Unit 17 Disabilities

课文重难点解析1. She uses a wheelchair to get around and it often takes her a little longer to do everyday things, .... （Reading）get around/about表示“各处走动”。

如：She doesn’t get around much these days.近来她不大各处走动。

He is getting around again after the accident.事故过后，他又在到处走动了。

get around/about/round还有“传播；流传”的含义。

如：Bad news gets around quickly.恶事传千里。

The news of his resignation soon got around.他辞职的消息很快传开了。

2. Today there are more opportunities for disabled people to develop their potential, live a richer life and make a contribution to society. (Reading)make a contribution to表示“对……做贡献”，是固定短语。

其中contribution 是名词，to 是介词，后常接名词。

例如：He has made a contribution to our work.他对我们的工作做出了贡献。

Miss Liu has made a contribution to education.李老师对教育做出了贡献。

contribute to表示“捐献……”、“有助于……”，其中contribute是动词，to 是介词。

例如：They contributed to the Red Cross. 他们捐钱给红十字会。

高二英语Unit17 Disabilities知识点总复习教案高二英语Unit17 Disabilities知识点总复习教案Setin III 词汇语法、综合技能18 Ever fur ears, entall disabled athletes e tgether t tae part in the Speial lpis 智障运动员每四年聚会一次，参加特殊奥运会。

(p Integrating Sill 第一段第1行) * ever的一种用法▲ 此处ever用在数词前，如ever t (three，et)，意为“每两个(三……)个……”。

如：①I g there ever three das 我每三天去那里一次。

②The Aerian peple elet a president ever fur ears 美国人四年选一次总统。

③There is a bus t the statin ever ten inutes 每十分钟有一辆公共汽车进站。

④The stpped and rested ever five iles 他们每五英里停下休息一会儿。

⑤Nine en have lst bs fr ever five en 每五个男子失业就有九个女子失业。

【注】也可以跟序数词表示同样的意思。

如：①The lpis are held ever furth ear 奥林匹克运动会每四年举行一次。

②It has been sning, rughl ever third da 近大约每三天就要下一次雪。

【注】值得注意的是表示“每隔……”。

要用ever ther或ever send。

如“每隔一天”，要说ever ther da或ever send da。

①I ent he ever ther ee 我每隔一周回家一次。

②“Please rite ever ther line” said the teaher 老师说：“请隔行写”。

高二英语Unit17;Disabilities学问点总复习教案高二英语unit17 disabilities学问点总复习教案section iii 词汇语法、综合技能18. every four years, mentally disabled athletes come together to take part in the special olympics. 智障运发动每四年聚会一次，参与特殊奥运会。

(p.55 integrating skill 第一段第1行) * every的一种用法▲此处every用在数词前，如every two (three，etc.)，意为“每两个(三……)个……”。

