【英语】2018届人教版选修7一轮复习：Unit4Sharing教学设计（15页）

【英语】2018届人教版选修7一轮复习：Unit4Sharing教学设计（15页）

Unit 4 Sharing I．教学内容分析 本单元的中心话题是济贫扶弱、志愿服务、合作共享。教学目的是让学生认识到社会上贫富、强弱的差异和帮助别人的意义，帮助学生树立同情弱者、救困济贫的思想。 ‎ Warming Up部分通过对同学进行采访的小组活动，了解同学们平时帮助别人的方式。最后讨论自愿帮助和志愿者的不同，从而引出下文的阅读课文。‎ Pre-reading部分介绍了阅读课文的背景知识。‎ Reading部分是一封家书。作者是一个到巴布亚新几内亚教书的志愿者。文中介绍了巴布亚新几内亚农村的教育和生活状况，描述了到一个学生家做客的经历。‎ Comprehending部分设置了三个练习，目的在于让学生逐层加深对课文的理解。‎ Learning about Language部分突出了词汇和语法的学习与训练。本单元的语法是复习限制性定语从句，特别是用that不用which的情况。‎ Using Language部分中包括了听、读、写三个部分的内容。阅读部分介绍了一个出售特殊礼物、帮助发展中国家的网页。听力部分通过记者对一个志愿者的采访，让学生更多地了解发展中国家，培养学生助人为乐的精神。学习用时间表达法叙述事件是本听力练习的重点。‎ Summing Up部分要求学生对本单元所学的知识进行总结和评价，以找出不足之处，从而改进。‎ ‎ Learning Tip部分建议学生要积极参加小组活动，以练习口语，培养交际能力。‎ II．教学重点和难点 ‎1. 教学重点 ‎(1) 本单元的生词和短语；‎ ‎(2) 系统掌握运用限制性定语从句。‎ ‎2. 教学难点 ‎(1) 认识帮助别人的重要性；‎ ‎(2) 学会发表评论和表达自己的看法；‎ ‎(3) 学会以时间为线索，叙述人物生平。‎ III．教学计划 本单元建议分六课时：‎ 第一课时：Warming up, Pre-reading, Reading & Comprehending 第二、三课时： Learning about Language 第四课时：Reading and discussing （Using Language）‎ 第五课时：Listening and speaking （Using Language）‎ 第六课时：Reading task (Workbook), Speaking task (Workbook) & Writing task (Workbook)‎ IV．教学步骤：‎ Period 1 Warming up, Pre-reading, Reading & Comprehending Teaching Goals: ‎ ‎1. To help Ss to learn the importance of helping others and the ways to help others. ‎ ‎2. To help Ss to learn about the educational and living conditions of some developing countries and develop their awareness of helping those in need.‎ ‎3. To teach how to use the new words and phrases in the text.‎ Teaching Procedures:‎ Step 1. Leading-in ‎1. Lead Ss to the content of this unit. Teacher may say, “We have all heard about Lei Feng, who was ready to help others and set us an example. We live our own lives. Everybody has his own work to do. Why must we help others?”‎ ‎2. Get some Ss to present their opinions on the question above before the class.‎ Suggested Answer:‎ ‎ Nobody can do everything alone, no matter how powerful he is. Nobody never meets with trouble, no matter how well he is going. So everybody needs others’ help. But we cannot always receive but never give. We must give in return for what we receive. We give help because we have been helped. Since we were born, we have received a lot from the society. So we should return it. We give help today, but we may need help tomorrow. Even if we may not see a person again, by helping him, we can let him know help is necessary and important for those who are in need. By helping each other, people can feel that life is full of warmth and friendliness and is worth living. In a word, to help others is to help oneself. ‎ Step 2. Warming Up ‎1. Ask Ss to discuss the following question.‎ In what ways do we help the people around?‎ ‎2. Ask Ss to work in groups of four and one of them to interview the other three. Tell him to ask the questions in Ex1 of Warming Up on P28. Then get one pair to act out their dialogues before the class.‎ ‎3. Divide Ss into four groups and ask them to discuss the following question.‎ Can we call the person who helps others a “volunteer”?‎ Suggested Answer:‎ ‎ When one of your parents or friends needs help, you may not be asked to help but you volunteer to help, we don’t say you are a volunteer. A volunteer is a person who helps others in or outside his community or in a foreign country.‎ Step 3. Pre-reading ‎ Purpose: To get Ss prepared for the reading text.‎ 1. Ask Ss to look at the pictures on P29～P30 and guess what the passage talks about.‎ 2. Ask Ss to describe the students and their classrooms in the pictures. After that, let Ss imagine their living conditions.‎ ‎3. Lead Ss to the reading text. Teacher may say, “Today we are going to read a letter written by an Australian volunteer, Jo, who taught for two years in Papua New Guinea, a country to the south of Australia.”