Teaching aims and demands
Topic Disability
Ability and inability
Vocabulary disability ability sidewalk waste fair potential guidance gifted assist sympathy encouragement visual adjust candy ceremony niece victory dignity participate conduct accessible
get around(=get about) get used to
Functional items Ability and inability
I probably couldn’t …
I would not be able to …
It would be difficult to …
I’m sure I would be able to …
I could …
If I … I would be able to …
I would need help to …
I would need a/an …
I would try to …
Structure Review Direct and Indirect Objects
Reading
Disabled? Not me!
The Special Olympics
Writing An argumentative essay
Period 1 Unit 17 BII Warming Up & Listening
Teaching Aims:
1. Look at the pictures and imagine what difficulties and dangers you might face.
2. Using the pictures, try to think of ways to make public places safer and better for the disabled.
3. Listen to the tape and do the exercises.
Teaching Methods
Brainstorming
Pair work
Teaching Aids
Student’s sheet
tape recorder
Teaching Procedures
I. Warming up
1. Brainstorming:
How many different types of disabilities do you know?
blind, deaf, lame, mute, mentally disabled
Do you know of any famous people who are disabled? What do they do?
Helen Keller (teacher, blind), Stephen Hawking (physicist, wheelchair, speech impaired), Thomas Edison (scientist/inventor, slightly deaf), Beethoven (composer, deaf), Zhang Haidi (writer, wheelchair), Zheng Zhihua (singer, wheelchair) Sang Lan (gymnast, wheelchair)
2. Pair work: Look at the first four pictures on P49, then discuss how difficult it is for disabled people to get around in our city.
picture situation difficulty/ problem
picture 1 in a wheel chair visit buildings that have big stairs in front of them
picture 2 blind might trip over stones, bikes or other obstacles in the street
picture 3 in a wheel chair can’t use public toilets
picture 4 in a wheel chair can’t use a phone booth
3. Pair work: Using the last four pictures, think of ways to make public places safer and better.
pictures improvement
Picture 5 a path/lamp/road next to the stairs/steps
Picture 6 special marks/stones/signs on the ground
Picture 7 special toilets with tall seats and handrails
Picture 8 low/wide phone booth
II. Listening
Do the listening on P50.
III. Language points:
1. disability: n.無能力，傷殘，缺陷 disable v.使無能 disabled adj.傷殘的
eg .He gets money from government because of his disabilities.因為殘疾他從政府得到錢。
Not speaking French in Paris is a real disability.在法國不講法語 是一種缺陷。
2. ability: n. 能力， 本領，才智
eg. I do not doubt your ability to do the work.我對你做這項工作的能力毫不懷疑。
To the best of one’s ability 盡某人的最大能力 leadership ability 領導才能
VI. Homework
Finish off student’s sheet.
Student’s Sheet Warming up & Listening Unit 17 BII
No. __ Name _____ Class ___
I. Warming up
1. Brainstorming:
How many different types of disabilities do you know?
____________________________________________________________________________
Do you know of any famous people who are disabled? What do they do?
____________________________________________________________________________
____________________________________________________________________________
2. Pair work: Look at the first four pictures on P49, then discuss how difficult it is for disabled people to get around in our city.
picture situation difficulty/ problem
picture 1 in a
picture 2 might trip over stones, bikes or other obstacles in the street
picture 3 in a
picture 4 in a
3. Pair work: Using the last four pictures, think of ways to make public places safer and better.
pictures improvement
Picture 5
Picture 6
Picture 7
Picture 8
II. Language points:
3. disability: n.無能力，傷殘，缺陷 disable v.使無能 disabled adj.傷殘的
eg .因為殘疾他從政府得到錢。_________________________________________________
Not speaking French in Paris is a real disability. ________________________________
4. ability: n. 能力， 本領，才智
eg.我對你做這項工作的能力毫不懷疑。_______________________________________
to the best of one’s ability _____________________ leadership ability _____________
VI. Homework
Finish off student’s sheet.
Period 2 Unit 17 BII Speaking & Writing
Teaching Aims:
1. Learn to describe a place.
2. Learn the useful expressions by heart:
I probably couldn’t …
I would not be able to …
It would be difficult to …
I’m sure I would be able to …
I could …
If I … I would be able to …
I would need help to …
I would need a/an …
I would try to …
3. Write a comparison essay.
4. Teach students the strategy of description.
Teaching Aids
Student’s sheet
pictures
Teaching Methods
Group work
Pair work
Role play
Teaching Procedures
I. Speaking
1. Group discussion:
Do you know anyone who is disabled?
How does he or she deal with the difficulty?
