Unit1LivingWell教學(xué)設(shè)計(jì)Period1Warmingup,Pre-readingandReadingTeachingaims：1）Todevelopreadingability2）TolearnsomethingaboutdisabilityTeachingImportantPoints:1)HelpSsretellthearticleintheirownwords2)TrainSs’readingabilityTeachingDifficultPoints:HowtohelpSsunderstandthetextexactlyandfindoutthemainidea.TeachingMethods:1)Question-and-answeractivityteachingmethod2)fastreadingtogetageneralideaofthetext3)CarefulreadingtogetthedetailedinformationTeachingmethods:1)Question-and-answeractivityteachingmethod2)fastreadingtogetageneralideaofthetext3)CarefulreadingtogetthedetailedinformationTeachingaids:1)amulti-functionalcomputer2)ataperecorder3)theblackboardTeachingProcedures:Stepone:Warming-upFirstlyplaysomepicturesofpeoplewithdisabilitiesforstudentstowatch.Thenaskthemtodiscusswhatthedisabilitiesareandwhatdifficultiestheyhavetoovercomeindailylife.Thendiscussingroups.Afterthediscussion,TeacherwillpresentthefourpicturesonPage1tostudents.T:Disabilitiescanbevisibleorinvisible.Peoplewithinvisibledisabilitiesdon’tlookdisabled.Depression,sleepdisordersandlearningdifficultyareinvisibledisabilities.Nomatterwhatdisabilityonehas,lifeisnoteasy.Theyhavemanydifficultiestoovercome,butpleasekeepinmindtheycanalsolivewell,evenachievegreatsuccess.Nowlookatthepictures,howdotheylook?Ss:Theylookhappyandsatisfied.Theyaresmiling.T:Yes,theyare.Butallofthemaredisabled.Canyouguesswhattheirdisabilitymightbe?S1:…S2:………T:OK,pleaseremembertherearemanydisabledpeopleintheworld.Theyarepartoftheworld.Theyalsohaverightstoenjoylife.Wouldyouliketolearnmoreaboutthemandtrytodosomethingforthem?Hereisawebsite“Familyvillage”.Fromherewecanlearnsomepositivestoriesaboutthedisabled.Steptwo:Pre-readingAskstudentstoreadthewebsitecalled“FamilyVillage”carefullyandfindoutthepurposeofthewebsite.ThenshowthesuggestedanswerSuggestedanswers:1.Togiveordinaryyoungpeoplewithadisabilitythechancetosharetheirstorieswithothers.2.Toinspireotherdisabledpeople.3.Togetnon-disabledpeopletounderstandmoreabouthowchallenginglifecanbeforpeoplewithdisabilities.Stepthree:FastreadingReadthepassageasquicklyastheycan.TrytosumupthemainideaofeachparagraphandthenfinishEx3onPage4.Severalminuteslaterchecktheanswerswiththewholeclass.Suggestedanswers: Para1:Martyintroducedhimselfbriefly.Para2:HowhisdiseasestartedPara3:Theproblemshehastodealwitheveryday.Para4:Hislifeiseasierbecausehisclassmatesaccepthimforwhoheis.Para5:Hisinterest,hobbiesandambitionsPara6:Theadvantagesofhisdisease.Stepfour:Detailreading Fillintheformafterreadingthepassagecarefully.Suggestedanswers:ProblemscausedbyhisdisabilityWhatMartydoesinspiteofhisdisabilityandcan’trunorclimbstairsasquicklyasothers1.enjoyswritingandcomputerprogramminganddropsthingsorbumpsintofurniture2.inventedacomputerfootballgame3.sometimestootiredtogetoutofbed3.looksafterpets4.hasmissedalotofschoolhashelpedhimgrowstrongerpsychologicallyandbecomemoreindependent5.feelsstupidbecauseofbeingbehindtheothersStepFive.ListeningListentothetapethendoexercises.didthedoctorscutoutapieceofmusclefromMarty’sleg?theycouldcurethediseasebycuttingitout.theywantedtouseitasaspecimen(標(biāo)本).theywouldtransplant(移植)thenewmuscle.theywantedtofindoutthecauseofthedisease.2.Whichofthefollowingisfalse?thereareafewstudentswholookdownuponhim,Martynevergetsannoyed.leadsameaningfullifeanddoesnotfeelsorryforbeingdisabled.onlyspendstimewithhispetsandneverwithhisfriends.’sdisabilityhasmadehimmoreindependent.3.Fromthepassagewecaninferthat____.A.Martyasksotherstofeelsorryforhim.B.Martyneverlosesheart.C.MartyisafraidofbeingmadefunofD.Martywillnotacceptanyencouragementbecausehehasgrownstronger4.WhichofthefollowingisTRUE?doctorcouldgiveMarty’sdiseaseaname.doctorknewhowtomakeMheworldcouldcurethedisease.onecouldgiveMarty’sdiseaseaname.5.Wecaninferthat_____.willloseheat.feelssorryforbeingdisabled.’slifeisfullofchallenge.D.Martyfeelslonely.Suggestedanswers: DCBDCStepSix:Homework1.Readthepassageagainandreviewthenewwordsandexpressions.2.WriteanarticleaboutwhatyoucanlearnfromMartyinabout200words.教學(xué)設(shè)計(jì)Period2

