人教版高中英语选修7Unit1教学设计
高中英语_高中英语人教版选修7unit 1教学设计学情分析教材分析课后反思
Unit 1 Living Well教学设计Period 1: Reading Marty’s StoryI. Teaching aims:（教学目标）Knowledge and skill:1. To understand the general meaning and the structure of the text.2. To teach the Ss some new words and expressions in the passage.3. To know some basic information about disability.Process and method:1. To develop the reading strategies of predicting, fast reading, careful reading2. To call on Ss to learn the basic information of disability with language learnt.3. To further develop creative ability, cooperative ability and so on.Emotional attitude and value:1. Help the students to learn the spirit that the disabled people have, who are broken in body but firm in spirit.2. To improve Ss’ awareness to help the disable out.II. Learning strategies （学习策略）1. Cooperative learning method2. Autonomous learning approach3. Inquiry-based learning approachIII. Teaching approach:（教学方法）1.Students-centered approach2. Communicative approach3. Task-based language approach4.Situational language teachingIV．Teaching procedures and activities:Step I leading in1. Enjoy a video “Thousand-hand Kwan-yin” and tell the name of the video.2. What do you think of their performance?3. Look at the pictures below. Who are they?They are all well-known great disabled people. What do you think they have in common?They are broken in body but firm in spirit.Step II. While-readingI Scamming1. Read the passage quickly and then match the main idea with each paragraph. Paragraph 1：A. The advantages of his disease.Paragraph 2：B. Marty met a lot of difficulties at school.Paragraph 3：C. How the disease developed/started.Paragraph 4：D. An introduction to Marty and his muscle disease.Paragraph 5：E. How his life has become easier.2. What is the main idea of the passage?Marty Fielding is disabled disease but enjoys his life.II. Careful reading :1. Para 1-- 2Marty’s disease: ___________ disease that makes him very weakMarty’s difficulties: can’t ______or _____stairs as quickly as other people;___________ and ______things or______furniture.Marty’s character: __________Marty’s motto: ___________The time when he fell ill: at the age of ___________His dream: ___________2. Para 3--41) Fellow students’conduct changed.children in primary school_________________students at high school_________________2)Marty’s feeling changed.in primary school_________________at high school_________________3)What are Marty’s ambition, achievement and hobby?Marty’s ambition __________________________________Marty’s achievement _______________________________Marty’s hobby _______________________________________3.Para 5His advice to healthy children: Don’t feel 3) ___________ for disabled people.Don’t 4) ___________ them.Don’t 5) ___________ them.Just 6) ___________ them and give them7) ___________4. What is not Marty’s characteristic?Step III Post-reading to challenge yourselves.1. What is the tone of the text? And show us an example.A. sadB. happyC. positiveD. negative2. His opinion on his disability: find it out and correct the mistakes in the sentence.In many ways his disability has helped him grow stronger psychologically and became moreindependent. He works hard to live a normal life and it has been worthy it.3.difficult sentence: I don’t have time to sit around feeling sorry for myself. Translate and analyze the function➢我没有时间闲坐着顾影自怜。
人教版高中英语选修七全册教案设计
人教版高中英语选修七全册名师教案设计Unit One Living WellPeriod One Warming up, Pre-reading and readingKnowledge aims:1.Get students to learn the useful new words and expressions: eyesight, ambition, disabled, beneficial, in other words, clumsy, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, make fun of, encouragement, adapt to.2. Help students to learn about disabilities and life of the disabledTeaching important and difficult points:Get students inspired by positive stories of the people with disabilities.Develop students’ reading ability.Help students understand the difficulties the disabled have to overcome.V ocabulary:hearing; clumsy (笨拙的); eyesight; dictation; certificate (证书); exit; abolish (废除, 废止); companion (同伴, 伴侣); suitable (适合的, 适宜的); handy (方便的, 有用的); dignity (尊严, 高贵的品质); community (社区, 社团); literature (文学, 著作, 文献); resign (辞职, 辞去职位); conduct (行为，品行); firm; fellow; outgoing (外向的, 友好的, 外出的); ambition (雄心, 野心); ambitious (有雄心的, 有野心的); absence (缺席, 不在某处); absent; beneficial (有益的, 受益的); benefit; assistance (协助, 援助); assistant; congratulate; congratulation (祝贺, 贺词); graduation (毕业, 毕业生); adequate (足够的, 充分的); adequately (足够地, 充分地); disability (伤残, 无能); annoy (使….不悦, 惹恼); annoyed; access (方法, 通路, 可接近性); accessible (可接近的, 可进入的, 可使用的); approval (赞成, 认可); approve (赞成, 认可); approving (赞成的, 认可的); profit; profitless (无利益的); profitable (可获利的, 有利可图的); bump into (撞上, 不期而遇); adapt to (适合); cut out (切去, 省略); out of breath (上气不接下气); all in all (总而言之); sit around (闲坐着); feel sorry for (同情某人); as well as; in many ways (在很多方面); make fun of (取笑); never mind; resign from (从…..辞职); with the assistance of (在…..的协助下); all the best (祝贺一路顺利); have access to (有权进入, 接近, 使用); meet with; one in million (凤毛麟角, 稀罕的人和事); in other wordsGrammar: The use of infinitive.Step 1 Warming up1. Warming up by discussing:Ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then show them some photos of people with disabilities by discussing the following questions.1) Do you know any famous people who are disabled?2) What difficulties do they have to overcome in their daily life?3) What have they achieved?(Suggested answers:Steven Hawking has a muscle disease, but he made great contribution 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 some pictures and read what these people have achieved even though they each have disability. Next work with partners to talk about what disability they might have according to each description below the picture1) Rosalyn is in a wheelchair, she has walking difficulty.2) Richard has difficulty with eyesight, so he can’t read the questions or write the answers for his college entrance exams.3) Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema.)4) Gao Qiang was born with Down’s Syndrome, which is a mental disability. Some Down’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”.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 disabled.Step 3 Reading1. Skimming: Ask students to read the passage fast just to sum up the main idea of each paragraph:Paragraph 1: An introduction to Marty and his muscle disease.Paragraph 2: How the disease developed / started.Paragraph 3: Marty met a lot of difficulties at school.Paragraph 4: How his life has become easier.Paragraph 5: The advantages of his disease.2. Scanning: Ask students to read the passage carefully to locate detailed information.1) First ask students to read paragraph one and complete the chart below.2) Neat read paragraph two and three to answer the following questions.Why did the doctors cut out a piece of muscle from Marty’s leg?_______________________________________________________.3) Read the paragraph four and answer the following questions.What is Marty’s ambition?_______________________________________________________.What is Marty’s achievement?_______________________________________________________.What is Marty’s hobby?____________________________________________________.4) Ask students to find Marty’s advice in paragraph five:______________________________________________________._______________________________________________________._______________________________________________________.3. 根据课文内容填空Step 4 Consolidation1．Ask students to read the whole passage to choose the best answers1) True or falseA. Although there are a few students who look down upon him, Marty never getsannoyed.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 in dependent.2) From the passage we can infer __________.A. Marty asks others to feel sorry for him.B. Marty never loses heart.C. Marty is afraid of being made fun of.D. Marty will not accept any encouragement because he has grown stronger psychologically.2 Ask students to work together to write a mini biography for Marty according to the textStep 5 Discussion1 Ask students to discuss the following questions in small groups1) How did Marty’s feeling changed over time?_______________________________________________________.1)What kind of person do you think Marty is? Can you use adjective words todescribe him?__________________________________________________.Step 6 AppreciationAsk students to read two poems for appreciation when facing obstacles in the future.Step 7 Homework1 Retell Marty’s story according to the mini biography2 Surf the internet to learn about the life of disabled people.Period 2 Language StudyTeaching aims:1. To learn the useful expressions and sentence structures in the reading.2. To enable the students to use language points both orally and in written forms.3. To further get students inspired by Marty Fielding.Step 1 Learning words and phrases1. ambition: 雄心, 志向, 抱负, 目标. ambition to be / do sth. 或ambition fo sth; achieve / rea lize / fulfil one’s ambition 达到目标/ 实现夙愿Great knowledge, experience and wisdom will help a man in a top position to achieve his ambition.广博的知识丰富的经验和无穷的智慧对于高位的人实现自己的抱负将大有裨益.The harder part of the mission has passed, and the rest is just a piece of cake.这项任务中最困难的一部分已经通过了, 剩下的就只是小菜一碟.The news that she has achieved / realized / fulfilled her ambition to be a musician (实现了她当音乐家的梦想) is widely spread by the people in the small town.2. be suitable for / to sb: 适当的, 适合的.The work was not suitable to me.I d on’t think I should be suitable for the post.He tried to find a suitable word to describe the picture.比较: fit: 指大小尺寸合适suit: 指款式和样式合适match: 指大小, 色调,形状, 性质等方面的搭配. fit 常同for连用, 而suit常同to连用.These shoes doesn’t fit me----have you got a large size?It does n’t suit you to have your hair cut short?He suited his speech to his audience.The People’s Great Hall and the Historical Museum match the Tian An Men Beautifully.人民大会堂和历史博物馆把天安门陪衬得极为美丽.Experts in education call for more books suitable for children (适合儿童阅读的). (suitable)3. benefit: 有益于, 受益, 好处. Be beneficial to / be of benefit to 对….有益for the benefit of sb = for sb’s benefit 为了…的利益, 为了帮助….. benefit from 从…..中受益Using computers has a beneficial effect on children’s learning. / Using computers is benefic ial to children’s learning. 使用电脑对孩子的学习很有好处.The warning sign was put there for the benefit of the public / for the public’s benefit.