unit-1-Living-well-reading公开课

Unit 1 Living wellPeriod 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 forthe 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 co ntents 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 to2．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.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Warming up1．Warming up by discussingFirst ask students to talk about people with a mental or physical disability to see how much they know aboutdisabilities.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 talkingFirst，ask students to look at the pictures and read what these people have achieved even though they each have a disabil ity.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 thequestions 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.Pre－readingAsk students to read the short paragraph in Pre－reading carefully and find out the pur pose 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.Reading1．SkimmingGive 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.Paragraph 2：How the disease ______.Paragraph 3：Marty met a lot of ______ at school.Paragraph 4：How his life has become ______.Paragraph 5：The ______ of his disease.Suggested answers：Paragraph 1：An introduction_to Marty and his muscle disease.Paragraph 2：How the disease developed/started.Paragraph 3：Marty met a lot of difficulties at school.Paragraph 4：How his life has become easier.Paragraph 5：The advantages of his disease.2．Scanning for detailed informationAsk students to read the passage carefully to locate the detailed information.(1)First ask students to read paragraph one and complete the chart below.Suggested answers：A muscle disease that makes him very weak.he is(2)Next read paragraphs two and three and choose the best answer.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.Key：D(3)Read paragraph four and answer the following questions：①What is Marty's ambition?②What is Marty's achievement?③What is Marty's hobby?Suggested answers：①Marty's ambition is to work for a firm that develops computer software when he grows up.②Marty invented a computer football game and a big company decided to buy it from him.③As well as going to the movies and football matches with his friends，he spends a lot of time with his pets.He has two rabbits，a parrot，a tank full of fish and a tortoise.(4)Ask students to find Marty's advice in paragraph five.Suggested answers：错误!Consolidation1．Ask students to read the whole passage and choose the best answers.(1)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's disability has made him more independent.(2)From the passage we can infer that ______.A．Marty asks others to feel sorry for himB．Marty never loses heartC．Marty is afraid of being made fun ofD．Marty will not accept any encouragement because he hasgrown stronger psychologicallyKeys：(1)C (2)B2．Ask students to work together to write a mini biography for Marty according to the text.StatusSuggested answers：weakmmingwith friends3.Discuss in pairs to get the main idea of the passage by filling in the blanks.Though he is a ______ person ，Marty never feels ______ for himself and he ______ his life.Suggested answers ：disabled ；sorry ；enjoysDiscussion1．Ask students to discuss the following questions in small groups.(1)How did Marty's feeling changed over time?(2)What kind of person do you think Marty is ？Can you use adjective words to describe him?Suggested answers ：(1)The change of Marty's feeling over time ：hopeful→hopeless→stupid→not get annoyed→good/busy(2)We can see Marty is optimistic/brave/independent/strong－minded.2．Show a video of “Qian shou Guanyin” to the students and encourage them to remember the famous saying：“Where there is a will，there is a way.”AppreciationHomework1．Retell Marty's Story according to the mini biography.2．Surf the Internet to learn more about the life of disabled people.。

