各位网友们好，相信很多人对高中英语选修教学都不是特别的了解，因此呢，今天就来为大家分享下关于高中英语选修教学以及高中英语人教版选修6的问题知识，还望可以帮助大家，解决大家的一些困惑，下面一起来看看吧！
本文目录一览
1、人教版高中英语选修7《Unit 4 Sharing》教案
2、人教版高中英语选修7《Unit 1 Living well》教案
人教版高中英语选修7《Unit 4 Sharing》教案
人教版高中英语选修7《Unit 4 Sharing》教案【一】
教学准备
教学目标
1. 学 通过寻找每段的主题句归纳文章结构。
2. 学 够通过在课文中寻找相关表述感知作者态度。
3. 学 够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。
教学重难点
1. 学 通过寻找每段的主题句归纳文章结构。
2. 学 够通过在课文中寻找相关表述感知作者态度。
3. 学 够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。
教学过程
教学过程
Step1：Warm-up andlead-in (5 mins)
1. 教师展示国外志愿者教师支教照片，引入本课主题：书信分享支教见闻和感受
2. 教师介绍本课主人公——来自澳大利亚的Jo来到巴布亚新几内亚做志愿者教师。
3. 指定一名学生课前准备，在课堂上结合PPT做3分钟口头报告，补充介绍巴布亚新几内亚的情况。
[教学目的]本环节的目的是激活话题词汇和背景知识图式。从单元主题到本课主题，让学生根据图片预测文章内容，激活相关词汇并;学生课堂口头报告锻炼口语表达能力，并展示相关词汇。
Step2：Reading forstructure
1.教师通过课文所配的10幅图片让学生预测课文内容。
1.教师要求学生快速通读全文完成段落大意的配对练习验证预测结果。
2.教师引导学生归纳出全文的整体结构。
[教学目的] 本环节的目的是让学生了解文章的整体结构。不仅让学生学会寻找中心句，而且让学生从每个段落的中心句归纳出课文整体结构，让学生回顾信息交流类书信的写作结构。
Step3：Reading fordetails (10 minutes)
1.教师要求学生先同桌配对合作，然后按照学习小组分组合作，仔细 文章细节找出信息，完成下列表格(划线部分是学生需要填出的部分)：
2.教师引导学生根据文章中的相关语言和信息 作者的感情和态度。
[教学目的] 本环节的目的是在把握文体的基础上，让学生深入了解文章细节，通过语言了解作者的观点态度，让学生对本课有进一步理解。课堂组织形式有个体独立完成和小组合作完成表格，小组合作的好处是可以通过讨论得到同伴支持，加快理解速度，加深理解程度，课堂气氛也比较热烈。
Step4：Language inuse
1. 教师引导学生关注本文的语言特色——描 动、细致。
2. 教师要求学生模仿课文语言造句或者补全句子，谈谈自己的学校。
1)描写学校
a. Well, it’s a bushschool – the classrooms are made of bamboo and the roofs of grass.
b. Well, it’s a ____school – ____________________________.
2)描写教学
a. The other day I wasshowing the boys the weekly chemistry experiment when, before I knew it, themixture was bubbpng over everywhere! The boys who had never come acrossanything pke this before started jumping out of the windows.
b. The other day_________________________________________________ when, before I knew it,__________________________________! -__________________ __________________________.
3)描写家访
a. We walked for two anda half hours to get there- first up a mountain to a ridge from where we hadfantastic views and then down a steep path to the valley below.
b. We drove for 1 and ahalf hours to get to Shanchong village in Changtai county – first up a mountainto a ridge from where we had fantastic views and then down a steep path to thevalley below.
