高中英語人教版Unit1Livingwell 全國獲獎(jiǎng)

Module7Unit1LivingWell教材內(nèi)容分析本單元的中心話題圍繞“殘疾”、“殘疾人的生活”展開的，介紹殘疾人積極進(jìn)取的生活，緊扣了本單元“身殘志堅(jiān)”的主題。Warming-up先引導(dǎo)學(xué)生談?wù)搶Α皻埣病边@一話題的看法，再看圖閱讀，讓學(xué)生了解殘疾人士所取得的成就，并組織簡短的討論。Pre-reading主要讓學(xué)生了解FamilyVillage網(wǎng)站的內(nèi)容，展開討論。Reading通過殘疾人MartyFielding在網(wǎng)頁上敘述自己的故事，他的敘述向讀者展示了他復(fù)雜的情感變化過程。從而引導(dǎo)學(xué)生要有關(guān)心、理解、幫助他人的意識(shí)。Comprehending設(shè)計(jì)了四個(gè)教學(xué)活動(dòng)來引導(dǎo)學(xué)生理解閱讀內(nèi)容。LearningaboutLanguage的“Discoveringusefulwordsandexpressions”中兩個(gè)練習(xí)幫助學(xué)生鞏固和學(xué)習(xí)本單元的詞匯和短語；“Discoveringusefulstructure”部分幫助學(xué)生復(fù)習(xí)歸納動(dòng)詞不定式的用法。Usinglanguage訓(xùn)練聽說讀寫的綜合能力。在第一項(xiàng)的聽說活動(dòng)中幫助學(xué)生復(fù)習(xí)和歸納“祝賀和祝愿”的用語同時(shí)要求學(xué)生創(chuàng)設(shè)語境運(yùn)用；第二項(xiàng)活動(dòng)通過閱讀討論，要求學(xué)生學(xué)習(xí)書寫建議信件。Summingup要求學(xué)生對所學(xué)內(nèi)容、詞匯和語法做歸納和總結(jié)。Learningtip讓學(xué)生了解使用英語詞典對英語學(xué)習(xí)的幫助。教材目標(biāo)語言技能：能用英語表達(dá)祝愿和祝賀用語，能對教科書中的閱讀材料進(jìn)行整體理解，用英語寫有關(guān)建議的信件。語言知識(shí)：學(xué)習(xí)本單元新詞和短語，熟練掌握動(dòng)詞不定式的句法功能。情感態(tài)度：理解和表達(dá)對殘疾人的關(guān)愛能夠更好的認(rèn)識(shí)人生。學(xué)習(xí)策略：通過學(xué)習(xí)課文知識(shí)和語法動(dòng)詞不定式的句法功能，培養(yǎng)學(xué)生的認(rèn)知策略；通過討論交流對殘疾人的不同觀念，培養(yǎng)交際策略；讓學(xué)生搜集相關(guān)話題資料和查閱英語字典，培養(yǎng)資源策略。文化意識(shí)：了解世界各地在不同文化背景下對殘疾人的關(guān)心方式以及態(tài)度。教學(xué)策略以單元整體教學(xué)為原則，引導(dǎo)學(xué)生自主、合作、探究學(xué)習(xí)，有效利用資源和教學(xué)手段，合情合理體現(xiàn)任務(wù)型教學(xué)。單元教學(xué)要點(diǎn)了解“殘疾”，理解殘疾人，提高主動(dòng)關(guān)心、幫助弱勢群體的意識(shí)，同時(shí)激發(fā)自尊、自立、自強(qiáng)的精神，以樂觀的態(tài)度、頑強(qiáng)的毅力面對人生。學(xué)習(xí)有關(guān)介紹、祝賀和祝愿的用語。掌握本單元教學(xué)目的和要求的詞匯運(yùn)用。學(xué)習(xí)正式信件的寫法和用語。掌握和運(yùn)用動(dòng)詞不定式功能。五、教材重組與課時(shí)分配Period1Warming-up(p1),listening(p6usinglanguage),speaking(p7usinglanguage)Period2ReadingPeriod3Reading(2)&languagepointsPeriod4learningaboutlanguagePeriod5Reading,andwriting(p8,usingPeriod6ReadingPeriod7單元內(nèi)容+“Summingup”（略）詳細(xì)課例IPeriod1聽說課Teachingmaterial:Warming-up(p1),listening(p6usinglanguage),speaking(p7usinglanguage)Teachinggoals:Thestudentswillbeabletotalkaboutsomefamouspersonswhoaredisabledbutachievedalot.Thestudentswillbeabletogettheinformationbylisteningtothedialoguebynativepersonsandgettoknowwhenandhowtooffercongratulationsandbestwishes.Thestudentswillbeabletounderstandhowhardapersonwithdisabilitytoovercomedifficulties.Teachingprocedures:Step1Warming-upⅠWatchapartofavideo(觀看邰麗華的千手觀音視頻片斷)T:whatdoyouthinkofthisperformance?What’sunusualaboutit?Ss:amazing,breathtaking,remarkable,splendid,…Ss:theyhavehearingproblemsandcannotspeak/theyaredisabled/theyhavephysicaldisabilityT:yeah,TaiLihuaandherfellowperformersaredeaf.Sotheycannothearthemelodyandrhythmofthemusic.Theirphysicaldisabilitiesmakeitdifficultforthemtodancetothemusic.However,theycanacquiretherhythmaccordingtothegestureofconductors.Followingtheconductors,theymakeasequenceofdancemovements.Allinall,it’squitechallenging.Well,let’scometosomeachievementswhicharealsoextremelychallenging.StepIIListening(usinglanguage(p6)anamazingachievement)BarryMintohasmadeasuccessfulclimbofMountKilimanjaroinAfrica.Listentohimbeinginterviewedontheradio.1.)Listenforthefirsttime,trytogetthemainideaandticktheitemsmentionedbelowTheclimbwasaveryspecialclimbThereasonsformakingsuchachallengingclimbTheequipmentfortheclimbTheydifficultyintheclimbTheinjurytotheclimbersintheclimbHowmanyoftheclimbersgottothetopofthemountain.HowlongittakestofinishtheclimbBarryMinto’snextchallengeandambition2.)ListenforthesecondtimeandfillintheblanksTheclimbwasaveryspecialclimbbecausepartofthegrouphadverypoor_________,orwere________,andtheotherhalfwere_______people.(eyesight,blind,sighted)Thereasonsformakingsuchachallengingclimbwasto____thatwecanachievewhateverwedecidetodoandto______moneytohelpotherpeoplewith_______sight.(prove,raise,weak)Howmanyoftheclimbersgottothetopofthemountain.(16)Howlongittakestofinishtheclimb.(7)BarryMinto’snextchallengeandambitionGoingto_______________andgoclimbingwheneverhecan(university)3.)WhatdoTaiLihuaandBarryMintohaveincommon?Disabledbutdeterminedandpositive.BothofthemlivewellStepIIIspeaking(congratulations)BlindasBarryMintois,hesucceedsinclimbingthetallestmountaininAfrica.Consequently,theinterviewercongratulateshimandwisheshimfuturesuccess.Whatdoestheinterviewersay？1)Listenforthethirdtimeandcompletethedialogue.Barry,welcometoourprogram.And__________youramazingclimb.Ofthe15sightedclimbers,only7madit.Oh,_____.Howlongdidittakeyou?Fivedaystoclimbupandjusttwodaystocomedown.Well,Whatisyournextbigchallenge?Well,I’mgoingtouniversitynextyear,butI’mstillgoingtoclimbingwheneverIcan.MyambitionistoclimbmountQomolangma.2)Someotherwaystooffercongratulationsandbestwishes:Congratulations.Allthebest.I’mproudofyou..Iwishyousuccess.Goodluck.Welldone.I’mveryimpressedbyyourperformanceYouhavemybestwishes.Wonderful/amazing…3)LettheSspractisemakingupasimilardialogueinpairsinclassthencheckafter2minutes.Homeworktheinternetorconsultrelatedmaterialsandtrytogetsomeinformationaboutthepersonswhoaredisabledandwhattheyhaveachieved.2.AssignthestudentstosurfTheFamilyVillageWebside,andgettoknowaboutit詳細(xì)課例IIPeriod2reading(Marty’sstory)（閱讀課I）Teachinggoals:TheStudentswillbeabletoimprovethereadingskillbyskimmingandscanningactivities.Thestudentwillbeabletounderstandsomenewwordsandphrases.Thestudentswillbeabletounderstandweshouldvalueourlifeeveryday.StepIWarming-up(ShowingthemainpageofTheFamilyVillageWebsite)WhatistheFamilyHaveyouevervisitedtheFamilyWhatdoesthefamilyVillageinclude?Whichareyouinterestedinmost?DoyouknowwheretheFamilyVillagelie?