unit 1 period 1 Living Well

Unit 1 Living well说课稿一、学生情况分析本单元的设计与实施是建立在学生经过高一新教材学习基础之上。

学生已经逐步适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。

并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

对于残疾人的生活和学习这一话题，同学们并不感到陌生，相信这能引起学生的兴趣，并激发学生的探究心理。

二、教材分析（一）教材地位与作用Living well高中英语选修7 第一单元的内容。

本单元以残疾及残疾人生活为中心，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的挑战。

本课时是第一课时，包括Warming Up，Pre-reading，Reading和Comprehending四部分。

通过本节课的学习，提高学生理解、尊重、关心、帮助残疾人意识，使残疾人与健全人一样共享美好生活。

它在整个单元教学中占有十分重要的地位。

这是对新课程目标中情感态度与价值观培养目标的全方位体现。

基于以上教材的分析，根据新课程标准要求，我确立如下教学目标：（二）教学目标1. 知识目标a. 掌握以下重点词汇和短语ambition, disability, fellow, independent, beneficial, encouragement, in other words, all in all, out of breath, makefun of.b. 理解和运用以下重点句型1. I have to adapt to my disability.2. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.2. 能力目标a. 通过对段落结构的分析，使学生掌握scanning的阅读技巧。

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 suggestionⅡ. 目标语言功能句式IntroductionI’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 & congratulationsCongratulations.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.1．四会词汇disability, disabled, eyesight, ambition, beneficial, clumsy, adapt,词汇microscope, absence, fellow, annoy, annoyed, industry, tank, encouragement, conduct, politics, literature, resign, companion, assistance, congratulate, graduation, basement, accessible2．认读词汇syndrome, Rosalyn, Sally, Marty, fulfilling, Kilimanjaro, Qomolangma, wheelchair, Sanders, earphone, impair, community3．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 with4．重点词汇disability, disabled, adapt, annoy, conduct, congratulate, accessible结构Revise the InfinitiveThe infinitive can be used:1. as the subject2. as the predicative3. as the object4. as the object complement5. as the adverbial6. as the attribute重点句子1. …but I am very outgoing and have learned to adapt to my disability.P22. Every time I returned after an absence, I felt stupid because I was behind the others. P23. All in all, I have a good life. P24. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do. P3Ⅲ. 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。

人教版教材选修七第一单元Living Well-Using LanguageA Letter To An Architecture教学设计课题名称：Using language课型：阅读写作课授课年级：高二年级（下）主题语境：人与社会——关爱残障人士教材内容分析一、教材内容：本课为人教版教材选修七第一单元Living Well的第五课时Using Language 板块的第二项活动Reading，Speaking & Wring.本单元的话题是围绕“残疾”、“残疾人的生活”展开的，介绍残疾人积极进取的生活。

教材上这部分共有六个练习，练习1看图说话，讨论行动困难的人在电影院可能会遇到什么麻烦。

练习二要求学生阅读一封信件，内容为一位读者写给电影院建筑师的信，请求建筑师充分考虑残疾者的需求，然后让学生把心中的建议要点列举出来。

练习三回答问题。

练习四要求学生找出信中的礼貌用语。

练习五分组讨论社区是否方便残疾人进出以及改进的方法。

练习六要求学生仿照读过的信件给某建筑师写一封建议信。

二、阅读文本分析：WhatReading部分呈现的是一封较为正式的写给一位电影院建筑师就新影院的设计的建议信，内容主要包括：1. 写信目的——考虑残障人士的需求；.2. 包括电梯设计（Adequate access for wheelchairs），耳机配置（Earphones for people who have trouble hearing），座位高度（Raised seating），厕所位置（Toilets）以及停车场位置（Car parking）等五个方面的建议；3. 表示感谢和期待，并表明合理设计的原因——利于残障人士也利于电影院的双赢局面。

How1. 结构上。

Reading在结构上采取了总分总的布局，先说明写信目的，随后从一些细节上体现对残障人士可能遭遇的问题的考虑而提出可行性建议，最后总结表示希望建议得到认可并进一步提出双赢的预期效益。

