高中英语 Unit1 Living well Period 1优秀教案 新人教版选修7
用心 爱心 专心 1 Unit 1 Living well Period 1 Warming Up，Pre－reading and Reading 教材分析 Warming Up is made up of two parts：discussing and talking.The purpose is to get students interested in the topic “disabilities”．The teacher first asks students to talk about people with a mental or physical disability to see how much they know about disabilities.Next，ask students to look at the pictures and read what these people have achieved even though they each have a disability.Finally，find out what disability they might have according to each description below the picture.Meanwhile，make sure students learn some useful new words and expressions in this unit. Pre－reading provides a short passage about a website called “Family Village”．Ask students to read it and find out the purpose of the website.Make sure the students have a basic knowledge of the website for the disabled. The reading passage Marty's Story presents a story that although Marty is a disabled boy，he never feels sorry for himself and he leads a good and busy life.This is the key part of this unit.The teacher can first get students to skim for the main idea of each paragraph in the reading passage，and then scan for further understanding.In order to let students fully understand the passage while reading，the teacher should analyze the change of Marty's feeling over time and next guide students to write a mini biography for Marty. To consolidate the contents of the reading passage，the teacher will present some poems to students for appreciation. 三维目标 知识目标 1．Get students to learn the useful words and expressions in this unit. eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to 2．Help students to learn about disabilities and life of the disabled. 能力目标 1．Let students read the passage Marty's Story to develop their reading ability. 2．Enable students to know that people with disabilities can also live well. 情感目标 1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled. 2．Help them understand more about how challenging life can be for the disabled. 3．Develop students' sense of cooperative learning. 教学重点 Get students inspired by positive stories of the people with disabilities. 教学难点 1．Develop students' reading ability. 用心 爱心 专心 2
2．Help students understand the difficulties the disabled have to overcome. 教学方法 1．Task－based teaching and learning. 2．Cooperative learning. 教学过程 Step 1 Warming up 1．Warming up by discussing First ask students to talk about people with a mental or physical disability to see how much they know about disabilities.Then show some photos of people with disabilities.Students will be asked to discuss the following questions in small groups. Do you know any famous people who are disabled? What difficulties do they have to overcome in daily life? What have they achieved? Suggested answers： Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes. Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer. Helen Keller was deaf and blind，but she was a great writer. 2．Warming up by talking First，ask students to look at the pictures and read what these people have achieved even though they each have a disability.Next，work with partners to talk about what disability they might have according to each description below the picture. Suggested answers： Rosalyn is in a wheelchair.She has walking difficulty. Richard has difficulty with eyesight，so he can't read the questions or write the answers for his college entrance exams. Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema)． Gao Qiang was born with Down's Syndrome，which is a mental disability.Some Doun's Syndrome Down's Sufferers have made a good career as actors. Step 2 Pre－reading Ask students to read the short paragraph in Pre－reading carefully and find out the purpose of the website “Family Village”． Suggested answers： 1．To give ordinary young people with a disability a 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 3 Reading 1．Skimming Give students 2 minutes；ask them to read the passage fast to fill in the blanks： Sum up the main idea of each paragraph： Paragraph 1：A(n)______ to Marty and his muscle disease.
高中英语 Unit 1 Living well目标导航 新人教版选修7
Unit 1Living well Items Aims and demandsKey wordsn.eyesight 视力software 软件mainstream 主流，主要倾向motto座右铭，格言 microscope显微镜 hearing 听力，听觉bench 长凳 encouragement鼓励，鼓舞 literature文学exit 出口；离开，退场 handkerchief手帕 companion同伴profit 收益，利润，盈利 basement地下室 architect建筑师dignity尊严，高贵的品质adj.suitable 适合的，适宜的 clumsy笨拙的 remarkable非凡的，显著的weaksighted 弱视的v．adapt 使适应；改编 abolish 废除，废止 resign 辞职；辞去n．& v．conduct 行为，品行；指挥，管理，主持adj.& n．fellow 同伴的，同类的；同志，伙伴 firm 公司；紧紧的Wordbuilding disability n．伤残，无力disabled adj.伤残的absence n．缺席 absent adj.缺席的politics n．政治 political adj.政治的ambition n. 雄心 ambitious adj.有抱负的benefit n．& v．利益，使受益 beneficial adj.有益的，受益的accessible adj.可接近的，可进入的，可使用的 access n．方法，通路annoy v．使……不悦，惹恼 annoyed adj.颇为生气的noise n．声响 noisy adj.吵闹的slave n．[C]奴隶 slavery n．[U]奴隶制suit v．适合，相配 suitable adj.合适的approve v．赞成；批准 approval n．赞成；批准assist v．援助assistant n. 助手assistance n．协助，援助psychology n．心理学 psychologist n．心理学家psychological adj.心理学的Expressions in other words换句话说 out ofbreath上气不接下气all in all总而言之 make fun of取笑。
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 Unit 1 Living well课件 新人教选修7
suitable : n. 适合的，适宜的
be ~ for sth(sb) / to do sth This programme is not ~ for children.
