新课标选修7Unit1教案(广东省茂名市化州市)
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| 名称 | 新课标选修7Unit1教案(广东省茂名市化州市) |  | |
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| 文件大小 | 4.3MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2008-04-09 21:02:00 | ||
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选修7 Unit 1 Living well
About the topic and the structures
单元话题和结构
本单元以残疾和残疾人的生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生挑战的故事。通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的语言技能训练，要求学生学会使用正确得体的英语介绍他人以及向他人表示祝贺。
本单元语言功能项目是：介绍、愿望和祝贺。
本单元语言结构项目是“复习不定式”。
本单元还要求学生学习写作“应用文写作：建议信”。
Period 1 听说课（一）(1课时)
Warming Up 通过Warming up by learning about disability让学生了解残疾的种类、讨论各种残疾给人们的生活带来的种种不便，尽管如此，仍然有许多残疾人在不同领域取得了非凡成就。 “热身”为本单元Reading部分的精彩故事做好了铺垫。
第一步 引入话题
1．Show the students some pictures, then ask them:
There are many kinds of disabilities in the world, so what kind in each picture Or what are you going to be in the future
第二步 小组讨论
Work in groups of four. Ask each other these questions. Then report their answers to the rest of the class.
1) Do you like to help disabled people
2) What kind of disabled people you have helped
3) What kind of work do you like to help them
4) What about your opinion to disabled people
第三步 了解信息
Pre-reading 通过visiting the Family Village website 让学生了解“家庭村”，一个国际虚拟社区，为课文学习作好准备。
第四步 听力练习
Workbook, P46,Reading and listening.
第五步 作业：
作好下一节阅读课的准备，把学英语和立体课堂的阅读练习做好。
Period 2 阅读课（一）Marty’s story (1课时)
Reading是一篇以第一人称描述Marty身残志坚，以积极的态度快乐生活的记叙文。课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。阅读课的教学目的是通过广泛的阅读，培养阅读技能及良好的阅读习惯，提高阅读速度与理解能力，拓宽知识面，扩充词汇量和加大词汇的接触频度，增强英语语感，逐步掌握篇章概括方法，最终达到自如地阅读日常生活中常见的英语篇章，如：英文报纸、杂志、广告的目的。
Introduction
In this period, after the warming up, students will first be guided to read aloud to the tape，read for the forms，read to transfer information，draw a diagram of the text and retell it with the help of the diagram and read to underline and write down all the useful collocations. And the period will end in students talking about living well with disability.
Objectives
To help students understand the text’s forms and contents and learn about living well
To help students communicate on the topic in focus with the words, expressions and structures learned in this unit
Focus
Words
drum， adapt， annoy， conduct， overhear， design，congratulate impair
Collocations
in other words，out of breath，all in all，make fun of，in particular
Patterns
1. Of course, there will always be a few who cannot see the real person/ inside my body, but I do not get annoyed, I just ignore them.
2. Just accept them for who they are and give them encouragement to live as rich and full a life as you do.
3．Up until I was about 10 years old, I was the same as everyone else in my class.
4．Access to the cinema for people in wheelchairs and those who have difficult walking.
5. As well as going to the movies and football matches with my friends when I am well enough, I spend a lot of time with my pets.
6. I am “one in a million”. In other words, there are not many people in the world like me.
7. My life is a lot easier at high school than it was at primary school.
Aids
Multimedia facilities, tape-recorder, photos, diagrams
Procedures
1. Warming up by learning about disability
Hello, class. Nice meeting you and learning English with you.
Everyone hopes that he may live well. But some are not living well because they are disabled. And in this first period we shall learn to help those disabled people to live well. But first what is disabled What is disability
A disabled person is one who has a condition called a disability that interferes with his or her ability to perform one or more activities of everyday living. For example, indoors and going outside, getting dressed, communicating with others.
Then what are the types of disability "Disability" can be broken down into a number of broad sub-categories, which can include the following: physical impairments affecting movement, sensory impairments, neurological impairments, cognitive impairments and psychiatric conditions.
To know more about disability, let’s go to page 2.
2. Pre-reading by visiting the Family Village website
To know more about disability and its solution get online now to http://www.familyvillage.wisc.edu/index.htmlx ( http: / / www.familyvillage.wisc.edu / index.htmlx ).
Welcome to the Family Village! We are a global community that integrates information, resources, and communication opportunities on the Internet for persons with cognitive and other disabilities, for their families, and for those that provide them services and support.Our community includes informational resources on specific diagnoses, communication connections, adaptive products and technology, adaptive recreational activities, education, worship, health issues, disability-related media and literature, and much, much more! So stop in, stroll around, and visit some of the Family Village's attractions. Simply click on a place to explore and discover a cornucopia of useful information! Let us know what you like (or dislike) and visit often, for our village is constantly changing.
3. Reading aloud to the tape
Reading aloud to the recording of the text improves our literacy skills -- reading, writing, speaking, and listening. Now turn to page 2. First we shall listen and read aloud to the recording of the text. Try to read aloud the text as loudly and correctly as possible.
4. Reading for the forms
It is unlikely that you will understand 100 percent of the vocabulary in the text, especially at a first reading. Use first the context and then your own knowledge of the subject to help you guess the meaning of unknown words.
A really useful way to help us with our listening is to become aware of 'thought groups' .
When we speak, we need to divide speech up into small 'chunks' to help the listener understand messages. These chunks or thought groups are groups of words which go together to express an idea or thought. In English, we use pauses and low pitch to mark the end of thought groups.
Then we shall go over the text to read it to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.
5. Reading to transfer information
Writers structure, or organize, their writing in many different ways. Recognizing the way in which a text has been organized will help you understand its meaning more fully.
Now let’s go over the text once again. While going over it look for information to complete the chart below.
Marty’s story
Why are there not many people in the world like me Because: I have a muscle disease that sometimes makes me very weak and I can’t run or climb stairs as quickly as other people. I am clumsy and drop things or bump into furniture.
What is my motto Live one day at a time.
When did I get weak Up until I was about 10 years old, I was the same as everyone else in my class. Then I started to get weaker and weaker.
What was the worst thing about my life One of the worst things about my disease is that I don’t look any different from other people.
Do I have a good life All in all, I have a good life.
What is my ambition My ambition is to work in the computer industry when I grow up. I am the only student in my class to have a pet snake.
What has my disability made me In many ways my disability has made me grow stronger and more independent.
What do I think of having a disability Just having a disability doesn’t mean your life is not satisfying.
6. Drawing a diagram of the text and retell it with the help of the diagram
Writers structure, or organize, their writing in many different ways. Recognizing the way in which a text has been organized will help you understand its meaning more fully.
Scan the text for the topic sentence of each paragraph to make a diagram of the text. Then we shall try to retell the text in our own words with its help.
7. Do comprehension exercises in page3, edition 21, Learning English,
8. Do the preparation for language study.
Period 3 语言讲解课(2课时)
Introduction
In this period students will be first helped by the teacher to discover and learn to use some useful words and collocations, and then to discover and revise the infinitive. The following steps of teaching may be taken: warming up by working on the type of writing and summary of Marty’s story，learning about the Infinitive，listening, reading and completing， learning and finding，making sentences with the Infinitive and closing down by reading a poem in English.
Objectives
To help students revise the infinitive
To help students discover and learn to use some useful words and collocations
To help students discover and learn to use some useful structures
Procedures
I.Warming up by working on the type of writing and summary of Marty’s story
It is important to find main ideas when reading. Main ideas help you remember important information. The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or explain the main idea. Read the text to find the main idea.
We shall first go back to page 8 to read the text to complete the table below.
Type of writing
An email
Summary of the email
Marty’s story
■There are not many people in the world like me.
■I have a muscle disease that sometimes makes me very weak.
■I have learned to adapt to my disability. My motto is: live one day at a time.
■Up until I was about 10 years old, I was the same as everyone else in my class.
■One of the worst things about my disease is that I don’t look any different from other people.
■My ambition is to work in the computer industry when I grow up.
■In many ways my disability has made me grow stronger and more independent.
II．Scanning the text for all the useful collocations
When you scan a text, again you look quickly through it. However, unlike skimming, scanning involves looking for specific words. Now scan the text to find and underline all the useful collocations.
