高二英语选修7全教案

Unit 1 Living well知识目标1．Get students to learn the useful words and expressions in this unit.eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to 2．Help students to learn about disabilities and life of the disabled.能力目标1．Let students read the passage Marty's Story to develop their reading ability.2．Enable students to know that people with disabilities can also live well.情感目标1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.2．Help them understand more about how challenging life can be for the disabled.3．Develop students' sense of cooperative learning.教学重点Get students inspired by positive stories of the people with disabilities. 教学难点1．Develop students' reading ability.2．Help students understand the difficulties the disabled have to overcome.学情分析1.教学方法1．Task－based teaching and learning.2．Cooperative learning.教学过程Step 1Warming up1．Warming up by discussingFirst 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?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 disability. Next，work with partners to talk about what disability they might have according to each description below the picture.Step 2Pre－readingAsk students to read the short paragraph in Pre－reading carefully and．find out the purpose of the website “Family Village”Step 3Reading1．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.DiseaseDifficultiesMottoSuggested answers：Disease A muscle disease that makes him very weak. Difficulti He can't run or climb stairs as quickly as other people.es Sometimes he is clumsy and drop things or bump intofurniture.Motto Live one day 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.标本)．B．Because they wanted to use it as a specimen(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?(4)Ask students to find Marty's advice in paragraph five.Step4:合作探究1.Ask students to work together to write a mini biography for Marty according to the text.My mini biographyNameStatusHealthInterests andHobbiesAmbitionMotto2.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 himselfand he ______ his life.Step 5总结提升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 himB．Marty never loses heartC．Marty is afraid of being made fun ofD．Marty will not accept any encouragement b ecause h e has grown stronger psychologically6Homework1．Retell Marty's Story according to the mini biography.2．Surf the Internet to learn more about the life of disabled people.教学反思：这篇文章是记叙文，对文章的整体理解不存在问题，不足之处是单词不熟。

高二英语必选修七教案高二英语必选修七教案高二英语必选修七教案（一）教学目标1. 学生能通过寻找每段的主题句归纳文章结构。

2. 学生能够通过在课文中寻找相关表述感知作者态度。

3. 学生能够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。

教学重难点1. 学生能通过寻找每段的主题句归纳文章结构。

2. 学生能够通过在课文中寻找相关表述感知作者态度。

3. 学生能够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。

教学过程Step1：Warm-up andlead-in (5 mins)1. 教师展示国外志愿者教师支教照片，引入本课主题：书信分享支教见闻和感受2. 教师介绍本课主人公——来自澳大利亚的Jo来到巴布亚新几内亚做志愿者教师。

3. 指定一名学生课前准备，在课堂上结合PPT做3分钟口头报告，补充介绍巴布亚新几内亚的情况。

[教学目的]本环节的目的是激活话题词汇和背景知识图式。

从单元主题到本课主题，让学生根据图片预测文章内容，激活相关词汇并;学生课堂口头报告锻炼口语表达能力，并展示相关词汇。

Step2：Reading forstructure1.教师通过课文所配的10幅图片让学生预测课文内容。

1.教师要求学生快速通读全文完成段落大意的配对练习验证预测结果。

2.教师引导学生归纳出全文的整体结构。

[教学目的] 本环节的目的是让学生了解文章的整体结构。

不仅让学生学会寻找中心句，而且让学生从每个段落的中心句归纳出课文整体结构，让学生回顾信息交流类书信的写作结构。

Step3：Reading fordetails (10 minutes)1.教师要求学生先同桌配对合作，然后按照学习小组分组合作，仔细阅读文章细节找出信息，完成下列表格(划线部分是学生需要填出的部分)：2.教师引导学生根据文章中的相关语言和信息体会作者的感情和态度。

