Learning about Language第一课时评课稿

Unit 1 Living well

The First Period Reading

Teaching goals

1.

Target language a. 重点词汇和短语

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

b. 重点句型

1. I have to adapt to my disability.

2. All in all, I have a good life.

3. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.

4. 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 disabilities and life of the disabled. Enable students to realize people with disabilities can also live well

3. Learning ability goals学能目标

By talking about disabilities and life of the disabled, students will learn some positive stories of the disabled. This will help students understand more about how challenging life can be for the disabled.

Teaching important points教学重点

How positive stories about the people with disabilities inspire others.

Teaching difficult points 教学难点

How to help student understand the difficulties the disable have to overcome.

Teaching methods教学方法

Discussing, explaining, reading and practising

Teaching aids教具准备

Multimedia computer

Teaching procedures & ways教学过程与方式

Step I Leading in

Deal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them 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: In this class we are going to learn about disabilities and the life of the disabled. First let’s watch some short videos. Then discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.

After the discussion, Teacher will 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?

S1: …

S2: …

……

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 pre-reading carefully and find out the purpose of the website. Then show the suggested answer on the PowerPoint.

Suggest answer:

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 part.

Scanning

Ask the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.

T: First I’d like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner.

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 suggested 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 two questions on Page3.

Deal with the next two questions in the same way.

Suggested answers:

1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.

2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.

3. Maybe at the beginning I will feel very low and disappointed, but Marty’s story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life.

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: 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.

T: Now let’s read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.

Suggested answers:

1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.

2. Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people.

3. Because Marty is strong-minded and independent. His efforts have gained his fellow students’ respect and understanding. So they have learned to accept him for who he is.

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:

• Enjoys 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

• To study

Ambition: to work in the computer industry

Motto: live one day at a time

Explanation

During this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.

T: Now we will deal with some difficult language focuses. Now 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 Page86-87.

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 from?

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 Learning about language

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

disability, disabled, eyesight, drum, movie, ambition, beneficial, adapt, motto, absence, fellow, annoyed, independent, encouragement, conduct, resign, architect, basement, elder, elderly, dignity, accessible, latter, stupid, clumsy all the best, in particular, all in all

b. 重点句型

Revise the Infinitive

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

2. Ability goals能力目标

Enable students to use both the useful words and expressions and structures freely.

3. Learning ability goals学能目标

By doing the related exercises in the textbook.

Teaching important points教学重点

The useful words and expressions and structures.

Teaching difficult points 教学难点

How to use them properly.

Teaching methods教学方法

Explaining and practising

Teaching aids教具准备

The multi-media computer

Teaching procedures & ways教学过程与方式

Step I Revision

Ask 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:

• Enjoys 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

• To study

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. Now who would like to have a try?

……

Step II Discovering useful words and expressions

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. 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.

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 or the Infinitive

Some words can be followed by either the infinitive or the –ing form. Please pay attention when there is no difference 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 meaning. (when used with Gerund or Infinitive)

GERUND INFINITIVE

forget He'll never forget spending so much money on his first computer. Don't forget to spend money on the tickets.

go on Go on reading the text. Go on to read the text.

mean You have forgotten your homework again. That means phoning your mother. I meant to phone your mother, but my mobile didn't work.

remember I remember switching off the lights when I went on holiday. Remember to switch off the lights when you go on holiday.

stop Stop reading the text. Stop to read the text.

try Why don't you try running after the dog? I tried to run after the dog, but I

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.

The Third Period Using Language

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

assistance, companion, graduation certificate, in particular, basement, elderly, dignity, latter, congratulate ,all the best, accessible

b. 重点句型

Expressions used to offer congratulations and best wishes.

2.Aility goals 能力目标

Enable students to offer congratulations and best wishes. Learn 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 points教学重点

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

A multi-media computer

Teaching procedures & ways 过程与方式

Step I Leading in

Talk about Mount Kilimanjaro in Africa. Ask some questions about it. Show the following on the PowerPoint.

T: Good morning /afternoon, class!

Ss: Good morning/ afternoon, Mr. /Ms…

T: Which mountain is the highest in Africa?

Ss: Mount Kilimanjaro. (Show a picture of Mount Kilimanjaro in Africa 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 and speaking

T: Do you think it easy to climb it?

Ss: Of course not.

T: It is not easy to climb it. It is more difficult to 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 Ex 1-4 on Page 6-7. Play the recording again when necessary.

Step III Wishes & congratulations

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

Show the useful expressions on Page7 on the PowerPoint. Teacher demonstrates 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 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.

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. 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 Ex3-4 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.

Step VI Homework

Write a letter of suggestion to the architect.

