Unit 1 Living well
Period 1 A sample lesson plan for reading
百万元宝贝(Marty’s story)
Introduction
In this period, after the warming up, students will first be guided to read aloud to the tape，read for the forms，read to transfer information，draw a diagram of the text and retell it with the help of the diagram and read to underline and write down all the uful collocations. And the period will end in students talking about living well with disability.
Objectives
To help students understand the text’s forms and contents and learn about living well
To help students communicate on the topic in focus with the words, expressions and structures learned in this unit
Focus
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Words | drum， adapt， annoyconcern的用法， conduct， overhear， design，congratulate impair |
Collocations | in other words，out of breath，all in allkick ass，make fun of，in particular |
Patterns | 1. Of cour, there will always be a few who cannot e the real person/ inside my body, but I do not get annoyed, I just ignore them. 2. Just accept them for who they are and give them encouragement to live as rich and full a life as you do. 3．Up until I was about 10 years old, I was the same as everyone el in my class. 4．Access to the cinema for people in wheelchairs and tho who have difficult walking. 5. As well as going to the movies and football matches with my friends when I am well enough, I spend a lot of time with my pets. 6. I am “one in a million”. In other words, there are not many people in the world like me. 7. My life is a lot easier at high school than it was at primary school. |
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Aids
Multimedia facilities, tape-recorder, photos, diagrams
Procedures
1. Warming up by learning about disability
Hello, class. Nice meeting you and learning English新东方招聘 with you.
Everyone hopes that he may live well. But some are not living well becau they are disabled. And in this first period we shall learn to help tho disabled people to live well. But first what is disabled? What is disability?
A disabled person is one who has a condition called a disability that interferes with his or her ability to perform one or more activities of everyday living. For example, indoors and going outside, getting dresd, communicating with others.
Then what are the types of disability? "Disability" can be broken down into a number of br
oad sub-categories, which can include the following: physical impairments affecting movement, sensory impairments, neurological impairments, cognitive impairments and psychiatric conditions.
To know more about disability, let’s go to page 2.
2. Pre-reading by visiting the Family Village website
To know more about disability and its solution get online now to
commandline喀麦隆首都Welcome to the Family Village! We are a global community that integrates information, resources, and communication opportunities on the Internet for persons with cognitive and other disabilities, for their families, and for tho that provide them rvices and support. Our community includes informational resources on specific diagnos, communication connections, adaptive products and technology, adaptive recreational activities, education, worship, health issues, disability-related media and literature, and much, much more! So stop in, stroll around, and visit some of the Family Village's attractions. Simply click on a place to explore and discover a cornucopia of uful information! Let us know what you like (or dislike) and visit often, for our village is constantly changing. |
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3. Reading aloud to the tape
Reading aloud to the recording of the text improves our literacy skills -- reading, writing, speaking, and listening. Now turn to page 2. First we shall listen and read aloud to the recording of the text. Try to read aloud the text as loudly and correctly as possible.
4. Reading for the forms
It is unlikely that you will understand 100 percent of the vocabulary in the text, especially at a first reading. U first the context and then your own knowledge of the subject to help you guess the meaning of unknown words.
A really uful way to help us with our listening is to become aware of 'thought groups' .
When we speak, we need to divide speech up into small 'chunks' to help the listener understand messages. The chunks or thought groups are groups of words which go together to express an idea or thought. In English, we u paus and low pitch to mark the end of thought groups.
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Then we shall go over the text to read it to: cut/ the ntence into thought groups, blacken the predicates, darken the connectives and underline all the uful collocations.
5. Reading to transfer information
Writers structure, or organize, their writing in many different ways. Recognizing the way in which a text has been organized will help you understand its meaning more fully.
Now let’s go over the text once again. While going over it look for information to complete the chart below.
Marty’s story |
Why are there not many people in the world like me? | Becau: I have a muscle dia that sometimes makes me very weak and I can’t run or climb stairs as quickly as other people. I am clumsy and drop things or bump into furniture. |
What is my motto? | Live one day at a time. |
When did I get weak? | Up until I was about 10 years old, I was the same as everyone el in my class. 匿笑Then I started to get weaker and weaker. |
What was the worst thing about my life? | One of the worst things about my dia is that I don’t look any different from other people. |
Do I have a good life? | All in all, I have a good life. |
What is my ambition? | My ambition is to work in the computer industry when I grow up. I am the only student in my class to have a pet snake. |
What has my disability made me? | In many ways my disability has made me grow stronger and more independent. |
What do I think of having a disability? | Just having a disability doesn’t mean your life is not satisfying. |
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6. Drawing a diagram of the text and retell it with the help of the diagram
