高二英语17周学案
17周新模式英语1Unit1-4全套教案
17周新模式英语1Unit1-4全套教案本教案旨在简要介绍《17周新模式英语1Unit1-4全套教案》的目标和内容，并概述教案的结构和布局。
语法重点One of the language points in Unit 1 is the present simple tense。
focusing on the third-person singular form and its negative and interrogative forms.Another language point is the use of adverbs of frequency to describe how often an n happens.词汇研究Unit 1 ___ routines。
hobbies。
and free time activities。
Students will learn words such as "brush," "teeth," "watch," "TV," "play," and "sports."听力练___ 1 will ___.口语表达Students ___。
They will learn to use the present simple tenseand adverbs of frequency to describe their own ns.阅读理解___ 1 will ___.练和作业建议For practice。
students ___ related to present simple tense and adverbs of frequency.___ based on the reading passage.注意：本教案仅为参考，可以根据实际教学需求进行个性化调整。
高二英语教案：人教版高二Unit 17 Disabilities
人教版高二Unit 17 DisabilitiesPeriod 1 Let’s listen and speak!Goals◆Talking about disability.◆Practice talking about ability and inability.◆Improve students’ listening and speaking ability.Procedu resLeading in: by discussing the pictures.Hello, everyone. Look at the three pictures first and discuss the following questions:1. What is his or her name?2. Why is he or she famous?3. What works did he or she write?4. What can we learn from them?Task 1: Looking and discussing.Look at the first four pictures and discuss what they tell us:1. Try to list the difficulties and dangers you might face if you were in a wheelchair or blind.2. Try to offer some solutions to make the streets safer and better for the disabled.Task 2: Listening and ticking.Talk about the picture in this part to warm up first:1. Listen to the tape and answer the three questions.How did John’s parents help him in the morning?What was wrong with John’s house?How did John’s family change the house?2. Listen again, tick the obstacles John mentions and explain why they make his life difficult.3. Work in pairs and think of more creative ideas to solve the problem John describes.What are John’s obstacles? Why do they make his life difficult? How can you s olve this problem? items Yes? No?sidewalkscarselevatorsBikesEscalatorsStairsFast food restaurantsparksTask 3: Speaking and talking.Situations Difficulties SolutionsBlind; visit a friend on the other side of the town; change bus onceDeaf; football players; join the school’s football team; learn EnglishIn a wheelchair; go shopping; eat at a restaurant; go to a cinema; several floorsClosing up by having a discussion.Hi, everyone. We can see it is not easy for the disabled people to lead a normal life. Suppose waking up tomorrow morning, you suddenly find you were unable to see, speak, hear or walk. Then how would you feel and what would you do?HomeworkWrite a short passage about a disabled person in your family, your school or your neighborhood.Unit 17 Period 2 Let’s read!(DISABLED? NOT ME)!Goals◆Get students to care more about disabled people.◆Better their reading skills through various reading activities.◆Enable the students to master more words and expressions.ProceduresLeading in by talking about pictures.Attention, everyone. Please look at the screens and see several pictures. (about disabled players at the 2004 Athens Paralympic Games). Then discuss them in pairs and tell me what you think of them.Task 1: Fast reading for general ideas.1. Skim the test and find out the topic sentence of each paragraph.Topic sentence of each paragraphPara. 1 I know people are trying to help, but I wish they wouldn’t treat me as if I were a child. Para. 2 Today there are more opportunities for disabled people to develop their potential, live a richer life and make a contribution to the society.Para. 3 Disabled people need recognition, more than sympathy and help.Para. 4 Like all of us, disabled people also need inspiration and encouragement.Para. 5 About one third of the articles in Literature of Chinese Blind Children are written by disabled authors and blind children.Para. 6 Living with disability is frustrating and challenging.2. Scan the text and decide whether the following sentences are true or false.(1) Zhong Xiaowen doesn’t wish to be treated as a little child.(2) Xiaowen’s story serves as an example to show that physical disabilities can limit a person’s life.(3) All the students in the Beijing Union University are disabled.(4) The disabled people need both recognition and inspiration and encouragement.(5) Literature of Chinese Blind Children is a great help in encouraging blind children to overcome difficulties and challenges.(6) Ye Zijie’s story is mentioned to show how disabled people write articles for newspapers and magazines.(7) In 2000 Ye Zijie was invited to London and became the first Chinese to study abroad.(8) It might be frustrating and challenging to live with disability.Task 2: Reading and copying,Now it’s time to read the text again and copy down all the useful expressions.Useful expressionstreat… as…, win an award for…, move around, have no feeling below…, use a wheelchair, get around, get dressed, create program, receive an award, at a science fair, receive education, limit a person’s life, make a contribution to…, a matter of…, offer guidance, launch a special education college, have no abilities, students without abilities, study together with…, reach one’s goals, play a valuable role within society, need recognition/inspiration/encouragement, realize one’s dream, overcome challenges and difficulties, live a meaningful and productive life, a visually impaired person, feel comfortable with…, adjust to…, get used to …Task 3: Discussing and commenting.1. Discuss the difficulties how Xiaowen and other disabled students overcome them in their everyday life.2. According to the text, the way society views disabled people has changed. How has it changed and why?3. Imagine you are a disabled student, what kind of help would you need and how would you want others to treat you?Unit 17 Period 3 Let’s study!(Grammar Rewiew: Direct and Indirect Objects)Goals◆Learn to make as choice of words according to the context.◆Learn to use direct and indirect objects correctly.ProceduresLeaking in (1) by listening.Hello everyone! We learned Disabled? Not Me! in our last period. Now let’s listen to it. Pl ease pay attention to the pronunciation and intonation while listening.Leading in (2) by revision.Good morning, class. Yesterday we learned the text Disabled? Not Me! Here are some exercises for warming-up.Complete the following sentences1. I wish _________________ (我昨天见到了她).2. The teacher treats her students _____________________(好像是她自己的孩子似的).3. Hearing the alarm, __________________(她穿好衣服) and hurried to the school.4. Even the disabled people have the right _________________(受教育).5. As a caring girl, she often ____________________(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 not easy __________________________(适应新的生活方式).8. Have you _______________________ (习惯于) living with disability now?Task 1: Defining words.1. Turn to page 53. Check the meanings of the words in the box and fill in the blanks.2. Read the story and fill in the blanks using the correct form of the words given in the box.Task 2: Studying direct and indirect objects.1. Get the students to tell direct object from indirect object by studying the examples.2. Divide the words which are always connected with “to” or “for” into two kinds.Kinds of verbs Examples SentencesPut “to” before the I. O.间接宾语前加to Sell, take, give, send, tell, lend, show She has taught sewing to Jenny.Put “for” before the I. O.间接宾语前加for Bake, find, save, build, get, buy, make They have bought a dictionary for Jenny.3. Ask the students to change the sentences on page 54 according to the examples.4. Provide students with more examples to practice direct and indirect objects.Please translate the sentences into English1. 昨天我给格林先生写了一封信。
