Ｉ． 單元教學(xué)目標(biāo)
技能目標(biāo)Goals
▲ Learn about Disability and Life of disabled people
▲ Talk about Disability and Life of disabled people
▲ Practise Introduction and Wishes &congratulations
▲ Revise the Infinitive
▲ Write a letter of suggestion
II． 目標(biāo)語言
功
能
句
式 1. Introduction
I’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.
2.Wishes &congratulations
Congratulations.
All the best.
I’m proud of you.
I wish you success.
Good luck.
Well done.
I’m very impressed by your performances.
You have my best wishes.
I’m very pleased for you.
I Hope it goes well for you.
That’s wonderful/amazing.
詞 匯 1. 四會詞匯
disability, disabled, eyesight, drum, movie, ambition, beneficial, clumsy, adapt, motto, microscope, breath, absence, stupid, fellow, annoy, annoyed, industry, tank, independent, encouragement, conduct, politics, literature, resign, handkerchief, assistance, companion, latter, congratulate, graduation, certificate, architect, basement, elder, elderly, dignity, accessible, bare
2. 認(rèn)讀詞匯
Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration, remarkable, Sanders, earphone, impair, italic, community
3. 詞組
in other words, out of breath, all in all, make fun of , all the best, in particular
4．重點(diǎn)詞匯
disability, disabled, adapt, annoy, conduct, congratulate, accessible
結(jié)
構(gòu) Revise the Infinitive
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
重
點(diǎn)
句
子 I have learned to adapt to my disability.
Every time after a long absence from school, I feel really stupid because I am a bit behind the others.
All in all, I have a good life.
Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.
III． 教材分析與教材重組
1. 教材分析
本單元以殘疾及殘疾人生活為話題，介紹了一些殘疾人憑借頑強(qiáng)的毅力和社會的關(guān)愛克服生活中的種種困難，以積極的態(tài)度面對人生的挑戰(zhàn)。通過本單元的學(xué)習(xí)，可以幫助殘疾學(xué)生樹立生活的信心，激勵殘疾人實(shí)現(xiàn)自身價值；同時又能教育健康學(xué)生理解、尊重、關(guān)心、幫助殘疾人，使殘疾人與健全人一樣共享美好生活。通過本單元的言語技能訓(xùn)練，要求學(xué)生學(xué)會使用正確得體的英語介紹他人和向他人表示祝賀。
1.1 WARMING UP 讓學(xué)生了解殘疾的種類，討論各種殘疾給人們的生活帶來的種種不便，盡管如此仍然有許多殘疾人在不同領(lǐng)域取得了非凡成就，為本單元的READING部分精彩故事做好了鋪墊。
1.2 PRE-READING 通過介紹“Family village”，激發(fā)學(xué)生的閱讀興趣。
1.3 READING課文是一篇以第一人稱表述Marty身殘志堅(jiān)，以積極的態(tài)度快樂生活的故事。課文以網(wǎng)頁的形式展示，能夠吸引學(xué)生的注意力，引起學(xué)生的極大興趣。
1.4 COMPREHENSION共有4部分，這4部分的設(shè)置由表及里，由淺入深，非常科學(xué)。第1部分是淺層次的事實(shí)核對題，旨在讓學(xué)生了解Marty生活中遇到的各種困難和他對待生活的樂觀態(tài)度；第2部分是深層次的理解題，要求學(xué)生在正確的理解課文的基礎(chǔ)上，通過討論得出結(jié)論；第3部分要求學(xué)生總結(jié)課文6段的段落大意。第4部分要求用3-4句話分別表述1）Marty的積極向上的生活方式; 2）人們怎樣幫助Marty和像Marty一樣的殘疾人過上幸福生活;3)他的同學(xué)為什么改變了對待Marty的態(tài)度。
1.5 LEARNING ABOUT LANGUAGE 分為兩部分，Discovering useful words and expressions是本單元詞匯練習(xí)題；Discovering useful structures是本單元語法練習(xí)題練習(xí)，通過本單元的學(xué)習(xí)，要求學(xué)生熟練掌握不定式的各種語法功能。
1.6 USING LANGUAGE分為兩部分，Listening and speaking是關(guān)于對殘疾人Barry Minto的采訪錄音，要求學(xué)生能夠通過錄音了解Barry Minto的身體殘疾和他取得的成就。同時通過聽這個采訪，要求學(xué)生掌握表示祝賀的常用句型。Reading, speaking and writing 部分要求學(xué)生先討論腿腳殘疾的人在電影院有可能遇到的困難，然后引出殘疾Alice Major寫給the new Bankstown電影院的建筑設(shè)計(jì)師的一封信，在信中她給建筑設(shè)計(jì)師提出一些建議，要充分考慮殘疾人的特殊需要。這封信后有說和寫的練習(xí)題，通過不同的言語技能訓(xùn)練，完成本單元教學(xué)目標(biāo)。通過讀這份建議信，要求學(xué)生學(xué)會寫建議信。
2. 教材重組
2.1 將WARMING UP 、PRE-READINGR、READING與COMPREHENDING放在一起上一節(jié)閱讀課。
2.2 把LEARNING ABOUT LANGUAGE 和WORKBOOK 的Using words and expressions及Using structures整合在一起上一節(jié)“詞匯語法課”。
2.3 根據(jù)USING LANGUAGE 內(nèi)容上一節(jié)聽說讀寫綜合技能課。
2.4 將WORKBOOK 的Reading and listening 和Talking 結(jié)合在一起，上一節(jié)“聽說課”。
2.5 將WORKBOOK的Reading and writing task 設(shè)計(jì)為一節(jié)閱讀課寫作課。
3. 課型設(shè)計(jì)與課時分配（經(jīng)教材分析，本單元可以用5課時教完）
1st Period Reading
2nd Period Learning about language
3rd Period Using language
4th Period Reading and listening
5th Period Reading and writing task
IV. 分課時教案
The First Period Reading
Teaching goals 教學(xué)目標(biāo)
