教學(xué)設(shè)計(jì)Unit1LivingWellPeriod1:Reading-----Marty’sStoryI.Teachingaims:（教學(xué)目標(biāo)）Knowledgeandskill:1.Tounderstandthegeneralmeaningandthestructureofthetext.2.ToteachtheSssomenewwordsandexpressionsinthepassage.3.Toknowsomebasicinformationaboutdisability.Processandmethod:1.Todevelopthereadingstrategiesofpredicting,fastreading,carefulreading2.TocallonSstolearnthebasicinformationofdisabilitywithlanguagelearnt.3.Tofurtherdevelopcreativeability,cooperativeabilityandsoon.Emotionalattitudeandvalue:1.Helpthestudentstolearnthespiritthatthedisabledpeoplehave,whoarebrokeninbodybutfirminspirit.2.ToimproveSs’awarenesstohelpthedisableout.II.Learningstrategies（學(xué)習(xí)策略）1.Cooperativelearningmethod2.Autonomouslearningapproach3.Inquiry-basedlearningapproachIII.Teachingapproach:（教學(xué)方法）1.Students-centeredapproach2.Communicativeapproach3.Task-basedlanguageapproach4.SituationallanguageteachingIV．Teachingproceduresandactivities:StepI.leadingin1.Lookatthepicturesbelow.Whoarethey?Whatdotheydo?2.Suppose（假設(shè)）oneday,youaredisabled,youlostoneofyourhands…Sonowpullupyourzipperswithonlyonehand.Theyareallwell-knowngreatdisabledpeople.Whatdoyouthinktheyhaveincommon?Theyarebrokeninbodybutfirminspirit.StepII.While-readingI.ScanningQuestion1:What’swrongwithMarty?Question2:IsMartyfeelingsorryforhimselfnow?1.Readthepassagequicklyandthenmatchthemainideawitheachparagraph.Paragraph1：A.Theadvantagesofhisdisease.Paragraph2：B.Martymetalotofdifficultiesatschool.Paragraph3：C.Howthediseasedeveloped/started.Paragraph4：D.AnintroductiontoMartyandhismuscledisease.Paragraph5：E.Howhislifehasbecomeeasier.2.Whatisthemainideaofthepassage?MartyFieldingisdisableddiseasebutenjoyshislife.II.Carefulreading:1.Para1--2Marty’sdisease:___________diseasethatmakeshimveryweakMarty’sdifficulties:can’t______or_____stairsasquicklyasotherpeople;___________and______thingsor______furniture.Marty’scharacter:__________Marty’smotto:___________[來源:學(xué)|科|網(wǎng)Z|X|X|K]Thetimewhenhefellill:attheageof___________Hisdream:___________2.Para3--41)Fellowstudents’conductchanged.childreninprimaryschool_________________studentsathighschool_________________2)Marty’sfeelingchanged.inprimaryschool_________________athighschool_________________3)WhatareMarty’sambition,achievementandhobby?Marty’sambition__________________________________Marty’sachievement_______________________________Marty’shobby_______________________________________3.Para5Hisadvicetohealthychildren:Don’tfeel3)___________fordisabledpeople.Don’t4)___________them.Don’t5)___________them.Just6)___________themandgivethem7)___________4.WhatisnotMarty’scharacteristic?StepIIIPost-readingtochallengeyourselves.1.Whatisthetoneofthetext?Andshowusanexample.A.sadB.happyC.positiveD.negative2.Hisopiniononhisdisability:finditoutandcorrectthemistakesinthesentence.Inmanywayshisdisabilityhashelpedhimgrowstrongerpsychologicallyandbecamemoreindependent.Heworkshardtoliveanormallifeandithasbeenworthyit.3.difficultsentence:Idon’thavetimetositaroundfeelingsorryformyself.Translateandanalyzethefunction我沒有時(shí)間閑坐著顧影自憐。feelingsorryformyself是一個(gè)現(xiàn)在分詞短語,在句中作狀語,表示伴隨的情況。4.Hismottois:liveonedayatatime.whatdoesitmean?Heenjoyseveryday.我的座右銘是:過好每一天。StepIVDiscussion：Doyouthinkdisabledpeoplecanliveahappylifeasnormalpeoplenow?For:Disabledpeoplecanliveahappylifelikenormalpeoplenow.Against:Disabledpeoplemaynotliveahappylifelikenormalpeoplenow.For:1.Unabletouseacertainpart,butcandevelopotherpotential…2.Happinessis...3.Receiveguidance4.Strongdesireto...5.Successfulexamples6.Getinspiration…7.Technology...Against:1.Shortageofproperequipment,non-obstaclefacilities(無障礙設(shè)施)andspecialschools…2.Hardtogetjobs3.Troubleothers4.Disabledinmind...5.Givenprejudice…6.…StepVsummaryWhenonedoorofhappinesscloses,anotheropens;butoftenwelooksolongatthecloseddoorthatwedonotseetheone,whichhasbeenopenedforus.StepVIHomework:Surftheinternettofindoutmorestoriesaboutthedisabled@學(xué)情分析我所教的班級學(xué)生基礎(chǔ)屬于中上游，但絕大部分學(xué)生還是比較重視英語學(xué)習(xí)，課上能夠做到認(rèn)真聽講，享受學(xué)習(xí)英語的樂趣，對英語有一種求知的渴望；當(dāng)然還有一少部分同學(xué)對英語不感興趣，英語基礎(chǔ)非常薄弱。經(jīng)過高中一年半的學(xué)習(xí)，大部分學(xué)生的已經(jīng)構(gòu)建起了英語的知識體系，擁有了一定量的單詞，語法知識的梳理有了很大的改善。在平時(shí)的教學(xué)中我不但中重視對知識的講解與積累，更注重做題方法講解，及英語學(xué)習(xí)習(xí)慣的培養(yǎng)，提高教學(xué)質(zhì)量，學(xué)生的英語成績比較令人滿意。所以學(xué)生們能積極與老師配合寓教于樂。而英語基礎(chǔ)稍差的學(xué)生們，一是自信心不足，二是沒有清楚認(rèn)識到英語學(xué)習(xí)的重要性，缺乏良好的學(xué)習(xí)習(xí)慣，對英語課的重視程度不高，對自身英語水平的要求也不高，急需要老師的及時(shí)引導(dǎo)。英語作為一門國際通用語言，在教學(xué)教育中占著舉足輕重的地位。英語教學(xué)的最終目的應(yīng)該是讓學(xué)生學(xué)以致用，最大限度地激發(fā)學(xué)生英語學(xué)習(xí)的積極性和主動性。學(xué)生也應(yīng)該明確學(xué)習(xí)英語的目的，將學(xué)到的知識運(yùn)用到生活中去，借助生活中的所感所聽所見，積極對英語各種語言現(xiàn)象進(jìn)行分析對比，讓英語的學(xué)習(xí)生活化，使自己能高效地學(xué)習(xí)英語。效果分析通過這節(jié)課的學(xué)習(xí)，學(xué)生能夠在實(shí)際語言環(huán)境中進(jìn)行交際。教學(xué)過程中運(yùn)用多媒體課件的形式為學(xué)生呈現(xiàn)了跟課題相關(guān)的圖片和視頻，能充分調(diào)動學(xué)生的學(xué)習(xí)興趣。教學(xué)過程中鼓勵(lì)學(xué)生運(yùn)用英語思考表達(dá)，效果明顯。運(yùn)用任務(wù)型教學(xué)法，讓學(xué)生有目的的去思考學(xué)習(xí)，并運(yùn)用討論和辯論的方法，學(xué)生既掌握了知識，又能夠運(yùn)用知識。在課堂中，學(xué)生參與度很高，形成了團(tuán)結(jié)合作的精神。本節(jié)課格外側(cè)重對學(xué)生的情感升華，使學(xué)生形成堅(jiān)強(qiáng)、獨(dú)立，敢于直面困難，敢于迎接挑戰(zhàn)的良好性格品質(zhì)。Unit1教材分析

