M7U1_Reading_教学设计

Teaching Design
M7U1 Living well (Reading part)
教材分析Analysis of teaching material：
The reading material is taken from Unit1, Module7, NSEFC. The reading passage “Marty’ｓ presents a story that although Marty is a disabled boy, he never feels sorry for himself and Story”
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
feeling over time and next guide students to write a short
should analyze the change of Marty’ｓ
summary.
To consolidate the contents of the reading passage，the teacher will present some phrases and sentences to students for appreciation.
高中英语选修7第一单元Living well的内容。

本单元的话题是围绕“残疾”和“残疾
人的生活”展开的，介绍了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，紧扣了本单元“身残志坚”的主题。

通过学习Marty Fielding
的故事，体会Marty Fielding患病前后的情感变化：希望、恐惧、迷惘、忧虑、遗憾、振作、
期望，提升学生理解、尊重、关心、协助残疾人意识，使残疾人与健全人一样共享美好生活。

这是新课程目标中情感态度与价值观培养目标的生动体现。

教学目标Teaching aims：
1. Target language 目标语言
Students will be able to grasp the useful words and expressions：disability, ambition,
disabled, beneficial, in other words, clumsy, adapt, cut out, microscope, out of breath, absence, fellow, annoyed, all in all, sit around, as well as, in many ways, make fun of, encouragement.
2. Ability goals水平目标
Story to develop the reading ability.
a. To read the passage of M arty’ｓ
b. To learn something about disabilities and life of the disabled.
c. 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...
a. Learn some positive stories of the disabled.
b. Understand more about how challenging life can be for the disabled.
c. Be aware of the importance of optimism and bravery.
学情分析Analysis of learning condition：
As Senior 2 students, students have already got certain knowledge and ability in communicating in English. Besides, they tend to view their ideas towards a certain thing, so the
class activity will be easily activated. But students may not be so familiar with the detailed information of life of the disabled. So this is the anticipated difficulty, and teacher should well present the background information in “Preview Task”to lessen students’comprehending difficulty.
本教学设计的教学对象是临海市大田中学的高二学生。

作为当地普通高中的学生，他们
已在高中学习了近两年，逐步适合了高中英语的教学模式，有一定的英语基础，拥有一定的词汇量，能简单地实行交流、表达自己的想法，对“残疾人的生活”这个话题感兴趣，但没
有认真思考过。

本课教学活动以高二学生应有的语言知识和思维水平为基础实行设计。

教学重点Teaching important points：
Get students inspired by positive stories of the people with disabilities.
教学难点Teaching difficult points：
reading ability：to sum up main idea and sort out minor details.
1. Develop student’
2. How to help students understand the difficulties the disabled have to overcome.
教学方法Teaching methods：
1. Task-based teaching and learning.
2. Cooperative learning.
教具准备Teaching aids：Multi-media computer; Electronic whiteboard.
教学过程Teaching procedures：
活动1：Pre-class stage (课前预习)
1. Students go through the learning aims of this passage in advance.
【设计意图】通过阅读学习目标卡，学生能提前明确本堂课的学习目标，能以目标为导向，
实行带有目的性的预习、听课和评价。

2. Students finish the “Preview Task预习卷”.
【设计意图】预习是目标导向自主学习的第一步。

通过预习，学生能够熟悉本单元的话题和了解文章的总体内容，发现学习难点，从而能够有的放矢地参与课堂活动，为顺利达成阅读学习目标打下基础。

3. (Five minutes before the class) Music appreciation - West life：Flying without Wings.
4. (Three minutes before the class) Get the students ready for the class by making requirements：
1) Find your group members; 2) Put your name card on the desk; 3) Get your attention ready. 【设计意图】让学生做好课前准备，培养学生良好的学习习惯，同时营造轻松愉快的课堂氛围。