Collocations from Marty’s storyone in a million, in other words, have a muscle disease, make… very weak, climb stairs, drop things, bump into…, be wrong with…, make…well, get worse, get older, stay the same as…, adapt to…, live one day at a time, the same as…, in one’s class, climb tree, play football, dream about…, one day, being a famous football player, represent one’s country in the World Cup, get weaker and weaker, get out of bed, go into hospital for tests, miss a lot of school, have at least a billon tests, cut out a piece of muscle from…, look at… under a microscope, look…, from…, laugh at…, get out of breath, run just a short way, stop half way up the stairs, get up to the top, miss a lot of lessons, after a long absence from school, feel really stupid, a bit behind the others, at high school, at primary school, accept …for…, see the real person inside one’s body, get annoyed, all in all, have a good life, computer programming, work in the computer industry, grow up, invent a computer football game, buy… from.., have a very busy life, have time to sit around feeling sorry for…, go to the movies and football matches with one’s friends, spend a lot of time with…, have a pet snake, take a lot of time, look after, get a lot of enjoyment out of…, have a lot of study to do, as well, sick for a while, in many ways, grow stronger and more independent, work hard, live a normal life, have the chance to do…, have a disability, feel sorry for…, make fun of…, accept…for…, give…encouragement to do…, live as rich and full a life
8. Closing down by talking about living well with disability
How to live well is what we have been learning today. Now give me your opinions about that.
●To use goal setting and problem solving as the framework for developing healthy lifestyles
●To practice healthy living when we have meaningful activities we want to do
●To begin with why we want to be well
●To develop tools and skills for healthy living, including healthy reactions and communication, managing depression, information seeking, physical activity, nutrition, and advocacy
●To pursue meaningful goals despite limitations
●To have a sense of belonging develops
●To feel accepted and encouraged by peers
III、Explanation of the useful words and expressions
Words and Expressions
1.adj. able -- unable be able/unable to do
v. enable —disable n. ability —disability / inability adj. disabled( ~ people) = people with disabilities
1)Tea enables me to keep awake. 2)An accident disabled his left eye.
3) the ability/inability to hear
2 ambition n野心，雄心A boy who is filled with ambition usually works hard.
His ambition to become the Prime Minister is likely to be real.
他要做首相的雄心可能会实现
He has great ambitions. 他胸怀大志
3 beneficial a. 有利的,有益的
be beneficial to sth./sb. 有益于 e.g. Sunshine is beneficial to plants.
2) benefit n. e.g. That experience was of great benefit to me.
Give up smoking for the benefit of your health.
3) benefit vt./vi e.g. We benefit from daily exercise.
4 in other words 换句话说
In other words, you'll have to wait here.换句话说,你不得不等在这里。
word 的相关短语
keep one’s words 履行诺言 big words 大话 in a word 总而言之 word for word 逐字逐句
5 clumsy (1)笨拙的,不灵巧的
You clumsy guy！You’ve knocked over my coffee！ 瞧你这笨蛋！你碰翻了我的咖啡！
(2)(对人)不灵巧的,不圆滑的 She is a clumsy girl. 她不是一个机灵的女孩.
clumsy (3) be clumsy with sth / at doing sth 在…方面不灵巧
He is clumsy with chopsticks / at using chopsticks. 他使用筷子很笨拙。
6. adapt (1)(使)适应, (使)适合
He couldn’t adapt his way of life to the company. 他的生活方式无法适应公司(的要求)。
The children found it hard to adapt to their new school. 孩子们发现很难适应新学校(的生活)。
adapt (2)改造,修改,改编
The materials can be adapted for use with older children. 这些布料可以修改一下用在大一点的孩子身上.
It’s hard to adapt the story for the film. 要把这故事改编成电影很难.
(3) adapt (oneself) to适应… be well adapted to非常适应
He is quick to adapt (himself) to new circumstances. 他很快适应新的环境.
These flowers are well adapted the conditions of rooms. 这些花非常适应室内的环境.
When he moved to Canada, the children____________________ （很能适应变化） adapted to the change very well.
These books have(为小学生改编的)___________________________been adapted for the primary school pupils.
词义辨析：adapt, adjust, fit, suit, match
adapt: 指修改或改变以适应新条件
adjust: 多指“调整，调节”使之适应
fit: 多指“大小适合”，引申为“吻合”
suit: 多指“合乎要求、口味、性格、情况”
match: 指“大小、色调、形状、性质”等相配或相称
You can’t see through the telescope until it is ________ to your eyes.
The shoes ______ me well.
A red jacket doesn’t ______ green trousers.
No dish ______ all tastes.
We ran so fast that we were all out of breath.
9.absence n.缺席，不在某处
absent adj. be absent from… 缺席, 不在
He was absent from the meeting. 他今天开会缺席。
presence n. n.出席, 到场, 在场
present adj. be present at…出现于
His boss told him to be present at the monthly meeting. 他的老板要求他参加月会。
10. annoy使…不悦；惹恼
These flies are annoying me. 这些苍蝇使我烦恼. be annoyed with sb 生某人的气
She was annoyed with Mary for forgetting to phone.因为玛丽忘了给她打电话,她就很生玛丽的气.
be annoyed that + clause 生…的气Tom was annoyed that the book was missing. 书不见了,汤姆很生气.
He was annoyed with his wife because the dinner was badly cooked因为那顿饭做的不好，所以他对妻子很生气。
11.all in all总而言之
All in all, he's more learned than he wasten years ago. 总的说来，他比10年前更有学问了。
He has his faults, but, all in all, he is a good helper. 他虽有缺点，但总的说来，他是一个好帮手。
12. depend v. v. 依靠,相信,信赖~ on… / That all depends. 依照情况而定
independent adj. 独立的,自主的
be independent of…脱离...而独
Finland was independent of Russia during the first world war.
13. make fun of sb. 取笑某人
It's cruel to make fun of a blind man. 取笑一个瞎子是残忍的。
相近短语：
laugh at sb.嘲笑,因...而笑
play a joke on sb. 开个玩笑
tease sb about sth. 戏弄某人
14.courage n. 勇气， 胆识， 气概
encourage vt. 鼓励, 激励, 怂恿
encourage sb to do sth. 鼓励某人做某事
My parents encourage me to become a teacher.
encouragement n 鼓励；奖励
Sentence Analysis
1. I have a very busy life and I don’t have time to sit around feeling sorry for myself.
to sit around 在句中作定语,修饰time.
feeling sorry 为现在分词作状语,表示伴随 情况.如:
She lay in bed staring at the last leaf on the tree.她躺在床上,眼睛盯着树上那最后一片叶子.
2. As well as going to…
当 A as well as B的短语为主语时,谓语动词与A保持一致.如:
(1) His wife as well as his children was invited to the party.
(2) His children as well as his wife were invited to the party.
3. In many ways my disability has made me grow stronger and more independent.
作宾语补足语的不定式在下列情况下要省略 to: 五看 ( see, look at, watch, notice, observe), 二听( listen to, hear),一感觉 (feel),以及 make, let与have.但当变为被动语态时,要加 to.
We noticed him take the book away. He was noticed to take the book away.
They made him do it again and again. He was made to do it again and again.
4. If I had the chance to say …, it would be this: …
本句是一个由if引导的虚拟条件状语从句. 其具体用法有三种形式:
(1) 表示与现在事实相反时,从句动词用过 去式(be 一律用were);主句用would / could / might+动词原形.
If I had time, I would go with you.
If I were you, I would accept it.
(2)表示与过去事实相反时,从句动词用had done;主句用would / could /might+ have done. 如:
If you had been here last night, you would have met her.
(3)表示与将来事实相反时,从句动词用过去式,或should+动词原形,或were to+动词原形主句用would / could / might+ 动词原形. 如:
If it would rain tomorrow, we would not go out.
If he returned / were to return / should
return in a day or two, I would wait for him.
当省略 if 时,从句要用倒装. Were I you, I would go there.
Had he studied harder, he could have passed the exam.
5. Just accept them for who they are and give them encouragement to live as rich and full a life as you do.
当 as, so,how等后面的名词是可数单 数名词时,把形容词放在冠词之前.如:
so cold a day How a clever boy he is!
如果是复数或不可数名词,不能用as, so 等,要用such. what,形容词须放在冠词 之后.如:
such interesting people such cold weather
such an important meeting. What a clever boy he is!
IV. Do exercises in 立体课堂 and Learning languages
V. Homework : Function 1, page3,edition 21, Learning English
Period 5 语法课 (2课时)
Learning about the Infinitive
Infinitive
An infinitive is the simple present form of a verb used as either a noun, adjective, or adverb. The verb of the infinitive is normally preceded by the word to. When the infinitive follows some verbs as the direct object, the “to” may be dropped.
An infinitive phrase is the infinitive plus any complements and any modifiers of the infinitive and complements.
As a Noun: He helped to write the program.
As an Adjective: Lydia was looking for a way to earn money.