如：① i go there every three days. 我每三天去那里一次。

② the american people elect a president every four years. 美国人四年选一次总统。

③ there is a bus to the station every ten minutes. 每特别钟有一辆公共汽车进站。

④ they stopped and reste d every five miles. 他们每五英里停下来休息一会儿。

⑤ nine women have lost jobs for every five men. 每五个男子失业就有九个女子失业。

【注】也可以跟序数词表示同样的意思。

如：① the olympics are held every fourth year. 奥林匹克运动会每四年举办一次。

② it has been snowing, roughly every third day. 近来大约每三天就要下一次雪。

【注】值得留意的是表示“每隔……”。

要用every other或every second。

如“每隔一天”，要说every other day或every second day。

高二英语Unit17 Disabilities教案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 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 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 ing 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.Fromhis 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 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,overe 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 Greetings and Lead-inT:Good morning/afternoon,everyone.Ss:Good morning/afternoon,Mr/Ms.T:Sit down,please.First I want to ask you some questions.Have you been to some places of interest?Have you climbed the mountains?Ss:Yes.(Students may have different answers.)T:How can you get there?Ss:We can get to…by bus/by train/on foot…T:Now please look at the screen.(The teacher shows a picture of a wheelchair on the screen.)How do you say it in English?Ss:Wheelchair.T:What kind of people uses it?Ss:People with disabilities/who couldn’t stand up.T:Good.Now,tell me if you were in a wheelchair,would you be able to get to some places like tall buildings,high mountains?Ss:I can go to…by myself,because there’’s 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/,ｄIｓ′ｂIｌIｔI/n.ability/′ｂIｌIｔI/n.sidewalk/′ｓａIｄｗｋ/n.escalator/′ｅｓｋｌｅIｔ (r)/n.elevator/′ｅｌIｖｅIｔ (r)/n.(=lift)(Teacher teaches the words and explains them,then let the students look at the first four pictures on Page 49.)T:OK.Now I want you to discuss the first four pictures using the following sentences.1.Sentence Patterns:(1)If I were in a wheelchair,I would…(2)If I were blind,I wouldn’t…(Write them on the blackboard)Yeah,please discuss them in groups of four.After a while,everyone is asked to talk about the pictures.Is that clear?Ss:Yes.T:OK.Please work in groups and try to imagine what difficulties and dangers you might face.(After a while,teacher asks some students to talk about the pictures.If time permits,teacher may ask more students to answer.)T:Now time is up.Who wants to say first?S1:Picture 1.If I were in a wheelchair,I would not go to the public buildings because there were so many steps.S2:Picture 2.If I were blind,I might fall down when walking on the sidewalk as it’s not flat.(Or:There are some blocks.)S3:Picture 3.If I were disabled,I wouldn’t go to the toilet,for the equipments are not fit for the disabled.S4:Picture 4.If I were in a wheelchair.I couldn’t ring in public places,because the public telephone is too high for me to reach.’s 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?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 overe the difficulties.Step Ⅲ Listening’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.’s begin.(Teacher plays the tape for the first time.Then play for the second time.During this time,teacher may pause for students to write down the information.Play some parts of the tape more times if necessary.Finally teacher checks the answers with the whole class.)Step Ⅳ SpeakingT:Please look at Speaking on Page 50.Now imagine you are disabled.Choose two of the situations below and discuss how you would deal with them.You may use the following sentence structures.(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 sure I would learn English well.S3:Situation 3.If I were in a wheelchair,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 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 theBlackboardUnit 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)overe the difficultiesStep Ⅶ Record after Teaching。

高二英语第二册 Unit 17 Disabilities人教版【本讲教育信息】一. 教学内容：Unit 17 Disabilities〔一〕重点单词〔二〕重点短语〔三〕重点句型二. 本周知识精讲：〔一〕重点单词1. assist vt.帮助；援助 (assisted, assisting, assists)短语assist (sb.)with sth.assist (sb.) in doing sth 帮助某人做某事assist (sb) to do sth.1〕Two students assisted the professor with the experiment.两个学生帮助教授做这个实验。

2〕She asked us to assist her in carrying out the plan.她请我们帮她实施那项方案。

3〕The new mayor assisted us to establish a new company.新市长帮我们成立了一家新公司。

assistance n.帮助；协助(be of assistance=help)assistant n.助手；助理1〕I can’t move the heavy box without your assistance.没有你的帮助，我搬不动这只重箱子。

2〕Mary was accepted as the assistant of the professor.玛丽作为这位教授的助手被接受。

2. adjust vt.调整；调节；使适应；使适合1〕Will you adjust this digital camera? It doesn’t work well.这个数码相机不好用，请你调一下好吗？2〕You can adjust this desk to the height of any child.这桌子可以调整，以适应任何孩子的身高。

高考英语总复习Unit17 Disabilities重点句及词组考查Section I 课前准备、听力、口语1. Talk about disability? 谈一谈残疾 (p. 49 Goal 1)* disability和inability▲ dis-和in-都是表示否定意义的前缀，但用在ability前，表示不同的意思，disability意为“残疾”，而inability意为“无能力”“没办法”。

请比较下列例句，注意这两个词的不同意思。

① I was surprised at her inability to do things promptly. 她不能迅速处事，我感到惊异。

② She is deaf，but refuses to let her disability prevent her from doing what she wants to do. 她失聪，但她不让自己的残疾妨碍自己去做想做的事。

③ His inability to pay his debts made his parents worried. 他无力偿还债务使他父母亲很着急。

④ Her lack of experience is a severe disability. 她缺少经验是一个严重的障碍。

【注】ability的形容词是able，其前也有两个否定前缀，dis-和an-表示不同的意思，disable是动词，意为“使……伤残”，而unable则是形容词，表示“不能的”“不会的”。

