Ⅰ.Brief Statements Based on the Unit

This unit mainly tells us the difficulties that the disabled people may face.The text“Disabled? Not me!”shows us a middle school student-Zhong Xiaowen,who could only move around in her wheelchair,could overcome lots of difficulties,and finally succeeded.From her success,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose heart.

The teacher should train the students’ mental and moral character of taking pleasure in helping the disabled and help the students to know how to help the disabled to build up the spirit of “being stronger,independent and equal to normal people in activities”.Of course it is necessary for students to master the important phrases and sentence patterns in this unit.Meanwhile we should review the usage of the Direct and Indirect Object.

Ⅱ.Teaching Goals

1.Talk about disability.

2.Practise talking about ability and inability.

3.Review Direct and Indirect Objects.

4.Write an argumentative essay.

Ⅲ.Background Information

1.Will Inspired Life

The little country schoolhouse was heated by an old-fashioned,pot-bellied coal stove.A little boy had the job of coming to school early each day to start the fire and warm the room before his teacher and his classmates arrived.

One morning they arrived to find the schoolhouse engulfed in flames.They dragged the unconscious little boy out of the flaming building more dead than alive.He had major burns over the lower half of his body and was taken to a nearby county hospital.From his bed the dreadfully burned,semiconscious little boy faintly heard the doctor talking to his mother.The doctor told his mother that her son would surely die-which was for the best,really-for the terrible fire had devastated the lower half of his body.

But the brave boy didn’t want to die.He made up his mind that he would survive.Somehow,to the amazement of the physician,he did survive.When the mortal danger was past,he again heard the doctor and his mother speaking quietly.The mother was told that since the fire had destroyed so much flesh in the lower part of his body,it would almost be better if he had died,since he was doomed to be a lifetime cripple with no use at all of his lower limbs.

Once more the brave boy made up his mind.He would not be a cripple.He would walk.But unfortunately,from the waist down,he had no motor ability.His thin legs just dangled there,all but lifeless.Ultimately he was released from the hospital.Every day his mother would massage his little legs,but there was no feeling,no control,nothing.Yet his determination that he would walk was as strong as ever.When he wasn’t in bed,he was confined to a wheelchair.One sunny day his mother wheeled him out into the yard to get some fresh air.This day,instead of sitting there,he threw himself from the chair.He pulled himself across the grass,dragging his legs behind him.He worked his way to the white picket fence bordering their lot.With great effort,he raised himself up on the fence.Then,stake by stake,he began dragging himself along the fence,resolved that he would walk.He started to do this every day until he wore a smooth path all around the yard beside the fence.There was nothing he wanted more than to develop life in those legs.Ultimately through his daily massages,his iron persistence and his resolute determination,he did develop the ability to stand up,then to walk haltingly,then to walk by himself-and then-to run.He began to walk to school,then to run to school,to run for the sheer joy of running.Later in college he made the track team.Still later in Madison Square Garden this young man who was not expected to survive,who would surely never walk,who could never hope to run-this determined young man,Dr. Glenn Cunningham,ran the world’s fastest mile!

2.Helen Keller

Helen Keller(1880~1968) was a famous author and educator.She was stricken at the age of 19 months with an illness that left her deaf and blind.She became mute shortly thereafter.Her parents in 1887 got her a teacher Anne Mansfield Sullivan from the Perkings School for the Blind in Boston.A remarkable,close relationship developed between teacher and pupil.Within two years,Miss Keller was able to read and write in Braille.She graduated(1904)from Radcliffe College,where Miss Sullivan had spelled the lectures into her hand.

Helen Keller devoted her life to publicly aiding the deaf and blind.With the aid of a translator,she toured the world to promote the education of persons similarly afflicted.She wrote numerous books,including“The Story of My Life”(1902).

