人教版新课标高中英语选修7精品教案全套

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.St atus2.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。

选修7 Unit 1 Living wellPeriod 1 Warming up & Reading一、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, make fun of.b. 理解和运用以下重点句型1. I have to adapt to my disability.2. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.2. 能力目标a. 通过对段落结构的分析,使学生掌握scanning的阅读技巧.要提高他们的阅读速度和快速寻找信息的能力,培养他们分析和概括能力.b. 让学生理解残疾人及其生活情况,使学生明白身体有残疾并不意味着生活不如意,但他们在日常生活和工作中比健全人面临着更大的挑战.3．情感目标a. 结合个人经历,充分体验残疾人的感受,提高学生理解、尊重、关心和帮助残疾人意识.加强合作意识、陶冶情操,培养正确的审美观和价值观.b. 在师生互动的活动中,加强教师的亲和力,增进彼此的了解与沟通,充分发挥情感教学的优势（三）教学重点与难点1．教学重点：理解残疾人身残志坚,以积极的态度快乐生活的故事,提高学生理解、尊重和关心他人的意识.2．教学难点：帮助学生理解残疾人所面临的种种困难,增强学生的同情心与爱心,引导他们珍惜时间,珍惜生活.二、教学方法新课改不仅注重知识的传授,也注重学生能力及情感态度价值观的培养.根据教学内容及学生实际,我采用以下教学法：1．任务型教学法本课选择任务型教学,如要求学生课前预习阅读文章,课堂进行小组讨论,填写信息表及概括段落大意等,培养和强化学生的语言实践能力和自主学习能力.2．多媒体辅助教学法利用多媒体展示相关图片及播放影片,激发学生学习兴趣,提高课堂教学效率.三、学习策略利用网络和影视资源,主动拓宽英语学习渠道,创造和把握学习英语的机会；积极参与讨论和问答等英语学习活动.四、教具准备制作多媒体课件.五、课前准备布置预习任务,要求学生以学习小组为单位在课前通过查阅书籍和英特网等收集残疾人及其生活、学习和工作等的故事.六、教学过程Step 1 Lead-inHow 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）B .mental disabilitydepression, learning difficulty brain injury phobias (恐惧症) …Step 2 Warming up Do you know ?Do you know any famous people who are disabled? What do they do?1) 霍金肌萎缩性侧索硬化症无边界条件的量子宇宙论“Even as he sits helpless in his wheelchair, his mind seems to soar ever more brilliantly across the vastness of space and time to unlock the secrets of the universe.”高尔基说过,在自然剥夺了人类用四肢走路的本领时,它就给予他一根拐杖,那就是理想.而霍金无疑为这句话做了最完美的诠释. 他以瘦弱之躯挑战生理极限的勇气以及霍金式的顽皮笑容都向世人证明了：他赢了！2) Ludwig Von Beethoven 路德维希·范·贝多芬（1770-1827）德国伟大的作曲家26岁时听觉衰退35岁时完全耳聋……——世界不给他欢乐他却创造了欢乐给与世界3) Hellen Keller（1880-1968）1964年被授予美国公民最高的荣誉——总统自由勋章次年又被推选为世界十名杰出妇女之一主要著作:《我生活的故事》《愿我们充满心》《从黑暗中出来》《我的后半生》张海迪五岁时因患脊髓血管瘤,高位截瘫自学掌握了英语日语德语和世界语当代知名作家翻译家4) Vincent Van Gogh Epileps癫痫症painter5) Beethoven Deaf Musician6) Franklin Roosevelt 1882--- 1945, America .a disease in legs and had to use wheel chairthe 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.7) Hu yizhou （胡一舟）1978--- ,China some problems in his brain. His IQ is only 30.A famous conductor (指挥家）8) Sanglan（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）9) Kwan-yin of 1,000 hands10) Ma Li, Zhai Xiao WeiStep 3 Pre-readingWhat kind of disease does Marty have? Muscle disease.肌肉疾病症状包括肌肉萎缩和肥大、肌无力和活动后无力加重、肌肉自发疼痛和压痛、肌痉挛和痛性痉挛、肌强直和肌张力低下等.Step 4 Skimming1.Read the text quickly and find out the main idea of the text.Though Marty is a disabled person, he never feels sorry for himself and he enjoys his life.Step 5 While-readingChoose the best answer.1. Marty is ____ person.A. a healthyB. an illC. a disabledD. a rich2. Marty has ____disease.A. a mentalB. a muscleC. an eyeD. a leg3. What’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 false?A. Although a few students 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.5. From the passage we can infer that Marty ______.A.asks others to feel sorry for him.B. never loses heart.C. is afraid of being made fun ofD. will not accept any encouragement6. Which of the following is TRUE?A. The doctor finally knew Marty’s disease.B. The doctor knew how to cure Marty.C. No one in the world had the disease.D. No one could give Marty’s disease a nam e.7. We can infer that Marty _____.A. will lose heat.B. feels sorry for being disabled.C. has a life full of challenge.D. feels lonely.Step6 Post-reading Comprehending1.Problems caused by his disability1. weak and can’t run or climb stairs as quickly as others.2. clumsy and often drops things or bumps into furniture3. can’t play football and can only enjoy football matches from a bench at the stadium4. has missed a lot of lessons5. felt stupid because of being behind the others2.What Marty does in spite of his disability1. enjoys writing and computer programming2. invented a computer football game3. looks after pets4. disability has helped me grow stronger psychologically and become more independent3.Write a short summary for each paragraph.Paragraph 1: An introduction to Marty and his muscle disease.Paragraph 2: How the disability developed.