Using LanguageⅡ优质课教案整理

Unit 1 Living well Ⅰ. 单元教学目标

技能目标Skill Goals ▲

Talk about disability and life of disabled people ▲

Express wishes & congratulations ▲

Learn expressions of formal introduction

▲

Revise the Infinitive ▲

Write a letter of suggestion

Ⅱ. 目标语言

功

能

句

式

Introduction I’d like to introduce you to ... I’d like you to meet ... May I introduce ...? Pleased to meet you. It’s nice to meet you. Wishes & congratulations 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.

1．

四会词汇

disability, disabled, eyesight, ambition, beneficial, clumsy, adapt,

microscope, absence, fellow, annoy, annoyed, industry, tank, 词

encouragement, conduct, politics, literature, resign, companion, assistance, 汇

congratulate, graduation, basement, accessible 2．

认读词汇

syndrome, Rosalyn, Sally, Marty, fulfilling, Kilimanjaro, Qomolangma, wheelchair, Sanders, earphone, impair, community 3．

词组

in other words, adapt to, cut out, out of breath, all in all, sit around, as well as , make fun of, never mind, all the best, meet with 4．

重点词汇

disability, disabled, adapt, annoy, conduct, congratulate, accessible

Revise the Infinitive The infinitive can be used:

1. as the subject 结

2. as the predicative

构

3. as the object

4. as the object complement 5. as the adverbial 6. as the attribute

重

点

句

子

1. …but I am very outgoing and have learned to adapt to my disability.

P2 2. Every time I returned after an absence, I felt stupid because I was behind the others. P2 3. All in all, I have a good life. P2 4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do. P3 The First Period

Reading Teaching goals教学目标

1. Target language 目标语言

a. 重点词汇和短语

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 b. 重点句型

…but I am very outgoing and have learned to adapt to my disability.

Every time I returned after an absence, I felt stupid because I was behind the others.

All in all, I have a good life.

Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.

2. Ability goals能力目标

Help students to learn about disability and life of the disabled. Enable students to know that people with disabilities can also live well.

3. Learning ability goals学能目标

By talking about disability and life of the disabled, students will learn some positive stories of the disabled. This will help them understand more about how challenging life can be for the disabled. Teaching important points教学重点

How positive stories of the people with disabilities inspire others. Teaching difficult points 教学难点

How to help students understand the difficulties the disabled have to overcome. Teaching methods教学方法

Discussing, explaining, reading and practicing. Teaching aids教具准备

Multi-media computer.

Teaching procedures && ways教学过程与方式

Step I Lead-in Deal with Warming Up. First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then play some

videos or show some photos of people with disabilities. Students will be asked to discuss what the disabilities are and what difficulties they have to overcome in daily life. T: Good morning /afternoon, class! Ss: Good morning/ afternoon, Mr. / Ms ... T: I think most of you should have learned about Helen Keller, a great woman in American history. Although she was deaf and blind, she became a role model for millions of people. Here I’d like to share one of the quotes from her with you. Although the world is full of suffering, it is full also of the overcoming of it. T: The world is full of suffering, especially for those disabled people. Do you happen to know anyone with a mental or physical disability? What are their lives like? S1: My neighbor, a 6-year-old girl, can not speak. She is dumb. She cannot play with other children. T: Then how can she make herself understood? S1: She has to use body language and sign language. I find it very hard to understand her. But her family can understand her very well. T: OK, anyone else? S2: One of my friends doesn’t like school. We are of the same age. He should be in high school. Unluckily he can only stay at home. Because whenever he comes to school, he feels sick and cannot help trembling. He is afraid of school, whenever he hears the word “school”, he sweats and feels very nervous. I think he has a mental disability. T: I feel sorry for your friend. Perhaps he has experienced something unpleasant in school. I think he should see a doctor. S2: He has been visiting a doctor. I hope he will get well soon. T: I hope so. Now let’s watch some short videos (or look at some photos) of some disabled people. Please discuss in groups what the disabilities are and what difficulties they have to overcome in daily life. Show the list of disabilities on the PowerPoint. After discussion, present the four pictures on Page 1 to students.

