单元Unit 5 International charities课题Welcome to the unit
课时第一课时日期2005.05.12
教学目的To introduce students to some international charities
To prioritize needs in poor countries
教学重点Words & phrases: international, pocket, pocket money, be used to doing, used to do, be kind to sb. take sb to, next to, health care;
Useful expressions: I’m too weak to walk.
We can have a big lunch afterwards.
教 学 过 程
Background information
Charities work to help people who are in need with donations they receive from companies, individuals, etc. This comic strip introduces a way to support charities—donating money. Other ways may include donating items that different charities need, doing voluntary work, ect.
1. Talk about international charities and the work they do. Ask students which international charities they know and write a list on the board.
2. Tell students to look at the symbols in Part A and the names of the charities in the box. Ask them to write the names of the charities under the pictures. Tell them to try to do the task on their own first, then compare answers with a partner. Check answers as a class. Then ask students how much they know about what the charities in Part A do and how they help people.
3. Talk about what life is like for people who are very poor. Ask students to think about how their lives might be different if they had almost no money.
4. Divide the class into pairs. Ask students to look at the list of items in Part B. Ask students to decide which items are the most important and which items are the least important for people in poor countries.
5. Tell students to read the comic strip, then ask some questions to check understanding, e.g., What does Oxfam need? What is Hobo going to do? Ask students how they feel about donating money is used for. Ask them what else they would consider donating.
Background information
ORBIS—An organization works to reduce preventable blindness in many countries. It is dedicated to the saving of sight and the delivery of training of doctors and nurses.
Oxfam—The organization works to eliminate poverty and injustice in many countries.
World Vision—It is a charitable organization that funds development projects in poor areas around the world.
单元Unit 5 International charities课题Reading
课时第三课时日期2005.05.13
教学目的To understand open questions used in an interview
To infer general meaning from title and context
To predict the meanings of specific words from context
教学重点Words & phrases: interviewer, blindness, affect, mostly, case, cure, medical, treatment, operate, patient, video, grateful, indeed, proud, treat, do operation on sb.
教 学 过 程
Background information
It is estimated that more than 45 million people in the world are blind. However, 90 per cent of those suffering from blindness live in developing countries where doctors lack the necessary training and equipment to restore sight. The three major causes of avoidable blindness and serious vision impairment worldwide are cataracts(50%), trachoma(20%-25%), and glaucoma(10%-25%).
ORBIS is a charitable organization that works in developing countries to save sight through hands-on training, public health education and improved access to eye care. The charity uses a converted DC-10 as a flying eye hospital and teaching center. The plane has been adapted to contain an operating theatre for eye surgery and laser surgery, a recovery room and a classroom. It flies to developing countries, bringing surgical nurses and health care personnel. Training is conducted by volunteer ophthalmologists. The doctors work with ORBIS for one week at a time, sharing their knowledge and experience with host country doctors.
1. Ask if students know anyone who works for a charity, and if so, which charity and what they do?
2. Ask students what they know about ORBIS or whether they have heard of it before doing the Welcome to the unit exercise. Talk about blindness and how it might affect a person’s life.
3. Explain the context of the reading passage. Amy is reading an interview with a volunteer doctor who works for ORBIS. In the interview, he talks about the work that ORBIS doctors and nurses do.
4. For stronger classes, ask students to read the first half of the interview (from the very beginning to the 20th line). Read the interview and ask students some questions to check understanding, e.g., How many people in the world are blind? Can blindness be cured or prevented? Where do ORBIS doctors do operations? Why do local doctors and nurses come to the plane?
5. Ask students to read the rest of the interview on page 77. Ask some questions to check understanding and encourage students to think more about the topic.
单元Unit 5 International charities课题Reading
课时第三课时日期2005.05.14
教学目的To check understandings by linking parts of sentences
To summarize information by completing notes
教学重点Useful expressions: Blindness affects about 45 million people around the world, mostly in poor countries.
The good news is that 80 percent of the cases of blindness can be cured or prevented.
The most important thing for us is that we can help people see again.
All we need is enough money to carry on with our work.
教 学 过 程
1. Remind students that the vocabulary listed in Part B1 appears in the interview on pages 76 and 77. If students are not sure what a word means, it may help them to read the word in context on those pages. Tell students to each read out one word and its definition. Tell students to check their own answers.
2. Tell students to read the interview on pages 76 and 77 again, and use the information there to help them complete Part B2. Read out Amy’s article, pausing at the blanks. Ask students for the correct words to complete the sentences.
3. Explain the context of Part C1. Amy is looking at the ORBIS website and making note. Tell students to read Amy’s notes and match the first halves of the sentences on the left with the second halves on the right by putting the correct letters in the blanks.