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.Step 7 ConclusionDisabilities 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 they should keep in mind they can also live well, even achieve great success.Step 8 Homework:1）Retell Marty’s story according to the reading.2）Surf the internet to learn more about the lif e of disabled people.板书设计Unit 1 Living wellWhat kind of person is Marty?brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independ选修7 Unit 1 Living wellPeriod2Language Learning一、教学目标1. 知识目标a. 重点词汇和短语disability, disabled, eyesight, ambition, beneficial, adapt, absence, fellow, annoyed, encouragement, conduct, resign, basement, accessible, latter, stupid, clumsy, all the best, all in all b. 重点句型The infinitive:1. as the subject2. as the predicative3. as the object4. as the object complement5. as the adverbial6. as the attribute2.能力目标Enable students to use the infinitive.二、教学重点The use of some key words and expressions and the infinitive.三、教学难点Different functions of the infinitive.四、教学方法Explaining and practicing.Teaching aids教具准备Multi-media computer.五、教学过程Step ⅠRevisionAsk several students to retell Marty’s story. Show Marty’s mini bio on the PowerPoint.My 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:•Enjoying writing and computer programming•Going to the movies and football matches when I am well enough•Spending a lot of time with my pets—two rabbits, five mice, a tank full of fish and a snake Ambition: to work in the computer industryMotto: live one day at a timeT: Yesterday you wer e asked to retell Marty’s story. You may refer to his mini bio on the PowerPoint. Now who would like to have a try?…Step ⅡDiscovering useful words and expressionsDeal with Ex1 && Ex2 in Discovering useful words and expressions. After dealing with Ex1, askstudents to do Ex2 in groups. Then check the answers with the whole class. Show the suggested answers on the PowerPoint.Deal with Ex1 && Ex2 on Page 48. Students are asked to do the exercises in groups. Then show the suggested answers on the PowerPoint.As for Ex3, ask 10 students to translate the 10 sentences. And give them immediate help when necessary.Step ⅢDiscovering useful structuresShow some sentences that contain the infinitive and ask students to identify its function.It is good to help others. (subject)It is my ambition to make sure that the disabled people in our neighbourhood have access to all public buildings. (subject)My ambition is to work in the computer industry when I grow up. (predicative)I don’t have time to sit around feeling sorry for myself. (attribute)I am the only student in my class to have a pet snake. (attribute)A big company has decided to buy it from me. (object)My fellow students have begun to accept me for who I am. (object)I have had to work hard to live a normal life. (adverbial)Some days I am too tired to get out of bed. (adverbial)We must call on local government to give financial assistance to disabled people. (object complement)Note: The following verbs are normally followed by the infinitive.afford, agree, appear, arrange, ask, attempt, care, choose, claim, come, consent, dare, decide, demand, deserve, determine, elect, endeavour, expect, fail, get, guarantee, hate, help, hesitate, hope, hurry, intend, learn, long, manage, mean, need, offer, plan, prepare, pretend, promise, refuse, say, seem, tend, threaten, want, wishFor