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人教版高二下Unit 17 Disabilities 教案人教版高二下Unit 17 Disabilities 教案Perid 1 Let’s listen and spea!Gals◆Taling abut disabilit◆Pratie taling abut abilit and inabilit◆Iprve students’listening and speaing abilitPreduresLeading in: b disussing the pituresHell, everne L at the three pitures first and disuss the flling questins:1 hat is his r her nae?2 h is he r she faus?3 hat rs did he r she rite?4 hat an e learn fr the?Tas 1: Ling and disussingL at the first fur pitures and disuss hat the tell us:1 Tr t list the diffiulties and dangers u ight fae if u ere in a heelhair r blind2 Tr t ffer se slutins t ae the streets safer and better fr the disabledTas 2: Listening and tiingTal abut the piture in this part t ar up first:1 Listen t the tape and anser the three questinsH did hn’s parents help hi in the rning?hat as rng ith hn’s huse?H did hn’s fail hange the huse?2 Listen again, ti the bstales hn entins and explain h the ae his life diffiult3 r in pairs and thin f re reative ideas t slve the prble hn desribeshat are hn’s bstales? h d the ae his life diffiult? H an u slve this prble? ites es? N?sidealsarselevatrsBiesEsalatrsStairsFast fd restaurantsparsTas 3: Speaing and talingSituatins Diffiulties SlutinsBlind; visit a friend n the ther side f the tn; hange bus neDeaf; ftball plaers; in the shl’s ftball tea; learn EnglishIn a heelhair; g shpping; eat at a restaurant; g t a inea; several flrslsing up b having a disussinHi, everne e an see it is nt eas fr the disabled peple t lead a nral life Suppse aing up trr rning, u suddenl find u ere unable t see, spea, hear r al Then h uld u feel and hat uld u d?Herrite a shrt passage abut a disabled persn in ur fail, ur shl r ur neighbrhdPerid 2 Let’s read!(DISABLED? NT E)!Gals◆Get students t are re abut disabled peple◆Better their reading sills thrugh varius reading ativities◆Enable the students t aster re rds and expressinsPreduresLeading in b taling abut pituresAttentin, everne Please l at the sreens and see several pitures (abut disabled plaers at the 2004 Athens Paralpi Gaes) Then disuss the in pairs and tell e hat u thin f theTas 1: Fast reading fr general ideas1 Si the test and find ut the tpi sentene f eah paragraphTpi sentene f eah paragraphPara 1 I n peple are tring t help, but I ish the uldn’t treat e as if I ere a hild Para 2 Tda there are re pprtunities fr disabled peple t develp their ptential,live a riher life and ae a ntributin t the sietPara 3 Disabled peple need regnitin, re than spath and helpPara 4 Lie all f us, disabled peple als need inspiratin and enurageent Para Abut ne third f the artiles in Literature f hinese Blind hildren are ritten b disabled authrs and blind hildrenPara 6 Living ith disabilit is frustrating and hallenging2 San the text and deide hether the flling sentenes are true r false(1) Zhng Xiaen desn’t ish t be treated as a little hild(2) Xiaen’s str serves as an exaple t sh that phsial disabilities an liit a persn’s life(3) All the students in the Beiing Unin Universit are disabled(4) The disabled peple need bth regnitin and inspiratin and enurageent () Literature f hinese Blind hildren is a great help in enuraging blind hildren t vere diffiulties and hallenges(6) e Ziie’s str is entined t sh h disabled peple rite artiles fr nespapers and agazines(7) In 2000 e Ziie as invited t Lndn and beae the first hinese t stud abrad(8) It ight be frustrating and hallenging t live ith disabilitTas 2: Reading and ping,N it’s tie t read the text again and p dn all the useful expressinsUseful expressinstreat… as…, in an aard fr…, ve arund, have n feeling bel…, use a heelhair, get arund, get dressed, reate prgra, reeive an aard, at a siene fair, reeive eduatin, liit a