英语教案(江苏省扬州市)
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Unit 5 International charities
Period 1 Comic strips & welcome to the unit
(How charities help people, Charities around the world)
Teaching goals
● To introduce students to some international charities
● To learn to use ‘used to’ and ‘be used to’
Teaching procedures
Step 1 Warming up by questioning
What charities in China do you know of What do they help
In this unit, we’ll learn some international charities. What international charities do you know of
Have you ever heard of famous international charities like: ORBIS, Oxfam, UNICEF, World Vision and World Wide Fund for Nature
Step 2 Finishing off Part A
On page 77 are some logos or pictures. Could you match the logos with the charities I will check the answers later on.
Step 3 Discussing
What do you think people in poor countries need most Do they get help from international charities What can you do for charities (We can donate our pocket money to them.)
Step 4 Listening and answering
Oxfam needs money to carry on with their work.
Who calls for donating pocket money to Oxfam (Hobo)
Will he donate his own pocket money (No)
Whose pocket money does he want to donate (Eddie’s)
When does he want to go to donate money (Right now, at lunchtime)
Does Eddie agree (Of course not)
Why not (He doesn’t often go out before lunch. That is to say, he isn’t used to going out before lunch.)
What does Eddie think of Hobo (Hobo was kind to him before, but now he isn’t. That is to say, Hobo used to be kind to Eddie.)
Where will Hobo take Eddie to have lunch
Do you think Eddie is willing to go to Oxfam right now
Why
Step 5 Reading aloud and writing down expressions
Now read after the tape sentence by sentence.
You are given five minutes to find out and write down all the useful expressions in this part.
Go over page 76 and 77 again to underline all the useful expressions.
Expressions from Comic strips & welcome to the unit
Need money, have some pocket money left, give…to…, have lunch at twelve o’clock, be not used to –ing, before lunch, have a big lunch afterwards, used to do…, be kind to…, so…that…, walk further, take …to…, next to…, collect information about…, match…with…, write…in the blanks, need…most, write…in the box
Step 6 Reading and acting
Read the dialogue aloud and act it out in pairs.
Step7 Retelling the story
Today Hobo tells Eddie that Oxfam needs money. He remembers that Eddie has some p_____ money l_____ , so he asks Eddie to go and donate some of it. But Eddie says that he always has l_____ at twelve o’clock. He isn’t u_____to g_____out before lunch. “Don’t w_____ .” Hobo says, “We can have a big lunch a_____ .” At last, Eddie has to go with Hobo and he says sadly, “You u_____ to be very k_____ to me, but now I’m so w_____ that I can’t walk any f_____ . ” “OK, I’ll t _____ you to a new r_____ . It’s n_____ to the Oxfam shop.” Hobo says happily. Do you believe what he says
(Keys: pocket, left, used, going, worry, afterwards, used, kind, weak, further, take, restaurant, next)
Step 8 Homework
a. Read the comic strips and try to remember it. Try your best to act it out.
b. Finish off the exercises in the Evaluation Handbook.
Period 2 Reading I
(An interview with an ORBIS doctor)
Teaching goals
● To learn to guess meanings of new words from the context
● To learn to skim text for overall meanings and scan for details
● To understand the structure of difficult sentences
Teaching procedures
Step 1 Presenting
What international charities do you know about
What do they do
Have you heard of ORBIS
ORBIS helps blind people in poor countries. The state of being blind is called blindness. Why does ORBIS help the blind patients Because blindness affects many people around the world, mostly in poor countries. But most of the cases of blindness can be prevented or cured. Why don’t the blind go to see doctors Because they are so poor that they can’t pay for medical treatment. ORBIS doctors treat them for free. They operate on/do (perform) operations on their patients. So the patients are thankful /grateful to them. How do you think ORBIS doctors feel when they help people (They feel proud.)
Step 2 Finding out expressions
Go on to page 78 and 79 read the interview and underline all the useful expressions.
Expressions An interview with an ORBIS doctor
tell…something about…, affect… around the world, in poor countries, about 80 per cent of…, cure the case, prevent the case, have the money for…, medical treatment, use a flying eye hospital, visit poor countries, on the plane, perform operations, use…as…, a teaching center, on a plane, work in a hospital, can’t afford to do…, travel to …, learn about…, share…, teach sb. sth., watch…on video, during a visit, operate on…, do operations, work quickly, do a job, be grateful to…, thank…for…, say…to…, the lucky ones, treat and cure eye problems, improve the lives of patients, carry on with…, support…by…, send donations to…
Step 3 Listening and answering
Now listen to the tape, and then answer the following questions:
How many people around the world are affected by blindness
How many cases of blindness can be prevented or cured
Where do ORBIS doctors work What does ORBIS need
Step 4 Reading silently and finishing off Part B2
Read the text silently again.
