The First Period Warming Up, Pre-reading and Reading

浙江省湖州二中 邵寧寧

教材分析

The part Warming up is made up of two parts: discussing and talking. The purpose is to get students get interested in the topic “disability”. The teacher first asks students to talk about people with a mental or physical disability to see how much they know about disabilities. Next, ask students to look at the pictures and read what these people have achieved even though they each have a disability. Finally, find out what disability they might be according to each description below the picture. Meanwhile, make sure students learn some useful new words and expressions in this unit.

Pre-reading provides a short passage about the family village. Ask students to read it and find out the purpose of the website. Make sure the students have a basic knowledge of the website for the disabled.

The reading passage “Marty’s Story” presents a story that although Marty is a disabled boy, Marty never feels sorry for himself and he leads a good and busy life. This is a key part of this unit. The teacher can first get students to skim for main ideas of each paragraph in the reading passage, and then scan for further understanding. In order to let students fully understand the passage while reading, the teacher should analyze the change of Marty’s feeling over time and next guide students to write a mini biography for Marty.

To consolidate the contents of the reading passage, the teacher will present more kinds of poems to students for appreciation.

三維目標

知識目標

1. Get students to learn the useful words and expressions in this unit.

(eyesight, ambition, disabled, beneficial, in other words, clumsy, adapt, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, make fun of, encouragement, adapt to, be behind the others, all in all)

2. Help students to learn about disability and life of the disabled.

能力目標

1. Let students read the passage “Marty’s Story” to develop their reading ability.

2. Enable students to know that people with disabilities can also live well.

情感目標

1. By talking about disability and life of the disabled, make sure students can learn some positive stories of the disabled.

2. Help them understand more about how challenging life can be for the disabled.

3. Develop students’ sense of cooperative learning.

教學重點

Get inspired from positive stories of the people with disabilities.

教學難點

1. Develop students’ reading ability.

2. Help students understand the difficulties the disabled have to overcome.

教學方法

1. Task-based teaching and learning

2. Cooperative leaning

教學過程：

Step 1 Warming up

1. Warming up by discussing.

First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then show some photos of people with disabilities. Students will be asked to discuss the following questions in small groups.

Do you know any famous people who are disabled?

What difficulties do they have to overcome in daily life?

What have they achieved?

Suggested answers:

Steven Hawking has a muscle disease, but he makes great contributions in science and put forward his theory about black holes.

Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35, but he was a great composer.

Helen Keller was deaf and blind, but she was a great writer.

2. Warming up by talking.

First, ask students to look at the pictures and read what these people have achieved even though they each have a disability. Next, work with partners to talk about what disability they might be according to each description below the picture.

Suggested answers:

Rosalyn is in a wheelchair. She has walking difficulty.

Richard has difficulty with eyesight, so he can’t read the questions or write the answers for his college entrance exams.

Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema).

Gao Qiang was born with Down’s Syndrome, which is a mental disability. Some syndrome sufferers have made a good career as actors.

Step 2 Pre-reading

Ask students to read the passage about “Family village” in pre-reading carefully and find out the purpose of the website.

Suggested answers:

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 3 Reading

1. Skimming

Give students 2 minutes; ask them to read the passage fast to fill in the blanks:

Sum up the main idea of each paragraph:

Paragraph 1: A ________ to Marty and his muscle disease.

Paragraph 2: How the disease _________.

Paragraph 3: Marty met a lot of ________ at school.

Paragraph 4: How his life has become _________.

Paragraph 5: The ______ of his disease.

Suggested answers:

Paragraph 1: A _introduction to Marty and his muscle disease.

Paragraph 2: How the disease __developed/ started_.

Paragraph 3: Marty met a lot of __difficulties__at school.

Paragraph 4: How his life has become __easier__.

Paragraph 5: The _advantages__ of his disease.

2. Scanning for detailed information.

Ask students to read the passage carefully to locate the detailed information.

(1) First ask students to read paragraph one and complete the chart below.

