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高二英语选修7 Unit1教案 Living well


Unit 1 Living well
I. 单元教学目标 技能目标 Goals ▲ Learn about Disability and Life of disabled people ▲ Talk about Disability and Life of disabled people ▲ Practise Introduction and Wishes &congratulations ▲ Revise the Infinitive ▲ Write a letter of suggestion

II. 目标语言 1. Introduction I’d like to introduce you to… I’d like you to meet… May I introduce…? 功 能 句 式 Pleased to meet you. It’s nice to meet you. 2.Wishes &congratulations Congratulations. All the best. I’m proud of you. I wish you success. Good luck. Well done. I’m very impressed by your performances. You have my best wishes. I’m very pleased for you. I Hope it goes well for you. That’s wonderful/amazing.

1. 四会词汇 disability, disabled, eyesight, drum, movie, ambition, beneficial, clumsy, adapt, motto, microscope, breath, absence, stupid, fellow, annoy, annoyed, industry, tank, independent, encouragement, conduct, politics, literature, resign, handkerchief, assistance, companion, latter, congratulate, graduation, certificate, architect, basement, elder, elderly, dignity, accessible, bare 2. 认读词汇 词 Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration, remarkable, Sanders, earphone, impair, italic, community 汇 3. 词组 in other words, out of breath, all in all, make fun of , all the best, in particular 4.重点词汇 disability, disabled, adapt, annoy, conduct, congratulate, accessible Revise the Infinitive The infinitive can be used 结 构 1. as the subject 2. as the predicative, 3. as the object 4. as the object complement 5. as the adverbial 6. as the attribute 重 点 句 子 I have learned to adapt to my disability. Every time after a long absence from school, I feel really stupid because I am a bit behind the others. All in all, I have a good life. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do. III. 教材分析与教材重组

1. 教材分析 本单元以残疾及残疾人生活为话题, 介绍了一些残疾人凭借顽强的毅力和社会的 关爱克服生活中的种种困难, 以积极的态度面对人生的挑战。 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。 1.1 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 本单元的 READING 部分精彩故事做好了铺垫。 1.2 PRE-READING 通过介绍“Family village”,激发学生的阅读兴趣。 1.3 READING 课文是一篇以第一人称表述 Marty 身残志坚,以积极的态度快 乐生活的故事。课文以网页的形式展示,能够吸引学生的注意力,引起学 生的极大兴趣。 1.4 COMPREHENSION 共有 4 部分,这 4 部分的设置由表及里,由浅入深, 非常科学。第 1 部分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; 2 部分是深层次的理解题, 第 要求学生在正确的理解课文的基础上,通过讨论得出结论;第 3 部分要求 学生总结课文 6 段的段落大意。 4 部分要求用 3-4 句话分别表述 1) 第 Marty 的积极向上的生活方式; 2)人们怎样帮助 Marty 和像 Marty 一样的残疾人 过上幸福生活;3)他的同学为什么改变了对待 Marty 的态度。 1.5 LEARNING ABOUT LANGUAGE 分为两部分,Discovering useful words and expressions 是本单元词汇练习题; Discovering useful structures 是本单元 语法练习题练习,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。 1.6 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 new Bankstown 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。 2. 教材重组 2.1 将 WARMING UP 、 PRE-READINGR、 READING 与 COMPREHENDING 放在一起上一节阅读课。 2.2 把 LEARNING ABOUT LANGUAGE 和 WORKBOOK 的 Using words and expressions 及 Using structures 整合在一起上一节“词汇语法课”。 2.3 根据 USING LANGUAGE 内容上一节听说读写综合技能课。 2.4 将 WORKBOOK 的 Reading and listening 和 Talking 结合在一起, 上一节 “听说课”。 2.5 将 WORKBOOK 的 Reading and writing task 设计为一节阅读课写作课。

3. 课型设计与课时分配(经教材分析,本单元可以用 5 课时教完) 1st Period Reading Learning about language Using language Reading and listening Reading and writing task

2nd Period 3rd Period 4th 5th Period Period

IV. 分课时教案

The First Period Teaching goals 教学目标 1. Target language 目标语言: a. 重点词汇和短语

Reading

eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all,

industry, tank, independent, make fun of, encouragement b. 重点句型 1. I have to adapt to my disability. 2. All in all, I have a good life. 3. Every time after a long absence from school, I feel really stupid because I am a bit behind the others. 4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do. 2. Ability goals 能力目标 Help students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well 3. Learning ability goals 学能目标 By talking about disabilities and life of the disabled, students will learn some positive stories of the disabled. This will help students understand more about how challenging life can be for the disabled. Teaching important points 教学重点 How positive stories about the people with disabilities inspire others. Teaching difficult points 教学难点 How to help student understand the difficulties the disable have to overcome. Teaching methods 教学方法 Discussing, explaining, reading and practising Teaching aids 教具准备 Multimedia computer Teaching procedures & ways 教学过程与方式 Step I Leading in

