Unit 4 Interests and Abilities-Lesson 3 Beyond Disability 教学设计 2025-2026学年北师大版英语七年级上册

Unit 4 Interests and Abilities-Lesson 3 Beyond Disability This lesson, "Beyond Disability" from Unit 4 "Interests and Abilities" in the 2024 Beijing Normal University Edition English textbook for Grade 7, focuses on the inspiring stories of disabled people who have overcome their limitations to pursue their interests and develop their abilities. Through reading texts, students will encounter vocabulary related to disabilities, abilities, and the process of overcoming difficulties. They will also learn grammar structures such as the usage of "can/can't" to express abilities and "though/although" to introduce concession clauses. The lesson aims to not only enhance students' language skills but also cultivate their understanding, respect, and empathy towards disabled individuals. 教学目标 A. Language Competence Students will be able to accurately read, understand, and use key vocabulary related to "disability", "ability", and "interest", such as "disability", "ability", "interest", "overcome", "courage", etc., and correctly use these words to describe people's experiences and feelings in oral and written expressions. Master and apply the usage of modal verbs "can/can't" to express abilities and inability, as well as "though/although" - led concession clauses (e.g., "Though he has a disability, he can play the piano well") to clearly express opinions and describe phenomena in conversations and short writing, with accurate and coherent language. Be able to read texts about disabled people's efforts to overcome difficulties and develop their interests and abilities, obtain key information (such as personal experiences, difficulties encountered, achievements made, etc.), and be able to briefly retell and summarize according to the text content, with a reading speed of 60 - 70 words per minute. B. Cultural Awareness Understand the attitudes of society towards disabled people and the measures taken to help them integrate into society in different countries and cultures, such as the construction of barrier - free facilities and the assistance of public welfare organizations, and recognize that respecting and caring for disabled people is a common global value. Through learning the cases of disabled people actively facing life and pursuing their dreams, feel their perseverance, optimism, and other spiritual qualities, establish the awareness of respecting individual differences and treating everyone equally, and enhance social responsibility. Compare the similarities and differences in the protection of the rights and interests of disabled people at home and abroad, broaden the international perspective, learn to view the theme of "beyond disability" from a multicultural perspective, and cultivate cross - cultural understanding ability. C. Thinking Quality Be able to analyze the difficulties faced by disabled people in pursuing their interests and developing their abilities, as well as the methods they use to overcome these difficulties based on the information provided in the text, and cultivate logical analysis ability. When discussing topics such as "how to help people in need around us" and "what to do in the face of our own shortcomings" in class, be able to put forward unique views and ideas, and cultivate critical thinking and innovative thinking. Be able to connect the personal stories learned in the text with their own real - life experiences, conduct induction and summary, form a deep understanding of "interests and abilities", "difficulties and growth", and improve the profundity and generality of thinking. 教学重难点 A. Teaching Key Points Master the core vocabulary related to "disability", "ability", and "interest", as well as sentence patterns led by "can/can't" and "though/although", and be able to use them flexibly in real - life contexts. Read texts about disabled people's overcoming difficulties, accurately obtain key information, and understand the main idea of the text. Establish the awareness of respecting and caring for disabled people, and feel their excellent qualities. B. Teaching Difficult Points Correctly use "though/although" - led concession clauses in sentence expression and text writing to avoid grammar errors. Be able to deeply analyze the qualities of characters in combination with the text content, connect them with their own real - life experiences, and conduct in - depth thinking and expression. Effectively use learning resources to solve problems encountered in autonomous learning and cooperative learning, and improve learning efficiency. A. Vocabulary Disability - related: disability (n.), disabled (adj.), blind (adj.), deaf (adj.), lame (adj.), wheelchair (n.) Ability - related: ability (n.), able (adj.), can (modal v.), be able to, skill (n.), talent (n.) Interest - related: interest (n.), interested (adj.), interesting (adj.), hobby (n.), be fond of, be crazy about Overcoming difficulties - related: overcome (v.), difficulty (n.), challenge (n.), courage (n.), effort (n.), determination (n.) B. Grammar Modal verb "can/can't": Structure: Subject + can/can't + verb 原形. Function: Express ability or inability. For example, "I can play the piano." "He can't swim." "Though/although" - led concession clauses: Structure: Though/Although + subject + verb, subject + verb. Function: Express a contrast or concession. For example, "Though/Although it was raining heavily, he still went to school on time." 