Languagepoints(ReadingI)Teachingaims：1）Getstudentstounderstandthepassageagain.2）Enablethestudentstodoexercisesusingtherelatedlanguagepoints.Focus：Enablethestudentstomastersomeimportantlanguagephenomenon.Teachingmethods:listening,reading,groupdiscussionandrecitingTeachingaids:amulti-functionalcomputerandarecorderTeachingsteps:Stepone:Careful-readingRetellingthearticleinyourownwordsHi,mynameisMartyFieldingandIguessyoucouldsaythatIam“oneinamillion”.1______________,therearenotmanypeoplelikeme.Yousee,Ihavea2______________whichmakesmeveryweak,butIhavelearnedto3_____________my4__________(殘疾).Mymottois:liveoneday5_____________.UntilIwastenyearsoldIwasthesameaseveryoneelse.Iusedto6___________playingfootballand7______________（代表）mycountryintheWorldCup.ThenIstartedtoget8_______________(變得越來越弱).Intheend,Iwentintohospitalfor9______(檢測(cè)).IthinkIhadatleastabilliontests,includingoneinwhichthey10____________apieceofmusclefrommylegandlookedatitundera11_________________（顯微鏡）.Evenafterallthat,noonecouldgivemydiseaseanameanditisdifficulttoknow12________________________(將來會(huì)是什么樣子).OneproblemisthatIdon’tlookany13______________________otherpeople.Sosometimeskids14____________me,whenI15__________________afterrunningashortwayorhadtostopandrest16______________________(爬樓梯爬到一半).Everytimeafteralong17_____fromschool,Ifelt18_____becauseIwasbehindtheothers.Mylifeisaloteasierathighschoolbecausemy19_______studentshaveacceptedme.Thefewwhocannotseethepersoninsidemybodydonotmakeme20___________andIjust21_______them.22_____________（總而言之）,Ihaveagoodlife.IamhappytohavefoundmanythingsIcando,likewritingandcomputerprogramming.My23_________(志向)istoworkinthecompputerindustrywhenIgrowup.LastyearIinventedacomputerfootballgameandabigcompanyhasdecidedtobuyitfromme.Ihaveaverybusylifewithnotimeto24_____________（閑坐著）25______________________formyself.26__________________（除了）goingtothemoviesandfootballmatcheswithmyfriends,Ispentalotoftimewithmypets.27______________________（在很多方面）,mydisabilityhashelpedmegrowstrongerandmore28__________(獨(dú)立的).IfIhadachancetosayonethingtohealthychildren,itwouldbethis:havingadisabilitydoesnotmeanyourlifeisnotsatisfying.SoIdon’tfeelsorryforthedisabledor29_________________ofthem,andgivethem30_______________(鼓勵(lì))toliveasrichandfullalifeasyoudo.Thankyouforreadingmystory.（答案見課件）

