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Unit


Qian Zhaohui

Mar.2014

Unit 1 Living Well 教 学 设 计
-----钱朝辉

Period 1: Warming up and Pre-reading
Teaching Aims
To learn something about disabilities and life of disabled people To read about disabilities and life of disabled people. The students should know that people with disabilities can also live well

Teaching Procedures Step I. Lead-in
Activation 思维启动---Video-watching

Step II Warming up

Task 1.Warming up by pictures: Task 2.Warming up by defining: Before we read about disabilities let’s try to define it first. What is disability? How many different types of disabilities do you know? disability: the state of being disabled / unable to use his body properly A. physical disability : deaf, dumb/mute, blind, lame, near-sighted, six fingers, color blindness, paralyzed B. mental disability: depression, learning difficulty, brain injury, phobias (恐惧症) … Task 3.Warming up by talking: In groups of four talk about what you know about disabilities. Use these words in the above box to support your talk. Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success. Task 4.Talking about disabilities 1. Do you know anyone who is disabled around you? How does he or she deal with the disabilities? 2. Do you know any famous people who are disabled? What do they do? Have a discussion about what the disabilities are and what difficulties they have to overcome in daily life. Task 5.Talking about famous people with disabilities Task 6.Look at the pictures and read what these people have achieved even though they each have a disability. The following list might help you. mental disability learning difficulty hearing problem difficulty with eyesight brain injury loss of an arm or leg Down's Syndrome infantile paralysis walking difficulty Task 7.Reading aloud

Step III.Homework
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Mar.2014

Ask students to read the pre-reading carefully and find out the purpose of the website. Discuss with a partner what kind of things you think people write about. The purpose of the website: 1. To give ordinary young people with a disability the 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 life can be for people with disabilities. Tell True or False: 1. The family village website gives successful young people the chance to tell their personal stories. 2. Only disabled people find the website beneficial.

Step IV. Reading
1. Reading and underlining eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, independent, make fun of, encouragement 2. Explaining difficult points Now have a question and answer period. Ask them if they have any points they do not understand. Put the questions out and discuss them. 3. Reading and transferring Skim the text and complete the table below. 4. Comprehending

Task 1: Fast reading for general ideas.
Skim the text and answer the following questions . 1. Marty is ___________ person. A. a healthy B. an ill C. a disabled D. a rich 2. Marty has __________ disease. A. a mental B. a muscle C. an eye D. a leg 3. What’s Marty’s dream? A. Being a famous football player and representing his country in the World Cup. B. Being a doctor. C. Being a college student. D. Being a basketball player. 4. Which of the following is TRUE? A. The doctor could give Marty’s disease a name. B. The doctor knew how to make Marty well. C. Someone in the world could cure the disease. D. No one could give Marty’s disease a name. 5. We can infer that _________. A. Marty will lose heart. B. Marty feels sorry for being disabled. C. Marty’s life is full of challenge. D. Marty feels lonely. (Suggested answers: CBADC)
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Mar.2014

Task 2: Detail reading for Comprehending. 1. Read Marty’s story and fill in the chart. Problems caused by his disability What Marty does in spite of his disability 1. weak and can’t run or climb stairs as quickly as others 2. clumsy and often drop things or bump into furniture 3. sometimes too tired to get out of bed 4. has missed a lot of school and lessons 5. feels stupid because of being behind the others after a long absence from school 1. Enjoys writing and computer programming 2 .enters a computer football game 3. looks after pets 4. disability has made him grow stronger and more independent

2. Discuss these questions with others in your class. 1) What kind of person do you think Marty is? 2) What do you think is the most difficult thing that Marty has to deal with in his life? 3) How would your life change if you were to develop a muscle disease like Marty’s? Suggested answers: 1). Marty seems to be a fairly positive person who considers he has a good life. he is realistic about his disability but does not let this stop him doing as much as he can. He is a mentally strong, independent boy. 2). Missing lots of school, not being able to run around and play sports like other boys at his age, people not understanding that he has a disability. 3). The students can answer this question according to their own thinking. 3. Write a summary in one sentence for each paragraph. Paragraph 1.__________________________________________________________ Paragraph 2.__________________________________________________________ Paragraph 3.__________________________________________________________ Paragraph 4.__________________________________________________________ Paragraph 5.__________________________________________________________ Paragraph 6.__________________________________________________________ Suggested answers: Paragraph 1: I have a muscle disease, which is very unusual. Paragraph 2: No one knows how the disease develops. Paragraph 3: The difficulties I have in daily life. Paragraph 4: My fellow students have begun to accept me for who I am. Paragraph 5 All in all, I have a good life. Paragraph 6: People with disabilities can also live well. 4. Answer these questions in three or four sentences and then check your answers with others in your class. 1).What kind of things does Marty do in order to make his life happy and satisfying? 2). What can other people do to help Marty and others like him live a good life? 3). Why has his fellow students’ conduct changed towards Marty? Suggested answers:
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Mar.2014

1). Marty keeps busy doing things like writing computer programming that do not require physical strength. He has friends with whom he can go to movies and football matches and he has lots of pets. He also studies hard. 2). They can accept people with disabilities for who they are rather than focus on their disability. They can encourage them to live rich and full lives. 3). Because they found that Marty was able to live as rich and full a life as everyone else.