高中英语上学期第17周 模块2 课文语言知识点教学设计 新人教版必修2
必修一Module6ReadingTeaching goals教学目标1. T arget language目标语言a. 重点词汇和短语addictive, cannabis, crack cocaine, danger, drug addict, drug dealer, heart attack, heart rate, inject, needle, powerful, reduce, break into, nearbyb. 重点句式I used to be ... P12He offered me ... P12Users who ... are also in more danger if they ...P12Users become addicted to crack cocaine much more easily if they ... P132. Ability goals能力目标Enable the Ss to talk about the harm of drugs.3. Learning ability goals学能目标Help the Ss learn how to express their feelings and opinions.Teaching important points教学重点Let the Ss gain more information about the harm of drugs.Teaching difficult points教学难点Let the Ss realize that they must keep away from drugs forever.Teaching methods教学方法Fast reading, intensive reading and discussion.Teaching aids教具准备A projector, a computer and a recorder.Teaching procedures& ways教学过程与方式Step I Warming upT: Good morning / afternoon, boys and girls. Yesterday we talked about the disadvantages of smoking. Among those smokers there are many young men. Why is cigarette so attractive?S: Because in the cigarette there is a substance called cocaine. This kind of thing can make people addicted to it.T: You are right. Then do you know more about cocaine?S: It is a powerfully addictive drug and can make people feel energetic for a short period of time.T: How do you know this?S: I have ever read a passage introducing cocaine in a newspaper.T: Good. I think all of you have heard about the harm done by cocaine to people. The most serious result is that it can cause people to die. Around you are there any people using drugs?S: No, we haven’t seen such people ourselves. We only see people using drugs on TV and in the newspaper.T: I’m very glad to hear that. We should keep away from drugs. Now please open your books and turn to page 12. Look at the words. I will give you five minutes to discuss the meanings of them.After five minutes, make sure the Ss have mastered these words. Then give them two minutes to finish Activity 3 by themselves.Step II Pre-readingT: Now look at the picture. From the expression of the man can you tell me what’s the matter with him?S: He is unhappy.T: Do you know why he is unhappy?S: Perhaps he is addicted to the drugs.T: Very good. In fact he is really addicted to the drugs. Are you eager to know about his experiences of becoming a drug addict and what happened to him later? S: Yes.T: Well. Now let’s look at Activity 2. Above the passage there are three topics, I will give you three minutes to look through Article 1 and find the topic of thispassage.After three minutes, ask some students to share their answers.T: OK, time’s up. Have you finished? Who’d like to share your answers?S: I choose the first one.T: Do you agree with him/her?Ss: Yes.T: Very good. Since you have known what Article 1 talks about, I will give you 10 minutes to look through Activity 4 and find which parts in Activity 4 belong to Article 1.After 10 minutes, check the answers....T: Now, look through Article 2 and choose a best topic for it from the two topics left. Then read through Activity 4 again and decide which parts belong to Article 2.A few minutes later, check the answers.T: Quite right. Since you have known the relation between Article 1, Article 2 and the parts in Activity 4, I will give you six minutes to read Article 1 and Parts 2, 3, 5 && 6 and then Article 2 and Parts 1 && 4.After six minutes, ask the Ss to finish Activities 5 ＆6, then check the answers. Step III ReadingText analyzingT: OK, you’ve done well. Now I will give you six minutes to read Article 1 again. After you finish, I will ask some of you to retell the story.Six minutes later, ask some students to retell the story.A sample version:Adam Rouse used to be a drug addict. He is now giving a description of his past experiences. He started using drugs at the age of 15. He continued for about 6 months. Before long he became addicted to drugs. He was in such terrible pain that one day he broke into a house for money. In the end he was taken to the police station. A doctor came to treat him. He took the doctor’s advice and stopped taking drugs immediately. Now he works in a center for drug addicts, helping others to stop taking drugs.T: You are excellent. Next, please read the whole text. Then I will ask you several questions about the writing characteristics.A few minutes later.T: Time’s up. Who would like to tell me the structure of the text?S: Let me have a try. The whole text is a brief introduction of the harm of smoking. The text can be divided into two parts. One part uses an example of a drug addict to give a live instruction of the influence of the cocaine. The other part introduces cocaine and its harmful influence.T: Very good. Then what is the main idea of the text?S: The text is about the harm of cocaine. Cocaine is a powerfully addictive drug. Once you are addicted to it, you can’t live without it. Adam Rouse, a 19-year-old boy, used to be a drug addict. In order to buy drugs, he broke into house for money and was arrested by police. At last, he stopped using drugs and helpedothers stop taking drugs.T: You have done a good job. The last question: What is the writer’s purpose of writing this text?S: Through a brief description of a 19-year-old boy’s smoking experiences and a short introduction of cocaine and its harmful influence, the writer warns the students not to smoke and keep away from drugs.Language pointsT: Now let’s deal with some difficult language points.1. danger: chance of suffering damagee.g. His life was in danger.2. share: n. part or portion of a large amount of which is divided among several or many peoplee.g. Your share of the cost is 10$.v. give a share of something to otherse.g. Please share 100$ between 5 people.There is only one bedroom, so we’ll have to share3. break into: enter by forcee.g. His house was broken into last week.Step IV Post-readingT: What can you learn from the text?Ss: From the text, we have known that drugs are very harmful to our health. We should keep away from drugs and live a healthy life. The most important thing isthat not only should we ourselves keep away from cigarettes and drugs but also we should help others not smoke and use drugs.T: Your answer is perfect, thank you.Step V HomeworkMemorize the important sentences in the text.The Third Period GrammarTeaching goals教学目标1. Target language目标语言重点句式... in order (not) to ... P14... so as (not)to ... P14... so ... P15... as a result ... P15... as a result of ... P152. Ability goals能力目标Enable the Ss to use the infinitive of purpose and adverbial clause of result correctly.3. Learning ability goals学能目标Help the Ss learn how to use the infinitive of purpose and adverbial clause of result. Teaching important & difficult point s教学重点和难点The usages of the infinitive of purpose and adverbial clause of result.Teaching methods教学方法Explanation and practice.Teaching aids教具准备A projector and a computer.Teaching procedures & ways教学过程与方式Step I RevisionCheck the Ss’homework by asking some of them to translate some important sentences.T: Good morning / afternoon, boys and girls. Have you finished your homework? Who’d like to translate the important sentences we learned last class?S: I’d like to.T: 我曾经是个吸毒者。
