Using LanguageⅡ优质课教案推荐

Unit 1 Living well Period 1 Pre-reading and Reading Student: Grade Two, Senior Period: Period 1 Lesson type: Pre-reading and Reading Duration: 40 min

Ⅰ. Teaching Contents Module 7 Unit1 Living well: Marty’s story

Ⅱ. Analysis of Teaching Material

Warming Up consists two parts: Reviewing and discussing. The teacher first asks students to look at the pictures in order to review the names of mental or physical disability. Next, ask students to look at the picture of Sang Lan and know about her, and lead in a website called “Family Village”. Meanwhile, make sure students learn some useful new words and expressions in this unit. Pre-reading offers students a short passage about a website called “Family Village”. Let students to read it and

find out the purpose of the website. Make sure the students have a basic idea of the website for the disabled people.

The reading passage Marty’s Story presents a story that while Marty is a disabled boy, he never feels sorry for himself and he leads a good and busy life. The teacher can first ask students to skim for the main idea of each paragraph in the reading passage, and then scan for further understanding by information gap activities. By discussing, ask students to realize it is the most important for every one to keep a healthy and normal mind, no matter we are able or disabled. Ⅲ. Design of Teaching Objectives 1. Knowledge objectives 1. Get students to learn the useful words and expressions in this unit. eyesight, ambition, disabled, beneficial, in other words, clumsy, adapt to, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, make fun of, encouragement.

2. Help students to learn about disabilities and life of the disabled. 2. Ability objective 1. Let students read the passage to develop their reading ability. 2. Ask students to know that people can also live well with disability. 3. Affective objectives 1. Enable students to learn some positive stories of the disabled by talking about disabilities and life of the disabled. 2. Develop students’ sense of cooperative learning.

Ⅳ. Teaching Important and Difficult Points 1.

Havestudents inspired by positive stories of the people with disabilities.

2.

Develop students’ reading ability. 3.

Help students fully understand the difficulties the people with disabilities have to face and overcome.

Ⅴ. Teaching Methods 1. Task-based teaching and learning 2. Cooperative learning 3. Information gap activities

Ⅵ. Teaching Aids Multiple-media and blackboard

Ⅶ. Teaching Procedures and Ways Step 1

Warming up

1. Show some photos of people with disabilities.

What kinds of disability do they have? Physically disabled people: blind, lame, deaf-mute, paralytic, handless, legless, armless, hunchbacked Mentally disabled people (Ss tell the name of disability to review what they have learnt in last class looking at the pictures) 2. Can you guess who the girl is according to the introduction? Sang Lan is a famous gymnast. She hurt herself seriously in a competition and can’t stand. She helped to bid for 2008 Olympic Games and helped organize the

Paralympics. Ask Ss to discuss the following question in small groups.

Can you imagine what difficulties she may face in daily life? 3. How about Sang Lan in this picture? Does she live well? Did you hear the news that she gave birth to a baby? Sang Lan is smiling shiningly in this picture. She lives well, and gave birth to a baby. She is so happy that she must share her happiness with us on QQ zone or microblog. (由这个话题引出Family Village

这个网站)

[设计说明] 本环节主要是课文导入和热身环节，利用多媒体播放和本课主题相关的直观生动的图片，以及实时新闻，创设轻松和谐的课堂气氛，激发学生兴趣，自然进入本课，教师联系生活实际展开教学。

Step 2 Pre-reading

Look at pictures and try to guess “What’s

Family Village?”

and “What is its purpose?” (a teacher and a volunteer) It is a website, and its purpose is to give ordinary young people with a disability a chance to share their stories with others. [设计说明] 通过看幻灯片呈现的题目和图片，让学生猜测这个网站和网站的目的，激发学生探究问题的兴趣，有利于阅读活动的展开。

Step 3 Reading Task 1 Skimming Skim the text quickly and try to get its main idea. (Ss skim the text, and get one student to come to the blackboard to fill in the blanks. Then check the answers on the PPT.) Paragraph 1: A(n)______ to Marty and his muscle disease. Paragraph 2: How the disease ______. Paragraph 3: Marty met a lot of ______ at school. Paragraph 4: How his life has become ______. Paragraph 5: The ______ of his disease Suggested answers: Paragraph 1: An introduction_to Marty and his muscle disease. Paragraph 2: How the disease developed/started.

Paragraph 3: Marty met a lot of difficulties at school. Paragraph 4: How his life has become easier. Paragraph 5: The advantages of his disease

[设计说明] 快速限时阅读把阅读课文作为整体来处理，掌握主旨大意，这一任务过程中为了降低难度，设置空格让学生完成比较容易接受。本环节难度不高，学生都能很好地完成任务，不仅训练和提高了学生略读、查读的阅读技能，也提高了学生阅读的积极性。

Task 2 Scanning

Read the passage carefully to locate the detailed information in groups. A组: Write a mini biography for Marty according to the text

B组: Choose the right answer according to the text

C组: How Marty’s life and Marty’s feelings changed

(细节阅读开始前，让每个小组内不同层次的学生清楚自己的阅读任务) A组

Work together to write a mini biography for Marty according to the text Marty’s disease

Marty’s difficulties

A _______disease

can’t _____ or ______stairs,

very ______ and _____ things or

____________ furniture Marty’s ambition Marty’s achievement

Marty’s hobby

To work in a _________ ______ Invented a _________ ______ Going to the _______and _______

________ and keeping _____ Marty’s motto

Marty’s advice

To live one day ___ ___ _____

1 Don’t _____ _____ ____

the

disabled or

2 ______ ____ ____ them

3 Don’t _______them

4 _________them for who they are 5 ___________ them to live as we do

B组

Choose the right answer according to the text. 1) When Marty says “I am one in a million”, he really means _____. A. he is unique.

