Unit1Livingwell教案

Unit 1 Living wellTeaching aims1 To teach the students to learn about Disability and Life of disabled people2 Talk about Disability and Life of disabled people3 Practise Introduction and Wishes &congratulations4 Revise the InfinitiveThe infinitive can be useda. as the subject;b. as the predicative,c. as the objectd. as the object complemente. as the adverbialf. as the attribute5 Write a letter of suggestionUseful structures1.I have learned to adapt to my disability.2.Every time after a long absence from school, I feel really stupid because I am a bitbehind the others.3.All in all, I have a good life.4.Just accept them for whom they are and give them encouragement to live as rich andfull a life as you do.课时设计和课时分派1st Warming up2nd Reading3rd Key words and phrases4th Learning about language5th Use of the Infinitive6th Practice the use of to do7th Reading and writing8th Practice分课时教案The First PeriodStep 1 Lead inShow pictures to lead the students to the topic “disability”.Do you know that there are mental and physical disabilities? Can you name some of the disabilities found around you? What kinds of abilities do you know in people around you? How are they living? Do you think people with disabilities can enjoy their life as healthy ones?Step 2 Warming upGo through the pictures given on Page 1. Try to think what makes them brave enough to enjoy their life as it is.Step 3 DiscussionDo you know any famous people with disabilities? What’s the problem of him/her? What’s he/she famous for?Steven Hawking (1942— , England), speech impaired, can only move one of his fingers, Physicist / mathematician, made a research in the beginning of space, matter and 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.Helen Keller(1882—1968, United Kingdom), blind and dumb, learn to read Braille (盲文), to speak and write .Finished the studies in Radcliff College. Became famous writer---“Three days To See.”Franklin Roosevelt(1882--- 1945, America) a disease in legs and had to use wheel chair, the 32nd, 33rd and 34th president, and was selected the 35th a year before he died. The only one who was selected the president four times in American history.Beethoven (1770 – 1827, Germany) Deaf, famous musicianVincent Van Gogh(凡高), Epilepsy(癫痫症), painterZhang Haidi: writer, paralytic, in a wheelchairHu Yizhou (1978---, China) some problems in his brain. His IQ is only 30. A famous conductor (指挥家）in the Chinese Disabled Art GroupSang Lan（桑兰）(1981 --, China.),a famous gymnast (体操运动员).She hurt herself seriously in a competition and can’t stand. She helped to bid 2008 Olympic Games and helped organize the Paralympics（残疾人运动会）Discussion: What makes them successful?Spirits and characteristics needed to be successfulBravery, determination; will, power, optimism, patience, confidence, independence, and etc.Step 4 WritingGroup work. Work in groups of four and try to tell what you can learn from the disabled we talked of just now? Write five sentences to tell your group members your idea.Step 5 Summary and homeworkSurf the Internet to know something about Family Village.Preview the reading passage Marty’s Story.课后反思：___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________The Second PeriodStep 1 Lead inWhat is the website mentioned in the pre-reading part? What’s it about? Yes, Family Village.Now let’s know something more about the website.Step 2 Pre-readingShow the students the following by using PPT[Abou t Us] [ What's New ] [ Site Map ] [Suggestions] [ Discussion & Chat] [ Search ]. . . . . . .. . . . . ..Welcome to the Family Village! We are a global community that integrates information, resources, and communication opportunities on the Internet for persons with cognitive and other disabilities, for their families, and for those that provide them services and support.Our community includes informational resources on specific diagnoses, communication connections, adaptive products and technology, adaptive recreational activities, education, worship, health issues, disability-related media and literature, and much, much more!So stop in, stroll around, and visit some of the Family Village's attractions. Simply click on a place to explore and discover a cornucopia of useful information! Let us know what you like (or dislike) and visit often, for our village is constantly changing.AddressThe Family VillageWaisman Center,University of Wisconsin-Madison1500 Highland AvenueMadison, WI 53705-2280So we can know if you want to know something or to share something about a disabled, you can come to Family Village for help. You can either email them or login for what you need.E-mailWWW:The Family Village Web Site is an attempt to bring together valuable information for parents of individuals who have disabilities. We hope that you find the information and resources here to be