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温州市高二英语下册新教材研讨会备课资料Unit 17-

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下面是小编为大家整理的温州市高二英语下册新教材研讨会备课资料Unit 17-，本文共5篇，欢迎大家借鉴与参考，希望对大家有所帮助。

篇1：温州市高二英语下册新教材研讨会备课资料unit20(人教版高二英语下册备课资料)

作者：温州龙湾永强中学徐梅蓉

I．单元教学目标

技能目标Goals

▲ Talk about archaeological discoveries

▲ Practise expressing curiosity

▲ Review the use of “it”

▲ Create a flow chart

II．目标语言点

功

能

句

式 1.Talk about archaeological discoveries

2.Practise expressing curiosity

I wonder what/ who…

I’m curious to…

I wonder if/ whether…

I’m curious about…

I really want to know…

I’d love to know…

What I’d really like to find out is…

I’d like to know more about…

词汇

1.重点词汇

decoration spear pot emperor pin clothing distinction centimeter clay arrow dozen cushion spare tend approximately average lorry link monument homeland statue remote distant quantity mask accompany vast square triangle

2.认读词汇

archaeology archaeological archaeologist curiosity pottery copper artefact ivory site investigation

3. 词组

in terms of in the eyes of lend a hand serve as dig up

语

法 Review the usage of “it”, pay attention to the following structures:

1.It +be +强调对象 +who/whom/that +句子其余部分.

2.It is said / believed / reported / thought /known…+ that…

重

点

句

子 1．The discovery is important for a variety of reasons.

2. In term of technical development, people were going from the Stone Age to the Bronze Age.

III．教材内容分析

通过讨论考古发现，激发学生的好奇心和求知欲望。帮助学生了解考古知识，掌握有关考古学的词汇和语言技能，并激发学生的民族自豪感。考古学是人类知识增长最快的领域之一。在信息与知识经济时代，学生对考古知识的渴求仍然是迫切的。

Warming-up 第一个练习要求学生描述石器时代、青铜器时代、汉朝、唐朝四个时期中国人的生活状况。探讨这些问题具有研究和交流的性质，并发挥学生的想象力。第二个练习要求学生列举这四个时期的重大考古发现，对考古有进一步的了解。

Listening 谈论古代法国人捕猎的一种武器。听力难度较大。

Speaking 是一种任务型教学活动，讨论话题包括人工制品、墓葬、出土的城镇等，来培养学生运用表达好奇的日常交际用语和就感兴趣的话题提建议的能力。

Pre-speaking 是3个开放性问题要求学生小组讨论，勤于思考。为学习阅读课文做内容上的铺垫，在讨论的过程中学生也学到了一些词汇，为学习阅读课文做好了内容和语言上的准备。

Reading 有关英国巨石王的考古发现的介绍并介绍它的考古价值。

Post-reading 第一个练习是列举巨石王墓葬中的物品，并对这些物品进行了合理的分类。第二个练习教会学生一个重要的考古方法，也培养了学生分析和判断的能力。第三个练习是拓展性问题。

Language study 分词汇和语法两部分。Word study是根据所给的解释从阅读课文中找出适当的词。该练习帮助学生理解课文中的生词含义。第二个练习要求学生根据所给的句子情境，用所给词的适当形式填空。该练习有助于教会学生词汇学习的方法。Grammar 复习it 的用法。重点复习it 作为形式主语的用法。

Integrating skills Reading 部分探讨了中华文明的源头,介绍了四川考古的发现。

Writing 部分要求学生编流程图并增强学生保护文化古物的意识。

Tips 介绍了怎样编一个流程图.

IV. 单元预习任务（Pre-unit Activities: Preview Task）

1. 阅读教学目标和要求，了解本单元话题和任务，充分做好课前预习工作。

2. 预习语言知识，包括词汇表里的词汇和扩展词汇，掌握词义、发音、词性以及其基本用法。鼓励学生勤查字典。

3. 鼓励学生多渠道（如报刊、杂志、网络等等）查阅并了解与本单元话题有关的背景知识和材料。（提供相关网址）

4.课前学生分6组搜寻下列材料：

Group1. The life of people in ancient times.(especially in Stone Age, Bronze Age, Han Dynasty and Tang Dynasty)

Group2: The ways of hunting in ancient times.

Group3: Search more information about historic persons, such as emperor Kangxi, emperor Qianglong.

Group4 Search more information about Stonehenge.

Group5 Collect the usage of it

Group6. Find more about Chinese cultural relics and some archaeological site

5. 学本单元时要求学生把收集的所有资料放在班级展览。

6. 做好每课时的课前具体预习任务。

V. 课型设计与课时分配（经分析，本单元可以用5课时教完）

1nd Period Warming up, Speaking

2rd Period Listening

3st Period Reading

4th Period Grammar

5th Period Integrating Skills

VI. 教学计划

Period 1 Warming-up & Speaking

Goals: 1. To encourage students to express curiosity.

2. To help develop students’ imagination.

3. To enable students to talk about archaeological discoveries.

Teaching Procedures:

Step 1 Warming-up

Show some pictures of unearthed objects.

T: What can you see in the picture?

What’s the use of the object?

Do all of the objects have something in common?

( They are all Chinese archaeological discoveries. They were once used by people in the past..)

In which periods were the objects used by people?

(The first object is used by people in Stone Age, second one in Bronze Age, third one in Han Dynasty and fourth one in Tang Dynasty)

T: We know that the life of people is different during the different periods. Now Let’s describe the life of people during the periods mentioned above. You can describe it according to the questions:

1. What did they eat?

2. Where did they live?

3. What did their homes look like?

4. What kind of tools did they use?

5. What objects have we found from their age?

6. What kind of entertainment did they have?

Then ask students to complete the chart.

Stone Age Bronze Age Han Dynasty Tang Dynasty

Food

Housing

Home decoration

Tools

Artefacts

Entertainment

Step2 Speaking

1.Show students some valuable Bronze Wares unearthed in the hometown of terri-cotta warriors.

T: Where were the famous finds?

Where can you go and see them now?

If you have a chance to visit the site, what would you like to know more ?

S: I’d like to know more about…

S: I wonder what /who…

S: I’m curious about…

……

T: Well done. We can use some sentences to express our curiosity.

Ask students to learn the useful expressions:

I wonder what / who… I really want to know…

I’m curious to… I’d love to know…

I wonder if / whether… What I’d really like to find out is…

I’m curious about… I’d like to know more about…

2.Show students the latest archaeological discovery in local area.

T: It’s reported that people have discovered some finds in Yongchang Castle (永昌堡)

Maybe you are curious about it. What would you like to know? if you are an archeologist, what will you do?

Ask students to work in pairs and talk about archaeological finds, such as artifacts, tombs or unearthed towns in Yongchang Castle. Then encourage students to make dialogues in pairs. At last ask some pairs to perform their dialogues in front of the class.

Step4. Learning the sample dialogue in the book:

Ask students to listen to the dialogue and underline the sentences used to express curiosity. Then encourage students to act the dialogue out.(If time limited, ask students to finish it after class.)

Step6. Homework:

Collect as much information as you can about the ways of hunting in ancient times.

Period 2 listening

Goals: 1.to arouse students’ interest in the life of ancient people

2. to improve students’ listening ability

Step1. Pre-listening

Show a short video about what life was like in stone age.

T: What giant wild animals lived in the past?

In what ways did people hunt animals?

What did people use as a hunting weapon?

Step2. While-listening

1. Listen for the first time

T: We are going to a conversation in which people are talking about an object or a tool which we have never heard of. Listen carefully and find out:

What is the object they are talking about?

A. a weapon for war B. a weapon for hunting C. a tool for cooking D. a spear

2. Listen for the second time:

T: The students in the conversation are very curious about the object. They ask some questions to express curiosity .Have you got them?

If you have a chance to ask Teacher about the weapon, what kind of questions would you like to ask?(Collect as many questions as possible)

Then ask students to listen to the tape and write down the five questions asked by the students on the tape.

3. Listen again:

Let students answer the following questions:

①How far can you throw a spear with a tool like this?

A. 25cm B. 50metres C. 300 metres D. 180metres

②What kind of animals did people kill with it?

③How did people in South America and Australia know about this tool?

Step3.Discussion

T: What else do you think the object could be used for?

What do you think of our ancestors, are they clever?

In what ways can you think of to show our ancestors are clever?

Step4: Workbook listening

First show students the following material for them to read . After they have a little knowledge of the underwater archaeology , Teacher deal with the listening exercises on workbook. If students are interested in this subject, Teacher can ask them to surf on the Internet to find more information.

Underwater archaeology

Underwater archaeology as a specialisation of archaeology has only come into being in about the last thirty years. Before that time, divers could go down to ships, but they did not have the equipment to stay under water long enough to do their work. The development of better diving equipment and mini-submarines has also made it possible to reach sunken ships at greater depths, where it is too dark, the water pressure too high and temperatures too low for divers. The mini-submarines can also carry robots which can be operated from the ship to perform heavy or dangerous tasks. New technologies have also only in the past few decades been developed to help archaeologists locate sunken ships. Together with these techniques, computers and the development of the Internet have made it possible to search archives for information about ships and identify ships when they have been found.

Step5. Homework:

1. Search more information about historic persons, such as emperor Kangxi, emperor Qianglong.

2. Search more information about Stonehenge.

Period3 Reading

Goals:1. to develop some basic reading skills

2. to learn about the king of the Stonehenge discovered by archaeologists

3. to enlarge the students’ vocabulary in talking about archaeology and historic events

Step1. Warming up:

Let students discuss in groups.

