kook 7 unit 3全单元教案[上学期]
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| 名称 | kook 7 unit 3全单元教案[上学期] |  | |
| 格式 | rar | ||
| 文件大小 | 29.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2006-11-13 18:54:00 | ||
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Unit 1 living well
The theme of this unit is disabilities. The unit focuses on school-aged children with disabilities and emphasizes the things they can do rather than those they can’t. the aim is to heighten students’ awareness of the challenges facing people with disabilities and to promote the notion that the students with disabilities have similar wishes and desires to non-disabled students.
Unit 1 revises the various uses of the infinitive and focuses on the functions of wishing, congratulating and introducing people.
Design: This unit can be divided into 9 periods.
1st period 2nd period 3rd period 4th period 5th period 6th period 7th period The 8th and 9th period
Reading Language study Extensive reading word Grammar Speaking &writingIntegrating skills Listening Exercise
Period 1 words and expressions in unit 1
Teaching Aims:
Teaching the students the important words and expressions
Important points:
Disability, ambition, beneficial , adapt, handkerchief and so on
Teaching methods:
Ask and answer questions activities
Teaching aids
A computer and a projector
1.adj. able -- unable be able/unable to do v. enable—disable
n. ability—disability / inability
* adj. disabled ~ people = people with disabilities
* 1)Tea enables me to keep awake.
* 2)An accident disabled his left eye. 3) the ability/inability to hear
2.ambition n. ----- full of ~ ambitious adj.---- be ~ of sth. /be ~ to do sth.
3.benefit n. /v. beneficial adj. be ~ to…
* Eg. Fruit is beneficial to your heath.
4. in other words 换句话说
* in a word / all in all 总而言之 have a word with sb. 与某人说句话
* eat one’s word 收回前言,向人道谦 break one’s word 食言
5.adapt (oneself) to… 适应 adapt…from… 改编
* Have you adapted to the new way of life in the US
* The film is adapted from a novel by LuXun.
adapt (oneself) to = adjust (oneself) to
6.microscope --- microcomputer
* telescope
7.breath n. / breathe v.
* out of breath--- We ran so fast that we were all out of breath.
* bath n. /bathe v.
8.absence n. / absent adj. be absent from…
* presence n. / present adj. be present at…
* 9.fellow cf. follow / flower
* 10.annoy v. annoyance n. annoying / annoyed adj.
* Eg. His annoying words made me annoyed.
11.depend v. ~ on… / That all depends.
* dependent adj.---- independent adj.
* be dependent on… be independent of…
* Whether we go or not is dependent on the weather.
* Finland was independent of Russia during the first world war.
12.make fun of sb.
* Make fools of sb. laugh at sb. play a joke on sb. tease sb about sth.
* 13.courage n.
* encourage/discourage v. encouragement/discouragement n. encouraging/discouraging adj. encouraged/discouraged adj.
* v. encourage sb to do sth.
* discourage sb from doing sth.
* My parents encourage me to become a teacher.
* His parents discourage him from becoming a painter.
14.resign (from…) cf. design
* The Minister of Justice resigned yesterday.
* He decided to resign from the committee.
15.assist v. assist sb. in doing sth.
* assist sb. with sth. assist sb. to do sth.
* assistance n. assistant n.
panion (c) n. his three ~s
* company (u) n. keep sb. ~ 陪伴sb.
* accompany v. ~ sb. = keep pany
* 17. latter ----- former
* cf. letter / ladder
* congratulate sb. on sth.
* congratulation n. / Congratulations!
* cf. celebrate sth. / celebration n.
* 1) Yao congratulated Jane on her success.
* 2) I’ll celebrate my mother’s birthday tomorrow.
* 19. graduate…from…
* graduation n.
* eg. Next year you will graduate from No.2 Middle School.
* 20. certificate n. eg. a birth certificate
* a teacher’s certificate
* 21. architect n. / architecture
* 22. in particular = particularly
* = especially adv. 特别；尤其 (强调程度)
* specially adv. 特地地;专门地（强调目的）
22. in particular = particularly
* = especially adv. 特别；尤其 (强调程度)
* specially adv. 特地地;专门地（强调目的）
* It’s very cold there , particularly / especially in winter.
* She loves that song in particular, because her mother used to sing it.
* I came here specially to see you.
23.elder + n. (不与than连用)－－年龄较大的
* elderly+ n. 上了年纪的
* older (与than连用)
* his elder son an elderly gentleman
* He is older than me by one year.
24.access n. access to…
* accessible adj. be accessible to…
* People there can have access to clean water.
* Finally we found the access to that village.
* The headmaster is accessible to the students.
* We students can have free access to the library.
* 15. bare adj. (cf. bear v./n.) be bare of … 没有．．．
* 1)The room is bare of furniture. 2) We passed by a bare mountain.
Period 2 Warming up and reading
Teaching Aims:
Enable the students to know about disabled people and their life
Encourage them to face difficulties bravely.
Important points:
Reading comprehension to the text
Understanding Marty and his friends’ life
Important words and expressions
Difficult points
Understanding Marty and his friends’ life
Teaching methods:
Scanning and skimming
Ask and answer questions activities
Individual, pair and group work
Teaching aids
A computer and a projector
Teaching Procedures & ways
Step 1 pre-reading
1. Do you know of any famous people who are disabled What do they do
Discussion
Look at the four pictures on Page 1. The students in the pictures each have a disability. With a partner, discuss what their disability might be and give your reason.
Let’s read Marty’s Story which is from the family village website.
Step 2, skimming
Skim the text and answer the 5 questions of Text A on Page 1 of the Best Design.
1. Marty is ___________ person.
A.a healthy B.an ill C.a disabled D.a rich
2. Marty has __________ disease.
A.a mental B.a muscle C.an eye D.a leg
3. What’s Marty’s dream
A. Being a famous football player and representing his country in the World Cup.
B. Being a doctor. C. Being a college student. D. Being a basketball player.
4. Which of the following is TRUE
A. The doctor could give Marty’s disease a name.
B. The doctor knew how to make Marty well.
C. Someone in the world could cure the disease.
D. No one could give Marty’s disease a name.
5. We can infer that _________.
A. Marty will lose heart.
B. Marty feels sorry for being disabled.
C. Marty’s life is full of challenge.
D. Marty feels lonely.
Step 3: Detail reading for Comprehending.