Unit 1 Living wellUnit 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，adaptto 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. 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.Shehas 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. Paragraph 2：How the disease ______. Paragraph 3：Marty met a lot of ______ at school. Paragraph 4：How his life has become ______. Paragraph 5：The ______ of his disease. Suggested answers： Paragraph 1：An introduction_to Marty and his muscle disease. Paragraph 2：How the disease developed/started. Paragraph 3：Marty met a lot of difficulties at school. Paragraph 4：How his life has become easier. Paragraph 5：The advantages of his disease. 2．Scanning for detailed information Ask students to read the passage carefully to locate the detailed information. (1)First ask students to read paragraph one and complete the chart below. Disease Difficulties Motto Suggested answers： Disease A muscle disease that makes him very weak. Difficulties He can't run or climb stairs as quickly as other people.Sometimes he is clumsy and drop things or bump into furniture. Motto Live oneday at a time. (2)Next read paragraphs two and three and choose the best answer. 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. Key：D (3)Read paragraph four and answer the following questions：①What is Marty's ambition? ②What is Marty's achievement? ③What is Marty's hobby? Suggested answers：①Marty's ambition is to work for a firm that develops computer software when he grows up. ②Marty invented a computer football game and a big compa ny decided to buy it from him. ③As well as going to the movies and football matches with his friends，he spends a lot of time with his pets.He has two rabbits，a parrot，a tank full of fish and a tortoise. (4)Ask students to find Marty's advice in paragraph five. Suggested answers： Don't feel sorry for the disabled.Don't make fun of them.Don't ignore them.Accept them for who they are.Encourage them to live as rich and full a life as healthy people do. ��Step 4 Consolidation 1．Ask students to read the whole passage and choose the best answers. (1)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's disability has made him more independent. (2)From the passage we can infer that ______. A．Marty asks others to feel sorry for him B．Marty never loses heart C．Marty is afraid of being made fun of D．Marty will not accept any encouragement because he has grown stronger psychologically Keys：(1)C (2)B 2．Ask students to work together to write a mini biography for Marty according to thetext. My mini biography Name Status Health Interests and Hobbies Ambition Motto Suggested answers： My mini biography Name Marty Fielding Status High school student Health Developed a muscle disease at the age of 10，very weak，cannot do things like normal people My mini biography Interests and Hobbies •Enjoying writing and computer programming •Going to the movies and football matches with friends •Spending a lot of time with my pets―two rabbits，a parrot，a tank full of fish and a tortoise Ambition To work for a firm that develops computer software Motto Live oneday at a time 3.Discuss in pairs to get the main idea of the passage by filling in the blanks. Though he is a ______ person，Marty never feels ______ for himself and he ______ his life. Suggested answers：disabled；sorry；enjoys ��Step 5 Discussion 1．Ask students to discuss the following questions in small groups. (1)How did Marty's feeling changed over time? (2)What kind of person do you think Marty is？Can you use adjective words to describe him? Suggested answers：(1)The change of Marty's feeling over time：hopeful→hopeless→stupid→not get annoyed→good/busy (2)We can see Marty is optimistic/brave/independent/strong－minded. 2．Show a video of “Qianshou Guanyin” to the students and encourage them to remember the famous saying：“Where there is a will，there is a way.” ��Step 6 Appreciation Ask students to read two poems for appreciation when facing obstacles in the future. Facing Obstacles (Two poems by Tom Krause) The Heart of the Strong Strong is the heart that knows not the way of comfort and ease while living each day. Yet continues to believe from the depths of its soul that the future is destined to silver and gold.Strong is the heart whose yearning is waned by storms in life filled with heartache and pain. Yet still gives itsall―everything that it can in search of a dream―God's ultimate plan.When there is a victory―when battles are won when burdens are lifted and bright shines the sun― when struggling souls gather―where heroes belong― they find in themselves―the heart of the strong. Carry On At times when you feel troubled when your happiness is gone look to the heart within you for the strength to carry on.In your heart you will find special virtues such as faith and hope and love. These gifts have been sent down to you from a power up above.It is faith that keeps the soul searching for the joy the heart hopes for. It is love that heals the spirit making it stronger than before.And if your heart be broken if your strength should fade away the power of these virtues will still win out the day.So remember when you are troubled when your happiness is gone look to the heart within you for the strength to carry on. ��Step 7 Homework 1．Retell Marty's Story according to the mini biography. 2．Surf the Internet to learn more about the life of disabled people.优品课件，意犹未尽，知识共享，共创未来！！！。

