高中英语人教版选修7Unit1LivingwellUsinglanguage教案(系列三)

Unit 1 Living wellⅠWarming up1. Game playing: Take out a piece of paper and a pen, then draw a face on the paper with your eyes close.How did you feel when you were doing so?2. Do you think people with a disability can live well?Can you name some famous disabled people?What can you learn from them?Conclusion: They’re broken in body but firm in spirit. （身残志坚）3. Do they face more challenges in life?Would you like to read some stories about them?ⅡPre-reading: get close to “family village”Q: What is the website about?A: It tells stories of the disabled.ⅢReading: MARTY’S STORYⅰFast reading for general ideas.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. Playing professional football and possibly representing his country in the World Cup.B. Being a doctor.C. Being a college student.D. Being a basketball player.4. Which of the following is TRUE?A. The doctor could give Marty’s disease a name.B. The doctor knew how to make Marty well.C. Someone in the world could cure the disease.D.No one could give Marty’s disease a name.5. 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 disability has made him more independent.Medical Record of MartyName: MartyGender: maleDisease: an unknown muscle diseaseSymptoms: clumsy and drop things or bump into furnitureⅱSecond reading: Match the main idea of each paragraph.Para.1: How his life has become easierPara.2: The advantages of his diseasePara.3: An introduction to Marty and his muscle disease.Para.4: How his disability developedPara.5: Marty met a lot of difficulties at school.ⅲThird reading1. In what does Marty tell his story? ( He tells his story in order of time.)before 10: What kind of life does he lead? How did he feel at that time?after 10 : What happened to him? What about his feeling? What was his problem when he was in primary school?at high school: How did he describe his life at high school?now: How is his life like? What about his feeling?2. How did his feeling change?Conclusion: the change of Marty’s feeling:happy3. What kind of person do you think Marty is?From his motto: Live one day at a time, we can see that Marty is an /a optimistic, brave, stupid, pessimistic, independent, strong-minded…person.4. Why has his fellow students’ conduct change d towards Marty?A. Because they are now high school students.B. Because they are all disabled people.C. Because Marty is now a healthy boy like them.D. Because they found that Marty was able to live as rich and full a life as everyone else.ⅳ SummaryMarty Fielding has a muscle disease that sometimes makes him very weak and he can’t run or climb stairs as quickly as other people. The doctors don’t know how to make him better. Fortunately, Marty has learned to adapt to his disability. He used to dream about one day playing professional football and representing (represent) his country in the World Cup. He doesn’t look any different from other people. So sometimes kids laugh at him when he gets out of breath. Life is much easier (easy) at high school than it was at primary school. Even when he is made fun of, he does not get annoyed. (annoy) Disabled as he is, Marty has become stronger and more independent. He suggests that we normal people should give the disabled more encouragement rather than laugh at them.品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。

