选修七Unit1Livingwell教案.doc

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1、Unit 1 Living well. 单元教学目标技能目标Skill GoalsTalk about disability and life of disabled peopleExpress wishes & congratulationsLearn expressions of formal introduction Revise the InfinitiveWrite a letter of suggestion. 目标语言功 能 句 式IntroductionId like to introduce you to .Id like you to meet .May I introdu

2、ce.?Pleased to meet you.Its nice to meet you.Wishes & congratulationsCongratulations.All the best.Im proud of you.I wish you success. Good luck.Well done.Im very impressed by your performance.You have my best wishes.Im very pleased for you.I hope it goes well for you.Thats wonderful/amazing.词 汇1 四会词

3、汇disability, disabled, eyesight, ambition, beneficial, clumsy, adapt, microscope, absence, fellow, annoy, annoyed, industry, tank, encouragement, conduct, politics, literature, resign, companion, assistance, congratulate, graduation, basement, accessible2 认读词汇syndrome, Rosalyn, Sally, Marty, fulfill

4、ing, Kilimanjaro, Qomolangma, wheelchair, Sanders, earphone, impair, community3 词组in other words, adapt to, cut out, out of breath, all in all, sit around, as well as , make fun of, never mind, all the best, meet with4 重点词汇disability, disabled, adapt, annoy, conduct, congratulate, accessible结 构Revis

5、e the InfinitiveThe infinitive can be used: 1. as the subject2. as the predicative3. as the object 4. as the object complement5. as the adverbial6. as the attribute重点句子1. but I am very outgoing and have learned to adapt to my disability. P22. Every time I returned after an absence, I felt stupid bec

6、ause I was behind the others. P23. All in all, I have a good life. P24. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do. P3. 教材分析和教材重组1. 教材分析本单元以残疾和残疾人的生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生挑战的故事。通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；

7、同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的语言技能训练，要求学生学会使用正确得体的英语介绍他人以及向他人表示祝贺。1.1 Warming Up 让学生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便。尽管如此，仍然有许多残疾人在不同领域取得了非凡成就，为本单元Reading部分的精彩故事做好了铺垫。1.2 Pre-reading 通过介绍网站“Family village”，激发学生的阅读兴趣。1.3 Reading是一篇以第一人称描述Marty身残志坚，以积极的态度快乐生活的故事。课文以网页的形式展示，能够吸引学生的注意力，引起学生

8、的极大兴趣。1.4 Comprehending共有3个练习，这3个练习的设置由表及里，由浅入深，非常科学。练习1是浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活的乐观态度；练习2要求学生总结课文每段的段落大意；练习3是深层次的理解题，要求学生在正确理解课文的基础上，通过讨论得出结论。1.5 Learning about Language分为两部分，Discovering useful words and expressions是本单元的词汇练习题；Revising useful structures是本单元的语法练习题，通过本单元的学习，要求学生熟练掌握不定式的各

9、种语法功能。1.6 Using Language分为两部分，Listening and speaking是关于对残疾人Barry Minto的采访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。同时通过听这个采访，要求学生掌握表示祝贺的功能句型。Reading, speaking and writing 部分要求学生先讨论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾人Alice Major写给the new Bankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出了一些建议，要求充分考虑残疾人的特殊需要。这封信后有说和写的练习题，通过不同的言语

10、技能训练，完成本单元的教学目标。通过读这封建议信，还要求学生学会写建议信。2 教材重组2.1 将Warming Up， Pre-reading， Reading与Comprehending整合在一起上一节“阅读课”。2.2 把Learning about Language 和Workbook 的USING WORDS AND EXPRESSIONS及USING STRUCTURES整合在一起上一节“语言学习课”。 2.3 将Using Language设计为一节包括听说读写在内的“综合技能课（一）”。2.4 将Workbook的READING AND LISTENING 和TALKING 结合

11、在一起，上一节 “听说课”。2.5 将Workbook的LISTENING TASK, READING AND WRITING TASK和SPEAKING TASK 设计为一节“综合技能课（二）”。3. 课型设计与课时分配1st PeriodReading 2nd PeriodLanguage study3rd Period Integrating skills () 4th Period Listening and speaking5th Period Integrating skills () . 分课时教案The First Period ReadingTeaching goals教学目