persn’s life, ae a ntributin t…, a atter f…, ffer guidane, launh a speial eduatin llege, have n abilities, students ithut abilities, stud tgether ith…, reah ne’s gals, pla a valuable rle ithin siet, need regnitin/inspiratin/enurageent, realize ne’s drea, vere hallenges and diffiulties, live a eaningful and prdutive life, a visuall ipaired persn, feel frtable ith…, adust t…, get used t …Tas 3: Disussing and enting1 Disuss the diffiulties h Xiaen and ther disabled students vere the in their everda life2 Arding t the text, the a siet vies disabled peple has hanged H has it hanged and h?3 Iagine u are a disabled student, hat ind f help uld u need and h uld u ant thers t treat u?Perid 3 Let’s stud!(Graar Reie: Diret and Indiret bets)Gals◆Learn t ae as hie f rds arding t the ntext◆Learn t use diret and indiret bets rretlPreduresLeaing in (1) b listeningHell everne! e learned Disabled? Nt e! in ur last perid N let’s listen t it Please pa attentin t the prnuniatin and intnatin hile listeningLeading in (2) b revisinGd rning, lass esterda e learned the text Disabled? Nt e! Here are se exerises fr aring-upplete the flling sentenes1 I ish _________________ (我昨天见到了她)2 The teaher treats her students _____________________(好像是她自己的孩子似的)3 Hearing the alar, __________________(她穿好衣服) and hurried t the shl4 Even the disabled peple have the right _________________(受教育) As a aring girl, she ften ____________________(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 nt eas __________________________(适应新的生活方式)8 Have u _______________________ (习惯于) living ith disabilit n? Tas 1: Defining rds1 Turn t page 3 he the eanings f the rds in the bx and fill in the blans2 Read the str and fill in the blans using the rret fr f the rds given in the bxTas 2: Studing diret and indiret bets1 Get the students t tell diret bet fr indiret bet b studing the exaples2 Divide t he rds hih are alas nneted ith “t” r “fr” int t indsinds f verbs Exaples SentenesPut “t” befre the I间接宾语前加t Sell, tae, give, send, tell, lend, sh She has taught seing t ennPut “fr” befre the I间接宾语前加fr Bae, find, save, build, get, bu, ae The have bught a ditinar frenn3 As the students t hange the sentenes n page4 arding t the exaples4 Prvide students ith re exaples t pratie diret and indiret betsPlease translate the sentenes int English1 昨天我给格林先生写了一封信。
高二英语Unit17 Disabilities教案人教版I. Teaching aims and demands学习目标和要求：1.topic话题:1> Talking about disability2> Talking about ability and inability2.function功能:Ability and inability 具备或不具备某种能力I probably couldn't ... I would not be able to ...It would be difficult to ... I'm sure I would be able to ...I could... If I... I would be able to ...I would need help to... I would need a I an ...I would try to ...3.vocabulary词汇:disability, ability, sidewalk, waste, fair, potential, guidance, gifted, assist, sympathy, encouragement, visual, adjust, candy, niece, ceremony, victory, dignity, participate, conduct, accessibleget around (=get about), get used to4.grammar语法:Review Direct and Indirect Objects 复习直接宾语和间接宾语The teacher gave us a lot of homework.= The teacher gave a lot of homework to us.He bought his girlfriend flowers.= He bought flowers for his girlfriends.*带to与for表示后置的间接宾语的动词常见的有:bring, give, leave, lend, offer, pay, pass, hand, read, return, send, show, teach, tell, throw, write, mail, sell...+ sth. + to sb.buy, cook, do, fetch, find, get, make, order, save, sing...+ sth. + for sb.nguage usage语言运用运用所学语言，围绕结交朋友这一话题，完成教材和练习册中的听、说、写的任务；阅读课文“Disabled? Not me!” 并联系生活中的实际，书写一篇具有说服力的短文。
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。