Unit 1 Living wellPeriod 1 Warming Up，Pre－reading and Reading教材分析Warming Up is made up of two parts：discussing and talking.The purpose is to get students interested in the topic “disabilities”．The teacher first asks students to talk about people with a mental or physical disability to see how much they know about disabilities.Next，ask students to look at the pictures and read what these people have achieved even though they each have a disability.Finally，find out what disability they might have according to each description below the picture.Meanwhile，make sure students learn some useful new words and expressions in this unit.Pre－reading provides a short passage about a website called “Family Village”．Ask students to read it and find out the purpose of the website.Make sure the students have a basic knowledge of the website for the disabled.The reading passage Marty's Story presents a story that although Marty is a disabled boy，he never feels sorry for himself and he leads a good and busy life.This is the key part of this unit.The teacher can first get students to skim for the main idea of each paragraph in the reading passage，and then scan for further understanding.In order to let students fully understand the passage while reading，the teacher should analyze the change of Marty's feeling over time and next guide students to write a mini biography for Marty.To consolidate the contents of the reading passage，the teacher will present some poems to students for appreciation.三维目标知识目标1．Get students to learn the useful words and expressions in this unit.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，adapt to2．Help students to learn about disabilities and life of the disabled.能力目标1．Let students read the passage Marty's Story to develop their reading ability.2．Enable students to know that people with disabilities can also live well.情感目标1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.2．Help them understand more about how challenging life can be for the disabled.3．Develop students' sense of cooperative learning.教学重点Get students inspired by positive stories of the people with disabilities.教学难点1．Develop students' reading ability.2．Help students understand the difficulties the disabled have to overcome.教学方法1．Task－based teaching and learning.2．Cooperative learning.教学过程Warming up1．Warming up by discussingFirst ask students to talk about people with a mental or physical disability to see how much they know about disabilities.Then show some photos of people with disabilities.Students will be asked to discuss the following questions in small groups.Do you know any famous people who are disabled?What difficulties do they have to overcome in daily life?What have they achieved?Suggested answers：Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer.Helen Keller was deaf and blind，but she was a great writer.2．Warming up by talkingFirst，ask students to look at the pictures and read what these people have achieved even though they each have a disability.Next，work with partners to talk about what disability they might have according to each description below the picture.Suggested answers：Rosalyn is in a wheelchair.She has walking difficulty.Richard has difficulty with eyesight，so he can't read the questions or write the answers for his college entrance exams.Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema)．Gao Qiang was born with Down's Syndrome，which is a mental disability.Some Doun's Syndrome Down's Sufferers have made a good career as actors.Pre－readingAsk students to read the short paragraph in Pre－reading carefully and find out the purpose of the website “Family Village”．Suggested answers：1．To give ordinary young people with a disability a 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 lifecan be for people with disabilities.Reading1．SkimmingGive students 2 minutes；ask them to read the passage fast to fill in the blanks：Sum up the main idea of each paragraph：Paragraph 1：A(n)______ to Marty and his muscle disease.Paragraph 2：How the disease ______.Paragraph 3：Marty met a lot of ______ at school.Paragraph 4：How his life has become ______.Paragraph 5：The ______ of his disease.Suggested answers：Paragraph 1：An introduction_to Marty and his muscle disease.Paragraph 2：How the disease developed/started.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.2．Scanning for detailed informationAsk students to read the passage carefully to locate the detailed information.(1)First ask students to read paragraph one and complete the chart below.(2)Next read paragraphs two and three and choose the best answer.Why did the doctors cut out a piece of muscle from Marty's leg?A．Because they could cure the disease by cutting it out.B．Because they wanted to use it as a specimen(标本)．C．Because they would transplant(移植) the new muscle.D．Because they wanted to find out the cause of the disease.Key：D(3)Read paragraph four and answer the following questions：①What is Marty's ambition?②What is Marty's achievement?③What is Marty's hobby?Suggested answers：①Marty's ambition is to work for a firm that develops computer software when he grows up.②Marty invented a comp uter football game and a big company decided to buy it from him.③As well as going to the movies and football matches with his friends，he spendsa lot of time with his pets.He has two rabbits，a parrot，a tank full of fish anda tortoise.(4)Ask students to find Marty's advice in paragraph five.Suggested answers：Don't feel sorry for the disabled.Don't make fun of them.Don't ignore them.Accept them for who they are.Encourage them to live as rich and full a life as healthy people do.p 4Consolidation1．Ask students to read the whole passage and choose the best answers.(1)Which of the following is false?A．Although there are a few students who look down upon him，Marty never gets annoyed.B．Marty leads a meaningful life and does not feel sorry for being disabled.C．Marty only spends time with his pets and never with his friends.D．Marty's disability has made him more independent.(2)From the passage we can infer that ______.A．Marty asks others to feel sorry for himB．Marty never loses heartC．Marty is afraid of being made fun ofD．Marty will not accept any encouragement because he has grown stronger psychologicallyKeys：(1)C (2)B2．Ask students to work together to write a mini biography for Marty according3.Discuss in pairs to get the main idea of the passageby filling in the blanks. Though he is a ______ person ，Marty never feels ______ for himself and he ______ his life.Suggested answers ：disabled ；sorry ；enjoysDiscussion1．Ask students to discuss the following questions in small groups.(1)How did Marty's feeling changed over time?(2)What kind of person do you think Marty is ？Can you use adjective words to describe him?Suggested answers ：(1)The change of Marty's feeling over time ：hopeful→hopeless→stupid→not get annoyed→good/busy(2)We can see Marty is optimistic/brave/independent/strong －minded.2．Show a video of “Qianshou Guanyin” to the students and encourage them to remember the famous saying ：“Where there is a will，there is a way.”AppreciationAsk students to read two poems for appreciation when facing obstacles in the future.Facing Obstacles (Two poems by Tom Krause)The Heart of the StrongStrong is the heart that knows not the wayof comfort and ease while living each day.Yet continues to believe from the depths of its soulthat the future is destined to silver and gold.Strong is the heart whose yearning is wanedby storms in life filled with heartache and pain.Yet still gives its all —everything that it canin search of a dream —God's ultimate plan.When there is a victory —when battles are wonwhen burdens are lifted and bright shines the sun —when struggling souls gather —where heroes belong —they find in themselves —the heart of the strong.Carry OnAt times when you feel troubledwhen your happiness is gonelook to the heart within youfor the strength to carry on.In your heart you will find special virtuessuch as faith and hope and love.These gifts have been sent down to youfrom a power up above.It is faith that keeps the soul searchingfor the joy the heart hopes for.It is love that heals the spiritmaking it stronger than before.And if your heart be brokenif your strength should fade awaythe power of these virtueswill still win out the day.So remember when you are troubledwhen your happiness is gonelook to the heart within youfor the strength to carry on.Homework1．Retell Marty's Story according to the mini biography.2．Surf the Internet to learn more about the life of disabled people.。