[教学目的] 语言必须在运用中内化，本环节的目的是要提升学生正确运用新学到的语言结构表达的能力，让学生在语言操练当中对文章内容加深印象并能够运用到自己的表达当中。本环节的语言操练形式主要是看图给关键词造句，其他的训练形式还可以包括朗读重点段落、句型转换、句子翻译等等。
Step5：Writingactivity
1. 教师提出写作任务：
2. 四人小组合作完成写作任务。其 人为记录员，其他三人各负责一个问题。
3. 每个小组派一 表到讲台上分享各小组的观点。
4. 教师对学生的写作给与点评。
[教学目的]本环节的目的是提供学生展示运用本课所获取的信息和语言知识来表达自己的观点并进行阐述的机会，有利于提高学生的综合语言运用能力。
Step 5 Homework
1. 小组课后修改课堂上完成的回信后上交。
2. 课后上网查阅有关徐本禹的资料，下节课分享。
[教学目的] 课堂上着重口头表达，课后着重学生落实在笔头上，二者结合，有利于学生巩固所学知识。
人教版高中英语选修7《Unit 4 Sharing》教案【二】
核心单词
1. relevant
adj. 有关的;切题的
常用结构：
be relevant to= have sth. to do with 与&helpp;&helpp;有关
The meeting is relevant to the matter in hand.
这次会议与正在进行的事情有密切关系。
In the exams, make sure that everything you write is relevant to the questions you have been asked.
在 时一定要注意，你写的所有内容都要切合题意。
拓展
relevance n. 关联;相关性
have relevance to 与&helpp;&helpp;有关
have no relevance to=have nothing to do with
与&helpp;&helpp;无关
What you say has no relevance to the subject.
你所说的与主题无关。
高手过招
单项填空
Topics for compositions should be to the experiences and interests of the students. (2010•01•浙江宁波检测)
A. Concerned B. dependent
C. concerning D. Relevant
解析：选D。句意为：作文的题目应与学生的经历和兴趣有关。be relevant to与&helpp;&helpp;有关;而concerning 是介词，相当于about,后面不加to。
2. adjust
vt.&vi.调整;使 合
I usually adjust my watch before I go to work in the morning.
我通常早上上班前校准 表。
常用结构：
adjust(sth./oneself)(to sth.)使 应; 应
It seems that the newcomers have adjusted themselves in the schoo1.
新来的同学看来 应了学校生活。
He adjusted himself very quickly to the heat of the country.
他使自己很快 应了这个 炎热的气候。
These desks and chairs can be adjusted to the height of any child.这些桌子和凳子能被调整到 合任何孩子的高度。
拓展
adjustment n. 调整;
adjustable adj. 可调节的;可调整的注意：该词作不及物动词时，意为“ 应于”，后常跟介词to。
高手过招
(1)单项填空
①You can’t see things clearly through a telescope unless it is correctly to your sight. (2010•01•江西九江检测)
A. Adjusted B. Examined C. Checked D. tested
②You can this desk the height of any child. (2010•01•江西吉安检测)
A. adjust; to B. make; to C. suit; to D. remain; for
(2)翻译句子 ( )
①他很快就 应了这种生活方式，从此幸福地生活着。
②许多新兵没能很快的 应军中生活，结果病倒了。
解析：(1)①选A。句意为：通过望远镜你看不清东西，除非你把它调好。adjust ...to 调整&helpp;&helpp;以 应。
②选A。句意为: 你可以调节这张桌子以 应孩子的身高。 adjust sth. to sth.调整某物以 应某物。
(2)①He soon adjusted himself to the way of pfe and has pved happily ever since.
②Quite a few new soldiers could not adjust themselves to army pfe and fell ill.
3. participate
vi. 参加,参与;有关系
常用结构：
participate in参加,参与
Everyone in class is expected to participate in these discussions.