Unit 1 Living well教学目标目标语言重点词汇和短语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, encouragementb. 重点句型…but I am very outgoing and have learned to adapt to my disability.Every time I returned after an absence, I felt stupid because I was 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.2. Ability goals能力目标Help students to learn about disability and life of the disabled. Enable students to know that people with disabilities can also live well.3. Learning ability goals学能目标By talking about disability and life of the disabled,students will learn some positive stories of the disabled. This will help them understand more about how challenging life can be for the disabled.Teaching important points教学重点How positive stories of the people with disabilities inspire others.Teaching difficult points 教学难点How to help students understand the difficulties the disabled have to overcome.Teaching methods教学方法Discussing, explaining, reading and practicing.Teaching aids教具准备Multi-media computer.Teaching procedures && ways教学过程与方式Step I Lead-inDeal with Warming Up. First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then play some videos or show some photos of people with disabilities. Students will be asked 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. / Ms ...T: I think most of you should have learned about Helen Keller, a great woman in American history. Although she was deaf and blind, she became a role model for millions of people. Here I’d like to share one of the quotes from her with you.Although the world is full of suffering, it is full also of the overcoming of it.T: The world is full of suffering, especially for those disabled people. Do you happen to know anyone with a mental or physical disability? What are their lives like?S1: My neighbor, a 6-year-old girl, can not speak. She is dumb. She cannot play with other children.T: Then how can she make herself understood?S1: She has to use body language and sign language. I find it very hard to understand her. But her family can understand her very well.T: OK, anyone else?S2: One of my friends doesn’t like school. We are of the same age. He should be in high school. Unluckily he can only stay at home. Because whenever he comes to school, he feels sick and cannot help trembling. He is afraid of school, whenever he hears the word “school”, he sweats and feels very nervous.I think he has a mental disability.T: I feel sorry for your friend. Perhaps he has experienced something unpleasant in school. I think he should see a doctor.S2: He has been visiting a doctor. I hope he will get well soon.T: I hope so. Now let’s watch some short videos (or look at some photos) of some disabled people. Please discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.Show the list of disabilities on the PowerPoint.After discussion, 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?S3: I think Rosalyn has learning difficulty. Generally speaking, those who have learning difficulty are good at sports and clever at hands.T: OK, what about Richard?S4: Everyone can see he has difficulty with eyesight, because he is wearing glasses. He also looks very weak, maybe he has severe illness.S5: I guess he may have lost an arm or leg, for we cannot see his arms or legs in the picture.S6: He cannot have lost an arm or leg, for next year he will train to be a teacher. How can a person without an arm or leg be a teacher?T: That sounds reasonable. OK, what about Sally?S7: Sally may have a severe illness, for she has a very busy life. In my opinion those who know they are dying always keep themselves very busy.T: Sound like that. Let’s come to Gao Qiang.S8: From the picture it is hard to guess what disability Gao Qiang has. Maybe he has walking difficulty.S9: It is hard to say. If he has walking difficulty, I will admire him very much, for he takes dancing lessons...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 passage about “Family village”in pre-reading carefully and find out the purpose of the website. Then show the suggested answers on the PowerPoint.Suggested answers: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 passage.ScanningAsk students to scan the text and find problems Marty has in his life and what he does in spite of his disability.T: First I’d like you to do scanning and then fill in the chart with the information you get from the text. After you have finished, please compare your answer with your partner’s.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 adjectives on the PowerPoint.brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupidT: 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 questions on Page 3. Deal with the next questions in the same way.Suggested answers:1. Marty seems to be a fairly positive person who considers he has a good life. He is realistic about his disability, but does not let this stop him doing as much as he can. He is a psychologically strong, independent boy.2. Missing lots of school, not being able to run around and play sports like other boys at his age, people not understanding that he has a disability.3. Marty keeps busy doing things that do not require physical strength, like computer programming. He has friends with whom he can go to movies and football matches and he has lots of pets. He also studies hard.4. They can accept people with disabilities like Marty for who they are rather than focus on their disability. They can encourage them to live rich and full lives.5. Because they found that Marty was able to live as rich and full a life as everyone else.6. Answers would vary.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: An introduction to Marty and his muscle disease Paragraph 2: How his disability developedParagraph 3: Marty met a lot of difficulties at schoolParagraph 4: How his life has become easierParagraph 5: The advantages of his diseaseSummaryAsk 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.My mini bioName:Status:Health:Interests and Hobbies:Ambition:Motto:A few minutes later show the sample 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 snakeAmbition: to work in the computer industryMotto: live one day at a timeExplanationDuring this procedure, play the tape for students. Students will underline the difficult sentences. After listening to the tape, explain the text and deal with the language problems.T: Now we will deal with some difficult language points. I will play the recording of the text for you. Please make a mark where you have difficulties.After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Pages 86-87.T: Do you have any difficulties with the text？S1: Could you please explain the sentence to us：I have learned to adapt to my disability.T: Before he developed the disease, he could run or climb the stairs as quickly as other people. But after he had the disease, he becomes very weak, so he cannot run very fast. It takes time for him to get used to slow pace. Besides this the disease has brought many other difficulties to him, he has to get used to living with the disease. So we can understand it like this: I have got used to living with the disease. Do you have any other questions?Ss: No.T: This is a very inspiring story. From Marty’s story, what have you learned?S1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow.S2: We shouldn’t feel sorry for them. That might hurt them.S3: We should help them in a clever way.S4: We should encourage them when they feel down....S8: Just having a disability doesn’t mean your life is not satisfying.T: I’m very glad all of you have learned something fromthe story. Please remember everyone can live well even if he has a disability. If you’d like to learn more about the life of disabled people, please surf the Internet.Step Ⅳ HomeworkRetell Marty’s story according to the mini bio.Surf the Internet to learn more about the life of disabled people.精美句子1、善思则能“从无字句处读书”。

