高二人教选修7Unit 1 Unit 1 Living well 1教案
人教版高中英语选修七Unit+1+Living+well+(1)+教案.doc
Unit 1 Living well教学目标目标语言重点词汇和短语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.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能力目标Help students to learn about disability and life of the disabled. 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 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 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. Although she was deaf and blind, she became a role model for millions of people. Here I’d 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 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 her family can understand her very well.T: OK, anyone else?S2: One of my friends doesn’t 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 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 soon.T: I hope so. Now let’s 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 students.T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities don’t 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 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. 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 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, for she has a very busy life. In my opinion those who know they are dying always keep themselves very busy.T: Sound like that. Let’s 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 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 learn some positive stories about the disabled.Step Ⅱ 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 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 Ⅲ ReadingDeal with the reading passage.ScanningAsk students to scan the text and find problems Marty has in his life and what he does in spite of his disability.T: First I’d 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 partner’s.Several minutes later, students compare 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, unlucky, 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 questions 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. 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 football 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 everyone else.6. Answers would vary.Careful readingAsk students to read the text carefully and then finish Ex3 on Page 4.T: Now let’s 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 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 according to the text.T: Now we’ve finished Marty’s story. Now it’s 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: 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 pets—two 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 language 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 asked 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 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 disease. Do you have any other questions?Ss: No.T: This is a very inspiring story. From Marty’s story, what have you learned?S1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow.S2: We shouldn’t feel sorry for them. That might hurt them.S3: We should help them in a clever way.S4: We should encourage them when they feel down....S8: Just having a disability doesn’t mean your life is not satisfying.T: I’m very glad all of you have learned something fromthe story. Please remember everyone can live well even if he has a disability. If you’d like to learn more about the life of disabled people, please surf the Internet.Step Ⅳ HomeworkRetell Marty’s story according to the mini bio.Surf the Internet to learn more about the life of disabled people.精美句子1、善思则能“从无字句处读书”。
人教版选修7 Unit1 Living well P1 教学设计
Unit 1 Living wellPart 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for reading(Marty’s story)IntroductionIn this period||，after the warming up||，students will first be guided to read aloud to the tape||，read for the forms||，read to transfer information||，draw a diagram ofthe text and retell it with the help of the diagram and read to underlineand write down all the useful collocations. And the period will end instudents talking about living well with disability.ObjectivesTo help students understand the text’s forms and contents and learn about living wellTo help students communicate on the topic in focus with the words||，expressions and structures learned in this unitFocusWords drum||，adapt||，annoy||，conduct||，overhear||，design||，congratulate impairCollocations in other words||，out of breath||，all in all||，make fun of||，in particular Patterns 1. Of course||，there will always be a few who cannot see the real person/ inside my body||，but I do not get annoyed||，I just ignore them.2. Just accept them for who they are and give them encouragement to live asrich and full a life as you do.3．Up until I was about 10 years old||，I was the same as everyone else in myclass.4．Access to the cinema for people in wheelchairs and those who have difficultwalking.5. As well as going to the movies and football matches with my friends whenI am well enough||，I spend a lot of time with my pets.AidsMultimedia facilities||，tape-recorder||，photos||，diagramsProcedures1. Warming up by learning about disabilityHello||，class. Nice meeting you and learning English with you.Everyone hopes that he may live well. But some are not living well because they are disabled. And in this first period we shall learn to help those disabled people to live well. But first what is disabled? What is disability?A disabled person is one who has a condition called a disability that interferes with his or her ability to perform one or more activities of everyday living. For example||，indoors and going outside||，getting dressed||，communicating with others.Then what are the types of disability? "Disability" can be broken down into a number of broad sub-categories||，which can include the following: physical impairments affecting movement||，sensory impairments||，neurological impairments||，cognitive impairments and psychiatric conditions.To know more about disability||，let’s go to page 2.2. Pre-reading by visiting the Family Village websiteTo know more about disability and its solution get online now to /index.htmlx.3. Reading aloud to the tapeReading aloud to the recording of the text improves our literacy skills -- reading||，writing||，speaking||，and listening. Now turn to page 2. First we shall listen and read aloud to the recording of the text. Try to read aloud the text as loudly and correctly as possible.4. Reading for the formsIt is unlikely that you will understand 100 percent of the vocabulary in the text||，especially at a first reading. Use first the context and then your own knowledge of the subject to help you guess the meaning of unknown words.A really useful way to help us with our listening is to become aware of 'thought groups' . When we speak||，we need to divide speech up into small 'chunks' to help the listener understand messages. These chunks or thought groups are groups of words which go together to express an idea or thought. In English||，we use pauses and low pitch to mark the end of thought groups.Then we shall go over the text to read it to: cut/ the sentence into thought groups||，blacken the predicates||，darken the connectives and underline all the useful collocations.5. Reading to transfer informationWriters structure||，or organize||，their writing in many different ways. Recognizing the way in which a text has been organized will help you understand its meaning more fully.Now let’s go over the text once again. While going over it look for information to complete the chart below.6. Drawing a diagram of the text and retell it with the help of the diagramWriters structure||，or organize||，their writing in many different ways. Recognizing the way in which a text has been organized will help you understand its meaning more fully.Scan the text for the topic sentence of each paragraph to make a diagram of the text. Then we shall try to retell the text in our own words with its help.7．Scanning the text for all the useful collocationsWhen you scan a text||，again you look quickly through it. However||，unlike skimming||，scanning involves looking for specific words. Now scan the text to find and underline all the useful collocations.8. Closing down by talking about living well with disabilityHow to live well is what we have been learning today. Now give me your opinions about that.●To use goal setting and prob lem solving as the framework for developing healthy lifestyles●To practice healthy living when we have meaningful activities we want to do●To begin with why we want to be well●To develop tools and skills for healthy living||，including healthy reactions and communication||，managing depression||，information seeking||，physical activity||，nutrition||，and advocacy●To pursue meaningful goals despite limitations●To have a sense of belonging develops●To feel accepted and encouraged by peers。
最新-高中英语Unit1Livingwell全单元教案新人教版选修7(高二)精品
Part 1: Teaching Design第一部分：教学设计Period 1: A sample lesson plan for reading(Marty’s story)AimsTo help students develop their reading abilityTo help students learn about living well.ProceduresI. Warming up by learning about disabilityWhat is disability?A disabled person is one who has a condition called a disability that interferes with his or her ability to perform one or more activities of everyday living. For example, locomotion (indoors and going outside), getting dressed, communicating with others.What are the types of disability?"Disability" can be broken down into a number of broad sub-categories, which can include the following:●Physical impairments affecting movement, such as muscular dystrophy, post-polio syndrome,spina bifida and cerebral palsy.●Sensory impairments, such as visual or hearing impairments.●Neurological impairments, such as epilepsy or dysautonomia.●Cognitive impairments such as Autism or Down Syndrome.●Psychiatric conditions such as depression and Schizophrenia.II. Pre-reading by visiting the Family Village websiteGet online to /index.htmlx.Welcome to the Family Village! We are a global community that integrates information, resources, and communication opportunities on the Internet for persons with cognitive and other disabilities,for their families, and for those that provide them services and support.Our community includes informational resources on specific diagnoses, communication connections, adaptive products and technology, adaptive recreational activities, education, worship, health issues, disability-related media and literature, and much, much more!So stop in, stroll around, and visit some of the Family Village's attractions. Simply click on a placeto explore and discover a cornucopia of useful information! Let us know what you like (or dislike)and visit often, for our village is constantly changing.III. ReadingTurn to page 2. We shall take Marty’s story this time.First we shall listen and read aloud to the recording of the text. Try to read aloud the text as loudly and correctly as possible.Then we shall go over the text to read it to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.IV. Transferring informationNow read the text again to complete the chart below.Marty’s storyWhy are there not many people in the world like me? Because: I have a muscle disease that sometimes makes me very weak and I can’t run or climb stairs as quickly as other people.I am clumsy and drop things or bump into furniture.What is my motto? Live one day at a time.When did I get weak? Up until I was about 10 years old, I was the same as everyone else inmy class.Then I started to get weaker and weaker.What was the worst thing about my life? One of the worst things about my disease is that I don’t look any different from other people.Do I have a good life? All in all, I have a good life.What is my ambition? My