P3 1. Read Marty’s story and fill in the chart.
Problems caused by his disability What Marty does in spite of his disability
1.weak and can’t run or climb stairs as quickly as others2.3.4.5. Enjoys writing and computer programming 2. 3. 4.
Step four: discussion
What spirits and characteristics make the disabled successful
a strong will (坚强的意志） determination（决心） perseverance（毅力） challenge （挑战） live a meaning life（过有意义的生活） optimistic（乐观的）
Period 3 Reading ( continue )
Teaching Aims:
Enable the students to know about disabled people and their life
Encourage them to face difficulties bravely.
Important points:
Reading comprehension to the text
Understanding Marty and his friends’ life
Important words and expressions
Difficult points
Understanding Marty and his friends’ life
Teaching methods:
Scanning and skimming
Ask and answer questions activities
Individual, pair and group work
Teaching aids
A computer and a projector
Teaching Procedures & ways
STEP 1 discussion
Discuss these questions with others in your class.
1 What kind of person do you think Marty is
2 What do you think is the most difficult thing that Marty has to deal with in his life
3 How would your life change if you were to develop a muscle disease like Marty’s
Write a summary in one sentence for each paragraph.
1._________________________________
2._________________________________
3._________________________________
4._________________________________
5._________________________________
6._________________________________
Answer these questions in three or four sentences and then check your answers with others in your class.
1. What kind of things does Marty do in order to make his life happy and satisfying
2. What can other people do to help Marty and others like him live a good life
3. Why has his fellow students’ conduct changed towards Marty
Role play
Work together with your partner, imagine that one is a disabled student, ( such as blind, deaf, …) to make an interview.
Discussion
Do you think disabled people can live
a happy life as normal people now
For
1. Unable to use a
certain part, but
can develop other potential…
2.Happiness is...
3.Receive guidance
3.Strong desire to...
4.Successful examples
5.Get inspiration…
6.Technology...
Against
1. Shortage of proper
2. equipment,
3. non-obstacle facilities(无障碍设施) and special schools…
2. Hard to get jobs
3. Trouble others
4. Disabled in mind...
5. Given prejudice…
Homework
Write a diary about our debate
in class.
Period 4 Language points
Teaching Aims:
Teaching the students the important words and expressions
Important points:
On the whole, benefit, all in all, make fun of and so on
Teaching methods:
Ask and answer questions activities
Teaching aids
A computer and a projector
Useful words and expressions:
* producing favourable effects or useful results
* make or become suitable for new needs, different conditions, etc.
* make sb. a little angry or impatient, esp. by troublesome actions
beneficial adapt annoy
Useful words and expressions:
* on the whole make a fool/fools of sb.
* be short of breath all in all make fun of be out of breath
Useful words and expressions:
* beneficial a. 有利的，有益的
* be beneficial to sth./sb. 有益于
e.g. Sunshine ____________plants.
His holding has had a _________ effect.
2) benefit n.
e.g. That experience was ____________
Give up smoking for the benefit of your health.
3) benefit vt./vi.
e.g. We benefit from daily exercise.
The rapid development of science benefits the whole world.
2. adapt vt. （使）适合，适应；改编
e.g. When moved to Canada, the children________________________ （很能适应变化 These books have（ 为小学生改编的。）_______________________________
3. annoy vt. 使烦恼/生气
e.g. These flies are annoying me.
I was annoyed with him because he kept interrupting.
( be annoyed with sb. 对某人生气 )
4. all in all = on the whole, in all 总而言之
e.g. All in all, we had a good time during the winter vacation.
辨析：In all above all after all
5. make fun of = make a fool/fools of sb., play a joke on sb. 取笑
e.g. It’s bad manners to make fun of disabled people.
辨析：laugh at sb. play a trick on sb.
6. out of breath 上气不接下气
相关短语：
* hold one’s breath lose one’s breath catch one’s breath
Important sentences
* Find out three sentences containing v-ing used as adverbial of comparison.
* Paraphrasing:
* I used to dream that one day I would be a famous football player and represent my country in the World Cup.
I used to _______ _______ one day _______ a famous football player and __________ my country in the World Cup.
Important sentences
2. To work in the computer industry when I grow up is my ambition.
My ambition is ______ ______ in the computer industry when I grow up.
3. I don’t have time to sit around and felt sorry for myself.
I don’t have time to sit around ______ sorry for myself.
4. Just having a disability doesn’t mean your life is not satisfying.
Just _______ ________ doesn’t mean your life is not satisfying.
You should try to ____ new circumstances as quickly as you can.
A. benefit B. suit C. fit D. adapt to
2. When we climbed up to the top the mountain, we were all ____.
A. out of the breath B. short of the breath C. out of breath D. short of breaths
3. I was very _____ to find that the cinema was not accessible to the elderly or people in wheelchairs.
A. annoying B. annoyed C. annoy D. annoyance
4. Once or twice he has had difficulty making decision on his own, but ____he is an independent man.
A. in all B. in word C. all in all D. word in word
5. I don’t like both of the books. ______ I like one of the two books.
A. in a word B. in words
C. get in a word D. in other words
Wb. P. 48. 1.– 3.
* Preview Using Language: A Letter to an Architect and try to finish Comprehending exercise 1 on P. 9.
Period 5 grammar
Teaching Aims:
Revise the Infinitive
Important points:
The usage of the Infinitive
Difficult points
Rewriting the sentences
Teaching methods:
Ask and answer questions activities
Individual, pair and group work
Teaching aids
A computer and a projector
Teaching Procedures & ways
Step 1 revision
When Bonnie Rivers passed her exams, everyone _____________her and wished he ____________ for the future. Unfortunately, she could not collect her graduation_____________ at the __________ because the building where it was held is not wheelchair _______________.