Unit 1 Living well教学案2Period 1: Warming up and ReadingTeaching AimsTo learn something about disabilities and life of disabled peopleTo read about disabilities and life of disabled people. The students should know that people with disabilities can also live wellTeaching ProceduresStep I. Warming upWarming up by defining:Before we read about disabilities let’s try to define it first.What is disability? How many different types of disabilities do you know?Disability: the state of being disabled / unable to use his body properlyA. physical disabilityDeaf, dumb/mute, blind, lame, near-sighted, six fingers, color blindness, paralyzedB. mental disabilitydepression, learning difficulty, brain injury, phobias (恐惧症) …Warming up by talking:In groups of four talk about what you know about disabilities. Use these words in the above box to support your talk.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.Talking about disabilities1. Do you know anyone who is disabled around you? How does he or she deal with the disabilities?2. Do you know any famous people who are disabled? What do they do? Have a discussion about what the disabilities are and what difficulties they have to overcome in daily life.Talking about famous people with disabilitiesReference OneProfessor Steven Hawking is one of the disabled who has achieved success in his chosen field of work. In 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. When he speaks, he has to use a computer and a voice box. When he answers questions, it takes about two minutes. Not only does he have to type out the answer on a computer but he also gets the computer to translate it into sounds.Reference TwoHelen Keller (1882—1968), blind and dumb, was a famous American writer. When she was only nineteen months old, she had a terrible disease. Then she became deaf and blind. In the next five years, she struggled in the dark and silent world. With the help of Anne Sullivan, she learnt to write and speak. She overcame the great difficulties and wrote a famous book “My life”, which became a best seller and she became a very well-known writer in the world.Reference ThreeZhang Haidi was born in September 1955 in Jinan, Shandong Province. When she was five years old, she got a serious disease and the lower part of her body lost the feeling and the functions. Since then, she has been confined to wheelchair but she has never stopped her pursue for knowledge and a happy life.She studied by herself all the courses from primary school to college and learned several foreign languages such as English and Japanese. In 1983, she began her career as a writer and a translator and her works have reached the total number of more than one million words. She has been active in social activities for public interests and she shows great care for the education of disabled children and village children. In 2001 she was entitled one of “the 20 most influencing women of the century around the world”.Her idea that true happiness lies in the hard pursue encourages people to work harder for the society.Look at the pictures and read what these people have achieved even though they each have a disability. The following list might help you.Mental disability learning difficulty hearing problemDifficulty with eyesight brain injury loss of an arm or legDown's Syndrome infantile paralysis walking difficultyPicture OneRosalyn loves sports. She is proud to have taken part in competitions and to have broken a record by running two laps (800 meters) this year. Her ambition is to become part of the national team for the next Paralympic Games.Picture TwoRichard has just passed his university entrance exams. He had the questions read to him and used dictation to give his answers into a special machine. He hopes to become a teacher.Picture ThreeSally leads a busy life. She likes writing stories and playing basketball. When she's free, she goes to the movies because the sound is 'always very loud. Although some may think the cinema is noisy, it is suitable for Sally's condition.Picture FourGao Qiang loves acting. Last year he played a major part in the school play. Now his ambition is to become an actor. He takes singing and dancing lessons after school.Step II. Pre-readingAsk students to read the pre-reading carefully and find out the purpose of the website. Discuss with a partner what kind of things you think people write about.The purpose of the website：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.Tell True or False:1. The family village website gives successful young people the chance to tell their personal stories.2. Only disabled people find the website beneficial.Step III. Reading1.Reading and underliningeyesight, 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, encouragement2. Explaining difficult pointsNow have a question and answer period. Ask them if they have any points they do not understand. Put the questions out and discuss them.3. Reading and transferringSkim the text and complete the table below.4. ComprehendingTask 1: Fast reading for general ideas.Skim the text and answer the following questions.1. Marty is ___________ person.A. a healthyB. an illC. a disabledD. a rich2. Marty has __________ disease.A. a mentalB. a muscleC. an eyeD. a leg3. What is the dream of Marty?A. Being a famous football player and representing his country in the World Cup.B. Being a doctor.C. Being a college student.D. Being a basketball player.4. Which of the following is TRUE?A. The doctor could give Marty’s d isease a name.B. The doctor knew how to make Marty well.C. Someone in the world could cure the disease.D. No one could give Marty’s disease a name.5. We can infer that _________.A. Marty will lose heart.B. Marty feels sorry for being disabled.C. M arty’s life is full of challenge.D. Marty feels lonely.