高二人教修订下Unit17Disabilities教案.doc

Unit 17 Disabilities 单元教学目标技能目标Skill GoalsTalk about disabilityPractice talking about ability and inabilityReview Direct and Indirect objectsWrite an argumentative essay. 目标语言功能句式Talking about ability and inabilityI probably couldnt.I would not be able to.It would be difficult to.Im sure I would be able to.I could.I would try to.If I. I would be able to.I would need help to.I would need a/ an.词汇1. 四会词汇disability, ability, sidewalk, waist, fair, potential, guidance, gifted, assist, sympathy, encouragement, visual, disappointing, adjust, ceremony, victory, dignity, participate, accessible, conduct2. 认读词汇obstacle, escalator, elevator, cooperate, recognition, productive, self-confidence, Huhhot,impair, shameful, motivate, Olympian, facility, survey3. 词组get around, adjust to, get used to4 重点词汇encourage, disappoint, disable, gifted, guidance, adjust, sympathy语法Direct and Indirect objects重点句子1. The Beijing Union University has launched aspecial education college where gifted disabled students receive the help they need to succeed. P512. She uses a wheelchair to get around and it often takes her a little longer to do everyday things, such as getting out of bed, getting dressed and going to class. P513. They not only learn how to assist disabled people, but also learn the importance of cooperating to reach their goals in life. P524. The articles in the magazine are often aboutdisabled people who have overcome difficulties and learnt to live a meaningful and productive life. P525. By preparing for and participating in the Special Olympics, mentally disabled children and adults can develop their ability to move, improve their health and gain greater self-confidence. P55. 教材分析与教材重组1. 教材分析本单元以Disabilities为话题，旨在通过单元教学，使学生了解残疾人的生活、学习、运动中的困难以及社会为他们所做出的努力，从而懂得应如何正确地去帮助鼓励残疾人；能用所学的有关Disabilities的词汇来想象残疾人的日常生活，描述他们的实际困难和需要；能通过对周围残疾人生活现状的调查，提出一些可行性建议，并从残疾人成功的事例中得到启迪，激励自己克服困难努力学习。1.1 WARMING UP 提供了八幅有关残疾人上台阶、过马路、上厕所、打公用电话的图片，让学生用已有的知识和经验想象残疾人日常生活中所面临的困难与危险，并通过全班讨论，设想出一些给残疾人提供方便的解决办法。1.2 LISTENING是描述一位残疾人日常生活中具体困难的听力材料，难度中等。听后与同伴或四人小组合作设想一些针对性的解决办法。1.3 SPEAKING提供了三种残疾人的实际处境，要求选出其中两种，与同伴合作，讨论在这些情况下自己会如何处理，有哪些要克服的困难，锻炼学生的语言表达能力。1.4 PRE-READING是READING的热身活动。它要求采用与同学讨论交流的方式谈论自己所了解的一些残疾人（包括一些名人）是如何成功战胜残疾的，再讨论残疾学生是否应该被允许上大学以及是否该得到额外的帮助。1.5 READING是一篇夹叙夹议的文章。通过晓文同学的事例讲述了帮助残疾人的重要性以及一些成功的做法（例如为残疾人办大学、办杂志）。1.6 POST-READING第一个训练题所给的前两个问题较容易回答，后几个问题要通过挖掘文章的深层含义，激活学生自身的认知能力和思想认识能力，概括成一段话来回答。因此要在理解的基础上，重点训练学生的判断归纳能力。第五题要求学生互相合作换位思考，假想自己作为残疾人时想要别人如何帮助、对待自己，训练学生发散思维和联想概括的能力。 1.7 LANGUAGE STUDY 分词汇和语法两部分。其中，Word study 是根据语境，在运用中掌握词汇。Grammar 部分复习直接宾语和间接宾语，并通过语法练习加以巩固。1.8 INTEGRATING SKILLS中的Reading andWriting要求学生先阅读课文, 然后完成两个任务型的作业。即：1. 讨论并回答三个问题，这需要学生联系全文，综合各段大意，尤其第三个问题需要挖掘文章的深层含义，能进一步培养学生的综合语言运用能力。2. 让学生对周围的公共场所进行调查，看看是否都方便让残疾人进出，然后把调查结果写下，要求学生描述现状并提出改进措施，最后全班交流习作。这是一个任务型写作训练题，旨在培养学生的创新意识和实践能力。2. 教材重组2.1 从话题内容上分析，WARMING UP 与SPEAKING相一致；而从训练目的上分析与TALKING比较一致。从教材份量来说，可将WARMING UP， SPEAKING和Workbook中的TALKING整合在一起，设计成一节任务型“口语课”。2.2 将LISTENING 和Workbook中的LISTENING整合在一起，设计成一节 “听力课”。2.3 可将PRE-READING, READING和POST-READING三个活动整合在一起上一节“精读课”。2.4 可将LANGUAGE STUDY 与Workbook中的PRACTISING语法练习题整合在一起上一节“语法课”。2.5 可将INTEGRATING SKILLS 中Reading 和Workbook中INTEGRATING SKILLS 的Reading整合起来上一节“泛读课”。2.6 将INTEGRATING SKILLS 中的Writing和Workbook中INTEGRATING SKILLS 的Writing整合成一节“写作课”。3. 课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时教完）1st period Speaking2nd period Listening3rd period Reading4th period Grammar5th period Extensive Reading6th period Writing. 分课时教案The First Period SpeakingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语disability, ability, wheelchair, blind, difficultiesb. 交际用语I probably couldnt.I would not be able to.It would be difficult to.Im sure I would be able to.I could.I would try to.If I. I would be able to.I would need help to.I would need a/ an.If I were.2. Ability goals 能力目标Enable the students to discuss how they would deal with two of the listed situations if they were disabled. What would they not be able to do? What would be difficult? What would they do to overcome the difficulties? Enable the students to talk about the difficulties and suggested ways in English and express or support an opinion with target language.3. Learning ability goals 学能目标Help the students learn how to describe the different situations of the disabled.Teaching