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1、Unit 17 DisabilitiesI教学内容分析在我们的实际生活中，时常可以看到残疾人，尽管他们身体有缺陷，但其中也有一大非常杰出的人物。他们取得的成功给每个残疾人以及健全人留下深刻的印象。身体残疾者，只要其志气不残，就可以通过开发自身的潜能，像健全人一样完成自我证明和自我实现的过程；同时我们社会，我们每个人都应对残疾人尊重和理解。本单元以残疾人为中心话题，介绍了残疾人的生活、学习、运动中的困难以及社会为帮助他们所做出的努力，从而让学生懂得应如何正确地去帮助鼓励残疾人。本单元要求学生能用所学的有关残疾的词汇来想象残疾人的日常生活，描述他们的实际困难和需要；能通过对周围残疾人生活状况的调查
2、，提出一些可行性建议，并从残疾人成功的事例中得到启示，激励学生克服困难，努力学习。Warming up部分展示了八幅图片，可以分成两部分开展活动。(1)前四幅是有关残疾人在上台阶、过马路、上厕所、打公用电话时所遇到的各种麻烦，要求学生以两人为一组讨论，假设自己是个残疾人，那么外出时会遇到怎样的困难与危险。学生应学会使用“If j were.，I would.”的虚拟语气句式。(2)根据后四幅图片的提示，全班讨论如何改进设施，使残疾人出行更安全。内容涉及到建设轮椅通道、设立盲道、坐式马桶、可方便坐轮椅残疾人使用的电话等。本部分通过讨论活动帮助学生了解残疾人生活上的难处，唤起学生关爱、帮助残疾人的
3、热心。 Listening部分描述了一位叫约翰的残疾人在日常生活中所遇到的种种不便。听力难度适中，通过练习，进一步让学生了解残疾人，关心残疾人。本部分设计了三个练习，融合了听、说两方面的训练。第一、二两个练习着重于听，通过提问与选择的方式要求学生有目的的去听，并抓住重点；第三个练习是在小组或全班讨论的基础上，针对约翰在生活中的诸多不便，提出解决这些不便的切实可行的方法，让学生在关心、支持残疾人的同时，提高听、说能力，锻炼学生的创造思维能力。 Speaking部分提供三种情景：盲人换车、聋人想学外语和踢足球、坐着轮椅想逛街，要求学生假设自己是聋、瞎或者坐轮椅的残疾人，那么在这种情况下，他们会如何
4、处理。学生选择其中任何两幅图片，与同桌积极合作，运用给出的短语，编成一个对话，以查看学生是否具有发现问题并解决问题的能力。这部分练习旨在训练学生的口语表达能力，同时让学生懂得学会设身处地的为残疾人着想，也考查了学生在生活中是否细心。 Pre-reading部分是Reading的热身活动，提供了三个问题供学生讨论，为阅读做好感情上和知识上的准备。第一个问题是让学生去发现身边的残疾人，并注意他们是如何克服困难的；第二个问题是讨论学生所知道的残疾名人是如何战胜残疾并取得成就的；第三个问题涉及残疾人的权利问题：残疾能否成为他们被拦在高校门外的理由，他们该不该得到特别的帮助。这些问题旨在引导学生去尊重残
5、疾人，平等对待残疾人。 Reading是一篇夹叙夹议的文章。文章一开始描述了一个叫钟晓文的残疾女学生，她擅长编写电脑程序，学习成绩优异，还在省里获奖。接着介绍了一所为残疾人开办的学校北京教育学院。在这所由北京联合大学创办的学校里，盲人可以和健全人同班学习，并且共同进取。同时，本章还提到了旨在激发与鼓励盲人的杂志中国盲童文学。杂志内容包括：残疾人如何克服困难，身残志坚；社会应关心残疾人，让他们像正常人一样接受教育，为社会服务。 Postreading部分设计了五个问题，可分为三部分。前三个问题纯粹建立在阅读的基础上，所以比较容易回答。这三个问题可以检查学生的理解程度。第二部分是第四个问题，需要在
6、理解的基础上，挖掘文章的深层含义，回答社会如何改变对残疾人的看法以及原因，重点训练学生的判断归纳能力。第三部分是第五个问题，要求学生换位思考，假设自己作为残疾人想要别人如何帮助、对待自己。五个问题的设计从表层到深层，引导学生关心残疾人，增强学生为社会奉献的意识。 Language study分词汇和语法两部分。词汇部分设计了两项练习。第一项要求学生用文中出现的单词完成十个句子，以达到正确使用本单元中一些重要词汇的目的。第二项提供一篇短文，要求学生根据语境选择正确词汇补全文章，巩固学习分词的用法。语法部分是复习直接宾语和间接宾语的用法并提供句子进行练习。 Integrating skills分两
7、部分。第一部分是关于“特奥会”的阅读资料，要求学生回答三个问题。在这三个问题中，第一、二个问题简单，针对课文的理解程度，而第三个问题则要求学生在阅读文章的基础上能挖掘文章的深层含义，进一步培养学生的语言综合运用能力。第二部分是写作，要求学生对周围的公共场所进行调查，看看是否都方便残疾人进出，并写下调查结果。然后要求学生描述现状并提出改进措施，全班进行交流。 Tips向学生提供了在学习一门外语时，如何不断激励自我，如何积极乐观地学习，如何享受学习语言带来的快乐的方法。 Checkpoint 17简单归纳了本单元的语法知识：一是直接宾语和间接宾语；二是要求学生使用本单元的单词和短语，对残疾人的生活
8、进行描述。II教学重点和难点1教学重点 (1)本单元的生词和短语。 (2)直接宾语和间接宾语。 (3)了解残疾人的生活以及各种为残疾人举行的运动会。2教学难点 (1)了解并体会残疾人在生活中遇到的诸多不便。 (2)学会如何表达自己所具有的才能及身体上的伤残之处。 (3)讨论社会、个人如何帮助残疾人。 (4)学会怎样写论证性文章。III教学计划 本单元分六课时： 第一课时：Warming up，Speaking 第二课时：Listening 第三、四课时：Pre-reading，Reading，Post-reading 第五课时：Language study 第六课时：Integrating s
9、kills IV教学步骤Period 1 Warming up，SpeakingTeaching Goals：1To enable Ss to talk about disability2To train Ss listening ability3To make Ss master the sentence patterns and describe the pictures freelyTeaching Procedures：Step 1.Lead-in1Free talk： Get Ss to answer some questions freely according to their
10、experience Questions： Ql：Have you been to some places of interest? Q2：Have you climbed mountains? Q3：How can you get there? For QI and Q2 Ss may have different answersFor Q3 Ss may say，“We can get to.by busby trainonfoot.”2Individual work： The teacher shows a picture of a wheelchair and ask some que
11、stions and Ss may have their answers as follows： T：How do you say it in English? Ss：Wheelchair T：What kind of people use it? Ss：People with disabilitieswho cant stand up3Imagine： The teacher gets Ss to imagine：if they were in a wheelchairwould they be able to get to some places like tall buildings o