Period 2: Learning about Language
(Revise the use of Infinitive) Teaching Aims To discover and learn to use useful words and expressions To discover and learn to use useful structures Teaching Procedures Step I. Warming up by discovering useful words and expressions Step II. Discovering useful words and expressions Doing vocabulary exercises Turn to pages 4-5 and do exercises 1、2、3 and 4. Step III. Reading and discovering useful structures Now read the text again to find as many examples of the infinitive as you can. The infinitive can be used 1. as the subject 2. as the predicative, 3. as the object 4. as the object complement 5. as the adverbial 6. as the attribute The following is the detailed explanation of the Infinitives: The Infinitives I. Form: A: There are six forms of the infinitives: Active (to do) simple I want to do the work tonight. (to have done) perfect Robert appears to have done the work. (to be doing) continuous Peter must be doing his work now. perfect (to have been doing) continuous
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Passive (to be done) The work is to be done tonight. (to have been done) The project must have been done. -----

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Mar.2014

The boy is believed to have been doing the work for the whole day. B: The full infinitive consists of two words, to+ verb, as shown above. But after certain verbs and expressions we use the form without to, i.e. the "bare infinitive". For example: You had better say nothing. C. It is normally advisable to put any words between the to and the verb, but see split infinitive. D. To avoid repetition, an infinitive is sometimes represented by its To. For example: A: Do you smoke? B: No, but I used to (smoke). II. Uses of the infinitive: A. Used as subject: a. An infinitive or an infinitive phrase can be the subject of the verbs, e.g. appear, seem, be etc. 1. To save money today seems impossible. OR It seems impossible to save money. (here "It" is used as an formal subject. i.e. not real subject) 2. To lean out the windows is dangerous. OR It is dangerous to lean out of the windows. b. Usually infinitive constructions of this type consist of it+ be+ adjective (for sb)+ to do but sometimes a noun can be used instead of an adjective. e.g. It is difficult (for me) to learn English well./ It is a difficulty (for me) to learn English. c. cost/take + object can also be used. e.g. It cost me 200 dollars to buy these books that I liked most. It took the 200 worker to build the Grand Bridge. B. Used as object: Some verbs are followed by a to-infinitive but not -ing (eg. agree, aim, ask, appear, be determined, decline, demand, endeavor, fail, hesitate, hope, hurry, manage, offer, plan, proceed, prepare, pretend, promise, refuse, want, wish , etc.). Some verbs are followed by -ing but not a to- infinitive (eg admit, avoid, consider, delay, deny, detest, dread, envisage, feel like, finish, imagine, miss, recall, resent, risk, suggest). The verbs begin, cease, start and continue can be followed by either a to-infinitive or an ~ing form with little difference in meaning (eg Even though it was raining, they continued to play/ playing). Other verbs can be followed by either a to-infinitive or an -ing form, but there is a difference in meaning. GERUND INFINITIVE He'll never forget spending so much Don't forget to spend money on forget money on his first computer. the tickets. go on Go on reading the text. Go on to read the text.

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Mar.2014

mean

You have forgotten your homework again. That means phoning your mother. I remember switching off the lights when I went on holiday. Stop reading the text. Why don't you try running after the dog?

I meant to phone your mother, but my mobile didn't work. Remember to switch off the lights when you go on holiday. Stop to read the text. I tried to run after the dog, but I

remember stop try

E.g. I regret to inform you that your application has been unsuccessful, to indicate that we are about to do something we are not happy about; It's too late now, but I'll always regret asking John to do the work. to say we have already done something that we are not happy about. We use the Gerund or the Infinitive after the following verbs. There are two possible structures after these verbs. Gerund: verb + -ing Infinitive: verb + person + to-infinitive advise They advise walking to town. They advise us to walk to town. allow They do not allow smoking here. They do not allow us to smoke here. encourage They encourage doing the test. They encourage us to do the test. permit They do not permit smoking here. They do not permit us to smoke here. We use the following structures with the word recommend: recommend They recommend walking to town. They recommend that we walk to town. C. As complement of object: e.g. 1. He wanted me to water the flowers. (Here I would water the flowers) 2. Janet expected me to give her a nice present. D. As attributive: normally after a noun. e.g. 1. I have a composition to write. (here to write consists of passive, but to be written would not be possible) 2. John has got a letter to mail. E. As adverbial (means purpose after intransitive verb) e.g. 1. A: Why are you going there? B: To see my teacher. 2. I came to the Tom's to get my book back.
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Mar.2014