Unit 1Living wellPeriod 1 Warming Up，Pre－reading and Reading设计者邵宁宁教材分析WarmingUpismadeupoftwoparts：discussingandtalking.Thepurposeistogetstudentsinterestedinthetopic“disa bilities”．Theteacherfirsta sksstudentstotalkaboutpeoplewithamentalorph ysicaldisabilitytoseehowmuchtheyknowaboutdisabilities.Next，askstudentstolookatthepicturesandr eadwhatthesepeoplehaveachievedeven thoughtheyeachhaveadisability.Finally，findoutwhatdisabi litytheymighthaveaccordingtoeachdescriptionbelowthe picture.Meanwhile，makesurestudentslearnsomeusefulnewwordsandexpressionsinthisunit.Pre－readingprovidesashortpassageaboutawebsitecalled“Family Village”．Askstudentstoreaditand findoutthepurposeofthewebsite.Makesu rethestudentshaveabasicknowledgeofthewebsiteforthedisabled.ThereadingpassageMarty'sStorypresentsastorythatalthoughMartyisad isabledboy，heneverfeelssorryforhimselfandheleadsagoodandbusylife.Thisisthekeypar tofthisunit.Theteachercanfirstgetstudentstoskimforthemainideaofeachparagraphinthereadingpassage，andthenscanforfurtherunderstanding.Inordertoletstudentsfullyunderstandt hepassagewhilereading，theteachershouldanalyzethechangeofMarty'sfeelingovertimeandnextguide studentstowriteaminibiographyforMarty.Toconsolidatetheco ntentsofthereadingpassage，theteacherwillpresentsomepoemstostudentsforappreciation.三维目标知识目标1．Getstudentstolearntheusefulwordsandexpressionsinthisunit.eyesight，ambition，disabled，beneficial，inotherwords，clumsy，adapt，microscope，outofbreath，absence，stupid，fellow，annoyed，allinall，industry，tank，makefunof，encouragement，adaptto2．Helpstudentstolearnaboutdisabilitiesandlifeofthedisabled.能力目标1．LetstudentsreadthepassageMarty'sStorytodeveloptheirreadingabil ity.2．Enablestudentstoknowthatpeoplewithdisabilitiescanalsolivewell.情感目标1．Bytalkingaboutdisabilitiesandlifeofthedisabled，makesurestudentscanlearnsomepositivestoriesofthedisabled.2．Helpthemunderstandmoreabouthowchallenginglifecanbeforthedi sabled.3．Developstudents'senseofcooperativelearning.教学重点Getstudentsinspiredbypositivestoriesofthepeoplewithdisabilities.教学难点1．Developstudents'readingability.2．Helpstudentsunderstandthedifficultiesthedisabledhavetoovercom e.教学方法1．Task－basedteachingandlearning.2．Cooperativelearning.错误!Step1Warmingup1．WarmingupbydiscussingFirstaskstudentstotalkaboutpeoplewithamentalorphysicaldisabilitytos eehowmuchtheyknowaboutdisabilities.Thenshowsomephotosofpeoplewit hdisabilities.Studentswillbeaskedtodiscussthefollowingquestionsinsmallgr oups.Doyouknowanyfamouspeoplewhoaredisabled?Whatdifficultiesdotheyhavetoovercomeindailylife?Whathavetheyachieved?Suggestedanswers：StevenHawkinghasamuscledisease，buthemakesgreatcontributionsinscienceandputsforwardhistheoryaboutblac kholes.Beethovenwasdeafinoneearwhenhewas26andtotallydeafattheageof35，buthewasagreatcomposer.HelenKellerwasdeafandblind，butshewasagreatwriter.2．WarmingupbytalkingFirst，askstudentstolookatthepicturesandreadwhatthesepeoplehaveachievedeven thoughtheyeachhaveadisability.Next，workwithpartnerstotalkaboutwhatdisabilitytheymighthaveaccordingtoeac hdescriptionbelowthepicture.Suggestedanswers：Rosalynisinawheelchair.Shehaswalkingdifficulty.Richardhasdifficultywitheyesight，sohecan'treadthequestionsorwritetheanswersforhiscollegeentranceexams.Sallyhashearingproblems (thoughnotdeafasshecanstillunderstandloudspeechinthecinema>．GaoQiangwasbornwithDown'sSyndrome，whichisamentaldisability.SomeDoun'sSyndromeDown'sSufferershavemad eagoodcareerasactors.Step2Pre－readingAsk studentstoreadtheshortparagraphinPre－readingcarefullyandfindoutthepurposeofthewebsite“Family Village”．Suggestedanswers：1．Togiveordinaryyoungpeoplewithadisabilityachancetosharetheirst orieswithothers.2．Toinspireotherdisabledpeople.3．Togetnon－disabledpeopletounderstandmoreabouthowchallenginglifecanbeforpeople withdisabilities.Step3Reading1．SkimmingGivestudents2minutes；askthemtoreadthepassagefasttofillintheblanks：Sumupthemainideaofeachparagraph：Paragraph1：A(n>______toMartyandhismuscledisease.Paragraph2：Howthedisease______.Paragraph3：Martymetalotof______atschool.Paragraph4：Howhislifehasbecome______.Paragraph5：The______ofhisdisease.Suggestedanswers：Paragraph1：Anintroduction_toMartyandhismuscledisease.Paragraph2：Howthediseasedeveloped/started.Paragraph3：Martymetalotofdifficultiesatschool.Paragraph4：Howhislifehasbecomeeasier.Paragraph5：Theadvantagesofhisdisease. 2．Scanningfordetailedinformation Askstudentstoreadthepassagecarefullytolocatethedetailedinformation.(1>Firstaskstudentstoreadparagraphoneandcompletethechartbelow.Suggestedanswers：Amusclediseasethatmakeshimveryweak.(2>Nextreadparagraphstwoandthreeandchoosethebestanswer. WhydidthedoctorscutoutapieceofmusclefromMarty'sleg? A．Becausetheycouldcurethediseasebycuttingitout. B．Becausetheywantedtouseitasaspecimen(标本>．C．Becausetheywouldtransplant(移植> thenewmuscle. D．Becausetheywantedtofindoutthecauseofthedisease.Key：D(3>Readparagraphfourandanswerthefollowingquestions：①WhatisMarty'sambition?②WhatisMarty'sachievement?③WhatisMarty'shobby?Suggestedanswers：①Marty'sambitionistoworkforafirmthatdevelopscomputersoftwarew henhegrowsup.②Martyinventedacomputerfootballgameandabigcompanydecidedtob uyitfromhim.③Aswellasgoingtothemoviesandfootballmatcheswithhisfriends，hespendsalotoftimewithhispets.Hehastworabbits，aparrot，atankfulloffishandatortoise.(4>AskstudentstofindMarty'sadviceinparagraphfive.Suggestedanswers：错误!Step4Consolidation1．Askstudentstoreadthewholepassageandchoosethebestanswers.(1>Whichofthefollowingisfalse?A．Althoughthereareafewstudentswholookdownuponhim，Martynevergetsannoyed.B．Martyleadsameaningfullifeanddoesnotfeelsorryforbeingdisabled.C．Martyonlyspendstimewithhispetsandneverwithhisfriends.D．Marty'sdisabilityhasmadehimmoreindependent.(2>Fromthepassagewecaninferthat______.A．MartyasksotherstofeelsorryforhimB．MartyneverlosesheartC．MartyisafraidofbeingmadefunofD．Martywillnotacceptanyencouragementbecausehehasgrownstrong erpsychologicallyKeys：(1>C(2>B2．AskstudentstoworktogethertowriteaminibiographyforMartyaccor dingtothetext.StatusSuggestedanswers：3.Discussinpairstogetthemainideaofthepassagebyfillingintheblanks.Thoughheisa______person，Martyneverfeels______forhimselfandhe______hislife.Suggestedanswers：disabled；sorry；enjoysStep5Discussion1．Askstudentstodiscussthefollowingquestionsinsmallgroups.(1>HowdidMarty'sfeelingchangedovertime?(2>WhatkindofpersondoyouthinkMartyis？Canyouuseadjectivewordstodescribehim?Suggestedanswers：(1>ThechangeofMarty'sfeelingovertime：hopeful→hopeless→stupid→notgetannoyed→good/busy(2>WecanseeMartyisoptimistic/brave/independent/strong－minded.2．Showavideoof“Qian shou Guanyin”tothestudentsandencouragethemtorememberthefamoussaying：“Wherethereisawill，thereisaway.”Step6AppreciationAskstudentstoreadtwopoemsforappreciationwhenfacingobstaclesinth efuture.FacingObstacles (TwopoemsbyTomKrause>TheHeartoftheStrongStrongistheheartthatknowsnotthewayofcomfortandeasewhilelivingeachday.Yetcontinuestobelievefromthedepthsofitssoulthatthefutureisdestinedtosilverandgold.Strongistheheartwhoseyearningiswaned bystormsinlifefilledwithheartacheandpain. Yetstillgivesitsall—everythingthatitcan insearchofadream—God'sultimateplan. Whenthereisavictory—whenbattlesarewon whenburdensareliftedandbrightshinesthesun—whenstrugglingsoulsgather—whereheroesbelong—theyfindinthemselves—theheartofthestrong. CarryOnAttimeswhenyoufeeltroubled whenyourhappinessisgone looktotheheartwithinyou forthestrengthtocarryon. Inyourheartyouwillfindspecialvirtues suchasfaithandhopeandlove. Thesegiftshavebeensentdowntoyou fromapowerupabove. Itisfaiththatkeepsthesoulsearching forthejoythehearthopesfor. Itislovethathealsthespirit makingitstrongerthanbefore. Andifyourheartbebroken个人收集整理-仅供参考ifyourstrengthshouldfadeawaythepowerofthesevirtueswillstillwinouttheday.Sorememberwhenyouaretroubledwhenyourhappinessisgonelooktotheheartwithinyouforthestrengthtocarryon.Step7Homework1．RetellMarty'sStoryaccordingtotheminibiography.2．Surf the Internet to learn more about the life of disabled people.申明：所有资料为本人收集整理，仅限个人学习使用，勿做商业用途.11 / 11。

