Using LanguageⅡ课堂实录【1】

Unit 1 Living well

The First Period

Warming up and Reading Teaching goals 1. Target language

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

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

Teaching important points How positive stories of the people with disabilities inspire others. Teaching difficult points

How to help students understand the difficulties the disabled have to overcome. Teaching methods Discussing, explaining, reading and practicing. Teaching aids Multi-media computer.

Teaching procedures

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. 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. 1. Scanning (1). Ask students to scan the text and find problems Marty has in his life and what he does in spite of his disability. (2). 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. 2. Careful reading (1). Ask students to read the text carefully and then finish Ex3 on Page 4.

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 Step Ⅳ

Language points

1. one in the million 2. in other words

3.in addition

4. drop things

5. bump into

6. adapt to

7.at a time 8. used to do sth 9. dream about

10. in the end

11. cut out 12. get out of breath 13. too .....to do sth

14.all in all 15.sit around /about 16. feel sorry for

17.as well as doing sth

18.find it worthwhile 19.in many ways

20.become independent 21. live a normal life

22. have a chance to do sth

23. make fun of

Step V

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

Grammar Teaching goals

1. Target language a. disability, disabled, eyesight, ambition, beneficial, adapt, absence, fellow, annoyed, encouragement, conduct, resign, basement, accessible, latter, stupid, clumsy, all the best, all in all b. 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 Enable students to use the infinitive. 3. Learning ability goals Help students learn how to use the infinitive.

Teaching important points The use of some key words and expressions and the infinitive. Teaching difficult points

Different functions of the infinitive. Teaching methods Explaining and practicing. Teaching aids Multi-media computer. Teaching procedures

Step Ⅰ

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

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

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. remember I remember switching off the lights when I went on holiday. stop try Stop reading the text. Remember to switch off the lights when you go on holiday. Stop to read the text. 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. 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 Teaching goals

1.

Target language 2.

a. assistance, companion, graduation basement, congratulate, all the best, accessible b. Expressions used to offer congratulations and best wishes. 2. Ability goals

Enable students to offer congratulations and best wishes.

Enable students to write a letter of suggestion.

3. Learning ability goals By proper language input, students learn to offer congratulations and best wishes and write a letter of suggestion. Teaching important and difficult points Offer congratulations and best wishes.

Learn to write a letter of suggestion. Teaching methods Listening, speaking, reading and writing. Teaching aids

Multi-media computer. Teaching procedures

Step Ⅰ

Lead-in 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. Step II

Reading

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. 1. Skimming Students can find the answers quickly, because they are printed in the pink color.

2. Careful reading Help students to analyze the letter so that they will learn how to write a letter of suggestion. 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. Step III

Writing

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. Step IⅤ

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 V

Homework Write a letter of suggestion to the architect. …