unit 1 living well 说课稿lj
说课Unit 1 Living well
3. Compared with Marty, I feel/think…
层层深入的三个问题，让学生从对Marty的思考 到如何在生活中帮助残疾人，如何向Marty学习， 如何自己看待、正确评估自己，以及以后面对困 难挫折应该如何处理。
Assignment
1. Write a summary according to the
2．教学难点： 帮助学生理解残疾人所面临的种种困难， 增强学生的同情心与爱心，引导他们珍惜 时间，珍惜生活。
教学方法
新课改不仅注重知识的传授，也注重学生能 力及情感态度价值观的培养。根据教学内 容及学生实际，我采用以下教学法：
1．任务型教学法 本课选择任务型教学，如要求学生课前预 习阅读文章，课堂进行小组讨论，填写信 息表及概括段落大意等，培养和强化学生 的语言实践能力和自主学习能力。
see the real
annoyed and just
person inside me ignore them
What kind of things does Marty do in order to make his life happy and satisfying?
Relation?
Why has his fellow students’ conduct and attitude changed towards Marty?
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.
《Unit 1 Living well》教学设计
《Unit 1 Living well》教学设计一、教学目标1、知识目标（1）学生能够掌握本单元的重点词汇和短语，如 disability, accessible, adapt 等。
（2）学生能够理解课文中的长难句，并能准确翻译。
2、技能目标（1）通过阅读训练，提高学生的阅读速度和理解能力。
（2）培养学生的写作能力，能够运用本单元所学的词汇和句型描述如何生活得好。
3、情感目标（1）引导学生关注残疾人群体，培养学生的同情心和关爱他人的意识。
（2）帮助学生树立积极向上的生活态度，无论面对何种困难都能坚强面对。
二、教学重难点1、教学重点（1）重点词汇和短语的用法及辨析。
（2）课文的理解和分析，掌握文章的主旨大意和细节信息。
2、教学难点（1）如何让学生将所学知识运用到实际写作中，表达自己对于“生活得好”的理解。
（2）培养学生的批判性思维，对文章中的观点进行评价和思考。
三、教学方法1、任务驱动法通过布置各种任务，如阅读、写作、讨论等，让学生在完成任务的过程中掌握知识和技能。
2、情景教学法创设与课文相关的情景，让学生身临其境地感受和理解课文内容。
3、合作学习法组织学生进行小组合作学习，共同探讨问题，培养学生的合作精神和交流能力。
四、教学过程1、导入（5 分钟）通过播放一段关于残疾人士克服困难、积极生活的视频，引起学生的兴趣，然后提问学生对于“生活得好”的理解，引导学生进入本单元的主题。
2、词汇学习（15 分钟）（1）展示本单元的重点词汇和短语，如 disability, accessible, adapt 等，通过图片、例句等方式帮助学生理解其含义和用法。
（2）进行词汇练习，如填空、选择等，让学生巩固所学词汇。
3、阅读课文（20 分钟）（1）让学生快速阅读课文，概括文章的主旨大意。
（2）仔细阅读课文，回答相关问题，如文中主人公是如何克服困难的，他的经历给了你什么启示等。
（3）分析课文中的长难句，帮助学生理解句子结构和语法。
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。
必修7 Unit 1 Living Well阅读课教学设计07
必修7 Unit 1 Living Well阅读课教学设计一、教材分析本课时是阅读课，让学生了解唐山大地震的有关情况：地震前所发生的一些异常现象；地震发生后对整个城市造成的毁灭性破坏。
让他们深刻体会“地震”带来的巨大灾难，以及随之而来的全国军民大援救。
通过本课时学习，使学生了解地震成因的科学常识，加强自然科学素养，明白如果了解并认识地震前的预兆，就能提前做好准备，减少或避免不必要的损失，从而激发对科学的热情，并珍惜现在所拥有的一切。
二．学情分析1. 在Warming up部分提供了唐山地震和美国旧金山地震的两幅图片，学生已经简单描述过地震对这两个城市造成的危害并展开了讨论。
2. Pre-reading部分提供4幅地震前兆的图片，让学生了解地震前的动物和自然界奇特的异常变化，相信能激发学生了解地震的兴趣。
3. Reading部分详细描述了地震来临前的一些不正常的自然现象及动物的反常表现，以及地震造成的损失和震后的救援情况。
此环节描述比较详细具体，学生应该容易理解。
4. Comprehending部分设计了5个练习：课文细节配对题、列出地震前后的事件、归纳段落大意、课文标题理解以及角色扮演，主要是帮助学生更好地理解课文内容。
二、教学目标1、知识目标（1）Get the students to learn the following useful new words and expressions in the passage:shake,rise,crack,burst,canal,steam,destroy,ruin,dirt,injure,survivor, brick,dam,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine, shelter,fresh,at an end,as if, in ruins,dig out,a great number of,think little of,All hope was not lost.（2）Get the students to know basic knowledge about natural disasters.2、能力目标（1）Develop the students’ reading ability and let them learn different reading skills like skimming,scanning and summarizing.（2）Train the students’ abilities of thinking,reasoning and judging.3、情感目标（1）Get the students to know the importance of predicting the earthquake and how to protect themselves and others when in face of an earthquake.（2）Get the students to learn the rescue workers’spirits:selfless,courageous and devotion.（3）Develop the students’ ability of cooperative learning.三、教学重点和难点1、教学重点（1）Get the students to know basic knowledge about the earthquake.（2）Get the students to learn to use different reading skills.2、教学难点（1）Develop the students’ different reading skills for different reading purposes.（2）Get the students to understand the passage more deeply.四、教学方法1、Task-based teaching and learning.2、Cooperative learning.3、Discussion.4、Role playing五、教学过程Step 1 Lead-in1、Show the students some pictures about natural disasters and ask them:Have you ever experienced any natural disaster? Look at the pictures. Can you name all the disasters?(fire, tsunami, volcano, typhoon, sandstorm, flood, hailstone, earthquake)2、Show the students another three pictures of what an earthquake has brought about and ask them:Have you ever experienced an earthquake? Can you described how terrible an earthquake is?地震的破坏3、Introduce the topic of the unit: Earthquakes.【设计说明】通过多媒体课件展示一些自然灾害的图片，让学生了解一些自然灾害的知识。
Unit 1 Living Well 教学设计word资料4页
Unit 1 Living Well 教学设计一、教学设计说明本单元话题是“好好生活”，本课我们将学习关于残疾人的有关知识，要求学生通过学习了解残疾人生活中的困难、残疾人取得的成就。
本节活动课的设计从《千手观音》的演出入手，引起学生对本话题的重视并激发兴趣。
随后设计与各层次水平的学生比较相符的多项活动任务，旨在引导学生主动、自觉地学习话题知识的同时，培养对完成话题任务的良好的参与习惯；鼓励其多角度思维；拓宽看待问题的视野。
（一）教学分析。
本节内容难度适中，旨在介绍残疾人的生活和他们的成就。
首先我们要针对表演设置几个问题，以引起学生对于这个话题的了解，提出自己的看法。
（二）教学对象分析。
高二学生词汇量有所增加，有一定的理解和表达水平，对残疾人有些许了解。
在合理启发、引导下，完全能够参与各项任务并很好完成。
对于可能出现的有难度的地方，要多进行鼓励及表扬，让学生有信心，尽快适应课堂气氛并最终能较好地完成本节任务。
二、教学目标（一）知识与技能目标。
1.通过多项活动任务的完成，使学生逐步认识、了解关于残疾人的知识，了解他们生活中存在的困难和取得的成就。
2.在参与课堂活动时，通过小组讨论、合作、分析等形式来引导学生主动探究，共享成果，从而培养学生的自主学习意识、团队协作精神。
（二）过程与方法目标。
1.导入时播放残疾人演出的《千手观音》，激发学生对本话题的兴趣，起到很好的引导作用。
2.活动任务精心设计，难度适中，让全体学生都能互动起来，能够运用所学、所得积极参与、主动探究、集体合作、互助互学并展示自我，培养学生的创新精神和实践能力。
（三）情感、态度与价值观。
1.课堂活动针对不同层次学生设计，让学生带着兴趣自始至终参与进来，增强学习自信心，体验成功的喜悦，从而充分体现自我价值。
2.让学生在鼓励、表扬下不断进步，积极参与小组活动，与他人合作，发表自己的观点，发挥自己的作用，从而培养集体协作精神。
3.展现对残疾人的关爱并形成健康的生活方式。
Unit1Livingwell教学设计新部编版
