2020届一轮复习人教版选修七Unit1Livingwell单元教案（43页word版）

2020届一轮复习人教版选修七Unit1Livingwell单元教案（43页word版）

‎2020届一轮复习人教版选修七Unit 1　Living well单元教案 Period 1　Warming Up，Pre－reading and Reading 教材分析　　　‎ Warming Up is made up of two parts：discussing and talking. The purpose is to get students interested in the topic “disabilities”．The teacher first asks students to talk about people with a mental or physical disability to see how much they know about disabilities. Next，ask students to look at the pictures and read what these people have achieved even though they each have a disability. Finally，find out what disability they might have according to each description below the picture. Meanwhile，make sure students learn some useful new words and expressions in this unit.‎ Pre－reading provides a short passage about a website called “Family Village”．Ask students to read it and find out the purpose of the website. Make sure the students have a basic knowledge of the website for the disabled.‎ The reading passage Marty's Story presents a story that although Marty is a disabled boy，he never feels sorry for himself and he leads a good and busy life. This is the key part ‎ of this unit. The teacher can first get students to skim for the main idea of each paragraph in the reading passage，and then scan for further understanding. In order to let students fully understand the passage while reading，the teacher should analyze the change of Marty's feeling over time and next guide students to write a mini biography for Marty.‎ To consolidate the contents of the reading passage，the teacher will present some poems to students for appreciation.‎ 知识目标 ‎1．Get students to learn the useful words and expressions in this unit.‎ eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to ‎2．Help students to learn about disabilities and life of the disabled.‎ 能力目标 ‎1．Let students read the passage Marty's Story to develop their reading ability.‎ ‎2．Enable students to know that people with disabilities can also live well.‎ 情感目标 ‎1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.‎ ‎ 2．Help them understand more about how challenging life can be for the disabled.‎ ‎3．Develop students' sense of cooperative learning.‎ 教学重点　　‎ Get students inspired by positive stories of the people with disabilities.‎ 教学难点　　‎ ‎1．Develop students' reading ability. ‎ ‎2．Help students understand the difficulties the disabled have to overcome.‎ 教学方法　　‎ ‎1．Task－based teaching and learning.‎ ‎2．Cooperative learning.‎ 教学过程 Step 1　Warming up ‎1．Warming up by discussing First ask students to talk about people with a mental or physical disability to see how much they know about ‎ disabilities. Then show some photos of people with disabilities. Students will be asked to discuss the following questions in small groups.‎ Do you know any famous people who are disabled?‎ What difficulties do they have to overcome in daily life?‎ What have they achieved?‎ Suggested answers：‎ Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.‎ Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer.‎ Helen Keller was deaf and blind，but she was a great writer.‎ ‎2．Warming up by talking First，ask students to look at the pictures and read what these people have achieved even though they each have a disability. Next，work with partners to talk about what disability they might have according to each description below the picture.‎ Suggested answers：‎ Rosalyn is in a wheelchair. She has walking difficulty.‎ Richard has difficulty with eyesight，so he can't read the ‎ questions or write the answers for his college entrance exams.‎ Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema)．‎ Gao Qiang was born with Down's Syndrome，which is a mental disability. Some Doun's Syndrome Down's Sufferers have made a good career as actors.‎ Step 2　Pre－reading Ask students to read the short paragraph in Pre－reading carefully and find out the purpose of the website “Family Village”．‎ Suggested answers：‎ ‎1．To give ordinary young people with a disability a chance to share their stories with others.‎ ‎2．To inspire other disabled people.‎ ‎3．To get non－disabled people to understand more about how challenging life can be for people with disabilities.‎ Step 3　Reading ‎1．