河北省邢台市某中学人教高中英语选修七：Unit 1教案

Unit1Livingwell

I.单元教学目标

技能目标SkillGoals

▲Talkaboutdisabilityandlifeofdisabledpeople

▲Expresswishes&congratulations

▲Learnexpressionsofformalintroduction

▲RevisetheInfinitive

▲Writealetterofsuggestion

n.目标语言

功Introduction

I'dliketointroduceyouto...

能I'dlikeyoutomeet...

May1introduce...?

句Pleasedtomeetyou.

It'snicetomeetyou.

式Wishes&congratulations

Congratulations.

Allthebest.

I'mproudofyou.

1wishyousuccess.

Goodluck.

Welldone.

I'mveryimpressedbyyourperformance.

Youhavemybestwishes.

I'mverypleasedforyou.

1hopeitgoeswellforyou.

That'swonderful/amazing.

1.四会词汇

disability,disabled,eyesight,ambition,beneficial,clumsy,adapt,microscope,

absence,fellow,annoy,annoyed,industry,tank,encouragement,conduct,politics,

词literature,resign,companion,assistance,congratulate,graduation,basement,

汇accessible

2.认读词汇

syndrome,Rosalyn,Sally,Marty,fulfilling,Kilimanjaro,Qomolangma,wheelchair,

Sanders,earphone,impair;community

3.词组

inotherwords,adaptto,cutout,outofbreath,allinallzsitaround,aswellas,make

funof,nevermind,allthebest,meetwith

4.重点词汇

disability,disabled,adapt,annoy,conduct,congratulate,accessible

RevisetheInfinitive

Theinfinitivecanbeused:

1.asthesubject

结2.asthepredicative

构3.astheobject

4.astheobjectcomplement

5.astheadverbial

6.astheattribute

1....but1amveryoutgoingandhavelearnedtoadapttomydisability.

重P2

点2.Everytime1returnedafteranabsence,1feltstupidbecause1wasbehindthe

句others.P2

子3.Allinall,1haveagoodlife.P2

4.Justacceptthemforwhomtheyareandgivethemencouragementtoliveasrich

andfullalifeasyoudo.P3

m.教材分析和教材重组

i.教材分析

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，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。通过本单元的语言技能训练,

要求学生学会使用正确得体的英语介绍他人以及向他人表示祝贺。

1.1WarmingUp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。

尽管如此，仍然有许多残疾人在不同领域取得了非凡成就，为本单元Reading部分的精彩故

事做好了铺垫。

1.2Pre-reading通过介绍网站“Familyvillage”,激发学生的阅读兴趣。

1.3Reading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。

1.4Comprehending共有3个练习，这3个练习的设置由表及里，由浅入深，非常科学。

练习1是浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活

的乐观态度；练习2要求学生总结课文每段的段落大意；练习3是深层次的理解题，要求学

生在正确理解课文的基础上，通过讨论得出结论。

1.5LearningaboutLanguage分为两部分，Discoveringusefulwordsandexpressions是本单

元的词汇练习题；Revisingusefulstructures是本单元的语法练习题，通过本单元的学习，要

求学生熟练掌握不定式的各种语法功能。

1.6UsingLanguage分为两部分，Listeningandspeaking是关于对残疾人BarryMinto的采

访录音，要求学生能够通过录音了解BarryMint。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,speakingandwriting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AliceMajor写给thenew

Bankstown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，通过不同的言语技能训练，完成本

单元的教学目标。通过读这封建议信，还要求学生学会写建议信。

2.教材重组

2.1将WarmingUp,Pre-reading.Reading与Comprehending整合在一起上一节“阅

读课”。

2.2把LearningaboutLanguage和Workbook的USINGWORDSANDEXPRESSIONS及

USINGSTRUCTURES整合在一起上一节“语言学习课”。

2.3将UsingLanguage设计为一节包括听说读写在内的“综合技能课(一)”。

2.4将Workbook的READINGANDLISTENING和TALKING结合在一起，上一节“听说

课”。

2.5将Workbook的LISTENINGTASK,READINGANDWRITINGTASK和SPEAKINGTASK设计

为一节“综合技能课(二”