Disease

Difficulties

Motto

Suggested answers:

Disease A muscle disease that makes him very weak

Difficulties He is clumsy and can’t run or climb stairs as quickly as other people.

Motto To live one day at a time.

(2) Next read paragraph two and three and choose the best answer.

Why did the doctors cut out a piece of muscle from Marty’s leg?

A. Because they could cure the disease by cutting it out.

B. Because they wanted to use it as a specimen(標本).

C. Because they would transplant(移植) the new muscle.

D. Because they wanted to find out the cause of the disease.

Key: D

(3) Read paragraph four and answer the following questions:

What is Marty’s ambition?

What is Marty’s achievement?

What is Marty’s hobby?

Suggested answers:

Marty’s ambition is to work for a firm that develops computer software.

Marty invented a computer football game and a big company decided to buy it from him.

As well as going to the movies and football matches with his friends, he spends a lot of time with his pets. He has two rabbits, a parrot, a tank full of fish and a tortoise.

(4) Ask students to find Marty’s advice in paragraph five

Suggested answers:

Don’t feel sorry for the disabled.

Don’t make fun of them.

Don’t ignore them.

Accept them for who they are.

Encourage them to live as rich and full a life as you do.

Step 4 Consolidation

1. Ask students to read the whole passage and choose the best answers in pairs.

(1) Which of the following is false?

a. Although there are a few students who look down upon him, Marty never gets annoyed.

b. Marty leads a meaningful life and does not feel sorry for being disabled.

c. Marty only spends time with his pets and never with his friends.

d. Marty’s disability has made him more independent.

(2) From the passage we can infer that ______.

a. Marty asks others to feel sorry for him

b. Marty never loses heart

c. Marty is afraid of being made fun of

d. Marty will not accept any encouragement because he has grown stronger psychologically

Keys: (1) C; (2) B

2. Ask students to work together to write a mini biography for Marty according to the text.

My mini biography

Name:

Status:

Health:

Interests and Hobbies:

Ambition:

Motto:

Suggested answers:

My mini biography

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:

Enjoying 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

Ambition: To work in the compute industry

Motto: Live one day at a time

3. Discuss in pairs to get the main of the passage by filling in the blanks.

The main idea of the story:

Though he is a _________ person, Marty never feels ________ for himself and he ________ his life.

Suggested answers:

disabled, sorry, enjoys;

Step 5 Discussion

1. Ask students to discuss the following question in small groups.

(1) How did Marty’s feeling changed over time?

(2) What kind of person do you think Marty he is? Can you use adjective words to describe him?

Suggested answers:

(1) The change of Marty’s feeling over time:

hopeful hopeless stupid not get annoyed good/ busy.

(2) We can see Marty is a optimistic/ brave/ independent/ strong-minded person.

2. Show a video of “QianShouGuanYin” to the students and encourage them to remember the famous saying: “Where there is a will, there is a way”.

Step 6 Appreciation

Ask students to read two poems for appreciation when facing obstacles in the future.

Facing obstacles (Two poems by Tom Krause)

The Heart of The strong

Strong is the heart that knows not the way

of comfort and ease while living each day.

Yet continues to believe from the depths of its soul

that the future is destined to silver and gold.

Strong is the heart whose yearning is waned

by storms in life filled with heartache and pain.

Yet still gives its all-everything that it can

in search of a dream-God’s ultimate plan.

When there is a victory-when battles are won

when burdens are lifted and bright shines the sun-

when struggling souls gather-where heroes belong-

they find in themselves-the heart of the strong.

Carry on

At times when you feel troubled

when your happiness is gone

look to the heart within you

for the strength to carry on.

In your heart you will find special virtues

such as faith and hope and love.

These gifts have been sent down to you

from a power up above.

It is faith that keeps the soul searching

for the joy the heart hopes for.

It is love that heals the spirit

making it stronger than before.

