(Marty’s story)
What is disability?
A disabled person is one who has a condition called a disability that interferes with his or her ability to perform one or more activities of everyday living. For example, locomotion (indoors and going outside), getting dressed, communicating with others.
● Physical impairments affecting movement, such as muscular dystrophy, post-polio syndrome, spina bifida and cerebral palsy.
● Sensory impairments, such as visual or hearing impairments.
● Neurological impairments, such as epilepsy or dysautonomia.
● Cognitive impairments such as Autism or Down Syndrome.
● Psychiatric conditions such as depression and Schizophrenia.
II. Pre-reading by visiting the Family Village website
Get online to http://www.familyvillage.wisc.edu/index.htmlx.
Welcome to the Family Village! We are a global community that integrates information, resources, and communication opportunities on the Internet for persons with cognitive and other disabilities, for their families, and for those that provide them services and support.
Our community includes informational resources on specific diagnoses, communication connections, adaptive products and technology, adaptive recreational activities, education, worship, health issues, disability-related media and literature, and much, much more!
So stop in, stroll around, and visit some of the Family Village's attractions. Simply click on a place to explore and discover a cornucopia of useful information! Let us know what you like (or dislike) and visit often, for our village is constantly changing.
III. Reading
Turn to page 2. We shall take Marty’s story this time.
First we shall listen and read aloud to the recording of the text. Try to read aloud the text as loudly and correctly as possible.
Then we shall go over the text to read it to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.
IV. Transferring information
Now read the text again to complete the chart below.
V. Drawing a diagram of the text and retell it with the help of the diagram
word/media/image2_1.png
VI. Closing down by talking about living well with disability
●To use goal setting and problem solving as the framework for developing healthy lifestyles
●To practice healthy living when we have meaningful activities we want to do
●To begin with why we want to be well
●To develop tools and skills for healthy living, including healthy reactions and communication, managing depression, information seeking, physical activity, nutrition, and advocacy
●To pursue meaningful goals despite limitations
●To have a sense of belonging develops
●To feel accepted and encouraged by peers
Period 2: A sample lesson plan for Learning about Language
To help students discover and learn to use some useful structures
Infinitive
An infinitive is the simple present form of a verb used as either a noun, adjective, or adverb. The verb of the infinitive is normally preceded by the word to. When the infinitive follows some verbs as the direct object, the “to” may be dropped.
An infinitive phrase is the infinitive plus any complements and any modifiers of the infinitive and complements.
As a Noun: He helped to write the program.
As an Adjective: Lydia was looking for a way to earn money.
As an Adverb: He shouted to get our attention.
To Dropped: He helped write the program.
In the above examples, the infinitive is italicized and the infinitive phrase is underlined.
II. Listening, reading and completing
Now you are going to listen to a short paragraph about Zhang Haidi.
Now you are to complete the two paragraphs on page 4 choosing the right words from the list.
III. Learning and finding
What is an Infinitive?
The infinitive usually occurs with 'To' (for example To go, To come, To wear etc.), except after an auxiliary or modal verb.
It is a verb form that shows no person, tense or aspect.
EXAMPLES OF THE INFINITIVE:
I had to go
I must go
I want to sing
To err is human
You don't know her
You may come
The following verb forms are derived from the Infinitive:
i/ Imperative (same as Infinitive but without 'To')
ii/ Present Simple (same as Infinitive without 'To' but the third person singular takes 's')
iii/ Present Participle or Gerund (add 'ing')
Now read the text once again to find and copy on page 5 all sentences which contain examples of the Infinitive.
IV. Making sentences with the Infinitive
1. To have a muscle disease is very boring for any people.
2. I do not want to make my body very weak.
3. To climb stairs, you need some tips.
4. I don’t want you to drop things while going along the street.
5. To bump into a car is dangerous.
6. To make life well worth living you have to learn to live with what you have.
7. He is looking for ways not to get worse or get older.
8. He stayed on to adapt to the life there.
9. My motto is to live one day at a time.
10. He likes to climb tree, play football and dream about becoming rich overnight.
11. I hope to represent my country in the World Cup.
12. Getting weaker and weaker, I have no strength even to get out of bed.
13. To go into hospital for tests, I have to miss a lot of school.
14. He learns to look at small things under a microscope.
15. To get out of breath, you just have to run a short way.
V. Closing down by reading a poem in English
Disabled
He sat in a wheeled chair, waiting for dark,
And shivered in his ghastly suit of grey,
Legless, sewn short at elbow. Through the park
Voices of boys rang saddening like a hymn,
Voices of play and pleasure after day,
Till gathering sleep had mothered them from him.
