俗话说，磨刀不误砍柴工。作为高中教师就需要提前准备好适合自己的教案。教案可以让学生更容易听懂所讲的内容，帮助高中教师掌握上课时的教学节奏。优秀有创意的高中教案要怎样写呢？经过搜索和整理，小编为大家呈现“Disabilities教案”，欢迎阅读，希望您能阅读并收藏。

Unit17Disabilities
TeachingAims:
1.Talkaboutdisability.
2.Practisetalkingaboutabilityandinability.
3.ReviewDirectandIndirectObjects.
4.Writeanargumentativeessay.
TeachingImportantPoints:
1.Trainthestudents’listening,speakingandreadingability.
2.Makethestudentsmasterthesentencepatternsanddescribethepicturesfreely.
3.Enablethestudentstounderstandthetextbetter.
4.Reviewtheinterchangesofpositionondirectandindirectobjectsinthesentence.
TeachingDifficultPoints:
1.Trainthestudents’listening,speakingandreadingability.ability.
2.Makethestudentsmasterthesentencepatternsanddescribethepicturesfreely.
3.Masterthechangesoftheprepositionsintheinterchangesofdirectandindirectobjects.
TeachingMethods;
1.Listening-and-answeringactivitytohelpthestudentsgothroughwiththelisteningmaterials.
2.Individual,pairofgroupworktomakeeverystudentworkinclass.
TeachingAids:
1.ataperecorder
2.themultimedia
3.theblackboard
TeachingProcedures:
Step1Greetings
Greetthewholeclassasusual.
Step2Free-talkandLead-in
GivetheSstenminutestotalkaboutthetopicondisability.
Step3Warmingup
LetthestudentslookatthefirstfourpicturesonPage49andthenaskthemtodiscussthefirstfourpicturesusingthefollowingsentences.
SentencePatterns:
(1)IfIwereinawheelchair,Iwould…
(2)IfIwereblind,Iwouldn’t…
Step4Listening
DosomelisteningonPage50..YouaregoingtohearJohntalkingabouthislife.Therearethreequestionsforyoutoanswer.(Teacherplaysthetapeforthefirsttime.Thenplayforthesecondtime.Duringthistime,teachermaypauseforstudentstowritedowntheinformation.Playsomepartsofthetapemoretimesifnecessary.Finallyteachercheckstheanswerswiththewholeclass.)
Step5Speaking
Threesituationsforstudentstodiscussinpairs.
Situation1
Youareblind.Youwanttovisitafriendwholivesontheothersideoftown.Youhavetogotherebybusandyoumustchangebusesonce.
Situation2
Youaredeaf.Youareaverygoodfootballplayerandyouwanttojoinyourschool’sfootballteam.YouwouldalsoliketolearnEnglish.
Situation3
Youareinawheelchair.youandyourfriendshaveplannedtogoshopping,eatatafastfoodrestaurantandthengotoacinema.Theshopsyouwanttovisitareinabuildingwithseveralfloors.
Step6Reading
Threequestionsforstudentstodiscuss.Teachergivesstudentsfiveminutestodiscussandcollectstheiranswers.
1.Doyouknowanyonewhoisdisabled?
Howdoesheorshedealwiththedisability?
2.Doyouknowofanyfamouspeoplewhoaredisabled?Whatdotheydo?
3.Shoulddisabledstudentsbeallowedtogotocollege?Shouldtheygetanyextrahelp?Whyorwhynot?
Askthestudentstoreadthepassagequicklytoseewhethertheyhavegraspedthebriefmeaningofit.Then,re-readthepassagecarefullytofurtherunderstandit.Thenanswerthequestionsontheblackboard.
1.What’sthetroubleofZhongXiaowen?
2.Howdoesshegetaround?
3.What’stheteachers’aiminthespecialcollege?
4.WhatdothearticlesinLiteratureofChineseBlindChildrentalkabout?
5.HowdoesZijielikethemagazine?
(Teachergivesstudentsenoughtimetoreadthetextandcollectstheiranswers.)
Suggestedanswers:
1.Xiaowenwasbornwithouttheabilitytouseherlegsandshehasnofeelingbelowthewaist.
2.Sheusesawheelchairtogetaround.
3.Theiraimistohelpdisabledstudentsunderstandthattheycanplayavaluablerolewithinsociety.
4.Thearticlesareoftenaboutdisabledpeoplewhohaveovercomechallengesanddifficultiesandlearnttoliveameaningfulandproductivelife.
5.Helovesthemagazineverymuch.Hethinksitisveryimportantforthemtoknowthatsomeonefarawayisalsostgastheyare.
Step7LanguagePoints
treatvt.
treatsb.well(badly)
e.g.Don’ttreatmeasachild.
Whichdoctorsaretreatingherforherillness?
abilityn.?theabilitytodo,amanofability
e.g.Manhastheabilitytospeak.
makeacontributionto
e.g.Wemustdosomethingusefulandmakeacontributiontoourcountry.
launchvt.
①launchaman-madesatellite
②launchanewenterprise
③launchthreatsagainstsb.
playa…role(in,within)
e.g.Heplayedaleadingroleinafilm.
both…and…
e.g.BothyouandIarestudents.
Hebothfearsandhatesatonce.
Step8Practice
Changethepositionofthedirectobjectandindirectobjectinthefollowingsentences.
1.I’lllendyousome.
2.HegavehiswifeacameraforChristmas.
3.We’regoingtosingsomesongsfortheheroes.
4.Bringmethebook.
5.Shemadeacoatforme.
6.Heboughtflowersforhisteacher.
(Givethestudentsseveralminutestopracticethem,andthenteachermaychecktheirpractice.)
Suggestedanswers:
1.I’lllendsometoyou.
2.HegaveacameratohiswifeforChristmas.
3.We’regoingtosingtheheroessomesongs.
4.Bringthebooktome.
5.Shemademeacoat.
6.Heboughthisteacherflowers.
Step9Writing
Publicplaces,suchasstreets,shopsandschools,belongtoallofus.Wemustmakesurethatallofushaveequalaccesstoallareasandfacilities.Onewayyoucanhelpisbyconductingasurveyofthepublicplaceswhereyoulive.Startwithyourschool:howeasyordifficultisitforadisabledpersontogetaround?Visitotherpublicbuildingsandfindoutwhethertheyareaccessibleornot.
Workinpairsorgroupsandmakeachecklistforyoursurvey.Whatwillyoulookfor?Wherecanyougoandwhocanyouask?Whenyouhaveconductedthesurveythesurvey,usetheresultstowriteanessay.Describethecurrentsituationandsuggestwaystoimprovethesituation.Shareyourresultswiththeclass.
Step10SummaryandHomework
Inthisclass,we’vereviewedsomenewwordsandmainlydonesomeexercisesaboutdirectandindirectobjects.Afterclass,reviewthecontent,andremembertheverbsthatcanbefollowedbydoubleobjects.
Homework:Previewtheintegratingskills.

