高三英语Living well教案

Module7 Unit1 Living Well一、教材内容分析本单元的中心话题围绕“残疾”、“残疾人的生活”展开的，介绍残疾人积极进取的生活，紧扣了本单元“身残志坚”的主题。

Warming-up先引导学生谈论对“残疾"这一话题的看法，再看图阅读，让学生了解残疾人士所取得的成就，并组织简短的讨论.Pre-reading主要让学生了解Family Village网站的内容，展开讨论。

Reading通过残疾人Marty Fielding在网页上叙述自己的故事，他的叙述向读者展示了他复杂的情感变化过程。

从而引导学生要有关心、理解、帮助他人的意识。

Comprehending设计了四个教学活动来引导学生理解阅读内容。

Learning about Language的“Discovering useful words and expressions"中两个练习帮助学生巩固和学习本单元的词汇和短语；“Discovering useful structure”部分帮助学生复习归纳动词不定式的用法。

Using language训练听说读写的综合能力.在第一项的听说活动中帮助学生复习和归纳“祝贺和祝愿”的用语同时要求学生创设语境运用；第二项活动通过阅读讨论，要求学生学习书写建议信件。

Summing up要求学生对所学内容、词汇和语法做归纳和总结。

Learning tip让学生了解使用英语词典对英语学习的帮助。

二、教材目标语言技能：能用英语表达祝愿和祝贺用语,能对教科书中的阅读材料进行整体理解,用英语写有关建议的信件.语言知识:学习本单元新词和短语，熟练掌握动词不定式的句法功能。

情感态度：理解和表达对残疾人的关爱能够更好的认识人生。

学习策略:通过学习课文知识和语法动词不定式的句法功能,培养学生的认知策略；通过讨论交流对残疾人的不同观念，培养交际策略；让学生搜集相关话题资料和查阅英语字典，培养资源策略.文化意识：了解世界各地在不同文化背景下对残疾人的关心方式以及态度.三、教学策略以单元整体教学为原则,引导学生自主、合作、探究学习，有效利用资源和教学手段，合情合理体现任务型教学。

《Living well》说课稿尊敬的各位评委老师：大家好！今天我说课的题目是“Living well”。

下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。

一、教材分析“Living well”是高中英语教材中的一个重要单元，本单元的主题围绕着“健康生活”展开，涵盖了身体残疾、精神健康、积极面对生活中的困难等多个方面的内容。

教材通过阅读、听力、写作等多种形式，引导学生探讨如何在各种情况下保持良好的生活状态，培养学生的社会责任感和正确的生活态度。

本单元的教材内容丰富多样，包括了一篇关于残疾运动员克服困难实现梦想的阅读文章，一段关于心理健康问题的听力材料，以及关于如何给有困难的人提供帮助的写作任务。

这些内容不仅有助于提高学生的英语语言能力，还能启发学生对生活的思考，具有很强的教育意义。

二、学情分析我所教授的学生是高____年级的学生，他们经过了一定时间的英语学习，已经具备了一定的英语基础和语言运用能力。

但是，对于一些复杂的语言结构和较深的话题理解可能还存在一定的困难。

在学习态度方面，这个阶段的学生好奇心强，对新鲜事物感兴趣，但同时也可能存在学习动力不足、注意力容易分散等问题。

此外，学生在生活中可能对残疾人和心理健康等问题缺乏深入的了解和关注，这需要在教学过程中加以引导和启发。

三、教学目标基于对教材和学情的分析，我制定了以下教学目标：1、知识目标（1）学生能够掌握与“Living well”主题相关的词汇和短语，如“disability”“overcome”“mental health”等。

（2）学生能够理解课文中的长难句，掌握重点语法结构。

2、技能目标（1）通过阅读训练，提高学生的阅读理解能力，包括快速获取信息、推理判断、概括总结等能力。

（2）通过听力训练，提高学生的听力理解能力，培养学生捕捉关键信息的能力。

（3）通过写作训练，提高学生用英语表达自己观点和想法的能力，能够正确运用所学词汇和句型。

Period 4Reading，Speaking and Writing设计方案(一)Teaching 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 member is encouraged to think actively and participate in the sure all students have their own opinions.)Step 2Reading1．Introduce Alice to the is a warm－hearted cares for the disabled very she learned a new cinema is going to be built，she wrote a letter to make 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 8.1．What is the purpose of the first paragraph of the letter?2．Why do you think the writer numbered her suggestions and used italics?3．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 a line after the heading.2．The greetingThe greeting always ends with a greeting should be formal，beginning with the word “dear”．3．The bodyAlso known as the main speaking，the body includes three 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 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 complimentary close begins with a capital letter and ends with a comma.5．The signature lineType or print your handwritten signature goes above this line and below the signature line and the handwritten signature are indented to the same column as the signature should be written in blue or black one to three lines(two on a typewriter)，and type in the signature line—the printed name of the person signing the 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 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 the letter they will suggest ways to make it more accessible for people with 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 am writing to ask if you have considered the matter of easy use of the supermarket by people in particular，I wonder if you have considered the following things：1．Width of you please make sure that the aisles are wide enough to allow 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 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 takes away their independence.3．Lifts to other could be in places that people in wheelchairs can get to 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 hope you will leave some car spaces close to the front of the shop for people in isvery 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 hope you will consider my people should have the same opportunities as able－bodied people to shop independently and they should be able to do so with 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，…。

