高二英语Unit 1 Living well教学设计Word文档下载推荐.docx

高二英语Unit 1 Living well教学设计Word文档下载推荐.docx

《高二英语Unit 1 Living well教学设计Word文档下载推荐.docx》由会员分享，可在线阅读，更多相关《高二英语Unit 1 Living well教学设计Word文档下载推荐.docx（6页珍藏版）》请在冰豆网上搜索。

sstorypresentsastorythatalthoughmartyisadisabledboy，heneverfeelssorryforhimselfandheleadsagoodandbusylife.thisisthekeypartofthisunit.theteachercanfirstgetstudentstoskimforthemainideaofeachparagraphinthereadingpassage，andthenscanforfurtherunderstanding.inordertoletstudentsfullyunderstandthepassagewhilereading，theteachershouldanalyzethechangeofmarty'

sfeelingovertimeandnextguidestudentstowriteaminibiographyformarty.

　　toconsolidatethecontentsofthereadingpassage，theteacherwillpresentsomepoemstostudentsforappreciation.

　　三维目标　　知识目标

　　1．getstudentstolearntheusefulwordsandexpressionsinthisunit.

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

　　2．helpstudentstolearnaboutdisabilitiesandlifeofthedisabled.

　　能力目标

　　1．letstudentsreadthepassagemarty'

sstorytodeveloptheirreadingability.

　　2．enablestudentstoknowthatpeoplewithdisabilitiescanalsolivewell.

　　情感目标

　　1．bytalkingaboutdisabilitiesandlifeofthedisabled，makesurestudentscanlearnsomepositivestoriesofthedisabled.

　　2．helpthemunderstandmoreabouthowchallenginglifecanbeforthedisabled.

　　3．developstudents'

senseofcooperativelearning.

　　教学重点　　getstudentsinspiredbypositivestoriesofthepeoplewithdisabilities.

　　教学难点　　1．developstudents'

readingability.

　　2．helpstudentsunderstandthedifficultiesthedisabledhavetoovercome.

　　教学方法　　1．task－basedteachingandlearning.

　　2．cooperativelearning.

　　教学过程

　　step1　warmingup

　　1．warmingupbydiscussing

　　firstaskstudentstotalkaboutpeoplewithamentalorphysicaldisabilitytoseehowmuchtheyknowaboutdisabilities.thenshowsomephotosofpeoplewithdisabilities.studentswillbeaskedtodiscussthefollowingquestionsinsmallgroups.

　　doyouknowanyfamouspeoplewhoaredisabled?

　　whatdifficultiesdotheyhavetoovercomeindailylife?

　　whathavetheyachieved?

　　suggestedanswers：

　　stevenhawkinghasamuscledisease，buthemakesgreatcontributionsinscienceandputsforwardhistheoryaboutblackholes.

　　beethovenwasdeafinoneearwhenhewas26andtotallydeafattheageof35，buthewasagreatcomposer.

　　helenkellerwasdeafandblind，butshewasagreatwriter.

　　2．warmingupbytalking

　　first，askstudentstolookatthepicturesandreadwhatthesepeoplehaveachievedeventhoughtheyeachhaveadisability.next，workwithpartnerstotalkaboutwhatdisabilitytheymighthaveaccordingtoeachdescriptionbelowthepicture.

　　rosalynisinawheelchair.shehaswalkingdifficulty.

　　richardhasdifficultywitheyesight，sohecan'

treadthequestionsorwritetheanswersforhiscollegeentranceexams.

　　sallyhashearingproblems（thoughnotdeafasshecanstillunderstandloudspeechinthecinema）．

　　gaoqiangwasbornwithdown'

ssyndrome，whichisamentaldisability.somedoun'

ssyndromedown'

ssufferershavemadeagoodcareerasactors.

　　step2　pre－reading

　　askstudentstoreadtheshortparagraphinpre－readingcarefullyandfindoutthepurposeofthewebsite“familyvillage”．

　　1．togiveordinaryyoungpeoplewithadisabilityachancetosharetheirstorieswithothers.

　　2．toinspireotherdisabledpeople.

　　3．togetnon－disabledpeopletounderstandmoreabouthowchallenginglifecanbeforpeoplewithdisabilities.

　　step3　reading

　　1．skimming

　　givestudents2minutes；

askthemtoreadthepassagefasttofillintheblanks：

　　sumupthemainideaofeachparagraph：

　　paragraph1：

a（n）____tomartyandhismuscledisease.

　　paragraph2：

howthedisease____.

　　paragraph3：

martymetalotof____atschool.

　　paragraph4：

howhislifehasbecome____.

　　paragraph5：

the____ofhisdisease.

anintroduction_tomartyandhismuscledisease.

howthediseasedeveloped/started.

martymetalotofdifficultiesatschool.

howhislifehasbecomeeasier.

theadvantagesofhisdisease.

