高中教案教案
發(fā)表時(shí)間：2020-11-20Disabilities教案。
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).
相關(guān)知識
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
俗話說，凡事預(yù)則立，不預(yù)則廢。作為高中教師準(zhǔn)備好教案是必不可少的一步。教案可以保證學(xué)生們在上課時(shí)能夠更好的聽課，幫助高中教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。所以你在寫高中教案時(shí)要注意些什么呢？下面是由小編為大家整理的“人教版高二下Unit17Disabilities教案”，希望能對您有所幫助，請收藏。
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_________________(我昨天見到了她).
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____________________(幫助她母親干家務(wù)).
6.Disabledassheis,she___________________(過著有意義的生活).
7.Itisnoteasy__________________________(適應(yīng)新的生活方式).
8.Haveyou_______________________(習(xí)慣于)livingwithdisabilitynow?
Task1:Definingwords.
1.Turntopage53.Checkthemeaningsofthewordsintheboxandfillintheblanks.
2.Readthestoryandfillintheblanksusingthecorrectformofthewordsgiveninthebox.
Task2:Studyingdirectandindirectobjects.
1.Getthestudentstotelldirectobjectfromindirectobjectbystudyingtheexamples.
2.Dividethewordswhicharealwaysconnectedwith“to”or“for”intotwokinds.
KindsofverbsExamplesSentences
Put“to”beforetheI.O.
間接賓語前加toSell,take,give,send,tell,lend,showShehastaughtsewingtoJenny.
Put“for”beforetheI.O.
間接賓語前加forBake,find,save,build,get,buy,makeTheyhaveboughtadictionaryfor
Jenny.
3.Askthestudentstochangethesentencesonpage54accordingtotheexamples.
4.Providestudentswithmoreexamplestopracticedirectandindirectobjects.
PleasetranslatethesentencesintoEnglish
1.昨天我給格林先生寫了一封信。
2.老師問了我們許多問題。
3.剛才瑪莉?yàn)槲覀兂艘皇子⑽母琛?br>
4.請遞給我一杯茶。
5.媽媽為我做了一個(gè)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.
高二英語Unit17Disabilities知識點(diǎn)總復(fù)習(xí)教案-
高二英語Unit17Disabilities知識點(diǎn)總復(fù)習(xí)教案
SectionI課前準(zhǔn)備、聽力、口語
1.Talkaboutdisability?談一談殘疾(p.49Goal1)
*disability和inability
▲dis-和in-都是表示否定意義的前綴，但用在ability前，表示不同的意思，disability意為“殘疾”，而inability意為“無能力”“沒辦法”。請比較下列例句，注意這兩個(gè)詞的不同意思。①Iwassurprisedatherinabilitytodothingspromptly.她不能迅速處事，我感到驚異。②Sheisdeaf，butrefusestoletherdisabilitypreventherfromdoingwhatshewantstodo.她失聰，但她不讓自己的殘疾妨礙自己去做想做的事。③Hisinabilitytopayhisdebtsmadehisparentsworried.他無力償還債務(wù)使他父母親很著急。④Herlackofexperienceisaseveredisability.她缺少經(jīng)驗(yàn)是一個(gè)嚴(yán)重的障礙。
ability的形容詞是able，其前也有兩個(gè)否定前綴，dis-和an-表示不同的意思，disable是動詞，意為“使……傷殘”，而unable則是形容詞，表示“不能的”“不會的”。如：①Thatillnessdisabledhimandlefthimunabletowork.那病使他殘疾，不能工作。②Anaccidentdisabledhimfromteaching.一次交通事故使他再也不能教書了。③Heseemsunabletounderstandthesimplestinstructions.他看來似乎連最簡單的說明也不懂。④Hewasunabletosleepatnightbecauseofhisanxiety.他因焦慮而晚上睡不著。
2.Imaginewhatdifficultiesanddangersyoumightface.想像一下你可能面對的困難和危險(xiǎn)。(p.49WarmingupEx.1)▲imagine
(1)vt.imagine+名詞／代詞／動名詞／從句①Canyouimagineafatmanlikethatclimbing?你能想像得出那樣胖的人爬山嗎?②Icantimagineaskinghimformoney.我難以想像向他開口要錢。
注意：imagine不接不定式。只接動名詞①Itshardtoimagineagreaterthreattoworldpeace.難以想像還有對世界和平更大的威脅。②YoucantimaginehowImissedthebird.你想像不到我是多么想念那只鳥。
注意：imaginesb.tobe結(jié)構(gòu)，但不能說imaginesb.todo.如:Youimagineyourself(tobe)intheplace.設(shè)想你處在這個(gè)位子上。
(×)Ican’timagineyoutodoanythingworse.