example:I can’t afford to go to the pub.He agreed to practise more.You should learn to express yourself.They managed to fix the problem.Explanation of the Gerund and the InfinitiveSome words can be followed by either the infinitive or the -ing form. Please pay attention when there is no difference in meaning and when there is difference. Show the following on the PowerPoint.Gerund and Infinitive (no difference in meaning)We use the Gerund or the Infinitive after the following verbs:begin He began talking.He began to talk.continue They continue smoking.They continue to smoke.hate Do you hate working on Saturdays? Do you hate to work on Saturdays?like I like swimming. I like to swim.love She loves painting. She loves to paint.prefer Pat prefers walking home. Pat prefers to walk home.start They start singing. They start to sing.We use the Gerund or the Infinitive after the following verbs. There are two possible structures after these verbs. Gerund: verb + -ingInfinitive: verb + person + to-infinitiveadvise They advise walking to town.They advise us to walk to town.allow They do not allow smoking here.They do not allow us to smoke here.encourage They encourage doing the test.They encourage us to do the test.permit They do not permit smoking here.They do not permit us to smoke here.We use the following structures with the word recommend:recommend They recommend walking to town.They recommend that we walk to town.Some verbs have different meanings. (when used with Gerund or Infinitive)GERUND INFINITIVEforget He’ll never forget spending so much money on his first computer.Don’t forget to spend money on the tickets.go on Go on reading the text. Go on to read the text.mean You have forgotten your homework again. That means phoning your mother. I meant to phone your mother, but my mobile didn’t work.remember I remember switching off the lights when I went on holiday.Remember to switch off the lights when you go on holiday.stop Stop reading the text. Stop to read the text.try Why don’t you try running after the dog?I tried to run after the dog, but I...Using structuresDeal with the exercises on Page 49.Do Ex2 first and then do Ex3.Ask students to do Ex1 in their exercise books after class.Step ⅣHomeworkGo over the key words and expressions.Go over the grammar.Finish Ex1 on Page 49.选修7 Unit 1 Living wellPeriod3 Integrating skills(Ⅰ)一、教学目标1.目标语言a. 重点词汇和短语assistance, companion, graduation basement, congratulate, all the best, accessibleb. 功能句式Expressions used to offer congratulations and best wishes.2. 能力目标Enable students to offer congratulations and best wishes.Enable students to write a letter of suggestion.3.学能目标By proper language input, students learn to offer congratulations and best wishes and write a letter of suggestion.二、教学重难点Offer congratulations and best wishes.Learn to write a letter of suggestion.三、教学方法Listening, speaking, reading and writing.四、教具准备Multi-media computer.五、过程与方式Step ⅠLead-inTalk about Mount Kilimanjaro in Africa. Ask some questions about it. Show the following on the Power-Point.T: Good morning / afternoon, class!Ss: Good morning / afternoon, Mr. / Ms ...T: Which mountain is the highest in Africa?Ss: Mount Kilimanjaro.Show the pictures and introduction of Mount Kilimanjaro on the PowerPoint.Step ⅡListeningT: Do you think it easy to climb Kilimanjaro?Ss: Of course not.T: It is not easy to climb it. It is more difficult for people with disabilities. But Barry Minto made it. And he became famous. He is being interviewed on the radio. Now let’s l isten to the interview. Deal with Exx 1-4 on Pages 6-7. Play the recording several times if necessary.Step ⅢSpeakingStudents are asked to work in pairs to practice offering congratulations and best wishes.Show the useful expressions on Page 7 on the PowerPoint.a) used when you want to congratulate someone—“I’ve just passed my driving test!”