本課時(shí)包括 Develping ideas和 Presenting ideas兩部分。
Develping ideas分為兩部分：第一部分節(jié)選自美國(guó)作家海倫·凱勒的《假如給我三天光明》，介紹了失明的海倫·凱勒希望自己能夠擁有三天的光明，她想用這三天的時(shí)間去觀察世界，去看她想看的人和物。海倫·凱勒的故事本身就很勵(lì)志，她用自己感受到的、想象到的情景，表達(dá)自己對(duì)求知的渴望和對(duì)人類的真摯熱愛；第二部分Writing abut an experience通過(guò)陳述在黑暗中和朋友就餐，體驗(yàn)盲人生活中的挑戰(zhàn)和不易，從而尊重、關(guān)愛那些需要關(guān)注的人群。
Presenting ideas部分以辯論賽的形式論述堅(jiān)持和放棄。首先明確自己的觀點(diǎn)，然后用充足的論據(jù)來(lái)支持自己的觀點(diǎn)。
課時(shí)目標(biāo)：
1.掌握本課時(shí)的重點(diǎn)單詞 appreciative、wrthy、mere、cmpaninship、delight、revelatin、delightful、embarrassed以及短語(yǔ) wrthy f、in particular、be applied t等和重要句型，并能熟練運(yùn)用。
2.通過(guò)閱讀，理解課文內(nèi)容并敘述海倫·凱勒的愿望；理解并學(xué)會(huì)運(yùn)用虛擬語(yǔ)氣、倒裝以及排比等修辭手法。
3.學(xué)會(huì)描述一段經(jīng)歷。
4.通過(guò)了解海倫·凱勒創(chuàng)造的奇跡，引導(dǎo)學(xué)生“在逆境中學(xué)會(huì)珍惜擁有的一切，在逆境中保持快樂”，面對(duì)挑戰(zhàn)充滿信心，以自己獨(dú)特的方式和勇氣擁抱未來(lái)。
重點(diǎn)難點(diǎn):
重點(diǎn)：
1.掌握重點(diǎn)單詞 appreciative，wrthy、mere、cmpaninship、delight、revelatin、delightful、embarrassed以及短語(yǔ) wrthy f、in particular、be applied t的用法。
2.了解散文的寫作方法和技巧，找出文章中的排比句，并根據(jù)課后要求描述一段經(jīng)歷。
3.通過(guò)學(xué)習(xí)文章，引導(dǎo)學(xué)生理解文章傳遞的信息：在逆境中我們需要保持樂觀的態(tài)度和堅(jiān)韌的精神，這樣才能創(chuàng)造奇跡。
難點(diǎn):
運(yùn)用虛擬語(yǔ)氣、倒裝以及排比等修辭手法并根據(jù)課后要求描述一段經(jīng)歷。
教學(xué)準(zhǔn)備：
教師準(zhǔn)備：
1.做好該部分內(nèi)容的PPT。
2.有關(guān)海倫·凱勒的更多介紹。
學(xué)生準(zhǔn)備：
1.用簡(jiǎn)短的英語(yǔ)介紹海倫·凱勒。
2.上網(wǎng)查資料：《假如給我三天光明》的完整篇目，了解更多關(guān)于海倫·凱勒的故事。
教學(xué)過(guò)程：
Step I Leading in
Lk at the charts and answer the questins：
·Are the numbers different frm what yu expected? In what way？
·What special assistance can peple with disabilities make use f in their daily lives?
【設(shè)計(jì)意圖】通過(guò)看圖表回答問(wèn)題，引發(fā)學(xué)生的思考，同時(shí)將話題自然帶入對(duì)殘疾人的關(guān)注，引導(dǎo)學(xué)生以不同的視角來(lái)關(guān)心、幫助殘疾人。
Step Ⅱ Reading
1.Fast reading.
(1)Read the passage and find ut what the authr wuld d if she culd see.
(2) Match the paragraphs t their main ideas.
Para. 1 A. Making best use f eyes can get much pleasure.
Para. 2 B. What I will d with my gd eyes n the first day.
Para. 3 C. Darkness wuld make ne mre appreciative f sight; silence wuld teach ne the jys f sund.
Para. 4 D. What I will d with my gd eyes n the secnd day.
Para. 5 E. The authr ften tests what her seeing friends see.
Para. 6 F. a blind persn gives advice t nrmal peple.
