人教版教材选修七第一单元Living Well教案
人教版选修7 Unit1 Living well P1 教学设计
Unit 1 Living wellPart 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for reading(Marty’s story)IntroductionIn this period||，after the warming up||，students will first be guided to read aloud to the tape||，read for the forms||，read to transfer information||，draw a diagram ofthe text and retell it with the help of the diagram and read to underlineand write down all the useful collocations. And the period will end instudents talking about living well with 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 unitFocusWords drum||，adapt||，annoy||，conduct||，overhear||，design||，congratulate impairCollocations in other words||，out of breath||，all in all||，make fun of||，in particular Patterns 1. Of course||，there will always be a few who cannot see the real person/ inside my body||，but I do not get annoyed||，I just ignore them.2. Just accept them for who they are and give them encouragement to live asrich and full a life as you do.3．Up until I was about 10 years old||，I was the same as everyone else in myclass.4．Access to the cinema for people in wheelchairs and those who have difficultwalking.5. As well as going to the movies and football matches with my friends whenI am well enough||，I spend a lot of time with my pets.AidsMultimedia 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 of everyday 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 to /index.htmlx.3. 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 shall listen 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 diagramWriters 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 diagram of 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 prob lem 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 healthy reactions 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。
人教版高二英语选修七Unit1 Living well教案设计
教学重点：Find out the format of a letter of suggestions.
教学难点：Brainstorm some useful sentence structures.
5.教学过程设计
教学步骤
教学活动
设计意图
时间安排
Step1
Skimming
Let students glance through the text quickly and understand three questions：
2.学情分析
书信的格式对于高二的学生来说并不陌生。但是这节课，不是教师教授学生建议信怎么写，而是以课文为蓝本，让学生自己发现、总结、构建建议信的写作特点。让学生通过本节课的学习，能够写出格式清晰、语言有效的建议信。
3.学习目标分析
利用多媒体营造积极、和谐的教学气氛，使学生自然地进入情景之中，充分调动学生的思维活动。本节课教学目标旨在帮助学生发现建议信的书信格式、了解建议信的礼貌程度、通过小组合作的模式重新建构学生关于建议信初步的有用句型、句式、连接词等。
Para1 .your writing purpose
Para2. the suggestions and measures
Para3. Your hopes and wishes
通过对文章整体格式的把握，以及每个段落细节的研讨，弄清建议信的格式，每个段落的写作内容。
10分钟
Step4
Learn and share some useful sentences structures about each paragraph.
★To know the format of a letter of suggestions.
人教版选修七Unit 1 《Living well》word教案
Unit 1 Living well Ⅰ. 单元教学目标技能目标Skill Goals▲Talk about disability and life of disabled people▲Express wishes & congratulations▲Learn expressions of formal introduction▲Revise the Infinitive▲Write a letter of suggestionⅡ. 目标语言功能句式IntroductionI’d like to introduce you to ...I’d like you to meet ...May I introduce ...?Pleased to meet you.It’s nice to meet you.Wishes & congratulationsCongratulations.All the best.I’m proud of you.I wish you success.Good luck.Well done.I’m very impressed by your performance.You have my best wishes.I’m very pleased for you.I hope it goes well for you.That’s wonderful/amazing.1．四会词汇disability, disabled, eyesight, ambition, beneficial, clumsy, adapt,词汇microscope, absence, fellow, annoy, annoyed, industry, tank, encouragement, conduct, politics, literature, resign, companion, assistance, congratulate, graduation, basement, accessible2．认读词汇syndrome, Rosalyn, Sally, Marty, fulfilling, Kilimanjaro, Qomolangma, wheelchair, Sanders, earphone, impair, community3．词组in other words, adapt to, cut out, out of breath, all in all, sit around, as well as , make fun of, never mind, all the best, meet with4．重点词汇disability, disabled, adapt, annoy, conduct, congratulate, accessible结构Revise the InfinitiveThe infinitive can be used:1. as the subject2. as the predicative3. as the object4. as the object complement5. as the adverbial6. as the attribute重点句子1. …but I am very outgoing and have learned to adapt to my disability.P22. Every time I returned after an absence, I felt stupid because I was behind the others. P23. All in all, I have a good life. P24. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do. P3Ⅲ. 教材分析和教材重组1. 教材分析本单元以残疾和残疾人的生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生挑战的故事。
高中英语人教版选修7教案-Unit_1_Living_well_教学设计_教案