‎ Step 4. Skimming ‎ Purpose: To help Ss get the general idea of the letter.‎ 1. Ask Ss to listen to the tape and try to get the main idea of the text.‎ Suggested Answer:‎ In the letter, the writer wrote about the educational and living conditions in PNG and her experience of visiting a student’s village.‎ 1. Play the tape paragraph by paragraph and let Ss read after it. Then ask them to sum up the main idea of each paragraph with only one sentence.‎ Suggested Answer:‎ Para.2: The school is simply built and far away from the students’ homes.‎ Para.3: The educational conditions are very poor.‎ Para.4: I visited a village of one of my student’ and received a warm welcome.‎ Para.5: I stayed with the student’s family and their huts were poorly equipped.‎ Para.6: I had a meal with the student’s family and they cooked in an unusual way.‎ Para.7: I returned from the visit and felt greatly rewarded.‎ Step 5. Scanning ‎ Purpose: To help Ss get a deeper understanding of the text..‎ ‎1. Ask Ss to find out the relationship of the people mentioned in the text. Teacher may say, “There are some persons mentioned in the text. Can you name them? Can you find out who they are?”‎ Suggested Answers:‎ Jo — the writer of the letter.‎ Rosemary — the person who Jo is writing to.‎ Tombe — one of the writer’s boy students, whose family Jo visited Jenny — the writer’s fellow worker Kiak — Tombe’s mother Mukap — Tombe’s father ‎2. Ask Ss to read the text carefully and ask them the following questions. It is better to read them out to Ss than to present them on the blackboard. Encourage Ss to keep the eyes away from the books when they answer the questions.‎ (1) What is the school like?‎ (2) Is the writer popular with her students? How do you know?‎ (3) What is the writer’s difficulty in teaching?‎ (4) Why did the students jump out of the windows?‎ (5) Why does the writer wonder if she is making any difference to her students’ lives?‎ (6) Was the writer warmly welcomed by the villagers? How do you know?‎ (7) Do Mukap and Kiak usually sleep in the same house?‎ (8) Where did the writer and Jenny sleep that night?‎ (9) Why did Tombe throw away the tin can?‎ Suggested Answers:‎ (1) It is made of bamboo and the roofs are made of grass. It is from away from Ss’ homes.‎ (2) Yes. When she gets to school, the students all say hello to her.‎ (3) There is no electricity or water and they have no textbooks. There is no teaching equipment.‎ (4) Because they had never seen such an accident and were frightened.‎ (5) Because most of her students will go back to their villages to work in the field and she thought what they have learnt will be of no use.‎ (6) Yes. Because Tmbe’s mother welcomed her by crying “ieee ieee” and the villager all shook hands with her warmly.‎ (1) No. They sleep in their own huts.‎ (2) They slept on a newly-made platform in Mukap’s hut.‎ (3) Because they think throwing away the tin can is in fact throwing away evil spirits. ‎ Step 6. Language point ‎1. Ask Ss to work in pairs and underline and translate the following phrases in the text. ‎ hear from, be dying to do sth., up to, adapt to, the other day, before I knew it, come across, make a difference to sb., get to know, shake hands with sb., stick out of, get through, a newly made platform, a couple of, build a fire, leave…to do sth., dry out, dry up, fall into bed ‎2. Lead Ss to deal with some more language points.‎ ‎(1) be dying to do sth (line 2, para1): want very much to do sth, have a strong desire to do sth.‎ I am dying to know what has happened. 我迫切想知道发生了什么。‎ ‎● 拓展be dying for sth：want sth very much ‎ I am dying for a glass of water. 我非常想来杯水喝。‎ ‎(2) picture (line 3, para 1): imagine, form a picture of sb or sth in the mind I can still picture the house I spent my happy childhood in. 