高中英语 Unit1 Living well Period 2优秀教案 新人教版选修77
人教版高二英语选修七Unit1 Living well教案设计
教学重点：Find out the format of a letter of suggestions.
教学难点：Brainstorm some useful sentence structures.
5.教学过程设计
教学步骤
教学活动
设计意图
时间安排
Step1
Skimming
Let students glance through the text quickly and understand three questions：
2.学情分析
书信的格式对于高二的学生来说并不陌生。但是这节课，不是教师教授学生建议信怎么写，而是以课文为蓝本，让学生自己发现、总结、构建建议信的写作特点。让学生通过本节课的学习，能够写出格式清晰、语言有效的建议信。
3.学习目标分析
利用多媒体营造积极、和谐的教学气氛，使学生自然地进入情景之中，充分调动学生的思维活动。本节课教学目标旨在帮助学生发现建议信的书信格式、了解建议信的礼貌程度、通过小组合作的模式重新建构学生关于建议信初步的有用句型、句式、连接词等。
Para1 .your writing purpose
Para2. the suggestions and measures
Para3. Your hopes and wishes
通过对文章整体格式的把握，以及每个段落细节的研讨，弄清建议信的格式，每个段落的写作内容。
10分钟
Step4
Learn and share some useful sentences structures about each paragraph.
★To know the format of a letter of suggestions.
2019-2020年高二英语Unit1 Living well教案 新课标 人教版
2019-2020年高二英语Unit1 Living well教案新课标人教版Ｉ．单元教学目标II．目标语言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 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，为本单元的READING部分精彩故事做好了铺垫。
1.2 PRE-READING 通过介绍“Family village”，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 PREHENSION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 LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and expressions是本单元词汇练习题；Discovering useful structures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。
Unit 1 Living well 教学设计2 -公开课-优质课(人教选修7精品)
Unit 1 Living well教学案2Period 1: Warming up and ReadingTeaching AimsTo learn something about disabilities and life of disabled peopleTo read about disabilities and life of disabled people. The students should know that people with disabilities can also live wellTeaching ProceduresStep I. Warming upWarming up by defining:Before we read about disabilities let’s try to define it first.What is disability? How many different types of disabilities do you know?Disability: the state of being disabled / unable to use his body properlyA. physical disabilityDeaf, dumb/mute, blind, lame, near-sighted, six fingers, color blindness, paralyzedB. mental disabilitydepression, learning difficulty, brain injury, phobias (恐惧症) …Warming up by talking:In groups of four talk about what you know about disabilities. Use these words in the above box to support your talk.Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success.Talking about disabilities1. Do you know anyone who is disabled around you? How does he or she deal with the disabilities?2. Do you know any famous people who are disabled? What do they do? Have a discussion about what the disabilities are and what difficulties they have to overcome in daily life.Talking about famous people with disabilitiesReference OneProfessor Steven Hawking is one of the disabled who has achieved success in his chosen field of work. In spite of his brain disease, he decides to continue with his research and writing, and his famous book “On History of Time”used to be a best seller. When he speaks, he has to use a computer and a voice box. When he answers questions, it takes about two minutes. Not only does he have to type out the answer on a computer but he also gets the computer to translate it into sounds.Reference TwoHelen Keller (1882—1968), blind and dumb, was a famous American writer. When she was only nineteen months old, she had a terrible disease. Then she became deaf and blind. In the next five years, she struggled in the dark and silent world. With the help of Anne Sullivan, she learnt to write and speak. She overcame the great difficulties and wrote a famous book “My life”, which became a best seller and she became a very well-known writer in the world.Reference ThreeZhang Haidi was born in September 1955 in Jinan, Shandong Province. When she was five years old, she got a serious disease and the lower part of her body lost the feeling and the functions. Since then, she has been confined to wheelchair but she has never stopped her pursue for knowledge and a happy life.She studied by herself all the courses from primary school to college and learned several foreign languages such as English and Japanese. In 1983, she began her career as a writer and a translator and her works have reached the total number of more than one million words. She has been active in social activities for public interests and she shows great care for the education of disabled children and village children. In 2001 she was entitled one of “the 20 most influencing women of the century around the world”.Her idea that true happiness lies in the hard pursue encourages people to work harder for the society.Look at the pictures and read what these people have achieved even though they each have a disability. The following list might help you.Mental disability learning difficulty hearing problemDifficulty with eyesight brain injury loss of an arm or legDown's Syndrome infantile paralysis walking difficultyPicture OneRosalyn loves sports. She is proud to have taken part in competitions and to have broken a record by running two laps (800 meters) this year. Her ambition is to become part of the national team for the next Paralympic Games.Picture TwoRichard has just passed