人教版 高中英语选修7 Unit 1 Living well Period three grammar 动词不定式的用法学案
人教版高中英语选修7Unit 1Living well
核
5．My friend's talking with full food in his mouth _a_n_n_o_ye_d_ 心
两
素
语
me.Although I am _a_n_n_o_y_e_d with him about his _a_n_n_o_y_in_g_
养 达
基 础
habit, he can't get rid of it.(annoy)
养 达
基 础
标
headmaster made students greatly _e_nc_o_u_r_a_ge_d__．Thanks to his
知
识 梳
e_nc_o_u_r_ag_e_m_e_n_t,students studied harder than before.(encourage) 课
养 达
基 础
clean.(benefit)
标
知
识 梳
8．Over half of the students in our class _a_p_p_ro_v_e_d_ of another 课
理
时
basketball match with Class Two, but their _a_p_pr_o_v_a_l _ was 提
时
提
能
练
返 首 页
课 前 三 言 两
语拓
基 础
展
知
识单
梳
理
词
重 难 考 点 探 究
11
核
心
素
2．ambition n．雄心；野心→_a_m_b_i_ti_o_us__ adj.有雄心的；有野
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。
2022年人教版高考英语考点复习选修7 Unit 1 Living well
选修7 Unit 1 Living wellThe Disabled Demand More Help残疾人要求更多帮助Few people relish a visit to the dentist. For those who are autistic, it can involve unusual torment—some people with the condition have extremely sensitive mouths. Most of China’s autistic people avoid going. But bad teeth can also make them miserable. So last year the Shenzhen Autism Society, an NGO in the southern Chinese city, launched an attempt to make dental treatment less scary for some.The programme has helped about 45 autistic people aged between 4 and 40 to conquer their fears. Participants have been encouraged to engage in pleasurable distractions while waiting, and to spend time getting comfortable in the dentist’s chair before procedures begin. With younger ones, their parents’ mouths are sometimes examined first. One nervous father summoned up the courage to undergo a treatment that his son needed, too. Watching this encouraged the autistic boy to allow the same to be done to him.【外刊概要】本篇文章介绍了中国南方城市深圳的非政府组织深圳自闭症研究会去年发起了一个项目, 以求减轻自闭症患者对看牙的恐惧。
人教版新教材选修7Unit1 Living well
人教版新教材选修7Unit1 Living wellReading Marty’s Story宁德市高级中学郭海平一、教材分析本教材是人教版新教材选修7 Unit1 Living well (Reading Marty’s Story)本单元的中心话题是“残疾”，具体涉及“残疾人的生活”，“如何关心残疾人”等。
语言技能和语言知识都是围绕：“残疾”这一中心话题设计的。
本部分是该单元的主要阅读材料，既具备了大量的信息又集中了有用的词汇和语言结构，文章通过马蒂在网页上讲述自己的故事引导学生去体会马蒂的情感变化，提高他们关心，理解，帮助他人的意识。
前面的Warming up 是该部分的铺垫，引导学生谈论对“残疾”这一话题的看法，让学生了解一些残疾人的成就，并组织简短的讨论，后面的几个部分都是Reading的延伸和扩展。
所以说Reading部分承载了本单元的主要信息以及起到承上启下的作用。
二、三维目标（1）Target language语言目标a、重点词汇和短语disabled,beneficial,clumcsy,motto,microscope,absence,stupid,fellow,annoyed,in dustry,tank,independence,encouragement,in other worse,adapt to,out ofbreath,absence from school,fellow students,all in all,get annoyed,make fun ofb、重点句式They can’t tell me whether I will get worse as I get older,or I will stay the same as I am today.Every time after a long absence from school,Ifeel really stupid because Iam abit behind the others.As well as going to the movies and football matches with my friends when I am well enough,I spend a lot of time with my petsIn many ways my disability has made me grow stronger and more independent.(2)Ability goals能力目标1) 掌握提取信息，分析信息，解决问题的能力。
高中英语选修7 Unit 1 Living well period 2 课件2 共39张 精品
4. I don’t have time to sit around feeling sorry for myself. attribute
5. I am the only student in my class to have a pet snake. attribute
6. A big company has decided to buy it from me. object
5. 作定语 不定式放在被修饰的名词、代词后面，往往 表示未发生的动作。 I have a lot of work to do. She is the first student to come to school. I have some books for you to read. She is looking for a room to live in. There is nothing to worry about.
1) 不定式有时和连接代词/副词构成宾语。
你记得哪一条路到那儿吗？ Do you remember which way to get there? 下一步干什么你决定了吗? Have you decided what to do next? 我来问他怎么样开这机器。 I’ll ask him how to operate the machine.
adverbial 10. We must call on local government to
give financial assistance to disabled people.
