Living Well主题单元设计模板

1、表3-1主题单元设计模板主题单元标题人教版高中英语选修7第1单元Living Well主题单元设计作者姓名高芬所属单位济宁市实验中学联系地址济宁市实验中学联系电话0537-电子邮箱邮政编码学科领域 （在内打 表示主属学科，打+ 表示相关学科） 思想品德 音乐 化学 信息技术 劳动与技术语文 美术 生物 科学 数学外语历史 社区服务 体育 物理 地理 社会实践 其他（请列出）：适用年级高二年级所需时间经教材分析，根据学情，本单元可用5课时完成主题学习概述(简述单元在课程中的地位和作用、单元的组成情况，解释专题的划分和专题之间的关系，主要的学习方式和预期的学习成果，字数3

2、00-500)本单元以残疾及残疾人生活为话题，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，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的言语技能训练，要求学生学会使用正确得体的英语介绍他人和向他人表示祝贺。主题学习目标（描述该主题学习所要达到的主要目标）知识与技能：1.掌握强调句的用法；2.掌握词汇，记住本单元短语和句型； 3.过程与方法：情感态度与价值观：在学习中有较强的合作精神，愿意与他人分享各种学习资源；对应课标普通高

3、中英语课程标准（2006年版本）（本标准对七级的语言知识不作单独描述，七级的教学可参照八级目标要求。）知识与技能：语言技能目标： 语言技能目标(七级)听：1.能听懂故事或记叙文，理解其中主要人物和事件以及他们之间的关系；2.能从听力材料，中提取信息和观点。说：1.能传递信息并就熟悉的话题表达看法； 2.能用英语进行简单的语言实践活动，读：1.能从一般文字资料中获取主要信息；2.能根据阅读目的不同，使用不同的阅读策略。写：1.能简单地描述人物或事件，并简单地表达自己的意见。语言知识目标：语言知识目标(七级)语音：根据语音、语调了解话语中隐含的意图和态度；词汇：理解话语中词汇表达的不同功能、意图和

4、态度等；语法：掌握描述时间、地点和方位的常用表达方式。情感态度目标： 在学习中有较强的合作精神，愿意与他人分享各种学习资源；学习策略目标：学习策略目标（七级）交际策略：利用各种机会用英语进行真实交际；资源策略：通过图书馆、计算机网络、广播和电视等资源获得更广泛的英语信息，扩展所学知识。文化意识目标：文化意识目标（七级八级）通过学习英语了解世界文化，培养世界意识。主题单元问题设计Whats the main idea of each paragraph?Paragraph 1: I have a muscle disease, which is very unusual.Paragraph 2:

5、 No one knows how the disease develops.Paragraph 3: The difficulties I have in daily life.Paragraph 4: My fellow students have begun to accept me for who I am.Paragraph 5 All in all, I have a good life.Paragraph 6: People with disabilities can also live well.专题划分专题一：阅读专题 专题二：听说专题 专题三：文化专题 专题四：写作专题 专

6、题一阅读专题 所需课时(课上1课时，课下1课时）专题一概述 (介绍本专题在整个单元中的作用，以及本专题的主要学习内容、学习活动和学习成果) 专题一是一篇以第一人称描述Marty身残志坚，以积极的态度快乐生活的故事。课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。本专题学习目标 （描述该学习所要达到的主要目标）（1） 介绍身残志不残的Marty的生活，理解课文大意。（2） 使学生了解残疾给Marty带来的不便，以及残疾并没有打垮他，反而使他积极面对生活的感人故事。（3） 训练学生的阅读方法和阅读技能，提高学生的阅读速度和理解的准确率。本专题问题设计a. What are the

7、problems caused by his disability?b. What Marty does in spite of his disability?所需教学材料和资源(在此列出学习过程中所需的各种支持资源)信息化资源1.百度百科 2.在线词典 3.电脑 常规资源1.纸质字典 2.人教社出版高二第七册英语教材教学支撑环境多媒体教室 其 他记录用钢笔及纸张学习活动设计（针对该专题所选择的活动形式及过程） Step Step I Leading inDeal with Warming up. Play some videos of people with disabilities for

8、 students to watch. Then ask them to discuss what the disabilities are and what difficulties they have to overcome in daily life.Disabilities can be visible or invisible. People with invisible disabilities dont look disabled. Depression, sleep disorders and learning difficulty are invisible disabili

9、ties. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success. Step II Pre-readingAsk students to read the pre-reading carefully and find out the purpose of the website. Then show the su

10、ggested answer on the PowerPoint.Suggest answer:1. To give ordinary young people with a disability the 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 II

11、I ReadingDeal with the reading part.ScanningScanningAsk the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.T: First Id like you to do the scanning and then fill in the chart with the information you get from the text. After you have fin

12、ished, please compare with your partner.Several minutes later, students compare their information with each other in groups. Then check the answer with the whole class.T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the

13、 adjectives on the PowerPoint.Show some suggested adjectives on the PowerPoint.brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupidT: Ok. You are right. Though Marty has a muscle disease, which causes many difficulties to his life, he still lives well. He is living a b

14、usy and satisfying life. He is very optimistic. Then continue to discuss the next two questions on Page3.Deal with the next two questions in the same way.Suggested answers:1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.2. I think when others make fun

15、of him or feel sorry for him, he may feel hurt and get annoyed.3. Maybe at the beginning I will feel very low and disappointed, but Martys story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life.Careful readingAsk s

16、tudents to read the text carefully and then finish Ex3 on Page 4.T: Now lets read the text again and try to sum up the main idea of each paragraph. Several minutes later check the answers with the whole class.Suggested answers:Paragraph 1: I have a muscle disease, which is very unusual.Paragraph 2:

17、No one knows how the disease develops.Paragraph 3: The difficulties I have in daily life.Paragraph 4: My fellow students have begun to accept me for who I am.Paragraph 5 All in all, I have a good life.Paragraph 6: People with disabilities can also live well.T: Now lets read Paragraph 4-6 again. Then

18、 we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.Suggested answers:1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.2. Dont feel sorry for the disabled or m