BackgroundInformation
HelenKeller
HelenKeller(1880~1968)wasafamousauthorandeducator.Shewasstrickenattheageof19monthswithanillnessthatleftherdeafandblind.Shebecamemuteshortlythereafter.Herparentsin1887gotherateacherAnneMansfieldSullivanfromthePerkingsSchoolfortheBlindinBoston.Aremarkable,closerelationshipdevelopedbetweenteacherandpupil.Withintwoyears,MissKellerwasabletoreadandwriteinBraille.Shegraduated(1904)fromRadcliffeCollege,whereMissSullivanhadspelledthelecturesintoherhand.
HelenKellerdevotedherlifetopubliclyaidingthedeafandblind.Withtheaidofatranslator,shetouredtheworldtopromotetheeducationofpersonssimilarlyafflicted.Shewrotenumerousbooks,including“TheStoryofMyLife”(1902).

相关知识

Unit17BookⅡDisabilities

Unit17BookⅡDisabilities
Ⅰ.Teachinggoals:
A.Knowledgegoal
Carryonthelisteningtrainingeffectively.
Learnsomeusefulexpressions.
Understandthedifficultiesthedisabledshouldface.
B.Abilitygoal
Learnhowtoexpressabilityanddisability.
Discusswiththestudentshowtohelpthedisabled.
TraintheSs’logicalthinkingandquickreactioncapability.
DeveloptheSs’abilitiesofcreativethinkingandcooperativestudy
C.Emotiongoal
CultivatetheSs’abilityofgroupcooperationfurther.
Understand,careaboutandrespectthedisabled.
Striveconstantlyforself-improvement.
ⅡTeachingkeypoints:
A.Listening
B.Speaking
C.Communication
Ⅲ.Teachingdifficultpoints:
A.Introducingallkindsofpeoplewithdisability.
B.Creatingcommunicateatmospheretohelpthedisabled.
C.Howtoleteachstudenttakepartinlistening,speakingandcommunication.
Ⅳ.Teachingmethods：
Mainmethods:
1.Teachingthestudentsinaccordancewithlove,usingAudiolingualMethod
2.Carryingouttheideologicaleducationthroughtheteachingprocessusingtask-basedinstruction.
Othermethods:
CommunicativeApproach
AffectiveApproachtoLanguageTeachingActivity-basedLanguageTeachingHeuristicteaching
Ⅴ.Learningmethods
Co-operativelearningdiscoverylearning
ExperientialLearning
Ⅵ.Teachingaids
blackboard,recorder,.multimedia
Ⅶ.TeachingProcedures
1.lead-in：Showthestudentsseveralkindsofdisabilityusingpictures
2.BlackboardArrangement：
Unit17Disabilities
able/ability
disable/disability
disabled/thedisabled
peoplewithdisability
1.)ShehastheabilitytospeakEnglishfluently.
2.)Blindnessisakindofdisability.
3.)Thedisabledareneededtobetakengoodcareof.
3.Warmingup：ShowtheSsfourpicturesatthesametime.TheSscanmakechoicesaboutwhichtochooseandtrytofindoutsolutions.Payattentiontotheirindividualdifferences.Throughassumption,cultivatethestudents’imagination,observationandcreativity.VarioussolutionsshouldbeOKifitcanwork.
4Listening
Pre-listeningWhile-listeningPost-listeningTeachingmethodsLearningmethods
makeclearthepurposeoflistening
askquestions
keywords
knowsomethingbackgroundknowledgetakenotes
understandthetextandkeypoints
makechoices

discuss
retellaccordingtothequestions
choices
solvingmoreproblemsaccordingtothelisteningguidance
help
enlightenmentsolvingdifficultpoints
encouragement，evaluationanalysis
summary
creativity
thinkingability
5Speaking
Pre-speakingWhile-speakingPost-speakingTeachingmethodsLearningmethods
knowsomethingaboutthetopicandlanguageatmosphere
usefulexpressions
taskandroledistributiondiscuss
role-play
arrange
exchangeideascomment

freetalkguidance
help
sample
encouragement，
appreciation
solvingdifficultpointsCo-operation
discoverylearning
experientiallearning

reactionability
6Evaluationformsofspeaking
ItemsEvaluation
Pronunciation12345
Intonation;12345
Content12345
Expression12345
Coherent12345
Cooperation12345
Scores
7Asong
LettheSstolistentothesongEndlesslove.Certainlythesongwillimpressthemmoreonloveandcare.
8Summary
1.Talkaboutdisabilitiesandcareaboutthedisabled.2.Usefulexpressionsandsentencepatterns.disability,imagine,overcomethedifficulty
What…todowith?/How…todealwith?
It’s+adj.for/ofsbtodosomething
IfIwere…,Iwould….
9Homework
SurftheInternetorgotothelibrarytofindoutmoreinformationaboutthedisabled,forexample:thenumberofthedisabledintheworldorinChina,
greatfamousdisabledpersonsandsoon,thenarrangethemandexchangetheideasinthenextperiod；
Prepareforthenextperiod---Reading
AfterlearningthisperiodtheSsandIwillcometorealize：WhenGodclosesadoorhewillalwaysopenawindow.Andweshouldco

