人教版高二下Unit 17 Disabilities
Ⅰf Statements Based on the Unit
This unit mainly tells us the difficulties that the disabled people may 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 her success,we learn something e is nothing difficult in the world if you stick to 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” course it is necessary for students to master the important phrases and sentence patterns in this while we should review the usage of the Direct and Indirect Object.
Ⅱhing Goals
about disability.
tise talking about ability and inability.
ew Direct and Indirect Objects.
e an argumentative essay.
Ⅲground Information
Inspired Life
The little country schoolhouse was heated by an old-fashioned,pot-bellied coal stove.A little boy had the job of coming to school early each day to start the fire and warm the room before his teacher and his classmates arrived.
One morning they arrived to find the schoolhouse engulfed in dragged the unconscious little boy out of the flaming building more dead than had major burns over the lower half of his body and was taken to a nearby county his bed the dreadfully burned,semiconscious little boy faintly heard the doctor talking to his doctor told his mother that her son would surely die-which was for the best,really-for the terrible fire had devastated the lower half of his body.
But the brave boy didn’t want to made up his mind that he would how,to the amazement of the physician,he did the mortal danger was past,he again heard the doctor and his mother speaking mother was told that since the fire had destroyed so much flesh in the lower part of his body,it would almost be better if he had died,since he was doomed to be a lifetime cripple with no use at all of his lower limbs.
Once more the brave boy made up his would not be a would unfortunately,from the waist down,he had no motor thin legs just dangled there,all but mately he was released from the y day his mother would massage his little legs,but there was no feeling,no control, his determination that he would walk was as strong as he wasn’t in bed,he was confined to a sunny day his mother wheeled him out into the yard to get some fresh day,instead of sitting there,he threw himself from the pulled himself across the grass,dragging his legs behind worked his way to the white picket fence bordering their great effort,he raised himself up on the ,stake by stake,he began dragging himself along the fence,resolved that he would started to do this every day until he wore a smooth path all around the yard beside the e was nothing he wanted more than to develop life in those mately through his daily massages,his iron persistence and his resolute determination,he did develop the ability to stand up,then to walk haltingly,then to walk by himself-and then-to began to walk to school,then to run to school,to run for the sheer joy of r in college he made the track l later in Madison Square Garden this young man who was not expected to survive,who would surely never walk,who could never hope to run-this determined young man,Dr. Glenn Cunningham,ran the world’s fastest mile!
n Keller
Helen Keller(1880~1968) was a famous author and was stricken at the age of 19 months with an illness that left her deaf and became mute shortly parents in 1887 got her a teacher Anne Mansfield Sullivan from the Perkings School for the Blind in Boston.A remarkable,close relationship developed between teacher and in two years,Miss Keller was able to read and write in graduated(1904)from Radcliffe College,where Miss Sullivan had spelled the lectures into her hand.
Helen Keller devoted her life to publicly aiding the deaf and the aid of a translator,she toured the world to promote the education of persons similarly wrote numerous books,including“The Story of My Life”(1902).
Ⅳhing Time:Four periods
The First Period
Teaching Aims:
n 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…
n the students’ listening ability.
ove the students’ speaking ability by describing,talking and discussion.
Teaching Important Points:
n the students’ listening ability.
the students master the sentence patterns and describe the pictures freely.
Teaching Difficult Point:
How to improve the students’ speaking ability.
Teaching Methods:
ening-and-answering activity to help the students go through with the listening materials.
vidual,pair of group work to make every student work in class.
Teaching Aids:
1.a tape recorder
multimedia
blackboard
Teaching Procedures:
Step Ⅰ Greetings and Lead-in
T:Good morning/afternoon,everyone.
Ss:Good morning/afternoon,Mr/Ms.
T:Sit down,t I want to ask you some you been to some places of interest?Have you climbed the mountains?
Ss:Yes.(Students may have different answers.)
T:How can you get there?
Ss:We can get to…by bus/by train/on foot…
T:Now please look at the screen.
(The teacher shows a picture of a wheelchair on the screen.)
How do you say it in English?
Ss:Wheelchair.
T:What kind of people uses it?
Ss:People with disabilities/who couldn’t stand up.
T:,tell me if you were in a wheelchair,would you be able to get to some places like tall buildings,high mountains?
Ss:I can go to…by myself,because there’s no ’s easy for me to get there.
T:Who has different answers?
S1:I can go to…with the help of my can carry me up there.
S2:I can’t go to…,because it’s high on the top of the a pity!I can only look at it from far away.