his university entrance exams. He had the questions read to him and used dictation to give his answers into a special machine. He hopes to become a teacher.Picture ThreeSally leads a busy life. She likes writing stories and playing basketball. When she's free, she goes to the movies because the sound is 'always very loud. Although some may think the cinema is noisy, it is suitable for Sally's condition.Picture FourGao Qiang loves acting. Last year he played a major part in the school play. Now his ambition is to become an actor. He takes singing and dancing lessons after school.Step II. Pre-readingAsk students to read the pre-reading carefully and find out the purpose of the website. Discuss with a partner what kind of things you think people write about.The purpose of the website：1. To give ordinary 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.Tell True or False:1. The family village website gives successful young people the chance to tell their personal stories.2. Only disabled people find the website beneficial.Step III. Reading1.Reading and underliningeyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, independent, make fun of, encouragement2. Explaining difficult pointsNow have a question and answer period. Ask them if they have any points they do not understand. Put the questions out and discuss them.3. Reading and transferringSkim the text and complete the table below.4. ComprehendingTask 1: Fast reading for general ideas.Skim the text and answer the following questions.1. Marty is ___________ person.A. a healthyB. an illC. a disabledD. a rich2. Marty has __________ disease.A. a mentalB. a muscleC. an eyeD. a leg3. What is the dream of Marty?A. Being a famous football player and representing his country in the World Cup.B. Being a doctor.C. Being a college student.D. Being a basketball player.4. Which of the following is TRUE?A. The doctor could give Marty’s d isease a name.B. The doctor knew how to make Marty well.C. Someone in the world could cure the disease.D. No one could give Marty’s disease a name.5. We can infer that _________.A. Marty will lose heart.B. Marty feels sorry for being disabled.C. M arty’s life is full of challenge.D. Marty feels lonely.(Suggested answers: CBADC)Task 2: Detail reading for Comprehending.1.Read Marty’s story and fill in the chart.Problems caused by his disability1. weak and can’t run or climb stairs as quickly as others2. clumsy and often drop things or bump into furniture3. sometimes too tired to get out of bed4. has missed a lot of school and lessons5. feels stupid because of being behind the others after a long absence from schoolWhat Marty does in spite of his disability?1. enjoys writing and computer programming2. enters a computer football game3. looks after pets4. disability has made him grow stronger and more independent2. Discuss these questions with others in your class.1) What kind of person do you think Marty is?2) What do you think is the most difficult thing that Marty has to deal with in his life?3) How would your life change if you were to develop a muscle disease like Marty?Suggested answers:1). Marty seems to be a fairly positive person who considers he has a good life. He is realistic about his disability but does not let this stop him doing as much as he can. He is a mentally strong, independent boy.2). Missing lots of school, not being able to run around and play sports like other boys at his age, people not understanding that he has a disability.3). The students can answer this question according to their own thinking.3. Write a summary in one sentence for each paragraph.Paragraph 1.__________________________________________________________ Paragraph 2.__________________________________________________________ Paragraph 3.__________________________________________________________ Paragraph 4.__________________________________________________________Paragraph 5.__________________________________________________________ Paragraph 6.__________________________________________________________ Suggested answers:Paragraph 1: I have a muscle disease, which is very unusual.Paragraph 2: No one knows how the disease develops.Paragraph 3: The difficulties I have in daily life.Paragraph 4: My fellow students have begun to accept me for who I am.Paragraph 5 All in all, I have a good life.Paragraph 6: People with disabilities can also live well.4. Answer these questions in three or four sentences and then check your answers with others in your class.1).What kind of things does Marty do in order to make his life happy and satisfying?2). What can other people do to help Marty and others like him live a good life?3).Why has his fellow students’ conduct changed towards Marty?Suggested answers:1). Marty keeps busy doing things like writing computer programming that do not require physical strength. He has friends with whom he can go to movies and football matches and he has lots of pets. He also studies hard.2).They can accept people with disabilities for who they are rather than focus on their disability. They can encourage them to live rich and full lives.3).Because they