人教新课标选修7Unit1Livingwell

Unit 1 Living wellⅠ. 单元教学目的技能目的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. 目的语言功 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.词 汇1． 四会词汇disability, disabled, eyesight, ambition, beneficial, clumsy, adapt, 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 object 4. 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，简介了某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，可以协助残疾学生树立生活的信心，鼓励残疾人实现自身价值；同步又能教育健康学生理解、尊重、关怀、协助残疾人，使残疾人与健全人同样共享美好生活通过本单元的语言技能训练，规定学生学会使用对的得体的英语简介她人以及向她人表达祝贺1.1 Warming Up 让学生理解残疾的种类，讨论多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获得了不凡成就，为本单元Reading部分的精彩故事做好了铺垫1.2 Pre-reading 通过简介网站“Family village”，激发学生的阅读爱好1.3 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，可以吸引学生的注意力，引起学生的极大爱好1.4 Comprehending共有3个练习，这3个练习的设立由表及里，由浅入深，非常科学练习1是浅层次的事实核对题，旨在让学生理解Marty生活中遇到的多种困难和她看待生活的乐观态度；练习2规定学生总结课文每段的段落大意；练习3是深层次的理解题，规定学生在对的理解课文的基本上，通过讨论得出结论1.5 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，规定学生纯熟掌握不定式的多种语法功能。

1.6 Using Language分为两部分，Listening and speaking是有关对残疾人Barry Minto的采访录音，规定学生可以通过录音理解Barry Minto的身体残疾和她获得的成就同步通过听这个采访，规定学生掌握表达祝贺的功能句型Reading, speaking and writing 部分规定学生先讨论腿脚残疾的人在电影院有也许遇到的困难，然后引出残疾人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了某些建议，规定充足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，完毕本单元的教学目的通过读这封建议信，还规定学生学会写建议信 2． 教材重组2.1 将Warming Up， Pre-reading， Reading与Comprehending整合在一起上一节“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“语言学习课” 2.3 将Using Language设计为一节涉及据说读写在内的“综合技能课（一）”。

2.4 将Workbook的READING AND LISTENING 和TALKING 结合在一起，上一节 “据说课”2.5 将Workbook的LISTENING TASK, READING AND WRITING TASK和SPEAKING TASK 设计为一节“综合技能课（二）” 3. 课型设计与学时分派1st Period Reading 2nd Period Language study3rd Period Integrating skills (Ⅰ) 4th Period Listening and speaking5th Period Integrating skills (Ⅱ) Ⅳ. 分学时教案The First Period ReadingTeaching goals教学目的1. Target language 目的语言a. 重点词汇和短语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, encouragementb. 重点句型…but I am very outgoing and have learned to adapt to my disability. Every time I returned after an absence, I felt stupid because I was 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. 2. Ability goals能力目的Help students to learn about disability and life of the disabled. Enable students to know that people with disabilities can also live well. 3. Learning ability goals学能目的By talking about disability and life of the disabled, students will learn some positive stories of the disabled. This will help them understand more about how challenging life can be for the disabled.Teaching important points教学重点How positive stories of the people with disabilities inspire others.Teaching difficult points 教学难点How to help students understand the difficulties the disabled have to overcome.Teaching methods教学措施Discussing, explaining, reading and practicing.Teaching aids教具准备Multi-media computer. Teaching procedures && ways教学过程与方式Step I Lead-inDeal with Warming Up. First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then play some videos or show some photos of people with disabilities. Students will be asked 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: I think most of you should have learned about Helen Keller, a great woman in American history. Although she was deaf and blind, she became a role model for millions of people. Here I’d like to share one of the quotes from her with you.Although the world is full of suffering, it is full also of the overcoming of it.T: The world is full of suffering, especially for those disabled people. Do you happen to know anyone with a mental or physical disability? What are their lives like?S1: My neighbor, a 6-year-old girl, can not speak. She is dumb. She cannot play with other children.T: Then how can she make herself understood?S1: She has to use body language and sign language. I find it very hard to understand her. But her family can understand her very well.T: OK, anyone else?S2: One of my friends doesn’t like school. We are of the same age. He should be in high school. Unluckily he can only stay at home. Because whenever he comes to school, he feels sick and cannot help trembling. He is afraid of school, whenever he hears the word “school”, he sweats and feels very nervous. I think he has a mental disability.T: I feel sorry for your friend. Perhaps he has experienced something unpleasant in school. I think he should see a doctor.S2: He has been visiting a doctor. I hope he will get well soon.T: I hope so. Now let’s watch some short videos (or look at some photos) of some disabled people. Please discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.Show the list of disabilities