Ⅳ.Teaching Time:Four periods

The First Period

Teaching Aims:

1.Learn and master the following:

Phrases:deal with,overcome the difficulties

Sentence Patterns:

If you were in a wheelchair,you wouldn’t be able to…

If I were blind,I would need a/an…

2.Train the students’ listening ability.

3.Improve the students’ speaking ability by describing,talking and discussion.

Teaching Important Points:

1.Train the students’ listening ability.

2.Make the students master the sentence patterns and describe the pictures freely.

Teaching Difficult Point:

How to improve the students’ speaking ability.

Teaching Methods:

1.Listening-and-answering activity to help the students go through with the listening materials.

2.Individual,pair of group work to make every student work in class.

Teaching Aids:

1.a tape recorder

2.the multimedia

3.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Lead-in

T:Good morning/afternoon,everyone.

Ss:Good morning/afternoon,Mr/Ms.

T:Sit down,please.First I want to ask you some questions.Have you been to some places of interest?Have you climbed the mountains?

Ss:Yes.(Students may have different answers.)

T:How can you get there?

Ss:We can get to…by bus/by train/on foot…

T:Now please look at the screen.

(The teacher shows a picture of a wheelchair on the screen.)

How do you say it in English?

Ss:Wheelchair.

T:What kind of people uses it?

Ss:People with disabilities/who couldn’t stand up.

T:Good.Now,tell me if you were in a wheelchair,would you be able to get to some places like tall buildings,high mountains?

Ss:I can go to…by myself,because there’s no step.It’s easy for me to get there.

T:Who has different answers?

S1:I can go to…with the help of my friends.They can carry me up there.

S2:I can’t go to…,because it’s high on the top of the hill.What a pity!I can only look at it from far away.

Step Ⅱ Warming up

T:Today we’re going to learn Unit 17“Disabilities”.(Bb:Unit 17 Disabilities The First Period)

First let’s look at some words.

(Teacher teaches the words and explains them,then let the students look at the first four pictures on Page 49.)

T:OK.Now I want you to discuss the first four pictures using the following sentences.

1.Sentence Patterns:

(1)If I were in a wheelchair,I would…

(2)If I were blind,I wouldn’t…

(Write them on the blackboard)

Yeah,please discuss them in groups of four.After a while,everyone is asked to talk about the pictures.Is that clear?

Ss:Yes.

T:OK.Please work in groups and try to imagine what difficulties and dangers you might face.

(After a while,teacher asks some students to talk about the pictures.If time permits,teacher may ask more students to answer.)

T:Now time is up.Who wants to say first?

S1:Picture 1.If I were in a wheelchair,I would not go to the public buildings because there were so many steps.

S2:Picture 2.If I were blind,I might fall down when walking on the sidewalk as it’s not flat.

(Or:There are some blocks.)

S3:Picture 3.If I were disabled,I wouldn’t go to the toilet,for the equipments are not fit for the disabled.

S4:Picture 4.If I were in a wheelchair.I couldn’t ring in public places,because the public telephone is too high for me to reach.

T:How hard they are!We pay little attention to them in our daily life.We must take effective measures to improve their conditions.Let’s see what changes have taken place.Please discuss in groups.In the meanwhile,we should notice the two phrases:deal with,overcome the difficulties.(Teacher writes the following on the blackboard.)

2.(1)deal with

e.g.How shall we deal with the problem?

(2)overcome the difficulties

(After a while,teacher asks some students to talk about the last four pictures.)

T:Now.Any volunteer?

S1:We should provide an entrance suitable for wheelchairs on the ground floor.

S2:We should build a special sidewalk for the blind,and fix some feeling equipment.

S3:We must provide suitable toilets for people with disabilities,fixing two handrails.

S4:We should set the public telephone in a proper place so that people in a wheelchair can reach it.

T:They hope to lead a normal life as we do,so we should help them overcome the difficulties.

Step Ⅲ Listening

T:Now please turn to Page 50.Let’s do some listening.You are going to hear John talking about his life.There are three questions for you to answer.You need to listen carefully.Is that clear?

