选修7 Unit 1教案[下学期]
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文档简介
Unit 1 Living Well
Part One: Teaching Design (第一部分：教学设计)
Period 1: A sample lesson plan for reading
(Marty’s Story)
Aims
To learn something about disabilities and life of disabled people
To read about disabilities and life of disabled people. The students should know that people with disabilities can also live well
Procedures
I. Warming up
Warming up by defining:
Before we read about disabilities let’s try to define it first.
● What is disability How many different types of disabilities do you know
disability: the state of being disabled / unable to use his body properlyA. physical disability deaf, dumb/mute, blind, lame, near-sighted, six fingers, color blindness, paralyzedB. mental disabilitydepression, learning difficulty, brain injury phobias (恐惧症) …
Warming up by talking:
In groups of four talking about what you know about disabilities. Use these words in the above box to support your talk.
Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success.
Talking about disabilities
1 Do you know anyone who is disabled around you How does he or she deal with the disabilities 2 Do you know any famous people who are disabled What do they do Have a discussion about what the disabilities are and what difficulties they have to overcome in daily life.
Talking about famous people with disabilities
Reference OneProfessor Steven Hawking is one of the disabled who has achieved success in his chosen field of work. In spite of his brain disease, he decides to continue with his research and writing, and his famous book “On History of Time” used to be a best seller. When he speaks, he has to use a computer and a voice box. When he answers questions, it takes about two minutes. Not only does he have to type out the answer on a computer but he also gets the computer to translate it into sounds.Reference TwoHelen Keller (1882—1968) , blind and dumb ,was a famous American writer. When she was only nineteen months old, she had a terrible disease. Then she became deaf and blind. In the next five years, she struggled in the dark and silent world. With the help of Anne Sullivan, she learnt to write and speak. She overcame the great difficulties and wrote a famous book “My life”, which became a best seller and she became a very well-known writer in the world. Reference ThreeZhang Haidi was born in September 1955 in Jinan, Shandong Province. When she was five years old, she got a serious disease and the lower part of her body lost the feeling and the functions. Since then, she has been confined to wheelchair but she has never stopped her pursue for knowledge and a happy life. She studied by herself all the courses from primary school to college and learned several foreign languages such as English and Japanese. In 1983, she began her career as a writer and a translator and her works have reached the total number of more than one million words. She has been active in social activities for public interests and she shows great care for the education of disabled children and village children. In 2001 she was entitled one of “the 20 most influencing women of the century around the world”.Her idea that true happiness lies in the hard pursue encourages people to work harder for the society.
Look at the four pictures and read what these people have achieved. The students in the pictures each have a disability. With a partner, discuss what their disability might be. The following list might help you.
mental disability learning difficulty hearing problem
difficulty with eyesight brain injury loss of an arm or leg
severe illness deafness walking difficulty
Rada Barry Sally Gao Qiang
II. Pre-reading
Ask students to read the pre-reading carefully and find out the purpose of the website. Discuss with a partner what kind of things you think people write about.
The purpose of the website：
1. To give ordinary young people with a disability the chance to share their stories with others.
2. To inspire other disabled people.
3. To get non-disabled people to understand more about how challenging life can be for people with disabilities.
Say True or False:
1.The family village website gives successful young people the chance to tell their personal stories.
2. Only disabled people find the website beneficial.
II. Reading
1.Reading and underlining
eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, independent, make fun of, encouragement
2.Explaining difficult points
Now have a question and answer period. Ask them if they have any points they do not understand. Put the questions out and discuss them.
3.Reading and transferring
Skim the text and complete the table below.
4.Comprehending
Task 1: Fast reading for general ideas.
Skim the text and answer the following questions .
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.
(Suggested answers:CBADC)
Task 2: Detail reading for Comprehending.
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.
Problems caused by his disability:
2. Problems caused by his disability
3. Too tired to get out of bed
4. Has missed a lot of school and lessons
5. Feels stupid because of behind the others after a long absence from school
What Marty does in spite of his disability:
2. Invented a computer football game.
3. Looks after pets
4. Disability has made him grow stronger and more independent .
2. 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
Suggested answers:
1. Marty seems to be a fairly positive person who considers he has a good life. he is realistic about his disability but does not let this stop him doing as much as he can. He is a mentally strong, independent boy.
2. Missing lots of school, not being able to run around and play sports like other boys at his age, people not understanding that he has a disability.
3. The students can answer this question according to their own thinking.
3 Write a summary in one sentence for each paragraph.
1.__________________________________________________________
2.__________________________________________________________
3.__________________________________________________________
4.__________________________________________________________
5.__________________________________________________________
6.__________________________________________________________
Suggested answers:
Paragraph 1: I have a muscle disease, which is very unusual.
Paragraph 2: No one knows how the disease develops.
Paragraph 3: The difficulties I have in daily life.
Paragraph 4: My fellow students have begun to accept me for who I am.
Paragraph 5 All in all, I have a good life.
Paragraph 6: People with disabilities can also live well.
4. 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
Suggested answers:
1. Marty keeps busy doing things like writing computer programming that do not require
physical strength. He has friends with whom he can go to movies and football matches and
he has lots of pets. He also studies hard.
2. They can accept people with disabilities for who they are rather than focus on their disability. They can encourage them to live rich and full lives.
3. Because they found that Marty was able to live as rich and full a life as everyone else.
Suggested answers:
1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.
2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.
3. Maybe at the beginning I will feel very low and disappointed, but Marty’s story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life.
Suggested answers:
1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.
2. Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people.
3. Because Marty is strong-minded and independent. His efforts have gained his fellow students’ respect and understanding. So they have learned to accept him for who he is.
Period 2: A sample lesson plan for Learning about Language
(Revise the use of Infinitive)
Aims
To discover and learn to use useful words and expressions
To discover and learn to use useful structures
Procedures
I. Warming up by underlining useful words and expressions
II. Doing vocabulary exercises
Turn to page 3 and do exercises 2, 3 and 4.
III. Learning about theInfinitive
The infinitive can be used
1. as the subject
2. as the predicative,
3. as the object
4. as the object complement
5. as the adverbial
6. as the attribute
The following is the detailed explanation of the Infinitives:
The Infinitives
I. Form:
A: There are six forms of the infinitives:
Active Passive
simple (to do) I want to do the work tonight. (to be done) The work is to be done tonight.
perfect (to have done) Robert appears to have done the work. (to have been done) The project must have been done.
continuous (to be doing) Peter must be doing his work now. ---
perfect continuous (to have been doing) The boy is believed to have been doing the work for the whole day. ---
B: The full infinitive consists of two words, to+ verb, as shown above. But after certain verbs and expressions we use the form without to, i.e. the "bare infinitive" ，for example:
You had better say nothing.
C. It is normally advisable to put any words between the "to" and the verb, but see split infinitive.
D. To avoid repetition, an infinitive is sometimes represented by its To.
For example:
A: Do you smoke
B: No, but I used to (smoke).
II. Uses of the infinitive:
A. Used as subject:
a. An infinitive or an infinitive phrase can be the subject of the verbs, e.g. appear, seem, be etc.
1. To save money today seems impossible. OR It seems impossible to save money.
(here "It" is used as an formal subject. i.e. not real subject)
2. To lean out the windows is dangerous. OR It is dangerous to lean out of the windows.
b. Usually infinitive constructions of this type consist of it+ be+ adjective (for sb)+ to do
but sometimes a noun can be used instead of an adjective:
e.g. It is difficult (for me) to learn English well./ It is a difficulty (for me) to learn English.
C. cost/take + object can also be used.
e.g. It cost me 200 dollars to buy these books that I liked most.
It took the 200 worker to build the Grand Bridge.
B. Used as object:
Some verbs are followed by a to-infinitive but not -ing (eg. agree, aim, ask, appear, be determined, decline, demand, endeavor, fail, hesitate, hope, hurry, manage, offer, plan, proceed, prepare, pretend, promise, refuse, want, wish , etc.).
Some verbs are followed by -ing but not a to- infinitive (eg admit, avoid, consider, delay, deny, detest, dread, envisage, feel like, finish, imagine, miss, recall, resent, risk, suggest).
The verbs begin, cease, start and continue can be followed by either a to-infinitive or an ~ing
form with little difference in meaning (eg Even though it was raining, they continued to play/
playing).
Other verbs can be followed by either a to-infinitive or an -ing form, but there is a difference in meaning.
GERUND INFINITIVE
forget He'll never forget spending so much money on his first computer. Don't forget to spend money on the tickets.
go on Go on reading the text. Go on to read the text.
mean You have forgotten your homework again. That means phoning your mother. I meant to phone your mother, but my mobile didn't work.
remember I remember switching off the lights when I went on holiday. Remember to switch off the lights when you go on holiday.
stop Stop reading the text. Stop to read the text.
try Why don't you try running after the dog I tried to run after the dog, but I
Eg. I regret to inform you that your application has been unsuccessful, to indicate that we are about to do something we are not happy about; It's too late now, but I'll always regret asking John to do the work. to say we have already done something that we are not happy about.
We use the Gerund or the Infinitive after the following verbs. There are two possible structures after these verbs. Gerund: verb + -ing Infinitive: verb + person + to-infinitive
advise
They advise walking to town.
They advise us to walk to town.
allow
They do not allow smoking here.
They do not allow us to smoke here.
encourage
They encourage doing the test.
They encourage us to do the test.
permit
They do not permit smoking here.
They do not permit us to smoke here.
We use the following structures with the word recommend:
recommend
They recommend walking to town.
They recommend that we walk to town.
C. As complement of object:
e.g. 1. He wanted me to water the flowers. (Here I would water the flowers)
2. Janet expected me to give her a nice present.
D. As attributive: normally after a noun.
e.g. 1. I have a composition to write. (here to write consists of passive, but to be written would not be possible)
2. John has got a letter to mail.
E. As adverbial (means purpose after intransitive verb)
e.g. 1. A: Why are you going there
B: To see my teacher.
2. I came to the Tom's to get my book back.
F. How/Wh-word to do:
1. I showed him how to press the button.
2. I asked myself where to go.
3. He couldn't decide which (one) to choose.
III. Tense & Passive
a. present infinitive (meaning future or a plan)
1. I decide to do it.= I say to myself, " I will do it." (future)
2. I am to travel around the world. (a plan)
b. present continuous tense.
1. We pretended to be reading our books when the teacher came in.
2. He seemed to be cooking dinner at five yesterday evening.
c. perfect infinitive.
1. He seemed to have finished cooking his dinner by seven yesterday.
2. Jane is sorry to have kept Jim waiting so long.
d. perfect continuous tense.
1. He pretended to have been working on the problems for hours.
2. They appeared to have been training themselves for an hour.
e. present infinitive passive
1. The bridge to be built here will be the grandest one in the world.
2. The film to be seen by Tom is a great one.
f. perfect infinitive passive
1. The flowers seemed to have been watered by seven yesterday.
2. The mistakes to have been made twice is annoying.
IV. Bare Infinitive:
After modal verbs or some phrase that is considered as a modal verb, also in these structures:
see/watch/feel/make/hear/have/notice somebody do (to is omitted).
I saw Jim enter the classroom at five yesterday.
I will have an electrician fix the light.
You had better see a doctor.
But in the passive voice to won't allowed to be omitted, ie.
I was seen to enter the house.
I was made to work 12 hours a day.
Using structures
Deal with Exercises on Page49.
Do Ex2 first and then do Ex3.
Ask students to do Ex1 in their exercise-books after class.
Step V Homework
Go over words and expressions.
Go over the grammar.
Finish Ex1 on Page 49.
TEST YOURSELF
动词不定式专题练习
1. He seems ___ the old lady.
A. knowing B. to be knowing C. to know D. to be known
2. Tom ___ when they spoke ill of him.
A. happened to be passed B. happened to be passing by
C. happened passing by D. happened to passed
3. We all hope ____ scientists.
A. become B. to become C. becoming D. became
4. The boy refused ____ for climbing the tall tree.
A. to pay B. to be paid C. being paid D. paying
5. I happened ____ the article when he asked me about it.
A. having read B. to have read C. to be read D. reading
6. ______ with him is a great pleasure.
A. To talk B. Talk C. Talked D. To talking
7. It is nice _____ your voice.
A. to hear B. hear C. heard D. to be hearing
8. _____ is to struggle.