Unit1Livingwell教课方案新部编版精选教课教课方案设计| Excellent teaching plan教师学科教课方案[ 20–20学年度第__学期]任教课科： _____________任教年级： _____________任教老师： _____________xx市实验学校Unit1Livingwell教课方案新部编版精选教课教课方案设计| Excellent teaching planUnit 1 Living Well教学设计Period 1Warming up and ReadingTeaching AimsTo learn something about disabilities and life of disabled peopleTo read about disabilities and life of disabled people. The students should know that people withdisabilities can also live wellTeaching ProceduresStep I. Warming upWarming up by defining:Before we read about disabilitieslet ’ s try to define it first.● What is disability? How many different types of disabilities do you know?● disability: the state of being disabled / unable to use his body properlyA. physical disabilitydeaf, dumb/mute, blind, lame, near-sighted, six fingers, color blindness,paralyzed B. mental disabilitydepression, learning difficulty, brain injury, phobias ()Warming up by talking:In groups of four talk about what you know about disabilities. Use these words inthe above box to support your talk.Disabilities can be visible or invisible. People with invisible disabilities don ’ look disabled. Depression, sleep disorders and learning difficulty are invisibledisabilities. No matter what disability one has, life is not easy. They have manydifficulties to overcome, but please keep in mind they can also live well, evenachieve great success.Talking about disabilities1.Do you know anyone who is disabled around you? How does he or she dealwith the disabilities?2.Do you know any famous people who are disabled? What do they do? Have adiscussion about what the disabilities are and what difficulties they have toovercome in daily life.Talking about famous people with disabilitiesReference OneProfessor Steven Hawking is one of the disabled who has achieved success in hischosen field of work. In spite of his brain disease, he decides to continue with hisresearch and writing, and his famous book On History “of Time” used to be a best seller.When he speaks, he has to use a computer and a voice box. When he answersquestions, it takes about two minutes. Not only does he have to type out the answer ona computer but he also gets the computer to translate it into sounds.Reference TwoHelen Keller (1882— 1968), blind and dumb, was a famous American writer. Whenshe was only nineteen months old, she had a terrible disease. Then she becamedeaf and blind. In the next five years, she struggled in the dark and silent world. Withthe help of Anne Sullivan, she learnt to write and speak. She overcame the great difficulties and wrote a famous book My life ” , “which became a best seller and she became a very well-known writer in the world.Reference ThreeZhang Haidi was born in September 1955 in Jinan, Shandong Province. When shewas five years old, she got a serious disease and the lower part of her body lost the feeling and the functions. Since then, she has been confined to wheelchair but shehas never stopped her pursue for knowledge and a happy life.She studied by herself all the courses from primary school to college and learnedseveral foreign languages such as English and Japanese. In 1983, she began hercareer as a writer and a translator and her works have reached the total number of more than one million words. She has been active in social activities for public interests and she shows great care for the education of disabled children and village children. In 2001 she was entitled one of “ the 20 most influencing women of the century around the world ”. Her idea that true happiness lies in the hard pursue encourages people to workharder for the society.Look at the pictures and read what these people have achieved even though they each have a disability. The following list might help you.mental disability learning difficulty hearing problemdifficulty with eyesight brain injury loss of an arm or legDown's Syndrome infantile paralysis walking difficultyPicture OneRosalyn loves sports. She is proud to have taken part in competitions and tohave broken a record by running two laps (800 metres) this year. Her ambition isto become part of the national team for the next Paralympic Games. Picture TwoRichard has just passed his university entrance exams. He had the questions readto him and used dictation to give his answers into a special machine. He hopes to become a teacher.Picture ThreeSally leads a busy life. She likes writing stories and playing basketball. When she'sfree, she goes to the movies because the sound is 'always very loud. Although somemay think the cinema is noisy, it is suitable for Sally's condition.Picture FourGao Qiang loves acting. Last year he played a major part in the school play. Now his ambition is to become an actor. He takes singing and dancing lessons after school.Step II. Pre-readingAsk students to read the pre-reading carefully and find out the purpose of the website. Discuss with a partner what kind of things you think people write about.The purpose of the website：1.To give ordinary young people with a disability the chance to share theirstories with others.2.To inspire other disabled people.3.To get non-disabled people to understand more about how challenging life canbe for people with disabilities.Tell True or False:1.The family village website gives successful young people the chance to tell their personal stories.2.Only disabled people find the website beneficial.Step III. Reading1. Reading and underliningeyesight, 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, encouragement 2. Explaining difficult pointsNow have a question and answer period. Ask them if they have any points they do not understand. Put the questions out and discuss them.