12、r high mountains7 Ss：I Call go to.by myself，because theres no stepIts easy for me to get there T：Who has different answers? S1：I can go to.with the help of my friendsThey can carry me up there S2：I cant go to.，because the mountain is too highWhat a pity! I can only look at it far awayStep 2Warming u
13、p1Brainstorming： Get Ss to look at the pictures on Warming-up part and then ask them to get as many words as possible to describe the disabled For example：crippledlamedeafmuteblinddumbdisabilityabilitysidewalkescalatorelevatorstepobstaclephone boothpathramp2Pairwork： Ask Ss to work in pairs and disc
14、uss the first four pictures (1)Guess how to use those words from the Brainstorming in the descriptions of the four pictures (2)Discuss the four pictures with partners by using the following sentence patterns If I were in a wheelchair，I would. Ifl were blind，I wouldnt. (3)Ask some pairs to present th
15、eir descriptions to the whole class (4)After their presentation，teacher should give them evaluation and encouragementSuggested Answers： S1：(Picture 1)If I were in a wheelchair，I would not go to the public buildings because there were so manysteps S2：(Picture 2)If I were blind，I might fall down when
16、walking on the sidewalk as its not flat(or：Thereale some blocks) S3：(Picture 3)If l were disabled，I wouldnt go to the toilet，for the equipment sale not fit for the disabled S4：(Picture 4) If I were in a wheelchair，I couldnt ring with the public telephone，because it is too high for me to reach3.Group
17、 work: Let Ss take effective measures to improve the conditions of the disabledLook at the other four pictures and ask them to discuss in groups of fourSuggested Answers： S1：(Picture 5)We should provide an entrance suitable for wheelchairs on the ground floor S2：(Picture 6)We should build a special
18、sidewalk for the blind S3：(Picture 7)We must provide suitable toilets for people with disabilities，fixing two handrails S4：(Picture 8)We should set the public telephone in a proper place so that people in a wheelchair can reach it Step 3Pre-speakingGame：Divide the whole class into five groups and as
19、k each group to represent one of the five senses(eyeearnosemouthhand)，and let them list all the reasons to show that his sense is the most importantFor your reference：I think that _is the most important senseIt helps us stay safe，because if we couldnt_，we wouldnt be able to_It also helps us enjoy li
20、fe，because if we can，we canThe least important sense is_，because_ (1)Let them have a discussion within the group and get each to express hisher opinion (2)Group leader collects all the reasons and completes a short report (3)The five group leaders state their opinion as a conclusion (4)let Ss decide
21、 which group gives the most persuasive reasons and the teacher awards them as a winnerStep 4Speaking Give Ss three situations and let them choose one of the three to tell the partner how they would solve the problems Three situations：Situation 1：You are blindYou want to visit a friend who lives on t
22、he other side of townYou have to go there by bus and you must change buses Situation 2：You are deafYou are a very good football player and you want to join your schools football teamYou would also like to learn EnglishSituation 3：You are in a wheelchairYou and your friends have planned to go shoppin
23、g，eat at a fast food restaurant and then go to a cinemaThe shops you want to visit are in a building with several floors1Collect all the useful expressions to describe ability and disabilityCANCANNOTIm sure I would be able toI couldI would try toIf I ,I would be able to I would need help toI probabl