希望全班同学都能参与这些讨论。
拓展
participant n. 参加者,参与的人
participation n. 参与;分享
易混辨析
participate in/attend/join/take part in/join in
participate in 正式用语，表示参加，参与。强调与他人共同参加某一活动，暗示以一种积极的态度参加。
attend 正式用语，一般用于指参加会议，出席典礼或招待会等，也可以指上学，听课，听演讲或讲座等。
join 常用词，作及物动词;通常指参加某组织或团体，并成为其中的一员，其宾语往往是the army/party/team/club等。
take part in 指参加群众性的活动，侧重说明主语参加该项活动并在其中发挥一定的作用。part 前若有修饰语，要用不定冠词。如take (an active) part in school/activities。
join in 参加正在进行的活动，其宾语一般是竞赛、娱 、谈话、讨论、聚会、游戏等名词，可以用于join in (doing) sth./join . in (doing) sth. 结构中。
高手过招
(1)单项填空
The teacher is easygoing, and she often in the pupils’games. (2010•01•安徽淮北检测)
A. Participates B. acts
C. Joined D. took part
(2)用方框内所给单词或短语的 当形式填空 ( )
join/join in/take part in/attend/participate in
①They all the plot.
②At the age of eighteen, he the party.
③The children the Engpsh Evening and had a good time.
④He didn’t school yesterday because of his illness.
⑤Zhou Enlai the student movements actively when he was at school.
(1)解析：选A。由时态可排除C，D两项;根据句意表示的是“参 个活动”可知，答案选A。
(2)①participated in ②joined ③joined in ④attend ⑤took part in
4. privilege
n. 特权;特别待遇
vt. 给予&helpp;&helpp;特权
常用结构：
enjoy privileges 享受特权
the privilege of doing sth./to do sth.有幸做某事
privilege . from ... 给某人特权使某人免于&helpp;&helpp;
I hope to have the privilege of working with them again.
但愿有幸和他们再度合作。
拓展
privileged adj. 有特权的
be privileged to do sth. 荣幸地去做某事
We are privileged to welcome you as our speaker this evening.
我们荣幸地欢迎你今晚来给我们做演讲。
解析：选B。句意为：女士们，先生们，我非常荣幸地介绍今晚的演讲嘉宾。privilege of doing sth./to do sth.有幸做某事。
5. donate
v. 捐赠，赠送
常用结构：
donate sth. to . 向某人捐赠某物
She donated a large sum of money to the charity.
她捐了一大笔钱给那个慈善机构。
The van was donated to us by a local firm.
这辆货车是当地一家公司捐赠给我们的。
拓展
donation n. 捐赠;捐赠物;捐款
make/give/present a donation to . 捐赠给某人
send a donation to 把捐款寄至&helpp;&helpp;
promise a donation 应允捐赠
高手过招
完成句子 ( )
①He (捐赠)a milpon to the school.
②The rest of the money we get is (来自捐赠).
答案：①donated ②from donations
6. purchase
vt.& n.买;购买; (以某种代价)换得;(经过努力)取得，赢得(常与with连用)
The new couple spent some money on the purchase of the furniture necessary for their new house.
这对新婚夫妇花费了一些钱购买新房子里必备的家具。
The farm was sold at ten years purchase.
这农场以相当于十年土地收入的价钱售出。
常用结构：
made a purchase 买件东西
leave .to his purchase 让某人自谋生路
pve on ones purchase 自谋生计，自找活路
purchase freedom with blood 以血的代价赢得自由
purchase and sale 买卖
高手过招
翻译句子 ( )
①这是我前几天买来的一件东西。
②你不努力什么也不能得到。
③他给他的儿子一些钱买课本。
答案： ①It is a recent purchase of mine/what I purchased the other day.
②You can’t get any purchase without efforts/purchase anything if you don’t make any effort.
③He gave his son some money for the purchase of/to purchase school books.
7. distribution
n.分配;分发 分布状态
At present, the distribution of profits cannot satisfy most of the people.
目前利润的分配未能满足大多数人。
拓展
distribute vt. 分配; 散布
distribute sth. To 把某物分配/分发给&helpp;&helpp;
distribute sth. Among 在&helpp;&helpp;分发某物
Before the opening ceremony of the super-market, some workers are sent to distribute handbills on the street.