精选教课教课方案设计 | Excellent teaching plan3. Reading and transferringSkim the text and complete the table below.4. ComprehendingTask 1 Fast reading for general ideas.Skim the text and answer the following questions . 1. Marty is ___________ person.A. a healthyB. an illC. a disabledD. a rich 2. Marty has __________ disease. A. a mental B. a muscle C. an eye D. a leg 3. What ’ s Marty ’ s dream?A. Being a famous football player and representing his country in the World Cup.B. Being a doctor.C. Being a college student.D. Being a basketball player.4. Which of the following is TRUE? A. The doctor could give Marty ’ s disease a name. B. The doctor knew how to make Marty well.C. Someone in the world could cure the disease.D. No one could give Marty ’ s disease a name. 5. We can infer that _________. A. Marty will lose heart.B. Marty feels sorry for being disabled.C. Marty ’ s life is full of challenge.D. Marty feels lonely.(Suggested answers: CBADC)Task 2: Detail reading for Comprehending. 1. Read Marty ’ s story and fill in thechart.Problems caused by his disability1. weak and can ’ t run or climb stairs 1as. quickly as others2. clumsy and often drop things orbump into furniture3. sometimes too tired to get out of bed4. has missed a lot of school and lessons5. feels stupid because of being behind the others after a long absence from school2. Discuss these questions with others in your class. 1) What kind of person do you think Marty is?What Marty does in spite of his disabilityEnjoys writing and computerprogramming 2 .enters a computer football game 3. looks after pets4. disability has made him grow stronger and more independentUnit1Livingwell教课方案新部编版精选教课教课方案设计| Excellent teaching plan3) How would your life change if you were to develop a muscle disease like Marty’Suggested answers:1). Marty seems to be a fairly positive person who considers he has a good life. he isrealistic 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 around and play sports like other boysat his age, people not understanding that he has a disability.3). The students can answer this question according to their own thinking.3. Write a summary in one sentence for each paragraph.Paragraph 1.__________________________________________________________Paragraph 2.__________________________________________________________Paragraph 3.__________________________________________________________Paragraph 4.__________________________________________________________Paragraph 5.__________________________________________________________Paragraph 6.__________________________________________________________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.4.Answer these questions in three or four sentences and then check your answerswith others in your class.1).What kind of things does Marty do in order to make his life happy and satisfying?2). What can other people do to help Marty and others like him live a good life?3). Why has his fellow students’ conduct changed towards Marty?Suggested answers:1). Marty keeps busy doing things like writing computer programming that donot require physical strength. He has friends with whom he can go to moviesand football matches and he has lots of pets. He also studies hard.2). They can accept people with disabilities for who they are rather than focus ontheir disability. They can encourage them to live rich and full lives.3). Because they found that Marty was able to live as rich and full a life aseveryone else.Period 2Learning about Language(Revise the use of Infinitive)Teaching AimsTo discover and learn to use useful words andexpressions To discover and learn to use useful structuresTeaching ProceduresStep I. Warming up by discovering useful words andexpressions Step II. Discovering useful words and expressionsDoing vocabulary exercisesTurn to pages 4-5 and do exercises、12、3 and 4.Step III. Reading and discovering useful structuresNow read the text again to find as many examples of the infinitive as you can.The infinitive can be used1.as the subject2.as the predicative,3.as the object4.as the object complement5.as the adverbial6.as the attributeThe following is the detailed explanation of the Infinitives:The InfinitivesI. Form:A: There are six forms of the infinitives:Active Passive(to do)(to be done)simpleI want to do the work tonight.The work is to be done tonight.(to have done)(to have been done) perfectRobert appears to have done the work. The project must have been done.(to be doing)---continuousPeter must be doing his work now.