人教新课标选修7 Unit1 Living well[教案]

Unit 1 Living well
1. 教材分析
本单元以残疾和残疾人的生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生挑战的故事。

通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。

通过本单元的语言技能训练，要求学生学会使用正确得体的英语介绍他人以及向他人表示祝贺。

1.1 Warming Up 让学生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便。

尽管如此，仍然有许多残疾人在不同领域取得了非凡成就，为本单元Reading部分的精彩故事做好了铺垫。

1.2 Pre-reading 通过介绍网站“Family village”，激发学生的阅读兴趣。

1.3 Reading是一篇以第一人称描述Marty身残志坚，以积极的态度快乐生活的故事。

课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。

1.4 prehending共有3个练习，这3个练习的设置由表及里，由浅入深，非常科学。

练习1是浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活的乐观态度；练习2要求学生总结课文每段的段落大意；练习3是深层次的理解题，要求学生在正确理解课文的基础上，通过讨论得出结论。

1.5 Learning about Language分为两部分，Discovering useful words and expressions 是本单元的词汇练习题；Revising useful structures是本单元的语法练习题，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。

1.6 Using Language分为两部分，Listening and speaking是关于对残疾人Barry Minto 的采访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。

同时通过听这个采访，要求学生掌握表示祝贺的功能句型。

Reading, speaking and writing 部分要求学生先讨论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾人Alice Major 写给the new Bankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出了一些建议，要求充分考虑残疾人的特殊需要。

这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元的教学目标。

通过读这封建议信，还要求学生学会写建议信。

2．教材重组
2.1 将Warming Up， Pre-reading， Reading与prehending整合在一起上一节“阅读课”。

2.2 把Learning about Language 和Workbook 的USING WORDS AND EXPRESSIONS及USING STRUCTURES整合在一起上一节“语言学习课”。

2.3 将Using Language设计为一节包括听说读写在内的“综合技能课（一）”。

2.4 将Workbook的READING AND LISTENING 和TALKING 结合在一起，上一节“听说课”。

2.5 将Workbook的LISTENING TASK, READING AND WRITING TASK和SPEAKING TASK 设计为一节“综合技能课（二）”。