found that Marty was able to live as rich and full a life as everyone else. Period 2: Learning about Language(Revise the use of Infinitive)Teaching AimsTo discover and learn to use useful words and expressionsTo discover and learn to use useful structuresTeaching ProceduresStep I. Warming up by discovering useful words and expressionsStep II. Discovering useful words and expressionsDoing vocabulary exercisesTurn to pages 4-5 and do exercises 1, 2, 3 and 4.Step III. Reading and discovering useful structuresNow read the text again to find as many examples of the infinitive as you can.The infinitive can be used1. as the subject2. as the predicative,3. as the object4. as the object complement5. as the adverbial6. as the attributeThe following is the detailed explanation of the Infinitives:The InfinitivesI. Form:A: There are six forms of the infinitives:Active(to do)I want to do the work tonight. (to be done)The work is to be done tonight.Passive(to have done)Robert appears to have done the work. (to have been done)The project must have been done.Active(to be doing)Peter must be doing his work now.Passive(to have been doing)The boy is believed to have been doing the work for the whole day.B: The full infinitive consists of two words, to+ verb, as shown above. But after certain verbs andexpressions we use the form without to, i.e. the "bare infinitive". For example:You had better say nothing.C. It is normally advisable to put any words between to and the verb, but see split infinitive.D. To avoid repetition, an infinitive is sometimes represented by its To.For example:A: Do you smoke?B: No, but I used to (smoke).II. Uses of the infinitive:A. Used as subject:a. An infinitive or an infinitive phrase can be the subject of the verbs, e.g. appear, seem, be etc.1. To save money today seems impossible. OR It seems impossible to save money.(here "It" is used as an formal subject. i.e. not real subject)2. To lean out the windows is dangerous. OR It is dangerous to lean out of the windows.b. Usually infinitive constructions of this type consist of it+ be+ adjective (for sb)+ to do but sometimes a noun can be used instead of an adjective.e.g. It is difficult (for me) to learn English well./ It is a difficulty (for me) to learn English.c. cost/take + object can also be used.e.g. It cost me 200 dollars to buy these books that I liked most.It took the 200 worker to build the Grand Bridge.B. Used as object:Some verbs are followed by a to-infinitive but not -ing (eg. agree, aim, ask, appear, be determined, decline, demand, endeavor, fail, hesitate, hope, hurry, manage, offer, plan, proceed, prepare, pretend, promise, refuse, want, wish , etc.).Some verbs are followed by -ing but not a to- infinitive (eg admit, avoid, consider, delay, deny, detest, dread, envisage, feel like, finish, imagine, miss, recall, resent, risk, suggest).The verbs begin, cease, start and continue can be followed by either a to-infinitive or an ~ing form with little difference in meaning (eg Even though it was raining, they continued to play/ playing). Other verbs can be followed by either a to-infinitive or an -ing form, but there is a difference in meaning.GERUND INFINITIVEforget He'll never forget spending so much money on his first computer.Don't forget to spend money on the tickets.go on Go on reading the text.Go on to read the text.mean You have forgotten your homework again. That means phoning your mother.I meant to phone your mother, but my mobile didn't work.remember I remember switching off the lights when I went on holiday.Remember to switch off the lights when you go on holiday.stop Stop reading the text.Stop to read the text.try Why don't you try running after the dog?I tried to run after the dog, but IE.g. I regret to inform you that your application has been unsuccessful, to indicate that we are about to do something we are not happy about；It's too late now, but I'll always regret asking John to do the work. to say we have already done something that we are not happy about.We use the Gerund or the Infinitive after the following verbs. There are two possible structures after these verbs. Gerund: verb + -ing Infinitive: verb + person + to-infinitiveadviseThey advise walking to town.They advise us to walk to town.allowThey do not allow smoking here.They do not allow us to smoke here.encourageThey encourage doing the test.They encourage us to do the test.permitThey do not permit smoking here.They do not permit us to smoke here.We use the following structures with the word recommend:recommendThey recommend walking to town.They recommend that we walk to town.C. As complement of object:e.g. 1. He wanted me to water the flowers. (Here I would water the flowers)2. Janet expected me to give her a nice present.D. As attributive: normally after a noun.e.g. 1. I have a composition to write. (here to write consists of passive, but to be written would not be possible)2. John has got a letter to mail.E. As adverbial (means purpose after intransitive verb)e.g. 1. A: Why are you going there?B: To see my teacher.2. I came to the Tom's to get my book back.F. How / Wh - word to do:1. I showed