學(xué)生活動(dòng)此環(huán)節(jié)主要是讓學(xué)生進(jìn)一步熟悉課文的細(xì)節(jié)內(nèi)容，可以穿插學(xué)生朗讀及聽磁帶錄音核對(duì)答案。一方面學(xué)生可以找語(yǔ)感，進(jìn)一步熟悉課文內(nèi)容，另一方面學(xué)生也在有限的時(shí)間內(nèi)容進(jìn)行了朗讀和聽的訓(xùn)練和背誦訓(xùn)練。Steptwo.Languagepoints1.ambition(n.)雄心[重點(diǎn)用法]ambitiousadj.志向遠(yuǎn)大的;有雄心壯志的;有野心的beambitiousfor[power,socialposition,etc.]極欲獲得[權(quán)力,社會(huì)地位等]beambitiousofsuccess渴望成功beambitioustoservethepeople一心想為人民服務(wù)[典例]1)Herambitionisthepresidency.她的抱負(fù)是成為一名總統(tǒng)2)Afterseveralhours’work,shehadnoambitiontogodancing.沒有精力去跳舞了3)Theprincewasattractedbythegirl’sbeauty,andambitioustomarryher.王子為女孩的美貌打動(dòng)了，渴望能娶到她。[練習(xí)]漢譯英作為一個(gè)志向遠(yuǎn)大的領(lǐng)導(dǎo)者，他想帶領(lǐng)當(dāng)?shù)厝藗冞^上幸福的生活。_____________________________________________________________________Keys:Asanambitiousleader,hewantstoguidethelocalpeopletoleadahappylife.beneficial(adj.)有益的[重點(diǎn)用法]benefitv.&n.有助于；受益；利益，好處bebeneficialtosth./sb.對(duì)……有益beofbenefitto對(duì)……有益forthebenefitof為了……(的利益)benefitfrom從……中受益[典例]1)Atemperateclimateisbeneficialtothehealth;溫和氣候有利于健康.2)Sunshineisbeneficialtoplants.陽(yáng)光對(duì)植物有益。3)IhopewhatIhavewrittenwillbeofbenefittosomeoneelsewhomayfeelthesameway.我希望我寫的這些將對(duì)有同感的人有幫助.4)Bothsideshavebenefitedfromthetalks.雙方都從和談中受益。[練習(xí)]漢譯英1)使用電腦對(duì)孩子們的學(xué)習(xí)很有好處。___________________________________________________________________________________2)我發(fā)現(xiàn)這本書對(duì)初學(xué)英語(yǔ)的人很有用。___________________________________________________________________________________Keys:1)Usingcomputershasabeneficialeffectonchildren’slearning./Usingcomputersisbeneficialtochildren’slearning.2)IfoundthebookbeneficialtoEnglishbeginners.otherwords=thatistosay換句話說ina/oneword簡(jiǎn)言之;總之翻譯:他們叫他離開換句話說,他被解雇了.2)總之,我不喜歡這份工作.3)換句話說,他成了英雄.1)Theyaskedhimtoleaveinotherwordshewasfired.2)Inaword,Idon’tlikethejob.3)Hebecame,inotherwords,ahero.(v.)使適應(yīng);改編[重點(diǎn)用法]adapt(oneself)tosth.適應(yīng)某物adapt…to…使……適應(yīng)……adaptsth.forsth.fromsth.根據(jù)某事將……改編成……beadaptedfrom…由……改編[典例]1)Youshouldadaptyourselftothenewenvironment.你應(yīng)該適應(yīng)新環(huán)境。2)ThemakersadaptedthecartoonsfilmforchildrenfromtheRussianoriginal.影片制作人為了孩子們將這本俄文原著改編成了卡通電影。[練習(xí)]漢譯英1)他們很快適應(yīng)了城市生活；___________________________________________________________________________________2)這部電影是由小說改編的。___________________________________________________________________________________Keys:1)Theysoonadaptedthemselvestothecitylife;2)Themoviewasadaptedfromanovel.5.breathn.呼吸;氣息outofbreath上氣不接下氣catchone’sbreath喘息;歇口氣holdone’sbreath不出聲;屏息getone’sbreath(again/back)喘過氣來;恢復(fù)過來loseone’sbreath喘不過氣來;呼吸困難takeadeepbreath作一次深呼吸takebreath歇口氣;歇會(huì)兒takesb’sbreathaway使某人大吃一驚breathevt.呼吸breathingadj.呼吸(著)的breathlessadj.屏息的wasall_____whenIgottothetopofthemountain.A.heldmybreathB.outofbreathC.takenadeepbreathD.takenmybreathaway_____whileMrEvansreadtheexamresults.A.tookadeepbreathB.outofbreathC.gotourbreathbackD.heldourbreath6.absencen.缺席;不在(某處)absenceofmind心不在焉;神不守舍absentadj.缺席的;不在的vt.使缺席;使離開beabsentfrom缺席;不在presencen.出席;到場(chǎng)presentadj.出席的;在場(chǎng)的;現(xiàn)在的完成句子: MrGreenwillbeincharge__________________(在我離開期間).Whywereyou__________________(曠課)yesterday?7.annoyvt.使生氣，使煩惱;招惹;妨礙[典例]1)Stopannoyingyourmother.Sheisbusy.別煩你媽媽,她現(xiàn)在很忙。2)Itannoyedhimwhensomeonemadefunofhisuglyhandwriting.當(dāng)有人取笑他的字跡難看時(shí),他就十分惱火。[重點(diǎn)用法]beannoyedat/bysth.因?yàn)槟呈露械嚼_get/beannoyedwithsb.生某人的氣annoying令人惱火的annoyed惱怒的;煩惱的[練習(xí)]漢譯英我遇到了一個(gè)令人煩惱的問題.____________________________________________________________________________________________他因?yàn)閬G了身份證而感到煩惱.