A. Living B. Live C. To live D. To be lived
9. Her wish is ____ a doctor.
A. becoming B. become C. to become D. being come
10. I was just about ____ the office when the phone rang.
A. leaving B. leave C. to leave D. to leaving
11. I didn’t ____ it until you had explained how.
A. manage to do B. managed to do
C. manage to have done D. manage doing
12. He found it important ___ the situation all over the world.
A. study B. to study C. studies D. to be studied
13. At last the enemy soldiers had no choice but ___ their guns.
A. to lay down B. lie down C. laying down D. lay down
14. Yesterday I did nothing but ___ TV.
A. watch B. watched C. to watch D. watching
15. It had no effect except ___ him angry.
A. make B. making C. to make D. made
16. Bob did nothing except ____ tennis.
A. play B. to play C. playing D. played
17. I’m considering ___ his letter.
A. to answer B. how answering C. to be answering D. how to answer
18. Tell us _____ next.
A. how to do B. what to do C. how do D. what do
19. We want to know ___ to help him when he is in trouble.
A. what will do B. what we should do C. how to do D. what will we do
20. Don’t stop trying. You’ll be sure ___ .
A. succeed B . succeeding C. of succeeding D. to succeed
21. The government calls on us ____ our production.
A. increased B. increasing C. increase D. to increase
22. With his teacher ____ he wanted to try it a second time.
A. helping B. to help C. help D. helped
23. The lady was watched ____ her room in silence.
A. had left B. left C. leave D. to leave
24. I’m hungry . Get me something ____.
A. eating B. to eat C. to be eaten D. eaten
25. His wish ,____ a doctor ,came true.
A. coming B. come C. to come D. came
26. He loves praise. He is always the first ____ and the last _____.
A. of coming ; of leaving B. comes; leaves
C. to come; to leave D. coming; leaving
27. At last they found a house _____ .
A. to leave his things with B. to leave his things in C. leaving his things in
28. There is nothing ______ .
A. to worry B. to worry about C. worry D. worry about
29.Have you got enough room ___all of us
A. seating B. to seat C. seated D. to be seated
30. It is too dark for us ____ anything in the room.
A. see B. seeing C. to see D. seen
31. The young man is ____ willing ____ the old living around here.
A. very; helping B. very; to help C. too; to help D. enough ; help
32.He bent down ___ the pen lying on the floor.
A. pick up B. to pick up C. picking D. picked
33. ____ the room temperature, he added some coal into the stove.
A. To keep up B. So as to keep up C. Keep up D. In order keep up
34. The teacher did what she could ____ me with my lessons.
A. help B. helps C. helped D. to help
35. It is difficult for a foreigner ____ Chinese.
A. learning B. to learn C. learned D. to be learned
36. It is careless ____ the same mistake in your composition .
A. for you to make B. for you making C. of you to make D . of you making
37. The girl is easy ____ along with.
A. to be got B. got C. to get D. getting
38.--- Are the problems easy
--- No, in fact I found ____.
A. them hard to solve B. it was hard to solve
C. in hard to be solved D. very hard to solve them
39. ____ is a big problem.
A. To get rid of these things B. How to get rid of these things
C. Getting rid of these things D. Get rid of these things
40. I felt silly because I didn’t know ____.
A. to say B. how to say C. what to say D. what saying
41.The question is ____ the answer .
A. where find B. to find C. where to find D. where finding
42. Would you please _____ to each other before you hand in your examination papers
A. not talk B. don’t talk C. not talking D. not to talk
43. Tell him _____ the window.
A. to shut not B. not to shut C. to not shut D. not shut
44. He doesn’t like ___ in public.
A. praised B. to praise C. to be praised D. praising
45. We want the job ____ by the end of the week.
A. doing B. done C. to be doing D. being done
46. The film is reported _____ on show at the cinema.
A. to being B. will be C. to be D. being
47. He is said ____ to London already.
A. having sent B. to be sending C. to have been sent D. being sent
48. Alice is said _____ her homework in her own room now.
A. she is doing B. to be doing C. doing D. be doing
49. These boys are said ____ for doing good deeds.
A. to be praising B. to be praised C. praised D. to have praised
50. Who did the manager ___ the report
A. have B. have write C. have writes D. have to write
51. Oh, it’s very cold here, let’s make a fire ____ ourselves up.
A. warm B. warming C. warmed D. to warm
52. Would you please ____ a little more room for me
A. to make B. make C. making D. made
53. I wish to finish my task and ____ away.
A. get B. getting C. to get D. to getting
参考答案
1-10 CBBAB AACCC 11-20 ABAAC ADBBD
21-30 DBDBC CBBBC 31`-40 BBADB CCABC
41-53 CABCB CCBBB DBA
不定式与高考
1． The purpose of new technologies is to make life easier ________ it more difficult. (MET99)
A. not make B. not to make C. not making D. do not make
2. I’ve worked with children before, so I know what ______ in my new job. (MET2000)
A. Expected B. to expect C. to be expecting D. expects
3. Having a trip abroad is certainly good for the old couples but it remains ______ whether they will enjoy it. (MET2001)
A. to see B. to be seen C. seeing D. seen
4. Charles Babbage is generally considered _____the first computer. (MET1993)
A. to invent B. inventing
C. to have invented D. having invented
5. Allen had to call a taxi because the box was _______ to carry all the way home. (MET2003)
A. much too heavy B. too much heavy
C. heavy too much D. too heavy much
6. The boy wanted to ride his bicycle in the street, but his mother told him ______. (MET95)
A. not to B. not to do C. not do it D. do not to
7. Little Jim should love _____ to the theatre this evening. (MET 92)
A. to be taken B. to take C. being taken D. taking
8.There are five pairs ___,but I'm at a loss which to buy.(1999上海高考)
A. to be chosen B. to choose from C. to choose D. for choosing
9.____late in the afternoon, Bob turned off the alarm. (2001年北京春季高考)
A. To sleep B. Sleeping C. Sleep D. Having sleep
10.With a lot of difficult problems ____,the newly-elected president is having a hard time.(2002年上海春季高考)
A. settled B. settling C. to settle D. being settled
11.She will tell us why she feels so strongly that each of us has a role_____ in making the earth a better place to live. (2003上海春季高考)
A. to have played B. to play C. to be played D. to be playing
12.In order to gain a bigger share in the international market, many state run companies are trying ___their products more competitive. ( 2002上海春季高考)
A. to make B. making C. to have made D. having made
13.The teacher asked us______ so much noise. (2003北京春季高考)
A. don't make B. not make
C. not making D. not to make
14. All these gifts must be mailed immediately_______ in time for Christmas.(05年辽宁卷)
A. in order to have received B. in order to receive
C. so as to be received D. so as to be receiving
15. I would love _____ to the party last night but I had to work extra hours to finish a report.
A. to go B. having gone C. going D. to have gone
16. Robert is said ____ abroad, but I don’t know what country he studied in.
A, to have studied B. to study
C. to be study D. to have been studying
17. It is said in Australia there is more land than the government knows ______.
A. what to do with it B. what to do it with
C. what to do with D. to do what with it
18. Quite a few people used to believe that disaster_____ if a mirror was broken.
A. was sure of striking B. was sure of having struck
C. was sure to be struck D. was sure to strike
19. John was made_____ the truck for a week as a punishment.
A. to wash B. washing C. wash D. to be washing
20. She reached the top of the hill and stopped_____ on a big rock by the side of the path.
A. to have rested B. resting C. to rest D. rest
21. Last summer I took a course on________ .
A. how to make dresses B. how dresses be made
C. how to be made dresses D. how dresses to be made
22. The patient was warned ____ oily food after the operation.
A. to eat not B. eating not C. not to eat D. not eat
23. The flu is believed ________ by viruses that like to reproduce in the cells inside the human nose and throat. (04)
A. causing B. being caused C. to be caused D. to have caused
1-10 BBBCA AABAC 11-20 BADCD AADAC 21-23 ACC
III. Reading and discovering
Now read the text again to find as many examples of the infinitive
IV. Closing down
To end the period you are to do grammar Ex.1 & 2 on page 5&6.
Discovering useful words and expressions
Deal with Ex1&Ex2 in the Discovering useful words and expressions. During this procedure students are asked to use an English-English dictionary. Because a good learner’s English-English dictionary gives example sentences to show how a word is used, and most also explain rules for using the words as well as giving the meaning.
T: Good. Glad you’ve done a very good job. As you know Marty lives in another country. He is far away from us. In China there are a lot of famous disabled people. Now look at this picture, who is she (Show Zhang Haidi’s photo on the PowerPoint)
Ss: Zhang Haidi
T: Would you like to learn her story Please open your books and do Ex1 on Page 4. First of all, let’s look up the following words in an English-English dictionary. Then I will ask some of you to explain them in English.
Show the following words on the PowerPoint.
independent, fellow, ambition, disability, eyesight, motto, encouragement, beneficial
If students don’t have an English-English dictionary, Teacher shows the explanation on the PowerPoint.
independent :not determined or influenced by someone or something else;
Although she is young, she is very independent.
fellow: a peer
We were school fellows.
ambition: the object or goal desired
One of his ambitions is to become the President of the Motor General.
disability: the condition of being disabled
He gets a disability pension from the Government because of his disabilities in a fire accident.
eyesight: the faculty of sight; vision.
Her eyesight is very good.
motto: a maxim adopted as a guide to one's conduct.
The school motto is 'Never lose hope.'
encouragement: the act of encouraging.
He owed his success to his wife's encouragement.
beneficial: producing or promoting a favorable result; advantageous
a temperate climate beneficial to the health
After the explanation of the words, ask students do Ex 1 individually. Five minutes later check the answers with the whole class.
After dealing with Ex1, ask students to Do Ex2 in groups. Then check the answers with the whole class. Show the suggested answers on the PowerPoint.
Deal with Ex1 &Ex2 on Page 48. Students are asked to do the exercises in groups. Then show the suggested answers on the PowerPoint.
As for Ex3 Teacher will ask 10 students to translate the 10 sentences. And give them immediate help when necessary.
Step III Discovering useful structures
Period 3: A sample lesson plan for Using Language
(Offer wishes & congratulations / A Letter to An Architect)
Aims
To listen about a disabled person’s story of successful climbing Mount Kilimanjaro
To learn to offer congratulations and best wishes
To talk about the problems that people with walking difficulties have in their daily life
To write a letter of suggestion
Procedures
I. Warming up by talking about Mount Kilimanjaro. Ask them where Mount Kilimanjaro is(in Africa). Talk about mountain climbing by using the following pictures.
About The Mountain
Mount Kilimanjaro, the highest Mountain in Africa, is located in northern Tanzania (formerly called Tanganyika). It is located around 200 miles south of the equator. Mount Kilimanjaro, an extinct volcanic Mountain, is 19,341 feet in height.
Mount Kilimanjaro is located within the boundaries of Mount Kilimanjaro National Park. The National Park, 756 square kilometers is size, was originally established as a game reserve in the early 1900's. In 1921, the government of Tanganyika renamed the game reserve to a forest and game reserve. In 1957, the Tanganyika National Parks Authority with support from many local and international conservation organizations and interest groups formally proposed the establishment of a national park at encompassed Mount Kilimanjaro. The area above 2700-meter contour was established as Kilimanjaro National Park and was officially opened for tourism in 1977. In 1989, the World Heritage Convention declared the Park a World Heritage site.
II . Listening and speaking
To climb a mountain like Kilimanjaro is really tough, not to mention a person with disabilities. However, Barry Minto , who is blind, made it. And he became famous. He is being interviewed on the radio. While listening to the interview, finish Task 1-4.
By using the following expressions, work with you partner to create dialogues offering congratulations and best wishes.
Congratulations. All the best. I’m proud of you. I wish you success. Good luck. Well done. I’m very impressed by your performance. You have my best wishes.I’m very pleased for you. I hope it goes well for you. That’s wonderful/amazing.
A sample of offering wishes and congratulations
B: Congratulations on your promotion..
A: Thanks. And I’m glad all my hard work has paid off.
B: You really had a hard job last year. Anyway, everything favors you now.
A: Thank you. Hey, how about your side, you are going to take a study trip abroad, I was told
B: Yes, and we are taking our leave soon. Actually, I’m here to say good-bye to you.
A: Well, have a nice trip and good luck in your new life.
B: Thanks.
After students have finished the exercises in the textbook, show the students some more situations.
Give the following two situations for students to practice offering congratulations and best wishes.
Situation 1 One of your classmates has just won a gold medal in the China Daily Oral Competition.
Situation 2 Your friend has just passed his driving test.
III. Read the text A Letter to An Architect
Now play the recording of the text A Letter to An Architect and ask the students to read aloud to it, underlining all the expressions useful to you at the same time.
assistance, companion, graduation certificate, in particular, basement, elderly, dignity, latter, congratulate ,all the best, accessible
Facilities For People With Disabilities
Seats designated for wheel-chaired patrons in the performing venues.
