Unit4InterestsandAbilitiesLesson3BeyondDisabilityThislesson,"BeyondDisability"fromUnit4"InterestsandAbilities"inthe2024BeijingNormalUniversityEditionEnglishtextbookforGrade7,focusesontheinspiringstoriesofdisabledpeoplewhohaveoveretheirlimitationstopursuetheirinterestsanddeveloptheirabilities.Throughreadingtexts,studentswillencountervocabularyrelatedtodisabilities,abilities,andtheprocessofoveringdifficulties.Theywillalsolearngrammarstructuressuchastheusageof"can/can't"toexpressabilitiesand"though/although"tointroduceconcessionclauses.Thelessonaimstonotonlyenhancestudents'languageskillsbutalsocultivatetheirunderstanding,respect,andempathytowardsdisabledindividuals.教學(xué)目標(biāo)A.LanguagepetenceStudentswillbeabletoaccuratelyread,understand,andusekeyvocabularyrelatedto"disability","ability",and"interest",suchas"disability","ability","interest","overe","courage",etc.,andcorrectlyusethesewordstodescribepeople'sexperiencesandfeelingsinoralandwrittenexpressions.e.g.erandapplytheusageofmodalverbs"can/can't"toexpressabilitiesandinability,aswellas"though/although"ledconcessionclauses(e.g.,"Thoughhehasadisability,hecanplaythepianowell")toclearlyexpressopinionsanddescribephenomenainconversationsandshortwriting,withaccurateandcoherentlanguage.Beabletoreadtextsaboutdisabledpeople'seffortstooveredifficultiesanddeveloptheirinterestsandabilities,obtainkeyinformation(suchaspersonalexperiences,difficultiesencountered,achievementsmade,etc.),andbeabletobrieflyretellandsummarizeaccordingtothetextcontent,withareadingspeedof6070wordsperminute.B.CulturalAwarenessUnderstandtheattitudesofsocietytowardsdisabledpeopleandthemeasurestakentohelpthemintegrateintosocietyindifferentcountriesandcultures,suchastheconstructionofbarrierfreefacilitiesandtheassistanceofpublicwelfareorganizations,andrecognizethatrespectingandcaringfordisabledpeopleisamonglobalvalue.Throughlearningthecasesofdisabledpeopleactivelyfacinglifeandpursuingtheirdreams,feeltheirperseverance,optimism,andotherspiritualqualities,establishtheawarenessofrespectingindividualdifferencesandtreatingeveryoneequally,andenhancesocialresponsibility.parethesimilaritiesanddifferencesintheprotectionoftherightsandinterestsofdisabledpeopleathomeandabroad,broadentheinternationalperspective,learntoviewthethemeof"beyonddisability"fromamulticulturalperspective,andcultivatecrossculturalunderstandingability.C.ThinkingQualityBeabletoanalyzethedifficultiesfacedbydisabledpeopleinpursuingtheirinterestsanddevelopingtheirabilities,aswellasthemethodstheyusetooverethesedifficultiesbasedontheinformationprovidedinthetext,andcultivatelogicalanalysisability.Whendiscussingtopicssuchas"howtohelppeopleinneedaroundus"and"whattodointhefaceofourownshortings"inclass,beabletoputforwarduniqueviewsandideas,andcultivatecriticalthinkingandinnovativethinking.Beabletoconnectthepersonalstorieslearnedinthetextwiththeirownreallifeexperiences,conductinductionandsummary,formadeepunderstandingof"interestsandabilities","difficultiesandgrowth",andimprovetheprofundityandgeneralityofthinking.教學(xué)重難點(diǎn)A.TeachingKeyPointsMasterthecorevocabularyrelatedto"disability","ability",and"interest",aswellassentencepatternsledby"can/can't"and"though/although",andbeabletousethemflexiblyinreallifecontexts.Readtextsaboutdisabledpeople'soveringdifficulties,accuratelyobtainkeyinformation,andunderstandthemainideaofthetext.Establishtheawarenessofrespectingandcaringfordisabledpeople,andfeeltheirexcellentqualities.B.TeachingDifficultPointsCorrectlyuse"though/although"ledconcessionclausesinsentenceexpressionandtextwritingtoavoidgrammarerrors.Beabletodeeplyanalyzethequalitiesofcharactersinbinationwiththetextcontent,connectthemwiththeirownreallifeexperiences,andconductindepththinkingandexpression.Effectivelyuselearningresourcestosolveproblemsencounteredinautonomouslearningandcooperativelearning,andimprovelearningefficiency.A.VocabularyDisabilityrelated:disability(n.),disabled(adj.),blind(adj.),deaf(adj.),lame(adj.),wheelchair(n.)Abilityrelated:ability(n.),able(adj.),can(modalv.),beableto,skill(n.),talent(n.)Interestrelated:interest(n.),interested(adj.),interesting(adj.),hobby(n.),befondof,becrazyaboutOveringdifficultiesrelated:overe(v.),difficulty(n.),challenge(n.),courage(n.),effort(n.),determination(n.)B.GrammarModalverb"can/can't":Structure:Subject+can/can't+verb原形.Function:Expressabilityorinability.Forexample,"Icanplaythepiano.""Hecan'tswim.""Though/although"ledconcessionclauses:Structure:Though/Although+subject+verb,subject+verb.Function:Expressacontrastorconcession.Forexample,"Though/Althoughitwasrainingheavily,hestillwenttoschoolontime."