Unit 1 Living Well Martys-Story 讲义-人教版新课标英语选修七

Book7Unit1LivingWell(Marty’sStory)MadebyYuedefengFromShandongLinquNo.5HighSchool教案背景1.学科：英语2.学段：高中3.课型：阅读课4.课时：15.教材：新人教版选修七第一单元教学课题本课题主要尝试任务型教学法在阅读课中的应用，注重引导学生进行独立思考，学会与他人合作的交际能力。具体到知识、情感、技能三维目标分别是：1.Enablethestudentstolearnsomewordsandexpressionsaswellassomefunctionalitemsaboutthetopicandtrytousethem;Revisetheusesoftheinfinitive;2.Toheightenstudents’awarenessofthechallengesfacingpeoplewithdisabilities;Educatethemtolearntorespectthedisabledpeopleandsetupastrongmindtobesuccessful.3.Toimprovetheabilityofgettingspecificinformationfromreadingatext;Todevelopstudents’readingskills教材分析本单元的中心话题是“残疾”、“残疾人的生活”，设计了热身、读前、阅读、理解、语言运用、小节、学习建议等七部分活动。“Marty’sStory”isoneofthestoriesappearontheFamilyVillageWebsite.ThetextiswrittenbyahighschoolstudentnamedMarty,whohasararediseasethataffectshismuscles.Heissoweakthathecan’ttakepartinsomeoftheactivities.Thepassageexplainssomeofhisdifficultiesanddescribesthegoodthingsabouthislife.教学方法Teachingmethods:Task-basedteachingmethod,communicativemethod,groupwork.2.Teachingaids:ataperecorder,acomputer,blackboardandPPT教学过程Step=1\*ROMANI:GreetingandreviewingGreettheclassandletsomestudentsanswerthequestionsinthepartof“Warmingup”,whichisdesignedaspre-viewtask.Steep=2\*ROMANII:Leading-in(Introduction)ShowstudentsthemesongoftheParalympicGames,asking:Howcanthedisabledathletesachievesuchachievements?Howdoyoufeelaboutit?(Brainstormorgroupwork)Steep=3\*ROMANIII:While-ReadingActivity1.Skimming:AskstudentstolookatExercise1in“Comprehension”,andthenreadthetextthroughquicklytofindtheanswers,andthendiscussabouttheiranswersingroup.(suggestedanswers见教师教学用书13)Activity2.Careful-reading:BasedontherequirementsandquestionsofExercise2&3in“comprehension”,askthemtoreadthetextmoreslowlyandcarefullytofindanswers.Afterthegiventime,askthestudentstocooperatewiththeirpartnerstoconfirmtheiranswers,finallychoosesomeofthegroupstopresenttheanswertotheclass.(suggestedanswers见page13)Activity3:Languagepoints:dealwithsomekeyphrasalverbsandsentencesabouttheinfinitive.Step=4\*ROMANIV:ConsolidationPlaythetapeforthestudentstolistenandaskthemtofillintheblanksaccordingthetext.1.________,therearenotmanypeoplelikeme.2.ButIamvery______andhavelearnedto______mydisability.3.EverytimeIreturnedafteran______,IfeltstupidbecauseI____.4.Ihaveaverybusylifewithnotimeto______________________.5.Sodon’tfeelsorryforthedisabledor________them.(Keys:1.Inotherwords2.outgoing,adaptto3.absence,wasbehindothers4.sitaroundfeelingsorryformyself5.makefunof)Step=5\*ROMANV:Post-reading(inthisperiod,therearetwotasks,eachgroupcanchooseoneofthem)Task1.Role-play:SupposeyouareareporterfromChinaDaily,oneofyourpartnersisMarty,nowyouaremakingainterviewwithMarty,preparetheinterviewandperforminfrontoftheclass.Task2.Discussion:Whatcanwedoforthedisabledpeopleinourdailylife?Step=6\*ROMANVI:HomeworkRetellthetextaccordingtothekeywordsandexpressions.Translatealltheinfinitivesentencesint