教学过程
一、课程导入
二、复习预习
复习上节课主要内容
三、知识讲解
知识点1：词语辨析
【考查点】词形变化
考查点】词形变化
1. depth n. 深, 深度, deeply adv.深深地deep adj.& adv. 深的;深入地,
2. conserve v. 保存, 保藏 conservation v. 保存, 保持
3.vivid adj. 生动的, 鲜明的, 活泼的 vividly adv. 生动地, 鲜明地
4. awesome adj. 引起敬畏的, 可怕的awe n. 敬畏awe vt.敬畏
5.tasty adj. 好吃的, 可口的taste v.品尝;
n味道, 味觉tasteless adj. 没味道的, 无鉴赏力的
【练习】根据句子结构，用括号内所提供词的适当形式填空
1) The lake is over 20 meters in _____ so we were all moved ______ by the man who dived _______ into the lake to save the little boy. (deep)
2) I ____ remember the girl dressed in ______ color he drew in the exhibition.(vivid)
3) Anyone who launches a war is ______ and is _______ by people who love peace all around the world. (awe)
4) The _______ of energy will help us research the way to save and _______ the energy. (conserve)
5) Though the soup is _______, I’ve lost my sense of ______ and it ____just like ______water.(taste)
keys:1) depth; deeply; deep 2) vividly; vivid 3) awesome; awed 4) conservation; conserve 5) tasty; taste; tastes; tasteless
知识点2：词语辨析
1). shore/seaside/beach/coast/bank n.海边，海岸
【解释】
shore 指海岸，湖岸，也指近海的一带。
seaside指近海边地区供游客休憩，娱乐的海边。
beach指海洋或大湖在涨潮时被淹没而退潮时又露出的斜坡，可供人们玩乐，消遣的沙滩，海滩。
coast以陆地为中心的海岸线
bank河流的堤，岸
【练习】选择shore/seaside/beach/coast或bank并用其适当的形式填空
1) Last summer we spent all our holiday at the _______.
2) I enjoy lying on the _______ with sunglasses in the sun.
3) It’s dangerous for children to play on the _______ of the river.
4) We often see many ships on the sea about several miles off the ______.
5) The land is barren on the east ______.
Keys: 1) seaside 2) beach 3) bank 4) shore 5) coast
2). flee/escape v.逃避, 逃跑, 逃走
【解释】
flee 只说明动作，不强调结果。
escape逃离，结果是成功的。
【练习】选择flee或escape，并用其适当的形式填空
1) The enemy ______ in disorder.
2) Citizens were forced to ______ the besieged city.
3) He narrowly _________ death.
Keys: 1) fled 2) flee 3) escaped
3) deep/deeply adv.深深地；
【解释】
deep 表示深地，深处（常用于具体的方面）
deeply常表达抽象含义。
【练习】选择deep或deeply并用其适当的形式填空
适用学科
精品资料 高中英语
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高中二年级
适用区域
外研版区域 课时时长（分钟）
2 课时
知识点
1.重点词汇：预习 module5 所学词汇： ethnic，minority， ethnic， rainforest，diverse，diversify，native ， national，bright-colored， belt， varied， vary， variety，various， maze， cobbled，Inherit ， property，customary， customer，customs， apron， hieroglyphic， hatch， pineapple，bucket，splash，apparently， crop， opera，maize，script，ouch，hammer， lame，hop， tyre，firm，jungle， soul， distant，ox，spear，garment，sleeve，necklace，jewellery，arch， rigid，Framework，fasten，loose，fiber，rooster，spade，unfold，adjust， furnish furnished，mat，bare，waist， widow， nephew， garage，awkward， pierce，aborigine 2. 重点词组：in use, use up, make use of = take advantage of, of (no) use, bring /put sth. into use, come into use, seat belt = life belt = safety belt, have a population of , It is apparent that… / clear /distinct /obvious /evident, in the distance, from the distance , keep one’s distance, keep sb. at a distance , set off = set out = start out， be in a/ the minority, be in a /the majority, be diverse from = be different from, be native to…,vary from… to…, vary with, a variety of = varieties of , run into, run after, run away, run out of, fasten… and …(together), fasten… to…, fasten on/ upon,adjust to sth/ doing sth. = adjust oneself to , make an adjustment , be furnished with, 3. 重点句型： ①The old town is on the side of a mountain and opposite it is the 5,500 metre Yulong Xueshan Mountain, its peak covered with snow. ② They sit in small circles in the square, with their babies on their backs, completely uninterested in the tourists! ③ However different we may appear to be at first, we are all the same, all equal. ④ It is generally agreed that Native Americans came across from Asia, somewhere between 12,000 and 25,000 years ago. ⑤ The people had thick straight black hair, dark eyes and brown skin.
