Book7Unit1全单元教案新课标版高二英语选修七教案教学设计

Book7Unit1全单元教案（新课标版高二英语选修七教案教学设计）I.单元教学目标技能目标Goals▲Learn aboutDisability andLife of disabled people▲Talk aboutDisability andLife ofdisabled people▲Practise Introductionand Wishescongratulations▲Revise theInfinitive▲Write a letter of suggestionII.目标语言功能句式

1.IntroductionI d like to introduce you to***I d like you to meet…People withinvisible disabilitiesdon tlook disabled.Depression,sleep disordersand learningdifficulty areinvisible disabilities.No matterwhat disabilityone has,life isnot easy.They havemanydifficulties to overcome,but pleasekeep inmind they can also livewell,even achievegreat success.Now lookat thepictures,how do theylookSs:They lookhappy andsatisfied.They aresmiling.T:Yes,they are.But allof themare disabled.Can youguess whattheirdisability might beSI:S2:…T:OK,please rememberthere aremany disabled people in the world.They arepart of the world.They alsohave rightsto enjoy life.Wouldyou like to learn more about them andtry to do somethingfor themHere is awebsite,Family village”.From herewe canlearn somepositivestories about the disabled.Step IIPre-readingAsk students to read the pre-reading carefullyand find out thepurposeof thewebsite.Then show the suggestedanswer on thePowerPoint.Suggest answer:

1.To giveordinary youngpeople with a disabilitythe chancetoshare theirstories withothers.

2.To inspireother disabled people.

3.To getnon-disabled people to understandmore about howchallenging life can be for people with disabilities.Step IIIReadingDeal with the readingpart.ScanningAsk thestudents toscan the text andfind problemsMarty have inhis life and whathe doesin spiteof hisdisability.T:First I dlike you to do thescanning and then fillin thechartwith theinformation youget from the text.After youhave finished,please comparewith yourpartner.Several minutes later,students compare their informationwitheach otherin groups.Then check the answerwith the whole class.U:From thischart wecan have a clearimage ofMarty.What kindofperson isMarty You may discuss in groups.You mayrefer to theadjectives on the PowerPoint.Show somesuggested adjectiveson the PowerPoint.brave,unlucky,weak,clumsy,strong-minded,optimistic,happy,independent,stupidV:Ok.You areright.Though Martyhas a muscle disease,whichcauses manydifficulties to his life,he stilllives well.He islivinga busyand satisfyinglife.He is very optimistic.Then continuetodiscuss the next two questions on Page

3.Deal with thenexttwoquestionsin the same way.Suggested answers:

1.I thinkMarty isvery optimistic.He is strong andindependent.He has learned to enjoylife.

2.I thinkwhen othersmake funof himor feel sorry for him,hemay feelhurt andget annoyed.

3.Maybe at the beginningI willfeel verylow anddisappointed,but Martys story willencourage me toovercomethe difficulties.I willlearn to adapt to thedisability andtry to live apositive andsatisfyinglife.Careful readingAsk students to read the text carefullyand thenfinish Ex3on Page

4.T:Now let s read the textagain andtry tosum upthe mainideaof eachparagraph.Several minuteslater check the answers with thewhole class.Suggested answers:Paragraph1:I haveamuscle disease,which isvery unusual.Paragraph2:No oneknows how the diseasedevelops.Paragraph3:The difficultiesI havein daily life.Paragraph4:My fellow students havebegun to accept mefor whoI am.Paragraph5All in all,I havea goodlife.Paragraph6:People with disabilities canalso live well.T:Now lets readParagraph4-6again.Then wewill deal with Ex4on Page

4.Please think actively.Then wewill checkthe answerstogether.Suggested answers:

1.He has a busylifeandhas manyhobbies.When he is well,hegoes to the moviesand footballmatches withhis friends.He keepspets.He spendsa lot of time to lookafter his pets and he alsogets a lotof enjoymentout of hispets.He alsohas a lot ofstudy to do.

2.Don t feelsorry for the disabled ormake funof them,and dontignore themeither.Just acceptthem for who they are andgive themencouragementto livea goodlife asnon-disabled people.

3.Because Martyisstrong-minded andindependent.His effortshavegained hisfellowstudentsrespect andunderstanding.So theyhave learned to accept himfor whoheis.SummaryAsk students to worktogether to write amini biographyfor Martyaccording to the text.T:Now weve finishedMarty s story.Now its time for you towork in groups andwrite amini biographyforhim.My MinibioName:Status:Health:Interests and Hobbies:Ambition:Motto:A fewminuteslatershow thesample on the PowerPoint.My MinibioName:Marty FieldingStatus:High schoolstudentHealth:developed amuscle disease at the age about10,very weak,cannot dothings likenormal peopleInterestsand Hobbies:Enjoys writingand computerprogrammingGoing to the moviesand footballmatches-when I am wellenoughSpending alot oftime withmy pets-two rabbits,five mice,a tankfullof fishand asnakeTo studyAmbition:to work in the computer industryMotto:live oneday ata timeExplanationDuring this procedureTeacher willplay the tape forstudents.Students willunderline the difficult sentences.After listeningto thetape,Teacher willexplain the text anddeal withlanguageproblems.T:Now wewill dealwith somedifficult languagefocuses.Now Iwillplay therecording of thetextfor you.Please make a markwhereyou havedifficulties.After listeningto thetape,explain thedifficult sentencestostudents.Before explainingthedifficultpoints,students are askedto referto thenotes to thetexton Page86-

87.T:Do youhave anydifficulties with the textSI:Could youplease explain the sentenceto usI havelearnedto adapt to my disability.T:Before hedeveloped the disease,he couldrun orclimb thestairsas quicklyas otherpeople.But afterhe hadthe disease,he becomesvery weak,so he cannot runvery fast.It takestimeforhim to getused toslow pace.Besides this the disease has broughtmany otherdifficultiesto him,he hasto getused to living with thedisease.So wecan understandit like this:I havegot usedtolivingwith thedisease.Do youhave anyother questionsSs:No.T:This is a veryinspiring story.From Marty s story,what haveyoulearned from51:We should be patientwith people with disabilities.Weshouldn tget annoyedjust because they areslow.52:We shouldntfeelsorryfor them.That mighthurt them.53:We shouldhelp themin aclever way.54:We shouldencourage themwhen theyfeel down.58:Just havinga disabilitydoesn,t meanyour lifeis notsatisfying.T:Im veryglad allof youhavelearned something from the story.Please remembereveryone canlivewelleven ifhe has a disability.If youdlike to learnmore about the life ofdisabledpeople,pleasesurf the internet.Step IVHomework:Retell Marty sstoryaccording to the mini bio.Surf theinternet to learnmore aboutthelife ofdisabledpeople.The Second Period Learning about languageTeaching 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,allin allb.重点句型Revise theInfinitiveThe infinitivecan beused

1.as thesubject

2.as thepredicative,

3.as the object

4.as theobject complement

5.as theadverbial

6.as theattribute

2.Ability goals力量目标Enable students to useboth theuseful words and expressions andstructures freely.