Step Ⅱ Warming up
T:Today we’re going to learn Unit 17“Disabilities”.(Bb:Unit 17 Disabilities The First Period)
First let’s look at some words.
(Show the following on the screen)
disability n.
ability n.
sidewalk n.
escalator n.
elevator n.(=lift)
(Teacher teaches the words and explains them,then let the students look at the first four pictures on Page 49.)
T: I want you to discuss the first four pictures using the following sentences.
ence 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 r a while,everyone is asked to talk about the that clear?
Ss:Yes.
T:se 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 time permits,teacher may ask more students to answer.)
T:Now time is wants to say first?
S1:Picture I were in a wheelchair,I would not go to the public buildings because there were so many steps.
S2:Picture I were blind,I might fall down when walking on the sidewalk as it’s not flat.
(Or:There are some blocks.)
S3:Picture I were disabled,I wouldn’t go to the toilet,for the equipments are not fit for the disabled.
S4:Picture I were in a wheelchair.I couldn’t ring in public places,because the public telephone is too high for me to reach.
T:How hard they are!We pay little attention to them in our daily must take effective measures to improve their ’s see what changes have taken se discuss 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
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: volunteer?
S1:We should provide an entrance suitable for wheelchairs on the ground floor.
S2:We should build a special sidewalk for the blind,and fix some feeling equipment.
S3:We must provide suitable toilets for people with disabilities,fixing two handrails.
S4:We should set the public telephone in a proper place so that people in a wheelchair can reach it.
T:They hope to lead a normal life as we do,so we should help them overcome the difficulties.
Step Ⅲ Listening
T:Now please turn to Page ’s do some are going to hear John talking about his e are three questions for you to need to listen that clear?
S:Yes.
T:’s begin.
(Teacher plays the tape for the first play for the second ng this time,teacher may pause for students to write down the some parts of the tape more times if lly teacher checks the answers with the whole class.)
Step Ⅳ Speaking
T:Please look at Speaking on Page imagine you are se two of the situations below and discuss how you would deal with 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:se begin to discuss them.
(Teacher goes among the students and listens to their discussions,then chooses several students to express their ideas in different ways.)
Who can describe Situation 1?
S1:I’ll I were blind,it would be difficult for me to get I would try my t I would walk down the familiar sidewalk with the aid of a walking crossing the street,I would ask others for I probably could get there by taxi.
S2:Situation I were deaf,I would not be able to hear other players’ would be difficult for us to work together.I would have to read their facial expressions and gestures.
I think I’m more lucky than Helen Keller,for I can see.I should learn her spirit of studying,and try to imitate by looking at their mouths.I’m sure I would learn English well.
S3:Situation I were in a wheelchair,I’m sure I would be able to go shopping,eat at a fast food restaurant and then go to a cinema with the help of my t I would do my best to get to the steps of the building by myself,and then they could carry me up to the entrance of the lift.I’m sure I would be able to get there and have a good time.
Step Ⅴ Summary and Homework
T:In this class,we’ve done some listening and ’ve also talked about the situations of the course,we’ve learned some useful sentence r class,practise more talking about disability in er the useful sentence patterns,(Teacher points to the blackboard.)and preview the reading material“Disabled?Not me!” much for bye,everyone!
Step Ⅵ The Design of the Writing on the Blackboard
Unit 17 Disabilities
The First Period
ence Patterns:
(1)If I were in a wheelchair,I would…
(2)If I were blind,I wouldn’t…
2.(1)deal with
shall we deal with the problem?
(2)overcome the difficulties
The Second Period
Teaching Aims:
n 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
n the students’ reading ability.
Teaching Important Points:
ove the students’ reading ability.
le the students to understand the text better.
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:
ussion to help the students know something about the disabled.
reading to get the general idea of the text.
tioning-and-answering activity to help the students go through the whole passage.
work or individual work to make every student work in class.
Teaching Aids:
1.a tape recorder
2.a multimedia
Teaching Procedures:
Step Ⅰ Greetings and Revision
(Greet the whole class as usual.)
T:Yesterday we learned what difficulties and dangers the disabled might face and how to help them in our daily ine you are ’d like to describe the situation(If you were blind/deaf etc.)and tell us how you would deal with them.
S:I’ll try.…
(All the others listen carefully.)
T:Well matter what difficulties he may meet with,we all hope he can enjoy himself.
Step Ⅱ Lead-in and Pre-reading
T: know people with disabilities may have lots of difficulties in their lives,but many of them are can overcome any se look at the three questions on the screen and discuss them in groups.
