Livingwell教案
Period3　Grammar
Teachingaims　
1．Studentswillbeabletorecognizetheinfinitivesandknowtheexactmeaningsofthem.
2．Studentswillbeabletousethesestructurescorrectly.

Teachingprocedures　
?Step1　Revision
AskseveralstudentstoretellMartysstory.ShowMartysminibiographyonthePowerPoint.
Myminibiography
NameMartyFielding
StatusHighschoolstudent
HealthDevelopedamusclediseaseattheageof10，veryweak，cannotdothingslikenormalpeople
InterestsandHobbiesEnjoyingwritingandcomputerprogramming
Goingtothemoviesandfootballmatcheswithfriends
Spendingalotoftimewithmypets—tworabbits，aparrot，atankfulloffishandatortoise
AmbitionToworkforafirmthatdevelopscomputersoftware
MottoLiveonedayatatime
?Step2　Discoveringusefulstructures
1．基本概念
不定式是动词的一种非谓语形式，没有人称和数的变化，而且不能单独用作谓语，但仍旧有动词的特点，即可有自己的宾语和状语，构成不定式短语，使用频率较高。是一个考试经常考查的语法点。
2．基本形式
主动形式被动形式
一般式todotobedone
完成式tohavedonetohavebeendone
进行式tobedoing/
完成进行式tohavebeendoing/
否定形式nottodonottobedone
疑问词＋不定式wh－todowh－tobedone
复合结构sb.todo/forsb.todo/
3.句法功能
不定式具有名词、形容词、副词的特征，在句中可以充当主语、表语、宾语、定语、状语和补足语，还可以有自己的逻辑主语，即forsb.todosth.。
Itisgoodto_help_others.(subject)
Itismyambitionto_make_sure_that_the_disabled_people_in_our_neighbourhood_have_
access_to_all_public_buildings.(subject)
Myambitionis_to_work_inthecomputerindustrywhenIgrowup.(predicative)
Idonthavetimeto_sit_aroundfeelingsorryformyself.(attributive)
Iamtheonlystudentinmyclassto_have_a_pet_snake.(attributive)
Abigcompanyhasdecidedto_buy_it_from_me.(object)
Myfellowstudentshavebegunto_accept_me_for_who_I_am.(object)
Ihavehadtoworkhard_to_live_a_normal_life.(adverbial)
SomedaysIamtootiredto_get_out_of_bed.(adverbial)
Wemustcallonlocalgovernment_to_give_financial_assistance_to_disabled_people.(objectcomplement)
4．不定式的时态与语态
根据需要，不定式可以有一般式(todo)，完成式(tohavedone)，完成进行式(tohavebeendoing)，进行式(tobedoing)等时态形式以及被动形式tobedone和tohavebeendone。
Hedidntallowustogohomeearly.
他不允许我们早回家。
Heseemedtohaveseenthefilm.
他好像看过这部电影。
Sheissaidtohavebeenlivinginthecityforsixyears.
据说她住在该城市六年了。
Theboypretendedtobereadingwhenhismothercamein.
当他母亲进来的时候，小男孩假装在读书。
Heissaidtohavestudiedabroadafewyearsago.
据说他几年前在国外学习过。
Thebookissaidtohavebeentranslatedintomanylanguages.
据说此书已被译成了多种语言。
[注意]
1．Thefollowingverbsareusuallyfollowedbytheinfinitive.
afford，agree，appear，arrange，ask，attempt，care，choose，claim，come，consent，dare，decide，demand，deserve，determine，elect，endeavor，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
Forexample：
Icantaffordto_gotothepub.
Heagreedto_practice_more.
Youshouldlearnto_express_yourself.
Theymanaged_to_fix_the_problem.
2．Explanationofthegerundandtheinfinitive
Somewordscanbefollowedbyeithertheinfinitiveorthe－ingform.Pleasepayattentionwhenthereisnodifferenceinmeaningandwhenthereisdifference.
(1)Thegerundandtheinfinitive(nodifferenceinmeaning)
Weusethegerundortheinfinitiveafterthefollowingverbs：
beginHebegantalking.
Hebegantotalk.
continueTheycontinuesmoking.
Theycontinuetosmoke.
hateDoyouhateworkingonSaturdays？
DoyouhatetoworkonSaturdays？
likeIlikeswimming.
Iliketoswim.
loveShelovespainting.
Shelovestopaint.
preferPatpreferswalkinghome.
Patpreferstowalkhome.
startTheystartsinging.
Theystarttosing.
Weusethegerundortheinfinitiveafterthefollowingverbs.Therearetwopossiblestructuresaftertheseverbs.Gerund：verb＋－ing
Infinitive：verb＋person＋to－infinitive
adviseTheyadvisewalking_totown.
Theyadviseus_to_walktotown.
allowTheydonotallowsmokinghere.
Theydonotallow_us_to_smoke_here.
encourageTheyencourage_doing_thetest.
Theyencourageus_to_do_thetest.
permitTheydonotpermitsmokinghere.
Theydonotpermitus_to_smokehere.
Weusethefollowingstructuresafterthewordrecommend：
recommendTheyrecommendwalking_totown.
Theyrecommendthat_we_(should)_walk_to_town.
(2)Someverbsorverbphraseshavedifferentmeaningswhenusedwiththegerundortheinfinitive.
GERUNDINFINITIVE
forgetHellneverforgetspending_somuchmoneyonhisfirstcomputer.他永远不会忘记在第一台电脑上花费了这么多钱。Dontforgetto_spendmoneyonthetickets.
不要忘记用钱去买票。
goonGoonreadingthetext.
继续读这篇文章。(继续做同一件事)Goonto_read_thetext.
继续读这篇文章。(继续做另一件事)
meanYouhaveforgottenyourhomeworkagain.Thatmeansphoning_yourmother.
你又忘记做家庭作业了，这意味着我要打电话给你妈妈。Imeantto_phoneyourmother，butmymobiledidntwork.
我本打算打电话给你妈妈，但是我的手机坏了。
rememberIrememberswitching_offthelightswhenIwentonholiday.
我记得我去度假时把灯都关掉了。Rememberto_switch_offthelightswhenyougoonholiday.
当你去度假时，记得把灯关掉。
stopStopreading_thetext.
停止读这篇文章。Stopto_read_thetext.
停下来读这篇文章。
tryWhydontyoutryrunning_afterthedog？
你为什么不尝试跟着狗跑呢？Itriedto_runafterthedog，butI．..
我竭尽全力跟着狗跑，但是……