Unit 1 Living well 知识目标 1．Get students to learn the useful words and expressions in this unit. eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to 2．Help students to learn about disabilities and life of the disabled. 能力目标 1．Let students read the passage Marty's Story to develop their reading ability. 2．Enable students to know that people with disabilities can also live well. 情感目标 1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled. 2．Help them understand more about how challenging life can be for the disabled. 3．Develop students' sense of cooperative learning.
一、词汇&短语 1.目击 v._____________________ 2.暂停 vt./n. __________________ 3.每年的adj. _________________ 4.拖,拉 vt. __________________ 5.催促vt._____________________ 6.深(度) n. ____________________ 7.协作 n._____________________ 8.住所 n._____________________ 9.相对的_____________________ 10.逃离v. _____________________ 11.放弃 vt. ____________________ 12.帮助(某人)摆脱困境 _________ 14．________________ 瞄准 13．________________ 优于；在……前面 15．________________ 靠近 16．________________ 在此期间；与此同时 17．帮助(某人)摆脱困境或危难 二、知识详解 1. 【原句】that this was just a story but then I . 当时我以为只是一个故事罢了，但是后来亲眼看见了，而且见过多次。 witness vt 当场见到；目击 n 目击者；证人；证据 be (a) witness to sth 目击，看见 witness sth 见证，目击，作证 bear/give witness to 为…作证，为….的证人 witness to doing (在法庭上)作证 1).His good health is a to the success of the treatment. 他身体健康证明这种疗法是成功的。 2).Police have appealed for anyone who to contact them. 警方呼吁凡是目击这一事件的人与他们联系。 3).He seen the man enter the room.他证明看到那个人进了房间。 4).She the case, but didn’t want to give/bear witness. 2.【原句】On the afternoon I arrived at the station, , I heard a loud noise coming
2021人教版选修七unit1《livingwell》word教案5 1．语言知识目标 了解盲文的创始人路易斯·布莱尔的个人经历和导盲犬的工作内容。 2．语言能力目标 培养学生在听前对听力材料进行推测，并激活背景知识的能力；把握细节信息的能力。 3．情感态度与文化意识目标 通过对盲文创始人路易斯·布莱尔个人经历和导盲犬工作情形的了解，使学生关于盲人的生活状况有更深切的了解，更能激发他们伸出手，关心盲人和其他的残疾人。 重点难点 1．教学重点：培养学生在第一遍听完后，把握听力材料大意的能力。 2．教学难点：在听力材料开始前，如何激发学生的背景知识；在学生背景知识缺乏的情形下，如何进行听力指导。 课前预备 1．学生的学习预备 布置学生在课前上网查找关于盲文及创始人的情形，了解一些导盲犬工作的情形。 2．教师的教学预备 查找相关信息，有条件的话，借一本盲文书给学生看看，让学生对盲人的生活有更加深入的了解。 3．教学用具 录音机 教学过程 Step 1Pre－listening Before the students listen，ask them to discuss the following questions： 1．Do you know what Braille is? 2．What is it used for? 3．How does it work? 4．Do you know what the Chinese system of Braille looks like？(See Page 53 for some hints.) Suggested answers： Braille is a system by which blind people can read by feeling raised dots on a page.Both English and Chinese system of Braille use six dots.Their forms are similar，but their meanings are different.That's to say，Chinese blind people can't understand the English system of Braille. [设计说明]在听力训练正式开始前，在班级里组织讨论，激活学生的背景知识，有利于随后进行的关于盲文创始人路易斯·布莱尔的生平介绍的听力训练顺利展开。假如学生的背景知识比较贫乏，教师能够对盲文作一个简单的介绍。 Step 2Listening task 1．Paul's teacher has asked everyone in the class to prepare a talk about a great inventor.Listen to Paul's talk about Louis Braille.Then answer the following questions： (1)What country did Louis Braille come from? (2)What disability did he have? (3)What did books for the blind look like when Louis was a boy? (4)What were the two problems with the books for the blind?