Try to fill in the blanks in Part B2, checking your answers against your partner’s.
(Keys: operations, skills, knowledge, grateful, patients, cured, donations)
Step 5 Finishing off Part C
Put the sentences together in Part C, then checking the answers with your partners.
(Keys: 1e, 2f, 3a, 4c,5d,6b; 1charity, 2blind,3eye, 4hospital, 5doctors, 6treat, 7teach, 8operations)
Step 6 Reading after the tape
Now read after the tape sentence by sentence. Pay attention to the sense groups within the sentences.
Step 7 Doing additional exercise
Ask students to tell if the following statements are “True” or “False” according to the text.
1. Blindness affects about 45 million people around the world, mostly in western countries. F
2. Many blind people have no money for medical treatment. T
3. Local doctors perform operations on the plane instead of in the hospital because it is more comfortable on the plane. F
4. Dr. Ma used to do one or two operations a day. F
5. Patients are very grateful to ORBIS doctors. T
Step 8 Homework
a. Read after the tape five times. Your parent’s signature is needed.
b. Finish the exercises in the Evaluation Handbook.
Period 3 Reading II
(An interview with an ORBIS doctor)
Teaching goals
● To work out the structure of each sentence
● To retell the story in their own words, following the organization of the passage
● To explain all the language points
Teaching procedures
Step 1 Reading the text together
Read the passage on page 78 and 79 together loudly.
I may choose some of you to read the passage paragraph by paragraph later on.
Step 2 Making a flow chart on ORBIS
Go over the text to make a flow chart on ORBIS, getting ready for retelling.
You can use the flow chart on page 88 as a model.
Now try to retell the text story in your own words with the help of the flow chart.
Step 3 Retelling the story
Blindness affects about 45 million people around the world, m_____ in poor countries. In fact, about 80 per cent of the cases of blindness can be c_____ or p_____. However, many people don’t have e_____ money for m_____ t_____.
ORBIS is a c_____ that helps the poor with e_____ problems. It uses a f_____ eye hospital to visit poor countries. On the plane, v_____ doctors p_____ o_____. They also use the plane as a t_____ c_____.
The doctors don’t work in a hospital but on a plane, because many of their p_____ are so p_____ that they don’t have the money to t_____ to hospital. So the ORBIS doctors have to go to them. They also t_____ the l_____ doctors and nurses new s_____ and k_____ .They hope to help more people by t_____ them.
Dr. Ma is a doctor on the ORBIS plane. He o_____ on 150 patients on the plane during his last v_____ . It’s hard work but he is used to it now. Of course, many people are very g_____ to him because he has helped them see again. He believes that m_____ m_____ can be useful to the cases of blindness. All they need is e_____ money to c_____ on with their work. So he hopes that more and more people will support their by sending donations to ORBIS.
(Keys: mostly, cured, prevented, enough, medical treatment, charity, eye, flying, volunteer, perform, operations, teaching, center, patients, poor, travel, teach, local, skills, knowledge, treating, operated, visit, grateful, modern, medicine, enough, carry)
Step 4 Explaining language points
What questions do you have about the following language points Now make sentences of your own with them.
1. operate on sb.=perform/do an operation on sb.
2. used to do/ be used to doing
3. so…that/such…that
4. carry on with…
5. be proud to do/ be proud of…
6. improve one’s life
7. be grateful to sb. for sth.
Step 5 Doing additional exercises
用所给词组的适当形式填空(有一个多余)
be proud of, used to, be used to, so…that, operate on, carry on, such…that
1. He was hurt __________ badly ___________ we had to send for a doctor.
2. The little girl ____________ washing her hands before meals now.
3. I am ____________ Liu Xiang because he is the pride of our country.
4. I ___________ spend my pocket money playing computer games. It’s bad for my study.
5. The old doctor ______________ the patient last Sunday.
6. We need enough money __________ our work, so we need your support.
(Keys: so…that, is used to, proud of, used to, operated on, to carry on )
Step 6 Doing an extension activity
a. Think about what we can do to support ORBIS.
b. Introduce one charity that you know very well.
Step 7 Homework
a. Act out the interview.
b. Tell your parents about ORBIS.
Period 4 Vocabulary
(Suffixes ‘-ment’, ‘-ness’ and’-ion’)
Teaching goals
● To develop an understanding of suffixes
● To use proper verbs and adjectives in context
Teaching procedures
Step 1 Having a revision
To begin with, answer my questions about Reading:
What kind of people go to ORBIS for help (Blind and poor people.)
Can most cases of blindness be cured or prevented (Yes.)
What do ORBIS doctors do (They treat many patients.)
Do the patients need to pay for the treatment (No.)
How do ORBIS doctors treat them (They operate on them.=They perform operations on them.)