(to have been doing)perfect---The boy is believed to have been doingcontinuousthe work for the whole day.B:The full infinitive consists of two words, to+ verb, as shown above. But after certain verbs and expressions we use the form withoutto, i.e. the "bare infinitive".For example:You had better say nothing.C. It is normally advisable to put any words between theto and the verb, but seesplit infinitive.D. To avoid repetition, an infinitive is sometimes represented by itsTo.For example:A:Do you smoke?B:No, but I used to (smoke).II. Uses of the infinitive:A. Used as subject:a. An infinitive or an infinitive phrase can be the subject of the verbs, e.g. appear, seem, be etc.1.To save money today seems impossible. OR It seems impossible to save money.(here "It" is used as an formal subject. i.e. not real subject)2.To lean out the windows is dangerous. OR It is dangerous to lean out of thewindows.b. Usually infinitive constructions of this type consist of it+ be+ adjective (for sb)+ todo but sometimes a noun can be used instead of an adjective.e.g. It is difficult (for me) to learn English well./ It is a difficulty (for me) tolearn English.c. cost/take + object can also be used.e.g. It cost me 200 dollars to buy these books that I liked most.It took the 200 worker to build the Grand Bridge.B. Used as object:Some verbs are followed by a to-infinitive but not -ing (eg. agree, aim, ask, appear, be determined, decline, demand, endeavor, fail, hesitate, hope, hurry, manage, offer, plan, proceed, prepare, pretend, promise, refuse, want, wish , etc.).Some verbs are followed by -ing but not a to- infinitive (eg admit, avoid, consider, delay, deny, detest, dread, envisage, feel like, finish, imagine, miss, recall, resent, risk, suggest).The verbs begin, cease, start and continue can be followed by either a to-infinitive or an ~ing form with little difference in meaning (eg Even though it was raining, they continued to play/ playing).Other verbs can be followed by either a to-infinitive or an -ing form, but there isa difference in meaning.GERUND INFINITIVEforget He'll never forget spending so much Don't forget to spend money on money on his first computer.the tickets.go on Go on reading the text.Go on to read the text.You have forgotten your homeworkI meant to phone your mother, mean again. That means phoning yourbut my mobile didn't work.mother.remember I remember switching off the lights Remember to switch off the when I went on holiday.lights when you go on holiday.stop Stop reading the text.Stop to read the text.tryWhy don't you try running after theI tried to run after the dog, but Idog?E.g. I regret to inform you that your application has been unsuccessful, toindicate that we are about to do something we are not happy about; It's too late now, but I'll always regret asking John to do the work. to say we have already done something that we are not happy about.We use the Gerund or the Infinitive after the following verbs. There are two possible structures after these verbs. Gerund: verb + -ing Infinitive: verb + person + to-infinitiveadviseThey advise walking to town.They advise us to walk to town.allowThey do not allow smoking here.They do not allow us to smoke here.encourageThey encourage doing the test.They encourage us to do the test.permitThey do not permit smoking here.They do not permit us to smoke here.We use the following structures with the word recommend:recommendThey recommend walking to town.They recommend that we walk to town.C. As complement of object:e.g. 1. He wanted me to water the flowers. (Here I would water the flowers)2.Janet expected me to give her a nice present.D. As attributive: normally after a noun.e.g. 1. I have a composition to write. (here to write consists of passive, but tobe written would not be possible)2.John has got a letter to mail.E.As adverbial (means purpose after intransitive verb)e.g. 1. A: Why are you going there?B:To see my teacher.2.I came to the Tom's to get my book back.F.How / Wh - word to do:1.I showed him how to press the button.2.I asked myself where to go.3.He couldn't decide which (one) to choose.III. Tense & Passivea. present infinitive (meaning future or a plan)1.I decide to do it. = I say to myself, " I will do it." (future)2.I am to travel around the world. (a plan)b.present continuous tense.1.We pretended to be reading our books when the teacher came in.2.He seemed to be cooking dinner at five yesterday evening.c.perfect infinitive.1.He seemed to have finished cooking his dinner by seven yesterday.2.Jane is sorry to have kept Jim waiting so long.d.perfect continuous tense.1.He pretended to have been working on the problems for hours.2.They appeared to have been training themselves for an hour.e.present infinitive passive精选教课教课方案设计| Excellent teaching plan1.The bridge to be built here will be the grandest one in the world.2.The film to be seen by Tom is a great one.f. perfect infinitive passive1.The flowers seemed to have been watered by seven yesterday.2.The mistakes to have been made twice is annoying.IV. Bare InfinitiveAfter modal verbs or some phrase that is considered as a modal verb, also in these structures:see/watch/feel/make/hear/have/notice somebody do (to is omitted).I saw Jim enter the classroom at five yesterday.I will have an electrician fix the light.You had better see a doctor.But in the passive voice to won't allowed to be omitted,ie. I was seen to enter the house.I was made to work 12 hours a day.Using structuresDeal with Exercises on Page49.Do Ex2 first and then do Ex3.Ask students to do Ex1 in their exercise-books after class.Step V.HomeworkGo over words and expressions.Go over the grammar.Finish Ex1 on Page 49.TEST YOURSELF动词不定式专题练习1.He seems ___ the old lady.A. knowingB. to be knowingC. to knowD. to be known2.Tom ___ when they spoke ill of him.A. happened to be passedB. happened to be passing byC. happened passing byD. happened to passed3.We all hope ____ scientists.A. becomeB. to becomeC. becomingD. became4.The boy refused ____ for climbing the tall tree.A. to payB. to be paidC. being paidD. paying5.I happened ____ the article when he asked me about it.A. having readB. to have readC. to be readD. reading6.