Unit 1 Living well教学案2Period 1: Warming up and ReadingTeaching AimsTo learn something about disabilities and life of disabled peopleTo read about disabilities and life of disabled people. The students should know that people with disabilities can also live wellTeaching ProceduresStep I. Warming upWarming up by defining:Before we read about disabilities let’s try to define it first.What is disability? How many different types of disabilities do you know?Disability: the state of being disabled / unable to use his body properlyA. physical disabilityDeaf, dumb/mute, blind, lame, near-sighted, six fingers, color blindness, paralyzedB. mental disabilitydepression, learning difficulty, brain injury, phobias (恐惧症) …Warming up by talking:In groups of four talk about what you know about disabilities. Use these words in the above box to support your talk.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.Talking about disabilities1. Do you know anyone who is disabled around you? How does he or she deal with the disabilities?2. Do you know any famous people who are disabled? What do they do? Have a discussion about what the disabilities are and what difficulties they have to overcome in daily life.Talking about famous people with disabilitiesReference OneProfessor Steven Hawking is one of the disabled who has achieved success in his chosen field of work. In spite of his brain disease, he decides to continue with his research and writing, and his famous book “On History of Time”used to be a best seller. When he speaks, he has to use a computer and a voice box. When he answers questions, it takes about two minutes. Not only does he have to type out the answer on a computer but he also gets the computer to translate it into sounds.Reference TwoHelen Keller (1882—1968), blind and dumb, was a famous American writer. When she was only nineteen months old, she had a terrible disease. Then she became deaf and blind. In the next five years, she struggled in the dark and silent world. With the help of Anne Sullivan, she learnt to write and speak. She overcame the great difficulties and wrote a famous book “My life”, which became a best seller and she became a very well-known writer in the world.Reference ThreeZhang Haidi was born in September 1955 in Jinan, Shandong Province. When she was five years old, she got a serious disease and the lower part of her body lost the feeling and the functions. Since then, she has been confined to wheelchair but she has never stopped her pursue for knowledge and a happy life.She studied by herself all the courses from primary school to college and learned several foreign languages such as English and Japanese. In 1983, she began her career as a writer and a translator and her works have reached the total number of more than one million words. She has been active in social activities for public interests and she shows great care for the education of disabled children and village children. In 2001 she was entitled one of “the 20 most influencing women of the century around the world”.Her idea that true happiness lies in the hard pursue encourages people to work harder for the society.Look at the pictures and read what these people have achieved even though they each have a disability. The following list might help you.Mental disability learning difficulty hearing problemDifficulty with eyesight brain injury loss of an arm or legDown's Syndrome infantile paralysis walking difficultyPicture OneRosalyn loves sports. She is proud to have taken part in competitions and to have broken a record by running two laps (800 meters) this year. Her ambition is to become part of the national team for the next Paralympic Games.Picture TwoRichard has just passed his university entrance exams. He had the questions read to him and used dictation to give his answers into a special machine. He hopes to become a teacher.Picture ThreeSally leads a busy life. She likes writing stories and playing basketball. When she's free, she goes to the movies because the sound is 'always very loud. Although some may think the cinema is noisy, it is suitable for Sally's condition.Picture FourGao Qiang loves acting. Last year he played a major part in the school play. Now his ambition is to become an actor. He takes singing and dancing lessons after school.Step II. Pre-readingAsk students to read the pre-reading carefully and find out the purpose of the website. Discuss with a partner what kind of things you think people write about.The purpose of the website：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.Tell True or False:1. The family village website gives successful young people the chance to tell their personal stories.2. Only disabled people find the website beneficial.Step III. Reading1.Reading and underliningeyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, independent, make fun of, encouragement2. Explaining difficult pointsNow have a question and answer period. Ask them if they have any points they do not understand. Put the questions out and discuss them.3. Reading and transferringSkim the text and complete the table below.4. ComprehendingTask 1: Fast reading for general ideas.Skim the text and answer the following questions.1. Marty is ___________ person.A. a healthyB. an illC. a disabledD. a rich2. Marty has __________ disease.A. a mentalB. a muscleC. an eyeD. a leg3. What is the dream of Marty?A. Being a famous football player and representing his country in the World Cup.B. Being a doctor.C. Being a college student.D. Being a basketball player.4. Which of the following is TRUE?A. The doctor could give Marty’s d isease a name.B. The doctor knew how to make Marty well.C. Someone in the world could cure the disease.D. No one could give Marty’s disease a name.5. We can infer that _________.A. Marty will lose heart.B. Marty feels sorry for being disabled.C. M arty’s life is full of challenge.D. Marty feels lonely.(Suggested answers: CBADC)Task 2: Detail reading for Comprehending.1.Read Marty’s story and fill in the chart.Problems caused by his disability1. weak and can’t run or climb stairs as quickly as others2. clumsy and often drop things or bump into furniture3. sometimes too tired to get out of bed4. has missed a lot of school and lessons5. feels stupid because of being behind the others after a long absence from schoolWhat Marty does in spite of his disability?1. enjoys writing and computer programming2. enters a computer football game3. looks after pets4. disability has made him grow stronger and more independent2. Discuss these questions with others in your class.1) What kind of person do you think Marty is?2) What do you think is the most difficult thing that Marty has to deal with in his life?3) How would your life change if you were to develop a muscle disease like Marty?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 mentally 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). The students can answer this question according to their own thinking.3. Write a summary in one sentence for each paragraph.Paragraph 1.__________________________________________________________ Paragraph 2.__________________________________________________________ Paragraph 3.__________________________________________________________ Paragraph 4.__________________________________________________________Paragraph 5.__________________________________________________________ Paragraph 6.