人教版高二英语选修7Unit 1 Living well 教案

Unit 1 Living well
Ⅰ. 单元教学目标
技能目标Skill Goals
▲ Talk about disability and life of disabled people
▲ Express wishes & congratulations
▲ Learn expressions of formal introduction
▲ Revise the Infinitive
▲ Write a letter of suggestion
Ⅱ. 目标语言
功
能
句
式
Introduction
I’d like to introduce you to ...
I’d like you to meet ...
May I introduce...?
Pleased to meet you.
It’s nice to meet you.
Wishes & congratulations
Congratulations.
All the best.
I’m proud of you.
I wish you success.
Good luck.
Well done.
I’m very impressed by your performance.
You have my best wishes.
I’m very pleased for you.
I hope it goes well for you.
That’s wonderful/amazing.
词 汇
1． 四会词汇
disability, disabled, eyesight, ambition, beneficial, clumsy, adapt, microscope, absence, fellow, annoy, annoyed, industry, tank, encouragement, conduct, politics, literature, resign, companion, assistance, congratulate, graduation, basement, accessible
2． 认读词汇
syndrome, Rosalyn, Sally, Marty, fulfilling, Kilimanjaro, Qomolangma, wheelchair, Sanders, earphone, impair, community
3． 词组
in other words, adapt to, cut out, out of breath, all in all, sit around, as well as , make fun of, never mind, all the best, meet with
4． 重点词汇
disability, disabled, adapt, annoy, conduct, congratulate, accessible
结
构
Revise the Infinitive
The infinitive can be used:
1. as the subject
2. as the predicative
3. as the object
4. as the object complement
5. as the adverbial
6. as the attribute
重
点
句
子
1. …but I am very outgoing and have learned to adapt to my disability.
P2
2. Every time I returned after an absence, I felt stupid because I was behind the others. P2
3. All in all, I have a good life. P2
4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do. P3
Ⅲ. 教材分析和教材重组
1. 教材分析
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。
1.1 Warming Up 让学生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便。尽管如此，仍然有许多残疾人在不同领域取得了非凡成就，为本单元Reading部分的精彩故事做好了铺垫。
1.2 Pre-reading 通过介绍网站“Family village”，激发学生的阅读兴趣。
1.3 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故事。课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。
1.4 Comprehending共有3个练习，这3个练习的设置由表及里，由浅入深，非常科学。练习1是浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活的乐观态度；练习2要求学生总结课文每段的段落大意；练习3是深层次的理解题，要求学生在正确理解课文的基础上，通过讨论得出结论。
1.5 Learning about Language分为两部分，Discovering useful words and expressions是本单元的词汇练习题；Revising useful structures是本单元的语法练习题，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。
1.6 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。
2． 教材重组
2.1 将Warming Up， Pre-reading， Reading与Comprehending整合在一起上一节“阅读课”。
2.2 把Learning about Language 和Workbook 的USING WORDS AND EXPRESSIONS及USING STRUCTURES整合在一起上一节“语言学习课”。
2.3 将Using Language设计为一节包括听说读写在内的“综合技能课（一）”。
2.4 将Workbook的READING AND LISTENING 和TALKING 结合在一起，上一节 “听说课”。
2.5 将Workbook的LISTENING TASK, READING AND WRITING TASK和SPEAKING TASK 设计为一节“综合技能课（二）”。
3. 课型设计与课时分配
1st Period Reading
2nd Period Language study
3rd Period Integrating skills (Ⅰ)
4th Period Listening and speaking
5th Period Integrating skills (Ⅱ)
Ⅳ. 分课时教案
The First Period Reading
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
eyesight, ambition, disabled, beneficial, in other words, clumsy, adapt, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, make fun of, encouragement
b. 重点句型
…but I am very outgoing and have learned to adapt to my disability.
Every time I returned after an absence, I felt stupid because I was behind the others.
All in all, I have a good life.
Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.
2. Ability goals能力目标
Help students to learn about disability and life of the disabled. Enable students to know that people with disabilities can also live well.
3. Learning ability goals学能目标
By talking about disability and life of the disabled, students will learn some positive stories of the disabled. This will help them understand more about how challenging life can be for the disabled.
Teaching important points教学重点
How positive stories of the people with disabilities inspire others.
Teaching difficult points 教学难点
How to help students understand the difficulties the disabled have to overcome.
Teaching methods教学方法
Discussing, explaining, reading and practicing.
Teaching aids教具准备
Multi-media computer.
Teaching procedures && ways教学过程与方式
Step I Lead-in
Deal with Warming Up. First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then play some videos or show some photos of people with disabilities. Students will be asked to discuss what the disabilities are and what difficulties they have to overcome in daily life.
T: Good morning /afternoon, class!
Ss: Good morning/ afternoon, Mr. / Ms...
T: I think most of you should have learned about Helen Keller, a great woman in American history. Although she was deaf and blind, she became a role model for millions of people. Here I’d like to share one of the quotes from her with you.
Although the world is full of suffering, it is full also of the overcoming of it.
T: The world is full of suffering, especially for those disabled people. Do you happen to know anyone with a mental or physical disability? What are their lives like?
S1: My neighbor, a 6-year-old girl, can not speak. She is dumb. She cannot play with other children.
T: Then how can she make herself understood?
S1: She has to use body language and sign language. I find it very hard to understand her. But her family can understand her very well.
T: OK, anyone else?
S2: One of my friends doesn’t like school. We are of the same age. He should be in high school. Unluckily he can only stay at home. Because whenever he comes to school, he feels sick and cannot help trembling. He is afraid of school, whenever he hears the word “school”, he sweats and feels very nervous. I think he has a mental disability.
T: I feel sorry for your friend. Perhaps he has experienced something unpleasant in school. I think he should see a doctor.
S2: He has been visiting a doctor. I hope he will get well soon.
T: I hope so. Now let’s watch some short videos (or look at some photos) of some disabled people. Please discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.
Show the list of disabilities on the PowerPoint.
After discussion, present the four pictures on Page 1 to students.