object complement
一. 不定式在句中的功能 1. 作主语: 那样做是很幼稚的. To act like that is childish. 为避免句子出现 “头重脚轻”现象，常用it 做形式主语，将真正主语的不定式后置。 要学好英语不是那么容易的。
人教版英语选修7 Unit1 Living well--Period2
Unit 1 Living wellPeriod 2 A sample lesson plan for Learning about Language(Revise the Infinitive)IntroductionIn this period students will be first helped by the teacher to discover and learn to use some useful words and collocations, and then to discover and revise the infinitive. The following steps of teaching may be taken: warming up by working on the ty pe of writing and summary of Marty’s story，learning about the Infinitive，listening, reading and pleting，learning and finding，making sentences with the Infinitive and closing down by reading a poem in English.ObjectivesTo help students revise the infinitiveTo help students discover and learn to use some useful words and collocationsTo help students discover and learn to use some useful structures Procedures1.Warming up by working on the ty pe of writing and summary of Marty’sstoryIt is important to find main ideas when reading. Main ideas help you remember important information.The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or explain the main idea.Read the text to find the main idea.We shall first go back to page 8 to read the text to plete the table below.2. Learning about the InfinitiveInfinitiveAn infinitive is the simple present form of a verb used as either a noun, adjective, or adverb. The verb of the infinitive is normally preceded by the word to. When the infinitive follows some verbs as the direct object, the “to〞 may be dropped.An infinitive phrase is the infinitive plus any plements and any modifiers of the infinitive and plements.As a Noun: He helped to write the program.As an Adjective: Lydia was looking for a way to earn money.As an Adverb: He shouted to get our attention.To Dropped: He helped write the program.In the above examples, the infinitive is italicized and the infinitive phrase is underlined.3. Listening, reading and pletingNow you are going to listen to a short paragraph about Zhang Haidi. The model status of Zhang Haidi (Shandong Province,1955), widely publicized in print and in propagandaposters from 1983 on, is an interesting one. ZhangHaidi, also known as Ling Ling, became a paraplegic atthe age of five following four operations for theremoval of tumors in her spine. When she received newsthat her illness was incurable, she was reported to have attempted to mit suicide by taking sleeping pills, an action usually considered as a betrayal of the revolution and as evidence of discontent with socialism, and therefore as the act of a coward. She never went to school, but through diligent self-study, she learned to read books on politics, literature and medical science. She also learned foreign languages, including English, Japanese and German. She did not only function as a model because of her intellectual acplishments or her devotion to serving others, but also because "... In Lei Feng, Chinese youths had to reach for munism. In Zhang Haidi, munism reaches for Chinese youths."Now you are to plete the two paragraphs on page 4 choosing the right words from the list.4. Learning and findingWhat is an Infinitive?The infinitive usually occurs with 'To' (for example To go, To e, To wear etc.), except after an auxiliary or modal verb.It is a verb form that shows no person, tense or aspect.EXAMPLES OF THE INFINITIVE:I had to goI must goI want to singTo err is humanYou don't know herYou may eThe following verb forms are derived from the Infinitive:i/ Imperative (same as Infinitive but without 'To')ii/ Present Simple (same as Infinitive without 'To' but the third person singular takes 's')iii/ Present Participle or Gerund (add 'ing')Now read the text once again to find and copy on page 5 all sentences which contain examples of the Infinitive.5. Making sentences with the Infinitive。
人教版高中英语选修7《Unit 1 Living well》教案2篇
人教版高中英语选修7《Unit 1 Livi ng well》教案2篇Teaching plan of unit 1 living well编订：JinTai College人教版高中英语选修7《Unit 1 Living well》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文档下载后内容可按需编辑修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修7《Unit 1 Living well》教案2、篇章2：人教版高中英语选修7《Unit 1 Living well》教案篇章1:人教版高中英语选修7《Unit 1 Living well》教案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。
选修七Unit1 Living well Period 1
Unit 1Living wellPeriod 1 Warming Up，Pre－reading and Reading设计者邵宁宁教材分析WarmingUpismadeupoftwoparts：discussingandtalking.Thepurposeistogetstudentsinterestedinthetopic“disa bilities”．Theteacherfirsta sksstudentstotalkaboutpeoplewithamentalorph ysicaldisabilitytoseehowmuchtheyknowaboutdisabilities.Next，askstudentstolookatthepicturesandr eadwhatthesepeoplehaveachievedeven thoughtheyeachhaveadisability.Finally，findoutwhatdisabi litytheymighthaveaccordingtoeachdescriptionbelowthe picture.Meanwhile，makesurestudentslearnsomeusefulnewwordsandexpressionsinthisunit.Pre－readingprovidesashortpassageaboutawebsitecalled“Family Village”．Askstudentstoreaditand findoutthepurposeofthewebsite.Makesu rethestudentshaveabasicknowledgeofthewebsiteforthedisabled.ThereadingpassageMarty'sStorypresentsastorythatalthoughMartyisad isabledboy，heneverfeelssorryforhimselfandheleadsagoodandbusylife.Thisisthekeypar tofthisunit.Theteachercanfirstgetstudentstoskimforthemainideaofeachparagraphinthereadingpassage，andthenscanforfurtherunderstanding.Inordertoletstudentsfullyunderstandt hepassagewhilereading，theteachershouldanalyzethechangeofMarty'sfeelingovertimeandnextguide studentstowriteaminibiographyforMarty.Toconsolidatetheco ntentsofthereadingpassage，theteacherwillpresentsomepoemstostudentsforappreciation.三维目标知识目标1．Getstudentstolearntheusefulwordsandexpressionsinthisunit.eyesight，ambition，disabled，beneficial，inotherwords，clumsy，adapt，microscope，outofbreath，absence，stupid，fellow，annoyed，allinall，industry，tank，makefunof，encouragement，adaptto2．Helpstudentstolearnaboutdisabilitiesandlifeofthedisabled.能力目标1．LetstudentsreadthepassageMarty'sStorytodeveloptheirreadingabil ity.2．Enablestudentstoknowthatpeoplewithdisabilitiescanalsolivewell.情感目标1．Bytalkingaboutdisabilitiesandlifeofthedisabled，makesurestudentscanlearnsomepositivestoriesofthedisabled.2．Helpthemunderstandmoreabouthowchallenginglifecanbeforthedi sabled.3．Developstudents'senseofcooperativelearning.