B. he has a rare disease. C. he has a muscle disease.

D. he lives a hard but happy life. 2) Which of the following is TRUE according to the text? _______ A. While at high school, not all Marty’s classmates accepted him.

B. A big company bought the computer game from Marty. C. The doctors know Marty’s disease well but they hide the truth.

D. Marty looks quite different from others because of his disease. 3) From the passage we can infer that ______. A. Marty asks others to feel sorry for him. B. Marty never loses heart. C. Marty is afraid of being made fun of. D. Marty will not accept any encouragement because he has grown stronger psychologically. 4) Why did the doctors cut out a piece of muscle from Marty’s leg?

A. Because they could cure the disease by cutting it out. B. Because they wanted to use it as a specimen (标本). C. Because they would transplant (移植) the new muscle. D. Because they wanted to find out the cause of the disease. 5) In what way does he tell his story? A. space

B. time

C. comparison

D. example 6) What is the tone of the text? A. sad

B. happy

C. positive

D. negative

C组

Fellow student’s conduct changed

Marty’s feelings changed Children in primary school

Students at high school

in primary school

At high school

How did Marty’s life and Marty’s feelings change?

At primary school

At high school

Marty’s life

Marty’s feelings

We can see that Marty is a ____ person. (Think out as many adjectives as you can to describe Marty)

[设计说明] 本环节练习充分发挥多媒体优势教学，结合小组合作完成阅读任务，最重要的是根据小组成员英语程度把阅读任务设置成三种不同程度的题型，让每位学生都参与到课文的阅读活动中，体现了以学生为主的课堂模式；小组成员完成各自阅读任务后再交换信息回答问题，利用信息差，让所有学生完成对整篇课文的理解，同时也鼓励了学生之间的互帮互助，培养学生的合作意识，提高了学生的阅读兴趣和积极性。

Step 4 Discussion

Ask students to discuss the question in groups and present their opinions in class.

Do you think disabled people can live a happy life as normal people now? Conclusion: It is not frightening if you are disabled in body, but it is so if you are not healthy in mind. It is the most important for every one to keep a healthy and normal mind, no matter we are able or disabled.

[设计说明] 本环节属于读后活动，让学生分组讨论残障人士是否可以像我们正

常人一样生活；学生在组内讨论，然后把关键词写在一张纸上再贴到黑板上；再找几组volunteers 展示他们的观点，老师最后做总结。这样的设计可以调动学生课堂积极性，让学生积极讨论，展示观点，练习口语。

Step 5 Homework A组: Underline important words and phrases and recite them after class.

B组: Underline long and difficult sentences and analyze them by yourself after class. C组: Translate the following passage into English:

马蒂是一个残疾的孩子，但是他有着积极的生活态度。他从来不为他的残疾而感到羞愧，相反，他努力使自己和别人一样独立。他过着充实的生活。

[设计说明] 根据小组内学生的不同的英语程度，设置不同的作业，调动和保护学生学习英语的兴趣。

Ⅷ.Teaching reflection

经过教学实践，我体会到要真正设计好一堂阅读课，教师必须要在课前花大量的时间和精力，充分考虑和研究课的类型、主题、结构等诸多因素。这堂课主要以学生为主，学生是课堂的主人，让学生在自主、合作、探究的气氛中愉快度过，既顺利完成教学任务，又促进其情感教育。多媒体教学很有利于英语阅读教学。利用多媒体进行课堂导入以及合适有趣的导入可以激发学生的学习兴趣，直观、生动的图片、动画使得学生更容易进入学习状态，把学生从枯燥的课堂解放

，有利于师生互动，生生互动，能更好地实现教师的教学意图。其次，多媒体课的容量大，教师可以设计一些多样的题型用于指导学生。还有, 在阅读过程中，不同的层次阅读任务的设置激发了不同英语程度的学生学习的兴趣和用英语表达的欲望,利用信息差让学生组内交流信息, 互通有无,交流合作也让学生有目的性带着问题去朗读课文，分析课文，解决问题。本节课的教学内容设计符合本班学生的实际情况，难度适中，尽量满足不同类型和不同层次学生的要求，细节理解部分难度合适，大多数学生都能顺利完成。在教学中只有师生处于平等地位，改变以往以老师为主体的课堂模式，才能让学生在课堂上发挥主体性；只有使课堂交际化，师生互动，生生互动，多给学生展示的机会才能激起学生的学习欲望。