T: 1.Can you list some great emperors in Chinese history?

2.Which emperor in Qing Dynasty are you most familiar with?

3.Please tell something or some historic events about him.

Step2. Pre-reading

T. 1. After kings and emperors died, what objects were buried with?

2. Why were dead kings given these objects after they died?

Step3. While-reading:

Show a picture of Stonehenge .

T: How much do you know about Stonehenge ?

Have you heard of the king of Stonehenge?

Ask students to read through the title ,the picture, the first and last sentences of each paragraph, and try to find out what the text can tell us.

Go on to ask students to divide the passage into two parts and sum up the main idea of each part.

The suggested answers:

Part1. (para1-3): The discovery of a grave

Part2.(para4-7): The importance of the discovery

Later ask students to go through the whole passage quickly to find out correct answers to the following questions in 7 minutes:

1. Which are not included in the things that were found in the grave of man?

A. Tools, a bone pin, a bow and a cushion stone.

B. A copper knife and materials to make arrows.

C. Two pots, arrows and materials to make arrows.

D. Some chicken and grains.

2. The man buried in the grave might be______ at that time.

A. a poor man B. a kind-hearted man C. a rich man D. an ordinary man

3. Why is the man buried in the grave called the “King of Stonehenge”?

A. He was buried three miles from Stonehenge.

B. He might be a member of a power class who might have organized the construction of Stonehenge.

C. He had the oldest gold ever found in Britain.

D. All of the above.

4. We can infer from the Passage that _______.

A. how Stonehenge was built

B. the King of Stonehenge was from France

C. Stonehenge was built through several ages

D. Stonehenge was built because of wars

(suggested answers: D C D C)

Step4. listening

Listen to the tape of the passage with the questions:

T: Why did the archaeologist think the discovery is important?

Suggested answers:The discovery is important for a variety of reasons.1. His grave is the richest of any found from that period. 2. He was the king of Stonehenge who was linked to the stones. 3. He is an example of people who brought culture and new techniques from the European mainland to Britain

T: How did the archaeologist know the man is an example of person who brought culture and new techniques from the European mainland to Britain?

Suggested answers:From the objects that were found in the grave.

T: What objects and materials were discovered in the grave of the King of Stonehenge?

Ask students to complete the word web.

T: From things that were found in the grave , archaeologists now believe that people in the Bronze Age in England had trade and cultural links with other parts in Europe. Please give examples of such links and what was traded.

Ask students to fill in the form:

Country or part of Europe Material or object of trade

West Wales Stones to build stonehenge

Step5. Consolidation:

Decide if the sentences below are true or false.

1. When the King of Stonehenge died, he was about 50years old.

2. From tests on his teeth, it is certain that he spent his childhood in English.

3. The most amazing find was two gold earrings.

4. Stonehenge was begun around 2300BC.

5. In terms of technical development, people were going from the Bronze Age to Stone Age at that time.

6. It has been proved that the copper knives came from Spain and Western France.

Suggested answers:

①. archaeology ②. curiosity ③. warriors ④. triangle ⑤. precious

2.Later do word study exercises on book Page77.

Teacher can speak out the meaning in English to encourage students to guess what word it is in exercise one.

3.Do exercise two on book Page77-78

After the checking, students give a summary on the screen

1.date

2.dress

3. find

4.transport

5.trade

6. pin

Step4. Grammar(the usage of “it”)

Show students a short news:

A training class on cultural relics holds in Beijin

On July 18th, a training class on cultural relics will be held in Beijin. This class is organized by Beijing Capital Museum. The training is mainly on cultural relic archiving and appraisal. It’s said that everyone can attend the class.as long as you are interested in it.

It's reported that there are few classes trained .It is on August 20th that the training class will complete the course. It’s known that during the course, students will visit the Forbidden city, the Summer Palace,and other places for learning on the spot.

After students to read the news, Teacher ask the following questions:

1. What’s the news about?

2. Who can attend the class?

3. How many classes trained are there?

4. When will the class complete the course?

5. Which places will students visit during the course?

Ask students to answer the above questions using “it”.

Teacher write down these sentences on the blackland:

It’s said that everyone can attend the class.as long as you are interested in it.

It's reported that there are few classes trained .

It is on August 20th that the training class will complete the course.

It’s known that during the course, students will visit the Forbidden city, the Summer Palace,and other places for learning on the spot.

After checking the exercise, teacher ask students to find out the sentence structures:

It +be +强调对象 +who/whom/that +句子其余部分.

It is said / believed / reported / thought /known…+ that …

Later ask students to rewrite the sentences using “it” on the book Page78 Ex1and 2.

Step5. Summary :

After checking the exercises, ask students to tell more other usage of “it”, then help students to give a summary.

代词 IT 的用法

1、代替刚提到的一件事物。

2、起提示代词的作用，指一个人或事物；指做某个动作的人。

3、表示时间、天气、距离等。

4、代替一个由否定式、动名词短语或主语从句。

5、自然现象（如天气、气候、明暗等）、季节时间、环境等。

6、强调句型：It is/was+ 被强调部分＋that...

eg: It was Xiao Yang that did it.

7、It takes sb. some time to do sth.

eg: It took the sixth blind man quite a long time to find the elephant.

8、It is one's duty to do sth.

eg: It is our duty to attend this matter.

9、It is no use /good doing sth.

eg: It's no use talking to about it.

10、It is ＋ for/of sb. to do sth.(necessary, important, strange, natural,后用for，在foolish, kind, nice, clever, silly, stupid, good, right, wrong rude等后用of。

eg:It is necessary for us to master a foreign language.

It is very kind of you help me with my English.

11、It happens/seems等动词＋that从句：

eg:It happened that I wasn't there that day.

It seemed that he had read the report.

12、It doesn't matter to sb. whether...句型：

eg:It doesn't matter to me whether he comes or not.

13、It is said/supposed/known/reported/announced/decided等动词＋that从句：

eg: It is said that the novel has been translated into several foreign languages.

14、It is + 时间 + since从句（从句中谓语动词用一般过去时）。

eg: It is ages since I last saw him.

15、It is + the 序数词 + time + that从句（从句中通常用现在完成时）。

eg: It/This is the second time that I have been to Beijng.

16、It is + adj.+ that 从句

（形容词有：important, necessay, impossible, natural等，that从句中通常用虚拟语气should do或do）.

eg: It is important that we should keep the balance of nature.

17、It is + n. + that 从句（名词有：a pity, a shame, no wonder等）

eg: It is a pity that you didn't come yesterday.

18、It is time that从句（从句中虚拟语气did）.

eg: It is time (that) you went to bed.

19、It is (not) long before从句（从句中用一般现在时代替一般将来时）。

eg: It was not long before they drove the invaders from their country.

20、动词（feel, think, make, find, consider）＋ it ＋adj.＋that从句。

动词（feel. think, make, find, consider）＋it＋adj.＋to do sth.

另：take it for granted that从句。

eg: You may think it strange that anyone would live there.

I have made it a rule to have a walk after supper every day.

You should not take it for granted that your parents should give you money.

Step6. More practice:

Choose the best answer of the following:

1. I don’t think _____ possible to master a foreign language without much memory work. A. this B. that C. its D. it

2. It was not _____ she took off her glasses ______ I realize she was a famous film star. A. when, that B. until, that C. that, until D. when, then

3. It was not until 1920______ regular radio broadcasts began.

A. while B. which C. that D. since

4. _______ is a fact that English is being accepted as an international language.

A. There B. This C. That D. It

5. –He was nearly drowned once.

_When was ______?

_ _____was in when he was in middle school.

A. that: It B. this; This C. this; It D. that; This

6.I hate _____ when people talk with their mouths full.

A. it B. that C.these D. them

7. The Parkers bought a new house but _____ will need a lot of work before they can move in. A. they B. it C. one D. which

8. It is quite _____ that he will be present at the meeting.

A. sure B. right C. certain D. exact

9. It is impolite ______you to ask one’s private affairs.

A. for B. of C. to D on .

10.The Parkers bought a new house but ______will need a lot of work before they can move in.

A. they B. it C. one D. which

篇2：温州市高二英语下册新教材研讨会备课资料Unit 17-

温州市高二英语下册新教材研讨会备课资料

Unit 17 Disabilities

标题：巧用技术，处理课堂教材

巧用技术，处理课堂教材

一、巧用技术，处理声频与视频素材

1、在活跃课堂气氛时运用

2、在课堂导入时使用

3、在听练习时使用

4、在设置情景时使用

我们把磁带的声音转化为电子文件，或到网络下载课文的mp3或flash文件，然后插入到PPT文件中，比录音机更方便地控制声音，有暂停，播放，快进或退回，显示计时器，直观易用。我们把网络下载的与课文相关的视频素材，经过剪辑，保存为主流媒体，如 wmv, avi, mpeg, asf, rm, ram, rmbv等格式，然后插入到PPT文件中。

二、运用软件，辅助词汇教学

1、词汇练习的编写

2、学生词库的建设

3、单词复习的跟踪

4、单词复习教学

《金山词霸》为您提供两款特色工具小软件，金山词霸生词本和金山迷你背单词，帮助学生轻松背单词，克服英语生词难词关。教师还可以编写单元词汇或课时词汇，与阅读补充词汇表，运用金山词霸生词本和金山迷你背单词，进行词汇辅助教学。还可以使用其它优秀的词汇学习与教学软件。

三、巧用软件，进行文章的批改

四、运用软件，编写交互性练习

五、运用软件，记录辩论思路

Unit 17 Disabilities

Ⅰ.Brief Statements Based on the Unit

This 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 Goals

1. Talk about disability.

2. Practise talking about ability and inability.

3. Review Direct and Indirect Objects.

4. Write an argumentative essay.

Ⅲ.Teaching Time: Four periods

The First Period

Teaching Aims:

1. Learn and master the following:

Phrases: deal with, overcome the difficulties

Sentence 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 recorder

2.the multimedia

3.the blackboard

Teaching Procedures:

Step Ⅰ Lead-in

We can use a flash to show what difficulties and dangers you might face if you were in a wheelchair or blind.

