人教新課標選修7 Unit1 Living well[教案]

1、精品文檔Unit 1 Living well. 單元教學目標技能目標Skill GoalsTalk about disability and life of disabled peopleExpress wishes & congratulationsLearn expressions of formal introduction Revise the InfinitiveWrite a letter of suggestion. 目標語言功 能 句 式IntroductionId like to introduce you to .Id like you to meet .May I

2、 introduce .?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/ama

3、zing.詞 匯1 四會詞匯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 認讀詞匯syndrome, Rosalyn, Sally, M

4、arty, fulfilling, Kilimanjaro, Qomolangma, wheelchair, Sanders, earphone, impair, community3 詞組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 重點詞匯disability, disabled, adapt, annoy, conduct, congratulate, acces

5、sible結 構Revise 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重點句子1. but I am very outgoing and have learned to adapt to my disability. P22. Every time I returned after an absence, I fe

6、lt stupid because 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. 教材分析和教材重組1. 教材分析本單元以殘疾和殘疾人的生活為話題，介紹了一些殘疾人憑借頑強的毅力和社會的關愛克服生活中的種種困難，以積極的態(tài)度面對人生挑戰(zhàn)的故事。通過本單元的學習，可以幫助殘疾學生樹立生活的信心

7、，激勵殘疾人實現(xiàn)自身價值；同時又能教育健康學生理解、尊重、關心、幫助殘疾人，使殘疾人與健全人一樣共享美好生活。通過本單元的語言技能訓練，要求學生學會使用正確得體的英語介紹他人以及向他人表示祝賀。1.1 Warming Up 讓學生了解殘疾的種類，討論各種殘疾給人們的生活帶來的種種不便。盡管如此，仍然有許多殘疾人在不同領域取得了非凡成就，為本單元Reading部分的精彩故事做好了鋪墊。1.2 Pre-reading 通過介紹網(wǎng)站“Family village”，激發(fā)學生的閱讀興趣。1.3 Reading是一篇以第一人稱描述Marty身殘志堅，以積極的態(tài)度快樂生活的故事。課文以網(wǎng)頁的形式展示，能夠

8、吸引學生的注意力，引起學生的極大興趣。1.4 Comprehending共有3個練習，這3個練習的設置由表及里，由淺入深，非?？茖W。練習1是淺層次的事實核對題，旨在讓學生了解Marty生活中遇到的各種困難和他對待生活的樂觀態(tài)度；練習2要求學生總結課文每段的段落大意；練習3是深層次的理解題，要求學生在正確理解課文的基礎上，通過討論得出結論。1.5 Learning about Language分為兩部分，Discovering useful words and expressions是本單元的詞匯練習題；Revising useful structures是本單元的語法練習題，通過本單元的學習，

9、要求學生熟練掌握不定式的各種語法功能。1.6 Using Language分為兩部分，Listening and speaking是關于對殘疾人Barry Minto的采訪錄音，要求學生能夠通過錄音了解Barry Minto的身體殘疾和他取得的成就。同時通過聽這個采訪，要求學生掌握表示祝賀的功能句型。Reading, speaking and writing 部分要求學生先討論腿腳殘疾的人在電影院有可能遇到的困難，然后引出殘疾人Alice Major寫給the new Bankstown電影院的建筑設計師的一封信，在信中她給建筑設計師提出了一些建議，要求充分考慮殘疾人的特殊需要。這封信后有說和

10、寫的練習題，通過不同的言語技能訓練，完成本單元的教學目標。通過讀這封建議信，還要求學生學會寫建議信。2 教材重組2.1 將Warming Up， Pre-reading， Reading與Comprehending整合在一起上一節(jié)“閱讀課”。2.2 把Learning about Language 和Workbook 的USING WORDS AND EXPRESSIONS及USING STRUCTURES整合在一起上一節(jié)“語言學習課”。 2.3 將Using Language設計為一節(jié)包括聽說讀寫在內(nèi)的“綜合技能課（一）”。2.4 將Workbook的READING AND LISTENIN

11、G 和TALKING 結合在一起，上一節(jié) “聽說課”。2.5 將Workbook的LISTENING TASK, READING AND WRITING TASK和SPEAKING TASK 設計為一節(jié)“綜合技能課（二）”。3. 課型設計與課時分配1st PeriodReading 2nd PeriodLanguage study3rd Period Integrating skills () 4th Period Listening and speaking5th Period Integrating skills () . 分課時教案The First Period ReadingTeac

12、hing goals教學目標1. Target language 目標語言a. 重點詞匯和短語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. 重點句型but I am very outgoing and have learned to adapt to my dis

13、ability. Every 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能力目標Help students to learn about disability and li