useful, but we would recommend reviewing this disclaimer first.The Family Village has been visited 2161798 times since February 13, 1996.Step 3 CheckingAs we know, there are many disabled people around the world. Some disabilities are visible, while others not. No matter what disabilities one has, life is not easy for him/her.What do you know about Marty? What’s his problem? What words do you want to use to describe him? Why? (Ex. 1 on Page 3)Get several students to answer the questions and other may add what they think is necessary.Step 4 Reading and comprehending1. Go through the passage paragraph by paragraph, and discuss in groups of four what each paragraph is about.2. Key sentences1) In other words, there are not many people like me.In other words：that’s to say (when you are about to express what you have said in a clearer, easier way). They are leaving in ten days---in other words, next Friday.2) I am very outgoing and have learned to adapt to my disability.If you adapt to a new situation or adapt yourself to it, you change your ideas or behaviours in order to deal with it successfully.. She adapted herself quickly to her new job.If you adapt something, you change it to make it suitable for a new purpose or situation.e. g. They adapted the garage for use as a workshop.If you adapt a book or play, you change it so that it can be made into a film or a TV program.e. g. They are trying to adapt this novel for a TV play.3) Every time I returned after an absence, I felt stupid because I was behind others. absence: a. the state of being awaye. g. After so long an absence from school, he will find the work difficult.It happened in my absence.b. the lack of somethinge. g. In the absence of any encouragement and support, he had to drop the plan.An absence of sleep left those workers very tired.4） The few who cannot see the real person in my body do not make me annoyed, and I just ignore them.person here means human being as individual distinct characteristics.e. g . He is nice enough as a person. (他风度专门好)annoy: make somebody a little angry or impatiente. g. It annoyed me to think how much time we had wasted.I’m annoyed with him because he kept interrupting us.5) As well as going to the movies and football matches with my friends, I spend a lot of time with my pets.As well as: in addition to something/somebody/doinge. g . The old farmer grows flowers as well as vegetables.She is a talented musician as well as a photographer.He had his school work to do, as well as looking after his sick mother.5) Just accept them for who they are, and give them encouragement to live as rich and fulla life as you do.as…ase. g . I can’t drink coffee as sweet as that.= I can’t drink as sweet coffee as that. (Pay attention to the position of “as … as”)Approach to reading:1.Set a time limit for Ex. 1 and discourage the students from using theirdictionaries, so that they are not attempted to spend time on details but ratheron gaining a general understanding of the text.2.Read more slowly again and then do Exes. 2 and3.Step 5 Summary and homework1.SummaryMarty’s mini biography. And what do you think we can learn from Marty?Marty’s Mini bioName: Marty FieldingStatus: High school studentHealth: developed a muscle disease at the age about 10, very weak, cannot do things like normal peopleInterests and Hobbies:Enjoys writing and computer programmingGoing to the movies and football matches- when I am well enoughSpending a lot of time with my pets—two rabbits, five mice, a tank full of fish and a snakeTo studyAmbition: to work in the computer industryMotto: live one day at a time2.HomeworkReview the text after class. Prepare for a dictation on the key words and phrases in Reading.Finish the exercises on Page 4.教学反思____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The Third PeriodNotes: This period aims to get the students know more about the words and phrases in Reading by explaining the words and phrases and more practice. This teaching plan is also an instruction for the students’ learning.Step 1 Revision1.Dictation2.Check the homework.(Word formation in Ex. 1. Explain a word in English in . The use of some key phrases.) Step 2 Language pointsWords and expressions:1. disability n.伤残;无力;无能disabled adj.伤残的 the disabled(指代一类人)伤残人士disable vt.使丧失能力;使伤残 disablement n.残废;伤残选词填空: disability, disable, disabled, disablement1)He gets money from the Government because of his ____________.2)The ________ are to receive more money.3)She managed to lead a normal life in spite of her ___________.4)Many soldiers were ___________ in the war.5)The insurance(保险) policy covers sudden death or _____________.2. ambition n.野心;雄心ambitious adj.有雄心的;野心勃勃的be ambitious for sth/to do sth对(做)某事怀有雄心/热切的希望ambitiously adv.野心勃勃地Eg: A boy who is ambitious/filled with ambition usually works hard.