湖北高二英语Unit17阅读复习教案(旧人教版)
高二英语 Unit17 Disabilities(第三课时)教案 人教版
The Third PeriodTeaching Aims:1.Review the words and phrases learned in the last two periods.2.Learn and master Direct and Indirect Objects.Teaching Important Points:1.How to guess the missing word according to the given sentence.2.Master the interchanges of position on direct and indirect objects in the sentence.Teaching Difficult Point:Master the changes of the prepositions in the interchanges of direct and indirect objects.Teaching Methods:1.Review method to consolidate the words learned in the last two periods.2.Explanation and inductive methods to make the students master the interchanges of direct and indirect objects.3.Individual,pair work to make every student work in class.Teaching Aids:1.the blackboard2.the multimediaTeaching Procedures:Step Ⅰ GreetingsGreet the whole class as usual.Step Ⅱ Word StudyT:In the last two periods,we have learned something about disabilities.As we all know,we shouldn’t look down upon the disabled.We should help and respect them.And we must make life easier for them.All these include some useful andimportant words and phrases.Now let’s review them.Open your books and turn to Page 53.Look at Word Study.Part 1:Fill in the blanks with the right words.Part 2:Use the correct form of the words in the box to describe the following things or people.You are given ten minutes to do them.Read first,then fill in them according to the meaning of each sentence.Is that clear?Ss:Yes.T:OK.First do it by yourself.Then discuss them in pairs.After a while,I’ll ask some students to read the words.(Teacher goes among the students and the students begin to do it.After a while,teacher checks their answers.)Suggested answers:1.①waist ②guidance③sympathy ④physical⑤potential ⑥gifted⑦meaningful ⑧limit⑨overcome ⑩adjust2.①frustrated ②challenging③disabled ④motivated⑤encouraged ⑥disappointed⑦rewardingStep Ⅲ Grammar StudyT:Now I want you to translate two sentences into English.Look at the screen.(Show the following on the screen.)1.请把盐递给我。
高二英语Unit17Unit20教案 人教试验修订本
高二英语Unit17Unit20教案人教试验修订本A Teaching Procedure for Unit 17 Book 2BLesson 65Step 1. Presentation:Ask the following questions:a) What changes have taken place in their hometown recently?b) What are the advantages and disadvantages of these changes?Discussion:Suppose a big chemistry factory will be built in the town and ask the students to imagine the possible effects of the building of the factory.Divide the students into small groups and have a discussion on the problems.Step 2. Dialogue:a) Ask the students to read the dialogue and try to find out the answer to the question “What different things should be done if you want to set up a factory?”Possible answers: 1. make sure that there is a market for the products2. choose a proper land3. ask the permission of the civilians and the governmentb) Ask the students to read the dialogue again and pick out the problems to be settled before the factory can be built.Answer: 1. to find a land2. to get the residents’ permission3. to get the government’s permissionc) Ask some students to practice the dialogue out in the class.Step 3 Practice:a) Suppose a journalist from a newspaper is interviewing some residents and a leader of a factory. Ask the students to work in groups of three, one as the journalist one as a resident and the other as the leader of the factory.Discuss what kinds of questions the journalist may ask and how the resident and the leader will answer them.Some of the following words and expressions must be used: have…done, right now, majority, likely, it’s quite likely that…,b) Ask some groups to practice their dialogues in the class. If possible, a competition can be held to pick out the group that does the best job.Lesson 66Step 1 Presentation:a) Ask the students the following questions:1. What new technology do you think is the most important in our daily life?2. What will our future life be like?b) Ask the students to offer as much use that can be made of computers as possible.c) Ask the students what they want to know about the computer and how we can make use of it in the future.Put the following table on the blackboard the following form according to students’ answers:Inventor of the computerTime of inventionAdvantagesThe future use of thecomputera) Read the passage quickly and add more information to the above form.b) When we are writing a passage to introduce a modern device, what elements must we include?Answer: the inventor, date of the invention, use, advantages, features, how it worksc) Ask