2020届一轮复习人教版选修七Unit1Livingwell单元教案（29页word版）

2020届一轮复习人教版选修七Unit1Livingwell单元教案（29页word版）

‎2020届一轮复习人教版选修七Unit 1 Living well单元教案 I．教学内容分析 本单元的话题是关于残疾人，残疾人面临的困难，以及他们对生活的态度。本单元的主人公是一些残疾的学生，他们都过着积极的生活，并且在生活中取得了成就。作为正常的学生，我们应该向他们学习，应该尽我们的最大努力从生活的各个方面来帮助他们。‎ Warming Up部分通过四幅图片展示了四位残疾的学生，让同学们猜想他们都是什么样的人，是怎样生活的。‎ Pre-reading部分介绍了”family village”这个网站，可以通过这个窗口，让同学们了解更多的关于残疾人的知识。‎ Reading部分是摘自”family village”中的一篇文章，主人公叫Marty。作为一个残疾人，他对生活很乐观，但是他也有自己的难题和被别人误解的时候。‎ Comprehending部分通过一些有关阅读文章的练习让学生更好地理解课文。‎ Leaning about Language部分首先是两个词汇练习，让学生掌握本单元的词汇。然后帮助学生复习动词不定式的用法，达到巩固的目的。‎ Using language 部分旨在提高综合语言能力。听力部分是一段对盲童Barry的采访, 他在Warming Up部分中已经被提到，他刚从一次登山中返回。通过完成练习，同学们可以学到更多的积极向上的人生态度。阅读部分是一封一位残疾人写给一位建筑师的信。我们知道残疾人在日常生活中面临各种困难，尤其是在公共场所，如医院、商场、公园、影剧院等。我们怎样做才会使他们的生活轻松些呢？在这篇文章里我们就可以听到残疾人的心声。从她的信中我们知道，残疾人也渴望体面地生活，他们也想像正常人一样被平等地对待，我们应该在公共场合给他们提供便利设施。说的部分让同学们学会向别人祝贺和表达良好的祝愿。写的部分让同学们给某建筑师写一封建议信, 并了解正式信件的写法和用语。这几部分都围绕残疾人紧密地连接在一起，使同学们在听、说、读、写中掌握本单元的知识内容。‎ Learning Tip部分介绍了词典在学习过程中的重要性，并鼓励学生使用词典自主学习。‎ II．教学重点和难点 ‎1. 教学重点 （1） 学习残疾人积极乐观的生活态度；‎ （2） 掌握一些新的单词、短语的用法。‎ ‎2. 教学难点 （1） 动词不定式的时态、语态和用法；‎ （2） 学会正式信件的写法及用语。‎ III．教学计划 本单元建议分七课时：‎ 第一课时：Warming Up & Listening and speaking (Using Language) ‎ 第二、三课时：Pre-reading, Reading & Comprehending 第四、五课时：Learning about Language 第六、七课时：Reading, speaking and writing (Using Language)‎ IV．教学步骤：Teaching procedures Period 1 Warming Up & Listening and speaking (Using Language)‎ Teaching Goals:‎ 1. To discuss different kind of disabilities people have and their attitude toward life.‎ 2. ‎ To know their ways of life and their achievements.‎ 3. To develop Ss’ speaking and listening ability.‎ Teaching Procedures: ‎ Step 1. Leading-in ‎1. Give Ss a few minutes to say something about disability by showing the following pictures and asking the following questions.‎ 残疾演讲大师约翰·库缇斯 ‎ ‎ ‎ 千手观音 ‎ ‎ ‎ 残疾指挥家——舟舟 浙江残疾无臂青年书法家孔黎翔 ‎(1) Do you know them ?‎ ‎(2) What are their disabilities ?‎ ‎(3) What kind of life do they live?‎ ‎(4) Do they have any achievement in their life?‎ ‎2. Ss will give different answers and agree with them .Then mention some other famous disabled people to Ss, such as Helen Keller, Braille, Steven Hawking and so on. Give a brief introduction of Helen Keller.‎ Helen Keller Helen Keller at the age of 19 months, (not quite 2 years old) was a ‎ happy, healthy child. She was already saying a few words. Then she had a high fever that caused her to become deaf and blind. No longer could she see nor hear. She felt lost. She would hang on to her mother's skirt to get around. She would feel of people's hands to try to find out what they were doing. She learned to do many things this way. She could recognize people by feeling of their faces or their clothes. She made up signs with her hands so that she could "talk" to her family. She had 60 different signs. If she wanted bread, she pretended to be cutting a loaf. If she wanted ice cream, she would hug her shoulders and shiver. Helen was a very bright child. She became very frustrated because she couldn't talk. She became very angry and began to throw temper tantrums. The family knew they had to do something to help her. They found a teacher named Anne Sullivan. Miss Sullivan herself had been blind, but had an operation that gave her back her sight. She understood what Helen was feeling. When Helen went to college, her teacher Anne went with her and tapped out the words of the instructors into her student's hand. Helen had an amazing memory and she also had skills that very few people have ever been able to develop. She could put her fingers to a person's lips and understand the words that were being spoken. While she was in college she wrote her book called "The Story of My Life". With the money she earned from the book she was able to buy a ‎ house. She became famous and traveled around the world speaking to groups of people. She met many important and well-known people as she traveled. Helen Keller was successful because of her determination. However, many people helped her. The most important person in her life was Anne Sullivan who stayed with her for 50 years.