完成句子:2)Mothers are often highly _____________(怀有热切的期望) their children.3)I am ____________________(热切希望能成功) in life.4)His ________________________________(要做首相的雄心) is likely to be realized.3. beneficial adj.=having a good or useful effect有利的;受益的be beneficial to… 对…有利; 对…有利 beneficially adv.受益地; 获利地beneficiary n.受惠者;受益人 benefit n.益处;帮忙vt.有利于;有助于翻译:1) 新鲜空气和优良食物有利于健康.(beneficial)Fresh air and good food are beneficial to the health.2) 他的休假已产生了有利的效果.(beneficial)His holiday has had a beneficial effect.3) 旅游业对该地域的经济将有裨益.(benefit)Tourism will benefit the economy of this district.4) 这本书对你没有多大益处.(benefit)The book isn’t of much benefit to you.4.in other words=that is to say换句话说in a/one word简言之;总之翻译:1)他们叫他离开----换句话说,他被辞退了.They asked him to leave----in other words he was fired.2) 总之,我不喜欢这份工作.In a word, I don’t like the job.3) 换句话说,他成了英雄.He became, in other words, a hero.5. adapt vt.使适应;改编adapt (oneself) to使(自己)适应 adapt sth for使某物适应;使某物适合;改编某物adapt sth from按照…改编某物 adaptable adj.能适应的;可改编的adaptation n.适应;改编本 adapter/adaptor n.适应者;改编者介词填空:1)The play is adapted _______ a novel.2)This book is adapted _______ beginners.3)When you go to a new country, you must adapt yourself ____ new customs.4)Novels are often adapted ______ the stage, television and radio.6. breath n.呼吸;气息out of breath上气不接下气catch one’s breath喘息;歇口气hold one’s breath不作声;屏息 get one’s breath (again/back)喘过气来;恢复过来lose one’s breath喘不过气来;呼吸困难 take a deep breath作一次深呼吸take breath歇口气;歇会儿take sb’s breath away使某人大吃一惊breathe vt.呼吸 breathing adj.呼吸(着)的 breathless adj.屏息的1. I was all_____ when I got to the top of the mountain.A. held my breathB. out of breathC. taken a deep breathD. taken my breath away2. We _____ while Mr Evans read the exam results.A. took a deep breathB. out of breathC. got our breath backD. held our breath7. absence n.缺席;不在(某处)absence of mind心不在焉;神不守舍 absent adj.缺席的;不在的vt.使缺席;使离开be absent from缺席;不在 presence n.出席;到场present adj.出席的;在场的;此刻的完成句子:1)Mr Green will be in charge __________________ (在我离开期间).2)Why were you __________________(缺课) yesterday?8. annoy vt.使…不悦;惹恼annoyed adj.很是生气的 annoying adj.恼人的;讨厌的annoyingly adv.恼人地;讨厌地 annoyance n.烦恼;令人烦恼的情形单句改错:1)It’s annoyed to miss a train.2)He was annoyed with the boy’s rudeness. (at/about)3)I felt annoying when he refused to help.4)To his annoy, he discovered they hadn’t waited.9. all in all总而言之above all第一;最重要的是 after all毕竟;终究 first of all第一not at all根本不;别客气 for all虽然;虽然 in all总共;总之选词填空:all in all, above all, after all, for all, in all1)He is a poor musician _________ his training.2)You must, _________, be loyal to your country.3)There are five hundred books on the shelf ______.4)Everyone makes mistakes, and _________, he is only a child.5)The book has some weak spots, but _________ I consider it a success.10. independent adj.独立自主的be independent of 不依赖;独立于 independence n.独立;自主 independently adv.独立地;自主地完成句子:1)It was the first time that she _had lived independently_ (独立生活).2)If you have a car, you _will be independent of_(不依赖) trains and buses.3)I quite like living alone, because it _makes me more independent (使我更独立).11. make fun of=laugh at 取笑for fun/in fun为了玩乐;开玩笑地 have fun玩乐选词填空: make fun of, in fun, have fun1)The kids at school used to ____________ Jill’s clothes.2)Don’t get upset. He said it was only __________.3)We ________ in camping last week.4)It’s cruel to _____________ the disabled.12. encouragement n.鼓励;奖励encourage vt.鼓励;鼓励;支持 encourage sb in sth在某事上鼓励某人encourage sb to do sth鼓励某人做某事 encouraged adj.受到鼓励的;被鼓励的encouraging adj.鼓舞人心的;鼓励的 encouragingly adv.鼓舞人心地选词填空:encouragement, encourage, encouraged, encouraging1)My mother _encouraged_ me to apply for the job.2)She felt _encouraged_ by the many letters of support.3)Praise acts as an _encouragement_ to the young.4)The results of the survey have been very encouraging.5)She was given _encouragement_ to try something new.13. conduct n.行为;品行vt.指挥;管理conduct oneself为人;表现 conductor n.管理人;指挥;售票员完成句子:1)The guide conducted the visitors round_(率领游客参观了) the museum.2)I’m glad to see _your conduct at school_(你在校的行为) has improved.3)The reporter was criticized for _unprofessional conduct_ (不专业行为).Step 3 Phrases and sentence structures1. She was proud to have recently represented her country in an athletic competition where she won a gold medal in the 50-metre race.她很自豪最近她代表她的国家参加了一次运动比赛,并博得50米赛跑的金牌.1) “to have represented”是不定式________, 表示不定式的动作发生在谓语动词was proud之___1>I am sorry _____ you waiting for such a long time.A. keepingB. having keptC. to keepD. to have kept2>He is said ______ a new book about business English.A. to writeB. to have writtenC. writingD. having written2) “where”=__________,引导的是_______从句,修饰的是________________________.2. Other disabled people find the website beneficial…其他残疾人以为那个网站很有利…“find”是______, the website是_______, beneficial是_____________. “find”后还常接____________、____________、____________、____________等作宾语补足语。