T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success. Now look at the pictures, how do they look?
Ss: They look happy and satisfied. They are smiling.
T: Yes, they are. But all of them are disabled. Can you guess what their disability might be?
S3: I think Rosalyn has learning difficulty. Generally speaking, those who have learning difficulty are good at sports and clever at hands.
T: OK, what about Richard?
S4: Everyone can see he has difficulty with eyesight, because he is wearing glasses. He also looks very weak, maybe he has severe illness.
S5: I guess he may have lost an arm or leg, for we cannot see his arms or legs in the picture.
S6: He cannot have lost an arm or leg, for next year he will train to be a teacher. How can a person without an arm or leg be a teacher?
T: That sounds reasonable. OK, what about Sally?
S7: Sally may have a severe illness, for she has a very busy life. In my opinion those who know they are dying always keep themselves very busy.
T: Sound like that. Let’s come to Gao Qiang.
S8: From the picture it is hard to guess what disability Gao Qiang has. Maybe he has walking difficulty.
S9: It is hard to say. If he has walking difficulty, I will admire him very much, for he takes dancing lessons...
T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Family village”. From here we can learn some positive stories about the disabled.
Step Ⅱ Pre-reading
Ask students to read the passage about “Family village” in pre-reading carefully and find out the purpose of the website. Then show the suggested answers on the PowerPoint.
Suggested answers:
1. To give ordinary young people with a disability the chance to share their stories with others.
2. To inspire other disabled people.
3. To get non-disabled people to understand more about how challenging life can be for people with disabilities.
Step Ⅲ Reading
Deal with the reading passage.
Scanning
Ask students to scan the text and find problems Marty has in his life and what he does in spite of his disability.
T: First I’d like you to do scanning and then fill in the chart with the information you get from the text. After you have finished, please compare your answer with your partner’s.
Several minutes later, students compare their information with each other in groups. Then check the answer with the whole class.
T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint.
Show some adjectives on the PowerPoint.
brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid
T: OK. You are right. Though Marty has a muscle disease which causes many difficulties to his life, he still lives well. He is living a busy and satisfying life. He is very optimistic.
Then continue to discuss the next questions on Page 3. Deal with the next questions in the same way.
Suggested answers:
1. Marty seems to be a fairly positive person who considers he has a good life. He is realistic about his disability, but does not let this stop him doing as much as he can. He is a psychologically strong, independent boy.
2. Missing lots of school, not being able to run around and play sports like other boys at his age, people not understanding that he has a disability.
3. Marty keeps busy doing things that do not require physical strength, like computer programming. He has friends with whom he can go to movies and football matches and he has lots of pets. He also studies hard.
4. They can accept people with disabilities like Marty for who they are rather than focus on their disability. They can encourage them to live rich and full lives.
5. Because they found that Marty was able to live as rich and full a life as everyone else.
6. Answers would vary.
Careful reading
Ask students to read the text carefully and then finish Ex3 on Page 4.
T: Now let’s read the text again and try to sum up the main idea of each paragraph.
Several minutes later check the answers with the whole class.
Suggested answers:
Paragraph 1: An introduction to Marty and his muscle disease
Paragraph 2: How his disability developed
Paragraph 3: Marty met a lot of difficulties at school
Paragraph 4: How his life has become easier
Paragraph 5: The advantages of his disease
Summary
Ask students to work together to write a mini biography for Marty according to the text.
T: Now we’ve finished Marty’s story. Now it’s time for you to work in groups and write a mini biography for him.
My mini bio
Name:
Status:
Health:
Interests and Hobbies:
Ambition:
Motto:
A few minutes later show the sample on the PowerPoint.
My mini bio
Name: Marty Fielding
Status: High school student
Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people
Interests and Hobbies:
· Enjoying writing and computer programming
· Going to the movies and football matches when I am well enough
· Spending a lot of time with my pets—two rabbits, five mice, a tank full of fish and a snake
Ambition: to work in the computer industry
Motto: live one day at a time
Explanation
During this procedure, play the tape for students. Students will underline the difficult sentences. After listening to the tape, explain the text and deal with the language problems.
T: Now we will deal with some difficult language points. I will play the recording of the text for you. Please make a mark where you have difficulties.
After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Pages 86-87.
T: Do you have any difficulties with the text？
S1: Could you please explain the sentence to us：
I have learned to adapt to my disability.
T: Before he developed the disease, he could run or climb the stairs as quickly as other people. But after he had the disease, he becomes very weak, so he cannot run very fast. It takes time for him to get used to slow pace. Besides this the disease has brought many other difficulties to him, he has to get used to living with the disease. So we can understand it like this: I have got used to living with the disease. Do you have any other questions?
Ss: No.
T: This is a very inspiring story. From Marty’s story, what have you learned?
S1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow.
S2: We shouldn’t feel sorry for them. That might hurt them.
S3: We should help them in a clever way.
S4: We should encourage them when they feel down.
...
S8: Just having a disability doesn’t mean your life is not satisfying.
T: I’m very glad all of you have learned something from the story. Please remember everyone can live well even if he has a disability. If you’d like to learn more about the life of disabled people, please surf the Internet.
Step Ⅳ Homework
Retell Marty’s story according to the mini bio.
Surf the Internet to learn more about the life of disabled people.
The Second Period Language study
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
disability, disabled, eyesight, ambition, beneficial, adapt, absence, fellow, annoyed, encouragement, conduct, resign, basement, accessible, latter, stupid, clumsy, all the best, all in all
b. 重点句型
The infinitive:
1. as the subject
2. as the predicative
3. as the object
4. as the object complement
5. as the adverbial
6. as the attribute
2. Ability goals能力目标
Enable students to use the infinitive.
3. Learning ability goals学能目标
Help students learn how to use the infinitive.
Teaching important points教学重点
The use of some key words and expressions and the infinitive.
Teaching difficult points 教学难点
Different functions of the infinitive.
Teaching methods教学方法
Explaining and practicing.
Teaching aids教具准备
Multi-media computer.