F. How / Wh - word to do: 1. I showed him how to press the button. 2. I asked myself where to go. 3. He couldn't decide which (one) to choose. III. Tense & Passive a. present infinitive (meaning future or a plan) 1. I decide to do it. = I say to myself, " I will do it." (future) 2. I am to travel around the world. (a plan) b. present continuous tense. 1. We pretended to be reading our books when the teacher came in. 2. He seemed to be cooking dinner at five yesterday evening. c. perfect infinitive. 1. He seemed to have finished cooking his dinner by seven yesterday. 2. Jane is sorry to have kept Jim waiting so long. d. perfect continuous tense. 1. He pretended to have been working on the problems for hours. 2. They appeared to have been training themselves for an hour. e. present infinitive passive 1. The bridge to be built here will be the grandest one in the world. 2. The film to be seen by Tom is a great one. f. perfect infinitive passive 1. The flowers seemed to have been watered by seven yesterday. 2. The mistakes to have been made twice is annoying. IV. Bare Infinitive After modal verbs or some phrase that is considered as a modal verb, also in these structures: see/watch/feel/make/hear/have/notice somebody do (to is omitted). I saw Jim enter the classroom at five yesterday. I will have an electrician fix the light. You had better see a doctor. But in the passive voice to won't allowed to be omitted, ie. I was seen to enter the house. I was made to work 12 hours a day. Using structures Deal with Exercises on Page49. Do Ex2 first and then do Ex3. Ask students to do Ex1 in their exercise-books after class. Step V. Homework Go over words and expressions. Go over the grammar. Finish Ex1 on Page 49.

TEST YOURSELF
动词不定式专题练习
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Mar.2014

1. He seems ___ the old lady. A. knowing B. to be knowing C. to know D. to be known 2. Tom ___ when they spoke ill of him. A. happened to be passed B. happened to be passing by C. happened passing by D. happened to passed 3. We all hope ____ scientists. A. become B. to become C. becoming D. became 4. The boy refused ____ for climbing the tall tree. A. to pay B. to be paid C. being paid D. paying 5. I happened ____ the article when he asked me about it. A. having read B. to have read C. to be read D. reading 6. ______ with him is a great pleasure. A. To talk B. Talk C. Talked D. To talking 7. It is nice _____ your voice. A. to hear B. hear C. heard D. to be hearing 8. _____ is to struggle. A. Living B. Live C. To live D. To be lived 9. Her wish is ____ a doctor. A. becoming B. become C. to become D. being come 10. I was just about ____ the office when the phone rang. A. leaving B. leave C. to leave D. to leaving 11. I didn’t ____ it until you had explained how. A. manage to do B. managed to do C. manage to have done D. manage doing 12. He found it important ___ the situation all over the world. A. study B. to study C. studies D. to be studied 13. At last the enemy soldiers had no choice but ___ their guns. A. to lay down B. lie down C. laying down D. lay down 14. Yesterday I did nothing but ___ TV. A. watch B. watched C. to watch D. watching 15. It had no effect except ___ him angry. A. make B. making C. to make D. made 16. Bob did nothing except ____ tennis. A. play B. to play C. playing D. played 17. I’m considering ___ his letter. A. to answer B. how answering C. to be answering D. how to answer 18. Tell us _____ next. A. how to do B. what to do C. how do D. what do 19. We want to know ___ to help him when he is in trouble. A. what will do B. what we should do C. how to do D. what will we do 20. Don’t stop trying. You’ll be sure ___. A. succeed B . succeeding C. of succeeding D. to succeed 21. The government calls on us ____ our production. A. increased B. increasing C. increase D. to increase 22. With his teacher ____ he wanted to try it a second time. A. helping B. to help C. help D. helped
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Mar.2014

