2019-2020年高二英语下学期Unit17 Disabilities.doc

2019-2020年高二英语下学期Unit17 Disabilities巧用技术，处理课堂教材一、 巧用技术，处理声频与视频素材1、 在活跃课堂气氛时运用2、 在课堂导入时使用3、 在听练习时使用4、 在设置情景时使用我们把磁带的声音转化为电子文件，或到网络下载课文的mp3或flash文件，然后插入到PPT文件中，比录音机更方便地控制声音，有暂停，播放，快进或退回，显示计时器，直观易用。我们把网络下载的与课文相关的视频素材，经过剪辑，保存为主流媒体，如 wmv, avi, mpeg, asf, rm, ram, rmbv等格式，然后插入到PPT文件中。二、 运用软件，辅助词汇教学1、 词汇练习的编写2、 学生词库的建设3、 单词复习的跟踪4、 单词复习教学金山词霸 xx为您提供两款特色工具小软件，金山词霸生词本和金山迷你背单词，帮助学生轻松背单词，克服英语生词难词关。教师还可以编写单元词汇或课时词汇，与阅读补充词汇表，运用金山词霸生词本和金山迷你背单词，进行词汇辅助教学。还可以使用其它优秀的词汇学习与教学软件。三、 巧用软件，进行文章的批改四、 运用软件，编写交互性练习五、 运用软件，记录辩论思路Unit 17 Disabilities.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 studentZhong Xiaowen, who could only move around in her wheelchair, could overe 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 dont 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.Teaching Goals1. Talk about disability.2. Practise talking about ability and inability.3. Review Direct and Indirect Objects.4. Write an argumentative essay.Teaching Time: Four periodsThe First PeriodTeaching Aims:1. Learn and master the following:Phrases: deal with, overe the difficultiesSentence Patterns:If you were in a wheelchair, you wouldnt be able toIf I were blind, I would need a/an2. 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 abilityTeaching 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 Lead-inWe can use a flash to show what difficulties and dangers you might face if you were in a wheelchair or blind.Step Warming upWe can learn the words in the language situations in the flash. And then show the following on the screen.disability/,IEIII/n.ability/EIII/n.sidewalk/IR:/n.escalator/EIE (r)/n.elevator/IIE (r)/n.(=lift)(Teacher teaches the words and explains them, and then let the students look at the first four pictures on Page 49 or show them on the screen)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 wouldnt(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?T: How hard they are! We pay little attention to them in our daily life. We must take effective measures to improve their conditions. Lets see what changes have taken place. Please discuss in groups. In the meanwhile, we should notice the two phrases: deal with, overe the difficulties. (Teacher writes the following on the blackboard.)2. (1) deal withE.g. How shall we deal with the problem?(2) Overe the difficulties(After a while, teacher asks some students to talk about the last four pictures.)T: Now. Any volunteer?T: They hope to lead a normal life as we do, so we should help them overe the difficulties.Step ListeningT: Now please turn to Page 50.Lets 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. Lets 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 SpeakingT: Please look at Speaking on Page 50.Now imagine you are disabled. Choose two of the situations below and discuss how you would deal with them. You may use the following sentence structures.(Show the structures on the screen.)I probably couldntIm sure I would be able toIf I,I would be able toI would need help toIt would be difficult toI would try toT: 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?Step Summary and HomeworkT: In this class, weve done some listening and speaking. Weve also talked about the situations of the disabled. Of course, weve learned some useful sentence patterns. After class, practice 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 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 wouldnt2. (1) deal withE.g. How shall we deal with the problem?(2) Overe the difficultiesStep Record after TeachingThe 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,visual,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 beTeaching 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 Lead-inWe will ask the students to take a quiz about the disabled. We can play song sung by famous disabled people, or show some pictures, ask them to enjoy some videos, and then ask some questions about them.Step Lead-in and Pre-readingThey are determined. 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 else who is disabled?How does he or she deal with the disability?2. How do they overe the difficulties?3. Should they get any extra help? Why or why not?(Teacher gives students five minutes to discuss and collects their answers.)We can have a debate on the question 3 with the help of the puter.They should get some extra help in their everyday activities.No, they shouldnt. Because they need recognition, more than sympathy and helpStep ReadingT: Read the passage quickly to get the general idea and answer the questions on the screen.(Teacher shows the questions on the screen.)1. Whats the trouble of Zhong Xiaowen?2. How does she get around?3. Whats 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: omittedT: Now read the passage again and try to get as much information as you can.Step Study for Language PointsT: Now youve known the general idea of the passage. Please look at the screen. Ill explain something to you. (Write important phrases and difficult sentences on the blackboard.)T :( After explaining the language points)Do you have anything you dont understand? If you have, please tell me, Ill be glad to have a discussion with you.(The teacher answers the questions raised by the students.)Step Consolidation and discussionT: Now turn to Page 52.There is five questions for you to answer in Post-reading. Try to find the answers in the text. Discuss in groups of four, and then Ill ask some of you to read your answers.