Unit 5 International charities
Period 1 Comic strip & Welcome to the unit
一．Teaching aims: 1.Learn ―Comic strip‖ and know a little about international charities and ―be used to doing sth‖；
2.Learn different names of international charities and their functions.
Step 1. Warming-up
1. T: Welcome back to school! I‘m glad to see you again. Did you have a good time during your summer holiday? Would you please tell me something about it?
2. T: You had a good time, maybe. But people in Zhejiang and Fujian didn‘t.
Do you know why? What happened to them?
S: Strong typhoon hit the two places. Lots of people lost their homes and lives. We are sorry to hear that.
T: What can we do then?
S: We can help them.
T: But how?
T: We can help them in many ways. Many charities can also help them. Can you name some charities in China?
S: Project Hope, Project Green Hope, Spring Bud Project and Save China‘s Tigers.
T: Who knows some charities around the world?
(Write on the Bb ―International charities‖ and teach the new word ―international‖)
Step 2 Presentation
1. Show the wall chart and present some charities in the world:
a. ORBIS 奥比斯
Note: It‘s a charity like a flying eye hospital. If people in poor countries have eye problems and they have no money to see the doctor, volunteer doctors will operate on them on a plane. b. Oxfam 乐施会
Note: It‘s a British charity that helps people in many ways.
c. UNICEF 联合国儿童基金会
Note: It‘s a charity that helps children in need.
d. World Vision 世界宣明会
Note: It‘s a Christian（基督教的） charity.
e. WWF= World Wide Fund for Nature 世界自然基金会
Note: It‘s a charity that protects wildlife and nature.
2. Practise reading them again and again.
3. P 75 (Part A)
Step 3 Discussion
1. T: As we know, people in poor areas need a lot of things. What do they need？
（ Get the Ss to discuss）
2. P75 Part B T: What do they need most/least?
3. Get the Ss to make a report like this: I think they need…most/least.
Step 4. Presentation
1. Present some new vocabulary:
a. pocket n. 口袋
pocket money 零花钱
T: I often give my son and daughter some pocket money. Who do you get pocket money from? How much pocket money do you get every week?
b. used to do sth. 过去常常，以前常常
T: I used to give my son only one yuan as his pocket money, but now I give him two yuan. Eg.过去常常帮助别人/过去曾当过主持人/过去曾住在农村/过去不喜欢音乐
c. be used to doing sth.
look forward to doing sth.
T: I like walking. I‘m used to walking after supper.
Eddie likes eating meat. He is used to eating meat.
My husband is very lazy. He is used to getting up late.
d. health care 医疗
T: I think people in poor areas have no money to see doctors. They need health care. Step 5 Comic strip
1. Show the Ss the wall chart
T: What do you think of Eddie and Hobo?
(Get the Ss to speak freely.)
2. T: I think Hobo is not only clever but also kind. He is going to do something kind. Listen to the conversation between Eddie and Hobo and find out:
a. What is Hobo going to do?
b. What time is it now?
c. What does Eddie want to do first?
d. Where will they go?
3. Books open! Get the Ss to raise some difficulty.
a. left 留下，剩下
b. afterwards 后来
c. be kind to sb. 对某人友好
It‘s/That‘s kind of you. 你真好。
d. too … to …太…而不能
I‘m too weak to walk.
=I‘m so weak that I can‘t walk.=I‘m not strong enough to walk.
e. take you to a restaurant 带你去一家饭店
f. next to 靠近，贴近，隔壁
4. Read after the tape and practise reading , then act it out.
5. Complete the following passage:
Hobo hears that Oxfam n______ money. He wants to donate Eddie‘s p______ money to Oxfam. But Eddie wants to have lunch f_____ because it‘s 12 o‘clock. He isn‘t used to g_______ out
before lunch. He pretends（假装） that he is too w_____ to walk. Finally, Hobo d____ to take him to a new r________ next to the Oxfam shop.