我仍能回忆起那间房子，在那里我度过美好的童年。‎ Can you picture what it is like to live on a lonely island? 您能设想在孤岛上的生活是什么样吗？‎ ‎(3) challenging (line 4, Para.3): difficult to deal with I like to do challenging work. 我喜欢做有挑战性的工作。‎ To be a teacher is both challenging and rewarding. 教师这个职业既充满挑战也能带来成就感。‎ ‎(4) the other day (line 5, Para.3): a few says ago, recently I saw a person swimming in the river the other day. 那天我看见一个人在河里游泳。‎ ‎(5) make a difference to (line 10, Para.3): have an effect on, be important to The rain didn’t make any difference to our football game. 那场雨没有影响到我们的足球赛。‎ Going to college made a big difference to my whole life. 考上大学对我的整个一生影响颇大。‎ ‎(6) stick out (line 2, Para.5): push sth further out Don’t stick your arm out of the car window. 不要把手伸出车窗。‎ She stuck out her tongue at me. 她向我吐舌头。‎ ‎(7) a couple of (line 10, Para. 5): ① two; ② a few, a small number of I saw a couple of them get out. 我看见他们俩出去了。‎ We went there a couple of years ago. 我几年前去过那。‎ ‎(8) leave sb to do sth (line 4, Para.6): leave sb behind and make him/her do sth All men have gone to town to make money, leaving the women to do the farm work. 男人都去城里挣钱了，把农活都留给女人去做。‎ ‎(9) prepare sb. / sth. (the last paragraph.): get sb. / sth. ready Mother is busy preparing dinner in the kitchen. 妈妈正在厨房里忙于准备饭菜。‎ The teacher stayed late to prepare lessons for the next day. 老师为备课，加班到很晚。‎ ‎3. Get Ss to find the attributive clauses used in the text and translate them into Chinese. And then explain for Ss.‎ ‎(1) When I reach the school grounds, there are lots of “good mornings” from the boys, many of whom have walked a long way. 当我到达学校时，许多男孩向我对我说“早安”。他们中有许多人是走了很远的路来上学的。‎ many of whom have walked a long way 是非限制性定语从句，起补充说明作用。‎ 试对比：...from the boys. Many of them have walked a long way. （单句属于独立的句子，地位和前一个句子相同。）‎ ‎(2) Sometimes I wonder how relevant chemistry is to the kids, most of whom will be going back to their villages after Year 8. 有时我很想知道化学与这些孩子有什么关系，因为他们中的大多数人在8年后都会返回他们的村子。‎ most of whom will be going back to their villages after Year 8. 是非限制性定语从句，处于次要地位，起补充说明作用。‎ ‎(3) We walked for two and a half hours to get there—first up a mountain to a ridge from where we had fantastic views. 我们走了两个半小时才到那——先翻过一座山又过了一座桥，在那里我们看到了美丽的景色。‎ from where = from on the ridge，例如：‎ He hid himself behind the wall, from where he could watch the enemy. (where = behind the wall) 他藏在墙后面，在那他可以看见敌人。‎ Step 7. Homework ‎1. Ask Ss to read the text aloud.‎ ‎2. Ask Ss to finish Ex1 and Ex3 of Comprehending on P31.‎ 1. Ask Ex1 and Ex2 of Discovering useful words and expressions on P32.‎ ‎ ‎ ‎ Period 2 & 3 Learning about Language Teaching Goals:‎ ‎1. To enable Ss to master some new words and expressions.‎ ‎2. To revise the restrictive attributive clause systematically. ‎ Teaching Procedures:‎ Step 1. Check the homework 1. Ask some Ss to read the reading text paragraph by paragraph.‎ 2. Check the answers to Ex1, Ex3 of Comprehending and Ex1, Ex2 of Discovering ‎ useful words and expressions with the class.‎ Step 2. Consolidation ‎1. Ask Ss to fill in the blanks with words and phrases learnt in the text. Pay attention to their forms.‎ (1) I haven’t h_____ ______ him for a long time. I’m d______ to know how he is going.‎ (2) When I was going through my old books, I _______ _______ an old photo of mine.‎ (3) The earth is actually a water ball with a few pieces of land s_______ _______ of the water.‎ (4) I think it a p_________ to hear Song Zuying sing. Her voice is perfect.‎ (5) You must water the garden often. Never let the soil d_______ _______.‎ (6) The river d______ ______ in spring every year.‎ (7) If everyone does a bit for our society. We’ll m______ a big ______.‎ (8) You must a______ your speed when you drive in the street. If the traffic is heavier, slow down.‎ (9) She walked s______ in order not to wake up her sleeping father.