3.Learning abilitygoals学能目标By doingthe relatedexercises in the textbook.Teaching importantpoints教学重点The useful words andexpressionsandstructures.Teaching difficultpoints教学难点How to use themproperly.Teaching methods教学方法Explaining andpractisingTeaching aids教具预备The multi-media computerTeachingprocedures ways教学过程与方式Step IRevisionAsk students to retellMartysstory.Show Martysmini bioon thePowerPoint.My MinibioName:Marty FieldingMay I introduce---Pleased to meet you.It snice tomeet you.

2.Wishes congratulationsCongratulations.All thebest.I mproud ofyou.I wishyou success.Good luck.Well done.I mvery impressedby yourperformances.You havemy best wishes.I mvery pleasedfor you.I Hopeit goeswell foryou.That swonderful/amazing.Status:High schoolstudentHealth:developed amuscle diseaseat theage about10,very weak,cannot dothings likenormal peopleInterestsandHobbies:Enjoys writingand computerprogrammingGoing to the moviesand footballmatches-when I am wellenoughSpending alotoftime withmy pets-two rabbits,five mice,a tankfullof fishand asnakeTo studyAmbition:to workin thecomputer industryMotto:live oneday ata timeT:Yesterday youwere asked to retellMartysstory.Youmayreferto hismini bio.Now whowould like to havea tryStep II Discovering usefulwords and expressionsDeal with ExlEx2in theDiscovering usefulwords andexpressions.Duringthisprocedure students are asked to usean English-Englishdictionary.Because a good learnersEnglish-English dictionarygivesexample sentencesto showhow aword isused,and mostalso explainrulesfor usingthe wordsas wellas givingthe meaning.T:Good.Glad you ve donea verygood job.As you know Martylivesin anothercountry.He isfar away from us.In Chinathere arealotoffamous disabledpeople.Now lookat thispicture,who isshe ShowZhangHaidi sphoto on the PowerPointSs:Zhang HaidiT:Would youliketo learn herstory Pleaseopen your books anddo Exl on Page

4.First of all,letslook upthe following words inanEnglish-English dictionary.Then Iwill asksome ofyouto explainthem inEnglish.Show the followingwordson the PowerPoint.independent,fellow,ambition,disability,eyesight,motto,encouragement,beneficialIf studentsdon t have anEnglish-English dictionary,Teachershows theexplanation on the PowerPoint.independent:not determinedor influencedby someoneor somethingelse;Although she is young,she isvery independent.fellow:a peerWewere schoolfellows.ambition:theobjector goaldesiredOne ofhis ambitionsis to become thePresident of the MotorGeneral.disability:the conditionof beingdisabledHe getsa disabilitypension from the Governmentbecause ofhisdisabilities in a fireaccident.eyesight:the facultyof sight;vision.Her eyesightisverygood.motto:a maximadopted as a guideto onesconduct.The schoolmotto isNever losehope.’encouragement:the actof encouraging.He owedhis successto hiswifes encouragement.beneficial:producing orpromoting afavorable result;advantageousa temperateclimate beneficialto thehealthAfter theexplanation of the words,ask studentsdoEx1individually.Five minuteslater checkthe answers with the wholeclass.After dealingwith Exl,ask students to Do Ex2in groups.Then checkthe answerswith thewhole class.Show the suggested answers on thePowerPoint.Deal with Exl Ex2on Page

48.Students areasked to do the exercisesin groups.Then show thesuggestedanswerson the PowerPoint.As forEx3Teacher will ask10students totranslate the10sentences.And give them immediatehelp whennecessary.Step IIIDiscoveringusefulstructuresShow somesentences thatcontain theinfinitive andask studentstoidentify itsfunction.It isgood tohelp others,subjectIt ismy ambitionto makesure that the disabledpeople inourneighbourhood haveaccess toall publicbuildings,subjectMy ambition is to workin thecomputerindustry when I growup.predicativeI dont havetimetosit aroundfeeling sorryfor myself,attributeI amthe onlystudent inmy classto havea petsnake.attributeA bigcompany has decided to buy it from me.objectMy fellowstudents havebegun toaccept meforwhoI am.objectI havehad to work hard to livea normallife,adverbialSome daysI amtoo tiredto getout ofbed.adverbialWe mustcall onlocal governmentto givefinancial assistancetodisabled people,object complementNote:The followingverbs arenormally followed by theinfinitive.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,wishFor example:I cant affordto goto thepub.He agreedto practisemore.You shouldlearntoexpress yourself.They managedto fixthe problem.Explanation of the Gerundor theInfinitiveSome wordscan befollowedbyeither theinfinitive or the-ingform.Please pay attention whenthere isno differencemeaning andwhenthere isdifference.Show the following on the PowerPoint.Gerund and Infinitive nodifference in meaningWe usethe GerundortheInfinitive after the followingverbs:begin He began talking.Hebeganto talk.continue They continue smoking.Theycontinueto smoke.hate Do you hateworking onSaturdaysDo youhate to work onSaturdayslike I like swimming.Iliketo swim.love She loves painting.Shelovesto paint.prefer Pat prefers walkinghome.Patprefersto walkhome.start They start singing.Theystart to sing.We usethe GerundortheInfinitive afterthe followingverbs.There aretwo possiblestructures afterthese verbs.Gerund:verb+-ing Infinitive:verb+person+to-infinitiveadvise They advise walking to town.Theyadviseus towalk totown.allow They do not allow smokinghere.They do not allowus tosmoke here.encourage They encourage doingthe test.Theyencourageus todothetest.permit Theydo not permit smokinghere.Theydo notpermitus tosmoke here.We usethefollowingstructures with the wordrecommend:recommendThey recommendwalkingtotown.They recommendthat wewalk totown.Some verbshave different meaning,when usedwith GerundorInfinitiveGERUND INFINITIVEforgetHe11never forgetspending somuch money on hisfirstcomputer.Dont forget to spendmoneyon the tickets.go onGo onreading thetext.Go onto read thetext.mean Youhave forgottenyour homeworkagain.That meansphoningyour mother.I meantto phoneyour mother,but mymobile didntwork.remember I remember switchingoff the lights whenI wenton holiday.Remember toswitch offthelightswhen yougo onholiday.stop Stopreading thetext.Stop to readthetext.try Whydont youtry runningafterthe dog I tried torun afterthe dog,but IUsing structuresDeal withExercises on Page

49.DoEx2first and then doEx

3.Ask students todoExl in their exercise-books afterclass.Step VHomeworkGo overwordsandexpressions.Go overthe grammar.Finish Exl on Page

49.The Third Period UsingLanguageTeaching 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 thebest,accessibleb.重点句型Expressions usedto offercongratulations and best wishes.