Unit 5 Travelling abroad Ｉ.单元教学目标
III. 教材分析与教材重组 1. 教材分析 本单元以travelling abroad为话题，旨在通过单元教学，使学生了解在国外旅行或学习时可能会遇到的一些问题，并学会怎样去解决问题和避免这样问题的发生。学会表达和支持个人观点，能用所学的有关travelling abroad的词汇描述在国外居住生活的情况，在国外旅游时能根据所给的信息选择恰当的旅游线路，能推测什么事情可能会发生，哪种情况不会发生，会正确使用非限制性定于从句。 1．1W ARMING UP 提供了四个有关旅行的问题，让学生用已有的知识和经验讨论在国外居住或旅行会遇到什么问题，并且该如何来解决这 些问题。 1．2 PRE-READING是READING的热身活动。提供了两个问题，它要求采用与同学讨论交流的方式谈论在国外学习的利与弊，激发同学们的学习兴趣。 1．3 READING是一篇介绍中国女孩谢蕾在伦敦学习的情况。使学生对比在国内学习与在国外学习的不同。Try to understand some of the benefits and difficulties she has in London. 1．4 COMPREHENDING 练习1通过四个问题来检查学生对课文的细节的理解。 练习2以图表的形式来分析在国外学习的利与弊。 练习3设置了五个讨论题，通过这些话题的谈论，挖掘文章的深层含义，激活学生自身的认知能力和思想认识能力。 练习4是概括能力训练题，在理解的基础上，重点训练学生的概括能力。 1．5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。其中，Discovering useful words and expressions是训练学生在语境中掌握词汇的能力，帮助学生加强动词变化形式的意识。Revising useful structures 是关于非限制性定于从句，旨在训练学生对定语从句的理解、掌握和运用，并通过语法练习加以巩固。 1．8 USING LANGUAGE中的第一部分Listening要求学生先根据秘鲁的地图谈论有关秘鲁这个国家的一些情况, 然后完成三个相应的任务型练习。首先是要求学生在听第一遍时能完成听力练习1的任务，即：选择那些是Lia喜欢做
外研版高中英语选修7 全册教学设计教案
目录 Module 1 Basketball-Period 1 Module 1 Basketball-Period 2 Module 1 Basketball-Period 3 Module 1 Basketball-Period 4 Module 1 Basketball-Period 5 Module 1 Basketball-Period 6 Module 1 Basketball-Period 7 Module 1 Basketball-Section 1 Background readings Module 1 Basketball-Section 2 The Analysis of the Difficult Sentences Module 2 Highlights of mey senior Year-Period 1 Module 2 Highlights of mey senior Year-Period 2 Module 2 Highlights of mey senior Year-Period 3 Module 2 Highlights of mey senior Year-Period 4 Module 2 Highlights of mey senior Year-Period 5 Module 2 Highlights of mey senior Year-Period 6-7 Module 2 Highlights of mey senior Year-Section 1 Background Readings Module 2 Highlights of mey senior Year-Section 2 The Analysis of the Difficult Sentences Module 2 Highlights of mey senior Year-Section 3 Words and Expressions Module 3 Literature-Period 1 Module 3 Literature-Period 2 Module 3 Literature-Period 3 Module 3 Literature-Period 4-5 Module 3 Literature-Period 6-7 Module 3 Literature-Section 1 Background readings Module 3 Literature-Section 2 The Analysis of the Difficult Sentences Module 3 Literature-Section 3 Words and Expressions Module 3 Literature-Task Module 4 Music Born in America-(Period 5-6) Module 4 Music Born in America-(Period 7-9) Module 4 Music Born in America-Period 1 Module 4 Music Born in America-Period 2 Module 4 Music Born in America-Period 3 Module 4 Music Born in America-Period 4 Module 4 Music Born in America-Section 1 Background Readings Module 4 Music Born in America-Section 2 The Analysis of the Difficult Sentences Module 4 Music Born in America-Section 3 Words and Expressions Module 5 Ethnic Culture-Grammar1 Module 5 Ethnic Culture-Grammar2 Module 5 Ethnic Culture-Introduction Module 5 Ethnic Culture-Reading and Vocabulary(1) Module 5 Ethnic Culture-Reading and Vocabulary(2)
