人教版高中英语选修七Unit+1+Living+well+(9)教案.doc
人教版高二英语选修七Unit1 Living well教案设计
教学重点：Find out the format of a letter of suggestions.
教学难点：Brainstorm some useful sentence structures.
5.教学过程设计
教学步骤
教学活动
设计意图
时间安排
Step1
Skimming
Let students glance through the text quickly and understand three questions：
2.学情分析
书信的格式对于高二的学生来说并不陌生。但是这节课，不是教师教授学生建议信怎么写，而是以课文为蓝本，让学生自己发现、总结、构建建议信的写作特点。让学生通过本节课的学习，能够写出格式清晰、语言有效的建议信。
3.学习目标分析
利用多媒体营造积极、和谐的教学气氛，使学生自然地进入情景之中，充分调动学生的思维活动。本节课教学目标旨在帮助学生发现建议信的书信格式、了解建议信的礼貌程度、通过小组合作的模式重新建构学生关于建议信初步的有用句型、句式、连接词等。
Para1 .your writing purpose
Para2. the suggestions and measures
Para3. Your hopes and wishes
通过对文章整体格式的把握，以及每个段落细节的研讨，弄清建议信的格式，每个段落的写作内容。
10分钟
Step4
Learn and share some useful sentences structures about each paragraph.
★To know the format of a letter of suggestions.
高中英语选修七教案：unit 1 living well
一、语言要点词汇部分词语辨析1.all in all/ in all/ at all/ after all/ above all/ first of all词形变化1. disability n.无能；残疾disabled adj.伤残的able adj.能干的；能够的2. ambition n.野心，雄心ambitious adj.有雄心的，野心勃勃的3.beneficial adj.有益的benefit v.&n.受益；利益，好处4. independent adj.独立的independence n.独立depend v.依靠，依赖5.encouragement n.鼓励encourage v.鼓励courage n.勇气，精神重点单词1.ambition (n.) 雄心2.beneficial (adj.) 有益的3.adapt (v.) 使适应;改编4.conduct (n.) 行为(v.) 指挥5.resign (v.) 辞职panion (n..) 同伴7.access n. （接近的）方法；通路；可接近性8.suitable adj.适合的, 适当的;9.annoy vt. 使生气，使烦恼; 招惹; 妨碍10.adequate adj.适当的, 足够的重点词组in other words 换句话说cut out 切掉,删掉out of breath 上气不接下气sit around 闲坐着make fun of 取笑all the best一切顺利as well as 也, 又; 和……一样好重点句型1. She is proud to have taken part in competitions and to have broken a record by running two laps(800 metres) this year.2. The few who cannot see the real person inside my body do not make me annoyed, and I just ignore them.3. I have a very busy life with no time to sit around feeling sorry for myself.4. Just accept them for who they are, and give them encouragement to live as rich and full a life as you do.重点语法复习不定式(见语法专题)1). all in all/ in all/ at all/ after all/ above all/ first of 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）above all最重要, 首先first of all首先IV 重点词汇（旨在提供综合运用所需材料）1. ambition (n.) 雄心ambitious adj. 志向远大的; 有雄心壮志的;有野心的be ambitious for 极欲获得be ambitious of success渴望成功be ambitious to serve the people一心想为人民服务1) Her ambition is the presidency. 她的抱负是成为一名总统2) After several hours’ work, she had no ambition to go dancing. 没有精力去跳舞了3) The prince was attracted by the girl’s beauty, and ambitious to marry her.王子为女孩的美貌打动了，渴望能娶到她。
人教版高二英语选修7 Unit 1 Living well 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)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 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. 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 informationVI. Closing down by talking about living well with disability●To use goal setting and problem solvi ng 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 commun ication, managing depression, information seeking, physical activity, nutrition, and advocacy●To pursue meaningful goals despite limitations●To have a sense of belonging developsPeriod 2: A sample lesson plan for Learning about Language(Revise the Infinitive)AimsTo help students revise the InfinitiveTo help students discover and learn to use some useful words and expressionsTo help students discover and learn to use some useful structuresProceduresI. Warming up by learning about the InfinitiveInfinitiveAn infinitive is the simple present form of a verb used as either a noun, adjective, or adverb. The verb of the infinitive is normally preceded by the word to. When the infinitive follows some verbs as the direct object, the “to”may be dropped.An infinitive phrase is the