T: Quite right. 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. Now look at the pictures, how do they look?

Ss: They look happy and satisfied. They are smiling.

T: Yes, they are. But all of them are disabled. Can you guess what their disability might be? S3: I think Rosalyn has learning difficulty. Generally speaking, those who have learning difficulty are good at sports and clever at hands. T: OK, what about Richard? S4: Everyone can see he has difficulty with eyesight, because he is wearing glasses. He also looks very weak, maybe he has severe illness. S5: I guess he may have lost an arm or leg, for we cannot see his arms or legs in the picture. S6: He cannot have lost an arm or leg, for next year he will train to be a teacher. How can a person without an arm or leg be a teacher? T: That sounds reasonable. OK, what about Sally? S7: Sally may have a severe illness, for she has a very busy life. In my opinion those who know they are dying always keep themselves very busy. T: Sound like that. Let’s come to Gao Qiang. S8: From the picture it is hard to guess what disability Gao Qiang has. Maybe he has walking difficulty. S9: It is hard to say. If he has walking difficulty, I will admire him very much, for he takes dancing lessons... T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Family village”. From here we can learn some positive stories about the disabled.

Step Ⅱ

Pre-reading Ask students to read the passage about “Family village”

in pre-reading carefully and find out the purpose of the website. Then show the suggested answers on the PowerPoint. Suggested answers: 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. Step Ⅲ

Reading Deal with the reading passage. Scanning Ask students to scan the text and find problems Marty has in his life and what he does in spite of his disability. T: First I’d like you to do scanning and then fill in the chart with the information you get from the text. After you have finished, please compare your answer with your partner’s. Several minutes later, students compare their information with each other in groups. Then check the answer with the whole class. T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint. Show some adjectives on the PowerPoint. brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid T: OK. You are right. Though Marty has a muscle disease which causes many difficulties to his life, he still lives well. He is living a busy and satisfying life. He is very optimistic. Then continue to discuss the next questions on Page 3. Deal with the next

questions in the same way. 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 psychologically 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. Marty keeps busy doing things that do not require physical strength, like computer programming. He has friends with whom he can go to movies and football matches and he has lots of pets. He also studies hard. 4. They can accept people with disabilities like Marty for who they are rather than focus on their disability. They can encourage them to live rich and full lives. 5. Because they found that Marty was able to live as rich and full a life as everyone else. 6. Answers would vary. Careful reading Ask students to read the text carefully and then finish Ex3 on Page 4. T: Now let’s read the text again and try to sum up the main idea of each paragraph.

Several minutes later check the answers with the whole class. Suggested answers: Paragraph 1: An introduction to Marty and his muscle disease

Paragraph 2: How his disability developed Paragraph 3: Marty met a lot of difficulties at school Paragraph 4: How his life has become easier Paragraph 5: The advantages of his disease Summary Ask students to work together to write a mini biography for Marty according to the text. T: Now we’ve finished Marty’s story. Now it’s time for you to work in groups

and write a mini biography for him. My mini bio Name:

Status:

Health:

Interests and Hobbies:

Ambition:

Motto:

A few minutes later show the sample on the PowerPoint. My mini bio Name: Marty Fielding Status: High school student Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people Interests and Hobbies:

·

Enjoying writing and computer programming ·

Going to the movies and football matches when I am well enough

·

Spending a lot of time with my pets—two rabbits, five mice, a tank full of fish and a snake Ambition: to work in the computer industry Motto: live one day at a time Explanation During this procedure, play the tape for students. Students will underline the difficult sentences. After listening to the tape, explain the text and deal with the language problems.