Tactile-braille indicators in the passenger lifts.
Ramps（斜坡）for wheel-chaired patrons at suitable locations.
Toilets for People with Disabilities in the foyer（休息厅）, ground floor and the second floor.
Audio and visual signals of the emergency alarm system.
IV. Discussing
Now answer the questions about the letter.
1. What is the purpose of the first paragraph of the letter.
2. Why do you think the writer has numbered her suggestions and used italics
3. What is the purpose of the last paragraph
4. Can you think of any other things that the cinema could do to make it accessible to disabled people
Suggested answers:
1. In the first paragraph Alice tell Ms Sanders she is writing to make suggestions on the easy use of the cinema by disabled customers.
2. This will attract the reader’s attention and the reader will realize these are important information.
3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised.
4. The students can answer this question according to their own knowledge.
IV. Closing down by writing
Reading, speaking and writing
Show pictures of a cinema, including inside and outside facilities. Ask students to discuss what problems that people with disabilities sometimes have in a cinema. Divide the students into different groups .They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Make sure all the students have their own opinion.
(After the discussion)
T: Now please stop discussing. Alice is a warm-hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built, she wrote a letter to make suggestions. Here is the letter that gives suggestions to an architect who is to design the new Bankstwon cinema. Let’s find out what suggestions Alice gives.
Skimming
Students can find the answers quickly, because they are printed in the pink color.
Careful reading
Help students to analyze the letter so that they will learn how to write a letter of suggestion.
T: Now please read the text carefully and think about the questions in Ex2 on Page 9.
After students read the text carefully, they will discuss the questions in Ex2 in groups. Several minutes later, check the answers with the whole class.
Suggested answers:
1. In the first paragraph Alice tell Ms Sanders she is writing to make suggestions on the easy use of the cinema by disabled customers
2. This will attract the reader’s attention and the reader will realize these are important information.
3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised.
T: After we read Alice’s suggestion letter, do you know how to write a letter of suggestion Please discuss in groups. Then we will work together to write a format of a suggestion letter.
(After the discussion)
Show the following on the PowerPoint or print it out.
A letter of suggestion
A letter of suggestion normally has five parts.
1. The Heading
This includes the address, line by line, with the last line being the date. Skip a line after the heading.
2. The Greeting. The greeting always ends with a comma. The greeting should be formal, beginning with the word "dear".
3. The body. Also known as the main text. Generally speaking, the body includes three parts. The first part (usually the first paragraph) tells the receiver that you are writing this letter to make suggestions on something, and the main part tells clearly what your suggestions are. The last part (usually the last paragraph) asks the receiver to consider your suggestions. Don’t forget to encourage the receiver to take your suggestions. Skipping a line between paragraphs, especially in typed or printed copy, also helps the reader.
4. The complimentary close. This short expression is always a few words on a single line. It ends in a comma. The complimentary close begins with a capital letter and ends with a comma.
5. The signature line. Type or print your name. The handwritten signature goes above this line and below the close. The signature line and the handwritten signature are indented to the same column as the close. The signature should be written in blue or black ink. Skip from one to three spaces (two on a typewriter), and type in the signature line the printed name of the person signing the letter. Sign the name in the space between the close and the signature line, starting at the left edge of the signature line
Step V Practice
Deal with Ex3-4 on Page 9.
Ask students to work in groups and discuss accessible their community is for people with disabilities. Then discuss way in which their community could be made more accessible for disabled people. This discussion will lay a good foundation to the writing. After the discussion, students are asked to write a letter of suggestion to the architect of a new building to be constructed in their area. In the letter they will suggest ways to make it more accessible for people with disabilities. While writing the letter, they should pay attention to the format of a letter. If time limited in class, they can finish the letter out of class.
Homework
Write a letter of suggestion to the architect.
A sample of a letter of suggestion
Part Two: Teaching Resources (第二部分：教学资源)
Section 1: A text structure analysis of Marty’s Story
Type of writing This is a piece of narrative writing.
Topic sentence of 1st paragraph This is an introduction to Marty and his muscle disease..
Topic sentence of 2nd paragraph How his disease started.
Topic sentence of 3rd paragraph The problems he has to deal with every day.
Topic sentence of 4th paragraph His life is easier because his classmates accept him for who he is.
Topic sentence of 5th paragraph His interests, hobbies and ambitions.
Topic sentence of 6th paragraph People with disabilities can also live well.
Section 2: Background information on disabilty
1. China Disabled Persons' Federation
As the unified organization of and for over60 million persons with various categories of disabilities in China, the aims of the China Disabled Persons' Federation are to promote humanitarianism, protect the human rights of persons with disabilities, ensure their equal participation in society, contribution to economic growth and social development as well as their equal share in the material and culture achievements of the society.
To carry out the above aims, the CDPF has made all efforts to participate in the processes of legislation on disability and of the inspections of the implementation of the laws and regulations so as to protect the lawful rights and interests of persons with the disability-related national development plans of the Government, raise the needs of persons with disabilities to the Government and promote the multi-sectoral collaboration in the disability field among the relevant governmental departments, as the organization of and for disabled persons and one of the major members of the National Coordination Committee on Disability, and establish facilities and networks, implement projects to provide services for persons with disabilities the areas of education, rehabilitation, employment, non-handicapping environment and culture life, etc..
Over 50 million people with disability live in China. China is committed to the protection of the rights of people with disability, helping them participate in social life on an equal footing and share the benefits of the country's material and cultural progress.
Along with the rapid economic growth and profound social transformation, in China:
----People no longer regard those with disability as "the disabled and useless", recognizing that they are equal creators of material and spiritual wealth;
---- The society is giving more and more understanding, respect, concern and assistance to people with disability, fostering an environment of love and harmony;
---- People with disability have all the more treasured their own worth as contributors to the society in the spirit of self-respect, self-confidence, self-improvement and self-reliance;
----Disabled people's organizations pursue a vigorous programme in both rural and urban areas, representing and safeguarding the rights and interests of people with various disabilities;
---- Coordinating bodies on disability bring government agencies, disabled people's organizations and other social sectors together to work for the advancement of the endeavor for people with disability in a comprehensive and effective manner;
---- The state promulgated legislation to protect the human rights of people with disability; formulated, concentrating on effective measures, and carried out consecutively five-year work programmes and achieved remarkable improvement of the situation of people with disability.
2. 世界助残日
International Day of Disabled PersonsInternational Day of Disabled Persons, proclaimed by the a collaborative effort United Nations, is to celebrate and acknowledge the experience and capabilities of people with disabilities. The Day was initially proclaimed in 1992 to commemorate the anniversary of the World Programme of Action concerning Disabled Persons, adopted by the General Assembly to promote understanding about disability issues and to increase awareness of gains to be derived from integrating disabled persons into all aspects of political, social economic and cultural life. “Accessibility for all for the Millennium” is the theme for 1999. More than half a billion persons are disabled as a result of mental, physical or sensory impairment and no matter which part of the world they are in, their lives are often limited by physical or social barriers. During the past two decades, much has been accomplished in recognition of disabled persons. One of the turning points was the International Year of Disabled Persons proclaimed by the General Assembly in 1981. Following the year, the International Decade of Disabled Persons was designated (1983-1992) to promote "equality" and "full participation" of disabled persons in social life and development. The World Programme of Action concerning Disabled Persons, adopted by the General Assembly in 1982, provides an international framework to incorporate disability issues into national planning. To complement the World Programme, Standard Rules on Equalization of Opportunities for Persons with Disabilities were crafted in 1993. Although the Rules are not compulsory for Governments, they imply a strong moral and political commitment of States to equalize the opportunities of persons with disabilities. To this end, the Rules outline specific principles for responsibility, action and cooperation. Increasingly, the work of the United Nations is focused on equalization of opportunities for persons with disabilities. One of the most important concerns is accessibility to new technologies, in particular information and communications technologies, as well as to the physical environment. The notion of "mainstreaming" is also given prominence, that is, including a disability dimension in policy recommendations covering a wide spectrum of social and economic concerns.
3. International Day of Disabled Persons (3 December 2005)
The International Day of Disabled Persons, 3 December, was proclaimed by the United Nations General Assembly in 1992. The annual observance of the Day aims to increase awareness and understanding of disability issues and trends, and to mobilise support for practical action at all levels, by, with and for persons with disabilities.
This year's theme is "Rights of Persons with Disabilities: Action in Development" . The theme aims to promote an understanding of disability issues and mobilize support for the dignity, rights and well-being of the more than 600 million people living with disabilities. It also seeks to increase awareness of the gains to be derived from the integration of people with disabilities in every aspect of political, social, economic and cultural life.
4. International Day of Disabled Persons, 3 December 2005
"Rights of Persons with Disabilities: Action in Development" ( http: / / www.un.org / esa / socdev / enable / iddp2005.htm )
The annual observance of the International Day of Disabled Persons, 3 December, aims to promote an understanding of disability issues and mobilize support for the dignity, rights and well-being of persons with disabilities. It also seeks to increase awareness of gains to be derived from the integration of persons with disabilities in every aspect of political, social, economic and cultural life. The theme of the Day is based on the goal of full and equal enjoyment of human rights and participation in society by persons with disabilities, established by the World Programme of Action concerning Disabled Persons, adopted by the General Assembly in 1982.
How the Day may be observed
Involve: Observance of the Day provides opportunities for participation by all interested communities - governmental, non-governmental and the private sector - to focus upon catalytic and innovative measures to further implement international norms and standards related to persons with disabilities. Schools, universities and similar institutions can make particular contributions with regard to promoting greater interest and awareness among interested parties of the social, cultural, economic, civil and political rights of persons with disabilities.
Organize: Hold forums, public discussions and information campaigns in support of the Day focusing on disability issues and trends and ways and means by which persons with disabilities and their families are pursuing independent life styles, sustainable livelihoods and financial security.
Celebrate: Plan and organize performances everywhere to showcase - and celebrate - the contributions by persons with disabilities to the societies in which they live and convene exchanges and dialogues focusing on the rich and varied skills, interests and aspirations of persons with disabilities.
Take Action: A major focus of the Day is practical action to further implement international norms and standards concerning persons with disabilities and to further their participation in social life and development on the basis of equality. The media have especially important contributions to make in support of the observance of the Day - and throughout the year - regarding appropriate presentation of progress and obstacles implementing disability-sensitive policies, programmes and projects and to promote public awareness of the contributions by persons with disabilities.
5. Disabled People in Britain
In Britain there are about six million adults with one or more disabilities. About 400 000 (seven percent)of these live in communal establishments(公共住宅).Local social service authorities（当局）provide certain kinds of personal and social services for disabled people and help them recover normal abilities of social life. They are also required to establish(确定)the number of disabled people in their area and to publicize(宣传)services, which may include advice on personal and social problems with disability. Besides, they provide occupational, educational, social and recreational (娱乐的) facilities at day centers or wherever space is available(可供使用的).
The authorities may also provide adaptations(适合物)to homes(such as ways for wheelchairs and ground floor toilets),the delivery of cooked meals and help in the home. In case of social need, help may be given to set a telephone or a television. Local authorities and voluntary organizations may provide badly-disabled people with convenient houses or temporary facilities to allow those who look after them relief from their duties; and specially designed housing may be available for those able to look after themselves.
Many authorities provide free travel for disabled people on public transport, and they are very actively encouraged to provide special means of access to public buildings. Government regulations cover the provision of access for disabled people in the construction of new buildings.
Two new trusts(信托基金机构)were set up in April 1993 to replace the Independent Living Fund, which provided financial help to very severely disabled people who needed paid domestic(home)support, those once receiving help from the Fund. The second helps the most severely disabled people of working age to live independently in the community.
6．Famous People with Disabilities
Sarah Bernhardt: French actress (1844-1923) Disabled by a knee injury, her leg amputated in 1914, she continued starring on stage until just before her death. She is regarded as France's greatest actress -- "The Divine Sarah".
Beethoven: Composer: Was deaf when he composed his 9th symphony.
Winston Churchill: had a learning disability.
Walt Disney: had a learning disability.
Edison: Had a learning disability. He couldn't read until he was twelve years old and had a very difficult time writing even when he was older.
Albert Einstein: Mathematician/Physicist: Had a learning disability and did not speak until age 3. He had a very difficult time doing math in school. It was very hard for him to express himself through writing.
Goya: Spanish painter (1746-1828): At age 46, an illness left him deaf. He went on to create the most famous Spanish art of the 19th century.
Alexander Graham Bell: had a learning disability.
Stephen Hawking: physicist/mathematician has Lou Gehrigs Disease and is in a wheelchair. He needs a computer to speak.