And if your heart be broken

if your strength should fade away

The power of these virtues

will still win out the day.

So remember when you are troubled

when your happiness is gone

look to the heart within you

for the strength to carry on.

Step 7 Homework

1. Retell Marty’s story according to the mini biography.

2. Surf the Internet to learn more about the life of disabled people.

The Second Period Language study

Teaching aims:

1. To learn the useful expressions and sentence structures in the reading.

2. To enable students to use language points both orally and in written forms.

3. To further get inspired from Marty Fielding.

Teaching procedures:

Step1 words and phrases learning

1. ambition n. 雄心，野心

Her ambition is to become part of the national team for the next Paralympics Games.

她的抱負是能夠成為國家隊的一員來參加下一屆殘奧會。

To be a good teacher has been her lifelong ambition. 做一名好教師是她終生追求的目標。

[拓展]

full of ambition 野心勃勃

achieve one’s ambition實現某人的愿望

have the ambition for sth 渴望得到某物

2. suitable adj. 合適的，適宜的

Although some may think the cinema is noisy, it is suitable for Sally’s condition.

盡管有人可能認為電影院里太吵了，但是它非常適合薩利的身體狀況。

He has nothing suitable for a formal party. 他沒有適合這樣正式晚會的任何東西。

3.beneficial adj. 有益的

be beneficial to 對……有益處

[拓展]

benefit vt 使……受益

n 益處，優勢；

benefit sb/ sth 對某人/物有益

benefit from/ by 從……中獲得益處

be of benefit to… 對……有益

for sb’s benefit= for the benefit of sb 為了某人的利益

These birds are beneficial to man. 這些鳥對人有益。

We benefit a lot from daily exercise. 每天做操對我們很有益。

His mother lost her life for the benefit of her bank. 他母親為了銀行的利益獻出了自己的生命。

4.in other words 換句話說

In other words, there are not many people like me. 換句話說，象我這樣的人并不多見。

[拓展]

in a/ one word 總而言之

in word 在口頭上；在表面上

have a word with sb 與某人說話

have words with sb 與某人吵嘴

keep/ break one’s word遵守諾言/失信

Have a word with Tom and see what he thinks. 和湯姆談一談，看他是怎么想的。

Please retell the story in your own words. 請用自己的話復述這個故事。

In a word, I didn’t like that car at all. 總之，我一點也不喜歡那輛小汽車。

5.adapt to 適應

We should adapt to the new environment as soon as possible. 我們應該盡快適應新環境。

6.cut out 切去；省略；停止做某事

I think I had at least a billion tests, including one in which they cut out a piece of muscle from my leg and looked at under a microscope. 我想我做過無數次檢查了，包括有一次檢查，他們從我的腿部切下了一小塊肌肉，放在顯微鏡下觀察。

You should cut out the second part of the article. 你應該篩掉文章的第二部分。

She tried to persuade me to cut out drinking. 她試圖說服我戒酒。

[拓展]

cut down 砍倒；削減

cut in 插嘴；超車

cut off 切斷……供應；中斷

cut across/ through 抄近路；

cut up 切碎；

I wish she would stop cutting in on our conversation all the time.

我希望她在我們談話中別插嘴。

My doctor has told me to cut down on salt. 我的醫生告訴我減少鹽的攝入量。

They had cut off aid to us. 他們已經中斷對我們的援助。

7.out of breath 上氣不接下氣

They were both red in the face and out of breath. 他們倆都面紅耳赤，氣喘吁吁。

[拓展]

hold one’s breath 屏住呼吸

lose one’s breath 喘不過氣來

take a deep breath做深呼吸

When entering the room, please hold your breath. 當進入房間時，請屏住呼吸。

8.all in all 總而言之

All in all, I have a good life. 總而言之，我生活得很好。

All in all, it had been a good success. 總而言之，那是個巨大的成功。

[拓展]

in all 總共

at all 根本；全然

above all 最重要的是

after all 畢竟；終究

Please don’t be angry with him, ----he is only 6, after all. 請別生他的氣了，畢竟他只有六歲。

9.as well as 也；和

As well as going to the movies and football matches with my friends, I spend a lot of time with my pets.