him how to press the button.2. I asked myself where to go.3. He couldn't decide which (one) to choose.III. Tense & Passivea. present infinitive (meaning future or a plan)1. I decide to do it. = I say to myself, "I will do it." (future)2. I am to travel around the world. (a plan)b. present continuous tense.1. We pretended to be reading our books when the teacher came in.2. He seemed to be cooking dinner at five yesterday evening.c. perfect infinitive.1. He seemed to have finished cooking his dinner by seven yesterday.2. Jane is sorry to have kept Jim waiting so long.d. perfect continuous tense.1. He pretended to have been working on the problems for hours.2. They appeared to have been training themselves for an hour.e. present infinitive passive1. The bridge to be built here will be the grandest one in the world.2. The film to be seen by Tom is a great one.f. perfect infinitive passive1. The flowers seemed to have been watered by seven yesterday.2. The mistakes to have been made twice is annoying.IV. Bare InfinitiveAfter modal verbs or some phrase that is considered as a modal verb, also in these structures:see/watch/feel/make/hear/have/notice somebody do (to is omitted).I saw Jim enter the classroom at five yesterday.I will have an electrician fix the light.You had better see a doctor.But in the passive voice to won't allowed to be omitted,ie. I was seen to enter the house.I was made to work 12 hours a day.Using structuresDeal with Exercises on Page49.Do Ex2 first and then do Ex3.Ask students to do Ex1 in their exercise-books after class.Step V. HomeworkGo over words and expressions.Go over the grammar.Finish Ex1 on Page 49.Step IV. Closing downTo end the period you are to do grammar Ex.1 & 2 on page 5.Deal with Ex1&Ex2 in the Discovering useful words and expressions. During this procedure students are asked to use an English-English dictionary. Because a good learner has English-English dictionary gives example sentences to show how a word is used, and most also explain rules for using the words as well as giving the meaning.T: Good. Glad you’ve done a very good job. As you know Marty lives in another country. He is far away from us. In China there are a lot of famous disabled people. Now look at this picture, who is she? (Show Zhang Haidi’s photo on the PowerPoint)Ss: Zhang HaidiT: Would you like to learn her story? Please open your books and do Ex1 on Page 4. First of all, let’s look up the following words in an English-English dictionary. Then I will ask some of you to explain them in English.Show the following words on the PowerPoint.Independent, fellow, ambition, disability, eyesight, motto, encouragement, beneficialIf students do not have an English-English dictionary, Teacher shows the explanation on the PowerPoint.independent: not determined or influenced by someone or something else；Although she is young, she is very independent.fellow: a peerWe were school fellows.ambition: the object or goal desiredOne of his ambitions is to become the President of the Motor General.disability: the condition of being disabledHe gets a disability pension from the Government because of his disabilities in a fire accident. eyesight: the faculty of sight; vision.Her eyesight is very good.motto: a maxim adopted as a guide to one's conduct.The school motto is 'Never lose hope.encouragement: the act of encouraging.He owed his success to his wife's encouragement.beneficial: producing or promoting a favorable result; advantageousa temperate climate beneficial to the healthAfter the explanation of the words, ask students do Ex 1 individually. Five minutes later check the answers with the whole class.After dealing with Ex1, ask students to Do Ex2 in groups. Then check the answers with the wholeclass. Show the suggested answers on the PowerPoint.Deal with Ex1 &Ex2 on Page 48. Students are asked to do the exercises in groups. Then show the suggested answers on the PowerPoint.As for Ex3 Teacher will ask 10 students to translate the 10 sentences. And give them immediate help when necessary.Period 3: Using Language(Offer wishes & congratulations / A Letter to An Architect)Teaching AimsTo listen about a disabled person’s story of successful climbing Mount KilimanjaroTo learn to offer congratulations and best wishesTo talk about the problems that people with walking difficulties have in their daily lifeTo write a letter of suggestionTeaching ProceduresStep I. Warming up by talking about Mount Kilimanjaro. Ask them where Mount Kilimanjaro is(in Africa). Talk about mountain climbing by using the following pictures.About The MountainMount Kilimanjaro, the highest Mountain in Africa, is located in northern Tanzania (formerly called Tanganyika). It is located around 200 miles south of the equator. Mount Kilimanjaro, an extinct volcanic Mountain, is 19,341 feet in height.Mount Kilimanjaro is located within the boundaries of Mount Kilimanjaro National Park. The National Park, 756 square kilometers is size, was originally established as a game reserve in the early 1900's. In 1921, the government of Tanganyika renamed the game reserve to a forest and game