23. The lady was watched ____ her room in silence. A. had left B. left C. leave D. to leave 24. I’m hungry. Get me something ____. A. eating B. to eat C. to be eaten D. eaten 25. His wish, ____ a doctor, came true. A. coming B. come C. to come D. came 26. He loves praise. He is always the first ____ and the last _____. A. of coming; of leaving B. comes; leaves C. to come; to leave D. coming; leaving 27. At last they found a house _____. A. to leave his things with B. to leave his things in C. leaving his things in 28. There is nothing ______. A. to worry B. to worry about C. worry D. worry about 29. Have you got enough room ___all of us ? A. seating B. to seat C. seated D. to be seated 30. It is too dark for us ____ anything in the room. A. see B. seeing C. to see D. seen 31. The young man is ____ willing ____ the old living around here. A. very; helping B. very; to help C. too; to help D. enough; help 32. He bent down ___ the pen lying on the floor. A. pick up B. to pick up C. picking D. picked 33. ____ the room temperature, he added some coal into the stove. A. To keep up B. So as to keep up C. Keep up D. In order keep up 34. The teacher did what she could ____ me with my lessons. A. help B. helps C. helped D. to help 35. It is difficult for a foreigner ____ Chinese. A. learning B. to learn C. learned D. to be learned 36. It is careless ____ the same mistake in your composition. A. for you to make B. for you making C. of you to make D. of you making 37. The girl is easy ____ along with. A. to be got B. got C. to get D. getting 38. --- Are the problems easy? --- No, in fact I found ____. A. them hard to solve B. it was hard to solve C. in hard to be solved D. very hard to solve them 39. ____ is a big problem. A. To get rid of these things B. How to get rid of these things C. Getting rid of these things D. Get rid of these things 40. I felt silly because I didn’t know ____. A. to say B. how to say C. what to say D. what saying
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Mar.2014

41. The question is ____ the answer . A. where find B. to find C. where to find D. where finding 42. Would you please _____ to each other before you hand in your examination papers? A. not talk B. don’t talk C. not talking D. not to talk 43. Tell him _____ the window. A. to shut not B. not to shut C. to not shut D. not shut 44. He doesn’t like ___ in public. A. praised B. to praise C. to be praised D. praising 45. We want the job ____ by the end of the week. A. doing B. done C. to be doing D. being done 46. The film is reported _____ on show at the cinema. A. to being B. will be C. to be D. being 47. He is said ____ to London already. A. having sent B. to be sending C. to have been sent D. being sent 48. Alice is said _____ her homework in her own room now. A. she is doing B. to be doing C. doing D. be doing 49. These boys are said ____ for doing good deeds. A. to be praising B. to be praised C. praised D. to have praised 50. Who did the manager ___ the report? A. have B. have write C. have writes D. have to write 51. Oh, it’s very cold here. Let’s make a fire ____ ourselves up. A. warm B. warming C. warmed D. to warm 52. Would you please ____ a little more room for me? A. to make B. make C. making D. made 53. I wish to finish my task and ____ away. A. get B. getting C. to get D. to getting 参考答案 1-10 CBBAB AACCC 11-20 ABAAC ADBBD 21-30 DBDBC CBBBC 31`-40 BBADB CCABC 41-53 CABCB CCBBB DBA

2008 年全国各地高考卷分类汇编-非谓语动词
(全国 I 卷)26. I like getting up very early in summer. The morning air is so good ______. A. to be breathed C. breathing B. to breathe D. being breathed

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(安徽卷)30._______ in the fields on a March afternoon, he could feel the warmth of spring. A. To walk. C. Walked B. Walking D. Having walked

(福建卷)22. ______ in the queen for half an hour, the old man suddenly realized be had left the cheque in the car. A. Waiting C. Having Waited B. To wait D. To have waited

(福建卷)33. Can those ____ at the back of the classroom hear me? A. seat B. sit C. seated D. sat

(湖南卷)26. The trees _____ in the storm have been moved off the road. A. being blown down C. blowing down B. blown down D. to blow down

(湖南卷)30. _____ the project as planned, we’ll have to work two more hours a day. A. Completing B. Complete C. Completed D. To complete

(江苏卷)34. To learn English well, we should find opportunities to hear English ______ as much as we can. A. speak. B. speaking C. spoken D. to speak

(山东卷)35. Lucy’s new job paid twice as much as she had made ______ in the restaurant. A. working B. work C. to work D. worked

(江西卷)24. I hear they’ve promoted Tom, but he didn’t mention _____ when we talked on the phone. A. to promote C. having promoted B. having been promoted D. to be promoted

(江西卷)28. We finished the run in less than half the time ____.
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A. allowing C. allowed

B. to allow D. allows

(辽宁卷)27. He was busy writing a story, only ______ once in a while to smoke a cigarette. A. to stop C. to have stopped B. stopping D. having stopped

(陕西卷)14. _________ around the Water Cube, we were then taken to see the Bird’s Nest for the 2008 Olympic Games. A. Having shown C. Having been shown B. To be shown D. To show

(四川卷)14. We had an anxious couple of weeks _____ for the results of the experiment. A. wait B. to be waiting C. waited D. waiting