on the PowerPoint.After discussion, 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?S3: I think Rosalyn has learning difficulty. Generally speaking, those who have learning difficulty are good at sports and clever at hands.T: OK, what about Richard?S4: Everyone can see he has difficulty with eyesight, because he is wearing glasses. He also looks very weak, maybe he has severe illness.S5: I guess he may have lost an arm or leg, for we cannot see his arms or legs in the picture.S6: He cannot have lost an arm or leg, for next year he will train to be a teacher. How can a person without an arm or leg be a teacher?T: That sounds reasonable. OK, what about Sally?S7: Sally may have a severe illness, for she has a very busy life. In my opinion those who know they are dying always keep themselves very busy.T: Sound like that. Let’s come to Gao Qiang.S8: From the picture it is hard to guess what disability Gao Qiang has. Maybe he has walking difficulty.S9: It is hard to say. If he has walking difficulty, I will admire him very much, for he takes dancing lessons...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-readingAsk students to read the passage about “Family village” in pre-reading carefully and find out the purpose of the website. Then show the suggested answers on the PowerPoint.Suggested answers: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 ReadingDeal with the reading passage.ScanningAsk students to scan the text and find problems Marty has in his life and what he does in spite of his disability.T: First I’d like you to do scanning and then fill in the chart with the information you get from the text. After you have finished, please compare your answer with your partner’s.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 adjectives on the PowerPoint.brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupidT: 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 questions on Page 3. Deal with the next questions in the same way.Suggested answers:1. Marty seems to be a fairly positive person who considers he has a good life. He is realistic about his disability, but does not let this stop him doing as much as he can. He is a psychologically strong, independent boy.2. Missing lots of school, not being able to run around and play sports like other boys at his age, people not understanding that he has a disability.3. Marty keeps busy doing things that do not require physical strength, like computer programming. He has friends with whom he can go to movies and football matches and he has lots of pets. He also studies hard.4. They can accept people with disabilities like Marty for who they are rather than focus on their disability. They can encourage them to live rich and full lives.5. Because they found that Marty was able to live as rich and full a life as everyone else.6. Answers would vary.Careful readingAsk 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: An introduction to Marty and his muscle disease Paragraph 2: How his disability developedParagraph 3: Marty met a lot of difficulties at schoolParagraph 4: How his life has become easierParagraph 5: The advantages of his diseaseSummaryAsk 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 bioName: Status: Health: Interests and Hobbies: Ambition: Motto: A few minutes later show the sample on the PowerPoint.My mini bioName: Marty FieldingStatus: High school studentHealth: developed a muscle disease at the age about 10, very weak, cannot do things like normal peopleInterests and Hobbies: · Enjoying 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 snakeAmbition: to work in the computer industryMotto: live one day at a timeExplanationDuring this procedure, play the tape for students. Students will underline the difficult sentences. After listening to the tape, explain the text and deal with the language problems. T: Now we will deal with some difficult language points. 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 Pages 86-87. 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?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 HomeworkRetell Marty’s story according to the mini bio.Surf the Internet to learn more about the life of disabled people.The Second Period Language studyTeaching goals 教学目的1. Target language目的语言a. 重点词汇和短语disability, disabled, eyesight, ambition, beneficial, adapt, absence, fellow, annoyed, encouragement, conduct, resign, basement, accessible, latter, stupid, clumsy, all the best, all in allb. 