人教版高中英语选修七Unit 1 Living well （2） 教案
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| 名称 | 人教版高中英语选修七Unit 1 Living well （2） 教案 |  | |
| 格式 | zip | ||
| 文件大小 | 13.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-10-15 21:16:56 | ||
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Unit 1 Living well
Teaching content:
The lesson plan is from SEFC Book7, unit1 Living well, the first period: warming up and reading.
Analyzing the teaching material:
The reading text is typical of the many stories which appear on the family village website. It is written by a high school student named Marty, who has a rare disease that affects his muscles. He is often very tired and weak and has not been able to take part in some of the activities that his non-disabled classmates take for granted. The passage explains some of Marty’s difficulties and describes the good things about his life. All in all, the article is very positive in tone.
Teaching aims：
1. Knowledge aims:
a. Get students to learn the useful new words and phrases in this part.
ambition,disabled,benefical,clumsy,adapt,microscope,absence,fellow,annoyed,industry,tank,encouragement, in other words, out of breath, all in all, make fun of
b. Let students learn some important sentences.
Unfortunately, the doctor don’t know how to make me better, but I am very outgoing and have learned to adapt to my disability.
In fact, I used to dream about playing professional football and possibly representing my country in the world cup.
Even after all that, no one could give my disease a name and it is difficult to know what the future holds.
All in all I have a good life.
2. Ability aims:
a. Let students read the passage Marty’s story to develop their reading ability.
b. Help students to learn about disability and life of the disabled.
c. Enable students to know that people with disabilities can also live well.
3. Emotional aims:
a. Get students to care more about the disabled people and learn the spirit of the disabled people by reading the passage Marty’s story.
b. Develop students’ sense of cooperative learning.
4. Learning ability aim:
By talking about disability and life of the disabled, students will learn some positive stories of the disabled. This will help them understand more about how challenging life can be for the disabled.
Teaching important points:
Get students to learn different reading skills.
Now positive stories of the people with disabilities inspire others.
Teaching difficult points:
How to help students understand the difficulties the disabled have to overcome.
How to develop students reading ability.
Teaching theories:
Make the students the real masters in English class.
Combine the language structures with the language functions.
Let the students receive some moral education.
Teaching methods:
Double activities teaching method
Whole language teaching
Task-based language teaching
Teaching aids:
1. a tape recorder
2. multi-media computer
3. a blackboard
Teaching procedures:
Step I Revision
Revise the new words and phrases in the text.
Step II Lead-in
Show some pictures of disabled people to students and ask them to talk about people with a mental or physical disability to see how much they know about disabilities.
Step III Warming-up
Ask students some questions:
What are the disabilities?
What difficulties do they have to overcome in daily life?
Then let them discuss the questions and show their answers with the whole class.
The teacher checks their answers.
Step IV Pre-reading
Introduce the website called “Family village” to the students.
Discuss something about “Family village”.
Step V Reading
fast reading
Give students 3 minutes and ask them to skim the passage quickly. Then get the students to find the answers to the questions:
Question1: What’s the main idea of the passage?
Question2: What’s the main idea of each paragraph?
Get several students to show their answers, check their answers with the whole class.
intensive reading
Give students several minutes to read the passage carefully to get the detailed information and then do some exercises.
Get several students to show their answers.
Finally, the teacher checks the answers.
The answers to the exercises:
Problems caused by his disabilities:
weak and can’t run or climb stairs as quickly as others
clumsy and often drop things or bump into Furniture
only enjoy football from a bench at the stadium
has missed a lot of school
felt stupid because of being behind the others
What Marty does in spite of his disability :
enjoys writing and computer programming
invented a computer football game
looks after pets
Disability has helped him grow stronger psychologically and become more independent.
Listening and reading aloud
Play the tape of the text for students and let them pay attention to the pronunciation and intonation. Then ask them to read the text aloud after the tape.
The teacher explains some useful language points to the students.
adapt adapt to
all in all
sit around
in many ways
make fun of
Step VI. Discussion:
Show some questions to students and let them discuss these questions in groups.
What kind of person do you think Marty is?
Do you think disabled people can live a happy life like normal people now?
Several minutes later, get the group of leaders to show their answers with the whole class.
Step VII. Summary
Tell the students what we learnt in this lesson. Let them remember everyone can live well even if he/she was a disability. Encourage them to learn the spirit of the disabled people.
Step VIII. Homework
Go over the text and try to learn all the useful words and expressions in the part by heart.
Write a composition:
What did I learn from Marty’s story?
The design on the blackboard:
Unit 1 living well
Warming –up and Reading
I Questions:
What are the disabilities?