12、标1. Target language 目标语言a. 重点词汇和短语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, encouragementb. 重点句型but I am very outgoing and have learned to adapt to my disability. Ever

13、y time I returned after an absence, I felt stupid because I was behind the others. All in all, I have a good life. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do. 2. Ability goals能力目标Help students to learn about disability and life of the dis

14、abled. Enable students to know that people with disabilities can also live well. 3. Learning ability goals学能目标By talking about disability and life of the disabled, students will learn some positive stories of the disabled. This will help them understand more about how challenging life can be for the

15、 disabled.Teaching important points教学重点How positive stories of the people with disabilities inspire others.Teaching difficult points 教学难点How to help students understand the difficulties the disabled have to overcome.Teaching methods教学方法Discussing, explaining, reading and practicing.Teaching aids教具准备

16、Multi-media computer. Teaching procedures & ways教学过程与方式Step I Lead-inDeal with Warming Up. First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then play some videos or show some photos of people with disabilities. Students will b

17、e asked to discuss what the disabilities are and what difficulties they have to overcome in daily life.T: Good morning /afternoon, class!Ss: Good morning/ afternoon, Mr. / Ms.T: I think most of you should have learned about Helen Keller, a great woman in American history. Although she was deaf and b

18、lind, she became a role model for millions of people. Here Id like to share one of the quotes from her with you.Although the world is full of suffering, it is full also of the overcoming of it.T: The world is full of suffering, especially for those disabled people. Do you happen to know anyone with

19、a mental or physical disability? What are their lives like?S1: My neighbor, a 6-year-old girl, can not speak. She is dumb. She cannot play with other children.T: Then how can she make herself understood?S1: She has to use body language and sign language. I find it very hard to understand her. But he

20、r family can understand her very well.T: OK, anyone else?S2: One of my friends doesnt like school. We are of the same age. He should be in high school. Unluckily he can only stay at home. Because whenever he comes to school, he feels sick and cannot help trembling. He is afraid of school, whenever h

21、e hears the word “school”, he sweats and feels very nervous. I think he has a mental disability.T: I feel sorry for your friend. Perhaps he has experienced something unpleasant in school. I think he should see a doctor.S2: He has been visiting a doctor. I hope he will get well soon.T: I hope so. Now

22、 lets watch some short videos (or look at some photos) of some disabled people. Please discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.Show the list of disabilities on the PowerPoint.After discussion, present the four pictures on Page 1 to studen

23、ts.T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities dont look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please

24、 keep in mind they can also live well, even achieve great success. Now look at the pictures, how do they look? Ss: They look happy and satisfied. They are smiling. T: Yes, they are. But all of them are disabled. Can you guess what their disability might be?S3: I think Rosalyn has learning difficulty

25、. Generally speaking, those who have learning difficulty are good at sports and clever at hands.T: OK, what about Richard?S4: Everyone can see he has difficulty with eyesight, because he is wearing glasses. He also looks very weak, maybe he has severe illness.S5: I guess he may have lost an arm or l

26、eg, for we cannot see his arms or legs in the picture.S6: He cannot have lost an arm or leg, for next year he will train to be a teacher. How can a person without an arm or leg be a teacher?T: That sounds reasonable. OK, what about Sally?S7: Sally may have a severe illness, for she has a very busy l

27、ife. In my opinion those who know they are dying always keep themselves very busy.T: Sound like that. Lets come to Gao Qiang.S8: From the picture it is hard to guess what disability Gao Qiang has. Maybe he has walking difficulty.S9: It is hard to say. If he has walking difficulty, I will admire him

28、very much, for he takes dancing lessons.T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Family village”. From here we can

29、learn some positive stories about the disabled.Step Pre-readingAsk students to read the passage about “Family village” in pre-reading carefully and find out the purpose of the website. Then show the suggested answers on the PowerPoint.Suggested answers:1. To give ordinary young people with a disabil

30、ity the chance to share their stories with others.2. To inspire other disabled people.3. To get non-disabled people to understand more about how challenging life can be for people with disabilities.Step ReadingDeal with the reading passage.ScanningAsk students to scan the text and find problems Mart