?Step3　Drilling
AskstudentstodoExercise2onPage5andcheckwiththeirpartnersthenchecktogether.
Keys：tohavekeptyouwaiting；tohaveforgotten；tohavefinished；
AskstudentstodoExercise3andsharetheirpastexperienceinagroup.
Keys：tohavespent；Tofree；tosee；totreat；tohelppass；toabolish
?Step4　Usingtheinfinitive
AskstudentstotranslatethefollowingsentencesintoEnglishandpayattentiontotheuseoftheinfinitive.
1．我忘了让你去社区服务中心了。
2．在检查机器之前关掉电源是很重要的。
3．我不知道哪儿能找到这种纽扣。
4．幸运的是，我们没有更多的活儿要做。
5．海伦很高兴到过中国20多个省、市。
6．她事业有成，现在最大的愿望就是结婚生子。
Suggestedanswers：
1．Iforgottoaskyoutogotothecommunityservicecenter.
2．Itsveryimportanttoturnofftheelectricitybeforeyoucheckthemachine.
3．Idontknowwheretofindsuchakindofbutton.
4．Luckily，wedonthavemuchmoreworktodo.
5．Helenisverypleasedtohavetravelledinmorethan20provincesandcitiesinChina.
6．Shehasbeenverysuccessfulinherwork，andnowhergreatestwishistogetmarriedandhavesomechildren.
?Step5　Homework
FinishoffExercises2and3onP49.jAb88.cOM

扩展阅读

高三英语《Livingwell》教案

高三英语《Livingwell》教案
1、adaptv.

根据语境猜词义

(1)Howdotheseinsectsadaptthemselvestonewenvironments?

(2)Youcanadaptthisfabricforanythingfromdiverssuitstogloves.

(3)Manychildrenbuybooksaftertheyhavebeenadaptedfortelevision.

根据语义找匹配

A.改造;改装　B.改编;改写　C.适应;适合

(1)C　(2)A　(3)B

adaptoneselfto…使自己适应或习惯于……

adaptto适应

adaptsth.forsth.改造;改装(以适应新用途、新情况)

adapt…from…根据……改写/改编

adaptableadj.适应力强的;适用面广的

adaptationn.适应;改编;改造

adapt/adjust/fit/suit/match

它们都有“适合，适应”的意思。

adapt指修改或改变，使某物或某人做些改变以适应新条件。

Youshouldadaptyourselftothenewenvironment.

adjust指借正当的判断或熟练的技巧“调整，调节”，以使两者互相适应。

Youcantseethroughthetelescopeuntilitisadjustedtoyoureyes.

fit指大小适合，引申为“吻合”。

Theshoesfitmewell.

suit多指合乎要求、口味、性格或情况。

Nodishsuitsalltastes.

match指大小、色调、形状或性质等相配或相称。

Aredjacketdoesntmatchgreentrousers.

用适当的介词填空
(1)TheplayisadaptedfromaMichaelCrichtonnovel.

(2)Thisteachingmaterialcanbeadaptedforolderchildren.

(3)Whenyougotoanewcountry,youmustadaptyourselftonewcustoms.

1、adaptv.

2、conductn.vt.

根据语境猜词义

(1)Weareconductingasurveyofconsumerattitudestowardsorganicfood.

(2)Nonmetalssuchaswood,glassandplasticcannotconductheateasily.

(3)TheorchestraisconductedbyJohnWilliams.

(4)“Icantscoldyourcheatingontheexamination，”saidafathertohisson.“ButImgladthatyouconduct_yourselfhonestlynexttime.”

(5)WhyhashisfellowstudentsconductchangedtowardsMarty?

根据语义找匹配

A.(乐队)指挥B.为人;表现C.导(电、热)

D.实施;进行E.行为

(1)D　(2)C　(3)A　(4)B　(5)E

conductasurvey/investigation进行调查

conductoneself表现

conductiveadj.具有传导性的

conductorn.(乐队)指挥;(公共汽车上的)售票员

用conduct的适当形式填空

Yesterdayourchemistryteacher(1)conductedanexperimentonwoodtoseewhetheritis(2)conductive，aftertheexperimentwedrewaconclusionthatwoodisapoor(3)conductorofheat.

3、congratulatevt.

根据语境猜词义

(1)Shecongratulatedmewarmlyonmyexamresults.

(2)Icongratulatemyselfonmygoodfortune.

根据语义找匹配

A.祝贺;向……道喜B.(因某事)为……感到高兴

(1)A　(2)B

congratulatesb.onsth./congratulatesb.fordoing(havingdone)sth.祝贺某人做了某事congratulateoneselfonsth./congratulateoneselffordoing/havingdonesth.庆幸自己做了某事

congratulationn.恭喜;祝贺(常用复数)

Pleaseacceptmysincerecongratulationsonyourmarriage.谨以至诚祝贺你们喜结良缘。

congratulate/celebrate

两者的意思很接近，但在英语中却有所不同。

congratulate意思是“祝贺，道贺”，只能用人作宾语，若要表明所祝贺的事情，后面要用on(upon)连接，构成congratulatesb.on/uponsth.

Wecongratulatedheronwinningthecontest.

Iwillcongratulateyouon/uponyoursuccess.

celebrate意思是举行仪式、典礼的“庆祝”，只能用事(节日、胜利、成功等)作宾语，构成celebratesth.

Wehadapartytocelebrateparentssilverwedding.

Theywillcelebrateyourbirthdaynextweek.

翻译句子

(1)我们祝贺他考试得了第一名。

Wecongratulatedhimonhavingcomefirstinhisexam.

(2)请见到她时转达我的祝贺。

Pleasegive/passhermycongratulationswhenyouseeher.

4、accessn.v.
根据语境猜词义

(1)Only40%of5yearoldshaveaccesstopreschooleducation.

(2)Thereiseasyaccesstothecountrysidebyrail.

(3)Bankcustomerscanaccesstheircheckingaccountsinstantlythroughtheelectronicsystem.