1. Target language目標(biāo)語言:
a. 重點(diǎn)詞匯和短語
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
b. 重點(diǎn)句型
1. I have to adapt to my disability.
2. All in all, I have a good life.
3. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.
4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.
2. Ability goals能力目標(biāo)
Help students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well
3. Learning ability goals學(xué)能目標(biāo)
By talking about disabilities and life of the disabled, students will learn some positive stories of the disabled. This will help students understand more about how challenging life can be for the disabled.
Teaching important points教學(xué)重點(diǎn)
How positive stories about the people with disabilities inspire others.
Teaching difficult points 教學(xué)難點(diǎn)
How to help student understand the difficulties the disable have to overcome.
Teaching methods教學(xué)方法
Discussing, explaining, reading and practising
Teaching aids教具準(zhǔn)備
Multimedia computer
Teaching procedures & ways教學(xué)過程與方式
Step I Leading in
Deal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them to discuss what the disabilities are and what difficulties they have to overcome in daily life.
T: Good morning /afternoon, class!
Ss: Good morning/ afternoon, Mr. /Ms…
T: In this class we are going to learn about disabilities and the life of the disabled. First let’s watch some short videos. Then discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.
After the discussion, Teacher will present the four pictures on Page 1 to students.
T: Quite right. 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. Now look at the pictures, how do they look?
Ss: They look happy and satisfied. They are smiling.
T: Yes, they are. But all of them are disabled. Can you guess what their disability might be?
S1: …
S2: …
……
T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Family village”. From here we can learn some positive stories about the disabled.
Step II Pre-reading
Ask students to read the pre-reading carefully and find out the purpose of the website. Then show the suggested answer on the PowerPoint.
Suggest answer:
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.
Step III Reading
Deal with the reading part.
Scanning
Ask the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.
T: First I’d like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner.
Several minutes later, students compare their information with each other in groups. Then check the answer with the whole class.
T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint.
Show some suggested adjectives on the PowerPoint.
brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid
T: Ok. You are right. Though Marty has a muscle disease, which causes many difficulties to his life, he still lives well. He is living a busy and satisfying life. He is very optimistic. Then continue to discuss the next two questions on Page3.
Deal with the next two questions in the same way.
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.
Careful reading
Ask students to read the text carefully and then finish Ex3 on Page 4.
T: Now let’s read the text again and try to sum up the main idea of each paragraph.
Several minutes later check the answers with the whole class.
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.
T: Now let’s read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.
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.
Summary
Ask students to work together to write a mini biography for Marty according to the text.
T: Now we’ve finished Marty’s story. Now it’s time for you to work in groups and write a mini biography for him.
My Mini bio
Name:
Status:
Health:
Interests and Hobbies:
Ambition:
Motto:
A few minutes later show the sample on the PowerPoint.
My Mini bio
Name: Marty Fielding
Status: High school student
Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people
Interests and Hobbies:
Enjoys writing and computer programming
Going to the movies and football matches- when I am well enough
Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake
To study
Ambition: to work in the computer industry
Motto: live one day at a time
Explanation
During this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.
T: Now we will deal with some difficult language focuses. Now I will play the recording of the text for you. Please make a mark where you have difficulties.
After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page86-87.
T: Do you have any difficulties with the text？
S1:Could you please explain the sentence to us：I have learned to adapt to my disability.
T: Before he developed the disease, he could run or climb the stairs as quickly as other people. But after he had the disease, he becomes very weak, so he cannot run very fast. It takes time for him to get used to slow pace. Besides this the disease has brought many other difficulties to him, he has to get used to living with the disease. So we can understand it like this: I have got used to living with the disease. Do you have any other questions?
Ss: No.
T: This is a very inspiring story. From Marty’s story, what have you learned from?
S1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow.
S2: We shouldn’t feel sorry for them. That might hurt them.
S3: We should help them in a clever way.
S4: We should encourage them when they feel down.
……
S8: Just having a disability doesn’t mean your life is not satisfying.
T: I’m very glad all of you have learned something from the story. Please remember everyone can live well even if he has a disability. If you’d like to learn more about the life of disabled people, please surf the internet.
Step IV Homework:
Retell Marty’s story according to the mini bio.
Surf the internet to learn more about the life of disabled people.
The Second Period Learning about language
Teaching goals 教學(xué)目標(biāo)
1. Target Language目標(biāo)語言
a. 重點(diǎn)詞匯和短語
disability, disabled, eyesight, drum, movie, ambition, beneficial, adapt, motto, absence, fellow, annoyed, independent, encouragement, conduct, resign, architect, basement, elder, elderly, dignity, accessible, latter, stupid, clumsy all the best, in particular, all in all
b. 重點(diǎn)句型
Revise the Infinitive
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
2. Ability goals能力目標(biāo)
Enable students to use both the useful words and expressions and structures freely.
3. Learning ability goals學(xué)能目標(biāo)
By doing the related exercises in the textbook.
Teaching important points教學(xué)重點(diǎn)
The useful words and expressions and structures.
Teaching difficult points 教學(xué)難點(diǎn)
How to use them properly.
Teaching methods教學(xué)方法
Explaining and practising
Teaching aids教具準(zhǔn)備
The multi-media computer
Teaching procedures & ways教學(xué)過程與方式
Step I Revision
Ask students to retell Marty’s story. Show Marty’s mini bio on the PowerPoint.
My Mini bio
Name: Marty Fielding
Status: High school student
Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people
Interests and Hobbies:
Enjoys writing and computer programming
Going to the movies and football matches- when I am well enough
Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake
To study
Ambition: to work in the computer industry
Motto: live one day at a time
T: Yesterday you were asked to retell Marty’s story. You may refer to his mini bio. Now who would like to have a try?
……
Step II 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
Show some sentences that contain the infinitive and ask students to identify its function.
It is good to help others. (subject)
It is my ambition to make sure that the disabled people in our neighbourhood have access to all public buildings. (subject)
My ambition is to work in the computer industry when I grow up. (predicative)
I don’t have time to sit around feeling sorry for myself. (attribute)
I am the only student in my class to have a pet snake. (attribute)
A big company has decided to buy it from me. (object)
My fellow students have begun to accept me for who I am. (object)
I have had to work hard to live a normal life. (adverbial)
Some days I am too tired to get out of bed. (adverbial)
We must call on local government to give financial assistance to disabled people. (object complement)
Note: The following verbs are normally followed by the infinitive.
afford , agree , appear , arrange , ask , attempt , care ,choose , claim , come , consent ,dare , decide , demand , deserve , determine , elect , endeavour , expect , fail , get , guarantee, hate , help ,hesitate hope , hurry , intend , learn , long , manage , mean , need , offer , plan , prepare , pretend , promise refuse , say ,seem , tend , threaten, want ,wish
For example:
I can't afford to go to the pub.
He agreed to practise more.
You should learn to express yourself.
They managed to fix the problem.
Explanation of the Gerund or the Infinitive
Some words can be followed by either the infinitive or the –ing form. Please pay attention when there is no difference meaning and when there is difference. Show the following on the PowerPoint.
Gerund and Infinitive (no difference in meaning)
We use the Gerund or the Infinitive after the following verbs:
begin He began talking.
He began to talk.
continue They continue smoking.
They continue to smoke.
hate Do you hate working on Saturdays?
Do you hate to work on Saturdays?
like I like swimming.
I like to swim.
love She loves painting.
She loves to paint.
prefer Pat prefers walking home.
Pat prefers to walk home.
start They start singing.
They start to sing.
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.
Some verbs have different meaning. (when used with Gerund or Infinitive)
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
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.
The Third Period Using Language
Teaching goals 教學(xué)目標(biāo)
1. Target Language目標(biāo)語言
a. 重點(diǎn)詞匯和短語
assistance, companion, graduation certificate, in particular, basement, elderly, dignity, latter, congratulate ,all the best, accessible
b. 重點(diǎn)句型
Expressions used to offer congratulations and best wishes.
2.Aility goals 能力目標(biāo)
Enable students to offer congratulations and best wishes. Learn to write a letter of suggestion.
3.Learning ability goals學(xué)能目標(biāo)
By proper language input, students learn to offer congratulations and best wishes and write a letter of suggestion.
Teaching important points教學(xué)重點(diǎn)
Offer congratulations and best wishes.
Learn to write a letter of suggestion.
Teaching methods教學(xué)方法
Listening, speaking, reading and writing
Teaching aids 教具準(zhǔn)備
A multi-media computer
Teaching procedures & ways 過程與方式
Step I Leading in
Talk about Mount Kilimanjaro in Africa. Ask some questions about it. Show the following on the PowerPoint.
T: Good morning /afternoon, class!
Ss: Good morning/ afternoon, Mr. /Ms…
T: Which mountain is the highest in Africa?
Ss: Mount Kilimanjaro. (Show a picture of Mount Kilimanjaro in Africa on the PowerPoint.)
MOUNT KILIMANJARO
Ask people to think of a typical African mountain, and for many, Kilimanjaro might spring to mind. But it's far from typical, At 20,000 feet, it's the highest mountain in Africa, and one of only two to bear permanent snow (Mount Kenya is the other). Moreover, it is the largest mountain in the world that is free-standing; i.e., not part of a mountain range. To scale Mount Kilimanjaro is the ambition of many visitors to Africa. Mount Kilimanjaro, the highest mountain in Africa, now attracts many thousands of walkers each year.
Step II Listening and speaking
T: Do you think it easy to climb it?
Ss: Of course not.
T: It is not easy to climb it. It is more difficult to people with disabilities. But Barry Minto made it. And he became famous. He is being interviewed on the radio. Now let’s listen to the interview.
