I would be able to…If I…,I would be able to…I would need help to…It would be difficult to…I would try to…T:OK.Please begin to discuss them.(Teacher goes among the students and listens to their discussions,then chooses several students to express their ideas in different ways.)Who can describe Situation 1?S1:I’ll try.If I were blind,it would be difficult for me to get there.But I would try my best.First I would walk down the familiar sidewalk with the aid of a walking stick.When crossing the street,I would ask others for help.Or I probably could get there by taxi.S2:Situation 2.If I were deaf,I would not be able to hear other players’ words.It would be difficult for us to work together.I would have to read their facial expressions and gestures.I think I’m more lucky than Helen Keller,for I can see.I should learn her spirit of studying,and try to imitate by looking at their mouths.I’m sure I would learn English well.S3:Situation 3.If I were in a wheelchair,I’m sure I would be able to go shopping,eat at a fast food restaurant and then go to a cinema with the help of my friends.First I would do my best to get to the steps of the building by myself,and then they could carry me up to the entrance of the lift.I’m sure I would be able to get there and have a good time.Step Ⅴ Summary and HomeworkT:In this class,we’ve done some listening and speaking.We’ve also talked about the situations of the disabled.Of course,we’ve learned some useful sentence patterns.After class,practise more talking about disability in English.Master the useful sentence patterns,(Teacher points to the blackboard.)and preview the reading material“Disabled?Not me!”.So much for today.Goodbye,everyone!Step Ⅵ The Design of the Writing on the BlackboardUnit 17 DisabilitiesThe First Period1.Sentence Patterns:(1)If I were in a wheelchair,I would…(2)If I were blind,I wouldn’t…2.(1)deal withe.g.How shall we deal with the problem?(2)overcome the difficultiesThe Second PeriodTeaching Aims:1.Learn and master the following words and expressions:get around(=getabout),fair,guidance,gifted,assist,cooperate,recognition,sympath y,encouragement,productive,visual,impair,motivate,disappointin g,adjust to,get used to2.Train the students’ reading abili ty.Teaching Important Points:1.Improve the students’ reading ability.2.Enable the students to understand the text better.3.How to get the students to master the useful expressions.Teaching Difficult Points:Master the following sentence structures:1.…studying together with their disabled classmates is both challenging and rewarding. Living with disability is frustrating and challenging.2.I am and get used to the fact that while I may not be…Teaching Methods:1.Discussion to help the students know something about the disabled.2.Fast reading to get the general idea of the text.3.Questioning-and-answering activity to help the students go through the whole passage.4.Pair work or individual work to make every student work in class.Teaching Aids:1.a tape recorder2.a multimediaTeaching Procedures:Step Ⅰ Greetings and Revision(Greet the whole class as usual.)T:Yesterday we learned what difficulties and dangers the disabled might face and how to help them in our daily life.Imagine you are disabled.Wh o’d like to describe the situation(If you were blind/deaf etc.)and tell us how you would deal with them.S:I’ll try.…(All the others listen carefully.)T:Well done.No matter what difficulties he may meet with,we all hope he can enjoy himself.Step Ⅱ Lead-in and Pre-readingT:Yeah.We know people with disabilities may have lots of difficulties in their lives,but many of them are determined.Theycan overcome any difficulty.Please look at the three questions on the screen and discuss them in groups.(Show the following on the screen.)1.Do you know anyone who is disabled?How does he or she deal with the disability?2.Do you know of any famous people who are disabled?What do they do?3.Should disabled students be allowed to go to college?Should they get any extra help?Why or why not?(Teacher gives students five minutes to discuss and collects their answers.)Suggested answers:1.Yes.I know a person with disability.He has learnt to do many things without help.He can take care of himself at home,but getting around in the city in a wheelchair is often frustrated.He loves reading stories of young disabled people who have overcome great difficulties.2.Yes,I do.Beethoven was a great musician,Helen Keller was a great American writer,and Zhang Haidi is also a writer.3.Yes,they should.Because there are many gifted disabled students,they can make a contribution to the society.They should get some extra help in their everyday activities.No,they shouldn’t.Because they need recognition,more than sympathy and help.St ep Ⅲ ReadingT:OK.Today we’ll read a text “Disabled?Not me!”and know something more about it.I think you are interested in it.Please turn to Page 17.Read the passage quickly to get the general idea and answer the questions on the screen.(Teacher shows the questions on the screen.)1.What’s the trouble of Zhong Xiaowen?2.How does she get around?3.What’s the teachers’ aim in the special college?4.What do the articles in Literature of Chinese Blind Children talk about?5.How does Zijie like the magazine?(Teacher gives students enough time to read the text and collects their answers.)Suggested answers:1.Xiaowen was born without the ability to use her legs and she has no feeling below the waist.2.She uses a wheelchair to get around.3.Their aim is to help disabled students understand that they can play a valuable role within society.4.The articles are often about disabled people who have overcome challenges and difficulties and learnt to live a meaningful and productive life.5.He loves the magazine very much.He thinks it is very important for them to know that someone far away is also struggling as they are.T:Now read the passage again and try to get as much information as you can.Step Ⅳ Study for Language PointsT:Now you’ve known the general idea of t he passage.Please look at the screen.I’ll explain something to you.