全套教案学案(泰兴三中)Unit 17 Disabilities(人教版高三英语教案教学设计)泰兴市第三高级中学高二英语教案与学案编写人：张娟凤审核人：李军Period 1-2 Words and expressionsGoals:1.Let Ss pronounce the words correctly and fluently2.Let Ss grasp usages of some wordsTeaching procedures:Step Ⅰ(1) Change the form of the following words.disability (a.) recognition (v.)cooprate (n.) shameful (n.)participate (n.) conductor (v.)assist (n.) gifted (n.)(2)Translate some phrases.1.习惯于2.适应…3.有时4.属于5.作为…出名6.弄确实Step Ⅱ.Usages of some words.1.(in) abilityHe had the to do the work.the in/for organization2.get around逃避(the real issues;the taxlaw)旅行;四处走动讨好(his heads)get across to sb. 被…理解 get by 度日,尚可get sb. down 使…疲倦,使…无精神 get through 接通get over 结束,痊愈,克服(this sifficulty)3.fair①get treatment (公正的待遇)②He has hair and skin.(金色的,白皙的)③He had a chance of winning.(相当大的)④(n.)集市,交易会 a book4.gifteda artist/girlHe is at singing.拓展:have a for music5.assist(1) 帮助,协助,援助 ~ sb. with sth..(2) 参加,出席 ~ at/in (the ceremony)without one’s assistance 帮助,协助assistant 助手,助理6.cooperate (with sb.) the project (在此项目上)7.sympathyhave for sb. 同情….have some/no with sb. (不)同意…的观点be in with …赞同; 同情between … 志同道合out of 出于同情(a.) be sympathetic with 对…有同情心be to … 对…赞同(v.) sympathize with sb in sth. 在某方面赞同8. impair 损害loud noise can your hearingThe attack has attemps to achieve peace in this area.9. adjust (to)① one’s clothes before going outThe brakes of your bike needs② oneself to 适应(新环境 )(城市生活 )10.get used to 习惯于stick to lead toobject to pay attention topay a visit to prefer… tosentence sb. to beat sb. torefere to come tobe up to devote… to…get down to see to …11.dignitybe beneath one’s 有失身份/面子think it beneath their to doshtand on one’s 自命不凡,摆架子;保持尊严(v.)dignify 使…显得尊贵;给…增光(a.) dignified 高雅的,高贵的→ dignitary 显要人物,权贵12.shameful → shamenessput sb. to shameshame sb. in /out of doing sth.Be ashamed of … /to do…/ that…→ shameless13. participate in (~d, ~ting) 参加,参与(n.) ; participant14. conductAnnie us safely to the station.15.accessible(n.)have/gain (a good library/ president) 有机会/条件16.disappointing (a.) 令人失望的；扫兴的disappoint vt. 使失望;阻碍(希望,计划)被实现disappointed adj. 感到失望的He has his parents deeply.I am sorry to your plan.I was so when I heard that you could not come.A look came into his face.17.sense n. 感觉; 官能; 见识; 道理; 意思; 意义He won’t get lost-he has a good of direction.You should have had more than to do that.Don’t worry. I’m sure he has enough not to stay in the r ain.[短语归纳]a sense of touch 触觉; a sense of shame 羞耻感; a sense of humor 幽默感;in a narrow sense 在狭义上; in a broad sense 在广义上; in all sense 不论如何;in no sense 决不[考例提示]The manager has got a good business so the company is doing well.A. ideaB.senseC.thoughtD.thinking18.public n. 公众; 民众; adj. 公共的; 公开的; 公众的You mustn’t do that place.[短语归纳]in public 公开; the public 公众;民众; make public 使公开for the public safety 为了保证公众的安全[相关链接]publicly adv. 公开地publicity n.[u] 宣传; 推广; 公众的注意[考例提示]①Many people are still in ha bit of writing stilly things in public places.(MET 1993)A.the; theB.不填; 不填C.the; 不填D.不填; the②His daughter is always shy in and she never dares to makea speech to .A.the public; the publicB.public; the publicC.the public; publicD.public; public19.get around/round 走动; 到处旅行;(消息)传开;回避;绕过困难Bad news quickly. 坏消息得快.Some people try to the tax laws. 有人想税法.A little girl usually her father. 小女孩往往会自己的父亲.[相关链接]get across 讲清楚; 被理解 get ahead 比人强; 得到成功get along (with)有进展; (与…)相处 get away from 走开; 避开get down to 开始认真干(某事) get in 进站; 收(庄稼);get in touch with 与…取得联系; get off 下车; 脱下; 使不受惩罚get on上车; 取得进展; get over 克服; 摆脱(情绪)get round 传播; 蔓延 get through 做完;通过(考试);接通电话get together 欢聚; get up 起床; 举办; 化装[考例提示]①His mother mad thought it would be good for his character to from home and earn some money on his own.A.run awayB. take awayC. keep awayD. get away②We’re going to with some friends for a picnic. Would you like to join us?A. get inB. get overC. get alongD. get together③It was not a serious illn ess, and she soon it.A. got overB. got on withC.got aroundD. got out of④We have to the wheat as soon as possible because a storm is on the way.A. get awayB. get acrossC. get throughD.get in⑤The final examination is coming up soon.. It’s time for us to our studies.A.get down toB. get outC. get back forD. get over20.get/be used to 习惯于; 适应于 (to是介词,后接名词,代词,动名词 )① used to do sth. 过去常常做某事,暗示现在已经不是这样. 其否定形式为didn’t use to; 用于反意疑问句时,附加问句用didn’t;② be used to do 被用来做某事,这是被动语态结构;③ be used for 被用于某方面,介词for 后接名词,代词或动名词China is no longer what it used be。