Teaching procedures & ways教学过程与方式
Step Ⅰ Revision
Ask several students to retell Marty’s story. Show Marty’s mini bio on the PowerPoint.
My mini bio
Name: Marty Fielding
Status: High school student
Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people
Interests and Hobbies:
· Enjoying writing and computer programming
· Going to the movies and football matches when I am well enough
· Spending a lot of time with my pets—two rabbits, five mice, a tank full of fish and a snake
Ambition: to work in the computer industry
Motto: live one day at a time
T: Yesterday you were asked to retell Marty’s story. You may refer to his mini bio on the PowerPoint. Now who would like to have a try?
…
Step Ⅱ Discovering useful words and expressions
Deal with Ex1 && Ex2 in Discovering useful words and expressions. After dealing with Ex1, ask students to do Ex2 in groups. Then check the answers with the whole class. Show the suggested answers on the PowerPoint.
Deal with Ex1 && Ex2 on Page 48. Students are asked to do the exercises in groups. Then show the suggested answers on the PowerPoint.
As for Ex3, ask 10 students to translate the 10 sentences. And give them immediate help when necessary.
Step Ⅲ Discovering useful structures
Show some sentences that contain the infinitive and ask students to identify its fun_ction.
It is good to help others. (subject)
It is my ambition to make sure that the disabled people in our neighbourhood have access to all public buildings. (subject)
My ambition is to work in the computer industry when I grow up. (predicative)
I don’t have time to sit around feeling sorry for myself. (attribute)
I am the only student in my class to have a pet snake. (attribute)
A big company has decided to buy it from me. (object)
My fellow students have begun to accept me for who I am. (object)
I have had to work hard to live a normal life. (adverbial)
Some days I am too tired to get out of bed. (adverbial)
We must call on local government to give financial assistance to disabled people. (object complement)
Note: The following verbs are normally followed by the infinitive.
afford, agree, appear, arrange, ask, attempt, care, choose, claim, come, consent, dare, decide, demand, deserve, determine, elect, endeavour, expect, fail, get, guarantee, hate, help, hesitate, hope, hurry, intend, learn, long, manage, mean, need, offer, plan, prepare, pretend, promise, refuse, say, seem, tend, threaten, want, wish
For example:
I can’t afford to go to the pub.
He agreed to practise more.
You should learn to express yourself.
They managed to fix the problem.
Explanation of the Gerund and the Infinitive
Some words can be followed by either the infinitive or the -ing form. Please pay attention when there is no difference in meaning and when there is difference. Show the following on the PowerPoint.
Gerund and Infinitive (no difference in meaning)
We use the Gerund or the Infinitive after the following verbs:
begin
He began talking.
He began to talk.
continue
They continue smoking.
They continue to smoke.
hate
Do you hate working on Saturdays?
Do you hate to work on Saturdays?
like
I like swimming.
I like to swim.
love
She loves painting.
She loves to paint.
prefer
Pat prefers walking home.
Pat prefers to walk home.
start
They start singing.
They start to sing.
We use the Gerund or the Infinitive after the following verbs. There are two possible structures after these verbs. Gerund: verb + -ing
Infinitive: verb + person + to-infinitive
advise
They advise walking to town.
They advise us to walk to town.
allow
They do not allow smoking here.
They do not allow us to smoke here.
encourage
They encourage doing the test.
They encourage us to do the test.
permit
They do not permit smoking here.
They do not permit us to smoke here.
We use the following structures with the word recommend:
recommend
They recommend walking to town.
They recommend that we walk to town.
Some verbs have different meanings. (when used with Gerund or Infinitive)
GERUND
INFINITIVE
forget
He’ll never forget spending so much money on his first computer.
Don’t forget to spend money on the tickets.
go on
Go on reading the text.
Go on to read the text.
mean
You have forgotten your homework again. That means phoning your mother.
I meant to phone your mother, but my mobile didn’t work.
remember
I remember switching off the lights when I went on holiday.
Remember to switch off the lights when you go on holiday.
stop
Stop reading the text.
Stop to read the text.
try
Why don’t you try running after the dog?
I tried to run after the dog, but I...
Using structures
Deal with the exercises on Page 49.
Do Ex2 first and then do Ex3.
Ask students to do Ex1 in their exercise books after class.
Step Ⅳ Homework
Go over the key words and expressions.
Go over the grammar.
Finish Ex1 on Page 49.
The Third Period Integrating skills(Ⅰ)
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
assistance, companion, graduation basement, congratulate, all the best, accessible
b. 功能句式
Expressions used to offer congratulations and best wishes.
2. Ability goals 能力目标
Enable students to offer congratulations and best wishes.
Enable students to write a letter of suggestion.
3. Learning ability goals学能目标
By proper language input, students learn to offer congratulations and best wishes and write a letter of suggestion.
Teaching important and difficult points教学重难点
Offer congratulations and best wishes.
Learn to write a letter of suggestion.
Teaching methods教学方法
Listening, speaking, reading and writing.
Teaching aids 教具准备
Multi-media computer.
Teaching procedures && ways 过程与方式
Step Ⅰ Lead-in
Talk about Mount Kilimanjaro in Africa. Ask some questions about it. Show the following on the Power-Point.
T: Good morning / afternoon, class!
Ss: Good morning / afternoon, Mr. / Ms ...
T: Which mountain is the highest in Africa?
Ss: Mount Kilimanjaro.
Show the pictures and introduction of Mount Kilimanjaro on the PowerPoint.
MOUNT KILIMANJARO
Ask people to think of a typical African mountain, and for many, Kilimanjaro might spring to mind. But it’s far from typical. At 20,000 feet, it’s the highest mountain in Africa, and one of only two to bear permanent snow (Mount Kenya is the other). Moreover, it is the largest mountain in the world that is free-standing; i.e., not part of a mountain range. To scale Mount Kilimanjaro is the ambition of many visitors to Africa. Mount Kilimanjaro, the highest mountain in Africa, now attracts many thousands of walkers each year.
Step Ⅱ Listening
T: Do you think it easy to climb Kilimanjaro?
Ss: Of course not.