24、y couldntI would not be able toIt would be difficult toI would need a/an2Understand the three situationschoose two and then act them out3Questions should be solved in your statement： Q1How would you deal with it? Q2：What would you not be able to do? Q3：What would be difficult? Q4：What would you do t
25、o overcome the difficulties?4Ask some of the pairs to present it before classS1: (Situation 1)If l were blind，it would be difficult for me to get thereBut l would try my bestFirst I would walk down the familiar sidewalk with the aid of s walking stickWhen crossing the street，I would ask others for h
26、elpOr I probably could get there by taxi S2：(Situation 2)If I were deaf，I would not be able to hear other players wordsIt would be difficult for us to work togetherI would have to read their facial expressions and gesturesI think Im more lucky than Helen Keller，for I can seeI should learn her spirit
27、 of studying，and try to imitate by looking at their mouthsIm sure I would learn English well S3：(Situation 3)If I were in a wheelchair，Im 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 friendsFirst，I would do my best to get to the steps
28、of the building by myself，and then they could carry me up to the entrance of the liftIm sure I would be able to get there and have a good timeStep 5Post-speaking1Group work： According to the three pictures，work with the group and act them out The teacher shows the beginning of the dialogue as a refe
29、rence Situation 1： A：Excuse me，call you show me where the nearest bus stop is? B：OKIll take you thereWhere are you going? A：Thanks a lot B：But A：. Situation 2： ADear Jack，I have some problems and I am asking you for some advice BI would be glad to help youPlease tell me what is troubling you? A：. Si
30、tuation 3： A：Here we areThis is the biggest shopping centre in this district B：Oh，how nice! But where can we buy clothes? A：The signs ten us that the clothing shops are on the t11ird floor of the building B：. After the performance, the teacher should remind the whole class that each of us should be
31、helpful and warm-hearted to these in trouble，especially the disabledNext time，dont hesitate to help others2Discussion： Question：How should we help those in trouble and the disabled?Step 6Summary and Homework1Summary：In this class, weve practiced describing and speakingWeve also talked about the situ
32、ations of the disabledOf course，weve learned some useful sentence patterns2Homework：(1)Do more exercises in talking about disability in English (2)Master the useful sentence patterns (3)Read an article about a successful disabled person Period 2 ListeningTeaching Goals：1To train Ss listening ability
33、2To learn how to catch the specific information in listening material,Teaching Procedures:Step1. Warming upFree talk：Ask Ss to talk about what they have read about successful disabled peopleStep 2Pre-listening1Team work： Divide the whole class into three teams to discuss all the difficulties of the
34、disabled in the following conditions： Team 1 (at home) Team 2 (at schoo1) Team 3 (in public places)2Pair work： Let Ss list all the difficulties that a person in a wheelchair will meet in hisher daily lifeStep 3While-listening 1Class work： Ask Ss to look at the picture on the book and guess what the
35、Listening part is about and what is wrong with the boy in the picture and guess if he is very sad2Individual work： (1)According to the picture and the following exercises，get Ss to listen to the tape to get the main idea of the whole passage (2)Let Ss to go through the questions listed in the book a