(浙江卷)10. ______that he was in great danger, Eric walked deeper into the forest. A. Not realized C. Not realizing B. Not to realize D. Not to have realized

(浙江卷)13. It is one of the funniest things ______ on the Internet so far this year. A. finding B. being found C. to find D. found

(北京卷)24. ______ that she was going off to sleep, I asked if she’d like that little doll on her bed. A. Seeing C. See B. To see D. Seen

(北京卷)31. –Did the book give the information you needed? –Yes. But _____ it, I had to read the entire book. A. to find B. find C. to finding
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D. finding

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Mar.2014

(北京卷)32. I feel greatly honored ____ into their society. A. to welcome C. to be welcomed B. welcoming D. welcomed

(天津卷)4. _____ their hats into the air, the fans of the winning team let out loud shouts of victory. A. To throw B. Thrown C. Throwing D. Being thrown

(重庆卷)29. __ to reach them on the phone, we sent an email instead. A. Fail C. To fail B. Failed D. Having failed

(上海卷)30. My sister, an inexperienced rider, was found sitting on the bicycle ___ to balance it. A. having tried B. trying C. to try D. tried (上海卷)33. If there is a lot of work ___, I'm happy to just keep on until it is finished. A. to do B. to be doing C. done D. doing

(上海卷)35. Something as simple as ___ some cold water may clear your mind and relive pressure. A. to drink B. drinking C. to be drinking D. drunk (上海卷)37. Ideally ___ for Broadway theatre and Fifth Avenue, the New York Park hotel is a favourite with many guests. A. locating B. being located C. having been located D. located

Step IV. Closing down To end the period you are to do grammar Ex.1 & 2 on page 5. Deal with Ex1&Ex2 in the Discovering useful words and expressions. During this procedure students are asked to use an English-English dictionary. Because a good learner’s English-English dictionary gives example sentences to show how a word is used, and most also explain rules for using the words as well as giving the meaning. T: Good. Glad you’ve done a very good job. As you know Marty lives in another country. He is far away from us. In China there are a lot of famous disabled people.
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Now look at this picture, who is she? (Show Zhang Haidi’s photo on the PowerPoint) Ss: Zhang Haidi T: Would you like to learn her story? Please open your books and do Ex1 on Page 4. First of all, let’s look up the following words in an English-English dictionary. Then I will ask some of you to explain them in English. Show the following words on the PowerPoint. independent, fellow, ambition, disability, eyesight, motto, encouragement, beneficial If students don’t have an English-English dictionary, Teacher shows the explanation on the PowerPoint. independent: not determined or influenced by someone or something else; Although she is young, she is very independent. fellow: a peer We were school fellows. ambition: the object or goal desired One of his ambitions is to become the President of the Motor General. disability: the condition of being disabled He gets a disability pension from the Government because of his disabilities in a fire accident. eyesight: the faculty of sight; vision. Her eyesight is very good. motto: a maxim adopted as a guide to one's conduct. The school motto is 'Never lose hope.' encouragement: the act of encouraging. He owed his success to his wife's encouragement. beneficial: producing or promoting a favorable result; advantageous a temperate climate beneficial to the health After the explanation of the words, ask students do Ex 1 individually. Five minutes later check the answers with the whole class. After dealing with Ex1, ask students to Do Ex2 in groups. Then check the answers with the whole class. Show the suggested answers on the PowerPoint. Deal with Ex1 &Ex2 on Page 48. Students are asked to do the exercises in groups. Then show the suggested answers on the PowerPoint. As for Ex3 Teacher will ask 10 students to translate the 10 sentences. And give them immediate help when necessary.

Period 3:

Using Language

(Offer wishes & congratulations / A Letter to An Architect) Teaching Aims To listen about a disabled person’s story of successful climbing Mount Kilimanjaro To learn to offer congratulations and best wishes To talk about the problems that people with walking difficulties have in their daily life To write a letter of suggestion

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Teaching Procedures Step I. Warming up by talking about Mount Kilimanjaro. Ask them where Mount Kilimanjaro is(in Africa). Talk about mountain climbing by using the following pictures.

