高三英语Living well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。

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

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

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

从而引导学生要有关心、理解、帮助他人的意识。

Comprehending设计了四个教学活动来引导学生理解阅读内容。

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

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

Summing up要求学生对所学内容、词汇和语法做归纳和总结。

Learning tip让学生了解使用英语词典对英语学习的帮助。

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

情感态度：理解和表达对残疾人的关爱能够更好的认识人生。

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

Unit 1 Living well 教案高中英语必修0222 21:19:50阅读162评论0 字号：大中小订阅Unit 1 Livi ng well 教案I .单元教目标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，以积极的态面对人生挑战的故事。

通过本单元的习，可以帮助残疾生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。

通过本单元的语言技能训练，要求生会使用正确得体的英语介绍他人以及向他人表示祝贺。

1.1 Warming Up让生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便。

尽管如此，仍然有许多残疾人在不同领域取得了非凡成就，为本单元Reading部分的精彩故事做好了铺垫。

1.2 Prereading通过介绍网站“ Family village，激发生的阅读兴趣。

1.3 Reading是一篇以第一人称描述Marty身残志坚，以积极的态快乐生活的故事。

课文以网页的形式展示，能够吸引生的注意力，引起生的极大兴趣。

1.4 Comprehending共有3个练习，这3个练习的设置由表及里，由浅入深，非常科。

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

1.5 Learning about Language 分为两部分，Discovering useful words and expressions 是本单元的词汇练习题；Revising useful structures是本单元的语法练习题，通过本单元的习，要求生熟练掌握不定式的各种语法功能。

1.6 Using Language分为两部分，Listening and speaking是关于对残疾人Barry Minto的采访录音，要求生能够通过录音了解Barry Min to的身体残疾和他取得的成就。

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

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

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

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

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

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

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

但是，对于一些复杂的语言结构和较深的话题理解可能还存在一定的困难。

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

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

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

（2）学生能够理解课文中的长难句，掌握重点语法结构。

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

（2）通过听力训练，提高学生的听力理解能力，培养学生捕捉关键信息的能力。

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

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。

Module 7 Unit 1 Living well1.教材分析本单元以残疾及残疾人生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。

通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。

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

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

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

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

课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。

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

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

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

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

教学准备1. 教学目标知识目标 To master the useful expressions and sentences in the text.能力目标 To learn the text well and improve students’ reading ability.情感目标 To be positive and strong-minded when in trouble.2. 教学重点/难点重难点句型 1. Every time I returned after an absence, I felt stupid because Iwas behind the others.2. As well as going to the movies and football matches with friends, I spend a lot of time with my pets.3. I have a very busy life with no time to sit around feeling sorry for myself.4. Just accept them for who they are, and give them encouragement to liveas rich and full a life as you do.3. 教学用具4. 标签教学过程Step I: Display the preview workAsk several students to write down the preview work on the blackboard. Then check the answers together and remember them after class.Step II: Lead-inT: Well down. All of you did good jobs. I’d like you appreciate a picture. Please look at the screen. Dou you know him?S:T: His name is Nick Vujicic. From this picture, we can see he has no arms and legs, but a small foot. Would you like to know more about him? Let’s see a short video.T: Nick is positive and he tells us the disabled can live well. Inthis class, another disabled person Marty will tell us his story. Let’s come to Marty’s storyStep Ⅲ: Reading comprehensionTask1:Fast readingT: Skim the text to match the main idea of each paragraphPara.1 a) Marty met with a lot of difficulties at schoolPara.2 b) How his life has become easierPara.3 c) The advantages of his diseasePara.4 d) An introduction to Marty and his muscle diseasePara.5 e) How his disability developedTask2: Detailed readingT: Since we know the structure of the text, let’s learn some details about Marty. Read paragraph1 quickly and finish exercise2.1. When Marty says “I am one in a million”, he really means _____.A. he is uniqueB. he has a rare diseaseC. he has a muscle diseaseD. he lives a hard but happy life2. What does “live one day at a time” mean?T: Although Marty developed a rare disease, he is also optimistic. Can doctors cure him of his disease? With this question, let’s read paragraph2&3 and deal with exercise3.1. Why did the doctors cut out a piece of muscle from Marty’s leg?A. Because they could cure the disease by cutting it out.B. Because they wanted to use it as a specimen (标本).C. Because they would transplant (移植) the new muscle.D. Because they wanted to find out the cause of the disease.2. Which sentence can be replaced by the following one?After many tests in hospital, doctors still can’t find out the cause of the disease. And I don’t know what will come up in the future.T: It is a pity that doctors can’t find out the cause. If you were Marty, what would you do?S:T: What about Marty? Let’s come to paragraph4 and finish exercise4.1. What are Marty’s ambition, achievements and hobbies?T: Are you inspired by Mary’s positive attitude? If you meet a disabled person, what would you like to do? Marty not only achieved great success but also had something to tell us. Then read last paragraph and write down the answers about exercise5.2. What are Marty’s suggestions to healthy children?Task 3: Further readingT: After reading this text, what kind of person do you think Marty is?S：T: Excellent! Let’s read the text for the third time and have abetter understanding of Marty’s story.T: Work in pairs and deal with exercise 6.1. Every time I returned after an absence, I felt stupid because I was behind the others.2. As well as going to the movies and football matches with friends,I spend a lot of time with my pets.3. I have a very busy life with no time to sit around feeling sorry for myself.4. Just accept them for who they are, and give them encouragement to live as rich and full a life as you do.Step IV: SummaryT: According to Marty’s Story, fill in the blanks.Marty has a muscle disease that makes him very weak. Sometimes he is very (1) __________ and drops things or (2)________ into furniture. However he is very (3) ___________ and has learnt to(4)______________ his disability.Though (5) _________, he doesn’t look any different from others, so sometimes some children in his primary school would laugh at him. When he got (6) ______________after running a short way. His life is a lot easier at high school because his (7) _______ students have accepted him.(8)_______________, he has a good life, he is happy to have found many things he can do. His (9) __________ is to work for a firm that develops computer (10) ________ when he grows up.Step V: Free debateT: Do you know how many disabled people are there in China?S:T: Let’s look at the screen. Do you think disabled people can live a happy life like normal people now?S:T: I’d like to divide you into 2 parts. Some are for it while the others are against it. Work in group and have a debate.S:T: Different people have different opinions. They are physically disabled, but mentally strong. I firmly believe they can live well. At last, One sentence for you from Tai Lihua--Hope you can be cheerful and positive when you meet with difficulties in the future.课后习题作业1. Review what we have learnt.2. Write a short article about whether the disabled can live a happy life.。

选修7Unit1Livingwell的教学设计方案《选修7 Unit1 Living well 的教学设计方案》这是优秀的教学设计文章，希望可以对您的学习工作中带来帮助！学习主题介绍学习主题名称：选修7 unit1 Living well主题内容简介：本单元以残疾及残疾人生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战及取得的成就。

通过本单元的学习，可以帮助残疾学生树立生活的信心，激励他们实现自身价值;同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享和谐美好生活。

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

同时了解怎样才是真正理解，尊重，关心，帮助残疾人。

(2) 培养学生自主、合作、探究能力和创造性思维能力。

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

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

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

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

但是学生对于这种新颖的方式会乐于接受，充满兴趣。

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

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

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