教学准备1. 教学目标知识目标 To master the useful expressions and sentences in the text.能力目标 To learn the text well and improve students’ reading ability.情感目标 To be positive and strong-minded when in trouble.2. 教学重点/难点重难点句型 1. Every time I returned after an absence, I felt stupid because Iwas behind the others.2. As well as going to the movies and football matches with friends, I spend a lot of time with my pets.3. I have a very busy life with no time to sit around feeling sorry for myself.4. Just accept them for who they are, and give them encouragement to liveas rich and full a life as you do.3. 教学用具4. 标签教学过程Step I: Display the preview workAsk several students to write down the preview work on the blackboard. Then check the answers together and remember them after class.Step II: Lead-inT: Well down. All of you did good jobs. I’d like you appreciate a picture. Please look at the screen. Dou you know him?S:T: His name is Nick Vujicic. From this picture, we can see he has no arms and legs, but a small foot. Would you like to know more about him? Let’s see a short video.T: Nick is positive and he tells us the disabled can live well. Inthis class, another disabled person Marty will tell us his story. Let’s come to Marty’s storyStep Ⅲ: Reading comprehensionTask1:Fast readingT: Skim the text to match the main idea of each paragraphPara.1 a) Marty met with a lot of difficulties at schoolPara.2 b) How his life has become easierPara.3 c) The advantages of his diseasePara.4 d) An introduction to Marty and his muscle diseasePara.5 e) How his disability developedTask2: Detailed readingT: Since we know the structure of the text, let’s learn some details about Marty. Read paragraph1 quickly and finish exercise2.1. When Marty says “I am one in a million”, he really means _____.A. he is uniqueB. he has a rare diseaseC. he has a muscle diseaseD. he lives a hard but happy life2. What does “live one day at a time” mean?T: Although Marty developed a rare disease, he is also optimistic. Can doctors cure him of his disease? With this question, let’s read paragraph2&3 and deal with exercise3.1. Why did the doctors cut out a piece of muscle from Marty’s leg?A. Because they could cure the disease by cutting it out.B. Because they wanted to use it as a specimen (标本).C. Because they would transplant (移植) the new muscle.D. Because they wanted to find out the cause of the disease.2. Which sentence can be replaced by the following one?After many tests in hospital, doctors still can’t find out the cause of the disease. And I don’t know what will come up in the future.T: It is a pity that doctors can’t find out the cause. If you were Marty, what would you do?S:T: What about Marty? Let’s come to paragraph4 and finish exercise4.1. What are Marty’s ambition, achievements and hobbies?T: Are you inspired by Mary’s positive attitude? If you meet a disabled person, what would you like to do? Marty not only achieved great success but also had something to tell us. Then read last paragraph and write down the answers about exercise5.2. What are Marty’s suggestions to healthy children?Task 3: Further readingT: After reading this text, what kind of person do you think Marty is?S：T: Excellent! Let’s read the text for the third time and have abetter understanding of Marty’s story.T: Work in pairs and deal with exercise 6.1. Every time I returned after an absence, I felt stupid because I was behind the others.2. As well as going to the movies and football matches with friends,I spend a lot of time with my pets.3. I have a very busy life with no time to sit around feeling sorry for myself.4. Just accept them for who they are, and give them encouragement to live as rich and full a life as you do.Step IV: SummaryT: According to Marty’s Story, fill in the blanks.Marty has a muscle disease that makes him very weak. Sometimes he is very (1) __________ and drops things or (2)________ into furniture. However he is very (3) ___________ and has learnt to(4)______________ his disability.Though (5) _________, he doesn’t look any different from others, so sometimes some children in his primary school would laugh at him. When he got (6) ______________after running a short way. His life is a lot easier at high school because his (7) _______ students have accepted him.(8)_______________, he has a good life, he is happy to have found many things he can do. His (9) __________ is to work for a firm that develops computer (10) ________ when he grows up.Step V: Free debateT: Do you know how many disabled people are there in China?S:T: Let’s look at the screen. Do you think disabled people can live a happy life like normal people now?S:T: I’d like to divide you into 2 parts. Some are for it while the others are against it. Work in group and have a debate.S:T: Different people have different opinions. They are physically disabled, but mentally strong. I firmly believe they can live well. At last, One sentence for you from Tai Lihua--Hope you can be cheerful and positive when you meet with difficulties in the future.课后习题作业1. Review what we have learnt.2. Write a short article about whether the disabled can live a happy life.。
高二英语(人教版)-选修七 Unit 1 Living Well (1)-教案
Students learn todescribe Marty’s disease and his life experience, andinfer Marty’s feeling’s changeandhow he overcame the difficulties.
教学过程
教学环节
A. To experience physical or mental pain.
B. To experience bad situation.
C. To become worse in quality.
②Further understanding: How do you understand this sentence?“One problem is that I don't look any different from other people.”
2.Ssdiscuss what they can learn fromthefour disabled teenagers.
3.Ss brainstorm some famousdisabledpersons.
Situation: The disabled people can also live well and even achieve great success. Can you think out some famous disabled persons? What dotheyhave in common?
2.Ss guess what Marty’s choice is.
