Unit 1 Living well.docx

Unit 1 Living well.docx

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Unit1Livingwell

Unit1Livingwell

Unit1LivingwellＩ．单元教学目标技能目标Goals▲

　　LearnaboutDisabilityandLifeofdisabledpeople▲

　　TalkaboutDisabilityandLifeofdisabledpeople▲

　　PractiseIntroductionandwishes&congratulations▲

　　RevisetheInfinitive▲

　　writealetterofsuggestionII．目标语言功能句式1.IntroductionI’dliketointroduceyouto…I’dlikeyoutomeet…mayIintroduce…?

Pleasedtomeetyou.It’snicetomeetyou.2.wishes&congratulationscongratulations.Allthebest.I’mproudofyou.Iwishyousuccess.Goodluck.welldone.I’mveryimpressedbyyourperformances.youhavemybestwishes.I’mverypleasedforyou.IHopeitgoeswellforyou.That’swonderful/amazing.词

　　汇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,bare2.

　　认读词汇Rada,Barry,Sally,marty,overhear,killmanjaro,Qomolangma,admiration,remarkable,Sanders,earphone,impair,italic,community3.词组inotherwords,outofbreath,allinall,makefunof,allthebest,inparticular4．重点词汇disability,disabled,adapt,annoy,conduct,congratulate,accessible结构RevisetheInfinitiveTheinfinitivecanbeused1.asthesubject2.asthepredicative,3.astheobject4.astheobjectcomplement5.astheadverbial6.astheattribute重点句子Ihavelearnedtoadapttomydisability.Everytimeafteralongabsencefromschool,IfeelreallystupidbecauseIamabitbehindtheothers.Allinall,Ihaveagoodlife.justacceptthemforwhomtheyareandgivethemencouragementtoliveasrichandfullalifeasyoudo.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

　　wARmINGUP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“Familyvillage”，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

　　LEARNINGABoUTLANGUAGE分为两部分，Discoveringusefulwordsandexpressions是本单元词汇练习题；Discoveringusefulstructures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

　　USINGLANGUAGE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常用句型。

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wARmINGUP、PRE-READINGR、READING与comPREHENDING放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“词汇语法课”。

2.3

　　根据USINGLANGUAGE内容上一节听说读写综合技能课。

2.4

　　将woRkBook的Readingandlistening和Talking结合在一起，上一节“听说课”。

2.5

　　将woRkBook的Readingandwritingtask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

　　Reading2nd

　　Period

　　Learningaboutlanguage3rd

　　Period

　　Usinglanguage

　　4th

　　Period

　　Readingandlistening5th

　　Period

　　Readingandwritingtask

　　IV.分课时教案TheFirstPeriod

　　ReadingTeachinggoals教学目标1.Targetlanguage目标语言:

a.重点词汇和短语eyesight,drum,movie,ambition,disabled,beneficial,inotherwords,clumsy,motto,adapt,motto,microscope,outofbreath,absence,stupid,fellow,annoyed,allinall,industry,tank,independent,makefunof,encouragementb.重点句型1.Ihavetoadapttomydisability.2.Allinall,Ihaveagoodlife.3.Everytimeafteralongabsencefromschool,IfeelreallystupidbecauseIamabitbehindtheothers.4.justacceptthemforwhomtheyareandgivethemencouragementtoliveasrichandfullalifeasyoudo.2.Abilitygoals能力目标Helpstudentstolearnaboutdisabilitiesandlifeofthedisabled.Enablestudentstorealizepeoplewithdisabilitiescanalsolivewell3.Learningabilitygoals学能目标Bytalkingaboutdisabilitiesandlifeofthedisabled,studentswilllearnsomepositivestoriesofthedisabled.Thiswillhelpstudentsunderstandmoreabouthowchallenginglifecanbeforthedisabled.Teachingimportantpoints教学重点Howpositivestoriesaboutthepeoplewithdisabilitiesinspireothers.Teachingdifficultpoints教学难点Howtohelpstudentunderstandthedifficultiesthedisablehavetoovercome.Teachingmethods教学方法Discussing,explaining,readingandpractisingTeachingaids教具准备multimediacomputerTeachingprocedures&ways教学过程与方式StepI

　　LeadinginDealwithwarmingup.Playsomevideosofpeoplewithdisabilitiesforstudentstowatch.Thenaskthemtodiscusswhatthedisabilitiesareandwhatdifficultiestheyhavetoovercomeindailylife.T:

Goodmorning/afternoon,class!

Ss:

Goodmorning/afternoon,mr./ms…T:

Inthisclasswearegoingtolearnaboutdisabilitiesandthelifeofthedisabled.Firstlet’swatchsomeshortvideos.Thendiscussingroupswhatthedisabilitiesareandwhatdifficultiestheyhavetoovercomeindailylife.Afterthediscussion,TeacherwillpresentthefourpicturesonPage1tostudents.T:

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

Ss:

Theylookhappyandsatisfied.Theyaresmiling.T:

yes,theyare.Butallofthemaredisabled.canyouguesswhattheirdisabilitymightbe?

S1:

…S2:

………T:

ok,pleaseremembertherearemanydisabledpeopleintheworld.Theyarepartoftheworld.Theyalsohaverightstoenjoylife.wouldyouliketolearnmoreaboutthemandtrytodosomethingforthem?