T: Now we will deal with some difficult language points. I will play the recording of the text for you. Please make a mark where you have difficulties. After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Pages 86-87.

T: Do you have any difficulties with the text？

S1: Could you please explain the sentence to us：

I have learned to adapt to my disability. T: Before he developed the disease, he could run or climb the stairs as quickly as other people. But after he had the disease, he becomes very weak, so he cannot run very fast. It takes time for him to get used to slow pace. Besides this the disease has brought many other difficulties to him, he has to get used to living with the disease. So we can understand it like this: I have got used to living with the disease. Do you have any other questions? Ss: No. T: This is a very inspiring story. From Marty’s story, what have you learned? S1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow. S2: We shouldn’t feel sorry for them. That might hurt them. S3: We should help them in a clever way. S4: We should encourage them when they feel down. ... S8: Just having a disability doesn’t mean your life is not satisfying. T: I’m very glad all of you have learned something from the story. Please remember everyone can live well even if he has a disability. If you’d like to learn more about the life of disabled people, please surf the Internet. Step Ⅳ

Homework Retell Marty’s story according to the mini bio. Surf the Internet to learn more about the life of disabled people. The Second Period

Language study Teaching goals 教学目标

1. Target language目标语言

a. 重点词汇和短语

disability, disabled, eyesight, ambition, beneficial, adapt, absence, fellow, annoyed, encouragement, conduct, resign, basement, accessible, latter, stupid, clumsy,

all the best, all in all b. 重点句型

The infinitive: 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

2. Ability goals能力目标

Enable students to use the infinitive. 3. Learning ability goals学能目标

Help students learn how to use the infinitive.

Teaching important points教学重点

The use of some key words and expressions and the infinitive. Teaching difficult points 教学难点

Different functions of the infinitive. Teaching methods教学方法

Explaining and practicing. Teaching aids教具准备

Multi-media computer. Teaching procedures & ways教学过程与方式

Step Ⅰ

Revision Ask several students to retell Marty’s story. Show Marty’s mini bio on the PowerPoint.

My mini bio Name: Marty Fielding Status: High school student Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people

Interests and Hobbies:

·

Enjoying writing and computer programming ·

Going to the movies and football matches when I am well enough

·

Spending a lot of time with my pets—two rabbits, five mice, a tank full of fish and a snake Ambition: to work in the computer industry Motto: live one day at a time T: Yesterday you were asked to retell Marty’s story. You may refer to his mini bio on the PowerPoint. Now who would like to have a try? …

Step Ⅱ

Discovering useful words and expressions Deal with Ex1 && Ex2 in Discovering useful words and expressions. 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, ask 10 students to translate the 10 sentences. And give them immediate help when necessary. Step Ⅲ

Discovering useful structures Show some sentences that contain the infinitive and ask students to identify its function. It is good to help others.

(subject) It is my ambition to make sure that the disabled people in our neighbourhood have access to all public buildings.

(subject) My ambition is to work in the computer industry when I grow up.

(predicative) I don’t have time to sit around feeling sorry for myself.

(attribute) I am the only student in my class to have a pet snake.

(attribute) A big company has decided to buy it from me.

(object) My fellow students have begun to accept me for who I am.

(object) I have had to work hard to live a normal life.

(adverbial)

Some days I am too tired to get out of bed.

(adverbial) We must call on local government to give financial assistance to disabled people. (object complement) Note: The following verbs are normally followed by the infinitive. afford, agree, appear, arrange, ask, attempt, care, choose, claim, come, consent, dare, decide, demand, deserve, determine, elect, endeavour, expect, fail, get, guarantee, hate, help, hesitate, hope, hurry, intend, learn, long, manage, mean, need, offer, plan, prepare, pretend, promise, refuse, say, seem, tend, threaten, want, wish

For example:

I can’t afford to go to the pub.

He agreed to practise more.

You should learn to express yourself.

They managed to fix the problem.

