Unit 1 Living Well Martys-Story 講義-人教版新課標(biāo)英語(yǔ)選修七

Book7Unit1LivingWell(Marty’sStory)MadebyYuedefengFromShandongLinquNo.5HighSchool教案背景1.學(xué)科：英語(yǔ)2.學(xué)段：高中3.課型：閱讀課4.課時(shí)：15.教材：新人教版選修七第一單元教學(xué)課題本課題主要嘗試任務(wù)型教學(xué)法在閱讀課中的應(yīng)用，注重引導(dǎo)學(xué)生進(jìn)行獨(dú)立思考，學(xué)會(huì)與他人合作的交際能力。具體到知識(shí)、情感、技能三維目標(biāo)分別是：1.Enablethestudentstolearnsomewordsandexpressionsaswellassomefunctionalitemsaboutthetopicandtrytousethem;Revisetheusesoftheinfinitive;2.Toheightenstudents’awarenessofthechallengesfacingpeoplewithdisabilities;Educatethemtolearntorespectthedisabledpeopleandsetupastrongmindtobesuccessful.3.Toimprovetheabilityofgettingspecificinformationfromreadingatext;Todevelopstudents’readingskills教材分析本單元的中心話題是“殘疾”、“殘疾人的生活”，設(shè)計(jì)了熱身、讀前、閱讀、理解、語(yǔ)言運(yùn)用、小節(jié)、學(xué)習(xí)建議等七部分活動(dòng)?！癕arty’sStory”isoneofthestoriesappearontheFamilyVillageWebsite.ThetextiswrittenbyahighschoolstudentnamedMarty,whohasararediseasethataffectshismuscles.Heissoweakthathecan’ttakepartinsomeoftheactivities.Thepassageexplainssomeofhisdifficultiesanddescribesthegoodthingsabouthislife.教學(xué)方法Teachingmethods:Task-basedteachingmethod,communicativemethod,groupwork.2.Teachingaids:ataperecorder,acomputer,blackboardandPPT教學(xué)過程Step=1\*ROMANI:GreetingandreviewingGreettheclassandletsomestudentsanswerthequestionsinthepartof“Warmingup”,whichisdesignedaspre-viewtask.Steep=2\*ROMANII:Leading-in(Introduction)ShowstudentsthemesongoftheParalympicGames,asking:Howcanthedisabledathletesachievesuchachievements?Howdoyoufeelaboutit?(Brainstormorgroupwork)Steep=3\*ROMANIII:While-ReadingActivity1.Skimming:AskstudentstolookatExercise1in“Comprehension”,andthenreadthetextthroughquicklytofindtheanswers,andthendiscussabouttheiranswersingroup.(suggestedanswers見教師教學(xué)用書13)Activity2.Careful-reading:BasedontherequirementsandquestionsofExercise2&3in“comprehension”,askthemtoreadthetextmoreslowlyandcarefullytofindanswers.Afterthegiventime,askthestudentstocooperatewiththeirpartnerstoconfirmtheiranswers,finallychoosesomeofthegroupstopresenttheanswertotheclass.(suggestedanswers見page13)Activity3:Languagepoints:dealwithsomekeyphrasalverbsandsentencesabouttheinfinitive.Step=4\*ROMANIV:ConsolidationPlaythetapeforthestudentstolistenandaskthemtofillintheblanksaccordingthetext.1.________,therearenotmanypeoplelikeme.2.ButIamvery______andhavelearnedto______mydisability.3.EverytimeIreturnedafteran______,IfeltstupidbecauseI____.4.Ihaveaverybusylifewithnotimeto______________________.5.Sodon’tfeelsorryforthedisabledor________them.(Keys:1.Inotherwords2.outgoing,adaptto3.absence,wasbehindothers4.sitaroundfeelingsorryformyself5.makefunof)Step=5\*ROMANV:Post-reading(inthisperiod,therearetwotasks,eachgroupcanchooseoneofthem)Task1.Role-play:SupposeyouareareporterfromChinaDaily,oneofyourpartnersisMarty,nowyouaremakingainterviewwithMarty,preparetheinterviewandperforminfrontoftheclass.Task2.Discussion:Whatcanwedoforthedisabledpeopleinourdailylife?Step=6\*ROMANVI:HomeworkRetellthetextaccordingtothekeywordsandexpressions.Translatealltheinfinitivesentencesint