3.Ssreadthefour disabled teenagers’stories on page1andanswer:
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。
人教新课标选修7unit1livingwell[教案]
![人教新课标选修7unit1livingwell[教案]](https://img.taocdn.com/s3/m/e88121a04afe04a1b171de1f.png)
Unit 1 Living wellⅢ. 教材分析和教材重组1. 教材分析本单元以残疾和残疾人的生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生挑战的故事。
通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。
通过本单元的语言技能训练，要求学生学会使用正确得体的英语介绍他人以及向他人表示祝贺。
Warming Up 让学生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便。
尽管如此，仍然有许多残疾人在不同领域取得了非凡成就，为本单元Reading部分的精彩故事做好了铺垫。
Pre-reading 通过介绍网站“Family village”，激发学生的阅读兴趣。
Reading是一篇以第一人称描述Marty身残志坚，以积极的态度快乐生活的故事。
课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。
Comprehending共有3个练习，这3个练习的设置由表及里，由浅入深，非常科学。
练习1是浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活的乐观态度；练习2要求学生总结课文每段的段落大意；练习3是深层次的理解题，要求学生在正确理解课文的基础上，通过讨论得出结论。
Learning about Language分为两部分，Discovering useful words and expressions 是本单元的词汇练习题；Revising useful structures是本单元的语法练习题，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。
Using Language分为两部分，Listening and speaking是关于对残疾人Barry Minto 的采访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。
人教版高二英语选修7 Unit 1 Living well 全单元教案
Part 1: Teaching Design第一部分：教学设计Period 1: A sample lesson plan for reading(Marty’s story)AimsTo help students develop their reading abilityTo help students learn about living well.ProceduresI. Warming up by learning about disabilityWhat is disability?A disabled person is one who has a condition called a disability that interferes with his or her ability to perform one or more activities of everyday living. For example, locomotion (indoors and going outside), getting dressed, communicating with others.What are the types of disability?"Disability" can be broken down into a number of broad sub-categories, which can include the following:●Physical impairments affecting movement, such as muscular dystrophy, post-polio syndrome,spina bifida and cerebral palsy.●Sensory impairments, such as visual or hearing impairments.●Neurological impairments, such as epilepsy or dysautonomia.●Cognitive impairments such as Autism or Down Syndrome.●Psychiatric conditions such as depression and Schizophrenia.II. Pre-reading by visiting the Family Village websiteGet online to /index.htmlx.Welcome to the Family Village! We are a global community that integrates information, resources, and communication opportunities on the Internet for persons with cognitive and other disabilities, for their families, and for those that provide them services and support.Our community includes informational resources on specific diagnoses, communication connections, adaptive products and technology, adaptive recreational activities, education, worship, health issues, disability-related media and literature, and much, much more!So stop in, stroll around, and visit some of the Family Village's attractions. Simply click on a place to explore and discover a cornucopia of useful information! Let us know what you like (or dislike) and visit often, for our village is constantly changing.III. ReadingTurn to page 2. We shall take Marty’s story this time.First we shall listen and read aloud to the recording of the text. Try to read aloud the text as loudly and correctly as possible.Then we shall go over the text to read it to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.IV. Transferring informationVI. Closing down by talking about living well with disability●To use goal setting and problem solvi ng as the framework for developing healthy lifestyles●To practice healthy living when we have meaningful activities we want to do●To begin with why we want to be well●To develop tools and skills for healthy living, including healthy reactions and commun ication, managing depression, information seeking, physical activity, nutrition, and advocacy●To pursue meaningful goals despite limitations●To have a sense of belonging developsPeriod 2: A sample lesson plan for Learning about Language(Revise the Infinitive)AimsTo help students revise the InfinitiveTo help students discover and learn to use some useful words and expressionsTo help students discover and learn to use some useful structuresProceduresI. Warming up by learning about the InfinitiveInfinitiveAn infinitive is the simple present form of a verb used as either a noun, adjective, or adverb. The verb of the infinitive is normally preceded by the word to. When the infinitive follows some verbs as