[教学目的] 本环节的目的是在把握文体的基础上，让学生深入了解文章细节，通过语言了解作者的`观点态度，让学生对本课有进一步理解。

Unit 1 Living well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 forthe disabled.3．Develop students' sense of cooperative learning.1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.学情分析1.教学方法1．Task－based teaching and learning.2．Cooperative learning.教学过程Step 1Warming up1．Warming up by discussingFirst 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?2What difficulties do they have to overcome in daily life?What have they achieved?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 disability. Next，work with partners to talk about what disability they might have according to each description below the picture.Step 2Pre－readingAsk students to read the short paragraph in Pre－reading carefully andfind out the purpose of the website “Family Village”．Step 3Reading1．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 ______.3The ______ of his disease. ：Paragraph 5 ：Suggested answersAn introduction to Marty and his muscle disease. Paragraph 1：How the disease developed/started. Paragraph 2：Marty met a lot of difficulties at school. Paragraph 3：How his life has become easier. Paragraph 4：Theadvantages of his disease. Paragraph 5：Scanning for detailed information2．detailed the to locate to students read the passage carefully Askinformation.ask students to read paragraph one and (1)First complete the chart below.DiseaseDifficultiesMottoSuggested answers：A muscle disease that makes him very weak. DiseaseHe can't run or climb stairs as quickly as other people.Difficulti 4(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?Because they could cure the disease by cutting it out. A．．Because they wanted to use it as a specimen(标本)B．) the new muscle. 移植．Because they would transplant(CBecause they wanted to find out the cause of the disease. ．DDKey：(3)Read paragraph four and answer the following questions：What is Marty's ambition? ①What is Marty's achievement? ②What is Marty's hobby?③(4)Ask students to find Marty's advice in paragraph five.合作探究Step4:Marty biography for mini write together to 1.Ask students work to aaccording to the text.5My mini biographyNameStatusHealthInterests andHobbiesAmbitionMotto2.Discuss in pairs to get the main idea of the passage by filling in the blanks.Marty never feels ______ for himself ，Though he is a ______ personand he ______ his life.Step 5总结提升Ask students to read the whole passage and choose the best answers. 1．(1)Which of the following is false?Marty Although there are a few students who look down upon him，．Anever gets annoyed.being sorry not and meaningful leads ．BMarty a life does feel for disabled.6Marty only spends time with his pets and never with his friends. ．CMarty's disability has made him more independent. ．D(2)From the passage we can infer that ______.Marty asks others to feel sorry for him A．Marty never loses heart B．．Marty is afraid of being made fun of Cgrown has encouragement because he not D．Marty will accept anystronger psychologicallyStep 6Homework1．Retell Marty's Story according to the mini biography. 2．Surf the Internet to learn more about the life of disabled people.教学反思：这篇文章是记叙文，对文章的整体理解不存在问题，不足之处是单词不熟。

