人教版高中英语选修七Unit 1 Living well说课稿
The useful new words and some sentence patterns.
4向说学情
1、分析学生状况
The students have remembered the new words but they can’t use them properly.
2、激发学生的何种兴趣
2、说主讲问题的设计
Have students master the usages of some important new words.
3、说小组互动的讨论
Review what they learned and tell the differences between them and what they will learn today.
2、程序安排
Dictation---explanation---exercise
补充意见（改进的建议）
Give more examples to let the students master the usages of the new words.
6、说板书设计
Write down the important new words and phrases in this part.
7、说亮点
Have students translate the sentences by themselves.
2路说程序
1、设计思路
Lead-in---teaching---exercise
Unit 1 Living well说课稿
课题
Unit 1 Living well
审核人
日期
说课人
课型
节次
1
步骤
环节
具体内容
5维说教材
1、教学内容
Have students master the important new words and sentence patterns in this part.
4、说小组互动的质疑
Tell the differences between some words that have the similar meaningand discuss the usages of some words.
5、说本节课小结
This lesson we have learned the usages of important new words and sentence patterns. Please remember them after class.
2、教材简析
（背景）
The language points in the reading passage.
3、教材编写
思路、特点
4、教学目标
Have students master the important new words and sentence patterns in this part.
Stimulate students’interest in learning English.
3、培养学生的何种能力
Train students’speaking and writing abilities.
4、适宜的学习方法
Speaking, discussion.
7步说教法
1、说导引
Make a dictation and retell to lead in.
人教版高中英语选修七Unit+1+Living+well+(2)+教案.doc
Unit 1 Living wellTeaching content:The lesson plan is from SEFC Book7, unit1 Living well, the first period: warming up and reading.Analyzing the teaching material:The reading text is typical of the many stories which appear on the family village website. It is written by a high school student named Marty, who has a rare disease that affects his muscles. He is often very tired and weak and has not been able to take part in some of the activities that his non-disabled classmates take for granted. The passage explains some of Marty’s difficulties and describes the good things about his life. All in all, the article is very positive in tone. Teaching aims：1. Knowledge aims:a. Get students to learn the useful new words and phrases in this part.ambition,disabled,benefical,clumsy,adapt,microscope,ab sence,fellow,annoyed,industry,tank,encouragement, in other words, out of breath, all in all, make fun ofb. Let students learn some important sentences. Unfortunately, the doctor don’t know how to make me better,but I am very outgoing and have learned to adapt to my disability.In fact, I used to dream about playing professional football and possibly representing my country in the world cup.Even after all that, no one could give my disease a name and it is difficult to know what the future holds.All in all I have a good life.2. Ability aims:a. Let students read the passage Marty’s story to develop their reading ability.b. Help students to learn about disability and life of the disabled.c. Enable students to know that people with disabilities can also live well.3. Emotional aims:a. Get students to care more about the disabled people and learn the spirit of the disabled people by reading the passage Marty’s story.b. Develop students’ sense of cooperative learning.4. Learning ability aim:By talking about disability and life of the disabled, students will learn some positive stories of the disabled. Thiswill help them understand more about how challenging life can be for the disabled.Teaching important points:1.Get students to learn different reading skills.2.Now positive stories of the people with disabilities inspireothers.Teaching difficult points:1.How to help students understand the difficulties thedisabled have to overcome.2.How to develop students reading ability.Teaching theories:1.Make the students the real masters in English class.bine the language structures with the language functions.3.Let the students receive some moral education.Teaching methods:1.Double activities teaching method2.Whole language teaching3.Task-based language teachingTeaching aids:1. a tape recorder2. multi-media computer3. a blackboardTeaching procedures:Step I RevisionRevise the new words and phrases in the text.Step II Lead-inShow some pictures of disabled people to students and ask them to talk about people with a mental or physical disability to see how much they know about disabilities.Step III Warming-upAsk students some questions:1.What are the disabilities?2.What difficulties do they have to overcome in daily life? Then let them discuss the questions and show their answers with the whole class.The