(A few minutes later)T: Are you ready?Ss: Yes.T: Now lets begin.The topic of the discussion Imagine that you are a disabled student. What kind of help would you need and how would you want others to treat you?Step Summary and HomeworkT: Today we have learned the passageDisabled? Not me! From the success of the disabled studentHong 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 dont 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 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, play a role, bothand, get used to 2. Difficult Sentences:I am and get used to the fact that whileI may not be able to walk, there are many other great things I can do.Step Record after TeachingThe 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 works to make every student work in class.Teaching Aids:1. The blackboard2. The multimediaTeaching Procedures:Step GreetingsGreet the whole class as usual.Step Word StudyT: In the last two periods, we have learned something about disabilities. As we all know, we shouldnt 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 lets review them. Go over the key word or phrases by puter.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, and 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, Ill 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: omittedStep 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。2.请给我们演奏一些民间乐曲。 (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?S4: Ill try. They are send, buy, getT: Right. Youve known some of the verbs. Now Ill give you a summary. Please look at the screen.(Show the following on the screen.)mon verbs that take indirect objects:give,show,send,bring,offer,read,pass,lend,leave,hand,tell,return,write,pay,throw,wish,teach,promise,owe,refuse ect.E.g. Ill lend you something to read.Remember to write us a note when you get there. make, buy, do, fetch, get, play, save, order, cook, sing, find ect.E.g. I hope youll do me a favor.Lets get the children something to drink.T: Now please notice there are two groups in the diagram. In Group 1,most of the indirect 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.)pare:Is that clear?Ss: Yes.T: But not all the indirect objects can be replaced like this.e.g. “Do me a favour”.We cant transform it into: “Do a favour for me.”OK. Now lets do some exercises. Open your books and turn to Page 54.Look at GrammarDirect and Indirect Objects. Look at Part 1.Tick the right answer. First do it by yourselves. Then discuss it in pairs. Finally Ill show you the answers.(After students finish it, teacher shows the following on the screen.)Suggested answers:1.Because his mother bought him a puter.Because his mother bought a puter for him.2.Do me a favor. Please lend me one Yuan.3.Please take these exercise-books to my office.4.Give me the check, please.Please give the check to me.T: in fact, we should pay attention to some special cases. Especially when the direct object 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.(Show the following on the screen.)1.We must use prepositions before the indirect object following the two verbs “explain and suggest”.E.g. Could you explain your point of view to us?I suggest a way out to her.2. Some verbs are followed by either direct object or indirect object, or both of them.E.g. I asked John.I asked a question.I asked John a question.The similar verbs are: teach, tell, owe, pay, and showAs to this, you should remember them. Is that clear?Ss: Yes.T: OK. Lets deal with Part 2.(Teacher begins to read the following and explains it if necessary. Summer is ing. You decide to have a different vacation this year. Use 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 discuss together. At last, teacher shows the answers on the screen.)Step Practice(The teacher shows the following on the screen)Change the position of the direct object and indirect object in the following sentences.1. Ill lend you some.2. He gave his wife a camera for Christmas.3. Were going to sing some songs for the heroes.4. Bring me the book.5. She made a coat for me.6. He bought flowers for his teacher.T: Look at the screen. Lets practice the interchanges of the direct and indirect object.(Give the students several minutes to practice them, and then teacher may check their practice.)Suggested answers:1. Ill lend some to you.2. He gave a camera to his wife for Christmas.3. Were 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 Summary and HomeworkT: In this class, weve 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. Todays homework: Preview the integrating skills. Thats all for today Goodbye, everyone.Step The Design of the Writing on the BlackboardUnit 17 DisabilitiesThe Third PeriodDirect and Indirect Object1. Pass me the salt, please.Pass the salt to me, please.Play us some folk music, please.Play some folk music for us, please.2. pare:3.“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.Step Record after TeachingThe Fourth PeriodTeaching Aims:1. Review the useful expressions learnt in this unit by making sentences with them.2. Review the mon 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 skillsreading 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 theyve learned.Teaching Aids:1. a tape recorder2. the multimedia3. the blackboardTeaching Procedures:Step Greetings and RevisionomittedStep TestT: In this unit we have also learned some useful expressions. Have you remembered them?S: Yes.T: OK. Now lets review them together. I speak Chinese, you speak English.(Teacher writes the following on the blackboard when students say them.)share with, treatas, deal with, the ability to do, play arole, realize ones dream, get around, adjust toT: Now Ill give you a test to see whether youve mastered them or not. Look at the screen, please.(Show the following on the screen.)plete the sentences using the expressions on the blackboard.1.I_my lunch_(分享) him yesterday.2.The police_ his death_(把看作) a case of murder.3.How shall we_(处理) the problem?4.The boy has_(有能力) solve the difficult problem.5.The teacher_(起重要作用) in teaching.6.In order to_(实现梦想),they worked day and night.7.The policemen_(四处走动) and tried to find the thief.8.It will take you some time to_(适应) the new surroundings.Step Fast ReadingT: Weve 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 overe the difficulties.Today were 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 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, Ill ask some pairs to give us the answers.(Teacher shows the following on the screen.)A