About this time Town used to swing so gay
When glow-lamps budded in the light blue trees,
And girls glanced lovelier as the air grew dim,-
In the old times, before he threw away his knees.
Now he will never feel again how slim
Girls' waists are, or how warm their subtle hands.
All of them touch him like some queer disease.
There was an artist silly for his face,
For it was younger than his youth, last year.
Now, he is old; his back will never brace;
He's lost his colour very far from here,
Poured it down shell-holes till the veins ran dry,
And half his lifetime lapsed in the hot race
And leap of purple spurted from his thigh.
One time he liked a blood-smear down his leg,
After the matches, carried shoulder-high.
It was after football, when he'd drunk a peg,
He thought he'd better join. - He wonders why.
Someone had said he'd look a god in kilts,
That's why; and maybe, too, to please his Meg,
Aye, that was it, to please the giddy jilts
He asked to join. He didn't have to beg;
Smiling they wrote his lie: aged nineteen years.
Germans he scarcely thought of; all their guilt,
And Austria's, did not move him. And no fears
Of Fear came yet. He drought of jewelled hills
For daggers in plaid socks; of smart salutes;
And care of arms; and leave; and pay arrears;
Esprit de corps; and hints for young recruits.
And soon, he was drafted out with drums and cheers.
Some cheered him home, but not as crowds cheer Goal.
Only a solemn man who brought him fruits
Thanked him; and then enquired about his soul.
Now, he will spend a few sick years in institutes,
And do what things the rules consider wise,
And take whatever pity they may dole.
Tonight he noticed how the women's eyes
Passed from him to the strong men that were whole.
How cold and late it is! Why don't they come
And put him into bed? Why don't they come?
Wilfred Owen
Period 3: A sample lesson plan for Using Language
(A letter to architect)
To help students read the passage A letter to architect
To help students to use the language by reading, listening, speaking and writing
Overview of Mount Kilimanjaro
Elevation (feet): 19563
Elevation (meters): 5963
Range: East Africa Mountains
Country: Tanzania
Continent: Africa
Latitude: -3.18667
Longitude: 37.35
Difficulty: Walk up
Best months for climbing: December, January, February, March, June, July, August
Volcanic status: Extinct
Year first climbed: 1889
Convenient Center: Marangu via Moshi, Tanzania
Nearest major airport: Nairobi, Kenya
II. Listening and discussing about Barry Minto
Barry Minto is being interviewed by a radio reporter about his climbing of the Mount Kilimanjaro.
Now listen to the recording and do exercises 1 and 2 on page 6.
III. Creating a dialogue
On page 7 there are several situations. Now read them and create dialogues with your partners.
IV. Making up new dialogues
V. Listening, reading and copying
Now it is time to listen to the letter. Go to page 8, please.
VI. Copying expressions from A letter to architect and making sentences of your own with them
VII. Closing down by telling a joke
Did your father help you?
One day, Tim's mathematic teacher looked at his homework and saw that he had got all his sums right, The teacher was very pleased-and rather surprised, He called Tim to his desk and said to him, "You got all your homework right this time, Tim. What happened? Did your father help you?"
Usually Tim's father did help him with his homework, but the evening before this, he had not been able to, because he had not been at home, so Tim answered, "No, sir. He was busy last night, so I had to do it all myself."
你爸爸帮你做了吗？
一天，蒂姆的数学老师看了他的作业， 发现他全做对了。老师很高兴，同时也十分惊讶。他把蒂姆叫到桌前说：“蒂姆，你这次的作业全都做对了，怎么回事？你爸爸帮你做了吗？”
蒂姆的爸爸通常确实帮他做作业，但是头天晚上，因为他不在家就没能帮蒂姆，所以蒂姆回答说：“不，先生，我爸爸昨天晚上很忙，我不得不由我自己做了。”
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