根据语义找匹配

A.通道;入口　B.(使用某物或接近某人的)权利;机会　C.接近，利用

(1)B　(2)A　(3)C

have/get/obtain/gainaccessto…拥有……的机会;可以接近;进入

giveaccessto接近;准许进入

accessibleadj.可接近的;可进入的;可使用的

beaccessibleto…可接近的，可靠近的;可使用的

access(to)/approach(to)

accessto

①(……的)通道;入口

Theonlyaccesstothatfarmhouseisacrossthefields.

②(使用某物或接近某人的)权利或机会

Studentsmusthaveaccesstogoodresources.

approachto

①(……的)路径;途径

Soldierswereguardingallapproachestothepalace.

②(解决某一特定问题，尤其是经过深思熟虑的)方法;态度

Weneedafreshapproachtosportsineducation.

单项填空

()(1)Forprofessionalathletes,__________totheOlympicsmeansthattheyhaveachancetoenterthehistorybooks.

A.appealB.attachmentC.accessD.approach

()(2)Thepeoplelivinghereare__________totheswimmingpool.

A.predictableB.possibleC.accessibleD.due

5、inotherwords换句话说
根据语境感悟其用法

IsoonfoundthattheworkIwasdoinghadbeendonebyotherpeople—in_other_words,_Imwastingmytime.

我很快发现我在重复别人已做过的事情，换句话说，我是在浪费时间。

keepone‘sword遵守诺言

breakonesword失信，食言

eatone‘swords承认说错了话getinaword插话

leaveword留言haveawordwithsb.与某人谈一谈

havewordswithsb.(aboutsth.)(为某事)与某人争吵

ina/oneword简言之;总之

beyondwords无法用言语表达

withthesewords说完这些话

wordcamethat…有消息传来说……

sb.sentwordthat…某人传来消息……

Wordcamethatourdutieswouldbechanged.

有消息说我们的职责会有变动。

HesentwordbyanarmymessengerthattheyhadarrivedinJakarta.他通过通信兵传送消息说他们已经达到雅加达。

inotherwords/Imean

inotherwords换句话说，也就是说(尤指转向更简单的说法)

Hedecidedtoquitthejob.Inotherwords,hehadtofindanotherjobinstead.

Imean我是说(用于补充评论或解释刚说过的话或原因)

Wecouldntliveonthat!Imean,itisridiculous.

用word的适当短语填空

(1)Nackisgood,kind,hardworkingandintelligent;ina/oneword，Icantspeaktoohighlyofhim.

(2)Icannottrusthimanymorebecausehedidnotkeephisword.

(3)Withthesewords，helefttheroomhurriedly.

(4)Beethovenwrotemanyworldfamousmusicalcompositions.Inotherwords，hewasagreatmusician.

(5)Youalsocanleavewordonline,wereallyappreciateyourproposal.

6、outofbreath上气不接下气

根据语境感悟其用法

Afterclimbingthatlongflightofstairsshewascompletelyout_of_breath.爬完那么长的一段楼梯后，她已经完全喘不过气来了。

outofsight看不见outofcontrol失控

outofdate过期，过时outoforder出毛病;混乱

outofwork失业outofpatience不能忍受

outofquestion没问题;无疑;毫无疑问

outofthequestion不可能的;办不到的

outoffashion过时，不流行

outofreach够不着outoftouch失去联系

outofplace不适合outofcash钱用光了

用outof的相关短语填空
(1)TheFordcarwentoutofcontrolandcrashedoverthecliff.

(2)Somepopularsongsgooutoffashion/date(过时)soon.

(3)Thismedicineisoutoforder(出毛病).

(4)HardlyhadIopenedthedoorwhenherushedintotheofficeoutofbreath(上气不接下气).

()1.(浙江)Thegoodthingaboutchildrenisthatthey______veryeasilytonewenvironments.

A.adaptB.appeal

C.attach　D.apply

…butIamveryoutgoingandhavelearnedto_adapt_tomydisability.(P2)

A　本题考查动词词义辨析。句意为：孩子们的一个很好的优势就是他们很容易适应新的环境。adaptto适应;appealto呼吁;attachto附属于;applyto向……申请。

()2.(2010全国Ⅰ)WithFathersDayaroundthecorner,Ihavetakensomemoneyoutofthebank______presentsformydad.

A.buy　B.tobuy

C.buyingD.tohavebought

Ihavetoworkhardto_live_a_normal_lifebutithasbeenworthit.(P2)

B　动词不定式作目的状语。根据选项此题考查非谓语动词。题干中空格划在名词后，但是空格后的部分不是对bank解释说明，而是说明取钱的目的，因此此题中非谓语动词作目的状语，因此选择B。

()3.(江西)Frankputthemedicineinatopdrawertomakesureitwouldnotbe______tothekids.

A.accessibleB.relative

C.acceptableD.sensitive

Iamsuremanypeoplewillpraiseyourcinemaifyoudesignitwithgoodaccessfordisabledpeople.(P8)

A　考查形容词的辨析。beaccessibleto为……能够接近;berelativeto和……有关系;beacceptableto为……所接受;besensitiveto对……敏感。

Livingwell教学设计

一名优秀的教师就要对每一课堂负责，教师要准备好教案，这是每个教师都不可缺少的。教案可以让学生能够听懂教师所讲的内容，让教师能够快速的解决各种教学问题。那么一篇好的教案要怎么才能写好呢？小编经过搜集和处理，为您提供Livingwell教学设计，供大家借鉴和使用，希望大家分享！

