Unit1Livingwell教案
高中英语Unit1Livingwell教案新人教版选修7
Unit 1 Living wellTeaching aims1 To teach the students to learn about Disability and Life of disabled people2 Talk about Disability and Life of disabled people3 Practise Introduction and Wishes &congratulations4 Revise the InfinitiveThe infinitive can be useda. as the subject;b. as the predicative,c. as the objectd. as the object complemente. as the adverbialf. as the attribute5 Write a letter of suggestionUseful structures1.I have learned to adapt to my disability.2.Every time after a long absence from school, I feel really stupid because I am a bitbehind the others.3.All in all, I have a good life.4.Just accept them for whom they are and give them encouragement to live as rich andfull a life as you do.课时设计和课时分派1st Warming up2nd Reading3rd Key words and phrases4th Learning about language5th Use of the Infinitive6th Practice the use of to do7th Reading and writing8th Practice分课时教案The First PeriodStep 1 Lead inShow pictures to lead the students to the topic “disability”.Do you know that there are mental and physical disabilities? Can you name some of the disabilities found around you? What kinds of abilities do you know in people around you? How are they living? Do you think people with disabilities can enjoy their life as healthy ones?Step 2 Warming upGo through the pictures given on Page 1. Try to think what makes them brave enough to enjoy their life as it is.Step 3 DiscussionDo you know any famous people with disabilities? What’s the problem of him/her? What’s he/she famous for?Steven Hawking (1942— , England), speech impaired, can only move one of his fingers, Physicist / mathematician, made a research in the beginning of space, matter and 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.Helen Keller(1882—1968, United Kingdom), blind and dumb, learn to read Braille (盲文), to speak and write .Finished the studies in Radcliff College. Became famous writer---“Three days To See.”Franklin Roosevelt(1882--- 1945, America) a disease in legs and had to use wheel chair, the 32nd, 33rd and 34th president, and was selected the 35th a year before he died. The only one who was selected the president four times in American history.Beethoven (1770 – 1827, Germany) Deaf, famous musicianVincent Van Gogh(凡高), Epilepsy(癫痫症), painterZhang Haidi: writer, paralytic, in a wheelchairHu Yizhou (1978---, China) some problems in his brain. His IQ is only 30. A famous conductor (指挥家）in the Chinese Disabled Art GroupSang Lan（桑兰）(1981 --, China.),a famous gymnast (体操运动员).She hurt herself seriously in a competition and can’t stand. She helped to bid 2008 Olympic Games and helped organize the Paralympics（残疾人运动会）Discussion: What makes them successful?Spirits and characteristics needed to be successfulBravery, determination; will, power, optimism, patience, confidence, independence, and etc.Step 4 WritingGroup work. Work in groups of four and try to tell what you can learn from the disabled we talked of just now? Write five sentences to tell your group members your idea.Step 5 Summary and homeworkSurf the Internet to know something about Family Village.Preview the reading passage Marty’s Story.课后反思：___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________The Second PeriodStep 1 Lead inWhat is the website mentioned in the pre-reading part? What’s it about? Yes, Family Village.Now let’s know something more about the website.Step 2 Pre-readingShow the students the following by using PPT[Abou t Us] [ What's New ] [ Site Map ] [Suggestions] [ Discussion & Chat] [ Search ]. . . . . . .. . . . . ..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.AddressThe Family VillageWaisman Center,University of Wisconsin-Madison1500 Highland AvenueMadison, WI 53705-2280So we can know if you want to know something or to share something about a disabled, you can come to Family Village for help. You can either email them or login for what you need.E-mailWWW:The Family Village Web Site is an attempt to bring together valuable information for parents of individuals who have disabilities. We hope that you find the information and resources here to be useful, but we would recommend reviewing this disclaimer first.The Family Village has been visited 2161798 times since February 13, 1996.Step 3 CheckingAs we know, there are many disabled people around the world. Some disabilities are visible, while others not. No matter what disabilities one has, life is not easy for him/her.What do you know about Marty? What’s his problem? What words do you want to use to describe him? Why? (Ex. 1 on Page 3)Get several students to answer the questions and other may add what they think is necessary.Step 4 Reading and comprehending1. Go through the passage paragraph by paragraph, and discuss in groups of four what each paragraph is about.2. Key sentences1) In other words, there are not many people like me.In other words：that’s to say (when you are about to express what you have said in a clearer, easier way). They are leaving in ten days---in other words, next Friday.2) I am very outgoing and have learned to adapt to my disability.If you adapt to a new situation or adapt yourself to it, you change your ideas or behaviours in order to deal with it successfully.. She adapted herself quickly to her new job.If you adapt something, you change it to make it suitable for a new purpose or situation.e. g. They adapted the garage for use as a workshop.If you