The second period
Teaching aims: 1. Understand open questions used in an interview.
2. Infer general meaning from title and context.
3. Predict the meanings of specific words from close context
4. Check understanding by linking parts of sentences.
5. Summarize information by completing notes.
Step1 Ask if Ss. Know anyone who works for a charity, and if so, which charity and what they do.
Step2 T writes ―ORBIS‖ on the blackboard. Ask Ss 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.
Step 3 Listen to the tape about the reading, and then ask Ss to read the text by themselves again.
Step 4 Ask Ss some questions to check their understanding and encourage sts. to think more about the topic.
Step 5 Ask Ss to do pair work. They practice the interview and perform Dr Ma and the interviewer. ( Three or four pairs perform the interview.)
Step 6 Ask Ss to find out the language points in the conversation and analyze them. Part B:
Step 1 Remind Ss that the vocabulary listed in Part B1 appears in the interview on pages 76 and 77. If Ss are not sure what a word means, it may help them to read the word in context on those pages.
Step 2 Tell Ss to work on their own to complete Part B1.
Step 3 Ask five Ss to each read out one word and its definition. Tell Ss to check their own answers.
Step 4 Tell Ss to read the interview on pages 76 and 77 again, and use the
information there to help them complete Part B2.
Step 5 Tasks one student to read out Amy‘s article, pausing at the blanks. This student asks the other Ss for the correct words to complete sentences.
Step1. Explain the context of Part C1. Amy is looking at the ORBIS website and making notes.
Step2. Sts. 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 blanks.
Step3. Check answers as a class. Ask six Ss to read out one complete sentence each. Write the correct sequence of letters on the board so Ss can check their answers. Step4. Ask Ss to read Daniel‘s notes in Part C2 through first for overall meaning before they do the exercise.
Step5. Ask Ss to complete Daniel‘s notes by selecting the correct words from the words in brackets.
Step6. When Sts. have finished PartC2, ask volunteers to read out one sentence each. Assignment: Finish the exercises about Reading in workbooks.
The third period
1 To develop an understanding of suffixes
2 To use appropriate verbs and adjectives in context
3 To use suffixes to create nouns
Important and difficult points:
We can add –ion(-ation) and –ment to create nouns
1 Review the useful expressions
6.use the plane as a teaching center
7.some information about international charities
8.affect about 45 million people around the world
9.support our work by sending donations to ORBIS
10.raise money by organizing other funding-raising activities
2 Retell the reading
1. Suffixes & prefixes
Noun adjective Adj. opposite
care -ful(less) possible Im-
Help -ful(less) happy Un-
use -ful(less) honest dis-
e.g. 1. The boy is very help_______ but care________.
2. The boy is quite________(honest) so his father is very ________.(happy)
2.e.g. 1.The boy was late because he was ________.(ill) because of his _________.
2.We often _________ on TV and this is our _________. (advertise)
1.We can form nouns by adding ?ment‘, ?-ness‘, ?-ion‘ to other words
Verb& adjective + Suffixes ?-ment‘, ?-ness‘, ?-ion‘ → Noun
move + ment → movement
ill ness illness
prevent ion prevention
organize ation organization
2. Finish the exercises.
Step 4 more practice
1. Yesterday he was __________ but his __________wasn‘t serious. (ill)
2. His mother needs an __________ so the doctors decides to _________ on her next week.(operate)
3. My father is always ____________ with his _____________. (busy)
4. The ____________ will __________ a charity show to raise money. (organize)
5. With the ___________ of science, we should ____________ our farming. (develop)
6. Today__________ is very important so we should ___________ our children well. (educate)
The fourth period
Content: Grammar A
To use reported speech without tense change
Important and difficult points:
We can use reported speech to tell people what someone else said. We do not need to change the tense if we are reporting a fact or if the information is still true. However, 5
we may still need to change the pronoun.