the direct object, the “to”may be dropped.An infinitive phrase is the infinitive plus any complements and any modifiers of the infinitive and complements.As a Noun: He helped to write the program.As an Adjective: Lydia was looking for a way to earn money.As an Adverb: He shouted to get our attention.To Dropped: He helped write the program.In the above examples, the infinitive is italicized and the infinitive phrase is underlined.II. Listening, reading and completingand German. She did not only function as a model because of her intellectual accomplishments or her devotion to serving others, but also because "... In Lei Feng, Chinese youths had to reach for Now you are to complete the two paragraphs on page 4 choosing the right words from the list. III. Learning and findingWhat is an Infinitive?The infinitive usually occurs with 'To' (for example To go, To come, To wear etc.), except after an auxiliary or modal verb.It is a verb form that shows no person, tense or aspect.EXAMPLES OF THE INFINITIVE:I had to goI must goI want to singTo err is humanYou don't know herYou may comeThe following verb forms are derived from the Infinitive:i/ Imperative (same as Infinitive but without 'To')ii/ Present Simple (same as Infinitive without 'To' but the third person singular takes 's')iii/ Present Participle or Gerund (add 'ing')Now read the text once again to find and copy on page 5 all sentences which contain examples of the Infinitive.IV. Making sentences with the Infinitive1. To have a muscle disease is very boring for any people.2. I do not want to make my body very weak.3. To climb stairs, you need some tips.4. I don’t want you to drop things while going along the street.5. To bump into a car is dangerous.6. To make life well worth living you have to learn to live with what you have.7. He is looking for ways not to get worse or get older.8. He stayed on to adapt to the life there.9. My motto is to live one day at a time.10.He likes to climb tree, play football and dream about becoming rich overnight.11.I hope to represent my country in the World Cup.12.Getting weaker and weaker, I have no strength even to get out of bed.13.To go into hospital for tests, I have to miss a lot of school.14.He learns to look at small things under a microscope.15.To get out of breath, you just have to run a short way.V. Closing down by reading a poem in EnglishDisabledHe sat in a wheeled chair, waiting for dark, And shivered in his ghastly suit of grey, Legless, sewn short at elbow. Through the parkV oices of boys rang saddening like a hymn,V oices of play and pleasure after day,Till gathering sleep had mothered them fromhim.About this time Town used to swing so gay When glow-lamps budded in the light blue trees,And girls glanced lovelier as the air grew dim,-In the old times, before he threw away his knees.Now he will never feel again how slimGirls' waists are, or how warm their subtle hands.All of them touch him like some queer disease.There was an artist silly for his face,For it was younger than his youth, last year. Now, he is old; his back will never brace;He's lost his colour very far from here, Poured it down shell-holes till the veins ran dry,And half his lifetime lapsed in the hot race And leap of purple spurted from his thigh. One time he liked a blood-smear down his leg, After the matches, carried shoulder-high.It was after football, when he'd drunk a peg, He thought he'd better join. - He wonders why. Someone had said he'd look a god in kilts, That's why; and maybe, too, to please his Meg,Aye, that was it, to please the giddy jiltsHe asked to join. He didn't have to beg; Smiling they wrote his lie: aged nineteen years.Germans he scarcely thought of; all their guilt, And Austria's, did not move him. And no fears Of Fear came yet. He drought of jewelled hills For daggers in plaid socks; of smart salutes; And care of arms; and leave; and pay arrears; Esprit de corps; and hints for young recruits. And soon, he was drafted out with drums and cheers.Some cheered him home, but not as crowds cheer Goal.Only a solemn man who brought him fruits Thanked him; and then enquired about his soul.Now, he will spend a few sick years in institutes,And do what things the rules consider wise, And take whatever pity they may dole. Tonight he noticed how the women's eyes Passed from him to the strong men that were whole. How cold and late it is! Why don't they come And put him into bed? Why don't they come? Wilfred