Skimming Give students 2 minutes；ask them to read the passage fast to fill in the blanks：‎ Sum up the main idea of each paragraph：‎ Paragraph 1：A(n)______ to Marty and his muscle disease.‎ Paragraph 2：How the disease ______.‎ Paragraph 3：Marty met a lot of ______ at school.‎ Paragraph 4：How his life has become ______.‎ Paragraph 5：The ______ of his disease.‎ Suggested answers：‎ Paragraph 1：An introduction_to Marty and his muscle disease.‎ Paragraph 2：How the disease developed/started.‎ Paragraph 3：Marty met a lot of difficulties at school.‎ Paragraph 4：How his life has become easier.‎ Paragraph 5：The advantages of his disease.‎ ‎2．Scanning for detailed information Ask students to read the passage carefully to locate the detailed information.‎ ‎(1)First ask students to read paragraph one and complete the chart below.‎ Disease ‎ Difficulties ‎ Motto ‎ ‎　　Suggested answers：‎ Disease A muscle disease that makes him very weak.‎ Difficulties He can't run or climb stairs as quickly as other people. Sometimes he is clumsy and drop things or bump into ‎ furniture.‎ Motto Live one day at a time.‎ ‎　　(2)Next read paragraphs two and three and choose the best answer.‎ Why did the doctors cut out a piece of muscle from Marty's leg?‎ A．Because they could cure the disease by cutting it out.‎ B．Because they wanted to use it as a specimen(标本)．‎ C．Because they would transplant(移植) the new muscle.‎ D．Because they wanted to find out the cause of the disease.‎ Key：D ‎(3)Read paragraph four and answer the following questions：‎ ‎①What is Marty's ambition?‎ ‎②What is Marty's achievement?‎ ‎③What is Marty's hobby?‎ Suggested answers：‎ ‎①Marty's ambition is to work for a firm that develops computer software when he grows up.‎ ‎②Marty invented a computer football game and a big company decided to buy it from him.‎ ‎③As well as going to the movies and football matches with his friends，he spends a lot of time with his pets.He has two rabbits，a parrot，a tank full of fish and a tortoise.‎ ‎(4)Ask students to find Marty's advice in paragraph five.‎ Suggested answers：‎ Don't feel sorry for the disabled. Don't make fun of them. Don't ignore them. Accept them for who they are. Encourage them to live as rich and full a life as healthy people do.‎ Step 4　Consolidation ‎1．Ask students to read the whole passage and choose the best answers.‎ ‎(1)Which of the following is false?‎ A．Although there are a few students who look down upon him，Marty never gets annoyed.‎ B．Marty leads a meaningful life and does not feel sorry for being disabled.‎ C．Marty only spends time with his pets and never with his friends.‎ D．Marty's disability has made him more independent.‎ ‎(2)From the passage we can infer that ______.‎ A．Marty asks others to feel sorry for him B．Marty never loses heart C．Marty is afraid of being made fun of ‎ D．Marty will not accept any encouragement because he has grown stronger psychologically Keys：(1)C　(2)B ‎2．Ask students to work together to write a mini biography for Marty according to the text.‎ My mini biography ‎ Name ‎ St atus ‎ Health ‎ Interests and Hobbies ‎ Ambition ‎ Motto ‎ Suggested answers：‎ My mini biography ‎ Name Marty Fielding Status High school student Health Developed a muscle disease at the age of 10，very weak，cannot do things like normal people My mini biography Interests and Hobbies •Enjoying writing and computer programming ‎•Going to the movies and football matches with friends ‎•Spending a lot of time with my pets—two rabbits，a parrot，a tank full of fish and a tortoise Ambition To work for a firm that develops computer software Motto Live one day at a time ‎ ‎3.Discuss in pairs to get the main idea of the passage by filling in the blanks.‎ Though he is a ______ person，Marty never feels ______ for himself and he ______ his life.‎ Suggested answers：disabled；sorry；enjoys Step 5　Discussion ‎1．Ask students to discuss the following questions in small groups.‎ ‎(1)How did Marty's feeling changed over time?‎ ‎(2)What kind of person do you think Marty is？Can you use adjective words to describe him?‎ Suggested answers：‎ ‎(1)The change of Marty's feeling over time：‎ hopeful→hopeless→stupid→not get annoyed→good/busy ‎(2)We can see Marty is optimistic/brave/independent/strong－minded.‎ ‎2．