2020届一轮复习人教版选修七Unit 1 Living well单元教案I．教学内容分析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。

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。

Pre-reading部分介绍了”family village”这个网站，可以通过这个窗口，让同学们了解更多的关于残疾人的知识。

Reading部分是摘自”family village”中的一篇文章，主人公叫Marty。

作为一个残疾人，他对生活很乐观，但是他也有自己的难题和被别人误解的时候。

Comprehending部分通过一些有关阅读文章的练习让学生更好地理解课文。

Leaning about Language部分首先是两个词汇练习，让学生掌握本单元的词汇。

然后帮助学生复习动词不定式的用法，达到巩固的目的。

Using language部分旨在提高综合语言能力。

听力部分是一段对盲童Barry的采访, 他在Warming Up部分中已经被提到，他刚从一次登山中返回。

通过完成练习，同学们可以学到更多的积极向上的人生态度。

阅读部分是一封一位残疾人写给一位建筑师的信。

我们知道残疾人在日常生活中面临各种困难，尤其是在公共场所，如医院、商场、公园、影剧院等。

我们怎样做才会使他们的生活轻松些呢？在这篇文章里我们就可以听到残疾人的心声。

从她的信中我们知道，残疾人也渴望体面地生活，他们也想像正常人一样被平等地对待，我们应该在公共场合给他们提供便利设施。

说的部分让同学们学会向别人祝贺和表达良好的祝愿。

写的部分让同学们给某建筑师写一封建议信, 并了解正式信件的写法和用语。

这几部分都围绕残疾人紧密地连接在一起，使同学们在听、说、读、写中掌握本单元的知识内容。

Module 7 Unit 1 Living well1.教材分析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。

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

通过本单元的言语技能训练，要求学生学会使用正确得体的英语介绍他人和向他人表示祝贺。

1.1 WARMING UP 让学生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便，尽管如此仍然有许多残疾人在不同领域取得了非凡成就，为本单元的READING部分精彩故事做好了铺垫。

1.2 PRE-READING 通过介绍“Family village”，激发学生的阅读兴趣。

1.3 READING课文是一篇以第一人称表述Marty身残志坚，以积极的态度快乐生活的故事。

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。

1.4 COMPREHENSION共有4部分，这4部分的设置由表及里，由浅入深，非常科学。

第1部分是浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活的乐观态度；第2部分是深层次的理解题，要求学生在正确的理解课文的基础上，通过讨论得出结论；第3部分要求学生总结课文6段的段落大意。

第4部分要求用3-4句话分别表述1）Marty的积极向上的生活方式; 2）人们怎样帮助Marty和像Marty 一样的残疾人过上幸福生活;3)他的同学为什么改变了对待Marty的态度。

1.5 LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and expressions是本单元词汇练习题；Discovering useful structures是本单元语法练习题练习，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。

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。

Unit 1 Living well说课稿一、学生情况分析本单元的设计与实施是建立在学生经过高一新教材学习基础之上。

学生已经逐步适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。

并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

对于残疾人的生活和学习这一话题，同学们并不感到陌生，相信这能引起学生的兴趣，并激发学生的探究心理。

二、教材分析〔一〕教材地位与作用Living well高中英语选修7 第一单元的内容。

本单元以残疾及残疾人生活为中心，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。

本课时是第一课时，包括Warming Up，Pre-reading，Reading和Comprehending 四部分。

通过本节课的学习，提高学生理解、尊重、关心、帮助残疾人意识，使残疾人与健全人一样共享美好生活。

它在整个单元教学中占有十分重要的地位。

这是对新课程目标中情感态度与价值观培养目标的全方位表达。

基于以上教材的分析，根据新课程标准要求，我确立如下教学目标：〔二〕教学目标1. 知识目标a. 掌握以下重点词汇和短语ambition, disability, fellow, independent, beneficial, encouragement, in other words, all in all, out of breath, make fun of.b. 理解和运用以下重点句型1. I have to adapt to my disability.2. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.2. 能力目标a. 通过对段落结构的分析，使学生掌握scanning的阅读技巧。

