人教版高二下 Unit 17 Disabilities 教案
高二英语 Unit17 Disabilities(第一课时)教案 人教版
Unit 17 DisabilitiesⅠ.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.Teaching 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 engulfed in 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 strongas 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 started to 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 thelistening 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 Greetings 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)′ｂability/′ｂIｔI/sidewalk/′ｓａｄｗｋ/n.escalator/′ｅｓｋｌｅIｔ (r)/n.elevator/′ｅｌｖｅIｔ (r)/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 using the 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 place.Please discuss in groups.In the meanwhile,we should notice the two phrases:deal with,overcome the difficulties.(Teacher writes the following on theT: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 sentence structures.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 BlackboardStep Ⅶ Record after Teaching。
人教版高二教学案一体化Unit 17 Disabilities
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 fluently 2.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 win ning.(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 rain.[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 habit 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 s he never dares to make a 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 fri ends for a picnic. Would you like to join us?A. get inB. get overC. get alongD. get together③It was not a serious illness, 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。
高二英语教案：高二英语下册unit 17教案
Unit 17 DisabilitiesⅠ.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.Teaching 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 engulfed in 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 hewould walk.He started to 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 ⅠGreetings 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 ⅡWarming upT:Today we’re going to learn Unit 17“Disabilities”.(Bb:Unit 17 Disabilities The First Period) First let’s look at some words.n.n.n.n.n.(=lift)the wordspictures on Page 49.)T:OK.Now I want you to discuss the first four pictures using the 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 place.Please discuss in groups.In the meanwhile,we should notice the two phrases:deal with,overcome theT: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 ⅢListeningT: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 ⅣSpeakingT: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 sentence structures.(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 ⅤSummary 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!The Second PeriodTeaching Aims:1.Learn and master the following words and expressions:get around(=get about),fair,guidance,gifted,assist,cooperate,recognition,sympathy,encouragement,productive,vis ual,impair,motivate,disappointing,adjust to,get used to2.Train the students’ reading ability.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 ⅠGreetings 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 ⅡLead-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.)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.Step ⅢReadingT: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.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 ⅣStudy for Language PointsT:Now you’ve known the general idea of the passage.Please look at the screen.I’ll explain something to you.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.(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 adiscussion with you.(The teacher answers the questions raised by the students.)Step ⅤListening 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 and repeat 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 ⅥSummary 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.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 interchanges of 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 ⅠGreetingsGreet the whole class as usual.Step ⅡWord StudyT:In the last two periods,we have learned something about disabilities.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 ⅢGrammar StudyT:Now I want you to translate two sentences into English.Look at the screen.two sentences?Who wants to try?Yeah,Zhao Nan,you try the first one,please.S 1:Pass me the salt,please.T:Good,sit down,please.Now we can also say:Pass the salt to me,please.(Write the two sentences on the blackboard.)Now the second one.Who wants to try?OK.Peter,you try,please.S 2:Play us some folk music,please.S 3:We can also say:Play some folk music for us,please.T:Very good,sit down,please.(Write the two sentences on the blackboard.)Look at the blackboard,the verbs “play ”and “pass ”are followed by two objects.In English,there are some verbs that can be followed by two objects.Who can tell us what they are?S 4:I ’ll try.They are send,buy,get …T:Right.You ’ve known some of the verbs.Now I ’ll give you a summary.Please look at the screen.objects are transformed into “to-phrase ”.And in Group 2,most of the indirect objects are transformed into “for-phrase ”.(Write the following on the blackboard.)Compare:⎩⎨⎧ow.you tomorr book to return the Ill row.book tomor you the return Ill ⎩⎨⎧you? will us,for chairs few a Fetchyou? will chairs, few a us Fetch Is that clear?Ss:Yes.T:But not all the indirect objects can be replaced like this.e.g.“Do me a favour ”.We can ’t transform it into:“Do a favour for me.”OK.Now let ’s do some exercises.Open your books and turn to Page 54.Look at Grammar —Direct and Indirect Objects.Look at Part 1.Tick the right answer.First do it by yourselves.Thendiscuss it in pairs.Finally I’ll show you the answers.yuan.Please take these exercise-books to my office.is shorter than the indirect object,or when we emphasize the indirect object,we often use such patterns,“Subject+Predicate+Direct Object+to/for+Indirect Object”.e.g.I took it to the policeman on duty.Mother bought the ice-cream for you,not for me.(Write them on the blackboard.)And there are two special cases you should notice.Please look at the screen.Ss:Yes.T:OK.Let’s deal with Part 2.(Teacher begins to read the following and explains it if necessary.Summer is coming.You decide to have a different vacation this e the words in brackets to explain what you will do differently this summer.)Now you are given five minutes to do it.First do it by yourself.Then discuss it in pairs.Now please begin.(Teacher goes among the students to check their writing and explains some new words that students meet with and ask.As to some difficult sentences,teacher and students can discussStep ⅣPractice(Give the students several minutes to practise them,then teacher may check their practice.) Suggested answers:1.I’ll lend some to you.2.He gave a camera to his wife for Christmas.3.We’re going to sing the heroes some songs.4.Bring the book to me.5.She made me a coat.6.He bought his teacher flowers.Step ⅤSummary and HomeworkT:In this class,we’ve reviewed some new words and mainly done some exercises about direct and indirect objects.After class,review the content,and remember the verbs that can be followed by double objects.Today’s homework:Preview the integrating skills.That’s all for today.Goodbye,everyone.The Fourth PeriodTeaching Aims:1.Review the useful expressions learnt in this unit by making sentences with them.2.Review the common verbs that take indirect objects.3.Train the students’ integrating skills by reading and writing.Teaching Important Points:1.Improve the students’ reading ability by reading the material.2.Improve the students’ writing ability.Teaching Difficult Point:How to improve the students’ integrating skills—reading skill and writing skill.Teaching Methods:1.Fast-reading and reading to improve the students’ reading ability.2.Practice and pair work or group work to have every student master what they’ve learned.Teaching Aids:1.a tape recorder2.the multimedia3.the blackboardTeaching Procedures:Step ⅠGreetings and Revision(Greet the whole class as usual.)T:Yesterday we learned the grammar—Direct and Indirect Objects.We know there are some verbs that can be followed by objects.Who can tell us what they are?S1:They are “give,show,send,read,lend…”.S2:And “make,buy,do,get…”.T:Right.Sit down,please.We should also notice the usage of “to”and “for”when we interchange them.Step ⅡTestT:In this unit we have also learned some useful expressions.Have you remembered them?S:Yes.T:OK.Now let’s review them together.I speak Chinese,you speak English.