人教版高二下Unit17Disabilities教案

俗话说，凡事预则立，不预则废。作为高中教师准备好教案是必不可少的一步。教案可以保证学生们在上课时能够更好的听课，帮助高中教师缓解教学的压力，提高教学质量。所以你在写高中教案时要注意些什么呢？下面是由小编为大家整理的“人教版高二下Unit17Disabilities教案”，希望能对您有所帮助，请收藏。

人教版高二下Unit17Disabilities教案

Period1Let’slistenandspeak!
Goals
◆Talkingaboutdisability.
◆Practicetalkingaboutabilityandinability.
◆Improvestudents’listeningandspeakingability.
Procedures
Leadingin:bydiscussingthepictures.
Hello,everyone.Lookatthethreepicturesfirstanddiscussthefollowingquestions:
1.Whatishisorhername?
2.Whyisheorshefamous?
3.Whatworksdidheorshewrite?
4.Whatcanwelearnfromthem?
Task1:Lookinganddiscussing.
Lookatthefirstfourpicturesanddiscusswhattheytellus:
1.Trytolistthedifficultiesanddangersyoumightfaceifyouwereinawheelchairorblind.
2.Trytooffersomesolutionstomakethestreetssaferandbetterforthedisabled.
Task2:Listeningandticking.
Talkaboutthepictureinthisparttowarmupfirst:
1.Listentothetapeandanswerthethreequestions.
HowdidJohn’sparentshelphiminthemorning?
WhatwaswrongwithJohn’shouse?
HowdidJohn’sfamilychangethehouse?
2.Listenagain,ticktheobstaclesJohnmentionsandexplainwhytheymakehislifedifficult.
3.WorkinpairsandthinkofmorecreativeideastosolvetheproblemJohndescribes.
WhatareJohn’sobstacles?Whydotheymakehislifedifficult?Howcanyousolvethisproblem?
itemsYes?No?
sidewalks
cars
elevators
Bikes
Escalators
Stairs
Fastfoodrestaurants
parks
Task3:Speakingandtalking.
SituationsDifficultiesSolutions
Blind;visitafriendontheothersideofthetown;changebusonce
Deaf;footballplayers;jointheschool’sfootballteam;learnEnglish
Inawheelchair;goshopping;eatatarestaurant;gotoacinema;severalfloors

Closingupbyhavingadiscussion.
Hi,everyone.Wecanseeitisnoteasyforthedisabledpeopletoleadanormallife.Supposewakinguptomorrowmorning,yousuddenlyfindyouwereunabletosee,speak,hearorwalk.Thenhowwouldyoufeelandwhatwouldyoudo?
Homework
Writeashortpassageaboutadisabledpersoninyourfamily,yourschooloryourneighborhood.

Period2Let’sread!
(DISABLED?NOTME)!
Goals
◆Getstudentstocaremoreaboutdisabledpeople.
◆Bettertheirreadingskillsthroughvariousreadingactivities.
◆Enablethestudentstomastermorewordsandexpressions.
Procedures
Leadinginbytalkingaboutpictures.
Attention,everyone.Pleaselookatthescreensandseeseveralpictures.(aboutdisabledplayersatthe2004AthensParalympicGames).Thendiscusstheminpairsandtellmewhatyouthinkofthem.
Task1:Fastreadingforgeneralideas.
1.Skimthetestandfindoutthetopicsentenceofeachparagraph.
Topicsentenceofeachparagraph
Para.1Iknowpeoplearetryingtohelp,butIwishtheywouldn’ttreatmeasifIwereachild.
Para.2Todaytherearemoreopportunitiesfordisabledpeopletodeveloptheirpotential,livearicherlifeandmakeacontributiontothesociety.
Para.3Disabledpeopleneedrecognition,morethansympathyandhelp.
Para.4Likeallofus,disabledpeoplealsoneedinspirationandencouragement.
Para.5AboutonethirdofthearticlesinLiteratureofChineseBlindChildrenarewrittenbydisabledauthorsandblindchildren.
Para.6Livingwithdisabilityisfrustratingandchallenging.
2.Scanthetextanddecidewhetherthefollowingsentencesaretrueorfalse.
(1)ZhongXiaowendoesn’twishtobetreatedasalittlechild.
(2)Xiaowen’sstoryservesasanexampletoshowthatphysicaldisabilitiescanlimitaperson’slife.
(3)AllthestudentsintheBeijingUnionUniversityaredisabled.
(4)Thedisabledpeopleneedbothrecognitionandinspirationandencouragement.
(5)LiteratureofChineseBlindChildrenisagreathelpinencouragingblindchildrentoovercomedifficultiesandchallenges.
(6)YeZijie’sstoryismentionedtoshowhowdisabledpeoplewritearticlesfornewspapersandmagazines.
(7)In2000YeZijiewasinvitedtoLondonandbecamethefirstChinesetostudyabroad.
(8)Itmightbefrustratingandchallengingtolivewithdisability.
Task2:Readingandcopying,
Nowit’stimetoreadthetextagainandcopydownalltheusefulexpressions.