(TodaywearegoingtoreadapassagewrittenbyahighschoolstudentonTheFamilyVillageWebsite.)StepIIReadingthepasagethentrytoanswer:1.Who’sMarty?What’sunusualabouthisdisease?Martyisaboywhosuffersfrommuscledisease.Neitherthecausenorthecureofthediseaseisfound.Thenameofthediseaseisalsounknown.What’sworse,thedoctorcan’ttellwhatthefutureofthisdiseasewillbelike.2.SkimmingtofindoutthemainideaforeachparagraphThisisanintroductiontoMartyandhismuscledisease.Hblemshehastodealwitheveryday.Herests,hobbiesandambitions.Theadvantagesofhisdisease.readingtoanswerquestions1.Whatistheinfluenceofmusclediseaseonhim?NegativeSometimesitmakeshimweakandhecan’trunorclimbstairsasquicklyasotherpeople.Sometimesheisclumsyanddropsthingsorbumpintofurniture.Somedayshewastootiredtogetoutofbed.Hisdreamwasshattered.Hewentintohospitalandmissedalotofschool.Hewaslaughedatwhenhegetsoutofbreathafterrunningjustashortwayorhehastostophalfwayupthestairsandrest.PositiveHisdisabilityhasmadehimgrowstrongerandmoreindependent2.WhatlifeislivedbyMarty?Howdoeshemanageit?Busy/Good/Rich/full/fulfillingHeignoresthosewhocannotseetherealpersoninsidehisbody.Hewritesandinventscomputerprogram.Hegoestothemoviesandfootballmatcheswithhisfriends.Hespendsalotoftimewithhispets.Hehasalotofstudytodoaswell.Allinall,hehaslearnedtoadapttohisdisability.understanding(Readthepassageagaintodiscussthefollowing2questions)WhatcharactersdoesMartyhave?Heispositive,optimistic,independent,satisfied…Whatcanwelearnfromhim?StepIIIHomeworkwriteabiographyforMartyorwriteasummaryofthetextSample:Name:MartyFieldingStatus:HighschoolstudentHealth:developedamusclediseaseattheageabout10,veryweak,cannotdothingslikenormalpeopleInterestsandHobbies:·Enjoyingwritingandcomputerprogramming·GoingtothemoviesandfootballmatcheswhenIamwellenough·Spendingalotoftimewithmypets—tworabbits,fivemice,atankfulloffishandasnakeAmbition:toworkinthecomputerindustryMotto:liveonedayatatime以下為簡案：Period3Reading(2)&languagepoints（語言知識(shí)課）Teachinggoals:Thestudentswillbeabletousesomeusefulwordsandphrasesfreely.Thestudentswillbeabletosimplydescibeaperson.Teachingprocedures:StepIRevisionRevisethecontentthatwelearnedlastperiodbyfillingthefollowingtable.Marty’sdiseaseamusclediseasethatmakeshimveryweak.Marty’sdifficultiesclumsyandcan’trunorclimbstairsasquicklyasotherpeopleMarty’sambitiontoworkinthecomputerindustryMarty’sachievementinventedacomputergameMarty’shobbygoingtothemoviesandfootballmatchesandkeepingpetsMarty’smottotoliveonedayatatimeMarty’sadviceDon’tfeelsorryforthedisabledormakefunofthembutacceptthemandgivethemencouragementtoliveafulllife.StepIIGivingsummaryofthereadingpassageTrytothinkofnewexpressionsorwordsthatcanbeusedtoreplacewordsinred.Martyisahighschoolstudentwhodevelopsamuscledisease,whichpreventshimfromlivinglikehealthykids.Forinstance,hedidn’tattendschoolforalongtimebecauseofthedisease.What’sworse,hisclumsinessleadstoothers’laughter.Insteadoffeelingangry,heisundisturbed.Thatistosay,hechangesbehaviortosuccessfullydealwithhisdisability.Hisclassmatesalsoaccepthimforwhoheis.What’smore,hetakesupmanyahobbytoenrichhislife.Hedreamsofworkingincomputerindustrywhenhegrowsup.Inaword,heiscertainthathewillrealizehisdream.(Key:wasabsentfrom,annoyed,inotherwords,adaptsto,fellowstudents,allinall,positive,ambition.)1.你不應(yīng)當(dāng)曠課。Youshouldnotbeabsentfromclass.2.他適應(yīng)了寒冷的天氣。Headaptedhimselftothecoldweather.playhasbeenadaptedfromanovel.此劇系由一部小說改編而成。4.Thischargeisapositivecharge.Thesestoriesareverypositiveanddescribethesatisfyinglivesthesepeopleliveeventhoughtheyhavesomedifficulties.5.一個(gè)充滿雄心的男孩通常會(huì)努力工作。Anambitiousboyusuallyworkshard.

StepIIIDealwiththematerialsinthelearningaboutlanguage(p4)StepIVHomework1.Trytorememberthenewwordsandphrases.Translatethefollowingsentences1)他跑的快，到達(dá)目的地時(shí)已經(jīng)上氣不接下氣了。（outofbreath）2)你們必須適應(yīng)形勢的變化。（adaptoneselfto）3)他取笑我因我犯了個(gè)愚蠢的錯(cuò)誤。(makefunof)4)我們都祝賀Tom通過了駕駛考試，（congratulateon）Period4Grammar:TheInfinitive(語法課)Teachinggoals:ThestudentswillbeabletousethevarioususesoftheinfinitiveTeachingproceduresStepIRevisionDoyoustillrememberWhatyoulearnedinthepassage?…StepIIPresentationItisgoodtohelpothers.(subject)Itismyambitiontomakesurethatthedisabledpeopleinourneighbourhoodhaveaccesstoallpublicbuildings.(subject)MyambitionistoworkinthecomputerindustrywhenIgrowup.(predicative)Idon’thavetimetositaroundfeelingsorryformyself.(attribute)Iamtheonlystudentinmyclasstohaveapetsnake.(attribute)Abigcompanyhasdecidedtobuyitfromme.(object)MyfellowstudentshavebeguntoacceptmeforwhoIam.(object)Ihavehadtoworkhardtoliveanormallife.(adverbial)SomedaysIamtootiredtogetoutofbed.(adverbial)Wemustcallonlocalgovernmenttogivefinancialassistancetodisabledpeople.(objectcomplement)StepIIIPractising句型轉(zhuǎn)換Itseemsthattheyhaveworkedoutthemathematicsproblem.Theyseem______themathematicsproblem.IthappenedthathewasgivingapianolessonwhenIdroppedinonhim.Hehappened______apianolessonwhenIdroppedinonhim.Theyhadwishedtorebuildtheoldtower.Buttheyhadnotgotenoughmoney.Theywished______theoldetower.Buttheyhadnotgotenoughmoney.Hepretendedthathewasdoinghishomeworkwhenhisfathercamein.Hepretended________hishomeworkwhenhisfathercamein.Itissaidthattheladywasmurderedbyherhusband.Theladyissaid________byherhusband.haveworkedout2.tobegiving3.tohaverebuilt4.tobedoing5.tohavebeenmurdered)單句改錯(cuò)Allthesesubjectsareeasytobelearned.(tolearn)LiPingseemedtoknowthesecretbeforeyoutoldhim.(tohaveknown)WangLinspokeloudersoastohearbyallthepeoplepresent.