高二英语unit17 整体教案
Unit17 Disabilities备课人：罗建伟Period 1Words explanation:1.able(adj.)-----ability(n.)----disable(vt.)----disabled (adj.)---disability(n.)eg: his disability prevents him from holding a job.We should help those with disabilities to find jobs.A physical/mental/permanent disability2. abitlity(n.) [U]/[C]eg: I don’t doubt your ability to do the work.He shows considerable ability in/for organization.He is a man of many abilities. 他是一个有多方面才能的人。
Idioms: I will do the job to the best of my ability/abilities. 尽最大努力3. fair (n.)/(adj.)The village has a fair once a month.There will be a world trade fair in Shanghai.世界交易会Our teacher is not fair.He always gives high marks to his favorites.我们老师不公平，他总是给他喜欢的学生高分。
It is a fair and breezy〔青风的〕day.今天风和日丽。
She is a tall and fair-haired girl.他是一个高个子的金发女郎。
His knowledge of French is only fair.他的法语知识还算可以。
备考高考英语高效学习方案 高二册 Unit17 disabilities(精品)新人教版 教案
(2009·东城综合二)这是一个对北京、东京和汉城小学生上学情况的调查，请你在国际学生交流中心的会议上把调查结果做一个说明，并简单说说你的结论。
词数不少于60。
开头已经为你写好。
上学路程耗时上学交通工具上学方式Beijing74.9%小学生20分钟以内步行、父母开车、乘车58.1%家长接送Tokyo93.8%小学生20分钟以内步行3%家长接送与同学相约步行Seoul89.7%小学生20分钟以内步行2.9%家长接送与同学相约步行The following is a survey about how young children go to school in the cities of Beijing, Tokyo and Seoul. From the survey we can see that________________________________________________________________________________________________________________________________________________[参考答案]The_following_is_a_survey_about_how_young_children_go_to_school_in_the_cities_of_Beijing,_Tok yo_and_Seoul._From_the_survey_we_can_see_that about 75% of the Beijing children reach their schools within 20 minutes while in Tokyo and Seoul about 90% can manage this.As far as transport is concerned, all the children in Tokyo and Seoul go to school on foot while the Beijing children take private cars, taxis and buses as well as walk. 58.1% of the Beijing children are taken to and met at school by their parents while only about 3% of the Tokyo and Seoul children need help of this kind. They prefer to walk with friends. It seems children in Beijing are more dependent on their parents.Ⅰ.重点单词1．______(vt.) 主持；领导；引导；控制2．______(vi.) 参与；参加3．______(n.) 尊严；尊贵；高贵4．______(n.) 仪式；典礼5．______(vt.) 调整；调节(vi.) 适应6．______(n.) 潜力，可能性(adj.) 可能的；潜在的；有潜力的7．______(n.) 能力；才能；才智8．______(n.) 伤残；无能；无力[答案]1．conduct 2.participate 3.dignity 4.ceremony5．adjust 6.potential 7.ability 8.disabilityⅡ.词汇拓展1．shame→______(adj.)→______(adj.反义词)2．courage→______(v.)→______(v.反义词)3．assist→______(n.)→______(v.同义词)4．gift→______(adj.)有天赋的→______(adj.同义词)5．guide→______(n.)向导[答案]1．shameful; shameless 2.encourage; discourage3．assistant/assistance; aid 4.gifted; talented5．guidanceⅢ.重点短语1．get used ______ 习惯于2．at ______ 时常3．compete ______ 为得到……而竞争4．compete ______ 参加……比赛5．participate ______ 参加6．prepare ______ 为……做准备7．______ four years 每四年8．get ______ 四处走动9．adjust ______ 适应10．______ than 不仅仅11．play a valuable ______ 起重要作用[答案]1．to 2.times 3.for 4.in 5.in 6.for 7.every8．around 9.to 10.more 11.roleⅣ.重点句型1．..., but I wished they wouldn’t treat me as if I were a child.……，但是我希望他们不要把我当孩子看待。
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。
人教修订版高二英语unit 17 4th period教案
theirpotential,andletthemlivearicherlifeandmakeacontributiontosociety.We
should help them overcome thedifficulties.
3.deal with4.the ability to
5.plays an important role6.realize their dreams
7.got around8.adjust to
?StepⅢFast Reading
T:We’velearnedsomethingaboutdisabilities.Theyhopetoleadanormal
7.The policemen__________(四处走动) and tried to find the thief.
8.It will take you some timeto__________(适应) the new surroundings.
Suggested answers:
1.shared,with2.treated,as
T:NowI’llgiveyouatesttoseewhetheryou’vemasteredthemornot.Look
at the screen,please.
(Show the following on the screen.)
Complete thesentences using the expressions on the blackboard.
(Teacher writes the following on the blackboard when students say them.)
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。
高二英语教案：高二英语units 17-18学案
高中二年级英语学案Units 17-18 (B2)【知识网络】一、重点词汇与短语1．由come构成的常用短语：come about出现；发生come across偶然遇到或找到come along进展come around/round恢复；还原come at达到；得到come back反驳；回来；恢复come by经过；取得come down失去财富或地位；下来；倒塌come in到达；进来come off离开；举行；实现come upon偶然发现或遇到come through经历；传出come up走近；发生come over过来；抓住come to达到；继承come out发行或发表；结束；结果；出来come on快点；赶快2．与think相关的短语:come to think of it细想一下think a lot of喜欢;尊敬think aloud自言自语t hink and think细想think away想开了;想得忘了think back to回忆起think twice再三考虑, 踌躇think for认为;预料think over仔细考虑think to oneself盘算, 自思自忖First think, then speak. (谚)先思而后言Think about/ of思考, 考虑; 回顾, 想起; 想到(某人, 某事)Think better of改变看法; (对某人)有较高的评价Think highly (much/ no end/ well) of…评价及高; 重视, 尊重; 器重, 抗得起Think little/ nothing of轻视, 满不在乎; 对……毫不考虑. 毫不踌躇Think one is it自以为了不起, 自高自大Think (sth.) out/ through仔细考虑; 想出; 设计出Thank today and speak tomorrow. (谚)熟思而后言Think up想出, 想起; 捏造, 虚构; 设计出, 发明3．由look构成的常用断语look at看; 注视look for找,寻找look to注意; 指望look into调查look after照料l ook down on轻视, 看不起look forward to盼望;期待look in顺便看望; 短暂访问look out注意look over翻阅, 浏览look up好转; 仰望; 拜访look down upon轻视; 轻蔑look up to仰望; 尊敬look back (与on, to连用)回想, 记忆look on(常与as连用)旁观; 看作二、词义辨析1．too much与much too大不相同too much: 中心词在much, 意为“太多,过分”, 在句中作定语,修辞不可数名词,也可用作状语, 修辞动词, 还可用作主语、表语等.例如:Sorry that I’ve put you too much trouble.很抱歉给你添了太多麻烦.He drank too much at the dinner party.餐会上他喝的太多了.It really is too much of your father to bring guests home to dinner without letting me know in advance.你父亲实在太过分了,事先不告诉我一声就带客人到家里来吃饭.Too much has been talked about the topic.关于这个话题已经谈过太多了.much too: 中心词在too, 意思是“极其,非常”, 修辞形容词或副词,表示程度.例如:The problem is much too difficult for me.这道题对我来说太难了.His condition is much too bad, and needs a further examination.他的身体状况非常糟糕, 需要作进一步检查.2．辨析：though, although, even though, as thoughalthough 和though：“虽然，尽管”的意思。
高二下英语Unit17的教案
高二下英语Unit17的教案高二下英语Unit17的教案inds f verbs Exaples SentencesPerid 4 Let’s read and write!(THE SPECIAL OLMPICS)Prvide the students with chances t develp their extensive reading sills.Get the students t understand and respect re abut the disabled.Enable the students t learn se useful wrds and expressins.Leading in: b watching slides.Hell, everne. Please l at several wnderful pictures and tr t as se questins abut the Special Olpics. Then ae sureif u can find all the answers t ur questins in ur text.Tr t answer the fllwing questins:1. When and where will the next Special Olpic Wrld Suer Gaes be held?2. Hw ften are the Special Olpic Wrld Suer Gaes held?3. Hw an athletes will tae part in the next gaes?4. Hw uch will it tae t hld the Shanghai Special Olpics Wrld Suer Gaes?5. Wh funded the Special Olpic Wrld Suer Gaes and when?Read the whle text fast and answer the fllwing questins:1. Fr the disabled athletes, which is re iprtant, being the first ne acrss the finish line r being the best ne he r she can be?2. What ight be the st difficult challenge a huan being can ever face?3. Did the entall disabled peple use t be respected b the sciet? And wh r wh nt?4. When and where were the first Special Olpics Wrld Suer Gaes held?1. Cp dwn all the iprtant expressins fr the text.Useful expressinsMentall disabled peple, be surrunded b grand ceren, a strng sense f unit and friendship, train fr ears, verce fear and hardships, scre the st gals, face a challenge, treat… with dignit and respect, sider… shaeful, receive treatent and encurageent, iprve the qualit f life, prepare fr…, participate in…, develp ne’s abilit t d sth., iprve ne’s health, gain self-fidence, ae friends, hld a gae, cpete fr…, hst an event, welce… t China2. Divide the class int several grups t discuss the fllwings:(1) Wh d an Special Olpics athletes thin “taing partin the Gaes is a victr”?(2) Hw d events lie the Special Olpics help entall disabled peple?(3) Wh d peple thin the Special Olpics are becing re and re ppular?1. Get the students t ae a checlist fr the surve.2. Analze the infratin the cllect carefull.3. Describe the current situatin cerning the subect.4. Suggest se pssible was t iprve the situatin.。
