Using LanguageⅠ教案设计（一等奖）

Unit 1 Living well

Ⅰ. 单元教学目标

1.

Enlarge students’ vocabulary, and get some general information from the title How the disabled people live a meaningful and normal life by looking, searching, talking, reading and so on. 2.

Revise the grammar: the infinitive. 3.

Improve students’ talking, reading and writing skill about how to get more information from the title after they learn this Unit.

Ⅱ. 目标语言

1.

The words and expressions in this Unit. 2.The useful phrases and sentence structures:

1. …but I am very outgoing and have learned to adapt to my disability.

P2 2. Every time I returned after an absence, I felt stupid because I was behind the others. P2 3. All in all, I have a good life. P2 4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do. P3

2.

Can use the grammar to organize their language and use it correctly(重点) 3.

What do you lean from Marty’s story?

Write a short summary of the reading passage.（重点亦是难点）

Ⅲ．

课型设计与课时分配

1st Period Reading 2nd Period Language points 3rd Period Grammar

Ⅳ. 分课时教案

The First Period Reading Teaching goals教学目标

1. Target language 目标语言

a. 重点词汇和短语

eyesight, ambition, disabled, beneficial, in other words, clumsy, adapt, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, make fun of, encouragement b. 重点句型

…but I am very outgoing and have learned to adapt to my disability.

Every time I returned after an absence, I felt stupid because I was behind the others.

All in all, I have a good life.

Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.

2. Ability goals能力目标

Help students to learn about disability and life of the disabled. Enable students to know that people with disabilities can also live well.

3. Learning ability goals学能目标

By talking about disability and life of the disabled, students will learn some positive stories of the disabled. This will help them understand more about how challenging life can be for the disabled. Teaching important points教学重点

How positive stories of the people with disabilities inspire others. Teaching difficult points 教学难点

How to help students understand the difficulties the disabled have to overcome. Teaching methods教学方法

Discussing, explaining, reading and practicing.

Teaching aids教具准备

Multi-media computer.

Teaching procedures && ways教学过程与方式

Step 1 Warming up

1. Game playing:

Take out a piece of paper and a pen, then draw a face on the paper with your eyes close.

How did you feel when you were doing so? 2. Do you think people with a disability can live well?

Can you name some famous disabled people? What can you learn from them?

Conclusion: They’re broken in body but firm in spirit.

（身残志坚）

3. Do they face more challenges in life?

Would you like to read some stories about them?

Step 2 Pre-reading: get close to “family village”

Q: What is the website about? A: It tells stories of the disabled.

Step 3

Reading: MARTY’S STORY

ⅰFast reading for general ideas. 1.

Marty is ___________ person.

A. a healthy

B. an ill

C. a disabled

D. a rich 2. Marty has __________ disease. A. a mental

B. a muscle

C. an eye

D. a leg 3. What’s Marty’s dream?

A. Playing professional football and possibly representing his country in the World Cup. B. Being a doctor.

C. Being a college student.

D. Being a basketball player.

4. Which of the following is TRUE? A. The doctor could give Marty’s disease a name.

B. The doctor knew how to make Marty well. C. Someone in the world could cure the disease.

D.

No one could give Marty’s disease a name.

5. Which of the following is false? A. Although there are a few students who look down upon him, Marty never gets annoyed. B. Marty leads a meaningful life and does not feel sorry for being disabled. C. Marty only spends time with his pets and never with his friends. D. Marty disability has made him more independent. Medical Record of Marty

Name:

Marty

Gender: male

Disease: an unknown muscle disease

Symptoms: clumsy and drop things or bump into furniture

ⅱSecond reading: Match the main idea of each paragraph.

Para.1:

How his life has become easier Para.2:

The advantages of his disease Para.3:

An introduction to Marty and his muscle disease. Para.4:

How his disability developed Para.5:

Marty met a lot of difficulties at school.

ⅲ

Third reading

1. In what does Marty tell his story? ( He tells his story in order of time.) before 10:

What kind of life does he lead? How did he feel at that time? after 10 : What happened to him? What about his feeling? What was his problem when he was in primary school?

at high school: How did he describe his life at high school?

now: How is his life like? What about his feeling?

2. How did his feeling change?

Conclusion: the change of Marty’s feeling: hopeful

puzzled

worried

regretful

happy

satisfied

3. What kind of person do you think Marty is?

From his motto: Live one day at a time, we can see that Marty is an /a optimistic, brave, stupid, pessimistic, independent, strong-minded… person.