Explanation of the Gerund and the Infinitive Some words can be followed by either the infinitive or the -ing form. Please pay attention when there is no difference in meaning and when there is difference. Show the following on the PowerPoint. Gerund and Infinitive (no difference in meaning) We use the Gerund or the Infinitive after the following verbs: begin He began talking. He began to talk. continue They continue smoking. They continue to smoke. hate

Do you hate working on Saturdays? Do you hate to work on Saturdays? like I like swimming. I like to swim. love

She loves painting. She loves to paint.

prefer

Pat prefers walking home. Pat prefers to walk home. start

They start singing. They start to sing.

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. Some verbs have different meanings. (when used with Gerund or Infinitive)

forget GERUND

He’ll never forget spending so much money on his first computer. go on mean Go on reading the text. You have forgotten your homework again. That means phoning your mother. Go on to read the text. I meant to phone your mother, but my mobile didn’t work. INFINITIVE Don’t forget to spend money on the tickets.

remember I remember switching off the lights when I went on holiday. Remember to switch off the lights when you go on holiday. Stop to read the text. stop try Stop reading the text. Why don’t you try running I tried to run after the dog, after the dog? but I...

Using structures Deal with the exercises on Page 49. Do Ex2 first and then do Ex3. Ask students to do Ex1 in their exercise books after class. Step Ⅳ

Homework Go over the key words and expressions. Go over the grammar. Finish Ex1 on Page 49. The Third Period

Integrating skills(Ⅰ) Teaching goals 教学目标

1. Target language目标语言

a. 重点词汇和短语

assistance, companion, graduation basement, congratulate, all the best, accessible b. 功能句式

Expressions used to offer congratulations and best wishes. 2. Ability goals 能力目标

Enable students to offer congratulations and best wishes.

Enable students to write a letter of suggestion.

3. Learning ability goals学能目标

By proper language input, students learn to offer congratulations and best wishes and write a letter of suggestion. Teaching important and difficult points教学重难点

Offer congratulations and best wishes.

Learn to write a letter of suggestion. Teaching methods教学方法

Listening, speaking, reading and writing. Teaching aids 教具准备

Multi-media computer. Teaching procedures && ways 过程与方式

Step Ⅰ

Lead-in Talk about Mount Kilimanjaro in Africa. Ask some questions about it. Show the following on the Power-Point.

T: Good morning / afternoon, class! Ss: Good morning / afternoon, Mr. / Ms ... T: Which mountain is the highest in Africa? Ss: Mount Kilimanjaro.

Show the pictures and introduction of Mount Kilimanjaro on the PowerPoint. MOUNT KILIMANJARO Ask people to think of a typical African mountain, and for many, Kilimanjaro might spring to mind. But it’s far from typical. At 20,000 feet, it’s the highest mountain in Africa, and one of only two to bear permanent snow (Mount Kenya is the other). Moreover, it is the largest mountain in the world that is free-standing; i.e., not part of a mountain range. To scale Mount Kilimanjaro is the ambition of many visitors to Africa. Mount Kilimanjaro, the highest mountain in Africa, now attracts many thousands of walkers each year. Step Ⅱ

Listening T: Do you think it easy to climb Kilimanjaro? Ss: Of course not. T: It is not easy to climb it. It is more difficult for people with disabilities. But Barry Minto made it. And he became famous. He is being interviewed on the radio. Now let’s listen to the interview. Deal with Exx 1-4 on Pages 6-7. Play the recording several times if necessary.

Step Ⅲ

Speaking Students are asked to work in pairs to practice offering congratulations and best wishes.

Show the useful expressions on Page 7 on the PowerPoint.

congratulate:

to tell someone that you are happy because they have achieved something or because something nice has happened to them He never even stopped to congratulate me. congratulate somebody on something She congratulated me warmly on my exam results. congratulate somebody for (doing) something All three are to be congratulated for doing so well.

congratulations:

a) used when you want to congratulate someone —“I’ve just passed my driving test!”