S:Yes.

T:OK.Let’s begin.

(Teacher plays the tape for the first time.Then play for the second time.During this time,teacher may pause for students to write down the information.Play some parts of the tape more times if necessary.Finally teacher checks the answers with the whole class.)

Step Ⅳ Speaking

T:Please look at Speaking on Page 50.Now imagine you are disabled.Choose two of the situations below and discuss how you would deal with them.You may use the following sentence structures.

(Show the structures on the screen.)

I probably couldn’t…

I’m sure I would be able to…

If I…,I would be able to…

I would need help to…

It would be difficult to…

I would try to…

T:OK.Please begin to discuss them.

(Teacher goes among the students and listens to their discussions,then chooses several students to express their ideas in different ways.)

Who can describe Situation 1?

S1:I’ll try.If I were blind,it would be difficult for me to get there.But I would try my best.First I would walk down the familiar sidewalk with the aid of a walking stick.When crossing the street,I would ask others for help.Or I probably could get there by taxi.

S2:Situation 2.If I were deaf,I would not be able to hear other players’ words.It would be difficult for us to work together.I would have to read their facial expressions and gestures.

I think I’m more lucky than Helen Keller,for I can see.I should learn her spirit of studying,and try to imitate by looking at their mouths.I’m sure I would learn English well.

S3:Situation 3.If I were in a wheelchair,I’m sure I would be able to go shopping,eat at a fast food restaurant and then go to a cinema with the help of my friends.First I would do my best to get to the steps of the building by myself,and then they could carry me up to the entrance of the lift.I’m sure I would be able to get there and have a good time.

Step Ⅴ Summary and Homework

T:In this class,we’ve done some listening and speaking.We’ve also talked about the situations of the disabled.Of course,we’ve learned some useful sentence patterns.After class,practise more talking about disability in English.Master the useful sentence patterns,(Teacher points to the blackboard.)and preview the reading material“Disabled?Not me!”.So much for today.Goodbye,everyone!

Step Ⅵ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The First Period

1.Sentence Patterns:

(1)If I were in a wheelchair,I would…

(2)If I were blind,I wouldn’t…

2.(1)deal with

e.g.How shall we deal with the problem?

(2)overcome the difficulties

The Second Period

Teaching Aims:

1.Learn and master the following words and expressions:get around(=get about),fair,guidance,gifted,assist,cooperate,recognition,sympathy,encouragement,productive,visual,impair,motivate,disappointing,adjust to,get used to

2.Train the students’ reading ability.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Enable the students to understand the text better.

3.How to get the students to master the useful expressions.

Teaching Difficult Points:

Master the following sentence structures:

1.…studying together with their disabled classmates is both challenging and rewarding. Living with disability is frustrating and challenging.

2.I am and get used to the fact that while I may not be…

Teaching Methods:

1.Discussion to help the students know something about the disabled.

2.Fast reading to get the general idea of the text.

3.Questioning-and-answering activity to help the students go through the whole passage.

4.Pair work or individual work to make every student work in class.

Teaching Aids:

1.a tape recorder

2.a multimedia

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learned what difficulties and dangers the disabled might face and how to help them in our daily life.Imagine you are disabled.Who’d like to describe the situation(If you were blind/deaf etc.)and tell us how you would deal with them.

S:I’ll try.…

(All the others listen carefully.)

T:Well done.No matter what difficulties he may meet with,we all hope he can enjoy himself.

Step Ⅱ Lead-in and Pre-reading

T:Yeah.We know people with disabilities may have lots of difficulties in their lives,but many of them are determined.They can overcome any difficulty.Please look at the three questions on the screen and discuss them in groups.

(Show the following on the screen.)

1.Do you know anyone who is disabled?

How does he or she deal with the disability?

2.Do you know of any famous people who are disabled?What do they do?