‎ (10) ‎ Hot sun and cold winds can soon d______ ______ your skin.‎ Suggested Answers:‎ ‎(1) heard from, dying (2) came across (3) stick out (4) privilege (5) dry out (6) dries up (7) make, difference (8) adjust (9) softly (10) dry out ‎2. Ask Ss to finish Ex1 and Ex2 of Using Words and Expressions on P71.‎ Step 3. Grammar ‎1.Ask Ss to translate the following sentences.‎ (1) The man who lives next to us sells vegetables.‎ (2) You must do everything that I do.‎ (3) I have found the book which I lost.‎ (4) I visited the school where I studied.‎ Suggested Answers:‎ ‎(1).挨着我们住的那个人卖菜。‎ ‎(2).你必须做我做的一切。‎ ‎(3).我找到了我丢失的那本书。‎ ‎(4).我参观了我上学的那个学校。‎ ‎2.Ask Ss to observe and answer the following question according to the exercise above.‎ ‎(1) What is the position of the attributive clause?‎ ‎(2) How is it translated?‎ Suggested Answers:‎ ‎(1). The attributive clause usually follows the antecedent. But sometimes it is not the case. It may be separated from the noun. It is worth mentioning that there is a trend in the national English examination to college that the attributive clause is separated from the antecedent to make the sentence harder to understand. For example:‎ ‎◆ The day came at last when I went to college.‎ ‎◆ He laughs best who laughs last.‎ ‎◆ He is the only one of the teachers who comes from Qingdao.‎ ‎◆ He is not a true man who does not reach the Great Wall.‎ ‎(2). When an attributive clause is translated into Chinese, it is usually translated into “… …的”.‎ ‎3. Ask Ss to observe the following sentences and answer the following question.‎ What is the relationship between the relative pronouns and adverbs and the antecedent?‎ (1) A plane is a machine that can fly. (that= the machine) ‎ (2) The letter which I received yesterday was from my brother. (which = the letter) ‎ (3) The boy who broke the window is called Tom. (who = the boy)‎ (4) Mr Wang is the man whom you should write to. (whom = the man)‎ (5) The boy whose parents are dead was brought up by his grandfather. (whose = the boy’s)‎ ‎4. Ask Ss to fill in the following form with “√” or “×”.‎ 关系代词 指人 指物 在从句中充当的成分 主语 宾语 that which who whom Suggested Answers:‎ 关系代词 指人 指物 在从句中充当的成分 主语 宾语 that ‎√‎ ‎√‎ ‎√‎ ‎√‎ which ‎×‎ ‎√‎ ‎√‎ ‎√‎ who ‎√‎ ‎×‎ ‎√‎ ‎√‎ whom ‎√‎ ‎×‎ ‎×‎ ‎√‎ ‎5. Ask Ss to join the two sentences by using the attributive clause and answer when the relative pronouns can be omitted. After Ss have finished, tell them when a relative pronoun is used as the object in the attributive clause, it can be left out.‎ ‎(1).The eggs were not fresh. I bought them yesterday.‎ ‎(2).The friend was not hungry. He came to supper last night.‎ ‎(3).He prefers the cheese. It comes from his parent’s farm. ‎ ‎(4).The noodles were delicious. You cooked them. ‎ ‎(5).I don’t like the people. They smoke a lot.‎ Suggested Answers:‎ (1) The eggs (that/which) I bought them were not fresh.‎ (2) The friend who/ that he came to supper last night was not hungry. ‎ (1) ‎.He prefers the cheese that / which it comes from his parent’s farm.‎ (2) The noodles (which/ that) you cooked them were delicious.‎ (3) I don’t like the people that / who they smoke a lot.‎ ‎6. Ask Ss to translate the following sentences into English by using the attributive clause.‎ (1) 跟我说话的那个人是我的英语老师。‎ (2) 我跟他说话的那个人是我的英语老师。‎ (3) 努力工作的人定会成功。‎ (4) 你在大门口见到的那个人是我的哥哥。‎ (5) 我丢了我借的那本书。‎ (6) 我昨天买的鸡蛋不新鲜。‎ (7) 我认识那个名字叫张平的男孩。‎ (8) 那本封面烂了的书是我的。‎ Suggested Answers:‎ (1) The man who spoke to me was my English teacher.‎ (2) The man that I spoke to was my English teacher.‎ (3) The people who work hard will succeed.‎ (4) The man who you saw at the gate was my brother.‎ (5) I lost the book that I borrowed.‎ (6) The eggs that I bought were not fresh.‎ (7) I know the boy whose name is Zhang Ping.‎ (8) The book whose cover is broken is mine.