(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。
人教版高二下 Unit 17 Disabilities教案人教版高二下Unit17Disabilities教案Period1Let’slistenandspeak!Goals◆Talkingaboutdisability.◆Practicetalkingaboutabilityandinability.◆Improvestudents’listeningandspeakingability.ProceduresLeadingin:bydiscussingthepictures.Hello,everyone.Lookatthethreepicturesfirstanddiscus sthefollowingquestions:.whatishisorhername?2.whyisheorshefamous?3.whatworksdidheorshewrite?4.whatcanwelearnfromthem?Task1:Lookinganddiscussing.Lookatthefirstfourpicturesanddiscusswhattheytellus: .Trytolistthedifficultiesanddangersyoumightface ifyouwereinawheelchairorblind.2.Trytooffersomesolutionstomakethestreetssaferandbe tterforthedisabled.Task2:Listeningandticking.Talkaboutthepictureinthisparttowarmupfirst:.Listentothetapeandanswerthethreequestions.Howdidjohn’sparentshelphiminthemorning?whatwaswrongwithjohn’shouse?Howdidjohn’sfamilychangethehouse?2.Listenagain,ticktheobstaclesjohnmentionsandexplai nwhytheymakehislifedifficult.3.workinpairsandthinkofmorecreativeideastosolvethep roblemjohndescribes.whatarejohn’sobstacles?whydotheymakehislifedifficult?Howcanyous olvethisproblem?itemsyes?No?sidewalkscarselevatorsBikesEscalatorsStairsFastfoodrestaurantsparksTask3:Speakingandtalking.SituationsDifficultiesSolutionsBlind;visitafriendontheothersideofthetown;changebus onceDeaf;footballplayers;jointheschool’sfootballteam;learnEnglishInawheelchair;goshopping;eatatarestaurant;gotoacine ma;severalfloorsclosingupbyhavingadiscussion.Hi,everyone.wecanseeitisnoteasyforthedisabledpeople toleadanormallife.Supposewakinguptomorrowmorning,yo usuddenlyfindyouwereunabletosee,speak,hearorwalk.Th enhowwouldyoufeelandwhatwouldyoudo?Homeworkwriteashortpassageaboutadisabledpersoninyourfamily, yourschooloryourneighborhood.Period2Let’sread!!Goals◆Getstudentstocaremoreaboutdisabledpeople.◆Bettertheirreadingskillsthroughvariousreadingactivi ties.◆Enablethestudentstomastermorewordsandexpressions.ProceduresLeadinginbytalkingaboutpictures.Attention,everyone.Pleaselookatthescreensandseeseve ralpictures..Thendiscusstheminpairsandtellmewhatyou thinkofthem.Task1:Fastreadingforgeneralideas..Skimthetestandfindoutthetopicsentenceofeachpar agraph.TopicsentenceofeachparagraphPara.1Iknowpeoplearetryingtohelp,butIwishtheywouldn’ttreatmeasifIwereachild.Para.2Todaytherearemoreopportunitiesfordisabledpeop letodeveloptheirpotential,livearicherlifeandmakeaco ntributiontothesociety.Para.3Disabledpeopleneedrecognition,morethansympath yandhelp.Para.4Likeallofus,disabledpeoplealsoneedinspiration andencouragement.Para.5AboutonethirdofthearticlesinLiteratureofchine seBlindchildrenarewrittenbydisabledauthorsandblindc hildren.Para.6Livingwithdisabilityisfrustratingandchallengi ng.2.Scanthetextanddecidewhetherthefollowingsentencesaretrueorfalse.ZhongXiaowendoesn’twishtobetreatedasalittlechild.Xiaowen’sstoryservesasanexampletoshowthatphysicaldisabiliti escanlimitaperson’slife.AllthestudentsintheBeijingUnionUniversityaredisable d.Thedisabledpeopleneedbothrecognitionandinspirationa ndencouragement.LiteratureofchineseBlindchildrenisagreathelpinencou ragingblindchildrentoovercomedifficultiesandchallen ges.yeZijie’sstoryismentionedtoshowhowdisabledpeoplewritearticl