人教版英语选修7 Unit 1 Living well Grammar教学设计
人教版英语选修7 Unit 1 Living well Grammar教学设计.doc
人教版英语选修7 Unit 1 Living well Integrating skills（I）教学设计.doc
人教版英语选修7 Unit 1 Living well Integrating skills（Ⅱ）教学设计.doc
人教版英语选修7 Unit 1 Living well Language Learning教学设计.doc
人教版英语选修7 Unit 1 Living well Warming up  Reading教学设计.doc
人教版英语选修7 Unit 2 Robots Extensive reading教学设计.doc
人教版英语选修7 Unit 2 Robots Integrating skills （Ⅱ）教学设计.doc
人教版英语选修7 Unit 2 Robots Integrating skills（Ⅰ）教学设计.doc
人教版英语选修7 Unit 2 Robots Language study教学设计.doc
人教版英语选修7 Unit 2 Robots Warming up  Reading教学设计.doc
人教版英语选修7 Unit 3 Under the sea Communication and writing教学设计.doc
人教版英语选修7 Unit 3 Under the sea Extensive reading教学设计.doc
人教版英语选修7 Unit 3 Under the sea Language study教学设计.doc
人教版英语选修7 Unit 3 Under the sea Reading教学设计.doc
人教版英语选修7 Unit 4 Sharing Grammar教学设计.doc
人教版英语选修7 Unit 4 Sharing Listening教学设计.doc
人教版英语选修7 Unit 4 Sharing Writing教学设计.doc
人教版英语选修7 Unit 5 Travelling abroad Using Language_Reading and Speaking教学设计.doc
　　选修7 Unit 1 Living well
　　Period5 Grammar
　　定义：动词不定式是非谓语动词的一种，它没有人称和数的变化，在句子中不能独立作谓语，但它仍保持动词的特点，可以有自己的宾语和状语。 E.g. He wants his students to read the bood.
　　主动形式 被动形式
　　一般式 to do to be done
　　完成式 to have done to have been done
　　进行式 to be doing 无
　　完成进行式 to have been doing 无
　　一、不定式的意义
　　1. 不定式的一般式：
　　2. 不定式的进行式：进行式表示动作正在进行，与谓语的动作同时发生。
　　3. 不定式的完成式：如果不定式所表示的动作或状态发生在谓语动词所表示动作或状态之前，就用完成式；若是在此基础上的被动含义，就用完成被动式( to have been done).
　　4. 不定式的完成进行式：如果不定式的动作是在谓语所表示的时间之前一直在进行或有可能继续进行的动作，就要用完成进行式.
　　二、不定式的用法：
　　1. 不定式做主语：  1)不定式作主语时,谓语用单数  To do such things is foolish.  
　　2）主系表结构 To see is to believe.
　　3)it形式主语。当主语较长，谓语较短时，常用it做形式主语，而将不定式放到谓语的后面。
　　常用于下列结构中：
　　(1)It is/was +adj.+(of sb.) to do…（如 good/ kind/ nice/ clever/ foolish/ selfish…）
　　(2)It is +adj.+(for sb.)+to do…（如easy / difficult / hard / / unwise / possible/ necessary…）
　　(3)It is +a/an +名词+ to do...（如a pity/ a shame / a pleasure /one’s duty / an honor …）
　　(4)It takes (sb.) some time / courage / patience …to do…
　　(5)It requires courage / patience / hard work… to do…
　　2. 不定式做表语：主语多用aim, duty, hope, idea, intention, plan, job, suggestion, wish, purpose等抽象名词或以 what 引导的名词性从句表示，后面的不定式说明其内容，不定式作表语常表示将来的动作或状态。
　　EX: 1）What I would suggest is _______________ at once. 我的建议是马上开始工作。
　　2）________________________________________________ 最主要的任务是保持我们房间的整洁。
　　3. 动词不定式作宾语：ask, agree, care, choose, demand, decide, expect, fail, help, hope, learn, manage, offer, plan, prepare, pretend, promise, refuse, want, wish等只能用动词不定式作宾语
　　口诀（接不定式作宾语的动词）：想要学习 早打算（want  learn  plan）
　　快准备 有希望（prepare  hope  wish  expect） 同意否 供选择（agree  offer  choose）
　　决定了 已答应（decide be determined  promise）尽力去 着手做（manage  undertake）
　　别拒绝 别假装（refuse  pretend）失败不是属于你（fail）
　　e.g.汤姆拒绝借他的笔给我。___________________________________________
　　*注意:1某些及物动词可用-ing也可用动词不定式作宾语但意义不同stop/ go on/ remember/ forget/ regret/ try/ mean…
　　2某些及物动词think, believe, consider, feel, find, make等后常用it作形式宾语 
　　e.g. Technology makes _____ _________ ______ ________ our dream.科技使我们的梦想实现成为可能。
　　选修7 Unit 1 Living well
　　Period4 Integrating skills(Ⅱ)
　　一、教学目标
　　1.能力目标
　　Learn the story how Zhang Yuncheng achieves his ambition.
　　How to write a summary.
　　2.学能目标
　　Enable students to realize nothing is impossible.
　　Inspire students to study hard by Zhang Yuncheng’s story.
　　二、教学重点
　　How challenging it is for Zhang Yuncheng to keep writing and how he overcomes the problems he faces every day.
　　三、教学难点
　　How to improve their writing.
　　四、教学方法
　　Reading and writing.
　　五、教具准备
　　Multi-media computer.
　　六、教学过程与方式
　　Step Ⅰ  Revision
　　Check the homework.
　　Ask some students to say something about Braille.
　　Present the following on the PowerPoint.
　　About Braille
　　Deal with Ex1 on Page 50.