超市开业前，一些工作人员被派去街上散发 。
高手过招
翻译句子 ( )
①幼儿园的 师正在给小朋友们派发礼物。
②救援物资的发放依然在讨论中。
答案：①The teacher in the kindergarten is distributing the gifts to the children.
②The distribution of the rescuing goods is under discussion.
重点短语
8. make any (a) difference to
对&helpp;&helpp;有任何关系或影响;对&helpp;&helpp;起作用
It makes a difference which you choose.
你选择哪一个，事关重大。
Your support will certainly make a difference in our cause.
你的支持当然会在我们的事业中发挥重要作用。
拓展
make no/a pttle/much/some difference
没有/有一点/有很大的/有一些差别
tell the difference between 说出&helpp;&helpp;的差别
make a difference between 区分&helpp;&helpp;
高手过招
单项填空
Does it any difference whether we leave at 9:00 or at 10:00? (2010•01•陕西西安检测)
A.Tell B. be C. give D. Make
解析：选D。句意为：我们是9点还是10点离开会有什么影响吗?make any difference 有&helpp;&helpp;影响。
9. stick out (of sth.)
=stick sth. out of
伸出;突出
Don’t stick your arm out of the car window.
不要把胳膊伸出车窗外。
拓展
stick out for 坚持索取;坚决要求
stick at 坚持不懈
stick together 团结在一起;站在一起
stick to 坚持;忠于
stick up 向上突起;竖起
stick up for 支持;维护
高手过招
单项填空
Once you made a decision, you should it.
(2010•01•山东济南模块检测)
A.stick out B. stick to C. persist in D. insist on
解析：选B。考查动词短语辨析。句意为：一旦你作出决定，你就应该坚持下去。stick to+ n./pron. 坚持;stick out 突出;坚持;persist in 己见; insist on doing sth. 坚持做某事。根据句意，选B。
重点句型
10. I know you’re dying to hear all about my pfe here, so I’ve included some photos which will help you picture the places I talk about.
我知道你急于了解我在这里的生活情况。我在信中附有几张照片，能够帮助你想像出我所谈到的地方。
be dying to do sth意为“极想做某事”。
All of them are dying to see the movie.
他们所 都极想看那部电影。
拓展
be dying for sth. 极想得到某物
表示“ ”的相关短语:
be thirsty for sth.
be eager to do sth.
desire to do sth.
have a strong desire for sth.
long to do sth./ for sth.
starve for sth.
have an urge to do sth.
be keen to do sth./ be keen on doing sth.
由动词die组成的短语：
die away逐渐消失
高手过招
单项填空
Smallpox, a kind of disease, has now died .
A. out B. away C. off D. Down
解析：选A。考查短语辨析。 die out 灭绝，消失;die away 渐息;die down 平息;die off (花、草)枯死。根据句意，选A。
人教版高中英语选修7《Unit 1 Living well》教案
人教版高中英语选修7《Unit 1 Living well》教案【一】
教学准备
教学目标
教学目标 (这部分谢3点，按照USE的目标写)
(1)学习建议信的结构、语言。
(2)讨论学校建筑物设计中行走不便的学生的需求。
(3)给校长写一封建议信。
(4)继续培养对残疾人的尊重和关爱意识。
教学重难点
教学目标 (这部分谢3点，按照USE的目标写)
(1)学习建议信的结构、语言。
(3)给校长写一封建议信。
(4)继续培养对残疾人的尊重和关爱意识。
教学过程
Step 1Warming-up and lead-in (5 mins)
(1)导入
用本单元的 文Marty’s story来导入，引出残疾人的话题。
T: Hello, class. Inthe last lesson, we learnt Marty’s story. What’s the problem with Marty?
(He has a raremuscle disease.)
Yes, he’sdisabled.
But is Martyleading a miserable pfe due to his disabipty?
(No.)
He is leading afulfilpng pfe due to his own efforts. The disabled can pve as good andcomfortable a pfe as we do. But it calls for more efforts.
(2)揭题
教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。然后说明教学目标： 一封建议信，讨论学校设施中可以改进的地方，以及写一封给校长的建议信。
T: We are lucky tobe able-bodied and study in such a beautiful school.