OwenPeriod 3: A sample lesson plan for Using Language(A letter to architect)AimsTo help students read the passage A letter to architectTo help students to use the language by reading, listening, speaking and writingProceduresI. Warming up by listening and reading aloud learning about Mount KilimanjaroOverview ofMount KilimanjaroElevation (feet): 19563Elevation (meters): 5963Range: East Africa MountainsCountry: TanzaniaContinent: AfricaLatitude: -3.06667Longitude: 37.35Difficulty: Walk upBest months for climbing: December, January,February, March, June, July, AugustV olcanic status: ExtinctYear first climbed: 1889Convenient Center: Marangu via Moshi,TanzaniaNearest major airport: Nairobi, KenyaBarry Minto is being interviewed by a radio reporter about his climbing of the Mount Kilimanjaro.On page 7 there are several situations. Now read them and create dialogues with your partners.Now it is time to listen to the letter. Go to page 8, please.Now read the text A letter to an architect on page 8 to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.VI. Copying expressions from A letter to architect and making sentences of your own withDid your father help you?One day, Tim's mathematic teacher looked at his homework and saw that he had got all his sums right, The teacher was very pleased-and rather surprised, He called Tim to his desk and said to him, "You got all your homework right this time, Tim. What happened? Did your father help you?" Usually Tim's father did help him with his homework, but the evening before this, he had not been able to, because he had not been at home, so Tim answered, "No, sir. He was busy last night, so I had to do it all myself."你爸爸帮你做了吗？一天，蒂姆的数学老师看了他的作业，发现他全做对了。
人教选修七 Unit1 Living well 教案
BOOK 7Unit1 Living well目标认知重点词汇与短语：ambition||，disability||，suitable||，beneficial||，adapt||，absence||，annoy||，access||，assistance||，congratulatein particular||，in other words||，adapt to||，cut out||，out of breath||，all in allas well as||，make fun of||，meet with重点句型：1．疑问词+不定式2．so that3．be + adj. +to do4．used to单元重点语法：动词不定式重点词汇ambition【原句回放】Her ambition is to become part of the national team for the next Paralympic Games.(Page 1)【点拨】ambition: determination to be successful||，rich||，powerful etc. 用作不可数名词表“雄心||，抱负”；用作可数名词表“渴望得到或追求的东西”||。
【拓展】ambitious (a.有雄心的)常用短语：be ambitious for sth/to do sth 对(做)某事怀有雄心/热切的希望suitable【原句回放】Although some may think the cinema is noisy||，it is suitable for Sally's condition.(Page 1)【点拨】suitable:adj.合适的||，适宜的||。
常用短语：be suitable for sb./sth. be suitable to do sth.【拓展】suit （v.）适合||，相称；（n.）一套（衣服）||，套装disability【原句回放】Do you know anyone with a mental or physical disability? (Page 1)【点拨】disability：being unable to do sth.||，esp. taking away the power of using the leg or arm. 用作可数名词表“残疾”；用作不可数名词表“无能、劳动能力丧失”||。
英语：Unit1《Living well》Period 1教案(新人教版选修7)
英语：Unit1《Living well》Period 1教案（新人教版选修7）Period 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 pa ssage 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 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.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.(1)First ask students to read paragraph one and complete the chart below.Suggested answers：(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．Ask students to work together to write a mini biography for Marty according to the text.Suggested answers：3.Discuss in pairs to get the main idea of the passage by filling in the blanks.Though he is a ______ person，Marty never feels ______ for himself and he ______ his life.Suggested answers：disabled；sorry；enjoysStep 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 the 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 soul that 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 won when 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.。
高中英语选修七教案Unit-1--Living-well
高中英语选修七教案Unit-1–Living-well教学目标•通过学习本单元，使学生能够掌握生活方式类的词汇和表达；•通过学习本单元的阅读及听力材料，培养学生的阅读理解和听力理解能力；•发展学生的综合语言运用能力，包括口语表达、写作和交流。
教学重点•生活方式类的词汇和表达；•阅读和听力理解能力的培养；•综合语言运用的发展。
教学难点•综合语言运用的能力发展。
教学方法•交互式教学法；•合作学习法；•任务型学习法。
教学过程Step 1 导入1.教师首先向学生介绍本单元的主题“Living well”（美好生活），并要求学生自己思考和理解这个主题。
2.引入与主题相关的图片和文字，让学生进行观察分析、讨论。
Step 2 词汇学习1.教师在黑板上列出本单元主要的生活方式类的词汇，比如：health，diet，exercise，sleep等等，并要求学生将这些词按照自己的理解整理归纳。
其中，教师可以逐个讲解这些词的意思和用法。
2.接下来，教师提出一些和这些词汇相关的例句，比如：It’s important to have a balanced diet.等等并要求学生进行理解和模仿。
Step 3 阅读和听力1.教师让学生先阅读Unit 1的文章“Living well”，让学生尝试理解其中的关键词汇和句子，并回答一些相关问题。
2.然后，教师在班级里播放一段与“Living well”相关的听力材料，并要求学生进行听力理解，并给出几个问题，让学生进行回答。