—“Congratulations!”

b) words saying you are happy that someone has achieved something Give Tom my congratulations. all the best:

used to express good wishes to someone for the future We’d just like to wish him all the best in his new job. all the best for ... All the best for the New Year! Demonstrate a dialogue with a student. A sample of offering wishes and congratulations: B: Congratulations on your graduation certificate. A: Thanks. And I was told you’ve invented a new computer game. B: Yes, a company has decided to buy it from me. A: That’s amazing. Good luck to you. B: Thanks.

After students have finished the exercises in the textbook, show the following situations on the PowerPoint. Give the following two situations for students to practice offering congratulations and best wishes. Situation 1: Your friend is going to take part in the 2005 “CCTV Cup” English Speaking Contest. Situation 2: Your friend has won the first prize in the 2005 “CCTV Cup” English Speaking Contest. Step Ⅳ

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 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 students have their own opinions. 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 Bankstown 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 Ex3on Page 8. After students read the text carefully, they will discuss the questions in Ex3 in groups. Several minutes later, check the answers with the whole class. Suggested answers: 1. To tell the reader the purpose of the letter.

2. 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. To finish the letter in a polite way and to put forward some reasons why the architect should consider the writer’s suggestions. T: After you 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.

1. 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, also helps the reader. 4. The complimentary close This short expression is always a few words on a single line. 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 Ex 4-6 on Page 9. Ask students to work in groups and discuss how accessible their community is for people with disabilities. Then discuss ways in which their community could be made more accessible for disabled people. This discussion will lay a good foundation for 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 is limited in class, they can finish the letter out of class.

Step Ⅵ

Homework Write a letter of suggestion to the architect. A sample letter

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 if you have considered the matter of easy use of the supermarket by people in wheelchairs. In particular, I wonder if you have considered 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 cannot 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 shoopers to help them. This takes away their independence. 3. Lifts to other floors. Lifts could be in a 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 tough 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, …

The Fourth Period

Listening and speaking Teaching goals 教学目标

1. Target language目标语言

功能句式

Patterns used to make introductions I’d like to introduce you to... I’d like you to meet... May I introduce...? Pleased to meet you. It’s nice to meet you. 2. Ability goals能力目标

Help students learn how guide dogs are trained and how they improve the quality of life for people who are blind, visually impaired, or with other special needs. Enable students to use proper English as well as body language to make introductions. 3. Learning ability goals学能目标

By listening and reading students will learn guide dogs play an important role in the life of the disabled. By practicing, students will learn how to make an elegant

introduction. Teaching important and difficult points教学重难点

How to make an elegant introduction. Teaching methods教学方法

Reading, listening, explaining and practicing. Teaching aids教具准备

Multi-media computer. Teaching procedures && ways教学过程与方式

Step ⅠLead-in Ask students to discuss how a guide dog is trained. T: Yesterday we read a letter of suggestion to an architect. In the letter Alice asks the architect to provide easy access for people in wheelchairs and those who have difficulty walking. Today we are going to learn how to assist the blind. Now look at the poster. It is a very popular movie that moved 100 million Asians in 2005. What’s the movie? Show the poster on the PowerPoint.

Ss: The Chinese is Dao Mang Quan Xiao Q. T: What’s the movie about? Ss: It is about how Xiao Q—a guide dog helps Dubian —an odd blind man. There is deep love between its master and Xiao Q.

