Module7Unit1LivingWell教材內容分析本單元的中心話題圍繞“殘疾”、“殘疾人的生活”展開的，介紹殘疾人積極進取的生活，緊扣了本單元“身殘志堅”的主題。Warming-up先引導學生談論對“殘疾”這一話題的看法，再看圖閱讀，讓學生了解殘疾人士所取得的成就，并組織簡短的討論。Pre-reading主要讓學生了解FamilyVillage網站的內容，展開討論。Reading通過殘疾人MartyFielding在網頁上敘述自己的故事，他的敘述向讀者展示了他復雜的情感變化過程。從而引導學生要有關心、理解、幫助他人的意識。Comprehending設計了四個教學活動來引導學生理解閱讀內容。LearningaboutLanguage的“Discoveringusefulwordsandexpressions”中兩個練習幫助學生鞏固和學習本單元的詞匯和短語；“Discoveringusefulstructure”部分幫助學生復習歸納動詞不定式的用法。Usinglanguage訓練聽說讀寫的綜合能力。在第一項的聽說活動中幫助學生復習和歸納“祝賀和祝愿”的用語同時要求學生創設語境運用；第二項活動通過閱讀討論，要求學生學習書寫建議信件。Summingup要求學生對所學內容、詞匯和語法做歸納和總結。Learningtip讓學生了解使用英語詞典對英語學習的幫助。教材目標語言技能：能用英語表達祝愿和祝賀用語，能對教科書中的閱讀材料進行整體理解，用英語寫有關建議的信件。語言知識：學習本單元新詞和短語，熟練掌握動詞不定式的句法功能。情感態度：理解和表達對殘疾人的關愛能夠更好的認識人生。學習策略：通過學習課文知識和語法動詞不定式的句法功能，培養學生的認知策略；通過討論交流對殘疾人的不同觀念，培養交際策略；讓學生搜集相關話題資料和查閱英語字典，培養資源策略。文化意識：了解世界各地在不同文化背景下對殘疾人的關心方式以及態度。教學策略以單元整體教學為原則，引導學生自主、合作、探究學習，有效利用資源和教學手段，合情合理體現任務型教學。單元教學要點了解“殘疾”，理解殘疾人，提高主動關心、幫助弱勢群體的意識，同時激發自尊、自立、自強的精神，以樂觀的態度、頑強的毅力面對人生。學習有關介紹、祝賀和祝愿的用語。掌握本單元教學目的和要求的詞匯運用。學習正式信件的寫法和用語。掌握和運用動詞不定式功能。五、教材重組與課時分配Period1Warming-up(p1),listening(p6usinglanguage),speaking(p7usinglanguage)Period2ReadingPeriod3Reading(2)&languagepointsPeriod4learningaboutlanguagePeriod5Reading,andwriting(p8,usingPeriod6ReadingPeriod7單元內容+“Summingup”（略）詳細課例IPeriod1聽說課Teachingmaterial:Warming-up(p1),listening(p6usinglanguage),speaking(p7usinglanguage)Teachinggoals:Thestudentswillbeabletotalkaboutsomefamouspersonswhoaredisabledbutachievedalot.Thestudentswillbeabletogettheinformationbylisteningtothedialoguebynativepersonsandgettoknowwhenandhowtooffercongratulationsandbestwishes.Thestudentswillbeabletounderstandhowhardapersonwithdisabilitytoovercomedifficulties.Teachingprocedures:Step1Warming-upⅠWatchapartofavideo(觀看邰麗華的千手觀音視頻片斷)T:whatdoyouthinkofthisperformance?What’sunusualaboutit?Ss:amazing,breathtaking,remarkable,splendid,…Ss:theyhavehearingproblemsandcannotspeak/theyaredisabled/theyhavephysicaldisabilityT:yeah,TaiLihuaandherfellowperformersaredeaf.Sotheycannothearthemelodyandrhythmofthemusic.Theirphysicaldisabilitiesmakeitdifficultforthemtodancetothemusic.However,theycanacquiretherhythmaccordingtothegestureofconductors.Followingtheconductors,theymakeasequenceofdancemovements.Allinall,it’squitechallenging.Well,let’scometosomeachievementswhicharealsoextremelychallenging.StepIIListening(usinglanguage(p6)anamazingachievement)BarryMintohasmadeasuccessfulclimbofMountKilimanjaroinAfrica.Listentohimbeinginterviewedontheradio.1.)Listenforthefirsttime,trytogetthemainideaandticktheitemsmentionedbelowTheclimbwasaveryspecialclimbThereasonsformakingsuchachallengingclimbTheequipmentfortheclimbTheydifficultyintheclimbTheinjurytotheclimbersintheclimbHowmanyoftheclimbersgottothetopofthemountain.HowlongittakestofinishtheclimbBarryMinto’snextchallengeandambition2.)ListenforthesecondtimeandfillintheblanksTheclimbwasaveryspecialclimbbecausepartofthegrouphadverypoor_________,orwere________,andtheotherhalfwere_______people.(eyesight,blind,sighted)Thereasonsformakingsuchachallengingclimbwasto____thatwecanachievewhateverwedecidetodoandto______moneytohelpotherpeoplewith_______sight.