Step Ⅱ Warming up

We can learn the words in the language situations in the flash. And then 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, and then let the students look at the first four pictures on Page 49 or show them on the screen)

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?

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 the blackboard.)

2. (1) deal with

E.g. How shall we deal with the problem?

(2) Overcome the difficulties

(After a while, teacher asks some students to talk about the last four pictures.)

T: Now. Any volunteer?

T: They hope to lead a normal life as we do, so we should help them overcome the difficulties.

Step Ⅲ Listening

T: 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 Speaking

T: 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?

Step Ⅴ Summary and Homework

T: 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, practice 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 Blackboard

Unit 17 Disabilities

The First Period

1. Sentence Patterns:

(1)If I were in a wheelchair, I would…

(2)If I were blind, I wouldn’t…

2. (1) deal with

E.g. How shall we deal with the problem?

(2) Overcome the difficulties

Step Ⅶ Record after Teaching

The Second Period

Teaching Aims:

1.Learn and master the following words and expressions: get around(=get about),fair,guidance,gifted,assist,cooperate,recognition,sympathy,encouragement,productive,visual,impair,motivate,disappointing,adjust to, get used to

2. Train the students’ reading ability.

Teaching Important Points:

1. Improve the students’ reading ability.

2. Enable the students to understand the text better.

3. How to get the students to master the useful expressions.

Teaching Difficult Points:

Master the following sentence structures:

1.…studying together with their disabled classmates is both challenging and rewarding. Living with disability is frustrating and challenging.

2.I am and get used to the fact that while I may not be…

Teaching Methods:

1. Discussion to help the students know something about the disabled.

2. Fast reading to get the general idea of the text.

3. Questioning-and-answering activity to help the students go through the whole passage.

4. Pair work or individual work to make every student work in class.

Teaching Aids:

1. A tape recorder

2. A multimedia

Teaching Procedures:

Step Ⅰ Lead-in

We will ask the students to take a quiz about the disabled. We can play song sung by famous disabled people, or show some pictures, ask them to enjoy some videos, and then ask some questions about them.

Step Ⅱ Lead-in and Pre-reading

They are determined. Please look at the three questions on the screen and discuss them in groups.

(Show the following on the screen.)

1. Do you know anyone else who is disabled?

How does he or she deal with the disability?

2. How do they overcome the difficulties?

3. Should they get any extra help? Why or why not?

(Teacher gives students five minutes to discuss and collects their answers.)

We can have a debate on the question 3 with the help of the computer.

They should get some extra help in their everyday activities.

No, they shouldn’t. Because they need recognition, more than sympathy and help

Step Ⅲ Reading

T: Read the passage quickly to get the general idea and answer the questions on the screen.

(Teacher shows the questions on the screen.)

1. What’s the trouble of Zhong Xiaowen?

2. How does she get around?

3. What’s the teachers’ aim in the special college?

4. What do the articles in Literature of Chinese Blind Children talk about?

5. How does Zijie like the magazine?

(Teacher gives students enough time to read the text and collects their answers.)

Suggested answers: omitted

T: Now read the passage again and try to get as much information as you can.

Step Ⅳ Study for Language Points

T: Now you’ve known the general idea of the passage. Please look at the screen. I’ll explain something to you.

(Write important phrases and difficult sentences on the blackboard.)

T :( After explaining the language points)

Do you have anything you don’t understand? If you have, please tell me, I’ll be glad to have a discussion with you.

(The teacher answers the questions raised by the students.)

Step Ⅴ Consolidation and discussion

T: Now turn to Page 52.There is five questions for you to answer in Post-reading. Try to find the answers in the text. Discuss in groups of four, and then I’ll ask some of you to read your answers.

(A few minutes later)

T: Are you ready?

Ss: Yes.

T: Now let’s begin.

The topic of the discussion

Imagine that you are a disabled student. What kind of help would you need and how would you want others to treat you?

Step Ⅵ Summary and Homework

T: Today we have learned the passage-Disabled? Not me! From the success of the disabled student-Hong Xiaowen, 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. On the other hand, we should help the students to know how to help the disabled in our daily life.

And we also learn some phrases. After class, you should work hard and master them.

Step Ⅶ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Second Period

1. Important Phrases:

treat sb., the ability to do, make a contribution to launch, play a …role, both…and…, get used to

2. Difficult Sentences:

…I am and get used to the fact that while…

I may not be able to walk, there are many other great things I can do.

Step Ⅷ Record after Teaching

The Third Period

Teaching 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 works to make every student work in class.

Teaching Aids:

1. The blackboard

2. The multimedia

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Word Study

T: 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 and important words and phrases. Now let’s review them.

Go over the key word or phrases by computer.

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, and 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: omitted

Step Ⅲ Grammar Study

T: 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。

2.请给我们演奏一些民间乐曲。

(Write the two sentences on the blackboard.)

Look at the blackboard, the verbs“play”and“pass”are followed by two objects. In English, there are some verbs that can be followed by two objects. Who can tell us what they are?

S4: I’ll try. They are send, buy, get…

T: Right. You’ve known some of the verbs. Now I’ll give you a summary. Please look at the screen.

(Show the following on the screen.)

Common verbs that take indirect objects:

①give,show,send,bring,offer,read,pass,lend,leave,hand,tell,return,write,pay,throw,wish,teach,promise,owe,refuse ect.

E.g. I’ll lend you something to read.

Remember to write us a note when you get there.

② make, buy, do, fetch, get, play, save, order, cook, sing, find ect.

E.g. I hope you’ll do me a favor.

Let’s get the children something to drink.

T: Now please notice there are two groups in the diagram. In Group 1,most of the indirect objects are transformed into “to-phrase”.And in Group 2,most of the indirect objects are transformed into “for-phrase”.

(Write the following on the blackboard.)

Compare:

Is that clear?

Ss: Yes.

T: But not all the indirect objects can be replaced like this.

e.g. “Do me a favour”.We can’t transform it into: “Do a favour for me.”

OK. Now let’s do some exercises. Open your books and turn to Page 54.Look at Grammar-Direct and Indirect Objects. Look at Part 1.Tick the right answer. First do it by yourselves. Then discuss it in pairs. Finally I’ll show you the answers.

(After students finish it, teacher shows the following on the screen.)

Suggested answers:

1.√Because his mother bought him a computer.

√Because his mother bought a computer for him.

2.√Do me a favor. Please lend me one Yuan.

3.√Please take these exercise-books to my office.

4.√Give me the check, please.

√Please give the check to me.

T: in fact, we should pay attention to some special cases. Especially when the direct object is shorter than the indirect object, or when we emphasize the indirect object, we often use such patterns,“Subject+Predicate+Direct Object+to/for+Indirect Object”.

E.g. I took it to the policeman on duty.

Mother bought the ice-cream for you, not for me.

(Write them on the blackboard.)

And there are two special cases you should notice.

Please look at the screen.

(Show the following on the screen.)

1.We must use prepositions before the indirect object following the two verbs “explain and suggest”.

E.g. Could you explain your point of view to us?

I suggest a way out to her.

2. Some verbs are followed by either direct object or indirect object, or both of them.

E.g. I asked John.

I asked a question.

I asked John a question.

The similar verbs are: teach, tell, owe, pay, and show

As to this, you should remember them. Is that clear?

Ss: Yes.

T: OK. Let’s deal with Part 2.

(Teacher begins to read the following and explains it if necessary. Summer is coming. You decide to have a different vacation this year. Use the words in brackets to explain what you will do differently this summer.)

Now you are given five minutes to do it. First do it by yourself. Then discuss it in pairs. Now please begin.

(Teacher goes among the students to check their writing and explains some new words that students meet with and ask. As to some difficult sentences, teacher and students can discuss together. At last, teacher shows the answers on the screen.)

Step Ⅳ Practice

(The teacher shows the following on the screen)

Change the position of the direct object and indirect object in the following sentences.

1. I’ll lend you some.

2. He gave his wife a camera for Christmas.

3. We’re going to sing some songs for the heroes.

4. Bring me the book.

5. She made a coat for me.

6. He bought flowers for his teacher.

T: Look at the screen. Let’s practice the interchanges of the direct and indirect object.

(Give the students several minutes to practice them, and then teacher may check their practice.)

Suggested answers:

1. I’ll lend some to you.

2. He gave a camera to his wife for Christmas.

3. We’re going to sing the heroes some songs.

4. Bring the book to me.

5. She made me a coat.

6. He bought his teacher flowers.

Step Ⅴ Summary and Homework

T: In this class, we’ve reviewed some new words and mainly done some exercises about direct and indirect objects. After class, review the content, and remember the verbs that can be followed by double objects. Today’s homework: Preview the integrating skills. That’s all for today Goodbye, everyone.