(Suggested answers: CBADC)Task 2: Detail reading for Comprehending.1.Read Marty’s story and fill in the chart.Problems caused by his disability1. weak and can’t run or climb stairs as quickly as others2. clumsy and often drop things or bump into furniture3. sometimes too tired to get out of bed4. has missed a lot of school and lessons5. feels stupid because of being behind the others after a long absence from schoolWhat Marty does in spite of his disability?1. enjoys writing and computer programming2. enters a computer football game3. looks after pets4. disability has made him grow stronger and more independent2. Discuss these questions with others in your class.1) What kind of person do you think Marty is?2) What do you think is the most difficult thing that Marty has to deal with in his life?3) How would your life change if you were to develop a muscle disease like Marty?Suggested answers:1). Marty seems to be a fairly positive person who considers he has a good life. He is realistic about his disability but does not let this stop him doing as much as he can. He is a mentally strong, independent boy.2). Missing lots of school, not being able to run around and play sports like other boys at his age, people not understanding that he has a disability.3). The students can answer this question according to their own thinking.3. Write a summary in one sentence for each paragraph.Paragraph 1.__________________________________________________________ Paragraph 2.__________________________________________________________ Paragraph 3.__________________________________________________________ Paragraph 4.__________________________________________________________Paragraph 5.__________________________________________________________ Paragraph 6.__________________________________________________________ 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.4. Answer these questions in three or four sentences and then check your answers with others in your class.1).What kind of things does Marty do in order to make his life happy and satisfying?2). What can other people do to help Marty and others like him live a good life?3).Why has his fellow students’ conduct changed towards Marty?Suggested answers:1). Marty keeps busy doing things like writing computer programming that do not require physical strength. He has friends with whom he can go to movies and football matches and he has lots of pets. He also studies hard.2).They can accept people with disabilities for who they are rather than focus on their disability. They can encourage them to live rich and full lives.3).Because they found that Marty was able to live as rich and full a life as everyone else. Period 2: Learning about Language(Revise the use of Infinitive)Teaching AimsTo discover and learn to use useful words and expressionsTo discover and learn to use useful structuresTeaching ProceduresStep I. Warming up by discovering useful words and expressionsStep II. Discovering useful words and expressionsDoing vocabulary exercisesTurn to pages 4-5 and do exercises 1, 2, 3 and 4.Step III. Reading and discovering useful structuresNow read the text again to find as many examples of the infinitive as you can.The infinitive can be used1. as the subject2. as the predicative,3. as the object4. as the object complement5. as the adverbial6. as the attributeThe following is the detailed explanation of the Infinitives:The InfinitivesI. Form:A: There are six forms of the infinitives:Active(to do)I want to do the work tonight. (to be done)The work is to be done tonight.Passive(to have done)Robert appears to have done the work. (to have been done)The project must have been done.Active(to be doing)Peter must be doing his work now.Passive(to have been doing)The boy is believed to have been doing the work for the whole day.B: The full infinitive consists of two words, to+ verb, as shown above. But after certain verbs andexpressions we use the form without to, i.e. the "bare infinitive". For example:You had better say nothing.C. It is normally advisable to put any words between to and the verb, but see split infinitive.D. To avoid repetition, an infinitive is sometimes represented by its To.For example:A: Do you smoke?B: No, but I used to (smoke).II. Uses of the infinitive:A. Used as subject:a. An infinitive or an infinitive phrase can be the subject of the verbs, e.g. appear, seem, be etc.1. To save money today seems impossible. OR It seems impossible to save money.(here "It" is used as an formal subject. i.e. not real subject)2. To lean out the windows is dangerous. OR It is dangerous to lean out of the windows.b. Usually infinitive constructions of this type consist of it+ be+ adjective (for sb)+ to do but sometimes a noun can be used instead of an adjective.e.g. It is difficult (for me) to learn English well./ It is a difficulty (for me) to learn English.c. cost/take + object can also be used.e.g. It cost me 200 dollars to buy these books that I liked most.It took the 200 worker to build the Grand Bridge.B. Used as object:Some verbs are followed by a to-infinitive but not -ing (eg. agree, aim, ask, appear, be determined, decline, demand, endeavor, fail, hesitate, hope, hurry, manage, offer, plan, proceed, prepare, pretend, promise, refuse, want, wish , etc.).Some verbs are followed by -ing but not a to- infinitive (eg admit, avoid, consider, delay, deny, detest, dread, envisage, feel like, finish, imagine, miss, recall, resent, risk, suggest).The verbs begin, cease, start and continue can be followed by either a to-infinitive or an ~ing form with little difference in meaning (eg Even though it was raining, they continued to play/ playing). Other verbs can be followed by either a to-infinitive or an -ing form, but there is a difference in meaning.GERUND INFINITIVEforget He'll never forget spending so much money on his first computer.Don't forget to spend money on the tickets.go on Go on reading the text.Go on to read the text.mean You have forgotten your homework again. That means phoning your mother.I meant to phone your mother, but my mobile didn't work.remember I remember switching off the lights when I went on holiday.Remember to switch off the lights when you go on holiday.stop Stop reading the text.Stop to read the text.try Why don't you try running after the dog?I tried to run after the dog, but IE.g. I regret to inform you that your application has been unsuccessful, to indicate that we are about to do