Hereisawebsite“Familyvillage”.Fromherewecanlearnsomepositivestoriesaboutthedisabled.StepII

　　Pre-readingAskstudentstoreadthepre-readingcarefullyandfindoutthepurposeofthewebsite.ThenshowthesuggestedansweronthePowerPoint.Suggestanswer:

1.Togiveordinaryyoungpeoplewithadisabilitythechancetosharetheirstorieswithothers.2.Toinspireotherdisabledpeople.3.Togetnon-disabledpeopletounderstandmoreabouthowchallenginglifecanbeforpeoplewithdisabilities.StepIII

　　ReadingDealwiththereadingpart.ScanningAskthestudentstoscanthetextandfindproblemsmartyhaveinhislifeandwhathedoesinspiteofhisdisability.T:

FirstI’dlikeyoutodothescanningandthenfillinthechartwiththeinformationyougetfromthetext.Afteryouhavefinished,pleasecomparewithyourpartner.Severalminuteslater,studentscomparetheirinformationwitheachotheringroups.Thenchecktheanswerwiththewholeclass.T:

Fromthischartwecanhaveaclearimageofmarty.whatkindofpersonismarty?

youmaydiscussingroups.youmayrefertotheadjectivesonthePowerPoint.ShowsomesuggestedadjectivesonthePowerPoint.brave,unlucky,weak,clumsy,strong-minded,optimistic,happy,independent,stupidT:

ok.youareright.Thoughmartyhasamuscledisease,whichcausesmanydifficultiestohislife,hestillliveswell.Heislivingabusyandsatisfyinglife.Heisveryoptimistic.ThencontinuetodiscussthenexttwoquestionsonPage3.Dealwiththenexttwoquestionsinthesameway.Suggestedanswers:

1.Ithinkmartyisveryoptimistic.Heisstrongandindependent.Hehaslearnedtoenjoylife.2.Ithinkwhenothersmakefunofhimorfeelsorryforhim,hemayfeelhurtandgetannoyed.3.maybeatthebeginningIwillfeelverylowanddisappointed,butmarty’sstorywillencouragemetoovercomethedifficulties.Iwilllearntoadapttothedisabilityandtrytoliveapositiveandsatisfyinglife.carefulreadingAskstudentstoreadthetextcarefullyandthenfinishEx3onPage4.T:

Nowlet’sreadthetextagainandtrytosumupthemainideaofeachparagraph.Severalminuteslaterchecktheanswerswiththewholeclass.Suggestedanswers:

Paragraph1:

Ihaveamuscledisease,whichisveryunusual.Paragraph2:

Nooneknowshowthediseasedevelops.Paragraph3:

ThedifficultiesIhaveindailylife.Paragraph4:

myfellowstudentshavebeguntoacceptmeforwhoIam.Paragraph5Allinall,Ihaveagoodlife.Paragraph6:

Peoplewithdisabilitiescanalsolivewell.T:

Nowlet’sreadParagraph4-6again.ThenwewilldealwithEx4onPage4.Pleasethinkactively.Thenwewillchecktheanswerstogether.Suggestedanswers:

1.Hehasabusylifeandhasmanyhobbies.whenheiswell,hegoestothemoviesandfootballmatcheswithhisfriends.Hekeepspets.Hespendsalotoftimetolookafterhispetsandhealsogetsalotofenjoymentoutofhispets.Healsohasalotofstudytodo.2.Don’tfeelsorryforthedisabledormakefunofthem,anddon’tignorethemeither.justacceptthemforwhotheyareandgivethemencouragementtoliveagoodlifeasnon-disabledpeople.3.Becausemartyisstrong-mindedandindependent.Hiseffortshavegainedhisfellowstudents’respectandunderstanding.Sotheyhavelearnedtoaccepthimforwhoheis.SummaryAskstudentstoworktogethertowriteaminibiographyformartyaccordingtothetext.T:

Nowwe’vefinishedmarty’sstory.Nowit’stimeforyoutoworkingroupsandwriteaminibiographyforhim.myminibioName:

Status:

Health:

InterestsandHobbies:

Ambition:

mottAfewminuteslatershowthesampleonthePowerPoint.

　　myminibioName:

martyFieldingStatus:

HighschoolstudentHealth:

developedamusclediseaseattheageabout10,veryweak,cannotdothingslikenormalpeopleInterestsandHobbies:

EnjoyswritingandcomputerprogrammingGoingtothemoviesandfootballmatches-whenIamwellenoughSpendingalotoftimewithmypets—tworabbits,fivemice,atankfulloffishandasnakeTostudyAmbition:

toworkinthecomputerindustrymottliveonedayatatimeExplanationDuringthisprocedureTeacherwillplaythetapeforstudents.Studentswillunderlinethedifficultsentences.Afterlisteningtothetape,Teacherwillexplainthetextanddealwithlanguageproblems.T:

Nowwewilldealwithsomedifficultlanguagefocuses.NowIwillplaytherecordingofthetextforyou.Pleasemakeamarkwhereyouhavedifficulties.Afterlisteningtothetape,explainthedifficultsentencestostudents.Beforeexplainingthedifficultpoints,studentsareaskedtorefertothenotestothetextonPage86-87.T:

Doyouhaveanydifficultieswiththetext？

S1:

couldyoupleaseexplainthesentencetous：

Ihavelearnedtoadapttomydisability.T:

Beforehedevelopedthedisease,hecouldrunorclimbthestairsasquicklyasotherpeople.Butafterhehadthedisease,hebecomesveryweak,sohecannotrunveryfast.Ittakestimeforhimtogetusedtoslowpace.Besidesthisthediseasehasbroughtmanyotherdifficultiestohim,hehastogetusedtolivingwiththedisease.Sowecanunderstanditlikethis:

Ihavegotusedtolivingwiththedisease.Doyouhaveanyotherquestions?

Ss:

No.T:

Thisisaveryins