Deal with Ex 1-4 on Page 6-7. Play the recording again when necessary.
Step III Wishes & congratulations
Students are asked to work in pairs to practice offering congratulations and best wishes.
Show the useful expressions on Page7 on the PowerPoint. Teacher demonstrates a dialogue with a student.
A sample of offering wishes and congratulations
B: Congratulations on your graduation certificate.
A: Thanks. And I was told you’ve invented a new computer game.
B: Yes, a company has decided to buy it from me.
A: That’s amazing. Good luck to you.
B: Thanks.
After students have finished the exercises in the textbook’ show the following situations on the PowerPoint.
Give the following two situations for students to practice offering congratulations and best wishes.
Situation 1 Your friend is going to take part in the 2005 “CCTV Cup” English Speaking Contest
Situation 2 Your friend has won the first prize in the 2005 “CCTV Cup” English Speaking Contest
Step IV 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.
Step VI Homework
Write a letter of suggestion to the architect.
A sample of a letter of suggestion
Mr.Xue Sun Lei
Chief architect 18 Hongyang street
Supermarket design Yuquan County
211 Kangwei Road
Yuquan County
18 March
Dear Mr Xue,
I learn from the local news that you are the architect who is to design the supermarket. I am writing to ask you to consider the right of the disabled for easy access. In particular, I would like you to consider the following things:
1. Access to the supermarket for people in wheelchairs and those who have difficulty walking. The lifts should be wide enough for the wheelchairs to move around. The entrance should be suitable for wheelchairs on the ground floor. There should be special entry for people for the blind.
2 Toilets There should be special toilets for the disabled. The bathrooms and toilets should have doorways wide enough for a wheelchair, doors that are easy to open and close, and hand-holds that the disabled can easily use.
3. Telephones should be easy for a person in a wheelchair to reach. Generally speaking, a supermarket is so big that it is difficult for one, especially one in a wheelchair to find what one needs. So telephones should be easy to reach for a person in a wheelchair so that he can call the staff for help.
4. Shelves. When designing the shelves, the disabled should be taken into consideration. Safety should come first.
Thank you for reading my letter. I hope you will consider my suggestions. Disabled people should have the same opportunity as able-bodied people to enjoy the supermarket and they should be able to do so with dignity. It is very important to use various forms of technology which can assist individuals with various types of disabilities to increases their mobility and independence. I am sure if you design it with good access for the disabled, the supermarket will attract more customers and people will speak highly of your design.
Yours sincerely,
Sunlei
The Fourth Period Reading and listening
Teaching goals 教學(xué)目標(biāo)
1. Target language目標(biāo)語言:
Patterns used to make introductions.
I’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.
2. Ability goals能力目標(biāo)
Help students learn how guide dogs are trained and how they improve the quality of life for people who are blind, visually impaired, or with other special needs.
Enable students to use proper English as well as body language to make introductions..
3. Learning ability goals學(xué)能目標(biāo)
By listening and reading students will learn guide dogs play an important role in the life of the disabled. By practicing, students will learn how to make an elegant introduction.
Teaching important points教學(xué)重點(diǎn)
How to make an elegant introduction.
Teaching difficult points 教學(xué)難點(diǎn)
How to make an elegant introduction.
Teaching methods教學(xué)方法
Reading, listening, explaining and practising
Teaching aids教具準(zhǔn)備
The multi-media
Teaching procedures & ways教學(xué)過程與方式
Step I Leading in
Ask students to discuss how a guide dog is trained.
T: Yesterday we read a letter of suggestion to an architect. In the letter Alice asks the architect to provide easy access for people in wheelchairs and those who have difficulty walking. Today we are going to learn how to assist the blind. Now look at the poster. It is a very popular movie that moves 100 million Asians in 2005. What’s the movie? (Show the poster on the PowerPoint)
Ss: The Chinese is Dao Mang Quan-Xiao Q
T: What’s the movie about?
Ss: It is about how Xiao Q –-a guide dog helps Dubian-an odd blind man. There is deep love between its master and Xiao Q.
T: Xiao Q is his eyes, his company. But do you know how a guide dog like Xiao Q is trained?
Ss: No.
T:Ok, please open your books at Page 46.Read the passage then you will learn how a guide dog is trained.
Step II Reading
Ask students to read the passage on Page 46 and then make a timeline that shows how the different stages in a guide dog’s training.
Stage Age Training
The first stage: 1-12 months The puppy lives with a sighted family
The second stage: 13-18 months It begins five months training at a guide dog school.
The third stage: 19-23 months When it is trained, it meets its new owner and the two live at
the guide school for a month to learn to work together.
The last stage: A trainer goes to the owner’s home to teach the dog and its owner how to get round in their own town or city.
After dealing with the reading passage, show the following to enrich students’ knowledge of how a guide dog helps its owner.
T: Do you know what a guide dog is trained to do? And how much does it cost to train a guide dog? Let’s learn more about the guide dog training.
Show the following on the PowerPoint or print it out.
Guide dogs are the guiding eyes for people who are blind or visually impaired, and they are specially bred and trained for this most important job.
How much does it cost to train a guide dog?