About The Mountain Mount Kilimanjaro, the highest Mountain in Africa, is located in northern Tanzania (formerly called Tanganyika). It is located around 200 miles south of the equator. Mount Kilimanjaro, an extinct volcanic Mountain, is 19,341 feet in height. Mount Kilimanjaro is located within the boundaries of Mount Kilimanjaro National Park. The National Park, 756 square kilometers is size, was originally established as a game reserve in the early 1900's. In 1921, the government of Tanganyika renamed the game reserve to a forest and game reserve. In 1957, the Tanganyika National Parks Authority with support from many local and international conservation organizations and interest grou ps formally proposed the establishment of a national park at encompassed Mount Kilimanjaro. The area above 2700-meter contour was established as Kilimanjaro National Park and was officially opened for tourism in 1977. In 1989, the World Heritage Convention declared the Park a World Heritage site. Step II. Listening and speaking To climb a mountain like Kilimanjaro is really tough, not to mention a person with disabilities. However, Barry Minto, who is blind, made it. And he became famous. He is being interviewed on the radio. While listening to the interview, finish Task 1-4. By using the following expressions, work with you partner to create dialogues offering congratulations and best wishes. Congratulations. All the best. I’m proud of you. I wish you success. Good luck. Well done. I’m very impressed by your performance. You have my best wishes. I’m very pleased for you. I hope it goes well for you. That’s wonderful/amazing. A sample of offering wishes and congratulations B: Congratulations on your promotion..
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A: Thanks. And I’m glad all my hard work has paid off. B: You really had a hard job last year. Anyway, everything favors you now. A: Thank you. Hey, how about your side, you are going to take a study trip abroad, I was told? B: Yes, and we are taking our leave soon. Actually, I’m here to say good-bye to you. A: Well, have a nice trip and good luck in your new life. B: Thanks. After students have finished the exercises in the textbook, show the students some more situations. Give the following two situations for students to practice offering congratulations and best wishes. Situation 1 One of your classmates has just won a gold medal in the China Daily Oral Competition. Situation 2 Your friend has just passed his driving test. Step III. Read the text A Letter to An Architect Now play the recording of the text A Letter to An Architect and ask the students to read aloud to it, underlining all the expressions useful to you at the same time. assistance, companion, graduation certificate, in particular, basement, elderly, dignity, latter, congratulate, all the best, accessible

Facilities For People With Disabilities Seats designated for wheel-chaired patrons in the performing venues. Tactile-Braille indicators in the passenger lifts. Ramps(斜坡)for wheel-chaired patrons at suitable locations. Toilets for People with Disabilities in the foyer (休息厅) , ground floor and the second floor. Audio and visual signals of the emergency alarm system. Step IV. Discussing Now answer the questions about the letter. 1. What is the purpose of the first paragraph of the letter. 2. Why do you think the writer has numbered her suggestions and used italics? 3. What is the purpose of the last paragraph? 4. Can you think of any other things that the cinema could do to make it accessible to disabled people? Suggested answers: 1. In the first paragraph Alice tell Ms Sanders she is writing to make suggestions on the easy use of the cinema by disabled customers. 2. This will attract the reader’s attention and the reader will realize these are important information. 3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised. 4. The students can answer this question according to their own knowledge.
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Mar.2014

Step IV. Closing down by writing (Reading, speaking and writing) Show pictures of a cinema, including inside and outside facilities. Ask students to discuss what problems that people with disabilities sometimes have in a cinema. Divide the students into different groups .They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Make sure all the students have their own opinion. (After the discussion) T: Now please stop discussing. Alice is a warm-hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built, she wrote a letter to make suggestions. Here is the letter that gives suggestions to an architect who is to design the new Bankstwon cinema. Let’s find out what suggestions Alice gives. Skimming Students can find the answers quickly, because they are printed in the pink color. Careful reading Help students to analyze the letter so that they will learn how to write a letter of suggestion. T: Now please read the text carefully and think about the questions in Ex2 on Page 9. After students read the text carefully, they will discuss the questions in Ex2 in groups. Several minutes later, check the answers with the whole class. Suggested answers: 1. In the first paragraph Alice tell Ms Sanders she is writing to make suggestions on the easy use of the cinema by disabled customers 2. This will attract the reader’s attention and the reader will realize these are important information. 3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised. T: After we read Alice’s suggestion letter, do you know how to write a letter of suggestion? Please discuss in groups. Then we will work together to write a format of a suggestion letter. (After the discussion) Show the following on the PowerPoint or print it out. A letter of suggestion A letter of suggestion normally has five parts. 5. The Heading This includes the address, line by line, with the last line being the date. Skip a line after the heading. 2. The Greeting. The greeting always ends with a comma. The greeting should be formal, beginning with the word “dear”. 3. The body. Also known as the main text. Generally speaking, the body includes three parts. The first part (usually the first paragraph) tells the receiver that you are writing this letter to make suggestions on something, and the main part tells clearly what your suggestions are. The last part (usually the last paragraph) asks the receiver to consider your suggestions. Don’t forget to encourage the receiver to take your suggestions. Skipping a line between paragraphs, especially in typed or printed copy,
Victor Qian