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，…。

Part 1: Teaching Design第一部分：教学设计Period 1: A sample lesson plan for reading(Marty’s story)AimsTo help students develop their reading abilityTo help students learn about living well.ProceduresI. Warming up by learning about disabilityWhat is disability?A disabled person is one who has a condition called a disability that interferes with his or her ability to perform one or more activities of everyday living. For example, locomotion (indoors and going outside), getting dressed, communicating with others.What are the types of disability?"Disability" can be broken down into a number of broad sub-categories, which can include the following:●Physical impairments affecting movement, such as muscular dystrophy, post-polio syndrome,spina bifida and cerebral palsy.●Sensory impairments, such as visual or hearing impairments.●Neurological impairments, such as epilepsy or dysautonomia.●Cognitive impairments such as Autism or Down Syndrome.●Psychiatric conditions such as depression and Schizophrenia.II. Pre-reading by visiting the Family Village websiteGet online to /index.htmlx.Welcome to the Family Village! We are a global community that integrates information, resources, and communication opportunities on the Internet for persons with cognitive and other disabilities, for their families, and for those that provide them services and support.Our community includes informational resources on specific diagnoses, communication connections, adaptive products and technology, adaptive recreational activities, education, worship, health issues, disability-related media and literature, and much, much more!So stop in, stroll around, and visit some of the Family Village's attractions. Simply click on a place to explore and discover a cornucopia of useful information! Let us know what you like (or dislike) and visit often, for our village is constantly changing.III. ReadingTurn to page 2. We shall take Marty’s story this time.First we shall listen and read aloud to the recording of the text. Try to read aloud the text as loudly and correctly as possible.Then we shall go over the text to read it to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.IV. Transferring informationVI. Closing down by talking about living well with disability●To use goal setting and problem solvi ng as the framework for developing healthy lifestyles●To practice healthy living when we have meaningful activities we want to do●To begin with why we want to be well●To develop tools and skills for healthy living, including healthy reactions and commun ication, managing depression, information seeking, physical activity, nutrition, and advocacy●To pursue meaningful goals despite limitations●To have a sense of belonging developsPeriod 2: A sample lesson plan for Learning about Language(Revise the Infinitive)AimsTo help students revise the InfinitiveTo help students discover and learn to use some useful words and expressionsTo help students discover and learn to use some useful structuresProceduresI. Warming up by learning about the InfinitiveInfinitiveAn infinitive is the simple present form of a verb used as either a noun, adjective, or adverb. The verb of the infinitive is normally preceded by the word to. When the infinitive follows some verbs as the direct object, the “to”may be dropped.An infinitive phrase is the infinitive plus any complements and any modifiers of the infinitive and complements.As a Noun: He helped to write the program.As an Adjective: Lydia was looking for a way to earn money.As an Adverb: He shouted to get our attention.To Dropped: He helped write the program.In the above examples, the infinitive is italicized and the infinitive phrase is underlined.II. Listening, reading and completingand German. She did not only function as a model because of her intellectual accomplishments or her devotion to serving others, but also because "... In Lei Feng, Chinese youths had to reach for Now you are to complete the two paragraphs on page 4 choosing the right words from the list. III. Learning and findingWhat is an Infinitive?The infinitive usually occurs with 'To' (for example To go, To come, To wear etc.), except after an auxiliary or modal verb.It is a verb form that shows no person, tense or aspect.EXAMPLES OF THE INFINITIVE:I had to goI must goI want to singTo err is humanYou don't know herYou may comeThe following verb forms are derived from the Infinitive:i/ Imperative (same as Infinitive but without 'To')ii/ Present Simple (same as Infinitive without 'To' but the third person singular takes 's')iii/ Present Participle or Gerund (add 'ing')Now read the text once again to find and copy on page 5 all sentences which contain examples of the Infinitive.IV. Making sentences with the Infinitive1. To have a muscle disease is very boring for any people.2. I do not want to make my body very weak.3. To climb stairs, you need some tips.4. I don’t want you to drop things while going along the street.5. To bump into a car is dangerous.6. To make life well worth living you have to learn to live with what you have.7. He is looking for ways not to get worse or get older.8. He stayed on to adapt to the life there.9. My motto is to live one day at a time.10.He likes to climb tree, play football and dream about becoming rich overnight.11.I hope to represent my country in the World Cup.12.Getting weaker and weaker, I have no strength even to get out of bed.13.To go into hospital for tests, I have to miss a lot of school.14.He learns to look at small things under a microscope.15.To get out of breath, you just have to run a short way.V. Closing down by reading a poem in EnglishDisabledHe sat in a wheeled chair, waiting for dark, And shivered in his ghastly suit of grey, Legless, sewn short at elbow. Through the parkV oices of boys rang saddening like a hymn,V oices of play and pleasure after day,Till gathering sleep had mothered them fromhim.About this time Town used to swing so gay When glow-lamps budded in the light blue trees,And girls glanced lovelier as the air grew dim,-In the old times, before he threw away his knees.Now he will never feel again how slimGirls' waists are, or how warm their subtle hands.All of them touch him like some queer disease.There was an artist silly for his face,For it was younger than his youth, last year. Now, he is old; his back will never brace;He's lost his colour very far from here, Poured it down shell-holes till the veins ran dry,And half his lifetime lapsed in the hot race And leap of purple spurted from his thigh. One time he liked a blood-smear down his leg, After the matches, carried shoulder-high.It was after football, when he'd drunk a peg, He thought he'd better join. - He wonders why. Someone had said he'd look a god in kilts, That's why; and maybe, too, to please his Meg,Aye, that was it, to please the giddy jiltsHe asked to join. He didn't have to beg; Smiling they wrote his lie: aged nineteen years.Germans he scarcely thought of; all their guilt, And Austria's, did not move him. And no fears Of Fear came yet. He drought of jewelled hills For daggers in plaid socks; of smart salutes; And care of arms; and leave; and pay arrears; Esprit de corps; and hints for young recruits. And soon, he was drafted out with drums and cheers.Some cheered him home, but not as crowds cheer Goal.Only a solemn man who brought him fruits Thanked him; and then enquired about his soul.Now, he will spend a few sick years in institutes,And do what things the rules consider wise, And take whatever pity they may dole. Tonight he noticed how the women's eyes Passed from him to the strong men that were whole. How cold and late it is! Why don't they come And put him into bed? Why don't they come? Wilfred OwenPeriod 3: A sample lesson plan for Using Language(A letter to architect)AimsTo help students read the passage A letter to architectTo help students to use the language by reading, listening, speaking and writingProceduresI. Warming up by listening and reading aloud learning about Mount KilimanjaroOverview ofMount KilimanjaroElevation (feet): 19563Elevation (meters): 5963Range: East Africa MountainsCountry: TanzaniaContinent: AfricaLatitude: -3.06667Longitude: 37.35Difficulty: Walk upBest months for climbing: December, January,February, March, June, July, AugustV olcanic status: ExtinctYear first climbed: 1889Convenient Center: Marangu via Moshi,TanzaniaNearest major airport: Nairobi, KenyaBarry Minto is being interviewed by a radio reporter about his climbing of the Mount Kilimanjaro.On page 7 there are several situations. Now read them and create dialogues with your partners.Now it is time to listen to the letter. Go to page 8, please.Now read the text A letter to an architect on page 8 to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.VI. Copying expressions from A letter to architect and making sentences of your own withDid your father help you?One day, Tim's mathematic teacher looked at his homework and saw that he had got all his sums right, The teacher was very pleased-and rather surprised, He called Tim to his desk and said to him, "You got all your homework right this time, Tim. What happened? Did your father help you?" Usually Tim's father did help him with his homework, but the evening before this, he had not been able to, because he had not been at home, so Tim answered, "No, sir. He was busy last night, so I had to do it all myself."你爸爸帮你做了吗？一天，蒂姆的数学老师看了他的作业，发现他全做对了。

