【英语】2018届人教版选修7一轮复习：Unit1LivingWell教案设计（21页）

【英语】2018届人教版选修7一轮复习：Unit1LivingWell教案设计（21页）

Unit 1 Living Well教案设计 Period 1: A sample lesson plan for reading ‎(Marty’s Story)‎ Aims To learn something about disabilities and life of disabled people To read about disabilities and life of disabled people. The students should know that people with disabilities can also live well Procedures I. Warming up ‎ Warming 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 properly ● A. physical disability ‎ deaf, dumb/mute, blind, lame, near-sighted, six fingers, color blindness, paralyzed ● B. mental disability depression, learning difficulty, brain injury phobias (恐惧症) …‎ Warming up by talking: ‎ In groups of four talking 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 disabilities ‎1 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 disabilities Reference One Professor 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 Two Helen 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 Three Zhang 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 four pictures and read what these people have achieved. The students in the pictures each have a disability. With a partner, discuss what their disability might be. The following list might help you. ‎ mental disability learning difficulty hearing problem difficulty with eyesight brain injury loss of an arm or leg severe illness deafness walking difficulty ‎ ‎ ‎ Rada Barry Sally Gao Qiang II. Pre-reading Ask 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.‎ Say 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.‎ II. Reading ‎1.Reading and underlining eyesight, 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, encouragement ‎2.Explaining difficult points Now 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 transferring Skim the text and complete the table below.‎ ‎4.Comprehending Task 1: Fast reading for general ideas.‎ Skim the text and answer the following questions .‎ 1. Marty is ___________ person.‎ ‎ A. a healthy B. an ill C. a disabled D. a rich ‎2. Marty has __________ disease.‎ A. a mental B. a muscle C. an eye D. a leg ‎3. What’s Marty’s dream?‎ ‎ 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 disease 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. Marty’s life is full of challenge.‎ D. Marty feels lonely. ‎ ‎(Suggested answers:CBADC)‎ Task 2: Detail reading for Comprehending.‎ Read Marty’s story and fill in the chart.‎ Problems caused by his disability What Marty does in spite of his disability ‎1.weak and can’t run or climb stairs as quickly as others ‎2.‎ ‎3.‎ ‎4.‎ ‎5. ‎ 1. Enjoys writing and computer programming ‎ 2.‎ ‎ 3.‎ ‎ 4.‎ Problems caused by his disability:‎ ‎2. Problems caused by his disability ‎3. Too tired to get out of bed ‎4. Has missed a lot of school and lessons ‎5. Feels stupid because of behind the others after a long absence from school What Marty does in spite of his disability:‎ ‎2. Invented a computer football game.‎ ‎3. Looks after pets ‎4. Disability has made him grow stronger and more independent . ‎ ‎2. 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’s?‎ 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.‎ ‎1.__________________________________________________________‎ ‎2.__________________________________________________________‎ ‎3.__________________________________________________________‎ ‎4.__________________________________________________________‎ ‎5.__________________________________________________________‎ ‎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. ‎ Suggested answers:‎ ‎1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.‎ ‎2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.‎ ‎3. Maybe at the beginning I will feel very low and disappointed, but Marty’s story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life.‎ Suggested answers:‎ ‎1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.‎ ‎2. Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people.‎ ‎3. Because Marty is strong-minded and independent. His efforts have gained his fellow students’ respect and understanding. So they have learned to accept him for who he is.