教学过程 A. Warming - up and Lead - in (5 minutes) Play a short video about different disabled people (such as a blind pianist, a disabled athlete without legs) who pursue their interests and realize their values through their own efforts. After playing, ask students: "What do you think of these people? What can they do even though they have disabilities?" Guide students to answer in simple English, such as "They are great. They can play the piano/swim." This naturally leads to the theme of this lesson "Beyond Disability", and at the same time activates students' existing relevant vocabulary and knowledge, laying a foundation for subsequent learning. B. Vocabulary Learning (10 minutes) Present the core vocabulary related to "disability", "ability", and "interest", such as "disability", "ability", "interest", "overcome", "courage", etc. Use pictures, real objects or English explanations to help students understand the meanings. For example, use a picture of a wheelchair to explain "disability", and combine a picture of a piano with "play the piano" to explain "interest". Organize a "vocabulary challenge" game: Divide students into groups. The teacher shows pictures or English explanations corresponding to the words, and the groups rush to answer the spelling and Chinese meaning of the words. One point is awarded for a correct answer, and one point is deducted for a wrong answer. The group with the highest score at the end gets a small reward. Through this game, students can remember the vocabulary in a relaxed and happy atmosphere and improve their learning enthusiasm. Guide students to make simple sentences with the learned vocabulary, such as "He has the courage to overcome difficulties." "My interest is reading books." The teacher corrects students' mistakes in time to help them master the usage of vocabulary. C. Text Reading (15 minutes) Fast Reading: Distribute the text materials (a story about a disabled person developing interests and realizing self - value through hard work) to students, and let them read quickly within 3 minutes to find out the protagonist of the text and the protagonist's main hobbies, and initially understand the general idea of the text. Detailed Reading: Let students read the text again and complete the detailed understanding questions (such as multiple - choice questions, fill - in - the - blanks) designed by the teacher. The questions revolve around the difficulties encountered by the protagonist, the methods to overcome the difficulties, and the achievements made. After that, the teacher leads the students to check the answers, explains the key and difficult problems, and helps students accurately obtain the key information in the text. Intensive Reading and Analysis: Guide students to intensively read the key sentences in the text, especially the sentences containing "can/can't" and "though/although", such as "Though she can't walk, she can paint beautiful pictures." Explain the usage and meaning of these sentence patterns, and let students practice imitating and making sentences. At the same time, organize students to discuss: "What qualities does the main character have? How does she/he overcome the difficulties?" Encourage students to express their views based on the text content, and cultivate logical analysis ability and critical thinking. D. Language Application (10 minutes) Role - playing: Divide students into groups of 3 - 4 people each, and create a scenario of "meeting a disabled person in a wheelchair in the park, wanting to help him/her and communicate with him/her about hobbies". Each group assigns roles, such as the disabled person, the helper, etc. Students use the learned vocabulary and sentence patterns to create dialogues. For example: Helper: Hello! Can I help you? Disabled person: Thank you. I'm okay. I like painting. What about you? Helper: That's great. I can't paint, but I like reading. Group Discussion: Present some topics related to helping disabled people, such as "What can we do to help disabled people in our daily life?" "How to encourage disabled people around us?" Let students discuss in groups. Each group selects a representative to report the discussion results to the whole class. This can not only improve students' language expression ability but also strengthen their awareness of caring for disabled people. E. Summary and Homework Assignment (5 minutes) Summary: Summarize the key vocabulary, sentence patterns, and main content of this lesson with students, emphasizing the importance of respecting and caring for disabled people. For example, review the key words on the blackboard, and ask students to repeat the usage of "can/can't" and "though/although" sentence patterns. Homework Assignment: Ask students to write a short passage about a disabled person they know or have heard of, introducing the person's disability, interests, abilities, and how he/she overcomes difficulties. The passage should be at least 80 words. Encourage students to collect more stories about disabled people's efforts to overcome difficulties and share them in the next class. 教学反思 After teaching this lesson, I have the following reflections: Positive Aspects In terms of teaching methods, the use of videos, games, and role - playing effectively aroused students' interest in learning. For example, in the vocabulary learning part, the "vocabulary challenge" game made the learning process more lively, and most students actively participated. In the role - playing activity, students were able to apply the learned language in a simulated real - life situation, which improved their language application ability. Through in - depth discussion of the text and related topics, students' awareness of respecting and caring for disabled people has been significantly enhanced. In the group discussion, students actively expressed their views on how to help disabled people, showing that they have a deeper understanding of this group. Areas for Improvement Some students still had difficulty in using the "though/although" - led concession clauses correctly. In future teaching, more targeted exercises and explanations are needed. For example, design more sentence - making exercises and error - correction exercises for this grammar point. In the group discussion, some students were relatively passive and did not fully participate. In the future, it is necessary to strengthen the guidance and organization of group activities, and encourage every student to actively express their opinions. For example, assign specific tasks to each group member in advance to ensure everyone's participation. In terms of time management, the reading part took a little longer, resulting in a relatively tight time for the group discussion. In future teaching, I need to better balance the time allocation of each teaching link to ensure that all teaching activities can be carried out smoothly. In general, this lesson achieved certain teaching goals, but there are still areas that need to be improved. I will adjust and optimize my teaching methods and strategies according to these reflections to improve teaching effectiveness. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $