必修七第一單元第一課時

1、學(xué)英語報社http:/www.e-l- 全新課標理念，優(yōu)質(zhì)課程資源unit 1 living well第一部分金色教案教學(xué)設(shè)計說明about the topic and the structures單元話題和結(jié)構(gòu)本單元以殘疾和殘疾人的生活為話題，介紹了一些殘疾人憑借頑強的毅力和社會的關(guān)愛克服生活中的種種困難，以積極的態(tài)度面對人生挑戰(zhàn)的故事。通過本單元的學(xué)習(xí)，可以幫助殘疾學(xué)生樹立生活的信心，激勵殘疾人實現(xiàn)自身價值；同時又能教育健康學(xué)生理解、尊重、關(guān)心、幫助殘疾人，使殘疾人與健全人一樣共享美好生活。通過本單元的語言技能訓(xùn)練，要求學(xué)生學(xué)會使用正確得體的英語介紹他人以及向他人表示祝賀。本單元語言功能項

2、目是：介紹、愿望和祝賀。本單元語言結(jié)構(gòu)項目是“復(fù)習(xí)不定式”。本單元還要求學(xué)生學(xué)習(xí)寫作“應(yīng)用文寫作：建議信”。金色教案教學(xué)設(shè)計在單元課時劃分上與課本保持一致，即“閱讀課、知識課、運用課三課時/三課型劃分”。但在實際教學(xué)過程中，建議教師依據(jù)學(xué)生基礎(chǔ)、教學(xué)條件、學(xué)校安排的因素，對課本、對金色教案教學(xué)設(shè)計重新劃分課時，裁剪、拼接使用提供的材料，以便“物盡所用”，達到最佳教學(xué)效果。教師也可以參照金色教案提供的“實際教學(xué)過程課時劃分建議”進行教學(xué)。period 1reading 閱讀課warming up 通過warming up by learning about disability讓學(xué)生了解殘疾的種

3、類、討論各種殘疾給人們的生活帶來的種種不便，盡管如此，仍然有許多殘疾人在不同領(lǐng)域取得了非凡成就。 “熱身”為本單元reading部分的精彩故事做好了鋪墊。pre-reading 通過visiting the family village website 讓學(xué)生了解“家庭村”，一個國際虛擬社區(qū)，為課文學(xué)習(xí)作好準備。reading是一篇以第一人稱描述marty身殘志堅，以積極的態(tài)度快樂生活的記敘文。課文以網(wǎng)頁的形式展示，能夠吸引學(xué)生的注意力，引起學(xué)生的極大興趣。閱讀課的教學(xué)目的是通過廣泛的閱讀，培養(yǎng)閱讀技能及良好的閱讀習(xí)慣，提高閱讀速度與理解能力，拓寬知識面，擴充詞匯量和加大詞匯的接觸頻度，增強英

4、語語感，逐步掌握篇章概括方法，最終達到自如地閱讀日常生活中常見的英語篇章，如：英文報紙、雜志、廣告的目的。教師可以參考使用本書提供的下列程序：reading aloud to the tape，reading for the forms，reading to transfer information，drawing a diagram of the text and retell it with the help of the diagram，reading to underline and write down all the useful collocations，closing down

5、 by talking about living well with disability。period 2learning about language 知識課learning about language 語言知識教學(xué)應(yīng)該抓住形式、意義和用法三個環(huán)節(jié)，正確處理三者之間的關(guān)系。明確讓學(xué)生掌握語言形式是基礎(chǔ)、了解其意義是關(guān)鍵、學(xué)會使用才是真正的目的。建議教師通過下列設(shè)計：warming up by working on the type of writing and summary of martys story， learning about the infinitive， listenin