reserve. In 1957, the Tanganyika National Parks Authority with support from many local and international conservation organizations and interest groups formally proposed the establishment of a national park at encompassed Mount Kilimanjaro. The area above 2700-meter contour was established as Kilimanjaro National Park and was officially opened for tourism in 1977. In 1989, the World Heritage Convention declared the Park a World Heritage site.Step II. Listening and speakingTo climb a mountain like Kilimanjaro is really tough, not to mention a person with disabilities. However, Barry Minto, who is blind, made it. And he became famous. He is being interviewed on the radio. While listening to the interview, finish Task 1-4.By using the following expressions, work with you partner to create dialogues offering congratulations and best wishes.Congratulations.All the best.I’m proud of you.I wish you success.Good luck.Well done.I’m very impressed by your performance.You have my best wishes.I’m very pleased for you.I hope it goes well for you.That’s wonderful/amazing.A sample of offering wishes and congratulationsB: Congratulations on your promotion..A: Thanks. And I’m glad all my hard work has paid off.B: You really had a hard job last year. Anyway, everything favors you now.A: Thank you. Hey, how about your side, you are going to take a study trip abroad, I was told?B: Yes, and we are taking our leave soon. Actually, I’m here to say good-bye to you.A: Well, have a nice trip and good luck in your new life.B: Thanks.After students have finished the exercises in the textbook, show the students some more situations. Give the following two situations for students to practice offering congratulations and best wishes. Situation 1 One of your classmates has just won a gold medal in the China Daily Oral Competition.Situation 2 Your friend has just passed his driving test.Step III. Read the text A Letter to An ArchitectNow play the recording of the text A Letter to An Architect and ask the students to read aloud to it, underlining all the expressions useful to you at the same time.Facilities For People With DisabilitiesSeats designated for wheel-chaired patrons in the performing venues.Tactile-Braille indicators in the passenger lifts.Ramps(斜坡)for wheel-chaired patrons at suitable locations.Toilets for People with Disabilities in the foyer(休息厅), ground floor and the second floor. Audio and visual signals of the emergency alarm system.Step IV. DiscussingNow answer the questions about the letter.1. What is the purpose of the first paragraph of the letter.2. Why do you think the writer has numbered her suggestions and used italics?3. What is the purpose of the last paragraph?4. Can you think of any other things that the cinema could do to make it accessible to disabled people?Suggested answers:1. In the first paragraph Alice tell Ms. Sanders she is writing to make suggestions on the easy use of the cinema by disabled customers.2. This will attract the reader’s attention and the reade r will realize these are important information.3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised.4. The students can answer this question according to their own knowledge.Step IV. Closing down by writing(Reading, speaking and writing)Show pictures of a cinema, including inside and outside facilities. Ask students to discuss what problems that people with disabilities sometimes have in a cinema. Divide the students into different groups .They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Make sure all the students have their own opinion. (After the discussion)T: Now please stop discussing. Alice is a warm-hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built, she wrote a letter to make suggestions. Here is the letter that gives suggestions to an architect who is to design the new Bankstwon cinema. Let’s find out what suggestions Alice gives.SkimmingStudents can find the answers quickly, because they are printed in the pink color.Careful readingHelp students to analyze the letter so that they will learn how to write a letter of suggestion.T: Now please read the text carefully and think about the questions in Ex2 on Page 9.After students read the text carefully, they will discuss the questions in Ex2 in groups. Several minutes later, check the answers with the whole class.Suggested answers:1. In the first paragraph Alice tell Ms. Sanders she is writing to make suggestions on the easy use of the cinema by disabled customers2. This will attract the reader’s attention and the reader will realize these are important information.3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised.T: After we read the suggestion letter of Alice, do you know how to write a letter of suggestion? Please discuss in groups. Then we will work together to write a format of a suggestion letter. (After the discussion)Show the following on the PowerPoint or print it out.A letter of suggestionA letter of suggestion normally has five parts.5. The Heading1. This includes the address, line by line, with the last line being the date. Skip a line after the heading.2. The Greeting. The greeting