3.Should disabled students be allowed to go to college?Should they get any extra help?Why or why not?

(Teacher gives students five minutes to discuss and collects their answers.)

Suggested answers:

1.Yes.I know a person with disability.He has learnt to do many things without help.He can take care of himself at home,but getting around in the city in a wheelchair is often frustrated.He loves reading stories of young disabled people who have overcome great difficulties.

2.Yes,I do.Beethoven was a great musician,Helen Keller was a great American writer,and Zhang Haidi is also a writer.

3.Yes,they should.Because there are many gifted disabled students,they can make a contribution to the society.

They should get some extra help in their everyday activities.

No,they shouldn’t.Because they need recognition,more than sympathy and help.

Step Ⅲ Reading

T:OK.Today we’ll read a text “Disabled?Not me!”and know something more about it.I think you are interested in it.Please turn to Page 17.Read the passage quickly to get the general idea and answer the questions on the screen.

(Teacher shows the questions on the screen.)

1.What’s the trouble of Zhong Xiaowen?

2.How does she get around?

3.What’s the teachers’ aim in the special college?

4.What do the articles in Literature of Chinese Blind Children talk about?

5.How does Zijie like the magazine?

(Teacher gives students enough time to read the text and collects their answers.)

Suggested answers:

1.Xiaowen was born without the ability to use her legs and she has no feeling below the waist.

2.She uses a wheelchair to get around.

3.Their aim is to help disabled students understand that they can play a valuable role within society.

4.The articles are often about disabled people who have overcome challenges and difficulties and learnt to live a meaningful and productive life.

5.He loves the magazine very much.He thinks it is very important for them to know that someone far away is also struggling as they are.

T:Now read the passage again and try to get as much information as you can.

Step Ⅳ Study for Language Points

T:Now you’ve known the general idea of the passage.Please look at the screen.I’ll explain something to you.

(Show the following on the screen.)

a.treat vt. treat sb. well(badly)

e.g.Don’t treat me as a child.

Which doctors are treating her for her illness?

b.ability n. the ability to do,a man of ability

e.g.Man has the ability to speak.

c.make a contribution to

e.g.We must do something useful and make a contribution to our country.

d.launch vt.

①launch a man-made satellite

②launch a new enterprise

③launch threats against sb.

e.play a …role(in,within)

e.g.He played a leading role in a film.

f.both…and…

e.g.Both you and I are students.

He both fears and hates at once.

g.…studying together with their disabled classmates is both challenging and rewarding.

Living with disability is frustrating and challenging.

In these two sentences,gerundial phrases are used as subject.

e.g.Working with him is a great pleasure.

h.…I am and get used to the fact that while…Here that-clause is used as appositive clause,expressing the fact.

e.g.The fact that he came here was known to us all.

(Write important phrases and difficult sentences on the blackboard.)

T:(After explaining the language points.)

Do you have anything you don’t understand?If you have,please tell me,I’ll be glad to have a discussion with you.

(The teacher answers the questions raised by the students.)

Step Ⅴ Listening and Consolidation

T:Let’s listen to the tape.I’ll play the tape twice.When I first play it,just listen.When I play it for the second time,listen and repeat it.Are you clear about it?

(The teacher plays the tape for the students to listen and repeat.While the students read,the teacher goes among the students to correct the students’ mistakes in pronunciation,intonation and stress.)

T:Now turn to Page 52.There are five questions for you to answer in Post-reading.Try to find the answers in the text.Discuss in groups of four,and then I’ll ask some of you to read your answers.

(A few minutes later.)

T:Are you ready?

Ss:Yes.

T:Now let’s begin.

S1:They have to use wheelchairs to get around and it often takes them a little longer to do everyday things,such as getting out of bed,getting dressed and going to class.

S2:They not only learn how to assist disabled people,but also learn the importance of cooperating to reach their goals in life.