something we are not happy about；It's too late now, but I'll always regret asking John to do the work. to say we have already done something that we are not happy about.We use the Gerund or the Infinitive after the following verbs. There are two possible structures after these verbs. Gerund: verb + -ing Infinitive: verb + person + to-infinitiveadviseThey advise walking to town.They advise us to walk to town.allowThey do not allow smoking here.They do not allow us to smoke here.encourageThey encourage doing the test.They encourage us to do the test.permitThey do not permit smoking here.They do not permit us to smoke here.We use the following structures with the word recommend:recommendThey recommend walking to town.They recommend that we walk to town.C. As complement of object:e.g. 1. He wanted me to water the flowers. (Here I would water the flowers)2. Janet expected me to give her a nice present.D. As attributive: normally after a noun.e.g. 1. I have a composition to write. (here to write consists of passive, but to be written would not be possible)2. John has got a letter to mail.E. As adverbial (means purpose after intransitive verb)e.g. 1. A: Why are you going there?B: To see my teacher.2. I came to the Tom's to get my book back.F. How / Wh - word to do:1. I showed him how to press the button.2. I asked myself where to go.3. He couldn't decide which (one) to choose.III. Tense & Passivea. present infinitive (meaning future or a plan)1. I decide to do it. = I say to myself, "I will do it." (future)2. I am to travel around the world. (a plan)b. present continuous tense.1. We pretended to be reading our books when the teacher came in.2. He seemed to be cooking dinner at five yesterday evening.c. perfect infinitive.1. He seemed to have finished cooking his dinner by seven yesterday.2. Jane is sorry to have kept Jim waiting so long.d. perfect continuous tense.1. He pretended to have been working on the problems for hours.2. They appeared to have been training themselves for an hour.e. present infinitive passive1. The bridge to be built here will be the grandest one in the world.2. The film to be seen by Tom is a great one.f. perfect infinitive passive1. The flowers seemed to have been watered by seven yesterday.2. The mistakes to have been made twice is annoying.IV. Bare InfinitiveAfter modal verbs or some phrase that is considered as a modal verb, also in these structures:see/watch/feel/make/hear/have/notice somebody do (to is omitted).I saw Jim enter the classroom at five yesterday.I will have an electrician fix the light.You had better see a doctor.But in the passive voice to won't allowed to be omitted,ie. I was seen to enter the house.I was made to work 12 hours a day.Using structuresDeal with Exercises on Page49.Do Ex2 first and then do Ex3.Ask students to do Ex1 in their exercise-books after class.Step V. HomeworkGo over words and expressions.Go over the grammar.Finish Ex1 on Page 49.Step IV. Closing downTo end the period you are to do grammar Ex.1 & 2 on page 5.Deal with Ex1&Ex2 in the Discovering useful words and expressions. During this procedure students are asked to use an English-English dictionary. Because a good learner has English-English dictionary gives example sentences to show how a word is used, and most also explain rules for using the words as well as giving the meaning.T: Good. Glad you’ve done a very good job. As you know Marty lives in another country. He is far away from us. In China there are a lot of famous disabled people. Now look at this picture, who is she? (Show Zhang Haidi’s photo on the PowerPoint)Ss: Zhang HaidiT: Would you like to learn her story? Please open your books and do Ex1 on Page 4. First of all, let’s look up the following words in an English-English dictionary. Then I will ask some of you to explain them in English.Show the following words on the PowerPoint.Independent, fellow, ambition, disability, eyesight, motto, encouragement, beneficialIf students do not have an English-English dictionary, Teacher shows the explanation on the PowerPoint.independent: not determined or influenced by someone or something else；Although she is young, she is very independent.fellow: a peerWe were school fellows.ambition: the object or goal desiredOne of his ambitions is to become the President of the Motor General.disability: the condition of being disabledHe gets a disability pension from the Government because of his disabilities in a fire accident. eyesight: the faculty of sight; vision.Her eyesight is very good.motto: a maxim adopted as a guide to one's conduct.The school motto is 'Never lose hope.encouragement: the act of encouraging.He owed his success to his wife's encouragement.beneficial: producing or promoting a favorable result; advantageousa temperate climate beneficial to the healthAfter the explanation of the words, ask students do Ex 1 individually. Five minutes later check the answers with the whole class.After dealing with Ex1, ask students to Do Ex2 in groups. Then check the answers with the wholeclass. Show the suggested answers on the PowerPoint.Deal with Ex1 &Ex2 on Page 48. Students are asked to do the exercises in groups. Then show the suggested answers on the PowerPoint.As for Ex3 Teacher will ask 10 students to translate the 10 sentences. And give them immediate help when necessary.Period 3: Using Language(Offer wishes & congratulations / A Letter to An Architect)Teaching AimsTo listen about a disabled person’s story of successful climbing Mount KilimanjaroTo learn to offer congratulations and best wishesTo talk about the problems that people with walking difficulties have in their daily lifeTo write a letter of suggestionTeaching ProceduresStep I. Warming up by talking about Mount Kilimanjaro. Ask them where Mount Kilimanjaro is(in Africa). Talk about mountain climbing by using the following pictures.About The MountainMount Kilimanjaro, the highest Mountain in Africa, is located in northern Tanzania (formerly called Tanganyika). It is located around 200 miles south of the equator. Mount Kilimanjaro, an extinct volcanic Mountain, is 19,341 feet in height.Mount Kilimanjaro