人教版高中英语选修7Unit1 一、教案背景 ，面向学生：√中学□小学2，学科：英语 2，课时：23，学生课前准备：熟悉课相关的重要词汇，本文的话题是围绕“残疾、残疾人的生活”展开 的介绍残疾人积极进取的生活，紧扣了本单元“身残志坚”的主题。引导学生谈论对“残疾”这一话题的看法，让学生了解残疾人取得的成就进行讨论，通篇阅读全文，把握文章的大 意让学生了解F amily Village网站的基本情况。借助标题和图片讨论该网站的主要内容和作用。 二、教学课题 知识与技能目标：I、让学生掌握以下单词和短语的用法： ambition,absence,beneficial,adapt,annoy,access,in other words, all in all,cut out, in many ways,resign, congratulation II、让学生学会运用以下重点句型： 1.She was proud to have recently presented her country in an athletics competition. 2.F o r d i s a b l e d c u s t o m e r s i t w o u l d b e m o r e c o n v e n i e n t t o p l a c e t h e t o i l e t s n e a r t h e e n t r a n c e t o t h e cinema. 过程与方法目标：1、带领学生讨论问题2、阅读全文，找出重点单词、短语和句型，加以分析讲解，使学生达到学以致用的境界。3、学习正式信件的写法和用语 4、引导学生去体会马蒂菲尔丁的情感变化，提高他们关心、理解、帮助他人的意识。 三、教材分析 Reading部分，由残疾人Marty Fielding 在网页上叙述自己的故事，他患了至今无法认识的 肌肉疾病，身心倍受摧残，但痛苦的磨练也让他变得更加坚强，更好地认识人生，决心要过好人生的每一天：“Live one day at a time”他展示了他复杂的情感变化过程：希望破灭后的迷惘、焦虑、恐惧、对同情和理解的渴望，以及自我接受、被人接受后重新燃起的希望和喜悦。 教学重点： 1、重点的单词、词组及句型用法 2、训练学生总结归纳段落大意的能力 3、培养学生关心、帮助残疾人的良好意识，激发学生自尊、自立、自强的精神 教学难点： 1、重点单词短语的用法 2、学习正式信件的写法和用语 3、深入理解和进一步运用语法动词不定式 教学之前确定教学重难点，上网搜索Family Villaged的资料，了解其情况，确定恰当的教学方法与参考资料。然后根据教学的需要，引导学生上网搜索出有关课文的录音与图片，让学生熟读读课文，培养英语语感。看到相关的图片之后，提高学生主动关心、帮助弱势群体的意识，同时学习以乐观的态度、顽强的毅力面对人生。 四、教学方法 讲授法、演示法、训练法、课堂讨论法 1、讲解重点的单词、短语以及动词不定式的用法 2、演示经典句型例子，播放相关图片
Unit3 Under the sea Period 7 Using Language (Reading &Writing) 1. Teaching aims 1) Knowledge aims A. Important words such reflect on, upside down B. important sentence: …but where the reef ended, there was a sharp drop to the sandy ocean floor. 2) Ability aims Improve students’ ability of guessing new words from the context. Develop students’ ability of analyzing difficult sentences in the reading passage Improve students’ ability of reading and writing 3) Emotional aims Make students realize the beauty of life under the sea and establish their sense of protection 2. Teaching important points Make students grasp the main idea of this passage Make students improve their ability of getting key information from a context. 3. Anticipated difficulties How to guide students in the process of writing a passage by imitating. 4. Teaching methods Task based method, individual work combined with group work 5. Teaching procedures Step1 lead in T: Since we’ve talked a lot about sea animals, let’s check if you can name the following creatures or not, ok? S: ….. Picture1 coral Picture2 sea anemone( poisonous tentacles ) Picture3 Shark(scared to death) Picture4 Angel fish (Blue-striped) Picture5 sea-slug 海蛞蝓(yellow-spotted) Picture6 lettuce(莴苣;生菜) T: Are they beautiful? Where do you think we can find them? S: T: yes, you can find them at an aquarium or at the bottom of oceans. Then how can we go down to the bottom of oceans? S: We can go snorkeling T: When you go snorkeling, what can you see? S: T: that means, you will see the beauty of the sea, you will see the danger of the sea, you will discover A New Dimension of Life
Unit 2 Robots Part 1 Teaching Design 第一部分教学设计 Period 2 A sample lesson plan for Learning about Language (Revise the passive voice including the infinitive) Introduction In this period students will be first helped by the teacher to discover and learn to use some useful words and collocations, and then to discover and revise the passive voice including the infinitive. The following steps of teaching may be taken: warming up by having a dictation, discovering useful words and collocations, reading more about the 22nd century, learning about the passive voice, discovering useful structures and closing down by putting on stage a text play of Satisfaction Guaranteed. Objectives To help students revise the passive voice To help students discover and learn to use some useful words and collocations To help students discover and learn to use some useful structures Procedures 1. Warming up by having a dictation To begin with, let’s take a dictation to strengthen our memory of the text.