Livingwell教学设计
教材分析　
本单元以残疾及残疾人的生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。UsingLanguage中的Reading，speakingandwriting部分要求学生先讨论行动困难的人在电影院可能会遇到的困难，然后引出AliceMajor写给thenewBankstowncinema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，请求建筑师充分考虑残疾人的需求。这封信后有说和写的练习题，通过不同的语言技能训练，完成本单元教学目标。通过读这封建议信，要求学生学会写建议信。
学情分析　
本单元的话题是围绕残疾、残疾人的生活展开的，在阅读了残疾人MartyFielding的故事和聆听了盲人BarryMinto攀爬MountKilimanjaro的故事之后，学生对残疾人以及他们在生活中会遇到的困难有了一定的了解。在此基础下，笔者水到渠成地引出此封建议信，增强学生们关心、理解、帮助残疾人的意识。同时，通过阅读这封建议信，让学生熟悉建议信的格式并尝试写建议信。
教学目标　
1．语言知识目标
(1)学生能够正确读写及运用以下单词：
architect，adequate，access，accessible，handy，basement，row，outwards，exit，approval，dignity，profit，community
(2)学生掌握下列词组的意思并能在句子中熟练运用：
haveaccessto；enjoythecompanyof；incomfort；meetwithonesapproval；makeprofits
2．语言技能目标：强化学生通过略读、查读理清文章脉络结构的能力；训练学生运用所学知识就某一话题展开讨论，并在讨论的基础上进行写作。
3．语言能力目标：提高学生的阅读理解和书面表达能力。
4．情感态度目标：
(1)教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。
(2)在小组合作互动中，增强学生的团队合作与分享意识。
重点难点　
1．教学重点：阅读能力、写作能力的培养和提高
2．教学难点：掌握建议信这一应用文体的格式，并尝试写建议信
教学策略与手段　
在教学过程中，笔者坚持以“教师为主导，学生为主体，任务为基础”的教学原则，以读前、读中、读后三大版块展开阅读教学，任务明确，活动面广。同时贯彻“教中学，学中用”的教学策略，通过仿写建议信，使学生学以致用，学到生活中真正的语言。
教学过程
?Step1　Pre－reading
Showpicturesofacinema，includinginsideandoutsidefacilitiesandaskstudentstodiscusswhatproblemsthatpeoplewithdisabilitiesmighthaveinacinema.
[设计说明]该部分作为读前的热身活动，通过全班讨论使学生关注残疾人可能会遇到的困难，为阅读接下来的建议信作好准备。
?Step2　While－reading
1．Skimming
(1)Whoistheletterwrittento?
(TheletteriswrittentothearchitectforthenewBankstowncinema.)
(2)Whatisthepurposeoftheletter?
(Tomakesuggestionsabouthowtomakethecinemaaccessibleforthedisabledpeople.)
(3)Dividetheletterintoseveralparts.
Suggestedanswers：
Part1(Paragraph1)：Thepurposeoftheletter
Part2(Paragraphs2－6)：Somesuggestionstothearchitect
Part3(Paragraph7)：Theadvantagesofdesigningthecinemawithgoodaccessfordisabledpeople
2．Scanning
(1)Listthesuggestionsthewriterputforward.
①Thereshouldbeadequateaccessforwheelchairs.
②Itwouldhelptofitsetsofearphonestoallseats，notjusttosomeofthem.
③Theseatsatthebackshouldbeplacedhigherthanthoseatthefront.
④Fordisabledcustomers，itwouldbemoreconvenienttoplacethetoiletsneartheentrancetothecinema.
⑤Thereareusuallyspacesspeciallyreservedfordisabledandelderlydrivers.
(2)Whydoyouthinkthewriternumberedhersuggestionsanduseditalics?
(Thewriterhasusednumbersandatitleinitalicsforeachparagraphtoorganizetheideasandtomakeiteasierforthereadertounderstandandrememberthefivesuggestions.)
(3)Besidesusingnumbersanditalics，whatotherwayscanweusetomakethethingsyousayclear?
(Wecanusefirst，second，third...finally/atlast/lastbutnotleast.)
(4)Whyshouldthearchitectconsiderthewriterssuggestions?
(Disabledpeopleshouldhavethesameopportunitiesashealthypeopletoenjoythecinemaandtodosowithdignity.Goodaccessfordisabledcustomerswillhelpmakethecinemasuccessful.)
(5)Thewriterusespoliteformsintheletter；doyouknowwhy?
(Politeformsareusedtoencouragethereadertotaketheideasseriously.)
(6)Underlinetheexamplesofthepoliteformsintheletter.
[设计说明]该部分是整个教学环节的重点，通过略读，快速理清文章脉络，掌握建议信的基本格式。通过查读把握文章细节，在学生回答相应问题时引入haveaccessto，enjoythecompanyof，incomfort，meetwithonesapproval，makeprofits这些词组，同时通过查找文中的礼貌用语，使学生关注建议信语言上的得体和语气上的委婉。
?Step3　Post－reading
Groupwork
Supposeanewsupermarketwillbebuiltinyourarea.Suggestwaystomakethesupermarketmoreaccessibleforthedisabledpeople，especiallyforthepeopleinwheelchairs.
[设计说明]运用文中所学知识，通过小组合作讨论的形式，打开学生的思路，集思广益，为接下来的写作打下基础。
?Step4　Homework
ThearchitectofthenewsupermarketisMrSmith.Pleasewritealettertohimtosuggestwaystomakethesupermarketaccessibleforthepeopleinwheelchairs.Remembertousethepoliteforms.
Asampleletter：
DearMrSmith，
Iamwritingtosuggestthatyouconsiderthefollowingthingswhenyoudesignthesupermarket.
First，couldyoupleasemakesurethattheaislesarewideenoughtoallowwheelchairstopassthrough？Insomesupermarketstheaislesaresonarrowthatapersoninawheelchaircannotmoveeasily.
Second，couldyoupleasedesignshelvesthatcanbereachedbypeopleinwheelchairs？Insomesupermarketspeopleinwheelchairshavetoaskotherstohelpthem.
Lastbutnotleast，liftsshouldbeinplacesthatpeopleinwheelchairscangettoeasily.
Ihopeyouwillconsidermysuggestions.
Yours，
LingMing
[设计说明]学生在课堂讨论之后进行写作，大大降低了写作的难度。同时学生通过仿写一封建议信，及时地复习了本节课所学内容，从而真正做到学以致用，提高学生对英语学习的兴趣。

Unit1　Livingwell

俗话说，凡事预则立，不预则废。教师在教学前就要准备好教案，做好充分的准备。教案可以让学生更好的吸收课堂上所讲的知识点，帮助教师营造一个良好的教学氛围。你知道如何去写好一份优秀的教案呢？考虑到您的需要，小编特地编辑了“Unit1　Livingwell”，仅供参考，欢迎大家阅读。