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体现。

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, makefun 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。

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。

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.。

Unit 1 Living Well 教学设计一、教学设计说明本单元话题是“好好生活”，本课我们将学习关于残疾人的有关知识，要求学生通过学习了解残疾人生活中的困难、残疾人取得的成就。

本节活动课的设计从《千手观音》的演出入手，引起学生对本话题的重视并激发兴趣。

随后设计与各层次水平的学生比较相符的多项活动任务，旨在引导学生主动、自觉地学习话题知识的同时，培养对完成话题任务的良好的参与习惯；鼓励其多角度思维；拓宽看待问题的视野。

（一）教学分析。

本节内容难度适中，旨在介绍残疾人的生活和他们的成就。

首先我们要针对表演设置几个问题，以引起学生对于这个话题的了解，提出自己的看法。

（二）教学对象分析。

高二学生词汇量有所增加，有一定的理解和表达水平，对残疾人有些许了解。

在合理启发、引导下，完全能够参与各项任务并很好完成。

对于可能出现的有难度的地方，要多进行鼓励及表扬，让学生有信心，尽快适应课堂气氛并最终能较好地完成本节任务。

二、教学目标（一）知识与技能目标。

1.通过多项活动任务的完成，使学生逐步认识、了解关于残疾人的知识，了解他们生活中存在的困难和取得的成就。

2.在参与课堂活动时，通过小组讨论、合作、分析等形式来引导学生主动探究，共享成果，从而培养学生的自主学习意识、团队协作精神。

（二）过程与方法目标。

1.导入时播放残疾人演出的《千手观音》，激发学生对本话题的兴趣，起到很好的引导作用。

2.活动任务精心设计，难度适中，让全体学生都能互动起来，能够运用所学、所得积极参与、主动探究、集体合作、互助互学并展示自我，培养学生的创新精神和实践能力。

（三）情感、态度与价值观。

1.课堂活动针对不同层次学生设计，让学生带着兴趣自始至终参与进来，增强学习自信心，体验成功的喜悦，从而充分体现自我价值。

2.让学生在鼓励、表扬下不断进步，积极参与小组活动，与他人合作，发表自己的观点，发挥自己的作用，从而培养集体协作精神。

3.展现对残疾人的关爱并形成健康的生活方式。

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。

Unit1Livingwell教课方案新部编版精选教课教课方案设计| Excellent teaching plan教师学科教课方案[ 20–20学年度第__学期]任教课科： _____________任教年级： _____________任教老师： _____________xx市实验学校Unit1Livingwell教课方案新部编版精选教课教课方案设计| Excellent teaching planUnit 1 Living Well教学设计Period 1Warming 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 withdisabilities can also live wellTeaching ProceduresStep I. Warming upWarming up by defining:Before we read about disabilitieslet ’ 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,paralyzed B. mental disabilitydepression, learning difficulty, brain injury, phobias ()Warming up by talking:In groups of four talk about what you know about disabilities. Use these words inthe above box to support your talk.Disabilities can be visible or invisible. People with invisible disabilities don ’ look disabled. Depression, sleep disorders and learning difficulty are invisibledisabilities. No matter what disability one has, life is not easy. They have manydifficulties to overcome, but please keep in mind they can also live well, evenachieve great success.Talking about disabilities1.Do you know anyone who is disabled around you? How does he or she dealwith the disabilities?2.Do you know any famous people who are disabled? What do they do? Have adiscussion about what the disabilities are and what difficulties they have toovercome in daily life.Talking about famous people with disabilitiesReference OneProfessor Steven Hawking is one of the disabled who has achieved success in hischosen field of work. In spite of his brain disease, he decides to continue with hisresearch 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 answersquestions, it takes about two minutes. Not only does he have to type out the answer ona 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. Whenshe was only nineteen months old, she had a terrible disease. Then she becamedeaf and blind. In the next five years, she struggled in the dark and silent world. Withthe 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 shewas 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 shehas never stopped her pursue for knowledge and a happy life.She studied by herself all the courses from primary school to college and learnedseveral foreign languages such as English and Japanese. In 1983, she began hercareer 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 workharder 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 tohave broken a record by running two laps (800 metres) this year. Her ambition isto become part of the national team for the next Paralympic Games. Picture TwoRichard has just passed his university entrance exams. He had the questions readto 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'sfree, she goes to the movies because the sound is 'always very loud. Although somemay 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 theirstories with others.2.To inspire other disabled people.3.To get non-disabled people to understand more about how challenging life canbe 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, encouragement 2. 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.精选教课教课方案设计 | Excellent teaching plan3. 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 rich 2. Marty has __________ disease. A. a mental B. a muscle C. an eye D. a leg 3. What ’ s Marty ’ s dream?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 disease 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. Marty ’ 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 thechart.Problems caused by his disability1. weak and can ’ t run or climb stairs 1as. quickly as others2. clumsy and often drop things orbump 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 school2. Discuss these questions with others in your class. 1) What kind of person do you think Marty is?What Marty does in spite of his disabilityEnjoys writing and computerprogramming 2 .enters a computer football game 3. looks after pets4. disability has made him grow stronger and more independentUnit1Livingwell教课方案新部编版精选教课教课方案设计| Excellent teaching plan3) 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 isrealistic 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 boysat 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 answerswith 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 donot require physical strength. He has friends with whom he can go to moviesand 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 ontheir 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 aseveryone else.Period 2Learning about Language(Revise the use of Infinitive)Teaching AimsTo discover and learn to use useful words andexpressions To discover and learn to use useful structuresTeaching ProceduresStep I. Warming up by discovering useful words andexpressions Step II. Discovering useful words and expressionsDoing vocabulary exercisesTurn to pages 4-5 and do exercises、12、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 Passive(to do)(to be done)simpleI want to do the work tonight.The work is to be done tonight.