______ with him is a great pleasure.A. To talkB. TalkC. TalkedD. To talking7. It is nice _____ your voice.A. to hearB. hearC. heardD. to be hearing8._____ is to struggle.A. LivingB. LiveC. To liveD. To be lived9. Her wish is ____ a doctor.A. becomingB. becomeC. to becomeD. being come10.I was just about ____ the office when the phone rang.A. leavingB. leaveC. to leaveD. to leaving11.I didn ’ t ____ it until you had explained how.A. manage to doB. managed to doC. manage to have doneD. manage doing12.He found it important ___ the situation all over the world.A. studyB. to studyC. studiesD. to be studied13.At last the enemy soldiers had no choice but ___ their guns.A. to lay downB. lie downC. laying downD. lay down14.Yesterday I did nothing but ___ TV.A. watchB. watchedC. to watchD. watching15.It had no effect except ___ him angry.A. makeB. makingC. to makeD. made16.Bob did nothing except ____ tennis.A. playB. to playC. playingD. played17.I ’ m considering ___ his letter.A. to answerB. how answeringC. to be answeringD. how to answer18.Tell us _____ next.A. how to doB. what to doC. how doD. what do19.We want to know ___ to help him when he is in trouble.A. what will doB. what we should doC. how to doD. what will we do20.Don ’ t stop trying. You’ ll be. sure ___A. succeed B . succeeding C. of succeeding D. to succeed21.The government calls on us ____ our production.A. increasedB. increasingC. increaseD. to increase22.With his teacher ____ he wanted to try it a second time.A. helpingB. to helpC. helpD. helped23.The lady was watched ____ her room in silence.A. had leftB. leftC. leaveD. to leave24.I ’ m hungry.Get me something ____.A. eatingB. to eatC. to be eatenD. eaten25.His wish, ____ a doctor, came true.A. comingB. comeC. to comeD. came26.He loves praise. He is always the first ____ and the last _____.A. of coming; of leavingB. comes; leavesC. to come; to leaveD. coming; leaving27.At last they found a house _____.A. to leave his things withB. to leave his things inC. leaving his things in28.There is nothing ______.A. to worryB. to worry aboutC. worryD. worry about29.Have you got enough room ___all of us ?A. seatingB. to seatC. seatedD. to be seated30.It is too dark for us ____ anything in the room.A. seeB. seeingC. to seeD. seen31.The young man is ____ willing ____ the old living around here.A. very; helpingB. very; to helpC. too; to helpD. enough; help32.He bent down ___ the pen lying on the floor.A. pick upB. to pick upC. pickingD. picked33.____ the room temperature, he added some coal into the stove.A. To keep upB. So as to keep upC. Keep upD. In order keep up34.The teacher did what she could ____ me with my lessons.A. helpB. helpsC. helpedD. to help35.It is difficult for a foreigner ____ Chinese.A. learningB. to learnC. learnedD. to be learned36.It is careless ____ the same mistake in your composition.A. for you to makeB. for you makingC. of you to makeD. of you making37.The girl is easy ____ along with.A. to be gotB. gotC. to getD. getting38.--- Are the problems easy?---No, in fact I found ____.A. them hard to solveB. it was hard to solveC. in hard to be solvedD. very hard to solve them39.____ is a big problem.A. To get rid of these thingsB. How to get rid of these thingsC. Getting rid of these thingsD. Get rid of these things40.I felt silly because I didn’ t know ____.A. to sayB. how to sayC. what to sayD. what saying41.The question is ____ the answer .A. where findB. to findC. where to findD. where finding42.Would you please _____ to each other before you hand in yourexamination papers?A. not talkB. don ’ t talkC. not talkingD. not to talk43.Tell him _____ the window.A. to shut notB. not to shutC. to not shutD. not shut44.He doesn’ t like ___ in public.A. praisedB. to praiseC. to be praisedD. praising45.We want the job ____ by the end of the week.A. doingB. doneC. to be doingD. being done46.The film is reported _____ on show at the cinema.A. to beingB. will beC. to beD. being47.He is said ____ to London already.A. having sentB. to be sendingC. to have been sentD. being sent48.Alice is said _____ her homework in her own room now.A. she is doingB. to be doingC. doingD. be doing49.These boys are said ____ for doing good deeds.A. to be praisingB. to be praisedC. praisedD. to have praised50.Who did the manager ___ the report?A. haveB. have writeC. have writesD. have to write51.Oh, it ’ s very cold. Lh e tre’ s make a fire ____ ourselves up.A. warmB. warmingC. warmedD. to