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1、Module 7Unit 1 Living well 单元教学目标技能目标Goals0Learn about Disability and Life of disabled people1Talk about Disability and Life of disabled people2Practise Introduction and Wishes &congratulations3Revise the Infinitive4Write a letter of suggestionII 目标语言功能句式1. IntroductionId like to introduce you toId
2、like you to meetMay I introduce?Pleased to meet you.Its nice to meet you.2.Wishes &congratulationsCongratulations.All the best.Im proud of you.I wish you success. Good luck.Well done.Im very impressed by your performances.You have my best wishes.Im very pleased for you.I Hope it goes well for you.Th
3、ats wonderful/amazing.词汇1.四会词汇disability, disabled, eyesight, drum, movie, ambition, beneficial, clumsy, adapt, motto, microscope, breath, absence, stupid, fellow, annoy, annoyed, industry, tank, independent, encouragement, conduct, politics, literature, resign, handkerchief, assistance, companion,
4、latter, congratulate, graduation, certificate, architect, basement, elder, elderly, dignity, accessible, bare2.认读词汇Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration, remarkable, Sanders, earphone, impair, italic, community3. 词组in other words, out of breath, all in all, make fu
5、n of , all the best, in particular 4重点词汇disability, disabled, adapt, annoy, conduct, congratulate, accessible结构Revise the InfinitiveThe infinitive can be used 1. as the subject2. as the predicative,3. as the object 4. as the object complement5. as the adverbial6. as the attribute重点句子I have learned t
6、o adapt to my disability.Every time after a long absence from school, I feel really stupid because I am a bit behind the others.All in all, I have a good life.Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.III 教材分析与教材重组1. 教材分析本单元以残疾及残疾人生活为话题，
7、介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的言语技能训练，要求学生学会使用正确得体的英语介绍他人和向他人表示祝贺。1.1 WARMING UP 让学生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便，尽管如此仍然有许多残疾人在不同领域取得了非凡成就，为本单元的READING部分精彩故事做好了铺垫。1.2 PRE-READING 通过介绍“Family village”，激发
8、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
9、人过上幸福生活;3)他的同学为什么改变了对待Marty的态度。1.5 LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and expressions是本单元词汇练习题；Discovering useful structures是本单元语法练习题练习，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。1.6 USING LANGUAGE分为两部分，Listening and speaking是关于对残疾人Barry Minto的采访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。同时通过听这个采访，
10、要求学生掌握表示祝贺的常用句型。Reading, speaking and writing 部分要求学生先讨论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾Alice Major写给the new Bankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，要充分考虑残疾人的特殊需要。这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元教学目标。通过读这份建议信，要求学生学会写建议信。2. 课型设计与课时分配Period 1 Word study &Warming up Period 2 Reading Period 3&4 Reading (Language
11、points)Period 5 GrammarPeriod 6 ExercisesPeriod 7 Listening & SpeakingPeriod 8 Using languagePeriod 9 WritingIV. 分课时教案Period 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. T
12、o 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 and desires to non-disabled students.Teaching Important Points:How to improve the students speaking ability.Teaching Difficult Points:How to m
13、ake 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
14、tools.Teaching Procedure:StepGreetings T: Good morning, students!Ss: Good morning, Miss Huang!StepWord studyLearn the words and expressions.StepPresentation1. Show some pictures of the performance Qian Shou Guan Yin. Do you know them? Lets see their performance.2. What do the following words mean?di
15、sabled: unable to use a certain part of ones bodydisability: the state of being disabled disabled people : people with disability( Disabled people are those who cant use a certain part of the body . They cant see, hear, speak, walk or behave properly.)3. How many different types of disabilities do y
16、ou know?A .physical disability deafness, dumb/mute, blindness, lame(跛足的), near-sighted, six fingers, color blindness, paralyzation( 瘫痪）hunchback, dwarf, armless, legless, handlessB .mental disabilitydepression, learning difficulty, brain injury, phobias (恐惧症)StepWarming up1. Do you know?1).Do you kn
17、ow 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, Phys
18、icist / 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 and writing, and his famous book “On History of Time” used to be a best seller.Helen Keller(18821968, United Kingdom), blind and dumb, learn to re
19、ad 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
20、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 wheelchair Hu yizhou (1978-, China) some problems in his brain. His IQ is only 30. A famous conductor
21、 (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 cant 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 o
22、f 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 problem difficulty with eye sight bra
23、in injury loss of an arm or leg severe 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 aroundGao Qiang has diabetes (糖尿病）.StepDiscussionWhat do you learn from these disabled?Theyre broken
24、in body but firm in spirit. （身残志坚）Step Homework1. Try to talk to disabled people and know more about them.2. Preview “Martys story”.Afterthoughts Period 2 ReadingTeaching goals 1. Target language:a. 重点词汇和短语eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, m
25、otto, 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 bit b
26、ehind 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 well 3. Learning ability
27、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
28、others.Teaching difficult points How to help student understand the difficulties the disable have to overcome.Teaching methodsDiscussing, explaining, reading and practisingTeaching aidsMultimedia computer Teaching procedures Step I Leading inDeal with Warming up. Play some videos of people with disa
29、bilities 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. /MsT: In this class we are going to learn about disabilities and the life of the disabled. F
30、irst lets 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 invis
31、ible disabilities dont 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
32、 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 ri
33、ghts 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.
34、 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 dis
35、abilities.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 Id like you to do the scanning and then fill in the chart with the information you get from the text. Af
36、ter 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
37、may refer to the adjectives on the PowerPoint.Show some suggested 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.
38、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
39、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 Martys story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life.Task
40、 2 Careful readingAsk students to read the text carefully and then finish Ex3 on Page 4.T: Now lets 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 ver
41、y 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 lets read Pa
42、ragraph 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 t
43、o 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. Dont feel sorry for the disabled or make fun of them, and dont ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people.3
44、. Because Marty is strong-minded and independent. His efforts have gained his fellow 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 weve finished Martys
45、story. Now its 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
46、 at the age about 10, very weak, cannot do things like normal peopleInterests and Hobbies: Enjoys writing and computer programmingGoing to the movies and football matches- when I am well enough Spending a lot of time with my petstwo rabbits, five mice, a tank full of fish and a snakeTo studyAmbition
47、: to work in the computer industryMotto: live one day at a timeExplanationDuring this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems. T: Now we will deal with some difficult language focuses. Now I will play the recording of the text for