—“Congratulations!”b) words saying you are happy that someone has achieved somethingGive Tom my congratulations.Give the following two situations for students to practice offering congratulations and best wishes. Situation 1: Your friend is going to take part in the 2005 “CCTV Cup” English Speaking Contest. Situation 2: Your friend has won the first prize in the 2005 “CCTV Cup” English Speaking Contest.Step ⅣReading, speaking and writingShow pictures of a cinema, including inside and outside facilities. Ask students to discuss what problems that people with disabilities sometimes have in a cinema. Divide students into different groups. They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Make sure all students have their own opinions.After the discussion.T: Now please stop discussing. Alice is a warm-hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built, she wrote a letter to make suggestions. Here is the letter that gives suggestions to an architect who is to design the new Bankstown cinema. Let’s find out what suggestions Alice gives.SkimmingStudents can find the answers quickly, because they are printed in the pink color.Careful readingHelp students to analyze the letter so that they will learn how to write a letter of suggestion.T: Now please read the text carefully and think about the questions in Ex3on Page 8.After students read the text carefully, they will discuss the questions in Ex3 in groups. Several minutes later, check the answers with the whole class.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.T: After you read Alice’s suggestion letter, do you know how to write a letter of suggestion? Please discuss in groups. Then we will work together to write a format of a suggestion letter.After the discussion, show the following on the PowerPoint or print it out.Step ⅤPracticeDeal with Ex 4-6 on Page 9.Step ⅥHomeworkWrite a letter of suggestion to the architect.选修7 Unit 1 Living wellPeriod4 Integrating skills(Ⅱ)一、教学目标1.能力目标Learn the story how Zhang Y uncheng achieves his ambition.How to write a summary.2.学能目标Enable students to realize nothing is impossible.Inspire students to study hard by Zhang Yuncheng’s story.二、教学重点How challenging it is for Zhang Y uncheng to keep writing and how he overcomes the problems he faces every day.三、教学难点How to improve their writing.四、教学方法Reading and writing.五、教具准备Multi-media computer.六、教学过程与方式Step ⅠRevisionCheck the homework.Ask some students to say something about Braille.Present the following on the PowerPoint.About BrailleDeal with Ex1 on Page 50.Step ⅡListeningAfter dealing with Ex1, continue with Ex2 on Page 50. Students are required to do this exercise individually. Because students have read something about Braille, they won’t have difficulty in the listening exercises. After listening to the tape, check the answers with the whole class.Ex3 requires students to listen for events on the timeline. Before playing the tape, ask students to look through the questions first. According to the questions, students may make predictions about the listening materials. From this exercise and Ex1 on Page 46, students will learn to describe events according to a timeline. Play the tape again if necessary. Then check the answers with the whole class.Step ⅢReading and writingAfter learning something