(Teacher writes the following on the blackboard when students say them.)share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust toT:Now I’ll give you a test to see whether you’ve mastered them or not.Look at the screen,please.Suggested answers:1.shared,with2.treated,as3.deal with4.the ability to5.plays an important role6.realize their dreams7.got around 8.adjust toStep ⅢFast ReadingT:We’ve learned something about disabilities.They hope to lead a normal life as we do,so we should provide more opportunities for the disabled to develop their potential,and let them live a richer life and make a contribution to society.We should help them overcome the difficulties.Today we’re going to read a material“The special Olympics”.Please turn to Page 55.Read the text fast and try to get the general idea.Step ⅣReadingT:Now read the text again.Read it carefully and discuss the following questions on the screen with your partner.Write your answers on a piece of paper.In a few minutes,I’ll ask some pairs to give us the answers.students’ questions.)(A few minutes later.)T:Have you finished?(Ss:Yes.)Give us your answers,please.One student,one question.Any volunteer?S1:1.Every two years.S2:2.Because each athlete had to train for many years and overcome fear and hardship to reach the Games.For them,winning isn’t to be the first one across the finish line or scoring the most goals,but the best you can be.S3:3.By preparing for and participating in the Special Olympics,mentally disabled children and adults can develop their ability to move,improve their health and gain greater self-confidence.The Special Olympics is also a good way to make friends.S4:4.In Chicago.S5:5.Because interest in the Special Olympics has spread across the world and many cities are now competing for the honour to host the event.S6:6.In 2007.T:Now look at the screen again.I’ll explain some words and expressions of the text so thathave a discussion with you.(The teacher answers any questions asked by the students.)Step ⅤListening and Reading AloudT:Let’s listen to the tape.When I play it for the first time,just listen to it.When I play it for the second time,please listen and repeat.Then read the text aloud.Are you clear about it?S:Yes.(The teacher plays the tape for the students to listen.Then when the students read the text,the teacher goes among the students and corrects the students’mistakes in pronunciation,intonation and stress.)Step ⅥPracticeT:Now let’s do an exercise.You should do it like this:try to find useful expressions in the text and make sentences with them in groups of four.One student,one sentence.Do it by turns.Are you clear about it?S:Yes.(A few minutes later)T:Now I’ll ask some students to make sentences.One sentence at a time.S1,please give us your sentence.S1:I’ll make a sentence with the phrase“every four years”.The Olympic Games is held every four years.T:Please go on.S2:fail to doHe failed to pass the English exam.S3:more thanMore than one person has made the suggestion.S4:considerWe don’t consider Tom to be our best friend.S5:take part/participateAll the students took part/participated in the sports meeting in our school.S6:competeHe competed with other players for the champion.Step ⅦWritingT:Now you’ve known something about disabilities.I think many students will show their love to the disabled from now on.What should we do to help them in our daily life?S7:If we are organizing an event,we must imagine that people with disabilities may want to come to it.So we must make sure that they can enter and use all parts of the building.S8:When we design a building,we should provide an entrance suitable for wheelchairs on the ground floor,as well as lifts,suitable bathrooms and toilets.We must also make sure that signs are clear and easy to read.S9:…T:OK.It’s very kind of you!After class,please conduct a survey of the public places where you live in.Start with your school:how easy or difficult is it for a disabled person to get around?Visit other public buildings and find out if they are accessible or not.Work in pairs or groups and make a checklist for your e the results to write an essay.Describe the current situation and suggest ways to improve the situation.Suggested writing:After several days’ survey,I found that the government paid a little attention to the disabled and spend much money on new buildings.There is no special road for the blind.The buildings have many steps,and it’s difficult for the disabled to get into them.A new government programme has been designed to help disabled people.More special schools will be built.Not only will help be given to people to find jobs,but also medical treatment will be provided for people who need it.But the truth is that everyone should take care of disabled people,not just the government.If everyone shows love to them,their life will be much better.Step ⅧSummary and HomeworkT:In this class,we’ve reviewed the useful expressions and learned the text“The Special Olympics”.We practise how to write the article on disabilities.After class,go over all the important points learnt in this unit,and write an essay.Prepare for next unit.Class is over.Record after Teaching。
高二英语Unit(17) Disability 教案 人教版
Unit 17 DisabilitiesI．单元教学目标技能目标Skill GoalsTalk about disabilityPractice talking about ability and inabilityReview Direct and Indirect objectsWrite an argumentative essayII. 目标语言功能句式Talking about ability and inabilityI probably couldn’t…I would not be able to…It would be difficult to…I’m sure I would be able to…I could…I would try to…If I… I would be able to…I would need help to…I would need a/ an…词汇1. 四会词汇disability, ability, sidewalk, waist, fair, potential,, guidance, gifted, assist, sympathy, encouragement, visual, disappointing, adjust, ceremony, victory, dignity, participate, accessible, conduct2.认读词汇obstacle, escalator, elevator, cooperate, recognition, productive, self-confidence, Huhhot, impair, shameful, motivate, Olympian, facility, survey3. 词组get around, adjust to, get used to4. 重点词汇encourage, disappoint, disable, gifted, guidance, adjust, sympathy语法Direct and Indirect objects重点句子1. The Beijing Union University has launched a special education college where gifted disabled students receive the help they need to succeed. P512. She uses a wheelchair to get around and it often takes her a little longer to do everyday things, such as getting out of bed, getting dressed and going to class. P513. They not only lean how to assist disabled people, but also learn the importance of cooperating toreach their goals in life. P524. The articles in the magazine are often about disabled people who have overcome difficulties and learnt to live a meaningful and productive life. P525. By preparing for and participating in the Special Olympics, mentally disabled children and adults can develop their ability to move, improve their health and gain greater self-confidence.p55The 1st period SpeakingStep 1 RevisionAsk students to check their writings.Step 2 Warming upTalk about pictures on P49.Work in pairs and try to imagine what difficulties and dangers you might face if you were blind or in a wheelchair.Step 3 SpeakingImagine you are disabled, choose two of the situations on p50 and discuss how you would deal with them.What would you not be able to do?What could you do to overcome the difficulties?Step 4 Talking:Deal with Talking on p124.Each group member represents one of the five senses. Everyone should complete the role card and use it to persuade the other group members that your sense is the most important.Step 5 HomeworkLearn the new words by heart.The 2nd Period ListeningStep 1 RevisionDictate the new words and then revision about the difficulties of the disabled.Step 2 ListeningEx on p50Students are asked to read fast the questions and multiple answers to find out the listening points first, and then listen to the tape twice t choose the best answers.Step 3 Thinking of ways to solve the problemAsk the students to think of some ways to solve the problems John describes?Then ask some of them to report their ideas.Step 4 Listening (wb P133)Step 5 Assignment.Preview the reading.The 3rd Period ReadingStep 1 Lead-inSome question on the topic or brainstorm on some words and expressions related to the topic. Step 2 Pre-readingQ & A: Do you know anyone who is disabled? How does he or she deal with the disability?Do you know any famous people who are disabled? What do they do?Should disabled students be allowed to go to university? Should they get any extra help? Step 3 while-readingThe general idea of the passage:Main idea of each para:Para 1. The difficulties Xiaowen has as well as her success.Para 2. The importance of giving the disabled a chance to receive education.Para 3. The special education college set up for the disabled.Para 4. Introduction to the magazine for the disabled.Para 5. The good effect the magazine has on the disabledPara 6. Xiaowen’s advice to those living with the disabled.Deal with some language points if possible, paying attention to analyzing the following sentences: 1. The Beijing Union University has launched a special education college where gifted disabled students receive the help they need to succeed.2. The articles in Literature of Chinese Blind Children are often about disabled people who have overcome challenges and difficulties and learnt to live a meaningful and productive life.3. Maybe it is time for the rest of