Milton: English Author/poet (1608-1674): He became blind at age 43. He went on to create his most famous epic, Paradise Lost.
George Patton: This World War II General had a learning disability.
Nelson Rockfeller, former Vice President: had a learning disability: dyslexia.
President Roosevelt: At age 39, his legs were paralyzed by polio. He became governor of New York state and was elected president four times.
Harriett Tubman: Abolitionist (1830-1913): As a child she was struck by an overseer. The blow fractured her skull and resulted in narcolepsy for the rest of her life. She rescued hundreds of slaves on the underground railroad.
Werner Von Braun: had a learning disability and often flunked his math tests in high school.
George Washington: Had a learning disability. He could barely write and had very poor grammar skills.
Woodrow Wilson: U.S. President from 1913-1921. Had a learning disability -- was severely dyslexic.
Other famous people who have learning disabilities: Cher, Tom Cruise, Whoopi Goldberg, Greg Louganis, Bruce Jenner, H.G. Wells (Thanks for this information from Eve Nichols, Learning Disabilities Association of Ontario).
Famous people who are known or are thought to have had epilepsy: Charles Dickens, Neil Abercrombie, Danny Glover, Margaux Hemingway, Tchaikovsky, Alexander the Great, Julius Caesar, Alfred Great, William Pitt, Napoleon, Byron, de Moupassant, Edward Lear, Handel, Berlioz, Paganini, Vincent Van Gogh, Tony Lazzeri, Gary Howatt and British marathon runner Alan Blinston.
Famous people who have Attention Deficit Hyperactivity Disorder (ADHD): Robin Williams and "Magic" Johnson.
Although not all these famous people have been "officially diagnosed," they have reportedly exhibited many of the signs of ADD, ADHD, LD, or other disability.
For More Information
Family Village Library - Famous People with Disabilities www.familyvillage.wisc.edu/general/FAMOUS.HTML ( http: / / www.familyvillage.wisc.edu / general / FAMOUS.HTML )
Section 3: Words and expressions from Unit 1 Living Well
1. disability n. ① The condition of being disabled; incapacity.无力, 无能;②The period of such a condition: never received a penny during her disability.
A disadvantage or deficiency, especially a physical or mental impairment that interferes with or prevents normal achievement in a particular area. 失去能力；伤残, 车辆报废
Something that hinders or incapacitates.
He gets a disability pension from the Government because of his disabilities in a fire accident.
他在一次火灾事故中因残废而得到政府的伤残抚恤金。
③Law. A legal incapacity or disqualification.【律】无能力, 无资格
disability insurance 残废保险
chronic disability 长期丧失劳动力
learning disability 无学习能力
partial disability 局部残废
permanent disability 永久残废
temporary disability 暂时丧失工作能力
2. ambition n. ①An eager or strong desire to achieve something, such as fame or power. 志向, 志气; 雄心, 抱负; 野心, 奢望The object or goal desired: Her ambition is the presidency. 渴望得到或追求的东西; 抱负目标②Desire for exertion or activity; energy: had no ambition to go dancing. [口]精力, 劲头the height of one's ambition 最高志向 burn with an ambition= be full of ambition 野心勃勃Her ambition was to be a famous singer. 她的理想是成为著名的歌唱家。 One of his ambitions is to become the President of the Motor General. 他的抱负之一是当通用汽车公司的总裁。ambitious adj. 志向远大的; 有雄心壮志的; 豪迈的; 有野心的; 热望的; 矫饰的; 矜矫的 ; 炫耀自负的 ambitious for [power, social position, etc.] 极欲获得[权力, 社会地位等] be ambitious of success 渴望成功 be ambitious to serve the people 一心想为人民服务
3. beneficial
adj. Producing or promoting a favorable result; advantageous. 有利[益]的(to)Law. Receiving or having the right to receive proceeds or other advantages.; 【律】可享受利益的, 有收入权益的 beneficial birds [insects] 益鸟[虫] a beneficial association 互助组合 be beneficial to 有益于 Sunshine is beneficial to plants. 阳光对植物有益。 beneficially adv. beneficialness n.
4. adapt vt. To make suitable to or fit for a specific use or situation.使适应, 使适合 ; 改写, 改编
The movie was adapted from a novel. 这部电影是由小说改编的。
vi. To become adapted: 适应各种不同情况和环境
She lacked the ability to adapt easily. 她缺少适应能力。
a species that has adapted well to winter climes.
adapt oneself to 使自己适应或习惯于某事
adapt sth. to 使某事物适应或适合
adapt/adjust/fit/suit/match
都含“适合” 、“适应”的意思。
adapt 指“修改或改变以适应新条件”, 如:
You should adapt yourself to the new environment. 你应该适应新环境。
adjust 指“调整”、“调节”使之适应, 如:
You can't see through the telescope until it is adjusted to your eyes.
你把望远镜调节到适合你的目光之后, 你才看得见。
fit 多指“大小适合”, 引伸为“吻合”, 如:
The shoes adapt me well. 这鞋我穿正好。
suit 多指“合乎要求、 口味、性格、情况”, 如:
No dish suits all tastes. 众口难调。
match 指“大小、色调、形状、性质等相配或相称”, 如:
A red jacket doesn't match green trousers. 红上衣与绿裤子不相配。
5. annoy vt. ①. To cause slight irritation to (another) by troublesome, often repeated acts. 使烦恼；使生气 ; ②. To harass or disturb by repeated attacks. 招惹; 妨碍 ; 伤害; 骚扰
vi. To be annoying.
annoy with 生…的气
annoy at 讨厌某事
These flies are annoying me. 这些苍蝇真让人讨厌。
He looked annoyed. 他好象不耐烦的样子。
We can annoy the enemy by raids. 我们可以用空袭骚扰敌人。
We're annoyed at his cavalier treatment of his old friends.
他用这种傲慢的态度对待老朋友,我们都感到气愤。
近义词：disturb irritate tease vex
反义词：comfort gratify please relieve
6. conduct
vt. ① To direct the course of; manage or control. 进行 ; 处理， 经营， 实施②To lead or guide. 引导， 带领， 牵引 ;③ Music. To lead (an orchestra, for example). 指挥 ; ④To serve as a medium for conveying; transmit导（电） ; 表现
conduct both domestic and foreign affairs 搞国内外事务
conduct an experiment 做实验
conduct a survey 进行调查
conduct an opera 指挥乐曲
conduct oneself in a most gracious manner 表现得极为温文尔雅
conduct one's private affairs 处理私事
Curator conducted the visitors round the museum. 馆长领着游客们在博物馆中参观。
Copper conducts electricity better than other materials. 铜导电比其它材料好。
He conducts himself well. 他行为端正。
vi. To act as a conductor. 指挥乐队演奏 To lead.引［指］导;
She has conducted on London buses for twenty years. 她在伦敦公共汽车上担任了二十年的售票员。
n. ①The way a person acts, especially from the standpoint of morality and ethics. 行为, 品行②The act of directing or controlling; management. 进行， 引导， 领导， 指导 ;带领 (乐队等) 管［处］理， 实施
a theory of conduct 品行论
a bad conduct 恶劣行为
infamous conduct 违反职业道德的行为（特指医生）
safe conduct (战时)通行证
under the conduct of 在...指导［管理］下
His conduct of the business was very successful. 他的事业进展得相当顺利。
7. assistance
n. The act of assisting. 援助, 帮助
Aid; help: financial assistance. 辅助设备
come to sb.'s assistance 援助某人
give [render] assistance (to) 给以援助
Can I be of any assistance to you 我能帮你什么忙吗
8. resign vt. ①To submit (oneself) passively; accept as inevitable: I resigned myself to a long wait in line. 委托, 把...交托给(to, into);使听从(于); 使顺从 ②To give up (a position, for example), especially by formal notification. 辞去(职务) ③To relinquish (a privilege, right, or claim). 放弃(工作, 权利)
resign one's position (as secretary) 辞去(秘书)职务
resign office 辞职
resign oneself to one's fate 听天由命
I resign my children to your care. 我把孩子们委托你来照顾。
vi. To give up one's job or office; quit, especially by formal notification: resign from a board of directors. 辞职, 退职(from); 服从(于), 听任
resigner n.
be resigned to a state lagging behind 自甘落后
not resign oneself to不甘心
resign ... to... 把... 托付给
resign oneself to 听任(某种影响); 只好(做某事)
resign oneself to extinction 束手待毙
9. access
n. A means of approaching, entering, exiting, or making use of; passage.通道，入口，出口，使用途径：接近、进入、出去或使用的方法手段；通道
The act of approaching.接近，进入：接近的行为
The right to approach, enter, exit, or make use of:接近权，享用权，出入权：接近、进入、出去或使用的权力：
a man of easy access 易于接近的人, 平易近人的人
Citizens may have free access to the library. 市民可以自由使用图书馆。
There is no access to the street through that door. 穿过那个门没有通向大街的路。
The only access to that ancient castle is along a muddy track. 到那座古老城堡去的唯一通道是一条泥泞小路。
Students need access to books. 学生需要使用书本。
vt. To obtain access to, especially by computer: used a browser to access a website; accessed her bank account online. 得到, 了解 ; 接近, 进入, 使用
be easy [hard, difficult] of access 容易[难]接近
give access to 接见; 准许出入
have [gain, get, obtain] access to 得接近; 得会见; 得进入; 得使用
open access (图书馆)开架阅览
accessible
adj.（形容词）Easily approached or entered.易接近的，易进入的
Easily obtained:易得到的：
accessible money.易得到的金钱
Easy to talk to or get along with:易相处的：易于与之交谈或相处的：
an accessible manager.易于相处的经理
Easily swayed or influenced:易感的，易受影响的：
accessible to flattery.爱听奉承话能接近的, 容易会见的; 可亲的 ; 可以出入的; 可以达到的, 容易取得的
易受影响的, 可以理解的 ; 好相处的 ; 可卸的, 易卸的 ; 交通方便的
an accessible person 温和的人
accessible evidence 可取得的的证件
An open minded person is accessible to reasons. 虚心的人易于服理。
He is proud that his wife is accessible to reason.
他的妻子通情达理,为此他引以为豪。
反义词：inaccessible
10. rather than的用法
rather than, other than, would rather (...than) 比较
rather than是连词，前后两端所连的词性是一致的，通常译为“而不是”或“与其说是……不如说是”，有时可用短语介词instead of替代。例如：
He was engaged in writing a letter rather than(= instead of) reading the newspaper. 他那时是在写信而不是看报纸。
John ought to go rather than(= instead of) Jean. 应该去的是约翰，而不是吉恩。
These shoes are comfortable rather than pretty. 这些鞋子谈不上漂亮，但穿起来倒很舒服。
Evans is a historian rather than a writer. 埃文斯与其说是个作家，不如说是个史学家。
other than有两种意思：一是用来表示否定意义，即“不同于（= different from)，非（= not)";二是用来表示排除意义，即“除了”，相当于except。例如：
The truth is quite other than what you think. 事实真相和你们想的完全不一样。
They are patriotic and support socialism, although many of them come from other than working class families. 他们是爱国的，是拥护社会主义的，尽管他们当中有许多人并非出身于工人阶级家庭。
She can hardly be other than grateful. 她除了感激之外还能怎么样呢。
He has visited every country in Asia other than Japan. 除了日本之外，他访问了所有的亚洲国家。
would rather表示选择或主观上的愿望，其中的would亦可解作had。它表示“宁愿，宁可”的意思。如果要把取舍的双方都表达出来，则应该用would (or: had) rather … than,表示“宁愿……也不……”的意思。例如：
My aunt invited me to the movies, but I said I had rather go on a picnic with the girls. 我的姑妈邀请我去看电影，可是我说我倒愿意跟女孩子们一起去野餐。
I am sure they would (or: had) rather die than give up. 我深信他们一定会宁死不屈。
He would rather resign than take part in such a dishonest transaction. 他宁愿辞职，也不愿参与那样不诚实的交易。
注意：would rather 后亦可接that从句，that通常省略，从句中用动词用过去时形式表示虚拟。 would rather...than的连词than后亦可接that从句。例如：
I would (or: had) rather he came on Monday. 我宁愿他星期一来。
I would rather lose a dozen cherry trees than that you should tell one lie. 我宁愿丢失一打樱桃树也不愿听你说一句谎话。
11. all in all adv.总而言之
n. 头等重要的东西
与all有关的短语：
above all首先;最重要的是 /after all毕竟;终究 / first of all首先/not at all根本不;别客气
for all虽然;尽管/in all总共;总之/all alone 独自/all at once 突然/for all 尽管/at all 根本不,一点也不
- 16 -
Part One: Teaching Design (第一部分：教学设计)
Period 1: A sample lesson plan for reading
(Marty’s Story)
Aims
To learn something about disabilities and life of disabled people
To read about disabilities and life of disabled people. The students should know that people with disabilities can also live well
Procedures
I. Warming up
Warming up by defining:
Before we read about disabilities let’s try to define it first.