It costs more than $30,000 to complete the training of one guide dog. This includes all expenses from breeding to raising the dog to training it and matching it with a blind person.
What exactly is a guide dog trained to do?
Guide dogs undergo a comprehensive training program, and only the best complete the training and become working guides. In short, guide dogs are taught how to find and follow a clear path, maneuver around obstacles, and stop at curbs. They also are taught to determine when it is unsafe to move on. They follow their teammate's directions, and they know that they can disobey only in the face of danger.
What is the blind person taught during training?
During the training program, blind students first learn about the commands the dog knows. Over a several week period, they are taught everything there is to know about how to work with a guide dog. In addition, they learn about proper care of the dog, which ranges from feeding to grooming to medical issues. Access laws, public awareness and other issues also are covered during the 25-day program.
Are guide dogs allowed in restaurants?
Guide dogs are allowed everywhere that the general public is allowed to go. This includes restaurants, taxicabs, airplanes, hotels, etc. This right is protected by a federal law called the Americans With Disabilities Act.
Are there things I should or should not do when I am around a guide dog?
The general rule is that working guide dogs should be ignored. Distractions take their concentration away from the work they have to do-which can put the dog and its teammate in danger. Do not pet or feed a guide dog and do not encourage the dog to misbehave.
Listening
Deal with the listening exercises. Besides the requested details, students are asked to pay attention to how people are introduced. Play the tape again when necessary.
T: Now let’s come back to the workbook. Sara, who is blind, has just returned home from a guide dog school. Who has come to her home according to the reading passage?
Ss: A trainer from the guide dog school.
T: Right. A teacher from the school has come to Sara’s house to teach her and her dog how to find their way around their own town. Please listen carefully, and finish the exercises.
After dealing Ex2-3, play the tape again to do Ex4.
T: Now let’s listen to the tape again, and do Ex4. Please pay attention to the dialogue. You will be asked to imitate the dialogue after we fill in the blanks.
Before they act out the dialogue, they should be aware this is an introduction.
T: What is the dialogue about?
Ss: An introduction.
T: Now I will ask some of you to act out the dialogue and show us how to make an introduction. Please remember they are at Sara’s house, not a formal occasion.
(After the performance)
T: Well done. Then do you know how to make a formal introduction? Suppose a business one? Ok, please look at the useful expressions on Page 47. These will help you to make your introduction elegant.
Step III Talking
Tips on how to introduce people
First give students some advice on how to introduce people.
Show the following on the PowerPoint.
Here's how to make proper introductions at parties, dinners and other social situations.
1. Introduce individuals to each other using both first and last names.
2. If you're introducing someone who has a title, a doctor, for example include the title as well as the first and last names in the introduction.
3. Introduce the younger or less prominent person to the older or more prominent person, regardless of the sex of the individuals. (However, if a considerable age difference lies between the two, it is far more courteous to make introductions in deference to age, regardless of social rank.) For example: “Arthur Prefect, I'd like you to meet Dr. Gertrude Smith”.
4. If the person you are introducing has a specific relationship to you, make the relationship clear by adding a phrase such as 'my boss,' 'my wife' or 'my uncle.'
5. Introduce an individual to the group first, then the group to the individual. For example: 'Dr. Brown, I'd like you to meet my friends Kym Hsu, Shawn Kampbell and Michael Via. Everyone, this is Dr. Kurt Brown.'.
Demonstration
Present a formal introduction with two students. Ask students think about the body language as well as the spoken words.
A sample of formal introduction
Donna Sellers: Ms. Tayer, I’d like to introduce my secretary, Paul Banning to you. Mr. Banning, this is Ms. Joy Taylor, the president of Auto Smart company from Canada.
Joy Taylor: Nice to meet you.
Paul Banning: Pleased to meet you.
T: Besides the above suggestions on the PowerPoint, you should also think about an introduction in a Chinese business is different from an introduction in a Western business. We Chinese prefer to use the title, while the westerners prefer to use Mr/Ms/Mrs___. A handshake is acceptable in both cultures. So don’t forget proper body language.
Practice
Students are given several minutes to practice a formal introduction. Then deal with Ex2 on page 47.
Step IV Homework
Surf on the internet to learn about Braille.
The Fifth Period Reading and Writing
Teaching goals 教學(xué)目標(biāo)
1. Ability goals 能力目標(biāo):
Learn the story how Zhang Yuncheng achieves his ambition.
How to write a summary.
2. Learning ability goals學(xué)能目標(biāo)：
Enable students to realize nothing is impossible.
Inspire students to study hard by Zhang Yuncheng’s story.
Teaching important points教學(xué)重點(diǎn)
How challenging it is for Zhang Yuncheng to keep writing and how he overcomes the problems he faces every day. His difficulty to achieve his ambition is beyond description.
Teaching difficult points教學(xué)難點(diǎn)
How to improve their writing.
Teaching methods教學(xué)方法
Reading and writing
Teaching aids 教具準(zhǔn)備
The multi-media computer
Teaching procedures & ways 過程與方式
Step I Revision
Check the homework.
Ask some students to say something about Braille.
Present the following on the PowerPoint.
Braille, a system of raised dots that is read with the fingers, has historically been embossed on paper.
