1、1Unit 1 Living well知识目标1Get students to learn the useful words and expressions in this unit.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，adapt to2Help students to lear
2、n about disabilities and life of the disabled.能力目标1Let students read the passage Martys Story to develop their reading ability.2Enable students to know that people with disabilities can also live well.情感目标1By talking about disabilities and life of the disabled，make sure students can learn some posit
3、ive stories of the disabled.2Help them understand more about how challenging life can be for the disabled.3Develop students sense of cooperative learning.2教学重点 Get students inspired by positive stories of the people with disabilities.教学难点 1Develop students reading ability.2Help students understand t
4、he difficulties the disabled have to overcome.学情分析1.教学方法 1Taskbased teaching and learning.2Cooperative learning.教 学 过 程Step 1 Warming up1Warming up by discussingFirst ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then show some p
5、hotos of people with disabilities. Students will be asked to discuss the following questions in small groups.3Do you know any famous people who are disabled?What difficulties do they have to overcome in daily life?What have they achieved?2Warming up by talkingFirst， ask students to look at the pictu
6、res and read what these people have achieved even though they each have a disability. Next，work with partners to talk about what disability they might have according to each description below the picture.Step 2 PrereadingAsk students to read the short paragraph in Prereading carefully and find out t
7、he purpose of the website “Family Village”Step 3 Reading1SkimmingGive students 2 minutes；ask them to read the passage fast to fill in the blanks：Sum up the main idea of each paragraph：Paragraph 1：A(n)_ to Marty and his muscle disease.Paragraph 2：How the disease _.Paragraph 3：Marty met a lot of _ at
8、school.4Paragraph 4：How his life has become _.Paragraph 5：The _ of his disease.Suggested answers：Paragraph 1：An introduction to Marty and his muscle disease.Paragraph 2：How the disease developed/started.Paragraph 3：Marty met a lot of difficulties at school.Paragraph 4：How his life has become easier.
9、Paragraph 5：The advantages of his disease.2Scanning for detailed informationAsk students to read the passage carefully to locate the detailed information.(1)First ask students to read paragraph one and complete the chart below.DiseaseDifficultiesMottoSuggested answers：Disease A muscle disease that m
10、akes him very weak.5DifficultiesHe cant run or climb stairs as quickly as other people. Sometimes he is clumsy and drop things or bump into furniture.Motto Live one day at a time.(2)Next read paragraphs two and three and choose the best answer.Why did the doctors cut out a piece of muscle from Marty
11、s leg?ABecause 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.DBecause they wanted to find out the cause of the disease.Key： D(3)Read paragraph four and answer the following questions：What is Martys am
12、bition?What is Martys achievement?What is Martys hobby?(4)Ask students to find Martys advice in paragraph five.Step4:合作探究1.Ask students to work together to write a mini biography for Marty according to the text.6My mini biographyNameStatusHealthInterests and HobbiesAmbitionMotto2.Discuss in pairs to
13、 get the main idea of the passage by filling in the blanks.Though he is a _ person，Marty never feels _ for himself and he _ his life.Step 5 总结提升1Ask students to read the whole passage and choose the best answers.(1)Which of the following is false?AAlthough there are a few students who look down upon
14、 him，Marty never gets annoyed.B Marty leads a meaningful life and does not feel sorry for being 7disabled.C Marty only spends time with his pets and never with his friends.DMartys disability has made him more independent.(2)From the passage we can infer that _.AMarty asks others to feel sorry for hi
15、mB Marty never loses heartC Marty is afraid of being made fun of DMarty will not accept any encouragement because he has grown stronger psychologicallyStep 6 Homework1Retell Martys Story according to the mini biography.2Surf the Internet to learn more about the life of disabled people.教学反思：这篇文章是记叙文，
16、对文章的整体理解不存在问题，不足之处是单词不熟。8Unit2 Robots三维目标 知识目标1. Read a passage about robot and get some information from it.2. Practise the skills of careful-reading and fast-reading.能力目标1. Target language 目标语言a. 重点词汇和短语fiction, cartoon, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, el
17、egant, pile, scan, fingernail, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful，affair, firm, firmly, declare, victory, envy, marriage, test out, ring up, turn around, leave aloneb. 重点句型1. She felt embarrassed and quickly told him to go.2. Claire thought it was ridiculous to be off
18、ered sympathy by a robot.3. By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affair.2. Ability goals 能力目标 : Help students to learn about robots and 9science fiction. 3. Learning ability goals 学能目标：Enable students to realize science fiction reflects scie
19、ntific thought; a fiction of things-to-come based on things-on-hand.Teaching important points 教学重点Teach students to enjoy science fiction. Enable students to grasp what Tony did to help Claire and how her emotion developed during Tonys stay at her house. Help students to sum up characteristics of sc
20、ience fiction.Teaching difficult points 教学难点How Claires emotion developed during Tonys stay at her house.Teaching methods 教学方Discussing, explaining, reading and practisingTeaching aids 教具准备The multimedia computer Teaching procedures & ways 教学过程Step I Warming upDeal with Warming up. Present photos of
21、 different kinds of robots. Then ask them to say something about his or her favorite robot.Step II Pre-reading10Ask students to discuss the questions in pre-reading in groups. Students are encouraged to speak out their opinion freely, no matter what it is. Teacher should encourage students to use th
22、eir imagination.Step III ReadingDeal with the reading part.ScanningAsk the students to scan the text and find out what Tony looks like.1. What did Tony look like?2. What did Tony do to make Claire and her home elegant?Several minutes later check the answers with the whole class.Suggested answer:1. H
23、e was tall and handsome although his facial expressions never changed. His hair was smooth and black and his voice was deep.2. Tony gave Claire a new haircut and changed the makeup she wore. He also suggested Claire buy new curtains, cushions, a carpet and paint for the house and new dresses for herself. He made improvements on the house so that the house looked very elegant.Careful readingComprehending questions on Page 12