Show a video of “Qian shou Guanyin” to the students and encourage them to remember the famous saying：“Where there is a will，there is a way.”‎ Step 6　Appreciation Ask students to read two poems for appreciation when facing obstacles in the future.‎ Facing Obstacles (Two poems by Tom Krause)‎ The Heart of the Strong Strong is the heart that knows not the way of comfort and ease while living each day.‎ Yet continues to believe from the depths of its soul that the future is destined to silver and gold.‎ Strong is the heart whose yearning is waned by storms in life filled with heartache and pain.‎ Yet still gives its all—everything that it can in search of a dream—God's ultimate plan.‎ When there is a victory—when battles are won when burdens are lifted and bright shines the sun—‎ when struggling souls gather—where heroes belong—‎ they find in themselves—the heart of the strong.‎ Carry On At times when you feel troubled when your happiness is gone look to the heart within you for the strength to carry on.‎ In your heart you will find special virtues such as faith and hope and love.‎ These gifts have been sent down to you from a power up above.‎ It is faith that keeps the soul searching for the joy the heart hopes for.‎ It is love that heals the spirit making it stronger than before.‎ And if your heart be broken if your strength should fade away the power of these virtues will still win out the day.‎ So remember when you are troubled when your happiness is gone look to the heart within you for the strength to carry on.‎ Step 7　Homework ‎1．Retell Marty's Story according to the mini biography.‎ ‎2．Surf the Internet to learn more about the life of disabled people.‎ Period 2　Language Study Teaching aims　　‎ ‎1．To learn the useful expressions and sentence structures ‎ in the reading.‎ ‎2．To enable students to use language points both orally and in written forms.‎ ‎3．To further get students inspired by Marty Fielding.‎ Teaching procedures　　‎ Step 1　Learning words and phrases ‎1．ambition n．雄心，野心 Her ambition is to become part of the national team for the next Paralympic Games.‎ 她的抱负是能够成为国家队的一员来参加下一届残奥会。‎ To be a good teacher has been her lifelong ambition.‎ 做一名好教师是她终生追求的目标。‎ ‎[拓展]‎ full of ambition野心勃勃 achieve one's ambition实现某人的愿望 have the ambition for sth.渴望得到某物 ‎2．suitable adj.适合的，适宜的 Although some may think the cinema is noisy，it is suitable for Sally's condition.‎ 尽管有人可能认为电影院里太吵了，但是它非常适合萨利的身体状况。‎ He has nothing suitable for a formal party.‎ 他没有适合这样正式晚会的任何东西。‎ ‎3．beneficial adj.有益的 be beneficial to对……有益处 ‎[拓展]‎ ‎ benefit vt.使……受益 n．益处，优势 benefit sb./sth.对某人/物有益 benefit from/by从……中获得益处 be of benefit to...对……有益 for sb.'s benefit＝for the benefit of sb.为了某人的利益 These birds are beneficial to man.‎ 这些鸟对人类有益。‎ We benefit a lot from daily exercise.‎ 日常锻炼对我们很有益。‎ His mother lost her life for the benefit of the bank.‎ 他母亲为了银行的利益献出了自己的生命。‎ ‎4．in other words 换句话说 In other words，there are not many people like me.‎ 换句话说，像我这样的人并不多见。‎ ‎[拓展] ‎ in a/one word总而言之 in word 在口头上；在表面上 ‎ have a word with sb.与某人说(私)话 have words with sb.与某人吵嘴 keep/break one's word遵守诺言/失信 Have a word with Tom and see what he thinks.‎ 和汤姆谈一谈，看他是怎么想的。‎ Please retell the story in your own words.‎ 请用自己的话复述这个故事。‎ In a word，I didn't like that car at all.‎ 总之，我一点也不喜欢那辆小汽车。‎ ‎5．adapt to 适应 Unfortunately，the doctors don't know how to make me better，but I am very outgoing and have learned to adapt to my disability.‎ 不幸的是，大夫们不知道如何治好我的病，但是我很开朗乐观，学会了适应身体的残疾。‎ We should adapt to the new environment as soon as possible.‎ 我们应该尽快适应新环境。‎ ‎6．cut out 切去；省略；停止做某事 I think I had at least a billion tests，including one in which they cut out a piece of muscle from my leg and looked at it under a microscope.‎ 我想我至少做过十亿次检查了，包括有一次检查，他们从我的腿部切下了一小块肌肉，放在显微镜下观察。‎ You should cut out the second part of the article.‎ 你应该删掉文章的第二部分。‎ She tried to persuade me to cut out drinking.‎ 她试图说服我戒酒。‎ ‎[拓展]‎ cut down砍倒；削减 cut in插嘴；超车 cut off切断……供应；中断 cut across/through抄近路 cut up切碎 I wish she would stop cutting in on our conversation all the time.‎ ‎ 我希望她别老是在我们谈话中插嘴。‎ My doctor has told me to cut down on salt.‎ 我的医生告诉我减少盐的摄入量。‎ They had cut off aid to us.‎ 他们已经中断了对我们的援助。‎ ‎7．out of breath 上气不接下气 So sometimes some children in my primary school would laugh，when I got out of breath after running a short way or had to stop and rest halfway up the stairs.