T: It is not easy to climb it. It is more difficult for people with disabilities. But Barry Minto made it. And he became famous. He is being interviewed on the radio. Now let’s listen to the interview.
Deal with Exx 1-4 on Pages 6-7. Play the recording several times if necessary.
Step Ⅲ Speaking
Students are asked to work in pairs to practice offering congratulations and best wishes.
Show the useful expressions on Page 7 on the PowerPoint.
congratulate:
to tell someone that you are happy because they have achieved something or because something nice has happened to them
He never even stopped to congratulate me.
congratulate somebody on something
She congratulated me warmly on my exam results.
congratulate somebody for (doing) something
All three are to be congratulated for doing so well.
congratulations:
a) used when you want to congratulate someone
—“I’ve just passed my driving test!”
—“Congratulations!”
b) words saying you are happy that someone has achieved something
Give Tom my congratulations.
all the best:
used to express good wishes to someone for the future
We’d just like to wish him all the best in his new job.
all the best for ...
All the best for the New Year!
Demonstrate a dialogue with a student.
A sample of offering wishes and congratulations:
B: Congratulations on your graduation certificate.
A: Thanks. And I was told you’ve invented a new computer game.
B: Yes, a company has decided to buy it from me.
A: That’s amazing. Good luck to you.
B: Thanks.
After students have finished the exercises in the textbook, show the following situations on the PowerPoint.
Give the following two situations for students to practice offering congratulations and best wishes.
Situation 1: Your friend is going to take part in the 2005 “CCTV Cup” English Speaking Contest.
Situation 2: Your friend has won the first prize in the 2005 “CCTV Cup” English Speaking Contest.
Step Ⅳ Reading, speaking and writing
Show pictures of a cinema, including inside and outside facilities. Ask students to discuss what problems that people with disabilities sometimes have in a cinema. Divide students into different groups. They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Make sure all students have their own opinions.
After the discussion.
T: Now please stop discussing. Alice is a warm-hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built, she wrote a letter to make suggestions. Here is the letter that gives suggestions to an architect who is to design the new Bankstown cinema. Let’s find out what suggestions Alice gives.
Skimming
Students can find the answers quickly, because they are printed in the pink color.
Careful reading
Help students to analyze the letter so that they will learn how to write a letter of suggestion.
T: Now please read the text carefully and think about the questions in Ex3on Page 8.
After students read the text carefully, they will discuss the questions in Ex3 in groups. Several minutes later, check the answers with the whole class.
Suggested answers:
1. To tell the reader the purpose of the letter.
2. The writer has used numbers and a title in italics for each paragraph to organize the ideas and to make it easier for the reader to understand and remember the five suggestions.
3. To finish the letter in a polite way and to put forward some reasons why the architect should consider the writer’s suggestions.
T: After you read Alice’s suggestion letter, do you know how to write a letter of suggestion? Please discuss in groups. Then we will work together to write a format of a suggestion letter.
After the discussion, show the following on the PowerPoint or print it out.
A letter of suggestion
A letter of suggestion normally has five parts.
1. The heading
This includes the address, line by line, with the last line being the date. Skip a line after the heading.
2. The greeting
The greeting always ends with a comma. The greeting should be formal, beginning with the word “dear”.
3. The body
Also known as the main text. Generally speaking, the body includes three parts. The first part (usually the first paragraph) tells the receiver that you are writing this letter to make suggestions on something, and the main part tells clearly what your suggestions are. The last part (usually the last paragraph) asks the receiver to consider your suggestions. Don’t forget to encourage the receiver to take your suggestions. Skipping a line between paragraphs, especially in typed or printed copy, also helps the reader.
4. The complimentary close
This short expression is always a few words on a single line. The complimentary close begins with a capital letter and ends with a comma.
5. The signature line
Type or print your name. The handwritten signature goes above this line and below the close. The signature line and the handwritten signature are indented to the same column as the close. The signature should be written in blue or black ink. Skip from one to three spaces (two on a typewriter), and type in the signature line the printed name of the person signing the letter. Sign the name in the space between the close and the signature line, starting at the left edge of the signature line.
Step Ⅴ Practice
Deal with Ex 4-6 on Page 9.
Ask students to work in groups and discuss how accessible their community is for people with disabilities. Then discuss ways in which their community could be made more accessible for disabled people. This discussion will lay a good foundation for the writing. After the discussion, students are asked to write a letter of suggestion to the architect of a new building to be constructed in their area. In the letter they will suggest ways to make it more accessible for people with disabilities. While writing the letter, they should pay attention to the format of a letter. If time is limited in class, they can finish the letter out of class.
Step Ⅵ Homework
Write a letter of suggestion to the architect.
A sample letter
Dear Mr Smith,
I read in the newspaper that you are the architect who is to design the new supermarket in our suburb. I am writing to ask if you have considered the matter of easy use of the supermarket by people in wheelchairs. In particular, I wonder if you have considered the following things:
1. Width of aisles. Can you please make sure that the aisles are wide enough to allow wheelchairs to pass through? In some supermarkets the aisles are so narrow that a person in a wheelchair cannot move along them easily.
2. Height of shelves. Can you please design shelves that can be reached by people in wheelchairs? In some supermarkets people in wheelchairs have to ask other shoppers to help them. This takes away their independence.
3. Lifts to other floors. Lifts could be in a place that people in wheelchairs can get to easily. It is very difficult if lifts are right at the back of the shop and people have to go up and down the shelves before they get to it.
4. Car parks. I hope you will leave some car spaces close to the front of the shop for people in wheelchairs. It is very difficult if they have to park a long way away from the shop and wheel themselves over tough ground to the entrance.
Thank you for reading my letter. I hope you will consider my suggestions. Disabled people should have the same opportunities as able-bodied people to shop independently and they should be able to do so with dignity. I am sure many people will admire your supermarket if you design it with good access for disabled people. The supermarket owners will also be happy as more people will be able to shop there.
Yours sincerely,
…
The Fourth Period Listening and speaking
Teaching goals 教学目标
1. Target language目标语言
功能句式
Patterns used to make introductions
I’d like to introduce you to...
