Unit 1 Living well

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.summaryask 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 bioname: status: health: interests and hobbies:

ambition:

mott a few minutes later show the sample on the powerpoint.                    my mini bioname: marty fieldingstatus: high school studenthealth: developed a muscle disease at the age about 10, very weak, cannot do things like normal peopleinterests and hobbies: enjoys writing and computer programminggoing 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 snaketo study

ambition: to work in the computer industry

mott 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.