高二英语Unit 17 Disabled？Not me!阅读课学案(人教版高二英语下册学案设计)整理
高二英语Unit 17 Disabled？Not me！阅读课学案(人教版高二英语下册学案设计)整理Learning Plan for Reading (1st period)Disabled? Not Me!I. Goals of this period1. Read the text and summarize the main idea of each part.2. Understand the text by doing some exercises3. Know that the disabled people are not weaker than the normal people except that they are disabled in physics.II. Learning Procedures:Step 1. Lead-in1. Enjoy some pictures of disabled people and try to talk about who they are and what problems they have.2. More questions:① How many different types of disabilities do you know?① Do you know of any famous people who are disabled? What do they do?Step 2 SkimmingRead the whole text quickly and try to find the topic sentence of each paragraph.Para.1 Disabled people need recognition more than sympathy and help.Para.2 I know people are trying to help, but I wish they wouldn’t treat me as if I were a child.Para.3 Living with disability is frustrating and challenging.Para.4 Today there are more opportunities for disabled people to develop their potential, live a richer life and make a contribution to the society.Para.5 Like all of us, disabled people also need inspiration and encouragement.Para.6 About one third f the articles in Literature of Chinese blind children are written by disabled authors and blind children.Step 3. ScanningScan the text and decide which of the following are true and which are false.1.Zhong Xiaowen doesn’t wish to be treated as a little child. ( )2. Xiaowen’s story serves as an example to show that physicaldisabilities can limit a person’s life.(F)3. All the students in the Beijing Union University are not disable. ( )4. The disabled people need both recognition and inspiration and encouragement. ( )5. Literature of Chinese Blind Children is a great help in encouraging blind children to overcome difficulties and challenges. ( )6. Ye Zijie’s story is mentioned to show how disabled people write articles for newspapers and magazines. ( )7. In 2000 Ye Zijie was invited to London and became the first Chinese to study abroad. ( )8. It might be frustrating and challenging to live with disability. ( )Step 4. Careful readingRead the text again and choose the best answer:1. By the first sentence in Para. 1, Zhong Xiaowen really means __ _.A. her classmates actually look down upon herB. she wants to be treated as an independent personC. disabled students suffer much more hardshipsD. she has grown into an adult and is no longer a child2. The magazine Literature of Chinese Blind Children helps disabled people by ______.A. providing inspiration and encouragementB. offering free books and magazinesC. teaching them to read and writeD. sending gifted disabled students to study abroad3. Which is true about the special education college in the Beijing Union University? ( )A. Only disabled students can study in the college.B. Students can learn to take care of the disabled and will work as nurses after graduation.C. Its main aim is to help people understand what difficulties the disabled many have in their life.D. It teaches people with and without disabilities to live together and learn from each other.4. This text is mainly about ______.A. what makes people disabledB. how the disabled live a normal lifeC. what is to be done to assist disabled peopleD. how physical disabilities limit a person’s life5. We can infer from the text that ______.A. the disabled are uselessB. we should look down upon the disabledC. the disabled can do something as well as or better than normal people if they are helpedD. there is no opportunity for the disabled to make a contribution to societyStep 5 DiscussionWhat have you learned from the text?文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。
2021北师大版高二上unit17《laughter》word学案3
2021北师大版高二上unit17《laughter》word学案3 Lesson 2 Laughter is the best medicine编者：祝引弟高二英语组Tips:Laughter is the best medicine.Learning Aims:1. Keep the words and phrases in mind.(A级)2. Use the words and phrases correctly. (B级)3. Use reading skills to do the multiple-choice questions. (C.D级)Learning important points:1.Keep the words and phrases in mind.(A级)2. Use the words and phrases correctly. (B级)Learning difficult points:Use reading skills to do the multiple-choice questions. (C.D 级)Learning procedures(学习过程):Step I Words A级(英汉互译，并经历单词)1. being____________2.figure______________3.resist___________4.scold_______________5.forbid_____________6.amuse___________7.overlook___________ 8.scared _________9.tension______________ 10.authority__________StepII Pharses B级（明白得下列短语含义）1.处理掉，摆脱___________2. 胡闹，瞎弄__________3.不时地____________4.导致，造成_______________5.撞上____________6.排队_____________7.突然笑起来_______________8.天哪，哎呀_________________StepIII Lead in --DiscussionHow to keep healthy?____________________________________________________________________________________________________Step IV Read the following passage. In pairs, work out the meanings of the following words and complete the text. C级（明I love being a clown. I get to make people laugh but it’s not an easy _________. I can do things that most people don’t get to do. For example, when I perform at company parties, I can ______the managers. I can ______ them from giving people too much work, ask for longer lunch break s or even advise them on their fashion sense----I usually give them my big pink wig. Of course I do it in a silly way and we all get to have a good laugh. After all, who gets to say these kinds of things to an ________ _________?---- Only a clown. But I still have to remember to use ________ sometimes. One time, I ________ a man’s head as I talked about his wonderful hair. Well, it was a wig and it fell off his head. Everyone was laughing except him and that’s no good.Step V 阅读明白得D级Read the passage on P134 and answer the following questions.1.Dr. Fry is talking about studies on ________.A.the effects of laughter associated with humourB.the human body and stressC.scientifis methods used in laboratories2.Scientists haven’t measured the positive effects of laughter on________A. adultsB. teenagers C children3.It’s not easy for doctors to use humour at work because____A.they want to be authority figuresB.patients may not take them seriouslyC.they don’t think it would have any value4.What you can’t find during a humour campaign are _______A.extra meals in the humour roomsB.clowns and performersC.specil TV channels and programmes5.When you study , laughter helps your brain to ________A.fall asleep fasterB.pay attention and stay activeC.fight stress after the examStep VI 语法练习D级1.She was very tired after she _______________(work)for hours without a break.2.Their clothes were muddy because they ______(play)football.3.She was fired because_______________ (not come) to work on time.4.She was very angry because she _______________(wait) her boyfriend for half an hour.5.His ear ached because she _______________ (talk) on the phone for hours.6.He was messy because he _______________(repair) his car all afternoon.7. She was very scared because she _______________ (repair) a thriller on TV.Step VII 小结与反思_____________________________________________________________________ _____________________________________________________________________ ___________________________________________________。
