2021人教版选修七unit1《livingwell》word教案5

一、语言要点词汇部分词语辨析1.all in all/ in all/ at all/ after all/ above all/ first of all词形变化1. disability n.无能；残疾disabled adj.伤残的able adj.能干的；能够的2. ambition n.野心，雄心ambitious adj.有雄心的，野心勃勃的3.beneficial adj.有益的benefit v.&n.受益；利益，好处4. independent adj.独立的independence n.独立depend v.依靠，依赖5.encouragement n.鼓励encourage v.鼓励courage n.勇气，精神重点单词1.ambition (n.) 雄心2.beneficial (adj.) 有益的3.adapt (v.) 使适应;改编4.conduct (n.) 行为(v.) 指挥5.resign (v.) 辞职panion (n..) 同伴7.access n. （接近的）方法；通路；可接近性8.suitable adj.适合的, 适当的;9.annoy vt. 使生气，使烦恼; 招惹; 妨碍10.adequate adj.适当的, 足够的重点词组in other words 换句话说cut out 切掉,删掉out of breath 上气不接下气sit around 闲坐着make fun of 取笑all the best一切顺利as well as 也, 又; 和……一样好重点句型1. She is proud to have taken part in competitions and to have broken a record by running two laps(800 metres) this year.2. The few who cannot see the real person inside my body do not make me annoyed, and I just ignore them.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.重点语法复习不定式(见语法专题)1). all in all/ in all/ at all/ after all/ above all/ first of all 【解释】all in all总而言之in all总共at all根本after all毕竟；别忘了（放句首时）above all最重要, 首先first of all首先IV 重点词汇（旨在提供综合运用所需材料）1. ambition (n.) 雄心ambitious adj. 志向远大的; 有雄心壮志的;有野心的be ambitious for 极欲获得be ambitious of success渴望成功be ambitious to serve the people一心想为人民服务1) Her ambition is the presidency. 她的抱负是成为一名总统2) After several hours’ work, she had no ambition to go dancing. 没有精力去跳舞了3) 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。

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。

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。

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7Unit1Livingwell的教学设计方案《选修7 Unit1 Living well 的教学设计方案》这是优秀的教学设计文章，希望可以对您的学习工作中带来帮助！学习主题介绍学习主题名称：选修7 unit1 Living well主题内容简介：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及取得的成就。

通过本单元的学习，可以帮助残疾学生树立生活的信心，激励他们实现自身价值;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和谐美好生活。

学习目标分析(1) 了解残疾人所面对的各种各样困难，学习他们乐观进取，身残志坚的精神。

同时了解怎样才是真正理解，尊重，关心，帮助残疾人。

(2) 培养学生自主、合作、探究能力和创造性思维能力。

(3) 让学生为用而学，在用中学，学中用，学以致用，进行知识的积累和技能的发展。

学情分析前需知识掌握情况：学生对于残疾都有所了解，但是并没有真正意识到残疾在生活上给残疾人带来怎样的不便和他们是怎样克服生活中的困难，也不是很理解、尊重、关心、帮助残疾人。

学生有一定的英语基础，能听懂，看懂一些比较简单的英文，但大多数学生的基础偏差，学习水平有限，自主学习的能力不高，没法直接用英语来表达此话题的内容。

对微课的认识：微课是比较新型的教学模式，学生是第一次接触这种教学模式，对微课的形式、作用较陌生，有的可能听过这个用语。

但是学生对于这种新颖的方式会乐于接受，充满兴趣。

学生特征分析学习态度：微课短小精悍，偏向于视觉性和动觉型，以学生喜闻乐道的方式突破教学重难点。

学生喜欢新颖的课堂模式，也愿意分组合作，积极完成任务，学生们对于这种新型的学习方式充满兴趣。

学习风格：学生学习水平有限，自主学习的能力不高，但学生喜欢新颖的课堂模式，也愿意分组合作，积极完成任务微课用于学生学习的教学策略分析微课用于学生学习的目的：通过这个微课的学习，使得学生能够在进入本单元reading前，能够掌握一些背景知识，同时通过课前热身，提高学习兴趣，为真正进入reading做好铺垫。

必修7 Unit 1 Living well 教学设计教学内容《英语》（人教版）必修7 Unit 1 Living well教学对象高二学生教学目标1. 语言知识本单元的话题是关于残疾人，残疾人面临的困难，以及他们对生活的态度。