important points 教学重点Let the Ss learn to use the structures of expressing and supporting an opinion.Teaching difficult points 教学难点How to describe the difficulties and the ways to overcome them, according to the students imagination.Teaching methods 教学方法1. Looking at the pictures. (individuals)2. Pair work to discuss and work in groups of four. (cooperative learning)Teaching aids 教具准备A computer and a projector.Teaching procedures & ways 教学过程与方式Step I Revision The Ss check their writings each other. T: Good morning/afternoon, boys and girls! Please check your writings each other first. Step II Warming upTalk about the pictures with the teachers help.T: Look at the first four pictures on Page 49 please. Workin pairs and try to imagine what difficulties and dangers you might face if you were blind or in a wheelchair.DiscussionS1: If I were in a wheelchair, I would not be able to getinto every building because there are too many steps. S2: Yes. Please look at Picture 2. If I were blind, I would need help to walk alone in the street for fear that there were obstacles and deep holes ahead which would make me fall down or even lose my life.S3: I agree. If I was blind or sitting in a wheelchair, I wouldalso find it very difficult to use the bathrooms and the toilets. I would be driven mad at the very moment!S4: Aha, I see. Whats more, I would probably couldnttelephone someone in the street if I were in a wheelchair because the public telephone was far out of my reach.T: Well, can I help you? From these pictures we can see thatlife is hard for the disabled. They cant enter and use part of the building. They will face danger while walking and its inconvenient for them to use the public telephones. Something must be done to make life easier for people with disabilities. So try to think of ways to make public places safer and better for the disabled. You may use the last four pictures to help you. Then share your ideas with the class.S1: In my opinion, when we design a building, we shouldprovide an entrance suitable for wheelchairs on the ground floor.S2: We should also build special part of the sidewalk for thedisabled only so as to make it safer for them to walk alone.S3: Good idea. I think, the bathrooms and toilets should have doorways wide enough for a wheelchair, doors that are easy to open and close, and hand-holds that the disabled people can use to move around and get into and out of the bath.S4: In order to make it convenient for the disabled to maketelephone calls in the street, there should also be specially fixed public phones for them. T: Very good! Im sure that you have learnt a lot abouthow to help those disabled people. Ok, so much for the pictures.Step III SpeakingT: Next, Id like you to imagine that you are disabled. Choosetwo of the situations on Page 50 and discuss how you would deal with them. What would you not be able to do? What would be difficult? What could you do to overcome the difficulties?Situation 1 You are blind. You want to visit a friend who lives on the other side of town. You have to go there by bus and you must change buses once.Situation 2 You are deaf. You are a very good football player and you want to join your schools football team. You would also like to learn English.Situation 3 You are in a wheelchair. You and your friends have planned to go shopping near at a fast food restaurant and then go to a cinema. The shops you want to visit are in a building with several floors.Ss: Ok.Show the slides of the three situations and then get the students to work in pairs.Several minutes later.T: Now, whod like to begin the talk? Try to use the useful expressions in this lesson, please.S1: Let me try. In the first situation I would not be able tosee which bus to take, where to sit down or get off, and who is the conductor I should give the right money. In this case I would try to ask the passers-by, the conductor or even the policeman for help. Im sure at last I would be able to reach my friends house on the other side of town. In situation 2, it would be very difficult for me to understand and communicate with the coach, the judge and my fellow players， because I just couldnthear their instructions and demands during the games. In this case I would try to pay special attention to their body language. If I would also like