Part 1: Teaching Design第一部分：教学设计Period 1: A sample lesson plan for reading(Marty’s story)AimsTo help students develop their reading abilityTo help students learn about living well.ProceduresI. Warming up by learning about disabilityWhat is disability?A disabled person is one who has a condition called a disability that interferes with his or her ability to perform one or more activities of everyday living. For example, locomotion (indoors and going outside), getting dressed, communicating with others.What are the types of disability?"Disability" can be broken down into a number of broad sub-categories, which can include the following:●Physical impairments affecting movement, such as muscular dystrophy, post-polio syndrome,spina bifida and cerebral palsy.●Sensory impairments, such as visual or hearing impairments.●Neurological impairments, such as epilepsy or dysautonomia.●Cognitive impairments such as Autism or Down Syndrome.●Psychiatric conditions such as depression and Schizophrenia.II. Pre-reading by visiting the Family Village websiteGet online to /index.htmlx.Welcome to the Family Village! We are a global community that integrates information, resources, and communication opportunities on the Internet for persons with cognitive and other disabilities,for their families, and for those that provide them services and support.Our community includes informational resources on specific diagnoses, communication connections, adaptive products and technology, adaptive recreational activities, education, worship, health issues, disability-related media and literature, and much, much more!So stop in, stroll around, and visit some of the Family Village's attractions. Simply click on a placeto explore and discover a cornucopia of useful information! Let us know what you like (or dislike)and visit often, for our village is constantly changing.III. ReadingTurn to page 2. We shall take Marty’s story this time.First we shall listen and read aloud to the recording of the text. Try to read aloud the text as loudly and correctly as possible.Then we shall go over the text to read it to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.IV. Transferring informationNow read the text again to complete the chart below.Marty’s storyWhy are there not many people in the world like me? Because: I have a muscle disease that sometimes makes me very weak and I can’t run or climb stairs as quickly as other people.I am clumsy and drop things or bump into furniture.What is my motto? Live one day at a time.When did I get weak? Up until I was about 10 years old, I was the same as everyone else inmy class.Then I started to get weaker and weaker.What was the worst thing about my life? One of the worst things about my disease is that I don’t look any different from other people.Do I have a good life? All in all, I have a good life.What is my ambition? My ambition is to work in the computer industry when I grow up. Iam the only student in my class to have a pet snake.What has my disability made me? In many ways my disability has made me grow stronger and more independent.What do I think of having a disability?Just having a disa bility doesn ’t mean your life is not satisfying.V. Drawing a diagram of the text and retell it with the help of the diagramVI. Closing down by talking about living well with disability ●To use goal setting and problem solving as the framework for de veloping healthy lifestyles●To practice healthy living when we have meaningful activities we want to do●To begin with why we want to be well●To develop tools and skills for healthy living, including healthy reactions and communication, managing depression, information seeking, physical activity, nutrition, and advocacy●To pursue meaningful goals despite limitations●To have a sense of belonging develops●To feel accepted and encouraged by peers Well-known people with disabilities Many people with disabilities have contributed to society. These include: American president Franklin Roosevelt (impaired movement as the result of polio), classical composer Ludwig von Beethoven (deaf in later years),King Richard III of England (childhood sickness allowed bones to malform, resulting in severecurvature of the back and extremely uneven legs)musician Stevie Wonder (blind) jazz pianist Marcus Roberts (blind) musician Ray Charles (blind)Def Leppard drummer Rick Allen (lost left arm in a car accident),comedian, actor, author, and monologist Greg Walloch (cerebral palsy),civil rights activist Helen Keller (deaf and blind),Cole Porter, musical theater composer (lost legs after riding accident)Classical actress Sarah Bernhardt (lost leg after a nasty fall)Stephen Hawking (who has Motor Neurone Disease and