Deal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them to discuss what the disabilities are and what difficulties they have to overcome in daily life. T: Good morning /afternoon, class! Ss: Good morning/ afternoon, Mr. /Ms…

T: In this class we are going to learn about disabilities and the life of the disabled. First let’s watch some short videos. Then discuss in groups what the disabilities are and what difficulties they have to overcome in daily life. After the discussion, Teacher will present the four pictures on Page 1 to students. T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success. Now look at the pictures, how do they look? Ss: They look happy and satisfied. They are smiling. T: Yes, they are. But all of them are disabled. Can you guess what their disability might be? S1: … S2: … …… T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Family village”. From here we can learn some positive stories about the disabled. Step II Pre-reading

Ask students to read the pre-reading carefully and find out the purpose of the website. Then show the suggested answer on the PowerPoint. Suggest answer: 1. To give ordinary young people with a disability the chance to share their stories with others. 2. To inspire other disabled people. 3. To get non-disabled people to understand more about how challenging life can be for people with disabilities. Step III Reading

Deal with the reading part.

Scanning Ask the students to scan the text and find problems Marty have in his life and what he does in spite of his disability. T: First I’d like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner. Several minutes later, students compare their information with each other in groups. Then check the answer with the whole class. T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint. Show some suggested adjectives on the PowerPoint. brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid T: Ok. You are right. Though Marty has a muscle disease, which causes many difficulties to his life, he still lives well. He is living a busy and satisfying life. He is very optimistic. Then continue to discuss the next two questions on Page3. Deal with the next two questions in the same way. Suggested answers: 1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life. 2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed. 3. Maybe at the beginning I will feel very low and disappointed, but Marty’s story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life. Careful reading Ask students to read the text carefully and then finish Ex3 on Page 4. T: Now let’s read the text again and try to sum up the main idea of each paragraph. Several minutes later check the answers with the whole class. Suggested answers: Paragraph 1: I have a muscle disease, which is very unusual. Paragraph 2: No one knows how the disease develops.

Paragraph 3: The difficulties I have in daily life. Paragraph 4: My fellow students have begun to accept me for who I am. Paragraph 5 All in all, I have a good life. Paragraph 6: People with disabilities can also live well. T: Now let’s read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together. Suggested answers: 1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do. 2. Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people. 3. Because Marty is strong-minded and independent. His efforts have gained his fellow students’ respect and understanding. So they have learned to accept him for who he is. Summary Ask students to work together to write a mini biography for Marty according to the text. T: Now we’ve finished Marty’s story. Now it’s time for you to work in groups and write a mini biography for him. My Mini bio Name: Status: Health: Interests and Hobbies: Ambition: Motto:

A few minutes later show the sample on the PowerPoint. My Mini bio Name: Marty Fielding Status: High school student Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people Interests and Hobbies:
? ? ?

Enjoys writing and computer programming Going to the movies and football matches- when I am well enough Spending a lot of time with my pets—two rabbits, five mice, a tank full of fish and a snake

?

To study

Ambition: to work in the computer industry Motto: live one day at a time

Explanation During this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems. T: Now we will deal with some difficult language focuses. Now I will play the recording of the text for you. Please make a mark where you have difficulties. After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page86-87. T: Do you have any difficulties with the text? S1:Could you please explain the sentence to us:I have learned to adapt to my disability. T: Before he developed the disease, he could run or climb the stairs as quickly as other people. But after he had the disease, he becomes very weak, so he cannot run

very fast. It takes time for him to get used to slow pace. Besides this the disease has brought many other difficulties to him, he has to get used to living with the disease. So we can understand it like this: I have got used to living with the disease. Do you have any other questions? Ss: No. T: This is a very inspiring story. From Marty’s story, what have you learned from? S1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow. S2: We shouldn’t feel sorry for them. That might hurt them. S3: We should help them in a clever way. S4: We should encourage them when they feel down. …… S8: Just having a disability doesn’t mean your life is not satisfying. T: I’m very glad all of you have learned something from the story. Please remember everyone can live well even if he has a disability. If you’d like to learn more about the life of disabled people, please surf the internet. Step IV Homework:

Retell Marty’s story according to the mini bio. Surf the internet to learn more about the life of disabled people.


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