2.Aility goals力量目标Enable studentsto offercongratulations and best wishes.Learnto write a letter of suggestion.

3.Learning abilitygoals学能目标By properlanguage input,students learnto offercongratulationsand bestwishes andwrite a letter ofsuggestion.Teaching importantpoints教学重点Offer congratulationsandbestwishes.Learn to write aletter ofsuggestion.Teaching methods教学方法Listening,speaking,reading and writingTeaching aids教具预备A multi-media computerTeachingprocedures ways过程与方式Step ILeading inTalkabout Mount Kilimanjaro in Africa.Ask somequestions aboutit.Show thefollowing onthe PowerPoint.词汇

1.四会词汇disability,disabled,eyesight,drum,movie,ambition,beneficial,clumsy,adapt,motto,microscope,breath,absence,stupid,fellow,annoy,annoyed,industry,tank,independent,encouragement,conduct,politics,literature,resign,handkerchief,assistance,companion,latter,congratulate,graduation,certificate,architect,basement,elder,elderly,dignity,accessible,bare

2.认读词汇Rada,Barry,Sally,Marty,overhear,Kilimanjaro,Qomolangma,admiration,remarkable,Sanders,earphone,impair,italic,community

3.词组in otherwords,out ofbreath,all in all,make funof,all thebest,in particular

4.重点词汇disability,disabled,adapt,annoy,conduct,congratulate,accessible结构Revise theInfinitiveThe infinitivecan beusedT:Good morning/afternoon,class!Ss:Good morning/afternoon,Mr./Ms…T:Which mountainis the highest inAfricaSs:Mount Kilimanjaro.Show apicture ofMount KilimanjaroinAfrica onthe PowerPoint.MOUNT KILIMANJAROAskpeopletothink of a typicalAfrican mountain,and formany,Kilimanjaro mightspring tomind.But itsfar fromtypical,At20,000feet,its thehighest mountain inAfrica,and one of onlytwo to bearpermanent snowMount Kenyais theother.Moreover,it is the largestmountainin the world that is free-standing;i.e.,not partof amountainrange.To scaleMount Kilimanjaroistheambition ofmanyvisitors toAfrica.MountKilimanjaro,thehighestmountaininAfrica,now attractsmany thousandsof walkerseach year.Step IIListening andspeakingT:Do youthink iteasy to climb itSs:Of coursenot.T:It isnot easy toclimbit.It ismore difficultto people withdisabilities.But Barry Minto madeit.And hebecame famous.He isbeinginterviewed onthe radio.Now lets listento theinterview.Deal withEx1-4on Page6-

7.Play therecording again whennecessary.Step IIIWishes congratulationsStudentsareasked toworkin pairsto practiceofferingcongratulations andbestwishes.Show theuseful expressionson Page7onthe PowerPoint.Teacherdemonstrates adialogue with a student.A sampleof offeringwishes andcongratulationsB:Congratulations onyour graduationcertificate.A:Thanks.And I was toldyouveinvented a new computergame.B:Yes,a companyhasdecidedtobuyitfromme.A:That samazing.Good luckto you.B:Thanks.After studentshave finishedthe exercisesin thetextbook showthefollowing situationsonthe PowerPoint.Give thefollowing twosituations forstudentstopracticeoffering congratulationsandbestwishes.Situation1Your friendis goingto takepart in the2023“CCTVCup English Speaking ContestSituation2Your friendhas wonthe firstprize inthe2023“CCTVCup”EnglishSpeakingContestStep IVReading,speaking andwritingShow pictures of a cinema,including insideand outsidefacilities.Ask studentsto discuss what problemsthat people with disabilitiessometimeshavein acinema.Divide thestudents intodifferent groups.They aregiven severalminutes todiscuss.Each memberis encouragedtothinkactivelyand participateinthediscussion.Make sureall thestudentshave their own opinion.After thediscussionT:Now pleasestop discussing.Alice isa warm-hearted girl.Shecares for the disabledvery much.When shelearned anew cinemais goingtobe built,she wrotealetter to makesuggestions.Hereisthe letterthatgives suggestionsto an architect who is todesign thenewBankstwon cinema.Let sfindout what suggestionsAlice gives.SkimmingStudents canfind theanswers quickly,because they are printedinthe pinkcolor.Careful readingHelp studentstoanalyze the letter so that they will learn howto write aletter ofsuggestion.T:Now pleasereadthetext carefullyand thinkaboutthe questionsin Ex2on Page

9.After students readthetext carefully,they willdiscuss thequestionsin Ex2in groups.Several minuteslater,checktheanswerswith thewhole class.Suggested answers:

1.In the first paragraphAlice tellMs Sanderssheiswritingto makesuggestions onthe easyuse of the cinemaby disabledcustomers

2.This willattract the reader sattention and the readerwillrealize theseare importantinformation.

3.In the last paragraphAlice asksthe architectto considerhersuggestions.If hersuggestions aretaken,many people will benefitandthe cinemawill bepraised.T:After weread Alices suggestion letter,do you know how towrite aletter ofsuggestion Pleasediscussingroups.Then wewillwork togetherto write a formatof asuggestionletter.After thediscussionShow thefollowing onthe PowerPointor printit out.A letter of suggestionAletter ofsuggestion normallyhas fiveparts.

1.The HeadingThis includes theaddress,line byline,with thelast linebeingthe date.Skip aline afterthe heading.

2.The Greeting.The greetingalways ends with a comma.Thegreeting should be formal,beginning withthe word〃dear〃.

3.The body.Also knownas themain text.Generally speaking,thebody includesthree parts.The firstpart usuallythefirstparagraphtells the receiver that you arewriting thisletterto make suggestionsonsomething,andthemain parttells clearlywhat your suggestionsare.The lastpart usuallythelastparagraph asksthereceivertoconsider yoursuggestions.Don t forgettoencourage thereceiver totakeyoursuggestions.Skipping aline betweenparagraphs,especiallyin typedor printedcopy,also helpsthereader.

4.The complimentaryclose.This shortexpression isalways afewwords ona singleline.It endsin acomma.The complimentaryclosebegins witha capitalletter andendswithacomma.