‎ Period 2: A sample lesson plan for Learning about Language ‎(Revise the use of Infinitive)‎ Aims To discover and learn to use useful words and expressions To discover and learn to use useful structures Procedures I. Warming up by underlining useful words and expressions II. Doing vocabulary exercises Turn to page 3 and do exercises 2, 3 and 4. ‎ III. Learning about theInfinitive ‎ The infinitive can be used ‎ ‎1. as the subject ‎2. as the predicative,‎ ‎3. as the object ‎ ‎4. as the object complement ‎5. as the adverbial ‎6. as the attribute The following is the detailed explanation of the Infinitives:‎ The Infinitives I. Form:‎ A: There are six forms of the infinitives:‎ Active Passive simple ‎(to do) ‎ I want to do the work tonight.‎ ‎(to be done) ‎ The work is to be done tonight.‎ perfect ‎(to have done) ‎ Robert appears to have done the work.‎ ‎(to have been done) ‎ The project must have been done.‎ continuous ‎(to be doing) ‎ Peter must be doing his work now.‎ ‎    ---‎ perfect continuous ‎(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 and expressions 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 the "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 INFINITIVE forget He'll never forget spending so much money on his first computer.‎ Don't forget to spend money on the tickets.‎ go on Go on reading the text.‎ Go on to read the text.‎ mean You have forgotten your homework again. That means phoning your mother.‎ I meant to phone your mother, but my mobile didn't work.‎ remember I remember switching off the lights when I went on holiday.‎ Remember to switch off the lights when you go on holiday. ‎ stop Stop reading the text.‎ Stop to read the text.‎ try Why don't you try running after the dog?‎ I tried to run after the dog, but I ‎ Eg. 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-infinitive ‎ advise They advise walking to town.‎ They advise us to walk to town.‎ allow They do not allow smoking here.‎ They do not allow us to smoke here. ‎ encourage They encourage doing the test.‎ They encourage us to do the test.‎ permit They do not permit smoking here.‎ They do not permit us to smoke here. ‎ We use the following structures with the word recommend:‎ recommend They recommend walking to town.‎ They recommend that we walk to town.‎ 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 & Passive ‎ a. 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 passive ‎1. 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 passive ‎1. The flowers seemed to have been watered by seven yesterday.‎ ‎2. The mistakes to have been made twice is annoying.‎ IV. Bare Infinitive: ‎ After 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 structures Deal with Exercises on Page49.‎ Do Ex2 first and then do Ex3.‎ Ask students to do Ex1 in their exercise-books after class.‎ Step V Homework Go over words and expressions.‎ Go over the grammar.‎ Finish Ex1 on Page 49.‎ TEST YOURSELF ‎ 动词不定式专题练习 ‎1. He seems ___ the old lady.‎ A. knowing B. to be knowing C. to know D. to be known ‎2. Tom ___ when they spoke ill of him.‎ A. happened to be passed B. happened to be passing by ‎ C. happened passing by D. happened to passed ‎3. We all hope ____ scientists. ‎ A. become B. to become C. becoming D. became ‎4. The boy refused ____ for climbing the tall tree.‎ A. to pay B. to be paid C. being paid D. paying ‎5. I happened ____ the article when he asked me about it.‎ A. having read B. to have read C. to be read D. reading ‎6. ______ with him is a great pleasure. ‎ A. To talk B. Talk C. Talked D. To talking ‎7. It is nice _____ your voice. ‎ A. to hear B. hear C. heard D. to be hearing ‎8. _____ is to struggle. ‎ A. Living B. Live C. To live D. To be lived ‎9. Her wish is ____ a doctor. ‎ A. becoming B. become C. to become D. being come ‎10. I was just about ____ the office when the phone rang.‎ A. leaving B. leave C. to leave D. to leaving ‎11. I didn’t ____ it until you had explained how.‎ A. manage to do B. managed to do ‎ C. manage to have done D. manage doing ‎12. He found it important ___ the situation all over the world.‎ A. study B. to study C. studies D. to be studied ‎13. At last the enemy soldiers had no choice but ___ their guns.‎ A. to lay down B. lie down C. laying down D. lay down ‎14. Yesterday I did nothing but ___ TV.