always ends with a comma. The greeting should be formal, beginning with the word “dear”.3. The body. Also known as the main text. Generally speaking, the body includes three parts. The first part (usually the first paragraph) tells the receiver that you are writing this letter to make suggestions on something, and the main part tells clearly what your suggestions are. The last part (usually the last paragraph) asks the receiver to consider your suggestions. Don’t forget to encourage the receiver to take your suggestions. Skipping a line between paragraphs, especially in typed or printed copy, also helps the reader.4. The complimentary close. This short expression is always a few words on a single line. It ends in a comma. The complimentary close begins with a capital letter and ends with a comma.5. The signature line. Type or print your name. The handwritten signature goes above this line and below the close. The signature line and the handwritten signature are indented to the same column as the close. The signature should be written in blue or black ink. Skip from one to three spaces (two on a typewriter), and type in the signature line the printed name of the person signing the letter. Sign the name in the space between the close and the signature line, starting at the left edge of the signature lineStep V PracticeDeal with Ex5-6 on Page 9.Ask students to work in groups and discuss accessible their community is for people with disabilities. Then discuss way in which their community could be made more accessible for disabled people. This discussion will lay a good foundation to the writing. After the discussion,。
《Unit 1 Living well》教学设计
《Unit 1 Living well》教学设计一、教学目标1、知识目标（1）学生能够掌握本单元的重点词汇和短语，如 disability, accessible, adapt 等。
（2）学生能够理解课文中的长难句，并能准确翻译。
2、技能目标（1）通过阅读训练，提高学生的阅读速度和理解能力。
（2）培养学生的写作能力，能够运用本单元所学的词汇和句型描述如何生活得好。
3、情感目标（1）引导学生关注残疾人群体，培养学生的同情心和关爱他人的意识。
（2）帮助学生树立积极向上的生活态度，无论面对何种困难都能坚强面对。
二、教学重难点1、教学重点（1）重点词汇和短语的用法及辨析。
（2）课文的理解和分析，掌握文章的主旨大意和细节信息。
2、教学难点（1）如何让学生将所学知识运用到实际写作中，表达自己对于“生活得好”的理解。
（2）培养学生的批判性思维，对文章中的观点进行评价和思考。
三、教学方法1、任务驱动法通过布置各种任务，如阅读、写作、讨论等，让学生在完成任务的过程中掌握知识和技能。
2、情景教学法创设与课文相关的情景，让学生身临其境地感受和理解课文内容。
3、合作学习法组织学生进行小组合作学习，共同探讨问题，培养学生的合作精神和交流能力。
四、教学过程1、导入（5 分钟）通过播放一段关于残疾人士克服困难、积极生活的视频，引起学生的兴趣，然后提问学生对于“生活得好”的理解，引导学生进入本单元的主题。
2、词汇学习（15 分钟）（1）展示本单元的重点词汇和短语，如 disability, accessible, adapt 等，通过图片、例句等方式帮助学生理解其含义和用法。
（2）进行词汇练习，如填空、选择等，让学生巩固所学词汇。
3、阅读课文（20 分钟）（1）让学生快速阅读课文，概括文章的主旨大意。
（2）仔细阅读课文，回答相关问题，如文中主人公是如何克服困难的，他的经历给了你什么启示等。
（3）分析课文中的长难句，帮助学生理解句子结构和语法。
人教新课标选修7unit1livingwell[教案]
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Unit 1 Living wellⅢ. 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。
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。
Pre-reading 通过介绍网站“Family village”，激发学生的阅读兴趣。
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。
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。
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。
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。
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。
必修7 Unit 1 Living well 教学设计
必修7 Unit 1 Living well 教学设计教学内容《英语》（人教版）必修7 Unit 1 Living well教学对象高二学生教学目标1. 语言知识本单元的话题是关于残疾人，残疾人面临的困难，以及他们对生活的态度。
本单元的主人公是一些残疾的学生，他们都过着积极的生活，并且在生活中取得了成就。
作为正常的学生，我们应该向他们学习，应该尽我们的最大努力从生活的各个方面来帮助他们。
运用词汇理解和表达不同的功能、意图和态度等；2. 语言技能(1)能识别语段中的重要信息并进行简单的推断；(2)能根据需要从网络等资源中获取信息；(3)能就一般性话题进行讨论；(4)能根据话题要求与人交流、合作，共同完成任务。
3. 语言运用描述关于残疾人，残疾人面临的困难，以及他们对生活的态度。
4.文化意识本单元的主人公是一些残疾的学生，他们都过着积极的生活，并且在生活中取得了成就。
作为正常的学生，我们应该向他们学习，应该尽我们的最大努力从生活的各个方面来帮助他们。
教学方法任务型教学法情感态度1. 在英语学习中有较强的自信心，敢于用英语进行交流与表达；2. 在英语交流中能理解并尊重他人的情感；3. 能够理解生命的意义，本单元的主人公是一些残疾的学生，他们都过着积极的生活，并且在生活中取得了成就。
作为正常的学生，我们应该向他们学习，应该尽我们的最大努力从生活的各个方面来帮助他们。
学习策略1. 利用推理和归纳等逻辑手段分析和解决问题；2. 在学习中借助图表等非语言信息进行理解或表达；3. 通过图书馆、计算机网络、广播和电视等资源获得更广泛的英语信息，扩展所学知识。
教学重点1. 能理解有关本残疾的学生，他们都过着积极的生活，并且在生活中取得了成就。
作为正常的学生，我们应该向他们学习，应该尽我们的最大努力从生活的各个方面来帮助他们。
2. 能够获取主旨大意和细节信息并利用所获取的信息解决问题教学媒体ppt, worksheet运用任务Warming Up部分通过四幅图片展示了四位残疾的学生，让同学们猜想他们都是什么样的人，是怎样生活的。
人教版选修7unit1LivingwellP2教学设计
Unit 1 Living wellPart 1 Teaching Design第一部分教学设计Period 2 A sample lesson plan for Learning about Language (Revise the Infinitive)IntroductionIn this period students will be first helped by the teacher to discover and learn to use some useful words and collocations, and then to discover and revise the infinitive. The following steps of teaching may be taken: warming up by working on the type of writing and summary of Marty’s story，learning about the Infinitive，listening, reading and completing，learning and finding，making sentences with the Infinitive and closing down by reading a poem in English.ObjectivesTo help students revise the infinitiveTo help students discover and learn to use some useful words and collocationsTo help students discover and learn to use some useful structuresProcedures1.Warming up by working on the type of writing and summary of Marty’s storyIt is important to find main ideas when reading. Main ideas help you remember important information.The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or explain the main idea.Read the text to find the main idea.We shall first go back to page 8 to read the text to complete the table below.