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1选修7unit1LivingWell单元教案马晓露一教材分析本单元以残疾及残疾人生活为中心，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。通过本单元的学习，提高学生理解、尊重、关心、帮助残疾人意识，使残疾人与健全人一样共享美好生活。这是对新课程目标中情感态度与价值观培养目标的全方位体现。二教学目标1.知识目标a.掌握以下重点词汇和短语ambition,disability,fellow,independent,beneficial,encouragement,inotherwords,allinall,outofbreath,makefunof.b.理解和运用以下重点句型1.Ihavetoadapttomydisability.2.Justacceptthemforwhomtheyareandgivethemencouragementtoliveasrichandfullalifeasyoudo.2.能力目标a.通过对段落结构的分析，使学生掌握scanning的阅读技巧。要提高他们的阅读速度和快速寻找信息的能力，培养他们的分析和概括能力。b.让学生理解残疾人及其生活情况，使学生明白身体有残疾并不意味着生活不如意，但他们在日常生活和工作中比健全人面临着更大的挑战。3．情感目标提高学生理解、尊重、关心和帮助残疾人意识。加强合作意识、陶冶情操，培养正确的审美观和价值观。三教学重点与难点1．教学重点：重点词汇句型的掌握2．教学难点：帮助学生理解残疾人所面临的种种困难，增强学生的同情心与爱心，引导他们珍惜时间，珍惜生活。教学过程四教学方法任务型学习法多媒体辅助法合作性学习法Warmingup，pre-readingandreading部分教学过程Step1Warmingup1．WarmingupbydiscussingFirstaskstudentstotalkaboutpeoplewithamentalorphysicaldisabilitytosee2howmuchtheyknowaboutdisabilities.Studentswillbeaskedtodiscussthefollowingquestionsinsmallgroups.Doyouknowanyfamouspeoplewhoaredisabled?Whatdifficultiesdotheyhavetoovercomeindailylife?Whathavetheyachieved?Suggestedanswers：StevenHawkinghasamuscledisease，buthemakesgreatcontributionsinscienceandputsforwardhistheoryaboutblackholes.Beethovenwasdeafinoneearwhenhewas26andtotallydeafattheageof35，buthewasagreatcomposer.HelenKellerwasdeafandblind，butshewasagreatwriter.2．WarmingupbytalkingFirst，askstudentstolookatthepicturesandreadwhatthesepeoplehaveachievedeventhoughtheyeachhaveadisability.Next，workwithpartnerstotalkaboutwhatdisabilitytheymighthaveaccordingtoeachdescriptionbelowthepicture.Suggestedanswers：Rosalynisinawheelchair.Shehaswalkingdifficulty.Richardhasdifficultywitheyesight，sohecan'treadthequestionsorwritetheanswersforhiscollegeentranceexams.Sallyhashearingproblems(thoughnotdeafasshecanstillunderstandloudspeechinthecinema)．GaoQiangwasbornwithDown'sSyndrome，whichisamentaldisability.SomeDoun'sSyndromeDown'sSufferershavemadeagoodcareerasactors.Step2Pre－readingAskstudentstoreadtheshortparagraphinPre－readingcarefullyandfindoutthepurposeofthewebsite“FamilyVillage”．Suggestedanswers：1．Togiveordinaryyoungpeoplewithadisabilityachancetosharetheirstorieswithothers.2．Toinspireotherdisabledpeople.3．Togetnon－disabledpeopletounderstandmoreabouthowchallenginglifecanbeforpeoplewithdisabilities.Step3Reading1．SkimmingGivestudents2minutes；askthemtoreadthepassagefasttofillintheblanks：Sumupthemainideaofeachparagraph：Paragraph1：A(n)______toMartyandhismuscledisease.Paragraph2：Howthedisease______.Paragraph3：Martymetalotof______atschool.Paragraph4：Howhislifehasbecome______.Paragraph5：The______ofhisdisease.3Suggestedanswers：Paragraph1：AnintroductiontoMartyandhismuscledisease.Paragraph2：Howthediseasedeveloped/started.Paragraph3：Martymetalotofdifficultiesatschool.Paragraph4：Howhislifehasbecomeeasier.Paragraph5：Theadvantagesofhisdisease.2．ScanningfordetailedinformationAskstudentstoreadthepassagecarefullytolocatethedetailedinformation.(1)Firstaskstudentstoreadparagraph1andcompletethechartbelow.Disease：Difficulties：Motto：Suggestedanswers：Disease：Amusclediseasethatmakeshimveryweak.Difficulties：Hecan'trunorclimbstairsasquicklyasotherpeople.Sometimesheisclumsyanddropthingsorbumpintofurniture.Motto：Liveonedayatatime.(2)Nextreadparagraph2andparagraph3andchoosethebestanswer.WhydidthedoctorscutoutapieceofmusclefromMarty'sleg?A．Becausetheycouldcurethediseasebycuttingitout.B．Becausetheywantedtouseitasaspecimen(标本)．C．Becausetheywouldtransplant(移植)thenewmuscle.D．Becausetheywantedtofindoutthecauseofthedisease.Key：D(3)Readparagraph4andanswerthefollowingquestions：①WhatisMarty'sambition?②WhatisMarty'sachievement?③WhatisMarty'shobby?Suggestedanswers：①Marty'sambitionistoworkforafirmthatdevelopscomputersoftwarewhenhegrowsup.②Martyinventedacomputerfootballgameandabigcompanydecidedtobuyitfromhim.③Aswellasgoingtothemoviesandfootballmatcheswithhisfriends，hespendsalotoftimewithhispets.Hehastworabbits，aparrot，atankfulloffishandatortoise.(4)AskstudentstofindMarty'sadviceinparagraph5.Suggestedanswers：Don'tfeelsorryforthedisabled.Don'tmakefunofthem.Don'tignorethem.Acceptthemforwhotheyare.Encouragethemtoliveasrichandfullalifeashealthypeopledo.Step4Consolidation1．Askstudentstoreadthewholepassageandchoosethebestanswers.4(1)Whichofthefollowingisfalse?A．Althoughthereareafewstudentswholookdownuponhim，Martynevergetsannoyed.B．Martyleadsameaningfullifeanddoesnotfeelsorryforbeingdisabled.C．Martyonlyspendstimewithhispetsandneverwithhisfriends.D．Marty'sdisabilityhasmadehimmoreindependent.(2)Fromthepassagewecaninferthat______.A．MartyasksotherstofeelsorryforhimB．MartyneverlosesheartC．MartyisafraidofbeingmadefunofD．MartywillnotacceptanyencouragementbecausehehasgrownstrongerpsychologicallyKeys：(1)C(2)B2.Discussinpairstogetthemainideaofthepassagebyfillingintheblanks.Thoughheisa______person，Martyneverfeels______forhimselfandhe______hislife.Suggestedanswers：disabled；sorry；enjoysStep5Discussion1．Askstudentstodiscussthefollowingquestionsinsmallgroups.(1)HowdidMarty'sfeelingchangedovertime?(2)WhatkindofpersondoyouthinkMartyis？Canyouuseadjective