the students to answer the following questions?1. How can the computer be used in agriculture in the future?2. How can the computer be used in banks in the future?3. How can the computer make people able to work at home?4. What do we know about space travel in the future?5. What kinds of changes will take place in the field of education?6. What kinds of changes will take place in the field of transportation?Step 3 Practice:a) Tell the students that you are going to write a passage to introduce a modern device, say, fax.b) Divide the class into five or six groups.c) Each group should make a survey to learn what the readers are most interested in about fax.d) Ask the students to collect as much as information as possible according to the results of their survey.e) Help the students organize the materials in a logic order and write the composition out.Lesson 67Step 1 presentation:a) Ask the students the following question:1. What kinds of problems the world is facing now?2. How can we solve these problems?3. What kinds of problems will we face in the future.?4. How can we prevent these problems from happening?Step 2 Reading:a) Ask the student to read the passage and fill in the first part of the form(problems mentioned in the passage)b) Ask the students to have a discussion in groups and fill in the second part ofProblems mentioned in the passage Possible ways to solve themAsk the students to write a short passage to explain what problems we may meet in the future and ways to prevent them from happening.Lesson 68Step 1. Help the students learn noun clauses as the appositive.Step 2. Finish the listening comprehension.A Teaching Procedure for Unit 18 Book 2BLesson 69Step 1 Presentation:a) Ask the students to find the humor in the following jokes.1. ---What is the longest sentence in the world?---Prison for life.2. ---What is the difference between a hill and a pill?---A hill is hard to get up; a pill is hard to get down.3. ---What is the worst kind of fish?---Selfish.4. ---What part of a clock is always old?---The second hand.5. ---Which is the longest word in English?---Smiles, because there is a “mile” between the first “s” and the last letter “s”.6. ---Why are we always tired on the first of April?---Because we have just had a whole month of “March”.7. ---You missed school yesterday, didn’t you?---No, not a bit.b) Tell the students that they are called a “play on words”. Ask the students to have a discussion in groups and then give their definitions of a “play on words”.Step 2 Dialogue:a) Ask the students to read the dialogue and answer the following questions:1. What is the waiter’s understanding of the question “What’s that fly doing in my soup”? What does the customer really mean?2. Why is the second dialogue humorous?3. What is the waiter’s understanding of the word “long” in the third conversation?b) Ask the students to take a look at the “Explanations in Mixed Order” and match the explanations and the conversations.Step 3 Practice:a) Ask the students to read the three conversations at the bottom of the page.b) Divide the students into groups and have them have a discussion and tell why the conversations are humorous.c) Ask them to have a discussion and try to give their explanations of these three dialogues.Step 4 Homework:Ask the students to find some other such humorous conversations and tell them inthe next class they will have exchange their work.Lesson 70Step 1 Presentation:a) Tell the students an interesting story that happened to you before.b) Ask some the students to tell their own stories.c) Ask the whole class to decide who is the person that is best at telling a interesting story.d) Discussion: Ask the students how can an interesting story be told in an effective way.Step 2 Reading:a) Ask the students to read the passage and answer the following questions:1. Where were Hank, Tina and Max traveling to?2. Why did Hank leave his children?3. Why did Hank spend so much time away?4. Why could Hank get back to his seat?5. Why couldn’t Tina find her father?6. Where did Tina and Max go?7. Where did Hank go?8. What do you think the announcement was?b) Ask the students to read the passage again and have a discussion. The topic of the discussion is “How can we tell a story clearly?”Possible answers: 1. time 2. persons 3. place 4. plot 5. clear languagec) Ask the students to discuss the following topic “How can we tell an inte resting in a effective way?”Get the students’ answers on the blackboard.Step 3 Practice:a) Divide the class into groups and ask each group to write