■I have learned to adapt to my disability. My motto is: live one day at atime.■Up until I was about 10 years old, I was the same as everyone else inmy class.■One of the worst things about my disease is that I don’t look anydifferent from other people.■My ambition is to work in the computer industry when I grow up.■In many ways my disability has made me grow stronger and moreindependent.2. Learning about the InfinitiveInfinitiveAn infinitive is the simple present form of a verb used as either a noun, adjective, or adverb. The verb of the infinitive is normally preceded by the word to. When the infinitive follows some verbs as the direct object, the “to”may be dropped.An infinitive phrase is the infinitive plus any complements and any modifiers of the infinitive and complements.As a Noun: He helped to write the program.As an Adjective: Lydia was looking for a way to earn money.As an Adverb: He shouted to get our attention.To Dropped: He helped write the program.In the above examples, the infinitive is italicized and the infinitive phrase is underlined.3. Listening, reading and completingNow you are going to listen to a short paragraph about Zhang Haidi.The model status of Zhang Haidi (Shandong Province, 1955), widelypublicized in print and in propaganda posters from 1983 on, is aninteresting one. Zhang Haidi, also known as Ling Ling, became aparaplegic at the age of five following four operations for the removal oftumors in her spine. When she received news that her illness wasincurable, she was reported to have attempted to commit suicide byNow you are to complete the two paragraphs on page 4 choosing the right words from the list.4. Learning and findingWhat is an Infinitive?The infinitive usually occurs with 'To' (for example To go, To come, To wear etc.), except after an auxiliary or modal verb.It is a verb form that shows no person, tense or aspect.EXAMPLES OF THE INFINITIVE:I had to goI must goI want to singTo err is humanYou don't know herYou may comeThe following verb forms are derived from the Infinitive:i/ Imperative (same as Infinitive but without 'To')ii/ Present Simple (same as Infinitive without 'To' but the third person singular takes 's')iii/ Present Participle or Gerund (add 'ing')Now read the text once again to find and copy on page 5 all sentences which contain examples of the Infinitive.5. Making sentences with the Infinitive。
最新-高中英语 Unit1Livingwell全单元教案 新人教版选修7(高二) 精品
Part 1: Teaching Design第一部分：教学设计Period 1: A sample lesson plan for reading(Marty’s story)AimsTo help students develop their reading abilityTo help students learn about living well.ProceduresI. Warming up by learning about disabilityWhat is disability?A disabled person is one who has a condition called a disability that interferes with his or her ability to perform one or more activities of everyday living. For example, locomotion (indoors and going outside), getting dressed, communicating with others.What are the types of disability?"Disability" can be broken down into a number of broad sub-categories, which can include the following:●Physical impairments affecting movement, such as muscular dystrophy, post-polio syndrome,spina bifida and cerebral palsy.●Sensory impairments, such as visual or hearing impairments.●Neurological impairments, such as epilepsy or dysautonomia.●Cognitive impairments such as Autism or Down Syndrome.●Psychiatric conditions such as depression and Schizophrenia.II. Pre-reading by visiting the Family Village websiteGet online to /index.htmlx.Welcome to the Family Village! We are a global community that integrates information, resources, and communication opportunities on the Internet for persons with cognitive and other disabilities, for their families, and for those that provide them services and support.Our community includes informational resources on specific diagnoses, communication connections, adaptive products and technology, adaptive recreational activities, education, worship, health issues, disability-related media and literature, and much, much more!So stop in, stroll around, and visit some of the Family Village's attractions. Simply click on a place to explore and discover a cornucopia of useful information! Let us know what you like (or dislike) and visit often, for our village is constantly changing.III. ReadingTurn to page 2. We shall take Marty’s story this time.First we shall listen and read aloud to the recording of the text. Try to read aloud the text as loudly and correctly as possible.Then we shall go over the text to read it to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.IV. Transferring informationNotes to some difficult sentences1. Of course, there will always be a few who cannot see the real person/ inside my body, but I do not get annoyed, I just ignore them. (Reading)“get/become+过去分词” 中, get为助动词。
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Period 2 Language StudyTeaching aims1．To learn the useful expressions a nd sentence structures in the reading.2．To enable students to use language points both orally and in written forms. 3．To further get students inspired by Marty Fielding.Teaching proceduresStep 1Learning words and phrases1．ambition n．雄心，野心Her ambition is to become part of the national team for the next Paralympic Games. 她的抱负是能够成为国家队的一员来参加下一届残奥会。