1. Review suffixes ?-ment‘, ?-ness‘, ?-ion‘
2. Review the object clause:
e.g.1 His name is Tom. I am sure. →I‘m sure (that) his name is Tom.
2 what is your name? I don‘t know. →I don‘t know what your name is.
T: What does your father do?
S1:My father is a worker.
T: What does S1 say ? ( to Ss) What did S1 say just now?
T& Ss: S1 says that his father is a worker. S1 said that his father is a worker.
Step 3 Grammar
used to do sth. 意思是―过去常常做某事‖，表示过去经常做或一直做而现在不做。它只用于过去时态。
（一）肯定句式：主语＋ used to ＋动词原形...。例如：
I used to go to the cinema, but I never have time now. 我过去经常去看电影，但现在没有时间了。
He used to listen to pop music but now he likes rock music. 他过去总听流行音乐，但现在喜欢摇滚了。
（二）否定句式：A)主语＋did not use to ＋动词原形...；B)主语＋used not to ＋动词原形...。第一种否定句型，就是把used当作实义动词来看，所以变否定句要用助动词did；第二种否定句是把used当作情态动词，变否定句直接在used后面加not即可，used not 可以缩写成usedn't或usen't。美式英语通常用A种形式，英式英语常用B种形式。例如：
You didn't use to drink. 你过去不喝酒。
The shop usedn't to open on Sundays. 过去这家商店星期天不营业。
（三）一般疑问句式：A)Did ＋主语 ＋use to ＋动词原形...？B)Used ＋主语＋ to ＋动词原形...？美式英语通常用A种形式，英式英语用B种形式。例如： Did you use to go swimming in the river when you were young? 你小时候经常在河里游泳吗？
Used he go to school by bike? 他过去骑车上学吗？
（四）used to 用于省略句时，肯定式保留to，否定式不保留to。例如： —Used you play basketball? ——你过去常打篮球吗？
—Yes, I used to. (No, I usedn't.)
I don't write to him now, but I used to. 我现在不给他写信了，但过去经常写。
The fifth Period
Contents: Grammar B and Grammar C
1.To use ? used to‘ to talk about a past habit or state.
2.To use ?be used to‘ to talk about what we have done regularly.
Important and difficult points:
The difference between ?used to‘ and ?be used to‘
Step1 Warming up
1.Show some photos about Lantau Island and talk about them.
( Lantau Island is a place in Hong Kong. It used to be the home of many wild animals. There were green hills and fresh air. People used to take the ferry there. They used to live on boats or in small villages……)
Ask some students to go on talking about it.
2.Get the students to pay attention to the underlined phrases: ?used to‘ (过去常常). Step2 Presentation.
1.Explain that we use ?used to‘ to talk about a past habit or state that does not happen any more.
The structure is subject + ? used to‘ + infinitive
2.Ask students to look at the examples at the top of page84. Ask them to think of other examples.
e.g. He used to work in the factory.
My father used to read newspapers after breakfast.
3.Change the two sentences into positive and negative sentences, then tell the students how to form Tag Questions. (Pay attention to their changes.)
1.Ask the students to help Amy describe what Dr Ma‘s life was like using ?used to‘ then check in pairs.
2.Go through the answers with the class orally.
Step4 Consolidation .
1.Make sentences with ?used to‘ .
1). Tom, get up, at six
2). Mr Smith, read English, in the morning
3). Children, play games, after school
4). I, be, a policeman
5). People , go to work, by bike
2.Work in pairs.
( Ask students to bring a photo of themselves when they were younger. Students tell each other what their lives were like in the past. Each student should make up at least three sentences with ?used to‘. Ask some to tell the class about their partners‘ lives using ?used to‘.)
1.Show students two sentences then ask them to guess their meanings.
e.g. He is /gets used to having noodles for breakfast.
I am /get used to riding a bike to work.