31、y has in his life and what he does in spite of his disability.T: First Id like you to do scanning and then fill in the chart with the information you get from the text. After you have finished, please compare your answer with your partners.Several minutes later, students compare their information wi

32、th each other in groups. Then check the answer with the whole class.T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint.Show some adjectives on the PowerPoint.brave, unlucky, weak, clumsy, s

33、trong-minded, optimistic, happy, independent, stupidT: OK. You are right. Though Marty has a muscle disease which causes many difficulties to his life, he still lives well. He is living a busy and satisfying life. He is very optimistic.Then continue to discuss the next questions on Page 3. Deal with

34、 the next questions in the same way.Suggested answers:1. Marty seems to be a fairly positive person who considers he has a good life. He is realistic about his disability, but does not let this stop him doing as much as he can. He is a psychologically strong, independent boy.2. Missing lots of schoo

35、l, not being able to run around and play sports like other boys at his age, people not understanding that he has a disability.3. Marty keeps busy doing things that do not require physical strength, like computer programming. He has friends with whom he can go to movies and football matches and he ha

36、s lots of pets. He also studies hard.4. They can accept people with disabilities like Marty for who they are rather than focus on their disability. They can encourage them to live rich and full lives.5. Because they found that Marty was able to live as rich and full a life as everyone else.6. Answer

37、s would vary.Careful readingAsk students to read the text carefully and then finish Ex3 on Page 4.T: Now lets read the text again and try to sum up the main idea of each paragraph. Several minutes later check the answers with the whole class.Suggested answers:Paragraph 1: An introduction to Marty an

38、d his muscle disease Paragraph 2: How his disability developedParagraph 3: Marty met a lot of difficulties at schoolParagraph 4: How his life has become easierParagraph 5: The advantages of his diseaseSummaryAsk students to work together to write a mini biography for Marty according to the text.T: N

39、ow weve finished Martys story. Now its time for you to work in groups and write a mini biography for him.My mini bioName: Status: Health: Interests and Hobbies: Ambition: Motto: A few minutes later show the sample on the PowerPoint.My mini bioName: Marty FieldingStatus: High school studentHealth: de

40、veloped a muscle disease at the age about 10, very weak, cannot do things like normal peopleInterests and Hobbies: Enjoying writing and computer programming Going to the movies and football matches when I am well enough Spending a lot of time with my petstwo rabbits, five mice, a tank full of fish a

41、nd a snakeAmbition: to work in the computer industryMotto: live one day at a timeExplanationDuring this procedure, play the tape for students. Students will underline the difficult sentences. After listening to the tape, explain the text and deal with the language problems. T: Now we will deal with

42、some difficult language points. I will play the recording of the text for you. Please make a mark where you have difficulties.After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page

43、s 86-87. T: Do you have any difficulties with the text？S1: Could you please explain the sentence to us：I have learned to adapt to my disability.T: Before he developed the disease, he could run or climb the stairs as quickly as other people. But after he had the disease, he becomes very weak, so he c

44、annot run very fast. It takes time for him to get used to slow pace. Besides this the disease has brought many other difficulties to him, he has to get used to living with the disease. So we can understand it like this: I have got used to living with the disease. Do you have any other questions?Ss:

45、No.T: This is a very inspiring story. From Martys story, what have you learned?S1: We should be patient with people with disabilities. We shouldnt get annoyed just because they are slow.S2: We shouldnt feel sorry for them. That might hurt them.S3: We should help them in a clever way.S4: We should en

46、courage them when they feel down.S8: Just having a disability doesnt mean your life is not satisfying.T: Im very glad all of you have learned something from the story. Please remember everyone can live well even if he has a disability. If youd like to learn more about the life of disabled people, pl

47、ease surf the Internet.Step HomeworkRetell Martys story according to the mini bio.Surf the Internet to learn more about the life of disabled people.The Second Period Language studyTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语disability, disabled, eyesight, ambition, beneficial, adapt, absence,

48、 fellow, annoyed, encouragement, conduct, resign, basement, accessible, latter, stupid, clumsy, all the best, all in allb. 重点句型The infinitive:1. as the subject2. as the predicative3. as the object 4. as the object complement5. as the adverbial6. as the attribute 2. Ability goals能力目标Enable students to use the infinitive.