society to accept me as I am and get used to the fact that while I may not be able to walk, there are may other great things I can do.Step 3 Post-reading:Listen to the tape and then answer the post-reading questions on p52.Step 4 HomeworkPreparations: Language Study on p 54 and Practising on P125.The 4th Period GrammarStep 1 RevisionCheck the homework.Step 2 Word Study.Check the answers orally.Step 3 GrammarFirst review the important sentences;6. The Beijing Union University has launched a special education college where gifted disabled students receive the help they need to succeed. P517. She uses a wheelchair to get around and it often takes her a little longer to do everyday things, such as getting out of bed, getting dressed and going to class. P518. They not only lean how to assist disabled people, but also learn the importance of cooperating to reach their goals in life. P529. The articles in the magazine are often about disabled people who have overcome difficulties and learnt to live a meaningful and productive life. P5210. By preparing for and participating in the Special Olympics, mentally disabled children andadults can develop their ability to move, improve their health and gain greater self-confidence.p55And then Deal with the Grammar on P 54.Step 4 HomeworkFinish the Grammar Ex on p126-127;Go over the reading on p127& 128The 5th Period Extensive readingStep 1Check the homeworkStep 2 Listening and Fast reading P55Ask students to listen to the tape and try to get the main idea of the text, and then look through it quickly and answer the 3 questions on the below.Step 3 readingP127Extensive reading.Step 4 Homework.Review what we’ve learned in this period and prepare for the writing task.The 6th Period WritingStep 1 revisionCheck the homeworkStep 2 WritingWrite an essay according to the results of the survey.Step 4 Writing (2)Finish the writing task on P129, and share it with your partners.。
人教版高二下 Unit 17 Disabilities 教案
人教版高二下Unit 17 Disabilities 教案人教版高二下Unit 17 Disabilities 教案Perid 1 Let’s listen and spea!Gals◆Taling abut disabilit◆Pratie taling abut abilit and inabilit◆Iprve students’listening and speaing abilitPreduresLeading in: b disussing the pituresHell, everne L at the three pitures first and disuss the flling questins:1 hat is his r her nae?2 h is he r she faus?3 hat rs did he r she rite?4 hat an e learn fr the?Tas 1: Ling and disussingL at the first fur pitures and disuss hat the tell us:1 Tr t list the diffiulties and dangers u ight fae if u ere in a heelhair r blind2 Tr t ffer se slutins t ae the streets safer and better fr the disabledTas 2: Listening and tiingTal abut the piture in this part t ar up first:1 Listen t the tape and anser the three questinsH did hn’s parents help hi in the rning?hat as rng ith hn’s huse?H did hn’s fail hange the huse?2 Listen again, ti the bstales hn entins and explain h the ae his life diffiult3 r in pairs and thin f re reative ideas t slve the prble hn desribeshat are hn’s bstales? h d the ae his life diffiult? H an u slve this prble? ites es? N?sidealsarselevatrsBiesEsalatrsStairsFast fd restaurantsparsTas 3: Speaing and talingSituatins Diffiulties SlutinsBlind; visit a friend n the ther side f the tn; hange bus neDeaf; ftball plaers; in the shl’s ftball tea; learn EnglishIn a heelhair; g shpping; eat at a restaurant; g t a inea; several flrslsing up b having a disussinHi, everne e an see it is nt eas fr the disabled peple t lead a nral life Suppse aing up trr rning, u suddenl find u ere unable t see, spea, hear r al Then h uld u feel and hat uld u d?Herrite a shrt passage abut a disabled persn in ur fail, ur shl r ur neighbrhdPerid 2 Let’s read!(DISABLED? NT E)!Gals◆Get students t are re abut disabled peple◆Better their reading sills thrugh varius reading ativities◆Enable the students t aster re rds and expressinsPreduresLeading in b taling abut pituresAttentin, everne Please l at the sreens and see several pitures (abut disabled plaers at the 2004 Athens Paralpi Gaes) Then disuss the in pairs and tell e hat u thin f theTas 1: Fast reading fr general ideas1 Si the test and find ut the tpi sentene f eah paragraphTpi sentene f eah paragraphPara 1 I n peple are tring t help, but I ish the uldn’t treat e as if I ere a hild Para 2 Tda there are re pprtunities fr disabled peple t develp their ptential,live a riher life and ae a ntributin t the sietPara 3 Disabled peple need regnitin, re than spath and helpPara 4 Lie all f us, disabled peple als need inspiratin and enurageent Para Abut ne third f the artiles in Literature f hinese Blind hildren are ritten b disabled authrs and blind hildrenPara 6 Living ith disabilit is frustrating and hallenging2 San the text and deide hether the flling sentenes are true r false(1) Zhng Xiaen desn’t ish t be treated as a little hild(2) Xiaen’s str serves as an exaple t sh that phsial disabilities an liit a persn’s life(3) All the students in the Beiing Unin Universit are disabled(4) The disabled peple need bth regnitin and inspiratin and enurageent () Literature f hinese Blind hildren is a great help in enuraging blind hildren t vere diffiulties and hallenges(6) e Ziie’s str is entined t sh h disabled peple rite artiles fr nespapers and agazines(7) In 2000 e Ziie as invited t Lndn and beae the first hinese t stud abrad(8) It ight be frustrating and hallenging t live ith disabilitTas 2: Reading and ping,N it’s tie t read the text again and p dn all the useful expressinsUseful expressinstreat… as…, in an aard fr…, ve arund, have n feeling bel…, use a heelhair, get arund, get dressed, reate prgra, reeive an aard, at a siene fair, reeive eduatin, liit a persn’s life, ae a ntributin t…, a atter f…, ffer guidane, launh a speial eduatin llege, have n abilities, students ithut abilities, stud tgether ith…, reah ne’s gals, pla a valuable rle ithin siet, need regnitin/inspiratin/enurageent, realize ne’s drea, vere hallenges and diffiulties, live a eaningful and prdutive life, a visuall ipaired persn, feel frtable ith…, adust t…, get used t …Tas 3: Disussing and enting1 Disuss the diffiulties h Xiaen and ther disabled students vere the in their everda life2 Arding t the text, the a siet vies disabled peple has hanged H has it hanged and h?3 Iagine u are a disabled student, hat ind f help uld u need and h uld u ant thers t treat u?Perid 3 Let’s stud!(Graar Reie: Diret and Indiret bets)Gals◆Learn t ae as hie f rds arding t the ntext◆Learn t use diret and indiret bets rretlPreduresLeaing in (1) b listeningHell everne! e learned Disabled? Nt e! in ur last perid N let’s listen t it Please pa attentin t the prnuniatin and intnatin hile listeningLeading in (2) b revisinGd rning, lass esterda e learned the text Disabled? Nt e! Here are se exerises fr aring-upplete the flling sentenes1 I ish _________________ (我昨天见到了她)2 The teaher treats her students _____________________(好像是她自己的孩子似的)3 Hearing the alar, __________________(她穿好衣服) and hurried t the shl4 Even the disabled peple have the right _________________(受教育) As a aring girl, she ften ____________________(帮助她母亲干家务)6 Disabled as she is, she ___________________ (过着有意义的生活)7 It is nt eas __________________________(适应新的生活方式)8 Have u _______________________ (习惯于) living ith disabilit n? Tas 1: Defining rds1 Turn t page 3 he the eanings f the rds in the bx and fill in the blans2 Read the str and fill in the blans using the rret fr f the rds given in the bxTas 2: Studing diret and indiret bets1 Get the students t tell diret bet fr indiret bet b studing the exaples2 Divide t he rds hih are alas nneted ith “t” r “fr” int t indsinds f verbs Exaples SentenesPut “t” befre the I间接宾语前加t Sell, tae, give, send, tell, lend, sh She has taught seing t ennPut “fr” befre the I间接宾语前加fr Bae, find, save, build, get, bu, ae The have bught a ditinar frenn3 As the students t hange the sentenes n page4 arding t the exaples4 Prvide students ith re exaples t pratie diret and indiret betsPlease translate the sentenes int English1 昨天我给格林先生写了一封信。
高二英语教案汇总Unit 17 Disabilities3(人教版高二英语下册教案教学设计)
高二英语教案汇总Unit 17 Disabilities3(人教版高二英语下册教案教学设计)Teaching 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 interchanges of 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:St ep Ⅰ GreetingsGreet the whole class as usual.Step Ⅱ Word StudyT:In the last two periods,we have learned something about disabilities.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 inpairs.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 ④physical⑤potential⑥gifted⑦meaningful 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。
人教修订版高二英语Unit 17 disabilities新教案
overcomethedifficulties.(Askthemtobegintheirwork.Teacherworksamongthe
Ss.Helpthemtomakeadialogue.Sevenminuteslater,askSstogivetheir
T:Theyhavesomethingincommon.Whatisit?
Ss:Allofthemalwaystrytoovercometheirdisabilities.
T:Pleasecometopage50.Therearethreesituations.Let’sreadthemfirst.Then
Iwouldneedhelpto.../Iwouldneeda(n)...
Iwouldtryto...
TeachingMethods:
1.Freetalk,andspeakingtotrainthestudents’abilitytouseEnglish.
