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Unit 5 International charitiesPeriod 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.二Teaching steps:Step 1. Warming-up1. T: Welcome back to school! Im 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 didnt. 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?S: 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 Chinas Tigers.T: Who knows some charities around the world?(Write on the Bb “International charities” and teach the new word “international”)eg.一个国际会议/机场/时装秀/篮球比赛Step 2 Presentation1. Show the wall chart and present some charities in the world:a.ORBIS 奥比斯Note: Its 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: Its a British charity that helps people in many ways.c. UNICEF 联合国儿童基金会Note: Its a charity that helps children in need.d. World Vision 世界宣明会Note: Its a Christian（基督教的） charity.e. WWF= World Wide Fund for Nature 世界自然基金会Note: Its a charity that protects wildlife and nature.2. Practise reading them again and again. 3. P 75 (Part A)Step 3 Discussion1. 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 needmost/least.Step 4. Presentation1.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. Im 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. eg.习惯于生活在城里/ 习惯于早起/习惯于讲英语/习惯于喝果汁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 strip1. Show the Ss the wall chartT: 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eg.我还剩下10元。/还剩下一点儿时间。/什么也没留下。b. afterwards 后来first-then-afterwards-finally c. be kind to sb. 对某人友好Its/Thats kind of you. 你真好。eg.对某人有礼貌/无理/大方d. too to 太而不能Im too weak to walk.=Im so weak that I cant walk.=Im not strong enough to walk.eg.难以理解/冷得无法游泳/生病了吃不下东西e. take you to a restaurant 带你去一家饭店eg.带我去颐和园/带我们去火星/带她回家/带他们去那里f. next to 靠近，贴近，隔壁eg.在我家隔壁/靠海/在他旁边/靠近无锡4. Read after the tape and practise reading , then act it out.Step 6 Welcome to the unit1. T introduces background information: There are many international charities helping needy people and worthy causes all over the world. Look at some symbols in Part A. T uses these symbols to present the following charities. T puts the pictures with these symbols on the blackboard.2. Talk about international charities and the work they do. Ask Ss Which international charities they know and write a list on the board.3. Tell Ss 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.4. Check answers as a class. Then Ss How much they know about what the charities in Part A do and how they help people.5. Talk about what life is like for people who are very poor. Ask Ss to think about how their lives might be different if they had almost no money.6. Divide the class into pairs. Ask Ss to look at the list of items in Part B and decide which items are the most important and which items are the least important for people in poor countries.Step7.Langage points.1. We can have a big lunch afterwards. 过后我们可以大吃一顿。 一日三餐之前一般不加冠词。如：Where did you have breakfast this morning? 你今天在哪里吃早饭的？但如果breakfast, lunch, supper或dinner之前有形容词修饰时，常加a/an。如：We had a wonderful dinner last night. 昨晚我们吃了一顿丰盛的晚餐。2. Im too weak to walk. 我体力太弱了，没法再走了。 “tooto”结构表示“太而不能”， 副词后接形容词或副词的原形，其后再接动词不定式。如： She is too young to go to school. 她年纪太小了不能去上学。 但是当句子的主语与不定式的主语不一致时，常需在不定式前补加一个介词短语for sb.，即：toofor sb. to do sth.。如：The problem is too difficult for me to work out. “tooto”结构可以转化为 “sothat”结构，如： He is too short to reach the apple. He is so short that he cant reach the apple.3. Complete the following passage:Hobo hears that Oxfam n_ money. He wants to donate Eddies p_ money to Oxfam. But Eddie wants to have lunch f_ because its 12 oclock. He isnt 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.Step8. Homework达标情况:Maybe the students dont know the accurate task of each international charity, the teacher can give them as much information as possible. The students should not know the accurate task of each international charity, just know the main task and the name of the charity. Period 2-3 ReadingTeaching 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 context4. Check understanding by linking parts of sentences.5. Summarize information by completing notes.Teaching procedures:Part A: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 persons 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 Amys article, pausing at the blanks. This student asks the other Ss for the correct words to complete sentences.Part C:Step1. Explain the context of Part C1. Amy is looking at the ORBIS website and making notes. Step2. Sts. read Amys 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 Daniels notes in Part C2 through first for overall meaning before they do the exercise.Step5. Ask Ss to complete Daniels 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.Step7. Language points.1. Blindness affects about 45 million people around the worlds, mostly in poor countries.失眠影响着全球4500万人，大部分在贫穷国家。affect 在这里的意思是“影响”。如： Smoking affects your health. 吸烟影响健康。Mostly 意思是“主要地”、“大部分”，注意和most的区别。如：The boys in our class mostly like singing . 我们班上的男孩子大部分喜欢唱歌。Most of the boys in our class like playing football. 我们班上大多数男孩子喜欢踢足球。2. The good news is that 80 per cent of the cases of blindness can be cured or prevented.好消息是80%的失明病例是能治疗或预防的。这是由that 引导的表语从句，如：The bad news is that many people do not have the money for medical treatment.