As an Adverb: He shouted to get our attention.
To Dropped: He helped write the program.
In the above examples, the infinitive is italicized and the infinitive phrase is underlined.
3. Learning and finding
What is an Infinitive
The infinitive usually occurs with 'To' (for example To go, To come, To wear etc.), except after an auxiliary or modal verb.
It is a verb form that shows no person, tense or aspect.
EXAMPLES OF THE INFINITIVE:
I had to go I must go I want to sing You don't know her You may come
The following verb forms are derived from the Infinitive:
i/ Imperative (same as Infinitive but without 'To')
ii/ Present Simple (same as Infinitive without 'To' but the third person singular takes 's')
iii/ Present Participle or Gerund (add 'ing')
Now read the text once again to find and copy on page 5 all sentences which contain examples of the Infinitive.
动词不定式的作用
Functions of Infinitive
1 主语 (subject) 2 宾语 (object) 3 表语 (predicative) 4 定语 (attribute)
5 状语 (adverbial) 6 宾补 (object complement)
3 作表语
不定式常用在系动词 be, seem, appear, get, remain等后作表语．
1. Seeing is to believe. To see is believing. Seeing is believing. To see is to believe.
2. My job is to help the patients. All you have to do is (to) finish the job quickly.
如果主语部分有个表示不定式内容的do, 用作表语的不定式可省略to
4 作定语 (常常表示将来的动作)
1. 不定式做定语时常放在被修饰的名词或代词之后
(a) She was very busy and had no time to visit her friends.
(b) Ladies and gentlemen ,I have something important to tell you .
2. 当名词被the first ,the last, the only 等词以及形容词最高级修饰时
eg: She is always the first to come and the last to leave.
There is no one to take care of her. I have no jewelry to wear.
4. 如果不定式是不及物动词,则后面需适 当的介词
Please pass me some paper to write____.
She has a nice pen to write _____.
5 作状语
1. 表示目的: to in order to so as to
eg: He spoke loudly (so as / in order) to be heard.
2. 表示原因
不定式可以用在作表语的形容词后作状语, sorry, surprised, happy, glad, eager, angry, foolish, right, wrong, slow, quick, rude, cruel, disappointed等。
eg: I’m glad/pleased to see you.
We were surprised to hear the news.
3.结果状语:
so + adj. / adv. + as to do…
such + adj. + n. +as to do…
adj. / adv.+ enough + to do
too + adv. / adj. +to do
1 He was so foolish as to believe it.
= He was such a fool as to believe it.
= He was foolish enough to believe it.
2 I’m too tired to walk any further tonight.
3 We hurried to the station only to find the train had left.
I didn’t ask you to pay for the meal.
They have warned us to be careful of rats.
不定式做宾补时省略to的情况
I didn’t ask you to pay for the meal.
They have warned us to be careful of rats.
不定式做宾补时省略to的情况
1 不定式在感官动词(feel, hear, listen to, watch, look at, notice, observe)
2 使役动词( let, have, make)后边坐宾补时，省去to, 但是在被动语态中要还原to.
Let me hear you play the piano.
They made the workers work day and night
The workers were made to work day and night.
但当以上的动词用于被动式，to要还原：
1. They saw the boy fall suddenly from the tree.
The boy was seen to fall suddenly from the tree.
2. Mother made John wash the car for a week.
John was made to wash the car for a week.
动词不定式的时态和语态
不定式的时态
I am very glad to be working with you.
He pretended to be working hard when his boss passed him.
表示的动作通常与谓语动词表示的动作同时发生。
不定式的完成式 to have done
He happened to have seen the film before.
The novel is believed to have been translated into Chinese.
不定式所表示的动作发生在谓语动作或状态之前。
He wanted to have met you at the airport, but he didn’t get there in time.
表示过去没有实现的期待或者计划 hoped, promised, wanted, wished, expected, planned…
I would like to have given her the gift.
He would like to have played the
violin at the concert.
不定式的完成式在would like后边表示未能实现的愿望。
主动语态 to do
被动语态 to be done
It is an honor for me to be invited to attend the meeting.
Everyone likes the hero to be praised.
We asked him to stay till the next
day, but he refused to.
Are you a teacher Yes, and I haveto be
What we want to do now is lie down and have a good rest.
I didn’t say anything but to make a gesture.
省略to 与省略do
固定词组和句型
1. prefer n. (doing) to n. (doing)
2. prefer to do sth rather than do sth
3. would rather do
4. would rather +句子（虚拟语气）
5. advise/allow/permit/forbid sb to do
advise/allow/permit/forbid) doing
主动形式表被动意义的不定式
1.主语＋be +adj. +to do
能用于此句型的形容词有：difficult ,easy, comfortable ,fit, hard, pleasant, tiresome(使人疲劳的) ,interesting, nice , heavy, dangerous, light, important, etc.
The question is very difficult to answer.
The problem is difficult to deal with.
2.主语+be +adj. + enough +to do
The box is light enough to carry.
The river water is warm enough to swim in.
The box is light enough to carry.
The river water is warm enough to swim in.
3.主语+be +too +adj. +to do
The books seemed too heavy to carry.
The ice is too thin to skate on.
练习
1. 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
2. I’ve worked with children before, so I know what _____ in my new job.
A. expected B. to expect C. to be expecting D. expects
3. There are five pairs____, but I am at a loss which to buy.
A to be chosen B to choose from C to choose D for choosing
4.I find these problems are easy___.
A. to be worked out B. to work them out C. to work out D. to be worked them out
5.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
6.____late in the morning , Bob turned off the alarm.
A . To sleep B. Sleeping C. Sleep D . Having slept
7. Tom kept quiet about the accident ＿＿ lose his job.
A. so not as to B. so as not to C. so as to not D. not so as to
8. John was made ____the truck for a week as a punishment.
A. to wash B. washing C. wash D. to be washing
9. The patient was warned ___only food after the operation.
A. to eat not B. eating not C. not to eat D. not eating
4. Making sentences with the Infinitive
1. To have a muscle disease is very boring for any people.2. I do not want to make my body very weak.3. To climb stairs, you need some tips.4. I don’t want you to drop things while going along the street.5. To bump into a car is dangerous.6. To make life well worth living you have to learn to live with what you have.7. He is looking for ways not to get worse or get older.8. He stayed on to adapt to the life there.9. My motto is to live one day at a time.He likes to climb tree, play football and dream about becoming rich overnight.I hope to represent my country in the World Cup.Getting weaker and weaker, I have no strength even to get out of bed. To go into hospital for tests, I have to miss a lot of school.He learns to look at small things under a microscope. To get out of breath, you just have to run a short way.
5. Listening, reading and completing
Now you are going to listen to a short paragraph about Zhang Haidi.
The model status of Zhang Haidi (Shandong Province, 1955), widely publicized in print and in propaganda posters from 1983 on, is an interesting one. Zhang Haidi, also known as Ling Ling, became a paraplegic at the age of five following four operations for the removal of tumors in her spine. When she received news that her illness was incurable, she was reported to have attempted to commit suicide by taking sleeping pills, an action usually considered as a betrayal of the revolution and as evidence of discontent with socialism, and therefore as the act of a coward. She never went to school, but through diligent self-study, she learned to read books on politics, literature and medical science. She also learned foreign languages, including English, Japanese and German. She did not only function as a model because of her intellectual accomplishments or her devotion to serving others, but also because "... In Lei Feng, Chinese youths had to reach for communism. In Zhang Haidi, communism reaches for Chinese youths."
Now you are to complete the two paragraphs on page 4 choosing the right words from the list.
5. Do exercises on p5, textbook,
6. Homework function 2, p3,edition 21,Learning English
Period 7 听说课（二）(1课时)
Step 1 Review the Grammar
Step 2 Do the Listening exercises at p6,p7
Procedures
1. Warming up by listening and reading aloud learning about Mount Kilimanjaro
The benefits of reading aloud are many and especially when learning to read. English is not our first language, and reading aloud exposes us to new language English.