3.课型设计与课时分配

1stPeriodReading

2ndPeriodLanguagestudy

3rdPeriodIntegratingskills(I)

4thPeriodListeningandspeaking

5thPeriodIntegratingskills(II)

W.分课时教案

TheFirstPeriodReading

Teachinggoals教学目标

1.Targetlanguage目标语言

a.重点词汇和短语

eyesight,ambition,disabled,beneficial,inotherwords,clumsy,adapt,microscope,outof

breath,absence,stupid,fellow,annoyed,allinall,industry,tank,makefunofencouragement

b.重点句型

...butIamveryoutgoingandhavelearnedtoadapttomydisability.

EverytimeIreturnedafteranabsence,IfeltstupidbecauseIwasbehindtheothers.

AllinallzIhaveagoodlife.

Justacceptthemforwhomtheyareandgivethemencouragementtoliveasrichandfulla

lifeasyoudo.

2.Abilitygoals能力目标

Helpstudentstolearnaboutdisabilityandlifeofthedisabled.Enablestudentstoknowthat

peoplewithdisabilitiescanalsolivewell.

3.Learningabilitygoals学能目标

Bytalkingaboutdisabilityandlifeofthedisabled,studentswilllearnsomepositivestories

ofthedisabled.Thiswillhelpthemunderstandmoreabouthowchallenginglifecanbeforthe

disabled.

Teachingimportantpoints教学重点

Howpositivestoriesofthepeoplewithdisabilitiesinspireothers.

Teachingdifficultpoints教学难点

Howtohelpstudentsunderstandthedifficultiesthedisabledhavetoovercome.

Teachingmethods教学方法

Discussing,explaining,readingandpracticing.

Teachingaids教具准备

Multi-mediacomputer.

Teachingprocedures&&ways教学过程与方式

StepILead-in

DealwithWarmingUp.Firstaskstudentstotalkaboutpeoplewithamentalorphysical

disabilitytoseehowmuchtheyknowaboutdisabilities.Thenplaysomevideosorshowsome

photosofpeoplewithdisabilities.Studentswillbeaskedtodiscusswhatthedisabilitiesareand

whatdifficultiestheyhavetoovercomeindailylife.

T:Goodmorning/afternoon,class!

Ss:Goodmorning/afternoon,Mr./Ms...

T:IthinkmostofyoushouldhavelearnedaboutHelenKeller,agreatwomaninAmerican

history.Althoughshewasdeafandblind,shebecamearolemodelformillionsofpeople.HereI'd

liketoshareoneofthequotesfromherwithyou.

Althoughtheworldisfullofsuffering,itisfullalsooftheovercomingofit.

T:Theworldisfullofsuffering,especiallyforthosedisabledpeople.Doyouhappentoknow

anyonewithamentalorphysicaldisability?Whataretheirliveslike?

SI:Myneighbor,a6-year-oldgirl,cannotspeak.Sheisdumb.Shecannotplaywithother

children.

T:Thenhowcanshemakeherselfunderstood?

SI:Shehastousebodylanguageandsignlanguage.Ifinditveryhardtounderstandher.

Butherfamilycanunderstandherverywell.

T:OK,anyoneelse?

S2:Oneofmyfriendsdoesn'tlikeschool.Weareofthesameage.Heshouldbeinhigh

school.Unluckilyhecanonlystayathome.Becausewheneverhecomestoschool,hefeelssick

andcannothelptrembling.Heisafraidofschool,wheneverhehearstheword“school”,he

sweatsandfeelsverynervous.Ithinkhehasamentaldisability.

T:Ifeelsorryforyourfriend.Perhapshehasexperiencedsomethingunpleasantinschool.I

thinkheshouldseeadoctor.