教学重点Getstudentsinspiredbypositivestoriesofthepeoplewithdisabilities.教学难点1．Developstudents'readingability.2．Helpstudentsunderstandthedifficultiesthedisabledhavetoovercom e.教学方法1．Task－basedteachingandlearning.2．Cooperativelearning.错误!Step1Warmingup1．WarmingupbydiscussingFirstaskstudentstotalkaboutpeoplewithamentalorphysicaldisabilitytos eehowmuchtheyknowaboutdisabilities.Thenshowsomephotosofpeoplewit hdisabilities.Studentswillbeaskedtodiscussthefollowingquestionsinsmallgr oups.Doyouknowanyfamouspeoplewhoaredisabled?Whatdifficultiesdotheyhavetoovercomeindailylife?Whathavetheyachieved?Suggestedanswers：StevenHawkinghasamuscledisease，buthemakesgreatcontributionsinscienceandputsforwardhistheoryaboutblac kholes.Beethovenwasdeafinoneearwhenhewas26andtotallydeafattheageof35，buthewasagreatcomposer.HelenKellerwasdeafandblind，butshewasagreatwriter.2．WarmingupbytalkingFirst，askstudentstolookatthepicturesandreadwhatthesepeoplehaveachievedeven thoughtheyeachhaveadisability.Next，workwithpartnerstotalkaboutwhatdisabilitytheymighthaveaccordingtoeac hdescriptionbelowthepicture.Suggestedanswers：Rosalynisinawheelchair.Shehaswalkingdifficulty.Richardhasdifficultywitheyesight，sohecan'treadthequestionsorwritetheanswersforhiscollegeentranceexams.Sallyhashearingproblems (thoughnotdeafasshecanstillunderstandloudspeechinthecinema>．GaoQiangwasbornwithDown'sSyndrome，whichisamentaldisability.SomeDoun'sSyndromeDown'sSufferershavemad eagoodcareerasactors.Step2Pre－readingAsk studentstoreadtheshortparagraphinPre－readingcarefullyandfindoutthepurposeofthewebsite“Family Village”．Suggestedanswers：1．Togiveordinaryyoungpeoplewithadisabilityachancetosharetheirst orieswithothers.2．Toinspireotherdisabledpeople.3．Togetnon－disabledpeopletounderstandmoreabouthowchallenginglifecanbeforpeople withdisabilities.Step3Reading1．SkimmingGivestudents2minutes；askthemtoreadthepassagefasttofillintheblanks：Sumupthemainideaofeachparagraph：Paragraph1：A(n>______toMartyandhismuscledisease.Paragraph2：Howthedisease______.Paragraph3：Martymetalotof______atschool.Paragraph4：Howhislifehasbecome______.Paragraph5：The______ofhisdisease.Suggestedanswers：Paragraph1：Anintroduction_toMartyandhismuscledisease.Paragraph2：Howthediseasedeveloped/started.Paragraph3：Martymetalotofdifficultiesatschool.Paragraph4：Howhislifehasbecomeeasier.Paragraph5：Theadvantagesofhisdisease. 2．Scanningfordetailedinformation Askstudentstoreadthepassagecarefullytolocatethedetailedinformation.(1>Firstaskstudentstoreadparagraphoneandcompletethechartbelow.Suggestedanswers：Amusclediseasethatmakeshimveryweak.(2>Nextreadparagraphstwoandthreeandchoosethebestanswer. WhydidthedoctorscutoutapieceofmusclefromMarty'sleg? A．Becausetheycouldcurethediseasebycuttingitout. B．Becausetheywantedtouseitasaspecimen(标本>．C．Becausetheywouldtransplant(移植> thenewmuscle. D．Becausetheywantedtofindoutthecauseofthedisease.Key：D(3>Readparagraphfourandanswerthefollowingquestions：①WhatisMarty'sambition?②WhatisMarty'sachievement?③WhatisMarty'shobby?Suggestedanswers：①Marty'sambitionistoworkforafirmthatdevelopscomputersoftwarew henhegrowsup.②Martyinventedacomputerfootballgameandabigcompanydecidedtob uyitfromhim.③Aswellasgoingtothemoviesandfootballmatcheswithhisfriends，hespendsalotoftimewithhispets.Hehastworabbits，aparrot，atankfulloffishandatortoise.(4>AskstudentstofindMarty'sadviceinparagraphfive.Suggestedanswers：错误!Step4Consolidation1．Askstudentstoreadthewholepassageandchoosethebestanswers.(1>Whichofthefollowingisfalse?A．Althoughthereareafewstudentswholookdownuponhim，Martynevergetsannoyed.B．Martyleadsameaningfullifeanddoesnotfeelsorryforbeingdisabled.C．Martyonlyspendstimewithhispetsandneverwithhisfriends.D．Marty'sdisabilityhasmadehimmoreindependent.(2>Fromthepassagewecaninferthat______.A．MartyasksotherstofeelsorryforhimB．MartyneverlosesheartC．MartyisafraidofbeingmadefunofD．Martywillnotacceptanyencouragementbecausehehasgrownstrong erpsychologicallyKeys：(1>C(2>B2．AskstudentstoworktogethertowriteaminibiographyforMartyaccor dingtothetext.StatusSuggestedanswers：3.Discussinpairstogetthemainideaofthepassagebyfillingintheblanks.Thoughheisa______person，Martyneverfeels______forhimselfandhe______hislife.Suggestedanswers：disabled；sorry；enjoysStep5Discussion1．Askstudentstodiscussthefollowingquestionsinsmallgroups.(1>HowdidMarty'sfeelingchangedovertime?(2>WhatkindofpersondoyouthinkMartyis？Canyouuseadjectivewordstodescribehim?Suggestedanswers：(1>ThechangeofMarty'sfeelingovertime：hopeful→hopeless→stupid→notgetannoyed→good/busy(2>WecanseeMartyisoptimistic/brave/independent/strong－minded.2．Showavideoof“Qian shou Guanyin”tothestudentsandencouragethemtorememberthefamoussaying：“Wherethereisawill，thereisaway.”Step6AppreciationAskstudentstoreadtwopoemsforappreciationwhenfacingobstaclesinth efuture.FacingObstacles (TwopoemsbyTomKrause>TheHeartoftheStrongStrongistheheartthatknowsnotthewayofcomfortandeasewhilelivingeachday.Yetcontinuestobelievefromthedepthsofitssoulthatthefutureisdestinedtosilverandgold.Strongistheheartwhoseyearningiswaned bystormsinlifefilledwithheartacheandpain. Yetstillgivesitsall—everythingthatitcan insearchofadream—God'sultimateplan. Whenthereisavictory—whenbattlesarewon whenburdensareliftedandbrightshinesthesun—whenstrugglingsoulsgather—whereheroesbelong—theyfindinthemselves—theheartofthestrong. CarryOnAttimeswhenyoufeeltroubled whenyourhappinessisgone looktotheheartwithinyou forthestrengthtocarryon. Inyourheartyouwillfindspecialvirtues suchasfaithandhopeandlove. Thesegiftshavebeensentdowntoyou fromapowerupabove. Itisfaiththatkeepsthesoulsearching forthejoythehearthopesfor. Itislovethathealsthespirit makingitstrongerthanbefore. Andifyourheartbebroken个人收集整理-仅供参考ifyourstrengthshouldfadeawaythepowerofthesevirtueswillstillwinouttheday.Sorememberwhenyouaretroubledwhenyourhappinessisgonelooktotheheartwithinyouforthestrengthtocarryon.Step7Homework1．RetellMarty'sStoryaccordingtotheminibiography.2．Surf the Internet to learn more about the life of disabled people.申明：所有资料为本人收集整理，仅限个人学习使用，勿做商业用途.11 / 11。
人教版高中英语选修7unit1 Living_well
汇报人：XX
目录
01 单 击 添 加 目 录 项 标 题 02 单 元 概 述 03 听 力 与 口 语 训 练 04 阅 读 理 解 05 词 汇 与 语 法 学 习 06 写 作 训 练
01
添加章节标题
02
单元概述
单元主题介绍
单元主题：Living well 主要内容：健康生活方式、心理健康、人际关系、生活技能等 学习目标：提高学生的健康意识和生活技能，帮助他们更好地应对生活中的挑战
添加标题
解析：这些词汇都与健康生活方式有关，包括身体健康、心理健康、情感健康、社交健康、财 务健康和环境健康。
添加标题
例句： helthy lifestyle includes regulr exercise, blnced diet, nd enough sleep.