‎ A. watch B. watched C. to watch D. watching ‎15. It had no effect except ___ him angry.‎ A. make B. making C. to make D. made ‎16. Bob did nothing except ____ tennis. ‎ A. play B. to play C. playing D. played ‎17. I’m considering ___ his letter.‎ A. to answer B. how answering C. to be answering D. how to answer ‎18. Tell us _____ next. ‎ A. how to do B. what to do C. how do D. what do ‎19. We want to know ___ to help him when he is in trouble.‎ A. what will do B. what we should do C. how to do D. what will we do ‎20. Don’t stop trying. You’ll be sure ___ .‎ A. succeed B . succeeding C. of succeeding D. to succeed ‎21. The government calls on us ____ our production.‎ A. increased B. increasing C. increase D. to increase ‎22. With his teacher ____ he wanted to try it a second time.‎ A. helping B. to help C. help D. helped ‎23. The lady was watched ____ her room in silence.‎ A. had left B. left C. leave D. to leave ‎24. I’m hungry . Get me something ____.‎ A. eating B. to eat C. to be eaten D. eaten ‎25. His wish ,____ a doctor ,came true. ‎ A. coming B. come C. to come D. came ‎26. He loves praise. He is always the first ____ and the last _____.‎ A. of coming ; of leaving B. comes; leaves ‎ C. to come; to leave D. coming; leaving ‎27. At last they found a house _____ .‎ A. to leave his things with B. to leave his things in C. leaving his things in ‎28. There is nothing ______ . ‎ A. to worry B. to worry about C. worry D. worry about ‎29.Have you got enough room ___all of us ?‎ A. seating B. to seat C. seated D. to be seated ‎30. It is too dark for us ____ anything in the room.‎ A. see B. seeing C. to see D. seen ‎31. The young man is ____ willing ____ the old living around here.‎ A. very; helping B. very; to help C. too; to help D. enough ; help ‎32.He bent down ___ the pen lying on the floor.‎ A. pick up B. to pick up C. picking D. picked ‎33. ____ the room temperature, he added some coal into the stove.‎ A. To keep up B. So as to keep up C. Keep up D. In order keep up ‎34. The teacher did what she could ____ me with my lessons.‎ A. help B. helps C. helped D. to help ‎35. It is difficult for a foreigner ____ Chinese.‎ A. learning B. to learn C. learned D. to be learned ‎36. It is careless ____ the same mistake in your composition .‎ A. for you to make B. for you making C. of you to make D . of you making ‎37. The girl is easy ____ along with. ‎ A. to be got B. got C. to get D. getting ‎38.--- Are the problems easy? ‎ ‎--- No, in fact I found ____.‎ A. them hard to solve B. it was hard to solve C. in hard to be solved D. very hard to solve them ‎39. ____ is a big problem.‎ A. To get rid of these things B. How to get rid of these things C. Getting rid of these things D. Get rid of these things ‎40. I felt silly because I didn’t know ____.‎ A. to say B. how to say C. what to say D. what saying ‎41.The question is ____ the answer .‎ A. where find B. to find C. where to find D. where finding ‎42. Would you please _____ to each other before you hand in your examination papers?‎ A. not talk B. don’t talk C. not talking D. not to talk ‎43. Tell him _____ the window.‎ A. to shut not B. not to shut C. to not shut D. not shut ‎44. He doesn’t like ___ in public.‎ A. praised B. to praise C. to be praised D. praising ‎45. We want the job ____ by the end of the week.‎ A. doing B. done C. to be doing D. being done ‎46. The film is reported _____ on show at the cinema.‎ A. to being B. will be C. to be D. being ‎47. He is said ____ to London already.‎ A. having sent B. to be sending C. to have been sent D. being sent ‎48. Alice is said _____ her homework in her own room now.‎ A. she is doing B. to be doing C. doing D. be doing ‎49. These boys are said ____ for doing good deeds.‎ A. to be praising B. to be praised C. praised D. to have praised ‎50. Who did the manager ___ the report?‎ A. have B. have write C. have writes D. have to write ‎51. Oh, it’s very cold here, let’s make a fire ____ ourselves up.‎ A. warm B. warming C. warmed D. to warm ‎52. Would you please ____ a little more room for me?‎ A. to make B. make C. making D. made ‎53. I wish to finish my task and ____ away.