infinitive plus any complements and any modifiers of the infinitive and complements.As a Noun: He helped to write the program.As an Adjective: Lydia was looking for a way to earn money.As an Adverb: He shouted to get our attention.To Dropped: He helped write the program.In the above examples, the infinitive is italicized and the infinitive phrase is underlined.II. Listening, reading and completingand German. She did not only function as a model because of her intellectual accomplishments or her devotion to serving others, but also because "... In Lei Feng, Chinese youths had to reach for Now you are to complete the two paragraphs on page 4 choosing the right words from the list. III. Learning and findingWhat is an Infinitive?The infinitive usually occurs with 'To' (for example To go, To come, To wear etc.), except after an auxiliary or modal verb.It is a verb form that shows no person, tense or aspect.EXAMPLES OF THE INFINITIVE:I had to goI must goI want to singTo err is humanYou don't know herYou may comeThe following verb forms are derived from the Infinitive:i/ Imperative (same as Infinitive but without 'To')ii/ Present Simple (same as Infinitive without 'To' but the third person singular takes 's')iii/ Present Participle or Gerund (add 'ing')Now read the text once again to find and copy on page 5 all sentences which contain examples of the Infinitive.IV. Making sentences with the Infinitive1. To have a muscle disease is very boring for any people.2. I do not want to make my body very weak.3. To climb stairs, you need some tips.4. I don’t want you to drop things while going along the street.5. To bump into a car is dangerous.6. To make life well worth living you have to learn to live with what you have.7. He is looking for ways not to get worse or get older.8. He stayed on to adapt to the life there.9. My motto is to live one day at a time.10.He likes to climb tree, play football and dream about becoming rich overnight.11.I hope to represent my country in the World Cup.12.Getting weaker and weaker, I have no strength even to get out of bed.13.To go into hospital for tests, I have to miss a lot of school.14.He learns to look at small things under a microscope.15.To get out of breath, you just have to run a short way.V. Closing down by reading a poem in EnglishDisabledHe sat in a wheeled chair, waiting for dark, And shivered in his ghastly suit of grey, Legless, sewn short at elbow. Through the parkV oices of boys rang saddening like a hymn,V oices of play and pleasure after day,Till gathering sleep had mothered them fromhim.About this time Town used to swing so gay When glow-lamps budded in the light blue trees,And girls glanced lovelier as the air grew dim,-In the old times, before he threw away his knees.Now he will never feel again how slimGirls' waists are, or how warm their subtle hands.All of them touch him like some queer disease.There was an artist silly for his face,For it was younger than his youth, last year. Now, he is old; his back will never brace;He's lost his colour very far from here, Poured it down shell-holes till the veins ran dry,And half his lifetime lapsed in the hot race And leap of purple spurted from his thigh. One time he liked a blood-smear down his leg, After the matches, carried shoulder-high.It was after football, when he'd drunk a peg, He thought he'd better join. - He wonders why. Someone had said he'd look a god in kilts, That's why; and maybe, too, to please his Meg,Aye, that was it, to please the giddy jiltsHe asked to join. He didn't have to beg; Smiling they wrote his lie: aged nineteen years.Germans he scarcely thought of; all their guilt, And