Braille was first developed about 1820 by a young Frenchman named Louis Braille. He created Braille by modifying a system of night writing which was intended for use on board ships. He did this work as a very young man and had it complete by the time he was about 18. He and his friends at the school for the blind he attended found that reading and writing dots was much faster than reading raised print letters which could not be written by hand at all. The development of this system by young Louis Braille is now recognized as the most important single development in making it possible for the blind to get a good education.
Braille consists of arrangements of dots which make up letters of the alphabet, numbers and punctuation marks. The basic Braille symbol is called the Braille cell and consists of six dots arranged in the formation of a rectangle, three dots high and two across. Other symbols consist of only some of these six dots. The six dots are commonly referred to by number according to their position in the cell.
Deal with Ex1 on Page 50.
Step II Listening
After dealing with Ex1, continue with Ex2 on Page 50. Students are required to do this exercise individually. Because students have read something about Braille, they won’t have difficulty in the listening exercises. After listening to the tape, check the answers with the whole class.
Ex3 requires students to listen for events on the timeline. Before playing the tape, Teacher asks students to look through the questions first. According to the questions, students may make predictions to the listening materials. From this exercise and Ex1 on Page 46, students will learn to describe events according to a timeline. Play the tape again if necessary. Then check the answers with the whole class.
Step III Reading and writing
After learning something about Braille, deal with reading and writing task on Page51.
Present some pictures of Zhang Yuncheng on the PowerPoint.
T: Look at these pictures. Do you know who he is?
Ss: Zhang Yuncheng. A writer with disabilities.
T: Yes, he has published a book entitled Jiaru Wo Neng Xingzou Santian (Three Days to Walk)," taking its example from Helen Keller's remarkable story "Three Days to See." Now let’s read his story on P51.
Fast reading
Ask students to scan the text and write a mini bio for Zhang Yuncheng.
Show the following on the PowerPoint.
A Mini Bio
Name: Zhang Yuncheng
Sex:
Health:
School education:
Interests and hobbies:
Ambition:
Dream:
Several minutes later, show the sample on the PowerPoint.
The sample of the mini bio
A Mini Bio
Name: Zhang Yuncheng
Sex: Male
Health: disabilities caused by a muscle disease; very weak, can hardly pick up a pen
School education: one day
Interests and hobbies: reading and writing
Ambition: to write and publish a book
Dream: to live a better life
Careful reading
Deal with Ex1 on P52. Ask students to write a short text of 150 words about Zhang Yuncheng. First they should read the text carefully and then pick out 7-8 important facts from the text in preparation for writing.
Preparation for writing
Students are asked to write the opening 1 or 2 sentences of the text. They should say something about who Zhang Yuncheng is, how old he is., what disability is, and what he has achieved.
Writing:
When students finish the opening sentences, they will be asked to write the rest of the text.
A sample of the writing
Zhang Yuncheng, born in 1980 in Heilongjiang, is the writer of the best seller “If I can walk for three days”.
He has a disease which affects his muscles in his body. He developed the disease at the age of 3. Because of his health condition, he went to school for only one day. So Yuncheng stayed at home and over the years, his condition got worse and worse. At 16, he could not walk at all. At 18, he could not get out of his bed. At 20, he could not raise his arms above his head. However, Yuncheng’s disease has not stopped him making most of his life. He taught himself to read and write. He loves reading and writing and wants to become a writer. With the help of Zhang Danuo, an editor, at the age of 25, Yuncheng achieved his ambition to write and publish a book.
Step IV Homework
Speaking task on P52
Answer the questions on checking yourself on P53.
I.本單元課文注釋與疑難解析
1. I have learned to adapt to my disability. 我已經(jīng)學(xué)會適應(yīng)這種生活。
adapt (+to ) :to make suitable to or fit for a specific use or situation. 使適應(yīng),使適合
He adapted himself to the cold weather.
他適應(yīng)了寒冷的天氣。
He tried hard to adapt himself to the new conditions.
他努力使自己適應(yīng)新的情況。
When he moved to Canada, the children adapted to the change very well.
他移居加拿大后孩子們很能適應(yīng)變化。
2. Every time after a long absence from school, I feel really stupid because I am a bit behind the others. 每次我缺課很長時間后，都覺得自己很笨，因?yàn)樽约郝湓趧e人后邊.
every time每次, 每當(dāng) 引導(dǎo)時間狀語從句
Every time I catch a cold, I have pain in my back.我每次感冒背就痛。
absence.不在,缺席[U][C][(+from)
She never speaks ill of anyone in his or her absence.
她從不乘人不在時說別人的壞話。
He has many absences from class. 他經(jīng)常缺課。
3. In particular, I would like you to consider the following things:尤其我想讓您考慮以下幾點(diǎn)：
particular adj.
1.值得注意的；特別的；不尋常的
There was nothing in the letter of particular importance.
這封信里沒什么特別重要的內(nèi)容。
The story happened on that particular day.
故事就發(fā)生在那一天。
The teacher showed particular concern for the disabled child.
老師特別關(guān)心那個殘疾兒童。
2. 獨(dú)特的；單獨(dú)的；某一種的
Her particular way of smiling left a good impression on me.
她特有的微笑給我留下了美好的印象。
"I don't like this particular scarf, but the others are quite nice."