A _________ student had to collect the certificate while Bonnie waited outside. This situation should never have happened and we must employ an ___________ immediately to _____________ the building
Discouraged attractive harmful former
* clever younger dependent smart
* encouraged unattractive beneficial latter
* stupid elder/older independent clumsy
* step 2, usage of the Infinitive
* ．某些能带不定式结构作状语的形容词，转化成名词时带不定式结构作定语，如：
* He was obviously anxious to go.
* → His anxiety to go was obvious.
* 不定式结构与所修饰的名词，有时意义上有着主谓关系或动宾关系，如：
* He has a large family to support (= that he must support).
* 注：处于动宾关系的情况下，如果不定式是不及物动词，它后面应加上必要的介词，如：
* She has a lot of things to attend to.
* The nurse has five children to look after.
* Let’s first find a room to put the things in.
* ．有时为了明确不定式结构的逻辑关系，可以在不定式之前加上for + 名词词组，如：
* Here’s a book for you to read.
* He gave orders for the visitors to be shown in.
* ☆☆有时，不定式结构还能表示一个随后发生的动作，相当于一个并列限定动词词组，这种不定式结构也表示结果，如：
* She woke early to find it was raining.
* He got home to learn that his father was ill.
* 这种表示结果的不定式结构具有下列几个特点：
* ① 不定式所表示的动作是随后发生的，相当于一个限定动词词组，如：
* He arrived late to find the others had gone home.
* He arrived late and found the others had gone home.
* ② 不定式根据是否需要停顿而决定与主句是否用逗号隔开。
* He left his native country (,) never to return.
* He returned home (,) to find his father lying sick in bed.
* ③ 不定式所表示的结果往往含有“令人意想不到”的意味，其中以“使人不愉快的结果”较为常见。（有时也可以表示令人愉快、惊喜的结果），如：
* He went home to find his old friend George waiting
* ④ 不定式之前有时可以加上only或but only，以加强语气，如：
* He got to the station only to be told the train had gone.
* They lifted a rock only to drop it on their own feet.
* 注：不定式结构表示结果或表示目的，往往形式相似，这时，须根据词汇意义认真加以区别，试比较：
* He arrived late to find the others had gone home. ( = He arrived late and found the others had gone home.)
* He arrived late to avoid meeting Robert. ( = He arrived late in order to avoid meeting Robert.)
* He got to the station only to be told the train had gone.
* He went to the station to inquire about the times of trains. ( = He went to the station in order to inquire about the times of trains.)
* 3. 表示原因：（不定式所表示的动作先于谓语动词的动作）
* She wept to hear the news.
* I pretend to be happy to know him.
* He laughed to see such fun.
* She seemed surprised to meet us.
* 注②：使用不定式作宾语补足语时，在有些动词后面，不定式符号to 应当省略。
* △ 下列动词用不定式作宾语补足语时，必须省去不定式符号to：
* let, make, have, see, watch, notice, look at, observe, hear, listen to
* He observed someone open the door.
* I watched them get into the car.
* Did you notice him leave the room
* △feel 一词在使用 to do 型不定式作宾语补足语时，不带 to；在使用 to be 型不定式时，要带 to，如：
* He felt them to be right.
* Did you feel the earth shake
* △ help 一词在使用不定式作宾语补足语时，可以带 to，也可以不带 to，如：
* Do you often help your mother (to) do the housework
* △使用不定式作宾语补足语的句子，改为被动结构以后，宾语补足语就成了主语补足语，这时，“to”不可以省略，如：
* The boss made them work from morning till night.
* They were made to work from morning till night.
不定式的一般式所表示的动作，通常与主要谓语所表示的动作（或状态）同时（或几乎同时）发生，或者是在它之后发生
* 例如：Who heard him say that
* They invited us to go there this summer.
* 如果不定式所表示的动作在谓语所表示的动作之前发生，这个不定式就要用完成式，如：
* I’m glad to have seen your mother.
* (cf. I’m glad to see you. )
* 七、不定式的完成式有下列用法
1．构成复合谓语，如：
* He is said to have written a new book about workers.
* (It is said that he has written a new book about workers.)
* The enemy was reported to have surrendered.
* (It was reported that the enemy had surrendered.)
* She seemed to have heard about it already.
* (It seemed that she had already heard about it.)
* 2．在某些作表语用的形容词后作状语，如：
* You are lucky to have got tickets to the concert.
* (=You are lucky that you have got tickets to the concert.)
* I’m sorry to have given you so much trouble.
* (=I’m sorry I have given you so much trouble.)
* She was very glad to have done something for the people.
* 3．在某些动词后作宾语，如：
* He pretended not to have seen me.
* I meant to have told you about it, but I forgot to do so.
* 4．有时还可以作主语、定语或构成复合宾语，如：
* It was a great satisfaction to have revisited our native village.（主语）
* So you are the one to have cleaned all these rooms.（定语）
* They thought it a pity not to have invited her.（复合宾语）
* She felt it an honour to have taken part in the work. （复合宾语
* 如果主要谓语所表示的动作（或情况）发生时，不定式所表示的动作正在进行，这时，不定式就要用进行式。
* 八、不定式的进行式主要有下列几种用法
* 1．构成复合谓语，如：
* They are said to be building another bridge across the river.
* They seem to be getting along quite well.
* I happened to be going that way too.
* 2．在某些动词后构成复合宾语，如：
* We didn’t expect you to be waiting for us here.
* 3．在某些动词后作宾语，如：
* He pretended to be listening attentively.
* 4．有时可以作主语或状语，如：
* I am glad to be working with you. (状语)
* It’s nice of you to be thinking of us. (主语)
* 九、如果不定式所表示的动作在谓语所表示的时间之前一直在进行，就需要用完成进行式，如：
* They are said to have been collecting folk songs in Yunnan.
* She wished to have been training as hard as the others.