____________________________________________________________________________________________Keys:1)Imetanannoyingproblem.2)HewasannoyedathislostIDcard.8.allinall總而言之a(chǎn)boveall首先;最重要的是afterall畢竟;終究firstofall首先notatall根本不;別客氣forall雖然;盡管inall總共;總之選詞填空:allinall,aboveall,afterall,forall,inall1)Heisapoormusician_________histraining.2)Youmust,_________,beloyaltoyourcountry.3)Therearefivehundredbooksontheshelf______.4)Everyonemakesmistakes,and_________,heisonlyachild.5)Thebookhassomeweakspots,but_________Iconsideritasuccess.9.independentadj.獨(dú)立自主的 beindependentof不依賴;獨(dú)立于independencen.獨(dú)立;自主independentlyadv.獨(dú)立地;自主地完成句子:Itwasthefirsttimethatshe______________________(獨(dú)立生活).Ifyouhaveacar,you______________________(不依賴)trainsandbuses.Iquitelikelivingalone,becauseit______________________________(使我更獨(dú)立).10.makefunof=laughat取笑forfun/infun為了玩樂;開玩笑地havefun玩樂選詞填空:makefunof,infun,havefunThekidsatschoolusedto____________Jill’sclothes.Don’tgetupset.Hesaiditwasonly__________.We________incampinglastweek.It’scruelto_____________thedisabled.11.encouragementn.鼓勵(lì);獎(jiǎng)勵(lì)encouragevt.鼓勵(lì);激勵(lì);支持encouragesbinsth在某事上鼓勵(lì)某人encouragesbtodosth鼓勵(lì)某人做某事encouragedadj.受到鼓勵(lì)的;被鼓勵(lì)的encouragingadj.鼓舞人心的;鼓勵(lì)的encouraginglyadv.鼓舞人心地選詞填空:encouragement,encourage,encouraged,encouraging1)Mymother_____________metoapplyforthejob.2)Shefelt_____________bythemanylettersofsupport.3)Praiseactsasan_________________totheyoung.4)Theresultsofthesurveyhavebeenvery___________.5)Shewasgiven_______________totrysomethingnew.(n.)行為(v.)指揮[重點(diǎn)用法]conductorn.領(lǐng)導(dǎo)者,經(jīng)理,abadconduct惡劣行為undertheconductof在...指導(dǎo)［管理］下[典例]1)Thechairpersonconductedthehearing.主席先生主持了這個(gè)聽證會(huì)。2)Hisconductofthebusinesswasverysuccessful.他的事業(yè)進(jìn)展得相當(dāng)順利。3)Thecuratorconductedthevisitorsroundthemuseum.館長(zhǎng)領(lǐng)著游客們?cè)诓┪镳^中參觀。[練習(xí)]漢譯英1)在農(nóng)業(yè)專家的指導(dǎo)下,當(dāng)?shù)剞r(nóng)民過了個(gè)豐收年。___________________________________________________________________________________2)今天下午向?qū)е笓]著小學(xué)生參觀了博物館___________________________________________________________________________________Keys:1)Undertheconductoftheagriculturalexperts,localfarmershadanabundantyear.2)Theguiderconductedthestudentsinprimaryschoolaroundthemuseumthisafternoon.Stepthree:Activity學(xué)生活動(dòng)：讓學(xué)生在最后六分鐘進(jìn)行本課所學(xué)語(yǔ)言點(diǎn)的一個(gè)當(dāng)堂檢測(cè)，學(xué)生一問一答，提問內(nèi)容為本課所有講解，包括句子短語(yǔ)用法等，以講解中的試題為主。Step4HomeworkReviewwhatwelearnedinclassandprepareforthenextlesson.教學(xué)設(shè)計(jì)Period3LearningaboutlanguageGrammarTeachingaims：1.Discoverusefulwordsandexpressions.2.Discoverusefulstructures.3.Learnabouttheusageof“theInfinitive”Focus：Enablethestudentstoexpresstheirideascorrectlyusing“theInfinitive”.Teachingmethods:activitiesteachingmethodactivityteachingmethoddiscussionandobservingTeachingaids:1.amulti-functionalcomputerblackboardTeachingsteps:Stepone.Warmingup1． 檢查預(yù)習(xí)作業(yè)：請(qǐng)學(xué)生舉例說出閱讀課文中的主要語(yǔ)法現(xiàn)象。并理解其用法。2. 請(qǐng)學(xué)生完成五頁(yè)DiscoveringusefulstructuresExercise1，總結(jié)動(dòng)詞不定的基本用法。Suggestedanswers:AsthesubjectItisdifficulttoknowwhatthefuturewillbelike.AsthepredicativeHisambitionistobecomeanactor.AstheobjectTheydon’tknowhowtomakemewell.Ihavelearnedtoadapttomydisability.ThenIstartedtogetweakerandweaker.MyfellowstudentshavebeguntoacceptmeforwhoIam.Abigcompanyhasdecidedtobuyitfromme.AstheobjectcomplementMydisabilityhashelpedmegrowstronger.AstheadverbialSomedaysIwastootiredtogetoutbed.Sometimes,Iwastooweaktogotoschool.Ihavetoworkhardtoliveanormallife.AstheattributeIhavealotofstudytodo.Iamtheonlystudenttohaveapetsnake.Idon’thavetimetositaround.IfIhadthechancetosayonethingtohealthykids.Justacceptthemforwhotheyare,andgivethemencouragementtoliveasrichandfullalifeasyoudo.StepTwo:Studyingthe“theInfinitive一．概念：不定式是動(dòng)詞的一種非限定形式,由“to+動(dòng)詞原形”(否定notto動(dòng)詞原形)構(gòu)成,沒有人稱和數(shù)的變化,在句中不能獨(dú)立作謂語(yǔ).但不定式具有名詞、形容詞和副詞的特征，在句中可以作主語(yǔ)、賓語(yǔ)、賓語(yǔ)補(bǔ)足語(yǔ)、表語(yǔ)、定語(yǔ)、狀語(yǔ)等。二.時(shí)態(tài)與語(yǔ)態(tài)