Para. 7 G. What I will d with my gd eyes n the third day.
Para. 8 H. At midnight permanent night wuld clse in n me again.
【設(shè)計(jì)意圖】通過(guò)快速閱讀，引導(dǎo)學(xué)生提取段落關(guān)鍵信息，同時(shí)也能提高學(xué)生的概括、歸納能力。
2.Careful reading.
(1) Chse the best answers accrding t the passage.
①Why des the authr think that if each human being were stricken deaf and blind fr a few days, it wuld be a gd thing?
A. Peple are grateful fr what they have.
B. Peple’s suffering is gd fr adult life.
C. The authr hates nrmal peple very much.
D. The authr believes that darkness and silence educate peple well.
②What did the authr’s friend see in the wds?
A. The beauty f the wds.
B. a lt f interesting things.
C. Nthing special.
D. A lt f pleasure.
③What wuld the authr d n the first day?
A. She wuld see the kind peple arund her.
B. She wuld g t the museums.
C. She wuld write dwn everything she’s seeing.
D. She wuld spend in the wrkaday wrld.
④When wuld the authr realize that there wuld be still a lt nt t see?
A. On the secnd day’s mrning.
B. On the third day’s midnight.
C. On the night f the next day.
D. On the third day’s afternn.
（2）Language pints.
Master the wrds and phrases：
appreciative，wrthy，mere，cmpaninship，delight，revelatin，delightful，embarrassed，wrthy f，in particular，be applied t
【備注】詞匯知識(shí)點(diǎn)講解詳見第二教案“新知探究”。
（3）Ask students t read the passage again and discuss what they have learnt frm it.
【設(shè)計(jì)意圖】通過(guò)閱讀文章，選擇正確答案和說(shuō)出自己從文中學(xué)到的東西，進(jìn)一步理解文章內(nèi)容。讓學(xué)生說(shuō)出自已的感受是一種更高級(jí)的語(yǔ)言表達(dá)形式，也是深層理解文章的過(guò)程。
3.Pst-reading
(1) D Activity 3 n Page 22.
Ask students t chse the authr’s purpse in writing the passage and give their reasns.
①T help readers understand what it is like t be blind.
②T make readers withut disabilities appreciate what they have.
③T persuade readers t care abut the blind.
【設(shè)計(jì)意圖】寫作意圖題是透過(guò)文章內(nèi)容，理清作者的真實(shí)意圖。作者通過(guò)盲人對(duì)視力的渴望，勸誡人們珍惜擁有的一切。
（2）D Activity 4 n Page 22.
①Befre answering the questins，the teacher shuld explain the meaning f parallelism.
(2)Ask students t read the sentences frm the passage and answer the questins.
·What sentence structure is used repeatedly? What figure f speech is it?
·Hw des this technique help t express the authr’s emtins?
3 Ask students t make their wn sentences using parallelism.
【設(shè)計(jì)意圖】排比句是散文中常見的修辭手法，其節(jié)奏性強(qiáng)，使感情表達(dá)更加強(qiáng)烈。通過(guò)該活動(dòng)讓學(xué)生理解排比句在英語(yǔ)中的運(yùn)用以及表達(dá)的效果。
（3）D Activity 5 n Page 22.
Divide students int small grups.Ask them t give a talk abut their pinins n the sentence frm the passage.
【設(shè)計(jì)意圖】通過(guò)分組討論，鼓勵(lì)學(xué)生積極表達(dá)自已的觀點(diǎn)和看法，在鍛煉口語(yǔ)表達(dá)能力的基礎(chǔ)上，引導(dǎo)學(xué)生體驗(yàn)失聰失明的感受，從而更加珍惜擁有的一切.
Step Ⅲ Writing abut an experience
1. D Activity 6 n Page 23.
Ask students t read the passage and answer the fllwing questins：
·Why did the authr g t the“dark restaurant”?
·What difficulties did the authr have during the meal?
·Hw did the authr feel after finishing the meal?
2. D Activity 7 n Page 23.
(1) Ask students t try t experience what it is like t have a disability and make ntes.
(2) Ask students t write a shrt passage t describe their experiences.
3.D activity 8 n Page 23.
Wrk in pairs.Make imprvements t each ther’s passages and share them with the class.