Unit1　Livingwell
Period1　WarmingUp，Pre－readingandReading
教材分析　
WarmingUpismadeupoftwoparts：discussingandtalking.Thepurposeistogetstudentsinterestedinthetopic“disabilities”．Theteacherfirstasksstudentstotalkaboutpeoplewithamentalorphysicaldisabilitytoseehowmuchtheyknowaboutdisabilities.Next，askstudentstolookatthepicturesandreadwhatthesepeoplehaveachievedeventhoughtheyeachhaveadisability.Finally，findoutwhatdisabilitytheymighthaveaccordingtoeachdescriptionbelowthepicture.Meanwhile，makesurestudentslearnsomeusefulnewwordsandexpressionsinthisunit.
Pre－readingprovidesashortpassageaboutawebsitecalled“FamilyVillage”．Askstudentstoreaditandfindoutthepurposeofthewebsite.Makesurethestudentshaveabasicknowledgeofthewebsiteforthedisabled.
ThereadingpassageMartysStorypresentsastorythatalthoughMartyisadisabledboy，heneverfeelssorryforhimselfandheleadsagoodandbusylife.Thisisthekeypartofthisunit.Theteachercanfirstgetstudentstoskimforthemainideaofeachparagraphinthereadingpassage，andthenscanforfurtherunderstanding.Inordertoletstudentsfullyunderstandthepassagewhilereading，theteachershouldanalyzethechangeofMartysfeelingovertimeandnextguidestudentstowriteaminibiographyforMarty.
Toconsolidatethecontentsofthereadingpassage，theteacherwillpresentsomepoemstostudentsforappreciation.
三维目标　
知识目标
1．Getstudentstolearntheusefulwordsandexpressionsinthisunit.
eyesight，ambition，disabled，beneficial，inotherwords，clumsy，adapt，microscope，outofbreath，absence，stupid，fellow，annoyed，allinall，industry，tank，makefunof，encouragement，adaptto
2．Helpstudentstolearnaboutdisabilitiesandlifeofthedisabled.
能力目标
1．LetstudentsreadthepassageMartysStorytodeveloptheirreadingability.
2．Enablestudentstoknowthatpeoplewithdisabilitiescanalsolivewell.
情感目标
1．Bytalkingaboutdisabilitiesandlifeofthedisabled，makesurestudentscanlearnsomepositivestoriesofthedisabled.
2．Helpthemunderstandmoreabouthowchallenginglifecanbeforthedisabled.
3．Developstudentssenseofcooperativelearning.
教学重点　
Getstudentsinspiredbypositivestoriesofthepeoplewithdisabilities.
教学难点　
1．Developstudentsreadingability.
2．Helpstudentsunderstandthedifficultiesthedisabledhavetoovercome.
教学方法　
1．Task－basedteachingandlearning.
2．Cooperativelearning.
教学过程
?Step1　Warmingup
1．Warmingupbydiscussing
Firstaskstudentstotalkaboutpeoplewithamentalorphysicaldisabilitytoseehowmuchtheyknowaboutdisabilities.Thenshowsomephotosofpeoplewithdisabilities.Studentswillbeaskedtodiscussthefollowingquestionsinsmallgroups.
Doyouknowanyfamouspeoplewhoaredisabled?
Whatdifficultiesdotheyhavetoovercomeindailylife?
Whathavetheyachieved?
Suggestedanswers：
StevenHawkinghasamuscledisease，buthemakesgreatcontributionsinscienceandputsforwardhistheoryaboutblackholes.
Beethovenwasdeafinoneearwhenhewas26andtotallydeafattheageof35，buthewasagreatcomposer.
HelenKellerwasdeafandblind，butshewasagreatwriter.
2．Warmingupbytalking
First，askstudentstolookatthepicturesandreadwhatthesepeoplehaveachievedeventhoughtheyeachhaveadisability.Next，workwithpartnerstotalkaboutwhatdisabilitytheymighthaveaccordingtoeachdescriptionbelowthepicture.
Suggestedanswers：
Rosalynisinawheelchair.Shehaswalkingdifficulty.
Richardhasdifficultywitheyesight，sohecantreadthequestionsorwritetheanswersforhiscollegeentranceexams.
Sallyhashearingproblems(thoughnotdeafasshecanstillunderstandloudspeechinthecinema)．
GaoQiangwasbornwithDownsSyndrome，whichisamentaldisability.SomeDounsSyndromeDownsSufferershavemadeagoodcareerasactors.
?Step2　Pre－reading
AskstudentstoreadtheshortparagraphinPre－readingcarefullyandfindoutthepurposeofthewebsite“FamilyVillage”．
Suggestedanswers：
1．Togiveordinaryyoungpeoplewithadisabilityachancetosharetheirstorieswithothers.
2．Toinspireotherdisabledpeople.
3．Togetnon－disabledpeopletounderstandmoreabouthowchallenginglifecanbeforpeoplewithdisabilities.
?Step3　Reading
1．Skimming
Givestudents2minutes；askthemtoreadthepassagefasttofillintheblanks：
Sumupthemainideaofeachparagraph：
Paragraph1：A(n)______toMartyandhismuscledisease.
Paragraph2：Howthedisease______.
Paragraph3：Martymetalotof______atschool.
Paragraph4：Howhislifehasbecome______.
Paragraph5：The______ofhisdisease.
Suggestedanswers：
Paragraph1：Anintroduction_toMartyandhismuscledisease.
Paragraph2：Howthediseasedeveloped/started.
Paragraph3：Martymetalotofdifficultiesatschool.
Paragraph4：Howhislifehasbecomeeasier.
Paragraph5：Theadvantagesofhisdisease.
2．Scanningfordetailedinformation
Askstudentstoreadthepassagecarefullytolocatethedetailedinformation.
(1)Firstaskstudentstoreadparagraphoneandcompletethechartbelow.
Disease
Difficulties
Motto
Suggestedanswers：
DiseaseAmusclediseasethatmakeshimveryweak.
DifficultiesHecantrunorclimbstairsasquicklyasotherpeople.Sometimesheisclumsyanddropthingsorbumpintofurniture.
MottoLiveonedayatatime.
(2)Nextreadparagraphstwoandthreeandchoosethebestanswer.
WhydidthedoctorscutoutapieceofmusclefromMartysleg?
A．Becausetheycouldcurethediseasebycuttingitout.
B．Becausetheywantedtouseitasaspecimen(标本)．
C．Becausetheywouldtransplant(移植)thenewmuscle.
D．Becausetheywantedtofindoutthecauseofthedisease.
Key：D
(3)Readparagraphfourandanswerthefollowingquestions：
①WhatisMartysambition?
②WhatisMartysachievement?
③WhatisMartyshobby?
Suggestedanswers：
①Martysambitionistoworkforafirmthatdevelopscomputersoftwarewhenhegrowsup.
②Martyinventedacomputerfootballgameandabigcompanydecidedtobuyitfromhim.
③Aswellasgoingtothemoviesandfootballmatcheswithhisfriends，hespendsalotoftimewithhispets.Hehastworabbits，aparrot，atankfulloffishandatortoise.
(4)AskstudentstofindMartysadviceinparagraphfive.
Suggestedanswers：
Dontfeelsorryforthedisabled.Dontmakefunofthem.Dontignorethem.Acceptthemforwhotheyare.Encouragethemtoliveasrichandfullalifeashealthypeopledo.
?Step4　Consolidation
1．Askstudentstoreadthewholepassageandchoosethebestanswers.
(1)Whichofthefollowingisfalse?
A．Althoughthereareafewstudentswholookdownuponhim，Martynevergetsannoyed.
B．Martyleadsameaningfullifeanddoesnotfeelsorryforbeingdisabled.
C．Martyonlyspendstimewithhispetsandneverwithhisfriends.
D．Martysdisabilityhasmadehimmoreindependent.
(2)Fromthepassagewecaninferthat______.
A．Martyasksotherstofeelsorryforhim
B．Martyneverlosesheart
C．Martyisafraidofbeingmadefunof
D．Martywillnotacceptanyencouragementbecausehehasgrownstrongerpsychologically
Keys：(1)C　(2)B
2．AskstudentstoworktogethertowriteaminibiographyforMartyaccordingtothetext.
Myminibiography
Name
Status
Health
InterestsandHobbies
Ambition
Motto
Suggestedanswers：
Myminibiography
NameMartyFielding
StatusHighschoolstudent
HealthDevelopedamusclediseaseattheageof10，veryweak，cannotdothingslikenormalpeople
Myminibiography
InterestsandHobbiesEnjoyingwritingandcomputerprogramming
Goingtothemoviesandfootballmatcheswithfriends
Spendingalotoftimewithmypets—tworabbits，aparrot，atankfulloffishandatortoise
AmbitionToworkforafirmthatdevelopscomputersoftware
MottoLiveonedayatatime
3.Discussinpairstogetthemainideaofthepassagebyfillingintheblanks.
Thoughheisa______person，Martyneverfeels______forhimselfandhe______hislife.
Suggestedanswers：disabled；sorry；enjoys
?Step5　Discussion
1．Askstudentstodiscussthefollowingquestionsinsmallgroups.
(1)HowdidMartysfeelingchangedovertime?
(2)WhatkindofpersondoyouthinkMartyis？Canyouuseadjectivewordstodescribehim?
Suggestedanswers：
(1)ThechangeofMartysfeelingovertime：
hopeful→hopeless→stupid→notgetannoyed→good/busy
(2)WecanseeMartyisoptimistic/brave/independent/strong－minded.
2．Showavideoof“QianshouGuanyin”tothestudentsandencouragethemtorememberthefamoussaying：“Wherethereisawill，thereisaway.”
?Step6　Appreciation
Askstudentstoreadtwopoemsforappreciationwhenfacingobstaclesinthefuture.
FacingObstacles(TwopoemsbyTomKrause)
TheHeartoftheStrong
Strongistheheartthatknowsnottheway
ofcomfortandeasewhilelivingeachday.
Yetcontinuestobelievefromthedepthsofitssoul
thatthefutureisdestinedtosilverandgold.