(tobeheard)Thebridgetocompletenextmonthwillbethelongestoneinourcity.(tobecompleted)Tomwasbelievedtostealthejewelthen.Laterhewasprovedtobeinnocent.(tohavestolen)I’msohappytotalktoyou.Goodbye.(tohavetalked)StepIVGivingthesummaryoftheinfinitive①后面跟動(dòng)詞不定式的動(dòng)詞：afford,agree,appear,arrange,ask,attempt,care,choose,claim,come,consent,dare,decide,demand,deserve,determine,elect,endeavour,expect,fail,get,guarantee,hate,help,hesitate,hope,hurry,intend,learn,long,manage,mean,need,offer,plan,prepare,pretend,promise,refuse,say,seem,tend,threaten,want,wish②后面既可以跟不定式又可以跟動(dòng)名詞的動(dòng)詞：Somewordscanbefollowedbyeithertheinfinitiveorthe-ingform.Pleasepayattentionwhenthereisnodifferenceinmeaningandwhenthereisdifference.ShowthefollowingonthePowerPoint.GerundandInfinitive(nodifferenceinmeaning)WeusetheGerundortheInfinitiveafterthefollowingverbs:BeginHebegantalking.Hebegantotalk.ContinueTheycontinuesmoking.Theycontinuetosmoke.hate DoyouhateworkingonSaturdays?DoyouhatetoworkonSaturdays?like Ilikeswimming.Iliketoswim.love Shelovespainting.Shelovestopaint.prefer Patpreferswalkinghome.Patpreferstowalkhome.start Theystartsinging.Theystarttosing.WeusetheGerundortheInfinitiveafterthefollowingverbs.Therearetwopossiblestructuresaftertheseverbs.Gerund:verb+-ingInfinitive:verb+person+to-infinitiveadvise Theyadvisewalkingtotown.Theyadviseustowalktotown.allow Theydonotallowsmokinghere.Theydonotallowustosmokehere.EncourageTheyencouragedoingthetest.Theyencourageustodothetest.permit Theydonotpermitsmokinghere.Theydonotpermitustosmokehere.Weusethefollowingstructureswiththewordrecommend:recommendTheyrecommendwalkingtotown.Theyrecommendthatwewalktotown.Someverbshavedifferentmeanings.(whenusedwithv-ingorInfinitive)v-ingformINFINITIVEforgetHe’llneverforgetspendingsomuchmoneyonhisfirstcomputer.Don’tforgettospendmoneyonthetickets.goonGoonreadingthetext.Goontoreadthetext.meanYouhaveforgottenyourhomeworkagain.Thatmeansphoningyourmother.Imeanttophoneyourmother,butmymobiledidn’twork.rememberIrememberswitchingoffthelightswhenIwentonholiday.Remembertoswitchoffthelightswhenyougoonholiday.stopStopreadingthetext.Stoptoreadthetext.tryWhydon’tyoutryrunningafterthedog?Itriedtorunafterthedog,butI...StepVFurther-Practising(略)Period5（語言實(shí)踐和寫作課）Reading,speakingandwritingalettertoanarchitect(P7)Teachinggoals:Thestudentswillbeabletolearntowritealetterofsuggestions.ⅠLead-in:AttheendofMarty’sstory,Martygiveseveralsuggestionstohealthykid.Thatis,toacceptthedisabledandtogivethemencouragementtolivearichandfulllifeashealthykids.Asforus,whatcanwedotobehelpful?(Discussion).AgirlnamedAliceiswarm-hearted.Shecaresforthedisabledverymuch.Whenshelearnedanewcinemaisgoingtobebuilt,shewouldliketodosomethingbeneficialtothedisabled.So,shewrotealetter.ⅡPre-readingWhat’stheletterabout?