Austria's, did not move him. And no fears Of Fear came yet. He drought of jewelled hills For daggers in plaid socks; of smart salutes; And care of arms; and leave; and pay arrears; Esprit de corps; and hints for young recruits. And soon, he was drafted out with drums and cheers.Some cheered him home, but not as crowds cheer Goal.Only a solemn man who brought him fruits Thanked him; and then enquired about his soul.Now, he will spend a few sick years in institutes,And do what things the rules consider wise, And take whatever pity they may dole. Tonight he noticed how the women's eyes Passed from him to the strong men that were whole. How cold and late it is! Why don't they come And put him into bed? Why don't they come? Wilfred OwenPeriod 3: A sample lesson plan for Using Language(A letter to architect)AimsTo help students read the passage A letter to architectTo help students to use the language by reading, listening, speaking and writingProceduresI. Warming up by listening and reading aloud learning about Mount KilimanjaroOverview ofMount KilimanjaroElevation (feet): 19563Elevation (meters): 5963Range: East Africa MountainsCountry: TanzaniaContinent: AfricaLatitude: -3.06667Longitude: 37.35Difficulty: Walk upBest months for climbing: December, January,February, March, June, July, AugustV olcanic status: ExtinctYear first climbed: 1889Convenient Center: Marangu via Moshi,TanzaniaNearest major airport: Nairobi, KenyaBarry Minto is being interviewed by a radio reporter about his climbing of the Mount Kilimanjaro.On page 7 there are several situations. Now read them and create dialogues with your partners.Now it is time to listen to the letter. Go to page 8, please.Now read the text A letter to an architect on page 8 to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.VI. Copying expressions from A letter to architect and making sentences of your own withDid your father help you?One day, Tim's mathematic teacher looked at his homework and saw that he had got all his sums right, The teacher was very pleased-and rather surprised, He called Tim to his desk and said to him, "You got all your homework right this time, Tim. What happened? Did your father help you?" Usually Tim's father did help him with his homework, but the evening before this, he had not been able to, because he had not been at home, so Tim answered, "No, sir. He was busy last night, so I had to do it all myself."你爸爸帮你做了吗？一天，蒂姆的数学老师看了他的作业，发现他全做对了。
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。
高中英语人教版选修7教案-Unit_1_Living_well_教学设计_教案
教学准备1. 教学目标知识目标 To master the useful expressions and sentences in the text.能力目标 To learn the text well and improve students’ reading ability.情感目标 To be positive and strong-minded when in trouble.2. 教学重点/难点重难点句型 1. Every time I returned after an absence, I felt stupid because Iwas behind the others.2. As well as going to the movies and football matches with friends, I spend a lot of time with my pets.3. I have a very busy life with no time to sit around feeling sorry for myself.4. Just accept them for who they are, and give them encouragement to liveas rich and full a life as you do.3. 教学用具4. 