Usefulexpressions
treat…as…,winanawardfor…,movearound,havenofeelingbelow…,useawheelchair,getaround,getdressed,createprogram,receiveanaward,atasciencefair,receiveeducation,limitaperson’slife,makeacontributionto…,amatterof…,offerguidance,launchaspecialeducationcollege,havenoabilities,studentswithoutabilities,studytogetherwith…,reachone’sgoals,playavaluablerolewithinsociety,needrecognition/inspiration/encouragement,realizeone’sdream,overcomechallengesanddifficulties,liveameaningfulandproductivelife,avisuallyimpairedperson,feelcomfortablewith…,adjustto…,getusedto…
Task3:Discussingandcommenting.
1.DiscussthedifficultieshowXiaowenandotherdisabledstudentsovercomethemintheireverydaylife.
2.Accordingtothetext,thewaysocietyviewsdisabledpeoplehaschanged.Howhasitchangedandwhy?
3.Imagineyouareadisabledstudent,whatkindofhelpwouldyouneedandhowwouldyouwantotherstotreatyou?

Period3Let’sstudy!
(GrammarRewiew:DirectandIndirectObjects)
Goals
◆Learntomakeaschoiceofwordsaccordingtothecontext.
◆Learntousedirectandindirectobjectscorrectly.
Procedures
Leakingin(1)bylistening.
Helloeveryone!WelearnedDisabled?NotMe!inourlastperiod.Nowlet’slistentoit.Pleasepayattentiontothepronunciationandintonationwhilelistening.
Leadingin(2)byrevision.
Goodmorning,class.YesterdaywelearnedthetextDisabled?NotMe!Herearesomeexercisesforwarming-up.
Completethefollowingsentences
1.Iwish_________________(我昨天见到了她).
2.Theteachertreatsherstudents_____________________(好像是她自己的孩子似的).
3.Hearingthealarm,__________________(她穿好衣服)andhurriedtotheschool.
4.Eventhedisabledpeoplehavetheright_________________(受教育).
5.Asacaringgirl,sheoften____________________(帮助她母亲干家务).
6.Disabledassheis,she___________________(过着有意义的生活).
7.Itisnoteasy__________________________(适应新的生活方式).
8.Haveyou_______________________(习惯于)livingwithdisabilitynow?
Task1:Definingwords.
1.Turntopage53.Checkthemeaningsofthewordsintheboxandfillintheblanks.
2.Readthestoryandfillintheblanksusingthecorrectformofthewordsgiveninthebox.
Task2:Studyingdirectandindirectobjects.
1.Getthestudentstotelldirectobjectfromindirectobjectbystudyingtheexamples.
2.Dividethewordswhicharealwaysconnectedwith“to”or“for”intotwokinds.

KindsofverbsExamplesSentences
Put“to”beforetheI.O.
间接宾语前加toSell,take,give,send,tell,lend,showShehastaughtsewingtoJenny.
Put“for”beforetheI.O.
间接宾语前加forBake,find,save,build,get,buy,makeTheyhaveboughtadictionaryfor
Jenny.
3.Askthestudentstochangethesentencesonpage54accordingtotheexamples.
4.Providestudentswithmoreexamplestopracticedirectandindirectobjects.
PleasetranslatethesentencesintoEnglish
1.昨天我给格林先生写了一封信。
2.老师问了我们许多问题。
3.刚才玛莉为我们唱了一首英文歌。
4.请递给我一杯茶。
5.妈妈为我做了一个生日蛋糕。
Task3:Closingupbycheckingtheexercises.
Forwarming-up,wearegoingtochecktheexercisesintheworkbookwiththeanswersonthescreen.

Period4Let’sreadandwrite!
(THESPECIALOLYMPICS)
Goals
◆Providethestudentswithchancestodeveloptheirextensivereadingskills.
◆Getthestudentstounderstandandrespectmoreaboutthedisabled.
◆Enablethestudentstolearnsomeusefulwordsandexpressions.
Procedures
Leadingin:bywatchingslides.
Hello,everyone.PleaselookatseveralwonderfulpicturesandtrytoasksomequestionsabouttheSpecialOlympics.Thenmakesureifyoucanfindalltheanswerstoyourquestionsinourtext.
Trytoanswerthefollowingquestions:
1.WhenandwherewillthenextSpecialOlympicWorldSummerGamesbeheld?
2.HowoftenaretheSpecialOlympicWorldSummerGamesheld?
3.Howmanyathleteswilltakepartinthenextgames?
4.HowmuchwillittaketoholdtheShanghaiSpecialOlympicsWorldSummerGames?
5.WhofoundedtheSpecialOlympicWorldSummerGamesandwhen?
Task1:Fastreading.
Readthewholetextfastandanswerthefollowingquestions:
1.Forthedisabledathletes,whichismoreimportant,beingthefirstoneacrossthefinishlineorbeingthebestoneheorshecanbe?
2.Whatmightbethemostdifficultchallengeahumanbeingcaneverface?
3.Didthementallydisabledpeopleusetoberespectedbythesociety?Andwhyorwhynot?
4.WhenandwherewerethefirstSpecialOlympicsWorldSummerGamesheld?
Task2:Copyinganddiscussing.
1.Copydownalltheimportantexpressionsfromthetext.
Usefulexpressions
Mentallydisabledpeople,besurroundedbygrandceremony,astrongsenseofunityandfriendship,trainforyears,overcomefearandhardships,scorethemostgoals,faceachallenge,treat…withdignityandrespect,consider…shameful,receivetreatmentandencouragement,improvethequalityoflife,preparefor…,participatein…,developone’sabilitytodosth.,improveone’shealth,gainself-confidence,makefriends,holdagame,competefor…,hostanevent,welcome…toChina
2.Dividetheclassintoseveralgroupstodiscussthefollowings:
(1)WhydomanySpecialOlympicsathletesthink“takingpartintheGamesisavictory”?
(2)HowdoeventsliketheSpecialOlympicshelpmentallydisabledpeople?
(3)WhydopeoplethinktheSpecialOlympicsarebecomingmoreandmorepopular?
Task3:Writinganargumentativeessay.
1.Getthestudentstomakeachecklistforthesurvey.
2.Analyzetheinformationtheycollectcarefully.
3.Describethecurrentsituationconcerningthesubject.
4.Suggestsomepossiblewaystoimprovethesituation.