S2:Hehasbeenvisitingadoctor.Ihopehewillgetwellsoon.

T:Ihopeso.Nowlet'swatchsomeshortvideos(orlookatsomephotos)ofsomedisabled

people.Pleasediscussingroupswhatthedisabilitiesareandwhatdifficultiestheyhaveto

overcomeindailylife.

ShowthelistofdisabilitiesonthePowerPoint.

Afterdiscussion,presentthefourpicturesonPage1tostudents.

T:Quiteright.Disabilitiescanbevisibleorinvisible.Peoplewithinvisibledisabilitiesdon't

lookdisabled.Depression,sleepdisordersandlearningdifficultyareinvisibledisabilities.No

matterwhatdisabilityonehas,lifeisnoteasy.Theyhavemanydifficultiestoovercome,but

pleasekeepinmindtheycanalsolivewell,evenachievegreatsuccess.Nowlookatthepictures,

howdotheylook?

Ss:Theylookhappyandsatisfied.Theyaresmiling.

T:Yes,theyare.Butallofthemaredisabled.Canyouguesswhattheirdisabilitymightbe?

S3:IthinkRosalynhaslearningdifficulty.Generallyspeaking,thosewhohavelearning

difficultyaregoodatsportsandcleverathands.

T:OK,whataboutRichard?

S4:Everyonecanseehehasdifficultywitheyesight,becauseheiswearingglasses.Healso

looksveryweak,maybehehassevereillness.

S5:1guesshemayhavelostanarmorleg,forwecannotseehisarmsorlegsinthepicture.

S6:Hecannothavelostanarmorleg,fornextyearhewilltraintobeateacher.Howcana

personwithoutanarmorlegbeateacher?

T:Thatsoundsreasonable.OK,whataboutSally?

S7:Sallymayhaveasevereillness,forshehasaverybusylife.Inmyopinionthosewho

knowtheyaredyingalwayskeepthemselvesverybusy.

T:Soundlikethat.Let'scometoGaoQiang.

S8:FromthepictureitishardtoguesswhatdisabilityGaoQianghas.Maybehehaswalking

difficulty.

S9:Itishardtosay.Ifhehaswalkingdifficulty,Iwilladmirehimverymuch,forhetakes

dancinglessons.

T:OK,pleaseremembertherearemanydisabledpeopleintheworld.Theyarepartofthe

world.Theyalsohaverightstoenjoylife.Wouldyouliketolearnmoreaboutthemandtrytodo

somethingforthem?Hereisawebsite“Familyvillage”.Fromherewecanlearnsomepositive

storiesaboutthedisabled.

StepIIPre-reading

Askstudentstoreadthepassageabout“Familyvillage“inpre-readingcarefullyandfind

outthepurposeofthewebsite.ThenshowthesuggestedanswersonthePowerPoint.

Suggestedanswers:

1.Togiveordinaryyoungpeoplewithadisabilitythechancetosharetheirstorieswith

others.

2.Toinspireotherdisabledpeople.

3.Togetnon-disabledpeopletounderstandmoreabouthowchallenginglifecanbefor

peoplewithdisabilities.

StepIIIReading

Dealwiththereadingpassage.

Scanning

AskstudentstoscanthetextandfindproblemsMartyhasinhislifeandwhathedoesin

spiteofhisdisability.

T:FirstKdlikeyoutodoscanningandthenfillinthechartwiththeinformationyougetfrom

thetext.Afteryouhavefinished,pleasecompareyouranswerwithyourpartner's.

Severalminuteslater;studentscomparetheirinformationwitheachotheringroups.Then

checktheanswerwiththewholeclass.

T:FromthischartwecanhaveaclearimageofMarty.WhatkindofpersonisMarty?You

maydiscussingroups.YoumayrefertotheadjectivesonthePowerPoint.