T: Xiao Q is his eyes, his company. But do you know how a guide dog like Xiao Q is trained? Ss: No. T: OK, please open your books at Page 46. Read the passage then you will learn how a guide dog is trained. Step Ⅱ

Listening

Listening Deal with the listening exercises. Besides the requested details, students are asked to pay attention to how people are introduced. Play the tape again when necessary. T: Now let’s come back to the workbook. Sara, who is blind, has just returned home from a guide dog school. Who has come to her home according to the reading passage? Ss: A trainer from the guide dog school. T: Right. A teacher from the school has come to Sara’s house to teach her and her dog how to find their way around their own town. Please listen carefully, and finish the exercises. After dealing with Exx 2-5, play the tape again to do Ex6. T: Now let’s listen to the tape again, and do Ex6. Please pay attention to the dialogue. You will be asked to imitate the dialogue after we fill in the blanks. Before they act out the dialogue, they should be aware this is an introduction. T: What is the dialogue about? Ss: An introduction. T: Now I will ask some of you to act out the dialogue and show us how to make an introduction. Please remember they are at Sara’s house, not a formal occasion. After the performance. T: Well done. Then do you know how to make a formal introduction? Suppose a business one?

Step Ⅲ

Talking Ask students to read the passage on Page 47 and then make a timeline that shows the different stages in a guide dog’s training.

Stage

The first stage Training

The puppy lives with a sighted family. school. The second stage It begins five months training at a guide dog The third stage When it is trained, it meets its new owner and the two live at the guide school for a month to learn to work together. The last stage

A trainer goes to the owner’s home to teach the dog and its

owner how to get round in their own town or city. After dealing with the reading passage, show the following to enrich students’

knowledge of how a guide dog helps its owner. T: Do you know what a guide dog is trained to do? And how much does it cost to train a guide dog? Let’s learn more about the guide dog training.

Show the following on the PowerPoint or print it out. Guide dogs are the guiding eyes for people who are blind or visually impaired, and they are specially bred and trained for this most important job.

How much does it cost to train a guide dog? It costs more than $30,000 to complete the training of one guide dog. This includes all expenses from breeding to raising the dog to training it and matching it with a blind person. What exactly is a guide dog trained to do? Guide dogs undergo a comprehensive training program, and only the best complete the training and become working guides. In short, guide dogs are taught how to find and follow a clear path, maneuver around obstacles, and stop at curbs. They also are taught to determine when it is unsafe to move on. They follow their teammate’s directions, and they know that they can disobey only in the face of danger. What is the blind person taught during training? During the training program, blind students first learn about the commands the dog knows. Over a several week period, they are taught everything there is to know about how to work with a guide dog. In addition, they learn about proper care of the dog, which ranges from feeding to grooming to medical issues. Access laws, public awareness and other issues also are covered during the 25-day program. Are guide dogs allowed in restaurants? Guide dogs are allowed everywhere that the general public is allowed to go. This includes restaurants, taxicabs, airplanes, hotels etc. This right is protected by a federal law called the Americans With Disabilities Act. Are there things I should or should not do when I am around a guide dog? The general rule is that working guide dogs should be ignored. Distractions take

their concentration away from the work they have to do—which can put the dog and its teammate in danger. Do not pet or feed a guide dog and do not encourage the dog to misbehave. First give students some advice on how to introduce people. Show the following on the PowerPoint. Tips on how to introduce people Here’s how to make proper introductions at parties, dinners and other social situations.

1. Introduce individuals to each other using both first and last names. 2. If you’re introducing someone who has a title, a doctor for example, include the title as well as the first and last names in the introduction. 3. Introduce the younger or less prominent person to the older or more prominent person, regardless of the sex of the individuals. (However, if a considerable age difference lies between the two, it is far more courteous to make introductions in deference to age, regardless of social rank.) For example: “Arthur Prefect, I’d like you to meet Dr. Gertrude Smith”. 4. If the person you are introducing has a specific relationship to you, make the relationship clear by adding a phrase such as “my boss”, “my wife” or “my uncle”.

5. Introduce an individual to the group first, then the group to the individual. For example: “Dr. Brown, I’d like you to meet my friends Kym Hsu, Shawn Kampbell and Michael Via. Everyone, this is Dr. Kurt Brown.”