a short passage about their interesting experiences. They need to discuss the story and how the story can be presented. The story must be told in an effective way.Step 4 Homework:a) Write a short passage introducing an interesting experience with your group members in an effective way.Lesson 71Step 1 Presentation:1. Warming upa. Watch the video and en joy one of Charlie Chaplin’s funny performances?b. Ask the students to explain why the story is funny.2. Reading and comprehension:Ask the students to read the passage and answer the following questions:1. Why was the writer on the way to a company one day?2. What caused the writer to fall off the bike?3. Did the driver try to help the writer?4. How did the writer managed to stop the car from escaping?5. Why did the writer feel embarrassedStep 2 Story Writing1. Ask the students to read the text again and perceive how an interesting storyis told effectively.For example, it is important to describe some details; it is important not to tell the result of the story too early.2. Show the students the steps of doing a story writing.a. Decide on a story to be written about.b. Collect as much information as possible about the story.c. Have a discussion about what information the readers may be interested in what information is important to the plot.d. Put the chosen information in a proper order and make sure the order is effective in making the story attractive.e. Check the style of the language.3. Practice (homework)Ask the students to work in groups and do a similar writing.Step 3 Evaluation1. Show these articles in the class. (or the articles can be shown to the class beforehand)2. Ask the students to read each article, pick out what they call problems and suggest ways to improve it.3. Help the students to decide which suggestions are reasonable and acceptable. Then make necessary changes.Lesson 72Step 1 ListeningFinish the listening test in the textbook.Step 2 PracticeFinish the “vocabulary” and the “Word formation” in the textbook.Step 3 GrammarReview all the checkpoints between 13-17.Step 4 HomeworkPrepare a funny story which is going to be told in the next class.Unit 19Lesson 73Step 1. PresentationLincoln, Abraham (1809-1865), 16th president of the United States (1861-1865) and one of the great leaders in American history. A humane, far-sighted statesman in his lifetime, he became a legend and a folk hero after his death.Talk about Abraham Lincoln1. In which country did farmers keep black slaves?2. Where were the slaves brought from?3. How free were they?4. What rights did they have?5. Who fought for an end to slavery?Step 2. dialogueThe following questions are for them to understand well:1. Where did the march take place?2. What kind of a march was it?3. Can black people in Birmingham go to all public places in the city?4. What kind of places can’t they go to?5. Who stopped the march?6. What did they do to the marchers?Play the tape for the students to listen and follow.Step 3. PracticeGet the students to practice part 2 in pairs and get them to read it with lots of expression and varied intonation. Get the students to cover the dialogue and look at the notes below.Step 4. WorkbookFinish off all the exercises.Step 5. Consolidation:Get a good pair of students to act out their dialogue in front of the class.Free talk about the following pictureStep 6 HomeworkFinish off the workbook exercises.Lesson 74Step 1. Revision1.Check the homework exercises and ask:Was the march forbidden?Who said that the march was forbidden?What did the police tell the marchers to do?What did the marchers do then?What were the marchers demanding?Step 2. Presentation for readingRead the instructions for the pre-reading discussion and also the questions.Put the students in groups to discuss the answers to the questions.Step 3. ReadingPut the students in groups to discuss the answers to the questions.Step 3. ReadingGo through the exercise and make sure the students know what to do. Let them read the whole passage carefully and do the multiple choice. Working in pairs or small groups.Check the answers with the whole class.Step 4. Reading aloudPlay the tape of the passage for the students to listen and follow. Play the tape of part of the passage one more and pay attention to stress and intonation.Step 5. Word searchPart 4 for students to do individually and then check the answers:Equal Citizen Revolution Forbidden Public LiberateDates King’s life1929194818651951196419651968Finish off all the exercises.Step 7 homework1.Read the passage again and revise the new