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选修七unit1 Using language-Reading speaking and writing


?The disabled people may meet with many embarrassing situations.
? What can we do to make they feel better?

We can use the sentences in the reading text on p2.
Never feel sorry for them. Never make fun of them. Don’t ignore them.
Accept them for who they are. Give them encouragement to live a colorful life. Develop some accessible public accommodations for the disabled.

Look at the pictures. Discuss the problems that people with walking difficulties might have in a cinema.

Do you go to the cinema? If you feel that the cinema is not so convenient for the disabled to use ,will you raise some suggestions to the architect?

Solutions: Competition: How can we help the
disabled people in a cinema? * hearing-impaired people * elderly or disabled people by car * people in wheelchairs

Solutions :

escalators

People in wheelchairs

Hearing-impaired people

Elderly or disabled people by car

Reading

Read the letter and list the suggestions the writer put forward.

(Look at the words in italics at the beginning of each of the numbered paragraphs for the answer.)

Careful - reading
Read the letter again and in pairs discuss the questions before writing the answers. 1. What is the purpose of the first paragraph of the letter?

To tell the reader the purpose of the letter.
2. Why do you think the writer has numbered her suggestions and used italics?
The writer has used numbers and a title in italics for each paragraph to organize the ideas and to make it easier for the reader to understand and remember the five suggestions.

3. What is the purpose of the last paragraph?
To finish the letter in a polite way and to put forward some reasons why the architect should consider the writer’s suggestions.

Post - reading
The writer uses polite forms in the letter. Polite forms are used to encourage the reader to take the ideas seriously. Underline the examples of the polite forms in this letter.
EXAMPLES:
I hope you will not mind me writing to ask I wonder if .... It would be handy to have lifts ....

Post - reading
In groups discuss how accessible your
community is for people with disabilities.

Then discuss ways in which such
access could be improved. Make a list of your ideas and think of some good reasons.

Reading and writing task
(Workbook, page 51)

Work with a partner, Imagine you work for a student newspaper. You have been asked to write an article about Zhang Yuncheng, but

there is only space in the newspaper for
a short article.

Reading task
1.Read the text on the previous page and underline the information you think is most important. 2 Look at the parts of the text you underlined and in note form write a list of the 7-8 most important facts. 3 Work with your partner to write the opening 1 or 2 sentences of your article. They should say something about who Zhang Yuncheng is, how old he is, what his disability is, and what he has achieved. 4 When you are satisfied with your introduction, write the rest of the article.

Reading task
Swap your article with another pair. Read their article
checking the following points. 1 What information did you include in your article that their article does not contain? 2 What information did they include in their article that you didn't include in yours? 3 Correct any spelling, grammar or punctuation mistakes they made.

Take your own article back and recheck. Now write a new draft of your article.

We can begin like this:
Although Zhang Yuncheng is unable to walk or even get out of bed without help, hw has achieved his ambition to write a book. … …..

Writing task
Write a letter to the architect of a new building (e.g. a

supermarket or a railway station) that is going to be
constructed in your area. Suggest ways to make your community more accessible for people with disabilities. Remember to include the polite forms that you underlined in the letter.

Discuss with your partner the ways in which the new supermarket could be made more accessible for disabled people. List them out.

Review the form of a suggestion letter. Heading: This includes the address, line by line with the date being the last line. Greeting: The greeting ends with a comma. Body: 1st part: tells the receiver the purpose of your letter. 2nd part: your suggestion 3rd part: asks the receiver to consider your suggestions and encourage him/her to take your suggestions. Complimentary close: begins with a capital letter and ends with a comma. Signature: your name

Sample writing
Dear Mr. Smith, I read in the newspaper that you are the architect who is to design the new supermarket in our suburb. I am writing to ask you to consider the matter of easy use of the supermarket by people in wheelchairs. In particular, I would like you to consider the following things: 1 Width of aisles. Can you please make sure that the aisles are wide enough to allow wheelchairs to pass through. In some supermarkets the aisles are so narrow that a person in a wheelchair can not move along them easily.

2 Height of shelves. Can you please design shelves that can be reached by people in wheelchairs. In some supermarkets people in wheelchairs have to ask other shoppers to help them. This takes away their independence. 3 Lifts to other floors. Lifts should be in places that people in wheelchairs can get to easily. It is very difficult if lifts are right at the back of the shop and people have to go up and down the shelves before they get to it. 4 Car parks. I hope you will leave some car spaces close to the front of the shop for people in wheelchairs. It is very difficult if they have to park a long way away from the shop and wheel themselves over rough ground to the entrance.

Thank you for reading my letter. I hope you will consider my suggestions. Disabled people should have the same opportunities as able-bodied people to shop independently and they should be able to do so with dignity. I am sure many people will admire your supermarket if you design it with good access for disabled people. The supermarket owners will also be happy as more people will be able to shop there. Yours sincerely, Julia

1. Revise the reading passage; 2. Finish the writing tasks;


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