附：Unit 1 Book 7 Reading MARTY’S STORY 预习卷
Preview Task
Ⅰ、Vocabulary and Language structure
1.Listen to the new words and expressions of this passage and read after it until you can read them
correctly and meanwhile memorize the meanings.
Problem：I have trouble in pronouncing：.
2.Look up some new words and expressions in the dictionary when necessary.
Problem：I have trouble in understanding the meaning of：.
Ⅱ、Background information
3.Visit the website of “Family Village” and try to find out the purpose of this website.
The purpose of the website：_ .
4.Watch the Mini Video-lesson (微课视频) to learn something about disabled but successful people,
such as Liu Wei and Nick Vujicic.
Ⅲ、Reading Comprehension
1．Fast reading：Reading for organization
(1) Sum up the main idea of each paragraph：
Para 1：A(n) ___________ to Marty and his muscle disease.
Para 2：How the disease ____________.
Para 3：Marty met a lot of ___________ at school.
Para 4：How his life has become ________.
Para 5：Marty’s __________ to healthy children.
2．Detailed reading：Reading for information
* Marty’s advice：
1) Don’t _____________ the disabled. 2) Don’t ____________ them. 3) Don’t ________ them.
4) Just _________ them for who they are. 5) Give them ___________ to ____________________. 3．Further understanding
(1) The change of Marty’s feelings：_______________________________________________________.
(2) What does “live one day at a time” mean? ___________________________________.
(3) We can see that Marty is a/an ________________________________ person.
4. Appreciation
1. I guess you could say that I am “one in a million”. How to understand the phrase?
__________________________________________________________________________________. 2. Even after all that, no one could give my disease a name and it is difficult to know what the future holds.
___________________________________________________________________________________. 3. Translation：
Just accept them for who they are, and give them encouragement to live as rich and full a life as you do.
__________________________________________________________________________________.
活动2：Exploration in the class (课内探究)
Step I. Lead-in：video time
T Shows some famous of people with disabilities in the video. Students will be asked to discuss what the disabilities are and what difficulties they have to overcome in daily life.
Q1：Do you know them? Are you familiar with them? (Yes.)
Q2：What do they have in common? (famous, disabled.)
T：Yeah, they’re famous / disabled. Or we can say, they’re people with a disability.
T：Though they’re disabled, they still have their dreams and achievements. So we can say they’re very ambitious and they try their best to achieve their ambitions. Right?
【设计意图】视频内容经过剪辑，引导学生进入相关话题，激活学生思维，调动已有背景知识。

在师生对答中导入本课的重点词汇（disabled, disability; ambitious, ambition），为学生理解课文作铺垫。

Step II. Pre-reading
[Preview Task：Make sure the students have a basic knowledge of the website for the disabled.]
T：Well, these materials, the video and these pictures are taken from a website named “Family Village”.
Q：What is this website about? / What is the purpose of the website? Have you found some information?
* Suggested answers：
1. To give ordinary young people with a disability a chance to tell their stories.
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.
T：On this website, we can find various information, such as “videos, latest news, and personal stories” and so on. Today we’ll come to a story of a young disabled student, whose name is Marty. 【设计意图】以“Family Village”这个网站为依托，让学生（通过课前预习）说出这个网站的
目的，直接进入本课主题（带领大家来浏览一个网站），并在之后的输出环节设置相对应任
务：在读者反馈(Feedback)栏目实行回帖（结合summary & comment）。

Step III. Reading
1．Fast reading：Reading for organization and structure
* Task-based teaching and learning：①Fill in the blanks; ②Choose the right answers.
(1) 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：Marty’s ________ to healthy children.
* 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：Marty’s advice/suggestions to healthy children.
(2) What is the structure of this passage?
* Suggested answer： A. [Introduction - Body - Conclusion.]
【设计意图】通过快速阅读，使学生对文章的整体内容和结构有所了解。

引导学生操练相关主旨大意归纳这个阅读微技能，并据此对篇章进一步分析。

2．Detailed reading：Reading for information
* Introduction：
- Para1：
Q：Marty’s disease / difficulties / attitude / motto.
【设计意图】小组活动：协助学生在课堂上发表自己的观点，提升口头表达水平。

* Body：
- Para2：
Q1：What was Marty’s life like before 10? (... the same as ... used to dream about ...)
T：So Marty enjoyed his childhood as everyone else. Unfortunately, life changed when he was 10.
Q2：What’s wrong with him? (got weaker; had a billion tests) <= received many tests.>
Q3：Did the doctor find a cure for his disease? How do you know?
(No. It is difficult to know what the future holds.) <= will be like.>
Q4：How did Marty feel? (puzzled.)
【设计意图】通过相互关联的提问，参考答案在幻灯片上以流程的方式表现，来引领学生理清段落间的内在逻辑。

同时，训练学生快速筛选细节信息的水平。

- Para3：Marty met a lot of difficulties at school.
Fill in the blanks.
* Suggested answers：laugh at, out of breath, suffered, stupid. <= be influenced/affected.>
【设计意图】重视训练学生在上下文中猜测词意的水平，培养学生阅读技巧。