adapt a book or play, you change it so that it can be made into a film or a TV program.e. g. They are trying to adapt this novel for a TV play.3) Every time I returned after an absence, I felt stupid because I was behind others. absence: a. the state of being awaye. g. After so long an absence from school, he will find the work difficult.It happened in my absence.b. the lack of somethinge. g. In the absence of any encouragement and support, he had to drop the plan.An absence of sleep left those workers very tired.4） The few who cannot see the real person in my body do not make me annoyed, and I just ignore them.person here means human being as individual distinct characteristics.e. g . He is nice enough as a person. (他风度专门好)annoy: make somebody a little angry or impatiente. g. It annoyed me to think how much time we had wasted.I’m annoyed with him because he kept interrupting us.5) As well as going to the movies and football matches with my friends, I spend a lot of time with my pets.As well as: in addition to something/somebody/doinge. g . The old farmer grows flowers as well as vegetables.She is a talented musician as well as a photographer.He had his school work to do, as well as looking after his sick mother.5) Just accept them for who they are, and give them encouragement to live as rich and fulla life as you do.as…ase. g . I can’t drink coffee as sweet as that.= I can’t drink as sweet coffee as that. (Pay attention to the position of “as … as”)Approach to reading:1.Set a time limit for Ex. 1 and discourage the students from using theirdictionaries, so that they are not attempted to spend time on details but ratheron gaining a general understanding of the text.2.Read more slowly again and then do Exes. 2 and3.Step 5 Summary and homework1.SummaryMarty’s mini biography. And what do you think we can learn from Marty?Marty’s Mini bioName: Marty FieldingStatus: High school studentHealth: developed a muscle disease at the age about 10, very weak, cannot do things like normal peopleInterests and Hobbies:Enjoys writing and computer programmingGoing to the movies and football matches- when I am well enoughSpending a lot of time with my pets—two rabbits, five mice, a tank full of fish and a snakeTo studyAmbition: to work in the computer industryMotto: live one day at a time2.HomeworkReview the text after class. Prepare for a dictation on the key words and phrases in Reading.Finish the exercises on Page 4.教学反思____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The Third PeriodNotes: This period aims to get the students know more about the words and phrases in Reading by explaining the words and phrases and more practice. This teaching plan is also an instruction for the students’ learning.Step 1 Revision1.Dictation2.Check the homework.(Word formation in Ex. 1. Explain a word in English in . The use of some key phrases.) Step 2 Language pointsWords and expressions:1. disability n.伤残;无力;无能disabled adj.伤残的 the disabled(指代一类人)伤残人士disable vt.使丧失能力;使伤残 disablement n.残废;伤残选词填空: disability, disable, disabled, disablement1)He gets money from the Government because of his ____________.2)The ________ are to receive more money.3)She managed to lead a normal life in spite of her ___________.4)Many soldiers were ___________ in the war.5)The insurance(保险) policy covers sudden death or _____________.2. ambition n.野心;雄心ambitious adj.有雄心的;野心勃勃的be ambitious for sth/to do sth对(做)某事怀有雄心/热切的希望ambitiously adv.野心勃勃地Eg: A boy who is ambitious/filled with ambition usually works hard.完成句子:2)Mothers are often highly _____________(怀有热切的期望) their children.3)I am ____________________(热切希望能成功) in life.4)His ________________________________(要做首相的雄心) is likely to be realized.3. beneficial adj.=having a good or useful effect有利的;受益的be beneficial to… 对…有利; 对…有利 beneficially adv.受益地; 获利地beneficiary n.受惠者;受益人 benefit n.益处;帮忙vt.有利于;有助于翻译:1) 新鲜空气和优良食物有利于健康.(beneficial)Fresh air and good food are beneficial to the health.2) 他的休假已产生了有利的效果.(beneficial)His holiday has had a beneficial effect.3) 旅游业对该地域的经济将有裨益.(benefit)Tourism will benefit the economy of this district.4) 这本书对你没有多大益处.(benefit)The book isn’t of much benefit to you.4.in other words=that is to say换句话说in a/one word简言之;总之翻译:1)他们叫他离开----换句话说,他被辞退了.They asked him to leave----in other words he was fired.2) 总之,我不喜欢这份工作.In a word, I don’t like the job.3) 换句话说,他成了英雄.He became, in other words, a hero.5. adapt vt.使适应;改编adapt (oneself) to使(自己)适应 adapt sth for使某物适应;使某物适合;改编某物adapt sth from按照…改编某物 adaptable adj.能适应的;可改编的adaptation n.适应;改编本 adapter/adaptor n.适应者;改编者介词填空:1)The play is adapted _______ a novel.2)This book is adapted _______ beginners.3)When you go to a new country, you must adapt yourself ____ new customs.4)Novels are often adapted ______ the stage, television and radio.6. breath n.呼吸;气息out of breath上气不接下气catch one’s breath喘息;歇口气hold one’s breath不作声;屏息 get one’s breath (again/back)喘过气来;恢复过来lose one’s breath喘不过气来;呼吸困难 take a deep breath作一次深呼吸take breath歇口气;歇会儿take sb’s breath away使某人大吃一惊breathe vt.呼吸 breathing adj.呼吸(着)的 breathless adj.屏息的1. I was all_____ when I got to the top of the mountain.A. held my breathB. out of breathC. taken a deep breathD. taken my breath away2. We _____ while Mr Evans read the exam results.A. took a deep breathB. out of breathC. got our breath backD. held our breath7. absence n.缺席;不在(某处)absence of mind心不在焉;神不守舍 absent adj.缺席的;不在的vt.使缺席;使离开be absent from缺席;不在 presence n.出席;到场present adj.