to learn English in this situation, I probably couldnt know how to pronounce the words correctly, therefore I would try to look carefully at the teachers mouth and the others sign language.S2: If I was in the second situation, I probably couldnthear the cheers or the catcalls from the football fans and I had to act as a comparatively unimportant player in the match. While learning English, I would not be able to listen to English materials so I would need a hearing aid or write more in order to communicate with others. In situation 3, it would be difficult for me to get into the normal seats in the restaurant or the cinema and I would need help to enter the building or take the lift in this case I would ask my friends to help me with my wheelchair or even carry me on the back by turns if necessary. Of course I would be glad to have the things they bought placed in my wheelchair.S3: In the first situation, it would be dangerous for me tocross the street because I couldnt see the traffic light. On the other hand, I would need help to get on and off the bus. I would need a walking stick so as to feel my way ahead, and ask those kind people around for help. In situation 3， I would not be able to move aroundfreely in the restaurant or the cinema so maybe I would try to sit aside in the passageway. It would also be difficult for me to try on new clothes and pick out the things on the high shelves while shopping. Sometimes I would ask my friends to push the wheelchair and take things for me.Step IV Talking(若时间不足，可改为作业) T: Now there is little time left. Lets deal with Talking onPage 124. Id like you to work in groups of five. Each group member represents one of the five senses. Everyone should complete the role card and use it to persuade the other group members that your sense is the most important. Share your decision with the class when you have finished.The Ss are getting ready.T: Are you ready? Let me check your work. Whos willing to tell me what your decision is?S1: I think that the sense of sight is the most important sense.It helps us stay safe because if we couldnt see the cars and the traffic lights, we wouldnt be able to walk across the street safely. It also helps us enjoy life because if we can see different colors and the signs of danger around us, we can lead a colorful and peaceful life all the time. The least important sense is the sense of hearing because a deaf person can also work happily in silence just like the old woman in my apartment.S2: I think that the sense of smell is the most importantsense. It helps us stay safe because if we couldnt smell poisonous gases around us, we wouldnt be able to leave for the right place as soon as possible. It also helps us enjoy life because if we can smell the delicious dishes and fresh flowers around us, we can enjoy good meals and beautiful sceneries in the nature. The least important sense is the sense of taste because if we can see and smell the well prepared dishes, it will certainly taste good.S3: I think that the sense of hearing is the most importantsense. It helps us stay safe because if we couldnt hear others talk, we wouldnt be able to learn to speak. It also helps us enjoy life because if we can hear different sounds around us, we can enjoy wonderful music and receive good education in school. The least important sense is the sense of smell because a person who has caught a bad cold and cant smell anything can almost manage everything in life as usual.S4: I think that the sense of touch is the most importantsense. It helps us stay safe because if we couldnt touch the hot pot or water, we wouldnt be able to cook meals or have a drink without being burnt. It also helps us enjoy life because if we can touch something burning or connected with electricity, we can keep ourselves far from danger. The least important sense is the sense of taste because we can have good and safe meals if we prepare food from the supermarket according to the instructions.S5: I think that the sense of taste is the most important sense.It helps us stay safe because if we couldnt taste something bitter and bad, we wouldnt be able to stop eating immediately. It also helps us enjoy life because if we can taste different kinds of food, we can always have a good appetite and keep healthy. The least important sense is the sense of touch because a person who has no arms can also live a productive life with other parts of the body. e.g. Using feet and mouth to learn to write.T: Very good! So all the five senses are very important inour life, now you may have come to see that the life for the disabled is not very easy and we should do something to help them.Step Homework1 Tell the students the difficulties of the disabled and your suggestions to help them. 2 Do Talking on Page 124. Each one will be asked to talk about the five senses.The Second Period ListeningTeaching goals 教学目标1. Target language 目标语言a. 