(Show the following on the screen.)a.treat vt. treat sb. well(badly)e.g.Don’t treat me as a child.Which doctors are treating her for her illness?b.ability n. the ability to do,a man of abilitye.g.Man has the ability to speak.c.make a contribution toe.g.We must do something useful and make a contribution to our country.unch vt.①launch a man-made satellite②launch a new enterprise③launch threats against sb.e.play a …role(in,wit hin)e.g.He played a leading role in a film.f.both…and…e.g.Both you and I are students.He both fears and hates at once.g.…studying together with their disabled classmates is both challenging and rewarding.Living with disability is frustrating and challenging.In these two sentences,gerundial phrases are used as subject.e.g.Working with him is a great pleasure.h.…I am and get used to the fact that while…Here that-clause is used as appositive clause,expressing the fact.e.g.The fact that he came here was known to us all.(Write important phrases and difficult sentences on the blackboard.)T:(After explaining the language points.)Do you have anything you don’t understand?If you have,please tell me,I’ll be glad to have a discussion with you.(The teacher answers the questions raised by the students.) Step Ⅴ Listening and ConsolidationT:Let’s listen to the tape.I’ll play the tape twice.When I first play it,just listen.When I play it for the second time,listen andrepeat it.Are you clear about it?(The teacher plays the tape for the students to listen and repeat.While the students read,the teacher goes among the students to correct the students’ mistakes in pronunciation,intonation and stress.)T:Now turn to Page 52.There are five questions for you to answer in Post-reading.Try to find the answers in the text.Discuss in groups of four,and then I’ll ask some of you to read your answers.(A few minutes later.)T:Are you ready?Ss:Yes.T:Now let’s begin.S1:They have to use wheelchairs to get around and it often takes them a little longer to do everyday things,such as getting out of bed,getting dressed and going to class.S2:They not only learn how to assist disabled people,but also learn the importance of cooperating to reach their goals in life.S3:They help disabled students to understand that they can play a valuable role within society,and inspire many of them to believe that they can realize their dreams.S4:Today there are more opportunities like the special Olympics for disabled people to develop their potential,live a richer life and make a contribution to society.Because people understand that they can play a valuable role within society,and that they need recognition,more than sympathy and help.S5:People must make sure that all of us should have equal access to all areas and facilities.People should treat me fairly.Step Ⅵ Summary and HomeworkT:Today we have learned the passage-Disabled?Not me!From the success of the disabled student-Zhong Xiaowen,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose heart.On the other hand,we should help the students to know how to help the disabled in our daily life.And we also learn some phrases.After class,you should work hard and master them.Step Ⅶ The Design of the Writing on the BlackboardUnit 17 DisabilitiesThe Second Period1.Important Phrases:treat sb.,the ability to do,make a contribution to launch,playa …role,both…and…,get used to2.Difficult Sentences:…I am and get used to the fact that while…I may not be able to walk,there are many other great things I can do.The Third PeriodTeaching Aims:1.Review the words and phrases learned in the last two periods.2.Learn and master Direct and Indirect Objects.Teaching Important Points:1.How to guess the missing word according to the given sentence.2.Master the interchanges of position on direct and indirect objects in the sentence.Teaching Difficult Point:Master the changes of the prepositions in the interchangesof direct and indirect objects.Teaching Methods:1.Review method to consolidate the words learned in the last two periods.2.Explanation and inductive methods to make the students master the interchanges of direct and indirect objects.3.Individual,pair work to make every student work in class.Teaching Aids:1.the blackboard2.the multimediaTeaching Procedures:Step Ⅰ GreetingsGreet the whole class as usual.Step Ⅱ Word StudyT:In the last two periods,we have learned something about d isabilities.As we all know,we shouldn’t look down upon the disabled.We should help and respect them.And we must make life easier for them.All these include some useful and important words and phrases.Now let’s review them.Open your books and turn to Page 53.Look at Word Study.Part 1:Fill in the blanks with the right words.Part 2:Use the correct form of the words in the box to describe the following things or people.You are given ten minutes to do them.Read first,then fill in them according to the meaning of each sentence.Is that clear?Ss:Yes.T:OK.First do it by yourself.Then discuss them in pairs.After a while,I’ll ask some students to read the words.(Teacher goes among the students and the students begin to do it.After a while,teacher checks their answers.)Suggested answers:1.①waist ②guidance③sympathy ④physical⑤potential ⑥gifted⑦meaningful ⑧limit⑨overcome ⑩adjust2.①frustrated ②challenging③disabled ④motivated⑤encouraged ⑥disappointed⑦rewardingStep Ⅲ Grammar StudyT:Now I want you to translate two sentences into English.Look at the screen.(Show the following on the screen.)1.请把盐递给我。