is located within the boundaries of Mount Kilimanjaro National Park. The National Park, 756 square kilometers is size, was originally established as a game reserve in the early 1900's. In 1921, the government of Tanganyika renamed the game reserve to a forest and game reserve. In 1957, the Tanganyika National Parks Authority with support from many local and international conservation organizations and interest groups formally proposed the establishment of a national park at encompassed Mount Kilimanjaro. The area above 2700-meter contour was established as Kilimanjaro National Park and was officially opened for tourism in 1977. In 1989, the World Heritage Convention declared the Park a World Heritage site.Step II. Listening and speakingTo climb a mountain like Kilimanjaro is really tough, not to mention a person with disabilities. However, Barry Minto, who is blind, made it. And he became famous. He is being interviewed on the radio. While listening to the interview, finish Task 1-4.By using the following expressions, work with you partner to create dialogues offering congratulations and best wishes.Congratulations.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.A sample of offering wishes and congratulationsB: Congratulations on your promotion..A: Thanks. And I’m glad all my hard work has paid off.B: You really had a hard job last year. Anyway, everything favors you now.A: Thank you. Hey, how about your side, you are going to take a study trip abroad, I was told?B: Yes, and we are taking our leave soon. Actually, I’m here to say good-bye to you.A: Well, have a nice trip and good luck in your new life.B: Thanks.After students have finished the exercises in the textbook, show the students some more situations. Give the following two situations for students to practice offering congratulations and best wishes. Situation 1 One of your classmates has just won a gold medal in the China Daily Oral Competition.Situation 2 Your friend has just passed his driving test.Step III. Read the text A Letter to An ArchitectNow play the recording of the text A Letter to An Architect and ask the students to read aloud to it, underlining all the expressions useful to you at the same time.Facilities For People With DisabilitiesSeats designated for wheel-chaired patrons in the performing venues.Tactile-Braille indicators in the passenger lifts.Ramps(斜坡)for wheel-chaired patrons at suitable locations.Toilets for People with Disabilities in the foyer(休息厅), ground floor and the second floor. Audio and visual signals of the emergency alarm system.Step IV. DiscussingNow answer the questions about the letter.1. What is the purpose of the first paragraph of the letter.2. Why do you think the writer has numbered her suggestions and used italics?3. What is the purpose of the last paragraph?4. Can you think of any other things that the cinema could do to make it accessible to disabled people?Suggested answers:1. In the first paragraph Alice tell Ms. Sanders she is writing to make suggestions on the easy use of the cinema by disabled customers.2. This will attract the reader’s attention and the reade r will realize these are important information.3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised.4. The students can answer this question according to their own knowledge.Step IV. Closing down by writing(Reading, speaking and writing)Show pictures of a cinema, including inside and outside facilities. Ask students to discuss what problems that people with disabilities sometimes have in a cinema. Divide the students into different groups .They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Make sure all the students have their own opinion. (After the discussion)T: Now please stop discussing. 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 an architect who is to design the new Bankstwon cinema. Let’s find out what suggestions Alice gives.SkimmingStudents can find the answers quickly, because they are printed in the pink color.Careful readingHelp students to analyze the letter so that they will learn how to write a letter of suggestion.T: Now please read the text carefully and think about the questions in Ex2 on Page 9.After students read the text carefully, they will discuss the questions in Ex2 in groups. Several minutes later, check the answers with the whole class.Suggested answers:1. In the first paragraph Alice tell Ms. Sanders she is writing to make suggestions on the easy use of the cinema by disabled customers2. This will attract the reader’s attention and the reader will realize these are important information.3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised.T: After we read the suggestion letter of Alice, do you know how to write a letter of suggestion? Please discuss in groups. Then we will work together to write a format of a suggestion letter. (After the discussion)Show the following on the PowerPoint or print it out.A letter of suggestionA letter of suggestion normally has five parts.5. The Heading1. This includes the address, line by line, with the last line being the date. Skip a line after the heading.2. The Greeting. The greeting always ends with a comma. The greeting should be formal, beginning with the word “dear”.3. The body. Also 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. Don’t forget to encourage the receiver to take your suggestions. Skipping a line between paragraphs, especially in typed or printed copy, also helps the reader.4. The complimentary close. This short expression is always a few words on a single line. It ends in a comma. The complimentary close begins with a capital letter and ends with a comma.5. The signature line. Type 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 from one to three spaces (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 lineStep V PracticeDeal with Ex5-6 on Page 9.Ask students to work in groups and discuss accessible their community is for people with disabilities. Then discuss way in which their community could be made more accessible for disabled people. This discussion will lay a good foundation to the writing. After the discussion,。