如：① That illness disabled him and left him unable to work. 那病使他残疾，不能工作。

② An accident disabled him from teaching. 一次交通事故使他再也不能教书了。

③ He seems unable to understand the simplest instructions. 他看来似乎连最简单的说明也不懂。

高二英语unit17 disabilities背景知识练习一、完形填空No one knows exactly how many disabled people there are in the world, but estimates suggest the numbers is over 450 million. The number of the disabled people in India alone _1_ probably more than double the _2_ population of Canada.In the United Kingdom, about one in ten people have _3_ disability. Disability is just something _4_ happens to people, as we get older, many of us will bee less movable, hard of hearing or have _5_ eyesight.Disablement can _6_ many forms and occur at any time of life. Some people are born _7_ disabilities. Many others bee disabled, as they get older. _8_ people are disabled in accidents. Many others may have a period of disability in the _9_ of a mental illness. All are affected by people’s attitude to towards them.Disabled people face many _10_ barriers(障碍). Next time you go shopping or to work or to visit friends, imagine how you would _11_ if you could not get up steps or curbs(马路镶边石) or _12_ to buses and trains. What would you_13_ if you could not see where you are going or could not hear the traffic? _14_ there are other barriers: Prejudice can be even more terrible and harder to break down and ignorance probably represents _15_ the greatest barrier of all. It is almost impossible for the able bodies to fully _16_ what the severely disabled _17_ through, but the International Year of Disabled People was _18_ great value in drawing attention to these barriers and _19_ that it is the individual person and their ability, not their disability, that are _20_.1. A. are B. is C. have D. has2. A. plete B. wholly C. total D. all3. A. some B. certain C. a D. one4. A. this B. that C. what D. when5. A. less B. weak C. falling D. failing6. A. take B. make C. hold D. show7. A. of B. from C. with D. in8. A. Other B. Some C. Most D. Few9. A. process B. course C. form D. shape10. A. mental B. physical C. hard D. unexpected11. A. attempt B. plete C. manage D. try12. A. down B. up C. on D. in13. A. try B. do C. think D. make14. A. Again B. Maybe C. But D. So15. A. by far B. by then C. for long D. forever16. A. gain B. recognize C. understand D. feel17. A. break B. go C. sit D. see18. A. with B. of C. on D. in19. A. show B. know C. showing D. knowing20. A. possible B. unusual C. important D. necessary二、阅读理解:40 years ago the idea of disabled people doing sport was never heard of. But when the yearly games for the disabled were started at Stoke Mandeville, England in 1948 by Sir. Ludwig Guttmann, the situation began to change.Sir Ludwig Guttmann, who had been driven to England in 1939 from Nazi Germany, had been asked by the British government to set up an injuries center at StokeMandevilleHospital near London. His ideas about treating injuries included sport for the disabled.In the first games just two teams of injured soldiers took part. The next years, 1949, five teams took part. From those beginnings, things have developed fast. Teams now e from abroad to Stoke Mandeville everyyear. In 1960 the first Olympic Games for the Disabled were held in Rome, in the same place as the normal Olympic Games. Now, every four years the Olympics for the Disabled were held in Rome, in the same place as the normal Olympic Games. Although they are organized separately.. in other years Games for the Disabled are still held at Stoke Mandeville. In the 1984 wheelchair Olympic Games, 1064 wheelchair athletes from about 40 countries took part. Unfortunately, they were held at Stoke Mandeville and not in Los Angeles, along with the other Olympics.The Games have been a great success in helping the progress of international friendship and understanding, and in proving that being disabled does not mean you can’t enjoy sport. One small source of disappointment for those who organize and take part in the games, however, has been the unwillingness of the International Olympic mittee to include disabled events at the Olympic Games for the able-bodied. Perhaps a few more years are still needed to persuade those fortunate enough not to be disabledthat their disabled fellow athletes should be included.1. The first games for the disabled were held ____ after Sir Ludwig Guttmann arrived in England.A. 40 yearsB. 