Overview of Mount Kilimanjaro
Listening and speaking是关于对残疾人Barry Minto的采访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。同时通过听这个采访，要求学生掌握表示祝贺的功能句型。
Warming up by listening and reading aloud learning about Mount Kilimanjaro，Listening and discussing about Barry Minto，Creating a dialogue， Making up new dialogues，Listening, reading and copying，Copying expressions from A letter to architect and making sentences of your own with them，Closing down by writing a letter of your own。
Introduction
Language is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, collocations, structures and topic ideas covered in this unit. Warming up by listening and reading aloud learning about Mount Kilimanjaro will be followed by listening and discussing about Barry Minto，
Elevation (feet): 19563
Elevation (meters): 5963
Range: East Africa Mountains
Country: Tanzania
Continent: Africa
Latitude: -3.06667
Longitude: 37.35
Difficulty: Walk up
Best months for climbing: December, January, February, March, June, July, August
Volcanic status: Extinct
Year first climbed: 1889
Convenient Center: Marangu via Moshi, Tanzania
Nearest major airport: Nairobi, Kenya
Definition: Mountaineering is the age-old activity of climbing up the steep slopes of a mountainside in hopes of reaching the summit. Mountain climbing encompasses numerous activities including snow, ice and rock climbing as well as backpacking and snow camping.
2. Listening and discussing about Barry Minto
Barry Minto is being interviewed by a radio reporter about his climbing of the Mount Kilimanjaro.
Now listen to the recording and do exercises 1 and 2 on page 6.
The pain of being blind and deafCan you imagine what your life would be like if you were blind AND deaf I dread having to make a train journey on my own, for example when there is a delay I have no idea what is happening - no one tells me! I find going out to pubs and restaurants difficult because the lights are often too bright for me. I cannot see that there are steps ahead and will often fall over and also tend to knock into chairs and tables that are not in my field of vision. Rather than people helping me they stare and snigger — is this really the sign of a modern society
Problems the blind and weak-sighted climbers might haveThey might get lost on the way up and down the mountain.They might fall over rolling down the mountain.They might not see the top even if they are on the top.They might not be able to choose the shortest way up and down the mountain.They would have to take a stick up and down the mountain.
3. Creating a dialogue
On page 7 there are several situations. Now read them and create dialogues with your partners.
Situation 1
A: I have just passed my final exam of mathematics in English.
B: Congratulation!
A: I think I did the best this time.
B: I’m proud of you.
A: I am the first to hand in the exam paper.
B: I am very impressed by your performance.
A: I am very tired. I have to go to the hospital.
B: I hope you will be recovered soon.
Situation 2
A: By the way I have just started a new club.
B: What is it
A: It is a Mountain Climbing Club.
B: That’s wonderful.
A: I wish you have time to join the club’s activities.
B: I’m interested in climbing.
A: I am going to climb the Miao Er Mountain in my hometown next weekends.
B: I wish you success.
Situation 3
A: how did you do in the city sports competition
B: I have just won a gold medal in it.
A: Well done!
B:
Situation 4
A: I quit smoking.
B: I admire you for it.
A: I managed to quit it in a week.
A: What you have told me is very impressive.
B: Thank you.
Situation 5
B: I am pleased to tell my team has just won a football match.
A: You've done a wonderful job. Well done! Well done!
B: Thanks.
Situation 6
A: Guess what! I just got promoted.
B: Hey, that's great! Congratulations!
A: I am paid more than before.
B: B: Amazing!
Situation 7
A: I have just received my graduation certificate.
B: You must be a brain.
A: I am going to study for another certificate.
B: I wish you success.
4. Making up new conversations
Could we make us of the collocations and structure patterns learned so far in this unit to make a conversation about the car accident Just have a try.
Car Accident 交通事故Teacher: Does everyone wear a seatbelt each time they drive or ride in a car Mike: No. Seatbelts are for wimps(古板的人,谨小慎微的人）. Besides, I'm a great driver.Teacher: The chances of being injured in a car accident this year are 1 in 75. I think that's worth talking about.Lisa: Have you ever been involved in an auto accident Teacher: Only once. My car hydroplaned （在积水的路面上行驶）on a rainy night and went off the road. Fortunately I was wearing my seatbelt.Lisa: Last December my brother died in an accident. He was in the back seat of his friend’s jeep when it rolled. He wasn't wearing a seatbelt.Teacher: Fastening your seatbelt should be an automatic thing as soon as you get into your car. But too many people still refuse to wear a seatbelt.Lisa: I wouldn't think of going anywhere without wearing a seatbelt.Mike: It's just hard for me to get in the habit of wearing one.Teacher: All it takes is one close-call （侥幸脱险，死里逃生）and you'll wear your seatbelt. You really ought to think twice about not wearing one the next time you got in a car. It may save your life.Lisa: The doctors said it would have saved my brother.
5. Listening, reading and copying
Now it is time to listen to the letter. Go to page 8, please.
Now read the text A letter to an architect on page 8 to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.
6.Homework: p50. Listening task.
Period 8 阅读课(二) (A letter to an architect) (1课时)
Reading, speaking and writing部分要求学生先讨论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾人Alice Major 写给the new Bankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出了一些建议，要求充分考虑残疾人的特殊需要。这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元的教学目标。通过读这封建议信，还要求学生学会写建议信。
Introduction
creating a dialogue，making up new dialogues，listening, reading and copying and copying collocations from A letter to architect and making sentences of your own with them. The class will end in students writing a letter of your own.
Objectives
To help students read the passage A letter to architect
To help students to use the language by reading, listening, speaking and writing
6. Copying collocations from A letter to architect and making sentences of your own with them
A collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.
While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.
Collocations from A letter to architectread in the newspaper that…在报纸上读到……, consider the matter of…考虑……的问题, easy use of the cinema by disabled customers为残疾观众提供方便, in particular特别, consider the following things考虑以下问题, access to通向……；have difficult walking走路有困难的, lifts to all part of the cinema通往电影院各个部分的电梯, the buttons in the lift电梯里的按钮, people in wheelchairs坐轮椅的人, at the back of the cinema在电影院的后排, in cold，unattractive areas在不显眼的地方, as important as other customers和其他顾客一样重要, earphones for people who have trouble hearing为听力有障碍的人提供的耳机, beside all seats在所有座位的旁边, sit in a special area坐在特殊的地方, raised seating抬高的座位, see the screen easily容易看到屏幕, at the end of each row在每排的最后, sit beside their friends坐在朋友的身边, near the entrances to the cinema离电影院入口近, have only one disabled toilet只有一个供残疾人使用的厕所, in the basement在地下室, a long way from where…离……遥远, car parking space停车场, consider my suggestions考虑我的建议, have the same opportunities as…与……有同样的机会, able-bodied people健全人, do… with dignity有尊严地做……
7. Closing down by writing a letter of your own
To end this period we are to write a letter of suggestion based on the one learned just know.
Mr Li Huaqing Wang Fang Chief architect 64 Wucheng RoadTeaching Building Designs Taiyuan44 Long Cheng StreetTaiyuan27 SeptemberDear Mr Li Huaqing, I read/ in the newspaper that/ you are the architect/ who is to design the new school teaching building. I am writing/ to ask you/ to consider the matter of easy use of the school teaching building/ by disabled students. In particular, I would like you/ to consider the following things:1 Access to the school/ for students/ in wheelchairs/ and those/ who have difficult walking. There should be lifts/ to all part of the teaching building/ including toilets, the classrooms, teachers rooms/ and the labs. The buttons/ in the lift/ should be easy/ for students /in wheelchairs/ to reach/ and the lift should be attractive/ and comfortable. In some teaching buildings, the lifts are at the back of the building/ in cold, unattractive areas. This makes disabled studnets feel/they are not as important/ as other students.2 Earphones/ for students/ who have trouble hearing. There should be earphones/ beside all seats, not just a few. This will allow hearing-impaired students/ to enjoy the company of their hearing classmates/ rather than having to sit/ in a special area.3 Raised seating. The seats/ at the back of the classrooms/ should be placed higher/ than the ones/ at the front/ so that everyone, /whether they are short/ or tall, can see the blackboard/ easily. There should be a space/ at the end of each row/ so that students/ in wheelchairs/ can sit/ beside their classmates.4 Toilets. There should be toilets/ for the disabled/ near the entrances/ to the teaching building. It is not good enough/ to have only one disabled toilet/ in the basement/ a long way/ from where the lesson is going on.5 Bike parking. Of course, there also have to be bike parking space /especially for the disabled/ and it should be easy/ for them/ to get/ from the bike park/ to the building.Thank you/ for reading my letter. I hope you will consider my suggestions. Disabled students should have the same opportunities as /able- bodied students to use the building/ and they should be able to do so/ with dignity. I am sure/ many students will praise your building/ if you design it/ with good access/ for disabled students. The school leaders will also be happy/ as more students will be able to go schooling there.Yours sincerely,Wang Fang
Period 9-14 测试练习讲解课 (5课时)
讲解Workbook pp48-53 Learning English p3-6 Test yourself Unit 1
Marty’s story
Up until I was about 10 years old, I was the same as everyone else in my class.
I don’t look any different from other people.
My life is a lot easier at high school than it was at primary school.
