单元复习课案例

1、单元复习课案例Senior English BookUnit 17 Disabilities.Brief Statements Based on the UnitThis unit mainly tells us the difficulties that the disabled people may face. The text“Disabled? Not me!”shows us a middle school studentZhong Xiaowen, who could only move around in her wheelchair, could overcome lots o

2、f 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 dont lose heart.The teacher should train the students mental and moral character of taking p

3、leasure 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

4、 we should review the usage of the Direct and Indirect Object.Teaching Goals1. Talk about disability.2. Practise talking about ability and inability.3. Review Direct and Indirect Objects.4. Write an argumentative essay.Background Information1. Will Inspired LifeThe little country schoolhouse was hea

5、ted 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 flames. They dragged the unconscious little boy

6、out of the flaming building more dead than alive. He had major burns over the lower half of his body and was taken to a nearby county hospital. From his bed the dreadfully burned, semiconscious little boy faintly heard the doctor talking to his mother. The doctor told his mother that her son would s

7、urely diewhich was for the best, reallyfor the terrible fire had devastated the lower half of his body.But the brave boy didnt want to die. He made up his mind that he would survive. Somehow, to the amazement of the physician, he did survive. When the mortal danger was past, he again heard the docto

8、r and his mother speaking quietly. The 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 mind.

9、 He would not be a cripple. He would walk. But unfortunately, from the waist down, he had no motor ability. His thin legs just dangled there, all but lifeless. Ultimately he was released from the hospital. Every day his mother would massage his little legs, but there was no feeling, no control, noth

10、ing. Yet his determination that he would walk was as strong as ever. When he wasnt in bed, he was confined to a wheelchair. One sunny day his mother wheeled him out into the yard to get some fresh air. This day, instead of sitting there, he threw himself from the chair. He pulled himself across the

11、grass, dragging his legs behind him. He worked his way to the white picket fence bordering their lot. With great effort, he raised himself up on the fence. Then, stake by stake, he began dragging himself along the fence, resolved that he would walk. He started to do this every day until he wore a sm

12、ooth path all around the yard beside the fence. There was nothing he wanted more than to develop life in those legs. Ultimately 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 himselfand

13、thento run. He began to walk to school, then to run to school, to run for the sheer joy of running. Later in college he made the track team. Still later in Madison Square Garden this young man who was not expected to survive, who would surely never walk, who could never hope to runthis determined yo

14、ung man, Dr. Glenn Cunningham, ran the worlds fastest mile!2.Helen KellerHelen Keller(18801968) was a famous author and educator. She was stricken at the age of 19 months with an illness that left her deaf and blind. She became mute shortly there after. Her parents in 1887 got her a teacher Anne Man

15、sfield Sullivan from the Perkings School for the Blind in Boston. A remarkable, close relationship developed between teacher and pupil. Within two years, Miss Keller was able to read and write in Braille. She graduated(1904)from Radcliffe College, where Miss Sullivan had spelled the lectures into he

16、r hand.Helen Keller devoted her life to publicly aiding the deaf and blind. With the aid of a translator, she toured the world to promote the education of persons similarly afflicted. She wrote numerous books, including“The Story of My Life”(1902).Teaching Time: Two periodsThe First PeriodTeaching A

17、ims:1. Revise the following words , phrases and sentence patterns:get around(=get about), fair, guidance, gifted, assist, cooperate, recognition, sympathy, encouragement, productive, visual, impair, motivate, disappointing, adjust to, get used to, deal with, overcome the difficulties;If you were in

18、a wheelchair, you wouldnt be able to If I were blind, I would need a /an 2. Train the students reading ability.3. Improve the students speaking ability by describing, talking and discussion.Teaching Important Points:1. Improve the students speaking ability.2. Enable the students to understand the te

19、xt better.Teaching Difficult Point:How to improve the students speaking and reading ability.Teaching Methods:1. Discussion to help the students know something more about the disabled.2. Fast reading to review the general idea of the text.3. Questioning-and-answering activity to help the students go

20、through the whole passage.4. Pair work or individual work to make every student work in class.Teaching Aids:1. a tape recorder2. the multimedia3. the blackboardTeaching Procedures:Step Greetings and Revision (Greet the whole class as usual.)T: We know people with disabilities may have lots of diffic

21、ulties in their lives, but many of them are determined. They can overcome any difficulty. Please look at the two questions on the screen and try to answer them by yourselves. (Show the following on the screen.)1. Give us an example of any famous people who are disabled? What do they do?2. Should dis

22、abled students be allowed to schools? Why or why not? (Teacher gives students two minutes to discuss and collects their answers.)Suggested answers:1. Beethoven was a great musician, Helen Keller was a great American writer, and Zhang Haidi is also a writer.2. Yes, they should. Because there are many

