必修7 Unit 1 Living well 教學設計

必修7Unit1Livingwell教學設計教學內(nèi)容《英語》(人教版)必修7Unit1Livingwell教學對象高二學生教學目標.語言知識本單元的話題是關于殘疾人，殘疾人面臨的困難，以及他們對生活的態(tài)度。本單元的主人公是一些殘疾的學生，他們都過著積極的生活，并且在生活中取得了成就。作為正常的學生，我們應該向他們學習，應該盡我們的最大努力從生活的各個方面來幫助他們。運用詞匯理解和表達不同的功能、意圖和態(tài)度等；.語言技能(1)能識別語段中的重要信息并進行簡單的推斷；(2)能根據(jù)需要從網(wǎng)絡等資源中獲取信息；(3)能就一般性話題進行討論；(4)能根據(jù)話題要求與人交流、合作，共同完成任務。.語言運用描述關于殘疾人，殘疾人面臨的困難，以及他們對生活的態(tài)度。.文化意識本單元的主人公是一些殘疾的學生，他們都過著積極的生活，并且在生活中取得了成就。作為正常的學生，我們應該向他們學習，應該盡我們的最大努力從生活的各個方面來幫助他們。教學方法任務型教學法情感態(tài)度.在英語學習中有較強的自信心，敢于用英語進行交流與表達；.在英語交流中能理解并尊重他人的情感；.能夠理解生命的意義，本單元的主人公是一些殘疾的學生，他們都過著積極的生活，并且在生活中取得了成就。作為正常的學生，我們應該向他們學習,應該盡我們的最大努力從生活的各個方面來幫助他們。學習策略.利用推理和歸納等邏輯手段分析和解決問題；.在學習中借助圖表等非語言信息進行理解或表達；.通過圖書館、計算機網(wǎng)絡、廣播和電視等資源獲得更廣泛的英語信息，擴展所學知識。教學重點.能理解有關本殘疾的學生，他們都過著積極的生活，并且在生活中取得了成就。作為正常的學生，我們應該向他們學習，應該盡我們的最大努力從生活的各個方面來幫助他們。.能夠獲取主旨大意和細節(jié)信息并利用所獲取的信息解決問題教學媒體ppt,worksheet運用任務WarmingUp部分通過四幅圖片展示了四位殘疾的學生，讓同學們猜想他們都是什么樣的人，是怎樣生活的。Pre-reading部分介紹了"familyvillage”這個網(wǎng)站，可以通過這個窗口，讓同學們了解更多的關于殘疾人的知識。教學步驟Step1.Leading-in(第1---4分鐘)GiveSsafewminutestosaysomethingaboutdisabilitybyshowingthefollowingpicturesandaskingthefollowingquestions.殘疾演講大師約翰?庫堤斯千手觀音殘疾指揮家一一舟舟浙江殘疾無臂青年書法家孔黎翔Doyouknowthem?Whataretheirdisabilities?Whatkindoflifedotheylive?Dotheyhaveanyachievementintheirlife?Sswillgivedifferentanswersandagreewiththem.ThenmentionsomeotherfamousdisabledpeopletoSs,suchasHelenKeller,Braille,StevenHawkingandsoon.GiveabriefintroductionofHelenKeller.HelenKellerHelenKellerattheageof19months,(notquite2yearsold)wasahappy,healthychild.Shewasalreadysayingafewwords.Thenshehadahighfeverthatcausedhertobecomedeafandblind.Nolongercouldsheseenorhear.ShefeltlostShewouldhangontohermother'sskirttogetaround.Shewouldfeelofpeople'shandstotrytofindoutwhattheyweredoing.Shelearnedtodomanythingsthisway.Shecouldrecognizepeoplebyfeelingoftheirfacesortheirclothes.Shemadeupsignswithherhandssothatshecould"talk"toherfamily.Shehad60differentsigns.Ifshewantedbread,shepretendedtobecuttingaloaf.Ifshewantedicecream,shewouldhughershouldersandshiver.Helenwasaverybrightchild.Shebecameveryfrustratedbecauseshecouldn'ttalk.Shebecameveryangryandbegantothrowtempertantrums.Thefamilyknewtheyhadtodosomethingtohelpher.TheyfoundateachernamedAnneSullivan.MissSullivanherselfhadbeenblind,buthadanoperationthatgaveherbackhersight.SheunderstoodwhatHelenwasfeeling.WhenHelenwenttocollege,herteacherAnnewentwithherandtappedoutthewordsoftheinstructorsintoherstudent'shand.Helenhadanamazingmemoryandshealsohadskillsthatveryfewpeoplehaveeverbeenabletodevelop.Shecouldputherfingerstoaperson'slipsandunderstandthewordsthatwerebeingspoken.WhileshewasincollegeshewroteherbookcalledTheStoryofMyLife”.Withthemoneysheearnedfromthebookshewasabletobuyahouse.Shebecamefamousandtraveledaroundtheworldspeakingtogroupsofpeople.Shemetmanyimportantandwell-knownpeopleasshetraveled.HelenKellerwassuccessfulbecauseofherdetermination.However,manypeoplehelpedher.ThemostimportantpersoninherlifewasAnneSullivanwhostayedwithherfor50years.Step2.LeadSstothereadingtextbytellingthemthefollowinginformation.