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Mar.2014

also helps the reader. 4. The complimentary close. This short expression is always a few words on a single line. It ends in a comma. The complimentary close begins with a capital letter and ends with a comma. 5. The signature line. Type or print your name. The handwritten signature goes above this line and below the close. The signature line and the handwritten signature are indented to the same column as the close. The signature should be written in blue or black ink. Skip from one to three spaces (two on a typewriter), and type in the signature line the printed name of the person signing the letter. Sign the name in the space between the close and the signature line, starting at the left edge of the signature line Step V Practice Deal with Ex5-6 on Page 9. Ask students to work in groups and discuss accessible their community is for people with disabilities. Then discuss way in which their community could be made more accessible for disabled people. This discussion will lay a good foundation to the writing. After the discussion, students are asked to write a letter of suggestion to the architect of a new building to be constructed in their area. In the letter they will suggest ways to make it more accessible for people with disabilities. While writing the letter, they should pay attention to the format of a letter. If time limited in class, they can finish the letter out of class. Homework Write a letter of suggestion to the architect. A sample of a letter of suggestion

补充资料: 世界助残日 1. International Day of Disabled Persons

International Day of Disabled Persons, proclaimed by the a collaborative effort United Nations, is to celebrate and acknowledge the experience and capabilities of people with disabilities. The Day was initially proclaimed in 1992 to commemorate the anniversary of the World Programme of Action concerning Disabled Persons, adopted by the General Assembly to promote understanding about disability issues
Victor Qian

Qian Zhaohui

Mar.2014

and to increase awareness of gains to be derived from integrating disabled persons into all aspects of political, social economic and cultural life. “Accessibility for all for the Millennium” is the theme for 1999. More than half a billion persons are disabled as a result of mental, physical or sensory impairment and no matter which part of the world they are in, their lives are often limited by physical or social barriers. During the past two decades, much has been accomplished in recognition of disabled persons. One of the turning points was the International Year of Disabled Persons proclaimed by the General Assembly in 1981. Following the year, the International Decade of Disabled Persons was designated (1983-1992) to promote "equality" and "full participation" of disabled persons in social life and development. The World Programme of Action concerning Disabled Persons, adopted by the General Assembly in 1982, provides an international framework to incorporate disability issues into national planning. To complement the World Programme, Standard Rules on Equalization of Opportunities for Persons with Disabilities were crafted in 1993. Although the Rules are not compulsory for Governments, they imply a strong moral and political commitment of States to equalize the opportunities of persons with disabilities. To this end, the Rules outline specific principles for responsibility, action and cooperation. Increasingly, the work of the United Nations is focused on equalization of opportunities for persons with disabilities. One of the most important concerns is accessibility to new technologies, in particular information and communications technologies, as well as to the physical environment. The notion of "mainstreaming" is also given prominence, that is, including a disability dimension in policy recommendations covering a wide spectrum of social and economic concerns.

2. International Day of Disabled Persons (3 December 2005) The International Day of Disabled Persons, 3 December, was proclaimed by the United Nations General Assembly in 1992. The annual observance of the Day aims to increase awareness and understanding of disability issues and trends, and to mobilise support for practical action at all levels, by, with and for persons with disabilities. This year's theme is "Rights of Persons with Disabilities: Action in Development" . The theme aims to promote an understanding of disability issues and mobilize support for the dignity, rights and well-being of the more than 600 million people living with disabilities. It also seeks to increase awareness of the gains to be derived from the integration of people with disabilities in every aspect of political, social, economic and cultural life.
Victor Qian

Qian Zhaohui

Mar.2014

4. International Day of Disabled Persons, 3 December 2005 "Rights of Persons with Disabilities: Action in Development" The annual observance of the International Day of Disabled Persons, 3 December, aims to promote an understanding of disability issues and mobilize support for the dignity, rights and well-being of persons with disabilities. It also seeks to increase awareness of gains to be derived from the integration of persons with disabilities in every aspect of political, social, economic and cultural life. The theme of the Day is based on the goal of full and equal enjoyment of human rights and participation in society by persons with disabilities, established by the World Programme of Action concerning Disabled Persons, adopted by the General Assembly in 1982. How the Day may be observed
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Involve: Observance of the Day provides opportunities for participation by all interested communities - governmental, non-governmental and the private sector - to focus upon catalytic and innovative measures to further implement international norms and standards related to persons with disabilities. Schools, universities and similar institutions can make particular contributions with regard to promoting greater interest and awareness among interested parties of the social, cultural, economic, civil and political rights of persons with disabilities. Organize: Hold forums, public discussions and information campaigns in support of the Day focusing on disability issues and trends and ways and means by which persons with disabilities and their families are pursuing independent life styles, sustainable livelihoods and financial security. Celebrate: Plan and organize performances everywhere to showcase - and celebrate - the contributions by persons with disabilities to the societies in which they live and convene exchanges and dialogues focusing on the rich and varied skills, interests and aspirations of persons with disabilities. Take Action: A major focus of the Day is practical action to further implement international norms and standards concerning persons with disabilities and to further their participation in social life and development on the basis of equality. The media have especially important contributions to make in support of the observance of the Day - and throughout the year - regarding appropriate presentation of progress and obstacles implementing disability-sensitive policies, programmes and projects and to promote public awareness of the contributions by persons with disabilities.