What is the relationship between “blind” and “blindness, “treat” and “treatment”, “operate” and “operation”
We can form nouns by adding suffixes ‘-ment’, ‘-ness’, or ‘-ion’ to some verbs and adjectives. Sometimes we need to change the ending of the verb or adjective before we add the suffix.
happy-y+i+ness=happiness
celebrate-e+ion=celebration
invite-e+ation=invitation
What is a suffix
A suffix is a word ending. It is a group of letters you can add to the end of a root word*
e.g. walking, helpful
*A root word stands on its own as a word, but you can make new words from it by adding beginnings (prefixes) and endings (suffixes).
For example, 'comfort' is a root word. By adding the prefix 'dis' and the suffix 'able' you can make new words such as 'discomfort' and 'comfortable'.
Adding suffixes to words can change or add to their meaning, but most importantly they show how a word will be used in a sentence and what part of speech (e.g. noun, verb, adjective) the word belongs to.
e.g. If you want to use the root word 'talk' in the following sentence:
I was (talk) to Samina.
You need to add the suffix 'ing' so that the word 'talk' makes better sense grammatically:
"I was talking to Samina".
There are various suffixes we use. Probably the most common are 'ed' and 'ing'.
Here are some other suffixes and examples.
Step 2 Finishing off Part A
Go to page 82 to help Daniel to change verbs and adjectives into nouns, checking the answers with your partner. Think of more examples if you can.
Step 3 Finishing off Part B
Fill in the blanks in Part B on page 82. Then read the e-mail aloud.
Step 4 Doing additional exercises
用括号中所给词的适当形式填空
1. The children in poor countries have to _____ empty bottles to earn money. Last term our school made a _____ for children in poor areas. (collect)
2. He could not pay his rent, so he had to _____ out. There was too much _____ of cars on the city roads. (move)
3. Old people live a _____ life in our country. It’s a great _____ for us to welcome you here. (happy)
4. The teacher always _____ her students as her children. The new _____ for blindness makes some patients see again. (treat)
5. Traveling by coach makes us feel _____ all the way. There isn’t much _____ here this year. (sick)
(Keys: collect, collection; move, movement; happy, happiness; teats, treatment; sick, sickness )
Step 5 Homework
a. Read and learn these suffixes heart.
Suffix Example Suffix Example
ed walk + ed = walked ness happy + ness = happiness
ing say + ing = saying al accident + al = accidental
er tall + er = taller ary imagine + ary = imaginary
tion educate + tion = education able accept + able = acceptable
sion divide + sion = division ly love + ly = lovely
cian music + cian = musician ment excite + ment = excitement
fully hope + fully = hopefully ful help + ful + helpful
est large + est = largest y ease + y = easy
b. Finish off the exercises in the Evaluation Handbook.
Period 5 Grammar I
(‘Used to’ and ‘Be used to’)
Teaching goals
● 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
Teaching procedures
Step 1 Having a revision
Do you still remember Dr. Ma What is he (A doctor.)
Where did he work in the past (In the hospital.)
Where does he work now (On the ORBIS plane.)
So we can say Dr. Ma used to work in the hospital. We use ‘used to’ to talk about a past habit or state. We can use an infinitive after ‘used to’.
Step 2 Practicing
Say something about Dr. Ma’s life when he worked in a hospital using ‘used to’.
Step 3 Doing an extension activity
I am going to tell you about my own life.
I used to live in …
I used to go to … Secondary school.
I used to play badminton twice a week.
…
Show a photo of your family. In pairs, tell each other what your lives were like in the past. Each student should make up at least 3 sentences with ‘used to’.
Step 4 Presenting
Now Dr. Ma works on the ORBIS plane. He lives a life which is different from the one in the past. But he is used to his new life. He is used to working on the ORBIS plane.
We 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 an “-ing” form of a verb.
Step 5 Finishing off the exercises
Go to page 83 to finish exercises in Part A, B and C in pairs.
Step 6 Doing an extension activity
How have your lives changed since you started secondary school
What new experiences and routines were you not familiar with at first Like the different method of traveling to school, larger school size, different uniforms, more subjects offered. Work together to formulate sentences to express the idea of becoming accustomed to something.
I am used to taking the bus to school.
I am used to the larger classes at secondary school.
I am used to wearing the school uniform.
I am used to studying more than 10 subjects a week.
Step 7 Coming to a summary
Compare ‘used to’ and ‘be used to’, and then work out the rule on page 84.
used to与be used to的运用区别
●used to + do：“过去常常”表示过去习惯性的动作或状态，但如今已不存在。
Mother used not to be so forgetful.
Scarf used to take a walk.（过去常常散步）
●be used to + doing：对……已感到习惯，或“习惯于”，to是介词，后需加名词或动名词。
He is used to a vegetarian diet.
