人教版高中英语选修七Unit+1教案+.docx

1、人教版高中英语选修七Unit+1教案+Unit 1 Living well. 单元教学目标技能目标Skill Goals Talk about disability and life of disabled people Express wishes & congratulations Learn expressions of formal introduction Revise the Infinitive Write a letter of suggestion. 目标语言功 能 句 式IntroductionId like to introduce you to .Id like you

2、 to meet .May I introduce .?Pleased to meet you.Its nice to meet you.Wishes & congratulationsCongratulations.All the best.Im proud of you.I wish you success. Good luck.Well done.Im very impressed by your performance.You have my best wishes.Im very pleased for you.I hope it goes well for you.Thats wo

3、nderful/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, accessible2 认读词汇syndrome, Rosaly

4、n, Sally, Marty, fulfilling, Kilimanjaro, Qomolangma, wheelchair, Sanders, earphone, impair, community3 词组in other words, adapt to, cut out, out of breath, all in all, sit around, as well as , make fun of, never mind, all the best, meet with4 重点词汇disability, disabled, adapt, annoy, conduct, congratu

5、late, accessible结 构Revise the InfinitiveThe infinitive can be used: 1. as the subject2. as the predicative3. as the object 4. as the object complement5. as the adverbial6. as the attribute重点句子1. but I am very outgoing and have learned to adapt to my disability. P22. Every time I returned after an ab

6、sence, I felt stupid because I was behind the others. P23. All in all, I have a good life. P24. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do. P3. 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

7、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。1.1 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非凡成就，为本单元Reading部分的精彩故事做好了铺垫。1.2 Pre-reading 通过介绍网站“Family village”，激发学生的阅读兴趣。1.3 Reading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。

8、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 Comprehending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。1.5 Learning about Language分为两部分，Discovering useful words and expressions是本单元的词汇练习题；Revising useful structures是本单元的语法

9、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。1.6 Using Language分为两部分，Listening and speaking是关于对残疾人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功能句型。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，然后引出残疾人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了一些建议，要求充分考虑残疾人

10、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Warming Up， Pre-reading， Reading与Comprehending整合在一起上一节“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“语言学习课”。 2.3 将Using Language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READIN

11、G AND LISTENING 和TALKING 结合在一起，上一节 “听说课”。2.5 将Workbook的LISTENING TASK, READING AND WRITING TASK和SPEAKING TASK 设计为一节“综合技能课（二）”。 3. 课型设计与课时分配1st Period Reading 2nd Period Language study3rd Period Integrating skills () 4th Period Listening and speaking5th Period Integrating skills () . 分课时教案The First P

12、eriod ReadingTeaching goals教学目标1. Target language 目标语言a. 重点词汇和短语eyesight, ambition, disabled, beneficial, in other words, clumsy, adapt, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, make fun of, encouragementb. 重点句型but I am very outgoing and have learned t

13、o adapt to my disability. Every time I returned after an absence, I felt stupid because I was 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. 2. Ability goals能力目标Help students to learn about

14、disability and life of the disabled. Enable students to know that people with disabilities can also live well. 3. Learning ability goals学能目标By talking about disability and life of the disabled, students will learn some positive stories of the disabled. This will help them understand more about how c

15、hallenging life can be for the disabled.Teaching important points教学重点How positive stories of the people with disabilities inspire others.Teaching difficult points 教学难点How to help students understand the difficulties the disabled have to overcome.Teaching methods教学方法Discussing, explaining, reading an

16、d practicing.Teaching aids教具准备Multi-media computer. Teaching procedures & ways教学过程与方式Step I Lead-inDeal with Warming Up. First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then play some videos or show some photos of people with

17、 disabilities. Students will be asked 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. / Ms .T: I think most of you should have learned about Helen Keller, a great woman in American histo

18、ry. Although she was deaf and blind, she became a role model for millions of people. Here Id like to share one of the quotes from her with you.Although the world is full of suffering, it is full also of the overcoming of it.T: The world is full of suffering, especially for those disabled people. Do

19、you happen to know anyone with a mental or physical disability? What are their lives like?S1: My neighbor, a 6-year-old girl, can not speak. She is dumb. She cannot play with other children.T: Then how can she make herself understood?S1: She has to use body language and sign language. I find it very

20、 hard to understand her. But her family can understand her very well.T: OK, anyone else?S2: One of my friends doesnt like school. We are of the same age. He should be in high school. Unluckily he can only stay at home. Because whenever he comes to school, he feels sick and cannot help trembling. He

21、is afraid of school, whenever he hears the word “school”, he sweats and feels very nervous. I think he has a mental disability.T: I feel sorry for your friend. Perhaps he has experienced something unpleasant in school. I think he should see a doctor.S2: He has been visiting a doctor. I hope he will

22、get well soon.T: I hope so. Now lets watch some short videos (or look at some photos) of some disabled people. Please discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.Show the list of disabilities on the PowerPoint.After discussion, present the fo

23、ur pictures on Page 1 to 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 diffi

24、culties to overcome, but 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?S3: I think

25、Rosalyn has learning difficulty. Generally speaking, those who have learning difficulty are good at sports and clever at hands.T: OK, what about Richard?S4: Everyone can see he has difficulty with eyesight, because he is wearing glasses. He also looks very weak, maybe he has severe illness.S5: I gue

26、ss he may have lost an arm or leg, for we cannot see his arms or legs in the picture.S6: He cannot have lost an arm or leg, for next year he will train to be a teacher. How can a person without an arm or leg be a teacher?T: That sounds reasonable. OK, what about Sally?S7: Sally may have a severe ill

27、ness, for she has a very busy life. In my opinion those who know they are dying always keep themselves very busy.T: Sound like that. Lets come to Gao Qiang.S8: From the picture it is hard to guess what disability Gao Qiang has. Maybe he has walking difficulty.S9: It is hard to say. If he has walking

28、 difficulty, I will admire him very much, for he takes dancing lessons.T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Fam

29、ily village”. From here we can learn some positive stories about the disabled.Step Pre-readingAsk students to read the passage about “Family village” in pre-reading carefully and find out the purpose of the website. Then show the suggested answers on the PowerPoint.Suggested answers:1. To give ordin

30、ary 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 how challenging life can be for people with disabilities.Step ReadingDeal with the reading passage.ScanningAsk students to scan

31、the text and find problems Marty has in his life and what he does in spite of his disability.T: First Id like you to do scanning and then fill in the chart with the information you get from the text. After you have finished, please compare your answer with your partners.Several minutes later, studen

32、ts 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 may discuss in groups. You may refer to the adjectives on the PowerPoint.Show some adjectives on the PowerPoint.brave, unlucky, weak, clumsy,