* It’s a great pleasure to have been working with you
* 十一、不定式有时还可以有完成式的被动式，在句中作主语、宾语、定语，或者构成复合宾语、复合谓语等，如：
* It is a good thing for him to have been criticized.（主语）
* She preferred to have been given heavier work to do. (宾语)）
* He thought it an honour to have been invited to the party. （复合宾语）
* The book is said to have been translated into many languages. （复合谓语）
* She was the first woman to have been elected to such a post. （定语）
Period 6 Grammar exercise
Teaching Aims:
Revise the Infinitive
Finish the exercise concerning the Infinitive
Important points:
Exercise
Difficult points
Rewriting the sentences
Teaching methods:
Ask and answer questions activities
Individual, pair and group work
Teaching aids
A computer and a projector
Teaching Procedures & ways
Exercise 1 translation
* 1.I forgot to ask you to go to the bank
* 2. it is very important to turn off the electricity before you check the machine
* 3.i know how to make a mouse out of my handkerchief
* 4. Luckily, we don’t have much more work to do
* 5. she was very pleased to have the opportunity to travel while she was young
* 6.She has been very successful in her work, and now her greatest wish is to get married and have a child.
Exercise 2 fill in the blanks
* 1. pushing/ to push it to the service station
* 2. to go with them to the concert
* 3. to eat less fatty food
* 4. to shout/shouting at the hotel staff
* 5. falling down the stairs if you run so fast
* 6. to call me at my office
* 7. throwing something at him
* 8. stay with us until they find a lace of their own
Exercise three complete the sentences
* 1. to tell spending
* 2. putting to check
* 3.talking to make to drink
* 4. to get Thinking practice
* Exercise 5: multiple choice
* 1. —The light in the office is still on.
* ---Oh, I forgot .
* A. turning it off B. turn it off C.. having turned it off D. to turn it off
* 2. She can’t help ______ the house because she’s busy making a cake.
* A. to clean B. cleaning C. Cleaned D. being c leaned
* 3. Not everybody has the ability in public.
* A. of speak B. speaking C. spoken D. to speak
* 4. Mary is always the first student to answer the teacher’s questions in class.
* A. rising B. to rise C. rose D. risen
* 5.— Mum ,why do you always ask me to eat an egg every day
* --- __enough protein and nutrition as you are growing up.
* A. Get B. Getting C. To get D. To be getting
* 6.—Would you be so kind us out ---With pleasure.
A. helping B. in helping C. help D. as to help
* 10. The patient was warned _______ oily food after the operation.
* A. to eat not B.eating not C.not to eat D. not eating
* 11. We agreed ___ here, but so far she hasn’t turned out yet.
A. having met B. meeting C. to meet D. to have met
* 12. Paul doesn’t have to be made ________. He always works hard.
A. learn B. to learn C. learned D. learning
见试卷
Period 7
Using Language
How accessible are public places (like cinemas)
for people with disabilities !
Teaching Aims:
Learn a letter to an architect
Discuss what we can do to help the disable people in the cinema
Important points:
Important words and expressions
Teaching methods:
Scanning and skimming
Ask and answer questions activities
Individual, pair and group work
Teaching aids
A computer and a projector
Teaching Procedures & ways
Step 1 Speaking:
1.Do you like to go to the cinema
If so, do you find it accessible for people with disabilities
If not, can you imagine what can be done to help people with
disabilities to use the facilities more easily
2.How can we help them in a cinema
* People who are hearing-impaired
* People who are weak-sighted or blind
* People who are in wheelchairs
Step 2 Reading: Go through “A Letter To An Architect” and find out
1. Why does the writer write the letter
2. What suggestions does the writer gives
3. How does the writer look on disabled people
Main Points Dos Don’ts
1. Access
2. Earphones
3. Seating
4. Toilets
5. Car parking
Step 3 Discussion:
1. Can you think of any other suggestions to add to the list
2. Talk about how accessible your community is for the disabled
3. Imagine that a new building (eg. A supermarket, an amusement park/centre or a bus station, etc) is to be constructed in your area.
Suggest ways to make it more accessible for people with disabilities.
* 1. in particular = particularly
* = especially adv. 特别；尤其 (强调程度)
* specially adv. 特地地;专门地（强调目的）
* It’s very cold there , particularly / especially in winter.
* She loves that song in particular, because her mother used to sing it.
* I came here specially to see you.
2.elder + n. (不与than连用)－－年龄较大的
* elderly+ n. 上了年纪的
* older (与than连用)
* his elder son
* an elderly gentleman
* He is older than me by one year.
3.access n. access to…
* accessible adj. be accessible to…
* People there can have access to clean water.
* Finally we found the access to that village.
* The headmaster is accessible to the students.
* We students can have free access to the library.
* 4. bare adj. (cf. bear v./n.) be bare of … 没有．．．
* 1)The room is bare of furniture.
* 2) We passed by a bare mountain.
Period 8 Zhang Yuncheng achieved his ambition
Teaching Aims:
Learn Zhang Yuncheng achieved his ambition
Discuss ways of writing an article about Zhang Yuncheng
Important points:
Writing
Teaching methods:
Scanning and skimming
Ask and answer questions activities
Individual, pair and group work
Teaching aids
A computer and a projector
Teaching Procedures & ways
Step 1
What kind of person is Zhang Yuncheng
尊严的力量
* 他从小到大只上过一天学，如今却在家中自修大学语文。
* 他的肌肉萎缩，不能自己洗脸、刷牙，甚至连翻身也要别人帮忙，但他坚持握笔写作，以一天写三四百个字的毅力，花了整整6年时间，终于写出了一部17万字的自传体著作，一部再现弱小生命伟大人格力量的感人之作。
step 2
* 1.Read the text on the page 51 and underline the information you think is most important
2.Look at the parts of the text you underlined and in note form write a list of the 7-8 most important facts
3.work with your partner to write the opening 1 or 2 sentences of your text, you should say something about who zhang Yuncheng is, how old he is, what his disability is and what he has achieved.
4.When you are satisfied with your introduction, write the rest of the text
Swap your article with another pair. Read the text and ask the following questions about it
* What information did you include in your text that this text does not contain
* What information did they include in hteir text that you didn’t include in yours
* Is their text about 150 words
Step 3
Correct any spelling, grammar or punctuation mistakes they made
* Take your own text back and read the answers, now write a new draft of your story.