(Show the following on the screen.)
you know anyone who is disabled?
How does he or she deal with the disability?
you know of any famous people who are disabled?What do they do?
ld disabled students be allowed to go to college?Should they get any extra help?Why or why not?
(Teacher gives students five minutes to discuss and collects their answers.)
Suggested answers:
.I know a person with has learnt to do many things without can take care of himself at home,but getting around in the city in a wheelchair is often loves reading stories of young disabled people who have overcome great difficulties.
,I hoven was a great musician,Helen Keller was a great American writer,and Zhang Haidi is also a writer.
,they use there are many gifted disabled students,they can make a contribution to the society.
They should get some extra help in their everyday activities.
No,they shouldn’use they need recognition,more than sympathy and help.
Step Ⅲ Reading
T:y we’ll read a text “Disabled?Not me!”and know something more about it.I think you are interested in se turn to Page the passage quickly to get the general idea and answer the questions on the screen.
(Teacher shows the questions on the screen.)
’s the trouble of Zhong Xiaowen?
does she get around?
’s the teachers’ aim in the special college?
do the articles in Literature of Chinese Blind Children talk about?
does Zijie like the magazine?
(Teacher gives students enough time to read the text and collects their answers.)
Suggested answers:
wen was born without the ability to use her legs and she has no feeling below the waist.
uses a wheelchair to get around.
r aim is to help disabled students understand that they can play a valuable role within society.
articles are often about disabled people who have overcome challenges and difficulties and learnt to live a meaningful and productive life.
loves the magazine very thinks it is very important for them to know that someone far away is also struggling as they are.
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 se look at the screen.I’ll explain something to you.
(Show the following on the screen.)
t vt. treat sb. well(badly)
’t treat me as a child.
Which doctors are treating her for her illness?
ity n. the ability to do,a man of ability
has the ability to speak.
a contribution to
must do something useful and make a contribution to our country.
ch vt.
①launch a man-made satellite
②launch a new enterprise
③launch threats against sb.
a …role(in,within)
played a leading role in a film.
…and…
you and I are students.
He both fears and hates at once.
g.…studying together with their disabled classmates is both challenging and rewarding.
Living with disability is frustrating and challenging.
In these two sentences,gerundial phrases are used as subject.
ing with him is a great pleasure.
h.…I am and get used to the fact that while…Here that-clause is used as appositive clause,expressing the fact.
fact that he came here was known to us all.
(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 Listening and Consolidation
T:Let’s listen to the tape.I’ll play the tape I first play it,just I play it for the second time,listen and repeat you clear about it?
(The teacher plays the tape for the students to listen and e the students read,the teacher goes among the students to correct the students’ mistakes in pronunciation,intonation and stress.)
T:Now turn to Page e are five questions for you to answer in to find the answers in the uss 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.
S1:They have to use wheelchairs to get around and it often takes them a little longer to do everyday things,such as getting out of bed,getting dressed and going to class.
S2:They not only learn how to assist disabled people,but also learn the importance of cooperating to reach their goals in life.
S3:They help disabled students to understand that they can play a valuable role within society,and inspire many of them to believe that they can realize their dreams.
S4:Today there are more opportunities like the special Olympics for disabled people to develop their potential,live a richer life and make a contribution to society.
Because people understand that they can play a valuable role within society,and that they need recognition,more than sympathy and help.
S5:People must make sure that all of us should have equal access to all areas and le should treat me fairly.
Step Ⅵ Summary and Homework
T:Today we have learned the passage-Disabled?Not me!From the success of the disabled student-Zhong Xiaowen,we learn something e is nothing difficult in the world if you stick to you meet with difficulty in your life and study,please don’t lose the other hand,we should help the students to know how to help the disabled in our daily life.
And we also learn some r class,you should work hard and master them.
Step Ⅶ The Design of the Writing on the Blackboard
Unit 17 Disabilities
The Second Period
rtant Phrases:
treat sb.,the ability to do,make a contribution to launch,play a …role,both…and…,get used to
icult 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.
The Third Period
Teaching Aims:
ew the words and phrases learned in the last two periods.
n and master Direct and Indirect Objects.
Teaching Important Points:
to guess the missing word according to the given sentence.
er 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:
ew method to consolidate the words learned in the last two periods.
anation and inductive methods to make the students master the interchanges of direct and indirect objects.
vidual,pair work to make every student work in class.