2.Individual,pairorgroupworktomakeeverystudenttakeanactivepartin
evenchangedourworld.Theysetgoodexamplestous.Weshouldlearnfrom
them.Doyouknowanygreatdisabledpeople?
Ss:Beethoven/StevenHawking/Roosevelt/HelenKeller...(enjoytheirphotos.)
disability?Ss:Able.Teacherwrites“able”ontheBb,andasks:accordingto“able”,
新课标 人教版高二英语Unit17 Disabilities 教案
Teaching aims and demandsPeriod 1 Unit 17 BII Warming Up & ListeningTeaching Aims:1.Look at the pictures and imagine what difficulties and dangers you might face.ing the pictures, try to think of ways to make public places safer and better for the disabled.3.Listen to the tape and do the exercises.Teaching MethodsBrainstormingPair workTeaching AidsStudent’s sheettape recorderTeaching ProceduresI. Warming up1. Brainstorming:➢How many different types of disabilities do you know?blind, deaf, lame, mute, mentally disabled➢Do you know of any famous people who are disabled? What do they do?Helen Keller (teacher, blind), Stephen Hawking (physicist, wheelchair, speech impaired), Thomas Edison (scientist/inventor, slightly deaf), Beethoven (composer, deaf), Zhang Haidi (writer, wheelchair), Zheng Zhihua (singer, wheelchair) Sang Lan (gymnast, wheelchair)2. Pair work: Look at the first four pictures on P49, then discuss how difficult it is for disabled people to get around in our city.3. Pair work: Using the last four pictures, think of ways to make public places safer and better.II. ListeningDo the listening on P50.III. Language points:1.disability: n.无能力，伤残，缺陷 disable v.使无能 disabled adj.伤残的eg .He gets money from government because of his disabilities.因为残疾他从政府得到钱。
【范文】人教版高二下 Unit 17 Disabilities 教案
人教版高二下 Unit 17 Disabilities教案人教版高二下Unit17Disabilities教案Period1Let’slistenandspeak!Goals◆Talkingaboutdisability.◆Practicetalkingaboutabilityandinability.◆Improvestudents’listeningandspeakingability.ProceduresLeadingin:bydiscussingthepictures.Hello,everyone.Lookatthethreepicturesfirstanddiscus sthefollowingquestions:.whatishisorhername?2.whyisheorshefamous?3.whatworksdidheorshewrite?4.whatcanwelearnfromthem?Task1:Lookinganddiscussing.Lookatthefirstfourpicturesanddiscusswhattheytellus: .Trytolistthedifficultiesanddangersyoumightface ifyouwereinawheelchairorblind.2.Trytooffersomesolutionstomakethestreetssaferandbe tterforthedisabled.Task2:Listeningandticking.Talkaboutthepictureinthisparttowarmupfirst:.Listentothetapeandanswerthethreequestions.Howdidjohn’sparentshelphiminthemorning?whatwaswrongwithjohn’shouse?Howdidjohn’sfamilychangethehouse?2.Listenagain,ticktheobstaclesjohnmentionsandexplai nwhytheymakehislifedifficult.3.workinpairsandthinkofmorecreativeideastosolvethep roblemjohndescribes.whatarejohn’sobstacles?whydotheymakehislifedifficult?Howcanyous olvethisproblem?itemsyes?No?sidewalkscarselevatorsBikesEscalatorsStairsFastfoodrestaurantsparksTask3:Speakingandtalking.SituationsDifficultiesSolutionsBlind;visitafriendontheothersideofthetown;changebus onceDeaf;footballplayers;jointheschool’sfootballteam;learnEnglishInawheelchair;goshopping;eatatarestaurant;gotoacine ma;severalfloorsclosingupbyhavingadiscussion.Hi,everyone.wecanseeitisnoteasyforthedisabledpeople toleadanormallife.Supposewakinguptomorrowmorning,yo usuddenlyfindyouwereunabletosee,speak,hearorwalk.Th enhowwouldyoufeelandwhatwouldyoudo?Homeworkwriteashortpassageaboutadisabledpersoninyourfamily, yourschooloryourneighborhood.Period2Let’sread!!Goals◆Getstudentstocaremoreaboutdisabledpeople.◆Bettertheirreadingskillsthroughvariousreadingactivi ties.◆Enablethestudentstomastermorewordsandexpressions.ProceduresLeadinginbytalkingaboutpictures.Attention,everyone.Pleaselookatthescreensandseeseve ralpictures..Thendiscusstheminpairsandtellmewhatyou thinkofthem.Task1:Fastreadingforgeneralideas..Skimthetestandfindoutthetopicsentenceofeachpar agraph.TopicsentenceofeachparagraphPara.1Iknowpeoplearetryingtohelp,butIwishtheywouldn’ttreatmeasifIwereachild.Para.2Todaytherearemoreopportunitiesfordisabledpeop letodeveloptheirpotential,livearicherlifeandmakeaco ntributiontothesociety.Para.3Disabledpeopleneedrecognition,morethansympath yandhelp.Para.4Likeallofus,disabledpeoplealsoneedinspiration andencouragement.Para.5AboutonethirdofthearticlesinLiteratureofchine seBlindchildrenarewrittenbydisabledauthorsandblindc hildren.Para.6Livingwithdisabilityisfrustratingandchallengi ng.2.Scanthetextanddecidewhetherthefollowingsentencesaretrueorfalse.ZhongXiaowendoesn’twishtobetreatedasalittlechild.Xiaowen’sstoryservesasanexampletoshowthatphysicaldisabiliti escanlimitaperson’slife.AllthestudentsintheBeijingUnionUniversityaredisable d.Thedisabledpeopleneedbothrecognitionandinspirationa ndencouragement.LiteratureofchineseBlindchildrenisagreathelpinencou ragingblindchildrentoovercomedifficultiesandchallen ges.yeZijie’sstoryismentionedtoshowhowdisabledpeoplewritearticl esfornewspapersandmagazines.InXXyeZijiewasinvitedtoLondonandbecamethefirstchine setostudyabroad.Itmightbefrustratingandchallengingtolivewithdisabil ity.Task2:Readingandcopying,Nowit’stimetoreadthetextagainandcopydownalltheusefulexpre ssions.Usefulexpressionstreat…as…,winanawardfor…,movearound,havenofeelingbelow …,useawheelchair,getaround,getdressed,createprogra m,receiveanaward,atasciencefair,receiveeducation,li mitaperson’slife,makeacontributionto…,amatterof…,offerguidan ce,launchaspecialeducationcollege,havenoabilities,s tudentswithoutabilities,studytogetherwith…,reachon e’sgoals,playavaluablerolewithinsociety,needrecogniti on/inspiration/encouragement,realizeone’sdream,overcomechallengesanddifficulties,liveameani ngfulandproductivelife,avisuallyimpairedperson,feel comfortablewith…,adjustto…,getusedto…Task3:Discussingandcommenting..DiscussthedifficultieshowXiaowenandotherdisabl edstudentsovercomethemintheireverydaylife.2.Accordingtothetext,thewaysocietyviewsdisabledpeop lehaschanged.Howhasitchangedandwhy?3.Imagineyouareadisabledstudent,whatkindofhelpwould youneedandhowwouldyouwantotherstotreatyou?Period3Let’sstudy!Goals◆Learntomakeaschoiceofwordsaccordingtothecontext.◆Learntousedirectandindirectobjectscorrectly.ProceduresLeakinginbylistening.Helloeveryone!welearnedDisabled?Notme!inourlastperi od.Nowlet’slistentoit.Pleasepayattentiontothepronunciationand intonationwhilelistening.Leadinginbyrevision.Goodmorning,class.yesterdaywelearnedthetextDisabled ?Notme!Herearesomeexercisesforwarming-up.completethefollowingsentences.Iwish_________________.2.Theteachertreatsherstudents_____________________.3.Hearingthealarm,__________________andhurriedtothe school.4.Eventhedisabledpeoplehavetheright________________ _.5.Asacaringgirl,sheoften____________________.6.Disabledassheis,she___________________.7.Itisnoteasy__________________________.8.Haveyou_______________________livingwithdisabilit ynow?Task1:Definingwords..Turntopage53.checkthemeaningsofthewordsinthebo xandfillintheblanks.2.Readthestoryandfillintheblanksusingthecorrectform ofthewordsgiveninthebox.Task2:Studyingdirectandindirectobjects..Getthestudentstotelldirectobjectfromindirectob jectbystudyingtheexamples.2.Dividethewordswhicharealwaysconnectedwith“to”or“for”intotwokinds.kindsofverbsExamplesSentencesPut“to”beforetheI.o.间接宾语前加toSell,take,give,send,tell,lend,showShehastaughtsew ingtojenny.Put“for”beforetheI.o.间接宾语前加forBake,find,save,build,get,buy,makeTheyhaveboughta dictionaryforjenny.3.Askthestudentstochangethesentencesonpage54accordi ngtotheexamples.4.Providestudentswithmoreexamplestopracticedirectan dindirectobjects.PleasetranslatethesentencesintoEnglish.昨天我给格林先生写了一封信。
高二下英语：Unit17 Disabilities教案1