__________________________________________________________ Suggested answers:Paragraph 1: I have a muscle disease, which is very unusual.Paragraph 2: No one knows how the disease develops.Paragraph 3: The difficulties I have in daily life.Paragraph 4: My fellow students have begun to accept me for who I am.Paragraph 5 All in all, I have a good life.Paragraph 6: People with disabilities can also live well.4. Answer these questions in three or four sentences and then check your answers with others in your class.1).What kind of things does Marty do in order to make his life happy and satisfying?2). What can other people do to help Marty and others like him live a good life?3).Why has his fellow students’ conduct changed towards Marty?Suggested answers:1). Marty keeps busy doing things like writing computer programming that do not require physical strength. He has friends with whom he can go to movies and football matches and he has lots of pets. He also studies hard.2).They can accept people with disabilities for who they are rather than focus on their disability. They can encourage them to live rich and full lives.3).Because they found that Marty was able to live as rich and full a life as everyone else. Period 2: Learning about Language(Revise the use of Infinitive)Teaching AimsTo discover and learn to use useful words and expressionsTo discover and learn to use useful structuresTeaching ProceduresStep I. Warming up by discovering useful words and expressionsStep II. Discovering useful words and expressionsDoing vocabulary exercisesTurn to pages 4-5 and do exercises 1, 2, 3 and 4.Step III. Reading and discovering useful structuresNow read the text again to find as many examples of the infinitive as you can.The infinitive can be used1. as the subject2. as the predicative,3. as the object4. as the object complement5. as the adverbial6. as the attributeThe following is the detailed explanation of the Infinitives:The InfinitivesI. Form:A: There are six forms of the infinitives:Active(to do)I want to do the work tonight. (to be done)The work is to be done tonight.Passive(to have done)Robert appears to have done the work. (to have been done)The project must have been done.Active(to be doing)Peter must be doing his work now.Passive(to have been doing)The boy is believed to have been doing the work for the whole day.B: The full infinitive consists of two words, to+ verb, as shown above. But after certain verbs andexpressions we use the form without to, i.e. the "bare infinitive". For example:You had better say nothing.C. It is normally advisable to put any words between to and the verb, but see split infinitive.D. To avoid repetition, an infinitive is sometimes represented by its To.For example:A: Do you smoke?B: No, but I used to (smoke).II. Uses of the infinitive:A. Used as subject:a. An infinitive or an infinitive phrase can be the subject of the verbs, e.g. appear, seem, be etc.1. To save money today seems impossible. OR It seems impossible to save money.(here "It" is used as an formal subject. i.e. not real subject)2. To lean out the windows is dangerous. OR It is dangerous to lean out of the windows.b. Usually infinitive constructions of this type consist of it+ be+ adjective (for sb)+ to do but sometimes a noun can be used instead of an adjective.e.g. It is difficult (for me) to learn English well./ It is a difficulty (for me) to learn English.c. cost/take + object can also be used.e.g. It cost me 200 dollars to buy these books that I liked most.It took the 200 worker to build the Grand Bridge.B. Used as object:Some verbs are followed by a to-infinitive but not -ing (eg. agree, aim, ask, appear, be determined, decline, demand, endeavor, fail, hesitate, hope, hurry, manage, offer, plan, proceed, prepare, pretend, promise, refuse, want, wish , etc.).Some verbs are followed by -ing but not a to- infinitive (eg admit, avoid, consider, delay, deny, detest, dread, envisage, feel like, finish, imagine, miss, recall, resent, risk, suggest).The verbs begin, cease, start and continue can be followed by either a to-infinitive or an ~ing form with little difference in meaning (eg Even though it was raining, they continued to play/ playing). Other verbs can be followed by either a to-infinitive or an -ing form, but there is a difference in meaning.GERUND INFINITIVEforget 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 IE.g. I regret to inform you that your application has been unsuccessful, to indicate that we are about to do something we are not happy about；It's too late now, but I'll always regret asking John to do the work. to say we have already done something that we are not happy about.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-infinitiveadviseThey advise walking to town.They advise us to walk to town.allowThey do not allow smoking here.They do not allow us to smoke here.encourageThey encourage doing the test.They encourage us to do the test.permitThey do not permit smoking here.They do not permit us to smoke here.We use the following structures with the word recommend:recommendThey recommend walking to town.They recommend that we walk to town.C. As complement of object:e.g. 1. He wanted me to water the flowers. (Here I would water the flowers)2. Janet expected me to give her a nice present.D. As attributive: normally after a noun.e.g. 1. I have a composition to write. (here to write consists of passive, but to be written would not be possible)2. John has got a letter to mail.E. As adverbial (means purpose after intransitive verb)e.g. 1. A: Why are you going there?B: To see my teacher.2. I came to the Tom's to get my book back.F. How / Wh - word to do:1. I showed him how to press the button.2. I asked myself where to go.3. He couldn't decide which (one) to choose.III. Tense & Passivea. present infinitive (meaning future or a plan)1. I decide to do it. = I say to myself, "I will do it." (future)2. I am to travel around the world. (a plan)b. present continuous tense.1. We pretended to be reading our books when the teacher came in.2. He seemed to be cooking dinner at five yesterday evening.c. perfect infinitive.1. He seemed to have finished cooking his dinner by seven yesterday.2. Jane is sorry to have kept Jim waiting so long.d. perfect continuous tense.1. He pretended to have been working on the problems for hours.2. They appeared to have been training themselves for an hour.e. present infinitive passive1. The bridge to be built here will be the grandest one in the world.2. The film to be seen by Tom is a great one.f. perfect infinitive passive1. The flowers seemed to have been watered by seven yesterday.2. The mistakes to have been made twice is annoying.IV. Bare InfinitiveAfter modal verbs or some phrase that is considered as a modal verb, also in these structures:see/watch/feel/make/hear/have/notice somebody do (to is omitted).I saw Jim enter the classroom at five yesterday.I will have an electrician fix the light.You had better see a doctor.But in the passive voice to won't allowed to be omitted,ie. I was seen to enter the house.I was made to work 12 hours a day.Using structuresDeal with Exercises on Page49.Do Ex2 first and then do Ex3.Ask students to do Ex1 in their exercise-books after class.Step V. HomeworkGo over words and expressions.Go over the grammar.Finish Ex1 on Page 49.Step IV. Closing downTo end the period you are to do grammar Ex.1 & 2 on page 5.Deal with Ex1&Ex2 in the Discovering useful words and expressions. During this procedure students are asked to use an English-English dictionary. Because a good learner has English-English dictionary gives example sentences to show how a word is used, and most also explain rules for using the