‎ 因此，上小学时有些孩子见到我跑很短一段路就喘不过气来或者爬楼梯爬到一半就得停下来休息，他们就会笑我。‎ They were both red in the face and out of breath.‎ 他们俩都面红耳赤，气喘吁吁。‎ ‎[拓展]‎ hold one's breath 屏住呼吸 lose one's breath 喘不过气来 take a deep breath做深呼吸 When entering the room，please hold your breath.‎ 当进入房间时，请屏住呼吸。‎ ‎8．all in all 总而言之 All in all I have a good life.总而言之，我生活得很好。‎ All in all，it had been a good success.‎ 总而言之，那是个巨大的成功。‎ ‎[拓展]‎ in all总共 at all根本；全然 above all最重要的是 after all毕竟；终究 Please don't be angry with him—he is only 6，after all.‎ 请别生他的气了，毕竟他只有六岁。‎ ‎9.as well as 也；和 As well as going to the movies and football matches with my friends，I spend a lot of time with my pets.‎ 除了和我的朋友一起去看电影和足球比赛之外，我还花很多时间和我的宠物在一起。‎ She had all her homework to do，as well as looking after her sick father.‎ ‎ 她除了要照顾生病的父亲之外，还要完成所有的作业。‎ ‎[提醒]‎ as well as还可以用作连词，表示“和……一样好”；另外，连接两个主语时，谓语动词和最前面的主语保持一致。‎ He plays the piano as well as his teacher.‎ 他钢琴弹得和他的老师一样好。‎ Mr.Li as well as his students is going to the zoo tomorrow.‎ 李老师和他的学生们打算明天去动物园。‎ ‎10．in many ways 在很多方面 In many ways my disability has helped me grow stronger psychologically and become more independent.‎ 在许多方面，我身体的残疾使我在心理上变得更加坚强，更加独立。‎ My uncle has helped me in many ways.‎ 我叔叔在很多方面帮助过我。‎ ‎11．make fun of 取笑 So don't feel sorry for the disabled or make fun of them，and don't ignore them either.‎ 因此，不要感到残疾人可怜，或者取笑他们，也不要不理他们。‎ It is impolite to make fun of the disabled.‎ 取笑残疾人是不礼貌的。‎ ‎[同义短语]‎ play a joke/trick on sb.＝make a foo l of sb.＝laugh at sb.取笑 Step 2　Using words and phrases ‎1．Do Exercises 1,2 and 3 on Page 4 in Learning about Language.‎ Suggested answers：‎ Exercise 1：‎ Noun Adjective Noun Adjective ‎ ambition ambitious clumsiness clumsy absence absent firmness firm suitability suitable noise noisy benefit beneficial psychology psychological annoyance annoyed/annoying encouragement encouraging ‎　　Exercise 2：1.lap　2.annoyed　3.dictation　4.entry　5.microscope　6.outgoing　7.fellow　8.conduct Exercise 3：in many ways；sit around；made fun of；adapt to；out of breath；All in all；cutting out；In other words ‎2．Translate the following sentences into Chinese.‎ ‎(1)As her eyesight failed she knew she would have to resign from the community health committee.‎ ‎(2)She is famous in literature for her novel about the campaign to abolish slavery.‎ ‎(3)Never mind about that software！We will repair it when we meet with the engineer from the company.‎ ‎(4)Congratulations！The profit from selling those wheelchairs will be enough to buy six new benches for your school.‎ ‎(5)The parrot flew out of the pet shop and landed on the bowling－green(草地滚木球场)across the road.‎ ‎(6)I left the meeting when they began to talk about politics and headed for the exit.‎ ‎(7)It is my ambition to make sure that the disabled people in our neighbourhood have access to all public buildings.‎ ‎(8)I had w anted to clean out the basement in his absence，but unfortunately I didn't have time.‎ ‎(9)James carried his new fish tank carefully to the house，dreaming of how wonderful it would look full of colorful fish.‎ ‎(10)The bench was hard to sit on，but it provided an excellent resting place for people after climbing the hill.‎ Suggested answers：‎ ‎(1)由于她的视力下降了，她知道她不得不从社区健康委员会辞职了。‎ ‎(2)她由于那本关于废奴运动的小说而享誉文学界。‎ ‎(3)不用担心那个软件！我们和那个公司的工程师见面后就会修好的。‎ ‎(4)恭喜！卖掉那些轮椅的利润足够为你们学校买六个新长椅的。 ‎ ‎(5)那只鹦鹉从宠物店里飞出来，落在马路对面的草地滚木球场上。‎ ‎(6)他们开始谈论政治时我就离开会场，朝出口走去。‎ ‎(7)确保邻近的残疾人能够进出所有的公共建筑物是我的志向。‎ ‎(8)我本想在他离开的时候彻底打扫下地下室，但不巧的是我没有时间。‎ ‎(9)詹姆斯小心翼翼地把新鱼缸搬进屋子里，想象着装满五颜六色的鱼后，该有多么美呀。‎ ‎(10)这条长凳坐着很硬，但是人们爬完山之后可以坐在上面好好休息一下。‎ Step 3　Consolidation Ask students to retell the text after learning the useful words and phrases.‎ Step 4　Homework ‎1．Finish off Exercises 1 and 2 on Page 48.‎ ‎2．Go over the useful words and phrases in the text.‎ Period 3　Grammar Teaching aims　　‎ ‎1．Students will be able to recognize the infinitives and know the exact meanings of them.‎ ‎2．Students will be able to use these structures correctly.‎ Teaching procedures　　‎ Step 1　Revision ‎ Ask several students to retell Marty's story. Show Marty's mini biography on the PowerPoint.