Step Ⅵ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Third Period

Direct and Indirect Object

1. Pass me the salt, please.

→Pass the salt to me, please.

Play us some folk music, please.

→Play some folk music for us, please.

2. Compare:

3.“Subject+Predicate+Direct Object+to/for+Indirect Object”

E.g. I took it to the policeman on duty.

Mother bought the ice-cream for you, not for me.

Step Ⅶ Record after Teaching

The Fourth Period

Teaching 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 recorder

2. the multimedia

3. the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

omitted

Step Ⅱ Test

T: 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 to

T: 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.)

Complete the sentences using the expressions on the blackboard.

1.I__________my lunch__________(分享) him yesterday.

2.The police__________ his death__________(把……看作) a case of murder.

3.How shall we__________(处理) the problem?

4.The boy has__________(有能力) solve the difficult problem.

5.The teacher__________(起重要作用) in teaching.

6.In order to__________(实现梦想),they worked day and night.

7.The policemen__________(四处走动) and tried to find the thief.

8.It will take you some time to__________(适应) the new surroundings.

Step Ⅲ Fast Reading

T: 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 Reading

T: 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.

(Teacher shows the following on the screen.)

Answer the following questions:

1. How often are the Special Olympics held?

2.Why do many Special Olympics athletes think that “taking part in the Games is a victory”?

3. How do events like the Special Olympics help mentally disabled people?

4. Where was the first Special Olympics held?

5. Why do you think the Special Olympics are becoming more popular?

6. When will the Special Olympics be held in Shanghai?

(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

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 Aloud

T: 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 Writing

T: 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?

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 survey. Use 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 programmed 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 Homework

T: In this class, we’ve reviewed the useful expressions and learned the text“The Special Olympics”.We practice 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 Blackboard

Unit 17 Disabilities

The Fourth Period

Important Phrases:

share with, treat…as, deal with, the ability to do, play a…role, realize one’s dream, get around, adjust to

Step Ⅹ Record after Teaching

Unit 18 Invention

Ⅰ单元教材内容分析

当全世界科学技术发展迅猛，各种发明创造层出不穷，是因为人的思维品质与思维方式即（creative thinking）对发明创造起着至关重要的作用。因此培养学生的探究性思维能力，创造思维能力是时代社会对教育的要求。教师在课堂教学设计中力求体现“开放、启发、引导、自主”的教学原则，帮助学生运用相关的词汇表达自己的思想及思维过程，培养学生用英语描述某一发明创造，如构造的工作原理、用途等的能力。况且，我们曾经在高一（上）Unit9 Technology，高二Unit 1 Make a Different, Unit 6 Life in the future, Unit 11 Scientific achievement 等单元中已积累一些词汇。

本单元的中心话题是：“发明”（Inventions），课文始终围绕这一主题展开。具体涉及“科学技术发展”、“人的思维”、“创造性思维及其品质”、“对发明的新认识”等，语言知识和语言技能部分主要是围绕“发明创造”这一中心话题时行设计的，要不断丰富巩固这一话题的词汇及习惯短语。

“热身”（Warming up）部分设计了三个练习，列举了四件与学生日常生活联系密切的，富有启迪意义。

“听力”（Listening）部分提供了两人申请发明专利的情景。两项发明均未被接受。学生一方听懂两项发明，而且还要判断发明是否有用。这个听力练习要求学生运用听的技能的同时，还要学生思考、分析和解决的问题。

“读前”（Pre-reading）部分设计了三个问题，这三个问题的设计提供给学生开放性的思维，可以利用“头脑风暴”（brainstorming）让学生展开思维，阐述自己的观点，为正文的阅读作好语言铺垫。

“阅读”（Reading）部分介绍了伟大的思想家产生新发明的一些思路和思维模式：框外思维、换个角度看问题、联想和不断试验。安排这篇文章的目的在于培养学生的创造性思维。这是一篇说明文，可以用来帮助学生学习说明文的结构。

“读后”（Post-reading）部分是在阅读的基础上，通过两个活动，检查学生的理解程序，诱导学生联系实际，拓展思维。问答题的设计从表层引入深层、由课文导向课外。第一题为判断题，主要检测学生对文章细节的理解和掌握。第二题实际上为文章提出的发明创造的思维模式列举了具体的例子。

“语言学习”（Language study）分词汇和语法两部分。词汇部分设计了两个练习，其目的是帮助学生复习所学过的词汇（包括词性和词形）及短语。语法部分围绕定语从句而展开，而且选用了谜语，生动有趣。

“综合技能”（Integrating skills）部分有阅读和写作两个任务。阅读的文章说明科学隐喻（运用通俗的名称于新的发明之中，如电脑中的memory，storage和paste、print等等）的作用及其局限性。写作题有两个：“未来的电子计算机”和“向十九世纪的人介绍电脑”，由学生选作。这个任务符合学生的年龄特点、贴近现代生活，能够引起学生的兴趣。

“学习建议”（Tips）介绍不同的学习策略，如联想、猜测、图示以及分析错误等。

“复习要点”（Checkpoint）复习了定语从句。同时通过两个问题引导学生对本单元所学的内容进行一次反思。

II 教材内容处理

1、本单元教材重难点处理

我校大部分学生具有较充分的阅读词汇，但学生语法知识，口语表达能力较弱，用英语思维表达的习惯很弱。学生具有一定的自学能力，学校局域网健全，并配备学生专用电子阅览室。这些使学生的自主探究学习成为可能。基于上述学生情况，我列出本单元4项重点和4项难点。旨在突出围绕本单元课题的词汇，获取文章大意的阅读能力及阐述观点的能力，以培养学生聚合思维和发散性思维，从而达到培养学生Creative thinking way，这也是本单元的教学目标之一。在word study 课时中把重点放在学生自我发现、练习巩固上，讲练结合，当堂巩固。在定语从句复习与写作训练中，以图式理论为指导，采用分类列举法帮助学习记忆语法规则，用列表法为学生提供必要的说看材料，让学生扩展成文。同时，以“引导、铺垫、分散、突破、反馈”为原则，处理课堂教学任务；以分组合作，笔头记录、口头汇报的方式反馈两项主题活动，这也是本单元2个非常重要的预习作业；以测试性评价手段，借助多媒体来巩固构词法、定语从句和本单元的重点词汇。在整个单元教学中，始终坚持任务目标，材料输入（导说领先），活动或讨论，笔头落实，环环相扣。碰到一项较难的任务时，以教师提供帮助或教学内容在教学程序上的铺垫来减轻任务的难度，从而使大部分都能获得成就感。

2、教材运用的改编或增减

增加部分：增加构词法的练习巩固

增加定语从句的改错练习与单选题

增加workbook中的听力练习,同时把workbook integrating作为泛读材料

增加中学生科技发明奖的新闻材料，让学生读后讨论

1.who is the young scientist? What nationality is he?

2.what is the teenager’s invention?

3.what do the judges think of the new invention?

4.what advantages does the new invention provide?

5.how many projects take part in the competition and how many of them made it through to the final round?

Discussion: 1.Is a creative student always a top student in subjects?

2.What do you think makes him a creative student?

删减部分：Wb P131 Ex2

Wb P133 Ex3

改编教材：1、把P62 part4作为第一课时的导入材料，以激发学生的兴趣

2、把P62 Ex3改编成游戏。

3、把P61 Ex3改编成竞赛活动。

4、把wb P130 listening P131 talking与speaking部分相结合，作为第二课时，主要培养学生的合作意识和口语能力。

3、测试安排

以同步作业本（科学普及出版社）进行同步作业布置，学生自我检测，教师批改、课堂分析、巩固。

4、本单元教学设计创意之处

①始终坚持任务目标→导说领先→活动或讨论→反馈或笔头落实→环环相扣，逐步铺垫。

②增减或改编了部分教材，讲练结合，当堂巩固，达到知识到能力的正向迁移。

③设计两项主题活动提高学生合作学习意识和能力。

④中学生科技发明类的新闻材料来源于学生的生活实际，肯定能使感到兴趣盎然，能唤起学生进行科技创新的意识。

⑤单列一个课时speaking，围绕三个话题，培养学生口语表达能力。

“How much do you know invention?”

“a smart something”

“apply for a patent”

III单元教学目标

（一）语言知识和语言技能

1、掌握下列词汇

vest heel patent officer petrol background reject possibility otherwise connection previous aware trail rider dusty pilot storage glue typewriter

allow for get stuck break away from be aware of trial and error after all keep track of

2、能够熟练地运用如下句型谈论创造发明（Talking about inventions）

The invention can help people…

This is a new way of …

What does it look like?

How does it work?

What’s it made of?

The new invention will make it possible for people to …

3、复习定语从句，学会用定语从句描述、定义事物。

4、Learn to write a process essay of a new invention.

（二）情感目标

1、Learn about what is creative thinking and arouse the Ss to know now to be a creative thinker efficiently.

2、Guide the Ss learn how to find a good way and share other’s invention.

（三）学习策略

合作学习，自主学习，学会运用“科学、技术、发明”等相关的词汇描述新发明创造。

（四）资源利用

充分利用，改编课本资源，适当利用网络资源。

www.esatbtyoungscientist.com

www.esatbtyoungscientist.com/at_the_exhibition.html

www.brainquote.com/topics/topic_science.html

（五）两项主题任务

任务一：发明家知多少？

活动形式：要求学生介绍自己所了解的发明家。例如：

Thomas Edison is the most honoured American inventor. He invented the electric light bulb, the phonograph, and the moving picture-three of the most important inventions of the modern world.