ShowsomeadjectivesonthePowerPoint.

brave,unlucky,weak,clumsy,strong-minded,optimistic,happy,independent,stupid

T:OK.Youareright.ThoughMartyhasamusclediseasewhichcausesmanydifficultiestohis

life,hestillliveswell.Heislivingabusyandsatisfyinglife.Heisveryoptimistic.

ThencontinuetodiscussthenextquestionsonPage3.Dealwiththenextquestionsinthe

sameway.

Suggestedanswers:

1.Martyseemstobeafairlypositivepersonwhoconsidershehasagoodlife.Heisrealistic

abouthisdisability,butdoesnotletthisstophimdoingasmuchashecan.Heisapsychologically

strong,independentboy.

2.Missinglotsofschool,notbeingabletorunaroundandplaysportslikeotherboysathis

age,peoplenotunderstandingthathehasadisability.

3.Martykeepsbusydoingthingsthatdonotrequirephysicalstrength,likecomputer

programming.Hehasfriendswithwhomhecangotomoviesandfootballmatchesandhehas

lotsofpets.Healsostudieshard.

4.TheycanacceptpeoplewithdisabilitieslikeMartyforwhotheyareratherthanfocuson

theirdisability.Theycanencouragethemtoliverichandfulllives.

5.BecausetheyfoundthatMartywasabletoliveasrichandfullalifeaseveryoneelse.

6.Answerswouldvary.

Carefulreading

AskstudentstoreadthetextcarefullyandthenfinishEx3onPage4.

T:Nowlet'sreadthetextagainandtrytosumupthemainideaofeachparagraph.

Severalminuteslaterchecktheanswerswiththewholeclass.

Suggestedanswers:

Paragraph1:AnintroductiontoMartyandhismuscledisease

Paragraph2:Howhisdisabilitydeveloped

Paragraph3:Martymetalotofdifficultiesatschool

Paragraph4:Howhislifehasbecomeeasier

Paragraph5:Theadvantagesofhisdisease

Summary

AskstudentstoworktogethertowriteaminibiographyforMartyaccordingtothetext.

T:Nowwe'vefinishedMarty'sstory.Nowit'stimeforyoutoworkingroupsandwriteamini

biographyforhim.

Myminibio

Name:

Status:

Health:

InterestsandHobbies:

Ambition:

Motto:

AfewminuteslatershowthesampleonthePowerPoint.

Myminibio

Name:MartyFielding

Status:Highschoolstudent

Health:developedamusclediseaseattheageabout10,veryweak,cannotdothingslike

normalpeople

InterestsandHobbies:

•Enjoyingwritingandcomputerprogramming

,GoingtothemoviesandfootballmatcheswhenIamwellenough

,Spendingalotoftimewithmypets—tworabbits,fivemice,atankfulloffishandasnake

Ambition:toworkinthecomputerindustry

Motto:liveonedayatatime

Explanation

Duringthisprocedure,playthetapeforstudents.Studentswillunderlinethedifficult

sentences.Afterlisteningtothetape,explainthetextanddealwiththelanguageproblems.

T:Nowwewilldealwithsomedifficultlanguagepoints.Iwillplaytherecordingofthetext

foryou.Pleasemakeamarkwhereyouhavedifficulties.

Afterlisteningtothetape,explainthedifficultsentencestostudents.Beforeexplainingthe

difficultpoints,studentsareaskedtorefertothenotestothetextonPages86-87.

T:Doyouhaveanydifficultieswiththetext?

SI:Couldyoupleaseexplainthesentencetous：

Ihavelearnedtoadapttomydisability.

T:Beforehedevelopedthedisease,hecouldrunorclimbthestairsasquicklyasother

people.Butafterhehadthedisease,hebecomesveryweak,sohecannotrunveryfast.Ittakes

timeforhimtogetusedtoslowpace.Besidesthisthediseasehasbroughtmanyotherdifficulties

tohim,hehastogetusedtolivingwiththedisease.Sowecanunderstanditlikethis:Ihavegot

usedtolivingwiththedisease.Doyouhaveanyotherquestions?