Scarf is used to taking a walk.（现在习惯于散步）
●used to 的用法
否定式简写为usedn't，过去经常，以前常常。
We used to go there every year. （我每年都去那儿。）
He is not what he used to be. （他已不是旧日的他了。）
This used to be a shabby house. （此房年久失修）
●used to，would这两个词语都可以表示过去常做某事，有时可以换用。
●used to do 强调整过去习惯性的行为或状态，但是现在没有这种行为或状态了。因此，这个短语的内涵是今昔对比。
Step 8 Homework
a. Review what we have learnt.
b. Finish off the exercises in the Evaluation Handbook
Period 6 Grammar II
(Using ‘so…that’ and ‘such…that’)
Teaching goals
● To learn to use ‘so…that’ and ‘such…that’
Teaching procedures
Step 1 Presenting
What do you want to be in the future What do you think of the job of teaching
I think educating students is a long process and it is very important. We must be patient enough.
That is to say educating students is so important that teachers must be patient enough. = Educating students is such a long process that we must be patient enough.
We use ‘so…that’ or ‘such…that’ to show the result of something. We can use an adjective or an adverb between ‘so’ and ‘that’, and we use a noun or a noun phrase between ‘such’ and ‘that’.
Step 2 Practicing
Shirley wants to be a doctor when she grows up. Amy is now telling her what a doctor’s life is like. Help her combine what she is saying with ‘so…that’ or ‘such…that’. (Page 85)
Step 3 Doing an extension activity
Look at these pictures. We are to make sentences using ‘so…that’ and ‘such…that’.
Picture1: A little boy wants to get the apple on the table. But he is too short. →The little boy is so short that he can’t get the apple on the table. →He is such a little boy that he can’t get the apple on the table.→The little boy is too short to get the apple on the table.
Step 4 Coming to a summary
Work out the rule about ‘so…that’ and ‘such…that’.
So…that/such…that
such…that作“如此……以致”解，连接一个表示结果的状语从句。与so…that
意思相同，但用法不同。如：so…that这一结构中，so后边可加形容词或副词，而such后边要用名词（这个名词前面可以带形容词，也可以不带）。因此，such…that的句型结构可分以下三种：
1)such＋a(an)＋adj.＋单数可数名词＋that…clause
He is such a clever boy that everybody likes him.
他非常聪明，大家都非常喜欢他。
He was such an honest man that he was praised by the teacher.
他非常诚实，因而受到了老师的表扬。
2)such＋adj.＋复数可数名词＋that…clause
They are such interesting novels that I want to read them once again.
这些小说非常有趣，我想再读一遍。
3)such＋adj.＋不可数名词＋that…clause
He has made such great progress that the teachers are pleased with him.
他进步得很快，老师们对他感到很满意。
注意：如果such后边的名词前由many、much、few、little等词所修饰的话，则不用
such而用so。例如：
He had so many falls that he was black and blue all over.
他摔了很多跤，以至于全身上下青一块，紫一块的。
He had so little education that he was unfit for this job.
他所受教育很少，不适合做这个工作。
There were so many people in the street watching the fire that firefighters could not get close to
the building.
街上有那么多人观看大火，以至于消防队员无法接近大楼。
6. In fact, his English is one of these articles was so good that Angels wrote him a letter and praised him for it.
事实上，在那些文章中有一篇他的英文写得很好，恩格斯曾写信赞扬他。
so…that也作“如此……以致”解，连接一个表示结果的状语从句。so…that与such…
that意思相同，但用法不同。现将so…that用法总结如下：
so＋adj.／adv.＋that…clause（so的后面跟形容词或副词）
He runs so fast that nobody can catch up with him.
他跑得非常快，没人能追上他。
Dr. Wang is so good that everybody loves and respects him. (=He is so good a doctor that everybody loves and respects him. =He is such a good doctor that everybody loves and respects him.)
他是一位好医生，大家都尊敬并爱戴他。
Step 5 Homework
a. Go over what we have learnt.
b. Finish off the exercises in the Evaluation Handbook.
Period 7 Integrated skills
(Writing, reading and speaking up)
Teaching goals
● To listen for and identify specific information about UNICEF
● To respond to a written text and information got from listening
● To talk about favorite charities
Teaching procedures
Step 1 Presenting
What international charities do you know about Which charity can help you with your eye problems Do the ORBIS doctors volunteer to do the work Yes. They are volunteers. They do some voluntary work.
We have known something about the work of ORBIS. Today, let’s talk about the work of UNICEF.
Step 2 Reading and answering
Ask students to read the article in Part A2 and answer the following questions:
Which charity is this article talking about
When and where was it set up
Why was it set up
How many countries and areas does UNICEF work in
What does UNICEF help
Step 3 Listening and finishing off Part A1
Listen to Part A1 and put the sentences in the correct order.