(prove,raise,weak)Howmanyoftheclimbersgottothetopofthemountain.(16)Howlongittakestofinishtheclimb.(7)BarryMinto’snextchallengeandambitionGoingto_______________andgoclimbingwheneverhecan(university)3.)WhatdoTaiLihuaandBarryMintohaveincommon?Disabledbutdeterminedandpositive.BothofthemlivewellStepIIIspeaking(congratulations)BlindasBarryMintois,hesucceedsinclimbingthetallestmountaininAfrica.Consequently,theinterviewercongratulateshimandwisheshimfuturesuccess.Whatdoestheinterviewersay？1)Listenforthethirdtimeandcompletethedialogue.Barry,welcometoourprogram.And__________youramazingclimb.Ofthe15sightedclimbers,only7madit.Oh,_____.Howlongdidittakeyou?Fivedaystoclimbupandjusttwodaystocomedown.Well,Whatisyournextbigchallenge?Well,I’mgoingtouniversitynextyear,butI’mstillgoingtoclimbingwheneverIcan.MyambitionistoclimbmountQomolangma.2)Someotherwaystooffercongratulationsandbestwishes:Congratulations.Allthebest.I’mproudofyou..Iwishyousuccess.Goodluck.Welldone.I’mveryimpressedbyyourperformanceYouhavemybestwishes.Wonderful/amazing…3)LettheSspractisemakingupasimilardialogueinpairsinclassthencheckafter2minutes.Homeworktheinternetorconsultrelatedmaterialsandtrytogetsomeinformationaboutthepersonswhoaredisabledandwhattheyhaveachieved.2.AssignthestudentstosurfTheFamilyVillageWebside,andgettoknowaboutit詳細課例IIPeriod2reading(Marty’sstory)（閱讀課I）Teachinggoals:TheStudentswillbeabletoimprovethereadingskillbyskimmingandscanningactivities.Thestudentwillbeabletounderstandsomenewwordsandphrases.Thestudentswillbeabletounderstandweshouldvalueourlifeeveryday.StepIWarming-up(ShowingthemainpageofTheFamilyVillageWebsite)WhatistheFamilyHaveyouevervisitedtheFamilyWhatdoesthefamilyVillageinclude?Whichareyouinterestedinmost?DoyouknowwheretheFamilyVillagelie?(TodaywearegoingtoreadapassagewrittenbyahighschoolstudentonTheFamilyVillageWebsite.)StepIIReadingthepasagethentrytoanswer:1.Who’sMarty?What’sunusualabouthisdisease?Martyisaboywhosuffersfrommuscledisease.Neitherthecausenorthecureofthediseaseisfound.Thenameofthediseaseisalsounknown.What’sworse,thedoctorcan’ttellwhatthefutureofthisdiseasewillbelike.2.SkimmingtofindoutthemainideaforeachparagraphThisisanintroductiontoMartyandhismuscledisease.Hblemshehastodealwitheveryday.Herests,hobbiesandambitions.Theadvantagesofhisdisease.readingtoanswerquestions1.Whatistheinfluenceofmusclediseaseonhim?NegativeSometimesitmakeshimweakandhecan’trunorclimbstairsasquicklyasotherpeople.Sometimesheisclumsyanddropsthingsorbumpintofurniture.Somedayshewastootiredtogetoutofbed.Hisdreamwasshattered.Hewentintohospitalandmissedalotofschool.Hewaslaughedatwhenhegetsoutofbreathafterrunningjustashortwayorhehastostophalfwayupthestairsandrest.PositiveHisdisabilityhasmadehimgrowstrongerandmoreindependent2.WhatlifeislivedbyMarty?Howdoeshemanageit?Busy/Good/Rich/full/fulfillingHeignoresthosewhocannotseetherealpersoninsidehisbody.Hewritesandinventscomputerprogram.Hegoestothemoviesandfootballmatcheswithhisfriends.Hespendsalotoftimewithhispets.Hehasalotofstudytodoaswell.Allinall,hehaslearnedtoadapttohisdisability.understanding(Readthepassageagaintodiscussthefollowing2questions)WhatcharactersdoesMartyhave?Heispositive,optimistic,independent,satisfied…Whatcanwelearnfromhim?StepIIIHomeworkwriteabiographyforMartyorwriteasummaryofthetextSample:Name:MartyFieldingStatus:HighschoolstudentHealth:developedamusclediseaseattheageabout10,veryweak,cannotdothingslikenormalpeopleInterestsandHobbies:·Enjoyingwritingandcomputerprogramming·GoingtothemoviesandfootballmatcheswhenIamwellenough·Spendingalotoftimewithmypets—tworabbits,fivemice,atankfulloffishandasnakeAmbition:toworkinthecomputerindustryMotto:liveonedayatatime以下為簡案：Period3Reading(2)&languagepoints（語言知識課）Teachinggoals:Thestudentswillbeabletousesomeusefulwordsandphrasesfreely.Thestudentswillbeabletosimplydescibeaperson.Teachingprocedures:StepIRevisionRevisethecontentthatwelearnedlastperiodbyfillingthefollowingtable.Marty’sdiseaseamusclediseasethatmakeshimveryweak.Marty’sdifficultiesclumsyandcan’trunorclimbstairsasquicklyasotherpeopleMarty’sambitiontoworkinthecomputerindustryMarty’sachievementinventedacomputergameMarty’shobbygoingtothemoviesandfootballmatchesandkeepingpetsMarty’smottotoliveonedayatatimeMarty’sadviceDon’tfeelsorryforthedisabledormakefunofthembutacceptthemandgivethemencouragementtoliveafulllife.StepIIGivingsummaryofthereadingpassageTrytothinkofnewexpressionsorwordsthatcanbeusedtoreplacewordsinred.Martyisahighschoolstudentwhodevelopsamuscledisease,whichpreventshimfromlivinglikehealthykids.Forinstance,hedidn’tattendschoolforalongtimebecauseofthedisease.What’sworse,hisclumsinessleadstoothers’laughter.Insteadoffeelingangry,heisundisturbed.Thatistosay,hechangesbehaviortosuccessfullydealwithhisdisability.Hisclassmatesalsoaccepthimforwhoheis.What’smore,hetakesupmanyahobbytoenrichhislife.Hedreamsofworkingincomputerindustrywhenhegrowsup.Inaword,heiscertainthathewillrealizehisdream.(Key:wasabsentfrom,annoyed,inotherwords,adaptsto,fellowstudents,allinall,positive,ambition.)1.你不應當曠課。Youshouldnotbeabsentfromclass.2.他適應了寒冷的天氣。Headaptedhimselftothecoldweather.playhasbeenadaptedfromanovel.此劇系由一部小說改編而成。4.Thischargeisapositivecharge.Thesestoriesareverypositiveanddescribethesatisfyinglivesthesepeopleliveeventhoughtheyhavesomedifficulties.5.一個充滿雄心的男孩通常會努力工作。Anambitiousboyusuallyworkshard.

StepIIIDealwiththematerialsinthelearningaboutlanguage(p4)StepIVHomework1.Trytorememberthenewwordsandphrases.Translatethefollowingsentences1)他跑的快，到達目的地時已經上氣不接下氣了。（outofbreath）2)你們必須適應形勢的變化。（adaptoneselfto）3)他取笑我因我犯了個愚蠢的錯誤。(makefunof)4)我們都祝賀Tom通過了駕駛考試，（congratulateon）Period4Grammar:TheInfinitive(語法課)Teachinggoals:ThestudentswillbeabletousethevarioususesoftheinfinitiveTeachingproceduresStepIRevisionDoyoustillrememberWhatyoulearnedinthepassage?…StepIIPresentationItisgoodtohelpothers.(subject)Itismyambitiontomakesurethatthedisabledpeopleinourneighbourhoodhaveaccesstoallpublicbuildings.(subject)MyambitionistoworkinthecomputerindustrywhenIgrowup.(predicative)Idon’thavetimetositaroundfeelingsorryformyself.(attribute)Iamtheonlystudentinmyclasstohaveapetsnake.(attribute)Abigcompanyhasdecidedtobuyitfromme.(object)MyfellowstudentshavebeguntoacceptmeforwhoIam.