ambition is to work in the computer industry when I grow up. Iam the only student in my class to have a pet snake.What has my disability made me? In many ways my disability has made me grow stronger and more independent.What do I think of having a disability?Just having a disa bility doesn ’t mean your life is not satisfying.V. Drawing a diagram of the text and retell it with the help of the diagramVI. Closing down by talking about living well with disability ●To use goal setting and problem solving as the framework for de veloping healthy lifestyles●To practice healthy living when we have meaningful activities we want to do●To begin with why we want to be well●To develop tools and skills for healthy living, including healthy reactions and communication, managing depression, information seeking, physical activity, nutrition, and advocacy●To pursue meaningful goals despite limitations●To have a sense of belonging develops●To feel accepted and encouraged by peers Well-known people with disabilities Many people with disabilities have contributed to society. These include: American president Franklin Roosevelt (impaired movement as the result of polio), classical composer Ludwig von Beethoven (deaf in later years),King Richard III of England (childhood sickness allowed bones to malform, resulting in severecurvature of the back and extremely uneven legs)musician Stevie Wonder (blind) jazz pianist Marcus Roberts (blind) musician Ray Charles (blind)Def Leppard drummer Rick Allen (lost left arm in a car accident),comedian, actor, author, and monologist Greg Walloch (cerebral palsy),civil rights activist Helen Keller (deaf and blind),Cole Porter, musical theater composer (lost legs after riding accident)Classical actress Sarah Bernhardt (lost leg after a nasty fall)Stephen Hawking (who has Motor Neurone Disease and uses a wheelchair and speechsynthesizer),Deng Pufang - has paraplegiaBritish rock and roll singer/songwriter Ian DuryNicaraguan guitar player, singer and songwriter Tony Melendez (born without arms)Major league pitcher Jim Abbott (born without a right hand)Actress Marlee Matlin (deaf)Joseph Merrick ("the Elephant Man", severe neurofibromatosis)Christopher Reeve, actor famous for portraying Superman who became a quadriplegic after ahorse-riding accident,for others see list of people with disabilities.List of disabilityPhysical disability, Mobility impairment, Paralysis, Amputation, Multiple sclerosis, Parkinson'sdisease, Cerebral Palsy, Muscular dystrophy, Arthritis, Rheumatoid arthritis, Osteoarthritis, Stroke,Spina Bifida, Visual impairment, Blindness, Low vision, Color blindness, Cataract, Hearingimpairment, Chronic disease, Cancer, Autoimmune disease, AIDS, Multiple sclerosis, Renalfailure, Cystic fibrosis, Tuberculosis, Diabetes, Hypoglycemia, Chronic fatigue syndrome,dysautonomia, Spinal cord injury, Traumatic brain injury, Mental disability, Learning disability,Alzheimer's disease, Phobia, Agoraphobia, Acrophobia, Aleurophobia, Anxiety disorder,Depression, Bipolar disorder, Obsessive compulsive disorder, Schizophrenia, Neurosis,Developmental disability, Dyslexia, Down syndrome, Attention deficit disorder and ADHD,Hyperactivity, Autism, Other disabilities, Substance abuse, Alcoholism, Nicotine addiction, Illegaldrug abuse, Prescription drug abuse, SenilityAdditional MaterialsComplete the summary of the story with one word in each blank.Marty ’s storyMy name is Marty and I am “one in a 1_____”. In 2____ words, there are not many people in the world like me. I have a muscle 3____ that the doctors don ’t know exactly what is wrong with me and how to make me well. I don ’t know I will get worse as I get older, or I will stay the 4____ as IMarty ’s story Up until I was about 10 years old, I was the same as everyone else in my class. I don ’t l ook any different from other people. My life is a lot easier athigh school than it was atprimary school. I have a muscle disease.In many ways my disability has made megrow stronger and more independent. All in all, I have a good life.am now. I have learned to 5 _____ to my disability. My motto is: live one day at 6_____ time.One of the 7____ things about my disease is that I don’t look any different from other people. So sometimes kids at 8____ school laugh at me when I get out of 9____ after running just a shortway. Sometimes, I am too weak to go to school, so I have 10____ a lot of lessons and I am a bit11____ the others. My fellow students at high school are better. But there will always be a fewwho cannot see the real person 12 ____ my body, I do not get 13____, I just ignore them.All in 14 _____, I have a goo d life. I have a very busy life and I don’t have time to sit 15____ feeling sorry for myself. I like writing and 16____ programming. I spend a lot of time with mypets.In many ways my disability has made me grow stronger and more 17_____. I have had to workhard to live a 18 ____ life, but it has been worth it. If I had the chance/ to say one thing to healthykids, it would be this: Don’t feel sorry for the disabled or make 19 ____ of them, and donthem either. Just 20_____ them for who they are and give them encouragement to live as rich andfull a life as you do.（Key：1. million 2. other 3. disease 4. same 5. adapt 6. a 7. worst 8. primary 9. breath 10. missed11. behind 12. inside 13. annoyed 14. all 15. around 16. computer 17. independent 18. normal 19.fun 20. accept）Comprehension questions1. What is the most difficult thing that Marty hates to do?-sightedness.A. He can’t see clearly because of his nearB. He can’t walk as quickly as other people.C. The doctors can’t tell him what’s wrong with him.D. Kids don’t understand him and sometimes they laugh at him.2. Marty does the following to make himself happy except____.A. Raising lots of pets.B. Inventing a computer game.C. Going to the movies.D. Playing football with his friends.3. What can we do to help Marty and others like him?A. We can accept people disabilities for who they are.B. We should pay more attention to their disability and pity them all the time.C. We should help them to do things like normal people.D. We should feel sorry for them and ignore their disability.4. We can infer that Marty is a ___ person according to the passage.A. positiveB. poor and sensitiveC. strongD. dependent and easy-going(Key: 1.D 2.D 3. A 4. A)Notes to some difficult sentences1. Of course, there will always be a few who cannot see the real person/ inside my body, but Ido not get annoyed, I just ignore them. (Reading)“get/become+过去分词” 中, get为助动词。
高中英语选修七教案Unit 1 Living well
高中英语选修七教案Unit 1 Living wellUnit 1 Living ell一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1all in all/ in all/ at all/ after all/ abve all/ first f all 词形变化1 disabilit n无能；残疾disabled ad伤残的able ad能干的；能够的2 abitin n野心，雄心abitius ad有雄心的，野心勃勃的3benefiial ad有益的benefit v≈n受益；利益，好处4 independent ad独立的independene n独立depend v依靠，依赖enurageent n鼓励enurage v鼓励urage n勇气，精神重点单词1 abitin (n) 雄心2 benefiial (ad) 有益的3 adapt (v) 使适应;改编4 ndut (n) 行为(v) 指挥resign (v) 辞职6 panin (n) 同伴7 aess n （接近的）方法；通路；可接近性8 suitable ad适合的, 适当的;9 ann vt 使生气，使烦恼; 招惹; 妨碍10 adequate ad适当的, 足够的重点词组in ther rds 换句话说ut ut 切掉,删掉ut f breath 上气不接下气sit arund 闲坐着ae fun f 取笑all the best一切顺利as ell as 也, 又; 和……一样好重点句型1 She is prud t have taen part in petitins and t have bren a rerd b running tlaps(800 etres) this ear2 The fe h annt see the real persn inside bd d nt ae e anned, and I ust ignre the3 I have a ver bus life ith n tie t sit arund feeling srr fr self4 ust aept the fr h the are, and give the enurageent t live as rih and full a life as u d重点语法复习不定式(见语法专题)II 词语辨析(旨在提供完形填空所需材料)1) all in all/ in all/ at all/ after all/ abve all/ first f all【解释】all in all总而言之in all总共at all根本after all毕竟；别忘了（放句首时）abve all最重要, 首先first f all首先【练习】选择all in all/ in all/ at all/ after all/ abve all或first f all并用其适当的形式填空1) Dn’t blae hi t uh ________, he is a sall hild2) Arding t the surve, _______ there are nearl ne illin peple in this sall it ut f r during the eni risis3) I a glad t in u in this gae, but ________ please all e t intrdue self t u4) The parents didn’t rr abut their daughter _______, fr the believed she uld sueed in getting the first prize) hen traveling abrad, _______, u need t prepare ur passprt6) There are an beautiful sentenes in ur artile and its handriting is gd t ________, I’quite satisfied ith ites: 1) After all 2) in all 3) first f all 4) at all ) abve all 6) All in allIII 词性变化（旨在提供语法填空所需材料）1 disabilit n无能；残疾disabled ad伤残的able ad能干的；能够的2 abitin n野心，雄心abitius ad有雄心的，野心勃勃的3benefiial ad有益的benefit v≈n受益；利益，好处4 independent ad独立的independene n独立depend v依靠，依赖enurageent n鼓励enurage v鼓励urage n勇气，精神【练习】根据句子结构，用括号内所提供词的适当形式填空1)The ______ girl sis ell in spite f her _______(disable)2) Rbert is a ver _______ an and ne f his ______ is t travel in Antartia (abitin)3) If u ant t be a _______, u shuld r hard at ______ and are fr ______ situatins (plitis)4) It is nn t all that fresh air is _______ t ur health and the ne par ______ us all, s e shuld eep it lean(benefit)) The b h used t ______n his parents n ants the ______ fr the and is learning t be _______(depend)6) Praise ats as an ______ t the plaers, and therefre the ill feel ______ and get the _______t ntinue and iprve their perfrane(enurage)7) brther ______ fr a ell-nn Aerian universit parents attended his _______ eren esterda(graduate)8) hen sene ______ thers n their suess, he r she usuall sas “_______”(ngratulate)9) This nert as _______ b a faus _______ fr Vienna (ndut)es:1) disabled; disabilities 2) abitius; abitins 3) plitiian; plitis; plitial 4) benefiial; benefits ) depend; independene; independent 6) enurageent; enuraged; urage 7) graduated; graduatin 8) ngratulates; ngratulatins 9) nduted; ndutrIV 重点词汇（旨在提供综合运用所需材料）1 abitin (n) 雄心[重点用法]abitius ad 志向远大的; 有雄心壮志的;有野心的be abitius fr [per, sial psitin, et] 极欲获得[权力, 社会地位等]be abitius f suess渴望成功be abitius t serve the peple一心想为人民服务[典例]1) Her abitin is the presiden 她的抱负是成为一名总统2) After several hurs’r, she had n abitin t g daning 没有精力去跳舞了3) The prine as attrated b the girl’s beaut, and abitius t arr her王子为女孩的美貌打动了，渴望能娶到她。
高中英语选修7Unit+1+Living+well+(1)+教案+