4. Check answers as a class. Ask six students to read out one complete sentence each. Write the correct sequence of letters on the board so students can check their answers.
5. Ask students to read Daniel’s notes in Part C2 through first for overall meaning before they do the exercise.
6. Ask students to complete Daniel’s notes by selecting the correct words from the words in brackets.
7. When students have finished Part C2, ask volunteers to read out one sentence each.
Game: Spelling Bee
Divide the class into two teams. Tell students to close their books. Read out a word from the reading passage on pages 76 and 77 and ask a student from Team 1 to spell it aloud. If the student spells the word correctly, that team gains a point, If the student makes a mistake, the word goes to a member of Team2. If the second student spells it correctly, Team 2 gains a point. If not, no points are rewarded. Read out another word and give Team2 the first chance to try to spell it. The game continues until all the new words from pages 76 and 77 have been attempted. The team with more points wins.
教学后记
单元Unit 5 International charities课题Vocabulary
课时第四课时日期2005.05.16
教学目的To develop an understanding of suffixes
To use appropriate verbs and adjectives in context
To use suffixes to create nouns
教学重点Words & phrases: Prevention, educate, gentle, improve,
Useful expressions: UNICEF wants to make the world a better place.
教 学 过 程
1. Ask if students know what a suffix is. Explain that a suffix is a letter or group of letters added to the end of a word to make another word. Tell students that ‘-ment’, ‘-ness’, and ‘-ion’ are all suffixes. Introduce them some other suffixes.
2. Ask students to read the three example sentences. Explain that ‘treat’ and ‘operate’ are verbs and ‘blind’ is an adjective. ‘treatment’, ‘blindness’ and ‘operation’ are all nouns. Draw students’ attention to the change of spelling in some words, e.g., lonely—loneliness.
3. Review some of the verbs ‘dictate’, ‘educate’ and ‘improve’. Then divide the class into pairs. Ask students to work together to make nouns from the verbs and adjectives. Encourage students to use a dictionary to check their spelling. Remind less able students that they need to change the spelling of Nos. 5,6 and 10.
4. Choose a few students to come to the front of the classroom and write their answers on the board. Ensure that all the words are spelled correctly. Ask students to check their own work.
5. Ask students to read out each verb or adjective and its corresponding noun in chorus. Listen for correct pronunciation. Ask more able students to do the extra exercise.
6. Explain the context of Part B. Daniel is writing an e-mail to Amy about UNICEF. Ask students to read Daniel’s e-mail. Explain that the words in the box are all verbs or adjectives. Remind less able students that they will have to change some, but not all, of the words to nouns to complete Daniel’s e-mail.
7. Ask students to work on their own to complete Daniel’s e-mail. Ask one student to read out Daniel’s completed e-mail. Write the answers on the board so students can check their spelling.
单元Unit 5 International charities课题Grammar
课时第五课时日期2005.05.17
教学目的To use reported speech without tense change
教学重点Grammar: Reported speech without tense change
教 学 过 程
1. Explain that we use reported speech to tell someone what another person said. Read through the example sentences. Point out that if the person is talking about himself/herself or the person who is listening, we need to change the pronouns in the reported speech.
2. Create some more examples from the classroom, e.g., ask students:
T: Jim, when do you get up in the morning?
S: I get up at six in the morning.
T: Jim says that he gets up at six in the morning.
3. Divide the class into pairs. Tell students to ask each other the following questions: What is your favourite sport?
When do you do your homework?
How do you usually go to school?
Where do you live?
Tell students to write down what their partner says using reported speech.
4. Ask a few students to present information about their partners to the class, e.g.,
Sally said that her favourite sport is table tennis.
David said that he does his homework after school.
Mary said that she goes to school by bus.
Tom said that he lives on Zhongshan Road.
5. Go through the information in the four Tip boxes on page 81.
6. Explain the context of Part A1. Amy is in the bathroom when Daniel calls, so her mother is talking to Daniel and telling him what Amy says. Ask students to complete the conversation using reported speech. Remind them to change the pronouns where necessary.
7. Choose three students to read out the completed conversation. Write the answers misunderstanding.
8. Explain the context of Part A2. The Class 1, Grade 8 students are listening to a talk about World Vision and taking notes about it. Ask students to read what Miss Cao said.
9. Tell students to complete the notes. Remind less able students that they do not need to change the tense if they are reporting a fact or the information which is still true. Ask five students to read out one answer each.
单元Unit 5 International charities课题Grammar
课时第六课时日期2005.05.18
教学目的To use ‘used to’ to talk about a past habit or state
To use ‘be used to’ to talk about what we have done regularly
教学重点Grammar: used to do sth.
Be used to doing sth.
