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视频标签：Living well
所属栏目：高中英语优质课视频
视频课题：人教版高中英语选修七Book7 Unit 1 Living well山东省优课
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人教版高中英语选修七Book7 Unit 1 Living well山东省优课
Module 7 Unit 1 Living Well
Marty’s Story Teaching Design
I. The Analysis of Teaching Objectives
Based on the curriculum criterion, combined with the teaching materials and learning situation analysis, the specific teaching objectives of this course are as follows:
A. Language Competence
1) to understand the essentials and specific information of discourse transmission; to infer the author's intentions, emotions, attitude and value orientation; to extract the meaning of the theme; to analyze the organizational structure, stylistic features and coherence of the text; to clarify the logical relationship between the main points of view and the fact;
2)to understand and grasp the key words, phrases and sentence patterns in this article, such as disabled, feel sorry for, absence, infinitive, etc.;
3)to strengthening the reading skills of skimming and scanning; to figure out the main ideas of each paragraph quickly and accurately through the search of key words, topic and sentences; to obtain the skill of clarifying the overall framework of the context;
B. Learning Ability
be able to use the network resources to expand the learning content and information; develop autonomous learning and cooperative learning; reflect on the learning effect and optimize learning strategies and methods, and use English for communication and expression; enhance reading
comprehension and develop the ability of language output by means of non-verbal information such as video and form;
C. Quality of Thinking and Cultural Awareness
according to the information obtained, to understand the "disability", understand the disabled, sum up the common elements, construct the new understanding and views of the disabled, and deal with the new problems by deduction; to perceive the world from another perspective, improving the
consciousness of actively caring for and helping the vulnerable groups, and stimulating the spirit of self-respect, self-reliance and self-reliance, and develop students’ optimistic attitudes to life.
II.Analysis of Teaching Material
This class is the second class of this unit. It is a reading class. In the passage, the disabled Marty∙Fielding narrated his own story. He is suffering from a muscle disease that has not been known at present, and his body and mind are devastated, but the pain of suffering helps him become stronger, better understand life, and he is determined to live one day at a time.
1. Difficulties in Teaching
Guide the students to experience the change of Marty's emotion and attitude to life, improve their consciousness of caring, understanding and helping others, and their confidence to face the difficulties and live with self-respect. 2. Structure
The structure of this passage is clear and tells Marty's different life stages in the time order. Marty, Fielding's autobiography shows us his complex process of emotional change: puzzle of disillusionment, anxiety, fear, the desire for sympathy and understanding, and the hope and joy that rekindled after being accepted by others. 3. Language Points
The vocabulary of this article is relatively simple, since it is a transition between two textbooks. And students will be able to easily understand the details of the text.
The grammar involved is a review of infinitive. Students are provided with a real context to master the practical application of infinitive and the meanings of expressions.
III. Analysis of the Learning Situation
1. Having learned English course of high school for one and a half years, they have certain reading skills, such as searching for details, guessing word meanings, grasping the main points of paragraphs and full text. And they also have improved their reading speed, which helps students to complete the reading task of the text.
2. The topic of this unit is the disabled and facing life and difficulties. For Senior two students, their values of life have already formed. It is difficult to change their values of completely through a unit of learning, but the teachers can create the situation according to the content in this unit to help the students to perceive the world, understand the disabled, and find out approaches to facing the difficulties and develop a positive attitude to life.
3. The students in class vary from English proficiency, so the learning activities should be stratified on the difficulty to ensure every student can participate in it. Students with higher grades can not only understand articles well, but also participate actively in and try out post-reading activities. However, for those with lower grades, we should ensure that they understand the articles and grasp the basic knowledge, while encouraging them to participate in activities and express their views.
5. Before the class, students have been asked to preview the text, and search the Internet for relevant information, which lay a foundation for the study.
IV.Teaching Plan
The teaching procedures can be divided into 7 steps.