5.The signatureline.Type or print yourname.Thehandwritten signaturegoes abovethis lineand belowthe close.Thesignature lineandthehandwritten signatureare indentedto thesamecolumn as the close.The signatureshould be written inblue orblackink.Skip fromone tothree spacestwo ona typewriter,and typeinthe signatureline theprinted nameof theperson signingthe letter.Sign thename inthe spacebetween theclose andthe signatureline,starting at the leftedge of the signaturelineStep VPracticeDeal withEx3-4on Page

9.Ask studentstoworkingroupsand discussaccessible theircommunityis for peoplewith disabilities.Then discussway inwhichtheir communitycould bemade moreaccessible fordisabledpeople.Thisdiscussion willlay a good foundationtothewriting.After thediscussion,students areaskedtowritealetter ofsuggestion tothearchitect of anewbuilding tobe constructedin theirarea.In theletterthey willsuggest waysto makeit moreaccessible for peoplewith disabilities.While writingthe letter,they shouldpay attentiontothe formatofaletter.If timelimited inclass,theycanfinishthe letterout ofclass.Step VIHomeworkWrite aletterofsuggestion tothe architect.A sampleofaletterofsuggestionMr.Xue SunLeiChief architect18Hongyang streetSupermarketdesign YuquanCounty211Kangwei RoadYuquanCounty18MarchDear MrXue,I learnfrom thelocal newsthatyou are the architect who is todesignthe supermarket.I amwriting toask youto considerthe rightof the disabledfor easy access.In particular,I wouldlike youtoconsider thefollowing things:

1.Access tothe supermarketforpeoplein wheelchairs and thosewhohave difficultywalking.The liftsshould bewide enoughfor thewheelchairsto movearound.The entranceshould besuitable forwheelchairsontheground floor.There should be specialentry forpeoplefor the blind.

2.Toilets Thereshould bespecial toiletsfor the disabled.Thebathrooms andtoilets should have doorwayswide enoughfor a wheelchair,doors that are easy to openand close,and hand-holds that the disabledcaneasily use.

3.Telephones shouldbe easyfor a person in a wheelchair toreach.Generally speaking,a supermarketis sobig that it isdifficultfor one,especially oneinawheelchairto find whatoneneeds.So telephonesshouldbeeasytoreach for a personin awheelchairsothathecancall thestaff forhelp.

4.Shelves.When designingthe shelves,the disabledshould betakeninto consideration.Safety shouldcome first.Thank youfor readingmy letter.I hopeyou willconsider mysuggestions.Disabled peopleshould havethesameopportunity asable-bodied peopletoenjoythe supermarketand they shouldbeableto doso withdignity.It isvery importantto usevarious formsoftechnology which can assistindividuals withvarious typesofdisabilities toincreases theirmobility andindependence.I amsureif youdesign it with goodaccess for the disabled,the supermarketwillattract morecustomers andpeoplewillspeak highlyof yourdesign.Yours sincerely,SunleiThe Fourth Period Reading and listeningTeachinggoals教学目标

1.Target language目标语言Patterns usedto makeintroductions.I dliketointroduce youto…I dlike youtomeet…MayIintroduce***Pleased tomeet you.It snice tomeet you.

2.Ability goals力量目标Help studentslearn howguide dogs are trainedand howthey improvethequality oflife forpeople who are blind,visually impaired,orwith otherspecial needs.Enable studentsto useproper Englishas wellas body language tomakeintroductions..

3.Learning abilitygoals学能目标By listeningand readingstudents willlearn guide dogs playanimportant roleinthelifeof thedisabled.By practicing,studentswill learnhow to make anelegant introduction.Teaching importantpoints教学重点How to make anelegant introduction.Teaching difficultpoints教学难点How to make anelegant introduction.Teaching methods教学方法Reading,listening,explaining andpractisingTeaching aids教具预备The multi-mediaTeaching procedures ways教学过程与方式Step ILeading inAskstudentstodiscuss how a guide dog is trained.T:Yesterday weread aletterofsuggestion toanarchitect.Inthe letterAlice asksthearchitectto provideeasyaccessfor peopleinwheelchairsandthose whohave difficultywalking.Today we are goingto learnhow to assistthe blind.Now lookat the poster.It isa verypopularmovie thatmoves100million Asiansin

2023.What sthe movieShow theposteronthe PowerPointSs:The Chineseis DaoMang Quan-Xiao QT:What sthe movieaboutSs:It isabout howXiao Q--a guide dog helpsDubian-an oddblindman.There isdeep lovebetween itsmaster andXiao Q.

1.as thesubject

2.as thepredicative,

3.as theobject

4.as theobject complement

5.as theadverbial

6.as theattribute重点句子I havelearned to adaptto my disability.Every timeafter a long absencefrom school,I feelreally stupidbecause I ama bitbehind theothers.All inall,I havea goodlife.Just acceptthem forwhom they are andgive themencouragement toliveas richand fulla lifeas youdo.III.教材分析与教材重组T:Xiao Qis hiseyes,his company.But doyouknowhow a guidedog likeXiao Qis trainedSs:No.T:0k,please openyourbooksat Page

46.Read the passage thenyouwill learnhowa guide dog istrained.Step IIReadingAsk studentstoreadthepassageon Page46and thenmake atimelinethat showshowthedifferent stagesina guidedogs training.Stage AgeTrainingThe firststage:1-12months Thepuppy liveswithasighted familyThesecond stage:13-18months Itbegins fivemonths trainingata guidedog school.The thirdstage:19-23months Whenit istrained,it meetsits newownerandthetwo liveatthe guideschool for a monthto learntoworktogether.The laststage:A trainergoes tothe owners hometo teachthedog andits ownerhow toget roundintheirown townor city.After dealingwiththereading passage,showthefollowing toenrichstudents knowledgeof howa guidedog helpsits owner.T:Do youknow whata guidedogistrained todo Andhow muchdoesit cost to train aguidedog Let slearnmore aboutthe guidedogtraining.Show thefollowing onthePowerPointorprintit out.Guide dogsare theguiding eyesforpeoplewhoareblind orvisuallyimpaired,and theyare speciallybred andtrained forthis mostimportantjob.How muchdoes itcosttotrainaguide dogItcosts morethan$30,000to completethe trainingof oneguidedog.This includesall expensesfrom breedingto raisingthe dog totraining itand matchingitwitha blindperson.What exactlyisaguidedogtrained todoGuide dogsundergo acomprehensive trainingprogram,and onlythebest completethe trainingand becomeworking guides.In short,guidedogs are taught how tofindand followa clearpath,maneuver aroundobstacles,and stopat curbs.They also aretaughtto determinewhenit isunsafe tomove on.They followtheir teammatesdirections,andthey knowthat theycan disobeyonly inthe faceof danger.What isthe blindperson taughtduring trainingDuringthe trainingprogram,blind studentsfirst learnabout thecommandsthedogknows.Over aseveral weekperiod,theyaretaughteverything there is toknow abouthow towork withaguidedog.Inaddition,they learnabout propercare ofthedog,which rangesfromfeeding togrooming tomedical issues.Access laws,public awarenessandother issuesalsoarecovered duringthe25-day program.Are guide dogs allowedin restaurantsGuidedogsareallowed everywherethat thegeneral publicisallowed togo.This includesrestaurants,taxicabs,airplanes,hotels,etc.This rightis protectedby afederal lawcalled theAmericans WithDisabilitiesAct.Are therethings Ishould orshould not do whenI amaround aguidedogThe generalrule isthat workingguidedogsshouldbeignored.Distractions taketheir concentrationawayfromthe workthey have todo-whichcanput thedog andits teammatein danger.Do notpet orfeeda guidedog and donotencourage thedogtomisbehave.ListeningDeal withthe listeningexercises.Besides therequested details,studentsareaskedtopayattentionto howpeople areintroduced.Playthe tape againwhennecessary.T:Now lets comeback tothe workbook.Sara,whois blind,hasjust returnedhome fromaguidedog school.Who hascome toher homeaccordingtothereading passageSs:A trainerfromtheguidedogschool.T:Right.A teacherfromthe school hascome toSara s house toteachher andher doghowtofind theirway aroundtheirowntown.Pleaselisten carefully,and finish theexercises.After dealingEx2-3,play thetape againtodoEx