● What is disability How many different types of disabilities do you know
disability: the state of being disabled / unable to use his body properlyA. physical disability deaf, dumb/mute, blind, lame, near-sighted, six fingers, color blindness, paralyzedB. mental disabilitydepression, learning difficulty, brain injury phobias (恐惧症) …
Warming up by talking:
In groups of four talking about what you know about disabilities. Use these words in the above box to support your talk.
Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success.
Talking about disabilities
1 Do you know anyone who is disabled around you How does he or she deal with the disabilities 2 Do you know any famous people who are disabled What do they do Have a discussion about what the disabilities are and what difficulties they have to overcome in daily life.
Talking about famous people with disabilities
Reference OneProfessor Steven Hawking is one of the disabled who has achieved success in his chosen field of work. In spite of his brain disease, he decides to continue with his research and writing, and his famous book “On History of Time” used to be a best seller. When he speaks, he has to use a computer and a voice box. When he answers questions, it takes about two minutes. Not only does he have to type out the answer on a computer but he also gets the computer to translate it into sounds.Reference TwoHelen Keller (1882—1968) , blind and dumb ,was a famous American writer. When she was only nineteen months old, she had a terrible disease. Then she became deaf and blind. In the next five years, she struggled in the dark and silent world. With the help of Anne Sullivan, she learnt to write and speak. She overcame the great difficulties and wrote a famous book “My life”, which became a best seller and she became a very well-known writer in the world. Reference ThreeZhang Haidi was born in September 1955 in Jinan, Shandong Province. When she was five years old, she got a serious disease and the lower part of her body lost the feeling and the functions. Since then, she has been confined to wheelchair but she has never stopped her pursue for knowledge and a happy life. She studied by herself all the courses from primary school to college and learned several foreign languages such as English and Japanese. In 1983, she began her career as a writer and a translator and her works have reached the total number of more than one million words. She has been active in social activities for public interests and she shows great care for the education of disabled children and village children. In 2001 she was entitled one of “the 20 most influencing women of the century around the world”.Her idea that true happiness lies in the hard pursue encourages people to work harder for the society.
Look at the four pictures and read what these people have achieved. The students in the pictures each have a disability. With a partner, discuss what their disability might be. The following list might help you.
mental disability learning difficulty hearing problem
difficulty with eyesight brain injury loss of an arm or leg
severe illness deafness walking difficulty
Rada Barry Sally Gao Qiang
II. Pre-reading
Ask students to read the pre-reading carefully and find out the purpose of the website. Discuss with a partner what kind of things you think people write about.
The purpose of the website：
1. To give ordinary young people with a disability the chance to share their stories with others.
2. To inspire other disabled people.
3. To get non-disabled people to understand more about how challenging life can be for people with disabilities.
Say True or False:
1.The family village website gives successful young people the chance to tell their personal stories.
2. Only disabled people find the website beneficial.
II. Reading
1.Reading and underlining
eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, independent, make fun of, encouragement
2.Explaining difficult points
Now have a question and answer period. Ask them if they have any points they do not understand. Put the questions out and discuss them.
3.Reading and transferring
Skim the text and complete the table below.
4.Comprehending
Task 1: Fast reading for general ideas.
Skim the text and answer the following questions .
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.
(Suggested answers:CBADC)
Task 2: Detail reading for Comprehending.
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.
Problems caused by his disability:
2. Problems caused by his disability
3. Too tired to get out of bed
4. Has missed a lot of school and lessons
5. Feels stupid because of behind the others after a long absence from school
What Marty does in spite of his disability:
2. Invented a computer football game.
3. Looks after pets
4. Disability has made him grow stronger and more independent .
2. 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
Suggested answers:
1. Marty seems to be a fairly positive person who considers he has a good life. he is realistic about his disability but does not let this stop him doing as much as he can. He is a mentally strong, independent boy.
2. Missing lots of school, not being able to run around and play sports like other boys at his age, people not understanding that he has a disability.
3. The students can answer this question according to their own thinking.
3 Write a summary in one sentence for each paragraph.
1.__________________________________________________________
2.__________________________________________________________
3.__________________________________________________________
4.__________________________________________________________
5.__________________________________________________________
6.__________________________________________________________
Suggested answers:
Paragraph 1: I have a muscle disease, which is very unusual.
Paragraph 2: No one knows how the disease develops.
Paragraph 3: The difficulties I have in daily life.
Paragraph 4: My fellow students have begun to accept me for who I am.
Paragraph 5 All in all, I have a good life.
Paragraph 6: People with disabilities can also live well.
4. 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
Suggested answers:
1. Marty keeps busy doing things like writing computer programming that do not require
physical strength. He has friends with whom he can go to movies and football matches and
he has lots of pets. He also studies hard.
2. They can accept people with disabilities for who they are rather than focus on their disability. They can encourage them to live rich and full lives.
3. Because they found that Marty was able to live as rich and full a life as everyone else.
Suggested answers:
1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.
2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.
3. Maybe at the beginning I will feel very low and disappointed, but Marty’s story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life.
Suggested answers:
1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.
2. Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people.
3. Because Marty is strong-minded and independent. His efforts have gained his fellow students’ respect and understanding. So they have learned to accept him for who he is.
Period 2: A sample lesson plan for Learning about Language
(Revise the use of Infinitive)
Aims
To discover and learn to use useful words and expressions
To discover and learn to use useful structures
Procedures
I. Warming up by underlining useful words and expressions
II. Doing vocabulary exercises
Turn to page 3 and do exercises 2, 3 and 4.
III. Learning about theInfinitive
The infinitive can be used
1. as the subject
2. as the predicative,
3. as the object
4. as the object complement
5. as the adverbial
6. as the attribute
The following is the detailed explanation of the Infinitives:
The Infinitives
I. Form:
A: There are six forms of the infinitives:
Active Passive
simple (to do) I want to do the work tonight. (to be done) The work is to be done tonight.
perfect (to have done) Robert appears to have done the work. (to have been done) The project must have been done.
continuous (to be doing) Peter must be doing his work now. ---
perfect continuous (to have been doing) The boy is believed to have been doing the work for the whole day. ---
B: The full infinitive consists of two words, to+ verb, as shown above. But after certain verbs and expressions we use the form without to, i.e. the "bare infinitive" ，for example:
You had better say nothing.
C. It is normally advisable to put any words between the "to" and the verb, but see split infinitive.
D. To avoid repetition, an infinitive is sometimes represented by its To.
For example:
A: Do you smoke
B: No, but I used to (smoke).
II. Uses of the infinitive:
A. Used as subject:
a. An infinitive or an infinitive phrase can be the subject of the verbs, e.g. appear, seem, be etc.
1. To save money today seems impossible. OR It seems impossible to save money.
(here "It" is used as an formal subject. i.e. not real subject)
2. To lean out the windows is dangerous. OR It is dangerous to lean out of the windows.
b. Usually infinitive constructions of this type consist of it+ be+ adjective (for sb)+ to do
but sometimes a noun can be used instead of an adjective:
e.g. It is difficult (for me) to learn English well./ It is a difficulty (for me) to learn English.
C. cost/take + object can also be used.
e.g. It cost me 200 dollars to buy these books that I liked most.
It took the 200 worker to build the Grand Bridge.
B. Used as object:
Some verbs are followed by a to-infinitive but not -ing (eg. agree, aim, ask, appear, be determined, decline, demand, endeavor, fail, hesitate, hope, hurry, manage, offer, plan, proceed, prepare, pretend, promise, refuse, want, wish , etc.).
Some verbs are followed by -ing but not a to- infinitive (eg admit, avoid, consider, delay, deny, detest, dread, envisage, feel like, finish, imagine, miss, recall, resent, risk, suggest).
The verbs begin, cease, start and continue can be followed by either a to-infinitive or an ~ing
form with little difference in meaning (eg Even though it was raining, they continued to play/
playing).
Other verbs can be followed by either a to-infinitive or an -ing form, but there is a difference in meaning.
GERUND INFINITIVE
forget He'll never forget spending so much money on his first computer. Don't forget to spend money on the tickets.
go on Go on reading the text. Go on to read the text.
mean You have forgotten your homework again. That means phoning your mother. I meant to phone your mother, but my mobile didn't work.
remember I remember switching off the lights when I went on holiday. Remember to switch off the lights when you go on holiday.
stop Stop reading the text. Stop to read the text.
try Why don't you try running after the dog I tried to run after the dog, but I
Eg. I regret to inform you that your application has been unsuccessful, to indicate that we are about to do something we are not happy about; It's too late now, but I'll always regret asking John to do the work. to say we have already done something that we are not happy about.
We use the Gerund or the Infinitive after the following verbs. There are two possible structures after these verbs. Gerund: verb + -ing Infinitive: verb + person + to-infinitive
advise
They advise walking to town.
They advise us to walk to town.
allow
They do not allow smoking here.
They do not allow us to smoke here.
encourage
They encourage doing the test.
They encourage us to do the test.
permit
They do not permit smoking here.
They do not permit us to smoke here.
We use the following structures with the word recommend:
recommend
They recommend walking to town.
They recommend that we walk to town.
C. As complement of object:
e.g. 1. He wanted me to water the flowers. (Here I would water the flowers)
2. Janet expected me to give her a nice present.
D. As attributive: normally after a noun.
e.g. 1. I have a composition to write. (here to write consists of passive, but to be written would not be possible)
2. John has got a letter to mail.
E. As adverbial (means purpose after intransitive verb)
e.g. 1. A: Why are you going there
B: To see my teacher.
2. I came to the Tom's to get my book back.
F. How/Wh-word to do:
1. I showed him how to press the button.
2. I asked myself where to go.
3. He couldn't decide which (one) to choose.
III. Tense & Passive
a. present infinitive (meaning future or a plan)
1. I decide to do it.= I say to myself, " I will do it." (future)
2. I am to travel around the world. (a plan)
b. present continuous tense.
1. We pretended to be reading our books when the teacher came in.
2. He seemed to be cooking dinner at five yesterday evening.
c. perfect infinitive.
1. He seemed to have finished cooking his dinner by seven yesterday.
2. Jane is sorry to have kept Jim waiting so long.
d. perfect continuous tense.
1. He pretended to have been working on the problems for hours.
2. They appeared to have been training themselves for an hour.
e. present infinitive passive
1. The bridge to be built here will be the grandest one in the world.
2. The film to be seen by Tom is a great one.
f. perfect infinitive passive
1. The flowers seemed to have been watered by seven yesterday.
2. The mistakes to have been made twice is annoying.
IV. Bare Infinitive:
After modal verbs or some phrase that is considered as a modal verb, also in these structures:
see/watch/feel/make/hear/have/notice somebody do (to is omitted).
I saw Jim enter the classroom at five yesterday.
I will have an electrician fix the light.
You had better see a doctor.
But in the passive voice to won't allowed to be omitted, ie.
I was seen to enter the house.
I was made to work 12 hours a day.
Using structures
Deal with Exercises on Page49.
Do Ex2 first and then do Ex3.
Ask students to do Ex1 in their exercise-books after class.
Step V Homework
Go over words and expressions.
Go over the grammar.
Finish Ex1 on Page 49.
TEST YOURSELF
动词不定式专题练习
1. He seems ___ the old lady.
A. knowing B. to be knowing C. to know D. to be known
2. Tom ___ when they spoke ill of him.
A. happened to be passed B. happened to be passing by
C. happened passing by D. happened to passed
3. We all hope ____ scientists.
A. become B. to become C. becoming D. became
4. The boy refused ____ for climbing the tall tree.
A. to pay B. to be paid C. being paid D. paying
5. I happened ____ the article when he asked me about it.
A. having read B. to have read C. to be read D. reading
6. ______ with him is a great pleasure.
A. To talk B. Talk C. Talked D. To talking
7. It is nice _____ your voice.
A. to hear B. hear C. heard D. to be hearing
8. _____ is to struggle.