高二下英语：Unit17 Disabilities教案1Unit 17 Book Ⅱ DisabilitiesⅠ.Teaching goals:A. Knowledge goalCarry on the listening training effectively.Learn some useful expressions.Understand the difficulties the disabled should face.B. Ability goalLearn how to express ability and disability.Discuss with the students how to help the disabled.Train the Ss’ logical thinking and quick reaction capability. Develop the Ss’ abilities of creative thinking and cooperative s tudyC. Emotion goalCultivate the Ss’ ability of group cooperation further. Understand, care about and respect the disabled.Strive constantly for self-improvement.ⅡTeaching key points:A. ListeningB. SpeakingC. CommunicationⅢ.Teaching difficult points:A. Introducing all kinds of people with disability.B. Creating communicate atmosphere to help the disabled.C .How to let each student take part in listening , speaking and c ommunication.Ⅳ.Teaching methods：Main methods:the students in accordance with love, using Audiolingual Metho dout the ideological education through the teaching process usin g task-based instruction.Other methods:Communicative ApproachAffective Approach to Language TeachingActivity-based Language Teaching Heuristic teachingⅤ.Learning methodsCo-operative learning discovery learningExperiential LearningⅥ.Teaching aidsblackboard, recorder, .multimediaⅦ. Teaching Procedures：Show the students several kinds of disability using pictures 2. Blackboard Arrangement：Unit 17 Disabilitiesable /abilitydisable /disabilitydisabled / the disabledpeople with disability1.) She has the ability to speak English fluently.2.) Blindness is a kind of disability.3.) The disabled are needed to be taken good care of.up： Show the Ss four pictures at the same time. The Ss can ma ke choices about which to choose and try to find out solutions. P ay attention to their individual differences. Through assumption, cultivate the students’ imagination, observation and creativity. Various solutions should be OK if it can work.4 ListeningPre-listeningWhile-listeningPost-listeningTeaching methods Learning methodsmake clear the purpose of listeningask questionskey wordsknow something background knowledge take notes understand the text and key pointsmake choices discussretell according to the questionschoicessolving more problems according to the listening guidancehelpenlightenment solving difficult pointsencouragement，evaluation analysissummarycreativitythinking ability 5 SpeakingPre-speaking While-speaking Post-speaking Teaching methods Learning methods know something about the topic and language atmosphereuseful expressionstask and role distribution discussrole-playarrangeexchange ideas commentfree talk guidancehelpsampleencouragement，appreciationsolving difficult points Co-operationdiscovery learningexperiential learningreaction ability 6 Evaluation forms of speakingItems Evaluation Pronunciation 1 2 3 4 5 Intonation; 1 2 3 4 5 Content 1 2 3 4 5 Expression 1 2 3 4 5 Coherent 1 2 3 4 5 Cooperation1 2 3 4 5 Scores7 A songLet the Ss tolisten to the song Endless love. Certainly the song will impress t hem more on love and care.8 Summary1. Talk about disabilities and care about the disabled.2. Useful expressions and sentence patterns.disability, imagine, overcome the difficultyWhat…to do with? / How … to deal with?It’s +adj. for/of sb to do somethingIf I were…, I would….9 HomeworkSurf the Internet or go to the library to find out more informatio n about the disabled, for example: the number of the disabled in the world or in China,great famous disabled persons and so on, then arrange them and exchange the ideas in the next period；Prepare for the next period --- ReadingAfter learning this period the Ss and I will come to realize：When God closes a door he will always open a window. And we should co。
高二英语 Unit17 Disabilities(第四课时)教案 人教版
The Fourth PeriodTeaching Aims:1.Review the useful expressions learnt in this unit by making sentences with them.2.Review the common verbs that take indirect objects.3.Train the students’ integrating skills by reading and writing.Teaching Important Points:1.Improve the students’ reading ability by reading the material.2.Improve the students’ writing ability.Teaching Difficult Point:How to improve the students’ integrating skills—reading skill and writing skill.Teaching Methods:1.Fast-reading and reading to improve the students’ reading ability.2.Practice and pair work or group work to have every student master what they’ve learned.Teaching Aids:1.a tape recorder2.the multimedia3.the blackboardTeaching Procedures:Step Ⅰ Greetings and Revision(Greet the whole class as usual.)T:Yesterday we learned the grammar—Direct and Indirect Objects.We know there are some verbs that can be followed by objects.Who can tell us what they are?S1:They are “give,show,send,read,lend…”.S2:And “make,buy,do,get…”.T:Right.Sit down,please.We should also notice the usage of “to” and “for”when we interchange them.Step Ⅱ TestT:In this unit we have also learned some useful expressions.Have you remembered them?S:Yes.T:OK.Now let’s review them together.I speak Chinese,you speak English.(Teacher writes the following on the blackboard when students say them.) share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust toT:Now I’ll give you a test to see whether you’ve mastered them or not.Look at the screen,please.(Show the following on the screen.)Suggested answers:1.shared,with2.treated,as3.deal with4.the ability to5.plays an important role6.realize their dreams7.got around 8.adjust toStep Ⅲ Fast ReadingT:We’ve learned something about disabilities.They hope to lead a normal life as we do,so we should provide more opportunities for the disabled to develop their potential,and let them live a richer life and make a contribution to society.We should help them overcome the difficulties.Today we’re going to read a material“The special Olympics”.Please turn to Page 55.Read the text fast and try to get the general idea.Step Ⅳ ReadingT:Now read the text again.Read it carefully and discuss the following questions on the screen with your partner.Write your answers on a piece of paper.In a few minutes,I’ll ask some pairs to give us the answers.(The teacher goes among the students,joins in the students’ discussion and answers the students’ questions.)(A few minutes later.)T:Have you finished?(Ss:Yes.)Give us your answers,please.One student,one question.Any volunteer?S1:1.Every two years.S2:2.Because each athlete had to train for many years and overcome fear and hardship to reach the Games.For them,winning isn’t to be the first one across the finish line or scoring the most goals,but the best you can be.S3:3.By preparing for and participating in the Special Olympics,mentally disabled children and adults can develop their ability to move,improve their health and gain greater self-confidence.The Special Olympics is also a good way to make friends.S4:4.In Chicago.S5:5.Because interest in the Special Olympics has spread across the world and many cities are now competing for the honour to host the event.S6:6.In 2007.T:Now look at the screen again.I’ll explain some words and expressions of the text so that you can use them freely.Please listen to me carefully.T:Do you have anything else you don’t understand?If you have,please tell me.I’ll be glad to have a discussion with you.(The teacher answers any questions asked by the students.)Step Ⅴ Listening and Reading AloudT:Let’s listen to the tape.When I play it for the first time,just listen to it.When I play it for the second time,please listen and repeat.Then read the text aloud.Are you clear about it?S:Yes.(The teacher plays the tape for the students to listen.Then when the students read the text,the teacher goes among the students and corrects the students’mistakes in pronunciation,intonation and stress.)Step Ⅵ PracticeT:Now let’s do an exercise.You should do it like this:try to find useful expressions in the text and make sentences with them in groups of four.One student,one sentence.Do it by turns.Are you clear about it?S:Yes.