高二英语Unit17Disabilities知识点总复习教案-

高二英语Unit17Disabilities知识点总复习教案
SectionI课前准备、听力、口语
1.Talkaboutdisability?谈一谈残疾(p.49Goal1)
*disability和inability
▲dis-和in-都是表示否定意义的前缀，但用在ability前，表示不同的意思，disability意为“残疾”，而inability意为“无能力”“没办法”。请比较下列例句，注意这两个词的不同意思。①Iwassurprisedatherinabilitytodothingspromptly.她不能迅速处事，我感到惊异。②Sheisdeaf，butrefusestoletherdisabilitypreventherfromdoingwhatshewantstodo.她失聪，但她不让自己的残疾妨碍自己去做想做的事。③Hisinabilitytopayhisdebtsmadehisparentsworried.他无力偿还债务使他父母亲很着急。④Herlackofexperienceisaseveredisability.她缺少经验是一个严重的障碍。
ability的形容词是able，其前也有两个否定前缀，dis-和an-表示不同的意思，disable是动词，意为“使……伤残”，而unable则是形容词，表示“不能的”“不会的”。如：①Thatillnessdisabledhimandlefthimunabletowork.那病使他残疾，不能工作。②Anaccidentdisabledhimfromteaching.一次交通事故使他再也不能教书了。③Heseemsunabletounderstandthesimplestinstructions.他看来似乎连最简单的说明也不懂。④Hewasunabletosleepatnightbecauseofhisanxiety.他因焦虑而晚上睡不着。
2.Imaginewhatdifficultiesanddangersyoumightface.想像一下你可能面对的困难和危险。(p.49WarmingupEx.1)▲imagine
(1)vt.imagine+名词／代词／动名词／从句①Canyouimagineafatmanlikethatclimbing?你能想像得出那样胖的人爬山吗?②Icantimagineaskinghimformoney.我难以想像向他开口要钱。
注意：imagine不接不定式。只接动名词①Itshardtoimagineagreaterthreattoworldpeace.难以想像还有对世界和平更大的威胁。②YoucantimaginehowImissedthebird.你想像不到我是多么想念那只鸟。
注意：imaginesb.tobe结构，但不能说imaginesb.todo.如:Youimagineyourself(tobe)intheplace.设想你处在这个位子上。
(×)Ican’timagineyoutodoanythingworse.
(√)Ican’timagineyoudoinganythingworse.
我难以想像你还能做更差的事。
(2)imagine可用于双重问句形式，其结构为特殊疑问句，imagine部分为插入部分，类似动词还有think,believe,suggest,suppose,guess等。①Whatdoyouthinkhisexplanationis?你认为他的解释是什么?②Whichmousedoyouimagineweshouldpickout?你认为我们该挑哪种鼠标?
注意：该句型为特殊疑问句形式，所以回答时应用特殊疑问句的回答形式。--Howmuchdoyouthinkthiscarcost?这车你认为值多少钱?--Ithinkitcosts4,000dollars.我认为值4000美元。
注意：此类动词反问句的构成有两种情况：当主句主语是第一人称时，反问根据从句；当主句主语为二、三人称时根据主句。①Ithinksheisthebeststudentinourclass,isntshe?我认为她是我们班最好的学生，不是吗?②Shethinksthatheshouldhavefinishedhiswork,doesntshe?她认为他已完成了工作，是吗?
(3)imagine，believe，suppose，think等词在构成否定句时一般要否定前移，同时注意这些词的肯定、否定答复。①Idontthinkhewillbethelikeliestcandidateforthemanagerofhumanresourcedepartment.我认为他将不是人力资源部经理最可能的人选。②Idontthinkthathedidthebest.我认为他并非最好。③--DoyouthinkTomisthebeststudentinourclass?你认为汤姆在我们班上是最好的学生吗?--Yes,Ithinkso.(肯定答复)是，我认为是。--No,Ithinknot/Idontthinkso.(否定回答)不，我认为不是。
联想：(派)imaginationn.想像，想像力；空想；imaginaryadj.想像中的、虚构的；imaginativeadj.富于想像力的；有创见的imagen.形象、印象。
▲might
情态动词might表推测“可能”，另外表推测的情态动词还有must，may，can，could等词，用来表示对现在情况推测时后加动词原形；对过去情况推测时后加havedone形式；might可能性比must，may弱，且must只用于肯定句，can只用于否定或疑问句。①Wedbetterhurry.Ourteachermustbewaitingforus.快点，我们老师肯定正在等我们。②Youmustntplaywiththeknife.Itmight
hurtyourhand.不要玩刀子，它会割伤你的手。③Petermaycomewithus,butheisntsure.彼得可能会跟我们来，但他拿不定主意。④Hemusthavefinishedhishomework.他肯定已经完成作业了。⑤Hecannothaveattendedyourlectureyesterday.Isawhiminthecinema.他昨天不可能去听你的演讲了，我在电影院看见他了。
3.Shareyourideaswiththeclassandtrytothinkofwaystomakepublicplacessaferandbetterforthedisabled.跟全班同学分享你的想法并尽力想出办法使公共场所对于残疾人更安全、更好。(p.49WarmingupEx.2)▲share
(1)vt.合用、分担、分享①Everyoneinthehousesharethebathroom.在此房间的人共用此浴室。②Sheneversharesanyofherhusbandsworries.她从不担她丈夫的忧愁。③MayIshareyourumbrella?我可以用你的伞吗?
短语：share...wire...与……共用……
①Letmesharethenewspaperwithyou.让我们一起看这张报纸。
②Illsharethecostwithyou.我将与你共同分担这费用。
(2)vi.共用、分享sharein
①Ihaventenoughbooksforeveryone,someofyouwillhavetoshare.我没有足够多的书提供给每一个人；你们中的一部分要与人合用一本。
②Letsshareinyourjoy.让我们共享你的快乐。
(3)n.份ashare一份
拓展：shareandsharealike平分、均摊;goshares平分
takeonesshare尽自己的一份责任;shareware共享软件
shareholding股权;shareholder股票持有人
▲make复合结构的几种情况
make+n.(宾语)+补语
名词makesb.asinger
形容词makethedooropen
省to不定式makesb.dosth.(被动时不省to)
过去分词makesb.understood
①Theymadehimcaptain.他们选他当队长。②Thenewsmadehersad.这消息使她悲伤。③Theymademerepeatit.=Iwasmadetorepeatit.他们让我重说。④Speaklouderinordertomakeyourselfheard.声音大一点，以便让别人听到你说什么。
拓展：make常用短语:bemadeof(看出材料)由……制成;bemadefrom(看不出材料)由……制成;bemadeinto制成……;bemadein产自……;bemadeupof由……组成;makeup编造，弥补，组成;makethebeds铺床;makelaws制定法律;makeanoise喧闹;makeprogress取得进步;makewar发动战争;makepeace讲和;makeamistake出错;maketea泡茶;makeplans制定计划;makeafire生火;makeenemies树敌;makeafortune发财;makeaprice定价;makeapromise许诺;makeit约定、实现目标;makeoneselfathome别客气