I’d like you to meet...
May I introduce...?
Pleased to meet you.
It’s nice to meet you.
2. Ability goals能力目标
Help students learn how guide dogs are trained and how they improve the quality of life for people who are blind, visually impaired, or with other special needs.
Enable students to use proper English as well as body language to make introductions.
3. Learning ability goals学能目标
By listening and reading students will learn guide dogs play an important role in the life of the disabled. By practicing, students will learn how to make an elegant introduction.
Teaching important and difficult points教学重难点
How to make an elegant introduction.
Teaching methods教学方法
Reading, listening, explaining and practicing.
Teaching aids教具准备
Multi-media computer.
Teaching procedures && ways教学过程与方式
Step ⅠLead-in
Ask students to discuss how a guide dog is trained.
T: Yesterday we read a letter of suggestion to an architect. In the letter Alice asks the architect to provide easy access for people in wheelchairs and those who have difficulty walking. Today we are going to learn how to assist the blind. Now look at the poster. It is a very popular movie that moved 100 million Asians in 2005. What’s the movie?
Show the poster on the PowerPoint.
Ss: The Chinese is Dao Mang Quan Xiao Q.
T: What’s the movie about?
Ss: It is about how Xiao Q—a guide dog helps Dubian
—an odd blind man. There is deep love between its master and Xiao Q.
T: Xiao Q is his eyes, his company. But do you know how a guide dog like Xiao Q is trained?
Ss: No.
T: OK, please open your books at Page 46. Read the passage then you will learn how a guide dog is trained.
Step Ⅱ Listening
Listening
Deal with the listening exercises. Besides the requested details, students are asked to pay attention to how people are introduced. Play the tape again when necessary.
T: Now let’s come back to the workbook. Sara, who is blind, has just returned home from a guide dog school. Who has come to her home according to the reading passage?
Ss: A trainer from the guide dog school.
T: Right. A teacher from the school has come to Sara’s house to teach her and her dog how to find their way around their own town. Please listen carefully, and finish the exercises.
After dealing with Exx 2-5, play the tape again to do Ex6.
T: Now let’s listen to the tape again, and do Ex6. Please pay attention to the dialogue. You will be asked to imitate the dialogue after we fill in the blanks.
Before they act out the dialogue, they should be aware this is an introduction.
T: What is the dialogue about?
Ss: An introduction.
T: Now I will ask some of you to act out the dialogue and show us how to make an introduction. Please remember they are at Sara’s house, not a formal occasion.
After the performance.
T: Well done. Then do you know how to make a formal introduction? Suppose a business one?
Step Ⅲ Talking
Ask students to read the passage on Page 47 and then make a timeline that shows the different stages in a guide dog’s training.
Stage Training
The first stage The puppy lives with a sighted family.
The second stage It begins five months training at a guide dog school.
The third stage When it is trained, it meets its new owner and the two live at the guide school for a month to learn to work together.
The last stage A trainer goes to the owner’s home to teach the dog and its owner how to get round in their own town or city.
After dealing with the reading passage, show the following to enrich students’ knowledge of how a guide dog helps its owner.
T: Do you know what a guide dog is trained to do? And how much does it cost to train a guide dog? Let’s learn more about the guide dog training.
Show the following on the PowerPoint or print it out.
Guide dogs are the guiding eyes for people who are blind or visually impaired, and they are specially bred and trained for this most important job.
How much does it cost to train a guide dog?
It costs more than $30,000 to complete the training of one guide dog. This includes all expenses from breeding to raising the dog to training it and matching it with a blind person.
What exactly is a guide dog trained to do?
Guide dogs undergo a comprehensive training program, and only the best complete the training and become working guides. In short, guide dogs are taught how to find and follow a clear path, maneuver around obstacles, and stop at curbs. They also are taught to determine when it is unsafe to move on. They follow their teammate’s directions, and they know that they can disobey only in the face of danger.
What is the blind person taught during training?
During the training program, blind students first learn about the commands the dog knows. Over a several week period, they are taught everything there is to know about how to work with a guide dog. In addition, they learn about proper care of the dog, which ranges from feeding to grooming to medical issues. Access laws, public awareness and other issues also are covered during the 25-day program.
Are guide dogs allowed in restaurants?
Guide dogs are allowed everywhere that the general public is allowed to go. This includes restaurants, taxicabs, airplanes, hotels etc. This right is protected by a federal law called the Americans with Disabilities Act.
Are there things I should or should not do when I am around a guide dog?
The general rule is that working guide dogs should be ignored. Distractions take their concentration away from the work they have to do—which can put the dog and its teammate in danger. Do not pet or feed a guide dog and do not encourage the dog to misbehave.
First give students some advice on how to introduce people. Show the following on the PowerPoint.
Tips on how to introduce people
Here’s how to make proper introductions at parties, dinners and other social situations.
1. Introduce individuals to each other using both first and last names.
2. If you’re introducing someone who has a title, a doctor for example, include the title as well as the first and last names in the introduction.
3. Introduce the younger or less prominent person to the older or more prominent person, regardless of the sex of the individuals. (However, if a considerable age difference lies between the two, it is far more courteous to make introductions in deference to age, regardless of social rank.) For example: “Arthur Prefect, I’d like you to meet Dr. Gertrude Smith”.
4. If the person you are introducing has a specific relationship to you, make the relationship clear by adding a phrase such as “my boss”, “my wife” or “my uncle”.
5. Introduce an individual to the group first, then the group to the individual. For example: “Dr. Brown, I’d like you to meet my friends Kym Hsu, Shawn Kampbell and Michael Via. Everyone, this is Dr. Kurt Brown.”
Demonstration
Present a formal introduction with two students. Ask students to think about the body language as well as the spoken words.
A sample of formal introduction:
Donna Sellers: Ms. Tayer, I’d like to introduce my secretary, Paul Banning to you. Mr. Banning, this is Ms. Joy Taylor, the president of Auto Smart company from Canada.