To be a good teacher has been her lifelong ambition.做一名好教师是她终生追求的目标。
[拓展]full of ambition野心勃勃achieve one's ambition实现某人的愿望have the ambition for sth.渴望得到某物2．suitable adj.适合的，适宜的Although some may think the cinema is noisy，it is suitable for Sally's condition. 尽管有人可能认为电影院里太吵了，但是它非常适合萨利的身体状况。
He has nothing suitable for a formal party.他没有适合这样正式晚会的任何东西。
3．beneficial adj.有益的be beneficial to对……有益处[拓展]benefit vt.使……受益n．益处，优势benefit sb./sth.对某人/物有益benefit from/by从……中获得益处be of benefit to...对……有益for sb.'s benefit＝for the benefit of sb.为了某人的利益These birds are ben eficial to man.这些鸟对人类有益。
We benefit a lot from daily exercise.日常锻炼对我们很有益。
His mother lost her life for the benefit of the bank.他母亲为了银行的利益献出了自己的生命。
4．in other words 换句话说In other words，there are not many people like me.换句话说，像我这样的人并不多见。
[拓展]in a/one word总而言之in word 在口头上；在表面上have a word with sb.与某人说(私)话have words with sb.与某人吵嘴keep/break one's word遵守诺言/失信Have a word with Tom and see what he thinks.和汤姆谈一谈，看他是怎么想的。
Please retell the story in your own words.请用自己的话复述这个故事。
In a word，I didn't like that car at all.总之，我一点也不喜欢那辆小汽车。
5．adap t to 适应Unfortu nately，the doctors don't know how to make me better，but I am very outgoing and have learned to adapt to my disability.不幸的是，大夫们不知道如何治好我的病，但是我很开朗乐观，学会了适应身体的残疾。
We should adapt to the new environment as soon as possible.我们应该尽快适应新环境。
6．cut out 切去；省略；停止做某事I think I had at least a billion tests，including one in which they cut out a piece of muscle from my leg and looked at it under a microscope.我想我至少做过十亿次检查了，包括有一次检查，他们从我的腿部切下了一小块肌肉，放在显微镜下观察。
You should cut out the second part of the article.你应该删掉文章的第二部分。
She tried to persuade me to cut out drinking.她试图说服我戒酒。
[拓展]cut down砍倒；削减cut in插嘴；超车cut off切断……供应；中断cut across/through抄近路cut up切碎I wish she would stop cutting in on our conversation all the time.我希望她别老是在我们谈话中插嘴。
My doctor has told me to cut down on salt.我的医生告诉我减少盐的摄入量。
They had cut off aid to us.他们已经中断了对我们的援助。
7．out of breath 上气不接下气So sometimes some children in my primary school would laugh，when I got out of bre ath after running a short way or had to stop and rest halfway up the stai rs.因此，上小学时有些孩子见到我跑很短一段路就喘不过气来或者爬楼梯爬到一半就得停下来休息，他们就会笑我。
They were both red in the face and out of breath.他们俩都面红耳赤，气喘吁吁。
[拓展]2hold one's breath 屏住呼吸lose one's breath 喘不过气来take a deep breath做深呼吸When entering the room，please hold your breath.当进入房间时，请屏住呼吸。
8．all in all 总而言之All in all I have a good life.总而言之，我生活得很好。
All in all，it had been a good success.总而言之，那是个巨大的成功。
[拓展]in all总共at all根本；全然above all最重要的是after all毕竟；终究Please don't be angry with him—he is only 6，after all.请别生他的气了，毕竟他只有六岁。
9.as well as 也；和As well as going to the movies and football matches with my friends，I spend a lot of time with my pets.除了和我的朋友一起去看电影和足球比赛之外，我还花很多时间和我的宠物在一起。
She had all her homework to do，as well as looking after her sick father.她除了要照顾生病的父亲之外，还要完成所有的作业。
[提醒]as well as还可以用作连词，表示“和……一样好”；另外，连接两个主语时，谓语动词和最前面的主语保持一致。
He plays the piano as well as his teacher.他钢琴弹得和他的老师一样好。
Mr.Li as well as his students is going to the zoo tomorrow.李老师和他的学生们打算明天去动物园。
10．in many ways 在很多方面In many ways my disability has helped me grow stronger psychologically and become more independent.在许多方面，我身体的残疾使我在心理上变得更加坚强，更加独立。
My uncle has helped me in many ways.我叔叔在很多方面帮助过我。
11．make fun of 取笑So don't feel sorry for the disabled or make fun of them，and don't ignore them either.因此，不要感到残疾人可怜，或者取笑他们，也不要不理他们。
It is impolite to make fun of the disabled.取笑残疾人是不礼貌的。
[同义短语]play a joke/trick on sb.＝make a foo l of sb.＝laugh at sb.取笑Step 2Using words and phrases1．Do Exercises 1,2 and 3 on Page 4 in Learning about Language.用心爱心专心3Su ggested answers：su itabilitypsychologi calExercise 2：p 2.annoyed 3.dictation 4.entry 5.microscope 6.outgoing 7.fellow8.conductExercise 3：in many ways；sit around；made fun of；adapt to；out of breath；All in all ；cutting out；In other words2．Translate the following sentences into Chinese.(1)As her eyesight failed she knew she would have to resign from the community health committee.(2)She is famous in literature for her novel about the campaign to abolish slavery.(3)Never mind about that software！We will repair it when we meet with the engineer from the company.(4)Congratulations！The profit from selling those wheelchairs will be enough to buy six new benches for your school.(5)The parrot flew out of the pet shop and landed on the bowling－green(草地滚木球场)across the road.(6)I left the meeting when they began to talk about politics and headed for the exit.(7)It is my ambition to make sure that the disabled people in our neighbourhood have access to all public buildings.(8)I had w anted to clean out the basement in his absence，but unfortunately I didn't have time.(9)James carried his new fish tank carefully to the house，dreaming of how wonderful it would look full of colorful fish.(10)The bench was hard to sit on，but it provided an excellent resting place for people after climbing the hill.Suggested answers：(1)由于她的视力下降了，她知道她不得不从社区健康委员会辞职了。