uses a wheelchair and speechsynthesizer),Deng Pufang - has paraplegiaBritish rock and roll singer/songwriter Ian DuryNicaraguan guitar player, singer and songwriter Tony Melendez (born without arms)Major league pitcher Jim Abbott (born without a right hand)Actress Marlee Matlin (deaf)Joseph Merrick ("the Elephant Man", severe neurofibromatosis)Christopher Reeve, actor famous for portraying Superman who became a quadriplegic after ahorse-riding accident,for others see list of people with disabilities.List of disabilityPhysical disability, Mobility impairment, Paralysis, Amputation, Multiple sclerosis, Parkinson'sdisease, Cerebral Palsy, Muscular dystrophy, Arthritis, Rheumatoid arthritis, Osteoarthritis, Stroke,Spina Bifida, Visual impairment, Blindness, Low vision, Color blindness, Cataract, Hearingimpairment, Chronic disease, Cancer, Autoimmune disease, AIDS, Multiple sclerosis, Renalfailure, Cystic fibrosis, Tuberculosis, Diabetes, Hypoglycemia, Chronic fatigue syndrome,dysautonomia, Spinal cord injury, Traumatic brain injury, Mental disability, Learning disability,Alzheimer's disease, Phobia, Agoraphobia, Acrophobia, Aleurophobia, Anxiety disorder,Depression, Bipolar disorder, Obsessive compulsive disorder, Schizophrenia, Neurosis,Developmental disability, Dyslexia, Down syndrome, Attention deficit disorder and ADHD,Hyperactivity, Autism, Other disabilities, Substance abuse, Alcoholism, Nicotine addiction, Illegaldrug abuse, Prescription drug abuse, SenilityAdditional MaterialsComplete the summary of the story with one word in each blank.Marty ’s storyMy name is Marty and I am “one in a 1_____”. In 2____ words, there are not many people in the world like me. I have a muscle 3____ that the doctors don ’t know exactly what is wrong with me and how to make me well. I don ’t know I will get worse as I get older, or I will stay the 4____ as IMarty ’s story Up until I was about 10 years old, I was the same as everyone else in my class. I don ’t l ook any different from other people. My life is a lot easier athigh school than it was atprimary school. I have a muscle disease.In many ways my disability has made megrow stronger and more independent. All in all, I have a good life.am now. I have learned to 5 _____ to my disability. My motto is: live one day at 6_____ time.One of the 7____ things about my disease is that I don’t look any different from other people. So sometimes kids at 8____ school laugh at me when I get out of 9____ after running just a shortway. Sometimes, I am too weak to go to school, so I have 10____ a lot of lessons and I am a bit11____ the others. My fellow students at high school are better. But there will always be a fewwho cannot see the real person 12 ____ my body, I do not get 13____, I just ignore them.All in 14 _____, I have a goo d life. I have a very busy life and I don’t have time to sit 15____ feeling sorry for myself. I like writing and 16____ programming. I spend a lot of time with mypets.In many ways my disability has made me grow stronger and more 17_____. I have had to workhard to live a 18 ____ life, but it has been worth it. If I had the chance/ to say one thing to healthykids, it would be this: Don’t feel sorry for the disabled or make 19 ____ of them, and donthem either. Just 20_____ them for who they are and give them encouragement to live as rich andfull a life as you do.（Key：1. million 2. other 3. disease 4. same 5. adapt 6. a 7. worst 8. primary 9. breath 10. missed11. behind 12. inside 13. annoyed 14. all 15. around 16. computer 17. independent 18. normal 19.fun 20. accept）Comprehension questions1. What is the most difficult thing that Marty hates to do?-sightedness.A. He can’t see clearly because of his nearB. He can’t walk as quickly as other people.C. The doctors can’t tell him what’s wrong with him.D. Kids don’t understand him and sometimes they laugh at him.2. Marty does the following to make himself happy except____.A. Raising lots of pets.B. Inventing a computer game.C. Going to the movies.D. Playing football with his friends.3. What can we do to help Marty and others like him?A. We can accept people disabilities for who they are.B. We should pay more attention to their disability and pity them all the time.C. We should help them to do things like normal people.D. We should feel sorry for them and ignore their disability.4. We can infer that Marty is a ___ person according to the passage.A. positiveB. poor and sensitiveC. strongD. dependent and easy-going(Key: 1.D 2.D 3. A 4. A)Notes to some difficult sentences1. Of course, there will always be a few who cannot see the real person/ inside my body, but Ido not get annoyed, I just ignore them. (Reading)“get/become+过去分词”　中, get为助动词。