添加标题
语法：在介绍这些词汇时，可以结合语法知识，如形容词、名词、动词等，帮助学生更好地理 解和掌握词汇的用法。
添加标题
添加标题
添加标题
添加标题
残疾人教育：西方国家重视残疾 人教育，提供特殊教育服务和支 持，帮助残疾人接受教育。
残疾人生活设施：西方国家注重 残疾人生活设施的建设，提供无 障碍设施，方便残疾人出行和生 活。
中西方残疾人生活状况对比
中国残疾人生活状况：政府重视，政策支持，社会关爱 西方残疾人生活状况：注重个人权利，倡导平等参与，社会环境友好 中西方残疾人教育对比：中国注重特殊教育，西方注重融合教育 中西方残疾人就业对比：中国政府提供就业扶持，西方企业注重多元化和包容性
写作范文解析
范文题目：《Living Well》
范文结构：引言、主体、 结论引言部分：引出主题， 提出观点
人教版高二英语选修七 Unit 1 Living Well period 1 Vocabulary课件 (共19张PPT)
congratulate vs celebrate
① We _c_o_n_g_r_a_t_u_la_t_e_d_ him ___o_n__ having passed the exam
② We decided to hold a party to __c_e_le_b_r_a_t_e___our success.
巩固练习（90S）
① The new teacher was quick to adapt _t_o______ the unusual rules of the school.
② He often asked his neighbor to look after his pet during his _a_b_s_e_n_c_e_ (absent).
词汇概览 重点讲解 结构变形 巩固练习
disability n. 伤残；无力；无能
➢ a physical/ental disability
生理缺陷；心理障碍
➢ people with severe learning disabilities
具有严重学习障碍的人
联想词汇
disabled adj.
fulfilling life as well.
② Chris is so ambitious ___t_o_d__o__ (do) his job
well. ③ The facilities have been adapted to give access
___t_o____ wheelchair users.
myself.
词汇概览 重点讲解 结构变形 巩固练习
ambition n. 野心;雄心
ambitious adj.有雄心的;野心勃勃的 be ambitious for sth/ to do sth
人教版高二英语选修7Unit1Livingwell全单元教案
Part 1: Teaching Design 第一部分：教学设计 Period 1: A sample lesson plan for reading (Marty’s story ) Aims To help students develop their reading abilityTo help students learn about living well.Procedures I. Warming up by learning about disability What is disability? A A disabled disabled disabled person person person is is is one one one who who who has has has a a a condition condition condition called called called a a a disability disability disability that that that interferes interferes interferes with with with his his his or or or her her ability to perform one or more activities of everyday living. For example, locomotion (indoors and going outside), getting dressed, communicating with others. What are the types of disability? "Disability" "Disability" can can can be be be broken down broken down into into a a a number number number of of of broad broad broad sub-categories, sub-categories, sub-categories, which which which can can can include include include the the following: ● Physical impairments affecting movement, such as muscular dystrophy, post-polio syndrome, spina bifida and cerebral palsy. ● Sensory impairments, such as visual or hearing impairments. ● Neurological impairments, such as epilepsy or dysautonomia. ● Cognitive impairments such as Autism or Down Syndrome. ● Psychiatric conditions such as depression and Schizophrenia. II. Pre-reading by visiting the Family Village website Get online to /index.htmlx. Welcome to the Family Village! We are a global community that integrates information, resources, and communication opportunities on the Internet for persons with cognitive and other disabilities, for their families, and for those that provide them services and support. Our community includes informational resources on specific diagnoses, communication connections, adaptive products and technology, adaptive recreational activities, education, worship, health issues, disability-related media and literature, and much, much more! So stop in, stroll around, and visit some of the Family Village's attractions. Simply click on a place to explore and discover a cornucopia of useful information! Let us know what you like (or dislike) and visit often, for our village is constantly changing. III. Reading Turn to page 2. We shall take Marty’s story this time.First we shall listen and read aloud to the recording of the text. Try to read aloud the text as loudly and correctly as possible. Then we shall go over the text to read it to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions. IV . Transferring information Now read the text again to complete the chart below. Marty’s storyWhy are there not many people people in in in the the the world world world like like me? Because: Because: I I I have have have a a a muscle muscle muscle disease disease disease that that that sometimes sometimes sometimes makes makes makes me me me very very weak and I can’t run or climb stairs as qui ckly as other people. I am clumsy and drop things or bump into furniture. What is my motto? Live one day at a time. When did I get weak? Up until I was about 10 years old, I was the same as everyone else in my class. Then I started to get weaker and weaker. What was the worst thing about my life? One One of of of the the the worst worst worst things things things about about about my my my disease disease disease is is is that that that I I I don’t don’t look look look any any different from other people. Do I have a good life? All in all, I have a good life. What is my ambition? My ambition is to work in the computer industry when I grow up. I am the only student in my class to have a pet snake. What What has has has my my my disability disability made me? In In many many many ways ways ways my my my disability disability disability has has has made made made me me me grow grow grow stronger stronger stronger and and and more more independent. What do I think of having a disability? Just having a disa bility doesn’t mean your life is not satisfying.V . Drawing a diagram of the text and retell it with the help of the diagram●To feel accepted and encouraged by peers Well-known people with disabilitiesMany people with disabilities have contributed to society. These include:American president Franklin Roosevelt (impaired movement as the result of polio),classical composer Ludwig von Beethoven (deaf in later years),King Richard III of England (childhood sickness allowed bones to malform, resulting in severecurvature of the back and extremely uneven legs)musician Stevie Wonder (blind)jazz pianist Marcus Roberts (blind) musician Ray Charles (blind)Def Leppard drummer Rick Allen (lost left arm in a car accident),comedian, actor, author, and monologist Greg Walloch (cerebral palsy),civil rights activist Helen Keller (deaf and blind),Cole Porter, musical theater composer (lost legs after riding accident)Classical actress Sarah Bernhardt (lost leg after a nasty fall)Stephen Hawking (who has Motor Neurone Disease and uses a wheelchair and speechsynthesizer),Deng Pufang - has paraplegiaBritish rock