人教高二英语选修7 Unit Living well 全单元教案.docx

人教高二英语选修7 Unit Living well 全单元教案Aims To help students develop their reading ability To help students learn about living well. Procedures I. Warming up by learning about disability What is disability? A disabled person is one who has a condition called a disability that interferes with his or her ability to perform one or more activities of everyday living. For example, locomotion (indoors and going outside), getting dressed, communicating with others. What are the types of disability? "Disability" can be broken down into a number of broad sub-categories, which can include the following: Physical impairments affecting movement, such as muscular dystrophy, post-polio syndrome, spina bifida and cerebral palsy. Sensory impairments, such as visual or hearing impairments. Neurological impairments, such as epilepsy or dysautonomia. Cognitive impairments such as Autism or Down Syndrome. Psychiatric conditions such as depression and Schizophrenia. II. Pre-reading by visiting the Family Village website Get online to http:/www.familyvillage.wisc.edu/index.htmlx. Welcome to the Family Village! We are a global community that integrates information, resources, and communication opportunities on the Internet for persons with cognitive and other disabilities, for their families, and for those that provide them services and support. Our community includes informational resources on specific diagnoses, communication connections, adaptive products and technology, adaptive recreational activities, education, worship, health issues, disability-related media and literature, and much, much more! So stop in, stroll around, and visit some of the Family Village's attractions. Simply click on a place to explore and discover a cornucopia of useful information! Let us know what you like (or dislike) and visit often, for our village is constantly changing. III. Reading Turn to page 2. We shall take Martys story this time. First we shall listen and read aloud to the recording of the text. Try to read aloud the text as loudly and correctly as possible. Then we shall go over the text to read it to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions. IV. Transferring information Now read the text again to complete the chart below. Martys story Why are there not many Because: I have a muscle disease that sometimes makes me very people in the world like weak and I cant run or climb stairs as quickly as other people. me? I am clumsy and drop things or bump into furniture. What is my motto? Live one day at a time. When did I get weak? Up until I was about 10 years old, I was the same as everyone else in my class. Then I started to get weaker and weaker. What was the worst One of the worst things about my disease is that I dont look any thing about my life? different from other people. Do I have a good life? All in all, I have a good life. What is my ambition? My ambition is to work in the computer industry when I grow up. I am the only student in my class to have a pet snake. What has my disability In many ways my disability has made me grow stronger and more made me? independent. Part 1: Teaching Design 第一部分：教学设计 Period 1: A sample lesson plan for reading (Martys story) Up until I was about 10 years old, I was the same as everyone else in my class. I dont look any different from other people. My life is a lot easier at high school than it was at primary school. What All in all, I have a good life. do I think of Just having a disaIn bility doesnt mean your life is not satisfying. many ways my disability has made me having a disability? grow stronger and more independent. V. Drawing a diagram of the text and retell it with the help of the diagram VI. Closing down by talking about living well with disability To use goal setting and problem solving as the framework for developing healthy lifestyles To practice healthy living when we have meaningful activities we want to do To begin with why we want to be well To develop tools and skills for healthy living, including healthy reactions and communication, managing depression, information seeking, physical activity, nutrition, and advocacy To pursue meaningful goals despite limitations To have a sense of belonging develops To feel accepted and encouraged by peers Well-known people with disabilities Many people with disabilities have contributed to society. These include: American president Franklin Roosevelt (impaired movement as the result of polio), classical composer Ludwig von Beethoven (deaf in later years), King Richard III of England (childhood sickness allowed bones to malform, resulting in severe curvature of the back and extremely uneven legs) musician Stevie Wonder (blind) jazz pianist Marcus Roberts (blind) musician Ray Charles (blind) Def Leppard drummer Rick Allen (lost left arm