(√)Ican’timagineyoudoinganythingworse.
我難以想像你還能做更差的事。
(2)imagine可用于雙重問句形式，其結(jié)構(gòu)為特殊疑問句，imagine部分為插入部分，類似動詞還有think,believe,suggest,suppose,guess等。①Whatdoyouthinkhisexplanationis?你認(rèn)為他的解釋是什么?②Whichmousedoyouimagineweshouldpickout?你認(rèn)為我們該挑哪種鼠標(biāo)?
注意：該句型為特殊疑問句形式，所以回答時(shí)應(yīng)用特殊疑問句的回答形式。--Howmuchdoyouthinkthiscarcost?這車你認(rèn)為值多少錢?--Ithinkitcosts4,000dollars.我認(rèn)為值4000美元。
注意：此類動詞反問句的構(gòu)成有兩種情況：當(dāng)主句主語是第一人稱時(shí)，反問根據(jù)從句；當(dāng)主句主語為二、三人稱時(shí)根據(jù)主句。①Ithinksheisthebeststudentinourclass,isntshe?我認(rèn)為她是我們班最好的學(xué)生，不是嗎?②Shethinksthatheshouldhavefinishedhiswork,doesntshe?她認(rèn)為他已完成了工作，是嗎?
(3)imagine，believe，suppose，think等詞在構(gòu)成否定句時(shí)一般要否定前移，同時(shí)注意這些詞的肯定、否定答復(fù)。①Idontthinkhewillbethelikeliestcandidateforthemanagerofhumanresourcedepartment.我認(rèn)為他將不是人力資源部經(jīng)理最可能的人選。②Idontthinkthathedidthebest.我認(rèn)為他并非最好。③--DoyouthinkTomisthebeststudentinourclass?你認(rèn)為湯姆在我們班上是最好的學(xué)生嗎?--Yes,Ithinkso.(肯定答復(fù))是，我認(rèn)為是。--No,Ithinknot/Idontthinkso.(否定回答)不，我認(rèn)為不是。
聯(lián)想：(派)imaginationn.想像，想像力；空想；imaginaryadj.想像中的、虛構(gòu)的；imaginativeadj.富于想像力的；有創(chuàng)見的imagen.形象、印象。
▲might
情態(tài)動詞might表推測“可能”，另外表推測的情態(tài)動詞還有must，may，can，could等詞，用來表示對現(xiàn)在情況推測時(shí)后加動詞原形；對過去情況推測時(shí)后加havedone形式；might可能性比must，may弱，且must只用于肯定句，can只用于否定或疑問句。①Wedbetterhurry.Ourteachermustbewaitingforus.快點(diǎn)，我們老師肯定正在等我們。②Youmustntplaywiththeknife.Itmight
hurtyourhand.不要玩刀子，它會割傷你的手。③Petermaycomewithus,butheisntsure.彼得可能會跟我們來，但他拿不定主意。④Hemusthavefinishedhishomework.他肯定已經(jīng)完成作業(yè)了。⑤Hecannothaveattendedyourlectureyesterday.Isawhiminthecinema.他昨天不可能去聽你的演講了，我在電影院看見他了。
3.Shareyourideaswiththeclassandtrytothinkofwaystomakepublicplacessaferandbetterforthedisabled.跟全班同學(xué)分享你的想法并盡力想出辦法使公共場所對于殘疾人更安全、更好。(p.49WarmingupEx.2)▲share
(1)vt.合用、分擔(dān)、分享①Everyoneinthehousesharethebathroom.在此房間的人共用此浴室。②Sheneversharesanyofherhusbandsworries.她從不擔(dān)她丈夫的憂愁。③MayIshareyourumbrella?我可以用你的傘嗎?