and roll singer/songwriter Ian Dury Nicaraguan guitar player, singer and songwriter Tony Melendez (born without arms)Major league pitcher Jim Abbott (born without a right hand)Actress Marlee Matlin (deaf)Joseph Merrick ("the Elephant Man", severe neurofibromatosis)Christopher Reeve, actor famous for portraying Superman who became a quadriplegic after ahorse-riding accident,for others see list of people with disabilities.List of disabilityPhysical Physical disability, disability, disability, Mobility Mobility Mobility impairment, impairment, impairment, Paralysis, Paralysis, Paralysis, Amputation, Amputation, Amputation, Multiple Multiple Multiple sclerosis, sclerosis, sclerosis, Parkinson's Parkinson's disease, Cerebral Palsy, Muscular dystrophy, Arthritis, Rheumatoid arthritis, Osteoarthritis, Stroke, Spina Spina Bifida, Bifida, Bifida, Visual Visual Visual impairment, impairment, impairment, Blindness, Blindness, Blindness, Low Low Low vision, vision, vision, Color Color Color blindness, blindness, blindness, Cataract, Cataract, Cataract, Hearing Hearing impairment, impairment, Chronic Chronic Chronic disease, disease, disease, Cancer, Cancer, Cancer, Autoimmune Autoimmune Autoimmune disease, disease, disease, AIDS, AIDS, AIDS, Multiple Multiple Multiple sclerosis, sclerosis, sclerosis, Renal Renal failure, Cystic fibrosis, Tuberculosis, Diabetes, Hypoglycemia, Chronic fatigue syndrome, dysautonomia, dysautonomia, Spinal Spinal Spinal cord cord cord injury, injury, injury, Traumatic Traumatic Traumatic brain brain brain injury, injury, injury, Mental Mental Mental disability, disability, disability, Learning Learning Learning disability, disability, Alzheimer's disease, Phobia, Agoraphobia, Acrophobia, Aleurophobia, Anxiety disorder, Depression, Bipolar disorder, Obsessive compulsive disorder, Schizophrenia, Neurosis, Developmental Developmental disability, disability, Dyslexia, Dyslexia, Down Down Down syndrome, syndrome, syndrome, Attention Attention Attention deficit deficit deficit disorder disorder disorder and and and ADHD, ADHD, Hyperactivity, Autism, Other disabilities, Substance abuse, Alcoholism, Nicotine addiction, Illegal drug abuse, Prescription drug abuse, Senility Additional MaterialsComplete the summary of the story with one word in each blank.Marty’s storyMy name is Marty and I am “one in a 1_____”. In 2____ words, there are not many people in th e world like me. I have a muscle 3____ that the doctors don’t know exactly what is wrong with me and how to make me well. I don’t know I will get worse as I get older, or I will stay the 4____ as I Up Up until until until I I I was was was about about about 10 10 years old, I was the same as as everyone everyone everyone else else else in in my class. I don’t look any different from other people. My My life life life is is is a a a lot lot lot easier easier easier at at high school than it was at primary school. In In many many many ways ways ways my my my disability disability disability has has has made made made me me grow stronger and more independent. All in all, I have a good life. am now. I have learned to 5 _____ to my disability. My motto is: live one day at 6_____ time. One of the 7____ things about my disease is that I don’t look any different from other people. So sometimes kids at 8____ school laugh at me when I get out of 9____ after running just a short way. Sometimes, I am too weak to go to school, so I have 10____ a lot of lessons and I am a bit 11____ the others. My fellow students at high school are better. But there will always be a few who cannot see the real person 12 ____ my body, I do not get 13____, I just ignore them. All in 14 _____, I have a good life. I have a very busy life and I don’t have time to sit 15____ feeling sorry for myself. I like writing and 16____ programming. I spend a lot of time with my pets. In many ways my disability has made me grow stronger and more 17_____. I have had to work hard to live a 18 ____ life, but it has been worth it. If I had the chance/ to say one thing to healthy kids, it would be this: Don’t feel sorry for the disabled or make 19 ____ of them, and don’t ignore them either. Just 20_____ them for who they are and give them encouragement to live as rich and full a life as you do. （Key：1. million 2. other 3. disease 4. same 5. adapt 6. a 7. worst 8. primary 9. breath 10. missed 11. behind 12. inside 13. annoyed 14. all 15. around 16. computer 17. independent 18. normal 19. fun 20. accept）Comprehension questions1. What is the most difficult thing that Marty hates to do?-sightedness. A. He can’t see clearly because of his nearB. He can’t walk as quickly as other people.C. The doctors can’t tell him what’s wrong with him. im. D. Kids don’t understand him and sometimes they laugh at h2. Marty does the following to make himself happy except____.A. Raising lots of pets. B. Inventing a computer game. C. Going to the movies. D. Playing football with his friends. 3. What can we do to help Marty and others like him?A. We can accept people disabilities for who they are. B. We should pay more attention to their disability and pity them all the time. C. We should help them to do things like normal people. D. We should feel sorry for them and ignore their disability. 4. We can infer that Marty is a ___ person according to the passage.A. positive B. poor and sensitive C. strong D. dependent and easy-going (Key: 1.D 2.D 3. A 4. A) Notes to some difficult sentences1. Of course, there will always be a few who cannot see the real person/ inside my body,do not get annoyed, I just ignore them. (Reading)“get/become+过去分词” 中, , getget为助动词。
人教版高中英语选修7第一单元课件Period1
Para 3: Marty met a lot of d__if_fi_c_u_l_t_ie_s_ at school.
Para 4: How his life has become _e_a_s_i_e_r_. Para 5: Marty’s _a_d__v_ic_e__ to healthy children.
“ Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either.
Just accept them and give them encouragement to live as rich and full a life as you do.”
adapt, cut out, microscope, out of breath, absence, fellow,
annoyed, all in all, sit around, as well as, in many ways, make fun
of, 2.
Aenbciloiutyraggoea2mlse能nt.力目标
` ignore
➢` enJcuosutrahgae ving a disa`blioloitkydodwonesunp’otn
m` sehaonw ykoinudrnelsifseto is not` fseaetl issofrryyinfogr.