teacher checks their answers.Step IV Pre-readingIntroduce the website called “Family village” to the students. Discuss something about “Family village”.Step V Reading1.fast readingGive students 3 minutes and ask them to skim the passage quickly. Then get the students to find the answers to the questions:Question1: What’s the main idea of the passage? Question2: What’s the main idea of each paragraph?Get several students to show their answers, check their answers with the whole class.2.intensive readingGive students several minutes to read the passage carefully to get the detailed information and then do some exercises. Get several students to show their answers.Finally, the teacher checks the answers.The answers to the exercises:Problems caused by his disabilities:(1)w eak and can’t run or climb stairs as quickly as others(2)c lumsy and often drop things or bump into Furniture(3)o nly enjoy football from a bench at the stadium(4)h as missed a lot of school(5)f elt stupid because of being behind the othersWhat Marty does in spite of his disability :(1) enjoys writing and computer programming(2) invented a computer football game(3) looks after pets(4)Disability has helped him grow stronger psychologicallyand become more independent.3.Listening and reading aloudPlay the tape of the text for students and let them pay attention to the pronunciation and intonation. Then ask them to read the text aloud after the tape.The teacher explains some useful language points to the students.(1)a dapt adapt to(2)a ll in all(3)s it around(4)i n many ways(5)m ake fun ofStep VI. Discussion:Show some questions to students and let them discuss these questions in groups.1.What kind of person do you think Marty is?2.Do you think disabled people can live a happy life like normalpeople now?Several minutes later, get the group of leaders to show their answers with the whole class.Step VII. SummaryTell the students what we learnt in this lesson. Let them remember everyone can live well even if he/she was a disability.Encourage them to learn the spirit of the disabled people. Step VIII. Homework1.Go over the text and try to learn all the useful wordsand expressions in the part by heart.2.Write a composition:What did I learn from Marty’s story?The design on the blackboard:Unit 1 living wellWarming –up and Reading品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
高中英语 Unit 1《Living well》说课稿 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prehending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表达。
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, make fun 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。
高中英语人教版选修7教案-Unit_1_Living_well_教学设计_教案_3
教学准备1. 教学目标Teaching aims:1. To have a good understanding of the life of the disabled and their optimistic attitude towards life.2. To get to know the inner demands of the disabled and develop the consciousness of helping the disadvantaged groups.2. 教学重点/难点1. To have a good understanding of the life of the disabled and their optimistic attitude towards life.2. To get to know the inner demands of the disabled and develop the consciousness of helping the disadvantaged groups.3. 教学用具4. 标签教学过程Para1:Disease —a muscle disease which makes him very weak.Difficulties— clumsy and can’t run or climb stairs as quickly as other peopleMotto—To live one day at a time.Para 2-3: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.Para 4:What are the Marty’s ambition, achievement and hobby?1.Marty’s ambition:Work for a firm that develops computersoftware when he grows up.2. Marty’s achievement:Invented a computer football game and a big company has decided to buy it.3.Marty’s hobby：Movies, football matches; look after petsPara 5:Marty’s advice:1. Don’t feel sorry for the disabled.2. Don’t make fun of them.3. Don’t ignore them.4. Accept them for who they are.5. Encourage them to live as rich and full a life as you do.Choose the right answer:Finish these five exercises according to the text1.We can infer that _____.A．Marty will lose heartB．Marty feels sorry for being disabledC．Marty’s life is full of challengesD．