about Braille, deal with READING AND WRITING TASK on Page 51. Present some pictures of Zhang Yuncheng on the PowerPoint.T: Look at these pictures. Do you know who he is?Ss: Zhang Yuncheng, a writer with disabilities.T: Yes, he has published a book entitled Jiaru Wo Neng Xingzou Santian (Three Days to Walk), taking its example from Helen Keller’s remarkable story “Three Days to See.” Now let’s read his story on Page 51.Fast readingAsk students to scan the text and write a mini bio for Zhang Yuncheng.Show the following on the PowerPoint.Careful readingDeal with Ex1 on P52. Ask students to write a short text of 150 words about Zhang Yuncheng. First they should read the text carefully and then pick out 7-8 important facts from the text in preparation for writing.WritingStudents are asked to write the opening 1 or 2 sentences of the text. They should say something about who Zhang Y uncheng is, how old he is, what his disability is, and what he has achieved. When students have finished the opening sentences, they will be asked to write the rest of the text. Step ⅢSpeakingIf time allows, deal with SPEAKING TASK on Page 52.Step ⅣHomeworkFinish PROJECT on Page 53.选修7 Unit 1 Living wellPeriod5 Grammar定义：动词不定式是非谓语动词的一种,它没有人称和数的变化,在句子中不能独立作谓语,但它仍保持动词的特点,可以有自己的宾语和状语. E.g. He wants his students to read the book aloud.主动形式被动形式一般式to do to be done完成式to have done to have been done进行式to be doing 无完成进行式to have been doing 无一、不定式的意义1. 不定式的一般式：2. 不定式的进行式：进行式表示动作正在进行,与谓语的动作同时发生.3. 不定式的完成式：如果不定式所表示的动作或状态发生在谓语动词所表示动作或状态之前,就用完成式；若是在此基础上的被动含义,就用完成被动式( to have been done).4. 不定式的完成进行式：如果不定式的动作是在谓语所表示的时间之前一直在进行或有可能继续进行的动作,就要用完成进行式.二、不定式的用法：1. 不定式做主语：1)不定式作主语时,谓语用单数To do such things is foolish.2）主系表结构To see is to believe.3)it形式主语.当主语较长,谓语较短时,常用it做形式主语,而将不定式放到谓语的后面.常用于下列结构中：(1)It is/was +adj.+(of sb.) to do…（如good/ kind/ nice/ clever/ foolish/ selfish…）(2)It is +adj.+(for sb.)+to do…（如easy / difficult / hard / / unwise / possible/ necessary…）(3)It is +a/an +名词+ to do...（如a pity/ a shame / a pleasure /one’s duty / an honor …）(4)It takes (sb.) some time / courage / patience …to do…(5)It requires courage / patience / hard work… to do…2. 不定式做表语：主语多用aim, duty, hope, idea, intention, plan, job, suggestion, wish, purpose 等抽象名词或以what 引导的名词性从句表示,后面的不定式说明其内容,不定式作表语常表示将来的动作或状态.EX: 1）What I would suggest is _______________ at once. 我的建议是马上开始工作.2）________________________________________________ 最主要的任务是保持我们房间的整洁.3. 动词不定式作宾语：ask, agree, care, choose, demand, decide, expect, fail, help, hope, learn, manage, offer, plan, prepare, pretend, promise, refuse, want, wish等只能用动词不定式作宾语口诀（接不定式作宾语的动词）：想要学习早打算（want learn plan）快准备有希望（prepare hope wish expect）同意否供选择（agree offer choose）决定了已答应（decide be determined promise）尽力去着手做（manage undertake）别拒绝别假装（refuse pretend）失败不是属于你（fail）e.g.汤姆拒绝借他的笔给我.___________________________________________*注意:1某些及物动词可用-ing也可用动词不定式作宾语但意义不同stop/ go on/ remember/ forget/ regret/ try/ mean…2某些及物动词think, believe, consider, feel, find, make等后常用it作形式宾语e.g. Technology makes _____ _________ ______ ________ our dream.科技使我们的梦想实现成为可能.4．动词不定式做定语：当不定式的逻辑主语是句子的主语时,要用主动表被动.I. 不定式作定语需要后置.II. 作定语的不定式与被修饰的名词或代词存在着三种主要的逻辑关系,即被修饰的名词和代词是不定式的逻辑主语（逻辑上的主谓关系）或逻辑宾语（逻辑上的动宾关系）或修饰性关系（同位关系）.1)动宾关系: EX:1)I have a lot of work_______（要做）2)Give me a piece of paper___________(写)2)主谓关系: EX: Women and children were the first___________________________（登上救生艇）3)修饰性关系: 不定式前的名词是它修饰的对象,它所修饰的词多为抽象名词.need, time, way, right, chance, courage, reason, wish, movement.eg: There is no need for him to come. He has no time to read the book.注意．为动宾关系的不定式,必须是及物动词或不及物动词加介词；如果不定式所修饰的词是way 或place, 介词可省略.e.g. It is a comfortable sofa ____________ (sit).He has no way ___________ (go). This is the best place _____________ (work)5. 