vocabulary.2.Finish off the workbook exercises3.Do some supplementary reading.Lesson 75Step 1. Revision1. Check the homework exercises2. Retell the text of L74.Step 2. Preparation for readingRead the passage quickly to find out what these events were:The peaceful “bus-revolution” in AlabamaThe revolution in BirminghamKing’s “dream” speechStep 3. ReadingRead the passage carefully and ask the students to answer the following:1.What started the revolution in Alabama?2.What did the black people do for a whole year?3.How did the revolution end?4.Which President did King meet?5.How did the Birmingham revolution end?6.What did he see in his dream of the future?Step 4. Language studyGo through the three example sentences about Part 2.The way in which they were treated hurt their feelings.The prison, which was far from the city center, had been built I 1896.I shall never forget the time when the blacks and whites were fighting side by side for the freedom of all races.The lawyer, whose opinions I respected advised me to remain silent.I went to the prison where my father had been taken.I remember the day when the civil rights march took place.I imagine that all the marchers who/that were sent to prison have by now been set free.Step 5. PracticePart 3 on P 411.Citizens of the USA who are going abroad need to show their passports.2.The district which has the best housing is called Cao Yang.3.Couples whose children are in school will be given money for books.4.I remember the time when we needed a permit to go out after dark.5.I liked the first high school that/which I attended.6.Voters who do not have a photo should see the clerk at the desk.7.I lived in a part of town where there were no schools.Step 6 dictationa ten-mile marcha hunger marchbe on the/a marchmarch through a streetdemand to do sthdemand better housing and wagesachieve one’s goal by peaceful revolutionforbid sb todojoin injoin sb in sthover and over againliberate HongKong from Britainput sb in prisonset an example osbcontinue the separation of whites and blacksmixed race marriage is forbidden by lawCivil Rights ActVoting Rights Billa bomb explodedgive in to sbwin a nationwide supportmake a speech todream a dreamformer presidentwalk side by sidestep 7 homeworkfinish off the workbook exercise.Lesson 76Step 1. RevisionCheck the homework exercises.Step 2 Preparation for listeningSB Page 42,Part 1. Do WB Listening in Unit 19. Tell the Ss Today we are going tolisten to a dialogue. Do you remember Wang Bing? He was studying and working in the USA. In this dialogue he has returned to China. He is talking to Jane about his experiences in the USA. Then read through the instructions and the task in Ex.1 and make sure the Ss understand what to do.Step 3 ListeningListening Cassette Unit 19. Do each exercise in turn. Play the tape, pause it so that the Ss have time to write their answers, especially in Ex2. Then let them discuss their answers in pairs.Step 4. Checkpoint1. I was on the march. 我去游行了。
高二英语Unit17说课课件 人教版
Unit 17
Disabilities
The analysis of the teaching material
the ways of teaching and learning
warming up and speaking
Teaching Procedure
Step 3 Speaking
(18 minutes)
Teaching Procedure
1. talk freely (6 minutes) Do you know anyone who is disabled in your daily life? How does he or she deal with the difficulty?
Step1Brainstorm
(5 minutes)
Purpose: The Schema Theory says in the top-down model, one’s background knowledge plays a very important role, so here I try to activate the students’ old knowledge store. In this way, the atmosphere will be achieved.
Teaching Procedure
Step2 warming up
-individual work(7 minutes)
It is reported that one in twenty persons is disabled. There are many disabled people in the world and they usually have more troubles than normal people.
高二英语Unit17 Disabilities教案 新课标 高二英语Unit17 Disabilit
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Unit17 Reading课件
Have you seen the dance the Thousand-hand Kwan-yin?
What kind of people Tai Li-hua do you know these dancers are? Do you think it is easy for them to practise the dance?
If I were__in__a_w_h_e_e_lc_h_a_i_r,__ I could___n_ot__g_o_t_o_t_h_e_to_i_le_t_, because__it_i_s _n_o_t _fi_t _fo_r_m__e_. ___
solutions
We should _p_r_o_vi_d_e_s_u_it_a_b_le__ _to_i_le_ts__fo_r_t_h_e_m_,_f_ix_in_g__ta_l_l ____ s_e_at_s_a_n_d__ha_n_d_r_a_i_ls_. _________
1. How do John’s parents help him in the morning?
They lift him into his wheelchair and get him dressed.
2. What was wrong with John’s house?
The doors were too narrow and all the desks and shelves were too high.