Marty feels lonely2. Which of the following is TRUE according to the text? _______A. While at high school, not all Marty’s classmates accept him.B. A big company bought the computer game from Marty.C. The doctors know Marty’s disease well but they hide the truth.D. Marty looks quite different from others because of his disease.3. Which of the following is false?A. Although there are a few students who look down upon him, Marty never gets annoyed.B. Marty leads a meaningful life and does not feel sorry for being disabled.C. Marty only spends time with his pets and never with his friends.D. Marty disability has made him more independent.4. When Marty says “ I am one in a million”, he reallymeans________.A. He is uniqueB. He has a rare diseaseC. He has a muscle diseaseD. He lives a hard but happy life5. What is the tone of the text?A. Sad.B. Boring .C. Positive.D.Negative.Further understanding :We can see that Marty is a___________ person.Optimistic, brave, independent, strong-mindedConsolidation:Fill in the blanks using the correct words or phrases1 All in all（总而言之）, I have a good life. My2ambition (志向) is to work for a firm that develops computer software when I grow up.I have a very busy life with no time to 3sit around（闲坐着）feeling sorry for myself. 4As well as（除了）going to the movies and football matches with my friends, I spend a lot of time with my pets.5In many ways（在很多方面）, my disability has helped me grow stronger 6sphycologically（心理地）and become more7independent(独立的). I have to work hard to 8live a normal life(过着正常的生活).So I don’t feel sorry for the disabled or 9make fun of(取笑) them, and don’t ignore them either. Just accept them for who they are, andgive them 10encouragement(鼓励)to live as rich and full a life as you do.Group discussion:From Marty’s inspiring story, what have you learned from?1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow.2: We should help them and encourage them in a clever way.3:We should have an optimistic attitude towards life.4:We should value our life.5: As a healthy man , we should seize the chance to arm ourselveswith knowledge.A free debate:What can we do to help Marty and others like him to live a good life？As far as I’m concerned, we can accept people with disabilities for who they are rather than focus on their disability. That is to say,we should give them recognition and we should be ready to help them whenever they are in need of help. In addition, we can call on people all around us to help the disabled. If the world is filled with love, the disabled will finally start to enjoy their lives.Conclusion:Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. In order to live as rich and full a life as we do, They have many difficulties to overcome. They are broken in body or mind but firm in spirit. So treat them like normal People and give them encouragement to live well.课后习题评测练习Ⅰ.单词拼写1．It is very ________(笨拙的) of me to step on your foot.2．I hope this summer holiday will be ________(有益的) to your study.3．It's difficult for the old woman to ________(适应) to the wet climate here.4．Nonresidents were refused ________(进入) into the region without permission.5．He failed in the exam because of his ________(缺席) from school. 6．________(雄心) never dies until there is no way out.7．The 800meter run left the girls out of b________.8．Do you know the old man with a physical________(残疾)?9．The girl is________(外向的)and we all like her.10．The little boy was anxious to join his ________(同伴) playing football on the playground.答案：1.clumsy 2.beneficial 3.adapt 4.entry 5.absence 6.Ambition 7.breath 8.disability 9.outgoing 10.fellowsⅡ、根据中文意思完成句子（请用本单元词汇）1. 爬上山顶后，他上气不接下气。
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。
人教版教材选修七第一单元Living Well教案
人教版教材选修七第一单元Living Well-Using LanguageA Letter To An Architecture教学设计课题名称：Using language课型：阅读写作课授课年级：高二年级（下）主题语境：人与社会——关爱残障人士教材内容分析一、教材内容：本课为人教版教材选修七第一单元Living Well的第五课时Using Language 板块的第二项活动Reading，Speaking & Wring.本单元的话题是围绕“残疾”、“残疾人的生活”展开的，介绍残疾人积极进取的生活。
教材上这部分共有六个练习，练习1看图说话，讨论行动困难的人在电影院可能会遇到什么麻烦。
练习二要求学生阅读一封信件，内容为一位读者写给电影院建筑师的信，请求建筑师充分考虑残疾者的需求，然后让学生把心中的建议要点列举出来。
练习三回答问题。
练习四要求学生找出信中的礼貌用语。
练习五分组讨论社区是否方便残疾人进出以及改进的方法。
练习六要求学生仿照读过的信件给某建筑师写一封建议信。
二、阅读文本分析：WhatReading部分呈现的是一封较为正式的写给一位电影院建筑师就新影院的设计的建议信，内容主要包括：1. 写信目的——考虑残障人士的需求；.2. 包括电梯设计（Adequate access for wheelchairs），耳机配置（Earphones for people who have trouble hearing），座位高度（Raised seating），厕所位置（Toilets）以及停车场位置（Car parking）等五个方面的建议；3. 表示感谢和期待，并表明合理设计的原因——利于残障人士也利于电影院的双赢局面。
How1. 结构上。
Reading在结构上采取了总分总的布局，先说明写信目的，随后从一些细节上体现对残障人士可能遭遇的问题的考虑而提出可行性建议，最后总结表示希望建议得到认可并进一步提出双赢的预期效益。
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.。
选修7unit1 Living Well说课市一等奖
Step3. While-reading
Skimming
（individual work）
Tips: Skimming refers to the process of
reading within a passage to get an overall impression of the content of a reading selection.
Teaching difficulties
① How to guide the Ss to guess the meaning of new structures? ② How to enable the Ss to voice their opinions bravely?
Solutions ① Design different activities to practice. ② Provide students with some key tips as clues.
