教学基本信息 课题 学科 教材 选修七 Unit 1 Living Well (1) Lesson1 Marty’s Story Reading 英语 学段： 高中 年级 高二 书名： 普通高中课程标注实验教材英语7 出版社： 人民教育出版社 出版日期： 2007年 2月 教学目标及教学重点、难点 教学目标: At the end of the class, Ss will be able to 1. describe Marty's disease and his life experience; 2. infer Marty’s emotional change; 3. infer how Marty makes it possible to live well; 4. learn Marty's positive attitude towards life. 教学重难点： Students learn to describe Marty’s disease and his life experience, and infer Marty’s feeling’s change and how he overcame the difficulties. 教学环节 教学过程 主要教学活动 1. Ss brainstorm what they want to choose most in order to live well. Situation: Everyone wants to live well and has a happy life. Given a chance to choose, what do you want to choose most? health 设置意图 设置语境激活学生的背景知识，在培养学生的发散思维和联想概括能力的同时，为课文理解作铺垫。让学生猜测Marty的选择，激发学生的阅读兴趣，把单 元话题巧妙地切入到阅读文章中来。 学生阅读四位残疾青少年的小故事找出他们的共同特征：虽有残疾，但是拥有梦想抱负，充实而幸福的活着，为阅读Marty’s Story进行情景导入。 power wealth Live well Warming up luck beauty wisdom … 2. Ss guess what Marty’s choice is. 3. Ss read the four disabled teenagers’ stories on page1 and answer: Q1: What do they have in common? Q2: What do you think of their lives? 1. Ss read and answer. Q1: Who tells Marty’s story? Q2: What’s Marty’s story mainly about? Q3: Can you guess what Marty’s choice is? Fast reading Why? Q4: Does he live well now? 2. Present the inquiring question: Marty has got a deadly disease, but he has a happy life. How does he make it possible? 1. Ss read the first two paragraphs and finish the diagnosis about Marty. Situation: Which paragraphs mention Marty’s disease? (Para 1&2) Suppose you are Marty's doctor, can you fill out Marty's diagnosis? Patient’s name Disease’s name Symptoms (症状) Start time His disease Before Detailed development After reading of Diagnosis para1&2 Help Marty Notes: “Before” means “What could Marty do before he got disease?” “After” means “What did he have to do after he got disease?” 2. Ss infer Marty’s emotional change during the development of the disease. 3. Ss retell Marty’s disease. Situation: As Marty's doctor, you tell some experts about Marty's disease and ask them for help. 阅读问题的设置紧抓住马蒂·菲尔丁的疾病和他的生活这两条主要线索。探究性问题使学生明确了学习目标，从而激发了学生的阅读动机。 让学生在解决实际问题的过程中进行阅读，最大程度地启动学生的思维，充分体现以学生为主体。通过让学生思考马蒂得病前后的情感变化，强调马蒂所面临的巨大困难。任务驱动下，学生复述本部分内容，内化所学知识。 1. Ss read the two paragraphs and fill out Marty’s school life. Situation: Which paragraphs mention his school life? (Para3&4)Suppose you are Marty's best friend, can you fill out Marty's school life? Primary High school school Behavior His classmates’ attitude His feeling Detailed 2. Language learning: reading of ① Sometimes, too, I was too weak to go to para3&4 school so my education suffered.(C) A. To experience physical or mental pain. Understand B. To experience bad situation. Marty C. To become worse in quality. ②Further understanding: How do you understand this sentence? “One problem is that I don't look any different from other people.” 3.Ss discuss the meaning of Marty’s motto “Live one day at a time”. ---Live a rich and full life every day or make the best of every day. 4. Ss retell Marty’s life and his changes. Situation: As Marty's best friend, you are very happy to see his change. Deeply touched, you are eager to talk about his life and his change. 1. Ss read and summarize the main idea of this part. 2. Ss answer questions. Q1: What does he benefit from his disease? Q2: What is Marty’s advice to able-bodied people? 1. Ss listen and read the text again and focus on Marty’s emotional change. Discussion1 hopeful hopeless inferior How does hopeful calm Marty make 2. Ss talk about the reason why Marty felt it possible hopeless (because he met a lot of to live well? difficulties). Then they discuss what difficulties he came across at that time. Detailed reading of para5&6 Marty’s voice 学生获取细节信息，培养学生快速浏览阅读材料，确定具体信息的阅读技巧。图表的设计有助于学生在理解和提取关键信息的同时，加深对课文的理解。学生掌握通过上下文进行猜词的技巧，提高处理生词和理解信息的能力，进而提高阅读理解能力。通过对句子的理解，对文章进行深层推断，学生的思维能力得到了提升。通过让学生推断Marty座右铭真正的含义，培养学生利用获取的信息进行分析问题和解决问题的能力，提高深层理解, 鼓励他们珍惜眼前生活。任务驱动下，学生复述本部分内容，内化所学知识。 了解残疾人的心声以及我们还能为残疾人做些什么,对学生进行社会责任感教育，培养学生社会公德意识。 学生探究Marty’s 情感的变化，为探究其背后原因做好铺垫。学生思考Marty感到生活无望的原因是他遇到很多困难。通过让学生探究Marty的困难来理解残疾人的不易。 3. Ss discuss how Marty overcame difficulties. 4. Ss have a discussion of the inquiry question “ Marty has got a deadly disease, but he has a happy life. How does he make it possible?” 5. Ss make a conclusion “Whether he can live a happy life depends on himself, that's to say, only if he becomes his life's master rather than slave can he live a happy life.” 1. Ss discuss what they can learn from Marty. 2. Ss discuss what they can learn from the four Discussion2 disabled teenagers. 3. Ss brainstorm some famous disabled What can persons. we learn Situation: The disabled people can also live from the well and even achieve great success. Can you disabled think out some famous disabled persons? What persons? do they have in common? 4. Ss talk about what the disabled persons are like in their eyes. 1.Ss finish the writing task: Writing task: Having read Marty’s story, you are deeply moved by him. You want to write a passage about what you have learned from Marty. 2. Ss finish the reading task: Homework Reading task: Read the article on “Zhang Yuncheng Achieves His Ambition” on page 51 with the guidance of the following questions: Q1: What were his difficulties? Q2: What has he done to overcome difficulties? Q3: What has he achieved?
学生通过思考Marty 如何克服困难从而理解快乐来自付出。通过对探究性问题的思考，理解人最大的敌人是自己，能否生活的幸福取决于自己。 学生讨论从Marty身上能学到什么,回顾warming up里四个残疾青少年，以及头脑风暴著名残疾人士，思考这些残疾人身上的共同特征，不仅学习他们身残志坚的品质，而且懂得残疾人需要被尊重的原因。 读写结合，通过任务驱动把输入变为输出，在此过程中内化本节课所学内容。阅读关于张云成的文章，进一步了解残疾人，进一步懂得他们值得被关注和被尊敬的原因。
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