选修七UnitLivingwellPeriod.doc

Unit 1Living wellPeriod 1Warming Up，Prereading and Reading设计者邵宁宁教材分析WarmingUpismadeupoftwoparts：discussingandtalking.Thepurposeistogetstudentsinterestedinthetopic“disabilities”Theteacherfirstasksstudentstotalkaboutpeoplewithamentalorphysicaldisabilitytoseehowmuchtheyknowaboutdisabilities.Next，askstudentstolookatthepicturesandreadwhatthesepeoplehaveachievedeventhoughtheyeachhaveadisability.Finally，findoutwhatdisabilitytheymighthaveaccordingtoeachdescriptionbelowthepicture.Meanwhile，makesurestudentslearnsomeusefulnewwordsandexpressionsinthisunit.Prereadingprovidesashortpassageaboutawebsitecalled“Family Village”Askstudentstoreaditandfindoutthepurposeofthewebsite.Makesurethestudentshaveabasicknowledgeofthewebsiteforthedisabled.ThereadingpassageMartysStorypresentsastorythatalthoughMartyisadisabledboy，heneverfeelssorryforhimselfandheleadsagoodandbusylife.Thisisthekeypartofthisunit.Theteachercanfirstgetstudentstoskimforthemainideaofeachparagraphinthereadingpassage，andthenscanforfurtherunderstanding.Inordertoletstudentsfullyunderstandthepassagewhilereading，theteachershouldanalyzethechangeofMartysfeelingovertimeandnextguidestudentstowriteaminibiographyforMarty.Toconsolidatethecontentsofthereadingpassage，theteacherwillpresentsomepoemstostudentsforappreciation.三维目标知识目标1Getstudentstolearntheusefulwordsandexpressionsinthisunit.eyesight，ambition，disabled，beneficial，inotherwords，clumsy，adapt，microscope，outofbreath，absence，stupid，fellow，annoyed，allinall，industry，tank，makefunof，encouragement，adaptto2Helpstudentstolearnaboutdisabilitiesandlifeofthedisabled.能力目标1LetstudentsreadthepassageMartysStorytodeveloptheirreadingability.2Enablestudentstoknowthatpeoplewithdisabilitiescanalsolivewell.情感目标1Bytalkingaboutdisabilitiesandlifeofthedisabled，makesurestudentscanlearnsomepositivestoriesofthedisabled.2Helpthemunderstandmoreabouthowchallenginglifecanbeforthedisabled.3Developstudentssenseofcooperativelearning.教学重点Getstudentsinspiredbypositivestoriesofthepeoplewithdisabilities.教学难点1Developstudentsreadingability.2Helpstudentsunderstandthedifficultiesthedisabledhavetoovercome.教学方法1Taskbasedteachingandlearning.2Cooperativelearning.Step1Warmingup1WarmingupbydiscussingFirstaskstudentstotalkaboutpeoplewithamentalorphysicaldisabilitytoseehowmuchtheyknowaboutdisabilities.Thenshowsomephotosofpeoplewithdisabilities.Studentswillbeaskedtodiscussthefollowingquestionsinsmallgroups.Doyouknowanyfamouspeoplewhoaredisabled?Whatdifficultiesdotheyhavetoovercomeindailylife?Whathavetheyachieved?Suggestedanswers：StevenHawkinghasamuscledisease，buthemakesgreatcontributionsinscienceandputsforwardhistheoryaboutblackholes.Beethovenwasdeafinoneearwhenhewas26andtotallydeafattheageof35，buthewasagreatcomposer.HelenKellerwasdeafandblind，butshewasagreatwriter.2WarmingupbytalkingFirst，askstudentstolookatthepicturesandreadwhatthesepeoplehaveachievedeventhoughtheyeachhaveadisability.Next，workwithpartnerstotalkaboutwhatdisabilitytheymighthaveaccordingtoeachdescriptionbelowthepicture.Suggestedanswers：Rosalynisinawheelchair.Shehaswalkingdifficulty.Richardhasdifficultywitheyesight，sohecantreadthequestionsorwritetheanswersforhiscollegeentranceexams.Sallyhashearingproblems (thoughnotdeafasshecanstillunderstandloudspeechinthecinema)GaoQiangwasbornwithDownsSyndrome，whichisamentaldisability.SomeDounsSyndromeDownsSufferershavemadeagoodcareerasactors.Step2PrereadingAskstudentstoreadtheshortparagraphinPrereadingcarefullyandfindoutthepurposeofthewebsite“Family