I have a muscle disease.
In many ways my disability has made me grow stronger and more independent.
All in all, I have a good life.
第 2 页 共 16 页
About the topic and the structures
单元话题和结构
本单元以残疾和残疾人的生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生挑战的故事。通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的语言技能训练，要求学生学会使用正确得体的英语介绍他人以及向他人表示祝贺。
本单元语言功能项目是：介绍、愿望和祝贺。
本单元语言结构项目是“复习不定式”。
本单元还要求学生学习写作“应用文写作：建议信”。
Period 1 听说课（一）(1课时)
Warming Up 通过Warming up by learning about disability让学生了解残疾的种类、讨论各种残疾给人们的生活带来的种种不便，尽管如此，仍然有许多残疾人在不同领域取得了非凡成就。 “热身”为本单元Reading部分的精彩故事做好了铺垫。
第一步 引入话题
1．Show the students some pictures, then ask them:
There are many kinds of disabilities in the world, so what kind in each picture Or what are you going to be in the future
第二步 小组讨论
Work in groups of four. Ask each other these questions. Then report their answers to the rest of the class.
1) Do you like to help disabled people
2) What kind of disabled people you have helped
3) What kind of work do you like to help them
4) What about your opinion to disabled people
第三步 了解信息
Pre-reading 通过visiting the Family Village website 让学生了解“家庭村”，一个国际虚拟社区，为课文学习作好准备。
第四步 听力练习
Workbook, P46,Reading and listening.
第五步 作业：
作好下一节阅读课的准备，把学英语和立体课堂的阅读练习做好。
Period 2 阅读课（一）Marty’s story (1课时)
Reading是一篇以第一人称描述Marty身残志坚，以积极的态度快乐生活的记叙文。课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。阅读课的教学目的是通过广泛的阅读，培养阅读技能及良好的阅读习惯，提高阅读速度与理解能力，拓宽知识面，扩充词汇量和加大词汇的接触频度，增强英语语感，逐步掌握篇章概括方法，最终达到自如地阅读日常生活中常见的英语篇章，如：英文报纸、杂志、广告的目的。
Introduction
In this period, after the warming up, students will first be guided to read aloud to the tape，read for the forms，read to transfer information，draw a diagram of the text and retell it with the help of the diagram and read to underline and write down all the useful collocations. And the period will end in students talking about living well with disability.
Objectives
To help students understand the text’s forms and contents and learn about living well
To help students communicate on the topic in focus with the words, expressions and structures learned in this unit
Focus
Words
drum， adapt， annoy， conduct， overhear， design，congratulate impair
Collocations
in other words，out of breath，all in all，make fun of，in particular
Patterns
1. Of course, there will always be a few who cannot see the real person/ inside my body, but I do not get annoyed, I just ignore them.
2. Just accept them for who they are and give them encouragement to live as rich and full a life as you do.
3．Up until I was about 10 years old, I was the same as everyone else in my class.
4．Access to the cinema for people in wheelchairs and those who have difficult walking.
5. As well as going to the movies and football matches with my friends when I am well enough, I spend a lot of time with my pets.
6. I am “one in a million”. In other words, there are not many people in the world like me.
7. My life is a lot easier at high school than it was at primary school.
Aids
Multimedia facilities, tape-recorder, photos, diagrams
Procedures
1. Warming up by learning about disability
Hello, class. Nice meeting you and learning English with you.
Everyone hopes that he may live well. But some are not living well because they are disabled. And in this first period we shall learn to help those disabled people to live well. But first what is disabled What is disability
A disabled person is one who has a condition called a disability that interferes with his or her ability to perform one or more activities of everyday living. For example, indoors and going outside, getting dressed, communicating with others.
Then what are the types of disability "Disability" can be broken down into a number of broad sub-categories, which can include the following: physical impairments affecting movement, sensory impairments, neurological impairments, cognitive impairments and psychiatric conditions.
To know more about disability, let’s go to page 2.
2. Pre-reading by visiting the Family Village website
To know more about disability and its solution get online now to http://www.familyvillage.wisc.edu/index.htmlx ( http: / / www.familyvillage.wisc.edu / index.htmlx ).
Welcome to the Family Village! We are a global community that integrates information, resources, and communication opportunities on the Internet for persons with cognitive and other disabilities, for their families, and for those that provide them services and support.Our community includes informational resources on specific diagnoses, communication connections, adaptive products and technology, adaptive recreational activities, education, worship, health issues, disability-related media and literature, and much, much more! So stop in, stroll around, and visit some of the Family Village's attractions. Simply click on a place to explore and discover a cornucopia of useful information! Let us know what you like (or dislike) and visit often, for our village is constantly changing.
3. Reading aloud to the tape
Reading aloud to the recording of the text improves our literacy skills -- reading, writing, speaking, and listening. Now turn to page 2. First we shall listen and read aloud to the recording of the text. Try to read aloud the text as loudly and correctly as possible.
4. Reading for the forms
It is unlikely that you will understand 100 percent of the vocabulary in the text, especially at a first reading. Use first the context and then your own knowledge of the subject to help you guess the meaning of unknown words.
A really useful way to help us with our listening is to become aware of 'thought groups' .
When we speak, we need to divide speech up into small 'chunks' to help the listener understand messages. These chunks or thought groups are groups of words which go together to express an idea or thought. In English, we use pauses and low pitch to mark the end of thought groups.
Then we shall go over the text to read it to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.
5. Reading to transfer information
Writers structure, or organize, their writing in many different ways. Recognizing the way in which a text has been organized will help you understand its meaning more fully.
Now let’s go over the text once again. While going over it look for information to complete the chart below.
Marty’s story
Why are there not many people in the world like me Because: I have a muscle disease that sometimes makes me very weak and I can’t run or climb stairs as quickly as other people. I am clumsy and drop things or bump into furniture.
What is my motto Live one day at a time.
When did I get weak Up until I was about 10 years old, I was the same as everyone else in my class. Then I started to get weaker and weaker.
What was the worst thing about my life One of the worst things about my disease is that I don’t look any different from other people.
Do I have a good life All in all, I have a good life.
What is my ambition My ambition is to work in the computer industry when I grow up. I am the only student in my class to have a pet snake.
What has my disability made me In many ways my disability has made me grow stronger and more independent.
What do I think of having a disability Just having a disability doesn’t mean your life is not satisfying.
6. Drawing a diagram of the text and retell it with the help of the diagram
Writers structure, or organize, their writing in many different ways. Recognizing the way in which a text has been organized will help you understand its meaning more fully.
Scan the text for the topic sentence of each paragraph to make a diagram of the text. Then we shall try to retell the text in our own words with its help.
7. Do comprehension exercises in page3, edition 21, Learning English,
8. Do the preparation for language study.
Period 3 语言讲解课(2课时)
Introduction
In this period students will be first helped by the teacher to discover and learn to use some useful words and collocations, and then to discover and revise the infinitive. The following steps of teaching may be taken: warming up by working on the type of writing and summary of Marty’s story，learning about the Infinitive，listening, reading and completing， learning and finding，making sentences with the Infinitive and closing down by reading a poem in English.
Objectives
To help students revise the infinitive
To help students discover and learn to use some useful words and collocations
To help students discover and learn to use some useful structures
Procedures
I.Warming up by working on the type of writing and summary of Marty’s story
It is important to find main ideas when reading. Main ideas help you remember important information. The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or explain the main idea. Read the text to find the main idea.
We shall first go back to page 8 to read the text to complete the table below.
Type of writing
An email
Summary of the email
Marty’s story
■There are not many people in the world like me.
■I have a muscle disease that sometimes makes me very weak.
■I have learned to adapt to my disability. My motto is: live one day at a time.
■Up until I was about 10 years old, I was the same as everyone else in my class.
■One of the worst things about my disease is that I don’t look any different from other people.
■My ambition is to work in the computer industry when I grow up.
■In many ways my disability has made me grow stronger and more independent.
II．Scanning the text for all the useful collocations
When you scan a text, again you look quickly through it. However, unlike skimming, scanning involves looking for specific words. Now scan the text to find and underline all the useful collocations.