那儿设立的警告牌已引起人们的警惕.Both sides have benefited from the talks.I hope what I have written will benefit / be benefit to (我写的这些将有助于) someone else who may feel the same way.4. in other words: 换句话说big words大话; beyond words无法用言语表达; get in a word插话; eat one’s words承认说错了话; leave word留言; in a / one word总而言之; in words用语言; have words with与某人争吵; word for word逐字的; go back on one’s word食言; without a word什么也没说; keep / break one’s word守信/ 失信; have a word with与某人谈话; have a good word to say for sb / sth说某人或某物的好话.You can stay at home and needn’t come here any longer.He took the dictionary without my permission. In other words, he stole it.The little girl was alone in the dark house, frightened beyond words (感到无法言传的恐惧). (frighten; word)5. in addition: 此外, 另外, 还有.6. knock into (= run into): 撞上或碰上, 巧遇某人.In addition, my mother’s best friends will join in our family party.You clumsy guy! You’ve knocked over my coffee!When Lily took her first job, she was a clumsy girl, but now she is a successful career woman.初涉职场时, Lily算不上是一个机灵的女孩, 可现在却是一位成功的职业女性.The bus bumped into the back of the car.In addition t an album, I gave him a pen and a pencil.7. add….to…..把…..加到…..; add up总计, 加起来; add to增加; add up to总共达到, 意味着;Please add up all these figures and see how much we can get.His words don’t add up: he must be lying. 他的话前后不一致, 他一定在撒谎.These figures in the bill add up to one billion.He added that they would return a week later.The bad weather added to our difficulties in (增加了我们的困难) making a successful climb of Himalayas.8. cut out切掉, 删掉; cut up切碎; cut down砍掉, 削减, 压缩; cut in超车抢道, 打断, 打搅某人; cut off切断;I cut this article out of the newspaper.I would cut out the bit about working as a waitress. 我想删掉有关做女服务员的那段经历.The flood cut off their supplies.She kept cutting in our conversation.9. Judging from从…..看来; Generally speaking一般来说; Considering考虑到; Broadly speaking大体上说;Judging from appearance, he seems to be a strong man.Generally speaking, this novel is not very inspiring (吸引人的).10. including: 包括…在内;There are four members in my family, including me / me included.He made much contribution to the company’s success, including abolishing (包括废除) the unreasonable management system. (include; abolish)11. out of breath: 上气不接下气.His heart condition makes him out of breath.After (having) supper, he went into his room to do his homework.相关短语: out of date过期; out of reach够不着; out of work失业; out of sight 看不见; out of order坏了; lose one’s breath喘不过气来; take a deep breath深深地吸了一口气; out of the question不可能的, 办不到的; out of question无疑, 没有问题, 毫无疑问; out of control失控; hold one’s breath屏住呼吸; out of fashion过时, 不流行; catch one’s breath松一口气; out of patience不能忍受.After he had worked in the factory for ten years, he went abroad.I haven’t heard any noise since I slept.How long is it since you lived in Shanghai?The granny is so old as to be out of breath (以至于上气不接下气) going only a short distance. (as; breath)12. absence缺席, 不在, 没有. Absence of mind心不在焉; leave of absence假期, 休假; absence without leave擅离职守, 开小差; in / during one’s absence = during / in the absence of当某人不在时, 在缺乏某物的情况下;absent-minded心不在焉的, 健忘的; be absent from不在, 缺席; absent oneself from缺席, 不在;Please look after my house during my absence.Plants cannot exist in the absence of oxygen, nor can animals.He failed in the exam because of his absence of mind.He spoke to his wife absent-minded.He was absent from the meeting.He is absent from Beijing. 他不在北京(而在其他的地方).He is absent in Beijing. 她不在这里而在北京.He was forced to accept it as true in the absence of other evidence (由于没有其他的证据), leading to the unwise decision. (absence).13. annoy: 使生气, 招惹, 妨碍. annoyed: 感到恼怒的, 烦恼的annoying:令人恼火的.相关短语: annoy sb with sth / by doing sth因….使某人生气; be annoyed at / about / by sth因为某事而感到困扰; get / be annoyed with sb生某人的气; be annoyed + that-clause生….的气;I met an annoying problem.Don’t annoy your neighbours by singing loudly at night.He was annoyed at his lost ID card.He was annoyed that the book was missing.I was annoyed with Mary for forgetting to (因为Mary忘记了…..而很生她的气) bring me the wonderful novel as she had promised. (annoyed; forget)14. all in all总而言之; in all总共; at all根本; after all毕竟, 别忘了; above all 最重要, 首先; first of all首先;There are many beautiful sentences in your article and its handwriting is good too. All in all, I’m quite satisfied with it.In all there are 40 students in our class.The parents didn’t worry about their daughter at all, for they believed she could succeed in getting the first prize.Don’t blame him too much. After all, he is a small child.When traveling abroad, above all, you need to prepare your passport.I am glad to join you in this game, but first of all please allow me to introduce myself to you.15. be said / report ed / happy / considered / known to have done…..Mr. Brown is a kind woman; she isn’t supposed to have mistreated (按说不应该虐待) animals that way. (suppose, mistreat)16. with / without + 名词/ 代词/ 不定式/ 形容词/ 副词/ 介词短语/ 现在分词/ 过去分词.With the weather so close and stuffy (闷), ten to one it will rain presently.Possibly this person died without anyone knowing where the coins were hidden.I sat in my room for a few minutes with my eyes fixed on the ceiling.With nowhere to go (因为无处可去), he had to spend all his winter holiday accompanying with his old granny. (with)17. it作形式宾语的几种特殊情况:1) 动词+ it + that从句, 常见的的动词有: have, take, put, like等.I like it that you came.I take it that he will come on time.You can put it that it was arranged before.你可以说这是以前安排的.Rumor has it that the defence minister will soon resign.据传闻, 国防部长不久就要辞职.2) 动词+ it + when / if 从句, 常见的动词有: enjoy, hate, love, like, dislike, appreciate, prefer等.I dislike it when you whistle.We really appreciate it when she offered to help.I’d prefer it if I didn’t have to do so much work.3) 动词+ 介词+ it + that从句, 常见的动词短语有: see to, look to, stick to, depend on, answer for等.See to it that you’re not late again. 注意千万不要再迟到.Look to it that this doesn’t happen again.注意不要再发生类似的事情.I can’t answer for it that he will come. 我不能保证他会来.You may rely on it that he will come to meet you.你放心, 他会来接你的.4) 动词+ 介词短语+ that从句. 常见的短语有: take it for granted, bring it to sb’s attention, owe it to sb. 等.We owe it to you that there wasn’t a serious accident. 多亏了你才没有发生严重的事故.I took it for granted that he would help you.我认为他会帮助你们的.18. worthwhile, worthy, worth的区别:worth只能作表语, “值得的, 有价值的”, 后接名词, 代词或动名词的主动形式.Worthy可作表语或定语, 作定语时表示“值得的, 有价值的, 值得尊敬的”，作表语时表示“某物或某事值得做”或“适合做某事”, 其后接of + 名词/ 代词,不定式或动名词的被动式being done.Worthwhile可作表语或定语, 表示“值得的, 值得做的, 有意义的”，用作表语时可接动名词或动词不定式. 常用的句式是: It is worthwhile doing / to do sth. 主语+ 动词+ it + worthwhile + doing / to do sth.This picture is worth 500 dollars.This problem is worth consideration / considering. = This problem is worthy of consideration / of being considered / to be considered.这个问题值得考虑.That is a worthwhile book.The Summer Palace is worthwhile going / to go to have a visit.Sensible people don’t think it worthwhile to buy / buying (值得买) things which are not needed even at a low price. (worthwhile)19. mean 作及物动词时, 表示“意思是, 打算, 意味”；作形容词时表示“低劣的, 刻薄的, 吝啬的”常用于mean to do sth. 或mean doing sth.These symbols mean nothing to me.这些符号我完全不明白是什么意思.I meant this photo for my mother.我准备把这些照片送给我的妈妈.I mean to go, but my father would not allow me to.His words meant a lot to me.Waving the hand means saying goodbye.She is too mean to make a donation. 她很小气, 不肯捐赠.注意mean to do sth. / mean to have done sth / had meant to do sth.都表示“原本打算做…..而实际上并没有做”.20. conduct: 作名词时表示“行为, 品行, 指导”；作动词时表示“指挥, 引导, 管理” 而conductor意思是“乐队指挥, 售票员, 导体”. 相关的短语是: a bad conduct恶劣行为, under the conduct of 在….指导下/ 管理下; conduct oneself well / badly 表现得很好/ 糟糕His conduct of the business was very successful.他的事业进展得相当顺利.The curator conducted the visitors round the museum.馆长领着游客在博物馆中参观.Copper conducts electricity better than other materials do.铜的导电性比其他材料好.The boy’s rough behavior infuriated her.这个男孩粗鲁的行为激怒了她.behavior无复数形式, 可指一切好的或坏的行为; conduct主要指用道德标准衡量的正当或不正当品行, 尤指遵守或违反某些已定的法规的含义.His conduct at school was disgraceful. 他在学校的行为不端.He got a three-year sentence, but may come out early if he conducted himself well (表现好) in prison. (conduct)21. prevent ….from doing sth.阻止或防止某人干…..;His advice prevented / stopped me (from) making a serious mistake.= His advice kept me from making a serious mistake.他的忠告是我免于犯下严重的错误.22. live a / an ……life过…….的生活There are several ways to live a colorful life on campus.要在大学校园里过上充实的生活有很多方式.23. There was a time when ……有一段…..的时期, 曾经……In her letter he mentioned the time when people fought with enemies.There was a time when girls couldn’t go to school.It is high time that we planted (should plant) trees there.It was the third time (that) he had done that kind of thing.The girl had a hard time adapting herself to living in a foreign country.24. adapt oneself to do sth适应某物be well adapt to 非常适应adapt ….to….使…..适应…. be adapted from…..由….改编adapts sth. for sth 改编, 改造, 使之适应新情况或新用途adapt指作较大的改变以适应新的环境或情况, 也表示“改编, 改写”; adjust 侧重于作较小的改动或移动, 或指在整体中调整呢个各部分之间的关系, 使之一致; accommodate场之一拖鞋或前就做出对人或对既有利的调整; gear侧重于“使适应”, 对某事物加以调整以适应某种需要, 达到某种水平或标准.We should try every effort to prevent violence from happening (阻止暴行发生) at school, or students’ personal safety could not be guaranteed. (prevent; violence) The children found it hard to adapt themselves to their new school.He could not adapt his way of life to the company.These flowers are well adapted to the conditions of rooms. 这些话非常适应室内的环境.The materials can be adapted for use with older children. 这些布料可以修改一下用在大一点的孩子身上.The movie was adapted from a novel.It’s hard to adapt the story for the film.We should adapt our thinking to the new conditions. 我们应该使自己的思想适应新的环境.The body adjusts itself to changes of temperature.Ha had to accommodate his steps to hers.Industry must be geared to wartime needs. 工业必须调整以适应战时的需要.25. as well as: 也, 又, 和…..一样, 相当于too, also.Helen as well as I is eager to take part in the evening party.He directed as well as acted in the film.She can sing as well as her sister.His story is as good as a play.I am going to study abroad and my brother is going as well.The young man who had lost both arms in an accident could handle a pen as wellas play the piano (还能弹钢琴) with his feet. (as)26. resign from office辞职resign oneself to one’s fate 听天由命resign….to…..把….托付给….. resign one’s position as + 职务名称表示“辞去某职务” resign oneself to doing sth 听任某种影响, 只好做某事In order to look after her sick mother, Mary decided to resign her position as manager in her company.I resign my children to your care. 我只好把孩子委托你来照顾.I resigned myself to a long wait in line. 我只好在长队中等候.In no situation, shall we resign ourselves to or fate. 