高二英语选修七教案Unit 1 Living wellPeriod 1 Word study &Warming upTeaching Aims:1.To present the topic of this unit —— disabilities2.To heighten students’ awareness of the challenges facing people with disabilities.3.To learn some words and useful expressions in order to express their own feelings.4.To promote the notion that students with disabilities have similar wishes anddesires to non-disabled students.Teaching Important Points:How to improve the students’ speaking ability.Teaching Difficult Points:How to make the students gain enough information to express themselves. Teaching Methods:1.Pair work or group work to make every student join in the class activities2.Discussion to make every student express himself freely.Teaching aids:CAI equipment with a Multi-media classroom and other normal teaching tools. Teaching Procedure:StepⅠGreetingsStepⅠWord studyLearn the words and expressions.StepⅠPresentation1. Show some pictures of the performance Qian Shou Guan Yin. Do you know them? Let’s see their performance.2. What do the following words mean?disabled:unable to use a certain part of one’s bodydisability:the state of being disableddisabled people :people with disability( Disabled people are those who can’t use a certain part of the body . They can’t see, hear, speak, walk or behave properly.)3. How many different types of disabilities do you know?A .physical disabilitydeafness, dumb/mute, blindness, lame(跛足的), near-sighted, six fingers, color blindness, paralyzation( 瘫痪）hunchback, dwarf, armless, legless, handless…B .mental disabilitydepression, learning difficulty, brain injury, phobias (恐惧症)StepⅠ Warming up1. Do you know?1).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?(Show some pictures of some famous people who are disabled.)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 time.In spite of his brain disease, he decides to continue with his research andwriting, 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 GroupSanglan（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）Deng Pufang: son of Deng Xiaoping, paralytic, wheelchair, chairman of the Chinese Disabled Union.2. Read the introduction about the students. The students in the pictures each have a disability. With a partner, discuss what their disability might be. The following list might help you.mental disability learning difficulty hearing problemdifficulty with eye sight brain injury loss of an arm or legsevere illness deafness walking difficultyRada is mentally disabled.Barry is vision impaired.Sally was born with spinal bifida (脊柱裂）and relies on a wheel chair to get around Gao Qiang has diabetes (糖尿病）.StepⅤDiscussionWhat do you learn from these disabled?They’re broken in body but firm in spirit. （身残志坚）StepⅠ Homework1. Try to talk to disabled people and know more about them.2. Preview “Marty’s story”.Period 2 ReadingTeaching goals1. Target language:a. 重点词汇和短语eyesight, 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, encouragementb. 重点句型1. I have to adapt to my disability.2. All in all, I have a good life.3. Every time after a long absence from school, I feel really stupid because I am a bitbehind the others.4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.2. Ability goalsHelp students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well3. Learning ability goalsBy talking about disabilities and life of the disabled, students will learn some positive stories of the disabled. This will help students understand more about how challenging life can be for the disabled.Teaching important pointsHow positive stories about the people with disabilities inspire others.Teaching difficult pointsHow to help student understand the difficulties the disable have to overcome. Teaching methodsDiscussing, explaining, reading and practisingTeaching aidsMultimedia computerTeaching proceduresStep I Leading inDeal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them to discuss what the disabilities are and what difficulties they have to overcome in daily life.T: Good morning /afternoon, class!Ss: Good morning/ afternoon, Mr. /Miss…T: In this class we are going to learn about disabilities and the life of the disabled. First let’s watch some short videos. Then discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.After the discussion, Teacher will present the four pictures on Page 1 to students.T: Quite right. 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. Now look at the pictures, how do they look?Ss: They look happy and satisfied. They are smiling.T: Yes, they are. But all of them are disabled. Can you guess what their disability might be?S1: …S2: ………T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Family village”. From here we can learn some positive stories about the disabled.Step II Pre-readingAsk students to read the pre-reading carefully and find out the purpose of the website. Then show the suggested answer on the PowerPoint.Suggest answer: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.Step III ReadingDeal with the reading part.Task 1 ScanningAsk the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.T: First I’d like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner. Several minutes later, students compare their information with each other in groups. Then check the answer with the whole class.T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint.Show some suggested adjectives on the PowerPoint.brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid T: Ok. You are right. Though Marty has a muscle disease, which causes many difficulties to his life, he still lives well. He is living a busy and satisfying life. He is very optimistic. Then continue to discuss the next two questions on Page3.Deal with the next two questions in the same way.Suggested answers:1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.3. Maybe at the beginning I will feel very low and disappointed, but Marty’s storywill encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life.Task 2 Careful readingAsk students to read the text carefully and then finish Ex3 on Page 4.T: Now let’s read the text again and try to sum up the main idea of each paragraph. Several minutes later check the answers with the whole class.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.T: Now let’s read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.Suggested answers:1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.2. Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people.3. Because Marty is strong-minded and independent. His efforts have gained hisfellow students’ respect and understanding. So they have learned to accept him for who he is.Task 3 SummaryAsk students to work together to write a mini biography for Marty according to the text.T: Now we’ve finished Marty’s story. Now it’s time for you to work in groups and write a mini biography for him.Step IV Homework:Retell Marty’s story according to the mini bio.Surf the internet to learn more about the lif e of disabled people.Period 3&4 Reading (Language points)Teaching Aims:1.To learn some new words and phrases.2.To master the main idea of each paragraph.3.To learn some complicated sentence patterns.Teaching Important Point:The usage of some useful words and expressions.Teaching Difficult Point:How to grasp and remember the detailed information of the reading material. Teaching Methods:1.Explanations of words and phrases to get the students know their meanings.2.More examples to get the students know the usage.3.Pair work or group work to get every student to join in the class activities andlearn self-study.Teaching aids:CAI equipment with a Multi-media classroom and other normal teaching tools. Teaching Procedures:StepⅠGreeting and revisionT: Good morning, girls!Ss: Good morning, Huang!StepⅠLanguage pointsT: OK, now would you please open your textbook and turn to page 18——English poetry. Have you noticed that in slime paragraphs, there are some words in bold? Please pay attention to these words and make clear “what do the words in bold refer to?” Ok, let’s read the first paragraph together.Ss: (reading)T: Thanks for your sweet voice. Who’d like to translate the second sentence into Chinese? Xxx, would you please?Words 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 berealized.3. beneficial adj.=having a good or useful effect有益的;受益的be beneficial to… 对…有益; 对…有利beneficially adv.受益地; 获利地beneficiary n.受惠者;受益人benefit n.益处;帮助vt.有益于;有助于翻译:1) 新鲜空气和优良食物有益于健康.(beneficial)Fresh air and good food are beneficial to the health.2) 他的休假已产生了有益的效果.(beneficial)His holiday has had a beneficial effect.3) 旅游业对该地区的经济将有裨益.(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,他被解雇了.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根据…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不出声;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;现在的完成句子:1)Mr Green will be in charge __________________ (在我离开期间).2)Why were you __________________(旷课) yesterday?8. annoy vt.使…不悦;惹恼annoyed adj.颇为生气的annoying adj.恼人的;讨厌的annoyingly adv.恼人地;讨厌地annoyance n.烦恼;使人烦恼的事情单句改错: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首先;最重要的是after all毕竟;终究first of all首先not at all根本不;别客气for all虽然;尽管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;激励;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_(带领游客参观了) 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). Phrases and sentence structures:1. She was proud to have recently represented her country in an athletic competition where she won a gold medal in the 50-metre race.她很骄傲最近她代表她的国家参加了一次运动比赛,并赢得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…其他残疾人认为这个网站很有益…“find”是______, the website是_______, beneficial是_____________. “find”后还常接____________、____________、____________、____________等作宾语补足语。