② They sell books ~ newspapers.
7. in many ways: c.f: all the ~; by the ~; in the/sb’s ~; lose one’s ~; under ~
8. make fun of: c.f: have ~
A．pleasant C．relaxing
B．cheerful
√D．annoying
3. When the disabled sportsman won a gold
medal，a lot of people ________ him on his
success.
√A．appreciated B．approved
4. all in all: c.f: (not) at ~; after ~; in ~; first of ~; above all
5. sit around/about: c.f: walk/look ~; show sb ~
6. as well as: e.g: ① She doesn’t play ~ her sister.
C．congratulated D．remarked
4. The system has been designed to give
【高中课件】人教版高中英语选修7 Unit 1Living wellPeriod 1 Reading课件ppt.ppt
Para.1
Marty’s disease
a muscle disease
Marty’s difficulties not run or climb ... clumsy
Marty’s attitude outgoing, learn to adapt to ...
day at a time.
RDeeatdainlegdf-roeradeintga:ils:
Body:
Para.2
before 10 the same as… used to dream about ...
got weaker after 10 had a billion tests
... difficult to know what the future holds.
a. To read the passage of Marty’s Story to develop the reading
ability.
3
b. To learn something about disabilities and life of the disabled.
c. To know that people with disabilities can also live well.
“ Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either.
Just accept them and give them encouragement to live as rich and full a life as you do.”
高中英语 新课标标准实验版英语选修7 ,Unit 1 Living well 优秀教案
Period 4Reading，Speaking and WritingTeaching 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 groups. Each member is encouraged to think actively and participate in the discussion. Make sure all students have their own opinions.)Step 2Reading1．Introduce Alice to the students. Alice is a warm－hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built，she wrote a letter to make suggestions. Here is the letter that gives suggestions to 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 81．What is the purpose of the first paragraph of the letter?2．Why do you think the writer numbered her suggestions and used italics3．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 date. Skip a line after the heading.2．The greetingThe greeting always ends with a comma. The greeting should be formal，beginning with the word “dear”．3．The bodyAlso known as the main text. Generally speaking，the body includes three parts. The first part (usually the first paragraph) tells the receiver that you are writing this letter to make suggestions on something，and the main part tells clearly what your suggestions are. The last part (usually the last paragraph) asks the receiver to consider your suggestions.4．The complimentary closeThis short expression is always a few words in a single line. The complimentary close begins with a capital letter and ends with a comma5．The signature lineType or print your name. The handwritten signature goes above this line and below the close. The signature line and the handwritten signature are indented to the same column as the close. The signature should be written in blue or black ink. Skip one to three lines(two on a typewriter)，and type in the signature line—the printed name of the person signing the letter. Sign the name in the space between the close and the signature line，starting at the left edge of the signature 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 disabilities. Then 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 area. In the letter they will suggest ways to make it more accessible for people with disabilities. While 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 suburb. I am writing to ask if you have considered the matter of easy use of the supermarket by people in wheelchairs. In particular，I wonder if you have considered the following things：1．Width of aisles. Can you please make sure that the aisles are wide enough toallow 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 shelves. Can 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 them. This takes away their independence.3．Lifts to other floors. Lifts could be in places that people in wheelchairs can get to easily. It 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 parks. I hope you will leave some car spaces close to the front of the shop for people in wheelchairs. It is very 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 letter. I hope you will consider my suggestions. Disabled people should have the same opportunities as able－bodied people to shop independently and they should be able to do so with dignity. I 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，…。
高考英语一轮复习 Unit 1 Living well课件 新人教版选
43．To look (look) after my pets properly takes a lot of time but I find it worthwhile.
选修七
Unit 1 Living well
教材一览无余
考点一网打尽
基础一练夯实
J 教材一览无余
览教材 温故知新A．释源自记词Syllabus Vocabulary
B．语境填词 beneficial， encouragement， literature， assistance， dignity
6．My father's words were a great encouragement to me, and then I made great progress in my subjects.
40．Sometimes, too, I was too weak to go to school (太虚弱以 致于不能去上学) so my education suffered.
41．I am happy to have found (find) many things I can do, like writing and computer programming.
9．As you know, a good diet is beneficial to your health. 10．I couldn't have completed the task without your timely assistance.