Unit 1 Living well 说课稿精美句子1、善思则能“从无字句处读书”。

读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。

读大海，读出了它气势磅礴的豪情。

读石灰，读出了它粉身碎骨不变色的清白。

2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。

幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。

幸福是“零落成泥碾作尘，只有香如故”的圣洁。

幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。

幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。

幸福是“人生自古谁无死，留取丹心照汗青”的气节。

3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。

4、成功与失败种子，如果害怕埋没，那它永远不能发芽。

鲜花，如果害怕凋谢，那它永远不能开放。

矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。

蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。

航船，如果害怕风浪，那它永远不能到达彼岸。

5、墙角的花，当你孤芳自赏时，天地便小了。

井底的蛙，当你自我欢唱时，视野便窄了。

笼中的鸟，当你安于供养时，自由便没了。

山中的石！当你背靠群峰时，意志就坚了。

水中的萍！当你随波逐流后，根基就没了。

空中的鸟！当你展翅蓝天中，宇宙就大了。

空中的雁！当你离开队伍时，危险就大了。

地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。

朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。

选修7 Unit 1 Living wellPeriod3 Integrating skills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 listen 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.。

Unit 1Living wellPeriod 1Warming Up，Pre－reading and Reading教材分析Warming Up is made up of two parts：discussing and talking.The purpose is to get students interested in the topic “disabilities”．The teacher first asks students to talk about people with a mental or physical disability to see how much they know about disabilities.Next，ask students to look at the pictures and read what these people have achieved even though they each have a disability.Finally，find out what disability they might have according to each description below the picture.Meanwhile，make sure students learn some useful new words and expressions in this unit.Pre－reading provides a short passage about a website called “Family Village”．Ask students to read it and find out the purpose of the website.Make sure the students have a basic knowledge of the website for the disabled.The reading passage Marty's Story presents a story that although Marty is a disabled boy，he never feels sorry for himself and he leads a good and busy life.This is the key part of this unit.The teacher can first get students to skim for the main idea of each paragraph in the reading passage，and then scan for further understanding.In order to let students fully understand the passage while reading，the teacher should analyze the change of Marty's feeling over time and next guide students to write a mini biography for Marty.To consolidate the contents of the reading passage，the teacher will present some poems to students for appreciation.三维目标知识目标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.教学方法1．Task－based teaching and learning.2．Cooperative learning.教学过程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?Suggested answers：Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer.Helen Keller was deaf and blind，but she was a great writer.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.Suggested answers：Rosalyn is in a wheelchair.She has walking difficulty.Richard has difficulty with eyesight，so he can't read the questions or write the answers for his college entrance exams.Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema)．Gao Qiang was born with Down's Syndrome，which is a mental disability.Some Doun's Syndrome Down's Sufferers have made a good career as actors.2Pre－readingAsk students to read the short paragraph in Pre－reading carefully and find out the purpose of the website “Family Village”．Suggested answers：1．To give ordinary young people with a disability a 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.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.