Check on your answers in pairs.
More questions about UNICEF:
What does UNICEF provide
How does UNICEF raise money
How can we help UNICEF
Step 4 Finishing off Part A 2, A 3 and A4.
Fill in the blanks in Part A 2, A 3 and A4, checking on the answers and read the sentences aloud.
Step 5 Reading after the tape
Read after the tape sentences by sentence, paying attention to the sense groups within the text.
Step 6 Finding and copying expressions
Go over page 86 and 87 again to find and copy all the useful expressions.
Useful expressions from page 86 and 87
do a presentation on…, listen to a radio programme about…, put…into the correct order, write…in the boxes, want…to be…, go to school, help make…, make… a better place for…, help by…, make a donation, do some volunteer work, raise money by…, sell cards, organize find-raising activities, all over the world, part of…, be set up, at that time, because of, organize one’s ideas, get…from…, instead of…, support one’s family, spend…on…, save money for…, protecting wildlife, a serious problem, take action to do…
Step 7 Making up new dialogues
To speak up let’s go on to make up new dialogues using Part B as a model.
Step 10 Homework
a. Listen, repeat and recite the dialogue in Part B.
b. Finish off the exercises in the Evaluation Handbook.
Period 8 Study skills
(Making flow charts)
Teaching goals
● To learn to show ideas by a flow chart
Teaching procedures
Step 1 Learn how to make a flow chart
Step-by-Step process of how to develop a flow chart
● Gather information of how the process flows: use a)conservation, b)experience, or c)product development codes.
● Trial process flow.
● Allow other more familiar personnel to check for accuracy.
● Make changes if necessary.
● Compare final actual flow with best possible flow.
Step 2 Practicing
a. Look at Show Amy’s unfinished flow chart on page 88. Fill in words in the blanks.
b. Retell about ORBIS in your own words with the help of the flow chart.
Step 3 Designing a flow chart
Find facts about UNICEF. Design a flow chart of it.
In pairs try to prepare a flow chart to explain a familiar activity like:
How to travel from Nanjing to the Yellow Mountain
How to organize a fund-raising activity
How to make their favourite dish
How to operate a CD player
How to play your favourite computer game
I will ask a few pairs to write their flow charts on the board.
Step 4 Homework
Finish off the exercises in the Evaluation Handbook.
Period 9 Main task
(A charity work, A helping hand from UNICEF)
Teaching goals
● To learn to put ideas in a logical sequence
● To learn to describe people’s lives
Teaching procedures
Step 1 Questioning and answering
Can you say something about the work of an ORBIS doctor or nurse
Where do they work
Are they afraid of flying
What do they have to do before becoming ORBIS doctors or nurses (Trained as doctors or nurses. )
What kind of people are they Why (They really care about others.)
What do you think of the work of an ORBIS doctor or nurse
Step 2 Looking and saying
Look at the pictures on page 89, and say something about Mary’s work. These pictures show the story of someone who changed her job and lifestyle in order to do something she likes and is interested in.
Now put the paragraphs in Part A2 in the correct order according to the pictures in Part A1.
Answer the following questions:
What did Mary use to be
What did she do before becoming an ORBIS nurse
What does she do for ORBIS now
What does she think of her job
Now read the passage aloud together.
Step 3 Retelling
Retell the work of an ORBIS nurse called Mary according to the pictures in Part A1.
Step 4 Discussing
How do you feel about Mary’s new lifestyle Would you change your lifestyles in order to help others Why or why not
Step 5 Talking about the pictures about Mandeep
We are now going to learn about someone who was helped by UNICEF. Look at the pictures on page 90 and read the captions in Part B1.
What did Mandeep use to do
What happened to her one day
What does she do now
What does she say
What do you think of UNICEF
Step 6 Finishing off Part B2
Write about Mandeep’s life. You can use the outline in Part B2 to help you. Use your own imaginations to describe details, events and feelings. Remember to make a flow chart before writing.
I will ask a few students to present their reports to the class.
Step 7 Homework
a. Write an article about somebody’s life which has something to do with a charity.
b. Finish off the exercises in the Evaluation Handbook.
Period 10: Checkout
(Making people’s lives better)
Teaching goals
●To revise the whole unit, focusing on Grammar and Vocabulary
Teaching procedures
Step 1 Having a revision
What international charities do you know about
Which charity helps the blind with their eye problems
Where do the ORBIS doctors work
What do they do (operate on = perform/ do operations on the blind )
Who is Dr. Ma
Where did he work in the past (He used to work in a hospital.)
Is he used to his life now
How does he feel when he helps people in need (Proud )
How do their patients feel to them (They are grateful to them. )
Why (Because they do such an important job that people are grateful to them.= Because their job is so important that people are grateful to them.)
Step 2 Doing a wordsearch puzzle
Go to page 91 to find all the words in the wordsearch puzzle.