Suppose you were a disabled person, what dangers and difficulties might you face in the following situations?
高二英语unit17 整体教案
Unit17 Disabilities备课人：罗建伟Period 1Words explanation:1. able(adj.)-----ability(n.)----disable(vt.)----disabled (adj.)---disability(n.)eg: his disability prevents him from holding a job.We should help those with disabilities to find jobs.A physical/mental/permanent disability2. abitlity(n.) [U]/[C]eg: I don’t doubt your ability to do the work.He shows considerable ability in/for organization.He is a man of many abilities. 他是一个有多方面才能的人。
Idioms: I will do the job to the best of my ability/abilities. 尽最大努力3. fair (n.)/(adj.)The village has a fair once a month.There will be a world trade fair in Shanghai.世界交易会Our teacher is not fair. He always gives high marks to his favorites.我们老师不公平，他总是给他喜欢的学生高分。
It is a fair and breezy（青风的）day.今天风和日丽。
She is a tall and fair-haired girl.他是一个高个子的金发女郎。
His knowledge of French is only fair.他的法语知识还算可以。
高考英语 Unit 17 disabilities复习教案 新人教版
nguage points:
Wish
I know people are trying tothis way can we get around the
4.adjust
“整理”
e.g. She carefully adjusted adjusted (herself) to the country life.
3. How to master the usages of the important phrases in the text.
Teaching
methods
Pair work or individual work
Skimming &Scanning the whole passage
Teaching
The thought after teaching:
.
8mins
5minsБайду номын сангаас
6mins
Step3. Let’s watch a short play.
What’s your feeling after the play?
Teacher’s activities
Some groups will put on performance
on the platform.
Students’ activities
Part3 (para4-5)
The introduction to the magazine for the disabled.
Part4 (para6)
Xiaowen’s advice to those who living with the disabled.
【推荐】高二英语unit17 laughter教案
Unit17 laughterLesson1主要词汇：harmony withdraw forgetful mature overlook clarify delay counter agent queue identification sunburnt messy scared thriller swiftly pool tournament border主要短语：cash a cheque push one's way to wait in line black eye board a flight主要语法：过去完成进行时Withdraw及物动词vt 收回;取回;提取[(+from/out of)]The government withdraws worn out money from use.政府收回旧币使之不再流通。
取消;撤回;撤销The motion was withdrawn.那项动议被撤销了不及物动词vi. 撤退;离开;退出[(+from)]He has decided to withdraw from the competition.他已决定退出竞赛。
Overlook 及物动词vt.看漏;忽略[+v-ing]My calculation was wrong because I overlooked one tiny point.由于我忽略了一个细微之处,我的计算错了。
眺望;俯瞰The house on the hill overlooks the valley.小山上的房子俯瞰着山谷。
宽恕,宽容He has been kind enough to overlook my fault.他很宽容,原谅了我的错。
Clarify 及物动词vt.澄清;阐明He clarified his stand on the issue.他澄清了他在该问题上的立场。
不及物动词vi. 得到澄清;变得明晰His muddled brain suddenly clarified.他糊涂的头脑突然清醒过来。
人教修订版高二英语unit 17 4th period教案
theirpotential,andletthemlivearicherlifeandmakeacontributiontosociety.We
should help them overcome thedifficulties.
3.deal with4.the ability to
5.plays an important role6.realize their dreams
7.got around8.adjust to
?StepⅢFast Reading
T:We’velearnedsomethingaboutdisabilities.Theyhopetoleadanormal
7.The policemen__________(四处走动) and tried to find the thief.
8.It will take you some timeto__________(适应) the new surroundings.
Suggested answers:
1.shared,with2.treated,as
T:NowI’llgiveyouatesttoseewhetheryou’vemasteredthemornot.Look
at the screen,please.
(Show the following on the screen.)
Complete thesentences using the expressions on the blackboard.
(Teacher writes the following on the blackboard when students say them.)