短語：share...wire...與……共用……
①Letmesharethenewspaperwithyou.讓我們一起看這張報(bào)紙。
②Illsharethecostwithyou.我將與你共同分擔(dān)這費(fèi)用。
(2)vi.共用、分享sharein
①Ihaventenoughbooksforeveryone,someofyouwillhavetoshare.我沒有足夠多的書提供給每一個(gè)人；你們中的一部分要與人合用一本。
②Letsshareinyourjoy.讓我們共享你的快樂。
(3)n.份ashare一份
拓展：shareandsharealike平分、均攤;goshares平分
takeonesshare盡自己的一份責(zé)任;shareware共享軟件
shareholding股權(quán);shareholder股票持有人
▲make復(fù)合結(jié)構(gòu)的幾種情況
make+n.(賓語)+補(bǔ)語
名詞makesb.asinger
形容詞makethedooropen
省to不定式makesb.dosth.(被動時(shí)不省to)
過去分詞makesb.understood
①Theymadehimcaptain.他們選他當(dāng)隊(duì)長。②Thenewsmadehersad.這消息使她悲傷。③Theymademerepeatit.=Iwasmadetorepeatit.他們讓我重說。④Speaklouderinordertomakeyourselfheard.聲音大一點(diǎn)，以便讓別人聽到你說什么。
拓展：make常用短語:bemadeof(看出材料)由……制成;bemadefrom(看不出材料)由……制成;bemadeinto制成……;bemadein產(chǎn)自……;bemadeupof由……組成;makeup編造，彌補(bǔ)，組成;makethebeds鋪床;makelaws制定法律;makeanoise喧鬧;makeprogress取得進(jìn)步;makewar發(fā)動戰(zhàn)爭;makepeace講和;makeamistake出錯(cuò);maketea泡茶;makeplans制定計(jì)劃;makeafire生火;makeenemies樹敵;makeafortune發(fā)財(cái);makeaprice定價(jià);makeapromise許諾;makeit約定、實(shí)現(xiàn)目標(biāo);makeoneselfathome別客氣
高二英語Unit17Disabilities知識點(diǎn)總復(fù)習(xí)教案
高二英語Unit17Disabilities知識點(diǎn)總復(fù)習(xí)教案
SectionIII詞匯語法、綜合技能
18.Everyfouryears,mentallydisabledathletescometogethertotakepartintheSpecialOlympics.智障運(yùn)動員每四年聚會一次，參加特殊奧運(yùn)會。(p.55IntegratingSkill第一段第1行)*every的一種用法
▲此處every用在數(shù)詞前，如everytwo(three，etc.)，意為“每兩個(gè)(三……)個(gè)……”。如：①Igothereeverythreedays.我每三天去那里一次。②TheAmericanpeopleelectapresidenteveryfouryears.美國人四年選一次總統(tǒng)。③Thereisabustothestationeverytenminutes.每十分鐘有一輛公共汽車進(jìn)站。④Theystoppedandrestedeveryfivemiles.他們每五英里停下來休息一會兒。⑤Ninewomenhavelostjobsforeveryfivemen.每五個(gè)男子失業(yè)就有九個(gè)女子失業(yè)。
也可以跟序數(shù)詞表示同樣的意思。如：①TheOlympicsareheldeveryfourthyear.奧林匹克運(yùn)動會每四年舉行一次。②Ithasbeensnowing,roughlyeverythirdday.近來大約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”，要說everyotherday或everysecondday。①Iwenthomeeveryotherweek.我每隔一周回家一次。②"Pleasewriteeveryotherline."saidtheteacher.老師說：“請隔行寫”。
19.JustliketheregularOlympicGames,theeventsaresurroundedbygrandceremonyand…正如通常舉辦的奧運(yùn)會一樣。(p.55IntegratingSkill第一段第2行)
*event,incident和accident
▲這三個(gè)詞都表示“事件”，但各有不同，event一般表示比較重大的事件或體育運(yùn)動的比賽項(xiàng)目。如：①Adaughtersmarriageisquiteaneventforamother.女兒的婚姻對一個(gè)母親來說確實(shí)是件大事。②ThesigningoftheDeclarationofIndependencewasanimportantevent.《獨(dú)立宣言》的簽定是重大事件。③Thenexteventwillbe100metres.下一個(gè)比賽項(xiàng)目是一百米賽跑。④Thefirstdayatschoolisabigeventinachildslife.上學(xué)第一天在孩子的一生中是件大事。
▲incident是指“(不尋常的或令人不快的)事情、小事情、插曲”。①Letsforgetthewholeincident.忘了那件不愉快的事吧!②Therewasafunnyincidentwhenthefatwomancouldntgetoutofthecar.當(dāng)那個(gè)胖女人下不了小汽車時(shí)有一段滑稽的插曲。③Thatwasone0fthestrangestincidentsinmylife.那是我一生中最奇怪的事之一。
▲incident也可以表示引起戰(zhàn)爭、爭端的事件；可作為battle，war一類詞的委婉說法。如：①Frontierincidentshavebeencommonalongtheborderbetweenthetwocountries.兩國常發(fā)生邊界事件。②Thediplomaticincidentwascausedbymisunderstanding.這一外交事件是由誤解造成的。
▲accident多指“不愉快的、意外的、不測之事導(dǎo)致不良后果”。如：①Helostbothhislegsinatrainaccident.