任务目的：

1、扩大学生的阅读量；

2、培养学生的阅读兴趣；

3、提高科学意识。

任务二：发明展

可以这种方式开头：Let me describe our new invention and then show you its characteristics.

First, … Second, … Third, … Finally, …

活动时间：和speaking相结合

语言知识要求：

1、词汇：运用本单元所学词汇及有关发明的词汇，如：productive, trial and error, apply for a patent, receive a patent, hold a patent, sell a patent等。

2、句型：

① What’s it made of?

② How does it work?

③ I make this in order to…

④ This machine is used for…

⑤ It can be used in the way that…

语言技能要求：解说能力

活动形式：

1、个人活动：收集展示个人已有的发明，并展示给大家。

2、小组活动：选择展示品，确定解说员编撰解说词。

3、班级活动：布置展示台，并在发明作品相应位置写上相应的英语解说词，交流意见，选出最佳发明作品。

任务目的：

1、培养同学们对发明创造的兴趣。

2、增加语言输出输入量，提高语言表达能力。

3、增进同学间的合作与交流，促进学生对知识的渴求。

IV 教学重点与难点

（一）单元教学重点

1. Train the Ss’ listening and speaking ability by talking about inventions and listening to some materials.

2. Develop the Ss to grasp the main idea of the passage and help them to understand the passage better by explaining the different creative thinking way.

3. Enable the Ss to master useful expressions in this unit and review the Attributive clause and expand the knowledge of the attributive clause.

4. Do some writing practice to improve the Ss’ ability of writing a process essay of description of an invention.

（二）单元教学难点

1. Feed back the Ss’ self-reading effectively in class.

2. How to help the Ss to learn to express and support an opinion.

3. Master some new words and learn to use them freely.

4. Make a clear sketch of the Attributive clause to the Ss and expand it.

V 单元课时教学设计

Period 1 Warning up ＆ Listening

Period 2 Speaking ＆ Talking

Period 3 Pre-reading & Reading & Post-reading

Period 4 Language study ＆ Practice

Period 5 Integrating skill ＆ Writing

Period 6 the Revision of the Attributive Clause (possible)

Period 7-8 the two periods for exercises

Period 1 Warming & Listening

Goals 1. Improve the Ss’ listening ability.

2. Enable the Ss to get involved in the topic and familiar to some new words and expressions.

Step1 Lead-in

Today’s topic is invention.

When we speak of invention, we can’t help thinking of the four great inventions in ancient China. What are they? Meanwhile， with the development of science more inventions have come about. These inventions are wonderful.

T：Now what invention do you think is the most useful? Why?

Ss: Collect the Ss’ opinion

T: But some inventions are so common that we often forget how wonderful they are. For example, zippers are very useful, but they are forgotten. Almost none of us know who invented them. Do you think so? Do you think it is important to know how things were invented?

If you want to invent something, you need to train yourself to have creative thinking to think about them in a different way based on the present things.

Now let’s do some riddles to see how clever you are? (on the screen)

1. What is it that Adam has none Eve has two and everyone has three?

2. What is it that the dead eat and that the living would die if they ate.

3. What is it that you use your head to your toes and the more it works the thinner it gets.

4. What is it that is not an airplane but moves through the sky not a river but is full of water?

Step 2 Warning up and discussion

Let the Ss look at the pictures to tell anything special about each picture and then ask the Ss to match each picture with the correct description below.

Ask some questions:

1. What kind of shoes is it? Is there anything special with the shoe?

2. In picture2 the chopsticks can be eaten.

Which word means eaten? edible chopsticks

3. What does nose-top computer mean?

How can you use it?

4. What does “inflatable bike” mean?

What are the advantages of bikes of this kind?

Discussion:

1. Which of these inventions do you think would be useful? Why?

教师可以帮助学生运用：I think ** would be the most useful invention because by using **, we can …

2. Is there anything you would like to invent? If so, what and why?

Possible sentence: I would like to invent a multi-use car. The multi-use car is a new type of car which can pass through any place when it is crowded. For example… You will never be late and save a lot of time for you.

Step 3 Pre-listening

We know when someone has invented something, usually he will go to a patent officer to apply for his patent. Now let’s listen to two dialogues.

In the dialogues, Mr Dean and Mr Scoles both have invented something. They’re trying to get the patent for their inventions from the patent officer. Let’s go through the questions on P15 first and then do the listening.

Step 4 Listening

Play the tape twice for students to listen to and them answer the questions. Play it a third time for the students to check their answers in pairs. At last check the answer with the whole class.

Blackboard:

Creative thinking

edible chopsticks

environmentally friendly(read-friendly)

inflatable

apply for 申请（vi） apply 应用（vt）

apply for a patent for sth

the patent officer

give a patent

hold a patent

step6 Assignment

1. Find out as many inventors as possible and try to describe one of most important inventors you think to the class, using the attributive clause if possible.

Period2 Speaking & Talking

Goals: Expand the topic around inventions to develop the Ss’ creating thinking and speaking ability.

Step1 Lead-in and reporting

T: Well, let’s begin our lesson. So far we’ve known some inventions and their inventors. Who is your most admirable inventor. Please describe something him or her to the class? Anyone will be the first?

Invite the some individual to report their preparations one by one.

Step2 Talking

T: We know inventions are important and great. It seems a little difficult to invent something. But do you think it is always difficult to think of something special?

S: No, sometimes it is not so hard to think of “A smart something”. And in our real life. We can create many smart things, for example, a smart refrigerator can tell you when you need to buy more milk or eggs. A smart air-conditioner can change the temperature itself when it is becoming hot or cold.

T: What smart objects can you think of ?

Ss: Collect Ss’ ideas and then let the Ss turn to P131 Ex.1 and choose two of the smart devices below and have a discussion with your partner to see how they could be used and then decide one to give a report.

Smart money Smart shoes Smart basketball Smart clock Smart pen

Smart car Smart medicine Smart bike Smart heater

Step 3 Speaking (role-play)

From the last lesson we also know how to apply for a patent. Now you are in a patent office. Let’s play a game. Each of you will be given a role card work in groups of five: four inventors and one patent officer. Each inventor should explain how the invention works and why it is useful. The patent officer should ask question and decide whether each invention is a good or not. And I’ll show you some useful expressions to help you. In the end show out some example dialogues.

This invention can help people…

This new invention will make it possible for people to…

This is a new way of…

It has many functions like…

What does it look like…

What’s it make of…?

How does it work…?

How would people use it ?

What are some advantages compared to other product of this kind?

专利官员评判时可使用以下句型:

1. I’m much impressed by ________

2. I think your invention is ____________

3. That’s really a good idea ___________

4. I’m afraid it might not _____________

5. I’m sorry ,but I can’t give you a patent for

6. I think you can have the patent for ________

Possible examples：

A=Patent Officer

B, C, and D =Inventors

A: Good morning. Please tell me about your invention.

B: Yes, well, I have invented a car that uses water instead of petrol. This invention is great for the environment. Imagine how nice and clean our cities would be if we didn’t have all the air pollution from cars.

A: Yes, it does sound good. How does it work?

B: Well, I can’t explain the details, but it uses a new kind of engine that can turn water into energy. The new engine is a bit expensive, and the cars won’t be able to drive very fast, but I think it will become cheaper with time. It is a new way of producing energy, so we will have to build new cars. It can’t be used for normal cars.

A: I see. What about your invention?

C: I have invented a machine that makes it possible for people to know the future.

A: That sounds incredible! How does it work?

C: It’s a small computer that is connected to your brain. It uses everything you know, and all the information on the Internet. Then I use a special equation to guess what will happen next. The machine is right almost90% of the time.

A: How would people use it?

C: Well, let’s say you want to know what questions will be on the maths test next week. You ask the computer to guess and it will predict the questions. Or, if you want to know what will happen two weeks from now, you just type in the date and the computer will describe what will happen to you.

D: Excuse me, may I tell you about my new invention?

A: OK.

D: I have invented a flying bicycle. This invention can help people get around in crowded cities.

A: What’s it made of?

D: The bicycle is made of very light plastic. The bike doesn’t weigh more than 50 grams.

A: And how does it work? What does it look like?

D: There is a small engine on the bike----it looks a bit like a helicopter. If you want to fly, you just start the engine and take off.

( The discussion continues.)

Step 4 Extensive Listening practice (part 1)

Go through Ex.1 on P130 and do extensive listening practice for exact information

Step 5 Summary

Today we’ve learnt how to express and support an opinion. And we’ve learnt how to apply for a patent when you have made an invention. Many of you have wonderful ideas about new inventions. Study hard now and I believe you’ll make your own invention in the future.

Step6 Assignment

1. Preview the text and learn the make out difficult sentences new words and expression.

2. Draw your invention and to apply for a patent, please give a good description to it, including how it looks, how it works, and how people can use it.

Period 3 Reading

Goals: 1. Learn the text and train the Ss’ reading ability.

2. Learn some useful words and expressions.

3. Help the Ss to learn to be more creative.

Step 1 Lead-in and Pre-reading

T: Greeting and ask:

In modern times, we have so many inventions? What inventions have you known?

Yes, the inventions can make people’s life easier and better. They will do a lot of good to people.(on the screen)

① But how do they come up with ideas for new invention.

② Do you think you have to be very intelligent to be an inventor?

③ Are some people born creative or is it possible to learn to be creative?

If you want to be an inventor yourself, you must have a lot of questions. New read the passage quickly to find the answers to these questions above.

