选修7unit1.docx

选修7unit1.docx

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选修7unit1

Unit1Livingwell

Ⅰ.单元教学目标

技能目标SkillGoals

▲Talkaboutdisabilityandlifeofdisabledpeople

▲Expresswishes&congratulations

▲Learnexpressionsofformalintroduction

▲RevisetheInfinitive

▲Writealetterofsuggestion

Ⅱ.目标语言

功

能

句

式

Introduction

I’dliketointroduceyouto...

I’dlikeyoutomeet...

MayIintroduce...?

Pleasedtomeetyou.

It’snicetomeetyou.

Wishes&congratulations

Congratulations.

Allthebest.

I’mproudofyou.

Iwishyousuccess.

Goodluck.

Welldone.

I’mveryimpressedbyyourperformance.

Youhavemybestwishes.

I’mverypleasedforyou.

Ihopeitgoeswellforyou.

That’swonderful/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,accessible

2．认读词汇

syndrome,Rosalyn,Sally,Marty,fulfilling,Kilimanjaro,Qomolangma,wheelchair,Sanders,earphone,impair,community

3．词组

inotherwords,adaptto,cutout,outofbreath,allinall,sitaround,aswellas,makefunof,nevermind,allthebest,meetwith

4．重点词汇

disability,disabled,adapt,annoy,conduct,congratulate,accessible

结

构

RevisetheInfinitive

Theinfinitivecanbeused:

1.asthesubject

2.asthepredicative

3.astheobject

4.astheobjectcomplement

5.astheadverbial

6.astheattribute

重

点

句

子

1.…butIamveryoutgoingandhavelearnedtoadapttomydisability.

P2

2.EverytimeIreturnedafteranabsence,IfeltstupidbecauseIwasbehindtheothers.P2

3.Allinall,Ihaveagoodlife.P2

4.Justacceptthemforwhomtheyareandgivethemencouragementtoliveasrichandfullalifeasyoudo.P3

Ⅲ.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。

1.1WarmingUp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。

1.2Pre-reading通过介绍网站“Familyvillage”，激发学生的阅读兴趣。

1.3Reading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。

1.4Comprehending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。

1.5LearningaboutLanguage分为两部分，Discoveringusefulwordsandexpressions是本单元的词汇练习题；Revisingusefulstructures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。

1.6UsingLanguage分为两部分，Listeningandspeaking是关于对残疾人BarryMinto的采访录音，要求学生能够通过录音了解BarryMinto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功能句型。

Reading,speakingandwriting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，然后引出残疾人AliceMajor写给thenewBankstown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一些建议，要求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，完成本单元的教学目标。

通过读这封建议信，还要求学生学会写建议信。

2．教材重组

2.1将WarmingUp，Pre-reading，Reading与Comprehending整合在一起上一节“阅读课”。

2.2把LearningaboutLanguage和Workbook的USINGWORDSANDEXPRESSIONS及USINGSTRUCTURES整合在一起上一节“语言学习课”。

2.3将UsingLanguage设计为一节包括听说读写在内的“综合技能课

（一）”。

2.4将Workbook的READINGANDLISTENING和TALKING结合在一起，上一节“听说课”。

2.5将Workbook的LISTENINGTASK,READINGANDWRITINGTASK和SPEAKINGTASK设计为一节“综合技能课

（二）”。

3.课型设计与课时分配

1stPeriodReading

2ndPeriodLanguagestudy

3rdPeriodIntegratingskills（Ⅰ）

4thPeriodListeningandspeaking

5thPeriodIntegratingskills（Ⅱ）

Ⅳ.分课时教案

TheFirstPeriodReading

Teachinggoals教学目标

1.Targetlanguage目标语言

a.重点词汇和短语

eyesight,ambition,disabled,beneficial,inotherwords,clumsy,adapt,microscope,outofbreath,absence,stupid,fellow,annoyed,allinall,industry,tank,makefunof,encouragement

b.重点句型

…butIamveryoutgoingandhavelearnedtoadapttomydisability.

EverytimeIreturnedafteranabsence,IfeltstupidbecauseIwasbehindtheothers.

Allinall,Ihaveagoodlife.

Justacceptthemforwhomtheyareandgivethemencouragementtoliveasrichandfullalifeasyoudo.

2.Abilitygoals能力目标

Helpstudentstolearnaboutdisabilityandlifeofthedisabled.Enablestudentstoknowthatpeoplewithdisabilitiescanalsolivewell.

3.Learningabilitygoals学能目标

Bytalkingaboutdisabilityandlifeofthedisabled,studentswilllearnsomepositivestoriesofthedisabled.Thiswillhelpthemunderstandmoreabouthowchallenginglifecanbeforthedisabled.

Teachingimportantpoints教学重点

Howpositivestoriesofthepeoplewithdisabilitiesinspireothers.

Teachingdifficultpoints教学难点

Howtohelpstudentsunderstandthedifficultiesthedisabledhavetoovercome.

Teachingmethods教学方法

Discussing,explaining,readingandpracticing.

Teachingaids教具准备

Multi-mediacomputer.

Teachingprocedures&&ways教学过程与方式

StepILead-in

DealwithWarmingUp.Firstaskstudentstotalkaboutpeoplewithamentalorphysicaldisabilitytoseehowmuchtheyknowaboutdisabilities.Thenplaysomevideosorshowsomephotosofpeoplewithdisabilities.Studentswillbeaskedtodiscusswhatthedisabilitiesareandwhatdifficultiestheyhavetoovercomeindailylife.