warm52.Would you please ____ a little more room for me?A. to makeB. makeC. makingD. made53.I wish to finish my task and ____ away.A. getB. gettingC. to getD. to getting参照答案1-10CBBAB AACCC11-20ABAAC ADBBD21-30DBDBC CBBBC31`-40BBADB CCABC41-53CABCB CCBBB DBA2008 年全国各地高考卷分类汇编-非谓语动词（全国 I 卷） 26. I like getting up very early in summer. The morning airis so good ______.A. to be breathedB. to breatheC. breathingD. being breathed（安徽卷） 30._______ in the fields on a March afternoon, he could feelthe warmth of spring.A. To walk.B. WalkingC. WalkedD. Having walked（福建卷） 22. ______ in the queen for half an hour, the old man suddenly realized be had left the cheque in the car.A. WaitingB. To waitC. Having WaitedD. To have waited（福建卷） 33. Can those ____ at the back of the classroom hear me?A. seatB. sitC. seatedD. sat（湖南卷） 26. The trees _____ in the storm have been moved off the road. A. being blown down B. blown downC. blowing downD. to blow down（湖南卷） 30. _____ the project as planned, we’ll have to work two more hours a day.A. CompletingB. CompleteC. CompletedD. To complete（江苏卷） 34. To learn English well, we should find opportunities to hear English ______ as much as we can.A. speak.B. speakingC. spokenD. to speak（山东卷） 35. Lucy ’s new job paid twice as much as she had made ______in the restaurant.A. workingB. workC. to workD. worked（江西卷） 24. I hear they ’ve promoted Tom, but he didn ’t mention _____when we talked on the phone.A. to promoteB. having been promotedC. having promotedD. to be promoted（江西卷） 28. We finished the run in less than half the time ____.A. allowingB. to allowC. allowedD. allows（辽宁卷） 27. He was busy writing a story, only ______ once in a while to smoke a cigarette.A. to stopB. stoppingC. to have stoppedD. having stopped（陕西卷） 14. _________ around the Water Cube, we were then taken to seethe Bird’s Nest for the 2008 Olympic Games.A. Having shownB. To be shownC. Having been shownD. To show( 四川卷 ) 14. We had an anxious couple of weeks _____ for the results of the experiment.A. waitB. to be waitingC. waitedD. waiting（浙江卷） 10. ______that he was in great danger, Eric walked deeper intothe forest.A. Not realizedB. Not to realizeC. Not realizingD. Not to have realized（浙江卷） 13. It is one of the funniest things ______ on the Internet sofar this year.A. findingB. being foundC. to findD. found（北京卷） 24. ______ that she was going off to sleep, I asked if she’d like that little doll on her bed.A. SeeingB. To seeC. SeeD. Seen（北京卷） 31.–Did the book give the information you needed?–Yes. But _____ it, I had to read the entire book.A. to findB. findC. to findingD. finding（北京卷） 32. I feel greatly honored ____ into their society.A. to welcomeB. welcomingC. to be welcomedD. welcomed（天津卷） 4. _____ their hats into the air,the fans of the winning team let out loud shouts of victory.A. To throwB. ThrownC. ThrowingD. Being thrown（重庆卷） 29. __ to reach them on the phone, we sent an email instead.A. FailB. FailedC. To failD. Having failed( 上海卷 ) 30. My sister, an inexperienced rider, was found sitting on the bicycle___ to balance it.A. having triedB. tryingC. to tryD. tried( 上海卷 ) 33. If there is a lot of work ___, I'm happy to just keep on until it is finished.A. to doB. to be doingC. doneD. doing( 上海卷 ) 35. Something as simple as ___ some cold water may clear your mindand relive pressure.A. to drinkB. drinkingC. to be drinkingD. drunk( 上海卷 ) 37. Ideally ___ for Broadway theatre and Fifth Avenue, theNew York Park hotel is a favourite with many guests.A. locatingB. being locatedC. having been locatedD. locatedStep IV. Closing downTo end the period you are to do grammar Ex.1 & 2 on page 5.Deal with Ex1&Ex2 in the Discovering useful words and expressions. During this procedure students are asked to use an English-English dictionary. Because a good learner ’ s English-English dictionary gives example sentences to show how a wordis used, and most also explain rules for using the words as well as giving the meaning. T:Good. Glad you ’ve done a very good job. As you know Marty lives in another country. He is far away from us. In China there are a lot of famous disabled people. Now look at this picture, who is she?(Show Zhang Haidi ’ s photo on the PowerPoint)Ss: Zhang HaidiT: Would you like to learn her story? Please open your books and do Ex1 on Page 4. First of all, let ’ s look up the following words in an-Englishdictionary. Then I willask some of you to explain them in English.Show the following words on the PowerPoint.independent, fellow, ambition, disability, eyesight, motto, encouragement, beneficialIf students don ’ t have an English- dictionary, Teacher shows the explanation on the PowerPoint.。
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。
中学英语《Unit 1 Living Well》教学设计
Unit 1 Living Well教学设计【学情分析】本单元的教学对象是高二学生，建立在高一教材学习的基础上，学生们已经逐步适应了在任务与活动中学习英语以及如何处理语言知识和活动开展之间的关系。
另外，学生们已经形成并培养了一定的小组合作学习和自主学习的能力。
对于残疾人这一话题，学生们并不感到陌生，比较能引起学生的兴趣，并激发学生的探究心理。
学生的英语基础参差不齐，大部分学生的基础知识仍然比较薄弱，运用英语进行自由表达和交际的能力较弱。
很多学生并不懂得如何正确进行阅读理解，他们普遍存在阅读速度慢，词汇量少，知识面窄的问题，所以，在语言的延伸上，很难得到回应。
少部分学生的基础较好，能够与老师有较高水平的配合。
这部分学生有求新、好奇的心理特点，在小组竞赛和合作中，愿意表达和表现自己。
【教学方法】本节课采用了任务教学法，交际教学法和小组合作教学法。