Teaching Aids:
blackboard
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 we all know,we shouldn’t look down upon the should help and respect we must make life easier for these include some useful and important words and let’s review your books and turn to Page at Word 1:Fill in the blanks with the right 2:Use the correct form of the words in the box to describe the following things or are given ten minutes to do first,then fill in them according to the meaning of each that clear?
Ss:Yes.
T:t do it by discuss them in r a while,I’ll ask some students to read the words.
(Teacher goes among the students and the students begin to do r a while,teacher checks their answers.)
Suggested answers:
1.①waist ②guidance
③sympathy ④physical
⑤potential ⑥gifted
⑦meaningful ⑧limit
⑨overcome ⑩adjust
2.①frustrated ②challenging
③disabled ④motivated
⑤encouraged ⑥disappointed
⑦rewarding
Step Ⅲ Grammar Study
T:Now I want you to translate two sentences into 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。
T:Here I tell you how to say“民间乐曲”in English-folk can you translate the two sentences?Who wants to try?Yeah,Zhao Nan,you try the first one,please.
S1:Pass me the salt,please.
T:Good,sit down, we can also say:Pass the salt to me,please.
(Write the two sentences on the blackboard.)
Now the second wants to try?r,you try,please.
S2:Play us some folk music,please.
S3:We can also say:Play some folk music for us,please.
T:Very good,sit down,please.
(Write the two sentences on the blackboard.)
Look at the blackboard,the verbs“play”and“pass”are followed by two English,there are some verbs that can be followed by two can tell us what they are?
S4:I’ll are send,buy,get…
T:’ve known some of the I’ll give you a se 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.
②make,buy,do,fetch,get,play,save,order,cook,sing,find ect.
e.g.I hope you’ll do me a favour.
Let’s get the children something to drink.
T:Now please notice there are two groups in the Group 1,most of the indirect objects are transformed into “to-phrase” 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” can’t transform it into:“Do a favour for me.”
let’s do some your books and turn to Page at Grammar-Direct and Indirect at Part the right t do it by discuss it in lly 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 se lend me one 珁uan.
3.√Please take these exercise-books to my office.
4.√Give me the check,please.
√Please give the check to me.
T: fact,we should pay attention to some special cially 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.)
must use prepositions before the indirect object following the two verbs “explain and suggest”.
d you explain your point of view to us?
I suggest a way out to her.
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,show
As to this,you should remember that clear?
Ss:Yes.
T:’s deal with Part 2.
(Teacher begins to read the following and explains it if er is decide to have a different vacation this the words in brackets to explain what you will do differently this summer.)
Now you are given five minutes to do t do it by discuss it in please begin.
(Teacher goes among the students to check their writing and explains some new words that students meet with and to some difficult sentences,teacher and students can discuss last,teacher shows the answers on the screen.)
Suggested answers:
summer,I want to make my parents less trouble by staying at home.
summer my grandpa wants to buy some books for me.
summer my friends want to send short messages to me.
summer my aunt and uncle want to bring candy to me when they come to visit.
summer I want to teach English to my 6-year-old niece.
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.
gave his wife a camera for Christmas.
’re going to sing some songs for the heroes.
g me the book.
made a coat for me.
bought flowers for his teacher.
T:Look at the ’s practise the interchanges of the direct and indirect object.
(Give the students several minutes to practise them,then teacher may check their practice.)
Suggested answers:
1.I’ll lend some to you.
gave a camera to his wife for Christmas.
’re going to sing the heroes some songs.
g the book to me.
made me a coat.
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 r class,review the content,and remember the verbs that can be followed by double y’s homework:Preview the integrating ’s all for bye,everyone.
Step Ⅵ The Design of the Writing on the Blackboard
Unit 17 Disabilities
The Third Period
Direct and Indirect Object
me the salt,please.
→Pass the salt to me,please.
Play us some folk music,please.
→Play some folk music for us,please.
are:
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.
The Fourth Period
Teaching Aims:
ew the useful expressions learnt in this unit by making sentences with them.
ew the common verbs that take indirect objects.
n the students’ integrating skills by reading and writing.
Teaching Important Points:
ove the students’ reading ability by reading the material.
ove the students’ writing ability.
Teaching Difficult Point:
How to improve the students’ integrating skills-reading skill and writing skill.
Teaching Methods:
-reading and reading to improve the students’ reading ability.
tice and pair work or group work to have every student master what they’ve learned.
Teaching Aids:
1.a tape recorder
multimedia
blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
(Greet the whole class as usual.)
T:Yesterday we learned the grammar-Direct and Indirect know there are some verbs that can be followed by can tell us what they are?