Step 3 Coming to a summary
Could you sum up the differences between ‘used to’ and ‘be used to’; ‘so…that’ and ‘such…that’
used to / be used to
used to + do：“过去常常”表示过去习惯性的动作或状态，但如今已不存在。
Mother used not to be so forgetful. Scarf used to take a walk. (过去常常散步)
be used to + doing：对……已感到习惯，或“习惯于”，to是介词，后需加名词或动名词。
He is used to a vegetarian diet.
Scarf is used to taking a walk.(现在习惯于散步)
典型例题
---- Your phone number again I ___ quite catch it.
---- It's 69568442.
A. didn't B. couldn't C. don't D. can't
答案A. 本句虽没有明确的时间状语，但从语意上看 出，在听的时候没有听懂这个动作发生在过去，因此应用过去时。
Step 4 Finishing off Part A
Fill in the blanks in Part A, and then find out all the useful expressions in it.
get good grades on…, do a lot of research on…, learn a lot about…, in poor areas, do things like…, go to restaurant, spend one’s pocket money on…, donate…to…, have big meals, do a lot of work, work very hard, a wonderful organization, join an organization, grow up
(Keys: so…that, are used to, used to, am used to, used to, such…that)
Step 5 Doing additional exercises
用所给词的适当形式填空
1. UNICEF raises money by _____ (sell) Christmas cards and _____ (organize) other fund-raising activities.
2. Mike is willing to share his _____ (happy) with his friends.
3. Most girls are afraid of _____ (go) alone at night.
4. Uncle Tom used to _____ (grow) vegetables to make a living.
5. The most important thing for us is _____ (study) hard.
6. I think he is used to _____ (climb) the hill in the early morning.
7. She always helps people and people are always _____ (grate) to her.
8. UNICEF provides clean water, food and _____ (educate) to poor children.
(Keys: selling, organizing, happiness, going, grow, studying, climbing, grateful, education)
Step 6 Homework
a. Go over the whole unit and get ready for the coming test.
b. Try to introduce one of the international charities to your friends in English.
c. Finish off the exercises in the Evaluation Handbook.
Blindness: affecting about 45 million people
ORBIS: a charity, a flying eye hospital
Dr Ma: working on the plane
Need: money sent to ORBIS
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Period 1 Comic strips & welcome to the unit
(How charities help people, Charities around the world)
Teaching goals
● To introduce students to some international charities
● To learn to use ‘used to’ and ‘be used to’
Teaching procedures
Step 1 Warming up by questioning
What charities in China do you know of What do they help
In this unit, we’ll learn some international charities. What international charities do you know of
Have you ever heard of famous international charities like: ORBIS, Oxfam, UNICEF, World Vision and World Wide Fund for Nature
Step 2 Finishing off Part A
On page 77 are some logos or pictures. Could you match the logos with the charities I will check the answers later on.
Step 3 Discussing
What do you think people in poor countries need most Do they get help from international charities What can you do for charities (We can donate our pocket money to them.)
Step 4 Listening and answering
Oxfam needs money to carry on with their work.
Who calls for donating pocket money to Oxfam (Hobo)
Will he donate his own pocket money (No)
Whose pocket money does he want to donate (Eddie’s)
When does he want to go to donate money (Right now, at lunchtime)
Does Eddie agree (Of course not)
Why not (He doesn’t often go out before lunch. That is to say, he isn’t used to going out before lunch.)
What does Eddie think of Hobo (Hobo was kind to him before, but now he isn’t. That is to say, Hobo used to be kind to Eddie.)
Where will Hobo take Eddie to have lunch
Do you think Eddie is willing to go to Oxfam right now
Why
Step 5 Reading aloud and writing down expressions
Now read after the tape sentence by sentence.
You are given five minutes to find out and write down all the useful expressions in this part.
Go over page 76 and 77 again to underline all the useful expressions.
Expressions from Comic strips & welcome to the unit
Need money, have some pocket money left, give…to…, have lunch at twelve o’clock, be not used to –ing, before lunch, have a big lunch afterwards, used to do…, be kind to…, so…that…, walk further, take …to…, next to…, collect information about…, match…with…, write…in the blanks, need…most, write…in the box
Step 6 Reading and acting
Read the dialogue aloud and act it out in pairs.
Step7 Retelling the story
Today Hobo tells Eddie that Oxfam needs money. He remembers that Eddie has some p_____ money l_____ , so he asks Eddie to go and donate some of it. But Eddie says that he always has l_____ at twelve o’clock. He isn’t u_____to g_____out before lunch. “Don’t w_____ .” Hobo says, “We can have a big lunch a_____ .” At last, Eddie has to go with Hobo and he says sadly, “You u_____ to be very k_____ to me, but now I’m so w_____ that I can’t walk any f_____ . ” “OK, I’ll t _____ you to a new r_____ . It’s n_____ to the Oxfam shop.” Hobo says happily. Do you believe what he says
(Keys: pocket, left, used, going, worry, afterwards, used, kind, weak, further, take, restaurant, next)
Step 8 Homework
a. Read the comic strips and try to remember it. Try your best to act it out.
b. Finish off the exercises in the Evaluation Handbook.