➢` hEelvpetrhyemonien acan live `wbeellinedvifefenreinft thoe
人教版英语选修7 Unit1 Living well--Period1
Unit 1 Living wellPeriod 1 A sample lesson plan for reading(Marty’s story)IntroductionIn this period, after the warming up, students will first be guided to readaloud to the tape，read for the forms，read to transferinformation，draw a diagram of the text and retellit with the help of the diagram and read to underlineand write down all the useful collocations. And theperiod will end in students talking about living wellwith disability.ObjectivesTo help students understand the text’s forms and contents and learn about living wellTo help students communicate on the topic in focus with the words, expressions and structures learned in this unitFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up by learning about disabilityHello, class. Nice meeting you and learning English with you.Everyone hopes that he may live well. But some are not living well because they are disabled. And in this first period we shall learn to help those disabled people to live well. But first what is disabled? What is disability?A disabled person is one who has a condition called a disability that interferes with his or her ability to perform one or more activities ofeveryday living. For example, indoors and going outside, getting dressed, communicating with others.Then what are the types of disability? "Disability" can be broken down into a number of broad sub-categories, which can include the following: physical impairments affecting movement, sensory impairments, neurological impairments, cognitive impairments and psychiatric conditions.To know more about disability, let’s go to page 2.2. Pre-reading by visiting the Family Village websiteTo know more about disability and its solution get online now to3. Reading aloud to the tapeReading aloud to the recording of the text improves our literacy skills -- reading, writing, speaking, and listening. Now turn to page 2. First we shalllisten and read aloud to the recording of the text. Try to read aloud the text as loudly and correctly as possible.4. Reading for the formsIt is unlikely that you will understand 100 percent of the vocabulary in the text, especially at a first reading. Use first the context and then your own knowledge of the subject to help you guess the meaning of unknown words.A really useful way to help us with our listening is to become aware of 'thought groups' .When we speak, we need to divide speech up into small 'chunks' to help the listener understand messages. These chunks or thought groups are groups of words which go together to express an idea or thought. In English, we use pauses and low pitch to mark the end of thought groups.Then we shall go over the text to read it to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.5. Reading to transfer informationWriters structure, or organize, their writing in many different ways. Recognizing the way in which a text has been organized will help you understand its meaning more fully.Now let’s go over the text once again. While going over it look for information to complete the chart below.6. Drawing a diagram of the text and retell it with the help of the diagram Writers structure, or organize, their writing in many different ways. Recognizing the way in which a text has been organized will help you understand its meaning more fully.Scan the text for the topic sentence of each paragraph to make a diagramof the text. Then we shall try to retell the text in our own words with its help.7．Scanning the text for all the useful collocationsWhen you scan a text, again you look quickly through it. However, unlike skimming, scanning involves looking for specific words. Now scan the text to find and underline all the useful collocations.8. Closing down by talking about living well with disabilityHow to live well is what we have been learning today. Now give me your opinions about that.●To use goal setting and problem solving as the framework for developing healthy lifestyles●To practice healthy living when we have meaningful activities we want to do●To begin with why we want to be well●To develop tools and skills for healthy living, including healthyreactions and communication, managing depression, information seeking, physical activity, nutrition, and advocacy●To pursue meaningful goals despite limitations●To have a sense of belonging develops●To feel accepted and encouraged by peers。
人教版高中英语选修7 Unit 1《Living well》(Period 4 using language)ppt课件
Summary:
1. What difficulties the disable people will have. 2. How to help the disabled people. 3. Words and expressions:
通向电影院的入口 → the entrance to the cinema 在某人的陪伴下→ in company of sb. 做某事有困难→ have trouble in doing sth. 足够的途径 → adequate access 对…..挑剔 → be particular about sth. 尤其是→ in particular 舒适地 → in comfort
在引出话题时，通过视频，更加直观形象。复习关于残疾人的词 汇时可通过一人表演多人抢答的形式。对于课文的理解利用了听，读， 讲，练，写的形式，既掌握了本课的重难点，同时提高学生语言的运 用能力。最后在“手拉手”的歌曲声中结束本课。
半臂励志残疾人激情演奏架子鼓
blind deaf dwarf
dumb
① Because of the snow, the village was not ______ by car. A.acceptable B. approachable C. available D. accessible ② The only access to the farmhouse is to cross the fields. ③ Only the high officials have access to the building.
3. Earphones for people who have trouble hearing. have trouble doing sth=have trouble with sth (做某事有困难) ① I have some trouble with my spoken English. ②. have difficulty (in) doing sth. have a hard time (in) doing sth. have an easy time (in) doing sth. have fun (in) doing sth.
人教版高中英语选修7优秀教案Unit1Living wellPeriod 1新
Unit 1Living wellPeriod 1Warming Up，Pre－reading and Reading教材分析Warming Up is made up of two parts：discussing and talking.The purpose is to get students interested in the topic “disabilities”．The teacher first asks students to talk about people with a mental or physical disability to see how much they know about disabilities.Next，ask students to look at the pictures and read what these people have achieved even though they each have a disability.Finally，find out what disability they might have according to each description below the picture.Meanwhile，make sure students learn some useful new words and expressions in this unit.Pre－reading provides a short passage about a website called “Family Village”．Ask students to read it and find out the purpose of the website.Make sure the students have a basic knowledge of the website for the disabled.The reading passage Marty's Story presents a story that although Marty is a disabled boy，he never feels sorry for himself and he leads a good and busy life.This is the key part of this unit.The teacher can first get students to skim for the main idea of each paragraph in the reading passage，and then scan for further understanding.In order to let students fully understand the passage while reading，the teacher should analyze the change of Marty's feeling over time and next guide students to write a mini biography for Marty.To consolidate the contents of the reading passage，the teacher will present some poems to students for appreciation.三维目标知识目标1．Get students to learn the useful words and expressions in this unit.eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to 2．Help students to learn about disabilities and life of the disabled.能力目标1．Let students read the passage Marty's Story to develop their reading ability.2．Enable students to know that people with disabilities can also live well.情感目标1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.2．Help them understand more about how challenging life can be for the disabled.3．Develop students' sense of cooperative learning.教学重点Get students inspired by positive stories of the people with disabilities.教学难点1．Develop students' reading ability.2．Help students understand the difficulties the disabled have to overcome.教学方法1．Task－based teaching and learning.2．Cooperative learning.