Strongistheheartwhoseyearningiswaned
bystormsinlifefilledwithheartacheandpain.
Yetstillgivesitsall—everythingthatitcan
insearchofadream—Godsultimateplan.

Whenthereisavictory—whenbattlesarewon
whenburdensareliftedandbrightshinesthesun—
whenstrugglingsoulsgather—whereheroesbelong—
theyfindinthemselves—theheartofthestrong.
CarryOn
Attimeswhenyoufeeltroubled
whenyourhappinessisgone
looktotheheartwithinyou
forthestrengthtocarryon.

Inyourheartyouwillfindspecialvirtues
suchasfaithandhopeandlove.
Thesegiftshavebeensentdowntoyou
fromapowerupabove.

Itisfaiththatkeepsthesoulsearching
forthejoythehearthopesfor.
Itislovethathealsthespirit
makingitstrongerthanbefore.

Andifyourheartbebroken
ifyourstrengthshouldfadeaway
thepowerofthesevirtues
willstillwinouttheday.

Sorememberwhenyouaretroubled
whenyourhappinessisgone
looktotheheartwithinyou
forthestrengthtocarryon.
?Step7　Homework
1．RetellMartysStoryaccordingtotheminibiography.
2．SurftheInternettolearnmoreaboutthelifeofdisabledpeople.

Unit1Livingwell

Unit1Livingwell

Ｉ．单元教学目标

技能目标Goals

▲LearnaboutDisabilityandLifeofdisabledpeople

▲TalkaboutDisabilityandLifeofdisabledpeople

▲PractiseIntroductionandWishescongratulations

▲RevisetheInfinitive

▲Writealetterofsuggestion

II．目标语言

功

能

句

式

1.Introduction

I’dliketointroduceyouto…

I’dlikeyoutomeet…

MayIintroduce…?

Pleasedtomeetyou.

It’snicetomeetyou.

2.Wishescongratulations

Congratulations.

Allthebest.

I’mproudofyou.

Iwishyousuccess.

Goodluck.

Welldone.

I’mveryimpressedbyyourperformances.

Youhavemybestwishes.

I’mverypleasedforyou.

IHopeitgoeswellforyou.

That’swonderful/amazing.

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,Killmanjaro,Qomolangma,admiration,remarkable,Sanders,earphone,impair,italic,community

3.词组

inotherwords,outofbreath,allinall,makefunof,allthebest,inparticular

4．重点词汇

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

结

构

RevisetheInfinitive

Theinfinitivecanbeused

1.asthesubject

2.asthepredicative,

3.astheobject

4.astheobjectcomplement

5.astheadverbial

6.astheattribute

重

点

句

子

Ihavelearnedtoadapttomydisability.