What difficulties do they have to overcome in daily life?
II Language Points:
adapt
adapt to
all in all
sit around
make fun of
Teaching content:
The lesson plan is from SEFC Book7, unit1 Living well, the first period: warming up and reading.
Analyzing the teaching material:
The reading text is typical of the many stories which appear on the family village website. It is written by a high school student named Marty, who has a rare disease that affects his muscles. He is often very tired and weak and has not been able to take part in some of the activities that his non-disabled classmates take for granted. The passage explains some of Marty’s difficulties and describes the good things about his life. All in all, the article is very positive in tone.
Teaching aims：
1. Knowledge aims:
a. Get students to learn the useful new words and phrases in this part.
ambition,disabled,benefical,clumsy,adapt,microscope,absence,fellow,annoyed,industry,tank,encouragement, in other words, out of breath, all in all, make fun of
b. Let students learn some important sentences.
Unfortunately, the doctor don’t know how to make me better, but I am very outgoing and have learned to adapt to my disability.
In fact, I used to dream about playing professional football and possibly representing my country in the world cup.
Even after all that, no one could give my disease a name and it is difficult to know what the future holds.
All in all I have a good life.
2. Ability aims:
a. Let students read the passage Marty’s story to develop their reading ability.
b. Help students to learn about disability and life of the disabled.
c. Enable students to know that people with disabilities can also live well.
3. Emotional aims:
a. Get students to care more about the disabled people and learn the spirit of the disabled people by reading the passage Marty’s story.
b. Develop students’ sense of cooperative learning.
4. Learning ability aim:
By talking about disability and life of the disabled, students will learn some positive stories of the disabled. This will help them understand more about how challenging life can be for the disabled.
Teaching important points:
Get students to learn different reading skills.
Now positive stories of the people with disabilities inspire others.
Teaching difficult points:
How to help students understand the difficulties the disabled have to overcome.
How to develop students reading ability.
Teaching theories:
Make the students the real masters in English class.
Combine the language structures with the language functions.
Let the students receive some moral education.
Teaching methods:
Double activities teaching method
Whole language teaching
Task-based language teaching
Teaching aids:
1. a tape recorder
2. multi-media computer
3. a blackboard
Teaching procedures:
Step I Revision
Revise the new words and phrases in the text.
Step II Lead-in
Show some pictures of disabled people to students and ask them to talk about people with a mental or physical disability to see how much they know about disabilities.
Step III Warming-up
Ask students some questions:
What are the disabilities?
What difficulties do they have to overcome in daily life?
Then let them discuss the questions and show their answers with the whole class.
The teacher checks their answers.
Step IV Pre-reading
Introduce the website called “Family village” to the students.
Discuss something about “Family village”.
Step V Reading
fast reading
Give students 3 minutes and ask them to skim the passage quickly. Then get the students to find the answers to the questions:
Question1: What’s the main idea of the passage?
Question2: What’s the main idea of each paragraph?
Get several students to show their answers, check their answers with the whole class.
intensive reading
Give students several minutes to read the passage carefully to get the detailed information and then do some exercises.
Get several students to show their answers.
Finally, the teacher checks the answers.
The answers to the exercises:
Problems caused by his disabilities:
weak and can’t run or climb stairs as quickly as others
clumsy and often drop things or bump into Furniture
only enjoy football from a bench at the stadium
has missed a lot of school
felt stupid because of being behind the others
What Marty does in spite of his disability :
enjoys writing and computer programming
invented a computer football game
looks after pets
Disability has helped him grow stronger psychologically and become more independent.
Listening and reading aloud
Play the tape of the text for students and let them pay attention to the pronunciation and intonation. Then ask them to read the text aloud after the tape.
The teacher explains some useful language points to the students.
adapt adapt to
all in all
sit around
in many ways
make fun of
Step VI. Discussion:
Show some questions to students and let them discuss these questions in groups.
What kind of person do you think Marty is?
Do you think disabled people can live a happy life like normal people now?
Several minutes later, get the group of leaders to show their answers with the whole class.
Step VII. Summary
Tell the students what we learnt in this lesson. Let them remember everyone can live well even if he/she was a disability. Encourage them to learn the spirit of the disabled people.
Step VIII. Homework
Go over the text and try to learn all the useful words and expressions in the part by heart.
Write a composition:
What did I learn from Marty’s story?
The design on the blackboard:
Unit 1 living well
Warming –up and Reading
I Questions:
What are the disabilities?
What difficulties do they have to overcome in daily life?
II Language Points:
adapt
adapt to
all in all
sit around
make fun of