Step 4 综合语言运用1.教师组织学生进行小组讨论，让学生就如何“Living well”进行交流，让学生尝试用英语表达自己的想法和看法。
2.接着，教师要求学生进行写作练习，让学生就“Living well”的话题展开一段100字的写作。
Step 5 总结教师向学生概述本次课程的主要内容，并对学生的表现进行点评。
课后作业1.让学生进行生活方式类单词的记忆和复习。
人教版高二英语选修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。
人教版高二英语选修七Unit1 Living well教案设计
Unit 1 Living wellI．教材分析本单元以残疾及残疾人生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。
通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。
通过本单元的言语技能训练，要求学生学会使用正确得体的英语介绍他人和向他人表示祝贺。
其中，USING LANGUAGE分为两部分，Listening and speaking是关于对残疾人Barry Minto的采访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。
同时通过听这个采访，要求学生掌握表示祝贺的常用句型。
Reading, speaking and writing 部分要求学生先讨论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾Alice Major写给the newBankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，要充分考虑残疾人的特殊需要。
这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元教学目标。
通过读这份建议信，要求学生学会写建议信。
II．Teaching goals 教学目标1. Target language目标语言:重点词汇和短语access, company, in comfort, meet with, dignity, profit2. Ability goals能力目标Help students to learn about disabilities and life of the disabled. Enable students to do something for the disabilities.3. Learning ability goals学能目标By making designs for the convenience of the disabled, students will learn how to think for others and help others.Teaching important points教学重难点Enable students to design a building or equipments for the disabled.Teaching methods教学方法Discussing, explaining, reading and practicingTeaching aids教具准备Multimedia computerTeaching procedures & ways教学过程与方式Step I Leading inShow students a few pictures of different places of our school. Then ask students the following question:How can we adapt the buildings or the equipment or some means of transport to make them more accessible to people in wheelchairs?Discuss with the class , and then show students the pictures of some equipments which are designed for the disabled.Step II Reading 2 A letter to an architect1.Read the letter and list the suggestions the writer put forward.Suggestions1——→ Adequate access for wheelchairs.2——→Earphones for people who have trouble hearing.3——→Raised seating.4——→Toilets.5——→Car parking.2.ScanningAsk students to read the letter again and in pairs discuss the questions before writing the answers.1) What is the purpose of the first paragraph of the letter?（To tell the readers the purpose of the letter.）2) What is the purpose of the last paragraph of the letter?（To finish the letter in a polite way and to put forward some reasons why the architect should consider the writer’s suggestions.）3.Suggestions to the architectLiftsEarphonesSeatsToiletsCar parking1)Make the buttons easy to reach and the doors wide enough to enter . Make thecinema accessible to people in wheelchairs.2)Adequate access for wheelchairs. (Para2)A. means of entering/ way inB. opportunity or right to use sth. (A)3) Fit (安装/ Fix（使固定）sets of earphones to all seats to allow hearing-impaired customers to enjoy the company of their friends.4)This would allow hearing-impaired customers to enjoy the company of their hearing friends.A. firmB. companionC. fellowD. being together with sb５)The seats at the back should be placed higher than those at the front, and there could be a space at the end of each row for people in wheelchairs to sit next to their friends.Step III Language Points&Practice1. access n. [U] ~ to sth./ sp.①(接近/进入某地的)通路/途径进入农场的唯一途径是穿过田野。
高中英语 Unit1Livingwell全单元教案 新人教版选修7(高二)
Part 1: Teaching Design第一部分：教学设计Period 1: A sample lesson plan for reading(Marty’s story)AimsTo help students develop their reading abilityTo help students learn about living well.ProceduresI. Warming up by learning about disabilityWhat is disability?A disabled person is one who has a condition called a disability that interferes with his or her ability to perform one or more activities of everyday living. For example, locomotion (indoors and going outside), getting dressed, communicating with others.What are the types of disability?"Disability" can be broken down into a number of broad sub-categories, which can include the following:●Physical impairments affecting movement, such as muscular dystrophy, post-polio syndrome,spina bifida and cerebral palsy.●Sensory impairments, such as visual or hearing impairments.●Neurological impairments, such as epilepsy or dysautonomia.●Cognitive impairments such as Autism or Down Syndrome.