Ss:No.

T:Thisisaveryinspiringstory.FromMarty'sstory,whathaveyoulearned?

SI:Weshouldbepatientwithpeoplewithdisabilities.Weshouldn'tgetannoyedjust

becausetheyareslow.

S2:Weshouldn'tfeelsorryforthem.Thatmighthurtthem.

S3:Weshouldhelptheminacleverway.

S4:Weshouldencouragethemwhentheyfeeldown.

S8:Justhavingadisabilitydoesn'tmeanyourlifeisnotsatisfying.

T:I'mverygladallofyouhavelearnedsomethingfromthestory.Pleaseremember

everyonecanlivewellevenifhehasadisability.Ifyou'dliketolearnmoreaboutthelifeof

disabledpeople,pleasesurftheInternet.

StepIVHomework

RetellMarty'sstoryaccordingtotheminibio.

SurftheInternettolearnmoreaboutthelifeofdisabledpeople.

TheSecondPeriodLanguagestudy

Teachinggoals教学目标

1.Targetlanguage目标语言

a.重点词汇和短语

disability,disabled,eyesight,ambition,beneficial,adapt,absence,fellow,annoyed,

encouragement,conduct,resign,basement,accessible,latter;stupid,clumsy,allthebest,allinall

b.重点句型

Theinfinitive:

1.asthesubject

2.asthepredicative

3.astheobject

4.astheobjectcomplement

5.astheadverbial

6.astheattribute

2.Abilitygoals能力目标

Enablestudentstousetheinfinitive.

3.Learningabilitygoals学能目标

Helpstudentslearnhowtousetheinfinitive.

Teachingimportantpoints教学重点

Theuseofsomekeywordsandexpressionsandtheinfinitive.

Teachingdifficultpoints教学难点

Differentfunctionsoftheinfinitive.

Teachingmethods教学方法

Explainingandpracticing.

Teachingaids教具准备

Multi-mediacomputer.

Teachingprocedures&ways教学过程与方式

StepIRevision

AskseveralstudentstoretellMarty'sstory.ShowMarty'sminibioonthePowerPoint.

Myminibio

Name:MartyFielding

Status:Highschoolstudent

Health:developedamusclediseaseattheageabout10,veryweak,cannotdothingslike

normalpeople

InterestsandHobbies:

,Enjoyingwritingandcomputerprogramming

•GoingtothemoviesandfootballmatcheswhenIamwellenough

,Spendingalotoftimewithmypets—tworabbits,fivemice,atankfulloffishandasnake

Ambition:toworkinthecomputerindustry

Motto:liveonedayatatime

T:YesterdayyouwereaskedtoretellMarty'sstory.Youmayrefertohisminibioonthe

PowerPoint.Nowwhowouldliketohaveatry?

StepIIDiscoveringusefulwordsandexpressions

DealwithExl&&Ex2inDiscoveringusefulwordsandexpressions.AfterdealingwithExl,

askstudentstodoEx2ingroups.Thenchecktheanswerswiththewholeclass.Showthe

suggestedanswersonthePowerPoint.

DealwithExl&&Ex2onPage48.Studentsareaskedtodotheexercisesingroups.Then

showthesuggestedanswersonthePowerPoint.

AsforEx3,ask10studentstotranslatethe10sentences.Andgivethemimmediatehelp

whennecessary.

StepIIIDiscoveringusefulstructures

Showsomesentencesthatcontaintheinfinitiveandaskstudentstoidentifyitsfunction.