‎ My mini biography Name Marty Fielding Status High school student Health Developed a muscle disease at the age of 10，very weak，cannot do things like normal people Interests and Hobbies •Enjoying writing and computer programming ‎•Going to the movies and football matches with friends ‎•Spending a lot of time with my pets—two rabbits，a parrot，a tank full of fish and a tortoise Ambition To work for a firm that develops computer software Motto Live one day at a time Step 2　Discovering useful structures ‎1．基本概念 不定式是动词的一种非谓语形式，没有人称和数的变化，而且不能单独用作谓语，但仍旧有动词的特点，即可有自己的宾语和状语，构成不定式短语，使用频率较高。是一个考试经常考查的语法点。‎ ‎2．基本形式 ‎ ‎ 主动形式 被动形式 一般式 to do to be done ‎ ‎ 完成式 to have done to have been done 进行式 to be doing /‎ 完成进行式 to have been doing /‎ 否定形式 not to do not to be done 疑问词＋不定式 wh－ to do wh－ to be done 复合结构 sb.to do/for sb.to do /‎ ‎　　3.句法功能 不定式具有名词、形容词、副词的特征，在句中可以充当主语、表语、宾语、定语、状语和补足语，还可以有自己的逻辑主语，即for sb.to do sth.。‎ It is good to_help_others.(subject)‎ It is my ambition to_make_sure_that_the_disabled_people_in_our_neighbourhood_have_‎ access_to_all_public_buil dings.(subject)‎ My ambition is_to_work_in the computer industry when I grow up.(predicative)‎ I don't have time to_sit_around feeling sorry for myself.(attributive)‎ I am the only student in my class ‎ to_have_a_pet_snake.(attributive)‎ A big company has decided to_buy_it_from_me.(object)‎ My fellow students have begun to_accept_me_for_who_I_am.(object)‎ I have had to work hard_to_live_a_normal_life.(adverbial)‎ Some days I am too tired to_get_out_of_bed.(adverbial)‎ We must call on local government_to_give_financial_assistance_to_disabled_people. (object complement)‎ ‎4．不定式的时态与语态 根据需要，不定式可以有一般式(to do)，完成式(to have done)，完成进行式(to have been doing)，进行式(to be doing)等时态形式以及被动形式to be done和to have been done。‎ He didn't allow us to go home early.‎ 他不允许我们早回家。‎ He seemed to have seen the film.‎ 他好像看过这部电影。‎ She is said to have been living in the city for six years.‎ 据说她住在该城市六年了。‎ The boy pretended to be reading when his mother came in.‎ 当他母亲进来的时候，小男孩假装在读书。‎ He is said to have studied abroad a few years ago.‎ 据说他几年前在国外学习过。‎ The book is said to have been translated into many languages.‎ 据说此书已被译成了多种语言。‎ ‎[注意]‎ ‎1．The following verbs are usually followed by the infinitive.‎ afford，agree，appear，arrange，ask，attempt，care，choose，claim，come，consent，dare，decide，demand，deserve，determine，elect，endeavor，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，wish For example：‎ I can't afford to_go to the pub. ‎ He agreed to_practice_more.‎ You should learn to_express_yourself.‎ They managed_to_fix_the_problem.‎ ‎2．Explanation of the gerund and the infinitive Some words can be followed by either the infinitive or the －ing form. Please pay attention when there is no difference in meaning and when there is difference.‎ ‎(1)The gerund and the infinitive (no difference in meaning)‎ We use the gerund or the infinitive after the following verbs：‎ begin He began talking. ‎ He began to talk.‎ continue They continue smoking.‎ They continue to smoke.‎ hate Do you hate working on Saturdays？‎ Do you hate to work on Saturdays？‎ like I like swimming.‎ I like to swim.‎ love She loves painting. ‎ She loves to paint.‎ ‎ prefer Pat prefers walking home.‎ Pat prefers to walk home.‎ start They start singing.‎ They start to sing.‎ ‎　　We use the gerund or the infinitive after the following verbs. There are two possible structures after these verbs. Gerund：verb＋－ing ‎ Infinitive：verb＋person＋to－infinitive advise They advise walking_to town.‎ They advise us_to_walk to town.‎ allow They do not allow smoking here.‎ They do not allow_us_to_smoke_here.‎ encourage They encourage_doing_the test.‎ They encourage us_to_do_the test.‎ permit They do not permit smoking here.‎ They do not permit us_to_smoke here.‎ ‎　　We use the following structures after the word recommend：‎ recommend They recommend walking_to town.‎ They recommend that_we_(should)_walk_to_town.‎ ‎　　(2)Some verbs or verb phrases have different meanings when used with the gerund or the infinitive.‎ ‎ GERUND INFINITIVE forget He'll never forget spending_so much money on his first computer. 他永远不会忘记在第一台电脑上花费了这么多钱。 Don't forget to_spend money on the tickets. ‎ 不要忘记用钱去买票。‎ go on Go on reading the text.‎ 继续读这篇文章。(继续做同一件事) Go on to_read_the text.‎ 继续读这篇文章。(继续做另一件事)‎ mean You have forgotten your homework again.That means phoning_your mother.‎ 你又忘记做家庭作业了，这意味着我要打电话给你妈妈。 I meant to_phone your mother，bu t my mobile didn't work.