4. Why has his fellow students’ conduct changed towards Marty?

A. Because they are now high school students. B. Because they are all disabled people. C. Because Marty is now a healthy boy like them. D. Because they found that Marty was able to live as rich and full a life as everyone else. ⅳ

Summary

Marty Fielding has a muscle disease that sometimes makes him very weak and he can’t run or climb stairs as quickly as other people. The doctors don’t know how to make him better. Fortunately, Marty has learned to adapt to his disability. He used to dream about one day playing professional football and representing (represent) his country in the World Cup. He doesn’t look any different from other

people. So sometimes kids laugh at him when he gets out of breath. Life is much easier (easy) at high school than it was at primary school. Even when he is made fun of, he does not get annoyed. (annoy) Disabled as

he is, Marty has become stronger and more independent. He suggests that we normal people should give the disabled more encouragement rather than laugh at them.

Step 4

Homework Retell Marty’s story according to the mini bio. Surf the Internet to learn more about the life of disabled people.

The Second Period

Language points Teaching goals 教学目标

1. Target language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, all the best, all in all b. 重点句型

As well as going to the movies and football matches with my friends，I spend a lot of time with my pets.

除了和朋友们去看电影、足球比赛之外，我也会花很多的时间和我的宠物一起玩耍。

Just accept them for who they are，and give them encouragement to live as rich and full a life as

you do.

接受现实的他们并给予他们鼓励，让他们能像你们一样过得丰富多彩、充实美满。

2. Ability goals能力目标

Enable students to use the infinitive. 3. Learning ability goals学能目标

Help students learn how to use the infinitive.

Teaching important points教学重点

The use of some key words and expressions and the infinitive. Teaching difficult points 教学难点

Different functions of the infinitive. Teaching methods教学方法

Explaining and practicing. Teaching aids教具准备

Multi-media computer. Teaching procedures & ways教学过程与方式

Teaching Goals:

1. To learn the use of some new words and expressions. 2. To understand some difficult sentences. 3. To revise the various use of the infinitive. Teaching Procedures:

Step 1. Word study 1. disability n state of being disabled He has terrible mental disability and cannot live by himself. ●

拓展：

(1) disable adj make sb unable to do sth, esp by making a limb or limbs useless The soldier was disabled by leg wounds (2) disabled

adj

unable to use a limb or limbs

Yesterday I met a disabled child with a wheel chair. (3) the disabled

pl

people who are disabled walking aids for the disabled. The disabled should be cared about. 2. ambition n

(1)

strong desire to achieve sth He was filled with ambition to become famous. (2)

particular desire of this kind or object to this desire They have great ambitions to get the position in the company.

3. beneficial

adj

having a helpful of useful effect, advantageous The boos are beneficial to the poor students. 4. adapt v (1) make sth suitable for a new use situation This machine has been specially adapted for use underwater. (2) alter or modify for television, the stage etc. This novel has been adapted for radio from the Russian original. (3)

become adjusted to new conditions Our eyes slowly adapted to the dark.

5. absence

n (1) from being weay It happened during your absence from school (2) occasion or time of being away He had several absences from school this term. (3) lack, non-existence He had come into absence of mind when the plain arrived

6. annoy v

(1) cause slight anger to sb It annoys me when people forget to say thand you.

(2)

cause trouble or discomfort to sb The mosquitoes annoyed me so much that I couldn’t sleep.

7. resign v (1) give up one’s job, position

The Minister resigned from office. (2) be ready to accept

The team refused to resign themselves to defeat .

Step 2. Expression study 1.

in other words换句话说

●

拓展：

eat one’s word 承认说错了话

haves words with sb. 吵嘴，争论

in a word 简言之，总之

keep one’s word

遵守诺言

2．out of breath (page 2) 上气不接下气

●

拓展：

catch one’s breath 喘息，屏息

hold one’s breath不出声

3．Make fun of sb

取笑，

捉弄

Sentence structure As well as going to the movies and football matches with my friends，I spend a lot of time with my pets.

除了和朋友们去看电影、足球比赛之外，我也会花很多的时间和我的宠物一起玩耍。

(1)A as well as B作主语时，谓语动词随A的人称和数的变化而变化。

(2)as well as用于同级比较，表示“和……一样好”，在句中作状语，修饰谓语动词。

(1)The basketball coach，as well as his team，______ ____________(interview) shortly after the match for their outstanding performance.

(2)My sister，as well as her classmates who

(be)late for class，

(be) criticized by Mr. Smith.