Joy Taylor: Nice to meet you.
Paul Banning: Pleased to meet you.
T: Besides the above suggestions on the PowerPoint, you should also realize that an introduction in a Chinese business is different from an introduction in a Western business. We Chinese prefer to use the title, while the Westerners prefer to use Mr /Ms / Mrs _____. A handshake is acceptable in both cultures. So don’t forget proper body language.
Practice
Students are given several minutes to practice a formal introduction. Then deal with Ex2 on Page 47.
Step Ⅳ Homework
Surf on the Internet to learn about Braille.
The Fifth Period Integrating skills(Ⅱ)
Teaching goals 教学目标
1. Ability goals 能力目标
Learn the story how Zhang Yuncheng achieves his ambition.
How to write a summary.
2. Learning ability goals学能目标
Enable students to realize nothing is impossible.
Inspire students to study hard by Zhang Yuncheng’s story.
Teaching important points教学重点
How challenging it is for Zhang Yuncheng to keep writing and how he overcomes the problems he faces every day.
Teaching difficult points教学难点
How to improve their writing.
Teaching methods教学方法
Reading and writing.
Teaching aids 教具准备
Multi-media computer.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Revision
Check the homework.
Ask some students to say something about Braille.
Present the following on the PowerPoint.
About Braille
Braille, a system of raised dots that is read with the fingers, has historically been embossed on paper.
Braille was first developed in about 1820 by a young Frenchman named Louis Braille. He created Braille by modifying a system of night writing which was intended for use on board ships. He did this work as a very young man and had it completed by the time he was about 18. He and his friends at the school for the blind he attended found that reading and writing dots was much faster than reading raised print letters which could not be written by hand at all. The development of this system by young Louis Braille is now recognized as the most important single development in making it possible for the blind to get a good education.
Braille consists of arrangements of dots which make up letters of the alphabet, numbers and punctuation marks. The basic Braille symbol is called the Braille cell and consists of six dots arranged in the formation of a rectangle, three dots high and two across. Other symbols consist of only some of these six dots. The six dots are commonly referred to by number according to their position in the cell.
Deal with Ex1 on Page 50.
Step Ⅱ Listening
After dealing with Ex1, continue with Ex2 on Page 50. Students are required to do this exercise individually. Because students have read something about Braille, they won’t have difficulty in the listening exercises. After listening to the tape, check the answers with the whole class.
Ex3 requires students to listen for events on the timeline. Before playing the tape, ask students to look through the questions first. According to the questions, students may make predictions about the listening materials. From this exercise and Ex1 on Page 46, students will learn to describe events according to a timeline. Play the tape again if necessary. Then check the answers with the whole class.
Step Ⅲ Reading and writing
After learning something about Braille, deal with READING AND WRITING TASK on Page 51.
Present some pictures of Zhang Yuncheng on the PowerPoint.
T: Look at these pictures. Do you know who he is?
Ss: Zhang Yuncheng， a writer with disabilities.
T: Yes, he has published a book entitled Jiaru Wo Neng Xingzou Santian (Three Days to Walk), taking its example from Helen Keller’s remarkable story “Three Days to See.” Now let’s read his story on Page 51.
Fast reading
Ask students to scan the text and write a mini bio for Zhang Yuncheng.
Show the following on the PowerPoint.
A Mini Bio
Name: Zhang Yuncheng
Sex:
Health:
School education:
Interests and hobbies:
Ambition:
Dream:
Several minutes later, show the sample on the PowerPoint.
Sample of the mini bio
Name: Zhang Yuncheng
Sex: Male
Health: disabilities caused by a muscle disease; very weak, can hardly pick up a pen
School education: one day
Interests and hobbies: reading and writing
Ambition: to write and publish a book
Dream: to live a better life
Careful reading
Deal with Ex1 on P52. Ask students to write a short text of 150 words about Zhang Yuncheng. First they should read the text carefully and then pick out 7-8 important facts from the text in preparation for writing.
Writing
Students are asked to write the opening 1 or 2 sentences of the text. They should say something about who Zhang Yuncheng is, how old he is, what his disability is, and what he has achieved.
When students have finished the opening sentences, they will be asked to write the rest of the text.
Sample writing:
Although Zhang Yuncheng (25) is unable to walk or even get out of bed without help, he has achieved his ambition to write a book.
Because of his disability, Yuncheng went to school for only one day. However, when he was 12 years old, he taught himself to write. When he was 17, Yuncheng wrote to a newspaper about his life and his ambition to write a book. Zhang Danuo, an editor at the newspaper helped him by setting him writing assignments every week. These assignments have now been turned into a book, which many people have bought.
Yuncheng says that because his life will not be a long one, he must do as much as he can within the time he has left.
Step Ⅲ Speaking
If time allows, deal with SPEAKING TASK on Page 52.
Sample talk:
Hello, my name is Liu Hui. I have been deaf since I was 12 years old. I go to a special school where some lessons are in sign language and some lessons are in spoken language which I must lip-read. As well as ordinary school subjects, I also go to speech classes to make sure my speech remains easy to understand. You see, when you cant hear yourself speaking, you can’t correct your speech. This is why it is hard to understand some deaf people.
My favourite subjects at school are art and sewing and I hope to go to design school when I am older, so that I can become a fashion designer.
My life is very much the same as any other teenager. I go out with both hearing and deaf friends. My hearing friends just have to remember to touch my arm to get my attention and to make sure I can see their mouth when they talk. I play table tennis and I’m in the school swimming team. I like watching foreign movies because they have Chinese subtitles which can read.
Being deaf doesn’t stop me enjoying life. There are a few things I can’t do, like talking with my friends on the telephone and some things that are more difficult for me than for non-deaf people, but there are still plenty of other things I can do.
Step Ⅳ Homework
Finish PROJECT on Page 53.
Sample project:
We are going to design a school where disabled students can get the same education as their fellow able-bodied students. The school will employ extra assistants and teachers who have been trained to work with disabled people. The school will not discriminate against disabled pupils for a reason relating to their disability. The school will promote the inclusion of disabled children in all aspects of school life.