words as well as giving the meaning.T: Good. Glad you’ve done a very good job. As you know Marty lives in another country. He is far away from us. In China there are a lot of famous disabled people. Now look at this picture, who is she? (Show Zhang Haidi’s photo on the PowerPoint)Ss: Zhang HaidiT: Would you like to learn her story? Please open your books and do Ex1 on Page 4. First of all, let’s look up the following words in an English-English dictionary. Then I will ask some of you to explain them in English.Show the following words on the PowerPoint.Independent, fellow, ambition, disability, eyesight, motto, encouragement, beneficialIf students do not have an English-English dictionary, Teacher shows the explanation on the PowerPoint.independent: not determined or influenced by someone or something else；Although she is young, she is very independent.fellow: a peerWe were school fellows.ambition: the object or goal desiredOne of his ambitions is to become the President of the Motor General.disability: the condition of being disabledHe gets a disability pension from the Government because of his disabilities in a fire accident. eyesight: the faculty of sight; vision.Her eyesight is very good.motto: a maxim adopted as a guide to one's conduct.The school motto is 'Never lose hope.encouragement: the act of encouraging.He owed his success to his wife's encouragement.beneficial: producing or promoting a favorable result; advantageousa temperate climate beneficial to the healthAfter the explanation of the words, ask students do Ex 1 individually. Five minutes later check the answers with the whole class.After dealing with Ex1, ask students to Do Ex2 in groups. Then check the answers with the wholeclass. 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 Teacher will ask 10 students to translate the 10 sentences. And give them immediate help when necessary.Period 3: Using Language(Offer wishes & congratulations / A Letter to An Architect)Teaching AimsTo listen about a disabled person’s story of successful climbing Mount KilimanjaroTo learn to offer congratulations and best wishesTo talk about the problems that people with walking difficulties have in their daily lifeTo write a letter of suggestionTeaching ProceduresStep I. Warming up by talking about Mount Kilimanjaro. Ask them where Mount Kilimanjaro is(in Africa). Talk about mountain climbing by using the following pictures.About The MountainMount Kilimanjaro, the highest Mountain in Africa, is located in northern Tanzania (formerly called Tanganyika). It is located around 200 miles south of the equator. Mount Kilimanjaro, an extinct volcanic Mountain, is 19,341 feet in height.Mount Kilimanjaro is located within the boundaries of Mount Kilimanjaro National Park. The National Park, 756 square kilometers is size, was originally established as a game reserve in the early 1900's. In 1921, the government of Tanganyika renamed the game reserve to a forest and game reserve. In 1957, the Tanganyika National Parks Authority with support from many local and international conservation organizations and interest groups formally proposed the establishment of a national park at encompassed Mount Kilimanjaro. The area above 2700-meter contour was established as Kilimanjaro National Park and was officially opened for tourism in 1977. In 1989, the World Heritage Convention declared the Park a World Heritage site.Step II. Listening and speakingTo climb a mountain like Kilimanjaro is really tough, not to mention a person with disabilities. However, Barry Minto, who is blind, made it. And he became famous. He is being interviewed on the radio. While listening to the interview, finish Task 1-4.By using the following expressions, work with you partner to create dialogues offering congratulations and best wishes.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.A sample of offering wishes and congratulationsB: Congratulations on your promotion..A: Thanks. And I’m glad all my hard work has paid off.B: You really had a hard job last year. Anyway, everything favors you now.A: Thank you. Hey, how about your side, you are going to take a study trip abroad, I was told?B: Yes, and we are taking our leave soon. Actually, I’m here to say good-bye to you.A: Well, have a nice trip and good luck in your new life.B: Thanks.After students have finished the exercises in the textbook, show the students some more situations. Give the following two situations for students to practice offering congratulations and best wishes. Situation 1 One of your classmates has just won a gold medal in the China Daily Oral Competition.Situation 2 Your friend has just passed his driving test.Step III. Read the text A Letter to An ArchitectNow play the recording of the text A Letter to An Architect and ask the students to read aloud to it, underlining all the expressions useful to you at the same time.Facilities For People With DisabilitiesSeats designated for wheel-chaired patrons in the performing venues.Tactile-Braille indicators in the passenger lifts.Ramps(斜坡)for wheel-chaired patrons at suitable locations.Toilets for People with Disabilities in the foyer(休息厅), ground floor and the second floor. Audio and visual signals of the emergency alarm system.Step IV. DiscussingNow answer the questions about the letter.1. What is the purpose of the first paragraph of the letter.2. Why do you think the writer has numbered her suggestions and used italics?3. What is the purpose of the last paragraph?4. Can you think of any other things that the cinema could do to make it accessible to disabled people?Suggested answers:1. In the first paragraph Alice tell Ms. Sanders she is writing to make suggestions on the easy use of the cinema by disabled customers.2. This will attract the reader’s attention and the reade r will realize these are important information.3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised.4. The students can answer this question according to their own knowledge.Step IV. Closing down by writing(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 the 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 the students have their own opinion. (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 Bankstwon cinema. Let’s find out what suggestions Alice gives.SkimmingStudents can find the answers quickly, because they are printed in the pink color.Careful readingHelp 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 Ex2 on Page 9.After students read the text carefully, they will discuss the questions in Ex2 in groups. Several minutes later, check the answers with the whole class.Suggested answers:1. In the first paragraph Alice tell Ms. Sanders she is writing to make suggestions on the easy use of the cinema by disabled customers2. This will attract the reader’s attention and the reader will realize these are important information.3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised.T: After we read the suggestion letter of Alice, 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 suggestionA letter of suggestion normally has five parts.5. The Heading1. 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. It ends in a comma. 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 lineStep V PracticeDeal with Ex5-6 on Page 9.Ask students to work in groups and discuss accessible their community is for people with disabilities. Then discuss way in which their community could be made more accessible for disabled people. This discussion will lay a good foundation to the writing. After the discussion,。