‎ Step 2. Warming Up ‎1 Ask Ss to look at the four pictures on P1 and discuss with a partner what disabilities they may have by just looking at the pictures.‎ ‎2 Write the followings information about the four students in the pictures on the blackboard. And let Ss talk as much as possible.‎ ‎◆ Rada is mentally disabled ‎◆ Barry is vision impaired ‎◆ Sally was born with spina bifida and relies on a wheel chair to get around.‎ ‎◆ Gao Qing has diabetes .‎ ‎3. Ask Ss to list as many words related to disabilities as possible on the blackboard.‎ blind deaf lame short-sighted hearing problem brain injury loss of an arm or leg severe illness mental disability walking difficulty learning difficulty Step 3. Listening and speaking (Using Language)‎ ‎1. Before playing the tape, ask Ss if it is difficult for them to climb a high mountain. Tell Ss that they are going to hear a radio interview with someone who has recently climbed mount kilimanjaro in Africa, but do not tell Ss that he is blind. After listening, let Ss discover this by themselves.‎ ‎2. Then ask Ss to read Ex1 and tick the statements that are true. Then play the tape again and let Ss finish Ex2.‎ ‎3. Ask Ss to discuss the three questions of Ex3 and present the result of the discussion.‎ ‎4. Ask Ss to listen to the latter part of Barry’s story and then complete the sentences of Ex4.‎ ‎5. Play the tape again without stop and let Ss check their answers in pairs.‎ ‎6. Read Ex5 with Ss and read the expressions in the form. Ask Ss about any other ways of expressing congratulations that they know. Write these on the blackboard. Give Ss time to complete Ex5 and Ex6.‎ Step 4. Homework ‎ ‎1. Ask Ss to find more stories about the disabled.‎ ‎2. Ask Ss to preview the reading text. ‎ Period 2 & 3 Pre-reading, Reading & Comprehending Teaching Goals: ‎ ‎1. To read Mary’s story and understand the text.‎ ‎2. To discuss his way of life and his attitude to life.‎ Teaching Procedures:‎ Step 1. Pre-reading ‎1. Show the following web page and ask Ss to discuss the questions. (链接http://www.familyvillage.wisc.edu/)‎ ‎ ‎ Welcome to the Family Village! We are a global community that integrates information, resources, and communication opportunities on the Internet for persons with cognitive 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, disability-related media and literature, and much, much more! ‎ The Family‎ ‎Village Web Site is an attempt to bring together valuable information for parents of individuals who have disabilities. We hope that you find the information and resources here to be useful, but we would recommend reviewing this disclaimer first. ‎ 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 constantly changing. ‎ ‎ The Family Village Waisman Center, University of Wisconsin-Madison 1500 Highland Avenue Madison, WI 53705-2280 ‎ E-mail: familyvillage@waisman.wisc.edu WWW: http://www.familyvillage.wisc.edu/ ‎ ‎ ‎ ‎ ‎ ‎(1) What is the web page about?‎ (2) What might be the value of such a website?‎ (3) What kind of information would be included in the web page?‎ ‎2. Lead Ss to the reading text by telling them the following information.