在任何情况下, 我们都不能听天由命.Failure as he has been in his previous attempts, he refuses to resign himself to defeat / to being defeated (不甘失败). (resign, defeat)27. adequate: 适当的, 足够的, 差强人意的.adequate: 着重于符合一个客观要求或标准, 可指数量上足够, 质量上适当. enough: 是常用词, 可用作后置定语, 指足以满足某种目的或愿望, 在数量上可以和adequate和sufficient互换, 但enough不表示质量.ample: 指事件或商品等“充足而有多余”abundant: 指就某个方面来说“丰富的, 丰裕的”sufficient: 指为特定的目的和需要提供足够的数量.Children need adequate nutrition to build up their body.孩子需要足够的营养长身体.The skater’s technique was only adequate.滑冰者的技术只能说差强人意.Every student has free access to the library. = The library is accessible to every student.每位学生都可以自由利用图书馆.The pay was adequate for me. 所得报酬够我用的.For the use of beginners, the book is adequate.对初学者来说, 这本书够用了.They have enough / adequate computers for students to practice on.他们有足够的计算机让学生上机训练.There was enough / adequate food for a month. 有够一个月的食物.We have got men enough. 我们有足够的人手.This leaves her ample time to prepare three meals a day.这使她有足够充足的时间一天做三顿饭.They had an abundant fruit harvest last year. 他们去年水果大丰收.They have got sufficient food and water for an 8-day journey.他们已准备好足够8天旅行的食物和水.The easiest access to (最容易的办法) the problem is still under discussion. (access)28. suggest: 建议(接虚拟语气)；表面, 暗示(不用虚拟语气)My parents called me suggesting that I should go home for the weekend.His smile suggested that he had succeeded in this exam.表示请求, 要求, 命令或建议等意义的动词有: advise, ask, demand, desire, decide, insist(坚决要求), order, command, propose, request, suggest(建议)等所接的宾语从句里, 以及advice, demand, decision, order, proposal, request, requirement, suggestion等所接的同位语从句, 主语从句以及表语从句里, 谓语动词用虚拟语气should + 动词原形.She insisted that a seat (should) be looked in advance.He advised that a doctor (should) be sent for.We followed his advice that we should ask our teacher for help.He issued the order that the troops (should) withdraw at once.We followed his advice that the disabled (should) not be made fun of (不该取笑) under any circumstance. (make)29. meet with遇到, 经历, 其后可接抽象名词: obstacles (障碍), difficulties(困难), misfortune(不幸), hostility(敌视), criticism(批评), kindness(善意, 善待), denial(否认).A Chinese special representative would meet with U.S envoys about the Darfurissue.一名中方特别代表将就达尔富尔问题与美国特使进行会晤.His speech met with a cold acceptance, which was far beyond his expectation.他的演讲受到冷遇, 这大大出乎他的意料.30. approval: 赞成, 认可, 其后接介词of相关短语: a nod of approval首肯; for sb’s approval求某人指正; give one’s approval to批准; with / without approval of经/ 未经…..批准; approve of sb / sth赞成, 认可, 同意; on approval(指货物)供试用的不满意可以退的; meet with / have sb’s approval得到某人的赞同; present / submit sth to sb for approval把某是提交某人批准.We have obtained his approval of our using his car.我们已得到他的允许可以使用他的汽车.She smiled her approval. 他微笑着表示赞成.The professor does not approve the government’s foreign policy.那位教授不赞成政府的外交政策.The city council has now approved the scheme for the erection of a new public library.市议会业已核准建造一座新的公共图书馆的计划.I’m afraid your parents won’t approve of your going there.31. 与meet相关的搭配: make two ends meet亮认为出, 使收支相抵; meet sb. half-way与某人妥协; meet up with sb.偶遇某人; meet one’s Waterloo遭遇失败, 遇到毁灭性的打击; meet one’s approval得到某人的认可; meet the case恰当, 符合要求, 解决问题; meet the demand满足需要, 符合要求; meet sb. in the mouth与某人迎面相遇, 当面抵抗; meet sb.’s view和某人意见一致;32. approval: 表示某人某事是正确的或令人满意的, 因而赞同获认可. 是正式用词, 一般是上级或权力机关对下级应用, 表示“同意, 批准, 通过”.consent: 通常指上级对下级的请求, 建议或行动, 意为“同意, 批准, 赞同”,常与介词to 搭配, 也可接不定式.agree: 常指原先有分歧, 经过协商讨论和思考后同意他人的想法, 意见等.I cannot approve of her marrying so yang.The National People’s Congress approve d the report.全国人民代表大会批准了这个报告.The teachers have agreed to the teaching plan.His father will never consent to the marriage.他父亲绝不会同意这桩婚姻.The principle consented to consider the request.校长同意考虑这个请求.We all like others to show approval of what we do (赞同我们), which is said to be human nature. (approval, what)Step 2 Using words and phrases1. Do Exercise 1, 2 and 3 on Page 4 in Learning about Language.2. Translate the following sentences in to Chinese.1) As her eyesight failed she knew she would have to resign from the community health committee.2) She is famous in literature for her novel about the campaign to abolish slavery.3) Never mind about that software! We will repair it when we meet with the engineer from the company.4) Congratulations! The profit from selling those wheelchairs will be enough to buy six new benches for your school.5) The parrot flew out of the pet shop and landed on the bowling-green across the road.6) I left the meeting when they began to talk about politics and headed for the exit.7) It is my ambition to make sure that the disabled people in our neighborhood have access to all public buildings.8) I had wanted to clean out the basement in his absence, but unfortunately Ididn’t have time.9) James carried his new fish tank carefully to the house, dreaming of how wonderful it would look full of colorful fish.10) The bench was hard to sit on, but it provided an excellent resting place for people after climbing the hill.Step 3 ConsolidationAsk students to retell the text after learning the useful words and phrases.补充练习:1. The young man of great personality and _____ has made up his mind to be a successful diplomat.A. ambitionB. hopeC. desireD. aim2. As Mr. Best was passing the bookstore, he though t he’d just _____ to see whether any interesting books were on sale.A. look throughB. look inC. look upD. look for3 What’s a(n) _____ present for a couple celebrating their twenty-fifth wedding anniversary?A. appropriateB. suitableC. properD. fit4. Some species of animals have become extinct because they could not ______ to a changing environment.A. adoptB. adaptC. usedD. accustom5. The disabled boy whose ______ is “never say die” turned out to b e the CEO of two companies, which even inspired many healthy men.A. sloganB. mottoC. catchword (口号)D. saying6. His grades are starting to ______ because he spends too much time on playing computer games.A. sufferB. standC. surviveD. withstand7. The two sides failed to ______ at an agreement about the cooperative programme after several hours’ discussion.A. arriveB. attainC. reachD. achieve8 The environmentalists said wild goats’ ______ from the vast grassla nds was a indication of the worse environment.A. escapeB. absenceC. attendanceD. appearance9. Too much pressure leads to unhealthy _____ such as poor eating habits, which increase the risk of heart disease.A. conductB. behaviorC. actionD. conduction10. Nobody _____ a funeral, such a somber (阴暗的) occasion, is supposed to laugh or joke, or he or she would be considered rude.A. joiningB. taking part inC. attendingD. participating11. The tragedy of the innocent young Brazilian boy killed by the British police has put the British police in a difficult _____.A. occasionB. caseC. situationD. background12. It ______ him when Tom made fun of his ugly handwriting, so he fought with the boy.A. annoyedB. disturbedC. embarrassedD. trouble13. He ran as fast as he could and finally caught up with his teacher but got______.A. out of sightB. out of controlC. out of breathD. out of order14. Fallen rocks _______ the only access to the valley, where thousands of victims of the landslide were waiting for rescue.A. cut outB. cut inC. cut offD. cut down15. There are many bad customs and laws that ought to be ______, or equality will be nowhere to be found.A. stoppedB. abolishedC. cancelledD. repeated16. The chairman of the board of directors was forced to ______ in protest against the decision.A. resignB. assignC. designD. signature17. Shen Congwen, a master of ______, describes the beauty of his hometown in “the border town”.A. writingsB. publicationsC. literatureD. works18. According to the survey, ______ there are nearly one million people in this small city out of work during the economic crisis.A. all in allB. in allC. at allD. after all19. He found his first job. ______, he needn’t depend on his father any more.A. In other wordsB. In a wordC. In so many wordsD. In word20. In spite of all the difficulties, we _____ our task ahead of schedule, tired but very happy.A. satisfyB. meetC. fulfilD. answer21. All the public transport will be _____ to both ordinary people and the disabled.A. affordableB. accessibleC. reasonableD. avoidable22. The three sisters de cided to hold a family party to ______ their parents’ silver wedding.A. welcomeB. congratulateC. memorizeD. celebrate23. My father used to find himself ______ with feeling of regret whenever he broke his promise of giving up smoking.A. overcomeB. defeatedC. beatenD. conquered24. With her children living far away, the lonely old lady tended to regard her pet dog as her _____.A. companionB. fellowC. colleagueD. partner25. According to the public, _____ to the Third World is at present little more than a drop in the ocean.A. assistanceB. aidC. helpD. service26. The independent boy earned his living even before his _____ from university, which differs him from his peers.A. graduationB. ceremonyC. qualificationD. completion27. Joan is as proud as a peacock after winning her first swimming _____, not。
人教版高中英语选修7Unit1教学设计
讲授法、演示法、训练法、课堂讨论法
1、讲解重点的单词、短语以及动词不定式的用法
2、演示经典句型例子，播放相关图片
3、讨论健康的人如何关心、帮助残疾人
4、训练语法和学习使用“祝贺和祝愿”用语自行设计情境对话
五、教学过程
第一课时Reading
上网搜索Family Village信息情况
了解残疾人讲述的故事，从中受到激励，学习残疾人身残志坚，独立、自强的精神
人教版高中英语选修7Unit1
一、教案背景
1，面向学生：√中学□小学2，学科：英语
2，课时：2
3，学生课前准备：熟悉课文相关的重要词汇，本文的话题是围绕“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“身残志坚”的主题。引导学生谈论对“残疾”这一话题的看法，让学生了解残疾人取得的成就进行讨论，通篇阅读全文，把握文章的大意
学生本来就缺乏信心，老师应该多发现学生的闪光点，不断提升学生的自信心，还要多关心爱护我们可爱的学生们！
课文中的经典句型结构要求学生熟练背诵默写，并能仿造英语例句，以达到学以致用的境界。
过程与方法目标：
1、带领学生讨论问题
2、阅读全文，找出重点单词、短语和句型，加以分析讲解，使学生达到学以致用的境界。
3、学习正式信件的写法和用语
4、引导学生去体会马蒂菲尔丁的情感变化，提高他们关心、理解、帮助他人的意识。
三、教材分析
Reading部分，由残疾人Marty Fielding在网页上叙述自己的故事，他患了至今无法认识的肌肉疾病，身心倍受摧残，但痛苦的磨练也让他变得更加坚强，更好地认识人生，决心要过好人生的每一天：“Live one day at a time.”他展示了他复杂的情感变化过程：希望破灭后的迷惘、焦虑、恐惧、对同情和理解的渴望，以及自我接受、被人接受后重“动词不定式”的用法
选修七Unit 1第1课时基于学习方案的教学设计
选修七Unit 1 第1课时基于学习方案的教学设计一、教学目标1.了解课程背景和主题。
2.掌握相关词汇和表达方式。
3.学会运用所学知识进行实际情境的交流。
二、教学准备1.课程教材和课件。
2.黑板和白板笔。
3.学生练习册和答案。
4.课堂讨论和学生互动素材。
三、教学过程3.1 导入与课程背景介绍在这一部分，教师将向学生介绍选修七Unit 1的主题和背景，并激发学生的学习兴趣。
教师可以通过提问或展示相关图片等方式引入主题，并与学生进行互动。
3.2 新词汇学习教师会根据教材内容，向学生介绍本单元的新词汇。
教师可以通过示范发音、解释词义和示意图等方式帮助学生理解和记忆新单词。
学生可以通过跟读、造句等方式巩固所学词汇。
3.3 文本内容讲解教师会对本课时的课文内容进行详细讲解，并帮助学生理解其中的关键词汇和句式结构。
教师可以通过提问学生、示范演示等方式引导学生思考和理解。
同时，教师可以提供一些文本分析和课外阅读材料，帮助学生深入理解相关主题。
3.4 小组讨论和合作活动教师可以将学生分为小组，让他们就课文中提到的话题展开讨论和合作活动。
学生可以互相交流观点、提出问题和解决问题，并且可以通过这个活动加深对课文内容的理解。
3.5 个人表达和展示在这一部分，学生将有机会进行个人表达和展示。
教师可以要求他们就相关话题或问题进行个人陈述，学生需要运用所学知识和表达方式进行自我介绍或说明观点。
3.6 总结与反思最后，在这一部分，教师将对本课时的内容进行总结，并引导学生进行反思和提出问题。
教师可以鼓励学生提出自己的观点和见解，加深对本课时内容的理解。
四、课后作业1.完成课后练习册相关练习。
2.关注相关新闻或实际情境，积累相关词汇和表达方式。
3.准备下节课的学习材料和讨论话题。
五、教学反思本节课通过合理的教学设计和多种教学方式，旨在帮助学生理解和掌握选修七Unit 1的相关知识和技能。
课堂氛围活跃，学生积极参与，达到了预期的教学目标。
2019-2020学年人教版高中英语选修7优化教案：Unit 1 Section Ⅴ Writing - 建议信
Section_ⅤWriting_—_建议信一、基本结构建议信的主体部分是正文，其结构如下：第一部分：写信的目的及建议的理由。
可以包括某种现象或危害，然后很自然地引出建议的理由，理由要合情合理，语气得当，委婉且有礼貌。
第二部分：建议的内容。
根据问题所在有针对性地提出建议，同时可以适当地阐述这种建议的理由，以使人信服和接受。
第三部分：希望对方采纳并表示感谢。
二、增分佳句(一)建议信的开头常用句式——提出观点1．I am writing to express my views about ...2．You have asked for my advice on ...and I will try to make some suggestions.(二)建议信的主体常用句式——建议内容1．If I were you, I would ...2．I would like to suggest that ...3．It would seem to me that you could ...4．I think it would be more beneficial if you could ...5．In my opinion, you should ...6．In my experience, it seems that ...(三)建议信的结尾常用句式——表达希望1．I hope you will take my advice into account.2．I hope you will find these proposals/recommendations practical/helpful.[题目要求]假设你叫李华，你的美国朋友Johnson想和家人来中国定居，请你帮他在A、B两座城市中做出选择。
下图是这两座城市在就业、娱乐和环境等方面的对比情况。
请根据相关信息用英语给他写封电子邮件，提出你的建议并说明理由。
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.。
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+(teachers)教案.doc
Unit 1 Living wellⅠWarming up1. Game playing: Take out a piece of paper and a pen, then draw a face on the paper with your eyes close.How did you feel when you were doing so?2. Do you think people with a disability can live well?Can you name some famous disabled people?What can you learn from them?Conclusion: They’re broken in body but firm in spirit. （身残志坚）3. Do they face more challenges in life?Would you like to read some stories about them?ⅡPre-reading: get close to “family village”Q: What is the website about?A: It tells stories of the disabled.ⅢReading: MARTY’S STORYⅰFast reading for general ideas.1.Marty is ___________ person.A. a healthyB. an illC. a disabledD. a rich2. Marty has __________ disease.A. a mentalB. a muscleC. an eyeD. a leg3. What’s Marty’s dream?A. Playing professional football and possibly 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. 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 disability has made him more independent.Medical Record of MartyName: MartyGender: maleDisease: an unknown muscle diseaseSymptoms: clumsy and drop things or bump into furnitureⅱSecond reading: Match the main idea of each paragraph.Para.1: How his life has become easierPara.2: The advantages of his diseasePara.3: An introduction to Marty and his muscle disease.Para.4: How his disability developedPara.5: Marty met a lot of difficulties at school.ⅲThird reading1. In what does Marty tell his story? ( He tells his story in order of time.)before 10: What kind of life does he lead? How did he feel at that time?after 10 : What happened to him? What about his feeling? What was his problem when he was in primary school?at high school: How did he describe his life at high school?now: How is his life like? What about his feeling?2. How did his feeling change?Conclusion: the change of Marty’s feeling:happy3. What kind of person do you think Marty is?From his motto: Live one day at a time, we can see that Marty is an /a optimistic, brave, stupid, pessimistic, independent, strong-minded…person.4. Why has his fellow students’ conduct change d towards Marty?A. Because they are now high school students.B. Because they are all disabled people.C. Because Marty is now a healthy boy like them.D. Because they found that Marty was able to live as rich and full a life as everyone else.ⅳ SummaryMarty Fielding has a muscle disease that sometimes makes him very weak and he can’t run or climb stairs as quickly as other people. The doctors don’t know how to make him better. Fortunately, Marty has learned to adapt to his disability. He used to dream about one day playing professional football and representing (represent) his country in the World Cup. He doesn’t look any different from other people. So sometimes kids laugh at him when he gets out of breath. Life is much easier (easy) at high school than it was at primary school. Even when he is made fun of, he does not get annoyed. (annoy) Disabled as he is, Marty has become stronger and more independent. He suggests that we normal people should give the disabled more encouragement rather than laugh at them.精美句子1、善思则能“从无字句处读书”。
人教版高中英语选修七Unit+1+Living+well+(7)教案.doc
Unit 1 Living well教学目标1.Learn and master the useful words and phrases.2.Let the student learn about Well-known people with disabilities.3.Train the students’skimming and summarizing ability during reading the text.4.Encourage students to learn more about Well-known people with disabilities and accept the people with disabilities教学重点1.Master the following words and phrases:disability,psychology,beneficial,adapt,absence,annoy,conduc t,access,profit,out of breath,sit around,meet with,cut out,never mind2.Enable the students to understand we should accept people with disabilities for who they are.3.Improve the students’skimming and summarizing ability.学时难点1.How to make the students understand the text better.2.Make the students work out what we can do for the disabled based on this lesson.教学活动living wellTeaching Procedures:注:IP=Interactive Pattern;T=Teacher;Ss=Students;CW=Class Work;IW=Individual Work;PW=Pair Work;GW=Group WorkDaily routineT asks Ss to review the old sayings and learn a new one: Action speaks louder than words.(Intention:每天一点积累，每天一点收获，学生熟悉谚语、句型，为写作积累素材。
人教版高中英语选修7优秀教案设计方案一Unit1Living wellPeriod 4新
Period 4Reading，Speaking and Writing设计方案(一)Teaching aims1．Enable students to learn some useful words and phrases.adequate，access，accessible，handy，row，basement，outwards，exit，meet with sb.'s approval，dignity，profit，community2．Enable students to express their ideas in a polite way.3．Enable students to write a letter of suggestion.Step 1Lead－inShow pictures of a cinema，including inside and outside facilities and ask students to discuss what problems that people with disabilities sometimes have in a cinema.(Divide students into different groups.Each member is encouraged to think actively and participate in the discussion.Make sure all students have their own opinions.)Step 2Reading1．Introduce Alice to the students.Alice is a warm－hearted girl.She cares for the disabled very much.When she learned a new cinema is going to be built，she wrote a letter to make suggestions.Here is the letter that gives suggestions to the architect who is to design the new Bankstown cinema.(See Student's Book Page 8) 2．Skim the reading passage A Letter to an Architect to find out what suggestions Alice gives in the letter.(1)There should be adequate access for wheelchairs.(2)It would help to fit sets of earphones to all seats，not just to some of them.(3)The seats at the back should be placed higher than those at the front.(4)For disabled customers，it would be more convenient to place the toilets near the entrance to the cinema.(5)There are usually spaces specially reserved for disabled and elderly drivers.3．Careful reading—Help students to analyse the letter so that they will learn how to write a letter of suggestion.Ask students to read the text carefully and discuss the questions in groups in Exercise 3 on Page 8.1．What is the purpose of the first paragraph of the letter?2．Why do you think the writer numbered her suggestions and used italics?3．What is the purpose of the last paragraph of the letter?Suggested answers：1．To tell the reader the purpose of the letter.2．The writer has used numbers and a title in italics for each paragraph to organize the ideas and to make it easier for the reader to understand and remember the five suggestions.3．To finish the letter in a polite way and to put forward some reasons why the architect should consider the writer's suggestions.Step 3DiscussionDiscuss in groups and work together to write a format of a suggestion letter.Suggested answers：A letter of suggestion normally has five parts.1．The headingThis includes the address，line by line，with the last line being the date.Skip a line after the heading.2．The greetingThe greeting always ends with a comma.The greeting should be formal，beginning with the word “dear”．3．The bodyAlso known as the main text.Generally speaking，the body includes three parts.The first part (usually the first paragraph) tells the receiver that you are writing this letter to make suggestions on something，and the main part tells clearly what your suggestions are.The last part (usually the last paragraph) asks the receiver to consider your suggestions.4．The complimentary closeThis short expression is always a few words in a single line.The complimentary close begins with a capital letter and ends with a comma.5．The signature lineType or print your name.The handwritten signature goes above this line and below the close.The signature line and the handwritten signature are indented to the same column as the close.The signature should be written in blue or black ink.Skip one to three lines(two on a typewriter)，and type in the signature line—the printed name of the person signing the letter.Sign the name in the space between the close and the signature line，starting at the left edge of the signature line.Step 4PracticeDeal with Exercises 4－6 on Page 9.Ask students to work in groups and discuss how accessible their community is for people with disabilities.Then discuss ways in which their community could be made more accessible for disabled people.(This discussion will lay a good foundation for the writing.)After the discussion，students are asked to write a letter of suggestion to the architect of a new building to be constructed in their area.In the letter they will suggest ways to make it more accessible for people with disabilities.While writing the letter，pay attention to the format of a suggestion letter.Step 5HomeworkWrite a letter of suggestion to the architect.A sample letter：Dear Mr Smith，I read in the newspaper that you are the architect who is to design the new supermarket in our suburb.I am writing to ask if you have considered the matter of easy use of the supermarket by people in wheelchairs.In particular，I wonder if you have considered the following things：1．Width of aisles.Can you please make sure that the aisles are wide enough to allow wheelchairs to pass through？In some supermarkets the aisles are so narrow that a person in a wheelchair cannot move along them easily.2．Height of shelves.Can you please design shelves that can be reached by people in wheelchairs？In some supermarkets people in wheelchairs have to ask other shoppers to help them.This takes away their independence.3．Lifts to other floors.Lifts could be in places that people in wheelchairs can get to easily.It is very difficult if lifts are right at the back of the shop and people have to go up and down the shelves before they get to it.4．Car parks.I hope you will leave some car spaces close to the front of the shop for people in wheelchairs.It is very difficult if they have to park a long way away from the shop and wheel themselves over rough ground to the entrance.Thank you for reading my letter.I hope you will consider my suggestions.Disabled people should have the same opportunities as able－bodied people to shop independently and they should be able to do so with dignity.I am sure many people will admire your supermarket if you design it with good access for disabled people.The supermarket owners will also be happy as more people will be able to shop there.Yours sincerely，…。