　　Step Ⅱ  Listening
　　After dealing with Ex1, continue with Ex2 on Page 50. Students are required to do this exercise individually. Because students have read something about Braille, they won’t have difficulty in the listening exercises. After listening to the tape, check the answers with the whole class.
　　Ex3 requires students to listen for events on the timeline. Before playing the tape, asdents to loogh the questions first. According to the questions, students may make predictions about the listening materials. From this exercise and Ex1 on Page 46, students will learn to describe events according to a timeline. Play the tape again if necessary. Then check the answers with the whole class.
　　Step Ⅲ  Reading and writing
　　After learning something about Braille, deal with READING AND WRITING TASK on Page 51.
　　Present some pictures of Zhang Yuncheng on the PowerPoint.
　　T: Look at these pictures. Do you know who he is?
　　Ss: Zhang Yuncheng， a writer with disabilities.
　　T: Yes, he has published a book entitled Jiaru Wo Neng Xingzou Santian (Three Days to Walk), taking its example from Helen Keller’s remarkable story “Three Days to See.” Now let’s read his story on Page 51.
　　Fast reading
　　Asdents to scan the text and write a mini bio for Zhang Yuncheng.
　　Show the following on the PowerPoint.
　　Careful reading
　　Deal with Ex1 on P52. Asdents to write a short text of 150 words about Zhang Yuncheng. First they should read the text carefully and then pict 7-8 important facts from the text in preparation for writing.
　　Writing
　　Students are asked to write the opening 1 or 2 sentences of the text. They should say something about who Zhang Yuncheng is, how old he is, what his disability is, and what he has achieved.
　　When students have finished the opening sentences, they will be asked to write the rest of the text.
　　Step Ⅲ Speaking
　　If time allows, deal with SPEAKING TASK on Page 52.
　　Step Ⅳ  Homework
　　Finish PROJECT on Page 53.
　　选修7 Unit 1 Living well
　　Period3 Integrating skills(Ⅰ)
　　一、 教学目标
　　1.目标语言
　　a. 重点词汇和短语
　　assistance, companion, graduation basement, congratulate, all the best, accessible
　　b. 功能句式
　　Expressions used to offer congratulations and best wishes.
　　2. 能力目标
　　Enable students to offer congratulations and best wishes.
　　Enable students to write a letter of suggestion.
　　3.学能目标
　　By proper language input, students learn to offer congratulations and best wishes and write a letter of suggestion.
　　二、教学重难点
　　Offer congratulations and best wishes.
　　Learn to write a letter of suggestion.
　　三、教学方法
　　Listening, speaking, reading and writing.
　　四、 教具准备
　　Multi-media computer.
　　五、过程与方式
　　Step Ⅰ  Lead-in
　　Talt Mount Kilimanjaro in Africa. Ask some questions about it. Show the following on the Power-Point.
　　T: Good morning / afternoon, class!
　　Ss: Good morning / afternoon, Mr. / Ms ...
　　T: Which mountain is the highest in Africa?
　　Ss: Mount Kilimanjaro.
　　Show the pictures and introduction of Mount Kilimanjaro on the PowerPoint.
　　Step Ⅱ  Listening
　　T: Do you think it easy to climb Kilimanjaro?
　　Ss: Of course not.
　　T: It is not easy to climb it. It is more difficult for people with disabilities. But Barry Minto made it. And he became famous. He is being interviewed on the radio. Now let’s listen to the interview.
　　Deal with Exx 1-4 on Pages 6-7. Play the recording several times if necessary.
　　Step Ⅲ  Speaking
　　Students are asked to work in pairs to practice offering congratulations and best wishes.
　　Show the useful expressions on Page 7 on the PowerPoint.
　　a) used when you want to congratulate someone
　　—“I’ve just passed my driving test!”
　　—“Congratulations!”
　　b) words saying you are happy that someone has achieved something
　　Give Tom my congratulations.
　　Give the following two situations for students to practice offering congratulations and best wishes.
　　Situation 1: Your friend is going to take part in the 2005 “CCTV Cup” English Speaking Contest.
　　Situation 2: Your friend has won the first prize in the 2005 “CCTV Cup” English Speaking Contest.
　　Step Ⅳ Reading, speaking and writing
　　Show pictures of a cinema, including inside and outside facilities. Asdents to discuss what problems that people with disabilities sometimes have in a cinema. Divide students into different groups. They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Mare all students have their own opinions.
　　After the discussion.
　　T: Now please stop discussing. Alice is a warm-hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built, she wrote a letter to maggestions. Here is the letter that gives suggestions to an architect who is to design the new Bankstown cinema. Let’s find out what suggestions Alice gives.
　　Skimming
　　Students can find the answers quickly, because they are printed in the pink color.
　　Careful reading
　　Help students to analyze the letter so that they will learn how to write a letter of suggestion.
　　T: Now please read the text carefully and thint the questions in Ex3on Page 8.
　　After students read the text carefully, they will discuss the questions in Ex3 in groups. Several minutes later, check the answers with the whole class.
　　Suggested answers:
　　1. To tell the reader the purpose of the letter.
　　2. The writer has used numbers and a title in italics for each paragraph to organize the ideas and to make it easier for the reader to understand and remember the five suggestions.
　　3. To finish the letter in a polite way and to put forward some reasons why the architect should consider the writer’s suggestions.
　　T: After you read Alice’s suggestion letter, do you know how to write a letter of suggestion? Please discuss in groups. Then we will work together to write a format of a suggestion letter.
　　After the discussion, show the following on the PowerPoint or print it out.
　　Step Ⅴ  Practice
　　Deal with Ex 4-6 on Page 9.
　　Step Ⅵ   Homework
　　Write a letter of suggestion to the architect.