Unit 1 Living well教学目标目标语言重点词汇和短语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.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能力目标Help students to learn about disability and life of the disabled. 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 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 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. Although she was deaf and blind, she became a role model for millions of people. Here I’d 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 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 her family can understand her very well.T: OK, anyone else?S2: One of my friends doesn’t 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 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 soon.T: I hope so. Now let’s 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 students.T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities don’t 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 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. 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 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, for she has a very busy life. In my opinion those who know they are dying always keep themselves very busy.T: Sound like that. Let’s 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 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 learn some positive stories about the disabled.Step Ⅱ 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 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 Ⅲ ReadingDeal with the reading passage.ScanningAsk students to scan the text and find problems Marty has in his life and what he does in spite of his disability.T: First I’d 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 partner’s.Several minutes later, students compare 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, unlucky, 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 questions 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. 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 football 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 everyone else.6. Answers would vary.Careful readingAsk students to read the text carefully and then finish Ex3 on Page 4.T: Now let’s 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 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 according to the text.T: Now we’ve finished Marty’s story. Now it’s 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: 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 pets—two 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 language 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 asked 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 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 disease. Do you have any other questions?Ss: No.T: This is a very inspiring story. From Marty’s story, what have you learned?S1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow.S2: We shouldn’t feel sorry for them. That might hurt them.S3: We should help them in a clever way.S4: We should encourage them when they feel down....S8: Just having a disability doesn’t mean your life is not satisfying.T: I’m very glad all of you have learned something fromthe story. Please remember everyone can live well even if he has a disability. If you’d like to learn more about the life of disabled people, please surf the Internet.Step Ⅳ HomeworkRetell Marty’s story according to the mini bio.Surf the Internet to learn more about the life of disabled people.。
高二英语人教版-选修七 Unit 1 Living Well -1教案
教案
人非圣贤，孰能无过？过而能改，善莫大焉。
《左传》原创不容易，【关注】店铺，不迷路！
【素材积累】
海明威和他的“硬汉形象”美国作家海明威是一个极具进取精神的硬汉子。
他曾尝试吃过蚯蚓、蜥蜴，在墨西哥斗牛场亮过相，闯荡过非洲的原始森林，两次世界大战都上了战场。
第一次世界大战时，19岁的他见一意大利士兵负伤，便冒着奥军的炮火上去抢救，结果自己也被炸伤了腿，但他仍背着伤员顽强前进。
突然间，炮击停止，探照灯大亮，海明威终于回到阵地。
原来是他的英勇行为感动了奥军将领，下令放他过去。
人教版选修七Unit 1 《Living well》word教案
Unit 1 Living well Ⅰ. 单元教学目标技能目标Skill Goals▲Talk about disability and life of disabled people▲Express wishes & congratulations▲Learn expressions of formal introduction▲Revise the Infinitive▲Write a letter of suggestionⅡ. 目标语言功能句式IntroductionI’d like to introduce you to ...I’d like you to meet ...May I introduce ...?Pleased to meet you.It’s nice to meet you.Wishes & congratulationsCongratulations.All the best.I’m proud of you.I wish you success.Good luck.Well done.I’m very impressed by your performance.You have my best wishes.I’m very pleased for you.I hope it goes well for you.That’s wonderful/amazing.1．四会词汇disability, disabled, eyesight, ambition, beneficial, clumsy, adapt,词汇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, fulfilling, 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Revise the InfinitiveThe infinitive can be used:1. as the subject2. as the predicative3. as the object4. 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 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. P3Ⅲ. 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。
高二英语人教版选修7教案：Unit1LivingwellPeriod1.doc
Unit 1Living wellPeriod 1Warming Up，Pre－reading and Reading设计者邵宁宁教材分析Warming Up is made up of two parts：discussing and talking.The purpose is to get students interested in the topic “disabilities”．The teacher first asks students to talk about people with a mental or physical disability to see how much they know about disabilities.Next，ask students to look at the pictures and read what these people have achieved even though they each have a disability.Finally，find out what disability they might have according to each description below the picture.Meanwhile，make sure students learn some useful new words and expressions in this unit.Pre－reading provides a short passage about a website called “Family Village”．Ask students to read it and find out the purpose of the website.Make sure the students have a basic knowledge of the website for the disabled.The reading passage Marty's Story presents a story that although Marty is a disabled boy，he never feels sorry for himself and he leads a good and busy life.This is the key part of this unit.The teacher can first get students to skim for the main idea of each paragraph in the reading passage，and then scan for further understanding.In order to let students fully understand the passage while reading，the teacher should analyze the change of Marty's feeling over time and next guide students to write a mini biography for Marty.To consolidate the contents of the reading passage，the teacher will present some poems to students for appreciation.三维目标知识目标1．Get students to learn the useful words and expressions in this unit.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，encouragement，adapt to2．Help students to learn about disabilities and life of the disabled.能力目标1．Let students read the passage Marty's Story to develop their reading ability.2．Enable students to know that people with disabilities can also live well.情感目标1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.2．Help them understand more about how challenging life can be for the disabled.3．Develop students' sense of cooperative learning.教学重点Get students inspired by positive stories of the people with disabilities.教学难点1．Develop students' reading ability.2．Help students understand the difficulties the disabled have to overcome.教学方法1．Task－based teaching and learning.2．Cooperative learning.教学过程Warming up1．Warming up by discussingFirst ask students to talk about people with a mental or physical disability to see how much they know about disabilities.Then show some photos of people with disabilities.Students will be asked to discuss the following questions in small groups.Do you know any famous people who are disabled?What difficulties do they have to overcome in daily life?What have they achieved?Suggested answers：Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer.Helen Keller was deaf and blind，but she was a great writer.2．Warming up by talkingFirst，ask students to look at the pictures and read what these people have achieved even though they each have a disability.Next，work with partners to talk about what disability they might have according to each description below the picture.Suggested answers：Rosalyn is in a wheelchair.She has walking difficulty.Richard has difficulty with eyesight，so he can't read the questions or write the answers for his college entrance exams.Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema)．Gao Qiang was born with Down's Syndrome，which is a mental disability.Some Doun's Syndrome Down's Sufferers have made a good career as actors.Pre－readingAsk students to read the short paragraph in Pre－reading carefully and find out the purpose of the website “Family Village”．Suggested answers：1．To give ordinary young people with a disability a 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.Reading1．SkimmingGive students 2 minutes；ask them to read the passage fast to fill in the blanks：Sum up the main idea of each paragraph：Paragraph 1：A(n)______ to Marty and his muscle disease.Paragraph 2：How the disease ______.Paragraph 3：Marty met a lot of ______ at school.Paragraph 4：How his life has become ______.Paragraph 5：The ______ of his disease.Suggested answers：Paragraph 1：An introduction_to Marty and his muscle disease.Paragraph 2：How the disease developed/started.Paragraph 3：Marty met a lot of difficulties at school.Paragraph 4：How his life has become easier.Paragraph 5：The advantages of his disease.2．Scanning for detailed informationAsk students to read the passage carefully to locate the detailed information.Suggested answers：Why did the doctors cut out a piece of muscle from Marty's leg?A．Because they could cure the disease by cutting it out.B．Because they wanted to use it as a specimen(标本)．C．Because they would transplant(移植) the new muscle.D．Because they wanted to find out the cause of the disease.Key：D(3)Read paragraph four and answer the following questions：①What is Marty's ambition?②What is Marty's achievement?③What is Marty's hobby?Suggested answers：①Marty's ambition is to work for a firm that develops computer software when he grows up.②Marty invented a computer football game and a big company decided to buy it from him.③As well as going to the movies and football matches with his friends，he spends a lot of time with his pets.He has two rabbits，a parrot，a tank full of fish and a tortoise.(4)Ask students to find Marty's advice in paragraph five.Suggested answers：Don't feel sorry for the disabled.Don't make fun of them.Don't ignore them.Accept them for who they are.Encourage them to live as rich and full a life as healthy people do.Consolidation1．Ask students to read the whole passage and choose the best answers.(1)Which of the following is false?A ．Although there are a few students who look down upon him ，Marty never gets annoyed.B ．Marty leads a meaningful life and does not feel sorry for being disabled.C ．Marty only spends time with his pets and never with his friends.D ．Marty's disability has made him more independent.(2)From the passage we can infer that ______.A ．Marty asks others to feel sorry for himB ．Marty never loses heartC ．Marty is afraid of being made fun ofD ．Marty will not accept any encouragement because he has grown stronger psychologically Keys ：(1)C (2)B23.Discuss in pairs to get the main idea of the passage by filling in the blanks.Though he is a ______ person ，Marty never feels ______ for himself and he ______ his life. Suggested answers ：disabled ；sorry ；enjoysDiscussion1．Ask students to discuss the following questions in small groups.(1)How did Marty's feeling changed over time?(2)What kind of person do you think Marty is？Can you use adjective words to describe him?Suggested answers：(1)The change of Marty's feeling over time：hopeful→hopeless→stupid→not get annoyed→good/busy(2)We can see Marty is optimistic/brave/independent/strong－minded.2．Show a video of “Qianshou Guanyin” to the students and encourage them to reme mber the famous saying：“Where there is a will，there is a way.”AppreciationAsk students to read two poems for appreciation when facing obstacles in the future.Facing Obstacles (Two poems by Tom Krause)The Heart of the StrongStrong is the heart that knows not the wayof comfort and ease while living each day.Yet continues to believe from the depths of its soulthat the future is destined to silver and gold.Strong is the heart whose yearning is wanedby storms in life filled with heartache and pain.Yet still gives its all—everything that it canin search of a dream—God's ultimate plan.When there is a victory—when battles are wonwhen burdens are lifted and bright shines the sun—when struggling souls gather—where heroes belong—they find in themselves—the heart of the strong.Carry OnAt times when you feel troubledwhen your happiness is gonelook to the heart within youfor the strength to carry on.In your heart you will find special virtuessuch as faith and hope and love.These gifts have been sent down to youfrom a power up above.It is faith that keeps the soul searchingfor the joy the heart hopes for.It is love that heals the spiritmaking it stronger than before.And if your heart be brokenif your strength should fade awaythe power of these virtueswill still win out the day.So remember when you are troubledwhen your happiness is gonelook to the heart within youfor the strength to carry on.Homework1．Retell Marty's Story according to the mini biography.2．Surf the Internet to learn more about the life of disabled people.品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
高二英语(人教版)-选修七 Unit 1 Living Well (1)-1教案
Q1: Who tells Marty’s story?