2.Stress that the meaning of ?be (get) used to‘ (习惯于) is different from ? used to‘（过去常常）. (We often use ?be used to‘ to talk about something we have done regularly for a long time so that it is not new any more. We put it before a noun (phrase) or ?-ing‘ form of a verb.)
3.Ask students how their lives have changed since they started secondary school. e.g. the different route / method of travelling to school /large school/
different uniform/ more subjects, etc.
4.Work in pairs. (Ask students to formulate sentences to express the idea of becoming accustomed to something.)
e.g. I am (get) used to taking the bus to school.
I am (get) used to studying more than 10 subjects a week.
I am (get) used to eating lunch at 11:30 p.m.
5.Go through the explanation and example sentences on page 85. Explain how to form positive and negative sentences with ?be (get) used to‘.
6.Ask students to pay attention when ?be used to‘ means ? 被用于 ‘, we should use an infinitive after it.
e.g. Bamboo can be used to make chairs/for making chairs.
A knife is used to cut things/for cutting things.
1.Explain the context of Part C then write out the sentences.
2.Check the answers quickly.
3.Help Shirley complete her diary .
4.Finish ? Work out the rule!‘ together, then show the students a table.
used to do /be 过去常常做/过去是……
be (get) used to doing/a noun/a a noun phrase 习惯于…….
be used to do/for doing sth. 被用于做……
Complete the sentences .
1.My father used to (work ) in a shoe factory.
2.Dr Lin was not used to (operate ) on so many patients every day.
3.He is used to (live ) in the north.
4.Did you use ( read ) English in the morning.
5.We are used to ( do ) morning exercise before breakfast.
6.A stamp is used ( send ) letters.
Task1. Compare Dr Ma‘s life in the past with his life now. Ask students to discuss if Dr Ma is worth working for ORBIS. Give some reasons then make a survey: Would you like to work for a charity ?
Task2.Discuss what you have learnt from Dr Ma?
Write sth. about Dr Ma‘s life using ?used to‘ and ?be (get) used to‘.
The sixth Period
To develop the students‘ abilities of listening, speaking, reading and writing. Important and difficult points：
To understand and respond to the factual information presented in the radio programme.
Step1.Daily report: Our class charity show
(1) Ask students to talk about UNICEF. ( Ask them to search some information about UNICEF before the class.)
(2) Show some pictures about the work that UNICEF does around the world to make children‘s lives better.
(3) Some new words. voluntary, fund-raising, serious
Step3. Read and listen:
1.Listen to the tape and put the sentences into the correct order in Part A1.
2.Listen to it again so that students can check their answers.
3.Ask students to read the sentences.
4.Ask students to read the information on the website in Part A2 then answer the questions.
(1) What is the charity called?
(2) When was it set up?
(3) Why was it set up?
5.Complete Daniel‘s report in A4 then read it together.
6.Explain the notes:
(1) be set up
(2) make the world a better place for sb.
(3) raise money by doing sth.
(4) so that
(5) instead of doing
Step4.Learn the dialogue about charities in Part B.
1.Ask students 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 habitat, lack of education, overpopulation, sickness, etc.
2.Tell students to think about which problems they think are the most important /serious. Then ask students to think about the different charities they have learned about in this unit. Ask them to decide which one they would most like to support and 9
3.Listen and answer.
Q：Which is your favourite charity ? Why ?
What did you use to spend your pocket money on ?
4.Listen and read.
5.Read in pairs.
(1) Ask students to make their own conversations about their favourite charities using Kitty and Daniel‘s conversation as a model.
(2) Ask a few pairs to present their conversation to the class.
1.Divide the class into groups. Ask them to prepare a brief introduction about UNICEF.
2.Invite some groups to show their results.
1.Oral work: Make a dialogue about charities.
2.Written work: Write a brief introduction about UNICEF.