S3:They help disabled students to understand that they can play a valuable role within society,and inspire many of them to believe that they can realize their dreams.

S4:Today there are more opportunities like the special Olympics for disabled people to develop their potential,live a richer life and make a contribution to society.

Because people understand that they can play a valuable role within society,and that they need recognition,more than sympathy and help.

S5:People must make sure that all of us should have equal access to all areas and facilities.People should treat me fairly.

Step Ⅵ Summary and Homework

T:Today we have learned the passage-Disabled?Not me!From the success of the disabled student-Zhong Xiaowen,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose heart.On the other hand,we should help the students to know how to help the disabled in our daily life.

And we also learn some phrases.After class,you should work hard and master them.

Step Ⅶ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Second Period

1.Important Phrases:

treat sb.,the ability to do,make a contribution to launch,play a …role,both…and…,get used to

2.Difficult Sentences:

…I am and get used to the fact that while…

I may not be able to walk,there are many other great things I can do.

The Third Period

Teaching Aims:

1.Review the words and phrases learned in the last two periods.

2.Learn and master Direct and Indirect Objects.

Teaching Important Points:

1.How to guess the missing word according to the given sentence.

2.Master the interchanges of position on direct and indirect objects in the sentence.

Teaching Difficult Point:

Master the changes of the prepositions in the interchanges of direct and indirect objects.

Teaching Methods:

1.Review method to consolidate the words learned in the last two periods.

2.Explanation and inductive methods to make the students master the interchanges of direct and indirect objects.

3.Individual,pair work to make every student work in class.

Teaching Aids:

1.the blackboard

2.the multimedia

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Word Study

T:In the last two periods,we have learned something about disabilities.As we all know,we shouldn’t look down upon the disabled.We should help and respect them.And we must make life easier for them.All these include some useful and important words and phrases.Now let’s review them.Open your books and turn to Page 53.Look at Word Study.Part 1:Fill in the blanks with the right words.Part 2:Use the correct form of the words in the box to describe the following things or people.You are given ten minutes to do them.Read first,then fill in them according to the meaning of each sentence.Is that clear?

Ss:Yes.

T:OK.First do it by yourself.Then discuss them in pairs.After a while,I’ll ask some students to read the words.

(Teacher goes among the students and the students begin to do it.After a while,teacher checks their answers.)

Suggested answers:

1.①waist ②guidance

③sympathy ④physical

⑤potential ⑥gifted

⑦meaningful ⑧l(xiāng)imit

⑨overcome ⑩adjust

2.①frustrated ②challenging

③disabled ④motivated

⑤encouraged ⑥disappointed

⑦rewarding

Step Ⅲ Grammar Study

T:Now I want you to translate two sentences into English.Look at the screen.

(Show the following on the screen.)

1.請(qǐng)把鹽遞給我。

2.請(qǐng)給我們演奏一些民間樂曲。

T:Here I tell you how to say“民間樂曲”in English-folk music.Now can you translate the two sentences?Who wants to try?Yeah,Zhao Nan,you try the first one,please.

S1:Pass me the salt,please.

T:Good,sit down,please.Now we can also say:Pass the salt to me,please.

(Write the two sentences on the blackboard.)

Now the second one.Who wants to try?OK.Peter,you try,please.

S2:Play us some folk music,please.

S3:We can also say:Play some folk music for us,please.

T:Very good,sit down,please.

(Write the two sentences on the blackboard.)

Look at the blackboard,the verbs“play”and“pass”are followed by two objects.In English,there are some verbs that can be followed by two objects.Who can tell us what they are?

S4:I’ll try.They are send,buy,get…

T:Right.You’ve known some of the verbs.Now I’ll give you a summary.Please look at the screen.

(Show the following on the screen.)

Common verbs that take indirect objects:

①give,show,send,bring,offer,read,pass,lend,leave,hand,tell,return,write,pay,throw,wish,teach,promise,owe,refuse ect.

e.g.I’ll lend you something to read.

