Unit17DisabilitiesTheanalysisoftheteachingmaterialthewaysofteachingandlearningtheblackboarddesignTeachingProcedurewarmingupandspeakingUnit17DisabilitiesI.TheAnalysisoftheTeachingMaterialThestatusandthefunctionTeachinggoalsA.KnowledgegoalsB.AbilitygoalsC.EmotiongoalsTeachingImportantPointsTeachingDifficultPointsthestatusandthefunction•Allofthematerialsarearrangedarounddisabilities.•Picturesandsituationsareaboutdifficultiesthatmayfacedisabledpeople.•Theperiodwillarousethestudents’learninginterests.Understandthedifficultiesthedisabledmightfaceandhowtohelpthem.LearnsomeusefulexpressionsIprobablycouldn’t…Iwouldnotbeableto…Itwouldbedifficultto…I’msureIwouldbeableto…Icould…IfI…Iwouldbeableto…Iwouldneedhelpto…Iwouldneeda/an…A.KnowledgegoalsB.Abilitygoals•Learnhowtoexpressabilityanddisability.•Discusshowtohelpthedisabled.•Improvethestudents’speakingabilitybydescribing,talkinganddiscussing.•Trainthestudents’logicalthinkingandquickreactioncapability.•Developthestudents’abilitiesofcreativethinkingandcooperativestudy•Cultivatethestudents’abilityofgroupcooperationfurther.•Understand,careaboutandrespectthedisabled.•Striveconstantlyforself-improvement.C.EmotiongoalsTeachingImportantPoints•Makethestudentsmasterthesentencepatternsanddescribethepicturesfreely.•Trainthestudents’mentalandmoralcharacteroftakingpleasureinhelpingthedisabled.AccordingtothenationalcurriculumofEnglishandlanguagelearningtheoryTeachingDifficultPoints•makethestudentsactiveintalkingIprobablycouldn’t…I’msureIwouldbeableto…IfI…,Iwouldbeableto…Iwouldneedhelpto…Itwouldbedifficultto…Iwouldtryto…•talkfreelyusingthesentencepatterns:thewaysofteachingandlearningTeachingmethods：1.Carryouttheideologicaleducationthroughtheteachingprocessusingtask-basedinstruction.2.Brainstorm3.CommunicativeApproach4.Teachthestudentsinaccordancewithlove,usingAudio-lingualMethodLearningmethodsInteractivitiesCo-operativelearning/discoverylearning/ExperientialLearningSchemathewaysofteachingandlearningTeachingProcedureStep1Brainstorm(5minutes)1.ShowsomephotosofStephenHawking/ThomasEdison/ZhangHaidi/SangLan.Doyouknowanyotherfamouspersonwhoisdisabled?2.Howmanydifferenttypesofdisabilitiesdoyouknow?HelenKeller(teacher,blind)StephenHawking(physicist,wheelchair,speechimpaired)disabilitiesStep1Brainstorm(5minutes)TeachingProcedurePurpose:TheSchemaTheorysaysinthetop-downmodel,one’sbackgroundknowledgeplaysaveryimportantrole,sohereItrytoactivatethestudents’oldknowledgestore.Inthisway,theatmospherewillbeachieved.TeachingProcedureStep2warmingup-individualwork(7minutes)Itisreportedthatoneintwentypersonsisdisabled.Therearemanydisabledpeopleintheworldandtheyusuallyhavemoretroublesthannormalpeople.Whattroublesmaytheyhave?TeachingProcedureStep2warmingup-individualwork(7minutes)TeachingProcedurepicturesituationdifficulty/problempicture1Inawheelchairpicture2blindpicture3Inawheelchairpicture4InawheelchairStep2warmingup1.individualwork:Lookatthefourpictures,thentellhowdifficultitisfordisabledpeopletogetaround.-individualwork(5minutes)TeachingProcedureStep2warmingup-individualwork(7minutes)Purpose:ThisstepwillpractisetheirabilitiesofwatchingthingsandspeakinginsimpleEnglish.Picturesandtheformhelpthestudentstoconsiderthedifficultiesadisabledpersonmightencounter.Thestudentswillgetreadytothinkofwaystomakepublicplacessaferandbetter.T...