Itisgoodtohelpothers,(subject)

Itismyambitiontomakesurethatthedisabledpeopleinourneighbourhoodhaveaccessto

allpublicbuildings,(subject)

MyambitionistoworkinthecomputerindustrywhenIgrowup.(predicative)

Idon'thavetimetositaroundfeelingsorryformyself,(attribute)

Iamtheonlystudentinmyclasstohaveapetsnake.(attribute)

Abigcompanyhasdecidedtobuyitfromme.(object)

MyfellowstudentshavebeguntoacceptmeforwhoIam.(object)

Ihavehadtoworkhardtoliveanormallife,(adverbial)

SomedaysIamtootiredtogetoutofbed.(adverbial)

Wemustcallonlocalgovernmenttogivefinancialassistancetodisabledpeople,(object

complement)

Note:Thefollowingverbsarenormallyfollowedbytheinfinitive.

afford,agree,appear,arrange,ask,attempt,care,choose,claim,come,consent,dare,

decide,demand,deserve,determine,elect,endeavour;expect,fail,get,guarantee,hate,help,

hesitate,hope,hurry,intend,learn,long,manage,mean,need,offer,plan,prepare,pretend,

promise,refuse,say,seemztend,threaten,want,wish

Forexample:

Ican'taffordtogotothepub.

Heagreedtopractisemore.

Youshouldlearntoexpressyourself.

Theymanagedtofixtheproblem.

ExplanationoftheGerundandtheInfinitive

Somewordscanbefollowedbyeithertheinfinitiveorthe-ingform.Pleasepayattention

whenthereisnodifferenceinmeaningandwhenthereisdifference.Showthefollowingonthe

PowerPoint.

GerundandInfinitive(nodifferenceinmeaning)

WeusetheGerundortheInfinitiveafterthefollowingverbs:

beginHebegantalking.

Hebegantotalk.

continueTheycontinuesmoking.

Theycontinuetosmoke.

hateDoyouhateworkingonSaturdays?

DoyouhatetoworkonSaturdays?

like1likeswimming.

1liketoswim.

loveShelovespainting.

Shelovestopaint.

preferPatpreferswalkinghome.

Patpreferstowalkhome.

startTheystartsinging.

Theystarttosing.

WeusetheGerundortheInfinitiveafterthefollowingverbs.Therearetwopossiblestructures

aftertheseverbs.Gerund:verb+-ing

Infinitive:verb+person+to-infinitive

adviseTheyadvisewalkingtotown.

Theyadviseustowalktotown.

allowTheydonotallowsmokinghere.

Theydonotallowustosmokehere.

encourageTheyencouragedoingthetest.

Theyencourageustodothetest.

permitTheydonotpermitsmokinghere.

Theydonotpermitustosmokehere.

Weusethefollowingstructureswiththewordrecommend:

recommendTheyrecommendwalkingtotown.

Theyrecommendthatwewalktotown.

Someverbshavedifferentmeanings,(whenusedwithGerundorInfinitive)

GERUNDINFINITIVE

forgetHe'llneverforgetspendingsoDon'tforgettospendmoney

muchmoneyonhisfirstonthetickets.

computer.

goonGoonreadingthetext.Goontoreadthetext.

meanYouhaveforgottenyour1meanttophoneyourmother,

homeworkagain.Thatmeansbutmymobiledidn'twork.

phoningyourmother.

remember1rememberswitchingofftheRemembertoswitchoffthe

lightswhen1wentonholiday.lightswhenyougoonholiday.

stopStopreadingthetext.Stoptoreadthetext.

tryWhydon'tyoutryrunning1triedtorunafterthedog,but

afterthedog?1...

Usingstructures

DealwiththeexercisesonPage49.

DoEx2firstandthendoEx3.

AskstudentstodoExlintheirexercisebooksafterclass.

StepIVHomework

Gooverthekeywordsandexpressions.

Gooverthegrammar.

FinishExlonPage49.

TheThirdPeriodIntegratingskills(I)

Teachinggoals教学目标

1.Targetlanguage目标语言

a.重点词汇和短语

assistance,companion,graduationbasement,congratulate,allthebest,accessible

b.功能句式

Expressionsusedtooffercongratulationsandbestwishes.

2.Abilitygoals能力目标

Enablestudentstooffercongratulationsandbestwishes.