A sample of a letter of suggestion

Mr.Xue Sun Lei

Chief architect 18 Hongyang street

Supermarket design Yuquan County

211 Kangwei Road

Yuquan County

18 March

Dear Mr Xue,

I learn from the local news that you are the architect who is to design the supermarket. I am writing to ask you to consider the right of the disabled for easy access. In particular, I would like you to consider the following things:

1. Access to the supermarket for people in wheelchairs and those who have difficulty walking. The lifts should be wide enough for the wheelchairs to move around. The entrance should be suitable for wheelchairs on the ground floor. There should be special entry for people for the blind.

2 Toilets There should be special toilets for the disabled. The bathrooms and toilets should have doorways wide enough for a wheelchair, doors that are easy to open and close, and hand-holds that the disabled can easily use.

3. Telephones should be easy for a person in a wheelchair to reach. Generally speaking, a supermarket is so big that it is difficult for one, especially one in a wheelchair to find what one needs. So telephones should be easy to reach for a person in a wheelchair so that he can call the staff for help.

4. Shelves. When designing the shelves, the disabled should be taken into consideration. Safety should come first.

Thank you for reading my letter. I hope you will consider my suggestions. Disabled people should have the same opportunity as able-bodied people to enjoy the supermarket and they should be able to do so with dignity. It is very important to use various forms of technology which can assist individuals with various types of disabilities to increases their mobility and independence. I am sure if you design it with good access for the disabled, the supermarket will attract more customers and people will speak highly of your design.

Yours sincerely,

Sunlei

The Fourth Period Reading and listening

Teaching goals 教学目标

1. Target language目标语言:

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 points教学重点

How to make an elegant introduction.

Teaching difficult points 教学难点

How to make an elegant introduction.

Teaching methods教学方法

Reading, listening, explaining and practising

Teaching aids教具准备

The multi-media

Teaching procedures & ways教学过程与方式

Step I Leading 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 moves 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 Reading

Ask students to read the passage on Page 46 and then make a timeline that shows how the different stages in a guide dog’s training.

Stage Age Training

The first stage: 1-12 months The puppy lives with a sighted family

The second stage: 13-18 months It begins five months training at a guide dog school.

The third stage: 19-23 months 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.

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 Ex2-3, play the tape again to do Ex4.

T: Now let’s listen to the tape again, and do Ex4. 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? Ok, please look at the useful expressions on Page 47. These will help you to make your introduction elegant.

Step III Talking

Tips on how to introduce people

First give students some advice on how to introduce people.

Show the following on the PowerPoint.

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 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 think about 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 Reading and Writing

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. His difficulty to achieve his ambition is beyond description.

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

The multi-media computer

Teaching procedures & ways 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.

Braille, a system of raised dots that is read with the fingers, has historically been embossed on paper.

Braille was first developed 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 complete 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, Teacher asks students to look through the questions first. According to the questions, students may make predictions to 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 Page51.

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 P51.

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.

The sample of the mini bio

A 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.

Preparation for 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 disability is, and what he has achieved.

Writing:

When students finish the opening sentences, they will be asked to write the rest of the text.

A sample of the writing

Zhang Yuncheng, born in 1980 in Heilongjiang, is the writer of the best seller “If I can walk for three days”.

He has a disease which affects his muscles in his body. He developed the disease at the age of 3. Because of his health condition, he went to school for only one day. So Yuncheng stayed at home and over the years, his condition got worse and worse. At 16, he could not walk at all. At 18, he could not get out of his bed. At 20, he could not raise his arms above his head. However, Yuncheng’s disease has not stopped him making most of his life. He taught himself to read and write. He loves reading and writing and wants to become a writer. With the help of Zhang Danuo, an editor, at the age of 25, Yuncheng achieved his ambition to write and publish a book.

Step IV Homework

Speaking task on P52

Answer the questions on checking yourself on P53.

6th period 课前自主预习

I. 单词记忆（请根据英语释义写出单词）

1. _______________

the desire or determination to be successful, rich, powerful 2. _______________

right or appropriate for a particular purpose or occasion 3. _______________

having a helpful or useful effect 4. _______________

to change sth. in order to make it suitable for a new use or situation 5. _______________

the fact of sb. being away from a place where they are usually expected to be 6. _______________

to make sb. slightly angry 7. _______________

to direct a group of people who are singing or playing music 8. _______________

to officially end a law, a system or an institution 9. _______________

to officially tell sb. that you are leaving your job 10. ______________

enough in quantity, or good enough in quality 11. ______________

a way of entering or reaching a place 12. ______________

the feeling that sb./ sth. is good or acceptable 13. ______________

the money that you make in business or by selling things, especially after paying the costs involved II. 课文理解

1. 单项选择

(1) What’s the matter with Marty?