(to have done)(to have been done) perfectRobert appears to have done the work. The project must have been done.(to be doing)---continuousPeter must be doing his work now.(to have been doing)perfect---The boy is believed to have been doingcontinuousthe work for the whole day.B:The full infinitive consists of two words, to+ verb, as shown above. But after certain verbs and expressions we use the form withoutto, i.e. the "bare infinitive".For example:You had better say nothing.C. It is normally advisable to put any words between theto and the verb, but seesplit infinitive.D. To avoid repetition, an infinitive is sometimes represented by itsTo.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 thewindows.b. Usually infinitive constructions of this type consist of it+ be+ adjective (for sb)+ todo 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) tolearn 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 isa difference in meaning.GERUND INFINITIVEforget He'll never forget spending so much Don't forget to spend money on money on his first computer.the tickets.go on Go on reading the text.Go on to read the text.You have forgotten your homeworkI meant to phone your mother, mean again. That means phoning yourbut my mobile didn't work.mother.remember I remember switching off the lights Remember to switch off the when I went on holiday.lights when you go on holiday.stop Stop reading the text.Stop to read the text.tryWhy don't you try running after theI tried to run after the dog, but Idog?E.g. I regret to inform you that your application has been unsuccessful, toindicate 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 tobe 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 passive精选教课教课方案设计| Excellent teaching plan1.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.TEST YOURSELF动词不定式专题练习1.He seems ___ the old lady.A. knowingB. to be knowingC. to knowD. to be known2.Tom ___ when they spoke ill of him.A. happened to be passedB. happened to be passing byC. happened passing byD. happened to passed3.We all hope ____ scientists.A. becomeB. to becomeC. becomingD. became4.The boy refused ____ for climbing the tall tree.A. to payB. to be paidC. being paidD. paying5.I happened ____ the article when he asked me about it.A. having readB. to have readC. to be readD. reading6.______ with him is a great pleasure.A. To talkB. TalkC. TalkedD. To talking7. It is nice _____ your voice.A. to hearB. hearC. heardD. to be hearing8._____ is to struggle.A. LivingB. LiveC. To liveD. To be lived9. Her wish is ____ a doctor.A. becomingB. becomeC. to becomeD. being come10.I was just about ____ the office when the phone rang.A. leavingB. leaveC. to leaveD. to leaving11.I didn ’ t ____ it until you had explained how.A. manage to doB. managed to doC. manage to have doneD. manage doing12.He found it important ___ the situation all over the world.A. studyB. to studyC. studiesD. to be studied13.At last the enemy soldiers had no choice but ___ their guns.A. to lay downB. lie downC. laying downD. lay down14.Yesterday I did nothing but ___ TV.A. watchB. watchedC. to watchD. watching15.It had no effect except ___ him angry.A. makeB. makingC. to makeD. made16.Bob did nothing except ____ tennis.A. playB. to playC. playingD. played17.I ’ m considering ___ his letter.A. to answerB. how answeringC. to be answeringD. how to answer18.Tell us _____ next.A. how to doB. what to doC. how doD. what do19.We want to know ___ to help him when he is in trouble.A. what will doB. what we should doC. how to doD. what will we do20.Don ’ t stop trying. You’ ll be. sure ___A. succeed B . succeeding C. of succeeding D. to succeed21.The government calls on us ____ our production.A. increasedB. increasingC. increaseD. to increase22.With his teacher ____ he wanted to try it a second time.A. helpingB. to helpC. helpD. helped23.The lady was watched ____ her room in silence.A. had leftB. leftC. leaveD. to leave24.I ’ m hungry.Get me something ____.A. eatingB. to eatC. to be eatenD. eaten25.His wish, ____ a doctor, came true.A. comingB. comeC. to comeD. came26.He loves praise. He is always the first ____ and the last _____.A. of coming; of leavingB. comes; leavesC. to come; to leaveD. coming; leaving27.At last they found a house _____.A. to leave his things withB. to leave his things inC. leaving his things in28.There is nothing ______.A. to worryB. to worry aboutC. worryD. worry about29.Have you got enough room ___all of us ?A. seatingB. to seatC. seatedD. to be seated30.It is too dark for us ____ anything in the room.A. seeB. seeingC. to seeD. seen31.The young man is ____ willing ____ the old living around here.A. very; helpingB. very; to helpC. too; to helpD. enough; help32.He bent down ___ the pen lying on the floor.A. pick upB. to pick upC. pickingD. picked33.____ the room temperature, he added some coal into the stove.A. To keep upB. So as to keep upC. Keep upD. In order keep up34.The teacher did what she could ____ me with my lessons.A. helpB. helpsC. helpedD. to help35.It is difficult for a foreigner ____ Chinese.A. learningB. to learnC. learnedD. to be learned36.It is careless ____ the same mistake in your composition.A. for you to makeB. for you makingC. of you to makeD. of you making37.The girl is easy ____ along with.A. to be gotB. gotC. to getD. getting38.