Just accept them for who they are，and give them encouragement to live as rich and full a life as

you do.

接受现实的他们并给予他们鼓励，让他们能像你们一样过得丰富多彩、充实美满。

as...as...像……一样；正如

(1)结构特点：第一个as为副词，修饰形容词或副词的原级。第二个as或为连词，引导状语从句；也可是介词，其后加名词或代词。

(2)否定式not as/so...as...不如……

(3)表达倍数关系句型时则表达为：倍数＋as...as...

(4)当as...as中间有名词时，应采用如下格式：

as＋adj.＋a/an＋n.＋as或as＋adj.＋n.(复数或不可数)＋as

(5)as...as one can/could＝as...as possible尽可能……

There’s as much competition among countries to host the Olympics as to win Olympic medals.国与国之间争取奥运会举办权的竞争，就跟争夺奥运奖牌一样激烈。

Obviously，the boy doesn’t work as hard as many of his classmates.

显然，这个男孩不像他的许多同学那么刻苦。

Step Ⅳ

Homework Go over the key words and expressions.

The Third Period

Grammar Teaching goals 教学目标

1. Target language目标语言

2. Ability goals能力目标

Help students learn grammar Enable students to use proper grammar to do exercises 3. Learning ability goals学能目标

Teaching important and difficult points教学重难点

How to use grammar properly Teaching methods教学方法

Learning and practicing. Teaching aids教具准备

Multi-media computer. Teaching procedures && ways教学过程与方式

Step I. 动词不定式由“to+动词原形”构成(在某些情况下to也可省略)。它可以在句中作主语、

宾语、表语、定语、状语、补足语等,但不能作谓语。不定式可以有自己的逻辑主语,即for/of sb. to do sth.(课文中不定式作各种充分)

1. 不定式作主语

To look after my pets properly takes a lot of time.

2. 不定式作表语

My ambition is to work in the computer firm that developed computer software when I grow up.

3. 不定式作宾语

A big company has decided to buy it from me.

4. 不定式作宾补

. We must call on local government to give financial assistance to disabled people.

1) 带to的不定式作宾补。很多动词如: allow, order, force, permit, tell, want, wish, forbid, advise, persuade, warn等后面作宾补的不定式都带to。

如: He didn’t allow us to smoke in his house.

2) 有些动词须用不带to的不定式作宾补。使役动词make, have, let;感官动词see, watch, observe, hear, listen to, notice等后面作宾补的不定式不带to。

如: He made a face and made everybody laugh.

注意:

如果上述结构变为被动语态,不定式就由原来的宾语补足语变为主语补足语,此时第2类动词(let, have无被动语态)后原来不带to的不定式要加to。

如: He was seen to go upstairs.

They were made to work 13 hours a day. 5.不定式作定语

. I don’t have time to sit around feeling sorry for myself. 注意: 作定语的不定式如果是不及物动词,或者不定式所修饰的名词或代词是地点、工具等,不定式后面须有相应的介词。如；

He is looking for a room to live in.

There is nothing to worry about.

6. 不定式作状语

. I have had to work hard to live a normal life.

7. 疑问词+动词不定式：

不定式和疑问词whether, what, which, whom, where, when, how, why等连用可以在句中起名词的作用，通常跟在tell, know, show, decide, learn, wonder, explain, advise, teach, discuss, find out等动词后面作宾语，有时也可以充当主语、表语等。如：

On hearing the news, he didn’t know whether to laugh or to cry.

When to hold the meeting has not decided.

The most important problem is how to get so much money.

介词后一般不直接接不定式，但可以接疑问词+不定式短语作宾语。如：

Mary gave some advice on how to learn English.

I have no idea of how to do it.

Step II动词不定式有时态和语态的变化，通常有下表中的几种形式（以do为例）：

一般式

完成式

进行式

完成进行式

主动式

to do to have done to be doing to have been doing 被动式

to be done to have been done / /

1) 不定式的一般式所表示的动作通常与主要谓语的动作同时或几乎同时发生，或是在它之后发生。如：

They invited us to go there this summer.

He stood aside for me to pass.

2) 不定式的完成式所表示的动作在谓语所表示的动作之前发生，它在句中可作表语、状语、宾语，有时也可作主语、定语等。如：

She seemed to have heard about this matter.

I am sorry to have kept you waiting so long.

I meant to have told you about it, but I happened to have an important thing to do. It has been an honor for me to have traveled so much in your country.