出席的;在场的;此刻的完成句子:1)Mr Green will be in charge __________________ (在我离开期间).2)Why were you __________________(缺课) yesterday?8. annoy vt.使…不悦;惹恼annoyed adj.很是生气的 annoying adj.恼人的;讨厌的annoyingly adv.恼人地;讨厌地 annoyance n.烦恼;令人烦恼的情形单句改错:1)It’s annoyed to miss a train.2)He was annoyed with the boy’s rudeness. (at/about)3)I felt annoying when he refused to help.4)To his annoy, he discovered they hadn’t waited.9. all in all总而言之above all第一;最重要的是 after all毕竟;终究 first of all第一not at all根本不;别客气 for all虽然;虽然 in all总共;总之选词填空:all in all, above all, after all, for all, in all1)He is a poor musician _________ his training.2)You must, _________, be loyal to your country.3)There are five hundred books on the shelf ______.4)Everyone makes mistakes, and _________, he is only a child.5)The book has some weak spots, but _________ I consider it a success.10. independent adj.独立自主的be independent of 不依赖;独立于 independence n.独立;自主 independently adv.独立地;自主地完成句子:1)It was the first time that she _had lived independently_ (独立生活).2)If you have a car, you _will be independent of_(不依赖) trains and buses.3)I quite like living alone, because it _makes me more independent (使我更独立).11. make fun of=laugh at 取笑for fun/in fun为了玩乐;开玩笑地 have fun玩乐选词填空: make fun of, in fun, have fun1)The kids at school used to ____________ Jill’s clothes.2)Don’t get upset. He said it was only __________.3)We ________ in camping last week.4)It’s cruel to _____________ the disabled.12. encouragement n.鼓励;奖励encourage vt.鼓励;鼓励;支持 encourage sb in sth在某事上鼓励某人encourage sb to do sth鼓励某人做某事 encouraged adj.受到鼓励的;被鼓励的encouraging adj.鼓舞人心的;鼓励的 encouragingly adv.鼓舞人心地选词填空:encouragement, encourage, encouraged, encouraging1)My mother _encouraged_ me to apply for the job.2)She felt _encouraged_ by the many letters of support.3)Praise acts as an _encouragement_ to the young.4)The results of the survey have been very encouraging.5)She was given _encouragement_ to try something new.13. conduct n.行为;品行vt.指挥;管理conduct oneself为人;表现 conductor n.管理人;指挥;售票员完成句子:1)The guide conducted the visitors round_(率领游客参观了) the museum.2)I’m glad to see _your conduct at school_(你在校的行为) has improved.3)The reporter was criticized for _unprofessional conduct_ (不专业行为).Step 3 Phrases and sentence structures1. She was proud to have recently represented her country in an athletic competition where she won a gold medal in the 50-metre race.她很自豪最近她代表她的国家参加了一次运动比赛,并博得50米赛跑的金牌.1) “to have represented”是不定式________, 表示不定式的动作发生在谓语动词was proud之___1>I am sorry _____ you waiting for such a long time.A. keepingB. having keptC. to keepD. to have kept2>He is said ______ a new book about business English.A. to writeB. to have writtenC. writingD. having written2) “where”=__________,引导的是_______从句,修饰的是________________________.2. Other disabled people find the website beneficial…其他残疾人以为那个网站很有利…“find”是______, the website是_______, beneficial是_____________. “find”后还常接____________、____________、____________、____________等作宾语补足语。
高中英语 Unit 1 Living well教案3
Period 4Reading，Speaking and Writing设计方案(一)Teaching aims1．Enable students to learn some useful words and phrases.adequate，access，accessible，handy，row，basement，outwards，exit，meet with sb.'s approval，dignity，profit，community2．Enable students to express their ideas in a polite way.3．Enable students to write a letter of suggestion.Step 1Lead－inShow pictures of a cinema，including inside and outside facilities and ask students to discuss what problems that people with disabilities sometimes have in a cinema.(Divide students into different member is encouraged to think actively and participate in the sure all students have their own opinions.)Step 2Reading1．Introduce Alice to the is a warm－hearted cares for the disabled very she learned a new cinema is going to be built，she wrote a letter to make is the letter that gives suggestions to the architect who is to design the new Bankstown cinema.(See Student's Book Page 8) 2．Skim the reading passage A Letter to an Architect to find out what suggestions Alice gives in the letter.(1)There should be adequate access for wheelchairs.(2)It would help to fit sets of earphones to all seats，not just to some of them.(3)The seats at the back should be placed higher than those at the front.(4)For disabled customers，it would be more convenient to place the toilets near the entrance to the cinema.(5)There are usually spaces specially reserved for disabled and elderly drivers.3．Careful reading—Help students to analyse the letter so that they will learn how to write a letter of suggestion.Ask students to read the text carefully and discuss the questions in groups in Exercise 3 on Page 8.1．What is the purpose of the first paragraph of the letter?2．Why do you think the writer numbered her suggestions and used italics?3．What is the purpose of the last paragraph of the letter?Suggested answers：1．To tell the reader the purpose of the letter.2．The writer has used numbers and a title in italics for each paragraph to organize the ideas and to make it easier for the reader to understand and remember the five suggestions.3．To finish the letter in a polite way and to put forward some reasons why the architect should consider the writer's suggestions.Step 3DiscussionDiscuss in groups and work together to write a format of a suggestion letter.Suggested answers：A letter of suggestion normally has five parts.1．The headingThis includes the address，line by line，with the last line being the a line after the heading.2．