Unit 3 Under the sea Period One for Warming up Teaching Aims: 1. Let the Ss know something under the sea, including some animals and plants that live under the sea. 2. Ask the students to make a list of the animals and plants that live under the sea to help them. Contents: 1. Have you seen plants and animals that live under the sea? 2. Where did you see them? 3. Do you have any favourite sea plants or animals? Share what you know about these plants and animals. 4. Find out from your classmates where they have seen them. Use the list below to help you: on a snorkelling trip at an aquarium on a boat tour on TV nature programmes in books in films on the Internet 5. Give the following names of the animals and plants living in the sea: white whale白鲸anemone海葵sea star海星 shark鲨鱼coral珊瑚butterfly fish蝴蝶鱼 sea horse海马turtle海龟parrot fish鹦鹉
Unit 2 robots Period 1 warming up and Reading Teaching goals 教学目标 1. Target language语言目标 a. 重点词汇和短语 fiction, cartoon, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, pile, scan, fingernail, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful，affair, firm, firmly, declare, victory, envy, marriage, test out, ring up, turn around, leave alone b. 重点句型 1. She felt embarrassed and quickly told him to go. 2. Claire thought it was ridiculous to be offered sympathy by a robot. 3. By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affair. 2. Ability goals能力目标: Help students to learn about robots and science fiction. 3. Learning ability goals学能目标： Enable students to realize science fiction reflects scientific thought; a fiction of things-to-come based on things-on-hand. Teaching important points教学重点 Teach students to enjoy science fiction. Enable students to grasp what Tony did to help Claire and how her emotion developed during Tony’s stay at her house. Help students to sum up characteristics of science fiction. Teaching difficult points 教学难点 How Claire’s emotion developed during Tony’s stay at her house. Teaching methods教学方法 Discussing, explaining, reading and practicing Teaching aids教具准备 The multimedia computer Teaching procedures 教学过程 Step I Warming up Present a photo of robot. Then ask students to say something about robot. 1.What is on the blackboard? 2.What is a robot? 3.How does a robot work? (A robot is a machine designed to do jobs that are usually performed by humans. Robots are programmed and controlled by a computer. ) 4. There are many types of robots and they can do different work. Can you name some of them?(Entertainment robots,Industrial robots,Domestic robots) 5. What Science fiction about robots have you ever read?(star war,cJ7，terminator, Transformers） 6.What is science fiction?(The science fiction is defined as a form of modern literature ,which is intended to predict future of human world and inspire human imagination and novelty of scientists.)