他在一次火車事故中失去了雙腿。②Therewereseveralpeopleinjuredinthetrafficaccident.在這次交通事故中有好幾個(gè)人受了傷。
▲accident也可以指中性的事情。如：theaccidentofbirth出生這件事。theaccidentthatFranceandGermanyhaveacommonborder法國和德國有共同的邊界線的情況。
▲surroundby/with
surroundby/with意思是“四周都是”“處于……的氣氛中”。如：①Oursisahillyareasurroundedonthreesidesbymountains.我們這兒是一個(gè)山區(qū)，三面都是大山。②Thegardenwaslarge,surroundedbyahighwallandshadedbythicktrees.這座花園很大，周圍有一道高墻，里面有茂密的樹林。③Theylovebeingsurroundedbyfamiliarpossessions.他們喜歡周圍擺放一些熟悉的東西。④Hefoundhimselfsurroundedwithanatmosphereofkindness.他發(fā)現(xiàn)自己處在友好的氣氛之中。⑤Theyweresurroundedwithdangerstheyknew.他們知道他們處于危險(xiǎn)之中。
surroundedwith/by實(shí)際上是個(gè)過去分詞短語，現(xiàn)在分詞surrounding可單獨(dú)作前置定語。如：①Thetownswatercomesfromthesurroundinghills.這個(gè)城鎮(zhèn)的水是從周圍的小山上流下來的。②Therearealotofinterestingplacestovisitinthesurroundingarea.周圍地區(qū)有很多風(fēng)景勝地可參觀。
surrounding也可作名詞用，意為“周圍的事物”“環(huán)境”。如：①Idliketobringupmychildinhealthysurroundings.我想在健康的環(huán)境中養(yǎng)育我的孩子。②Shegrewupincomfortablesurroundings.她在舒適的環(huán)境中長大。
20.Livingwithamentaldisabilityisperhapsthemostdifficultchallengeahumanbeingcanfaceinlife.同殘疾人生活在一起也許是人們所能面臨的最困難的挑戰(zhàn)。(p.55Integratingskills第二段第1–2行)
▲facevt./vi.“面向”“朝”此時(shí)可作及物動詞，也可作不及物動詞①Sheturnedtofacethenewcomerandintroducedherself.她轉(zhuǎn)身面向新來者作了自我介紹。②Thebuildingfacesthestreet.那建筑物面對著街道。③--Howdoesthathouseface?--Itfacestotheeast.“那座房子朝哪邊?”“朝東邊?！雹躆anufacturingindustryfaceagrimfutureifthegovernmentpursuesitspresentpolicies.如果政府繼續(xù)推行現(xiàn)行政策，制造工業(yè)將面臨嚴(yán)酷的未來。⑤Hecouldntfacehisbossaftermakingsuchafoolofhimselfatthemeeting.他做出這樣的丑事后，不敢面對自己的老板。
face常用短語:faceapersondown以勢壓人;faceupto勇敢地對付;befacedwith面臨、面對;faceout大膽地，堅(jiān)持到底;facetoface面對面；相對;inapersonsface當(dāng)著某人的面;inthefaceof面對，不顧;make/pullaface扮鬼臉;set/putonesfaceagainst強(qiáng)烈反對、抵制;takeonanewface面貌一新;turnone’sfaceaway把臉轉(zhuǎn)過去;facethemusic面對失敗、接受批評
拓展：face還可意為“面對／面臨(問題、挫折、困難等)”
21.Thedisabilitymakeseverydaylifedifficultandsocietyoftenfailstotreatthementallydisabledwithdignityandrespect.殘疾使日常生活困難，社會也經(jīng)常不能給智力障礙者以尊重和尊嚴(yán)。(p.55Integratingskills第二段第2行)