宾语补足语: eg: He wants you to be his assistant. I saw her cross the street.[注1] 如果谓语动词为感官动词或使役动词,则作宾补的不定式不可带to,这些动词有see, hear, feel, watch, notice; have, make, let等.eg :I felt my blood run cold. What made you think like that?但如果句子是被动语态,则to不可省略.He was made to clean the windows as a punishment. Someone was heard to come up the stairs.[注2] help后可以直接用带to或不带to的不定式作宾语.They helped (to) carry the furniture upstairs.6. 不定式做状语: 不定式做状语修饰动词、形容词、副词等,表示目的、原因、结果、条件等,其逻辑主语就是句子的主语.e.g. To learn a foreign language well, you must try your best.(主语一致)I rushed to the airport, only to find that John had gone.7. 同位语: e.g. Is this your purpose, to avoid being punished?8. 独立成分: e.g. To tell you the truth, I don’t like you.类似的有：to be frank坦率地说,to cut a long story short 长话短说,等等三、不定式的否定式：通常是在不定式前加not,表示较强的否定意义时可用never.e.g. I told him not to touch the equipment. You must promise never to do that again.四、动词不定式的“省略”1、不定式省to1）在had better, would rather, would rather...than, would sooner...than（宁愿……而不）, cannot but（不得不、只好）, why (not)等结构后面的不定式符号to通常被省略.翻译：1. _________________________________________ 你最好告诉她真相.2. What could he do but forgive her? _____________________________2）动词不定式短语作介词but, except, besides的宾语,且介词之前有行为动词do或它的其它形式时,不定式符号to通常被省略.EX: What do you like to do ________________? 除了游泳,你还喜欢干什么?区别：1.My mother could do nothing ______________the doctor to arrive. 妈妈只好等着医生到来.2. Now he had given himself no choice __________________. 当时他毫无选择的余地,只好告诉她.3）两个或多个不定式短语表示并列关系时,后面不定式短语的不定式符号to通常被省略;如果表示对比关系,则不定式中的不定式符号to通常要保留.eg: They didn’t tell me whether to go on or to stop.(对比关系)他们没有告诉我是继续下去还是停止.She told the child to stay there and wait till she came back.(并列关系)她让孩子待在那里等她回来.4）在某些感官动词或使役动词(如hear, listen to, notice, observe, see, watch,make等)之后充当宾语补足语的不定式中,不定式符号to总是被省略,但在被动语态的句子中,不定式符号to通常要保留.如:__________________________________________ 他们让那个人干了一个早晨.That man _______________________ all the morning. 那个人被要求干了一个早晨.2、不定式省do留to1）为了避免重复,在hope, wish, want, like, love, decide, plan, mean, prefer, want, have to, be able to, be going to, used to, ought to等动词及习语后面出现与上文相同的不定式时,常保留不定式符号to,而把其它部分省略.e.g. Ms King lied to us because she had to.注意：在特定的上下文中,为了避免重复,如果不定式为一般式to be...或完成式to have done时,则不定式符号to和be或have常一并保留,be或have之后的部分通常要省略.如:－Aren’t you the headmaster? 你难道不是校长吗?－No, and I don’t want to be. 我不是,而且我也不想当.－Hasn’t he finished writing the report? 难道他还没写完报告吗?－No, but he ought to have. 是的,但他本来应该写完.2）当不定式在ask, advise, persuade, wish, allow, permit, tell, expect, force, invite, beg等动词后面充当宾语补足语时,为了避免重复,常保留不定式符号,而把后面的动词省略.She wants to come but her parents won’t allow her to.If he doesn’t want to go there, don’t force him to.He didn’t come, though we had invited him to.学以致用：1.The teacher told them ________ make so much noise.A.don’tB.not Cwi ll not D.not to2.Our master often told us _______ things for granted.A.not to haveB.not to takeC.didn’t takeD. not to make3.Tell him _______ the window.A.to shut not Bnot to shut C.to not shut D. not shut4. The boy wanted to ride his bicycle in the street, but his mother told him ______.A. not toB. not to doC. not do itD. do not to5. Mrs Smith warned her daughter ________ after drinking.A. never to driveB. to never driveC. never drivingD. never drive6. The patient was warned _______ oily food after the operation.A.to eat notB. eating notC. not to eatD. not eating7. The workers want us ________ together with them.A. workB. workingC. to workD. worked8. They would not allow him ________ across the enemy line.A. to risk goingB. risking to goC. for risk to goD. risk going9. I saw him _______ out of the room.A. goB. had goneC. has goneD. goes10. They knew her very well. They had