‎ A. get B. getting C. to get D. to getting 参考答案 ‎1-10 CBBAB AACCC 11-20 ABAAC ADBBD ‎ ‎21-30 DBDBC CBBBC 31`-40 BBADB CCABC ‎41-53 CABCB CCBBB DBA 不定式与高考 1． The purpose of new technologies is to make life easier ________ it more difficult. (MET99)‎ ‎ A. not make B. not to make C. not making D. do not make ‎ ‎2. I’ve worked with children before, so I know what ______ in my new job. (MET2000)‎ ‎ A. Expected B. to expect C. to be expecting D. expects ‎3. Having a trip abroad is certainly good for the old couples but it remains ______ whether they will enjoy it. (MET2001)‎ ‎ A. to see B. to be seen C. seeing D. seen ‎4. Charles Babbage is generally considered _____the first computer. (MET1993)‎ ‎ A. to invent B. inventing ‎ ‎ C. to have invented D. having invented ‎5. Allen had to call a taxi because the box was _______ to carry all the way home. (MET2003)‎ ‎ A. much too heavy B. too much heavy ‎ ‎ C. heavy too much D. too heavy much ‎6. The boy wanted to ride his bicycle in the street, but his mother told him ______. (MET95)‎ ‎ A. not to B. not to do C. not do it D. do not to ‎7. Little Jim should love _____ to the theatre this evening. (MET 92)‎ ‎ A. to be taken B. to take C. being taken D. taking ‎8.There are five pairs ___,but I'm at a loss which to buy.(1999上海高考)  A. to be chosen   B. to choose from  C. to choose  D. for choosing ‎9.____late in the afternoon, Bob turned off the alarm. (2001年北京春季高考)   A. To sleep  B. Sleeping  C. Sleep  D. Having sleep ‎ ‎10.With a lot of difficult problems ____,the newly-elected president is having a hard time.(2002年上海春季高考)‎ ‎ A. settled B. settling C. to settle D. being settled ‎11.She will tell us why she feels so strongly that each of us has a role_____ in making the earth a better place to live. (2003上海春季高考)‎ ‎ A. to have played B. to play C. to be played D. to be playing ‎12.In order to gain a bigger share in the international market, many state run companies are trying ___their products more competitive. ( 2002上海春季高考)‎ ‎ A. to make B. making C. to have made D. having made ‎13.The teacher asked us______ so much noise. (2003北京春季高考)‎ A. don't make B. not make ‎ C. not making D. not to make ‎14. All these gifts must be mailed immediately_______ in time for Christmas.(05年辽宁卷)‎ A. in order to have received B. in order to receive C. so as to be received D. so as to be receiving ‎15. I would love _____ to the party last night but I had to work extra hours to finish a report.‎ ‎ A. to go B. having gone C. going D. to have gone ‎16. Robert is said ____ abroad, but I don’t know what country he studied in. ‎ ‎ A, to have studied B. to study ‎ C. to be study D. to have been studying ‎17. It is said in Australia there is more land than the government knows ______. A. what to do with it B. what to do it with ‎ ‎ C. what to do with　 D. to do what with it ‎18. Quite a few people used to believe that disaster_____ if a mirror was broken. 　　A. was sure of striking 　　　B. was sure of having struck 　　C. was sure to be struck 　　 D. was sure to strike ‎19. John was made_____ the truck for a week as a punishment. 　A. to wash 　　B. washing 　 C. wash 　 D. to be washing ‎20. She reached the top of the hill and stopped_____ on a big rock by the side of the path. 　A. to have rested 　B. resting 　C. to rest 　　　 D. rest 21. Last summer I took a course on________ . 　A. how to make dresses 　　　　 B. how dresses be made 　C. how to be made dresses 　　　D. how dresses to be made ‎22. The patient was warned ____ oily food after the operation.‎ ‎ A. to eat not B. eating not C. not to eat D. not eat ‎23. The flu is believed ________ by viruses that like to reproduce in the cells inside the human nose and throat. (04)‎ ‎ A. causing B. being caused C. to be caused D. to have caused ‎1-10 BBBCA AABAC 11-20 BADCD AADAC 21-23 ACC III. Reading and discovering Now read the text again to find as many examples of the infinitive IV. Closing down To end the period you are to do grammar Ex.1 & 2 on page 5&6.‎ ‎ ‎ Discovering useful words and expressions 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’s 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 Haidi T: 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, beneficial If students don’t 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 peer We were school fellows.