教學(xué)過程A.WarmingupandLeadin(5minutes)Playashortvideoaboutdifferentdisabledpeople(suchasablindpianist,adisabledathletewithoutlegs)whopursuetheirinterestsandrealizetheirvaluesthroughtheirownefforts.Afterplaying,askstudents:"Whatdoyouthinkofthesepeople?Whatcantheydoeventhoughtheyhavedisabilities?"GuidestudentstoanswerinsimpleEnglish,suchas"Theyaregreat.Theycanplaythepiano/swim."Thisnaturallyleadstothethemeofthislesson"BeyondDisability",andatthesametimeactivatesstudents'existingrelevantvocabularyandknowledge,layingafoundationforsubsequentlearning.B.VocabularyLearning(10minutes)Presentthecorevocabularyrelatedto"disability","ability",and"interest",suchas"disability","ability","interest","overe","courage",etc.Usepictures,realobjectsorEnglishexplanationstohelpstudentsunderstandthemeanings.Forexample,useapictureofawheelchairtoexplain"disability",andbineapictureofapianowith"playthepiano"toexplain"interest".Organizea"vocabularychallenge"game:Dividestudentsintogroups.TheteachershowspicturesorEnglishexplanationscorrespondingtothewords,andthegroupsrushtoanswerthespellingandChinesemeaningofthewords.Onepointisawardedforacorrectanswer,andonepointisdeductedforawronganswer.Thegroupwiththehighestscoreattheendgetsasmallreward.Throughthisgame,studentscanrememberthevocabularyinarelaxedandhappyatmosphereandimprovetheirlearningenthusiasm.Guidestudentstomakesimplesentenceswiththelearnedvocabulary,suchas"Hehasthecouragetooveredifficulties.""Myinterestisreadingbooks."Theteachercorrectsstudents'mistakesintimetohelpthemmastertheusageofvocabulary.C.TextReading(15minutes)FastReading:Distributethetextmaterials(astoryaboutadisabledpersondevelopinginterestsandrealizingselfvaluethroughhardwork)tostudents,andletthemreadquicklywithin3minutestofindouttheprotagonistofthetextandtheprotagonist'smainhobbies,andinitiallyunderstandthegeneralideaofthetext.DetailedReading:Letstudentsreadthetextagainandpletethedetailedunderstandingquestions(suchasmultiplechoicequestions,fillintheblanks)designedbytheteacher.Thequestionsrevolvearoundthedifficultiesencounteredbytheprotagonist,themethodstooverethedifficulties,andtheachievementsmade.Afterthat,theteacherleadsthestudentstochecktheanswers,explainsthekeyanddifficultproblems,andhelpsstudentsaccuratelyobtainthekeyinformationinthetext.IntensiveReadingandAnalysis:Guidestudentstointensivelyreadthekeysentencesinthetext,especiallythesentencescontaining"can/can't"and"though/although",suchas"Thoughshecan'twalk,shecanpaintbeautifulpictures."Explaintheusageandmeaningofthesesentencepatterns,andletstudentspracticeimitatingandmakingsentences.Atthesametime,organizestudentstodiscuss:"Whatqualitiesdoesthemaincharacterhave?Howdoesshe/heoverethedifficulties?"Encouragestudentstoexpresstheirviewsbasedonthetextcontent,andcultivatelogicalanalysisabilityandcriticalthinking.D.LanguageApplication(10minutes)Roleplaying:Dividestudentsintogroupsof34peopleeach,andcreateascenarioof"meetingadisabledpersoninawheelchairinthepark,wantingtohelphim/herandmunicatewithhim/herabouthobbies".Eachgroupassignsroles,suchasthedisabledperson,thehelper,etc.Studentsusethelearnedvocabularyandsentencepatternstocreatedialogues.Forexample:Helper:Hello!CanIhelpyou?Disabledperson:Thankyou.I'mokay.Ilikepainting.Whataboutyou?Helper:That'sgreat.Ican'tpaint,butIlikereading.GroupDiscussion:Presentsometopicsrelatedtohelpingdisabledpeople,suchas"Whatcanwedotohelpdisabledpeopleinourdailylife?""Howtoencouragedisabledpeoplearoundus?"Letstudentsdiscussingroups.Eachgroupselectsarepresentativetoreportthediscussionresultstothewholeclass.Thiscannotonlyimprovestudents'languageexpressionabilitybutalsostrengthentheirawarenessofcaringfordisabledpeople.E.SummaryandHomeworkAssignment(5minutes)Summary:Summarizethekeyvocabulary,sentencepatterns,andmaincontentofthislessonwithstudents,emphasizingtheimportanceofrespectingandcaringfordisabledpeople.Forexample,reviewthekeywordsontheblackboard,andaskstudentstorepeattheusageof"can/can't"and"though/although"sentencepatterns.HomeworkAssignment:Askstudentstowriteashortpassageaboutadisabledpersontheyknoworhaveheardof,introducingtheperson'sdisability,interests,abilities,andhowhe/sheoveresdifficulties.Thepassageshouldbeatleast80words.Encouragestudentstocollectmorestoriesaboutdisabledpeople'seffortstooveredifficultiesandsharetheminthenextclass.教學(xué)反思Afterteachingthislesson,Ihavethefollowingreflections:PositiveAspectsIntermsofteachingmethods,theuseofvideos,games,androleplayingeffectivelyarousedstudents'interestinlearning.Forexample,inthevocabularylearningpart,the"vocabularychallenge"gamemadethelearningprocessmorelively,andmoststudentsactivelyparticipated.Intheroleplayingactivity,studentswereabletoapplythelearnedlanguageinasimulatedreallifesituation,whichimprovedtheirlanguageapplicationability.Throughindepthdiscussionofthetextandrelatedtopics,students'awarenessofrespectingandcaringfordisabledpeoplehasbeensignificantlyenhanced.Inthegroupdiscussion,studentsactivelyexpressedtheirviewsonhowtohelpdisabledpeople,