学会英语，不但多了一双眼睛，一对耳朵，和一条舌头，甚至是多了一个头脑！因为语言是人类思维的工具，认识世界的工具，掌握一种语言也即掌握了一种观察和认识世界的方法和习惯。下面就和课件网小编一起去看看有关高中英语知识《Unit 1 Living well》教案人教版。
人教版高中英语选修7《Unit 1 Living well》教案1
教学准备
教学目标
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.
教学重难点
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 bec ome 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.
（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 w ould 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 co mputer football game and a big company decided to buy it from him.
③As well as going to the movies and football matc hes 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.
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 “Qianshou Guanyin” t o 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 victor y—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 c arry 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 lo ve 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.
课后习题
Homework
1.Retell Marty's Story according to the minibiography.
2.Surf the Internet to learn more about the life ofdisabled people.
人教版高中英语选修7《Unit 1 Living well》教案2
教学准备
教学目标
教学目标 （这部分谢3点，按照USE的目标写）
（1）学习建议信的结构、语言。
（2）讨论学校建筑物设计中行走不便的学生的需求。
（3）给校长写一封建议信。
（4）继续培养对残疾人的尊重和关爱意识。
教学重难点
教学目标 （这部分谢3点，按照USE的目标写）
（1）学习建议信的结构、语言。
（2）讨论学校建筑物设计中行走不便的学生的需求。liuxue86.com
（3）给校长写一封建议信。
（4）继续培养对残疾人的尊重和关爱意识。
教学过程
Step 1Warming-up and lead-in （5 mins）
（1）导入
用本单元的阅读文Marty’s story来导入，引出残疾人的话题。
T: Hello， class. Inthe last lesson， we learnt Marty’s story. What’s the problem with Marty?
（He has a raremuscle disease.）
Yes， he’sdisabled.
But is Martyleading a miserable life due to his disability?
（No.）
He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.
（2）揭题
教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。然后说明教学目标：阅读一封建议信，讨论学校设施中可以改进的地方，以及写一封给校长的建议信。
T: We are lucky tobe able-bodied and study in such a beautiful school.
But every now andthen， I find such students in our school. What are their problems?
（They havedifficulty walking and they have to move around with walking sticks orwheelchairs.）
T: This is SongYaoguang， our classmate. Yaoguang， what happened to you?
Do you find itdifficult to walk around in our school with a walking stick?
Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?
（Yes.）
T：If you have some suggestions， you can write asuggestion letter to our headmaster. Have you ever written such a letterbefore?
So in today’slesson， we are going to
1. read asuggestion letter
2. discussproblems with the school facilities
3. write a suggestionletter to the headmaster
2 Reading （15 min）
本课是读写结合的综合语言实践课，遵循USE的模式，即Understanding（理解）→Sharing（分享）→Expressing（表达）的模式。没有优质的输入就没有优质的输出，因此通过阅读建议信来理解建议信的结构、目的和写作手法，是本节课的重要环节，是USE种的第一步U（Understanding）。
（1） 学习建议信结构。
建议信是正式信件，学生以前在课堂上没有接触过，因此要点出建议信的结构。
T: This is aletter to an architect. What information can we get in this part?
（receiver’s nameand address.）
What’s this partabout?
（sender’s name /signature）
From these twoparts， we learn that this is a formal letter. So a suggestion letter is aformal letter.
It is the mostimportant part in a suggestion letter， which is called the body.
（2） 通过阅读了解主旨大意。
T：The main body can be divided into three parts. Whatare they?
（1， 2-6， 7）
T: What's thepurpose of the 1st paragraph?
（To give thearchitect the purpose of writing the letter.）
What's the purposeof the last paragraph?
（To persuade thearchitect to adopt her suggestions.）
（3） 通过阅读学习写建议信策略
建议信的目的是让人接受所给的建议，一要让读者对你的建议一目了然，二要让读者觉得你的建议有道理，乐于接受你给出的建议。因此，通过阅读学习写作策略是非常重要的。
a） 数字和斜体的运用
T: Now， let’s cometo the concrete suggestions that Alice has made. How many suggestions doesAlice make?
Why do you thinkthe writer numbered her suggestions and used italics?
（Highlight the key points so as to make iteasier for the readers to remember and understand her suggestions.）
So when you writea suggestion letter， you should number the suggestions and use italics.
b） 具体写建议时要结合问题和解决办法
T: We are going tolearn some more writing strategies of writing suggestions.
How should wewrite suggestions? Let’s take a look at the first suggestion， what are theproblems for those who use wheelchair?
（the lifts are atthe back of the cinema in cold， unattractive places. As disabled people have touse the lifts， this makes them feel they are not as important as othercustomers.）
And what is thesuggested solution?
（It would be handyto have lifts to all parts of the cinema. The buttons in the lifts should beeasy for a person in a wheelchair to reach， and the doors be wide enough toenter. ）
From this part， wecan see that a suggestion should consist of two parts， the problem and thesolution.
Let’s see two moreexamples. Find out the problems and suggested solutions in these two parts.
When you writesuggestions yourselves， don’t forget to write both problems and solutions.
c） 运用礼貌用语
T: The thirdwriting strategy is about the the language. Suppose you were the architect，which one of these two statements do you prefer?
（Screen） I hopeyou will not mind me writing to ask if you have thought about the needs ofdisabled customers.
You must thinkabout the needs of disabled customers.
Why? （It soundsmore polite and more acceptable.）
Exactly. When youwrite suggestions， you should use some polite forms to encourage the reader totake the ideas seriously and make your suggestions more acceptable.
Now let’s findsome more examples in the text.
（Screen）
It would be handyto have lifts to all parts of the cinema.
It would help tofit sets of earphones to all seats...
So I’d like tosuggest that the seats at the back be placed higher than those at the front …
For disabledcustomers it would be more convenient to place the toilets near…
And if the doorscould be opened outwards， disabled customers would be very happy.
I hope mysuggestions will meet with your approval.
Step 3Discussion（8 min）
小组讨论是USE中的第二部S（Sharing），分享。各学习小组合作学习，讨论学校中哪些地方可能对行走困难学生带来不便，积累写作素材，为下一步的写作做准备。
T: Now let’s comeback to our topic today. Some parts of our school are not suitable for thosewith walking difficulty. Let’s discuss:
1. What parts ofour school may cause problems for those with walking difficulty?
2. What are yoursolutions?
Step 4 Writing（15 min）
写作是USE中的第三部E（Expressing），表达。经过前面的阅读输入，学生们已经基本掌握了建议信的写作手法；通过分享，学生们积累了写作素材；因此，写作部分由学生完成一封给校长的建议信，指出学校设计中的不足。这也是本堂课的最终目标，实现学生从输入到输出的转化。老师在写作后进行必要的指导，指出学生写作中的优点和不足。
Now that we havediscussed the problems and solutions with some school facilities， we can writea suggestion letter to our headmaster. Take out your handouts. The first partand last part are already given to you. What you have to do is write 2-3suggestions on the reconstruction of our school. When writing， do remember towrite both problems and solutions， and use polite forms.
Step 4 Emotionalattitude and values（2 min）
通过本单元Reading和UsingLanguage部分的学习，学生们有了理解、尊重、关心、帮助残疾人的意识，因此在本节课的最后，做一个总结，也是培养学生情感态度价值观的一个环节。
In this unit， wehave learned the difficulty of the disabled and how they face and conquer thedifficulty. But as able-bodies people， just making some suggestions or donatingmoney is far from enough. What else should we do?
（ Care aboutdetails in their life.
Don’t look down upon them or laugh at them. ）
Accept them as one of us，and invite them to join us in avariety of activities.）