Unit 1 Living well知识目标1．Get students to learn the useful words and expressions in this unit.eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to 2．Help students to learn about disabilities and life of the disabled.能力目标1．Let students read the passage Marty's Story to develop their reading ability.2．Enable students to know that people with disabilities can also live well.情感目标1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.2．Help them understand more about how challenging life can be for the disabled.3．Develop students' sense of cooperative learning.教学重点Get students inspired by positive stories of the people with disabilities. 教学难点1．Develop students' reading ability.2．Help students understand the difficulties the disabled have to overcome.学情分析1.教学方法1．Task－based teaching and learning.2．Cooperative learning.教学过程Step 1Warming up1．Warming up by discussingFirst 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?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 disability. Next，work with partners to talk about what disability they might have according to each description below the picture.Step 2Pre－readingAsk students to read the short paragraph in Pre－reading carefully and find out the purpose of the website “Family Village”．Step 3Reading1．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.DiseaseDifficultiesMottoSuggested answers：Disease A muscle disease that makes him very weak. Difficulti He can't run or climb stairs as quickly as other people.(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?(4)Ask students to find Marty's advice in paragraph five.Step4:合作探究1.Ask students to work together to write a mini biography for Marty according to the text.My mini biographyNameStatusHealthInterests andHobbiesAmbitionMotto2.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.Step 5总结提升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 himB．Marty never loses heartC．Marty is afraid of being made fun ofD．Marty will not accept any encouragement because he has grown stronger psychologicallyStep 6Homework1．Retell Marty's Story according to the mini biography.2．Surf the Internet to learn more about the life of disabled people.教学反思：这篇文章是记叙文，对文章的整体理解不存在问题，不足之处是单词不熟。