教 学 过 程
1. Explain that we use ‘usee to’ to talk about a past habit or state that does not happen any more, e.g., ‘We used to play football twice a week.’ Means we no longer play it twice a week now. Explain that the structure is subject + ‘used to’ + infinitive. If the action happened noce only in the past, we cannot use ‘used to’. We muxt use the simple past tense in such a case, e.g., ‘We went to Beijing in 1998.
2. Ask students to look at the examples at the top of page 84. Ask them to think of other examples. Give students a few examples from their own life.
3. Explain the context of the exercise. The table compares Dr Ma’s life in the past with his life now. Ask students to read the sentences in the table. Greate an interest in Dr Ma’s situation and how his lifestyle changed when he started working or ORBIS. Ask studetns what they think about the different lifestyles. Would they like to work for a charity?
4. Ask students to complete the exercise by writing sentences about Dr Ma’s life in the past. Ask four students to read out one sentene each. Write the sentences on the board for the whole class to check answers.
5. Stress that the meaning of ‘be used to’ is different from ‘used to’. Explain that ‘be used to’ expresses an action or state that uas difficult or strange in the past, but now was you are familiar with because you do it or experience it often.
6. Ask studetns how their lives have changed since they start secondary school. Ask them what new ecperiences and routines they were not familiar with at first. Work togither to formulate sentences to express the idea of formulate sentences to express the idea of becoming accustomed to sonething. Elicit from studetns the meanings of the sentences, gradually focusing on the idea that they have become familiar with the different situations described and that they have done them regularyly for a long time and are therefore not new any more.
7. Go through the explanations and example sentences on page 85. Explain how to form positive and negative sentences with ‘be used to’. Go through the grammar table with studetns. Remind them to use the correct form of ‘to be’ according to the subject of the sentence. Ask studetns to copy the table in their grammar pattern books to help them formulate their own sentences.
单元Unit 5 International charities课题Integrated skills (listening)
课时第七课时日期2005.05.19
教学目的To listen for general information about UNICEF
To understand factual information presented in a radio programme
To respond to information obtained from listening by completing a report.
教学重点Words & phrases: make a donation, the United Nations, set up;
Useful expressions: I think education is very important.
Protecting wildlife is import too.
教 学 过 程
Background information
UNICEF, the United Nations Children’s Fund, now words in 158 countries, areas and territories. Their work involves helping prevent childhood illness and death, making pregnancy and childbirth safe, combating discrimination and cooperating with communities to ensure that girls as well as boys attend school.
UNICEf was created after World War II to relieve the suffering of children in war-torn Europe. Today, in times of crisis, they help to recreate a sense of stability by reopening schools and establishing safe spaces for children when armed confilict, natual disasters and other disruptions occur.
1. Ask studetns how much they know about UNICEF. Talk about the work that UNICEF does around the world to make children’s lives better.
2. Explain the context of Part A1. Daniel is going to do a presentation about UNICEF. He is listening to a radio programme about UNICEF. Tell studetns to close their books. Then play the recording. Tell stududents not to write anything but only listen the first time the recording is played.
3. Ask studetns to open their books and read the sentences in Part A1. Tell them that the sentences are in a different order to the radio programme. Play the recording again. Tell students to listen to the programme and put the sentences in the order in which they were talked about by putting the numbers 1-5 in the boxes.
4. Play the recording again so that students can check their answers. Ask one student to read out the correct order of the sentences. Ask studetns to read the information on the website in Part A2 and the questions in Part A3. Ask them to answer the questions using the information in Part A1 and A2. Ask two students to read out the answers to Nos. 2 and 3.
5. Tell students that they can use the information on page 86 to complete Daniel’s report in Part A4 on page 87. Ask students to complete the report on their own using the words from the box. They then compare answers with a partner. Choose several studetns to read out one sentence at a time.
单元Unit 5 International charities课题Study skills (speaking)
课时第八课时日期2005.05.20
教学目的To develop ideas using a flow chart
To use a diagram to illustrate the flow of ideas visually
To give information about changed habits
To talk about favourite charities and what they do
教学重点Making flow charts
Taking about charities
教 学 过 程
1. Tell students that using a flow chart can help them organize their ideas when they are preparing a piece of writing. Review the meanings of ‘flow’ and ‘chart’. Ask students how they normally prepare their notes when working on a piece of writing. Encourage them to come up with different ideas.
2. Ask students to look at Amy’s flow chart about the work of ORBIS. Ask tehm to help her complete it using the words from the box. Check answers as a class.
3. Ask studetns to think about some of the problems facing the world today. Write their suggestions on the board, e.g., hunger, war, pollution, poverty, loss of wildlife hatitat, lack of education, overpopulation, sickness, depletion of natural resources, natural disasters, etc.