Everytimeafteralongabsencefromschool,IfeelreallystupidbecauseIamabitbehindtheothers.

Allinall,Ihaveagoodlife.

Justacceptthemforwhomtheyareandgivethemencouragementtoliveasrichandfullalifeasyoudo.

III．教材分析与教材重组

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顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的言语技能训练，要求学生学会使用正确得体的英语介绍他人和向他人表示祝贺。

1.1WARMINGUP让学生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便，尽管如此仍然有许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“Familyvillage”，激发学生的阅读兴趣。

1.3READING课文是一篇以第一人称表述Marty身残志坚，以积极的态度快乐生活的故事。课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。

1.4COMPREHENSION共有4部分，这4部分的设置由表及里，由浅入深，非常科学。第1部分是浅层次的事实核对题，旨在让学生了解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，要求学生在正确的理解课文的基础上，通过讨论得出结论；第3部分要求学生总结课文6段的段落大意。第4部分要求用3-4句话分别表述1）Marty的积极向上的生活方式;2）人们怎样帮助Marty和像Marty一样的残疾人过上幸福生活;3)他的同学为什么改变了对待Marty的态度。

1.5LEARNINGABOUTLANGUAGE分为两部分，Discoveringusefulwordsandexpressions是本单元词汇练习题；Discoveringusefulstructures是本单元语法练习题练习，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。

1.6USINGLANGUAGE分为两部分，Listeningandspeaking是关于对残疾人BarryMinto的采访录音，要求学生能够通过录音了解BarryMinto的身体残疾和他取得的成就。同时通过听这个采访，要求学生掌握表示祝贺的常用句型。Reading,speakingandwriting部分要求学生先讨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AliceMajor写给thenewBankstown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殊需要。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，要求学生学会写建议信。

2.教材重组

2.1将WARMINGUP、PRE-READINGR、READING与COMPREHENDING放在一起上一节阅读课。

2.2把LEARNINGABOUTLANGUAGE和WORKBOOK的Usingwordsandexpressions及Usingstructures整合在一起上一节“词汇语法课”。

2.3根据USINGLANGUAGE内容上一节听说读写综合技能课。

2.4将WORKBOOK的Readingandlistening和Talking结合在一起，上一节“听说课”。

2.5将WORKBOOK的Readingandwritingtask设计为一节阅读课写作课。

3.课型设计与课时分配（经教材分析，本单元可以用5课时教完）

1stPeriodReading

2ndPeriodLearningaboutlanguage

3rdPeriodUsinglanguage

4thPeriodReadingandlistening

5thPeriodReadingandwritingtask

IV.分课时教案

TheFirstPeriodReading

Teachinggoals教学目标

1.Targetlanguage目标语言:

a.重点词汇和短语

eyesight,drum,movie,ambition,disabled,beneficial,inotherwords,clumsy,motto,adapt,motto,microscope,outofbreath,absence,stupid,fellow,annoyed,allinall,industry,tank,independent,makefunof,encouragement

b.重点句型

1.Ihavetoadapttomydisability.

2.Allinall,Ihaveagoodlife.

3.Everytimeafteralongabsencefromschool,IfeelreallystupidbecauseIamabitbehindtheothers.

4.Justacceptthemforwhomtheyareandgivethemencouragementtoliveasrichandfullalifeasyoudo.

2.Abilitygoals能力目标

Helpstudentstolearnaboutdisabilitiesandlifeofthedisabled.Enablestudentstorealizepeoplewithdisabilitiescanalsolivewell

3.Learningabilitygoals学能目标

Bytalkingaboutdisabilitiesandlifeofthedisabled,studentswilllearnsomepositivestoriesofthedisabled.Thiswillhelpstudentsunderstandmoreabouthowchallenginglifecanbeforthedisabled.

Teachingimportantpoints教学重点

Howpositivestoriesaboutthepeoplewithdisabilitiesinspireothers.

Teachingdifficultpoints教学难点

Howtohelpstudentunderstandthedifficultiesthedisablehavetoovercome.

Teachingmethods教学方法

Discussing,explaining,readingandpractising

Teachingaids教具准备

Multimediacomputer

Teachingproceduresways教学过程与方式

StepILeadingin

DealwithWarmingup.Playsomevideosofpeoplewithdisabilitiesforstudentstowatch.Thenaskthemtodiscusswhatthedisabilitiesareandwhatdifficultiestheyhavetoovercomeindailylife.

T:Goodmorning/afternoon,class!

Ss:Goodmorning/afternoon,Mr./Ms…

T:Inthisclasswearegoingtolearnaboutdisabilitiesandthelifeofthedisabled.Firstlet’swatchsomeshortvideos.Thendiscussingroupswhatthedisabilitiesareandwhatdifficultiestheyhavetoovercomeindailylife.

Afterthediscussion,TeacherwillpresentthefourpicturesonPage1tostudents.

T:Quiteright.Disabilitiescanbevisibleorinvisible.Peoplewithinvisibledisabilitiesdon’tlookdisabled.Depression,sleepdisordersandlearningdifficultyareinvisibledisabilities.Nomatterwhatdisabilityonehas,lifeisnoteasy.Theyhavemanydifficultiestoovercome,butpleasekeepinmindtheycanalsolivewell,evenachievegreatsuccess.Nowlookatthepictures,howdotheylook?

Ss:Theylookhappyandsatisfied.Theyaresmiling.

T:Yes,theyare.Butallofthemaredisabled.Canyouguesswhattheirdisabilitymightbe?

S1:…

S2:…

……

T:OK,pleaseremembertherearemanydisabledpeopleintheworld.Theyarepartoftheworld.Theyalsohaverightstoenjoylife.Wouldyouliketolearnmoreaboutthemandtrytodosomethingforthem?Hereisawebsite“Familyvillage”.Fromherewecanlearnsomepositivestoriesaboutthedisabled.

StepIIPre-reading

Askstudentstoreadthepre-readingcarefullyandfindoutthepurposeofthewebsite.ThenshowthesuggestedansweronthePowerPoint.

Suggestanswer:

1.Togiveordinaryyoungpeoplewithadisabilitythechancetosharetheirstorieswithothers.

2.Toinspireotherdisabledpeople.

3.Togetnon-disabledpeopletounderstandmoreabouthowchallenginglifecanbeforpeoplewithdisabilities.

