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12020届一轮复习人教版选修七Unit1Livingwell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。WarmingUp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”familyvillage”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”familyvillage”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。LeaningaboutLanguage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。Usinglanguage部分旨在提高综合语言能力。听力部分是一段对盲2童Barry的采访,他在WarmingUp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。LearningTip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：3第一课时：WarmingUp&Listeningandspeaking(UsingLanguage)第二、三课时：Pre-reading,Reading&Comprehending第四、五课时：LearningaboutLanguage第六、七课时：Reading,speakingandwriting(UsingLanguage)IV．教学步骤：TeachingproceduresPeriod1WarmingUp&Listeningandspeaking(UsingLanguage)TeachingGoals:1.Todiscussdifferentkindofdisabilitiespeoplehaveandtheirattitudetowardlife.2.Toknowtheirwaysoflifeandtheirachievements.3.TodevelopSs’speakingandlisteningability.TeachingProcedures:Step1.Leading-in1.GiveSsafewminutestosaysomethingaboutdisabilitybyshowingthefollowingpicturesandaskingthefollowingquestions.4残疾演讲大师约翰·库缇斯千手观音5残疾指挥家——舟舟浙江残疾无臂青年书法家孔黎翔(1)Doyouknowthem?(2)Whataretheirdisabilities?(3)Whatkindoflifedotheylive?(4)Dotheyhaveanyachievementintheirlife?2.Sswillgivedifferentanswersandagreewiththem.ThenmentionsomeotherfamousdisabledpeopletoSs,suchasHelenKeller,Braille,StevenHawkingandsoon.GiveabriefintroductionofHelenKeller.HelenKellerHelenKellerattheageof19months,(notquite2yearsold)wasa6happy,healthychild.Shewasalreadysayingafewwords.Thenshehadahighfeverthatcausedhertobecomedeafandblind.Nolongercouldsheseenorhear.Shefeltlost.Shewouldhangontohermother'sskirttogetaround.Shewouldfeelofpeople'shandstotrytofindoutwhattheyweredoing.Shelearnedtodomanythingsthisway.Shecouldrecognizepeoplebyfeelingoftheirfacesortheirclothes.Shemadeupsignswithherhandssothatshecouldtalktoherfamily.Shehad60differentsigns.Ifshewantedbread,shepretendedtobecuttingaloaf.Ifshewantedicecream,shewouldhughershouldersandshiver.Helenwasaverybrightchild.Shebecameveryfrustratedbecauseshecouldn'ttalk.Shebecameveryangryandbegantothrowtempertantrums.Thefamilyknewtheyhadtodosomethingtohelpher.TheyfoundateachernamedAnneSullivan.MissSullivanherselfhadbeenblind,buthadanoperationthatgaveherbackhersight.SheunderstoodwhatHelenwasfeeling.WhenHelenwenttocollege,herteacherAnnewentwithherandtappedoutthewordsoftheinstructorsintoherstudent'shand.Helenhadanamazingmemoryandshealsohadskillsthatveryfewpeoplehaveeverbeenabletodevelop.Shecouldputherfingerstoaperson'slipsandunderstandthewordsthatwerebeingspoken.WhileshewasincollegeshewroteherbookcalledTheStoryofMyLife.Withthemoneysheearnedfromthebookshewasabletobuya7house.Shebecamefamousandtraveledaroundtheworldspeakingtogroupsofpeople.Shemetmanyimportantandwell-knownpeopleasshetraveled.HelenKellerwassuccessfulbecauseofherdetermination.However,manypeoplehelpedher.ThemostimportantpersoninherlifewasAnneSullivanwhostayedwithherfor50years.Step2.WarmingUp1AskSstolookatthefourpicturesonP1anddiscusswithapartnerwhatdisabilitiestheymayhavebyjustlookingatthepictures.2Writethefollowingsinformationaboutthefourstudentsinthepicturesontheblackboard.AndletSstalkasmuchaspossible.◆Radaismentallydisabled◆Barryisvisionimpaired◆Sallywasbornwithspinabifidaandreliesonawheelchairtogetaround.◆GaoQinghasdiabetes.3.AskSstolistasmanywordsrelatedtodisabilitiesaspossibleontheblackboard.8blinddeaflameshort-sightedhearingproblembraininjurylossofanarmorlegsevereillnessmentaldisabilitywalkingdifficultylearningdifficultyStep3.Listeningandspeaking(UsingLanguage)1.Beforeplayingthetape,askSsifitisdifficultforthemtoclimbahighmountain.TellSsthattheyaregoingtoheararadiointerviewwithsomeonewhohasrecentlyclimbedmountkilimanjaroinAfrica,butdonottellSsthatheisblind.Afterlistening,letSsdiscoverthisbythemselves.2.ThenaskSstoreadEx1andtickthestatementsthataretrue.ThenplaythetapeagainandletSsfinishEx2.3.AskSstodiscussthethreequestionsofEx3andpresenttheresultofthediscussion.4.AskSstolistentothelatterpartofBarry’sstoryandthencompletethesentencesofEx4.5.PlaythetapeagainwithoutstopandletSschecktheiranswersinpairs.6.ReadEx5withSsandreadtheexpressionsintheform.AskSsaboutanyotherwaysofexpressingcongratulationsthattheyknow.Writetheseontheblackboard.GiveSstimetocompleteEx5andEx6.Step4.Homework91.AskSstofindmorestoriesaboutthedisabled.2.AskSstopreviewthereadingtext.Period2&3Pre-reading,Reading&ComprehendingTeachingGoals:1.ToreadMary’sstoryandunderstandthetext.2.Todiscusshiswayoflifeandhisattitudetolife.TeachingProcedures:Step1.Pre-reading1.Showthefollowingwebpagean