21 yearsC. 10 yearsD. 9 years2. Besides Stoke Mandeville, surely the games for the disabled were once held in ____.A. New YorkB. LondonC. RomeD. Los Angeles3. This text tells us that Sir Ludwig Guttmann ____.A. is an early organizer of the games for the able-bodiedB. is weled by the British governmentC. is an injured soldierD. is from England4. From the passage, we my know that writer is ____.A. one of the organizers of the games for the disabledB. a disabled person who once took part in the gamesC. against holding the games for the disabledD. in favor of holding the games for the disabledBSome of world’s famous persons have suffered from a similar disability, such as Einstein, the physicist; Thomas Edison, the inventor; August Rodin, the artist. What disabled these three highly intelligent men? Strange as it may seem they all suffered from learning disabilities, the name given to a number of related learning disorders. Persons suffering from learning disabilities are of normal or higher intelligence. Yet they have great difficulty learning to read, write or use numbers.Almost always, there is a problem with one of the mental processes(过程) needed to understand or use written signs or spoken language. A learning-disabled child sees and hears perfectly well. Yet he or she is unable to recognize differences in sizes, shapes or sounds that are easy for others to recognize.Learning disabilities are very mon. They affect perhaps 10 percent of all children. Four times as many boys as girls have learning disabilities.Since about 1970, new research has helped brain scientists understand these problems better. Scientists now know there are many different kinds of learning disabilities and that they are caused by many different things. There is no longer any question that all learning disabilities result from differences in the way the brain is organized.You cannot look at a child and tell if he or she has a learning disability. There is no outward sign of the disorder,. So some researchers began looking at the brain itself to learn what might be wrong.In one study, researchers examined the brain of a learning-disabled person who had died in an accident. They found two unusual things. One involved cells in the left side of the brain, which control language. These cells normally are white. In the learning-disabled person, however, these cells were gray. The researchers also found that many of the nerve（神经）cells were not in a line the way they should have been. The nerve cells were mixed together.5. How can we learn if a person has suffered from learning disabilities or not?A. by judging whether she or he sees or hears perfectly wellB. by checking if he or she is or normal or higher intelligenceC. by judging if he or she is the world’s most famous person or notD. we can’t learn it by the appearance of a person6. Which of the following statements is true?A. Among the children suffering from learning disabilities, girls are fewer than boysB. it is reported that many more girl have learning disabilities than boysC. all the world famous persons have the chance to get the similar disordersD. the majority of the world’s most famous persons have suffered from the disabilities7. Why did the researchers examine the brain of a learning disabled person who had died in an accident?A. to check if the person is of normal or of higher intelligenceB. to see if the person had any outward sign of the disorderC. to try to find out the cause of the learning disabilityD. to find out if the person suffered from a learning disability8. If somebody has learning disability, _________.A. his or her nerve cells are in a line the way they shouldn’t be.B. the cells in the left side of the brain are gray and the nerve cells were not in a line.C. he or she has no difficulty in learning to read, write or use numbers.D. he or she is able to recognize the differences in sizes, shapes or sounds.9. In this passage the underlined word “they” refers to ______.A. people with disabilitiesB. the scientistsC. learning disabilitiesD. the cells of the brain参考答案：完形：BCABD ACBCC CCBAA CBBCC阅读：DCBD BCABD。