(A few minutes later)T:Now I’ll ask some students to make sentences.One sentence at a time.S1,please give us your sentence.S1:I’ll make a sentence with the phrase“every four years”.The Olympic Games is held every four years.T:Please go on.S2:fail to doHe failed to pass the English exam.S3:more thanMore than one person has made the suggestion.S4:considerWe don’t consider Tom to be our best friend.S5:take part/participateAll the students took part/participated in the sports meeting in our school.S6:competeHe competed with other players for the champion.Step Ⅶ WritingT:Now you’ve known something about disabilities.I think many students will show their love to the disabled from now on.What should we do to help them in our daily life?S7:If we are organizing an event,we must imagine that people with disabilities may want to come to it.So we must make sure that they can enter and use all parts of the building.S8:When we design a building,we should provide an entrance suitable for wheelchairs on the ground floor,as well as lifts,suitable bathrooms and toilets.We must also make sure that signs are clear and easy to read.S9:…T:OK.It’s very kind of you!After class,please conduct a survey of the public places where you live in.Start with your school:how easy or difficult is it for a disabled person to get around?Visit other public buildings and find out if they are accessible or not.Work in pairs or groups and make a checklist for your e the results to write an essay.Describe the current situation and suggest ways to improve the situation.Suggested writing:After several days’survey,I found that the government paid a little attention to the disabled and spend much money on new buildings.There is no special road for the blind.The buildings have many steps,and it’s difficult for the disabled to get into them.A new government programme has been designed to help disabled people.More special schools will be built.Not only will help be given to people to find jobs,but also medical treatment will be provided for people who need it.But the truth is that everyone should take care of disabled people,not just the government.If everyone shows love to them,their life will be much better.Step Ⅷ Summary and HomeworkT:In this class,we’ve reviewed the useful expressions and learned the text “The Special Olympics”.We practise how to write the article on disabilities.After class,go over all the important points learnt in this unit,and write an essay.Prepare for next unit.Class is over.Step Ⅸ The Design of the Writing on the BlackboardStep Ⅹ Record after Teaching。
高二英语教案：高二英语下学期Unit 17
新人教版高二下Unit 17 DisabilitiesPeriod 1教案一.Words and expressions1.disability (n.) disable (v.) disabled (adj.) e.g. a disabled soldier2.ability n.能力；才能；才智背一背：Alice is a woman of great ability.爱丽丝是个很有才能的妇女。
提示：ability后常接不定式作定语，不可接of doing 形式。
I doubt his ability to do the job.我认为他没有做这工作的能力。
填一填：She has the ability ______ English fluently.她能流利地说英语。
句型：have the ability in doing sth.有做某事的才干have the ability to do sth.have ability as…有当……的才干leadership abilities 领导才能e.g.He has great ability in teaching English.他很有教英语的才干。
She has great ability as a singer.她很有当歌星的才干。
★beyond one’s ability非某人才能所及within one’s ability是某人力所能及的做一做：Writing a novel is____________________________________.应用：Do you believe in man’s ability _________ nature?A. of conqueringB. to conqueringC. to conquer C. to haveconquered3.get around/about 四处走动；活动；（谣言等）传开It’s difficult for my father to get around without a cane.我父亲离开手杖行动就有困难。
高二英语教案：高二英语下学期Unit 17e
人教修订版高二下Unit 17 Disabilities Integrating skills教案The Special OlympicsTeaching aims: (1) Know something about the Special Olympics(2) Practise listening and reading skills(3) Write an argumentative essay(4) Learn from the athletesFocus on: (1) Practise listening and reading skills(2) Write an argumentative essay(3) Learn the spirit from the athletesTeaching procedures:Step 1. GreetingsGreet the whole class as usual.Step 2. Warming upLet ss watch a video of One Thousand Hands of GuanYin and answer these questions:Where did you see the performance?Is it easy for them to do the performance?Step 3. QuizAsk ss to have a quiz about The Special Olympics.1)The special Olympics is for __________ athletes. BA disabledB mentally disabledC normal2) The first Special Olympics was held in_____. CA 1689B 1869C 19683) The Special Olympics is held __________. CA every two yearsB every three yearsC every four years4) The Special Olympics includes _________Special Olympic Games. AA winter and summerB spring and summerC autumn and winter5) Which sport isn’t one of the Special Olympics Summer Games? CGive three pictures to choose from..Step 4. Listening (True or False)Ask ss to listen to a short passage about the Special Olympics and do theexercise.(1)One thousand participants from Canada and the United States competedin three events.(2)The 2003 Special Olympics was held in England. （答案F超链接图片19）(3)In 2008, the Special Olympics will be held in Shanghai. （答案F超链接图片20）Step 5. SkimmingAsk ss to read the passage quickly and do the exercise.The passage mainly wants to tell us____. CA athletes at the Special Olympics are fighters in only one wayB the Special Olympics is not as important as the regular Olympic GamesC the Special Olympics helps society to improve the quality of life for allits citizensStep 6. Sports’ namesLet ss see some pictures and learn some new sports’ names.Step 7. ScanningAsk ss to read the passage carefully once again and answer the following questions.Why do many Special Olympics athletes think that “taking part in the games isa victory”?How do events like the Special Olympics help mentally disabled people? Step 8. Enjoying picturesTo see the pictures and to feel the spirit of the athletes.Step 9. TalkingDo you think the Special Olympics is becoming more popular? Why?Step 10. WritingOrganize the words to write a passage.Then show an example to the students. Let the students know some words for writing an argumentative essay.Step 11. HomeworkLet the students finish the writing on Page56.How easy or difficult is it for a disabled person to get around?Make a survey and write an argumentative essay.。
高二下英语：Unit17 Disabilities教案2
高二下英语：Unit17 Disabilities教案2Teaching Aims:about disability.talking about ability and inability.Direct and Indirect Objects.an argumentative essay.Teaching Important Points:the students’ listening ,speaking and reading ability.the students master the sentence patterns and describe the pictur es freely.the students to understand the text better.the interchanges of position on direct and indirect objects in the sentence.Teaching Difficult Points:the students’ listening ,speaking and readingthe students master the sentence patterns and describe the pictur es freely.3. Master the changes of the prepositions in the interchanges of direct and indirect objects.Teaching Methods;activity to help the students go through with the listening materi als.,pair of group work to make every student work in class. Teaching Aids:tape recordermultimediablackboardTeaching Procedures:Step 1 GreetingsGreet the whole class as usual.Step 2 Free-talk and Lead-inGive the Ss ten minutes to talk about the topic on disability. Step 3 Warming upLet the students look at the first four pictures on Page 49 and the n ask them to discuss the first four pictures using the following s entences.Sentence Patterns:(1)If I were in a wheelchair,I would…(2)If I were blind,I wouldn’t…Step 4 ListeningDo some listening on Page 50..You are going to hear John talkin g about his life. There are three questions for you to answer. (Teacher plays the tape for the first time. Then play for the second ti me. During this time, teacher may pause for students to write do wn the information. Play some parts of the tape more times if ne cessary. Finally teacher checks the answers with the whole class. )Step 5 