(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?Suggested answers：①Marty's ambition is to work for a firm that develops computer software when he grows up.②Marty invented a computer football game and a big company decided to buy it from him.③As well as going to the movies and football matches with his friends，he spends a lot of time with his pets.He has two rabbits，a parrot，a tank full of fish and a tortoise.(4)Ask students to find Marty's advice in paragraph five.Suggested answers：Don't feel sorry for the disabled.Don't make fun of them.Don't ignore them.Accept them for who they are.Encourage them to live as rich and full a life as healthy people do.4Consolidation1．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 psychologically Keys：(1)C(2)B2．3.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. Suggested answers：disabled；sorry；enjoys5Discussion1．Ask students to discuss the following questions in small groups.(1)How did Marty's feeling changed over time?(2)What kind of person do you think Marty is？Can you use adjective words to describe him? Suggested answers：(1)The change of Marty's feeling over time：hopeful→hopeless→stupid→not get annoyed→good/busy(2)We can see Marty is optimistic/brave/independent/strong－minded.2．Show a video of “Qianshou Guanyin” to the students and encourage them to remember the famous saying：“Where there is a will，there is a way.”6AppreciationAsk students to read two poems for appreciation when facing obstacles in the future.Facing Obstacles (Two poems by Tom Krause)The Heart of the StrongStrong is the heart that knows not the wayof comfort and ease while living each day.Yet continues to believe from the depths of its soulthat the future is destined to silver and gold.Strong is the heart whose yearning is wanedby storms in life filled with heartache and pain.Yet still gives its all—everything that it canin search of a dream—God's ultimate plan.When there is a victory—when battles are wonwhen burdens are lifted and bright shines the sun—when struggling souls gather—where heroes belong—they find in themselves—the heart of the strong.Carry OnAt times when you feel troubledwhen your happiness is gonelook to the heart within youfor the strength to carry on.In your heart you will find special virtuessuch as faith and hope and love.These gifts have been sent down to youfrom a power up above.It is faith that keeps the soul searchingfor the joy the heart hopes for.It is love that heals the spiritmaking it stronger than before.And if your heart be brokenif your strength should fade awaythe power of these virtueswill still win out the day.So remember when you are troubledwhen your happiness is gonelook to the heart within youfor the strength to carry on.7Homework1．Retell Marty's Story according to the mini biography.2．Surf the Internet to learn more about the life of disabled people.。

选修 7 Unit 1 Living well核心单词1. ambitionn. 雄心Her ambition is the presidency.她的抱负是成为一名总统。

After several hours’work, she had no ambition to go dancing.工作了数个小时之后，她没有精力去跳舞了。

联想拓展ambitious adj.志向远大的; 有雄心壮志的;有野心的be ambitious for (power/social position, etc.)极欲获得(权力，社会地位等)be ambitious of success 渴望成功be ambitious to 一心想……The prince was attracted by the girl’s beauty, and ambitious to marry her.王子为女孩的美貌打动了，渴望能娶到她。

高手过招翻译句子(原创)①他的理想就是环游世界。

②作为一个志向远大的领导者，他想带领当地人过上幸福的生活。

答案：①His ambition is to sail around the world.②As an ambitious leader, he wants to guide the local people to lead a happy life.2. beneficialadj.有益的；受益的常用结构：be beneficial to ... 对……有用/有好处/有益A good diet is beneficial to one’s health.良好的饮食有益于人的身体健康。

联想拓展benefit n.利益；实惠；未来的好处vt.有益于，有助于vi.(常与from，by连用)获益；得益于I have typed out some lecture notes for the benefit of those people who were absent last week.我打印了一些讲座的笔记，上周缺席的人会因此获益。