高二英语Unit 17 Disabled？Not me!阅读课学案(人教版高二英语下册学案设计)整理

高二英语Unit 17 Disabled？Not me！阅读课学案(人教版高二英语下册学案设计)整理Learning Plan for Reading (1st period)Disabled? Not Me!I. Goals of this period1. Read the text and summarize the main idea of each part.2. Understand the text by doing some exercises3. Know that the disabled people are not weaker than the normal people except that they are disabled in physics.II. Learning Procedures:Step 1. Lead-in1. Enjoy some pictures of disabled people and try to talk about who they are and what problems they have.2. More questions:① How many different types of disabilities do you know?① Do you know of any famous people who are disabled? What do they do?Step 2 SkimmingRead the whole text quickly and try to find the topic sentence of each paragraph.Para.1 Disabled people need recognition more than sympathy and help.Para.2 I know people are trying to help, but I wish they wouldn’t treat me as if I were a child.Para.3 Living with disability is frustrating and challenging.Para.4 Today there are more opportunities for disabled people to develop their potential, live a richer life and make a contribution to the society.Para.5 Like all of us, disabled people also need inspiration and encouragement.Para.6 About one third f the articles in Literature of Chinese blind children are written by disabled authors and blind children.Step 3. ScanningScan the text and decide which of the following are true and which are false.1.Zhong Xiaowen doesn’t wish to be treated as a little child. ( )2. Xiaowen’s story serves as an example to show that physicaldisabilities can limit a person’s life.(F)3. All the students in the Beijing Union University are not disable. ( )4. The disabled people need both recognition and inspiration and encouragement. ( )5. Literature of Chinese Blind Children is a great help in encouraging blind children to overcome difficulties and challenges. ( )6. Ye Zijie’s story is mentioned to show how disabled people write articles for newspapers and magazines. ( )7. In 2000 Ye Zijie was invited to London and became the first Chinese to study abroad. ( )8. It might be frustrating and challenging to live with disability. ( )Step 4. Careful readingRead the text again and choose the best answer:1. By the first sentence in Para. 1, Zhong Xiaowen really means __ _.A. her classmates actually look down upon herB. she wants to be treated as an independent personC. disabled students suffer much more hardshipsD. she has grown into an adult and is no longer a child2. The magazine Literature of Chinese Blind Children helps disabled people by ______.A. providing inspiration and encouragementB. offering free books and magazinesC. teaching them to read and writeD. sending gifted disabled students to study abroad3. Which is true about the special education college in the Beijing Union University? ( )A. Only disabled students can study in the college.B. Students can learn to take care of the disabled and will work as nurses after graduation.C. Its main aim is to help people understand what difficulties the disabled many have in their life.D. It teaches people with and without disabilities to live together and learn from each other.4. This text is mainly about ______.A. what makes people disabledB. how the disabled live a normal lifeC. what is to be done to assist disabled peopleD. how physical disabilities limit a person’s life5. We can infer from the text that ______.A. the disabled are uselessB. we should look down upon the disabledC. the disabled can do something as well as or better than normal people if they are helpedD. there is no opportunity for the disabled to make a contribution to societyStep 5 DiscussionWhat have you learned from the text?文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。

