优品课件之Unit 1 Living well.docx

1、优品课件之Unit 1 Living wellUnit 1 Living wellUnit 1 Living wellII 目标语言功能句式Congratulations.All the best.Im proud of you.I wish you success.Good luck.Well done.Im very impressed by your performances.You have my best wishes.Im very pleased for you.I Hope it goes well for you.Thats wonderful/amazing.词 汇1. 四

2、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, gradu

3、ation, certificate, architect, basement, elder, elderly, dignity, accessible, bare2. 认读词汇Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration, remarkable, Sanders, earphone, impair, italic, community3. 词组in other words, out of breath, all in all, make fun of , all the best, in pa

4、rticular4重点词汇disability, disabled, adapt, annoy, conduct, congratulate, accessible结构The infinitive can be used1. as the subject2. as the predicative,3. as the object4. as the object complement5. as the adverbial6. as the attribute重点句子I have learned to adapt to my disability.Every time after a long a

5、bsence 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

6、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；第2部分是深层次的理解题，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

7、6段的段落大意。第4部分要求用3-4句话分别表述1）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

8、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

9、 、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

10、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 Reading2nd Period Learning about language3rd Period Using language4th Period Reading and listening5th Period Reading and writing taskIV. 分课时教案The First Period ReadingTeaching goals 教学目标1. Target language目标语言:a. 重点词汇和短语eyesight, drum, movie, ambition, disabled, be

11、neficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, independent, make fun of, encouragementb. 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

12、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

13、 disabilities can also live well3. 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

14、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 practisingTeaching aids教具准备Multimedia computerTeaching procedures & wa

15、ys教学过程与方式Step I Leading inDeal 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. /MsT: In

16、 this class we are going to learn about disabilities and the life of the disabled. First lets 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

17、students.T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities dont 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

18、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?Ask students to read the pre-reading ca

19、refully 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

20、 how challenging life can be for people with disabilities.Deal with the reading part.ScanningAsk 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 Id like you to do the scanning and then fill in the chart with the information

21、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 ma

22、y 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, stupidT: Ok. You are right. Though Marty has a muscle disease, which causes many difficulties to his li

23、fe, 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 en

24、joy 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 Martys story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive

25、 and satisfying life.Careful readingAsk students to read the text carefully and then finish Ex3 on Page 4.T: Now lets 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.Ambition:MottAmbition: to work in the computer indu

26、stryMott live one day at a timeExplanationDuring 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 focuse

27、s. 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

28、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

29、 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 inspirin

30、g story. From Martys story, what have you learned from?S1: We should be patient with people with disabilities. We shouldnt get annoyed just because they are slow.S2: We shouldnt feel sorry for them. That might hurt them.S3: We should help them in a clever way.S4: We should encourage them when they f

31、eel down.S8: Just having a disability doesnt mean your life is not satisfying.T: Im very glad all of you have learned something from the story. Please remember everyone can live well even if he has a disability. If youd like to learn more about the life of disabled people, please surf the inter Step IV Homework:Retell Martys story according to the mini bio.Surf the internet to learn more about the life of disabled people.优品课件，意犹未尽，知识共享，共创未来！