The greetingThe greeting always ends with a greeting should be formal，beginning with the word “dear”．3．The bodyAlso known as the main speaking，the body includes three 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 last part (usually the last paragraph) asks the receiver to consider your suggestions.4．The complimentary closeThis short expression is always a few words in a single complimentary close begins with a capital letter and ends with a comma.5．The signature lineType or print your handwritten signature goes above this line and below the signature line and the handwritten signature are indented to the same column as the signature should be written in blue or black one to three lines(two on a typewriter)，and type in the signature line—the printed name of the person signing the the name in the space between the close and the signature line，starting at the left edge of the signature line.Step 4PracticeDeal with Exercises 4－6 on Page 9.Ask students to work in groups and discuss how accessible their community is for people with discuss ways in which their community could be made more accessible for disabled people.(This discussion will lay a good foundation for the writing.)After the discussion，students are asked to write a letter of suggestion to the architect of a new building to be constructed in their the letter they will suggest ways to make it more accessible for people with writing the letter，pay attention to the format of a suggestion letter.Step 5HomeworkWrite a letter of suggestion to the architect.A sample letter：Dear Mr Smith，I read in the newspaper that you are the architect who is to design the new supermarket in our am writing to ask if you have considered the matter of easy use of the supermarket by people in particular，I wonder if you have considered the following things：1．Width of you please make sure that the aisles are wide enough to allow wheelchairs to pass through？In some supermarkets the aisles are so narrow that a person in a wheelchair cannot move along them easily.2．Height of you please design shelves that can be reached by people in wheelchairs？In some supermarkets people in wheelchairs have to ask other shoppers to help takes away their independence.3．Lifts to other could be in places that people in wheelchairs can get to is very difficult if lifts are right at the back of the shop and people have to go up and down the shelves before they get to it.4．Car hope you will leave some car spaces close to the front of the shop for people in isvery difficult if they have to park a long way away from the shop and wheel themselves over rough ground to the entrance.Thank you for reading my hope you will consider my people should have the same opportunities as able－bodied people to shop independently and they should be able to do so with am sure many people will admire your supermarket if you design it with good access for disabled supermarket owners will also be happy as more people will be able to shop there.Yours sincerely，…。
人教版高二英语选修7 Unit 1 Living well 全单元教案
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 informationVI. Closing down by talking about living well with disability●To use goal setting and problem solvi ng as the framework for developing healthy lifestyles●To practice healthy living when we have meaningful activities we want to do●To begin with why we want to be well●To develop tools and skills for healthy living, including healthy reactions and commun ication, managing depression, information seeking, physical activity, nutrition, and advocacy●To pursue meaningful goals despite limitations●To have a sense of belonging developsPeriod 2: A sample lesson plan for Learning about Language(Revise the Infinitive)AimsTo help students revise the InfinitiveTo help students discover and learn to use some useful words and expressionsTo help students discover and learn to use some useful structuresProceduresI. Warming up by 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.II. Listening, reading and completingand German. She did not only function as a model because of her intellectual accomplishments or her devotion to serving others, but also because "... In Lei Feng, Chinese youths had to reach for Now you are to complete the two paragraphs on page 4 choosing the right words from the list. III. 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.IV. Making sentences with the Infinitive1. To have a muscle disease is very boring for any people.2. I do not want to make my body very weak.3. To climb stairs, you need some tips.4. I don’t want you to drop things while going along the street.5. To bump into a car is dangerous.6. To make life well worth living you have to learn to live with what you have.7. He is looking for ways not to get worse or get older.8. He stayed on to adapt to the life there.9. My motto is to live one day at a time.10.He likes to climb tree, play football and dream about becoming rich overnight.11.I hope to represent my country in the World Cup.12.Getting weaker and weaker, I have no strength even to get out of bed.13.To go into hospital for tests, I have to miss a lot of school.14.He learns to look at small things under a microscope.15.To get out of breath, you just have to run a short way.V. Closing down by reading a poem in EnglishDisabledHe sat in a wheeled chair, waiting for dark, And shivered in his ghastly suit of grey, Legless, sewn short at elbow. Through the parkV oices