Book7 Unit1Livingwell教学设计
BOOK 7 Unit1《 Living well》 优秀教案
BOOK 7 Unit1 Living well目标认知重点词汇与短语：ambition, disability, suitable,beneficial,adapt, absence, annoy, access, assistance, congratulatein particular, in other words, adapt to, cut out, out of breath, all in allas well as, make fun of, meet with重点句型：1．疑问词+不定式2．so that3．be + adj. +to do4．used to单元重点语法：动词不定式重点词汇ambition【原句回放】Her ambition is to become part of the national team for the next Paralympic Games.(Page 1)【点拨】ambition: determination to be successful, rich, powerful etc. 用作不可数名词表“雄心,抱负”；用作可数名词表“渴望得到或追求的东西”。
【拓展】ambitious (a.有雄心的)常用短语：be ambitious for sth/to do sth 对(做)某事怀有雄心/热切的希望suitable【原句回放】Although some may think the cinema is noisy, it is suitable for Sally's condition.(Page 1)【点拨】suitable:adj.合适的，适宜的。
常用短语：be suitable for sb./sth. be suitable to do sth.【拓展】suit （v.）适合，相称；（n.）一套（衣服），套装disability【原句回放】Do you know anyone with a mental or physical disability? (Page 1)【点拨】disability：being unable to do sth., esp. taking away the power of using the leg or arm. 用作可数名词表“残疾”；用作不可数名词表“无能、劳动能力丧失”。
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.
BOOK7 Unit 1 Living well教案
课型： Warming Up & Reading
教学对象：高二学生 主备人：蔡少燕
课时： Periods 1、2 Warming Up & Reading
Teaching goals: Help students to learn about disability and life of the disabled. Enable students to know that people with disabilities can also live well. By talking about disability and life of the disabled, students will learn some positive stories of the disabled. This will help them understand more about how challenging life can be for the disabled. Teaching important points : How positive stories of the people with disabilities inspire others. Teaching difficult points: How to help students understand the difficulties the disabled have to overcome. Teaching methods: Discussing, reading and practicing. Teaching aids: Multi-media computer. Teaching procedures Step I Lead-in Deal with Warming Up. First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then play some videos or show some photos of people with disabilities. Students will be asked to discuss what the disabilities are and what difficulties they have to overcome in daily life. T: I think most of you should have learned about Helen Keller, a great woman in American history. Although she was deaf and blind, she became a role model for millions of people. Here I’d like to share one of the quotes from her with you. Although the world is full of suffering, it is full also of the overcoming of it. T: The world is full of suffering, especially for those disabled people. Do you happen to know anyone with a mental or physical disability? What are their lives like? After discussion, present the four pictures on Page 1 to students. T: Quite right. 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. 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-reading Ask students to read the passage about “Family village” in pre-reading carefully and find out the purpose of the website. Then show the suggested answers on the PowerPoint. Suggested answers: 1. To give 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.
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 ||。
必修7 Unit 1 Living Well阅读课教学设计07
必修7 Unit 1 Living Well阅读课教学设计一、教材分析本课时是阅读课，让学生了解唐山大地震的有关情况：地震前所发生的一些异常现象；地震发生后对整个城市造成的毁灭性破坏。
让他们深刻体会“地震”带来的巨大灾难，以及随之而来的全国军民大援救。
通过本课时学习，使学生了解地震成因的科学常识，加强自然科学素养，明白如果了解并认识地震前的预兆，就能提前做好准备，减少或避免不必要的损失，从而激发对科学的热情，并珍惜现在所拥有的一切。
二．学情分析1. 在Warming up部分提供了唐山地震和美国旧金山地震的两幅图片，学生已经简单描述过地震对这两个城市造成的危害并展开了讨论。
2. Pre-reading部分提供4幅地震前兆的图片，让学生了解地震前的动物和自然界奇特的异常变化，相信能激发学生了解地震的兴趣。
3. Reading部分详细描述了地震来临前的一些不正常的自然现象及动物的反常表现，以及地震造成的损失和震后的救援情况。
此环节描述比较详细具体，学生应该容易理解。
4. Comprehending部分设计了5个练习：课文细节配对题、列出地震前后的事件、归纳段落大意、课文标题理解以及角色扮演，主要是帮助学生更好地理解课文内容。