Q2:What’s Marty’s story mainly about?
Q3: Can you guess what Marty’s choice is?Why?
Q4:Does he live well now?
Patient’s name
Disease’s name
Symptoms (症状)
Start time
Hisdisease development
Before
After
Diagnosis
Notes:“Before”means“What could Marty do before he got disease?”
Situation:AsMarty's doctor,you tell some experts about Marty's disease and ask them for help.
让学生在解决实际问题的过程中进行阅读，最大程度地启动学生的思维，充分体现以学生为主体。通过让学生思考马蒂得病前后的情感变化，强调马蒂所面临的巨大困难。任务驱动下，学生复述本部分内容，内化所学知识。
Primary school
Highschool
Behavior
His classmates’ attitude
His feeling
2. Language learning:
①Sometimes, too, I was too weak to go to school so my educationsuffered.(C)
设置语境激活学生的背景知识，在培养学生的发散思维和联想概括能力的同时，为课文理解作铺垫。让学生猜测Marty的选择，激发学生的阅读兴趣，把单
高中英语人教版选修7教案-Unit_1_Living_well_教学设计_教案_1
教学准备1. 教学目标Teaching goals教学目标1. Ability goals 能力目标1．1 To help students develop their reading ability by skimming for main ideas and reading for details.1．2 To help students solve the reading problems with the teacher’s guidance2. Learning ability goals 学能目标2．1 Let the Ss know that sea animals are parts of human beings’ life.2．2 Help the Ss know the importance of the relationship between animals and humans through reading.2. 教学重点/难点Teaching important points 教学重难点1.Help to comprehend the text and grasp the main idea of the text.2. Help the Ss know the animals’ loyalty and help to human beings.3. 教学用具4. 标签教学过程Teaching procedures && ways教学过程与方式Step Ⅰ Warming up1． Review the names of some sea animals.Step Ⅱ Pre-reading1. Some knowledge about killer whales and baleen whales.2. Read the introduction of the text on page 19 and fill in the following table.Attention:While reading, pay attention to the 5Ws(who, when, where, what, why) and 1H(how) of narratives. As for who, pay attention to the names; and when, pay attention to the numbers.Step Ⅲ Reading comprehending1． SkimmingTask 1: Complete the main ideas using two verbs。
高中英语 Unit1 Living well Period 1优秀教案 新人教版选修7
Unit 1 Living wellPeriod 1 Warming Up，Pre－reading and Reading教材分析Warming Up is made up of two parts：discussing and talking.The purpose is to get students interested in the topic “disabilities”．The teacher first asks students to talk about people with a mental or physical disability to see how much they know about disabilities.Next，ask students to look at the pictures and read what these people have achieved even though they each have a disability.Finally，find out what disability they might have according to each description below the picture.Meanwhile，make sure students learn some useful new words and expressions in this unit.Pre－reading provides a short passage about a website called “Family Village”．Ask students to read it and find out the purpose of the website.Make sure the students have a basic knowledge of the website for the disabled.The reading passage Marty's Story presents a story that although Marty is a disabled boy，he never feels sorry for himself and he leads a good and busy life.This is the key partof this unit.The teacher can first get students to skim for the main idea of each paragraph in the reading passage，and then scan for further understanding.In order to let students fully understand the passage while reading，the teacher should analyze the change of Marty's feeling over time and next guide students to write a mini biography for Marty.To consolidate the contents of the reading passage，the teacher will present some poems to students for appreciation.三维目标知识目标1．Get students to learn the useful words and expressions in this unit.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，encouragement，adapt to2．Help students to learn about disabilities and life of the disabled.能力目标1．Let students read the passage Marty's Story to develop their reading ability.2．Enable students to know that people with disabilities can also live well.情感目标1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.2．Help them understand more about how challenging life can be for the disabled.3．Develop students' sense of cooperative learning.教学重点Get students inspired by positive stories of the people with disabilities.教学难点1．Develop students' reading ability.2．Help students understand the difficulties the disabled have to overcome.教学方法1．Task－based teaching and learning.2．Cooperative learning.教学过程Step 1Warming up1．Warming up by discussingFirst ask students to talk about people with a mental or physical disability to see how much they know about disabilities.Then show some photos of people with disabilities.Students will be asked to discuss the following questions in small groups.Do you know any famous people who are disabled?What difficulties do they have to overcome in daily life?What have they achieved?Suggested answers：Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer.Helen Keller was deaf and blind，but she was a great writer.2．Warming up by talkingFirst，ask students to look at the pictures and read what these people have achieved even though they each have a disability.Next，work with partners to talk about what disability they might have according to each description below the picture.Suggested answers：Rosalyn is in a wheelchair.She has walking difficulty.Richard has difficulty with eyesight，so he can't read the questions or write the answers for his college entrance exams.Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema)．Gao Qiang was born with Down's Syndrome，which is a mental disability.Some Doun's Syndrome Down's Sufferers have made a good career as actors.Step 2Pre－readingAsk students to read the short paragraph in Pre－reading carefully and find out the purpose of the website “Family Village”．Suggested answers：1．To give ordinary young people with a disability a 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 3Reading1．SkimmingGive students 2 minutes；ask them to read the passage fast to fill in the blanks：Sum up the main idea of each paragraph：Paragraph 1：A(n)______ to Marty and his muscle disease.Paragraph 2：How the disease ______.Paragraph 3：Marty met a lot of ______ at school.Paragraph 4：How his life has become ______.Paragraph 5：The ______ of his disease.Suggested answers：Paragraph 1：An introduction_to Marty and his muscle disease.Paragraph 2：How the disease developed/started.Paragraph 3：Marty met a lot of difficulties at school.Paragraph 4：How his life has become easier.Paragraph 5：The advantages of his disease.2．Scanning for detailed informationAsk students to read the passage carefully to locate the detailed information.(1)First ask students to read paragraph one and complete the chart below.Suggested answers：(2)Next read paragraphs two and three and choose the best answer.Why did the doctors cut out a piece of muscle from Marty's leg?A．Because they could cure the disease by cutting it out.B．Because they wanted to use it as a specimen(标本)．C．Because they would transplant(移植) the new muscle.D．Because they wanted to find out the cause of the disease.Key：D(3)Read paragraph four and answer the following questions：①What is Marty's ambition?②What is Marty's achievement?③What is Marty's hobby?Suggested answers：①Marty's ambition is to work for a firm that developscomputer software when he grows up.②Marty invented a computer football game and a big company decided to buy it from him.③As well as going to the movies and football matches with his friends，he spends a lot of time with his pets.He has two rabbits，a parrot，a tank full of fish and a tortoise.(4)Ask students to find Marty's advice in paragraph five.Suggested answers：错误!Step 4Consolidation1．Ask students to read the whole passage and choose the best answers.(1)Which of the following is false?A．Although there are a few students who look down upon him，Marty never gets annoyed.B．Marty leads a meaningful life and does not feel sorry for being disabled.C．Marty only spends time with his pets and never with his friends.D．Marty's disability has made him more independent.(2)From the passage we can infer that ______.A．Marty asks others to feel sorry for himB．Marty never loses heartC．Marty is afraid of being made fun ofD．Marty will not accept any encouragement because he has grown stronger psychologicallyKeys：(1)C (2)B2．Ask students to work together to write a mini biography for Marty according to the text.Suggested answers：of fish and a tortoiseAmbition To work for a firm that develops computer softwareMotto Live oneday at a time3.Discuss in pairs to get the main idea of the passage by filling in the blanks.Though he is a ______ person，Marty never feels ______ for himself and he ______ his life.Suggested answers：disabled；sorry；enjoysStep 5Discussion1．Ask students to discuss the following questions in small groups.(1)How did Marty's feeling changed over time?(2)What kind of person do you think Marty is？Can you use adjective words to describe him?Suggested answers：(1)The change of Marty's feeling over time：hopeful→hopeless→stupid→not get annoyed→good/busy(2)We can see Marty is optimistic/brave/independent/strong－minded.2．Show a video of “Qianshou Guanyin” to the students and encourage them to remember the famous saying：“Wherethere is a will，there is a way.”Step 6AppreciationAsk students to read two poems for appreciation when facing obstacles in the future.Facing Obstacles (Two poems by Tom Krause)The Heart of the StrongStrong is the heart that knows not the wayof comfort and ease while living each day.Yet continues to believe from the depths of its soulthat the future is destined to silver and gold.Strong is the heart whose yearning is wanedby storms in life filled with heartache and pain.Yet still gives its all—everything that it canin search of a dream—God's ultimate plan.When there is a victory—when battles are wonwhen burdens are lifted and bright shines the sun—when struggling souls gather—where heroes belong—they find in themselves—the heart of the strong.Carry OnAt times when you feel troubledwhen your happiness is gonelook to the heart within youfor the strength to carry on.In your heart you will find special virtuessuch as faith and hope and love.These gifts have been sent down to youfrom a power up above.It is faith that keeps the soul searchingfor the joy the heart hopes for.It is love that heals the spiritmaking it stronger than before.And if your heart be brokenif your strength should fade awaythe power of these virtueswill still win out the day.So remember when you are troubledwhen your happiness is gonelook to the heart within youfor the strength to carry on.Step 7Homework1．Retell Marty's Story according to the mini biography.2．Surf the Internet to learn more about the life of disabled people.。