esfornewspapersandmagazines.InXXyeZijiewasinvitedtoLondonandbecamethefirstchine setostudyabroad.Itmightbefrustratingandchallengingtolivewithdisabil ity.Task2:Readingandcopying,Nowit’stimetoreadthetextagainandcopydownalltheusefulexpre ssions.Usefulexpressionstreat…as…,winanawardfor…,movearound,havenofeelingbelow …,useawheelchair,getaround,getdressed,createprogra m,receiveanaward,atasciencefair,receiveeducation,li mitaperson’slife,makeacontributionto…,amatterof…,offerguidan ce,launchaspecialeducationcollege,havenoabilities,s tudentswithoutabilities,studytogetherwith…,reachon e’sgoals,playavaluablerolewithinsociety,needrecogniti on/inspiration/encouragement,realizeone’sdream,overcomechallengesanddifficulties,liveameani ngfulandproductivelife,avisuallyimpairedperson,feel comfortablewith…,adjustto…,getusedto…Task3:Discussingandcommenting..DiscussthedifficultieshowXiaowenandotherdisabl edstudentsovercomethemintheireverydaylife.2.Accordingtothetext,thewaysocietyviewsdisabledpeop lehaschanged.Howhasitchangedandwhy?3.Imagineyouareadisabledstudent,whatkindofhelpwould youneedandhowwouldyouwantotherstotreatyou?Period3Let’sstudy!Goals◆Learntomakeaschoiceofwordsaccordingtothecontext.◆Learntousedirectandindirectobjectscorrectly.ProceduresLeakinginbylistening.Helloeveryone!welearnedDisabled?Notme!inourlastperi od.Nowlet’slistentoit.Pleasepayattentiontothepronunciationand intonationwhilelistening.Leadinginbyrevision.Goodmorning,class.yesterdaywelearnedthetextDisabled ?Notme!Herearesomeexercisesforwarming-up.completethefollowingsentences.Iwish_________________.2.Theteachertreatsherstudents_____________________.3.Hearingthealarm,__________________andhurriedtothe school.4.Eventhedisabledpeoplehavetheright________________ _.5.Asacaringgirl,sheoften____________________.6.Disabledassheis,she___________________.7.Itisnoteasy__________________________.8.Haveyou_______________________livingwithdisabilit ynow?Task1:Definingwords..Turntopage53.checkthemeaningsofthewordsinthebo xandfillintheblanks.2.Readthestoryandfillintheblanksusingthecorrectform ofthewordsgiveninthebox.Task2:Studyingdirectandindirectobjects..Getthestudentstotelldirectobjectfromindirectob jectbystudyingtheexamples.2.Dividethewordswhicharealwaysconnectedwith“to”or“for”intotwokinds.kindsofverbsExamplesSentencesPut“to”beforetheI.o.间接宾语前加toSell,take,give,send,tell,lend,showShehastaughtsew ingtojenny.Put“for”beforetheI.o.间接宾语前加forBake,find,save,build,get,buy,makeTheyhaveboughta dictionaryforjenny.3.Askthestudentstochangethesentencesonpage54accordi ngtotheexamples.4.Providestudentswithmoreexamplestopracticedirectan dindirectobjects.PleasetranslatethesentencesintoEnglish.昨天我给格林先生写了一封信。
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 strongas 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,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 thelistening 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 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)′ｂability/′ｂIｔI/sidewalk/′ｓａｄｗｋ/n.escalator/′ｅｓｋｌｅIｔ (r)/n.elevator/′ｅｌｖｅIｔ (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.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 the difficulties.(Teacher writes the following on 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 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 sentence structures.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 BlackboardStep Ⅶ Record after Teaching。
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。
中国书法艺术说课教案今天我要说课的题目是中国书法艺术，下面我将从教材分析、教学方法、教学过程、课堂评价四个方面对这堂课进行设计。
一、教材分析：本节课讲的是中国书法艺术主要是为了提高学生对书法基础知识的掌握，让学生开始对书法的入门学习有一定了解。
书法作为中国特有的一门线条艺术，在书写中与笔、墨、纸、砚相得益彰，是中国人民勤劳智慧的结晶，是举世公认的艺术奇葩。
早在5000年以前的甲骨文就初露端倪，书法从文字产生到形成文字的书写体系，几经变革创造了多种体式的书写艺术。
1、教学目标：使学生了解书法的发展史概况和特点及书法的总体情况，通过分析代表作品，获得如何欣赏书法作品的知识，并能作简单的书法练习。