Remember to write us a note when you get there.

②make,buy,do,fetch,get,play,save,order,cook,sing,find ect.

e.g.I hope you’ll do me a favour.

Let’s get the children something to drink.

T:Now please notice there are two groups in the diagram.In Group 1,most of the indirect objects are transformed into “to-phrase”.And in Group 2,most of the indirect objects are transformed into “for-phrase”.

(Write the following on the blackboard.)

Compare:

Is that clear?

Ss:Yes.

T:But not all the indirect objects can be replaced like this.

e.g.“Do me a favour”.We can’t transform it into:“Do a favour for me.”

OK.Now let’s do some exercises.Open your books and turn to Page 54.Look at Grammar-Direct and Indirect Objects.Look at Part 1.Tick the right answer.First do it by yourselves.Then discuss it in pairs.Finally I’ll show you the answers.

(After students finish it,teacher shows the following on the screen.)

Suggested answers:

1.√Because his mother bought him a computer.

√Because his mother bought a computer for him.

2.√Do me a favour.Please lend me one 珁uan.

3.√Please take these exercise-books to my office.

4.√Give me the check,please.

√Please give the check to me.

T:OK.In fact,we should pay attention to some special cases.Especially when the direct object is shorter than the indirect object,or when we emphasize the indirect object,we often use such patterns,“Subject+Predicate+Direct Object+to/for+Indirect Object”.

e.g.I took it to the policeman on duty.

Mother bought the ice-cream for you,not for me.

(Write them on the blackboard.)

And there are two special cases you should notice.

Please look at the screen.

(Show the following on the screen.)

1.We must use prepositions before the indirect object following the two verbs “explain and suggest”.

e.g.Could you explain your point of view to us?

I suggest a way out to her.

2.Some verbs are followed by either direct object or indirect object,or both of them.

e.g.I asked John.

I asked a question.

I asked John a question.

The similar verbs are:teach,tell,owe,pay,show

As to this,you should remember them.Is that clear?

Ss:Yes.

T:OK.Let’s deal with Part 2.

(Teacher begins to read the following and explains it if necessary.Summer is coming.You decide to have a different vacation this year.Use the words in brackets to explain what you will do differently this summer.)

Now you are given five minutes to do it.First do it by yourself.Then discuss it in pairs.Now please begin.

(Teacher goes among the students to check their writing and explains some new words that students meet with and ask.As to some difficult sentences,teacher and students can discuss together.At last,teacher shows the answers on the screen.)

Suggested answers:

1.This summer,I want to make my parents less trouble by staying at home.

2.This summer my grandpa wants to buy some books for me.

3.This summer my friends want to send short messages to me.

4.This summer my aunt and uncle want to bring candy to me when they come to visit.

5.This summer I want to teach English to my 6-year-old niece.

Step Ⅳ Practice

(The teacher shows the following on the screen)

Change the position of the direct object and indirect object in the following sentences.

1.I’ll lend you some.

2.He gave his wife a camera for Christmas.

3.We’re going to sing some songs for the heroes.

4.Bring me the book.

5.She made a coat for me.

6.He bought flowers for his teacher.

T:Look at the screen.Let’s practise the interchanges of the direct and indirect object.

(Give the students several minutes to practise them,then teacher may check their practice.)

Suggested answers:

1.I’ll lend some to you.

2.He gave a camera to his wife for Christmas.

3.We’re going to sing the heroes some songs.

4.Bring the book to me.

5.She made me a coat.

6.He bought his teacher flowers.

Step Ⅴ Summary and Homework

T:In this class,we’ve reviewed some new words and mainly done some exercises about direct and indirect objects.After class,review the content,and remember the verbs that can be followed by double objects.Today’s homework:Preview the integrating skills.That’s all for today.Goodbye,everyone.

Step Ⅵ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Third Period

Direct and Indirect Object

1.Pass me the salt,please.