of boys rang saddening like a hymn,V oices of play and pleasure after day,Till gathering sleep had mothered them fromhim.About this time Town used to swing so gay When glow-lamps budded in the light blue trees,And girls glanced lovelier as the air grew dim,-In the old times, before he threw away his knees.Now he will never feel again how slimGirls' waists are, or how warm their subtle hands.All of them touch him like some queer disease.There was an artist silly for his face,For it was younger than his youth, last year. Now, he is old; his back will never brace;He's lost his colour very far from here, Poured it down shell-holes till the veins ran dry,And half his lifetime lapsed in the hot race And leap of purple spurted from his thigh. One time he liked a blood-smear down his leg, After the matches, carried shoulder-high.It was after football, when he'd drunk a peg, He thought he'd better join. - He wonders why. Someone had said he'd look a god in kilts, That's why; and maybe, too, to please his Meg,Aye, that was it, to please the giddy jiltsHe asked to join. He didn't have to beg; Smiling they wrote his lie: aged nineteen years.Germans he scarcely thought of; all their guilt, And Austria's, did not move him. And no fears Of Fear came yet. He drought of jewelled hills For daggers in plaid socks; of smart salutes; And care of arms; and leave; and pay arrears; Esprit de corps; and hints for young recruits. And soon, he was drafted out with drums and cheers.Some cheered him home, but not as crowds cheer Goal.Only a solemn man who brought him fruits Thanked him; and then enquired about his soul.Now, he will spend a few sick years in institutes,And do what things the rules consider wise, And take whatever pity they may dole. Tonight he noticed how the women's eyes Passed from him to the strong men that were whole. How cold and late it is! Why don't they come And put him into bed? Why don't they come? Wilfred OwenPeriod 3: A sample lesson plan for Using Language(A letter to architect)AimsTo help students read the passage A letter to architectTo help students to use the language by reading, listening, speaking and writingProceduresI. Warming up by listening and reading aloud learning about Mount KilimanjaroOverview ofMount KilimanjaroElevation (feet): 19563Elevation (meters): 5963Range: East Africa MountainsCountry: TanzaniaContinent: AfricaLatitude: -3.06667Longitude: 37.35Difficulty: Walk upBest months for climbing: December, January,February, March, June, July, AugustV olcanic status: ExtinctYear first climbed: 1889Convenient Center: Marangu via Moshi,TanzaniaNearest major airport: Nairobi, KenyaBarry Minto is being interviewed by a radio reporter about his climbing of the Mount Kilimanjaro.On page 7 there are several situations. Now read them and create dialogues with your partners.Now it is time to listen to the letter. Go to page 8, please.Now read the text A letter to an architect on page 8 to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.VI. Copying expressions from A letter to architect and making sentences of your own withDid your father help you?One day, Tim's mathematic teacher looked at his homework and saw that he had got all his sums right, The teacher was very pleased-and rather surprised, He called Tim to his desk and said to him, "You got all your homework right this time, Tim. What happened? Did your father help you?" Usually Tim's father did help him with his homework, but the evening before this, he had not been able to, because he had not been at home, so Tim answered, "No, sir. He was busy last night, so I had to do it all myself."你爸爸帮你做了吗？一天，蒂姆的数学老师看了他的作业，发现他全做对了。
高中英语 Unit 1《Living well》教案6 新人教版选修7
Unit 1 Living well说课稿一、学生情况分析本单元的设计与实施是建立在学生经过高一新教材学习基础之上。
学生已经逐步适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。
并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
对于残疾人的生活和学习这一话题，同学们并不感到陌生，相信这能引起学生的兴趣，并激发学生的探究心理。
二、教材分析（一）教材地位与作用Living well高中英语选修7 第一单元的内容。
本单元以残疾及残疾人生活为中心，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。
本课时是第一课时，包括Warming Up，Pre-reading，Reading和Comprehending四部分。
通过本节课的学习，提高学生理解、尊重、关心、帮助残疾人意识，使残疾人与健全人一样共享美好生活。
它在整个单元教学中占有十分重要的地位。
这是对新课程目标中情感态度与价值观培养目标的全方位体现。
基于以上教材的分析，根据新课程标准要求，我确立如下教学目标：（二）教学目标1. 知识目标a. 掌握以下重点词汇和短语ambition, disability, fellow, independent, beneficial, encouragement, in other words, all in all, out of breath, makefun of.b. 理解和运用以下重点句型1. I have to adapt to my disability.2. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.2. 能力目标a. 通过对段落结构的分析，使学生掌握scanning的阅读技巧。
人教版选修七Unit 1 《Living well》word教案
Unit 1 Living well Ⅰ. 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 suggestionⅡ. 目标语言功能句式IntroductionI’d like to introduce you to ...I’d like you to meet ...May I introduce ...?Pleased to meet you.It’s nice to meet you.Wishes & congratulationsCongratulations.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.1．四会词汇disability, disabled, eyesight, ambition, beneficial, clumsy, adapt,词汇microscope, absence, fellow, annoy, annoyed, industry, tank, encouragement, conduct, politics, literature, resign, companion, assistance, congratulate, graduation, basement, accessible2．认读词汇syndrome, Rosalyn, 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, congratulate, accessible结构Revise the InfinitiveThe infinitive can be used:1. as the subject2. as the predicative3. as the object4. 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 absence, 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. P3Ⅲ. 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。