‎ ‎7. Ask Ss to observe the following sentences and answer the following question.‎ What is the relationship between the relative adverbs and the central nouns?‎ (1) The school where I study is far from my home. (where = in the school)‎ (2) The day came when I saw her. (when = on the day)‎ (3) The reason why I am late is that my bike broke down on my way here.(why = for the reason)‎ (4) I don’t the way that you speak. (that = in the way)‎ ‎8. Ask Ss to complete the following sentences with correct relative pronouns. ‎ ‎(1).I’ll never forget the days______________ we worked together. ‎ ‎(2).I’ll never forget the days ___________we spent together. ‎ ‎(3).I went to the place ___________ I worked ten years ago. ‎ ‎(4).I went to the place _____________ I visited ten years ago. ‎ ‎(5).This is the reason _____________________ he was late. ‎ ‎(6).This is the reason _____________________ he gave.‎ Suggested Answers:‎ ‎(1).that / which (2). when / in which (3). where / in which (4). that / which (5). why / for which (6). that / which ‎9. Ask Ss to translate the following sentences into English by using the attributive clause.‎ (1) 在没有词典的年代英语更难学。‎ (2) 我喜欢英语有很多原因。‎ (3) 水稻在下雨多的地方生长。‎ (1) 他没有告诉我他什么时候结婚。‎ (2) 我们在上次见面的地方见面吧。‎ (3) 告诉我你为啥哭。‎ Suggested Answers:‎ (1) In the days when there were no dictionaries, English was harder to learn.‎ (2) There are many reasons why I like English.‎ (3) Rice grows in places where it rains much.‎ (4) He didn’t tell me the time when he would get married.‎ (5) Let’s meet at the place where we met last time.‎ (6) Tell me the reason why you are crying.‎ Step 4. Consolidation ‎1. Ask Ss to fill in the blanks with “preposition + relative pronoun”‎ (1) Do you like the book ________ she spent $10? ‎ (2) Do you like the book ________ she paid $10?‎ (3) Do you like the book ________ I learned a lot about Zhou Enlai.? ‎ (4) Do you like the book ________ she often talks? ‎ (5) He built a telescope ________ he could study the skies.‎ (6) They arrived at a house, _________stood a tall tree.‎ (7) China‎ has a lot of rivers, the second longest _______ is the Yellow River.‎ (8) The man ________ I spoke on the phone last night is very good at wrestling.‎ (9) He paid the boy $10 for washing ten windows; most ______ hadn’t been cleaned for at least a year.‎ (10) Is this the house ________ Shakespeare was born?‎ (11) The wolf ________ the sheep had been eaten was killed last night.‎ (12) I can’t find the pen _________ I often write. ‎ (13) Tom is the person________ I often go to school.‎ (14) The Second World War _________millions of people were killed ended in 1945.‎ Suggested Answers:‎ ‎(1). on which (2). for which (3). from which (4). of / about which (5). through which (6). in front of which / behind which (7). of which (8). with whom (9). of which ‎ ‎(10). in which (11). by which (12). with which (13). with whom (14).during which ‎ ‎2. Ask Ss to fill in the following blanks with which or that and tell the reason.‎ ‎(1) He did all / everything _______he could to help me.‎ ‎(2) This is the very thing _______ I am after.‎ ‎(3) We talked about the men and the things _______ we remembered at school.‎ ‎(4) This is the only reason _______ he gave.‎ ‎(5) This is the first thing _______ I want to say.‎ ‎(6) This is the best book _______ I have ever read.‎ ‎(7) Who is the man _______ spoke to you at the gate?‎ ‎(8) Which is the star _______ is nearest to the earth?‎ ‎(9) Is there anything else _______ you want to say?‎ ‎(10) Any person _______ has the money can join the group.‎ ‎(11) He often speaks the role he played in the play, _______ made others upset.‎ ‎(12) He opened the door, in front of _______ sat a boy.‎ ‎(13) The man to _______ I spoke is a famous scientist.‎ Suggested Answers:‎ ‎(1) that, 当先行词是不定代词或被all、every、few、no等修饰时，只用that。