4.T:Now lets listentothetapeagain,and doEx

4.Please payattentiontothe dialogue.You willbe askedto imitatethe dialogueafterwe fillintheblanks.Before theyact outthe dialogue,theyshouldbe awarethis isanintroduction.T:What isthe dialogueaboutSs:An introduction.T:Now Iwillasksome ofyoutoact outthedialogueand showushow tomake an introduction.Please remembertheyareat Sarashouse,notaformal occasion.After theperformanceT:Well done.Then doyouknowhowtomakeaformal introductionSupposea businessone Ok,please lookat theuseful expressionsonPage

47.These willhelp youtomakeyour introductionelegant.Step IIITalkingTips on howtointroduce peopleFirstgive studentssome adviceonhowtointroducepeople.Show thefollowing onthePowerPoint.Heres howtomakeproper introductionsat parties,dinners andothersocial situations.

1.Introduce individualsto eachother usingboth first and lastnames.

2.If youre introducingsomeone who has atitle,a doctor,forexample includethe titleas wellas thefirstandlast namesin theintroduction.

3.Introduce theyounger orless prominentperson tothe olderormore prominentperson,regardless ofthe sexofthe individuals.However,if aconsiderable agedifference liesbetween thetwo,itis farmore courteoustomakeintroductions indeference toage,regardless ofsocial rank.For example:uArthur Prefect,Id likeyouto meetDr.Gertrude Smith”.

4.If theperson youare introducinghasaspecific relationshiptoyou,make therelationship clearby addinga phrasesuch asmy boss,，my wifeor myuncle.，

5.Introduce anindividual tothe groupfirst,then thegroup totheindividual.For example:‘Dr.Brown,Id likeyoutomeet myfriendsKym Hsu,Shawn Kampbelland MichaelVia.Everyone,this isDr.Kurt Brown.J.DemonstrationPresent aformal introductionwith twostudents.Ask studentsthinkaboutthebodylanguageas wellas thespoken words.A sampleof formalintroductionDonna Sellers:Ms.Tayer,Idliketointroduce mysecretary,PaulBanning toyou.Mr.Banning,this isMs.Joy Taylor,the presidentofAuto Smartcompany fromCanada.Joy Taylor:Nice tomeet you.Paul Banning:Pleased tomeet you.

6.Besides theabove suggestionsonthePowerPoint,you shouldalsothink aboutanintroductioninaChinese businessis differentfroman introductioninaWestern business.We Chineseprefer touse thetitle,while thewesterners prefertouseMr/Ms/Mrs.A handshakeisacceptable inboth cultures.So dontforgetproper bodylanguage.PracticeStudents aregiven severalminutes topractice aformalintroduction.Then dealwithEx2on page

47.Step IVHomeworkSurf ontheinternettolearnabout Braille.The Fifth Period Reading and WritingTeachinggoals教学目标

1.Ability goals力量目标Learn thestory howZhang Yunchengachieves hisambition.How towriteasummary.

2.Learning abilitygoals学能目标Enable studentsto realizenothing isimpossible.Inspire studentsto studyhard byZhang Yuncheng sstory.Teaching importantpoints教学重点How challengingit isfor Zhang Yuncheng tokeep writingand howheovercomes the problems hefaces everyday.His difficultyto achievehisambitionisbeyond description.Teaching difficultpoints教学难点How toimprove theirwriting.Teaching methods教学方法Reading andwritingTeaching aids教具预备The multi-media computerTeachingprocedures ways过程与方式Step IRevisionCheck thehomework.Ask somestudentstosay something about Braille.Present thefollowing onthePowerPoint.Braille,a system of raiseddots thatis readwiththefingers,has historicallybeen embossedon paper.Braille wasfirst developedabout1820by ayoung FrenchmannamedLouis Braille.He createdBraille bymodifying asystemofnight writingwhichwas intendedfor useon boardships.He didthis workasaveryyoung manand had it completeby the time hewas about

18.He andhisfriends attheschool fortheblind heattended foundthat reading andwriting dotswas muchfaster thanreading raisedprint letterswhichcould notbewrittenby handat all.The developmentof thissystemby youngLouisBraille isnow recognizedasthemost importantsingledevelopment inmaking itpossible fortheblindtogeta goodeducation.Braille consistsof arrangementsof dotswhich makeup lettersofthe alphabet,numbers andpunctuation marks.The basicBraille symboliscalled theBraille celland consistsof sixdots arrangedin theformationofarectangle,three dotshigh andtwo across.Other symbolsconsistof onlysome ofthese sixdots.The sixdots arecommonlyreferred toby numberaccordingtotheir positioninthecell.Dealwith Exl on Page

50.Step IIListeningAfter dealingwith Exl,continue withEx2onPage

50.Students arerequiredtodothis exerciseindividually.Because studentshave readsomethingabout Braille,they wonthavedifficulty inthe listeningexercises.After listeningtothetape,checktheanswerswiththewholeclass.Ex3requires studentsto listenfor eventsonthetimeline.Beforeplaying thetape,Teacher asksstudentstolook throughthe questionsfirst.According tothequestions,students maymake predictionstothe listeningmaterials.From thisexercise andExlonPage46,studentswill learnto describeevents accordingtoatimeline.Play thetapeagain ifnecessary.Then checktheanswerswiththewholeclass.Step IIIReading andwritingAfter learningsomethingaboutBraille,dealwithreading andwriting task onPage

51.Present somepicturesofZhang YunchengonthePowerPoint.T:Look atthese pictures.Doyouknow whohe isSs:Zhang Yuncheng.A writerwith disabilities.T:Yes,he haspublished abook entitledJiaru WoNeng XingzouSantian ThreeDays toWalk,〃taking itsexample fromHelen Kellersremarkablestory ThreeDays toSee.〃Now letsreadhis storyonP

51.Fast readingAskstudentstoscan thetext andwriteaminibiofor ZhangYuncheng.Showthefollowing onthePowerPoint.A Mini BioName:Zhang YunchengSex:Health:School education:

1.教材分析本单元以残疾及残疾人生活为话题，介绍了一些残疾人凭借坚韧的毅力和社会的关爱克服生活中的种种困难，以乐观的态度面对人生的挑战通过本单元的学习，可以帮忙残疾同学树立生活的信念，激励残疾人实现自身价值；同时又能教育健康同学理解、敬重、关怀、帮忙残疾人，使残疾人与健全人一样共享美妙生活通过本单元的言语技能训练，要求同学学会使用正确得体的英语介绍他人和向他人表示庆贺

