人教版unir17disabilities全英文说课稿

PresentationofUnit17Disabilities1Unit17DisabilitiesThetext：DisabilitiesGrade:SeniorTwoClassType:ListeningandSpeakingPeriod2：ReadingI、AnalysesofTeachingMaterialThecontentisareadingpassagenamed“Disabled?notme!”WhichisaboutDisabilities.ItisNarrativestructure.Bystudyingthisunit,weshouldhelpstudentstodevelopfriendswiththedisabilitiesandtogetwellalongwithdisabledperson.Asweallknow,readingbelongstotheinputduringtheprocessofthelanguagelearning.Theinputhasgreateffectonoutput,suchasspeakingandwriting.Therefore,thislessonhasaimportantpositionofthisunit.Ifthestudentscanunderstanditwell,itwillbeeasierforthemtolearntherestofthisunit.II、AnalysesoftheStudents1.Highschoolstudentshavesomeunderstandingofdisabledpeopleindailylife,alsohavecertainabilityinlistening,speaking,readingandwriting,butreadingisstilladifficultpartforthem.2.Studentshavestonginterestinmultimediateaching.III、TeachingAimsAccordingtothenewstandardcurriculumandthesyllabus,theteachingaimsarethefollowings:1.Knowledgeobjectives(1)Thestudentscanmastertheusageofthekeywordsandphrases,suchas:disability,ability,fair,getaroundto,getusedto,andsoon.(2)ThestudentscanholdtheDirectandIndirectObjectsinthepropersituation.(3)Thestudentsdeducetheirfunctionanduse-nessfrominthecontext.2.Abilityobjectives(1)Todevelopthestudents’abilitiesofreadingandwriting.(2)Toguidestudentstosetupeffectivereadingstrategies.(3)Toimprovethestudent’sreadingskills,especiallytheirskimmingandscanningskill.3.Emotionormoralobjectives(1)Totrainthestudents’abilitiesofstudyingbycooperating.IV、ThekeypointsanddifficultpointsKeypoints:1.Toholdthefunctionanduseofthenewwordsandphrases,andthecontentofthetext.2.Toimprovethestudents'readingabilityandskill.DifficultPoints:1.Somelonganddifficultsentences.2.Howtoimprovethestudents'readingabilityandskill.PresentationofUnit17Disabilities2V、TeachingMethodsAsweknown,agoodteachingmethodrequiresthattheteacherhelpstudentsdevelopgoodsenseoftheEnglishlanguage.Inordertoachievetheseteachingaims,aftertheanalysisoftheteachingmaterialandteachingaims.Accordingtothemodernsocialcommunicationteachingtheories.Iwillusethefollowingmethods:1.Schematheory，itplaysanimportantroleinEnglishreadingcomprehension.2.CommunicativeApproach,forexample:groupworkorclasswork.Becauselanguageiscommunicationtool.3.WholeLanguageTeaching,cultivatetheirlanguagesenseinEnglish.4.Task-basedLanguageTeaching,byasking-and-answeringactivitytoimprovethestudents’reading.5.Aninteractivereading,conducivetotheinteractionbetweenteachersandstudents,andtomasterthestudents'learningsituationtimely.6.Cooperativeinquirylearning,tocultivatestudentsself-learningability.7.TotalSituationalAction:a“scene—activity”teachingmethod,itestablishesarealsceneandtheinteractionbetweentheteacherandthestudents.Atthesametime,CAI(电脑辅助教学)canprovidearealsituationwithitssoundandpicture,itcandevelopthestudentscreativityinlearningEnglish.VI、TeachingAidsTomakemyclasslivelyandbrief,conveymoreinformationinlimitedtime,Iwilluse:1.Amultimedia2.Acomputertoshowtheteachingaimsandthepicture,andplaymp3.3.Theteachingmaterial4.Ablackboard5.SomechalksVII、TeachingProcedure(20minutes):I’lldividethelessoninto6steps.StepⅠgreetings(1min)Ithelpsstudentstopaytheirattentiononthenewclass.StepⅡLead-in(5min)Presenttheteachinggoalsonthescreen,studentswillhaveaclearideaofwhattheywilllearningreetingsLead-inPre-readingWhile-readingWhile-readingPost-readingHomeworkPresentationofUnit17Disabilities3theclass.Introducethetopicbyshowingsomepicturesaboutdisabilities,thenaskstudentstospeakoutanywordsthatcometotheirmind.Itwillinvokestudents’oldknowledgeandgetpreparationtothenewtext.StepⅢPre-reading(1min)Asksomequestion:(1)Doyouknowanyonewhoisdisabled?(2)Shoulddisabledstudentsbeallowedtogotouniversity?(3)Trytosummarizeeachparagraph’smeaning.Purposeofmydesign:(1)Togettoknowsomethingaboutthestructure.(2)Tohaveabetterunderstandingonthemainidea.StepⅣWhile-reading(9min)Task1.fastreading(2min)Skimming:studentsshouldreadthematerialfasttofindoutthemainidea/topicsentenceforeachparagraph.Task2.intensivereading(5min)Topresentsomedifficultwordsonthescreen,andgivesomesimpleexplanations.atlast,finishingtheblanksbyusingthenewwords.Thissectionwillsmoothawaythemainobstacleswhilecomprehendthepassage.Purposesofmydesign:Guidestudentstoreadthematerialcarefullyandtakesomeimportantnotes,thenanswerthefollowingquestions.Task3.groupworkorclasswork(2min)Scanning:Askstudentstoreadthematerialcarefullyandfindoutthecorrectanswerstofinishthefollowingchart.Purposesofmydesign:Enablestudentstounderstandthegivenmaterialbetterbyusingdifferentreadingskills.Andpropercompetitioncanarousethestudents’interestinEnglishlearning.“Task-based”teachingmethodisusedheretodevelopthestudents’abilityofcommunicationandalsotheirabilityofco-operationwillbewelltrained.StepⅤPost-reading(3min)Task1.groupworkorclassworkAskstudentstoclosebooksandfinishthesummaryaccordingtheirnotes.Retellthestory/Sumupthepassageinstudents’ownwordsaccordingtothechart.Task2.Individualwork,pairwork,groupwork,classworkDiscussthetopicwithothergroupmembersandthenchoosearep