《Unit 1 Living well》教学设计一、教学目标1、知识目标学生能够掌握本单元的重点词汇和短语，如 disability, accessible, adapt 等。

学生能够理解课文的主要内容，把握文章的主旨大意。

2、技能目标培养学生的阅读技巧，如 skimming（略读）、scanning（扫读）和detailed reading（精读）。

提高学生的写作能力，能够运用所学词汇和句型描述与“Living well”相关的话题。

3、情感目标引导学生关注残疾人群体，培养学生的同情心和关爱他人的意识。

鼓励学生树立积极乐观的生活态度，勇敢面对生活中的困难和挑战。

二、教学重难点1、教学重点重点词汇和短语的理解与运用。

课文的理解和分析，包括文章结构、语言特点等。

2、教学难点对文中长难句的理解和分析。

如何引导学生将所学知识运用到实际写作中，表达自己对“Living well”的看法。

三、教学方法1、任务驱动法通过布置各种任务，如阅读任务、写作任务等，让学生在完成任务的过程中掌握知识和技能。

2、情景教学法创设与教学内容相关的情景，让学生在真实的语境中学习和运用语言。

3、小组合作学习法组织学生进行小组合作学习，培养学生的合作精神和交流能力。

四、教学过程1、导入（5 分钟）展示一些关于残疾人士的图片或视频，引导学生思考残疾人士在生活中可能面临的困难和挑战。

提问学生对“Living well”的理解，激发学生的学习兴趣。

2、词汇学习（15 分钟）讲解本单元的重点词汇和短语，如 disability, accessible, adapt 等，通过例句和语境帮助学生理解其含义和用法。

组织学生进行词汇练习，如填空、造句等，巩固所学词汇。

3、阅读教学（25 分钟）让学生快速阅读课文，回答一些关于文章主旨大意的问题，如：What is the main idea of the passage?引导学生进行扫读，找出文中关于残疾人士生活的具体细节和例子。

Unit 1Living well(主题语境：人与自我——健康的生活方式、积极的生活态度)1 adapt vt. 使适应；改编【经典例句】Meanwhile, I am quite independent and it is easy for me to adapt myself to new surroundings.与此同时，我相当独立，我很容易适应新环境。

