1【课堂新坐标】2013-2014 学年高中英语 Unit 1 The world of our senses Task同步备课参考 牛津译林版必修 3【美文阅读】你遇到过一个双目失明的老师吗？你能想象出这样的一位老师的课堂会是什么样吗？读一读下面的这篇文章，了解一位这样的老师吧It is time for Algebra Ⅱ at Newton North High School，and David Ticchi asks one of his students to take attendance for him.“Here's my clipboard ( 带夹子的写字板)， Heather， ”the teacher says，handing his roster to a male student in the front row.But the real Heather pipes up(用尖锐的声音说) from another spot in the room：“I moved.I'm in the third row.”“What are you doing in the third row？”the bearded teacher asks jokingly.“You know I can't talk to moving targets.”The confusion in this classroom is understandable: Ticchi is not the regular classroom teacher；he is a substitute (代用教师)．And he is blind.He is also very quick to say， “I'm a teacher who is blind，not a blind teacher.”For Ticchi， the difference is important.His classroom is probably one of the most closely controlled ever for a substitute，but he says the students don't behave“because I'm blind，but because I conduct myself in an experienced manner and show them that I know what's going on.”As if to show，he suddenly asked a student one recent afternoon， “Is that a Walkman I hear？”“No， ”said the student，who was，indeed，wearing headphones.“I could swear I hear music， ”Ticchi continued gently，but firmly.“He hears everything， ”another student said.The teenager with headphones unplugged.Classroom order is a function of a teacher's relationship with students，said Ticchi：“You don't have to have 20/20 vision for that.”“Mr.Ticchi doesn't have to ask for respect， ”said James Marini，Jr.，seventeen，whose father is the principal.“He just gets it.”Ticchi，said Principal James Marini，Sr.，is “an outstanding teacher，who 2has a real ability to communicate with kids.”He is a teacher with “a terrific sensitivity to kids”，according to colleague Charles Kramer， and“a wicked good teacher”，in the words of student Jennifer Martell，seventeen.【诱思导学】1．What do you think of the sentence “I'm a teacher who is blind，not a blind teacher.”？2．Have you ever had a teacher who is disabled？What do you think of him?3．After reading the passage，what do you learn about a person's senses?【答案】 1.“I'm a teacher who is blind”means “I don't have the power to see”．But “a blind teacher”means “a teacher unable to affect，judge or understand well”．2．The answer may be varied.For example：Yes.I have ever had a teacher who is a cripple because of a disease when young.He worked very hard and was strict with us.He was not very good at communicating with us，but we all respected him very much.3．The answer may be varied.For example：Usually，people have five senses：hearing，sight，smell，taste and touch.But some people may lose one or some of them.On one hand，their other senses will be likely to develop above normal.On the other hand，they will work harder to make up for their disability.Period Ⅰ Previewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初3步了解课文以及相关的背景知识，对下一堂课中课文的全面理解起到一个铺垫作用。
●教学地位本课时主要讲述人类的五种感官功能和一个在大雾中迷路的妇女受到帮助的故事，本课主要帮助学生通过阅读这篇文章掌握阅读此类文章的阅读策略和阅读技巧，提高学生的阅读能力和综合运用语言的能力，同时，培养学生热爱生活，尊重残疾人，并学会感恩教师用书独具)●新课导入建议采用多媒体教学等辅助手段，通过观看图片激发学生学习兴趣，进而引出话题 fog让学生进行讨论，让他们搜索自己的知识库中有关雾天的背景知识●教学流程设计导入新课⇒学生阅读“美文阅读”与“诱思导学”(见学案第 1页)⇒学生就“美文阅读”进行讨论，统一答案⇓学生再次阅读课文(课本第 2－3 页)并完成“语篇理解”(见学案第 2－3 页)⇐师生共同讨论并统一答案⇐让学生快速阅读课文，(见课本第 2－3 页)并完成“篇章结构”(见学案第 2页)⇓学生共同讨论，并让学生发表各自见解，最后统一答案⇒学生再次仔细阅读课文，(课本第 2－3 页)进行深度理解，并完成“课文缩写”(见学案第 3页)⇒老师指导学生讨论，共同找出答案⇓让学生根据所给出的表格进行自我评估(见学案第 3页)⇐学生讨论，并让学生代表发表他们讨论得出的答案老师予以更正⇐让学生完成“知识初探”部分(见学案第 3页)。
⇓老师布置作业，让学生完成课本第 4页 C1，C2，D 三题，预习学案 Period Ⅱ(见学案4第 4－10 页)Ⅰ.篇章结构阅读 P2～3 的 Reading部分，完成下面表格(每空一词)At the 2. stop in the street LaterPolly；the bus conductorThe fog was too thick for the bus to 6. to King Street，where Polly lived.On the Underground 3. to Green Park station LaterPolly；a tall manA tall man in a dark overcoat is on the train.She had a feeling that she was being9. .In Park Street；at the corner of the streetWhen Polly got to the station，the fog 4. like a thick，grey cloud. Polly；a man A rough hand 7. her cheek. Her heart was beating with fear.In the street It was dark. Polly；an old man The old man took her hand and helped her find the way.She wished for someone to come along. Fear held her still.She began to feel frightened again.Outside Polly's house at King Street Late that dayPolly；the old blind manThe old man left to help more peop le in need. Polly was10. .【答案】 1.Place/Where 2.bus 3.train 4.lay 5.left6．run 7.brushed 8.feeling 9.watched10．thankful/gratefulⅡ.语篇理解阅读 P2～3 的 Reading部分，选择最佳答案1．The text mainly talks about .A．Polly's experience in a fogB．Polly's school life in LondonC．Polly's experience on a train2．It was that Polly had her fantastic experience.A．on the way to workB．on the way back home from workC．on the way to visit her friend3．How did Polly plan to go back home at the beginning?A．By taxi. B．By train. C．By bus.4．The man who helped Polly out of trouble was .5A．the man who watched Po。