1.1WARMING UP让同学了解残疾的种类，争论各种残疾给人们的生活带来的种种不便，尽管如此仍旧有很多残疾人在不同领域取得了非凡成就，为本单元的READING部分精彩故事做好了铺垫

1.2PRE-READING通过介绍“Family village”，激发同学的阅读爱好

1.3READING课文是一篇以第一人称表述Marty身残志坚，以乐观的态度欢乐生活的故事课文以网页的形式展现，能够吸引同学的留意力，引起同学的极大爱好

1.4COMPREHENSION共有4部分，这4部分的设置由表及里，由浅入深，特别科学第1部分是浅层次的事实核对题，旨在让同学了解Marty生活中遇到的各种困难和他对待生活的乐观态度；第2部分是深层次的理解题，要求同学在正确的理解课文的基础上，通过争论得出结论；第3部分要求同学总结课文6段的段落大意第4部分要求用3-4句话分别表述1）Marty的乐观向上的生活方式；2）人们怎样帮忙Marty和像Marty一样的残疾人过上幸福生活;3）他的同学为什么转变了对待Marty的态度

1.5LEARNING ABOUTLANGUAGE分为两部分，Discovering usefulInterestsand hobbies:Ambition:Dream:Several minuteslater,showthesample onthePowerPoint.The sampleofthemini bioAMiniBioName:Zhang YunchengSex:MaleHealth:disabilities causedby amuscledisease;veryweak,canhardly pickup apenSchool education:one dayInterestsand hobbies:reading andwritingAmbition:towrite and publish a bookDream:tolivea betterlifeCareful readingDealwithExlonP

52.Askstudentstowritea shorttext of150words aboutZhang Yuncheng.First theyshould readthe textcarefullyand thenpick out7-8important factsfromthetext inpreparationfor writing.Preparation forwritingStudents areaskedtowrite theopening1or2sentences ofthetext.They shouldsay somethingabout whoZhangYunchengis,how oldheis.,what disability is,and whathe hasachieved.Writing:When studentsfinishtheopening sentences,theywillbe askedtowrite therest ofthetext.A sampleofthewritingZhang Yuncheng,born in1980in Heilongjiang,isthewriter ofthebest seller“If Ican walkfor threedays”.He hasa diseasewhich affectshis musclesin hisbody.He developedthediseaseattheage of

3.Because ofhis healthcondition,he wenttoschoolforonly oneday.So Yunchengstayed athome andover theyears,his conditiongot worseand worse.At16,he couldnot walkatall.At18,he couldnot getout ofhis bed.At20,he couldnot raisehisarms abovehis head.However,Yunchengsdiseasehas not stoppedhimmaking most ofhislife.He taughthimself toread andwrite.Heloves readingandwritingand wantstobecomea writer.With thehelpof ZhangDanuo,an editor,attheageof25,Yuncheng achievedhisambition towriteandpublishabook.Step IVHomeworkSpeaking taskonP52Answer thequestions onchecking yourselfonP

53.L本单元课文解释与疑难解析

1.I havelearned toadapttomydisability.我已经学会适应这种生活adapt+to:tomakesuitable toor fitfor aspecific useorsituation.使适应，使适合He adaptedhimself tothe coldweather.他适应了寒冷的天气He triedhardtoadapt himselftothenew conditions.他努力使自己适应新的状况When hemoved toCanada,the childrenadapted tothe changeverywell.他移居加拿大后孩子们很能适应变化

2.Every timeafter along absencefrom school,I feelreallystupid becauseIama bitbehind theothers.每次我缺课很长时间后，都觉得自己很笨，由于自己落在别人后边.every time每次，每当引导时间状语从句Every time I catcha cold,I havepain inmy back.我每次感冒背就痛absence.不在，缺席[U][C][+fromShe neverspeaks illof anyonein hisor herabsence.她从不乘人不在时说别人的坏话He hasmany absencesfrom class.他常常缺课

3.In particular,I wouldlikeyouto considerthefollowingthings:尤其我想让您考虑以下几点particular adj.

1.值得留意的；特殊的；不寻常的There wasnothing intheletterof particularimportance.这封信里没什么特殊重要的内容The storyhappened onthat particularday.故事就发生在那一天The teachershowed particularconcern forthe disabledchild.老师特殊关怀那个残疾儿童

2.独特的；单独的；某一种的Her particularway ofsmiling lefta goodimpression onme.她特有的微笑给我留下了美妙的印象〃I dont likethisparticular scarf,but theothers arequitenice.〃〃我不喜爱的就是这一种围巾，其他的都很好〃