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。
高中英语人教版选修七 Unit 1 living well Learning about language教学案
Step5.Testing in class & improving skills（随堂检测，落实考点）Choose the best one for the following exercises:1.If they win the final tonight, the team are going to tour around the city by their enthusiastic supporters.（2011浙江）A. being cheeredB. be cheeresdC. to be cheeredD. were cheered【解析】A项being cheered正在进行；B项be cheeresd是谓语原形；D项were cheered 也是谓语，但句中已有谓语are going to；C项to be cheered表示将来，同时也表示被动。
根据语境，选C。
2..Simon made a big bamboo box the little sick bird till it could fly.（2011四川）A.keepB.keptC.keepingD.to keep【解析】make a big bamboo box的目的是为了keep the little sick bird，因此选D表示目的状语。
A项构成使役用法，大竹盒无生命力，不能执行这个动作；B项是谓语词，与句中made冲突；C项是伴随状语，表示made与keep同时进行。
根据句意选D。
3.More TV programs, according to government officials, will be producedpeople’s concern over food safety.（2011重庆）A.to raiseB.raisingC.to have raisedD. having raised【解析】句意为“据政府官员说，为了唤起人们对食品安全的关注，将制作更多的电视节目。
人教版高中英语选修7Unit 1Living well教案1
The first period ofUnit 1 Living wellBook 7一、学生情况分析本单元的设计与实施是建立在学生经过高一新教材学习基础之上。
学生已经逐步适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。
并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
对于残疾人的生活和学习这一话题，同学们并不感到陌生，相信这能引起学生的兴趣，并激发学生的探究心理。
二、教材分析（一）教材地位与作用Living well高中英语选修7 第一单元的内容。
本单元以残疾及残疾人生活为中心，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。
本课时是第一课时，包括Warming Up，Pre-reading，Reading和Comprehending四部分。
通过本节课的学习，提高学生理解、尊重、关心、帮助残疾人意识，使残疾人与健全人一样共享美好生活。
它在整个单元教学中占有十分重要的地位。
这是对新课程目标中情感态度与价值观培养目标的全方位体现。
（二）教学目标1. 知识目标a. 掌握以下重点词汇和短语ambition, disability, fellow, independent, beneficial, encouragement, in other words,all in all, out of breath, make fun of.b. 理解和运用以下重点句型1. I have to adapt to my disability.2. Just accept them for whom they are and give them encouragement to live as rich and fulla life as you do.2. 能力目标a. 通过对段落结构的分析，使学生掌握scanning的阅读技巧。
要提高他们的阅读速度和快速寻找信息的能力，培养他们分析和概括能力。
人教版高二英语选修7Unit1Livingwell全单元教案
Part 1: Teaching Design 第一部分：教学设计 Period 1: A sample lesson plan for reading (Marty’s story ) Aims To help students develop their reading abilityTo help students learn about living well.Procedures I. Warming up by learning about disability What is disability? A A disabled disabled disabled person person person is is is one one one who who who has has has a a a condition condition condition called called called a a a disability disability disability that that that interferes interferes interferes with with with his his his or or or her her ability to perform one or more activities of everyday living. For example, locomotion (indoors and going outside), getting dressed, communicating with others. What are the types of disability? "Disability" "Disability" can can can be be be broken down broken down into into a a a number number number of of of broad broad broad sub-categories, sub-categories, sub-categories, which which which can can can include include include the the following: ● Physical impairments affecting movement, such as muscular dystrophy, post-polio syndrome, spina bifida and cerebral palsy. ● Sensory impairments, such as visual or hearing impairments. ● Neurological impairments, such as epilepsy or dysautonomia. ● Cognitive impairments such as Autism or Down Syndrome. ● Psychiatric conditions such as depression and Schizophrenia. II. Pre-reading by visiting the Family Village website Get online to /index.htmlx. Welcome to the Family Village! We are a global community that integrates information, resources, and communication opportunities on the Internet for persons with cognitive and other disabilities, for their families, and for those that provide them services and support. Our community includes informational resources on specific diagnoses, communication connections, adaptive products and technology, adaptive recreational activities, education, worship, health issues, disability-related media and literature, and much, much more! So stop in, stroll around, and visit some of the Family Village's attractions. Simply click on a place to explore and discover a cornucopia of useful information! Let us know what you like (or dislike) and visit often, for our village is constantly changing. III. Reading Turn to page 2. We shall take Marty’s story this time.First we shall listen and read aloud to the recording of the text. Try to read aloud the text as loudly and correctly as possible. Then we shall go over the text to read it to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions. IV . Transferring information Now read the text again to complete the chart below. Marty’s storyWhy are there not many people people in in in the the the world world world like like me? Because: Because: I I I have have have a a a muscle muscle muscle disease disease disease that that that sometimes sometimes sometimes makes makes makes me me me very very weak and I can’t run or climb stairs as qui ckly as other people. I am clumsy and drop things or bump into furniture. What is my motto? Live one day at a time. When did I get weak? Up until I was about 10 years old, I was the same as everyone else in my class. Then I started to get weaker and weaker. What was the worst thing about my life? One One of of of the the the worst worst worst things things things about about about my my my disease disease disease is is is that that that I I I don’t don’t look look look any any different from other people. Do I have a good life? All in all, I have a good life. What is my ambition? My ambition is to work in the computer industry when I grow up. I am the only student in my class to have a pet snake. What What has has has my my my disability disability made me? In In many many many ways ways ways my my my disability disability disability has has has made made made me me me grow grow grow stronger stronger stronger and and and more more independent. What do I think of having a disability? Just having a disa bility doesn’t mean your life is not satisfying.V . Drawing a diagram of the text and retell it with the help of the diagram●To feel accepted and encouraged by peers Well-known people with disabilitiesMany people with disabilities have contributed to society. These include:American president Franklin Roosevelt (impaired movement as the result of polio),classical composer Ludwig von Beethoven (deaf in later years),King Richard III of England (childhood sickness allowed bones to malform, resulting in severecurvature of the back and extremely uneven legs)musician Stevie Wonder (blind)jazz pianist Marcus Roberts (blind) musician Ray Charles (blind)Def Leppard drummer Rick Allen (lost left arm in a car accident),comedian, actor, author, and monologist Greg Walloch (cerebral palsy),civil rights activist Helen Keller (deaf and blind),Cole Porter, musical theater composer (lost legs after riding accident)Classical actress Sarah Bernhardt (lost leg after a nasty fall)Stephen Hawking (who has Motor Neurone Disease and uses a wheelchair and speechsynthesizer),Deng Pufang - has paraplegiaBritish rock and roll singer/songwriter Ian Dury Nicaraguan guitar player, singer and songwriter Tony Melendez (born without arms)Major league pitcher Jim Abbott (born without a right hand)Actress Marlee Matlin (deaf)Joseph Merrick ("the Elephant Man", severe neurofibromatosis)Christopher Reeve, actor famous for portraying Superman who became a quadriplegic after ahorse-riding accident,for others see list of people with disabilities.List of disabilityPhysical Physical disability, disability, disability, Mobility Mobility Mobility impairment, impairment, impairment, Paralysis, Paralysis, Paralysis, Amputation, Amputation, Amputation, Multiple Multiple Multiple sclerosis, sclerosis, sclerosis, Parkinson's Parkinson's disease, Cerebral Palsy, Muscular dystrophy, Arthritis, Rheumatoid arthritis, Osteoarthritis, Stroke, Spina Spina Bifida, Bifida, Bifida, Visual Visual Visual impairment, impairment, impairment, Blindness, Blindness, Blindness, Low Low Low vision, vision, vision, Color Color Color blindness, blindness, blindness, Cataract, Cataract, Cataract, Hearing Hearing impairment, impairment, Chronic Chronic Chronic disease, disease, disease, Cancer, Cancer, Cancer, Autoimmune Autoimmune Autoimmune disease, disease, disease, AIDS, AIDS, AIDS, Multiple Multiple Multiple sclerosis, sclerosis, sclerosis, Renal Renal failure, Cystic fibrosis, Tuberculosis, Diabetes, Hypoglycemia, Chronic fatigue syndrome, dysautonomia, dysautonomia, Spinal Spinal Spinal cord cord cord injury, injury, injury, Traumatic Traumatic Traumatic brain brain brain injury, injury, injury, Mental Mental Mental disability, disability, disability, Learning Learning Learning disability, disability, Alzheimer's disease, Phobia, Agoraphobia, Acrophobia, Aleurophobia, Anxiety disorder, Depression, Bipolar disorder, Obsessive compulsive disorder, Schizophrenia, Neurosis, Developmental Developmental disability, disability, Dyslexia, Dyslexia, Down Down Down syndrome, syndrome, syndrome, Attention Attention Attention deficit deficit deficit disorder disorder disorder and and and ADHD, ADHD, Hyperactivity, Autism, Other disabilities, Substance abuse, Alcoholism, Nicotine addiction, Illegal drug abuse, Prescription drug abuse, Senility Additional MaterialsComplete the summary of the story with one word in each blank.Marty’s storyMy name is Marty and I am “one in a 1_____”. In 2____ words, there are not many people in th e