高二英语人教课标选修7Unit1Livingwell教案1
教案6 Unit 1 Living WellListening and WritingTeaching goalsEnable the students to listen for details and catch the specific information as much as possible.Learning ability goalsEnable the students to predict some important information in the process of listening and encourage the students to talk about the situations according to the listening materials.Teaching important and difficult pointsHow to make sure the answers of listening material and help them to describe the disaster they have experienced.Teaching aidsA recorder and cassette tapes, a projector, and a computerTeaching proceduresStep1 Warming upMount Kilimanjaro 乞力马札罗山Kilimanjaro is the highest mountain in Africa and the tallest freestandingmountain known to man. It is a mountain where you can hike for more t han 90 kilometers, gain 4000 meters in altitude, traverse rain forest, moor land, alpine desert, snow fields and ice cliffs, all virtually on the equator!A truly unforgettable and fascinating adventure.Step2 ListeningT: Barry Minto has just made a successful climb of Mount Kilimanjaro i n Africa. Listen to him being interviewed on the radio.①First ListeningListen to the tape and tick the statements that are true.1. Barry is blind.2. Barry is between 25-45 years old.3. The blind climbers got assistance from sighted companions.4. More of the sighted group reached the top of the mountain than those who were blind or weak-sighted.5. Next year Barry is going to climb Mount Qomolangma.1-5 TFTFF②Listen for the second time and fill in blanks.Interview with Barry MintoAge of the blind and weak-sighted climbers______Age of the sighted companions_______________Height of Mount Kilimanjaro__________________Number in the disabled group________________Number of the disabled who reached the top of mountain__________ Number in the sighted group______________Number of the sighted who reached the top______Number of days to climb the mountain__________Number of days to come down the mountain_____Keys:16-19; 25-45; 5,900 meters; twelve; nine; fifteen; seven; 5 days; 2 days③Listen to the latter part of Barry’s story where the interview congratulat es Barry and wishes him future success, then c omplete Joan’s sentences. Barry: Of the 15 sighted climbers, only 7 made it.Joan: Oh, _____________!Barry: Yes, it just shows you______________________________________…Joan: Well, Barry. I’m full of admiration for you and your companions. Y ou have achieved something quite remarkable.Barry: Thanks. We’re _____________________.Joan: Mm, _____________. So, Barry, what’s your next big challenge? Barry: My ambition is to climb Mount Qomolangma one day.Joan: Amazing. I wish you____________________________.Keys:well done; how determined the blind climbers were; very proud of oursel ves; you should be; every success in the futureStep 3 Wishes & congratulationsSlide showUseful ExpressionsCongratulations.All the best.I’m proud of you.I wish you success.Good luck.Well done.I’m very impressed by your performance.You have my best wishes.I’m very pleased for you.I hope it goes well for you.That’s wonderful/amazing.Step4 ReadingScan the text and write a mini bio for Zhang Yuncheng.Step 5 WritingWrite a short text of 150 words about Zhang Yuncheng.A sample of the writingZhang Yuncheng, born in 1980 in Heilongjiang, is the writer of the best seller “If I can walk for three days”.He has a disease which affectsout of his muscles in his body. He developed the disease at the age of 3. Because of his health condition, he went to school for only one day.So Yuncheng stayed at home and over the years, his condition got worse and worse. At 16, he could not walk at all. At 18, he could not get his bed. At 20, he could not raise his arms above his head. However, Yunch eng’s disease has not stopped him making most of his life. He taught hi mself to read and write.He loves reading and writing and wants to become a writer. With the help of Zhang Danuo, an editor, at the age of 25, Yuncheng achieved his ambition to write and publish a book.Step 6 HomeworkRevise the writing.。
人教版高中英语选修7Unit 1Living well教案1
The first period ofUnit 1 Living wellBook 7一、学生情况分析本单元的设计与实施是建立在学生经过高一新教材学习基础之上。
学生已经逐步适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。
并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
对于残疾人的生活和学习这一话题，同学们并不感到陌生，相信这能引起学生的兴趣，并激发学生的探究心理。
二、教材分析（一）教材地位与作用Living well高中英语选修7 第一单元的内容。
本单元以残疾及残疾人生活为中心，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的挑战。
本课时是第一课时，包括Warming Up，Pre-reading，Reading和Comprehending四部分。
通过本节课的学习，提高学生理解、尊重、关心、帮助残疾人意识，使残疾人与健全人一样共享美好生活。
它在整个单元教学中占有十分重要的地位。
这是对新课程目标中情感态度与价值观培养目标的全方位体现。
（二）教学目标1. 知识目标a. 掌握以下重点词汇和短语ambition, disability, fellow, independent, beneficial, encouragement, in other words,all in all, out of breath, make fun of.b. 理解和运用以下重点句型1. I have to adapt to my disability.2. Just accept them for whom they are and give them encouragement to live as rich and fulla life as you do.2. 能力目标a. 通过对段落结构的分析，使学生掌握scanning的阅读技巧。
要提高他们的阅读速度和快速寻找信息的能力，培养他们分析和概括能力。
高中英语选修七教案Unit-1--Living-well
高中英语选修七教案Unit-1–Living-well教学目标•通过学习本单元，使学生能够掌握生活方式类的词汇和表达；•通过学习本单元的阅读及听力材料，培养学生的阅读理解和听力理解能力；•发展学生的综合语言运用能力，包括口语表达、写作和交流。
教学重点•生活方式类的词汇和表达；•阅读和听力理解能力的培养；•综合语言运用的发展。
教学难点•综合语言运用的能力发展。
教学方法•交互式教学法；•合作学习法；•任务型学习法。
教学过程Step 1 导入1.教师首先向学生介绍本单元的主题“Living well”（美好生活），并要求学生自己思考和理解这个主题。
2.引入与主题相关的图片和文字，让学生进行观察分析、讨论。
Step 2 词汇学习1.教师在黑板上列出本单元主要的生活方式类的词汇，比如：health，diet，exercise，sleep等等，并要求学生将这些词按照自己的理解整理归纳。
其中，教师可以逐个讲解这些词的意思和用法。
2.接下来，教师提出一些和这些词汇相关的例句，比如：It’s important to have a balanced diet.等等并要求学生进行理解和模仿。
Step 3 阅读和听力1.教师让学生先阅读Unit 1的文章“Living well”，让学生尝试理解其中的关键词汇和句子，并回答一些相关问题。
2.然后，教师在班级里播放一段与“Living well”相关的听力材料，并要求学生进行听力理解，并给出几个问题，让学生进行回答。
Step 4 综合语言运用1.教师组织学生进行小组讨论，让学生就如何“Living well”进行交流，让学生尝试用英语表达自己的想法和看法。
2.接着，教师要求学生进行写作练习，让学生就“Living well”的话题展开一段100字的写作。
Step 5 总结教师向学生概述本次课程的主要内容，并对学生的表现进行点评。
课后作业1.让学生进行生活方式类单词的记忆和复习。
人教版高二英语选修7Unit1Livingwell全单元教案
Part 1: Teaching Design 第一部分：教学设计 Period 1: A sample lesson plan for reading (Marty’s story ) Aims To help students develop their reading abilityTo help students learn about living well.Procedures I. Warming up by learning about disability What is disability? A A disabled disabled disabled person person person is is is one one one who who who has has has a a a condition condition condition called called called a a a disability disability disability that that that interferes interferes interferes with with with his his his or or or her her ability to perform one or more activities of everyday living. For example, locomotion (indoors and going outside), getting dressed, communicating with others. What are the types of disability? "Disability" "Disability" can can can be be be broken down broken down into into a a a number number number of of of broad broad broad sub-categories, sub-categories, sub-categories, which which which can can can include include include the the following: ● Physical impairments affecting movement, such as muscular dystrophy, post-polio syndrome, spina bifida and cerebral palsy. ● Sensory impairments, such as visual or hearing impairments. ● Neurological impairments, such as epilepsy or dysautonomia. ● Cognitive impairments such as Autism or Down Syndrome. ● Psychiatric conditions such as depression and Schizophrenia. II. Pre-reading by visiting the Family Village website Get online to /index.htmlx. Welcome to the Family Village! We are a global community that integrates information, resources, and communication opportunities on the Internet for persons with cognitive and other disabilities, for their families, and for those that provide them services and support. Our community includes informational resources on specific diagnoses, communication connections, adaptive products and technology, adaptive recreational activities, education, worship, health issues, disability-related media and literature, and much, much more! So stop in, stroll around, and visit some of the Family Village's attractions. Simply click on a place to explore and discover a cornucopia of useful information! Let us know what you like (or dislike) and visit often, for our