→Pass the salt to me,please.

Play us some folk music,please.

→Play some folk music for us,please.

2.Compare:

3.“Subject+Predicate+Direct Object+to/for+Indirect Object”

e.g.I took it to the policeman on duty.

Mother bought the ice-cream for you,not for me.

The Fourth Period

Teaching Aims:

1.Review the useful expressions learnt in this unit by making sentences with them.

2.Review the common verbs that take indirect objects.

3.Train the students’ integrating skills by reading and writing.

Teaching Important Points:

1.Improve the students’ reading ability by reading the material.

2.Improve the students’ writing ability.

Teaching Difficult Point:

How to improve the students’ integrating skills-reading skill and writing skill.

Teaching Methods:

1.Fast-reading and reading to improve the students’ reading ability.

2.Practice and pair work or group work to have every student master what they’ve learned.

Teaching Aids:

1.a tape recorder

2.the multimedia

3.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learned the grammar-Direct and Indirect Objects.We know there are some verbs that can be followed by objects.Who can tell us what they are?

S1:They are “give,show,send,read,lend…”.

S2:And “make,buy,do,get…”.

T:Right.Sit down,please.We should also notice the usage of “to” and “for” when we interchange them.

Step Ⅱ Test

T:In this unit we have also learned some useful expressions.Have you remembered them?

S:Yes.

T:OK.Now let’s review them together.I speak Chinese,you speak English.

(Teacher writes the following on the blackboard when students say them.)

share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust to

T:Now I’ll give you a test to see whether you’ve mastered them or not.Look at the screen,please.

(Show the following on the screen.)

Complete the sentences using the expressions on the blackboard.

1.I__________my lunch__________(分享) him yesterday.

2.The police__________his death__________(把……看作) a case of murder.

3.How shall we__________(處理) the problem?

4.The boy has__________(有能力) solve the difficult problem.

5.The teacher__________(起重要作用) in teaching.

6.In order to__________(實(shí)現(xiàn)夢(mèng)想),they worked day and night.

7.The policemen__________(四處走動(dòng)) and tried to find the thief.

8.It will take you some time to__________(適應(yīng)) the new surroundings.

Suggested answers:

1.shared,with 2.treated,as

3.deal with 4.the ability to

5.plays an important role 6.realize their dreams

7.got around 8.adjust to

Step Ⅲ Fast Reading

T:We’ve learned something about disabilities.They hope to lead a normal life as we do,so we should provide more opportunities for the disabled to develop their potential,and let them live a richer life and make a contribution to society.We should help them overcome the difficulties.

Today we’re going to read a material“The special Olympics”.Please turn to Page 55.Read the text fast and try to get the general idea.

Step Ⅳ Reading

T:Now read the text again.Read it carefully and discuss the following questions on the screen with your partner.Write your answers on a piece of paper.In a few minutes,I’ll ask some pairs to give us the answers.

(Teacher shows the following on the screen.)

Answer the following questions:

1.How often is the Special Olympics held?

2.Why do many Special Olympics athletes think that “taking part in the Games is a victory”?

3.How do events like the Special Olympics help mentally disabled people?

4.Where was the first Special Olympics held?

5.Why do you think the Special Olympics are becoming more popular?

6.When will the Special Olympics be held in Shanghai?

(The teacher goes among the students,joins in the students’ discussion and answers the students’ questions.)

(A few minutes later.)

T:Have you finished?(Ss:Yes.)Give us your answers,please.One student,one question.Any volunteer?

S1:1.Every two years.

S2:2.Because each athlete had to train for many years and overcome fear and hardship to reach the Games.For them,winning isn’t to be the first one across the finish line or scoring the most goals,but the best you can be.

S3:3.By preparing for and participating in the Special Olympics,mentally disabled children and adults can develop their ability to move,improve their health and gain greater self-confidence.The Special Olympics is also a good way to make friends.