▲注意everyday和everyday在用法上的不同，前者是形容詞，作前置定語，后者作狀語修飾動詞。如：①Itisacommoneverydayexpression.這是一個(gè)普通的日常用語。②Thenshechangedintohereverydayclothes.然后她換上了日常的衣服。③ThebookiswritteninsimpleeverydayEnglish.這本書是用簡單的日常用語寫的。④Shecametoseeuseveryday.她每天都來看我們。⑤Everydayyousaidtoyourself,"Iwilllearnmylessontomorrow."Nowyouseewhathashappened.每天你總對自己說“我明天學(xué)功課?！爆F(xiàn)在你看發(fā)生什么了。
▲fail表示“沒能做到某事”可用failtodosth.也可以說failindoingsth.。如：①Herangthenumberagain,butfailedtogetaconnection.他又拔了那個(gè)號，仍然沒能接通。②Ifailedtoseehim.Hewasout.我沒見到他，他出去了。③Hefailedtopasstheexaminationthoughcarelessness.由于粗心，他考試沒有及格。④Ifailedinpersuadinghim.我沒能說服他。⑤Healwaysfailstolockthedoorwhenheleaves.他離開時(shí)總是忘記鎖門。
failsb.有“使某人失望”之意。如：①Hisfriendsfailedhimwhenhemostneededthem.他的朋友們在他最需要他們的時(shí)候使他失望了。②Shereachedforachairandsatdownsuddenly,asifherlegshadfailedher.她伸手抓過一把椅子，突然坐了下來，好像她的腿支持不住了似的。③Shewassoupsetthatwordsfailedher.她心煩意亂得說不出話來。④Hewouldhavesucceededifhiscouragehadntfailedhim.如果他當(dāng)時(shí)沒有失去勇氣，他就成功了。
▲dignity
(1)n.高尚的品質(zhì)；尊嚴(yán)；尊貴，真正的價(jià)值Onlyafreemanhashumandignity.只有真正自由的人才有人的尊嚴(yán)。
(2)n.莊嚴(yán)的舉止，端正的儀態(tài)Shekeptherdignitydespitethehissing.盡管噓聲四起，她依舊泰然自若。
(3)bebeneathonesdignity有失身份。Somehusbandsstillthinkitbeneaththeirdignitytodotheshopping.有些丈夫到現(xiàn)在仍舊認(rèn)為讓他們?nèi)ベI東西是件有失面子的事。
(4)standononesdignity保持尊嚴(yán)；自命不凡Shedoesntstandonherdignityandtreattherestofusasservants.她沒有擺架子把我們當(dāng)仆人看待。
聯(lián)系：dignityv.使……顯得尊貴；給……增光dignifiedadj.高雅的，高貴的dignitaryn.顯要人物，權(quán)貴
22.Foralongtime,mentaldisabilitywasconsideredshamefulandthementallydisabledreceivedlittletreat-mentorencouragement.而社會往往又不能給殘疾人以尊嚴(yán)和尊敬。(p.55Integratingskills第二段第4行)
▲consider
(1)考慮consider+n.①Isatdownbythefiretoconsidermyposition.我坐在火堆旁考慮我的處境。②Thatswhatwehavetoconsidernow.那是我們現(xiàn)在所要考慮的問題。
注意：consider不接不定式作賓語但可接特殊疑問詞加不定式的結(jié)構(gòu)。①Youhavetoconsiderwhattodonext.你必須考慮下一步干什么。②Haveyouconsideredhowtogetthere?你考慮好如何到那兒了嗎?