14、fe of the disabled. Enable students to know that people with disabilities can also live well. 3. Learning ability goals學能目標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 c

15、an be for the disabled.Teaching important points教學重點How positive stories of the people with disabilities inspire others.Teaching difficult points 教學難點How to help students understand the difficulties the disabled have to overcome.Teaching methods教學方法Discussing, explaining, reading and practicing.Teac

16、hing aids教具準備Multi-media computer. Teaching procedures && ways教學過程與方式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 disabil

17、ities. Students will be 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. Alth

18、ough she was deaf and blind, 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 happ

19、en to know anyone with 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

20、 understand her. But her 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 afrai

21、d of school, whenever he 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

22、 soon.T: I hope so. Now 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 pictu

23、res on Page 1 to students.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

24、to overcome, but please 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

25、has learning difficulty. 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 ma

26、y have lost an arm or leg, 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, fo

27、r she has a very busy life. 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 difficu

28、lty, I will admire him 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 vill

29、age”. From here we can 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 youn

30、g people with a disability 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

31、 and find problems Marty 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 compa

32、re their information with 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, u

33、nlucky, weak, clumsy, strong-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 questio

34、ns on Page 3. Deal with 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

35、. Missing lots of school, 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 foo

36、tball matches and he has 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

37、everyone else.6. Answers 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 i

38、ntroduction to Marty and 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 acc

39、ording to the text.T: Now 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 s

40、chool studentHealth: developed 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 petstw

41、o rabbits, five mice, a tank full of fish and 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 l

42、anguage problems. T: Now we will deal with 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 aske

43、d to refer to the notes to the text on Pages 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

44、 the disease, he becomes very weak, so he cannot 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 di

45、sease. Do you have any other questions?Ss: 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

46、 help them in a clever way.S4: We should encourage 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

47、 more about the life of disabled people, please 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 教學目標1. Target language目標語言a. 重點詞匯和短語disability, disabled, eyes

48、ight, ambition, beneficial, adapt, absence, fellow, annoyed, encouragement, conduct, resign, basement, accessible, latter, stupid, clumsy, all the best, all in allb. 重點句型The infinitive:1. as the subject2. as the predicative3. as the object 4. as the object complement5. as the adverbial6. as the attr

49、ibute 2. Ability goals能力目標Enable students to use the infinitive.3. Learning ability goals學能目標Help students learn how to use the infinitive. Teaching important points教學重點The use of some key words and expressions and the infinitive.Teaching difficult points 教學難點Different functions of the infinitive.Te

50、aching methods教學方法Explaining and practicing.Teaching aids教具準備Multi-media computer.Teaching procedures & ways教學過程與方式Step RevisionAsk several students to retell Martys story. Show Martys mini bio on the PowerPoint. My mini bioName: Marty FieldingStatus: High school studentHealth: developed a muscl

51、e 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 f

52、ish and a snakeAmbition: to work in the computer industryMotto: live one day at a timeT: Yesterday you were asked to retell Martys story. You may refer to his mini bio on the PowerPoint. Now who would like to have a try?Step Discovering useful words and expressionsDeal with Ex1 && Ex2 in Dis

53、covering useful words and expressions. After dealing with Ex1, ask students to do Ex2 in groups. Then check the answers with the whole class. Show the suggested answers on the PowerPoint.Deal with Ex1 && Ex2 on Page 48. Students are asked to do the exercises in groups. Then show the suggeste

54、d answers on the PowerPoint.As for Ex3, ask 10 students to translate the 10 sentences. And give them immediate help when necessary.Step Discovering useful structuresShow some sentences that contain the infinitive and ask students to identify its function.It is good to help others. (subject)It is my

55、ambition to make sure that the disabled people in our neighbourhood have access to all public buildings. (subject)My ambition is to work in the computer industry when I grow up. (predicative)I dont have time to sit around feeling sorry for myself. (attribute)I am the only student in my class to have

56、 a pet snake. (attribute)A big company has decided to buy it from me. (object)My fellow students have begun to accept me for who I am. (object)I have had to work hard to live a normal life. (adverbial)Some days I am too tired to get out of bed. (adverbial)We must call on local government to give fin

57、ancial assistance to disabled people. (object complement)Note: The following verbs are normally followed by the infinitive.afford, agree, appear, arrange, ask, attempt, care, choose, claim, come, consent, dare, decide, demand, deserve, determine, elect, endeavour, expect, fail, get, guarantee, hate, help, hesitate, hope, hurry, intend, learn, long, manage, mean, need, offer, plan, prepare, pretend, promise, refuse, say, seem, tend, threaten, want, wish For example: I cant afford