3) 不定式的进行式表示正在进行的与谓语动词同时发生的动作。它在句中可以用作除谓语以外的所有成分。如：

It’s

nice of you to be helping us these days.

He pretended to be listening to the teacher carefully.

We didn’t expect you to be waiting for us here.

4) 如果不定式表示的动作是谓语所表示时间之前一直进行的动作，就需要用完成进行式。如：

They are said to have been working in Tibet for 20 years.

We are happy to have been helping each other these days.

5)动词不定式的否定形式是由not或never加不定式构成。如：

Try not to be late again next time.

He wished us never to meet her again.

Practice：

.选择填空：

1. I've heard him

______

about you often. A. speak

B. speaks

C. spoke

D. speaking 2. I went to see him,

_______ him out.

A. finding

B. find

C. only to find

D. to finding

3. He didn't know

_______

or stay.

A. to leave

B. if that he should leave

C. if to leave

D. whether to leave

4.

---Will the Smiths go abroad this summer?

---No, they finally decided

_______

.

A. to

B. not going

C. not

to

D. not to be going 5. ---I usually go there by train.

---Why not

_______

by boat for a change.

A. to try going

B. trying to go

C. to try and go

D. try going 6. He pretended _______

nothing about it.

A. know

B. to know

C. knowing

D. knew 7. Little Jim should love _______

to the theatre this evening.

A. to be taken

B. to take

C. being taken

D. taking 8. They would not allow him _______

across the enemy line.

A. to risk going

B. risking to going

C. for risk to go

D. risk going 9. There are so many kinds of tape-recorders on sale that I can't make up my mind _____ to buy.

A. what

B. which

C. how

D. where 10. Charles Babbage is generally considered _______

the first computer.

A. to invent

B. inventing

C. to have invented

D. having invented 11. The missing boys were last seen

_______

near the river.

A. playing

B. to be playing

C. play

D. to play 12. The patient was warned _______

oily food after the operation.

A. to eat not

B. eating not

C. not to eat

D. not eating 13. I regret

_______

you that we are unable to offer you employment.

A. informing

B. having informed

C. to inform

D. to informing 14. You had better get a doctor

_______

your bad tooth.

A. pull out

B. to pull out

C. pulled out

D. pulling out Homework

Use the infinitive properly. 补充资料：

1. 能接不定式作宾语的常见动词有：want（想要）, like（喜欢）, wish（希望）, hate（憎恨，讨厌）, prefer（宁愿）, hope（希望）, fail（失败）, plan（计划）, refuse（拒绝）, ask（要求）,continue（继续），manage（设法）, try（尽力）, offer（提供）, start（开始）, begin（开始）, forget（忘记）, remember（记得）, promise（答应）, mean（打算）, pretend（假装）, intend（想，打算）, attempt（尝试，企图）, decide（决定）, learn（学会）, desire（渴望，请求）, agree（同意）, care（关心，喜欢）, choose（选择）, determine（下决心）, expect（期望）, afford（负担得起，买得起）等。

2. 能接不定式做补语的常见的动词有：感官动词see, watch, notice, hear, feel等；使役动词make, let, have 等；还有一般的动词如advise（建议）, allow（允许）, ask, beg（乞求）, command（命令，指挥）, tell（告诉）, invite（邀请）, force（强迫）, oblige（强迫）, get（致使）, help（帮助）, wish, want, like, hate, prefer, intend, expect, encourage（鼓励）, persuade（说服）, permit（允许，许可）, remind（使想起，提醒）, request（请求，要求）, order（命令）, warn（警告，提醒）, cause（引起）等。

3. 高中阶段常见的一些不定式短语可以作谓语，如：be able to do（能，会）, be about to do（即将做……）, used to do（过去常常……）, be glad to do（乐意做……）, would like to do（想要做……）,be likely to do（很可能做……）, go all out to do something全力以赴,be supposed to do应该等。

4. 高中阶段还有一些不定式短语可以作状语修饰整个句子，也可以称它们为插入语。如：to tell you the truth（说老实话），to be frank（坦率地说）, to begin with（首先）, to be brief（简言之）, to make a long story short（长话短说）, to be exact（精确地说）, to say nothing of（姑且不说），to conclude（总而言之）, to be sure（诚然、固然），

to do him justice（说句对他公道的话）,so to speak（可以这么说、打个譬喻说）等。

To tell you the truth, I hate him.

说老实话，我恨他。

To be frank, I don’t agree with what you said.

坦率地说，我不同意你说的

To conclude, you are the last man I want to see in the world.