Teaching Procedure
Students’ Activity Reflection
1. Lead in
Play a video about a little boy who is asking for help. Then ask the following questions:
Become interested in the video and the
The video is about a boy whose face is different from normal people feeling afraid to go to school. This activity
1. What’s the name of the little boy? 2. What is his problem?
Then inform students that there is a disabled boy named Marty also want to help the child (Auggie) and he wrote down his own story to encourage Auggie. 2. Fast Reading
Ask students to skim the passage and try to match the main idea with each paragraph. After students shared their answers, ask them to figure
out the structure by choosing from the following
pictures: 3．Detailed reading Activity1： Ask students to read Paragraph 1 and fill
in the medical record.
Part1
Activity 2 (Part 2)
Elicit students to think “In what order did
topic.
Get a general idea
about what difficulties
the disabled will face.
Skim the text and
match the main ideas
with the paragraph.
Student1 shared the answers.
Fill the record card. Student 2 shared her answers.
elicits students’ desires to help this child.
Through this way, Marty
has set an invisible
example for the students
to help others.
Show students a clear
structure of the text, and
strengthen students’
skimming skills.
By filling the table,
students will get general information of Marty.
Inform students the
organization method of Marty tell his story?” Then Try to figure out the
3 stages of Marty’s life and answer the questions
for each stage.
Time Details
Para2 10 Puzzles
What’s the name of this
disease?
Para3 Primary School Problems What are his problems?
Para4 High School How to adapt to his life：
Encourage students to analyze the 3 stages
and recognize the changes of attitudes to life
caused the changes in life.
Activity 3
Ask students to read paragraph 5 to find at least 2 pieces of advice for healthy children.
4 Summary
Review the text by finishing a summary with some missing words without looking at the text book.
5. Post-Reading
Play the second video about Auggie in
which he was awarded a prize thanks to Marty’s help. Inspire students to think the following questions after a short discussion:
Read the key words in
each paragraph and
find out the order of this text and name each stage.
Analyze the experience of each stage and figure out his attitudes.
Student 3 gave the
class the answers.
Student 4 to 6 gave us the answers without looking at the handout.
Discuss the two questions.
the writing.
By analysis, students
will recognize the
emotion and attitude
changes through different
stages, and figure out
why Marty’s life had
become better. And they
may learn from Marty’s
story that attitude
changes life and being
positive can defeat
problems.
The aim of the activity is to tell students how to get along with and treat the disabled.
Reinforce what they have learned.
If you were their classmates, how would you get along with them?
Do you think Auggie and Marty have in
something common?
Then create a situation: if Auggie would enter our school and you were the reporter from v-jfls (WeChat Subscription) and wanted to do
an interview about him and Marty. Divide students into groups of 4 to act out this interview.
Interview From v-jfls The topic: Life of
the disabled, suffer or enjoy?
Character Task
Reporter
1. Introduce Auggie, Marty and his disease
2. Ask questions (choices you could choose) For Marty
1 feelings when he got the disease at 10
1. problems in primary school 2. how to overcome problems and lead a happy life For Auggie
1. feelings on the first day in
public school 2. how Marty’s story
influenced him 3. future plan
Marty (guest) Share his own experience and answer questions
Auggie (guest) Tell us how he adapt to his school life by Marty’s help Classmate
Share Marty’s advice and what
Share the answers.
Work in group of 4 to
prepare the activity.
Group 1 to 3 performed in the front of the class.
Elicit students to use what they have learned to finished a task and rethink what they can learn from Marty and Auggie. And by role play, they may experience or at least understand the feelings of the disabled.
V. Design for the blackboard:
Marty’s Story
of Auggie you learned from their stories How to get along with Auggie in school
After 3 groups have given their performance, invite other groups to evaluate
their performance and choose the best group.
6. Thinking
Encourage students to discuss what the necessary factors of a good life are, and share the answer with the class. And summarize that positive attitude and strong mind are the key factors.
7. Assignment
Show the requirements of assignment to the class and they can choose one to finish:
1. Write a report about this interview
2. Search the website “Family Village” to
find more stories about the disabled, and
share with us tomorrow
Group 4-6 chose the best group and stated
their reasons.
Discuss the question with the group and share their answers.
The purpose of the
assignment is to
consolidate what they have learned in class and develop their skills of gathering information.
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