The school will make an accessibility plan, which shows how to improve accessibility for disabled pupils. It will outline how the school will:
· improve the physical environment
· increase access to the curriculum
· make improvements in the provision of information The school will also increase access for individual pupils by making ‘reasonable adjustments’. These can be simple changes such as making sure that all lessons take place in ground floor classrooms for a class where one of the pupils uses a wheelchair or the school should have a lift wide enough for a wheelchair.
Improvements to the physical environment
Changes to the physical environment that the school could make to increase access might include:
· lighting and paint schemes to help visually impaired children
· lifts and ramps to help physically impaired children
· carpeting and acoustic tiling of classrooms to help hearing impaired pupils
Improve the way information is delivered to disabled pupils
Information that is normally provided in writing (such as handouts, timetables and textbooks) can be made more accessible by providing it:
· in Braille
· in large print
· on audio-tape
· through sign language
· using a symbol system
Increase access to the curriculum
Adjustments that would help disabled children have better access to the curriculum might include:
· changes to teaching and learning arrangements
· classroom organization
· timetabling
· support from other pupils
Accessible technology
Technology suited to disabled children’s needs can help them learn faster and more easily. This can increase their access to the curriculum.
Examples of technology that can help include:
· software that connects words with pictures
· touch-screen computers, joysticks and trackerballs
· easy-to-use keyboards
· text-to-speech software
· Braille-translation software
附 件
I. 课文注释与疑难解析
1. …but I am very outgoing and have learned to adapt to my disability.
但是我很开朗乐观，学会了适应身体的残疾。
adapt (+ to ): to make suitable to or fit for a specific use or situation. 使适应；使适合
He adapted himself to the cold weather.
他适应了寒冷的天气。
He tried hard to adapt himself to the new conditions.
他努力使自己适应新的情况。
When he moved to Canada, the children adapted to the change very well.
他移居加拿大后孩子们很能适应变化。
2. Every time I returned after an absence, I felt stupid because I was behind the others.
每次缺课后之后，我就觉得自己很笨，因为我比别人落后了。
every time每次, 每当 引导时间状语从句
Every time I catch a cold, I have pain in my back.我每次感冒背就痛。
absence不在；缺席[U][C][(+from)
She never speaks ill of anyone in his or her absence. 她从不乘人不在时说别人的坏话。
He has many absences from class. 他经常缺课。
3. In particular, I wonder if you have considered the following things:
尤其是以下几点不知您是否考虑到了：
particular adj.
1) 值得注意的；特别的；不寻常的
There was nothing in the letter of particular importance. 这封信里没什么特别重要的内容。
The story happened on that particular day.
故事就发生在那一天。
The teacher showed particular concern for the disabled child. 老师特别关心那个残疾儿童。
2) 独特的；单独的；某一种的
Her particular way of smiling left a good impression on me.
她特有的微笑给我留下了美好的印象。
“I don’t like this particular scarf, but the others are quite nice.”
“我不喜欢的就是这一种围巾,其他的都很好。”
3) 难以取悦的；考究的；挑剔的(+about/over)/(+wh-)
I’m not particular about my clothes; I don’t mind what I wear.
我不怎么讲究我的衣服，我不在乎我穿什么。
He is very particular about his food.
他吃东西很讲究/挑剔。
special, especial, specific, particular, exceptional, extraordinary, peculiar这些形容词均含 “特殊的，特别的”之意。
special 普通用词，指不同于一般、与众不同，着重事物的专门性，突出与一般不同。
especial和special含义很接近，较正式，但侧重有特殊的意义或重要性。
specific着重指某种、某类事物具有的特殊或特定的属性，也可指专门提出作特别考虑的事物。
particular侧重不同于普遍性的个性或特殊性。
exceptional指不同于一般，本身是特别的或异常的事物。
extraordinary语气比exceptional强，指极大地超过一般或正常情况。
peculiar强调指与众不同或独特的意思，古怪的、不寻常的。
specially, especially, particularly这些副词均可表示“特别地”之意。
specially着重为做某事而“专门地、特意地”，相当于on purpose。
especially较多地用于正式文体，侧重超过其它全部，突出到“特别地”的程度，相当于in particular。
particularly用来指同类中特别突出的一个。
Ⅱ. 文化背景知识
Understanding the World’s Differences
There are over 750 million people in the world today with some type of disability! Think about that number for a minute — the population of the state of California is 30 million people. The population of the United States is 250 million people. The population of the United States would only equal one third of the number of disabled people in the world!
There are two categories of disabilities: some disabilities are visible, such as a person in a wheelchair. But other disabilities are invisible, like an individual with a learning disability. Even though you can not see a person’s disability does not mean they do not have one. So when you are thinking of asking a person to carry something heavy remember if they say “No”, don’t think of them as not wanting to help! This person might just have a bad case of asthma, or a muscular disorder, which limits them from carrying heavy objects.
I think that at one time or another everyone has been curious about some type of disability...especially kids. We have tried to understand these mysterious disabilities by pretend play or being curious and asking questions of people we see in wheelchairs. Then our parents say “Honey, don’t point! SHHHHHH!” Why is it so hard to accept other’s differences? After all, we are unique! Some people feel it’s the adults and others around us who teach us by example; that prejudice and fear or lack of understanding on their part, are the way in which we must all believe. Even though as kids we try to understand and are curious enough to pretend what it’s like to be “different”, we also grow up in a society where differences mean fear — rather than understanding. Maybe if we attempted to simulate life or one of life’s challenges as a person with a disability we can help ourselves and others to understand and respect these “differences”. Let’s join in speaking out to all those that lead our countries, in promoting greater tolerance and understanding of all the world’s differences by talking and developing respect and tolerance for all the world’s people — including those with disabilities!
Here are some interesting people with different disabilities:
“We keep moving forward, opening up new doors, and doing new things, because we’re curious ... and curiosity keeps leading us down new paths.”