‎ ‎(2) that, 当先行词被the very、the same、the only修饰时，只用that。‎ ‎(3) that, 当先行词中既包括人又包括物时，只用that。‎ ‎(4) that, 当先行词被the only修饰时，只用that。‎ ‎(5) that, 当先行词被序数词修饰时，只用that。‎ ‎(6) that, 当先行词被形容词最高级修饰时，只用that。‎ ‎(7) that, 在who引导的疑问句中，只用that, 不用who。‎ ‎(8) that, 在which引导的疑问句中，只用that, 不用which。‎ ‎(9) that, 同 1题。‎ ‎(10) that, 同1题。‎ ‎(11) which,非限制性定语从句中不用that。‎ ‎(12) which, 在介词后面用which, 不用that。、‎ ‎(13) which, 在介词后面用whom, 不用that, 不用who。‎ Step 5. Homework.‎ 1. Ask Ss to finish Ex1 and Ex2 of Revising Useful Structures on P32.‎ 2. Ask Ss to finish Ex1, Ex2 and Ex3 of Using Structures on P72. ‎ Period 4 Reading and Discussing (Using Language)‎ Teaching Goals:‎ 1. To introduce to Ss more ways of helping developing countries. ‎ 2. To further develop Ss’ awareness of the importance of helping others.‎ Teaching Procedures:‎ Step 1. Revision 1. Check with the class the homework assigned in the last period.‎ 2. Ask Ss to list what they should pay more attention to, when they use the attributive clause.‎ Step 2. Pre-reading 1. Lead Ss to the Internet page. Teacher may say, “From the text we know that there are many developing countries where people live a hard life. After reading the text, you may think about helping them. There are many ways to do so. There are even some organizations that help you to do so. Next, let’s look at one of such websites.”‎ 2. Ask Ss how they surf the Internet and let them take a quick look at the website on P33.‎ Step 3. Fast reading ‎1. Ask Ss to look at the top of the Internet page and read the following sentences to lead Ss to complete it..‎ ‎ At the top of the Internet page, there are four blue buttons.. This is the guide to the web. If you want to know what the website is for, you may click on the button of __________ (About Us).‎ ‎ If you want to know the address or the telephone number of the webmaster, you may click on the button of __________(Contact details). If you want to place an order, you may click on __________(Gift Order Form).‎ ‎2. Ask Ss to read the Internet page quickly and finish Ex1 on P34.‎ Step 4. Intensive reading 1. Ask Ss to read the Internet page carefully and finish Ex2 on P34. Then let them ask the following question.‎ What would you like to donate for the people in trouble?‎ ‎2. Ask Ss to underline what they cannot understand in the Internet page.‎ Step 5. Language point ‎1.Ask Ss to underline the following phrases and translate them into Chinese.‎ ‎ bring hope to sb., hope for, in need, make some income, develop confidence, participate in, cover the cost of, prevent…from doing sth., give milk, care for, provide sth. for sb., good quality education, attend school ‎ 2. Lead Ss to deal with more language points.‎ ‎(1) in need (line 2, para 2): poor We should always help those in need. (those in need = the poor people) 我们应该时常想贫困者伸出援助之手。‎ Most of the people here are in great need. 这里的大多数人都非常贫困。‎ ‎ (2) This gift allows a woman…, giving her and her family a better future. (Question 1 of Ex2 on P34)‎ giving… a better future是结果状语,如：‎ Webster wrote a dictionary, giving American English its own identity.‎ Football has been played for centuries, making it the most popular sport in the world.‎ ‎ (3) participate in (Question 2 of Ex2 on P34): take part in ‎ The teacher participated in the children’s games. 老师加入了孩子们的游戏。‎ Britain‎ participated in the war by sending an army to Iraq. 英国向伊拉克派出了军队，加入了战争。‎ ‎ (4). cover the cost (Question 3 of Ex2 on P34): be enough for the cost ‎ Will $10 cover the cost of a new shirt? 十美元能买一件新衬衫吗？‎ ‎ (5) otherwise (Ex.(6)): or else The leftovers were fed to the chickens, which otherwise would be thrown away. 剩饭用来喂鸡，否则就得扔掉了。