Unit 1 Living well
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。
Warming Up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”family village”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”family village”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。
甘油擦脸正确方法
Leaning about Language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。
Using language部分旨在提高综合语言能力。听力部分是一段对盲童Barry的采访, 他在Warming Up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。
Learning Tip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儿童简笔画公鸡．教学计划
本单元建议分七课时：道德经第三十四章
第一课时：Warming Up & Listening and speaking (Using Language)
第二、三课时：Pre-reading, Reading & Comprehending
第四、五课时：Learning about Language
第六、七课时：Reading, speaking and writing (Using Language)
IV．教学步骤：Teaching procedures
Period 1 Warming Up & Listening and speaking (Using Language)
Teaching Goals:
1. To discuss different kind of disabilities people have and their attitude toward life.
2. To know their ways of life and their achievements.
3. To develop Ss’ speaking and listening ability.
Teaching Procedures:
Step 1. Leading-in
一分钟小故事1. Give Ss a few minutes to say something about disability by showing the following pictures and asking the following questions.
残疾演讲大师约翰·库缇斯
千手观音
残疾指挥家——舟舟 浙江残疾无臂青年书法家孔黎翔
(1) Do you know them ?
割包皮后遗症(2) What are their disabilities ?
(3) What kind of life do they live?
(4) Do they have any achievement in their life?
2. Ss will give different answers and agree with them .Then mention some other famous disabled people to Ss, such as Helen Keller, Braille, Steven Hawking and so on. Give a brief introduction of Helen Keller.
Helen Keller
Helen Keller at the age of 19 months, (not quite 2 years old) was a happy, healthy child. She was already saying a few words.
Then she had a high fever that caud her to become deaf and blind. No longer could
she e nor hear. She felt lost. She would hang on to her mother's skirt to get around. She would feel of people's hands to try to find out what they were doing. She learned to do many things this way. She could recognize people by feeling of their faces or their clothes. She made up signs with her hands so that she could "talk" to her family. She had 60 different signs. If she wanted bread, she pretended to be cutting a loaf. If she wanted ice cream, she would hug her shoulders and shiver.
Helen was a very bright child. She became very frustrated becau she couldn't talk. She became very angry and began to throw temper tantrums. The family knew they had to do something to help her.
They found a teacher named Anne Sullivan. Miss Sullivan herlf had been blind, but had an operation that gave her back her sight. She understood what Helen was feeling.
When Helen went to college, her teacher Anne went with her and tapped out the words of the instructors into her student's hand.
Helen had an amazing memory and she also had skills that very few people have ever been able to develop. She could put her fingers to a person's lips and understand the wor
小叮当图片ds that were being spoken.
While she was in college she wrote her book called "The Story of My Life". With the money she earned from the book she was able to buy a hou.
She became famous and traveled around the world speaking to groups of people. She met many important and well-known people as she traveled.
Helen Keller was successful becau of her determination. However, many people helped her. The most important person in her life was Anne Sullivan who stayed with her for 50 years.
Step 2. Warming Up
1 Ask Ss to look at the four pictures on P1 and discuss with a partner what disabilities they may have by just looking at the pictures.
2 Write the followings information about the four students in the pictures on the blackboard. And let Ss talk as much as possible.
热心的近义词◆ Rada is mentally disabled
◆ Barry is vision impaired
◆ Sally was born with spina bifida and relies on a wheel chair to get around.
◆ Gao Qing has diabetes .
3. Ask Ss to list as many words related to disabilities as possible on the blackboard.
blind deaf lame short-sighted hearing problem brain injury loss of an arm or leg vere illness mental disability walking difficulty learning difficulty |
牒怎么读 |
Step 3. Listening and speaking (Using Language)
1. Before playing the tape, ask Ss if it is difficult for them to climb a high mountain. Tell Ss that they are going to hear a radio interview with someone who has recently climbed mount kilimanjaro in Africa, but do not tell Ss that he is blind. After listening, let Ss discover this by themlves.
2. Then ask Ss to read Ex1 and tick the statements that are true. Then play the tape again and let Ss finish Ex2.
3. Ask Ss to discuss the three questions of Ex3 and prent the result of the discussion.
4. Ask Ss to listen to the latter part of Barry’s story and then complete the ntences of Ex4.
5. Play the tape again without stop and let Ss check their answers in pairs.
6. Read Ex5 with Ss and read the expressions in the form. Ask Ss about any other ways of expressing congratulations that they know. Write the on the blackboard. Give Ss time to complete Ex5 and Ex6.
Step 4. Homework
1. Ask Ss to find more stories about the disabled.
2. Ask Ss to preview the reading text.
Period 2 & 3 Pre-reading, Reading & Comprehending
Teaching Goals:
1. To read Mary’s story and understand the text.
2. To discuss his way of life and his attitude to life.