36、nd then listen to Part l and check the answers to the following three questions： How do Johns parents help him in the morning7 What was wrong with Johns house? How did Johns family change the house?Suggested Answers： Johns parents lift him into his wheelchair and help him get dressed The doors were
37、too narrow and all the desks，tables，and shelves were too high John and his parents moved the shelves so that he could get stuff from the cupboardsAnd John and his dad built a box that he can roll onto when he wants to cook in the kitchenThey also put some boards over the stairs in front of their hou
38、se so that John can come and go as he pleases (3)Go through the questions and then listen to Part 2 and tick the obstacles that John mentions and explain why they make his life difficult 口bikes 口cars 口stairs 口sidewalks 口escalators 口elevators 口fast food restaurants 口parks (4)Listen to the passage for
39、 the third time and according to Ss understanding，take notes to answer the following questions：Your notes about the following questionsThe help from his parents:The problem with the house:The change in the houseThe obstacles he mentions:Step 4Post-listening 1Group work： Let Ss work in groups of four
40、 and try to think of ways to solve the problems that John describes in Part 2and then report the groups idea to the rest of the class2Team work：Divide the whole class into four teams and let team collect as much information about successful disabled people as possible, and then make a dialogue as an
41、 interview. (1)Ask Ss to list the names of the successful disabled people (2)Give them the task of making an interview (3)Invite the representatives of each team to perform it before class Example： A：Ladies and gentlemen! Today we are SO happy to have invited Mr.hereNice to meet you Mr. Its a great
42、honor for me to have an interview with you hereMay I ask you some questions? B：Well，what would you like to know? A：First of all，can you tell us something about what youve achieved in your work? B：. A：Life is really very difficult for you as a man with disabilityCan you tell us what youve gone throug
43、h? How did you deal with these difficulties? B：. After the interview，let Ss understand that the disabled can also make great contributions to our society and we should learn a lot from their self-made spirits3Pair work：Use Ss imagination and their creativity to design a practical and useful wheelcha
44、ir to provide the disabled with more convenience in their daily lifeNew designDescriptions Name of the design:Design intended for (type of disability):Functions:Materials:Process of operation:Draft of the design:Designer：_Date：_ After the designing work，show the designs to the whole class and choose
45、 the best designStep 5HomeworkUse the new words and expressions to make sentencesTry to write a short composition about your designPreview the Reading part Periods 34 Pre-reading，Reading，Post-readingTeaching Goals：1To improve the Ss reading ability2To learn how to analyse long sentences3To understan
46、d and master the words and expressions in Reading passage4To appreciate some sentencesTeaching Procedures：Step 1Warming up1Individual work： Show some Stephen Hawkings pictures and his great theories and encourage Ss to say something about him2Pair work： The teacher lists some of the successful disabled people