(acitizenwritesalettertoaskthearchitectofthenewBankstowncinematoconsiderthematterofeasyuseofthecinemabydisabledcustomers.)Howmanypartscanthebodyoftheletterbedividedinto?(Three)ⅢWhile-readingThebodyoftheletterconsistsof7paragraphs.AndsuggestionsareputforwardfromPara2to6.Whatarethesuggestions?(Meanwhile,dealwiththenewwordsandexpressions).Therefore,thebodycanbedividedinto3parts.What’sthefirstParafor?（totellthereaderthepurposeoftheletter）HowaboutthelastPara(reasonswhythesepiecesofadviceshouldbeconsidered)Thisletteriswritteninquiteapoliteway.Whatexpressionsmakeitpolite?Iamwritingtoaskyoutoconsiderthematterofeasyuseofthecinemabydisabledcustomers.Iwouldlikeyoutoconsiderthefollowingthings.Thankyouforreadingmyletter.Ihopeyouwillconsidermysuggestions.…ⅣPost-readingAletterofsuggestionAletterofsuggestionnormallyhasfiveparts.1.TheheadingThisincludestheaddress,linebyline,withthelastlinebeingthedate.Skipalineaftertheheading.2.ThegreetingThegreetingalwaysendswithacomma.Thegreetingshouldbeformal,beginningwiththeword“dear”.3.ThebodyGenerallyspeaking,thebodyincludesthreeparts.Thefirstpart(usuallythefirstparagraph)tellsthereceiverthatyouarewritingthislettertomakesuggestionsonsomething,andthemainparttellsclearlywhatyoursuggestionsare.Thelastpart(usuallythelastparagraph)asksthereceivertoconsideryoursuggestions.Don’tforgettoencouragethereceivertotakeyoursuggestions.Skippingalinebetweenparagraphs,especiallyintypedorprintedcopy,alsohelpsthereader.4.ThecomplimentarycloseThisshortexpressionisalwaysafewwordsonasingleline.Thecomplimentaryclosebeginswithacapitalletterandendswithacomma.5.ThesignaturelineTypeorprintyourname.Thehandwrittensignaturegoesabovethislineandbelowtheclose.Thesignaturelineandthehandwrittensignatureareindentedtothesamecolumnastheclose.Thesignatureshouldbewritteninblueorblackink.Skipfromonetothreespaces(twoonatypewriter),andtypeinthesignaturelinetheprintednameofthepersonsigningtheletter.Signthenameinthespacebetweenthecloseandthesignatureline,startingattheleftedgeofthesignatureline.ⅤHomeworkWritealetterofsuggestiontoanyoneyoulike,followingthesampleonpage8.Period6（閱讀課II）Readingtask(Thestoryofmylife1.Withthehelpoffellowpeople,manyofthedisabledachievesuccess.Forinstance,JohnNash,(beautifulmind),AlbertEinstein(learningdifficulty),FranklinD.Roosevelt(Polio),JohnMilton(difficultywitheyesight),HelenKeller(Blind,Deaf,andMute,Beethoven(deaf),…Thistime,wearegoingtofocusonthefemalewomanofachievementHelenKeller.Whatdoyouknowabouther?2.ReadandanswerthequestionsWhoisMissSullivan?HowdidHelenlearnnewwords?Whydidhelenlongforanewdaytocome?WhatqualitiescanbefoundinMissSullivan?ThestoryofmylifeHelenKellerIfeltapproachingfootsteps.IstretchedoutmyhandasIsupposedtomymother.Someonetookit,andIwasca