‎ 我本打算打电话给你妈妈，但是我的手机坏了。‎ remember I remember switching_off the lights when I went on holiday.‎ 我记得我去度假时把灯都关掉了。 Remember to_switch_off the lights whe n you go on holiday. ‎ 当你去度假时，记得把灯关掉。‎ stop Stop reading_the text.‎ 停止读这篇文章。 Stop to_read_the t ext.‎ 停下来读这篇文章。‎ try Why don't you try running_after the dog？‎ 你为什么不尝试跟着狗跑呢？ I tri ed to_run after the dog，but I．..‎ 我竭尽全力跟着狗跑 ，但是……‎ Step 3　Drilling Ask students to do Exercise 2 on Page 5 and check with their partners then check together.‎ Keys：to have kept you waiting；to have forgotten；to have finished；‎ Ask students to do Exercise 3 and share their past experience in a group.‎ Keys：to have spent；To free；to see；to treat；to help pass；to abolish Step 4　Using the infinitive Ask students to translate the following sentences into English and pay attention to the use of the infinitive.‎ ‎1．我忘了让你去社区服务中心了。‎ ‎2．在检查机器之前关掉电源是很重要的。‎ ‎3．我不知道哪儿能找到这种纽扣。‎ ‎4．幸运的是，我们没有更多的活儿要做。‎ ‎5．海伦很高兴到过中国20多个省、市。‎ ‎6．她事业有成，现在最大的愿望就是结婚生子。‎ Suggested answers：‎ ‎1．I forgot to ask you to go to the community service center.‎ ‎2．It's very important to turn off the electricity before you check the machine.‎ ‎3．I don't know where to find such a kind of button.‎ ‎4．Luckily，we don't have much more work to do.‎ ‎5．Helen is very pleased to have travelled in more than 20 provinces and cities in China.‎ ‎6．She has been very successful in her work，and now her greatest wish is to get married and have some children.‎ Step 5　Homework Finish off Exercises 2 and 3 on P49.‎ Period4 Using language---writing ‎ 教材分析　　　‎ 本单元以残疾及残疾人的生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。Using Language中的Reading，speaking and writing部分要求学生先讨论行动困难的 人在电影院可能会遇到的困难，然后引出Alice Major写给the new Bankstown cinema的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，请求建筑师充分考虑残疾人的需求。这封信后有说和写的练习题，通过不同的语言技能训练，完成本单元教学目标。通过读这封建议信，要求学生学会写建议信。‎ 学情分析　　　‎ 本单元的话题是围绕残疾、残疾人的生活展开的，在阅读了残疾人Marty Fielding的故事和聆听了盲人Barry Minto攀爬Mount Kilimanjaro的故事之后，学生对残疾人以及他们在生活中会遇到的困难有了一定的了解。在此基础下，笔者水到渠成地引出此封建议信，增强学生们关心、理解、帮助残疾人的意识。同时，通过阅读这封建议信，让学生熟悉建议信的格式并尝试写建议信。‎ 教学目标　　　‎ ‎1．语言知识目标 ‎(1)学生能够正确读写及运用以下单词：‎ architect，adequate，access，accessible，handy，basement，row，outwards，exit，approval，dignity，profit，community ‎ ‎(2)学生掌握下列词组的意思并能在句子中熟练 运用：‎ have access to；enjoy the company of；in comfort；meet with one's approval；make profits ‎2．语言技能目标：强化学生通过略读、查读理清文章脉络结构的能力；训练学生运用所学知识就某一话题展开讨论，并在讨论的基础上进 行写作 。‎ ‎3．语言能力目标：提高学生的阅读理解和书面表达能力。‎ ‎4．情感态度目标：‎ ‎(1)教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。‎ ‎(2)在小组合作互动中，增强学生的团队合作与分享意识。‎ 重点难点　　　‎ ‎1．教学重点：阅读能力、写作能力的培养和提高 ‎2．教学难点：掌握建议信这一应用文体的格式，并尝试写建议信 教学策略与手段　　　‎ 在教学过程中，笔者坚持以“教师为主导，学生为主体，任务为基础”的教学原则，以读前、读中、读后三大版块展开阅读教学 ，任务明确，活动面广。同时贯彻“教中学，学中用”的教学策略，通过仿写建议信，使学生学以致用，学到生活中真正的语言。‎ 教学过程 Step 1　Pre－reading Show pictures of a cinema，including inside and outside facilities and ask students to discuss what problems that people with disabilities might have in a cinema.‎ ‎[设计说明] 该部 分作为读前的热身活动，通过全班讨论使学 生关注残疾人可能会遇到的困难，为阅读接下来的建议信作好准备。‎ Step 2　While－reading ‎1．Skimming ‎(1) Who is the letter written to?‎ ‎(The letter is written to the architect for the new Bankstown cinema.)‎ ‎(2) What is the purpose of the letter?‎ ‎(To make suggestions about how to make the cinema accessible for the disabled people.)‎ ‎(3)Divide the letter into several parts.‎ Suggested answers：‎ Part 1 (Paragraph 1)：The purpose of the letter Part 2 (Paragraphs 2－6)：Some suggestions to the architect Part 3 (Paragraph 7)：The advantages of designing the cinema with good access for disabled people ‎2．Scanning ‎(1) List the suggestions the writer put forward.‎ ‎①There should be adequate access for wheelchairs.‎ ‎②It would help to fit sets of earphones to all seats，not just to some of them.‎ ‎③The seats at the back should be placed higher than those at the front.‎ ‎④For disabled customers，it would be more convenient to place the toilets near the entrance to the cinema.‎ ‎⑤There are usually spaces specially reserved for disabled and elderly drivers.‎ ‎(2) Why do you think the writer numbered her suggestions and used italics?‎ ‎(The writer has used numbers and a title in italics for each paragraph to organize the ideas and to make it easier for the reader to understand and remember the five suggestions.)‎ ‎(3)Besides using numbers and italics，what other ways can we use to make the things you say clear?