1、 2018 学年度人教版选修 7Unit1Living wellPeriod1Reading 教案设计(Martys story)IntroductionIn this period, after the warming up, students will first be guided to read aloud to the tape，read for the forms，read to transfer information，draw a diagram of the text and retell it with the help of the diagram and read to
2、 underline and write down all the useful collocations. And the period will end in students talking about living well with disability.ObjectivesTo help students understand the texts forms and contents and learn about living wellTo help students communicate on the topic in focus with the words, expres
3、sions and structures learned in this unitFocusWords drum， adapt， annoy， conduct， overhear， design，congratulateimpair Collocationsin other words，out of breath，all in all，make fun of， in particular Patterns 1. Of course, there will always be a few who cannot see the real person/ inside my body, but I
4、do not get annoyed, I just ignore them. 2. Just accept them for who they are and give them encouragement to live as rich and full a life as you do. 3Up until I was about 10 years old, I was the same as everyone else in my class.4Access to the cinema for people in wheelchairs and those who have diffi
5、cult walking. 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. 6. I am “one in a million”. In other words, there are not many people in the world like me. 7. My life is a lot easier at high school than it was at primary
6、 school. Aids Multimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up by learning about disabilityHello, class. Nice meeting you and learning English with you. Everyone hopes that he may live well. But some are not living well because they are disabled. And in this first period
7、 we shall learn to help those disabled people to live well. But first what is disabled? 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, indoors and going out
8、side, getting dressed, communicating with others.Then 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, sensory impairments, neurological impairments, cognitive impairment
9、s and psychiatric conditions.To know more about disability, lets 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:/www.familyvillage.wisc.edu/index.htmlx.Welcome to the Family Village! We are a global community t
10、hat 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 conne
11、ctions, 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 Villages attractions. Simply click on a place to explore and discover a
12、 cornucopia of useful information! 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 turn to page 2. Firs
13、t 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 first reading. Use first the context and then your
14、own knowledge of the subject to help you guess the meaning of unknown words. A really useful way to help us with our listening is to become aware of thought groups .When we speak, we need to divide speech up into small chunks to help the listener understand messages. These chunks or thought groups a
15、re groups of words which go together to express an idea or thought. In English, 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, blacken the predicates, darken the connectives and underline all the usef
16、ul collocations. 5. Reading to transfer informationWriters structure, or organize, their writing in many different ways. Recognizing the way in which a text has been organized will help you understand its meaning more fully. Now lets go over the text once again. While going over it look for informat
17、ion to complete the chart below.Martys 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 cant run or climb stairs as quickly as other people. I am clumsy and drop things or bump into furniture. What is my motto?Live one d
18、ay 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 thing about my life?One of the worst things about my disease is that I dont look any different from other people. Do I have a g
19、ood 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 In many ways my disability has made me grow disability made me?stronger and more independent. What do I thin
20、k of having a disability?Just having a disability doesnt 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 the way in which a text has been organized will help
21、 you understand its meaning 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. 7Scanning the text for all the useful collocationsWhen you scan a text, again you look quickly through it
22、. However, unlike skimming, scanning involves looking for specific words. Now scan the text to find and underline all the useful collocations. Collocations from Martys storyone in a million, in other words, have a muscle disease, make very weak, climb stairs, drop things, bump into, be wrong with, m
23、akewell, get worse, get older, stay the same as, adapt to, live one day at a time, the same as, in ones class, climb tree, play football, dream about, one day, being a famous football player, represent ones country in the World Cup, get weaker and weaker, get out of bed, go into hospital for tests,
24、miss a lot of school, have at least a billon tests, cut out a piece of muscle from, look at under 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, miss a lot of lessons, after a long absence from school, feel really stupid,
25、a bit behind the others, at high school, at primary school, accept for, see the real person inside ones body, get annoyed, all in all, have a good life, computer programming, work in the computer industry, grow up, invent a computer football game, buy from, have a very busy life, have time to sit ar
26、ound feeling sorry for, go to the movies and football matches with ones friends, spend a lot of time with, have a pet snake, take a lot of time, look after, get a lot of enjoyment out of, have a lot of study to do, as well, sick for a while, in many ways, grow stronger and more independent, work har
27、d, live a normal life, have the chance to do, have a disability, feel sorry for, make fun of, acceptfor, giveencouragement to do, live as rich and full a life8. Closing down by talking about living well with disabilityHow to live well is what we have been learning today. Now give me your opinions ab
28、out that. To use goal setting and problem solving as the framework for developing healthy lifestylesTo practice healthy living when we have meaningful activities we want to doTo begin with why we want to be wellTo develop tools and skills for healthy living, including healthy reactions and communication, managing depression, information seeking, physical activity, nutrition, and advocacyTo pursue meaningful goals despite limitationsTo have a sense of belonging developsTo feel accepted and encouraged by peers