world like me. I have a muscle 3____ that the doctors don’t know exactly what is wrong with me and how to make me well. I don’t know I will get worse as I get older, or I will stay the 4____ as I Up Up until until until I I I was was was about about about 10 10 years old, I was the same as as everyone everyone everyone else else else in in my class. I don’t look any different from other people. My My life life life is is is a a a lot lot lot easier easier easier at at high school than it was at primary school. In In many many many ways ways ways my my my disability disability disability has has has made made made me me grow stronger and more independent. All in all, I have a good life. am now. I have learned to 5 _____ to my disability. My motto is: live one day at 6_____ time. One of the 7____ things about my disease is that I don’t look any different from other people. So sometimes kids at 8____ school laugh at me when I get out of 9____ after running just a short way. Sometimes, I am too weak to go to school, so I have 10____ a lot of lessons and I am a bit 11____ the others. My fellow students at high school are better. But there will always be a few who cannot see the real person 12 ____ my body, I do not get 13____, I just ignore them. All in 14 _____, I have a good life. I have a very busy life and I don’t have time to sit 15____ feeling sorry for myself. I like writing and 16____ programming. I spend a lot of time with my pets. In many ways my disability has made me grow stronger and more 17_____. I have had to work hard to live a 18 ____ life, but it has been worth it. If I had the chance/ to say one thing to healthy kids, it would be this: Don’t feel sorry for the disabled or make 19 ____ of them, and don’t ignore them either. Just 20_____ them for who they are and give them encouragement to live as rich and full a life as you do. （Key：1. million 2. other 3. disease 4. same 5. adapt 6. a 7. worst 8. primary 9. breath 10. missed 11. behind 12. inside 13. annoyed 14. all 15. around 16. computer 17. independent 18. normal 19. fun 20. accept）Comprehension questions1. What is the most difficult thing that Marty hates to do?-sightedness. A. He can’t see clearly because of his nearB. He can’t walk as quickly as other people.C. The doctors can’t tell him what’s wrong with him. im. D. Kids don’t understand him and sometimes they laugh at h2. Marty does the following to make himself happy except____.A. Raising lots of pets. B. Inventing a computer game. C. Going to the movies. D. Playing football with his friends. 3. What can we do to help Marty and others like him?A. We can accept people disabilities for who they are. B. We should pay more attention to their disability and pity them all the time. C. We should help them to do things like normal people. D. We should feel sorry for them and ignore their disability. 4. We can infer that Marty is a ___ person according to the passage.A. positive B. poor and sensitive C. strong D. dependent and easy-going (Key: 1.D 2.D 3. A 4. A) Notes to some difficult sentences1. Of course, there will always be a few who cannot see the real person/ inside my body,do not get annoyed, I just ignore them. (Reading)“get/become+过去分词” 中, , getget为助动词。
高中英语选修七教案：Unit1+Living+well+using+language+
Unit 1 Living WellPeriod 5 Using language 教案I．Teaching aims:• 1.Ask the ss to listen to the interview and train their listening abilities• 2.Discuss and talk something according to the topic on p7 • prehending Reading II• 4. Practise the writing skills of suggested letter.II. ProceduresStep1. Listen to the interview and then do the judgment.Barry Minto has just made a successful climb of Mount Kilimanjaro in Africa. Listen to him being interviewed on the radio.Tick the statement that are true.( T ) 1. Barry is blind.( F )2. Barry is between 25-45 years old.( T )3. The blind climbers got assistance from sighted companions.( F )4. More of the sighted group reached the top of the mountain than those who were blind or weak-sighted.( F )5. Next year Barry is going to climb Mount Qomolangma. Step2. Listen to the interview again and complete the notesbelow.Interview with Barry MintoAge of the blind and weak-sighted climbers.16-19Age of the sighted companions.25-45Height of Mount Kilimanjaro. 5,900 metersNumber in the disabled group. twelveNumber of the disabled who reached the top of mountain.nineNumber in the sighted group.fifteenNumber of the sighted who reached the top.sevenNumber of days to climb the mountain.5 daysNumber of days to come down the mountain.2 daysStep3.Listen to the latter part of Barry’s story where the interview congratulates Barry and wishes him future success, then complete Joan’s sentences.Barry: Of the 15 sighted climbers, only 7 made it.Joan: Oh, well done!Barry: Yes, it just shows you how determined the blind climbers were.…Joan: Well, Barry. I’m full of admiration for you and your companions. You have achieved something quite remarkable.Barry: Thanks. We’re very proud of ourselves.Joan: Mm, you should be. So, Barry, what’s your next big challenge?Barry: My ambition is to climb Mount Qomolangma one day.Joan: Amazing. I wish you every success in the future. Step4. Wishes & congratulationsExpressions:Congratulations.All the best.I’m proud of yo u.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.Dialogue practising (10m)In pairs make a short dialogue in which you offer congratulations and best wishes to your partner. First readthe situations below and choose one of them.Suggested answer:Situation 1: Student A has just passed his/her final exam.A: This letter has just arrived. It’s about my exam.B: Well, open it.A: It says I’ve passed.B: Congratulations. That’s wonderful.Situation 2: Student B has just started a new job.A: Your mother told me you have just started a new job.B: Yes. I’m working at the television station now.A: Really? That’s gr eat! I hope it goes well for you.B: Thanks. I hope so too.Situation 3: Student A has just won a gold medal in the city sports competition.B: Let’s see your medal.A: Here it is.B: It’s beautiful! Well done.A: ThanksSituation 4: Student B’s team has j ust won a football match.A: You look happy, what’s up?B: our team just won.A: Wow! That’s wonderful. You deserve it after training sohard.B: Yeah. And if we keep training like that we should win more games.A: I’m sure you will. Keep up the good w ork.Situation 5: Student A has just received her graduation certificate.A: Here it is at last, my graduation certificate.B: Let me see. Well done. I’m so proud of you.Situation 6: Student B has invented a new computer game.A: Did you really invent a new computer game?B: Yes, I did and a computer company is going to buy it.A: That’s amazing. I’m really impressed.Step5.Look at the pictures. Discuss the problems that people with walking difficulties might have in a cinema. Step5. Reading II A Letter to an ArchitectRead the text and do the exercisesSkimming questions:1.From the text we know that Alice Major advised the architect to consider _____ things.A Two B. three C. four D. five2.If the lifts are at the back of the cinema in cold, unattractive areas, this will make disabled people feel they are _____ othercustomers.A. more important thanB. as important asC. twice as important asD. less important than3. What does “hearing-impaired” mean?A. 耳聋的B. 听力受损的C. 耳朵修理的4.Which of the following is not true ?A.The buttons in the lift should be easy for people in wheelchairs to reach.B. There should be earphones beside someseats in a special area.C. There should be toilets for the disabled near the entrance to the cinema.D. There should be car parking spaces for thethe disabled and elderly.5. The writer wrote the letter to _____A. Remind the architect of the disabledB. Protect the rights of the disabledC. Show the attitude of being treated equally to theable-bodied peopleD. All of aboveStep6. Read again and do more exercises.1.What is the purpose of the first paragraph of the letter?2.Why do you think the writer has numbered her suggestions and useditalics?3.What is the purpose of the last paragraph?4.Can you think of any other things that the cinema could do to makeit accessible to disabled people?Scanning1. What is the purpose of the first paragraph of the letter?To tell the reader the purpose of the letter.2. What do you think the writer has numbered her suggestions and used italics?The writer has used numbers and a title in italics for each paragraph to organize the ideas and to make it easier for the reader to understand and remember the five suggestions.3. What is the purpose of the last paragraph?To finish the letter in a polite way and to put forward some reasons why the architect should consider the writer’s suggestions.4. Can you think of any other things that the cinema could do to make it accessible to disabled people?nguage points for reading II.1. in particular = especially/particularlyespecially 特别; 尤其specially 特意地; 专门地1) It was a good concert ---- I enjoyed the last song in particular.=It was a good concert, especially the last song.2) He came earlier ________ to find a seat in the front.be particular about / over 对……挑剔的My niece cares more for new clothes than anything else in the world ,so she is very ____about what she wears .A specialB strictC especialD particular2. Access to the cinema for people in wheelchairs and those who have difficulty walking.access n. 接近; 进入; 使用access to 进入/到达…的通路/方法; 拥有…的机会have /gain (no) access to sth.have access to the internethave no access to educationThe only access to the farmhouse is to cross the fields.Only the high officials have access to the building.have access to sth.=be accessible to sb.adj. accessible 可接近的; 可进入的; 可使用的1) Because of the snow, the village was not ______ by car.A. acceptableB. approachableC. availableD. accessible3. have little/ some/ great difficulty (in) doing sth= have little/ some/ great difficulty with sth我在英语对话方面有些困难。
人教版高中英语选修7全册教案(pdf)版