人教版高二英语选修七教案模板【教学目标】1.让学生掌握本节课的核心词汇和短语。

2.培养学生阅读理解、口语表达和写作能力。

3.提高学生对英语文化背景的理解。

【教学重点】1.核心词汇和短语的学习与应用。

2.阅读理解能力的培养。

3.口语表达和写作能力的提升。

【教学难点】1.长难句的解析与理解。

2.文章主旨的提炼与概括。

【教学过程】一、导入1.利用图片或视频，引导学生关注本节课主题。

2.询问学生对本节课主题的了解，激发学习兴趣。

二、核心词汇学习1.呈现本节课的核心词汇，让学生跟读、模仿发音。

2.解释词汇含义，给出例句，让学生理解词汇用法。

3.设计练习，让学生在语境中运用所学词汇。

三、阅读理解1.让学生快速阅读课文，了解文章大意。

2.提出问题，引导学生关注文章细节。

3.分析文章结构，帮助学生理解文章逻辑。

4.对长难句进行解析，让学生掌握阅读技巧。

四、口语表达1.根据文章内容，设计口语练习。

2.分组讨论，让学生在讨论中运用所学知识。

3.邀请部分学生展示口语成果，给予评价和指导。

五、写作训练1.给出写作话题，让学生进行思考。

2.提供写作框架和要点，帮助学生梳理思路。

3.让学生根据框架和要点，完成写作任务。

4.对学生写作进行评价，给予修改建议。

2.鼓励学生课后进行拓展学习，提高英语水平。

【教学实例】课题：Unit1Sports一、导入1.利用奥运会图片，引导学生关注运动话题。

2.询问学生对奥运会及运动项目的了解。

二、核心词汇学习1.呈现词汇：athlete（运动员）、stadium（体育馆）、medal（奖牌）等。

2.解释词汇含义，给出例句。

三、阅读理解1.让学生快速阅读课文，了解文章大意。

2.提出问题：Whatisthemnideaofthearticle?（文章主旨是什么？）3.分析文章结构，帮助学生理解文章逻辑。

四、口语表达1.设计口语练习：Ifyouwereanathlete,whatsportwouldyouchoose?（如果你是一名运动员，你会选择哪项运动？）2.分组讨论，让学生在讨论中运用所学知识。

Unit 1 Living well知识目标1．Get students to learn the useful words and expressions in this unit.eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to 2．Help students to learn about disabilities and life of the disabled.能力目标1．Let students read the passage Marty's Story to develop their reading ability.2．Enable students to know that people with disabilities can also live well.情感目标1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.2．Help them understand more about how challenging life can be for the disabled.3．Develop students' sense of cooperative learning.教学重点Get students inspired by positive stories of the people with disabilities. 教学难点1．Develop students' reading ability.2．Help students understand the difficulties the disabled have to overcome.学情分析1.教学方法1．Task－based teaching and learning.2．Cooperative learning.教学过程Step 1Warming up1．Warming up by discussingFirst 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?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 disability. Next，work with partners to talk about what disability they might have according to each description below the picture.Step 2Pre－readingAsk students to read the short paragraph in Pre－reading carefully and find out the purpose of the website “Family Village”．Step 3Reading1．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.(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?(4)Ask students to find Marty's advice in paragraph five.Step4:合作探究1.Ask students to work together to write a mini biography for Marty according to the text.Status2.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.Step 5总结提升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 himB．Marty never loses heartC．Marty is afraid of being made fun ofD．Marty will not accept any encouragement because he has grown stronger psychologically6Homework1．Retell Marty's Story according to the mini biography.2．Surf the Internet to learn more about the life of disabled people.教学反思：这篇文章是记叙文，对文章的整体理解不存在问题，不足之处是单词不熟。

选修七Unit 1 Living well 一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1.all in all/ in all/ at all/ after all/ above all/ first of all词形变化1. disability n.无能；残疾disabled adj.伤残的able adj.能干的；能够的2. ambition n.野心，雄心ambitious adj.有雄心的，野心勃勃的3.beneficial adj.有益的benefit v.&n.受益；利益，好处4. independent adj.独立的independence n.独立depend v.依靠，依赖5.encouragement n.鼓励encourage v.鼓励courage n.勇气，精神重点单词1.ambition (n.) 雄心2.beneficial (adj.) 有益的3.adapt (v.) 使适应。

改编4.conduct (n.) 行为 (v.) 指挥5.resign (v.) 辞职panion (n..) 同伴7.access n. （接近的）方法；通路；可接近性8.suitable adj.适合的, 适当的。

9.annoy vt. 使生气，使烦恼。

招惹。

妨碍10.adequate adj.适当的, 足够的重点词组in other words 换句话说 cut out 切掉,删掉 out of breath 上气不接下气sit around 闲坐着 make fun of 取笑 all the best一切顺利as well as 也, 又。