Unit 17 Disabilities(Reading)Disabled? Not me!Main parts:Analysis of the teaching material(教材分析)Analysis of the students（学情分析）Teaching aims(教学目标.)Important & Difficult points in teaching（教学重点和难点）Teaching & learning methods（教学和学习方法）Teaching Aids（教学辅助）Main procedure in teaching（教学步骤）Blackboard design (板书设计)Part 1: Analysis of the teaching material(教材分析)The content is from Senior English for China Students’ Book 2B, Unit 17 Disabilities, published by the people’s education press. The selected mate rial “Disabled? Not me” is a reading comprehension text.This lesson is in the important position of the teaching material. According to the new standard curriculum and the syllabus, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing, so if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.Part 2:Analysis of the students（学情分析）As senior students, they have a certain ability to read, and their cognitive schema and abstract thinking have developed a lot. But they are lack of vocabulary, lack of the ability of guessing new words. As for learning methods, they are poor in cooperative learning skills. And some students are not active in the class because they are afraid of making mistakes.Therefore, I’ll let students study in a relaxed and agreeable atmosphere, encourage them to speak and communicate, I will design some interesting activities to active them in learning English, or do more interactive teaching (role-play and group works), then students will get to be interested in the class.Part3:Teaching aims(教学目标.)1.Knowledge objects(知识目标)A. The students can understand the content of the text;B. The students can use the patterns to express their thoughts in the proper situation.2.Ability objects（能力目标）A. to develop the students’ abilities of listening, speaking and reading;B. to improve the student’s fast reading skills and word guessing skills;.C. train the students’ abilities of cooperative study3.Emotion or moral objects(德育目标)A. enable the students to learn understand, care about and respect the disabled;B. advance the students’ cooperative spirits further and build their confidence in English learning; Part 4: Important& difficult points in teaching（教学重难点）A. Teaching Important Points:1. Improve the students’ reading ability;2. Enable the students to master the key points in the textB. Teaching Difficult Points:1.How to make the students understand the reading text better.2. How to make every student active in class.Part 5: Teaching & learning methods（教学和学习方法）1. Teaching methods(教学方法)A. Brain-storm or Discussion: to help the students know something about the disabled.B. Fast and intensive reading to understand the text better.C. Task-based instruction: Questioning-and-answering activity to help the students go through the whole passage.D. Communicative approach: Pair work or individual work to make every student work in class.2. Learning approaches(学习方法)A. Individual work: improve their self-study abilityB. Pair-work and group-work discussion: help the students improve the cooperative study.C. communicative approach: encourage everyone to speak English in class and and develop their communicative skills.Part 6: Teaching Aids（教学辅助）a tape recorder; a multimedia(PPT and video); blackboardPart 7: Main procedure in teaching（教学步骤）Step 1 warming-up & leading-in (7mins)(1)warming-up : Show the video of a Chinese dance "Thousand-Hand Guanyin" and Showthem some pictures of the famous diabled people. (The video and pictures will not only elicit the topic naturally, but also arouse the students’ attention easily.)(2)Leading-in: ask students to discuss the questions of pre-reading part, and encouragestudents to express their own opinions.(The three questions in pre-reading pave the way for reading.)Purpose of this step: This step is to present background information of the text and solve somepossible vocabulary problems, which aims to stimulate students’existing knowledge, activate their cognitive schema and arouse their interests. It enables ss to make preparation for the text reading.Step 2. Fast-reading (Skimming&Scanning) (5mins)Task1: Read the passage quickly and find out two disabled persons mentioned in the passage;Task2: Do the T or F exercise on PPT. Such as:1. Zhong Xiaowen doesn’t wish to be treated as a little child. (T)2. Xiaowen’s story serves as an example to show that physical disabilities can limit a person’s life. (F)Purpose:to develop students’fast-reading skills-skimming & scanning and get the general idea about the article.Step 3. Intensive reading (18mins)Listen to the tape one paragraph by one paragraph and do some tasks: Task1. Individual work: according to the context, guess the meaning of some new words and translate some useful expressions what I listed on the PPT(Purpose: improve the stud ent’s word guessing skills and enrich their language knowledge) Task2. Group work: find out the topic sentence of each, and summarize the main idea of each paragraph by using their own words.(Purpose: train the students’ ability of understanding text and using language)Task3.Discussion: think about the questions in the Post-reading Part(Purpose: most students can take part in this activity, especially for the students who have trouble in English study. Since these Qs are interesting for students to discuss, they will be active and more confident in expressing their opinions. Besides, this step also leads to the emotion objective of this lesson, which is to enable the students to learn understand, care about and respect the disabled persons.)Step 4. Consolidation (6mins)Complete the passage with the proper words from the text to retell the text. Purpose: check whether the students can understand the whole text really and help them to retell the text easily.The form is shown in the following:Step 5. Summary and Homework (4mins)1.Summary: Make a summery about learned in this lesson and check students as a whole with the help of the blackboard and PPT. (Purpose: check the degree they grasped in the class)2.Homework:Ask students to master the knowledge they have learned and find more information about unexplained things through internet or magazines and share them in the next class. (Purpose: Homework is arranged to consolidate what they have learned and develop their learning abilities after class. )Part 8: Blackboard design (板书设计)The last section is my blackboard design. A good blackboard design is just like a tiny teaching plan. My purpose in using blackboard is to clearly transfer the essence of the lesson to ss in order to help them grasp the main points they have learned in this lesson. So I designed it as follows:。