标签教学过程Step I: Display the preview workAsk several students to write down the preview work on the blackboard. Then check the answers together and remember them after class.Step II: Lead-inT: Well down. All of you did good jobs. I’d like you appreciate a picture. Please look at the screen. Dou you know him?S:T: His name is Nick Vujicic. From this picture, we can see he has no arms and legs, but a small foot. Would you like to know more about him? Let’s see a short video.T: Nick is positive and he tells us the disabled can live well. Inthis class, another disabled person Marty will tell us his story. Let’s come to Marty’s storyStep Ⅲ: Reading comprehensionTask1:Fast readingT: Skim the text to match the main idea of each paragraphPara.1 a) Marty met with a lot of difficulties at schoolPara.2 b) How his life has become easierPara.3 c) The advantages of his diseasePara.4 d) An introduction to Marty and his muscle diseasePara.5 e) How his disability developedTask2: Detailed readingT: Since we know the structure of the text, let’s learn some details about Marty. Read paragraph1 quickly and finish exercise2.1. When Marty says “I am one in a million”, he really means _____.A. he is uniqueB. he has a rare diseaseC. he has a muscle diseaseD. he lives a hard but happy life2. What does “live one day at a time” mean?T: Although Marty developed a rare disease, he is also optimistic. Can doctors cure him of his disease? With this question, let’s read paragraph2&3 and deal with exercise3.1. 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.2. Which sentence can be replaced by the following one?After many tests in hospital, doctors still can’t find out the cause of the disease. And I don’t know what will come up in the future.T: It is a pity that doctors can’t find out the cause. If you were Marty, what would you do?S:T: What about Marty? Let’s come to paragraph4 and finish exercise4.1. What are Marty’s ambition, achievements and hobbies?T: Are you inspired by Mary’s positive attitude? If you meet a disabled person, what would you like to do? Marty not only achieved great success but also had something to tell us. Then read last paragraph and write down the answers about exercise5.2. What are Marty’s suggestions to healthy children?Task 3: Further readingT: After reading this text, what kind of person do you think Marty is?S：T: Excellent! Let’s read the text for the third time and have abetter understanding of Marty’s story.T: Work in pairs and deal with exercise 6.1. Every time I returned after an absence, I felt stupid because I was behind the others.2. As well as going to the movies and football matches with friends,I spend a lot of time with my pets.3. I have a very busy life with no time to sit around feeling sorry for myself.4. Just accept them for who they are, and give them encouragement to live as rich and full a life as you do.Step IV: SummaryT: According to Marty’s Story, fill in the blanks.Marty has a muscle disease that makes him very weak. Sometimes he is very (1) __________ and drops things or (2)________ into furniture. However he is very (3) ___________ and has learnt to(4)______________ his disability.Though (5) _________, he doesn’t look any different from others, so sometimes some children in his primary school would laugh at him. When he got (6) ______________after running a short way. His life is a lot easier at high school because his (7) _______ students have accepted him.(8)_______________, he has a good life, he is happy to have found many things he can do. His (9) __________ is to work for a firm that develops computer (10) ________ when he grows up.Step V: Free debateT: Do you know how many disabled people are there in China?S:T: Let’s look at the screen. Do you think disabled people can live a happy life like normal people now?S:T: I’d like to divide you into 2 parts. Some are for it while the others are against it. Work in group and have a debate.S:T: Different people have different opinions. They are physically disabled, but mentally strong. I firmly believe they can live well. At last, One sentence for you from Tai Lihua--Hope you can be cheerful and positive when you meet with difficulties in the future.课后习题作业1. Review what we have learnt.2. Write a short article about whether the disabled can live a happy life.。