:教材地位與作用Living

well是高中英語選修7第一單元的內(nèi)容。本單元以殘疾及殘疾人生活為中心，介紹了一些殘疾人憑借頑強(qiáng)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)度面對人生的挑戰(zhàn)。通過本節(jié)課的學(xué)習(xí)，提高學(xué)生理解、尊重、關(guān)心、幫助殘疾人意識，使殘疾人與健全人一樣共享美好生活。它在整個(gè)單元教學(xué)中占有十分重要的地位。這是對新課程目標(biāo)中情感態(tài)度與價(jià)值觀培養(yǎng)目標(biāo)的全方位體現(xiàn)。

本單元的語法項(xiàng)目todo不定式和功能項(xiàng)目祝賀和祝愿，是高考的必考內(nèi)容，其中的寫作內(nèi)容是建議信是高考中常采用的寫作形式。評測練習(xí)一．閱讀理解Hi,mynameisMartyFieldingandIguessyoucouldsayIam“oneinamillion”.Yousee,IhaveamusclediseasethatsometimesIamclumsy（笨拙的）anddropthingsorbumpinto（撞上）furniture.Thedoctordon’tknowthereason,sotheydon’tknowhowtomakemewell.What’sworse,evenmanytestshavebeendone,theystilldon’ttellmewhetherIwillgetworseasIgetolder,orIwillstaythesameasIamnow.