A. Living B. Live C. To live D. To be lived
9. Her wish is ____ a doctor.
A. becoming B. become C. to become D. being come
10. I was just about ____ the office when the phone rang.
A. leaving B. leave C. to leave D. to leaving
11. I didn’t ____ it until you had explained how.
A. manage to do B. managed to do
C. manage to have done D. manage doing
12. He found it important ___ the situation all over the world.
A. study B. to study C. studies D. to be studied
13. At last the enemy soldiers had no choice but ___ their guns.
A. to lay down B. lie down C. laying down D. lay down
14. Yesterday I did nothing but ___ TV.
A. watch B. watched C. to watch D. watching
15. It had no effect except ___ him angry.
A. make B. making C. to make D. made
16. Bob did nothing except ____ tennis.
A. play B. to play C. playing D. played
17. I’m considering ___ his letter.
A. to answer B. how answering C. to be answering D. how to answer
18. Tell us _____ next.
A. how to do B. what to do C. how do D. what do
19. We want to know ___ to help him when he is in trouble.
A. what will do B. what we should do C. how to do D. what will we do
20. Don’t stop trying. You’ll be sure ___ .
A. succeed B . succeeding C. of succeeding D. to succeed
21. The government calls on us ____ our production.
A. increased B. increasing C. increase D. to increase
22. With his teacher ____ he wanted to try it a second time.
A. helping B. to help C. help D. helped
23. The lady was watched ____ her room in silence.
A. had left B. left C. leave D. to leave
24. I’m hungry . Get me something ____.
A. eating B. to eat C. to be eaten D. eaten
25. His wish ,____ a doctor ,came true.
A. coming B. come C. to come D. came
26. He loves praise. He is always the first ____ and the last _____.
A. of coming ; of leaving B. comes; leaves
C. to come; to leave D. coming; leaving
27. At last they found a house _____ .
A. to leave his things with B. to leave his things in C. leaving his things in
28. There is nothing ______ .
A. to worry B. to worry about C. worry D. worry about
29.Have you got enough room ___all of us
A. seating B. to seat C. seated D. to be seated
30. It is too dark for us ____ anything in the room.
A. see B. seeing C. to see D. seen
31. The young man is ____ willing ____ the old living around here.
A. very; helping B. very; to help C. too; to help D. enough ; help
32.He bent down ___ the pen lying on the floor.
A. pick up B. to pick up C. picking D. picked
33. ____ the room temperature, he added some coal into the stove.
A. To keep up B. So as to keep up C. Keep up D. In order keep up
34. The teacher did what she could ____ me with my lessons.
A. help B. helps C. helped D. to help
35. It is difficult for a foreigner ____ Chinese.
A. learning B. to learn C. learned D. to be learned
36. It is careless ____ the same mistake in your composition .
A. for you to make B. for you making C. of you to make D . of you making
37. The girl is easy ____ along with.
A. to be got B. got C. to get D. getting
38.--- Are the problems easy
--- No, in fact I found ____.
A. them hard to solve B. it was hard to solve
C. in hard to be solved D. very hard to solve them
39. ____ is a big problem.
A. To get rid of these things B. How to get rid of these things
C. Getting rid of these things D. Get rid of these things
40. I felt silly because I didn’t know ____.
A. to say B. how to say C. what to say D. what saying
41.The question is ____ the answer .
A. where find B. to find C. where to find D. where finding
42. Would you please _____ to each other before you hand in your examination papers
A. not talk B. don’t talk C. not talking D. not to talk
43. Tell him _____ the window.
A. to shut not B. not to shut C. to not shut D. not shut
44. He doesn’t like ___ in public.
A. praised B. to praise C. to be praised D. praising
45. We want the job ____ by the end of the week.
A. doing B. done C. to be doing D. being done
46. The film is reported _____ on show at the cinema.
A. to being B. will be C. to be D. being
47. He is said ____ to London already.
A. having sent B. to be sending C. to have been sent D. being sent
48. Alice is said _____ her homework in her own room now.
A. she is doing B. to be doing C. doing D. be doing
49. These boys are said ____ for doing good deeds.
A. to be praising B. to be praised C. praised D. to have praised
50. Who did the manager ___ the report
A. have B. have write C. have writes D. have to write
51. Oh, it’s very cold here, let’s make a fire ____ ourselves up.
A. warm B. warming C. warmed D. to warm
52. Would you please ____ a little more room for me
A. to make B. make C. making D. made
53. I wish to finish my task and ____ away.
A. get B. getting C. to get D. to getting
参考答案
1-10 CBBAB AACCC 11-20 ABAAC ADBBD
21-30 DBDBC CBBBC 31`-40 BBADB CCABC
41-53 CABCB CCBBB DBA
不定式与高考
1． The purpose of new technologies is to make life easier ________ it more difficult. (MET99)
A. not make B. not to make C. not making D. do not make
2. I’ve worked with children before, so I know what ______ in my new job. (MET2000)
A. Expected B. to expect C. to be expecting D. expects
3. Having a trip abroad is certainly good for the old couples but it remains ______ whether they will enjoy it. (MET2001)
A. to see B. to be seen C. seeing D. seen
4. Charles Babbage is generally considered _____the first computer. (MET1993)
A. to invent B. inventing
C. to have invented D. having invented
5. Allen had to call a taxi because the box was _______ to carry all the way home. (MET2003)
A. much too heavy B. too much heavy
C. heavy too much D. too heavy much
6. The boy wanted to ride his bicycle in the street, but his mother told him ______. (MET95)
A. not to B. not to do C. not do it D. do not to
7. Little Jim should love _____ to the theatre this evening. (MET 92)
A. to be taken B. to take C. being taken D. taking
8.There are five pairs ___,but I'm at a loss which to buy.(1999上海高考)
A. to be chosen B. to choose from C. to choose D. for choosing
9.____late in the afternoon, Bob turned off the alarm. (2001年北京春季高考)
A. To sleep B. Sleeping C. Sleep D. Having sleep
10.With a lot of difficult problems ____,the newly-elected president is having a hard time.(2002年上海春季高考)
A. settled B. settling C. to settle D. being settled
11.She will tell us why she feels so strongly that each of us has a role_____ in making the earth a better place to live. (2003上海春季高考)
A. to have played B. to play C. to be played D. to be playing
12.In order to gain a bigger share in the international market, many state run companies are trying ___their products more competitive. ( 2002上海春季高考)
A. to make B. making C. to have made D. having made
13.The teacher asked us______ so much noise. (2003北京春季高考)
A. don't make B. not make
C. not making D. not to make
14. All these gifts must be mailed immediately_______ in time for Christmas.(05年辽宁卷)
A. in order to have received B. in order to receive
C. so as to be received D. so as to be receiving
15. I would love _____ to the party last night but I had to work extra hours to finish a report.
A. to go B. having gone C. going D. to have gone
16. Robert is said ____ abroad, but I don’t know what country he studied in.
A, to have studied B. to study
C. to be study D. to have been studying
17. It is said in Australia there is more land than the government knows ______.
A. what to do with it B. what to do it with
C. what to do with D. to do what with it
18. Quite a few people used to believe that disaster_____ if a mirror was broken.
A. was sure of striking B. was sure of having struck
C. was sure to be struck D. was sure to strike
19. John was made_____ the truck for a week as a punishment.
A. to wash B. washing C. wash D. to be washing
20. She reached the top of the hill and stopped_____ on a big rock by the side of the path.
A. to have rested B. resting C. to rest D. rest
21. Last summer I took a course on________ .
A. how to make dresses B. how dresses be made
C. how to be made dresses D. how dresses to be made
22. The patient was warned ____ oily food after the operation.
A. to eat not B. eating not C. not to eat D. not eat
23. The flu is believed ________ by viruses that like to reproduce in the cells inside the human nose and throat. (04)
A. causing B. being caused C. to be caused D. to have caused
1-10 BBBCA AABAC 11-20 BADCD AADAC 21-23 ACC
III. Reading and discovering
Now read the text again to find as many examples of the infinitive
IV. Closing down
To end the period you are to do grammar Ex.1 & 2 on page 5&6.
Discovering useful words and expressions
Deal with Ex1&Ex2 in the Discovering useful words and expressions. During this procedure students are asked to use an English-English dictionary. Because a good learner’s English-English dictionary gives example sentences to show how a word is used, and most also explain rules for using the words as well as giving the meaning.
T: Good. Glad you’ve done a very good job. As you know Marty lives in another country. He is far away from us. In China there are a lot of famous disabled people. Now look at this picture, who is she (Show Zhang Haidi’s photo on the PowerPoint)
Ss: Zhang Haidi
T: Would you like to learn her story Please open your books and do Ex1 on Page 4. First of all, let’s look up the following words in an English-English dictionary. Then I will ask some of you to explain them in English.
Show the following words on the PowerPoint.
independent, fellow, ambition, disability, eyesight, motto, encouragement, beneficial
If students don’t have an English-English dictionary, Teacher shows the explanation on the PowerPoint.
independent :not determined or influenced by someone or something else;
Although she is young, she is very independent.
fellow: a peer
We were school fellows.
ambition: the object or goal desired
One of his ambitions is to become the President of the Motor General.
disability: the condition of being disabled
He gets a disability pension from the Government because of his disabilities in a fire accident.
eyesight: the faculty of sight; vision.
Her eyesight is very good.
motto: a maxim adopted as a guide to one's conduct.
The school motto is 'Never lose hope.'
encouragement: the act of encouraging.
He owed his success to his wife's encouragement.
beneficial: producing or promoting a favorable result; advantageous
a temperate climate beneficial to the health
After the explanation of the words, ask students do Ex 1 individually. Five minutes later check the answers with the whole class.
After dealing with Ex1, ask students to Do Ex2 in groups. Then check the answers with the whole class. Show the suggested answers on the PowerPoint.
Deal with Ex1 &Ex2 on Page 48. Students are asked to do the exercises in groups. Then show the suggested answers on the PowerPoint.
As for Ex3 Teacher will ask 10 students to translate the 10 sentences. And give them immediate help when necessary.
Step III Discovering useful structures
Period 3: A sample lesson plan for Using Language
(Offer wishes & congratulations / A Letter to An Architect)
Aims
To listen about a disabled person’s story of successful climbing Mount Kilimanjaro
To learn to offer congratulations and best wishes
To talk about the problems that people with walking difficulties have in their daily life
To write a letter of suggestion
Procedures
I. Warming up by talking about Mount Kilimanjaro. Ask them where Mount Kilimanjaro is(in Africa). Talk about mountain climbing by using the following pictures.
About The Mountain
Mount Kilimanjaro, the highest Mountain in Africa, is located in northern Tanzania (formerly called Tanganyika). It is located around 200 miles south of the equator. Mount Kilimanjaro, an extinct volcanic Mountain, is 19,341 feet in height.
Mount Kilimanjaro is located within the boundaries of Mount Kilimanjaro National Park. The National Park, 756 square kilometers is size, was originally established as a game reserve in the early 1900's. In 1921, the government of Tanganyika renamed the game reserve to a forest and game reserve. In 1957, the Tanganyika National Parks Authority with support from many local and international conservation organizations and interest groups formally proposed the establishment of a national park at encompassed Mount Kilimanjaro. The area above 2700-meter contour was established as Kilimanjaro National Park and was officially opened for tourism in 1977. In 1989, the World Heritage Convention declared the Park a World Heritage site.
II . Listening and speaking
To climb a mountain like Kilimanjaro is really tough, not to mention a person with disabilities. However, Barry Minto , who is blind, made it. And he became famous. He is being interviewed on the radio. While listening to the interview, finish Task 1-4.
By using the following expressions, work with you partner to create dialogues offering congratulations and best wishes.
Congratulations. All the best. I’m proud of you. I wish you success. Good luck. Well done. I’m very impressed by your performance. You have my best wishes.I’m very pleased for you. I hope it goes well for you. That’s wonderful/amazing.
A sample of offering wishes and congratulations
B: Congratulations on your promotion..
A: Thanks. And I’m glad all my hard work has paid off.
B: You really had a hard job last year. Anyway, everything favors you now.
A: Thank you. Hey, how about your side, you are going to take a study trip abroad, I was told
B: Yes, and we are taking our leave soon. Actually, I’m here to say good-bye to you.
A: Well, have a nice trip and good luck in your new life.
B: Thanks.
After students have finished the exercises in the textbook, show the students some more situations.
Give the following two situations for students to practice offering congratulations and best wishes.
Situation 1 One of your classmates has just won a gold medal in the China Daily Oral Competition.
Situation 2 Your friend has just passed his driving test.
III. Read the text A Letter to An Architect
Now play the recording of the text A Letter to An Architect and ask the students to read aloud to it, underlining all the expressions useful to you at the same time.
assistance, companion, graduation certificate, in particular, basement, elderly, dignity, latter, congratulate ,all the best, accessible
Facilities For People With Disabilities
Seats designated for wheel-chaired patrons in the performing venues.
