Unit1Livingwell

1、Unit 1 Living well第一部分金色教案教学设计说明Aboutthetopic and the structures 单元话题和 结构本单元以残疾和残疾人的生活为话题，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挑战的故 事。通过本单元的学习，能够协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、协助残疾人， 使残疾人与健全人一样共享美好生活。通过本单元的语言技能训练，要求学生学会使用准确得体的英语介绍他人以及向他人表示祝贺。本单兀语言功能项目是：介绍、愿望和祝贺。本单兀语言结构项目是复习不定式。本单兀

2、还要求学生学习写作“应用文写作：建议信”。金色教案教学设计在单元课时划分上与课本保持一致，即“阅读课、 知识课、使用课三课时/三课型划分”。但在实际教学过程中，建议教师依 据学生基础、教学条件、学校安排的因素，对课本、对金色教案教学 设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。教师也能够参照金色教案提供的“实际教学过程课 时划分建议”实行教学。Period 1Reading阅读课Warming Up 通过 Warming up by learning about disability 让学生了解残疾 的种类、讨论各种残疾给人们的生活带来的种种不便，即使如此，

3、仍然有很多残疾人在不同领域取得了非凡成就。“热身”为本单元 Reading部分的精彩故事做好了铺垫。Pre-reading 通过 visiting the Family Village website 让学生了解“家庭 村”，一个国际虚拟社区，为课文学习作好准备。Reading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 的记叙文。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。阅读课的教学目的是通过广泛的阅读，培养阅读技能及良好的阅读习惯，提升阅读速度与理解水平，拓宽知识面，扩充词汇量和增大词汇的接触频度，增强英语语感，逐步掌握篇章概括方法，最终达到自如地阅

4、读日常生活中常见的英语篇章，如：英文报纸、杂志、广告的目的。教师能够参考使用本书提供的下列程序：Reading aloud to the tape, Readingfor the forms，Reading to transfer information ，Drawing a diagram of the text and retell it with the help of the diagram ，Reading to underline and write down all the useful collocations， Closing down by talking about li

5、ving well with disability。Period 2 Learning about language知识课Learning about language语言知识教学应该抓住形式、意义和用法二个环节，准确处理三者之间的关系。明确让学生掌握语言形式是基础、了解其意义是关键、学会使用才是真正的目的。建议教师通过下列设计：Warming up by working on the type of writing and summary of Marty ' story, Learning about the Infinitive , Listening, reading and

6、completing , Learning and finding , Making sentences with the Infinitive , Closing down by reading a poem in English协助学生学会、用好语言知识。Period 3Using language使用课Using language 分为两部分，Listening and speaking 是关于对残疾人 BarryMinto的米访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。同时通过听这个采访，要求学生掌握表示祝贺的功能句 型。Reading, speak

7、ing and writing部分要求学生先讨论腿脚残疾的人在电 影院有可能遇到的困难，然后引出残疾人Alice Major写给the newBankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出了一些建议，要求充分考虑残疾人的特殊需要。这封信后有说和写的练习题，通过不冋的言语技能训练，完成本单兀的教学目标。通过读这封建议信， 还要求学生学会与建议信。本书提供的下列教学程序可供参考：Warmi ngup by listening and reading aloud learning about Mount Kilimanjaro ,Listening and discussin

8、g about Barry Minto , Creating a dialogue , Making up new dialogues, Listening, reading and copying , Copying expressions from A letter to architect and making sentences of your own with them , Closing down by writing a letter of your own 。实际教学过程课时划分建议Period 1将 Warming Up、 Pre-reading、Reading 禾口 Com

9、prehending 整合在一起上节庁“阅读课”。Period 2将 Learning about Ianguage 和 Workbook 中的 USING WORDS ANDEXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。Period 3将Using Ianguage设计为一节包括听说读与单项技能或组合技能训练的“综合技能课（一）”。Period 4将 Workbook 的 READING AND LISTENING 和 TALKING 整合在一起上一节“听说课”。Period 5将 Workbook 的 LISTENING TASK、READING

10、 AND WRITING TASK 和SPEAKING TASK 整合为一节“综合技能课（二）”。第二部分教学资源说明Section 1Background背景围绕单兀话题“ Festival around the world ”，金色教案提供了几则语言规范、短小精干的趣味性材料。这些材料既能够作为教师教学参考材料为 教师所用，也能够直接或改写、重组后作为课堂内外的拓展性阅读材料表 现给学生。Section 2Explanation解析重点针对“阅读课型”中的课文难句，金色教案不但提供了详尽的，就句论句的解析和翻译， 而且还以解析的焦点话题为线索，实行了一定的归纳、辨析和总结，以协助教师更好地

11、实施“语言形式”的教学。Section 3Vocabulary词汇按照课本单元词汇表顺序，金色教案重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全能够直接用于教学。第三部分教学测评说明围绕单元词法、句法项目，金色教案提供了长短不一的“单元教学测评”，并备有参考答些测评题目直接源于历年高考试卷，更具有说服力和实用性。Part 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for reading(Marty ' story)IntroductionIn this period, after the wa

12、rming up, students will first be guided to read aloud to the tape , read forthe forms , read to transfer information , draw a diagram of the text and retell it with the help of the diagram and read to un derl ine and write dow n all the useful collocati on s. A nd the period will end in stude nts ta

13、lk ing about liv ing well with disability.ObjectivesTo help students understand the text's forms and contents and learn about living wellTo help stude nts com muni cate on the topic in focus with the words, expressi ons and structures learned in this un itFocusWordsdrum,adapt, annoy,con duct, ov