‎ ‎ As the information in the pre-reading activity explains, this reading text is typical of the many stories which appear on the Family Village WebSite. ‎ The text is written by a high school student Marty, who has a rare disease that affects his muscles. He is weak and he has not been able to take part in some activities. The text explains some of Marty’s difficulties but also describes the good side of his life. The article is very positive and the author is optimistic about life.‎ ‎ ‎ Step 3. Fast reading ‎1. Ask Ss to read the text quickly and then answer the following questions.‎ (1) What kind of person is Marty?‎ ‎ ‎ (2) What’s the most difficult thing for Marty in her life?‎ (3) What would you do if you were to develop a muscle disease like Marty’s?‎ Suggested Answers:‎ ‎(1) Marty seems to be a very positive person. He is realistic about his disability but does not let this stop him doing as much as he can. He is a mentally strong, independent boy.‎ ‎(2) Missing lots of school. Not being able to run about and play sports like other boys at his age, people not understanding that he has a disability.‎ ‎(3) Various answers are acceptable.‎ ‎2. Ask Ss to finish Ex1 on P3 and check answers in pairs.‎ Step 4. Intensive reading ‎1. Ask Ss to read the text carefully and discuss in groups the three questions of Ex4 on P4. ‎ ‎2. Ask Ss to listen to the tape, follow in a low voice and then find the main idea for each paragraph. Write the ideas on the blackboard.‎ Paragraph 1. This is an introduction to Marty and his muscle disease.‎ Paragraph 2. How his disease started.‎ Paragraph 3. The problems he has to deal with every day.‎ Paragraph 4. His life is easier because his classmates accept him for who hi is.‎ Paragraph 5. His interestshobbies and ambitions.‎ Paragraph 6. The advantages of his disease.‎ ‎3. Ask Ss to retell the text according to the main idea of each paragraph on the blackboard.‎ Step 5. Homework ‎1. Ask Ss to read the text fluently.‎ ‎2. Ask Ss to read the following passage and finish the exercise.‎ Stephen Hawking: The Most Beautiful Mind ‎ ‎ Stephen Hawking, the most theoretical physicist after Albert Einstein, author of A Brief History of Time, was to attend the opening ceremony of a mathematics institute at Zhejiang University.‎ Stephen William Hawking was born on 8 January ‎1942 in Oxford, England. When he was eight, his family moved to St Albans, a town about 20 miles north of London. At age eleven Stephen went to St Albans School, and then on to University College, Oxford, his father's old college. Stephen wanted to do Mathematics, although his father would have preferred medicine. Mathematics was not available at University College, so he did Physics instead. After three years and not very much work he was awarded a first class honors degree in Natural Science. ‎ Stephen then went on to Cambridge to do research in Cosmology (宇宙学), because no one worked in that area in Oxford at the time. After gaining his Ph.D. he became first a Research Fellow, and later on a Professorial Fellow at Gonville and Caius College. After leaving the Institute of Astronomy in 1973 Stephen came to the Department of Applied Mathematics and Theoretical Physics, and since 1979 has held the post of Professor of Mathematics, which was held by Isaac Newton in 1663. He is a fellow of the Royal Society and a Member of the US National Academy of Sciences.‎ Stephen Hawking has worked on the basic laws that govern the universe. He is particularly interested in unifying the General Relativity Theory and Quantum Theory to study black holes.