Unit3 Reading参考教案 The First Period Teaching goals教学目标 1. Target language目标语言 a. 重点词汇和短语 anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, ahead of, in the meantime, help out b. 重点句子 We ran down to the shore in time to see an enormous animal opposite us throwing itself out of the water and then crashing down again. P20 Without pausing we jumped into the boat with the other whalers and headed out into the bay. P20 As we drew closer, I could see a whale being attacked by a pack of about six other killers. P20 And those others are stopping it diving or fleeing out to sea. P20 It took over half an hour to get the boat back to James ... P21 2. Ability goals能力目标 Enable the Ss to talk about plants and animals under the sea. Let the Ss know that sea plants and animals are part of human beings’ life. 3. Learning ability goals 学能目标 Help the Ss learn how to talk about plants and animals under the sea by means of making dialogues and know the importance of the relationship between animals and humans through reading. Teaching important points 教学重点 Help the Ss know more about plants and animals under the sea as well as the animals’ loyalty and help to human beings. Teaching difficult points 教学难点 Analyze the structure of some sentences; Summarize the main idea of each paragraph as well as the text.
Unit 4 Sharing
Part 1 Teaching Design 第一部分教学设计 Period 1 A sample lesson plan for reading (ALETTER HOME) Introduction In this period, after the warming up, students will first be guided to pre-read the textby getting to know about a place called Papua New Guinea. Then they shall read the text for forms and copy expressions. Writing a letter of your own comes before reading the text once again for the type of writing and summary of A LETTER HOME. The class shall end by students reading more on voluntary work. Objectives To help students understand the text’s forms and contentsandlearn about sharing To help students communicate on the topic in focus with the words, expressions and structures learned in this unit Focus
教学过程 一、课程导入 二、复习预习 复习上节课主要内容
三、知识讲解 知识点1：词语辨析 【考查点】词形变化 1. n.满意v.使满意.令人满足的 .感到满意的 2. .感到惊吓的n.警报. 恐吓, 警告 3 v.断言，宣称n.宣布，宣言，声明 【练习】根据句子结构，用括号内所提供词的适当形式填空 1) a . .() 2) I a . I .() 3) , .() 4) . . () 5) .() :1. ; 2. ; ; 3. ; ; 4. ; 5. ; 知识点2：词语辨析 1). 【解释】 属正式用语, 可代替和, 强调“主观愿望的热切性”, 含有“强烈希望做某事”的意思, 语气比弱, 一般用于“难以实现或不可能实现的愿望”,指“希望”、“愿”、“想” 表示实现的可能性较大的希望
侧重“期待，预期，指望” 多用于口语式普通场合, 指“想”、“要”或“需要”, 表示“偏爱、选择”或“需要、热爱” 表“希望，渴望” 【练习】选择或并用其适当的形式填空 1) I I a . 2) I a . 3) . 4) I . 5) , I 6) , . : 1) 2) 3) 4) 5) 6) 2). 【解释】 . 估定, 评定。 n. 通路, 访问, 入门 【练习】选择或，并用其适当的形式填空 1) . 2) a ; : 1) 2) 3) 【解释】
指“在战争、竞赛、斗争中获胜”, 并有“击败对方或敌人”的含义对预期的、计划的、尝试的事物的目标达到 指“征服某国或某民族, 从而使之处于被支配地位的胜利或战胜”指“辉煌或彻底的胜利或成功” 【练习】选择或并用其适当的形式填空 1) a . 2) 3) , . 4) a . : 1) 2) 3) 4) 知识点3：重点词汇 1. n.渴望.想要 [重点用法] .渴望得到某物 .希望/渴望做某事 .() 要求…… a .渴望得到某物/希望做某事 ’s 照某人的希望 [典例] 1) .我们都希望幸福健康。 2) a , .每个人都渴望成功，但并非人人都渴望金钱。 3) .他要求你马上去见他。
人教版高中英语选修七全册教学设计 Unit 1 Living well 知识目标 1．Get students to learn the useful words and expressions in this unit. eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to 2．Help students to learn about disabilities and life of the disabled. 能力目标 1．Let students read the passage Marty's Story to develop their reading ability. 2．Enable students to know that people with disabilities can also live well. 情感目标 1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled. 2．Help them understand more about how challenging life can be for the disabled. 3．Develop students' sense of cooperative learning. 教学重点 Get students inspired by positive stories of the people with disabilities. 教学难点 1．Develop students' reading ability.