Step １课前准备——单元考点自查自测１．词汇分层级识记过关２．语境活用填写过关３．经典句式背诵仿写过关４．类词巧积累事半功倍（一）分门别类攻单词——识形辨意·拓展应用（二）写用结合记短语——译写短语·语境活用（三）仿写活用练句式——经典句型·仿写背诵Step ２课堂探究——核心考点点点突破１．重点难点考点学通练透２．归纳总结拓展开阔视野３．方法规律技巧权威点拨４．面面俱到打创高效课堂一时段Warming up & Reading１．adapt vt.使适应；改编[教材原句] Unfortunately, the doctors don't know how to make me better, but I am veryoutgoing and have learned to adapt to my disability.不幸的是，大夫们不知道如何治好我的病，但是我很开朗乐观，学会了适应身体的残疾。

（１）adapt to 适应；适合adapt onself to 使自己适应……adapt... to do... 调整……以适应……（２）adapt... from 根据……改编……adapt... for 把……改写/改编成……（３）adaptation n. 适应；改编；改写本单句语法填空１All in all, I hope you can adapt ________（you）to the new environment and we can become good friends.２________（adapt）from J．K. Rowling's book series of the same title, the HarryPotter movies are universally acknowledged as classics.３The famous expert adapted his speech ________（suit）the interests of his audience.４Mike, Mary and I had a discussion about the ________（adapt）of the classic literature yesterday.[答案] １yourself ２Adapted ３to suit４adaptation２．absence n．缺席；不在某处[教材原句] Every time I returned after an absence, I felt stupid because I was behind the others.每次缺课之后，我就觉得自己很笨，因为我比别人落后了。

Unit 1 Living wellTeaching aims1.Ability aimsEnable the Ss know about disabilities and heighten students' awareness of the challenges facing people with disabilities .Learn the new words and expressions.nguage aims重点词汇和短语disability n.伤残；无力；无能disabled adj 伤残的ambition n. 雄心；野心noisy adj. 吵闹的；嘈杂的suitable adj. 适合的;适宜的beneficial adj. 有益的；受益的clumsy adj. 笨拙的adapt vt. 使适应；改编annoy vt. 使……不悦；惹恼annoyed adj. 颇为生气的encouragement n. 鼓励；奖励adapt to 适合cut out切去，省略，停止out of breath上气不接下气all in all总而言之make fun of 取笑重点句子1. Every time I returned after an absence, I felt stupid because I was behind the others.2. ... and give them encouragement to live as rich and full a life as you do. Teaching important points1.Know about the disabilities2.Master the new words and expressions.Teaching difficulties1.Heighten their awareness of facing people with disabilities.2.Revise the various uses of the infinitive.Teaching methodsFast reading; Tast-based method; discussionTeaching proceduresPeriod 1 Warming Up and Pre-ReadingTeaching aims1.Enable the Ss know about the mental and physical disabilities.2.Encourage them to help the disabled.Teaching important points1. Learn the new words and expressions2. Develop students’ speaking skills.Teaching difficult pointsHeighten their awareness of helping the disabled.Teaching proceduresWords previewStep 1 Warming upWhat the word able (ability / disable / disability) means?Disabled means unable to use a certain part of one’s body.Disability means the state of being disabled. So a disabled person is one with a disabilityDo you think it is a good way of life ?Step 2 Pre-readingWe are going to read an entry on a website called "Family Village". It gives ordinary young people with a disability a chance to tell their personal stories. Glance at the title and picture, then discuss with a partner what kind of thing you think people Step 3 Language points1．suitable adj.适合的；适宜的[教材P1原句] Although some may think the cinema is noisy, it is suitable for Sally's condition.③be suitable for/to 适合于④be suitable to do sth 适合做某事2. play a part in (P1) = play a role in3. beneficial (P1) adj. 有益的，有利的be beneficial to/for 对… 有利benefit n. 益处，好处vt. 对...有益,有益于benefit sb./sth. vi. 得益,受惠benefit by/from1.体育锻炼对身体健康极为有益。

Unit 1 Living well语法探究动词不定式复习中应注意的几个问题（1）不定式作表语与“be + to do sth.”的异同。

不定式作表语说明主语的内容或性质。

His job is to guard.(说明内容)be + to do sth.(表示按计划要做的事)（2）带不定式作宾语的词语。

下列词语常不定式作宾语：afford、promise、refuse、expect、hope、learn、offer、wish、want、fail、plan、agree、forget、like、prefer、decide、manage、try、arrange、determine、desire等。

下列动词后可接疑问词+不定式：teach、decide、wonder、show、learn、forget、ask、find、out、advise、discuss等。

（3）如何理解和使用不定式作宾补。

①动词see、watch、notice、hear、listen to、observe、feel、taste、smell、make、let、have 等的宾补用动词原形，变被动时要加to,此时的不定式就是主语补足语。

②常用带不定式作宾补的几种情况：主语+ ask / require / tell / order / force / get / want / like + do sth.③主语+ think / judge / suppose / believe / consider /imagine/consider / feel + sb. + to be/ to have done④主语+ call on / upon / depend on / wait for / ask for + sb.+ to do sth.（4）不定式作定语的特殊用法。

①下列词语后常接不定式作定语：chance、wish、right、courage、need、promise、time、opportunity、way、the first、the second、the last、the only等。