(1)adapt (oneself) to 使……适应于adapt sth. from 根据……改编某物be adapted for 为……而改写、改编(2)adaptable adj. 能适应的；可修改的(3)adaptation n. 适应；改编；改写本[基础练习]——单句语法填空(1)As far as I know, the TV play _is_adapted (adapt) from a true story.(2)I hold the firm belief that she will deal with the changes very well, because she is very _adaptable (adapt)．(3)After graduation from college, I gradually adapted myself to _living (live) on my own.[能力提升]——完成句子/句式升级(4)这个导演完全相信这个感人的故事如果改编成电视节目将会轰动一时。

①普通表达：The director was fully convinced that this moving story, _if_it_was_adapted_for_television , would be a hit.②高级表达：The director was fully convinced that this moving story, _if_adapted_for_television , would be a hit. (省略句)2 absence n. 缺席；不在某处【经典例句】Every time I returned after an absence, I felt stupid because I was behind the others.每次请过假之后，我都觉得自己很笨，因为我比别人落后了。

Unit 1 Living well 知识课Period 2: A sample lesson plan for Learning about Language(Revise the Infinitive)AimsTo help students revise the InfinitiveTo help students discover and learn to use some useful words and expressions To help students discover and learn to use some useful structures ProceduresI. Warming up by learning about the InfinitiveInfinitiveAn infinitive is the simple present form of a verb used as either a noun, adjective, or adverb. The verb of the infinitive is normally preceded by the word to. When the infinitive follows some verbs as the direct object, the “to” may be dropped.An infinitive phrase is the infinitive plus any complements and any modifiers of the infinitive and complements.As a Noun: He helped to write the program.As an Adjective: Lydia was looking for a way to earn money.As an Adverb: He shouted to get our attention.To Dropped: He helped write the program.In the above examples, the infinitive is italicized and the infinitive phrase is underlined.II. Listening, reading and completingNow you are going to listen to a short paragraph about Zhang Haidi.The model status of Zhang Haidi (Shandong Province,1955), widely publicized in print and in propagandaposters from 1983 on, is an interesting one. Zhang Haidi,also known as Ling Ling, became a paraplegic at the ageof five following four operations for the removal oftumors in her spine. When she received news that her illness was incurable, she was reported to have attempted to commit suicide by taking sleeping pills, an action usually considered as a betrayal of the revolution and as evidence of discontent with socialism, and therefore as the act of a coward. She never went to school, but through diligent self-study, she learned to read books on politics, literature and medical science. She also learned foreign languages, including English, Japanese and German. She did not only function as a model because of her intellectual accomplishments or her devotion to serving others, but also because "... In Lei Feng, Chinese youths had to reach for communism. In Zhang Haidi, communism reaches for Chinese youths."Now you are to complete the two paragraphs on page 4 choosing the right words from the list.III. Learning and findingWhat is an Infinitive?The infinitive usually occurs with 'To' (for example To go, To come, To wear etc.), except after an auxiliary or modal verb.It is a verb form that shows no person, tense or aspect.EXAMPLES OF THE INFINITIVE:I had to goI must goI want to singTo err is humanYou don't know herYou may comeThe following verb forms are derived from the Infinitive:i/ Imperative (same as Infinitive but without 'To')ii/ Present Simple (same as Infinitive without 'To' but the third person singular takes 's')iii/ Present Participle or Gerund (add 'ing')Now read the text once again to find and copy on page 5 all sentences which contain examples of the Infinitive.IV. Making sentences with the Infinitive1. To have a muscle disease is very boring for any people.2. I do not want to make my body very weak.3. To climb stairs, you need some tips.4. I don’t want you to drop things while going along the street.5. To bump into a car is dangerous.6. To make life well worth living you have to learn to live with what you have.7. He is looking for ways not to get worse or get older.8. He stayed on to adapt to the life there.9. My motto is to live one day at a time.10.He likes to climb tree, play football and dream about becoming richovernight.11.I hope to represent my country in the World Cup.12.Getting weaker and weaker, I have no strength even to get out of bed.13.To go into hospital for tests, I have to miss a lot of school.14.He learns to look at small things under a microscope.15.To get out of breath, you just have to run a short way.V. Closing down by reading a poem in EnglishDisabledHe sat in a wheeled chair, waiting for dark,And shivered in his ghastly suit of grey,Legless, sewn short at elbow. Through the parkVoices of boys rang saddening like a hymn,Voices of play and pleasure after day,Till gathering sleep had mothered them from him.About this time Town used to swing so gayWhen glow-lamps budded in the light blue trees,And girls glanced lovelier as the air grew dim,-In the old times, before he threw away his knees.Now he will never feel again how slimGirls' waists are, or how warm their subtle hands.All of them touch him like some queer disease.There was an artist silly for his face,For it was younger than his youth, last year.Now, he is old; his back will never brace;He's lost his colour very far from here,Poured it down shell-holes till the veins ran dry,And half his lifetime lapsed in the hot raceAnd leap of purple spurted from his thigh.One time he liked a blood-smear down his leg,After the matches, carried shoulder-high.It was after football, when he'd drunk a peg,He thought he'd better join. - He wonders why. Someone had said he'd look a god in kilts,That's why; and maybe, too, to please his Meg, Aye, that was it, to please the giddy jiltsHe asked to join. He didn't have to beg;Smiling they wrote his lie: aged nineteen years.Germans he scarcely thought of; all their guilt, And Austria's, did not move him. And no fearsOf Fear came yet. He drought of jewelled hillsFor daggers in plaid socks; of smart salutes;And care of arms; and leave; and pay arrears;Esprit de corps; and hints for young recruits.And soon, he was drafted out with drums and cheers.Some cheered him home, but not as crowds cheer Goal. Only a solemn man who brought him fruitsThanked him; and then enquired about his soul.Now, he will spend a few sick years in institutes, And do what things the rules consider wise,And take whatever pity they may dole.Tonight he noticed how the women's eyesPassed from him to the strong men that were whole. How cold and late it is! Why don't they comeAnd put him into bed? Why don't they come?Wilfred Owen。