Collocations from Marty’s storyone in a million, in other words, have a muscle disease, make… very weak, climb stairs, drop things, bump into…, be wrong with…, make…well, get worse, get older, stay the same as…, adapt to…, live one day at a time, the same as…, in one’s class, climb tree, play football, dream about…, one day, being a famous football player, represent one’s country in the World Cup, get weaker and weaker, get out of bed, go into hospital for tests, miss a lot of school, have at least a billon tests, cut out a piece of muscle from…, look at… under a microscope, look…, from…, laugh at…, get out of breath, run just a short way, stop half way up the stairs, get up to the top, miss a lot of lessons, after a long absence from school, feel really stupid, a bit behind the others, at high school, at primary school, accept …for…, see the real person inside one’s body, get annoyed, all in all, have a good life, computer programming, work in the computer industry, grow up, invent a computer football game, buy… from.., have a very busy life, have time to sit around feeling sorry for…, go to the movies and football matches with one’s friends, spend a lot of time with…, have a pet snake, take a lot of time, look after, get a lot of enjoyment out of…, have a lot of study to do, as well, sick for a while, in many ways, grow stronger and more independent, work hard, live a normal life, have the chance to do…, have a disability, feel sorry for…, make fun of…, accept…for…, give…encouragement to do…, live as rich and full a life
8. Closing down by talking about living well with disability
How to live well is what we have been learning today. Now give me your opinions about that.
●To use goal setting and problem solving as the framework for developing healthy lifestyles
●To practice healthy living when we have meaningful activities we want to do
●To begin with why we want to be well
●To develop tools and skills for healthy living, including healthy reactions and communication, managing depression, information seeking, physical activity, nutrition, and advocacy
●To pursue meaningful goals despite limitations
●To have a sense of belonging develops
●To feel accepted and encouraged by peers
III、Explanation of the useful words and expressions
Words and Expressions
1.adj. able -- unable be able/unable to do
v. enable —disable n. ability —disability / inability adj. disabled( ~ people) = people with disabilities
1)Tea enables me to keep awake. 2)An accident disabled his left eye.
3) the ability/inability to hear
2 ambition n野心，雄心A boy who is filled with ambition usually works hard.
His ambition to become the Prime Minister is likely to be real.
他要做首相的雄心可能会实现
He has great ambitions. 他胸怀大志
3 beneficial a. 有利的,有益的
be beneficial to sth./sb. 有益于 e.g. Sunshine is beneficial to plants.
2) benefit n. e.g. That experience was of great benefit to me.
Give up smoking for the benefit of your health.
3) benefit vt./vi e.g. We benefit from daily exercise.
4 in other words 换句话说
In other words, you'll have to wait here.换句话说,你不得不等在这里。
word 的相关短语
keep one’s words 履行诺言 big words 大话 in a word 总而言之 word for word 逐字逐句
5 clumsy (1)笨拙的,不灵巧的
You clumsy guy！You’ve knocked over my coffee！ 瞧你这笨蛋！你碰翻了我的咖啡！
(2)(对人)不灵巧的,不圆滑的 She is a clumsy girl. 她不是一个机灵的女孩.
clumsy (3) be clumsy with sth / at doing sth 在…方面不灵巧
He is clumsy with chopsticks / at using chopsticks. 他使用筷子很笨拙。
6. adapt (1)(使)适应, (使)适合
He couldn’t adapt his way of life to the company. 他的生活方式无法适应公司(的要求)。
The children found it hard to adapt to their new school. 孩子们发现很难适应新学校(的生活)。
adapt (2)改造,修改,改编
The materials can be adapted for use with older children. 这些布料可以修改一下用在大一点的孩子身上.
It’s hard to adapt the story for the film. 要把这故事改编成电影很难.
(3) adapt (oneself) to适应… be well adapted to非常适应
He is quick to adapt (himself) to new circumstances. 他很快适应新的环境.
These flowers are well adapted the conditions of rooms. 这些花非常适应室内的环境.
When he moved to Canada, the children____________________ （很能适应变化） adapted to the change very well.
These books have(为小学生改编的)___________________________been adapted for the primary school pupils.
词义辨析：adapt, adjust, fit, suit, match
adapt: 指修改或改变以适应新条件
adjust: 多指“调整，调节”使之适应
fit: 多指“大小适合”，引申为“吻合”
suit: 多指“合乎要求、口味、性格、情况”
match: 指“大小、色调、形状、性质”等相配或相称
You can’t see through the telescope until it is ________ to your eyes.
The shoes ______ me well.
A red jacket doesn’t ______ green trousers.
No dish ______ all tastes.
We ran so fast that we were all out of breath.
9.absence n.缺席，不在某处
absent adj. be absent from… 缺席, 不在
He was absent from the meeting. 他今天开会缺席。
presence n. n.出席, 到场, 在场
present adj. be present at…出现于
His boss told him to be present at the monthly meeting. 他的老板要求他参加月会。
10. annoy使…不悦；惹恼
These flies are annoying me. 这些苍蝇使我烦恼. be annoyed with sb 生某人的气
She was annoyed with Mary for forgetting to phone.因为玛丽忘了给她打电话,她就很生玛丽的气.
be annoyed that + clause 生…的气Tom was annoyed that the book was missing. 书不见了,汤姆很生气.
He was annoyed with his wife because the dinner was badly cooked因为那顿饭做的不好，所以他对妻子很生气。
11.all in all总而言之
All in all, he's more learned than he wasten years ago. 总的说来，他比10年前更有学问了。
He has his faults, but, all in all, he is a good helper. 他虽有缺点，但总的说来，他是一个好帮手。
12. depend v. v. 依靠,相信,信赖~ on… / That all depends. 依照情况而定
independent adj. 独立的,自主的
be independent of…脱离...而独
Finland was independent of Russia during the first world war.
13. make fun of sb. 取笑某人
It's cruel to make fun of a blind man. 取笑一个瞎子是残忍的。
相近短语：
laugh at sb.嘲笑,因...而笑
play a joke on sb. 开个玩笑
tease sb about sth. 戏弄某人
14.courage n. 勇气， 胆识， 气概
encourage vt. 鼓励, 激励, 怂恿
encourage sb to do sth. 鼓励某人做某事
My parents encourage me to become a teacher.
encouragement n 鼓励；奖励
Sentence Analysis
1. I have a very busy life and I don’t have time to sit around feeling sorry for myself.
to sit around 在句中作定语,修饰time.
feeling sorry 为现在分词作状语,表示伴随 情况.如:
She lay in bed staring at the last leaf on the tree.她躺在床上,眼睛盯着树上那最后一片叶子.
2. As well as going to…
当 A as well as B的短语为主语时,谓语动词与A保持一致.如:
(1) His wife as well as his children was invited to the party.
(2) His children as well as his wife were invited to the party.
3. In many ways my disability has made me grow stronger and more independent.
作宾语补足语的不定式在下列情况下要省略 to: 五看 ( see, look at, watch, notice, observe), 二听( listen to, hear),一感觉 (feel),以及 make, let与have.但当变为被动语态时,要加 to.
We noticed him take the book away. He was noticed to take the book away.
They made him do it again and again. He was made to do it again and again.
4. If I had the chance to say …, it would be this: …
本句是一个由if引导的虚拟条件状语从句. 其具体用法有三种形式:
(1) 表示与现在事实相反时,从句动词用过 去式(be 一律用were);主句用would / could / might+动词原形.
If I had time, I would go with you.
If I were you, I would accept it.
(2)表示与过去事实相反时,从句动词用had done;主句用would / could /might+ have done. 如:
If you had been here last night, you would have met her.
(3)表示与将来事实相反时,从句动词用过去式,或should+动词原形,或were to+动词原形主句用would / could / might+ 动词原形. 如:
If it would rain tomorrow, we would not go out.
If he returned / were to return / should
return in a day or two, I would wait for him.
当省略 if 时,从句要用倒装. Were I you, I would go there.
Had he studied harder, he could have passed the exam.
5. Just accept them for who they are and give them encouragement to live as rich and full a life as you do.
当 as, so,how等后面的名词是可数单 数名词时,把形容词放在冠词之前.如:
so cold a day How a clever boy he is!
如果是复数或不可数名词,不能用as, so 等,要用such. what,形容词须放在冠词 之后.如:
such interesting people such cold weather
such an important meeting. What a clever boy he is!
IV. Do exercises in 立体课堂 and Learning languages
V. Homework : Function 1, page3,edition 21, Learning English
Period 5 语法课 (2课时)
Learning about the Infinitive
Infinitive
An infinitive is the simple present form of a verb used as either a noun, adjective, or adverb. The verb of the infinitive is normally preceded by the word to. When the infinitive follows some verbs as the direct object, the “to” may be dropped.
An infinitive phrase is the infinitive plus any complements and any modifiers of the infinitive and complements.
As a Noun: He helped to write the program.
As an Adjective: Lydia was looking for a way to earn money.
As an Adverb: He shouted to get our attention.
To Dropped: He helped write the program.
In the above examples, the infinitive is italicized and the infinitive phrase is underlined.