S1:They are “give,show,send,read,lend…”.
S2:And “make,buy,do,get…”.
T: down, should also notice the usage of “to” and “for” when we interchange them.
Step Ⅱ Test
T:In this unit we have also learned some useful you remembered them?
S:Yes.
T: 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 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.
police__________his death__________(把……看作) a case of murder.
shall we__________(处理) the problem?
boy has__________(有能力) solve the difficult problem.
teacher__________(起重要作用) in teaching.
order to__________(实现梦想),they worked day and night.
policemen__________(四处走动) and tried to find the thief.
will take you some time to__________(适应) the new surroundings.
Suggested answers:
ed,with ted,as
with ability to
s an important role ize their dreams
around st to
Step Ⅲ Fast Reading
T:We’ve learned something about 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 should help them overcome the difficulties.
Today we’re going to read a material“The special Olympics”se turn to Page the text fast and try to get the general idea.
Step Ⅳ Reading
T:Now read the text it carefully and discuss the following questions on the screen with your e your answers on a piece of a few minutes,I’ll ask some pairs to give us the answers.
(Teacher shows the following on the screen.)
Answer the following questions:
often is the Special Olympics held?
do many Special Olympics athletes think that “taking part in the Games is a victory”?
do events like the Special Olympics help mentally disabled people?
e was the first Special Olympics held?
do you think the Special Olympics are becoming more popular?
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, student,one volunteer?
S1:y two years.
S2:use each athlete had to train for many years and overcome fear and hardship to reach the them,winning isn’t to be the first one across the finish line or scoring the most goals,but the best you can be.
S3: preparing for and participating in the Special Olympics,mentally disabled children and adults can develop their ability to move,improve their health and gain greater Special Olympics is also a good way to make friends.
S4: Chicago.
S5:use interest in the Special Olympics has spread across the world and many cities are now competing for the honour to host the event.
S6: 2007.
T:Now look at the screen again.I’ll explain some words and expressions of the text so that you can use them se listen to me carefully.
y two years=every second(other)year
comes here every three days/every third day.
etes at the Special Olympics are fighters in more than one way.
travel to Beijing is more than sightseeing.
He has more than twenty yuan with him.
vi. & vt.
e.g.I failed in persuading(to persuade)him.
Don’t fail to ring me up.
Time failed me to finish my talk.
ider +n./pron./doing
is considering changing his job.
consider+sb.+(to be)+n./adj.
considered themselves very important.
icipate=take part vi.
e.g.I participated(took part)in the game.
ete in;compete in a race;compete for;compete with sb. for sth.
es in the world are now competing for the honour to host the Olympic Games.
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 I play it for the first time,just listen to I play it for the second time,please listen and read the text you clear about it?
S:Yes.
(The teacher plays the tape for the students to when the students read the text,the teacher goes among the students and corrects the students’ mistakes in pronunciation,intonation and stress.)
Step Ⅵ Practice
T:Now let’s do an should do it like this:try to find useful expressions in the text and make sentences with them in groups of student,one it by you clear about it?
S:Yes.
(A few minutes later)
T:Now I’ll ask some students to make sentence at a time.S1,please give us your sentence.
S1:I’ll make a sentence with the phrase“every four years”.
The Olympic Games is held every four years.
T:Please go on.
S2:fail to do
He failed to pass the English exam.
S3:more than
More than one person has made the suggestion.
S4:consider
We don’t consider Tom to be our best friend.
S5:take part/participate
All the students took part/participated in the sports meeting in our school.
S6:compete
He competed with other players for the champion.
Step Ⅶ Writing
T:Now you’ve known something about disabilities.I think many students will show their love to the disabled from now should we do to help them in our daily life?
S7:If we are organizing an event,we must imagine that people with disabilities may want to come to we must make sure that they can enter and use all parts of the building.
S8:When we design a building,we should provide an entrance suitable for wheelchairs on the ground floor,as well as lifts,suitable bathrooms and must also make sure that signs are clear and easy to read.
S9:…
T:’s very kind of you!After class,please conduct a survey of the public places where you live t 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 in pairs or groups and make a checklist for your the results to write an ribe 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 e is no special road for the buildings have many steps,and it’s difficult for the disabled to get into them.
A new government programme has been designed to help disabled special schools will be only will help be given to people to find jobs,but also medical treatment will be provided for people who need the truth is that everyone should take care of disabled people,not just the 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” practise how to write the article on r class,go over all the important points learnt in this unit,and write an are for next s 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
Record after Teaching