Demonstration Present a formal introduction with two students. Ask students to think about the body language as well as the spoken words. A sample of formal introduction: Donna Sellers: Ms. Tayer, I’d like to introduce my secretary, Paul Banning to you. Mr. Banning, this is Ms. Joy Taylor, the president of Auto Smart company from Canada. Joy Taylor: Nice to meet you. Paul Banning: Pleased to meet you.

T: Besides the above suggestions on the PowerPoint, you should also realize that an introduction in a Chinese business is different from an introduction in a Western business. We Chinese prefer to use the title, while the Westerners prefer to use Mr /Ms / Mrs _____. A handshake is acceptable in both cultures. So don’t forget proper body language. Practice Students are given several minutes to practice a formal introduction. Then deal with Ex2 on Page 47. Step Ⅳ

Homework Surf on the Internet to learn about Braille. The Fifth Period

Integrating skills(Ⅱ) Teaching goals 教学目标

1. Ability goals 能力目标

Learn the story how Zhang Yuncheng achieves his ambition. How to write a summary. 2. Learning ability goals学能目标

Enable students to realize nothing is impossible. Inspire students to study hard by Zhang Yuncheng’s story. Teaching important points教学重点

How challenging it is for Zhang Yuncheng to keep writing and how he overcomes the problems he faces every day.

Teaching difficult points教学难点

How to improve their writing. Teaching methods教学方法

Reading and writing. Teaching aids 教具准备

Multi-media computer. Teaching procedures & ways 教学过程与方式

Step Ⅰ

Revision Check the homework.

Ask some students to say something about Braille. Present the following on the PowerPoint. About Braille Braille, a system of raised dots that is read with the fingers, has historically been embossed on paper.

Braille was first developed in about 1820 by a young Frenchman named Louis Braille. He created Braille by modifying a system of night writing which was intended for use on board ships. He did this work as a very young man and had it completed by the time he was about 18. He and his friends at the school for the blind he attended found that reading and writing dots was much faster than reading raised print letters which could not be written by hand at all. The development of this system by young Louis Braille is now recognized as the most important single development in making it possible for the blind to get a good education. Braille consists of arrangements of dots which make up letters of the alphabet, numbers and punctuation marks. The basic Braille symbol is called the Braille cell and consists of six dots arranged in the formation of a rectangle, three dots high and two across. Other symbols consist of only some of these six dots. The six dots are commonly referred to by number according to their position in the cell. Deal with Ex1 on Page 50. Step Ⅱ

Listening After dealing with Ex1, continue with Ex2 on Page 50. Students are required to do this exercise individually. Because students have read something about Braille, they won’t have difficulty in the listening exercises. After listening to the tape, check the answers with the whole class. Ex3 requires students to listen for events on the timeline. Before playing the tape, ask students to look through the questions first. According to the questions, students may make predictions about the listening materials. From this exercise and Ex1 on Page 46, students will learn to describe events according to a timeline. Play the tape again if necessary. Then check the answers with the whole class.

Step Ⅲ

Reading and writing After learning something about Braille, deal with READING AND WRITING TASK on Page 51. Present some pictures of Zhang Yuncheng on the PowerPoint. T: Look at these pictures. Do you know who he is?

Ss: Zhang Yuncheng，

a writer with disabilities. T: Yes, he has published a book entitled Jiaru Wo Neng Xingzou Santian (Three Days to Walk), taking its example from Helen Keller’s remarkable story “Three Days to See.”