Tactile-braille indicators in the passenger lifts.
Ramps（斜坡）for wheel-chaired patrons at suitable locations.
Toilets for People with Disabilities in the foyer（休息厅）, ground floor and the second floor.
Audio and visual signals of the emergency alarm system.
IV. Discussing
Now answer the questions about the letter.
1. What is the purpose of the first paragraph of the letter.
2. Why do you think the writer has numbered her suggestions and used italics
3. What is the purpose of the last paragraph
4. Can you think of any other things that the cinema could do to make it accessible to disabled people
Suggested answers:
1. In the first paragraph Alice tell Ms Sanders she is writing to make suggestions on the easy use of the cinema by disabled customers.
2. This will attract the reader’s attention and the reader will realize these are important information.
3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised.
4. The students can answer this question according to their own knowledge.
IV. Closing down by writing
Reading, speaking and writing
Show pictures of a cinema, including inside and outside facilities. Ask students to discuss what problems that people with disabilities sometimes have in a cinema. Divide the students into different groups .They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Make sure all the students have their own opinion.
(After the discussion)
T: Now please stop discussing. Alice is a warm-hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built, she wrote a letter to make suggestions. Here is the letter that gives suggestions to an architect who is to design the new Bankstwon cinema. Let’s find out what suggestions Alice gives.
Skimming
Students can find the answers quickly, because they are printed in the pink color.
Careful reading
Help students to analyze the letter so that they will learn how to write a letter of suggestion.
T: Now please read the text carefully and think about the questions in Ex2 on Page 9.
After students read the text carefully, they will discuss the questions in Ex2 in groups. Several minutes later, check the answers with the whole class.
Suggested answers:
1. In the first paragraph Alice tell Ms Sanders she is writing to make suggestions on the easy use of the cinema by disabled customers
2. This will attract the reader’s attention and the reader will realize these are important information.
3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised.
T: After we read Alice’s suggestion letter, do you know how to write a letter of suggestion Please discuss in groups. Then we will work together to write a format of a suggestion letter.
(After the discussion)
Show the following on the PowerPoint or print it out.
A letter of suggestion
A letter of suggestion normally has five parts.
1. The Heading
This includes the address, line by line, with the last line being the date. Skip a line after the heading.
2. The Greeting. The greeting always ends with a comma. The greeting should be formal, beginning with the word "dear".
3. The body. Also known as the main text. Generally speaking, the body includes three parts. The first part (usually the first paragraph) tells the receiver that you are writing this letter to make suggestions on something, and the main part tells clearly what your suggestions are. The last part (usually the last paragraph) asks the receiver to consider your suggestions. Don’t forget to encourage the receiver to take your suggestions. Skipping a line between paragraphs, especially in typed or printed copy, also helps the reader.
4. The complimentary close. This short expression is always a few words on a single line. It ends in a comma. The complimentary close begins with a capital letter and ends with a comma.
5. The signature line. Type or print your name. The handwritten signature goes above this line and below the close. The signature line and the handwritten signature are indented to the same column as the close. The signature should be written in blue or black ink. Skip from one to three spaces (two on a typewriter), and type in the signature line the printed name of the person signing the letter. Sign the name in the space between the close and the signature line, starting at the left edge of the signature line
Step V Practice
Deal with Ex3-4 on Page 9.
Ask students to work in groups and discuss accessible their community is for people with disabilities. Then discuss way in which their community could be made more accessible for disabled people. This discussion will lay a good foundation to the writing. After the discussion, students are asked to write a letter of suggestion to the architect of a new building to be constructed in their area. In the letter they will suggest ways to make it more accessible for people with disabilities. While writing the letter, they should pay attention to the format of a letter. If time limited in class, they can finish the letter out of class.
Homework
Write a letter of suggestion to the architect.
A sample of a letter of suggestion
Part Two: Teaching Resources (第二部分：教学资源)
Section 1: A text structure analysis of Marty’s Story
Type of writing This is a piece of narrative writing.
Topic sentence of 1st paragraph This is an introduction to Marty and his muscle disease..
Topic sentence of 2nd paragraph How his disease started.
Topic sentence of 3rd paragraph The problems he has to deal with every day.
Topic sentence of 4th paragraph His life is easier because his classmates accept him for who he is.
Topic sentence of 5th paragraph His interests, hobbies and ambitions.
Topic sentence of 6th paragraph People with disabilities can also live well.
Section 2: Background information on disabilty
1. China Disabled Persons' Federation
As the unified organization of and for over60 million persons with various categories of disabilities in China, the aims of the China Disabled Persons' Federation are to promote humanitarianism, protect the human rights of persons with disabilities, ensure their equal participation in society, contribution to economic growth and social development as well as their equal share in the material and culture achievements of the society.
To carry out the above aims, the CDPF has made all efforts to participate in the processes of legislation on disability and of the inspections of the implementation of the laws and regulations so as to protect the lawful rights and interests of persons with the disability-related national development plans of the Government, raise the needs of persons with disabilities to the Government and promote the multi-sectoral collaboration in the disability field among the relevant governmental departments, as the organization of and for disabled persons and one of the major members of the National Coordination Committee on Disability, and establish facilities and networks, implement projects to provide services for persons with disabilities the areas of education, rehabilitation, employment, non-handicapping environment and culture life, etc..
Over 50 million people with disability live in China. China is committed to the protection of the rights of people with disability, helping them participate in social life on an equal footing and share the benefits of the country's material and cultural progress.
Along with the rapid economic growth and profound social transformation, in China:
----People no longer regard those with disability as "the disabled and useless", recognizing that they are equal creators of material and spiritual wealth;
---- The society is giving more and more understanding, respect, concern and assistance to people with disability, fostering an environment of love and harmony;
---- People with disability have all the more treasured their own worth as contributors to the society in the spirit of self-respect, self-confidence, self-improvement and self-reliance;
----Disabled people's organizations pursue a vigorous programme in both rural and urban areas, representing and safeguarding the rights and interests of people with various disabilities;
---- Coordinating bodies on disability bring government agencies, disabled people's organizations and other social sectors together to work for the advancement of the endeavor for people with disability in a comprehensive and effective manner;
---- The state promulgated legislation to protect the human rights of people with disability; formulated, concentrating on effective measures, and carried out consecutively five-year work programmes and achieved remarkable improvement of the situation of people with disability.
2. 世界助残日
International Day of Disabled PersonsInternational Day of Disabled Persons, proclaimed by the a collaborative effort United Nations, is to celebrate and acknowledge the experience and capabilities of people with disabilities. The Day was initially proclaimed in 1992 to commemorate the anniversary of the World Programme of Action concerning Disabled Persons, adopted by the General Assembly to promote understanding about disability issues and to increase awareness of gains to be derived from integrating disabled persons into all aspects of political, social economic and cultural life. “Accessibility for all for the Millennium” is the theme for 1999. More than half a billion persons are disabled as a result of mental, physical or sensory impairment and no matter which part of the world they are in, their lives are often limited by physical or social barriers. During the past two decades, much has been accomplished in recognition of disabled persons. One of the turning points was the International Year of Disabled Persons proclaimed by the General Assembly in 1981. Following the year, the International Decade of Disabled Persons was designated (1983-1992) to promote "equality" and "full participation" of disabled persons in social life and development. The World Programme of Action concerning Disabled Persons, adopted by the General Assembly in 1982, provides an international framework to incorporate disability issues into national planning. To complement the World Programme, Standard Rules on Equalization of Opportunities for Persons with Disabilities were crafted in 1993. Although the Rules are not compulsory for Governments, they imply a strong moral and political commitment of States to equalize the opportunities of persons with disabilities. To this end, the Rules outline specific principles for responsibility, action and cooperation. Increasingly, the work of the United Nations is focused on equalization of opportunities for persons with disabilities. One of the most important concerns is accessibility to new technologies, in particular information and communications technologies, as well as to the physical environment. The notion of "mainstreaming" is also given prominence, that is, including a disability dimension in policy recommendations covering a wide spectrum of social and economic concerns.
3. International Day of Disabled Persons (3 December 2005)
The International Day of Disabled Persons, 3 December, was proclaimed by the United Nations General Assembly in 1992. The annual observance of the Day aims to increase awareness and understanding of disability issues and trends, and to mobilise support for practical action at all levels, by, with and for persons with disabilities.
This year's theme is "Rights of Persons with Disabilities: Action in Development" . The theme aims to promote an understanding of disability issues and mobilize support for the dignity, rights and well-being of the more than 600 million people living with disabilities. It also seeks to increase awareness of the gains to be derived from the integration of people with disabilities in every aspect of political, social, economic and cultural life.
4. International Day of Disabled Persons, 3 December 2005
"Rights of Persons with Disabilities: Action in Development" ( http: / / www.un.org / esa / socdev / enable / iddp2005.htm )
The annual observance of the International Day of Disabled Persons, 3 December, aims to promote an understanding of disability issues and mobilize support for the dignity, rights and well-being of persons with disabilities. It also seeks to increase awareness of gains to be derived from the integration of persons with disabilities in every aspect of political, social, economic and cultural life. The theme of the Day is based on the goal of full and equal enjoyment of human rights and participation in society by persons with disabilities, established by the World Programme of Action concerning Disabled Persons, adopted by the General Assembly in 1982.
How the Day may be observed
Involve: Observance of the Day provides opportunities for participation by all interested communities - governmental, non-governmental and the private sector - to focus upon catalytic and innovative measures to further implement international norms and standards related to persons with disabilities. Schools, universities and similar institutions can make particular contributions with regard to promoting greater interest and awareness among interested parties of the social, cultural, economic, civil and political rights of persons with disabilities.
Organize: Hold forums, public discussions and information campaigns in support of the Day focusing on disability issues and trends and ways and means by which persons with disabilities and their families are pursuing independent life styles, sustainable livelihoods and financial security.
Celebrate: Plan and organize performances everywhere to showcase - and celebrate - the contributions by persons with disabilities to the societies in which they live and convene exchanges and dialogues focusing on the rich and varied skills, interests and aspirations of persons with disabilities.
Take Action: A major focus of the Day is practical action to further implement international norms and standards concerning persons with disabilities and to further their participation in social life and development on the basis of equality. The media have especially important contributions to make in support of the observance of the Day - and throughout the year - regarding appropriate presentation of progress and obstacles implementing disability-sensitive policies, programmes and projects and to promote public awareness of the contributions by persons with disabilities.
5. Disabled People in Britain
In Britain there are about six million adults with one or more disabilities. About 400 000 (seven percent)of these live in communal establishments(公共住宅).Local social service authorities（当局）provide certain kinds of personal and social services for disabled people and help them recover normal abilities of social life. They are also required to establish(确定)the number of disabled people in their area and to publicize(宣传)services, which may include advice on personal and social problems with disability. Besides, they provide occupational, educational, social and recreational (娱乐的) facilities at day centers or wherever space is available(可供使用的).
The authorities may also provide adaptations(适合物)to homes(such as ways for wheelchairs and ground floor toilets),the delivery of cooked meals and help in the home. In case of social need, help may be given to set a telephone or a television. Local authorities and voluntary organizations may provide badly-disabled people with convenient houses or temporary facilities to allow those who look after them relief from their duties; and specially designed housing may be available for those able to look after themselves.
Many authorities provide free travel for disabled people on public transport, and they are very actively encouraged to provide special means of access to public buildings. Government regulations cover the provision of access for disabled people in the construction of new buildings.
Two new trusts(信托基金机构)were set up in April 1993 to replace the Independent Living Fund, which provided financial help to very severely disabled people who needed paid domestic(home)support, those once receiving help from the Fund. The second helps the most severely disabled people of working age to live independently in the community.
6．Famous People with Disabilities
Sarah Bernhardt: French actress (1844-1923) Disabled by a knee injury, her leg amputated in 1914, she continued starring on stage until just before her death. She is regarded as France's greatest actress -- "The Divine Sarah".
Beethoven: Composer: Was deaf when he composed his 9th symphony.
Winston Churchill: had a learning disability.
Walt Disney: had a learning disability.
Edison: Had a learning disability. He couldn't read until he was twelve years old and had a very difficult time writing even when he was older.
Albert Einstein: Mathematician/Physicist: Had a learning disability and did not speak until age 3. He had a very difficult time doing math in school. It was very hard for him to express himself through writing.
Goya: Spanish painter (1746-1828): At age 46, an illness left him deaf. He went on to create the most famous Spanish art of the 19th century.
Alexander Graham Bell: had a learning disability.
Stephen Hawking: physicist/mathematician has Lou Gehrigs Disease and is in a wheelchair. He needs a computer to speak.