Period 2 Reading I
(An interview with an ORBIS doctor)
Teaching goals
● To learn to guess meanings of new words from the context
● To learn to skim text for overall meanings and scan for details
● To understand the structure of difficult sentences
Teaching procedures
Step 1 Presenting
What international charities do you know about
What do they do
Have you heard of ORBIS
ORBIS helps blind people in poor countries. The state of being blind is called blindness. Why does ORBIS help the blind patients Because blindness affects many people around the world, mostly in poor countries. But most of the cases of blindness can be prevented or cured. Why don’t the blind go to see doctors Because they are so poor that they can’t pay for medical treatment. ORBIS doctors treat them for free. They operate on/do (perform) operations on their patients. So the patients are thankful /grateful to them. How do you think ORBIS doctors feel when they help people (They feel proud.)
Step 2 Finding out expressions
Go on to page 78 and 79 read the interview and underline all the useful expressions.
Expressions An interview with an ORBIS doctor
tell…something about…, affect… around the world, in poor countries, about 80 per cent of…, cure the case, prevent the case, have the money for…, medical treatment, use a flying eye hospital, visit poor countries, on the plane, perform operations, use…as…, a teaching center, on a plane, work in a hospital, can’t afford to do…, travel to …, learn about…, share…, teach sb. sth., watch…on video, during a visit, operate on…, do operations, work quickly, do a job, be grateful to…, thank…for…, say…to…, the lucky ones, treat and cure eye problems, improve the lives of patients, carry on with…, support…by…, send donations to…
Step 3 Listening and answering
Now listen to the tape, and then answer the following questions:
How many people around the world are affected by blindness
How many cases of blindness can be prevented or cured
Where do ORBIS doctors work What does ORBIS need
Step 4 Reading silently and finishing off Part B2
Read the text silently again.
Try to fill in the blanks in Part B2, checking your answers against your partner’s.
(Keys: operations, skills, knowledge, grateful, patients, cured, donations)
Step 5 Finishing off Part C
Put the sentences together in Part C, then checking the answers with your partners.
(Keys: 1e, 2f, 3a, 4c,5d,6b; 1charity, 2blind,3eye, 4hospital, 5doctors, 6treat, 7teach, 8operations)
Step 6 Reading after the tape
Now read after the tape sentence by sentence. Pay attention to the sense groups within the sentences.
Step 7 Doing additional exercise
Ask students to tell if the following statements are “True” or “False” according to the text.
1. Blindness affects about 45 million people around the world, mostly in western countries. F
2. Many blind people have no money for medical treatment. T
3. Local doctors perform operations on the plane instead of in the hospital because it is more comfortable on the plane. F
4. Dr. Ma used to do one or two operations a day. F
5. Patients are very grateful to ORBIS doctors. T
Step 8 Homework
a. Read after the tape five times. Your parent’s signature is needed.
b. Finish the exercises in the Evaluation Handbook.
Period 3 Reading II
(An interview with an ORBIS doctor)
Teaching goals
● To work out the structure of each sentence
● To retell the story in their own words, following the organization of the passage
● To explain all the language points
Teaching procedures
Step 1 Reading the text together
Read the passage on page 78 and 79 together loudly.
I may choose some of you to read the passage paragraph by paragraph later on.
Step 2 Making a flow chart on ORBIS
Go over the text to make a flow chart on ORBIS, getting ready for retelling.
You can use the flow chart on page 88 as a model.
Now try to retell the text story in your own words with the help of the flow chart.
Step 3 Retelling the story
Blindness affects about 45 million people around the world, m_____ in poor countries. In fact, about 80 per cent of the cases of blindness can be c_____ or p_____. However, many people don’t have e_____ money for m_____ t_____.
ORBIS is a c_____ that helps the poor with e_____ problems. It uses a f_____ eye hospital to visit poor countries. On the plane, v_____ doctors p_____ o_____. They also use the plane as a t_____ c_____.
The doctors don’t work in a hospital but on a plane, because many of their p_____ are so p_____ that they don’t have the money to t_____ to hospital. So the ORBIS doctors have to go to them. They also t_____ the l_____ doctors and nurses new s_____ and k_____ .They hope to help more people by t_____ them.