01 Part 1Analysis of Teaching Material
Contents 02 Part 2 Analysis of Students
03 Part 3 Teaching Objectives 04 Part 4 Teaching focus and Difficulties 05 Part 5 Teaching and Learning Methods
PaPrut 1rp: Iohsaev:e an unknown muscle disease 1.To understand the cultural value of
the text. 2.To become a truly proficient reader
高二英语(人教版)-选修七 Unit 1 Living Well (1)-教案
Students learn todescribe Marty’s disease and his life experience, andinfer Marty’s feeling’s changeandhow he overcame the difficulties.
教学过程
教学环节
A. To experience physical or mental pain.
B. To experience bad situation.
C. To become worse in quality.
②Further understanding: How do you understand this sentence?“One problem is that I don't look any different from other people.”
2.Ssdiscuss what they can learn fromthefour disabled teenagers.
3.Ss brainstorm some famousdisabledpersons.
Situation: The disabled people can also live well and even achieve great success. Can you think out some famous disabled persons? What dotheyhave in common?
2.Ss guess what Marty’s choice is.
3.Ssreadthefour disabled teenagers’stories on page1andanswer:
高中英语人教版选修7教案-Unit_1_Living_well_教学设计_教案_1
教学准备1. 教学目标Teaching goals教学目标1. Ability goals 能力目标1．1 To help students develop their reading ability by skimming for main ideas and reading for details.1．2 To help students solve the reading problems with the teacher’s guidance2. Learning ability goals 学能目标2．1 Let the Ss know that sea animals are parts of human beings’ life.2．2 Help the Ss know the importance of the relationship between animals and humans through reading.2. 教学重点/难点Teaching important points 教学重难点1.Help to comprehend the text and grasp the main idea of the text.2. Help the Ss know the animals’ loyalty and help to human beings.3. 教学用具4. 标签教学过程Teaching procedures && ways教学过程与方式Step Ⅰ Warming up1． Review the names of some sea animals.Step Ⅱ Pre-reading1. Some knowledge about killer whales and baleen whales.2. Read the introduction of the text on page 19 and fill in the following table.Attention:While reading, pay attention to the 5Ws(who, when, where, what, why) and 1H(how) of narratives. As for who, pay attention to the names; and when, pay attention to the numbers.Step Ⅲ Reading comprehending1． SkimmingTask 1: Complete the main ideas using two verbs。
人教版选修7Unit1LivingwellP1教学设计
About the topic and the structures单元话题和构造Unit 1 Living well第一部分教课方案说明本单元以残疾和残疾人的生活为话题||，介绍了一些残疾人依靠坚强的毅力和社会的关爱战胜生活中的各种困难||，以踊跃的态度面对人生挑战的故事 ||。
经过本单元的学习||，能够帮助残疾学生建立生活的信心||，激励残疾人实现自己价值；同时又能教育健康学生理解、尊敬、关怀、帮助残疾人 ||，使残疾人与健全人同样共享美好生活||。
经过本单元的语言技术训练 ||，要修业生学会使用正确得体的英语介绍别人以及向别人表示庆祝||。
本单元语言功能项目是：介绍、梦想和庆祝||。
本单元语言构造项目是“复习不定式”||。
本单元还要修业生学习写作“应用文写作：建议信”||。
《金色教课方案》教课方案在单元课时区分上与课本保持一致||，即“阅读课、知识课、运用课三课时/三课型区分”||。
但在实质教课过程中||，建议教师依照学生基础、教课条件、学校安排的要素||，对课本、对《金色教课方案》教课方案从头区分课时||，裁剪、拼接使用供给的资料||，以便“物尽所用”||，达到最正确教课成效||。
教师也能够参照《金色教课方案》供给的“实质教课过程课时区分建议”进行教课||。
Period 1Warming Up 经过 Warming up by learning about disability让学生认识残疾Reading的种类、议论各样残疾给人们的生活带来的各种不便||，只管这样 ||，仍旧阅读课有很多残疾人在不一样领域获得了非凡成就||。
“热身”为本单元Reading 部分的出色故事做好了铺垫||。
Pre-reading 经过 visiting the Family Village website让学生认识“家庭村”||，一个国际虚构社区 ||，为课文学习作好准备 ||。
Reading 是一篇以第一人称描绘Marty 身残志坚 ||，以踊跃的态度快乐生活的记述文 ||。