教学过程Step 1Warming up1．Warming up by discussingFirst ask students to talk about people with a mental or physical disability to see how much they know about disabilities.Then show some photos of people with disabilities.Students will be asked to discuss the following questions in small groups.Do you know any famous people who are disabled?What difficulties do they have to overcome in daily life?What have they achieved?Suggested answers：Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer.Helen Keller was deaf and blind，but she was a great writer.2．Warming up by talkingFirst，ask students to look at the pictures and read what these people have achieved even though they each have a disability.Next，work with partners to talk about what disability they might have according to each description below the picture.Suggested answers：Rosalyn is in a wheelchair.She has walking difficulty.Richard has difficulty with eyesight，so he can't read the questions or write the answers for his college entrance exams.Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema)．Gao Qiang was born with Down's Syndrome，which is a mental disability.Some Doun's Syndrome Down's Sufferers have made a good career as actors.Step 2Pre－readingAsk students to read the short paragraph in Pre－reading carefully and find out the purpose of the website “Family Village”．Suggested answers：1．To give ordinary young people with a disability a chance to share their stories with others.2．To inspire other disabled people.3．To get non－disabled people to understand more about how challenging life can be for people with disabilities.Step 3Reading1．SkimmingGive students 2 minutes；ask them to read the passage fast to fill in the blanks：Sum up the main idea of each paragraph：Paragraph 1：A(n)______ to Marty and his muscle disease.Paragraph 2：How the disease ______.Paragraph 3：Marty met a lot of ______ at school.Paragraph 4：How his life has become ______.Paragraph 5：The ______ of his disease.Suggested answers：Paragraph 1：An introduction_to Marty and his muscle disease.Paragraph 2：How the disease developed/started.Paragraph 3：Marty met a lot of difficulties at school.Paragraph 4：How his life has become easier.Paragraph 5：The advantages of his disease.2．Scanning for detailed informationAsk students to read the passage carefully to locate the detailed information.DiseaseDifficultiesMottoDisease A muscle disease that makes him very weak.Difficulties He can't run or climb stairs as quickly as other people.Sometimes he is clumsy anddrop things or bump into furniture.Motto Live one day at a time.(2)Next read paragraphs two and three and choose the best answer.Why did the doctors cut out a piece of muscle from Marty's leg?A．Because they could cure the disease by cutting it out.B．Because they wanted to use it as a specimen(标本)．C．Because they would transplant(移植) the new muscle.D．Because they wanted to find out the cause of the disease.Key：D(3)Read paragraph four and answer the following questions：①What is Marty's ambition?②What is Marty's achievement?③What is Marty's hobby?Suggested answers：①Marty's ambition is to work for a firm that develops computer software when he grows up.②Marty invented a computer football game and a big company decided to buy it from him.③As well as going to the movies and football matches with his friends，he spends a lot of time with his pets.He has two rabbits，a parrot，a tank full of fish and a tortoise.(4)Ask students to find Marty's advice in paragraph five.Suggested answers：Don't feel sorry for the disabled.Don't make fun of them.Don't ignore them.Accept them for who they are.Encourage them to live as rich and full a life as healthy people do.Step 4Consolidation1．Ask students to read the whole passage and choose the best answers.(1)Which of the following is false?A．Although there are a few students who look down upon him，Marty never gets annoyed.B．Marty leads a meaningful life and does not feel sorry for being disabled.C．Marty only spends time with his pets and never with his friends.D．Marty's disability has made him more independent.(2)From the passage we can infer that ______.A．Marty asks others to feel sorry for himB．Marty never loses heartC．Marty is afraid of being made fun ofD．Marty will not accept any encouragement because he has grown stronger psychologically Keys：(1)C(2)B2．My mini biographyNameStatusHealthInterests and HobbiesAmbitionMottoMy mini biographyName Marty FieldingStatus High school studentHealth Developed a muscle disease at the age of 10，very weak，cannot do things like normal peopleMy mini biographyInterests and Hobbies ·Enjoying writing and computer programming·Going to the movies and football matches with friends·Spending a lot of time with my pets—two rabbits，a parrot，a tank full of fish and a tortoiseAmbition To work for a firm that develops computer softwareMotto Live oneday at a timeThough he is a ______ person，Marty never feels ______ for himself and he ______ his life.Suggested answers：disabled；sorry；enjoysStep 5Discussion1．Ask students to discuss the following questions in small groups.(1)How did Marty's feeling changed over time?(2)What kind of person do you think Marty is？Can you use adjective words to describe him?Suggested answers：(1)The change of Marty's feeling over time：hopeful→hopeless→stupid→not get annoyed→good/busy(2)We can see Marty is optimistic/brave/independent/strong－minded.2．Show a video of “Qianshou Guanyin” to the students and encourage them to remember th e famous saying：“Where there is a will，there is a way.”Step 6AppreciationAsk students to read two poems for appreciation when facing obstacles in the future.Facing Obstacles (Two poems by Tom Krause)The Heart of the StrongStrong is the heart that knows not the wayof comfort and ease while living each day.Yet continues to believe from the depths of its soulthat the future is destined to silver and gold.Strong is the heart whose yearning is wanedby storms in life filled with heartache and pain.Yet still gives its all—everything that it canin search of a dream—God's ultimate plan.When there is a victory—when battles are wonwhen burdens are lifted and bright shines the sun—when struggling souls gather—where heroes belong—they find in themselves—the heart of the strong.Carry OnAt times when you feel troubledwhen your happiness is gonelook to the heart within youfor the strength to carry on.In your heart you will find special virtuessuch as faith and hope and love.These gifts have been sent down to youfrom a power up above.It is faith that keeps the soul searchingfor the joy the heart hopes for.It is love that heals the spiritmaking it stronger than before.And if your heart be brokenif your strength should fade awaythe power of these virtueswill still win out the day.So remember when you are troubledwhen your happiness is gonelook to the heart within youfor the strength to carry on.Step 7Homework1．Retell Marty's Story according to the mini biography.2．Surf the Internet to learn more about the life of disabled people.。
配套课件高中英语人教版选修7unit1livingwellperiodone
(2)He is a man __w_i_th__p__h_y_si_c_a_l_d__is_a_b_i_li_ty________.
开
关
他是一个身体有残疾的人。
Period One
2．Her ambition is to become part of the national team
for the next Paralympic Games.
his work.
话题导入
Professor Hawking said，“My sister Philippa
could read by the age of 4 but then she was definitely brighter than me.” He said that he was
本
while at Oxford University，where he studied physics，and
that only the diagnosis that he might die young from motor neurone(神经元) disease made him concentrate on
本 讲
莉的情形。
栏 目
[归纳拓展]
开 关
suitable adj.适合的；适宜的
be suitable for...适合……
be suitable for sb.to do sth.适合某人做某事 suit v．相配，合身；适合，适宜
[语境助记]
Period One
(1)She is suitable for the job. 她适合做这项工作。
[题组训练]
(1)She was intelligent but suffered from a lack of ambition.