高二英语教案：人教版unit17 language points[原创][整理]
Unit 17 DisabilitiesLanguage points:1. wish to dosb. to do sththat- clacuse(虚拟语气) did/had done/would(could, might) doe.g. How I wish every family _______ a large house with beautiful garden! BA. hasB. hadC. will haveD. had hadEx.我希望老师别把我们这些学生当做小孩子。
(wish, as if)I wish the teachers___________________________________________________________. (wouldn’t treat us students as if we were childrren)2. …as if/though…e.g. The man walks as if he ___________.那人走路的样子好象是喝醉了。
were drunk（事实上并没有醉）3. get around/round/about ①到处走动②(指消息等)传播出去③避开，逃避；绕过某困难He could get around/about again after the operation.Bad news gets around quickly.to get around the tax lawsto get around the problemEx. Mike现在感觉好多了，可以四处走动了。
Mike_____________________________________ now and he can _____________.(is feeling much better /get around)4. live a rich(happy/poor/meaningful/productive)… life5. make a contribution to…/make contributions to…/contribute toto 为介词的词组: pay attention to, adapt to, adjust to, be addicted to, devote oneself to, get used to, help oneself to, get down to(开始着手工作,认真处理某事)……6. launch a special education college AA. launch a new enterprise(企业)B. launch a shipC. launch a man-made satelliteD. launch one’s son into the worldE. launch an attack7. be gifted in…= have a gift for…8. assist (sb.) with sth.in doing sth.9. more than + n “不只是，不仅仅”=not onlye.g. Museum is ________ ________ a museum, ________ ________ we can learn a lot.(博物馆不仅仅是一个博物馆，从中我们能学到很多东西。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
高二英语Unit17 Disabilities知识点总复习教案Section II 阅读4. I know people are trying to help, but I wish they wouldn’t treat me as if I werea child. 我知道人们试图帮助我，但是我希望他们不要把我看成孩子。
(p.51 Reading 第一段第1行) ▲ try(1) vt. 尝试、打算、努力做 * try to so sth. 尽力做……① I'll work hard and try to improve. 我努力工作并努力提高。
② He tried to break away from me. 他想摆脱我。
(2) vt. 试用、试试。
try + 名词 / 代词 / -ing ① Try my pen. 试试我的钢笔。
② We're going to try a new treatment. 我将试用一种新疗法。
③ He tried writing out his view. 他试着写出自己的想法。
④ Try knocking at the back door if nobody hears you at the front door. 如果敲前门没人听到，那就试着敲敲后门。
注意：try to do和try doing的不同意义；还有许多后接不定式和动名词时意义不同的动词，常用的有:mean to do 打算做……; mean doing 意味着……; regret to do sth. 遗憾要做; regret doing 遗憾做过某事; forget to do 忘记去做…; forget doing 忘记做过……remember to do 记得要做某事remember doing 记得做过某事stop to do 停下来做(另一件事)stop doing停止做 (正在做的事)go on to do 继续做(另一件事)go on doing继续(同一件事)(3) n. 试一试 have a try试一试辨析：try to do与 manage to dotry to do sth. 为尽力做某事，不强调结果，而manage to do 相当于 succeed in doing 强调实现某一目标。
5. … and she won an award for young scientists last. 去年曾获小科学家奖。
(p.51 Reading 第一段第4行)* award和reward▲ award作名词时意思是“奖金”“奖品”。
如：① The Olympic winner received a gold medal as an award. 奥林匹克优胜者获得一枚金质奖章作为奖品。
② He received an award of 1000 dollars for having saved a little boy. 他因救了一个小男孩而得到一千美元的奖金。
▲ award可作为动词用，意为“授予”“奖给”“给予”。
如：① The university awarded her a scholarship. 学校授予她奖学金。
② They awarded her a medal for bravery.她表现勇敢，他们授予她奖金。