高二英语Unit17Disabilities知识点总复习教案

高二英语Unit17Disabilities知识点总复习教案
SectionIII词汇语法、综合技能
18.Everyfouryears,mentallydisabledathletescometogethertotakepartintheSpecialOlympics.智障运动员每四年聚会一次，参加特殊奥运会。(p.55IntegratingSkill第一段第1行)*every的一种用法
▲此处every用在数词前，如everytwo(three，etc.)，意为“每两个(三……)个……”。如：①Igothereeverythreedays.我每三天去那里一次。②TheAmericanpeopleelectapresidenteveryfouryears.美国人四年选一次总统。③Thereisabustothestationeverytenminutes.每十分钟有一辆公共汽车进站。④Theystoppedandrestedeveryfivemiles.他们每五英里停下来休息一会儿。⑤Ninewomenhavelostjobsforeveryfivemen.每五个男子失业就有九个女子失业。
也可以跟序数词表示同样的意思。如：①TheOlympicsareheldeveryfourthyear.奥林匹克运动会每四年举行一次。②Ithasbeensnowing,roughlyeverythirdday.近来大约每三天就要下一次雪。
值得注意的是表示“每隔……”。要用everyother或everysecond。如“每隔一天”，要说everyotherday或everysecondday。①Iwenthomeeveryotherweek.我每隔一周回家一次。②"Pleasewriteeveryotherline."saidtheteacher.老师说：“请隔行写”。
19.JustliketheregularOlympicGames,theeventsaresurroundedbygrandceremonyand…正如通常举办的奥运会一样。(p.55IntegratingSkill第一段第2行)
*event,incident和accident
▲这三个词都表示“事件”，但各有不同，event一般表示比较重大的事件或体育运动的比赛项目。如：①Adaughtersmarriageisquiteaneventforamother.女儿的婚姻对一个母亲来说确实是件大事。②ThesigningoftheDeclarationofIndependencewasanimportantevent.《独立宣言》的签定是重大事件。③Thenexteventwillbe100metres.下一个比赛项目是一百米赛跑。④Thefirstdayatschoolisabigeventinachildslife.上学第一天在孩子的一生中是件大事。
▲incident是指“(不寻常的或令人不快的)事情、小事情、插曲”。①Letsforgetthewholeincident.忘了那件不愉快的事吧!②Therewasafunnyincidentwhenthefatwomancouldntgetoutofthecar.当那个胖女人下不了小汽车时有一段滑稽的插曲。③Thatwasone0fthestrangestincidentsinmylife.那是我一生中最奇怪的事之一。
▲incident也可以表示引起战争、争端的事件；可作为battle，war一类词的委婉说法。如：①Frontierincidentshavebeencommonalongtheborderbetweenthetwocountries.两国常发生边界事件。②Thediplomaticincidentwascausedbymisunderstanding.这一外交事件是由误解造成的。
▲accident多指“不愉快的、意外的、不测之事导致不良后果”。如：①Helostbothhislegsinatrainaccident.
他在一次火车事故中失去了双腿。②Therewereseveralpeopleinjuredinthetrafficaccident.在这次交通事故中有好几个人受了伤。
▲accident也可以指中性的事情。如：theaccidentofbirth出生这件事。theaccidentthatFranceandGermanyhaveacommonborder法国和德国有共同的边界线的情况。
▲surroundby/with
surroundby/with意思是“四周都是”“处于……的气氛中”。如：①Oursisahillyareasurroundedonthreesidesbymountains.我们这儿是一个山区，三面都是大山。②Thegardenwaslarge,surroundedbyahighwallandshadedbythicktrees.这座花园很大，周围有一道高墙，里面有茂密的树林。③Theylovebeingsurroundedbyfamiliarpossessions.他们喜欢周围摆放一些熟悉的东西。④Hefoundhimselfsurroundedwithanatmosphereofkindness.他发现自己处在友好的气氛之中。⑤Theyweresurroundedwithdangerstheyknew.他们知道他们处于危险之中。
surroundedwith/by实际上是个过去分词短语，现在分词surrounding可单独作前置定语。如：①Thetownswatercomesfromthesurroundinghills.这个城镇的水是从周围的小山上流下来的。②Therearealotofinterestingplacestovisitinthesurroundingarea.周围地区有很多风景胜地可参观。
surrounding也可作名词用，意为“周围的事物”“环境”。如：①Idliketobringupmychildinhealthysurroundings.我想在健康的环境中养育我的孩子。②Shegrewupincomfortablesurroundings.她在舒适的环境中长大。
20.Livingwithamentaldisabilityisperhapsthemostdifficultchallengeahumanbeingcanfaceinlife.同残疾人生活在一起也许是人们所能面临的最困难的挑战。(p.55Integratingskills第二段第1–2行)
▲facevt./vi.“面向”“朝”此时可作及物动词，也可作不及物动词①Sheturnedtofacethenewcomerandintroducedherself.她转身面向新来者作了自我介绍。②Thebuildingfacesthestreet.那建筑物面对着街道。③--Howdoesthathouseface?--Itfacestotheeast.“那座房子朝哪边?”“朝东边。”④Manufacturingindustryfaceagrimfutureifthegovernmentpursuesitspresentpolicies.如果政府继续推行现行政策，制造工业将面临严酷的未来。⑤Hecouldntfacehisbossaftermakingsuchafoolofhimselfatthemeeting.他做出这样的丑事后，不敢面对自己的老板。