(object)Ihavehadtoworkhardtoliveanormallife.(adverbial)SomedaysIamtootiredtogetoutofbed.(adverbial)Wemustcallonlocalgovernmenttogivefinancialassistancetodisabledpeople.(objectcomplement)StepIIIPractising句型轉換Itseemsthattheyhaveworkedoutthemathematicsproblem.Theyseem______themathematicsproblem.IthappenedthathewasgivingapianolessonwhenIdroppedinonhim.Hehappened______apianolessonwhenIdroppedinonhim.Theyhadwishedtorebuildtheoldtower.Buttheyhadnotgotenoughmoney.Theywished______theoldetower.Buttheyhadnotgotenoughmoney.Hepretendedthathewasdoinghishomeworkwhenhisfathercamein.Hepretended________hishomeworkwhenhisfathercamein.Itissaidthattheladywasmurderedbyherhusband.Theladyissaid________byherhusband.haveworkedout2.tobegiving3.tohaverebuilt4.tobedoing5.tohavebeenmurdered)單句改錯Allthesesubjectsareeasytobelearned.(tolearn)LiPingseemedtoknowthesecretbeforeyoutoldhim.(tohaveknown)WangLinspokeloudersoastohearbyallthepeoplepresent.(tobeheard)Thebridgetocompletenextmonthwillbethelongestoneinourcity.(tobecompleted)Tomwasbelievedtostealthejewelthen.Laterhewasprovedtobeinnocent.(tohavestolen)I’msohappytotalktoyou.Goodbye.(tohavetalked)StepIVGivingthesummaryoftheinfinitive①后面跟動詞不定式的動詞：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,seem,tend,threaten,want,wish②后面既可以跟不定式又可以跟動名詞的動詞：Somewordscanbefollowedbyeithertheinfinitiveorthe-ingform.Pleasepayattentionwhenthereisnodifferenceinmeaningandwhenthereisdifference.ShowthefollowingonthePowerPoint.GerundandInfinitive(nodifferenceinmeaning)WeusetheGerundortheInfinitiveafterthefollowingverbs:BeginHebegantalking.Hebegantotalk.ContinueTheycontinuesmoking.Theycontinuetosmoke.hate DoyouhateworkingonSaturdays?DoyouhatetoworkonSaturdays?like Ilikeswimming.Iliketoswim.love Shelovespainting.Shelovestopaint.prefer Patpreferswalkinghome.Patpreferstowalkhome.start Theystartsinging.Theystarttosing.WeusetheGerundortheInfinitiveafterthefollowingverbs.Therearetwopossiblestructuresaftertheseverbs.Gerund:verb+-ingInfinitive:verb+person+to-infinitiveadvise Theyadvisewalkingtotown.Theyadviseustowalktotown.allow Theydonotallowsmokinghere.Theydonotallowustosmokehere.EncourageTheyencouragedoingthetest.Theyencourageustodothetest.permit Theydonotpermitsmokinghere.Theydonotpermitustosmokehere.Weusethefollowingstructureswiththewordrecommend:recommendTheyrecommendwalkingtotown.Theyrecommendthatwewalktotown.Someverbshavedifferentmeanings.(whenusedwithv-ingorInfinitive)v-ingformINFINITIVEforgetHe’llneverforgetspendingsomuchmoneyonhisfirstcomputer.Don’tforgettospendmoneyonthetickets.goonGoonreadingthetext.Goontoreadthetext.meanYouhaveforgottenyourhomeworkagain.Thatmeansphoningyourmother.Imeanttophoneyourmother,butmymobiledidn’twork.rememberIrememberswitchingoffthelightswhenIwentonholiday.Remembertoswitchoffthelightswhenyougoonholiday.stopStopreadingthetext.Stoptoreadthetext.tryWhydon’tyoutryrunningafterthedog?Itriedtorunafterthedog,butI...StepVFurther-Practising(略)Period5（語言實踐和寫作課）Reading,speakingandwritingalettertoanarchitect(P7)Teachinggoals:Thestudentswillbeabletolearntowritealetterofsuggestions.