2. Pair work:
Imagine you’re disabled, choose one of the situations on P50 and discuss how you would deal with them?
Situation 1 Sample dialogue
A: I’m blind and I want to visit a friend. My friend lives across the town and I have to change buses once. I’m sure I would be able to find the bus stop by myself, but I would need help to change buses.
B: How would you find the bus stop?
A: Well, I know where it is. I use a cane/stick to find my way and to avoid obstacles.
B: OK, so maybe you could ask the driver to tell you where to get off?
A: It would not be difficult to know where to get off, but when I change buses I have to get in the right bus.
B: You could ask someone to read the number of the bus for me, I would be able to get on the right one.
B: Sure. And then you could ask your friend to meet you at the bus stop and help you find the way to his apartment.
3. Fill in the blanks with the missing words to complete the passage.
What needs to be done to make life e______ for people with d_______? If we are o________ an event, we must imagine that d_______ people may want to come to it. So we must make s________ that they can enter and use all parts of the building. We should also get proper e__________ for people who don’t hear w________. When we d________ a building, we should provide an entrance suitable for w_______ on the ground floor, as well as lifts, suitable b______ and toilets. We must also make sure that signs are clear and e______ to read.
(easier, disabilities, organizing, disabled, sure, equipment, well, design, wheelchair, bathrooms, easy)
II. Writing P56
You are asked to conduct a simple survey of the places where you live. First you should prepare a checklist and then examine public places in your school or town. Use the results to write an essay. (Use the reading on P127 for ideas)
Sample survey checklist (Shopping center)
1. Can a person in a wheel chair get into the buildings?
No. There are no stairs in front of the store, but the floor of the shop is higher than the pavement. The doors are large, but people have to pass through a narrow gate to get in and out of the store.
2. Is the sidewalk even and free from obstacles?
No. There are several holes and many obstacles such as bikes and other objects.
3. If there are stairs, is there also an elevator?
No.
4. Can a person in a wheelchair use public phones?
No.
III. Language points:
1. facility: n.設備， 設施， 方便
educational/public facilities 教育/公共設施 facilities for communication/research交通/研究設備
2. survey: n.調查， 概論， 查看，
do/ conduct a survey 做調查 a survey of current situation當前形勢調查
IV. Homework
Finish writing the essay.
Student’s Sheet Speaking & Writing Unit 17 BII Name _____ Class ___
I. Speaking
1. Group discussion:
Do you know anyone who is disabled? How does he or she deal with the difficulty?
2. Pair work: Imagine you’re disabled, choose one of the situations on P50 and discuss how you would deal with them?
Situation 1 Sample dialogue
A: I’m blind and I want to visit a friend. My friend lives across the town and I have to change buses once. I’m sure I would be able to find the bus stop by myself, but I would need help to change buses.
B: How would you find the bus stop?
A: Well, I know where it is. I use a cane/stick to find my way and to avoid obstacles.
B: OK, so maybe you could ask the driver to tell you where to get off?
A: It would not be difficult to know where to get off, but when I change buses I have to get in the right bus.
B: You could ask someone to read the number of the bus for me; I would be able to get on the right one.
B: Sure. And then you could ask your friend to meet you at the bus stop and help you find the way to his apartment.
3. Fill in the blanks with the missing words to complete the passage.
What needs to be done to make life e______ for people with d_______? If we are o________ an event, we must imagine that d_______ people may want to come to it. So we must make s________ that they can enter and use all parts of the building. We should also get proper e__________ for people who don’t hear w________. When we d________ a building, we should provide an entrance suitable for w_______ on the ground floor, as well as lifts, suitable b______ and toilets. We must also make sure that signs are clear and e______ to read.
II. Language points:
1. facility: n.設備，設施，方便
educational/public facilities教育/公共設施 facilities for communication/research交通/研究設備
2. survey: n.調查;概論do/ conduct a survey 做調查a survey of current situation當前形勢調查
III. Writing P56
You are asked to conduct a simple survey of the places where you live. First you should prepare a checklist and then examine public places in your school or town. Use the results to write an essay. (Use the reading on P127 for ideas)
Sample survey checklist (Shopping center)
Can a person in a wheel chair get into the buildings?
No. There are no stairs in front of the store, but the floor of the shop is higher than the pavement. The doors are large, but people have to pass through a narrow gate to get in and out of the store.
Is the sidewalk even and free from obstacles?
No. There are several holes and many obstacles such as bikes and other objects.
If there are stairs, is there also an elevator? No.
Can a person in a wheelchair use public phones? No.
Finish your essay.