--- Are the problems easy?---No, in fact I found ____.A. them hard to solveB. it was hard to solveC. in hard to be solvedD. very hard to solve them39.____ is a big problem.A. To get rid of these thingsB. How to get rid of these thingsC. Getting rid of these thingsD. Get rid of these things40.I felt silly because I didn’ t know ____.A. to sayB. how to sayC. what to sayD. what saying41.The question is ____ the answer .A. where findB. to findC. where to findD. where finding42.Would you please _____ to each other before you hand in yourexamination papers?A. not talkB. don ’ t talkC. not talkingD. not to talk43.Tell him _____ the window.A. to shut notB. not to shutC. to not shutD. not shut44.He doesn’ t like ___ in public.A. praisedB. to praiseC. to be praisedD. praising45.We want the job ____ by the end of the week.A. doingB. doneC. to be doingD. being done46.The film is reported _____ on show at the cinema.A. to beingB. will beC. to beD. being47.He is said ____ to London already.A. having sentB. to be sendingC. to have been sentD. being sent48.Alice is said _____ her homework in her own room now.A. she is doingB. to be doingC. doingD. be doing49.These boys are said ____ for doing good deeds.A. to be praisingB. to be praisedC. praisedD. to have praised50.Who did the manager ___ the report?A. haveB. have writeC. have writesD. have to write51.Oh, it ’ s very cold. Lh e tre’ s make a fire ____ ourselves up.A. warmB. warmingC. warmedD. to warm52.Would you please ____ a little more room for me?A. to makeB. makeC. makingD. made53.I wish to finish my task and ____ away.A. getB. gettingC. to getD. to getting参照答案1-10CBBAB AACCC11-20ABAAC ADBBD21-30DBDBC CBBBC31`-40BBADB CCABC41-53CABCB CCBBB DBA2008 年全国各地高考卷分类汇编-非谓语动词（全国 I 卷） 26. I like getting up very early in summer. The morning airis so good ______.A. to be breathedB. to breatheC. breathingD. being breathed（安徽卷） 30._______ in the fields on a March afternoon, he could feelthe warmth of spring.A. To walk.B. WalkingC. WalkedD. Having walked（福建卷） 22. ______ in the queen for half an hour, the old man suddenly realized be had left the cheque in the car.A. WaitingB. To waitC. Having WaitedD. To have waited（福建卷） 33. Can those ____ at the back of the classroom hear me?A. seatB. sitC. seatedD. sat（湖南卷） 26. The trees _____ in the storm have been moved off the road. A. being blown down B. blown downC. blowing downD. to blow down（湖南卷） 30. _____ the project as planned, we’ll have to work two more hours a day.A. CompletingB. CompleteC. CompletedD. To complete（江苏卷） 34. To learn English well, we should find opportunities to hear English ______ as much as we can.A. speak.B. speakingC. spokenD. to speak（山东卷） 35. Lucy ’s new job paid twice as much as she had made ______in the restaurant.A. workingB. workC. to workD. worked（江西卷） 24. I hear they ’ve promoted Tom, but he didn ’t mention _____when we talked on the phone.A. to promoteB. having been promotedC. having promotedD. to be promoted（江西卷） 28. We finished the run in less than half the time ____.A. allowingB. to allowC. allowedD. allows（辽宁卷） 27. He was busy writing a story, only ______ once in a while to smoke a cigarette.A. to stopB. stoppingC. to have stoppedD. having stopped（陕西卷） 14. _________ around the Water Cube, we were then taken to seethe Bird’s Nest for the 2008 Olympic Games.A. Having shownB. To be shownC. Having been shownD. To show( 四川卷 ) 14. We had an anxious couple of weeks _____ for the results of the experiment.A. waitB. to be waitingC. waitedD. waiting（浙江卷） 10. ______that he was in great danger, Eric walked deeper intothe forest.A. Not realizedB. Not to realizeC. Not realizingD. Not to have realized（浙江卷） 13. It is one of the funniest things ______ on the Internet sofar this year.A. findingB. being foundC. to findD. found（北京卷） 24. ______ that she was going off to sleep, I asked if she’d like that little doll on her bed.A. SeeingB. To seeC. SeeD. Seen（北京卷） 31.–Did the book give the information you needed?–Yes. But _____ it, I had to read the entire book.A. to findB. findC. to findingD. finding（北京卷） 32. I feel greatly honored ____ into their society.A. to welcomeB. welcomingC. to be welcomedD. welcomed（天津卷） 4. _____ their hats into the air,the fans of the winning team let out loud shouts of victory.A. To throwB. ThrownC. ThrowingD. Being thrown（重庆卷） 29. __ to reach them on the phone, we sent an email instead.A. FailB. FailedC. To failD. Having failed( 上海卷 ) 30. My sister, an inexperienced rider, was found sitting on the bicycle___ to balance it.A. having triedB. tryingC. to tryD. tried( 上海卷 ) 33. If there is a lot of work ___, I'm happy to just keep on until it is finished.A. to doB. to be doingC. doneD. doing( 上海卷 ) 35. Something as simple as ___ some cold water may clear your mindand relive pressure.A. to drinkB. drinkingC. to be drinkingD. drunk( 上海卷 ) 37. Ideally ___ for Broadway theatre and Fifth Avenue, theNew York Park hotel is a favourite with many guests.A. locatingB. being locatedC. having been locatedD. locatedStep 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 ’ s English-English dictionary gives example sentences to show how a wordis 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-Englishdictionary. Then I willask some of you to explain them in English.Show the following words on the PowerPoint.independent, fellow, ambition, disability, eyesight, motto, encouragement, beneficialIf students don ’ t have an English- dictionary, Teacher shows the explanation on the PowerPoint.。