选修7Unit1Livingwell的教学设计方案
选修7Unit1Livingwell的教学设计方案《选修7 Unit1 Living well 的教学设计方案》这是优秀的教学设计文章，希望可以对您的学习工作中带来帮助！学习主题介绍学习主题名称：选修7 unit1 Living well主题内容简介：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及取得的成就。
通过本单元的学习，可以帮助残疾学生树立生活的信心，激励他们实现自身价值;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和谐美好生活。
学习目标分析(1) 了解残疾人所面对的各种各样困难，学习他们乐观进取，身残志坚的精神。
同时了解怎样才是真正理解，尊重，关心，帮助残疾人。
(2) 培养学生自主、合作、探究能力和创造性思维能力。
(3) 让学生为用而学，在用中学，学中用，学以致用，进行知识的积累和技能的发展。
学情分析前需知识掌握情况：学生对于残疾都有所了解，但是并没有真正意识到残疾在生活上给残疾人带来怎样的不便和他们是怎样克服生活中的困难，也不是很理解、尊重、关心、帮助残疾人。
学生有一定的英语基础，能听懂，看懂一些比较简单的英文，但大多数学生的基础偏差，学习水平有限，自主学习的能力不高，没法直接用英语来表达此话题的内容。
对微课的认识：微课是比较新型的教学模式，学生是第一次接触这种教学模式，对微课的形式、作用较陌生，有的可能听过这个用语。
但是学生对于这种新颖的方式会乐于接受，充满兴趣。
学生特征分析学习态度：微课短小精悍，偏向于视觉性和动觉型，以学生喜闻乐道的方式突破教学重难点。
学生喜欢新颖的课堂模式，也愿意分组合作，积极完成任务，学生们对于这种新型的学习方式充满兴趣。
学习风格：学生学习水平有限，自主学习的能力不高，但学生喜欢新颖的课堂模式，也愿意分组合作，积极完成任务微课用于学生学习的教学策略分析微课用于学生学习的目的：通过这个微课的学习，使得学生能够在进入本单元reading前，能够掌握一些背景知识，同时通过课前热身，提高学习兴趣，为真正进入reading做好铺垫。
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。
人教高中英语选修七：Unit1Living+well-reading教案.doc
Unit 1 Living well ------ReadingTeaching goals1. Target languagea. 重点词汇和短语eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, independent, make fun of, encouragementb. 重点句型1. I have to adapt to my disability.2. All in all, I have a good life.3. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.2. Ability goalsHelp students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well3. Learning ability goalsBy talking about disabilities and life of the disabled, students will learn some positive stories of the disabled. This will help students understand more about how challenging life can be for the disabled.Teaching important pointsHow positive stories about the people with disabilities inspire others.Teaching difficult pointsHow to help student understand the difficulties the disable have to overcome. Teaching methodsexplaining, reading and practising, pair work or group discussionTeaching aidsMultimedia computerTeaching procedures & waysStep I Leading inDeal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them 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: In this class we are going to learn about disabilities and the life of the disabled. First let’s watch some short videos. Then discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.After the discussion, Teacher will present the four pictures on Page 1 to students. T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities do n’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?S1: …S2: ………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 pre-reading carefully and find out the purpose of the website. Then show the suggested answer on the PowerPoint.Suggest answer:1. To give ordinary young people with a disability the chance to share their storieswith 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 part.ScanningAsk the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.T: First I’d like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner. 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 suggested adjectives on the PowerPoint.brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid T: 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 two questions on Page3.Deal with the next two questions in the same way.Suggested answers:1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.3. Maybe at the beginning I will feel very low and disappointed, but Mar ty’s story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life.