以小组为合作的竞赛设计，易于激发学生的集体荣誉感和责任感，所以更容易唤起他们学习的积极性和主动性。
鉴于有些同学不敢表现自己的情况，我设计了一些改进措施，比如课堂上设计多个层次的问题，让多数学生都有参与的机会。
问题的设计有梯度，有浅入深，鼓励学生大胆思考，勇于回答。
通过小组合作，使能力好的同学充当组长，指导和帮助程度弱一些的同学学生的个别差异也得到了照顾。
但从最后的录播效果来看，由于学生有些紧张和约束，在自我展示环节没有达到理想的踊跃度和积极度，参与度还有待进一步提高。
【教学准备】I. Learning aims:1.To have a good understanding of the life of the disabled and their optimistic attitude towards life.2.To get to know the inner demands of the disabled and develop the consciousness of helping the disadvantaged groups.3.To cultivate a good reading habit and to be positive and strong-minded when in trouble.II. Teaching important and difficult points:1.How to get students to learn to use reading strategies such as skimming and scanning to read flexibly.1。
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。
人教版高中英语选修七Unit+1+Living+well说课稿.doc
Unit 1 Living well 说课稿精美句子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。
必修7 Unit 1 Living well 教学设计
必修7 Unit 1 Living well教学设计教学内容《英语》(人教版)必修7 Unit 1 Living well教学对象高二学生教学目标1.语言知识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。
运用词汇理解和表达不同的功能、意图和态度等；2.语言技能(1)能识别语段中的重要信息并进行简单的推断；(2)能根据需要从网络等资源中获取信息；(3)能就一般性话题进行讨论；(4)能根据话题要求与人交流、合作，共同完成任务。
3.语言运用描述关于残疾人，残疾人面临的困难，以及他们对生活的态度。
4.文化意识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。
教学方法任务型教学法情感态度1.在英语学习中有较强的自信心，敢于用英语进行交流与表达；.在英语交流中能理解并尊重他人的情感；2.能够理解生命的意义，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。
学习策略.利用推理和归纳等逻辑手段分析和解决问题；1.在学习中借助图表等非语言信息进行理解或表达；.通过图书馆、计算机网络、广播和电视等资源获得更广泛的英语信息，扩展所学知识。
教学重点.能理解有关本残疾的学生，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。
1.能够获取主旨大意和细节信息并利用所获取的信息解决问题教学媒体ppt, worksheet运用任务WarmingUp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。
教学设计8：Unit 1 Living well
Unit 1 Living well课程标准中的内容标准：本单元的话题是围绕“残疾”、“残疾人的生活”展开的，介绍残疾人积极进取的生活，紧扣了本单元的“身残志坚”的主题。
教学细目：1、（情感目标）通过阅读，了解“残疾”，理解残疾人。
提高主动关心、帮助弱势群体的意识，同时激发自尊、自主、自强的精神，以快乐的态度，顽强的毅力面对人生。
2、（交际）通过听说学习有关祝贺和祝愿以及如何礼貌地表达个人观点的用语。
3、（词汇）通过阅读、师生互动掌握本单元的教学目的和要求中的词汇。
4、（写作）通过阅读和书面训练，学习并掌握正式信件的写法和用语。
5、（语法）通过书面训练，深入理解和进一步运用动词不定式。
单元重点知识点I. 重点单词和词组P. 1Words: ambition, noisy, suitable, disabled, beneficial,Phrases: have a disability, go to the movies, part ofP.2Words: outgoing, fellow, absence, annoy, clumsy, firm, psychologicallyPhrases: in other words, in addition, adapt to, cut out, put of breath, all in all, as well as, sit around, in many waysP.3Words: encouragement, conductPhrases: make fun of, feel sorry forP.4-5Words: politics, abolish , slavery, literaturePhrases: never mind, be supposed to do, resign from, go hungry, in painP.6Words: companion, weak-sightedPhrases: make a list, give assistance toP.7Words: congratulate, poor-sighted, graduation, bowlingPhrases: all the best, graduation certificateP.8Words: handy, dignity, outwards, profitPhrases: at the back of, in comfort, have trouble (in) doingP.9Words: communityPhrases: take sth. seriouslyII. 重点句型见表1.1.7III. 重点语法动词不定式：理解和掌握不定式的一般式的主动和被动、进行时的结构、完成时的时间及主动与被动概念、用法及与动词-ing，动词过去分词的区别和联系。
高中英语《Unit 1 Living well》优质课教案、教学设计
3.边读边绘制自己的思维导图。
4.给学生提供思维导图的指导。
5.让学生在阅读中挖掘更深层次的问题，并体现在自己的思维导图中。
1.用做思维导图的方式，培养学生对文章结构和脉络的把握。
2.给学生提供多种思维导图
的形式，让学生知道思维导图可以有多种形式，只要能清楚地表现文章的结果和层次有助于自己的逻辑思维表达即可。
Unit1 Living well
ReadingMarty’sStory
教学设计
和寻找一两个关键词
2.学生在学案的相应位置试着用
画出的关键词提炼出这篇课文的主旨大意。
文章大意的能力。尤其是寻找关键词和用一句话概括文章大意的练习让学生的提炼
能力得到锻炼。
8分钟
深层阅读
1.提前给学生提出6个阅读问题。
2.培养学生的思维品质。不
满足于回答浅显的问题。
4分钟
导图展示
选择一个学生上台展示自的思维导图，并且借助思维导图复述
课文主要内容。
给学生展示的机会，给别人树立榜样。增加学生用英语
表达的兴趣。
7分钟
我的导图展示
通过课件一步步的展示我的思维导图，并和学生一起探讨学案中提出的6个问题，在最后，提出
1.通过展示我的导图，引导学生学会怎么做导图。
2.既解决预留问题，又引导
学生提出并解决引发深度思
。
，
，
。
《Living well》 说课稿
《Living well》说课稿尊敬的各位评委老师：大家好！今天我说课的题目是“Living well”。
下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析“Living well”是高中英语教材中的一个重要单元，本单元的主题围绕着“健康生活”展开，涵盖了身体残疾、精神健康、积极面对生活中的困难等多个方面的内容。
教材通过阅读、听力、写作等多种形式，引导学生探讨如何在各种情况下保持良好的生活状态，培养学生的社会责任感和正确的生活态度。
本单元的教材内容丰富多样，包括了一篇关于残疾运动员克服困难实现梦想的阅读文章，一段关于心理健康问题的听力材料，以及关于如何给有困难的人提供帮助的写作任务。
这些内容不仅有助于提高学生的英语语言能力，还能启发学生对生活的思考，具有很强的教育意义。
二、学情分析我所教授的学生是高____年级的学生，他们经过了一定时间的英语学习，已经具备了一定的英语基础和语言运用能力。
但是，对于一些复杂的语言结构和较深的话题理解可能还存在一定的困难。
在学习态度方面，这个阶段的学生好奇心强，对新鲜事物感兴趣，但同时也可能存在学习动力不足、注意力容易分散等问题。
此外，学生在生活中可能对残疾人和心理健康等问题缺乏深入的了解和关注，这需要在教学过程中加以引导和启发。
三、教学目标基于对教材和学情的分析，我制定了以下教学目标：1、知识目标（1）学生能够掌握与“Living well”主题相关的词汇和短语，如“disability”“overcome”“mental health”等。
（2）学生能够理解课文中的长难句，掌握重点语法结构。
2、技能目标（1）通过阅读训练，提高学生的阅读理解能力，包括快速获取信息、推理判断、概括总结等能力。
（2）通过听力训练，提高学生的听力理解能力，培养学生捕捉关键信息的能力。
（3）通过写作训练，提高学生用英语表达自己观点和想法的能力，能够正确运用所学词汇和句型。
Unit 1 Living well说课稿
Unit 1 living wellReading Marty’s storyLadies and gentleman,It’s my honor to stand here and talk about my teaching ideas.my presentation is made up of five aspects:analysis of the teaching material,teaching aims,teaching important and difficult points, teaching methods and teaching procedures.Ⅰ. Analysis of the teaching materialThe passage mainly talks about how Marty lives a rich and full life even though he is disabled. After learning this passage, students will know the disabled are broken in body but firm in spirits.They can live a good and happy life as normal people do.Ⅱ. Teaching aimsKnowledge aim:To get students to master the new words and phrasesAbility aim:To improve the students’ read ing,listening andspeaking ability Emotional aim:To develop students’ sense of cooperative learningⅢ. Teaching important and difficult pointsImportant point:Enable students to understand the whole passageDifficult point:Enable students to express their own opinions.