6、g, reading and completing， learning and finding，making sentences with the infinitive，closing down by reading a poem in english 幫助學(xué)生學(xué)會、用好語言知識。period 3using language運用課using language分為兩部分，listening and speaking是關(guān)于對殘疾人barry minto的采訪錄音，要求學(xué)生能夠通過錄音了解barry minto的身體殘疾和他取得的成就。同時通過聽這個采訪，要求學(xué)生掌握表示祝賀的功能句型。readin

7、g, speaking and writing部分要求學(xué)生先討論腿腳殘疾的人在電影院有可能遇到的困難，然后引出殘疾人alice major 寫給the new bankstown電影院的建筑設(shè)計師的一封信，在信中她給建筑設(shè)計師提出了一些建議，要求充分考慮殘疾人的特殊需要。這封信后有說和寫的練習(xí)題，通過不同的言語技能訓(xùn)練，完成本單元的教學(xué)目標。通過讀這封建議信，還要求學(xué)生學(xué)會寫建議信。本書提供的下列教學(xué)程序可供參考：warming up by listening and reading aloud learning about mount kilimanjaro，listening and di

8、scussing about barry minto，creating a dialogue， making up new dialogues，listening, reading and copying，copying expressions from a letter to architect and making sentences of your own with them，closing down by writing a letter of your own。實際教學(xué)過程課時劃分建議period 1將warming up、 pre-reading、reading和comprehen

9、ding整合在一起上一節(jié)“閱讀課”。period 2將learning about language 和workbook中的 using words and expressions、using structures 整合在一起上一節(jié)“語言知識課”。period 3將using language 設(shè)計為一節(jié)包括聽說讀寫單項技能或組合技能訓(xùn)練的“綜合技能課（一）”。period 4將workbook 的reading and listening和talking整合在一起上一節(jié)“聽說課”。period 5將workbook 的listening task、reading and writing ta

10、sk和 speaking task整合為一節(jié)“綜合技能課（二）”。第二部分教學(xué)資源說明section 1background 背景圍繞單元話題“festival around the world”，金色教案提供了幾則語言規(guī)范、短小精干的趣味性材料。這些材料既可以作為教師教學(xué)參考材料為教師所用，也可以直接或改寫、重組后作為課堂內(nèi)外的拓展性閱讀材料呈現(xiàn)給學(xué)生。section 2explanation解析重點針對“閱讀課型”中的課文難句，金色教案不僅提供了詳盡的，就句論句的解析和翻譯，而且還以解析的焦點話題為線索，進行了一定的歸納、辨析和總結(jié)，以幫助教師更好地實施“語言形式”的教學(xué)。section

11、3vocabulary詞匯按照課本單元詞匯表順序，金色教案重點提供動詞、短語搭配的講解。所提供的例句，經(jīng)典、地道、實用、易懂，完全可以直接用于教學(xué)。第三部分教學(xué)測評說明圍繞單元詞法、句法項目，金色教案提供了長短不一的“單元教學(xué)測評”，并備有參考答案供教師使用。有些測評題目直接源于歷年高考試卷，更具有說服力和實用性。part 1 teaching design第一部分 教學(xué)設(shè)計period 1 a sample lesson plan for reading(martys story)introductionin this period, after the warming up, studen

12、ts will first be guided to read aloud to the tape，read for the forms，read to transfer information，draw a diagram of the text and retell it with the help of the diagram and read to underline and write down all the useful collocations. and the period will end in students talking about living well with

13、 disability.objectivesto help students understand the texts forms and contents and learn about living wellto help students communicate on the topic in focus with the words, expressions and structures learned in this unitfocuswordsdrum， adapt， annoy， conduct， overhear， design，congratulateimpair collo

14、cationsin other words，out of breath，all in all，make fun of，in particular patterns1. of course, there will always be a few who cannot see the real person/ inside my body, but i do not get annoyed, i just ignore them. 2. just accept them for who they are and give them encouragement to live as rich and

15、 full a life as you do. 3up until i was about 10 years old, i was the same as everyone else in my class.4access to the cinema for people in wheelchairs and those who have difficult walking. 5. as well as going to the movies and football matches with my friends when i am well enough, i spend a lot of

