高二英语Unit17说课课件 人教版 课件.ppt

Unit 17 DisabilitiesTheanalysisoftheteachingmaterialthewaysofteachingandlearningthe blackboard designTeachingProcedurewarmingupandspeakingUnit 17 DisabilitiesI. The Analysis of the Teaching MaterialThestatusandthefunctionTeachinggoalsA.KnowledgegoalsB.AbilitygoalsC.EmotiongoalsTeachingImportantPointsTeachingDifficultPointsthestatusandthefunctionAllofthematerialsarearrangedarounddisabilities.Picturesandsituationsareaboutdifficultiesthatmayfacedisabledpeople.Theperiodwillarousethestudentslearninginterests.Understandthedifficultiesthedisabledmightfaceandhowtohelpthem.LearnsomeusefulexpressionsIprobablycouldntIwouldnotbeabletoItwouldbedifficulttoImsureIwouldbeabletoIcouldIfIIwouldbeabletoIwouldneedhelptoIwouldneeda/anA.KnowledgegoalsB.Abilitygoals Learnhowtoexpressabilityanddisability. Discusshowtohelpthedisabled. Improvethestudentsspeakingabilitybydescribing,talkinganddiscussing. Trainthestudentslogicalthinkingandquickreactioncapability. DevelopthestudentsabilitiesofcreativethinkingandcooperativestudyCultivatethestudentsabilityofgroupcooperationfurther.Understand,careaboutandrespectthedisabled.Striveconstantlyforself-improvement.C.EmotiongoalsTeachingImportantPointsMakethestudentsmasterthesentencepatternsanddescribethepicturesfreely.Trainthestudentsmentalandmoralcharacteroftakingpleasureinhelpingthedisabled.AccordingtothenationalcurriculumofEnglishandlanguagelearningtheoryTeachingDifficultPointsmakethestudentsactiveintalkingIprobablycouldntImsureIwouldbeabletoIfI,IwouldbeabletoIwouldneedhelptoItwouldbedifficulttoIwouldtrytotalkfreelyusingthesentencepatterns:thewaysofteachingandlearningTeachingmethods：1.Carryouttheideologicaleducationthroughtheteachingprocessusingtask-basedinstruction.2.Brainstorm3.CommunicativeApproach4.Teachthestudentsinaccordancewithlove,usingAudio-lingualMethodLearningmethodsInteractivitiesCo-operativelearning/discoverylearning/ExperientialLearning Schema thewaysofteachingandlearningTeaching ProcedureStep1Brainstorm(5minutes)1.ShowsomephotosofStephenHawking/ThomasEdison/ZhangHaidi/SangLan.Doyouknowanyotherfamouspersonwhoisdisabled?2.Howmanydifferenttypesofdisabilitiesdoyouknow?HelenKeller(teacher,blind)StephenHawking(physicist,wheelchair,speechimpaired)disabilitiesStep1Brainstorm(5minutes)Teaching ProcedurePurpose: The Schema Theory says in the top-down model, ones background knowledge plays a very important role, so here I try to activate the students old knowledge store. In this way, the atmosphere will be achieved.Teaching ProcedureStep2warmingup-individualwork(7minutes)Itisreportedthatoneintwentypersonsisdisabled.Therearemanydisabledpeopleintheworldandtheyusuallyhavemoretroublesthannormalpeople.Whattroublesmaytheyhave?Teaching ProcedureStep2warmingup-individualwork(7minutes)Teaching Procedurepicture situation difficulty/ problempicture 1 In a wheel chairpicture 2 blind picture 3 In a wheel chairpicture 4 In a wheel chairStep2warmingup1.individualwork:Lookatthefourpictures,thentellhowdifficultitisfordisabledpeopletogetaround.-individualwork(5minutes)Teaching ProcedureStep2warmingup-individualwork(7minutes)Purpose: This step will practise their abilities of watching things and speaking in simple English. Pictures and the form help the students to consider the difficulties a disabled person might encounter. The students will get ready to think of ways to make public places safer and better.Teaching ProcedureThinkofwaystomakepublicplacessaferandbetter.Discussingroupsoffour.letsseewhichgroupsideaisthebest.PicturesimprovementPicture 5a path/lamp/road next to the stairs/stepsPicture 6Picture 7Picture 8Step2warmingup-groupwork(8minutes)Step2warmingup-groupwork(8minutes)Teaching ProcedureTeaching ProcedureStep2warmingup-groupwork(8minutes)Purpose: It is a little hard for some students to think of ways to make public places better, so I get the students to do the task in groups of four. Competition here urges the students to be active in thinking.Teaching ProcedureStep3Speaking1.talkfreelyDoyouknowanyonewhoisdisabledinyourdailylife?Howdoesheorshedealwiththedifficulty?(18minutes)Purpose: This step is employed to check if the students are aware of the difficulties their disabled acquaintance face and provide the students with a chance to consider how to help them.(6minutes)2.Pairwork:Imagineyouredisabled,chooseoneofthesituationsonP50anddiscusshowyouwoulddealwiththem?Teaching ProcedureStep3Speaking(18minutes)Purpose: This step is employed to make sure the students know what they are required to do and help them to practise using given sentences .Pair work cultivates their cooperative ability and develop their spoken English.(12minutes)IprobablycouldntImsureIwouldbeabletoIfI,IwouldbeabletoIwouldneedhelptoItwouldbedifficulttoIwouldtrytoSituation1SampledialogueA:ImblindandIwanttovisitafriend.MyfriendlivesacrossthetownandIhavetochangebusesonce.ImsureIwouldbeabletofindthebusstopbymyself,butIneedhelptochangebuses.B:Howwouldyoufindthebusstop?A:Well,Iknowwhereitis.Iuseacane/sticktofindmywayandtoavoidobstacl。