二、教学目标1、知识目标（1）Get the students to learn the following useful new words and expressions in the passage:shake,rise,crack,burst,canal,steam,destroy,ruin,dirt,injure,survivor, brick,dam,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine, shelter,fresh,at an end,as if, in ruins,dig out,a great number of,think little of,All hope was not lost.（2）Get the students to know basic knowledge about natural disasters.2、能力目标（1）Develop the students’ reading ability and let them learn different reading skills like skimming,scanning and summarizing.（2）Train the students’ abilities of thinking,reasoning and judging.3、情感目标（1）Get the students to know the importance of predicting the earthquake and how to protect themselves and others when in face of an earthquake.（2）Get the students to learn the rescue workers’spirits:selfless,courageous and devotion.（3）Develop the students’ ability of cooperative learning.三、教学重点和难点1、教学重点（1）Get the students to know basic knowledge about the earthquake.（2）Get the students to learn to use different reading skills.2、教学难点（1）Develop the students’ different reading skills for different reading purposes.（2）Get the students to understand the passage more deeply.四、教学方法1、Task-based teaching and learning.2、Cooperative learning.3、Discussion.4、Role playing五、教学过程Step 1 Lead-in1、Show the students some pictures about natural disasters and ask them:Have you ever experienced any natural disaster? Look at the pictures. Can you name all the disasters?(fire, tsunami, volcano, typhoon, sandstorm, flood, hailstone, earthquake)2、Show the students another three pictures of what an earthquake has brought about and ask them:Have you ever experienced an earthquake? Can you described how terrible an earthquake is?地震的破坏3、Introduce the topic of the unit: Earthquakes.【设计说明】通过多媒体课件展示一些自然灾害的图片，让学生了解一些自然灾害的知识。
《Unit 1 Living well》教学设计
《Unit 1 Living well》教学设计一、教学目标1、知识目标学生能够掌握本单元的重点词汇和短语，如 disability, accessible, adapt 等。
学生能够理解课文的主要内容，把握文章的主旨大意。
2、技能目标培养学生的阅读技巧，如 skimming（略读）、scanning（扫读）和detailed reading（精读）。
提高学生的写作能力，能够运用所学词汇和句型描述与“Living well”相关的话题。
3、情感目标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。
鼓励学生树立积极乐观的生活态度，勇敢面对生活中的困难和挑战。
二、教学重难点1、教学重点重点词汇和短语的理解与运用。
课文的理解和分析，包括文章结构、语言特点等。
2、教学难点对文中长难句的理解和分析。
如何引导学生将所学知识运用到实际写作中，表达自己对“Living well”的看法。
三、教学方法1、任务驱动法通过布置各种任务，如阅读任务、写作任务等，让学生在完成任务的过程中掌握知识和技能。
2、情景教学法创设与教学内容相关的情景，让学生在真实的语境中学习和运用语言。
3、小组合作学习法组织学生进行小组合作学习，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）展示一些关于残疾人士的图片或视频，引导学生思考残疾人士在生活中可能面临的困难和挑战。
提问学生对“Living well”的理解，激发学生的学习兴趣。
2、词汇学习（15 分钟）讲解本单元的重点词汇和短语，如 disability, accessible, adapt 等，通过例句和语境帮助学生理解其含义和用法。
组织学生进行词汇练习，如填空、造句等，巩固所学词汇。
3、阅读教学（25 分钟）让学生快速阅读课文，回答一些关于文章主旨大意的问题，如：What is the main idea of the passage?引导学生进行扫读，找出文中关于残疾人士生活的具体细节和例子。
Book 7 Unit 1 Living Well 学案
Book 7 Unit 1 Living Well 学案一、学习目标1、了解不同类型的残疾以及残疾人士所面临的挑战。
2、学习与残疾和健康生活相关的词汇和表达方式。
3、培养对残疾人士的尊重和理解，树立积极的生活态度。
二、学习重点1、重点词汇：disability, accessible, barrier, discrimination, 等。
2、重点句型：It is ＋ adj ＋ for sb to do sth ；Sb ＋ find/think ＋ it＋ adj ＋ to do sth 等。
3、语法：动词不定式的用法。
三、学习难点1、如何准确理解和运用与残疾相关的词汇和句型。
2、如何培养对残疾人士的同理心，并将积极的态度融入日常生活。
四、知识梳理（一）词汇1、disability ˌdɪsəˈbɪləti n 残疾；无能；无能力例句：People with disabilities should be given equal opportunities（残疾人士应该被给予平等的机会。
）拓展：disable dɪsˈeɪbl v 使丧失能力；使伤残；使无效词组：physical disability 身体残疾；mental disability 精神残疾2、 accessible əkˈsesəbl adj 可接近的；可进入的；可使用的例句：The building is accessible to wheelchair users（这座大楼轮椅使用者可以进入。
）拓展：access ˈækses n 通道；入口；机会 v 接近；使用；获取词组：be accessible to 可接近的；可进入的；可使用的3、barrier ˈbæriə(r) n 障碍；壁垒；关卡例句：Language barrier can cause communication problems（语言障碍会导致交流问题。
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Book7 Unit 1 Living well教学设计宁夏育才学校孔德校区张艳玲一、教学背景本单元的教学设计与实施开展于高二下学期,学生在这一时期已经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。