Period 9&10 周报及其他练习评讲
The theme of this unit is disabilities. The unit focuses on school-aged children with disabilities and emphasizes the things they can do rather than those they can’t. the aim is to heighten students’ awareness of the challenges facing people with disabilities and to promote the notion that the students with disabilities have similar wishes and desires to non-disabled students.
Unit 1 revises the various uses of the infinitive and focuses on the functions of wishing, congratulating and introducing people.
Design: This unit can be divided into 9 periods.
1st period 2nd period 3rd period 4th period 5th period 6th period 7th period The 8th and 9th period
Reading Language study Extensive reading word Grammar Speaking &writingIntegrating skills Listening Exercise
Period 1 words and expressions in unit 1
Teaching Aims:
Teaching the students the important words and expressions
Important points:
Disability, ambition, beneficial , adapt, handkerchief and so on
Teaching methods:
Ask and answer questions activities
Teaching aids
A computer and a projector
1.adj. able -- unable be able/unable to do v. enable—disable
n. ability—disability / inability
* adj. disabled ~ people = people with disabilities
* 1)Tea enables me to keep awake.
* 2)An accident disabled his left eye. 3) the ability/inability to hear
2.ambition n. ----- full of ~ ambitious adj.---- be ~ of sth. /be ~ to do sth.
3.benefit n. /v. beneficial adj. be ~ to…
* Eg. Fruit is beneficial to your heath.
4. in other words 换句话说
* in a word / all in all 总而言之 have a word with sb. 与某人说句话
* eat one’s word 收回前言,向人道谦 break one’s word 食言
5.adapt (oneself) to… 适应 adapt…from… 改编
* Have you adapted to the new way of life in the US
* The film is adapted from a novel by LuXun.
adapt (oneself) to = adjust (oneself) to
6.microscope --- microcomputer
* telescope
7.breath n. / breathe v.
* out of breath--- We ran so fast that we were all out of breath.
* bath n. /bathe v.
8.absence n. / absent adj. be absent from…
* presence n. / present adj. be present at…
* 9.fellow cf. follow / flower
* 10.annoy v. annoyance n. annoying / annoyed adj.
* Eg. His annoying words made me annoyed.
11.depend v. ~ on… / That all depends.
* dependent adj.---- independent adj.
* be dependent on… be independent of…
* Whether we go or not is dependent on the weather.
* Finland was independent of Russia during the first world war.
12.make fun of sb.
* Make fools of sb. laugh at sb. play a joke on sb. tease sb about sth.
* 13.courage n.
* encourage/discourage v. encouragement/discouragement n. encouraging/discouraging adj. encouraged/discouraged adj.
* v. encourage sb to do sth.
* discourage sb from doing sth.
* My parents encourage me to become a teacher.
* His parents discourage him from becoming a painter.
14.resign (from…) cf. design
* The Minister of Justice resigned yesterday.
* He decided to resign from the committee.
15.assist v. assist sb. in doing sth.
* assist sb. with sth. assist sb. to do sth.
* assistance n. assistant n.
panion (c) n. his three ~s
* company (u) n. keep sb. ~ 陪伴sb.
* accompany v. ~ sb. = keep pany
* 17. latter ----- former
* cf. letter / ladder
* congratulate sb. on sth.
* congratulation n. / Congratulations!
* cf. celebrate sth. / celebration n.
* 1) Yao congratulated Jane on her success.
* 2) I’ll celebrate my mother’s birthday tomorrow.
* 19. graduate…from…
* graduation n.
* eg. Next year you will graduate from No.2 Middle School.
* 20. certificate n. eg. a birth certificate
* a teacher’s certificate
* 21. architect n. / architecture
* 22. in particular = particularly
* = especially adv. 特别；尤其 (强调程度)
* specially adv. 特地地;专门地（强调目的）
22. in particular = particularly
* = especially adv. 特别；尤其 (强调程度)
* specially adv. 特地地;专门地（强调目的）
* It’s very cold there , particularly / especially in winter.
* She loves that song in particular, because her mother used to sing it.
* I came here specially to see you.
23.elder + n. (不与than连用)－－年龄较大的
* elderly+ n. 上了年纪的
* older (与than连用)
* his elder son an elderly gentleman
* He is older than me by one year.
24.access n. access to…
* accessible adj. be accessible to…
* People there can have access to clean water.
* Finally we found the access to that village.
* The headmaster is accessible to the students.
* We students can have free access to the library.
* 15. bare adj. (cf. bear v./n.) be bare of … 没有．．．
* 1)The room is bare of furniture. 2) We passed by a bare mountain.
Period 2 Warming up and reading
Teaching Aims:
Enable the students to know about disabled people and their life
Encourage them to face difficulties bravely.
Important points:
Reading comprehension to the text
Understanding Marty and his friends’ life
Important words and expressions
Difficult points
Understanding Marty and his friends’ life
Teaching methods:
Scanning and skimming
Ask and answer questions activities
Individual, pair and group work
Teaching aids
A computer and a projector
Teaching Procedures & ways
Step 1 pre-reading
1. Do you know of any famous people who are disabled What do they do
Discussion
Look at the four pictures on Page 1. The students in the pictures each have a disability. With a partner, discuss what their disability might be and give your reason.
Let’s read Marty’s Story which is from the family village website.
Step 2, skimming
Skim the text and answer the 5 questions of Text A on Page 1 of the Best Design.
1. Marty is ___________ person.
A.a healthy B.an ill C.a disabled D.a rich
2. Marty has __________ disease.
A.a mental B.a muscle C.an eye D.a leg
3. What’s Marty’s dream
A. Being a famous football player and representing his country in the World Cup.
B. Being a doctor. C. Being a college student. D. Being a basketball player.
4. Which of the following is TRUE
A. The doctor could give Marty’s disease a name.
B. The doctor knew how to make Marty well.
C. Someone in the world could cure the disease.
D. No one could give Marty’s disease a name.
5. We can infer that _________.
A. Marty will lose heart.
B. Marty feels sorry for being disabled.
C. Marty’s life is full of challenge.
D. Marty feels lonely.
Step 3: Detail reading for Comprehending.