除了和我的朋友一起去看電影和足球比賽之外，我還花很多時間和我的寵物在一起。

She had all her homework to do, as well as her looking after her sick father.

她除了要照顧生病的父親之外，還要完成所有的作業。

[提醒]

as well as還可以用做連詞，表示“和一樣好”；另外，連接兩個主語時，謂語動詞和最前面的主語保持一致。

He plays the piano as well as his teacher. 他鋼琴彈得和老師一樣好。

Mr. Li as well as his students is going to the zoo tomorrow. 李老師和他的學生們打算明天去動物園。

10.in many ways 在很多方面

In many ways, my disability has helped me grow stronger psychologically and become more independent. 在許多方面，我身體的殘疾使我的心理上變得更加堅強，更加獨立。

My uncle has helped me in many ways.我叔叔在很多方面幫助過我。

11.make fun of 取笑

So don’t feel sorry for the disabled and make fun of them, and don’t ignore them either.

因此，不要感到殘疾人可憐，或者取笑他們，也不要不理他們。

It is impolite to make fun of the disabled. 取笑殘疾人是很不禮貌的。

[同義短語]

play a joke/ trick on sb = make a fool of sb = laugh at sb 取笑

Step2 Using words, phrases and patterns

1. Do exercise 1, 2 and 3 on page 4 in Learning about language.

Suggested answers:

Exercise one: ambition; absence; suitable; beneficial; annoyed; clumsy; firm; noisy; psychological; encouragement;

Exercise two: lap; annoyed; dictation; entry; microscope; outgoing; fellow; conduct;

Exercise three: in many ways; sit around; made fun of; adapt to; out of breath; all in all; cutting out; in other words;

2. Translate the following sentences into Chinese, pay attention to the words and expressions given in each sentence.

(1) As her eyesight failed she knew she would have to resign from the community health committee.

(2) She is famous in literature for her novel about the campaign to abolish slavery.

(3) Never mind about that software! We will repair it when we meet with the engineer from the company.

(4) Congratulations! The profit from selling those wheelchairs will be enough to buy six new benches for your school.

(5) It is my ambition to make sure that the disabled people in our neighborhood have access to all public buildings.

(6) I had wanted to clean out the basement in his absence, but unfortunately I didn’t have time.

(7) James carried his new fish tank carefully to the house, dreaming of how wonderful it would look full of colorful fish.

(8) The bench was hard to sit on, but it provided an excellent resting place for people after climbing the hill.

Suggested answers:

（1） 由于她的視力下降了，她知道她不得不從社區健康委員會辭職了。

（2） 她由于那本關于廢奴運動的小說而享譽文學界。

（3） 不用擔心這個軟件！我們和那個公司的工程師見面后就會修好的。

（4） 恭喜！賣掉那些輪椅的利潤足夠為你們學校買六個新長椅的。

（5） 確保鄰近的殘疾人能夠進出所有的公共建筑物是我的志向。

（6） 我本想在他離開的時候徹底打掃下地下室，但不巧的是我沒有時間。

（7） 詹姆斯小心翼翼地把新魚缸拿進屋子里，想象著裝滿五顏六色的魚后它是多么的美麗啊。

（8） 這條長凳做著很硬，但是人們爬完山之后可以坐在上面好好休息一下。

Step 3 Consolidation

Ask students to retell the text after learning useful words and phrases patterns.

Step 4 Homework

1. Finish off the exercise 1 and 2 on page 48.

2. Go over useful words and phrases in the text.

Teaching period 3 Grammar

Teaching aims:

1. Students will be able to recognize the infinitives and know the exact meaning of them.

2. Students will be able to use these structures correctly.

Teaching procedures:

Step1. Revision

Ask several students to retell Marty’s story. Show Marty’s mini bio on the PowerPoint.