对于有关残疾人及残疾人生活这方面的话题，同学们并不陌生，且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。
相信学生本身具备的知识将使得本单元的教学更加顺利的开展。
二、教学课题人教新课标版选修七unit 1 Living well 第一课时阅读课三、教材分析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，帮助学生了解残疾,提高学生理解、尊重、关心、帮助残疾人的意识，使残疾人与健全人一样共享美好生活。
因此在整个单元教学中情感教育目标占有十分重要的地位。
这也是对新课程目标中情感态度与价值观培养的全方位体现。
四、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.3 All in all I have a good life.2. 能力目标通过对段落结构的分析，使学生掌握skimming的阅读技巧。
目标在于提高他们的阅读速度和快速寻找信息的能力，培养他们分析和概括能力。
3．情感目标结合个人体会，充分体验残疾人的感受，提高学生理解、尊重、关心和帮助残疾人意识。
加强合作意识、陶冶情操，培养正确的审美观和价值观。
五、教学重点与难点1．教学重点：理解Marty作为残疾人身残志坚，以积极的态度快乐生活的故事，提高学生了解残疾、理解、尊重和关心他人的意识。
2．教学难点：帮助学生理解残疾人所面临的种种困难，增强学生的同情心与爱心，引导他们珍惜时间，珍惜生活。
六、教学方法1．任务型教学法本课选择任务型教学，如要求学生课前预习阅读文章，课堂进行小组讨论，填写信息及概括段落大意等，培养和强化学生的语言实践能力和自主学习能力。
2．多媒体辅助教学法利用多媒体展示相关图片及播放影片，激发学生学习兴趣，提高课堂教学效率。
七、教具多媒体课件、黑板八、教学过程Step1．Leading in （导入）1）Play a video for students to watch. (等待by 杨光)Ask students the following questionsDo you know his name? What’s h is disability?T: Yangguang, a blind singer, here blind is a type of disability.设计意图：播放杨光2008春节联欢晚会上的《等待》，并以提问入手引出残疾人的话题。
重要的是引出disability （残疾）这个词汇。
2）Words guessing Let a student to come to the blackboard and act out thedifferent types of disabilities of the disabled, meanwhile ask the other students to give the name of the words, such as Lame, Mute, Blind, Armless Paralytic etc. 设计意图: 通过猜测游戏让学生了解残疾的不同形式，同时激发学生的学习热情. 3）Can you name some great disabled people?Students ’ answer…… Show the pictures of Edison, Stephen Hawking, Beethoven, Zhang Haidi, and Zhou zhouWho are they? What are their disabilities? What are their achievements?设计意图: 充分调动学生的思考能力，体会这些残疾人的顽强意志及其取得的辉煌成就，并为下一环节做铺垫。
Step2. Pre-readingWe know that is not easy for a person to be great, to achieve their ambition, they must overcome their disabilities, especially for a disabled people. Here, I’d like to introduce a website named “family Village” to all of you. The purpose of this website is:1. To give young disabled people the chance to share their stories with others.2. To inspire other disabled people.3. To get non-disabled people to understand more about the challenging life the disabled people lead. 设计意图：单元阅读内容Marty’s Story 选自网页“Family village”上的一篇日志，所以通过介绍“Family village ”，说出这一网站的目的，重点在于该网站不仅对残疾人大有帮助，而且对健全人也同样有所裨益。
以激发学生阅读课文兴趣。
Step3. Reading1. SkimmingRead the first and last paragraph, and then answer the following questions:1) What’s wrong with Mar ty?2) Dose he live well?Main idea: Although Marty is a disabled boy suffering from a unknown muscle disease, he lives a full and rich life.设计意图:通过回答问题，帮助学生了解Marty,以及他的疾病，为学生总结全文大意埋下伏笔，并训练学生skimming 的阅读技巧，提高他们的阅读速度和快速寻找信息的能力。
2. Careful ReadingRead each paragraph for detail information.Part1:Disease: ____ ____ _________ that makes him very weak.Difficulties: _________and can’t ____ or ______stairs as quickly as other people.Motto: To live one day ___ _____ ______.Para.21）What’s Marty’s dr eam?A ． Being a doctor.B.Being a famous football player and representing his country in the World Cup.C. Being a college student.D. Being a basketball player.2）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 diseasePara.3List Marty’s difficulties at school.Para.4What are the Marty’s ambition, achievement and hobby?1) Marty’s ambition is_______________________________2) Marty’s achievement is ___________________________3) Marty’s hobbies are ______________________________Para.5Marty’s advice to healthy c hildren:设计意图：学生通过细读更加详尽地了解Marty的故事，体会Marty是如何克服困难的，激发学生对于残疾人的尊重。
3．Sum up the main idea for each paragraph.Para1: An ____________to Marty and his muscle disease.Para2: How the disease______________.Para3: Marty met a lot of _____ at school.Para4: His life has become_______ at high school.Para5: The __________________of his disease and ___________设计意图：让学生通过细读后概括段落大意，以培养他们的分析和概括能力。