　　2．scanningfordetailedinformation

　　askstudentstoreadthepassagecarefullytolocatethedetailedinformation.

（1）firstaskstudentstoreadparagraphoneandcompletethechartbelow.

　　disease

　　difficulties

　　motto

　　diseaseamusclediseasethatmakeshimveryweak.

　　difficultieshecan'

trunorclimbstairsasquicklyasotherpeople.sometimesheisclumsyanddropthingsorbumpintofurniture.

　　mottoliveonedayatatime.

（2）nextreadparagraphstwoandthreeandchoosethebestanswer.

　　whydidthedoctorscutoutapieceofmusclefrommarty'

sleg?

　　a．becausetheycouldcurethediseasebycuttingitout.

　　b．becausetheywantedtouseitasaspecimen（标本）．

　　c．becausetheywouldtransplant（移植）thenewmuscle.

　　d．becausetheywantedtofindoutthecauseofthedisease.

　　key：

d

　　（3）readparagraphfourandanswerthefollowingquestions：

　　①whatismarty'

sambition?

　　②whatismarty'

sachievement?

　　③whatismarty'

shobby?

　　①marty'

sambitionistoworkforafirmthatdevelopscomputersoftwarewhenhegrowsup.

　　②martyinventedacomputerfootballgameandabigcompanydecidedtobuyitfromhim.

　　③aswellasgoingtothemoviesandfootballmatcheswithhisfriends，hespendsalotoftimewithhispets.hehastworabbits，aparrot，atankfulloffishandatortoise.

　　（4）askstudentstofindmarty'

sadviceinparagraphfive.

　　don'

tfeelsorryforthedisabled.don'

tmakefunofthem.don'

tignorethem.acceptthemforwhotheyare.encouragethemtoliveasrichandfullalifeashealthypeopledo.

　　step4　consolidation

　　1．askstudentstoreadthewholepassageandchoosethebestanswers.

（1）whichofthefollowingisfalse?

　　a．althoughthereareafewstudentswholookdownuponhim，martynevergetsannoyed.

　　b．martyleadsameaningfullifeanddoesnotfeelsorryforbeingdisabled.

　　c．martyonlyspendstimewithhispetsandneverwithhisfriends.

　　d．marty'

sdisabilityhasmadehimmoreindependent.

（2）fromthepassagewecaninferthat____.

　　a．martyasksotherstofeelsorryforhim

　　b．martyneverlosesheart

　　c．martyisafraidofbeingmadefunof

　　d．martywillnotacceptanyencouragementbecausehehasgrownstrongerpsychologically

　　keys：

（1）c　

（2）b

　　2．askstudentstoworktogethertowriteaminibiographyformartyaccordingtothetext.

　　myminibiography

　　name

　　status

　　health

　　interestsandhobbies

　　ambition

　　namemartyfielding

　　statushighschoolstudent

　　healthdevelopedamusclediseaseattheageof10，veryweak，cannotdothingslikenormalpeople

　　interestsandhobbies•enjoyingwritingandcomputerprogramming

　　•goingtothemoviesandfootballmatcheswithfriends

　　•spendingalotoftimewithmypets—tworabbits，aparrot，atankfulloffishandatortoise

　　ambitiontoworkforafirmthatdevelopscomputersoftware

　　mottoliveonedayatatime

　　3.discussinpairstogetthemainideaofthepassagebyfillingintheblanks.

　　thoughheisa____person，martyneverfeels____forhimselfandhe____hislife.

disabled；

sorry；

enjoys

　　step5　discussion

　　1．askstudentstodiscussthefollowingquestionsinsmallgroups.

（1）howdidmarty'

sfeelingchangedovertime?

（2）whatkindofpersondoyouthinkmartyis？

canyouuseadjectivewordstodescribehim?

（1）thechangeofmarty'

sfeelingovertime：

　　hopeful→hopeless→stupid→notgetannoyed→good/busy

（2）wecanseemartyisoptimistic/brave/independent/strong－minded.

　　2．showavideoof“qianshouguanyin”tothestudentsandencouragethemtorememberthefamoussaying：

“wherethereisawill，thereisaway.”

　　step6　appreciation

　　askstudentstoreadtwopoemsforappreciationwhenfacingobstaclesinthefuture.

　　facingobstacles（twopoemsbytomkrause）

　　theheartofthestrong

　　strongistheheartthatknowsnottheway

　　ofcomfortandeasewhilelivingeachday.

　　yetcontinuestobelievefromthedepthsofitssoul

　　thatthefutureisdestinedtosilverandgold.

　　strongistheheartwhoseyearningiswaned

　　bystormsinlifefilledwithheartacheandpain.

　　yetstillgivesitsall—everythingthatitcan

　　insearchofadream—god'

sultimateplan.

　　whenthereisavictory—whenbattlesarewon

　　whenburdensareliftedandbrightshinesthesun—

　　whenstrugglin