【設(shè)計(jì)意圖】該部分的練習(xí)設(shè)置由筒入繁，層層遞進(jìn)。先根據(jù)提出的問(wèn)題，做出簡(jiǎn)要回答，讓學(xué)生進(jìn)一步掌握文章要點(diǎn)。然后記錄要點(diǎn)，提綱挈領(lǐng)，讓學(xué)生了解文章的主要框架并描述一段經(jīng)歷，最后進(jìn)行分享。
Step IV Presenting ideas
1. Read the tw pints f view and explain their meanings in yur wn wrds.
2. Wrk in grups and decide which pinin yu agree with mre. Think f arguments t supprt yur pint f view and make ntes.
3. Prepare fr a debate. Cnsider the fllwing：
·the rles and respnsibilities fr each member f yur grup
·yur arguments, pening and summary
·the ppsing arguments yu might face and hw yu can respnd t them
·useful wrds, expressins and structures
4. Team up with a grup with the ppsite pint f view and hld the debate.
【設(shè)計(jì)意圖】該部分通過(guò)討論不同觀點(diǎn)，引導(dǎo)學(xué)生找準(zhǔn)論點(diǎn)，并運(yùn)用平時(shí)積累的辯論常用的詞匯和句式，學(xué)會(huì)言簡(jiǎn)意賅地表達(dá)自已的觀點(diǎn)，可引證事例和名言，增強(qiáng)說(shuō)服力。
Step V Hmewrk
Review the language pints learnt in class.
板書設(shè)計(jì)：
Suggested answers：
·（略）
·Peple with limited mbility prblems culd use wheelchairs，walking sticks，handrails…Peple wh have reduced visin culd use special pavements fr the blind，Braille signs…
…
Suggested answers：
On the first day, she wuld want t see the kind peple wh have helped her and accmpanied her thrugh life. Then she wuld like t see the bks which have pened her mind. In the afternn, she wuld take a lng walk in the wds and appreciate the beauty f nature.
On the secnd day, she wuld like t see a display f the prgress f civilisatin. She wuld g t the museums and spend the evening at a theater r at the mvies.
On the third day, she wuld again greet the dawn, anxius t discver new delights, new revelatins f beauty. She wuld spend the third day bserving peple in their day-t-day life.
Suggested answers：
Para.1—C；Para.2—E；Para.3—A；Para.4—B；
Para.5—D；Para.6—G；Para.7—H；Para.8—F.
Suggested answers：
①~④ACAB
Suggested answers：
②
Suggested answers：
·A similar structure is used repeatedly. Namely,“Use…as if…h(huán)ear…as if…Tuch…as if…”. it is parallelism.
·The use f parallelism in speech r writing allws speakers r writers t maintain a cnsistency within their wrk and creates a balanced flw f ideas. Mrever， parallelism can be used as a tl fr persuasin.
Suggested answers：
（略）
Suggested answers：
·Because the authr wanted t understand the experience f being blind, thinking eating wuld be the mst difficult activity.
·a. The authr kncked ver glasses and drpped fd.
b. The authr ate much mre slwly, trying t guess what was being eaten.
c. Puring water was very difficult.
d. After failing t pick up any fd with a frk fr five minutes, the authr decided t use hands, but stuck ne hand int a bwl f warm, thick sup.
e. Even using a spn, mst f the sup ended up n the authr’s shirt.
·The authr left the restaurant feeling hungry,thugh much mre aware f the challenges that blind peple face.
①What kind f experience yu had
___________________________________________________________________
②What the mst difficult thing was and why
___________________________________________________________________
③Hw yu vercame the difficulty
___________________________________________________________________
④What yu have learnt.
___________________________________________________________________
Pint f view：_____________________________________
Arguments：_______________________________________
Supprting examples：_______________________________
__________________________________________________
Unit2 Onwards and upwards
Perid Ⅲ Develping ideas & Presenting ideas
I. Leading in
Lk at the charts and answer the questins.
Ⅱ. Reading
1. Fast reading.
2. Careful reading.
(1) Chse the best answers accrding t the passage.
(2) Language pints.
(3) Read the passage again and discuss what they have learnt frm it.
3. Pst-reading.
Ⅲ. Writing abut a cmedian
1. D Activity 6 n Page 23.
2. D Activity 7 n Page 23.
3. D Activity 8 n Page 23.
IV Presenting ideas
V. Hmewrk

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Unit 2 Onwards and upwards

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