3.难以取悦的；讲究的；挑剔的+about/over/+wh-15m notparticular aboutmy clothes;I dontmind what I wear.我不怎么讲究我的衣服，我不在乎我穿什么He isvery particularabout hisfood.他吃东西很讲究/挑剔special,especial,specific,particular,exceptional,extraordinary,peculiar这些形容词均含“特别的，特殊的“之意special一般用词，指不同于一般、与众不同，着重事物的特地性，突出与一般不同especial和special含义很接近，较正式,但侧重有特别的意义或重要性specific着重指某种、某类事物具有的特别或特定的属性，也可指特地提出作特殊考虑的事物particular侧重不同于普遍性的共性或特别性exceptional指不同于一般，本身是特殊的或特别的事物extraordinary语气比exceptional强，指极大地超过一般或正常状况peculiar强调指与众不同或独特的意思,奇怪的，不寻常的.specially,especially,particularly这些副词均可表示“特殊地”之意specially着重为做某事而“特地地、特意地”，相当于onpurposeoespecially较多地用于正式文体，侧重超过其它全部，突出到“特殊地”的程度，相当于in particularparticularly用来指同类中特殊突出的一个II.文化背景学问Understanding TheWorld5s DifferencesThere are over750million peopleintheworld todaywith sometypeof disability!Think aboutthat numberforaminute-the populationofthe stateof Californiais30million people.The populationofthe United States is250million people.The populationof theUnitedStates wouldonly equalone thirdofthenumber ofdisabledpeople intheworld!Therearetwo Categoriesof Disabilities:some disabilitiesarevisible,such asa personinawheelchair.But otherdisabilities areinvisible,like anindividual witha learning disability.Even thoughyoucan notsee a persons disabilitydoes notmean theydonothaveone.So whenyouarethinking ofasking aperson tocarry somethingheavyremember ifthey say〃No,〃dont thinkof themasnot wantingto help!This personmight justhaveabad caseof asthma,oramusculardisorder,which limitsthem fromcarrying heavyobjects.I thinkthat atone timeor anothereveryone hasbeen curiousaboutsome typeof disability...especially kids.We havetried tounderstand these mysteriousdisabilities bypretend playor beingcuriousand askingquestions ofpeople wesee inwheelchairs.Then ourparentssay Honey,dont point!SHHHHHH!v Whyis itso hardto acceptothersdifferences Afterall,weareunique!Some peoplefeel itstheadults andothers aroundus whoteach usby example;That prejudiceandfear orlack ofunderstanding ontheir part,aretheway inwhichwe mustall believe.Even thoughas kidswe tryto understandand arecuriousenough topretend whatits liketobe“different”,we alsogrowup ina societywhere differencesmean fear-rather thanunderstanding.Maybe ifwe attemptedto simulatelife oroneoflifeschallenges asaperson witha disability wecan helpourselves andothersto understandand respectthese〃differences”.Letsjoinin speakingout toall thosethat leadour countries,in promotinggreatertolerance andunderstanding ofall the worlds differencesbytalking anddeveloping respectand tolerancefor alltheworldspeople-including those withdisabilities!Here aresome interestingpeoplewithdifferent disabilities:〃We keepmoving forward,opening upnew doors,and doingnew things,because were curious...and curiositykeeps leadingus downnew paths.〃----Walt Disney-Hans ChristianAnderson Famous Author-Dyslexia-Ludwig vanBeethoven FamousMusician-Deaf-Alexander GrahamBell Great Inventor-Learning Disability-Winston ChurchillPrime Ministerof England-Dyslexia-Walt DisneyAnimator/Movie Producer-Dyslexia-Thomas EdisonGreatInventorDyslexia-Albert EinsteinGreat一Physicist Dyslexia一-Helen KellerDevoted Lifeto Personswith Disabilities-Blind,Deaf,and Mute-John MiltonFamousAuthor-Visually Impaired-General GeorgePatton WarGeneral-Dyslexia-Franklin D.Roosevelt President ofthe UnitedStates-Polio-Leonardo daVinciFamous Painter-Dyslexia-George WashingtonPresident ofthe UnitedStates Dyslexia一-Woodrow WilsonPresidentoftheUnitedStates-DyslexiaDr.John Horner,PaleontologistJack hasbeen aconsultant toSteven Spielbergforthe movies,“Jurassic Parkand TheLost World”.Dr.John JackHorner remembershaving troublewith math,reading,and foreignlanguages inschool.He absolutelyloved science,andsearched outfossils withhis dadin Montanaasaboy.He lookedatevery sciencebook hecould geta holdof inhis town,but heneverreally readthem becausehe couldn，t read.In high school hewon everysciencefair withhis innovativeprojects,but hestill hadproblemsmemorizing forscience tests.Jack reported,〃I onlyremember oneB inmy life.The restwerea fewCs,mostly Ds,and lotsand lotsand lotsof Fs.But Ialwaysbelieved inmyself.This camefrom knowingthat therewere otherthingsthat Icould dobetter thananyone else...Throughout college,I learnedalot but I keptflunking out.I stillcouldnt memorize.It wasalsohard for metokeep upwith lectures.In chemistry,Iremembermy teacherwritingontheboard andtalking aboutsomething elseatthesame time.I couldntfollow either.And Icould neverkeep upwith allthereading.〃He gota jobin paleontologyat PrincetonUniversity fixingup allthedinosaur bones.It was there thathe heardof dyslexia,tohisrelief.Once onvacation hediscovered nestswith babydino bonesin them,whichwas anew worldfind.He becamethe curatorattheMuseum ofthe Rockiesandbegan teachingattheMontana StateUniversity inBozeman.〃I nevermakemy studentsmemorize fortests.Instead,they havetoexplainwhatthey know./z“Because Iam dyslexic,I believeI offera differentapproachto certainsubjects.That comeswiththeway Ithink.I thinkdifferently,and thatmakes meask questionsdifferently.〃Jackadvises peoplethat iftheyareinterested indoing something,spendtime doingit.But do it yourway;dont worryabout otherpeoplesexpectations./zJack hasreceived aMacArthur FoundationAward calledthe“Genius Award,andhewasthereal lifemodel forthe paleontologistinthemovie,Jurassic Park.wordsandexpressions是本单元词*匚练习题；Discovering usefulstructures是本单元语法练习题练习，通过本单元的学习，要求同学娴熟把握不定式的各种语法功能

1.6USING LANGUAGE分为两部分，Listening andspeaking是关于对残疾人Barry Minto的采访录音，要求同学能够通过录音了解BarryMinto的身体残疾和他取得的成就同时通过听这个采访，要求同学把握表示庆贺的常用句型Reading,speaking andwriting部分要求同学先争论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾Alice Major写给the newBankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，要充分考虑残疾人的特别需要这封信后有说和写的练习题，通过不同的言语技能训练,完成本单元教学目标通过读这份建议信，要求同学学会写建议信

2.教材重组

3.1将WARMING UP、PRE-READINGR、READING与COMPREHENDING放在一起上一节阅读课

4.2把LEARNING ABOUTLANGUAGE和WORKBOOK的Using wordsandexpressions RUsingstructures整合在一起上一节“词7匚语法课”

5.3依据USING LANGUAGE内容上一节听说读写综合技能课

6.4将WORKBOOK的Reading andlistening和Talking结合在一起，上一节“听说课”