Step 2 Reading

Allow the Ss a few minutes to find the answers to the questions.

T: Are you finished?

Ss: Yes.

Then collect different opinions from the Ss.

Focus on:

1. Why is it possible to learn how to be creative?

Because creative thinking is a matter of habits. By thinking about how we think and practising good thinking strategies. We can become more creative.

2. Why people don’t have to be very intelligent to be an inventor?

First he or she should be intelligent. But not very because only some of the thinkers did well in school. And creativity is not about getting high test scores having a high IQ or being smart

By the way, what does EQ stand for?

3. Guide the Ss to say out the following points.

① People should try new ways to solve a problem and break away from old thought patterns.

② People should try to combine new with old ideas in many different ways as possible. By comparing and connecting ideas and objects in new ways. People may think of new application and solutions.

③ Good ideas are no accident. They are the result of a long process of trial and error. So keeping trying is important. Failure is the mother of success, as we know.

Step 3 Careful reading

As paragraph one notes, great thinkers seem have little in common-----they have different backgrounds, IQ and education. What they do have in common are the thinking habits outlined in the reading?

1). What are their thinking habits according to the text?

Can you find a sentence from the passage to explain each thinking habit?

2). What’s creative thinking?

3). If we keep trying some of the thinking strategies of the great and famous, what may be the result ?

4. True of False: Do Ex1 of post-reading On P60.

Step 4 Explanation and Listening

Check the Ss’ prevision and explain some difficulties the Ss raise. Meanwhile show the important phrases on the screen.

1. be born creative/ blind/ a singer

2. come up with

3. allow for 为…作准备，顾及

4. get stuck

5. break away from

6. become/be ware of

be aware that 从句

7. remain invisible

8. get high test scores

9. reject

10. inspire

Let the Ss listen and under line the words about.

Step 5 Discussion

Now look at part2 on the same page. Here are five examples which have been mixed up.

Read the short passages carefully and place them in the right paragraph. You may have a short discussion with your partner.

1. Think outside the box.

2. Keep trying.

3. Keep trying.

4. Take another look at it.

5. Make connections.

Step 6 Extensive Reading for discussion(materials attached)

1. who is the young scientist? What nationality is he?

2. what is the teenager’s invention?

3. what do the judges think of the new invention?

4. what advantages does the new invention provide?

5. how many projects take part in the competition and how many of them made it through to the final round?

Discussion: 1.Is a creative student always a top student in subjects?

2.What do you think makes him a creative student?

Step 7 Summary Assignment

Today we’ve read about how to be creative. And also we’ve learnt some useful phrases. After class please re-read the passage to understand it better and master the new words. Don’t forget to finish the vocabulary exercise on P131, P61.

Period 4 Language study: Grammar

Goals: 1. Review the useful expressions learnt in this Unit.

2. Learn the derivatives of some words.

3. Review and expand the Attributive clause.

Step 1 Check the homework

Ex.3 P61 and Ex.2 on P132

More(on the screen):

1. I got stuck when I’m is spelling a word in a crossword puzzle.

2. He reminded me of what I would otherwise have forgotten.

3. By looking at a problem in as many ways as possible creative thinkers can find solutions that would otherwise remains invisible.

4. It is easy to limit the possibilities of new idea by connecting it to only one area of our previous knowledge.

5. Some of the greatest inventors forced themselves to develop new ideas even when they are tired on feel inspired.

6. If we look only for the correct answer and reject ideas that don’t provide a complete answer, we may get stuck.

Step 2 Word study

1. Now let’s do wore about word study

Please change the form of the following words.

trial (v)

application (v)

inspiration (v)

eraser (v)

involvement (v)

produce (n)

fail (n)

possible (n)

deep (n)

awareness (adj)

ivedicine (adj)

attract (adj)

produce (adj)

2. Do exercises

① He worked very hard during his (try) period at the company.

② What is the (store) limit of laptop computer.

③ Is there any (possible) of solving this problem?

④ To learn think well, you have to learn to make (connect) first.

⑤ It’s necessary to raise high school students’ (aware) of self-defence.

⑥ Einstein’s Theory of Relativity has changed the process of (physical).

⑦ The deepest point in the ocean is generally believed to be in the Marianas with a ______(deep) of about 11.033 metres.

Step 3 The Attributive Clause

After so many exercises, now let’s play a game.

I’ll read out information about some great scientists.

Listen carefully and let’s have a competition between boys and girls.

Anyone who stands up and give the right name will get one score.

Are you clear?

1.the film-maker, whose name is always linked with his cartoon characters, such as Mickey mouse and Donald Duck.

2. the scientist, who was born in Germany but spent his last years in the USA.

3. the inventor , among whose big inventions are electric lighting and the motion picture camera.

4. the actor , whose many great films were City Lights and Modern Times.

6. the famous singer, whose famous songs include Blowing In The Wind.

7. the great physicist from England, who discovered the Law of Gravity.

8.the political leader, who lived in China before the Liberation and contributed to the foundation of China

9. the president, who fought for the freedom of slaves in the USA.

10. a female person , who was Adam’s wife.

T: (slide some of the sentence on the screen) Is there anything special for all these sentences?

Ss: Yeah, they are all the attributive clauses.

T: Yes, now we’re discussing more about the clauses.

Turn to P61 Grammar Ex2

Please join the part of sentences, following the example.

Do them orally first and then write down.

Step 4 Consolidation

测试性评价

请指出哪句是错的，错在哪儿？

1. I will never forget the day when I spent with you.

2. I will never forget the day when I studied with you.

3. Is this the factory that he visited the other day?

4. Is this the factory that his father once worked?

5. The man, from who I learn a lot, is Li Ping.

6. The book, that he bought yesterday, is popular with us.

7. Was it at five o’clock when the fire broke out?

选择最佳答案填空：

1. I shall never forget the day Shenzhou V was launched, has a great effect on my life.

A. when; which B. that; which C. which; that D. when; that

2. I think you’ve got to the point a change is needed, or you would fail.

A. when B. where C. that D. which

3. The course normally attracts 20 students year, up to half will be from abroad.

A. in which B. for whom C. with which D. of whom

4. is known to everybody, Taiwan is part of China.

A. It B. As C. That D. What

5. The operation turned out to be very successful, was more than we could expect.

A. what B. which C. that D. it

6.. The British are not so familiar with different cultures and other ways of doing things,

is often the case in other countries.

A. as B. that C. so D. it

7. It was in the street I live I met Mr Green.

A. Where; that B. where; which C. /; where D. that; which

8. This is the boy parents I met in the park yesterday.

A. who B. whom C. that D. whose

Step 5 Activities if possible

In fact, the attributive clause is very important and useful. It helps to describe something new to people.

For example:

An inventor is some one who......

The patent office is the place where......

A clock is a small machine which......

Would you please have a try and finish Ex1 P61

Step 6 Assignment:

1. Finish off wb for Grammar on P132-133

2. Preview Reading on P133 and try retell about some invention in the future.

Period 5 Integrating Reading & Writing

Goals: 1.Learn a reading passage to improve the Ss’ reading ability and learn about science metaphors.

2. Do writing practice to improve the Ss’ ability of writing a process essay around computer.

Step 1 Lead-in and talking

T: How many of you have a computer at home? Please put up your hands. Who do you do with your computer?

S: I search for information on the Internet.

Play games with it.

Draw picture or type a file.

Send e-mails to friends.

Listen to the music.

Watch football matches.

Read books on the Internet.

T: Yes, we can do these things mentioned easily depending on computers. But we can also do these things without a computer.

S1 we can go to library to look for the information needed. But it’s much quicker and more convenient if we use a computer as a typewriter to type letters

S2 Listen to music on the tape recorder.

Watch football matches, on TV, etc.

T: You’re quite right. Now technology is often used in old ways. That means we can use some old words to describe new technology and science for example “store, memory, cut, paste”. We call these science metaphors. Now please have a discussion in groups of four to complete the chart shown on the screen.

The Internet: used as a library/ TV/ telephone P

used to send e-mails

read news from home and abroad

Cellphone: used as a telephone/ a telephone directory/ a video game player

a watch/ a calender/ a alarm clock/a torch

Step 2 Reading

T: Well done Now we are going to read a passage about science metaphors. Turn to P62 and try to find out the answer to the two questions.

1. Why are scientific metaphors like “memory” and “cut and paste” useful?

How many they limit our thinking?

Answer: They make it easier for as to understand and use a new tool. They may make it more difficult for us to use the new invention in the best way.

2. Think of more words we use to talk about computers and Internet. How well do they describe the things or action they are used for? Are there other words we could use tat might be better?

copy, file, delete, lock, enter, return, store

Step 3 Listening and explanation

1. Read the passage again and get the following phrases. Then ask the Ss to make some sentences

be said to do.

A be similar to B

be different from

after all

Now(that) 既然

2. Read the passage aloud; one student one paragraph..

Step 4 Pre-writing and writing

T: Just now, we talked about computers. Most of you have a desktop computer at home. And as you can see, I’m using a laptop computer.

T: Yeah. These are the most popular computer that use can final. But have you ever heard that a new type of computer---the palmtop computer has been invented. (show the picture)

This is a palmtop which is a kind of computer that we can put on our palm. It’s very small, light and convenient to carry about? Do you like it?

S: Yes, I wish I could have one.

T: From these computers. We know computers are getting smaller and smarter. Can you imagine what the first computer was like?

S: I must have been very big people need a large house to put it in and run slowly. It was built in 1946.

T: What do you think they will look like in the future and how we will use them?