UpuntilIwas10yearsold,Iwasthesameaseveryoneelseinmyclass.Iusedtoclimbtreesandswimandplayfootball.Infact,IusedtodreamonedaybeingafamousfootballplayerandrepresentingmycountryintheWorldCup.Ofcourse,therearealwayssomewhocan’tseetherealpersoninsidemybody,butIdonotgetignored,Ijustignorethem.Allinall,Ihaveagoodlife.IamhappytohavefoundmanythingsIcandoreallywell,likewritingandcomputerprogramming.MydreamistoworkinthecomputerindustrywhenIgrowup.LastyearIinventedacomputerfootballgameandabigcompanyhasdecidedtobuyitfromme.I

haveabusylifeandIdon’thavetimetositaroundsorryformyself.Beside,Ispendalotsoftimewithmypets.Iamtheonlyoneinmyclasstohaveapetsnake.Inmanywaysmyabilityhasmademegrowstrongerandmoreindependent.Ihavehadtoworkhardtoliveanormal（正常的）life,butithasbeenworthit.IfIhadthechancetosayonethingtohealthykids,itwouldmethis：Justaccept（接受）themforwhotheyareandgivethemencouragement（鼓勵(lì)）toliveasrichalifeasyoudo.Thankyouforreadingmystory.1．Because_____,thedoctorsdon’tknowhowtomakeMartywell.

A．therehaven’tbeensimilardiseases.

B．Martyistooweaktobetested

C．theyarenotsurewhat’swrongwithhim

D．theyhaven’tdoneenoughtests2．Whatdoestheunderlinedphrase“oneinamillion”mean?

A．Iamanordinarypersonlikemillionsofpeople.

B．Iamsospecialthatthereisonlyoneinamillionpeople.

C．Therearemanypeopleintheworldlikeme.

D．Therearesomepeopleintheworldlikeme.3．Whichofthefollowingstatementsontheinformationofthepassageistrue?

A．Martywasborntobedisabled.

B．BeingafootballplayerisMarty’sgreatdream．

C．EveryonearoundMartynowacceptshimforwhoheis.D．Hedoesn’tgetangryifthereissomeonewhojustjudgeshimbyhisappearance（以貌取人）.4．Whatwouldbethebesttitleofthepassage?

A．Marty’sStory

B．ADisabled（殘疾）Boy．

C．OneinaMillion

D．TheUnableDoctor二．難句翻譯*liveonedayatatime

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過好每一天。*itisdifficulttoknowwhat

thefutureholds

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很難會知道未來會變得怎么樣。*Idon'tlookanydifferentfromotherpeople

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我看起來跟其他人沒有什么不同的。*resthalfwayupthestairs

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上樓上到一半就要休息一下。*Ihaveaverybusylifewithnotimetositaroundfeelingsorryformysely

我的生活很充實(shí)，沒有時(shí)間閑坐著顧影自憐。*Inmanywaysmydisabilityhashelpedmegroestongerpsychologicallyandbecomemoreindependent.

在許多方面，我的身體的殘疾使我心理上變得更加堅(jiān)強(qiáng)，更加獨(dú)立。*liveanormallife

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過著正常的生活。*havingadisabilitydoesnotmeanyourlifeisnotsatisfying

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有殘疾并不意味著你的生活不如意。*Justacceptthemforwhotheyare,andgivethemencouragementtoliveasrichandfullalifeasyoudo.

接受他們，給予他們鼓勵(lì)，讓他們能像你一樣過得豐富多彩，充實(shí)美滿。課后反思對于本節(jié)課，我做了如下反思：一、高中英語新教材以任務(wù)型教學(xué)為主。其中閱讀課也是在學(xué)習(xí)新課程理念中值得我們不斷探索和嘗試的一個(gè)方面。有的教師總覺得太費(fèi)時(shí)間，不好操作，往往會忽略這一部分內(nèi)容。其實(shí)，用好閱讀部分能夠幫助學(xué)生提高運(yùn)用語言的能力，解決問題的能力并培養(yǎng)學(xué)生自主學(xué)習(xí)、合作探究的能力。二、在高考閱讀中，常常會出現(xiàn)對文中單詞或詞組詞義的猜測，在平時(shí)的閱讀教學(xué)中如何滲透對學(xué)生這一方面能力的培養(yǎng)，也是教師應(yīng)該思考的一個(gè)問題。平時(shí)有意識地培養(yǎng)猜詞的能力，根據(jù)詞根，上下文等，尤其要注意單詞及詞組在上下文中的含義，而不是僅僅它的字面含義。同樣，在高考閱讀中還經(jīng)常會有深層理解題，所以閱讀的要求不能僅停留在表面含義，更應(yīng)挖掘文章潛藏的內(nèi)涵。在實(shí)施素質(zhì)教育的同時(shí)，也應(yīng)充分應(yīng)試技巧的訓(xùn)練和培養(yǎng)，把握高中英語閱讀符合高考要求的方向。三、在高考閱讀中常常會出現(xiàn)What’sthemainideaofthepassage?Whatdoesthepassagemainlytalkabout?What’sthebesttitleofthepassage?以及What’stheattitudeofthewriteraccording