in a car accident), comedian, actor, author, and monologist Greg Walloch (cerebral palsy), civil rights activist Helen Keller (deaf and blind), Cole Porter, musical theater composer (lost legs after riding accident) Classical actress Sarah Bernhardt (lost leg after a nasty fall) Stephen Hawking (who has Motor Neurone Disease and uses a wheelchair and speech synthesizer), Deng Pufang - has paraplegia British rock and roll singer/songwriter Ian Dury Nicaraguan guitar player, singer and songwriter Tony Melendez (born without arms) Major league pitcher Jim Abbott (born without a right hand) Actress Marlee Matlin (deaf) Joseph Merrick ("the Elephant Man", severe neurofibromatosis) Christopher Reeve, actor famous for portraying Superman who became a quadriplegic after a horse-riding accident, for others see list of people with disabilities. List of disability Physical disability, Mobility impairment, Paralysis, Amputation, Multiple sclerosis, Parkinson's disease, Cerebral Palsy, Muscular dystrophy, Arthritis, Rheumatoid arthritis, Osteoarthritis, Stroke, Spina Bifida, Visual impairment, Blindness, Low vision, Color blindness, Cataract, Hearing impairment, Chronic disease, Cancer, Autoimmune disease, AIDS, Multiple sclerosis, Renal failure, Cystic fibrosis, Tuberculosis, Diabetes, Hypoglycemia, Chronic fatigue syndrome, dysautonomia, Spinal cord injury, Traumatic brain injury, Mental disability, Learning disability, Alzheimer's disease, Phobia, Agoraphobia, Acrophobia, Aleurophobia, Anxiety disorder, Depression, Bipolar disorder, Obsessive compulsive disorder, Schizophrenia, Neurosis, Developmental disability, Dyslexia, Down syndrome, Attention deficit disorder and ADHD, Hyperactivity, Autism, Other disabilities, Substance abuse, Alcoholism, Nicotine addiction, Illegal drug abuse, Prescription drug abuse, Senility Additional Materials Complete the summary of the story with one word in each blank. Martys story My name is Marty and I am “one in a 1_”. In 2_ words, there are not many people in the world like me. I have a muscle 3_ that the doctors dont know exactly what is wrong with me and how to make me well. I dont know I will get worse as I get older, or I will stay the 4_ as I am now. I have learned to 5 _ to my disability. My motto is: live one day at 6_ time. One of the 7_ things about my disease is that I dont look any different from other people. So sometimes kids at 8_ school laugh at me when I get out of 9_ after running just a short way. Sometimes, I am too weak to go to school, so I have 10_ a lot of lessons and I am a bit 11_ the others. My fellow students at high school are better. But there will always be a few who cannot see the real person 12 _ my body, I do not get 13_, I just ignore them. All in 14 _, I have a good life. I have a very busy life and I dont have time to sit 15_ feeling sorry for myself. I like writing and 16_ programming. I spend a lot of time with my pets. In many ways my disability has made me grow stronger and more 17_. I have had to work hard to live a 18 _ life, but it has been worth it. If I had the chance/ to say one thing to healthy kids, it would be this: Dont feel sorry for the disabled or make 19 _ of them, and dont ignore them either. Just 20_ them for who they are and give them encouragement to live as rich and full a life as you do. Comprehension questions 1. What is the most difficult thing that Marty hates to do? A. He cant see clearly because of his near-sightedness. B. He cant walk as quickly as other people. C. The doctors cant tell him whats wrong with him. D. Kids dont understand him and sometimes they laugh at him. 2. Marty does the following to make himself happy except_. A. Raising lots of pets. B. Inventing a computer game. C. Going to the movies. D. Playing football with his friends. 3. What can we do to help Marty and others like him? A. We can accept people disabilities for who they are. B. We should pay more attention to their disability and pity them all the time. C. We should help them to do things like normal people. D. We should feel sorry for them and ignore their disability. 4. We can infer that Marty is a _ person according to the passage. A. positive B. poor and sensitive C. strong D. dependent and easy-going (Key: 1.D 2.D 3. A 4. A) Notes to some difficult sentences 1. Of course, there will always be a few who cannot see the real person/ inside my body, but I do not get annoyed, I just ignore them. (Reading) “get/become+过去分词” 中, get为助动词。表示“遭到，遇到”。其结构常用于如下情况： 1）表示没有预料到的、突然发生的、或者不尽人意的动作。 2）强调结果而非动作本身；而“be+过去分词”结构则主要强调动作本身。“get/become+过去分词”结构通常不说出行为的施动者；而“be+过去分词”结构则视情况而定。 If you are not careful enough，you may get cheated. She is often seen tidying up the classroom. 3）“get/become+过去分词”结构并非都构成被动语态，当过去分词起形容词作用时，就构成了系表结构，如此句。此结构后常伴有与动词固定搭配的介词短语。 