Village”Suggestedanswers：1Togiveordinaryyoungpeoplewithadisabilityachancetosharetheirstorieswithothers.2Toinspireotherdisabledpeople.3Togetnondisabledpeopletounderstandmoreabouthowchallenginglifecanbeforpeoplewithdisabilities.Step3Reading1SkimmingGivestudents2minutes；askthemtoreadthepassagefasttofillintheblanks：Sumupthemainideaofeachparagraph：Paragraph1：A(n)_toMartyandhismuscledisease.Paragraph2：Howthedisease_.Paragraph3：Martymetalotof_atschool.Paragraph4：Howhislifehasbecome_.Paragraph5：The_ofhisdisease.Suggestedanswers：Paragraph1：Anintroduction_toMartyandhismuscledisease.Paragraph2：Howthediseasedeveloped/started.Paragraph3：Martymetalotofdifficultiesatschool.Paragraph4：Howhislifehasbecomeeasier.Paragraph5：Theadvantagesofhisdisease.2ScanningfordetailedinformationAskstudentstoreadthepassagecarefullytolocatethedetailedinformation.(1)Firstaskstudentstoreadparagraphoneandcompletethechartbelow.DiseaseDifficultiesMottoSuggestedanswers：DiseaseAmusclediseasethatmakeshimveryweak.DifficultiesHecantrunorclimbstairsasquicklyasotherpeople.Sometimesheisclumsyanddropthingsorbumpintofurniture.MottoLiveonedayatatime.(2)Nextreadparagraphstwoandthreeandchoosethebestanswer.WhydidthedoctorscutoutapieceofmusclefromMartysleg?ABecausetheycouldcurethediseasebycuttingitout.BBecausetheywantedtouseitasaspecimen(标本)CBecausetheywouldtransplant(移植) thenewmuscle.DBecausetheywantedtofindoutthecauseofthedisease.Key：D(3)Readparagraphfourandanswerthefollowingquestions：WhatisMartysambition?WhatisMartysachievement?WhatisMartyshobby?Suggestedanswers：Martysambitionistoworkforafirmthatdevelopscomputersoftwarewhenhegrowsup.Martyinventedacomputerfootballgameandabigcompanydecidedtobuyitfromhim.Aswellasgoingtothemoviesandfootballmatcheswithhisfriends，hespendsalotoftimewithhispets.Hehastworabbits，aparrot，atankfulloffishandatortoise.(4)AskstudentstofindMartysadviceinparagraphfive.Suggestedanswers：Step4Consolidation1Askstudentstoreadthewholepassageandchoosethebestanswers.(1)Whichofthefollowingisfalse?AAlthoughthereareafewstudentswholookdownuponhim，Martynevergetsannoyed.BMartyleadsameaningfullifeanddoesnotfeelsorryforbeingdisabled.CMartyonlyspendstimewithhispetsandneverwithhisfriends.DMartysdisabilityhasmadehimmoreindependent.(2)Fromthepassagewecaninferthat_.AMartyasksotherstofeelsorryforhimBMartyneverlosesheartCMartyisafraidofbeingmadefunofDMartywillnotacceptanyencouragementbecausehehasgrownstrongerpsychologicallyKeys：(1)C(2)B2AskstudentstoworktogethertowriteaminibiographyforMartyaccordingtothetext.MyminibiographyNameStatusHealthInterestsandHobbiesAmbitionMottoSuggestedanswers：MyminibiographyNameMartyFieldingStatusHighschoolstudentHealthDevelopedamusclediseaseattheageof10，veryweak，cannotdothingslikenormalpeopleMyminibiographyInterestsandHobbiesEnjoyingwritingandcomputerprogrammingGoingtothemoviesandfootballmatcheswithfriendsSpendingalotoftimewithmypetstworabbits，aparrot，atankfulloffishandatortoiseAmbitionToworkforafirmthatdevelopscomputersoftwareMottoLive oneday at a time 3.Discussinpairstogetthemainideaofthepassagebyfillingintheblanks.Thoughheisa_person，Martyneverfeels_forhimselfandhe_hislife.Suggestedanswers：disabled；sorry；enjoysStep5Discussion1Askstudentstodiscussthefollowingquestionsinsmallgroups.(1)HowdidMartysfeelingchangedovertime?(2)WhatkindofpersondoyouthinkMartyis？Canyouuseadjectivewordstodescribehim?Suggestedanswers：(1)ThechangeofMartysfeelingovertime：hopefulhopelessstupidnotgetannoyedgood/busy(2)WecanseeMartyisoptimistic/brave/independent/strongminded.2Showavideoof“Qianshou Guanyin”tothestudentsandencouragethemtorememberthefamoussaying：“Wherethereisawill，thereisaway.”Step6AppreciationAskstudentstoreadtwopoemsforappreciationwhenfacingobstaclesinthefuture.FacingObstacles (TwopoemsbyTomKrause)TheHeartoftheStrongStrongistheheartthatknowsnotthewayofcomfortandeasewhilelivingeachday.Yetcontinuestobelievefromthedepthsofitssoulthatthefutureisdestinedtosilverandgold.Strongistheheartwhoseyearningiswanedbystormsinlifefilledwithheartacheandpain.Yetstillgivesitsalleverythingthatitcaninsearchofadr