village is constantly changing. III. Reading Turn to page 2. We shall take Marty’s story this time.First we shall listen and read aloud to the recording of the text. Try to read aloud the text as loudly and correctly as possible. Then we shall go over the text to read it to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions. IV . Transferring information Now read the text again to complete the chart below. Marty’s storyWhy are there not many people people in in in the the the world world world like like me? Because: Because: I I I have have have a a a muscle muscle muscle disease disease disease that that that sometimes sometimes sometimes makes makes makes me me me very very weak and I can’t run or climb stairs as qui ckly as other people. I am clumsy and drop things or bump into furniture. What is my motto? Live one day at a time. When did I get weak? Up until I was about 10 years old, I was the same as everyone else in my class. Then I started to get weaker and weaker. What was the worst thing about my life? One One of of of the the the worst worst worst things things things about about about my my my disease disease disease is is is that that that I I I don’t don’t look look look any any different from other people. Do I have a good life? All in all, I have a good life. What is my ambition? My ambition is to work in the computer industry when I grow up. I am the only student in my class to have a pet snake. What What has has has my my my disability disability made me? In In many many many ways ways ways my my my disability disability disability has has has made made made me me me grow grow grow stronger stronger stronger and and and more more independent. What do I think of having a disability? Just having a disa bility doesn’t mean your life is not satisfying.V . Drawing a diagram of the text and retell it with the help of the diagram●To feel accepted and encouraged by peers Well-known people with disabilitiesMany people with disabilities have contributed to society. These include:American president Franklin Roosevelt (impaired movement as the result of polio),classical composer Ludwig von Beethoven (deaf in later years),King Richard III of England (childhood sickness allowed bones to malform, resulting in severecurvature of the back and extremely uneven legs)musician Stevie Wonder (blind)jazz pianist Marcus Roberts (blind) musician Ray Charles (blind)Def Leppard drummer Rick Allen (lost left arm in a car accident),comedian, actor, author, and monologist Greg Walloch (cerebral palsy),civil rights activist Helen Keller (deaf and blind),Cole Porter, musical theater composer (lost legs after riding accident)Classical actress Sarah Bernhardt (lost leg after a nasty fall)Stephen Hawking (who has Motor Neurone Disease and uses a wheelchair and speechsynthesizer),Deng Pufang - has paraplegiaBritish rock and roll singer/songwriter Ian Dury Nicaraguan guitar player, singer and songwriter Tony Melendez (born without arms)Major league pitcher Jim Abbott (born without a right hand)Actress Marlee Matlin (deaf)Joseph Merrick ("the Elephant Man", severe neurofibromatosis)Christopher Reeve, actor famous for portraying Superman who became a quadriplegic after ahorse-riding accident,for others see list of people with disabilities.List of disabilityPhysical Physical disability, disability, disability, Mobility Mobility Mobility impairment, impairment, impairment, Paralysis, Paralysis, Paralysis, Amputation, Amputation, Amputation, Multiple Multiple Multiple sclerosis, sclerosis, sclerosis, Parkinson's Parkinson's disease, Cerebral Palsy, Muscular dystrophy, Arthritis, Rheumatoid arthritis, Osteoarthritis, Stroke, Spina Spina Bifida, Bifida, Bifida, Visual Visual Visual impairment, impairment, impairment, Blindness, Blindness, Blindness, Low Low Low vision, vision, vision, Color Color Color blindness, blindness, blindness, Cataract, Cataract, Cataract, Hearing Hearing impairment, impairment, Chronic Chronic Chronic disease, disease, disease, Cancer, Cancer, Cancer, Autoimmune Autoimmune Autoimmune disease, disease, disease, AIDS, AIDS, AIDS, Multiple Multiple Multiple sclerosis, sclerosis, sclerosis, Renal Renal failure, Cystic fibrosis, Tuberculosis, Diabetes, Hypoglycemia, Chronic fatigue syndrome, dysautonomia, dysautonomia, Spinal Spinal Spinal cord cord cord injury, injury, injury, Traumatic Traumatic Traumatic brain brain brain injury, injury, injury, Mental Mental Mental disability, disability, disability, Learning Learning Learning disability, disability, Alzheimer's disease, Phobia, Agoraphobia, Acrophobia, Aleurophobia, Anxiety disorder, Depression, Bipolar disorder, Obsessive compulsive disorder, Schizophrenia, Neurosis, Developmental Developmental disability, disability, Dyslexia, Dyslexia, Down Down Down syndrome, syndrome, syndrome, Attention Attention Attention deficit deficit deficit disorder disorder disorder and and and ADHD, ADHD, Hyperactivity, Autism, Other disabilities, Substance abuse, Alcoholism, Nicotine addiction, Illegal drug abuse, Prescription drug abuse, Senility Additional MaterialsComplete the summary of the story with one word in each blank.Marty’s storyMy name is Marty and I am “one in a 1_____”. In 2____ words, there are not many people in th e world like me. I have a muscle 3____ that the doctors don’t know exactly what is wrong with me and how to make me well. I don’t know I will get worse as I get older, or I will stay the 4____ as I Up Up until until until I I I was was was about about about 10 10 years old, I was the same as as everyone everyone everyone else else else in in my class. I don’t look any different from other people. My My life life life is is is a a a lot lot lot easier easier easier at at high school than it was at primary school. In In many many many ways ways ways my my my disability disability disability has has has made made made me me grow stronger and more independent. All in all, I have a good life. am now. I have learned to 5 _____ to my disability. My motto is: live one day at 6_____ time. One of the 7____ things about my disease is that I don’t look any different from other people. So sometimes kids at 8____ school laugh at me when I get out of 9____ after running just a short way. Sometimes, I am too weak to go to school, so I have 10____ a lot of lessons and I am a bit 11____ the others. My fellow students at high school are better. But there will always be a few who cannot see the real person 12 ____ my body, I do not get 13____, I just ignore them. All in 14 _____, I have a good life. I have a very busy life and I don’t have time to sit 15____ feeling sorry for myself. I like writing and 16____ programming. I spend a lot of time with my pets. In many ways my disability has made me grow stronger and more 17_____. I have had to work hard to live a 18 ____ life, but it has been worth it. If I had the chance/ to say one thing to healthy kids, it would be this: Don’t feel sorry for the disabled or make 19 ____ of them, and don’t ignore them either. Just 20_____ them for who they are and give them encouragement to live as rich and full a life as you do. （Key：1. million 2. other 3. disease 4. same 5. adapt 6. a 7. worst 8. primary 9. breath 10. missed 11. behind 12. inside 13. annoyed 14. all 15. around 16. computer 17. independent 18. normal 19. fun 20. accept）Comprehension questions1. What is the most difficult thing that Marty hates to do?-sightedness. A. He can’t see clearly because of his nearB. He can’t walk as quickly as other people.C. The doctors can’t tell him what’s wrong with him. im. D. Kids don’t understand him and sometimes they laugh at h2. Marty does the following to make himself happy except____.A. Raising lots of pets. B. Inventing a computer game. C. Going to the movies. D. Playing football with his friends. 3. What can we do to help Marty and others like him?A. We can accept people disabilities for who they are. B. We should pay more attention to their disability and pity them all the time. C. We should help them to do things like normal people. D. We should feel sorry for them and ignore their disability. 4. We can infer that Marty is a ___ person according to the passage.A. positive B. poor and sensitive C. strong D. dependent and easy-going (Key: 1.D 2.D 3. A 4. A) Notes to some difficult sentences1. Of course, there will always be a few who cannot see the real person/ inside my body,do not get annoyed, I just ignore them. (Reading)“get/become+过去分词” 中, , getget为助动词。
人教版高二英语选修七Unit1 Living well教案设计
Unit 1 Living wellI．教材分析本单元以残疾及残疾人生活为话题，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的挑战。
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；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。
通过本单元的言语技能训练，要求学生学会使用正确得体的英语介绍他人和向他人表示祝贺。
其中，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常用句型。
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Alice Major写给the newBankstown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一些建议，要充分考虑残疾人的特殊需要。
这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元教学目标。
通过读这份建议信，要求学生学会写建议信。
II．Teaching goals 教学目标1. Target language目标语言:重点词汇和短语access, company, in comfort, meet with, dignity, profit2. Ability goals能力目标Help students to learn about disabilities and life of the disabled. Enable students to do something for the disabilities.3. Learning ability goals学能目标By making designs for the convenience of the disabled, students will learn how to think for others and help others.Teaching important points教学重难点Enable students to design a building or equipments for the disabled.Teaching methods教学方法Discussing, explaining, reading and practicingTeaching aids教具准备Multimedia computerTeaching procedures & ways教学过程与方式Step I Leading inShow students a few pictures of different places of our school. Then ask students the following question:How can we adapt the buildings or the equipment or some means of transport to make them more accessible to people in wheelchairs?Discuss with the class , and then show students the pictures of some equipments which are designed for the disabled.Step II Reading 2 A letter to an architect1.Read the letter and list the suggestions the writer put forward.Suggestions1——→ Adequate access for wheelchairs.2——→Earphones for people who have trouble hearing.3——→Raised seating.4——→Toilets.5——→Car parking.2.ScanningAsk students to read the letter again and in pairs discuss the questions before writing the answers.1) What is the purpose of the first paragraph of the letter?（To tell the readers the purpose of the letter.）2) What is the purpose of the last paragraph of the letter?（To finish the letter in a polite way and to put forward some reasons why the architect should consider the writer’s suggestions.）3.Suggestions to the architectLiftsEarphonesSeatsToiletsCar parking1)Make the buttons easy to reach and the doors wide enough to enter . Make thecinema accessible to people in wheelchairs.2)Adequate access for wheelchairs. (Para2)A. means of entering/ way inB. opportunity or right to use sth. (A)3) Fit (安装/ Fix（使固定）sets of earphones to all seats to allow hearing-impaired customers to enjoy the company of their friends.4)This would allow hearing-impaired customers to enjoy the company of their hearing friends.A. firmB. companionC. fellowD. being together with sb５)The seats at the back should be placed higher than those at the front, and there could be a space at the end of each row for people in wheelchairs to sit next to their friends.Step III Language Points&Practice1. access n. [U] ~ to sth./ sp.①(接近/进入某地的)通路/途径进入农场的唯一途径是穿过田野。
人教版高中英语选修7《Unit 1 Living well》教案
人教版高中英语选修7《Unit 1 Living well》教案【一】教学准备教学目标教学目标 (这部分谢3点，按照USE的目标写)(1)学习建议信的结构、语言。
(2)讨论学校建筑物设计中行走不便的学生的需求。
(3)给校长写一封建议信。
(4)继续培养对残疾人的尊重和关爱意识。
教学重难点教学目标 (这部分谢3点，按照USE的目标写)(1)学习建议信的结构、语言。
(2)讨论学校建筑物设计中行走不便的学生的需求。
(3)给校长写一封建议信。
(4)继续培养对残疾人的尊重和关爱意识。
教学过程Step 1Warming-up and lead-in (5 mins)(1)导入用本单元的阅读文Marty’s story来导入，引出残疾人的话题。
T: Hello, class. Inthe last lesson, we learnt Marty’s story. What’s the problem with Marty?(He has a raremuscle disease.)Yes, he’sdisabled.But is Martyleading a miserable life due to his disability?(No.)He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.(2)揭题教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。
然后说明教学目标：阅读一封建议信，讨论学校设施中可以改进的地方，以及写一封给校长的建议信。
T: We are lucky tobe able-bodied and study in such a beautiful school.But every now andthen, I find such students in our school. What are their problems?(They havedifficulty walking and they have to move around with walking sticks orwheelchairs.)T: This is SongYaoguang, our classmate. Yaoguang, what happened to you?Do you find itdifficult to walk around in our school with a walking stick?Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?(Yes.)T：If you have some suggestions, you can write asuggestion letter to our headmaster. Have you ever written such a letterbefore?So in today’slesson, we are going to1. read asuggestion letter2. discussproblems with the school facilities3. write a suggestionletter to the headmaster2 Reading (15 min)本课是读写结合的综合语言实践课，遵循USE的模式，即Understanding(理解)→Sharing(分享)→Expressing(表达)的模式。
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Unit 1 Living wellI．教学内容分析本单元的话题是关于残疾人，残疾人面临的困难，以及他们对生活的态度。
本单元的主人公是一些残疾的学生，他们都过着积极的生活，并且在生活中取得了成就。
作为正常的学生，我们应该向他们学习，应该尽我们的最大努力从生活的各个方面来帮助他们。
Warming Up部分通过四幅图片展示了四位残疾的学生，让同学们猜想他们都是什么样的人，是怎样生活的。
Pre-reading部分介绍了”family village”这个网站，可以通过这个窗口，让同学们了解更多的关于残疾人的知识。
Reading部分是摘自”family village”中的一篇文章，主人公叫Marty。
作为一个残疾人，他对生活很乐观，但是他也有自己的难题和被别人误解的时候。
Comprehending部分通过一些有关阅读文章的练习让学生更好地理解课文。
Leaning about Language部分首先是两个词汇练习，让学生掌握本单元的词汇。
然后帮助学生复习动词不定式的用法，达到巩固的目的。
Using language部分旨在提高综合语言能力。
听力部分是一段对盲童Barry的采访, 他在Warming Up部分中已经被提到，他刚从一次登山中返回。
通过完成练习，同学们可以学到更多的积极向上的人生态度。
阅读部分是一封一位残疾人写给一位建筑师的信。
我们知道残疾人在日常生活中面临各种困难，尤其是在公共场所，如医院、商场、公园、影剧院等。
我们怎样做才会使他们的生活轻松些呢？在这篇文章里我们就可以听到残疾人的心声。
从她的信中我们知道，残疾人也渴望体面地生活，他们也想像正常人一样被平等地对待，我们应该在公共场合给他们提供便利设施。
说的部分让同学们学会向别人祝贺和表达良好的祝愿。
写的部分让同学们给某建筑师写一封建议信, 并了解正式信件的写法和用语。
这几部分都围绕残疾人紧密地连接在一起，使同学们在听、说、读、写中掌握本单元的知识内容。
Learning Tip部分介绍了词典在学习过程中的重要性，并鼓励学生使用词典自主学习。
II．教学重点和难点1. 教学重点（1）学习残疾人积极乐观的生活态度；（2）掌握一些新的单词、短语的用法。
2. 教学难点（1）动词不定式的时态、语态和用法；（2）学会正式信件的写法及用语。
III．教学计划本单元建议分七课时：第一课时：Warming Up & Listening and speaking (Using Language)第二、三课时：Pre-reading, Reading & Comprehending第四、五课时：Learning about Language第六、七课时：Reading, speaking and writing (Using Language)IV．教学步骤：Teaching proceduresPeriod 1 Warming Up & Listening and speaking (Using Language) Teaching Goals:1.To discuss different kind of disabilities people have and their attitude toward life.2.To know their ways of life and their achievements.3.To develop Ss’ speaking and listening ability.Teaching Procedures:Step 1. Leading-in1. Give Ss a few minutes to say something about disability by showing the following pictures and asking the following questions.残疾演讲大师约翰·库缇斯千手观音残疾指挥家——舟舟浙江残疾无臂青年书法家孔黎翔(1) Do you know them ?(2) What are their disabilities ?(3) What kind of life do they live?(4) Do they have any achievement in their life?2. Ss will give different answers and agree with them .Then mention some other famous disabled people to Ss, such as Helen Keller, Braille, Steven Hawking and so on. Give a brief introduction of Helen Keller.Helen KellerHelen Keller at the age of 19 months, (not quite 2 years old) was a happy, healthy child. She was already saying a few words.Then she had a high fever that caused her to become deaf and blind. No longer could she see nor hear. She felt lost. She would hang on to her mother's skirt to get around. She would feel of people's hands to try to find out what they were doing. She learned to do many things this way. She could recognize people by feeling of their faces or their clothes. She made up signs with her hands so that she could "talk" to her family. She had 60 different signs. If she wanted bread, she pretended to be cutting a loaf. If she wanted ice cream, she would hug her shoulders and shiver.Helen was a very bright child. She became very frustrated because she couldn't talk. She became very angry and began to throw temper tantrums. The family knew they had to do something to help her.They found a teacher named Anne Sullivan. Miss Sullivan herself had been blind, but had an operation that gave her back her sight. She understood what Helen was feeling.When Helen went to college, her teacher Anne went with her and tapped out the words of the instructors into her student's hand.Helen had an amazing memory and she also had skills that very few people have ever been able to develop. She could put her fingers to a person's lips and understand the words that were being spoken.While she was in college she wrote her book called "The Story of My Life". With the money she earned from the book she was able to buy a house.She became famous and traveled around the world speaking to groups of people. She met many important and well-known people as she traveled.Helen Keller was successful because of her determination. However, many people helped her. The most important person in her life was Anne Sullivan who stayed with her for 50 years.Step 2. Warming Up1 Ask Ss to look at the four pictures on P1 and discuss with a partner what disabilities they may have by just looking at the pictures.2 Write the followings information about the four students in the pictures on the blackboard. And let Ss talk as much as possible.◆Rada is mentally disabled◆Barry is vision impaired◆Sally was born with spina bifida and relies on a wheel chair to get around.◆Gao Qing has diabetes .3. Ask Ss to list as many words related to disabilities as possible on the blackboard.blind deaf lame short-sighted hearing problem brain injury loss of an arm or leg severe illness mental disability walking difficulty learning difficultyStep 3. Listening and speaking (Using Language)1. Before playing the tape, ask Ss if it is difficult for them to climb a high mountain. Tell Ss that they are going to hear a radio interview with someone who has recently climbed mount kilimanjaro in Africa, but do not tell Ss that he is blind. After listening, let Ss discover this by themselves.2. Then ask Ss to read Ex1 and tick the statements that are true. Then play the tape again and let Ss finish Ex2.3. Ask Ss to discuss the three questions of Ex3 and present the result of the discussion.4. Ask Ss to l isten to the latter part of Barry’s story and then complete the sentences of Ex4.5. Play the tape again without stop and let Ss check their answers in pairs.6. Read Ex5 with Ss and read the expressions in the form. Ask Ss about any other ways of expressing congratulations that they know. Write these on the blackboard. Give Ss time to complete Ex5 and Ex6.Step 4. Homework1. Ask Ss to find more stories about the disabled.2. Ask Ss to preview the reading text.Period 2 & 3 Pre-reading, Reading & ComprehendingTeaching Goals:1. To r ead Mary’s story and understand the text.2. To discuss his way of life and his attitude to life.Teaching Procedures:Step 1. Pre-reading1. Show the following web page and ask Ss to discuss the questions. (链接/)Welcome to the Family Village! We are a global community thatintegrates information, resources, and communication opportunities onthe Internet for persons with cognitive and other disabilities, for theirfamilies, and for those that provide them services and support.Our community includes informational resources on specific diagnoses,communication connections, adaptive products and technology,adaptive recreational activities, education, worship, health issues,disability-related media and literature, and much, much more!So stop in, stroll around, and visit some of the Family Village'sattractions. Simply click on a place to explore and discover a cornucopia of useful information! Let us know what you like (or dislike) and visitoften, for our village is constantly changing .The Family Village Waisman Center ,University of Wisconsin-Madison 1500 Highland Avenue Madison, WI 53705-2280 E-mail: familyvillage@ The Family Village WebSite is an attempt to bring together valuable information for parents of individuals who have disabilities. We hope that you find the informationand resources here to beuseful, but we wouldrecommend reviewingthis disclaimer first.WWW: /(1) What is the web page about?(2)What might be the value of such a website?(3)What kind of information would be included in the web page?2. Lead Ss to the reading text by telling them the following information.As the information in the pre-reading activity explains, this reading text is typical of the many stories which appear on the Family Village WebSite.The text is written by a high school student Marty, who has a rare disease that affects his muscles. He is weak and he has not been able to take part in some activities. The text explains some of Marty’s difficulties but also describes the good side of his life. The article is very positive and the author is optimistic about life.Step 3. Fast reading1. Ask Ss to read the text quickly and then answer the following questions.(1)What kind of person is Marty?(2)What’s the most difficult thing for Marty in her life?(3)What would you do if you were to develop a muscle disease like Marty’s?Suggested Answers:(1) Marty seems to be a very positive person. He is realistic about his disability but does not let this stop him doing as much as he can. He is a mentally strong, independent boy.(2) Missing lots of school. Not being able to run about and play sports like other boys at his age, people not understanding that he has a disability.(3) V arious answers are acceptable.2. Ask Ss to finish Ex1 on P3 and check answers in pairs.Step 4. Intensive reading1. Ask Ss to read the text carefully and discuss in groups the three questions of Ex4 on P4.2. Ask Ss to listen to the tape, follow in a low voice and then find the main idea for each paragraph. Write the ideas on the blackboard.Paragraph 1. This is an introduction to Marty and his muscle disease.Paragraph 2. How his disease started.Paragraph 3. The problems he has to deal with every day.Paragraph 4. His life is easier because his classmates accept him for who hi is.Paragraph 5. His interests\hobbies and ambitions.Paragraph 6. The advantages of his disease.3. Ask Ss to retell the text according to the main idea of each paragraph on the blackboard.Step 5. Homework1. Ask Ss to read the text fluently.2. Ask Ss to read the following passage and finish the exercise.Stephen Hawking: The Most Beautiful MindStephen Hawking, the most theoretical physicist after Albert Einstein, author of A Brief History of Time, was to attend the opening ceremony of a mathematics institute at Zhejiang University.Stephen William Hawking was born on 8 January 1942 in Oxford, England. When he was eight, his family moved to St Albans, a town about 20 miles north of London. At age eleven Stephen went to St Albans School, and then on to University College, Oxford, his father's old college. Stephen wanted to do Mathematics, although his father would have preferred medicine. Mathematics was not available at University College, so he did Physics instead. After three years and not very much work he was awarded a first class honors degree in Natural Science.Stephen then went on to Cambridge to do research in Cosmology (宇宙学), because no one worked in that area in Oxford at the time. After gaining his Ph.D. he became first a ResearchFellow, and later on a Professorial Fellow at Gonville and Caius College. After leaving the Institute of Astronomy in 1973 Stephen came to the Department of Applied Mathematics and Theoretical Physics, and since 1979 has held the post of Professor of Mathematics, which was held by Isaac Newton in 1663. He is a fellow of the Royal Society and a Member of the US National Academy of Sciences.Stephen Hawking has worked on the basic laws that govern the universe. He is particularly interested in unifying the General Relativity Theory and Quantum Theory to study black holes.A great man of science sitting in the wheelchair, Stephen Hawking has suffered from a serious disease for nearly forty years. IN 1963, he caught a disease that couldn’t be cured then. Up to 1974, he was able to feed himself, and get in and out of bed. In 1980, he and his wife changed to a system of community and private nurse, who came in for an hour or two in the morning and evening. In 1985, he caught pneumonia (肺炎) and had an operation. After the operation, he lost his ability to speak altogether. For a time, the only way he could communicate was to spell out words letter by letter, by raising his eyebrows when someone pointed to the right letter on a spelling card. A computer expert at Cambridge heard of his difficulty and sent him a special computer program to help him. Pressing a switch, he could manage up to 15 words a minute and he has written a book, and since then dozens of scientific papers. He has also given many scientific and public speeches. They have all been well received.Which of the following sentences is true and which is false?(1) Stephen Hawking came to China to attend the opening ceremony of a mathematics institute at Zhejiang University. ( )(2) Stephen Hawking is a great man of science sitting in the wheelchair. ( )(3) Stephen wanted to study medicine, although his father would have preferred Mathematics. ( )(4) It was difficult for him to study Natural Science. ( )(5) Stephen Hawking suffered from a serious disease. ( )Suggested Answers:(1) √(2) √(3) ×(4) ×(5) √Perio d 4 & 5 Learning about LanguageTeaching Goals:1. To learn the use of some new words and expressions.2. To understand some difficult sentences.3. To revise the various use of the infinitive.Teaching Procedures:Step 1. Word study1. disability n state of being disabledHe has terrible mental disability and cannot live by himself.●拓展：(1) disable adj make sb unable to do sth, esp by making a limb or limbs uselessThe soldier was disabled by leg wounds(2) disabled adj unable to use a limb or limbsYesterday I met a disabled child with a wheel chair.(3) the disabled pl people who are disabled walking aids for the disabled. The disabled should be cared about.2. ambition n(1)strong desire to achieve sthHe was filled with ambition to become famous.(2)particular desire of this kind or object to this desireThey have great ambitions to get the position in the company.3. beneficial adj having a helpful of useful effect, advantageousThe boos are beneficial to the poor students.4. adapt v(1) make sth suitable for a new use situationThis machine has been specially adapted for use underwater.(2) alter or modify for television, the stage etc.This novel has been adapted for radio from the Russian original.(3)become adjusted to new conditionsOur eyes slowly adapted to the dark.5. absence n(1) from being weayIt happened during your absence from school(2) occasion or time of being awayHe had several absences from school this term.(3) lack, non-existenceHe had come into absence of mind when the plain arrived6. annoy v(1) cause slight anger to sbIt annoys me when people forget to say thand you.(2)cause trouble or discomfort to sbThe mosquitoes annoyed me so much that I couldn’t sleep.7. independent adj(1) not dependent on other people or thingsHe is old enough to be independent of his parents(2) financed by private rather than government moneyThere are a few independent schools in the city.8. encouragement n thing that encouragesThe teacher’s words were a great encouragement to him.9. resign v(1) give up one’s job, positionThe Minister resigned from office.(2) be ready to acceptThe team refused to resign themselves to defeat .Step 2. Expression study1.in other words换句话说●拓展：eat one’s word承认说错了话haves words with sb. 吵嘴，争论in a word 简言之，总之keep one’s word 遵守诺言2．out of breath (page 2) 上气不接下气●拓展：catch one’s breath 喘息，屏息get one’s breath 恢复正常状态hold one’s breath不出声in the same breath 同时，异口同声地lose one’s breath 沉默short of breath 呼吸短促3．Make fun of sb 取笑，捉弄4．Take on雇佣，呈现，从事●拓展：take over 接任，接管take up 那起，从事，占据take back 吸收take in 进入，接纳，吸收take out 取走，弄走take off 脱掉。