主動(dòng)語(yǔ)態(tài)被動(dòng)語(yǔ)態(tài)一般式todotobedone進(jìn)行式tobedoing

完成式tohavedone

tohavebeendone完成進(jìn)行式tohavebeendoing三.用法/功能(1)不定式做主語(yǔ)不定式做主語(yǔ)一般表示具體的某次動(dòng)作。

Tocompletethe30storiedbuildinginoneyearwasquiteadifficultdothatimpliestakingresponsibility.

當(dāng)主語(yǔ)較長(zhǎng)，謂語(yǔ)較短時(shí)，常用it做形式主語(yǔ)，而將不定式放到謂語(yǔ)的后面。Itisimportantformodernyoungpeopletomasteratleasttwoforeignlanguages.It做形式主語(yǔ)，不定式放在謂語(yǔ)動(dòng)詞之后常用于下列結(jié)構(gòu)中：

a)Itis＋形容詞(easy,important,difficult,foolish,inconvenient,unnecessary,right,wrong...)＋(for/ofsb.)＋不定式

ItisessentialtoreserveatableinadvanceofChristmasEve.

Itisnoteasytocatchfishwithyourhandsonly.

ItisimportantforusyoungpeopletolearnEnglishandmasterit.b)Itis＋名詞(apleasure,apity,one'sduty,anhonor,ashame,noeasyjob...)＋不定式

Itisawasteoftimetoreadthatkindofbook.

Itisapitytohavetogowithouther.

c)Ittakes(sb.)sometime(hours,months,days,alotoftime,patience...)＋不定式

IttakesmethreehourstolearnEnglisheachday.

Ittookthemhalfthenighttogethomeinthesnow.(2)不定式作表語(yǔ)不定式作表語(yǔ)常表示將來的動(dòng)作，主語(yǔ)常常是表示意向、打算、計(jì)劃的詞，如wish,idea,task,purpose,duty,job等。

Themostimportantthingforone'shealthistohaveplentyofexercise.

WhatIwantedwastogettheworkdoneasquicklyaspossible.3)不定式作賓語(yǔ)不定式常在下列動(dòng)詞后面作賓語(yǔ)：

afford,agree,apply,arrange,ask,attempt,beg,begin,choose,claim,demand,decide,desire,determine,

expect,fail,hope,hesitate,hate,intend,learn,like,manage,mean,offer,plan,preparepretend,promise,refuse,seek,want等。

Iwanttogohome.Theworkersdemandedtogetbetterpay.不定式作賓語(yǔ)還常用在下面結(jié)構(gòu)中:主語(yǔ)＋動(dòng)詞＋it＋形容詞＋不定式。

Wefounditimpossibletogeteverythingreadyintime.IthinkitimportanttolearnEnglishwellincollege.使用這種句型的常見動(dòng)詞有：believe,consider,declare,feel,find,guess,imagine,prove,realize,suppose,think,等。(4)賓語(yǔ)補(bǔ)足語(yǔ)常帶to的不定式做賓語(yǔ)補(bǔ)足語(yǔ)的動(dòng)詞有:ask,beg,prefer,help,promise,wish,want,expect,permit,request,allow,command,tell,invite,cause,encourae,warn,advise,persuade,force,order,remind,teach,等.Heaskedyoutocallhimatteno'clock.