高二英语下学期Unit 17教案
Unit 17 Lesson 3 My Favorite Comedy (Text1)By Zhang LipingTeaching aims:1. To learn some useful reading strategies: read between lines, and make inferences bythe questions.2. To learn a text about Mr. Bean.3 To enjoy the fun of the life and don’t behave as stupidly as Mr. Bean.Teaching materials:Media player, some funny picturesStudents:Class 6, Senior 2Teaching emphasis:1. Learn some useful reading strategies2. Learn a text about Mr. Bean.Teaching difficulties:The ability to grasp important and useful information through readingTeaching methods:Task-based method, co-operating learningTeaching aids:Multi-media，textbookTeaching time: 40 minutesTeaching procedures:Step 1 lead-inAim : to draw students' attention to the topicMethod: show some funny pictures and talk about the students’favorite comedies and comedians.Step 2 1st Reading (skim reading to get the general idea)Aim : to get the general ideaMethods: 1. teach the reading strategies2. get students to read the passage quickly and summarize themain idea .Step 3 2nd reading and listening (scan reading )Aim : to get the top sentence of each paragraphMethods : 1. teach some reading strategies2. get students to listen and read the passage again, and find out the topicsentence of each paragraph.Step 4 3rd reading ( intensive reading)Aim : to obtain more details of the textMethods : 1. group work2. get students to read the passage in detail and answer three questions.Step 5 Voice your opinionAim : to develop students' ability of speakingMethod : DiscussionDo you like this story? What do you think of Mr. Bean?Step 6 Summary ( option )Aim : to further understand the textMethod : read the passage and have a competition (4 groups)Step 7 HomeworkFind out all the expressions about Mr. Bean’s actions from the text 1 and fill them in the blank.Step7 Feedback(教学反思)_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________。
高二英语 Unit17 Disabilities(第三课时)教案 人教版
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 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 andimportant 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 ②guidance③sympathy④physical⑤potential⑥gifted⑦meaningful⑧limit⑨overe⑩adjust2.①frustrated②challenging③disabled④motivated⑤encouraged⑥disappointed⑦rewardingStep Ⅲ Grammar StudyT:Now I want you to translate two sentences into English.Look at the screen.(Show the following on the screen.)1.请把盐递给我。
高二英语上册unit 17教学案.doc
高二英语Unit 17教学案重点短语：1. get around2. live a …life3. make a contribution to sth.4. reach one’s goal5. live with6. adjust to….7. get used to ….8. fail to do sth.9. have sympathy for sb.10. participate in….11. conduct oneself12. make a survey of the public opinion重点词汇，短语用法：1. get around / about：四处走动；活动，（消息）四处传开。
She uses a wheelchair to get around and it often takes her a little longer to do everyday things.She’s eighty now, and doesn’t get around much any more.News of accident soon got around.get的其他短语：get stuckget tired of sth./ doing…get used to sth. / doingget into the habit of….get down to sth. / doing…get along / on with….get over….get through:2. assist：帮助；援助；常用的短语有：assist sb. in doi ng sth. assist in doing… assist sb. with sth.They not only learn how to assist disabled people, but also learn the importance of cooperating to reach their goals in life.They were assisted in learning to live in the new land by the Indians.Two students assisted me with this experiment.3. sympathy：同情（心）；同感常用的短语：have / feel sympathy for / with sb.in / with sympathy; be in sympathy with…..：赞同，与……一致。
高二英语Unit17（全）（人教版高二英语下册教案教学设计）
高二英语Unit17（全）（人教版高二英语下册教案教学设计）Ⅰ.Brief Statements Based on the UnitThis unit mainly tells us the difficulties that the disabled people may face.The text“Disabled? Not me!”shows us a middle school student-Zhong Xiaowen,who could only move around in her wheelchair,could overcome lots of difficulties,and finally succeeded.From her success,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose heart.The teacher should train the students’ mental and moral character of taking pleasure in helping the disabled and help the students to know how to help the disabled to build up the spirit of “being stronger,independent and equal to normal people in activities”.Of course it is necessary for students to master the important phrases and sentence patterns in this unit.Meanwhile we should review the usage of the Direct and Indirect Object.Ⅱ.Teachi ng Goals1.Talk about disability.2.Practise talking about ability and inability.3.Review Direct and Indirect Objects.4.Write an argumentative essay.Ⅲ.Background Information1.Will Inspired LifeThe little country schoolhouse was heated by an old-fashioned,pot-bellied coal stove.A little boy had the job of coming to school early each day to start the fire and warm the room before his teacher and his classmates arrived.One morning they arrived to find the schoolhouse engulfedin flames.They dragged the unconscious little boy out of the flaming building more dead than alive.He had major burns over the lower half of his body and was taken to a nearby county hospital.From his bed the dreadfully burned,semiconscious little boy faintly heard the doctor talking to his mother.The doctor told his mother that her son would surely die-which was for the best,really-for the terrible fire had devastated the lower half of his body.But the brave boy didn’t want to die.He made up his mind that he would survive.Somehow,to the amazement of the physician,he did survive.When the mortal danger was past,he again heard the doctor and his mother speaking quietly.The mother was told that since the fire had destroyed so much flesh in the lower part of his body,it would almost be better if he had died,since he was doomed to be a lifetime cripple with no use at all of his lower limbs.Once more the brave boy made up his mind.He would not be a cripple.He would walk.But unfortunately,from the waist down,he had no motor ability.His thin legs just dangled there,all but lifeless.Ultimately he was released from the hospital.Every day his mother would massage his little legs,but there was no feeling,no control,nothing.Yet his determination that he would walk was as strong as ever.When he wasn’t in bed,he was confined to a wheelchair.One sunny day his mother wheeled him out into the yard to get some fresh air.This day,instead of sitting there,he threw himself from the chair.He pulled himself across the grass,dragging his legs behind him.He worked his way to the white picket fence bordering their lot.With great effort,he raised himself up on the fence.Then,stake by stake,he began dragging himself along the fence,resolved that he would walk.He startedto do this every day until he wore a smooth path all around the yard beside the fence.There was nothing he wanted more than to develop life in those legs.Ultimately through his daily massages,his iron persistence and his resolute determination,he did develop the ability to stand up,then to walk haltingly,then to walk by himself-and then-to run.He began to walk to school,then to run to school,to run for the sheer joy of ter in college he made the track team.Still later in Madison Square Garden this young man who was not expected to survive,who would surely never walk,who could never hope to run-this determined young man,Dr. Glenn Cunningham,ran the world’s fastest mile!2.Helen KellerHelen Keller(1880~1968) was a famous author and educator.She was stricken at the age of 19 months with an illness that left her deaf and blind.She became mute shortly thereafter.Her parents in 1887 got her a teacher Anne Mansfield Sullivan from the Perkings School for the Blind in Boston.A remarkable,close relationship developed between teacher and pupil.Within two years,Miss Keller was able to read and write in Braille.She graduated(1904)from Radcliffe College,where Miss Sullivan had spelled the lectures into her hand.Helen Keller devoted her life to publicly aiding the deaf and blind.With the aid of a translator,she toured the world to promote the education of persons similarly afflicted.She wrote numerous books,including“The Story of My Life”(1902).