(第5分鐘)Astheinformationinthepre-readingactivityexplains,thisreadingtextistypicalofthemanystorieswhichappearontheFamilyVillageWebSite.ThetextiswrittenbyahighschoolstudentMarty,whohasararediseasethataffectshismuscles.Heisweakandhehasnotbeenabletotakepartinsomeactivities.ThetextexplainssomeofMarty'sdifficultiesbutalsodescribesthegoodsideofhislife.Thearticleisverypositiveandtheauthorisoptimisticaboutlife.Step3.Fastreading(第9-11分鐘)AskSstoreadthetextquicklyandthenanswerthefollowingquestions.WhatkindofpersonisMarty?WhafsthemostdifficultthingforMartyinherlife?WhatwouldyoudoifyouweretodevelopamusclediseaselikeMarty's?SuggestedAnswers:Martyseemstobeaverypositiveperson.Heisrealisticabouthisdisabilitybutdoesnotletthisstophimdoingasmuchashecan.Heisamentallystrong,independentboy.Missinglotsofschool.Notbeingabletorunaboutandplaysportslikeotherboysathisage,peoplenotunderstandingthathehasadisability.Variousanswersareacceptable.AskSstofinishExlonP3andcheckanswersinpairs.Step4.Intensivereading（第12-21分鐘）AskSstoreadthetextcarefullyanddiscussingroupsthethreequestionsofEx4onP4.AskSstolistentothetape,followinalowvoiceandthenfindthemainideaforeachparagraph.Writetheideasontheblackboard.Paragraph1.ThisisanintroductiontoMartyandhismuscledisease.Paragraph2.Howhisdiseasestarted.Paragraph3.Theproblemshehastodealwitheveryday.Paragraph4.Hislifeiseasierbecausehisclassmatesaccepthimforwhohiis.Paragraph5.Hisinterests\hobbiesandambitions.Paragraph6.Theadvantagesofhisdisease.AskSstoretellthetextaccordingtothemainideaofeachparagraphontheblackboard.Step5.Intensivereading（第22-27分專巾）AskSstoreadthetextfluently.AskSstoreadthefollowingpassageandfinishtheexercise.StephenHawking:TheMostBeautifulMindStephenHawking,themosttheoreticalphysicistafterAlbertEinstein,authorofABriefHistoryofTime,wastoattendtheopeningceremonyofamathematicsinstituteatZhejiangUniversity.StephenWilliamHawkingwasbomon8January1942inOxford,England.Whenhewaseight,hisfamilymovedtoStAlbans,atownabout20milesnorthofLondon.AtageelevenStephenwenttoStAlbansSchool,andthenontoUniversityCollege,Oxford,hisfather'soldcollege.StephenwantedtodoMathematics,althoughhisfatherwouldhavepreferredmedicine.MathematicswasnotavailableatUniversityCollege,sohedidPhysicsinstead.AfterthreeyearsandnotverymuchworkhewasawardedafirstclasshonorsdegreeinNaturalScience.StephenthenwentontoCambridgetodoresearchinCosmology（宇宙學），becausenooneworkedinthatareainOxfordatthetime.AftergaininghisPh.D.hebecamefirstaResearchFellow,andlateronaProfessorialFellowatGonvilleandCaiusCollege.AfterleavingtheInstituteofAstronomyin1973StephencametotheDepartmentofAppliedMathematicsandTheoreticalPhysics,andsince1979hasheldthepostofProfessorofMathematics,whichwasheldbyIsaacNewtonin1663.HeisafellowoftheRoyalSocietyandaMemberoftheUSNationalAcademyofSciences.StephenHawkinghasworkedonthebasiclawsthatgoverntheuniverse.HeisparticularlyinterestedinunifyingtheGeneralRelativityTheoryandQuantumTheorytostudyblackholes.Agreatmanofsciencesittinginthewheelchair,StephenHawkinghassufferedfromaseriousdiseasefornearlyfortyyears.IN1963,hecaughtadiseasethatcouldn'tbecuredthen.Upto1974,hewasabletofeedhimself,andgetinandoutofbed.In1980,heandhiswifechangedtoasystemofcommunityandprivatenurse,whocameinforanhourortwointhemorningandevening.In1985,hecaughtpneumonia(月市炎)andhadanoperation.Aftertheoperation,helosthisabilitytospeakaltogether.Foratime,theonlywayhecouldcommunicatewastospelloutwordsletterbyletter,byraisinghiseyebrowswhensomeonepointedtotherightletteronaspellingcard.AcomputerexpertatCambridgeheardofhisdifficultyandsenthim