23、 gifted disabled students, they can make a contribution to the society.Step ReadingT: Today lets do some fast reading. Well once again read the text “Disabled? Not me!”and know something more about it. I think you are interested in it. Please turn to Page 17. Read the passage quickly to remind you o

24、f the general idea and answer the questions on the screen.(Teacher shows the questions on the screen.)1. Whats the trouble of Zhong Xiaowen?2. How do you understand the title“Disabled? Not me!”?3. What do you think important when you are feeling weak or hopeless? (Teacher gives students enough time

25、to read the text and collects their answers.)Suggested answers:1. Xiaowen was born without the ability to use her legs and she has no feeling below the waist. That is, she is disabled.2. As we all know, if someone is disabled, it means that maybe he is disabled in body, or he is disabled in mind. As

26、 in the case of Xiaowen, disabled as she is in body, she is healthy in mind. She even won an award at her provinces science fair. In a word, “ Disabled” doesnt mean “ Unable”. We should remember, dont be disabled in mind. 3. Sometimes we will feel weak or hopeless, it doesnt matter much. Helen Kelle

27、r once wrote “Although the world full of suffering, it is full also of the overcoming of it.” As disabled people, they can say “ Disabled? Not me!” As normal people, we should say “ Backward? Not me!”Step Summary T: Today we have again learned the passageDisabled? Not me! From the success of the dis

28、abled studentZhong 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 dont lose heart. On the other hand, we should help others to know how to help the disabled in our daily life.Step Fast re

29、ading T: Weve 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. Now lets read the text“The special Olympics”again and

30、 try to answer the following questions. (Teacher shows the following on the screen.) 1. How often is 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. Wh

31、y do you think the Special Olympics are becoming more popular? (The teacher goes among the students, joins in the students discussion and answers the students questions.)Suggested answers: 1. Every two years.: 2. Because each athlete had to train for many years and overcome fear and hardship to reac

32、h the Games. For them, winning isnt to be the first one across the finish line or scoring the most goals, but the best you can be.3. By preparing for and participating in the Special Olympics, mentally disabled children and adults can develop their ability to move, improve their health and gain grea

33、ter self-confidence. The Special Olympics is also a good way to make friends.4. Because interest in the Special Olympics has spread across the world and many cities are now competing for the honour to host the event.Step Listening and Reading AloudT: Lets listen to the tape and repeat after it aloud

34、. Pay much more attention to the intonation and pronunciation. 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 HomeworkReview Dire

35、ct and Indirect Objects for the sake of next revision lesson.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.The Second PeriodTeaching Aims:1. Review Direct and Indirect Objects.2. Train the studen

36、ts integrating skills by writing.Teaching Important Points:1. Review the interchanges of position on direct and indirect objects in the sentence.2.Improve the students writing ability.Teaching Difficult Point:1. Master the changes of the prepositions in the interchanges of direct and indirect object

37、s. 2. How to improve the students integrating skillsreading skill and writing skill.Teaching Methods:1. Explanation and inductive methods to make the students master the interchanges of direct and indirect objects.2. Practice and pair work or group work to have every student write something.Teaching

38、 Aids:1.the blackboard2.the multimediaTeaching Procedures:Step GreetingsGreet the whole class as usual.Step Grammar RevisionT: 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。T: Here I tell you how to say“民间乐曲”in E

39、nglishfolk music. Now can you translate the two sentences? Who wants to try? S1: Pass me the salt, please.T: Good, sit down, please. Now we can also say: Pass the salt to me, please.(Write the two sentences on the blackboard.) T: Now the second one. Who wants to try? S2: Play us some folk music, ple

40、ase.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.)T: Look at the blackboard, lets revise the verbs which are followed by two objects first.(Show the following on the screen.)Common verbs that take indirect objects:

41、1.give,show,send,bring,offer,read,pass,lend,leave,hand,tell,return,write,pay,throw,wish,teach,promise,owe,refuse, etc.e.g. Ill 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 etc.e.g. I hope youll do me a favour.Lets ge

42、t 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:T: But

43、not all the indirect objects can be replaced like this.e.g.“Do me a favour”. We cant transform it into:“Do a favour for me.”Step PracticeT: OK. Now lets do some exercises.(The teacher shows the following on the screen)Change the position of the direct object and indirect object in the following sent

44、ences.1. Ill lend you some.2. He gave his wife a camera for Christmas.3. Were 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.Suggested answers:1. Ill lend some to you.2. He gave a camera to his wife for Christmas.3. Were go

45、ing 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 Writing(Homework) T: After the grammar revision, lets do some writing. I think many students will show their love to the disabled from now on cause theyve known much more about the d

46、isabilities. What should we do to help them in our daily life?S4: If we are organizing an event, we must imagine that people with disabilities may want to come to it. So we must make sure that they can enter and use all parts of the building.S5: When we design a building, we should provide an entrance suitable for