ⅠLead-in:AttheendofMarty’sstory,Martygiveseveralsuggestionstohealthykid.Thatis,toacceptthedisabledandtogivethemencouragementtolivearichandfulllifeashealthykids.Asforus,whatcanwedotobehelpful?(Discussion).AgirlnamedAliceiswarm-hearted.Shecaresforthedisabledverymuch.Whenshelearnedanewcinemaisgoingtobebuilt,shewouldliketodosomethingbeneficialtothedisabled.So,shewrotealetter.ⅡPre-readingWhat’stheletterabout?(acitizenwritesalettertoaskthearchitectofthenewBankstowncinematoconsiderthematterofeasyuseofthecinemabydisabledcustomers.)Howmanypartscanthebodyoftheletterbedividedinto?(Three)ⅢWhile-readingThebodyoftheletterconsistsof7paragraphs.AndsuggestionsareputforwardfromPara2to6.Whatarethesuggestions?(Meanwhile,dealwiththenewwordsandexpressions).Therefore,thebodycanbedividedinto3parts.What’sthefirstParafor?（totellthereaderthepurposeoftheletter）HowaboutthelastPara(reasonswhythesepiecesofadviceshouldbeconsidered)Thisletteriswritteninquiteapoliteway.Whatexpressionsmakeitpolite?Iamwritingtoaskyoutoconsiderthematterofeasyuseofthecinemabydisabledcustomers.Iwouldlikeyoutoconsiderthefollowingthings.Thankyouforreadingmyletter.Ihopeyouwillconsidermysuggestions.…ⅣPost-readingAletterofsuggestionAletterofsuggestionnormallyhasfiveparts.1.TheheadingThisincludestheaddress,linebyline,withthelastlinebeingthedate.Skipalineaftertheheading.2.ThegreetingThegreetingalwaysendswithacomma.Thegreetingshouldbeformal,beginningwiththeword“dear”.3.ThebodyGenerallyspeaking,thebodyincludesthreeparts.Thefirstpart(usuallythefirstparagraph)tellsthereceiverthatyouarewritingthislettertomakesuggestionsonsomething,andthemainparttellsclearlywhatyoursuggestionsare.Thelastpart(usuallythelastparagraph)asksthereceivertoconsideryoursuggestions.Don’tforgettoencouragethereceivertotakeyoursuggestions.Skippingalinebetweenparagraphs,especiallyintypedorprintedcopy,alsohelpsthereader.4.ThecomplimentarycloseThisshortexpressionisalwaysafewwordsonasingleline.Thecomplimentaryclosebeginswithacapitalletterandendswithacomma.5.ThesignaturelineTypeorprintyourname.Thehandwrittensignaturegoesabovethislineandbelowtheclose.Thesignaturelineandthehandwrittensignatureareindentedtothesamecolumnastheclose.Thesignatureshouldbewritteninblueorblackink.Skipfromonetothreespaces(twoonatypewriter),andtypeinthesignaturelinetheprintednameofthepersonsigningtheletter.Signthenameinthespacebetweenthecloseandthesignatureline,startingattheleftedgeofthesignatureline.ⅤHomeworkWritealetterofsuggestiontoanyoneyoulike,followingthesampleonpage8.Period6（閱讀課II）Readingtask(Thestoryofmylife1.Withthehelpoffellowpeople,manyofthedisabledachievesuccess.Forinstance,JohnNash,(beautifulmind),AlbertEinstein(learningdifficulty),FranklinD.Roosevelt(Polio),JohnMilton(difficultywitheyesight),HelenKeller(Blind,Deaf,andMute,Beethoven(deaf),…Thistime,wearegoingtofocusonthefemalewomanofachievementHelenKeller.Whatdoyouknowabouther?2.ReadandanswerthequestionsWhoisMissSullivan?HowdidHelenlearnnewwords?Whydidhelenlongforanewdaytocome?WhatqualitiescanbefoundinMissSullivan?ThestoryofmylifeHelenKellerIfeltapproachingfootsteps.IstretchedoutmyhandasIsupposedtomymother.Someonetookit,andIwasca