‎ A great man of science sitting in the wheelchair, Stephen Hawking has suffered from a serious disease for nearly forty years. IN 1963, he caught a disease that couldn’t be cured then. Up to 1974, he was able to feed himself, and get in and out of bed. In 1980, he and his wife changed to a system of community and private nurse, who came in for an hour or two in the morning and evening. In 1985, he caught pneumonia (肺炎) and had an operation. After the operation, he lost his ability to speak altogether. For a time, the only way he could communicate was to spell out words letter by letter, by raising his eyebrows when someone pointed to the right letter on a spelling card. A computer expert at Cambridge ‎ heard of his difficulty and sent him a special computer program to help him. Pressing a switch, he could manage up to 15 words a minute and he has written a book, and since then dozens of scientific papers. He has also given many scientific and public speeches. They have all been well received.‎ Which of the following sentences is true and which is false?‎ ‎(1) Stephen Hawking came to China to attend the opening ceremony of a mathematics institute at Zhejiang University. ( )‎ ‎(2) Stephen Hawking is a great man of science sitting in the wheelchair. ( ) ‎ ‎(3) Stephen wanted to study medicine, although his father would have preferred Mathematics. ( )‎ ‎(4) It was difficult for him to study Natural Science. ( )‎ ‎(5) Stephen Hawking suffered from a serious disease. ( )‎ Suggested Answers:‎ ‎ (1) √ (2) √ (3) × (4) × (5) √‎ Period 4 & 5 Learning about Language ‎ Teaching Goals: ‎ ‎1. To learn the use of some new words and expressions.‎ ‎2. To understand some difficult sentences.‎ ‎3. To revise the various use of the infinitive.‎ Teaching Procedures: ‎ Step 1. Word study ‎1. disability n state of being disabled He has terrible mental disability and cannot live by himself.‎ ‎● 拓展：‎ ‎(1) disable adj make sb unable to do sth, esp by making a limb or limbs useless The soldier was disabled by leg wounds ‎(2) disabled adj unable to use a limb or limbs ‎ Yesterday I met a disabled child with a wheel chair.‎ ‎(3) the disabled pl people who are disabled walking aids for the disabled.‎ The disabled should be cared about.‎ ‎2. ambition n ‎ (1) strong desire to achieve sth He was filled with ambition to become famous.‎ (2) particular desire of this kind or object to this desire They have great ambitions to get the position in the company.‎ ‎3. beneficial adj having a helpful of useful effect, advantageous The boos are beneficial to the poor students.‎ ‎4. adapt v ‎(1) make sth suitable for a new use situation This machine has been specially adapted for use underwater.‎ ‎(2) alter or modify for television, the stage etc.‎ This novel has been adapted for radio from the Russian original.‎ (1) become adjusted to new conditions Our eyes slowly adapted to the dark.‎ ‎5. absence n ‎(1) from being weay It happened during your absence from school ‎(2) occasion or time of being away He had several absences from school this term.‎ ‎(3) lack, non-existence He had come into absence of mind when the plain arrived ‎6. annoy v ‎(1) cause slight anger to sb It annoys me when people forget to say thand you.‎ (2) cause trouble or discomfort to sb The mosquitoes annoyed me so much that I couldn’t sleep.‎ ‎7. independent adj ‎(1) not dependent on other people or things He is old enough to be independent of his parents ‎(2) financed by private rather than government money ‎ There are a few independent schools in the city.‎ ‎8. encouragement n thing that encourages ‎ The teacher’s words were a great encouragement to him.‎ ‎9. resign v ‎(1) give up one’s job, position ‎ The Minister resigned from office.‎ ‎(2) be ready to accept ‎ The team refused to resign themselves to defeat .‎ Step 2. Expression study 1. in other words换句话说 ‎● 拓展：‎ eat one’s word 承认说错了话 ‎ haves words with sb. 吵嘴，争论 ‎ in a word 简言之，总之 ‎ keep one’s word 遵守诺言 ‎2．out of breath (page 2) 上气不接下气 ‎● 拓展：‎ ‎ catch one’s breath 喘息，屏息 ‎ get one’s breath 恢复正常状态 ‎ hold one’s breath不出声 ‎ in the same breath 同时，异口同声地 ‎ lose one’s breath 沉默 ‎ short of breath 呼吸短促 ‎3．Make fun of sb 取笑， 捉弄 ‎4．Take on雇佣，呈现 ，从事 ‎● 拓展：‎ ‎ take over 接任，接管 ‎ take up 那起，从事，占据 ‎ take back 吸收 ‎ take in 进入，接纳，吸收 ‎ take out 取走，弄走 ‎ take off 脱掉。起飞.‎ Step 3. Sentence study 1. Does their disability make it difficult for them to do some things?‎ Pattern; make +it + adj/n + infinitive For example :This made it necessary for the earth to support more people .‎ 其他可用于这种结构的动词还有 think, feel, find, consider ‎2. She was proud to have recently represented her coming in an athletics competition where she won a gold medal in the 50- meter race .最近她代表国家参加了一次田径比赛并获得五十米赛跑的金牌，对此她感到很自豪。‎ To have done 是不定式的完成式，这种形式表示不定式的动作发生在谓语动词之前。其被动形式：to have been done To do 表示动作将来发生，其被动形式：to be done，如：‎ We are glad to have seen the Greatwall..‎ I am glad to go out for a walk.‎ Step 4. Grammar study ‎1. Summarize the grammar points briefly.‎ The infinitive has the features of noun, verb, adjective and adverb .So it can be the subject, the predicative, the object the object complement, the adverbial and the attribute. ‎ ‎(1) Verbs followed by a to-infinitive and the infinitive as the object.‎ Such as : want , wish, agree, decide, learn, pretend, ask, promise, plan, expect, hope, refuse, aim, fail, manage, prepare, etc.‎ ‎(2) Verbs followed by a to-infinitive and the infinitive as the object complement advise, allow, ask, beg encourage, get, force, invite, expect, order, permit, persuade, require, want, warn, teach, wish, etc.‎ ‎(3) It is +adj+for sb to do sth The commonly used adjectives are :hard, difficult, easy, important, necessary , possible, impossible.‎ ‎(4) It is+adj+of sb to do sth The commonly used adjectives are: kind, nice, clever, foolish , silly, wise, rude, selfish.‎ ‎2. Ask Ss to read the text again and finish Ex1 of Discovering useful structures.‎ ‎3. Ask Ss to choose the best answers to the following sentences.‎ ‎(1) I did not expect____ so many people waiting here.‎ A it to be B there is C there are D there to be ‎(2) When mother came in, he pretended______ .‎ A to sleep B to be sleeping C having slept D sleeping ‎(3) What he wanted to do was______ a new school started.‎ A to get B get C got D to be got ‎(4) You are lucky to have such a comfortable room_____.‎ A to live B for living C to live in D lived in ‎(5) I have got enough money______.‎ A to buy a car B to buy a car with C to buy a car for D for buying a car ‎(6) We set out after dark ______an hour later.‎ A. to arrive B. arriving C. arrived D. and arrived ‎(7) ----Sorry______ you so much trouble.‎ ‎ -----That’s all right.‎ A. to give B. to have given C. giving D. having given ‎(8) They had no choice but _____their training as it was raining so hard.‎ A. put off B. to put off C. putting off D. put out ‎(9) My only wish is ____in safety.‎ A. for them B. for them to be C. for them be D. for they are (10) ‎ With so many good books ______I was at a loss which to take.‎ A. to choose B. to choose from C. to be chosen D. for choosing (11) ‎ I’m going to our mother school tomorrow. Have you anything_____ to our teacher?‎ A. to take B. to be taken C. taken D. for taking (12) ‎ The main purpose of education is to make educated citizens but ‎ ____money-makers.‎ A. not make B. not to make C. to not make D. not making (11) ‎ A teacher should be fined if he is seen ____in class.‎ A. to smoke B. smoking C. smoke D. smoked (12) ‎ Well discuss the plan we want to have____‎ A. carry out B. carried out C. to carry out D. carrying out (13) ‎ In some parts of the city, missing a bus means ____for another hour.‎ A. to wait B. waiting C. wait D. to be waiting (14) ‎ He has made such great progress____ by the teacher.‎ A. to praise B. to be praised C. as to be praised D. that is praised (15) ‎ The news reporters hurried to the airport, only ____the film stars had left.‎ A. to tell B. to be told C. telling D. told (16) ‎ _____late in the morning, Bob turned off the alarm.‎ A. To sleep B. Sleeping C. Sleep D. Having slept (17) ‎ I’ve work with children before, so I know what _____in my job.‎ A. expected B. to expect C. to be expecting D. expects ‎(20) -----You should have thanked her before you left.‎ ‎ ------I meant_____, but when I was leaving I couldn’t find her anywhere.‎ ‎ A. to do B. to C. doing D. doing to ‎ Suggested Answers:‎ ‎(1)～(5) DBACB (6)～(10) DBBBB (11)～(15) BBBBB (15)～(20) CBABB Step 5. Homework ‎1. Ask Ss to finish Ex2 of Discovering useful structures on P6.‎ ‎2. Ask Ss to review what has been learned in this period.‎ Period 6& 7 Reading, speaking and writing (Using Language)‎ Teaching Goals:‎ 1. To read and understand the letter.‎ 2. To practice writing a similar letter. ‎ Step 1. Leading-in ‎1. Ask Ss to look at the pictures and discuss the ways that public buildings can be made more accessible to people with walking difficulties.‎ ‎ ‎ ‎ ‎ ‎ 导盲犬 ‎2. Ask Ss to discuss what we can do to make their life more convenient when sometimes they go to the cinema.‎ Step 2. Fast reading ‎1. Ask Ss to read the letter quickly and try to find the main idea of the letter.‎ ‎2. Ask Ss to discuss and answer the following questions.‎ ‎(1) What’s the purpose of the letter?‎ ‎(2) Who is the letter written for?‎ ‎(3) How the article is organized/‎ ‎(4) What is the topic sentence of each paragraph.‎ Step 3. Intensive reading ‎1. Ask Ss to read the letter carefully and find what they cannot understand.‎ ‎2. Deal with the following language points with Ss.‎ ‎(1) in particular especially or particularly She hates to do homework in particular.‎ ‎● 拓展：‎ be particular about/over sth very careful about what you choose She is very particular about what she wears.‎ ‎(2) access n ‎ ① approach or enter a place, way in The village is difficult of access.‎ ‎② opportunity or right to use sth or approach sb.‎ Students must have access to a good library.‎ Only high officials had access to the president.‎ ‎(3) elderly adj old He is very active for an elderly man.‎ ‎(4) dignity n ‎ ① quality that earns or deserves respect, true worth ‎ He accepted the advice with quiet dignity.‎ ‎② calm or serious manner or style .‎ ‎. She kept her dignity despite the booing.‎ ‎(5) have difficulty/trouble (in) doing sth. 做某事有困难 I have some difficulty in learning English. ‎ I had the greatest difficulty in persuading her. ‎ ‎● 拓展：‎ have difficulty with sth 某事有困难 with difficulty 困难地; 吃力地 without difficulty 容易地, 毫不费力地 Step 4. Speaking ‎1. Ask Ss to work in groups and discuss the following question.‎ What has your community done for people with disabilities?‎ What in your community is good for them and what not?‎ ‎2. Ask Ss to answer the following questions, according to the answers to the questions above.‎ Is there anything more that can be done for people with disabilities in your community? And what is it?‎ ‎3. Ask the student who has the best idea to present his idea before the class.‎ Step 5. Writing ‎1. Ask Ss to discuss the following question.‎ What kind of building do you think is most needed in your area, a supermarket, a train station or something like that?‎ ‎2. Ask Ss to imagine they know the architect of the new building that they think is most needed and write a letter to him to suggest ways to make it more accessible for people with disabilities.‎ ‎3. Ask the student who made the best writing to present it before the class.‎ ‎…‎ Step 6. Homework ‎1. Ask Ss to finish all the exercises in the Workbook.‎ ‎2. Ask Ss to review what has been learned in this period and preview the next period.‎