seen her _______ up from childhood.A.growB.grewC. was growingD.to grow11. I’ve heard him _______ about you often.A. spokeB. speaksC. speakD.to speak12. Though he had often made his little sister _____, today he was made ______by his little sister.A.cry；to cryB.crying；cryingC.cry；cryD.to cry；cry13. He was made _________.A. goB. goneC. goingD. to go14. John was made _______ the truck for a week as a punishment.A. to washB. washingC. washD. to be washing15. Paul doesn’t have to be made _______. He always works hard.A. learnB. to learnC. learnedD. learning16. There’re so many kinds of tape-recorders on sale that I can’t make up my mind _____ to buy.A. whatB. whichC. howD. where17. There isn’t any difference between the two. I really don’t know _________.Awhere to choose B.which to chooseC. to choose whatD. to choose which18.“ Have you decided when ______?” “ Yes, tomorrow morning.”A.to leaveB.to be leavingC.will you leaveD. are you leaving19. Last summer I took a course on ________.A. how to make dressesB. how dresses be madeC. how to be made dressesD. how dresses to be made20. He doesn’t know ______ to stay or not.A. whetherB. ifC. eitherD. if he will21. She pretended _______ me when I passed by.A.not to seeB. not seeingC. to not seeD. aving not seen22.--The light in the office is still on. -- Oh, I forgot _______.A. turning it offB. turn it offC. to turn it offD. having turned it off23We agreed _________ here but so far she has n’t turned up yet.A. having metB. meetingC. to meetD. to have met24. Little Jim should love _______ to the theatre this evening.A. to be takenB. to takeC. being takenD. taking25. I would love ______ to the party last night but I had to work extra hours to finish a report.A. to goB. to have goneC. goingD. having gone选修7 Unit2RobotsPeriod 1 Warming up & Reading一、教学目标1. 目标语言a. 重点词汇和短语fiction, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, pile, scan, fingernail, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful,affair, firm, firmly, declare, victory, envy, marriage, test out, ring up, turn around, leave aloneb. 重点句型She felt embarrassed and quickly told him to go.Claire thought it was ridiculous to be offered sympathy by a robot.By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affair.2.能力目标Help students to learn about robots and science fiction.3.学能目标Enable students to realize science fiction reflects scientific thought; a fiction of things-to-come based on things-on-hand.二、教学重点Enable students to grasp what Tony did to help Claire and how her emotion developed during Tony’s stay at her house. Help students to s um up characteristics of science fiction.三、教学难点How Claire’s emotion developed during Tony’s stay at her house.四、教学方法Discussing, explaining, reading and practicing.五、教具准备Multimedia computer.六、教学过程与方式Step ⅠWarming upDeal with Warming Up. Present photos of different kinds of robots. Then ask them to say something about his or her favorite robot.Step ⅡPre-readingAsk students to discuss the questions in Pre-reading in groups. Students are encouraged to speak out their opinions freely, no matter what it is. Encourage students to use their imagination.Step ⅢReadingDeal with the reading part.ScanningAsk students to scan the text and find out what Tony looks like.T: OK. I’m glad you had a heated discussion. Now I’d like you to meet Tony—a robot that looks exactly like a human being. He is a character in the science fiction Satisfaction Guaranteed by Isaac Asimov. Please read the text and find the answers to the following questions.Show the following questions on the PowerPoint.1. What did Tony look like?2. What did Tony do to make Claire and her home elegant?。