名师教学设计《Living well reading》示范教学教案一、教学目标1. 知识目标：（1）学生能够理解文章的主旨大意和作者的观点。

（2）学生能够掌握文章中出现的重点词汇和短语。

（3）学生能够理解并运用文章中的语法结构。

2. 能力目标：（1）学生能够通过阅读获取信息，提高阅读理解能力。

（2）学生能够通过讨论和写作提高口语和书面表达能力。

3. 情感目标：（1）学生能够培养对生活的积极态度，学会享受生活。

（2）学生能够培养对阅读的兴趣，提高阅读习惯。

二、教学内容1. 文章主题：本篇文章主要讨论如何过上幸福的生活。

2. 重点词汇：幸福、生活、快乐、目标、计划等。

3. 语法结构：一般现在时、一般过去时、一般将来时等。

三、教学过程1. 导入：教师通过提问方式引导学生思考什么是幸福的生活。

2. 阅读理解：学生自读文章，回答相关问题，教师进行讲解和辅导。

3. 词汇学习：教师讲解文章中的重点词汇和短语，学生进行记忆和练习。

4. 语法讲解：教师讲解文章中的语法结构，学生进行模仿和练习。

5. 小组讨论：学生分组讨论如何过上幸福的生活，分享自己的观点和经验。

6. 写作练习：学生根据文章内容和自己的观点，写一篇关于如何过上幸福生活的短文。

四、教学评价1. 阅读理解测试：教师出一张阅读理解测试卷，检验学生的阅读理解能力。

2. 词汇测试：教师出一张词汇测试卷，检验学生的词汇掌握情况。

3. 口语表达评价：教师评价学生在讨论和表达自己观点时的口语表达能力。

4. 写作评价：教师评价学生的写作能力和表达能力。

五、教学资源1. 教学文章：《Living well reading》文章。

2. PPT课件：教师制作的PPT课件。

3. 阅读理解测试卷：教师出的阅读理解测试卷。

4. 词汇测试卷：教师出的词汇测试卷。

六、教学步骤1. 导入：教师通过展示一幅幸福生活的图片，引导学生思考并分享他们对幸福生活的理解。

2. 阅读理解：学生自读文章，回答相关问题，教师进行讲解和辅导。