词汇和短语sidewalk, escalator, elevator, obstaclesb. 重点句子How did Louis become blind?How did Louis discover the new system?2. Ability goals 能力目标Train the students listening ability in getting the general idea about Johns life and catching the specific information about the obstacles he mentions.3. Learning ability goals 学能目标Help the students to explain why the obstacles make Johns life difficult and how to solve his problems.Teaching important points 教学重点Listen to the material about Johns life and then answer questions and make choices.Teaching difficult points 教学难点Work together with partners and think of ways to solve Johns problem.Teaching methods 教学方法Listening and cooperative learning.Teaching aids 教具准备A recorder.Teaching procedures & ways 教学过程与方式Step I Revision1. Greetings.2. Revision about the difficulties of the disabled.Step II ListeningThe Ss are asked to read fast the questions and multiple answers to find out the listening points first, and then listen to the tape twice to choose the best answer.T: Please open your books on Page 50. Before you listen tothe tape, please read fast the questions and multiple answers to find out the listening points. Pay much attention to these important points while listening. (3 minutes later) While reading, youd better do notes of the listening points like this:The help from his parents:The problem with the house:The change in the house:The obstacles he mentions:T: Now, Ill play the tape twice. Please listen carefully andpay much attention to the important points. You may make notes while listening. Notes-making is helpful for you to remember each of the important points. After listening twice, check the answers and explain some difficult points if necessary.Step III Thinking of ways to solve the problemT: From the listening material youve learned that John hassome difficulties with his life and his parents have helped him in some ways. Well, could you please think of some ways to solve the problems he describes? Ill give you five minutes for you to get ready. Then report your ideas to the rest of the class.Step IV Listening (Wb P133) (若时间不足，可改为作业) First, listen and do multiple choices in Part 1.T: Now turn to Page 123. In Part 1 of the listening material,therere four questions. You should form the habit of going through the questions and get the important listening points. Yes? And make notes if necessary. Ok?Listening points:Where Louis livedWhy he became blindWhat to useWhat to learnThe type of systemThe type of writingT: Please listen. Ill play the tape twice. (After listening)Now, let me check your work.T: (After checking) Now, listen to Part 1 again and answerthe three questions in Ex 2. Ill play the tape a third time. T: Now lets listen to Part 2 of the tape and finish the fourexercises below. (After listening) Now you please work in pairs and check the answers with your partners. (After checking) Next, listen again and then lets check the answers together.Step V AssignmentT: Boys and girls, today we have listened to some materialsabout the disabled. I do hope you can listen to the materials again after class so that you can get very familiar with them. Besides, please preview the reading. Now class is over. Goodbye, everyone. Ss: Goodbye, sir/madam.The Third Period ReadingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语waist, fair, guidance, gifted, assist, sympathy, encouragement, visual, impair, disappointing, adjust, get around, get used to, adjust tob. 重点句子I know., but I wish they wouldnt. as if. P51She uses. and it often takes. to do., such as. P51The Beijing Union. a special education college where.P51They not only learn., but also learn. P52One of the teachers. says that their aim is to help. un