Ⅳ.Teaching Time:Four periodsThe First PeriodTeaching Aims:1.Learn and master the following:Phrases:deal with,overcome the difficultiesSentence Patterns:If you were in a wheelchair,you wouldn’t be able to…If I were blind,I would need a/an…2.Train the students’ listening ability.3.Improve the students’ speaking ability by describing,talking and discussion.Teaching Important Points:1.Train the students’ listening ability.2.Make the students master the sentence patterns and describe the pictures freely.Teaching Difficult Point:How to improve the students’ speaking ability.Teaching Methods:1.Listening-and-answering activity to help the students go through with the listening materials.2.Individual,pair of group work to make every student work in class.Teaching Aids:1.a tape recorder2.the multimedia3.the blackboardTeaching Procedures:Step Ⅰ Gre etings and Lead-inT:Good morning/afternoon,everyone.Ss:Good morning/afternoon,Mr/Ms.T:Sit down,please.First I want to ask you some questions.Have you been to some places of interest?Have you climbed the mountains?Ss:Yes.(Students may have different answers.)T:How can you get there?Ss:We can get to…by bus/by train/on foot…T:Now please look at the screen.(The teacher shows a picture of a wheelchair on the screen.) How do you say it in English?Ss:Wheelchair.T:What kind of people uses it?Ss:People with disabilities/who couldn’t stand up.T:Good.Now,tell me if you were in a wheelchair,would you be able to get to some places like tall buildings,high mountains?Ss:I can go to…by myself,because there’s no step.It’s easy for me to get there.T:Who has different answers?S1:I can go to…with the help of my friends.They can carry me up there.S2:I can’t go to…,because it’s high on the top of the hill.What a pity!I can only look at it from far away.Step Ⅱ Warming upT:Today we’re going to learn Unit 17“Disabilities”.(Bb:Unit 17 Disabilities The First Period) First let’s look at some words.(Show the following on the screen)disability n.ability n.sidewalk n.escalator n.elevator n.(=lift)(Teacher teaches the words and explains them,then let the students look at the first four pictures on Page 49.)T:OK.Now I want you to discuss the first four pictures usingthe following sentences.1.Sentence Patterns:(1)If I were in a wheelchair,I would…(2)If I were blind,I wouldn’t…(Write them on the blackboard)Yeah,please discuss them in groups of four.After a while,everyone is asked to talk about the pictures.Is that clear?Ss:Yes.T:OK.Please work in groups and try to imagine what difficulties and dangers you might face.(After a while,teacher asks some students to talk about the pictures.If time permits,teacher may ask more students to answer.) T:Now time is up.Who wants to say first?S1:Picture 1.If I were in a wheelchair,I would not go to the public buildings because there were so many steps.S2:Picture 2.If I were blind,I might fall down when walking on the sidewalk as it’s not flat.(Or:There are some blocks.)S3:Picture 3.If I were disabled,I wouldn’t go to the toilet,for the equipments are not fit for the disabled.S4:Picture 4.If I were in a wheelchair.I couldn’t ring in public places,because the public telephone is too high for me to reach.T:How hard they are!We pay little attention to them in our daily life.We must take effective measures to improve their conditions.Let’s see what changes have taken pl ace.Please discuss in groups.In the meanwhile,we should notice the two phrases:deal with,overcome the difficulties.(Teacher writes the following on the blackboard.)2.(1)deal withe.g.How shall we deal with the problem?(2)overcome the difficulties(After a while,teacher asks some students to talk about the last four pictures.)T:Now.Any volunteer?S1:We should provide an entrance suitable for wheelchairs on the ground floor.S2:We should build a special sidewalk for the blind,and fix some feeling equipment.S3:We must provide suitable toilets for people with disabilities,fixing two handrails.S4:We should set the public telephone in a proper place so that people in a wheelchair can reach it.T:They hope to lead a normal life as we do,so we should help them overcome the difficulties.Step Ⅲ ListeningT:Now please turn to Page 50.Let’s do some listening.You are going to hear John talking about his life.There are three questions for you to answer.You need to listen carefully.Is that clear?S:Yes.T:OK.Let’s begin.(Teacher plays the tape for the first time.Then play for the second time.During this time,teacher may pause for students to write down the information.Play some parts of the tape more times if necessary.Finally teacher checks the answers with the whole class.)Step Ⅳ SpeakingT:Please look at Speaking on Page 50.Now imagine you are disabled.Choose two of the situations below and discuss how you would deal with them.You may use the following sentencestructures.(Show the structures on the screen.)I probably couldn’t…I’m sure I would be able to…If I…,I would be able to…I would need help to…It would be difficult to…I would try to…T:OK.Please begin to discuss them.(Teacher goes among the students and listens to their discussions,then chooses several students to express their ideas in different ways.)Who can describe Situation 1?S1:I’ll try.If I were blind,it would be difficult for me to get there.But I would try my best.First I would walk down the familiar sidewalk with the aid of a walking stick.When crossing the street,I would ask others for help.Or I probably could get there by taxi.S2:Situation 2.If I were deaf,I would not be able to hear other players’ words.It would be difficult for us to work together.I would have to read their facial expressions and gestures.I think I’m more lucky than Helen Keller,for I can see.I should learn her spirit of studying,and try to imitate by looking at their mouths.I’m sure I would learn English well.S3:Situation 3.If I were in a wheelchair,I’m sure I would be able to go shopping,eat at a fast food restaurant and then go to a cinema with the help of my friends.First I would do my best to get to the steps of the building by myself,and then they could carry me up to the entrance of the lift.I’m sure I would be able to get there and have a good time.Step Ⅴ Summary and HomeworkT:In this class,we’ve done some listening and speaking.We’ve also talked about the situations of the disabled.Of course,we’ve learned some useful sentence patterns.After class,practise more talking about disability in English.Master the useful sentence patterns,(Teacher points to the blackboard.)and preview the reading material“Disabled?Not me!”