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5. Disabled People in Britain In Britain there are about six million adults with one or more disabilities. About 400 000 (seven percent)of these live in communal establishments(公共住 宅).Local social service authorities(当局)provide certain kinds of personal and
Victor Qian

Qian Zhaohui

Mar.2014

social services for disabled people and help them recover normal abilities of social life. They are also required to establish(确定)the number of disabled people in their area and to publicize(宣传)services, which may include advice on personal and social problems with disability. Besides, they provide occupational, educational, social and recreational (娱乐的) facilities at day centers or wherever space is available(可供使用的). The authorities may also provide adaptations(适合物)to homes(such as ways for wheelchairs and ground floor toilets),the delivery of cooked meals and help in the home. In case of social need, help may be given to set a telephone or a television. Local authorities and voluntary organizations may provide badly-disabled people with convenient houses or temporary facilities to allow those who look after them relief from their duties; and specially designed housing may be available for those able to look after themselves. Many authorities provide free travel for disabled people on public transport, and they are very actively encouraged to provide special means of access to public buildings. Government regulations cover the provision of access for disabled people in the construction of new buildings. Two new trusts(信托基金机构)were set up in April 1993 to replace the Independent Living Fund, which provided financial help to very severely disabled people who needed paid domestic(home)support, those once receiving help from the Fund. The second helps the most severely disabled people of working age to live independently in the community.

6.Famous People with Disabilities
Sarah Bernhardt: French actress (1844-1923) Disabled by a knee injury, her leg amputated in 1914, she continued starring on stage until just before her death. She is regarded as France's greatest actress -- "The Divine Sarah". Beethoven: Composer: Was deaf when he composed his 9th symphony. Winston Churchill: had a learning disability. Walt Disney: had a learning disability. Edison: Had a learning disability. He couldn't read until he was twelve years old and had a very difficult time writing even when he was older. Albert Einstein: Mathematician/Physicist: Had a learning disability and did not speak until age 3. He had a very difficult time doing math in school. It was very hard for him to express himself through writing. Goya: Spanish painter (1746-1828): At age 46, an illness left him deaf. He went on to create the most famous Spanish art of the 19th century. Alexander Graham Bell: had a learning disability.

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Qian Zhaohui

Mar.2014

Stephen Hawking: physicist/mathematician has Lou Gehrigs Disease and is in a wheelchair. He needs a computer to speak. Milton: English Author/poet (1608-1674): He became blind at age 43. He went on to create his most famous epic, Paradise Lost. George Patton: This World War II General had a learning disability. Nelson Rockfeller, former Vice President: had a learning disability: dyslexia. President Roosevelt: At age 39, his legs were paralyzed by polio. He became governor of New York state and was elected president four times. Harriett Tubman: Abolitionist (1830-1913): As a child she was struck by an overseer. The blow fractured her skull and resulted in narcolepsy for the rest of her life. She rescued hundreds of slaves on the underground railroad. Werner Von Braun: had a learning disability and often flunked his math tests in high school. George Washington: Had a learning disability. He could barely write and had very poor grammar skills. Woodrow Wilson: U.S. President from 1913-1921. Had a learning disability -- was severely dyslexic. Other famous people who have learning disabilities: Cher, Tom Cruise, Whoopi Goldberg, Greg Louganis, Bruce Jenner, H.G. Wells (Thanks for this information from Eve Nichols, Learning Disabilities Association of Ontario). Famous people who are known or are thought to have had epilepsy: Charles Dickens, Neil Abercrombie, Danny Glover, Margaux Hemingway, Tchaikovsky, Alexander the Great, Julius Caesar, Alfred Great, William Pitt, Napoleon, Byron, de Moupassant, Edward Lear, Handel, Berlioz, Paganini, Vincent Van Gogh, Tony Lazzeri, Gary Howatt and British marathon runner Alan Blinston. Famous people who have Attention Deficit Hyperactivity Disorder (ADHD): Robin Williams and "Magic" Johnson. Although not all these famous people have been "officially diagnosed," they have reportedly exhibited many of the signs of ADD, ADHD, LD, or other disability. For More Information
? Family Village Library - Famous People with Disabilities

www.familyvillage.wisc.edu/general/FAMOUS.HTML

Victor Qian


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