高二英语教案：高二英语下学期unit17 Reading

Teaching Plan for “Unit17 Disability”Class: _____ Room: _____ Time: ______ Contents: Disabled? Not me!Teaching goals:1.Target language:Fair guidance gifted assist sympathy adjust get around2.Ability goals:I. Enable students to understand the text better.II. Enable students to describe some the possible difficulties that the disabled have to overcome.III. Enable students to know what still waits for us to do for the disabled.3.The goals of moral education:i. Enable students to know that they should respect the disabledand help them warmly, because the disabled can dosomething as well as or better than normal people if they arehelped.ii. Enable students to get something from Zhong Xiaowen andother disabled people’s success. That is, there is nothingdifficult in the world, if you stick to it.Teaching important points:1.Help students to describe the difficulties the disabledare faced with with the target language in this unit.2.Help students to understand the text better.Teaching difficult points:1.How to help students to describe the difficulties andthe needs of the disabled.2.How to help students achieve the goals of moraleducation.Teaching methods:Skipping Task-based questions InterviewTeaching aids:Tape-recorder computer blackboardTeaching procedures:Step1: Lead-in (4 minutes)Lead the text in by the introduction of the program Kwan-yin of the1,000 Hands.T: Did you see the program Kwan-yin of the 1,000 Hands.?Ss: Yes/ No.T: If no, it doesn’t matter. Now let’s enjoy it together. Before enjoying it,Make sure what your tasks are:Task1: Who is the lead actress ?___Tai Lihua.Task2: How do you like the program?____Excellent./Beautiful.(Play the program and deal with the tasks)T: Can you say something about the program?Ss: Deaf-mute dancers, in CCTV’s 2005 Spring Festival Gala, performedit.T: Right. You know, they are deaf-mute. How can they catch the rhythmof the music?Ss: To help the dancers catch the rhythm of the music, sign languagecoaches were at the four corners of the stage. So they performed sowell.T: In a way, we can say: Despite the disability, they can perform as wellas or even better than the normal people if they are helped. Do youagree.Ss: Yes.T: So we can say : Disabled? Not them! I have found another person says:Disabled? Not me! Ok. Please open your books and turn to P51. TodayWe are going to learn the passage: Disabled? Not me! (write it on theBb.)Step2. SkippingSkip the text and then complete the task on the screen/Bb.Task1:Skip the text, find 4 or 5 high frequency words, then according to the high frequency words and the title, guess the main idea of the whole text,High frequency words: Zhong Xiaowen disabled difficulty lifeMain idea: The disabled like Zhong Xiaowen have some difficulties to live a normal life, but they try their best to live a meaningful andproductive life.Step3. Fast readingRead the text quickly. Then complete the tasks on the sceen/Bb.Task1: Answer the following QS:1.W hat’s the trouble of Zhong Xiaowen?2.H ow does she get around?3.W hat’s the teachers’ aim in the special college?4.W ho started the magazine Literature of Chinese BlindChildren?5.H ow does Zijie like the magazine?Keys:1.X iaowen was born without the ability to use her legs andshe hasno feeling below her waist.2.B y using a wheelchair.3.T o help disabled students understand that they can playa valuable role without society.4.X u Bailun.5.“It is very important for us to know that someone alsostruggling as we are.Task2: Choose the best answers to the QS.1.T he disabled, the author’s opinion, need allEXCEPT_____.A. recognitionB. sympathy and helpC. discriminationD. inspiration and encouragement2.T he article in Literature of Chinese Blind Children areoften about_____.A. ordinary peopleB. famous writersC. science and technologyD. disabled people3.I n order to help the disabled, we should_____.A.do everything for themB.give them some money, food and clothingC.help them understand their valuable role in societyD.learn how to teach them knowledge4.T he disabled people mentioned in the text are all _____.A. hardworking and cleverB. lazy and poorC. optimistic(乐观) and pessimistic(悲观)D. foolish and doing nothing at all5.W e can infer from the text that_____.A.the disabled are uselessB.we should look down upon the disabledC. the disabled can do sth as well as or better thannormal people if they are helpedD. there is no opportunity for the disabled to make acontribution to societyStep4. ListeningListen to the tape, then try to get more information about the text andpay attention to your pronunciation, the fill in the blanks in the short passage.Zhong。

高二英语下学期Unit-17-Listening

“你的牛跑到这里，伙折腾得够呛，得请一壶。”
老坏不甘心地在岗子前后搜寻。那么大的牛，说不见就不见了？他狐疑地挨个望大伙，每个人眼里都流露出失望和莫名其妙。“谁知道它是谁的牛。徐老汉跟着走，我也跟着走，把村子都转遍了。看，忙了半天，牛毛都没弄到一根。”老坏颓然朝地上一坐，拍着大腿。
女生忙从画架前站起，逃到一丛丝绵木后。牛跑过来，绕着画架子转了两圈，悲愤地长哞一声，向空中一跳，不见了。hg0088 杀猪娣手持刀子在空中戳来戳去，一根牛毛都没戳着。人们拄着农具喘息，互相追问牛去哪了：刚才追了半天的真是一头牛么？
老坏哈哧哈哧赶过来：“牛呢？我的牛呢？”
“这牛至少四百斤肉。”杀猪娣拄着刀子站起来，半弯着腰。这一通跑累坏了她，更可气的是，跑半天白忙活，这么多牛肉就这么没了。
人们闹闹嚷嚷走了。女生坐回马扎，她对那头牛的消失也很奇怪。但这世上奇怪的事本来就多，黄牛也许跳入了另一个神奇空间，说不定哪天它又会拱开一扇神奇的门，突然出现。她想，把这头牛画到纸上挺好，岗子前站着一头黄牛，再画上个夕阳。她调出黄棕色，正要在纸上落笔，却发现纸上已有一块黄棕。那是头牛，它悠闲地甩着尾巴，嘴里衔着一束青草，正向画的深处慢慢走去。