3. Learning and finding
What is an Infinitive
The infinitive usually occurs with 'To' (for example To go, To come, To wear etc.), except after an auxiliary or modal verb.
It is a verb form that shows no person, tense or aspect.
EXAMPLES OF THE INFINITIVE:
I had to go I must go I want to sing You don't know her You may come
The following verb forms are derived from the Infinitive:
i/ Imperative (same as Infinitive but without 'To')
ii/ Present Simple (same as Infinitive without 'To' but the third person singular takes 's')
iii/ Present Participle or Gerund (add 'ing')
Now read the text once again to find and copy on page 5 all sentences which contain examples of the Infinitive.
动词不定式的作用
Functions of Infinitive
1 主语 (subject) 2 宾语 (object) 3 表语 (predicative) 4 定语 (attribute)
5 状语 (adverbial) 6 宾补 (object complement)
3 作表语
不定式常用在系动词 be, seem, appear, get, remain等后作表语．
1. Seeing is to believe. To see is believing. Seeing is believing. To see is to believe.
2. My job is to help the patients. All you have to do is (to) finish the job quickly.
如果主语部分有个表示不定式内容的do, 用作表语的不定式可省略to
4 作定语 (常常表示将来的动作)
1. 不定式做定语时常放在被修饰的名词或代词之后
(a) She was very busy and had no time to visit her friends.
(b) Ladies and gentlemen ,I have something important to tell you .
2. 当名词被the first ,the last, the only 等词以及形容词最高级修饰时
eg: She is always the first to come and the last to leave.
There is no one to take care of her. I have no jewelry to wear.
4. 如果不定式是不及物动词,则后面需适 当的介词
Please pass me some paper to write____.
She has a nice pen to write _____.
5 作状语
1. 表示目的: to in order to so as to
eg: He spoke loudly (so as / in order) to be heard.
2. 表示原因
不定式可以用在作表语的形容词后作状语, sorry, surprised, happy, glad, eager, angry, foolish, right, wrong, slow, quick, rude, cruel, disappointed等。
eg: I’m glad/pleased to see you.
We were surprised to hear the news.
3.结果状语:
so + adj. / adv. + as to do…
such + adj. + n. +as to do…
adj. / adv.+ enough + to do
too + adv. / adj. +to do
1 He was so foolish as to believe it.
= He was such a fool as to believe it.
= He was foolish enough to believe it.
2 I’m too tired to walk any further tonight.
3 We hurried to the station only to find the train had left.
I didn’t ask you to pay for the meal.
They have warned us to be careful of rats.
不定式做宾补时省略to的情况
I didn’t ask you to pay for the meal.
They have warned us to be careful of rats.
不定式做宾补时省略to的情况
1 不定式在感官动词(feel, hear, listen to, watch, look at, notice, observe)
2 使役动词( let, have, make)后边坐宾补时，省去to, 但是在被动语态中要还原to.
Let me hear you play the piano.
They made the workers work day and night
The workers were made to work day and night.
但当以上的动词用于被动式，to要还原：
1. They saw the boy fall suddenly from the tree.
The boy was seen to fall suddenly from the tree.
2. Mother made John wash the car for a week.
John was made to wash the car for a week.
动词不定式的时态和语态
不定式的时态
I am very glad to be working with you.
He pretended to be working hard when his boss passed him.
表示的动作通常与谓语动词表示的动作同时发生。
不定式的完成式 to have done
He happened to have seen the film before.
The novel is believed to have been translated into Chinese.
不定式所表示的动作发生在谓语动作或状态之前。
He wanted to have met you at the airport, but he didn’t get there in time.
表示过去没有实现的期待或者计划 hoped, promised, wanted, wished, expected, planned…
I would like to have given her the gift.
He would like to have played the
violin at the concert.
不定式的完成式在would like后边表示未能实现的愿望。
主动语态 to do
被动语态 to be done
It is an honor for me to be invited to attend the meeting.
Everyone likes the hero to be praised.
We asked him to stay till the next
day, but he refused to.
Are you a teacher Yes, and I haveto be
What we want to do now is lie down and have a good rest.
I didn’t say anything but to make a gesture.
省略to 与省略do
固定词组和句型
1. prefer n. (doing) to n. (doing)
2. prefer to do sth rather than do sth
3. would rather do
4. would rather +句子（虚拟语气）
5. advise/allow/permit/forbid sb to do
advise/allow/permit/forbid) doing
主动形式表被动意义的不定式
1.主语＋be +adj. +to do
能用于此句型的形容词有：difficult ,easy, comfortable ,fit, hard, pleasant, tiresome(使人疲劳的) ,interesting, nice , heavy, dangerous, light, important, etc.
The question is very difficult to answer.
The problem is difficult to deal with.
2.主语+be +adj. + enough +to do
The box is light enough to carry.
The river water is warm enough to swim in.
The box is light enough to carry.
The river water is warm enough to swim in.
3.主语+be +too +adj. +to do
The books seemed too heavy to carry.
The ice is too thin to skate on.
练习
1. 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
2. I’ve worked with children before, so I know what _____ in my new job.
A. expected B. to expect C. to be expecting D. expects
3. There are five pairs____, but I am at a loss which to buy.
A to be chosen B to choose from C to choose D for choosing
4.I find these problems are easy___.
A. to be worked out B. to work them out C. to work out D. to be worked them out
5.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
6.____late in the morning , Bob turned off the alarm.
A . To sleep B. Sleeping C. Sleep D . Having slept
7. Tom kept quiet about the accident ＿＿ lose his job.
A. so not as to B. so as not to C. so as to not D. not so as to
8. John was made ____the truck for a week as a punishment.
A. to wash B. washing C. wash D. to be washing
9. The patient was warned ___only food after the operation.
A. to eat not B. eating not C. not to eat D. not eating
4. Making sentences with the Infinitive
1. To have a muscle disease is very boring for any people.2. I do not want to make my body very weak.3. To climb stairs, you need some tips.4. I don’t want you to drop things while going along the street.5. To bump into a car is dangerous.6. To make life well worth living you have to learn to live with what you have.7. He is looking for ways not to get worse or get older.8. He stayed on to adapt to the life there.9. My motto is to live one day at a time.He likes to climb tree, play football and dream about becoming rich overnight.I hope to represent my country in the World Cup.Getting weaker and weaker, I have no strength even to get out of bed. To go into hospital for tests, I have to miss a lot of school.He learns to look at small things under a microscope. To get out of breath, you just have to run a short way.
5. Listening, reading and completing
Now you are going to listen to a short paragraph about Zhang Haidi.
The model status of Zhang Haidi (Shandong Province, 1955), widely publicized in print and in propaganda posters from 1983 on, is an interesting one. Zhang Haidi, also known as Ling Ling, became a paraplegic at the age of five following four operations for the removal of tumors in her spine. When she received news that her illness was incurable, she was reported to have attempted to commit suicide by taking sleeping pills, an action usually considered as a betrayal of the revolution and as evidence of discontent with socialism, and therefore as the act of a coward. She never went to school, but through diligent self-study, she learned to read books on politics, literature and medical science. She also learned foreign languages, including English, Japanese and German. She did not only function as a model because of her intellectual accomplishments or her devotion to serving others, but also because "... In Lei Feng, Chinese youths had to reach for communism. In Zhang Haidi, communism reaches for Chinese youths."
Now you are to complete the two paragraphs on page 4 choosing the right words from the list.
5. Do exercises on p5, textbook,
6. Homework function 2, p3,edition 21,Learning English
Period 7 听说课（二）(1课时)
Step 1 Review the Grammar
Step 2 Do the Listening exercises at p6,p7
Procedures
1. Warming up by listening and reading aloud learning about Mount Kilimanjaro
The benefits of reading aloud are many and especially when learning to read. English is not our first language, and reading aloud exposes us to new language English.
Overview of Mount Kilimanjaro
Listening and speaking是关于对残疾人Barry Minto的采访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。同时通过听这个采访，要求学生掌握表示祝贺的功能句型。
Warming up by listening and reading aloud learning about Mount Kilimanjaro，Listening and discussing about Barry Minto，Creating a dialogue， Making up new dialogues，Listening, reading and copying，Copying expressions from A letter to architect and making sentences of your own with them，Closing down by writing a letter of your own。
Introduction
Language is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, collocations, structures and topic ideas covered in this unit. Warming up by listening and reading aloud learning about Mount Kilimanjaro will be followed by listening and discussing about Barry Minto，
Elevation (feet): 19563
Elevation (meters): 5963
Range: East Africa Mountains
Country: Tanzania
Continent: Africa
Latitude: -3.06667
Longitude: 37.35
Difficulty: Walk up
Best months for climbing: December, January, February, March, June, July, August
Volcanic status: Extinct
Year first climbed: 1889
Convenient Center: Marangu via Moshi, Tanzania
Nearest major airport: Nairobi, Kenya
Definition: Mountaineering is the age-old activity of climbing up the steep slopes of a mountainside in hopes of reaching the summit. Mountain climbing encompasses numerous activities including snow, ice and rock climbing as well as backpacking and snow camping.