2、教学重点与难点：（一）教学重点了解中国书法的基础知识，掌握其基本特点，进行大量的书法练习。
（二）教学难点：如何感受、认识书法作品中的线条美、结构美、气韵美。
3、教具准备：粉笔，钢笔，书写纸等。
4、课时：一课时二、教学方法：要让学生在教学过程中有所收获，并达到一定的教学目标，在本节课的教学中，我将采用欣赏法、讲授法、练习法来设计本节课。
（1）欣赏法：通过幻灯片让学生欣赏大量优秀的书法作品，使学生对书法产生浓厚的兴趣。
（2）讲授法：讲解书法文字的发展简史，和形式特征，让学生对书法作进一步的了解和认识，通过对书法理论的了解，更深刻的认识书法，从而为以后的书法练习作重要铺垫！（3）练习法：为了使学生充分了解、认识书法名家名作的书法功底和技巧，请学生进行局部临摹练习。
三、教学过程：（一）组织教学让学生准备好上课用的工具，如钢笔，书与纸等;做好上课准备，以便在以下的教学过程中有一个良好的学习气氛。
（二）引入新课，通过对上节课所学知识的总结，让学生认识到学习书法的意义和重要性！（三）讲授新课1、在讲授新课之前，通过大量幻灯片让学生欣赏一些优秀的书法作品，使学生对书法产生浓厚的兴趣。
2、讲解书法文字的发展简史和形式特征，让学生对书法作品进一步的了解和认识通过对书法理论的了解，更深刻的认识书法，从而为以后的书法练习作重要铺垫！A书法文字发展简史：①古文字系统甲古文——钟鼎文——篆书早在5000年以前我们中华民族的祖先就在龟甲、兽骨上刻出了许多用于记载占卜、天文历法、医术的原始文字“甲骨文”；到了夏商周时期，由于生产力的发展，人们掌握了金属的治炼技术，便在金属器皿上铸上当时的一些天文，历法等情况，这就是“钟鼎文”（又名金文）；秦统一全国以后为了方便政治、经济、文化的交流，便将各国纷杂的文字统一为“秦篆”，为了有别于以前的大篆又称小篆。
高二英语Unit17 Disability(Integrating Skills)Step1.Warming up1.What kind of people will take part in the Special Olympics?Mentally disabilitiesPhysical disabilities2.Does disability means unhealthy ?1)Healthy psychology(心理） is much more important than disability.2)The disabled people can achieve successbecause the have healthy psychology.3) We can find the answer in the text.Step2: Fast readingQuestions1.What is the spirit of the Special Olympics?2.Life is hard to them, so before reaching the game, they have to train for years, what else should they overcome?3.Why are they called fighters in their life?4.How do events like the Special Olympics help mentally disabled people?Step3: Careful reading1.Main idea of each para.The introduction of The Special OlympicsThe special The games’ effect on society and IndividualsOlympicsThe development of the Special Olympics2.Big changes about the Special Olympic Games3.Discussion:1.Why do many Special Olympics athletes think that “taking part in the games is a victory.”?Because they must have overcome so many difficulties to bethere. For many Special Olympics athletes, it is the onlyopportunity to take part in a large public event.2. Why do you think the Special Olympics is becoming more popular?Because society no longer views mental disability as something ugly or shameful/because it is inspiring to watch the athletes.3. How can we help the disabled?Encourage them not to let physical or mental disabilities limit a person’s life.Today there’re more opportunitie s for disabled people to develop their potential, live a richer life and make a contribution to society.They need recognition, more than sympathy and help.Like all of us, disabled people also need inspiration and encouragement.The best way to help is often simply a matter of opening doors and offering guidance.Some useful phrases in the passage:1. every four years = every the fourth year2. event ----RACE/COMPETITION[countable] one of the races or competitions that are part of a large sports competition The next event will be the 100 metres.The 800 metres is not his best event.field event 田类比赛track event 径类比赛3. grand ceremony4. a strong sense of unity and friendship5. overcome fear and hardship6. …is a victory7. It often seems as if …8. being the first one across the finish line9. score the most goals10. fail to do sth --- not do somethingThe letter failed to arrive.Firms that fail to take advantage of the new technology will go out of business.The government are failing in their duty to protect people.11. There is much that can be done to help.12. Participate in sth13. Develop their ability14. Improve their health15. Gain greater self-confidence16. Sport = gameMy favourite sports are tennis and swimming.a sports teamAll students are encouraged to take part in a sport.17. spread across the world18. compete forcompete in19. the honour to host the event20. welcome Special Olympians to China。