The seventh period
Contents: Study skills and Checkout
l To revise key grammar and vocabulary items taught in the unit and give the Ss the chance to practice them
l To develop ideas using a flow chart and an awareness of how ideas flow to describe a particular process or activity
l To use a diagram to illustrate the flow of ideas visually
l To cultivate the students‘ cooperation
Step 1 Warming-up
l Everyday English.
l Ask students to find 9 words in the wordsearch in Part B of Checkout as a
warming-up exercise to check if students have mastered the word in the unit well. Tell them that the first two letters of each word have been provided on the right. Set a time limit of 1 minute. When the time is up, write the words on the board. Ask students to check and write their scores in the paw to see who is the winner.
Step 2 Checkout
l Ask students to complete the conversation using ―used to‖ ―be used to‖ or report speech in Part A. Remind less able students that they can refer to the Grammar section on pages 81-85 if they have difficulties. Encourage students to work on their own rather than asking their classmates for help.
l Ask volunteers to read out the answers. Then show the answers for students 10
with the help of the over-head projector. Remind them to write their scores in the paw. l 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.
Step 3 Study skills
l Tell students that we can use flow charts to show how something works or how to do something. A flow chart represents the different steps of a particular process or action. It shows the main steps of a process or development clearly without getting involved in non-essential information. Using a flow chart can help students organize their ideas when they are preparing a piece of writing. Get students to elicit the idea that a river moves easily from one place to another. Let students know that in the same way a flow chart helps students develop and organize their ideas in a
predetermined sequence from beginning to end.
l Ask the students how they usually prepare their notes when working on a piece of writing. Encourage them to come up with different ideas, e.g., notes in point form, mind maps, index cards, etc.
l Tell students to look at Amy‘s flow chart about the work of ORBIS. Ask them to help her complete it using the words from the box. Allow less able students to work in pairs. Check answers as a class.
Step 4 Pairwork
Remind students when we make flow charts, we do not need to use complete sentences. Then ask students to work in pairs to prepare a flow chart to explain a familiar activity, e.g.,
l How to travel from Suzhou to Sanrio Puroland
l How to organize a fund-raising activity
l How to operate a DVD player
l How to play their favourite computer game
Ask some pairs of students to write their flow charts on the board. Then ask them to give brief presentations of their flow charts.
l Finish some exercises.
l Choose a familiar activity and complete a flow chart on their own.
The eighth period
Content: Main task
l To order ideas following a logical sequence
l Describe specific details about the work of ORBIS as shown in a series of pictures
l Organize language and descriptions to write a story about a girl in India l Present a report to the class
l To cultivate the students‘ cooperation
Important and difficult points:
She is used to working on a plane and is not afraid of flying any more.
She used to travel by car because she was afraid of flying.
I hope to have a job like Mary‘s when I finish school.
I couldn‘t read or write. 〔I could read and write.〕
What do you think about UNICEF?
Step 1 Warming-up
l Everyday English.
l Guess the names of charities.
1. This organization works to eliminate poverty and injustice in many countries. ---Oxfam
2. This organization works to conserve the environment and animal habitats. ---World Wide Fund for Nature
3. It is a charitable organization that funds development projects in poor areas around the world. ---World Vision
4. This 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 nursed. --- ORBIS
Step 2 Presentation
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 about other motivating factors besides money, e.g., to help other people.
Step 3 Main task A
l 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.
l Tell students 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 students to put the paragraphs in order by writing the numbers 1-5in the boxes.
l Ask a volunteer to read out his/her answers. Ask a few more volunteers to read out the paragraphs 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? Encourage them to discuss in groups. Then collect their reasons to have a report.
Step 5 Main task B
l Ask students what they remember about UNICEF from the Integrated skills 12
section. Talk about how UNICEF works to improve the lives of children all over the world.
l 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.
l 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 feelings.
l Remind students to make notes and prepare a draft before they begin writing in their books.
l Ask a few more able students to present their reports to the class. Allow less able students to present their reports to their partners.
l Finish some exercises.
l Ask the students to use their imagination to draw some pictures and write a report imitating Part B in groups of four.