高中英语 Unit 17 Disabilities知识精讲人教版第二册【本讲教育信息】一. 教学内容：Unit 17 Disabilities（一）重点单词（二）重点短语（三）重点句型二. 本周知识精讲：（一）重点单词1. assist vt.帮助；援助 (assisted, assisting, assists)短语assist (sb.)with sth.assist (sb.) in doing sth 帮助某人做某事assist (sb) to do sth.1）Two students assisted the professor with the experiment.两个学生帮助教授做这个实验。

2）She asked us to assist her in carrying out the plan.她请我们帮她实施那项计划。

3）The new mayor assisted us to establish a new company.新市长帮我们成立了一家新公司。

assistance n.帮助；协助(be of assistance=help)assistant n.助手；助理1）I can’t move the heavy box without your assistance.没有你的帮助，我搬不动这只重箱子。

2）Mary was accepted as the assistant of the professor.玛丽作为这位教授的助手被接受。

2. adjust vt.调整；调节；使适应；使适合1）Will you adjust this digital camera? It doesn’t work well.这个数码相机不好用，请你调一下好吗？2）You can adjust this desk to the height of any child.这桌子可以调整，以适应任何孩子的身高。

教材优化全析JIAO CAI YOU HUA QUAN XIWarming up1.If you were in a wheelchair.假如你坐在轮椅里。

If you were blind.假如你是盲人。

2.Share your ideas with the class and try to think of ways to make the street safer and better for someone为使残疾人在街道上走得更安全，更好，尽量多想出一些办法，并与同学们交流你的想法。

（1）disabled adj.残障的，残废的the disabled（视为复数）（集合用法）残障者，伤兵。

例如：a disabled man in a wheelchair坐轮椅的残疾人（2）share sth. with sb.共同使用，分享。

例如：The boy shared his toy with other children.那孩子把他的玩具拿出来，与其他孩子一起玩。

Would you share your newspaper with me?我们一起看报好吗？Listening1.Tick the obstacles that John mentions and explain why they make his life difficult.标出约翰所提到的障碍物并解释它们使得他生活困难的原因。

2.sidewalk [C]（美）人行道pavement [C]（英）人行道3. elevator n.（美）电梯；升降梯lift n.（英）电梯escalator n.自动扶梯；滚梯（亦作moving staircase）4.Report your ideas to the rest of the class.把你的想法汇报给其余同学。

report sth. to sb.对……加以报告；向……告状。

高二英语Unit17 Disabilities知识点总复习教案-高二英语Unit17 Disabilities知识点总复习教案Setin I 前准备、听力、口语1 Tal abut disabilit? 谈一谈残疾(p 49 Gal 1)* disabilit和inabilit▲dis-和in-都是表示否定意义的前缀，但用在abilit前，表示不同的意思，disabilit意为“残疾”，而inabilit意为“无能力”“没办法”。

请比较下列例句，注意这两个词的不同意思。

①I as surprised at her inabilitt d things prptl 她不能迅速处事，我感到惊异。

②She is deaf，but refuses t let her disabilit prevent her fr ding hat she ants t d 她失聪，但她不让自己的残疾妨碍自己去做想做的事。

③His inabilit t pa his debts ade his parents rried 他无力偿还债务使他父母亲很着急。

④Her la f experiene is a severe disabilit 她缺少经验是一个严重的障碍。

【注】abilit的形容词是able，其前也有两个否定前缀，dis-和an-表示不同的意思，disable是动词，意为“使……伤残”，而unable则是形容词，表示“不能的”“不会的”。

如：①That illness disabled hi and lefthi unable t r 那病使他残疾，不能工作。

②An aident disabled hi fr teahing 一次交通事故使他再也不能教书了。

③He sees unable t他看似乎连最简单的说明也不懂。

④instrutins siplest the understand He as unable t sleep at night beause f his anxiet 他因焦虑而晚上睡不着。