face常用短语:faceapersondown以势压人;faceupto勇敢地对付;befacedwith面临、面对;faceout大胆地，坚持到底;facetoface面对面；相对;inapersonsface当着某人的面;inthefaceof面对，不顾;make/pullaface扮鬼脸;set/putonesfaceagainst强烈反对、抵制;takeonanewface面貌一新;turnone’sfaceaway把脸转过去;facethemusic面对失败、接受批评
拓展：face还可意为“面对／面临(问题、挫折、困难等)”
21.Thedisabilitymakeseverydaylifedifficultandsocietyoftenfailstotreatthementallydisabledwithdignityandrespect.残疾使日常生活困难，社会也经常不能给智力障碍者以尊重和尊严。(p.55Integratingskills第二段第2行)
▲注意everyday和everyday在用法上的不同，前者是形容词，作前置定语，后者作状语修饰动词。如：①Itisacommoneverydayexpression.这是一个普通的日常用语。②Thenshechangedintohereverydayclothes.然后她换上了日常的衣服。③ThebookiswritteninsimpleeverydayEnglish.这本书是用简单的日常用语写的。④Shecametoseeuseveryday.她每天都来看我们。⑤Everydayyousaidtoyourself,"Iwilllearnmylessontomorrow."Nowyouseewhathashappened.每天你总对自己说“我明天学功课。”现在你看发生什么了。
▲fail表示“没能做到某事”可用failtodosth.也可以说failindoingsth.。如：①Herangthenumberagain,butfailedtogetaconnection.他又拔了那个号，仍然没能接通。②Ifailedtoseehim.Hewasout.我没见到他，他出去了。③Hefailedtopasstheexaminationthoughcarelessness.由于粗心，他考试没有及格。④Ifailedinpersuadinghim.我没能说服他。⑤Healwaysfailstolockthedoorwhenheleaves.他离开时总是忘记锁门。
failsb.有“使某人失望”之意。如：①Hisfriendsfailedhimwhenhemostneededthem.他的朋友们在他最需要他们的时候使他失望了。②Shereachedforachairandsatdownsuddenly,asifherlegshadfailedher.她伸手抓过一把椅子，突然坐了下来，好像她的腿支持不住了似的。③Shewassoupsetthatwordsfailedher.她心烦意乱得说不出话来。④Hewouldhavesucceededifhiscouragehadntfailedhim.如果他当时没有失去勇气，他就成功了。
▲dignity
(1)n.高尚的品质；尊严；尊贵，真正的价值Onlyafreemanhashumandignity.只有真正自由的人才有人的尊严。
(2)n.庄严的举止，端正的仪态Shekeptherdignitydespitethehissing.尽管嘘声四起，她依旧泰然自若。
(3)bebeneathonesdignity有失身份。Somehusbandsstillthinkitbeneaththeirdignitytodotheshopping.有些丈夫到现在仍旧认为让他们去买东西是件有失面子的事。
(4)standononesdignity保持尊严；自命不凡Shedoesntstandonherdignityandtreattherestofusasservants.她没有摆架子把我们当仆人看待。
联系：dignityv.使……显得尊贵；给……增光dignifiedadj.高雅的，高贵的dignitaryn.显要人物，权贵
22.Foralongtime,mentaldisabilitywasconsideredshamefulandthementallydisabledreceivedlittletreat-mentorencouragement.而社会往往又不能给残疾人以尊严和尊敬。(p.55Integratingskills第二段第4行)
▲consider
(1)考虑consider+n.①Isatdownbythefiretoconsidermyposition.我坐在火堆旁考虑我的处境。②Thatswhatwehavetoconsidernow.那是我们现在所要考虑的问题。
注意：consider不接不定式作宾语但可接特殊疑问词加不定式的结构。①Youhavetoconsiderwhattodonext.你必须考虑下一步干什么。②Haveyouconsideredhowtogetthere?你考虑好如何到那儿了吗?
注意：跟动名词，不跟动名词的复合结构。①Iconsideredgoingtoseehimmyself.我想亲自去看他。②跟介词或不加任何成分③Youmustconsiderwelloverthematter.在这件事上，你必须考虑周全。④Letmeconsider.让我想想。
(2)认为，以为
*跟从句Weconsiderthatyouarenottoblame.我们认为你不应受责备。
*跟名词的复合结构①Idontconsiderhimagoodfriend.我不认为他是我的好友。②WeconsiderChairmanMaoagreatman.我们认为毛主席是伟人。
*跟形容词的复合结构①Theyconsideredthemselvessuperiortoothers.他们自以为自己比别人优秀。②Icon-siderwhathesaidunimportant.我认为他说的不重要。
*跟不定式的复合结构(主要接tobe的形式，也可用其他形式)①Yousurelycantconsiderhimtobeaselfishman.你当然不认为他是个自私的人。②Iconsiderhimtohaveacteddisgracefully.我认为他表演得并不优雅。
联想：considerableadj.相当多的，相当大的
considerateadj.体贴的、体谅的、考虑周到的
consideration考虑；体贴、关心；要考虑的事
▲shameful
辨析：ashamed与shameful
ashamed指人(感到)惭愧的，羞耻的；
shameful指(行为等)可耻的，不道德的。例如:Heisashamedofhisshamefulconduct.他为自己可耻的行为感到羞愧。
联想：shamen.羞耻、羞愧；可耻的人(或物)；vt.使……受羞辱，使丢脸
ashamedadj.(感到)害臊的，羞耻的
shamelessadj.无耻的，不要脸的
shamefullyadv.可耻地shamefulnessn.耻辱