本单元的主人公是一些残疾的学生，他们都过着积极的生活，并且在生活中取得了成就。

作为正常的学生，我们应该向他们学习，应该尽我们的最大努力从生活的各个方面来帮助他们。

运用词汇理解和表达不同的功能、意图和态度等；2. 语言技能(1)能识别语段中的重要信息并进行简单的推断；(2)能根据需要从网络等资源中获取信息；(3)能就一般性话题进行讨论；(4)能根据话题要求与人交流、合作，共同完成任务。

3. 语言运用描述关于残疾人，残疾人面临的困难，以及他们对生活的态度。

4.文化意识本单元的主人公是一些残疾的学生，他们都过着积极的生活，并且在生活中取得了成就。

作为正常的学生，我们应该向他们学习，应该尽我们的最大努力从生活的各个方面来帮助他们。

教学方法任务型教学法情感态度1. 在英语学习中有较强的自信心，敢于用英语进行交流与表达；2. 在英语交流中能理解并尊重他人的情感；3. 能够理解生命的意义，本单元的主人公是一些残疾的学生，他们都过着积极的生活，并且在生活中取得了成就。

作为正常的学生，我们应该向他们学习，应该尽我们的最大努力从生活的各个方面来帮助他们。

学习策略1. 利用推理和归纳等逻辑手段分析和解决问题；2. 在学习中借助图表等非语言信息进行理解或表达；3. 通过图书馆、计算机网络、广播和电视等资源获得更广泛的英语信息，扩展所学知识。

教学重点1. 能理解有关本残疾的学生，他们都过着积极的生活，并且在生活中取得了成就。

作为正常的学生，我们应该向他们学习，应该尽我们的最大努力从生活的各个方面来帮助他们。

2. 能够获取主旨大意和细节信息并利用所获取的信息解决问题教学媒体ppt, worksheet运用任务Warming Up部分通过四幅图片展示了四位残疾的学生，让同学们猜想他们都是什么样的人，是怎样生活的。

人教版高中英语选修7《Unit1Livingwell》教案人教版高中英语选修7《Unit 1 Living well》教案【一】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。

然后说明教学目标：阅读一封建议信，讨论学校设施中可以改进的地方，以及写一封给校长的建议信。

T: We are lucky tobe able-bodied and study in such a beautiful school.But every now andthen, I find such students in our school. What are their problems?(They havedifficulty walking and they have to move around with walking sticks orwheelchairs.)T: This is SongYaoguang, our classmate. Yaoguang, what happened to you?Do you find itdifficult to walk around in our school with a walking stick?Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?(Yes.)T：If you have some suggestions, you can write asuggestion letter to our headmaster. Have you ever written such a letterbefore?So in today’slesson, we are going to1. read asuggestion letter2. discussproblems with the school facilities3. write a suggestionletter to the headmaster2 Reading (15 min)本课是读写结合的综合语言实践课，遵循USE的模式，即Understanding(理解)→Sharing(分享)→Expressing(表达)的模式。

高中英语选修七教案Unit-1–Living-well教学目标•通过学习本单元，使学生能够掌握生活方式类的词汇和表达；•通过学习本单元的阅读及听力材料，培养学生的阅读理解和听力理解能力；•发展学生的综合语言运用能力，包括口语表达、写作和交流。

教学重点•生活方式类的词汇和表达；•阅读和听力理解能力的培养；•综合语言运用的发展。

教学难点•综合语言运用的能力发展。

教学方法•交互式教学法；•合作学习法；•任务型学习法。

教学过程Step 1 导入1.教师首先向学生介绍本单元的主题“Living well”（美好生活），并要求学生自己思考和理解这个主题。

2.引入与主题相关的图片和文字，让学生进行观察分析、讨论。

Step 2 词汇学习1.教师在黑板上列出本单元主要的生活方式类的词汇，比如：health，diet，exercise，sleep等等，并要求学生将这些词按照自己的理解整理归纳。

其中，教师可以逐个讲解这些词的意思和用法。

2.接下来，教师提出一些和这些词汇相关的例句，比如：It’s important to have a balanced diet.等等并要求学生进行理解和模仿。

Step 3 阅读和听力1.教师让学生先阅读Unit 1的文章“Living well”，让学生尝试理解其中的关键词汇和句子，并回答一些相关问题。

2.然后，教师在班级里播放一段与“Living well”相关的听力材料，并要求学生进行听力理解，并给出几个问题，让学生进行回答。

Step 4 综合语言运用1.教师组织学生进行小组讨论，让学生就如何“Living well”进行交流，让学生尝试用英语表达自己的想法和看法。

2.接着，教师要求学生进行写作练习，让学生就“Living well”的话题展开一段100字的写作。

Step 5 总结教师向学生概述本次课程的主要内容，并对学生的表现进行点评。

课后作业1.让学生进行生活方式类单词的记忆和复习。