Ⅳ. Teaching methodstask-based teaching methodstudents-centered teaching methodquestion-to-answer methodgroup-workfree-talkⅤ. Teaching proceduresStep 1. Lead-inFirst,In order to check students’ homework, let students read the words and phrases together.Second,ask one student to come to the front and show the survey results.Then,Through experiencing disabilities,let students think over whether the disabled can live well and lead in our passage.Step 2. Fast readingFirst,let students read the passage quickly and find out the answers to some questions.Second,let students read the passage again,find out the main idea of the passage and the main idea of each paragraph.Finally, let students divide the passage into three parts and give a key word of each paragraph.Step 3 Careful readingRead the passage carefully part by partPart 1 Let students listen to the tape and fill in the blanksPart 2 Let students come to the front and complete the formPart 3 Let students say how to treat the disabledStep 4. SummaryAsk students to make a summary by filling in the blanksStep 5. DiscussionLet students imagine what Marty’s life will be like ten years later? Step 6. HomeworkWrite a passage about how to treat the disabled.So much for my teaching ideas .Thank you for your listening !。
高中英语 Unit 1《Living well》说课稿 新人教版选修7
Unit 1 Living well说课稿一、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prehending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表达。
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。
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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。
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。
b. 让学生理解残疾人及其生活情况，使学生明白身体有残疾并不意味着生活不如意，但他们在日常生活和工作中比健全人面临着更大的挑战。
3．情感目标a. 结合个人经历，充分体验残疾人的感受，提高学生理解、尊重、关心和帮助残疾人意识。
加强合作意识、陶冶情操，培养正确的审美观和价值观。
b. 在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势（三）教学重点与难点1．教学重点：理解残疾人身残志坚，以积极的态度快乐生活的故事，提高学生理解、尊重和关心他人的意识。
2．教学难点：帮助学生理解残疾人所面临的种种困难，增强学生的同情心与爱心，引导他们珍惜时间，珍惜生活。
三、教学方法新课改不仅注重知识的传授，也注重学生能力及情感态度价值观的培养。
根据教学内容及学生实际，我采用以下教学法：1．任务型教学法本课选择任务型教学，如要求学生课前预习阅读文章，课堂进行小组讨论，填写信息表及概括段落大意等，培养和强化学生的语言实践能力和自主学习能力。
2．多媒体辅助教学法利用多媒体展示相关图片及播放影片，激发学生学习兴趣，提高课堂教学效率。
四、学习策略利用网络和影视资源，主动拓宽英语学习渠道，创造和把握学习英语的机会；积极参与讨论和问答等英语学习活动。
五、教具准备制作多媒体课件。
六、课前准备布置预习任务，要求学生以学习小组为单位在课前通过查阅书籍和英特网等收集残疾人及其生活、学习和工作等的故事。
七、教学过程Step1．Leading in（导入）从提问入手引出残疾人的话题，通过观看影片和猜测游戏让学生了解这些残疾人的顽强意志及其取得的辉煌成就。
1）Ask students a questionsDo you know her name? W hat’s her disability? W hat’s she famous for?Play a video for students to watch. (同时播放《千手观音》片断)2）A guessing gameWho are they? What are their disabilities? What’s their achievements?Show the pictures of Edison, Stephen Hawking, Beethoven, Hellen Keller and Zhang Haidi.Step2. Warming up(读前热身)让学生将书本上的四幅图对应的人物与其取得的成就进行配对。
让他们了解残疾的种类，简短地讨论各种残疾给人们的生活带来的种种不便。
尽管如此，仍然有许多残疾人在不同领域取得了非凡成就，为本单元的Reading部分精彩故事做好了铺垫。
Gao Qiang 1. represented her country in an athletics competitionand won a gold medal in the 50-meetre race.Barry 2. owns a personal website on the Internet.Sally 3. played a major part in the school play; takes singingand dancing lessons after school.Rada 4. passed the university entrance exam; will train to be a teacher.Step3. Pre-reading（阅读前）通过介绍“Family village”，让学生说出这一网站的目的，重点在于该网站不仅对残疾人大有帮助，而且对健全人也同样有所裨益。
以激发学生的阅读兴趣。
1. To give ordinary young people with a disability the chance to tell their personal stories.2. Other disabled people also find the website beneficial.3. The website is also a way for non-disabled people to understand more about how challenging life can be forpeople with disabilities.Step4 . Reading（阅读）课文是一篇以第一人称表述Marty身残志坚，以积极的态度快乐生活的故事。
课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。
1．Scanning（略读）让学生通过略读填写下面信息表，以帮助学生了解Marty的疾病给生活带来的困难和他如何克服这些困难并取得成就的；并掌握scanning的阅读技巧，提高他们的阅读速度和快速寻找信息的能力。
2. Detailed reading（细读）让学生通过细读后概括段落大意，以培养他们的分析和概括能力。
Paragraph 1: ______________________________________________________________Paragraph 2: ______________________________________________________________Paragraph 3: ______________________________________________________________Paragraph 4: ______________________________________________________________Paragraph 5 _______________________________________________________________Paragraph 6: ______________________________________________________________3. Language points(语言知识点)Step5 Discussion(讨论)让学生就What can we do to help people with disabilities?（我们能为残疾人做点什么？）为题展开讨论，教育学生理解、尊重、关心和帮助残疾人，使残疾人与健全人一样共享美好生活，增强学生的同情心与爱心，并引导他们珍惜时间，珍爱生命。
(同时播放歌曲《让世界充满爱》)Step6 Summary（总结）通过让学生从所给的词中找出符合Marty品质的形容词回答问题What kind of person is Marty?（Marty是怎样一个人？）Step7 Homework:1）Retell Marty’s story according to the reading。
2）Surf the internet to learn more about the lif e of disabled people.板书设计Unit 1 Living well3．DiscussionWhat can we do to help people with disabilities?Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.接受他们，给他们以鼓励，使他们能像你一样去过丰富多彩的生活.4．SummaryWhat kind of person is Marty?brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid？说课流程图：。