‎ ‎(We can use first，second，third...finally/at last/last but not least.)‎ ‎(4)Why should the architect consider the writer's suggestions?‎ ‎(Disabled people should have the same opportunities as healthy people to enjoy the cinema and to do so with dignity. Good access for disabled customers will help make the cinema successful.)‎ ‎(5)The writer uses polite forms in the letter；do you know why?‎ ‎(Polite forms are used to encourage the reader to take the ideas seriously.)‎ ‎(6)Underline the examples of the polite forms in the letter.‎ ‎[设计说明] 该部分是整个教学环节的重点，通过略读，快速理清文章脉络，掌握建议信的基本格式。通过查读把握文章细节，在学生回答相应问题时引入have access to，enjoy the company of，in comfort，meet with one's approval，make profits 这些词组，同时通过查找文中的礼貌用语，使学生关注建议信语言上的得体和语气上的委婉。‎ Step 3　Post－reading Group work Suppose a new supermarket will be built in your area. Suggest ways to make the supermarket more accessible for the disabled people，especially for the people in wheelchairs.‎ ‎[设计说明] 运用文中所学知识，通过小组合作讨论的形式，打开学生的思路，集思广益，为接下来的写作打下基础。‎ Step 4　Homework The architect of the new supermarket is Mr Smith. Please write a letter to him to suggest ways to make the supermarket accessible for the people in wheelchairs. Remember to use the polite forms.‎ A sample letter：‎ Dear Mr Smith，‎ I am writing to suggest that you consider the following things when you design the supermarket.‎ First，could you please make sure that the aisles are wide enough to all ow wheelchairs to pass through？In some supermarkets the aisles are so narrow that a person in a wheelchair can not move easily.‎ Second，could you please design shelves that can be reached by people in wheelchairs？In some supermarkets people in wheelchairs have to ask others to help them.‎ Last but not least，lifts should be in places that people in wheelchairs can get to easily.‎ I hope you will consider my suggestions.‎ Yours，‎ Ling Ming ‎[设计说明]学生在课堂讨论之后进行写作，大大降低了写作的难度。同时学生通过仿写一封建议信，及时地复习了本节课所学内容，从而真正做到学以致用，提高学生对英语学习的兴趣。‎ Period 5　Listening 教学目标　　‎ ‎1．语言知识目标 了解盲文的创始人路易斯•布莱尔的个人经历和导盲犬的工作内容。‎ ‎2．语言能力目标 培养学生在听前对听力材料进行预测，并激活背景知识的能力；把握细节信息的能力。‎ ‎3．情感态度与文化意识目标 通过对盲文创始人路易斯•布莱尔个人经历和导盲犬工作情况的了解，使学生对于盲人的生活状况有更深切的了解，更能激发他们伸出手，帮助盲人和其他的残疾人。‎ 重点难点　　　‎ ‎1．教学重点：培养学生在第一遍听完后，掌握听力材料大意的能力。‎ ‎2．教学难点：在听力材料开始前，如何激发学生的背景知识；在学生背景知识缺乏的情况下，如何进行听力指导。‎ 课前准备　　　‎ ‎1．学生的学习准备 布置学生在课前上网查找关于盲文及创始人的情况，了解一些导盲犬工作的情况。‎ ‎2．教师的教学准备 查找相关信息，有条件的话，借一本盲文书给学生看看，让学生对盲人的生活有更加深入的了解。‎ ‎3．教学用具 录音机 教学过程 Step 1　Pre－listening Before the students listen，ask them to discuss the following questions：‎ ‎1．Do you know what Braille is?‎ ‎2．What is it used for?‎ ‎3．How does it work?‎ ‎4．Do you know what the Chinese system of Braille looks like？(See Page 53 for some hints.)‎ Suggested answers：‎ Braille is a system by which blind people can read by feeling raised dots on a page. Both English and Chinese system of Braille use six dots. Their forms are similar，but their meanings are different. That's to say，Chinese blind people can't understand the English system of Braille.‎ ‎[设计说明]在听力训练正式开始前，在班级里组织讨论，激活学生的背景知识，有利于随后进行的关于盲文创始人路易斯•布莱尔的生平介绍的听力训练顺利展开。如果学生的背景知识比较贫乏，教师可以对盲文作一个简单的介绍。‎ Step 2　Listening task ‎1．Paul's teacher has asked everyone in the class to prepare a talk about a great inventor. Listen to Paul's talk about Louis Braille. Then answer the following questions：‎ ‎(1)What country did Louis Braille come from?‎ ‎(2)What disability did he have?‎ ‎(3)What did books for the blind look like when Louis was a boy?‎ ‎(4)What were the two problems with the books for the blind?‎ ‎(5)What invention gave Louis the idea for his system?‎ ‎(6)What advantages do you think Louis's system has?‎ Suggested answers：‎ ‎(1)He came from France.‎ ‎(2)He was completely blind.‎ ‎(3)They were ordinary books with letters raised up off the page.‎ ‎(4)The letters were huge and difficult to read，and the books were very expensive.‎ ‎(5)A system for soldiers to send and receive messages in the dark.‎ ‎(6)I think Braille system has the advantage of being easy to learn，and so it is easy to produce books of normal size. It helps make blind people independent because they can read as much as sighted people do.‎ ‎2．Before the students do Exercise 3 on Page 50，discuss the events in Louis Braille's life by asking questions as follows：‎ How did Louis become blind?