人教版英语选修7 Unit1 Living well--Period3
Unit 1 Living wellPeriod 3 A sample lesson plan for Using Language(A letter to an architect)IntroductionLanguage is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, collocations, structures and topic ideas covered in this unit. Warming up by listening and reading aloud learning about Mount Kilimanjaro will be followed by listening and discussing about Barry Minto，creating a dialogue，making up new dialogues，listening, reading and copying and copying collocations from A letter to architect and making sentences of your own with them. The class will end in students writing a letter of your own.ObjectivesTo help students read the passage A letter to architectTo help students to use the language by reading, listening, speaking and writingProcedures1.Warming up by listening and reading aloud learning about MountKilimanjaroThe benefits of reading aloud are many and especially when learning to read. English is not our first language, and reading aloud exposes us to new language English.Overview of Mount KilimanjaroElevation (feet): 19563Elevation (meters): 5963Range: East Africa MountainsCountry: TanzaniaContinent: AfricaLatitude: -3.06667Longitude: 37.35Difficulty: Walk upBest months for climbing: December, January, February, March, June, July, AugustVolcanic status: ExtinctYear first climbed: 1889Convenient Center: Marangu via Moshi, TanzaniaNearest major airport: Nairobi, Kenya2. Listening and discussing about Barry MintoBarry Minto is being interviewed by a radio reporter about his climbing of the Mount Kilimanjaro.Now listen to the recording and do exercises 1 and 2 on page 6.the mountain.3. Creating a dialogueOn page 7 there are several situations. Now read them and create dialogues with your partners.4. Making up new conversationsCould we make us of the collocations and structure patterns learned so far in this unit to make a conversation about the car accident? Just have a try.5. Listening, reading and copyingNow it is time to listen to the letter. Go to page 8, please.Now read the text A letter to an architect on page 8 to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.6. Copying collocations from A letter to architect and making sentences of your own with themA collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.7. Closing down by writing a letter of your ownTo end this period we are to write a letter of suggestion based on the one learned just know.。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Period Two Learning about Language 动词不定式的用法学案动词不定式的基本形式是“to＋动词原形”，有时to可以省略。
动词不定式(或不定式短语)没有人称和数的变化，在句中不能作谓语，但它可以有自己的宾语和状语，在一起构成不定式短语。
动词不定式(短语)具有名词、形容词和副词的特征，其句法作用如下：1．作主语To build the Great Wall took them many years.建成万里长城花费了他们许多年时间。
To play tricks on others is wrong.捉弄别人是不对的。
作主语用的动词不定式(短语)常常用it替代，是先行主语或形式主语，真正的主语——动词不定式(短语)放在后面。
上面两句可改写为：It took many years to build the Great Wall.It is wrong to play tricks on others.2．作宾语在begin，continue，hope，decide，want，wish，try，learn，afford，agree，determine，expect，fail，manage，offer，refuse等动词后通常用不定式作宾语。
Doctors tried to save his life.医生们试图挽救他的生命。
某些及物动词后不能接动词不定式作宾语，只能用动词的-ing形式作宾语，这样的动词有avoid，advise，admit，consider，escape，enjoy，finish，mind，miss，risk，suggest，practise，excuse，imagine，keep等，词组can’t help，put off，give up，look forward to 等。
Have you finished writing the English novel?你写完那本英文小说了吗？The old man enjoys listening to music.老人喜欢听音乐。
某些动词既可用动词不定式作宾语，又可用动词的-ing形式作宾语，意义区别不大。
It started to rain/raining.天开始下雨了。
有的及物动词，如like，love，prefer，dislike，hate等后接动词不定式作宾语指一次的、一时的具体动作，接动词-ing形式作宾语指经常性的动作和情况。
例如：Though his income is small，he loves buying/to buy books.尽管他收入少，却爱买书。
I’d like to have something to drink.我想喝点东西。
(would/should like后只能接动词不定式作宾语，因为想做的是一次的、一时的具体动作)He preferred staying in the house when it rained.天下雨时他宁愿呆在屋里。
(指经常情况，所以用动词-ing 形式作宾语)I prefer to stay at home this afternoon.我宁可今天下午呆在家里。
(指具体的、一时的情况，所以宾语用动词不定式)有几个动词如forget，remember，regret等后面用动词不定式和动词-ing形式作宾语，意义不同。
Remember to lock the door when you leave the room.离开房间时记住锁门。
(记住去做某件尚未做的事)I remember seeing him somewhere.我记得曾在哪儿见过他。
(记得自己曾做过某事)3．作宾语补足语有些动词如ask，tell，order，cause，allow，want，like，advise，force，permit，prohibit，get等用名词或代词作宾语，后面可以用动词不定式作宾语补足语。
Lucy asked him to turn down the radio.露西请他把收音机音量开小一点。
It’s no use ordering me to rest when the wounded are waiting.在伤员们等着我的时候，命令我休息是没有用的。
You must get your friends to help you.你应让你的朋友帮助你。
有些动词如make，let，have，see，hear，watch，observe，notice，feel等需要不带to 的动词不定式作宾语补足语。
The sun makes everything grow.太阳使万物生长。
He will have someone open the door for you.他会找人替你开门的。
Would you please help me (to) look after Lily?请你帮助我照顾一下莉莉好吗？(help后面的动词不定式作宾语补足语可带to也可不带to。
)上述各句若变为被动语态，宾语变为主语，宾语补足语则变为主语补足语。
动词不定式作主语补足语时，一定要带动词不定式符号to。
He was asked to turn down the radio.他被要求将收音机音量开小。
They were made to work day and night.他们被迫日夜工作。
The boy was seen to enter the room.有人看见小男孩走进房间。
并非所有及物动词都可以后接名词、代词作宾语再加动词不定式作宾语补足语。
I hope you will succeed.我希望你成功。
(不可说：I hope you to succeed.)I suggested/suggest that he leave at once.我建议他马上离开。
(不可说：I suggested him to leave at once.)有些动词如think，consider，believe，know，find，expect等用“to be＋形容词或名词”作宾语补足语，to be有时可省略。
We consider you (to be) the best man for the job.我们认为你是最适合做这项工作的人。
He thought the answer (to be) interesting.他认为回答有趣。
They found her (to be) an able woman.他们发现她是个能干的女人。
4．作表语动词不定式作表语，和连系动词一起构成谓语，表示主语的内容。
To Dr.Bethune，the most important thing is to save lives.对白求恩大夫来说，最重要的事是挽救生命。
The boy’s wish is to become a scientist.男孩的愿望是成为一名科学家。
当不定式短语作表语用来解释前面从句中含有do/does/did的精确含义时，to常省略。
What we need to do is reduce our use of energy and use natural forms of energy.我们所要做的事是减少能源消耗和利用各种天然能源。
The only thing (that) you have to do is (to) press the button.你所要做的惟一一件事就是按一下按钮。
5．作定语动词不定式作定语通常放在所修饰的名词或代词的后面。
Let us give him something to eat.让我们给他一些东西吃。
We have much homework to do tonight.今晚我们有许多家庭作业要做。
He has no way to protect crops.他没有保护庄稼的方法。
动词不定式作定语所表示的动作通常发生在谓语动词所表示的动作之后；而动词-ing形式作定语表示的动作通常和谓语动词同时发生。
Do you know the doctor to be sent for from Shanghai?你认识那位将从上海请来的医生吗？6．作状语(1)表示目的，作目的状语，通常放在句末；为了强调目的或意义，也可放在句首。
They took me away from my work just to ask me some questions.他们让我减慢工作只是为了问几个问题。
在动词不定式前可加in order或so as加强目的或意义，前者可用于句首、句中、句末，后者只能用于句末。
Check your composition carefully so as not to make mistakes.仔细检查你的作文避免错误。
In order to catch the thief，the policeman ran as quickly as he could.为了抓住小偷，警察尽可能快跑。
(2)表示结果，作结果状语，有时用enough to，so...as to或too...to...这类结构。
What has he done to make you so happy?他做了什么使你如此高兴？His wife was so greedy as to ask for things again and again.他妻子太贪心，一再地索取东西。
(3)表示原因，作原因状语，常用“主语＋be＋某些形容词＋动词不定式”结构。
Nice to meet you，too.我见到你也很高兴。
There is no doubt that Mrs.Li will be glad to look after the little boy.毫无疑问，李太太将很高兴照料这个小男孩。