SpeakingThree situations for students to discuss in pairs.Situation 1You are blind. You want to visit a friend who lives on the other s ide of town. You have to go there by bus and you must change b uses once.Situation 2You are deaf. You are a very good football player and you want t o join your school’s football team. You would also like to learn English. Situation 3You are in a wheelchair .you and your friends have planned to g o shopping, eat at a fast food restaurant and then go to a cinema. The shops you want to visit are in a building with several floors .Step 6 ReadingThree questions for students to discuss. Teacher gives students five minutes to discuss and collects their answers.you know anyone who is disabled?How does he or she deal with the disability?you know of any famous people who are disabled? What do the y do?disabled students be allowed to go to college? Should they get a ny extra help? Why or why not?Ask the students to read the passage quickly to see whether they have grasped the brief meaning of it. Then, re-read the passage c arefully to further understand it. Then answer the questions on th e blackboard.’s the trouble of Zhong Xiaowen?does she get around?’s the teachers’ aim in the special college?do the articles in Literature of Chinese Blind Children talk abou t?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 shehas 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 overco me challenges and difficulties and learnt to live a meaningful and productive life.5. He loves the magazine very much. He thinks it is very import ant for them to know that someone far away is also st g as they a re.Step 7 Language Pointstreat vt.treat sb. well(badly)Don’t treat me as a child.Which doctors are treating her for her illness?ability the ability to do,a man of abilityMan has the ability to speak.make a contribution toWe must do something useful and make a contribution to our co untry.launch vt.①launch a man-made satellite②launch a new enterprise③launch threats against sb.play a …role(in, within)He played a leading role in a film.both…and…Both you and I are students.He both fears and hates at once.Step 8 PracticeChange the position of the direct object and indirect object in the following sentences.1. I’ll lend you some.2. He gave his wife a camera for Christmas.3. We’re going to sing some songs for the heroes.4. Bring me the book.5. She made a coat for me.6. He bought flowers for his teacher.(Give the students several minutes to practice them, and then tea cher may check their practice.)Suggested answers:1. I’ll lend some to you.2. He gave a camera to his wife for Christmas.3. We’re going to sing the heroes some songs.4. Bring the book to me.5. She made me a coat.6. He bought his teacher flowers.Step 9 WritingPublic places, such as streets, shops and schools, belong to all o f us .We must make sure that all of us have equal access to all ar eas and facilities. One way you can help is by conducting a surv ey of the public places where you live. Start with your school: h ow easy or difficult is it for a disabled person to get around? Visi t other public buildings and find out whether they are accessible or not.Work in pairs or groups and make a checklist for your survey. What will you look for? Where can you go and who can you ask ? When you have conducted the survey the survey, use the result s to write an essay. Describe the current situation and suggest wa ys to improve the situation. Share your results with the class. Step 10 Summary and HomeworkIn this class, we’ve reviewed some new words and mainly done some exercises a bout direct and indirect objects. After class, review the content, and remember the verbs that can be followed by double objects. Homework: Preview the integrating skills.Background InformationHelen KellerHelen Keller(1880~1968) was a famous author and educator. Sh e was stricken at the age of 19 months with an illness that left he r deaf and blind. She became mute shortly thereafter. Her parent s in 1887 got her a teacher Anne Mansfield Sullivan from the Pe rkings School for the Blind in Boston. A remarkable, close relati onship 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 t he lectures into her hand.Helen Keller devoted her life to publicly aiding the deaf and blin d. With the aid of a translator, she toured the world to promote t he education of persons similarly afflicted. She wrote numerous books, including“The Story of My Life”(1902).。
高二unit17Disabilities说课教案（人教版高二英语下册说课）
高二unit17Disabilities说课教案（人教版高二英语下册说课）我说课的内容是高二英语（下）Unit 17 Disabilities（残疾）,Period 4 The Special Olympics（特殊奥运会），这是一节综合技能课。
说课内容包括六个部分：教材分析、教学目标、教学重难点、学情、教法和教学程序。
一、教材分析本单元的中心话题是“残疾”，本课的题目是“The Special Olympics（特殊奥运会）”,这一部分是体现本单元主题的一种形式。
这篇课文有两个板块：Reading(阅读)部分提供了一篇有关“特奥会”的阅读材料，谈论了特奥会对有精神或智力障碍的残疾人具有何等深远的意义：通过体育锻炼使弱智人增强体力，获得自信，逐步康复，从而为社会做出有益的贡献，从而使学生受到启发教育。
Writing（写作）部分要求学生通过对Reading（阅读）的学习，对残疾人有更进一步的了解，写一篇文章来论述该如何来帮助残疾人。
而对于高二下的学生来说，经过近两年的高中学习，已经拥有了相当的语言知识，具备了一定的英语综合能力，因此，这节课的教学特点是：注重篇章结构的理解和重要信息点的把握，在阅读过程中感受、吸收、内化语言，进一步提高阅读能力，并通过对语言材料的学习来培养及提高学生的写作能力。
教材的这一特点符合大纲所规定的教学目的，即巩固扩大学生的基础知识，发展听、说、读、写的基本技能，侧重培养学生阅读和写作能力。
二、教学目标：１．知识目标：注重学生对课文的理解和语言表达，提高学生听说读写能力。
２．能力目标：围绕这一课题，使学生联系自己如何对待残疾人的问题，引导启发学生思维，培养学生分析主题、围绕主题阐述问题的能力。
３．德育目标：教育学生学会尊重，帮助残疾人，树立正确的人生观和价值观。
依据：根据教学大纲规定，在初中英语教学的基础上，使学生巩固、扩大基础知识，侧重培养学生的读写能力；激发和培养学生的学习兴趣，帮助学生树立自信心；教材中渗透思想品德教育，有利于学生形成正确的人生观和价值观。
高二英语Unit17 Disabilities教案 人教版
高二英语Unit17 Disabilities教案人教版I. Teaching aims and demands学习目标和要求：1.topic话题:1> Talking about disability2> Talking about ability and inability2.function功能:Ability and inability 具备或不具备某种能力I probably couldn't ... I would not be able to ...It would be difficult to ... I'm sure I would be able to ...I could... If I... I would be able to ...I would need help to... I would need a I an ...I would try to ...3.vocabulary词汇:disability, ability, sidewalk, waste, fair, potential, guidance, gifted, assist, sympathy, encouragement, visual, adjust, candy, niece, ceremony, victory, dignity, participate, conduct, accessibleget around (=get about), get used to4.grammar语法:Review Direct and Indirect Objects 复习直接宾语和间接宾语The teacher gave us a lot of homework.= The teacher gave a lot of homework to us.He bought his girlfriend flowers.= He bought flowers for his girlfriends.*带to与for表示后置的间接宾语的动词常见的有:bring, give, leave, lend, offer, pay, pass, hand, read, return, send, show, teach, tell, throw, write, mail, sell...+ sth. + to sb.buy, cook, do, fetch, find, get, make, order, save, sing...+ sth. + for sb.nguage usage语言运用运用所学语言，围绕结交朋友这一话题，完成教材和练习册中的听、说、写的任务；阅读课文“Disabled? Not me!” 并联系生活中的实际，书写一篇具有说服力的短文。
高二英语Unit17 Disability 人教版 教案
高二英语Unit17 Disability(Integrating Skills)Step1.Warming up1.What kind of people will take part in the Special Olympics?Mentally disabilitiesPhysical disabilities2.Does disability means unhealthy ?1)Healthy psychology(心理） is much more important than disability.2)The disabled people can achieve successbecause the have healthy psychology.3) We can find the answer in the text.Step2: Fast readingQuestions1.What is the spirit of the Special Olympics?2.Life is hard to them, so before reaching the game, they have to train for years, what else should they overe?3.Why are they called fighters in their life?4.How do events like the Special Olympics help mentally disabled people?Step3: Careful reading1.Main idea of each para.The introduction of The Special OlympicsThe special The games’ effect on society and IndividualsOlympicsThe development of the Special Olympics2.Big changes about the Special Olympic Games3.Discussion:1.Why do many Special Olympics athletes think that “taking part in the games isa victory.”