3. 课型设计与课时分配
1st Period Reading
2nd Period Language study
3rd Period Integrating skills (Ⅰ)
4th Period Listening and speaking
5th Period Integrating skills (Ⅱ)
Ⅳ. 分课时教案
The First Period Reading
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
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
b. 重点句型
…but I am very outgoing and have learned to adapt to my disability.
Every time I returned after an absence, I felt stupid because I was 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.
2. Ability goals能力目标
Help students to learn about disability and life of the disabled. Enable students to know that people with disabilities can also live well.
3. Learning ability goals学能目标
By talking about disability and life of the disabled, students will learn some positive stories of the disabled. This will help them understand more about how challenging life can be for the disabled.
Teaching important points教学重点
How positive stories of the people with disabilities inspire others.
Teaching difficult points 教学难点
How to help students understand the difficulties the disabled have to overe.
Teaching methods教学方法
Discussing, explaining, reading and practicing.
Teaching aids教具准备
Multi-media puter.
Teaching procedures && ways教学过程与方式
Step I Lead-in
Deal with Warming Up. First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then play some videos or show some photos of people with disabilities. Students will be asked to discuss what the disabilities are and what difficulties they have to overe in daily life.
T: Good morning /afternoon, class!
Ss: Good morning/ afternoon, Mr. / Ms ...
T: I think most of you should have learned about Helen Keller, a great woman in American history. Although she was deaf and blind, she became a role model for millions of people. Here I’d like to share one of the quotes from her with you.
Although the world is full of suffering, it is full also of the overing of it.
T: The world is full of suffering, especially for those disabled people. Do you happen to know anyone with a mental or physical disability? What are their lives like?
S1: My neighbor, a 6-year-old girl, can not speak. She is dumb. She cannot play with other children.
T: Then how can she make herself understood?
S1: She has to use body language and sign language. I find it very hard to understand her. But her family can understand her very well.
T: OK, anyone else?
S2: One of my friends doesn’t like school. We are of the same age. He should be in high school. Unluckily he can only stay at home. Because whenever he es to school, he feels sick and cannot help trembling. He is afraid of school, whenever he hears the word “school”, he sweats and feels very nervous. I think he has a mental disability.
T: I feel sorry for your friend. Perhaps he has experienced something unpleasant in school. I think he should see a doctor.
S2: He has been visiting a doctor. I hope he will get well soon.
T: I hope so. Now let’s watch some short videos (or look at some photos) of some disabled people. Please discuss in groups what the disabilities are and what difficulties they have to overe in daily life.
Show the list of disabilities on the PowerPoint.
After discussion, 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 overe, 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?
S3: I think Rosalyn has learning difficulty. Generally speaking, those who have learning difficulty are good at sports and clever at hands.
T: OK, what about Richard?
S4: Everyone can see he has difficulty with eyesight, because he is wearing glasses. He also looks very weak, maybe he has severe illness.
S5: I guess he may have lost an arm or leg, for we cannot see his arms or legs in the picture.
S6: He cannot have lost an arm or leg, for next year he will train to be a teacher. How can a person without an arm or leg be a teacher?
T: That sounds reasonable. OK, what about Sally?
S7: Sally may have a severe illness, for she has a very busy life. In my opinion those who know they are dying always keep themselves very busy.
T: Sound like that. Let’s e to Gao Qiang.
S8: From the picture it is hard to guess what disability Gao Qiang has. Maybe he has walking difficulty.
S9: It is hard to say. If he has walking difficulty, I will admire him very much, for he takes dancing lessons.
..
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 passage about “Family village” in pre-reading carefully and find out the purpose of the website. Then show the suggested answers
on the PowerPoint.
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 Ⅲ Reading
Deal with the reading passage.
Scanning
Ask students to scan the text and find problems Marty has in his life and what he does in spite of his disability.
T: First I’d like you to do scanning and then fill in the chart with the information you get from the text. After you have finished, please pare your answer with your partner’s.
Several minutes later, students pare 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 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 questions on Page 3. Deal with the next questions in the same way.
Suggested answers:
1. Marty seems to be a fairly positive person who considers he has a good life. He is realistic about his disability, but does not let this stop him doing as much as he can. He is a psychologically strong, independent boy.
2. Missing lots of school, not being able to run around and play sports like other boys at his age, people not understanding that he has a disability.
3. Marty keeps busy doing things that do not require physical strength, like puter programming. He has friends with whom he can go to movies and football matches and he has lots of pets. He also studies hard.
4. They can accept people with disabilities like Marty for who they are rather than focus on their disability. They can encourage them to live rich and full lives.
5. Because they found that Marty was able to live as rich and full a life as everyone else.
6. Answers would vary.
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: An introduction to Marty and his muscle disease
Paragraph 2: How his disability developed
Paragraph 3: Marty met a lot of difficulties at school
Paragraph 4: How his life has bee easier
Paragraph 5: The advantages of his disease
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:
· Enjoying writing and puter 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 puter industry
Motto: live one day at a time
Explanation
During this procedure, play the tape for students. Students will underline the difficult sentences. After listening to the tape, explain the text and deal with the language problems.
T: Now we will deal with some difficult language points. 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 Pages 86-87.