●Psychiatric conditions such as depression and Schizophrenia.II. Pre-reading by visiting the Family Village websiteGet online to /index.htmlx.Welcome to the Family Village! We are a global community that integrates information, resources, and communication opportunities on the Internet for persons with cognitive and other disabilities, for their families, and for those that provide them services and support.Our community includes informational resources on specific diagnoses, communication connections, adaptive products and technology, adaptive recreational activities, education, worship, health issues, disability-related media and literature, and much, much more!So stop in, stroll around, and visit some of the Family Village's attractions. Simply click on a place to explore and discover a cornucopia of useful information! Let us know what you like (or dislike) and visit often, for our village is constantly changing.III. ReadingTurn to page 2. We shall take Marty’s story this time.First we shall listen and read aloud to the recording of the text. Try to read aloud the text as loudly and correctly as possible.Then we shall go over the text to read it to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.IV. Transferring informationNotes to some difficult sentences1. Of course, there will always be a few who cannot see the real person/ inside my body, but I do not get annoyed, I just ignore them. (Reading)“get/become+过去分词” 中, get为助动词。
人教版高中英语选修7《Unit 1 Living well》教案
人教版高中英语选修7《Unit 1 Living well》教案【一】教学准备教学目标教学目标 (这部分谢3点，按照USE的目标写)(1)学习建议信的结构、语言。
(2)讨论学校建筑物设计中行走不便的学生的需求。
(3)给校长写一封建议信。
(4)继续培养对残疾人的尊重和关爱意识。
教学重难点教学目标 (这部分谢3点，按照USE的目标写)(1)学习建议信的结构、语言。
(2)讨论学校建筑物设计中行走不便的学生的需求。
(3)给校长写一封建议信。
(4)继续培养对残疾人的尊重和关爱意识。
教学过程Step 1Warming-up and lead-in (5 mins)(1)导入用本单元的阅读文Marty’s story来导入，引出残疾人的话题。
T: Hello, class. Inthe last lesson, we learnt Marty’s story. What’s the problem with Marty?(He has a raremuscle disease.)Yes, he’sdisabled.But is Martyleading a miserable life due to his disability?(No.)He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.(2)揭题教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。
然后说明教学目标：阅读一封建议信，讨论学校设施中可以改进的地方，以及写一封给校长的建议信。
T: We are lucky tobe able-bodied and study in such a beautiful school.But every now andthen, I find such students in our school. What are their problems?(They havedifficulty walking and they have to move around with walking sticks orwheelchairs.)T: This is SongYaoguang, our classmate. Yaoguang, what happened to you?Do you find itdifficult to walk around in our school with a walking stick?Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?(Yes.)T：If you have some suggestions, you can write asuggestion letter to our headmaster. Have you ever written such a letterbefore?So in today’slesson, we are going to1. read asuggestion letter2. discussproblems with the school facilities3. write a suggestionletter to the headmaster2 Reading (15 min)本课是读写结合的综合语言实践课，遵循USE的模式，即Understanding(理解)→Sharing(分享)→Expressing(表达)的模式。
人教版英语选修七 Unit 1 Living well 教案
Unit 1 Living well一、学生情况分析本单元的设计与实施是建立在学生经过高一新教材学习基础之上。
学生已经逐步适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。
并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
对于残疾人的生活和学习这一话题，同学们并不感到陌生，相信这能引起学生的兴趣，并激发学生的探究心理。
二、教材分析（一）教材地位与作用Living well高中英语选修7 第一单元的内容。
本单元以残疾及残疾人生活为中心，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。
本课时是第一课时，包括Warming Up，Pre-reading，Reading和Comprehending四部分。
通过本节课的学习，提高学生理解、尊重、关心、帮助残疾人意识，使残疾人与健全人一样共享美好生活。
它在整个单元教学中占有十分重要的地位。
这是对新课程目标中情感态度与价值观培养目标的全方位体现。
基于以上教材的分析，根据新课程标准要求，我确立如下教学目标：（二）教学目标1. 知识目标a. 掌握以下重点词汇和短语ambition, disability, fellow, independent, beneficial, encouragement, in other words, all in all, out of breath, make fun of.b. 理解和运用以下重点句型1. I have to adapt to my disability.2. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.2. 能力目标a. 通过对段落结构的分析，使学生掌握scanning的阅读技巧。
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人教版教材选修七第一单元Living Well-Using LanguageA Letter To An Architecture教学设计课题名称：Using language课型：阅读写作课授课年级：高二年级（下）主题语境：人与社会——关爱残障人士教材内容分析一、教材内容：本课为人教版教材选修七第一单元Living Well的第五课时Using Language 板块的第二项活动Reading，Speaking & Wring.本单元的话题是围绕“残疾”、“残疾人的生活”展开的，介绍残疾人积极进取的生活。
教材上这部分共有六个练习，练习1看图说话，讨论行动困难的人在电影院可能会遇到什么麻烦。
练习二要求学生阅读一封信件，内容为一位读者写给电影院建筑师的信，请求建筑师充分考虑残疾者的需求，然后让学生把心中的建议要点列举出来。
练习三回答问题。
练习四要求学生找出信中的礼貌用语。
练习五分组讨论社区是否方便残疾人进出以及改进的方法。
练习六要求学生仿照读过的信件给某建筑师写一封建议信。
二、阅读文本分析：WhatReading部分呈现的是一封较为正式的写给一位电影院建筑师就新影院的设计的建议信，内容主要包括：1. 写信目的——考虑残障人士的需求；.2. 包括电梯设计（Adequate access for wheelchairs），耳机配置（Earphones for people who have trouble hearing），座位高度（Raised seating），厕所位置（Toilets）以及停车场位置（Car parking）等五个方面的建议；3. 表示感谢和期待，并表明合理设计的原因——利于残障人士也利于电影院的双赢局面。