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: I have a muscle disease, which is very unusual.Paragraph 2: No one knows how the disease develops.Paragraph 3: The difficulties I have in daily life.Paragraph 4: My fellow students have begun to accept me for who I am. Paragraph 5 All in all, I have a good life.Paragraph 6: People with disabilities can also live well.T: Now let’s read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.Suggested answers:1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.2. Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people.3. Because Marty is strong-minded and independent. His efforts have gained his fellow students’ respect and understanding. So they have learned to accept him for who he is.SummaryAsk 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:∙Enjoys 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 snake∙To studyAmbition: to work in the computer industryMotto: live one day at a timeExplanationDuring this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.T: Now we will deal with some difficult language focuses. Now 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 Page86-87.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 from?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 from the story. Please remember everyone can live well even if he has a disability. If you’d like to learn m ore about the life of disabled people, please surf the internet.Step IV Homework:Retell Marty’s story according to the mini bio.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。
人教版高中英语选修七Unit+1+Living+well+(9)教案.doc
精美句子1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
鲜花，如果害怕凋谢，那它永远不能开放。
矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。
蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。
航船，如果害怕风浪，那它永远不能到达彼岸。
5、墙角的花，当你孤芳自赏时，天地便小了。
井底的蛙，当你自我欢唱时，视野便窄了。
笼中的鸟，当你安于供养时，自由便没了。
山中的石！当你背靠群峰时，意志就坚了。
水中的萍！当你随波逐流后，根基就没了。
空中的鸟！当你展翅蓝天中，宇宙就大了。
空中的雁！当你离开队伍时，危险就大了。
地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。
朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。
高中英语人教版选修7教案-Unit_1_Living_well_教学设计_教案_2
教学准备1. 教学目标知识目标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.2. 教学重点/难点教学重点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.3. 教学用具4. 标签教学过程Step 1 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.Step 2 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.Step 3 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 bec ome 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.(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 w ould 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 co mputer football game and a big company decidedto buy it from him.③As well as going to the movies and football matc hes 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.Step 4 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 psychologicallyKeys：(1)C (2)B2．Ask students to work together to write a mini biography for Marty according to the text.3.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 5 Discussion1．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” t o the students and encourage them to remember the famous saying：“Where there is a will，there is a way.”Step 6 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 victor y—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 c arry 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 lo ve 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.课后习题Homework1．Retell Marty's Story according to the minibiography.2．Surf the Internet to learn more about the life ofdisabled people.。
人教版高中英语选修7《Unit1Livingwell》教案