Who’d like to tell us your opinion?

Collect the Ss’ opinions.

Possible opinions: Look like a watch or a cellphone.

Use them to watch TV, read books, ......

Check the date arrange memory thing for people.

That would be a real computer society.

T: Very good. Now, imagine that you had to describe a computer to someone who lived in the 19th century.

How would you explain it? What would you compare it to?

( look like, development, uses of computers in different fields, machine, at high speed, calculate, in many fields, it is said that) These words maybe available and helpful

Let the students have a discussion and writer their composition. Check one student’s writing and then give out a sample description.:

Samples:

Have you ever seen a computer?Now let me tell you something about the computer. A computer is an electric calculating machine that can store and recall information and make calculations at very high speed. It is a wonderful machine and can do most of the things people can do, but it can work millions of times faster. The first large, modern computer was built in 1946, and people needed a large house to put it in. In the last few years there have been great changes in computers. Today they can be used in many fields. People even use it to pay their bills or order what they want . It is said that in the future computers would arrange everything for people, and do almost all kinds of work. That would be a real computer society! I believe that the computer will sure become smaller and smart, which you take where you go.

Step 5 Summary and Assignment

Today we read a passage about toe scientific metaphors and know these phrases (omission). In this Unit we also learn how to become more creative by practising good thinking strategies. They can be used to study English too. Read the tips on P64 and try the ideas in future and they are helpful for your English study. Don’t forget to finish the workbook

VI 备课体会

1、本单元教学设计基于教学参考和课本资料，教学任务高计主要围绕以下几个主题：①任务目标。教学步骤中每一步都将成为下一教学步骤的铺垫，在每一步骤中，教师设计具体任务，让学生参与到课堂互动中，并完成具体的任务。在写作课中，Discussion能充分使学生如释重负。②自主学习。本单元的两个主题任务渗透中Period 2 和 Period 3 Reading部分，都要求学生在课余进行资料收集、整理并在课堂上报告，对于基础较弱的学校，教师可以事先收集资料让学生课前阅读。③着重思维培养，围绕话题 Invention 进行多方面的扩展，并且能较好地利用 Pre-reading 部分，引发学生积极思维、讨论。 Post-reading 作为较高要求进行教学设计，可选择使用。④课堂总结，当堂巩固。每堂课都进行总结，并复习重点词汇。在授课过程中，在师生互动中呈现并教授新学词汇，并落实在课文和练习巩固中。对于长句、难句，教师进行控制性提问和分析。⑤尽量引入最新的科技，富有时代性，并引导学生利用网络资源。

2、课堂容量较大，特别是练习。在实际上课中很可能需要调整课时,特别是Period 3 Reading 部分。一般来说，一个单元需要7-8个课时，5-6个课时加上2节练习课（同步作业本），本单元中还需一个课时全面复习定语从句。

Young Scientist of the Year 2003

Congratulations to 16-year-old Adnan Osmani from St Finians College, Mulllingar, Co Westmeath who is the winner of the 2003 EsatBT Young Scientist and Technology competition.His winning entry incorporates a new type of browser for speeding up internet usage by 400%. The project, labelled 'The Graphical Technological and User-friendly Advancement of the Internet Browser: “XWEBS is”, says Adnan “the most feature-packed web browser the world has ever seen.” It will allow users to load up even the heaviest of websites in less than 18 seconds, something which the schoolboy says is up to four times faster than any existing internet explorer. The project impressed the judges with its comprehensive range of features which includes an animated character using human speech to read out web pages. The judges described his achievement and depth of knowledge as 'far in advance of his years' and tipped 16-year-old Adnan Osmani to take over from Bill Gates as the world's computer whiz kid.Already a number of major computer companies have expressed an interest in the teenager's invention. More than 1,000 students had taken part in the competition and out of 910 entries, 477 projects made it through to the final round. Minister for Education and Science Noel Dempsey and Tom Byrne, of ESAT-BT, presented Adnan with a cheque for ¤3,000, a Waterford Crystal trophy and the opportunity to represent Ireland at the European Union Contest for Young Scientists taking place in Budapest in September 2003.Additional awards presented included Best Group Winners Cathal Mullin, Eimear Smith and Liam O'Kane from St Patrick's CoEd Comprehensive, Derry; individual runner-up went to Mairead McCloskey, Loretto College, Derry. For more information, visit the EsatBY Young Scientist and Technology Exbihition 2003 website: www.esatbtyoungscientist.com

www.esatbtyoungscientist.com/at_the_exhibition.html

Announcing the new Built-in Orderly Organized Knowledge device

or BOOK

The BOOK is a revolutionary breakthrough in technology: no wires, no electric circuits, no batteries, nothing to be connected or switched on. It's so easy to use even a child can operate it. Just lift its cover!

Compact and portable, it can be used anywhere -- even sitting in an armchair by the fire -- yet it is powerful enough to hold as much information as a CD-ROM disc.

Here's how it works:

Each BOOK is constructed of sequentially numbered sheets of paper (recyclable), each capable of holding thousands of bits of information. These pages are locked together with a custom-fit device called a binder which keeps the sheets in their correct sequence. Opaque Paper Technology (OPT) allows manufacturers to use both sides of the sheet, doubling the information density and cutting costs in half.

Experts are divided on the prospects for further increases in information density; for now BOOKs with more information simply use more pages. This makes them thicker and harder to carry, and has drawn some criticism from the mobile computing crowd.

Each sheet is scanned optically, registering information directly into your brain. A flick of the finger takes you to the next sheet.

The BOOK may be taken up at any time and used by merely opening it. The BOOK never crashes and never needs rebooting, though like other display devices it can become unusable if dropped overboard. The “browse” feature allows you to move instantly to any sheet, and move forward or backward as you wish.

Many come with an “index” feature, which pinpoints the exact location of any selected information for instant retrieval.

An optional BOOK mark accessory allows you to open the BOOK to the exact place you left it in a previous session, even if the BOOK has been closed. BOOK marks fit universal design standards; thus, a single BOOK mark can be used in BOOKs by various manufacturers. Conversely, numerous BOOK marks can be used in a single BOOK if the user wants to store numerous views at once. The number is limited only by the number of pages in the BOOK. (BOOK marks can be purchased commercially in a wide variety of styles, or easily created at home from readily available materials by the BOOK user.)

You can also make personal notes next to BOOK text entries with optional programming tools: Portable Erasable Nib Cryptic Intercommunication Language Stylus (PENCILS).

Portable, durable, and affordable, the BOOK is being hailed as the entertainment and information communication wave of the future. The BOOK's appeal seems so certain that thousands of content creators have committed to the platform. Look for a flood of new titles soon.

高二英语下册教材培训

SEFCB2 unit 19 The merchant of Venice 说课稿

一、教材分析

本单元的中心话题是“莎士比亚与他的戏剧”；内容涉及“莎士比亚”、“威尼斯商人”、“亨利四世”、“哈姆雷特”、“罗密欧与朱丽叶”、“特洛伊罗斯与克瑞西达”等。语言知识和语言技能都是根据“莎士比亚与他的戏剧”这一中心话题设计的。

1、Warming up部分由两个练习组成。第一个练习要求学生说出书中对白出自莎士比亚的哪部戏剧，并解释他们的含义。要完成这个练习，学生首先得对莎士比亚的作品要有所了解，因为，要准确理解戏剧中的对白，学生就必须要了解故事情节及相关背景。第二个练习的目的是要帮助学生更多地了解莎士比亚的作品，尤其是他创作的戏剧。

2、Listening部分由两个练习组成，听力内容是一段独白，向学生介绍了《威尼斯商人》的故事片段，该片段为阅读部分的故事提供了背景。第一个练习就故事的主要内容设置了四个问题，比如，故事发生的地点、借款与还款方式等。第二个练习用图表的形式，直观地考察学生对故事中五个主要人物的身份、表现以及他们之间的关系的理解。这两个练习主要训练学生把握文段细节的能力。

3、Speaking部分要求学生就“同情与报复”和“爱情与金钱”这两个话题进行讨论。这是贯穿《威尼斯商人》始终的两条线索，对他们的讨论至今仍有着现实意义。对这两个问题的回答，直接或从侧面反映了人们的人生观、价值观以及人们对待生活的态度。因此，在教学和训练本单元有关“在交谈中强调细节”的日常用语的同时，教师还有责任给学生以正确的引导，帮助学生明辨是非，确立正确的人生价值取向，建立符合社会规范的道德体系，并做遵纪守法的公民。

4、Reading部分是根据莎士比亚的戏剧《威尼?

篇3：温州市高二英语下册新教材研讨会备课资料Unit 17 Disabilities(人教版高二英语下册备课资料)

标题：巧用技术，处理课堂教材

巧用技术，处理课堂教材

一、巧用技术，处理声频与视频素材

1、在活跃课堂气氛时运用

2、在课堂导入时使用

3、在听练习时使用

4、在设置情景时使用

二、运用软件，辅助词汇教学

1、词汇练习的编写

2、学生词库的建设

3、单词复习的跟踪

4、单词复习教学

《金山词霸 2005》为您提供两款特色工具小软件，金山词霸生词本和金山迷你背单词，帮助学生轻松背单词，克服英语生词难词关。教师还可以编写单元词汇或课时词汇，与阅读补充词汇表，运用金山词霸生词本和金山迷你背单词，进行词汇辅助教学。还可以使用其它优秀的词汇学习与教学软件。

三、巧用软件，进行文章的批改

四、运用软件，编写交互性练习

五、运用软件，记录辩论思路

Unit 17 Disabilities

Ⅰ.Brief Statements Based on the Unit

Ⅱ.Teaching Goals

1. Talk about disability.

2. Practise talking about ability and inability.

3. Review Direct and Indirect Objects.

4. Write an argumentative essay.

Ⅲ.Teaching Time: Four periods

The First Period

Teaching Aims:

1. Learn and master the following:

Phrases: deal with, overcome the difficulties

Sentence 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 recorder

2.the multimedia

3.the blackboard

Teaching Procedures:

Step Ⅰ Lead-in

We can use a flash to show what difficulties and dangers you might face if you were in a wheelchair or blind.

