人教版高二下学期Unit 17 Disabilities课堂教学设计.doc

Unit 17 DisabilitiesPeriod 1 Warming up, listening and speakingGoalsPractise talking about disability.Practice talking about ability and inability.Improve students listening and speaking ability.ProceduresLeading in (1) by discussing the pictures. ( class work, approx. 5 mins) Hello, everyone. Look at the three pictures first and discuss the following questions: 1. What is his or her name? (Helen Keller, Zhang Haidi, Stephen Hawking)2. Why is he or she famous? (blind, deaf and dumb; wheelchair-bound in paraplegia) 3. What works did he or she write? (The Story of My Life; Dream in the wheelchair; A brief History of Time) 4. What can we learn from them? ( perseverance, determination, strong-willed, interest)Leading in (2) by playing a game. ( class work, approx. 5 mins)Ask five students to pretend to be blind with a handkerchief. Then get them to find their seat coming from outside the classroom. The one who finds his or her seat first is the winner. This game is to make the students have a good understanding of the disabled people.Talking about disabled people Think about the words you use This list reflects the views of disabled people themselves. As you will see, the words on the left are passive, victim words, whereas the words on the right respect disabled people as active individuals with control over their own lives.AvoidUse instead(the) handicappeddisabled (people)afflicted by,suffers from,victim ofhas (condition or impairment)confined to a wheelchair, wheelchair-bound wheelchair usermentally handicapped,subnormallearning impairedcripple,invalid disabled personspasticperson who has cerebral palsyable-bodied non-disabledTask 1: Looking and discussing. ( class work, approx. 10 mins)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. ( class work, approx. 10 mins)Talk about the picture in this part to warm up first:1. Listen to the tape and answers the three questions1 How do Johns parents help him in the morning?2 What was wrong with Johns house?3 How did Johns family change the house?2. Listen again, tick the obstacles John mentions and explain why they make his life difficult3. Work in pairs and think of more creative ideas to solve the problem John describes.What are Johns obstacles?Why do they make his life difficult?How can you solve this problem?ItemsYes?No?Sidewalkscarselevatorsbikesescalatorsstairsfast foodrestaurantsparksTask 3: Speaking and talking. ( class work/ pair work, approx. 10 mins)SituationsDifficultiesSolutionsBlind; visit a friend on the other side of the town; change bus onceDeaf; football players; join the schools football team; learn EnglishIn a wheelchair; go shopping; eat at a restaurant; go to a cinema; several floorsUseful expressions I probably couldnt Im sure I would be able toIf I, I would be able to I would not be able to I could I would need help toIt would be difficult to I would try toI would need a/anClosing up by having a discussion. ( pairwork, approx. 5 mins)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 are 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. Period 2 Reading(DISABLED? NOT ME!)GoalsGet 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 (1) by talking about pictures (lockstep, approx. 5 mins.)Attention, everyone. Please look at the screens and see several pictures. ( about disabled players at the 2008 Beijing Paralympic Games). Then discuss them in pairs and tell me what you think of them. Leading in (2) by debating whether disabled students should be allowed to go to college. ( group work, approx. 5 mins.)Divide the students into two groups. Let them debate whether disabled students should be allowed to go to college. Should they get any extra help? Why or why not?Task 1: Fast reading for general ideas. ( individual work, approx. 10 mins)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 wouldnt 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 (T) or false (F).Zhong Xiaowen doesnt wish to be treated as a little child.Xiaowens story serves as an example to show physical disabilities can limit a persons life. All the students in the Beijing Union University are disabled.The disabled people need both recognition and inspiration and encouragement. Literature of Chinese Blind Children is a great help in encouraging blind children to overcome difficulties and challenges.Ye Zijies story is mentioned to show how disabled people write articles for newspapers and magazines.In 2000 Ye Zijie was invited to London and became the first Chinese to study abroad.It might be frustrating and challenging to live with disability. Key: T F F T T F F T Task 2: Reading and copying. ( individual or pair work, approx. 10 mins)Now its time to read the text again and copy down all the useful expressions.Useful expressionsTreatas, 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 persons 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 ones goals, play a valuable role within society, need recognition/ inspiration/ encouragement, realize ones dream, overcome challenges and difficulties, live a meaningful and productive life, a visually impaired person, feel comfortable with, adjust toget used toTask 3: Discussing and commenting. ( group work, approx.15 mins)1. Discuss the difficulties Xiaowen and other disabled students have to overcome 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?Closing up by production. ( group work, approx. 5 mins)Suppose Ye Zijie has just returned from England after further study. Then youre offered the chance to interview him at Beijing Airport. One student acts as Ye Zijie while the others as reporters. You can ask him as many questions as possible concerning the help he got from Literature of Chinese Blind Children, his experiences in London, his advice for disabled people and so on. (Grammar Review: Direct and Indirect Speech)GoalsLearn to make a choice of words according to the context.Learn to use direct and indirect objects correctly.ProceduresLeading in (1) by listening. ( class work, approx. 