ThenoteremindsmetobecarefulwhateverIdo.

I'dneverallowmychildrentobehavelikethat.JimtoldLiMingtogivehisbestwishestoeverybody.Fatherwillnotallowustoplayonthestreet.Mybrotheraskedmetocleantheroomwithhim.注意：當(dāng)不定式放在下列動(dòng)詞后面作賓語(yǔ)補(bǔ)語(yǔ)時(shí)，不定式不帶to。常用口訣如下：五看三室（使）兩廳（聽）一感覺五看:watch;observe;lookat;see;notice三使:make;let;have二聽:listento;hear一感覺:feelWheneversomethingiswrongwithyou,pleasedoletmeknow.

IwillhavethestudentswriteapassageaboutInternet.

Itseemedsolongbeforeheheardthestonehitthewater.注意：在主動(dòng)語(yǔ)態(tài)中,make,let,hear,see,watch,notice等詞,其后跟省略to的動(dòng)詞不定式(動(dòng)詞原形),在變?yōu)楸粍?dòng)語(yǔ)態(tài)時(shí),必須還原動(dòng)詞不定式符號(hào)to.如:Weheardhimsingthissongintheroom.Hewasheardtosingthissongintheroom.⑸不定式作定語(yǔ)不定式有時(shí)起形容詞作用修飾名詞或代詞，在句中擔(dān)任定語(yǔ)。不定式作定語(yǔ)時(shí)，它的位置在它所修飾的名詞或代詞之后。Haveyougotanythingtosay？AretheremanyplacestoseeinLondon？Ihavesomebookstogiveyou.TheywerethefirsttocometoChina.Sheisthelasttocome.注意①：不定式修飾something，anything，nothing時(shí)，放置在它們的后面。注意②如果不定式是不及物動(dòng)詞，或者不定式所修飾的名詞或代詞是不定式動(dòng)作的地點(diǎn)、工具等，不定式后面就應(yīng)有必要的介詞。Theyhavealotofthingstotalkabout.（talk是不及物動(dòng)詞，必須加上介詞about）Heislookingforaroomtolivein.（live是不及物動(dòng)詞，必須加上介詞in；同時(shí)room是不定式live這一動(dòng)作的地點(diǎn)，也必須加上in，否則tolivetheroom是不成立的，只能是toliveintheroom）Thereisnothingtoworryabout.⑸不定式作狀語(yǔ)不定式在句子中擔(dān)任狀語(yǔ)，表示目的、原因和結(jié)果。①表目的做目的狀語(yǔ)，常用的結(jié)構(gòu)：todo;inordertodo,soastodo,so/such…astodo,etc.Icomeheretosaygood-byetoyou.②表原因不定式可以在glad，happy之類表達(dá)感情的形容詞后面來修飾該形容詞表示“因?yàn)椤钡囊馑肌amgladtobehere.我很高興能在這里。Iamsorrytotroubleyou.很抱歉給你添麻煩。③做結(jié)果狀語(yǔ)常與副詞only,enough或too連用。Hestudiedhardonlytofailtheexam.Heisoldenoughtogotoschool.四、不定式的否定結(jié)構(gòu)不定式的否定結(jié)構(gòu)多由：“not+不定式”構(gòu)成，否定副詞not,never,seldom,hardly等要置于to前。Pleasetellyourchildnottoplayinthestreet.Shecheckedthenamessoasnottomakemistakes.三、不定式的時(shí)態(tài)②完成時(shí)表示的動(dòng)作發(fā)生在謂語(yǔ)動(dòng)詞表示的動(dòng)作之前。三、不定式的時(shí)態(tài)：（1）一般時(shí)表示的動(dòng)作，有時(shí)與謂語(yǔ)動(dòng)詞表示的動(dòng)作同時(shí)發(fā)生，有時(shí)發(fā)生在謂語(yǔ)動(dòng)詞表示的動(dòng)作之后。Heseemstoknowthis.他似乎知道這事。Ihopetoseeyouagain.我希望再見到你。（2）完成時(shí)表示的動(dòng)作發(fā)生在謂語(yǔ)動(dòng)詞表示的動(dòng)作之前。很抱歉給了你這么多麻煩。Ex.I’msorrytohavegivenyousomuchtrouble.(3)一般進(jìn)行時(shí)表示的動(dòng)作正在進(jìn)行，與謂語(yǔ)動(dòng)詞表示的動(dòng)作同時(shí)發(fā)生。Ex.他好象正在吃什么東西。Heseemstobeeatingsomething.（4）完成進(jìn)行時(shí)表示的動(dòng)作從過去開始并延續(xù)至說話的時(shí)候。據(jù)說她研究這問題有好多年了。Sheissaidtohavebeenworkingontheproblemformanyyears.Stepthree:PracticeAskstudentstofillintheblankswithcorrectformofthewordsinthebox(Page4).Suggestedanswers:disabilitieseyesightindependentambitionfellowencouragementbeneficialmottoSs’activity:通過文章所提供的語(yǔ)境使學(xué)生進(jìn)一步理解一些詞和短語(yǔ)的基本用法，并且讓學(xué)生們了解張海迪的有關(guān)知識(shí)。Stepfive:consolidationAskSstoanswereachquestionbyusingthecorrectnewwordsorphraseinsevalminutes.Ss’activity: Toconsolidateyourlearningofthewordsorphraseoftheunit.Suggestedanswers:adaptionannoyedstupidinatankamicroscopedrumoutofbreathinotherwordsmakefunofclumsyStepfive:HomeworkAskSstorewritethesentencesonthepassivevoiceusingtheinfinitiveformoftheverb.AskSstoreviewtheusageoftheinfinitive.