"我不喜歡的就是這一種圍巾,其他的都很好。"
3. 難以取悅的；考究的；挑剔的(+about/over)/(+wh-)
I'm not particular about my clothes; I don't mind what I wear.
我不怎么講究我的衣服，我不在乎我穿什么。
He is very particular about his food.
他吃東西很講究/挑剔。
special, especial, specific, particular, exceptional, extraordinary, peculiar這些形容詞均含“特殊的，特別的”之意。
special 普通用詞，指不同于一般、與眾不同，著重事物的專門性，突出與一般不同。
especial和special含義很接近，較正式，但側(cè)重有特殊的意義或重要性。
specific著重指某種、某類事物具有的特殊或特定的屬性，也可指專門提出作特別考慮的事物。
particular側(cè)重不同于普遍性的個性或特殊性。
exceptional指不同于一般，本身是特別的或異常的事物。
extraordinary語氣比exceptional強(qiáng)，指極大地超過一般或正常情況。
peculiar強(qiáng)調(diào)指與眾不同或獨(dú)特的意思,古怪的,不尋常的.
specially, especially, particularly這些副詞均可表示“特別地”之意。
specially著重為做某事而“專門地、特意地”，相當(dāng)于on purpose。
especially較多地用于正式文體，側(cè)重超過其它全部，突出到“特別地”的程度，相當(dāng)于in particular。
particularly用來指同類中特別突出的一個
II. 文化背景知識
Understanding The World's Differences
There are over 750 million people in the world today with some type of disability! Think about that number for a minute - the population of the state of California is 30 million people. The population of the United States is 250 million people. The population of the United States would only equal one third of the number of disabled people in the world!
There are two Categories of Disabilities: some disabilities are visible, such as a person in a wheelchair. But other disabilities are invisible, like an individual with a learning disability. Even though you can not see a person's disability does not mean they do not have one. So when you are thinking of asking a person to carry something heavy remember if they say "No," don't think of them as not wanting to help! This person might just have a bad case of asthma, or a muscular disorder, which limits them from carrying heavy objects.
I think that at one time or another everyone has been curious about some type of disability...especially kids. We have tried to understand these mysterious disabilities by pretend play or being curious and asking questions of people we see in wheelchairs. Then our parents say”Honey, don't point! SHHHHHH!” Why is it so hard to accept other's differences? After all, we are unique! Some people feel it's the adults and others around us who teach us by example; That prejudice and fear or lack of understanding on their part, are the way in which we must all believe. Even though as kids we try to understand and are curious enough to pretend what it's like to be "different", we also grow up in a society where differences mean fear - rather than understanding. Maybe if we attempted to simulate life or one of life's challenges as a person with a disability we can help ourselves and others to understand and respect these "differences”. Let’s join in speaking out to all those that lead our countries, in promoting greater tolerance and understanding of all the world's differences by talking and developing respect and tolerance for all the world's people - including those with disabilities!
Here are some interesting people with different disabilities:
"We keep moving forward, opening up new doors, and doing new things, because we're curious...
and curiosity keeps leading us down new paths."
---Walt Disney
-Hans Christian Anderson (Famous Author) - Dyslexia
-Ludwig van Beethoven (Famous Musician) - Deaf
-Alexander Graham Bell (Great Inventor) - Learning Disability
-Winston Churchill(Prime Minister of England) - Dyslexia
-Walt Disney (Animator/ Movie Producer) - Dyslexia
-Thomas Edison (Great Inventor) - Dyslexia
-Albert Einstein (Great Physicist) - Dyslexia
-Helen Keller (Devoted Life to Persons with Disabilities) -Blind, Deaf, and Mute
-John Milton (Famous Author) - Visually Impaired
-General George Patton (War General)-Dyslexia
-Franklin D. Roosevelt (President of the United States)- Polio
-Leonardo daVinci (Famous Painter)-Dyslexia
-George Washington (President of the United States) - Dyslexia
-Woodrow Wilson (President of the United States) - Dyslexia
Dr. John Horner, Paleontologist
Jack has been a consultant to Steven Spielberg for the movies, "Jurassic Park" and "The Lost World".
Dr. John (Jack) Horner remembers having trouble with math, reading, and foreign languages in school. He absolutely loved science, and searched out fossils with his dad in Montana as a boy. He looked at every science book he could get a hold of in his town, but he never really read them because he couldn't read. In high school he won every science fair with his innovative projects, but he still had problems memorizing for science tests.
Jack reported, "I only remember one B in my life. The rest were a few Cs, mostly Ds, and lots and lots and lots of Fs. But I always believed in myself. This came from knowing that there were other things that I could do better than anyone else. . . Throughout college, I learned a lot but I kept flunking out. I still couldn't memorize. It was also hard for me to keep up with lectures. In chemistry, I remember my teacher writing on the board and talking about something else at the same time. I couldn't follow either. And I could never keep up with all the reading."
He got a job in paleontology at Princeton University fixing up all the dinosaur bones. It was there that he heard of dyslexia, to his relief. Once on vacation he discovered nests with baby dino bones in them, which was a new world find. He became the curator at the Museum of the Rockies and began teaching at the Montana State University in Bozeman. "I never make my students memorize for tests. Instead, they have to explain what they know."