.So much for today.Goodbye,everyone!Step Ⅵ The Design of the Writing on the BlackboardUnit 17 DisabilitiesThe First Period1.Sentence Patterns:(1)If I were in a wheelchair,I would…(2)If I were blind,I wouldn’t…2.(1)deal withe.g.How shall we deal with the problem?(2)overcome the difficultiesThe Second PeriodTeaching Aims:1.Learn and master the following words and expressions:get around(=getabout),fair,guidance,gifted,assist,cooperate,recognition,sympath y,encouragement,productive,visual,impair,motivate,disappointin g,adjust to,get used to2.Train the students’ reading abili ty.Teaching Important Points:1.Improve the students’ reading ability.2.Enable the students to understand the text better.3.How to get the students to master the useful expressions.Teaching Difficult Points:Master the following sentence structures:1.…studying together with their disabled classmates is both challenging and rewarding. Living with disability is frustrating and challenging.2.I am and get used to the fact that while I may not be…Teaching Methods:1.Discussion to help the students know something about the disabled.2.Fast reading to get the general idea of the text.3.Questioning-and-answering activity to help the students go through the whole passage.4.Pair work or individual work to make every student work in class.Teaching Aids:1.a tape recorder2.a multimediaTeaching Procedures:Step Ⅰ Greetings and Revision(Greet the whole class as usual.)T:Yesterday we learned what difficulties and dangers the disabled might face and how to help them in our daily life.Imagine you are disabled.Wh o’d like to describe the situation(If you were blind/deaf etc.)and tell us how you would deal with them.S:I’ll try.…(All the others listen carefully.)T:Well done.No matter what difficulties he may meet with,we all hope he can enjoy himself.Step Ⅱ Lead-in and Pre-readingT:Yeah.We know people with disabilities may have lots of difficulties in their lives,but many of them are determined.Theycan overcome any difficulty.Please look at the three questions on the screen and discuss them in groups.(Show the following on the screen.)1.Do you know anyone who is disabled?How does he or she deal with the disability?2.Do you know of any famous people who are disabled?What do they do?3.Should disabled students be allowed to go to college?Should they get any extra help?Why or why not?(Teacher gives students five minutes to discuss and collects their answers.)Suggested answers:1.Yes.I know a person with disability.He has learnt to do many things without help.He can take care of himself at home,but getting around in the city in a wheelchair is often frustrated.He loves reading stories of young disabled people who have overcome great difficulties.2.Yes,I do.Beethoven was a great musician,Helen Keller was a great American writer,and Zhang Haidi is also a writer.3.Yes,they should.Because there are many gifted disabled students,they can make a contribution to the society.They should get some extra help in their everyday activities.No,they shouldn’t.Because they need recognition,more than sympathy and help.St ep Ⅲ ReadingT:OK.Today we’ll read a text “Disabled?Not me!”and know something more about it.I think you are interested in it.Please turn to Page 17.Read the passage quickly to get the general idea and answer the questions on the screen.(Teacher shows the questions on the screen.)1.What’s the trouble of Zhong Xiaowen?2.How does she get around?3.What’s the teachers’ aim in the special college?4.What do the articles in Literature of Chinese Blind Children talk about?5.How does Zijie like the magazine?(Teacher gives students enough time to read the text and collects their answers.)Suggested answers:1.Xiaowen was born without the ability to use her legs and she has no feeling below the waist.2.She uses a wheelchair to get around.3.Their aim is to help disabled students understand that they can play a valuable role within society.4.The articles are often about disabled people who have overcome challenges and difficulties and learnt to live a meaningful and productive life.5.He loves the magazine very much.He thinks it is very important for them to know that someone far away is also struggling as they are.T:Now read the passage again and try to get as much information as you can.Step Ⅳ Study for Language PointsT:Now you’ve known the general idea of t he passage.Please look at the screen.I’ll explain something to you.(Show the following on the screen.)a.treat vt. treat sb. well(badly)e.g.Don’t treat me as a child.Which doctors are treating her for her illness?b.ability n. the ability to do,a man of abilitye.g.Man has the ability to speak.c.make a contribution toe.g.We must do something useful and make a contribution to our country.unch vt.①launch a man-made satellite②launch a new enterprise③launch threats against sb.e.play a …role(in,wit hin)e.g.He played a leading role in a film.f.both…and…e.g.Both you and I are students.He both fears and hates at once.g.…studying together with their disabled classmates is both challenging and rewarding.Living with disability is frustrating and challenging.In these two sentences,gerundial phrases are used as subject.e.g.Working with him is a great pleasure.h.…I am and get used to the fact that while…Here that-clause is used as appositive clause,expressing the fact.e.g.The fact that he came here was known to us all.(Write important phrases and difficult sentences on the blackboard.)T:(After explaining the language points.)Do you have anything you don’t understand?If you have,please tell me,I’ll be glad to have a discussion with you.(The teacher answers the questions raised by the students.) Step Ⅴ Listening and ConsolidationT:Let’s listen to the tape.I’ll play the tape twice.When I first play it,just listen.When I play it for the second time,listen andrepeat it.Are you clear about it?(The teacher plays the tape for the students to listen and repeat.While the students read,the teacher goes among the students to correct the students’ mistakes in pronunciation,intonation and stress.)T:Now turn to Page 52.There are five questions for you to answer in Post-reading.Try to find the answers in the text.Discuss in groups of four,and then I’ll ask some of you to read your answers.(A few minutes later.)T:Are you ready?Ss:Yes.T:Now let’s begin.S1:They have to use wheelchairs to get around and it often takes them a little longer to do everyday things,such as getting out of bed,getting dressed and going to class.S2:They not only learn how to assist disabled people,but also learn the importance of cooperating to reach their goals in life.S3:They help disabled students to understand that they can play a valuable role within society,and inspire many of them to believe that they can realize their dreams.S4:Today there are more opportunities like the special Olympics for disabled people to develop their potential,live a richer life and make a contribution to society.Because people understand that they can play a valuable role within society,and that they need recognition,more than sympathy and help.S5:People must make sure that all of us should have equal access to all areas and facilities.People should treat me fairly.Step Ⅵ Summary and HomeworkT:Today we have learned the passage-Disabled?Not me!From the success of the disabled student-Zhong Xiaowen,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose heart.On the other hand,we should help the students to know how to