注意：跟動名詞，不跟動名詞的復(fù)合結(jié)構(gòu)。①Iconsideredgoingtoseehimmyself.我想親自去看他。②跟介詞或不加任何成分③Youmustconsiderwelloverthematter.在這件事上，你必須考慮周全。④Letmeconsider.讓我想想。
(2)認(rèn)為，以為
*跟從句Weconsiderthatyouarenottoblame.我們認(rèn)為你不應(yīng)受責(zé)備。
*跟名詞的復(fù)合結(jié)構(gòu)①Idontconsiderhimagoodfriend.我不認(rèn)為他是我的好友。②WeconsiderChairmanMaoagreatman.我們認(rèn)為毛主席是偉人。
*跟形容詞的復(fù)合結(jié)構(gòu)①Theyconsideredthemselvessuperiortoothers.他們自以為自己比別人優(yōu)秀。②Icon-siderwhathesaidunimportant.我認(rèn)為他說的不重要。
*跟不定式的復(fù)合結(jié)構(gòu)(主要接tobe的形式，也可用其他形式)①Yousurelycantconsiderhimtobeaselfishman.你當(dāng)然不認(rèn)為他是個(gè)自私的人。②Iconsiderhimtohaveacteddisgracefully.我認(rèn)為他表演得并不優(yōu)雅。
聯(lián)想：considerableadj.相當(dāng)多的，相當(dāng)大的
considerateadj.體貼的、體諒的、考慮周到的
consideration考慮；體貼、關(guān)心；要考慮的事
▲shameful
辨析：ashamed與shameful
ashamed指人(感到)慚愧的，羞恥的；
shameful指(行為等)可恥的，不道德的。例如:Heisashamedofhisshamefulconduct.他為自己可恥的行為感到羞愧。
聯(lián)想：shamen.羞恥、羞愧；可恥的人(或物)；vt.使……受羞辱，使丟臉
ashamedadj.(感到)害臊的，羞恥的
shamelessadj.無恥的，不要臉的
shamefullyadv.可恥地shamefulnessn.恥辱
拓展：putsb./sth.toshame使……蒙羞，使沒面子;shamesb.into/outofdoingsth.使某人感到羞愧而做／不做某事;beashamedtodosth.因羞愧而勉強(qiáng)做某事;以做某事為恥辱;beashamedof對……感到羞愧;beashamedthat…對……感到羞愧
23.BypreparingforandparticipatingintheSpecialOlympics,…通過籌備和參加特奧會…(p.55Integratingskills第三段第1行)
*動詞participate的用法
▲participate意為“參加”“參與”，與介詞in連用相當(dāng)于takepartin。如：①Everyoneintheclassisexpectedtoparticipateinthediscussion.希望班上每個(gè)人都參加到討論中來。②Herefusedtoparticipateinthesportsmeet.
他拒絕參加運(yùn)動會。③Terrycantparticipateinthematchbecausehehashurthisfoot.特里不能參加比賽，因?yàn)樗四_。
▲participate可作“分享”“分擔(dān)”解，而takepartin無此解。如：participateinonessuffering分擔(dān)某人的痛苦participateintheprofits分享利潤
24.OnethousandparticipantsfromCanadaandtheUnitedStatescompetedinthreeevents.來自加拿大和美國的一千多名參加者在三項(xiàng)比賽中進(jìn)行了角逐。(p.55Integratingskills第三段第6–7行)
*動詞compete的用法
▲compete意思是“競爭”“比賽”“爭奪”，表示與誰競爭、比賽，介詞用with或against；表示競爭的目的，即想要得到什么，用介詞for，即competewith/againstsb.forsth.。如：①HecompetedwithamanfromCaliforniaforthepost.他與一個(gè)從加里福尼亞來的人爭奪這個(gè)職位。②Fiftystudentscompetedwithoneanotherforthescholarship.五十名學(xué)生相互競爭以取得這項(xiàng)獎學(xué)金。③Theyounggolferoftencompetesagainstfamousplayers,butsofarhehasalwaysbeenbeaten.那個(gè)年輕高爾夫球手常與名手較量，但到目前為止還沒有贏過。④Thebankshavelongcompetedwitheachother.