人教版高中英语选修7全册教案Module 7Unit 1 Living wellＩ．单元教学目标技能目标Goals▲0 Learn about Disability and Life of disabled people▲1 Talk about Disability and Life of disabled people▲2 Practise Introduction and Wishes &congratulations▲3 Revise the Infinitive▲4 Write a letter of suggestionII．目标语言功能句式1.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.2.Wishes &congratulations Congratulations.All the best.I’m proud of you.I wish you success.Good luck.Well done.I’m very impressed by your performances. 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, drum, movie, ambition, beneficial, clumsy, adapt, motto, microscope, breath, absence, stupid, fellow, annoy, annoyed, industry, tank, independent, encouragement, conduct, politics, literature, resign, handkerchief, assistance, companion, latter, congratulate, graduation, certificate, architect, basement, elder, elderly, dignity, accessible, bare2. 认读词汇Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration, remarkable, Sanders, earphone, impair, italic, community3. 词组in other words, out of breath, all in all, make fun of , all the best, in particular4．重点词汇disability, disabled, adapt, annoy, conduct, congratulate, accessible结构Revise the InfinitiveThe infinitive can be used1. as the subject2. as the predicative,3. as the object4. as the object complement5. as the adverbial6. as the attribute重点句子I have learned to adapt to my disability.Every time after a long absence from school, I feel really stupid because I am a bit behind the others.All in all, I have a good life.Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.III．教材分析与教材重组1.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。
高中英语人教版选修7 教学设计 Unit 1
Unit 1 Living well(Warming Up — Comprehending)Warming Up is made up of two parts：discussing and talking. The purpose is to get students interested in the topic “disabilities”. The reading passage Marty’s Story presents a story that although Marty is a disabled boy, he never feels sorry for himself and he leads a good and busy life. This is the key part of this unit.It is the fifth unit of the New Senior English For China Student’s Book 7. It mainly practices the ability of reading and writing of students. The book includes a large number of new words, which are difficult for my students to understand. Therefore, it is important for them to preview the new words and the reading parts. The English of my students is poor. So it is difficult for them to get the main idea of the reading.【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.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.MultimediaPart 1 ReadingStep 1Warming upWith a partner, discuss what their disability might be.Q1:What are disabilities?Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, and even achieve great success.Q2:Do you know of any famous people who are disabled? What do they do?Ask them to answer the questions.Give a conclusion:“Even as he sits helpless in his wheelchair, his mind seems to soar ever more brilliantly across the vastness of space and time to unlock the secrets of the universe.”Q3:Introduce Ludwig Von BeethovenStep 2 Pre-reading。
选修 7 Unit 1 教学设计
Unit 1 Living Well教学设计Period 1: Warming 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 with disabilities can also live wellTeaching ProceduresStep I. Warming upWarming up by defining:Before we read about disabilities let’s try to define it first.●What is disability? How many different types of disabilities do you know?Warming up by talking:In groups of four talking about what you know about disabilities. Use these words in the above box to support your talk.Talking about disabilitiesTalking about famous people with disabilities Reference OneLook at the four pictures and read what these people have achieved. The students in the pictures each have a disability. With a partner, discuss what their disability might be. The following list might help you.mental disability learning difficulty hearing problem difficulty with eyesight brain injury loss of an arm or leg severe illness deafness walking difficultyRada Barry Sally Gao QiangStep 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 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.Say 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 underliningNow have a question and answer period. Ask them if they have any points they do notunderstand. Put the questions out and discuss them.3.Reading and transferringSkim the text and complete the table below.prehendingTask 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 rich2. Marty has __________ disease.A. a mentalB. a muscleC. an eyeD. a leg3. 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.Read Marty’s story and fill in the chart.2. Discuss these questions with others in your class.1 What kind of person do you think Marty is?2 What do you think is the most difficult thing that Marty has to deal with in his life?3 How would your life change if you were to develop a muscle disease like Marty’s?Suggested answers:1. Marty seems to be a fairly positive person who considers he has a good life. he is realistic about his disability but does not let this stop him doing as much as he can. He is a mentally strong, independent boy.2. Missing lots of school, not being able to run around and play sports like other boys at his age, people not understanding that he has a disability.3. The students can answer this question according to their own thinking.3 Write a summary in one sentence for each paragraph.1.__________________________________________________________2.__________________________________________________________3.__________________________________________________________4.__________________________________________________________5.__________________________________________________________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 answers with others in your class.1.What kind of things does Marty do in order to make his life happy andsatisfying?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 do not require physical strength. He has friends with whom he can go to movies and 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 on their 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 as everyone else.Period 2: Learning about Language (Revise the use of Infinitive)Teaching AimsTo discover and learn to use useful words and expressionsTo discover and learn to use useful structuresTeaching ProceduresStep I. Warming up by discovering useful words and expressions Step II. Discovering useful words and expressionsDoing vocabulary exercisesTurn to pages 4-5 and do exercises 1 and 2.Step III. Reading and discovering useful structuresNow read the text again to find as many examples of the infinitive 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:B: The full infinitive consists of two words, to+ verb, as shown above. But after certain verbs and expressions we use the form without to, i.e. the "bare infinitive" ，for example:You had better say nothing.C. It is normally advisable to put any words between the "to" and the verb, but see split infinitive.D. To avoid repetition, an infinitive is sometimes represented by its To.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 the windows.b. Usually infinitive constructions of this type consist of it+ be+ adjective (for sb)+ to do 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) to learn 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 is a difference in meaning.E.g. I regret to inform you that your application has been unsuccessful, to indicate 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 to bewritten 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 passive1. 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 Infinitive:After 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 co nsidering ___ 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 make D . 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 your examination 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. O h, it’s very cold here, let’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参考答案1-10 CBBAB AACCC 11-20 ABAAC ADBBD21-30 DBDBC CBBBC 31`-40 BBADB CCABC41-53 CABCB CCBBB DBAStep IV. Closing downTo end the period you are to do grammar Ex.1 & 2 on page 5&6.Deal with Ex1&Ex2 in the Discovering useful words and expressions. During thisprocedure students are asked to use an English-English dictionary. Because a good learner’s English-English dictionary gives example sentences to show how a word is 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 English-English dictionary. Then I will ask some of you to explain them in English.Show the following words on the PowerPoint.independent, fellow, ambition, disability, eyesight, motto, encouragement, beneficial If students don’t have an English-English dictionary, Teacher shows the explanation on the PowerPoint.i ndependen t :not determined or influenced by someone or something else; Although she is young, she is very independent.fellow: a peerWe were school fellows.ambition: the object or goal desiredOne of his ambitions is to become the President of the Motor General.disability: the condition of being disabledHe gets a disability pension from the Government because of his disabilities in a fire accident.eyesight: the faculty of sight; vision.Her eyesight is very good.motto: a maxim adopted as a guide to one's conduct.The school motto is 'Never lose hope.'encouragement: the act of encouraging.He owed his success to his wife's encouragement.beneficial: producing or promoting a favorable result; advantageousa temperate climate beneficial to the healthAfter the explanation of the words, ask students do Ex 1 individually. Five minutes later check the answers with the whole class.After dealing with Ex1, ask students to Do Ex2 in groups. Then check the answers with the whole class. Show the suggested answers on the PowerPoint.Deal with Ex1 &Ex2 on Page 48. Students are asked to do the exercises in groups.Then show the suggested answers on the PowerPoint.As for Ex3 Teacher will ask 10 students to translate the 10 sentences. And give them immediate help when necessary.Period 3: Using Language(Offer wishes & congratulations / A Letter to An Architect)Teaching AimsTo listen about a disabled person’s story of successful climbing Mount Kilimanjaro To learn to offer congratulations and best wishesTo talk about the problems that people with walking difficulties have in their daily life To write a letter of suggestionTeaching ProceduresStep I. Warming up by talking about Mount Kilimanjaro. Ask them where Mount Kilimanjaro is(in Africa). Talk about mountain climbing by using the following pictures.About The MountainMount Kilimanjaro, the highest Mountain in Africa, is located in northern Tanzania (formerly called Tanganyika). It is located around 200 miles south of the equator. Mount Kilimanjaro, an extinct volcanic Mountain, is 19,341 feet