My mini biography

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:

Enjoying 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

Ambition: to work in the computer industry

Motto: live one day at a time

Step 2 Discovering useful structures

1． 基本概念

不定式是動詞的一種非謂語形式，沒有人稱數的變化，而且不能單獨用做謂語，但仍舊有動詞的特點，即可有自己的賓語和狀語，構成不定式短語，是一種使用頻率較高，考試經�？疾榈恼Z法點。

2． 基本形式

主動形式 被動形式

一般式 to do to be done

完成式 to have done to have been done

進行式 to be doing /

完成進行式 to have been doing /

否定形式 not to do

疑問詞+不定式 wh- to do

復合結構 sb to do/ for sb to do

3． 句法功能

不定式具有名詞、形容詞、副詞的特征，在句中可以充當主語、表語、賓語、定語、狀語和補足語，還可以有自己的邏輯主語，即for sb to do sth。

It is good to help others. (subject)

It is my ambition to make sure that the disabled people in our neighborhood 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)

4． 不定式的時態與語態

根據需要，不定式可以有一般式（to do），完成式（to have done），完成進行式（to have been doing），進行式（to be doing），時態形式以及to be done和to have been done被動形式。

He didn’t allow us to go home early. 他不允許我們早回家。

He seemed to have seen the film. 他好象看過這部電影。

She is said to have been living in the city for six years. 據說她住在該城市六年了。

The boy pretended to be reading when his mother came in.

當他母親進來的時候，小男孩假裝在讀書。

He is said to have studied abroad a few years ago. 據說他幾年前在國外學習過。

The book is said to have been translated into many languages.

據說此書已被譯成了多種語言。

[注意]

1. 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, endeavor, 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 practice more.

You should learn to express yourself.

They managed to fix the problem.

2. Explanation of the Gerund and the Infinitive

Some words can be followed by either the infinitive or the -ing form. Please pay attention when there is no difference in meaning and when there is difference.

(1) 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 (should) walk to town.

(2) Some verbs have different meanings. (When used with Gerund or Infinitive)

GERUND INFINITIVE

forget He’ll never forget spending so much money on his first computer.他永遠不會忘記在第一臺電腦上花費了這么多錢。 Don’t forget to spend money on the tickets.不要忘記用錢去買票子。

go on Go on reading the text.繼續讀這篇文章。 Go on to read the text.停下來讀這篇文章。

mean You have forgotten your homework again. That means phoning your mother.你忘記做回家作業了，這意味著我要打電話給你媽媽。 I meant to phone your mother, but my mobile didn’t work.我打算打電話給你媽媽，但是我的手機壞了。

remember I remember switching off the lights when I went on holiday.我記得我去度假時把燈都關掉了。 Remember to switch off the lights when you go on holiday.當你去度假時，記得把燈關掉。

stop Stop reading the text.停止讀這篇文章了。 Stop to read the text.停下來讀這篇文章。

try Why don’t you try running after the dog? 你為什么不嘗試跟著狗跑呢？ I tried to run after the dog, but I... 我竭盡全力跟著狗跑，但是……

Step 3 Drilling

Ask students to do Exe 2 on P5 and check with their partner then check together.

Keys: to have kept you waiting; to have forgotten; to buy and to send; to have finished; to have finished; to work..

Ask students to do Exe 3 and share their past experience in a group.

Keys: to have spent; To free; to see; to treat; to help pass; to abolish.

Step 4 Put into use

Ask students to translate the following sentences into English and pay attention to the use of the infinitive.