人教版高中英语选修7《Unit1Livingwell》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。
人教新课标选修7 Unit1 Living well说课稿
Unit 1 Living well说课稿梁启超纪念中学唐金妹一、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。
基于以上教材的分析，根据新课程标准要求，我确立如下教学目标：（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 full a 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。
人教版高中英语选修7unit1 Living_well
汇报人：XX
目录
01 单 击 添 加 目 录 项 标 题 02 单 元 概 述 03 听 力 与 口 语 训 练 04 阅 读 理 解 05 词 汇 与 语 法 学 习 06 写 作 训 练
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单元概述
单元主题介绍
单元主题：Living well 主要内容：健康生活方式、心理健康、人际关系、生活技能等 学习目标：提高学生的健康意识和生活技能，帮助他们更好地应对生活中的挑战
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解析：这些词汇都与健康生活方式有关，包括身体健康、心理健康、情感健康、社交健康、财 务健康和环境健康。
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例句： helthy lifestyle includes regulr exercise, blnced diet, nd enough sleep.
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语法：在介绍这些词汇时，可以结合语法知识，如形容词、名词、动词等，帮助学生更好地理 解和掌握词汇的用法。
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残疾人教育：西方国家重视残疾 人教育，提供特殊教育服务和支 持，帮助残疾人接受教育。
残疾人生活设施：西方国家注重 残疾人生活设施的建设，提供无 障碍设施，方便残疾人出行和生 活。
中西方残疾人生活状况对比
中国残疾人生活状况：政府重视，政策支持，社会关爱 西方残疾人生活状况：注重个人权利，倡导平等参与，社会环境友好 中西方残疾人教育对比：中国注重特殊教育，西方注重融合教育 中西方残疾人就业对比：中国政府提供就业扶持，西方企业注重多元化和包容性
写作范文解析
范文题目：《Living Well》
范文结构：引言、主体、 结论引言部分：引出主题， 提出观点
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。
高中英语 Unit 1 Living well 阅读教案 新人教版选修7
云南省陇川县第一中学高中英语 Unit 1 Living we 阅读教案新人教版选修7Teaching goa教学目标1 Target anguage 目标语言a 重点词汇和短语eeight, ambition, diabed, beneficia, in other word, cum, adaeTeaching method教学方法Dicuing, ee in dai ifeT: Good morning /afternoon, ca!S: Good morning/ afternoon, Mr / MT: I thin mot of ou houd have earned about Heen Keer, a great woman in American hitor Athough he wa deaf and bind, he became a roe mode for miion of ing of it T: The word i fu of uffering, ee to choo, he fee ic and cannot hee in dai ife Show the it of diabiitie on the atter what diabiit one ha, ife i not ea The have man difficutie to overcome, but e to Gao QiangS8: From the e eaiermarA tudent to wor together to write a mini biograe ver wea, o he cannot run ver fat It tae time for him to get ued to ow an other difficutie to him, he ha to get ued to iving with the dieae So we can undertand it ie thi: I have got ued to iving with the dieae Do ou have an other quetionS: NoT: Thi i a ver in Mart’ tor, what have ou earnedS1: We houd be That might hurt themS3: We houd he in a cever waS4: We houd encourage them when the fee downS8: Jut having a diabiit doen’t mean our ife i not atifingT: I’m ver gad a of ou have earned omething from the tor ember everone can ivewe even if he ha a diabiit If ou’d ie to earn more about the ife of diabed ewor Rete Mart’ tor according to the mini bioSurf the Internet to earn more about the ife of diabed eoe。
人教选修七 Unit1 Living well 教案-word
BOOK 7 Unit1 Living well目标认知重点词汇与短语：ambition, disability, suitable,beneficial,adapt, absence, annoy, access, assistance, congratulatein particular, in other words, adapt to, cut out, out of breath, all in allas well as, make fun of, meet with重点句型：1．疑问词+不定式2．so that3．be + adj. +to do4．used to单元重点语法：动词不定式重点词汇ambition【原句回放】Her ambition is to become part of the national team for the next Paralympic Games.(Page 1)【点拨】ambition: determination to be successful, rich, powerful etc. 用作不可数名词表“雄心,抱负”；用作可数名词表“渴望得到或追求的东西”。
【拓展】ambitious (a.有雄心的)常用短语：be ambitious for sth/to do sth 对(做)某事怀有雄心/热切的希望suitable【原句回放】Although some may think the cinema is noisy, it is suitable for Sally's condition.(Page 1)【点拨】suitable:adj.合适的，适宜的。