T:

Goodmorning/afternoon,class!

Ss:

Goodmorning/afternoon,Mr./Ms...

T:

IthinkmostofyoushouldhavelearnedaboutHelenKeller,agreatwomaninAmericanhistory.Althoughshewasdeafandblind,shebecamearolemodelformillionsofpeople.HereI’dliketoshareoneofthequotesfromherwithyou.

Althoughtheworldisfullofsuffering,itisfullalsooftheovercomingofit.

T:

Theworldisfullofsuffering,especiallyforthosedisabledpeople.Doyouhappentoknowanyonewithamentalorphysicaldisability?

Whataretheirliveslike?

S1:

Myneighbor,a6-year-oldgirl,cannotspeak.Sheisdumb.Shecannotplaywithotherchildren.

T:

Thenhowcanshemakeherselfunderstood?

S1:

Shehastousebodylanguageandsignlanguage.Ifinditveryhardtounderstandher.Butherfamilycanunderstandherverywell.

T:

OK,anyoneelse?

S2:

Oneofmyfriendsdoesn’tlikeschool.Weareofthesameage.Heshouldbeinhighschool.Unluckilyhecanonlystayathome.Becausewheneverhecomestoschool,hefeelssickandcannothelptrembling.Heisafraidofschool,wheneverhehearstheword“school”,hesweatsandfeelsverynervous.Ithinkhehasamentaldisability.

T:

Ifeelsorryforyourfriend.Perhapshehasexperiencedsomethingunpleasantinschool.Ithinkheshouldseeadoctor.

S2:

Hehasbeenvisitingadoctor.Ihopehewillgetwellsoon.

T:

Ihopeso.Nowlet’swatchsomeshortvideos（orlookatsomephotos）ofsomedisabledpeople.Pleasediscussingroupswhatthedisabilitiesareandwhatdifficultiestheyhavetoovercomeindailylife.

ShowthelistofdisabilitiesonthePowerPoint.

Afterdiscussion,presentthefourpicturesonPage1tostudents.

T:

Quiteright.Disabilitiescanbevisibleorinvisible.Peoplewithinvisibledisabilitiesdon’tlookdisabled.Depression,sleepdisordersandlearningdifficultyareinvisibledisabilities.Nomatterwhatdisabilityonehas,lifeisnoteasy.Theyhavemanydifficultiestoovercome,butpleasekeepinmindtheycanalsolivewell,evenachievegreatsuccess.Nowlookatthepictures,howdotheylook?

Ss:

Theylookhappyandsatisfied.Theyaresmiling.

T:

Yes,theyare.Butallofthemaredisabled.Canyouguesswhattheirdisabilitymightbe?

S3:

IthinkRosalynhaslearningdifficulty.Generallyspeaking,thosewhohavelearningdifficultyaregoodatsportsandcleverathands.

T:

OK,whataboutRichard?

S4:

Everyonecanseehehasdifficultywitheyesight,becauseheiswearingglasses.Healsolooksveryweak,maybehehassevereillness.

S5:

Iguesshemayhavelostanarmorleg,forwecannotseehisarmsorlegsinthepicture.

S6:

Hecannothavelostanarmorleg,fornextyearhewilltraintobeateacher.Howcanapersonwithoutanarmorlegbeateacher?

T:

Thatsoundsreasonable.OK,whataboutSally?

S7:

Sallymayhaveasevereillness,forshehasaverybusylife.Inmyopinionthosewhoknowtheyaredyingalwayskeepthemselvesverybusy.

T:

Soundlikethat.Let’scometoGaoQiang.

S8:

FromthepictureitishardtoguesswhatdisabilityGaoQianghas.Maybehehaswalkingdifficulty.

S9:

Itishardtosay.Ifhehaswalkingdifficulty,Iwilladmirehimverymuch,forhetakesdancinglessons.

..

T:

OK,pleaseremembertherearemanydisabledpeopleintheworld.Theyarepartoftheworld.Theyalsohaverightstoenjoylife.Wouldyouliketolearnmoreaboutthemandtrytodosomethingforthem?

Hereisawebsite“Familyvillage”.Fromherewecanlearnsomepositivestoriesaboutthedisabled.

StepⅡPre-reading

Askstudentstoreadthepassageabout“Familyvillage”inpre-readingcarefullyandfindoutthepurposeofthewebsite.ThenshowthesuggestedanswersonthePowerPoint.

Suggestedanswers:

1.Togiveordinaryyoungpeoplewithadisabilitythechancetosharetheirstorieswithothers.

2.Toinspireotherdisabledpeople.

3.Togetnon-disabledpeopletounderstandmoreabouthowchallenginglifecanbeforpeoplewithdisabilities.

StepⅢReading

Dealwiththereadingpassage.

Scanning

AskstudentstoscanthetextandfindproblemsMartyhasinhislifeandwhathedoesinspiteofhisdisability.

T:

FirstI’dlikeyoutodoscanningandthenfillinthechartwiththeinformationyougetfromthetext.Afteryouhavefinished,pleasecompareyouranswerwithyourpartner’s.

Severalminuteslater,studentscomparetheirinformationwitheachotheringroups.Thenchecktheanswerwiththewholeclass.

T:

FromthischartwecanhaveaclearimageofMarty.WhatkindofpersonisMarty?

Youmaydiscussingroups.YoumayrefertotheadjectivesonthePowerPoint.

ShowsomeadjectivesonthePowerPoint.

brave,unlucky,weak,clumsy,strong-minded,