溫州市高二英語下冊(cè)新教材研討會(huì)備課資料

標(biāo) 題：巧用技術(shù)，處理課堂教材

姓 名：

單 位：

2005年3月3日

巧用技術(shù)，處理課堂教材

一、 巧用技術(shù)，處理聲頻與視頻素材

1、 在活躍課堂氣氛時(shí)運(yùn)用

2、 在課堂導(dǎo)入時(shí)使用

3、 在聽練習(xí)時(shí)使用

4、 在設(shè)置情景時(shí)使用

我們把磁帶的聲音轉(zhuǎn)化為電子文件，或到網(wǎng)絡(luò)下載課文的mp3或flash文件，然后插入到PPT文件中，比錄音機(jī)更方便地控制聲音，有暫停，播放，快進(jìn)或退回，顯示計(jì)時(shí)器，直觀易用。我們把網(wǎng)絡(luò)下載的與課文相關(guān)的視頻素材，經(jīng)過剪輯，保存為主流媒體，如 wmv, avi, mpeg, asf, rm, ram, rmbv等格式，然后插入到PPT文件中。

二、 運(yùn)用軟件，輔助詞匯教學(xué)

1、 詞匯練習(xí)的編寫

2、 學(xué)生詞庫的建設(shè)

3、 單詞復(fù)習(xí)的跟蹤

4、 單詞復(fù)習(xí)教學(xué)

《金山詞霸 2005》為您提供兩款特色工具小軟件，金山詞霸生詞本和金山迷你背單詞，幫助學(xué)生輕松背單詞，克服英語生詞難詞關(guān)。教師還可以編寫單元詞匯或課時(shí)詞匯，與閱讀補(bǔ)充詞匯表，運(yùn)用金山詞霸生詞本和金山迷你背單詞，進(jìn)行詞匯輔助教學(xué)。還可以使用其它優(yōu)秀的詞匯學(xué)習(xí)與教學(xué)軟件。

三、 巧用軟件，進(jìn)行文章的批改

四、 運(yùn)用軟件，編寫交互性練習(xí)

五、 運(yùn)用軟件，記錄辯論思路

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.請(qǐng)把鹽遞給我。

2.請(qǐng)給我們演奏一些民間樂曲。

(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__________(處理) 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__________(實(shí)現(xiàn)夢(mèng)想),they worked day and night.

7.The policemen__________(四處走動(dòng)) and tried to find the thief.

8.It will take you some time to__________(適應(yīng)) 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