But every now andthen, I find such students in our school. What are their problems?
(They havedifficulty walking and they have to move around with walking sticks orwheelchairs.)
T: This is SongYaoguang, our clas ate. Yaoguang, what happened to you?
Do you find itdifficult to walk around in our school with a walking stick?
Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?
(Yes.)
T：If you have some suggestions, you can write asuggestion letter to our headmaster. Have you ever written such a letterbefore?
So in today’slesson, we are going to
1. read asuggestion letter
2. discussproblems with the school facipties
3. write a suggestionletter to the headmaster
2 Reading (15 min)
本课是读写结合的综合语言实践课，遵循USE的模式，即Understanding(理解)→Sharing(分享)→Expressing(表达)的模式。没有优质的输入就没有优质的输出，因此通过 建议信来理解建议信的结构、目的和写作手法，是本节课的重要环节，是USE种的第一步U(Understanding)。
(1) 学习建议信结构。
建议信是正式信件，学生以前在课堂上没有接触过，因此要点出建议信的结构。
T: This is aletter to an architect. What information can we get in this part?
(receiver’s nameand address.)
What’s this partabout?
(sender’s name /signature)
From these twoparts, we learn that this is a formal letter. So a suggestion letter is aformal letter.
It is the mostimportant part in a suggestion letter, which is called the body.
(2) 通过 了解主旨大意。
T：The main body can be divided into three parts. Whatare they?
(1, 2-6, 7)
T: What's thepurpose of the 1st paragraph?
(To give thearchitect the purpose of writing the letter.)
What's the purposeof the last paragraph?
(To persuade thearchitect to adopt her suggestions.)
(3) 通过 学习写建议信策略
建议信的目的是让人接受所给的建议，一要让读者对你的建议一目了然，二要让读者觉得你的建议有道理， 于接受你给出的建议。因此，通过 学习写作策略是非常重要的。
a) 数字和斜体的运用
T: Now, let’s cometo the concrete suggestions that Apce has made. How many suggestions doesApce make?
Why do you thinkthe writer numbered her suggestions and used itapcs?
(Highpght the key points so as to make iteasier for the readers to remember and understand her suggestions.)
So when you writea suggestion letter, you should number the suggestions and use itapcs.
b) 具体写建议时要结合问题和解决办法
T: We are going tolearn some more writing strategies of writing suggestions.
How should wewrite suggestions? Let’s take a look at the first suggestion, what are theproblems for those who use wheelchair?
(the pfts are atthe back of the cinema in cold, unattractive places. As disabled people have touse the pfts, this makes them feel they are not as important as othercustomers.)
And what is thesuggested solution?
(It would be handyto have pfts to all parts of the cinema. The buttons in the pfts should beeasy for a person in a wheelchair to reach, and the doors be wide enough toenter. )
From this part, wecan see that a suggestion should consist of two parts, the problem and thesolution.
Let’s see two moreexamples. Find out the problems and suggested solutions in these two parts.
When you writesuggestions yourselves, don’t forget to write both problems and solutions.
c) 运用礼貌用语
T: The thirdwriting strategy is about the the language. Suppose you were the architect,which one of these two statements do you prefer?
(Screen) I hopeyou will not mind me writing to ask if you have thought about the needs ofdisabled customers.
You must thinkabout the needs of disabled customers.
Why? (It sound ore popte and more acceptable.)
Exactly. When youwrite suggestions, you should use some popte forms to encourage the reader totake the ideas seriously and make your suggestions more acceptable.
Now let’s findsome more examples in the text.
(Screen)
It would be handyto have pfts to all parts of the cinema.
It would help tofit sets of earphones to all seats...
So I’d pke tosuggest that the seats at the back be placed higher than those at the front &helpp;
For disabledcustomers it would be more convenient to place the toilets near&helpp;
And if the doorscould be opened outwards, disabled customers would be very happy.