StepIIIReading

Dealwiththereadingpart.

Scanning

AskthestudentstoscanthetextandfindproblemsMartyhaveinhislifeandwhathedoesinspiteofhisdisability.

T:FirstI’dlikeyoutodothescanningandthenfillinthechartwiththeinformationyougetfromthetext.Afteryouhavefinished,pleasecomparewithyourpartner.

Severalminuteslater,studentscomparetheirinformationwitheachotheringroups.Thenchecktheanswerwiththewholeclass.

T:FromthischartwecanhaveaclearimageofMarty.WhatkindofpersonisMarty?Youmaydiscussingroups.YoumayrefertotheadjectivesonthePowerPoint.

ShowsomesuggestedadjectivesonthePowerPoint.

brave,unlucky,weak,clumsy,strong-minded,optimistic,happy,independent,stupid

T:Ok.Youareright.ThoughMartyhasamuscledisease,whichcausesmanydifficultiestohislife,hestillliveswell.Heislivingabusyandsatisfyinglife.Heisveryoptimistic.ThencontinuetodiscussthenexttwoquestionsonPage3.

Dealwiththenexttwoquestionsinthesameway.

Suggestedanswers:

1.IthinkMartyisveryoptimistic.Heisstrongandindependent.Hehaslearnedtoenjoylife.

2.Ithinkwhenothersmakefunofhimorfeelsorryforhim,hemayfeelhurtandgetannoyed.

3.MaybeatthebeginningIwillfeelverylowanddisappointed,butMarty’sstorywillencouragemetoovercomethedifficulties.Iwilllearntoadapttothedisabilityandtrytoliveapositiveandsatisfyinglife.

Carefulreading

AskstudentstoreadthetextcarefullyandthenfinishEx3onPage4.

T:Nowlet’sreadthetextagainandtrytosumupthemainideaofeachparagraph.

Severalminuteslaterchecktheanswerswiththewholeclass.

Suggestedanswers:

Paragraph1:Ihaveamuscledisease,whichisveryunusual.

Paragraph2:Nooneknowshowthediseasedevelops.

Paragraph3:ThedifficultiesIhaveindailylife.

Paragraph4:MyfellowstudentshavebeguntoacceptmeforwhoIam.

Paragraph5Allinall,Ihaveagoodlife.

Paragraph6:Peoplewithdisabilitiescanalsolivewell.

T:Nowlet’sreadParagraph4-6again.ThenwewilldealwithEx4onPage4.Pleasethinkactively.Thenwewillchecktheanswerstogether.

Suggestedanswers:

1.Hehasabusylifeandhasmanyhobbies.Whenheiswell,hegoestothemoviesandfootballmatcheswithhisfriends.Hekeepspets.Hespendsalotoftimetolookafterhispetsandhealsogetsalotofenjoymentoutofhispets.Healsohasalotofstudytodo.

2.Don’tfeelsorryforthedisabledormakefunofthem,anddon’tignorethemeither.Justacceptthemforwhotheyareandgivethemencouragementtoliveagoodlifeasnon-disabledpeople.

3.BecauseMartyisstrong-mindedandindependent.Hiseffortshavegainedhisfellowstudents’respectandunderstanding.Sotheyhavelearnedtoaccepthimforwhoheis.

Summary

AskstudentstoworktogethertowriteaminibiographyforMartyaccordingtothetext.

T:Nowwe’vefinishedMarty’sstory.Nowit’stimeforyoutoworkingroupsandwriteaminibiographyforhim.

MyMinibio

Name:

Status:

Health:

InterestsandHobbies:

Ambition:

Mott

AfewminuteslatershowthesampleonthePowerPoint.

MyMinibio

Name:MartyFielding

Status:Highschoolstudent

Health:developedamusclediseaseattheageabout10,veryweak,cannotdothingslikenormalpeople

InterestsandHobbies:

Enjoyswritingandcomputerprogramming

Goingtothemoviesandfootballmatches-whenIamwellenough

Spendingalotoftimewithmypets—tworabbits,fivemice,atankfulloffishandasnake

Tostudy

Ambition:toworkinthecomputerindustry

Mottliveonedayatatime

Explanation

DuringthisprocedureTeacherwillplaythetapeforstudents.Studentswillunderlinethedifficultsentences.Afterlisteningtothetape,Teacherwillexplainthetextanddealwithlanguageproblems.

T:Nowwewilldealwithsomedifficultlanguagefocuses.NowIwillplaytherecordingofthetextforyou.Pleasemakeamarkwhereyouhavedifficulties.

Afterlisteningtothetape,explainthedifficultsentencestostudents.Beforeexplainingthedifficultpoints,studentsareaskedtorefertothenotestothetextonPage86-87.

T:Doyouhaveanydifficultieswiththetext？

S1:Couldyoupleaseexplainthesentencetous：Ihavelearnedtoadapttomydisability.

T:Beforehedevelopedthedisease,hecouldrunorclimbthestairsasquicklyasotherpeople.Butafterhehadthedisease,hebecomesveryweak,sohecannotrunveryfast.Ittakestimeforhimtogetusedtoslowpace.Besidesthisthediseasehasbroughtmanyotherdifficultiestohim,hehastogetusedtolivingwiththedisease.Sowecanunderstanditlikethis:Ihavegotusedtolivingwiththedisease.Doyouhaveanyotherquestions?

Ss:No.

T:Thisisaveryinspiringstory.FromMarty’sstory,whathaveyoulearnedfrom?

S1:Weshouldbepatientwithpeoplewithdisabilities.Weshouldn’tgetannoyedjustbecausetheyareslow.

S2:Weshouldn’tfeelsorryforthem.Thatmighthurtthem.

S3:Weshouldhelptheminacleverway.

S4:Weshouldencouragethemwhentheyfeeldown.

……

S8:Justhavingadisabilitydoesn’tmeanyourlifeisnotsatisfying.

T:I’mverygladallofyouhavelearnedsomethingfromthestory.Pleaseremembereveryonecanlivewellevenifhehasadisability.Ifyou’dliketolearnmoreaboutthelifeofdisabledpeople,pleasesurftheinternet.

StepIVHomework:

RetellMarty’sstoryaccordingtotheminibio.

Surftheinternettolearnmoreaboutthelifeofdisabledpeople.

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