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 bees 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?
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 Language study
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
disability, disabled, eyesight, ambition, beneficial, adapt, absence, fellow, annoyed, encouragement, conduct, resign, basement, accessible, latter, stupid, clumsy, all the best, all in all
b. 重点句型
The infinitive:
1. as the subject
2. as the predicative
3. as the object
4. as the object plement
5. as the adverbial
6. as the attribute
2. Ability goals能力目标
Enable students to use the infinitive.
3. Learning ability goals学能目标
Help students learn how to use the infinitive.
Teaching important points教学重点
The use of some key words and expressions and the infinitive.
Teaching difficult points 教学难点
Different functions of the infinitive.
Teaching methods教学方法
Explaining and practicing.
Teaching aids教具准备
Multi-media puter.
Teaching procedures & ways教学过程与方式
Step Ⅰ Revision
Ask several 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:
· Enjoying writing and puter 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 puter 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 on the PowerPoint. Now who would like to have a try?
…
Step Ⅱ Discovering useful words and expressions
Deal with Ex1 && Ex2 in Discovering useful words and expressions. 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, 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 puter 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 pany 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 plement)
Note: The following verbs are normally followed by the infinitive.
afford, agree, appear, arrange, ask, attempt, care, choose, claim, e, 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 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. Show the following on the PowerPoint.
Using structures
Deal with the exercises on Page 49.
Do Ex2 first and then do Ex3.
Ask students to do Ex1 in their exercise books after class.
Step Ⅳ Homework
Go over the key words and expressions.
Go over the grammar.
Finish Ex1 on Page 49.
The Third Period Integrating skills(Ⅰ)
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
assistance, panion, graduation basement, congratulate, all the best, accessible
b. 功能句式
Expressions used to offer congratulations and best wishes.
2. Ability goals 能力目标
Enable students to offer congratulations and best wishes.
Enable students to write a letter of suggestion.
3. Learning ability goals学能目标
By proper language input, students learn to offer congratulations and best wishes and write a letter of suggestion.
Teaching important and difficult points教学重难点
Offer congratulations and best wishes.
Learn to write a letter of suggestion.
Teaching methods教学方法
Listening, speaking, reading and writing.
Teaching aids 教具准备
Multi-media puter.
Teaching procedures && ways 过程与方式
Step Ⅰ Lead-in
Talk about Mount Kilimanjaro in Africa. Ask some questions about it. Show the following on the Power-Point.
T: Good morning / afternoon, class!
Ss: Good morning / afternoon, Mr. / Ms ...
T: Which mountain is the highest in Africa?
Ss: Mount Kilimanjaro.
Show the pictures and introduction of Mount Kilimanjaro 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
T: Do you think it easy to climb Kilimanjaro?
Ss: Of course not.
T: It is not easy to climb it. It is more difficult for 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 Exx 1-4 on Pages 6-7. Play the recording several times if necessary.
Step Ⅲ Speaking
Students are asked to work in pairs to practice offering congratulations and best wishes.
Show the useful expressions on Page 7 on the PowerPoint.
congratulate:
to tell someone that you are happy because they have achieved something or because something nice has happened to them
He never even stopped to congratulate me.
congratulate somebody on something
She congratulated me warmly on my exam results.
congratulate somebody for (doing) something
All three are to be congratulated for doing so well.
congratulations:
a) used when you want to congratulate someone
—“I’ve just passed my driving test!”
—“Congratulations!”
b) words saying you are happy that someone has achieved something
Give Tom my congratulations.
all the best:
used to express good wishes to someone for the future
We’d just like to wish him all the best in his new job.
all the best for ...
All the best for the New Year!
Demonstrate 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 puter game.
B: Yes, a pany 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 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 students have their own opinions.
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 Bankstown 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 Ex3on Page 8.
After students read the text carefully, they will discuss the questions in Ex3 in groups. Several minutes later, check the answers with the whole class.
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.
T: After you 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 ma. 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 plimentary close
This short expression is always a few words on a single line. The plimentary close begins with a capital letter and ends with a ma.
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 Ex 4-6 on Page 9.
Ask students to work in groups and discuss how accessible their munity is for people with disabilities. Then discuss ways in which their munity 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, they should pay attention to the format of a letter. If time is limited in class, they can finish the letter out of class.
Step Ⅵ 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,
…
The Fourth Period Listening and speaking
Teaching goals 教学目标
1. Target language目标语言
功能句式
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能力目标
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学能目标
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 and difficult points教学重难点
How to make an elegant introduction.
Teaching methods教学方法
Reading, listening, explaining and practicing.
Teaching aids教具准备
Multi-media puter.
Teaching procedures && ways教学过程与方式
Step Ⅰ Lead-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 moved 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 pany. 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 Listening
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 e back to the workbook. Sara, who is blind, has just returned home from a guide dog school. Who has e to her home according to the reading passage?
Ss: A trainer from the guide dog school.。