③ The judge awarded a large sum of money to those hurt by the fire. 法官判给在火灾中受伤的人一大笔钱。
▲ reward作名词时是“酬金”“报酬”之意。
如：① He received no reward for his service. 他们的服务没获得酬谢。
② She offered a reward of $2000 for information about her missing son. 她悬赏二千美元，寻找失踪儿子的下落。
▲ reward也可作动词用，意为“报酬”“报偿”，通常与介词for或with连用。
如：①Miners feel they ale not well rewarded for the dangerous work they do. 煤矿工人觉得和他们所做的危险工作相比，他们的报酬太低了。
② His effort was rewarded with remarkable success. 辉煌的成就是他辛勤努力的丰硕果实。
③ How can I reward you forhelping? 我如何报答你的帮助呢?6. 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 classes. 她用轮椅到处走动，一些日常事情像起床、穿衣、上课她都得比别人用去稍多一点儿的时间。
(p.51 Reading 第一段倒数第2 – 1行)▲ get around在本课中意为“行走”“到处走动”，也可用get about或get round。
如：① He was ill last week, but he's getting around now. 上星期他病了，但他现在已起床行走了。
② Nowadays people get about much mote than they used to. 现在人们外出旅行比过去多得多了。
③ She gets around quite a lot, working for an inter- national company. 她常外出，为一家国际公司做事。
④ All this snow and ice make it difficult for people to get about. 这些冰雪使人们行走困难。
▲ get around还有“(消息)传开”“散布”之意。
如：① How did the story of her marriage get about? 她结婚的事是怎么传开的? ② It got around that the school was in great need of teachers. 据传那个学校非常需要老师。
③ It's getting around that the peace talks have broken down. 据传和谈已经失败。
④ It must not get about that he is ill.他生病的消息可千万不要传出去。
▲such as此处用来列举事物，表示“例如…” “像…那样的”。
如：① Nouns such as book, pen, apple and toy are countable nouns. 书籍、钢笔、苹果和玩具之类的名词是可数名词。
② There are few poets such as Keats and Shelley. 像济慈和雪莱那样的诗人现在很少了。
③ The farm grows various kinds of crops, such as wheat, corn, cotton and soybeans. 这个农场种植各种各样的庄稼，例如麦子、玉米、棉花和大豆。
【注】such as表示列举事物时，不可将前面所述数量全部列出。
例如我们不能说He knows six languages, such as English, Chinese, Russian, French, Japanese, and Spanish, 但可以说He knows six languages, namely English，Chinese，Russian，French，Japanese and Spanish. 他懂六种语言，即英语、汉语、俄语、法语、日语和西班牙语。
也可以说：He knows six languages, such as English and Chinese.他懂六种语言，如英语、汉语。
【注】such as后不可接副词性短语。
例如我们不能说You can do it in more than one way, such as by the use of soda. 你可以用不止一种方法做此事，比如说使用苏打水。
去掉by 后句子就正确了。
【注】such as可引导定语从句，这时such as可连用，也可以分开用。
如：① They felt such heat in the jungle as they bad never felt before. 他们在丛林中感受到了以前从未感受到的酷热。
② He returned to us later that day with tobacco, matches and such things as were needed. 那天晚些时候，他带着烟叶、火柴等我们所需要的东西回来了。
③I never heard such stories as he tells. 我从未听过他讲的那类故事。
④ We had hoped to give you a chance such as nobody else ever had. 我们曾想给你一次任何其他人都未曾得到过的机会。
⑤ Such money as he earned was spent on spirits and tobacco. 他挣的那点钱都花在烟酒上了。
▲ get dressed意为“穿衣”，此处get是连系动词，意为“进入或变为某种状态”，后面多跟形容词或过去分词作表语。
如：① You didn't get hurt in any way? 你没伤着哪儿吧? ② What's more, they often got stuck in the mud. 而且他们常常陷到泥里。
③ Alice has got married, don't you know? 艾丽丝结婚了，你不知道吗? ④ He got more and more absorbed in the work. 他的心思越来越集中在这项工作上了。
⑤ Don't get caught in the storm. 别撞上暴雨了。
⑥ Five soldiers got wounded in the battle.在这次战斗中，五位战士受了伤。