P3 1. Read Marty’s story and fill in the chart.
Problems caused by his disability What Marty does in spite of his disability
1.weak and can’t run or climb stairs as quickly as others2.3.4.5. Enjoys writing and computer programming 2. 3. 4.
Step four: discussion
What spirits and characteristics make the disabled successful
a strong will (坚强的意志） determination（决心） perseverance（毅力） challenge （挑战） live a meaning life（过有意义的生活） optimistic（乐观的）
Period 3 Reading ( continue )
Teaching Aims:
Enable the students to know about disabled people and their life
Encourage them to face difficulties bravely.
Important points:
Reading comprehension to the text
Understanding Marty and his friends’ life
Important words and expressions
Difficult points
Understanding Marty and his friends’ life
Teaching methods:
Scanning and skimming
Ask and answer questions activities
Individual, pair and group work
Teaching aids
A computer and a projector
Teaching Procedures & ways
STEP 1 discussion
Discuss these questions with others in your class.
1 What kind of person do you think Marty is
2 What do you think is the most difficult thing that Marty has to deal with in his life
3 How would your life change if you were to develop a muscle disease like Marty’s
Write a summary in one sentence for each paragraph.
1._________________________________
2._________________________________
3._________________________________
4._________________________________
5._________________________________
6._________________________________
Answer these questions in three or four sentences and then check your answers with others in your class.
1. What kind of things does Marty do in order to make his life happy and satisfying
2. What can other people do to help Marty and others like him live a good life
3. Why has his fellow students’ conduct changed towards Marty
Role play
Work together with your partner, imagine that one is a disabled student, ( such as blind, deaf, …) to make an interview.
Discussion
Do you think disabled people can live
a happy life as normal people now
For
1. Unable to use a
certain part, but
can develop other potential…
2.Happiness is...
3.Receive guidance
3.Strong desire to...
4.Successful examples
5.Get inspiration…
6.Technology...
Against
1. Shortage of proper
2. equipment,
3. non-obstacle facilities(无障碍设施) and special schools…
2. Hard to get jobs
3. Trouble others
4. Disabled in mind...
5. Given prejudice…
Homework
Write a diary about our debate
in class.
Period 4 Language points
Teaching Aims:
Teaching the students the important words and expressions
Important points:
On the whole, benefit, all in all, make fun of and so on
Teaching methods:
Ask and answer questions activities
Teaching aids
A computer and a projector
Useful words and expressions:
* producing favourable effects or useful results
* make or become suitable for new needs, different conditions, etc.
* make sb. a little angry or impatient, esp. by troublesome actions
beneficial adapt annoy
Useful words and expressions:
* on the whole make a fool/fools of sb.
* be short of breath all in all make fun of be out of breath
Useful words and expressions:
* beneficial a. 有利的，有益的
* be beneficial to sth./sb. 有益于
e.g. Sunshine ____________plants.
His holding has had a _________ effect.
2) benefit n.
e.g. That experience was ____________
Give up smoking for the benefit of your health.
3) benefit vt./vi.
e.g. We benefit from daily exercise.
The rapid development of science benefits the whole world.
2. adapt vt. （使）适合，适应；改编
e.g. When moved to Canada, the children________________________ （很能适应变化 These books have（ 为小学生改编的。）_______________________________
3. annoy vt. 使烦恼/生气
e.g. These flies are annoying me.
I was annoyed with him because he kept interrupting.
( be annoyed with sb. 对某人生气 )
4. all in all = on the whole, in all 总而言之
e.g. All in all, we had a good time during the winter vacation.
辨析：In all above all after all
5. make fun of = make a fool/fools of sb., play a joke on sb. 取笑
e.g. It’s bad manners to make fun of disabled people.
辨析：laugh at sb. play a trick on sb.
6. out of breath 上气不接下气
相关短语：
* hold one’s breath lose one’s breath catch one’s breath
Important sentences
* Find out three sentences containing v-ing used as adverbial of comparison.
* Paraphrasing:
* I used to dream that one day I would be a famous football player and represent my country in the World Cup.
I used to _______ _______ one day _______ a famous football player and __________ my country in the World Cup.
Important sentences
2. To work in the computer industry when I grow up is my ambition.
My ambition is ______ ______ in the computer industry when I grow up.
3. I don’t have time to sit around and felt sorry for myself.
I don’t have time to sit around ______ sorry for myself.
4. Just having a disability doesn’t mean your life is not satisfying.
Just _______ ________ doesn’t mean your life is not satisfying.
You should try to ____ new circumstances as quickly as you can.
A. benefit B. suit C. fit D. adapt to
2. When we climbed up to the top the mountain, we were all ____.
A. out of the breath B. short of the breath C. out of breath D. short of breaths
3. I was very _____ to find that the cinema was not accessible to the elderly or people in wheelchairs.
A. annoying B. annoyed C. annoy D. annoyance
4. Once or twice he has had difficulty making decision on his own, but ____he is an independent man.
A. in all B. in word C. all in all D. word in word
5. I don’t like both of the books. ______ I like one of the two books.
A. in a word B. in words
C. get in a word D. in other words
Wb. P. 48. 1.– 3.
* Preview Using Language: A Letter to an Architect and try to finish Comprehending exercise 1 on P. 9.
Period 5 grammar
Teaching Aims:
Revise the Infinitive
Important points:
The usage of the Infinitive
Difficult points
Rewriting the sentences
Teaching methods:
Ask and answer questions activities
Individual, pair and group work
Teaching aids
A computer and a projector
Teaching Procedures & ways
Step 1 revision
When Bonnie Rivers passed her exams, everyone _____________her and wished he ____________ for the future. Unfortunately, she could not collect her graduation_____________ at the __________ because the building where it was held is not wheelchair _______________.