高中英语人教版选修7教案-Unit_1_Living_well_教学设计_教案
教学准备1. 教学目标知识目标 To master the useful expressions and sentences in the text.能力目标 To learn the text well and improve students’ reading ability.情感目标 To be positive and strong-minded when in trouble.2. 教学重点/难点重难点句型 1. Every time I returned after an absence, I felt stupid because Iwas behind the others.2. As well as going to the movies and football matches with friends, I spend a lot of time with my pets.3. I have a very busy life with no time to sit around feeling sorry for myself.4. Just accept them for who they are, and give them encouragement to liveas rich and full a life as you do.3. 教学用具4. 标签教学过程Step I: Display the preview workAsk several students to write down the preview work on the blackboard. Then check the answers together and remember them after class.Step II: Lead-inT: Well down. All of you did good jobs. I’d like you appreciate a picture. Please look at the screen. Dou you know him?S:T: His name is Nick Vujicic. From this picture, we can see he has no arms and legs, but a small foot. Would you like to know more about him? Let’s see a short video.T: Nick is positive and he tells us the disabled can live well. Inthis class, another disabled person Marty will tell us his story. Let’s come to Marty’s storyStep Ⅲ: Reading comprehensionTask1:Fast readingT: Skim the text to match the main idea of each paragraphPara.1 a) Marty met with a lot of difficulties at schoolPara.2 b) How his life has become easierPara.3 c) The advantages of his diseasePara.4 d) An introduction to Marty and his muscle diseasePara.5 e) How his disability developedTask2: Detailed readingT: Since we know the structure of the text, let’s learn some details about Marty. Read paragraph1 quickly and finish exercise2.1. When Marty says “I am one in a million”, he really means _____.A. he is uniqueB. he has a rare diseaseC. he has a muscle diseaseD. he lives a hard but happy life2. What does “live one day at a time” mean?T: Although Marty developed a rare disease, he is also optimistic. Can doctors cure him of his disease? With this question, let’s read paragraph2&3 and deal with exercise3.1. Why did the doctors cut out a piece of muscle from Marty’s leg?A. Because they could cure the disease by cutting it out.B. Because they wanted to use it as a specimen (标本).C. Because they would transplant (移植) the new muscle.D. Because they wanted to find out the cause of the disease.2. Which sentence can be replaced by the following one?After many tests in hospital, doctors still can’t find out the cause of the disease. And I don’t know what will come up in the future.T: It is a pity that doctors can’t find out the cause. If you were Marty, what would you do?S:T: What about Marty? Let’s come to paragraph4 and finish exercise4.1. What are Marty’s ambition, achievements and hobbies?T: Are you inspired by Mary’s positive attitude? If you meet a disabled person, what would you like to do? Marty not only achieved great success but also had something to tell us. Then read last paragraph and write down the answers about exercise5.2. What are Marty’s suggestions to healthy children?Task 3: Further readingT: After reading this text, what kind of person do you think Marty is?S：T: Excellent! Let’s read the text for the third time and have abetter understanding of Marty’s story.T: Work in pairs and deal with exercise 6.1. Every time I returned after an absence, I felt stupid because I was behind the others.2. As well as going to the movies and football matches with friends,I spend a lot of time with my pets.3. I have a very busy life with no time to sit around feeling sorry for myself.4. Just accept them for who they are, and give them encouragement to live as rich and full a life as you do.Step IV: SummaryT: According to Marty’s Story, fill in the blanks.Marty has a muscle disease that makes him very weak. Sometimes he is very (1) __________ and drops things or (2)________ into furniture. However he is very (3) ___________ and has learnt to(4)______________ his disability.Though (5) _________, he doesn’t look any different from others, so sometimes some children in his primary school would laugh at him. When he got (6) ______________after running a short way. His life is a lot easier at high school because his (7) _______ students have accepted him.(8)_______________, he has a good life, he is happy to have found many things he can do. His (9) __________ is to work for a firm that develops computer (10) ________ when he grows up.Step V: Free debateT: Do you know how many disabled people are there in China?S:T: Let’s look at the screen. Do you think disabled people can live a happy life like normal people now?S:T: I’d like to divide you into 2 parts. Some are for it while the others are against it. Work in group and have a debate.S:T: Different people have different opinions. They are physically disabled, but mentally strong. I firmly believe they can live well. At last, One sentence for you from Tai Lihua--Hope you can be cheerful and positive when you meet with difficulties in the future.课后习题作业1. Review what we have learnt.2. Write a short article about whether the disabled can live a happy life.。
Unit 1 Living Well 教学设计word资料4页
Unit 1 Living Well 教学设计一、教学设计说明本单元话题是“好好生活”，本课我们将学习关于残疾人的有关知识，要求学生通过学习了解残疾人生活中的困难、残疾人取得的成就。
本节活动课的设计从《千手观音》的演出入手，引起学生对本话题的重视并激发兴趣。