A. He has muscle disease.

B. He has remembering difficulty.

C. He has mental disability.

D. He has eye disease. (2) What’s Marty’s advice to normal people on how to treat the disabled?

A. To take care of them.

B. To stay away from them.

C. To accept them as they are.

D. To show pity for them. (3) What do we learn about Marty from the text?

A. Doctors know how to treat his disease.

B. He was normal until he was ten years old.

C. He looked very strange after getting the disease.

D. His high-school classmate weren’t friendly to him. (4) What do we learn about Marty Fielding?

A. He has a muscle disease.

B. He failed at school.

C. He has learning problems.

D. He can’t accept his disability. (5) What did Marty Fielding decide to do when he grows up?

A. Become a professional football player.

B. Represent his country in the World Cup.

C. Work for a software-design company.

D. Develop a computer football game. 2. Summary My name is Marty Fielding. I have a(n) ____________ (1) disease which makes me very weak. I cannot do things as quickly and easily as most people. Sometimes I

am very ____________ (2) and drop things or bump into furniture. But I am very _____________ (3) and have learned to ____________ (4) my disability. Sometimes some children at school ____________ (5) me. They would laugh at me for being slow. Sometimes I was too weak to go to school and would ____________ (6) in my classes. Now I am at high school and have some real friends. My life is good and I can do many things well, like writing and ____________ (7). I even invented a computer football game and a big company has decided to buy it. I also spend a lot of time looking after my ____________ (8). Having a(n) ____________ (9) means I’ve had to work hard to have a good life, but I think it has also made me a(n) ____________ (10) person. I would like to tell people that we all should accept each other for who we are, and help each other to have a good life. 7th period I. 课前自主预习

I. 单词记忆

1. _______________ n. 伤残；无力；无能→_______________ v. 使（某人）残废；使…无能→______________ adj. 伤残的

2. _______________ n. 雄心；野心→_______________ adj. 有雄心的；有野心的

3. _______________ adj. 适合的；适宜的→_______________ v. 适合；合适

4. _______________ adj. 有益的；受益的→_______________ n. 好处；益处& v. 有益于

5. _______________ n. 缺席；不在某处→_______________ adj. 缺席的

6. _______________ v. 使不悦，惹恼→_______________ adj. 颇为生气的→_______________ n. 烦恼

7. _______________ n. 心理（学）→_______________ adj. 心理学的→_______________ adv. 心理学地；精神上地

8. _______________ n. 鼓励；奖励→_______________ v. 鼓励；激励→_______________ n. 勇气；胆量

9. _______________ n. 行为；品行

& v. 指挥；管理→_______________ n. 指挥

10. ______________ n. 口授；听写→_______________ v. 听写

11. ______________ adj. 笨拙的

12. ______________ n. 视力

13. ______________ n. 听力→_______________ v. 14. ______________ v. （使）适应→_______________ adj. 能适应的→_______________ n. II. 重点短语

15. _______________ 智障

16. _______________ 过繁忙的生活

17. _______________ 对…适合

18. _______________ 起重要作用

19. _______________ 换句话说

20. _______________ 另外；再说

21. _______________ 适合

22. _______________ 切去；省略

23. _______________ 上气不接下气

24. _______________ 总而言之

25. _______________ 闲坐

26. _______________ 也；和

27. _______________ 在许多方面

28. _______________ 取笑

29. _______________ 身体残疾

III. 必背句型

30. ________________________________ (每次我缺课后), I felt stupid because I was behind the others. 31. Just accept them for who they are, and give them encouragement to live

_________________________________________ (像你一样过得丰富多彩、充实美满). 32. She is proud __________________________________ (参加比赛) and to have broken a record by running two laps (800 meters) this year. 33. Sometimes, too, I was __________________________________ (身体太虚弱上不了学) so my education suffered. II. Vocabulary 1. suitable

* The house is not really suitable for a large family.

词组：________________ * What time is suitable to meet?

词组：________________ 2. beneficial

* This is an agreement that will be beneficial to both parties. 词组：________________

* Both sides have benefited from the talks.

词组：________________ 3. annoy

* I was annoyed with him because he kept interrupting me. 词组：________________

* He was annoyed at/about giving in so easily.

词组：________________ III. Phrase

4. in other words

* 换句话说，我们最好改变一下对他的态度。

_____________________________________________________________________________ 5. adapt to

* It’s hard to adapt this story for a film.

词组：______________ * The film is adapted from a true story.

词组：______________ * 大部分学生适应大学生活没什么问题。

______________________________________________________________________________ 6. cut out

* 昨天我从教辅上剪下一道好题。

______________________________________________________________________________ 7. out of breath * 他上气不接下气地跑到操场上。

______________________________________________________________________________ 8. all in all

* 他有缺点，但总体上看，他是个好的人。

______________________________________________________________________________ 9. as well as * 她除了要照顾生病的孩子，还要完成所有家务。

______________________________________________________________________________ IV. Sentence 10. Just accept them for who they are, and give them encouragement to live as rich and full a life as you do. * 这个女孩和以前一样通情达理。

______________________________________________________________________________