Step Ⅱ Warming up

We can learn the words in the language situations in the flash. And then 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, and then let the students look at the first four pictures on Page 49 or show them on the screen)

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?

2. (1) deal with

E.g. How shall we deal with the problem?

(2) Overcome the difficulties

(After a while, teacher asks some students to talk about the last four pictures.)

T: Now. Any volunteer?

T: They hope to lead a normal life as we do, so we should help them overcome the difficulties.

Step Ⅲ Listening

T: 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.

Step Ⅳ Speaking

T: 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?

Step Ⅴ Summary and Homework

Step Ⅵ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The First Period

1. Sentence Patterns:

(1)If I were in a wheelchair, I would…

(2)If I were blind, I wouldn’t…

2. (1) deal with

E.g. How shall we deal with the problem?

(2) Overcome the difficulties

Step Ⅶ Record after Teaching

The Second Period

Teaching Aims:

2. Train the students’ reading ability.

Teaching Important Points:

1. Improve the students’ reading ability.

2. Enable the students to understand the text better.

3. How to get the students to master the useful expressions.

Teaching Difficult Points:

Master the following sentence structures:

1.…studying together with their disabled classmates is both challenging and rewarding. Living with disability is frustrating and challenging.

2.I am and get used to the fact that while I may not be…

Teaching Methods:

1. Discussion to help the students know something about the disabled.

2. Fast reading to get the general idea of the text.

3. Questioning-and-answering activity to help the students go through the whole passage.

4. Pair work or individual work to make every student work in class.

Teaching Aids:

1. A tape recorder

2. A multimedia

Teaching Procedures:

Step Ⅰ Lead-in

Step Ⅱ Lead-in and Pre-reading

They are determined. Please look at the three questions on the screen and discuss them in groups.

(Show the following on the screen.)

1. Do you know anyone else who is disabled?

How does he or she deal with the disability?

2. How do they overcome the difficulties?

3. Should they get any extra help? Why or why not?

(Teacher gives students five minutes to discuss and collects their answers.)

We can have a debate on the question 3 with the help of the computer.

They should get some extra help in their everyday activities.

No, they shouldn’t. Because they need recognition, more than sympathy and help

Step Ⅲ Reading

T: Read the passage quickly to get the general idea and answer the questions on the screen.

(Teacher shows the questions on the screen.)

1. What’s the trouble of Zhong Xiaowen?

2. How does she get around?

3. What’s the teachers’ aim in the special college?

4. What do the articles in Literature of Chinese Blind Children talk about?

5. How does Zijie like the magazine?

(Teacher gives students enough time to read the text and collects their answers.)

Suggested answers: omitted

T: Now read the passage again and try to get as much information as you can.

Step Ⅳ Study for Language Points

T: Now you’ve known the general idea of the passage. Please look at the screen. I’ll explain something to you.

(Write important phrases and difficult sentences on the blackboard.)

T :( After explaining the language points)

Do you have anything you don’t understand? If you have, please tell me, I’ll be glad to have a discussion with you.

(The teacher answers the questions raised by the students.)

Step Ⅴ Consolidation and discussion

T: Now turn to Page 52.There is five questions for you to answer in Post-reading. Try to find the answers in the text. Discuss in groups of four, and then I’ll ask some of you to read your answers.

(A few minutes later)

T: Are you ready?

Ss: Yes.

T: Now let’s begin.

The topic of the discussion

Imagine that you are a disabled student. What kind of help would you need and how would you want others to treat you?

Step Ⅵ Summary and Homework

And we also learn some phrases. After class, you should work hard and master them.

Step Ⅶ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Second Period

1. Important Phrases:

treat sb., the ability to do, make a contribution to launch, play a …role, both…and…, get used to

2. Difficult Sentences:

…I am and get used to the fact that while…

I may not be able to walk, there are many other great things I can do.

Step Ⅷ Record after Teaching

The Third Period

Teaching 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 works to make every student work in class.

Teaching Aids:

1. The blackboard

2. The multimedia

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Word Study

Go over the key word or phrases by computer.

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: omitted

Step Ⅲ Grammar Study

T: 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。

2.请给我们演奏一些民间乐曲。

(Write the two sentences on the blackboard.)

Look at the blackboard, the verbs“play”and“pass”are followed by two objects. In English, there are some verbs that can be followed by two objects. Who can tell us what they are?

S4: I’ll try. They are send, buy, get…

T: Right. You’ve known some of the verbs. Now I’ll give you a summary. Please look at the screen.

(Show the following on the screen.)

Common verbs that take indirect objects:

①give,show,send,bring,offer,read,pass,lend,leave,hand,tell,return,write,pay,throw,wish,teach,promise,owe,refuse ect.

E.g. I’ll lend you something to read.

Remember to write us a note when you get there.

② make, buy, do, fetch, get, play, save, order, cook, sing, find ect.

E.g. I hope you’ll do me a favor.

Let’s get the children something to drink.

(Write the following on the blackboard.)

Compare:

Is that clear?

Ss: Yes.

T: But not all the indirect objects can be replaced like this.

e.g. “Do me a favour”.We can’t transform it into: “Do a favour for me.”

(After students finish it, teacher shows the following on the screen.)

Suggested answers:

1.√Because his mother bought him a computer.

√Because his mother bought a computer for him.

2.√Do me a favor. Please lend me one Yuan.

3.√Please take these exercise-books to my office.

4.√Give me the check, please.

√Please give the check to me.

E.g. I took it to the policeman on duty.

Mother bought the ice-cream for you, not for me.

(Write them on the blackboard.)

And there are two special cases you should notice.

Please look at the screen.

(Show the following on the screen.)

1.We must use prepositions before the indirect object following the two verbs “explain and suggest”.

E.g. Could you explain your point of view to us?

I suggest a way out to her.

2. Some verbs are followed by either direct object or indirect object, or both of them.

E.g. I asked John.

I asked a question.

I asked John a question.

The similar verbs are: teach, tell, owe, pay, and show

As to this, you should remember them. Is that clear?

Ss: Yes.

T: OK. Let’s deal with Part 2.

Now you are given five minutes to do it. First do it by yourself. Then discuss it in pairs. Now please begin.

Step Ⅳ Practice

(The teacher shows the following on the screen)

Change the position of the direct object and indirect object in the following sentences.

1. I’ll lend you some.

2. He gave his wife a camera for Christmas.

3. We’re going to sing some songs for the heroes.

4. Bring me the book.

5. She made a coat for me.

6. He bought flowers for his teacher.

T: Look at the screen. Let’s practice the interchanges of the direct and indirect object.

(Give the students several minutes to practice them, and then teacher may check their practice.)

Suggested answers:

1. I’ll lend some to you.

2. He gave a camera to his wife for Christmas.

3. We’re going to sing the heroes some songs.

4. Bring the book to me.

5. She made me a coat.

6. He bought his teacher flowers.

Step Ⅴ Summary and Homework

Step Ⅵ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Third Period

Direct and Indirect Object

1. Pass me the salt, please.

→Pass the salt to me, please.

Play us some folk music, please.

→Play some folk music for us, please.

2. Compare:

3.“Subject+Predicate+Direct Object+to/for+Indirect Object”

E.g. I took it to the policeman on duty.

Mother bought the ice-cream for you, not for me.

Step Ⅶ Record after Teaching

The Fourth Period

Teaching 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 recorder

2. the multimedia

3. the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

omitted

Step Ⅱ Test

T: 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 to

T: 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.)

Complete the sentences using the expressions on the blackboard.

1.I__________my lunch__________(分享) him yesterday.

2.The police__________ his death__________(把……看作) a case of murder.

3.How shall we__________(处理) the problem?

4.The boy has__________(有能力) solve the difficult problem.

5.The teacher__________(起重要作用) in teaching.

6.In order to__________(实现梦想),they worked day and night.

7.The policemen__________(四处走动) and tried to find the thief.

8.It will take you some time to__________(适应) the new surroundings.

Step Ⅲ Fast Reading

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 Reading

(Teacher shows the following on the screen.)

Answer the following questions:

1. How often are the Special Olympics held?

2.Why do many Special Olympics athletes think that “taking part in the Games is a victory”?

3. How do events like the Special Olympics help mentally disabled people?

4. Where was the first Special Olympics held?

5. Why do you think the Special Olympics are becoming more popular?

6. When will the Special Olympics be held in Shanghai?

(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

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 Aloud

T: 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.

Step Ⅵ Writing

T: 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?

Suggested writing:

Step Ⅷ Summary and Homework

Step Ⅸ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Fourth Period

Important Phrases:

share with, treat…as, deal with, the ability to do, play a…role, realize one’s dream, get around, adjust to

Step Ⅹ Record after Teaching

篇4：温州市高二英语下册新教材研讨会备课资料Unit 18 Invention(人教版高二英语下册备课资料)