随后设计与各层次水平的学生比较相符的多项活动任务，旨在引导学生主动、自觉地学习话题知识的同时，培养对完成话题任务的良好的参与习惯；鼓励其多角度思维；拓宽看待问题的视野。
（一）教学分析。
本节内容难度适中，旨在介绍残疾人的生活和他们的成就。
首先我们要针对表演设置几个问题，以引起学生对于这个话题的了解，提出自己的看法。
（二）教学对象分析。
高二学生词汇量有所增加，有一定的理解和表达水平，对残疾人有些许了解。
在合理启发、引导下，完全能够参与各项任务并很好完成。
对于可能出现的有难度的地方，要多进行鼓励及表扬，让学生有信心，尽快适应课堂气氛并最终能较好地完成本节任务。
二、教学目标（一）知识与技能目标。
1.通过多项活动任务的完成，使学生逐步认识、了解关于残疾人的知识，了解他们生活中存在的困难和取得的成就。
2.在参与课堂活动时，通过小组讨论、合作、分析等形式来引导学生主动探究，共享成果，从而培养学生的自主学习意识、团队协作精神。
（二）过程与方法目标。
1.导入时播放残疾人演出的《千手观音》，激发学生对本话题的兴趣，起到很好的引导作用。
2.活动任务精心设计，难度适中，让全体学生都能互动起来，能够运用所学、所得积极参与、主动探究、集体合作、互助互学并展示自我，培养学生的创新精神和实践能力。
（三）情感、态度与价值观。
1.课堂活动针对不同层次学生设计，让学生带着兴趣自始至终参与进来，增强学习自信心，体验成功的喜悦，从而充分体现自我价值。
2.让学生在鼓励、表扬下不断进步，积极参与小组活动，与他人合作，发表自己的观点，发挥自己的作用，从而培养集体协作精神。
3.展现对残疾人的关爱并形成健康的生活方式。
Unit 1 Living well教案
Unit 1 Living wellTeaching aims1.Ability aimsEnable the Ss know about disabilities and heighten students' awareness of the challenges facing people with disabilities .Learn the new words and expressions.nguage aims重点词汇和短语disability n.伤残；无力；无能disabled adj 伤残的ambition n. 雄心；野心noisy adj. 吵闹的；嘈杂的suitable adj. 适合的;适宜的beneficial adj. 有益的；受益的clumsy adj. 笨拙的adapt vt. 使适应；改编annoy vt. 使……不悦；惹恼annoyed adj. 颇为生气的encouragement n. 鼓励；奖励adapt to 适合cut out切去，省略，停止out of breath上气不接下气all in all总而言之make fun of 取笑重点句子1. Every time I returned after an absence, I felt stupid because I was behind the others.2. ... and give them encouragement to live as rich and full a life as you do. Teaching important points1.Know about the disabilities2.Master the new words and expressions.Teaching difficulties1.Heighten their awareness of facing people with disabilities.2.Revise the various uses of the infinitive.Teaching methodsFast reading; Tast-based method; discussionTeaching proceduresPeriod 1 Warming Up and Pre-ReadingTeaching aims1.Enable the Ss know about the mental and physical disabilities.2.Encourage them to help the disabled.Teaching important points1. Learn the new words and expressions2. Develop students’ speaking skills.Teaching difficult pointsHeighten their awareness of helping the disabled.Teaching proceduresWords previewStep 1 Warming upWhat the word able (ability / disable / disability) means?Disabled means unable to use a certain part of one’s body.Disability means the state of being disabled. So a disabled person is one with a disabilityDo you think it is a good way of life ?Step 2 Pre-readingWe are going to read an entry on a website called "Family Village". It gives ordinary young people with a disability a chance to tell their personal stories. Glance at the title and picture, then discuss with a partner what kind of thing you think people Step 3 Language points1．suitable adj.适合的；适宜的[教材P1原句] Although some may think the cinema is noisy, it is suitable for Sally's condition.③be suitable for/to 适合于④be suitable to do sth 适合做某事2. play a part in (P1) = play a role in3. beneficial (P1) adj. 有益的，有利的be beneficial to/for 对… 有利benefit n. 益处，好处vt. 对...有益,有益于benefit sb./sth. vi. 得益,受惠benefit by/from1.体育锻炼对身体健康极为有益。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit 1 Living wellＩ．单元教学目标技能目标Goals▲Learn about Disability and Life of disabled people▲Talk about Disability and Life of disabled people▲Practise Introduction and Wishes &congratulations▲Revise the Infinitive▲Write a letter of suggestionII．目标语言功能句式1.IntroductionI’d like to introduce you to…I’d like you to meet…May I introduce…?Pleased to meet you.It’s nice to meet you.2.Wishes &congratulations Congratulations.All the best.I’m proud of you.I wish you success.Good luck.Well done.I’m very impressed by your performances. You have my best wishes.I’m very pleased for you.I Hope it goes well for you.That’s wonderful/amazing.1.四会词汇词汇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in other words, out of breath, all in all, make fun of , all the best, in particular4．重点词汇disability, disabled, adapt, annoy, conduct, congratulate, accessible结构Revise the InfinitiveThe infinitive can be used1. as the subject2. as the predicative,3. as the object4. as the object complement5. as the adverbial6. as the attribute重点句子I have learned to adapt to my disability.Every time after a long absence from school, I feel really stupid because I am a bit 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.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 W ARMING 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 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 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。
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常用句型。
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W ARMING UP 、PRE-READINGR、READING与COMPREHENDING放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“词汇语法课”。
2.3 根据USING LANGUAGE内容上一节听说读写综合技能课。
2.4 将WORKBOOK 的Reading and listening 和Talking结合在一起，上一节“听说课”。