2019-2020年高中英语 Unit1《LivingwellPeriod》4(一)教案 新人教版选修7
矿产资源开发利用方案编写内容要求及审查大纲
矿产资源开发利用方案编写内容要求及《矿产资源开发利用方案》审查大纲一、概述
㈠矿区位置、隶属关系和企业性质。
如为改扩建矿山, 应说明矿山现状、
特点及存在的主要问题。
㈡编制依据
(1简述项目前期工作进展情况及与有关方面对项目的意向性协议情况。
(2 列出开发利用方案编制所依据的主要基础性资料的名称。
如经储量管理部门认定的矿区地质勘探报告、选矿试验报告、加工利用试验报告、工程地质初评资料、矿区水文资料和供水资料等。
对改、扩建矿山应有生产实际资料, 如矿山总平面现状图、矿床开拓系统图、采场现状图和主要采选设备清单等。
二、矿产品需求现状和预测
㈠该矿产在国内需求情况和市场供应情况
1、矿产品现状及加工利用趋向。
2、国内近、远期的需求量及主要销向预测。
㈡产品价格分析
1、国内矿产品价格现状。
2、矿产品价格稳定性及变化趋势。
三、矿产资源概况
㈠矿区总体概况
1、矿区总体规划情况。
2、矿区矿产资源概况。
3、该设计与矿区总体开发的关系。
㈡该设计项目的资源概况
1、矿床地质及构造特征。
2、矿床开采技术条件及水文地质条件。
高中英语新人教版精品教案《Unit 1 Living well》
人教版选修七Unit1 Living We教学设计ing U e教学方法1．Ta－baed teaching and earning2．Cooe thee dIfficutie or AchievedSuggetad anwer：Steven Hawing ha a Muce dieae，but he made great contribution in cience and e to the bacboard to rete the hort torie in the e eaierationA tudent to read the e them intead of giving ueve And don’t forget to he ewor1．Rete Mart' Stor and mae a ummar2．Surf the Internet to earn more about the ife of diabed eoe教学反思：1多媒体于英语学科整合方面网络是信息的海洋，包罗万象的课本，利用多媒体课件视频展播舞蹈《千手观音》更为直观的导入新课，视频Nie’tor 紧扣本科主题，将德育教育参透其中，更好地升华了本课的主题思想。
2课堂教学方面采用“任务驱动”的方法，让学生自主探索和协作探究为主。
以小组活动形式来合作，来表达，来思考，是学生互相帮助，互相学习，培养学习英语的信心，发展合作精神。
增设学生体验环节，让学生体验盲人生活小细节，并利用英语对话形式让学生更深切地体会到作为一名残疾人的艰辛。
引导学生珍惜幸福生活的同时能帮助身边残疾人ive we3不足之处由于采用小组合作方式学生讨论时间不易控制，所以导致最后环节稍显仓促。
其次，学生们积极发言，但期间口语表达有欠准确的地方。
这也是我在今后的教学工作中要着重跟进的。
人教版高中英语选修7《Unit 1 Living well》教案2篇
人教版高中英语选修7《Unit 1 Livi ng well》教案2篇Teaching plan of unit 1 living well编订：JinTai College人教版高中英语选修7《Unit 1 Living well》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文档下载后内容可按需编辑修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修7《Unit 1 Living well》教案2、篇章2：人教版高中英语选修7《Unit 1 Living well》教案篇章1:人教版高中英语选修7《Unit 1 Living well》教案教学准备教学目标教学目标（这部分谢3点，按照USE的目标写）（1）学习建议信的结构、语言。
（2）讨论学校建筑物设计中行走不便的学生的需求。
（3）给校长写一封建议信。
（4）继续培养对残疾人的尊重和关爱意识。
教学重难点教学目标（这部分谢3点，按照USE的目标写）（1）学习建议信的结构、语言。
（2）讨论学校建筑物设计中行走不便的学生的需求。
（3）给校长写一封建议信。
（4）继续培养对残疾人的尊重和关爱意识。
教学过程Step 1Warming-up and lead-in （5 mins）（1）导入用本单元的阅读文Marty’s story来导入，引出残疾人的话题。
T: Hello, class. Inthe last lesson, we learnt Marty’s story. What’s the problem with Marty?（He has a raremuscle disease.）Yes, he’sdisabled.But is Martyleading a miserable life due to his disability?（No.）He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.（2）揭题教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。
高中英语 Unit 1 Living well学案 新人教版选修7
选修 7 Unit 1 Living well核心单词1. ambitionn. 雄心Her ambition is the presidency.她的抱负是成为一名总统。
After several hours’work, she had no ambition to go dancing.工作了数个小时之后，她没有精力去跳舞了。
联想拓展ambitious adj.志向远大的; 有雄心壮志的;有野心的be ambitious for (power/social position, etc.)极欲获得(权力，社会地位等)be ambitious of success 渴望成功be ambitious to 一心想……The prince was attracted by the girl’s beauty, and ambitious to marry her.王子为女孩的美貌打动了，渴望能娶到她。
高手过招翻译句子(原创)①他的理想就是环游世界。
②作为一个志向远大的领导者，他想带领当地人过上幸福的生活。
答案：①His ambition is to sail around the world.②As an ambitious leader, he wants to guide the local people to lead a happy life.2. beneficialadj.有益的；受益的常用结构：be beneficial to ... 对……有用/有好处/有益A good diet is beneficial to one’s health.良好的饮食有益于人的身体健康。
联想拓展benefit n.利益；实惠；未来的好处vt.有益于，有助于vi.(常与from，by连用)获益；得益于I have typed out some lecture notes for the benefit of those people who were absent last week.我打印了一些讲座的笔记，上周缺席的人会因此获益。