高二英语Unit17 Disablity课件2(旧人教版下)

Post Reading
1. What are some of the difficulties Xiaowen and other disabled students have to overcome? They have to overcome both physical and social difficulties, which prevents them from moving around freely and makes everyday activities more difficult, and people’s attitude towards them make them feel unfairly treated and not wanted
Unit 17 Reading Comprehension
Before Reading
1. Is it easy for us to become successful? What about the people with disability? 2. Do you know any famous people who are disabled? 3. Should disabled students be allowed to go to university? Should they get any extra help? Why or why not?
both…and… / which…. / Prevent…from / unfairly treated
• 2. What do the students who are not disabled at the special education college learn? • They learn to assist disabled people, but they also learn to cooperate with them.

高二英语Unit17 Disabilities Reading课件人教版

Difficulties & Dangers
The disabled woman is getting on the bus
with the others’ help. Because there was a special path for them ,they could get on the bus even if they were in wheelchairs.
WELCOME
Love is the common and permanent language of we human beings!
Unit 17 Disabilities
lame
Types of disabilities
deaf
blind
mute
Mentally disabled
Do you know how large china’s disabled population is?
桑兰
author of the best-selling book A Brief History of Time, has made difficult concepts in physics more acceptable to the public. His discoveries about gravitation are
Physicist
The Special Olympics
The disabled
are fighting for their
rights.They should be accepted in society and treated like the independent. “I’m not disabled, not a burden or problem”.

高二英语下册unit17reading课标

painter
epilepsy
Roosevelt
governor/president
paralyzed
Topic sentence
Para.1 I know people are trying to help, but I wish they wouldn’t treat me as if I were a child.
How does she get around
Use a wheelchair
Favorite subject
Computer science
Part2 (para3-5): Actions taken to help the disabled.
The disabled students The Special Education College
D.How physical disabilities limit a person’s life
2. By the first sentence in Para 1, Zhong Xiaowen really wants to mean that_____.
A. Her classmates actually look down upon her
Learn the importance of cooperating to reach their goals challenging and rewarding
They learn they can play a valuable role
The disabled students:
within society need recognition more than sympathy and help

高二英语下学期Unit-17-Listening

我们常就是这样遇见很多熟悉的陌生人，有所交集，又毫不了解。但在你来我往的买卖中，慢慢也像成了熟人，都忘了相互之间曾经的一些小小不愉快。最初我都会在下一次买菜时说上一句，上次你又少我份量。那些老人就装作没听见，我也笑笑不恼。我不买菜的日子里，经过那些老人家跟前时，有几个都会跟我打招呼，下班了？今天不买点啥？我笑着回答，不买呢，家里还有。身后偶尔会听到老太太们在说着，她今天穿得真好看。我便开开心心地踩着高跟鞋，一点一点走远。
老人家们除了随便卖点自家种的东西，我估计他们的乐趣还在于可以聚在一起聊聊天。他们心里肯定都是有竞争意识的，但表面上都是一团和气，我停步在随便哪家，旁边的人也不会挤上来推销自己的东西。他们的善和坏有时也说不清楚。贪便宜似乎就是一种本能，但面子还是要的。看他们一个个衣着朴素，但谁知道其中有好些人是不是很有钱的拆迁户。或许很多人都比我家境好得多。全场滚球独赢是什么意思
卖菜的老头老太太还分早晚，有些就是早上来，有些就是傍晚来，有些早晚都来。早上我是不买菜的，赶上班都慌死了。那个卖玉米的大妈原本都是早上来的，后来是我强烈要求傍晚来一趟，不然我没法买。她便依了我，有时会给我留些好的。这会儿想想，我不由心里一笑，或许正如她所说的，确实喜欢我。她整天忙碌在田间地头，浑身上下都是尘土，可能想着我替她穿了漂亮衣裙，她因此见了欢喜。

高二英语下学期unit17reading

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