2.5 将WORKBOOK的Reading and writing task 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 Learning about language3rd Period Using language4th Period Reading and listening5th Period Reading and writing taskIV. 分课时教案The First Period ReadingTeaching goals 教学目标1. Target language目标语言:a. 重点词汇和短语eyesight, 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, encouragementb. 重点句型1. I have to adapt to my disability.2. All in all, I have a good life.3. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.4. 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 disabilities and life of the disabled. Enable students to realize people with disabilities can also live well3. Learning ability goals学能目标By talking about disabilities and life of the disabled, students will learn some positive stories of the disabled. This will help students understand more about how challenging life can be for the disabled.Teaching important points教学重点How positive stories about the people with disabilities inspire others.Teaching difficult points 教学难点How to help student understand the difficulties the disable have to overcome.Teaching methods教学方法Discussing, explaining, reading and practisingTeaching aids教具准备Multimedia computerTeaching procedures & ways教学过程与方式Step I Leading inDeal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them 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:In this class we are going to learn about disabilities and the life of the disabled. First let’s watch some short video s. Then discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.After the discussion, Teacher will present the four pictures on Page 1 to students.T: Quite right. Disabilities can be visible or invisible. Peo ple 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. 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?S1: …S2: ………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 “Family village”. From here we can learn some positive stories about the disabled.Step II Pre-readingAsk students to read the pre-reading carefully and find out the purpose of the website. Then show the suggested answer on the PowerPoint.Suggest answer: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.Step III ReadingDeal with the reading part.ScanningAsk the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.T: First I’d like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner.Several minutes later, students 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 suggested adjectives on the PowerPoint.brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupidT: Ok. You are right. Though Marty has a muscle disease, which causes many difficulties to his life, he still lives well. He is living a busy and satisfying life. He is very optimistic. Then continue to discuss the next two questions on Page3.Deal with the next two questions in the same way.Suggested answers:1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.3. Maybe at the beginning I will feel very low and disappointed, but Marty’s story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life.Careful readingAsk students to read the text carefully and then finish Ex3 on Page 4.T:Now let’s read the text again and try to sum up the main idea of each paragraph.Several minutes later check the answers with the whole class.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.T:Now let’s read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.Suggested answers:1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.2. Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people.3. Because Marty is strong-minded and independent. His efforts have gained his fellow students’ respect and understandin g. So they have learned to accept him for who he is.SummaryAsk students to work together to write a mini biography for Marty according to the text.T: Now we’ve finished Marty’s story. Now it’s time for you to work in groups and write a mini biography fo r him.My Mini bioName:Status:Health:Interests and Hobbies:Ambition:Motto:A few minutes later show the sample on the PowerPoint.My Mini bioName: Marty FieldingStatus: High school studentHealth: developed a muscle disease at the age about 10, very weak, cannot do things like normal peopleInterests and Hobbies:•Enjoys writing and computer programming•Going to the movies and football matches- when I am well enough•Spending a lot of time with my pets—two rabbits, five mice, a tank full of fish and a snake•To studyAmbition: to work in the computer industryMotto: live one day at a timeExplanationDuring this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.T: Now we will deal with some difficult language focuses. Now I will play the recording of the text for you. Please make a mark where you have difficulties.After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page86-87.T: Do you have any difficulties with the text？S1:Could you please explain the sentence to us：I have learned to adapt to my disability.T: Before he developed the disease, he could run or climb the stairs as quickly as other people. But after he had the disease, he becomes very weak, so he cannot run very fast. It takes time for him to get used to slow pace. Besides this the disease has brought many other difficulties to him, he has to get used to living with the disease. So we can understand it like this: I have got used to living with the disease. Do you have any other questions?Ss: No.T: This is a very inspiring story. From Marty’s story, what have you learned from?S1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow.S2: We shouldn’t feel sorry for them. That might hurt them.S3: We should help them in a clever way.S4: We should encourage them when they feel down.……S8: Just having a disability doesn’t mean your life is not satisfying.T: I’m very glad all of you have learned something from the story. Please remember everyone can live well even if he has a disability. If you’d like to learn more about the life of disabled people, please surf the internet.Step IV Homework:Retell Marty’s story according to the mini bio.Surf the internet to learn more about the lif e of disabled people.。