2. Listening and discussing about Barry Minto
Barry Minto is being interviewed by a radio reporter about his climbing of the Mount Kilimanjaro.
Now listen to the recording and do exercises 1 and 2 on page 6.
The pain of being blind and deafCan you imagine what your life would be like if you were blind AND deaf I dread having to make a train journey on my own, for example when there is a delay I have no idea what is happening - no one tells me! I find going out to pubs and restaurants difficult because the lights are often too bright for me. I cannot see that there are steps ahead and will often fall over and also tend to knock into chairs and tables that are not in my field of vision. Rather than people helping me they stare and snigger — is this really the sign of a modern society
Problems the blind and weak-sighted climbers might haveThey might get lost on the way up and down the mountain.They might fall over rolling down the mountain.They might not see the top even if they are on the top.They might not be able to choose the shortest way up and down the mountain.They would have to take a stick up and down the mountain.
3. Creating a dialogue
On page 7 there are several situations. Now read them and create dialogues with your partners.
Situation 1
A: I have just passed my final exam of mathematics in English.
B: Congratulation!
A: I think I did the best this time.
B: I’m proud of you.
A: I am the first to hand in the exam paper.
B: I am very impressed by your performance.
A: I am very tired. I have to go to the hospital.
B: I hope you will be recovered soon.
Situation 2
A: By the way I have just started a new club.
B: What is it
A: It is a Mountain Climbing Club.
B: That’s wonderful.
A: I wish you have time to join the club’s activities.
B: I’m interested in climbing.
A: I am going to climb the Miao Er Mountain in my hometown next weekends.
B: I wish you success.
Situation 3
A: how did you do in the city sports competition
B: I have just won a gold medal in it.
A: Well done!
B:
Situation 4
A: I quit smoking.
B: I admire you for it.
A: I managed to quit it in a week.
A: What you have told me is very impressive.
B: Thank you.
Situation 5
B: I am pleased to tell my team has just won a football match.
A: You've done a wonderful job. Well done! Well done!
B: Thanks.
Situation 6
A: Guess what! I just got promoted.
B: Hey, that's great! Congratulations!
A: I am paid more than before.
B: B: Amazing!
Situation 7
A: I have just received my graduation certificate.
B: You must be a brain.
A: I am going to study for another certificate.
B: I wish you success.
4. Making up new conversations
Could we make us of the collocations and structure patterns learned so far in this unit to make a conversation about the car accident Just have a try.
Car Accident 交通事故Teacher: Does everyone wear a seatbelt each time they drive or ride in a car Mike: No. Seatbelts are for wimps(古板的人,谨小慎微的人）. Besides, I'm a great driver.Teacher: The chances of being injured in a car accident this year are 1 in 75. I think that's worth talking about.Lisa: Have you ever been involved in an auto accident Teacher: Only once. My car hydroplaned （在积水的路面上行驶）on a rainy night and went off the road. Fortunately I was wearing my seatbelt.Lisa: Last December my brother died in an accident. He was in the back seat of his friend’s jeep when it rolled. He wasn't wearing a seatbelt.Teacher: Fastening your seatbelt should be an automatic thing as soon as you get into your car. But too many people still refuse to wear a seatbelt.Lisa: I wouldn't think of going anywhere without wearing a seatbelt.Mike: It's just hard for me to get in the habit of wearing one.Teacher: All it takes is one close-call （侥幸脱险，死里逃生）and you'll wear your seatbelt. You really ought to think twice about not wearing one the next time you got in a car. It may save your life.Lisa: The doctors said it would have saved my brother.
5. Listening, reading and copying
Now it is time to listen to the letter. Go to page 8, please.
Now read the text A letter to an architect on page 8 to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.
6.Homework: p50. Listening task.
Period 8 阅读课(二) (A letter to an architect) (1课时)
Reading, speaking and writing部分要求学生先讨论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾人Alice Major 写给the new Bankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出了一些建议，要求充分考虑残疾人的特殊需要。这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元的教学目标。通过读这封建议信，还要求学生学会写建议信。
Introduction
creating a dialogue，making up new dialogues，listening, reading and copying and copying collocations from A letter to architect and making sentences of your own with them. The class will end in students writing a letter of your own.
Objectives
To help students read the passage A letter to architect
To help students to use the language by reading, listening, speaking and writing
6. Copying collocations from A letter to architect and making sentences of your own with them
A collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.
While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.
Collocations from A letter to architectread in the newspaper that…在报纸上读到……, consider the matter of…考虑……的问题, easy use of the cinema by disabled customers为残疾观众提供方便, in particular特别, consider the following things考虑以下问题, access to通向……；have difficult walking走路有困难的, lifts to all part of the cinema通往电影院各个部分的电梯, the buttons in the lift电梯里的按钮, people in wheelchairs坐轮椅的人, at the back of the cinema在电影院的后排, in cold，unattractive areas在不显眼的地方, as important as other customers和其他顾客一样重要, earphones for people who have trouble hearing为听力有障碍的人提供的耳机, beside all seats在所有座位的旁边, sit in a special area坐在特殊的地方, raised seating抬高的座位, see the screen easily容易看到屏幕, at the end of each row在每排的最后, sit beside their friends坐在朋友的身边, near the entrances to the cinema离电影院入口近, have only one disabled toilet只有一个供残疾人使用的厕所, in the basement在地下室, a long way from where…离……遥远, car parking space停车场, consider my suggestions考虑我的建议, have the same opportunities as…与……有同样的机会, able-bodied people健全人, do… with dignity有尊严地做……
7. Closing down by writing a letter of your own
To end this period we are to write a letter of suggestion based on the one learned just know.
Mr Li Huaqing Wang Fang Chief architect 64 Wucheng RoadTeaching Building Designs Taiyuan44 Long Cheng StreetTaiyuan27 SeptemberDear Mr Li Huaqing, I read/ in the newspaper that/ you are the architect/ who is to design the new school teaching building. I am writing/ to ask you/ to consider the matter of easy use of the school teaching building/ by disabled students. In particular, I would like you/ to consider the following things:1 Access to the school/ for students/ in wheelchairs/ and those/ who have difficult walking. There should be lifts/ to all part of the teaching building/ including toilets, the classrooms, teachers rooms/ and the labs. The buttons/ in the lift/ should be easy/ for students /in wheelchairs/ to reach/ and the lift should be attractive/ and comfortable. In some teaching buildings, the lifts are at the back of the building/ in cold, unattractive areas. This makes disabled studnets feel/they are not as important/ as other students.2 Earphones/ for students/ who have trouble hearing. There should be earphones/ beside all seats, not just a few. This will allow hearing-impaired students/ to enjoy the company of their hearing classmates/ rather than having to sit/ in a special area.3 Raised seating. The seats/ at the back of the classrooms/ should be placed higher/ than the ones/ at the front/ so that everyone, /whether they are short/ or tall, can see the blackboard/ easily. There should be a space/ at the end of each row/ so that students/ in wheelchairs/ can sit/ beside their classmates.4 Toilets. There should be toilets/ for the disabled/ near the entrances/ to the teaching building. It is not good enough/ to have only one disabled toilet/ in the basement/ a long way/ from where the lesson is going on.5 Bike parking. Of course, there also have to be bike parking space /especially for the disabled/ and it should be easy/ for them/ to get/ from the bike park/ to the building.Thank you/ for reading my letter. I hope you will consider my suggestions. Disabled students should have the same opportunities as /able- bodied students to use the building/ and they should be able to do so/ with dignity. I am sure/ many students will praise your building/ if you design it/ with good access/ for disabled students. The school leaders will also be happy/ as more students will be able to go schooling there.Yours sincerely,Wang Fang
Period 9-14 测试练习讲解课 (5课时)
讲解Workbook pp48-53 Learning English p3-6 Test yourself Unit 1
Marty’s story
Up until I was about 10 years old, I was the same as everyone else in my class.
I don’t look any different from other people.
My life is a lot easier at high school than it was at primary school.
I have a muscle disease.
In many ways my disability has made me grow stronger and more independent.
All in all, I have a good life.
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