—Walt Disney
—Hans Christian Anderson (Famous Author) - Dyslexia
—Ludwig van Beethoven (Famous Musician) - Deaf
—Alexander Graham Bell (Great Inventor) - Learn- ing Disability
—Winston Churchill(Prime Minister of England) - Dyslexia
—Walt Disney (Animator/ Movie Producer) - Dyslexia
—Thomas Edison (Great Inventor) - Dyslexia
—Albert Einstein (Great Physicist) - Dyslexia
—Helen Keller (Devoted Life to Persons with
Disabilities) -Blind, Deaf, and Mute
—John Milton (Famous Author) - Visually Impaired
—General George Patton (War General)-Dyslexia
—Franklin D. Roosevelt (President of the United States) - Polio
—Leonardo daVinci (Famous Painter)-Dyslexia
—George Washington (President of the United States) - Dyslexia
—Woodrow Wilson (President of the United States) - Dyslexia
Dr. John Horner, Paleontologist
Jack has been a consultant to Steven Spielberg for the movies, “Jurassic Park” and “The Lost World”.
Dr. John (Jack) Horner remembers having trouble with math, reading, and foreign languages in school. He absolutely loved science, and searched out fossils with his dad in Montana as a boy. He looked at every science book he could get a hold of in his town, but he never really read them because he couldn’t read. In high school he won every science fair with his innovative projects, but he still had problems memorizing for science tests.
Jack reported, “I only remember one B in my life. The rest were a few Cs, mostly Ds, and lots and lots and lots of Fs. But I always believed in myself. This came from knowing that there were other things that I could do better than anyone else ... Throughout college, I learned a lot but I kept flunking out. I still couldn’t memorize. It was also hard for me to keep up with lectures. In chemistry, I remember my teacher writing on the board and talking about something else at the same time. I couldn’t follow either. And I could never keep up with all the reading.”
He got a job in paleontology at Princeton University fixing up all the dinosaur bones. It was there that he heard of dyslexia, to his relief. Once on vacation he discovered nests with baby dino bones in them, which was a new world find. He became the curator at the Museum of the Rockies and began teaching at the Montana State University in Bozeman. “I never make my students memorize for tests. Instead, they have to explain what they know.”
“Because I am dyslexic, I believe I offer a different approach to certain subjects. That comes with the way I think. I think differently, and that makes me ask questions differently.” Jack advises people that if they are interested in doing something, spend time doing it. “But do it your way; don’t worry about other peoples’ expectations.”
Jack has received a MacArthur Foundation Award (called the “Genius Award”), and he was the real life model for the paleontologist in the movie, Jurassic Park.
What is a learning disability?
LD is a disorder that affects people’s ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways: as specific difficulties with spoken and written language, coordination, self control, or attention. Such difficulties extend to schoolwork and can impede learning to read, write, or do math. Learning Disabilities can be divided up into three broad categories. These types of learning disabilities include:
· Developmental speech and language disorders
· Academic skills disorders
· “Other” a catch-all that includes certain coordination disorders and learning handicaps not covered by the other terms
My Life with Learning Disabilities
I was in Eighth Grade, I had a good school, great teachers and amazing friends but something was missing. I tried hard in school, but for some reason I wasn’t making it. I wasn’t getting the grades I thought I should have had, and I wasn’t getting what most of the others around me did. I was confused and disoriented, but thought nothing of it. Although I never admitted that I was having trouble, nor did I believe I really was, my mom knew that something just wasn’t right with me, she knew this for she was surrounded all day by kids with the same problems.
She noticed it in me, and studied it, then finally she came to me and told me her thoughts. I was furious, furious to think my mother even thought there was something wrong with me, I thought she thought I was stupid, and couldn’t do anything on my own. I didn’t want to believe or even think that I could have a problem, I thought it was normal to have the problems I was facing and I ignored it. But my Mom insisted that I have testing done, just to see if there was something. So I finally gave in, hoping to prove to her that she was being foolish and that I was fine.
Well those tests ruined my life, they weren’t what I expected and they weren’t what I wanted to believe. I had this stereotype that people with learning disabilities were stupid and couldn’t be educated. I wasn’t about to admit to myself that I had one. My mom tried so hard for me to understand, that having a learning disability is okay, and that it doesn’t mean you’re stupid, that it just means you learn differently than others and that there was nothing wrong with that, as long as I got the help I needed to help correct it. But that just wasn’t good enough for me. I was depressed and distraught about everything, I felt so let down from my mother and from everyone including myself. I felt like I was being babied and watched over constantly, and everything just became to cave in for me. But there was something I didn’t realize for a long time and it was until then that I understood.
It was high school, when I entered high school I was scared, scared of my classes, scared of all the new people, and just the overall atmosphere but I learned something about those classes, about those people, and about that atmosphere, that I wasn’t the only one. The experience of meeting people with the same kind of problems gave me more confidence and a greater understanding. I found out how much better I had it than some. Even people I knew for years but never knew they had one.
Things were starting to come together, I was seeing people around me deal with it daily, and by the end of the day defeat it like champions. These people were smart, these people were confident, these people were amazing, and these people were teenagers just like me. After really seeing that, my mind and eyes opened up to a greater understanding. I felt so bad for thinking that a person with a learning disability was stupid or incompetent, because they weren’t, they weren’t at all and I wasn’t either. As hard as it was for me I accepted it, and I finally gave up the fight and gave in and got the attention and help I needed.
I won’t lie I didn’t like it, but as much as I didn’t like it, it helped and I started to improve. I felt a lot better about myself and a lot better about school. I wasn’t as frustrated and annoyed anymore because I had found a way to do it and do it correctly, and it made school actually start to make sense. My Mom had tried to tell me these things all along, but I didn’t want to believe her, and she didn’t do this to me because she thought I was stupid, she did it because she cares, and she wanted me to do well and to understand school and not have it be some horrible struggle. I never noticed that, I thought she had lost all faith in me when all along she had more than I ever did.
Now as a junior in high school I am not afraid to say that I have a learning disability because I know I am smart, and like my mom always said I just learn differently and that’s what I now believe make all of us with learning disabilities beautiful and unique.