A _________ student had to collect the certificate while Bonnie waited outside. This situation should never have happened and we must employ an ___________ immediately to _____________ the building
Discouraged attractive harmful former
* clever younger dependent smart
* encouraged unattractive beneficial latter
* stupid elder/older independent clumsy
* step 2, usage of the Infinitive
* ．某些能带不定式结构作状语的形容词，转化成名词时带不定式结构作定语，如：
* He was obviously anxious to go.
* → His anxiety to go was obvious.
* 不定式结构与所修饰的名词，有时意义上有着主谓关系或动宾关系，如：
* He has a large family to support (= that he must support).
* 注：处于动宾关系的情况下，如果不定式是不及物动词，它后面应加上必要的介词，如：
* She has a lot of things to attend to.
* The nurse has five children to look after.
* Let’s first find a room to put the things in.
* ．有时为了明确不定式结构的逻辑关系，可以在不定式之前加上for + 名词词组，如：
* Here’s a book for you to read.
* He gave orders for the visitors to be shown in.
* ☆☆有时，不定式结构还能表示一个随后发生的动作，相当于一个并列限定动词词组，这种不定式结构也表示结果，如：
* She woke early to find it was raining.
* He got home to learn that his father was ill.
* 这种表示结果的不定式结构具有下列几个特点：
* ① 不定式所表示的动作是随后发生的，相当于一个限定动词词组，如：
* He arrived late to find the others had gone home.
* He arrived late and found the others had gone home.
* ② 不定式根据是否需要停顿而决定与主句是否用逗号隔开。
* He left his native country (,) never to return.
* He returned home (,) to find his father lying sick in bed.
* ③ 不定式所表示的结果往往含有“令人意想不到”的意味，其中以“使人不愉快的结果”较为常见。（有时也可以表示令人愉快、惊喜的结果），如：
* He went home to find his old friend George waiting
* ④ 不定式之前有时可以加上only或but only，以加强语气，如：
* He got to the station only to be told the train had gone.
* They lifted a rock only to drop it on their own feet.
* 注：不定式结构表示结果或表示目的，往往形式相似，这时，须根据词汇意义认真加以区别，试比较：
* He arrived late to find the others had gone home. ( = He arrived late and found the others had gone home.)
* He arrived late to avoid meeting Robert. ( = He arrived late in order to avoid meeting Robert.)
* He got to the station only to be told the train had gone.
* He went to the station to inquire about the times of trains. ( = He went to the station in order to inquire about the times of trains.)
* 3. 表示原因：（不定式所表示的动作先于谓语动词的动作）
* She wept to hear the news.
* I pretend to be happy to know him.
* He laughed to see such fun.
* She seemed surprised to meet us.
* 注②：使用不定式作宾语补足语时，在有些动词后面，不定式符号to 应当省略。
* △ 下列动词用不定式作宾语补足语时，必须省去不定式符号to：
* let, make, have, see, watch, notice, look at, observe, hear, listen to
* He observed someone open the door.
* I watched them get into the car.
* Did you notice him leave the room
* △feel 一词在使用 to do 型不定式作宾语补足语时，不带 to；在使用 to be 型不定式时，要带 to，如：
* He felt them to be right.
* Did you feel the earth shake
* △ help 一词在使用不定式作宾语补足语时，可以带 to，也可以不带 to，如：
* Do you often help your mother (to) do the housework
* △使用不定式作宾语补足语的句子，改为被动结构以后，宾语补足语就成了主语补足语，这时，“to”不可以省略，如：
* The boss made them work from morning till night.
* They were made to work from morning till night.
不定式的一般式所表示的动作，通常与主要谓语所表示的动作（或状态）同时（或几乎同时）发生，或者是在它之后发生
* 例如：Who heard him say that
* They invited us to go there this summer.
* 如果不定式所表示的动作在谓语所表示的动作之前发生，这个不定式就要用完成式，如：
* I’m glad to have seen your mother.
* (cf. I’m glad to see you. )
* 七、不定式的完成式有下列用法
1．构成复合谓语，如：
* He is said to have written a new book about workers.
* (It is said that he has written a new book about workers.)
* The enemy was reported to have surrendered.
* (It was reported that the enemy had surrendered.)
* She seemed to have heard about it already.
* (It seemed that she had already heard about it.)
* 2．在某些作表语用的形容词后作状语，如：
* You are lucky to have got tickets to the concert.
* (=You are lucky that you have got tickets to the concert.)
* I’m sorry to have given you so much trouble.
* (=I’m sorry I have given you so much trouble.)
* She was very glad to have done something for the people.
* 3．在某些动词后作宾语，如：
* He pretended not to have seen me.
* I meant to have told you about it, but I forgot to do so.
* 4．有时还可以作主语、定语或构成复合宾语，如：
* It was a great satisfaction to have revisited our native village.（主语）
* So you are the one to have cleaned all these rooms.（定语）
* They thought it a pity not to have invited her.（复合宾语）
* She felt it an honour to have taken part in the work. （复合宾语
* 如果主要谓语所表示的动作（或情况）发生时，不定式所表示的动作正在进行，这时，不定式就要用进行式。
* 八、不定式的进行式主要有下列几种用法
* 1．构成复合谓语，如：
* They are said to be building another bridge across the river.
* They seem to be getting along quite well.
* I happened to be going that way too.
* 2．在某些动词后构成复合宾语，如：
* We didn’t expect you to be waiting for us here.
* 3．在某些动词后作宾语，如：
* He pretended to be listening attentively.
* 4．有时可以作主语或状语，如：
* I am glad to be working with you. (状语)
* It’s nice of you to be thinking of us. (主语)
* 九、如果不定式所表示的动作在谓语所表示的时间之前一直在进行，就需要用完成进行式，如：
* They are said to have been collecting folk songs in Yunnan.
* She wished to have been training as hard as the others.