Enablestudentstowritealetterofsuggestion.

3.Learningabilitygoals学能目标

Byproperlanguageinput,studentslearntooffercongratulationsandbestwishesandwrite

aletterofsuggestion.

Teachingimportantanddifficultpoints教学重难点

Offercongratulationsandbestwishes.

Learntowritealetterofsuggestion.

Teachingmethods教学方法

Listening,speaking,readingandwriting.

Teachingaids教具准备

Multi-mediacomputer.

Teachingprocedures&&ways过程与方式

StepILead-in

TalkaboutMountKilimanjaroinAfrica.Asksomequestionsaboutit.Showthefollowingon

thePower-Point.

T:Goodmorning/afternoon,class!

Ss:Goodmorning/afternoon,Mr./Ms...

T:WhichmountainisthehighestinAfrica?

Ss:MountKilimanjaro.

ShowthepicturesandintroductionofMountKilimanjaroonthePowerPoint.

MOUNTKILIMANJARO

AskpeopletothinkofatypicalAfricanmountain,andformany,Kilimanjaromightspringto

mind.Butit'sfarfromtypical.At20,000feet,it'sthehighestmountaininAfrica,andoneofonly

twotobearpermanentsnow(MountKenyaistheother).Moreover;itisthelargestmountainin

theworldthatisfree-standing;i.e.,notpartofamountainrange.ToscaleMountKilimanjarois

theambitionofmanyvisitorstoAfrica.MountKilimanjaro,thehighestmountaininAfrica,now

attractsmanythousandsofwalkerseachyear.

StepIIListening

T:DoyouthinkiteasytoclimbKilimanjaro?

Ss:Ofcoursenot.

T:Itisnoteasytoclimbit.Itismoredifficultforpeoplewithdisabilities.ButBarryMinto

madeit.Andhebecamefamous.Heisbeinginterviewedontheradio.Nowlet'slistentothe

interview.

DealwithExx1-4onPages6-7.Playtherecordingseveraltimesifnecessary.

StepIIISpeaking

Studentsareaskedtoworkinpairstopracticeofferingcongratulationsandbestwishes.

ShowtheusefulexpressionsonPage7onthePowerPoint.

congratulate:

totellsomeonethatyouarehappybecausetheyhaveachievedsomethingorbecause

somethingnicehashappenedtothem

Heneverevenstoppedtocongratulateme.

congratulatesomebodyonsomething

Shecongratulatedmewarmlyonmyexamresults.

congratulatesomebodyfor(doing)something

Allthreearetobecongratulatedfordoingsowell.

congratulations:

a)usedwhenyouwanttocongratulatesomeone

—"I'vejustpassedmydrivingtest!”

一"Congratulations!"

b)wordssayingyouarehappythatsomeonehasachievedsomething

GiveTommycongratulations.

allthebest:

usedtoexpressgoodwishestosomeoneforthefuture

We'djustliketowishhimallthebestinhisnewjob.

allthebestfor...

AllthebestfortheNewYear!

Demonstrateadialoguewithastudent.

Asampleofofferingwishesandcongratulations:

B:Congratulationsonyourgraduationcertificate.

A:Thanks.AndIwastoldyou'veinventedanewcomputergame.

B:Yes,acompanyhasdecidedtobuyitfromme.

A:That'samazing.Goodlucktoyou.

B:Thanks.

Afterstudentshavefinishedtheexercisesinthetextbook,showthefollowingsituationson

thePowerPoint.

Givethefollowingtwosituationsforstudentstopracticeofferingcongratulationsandbest

wishes.

Situation1:Yourfriendisgoingtotakepartinthe2005"CCTVCup"EnglishSpeaking

Contest.

Situation2:Yourfriendhaswonthefirstprizeinthe2005"CCTVCup"EnglishSpeaking

Contest.

StepIVReading,speakingandwriting

Showpicturesofacinema,includinginsideandoutsidefacilities.Askstudentsto