重点句型The infinitive:1. as the subject2. as the predicative3. as the object 4. as the object complement5. as the adverbial6. as the attribute 2. Ability goals能力目的Enable students to use the infinitive.3. Learning ability goals学能目的Help students learn how to use the infinitive. Teaching important points教学重点The use of some key words and expressions and the infinitive.Teaching difficult points 教学难点Different functions of the infinitive.Teaching methods教学措施Explaining and practicing.Teaching aids教具准备Multi-media computer.Teaching procedures & ways教学过程与方式Step Ⅰ RevisionAsk several students to retell Marty’s story. Show Marty’s mini bio on the PowerPoint. My mini bioName: Marty FieldingStatus: High school studentHealth: developed a muscle disease at the age about 10, very weak, cannot do things like normal peopleInterests and Hobbies: · Enjoying 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 snakeAmbition: to work in the computer industryMotto: live one day at a timeT: Yesterday you were asked to retell Marty’s story. You may refer to his mini bio on the PowerPoint. Now who would like to have a try?…Step Ⅱ Discovering useful words and expressionsDeal with Ex1 && Ex2 in Discovering useful words and expressions. After dealing with Ex1, ask students to do Ex2 in groups. Then check the answers with the whole class. Show the suggested answers on the PowerPoint.Deal with Ex1 && Ex2 on Page 48. Students are asked to do the exercises in groups. Then show the suggested answers on the PowerPoint.As for Ex3, ask 10 students to translate the 10 sentences. And give them immediate help when necessary.Step Ⅲ Discovering useful structuresShow some sentences that contain the infinitive and ask students to identify its function.It is good to help others. (subject)It is my ambition to make sure that the disabled people in our neighbourhood have access to all public buildings. (subject)My ambition is to work in the computer industry when I grow up. (predicative)I don’t have time to sit around feeling sorry for myself. (attribute)I am the only student in my class to have a pet snake. (attribute)A big company has decided to buy it from me. (object)My fellow students have begun to accept me for who I am. (object)I have had to work hard to live a normal life. (adverbial)Some days I am too tired to get out of bed. (adverbial)We must call on local government to give financial assistance to disabled people. (object complement)Note: The following verbs are normally followed by the infinitive.afford, agree, appear, arrange, ask, attempt, care, choose, claim, come, consent, dare, decide, demand, deserve, determine, elect, endeavour, expect, fail, get, guarantee, hate, help, hesitate, hope, hurry, intend, learn, long, manage, mean, need, offer, plan, prepare, pretend, promise, refuse, say, seem, tend, threaten, want, wish For example: I can’t afford to go to the pub. He agreed to practise more. You should learn to express yourself. They managed to fix the problem. Explanation of the Gerund and the InfinitiveSome words can be followed by either the infinitive or the -ing form. Please pay attention when there is no difference in meaning and when there is difference. Show the following on the PowerPoint.Gerund and Infinitive (no difference in meaning)We use the Gerund or the Infinitive after the following verbs:beginHe began talking.He began to talk.continueThey continue smoking.They continue to smoke.hate Do you hate working on Saturdays?Do you hate to work on Saturdays?like I like swimming.I like to swim.love She loves painting.She loves to paint.prefer Pat prefers walking home.Pat prefers to walk home.start They start singing.They start to sing.We use the Gerund or the Infinitive after the following verbs. There are two possible structures after these verbs. Gerund: verb + -ing Infinitive: verb + person + to-infinitiveadvise They advise walking to town.They advise us to walk to town.allow They do not allow smoking here.They do not allow us to smoke here.encourageThey encourage doing the test.They encourage us to do the test.permit They do not permit smoking here.They do not permit us to smoke here.We use the following structures with the word recommend:recommend They recommend walking to town.They recommend that we walk to town.Some verbs have different meanings. (when used with Gerund or Infinitive)GERUND INFINITIVEforgetHe’ll never forget spending so much money on his first computer.Don’t forget to spend money on the tickets.go onGo on reading the text.Go on to read the text.meanYou have forgotten your homework again. That means phoning your mother.I meant to phone your mother, but my mobile didn’t work.rememberI remember switching off the lights when I went on holiday.Remember to switch off the lights when you go on holiday.stopStop reading the t。