Jack got annoyed. Kate got acquainted with Bob. His finger got trapped in the door. 他的手指被门夹住了。 再如：get burnt烧伤，get hurt受到伤害，get washed洗脸，get lost迷路， get dressed 穿衣，get married结婚， get charged 充电，get separated被分散，get used to习惯于，get accustomed to习惯于, 对习以为常，get stuck被困于，get caught被困于 2. Just accept them for who they are and give them encouragement to live as rich and full a life as you do. (Reading) 此处考查asas的第二种用法。 1）作为同级比较用，其否定结构用not asas。 Im not as tall as my brother. 2）如果有形容词修饰单数可数名词时，则用as形容词aan名词as结构。 I havent seen as old a car as this for years. 但有时也能够将名词放在之前。 I cant drink coffee as sweet as that. 3）构成双重意义词组：as soon as一就，和一样早；as well as和一样好；as long as和一样长，只要；as far as和一样远，据所知；as good as和一样好，几乎。注意其两种意义的不同及其用法。 3Up until I was about 10 years old, I was the same as everyone else in my class. (Reading) as在此用作连词，引导关系句，常用在so/such/the same之后。 Such people as you describe are rare now.像你描述的这种人现在少多了。 Here is so heavy a stone as no one can lift it.这儿有一块无人能搬动的石头。 (比较: The stone is so heavy that no one can lift it.这块石头如此重，以至于无人能搬得动。) He uses the same books as you. =He uses the same books that you do. 4Access to the cinema for people in wheelchairs and those who have difficult walking. (Reading, speaking and writing) access：means of entering；way in；entrance进入，入口；取得/接近的方法/权利，常与介词to连用。注：access前通常没有冠词。 The only means of access to the building is along a muddy track. Students need easy access to books.要使学生很方便就能借到图书。 5. As well as going to the movies and football matches with my friends when I am well enough, I spend a lot of time with my pets. (Reading) as well as(强调前面的部分) = not onlybut also(强调后面的部分) She is kind as well as beautiful. (强调kind) She is not only kind, but also beautiful. (强调beautiful) 6. I am “one in a million”. In other words, there are not many people in the world like me. (Reading) 1) in a million 表示“千里挑一的，最好的，无与伦比的”，one in a million 此处形容几率很小。 Ive got a husband in a million. “只有10%的学生可以参观那个实验室。”有如下几种表达: Only one student in ten can visit the lab. Only one out of ten students can visit the lab. Only one of the ten students can visit the lab. Only ten percent of the students can visit the lab. Only one tenth of the students can visit the lab. 2) in other words= that is (to say)即;换句话说 Your performance in the exam did not reach the required standard; in other words, you failed. 7. My life is a lot easier at high school than it was at primary school. (Reading) a lot这里用来修饰形容词的比较级。能够修饰形容词的比较级的词还有：even、a lot、a bit、a little、still、much、far、yet、by far等。 He works even harder than before. by far通常用于强调最高级。用于比较级时，一般放在比较级的后面，如在前面，应在二者中间加“the”。如： He is taller by far than his brother. He is by far the taller of the two brothers. 代词“it”的用法 代词it的用法主要有以下一些: 1. 作无人称动词的主语，表示时间、气候、距离、状态等。 Its ten oclock. 现在十点钟了。It is twenty miles to London. 到伦敦有二十英里。 She couldnt stand it. 她真是无法忍受。 2. 指代前面出现的事物或者是现象。 Where is my book? Have you seen it？ 我的书在哪儿?你看见我的书了吗? He pretended to study, for he thought it would please his mother. 他假装读书,因为他认为那样做可以取悦他的母亲。 3. 在特殊情况下指代人。 She got a baby and it was ten-pound. 她生了个十磅重的婴儿. A tall man stood up and shook hands with her. It was the general manager. 一个高个子男子站了起来同她握手,他就是总经理。 4. 可以用作形式主语。 形式主语：不定式、动名词以及主语从句作主语时，为避免“头重脚轻”，要将真正的主语后置。 It seemed impossible (for him) to get back home. It was worthwhile searching for his "roots." It was obvious that his ancestor taught his younger generation little of his own language. 常见形式主语it引导的句型 1) It is / was difficult (easy, hard, important, necessary, useful, fit, possible, a pity, a pleasure) (for sb.) to do sth. 2) It is / was kind (nice, wise, clever) (of sb.) to do sth.;=Sb. is / was kind ( nice ,wise, clever, angry, ashamed, delighted, disappointed, excited, glad, happy, pleased, proud, sorry, surprised, thankful) to do sth. ; 3) It is no good / no use / interesting, tiring, a waste of time doing sth.; 4) It is clear (plain, true, certain, sure, obvious) + that clause + 陈述语气; 5) It is important ( necessary, strange, a pity) + that clause + (should ) do; 6) It is a suggestion (an order, 及与虚拟动词有关的名词) + that clause +(should) do; 7) It is ordered (及与虚拟动词有关的动词的被动语态) + that clause +(should) do; 8) It is high / very time that we should have lunch / had lunch here. 9) It is the first / last time that we have had lunch here (just). 10) It is the third time that we shall have lunch here (in a moment). 5. 用作形式宾语。 形式宾语：当不定式、动名词、that 从句作宾语，又有自己的宾语补语时，要用it 作形式宾语，而把真正的宾语后置。如： Marx found it important to study the situation in Russia. The fisherman made it a rule that he never cast his net more than four times a day. The ancient people took it for granted that the earth was flat. We think it necessary reading aloud every morning to improve our English. 能够用于形式宾语句型的动词有think, make, find, consider, feel, take等。 6. 用于强调句型。 为了强调句子中的某一成分，可以用“It is/ was 被强调部分 that其它部分”的句型。如果被强调的是人，可以用that/who/whom。如果被强调的是其它成分，则只用that。这种句式的特点是，去掉It +bethat框架后，句子仍然成立。 It was because he liked