人教版高中英语选修七全册教学设计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 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.Difficulties He can't run or climb stairs as quickly as other people. 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.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。

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.41/ 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?41/ 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 ______.41/ 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 atschool. Paragraph 3：How his life has become easier. Paragraph 4：The advantages of his disease. Paragraph 5：Scanning for detailed information2．detailed the to locate read students to 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.Difficulti41(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C．Because they would transplant(Because they wanted to find out the cause of the disease. ．DD：Key (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 mini for a to work students 1.Ask to together writeaccording to the text.41/ 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.总结提升Step 5Ask 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 for feel does life a Marty B．leads meaningful and not sorry disabled.41/ 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 accept D．Marty will not 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。

高中英语选修七教案在现代教育体系中，高中英语教学旨在培养学生的语言运用能力，增强跨文化交际意识，并提升学生的综合素养。

作为英语教师，设计一份高效、实用的教案至关重要。

今天，我们就以高中英语选修七为例，来探讨如何制作一份符合学生需求的教案范本。

首先，我们要明确教案的教学目标。

这些目标应当具体、可测量，并且与课程标准紧密相连。

例如，对于选修七的某个单元，我们可以设定如下目标：学生能够理解并使用单元中的关键词汇和表达方式；能够通过阅读提高获取信息的能力；能够在听力练习中准确把握主旨；以及能够在口语活动中流利表达个人观点。

接下来，是教学内容的选择与安排。

根据选修七的课程特点，我们应选取贴近学生生活的话题，同时结合语言点、语法结构等进行有机融合。

例如，如果单元主题为“环境保护”，则可以通过引入真实的环保新闻材料，让学生在讨论中学习相关词汇和表达方法。

教学方法的选用也是编写教案时不可忽视的一环。

有效的教学方法可以激发学生的学习兴趣，提高课堂效率。

如采用任务型教学法，设置情境模拟、角色扮演等活动，让学生在完成任务的过程中自然而然地掌握知识。

此外，信息技术的合理应用，比如多媒体教学、网络资源的利用，也将极大丰富教学手段。

评价与反馈机制同样重要。

教案中应包含对学生学习效果的评价方式，这可以是形式多样的测试，也可以是日常的观察记录和学生的自我评价。

及时、有效的反馈能够帮助学生认识到自己的不足，进而调整学习策略。

最后，教案的编写还应考虑到个体差异。

不同的学生有不同的学习风格和接受能力，因此教案设计时应留有一定的弹性空间，允许教师根据实际情况做出适当调整。

综上所述，一个优秀的高中英语选修七教案范本应具备清晰的教学目标、合理的内容安排、多元化的教学方法、有效的评价与反馈机制，以及适应学生个体差异的灵活性。

通过这样的教案，不仅可以帮助学生构建扎实的语言基础，还能够培养其自主学习和批判性思维能力，为其未来的学术和职业发展打下坚实的基础。

Module 7Unit 1 Living well Ｉ．单元教学目标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。

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 W ARMING 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 andexpressions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。

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。

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 performanceLet’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。

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。