Milton: English Author/poet (1608-1674): He became blind at age 43. He went on to create his most famous epic, Paradise Lost.
George Patton: This World War II General had a learning disability.
Nelson Rockfeller, former Vice President: had a learning disability: dyslexia.
President Roosevelt: At age 39, his legs were paralyzed by polio. He became governor of New York state and was elected president four times.
Harriett Tubman: Abolitionist (1830-1913): As a child she was struck by an overseer. The blow fractured her skull and resulted in narcolepsy for the rest of her life. She rescued hundreds of slaves on the underground railroad.
Werner Von Braun: had a learning disability and often flunked his math tests in high school.
George Washington: Had a learning disability. He could barely write and had very poor grammar skills.
Woodrow Wilson: U.S. President from 1913-1921. Had a learning disability -- was severely dyslexic.
Other famous people who have learning disabilities: Cher, Tom Cruise, Whoopi Goldberg, Greg Louganis, Bruce Jenner, H.G. Wells (Thanks for this information from Eve Nichols, Learning Disabilities Association of Ontario).
Famous people who are known or are thought to have had epilepsy: Charles Dickens, Neil Abercrombie, Danny Glover, Margaux Hemingway, Tchaikovsky, Alexander the Great, Julius Caesar, Alfred Great, William Pitt, Napoleon, Byron, de Moupassant, Edward Lear, Handel, Berlioz, Paganini, Vincent Van Gogh, Tony Lazzeri, Gary Howatt and British marathon runner Alan Blinston.
Famous people who have Attention Deficit Hyperactivity Disorder (ADHD): Robin Williams and "Magic" Johnson.
Although not all these famous people have been "officially diagnosed," they have reportedly exhibited many of the signs of ADD, ADHD, LD, or other disability.
For More Information
Family Village Library - Famous People with Disabilities www.familyvillage.wisc.edu/general/FAMOUS.HTML ( http: / / www.familyvillage.wisc.edu / general / FAMOUS.HTML )
Section 3: Words and expressions from Unit 1 Living Well
1. disability n. ① The condition of being disabled; incapacity.无力, 无能;②The period of such a condition: never received a penny during her disability.
A disadvantage or deficiency, especially a physical or mental impairment that interferes with or prevents normal achievement in a particular area. 失去能力；伤残, 车辆报废
Something that hinders or incapacitates.
He gets a disability pension from the Government because of his disabilities in a fire accident.
他在一次火灾事故中因残废而得到政府的伤残抚恤金。
③Law. A legal incapacity or disqualification.【律】无能力, 无资格
disability insurance 残废保险
chronic disability 长期丧失劳动力
learning disability 无学习能力
partial disability 局部残废
permanent disability 永久残废
temporary disability 暂时丧失工作能力
2. ambition n. ①An eager or strong desire to achieve something, such as fame or power. 志向, 志气; 雄心, 抱负; 野心, 奢望The object or goal desired: Her ambition is the presidency. 渴望得到或追求的东西; 抱负目标②Desire for exertion or activity; energy: had no ambition to go dancing. [口]精力, 劲头the height of one's ambition 最高志向 burn with an ambition= be full of ambition 野心勃勃Her ambition was to be a famous singer. 她的理想是成为著名的歌唱家。 One of his ambitions is to become the President of the Motor General. 他的抱负之一是当通用汽车公司的总裁。ambitious adj. 志向远大的; 有雄心壮志的; 豪迈的; 有野心的; 热望的; 矫饰的; 矜矫的 ; 炫耀自负的 ambitious for [power, social position, etc.] 极欲获得[权力, 社会地位等] be ambitious of success 渴望成功 be ambitious to serve the people 一心想为人民服务
3. beneficial
adj. Producing or promoting a favorable result; advantageous. 有利[益]的(to)Law. Receiving or having the right to receive proceeds or other advantages.; 【律】可享受利益的, 有收入权益的 beneficial birds [insects] 益鸟[虫] a beneficial association 互助组合 be beneficial to 有益于 Sunshine is beneficial to plants. 阳光对植物有益。 beneficially adv. beneficialness n.
4. adapt vt. To make suitable to or fit for a specific use or situation.使适应, 使适合 ; 改写, 改编
The movie was adapted from a novel. 这部电影是由小说改编的。
vi. To become adapted: 适应各种不同情况和环境
She lacked the ability to adapt easily. 她缺少适应能力。
a species that has adapted well to winter climes.
adapt oneself to 使自己适应或习惯于某事
adapt sth. to 使某事物适应或适合
adapt/adjust/fit/suit/match
都含“适合” 、“适应”的意思。
adapt 指“修改或改变以适应新条件”, 如:
You should adapt yourself to the new environment. 你应该适应新环境。
adjust 指“调整”、“调节”使之适应, 如:
You can't see through the telescope until it is adjusted to your eyes.
你把望远镜调节到适合你的目光之后, 你才看得见。
fit 多指“大小适合”, 引伸为“吻合”, 如:
The shoes adapt me well. 这鞋我穿正好。
suit 多指“合乎要求、 口味、性格、情况”, 如:
No dish suits all tastes. 众口难调。
match 指“大小、色调、形状、性质等相配或相称”, 如:
A red jacket doesn't match green trousers. 红上衣与绿裤子不相配。
5. annoy vt. ①. To cause slight irritation to (another) by troublesome, often repeated acts. 使烦恼；使生气 ; ②. To harass or disturb by repeated attacks. 招惹; 妨碍 ; 伤害; 骚扰
vi. To be annoying.
annoy with 生…的气
annoy at 讨厌某事
These flies are annoying me. 这些苍蝇真让人讨厌。
He looked annoyed. 他好象不耐烦的样子。
We can annoy the enemy by raids. 我们可以用空袭骚扰敌人。
We're annoyed at his cavalier treatment of his old friends.
他用这种傲慢的态度对待老朋友,我们都感到气愤。
近义词：disturb irritate tease vex
反义词：comfort gratify please relieve
6. conduct
vt. ① To direct the course of; manage or control. 进行 ; 处理， 经营， 实施②To lead or guide. 引导， 带领， 牵引 ;③ Music. To lead (an orchestra, for example). 指挥 ; ④To serve as a medium for conveying; transmit导（电） ; 表现
conduct both domestic and foreign affairs 搞国内外事务
conduct an experiment 做实验
conduct a survey 进行调查
conduct an opera 指挥乐曲
conduct oneself in a most gracious manner 表现得极为温文尔雅
conduct one's private affairs 处理私事
Curator conducted the visitors round the museum. 馆长领着游客们在博物馆中参观。
Copper conducts electricity better than other materials. 铜导电比其它材料好。
He conducts himself well. 他行为端正。
vi. To act as a conductor. 指挥乐队演奏 To lead.引［指］导;
She has conducted on London buses for twenty years. 她在伦敦公共汽车上担任了二十年的售票员。
n. ①The way a person acts, especially from the standpoint of morality and ethics. 行为, 品行②The act of directing or controlling; management. 进行， 引导， 领导， 指导 ;带领 (乐队等) 管［处］理， 实施
a theory of conduct 品行论
a bad conduct 恶劣行为
infamous conduct 违反职业道德的行为（特指医生）
safe conduct (战时)通行证
under the conduct of 在...指导［管理］下
His conduct of the business was very successful. 他的事业进展得相当顺利。
7. assistance
n. The act of assisting. 援助, 帮助
Aid; help: financial assistance. 辅助设备
come to sb.'s assistance 援助某人
give [render] assistance (to) 给以援助
Can I be of any assistance to you 我能帮你什么忙吗
8. resign vt. ①To submit (oneself) passively; accept as inevitable: I resigned myself to a long wait in line. 委托, 把...交托给(to, into);使听从(于); 使顺从 ②To give up (a position, for example), especially by formal notification. 辞去(职务) ③To relinquish (a privilege, right, or claim). 放弃(工作, 权利)
resign one's position (as secretary) 辞去(秘书)职务
resign office 辞职
resign oneself to one's fate 听天由命
I resign my children to your care. 我把孩子们委托你来照顾。
vi. To give up one's job or office; quit, especially by formal notification: resign from a board of directors. 辞职, 退职(from); 服从(于), 听任
resigner n.
be resigned to a state lagging behind 自甘落后
not resign oneself to不甘心
resign ... to... 把... 托付给
resign oneself to 听任(某种影响); 只好(做某事)
resign oneself to extinction 束手待毙
9. access
n. A means of approaching, entering, exiting, or making use of; passage.通道，入口，出口，使用途径：接近、进入、出去或使用的方法手段；通道
The act of approaching.接近，进入：接近的行为
The right to approach, enter, exit, or make use of:接近权，享用权，出入权：接近、进入、出去或使用的权力：
a man of easy access 易于接近的人, 平易近人的人
Citizens may have free access to the library. 市民可以自由使用图书馆。
There is no access to the street through that door. 穿过那个门没有通向大街的路。
The only access to that ancient castle is along a muddy track. 到那座古老城堡去的唯一通道是一条泥泞小路。
Students need access to books. 学生需要使用书本。
vt. To obtain access to, especially by computer: used a browser to access a website; accessed her bank account online. 得到, 了解 ; 接近, 进入, 使用
be easy [hard, difficult] of access 容易[难]接近
give access to 接见; 准许出入
have [gain, get, obtain] access to 得接近; 得会见; 得进入; 得使用
open access (图书馆)开架阅览
accessible
adj.（形容词）Easily approached or entered.易接近的，易进入的
Easily obtained:易得到的：
accessible money.易得到的金钱
Easy to talk to or get along with:易相处的：易于与之交谈或相处的：
an accessible manager.易于相处的经理
Easily swayed or influenced:易感的，易受影响的：
accessible to flattery.爱听奉承话能接近的, 容易会见的; 可亲的 ; 可以出入的; 可以达到的, 容易取得的
易受影响的, 可以理解的 ; 好相处的 ; 可卸的, 易卸的 ; 交通方便的
an accessible person 温和的人
accessible evidence 可取得的的证件
An open minded person is accessible to reasons. 虚心的人易于服理。
He is proud that his wife is accessible to reason.
他的妻子通情达理,为此他引以为豪。
反义词：inaccessible
10. rather than的用法
rather than, other than, would rather (...than) 比较
rather than是连词，前后两端所连的词性是一致的，通常译为“而不是”或“与其说是……不如说是”，有时可用短语介词instead of替代。例如：
He was engaged in writing a letter rather than(= instead of) reading the newspaper. 他那时是在写信而不是看报纸。
John ought to go rather than(= instead of) Jean. 应该去的是约翰，而不是吉恩。
These shoes are comfortable rather than pretty. 这些鞋子谈不上漂亮，但穿起来倒很舒服。
Evans is a historian rather than a writer. 埃文斯与其说是个作家，不如说是个史学家。
other than有两种意思：一是用来表示否定意义，即“不同于（= different from)，非（= not)";二是用来表示排除意义，即“除了”，相当于except。例如：
The truth is quite other than what you think. 事实真相和你们想的完全不一样。
They are patriotic and support socialism, although many of them come from other than working class families. 他们是爱国的，是拥护社会主义的，尽管他们当中有许多人并非出身于工人阶级家庭。
She can hardly be other than grateful. 她除了感激之外还能怎么样呢。
He has visited every country in Asia other than Japan. 除了日本之外，他访问了所有的亚洲国家。
would rather表示选择或主观上的愿望，其中的would亦可解作had。它表示“宁愿，宁可”的意思。如果要把取舍的双方都表达出来，则应该用would (or: had) rather … than,表示“宁愿……也不……”的意思。例如：
My aunt invited me to the movies, but I said I had rather go on a picnic with the girls. 我的姑妈邀请我去看电影，可是我说我倒愿意跟女孩子们一起去野餐。
I am sure they would (or: had) rather die than give up. 我深信他们一定会宁死不屈。
He would rather resign than take part in such a dishonest transaction. 他宁愿辞职，也不愿参与那样不诚实的交易。
注意：would rather 后亦可接that从句，that通常省略，从句中用动词用过去时形式表示虚拟。 would rather...than的连词than后亦可接that从句。例如：
I would (or: had) rather he came on Monday. 我宁愿他星期一来。
I would rather lose a dozen cherry trees than that you should tell one lie. 我宁愿丢失一打樱桃树也不愿听你说一句谎话。
11. all in all adv.总而言之
n. 头等重要的东西
与all有关的短语：
above all首先;最重要的是 /after all毕竟;终究 / first of all首先/not at all根本不;别客气
for all虽然;尽管/in all总共;总之/all alone 独自/all at once 突然/for all 尽管/at all 根本不,一点也不
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