S4:4.In Chicago.

S5:5.Because interest in the Special Olympics has spread across the world and many cities are now competing for the honour to host the event.

S6:6.In 2007.

T:Now look at the screen again.I’ll explain some words and expressions of the text so that you can use them freely.Please listen to me carefully.

1.every two years=every second(other)year

e.g.He comes here every three days/every third day.

2.Athletes at the Special Olympics are fighters in more than one way.

e.g.The travel to Beijing is more than sightseeing.

He has more than twenty yuan with him.

3.fail vi. & vt.

e.g.I failed in persuading(to persuade)him.

Don’t fail to ring me up.

Time failed me to finish my talk.

4.consider +n./pron./doing

e.g.He is considering changing his job.

consider+sb.+(to be)+n./adj.

e.g.They considered themselves very important.

5.participate=take part vi.

e.g.I participated(took part)in the game.

6.compete in;compete in a race;compete for;compete with sb. for sth.

e.g.Cities in the world are now competing for the honour to host the Olympic Games.

T:Do you have anything else you don’t understand?If you have,please tell me.I’ll be glad to have a discussion with you.

(The teacher answers any questions asked by the students.)

Step Ⅴ Listening and Reading Aloud

T:Let’s listen to the tape.When I play it for the first time,just listen to it.When I play it for the second time,please listen and repeat.Then read the text aloud.Are you clear about it?

S:Yes.

(The teacher plays the tape for the students to listen.Then when the students read the text,the teacher goes among the students and corrects the students’ mistakes in pronunciation,intonation and stress.)

Step Ⅵ Practice

T:Now let’s do an exercise.You should do it like this:try to find useful expressions in the text and make sentences with them in groups of four.One student,one sentence.Do it by turns.Are you clear about it?

S:Yes.

(A few minutes later)

T:Now I’ll ask some students to make sentences.One sentence at a time.S1,please give us your sentence.

S1:I’ll make a sentence with the phrase“every four years”.

The Olympic Games is held every four years.

T:Please go on.

S2:fail to do

He failed to pass the English exam.

S3:more than

More than one person has made the suggestion.

S4:consider

We don’t consider Tom to be our best friend.

S5:take part/participate

All the students took part/participated in the sports meeting in our school.

S6:compete

He competed with other players for the champion.

Step Ⅶ Writing

T:Now you’ve known something about disabilities.I think many students will show their love to the disabled from now on.What should we do to help them in our daily life?

S7:If we are organizing an event,we must imagine that people with disabilities may want to come to it.So we must make sure that they can enter and use all parts of the building.

S8:When we design a building,we should provide an entrance suitable for wheelchairs on the ground floor,as well as lifts,suitable bathrooms and toilets.We must also make sure that signs are clear and easy to read.

S9:…

T:OK.It’s very kind of you!After class,please conduct a survey of the public places where you live in.Start with your school:how easy or difficult is it for a disabled person to get around?Visit other public buildings and find out if they are accessible or not.Work in pairs or groups and make a checklist for your survey.Use the results to write an essay.Describe the current situation and suggest ways to improve the situation.

Suggested writing:

After several days’ survey,I found that the government paid a little attention to the disabled and spend much money on new buildings.There is no special road for the blind.The buildings have many steps,and it’s difficult for the disabled to get into them.

A new government programme has been designed to help disabled people.More special schools will be built.Not only will help be given to people to find jobs,but also medical treatment will be provided for people who need it.But the truth is that everyone should take care of disabled people,not just the government.If everyone shows love to them,their life will be much better.

Step Ⅷ Summary and Homework

T:In this class,we’ve reviewed the useful expressions and learned the text“The Special Olympics”.We practise how to write the article on disabilities.After class,go over all the important points learnt in this unit,and write an essay.Prepare for next unit.Class is over.

Step Ⅸ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Fourth Period

Important Phrases:

share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust to