【正文】
力一直都是一定文化背景中學習機會和生理特征相互作用的產(chǎn)物。 本節(jié)課的理論依據(jù)及教學反思 一、 多元智能理論的認識 美國哈佛大學著名心理學家 Howard Gardner經(jīng)過多年對人類智力潛能的實驗研究,于 20 世紀 80 年代提出多元智能理論,批判了傳統(tǒng)智力觀。通過布置寫作任務,可以是學生寫由第一人稱轉(zhuǎn)變?yōu)榈谌朔Q的敘述文。這是一個很好的自省的時刻,希望學生都有所得。在活動進行中,學生可以把課文中的好句子運用到對話中,提高了課堂學習效率,體驗學習的成就感。 2. Role play: Ask Ss to work together with a partner, imagine that one is a disabled student, ( such as blind, deaf, ?) to make an interview and then present it before class. Suggested questions: do you do to overe difficulties in your everyday life? 2. Besides the problems in physic, are there any mental problems ? 3. What kind of help would you want ? How would you want others to treat you? 4. Do you want to get further study as other students? ? (設(shè)計說明) 以上活動的設(shè)計是為了體現(xiàn)學生英語綜合運用能力。 2. Individual work: 讓學生在文章中找出一個自己最喜歡的句子,然后告訴原因,并且說一句你最想跟他們說的話。最后一個問題有點睛 作用,讓人深思。劃分文章是對學生整體把握的一個檢驗。 2. Pair work: Listen to the tape and think how many parts the passage can be divided. Paragraph Main idea Para 1 Para 2 Para 3 Para 4 Para 5 Para 6 3. Class work: According to the main idea of each paragraph, ask Ss to divide the whole passage and give the idea of each part. Parts Main idea Part 1 (Para 12) There are more opportunities for disabled people. Part 2 (Para 3) Give the disabled help and education. Part 3 (Para 45) Disabled people also need inspiration and encouragement. Part 4 (Para 6) Living with disability is frustrating and challenging. (設(shè)計說明) 在聽課文朗讀的基礎(chǔ)上讓學生理解全文脈絡(luò),讓學生深刻文章的主旨和理解還可以培養(yǎng)學生的概括能力。在此階段教師不必糾正學生回答的是否正確,讓他們在閱讀中自己去判斷。 Class work: Get Ss to understand the hidden meaning of the title by asking the following questions: Q1: What is the title of the reading passage? Q2: Can you guess why the author choos