4. Tell students to think about whick problems they think are the most important/serious. Remind them that there are no right or wrong answers but they should think of reasons for their choice. Then ask students to think about the different charities they have learned about in this unit. Ask them to decide which one they would nost like to support and why.
5. Ask students to work in pairs. Tell them to role-play Kitty and Daniel’s conversation. They then change roles and have the conversation again.
6. Tell students to make up their own conversations about their favourite charities, using Kitty and Daniel’s conversation as model. Give students some time to practise their conversations. Allow less able students to write down their conversations first before doing the role-play. Consider giving students the names of some of the charitable organizations on page T75 to help students come up with ideas.
7. Ask a few pairs to present their conversations to the class.
单元Unit 5 International charities课题Main task (writing)
课时第九课时日期2005.05.22
教学目的Order ideas following a logical sequence
Describe specific details about the work ofORBIS
Organize language and descriptions to write a story about a girl in India
Present a report to the class
教学重点Write an article about a girl in India who got help from UNICEF
教 学 过 程
1. Ask students why they think someone would want to work for a charity. Ask them to think about the advantages and disadvantages of working for a charity versus having an ordinary job. Remind them that working for a charity does not pay very well. Some people who work for charities are volunteers and do not get paid at all. Others work for very little money. Ask students to think aobut other motivating factors besides money, e.g., to help other people.
2. Ask students to look at the pictures in Part A1. Explain that the pictures show the story of someone who changed her job and lifestyle in order to do something she likes and is interested in.
3. Tell studetns to read Amy's report in Part A2. Explain that the paragraphs tell the story about Mary in Part A1, but they are not in the correct order. Ask studetns to put the paragraphs in order by writing the numbers 1-5 in the boxes. Ask a volunteer to read out his/her answers. Ask a few more volunteers to read out the paragrphs in order. Ask students how they feel about Mary's new lifestyle. Would they change their lifestyles in order to help others? Why or why not?
4. Ask students what they remember about UNICEF from the Integrated skills section. Talk about how UNICEF works to improve the lives of children all over the world. Tell students that they are now going to learn about someone who was helped by UNICEF. Ask them to look at the pictures and read the captions in Part B1.
5. Ask students to write about Mandeep's life. Tell them that they can use the outline in Part B2 to help them, but encourage them to use their own imaginations to describe details, events and feeling.
6. Remind students to make notes and prepare a draft before they begin writing in their books. Ask a few more able students to present their reports to the class. Allow less able students to present their reports to their partners.
Sample writing:
Mandeep used to get up at 5 a.m every morning. She worked on the farm all day, planting rice in the hot sun. Her family was very poor. Mandeep did not go to school so she was unable to read and write. One day, a UNICEF worker came to her village. He said it was important for children to get an education. He wanted all the children in the village to learn to read. He gave Mandeep some school gooks and she was very happy. Now, Mandeep goes to school every day. She can read and write. She enjoys school and is grateful to UNICEF for helping her. Madeep says that she hopes to become a teacher.
单元Unit 5 International charities课题Checkout (revision)
课时第十课时日期2005.05.23
教学目的To review key grammar and vocabulary items taught in the unit
To give students the chance to practise the grammar and vocabuary items in new contexts.
教学重点Grammar: used to do sth.
Be used to doing sth.
教 学 过 程
Background information:
In the Checkout section, students can review the new grammar and vocabulary items learned in the unit. It is intended as a self-assessment, so students should be encouraged to work on their own. If they have difficulties completing the exercises, they can go back and review the relevant sections in the unit before moving on to the next unit.
1. Tell students that this is a review of the new grammar items they have learned in the unit. Explain that in Part A, the Class 1, Grade 8 students are talking about charities.
2. Ask students to complete the conversation using ‘used to’, ‘be used to’ or reported speech. Remind less able students that they can refer to the Grammar section on pages 81-85 if they have difficulties. However, encourage students to work on their own rather than asking their classmates for help, as it is important that each student fully understands these new grammar items.
3. Ask volunteers to read out the answers. Write the answers on the board and ask students to check their own work. Remind them to write their scores in the paw. Encourage them to ask questions if there is anything they have difficulty with. Go back to the Grammar section and review any points if necessary.
4. Ask students to find 9 words in the wordsearch in Part B. Tell them that the first two letters of each word have been provided on the right. The blanks indicate the numgber of remaining letters in the word.
5. When students have finished, write the words on the board. Ask students to write their scores in the paw. Tell more able students to look for other words in the wordsearch.
Unseen dictation passage
Blindness is a serious problem for many people, I used to think that it could not be cured. Now, I know that the main probblem is that many poor people do ont have enough money for treatment. An organization called ORBIS wants to help them. Many doctors and nurses volunteer to do operations on patients and help train local doctors and nurses. |
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