Using LanguageⅠ名师教学视频（文字实录）

重庆市第四十九中学校

Unit 1 Living Well—Reading教学设计

备课人：

唐腊梅

Unit 1 Living Well—Reading Marty’s Story

Teaching goals教学目标

1.

Target language 目标语言

Know some key words and phrases as well as some sentences in the follow. 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. …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.

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重庆市第四十九中学校

Unit 1 Living Well—Reading教学设计

备课人：

唐腊梅

Teaching procedures & ways教学过程与方式

Step I Lead-in T: Good morning /afternoon, class! Ss: Good morning/ afternoon, Ms..Tang. T: I am very happy to see you, are you happy to see me?

Ss: Yes. T: We are so lucky, but there are some people who are not as lucky as us. Do you know why?

Let’s look at some pictures below. What are their problems?

Discussion：What difficulties will the disabled meet in their lives? Can they live a normal life like us? why?

Ss: …

Step Ⅱ

Pre-reading T: Actually, there are some famous people who are disabled, and many of them have overcome their difficulties and achieve great achievements. Can you name some of them? What can you learn from them? Ss: They’re broken in body but firm in spirit. (身残志坚)

T: Today, we’ll learn a person who is disabled. Let’s have a look.

Step Ⅲ

While-Reading Scanning Ask students to scan the text and choose a topic for each paragraph.

Para.1

An introduction to Marty and his muscle disease. Para.2

How his disability developed. Para.3

Marty met a lot of difficulties at school. Para.4

How his life has become easier. Para.5

The advantages of his disease. Scan the text and fill in the blanks.

Para.1

Disease: ______ ______ _______ which makes me very weak. Difficulties:

can’t ____ or _____ stairs as quickly as other people, clumsy and drop things or bump into furniture Motto: to live one day at a time Para.2 2

重庆市第四十九中学校

Unit 1 Living Well—Reading教学设计

备课人：

唐腊梅

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. Para.3 Marty got poor result in school because of his __________. A.

absence from school

B. being out of breath

C. running a short way

D. resting half way Para.4 Marty’s ambition is to work for a software firm Para.5 Marty’s advice for the healthy children: 1. Don’t feel sorry for the disabled.

2. Don’t make fun of them.

3. Don’t ignore them

4. Accept them for who they are 5. Give them encouragement to live as rich and full a life as you do. Skimming

Read the text quickly and find the main idea of the whole text. Though Marty is a disabled person, he never feels sorry for himself and he enjoys his life. Step Ⅳ

Post reading

Make your choice. 1. Marty has ____ disease.

A. a mental

B. a muscle

C. an eye

D. a leg 2. What’s Marty’s dream?

A. Be a famous football player and represent his country in the World Cup.

B. Be a doctor.

C. Be a college student.

D. Be a basketball player. 3. From the passage we can infer(推断) that ____. A. Marty asks others to feel sorry for him. B. Marty never loses heart. 3

重庆市第四十九中学校

Unit 1 Living Well—Reading教学设计

备课人：

唐腊梅

C. Marty is afraid of being made fun of D. Marty will not accept any encouragement because he has grown stronger. 4. When Marty says “I am one in a million”, he really means ________.

A. he is unique

B. he has a rare (罕见的) disease

C. he has a muscle disease.

D.

he lives a hard but happy life 5. What is the tone(口吻) of the text?

A. Sad

B. Happy

C. Positive

D. Negative 6. Group work: Discussion and role-play

(1) What can we learn from Marty? (2) If you were a disabled person without a right arm, what difficulties will you meet in your lives? How do you overcome them?

Act them out below. How to write? How to comb your hair?（扎头发）

How to put on your coat? How to have meals?（夹菜）

How to open your bottle cap?（拧瓶盖）

How to tie your shoelace?（系鞋带）

Step V

Homework Retell Marty’s story. Surf the Internet to learn more about the life of disabled people. Step VI

Blackboard Designing

Unit 1 Living Well Marty ’s Story mental disability

physical disability

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重庆市第四十九中学校

Unit 1 Living Well—Reading教学设计

备课人：

唐腊梅

Teaching reflection：

本节课是英语阅读课，由于教材是高二下选修七的内容，课程目标只需要掌握文章大意即可，属于泛读范畴，但由于授课对象是高一学生，故在课堂练习中做了一些删减和处理，课文中的生词也提前给出了汉语意思，使得学生在阅读文章时容易理解。

导入和读前活动都是图片参考加问题讨论的形式，让学生理解什么是肢体残疾和智力残疾，并知道一些名人虽患有残疾，同样可以生活的更好。

读中活动是不同形式的练习题，如匹配题、选择题、填空题、问答题等，目的是让学生不觉得枯燥，而且在阅读的过程中学会使用不同的阅读技巧如寻读和跳读去获取文章的信息。

读后活动包含了两个，一个是文章的细节理解题和主旨大意题，通过5个单选题来检测学生的文章理解情况；另一个是讨论加角色扮演，通过创设情境，如学生没有右手或不能说话的情况下，如何处理日常生活中的问题，如写字、吃饭等。让学生扮演感受到残疾人的不便，更易于他们理解和尊重残疾人。

本堂课学生状态良好，回答问题和参与活动非常积极，课堂十分活跃。但教师在处理导入和读前活动时设计的图片过多，时间占据整堂课的4分之一，导致整个阅读中学生阅读时间不够，就处理习题；教师语速过快，可能有的学生未听清楚就进入了下一环节；角色扮演环节题目出现常识错误，一般哑巴都是聋哑人，故只设计不能说话这一环节不够成功；角色扮演由于导入和读前占用过多时间，故学生讨论和表演环节显得仓促，结尾匆匆忙忙；在课堂处理习题时，各段落之间的衔接语比较直接生硬，准备不够充分，对PPT不够熟悉；板书涉及了中文，应当避免；另外，教师反复在学生阅读时重复指令，既干扰了学生的阅读，亦显得教师十分紧张。

总之，整堂课需要改进的还很多，还要多加学习和训练。

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