高二英语Unit 1 Living well教学设计.docx
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高二英语Unit1Livingwell教学设计
新修订高中阶段原创精品配套教材
Unit1 Livingwell
教材定制/提高课堂效率/内容可修改
Unit1Livingwell
教师:
风老师
风顺第二中学
Unit1 Livingwell
教材说明:
本教学设计资料适用于高中高二英语科目,主要用途为培养学生的学习兴趣,提高逻辑思维、形象思维、口语交际及表达能力,进而促进全面发展和提高。
内容已根据教材主题进行配套式编写,可直接修改调整或者打印成为纸质版本进行教学使用。
unit1 livingwell
period1 warmingup,pre-readingandreading
教材分析 warmingupismadeupoftwoparts:
discussingandtalking.thepurposeistogetstudentsinterestedinthetopic“disabilities”.theteacherfirstasksstudentstotalkaboutpeoplewithamentalorphysicaldisabilitytoseehowmuchtheyknowaboutdisabilities.next,askstudentstolookatthepicturesandreadwhatthesepeoplehaveachievedeventhoughtheyeachhaveadisability.finally,findoutwhatdisabilitytheymighthaveaccordingtoeachdescriptionbelowthepicture.meanwhile,makesurestudentslearnsomeusefulnewwordsandexpressionsinthisunit.
pre-readingprovidesashortpassageaboutawebsitecalled“familyvillage”.askstudentstoreaditandfindoutthepurposeofthewebsite.makesurethestudentshaveabasicknowledgeofthewebsiteforthedisabled.
thereadingpassagemarty'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.
suggestedanswers:
rosalynisinawheelchair.shehaswalkingdifficulty.
richardhasdifficultywitheyesight,sohecan'treadthequestionsorwritetheanswersforhiscollegeentranceexams.
sallyhashearingproblems(thoughnotdeafasshecanstillunderstandloudspeechinthecinema).
gaoqiangwasbornwithdown'ssyndrome,whichisamentaldisability.somedoun'ssyndromedown'ssufferershavemadeagoodcareerasactors.
step2 pre-reading
askstudentstoreadtheshortparagraphinpre-readingcarefullyandfindoutthepurposeofthewebsite“familyvillage”.
suggestedanswers:
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.
suggestedanswers:
paragraph1:
anintroduction_tomartyandhismuscledisease.
paragraph2:
howthediseasedeveloped/started.
paragraph3:
martymetalotofdifficultiesatschool.
paragraph4:
howhislifehasbecomeeasier.
paragraph5:
theadvantagesofhisdisease.
2.scanningfordetailedinformation
askstudentstoreadthepassagecarefullytolocatethedetailedinformation.
(1)firstaskstudentstoreadparagraphoneandcompletethechartbelow.
disease
difficulties
motto
suggestedanswers:
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?
suggestedanswers:
①marty'sambitionistoworkforafirmthatdevelopscomputersoftwarewhenhegrowsup.
②martyinventedacomputerfootballgameandabigcompanydecidedtobuyitfromhim.
③aswellasgoingtothemoviesandfootballmatcheswithhisfriends,hespendsalotoftimewithhispets.hehastworabbits,aparrot,atankfulloffishandatortoise.
(4)askstudentstofindmarty'sadviceinparagraphfive.
suggestedanswers:
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
motto
suggestedanswers:
myminibiography
namemartyfielding
statushighschoolstudent
healthdevelopedamusclediseaseattheageof10,veryweak,cannotdothingslikenormalpeople
myminibiography
interestsandhobbies•enjoyingwritingandcomputerprogramming
•goingtothemoviesandfootballmatcheswithfriends
•spendingalotoftimewithmypets—tworabbits,aparrot,atankfulloffishandatortoise
ambitiontoworkforafirmthatdevelopscomputersoftware
mottoliveonedayatatime
3.discussinpairstogetthemainideaofthepassagebyfillingintheblanks.
thoughheisa____person,martyneverfeels____forhimselfandhe____hislife.
suggestedanswers:
disabled;sorry;enjoys
step5 discussion
1.askstudentstodiscussthefollowingquestionsinsmallgroups.
(1)howdidmarty'sfeelingchangedovertime?
(2)whatkindofpersondoyouthinkmartyis?
canyouuseadjectivewordstodescribehim?
suggestedanswers:
(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