in height.Mount Kilimanjaro is located within the boundaries of Mount Kilimanjaro National Park. The National Park, 756 square kilometers is size, was originally established as a game reserve in the early 1900's. In 1921, the government of Tanganyika renamed the game reserve to a forest and game reserve. In 1957, the Tanganyika National Parks Authority with support from many local and international conservation organizations and interest groups formally proposed the establishment of a national park at encompassed Mount Kilimanjaro. The area above 2700-meter contour was established as Kilimanjaro National Park and was officially opened for tourism in 1977. In 1989, the World Heritage Convention declared the Park a World Heritage site.Step II . Listening and speakingTo climb a mountain like Kilimanjaro is really tough, not to mention a person withdisabilities. However, Barry Minto , who is blind, made it. And he became famous. He is being interviewed on the radio. While listening to the interview, finish Task 1-4. By using the following expressions, work with you partner to create dialogues offering congratulations and best wishes.A sample of offering wishes and congratulationsB: Congratulations on your promotion..A: Thanks. And I’m glad all my hard work has paid off.B: You really had a hard job last year. Anyway, everything favors you now.A: Thank you. Hey, how about your side, you are going to take a study trip abroad, I was told?B: Yes, and we are taking our leave soon. Actually, I’m here to say good-bye to you. A: Well, have a nice trip and good luck in your new life.B: Thanks.After students have finished the exercises in the textbook, show the students some more situations.Give the following two situations for students to practice offering congratulations and best wishes.Situation 1 One of your classmates has just won a gold medal in the China Daily Oral Competition.Situation 2 Your friend has just passed his driving test.Step III. Read the text A Letter to An ArchitectNow play the recording of the text A Letter to An Architect and ask the students toread aloud to it, underlining all the expressions useful to you at the same time.Facilities For People With Disabilities Seats designated for wheel-chaired patrons in the performing venues.Tactile-Braille indicators in the passenger lifts.Ramps （斜坡）for wheel-chaired patrons at suitable locations.Toilets for People with Disabilities in the foyer （休息厅）, ground floor and the second floor.Audio and visual signals of the emergency alarm system.Step IV . DiscussingNow answer the questions about the letter.1. What is the purpose of the first paragraph of the letter.2. Why do you think the writer has numbered her suggestions and used italics?3. What is the purpose of the last paragraph?4. Can you think of any other things that the cinema could do to make it accessible to disabled people?Suggested answers:1. In the first paragraph Alice tell Ms Sanders she is writing to make suggestions on the easy use of the cinema by disabled customers.important information.3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised.4. The students can answer this question according to their own knowledge.Step IV. Closing down by writingReading, speaking and writingShow pictures of a cinema, including inside and outside facilities. Ask students to discuss what problems that people with disabilities sometimes have in a cinema. Divide the students into different groups .They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Make sure all the students have their own opinion.(After the discussion)T: Now please stop discussing. Alice is a warm-hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built, she wrote a letter to make suggestions. Here is the letter that gives suggestions to an architect who is to design the new Bankstwon cinema. Let’s find out what suggestions Alice gives.SkimmingStudents can find the answers quickly, because they are printed in the pink color. Careful readingHelp students to analyze the letter so that they will learn how to write a letter of suggestion.T: Now please read the text carefully and think about the questions in Ex2 on Page 9. After students read the text carefully, they will discuss the questions in Ex2 in groups. Several minutes later, check the answers with the whole class.Suggested answers:1. In the first paragraph Alice tell Ms Sanders she is writing to make suggestions on the easy use of the cinema by disabled customersinformation.3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised.T: After we read Alice’s suggestion lett er, do you know how to write a letter of suggestion? Please discuss in groups. Then we will work together to write a format of a suggestion letter.(After the discussion)Show the following on the PowerPoint or print it out.A letter of suggestionA letter of suggestion normally has five parts.5.The HeadingThis includes the address, line by line, with the last line being the date. Skip a line after the heading.2. The Greeting.The greeting always ends with a comma. The greeting should be formal, beginning with the word “dear”.3. The body. Also known as the main text. Generally speaking, the body includes three parts. The first part (usually the first paragraph) tells the receiver that you are writing this letter to make suggestions on something, and the main part tells clearly what your suggestions are. The last part (usually the last paragraph) asks the receiver to consider your suggestions. Don’t forget to encourage the receiver to take your suggestions. Skipping a line between paragraphs, especially in typed or printed copy, also helps the reader.4. The complimentary close. This short expression is always a few words on a single line. It ends in a comma. The complimentary close begins with a capital letter and ends with a comma.5. The signature line. Type or print your name. The handwritten signature goes above this line and below the close. The signature line and the handwritten signature are indented to the same column as the close. The signature should be written in blue or black ink. Skip from one to three spaces (two on a typewriter), and type in the。
选修七Unit 1第1课时基于学习方案的教学设计
选修七Unit 1第1课时基于学习方案的教学设计选修七Unit 1第1课时基于学习方案的教学设计项目内容教学内容关于残疾人的相关信息，特别是生活、学习和工作情况，目的在于理解、尊重和支持残疾人，共同提高生活质量、享受生活。
学习目标从以下学习目标中确定四类、每类至少一项作为自己本单元的学习目标。
语言知识（1）复习和学习与残疾有关的话题词汇的意义及用法；（2）复习和进一步掌握动词不定式的用法；（3）复习和巩固“祝愿和祝贺”的表达法，和委婉地提建议的方法。
语言技能学会根据语用目的表达祝愿和祝贺，以及委婉地提出建议。
语言运用（1）能通过图式建构来获取和处理篇章信息，理解语篇意义；（2）能利用阅读技能获取文章主旨和作者意图；（3）能利用构词法和上下文猜测生词意义；（4）能写简单的建议。
文化意识初步了解残疾人的大致情况。
情感态度（1）进一步了解并尊重残疾朋友，体现平等合作精神；（2）进一步形成正确的人生观、价值观和世界观，把握生活的真谛。
学习策略（1）借助联想建立相关知识之间的联系；（2）在学习中借助图式等非语言信息进行理解或表达。
从以下学习目标中确定四类、每类至少一项作为自己本课时的学习目标。
语言知识（1）复习和学习与残疾有关的话题词汇的意义及用法；（2）复习和进一步掌握动词不定式的用法。
语言技能学会根据语用目的表达祝愿和祝贺，以及委婉地提出建议。
语言运用（1）能利用阅读技能获取文章主旨和作者意图；（2）能利用构词法和上下文猜测生词意义。
文化意识初步了解残疾人的大致情况。
情感态度（1）进一步了解并尊重残疾朋友，体现平等合作精神；（2）进一步形成正确的人生观、价值观和世界观，把握生活的真谛。
学习策略（1）借助联想建立相关知识之间的联系；（2）在学习中借助图式等非语言信息进行理解或表达。
任务从以下任务中选定一项作为你学习本单元要完成的任务。
1、阅读课文，理解课文的语用目的（介绍残疾朋友的生活、学习和工作情况，表达相互尊重、相互理解和相互关爱的生活态度），了解残疾人生活困难，写出帮助残疾朋友的必做五件事（five must-do）。
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人教版高中英语选修7Unit1
一、教案背景
，面向学生：√中学□小学2，学科：英语 2，课时：23，学生课前准备：熟悉课相关的重要词汇，本文的话题是围绕“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“身残志坚”的主题。
引导学生谈论对“残疾”这一话题的看法，让学生了解残疾人取得的成就进行讨论，通篇阅读全文，把握文章的大
意让学生了解F amily Village网站的基本情况。
借助标题和图片讨论该网站的主要内容和作用。
二、教学课题
知识与技能目标：I、让学生掌握以下单词和短语的用法：
ambition,absence,beneficial,adapt,annoy,access,in other words, all in all,cut out,
in many ways,resign, congratulation
II、让学生学会运用以下重点句型：
1.She was proud to have recently presented her country in an athletics competition.
2.F o r d i s a b l e d c u s t o m e r s i t w o u l d b e m o r e c o n v e n i e n t t o p l a c e t h e t o i l e t
s n e a r t h e e n t r a n c e t o t h e cinema.
过程与方法目标：1、带领学生讨论问题2、阅读全文，找出重点单词、短语和句型，加以分析讲解，使学生达到学以致用的境界。
3、学习正式信件的写法和用语
4、引导学生去体会马蒂菲尔丁的情感变化，提高他们关心、理解、帮助他人的意识。
三、教材分析
Reading部分，由残疾人Marty Fielding 在网页上叙述自己的故事，他患了至今无法认识的
肌肉疾病，身心倍受摧残，但痛苦的磨练也让他变得更加坚强，更好地认识人生，决心要过好人生的每一天：“Live one day at a time”他展示了他复杂的情感变化过程：希望破灭后的迷惘、焦虑、恐惧、对同情和理解的渴望，以及自我接受、被人接受后重新燃起的希望和喜悦。
教学重点：
1、重点的单词、词组及句型用法
2、训练学生总结归纳段落大意的能力
3、培养学生关心、帮助残疾人的良好意识，激发学生自尊、自立、自强的精神
教学难点：
1、重点单词短语的用法
2、学习正式信件的写法和用语
3、深入理解和进一步运用语法动词不定式
教学之前确定教学重难点，上网搜索Family Villaged的资料，了解其情况，确定恰当的教学方法与参考资料。
然后根据教学的需要，引导学生上网搜索出有关课文的录音与图片，让学生熟读读课文，培养英语语感。
看到相关的图片之后，提高学生主动关心、帮助弱势群体的意识，同时学习以乐观的态度、顽强的毅力面对人生。
四、教学方法
讲授法、演示法、训练法、课堂讨论法
1、讲解重点的单词、短语以及动词不定式的用法
2、演示经典句型例子，播放相关图片
3、讨论健康的人如何关心、帮助残疾人
4、训练语法和学习使用“祝贺和祝愿”用语自行设计情境对话
五、教学过程
第一课时
Readin
上网搜索Family Village信息情况了解残疾人讲述的故事，从中受到激励，学习残疾人身残志坚，独立、自强的精神
【课程导入】以问题的形式导入新课：
What is Marty Fielding’s story about?
What can you learn from him?
【教学要点】讨论有关火山的话题，回答相关问题
1.【学生活动】小组讨论
【教师活动】检查提问，加以补充引导
百度资料让学生找到课文的真正出处，从网上欣赏到原创的内容。
【学生活动】
要求学生阅读信件，给电影院建筑师的信，请他考虑残疾者的需求。
学生范文展示：
师生共同点评作文
第二课时
【板书】
Reading: Marty’s Story
Answer the questions at the page of 3 in the Book7
【学生活动】
1.朗读课文，找出难单词句子。
2.结合课本P3页第一题，第二题，了解课文大意，进一步熟悉课文内容。
3. 找出包含语法不定式的句子。
【教师活动】
I .带领学生完成课三题的讨论。
II. Complete the following passage with the words learned i n this unit.adapt to, cut out, in other words,out of breath, make fun of, all in all, in many ways,sit around There was a time when children with mental dsabilites were prevente d from living a normal life__________________. They used to __________ in their own homes after b eing educated i n
special schools. Other people sometimes _________them. But now things are chaning. There e are
training programmes for young people with mental disabilities, which have proced ve ry beficial.
Students like Xie Li, mentally disabled from birth, now have a chance to become athletes. But it is a challenge. She has to ____________ traububg programmes as well as mixing with other able-b o d i e d a t h le t e s.“X i e L i’s c o n f i d e n c e h a s g r o w n,”s a i d h e r f a t h e r.“S h e l o o ks
much better
and is not so often _________________after her training. ____ ____________her mother and I are very happy with her progress .”So instead of ___________ mainstream activities, mentally di sabled students can
become part of the mainstream. _____________they can lead a more fulfilling life.
2.讲解课文中的重点单词短语。
3.语法“动词不定式”的用法
【课堂小结】
1.由于结合了百度中的可视性素材及练习，学生的学习积极性高。
2.从做练习的效果看，学生掌握情况良好。
3."动词不定式"用法还是学生学习的难点。
六、教学反思
课堂上让学生动起来，多表扬鼓励学生，为学生营造良好的学习氛围，充分发掘学生的学习潜能，进一步调动学生学英语的积极性。
鼓励学生多开口用英语表达个人观点，不要害怕犯错误，学生本来就缺乏信心，老师应该多发现学生的闪光点，不断提升学生的自信心，还要多关心爱护我们可爱的学生们！
课文中的经典句型结构要求学生熟练背诵默写，并能仿造英语例句，以达到学以致用的境界。