本资料来自于资源最齐全的２１世纪教育网www.21cnjy.com
Unit 1 Living well
Part 1 Teaching Design
第一部分 教学设计
Period 2 A sample lesson plan for Learning about Language
(Revise the Infinitive)
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
1. 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.
2. 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. 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.
4. 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
To err is human
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.
5. 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.
21世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@21世纪教育网Unit 1 Living well
Part 1 Teaching Design
第一部分 教学设计
Period 3 A sample lesson plan for Using Language
(A letter to an architect)
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，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
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
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 6 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. 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本资料来自于资源最齐全的２１世纪教育网www.21cnjy.com
Unit 1 Living well
第一部分
《金色教案》教学设计说明
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”。《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。
Period 1Reading 阅读课 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。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。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。教师可以参考使用本书提供的下列程序：Reading aloud to the tape，Reading for the forms，Reading to transfer information，Drawing a diagram of the text and retell it with the help of the diagram，Reading to underline and write down all the useful collocations，Closing down by talking about living well with disability。
Period 2Learning about language 知识课 Learning about language 语言知识教学应该抓住形式、意义和用法三个环节，正确处理三者之间的关系。明确让学生掌握语言形式是基础、了解其意义是关键、学会使用才是真正的目的。建议教师通过下列设计：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，Closing down by reading a poem in English 帮助学生学会、用好语言知识。
Period 3Using language运用课 Using language分为两部分，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。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。本书提供的下列教学程序可供参考：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。
实际教学过程课时划分建议
Period 1 将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。
Period 2 将Learning about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。
Period 3 将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。
Period 4 将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。
Period 5 将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。
第二部分
教学资源说明
Section 1Background 背景 围绕单元话题“Festival around the world”，《金色教案》提供了几则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。
Section 2Explanation解析 重点针对“阅读课型”中的课文难句，《金色教案》不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。
Section 3Vocabulary词汇 按照课本单元词汇表顺序，《金色教案》重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。
第三部分
教学测评说明
围绕单元词法、句法项目，《金色教案》提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。
Part 1 Teaching Design
第一部分 教学设计
Period 1 A sample lesson plan for reading
(Marty’s story)
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，congratulateimpair
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.21cnjy.com / ).
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．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
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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