拓展：putsb./sth.toshame使……蒙羞，使没面子;shamesb.into/outofdoingsth.使某人感到羞愧而做／不做某事;beashamedtodosth.因羞愧而勉强做某事;以做某事为耻辱;beashamedof对……感到羞愧;beashamedthat…对……感到羞愧
23.BypreparingforandparticipatingintheSpecialOlympics,…通过筹备和参加特奥会…(p.55Integratingskills第三段第1行)
*动词participate的用法
▲participate意为“参加”“参与”，与介词in连用相当于takepartin。如：①Everyoneintheclassisexpectedtoparticipateinthediscussion.希望班上每个人都参加到讨论中来。②Herefusedtoparticipateinthesportsmeet.
他拒绝参加运动会。③Terrycantparticipateinthematchbecausehehashurthisfoot.特里不能参加比赛，因为他扭伤了脚。
▲participate可作“分享”“分担”解，而takepartin无此解。如：participateinonessuffering分担某人的痛苦participateintheprofits分享利润
24.OnethousandparticipantsfromCanadaandtheUnitedStatescompetedinthreeevents.来自加拿大和美国的一千多名参加者在三项比赛中进行了角逐。(p.55Integratingskills第三段第6–7行)
*动词compete的用法
▲compete意思是“竞争”“比赛”“争夺”，表示与谁竞争、比赛，介词用with或against；表示竞争的目的，即想要得到什么，用介词for，即competewith/againstsb.forsth.。如：①HecompetedwithamanfromCaliforniaforthepost.他与一个从加里福尼亚来的人争夺这个职位。②Fiftystudentscompetedwithoneanotherforthescholarship.五十名学生相互竞争以取得这项奖学金。③Theyounggolferoftencompetesagainstfamousplayers,butsofarhehasalwaysbeenbeaten.那个年轻高尔夫球手常与名手较量，但到目前为止还没有赢过。④Thebankshavelongcompetedwitheachother.
银行间早就开始了竞争。⑤TheAmericaneconomyanditsabilitytocompeteabroadisslowingdown.美国经济增速放缓，对外竞争力下降。⑥Thefirmistoosmalltocompetewithlargeinternationalcompanies.这家公司太小了，竞争不过国际性大公司。⑦Bothgirlsarealwayscompetingfortheirfathersattention.两个姑娘总是竞相争取父亲的注意。
25.InterestintheSpecialOlympicshasspreadacrosstheworldandcitiesarenowcompetingforthehonourtohosttheevent.如今一些城市都在争取特奥会的举办权，并以此为荣。(p.55Reading最后一段倒数第5–3行)▲honour
(1)n.荣誉、光荣；(高尚)人格；尊敬(多作不可数名词)①Theyfightforthehonourofthecountry.他们为国家荣誉而战。②Heisamanofhonour.他是一个人格高尚的人。③Wemustshowhonourtoourparents.我们应尊敬父母。
注意：也可用作可数名词，使人感到荣幸的人或事(多用单数)；代表荣誉的东西(奖品、奖章等)(多用复数)。①Itsanhonourtomeetyou.很荣幸见到你。②Hegraduatedwithhonours.他以优异的成绩毕业。
(2)vt.尊敬，使……感到荣幸①Chaplinwashonouredforhiscontributiontothefilmindustry.卓别林因其对电影业的贡献而受到尊敬。②Thepresidenthonouredhimwithhispresence.总统的到场使他感到无比荣幸。③Willyouhonourmewithavisit?可否请你光临?
短语：inhonourof为了纪念;withhonours以优异成绩;havethehonourof有幸……,荣幸地……;showhonourtosb.尊敬某人
26.Chineseathletes,theirfriends,parentsandtheaudiencewillbeproudtowelcomeSpecialOlympianstoChina.中国运动员和他们的朋友，父母以及运动会的观众都将以骄傲的姿态欢迎特奥会在中国的召开。(p.55Reading最后一段倒数第2–1行)▲welcome
(1)vt.welcome/greetsb.ononesarrival用作及物动词，意为“欢迎(人)，高兴迎接”。如:①TheQueenwelcomedthePresidentashegotofftheplane.总统走下飞机时，女王上前迎接。②Theheroeswerewarmlywelcomedbythemasses.英雄们受到了群众的热烈欢迎。③Ishallwelcomethecomingofwarmweather.我将欢迎温暖天气的来临。
(2)welcome也可用作形容词，意为“受欢迎的，被愉快接受的”。如:①Youarealwayswelcomeatourhouse.欢迎你随时来我们家。②Hedidn’tmakehisguestsverywelcome.他待客冷淡。③Allsuggestionswillbewelcome.欢迎一切建议。
(3)welcome也可用作名词，意为“欢迎、款待”，为可数名词。如:①Theygaveusawarmwelcome.他们热烈欢迎我们。②Thepresidentofthecollegeextendedawarmwelcometothevisitingprofessor.院长向来访的教授表示热烈的欢迎。③Youarewelcome.(回答对方道谢时的客套话，主要用于美国英语)，意为“不用谢，别客气”。如:--ItsjustwhatIwanted.Thankyouverymuch.
这正是我要的东西，非常感谢。--Yourewelcome.不用谢。
注意：welcome是规则动词，其过去式与过去分词是welcomed，welcomed，而不welcome，welcome；“欢迎某人做某事”不能说welcomesb.todosth.而说sb.bewelcometodosth.如:(×)WewelcomeforeignfriendstovisitChina.(√)ForeignfriendsarewelcometovisitChins.我们欢迎外国朋友来中国参观。

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