?Because they must have overe so many difficulties to bethere. For many Special Olympics athletes, it is the onlyopportunity to take part in a large public event.2. Why do you think the Special Olympics is being more popular?Because society no longer views mental disability as something ugly or shameful/because it is inspiring to watch the athletes.3. How can we help the disabled?Encourage them not to let physical or mental disabilities limit a person’s life.Today there’re more opportunities for disabled people to develop their potential, live a richer life and make a contribution to society.They need recognition, more than sympathy and help.Like all of us, disabled people also need inspiration and encouragement.The best way to help is often simply a matter of opening doors and offering guidance.Some useful phrases in the passage:1. every four years = every the fourth year2. event ----RACE/PETITION[countable] one of the races or petitions that are part of a large sports petition The next event will be the 100 metres.The 800 metres is not his best event.field event 田类比赛track event 径类比赛3. grand ceremony4. a strong sense of unity and friendship5. overe fear and hardship6. …is a victory7. It often seems as if …8. being the first one across the finish line9. score the most goals10. fail to do sth --- not do somethingThe letter failed to arrive.Firms that fail to take advantage of the new technology will go out of business.The government are failing in their duty to protect people.11. There is much that can be done to help.12. Participate in sth13. Develop their ability14. Improve their health15. Gain greater self-confidence16. Sport = gameMy favourite sports are tennis and swimming.a sports teamAll students are encouraged to take part in a sport.17. spread across the world18. pete forpete in19. the honour to host the event20. wele Special Olympians to China。
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人教版高二下Unit 17 Disabilities 教案人教版高二下Unit 17 Disabilities 教案Perid 1 Let’s listen and spea!Gals◆Taling abut disabilit◆Pratie taling abut abilit and inabilit◆Iprve students’listening and speaing abilitPreduresLeading in: b disussing the pituresHell, everne L at the three pitures first and disuss the flling questins:1 hat is his r her nae?2 h is he r she faus?3 hat rs did he r she rite?4 hat an e learn fr the?Tas 1: Ling and disussingL at the first fur pitures and disuss hat the tell us:1 Tr t list the diffiulties and dangers u ight fae if u ere in a heelhair r blind2 Tr t ffer se slutins t ae the streets safer and better fr the disabledTas 2: Listening and tiingTal abut the piture in this part t ar up first:1 Listen t the tape and anser the three questinsH did hn’s parents help hi in the rning?hat as rng ith hn’s huse?H did hn’s fail hange the huse?2 Listen again, ti the bstales hn entins and explain h the ae his life diffiult3 r in pairs and thin f re reative ideas t slve the prble hn desribeshat are hn’s bstales? h d the ae his life diffiult? H an u slve this prble? ites es? N?sidealsarselevatrsBiesEsalatrsStairsFast fd restaurantsparsTas 3: Speaing and talingSituatins Diffiulties SlutinsBlind; visit a friend n the ther side f the tn; hange bus neDeaf; ftball plaers; in the shl’s ftball tea; learn EnglishIn a heelhair; g shpping; eat at a restaurant; g t a inea; several flrslsing up b having a disussinHi, everne e an see it is nt eas fr the disabled peple t lead a nral life Suppse aing up trr rning, u suddenl find u ere unable t see, spea, hear r al Then h uld u feel and hat uld u d?Herrite a shrt passage abut a disabled persn in ur fail, ur shl r ur neighbrhdPerid 2 Let’s read!(DISABLED? NT E)!Gals◆Get students t are re abut disabled peple◆Better their reading sills thrugh varius reading ativities◆Enable the students t aster re rds and expressinsPreduresLeading in b taling abut pituresAttentin, everne Please l at the sreens and see several pitures (abut disabled plaers at the 2004 Athens Paralpi Gaes) Then disuss the in pairs and tell e hat u thin f theTas 1: Fast reading fr general ideas1 Si the test and find ut the tpi sentene f eah paragraphTpi sentene f eah paragraphPara 1 I n peple are tring t help, but I ish the uldn’t treat e as if I ere a hild Para 2 Tda there are re pprtunities fr disabled peple t develp their ptential,live a riher life and ae a ntributin t the sietPara 3 Disabled peple need regnitin, re than spath and helpPara 4 Lie all f us, disabled peple als need inspiratin and enurageent Para Abut ne third f the artiles in Literature f hinese Blind hildren are ritten b disabled authrs and blind hildrenPara 6 Living ith disabilit is frustrating and hallenging2 San the text and deide hether the flling sentenes are true r false(1) Zhng Xiaen desn’t ish t be treated as a little hild(2) Xiaen’s str serves as an exaple t sh that phsial disabilities an liit a persn’s life(3) All the students in the Beiing Unin Universit are disabled(4) The disabled peple need bth regnitin and inspiratin and enurageent () Literature f hinese Blind hildren is a great help in enuraging blind hildren t vere diffiulties and hallenges(6) e Ziie’s str is entined t sh h disabled peple rite artiles fr nespapers and agazines(7) In 2000 e Ziie as invited t Lndn and beae the first hinese t stud abrad(8) It ight be frustrating and hallenging t live ith disabilitTas 2: Reading and ping,N it’s tie t read the text again and p dn all the useful expressinsUseful expressinstreat… as…, in an aard fr…, ve arund, have n feeling bel…, use a heelhair, get arund, get dressed, reate prgra, reeive an aard, at a siene fair, reeive eduatin, liit a persn’s life, ae a ntributin t…, a atter f…, ffer guidane, launh a speial eduatin llege, have n abilities, students ithut abilities, stud tgether ith…, reah ne’s gals, pla a valuable rle ithin siet, need regnitin/inspiratin/enurageent, realize ne’s drea, vere hallenges and diffiulties, live a eaningful and prdutive life, a visuall ipaired persn, feel frtable ith…, adust t…, get used t …Tas 3: Disussing and enting1 Disuss the diffiulties h Xiaen and ther disabled students vere the in their everda life2 Arding t the text, the a siet vies disabled peple has hanged H has it hanged and h?3 Iagine u are a disabled student, hat ind f help uld u need and h uld u ant thers t treat u?Perid 3 Let’s stud!(Graar Reie: Diret and Indiret bets)Gals◆Learn t ae as hie f rds arding t the ntext◆Learn t use diret and indiret bets rretlPreduresLeaing in (1) b listeningHell everne! e learned Disabled? Nt e! in ur last perid N let’s listen t it Please pa attentin t the prnuniatin and intnatin hile listeningLeading in (2) b revisinGd rning, lass esterda e learned the text Disabled? Nt e! Here are se exerises fr aring-upplete the flling sentenes1 I ish _________________ (我昨天见到了她)2 The teaher treats her students _____________________(好像是她自己的孩子似的)3 Hearing the alar, __________________(她穿好衣服) and hurried t the shl4 Even the disabled peple have the right _________________(受教育) As a aring girl, she ften ____________________(帮助她母亲干家务)6 Disabled as she is, she ___________________ (过着有意义的生活)7 It is nt eas __________________________(适应新的生活方式)8 Have u _______________________ (习惯于) living ith disabilit n? Tas 1: Defining rds1 Turn t page 3 he the eanings f the rds in the bx and fill in the blans2 Read the str and fill in the blans using the rret fr f the rds given in the bxTas 2: Studing diret and indiret bets1 Get the students t tell diret bet fr indiret bet b studing the exaples2 Divide t he rds hih are alas nneted ith “t” r “fr” int t indsinds f verbs Exaples SentenesPut “t” befre the I间接宾语前加t Sell, tae, give, send, tell, lend, sh She has taught seing t ennPut “fr” befre the I间接宾语前加fr Bae, find, save, build, get, bu, ae The have bught a ditinar frenn3 As the students t hange the sentenes n page4 arding t the exaples4 Prvide students ith re exaples t pratie diret and indiret betsPlease translate the sentenes int English1 昨天我给格林先生写了一封信。