‎ Step 6. Discussion ‎ 1. Arrange a discussion. Teacher may say, “If you have some pocket money to spend and you want to donate some of it to help those in need in developing countries, what gifts would you ‎ buy? Give your reasons.” Leave some time for the discussion and then get some students to present their opinions. ‎ 1. Ask Ss to finish Ex 3 on P34, if time is enough. If time is limited, let Ss finish it as homework.‎ Step 7. Homework 1. Ask Ss to review what they have learnt in this period.‎ 2. Ask Ss to preview Listening and Speaking (Using Language)‎ ‎ ‎ Period 5 Listening and Speaking (Using Language)‎ Teaching Goals:‎ ‎1. To develop Ss’ listening ability.‎ ‎2. To learn to narrate a person’s life story with time expressions.‎ Teaching Procedures:‎ Step 1. Leading-in Tell Ss something about the listening text. Teacher may say, “From the text, we know that most countries in Africa are poor. And there are a lot of volunteers and organizations helping them. Jo is only one of them. Today, we are going to listen to an interview between Jennifer Wells, a reporter with a TV station, and Dr Mary Murray, an Australian volunteer working in Sudan. Dr Mary Murray is working with Medecins Sans Frontieres, MSF for short, an organization that is devoted to helping developing countries. In the listening text, you may find two words difficult to understand. stethoscope — Doctors use stethoscopes to hear if a man is ill or not. Celsius --- Water boils at 100 degrees Celsius, or 100 degrees centigrade.”‎ Step 2. Listening 1. Ask Ss to listen to the tape and get the main idea of the text.‎ 2. Ask Ss to listen again and finish Ex1 on P35.‎ 3. Ask Ss to listen to the tape again and do Ex3 with shorthand notes. Encourage Ss to create their own shorthand signs. Teacher may say, “After listening to a long passage, you may have grasped the main idea. But you may not recall all details. So you should make notes while listening. It is not necessary to write down all that you have heard. And it is impossible, either. You can use shorthand. For example, you can use edu. for education, Chi for China, Amr for America, gov for government, S for student, E for English, T for teacher, Dr for doctor, med for medicine, com for company, and so on. There are not fixed short forms or signs. You may create your own shorthand signs so long as you can recognize them. And it is worth mentioning that even if you are using shorthand, you needn’t write down a whole sentence for notes. You can only put down some key words so that you can recall one or two sentences with their help. Taking shorthand notes is very important for interpreters. And we should also know that the better an interpreter is, the fewer notes he makes.”‎ For your reference:‎ Time Place Events ‎1980s Sydney Studied med. Got to know 2 Afr frd ‎1990‎ Afr.‎ Visited 2 Afr frd. Became frd with their fam.‎ ‎1992‎ Afr.‎ Visited, worked in local clinic 2m ‎1997‎ Malawi Joined MSF, Treated chd with Aids ‎2001‎ Sudan Cond challenging Now Aus.‎ Returned 2w The future Return to Sudan 6m, return to Afr ‎ ‎4. Ask Ss to pick out the time expressions in the listening text and finish Ex4 on P35.‎ ‎5. Ask Ss to finish Ex2 for a better understanding of the text.‎ ‎(1) Read out the following questions to Ss. Don’t ask Ss to answer them right now. After reading one question, pause for a moment so that Ss can have time to recall what they have heard.‎ ‎(2) Listen and check their answers. After hearing the sentences that contain the information for one questions, press the pause button and ask the question again. This time, get one or two Ss to answer the question.‎ Step 7. Homework 1. Ask Ss to write Dr Mary Murray’s story on the exercise books.‎ 2. Preview the reading text on P73 and sum up the main idea of each paragraph with one sentence.‎ Period 6 Reading task (Workbook), Speaking task (Workbook) & Writing task (Workbook)‎ Teaching Goals:‎ 1. To learn more about the living conditions in developing countries.