‎ ambition: the object or goal desired One of his ambitions is to become the President of the Motor General.‎ disability: the condition of being disabled He 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; advantageous a temperate climate beneficial to the health After 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 whole class. Show the suggested answers on the PowerPoint.‎ Deal with Ex1 &Ex2 on Page 48. Students are asked to do the exercises in groups. Then show the suggested answers on the PowerPoint.‎ As for Ex3 Teacher will ask 10 students to translate the 10 sentences. And give them immediate help when necessary.‎ Step III Discovering useful structures Period 3: A sample lesson plan for Using Language ‎ ‎(Offer wishes & congratulations / A Letter to An Architect)‎ Aims To listen about a disabled person’s story of successful climbing Mount Kilimanjaro ‎ To learn to offer congratulations and best wishes ‎ To talk about the problems that people with walking difficulties have in their daily life To write a letter of suggestion Procedures 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 Mountain Mount 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. ‎ II . Listening and speaking To 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 congratulations B: 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.‎ III. Read the text A Letter to An Architect Now 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.‎ assistance, companion, graduation certificate, in particular, basement, elderly, dignity, latter, congratulate ,all the best, accessible ‎ ‎ ‎ Facilities For People With Disabilities Seats 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.‎ IV. Discussing Now 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 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.‎ ‎4. The students can answer this question according to their own knowledge.‎ 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.‎ Skimming Students can find the answers quickly, because they are printed in the pink color. ‎ Careful reading Help students to analyze the letter so that they will learn how to write a letter of suggestion.‎ T: Now please read the text carefully and think about the questions in 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 customers ‎2. 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 Alice’s suggestion letter, do you know how to write a letter of suggestion? Please discuss in groups. Then we will work together to write a format of a suggestion letter.‎ ‎(After the discussion)‎ Show the following on the PowerPoint or print it out.‎ A letter of suggestion A letter of suggestion normally has five parts. ‎ ‎1. The Heading ‎ This includes the address, line by line, with the last line being the date. Skip a line after the heading. ‎ ‎2. The Greeting. The greeting always ends with a comma. The greeting should be formal, beginning with the word "dear".‎ ‎3. The body. Also known as the main text. Generally speaking, the body includes three parts. The first part (usually the first paragraph) tells the receiver that you are writing this letter to make ‎ suggestions on something, and the main part tells clearly what your suggestions are. The last part (usually the last paragraph) asks the receiver to consider your suggestions. Don’t forget to encourage the receiver to take your suggestions. Skipping a line between paragraphs, especially in typed or printed copy, also helps the reader.‎ ‎4. The complimentary close. This short expression is always a few words on a single line. 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 line Step V Practice Deal with Ex3-4 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, students are asked to write a letter of suggestion to the architect of a new building to be constructed in their area. In the letter they will suggest ways to make it more accessible for people with disabilities. While writing the letter, they should pay attention to the format of a letter. If time limited in class, they can finish the letter out of class. ‎ Homework Write a letter of suggestion to the architect.‎ A sample of a letter of suggestion