"Because I am dyslexic, I believe I offer a different approach to certain subjects. That comes with the way I think. I think differently, and that makes me ask questions differently." Jack advises people that if they are interested in doing something, spend time doing it. "But do it your way; don't worry about other peoples' expectations."
Jack has received a MacArthur Foundation Award (called the "Genius Award"), and he was the real life model for the paleontologist in the movie, Jurassic Park.
Invisible disabilities
Name: Lynda Appell
Email: fennel@visto.com
Date: 14 Oct 2005
Time: 20:28:20
Remote Name: proxy.iad4.netsetter.com
Remote User:
That's Funny You don't Look Like You Have a DisABILITY
Anyone can see that a man, woman, boy, girl who is in a wheel chair has a visible disability. Likewise seeing someone using a cane either as a walking aid or as help for someone who is blind.
Conversely someone who has an invisible disability, be it a learning disorder, a mental illness under control with treatment, a person with chronic debilitating pain and many other examples, too numerous to mention, are seen (unless their disability is known) as not having anything disabling about them.
I am not implying that persons with handicaps that are not readily seen are more disabled than those with a handicap that is readily visible. What I am saying that both visible and invisible disabilities can both be a hardship and, at times, even devastating to the individual. Just because a disability can not be seen doesn't mean it's any less disabling than one that can be seen by most people. This doesn't necessarily mean more so. It means that a visibility of disability should not be the sole criteria of who is considered disabled.
To me, there is one very important exception to the above. The person with an invisible disability has to deal with not only their disability but the public's attitude toward it. For it's easy to realize someone who is physically challenged as being impaired. It's harder to realize that a person who may look normal may also have impairment.
What is a learning disability?
LD is a disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways: as specific difficulties with spoken and written language, coordination, self control, or attention. Such difficulties extend to schoolwork and can impede learning to read, write, or do math. Learning Disabilities can be divided up into three broad categories. These types of learning disabilities include:
Developmental speech and language disorders
Academic skills disorders
"Other" a catch-all that includes certain coordination disorders and learning handicaps not covered by the other terms
My Life with Learning Disabilities
I was in Eighth Grade, I had a good school, great teachers and amazing friends but something was missing. I tried hard in school, but for some reason I wasn’t making it. I wasn’t getting the grades I thought I should have had, and I wasn’t getting what most of the others around me did. I was confused and disoriented, but thought nothing of it. Although my mother did, who is a teacher that worked with learning disabled children at the time. Although I never admitted that I was having trouble, nor did I believe I really was, my mom knew that something just wasn’t right with me, she knew this for she was surrounded all day by kids with the same problems.
She noticed it in me, and studied it, then finally she came to me and told me her thoughts. I was furious, furious to think my mother even thought there was something wrong with me, I thought she thought I was stupid, and couldn’t do anything on my own. I didn’t want to believe or even think that I could have a problem, I thought it was normal to have the problems I was facing and I ignored it. But my Mom insisted that I have testing done, just to see if there was something. So I finally gave in, hoping to prove to her that she was being foolish and that I was fine.
Well those tests ruined my life, they weren’t what I expected and they weren’t what I wanted to believe. I had this stereotype that people with learning disabilities were stupid and couldn’t be educated. I wasn’t about to admit to myself that I had one. My mom tried so hard for me to understand, that having a learning disability is okay, and that it doesn’t mean you're stupid, that it just means you learn differently than others and that there was nothing wrong with that, as long as I got the help I needed to help correct it. But that just wasn’t good enough for me. I was depressed and distraught about everything, I felt so let down from my mother and from everyone including myself. I felt like I was being babied and watched over constantly, and everything just became to cave in for me. But there was something I didn’t realize for a long time and it was until then that I understood.
It was high school, when I entered high school I was scared, scared of my classes, scared of all the new people, and just the overall atmosphere but I learned something about those classes, about those people, and about that atmosphere, that I wasn’t the only one. The experience of meeting people with the same kind of problems gave me more confidence and a greater understanding. I found out how much better I had it than some. Even people I knew for years but never knew they had one.
Things were starting to come together, I was seeing people around me deal with it daily, and by the end of the day defeat it like champions. These people were smart, these people were confident, these people were amazing, and these people were teenagers just like me. After really seeing that, my mind and eyes opened up to a greater understanding. I felt so bad for thinking that a person with a learning disability was stupid or incompetent, because they weren't, they weren’t at all and I wasn’t either. As hard as it was for me I accepted it, and I finally gave up the fight and gave in and got the attention and help I needed.
I won't lie I didn’t like it, but as much as I didn’t like it, it helped and I started to improve. I felt a lot better about myself and a lot better about school. I wasn’t as frustrated and annoyed anymore because I had found a way to do it and do it correctly, and it made school actually start to make sense. My Mom had tried to tell me these things all along, but I didn’t want to believe her, and she didn’t do this to me because she thought I was stupid, she did it because she cares, and she wanted me to do well and to understand school and not have it be some horrible struggle. I never noticed that, I thought she had lost all faith in me when all along she had more than I ever did.
Now as a junior in high school I am not afraid to say that I have a learning disability because I know I am smart, and like my mom always said I just learn differently and that’s what I now believe make all of us with learning disabilities beautiful and unique.