- Para4：How his life has become easier.
Q1：What was Marty’s life like at high school? How do you know? (easier; from the first sentence in Para4.)
Q2：What about his life now? Can you find some details? (good：he has a good ambition and some achievements; busy：many hobbies.)
Q3：How does Marty feel now? (happy.)
T：Marty lives a good and busy life. And he enjoys his life. Just as he said in the motto：Live one day at a time. Marty makes the best of every day and tries to achieve his ambitions.
【设计意图】通过几个相关文章细节的问题处理协助学生克服词汇障碍，准确理解和体会
Marty的情感变化，并学会捕捉文本中的关键细节来支持自己的观点。

* Conclusion：
- Para5：Marty’s advice to healthy children.
3．Further understanding
* Cooperative learning：pair work and group work.
1) Activity 1. What qualities does Marty have? What can we learn from Marty?
(Individual work)
- Please construct a mind map by using as many adjectives as possible to describe his qualities. Why do you think so? Try to find out the supporting details.
- In my opinion, Marty is a/an ________ person because in Para.___ we can learn that he ____________ (facts) .
→Though disabled in body, he is firm in spirit.
【设计意图】开放性题目，有助于学生以文本细节作为依据来锻炼表达观点和想法的水平。

2) Activity 2. Discussion：How should we treat disabled people? Group1：Dos; Group2：Don’ts.
(Pair work)
→Just having a disability doesn’t mean your life is not satisfying. Everyone can live well even if
he has a disability.
T：Just as Marty mentioned in Para5, sometimes difficulties can help us grow stronger. Only when we have a good attitude and take action, can we live a good and satisfying life and live well! 【设计意图】引导学生在阅读文本时，注重细节、注重处理阅读获取的信息，培养学生挖掘
文本背后内涵的水平。

同时，结合板书设计的内容协助学生进一步理解文章内容，领悟live well的主题。

3) Activity 3. Design a webpage：an activity organized by the “Family Village”.
(Group work)
【设计意图】从语言使用和网页设计角度，以小组讨论并汇报的形式，教育学生理解、尊重、关心和协助残疾人，使残疾人和健全人一样共享美好生活，增强学生的爱心。

夯实文本载体，提升情感高度。

Step IV. Assignment：[Please refer to the “assignment sheet”].
* Required：
(1) Complete the passage with the words and expressions from the text.
Nick was born without limbs(四肢). ____________, he was born ________. As you can imagine, his life was not easy. He was once refused to be admitted into a main-stream school because of his physical _________. In his early years of school, he was always ____________ and
change the way he there was times when he felt depressed and _________ because he couldn’ｔ
was. It was hard for him to _________, but with the ___________ of his parents, he started to develop attitudes and values which helped him grow stronger ______________ and become more independent ________________.
He has many ________ and goals that he has set to achieve in his life, one of which is to write several best-selling books, for example, “NoArms, No Legs, No Worries!”He firmly believes that he can lead a more satisfying life as long as he fights for it with desire, passion and firmness.
* Suggested answers：In other words; disabled; disability; made fun of; annoyed; adapt to; encouragement; psychologically; in many ways; ambitions.
(2) Write a passage as your feedback on the website “Family Village”.
You should include two parts：①Summary - Marty’s story; ②Your comment.
* Optional：Polish your “Webpage” and send it to the mailbox of the website.
【设计意图】以网页的形式表现Nick的事迹，设置新的语境实行词汇、语言的输出。

以Family Village这个网站为依托，课堂的小组汇报和课后的笔头作业相结合，有助于学习目标的进
一步落实和检测。

其中的写作训练(feedback)，是课堂口头输出向课外的延伸，是本课教学
环节的延续。

学生在语言上有所输出，思维理解上有所获得，情感上也得到了升华。

【板书设计】
【设计说明】使用关键词的处理，将文章的情感线融入板书，让学生对文本所传达的情感态
度加深理解。

【学生学习效果的评价与反思(Ss’)】
* Self-reflection：
-After learning the passage, go through the following checklist and tick out what you’re able to do.
After learning this passage,
I am able to do the following things. Very
well
Quite
well
OK
A
little
Little
Learn something from Marty Fielding
Show kindness to those who are in need
Understand and use the new vocabulary in the passage
Listen to conversations in English
Understand the change of Marty’s feelings
Sum up main idea and sort out minor details
Write a summary and give comment on the story
Percentage (%) % % % % % - I still need more practice in ______________________________________________.。