* It’s a great pleasure to have been working with you
* 十一、不定式有时还可以有完成式的被动式，在句中作主语、宾语、定语，或者构成复合宾语、复合谓语等，如：
* It is a good thing for him to have been criticized.（主语）
* She preferred to have been given heavier work to do. (宾语)）
* He thought it an honour to have been invited to the party. （复合宾语）
* The book is said to have been translated into many languages. （复合谓语）
* She was the first woman to have been elected to such a post. （定语）
Period 6 Grammar exercise
Teaching Aims:
Revise the Infinitive
Finish the exercise concerning the Infinitive
Important points:
Exercise
Difficult points
Rewriting the sentences
Teaching methods:
Ask and answer questions activities
Individual, pair and group work
Teaching aids
A computer and a projector
Teaching Procedures & ways
Exercise 1 translation
* 1.I forgot to ask you to go to the bank
* 2. it is very important to turn off the electricity before you check the machine
* 3.i know how to make a mouse out of my handkerchief
* 4. Luckily, we don’t have much more work to do
* 5. she was very pleased to have the opportunity to travel while she was young
* 6.She has been very successful in her work, and now her greatest wish is to get married and have a child.
Exercise 2 fill in the blanks
* 1. pushing/ to push it to the service station
* 2. to go with them to the concert
* 3. to eat less fatty food
* 4. to shout/shouting at the hotel staff
* 5. falling down the stairs if you run so fast
* 6. to call me at my office
* 7. throwing something at him
* 8. stay with us until they find a lace of their own
Exercise three complete the sentences
* 1. to tell spending
* 2. putting to check
* 3.talking to make to drink
* 4. to get Thinking practice
* Exercise 5: multiple choice
* 1. —The light in the office is still on.
* ---Oh, I forgot .
* A. turning it off B. turn it off C.. having turned it off D. to turn it off
* 2. She can’t help ______ the house because she’s busy making a cake.
* A. to clean B. cleaning C. Cleaned D. being c leaned
* 3. Not everybody has the ability in public.
* A. of speak B. speaking C. spoken D. to speak
* 4. Mary is always the first student to answer the teacher’s questions in class.
* A. rising B. to rise C. rose D. risen
* 5.— Mum ,why do you always ask me to eat an egg every day
* --- __enough protein and nutrition as you are growing up.
* A. Get B. Getting C. To get D. To be getting
* 6.—Would you be so kind us out ---With pleasure.
A. helping B. in helping C. help D. as to help
* 10. The patient was warned _______ oily food after the operation.
* A. to eat not B.eating not C.not to eat D. not eating
* 11. We agreed ___ here, but so far she hasn’t turned out yet.
A. having met B. meeting C. to meet D. to have met
* 12. Paul doesn’t have to be made ________. He always works hard.
A. learn B. to learn C. learned D. learning
见试卷
Period 7
Using Language
How accessible are public places (like cinemas)
for people with disabilities !
Teaching Aims:
Learn a letter to an architect
Discuss what we can do to help the disable people in the cinema
Important points:
Important words and expressions
Teaching methods:
Scanning and skimming
Ask and answer questions activities
Individual, pair and group work
Teaching aids
A computer and a projector
Teaching Procedures & ways
Step 1 Speaking:
1.Do you like to go to the cinema
If so, do you find it accessible for people with disabilities
If not, can you imagine what can be done to help people with
disabilities to use the facilities more easily
2.How can we help them in a cinema
* People who are hearing-impaired
* People who are weak-sighted or blind
* People who are in wheelchairs
Step 2 Reading: Go through “A Letter To An Architect” and find out
1. Why does the writer write the letter
2. What suggestions does the writer gives
3. How does the writer look on disabled people
Main Points Dos Don’ts
1. Access
2. Earphones
3. Seating
4. Toilets
5. Car parking
Step 3 Discussion:
1. Can you think of any other suggestions to add to the list
2. Talk about how accessible your community is for the disabled
3. Imagine that a new building (eg. A supermarket, an amusement park/centre or a bus station, etc) is to be constructed in your area.
Suggest ways to make it more accessible for people with disabilities.
* 1. in particular = particularly
* = especially adv. 特别；尤其 (强调程度)
* specially adv. 特地地;专门地（强调目的）
* It’s very cold there , particularly / especially in winter.
* She loves that song in particular, because her mother used to sing it.
* I came here specially to see you.
2.elder + n. (不与than连用)－－年龄较大的
* elderly+ n. 上了年纪的
* older (与than连用)
* his elder son
* an elderly gentleman
* He is older than me by one year.
3.access n. access to…
* accessible adj. be accessible to…
* People there can have access to clean water.
* Finally we found the access to that village.
* The headmaster is accessible to the students.
* We students can have free access to the library.
* 4. bare adj. (cf. bear v./n.) be bare of … 没有．．．
* 1)The room is bare of furniture.
* 2) We passed by a bare mountain.
Period 8 Zhang Yuncheng achieved his ambition
Teaching Aims:
Learn Zhang Yuncheng achieved his ambition
Discuss ways of writing an article about Zhang Yuncheng
Important points:
Writing
Teaching methods:
Scanning and skimming
Ask and answer questions activities
Individual, pair and group work
Teaching aids
A computer and a projector
Teaching Procedures & ways
Step 1
What kind of person is Zhang Yuncheng
尊严的力量
* 他从小到大只上过一天学，如今却在家中自修大学语文。
* 他的肌肉萎缩，不能自己洗脸、刷牙，甚至连翻身也要别人帮忙，但他坚持握笔写作，以一天写三四百个字的毅力，花了整整6年时间，终于写出了一部17万字的自传体著作，一部再现弱小生命伟大人格力量的感人之作。
step 2
* 1.Read the text on the page 51 and underline the information you think is most important
2.Look at the parts of the text you underlined and in note form write a list of the 7-8 most important facts
3.work with your partner to write the opening 1 or 2 sentences of your text, you should say something about who zhang Yuncheng is, how old he is, what his disability is and what he has achieved.
4.When you are satisfied with your introduction, write the rest of the text
Swap your article with another pair. Read the text and ask the following questions about it
* What information did you include in your text that this text does not contain
* What information did they include in hteir text that you didn’t include in yours
* Is their text about 150 words
Step 3
Correct any spelling, grammar or punctuation mistakes they made
* Take your own text back and read the answers, now write a new draft of your story.
Period 9&10 周报及其他练习评讲