Period 3 Unit 17 BII Reading
Teaching Aims:
1. Read the passage and get the main idea.
2. Learn some useful words and expressions: get around, fair, potential, gifted, sympathy, assist
Teaching Aids
Student’s sheet
a tape recorder
Teaching Methods
Discussion, skimming and scanning
Teaching Procedures
I. Reading
1. Skimming:
Read the passage quickly and explain why the author chose it as the title? What do you think the reading passage is about?
2. Scanning
Read the passage carefully and then finish the following after listening to the tape
From paragraph 1 and 2, we know that Xiaowen and other disabled students have to overcome both physical and social difficulties, but we can’t let physical disabilities _____ a person’s life. More _________ given to disabled people to develop their _______, they will _____ a _______ to _______.
From paragraph3 we know that the best way to help is often simply a matter of _____ _______and ______ _______. The students who are not disabled in the Beijing Union University learn to _______ disabled students, but also learn the importance of _______ to reach their ______ in life. Disabled students here need_________, more than _______ and _______.
Paragraph 4 and 5 tell us that assistance and guidance are not enough. Disabled people also need ______ and __________.They are both the ______ and _______ of the magazine Literature of Chinese Blind Children.
Paragraph 6 tells us that living with disability is ______ and _________. A disabled person has to learn to ____ _____ his/her body as it is and ______ his /her way of life.
(limit, opportunities, potential, make, contribution, society, opening doors, offering guidance, assist, cooperating, goals, recognition, sympathy, help, inspiration, encouragement, readers, writers, frustrating, challenging, live with , adjust)
II. Language points:
1. get around: get round, get about到處走動，消息傳播出去，避開，逃避，
eg. He could get around again after the operation.手術之后他又能走動了。
She doesn’t get around much these days.這幾天她不大各處走動。
Bad news gets around quickly.壞消息傳播得很快。
We can get around the problem of space by building a space station.我們能通過建立空
間站來解決太空問題。
2. fair：n..集市，廟會， 展覽會；adj.公平的，相當的，晴朗的，金發的
a world fair 世界博覽會 a book fair書市
eg. We are hoping for fair weather.我們期盼著晴朗的天氣。
His knowledge of French is fair.他的法語不錯。
She is a tall and fair-haired girl.她是一位高個金發的姑娘。
We charge fair prices and are content with fair profits.我們索取公道的價錢， 并滿足于公道的利益。
3. potential: n. 潛力， adj.潛在的
a potential danger/ threat潛在的危險/威脅a potential customer潛在的顧客
eg. The boy has acting potential, but he needs training.這個男孩有表演潛力，但需要訓練。
A number of potential buyers have expressed interest in the building.許多潛在的購買者表示對這幢大樓感興趣。
4. gifted:有天賦的，有才能的
a gifted pianist天才鋼琴家 a gifted child 天才兒童
eg. He is gifted in art.他有藝術天賦。
n. gift 禮物，天賦，贈品，才能
eg. She has a gift of making friends easily.她有善于交友的才能。
5. guidance: n. 引導， 指導 guide.v.
under sb’s guidance 在某人的引導/指導下 offer guidance引導
eg. You can do the experiment alone, but you must be nder the teacher’s guidance. 你可以單獨做實驗，但是必須在老師的指導下。
6. assist: v. 幫助，援助n. assistance
assist sb with sth/to do sth/in doing sth幫助某人做某事
eg. She assists her mother to do / with/ in doing housework.她幫媽媽做家務。n. assistance
7. sympathy：n. 同情，同情心，贊同
feel sympathy for sb同情某人 have(no) sympathy with sb對某人（不）同情
eg. I felt sympathy for those people whose houses were destroyed in the earthquake.我對那些在地震中房屋被毀壞的人們表示同情。
I ‘m in sympathy with your plan.我贊同你的計劃。
v. sympathize adj. sympathetic
8. visually impaired弱視的
adv+p.p在~方面是被~了的
mentally disabled在智力方面殘疾的 physically handicapped身體殘疾的 genetically modified轉基因的
9. I have learn to live with my body as it is and adjusted to my way of life.我已經學會接受自己殘疾的身體，并適應了自己的生活方式。
live with 接受或容忍某種現象
eg. You’ll just have to learn to live with it, I’m afraid.我看，你得學會接受現實情況了。
adjust:v.調整，調節，使適應，適合
eg. She adjusted her clothes and her hair.她們出門前整了整衣服和頭發。
adjust to sth/ adjust oneself to使適應，適合
eg. He adjusted himself very quickly to the heat of the country.他使出自己很快就適應了這個國家炎熱的氣候。
He soon adjusted to the life in the army.他很快適應了軍隊生活。
10. get/ be used to (doing) sth習慣于做某事
eg. The astronauts soon got used the condition of weightlessness.宇航員很快就習慣了失重狀態。
You must get used to getting up early.你必須習慣早起。
used to do sth過去常常
eg. I used to go to office on foot, but I don’t do that now.我過去步行上班，但現在不這樣了。
III. Homework:
1. Read the passage.
2. Translate the sentences.
They found it hard adjusting to life in a new country.