‎ How old was he when he became blind?‎ What event in his life gave Louis his idea about inventing a reading system for the blind?‎ How old was he when this happened?‎ How old was he when he finally perfected the code?‎ How old was Louis when he died?‎ ‎3．Listen again and ask the students to fill in the lines on the timeline.‎ Year Age Event ‎1809 ________________‎ ‎1813 4 ________________‎ ‎1819 10 ________________‎ ‎1821 12 ________________‎ ‎1824 15 ________________‎ ‎1827 18 ________________‎ ‎1852 43 ________________‎ ‎　　Suggested answers：‎ Year Age Event ‎1809 Born ‎18134 Became_completely_blind ‎1819 10 Sent_to_school_in_Paris ‎1821 12‎ ‎ Heard_a_soldier_talk_about_a_system_consisting_of_a_raised_system_of_dots ‎1824 15 Completed_the_Braille_system_of_touch_reading ‎1827 18 First_Braille_book_published ‎1852 43 Died ‎　　[设计说明]第一个回答问题的环节中，第5个问题的难度较大，第6个问题需要学生自己组织语言，只需答出要点即可。在完成时间轴之前，先进行讨论，可以降低第三个环节的难度。同时引导学生注意，介绍人物可以以时间为线索。如果学生的口语表达能力比较强，还可以在听力训练完成后，请学生用英语简单介绍盲 文的创始人路易斯•布莱尔的情况。[来源:学§科§网]‎ Step 3　Listening T：We've got some information about Braille and known how the blind read. If the blind go out，the guide dog can help a lot. Now let's enter another listening on Page 46.‎ ‎1．Listen to the whole tape for the first time. Then write down the main idea of the listening.‎ Suggested answer：‎ The main idea of this listening is to show how a guide dog is trained and its usefulness to its owner.‎ ‎2．Listen to Part 1 again and fill in the following table. Then answer the questions.‎ Who is Lucy？ Name of Sara's mother ‎ Name of Sara's teacher What Sara wants to teach the dog first ‎ ‎　　(1)How did Sara get to work on her own?‎ ‎(2)Has Sara always been blind？How do you know?‎ ‎(3)What will Lucy learn first at Sara's home?‎ Suggested answers：‎ Who is Lucy？ A guide dog Name of Sara's mother Jane Robinson Name of Sara's teacher Phil What Sara wants to teach the dog first How to take Sara to work ‎(1)By train on her own.‎ ‎(2)No. She said her mother had helped her a lot sin ce her accident.‎ ‎(3)How to get to the train station.‎ ‎3．Listen to Part 1 again and complete the dialogue below.‎ PHIL：Definitely. She told me____________ since her accident.‎ MOTHER：Well，I've____________，but I know Sara wants to be ____ ________.‎ PHIL：Well，with Lucy's help she will be. How's Lucy ____________，by the way?‎ MOTHER：Oh，it's like ____________，isn't it，Sara?‎ SARA：Yes. She's been ____________ everything in the house and ‎ she knew which was my bedroom ____________.‎ Keys：‎ PHIL：Definitely. She told me how_much_you've_helped_her since her accident.‎ MOTHER：Well，I've done_my_best，but I know Sara wants to be more_independent.‎ PHIL：Well，with Lucy's help she will be. How's Lucy settling_in，by th e way?‎ MOTHER：Oh，it's like she's_always_been_here，isn't it，Sara?‎ SARA：Yes. She's been smelling everything in the house and she knew which was my be droom right_away.‎ ‎4．Listen to Part 2 and answer the questions in pairs.‎ ‎(1)How did Lucy go across the street?‎ ‎(2)What is Phil going to teach Lucy after lunch?‎ ‎(3)How will Lucy improve Sara's life?‎ Suggested answers：‎ ‎(1)She sat down at the crossing and waited till the cars stopped，then she stood up and took Sara straight across the road.‎ ‎(2)How to get off the train and walk to Sara's workplace.‎ ‎(3)Lucy will help Sara resume her previous life，become as independent as she used to be and give her the confidence to lead a normal life.‎ ‎5．Listen to Part 2 again and complete the dialogue below.‎ PHIL：We'll ______Lucy______rest and then we'll ask her______Sara to the station again.‎ SARA：Then Phil's going to ______ Lucy ______ the train and ______ my office.______，Lucy and I will be going to work ______.‎ MOTHER：That's______.I'm so ______ you.‎ Keys：‎ PHIL：We'll give Lucy a_bit_of_rest and then we'll ask her_to_take Sara to the station again.‎ SARA：Then Phil's going to show Lucy how_to_get_off_the train and take_me_to my off ice.In_a_few_days，Lucy and I will be going to work on_our_own.‎ MOTHER：That's fantastic.I'm so pleased_for you.‎ ‎[设计说明]这个听力训练是围绕导盲犬进行的。听力练习的设计由掌握听力材料大意到细节信息的听取，再到个别词语的把握，体现了从整体到局部的原则，与阅读教学有共通之处。而且，由于练习设计得非常细致，可以作为精听的材料来使用。‎ Homework：Revise the whole unit，including the useful expressions and important drills.‎