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 wheelchair. 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 shoppers to help them. This takes away their independence.

　　3. Lifts to other floors. Life could be in 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 got 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 rough 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,

　　 .......

　　 Period 5 Listening

　　教学目标:

　　1. 语言知识目标: 了解忙问的创始人路易丝布莱尔的个人经历和导盲犬的工作内容.

　　2. 语言能力目标: 培养学生在听前对听力材料进行预测, 并激活背景知识的能力; 把握细节信息的能力.

3. 情感态度与文化意识目标: 通过对盲文创始人路易丝布莱尔个人经历和导盲犬工作情况的了解. 使学生对于盲人的生活情况有更