14、erhear,desig n, con gratulateimpairCollocationsin other words , out of breath, all in all , make fun of, in particularPatterns1. Of course, there will always be a few who cannot see the real pers on/ in side my body, but I do not get anno yed, 1 just ignore them.2. Just accept them for who they are

15、and give them encouragement to live as rich and full a life as you do.3. Up until I was about 10 years old, I was the same as every one else in my class.4. Access to the cin ema for people in wheelchairs and those who have difficult walk ing.5. As well as going to the movies and football matches wit

16、h my friends when I am well eno ugh, 1 spe nd a lot of time with my pets.6. I am “ onen a millionIn.other words , there are not many people in theworld like me.7. My life is a lot easier at high school than it was at primary school.AidsMultimedia facilities, tape-recorder, photos, diagramsProcedures

17、1. Warming up by learning about disabilityHello, class. Nice meeti ng you and lear ning En glish with you.Every one hopes that he may live well. But some are n ot livi ng well because they are disabled. And in this first period we shall learn to help those disabled people to live well. But first wha

18、t is disabled? What is disability?A disabled pers on is one who has a con diti on called a disability that in terferes with his or her ability to perform one or more activities of everyday livi ng. For example, in doors and going outside, gett ing dressed, com muni cati ng with others.The n what are

19、 the types of disability? "Disability" can be broke n dow n in to a nu mber of broad sub-categories, which can include the following : physical impairments affecting movement, sen sory impairme nts, n eurological impairme nts, cog nitive impairme nts and psychiatric con diti ons. To know m

20、ore about disability, let 'go to page 2.2. Pre-reading by visiting the Family Village websiteTo know more about disability and its solution get online now to http : //i ndex.htmlxWelcome to the Family Village! We are a global com munity that i ntegrates in formati on, r

21、esources, and com muni cati on opport un ities on the Internet for pers ons with cog nitive and other disabilities, for their families, and for those that provide them services and support.Our com munity in cludes in formati onal resources on specific diag no ses, com muni cati on connections, adapt

22、ive products and tech no logy, adaptive recreati onal activities, educati on, 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 attract ions. Simply click on a place to explore and discover a cor

23、nu copia of useful in formati on! Let us know what you like (or dislike) and visit often, for our village is constantly changing.3. Reading aloud to the tapeReading aloud to the recording of the text improves our literacy skills - reading, writing, speaking, and listening. Now t urn to page 2. First

24、 we shall listen and read aloud to the recording of the text. Try to read aloud the text as loudly and correctly as possible.4. Reading for the formsIt is unlikely that you will understand 100 percent of the vocabulary in the text, especially at a firstreadi ng. Use first the con text and the n your

25、 own kno wledge of the subject to help you guess the meaning of unknown words.A really useful way to help us with our liste ning is to become aware of 'thought groups'.When we speak, we n eed to divide speech up into small 'ch un ks' to help the liste ner un dersta ndmessages. These

26、chunks or thought groups are groups of words which go together to express anidea or thought. In En glish, we use pauses and low pitch to mark the end of thought groups.Then we shall go over the text to read it to : cut/ the sentence into thought groups, blackenthe predicates, darken the connectives

27、and underline all the useful collocations.5. Reading to transfer informationWriters structure, or organize, their writing in many different ways. Recognizing the way in whicha text has bee n orga ni zed will help you un dersta nd its mea ning more fully.Now let ' go over the text once again. Whi

28、le going over it look for information to complete the chart below.Marty ' storyWhy are there not many people in the world like me?Because： I have a muscle disease that sometimes makes me very weak and I can ' run or climb stairs as quickly as other people.I am clumsy and drop things or bump

29、into furn iture.What is my motto?Live one day at a time.When did I get weak?Up un til I was about 10 years old, I was the same as every one else in my class.Then 1 started to get weaker and weaker.What was the worst thing about my life?One of the worst things about my disease is that I don' tok

30、any differe nt from other people.Do I have a good life?All in all, I have a good life.What is my ambition?My ambiti on is to work in the computer in dustry whe n 1 grow up. I am the only stude nt in my class to have a pet sn ake.What has my disabilityIn many ways my disability has made me grow stron

31、ger and moremade me?in depe ndent.What do I think of having a disability?Just having a disability doesn ' mean your life is not satisfying.6. Drawing a diagram of the text and retell it with the help of the diagramWriters structure, or organize, their writing in many different ways. Recognizing

32、the way in which a text has bee n orga ni zed will help you un dersta nd its mea ning more fully.Scan the text for the topic sentence of each paragraph to make a diagram of the text. Then we shall try to retell the text in our own words with its help.7. Scanning the text for all the useful collocati

33、onsWhen you scan a text, again you look quickly through it. However, unlike skimming, scanning involves looking for specific words. Now scan the text to find and underline all the useful collocati ons.Collocations from Marty ' story one in a million, in other words, have a muscle disease, makeve

34、ry weak, climb stairs, drop things, bump into ,be wrong with ,makewell, get worse, get older, stay the same as, adapt to ,live one day at a time, the same as ，in one 'class, climb tree, play football, dream about,one day, being a famous football player, represent one ' country in the World C

35、up, get weaker and weaker, get out of bed, go into hospital for tests, miss a lot of school, have at least a bill on tests, cut out a piece of muscle from ,look at un der a microscope, look ,from , laugh at ,get out of breath, run just a short way, stop half way up the stairs, get up to the top, mis

36、s a lot of lessons, after a long absence from school, feel really stupid, a bit behind the others, at high school, at primary school, accept for ,see the real pers on in side on e'sbody, get anno yed, all in all, have a good life, computer program ming, work in the computer in dustry, grow up, invent a computer football ga