7.5将WORKBOOK的Reading andwritingtask设计为一节阅读课写作课Invisible disabilitiesName:Lynda AppellEmail:fennel@visto.comDate:14Oct2023Time:20:28:20Remote Name:proxy.iad4,netsetter.comRemote User:Thats FunnyYou dontLook LikeYou Havea DisABILITYAnyonecan seethat aman,woman,boy,girl whoisinawheelchairhas avisible disability.Likewise seeingsomeone usinga caneeitheras awalking aidor ashelp forsomeone whoisblind.Conversely someonewhohasan invisibledisability,be italearning disorder,a mentalillness undercontrol withtreatment,aperson withchronic debilitatingpain andmany otherexamples,toonumerous tomention,are seenunless theirdisability isknown asnothaving anythingdisabling aboutthem.Iam not implyingthat personswith handicapsthat arenot readilyseenare moredisabled thanthosewitha handicapthatisreadilyvisible.What Iam sayingthat bothvisible andinvisibledisabilities canboth bea hardshipand,at times,evendevastating totheindividual.Just becauseadisabilitycan notbeseen doesn，tmeanits anyless disablingthan onethat canbe seenbymost people.This doesntnecessarily meanmore so.It meansthata visibilityof disabilityshould notbe thesole criteriaof whoisconsidered disabled.To me,thereisone veryimportant exceptiontotheabove.Theperson withan invisibledisability hasto dealwith notonly theirdisabilitybut thepublics attitudetoward it.For itseasyto realizesomeone whois physicallychallenged asbeing impaired.Its hardertorealize thatapersonwho maylook normalmay alsohave impairment.What isa learningdisabilityLD isa disorderthat affectspeoples abilityto eitherinterpretwhat theysee andhear orto linkinformation fromdifferent partsofthe brain.These limitationscan showup inmany ways:as specificdifficultieswith spokenand writtenlanguage,coordination,selfcontrol,or attention.Such difficultiesextend toschoolwork andcanimpede learningtoread,write,or domath.Learning Disabilities canbe dividedup intothree broadcategories.These typesof learningdisabilitiesinclude:Developmental speechand languagedisordersAcademic skillsdisorders“Other〃a catch-all thatincludes certaincoordinationdisorders andlearning handicapsnot coveredby theother termsMyLife withLearning DisabilitiesI was inEighth Grade,I hadagoodschool,great teachersandamazing friendsbut somethingwas missing.Itriedhard inschool,butfor somereason I wasn tmaking it.I wasn t gettingthe gradesIthought Ishouldhavehad,and I wasn tgetting whatmostofthe othersaroundme did.I wasconfused anddisoriented,but thoughtnothing ofit.Although my mother did,whoisa teacher that workedwith learningdisabledchildren atthetime.Although I never admittedthat I washaving trouble,nor didI believeI reallywas,my momknew thatsomethingjust wasn t rightwith me,she knewthis forshe wassurroundedall dayby kidswiththesame problems.She noticedit inme,and studiedit,then finallyshe cameto meandtold meher thoughts.Iwasfurious,furious tothink mymothereven thoughtthere wassomething wrongwith me,I thoughtshe thoughtIwas stupid,and couldnt doanything onmy own.I didn twant tobelieve oreven thinkthat Icould havea problem,I thoughtit wasnormalto havetheproblemsIwasfacing andI ignoredit.But myMominsisted that I havetesting done,just tosee ifthere wassomething.So Ifinally gavein,hoping toprove toherthat she was being foolishand that Iwas fine.Well thosetests ruinedmy life,they werent whatI expectedandthey werentwhatI wantedto believe.I hadthis stereotypethat peoplewithlearning disabilitieswere stupidand couldn,tbeeducated.Iwasn tabout toadmit tomyself thatI hadone.My momtried sohardfor meto understand,that havinga learningdisabilityisokay,andthat itdoesn tmean yourestupid,thatitjust meansyou learndifferentlythan othersandthatthere wasnothing wrongwith that,as longas Igot thehelp Ineeded tohelp correctit.But thatjustwasn tgood enoughforme.Iwasdepressed anddistraught abouteverything,I feltso letdown frommymotherand fromeveryoneincluding myself.I felt like Iwasbeingbabied andwatched overconstantly,and everythingjust becameto cavein forme.But therewassomething I didn trealize foralongtime andit wasuntil thenthatI understood.It washighschool,whenIentered highschool Iwas scared,scaredof myclasses,scared ofallthenew people,and justthe overallatmospherebut Ilearnedsomethingabout thoseclasses,about thosepeople,and aboutthat atmosphere,thatI wasntthe onlyone.Theexperience ofmeeting peoplewiththesame kindof problemsgave memoreconfidence anda greater understanding.I foundouthowmuch betterI haditthan some.Even peopleI knewfor yearsbut neverknew theyhadone.Things werestarting tocome together,Iwasseeing peoplearoundme dealwith itdaily,and bythe endoftheday defeatit likechampions.These people were smart,these peoplewere confident,these peoplewereamazing,andthesepeoplewereteenagers justlike me.After reallyseeingthat,my mindand eyesopened uptoagreaterunderstanding.I feltso badfor thinkingthatapersonwitha learningdisabilitywas stupidor incompetent,becausethey werent,theywerent atalland Iwasnteither.As hardas itwas formeIaccepted it,and Ifinallygave upthe fightand gavein andgot theattention andhelpI needed.I wont lieI didntlikeit,but asmuch asIdidntlikeit,it helpedandIstarted toimprove.I feltalot better aboutmyselfand alotbetterabout school.Iwasnt asfrustrated andannoyedanymore becauseIhadfound away todoitanddoit correctly,andit madeschool actuallystarttomake sense.My Momhad triedto tellmethese thingsall along,butIdidntwanttobelieve her,and shedidntdothis tome becauseshe thoughtIwasstupid,she didit becauseshecares,and shewanted metodowell andto understandschool andnothave itbe somehorrible struggle.Inevernoticed that,I thoughtshehad lostall faithinmewhen allalong shehad morethan Ieverdid.Now asa juniorin highschool Iamnotafraid tosay thatI havealearningdisabilitybecauseIknow Iam smart,and likemy momalwayssaid Ijust learndifferently andthatswhatInow believemake allofus withlearning disabilitiesbeautiful andunique.文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人完）1st Period Reading2ndPeriodLearningaboutlanguage3rdPeriodUsing language4thPeriodReadingandlistening5thPeriodReadingandwriting taskIV.分课时教案The FirstPeriodReading

8.课型设计与课时安排（经教材分析，本单元可以用5课时教Teachinggoals教学目标

1.Target language目标语言:a.重点词汇和短语eyesight,drum,movie,ambition,disabled,beneficial,in otherwords,clumsy,motto,adapt,motto,microscope,out ofbreath,absence,stupid,fellow,annoyed,all inall,industry,tank,b.重点句型independent,make funof,encouragement

1.I havetoadapttomydisability.

2.All inall,I haveagoodlife.

3.Every timeafter along absencefrom school,I feelreallystupid becauseIama bitbehind theothers.

4.Just acceptthem forwhom theyare andgivethemencouragementto liveas richand fulla lifeas youdo.

2.Ability goals力量目标Helpstudentstolearnabout disabilitiesand lifeofthedisabled.Enable studentstorealizepeoplewithdisabilities canalsolivewell

3.Learning abilitygoals学能目标By talkingabout disabilitiesand lifeofthedisabled,studentswill learnsome positivestories ofthedisabled.This willhelpstudents understandmoreabouthow challenginglifecanbeforthedisabled.Teaching importantpoints教学重点How positivestories aboutthe peoplewithdisabilitiesinspireothers.Teaching difficultpoints教学难点How tohelp studentunderstand thedifficulties thedisableTeaching methods教学方法Discussing,explaining,readingandpractisingTeaching aids教具预备Multimedia computerTeachingproceduresways教学过程与方式StepILeading inDealwith Warmingup.Play somevideos ofpeoplewithdisabilitiesfor studentsto watch.Then askthem todiscusswhatthe disabilitiesare and what difficulties theyhavetoovercome indaily life.T:Good morning/afternoon,class!Ss:Good morning/afternoon,Mr./Ms…T:In thisclass weare goingtolearnabout disabilitiesand thelifeofthedisabled.First lets watchsome shortvideos.Then discussingroups whatthe disabilitiesareandwhatdifficultiesthey havetoovercome indailylife.After thediscussion,Teacher willpresent thefour picturesonPage1to students.T:Quite right.Disabilitiescanbe visibleor invisible.。