和……一样好重点句型1. She is proud to have taken part in competitions and to have broken a record by running two laps(800 metres) this year.2. The few who cannot see the real person inside my body do not make me annoyed, and I just ignore them.3. I have a very busy life with no time to sit around feeling sorry for myself.4. Just accept them for who they are, and give them encouragement to live as rich and full a life as you do.重点语法复习不定式(见语法专题)II 词语辨析(旨在提供完形填空所需材料)1). all in all/ in all/ at all/ after all/ above all/ first of all【解释】all in all总而言之in all总共at all根本after all毕竟；别忘了（放句首时）above all最重要, 首先first of all首先【练习】选择all in all/ in all/ at all/ after all/ above all或first of all并用其适当的形式填空1) Don’t blame him too much. ________, he i s a small child.2) According to the survey, _______ there are nearly one million people in this small city out of work during the economic crisis.3) I am glad to join you in this game, but ________ please allow me to introduce myself to you.4) The parents didn’t worry about their daughter _______, for they believed she could succeed in getting the first prize.5) When traveling abroad, _______, you need to prepare your passport.6) There are many beautiful sentences in your article and its handwriting i s good too. ________, I’m quite satisfied with it.Keys: 1) After all 2) in all 3) first of all 4) at all 5) above all 6) All in allIII 词性变化（旨在提供语法填空所需材料）1. disability n.无能；残疾disabled adj.伤残的able adj.能干的；能够的2. ambition n.野心，雄心ambitious adj.有雄心的，野心勃勃的3.beneficial adj.有益的benefit v.&n.受益；利益，好处4. independent adj.独立的independence n.独立depend v.依靠，依赖5.encouragement n.鼓励encourage v.鼓励courage n.勇气，精神【练习】根据句子结构，用括号内所提供词的适当形式填空1)The ______ girl swims well in spite of her _______.(disable)2) Robert is a very _______ man and one of his ______ is to travel in Antarctica. (ambition)3) If you want to be a _______, you should work hard at ______ and care for ______ situations. (politics)4) It is known to all that fresh air is _______ to our health and the new park ______ us all, so we shouldkeep it clean.(benefit)5) The boy who used to ______on his parents now wants the ______ from them and is learning to be_______.(depend)6) Praise acts as an ______ to the players, and therefore they will feel ______ and get the _______tocontinue and improve their performance.(encourage)7) My brother ______ from a well-known American university. My parents attended his _______ ceremony yesterday.(graduate)8) When someone ______ others on their success, he or she usually says “_______”.(congratulate)9) This concert was _______ by a famous _______ from Vienna. (conduct)keys:1) disabled。

人教版高中英语选修7全册教案Module 7Unit 1 Living wellＩ．单元教学目标技能目标Goals▲0 Learn about Disability and Life of disabled people▲1 Talk about Disability and Life of disabled people▲2 Practise Introduction and Wishes &congratulations▲3 Revise the Infinitive▲4 Write a letter of suggestionII．目标语言功能句式1.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.2.Wishes &congratulations Congratulations.All the best.I’m proud of you.I wish you success.Good luck.Well done.I’m very impressed by your performances. You have my best wishes.I’m very pleased for you.I Hope it goes well for you.That’s wonderful/amazing.词汇1. 四会词汇disability, disabled, eyesight, drum, movie, ambition, beneficial, clumsy, adapt, motto, microscope, breath, absence, stupid, fellow, annoy, annoyed, industry, tank, independent, encouragement, conduct, politics, literature, resign, handkerchief, assistance, companion, latter, congratulate, graduation, certificate, architect, basement, elder, elderly, dignity, accessible, bare2. 认读词汇Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration, remarkable, Sanders, earphone, impair, italic, community3. 词组in other words, out of breath, all in all, make fun of , all the best, in particular4．重点词汇disability, disabled, adapt, annoy, conduct, congratulate, accessible结构Revise the InfinitiveThe infinitive can be used1. as the subject2. as the predicative,3. as the object4. as the object complement5. as the adverbial6. as the attribute重点句子I have learned to adapt to my disability.Every time after a long absence from school, I feel really stupid because I am a bit behind the others.All in all, I have a good life.Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.III．教材分析与教材重组1.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。