坏消息是很多人没钱进行医疗诊治。cure这里是“治愈”、“治疗”的意思。如：The medicine cured my cold. 这药治好了我的感冒。3. By training local doctors and nurses, we hope to help more people.通过培训当地的医生和护士，我们希望能帮助更多的人。by这里的意思是“通过（某中途径）”，后接动词-ing形式。如：(1) By helping each other, the students have improved their grades. 通过互相帮助，学生们提高了学习成绩。(2) We hope people will support our work by sending donations to ORBIS.我们希望人们通过向奥比斯捐助支持我们的工作。4. Im proud that I can help so many people.proud后既可跟that引导的宾语从句又可跟不定式或介词of引起的短语。如：Im proud to be your friend.成为你的朋友我很骄傲。Helen is very proud of his new house.海伦很为自己的新房子而骄傲。5. ORBIS is a charity that helps blind people. 奥比斯是一个帮助盲人的慈善机构。Blind people = the blind 意思为“盲人”“the + 形容词” 表示 “一类人”。如：the old老人 the poor 穷人 the sick病人Step10. Homework1. Revise this section Do some homework after class2. Pre-learn vocabulary 3. Finish the exercises about Reading in workbooks.达标情况:The students may not know the accurate Information about the internationalCharities. The teacher can brainstormmuch information To the students .Ask them to remember the Main duties of each charity only. Its easy for themPeriod 4 VocabularyTeaching aims:1 To develop an understanding of suffixes2 To use appropriate verbs and adjectives in context3 To use suffixes to create nounsImportant and difficult points:We can add ion(-ation) and ment to create nounsTeaching proceduresStep1 Revision1 Review the useful expressions 英汉互译:1.习惯每天早起 2.为许多贫困的病人做手术 3.创办一所希望小学 4.百分之八十的失明的病例 5.作关于国际儿童基金会的报告 6.use the plane as a teaching center7.some information about international charities8.affect about 45 million people around the world9.support our work by sending donations to ORBIS10.raise money by organizing other funding-raising activities2 Retell the readingStep2 presentation1. Suffixes & prefixes NounadjectiveAdj.oppositecare-ful(less)possibleIm-Help-ful(less)happyUn-use-ful(less)honestdis- 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)Step3 Vocabulary1.We can form nouns by adding ment, -ness, -ion to other wordsVerb& adjective + Suffixes -ment, -ness, -ion Noun move + ment movement illnessillnessprevent ionpreventionorganize ation organization 2. Finish the exercises.Step 4 more practice用所给的单词填空。1. Yesterday he was _ but his _wasnt 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)Assignment:1. 他的母亲因为生病需要手术，所以医生决定下周动手术。2. 她总是看上去很高兴，因为她的内心充满喜悦。3. 那家公司在电视上已登了广告。我看过他们的广告。4. 我昨天受到一封邀请信。是Tom邀请我参加下星期六他的生日派对。5. 医生的职业是治疗病人。每个病人都应受到良好治疗。Step 5. Language points.1. The patients do not have to pay for the treatment. pay for 付款 (= spend on / cost) e.g. He paid ten yuan for the book. =He spent ten yuan on the book. =The book cost him ten yuan.2. UNICEF is an organization that works to improve the lives of children. improve = make .better3. They should also be treated with kindness. 本句为被动语态。 结构为 should +be +过去分词 Step6. HomeworkDo some homework after class.达标情况 The students may not be able to divide The whole text into four parts. The teacher shouldGive them some cues to the students Period 5 Grammar A and BTeaching aims: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 toTeaching procedures:Step1 Warming up1. Revision1).Review suffixes -ment, -ness, -ion2). Review the object clause:e.g.1 His name is Tom. I am sure. Im sure (that) his name is Tom. 2 what is your name? I dont know. I dont know what your name is.2.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.3.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 + infinitive2.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.)Step3 Practice.1.Ask the students to help Amy describe what Dr Mas 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 six2). Mr Smith, read English, in the morning3). Children, play games, after school4). I, be, a policeman5). People , go to work, by bike2.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.)Step5 Presentation.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.Step6 Practice.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Step7 Grammar points:1. 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usednt或usent。美式英语通常用A种形式，英式英语常用B种形式。例如： You didnt use to drink. 你过去不喝酒。 The shop usednt 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 usednt.) 是的，经常打。（不，不常打。）I dont write to him now, but I used to. 我现在不给他写信了，但过去经常写。2. used to和be used to 结构 )、意思不同：used to指过去常常，be used to指习惯于，惯于。)、所用的时态不同：used to一般用过去时；be used to（也可以说成get used to）根据实际情况采 用多种适当的时态。)、结构不同：a、to的含义不同。在used to结构中，to为不定式符号，后面跟动词原形。在be use d to结构中，to为介词，后面接名词、代词或动名词。b、疑问式和否定式的构成形式不同。be used to结构的否定式 往往在be 之后加not；否定结构则把be提置句首；used to结构的否定式可以是didnt used to (do)；也可以是 usednt to (do)；它的疑问式可以把used提置句首，也可借助did，构成Did use to (do)？这种疑问句式 。例如：(1) He used to go to school on foot. 他以前步行去学校。(2) Did he use to go out with his friends at weekends? 他以前周末常和朋友外出吗？(3)They soon got used to driving on the left in HK.他们很快习惯了在香港靠左行驶。(4) I used to live in the south. Im living in the north now and I havent been/got used to the climate here. 我过去住在南方。可现在我住在北方，这里的气候我还不很习惯（或适应）。Step8 Consolidation.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.Step8 Extension.Task1. Compare Dr Mas 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?Assignment:Write sth. about Dr Mas life using used to and be (get) used to.Per
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