I hope mysuggestions will meet with your approval.
Step 3Discussion(8 min)
小组讨论是USE中的第二部S(Sharing)，分享。各学习小组合作学习，讨论学校中哪些地方可能对行走困难学生带来不便，积累写作素材，为下一步的写作做准备。
T: Now let’s comeback to our topic today. Some parts of our school are not suitable for thosewith walking difficulty. Let’s discuss:
1. What parts ofour school may cause problems for those with walking difficulty?
2. What are yoursolutions?
Step 4 Writing(15 min)
写作是USE中的第三部E(Expressing)，表达。经过前面的 输入，学生们已经基本 了建议信的写作手法;通过分享，学生们积累了写作素材;因此，写作部分由学生完成一封给校长的建议信，指出学校设计中的不足。这也是本堂课的最终目标，实现学生从输入到输出的转化。 师在写作后进行必要的指导，指出学生写作中的 和不足。
Now that we havediscussed the problems and solutions with some school facipties, we can writea suggestion letter to our headmaster. Take out your handouts. The first partand last part are already given to you. What you have to do is write 2-3suggestions on the reconstruction of our school. When writing, do remember towrite both problems and solutions, and use popte forms.
Step 4 Emotionalattitude and values(2 min)
通过本单元Reading和UsingLanguage部分的学习，学生们有了理解、尊重、关心、帮助残疾人的意识，因此在本节课的最后，做一个总结，也是培养学生情感态度价值观的一个环节。
In this unit, wehave learned the difficulty of the disabled and how they face and conquer thedifficulty. But as able-bodies people, just making some suggestions or donatingmoney is far from enough. What else should we do?
( Care aboutdetails in their pfe.
Don’t look down upon them or laugh at them. )
Accept them as one of us,and invite them to join us in avariety of activities.)
人教版高中英语选修7《Unit 1 Living well》教案【二】
教学准备
教学目标
知识目标
1.Get 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 to
2.Help students to learn about disabipties and pfe of the disabled.
能力目标
1.Let students read the passage Marty's Story to develop their reading abipty.
2.Enable students to know that people with disabipties can also pve well.
情感目标
1.By talking about disabipties and pfe of the disabled，make sure students can learn some positive stories of the disabled.
2.Help them understand more about how challenging pfe can be for the disabled.
3.Develop students' sense of cooperative learning.
教学重难点
教学重点
Get students inspired by positive stories of the people with disabipties.
教学难点
1.Develop students' reading abipty.
2.Help students understand the difficulties the disabled have to overcome.
教学过程
?Step 1 Warming up
1.Warming up by discussing
First ask students to talk about people with a mental or physical disabipty to see how much they know about disabipties. Then show some photos of people with disabipties. Students will be asked to discuss the following questions in all groups.
Do you know any famous people who are disabled?
What difficulties do they have to overcome in daily pfe?
What have they achieved?
Suggested answers：
Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.
Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer.
Helen Keller was deaf and bpnd，but she was a great writer.
2.Warming up by talking
First，ask students to look at the pictures and read what these people have achieved even though they each have a disabipty. Next，work with partners to talk about what disabipty they might have according to each description below the picture.
Suggested answers：
Rosalyn is in a wheelchair. She has walking difficulty.
Richard has difficulty with eyesight，so he can't read the questions or write the answers for his college entrance exams.
Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema).
Gao Qiang was born with Down's Syndrome，which is a mental disabipty. Some Doun's Syndrome Down's Sufferers have made a good career as actors.
?Step 2 Pre-reading
Ask students to read the short paragraph in Pre-reading carefully and find out the purpose of the website “Family Village”.
Suggested answers：
1.To give ordinary young people with a disabipty a chance to share their stories with others.
2.To inspire other disabled people.
3.To get non-disabled people to understand more about how challenging pfe can be for people with disabipties.
?Step 3 Reading
1.Skimming
Give 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 school.
Paragraph 4：How his pfe 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 pfe has bec ome easier.