1．我忘了讓你去社區服務中心了。

2．在檢查機器之前關掉電源是很重要的。

3．我不知道哪兒能找到這種紐扣。

4．幸運的是，我們沒有更多的活兒要做。

5．海倫很高興到過中國20多個省、市。

6．她事業有成，現在最大的愿望就是結婚生子。

Suggested answers:

1. I forgot to ask you to go to the community service center.

2. It’s very important to turn off the electricity before you check the machine.

3. I don’t know where to find such a kind of button.

4. Luckily, we don’t have much more work to do.

5. Helen is very pleased to have travelled in more than 20 provinces and cities in China.

6. She has been very successful in her work, and now her greatest wish is to get married and have some children.

Step 5 Homework

Finish off the exercise 2 and 3 on P 49.

Teaching period 4 Using language Reading and Writing

A Letter to an Architect

Teaching aims:

1. Enable students to learn some useful words and phrases.

(assistance, companion, graduation basement, congratulate, all the best, accessible)

2. Enable students to offer congratulations and best wishes.

3. Enable students to write a letter of suggestion.

Step 1 Lead-in

Show pictures of a cinema, including inside and outside facilities and ask students to discuss what problems that people with disabilities sometimes have in a cinema.

(Divide students into different groups. Each member is encouraged to think actively and participate in the discussion. Make sure all students have their own opinions.)

Step 2 Reading.

1. Introduce Alice and her information to the students. 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 Bankstown cinema.

2. Skimming to find out what suggestions Alice gives in the letter.

(1) There should be adequate access for wheelchairs.

(2) It would help to fit sets of earphones to all seats, not just to some of them.

(3) The seats at the back should be placed higher than those at the front.

(4) For disabled customers, it would be more convenient to place the toilets near the entrance to the cinema.

(5) There are usually spaces specially reserved for disabled and elderly drivers.

3. Careful reading--Help students to analyze the letter so that they will learn how to write a letter of suggestion.

Ask students to read the text carefully and discuss the questions in groups in Ex3on Page 8.

1. What is the purpose of the first paragraph of the letter?

2. Why do you think the writer numbered her suggestions and used italics?

3. What is the purpose of the last paragraph of the letter?

Suggested answers:

1. To tell the reader the purpose of the letter.

2. The writer has used numbers and a title in italics for each paragraph to organize the ideas and to make it easier for the reader to understand and remember the five suggestions.

3. To finish the letter in a polite way and to put forward some reasons why the architect should consider the writer’s suggestions.

Step 3 Discussion

Discuss in groups and work together to write a format of a suggestion letter.

Suggested answers:

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.

4. The complimentary close

This short expression is always a few words on a single line. 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 4 Practice

Deal with Ex 4-6 on Page 9.

Ask students to work in groups and discuss how accessible their community is for people with disabilities. Then discuss ways in which their community could be made more accessible for disabled people. (This discussion will lay a good foundation for 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, pay attention to the format of a letter.

Step 5 Homework

Write a letter of suggestion to the architect.

A sample letter:

Dear Mr Smith,

I read in the newspaper that you are the architect who is to design the new supermarket in our suburb. I am writing to ask if you have considered the matter of easy use of the supermarket by people in wheelchairs. In particular, I wonder if you have considered the following things:

1. Width of aisles. Can you please make sure that the aisles are wide enough to allow wheelchairs to pass through? In some supermarkets the aisles are so narrow that a person in a wheelchair cannot move along them easily.

2. Height of shelves. Can you please design shelves that can be reached by people in wheelchairs? In some supermarkets people in wheelchairs have to ask other shoopers to help them. This takes away their independence.

3. Lifts to other floors. Lifts could be in a places that people in wheelchairs can get to easily. It is very difficult if lifts are right at the back of the shop and people have to go up and down the shelves before they get to it.

4. Car parks. I hope you will leave some car spaces close to the front of the shop for people in wheelchairs. It is very difficult if they have to park a long way away from the shop and wheel themselves over tough ground to the entrance.

Thank you for reading my letter. I hope you will consider my suggestions. Disabled people should have the same opportunities as able-bodied people to shop independently and they should be able to do so with dignity. I am sure many people will admire your supermarket if you design it with good access for disabled people. The supermarket owners will also be happy as more people will be able to shop there.

Yours sincerely,

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