5 mins)Hello everyone! We learned Disabled? Not Me! in our last perid. Now lets listen to it. Please pay attention to the pronunciation and intonation while listening. Leading in (2) by revision. ( class work, approx. 5 mins)Good morning, class. Yesterday we learned the text Disabled? Not Me! Here are some exercises for consolidation.Complete the following sentences 1. 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. ( pair work, approx. 8 mins)1.Turn to page 53. Check the meanings of the words in the box and fill in the blanks2. 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. ( individual, / class work, approx.10 mins)1. Get the students to tell direct object (D. O.) from indirect object (I. O.) by studying the examples.2. Divide the words which are always connected with “to” or “for” into two kinds:Kinds of verbsExamplesSentencesPut “to” before the I. O.间接宾语前加tosell, take, give, send, tell, lend, showShe has taught sewing to Jenny.Put “for” before the I. O.间接宾语前加forbake, find, save, build, get, buy, makeThey have bought a dictionary for Jenny.3. Ask the students to change the sentences on page 54 following the examples.4. Provide students with more examples to practice direct and indirect objectsPlease translate the sentences into English1. 昨天我给格林先生写了一封信。2. 老师问了我们许多问题。 3. 刚才玛莉为我们唱了一首英文歌。4. 请递给我一杯茶。 5. 妈妈为我做了一个生日蛋糕。6. 请回答我这个问题。 7. 把你的照片让我看看。8. 今天上午汤姆要带给我一块新橡皮。 9. 请给我叫一辆出租车。10. 老师在我们的课堂上给我们读了一个有趣的故事。Task 3: Closing up by checking the exercises. ( class work, approx. 5 mins)For consolidation, we are going to check the exercises in the workbook against the answers on the screen. Period 3 Language study(Grammar: Review Nonfinite Verbs 2)GoalsHelp the students to summarize methods of Word Formation.Help the students to improve their ability of defining words in English.Help the students to review Non-finite Verbs (2) ProceduresLeading in (1): by listening. ( class work, approx . 5 mins)Good morning, class! We learned THE AMERICAN SOUTH yesterday. Now lets listening to it.OK. Today we are going to do with word study and review Non-finite Verbs (2). Please turn to page 45, and lets begin with word study. 年诺贝尔物理奖获得者、美籍华人科学家崔琦 Leading in (2): by presentation. ( class work, approx. 5 mins)Hello, everyone! Yesterday we learned the text THE AMERICAN SOUTH. I want one of you to retell the text in your own words. Who would like to try?Well done! Now today we are going to do with word study and review Non-finite Verbs (2). Please turn to page 45, and lets begin with word study.Task 1: Picking out the different word. ( individual work, approx. 5 mins)Ask the students to pick out one word from each group that is different from the others and explain why it is different on page 45.Task 2: Speaking and finishing. ( individual work, approx. 5 mins)Ask the students to write the correct form of the words according to Word Formation on page 45. Task 3: Filling in the blanks. ( individual work, approx. 5 mins)Ask the students to fill in each blank with the correct adjective given in the box. Then ask the students to translate the sentences into Chinese if necessary.Task 4: Reviewing Non-finite Verbs (2). ( individual/ class work, approx. 20 mins)1. Help the students to review the functions of Non-finite Verbs. (Details seen in Part V Grammar)2. Ask the students to finish the exercises on page 46.3. Ask the students to read The America South again to find any examples of Non-finite Verbs.HomeworkPeriod 4 Integrating skills(THE SPECIAL OLYMPICS)GoalsProvide the students with chances to develop their extensive reading skills.Get the students to understand and respect more about the disabled.Enable the students to learn some useful words and expressions. ProceduresLeading in (1) by watching slides. ( class work, approx. 5 mins)Hello, everyone. Please look at several wonderful pictures and try to ask some questions about the Special Olympics. Then make sure if you can find all the answers to your questions in our text. 2000 悉尼 残奥会20004雅典 残奥会2008 北京 残奥会Leading in (2) by reading a piece of news. ( class work, approx. 5 mins)Special Olympics picks ShanghaiPLA Daily 2004-03-03BEIJING, Mar. 3, (Xinhuanet) - The city of Shanghai and Special Olympics International Committee signed a package of agreements Tuesday in Beijing, officially kicking off preparations for the 2007 Special Olympics World Summer Games.Held once every two years, the Special Olympics has been widely praised as “opening a door to the world for mentally retarded (智力迟钝的) people, winning once rejected people social recognition and applause (欢迎).”According to the agreements, the Shanghai Special Olympics Games will provide venues (比赛地点) for 18 competitive events for about 7,000 athletes from over 150 countries and regions competing.The total budget (预算) of the Shanghai Special Olympics Games is US$45 million.This is the first time a developing country, or an Asian nation, has hosted the event.Before the signing ceremony, President Hu Jintao received Timothy Shriver, chairman of the Special Olympics International Committee, and his mother Eunice Kennedy Shriver, founder of the Special Olympics Committee in 1968.Try to answer the following questions:1. When and where will the next Special Olympic World Summer Games be held? 2. How often are the Special Olympic World Summer Games held?3. How many athletes will take part in the next games?4. How much will it take to hold the Shanghai Special Olympics World Summer Games?5. Who founded the Special Olympics World Summer Games and when?Task 1: Fast reading. ( group work, approx. 10 mins)Read the whole text fast and answer the following questions:1. For the disabled athletes, which is more important, be