教學(xué)設(shè)計(jì)Period4Usinglanguage：Listeningandspeaking.Teachingaims：1)newwordsandexpressionshandkerchiefassistancecompanionlattercongratulategraduationcertificateallthebestcongratulationsWelldone2)TrainSs’listeningability Focus：ThispassagemainlytalkedaboutBarryMintowhohasjustmadeasuccessfulclimbofMountKilimanjaroinAfrica.Teachingcontents:UsinglanguageTeachingImportantPoints:1)TrainSs’listeningability2)TrainSs’speakingabilityTeachingDifficultPoints:HowtohelpimproveSs‘slisteningabilityTeachingmethods:1)Watch-and-listenactivity2)Question-and-answeractivityteachingmethod3)Freediscussionmethod4)PairworkorindividualworkmethodTeachingaids:1)themultimediaamulti-functionalcomputer2)theblackboard3)aprojector4)ataperecorderTeachingProcedures:Stepone.WarmingupT:DoyouknowaboutMountKilimanjaroinAfrica?Ss:T:Howdifficultytheywouldfindtocilmbthemountain?Ss:T:LookatsomepicturesofMountKilimanjaroandtalkaboutit.NowwearegoingtoheararadiointerviewwithsomenewhohasrecentlyclimbedMtKilimanjaro.Steptwo:ListeningListentothepassageandtickthestatementsthataretrue.AfterlisteningtothepassageaskSstoreadtheiranswers.Suggestedanswers:TFTFFStepthree:ListeningonceagainAskSstoListenagainforthefactsneededtocompletethenotesbelow.AndaskSstoreadanswersinclass.Suggestedanswers:Ageoftheblindandweak-sightedclimbers16-19Ageofthesightedcompanions25-45HeightofMountKilimanjaro59000metersNumberinthedisabledgroup12Numberofthedisabledwhoreachedthetopofmountain9Numberinthesightedgroup15Numberofthesightedwhoreachedthetop7Numberofdaystoclimbthemountain5Numberofdaystocomedown2Stepfour:Discussion學(xué)生活動(dòng)：討論兩個(gè)問題(open)。Whatproblemsdoyouthinktheblindandweak-sightedclimbersmighthavehad?Inwhatwaydoyouthinkthesightedclimbershelpedthem?Stepfive:Listeningforexercise4AskSstofocusonthepartoftheconversationwheretheinterviewercongratulatesBarryonhisachievement.PlaytherelevantpartofthetapeagainandgiveSstimetowriteanswers.Checkanswers:1)welldone.2)howdeterminedtheblindclimberswere.3)We’reveryproudofourseves.4)youshouldbe.5)Iwishyoueverysuccessinthefuture,Barry.Stepsix:ActivityAskSstocreatedialoguesforthefollowingsituationswiththeirparterns.Usetheexpressionsinthebox.Inthispartyou’dbetterasksevalgroupstopracticeinclass.Sampledialogue:A:Thisletterhasjustarrived.It’saboutmyexam.B:Well,openit.A:ItsaysthatI’vepassed!B:’swonderful.Stepfive:Homework1)AskSstomakeupsomenewsituationslikethoseinexercise5.2)AskSstofinishofftheexercisesonpage46＆47intheworkbook.