《Unit 1 Living well》教学设计一、教学目标1、知识目标学生能够掌握本单元的重点词汇和短语，如 disability, accessible, adapt 等。

学生能够理解课文的主要内容，把握文章的主旨大意。

2、技能目标培养学生的阅读技巧，如 skimming（略读）、scanning（扫读）和detailed reading（精读）。

提高学生的写作能力，能够运用所学词汇和句型描述与“Living well”相关的话题。

3、情感目标引导学生关注残疾人群体，培养学生的同情心和关爱他人的意识。

鼓励学生树立积极乐观的生活态度，勇敢面对生活中的困难和挑战。

二、教学重难点1、教学重点重点词汇和短语的理解与运用。

课文的理解和分析，包括文章结构、语言特点等。

2、教学难点对文中长难句的理解和分析。

如何引导学生将所学知识运用到实际写作中，表达自己对“Living well”的看法。

三、教学方法1、任务驱动法通过布置各种任务，如阅读任务、写作任务等，让学生在完成任务的过程中掌握知识和技能。

2、情景教学法创设与教学内容相关的情景，让学生在真实的语境中学习和运用语言。

3、小组合作学习法组织学生进行小组合作学习，培养学生的合作精神和交流能力。

四、教学过程1、导入（5 分钟）展示一些关于残疾人士的图片或视频，引导学生思考残疾人士在生活中可能面临的困难和挑战。

提问学生对“Living well”的理解，激发学生的学习兴趣。

2、词汇学习（15 分钟）讲解本单元的重点词汇和短语，如 disability, accessible, adapt 等，通过例句和语境帮助学生理解其含义和用法。

组织学生进行词汇练习，如填空、造句等，巩固所学词汇。

3、阅读教学（25 分钟）让学生快速阅读课文，回答一些关于文章主旨大意的问题，如：What is the main idea of the passage?引导学生进行扫读，找出文中关于残疾人士生活的具体细节和例子。