銀行間早就開始了競爭。⑤TheAmericaneconomyanditsabilitytocompeteabroadisslowingdown.美國經(jīng)濟(jì)增速放緩，對外競爭力下降。⑥Thefirmistoosmalltocompetewithlargeinternationalcompanies.這家公司太小了，競爭不過國際性大公司。⑦Bothgirlsarealwayscompetingfortheirfathersattention.兩個(gè)姑娘總是競相爭取父親的注意。
25.InterestintheSpecialOlympicshasspreadacrosstheworldandcitiesarenowcompetingforthehonourtohosttheevent.如今一些城市都在爭取特奧會的舉辦權(quán)，并以此為榮。(p.55Reading最后一段倒數(shù)第5–3行)▲honour
(1)n.榮譽(yù)、光榮；(高尚)人格；尊敬(多作不可數(shù)名詞)①Theyfightforthehonourofthecountry.他們?yōu)閲覙s譽(yù)而戰(zhàn)。②Heisamanofhonour.他是一個(gè)人格高尚的人。③Wemustshowhonourtoourparents.我們應(yīng)尊敬父母。
注意：也可用作可數(shù)名詞，使人感到榮幸的人或事(多用單數(shù))；代表榮譽(yù)的東西(獎品、獎?wù)碌?(多用復(fù)數(shù))。①Itsanhonourtomeetyou.很榮幸見到你。②Hegraduatedwithhonours.他以優(yōu)異的成績畢業(yè)。
(2)vt.尊敬，使……感到榮幸①Chaplinwashonouredforhiscontributiontothefilmindustry.卓別林因其對電影業(yè)的貢獻(xiàn)而受到尊敬。②Thepresidenthonouredhimwithhispresence.總統(tǒng)的到場使他感到無比榮幸。③Willyouhonourmewithavisit?可否請你光臨?
短語：inhonourof為了紀(jì)念;withhonours以優(yōu)異成績;havethehonourof有幸……,榮幸地……;showhonourtosb.尊敬某人
26.Chineseathletes,theirfriends,parentsandtheaudiencewillbeproudtowelcomeSpecialOlympianstoChina.中國運(yùn)動員和他們的朋友，父母以及運(yùn)動會的觀眾都將以驕傲的姿態(tài)歡迎特奧會在中國的召開。(p.55Reading最后一段倒數(shù)第2–1行)▲welcome
(1)vt.welcome/greetsb.ononesarrival用作及物動詞，意為“歡迎(人)，高興迎接”。如:①TheQueenwelcomedthePresidentashegotofftheplane.總統(tǒng)走下飛機(jī)時(shí)，女王上前迎接。②Theheroeswerewarmlywelcomedbythemasses.英雄們受到了群眾的熱烈歡迎。③Ishallwelcomethecomingofwarmweather.我將歡迎溫暖天氣的來臨。
(2)welcome也可用作形容詞，意為“受歡迎的，被愉快接受的”。如:①Youarealwayswelcomeatourhouse.歡迎你隨時(shí)來我們家。②Hedidn’tmakehisguestsverywelcome.他待客冷淡。③Allsuggestionswillbewelcome.歡迎一切建議。
(3)welcome也可用作名詞，意為“歡迎、款待”，為可數(shù)名詞。如:①Theygaveusawarmwelcome.他們熱烈歡迎我們。②Thepresidentofthecollegeextendedawarmwelcometothevisitingprofessor.院長向來訪的教授表示熱烈的歡迎。③Youarewelcome.(回答對方道謝時(shí)的客套話，主要用于美國英語)，意為“不用謝，別客氣”。如:--ItsjustwhatIwanted.Thankyouverymuch.
這正是我要的東西，非常感謝。--Yourewelcome.不用謝。
注意：welcome是規(guī)則動詞，其過去式與過去分詞是welcomed，welcomed，而不welcome，welcome；“歡迎某人做某事”不能說welcomesb.todosth.而說sb.bewelcometodosth.如:(×)WewelcomeforeignfriendstovisitChina.(√)ForeignfriendsarewelcometovisitChins.我們歡迎外國朋友來中國參觀。