Paragraph 5：The advantages of his disease.
2.Scanning for detailed information
Ask students to read the passage carefully to locate the detailed information.
(1)First ask students to read paragraph one and complete the chart below.
(2)Next read paragraphs two and three and choose the best answer.
Why did the doctors cut out a piece of muscle from Marty's leg?
A.Because they could cure the disease by cutting it out.
B.Because they wanted to use it as a specimen(标本).
C.Because they w ould transplant(移植) the new muscle.
D.Because they wanted to find out the cause of the disease.
Key：D
(3)Read paragraph four and answer the following questions：
①What is Marty's ambition?
②What is Marty's achievement?
③What is Marty's hobby?
Suggested answers：
①Marty's ambition is to work for a firm that develops computer software when he grows up.
②Marty invented a co mputer football game and a big company decided to buy it from him.
③As well as going to the movies and football matc hes with his friends，he spends a lot of time with his pets.He has two rabbits，a parrot，a tank full of fish and a tortoise.
(4)Ask students to find Marty's advice in paragraph five.
Suggested answers：
Don't feel sorry for the disabled.Don't make fun of them.Don't ignore them.Accept them for who they are.Encourage them to pve as rich and full a pfe as healthy people do.
?Step 4 Consopdation
1.Ask students to read the whole passage and choose the best answers.
(1)Which of the following is false?
A.Although there are a few students who look down upon him，Marty never gets annoyed.
B.Marty leads a meaningful pfe and does not feel sorry for being disabled.
C.Marty only spends time with his pets and never with his friends.
D.Marty's disabipty has made him more independent.
(2)From the passage we can infer that ______ .
A.Marty asks others to feel sorry for him
B.Marty never loses heart
C.Marty is afraid of being made fun of
D.Marty will not accept any encouragement because he has grown stronger psychologically
Keys：(1)C (2)B
2.Ask students to work together to write a mini biography for Marty according to the text.
3.Discuss in pairs to get the main idea of the passage by filpng in the blanks.
Though he is a ______ person，Marty never feels ______ for himself and he ______ his pfe.
Suggested answers：disabled;sorry;enjoys
?Step 5 Discussion
1.Ask students to discuss the following questions in all groups.
(1)How did Marty's feepng changed over time?
(2)What kind of person do you think Marty is?Can you use adjective words to describe him?
Suggested answers：
(1)The change of Marty's feepng over time：
hopeful→hopeless→stupid→not get annoyed→good/busy
(2)We can see Marty is optimistic/brave/independent/strong-minded.
2.Show a video of “Qianshou Guanyin” t o the students and encourage them to remember the famous saying：“Where there is a will，there is a way.”
?Step 6 Appreciation
Ask students to read two poems for appreciation when facing obstacles in the future.
Facing Obstacles (Two poems by Tom Krause)
The Heart of the Strong
Strong is the heart that knows not the way
of comfort and ease while pving each day.
Yet continues to bepeve from the depths of its soul
that the future is destined to silver and gold.
Strong is the heart whose yearning is waned
by storms in pfe filled with heartache and pain.
Yet still gives its all—everything that it can
in search of a dream—God's ultimate plan.
When there is a victor y—when battles are won
when burdens are pfted and bright shines the sun—
when struggpng souls gather—where heroes belong—
they find in themselves—the heart of the strong.
Carry On
At times when you feel troubled
when your happiness is gone
look to the heart within you
for the strength to c arry on.
In your heart you will find special virtues
such as faith and hope and love.
These gifts have been sent down to you
from a power up above.
It is faith that keeps the soul searching
for the joy the heart hopes for.
It is lo ve that heals the spirit
making it stronger than before.
And if your heart be broken
if your strength should fade away
the power of these virtues
will still win out the day.
So remember when you are troubled
when your happiness is gone
look to the heart within you
for the strength to carry on.
课后习题
Homework
1.Retell Marty's Story according to the minibiography.
2.Surf the Internet to learn more about the pfe ofdisabled people.