Now let’s read his story on Page 51. Fast reading Ask students to scan the text and write a mini bio for Zhang Yuncheng. Show the following on the PowerPoint. A Mini Bio Name: Zhang Yuncheng Sex:

Health:

School education:

Interests and hobbies:

Ambition:

Dream:

Several minutes later, show the sample on the PowerPoint. Sample of the mini bio Name: Zhang Yuncheng Sex: Male Health: disabilities caused by a muscle disease; very weak, can hardly pick up a pen

School education: one day Interests and hobbies: reading and writing Ambition: to write and publish a book Dream: to live a better life Careful reading Deal with Ex1 on P52. Ask students to write a short text of 150 words about Zhang Yuncheng. First they should read the text carefully and then pick out 7-8 important facts from the text in preparation for writing. Writing Students are asked to write the opening 1 or 2 sentences of the text. They should say something about who Zhang Yuncheng is, how old he is, what his disability is, and what he has achieved. When students have finished the opening sentences, they will be asked to write the rest of the text. Sample writing: Although Zhang Yuncheng (25) is unable to walk or even get out of bed without help, he has achieved his ambition to write a book. Because of his disability, Yuncheng went to school for only one day. However, when he was 12 years old, he taught himself to write. When he was 17, Yuncheng wrote to a newspaper about his life and his ambition to write a book. Zhang Danuo, an editor at the newspaper helped him by setting him writing assignments every week. These assignments have now been turned into a book, which many people have bought. Yuncheng says that because his life will not be a long one, he must do as much as he can within the time he has left. Step Ⅲ

Speaking

If time allows, deal with SPEAKING TASK on Page 52. Sample talk:

Hello, my name is Liu Hui. I have been deaf since I was 12 years old. I go to a special school where some lessons are in sign language and some lessons are in

spoken language which I must lip-read. As well as ordinary school subjects, I also go to speech classes to make sure my speech remains easy to understand. You see, when you cant hear yourself speaking, you can’t correct your speech. This is why it is hard to understand some deaf people. My favourite subjects at school are art and sewing and I hope to go to design school when I am older, so that I can become a fashion designer. My life is very much the same as any other teenager. I go out with both hearing and deaf friends. My hearing friends just have to remember to touch my arm to get my attention and to make sure I can see their mouth when they talk. I play table tennis and I’m in the school swimming team. I like watching foreign movies because they have Chinese subtitles which can read. Being deaf doesn’t stop me enjoying life. There are a few things I can’t do, like talking with my friends on the telephone and some things that are more difficult for me than for non-deaf people, but there are still plenty of other things I can do. Step Ⅳ

Homework Finish PROJECT on Page 53. Sample project: We are going to design a school where disabled students can get the same education as their fellow able-bodied students. The school will employ extra assistants and teachers who have been trained to work with disabled people. The school will not discriminate against disabled pupils for a reason relating to their disability. The school will promote the inclusion of disabled children in all aspects of school life. The school will make an accessibility plan, which shows how to improve accessibility for disabled pupils. It will outline how the school will: ·

improve the physical environment

·

increase access to the curriculum

·

make improvements in the provision of information The school will also increase access for individual pupils by making ‘reasonable adjustments’. These can be simple changes such as making sure that all lessons take place in ground floor classrooms for a class where one of the pupils uses a wheelchair or the school should

have a lift wide enough for a wheelchair. Improvements to the physical environment Changes to the physical environment that the school could make to increase access might include: ·

lighting and paint schemes to help visually impaired children

·

lifts and ramps to help physically impaired children ·

carpeting and acoustic tiling of classrooms to help hearing impaired pupils

Improve the way information is delivered to disabled pupils Information that is normally provided in writing (such as handouts, timetables and textbooks) can be made more accessible by providing it: ·

in Braille

·

in large print

·

on audio-tape

·

through sign language

·

using a symbol system

Increase access to the curriculum Adjustments that would help disabled children have better access to the curriculum might include: ·

changes to teaching and learning arrangements

·

classroom organization

·

timetabling

·

support from other pupils

Accessible technology Technology suited to disabled children’s needs can help them learn faster and more easily. This can increase their access to the curriculum.

Examples of technology that can help include: ·

software that connects words with pictures

·

touch-screen computers, joysticks and trackerballs

·

easy-to-use keyboards

·

text-to-speech software

·

Braille-translation software