How1. 结构上。
Reading在结构上采取了总分总的布局，先说明写信目的，随后从一些细节上体现对残障人士可能遭遇的问题的考虑而提出可行性建议，最后总结表示希望建议得到认可并进一步提出双赢的预期效益。
2. 语言上。
信中用不同颜色和斜体字来突出要点，作者在文中使用礼貌用语来表达自己的观点，如I hope you will not mind me writing to ask if you have thought about the needs of disabled customers. 相比于生硬的，直截了当的说I think you should think about the needs of the disabled customers更容易让收信人接受自己的建议。
Why置于单元话题Disability & life of disabled people下，这封建议信反映了“人与社会”主题下的“社会服务与人际沟通”主题语境。
信中通过礼貌的用语表达了作者对残障群体的关心和他们日常生活中在公共场所建筑可能遇到的不便利，引起读者主动关心、帮助弱势群体的意识和社会责任感。
学情分析本次授课的对象是文科班，学生英语基础总体较好，课堂参与度高，思维能力和表达能力有参差。
一部分学生对思维导图较感兴趣。
学生在高一第一册第一单元曾学过写建议信，内容主要涉及学习和生活方面的问题。
平时的英语写作中较少写正式信件并刻意使用礼貌用语。
在本单元的阅读部分学生已阅读过关于残疾人Marty Fielding的故事理解并探讨过我们健康的人应该关心帮助残疾人。
学生虽已处于高二下学期，但设身处地考虑残疾人可能遭遇的问题并能提出合理的解决方法对他们来说还是很有挑战性的。
本课最大的挑战在于：（1）大部分学生对“残疾人”缺少“细节”性关注，就是说他们真正在各种场合可能遭遇的不便并不能充分设想，因而在围绕该话题进行问题提出和解决时可能感觉无从谈起；（2）学生在写作过程中可能难以顾及角色身份而在语言的表达上缺少分寸感。
本课主要通过以下手段解决上述难点：（1）通过图片展示让学生直观认识一些公共设施对残疾人的不够友好。
（2）通过礼貌用语和直截了当建议的差异对比让学生体会语言表达上的分寸感，对朋友和对师长的语言表达会有不同的，让学生明确礼貌用语更容易让收信人接受自己的建议。
（3）通过对阅读中列举的影院设计中可能存在的问题及解决方法让学生迁移探究更多场所可能存在的问题和可能的解决方法。
教学目标By the end of class, the students will be able to:1. Accumulate topical vocabulary about life of the disabled and the polite forms used in the letter.2. draw a mindmap to show the common structure of the letter of proposal3. Write a letter to an architect to suggest ways to make the community more accessible for the disabled using and polite forms4. Evaluate the writing and make further revision to raise the awareness of the difficulties of people with disabilities.教学重难点1. Focal point:1) Draw a mindmap and analyse the structure of the letter;2) Write a letter of proposal to suggest ways to make the community more accessible to people with walking difficulties using the polite forms used i n the letter.2. Difficult point:How to write the letter of proposal politely and creatively.教学方法municative Approach.2.Task-based Language Teaching3.LEAP学习方法1.Student-centered learning2.Task-based learning3.Cooperative learning教学用具Multiple-media, slides, blackboard, chalk教学步骤Step1 Lead-in1. Learners read today’s learning objectives. （2' class work）2. The teacher shows pictures and ask students to view and discuss the problems that people with walking difficulties might have in a cinema and then predict what the text is about.（4' individual work &class work）设计意图：通过阅读学习目标让学生目标明确的参与到学习活动中，通过教材该部分练习一的图片展示创设语境激活学生已有的关于解决问题的认知和经验。
通过让学生对本节课内容进行预测，激发学生的阅读兴趣，促进学生的思维成长。
Step2 Explanation（8 ' group work & class work）Activity1: drawing a mindmapThe teacher assign the reading task ----reading the passage individually and work in groups of six to draw a mindmap of the structure of the letter. To help students the teacher asks some questions:(1) What’s the letter about?(2) Why does the writer write the letter?(3) What suggestions does the writer put forward?(4) What is the purpose of the last paragraph?Students will be divided into 8 groups of six and first read the text individually and then try to work out a mindmap with the help of the questions.设计意图：本文框架清晰，结合所学应用文的一般结构，学生很容易理清框架结构。
考虑学生可能产生困难，教师用前两个问题引导学生关注主题与写作目的，第三个问题就信件body部分进行设问引导学生关注细节内容，第四个问题就如何写信件结尾进行设问引导学生就如何圆满结束信件进行思考。
最终能顺利理清文章结构框架，画出清晰、直观的导图。
此过程也有助于促进学生归纳、总结、分析、概括等思维品质的发展。
Step3 AppreciationActivity2 discussion (3 ' individual work & class work)The teacher raises the questions:1. How does the writer organize her letter to achieve her writing purpose?2. Do you think this is a good way to organize a suggestive letter?设计意图：这两个问题旨在引导学生关注、分析和评价写作结构。
Activity 3: comparison（5 ' group work & class work）The teacher raises examples of polite forms and not-so-polite forms for students to follow snd compare.(1) I hope you will not mind me writing to ask.... VSI think you should think about the needs of the disabled customers.(2) I wonder if you have considered the following things. VSI hope you consider the following things.Learners read the letter again and underline the polite forms used in the letter and think about ways to express them in a direct way possibly used when they write to their very good friends following the teacher’s example.After comparing they may conclude the difference of two forms: Polite forms : senior people; feel comfortable ;more acceptable... Direct forms: peers; close relationship...设计意图：这一活动旨在引导学生关注文本微观结构，通过对信件中使用的礼貌用语和平时自己一些较为直接甚至生硬的表达进行比较，引导学生在日常交际中有效的使用得体的语言进行表达例如发表意见、进行判断、责备和投诉等。