16、 time with my pets. 6. i am “one in a million”. in other words, there are not many people in the world like me. 7. my life is a lot easier at high school than it was at primary school. aids multimedia facilities, tape-recorder, photos, diagramsprocedures1. warming up by learning about disabilityhell

17、o, class. nice meeting you and learning english with you. everyone hopes that he may live well. but some are not living well because they are disabled. and in this first period we shall learn to help those disabled people to live well. but first what is disabled? what is disability?a disabled person

18、 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, indoors and going outside, getting dressed, communicating with others.then what are the types of disability? "disability" can be broken

19、 down into a number of broad sub-categories, which can include the following: physical impairments affecting movement, sensory impairments, neurological impairments, cognitive impairments and psychiatric conditions.to know more about disability, lets go to page 2. 2. pre-reading by visiting the fami

20、ly village websiteto know more about disability and its solution get online now 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

21、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, dis

22、ability-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 place to explore and discover a cornucopia of useful information! let us know what you like (or dislike) and visit often, for our village is

23、 constantly changing. 3. reading aloud to the tapereading aloud to the recording of the text improves our literacy skills - reading, writing, speaking, and listening. now turn to page 2. first we shall listen and read aloud to the recording of the text. try to read aloud the text as loudly and corre

24、ctly as possible.4. reading for the formsit is unlikely that you will understand 100 percent of the vocabulary in the text, especially at a first reading. use first the context and then your own knowledge of the subject to help you guess the meaning of unknown words. a really useful way to help us w

25、ith our listening is to become aware of 'thought groups' .when we speak, we need to divide speech up into small 'chunks' to help the listener understand messages. these chunks or thought groups are groups of words which go together to express an idea or thought. in english, we use pa

26、uses and low pitch to mark the end of thought groups.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 collocations. 5. reading to transfer informationwriters structure, or organize, their

27、writing in many different ways. recognizing the way in which a text has been organized will help you understand its meaning more fully. now lets go over the text once again. while going over it look for information to complete the chart below.martys storywhy are there not many people in the world li

28、ke me?because: i have a muscle disease that sometimes makes me very weak and i cant 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 eve

29、ryone else in my 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 dont 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 th

30、e computer industry when i grow up. i am 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 disability doesnt mean your life is not satisfying

31、. 6. drawing a diagram of the text and retell it with the help of the diagramwriters structure, or organize, their writing in many different ways. recognizing the way in which a text has been organized will help you understand its meaning more fully. scan the text for the topic sentence of each para

32、graph to make a diagram of the text. then we shall try to retell the text in our own words with its help. martys storyup until i was about 10 years old, i was the same as everyone else in my class.i dont look any different from other people.my life is a lot easier at high school than it was at prima

33、ry school.i have a muscle disease. in many ways my disability has made me grow stronger and more independent.all in all, i have a good life.7scanning the text for all the useful collocationswhen you scan a text, again you look quickly through it. however, unlike skimming, scanning involves looking f

34、or specific words. now scan the text to find and underline all the useful collocations. collocations from martys storyone in a million, in other words, have a muscle disease, make very weak, climb stairs, drop things, bump into, be wrong with, makewell, get worse, get older, stay the same as, adapt

35、to, live one day at a time, the same as, in ones class, climb tree, play football, dream about, one day, being a famous football player, represent ones country in the world cup, get weaker and weaker, get out of bed, go into hospital for tests, miss a lot of school, have at least a billon tests, cut

36、 out a piece of muscle from, look at under a microscope, look, from, laugh at, get out of breath, run just a short way, stop half way up the stairs, get up to the top, miss a lot of lessons, after a long absence from school, feel really stupid, a bit behind the others, at high school, at primary school, accept for, see the real person inside ones body, get annoyed, all in all, have a good life, computer programming, work in the computer industry, gro