‎ 2. To develop Ss’ reading and speaking ability.‎ Teaching Procedures:‎ Step 1. Listening.‎ ‎ Purpose: To get Ss fully prepared for the reading text.‎ ‎1. First, let Ss read Ex1 on P74. Then ask Ss to listen to the tape. Allow Ss to look at their books while listening.‎ ‎2. After listening to the text, leave Ss some time for thinking. Then check the answers.‎ Step 2. Fats reading.‎ 1. Ask Ss to read the text quickly and sum up the main idea of each paragraph with one sentence.‎ 2. Ask Ss to finish Ex2 on P74. Then let them tell the reason.‎ Step 3. Intensive reading.‎ ‎1. Ask Ss to read the text carefully and underline what they cannot understand.‎ ‎2. Ask the following questions and ask Ss to find the answers. When Ss stand up to answer the questions, they are asked to speak without looking at their books.‎ (1) Who is the writer?‎ (2) Who is the writer writing to?‎ (1) What is the relationship between Orlando and the students?‎ (2) What does Little Orlando have to do for his family?‎ (3) Why can’t Orlando write the letter?‎ (4) How many children are there in Orlando’s family?‎ (5) Why do the children in Orlando’s family often catch diseases?‎ (6) Can they find a doctor easily when they become ill? How do you know?‎ (7) What do the local people do in their spare time?‎ Suggested Answers:‎ (1) The write of the letter is Rosanna who is working as a community volunteer in an area of Ecuador.‎ (2) To some students.‎ (3) The students have sponsored Orlando.‎ (4) Although he is still very young, he has to help his family with daily jobs, such as collecting firewood.‎ (5) He is too young and hasn’t gone to school.‎ (6) Eight.‎ (7) Because they haven’t a toilet of their own and they have to use an open field.‎ (8) No. They have to travel a long way to find a doctor when they are ill.‎ (9) In their spare time, they love to sit around their radio with friends, listening to the news and music.‎ Step 4. Language point ‎1. Ask Ss to underline and translate the following phrases.‎ ‎ on behalf of, work as, as long as they can remember, play with, yet but, collect firewood, play a part in, help with, take up, be eager to do sth., be shy about doing sth., the chance of doing sth., suffer from, meet the basic needs, during / in one’s spare time, ‎ ‎2. Ask Ss to work in pairs and one student asks the other about the meanings of the above phrases. The student who remember the most will be praised.‎ Step 5. Speaking Task ‎.‎ ‎1. Introduce to Ss Project Hope. Teacher may say, “From the text in this unit, we have learnt a lot about the living conditions Although China is developing very fast these year, there are still some poor areas, where children can not go to school or have to leave school too young because their family cannot afford to send them to school or keep them at school. So the Chinese government has sponsored a program called Project Hope. This program raises money to help children who can not go to school and it has played an important part in the education of our society. Now，let’s have a discussion. Would you like to sponsor one or two poor students through Project Hope? Please give your reasons. If you would, how would you do it?”‎ 2. Ask Ss to use the expressions P75 in their discussions.‎ Step 6. Writing task 1. Ask Ss the following questions.‎ (1) What will they do if they have decided to sponsor someone. ‎ (2) Should they get in touch with him or her?‎ (3) How will they get in touch with him or her?‎ ‎2. Tell Ss they have decided to sponsor a 11-yeah-old girl named Shanshan. Ask them to write a letter to her according to the tips of Writing task on P75.‎ Step 7. Homework.‎ 1. Ask Ss to review what they have learnt in this unit.‎ Ask Ss to preview the next unit.‎