help the disabled in our daily life.And we also learn some phrases.After class,you should work hard and master them.Step Ⅶ The Design of the Writing on the BlackboardUnit 17 DisabilitiesThe Second Period1.Important Phrases:treat sb.,the ability to do,make a contribution to launch,playa …role,both…and…,get used to2.Difficult Sentences:…I am and get used to the fact that while…I may not be able to walk,there are many other great things I can do.The Third PeriodTeaching Aims:1.Review the words and phrases learned in the last two periods.2.Learn and master Direct and Indirect Objects.Teaching Important Points:1.How to guess the missing word according to the given sentence.2.Master the interchanges of position on direct and indirect objects in the sentence.Teaching Difficult Point:Master the changes of the prepositions in the interchangesof direct and indirect objects.Teaching Methods:1.Review method to consolidate the words learned in the last two periods.2.Explanation and inductive methods to make the students master the interchanges of direct and indirect objects.3.Individual,pair work to make every student work in class.Teaching Aids:1.the blackboard2.the multimediaTeaching Procedures:Step Ⅰ GreetingsGreet the whole class as usual.Step Ⅱ Word StudyT:In the last two periods,we have learned something about d isabilities.As we all know,we shouldn’t look down upon the disabled.We should help and respect them.And we must make life easier for them.All these include some useful and important words and phrases.Now let’s review them.Open your books and turn to Page 53.Look at Word Study.Part 1:Fill in the blanks with the right words.Part 2:Use the correct form of the words in the box to describe the following things or people.You are given ten minutes to do them.Read first,then fill in them according to the meaning of each sentence.Is that clear?Ss:Yes.T:OK.First do it by yourself.Then discuss them in pairs.After a while,I’ll ask some students to read the words.(Teacher goes among the students and the students begin to do it.After a while,teacher checks their answers.)Suggested answers:1.①waist ②guidance③sympathy ④physical⑤potential ⑥gifted⑦meaningful ⑧limit⑨overcome ⑩adjust2.①frustrated ②challenging③disabled ④motivated⑤encouraged ⑥disappointed⑦rewardingStep Ⅲ Grammar StudyT:Now I want you to translate two sentences into English.Look at the screen.(Show the following on the screen.)1.请把盐递给我。
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英语必修三复习案Unit4Astronomy: the science of the starsPeriod 7 The words and expressionsTeaching aims:1.Revise the words and expressions in. Unit 42.Make Ss use the words and expressions correctly.课堂学习写出下列单词和短语的汉译重点单词astronomy atmosphere system violent solidexplode surface harmful development spread method depend exist presence disappointed publish gravity force gradually cheer combine explore settle fundamental allowatom mystery chain reaction multiply dinosaur produce oxygen generally climate lessen exhausting approach faint opportunity carbon dioxide solve thus crash feed重点短语think of…as… in time cool downgo by now that come into existencebe different form lay eggs give birth toon one’s surface as well as prevent ... fromescape from get close to cheer upbreak out to one’s disappointment as a result ofbe harmful to sb depend on in one’s presence watch out in one’s turnExercise 1请根据各句上下文的意义，选择正确的单词填入空白处。
第一组：force, disappoint, system, surface, harmful, astronomy, gravity, publish, atmosphere, planet1 His words _________ me and I lost hope for him.2 He seems very honest on the _________ but actually he is not reliable.3 There is still a lot that scientists don’t know or explain in the field of _________.4 He posted his newly-written novel to a _________ house but received no reply.5 There are eight _________ in the solar system.6 When I entered the meeting room I sensed the _________ was unusual and everyone kept silent.7 Do you know about Newton’s law of ________?8 Drinking alcohol is ________ to people’s health.9 In the Chinese education _________ exams are laid in the most important place.10 Never _________ anyone to do anything he doesn’t want to.第二组：telescope, development, oxygen, violent, presence, gradually, mass, spread, explode, solid, exist, float11 With the _________ of science and technology people can enjoy the modern civilization fully.12 Children should not be allowed to watch any ________ movie.13 _________, he began to understand how silly he was to have done such a thing.14 With the Internet news from every part of the world _________ rapidly.15 Many of the students think that _________ geometry is too hard to learn.16 A plastic bag was seen ________ in the water.17 The scientists say that dinosaurs _________ millions of years ago but then died out suddenly.18 A bomb _________ near the doorway of the restaurant from across the street.19 When you are on the moon your ________ will be less than on the earth.20 He sat in the front row and hardly noticed my ________.21 Man cannot live without ________.22 With the help of a ________ you can observe lots of stars in the sky.Exercise 21 SARS _________ in the mainland of China in the year 2003.2 ________ everyone is here, let’s start work.3 I arrived there just _________ for the film.4 Nothing can ________ him ________ carrying out the survey.5 Anyhow, you can ________ him to give you a hand.6 Give Mary a call; she needs ________.课堂检测选词填空：prevent…(from…), now that, on earth, on the earth, in time, gradually, be harmful to, in one’ turn , give birth to, cheer up, break out, watch out1._________ you’ve finished your homework, you can go and play football to have a rest.2.I’ve phoned you several times. What __________ are you doing?3.Do your best in your career, you’ll succee d ____________.4.The cuckoo(杜鹃) _______ in other bird’s nest.5.After hard working, they improved the things ______________.6.We should ______ the trees __________(cut)7.Staying up late ________ to health.8.They put on the play ________.9._____________ the coming car!10.The bird flu _____ in the city and it soon spread all through the country.11.Whenever I feel frustrated , my mother always tries to _____ me_____.12.This accident ________ a peaceful movement.Ⅱ.句子翻译1.学英语使我们和外国人交流成为可能。
（make it possible for sb to do）____________________________________________________________________________ 2.甚至更重要的是，我们要认真对待作业。
(what is even more important, take sth seriously) ______________________________________________________________________________ 3.她病得如此严重以致明天是否能来还不清楚。
(it was not clear… whether or not)____________________________________________________________________________ 4.英语和法语一样是有趣的科目。
____________________________________________________________________________英语必修三复习案Unit4Astronomy: the science of the starsPeriod 8 The grammarTeaching aims:1.Revise the grammar---名词性从句（2）---主语从句；宾语从句；表语从句；同位语从句2.Make Ss use the grammar correctly课堂学习一、判断下列各句哪句含有名词性从句，划出连接词并指出是什么从句;翻译复合句1.. Who will go is not important.2.It doesn’t matter so much whether you will come or not.3.That he suddenly fell ill last week made us surprised.4. The question was who could go there.5. My idea is (that) we can get more comrades to help in the work.6.. I hope (that) everything is all right.7. I’m interested in whether you’ve finished the w ork..8. It depends on whether we have enough time.9．They don’t know whether to go there.10. I have no idea when he will be back.11.The fact that he had not said anything surprised everybody.二、用适当的连词填空。