他們覺得很難適應一個新國家的生活。
It is difficult for Xiaowen to get around without a wheelchair.
小文離開輪椅很難四處活動。
The boy is gifted in painting. 那個男孩具有繪畫天賦。
We should offer guidance for the disabled people in many public places.
在許多公共場所我們應該給殘疾人領路。
I’m going to assist Mr. Brown in preparing a report.我將協助布朗先生準備一份報告。
It is not enough to have sympathy for the disabled. We should learn to respect them.
僅僅同情殘疾人是不夠的，我們應該學會尊敬他們。
We have made great progress in physics under the teacher’s guidance
在老師的指導下我們在物理方面取得了很大進步。
Period 4 Unit 17 BII Integrating Skills
Teaching Aims:
1. Read the passage and understand something about the Special Olympics.
2. Learn useful words and phrases.
Teaching Aids
a tape recorder, student’s sheet
Teaching Methods
skimming and scanning, group discussion
Teaching Procedures
I. Skimming:
Read the passage quickly then answer the questions.
1. What are the Special Olympics for? ( for mentally disabled athletes)
2. How often is the event held?(every four years)
II. Scanning:
Read the passage carefully and complete the following.
Part 1 tells the _____and ______between the regular Olympic Games and the Special Olympics.
Similarity: The events are surrounded by grand_______ and the competition is ______, but there is also a strong sense of _______ and _______.
Difference: For many of the Special Olympic athletes, simply taking part in the games is a ______.The Olympic ________ is _______ at the Special Olympics than at the regular one.
Part 2 tells us how the events like the Special Olympics help the mentally disabled people.
The disability makes everyday life difficult and _____ often _______ to treat the mentally disabled with________ and _______.The Special Olympics is one example of how society can ______ the _____ of life for all its citizens. By preparing for and _______ in the Special Olympics
the mentally disabled people can develop their ability to ______, improve their ______ and gain greater_________. It is also a good way to ______ _______. _______ in the Special Olympics has ______ across the world and cities are now __________ for the honour to ________the event.
( Similarity ,difference, ceremony, fierce, unity , friendship, victory, spirit, stronger, society, fails,
dignity, respect, improve , quality, participating, move, health, self-confidence, make friends, Interest, spread, competing, host)
III. Listen to the tape and get the general idea.
IV. Language points:
1.every four years :every fourth year每四年
eg. Please write on every other line.請隔行寫。
2.ceremony:n. 典禮， 儀式；禮節， 禮貌
the wedding ceremony 婚禮 perform the opening /closing ceremony舉行開幕/閉幕式
eg. The school leaving ceremony is at 3:00.畢業典禮于三點舉行。
Stand on/upon ceremony 講究客套，客氣 without ceremony不拘禮節地，隨便地
Eg. Help yourself without ceremony.請隨便吃/ 不必客氣。
3.victory: n.勝利， 成功
celebrate a victory 慶祝勝利 a major victory大捷
eg. The captain led his team to victory.隊長帶領全隊取得勝利。
4.dignity:n.尊嚴，尊貴，端莊的儀態
beneath one’s dignity 有失身份 stand up one’s dignity保持尊嚴
eg. Only a truly free person has human dignity。只有真正自由的人才具有尊嚴。
5.society:表示社會時，前面一般不用冠詞；表示社團，協會時， 有冠詞
eg. Society has a right to see law-breakers punished.社會有權讓違法者 受到懲罰。
a music society 音樂協會 the China Education Society 中國教育協會
6.participate: v.參加
participate in sports activities參加體育活動 participate in a discussion參加討論
participate with his sufferings 與他共患難 participant參加者
V. Homework:
Finish the following sentences with the proper forms of the word in brackets.
a) The_________ of prizes will begin in the main hall at nine o’clock.(present)
b) Every__________ finishing the race will receive a medal. (participate)
c) The manager of the company is a man _________ to reason.( access)
d) She is proud to receive people’s ___________ of her many achievements.(recognize)
e) She’s a very __________child. She is good at sports. (gift)
f) They had a very ___________ meeting and solved a lot of problems.(produce)
g) The actress said she could never have achieved this without the _________ of her parents and husband.(encourage)
h) Books for children have to be _________ very exciting.(visual)
(presentation, participant, accessible, recognition, gifted, productive, encouragement, visually)