常用短语：be suitable for sb./sth. be suitable to do sth.【拓展】suit （v.）适合，相称；（n.）一套（衣服），套装disability【原句回放】Do you know anyone with a mental or physical disability? (Page 1)【点拨】disability：being unable to do sth., esp. taking away the power of using the leg or arm. 用作可数名词表“残疾”；用作不可数名词表“无能、劳动能力丧失”。
高二英语选修 7 Unit 1 Living well教案
高二英语选修7 Unit 1 Living well教案高二英语选修7 Unit 1 Living ell教案核心单词1 abitinn 雄心Her abitin is the presiden她的抱负是成为一名总统。
After several hurs’r, she had n abitin t g daning工作了数个小时之后，她没有精力去跳舞了。
联想拓展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 一心想……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。
高手过招翻译句子(原创)①他的理想就是环游世界。
②作为一个志向远大的领导者，他想带领当地人过上幸福的生活。
答案：①His abitin is t sail arund the rld②As an abitius leader, he ants t guide the lal peple t lead a happ life2 benefiialad 有益的；受益的常用结构：be benefiial t 对……有用/有好处/有益A gd diet is benefiial t ne’s health良好的饮食有益于人的身体健康。
联想拓展benefit n利益；实惠；未的好处vt 有益于，有助于vi(常与fr，b连用)获益；得益于I have tped ut se leture ntes fr the benefit f thse peple h ere absent last ee 我打印了一些讲座的笔记，上周缺席的人会因此获益。
It’s said that ga is f great benefit t huan health据说瑜伽对人体健康有很大好处。
高中英语 Unit 1 Living well单元教案 新人教版选修7
Unit 1 Living wellⅠ. 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.词汇1．四会词汇disability, disabled, eyesight, ambition, beneficial, clumsy, adapt, microscope, absence, fellow, annoy, annoyed, industry, tank, encouragement, conduct, politics, literature, resign, companion, assistance, congratulate, graduation, basement, accessible2．认读词汇syndrome, Rosalyn, Sally, Marty, 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 Revise the InfinitiveThe infinitive can be used:结构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。
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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。
想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。
2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。
因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。
3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。
4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。
5、幸福，是一种人生的感悟，一种个人的体验。
也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。
关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。
这样，你才能感受到幸福。
6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。
7、淡淡素笺，浓浓墨韵，典雅的文字，浸染尘世情怀;悠悠岁月，袅袅茶香，别致的杯盏，盛满诗样芳华;云淡风轻，捧茗品文，灵动的音符，吟唱温馨暖语;春花秋月，红尘阡陌，放飞的思绪，漫过四季如歌。
读一段美文，品一盏香茗，听一曲琴音，拾一抹心情。
8、尘缘飞花，人去楼空，梦里花落为谁痛?顾眸流盼，几许痴缠。
把自己揉入了轮回里，忆起，在曾相逢的梦里;别离，在泪眼迷朦的花落间;心碎，在指尖的苍白中;淡落，在亘古的残梦中。
在夜莺凄凉的叹息里，让片片细腻的柔情，哽咽失语在暗夜的诗句里。
9、用不朽的“人”字支撑起来的美好风景，既有“虽体解吾犹未变兮”的执着吟哦，也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求，也有“敢教日月换新天”的豪放气魄。
33 我是一只蜜蜂，在祖国的花园里，飞来飞去，不知疲倦地为祖国酿制甘甜的蜂蜜;我是一只紫燕，在祖国的蓝天上，穿越千家万户，向祖国向人民报告春的信息;我是一滴雨点，在祖国的原野上，从天而降，滋润干渴的禾苗;我是一株青松，在祖国的边疆，傲然屹立，显示出庄严的身姿。
10、母爱是一滴甘露，亲吻干涸的泥土，它用细雨的温情，用钻石的坚毅，期待着闪着碎光的泥土的肥沃;母爱不是人生中的一个凝固点，而是一条流动的河，这条河造就了我们生命中美丽的情感之景。
11、青春是盛开的鲜花，用它艳丽的花瓣铺就人生的道路;青春是美妙的乐章，用它跳跃的音符谱写人生的旋律;青春是翱翔的雄鹰，用它矫健的翅膀搏击广阔的天宇;青春是奔腾的河流，用它倒海的气势冲垮陈旧的桎梏。
12、失败，是把有价值的东西毁灭给人看;成功，是把有价值的东西包装给人看。
成功的秘诀是不怕失败和不忘失败。
成功者都是从失败的炼狱中走出来的。
成功与失败循环往复，构成精彩的人生。
成功与失败的裁决，不是在起点，而是在终点。
13、母爱是一缕阳光，让你的心灵即便在寒冷的冬天也能感受到温暖如春;母爱是一泓清泉，让你的情感即使蒙上岁月的风尘仍然清澈澄净。
14、不要吝惜自己的爱，敞开自己的胸怀，多多给予，你会发现，你也已经沐浴在了爱河里。
15、奉献是爱心，勇于付出，你一定会收到意外之外的馈赠。
16、人生就像一条河，经历丰富，才能远源流长。
伟大的一生，像黄河一样跌宕起伏，像长江一样神奇壮美。
人生就像一座山，经历奇特才能蔚为大观。
伟大的一生，像黄山一样奇峰迭起，像泰山一样大气磅礴。
经历就是人生的硎石，生命的锋芒在磨砺中闪光;经历就是人生的矿石，生命的活力在提炼中释放。
经历就是体验，经历就是积淀。
没有体验就没有生存的质量;没有积淀，就没有生存的智慧。
人生的真谛在经历中探寻，人生的价值在经历中实现。
17、生命不是一张永远旋转的唱片;青春也不是一张永远不老的容颜。
爱情是一个永恒的故事，从冬说到夏，又从绿说到黄;步履是一个载着命运的轻舟，由南驶向北，又由近驶向远。
18、过去与未来，都离自己很遥远，关键是抓住现在，抓住当前。
19、采一点晨曦，装点一天的清新，捧一把阳光，温暖一季的心情。
雨中潇洒走一回，去释放心底的罗曼蒂克。
一段白云下的遐想，找回的是心灵空间的宽广和飞翔。
听一曲欢快流畅音乐，脸上没有了忧郁的浮云，心中燃烧着一团艳阳。
把笑意写在脸上，人生四季的良辰美景，即如小桥流水，也如风清月明!
20、生命本是一场漂泊的漫旅，遇见了谁都是一个美丽的意外。
我珍惜着每一个可以让我称做朋友的人，因为那是可以让漂泊的心驻足的地方。
有时候会被一句话感动，因为真诚;有时候会为一首歌流泪，因为自然。
要快乐，不止此时，而是一生!。