教學(xué)設(shè)計(jì)Period5Usinglanguage：ReadingandwritingtaskTeachingaims：1.newwordsandexpressionsArchitectbasementelderelderlydignityaccessiblebareSs’readingability2.Enablethestudentstowritealetter..Teachingcontents:AlettertoanarchitectTeachingImportantPoints:1)TrainSs’fastreadingability2)TrainSs’speakingabilityTeachingDifficultPoints:HowtohelpimproveSs‘sfastreadingabilityTeachingmethods:1)groupdiscussionandobserving2)Question-and-answeractivityteachingmethodTeachingaids:amulti-functionalcomputerTeachingAids:1)themultimedia2)theblackboard3)ataperecorderTeachingProcedures:Stepone.WarmingupLookatthepictures.Discusstheproblemsthatpeoplewithwalkingdifficultiessometimeshaveinacinema.學(xué)生活動(dòng)：根據(jù)圖片行走困難的人在電影院可能遇到的問題。以小組的形式展開討論。Steptwo:FastreadingReadtheletterasquicklyastheycan.ThenshowthequestionsonthescreenandletSsanswerafterreading:1)Whatisthepurposeofthefirstparagraphoftheletter?2)Whydoyouthinkthewriterhasnumberedhersuggestionsanduseditalics?3)Whatisthepurposeofthelastparagraph?4)Canyouthinkofanyotherthingsthatthecinemacoulddotomakeitaccessibletodisabledpeople?Suggestedanswers:1)Totellthereaderthepurposeoftheletter.2)Toorganizetheideasandtomakeiteasierforthereadertounderstandandrememberfivesuggestions3)Tofinishtheletterinapolitewayandtoputforwardsomereasonswhythearchitectshouldconsiderthewriter’ssuggestions.4)Rampsinsteadofstairsinthecinema,suitablescreenonthesideofthemainscreenforpeoplewhoarecompletelydeaf,handrailstohelppeopleclimbuptothehighestseats.Stepthree：IntensivereadingReadthepassagecarefullyagainandanswersomedetailedquestionsonthescreen.1.Whatdoes“hearing–impaired”mean?A.耳聾的B.耳鳴的C.耳障的D.耳聰?shù)?.Thewriterwrotetheletterto_____thearchitectofthedisabledtherightsofthedisabledtheattitudeofbeingtreatedequallytotheable-bodiedpeopleofabove3.FromthetextweknowthatAliceMajoradvisedthearchitecttoconsider___things.B.threeC.fourD.fiveofthefollowingisnottrue?A.Thebuttonsintheliftshouldbeeasyforpeopleinwheelchairstoreach.B.Thereshouldbeearphonesbesidesomeseatsinaspecialarea.C.Thereshouldbetoiletsforthedisabledneartheentrancetothecinema.D.Thereshouldbecarparkingspacesforthedisabledandelderly.5.Iftheliftsareatthebackofthecinemaincold,unattractiveareas,thiswillmakedisabledpeoplefeeltheyare___othercustomers.importantthanB.LessimportantthanasimportantasD.AsimportantasFocus:Itisalsocalleddepthreadingorstudyreading.Itmeansreadingfordetailedinformation.Ss’activity：AskSstoreadthetextcarefullyandchoosethebestanswerSuggestedanswers:DDDABStepDisscussingroupshowaccessibleyourcommunityisforpeoplewithdiscusswaysinwhichyourcommunitycouldbemademoreaccessiblefordisabledpeople.Stepfive:WritingtaskWritealettertothearchitectofanewbuilding(egasupermarketoratrainstation)tobeconstructedinyourarea.Suggestwaystomakeitmoreaccessibleforpeoplewithdisabilities.Stepfive:HomeworkWriteanarticleaboutZhangYuncheng(in150words).教學(xué)設(shè)計(jì)Period6RevisionTeachingaims：1.Toenablethestudentstomasterwhattheylearnedinthisunit.2.Togivethemafurthertestaboutthegrammartheylearnedinthisunit.Focus：Afurtherdirectiononwritingatitlerelatedtodisabilities.Teachingmethods:1)groupdiscussionandobserving2)Question-and-answeractivityteachingmethodTeachingaids:amulti-functionalcomputerlectureTeachingsteps:Stepone.WarmingupT:Atthebeginningoftheclass,let'