Dr. Ma is a doctor on the ORBIS plane. He o_____ on 150 patients on the plane during his last v_____ . It’s hard work but he is used to it now. Of course, many people are very g_____ to him because he has helped them see again. He believes that m_____ m_____ can be useful to the cases of blindness. All they need is e_____ money to c_____ on with their work. So he hopes that more and more people will support their by sending donations to ORBIS.
(Keys: mostly, cured, prevented, enough, medical treatment, charity, eye, flying, volunteer, perform, operations, teaching, center, patients, poor, travel, teach, local, skills, knowledge, treating, operated, visit, grateful, modern, medicine, enough, carry)
Step 4 Explaining language points
What questions do you have about the following language points Now make sentences of your own with them.
1. operate on sb.=perform/do an operation on sb.
2. used to do/ be used to doing
3. so…that/such…that
4. carry on with…
5. be proud to do/ be proud of…
6. improve one’s life
7. be grateful to sb. for sth.
Step 5 Doing additional exercises
用所给词组的适当形式填空(有一个多余)
be proud of, used to, be used to, so…that, operate on, carry on, such…that
1. He was hurt __________ badly ___________ we had to send for a doctor.
2. The little girl ____________ washing her hands before meals now.
3. I am ____________ Liu Xiang because he is the pride of our country.
4. I ___________ spend my pocket money playing computer games. It’s bad for my study.
5. The old doctor ______________ the patient last Sunday.
6. We need enough money __________ our work, so we need your support.
(Keys: so…that, is used to, proud of, used to, operated on, to carry on )
Step 6 Doing an extension activity
a. Think about what we can do to support ORBIS.
b. Introduce one charity that you know very well.
Step 7 Homework
a. Act out the interview.
b. Tell your parents about ORBIS.
Period 4 Vocabulary
(Suffixes ‘-ment’, ‘-ness’ and’-ion’)
Teaching goals
● To develop an understanding of suffixes
● To use proper verbs and adjectives in context
Teaching procedures
Step 1 Having a revision
To begin with, answer my questions about Reading:
What kind of people go to ORBIS for help (Blind and poor people.)
Can most cases of blindness be cured or prevented (Yes.)
What do ORBIS doctors do (They treat many patients.)
Do the patients need to pay for the treatment (No.)
How do ORBIS doctors treat them (They operate on them.=They perform operations on them.)
What is the relationship between “blind” and “blindness, “treat” and “treatment”, “operate” and “operation”
We can form nouns by adding suffixes ‘-ment’, ‘-ness’, or ‘-ion’ to some verbs and adjectives. Sometimes we need to change the ending of the verb or adjective before we add the suffix.
happy-y+i+ness=happiness
celebrate-e+ion=celebration
invite-e+ation=invitation
What is a suffix
A suffix is a word ending. It is a group of letters you can add to the end of a root word*
e.g. walking, helpful
*A root word stands on its own as a word, but you can make new words from it by adding beginnings (prefixes) and endings (suffixes).
For example, 'comfort' is a root word. By adding the prefix 'dis' and the suffix 'able' you can make new words such as 'discomfort' and 'comfortable'.
Adding suffixes to words can change or add to their meaning, but most importantly they show how a word will be used in a sentence and what part of speech (e.g. noun, verb, adjective) the word belongs to.
e.g. If you want to use the root word 'talk' in the following sentence:
I was (talk) to Samina.
You need to add the suffix 'ing' so that the word 'talk' makes better sense grammatically:
"I was talking to Samina".
There are various suffixes we use. Probably the most common are 'ed' and 'ing'.
Here are some other suffixes and examples.
Step 2 Finishing off Part A
Go to page 82 to help Daniel to change verbs and adjectives into nouns, checking the answers with your partner. Think of more examples if you can.
Step 3 Finishing off Part B
Fill in the blanks in Part B on page 82. Then read the e-mail aloud.
Step 4 Doing additional exercises
用括号中所给词的适当形式填空
1. The children in poor countries have to _____ empty bottles to earn money. Last term our school made a _____ for children in poor areas. (collect)
2. He could not pay his rent, so he had to _____ out. There was too much _____ of cars on the city roads. (move)
3. Old people live a _____ life in our country. It’s a great _____ for us to welcome you here. (happy)
4. The teacher always _____ her students as her children. The new _____ for blindness makes some patients see again. (treat)
5. Traveling by coach makes us feel _____ all the way. There isn’t much _____ here this year. (sick)
(Keys: collect, collection; move, movement; happy, happiness; teats, treatment; sick, sickness )
Step 5 Homework
a. Read and learn these suffixes heart.
Suffix Example Suffix Example
ed walk + ed = walked ness happy + ness = happiness
ing say + ing = saying al accident + al = accidental
er tall + er = taller ary imagine + ary = imaginary
tion educate + tion = education able accept + able = acceptable
sion divide + sion = division ly love + ly = lovely
cian music + cian = musician ment excite + ment = excitement
fully hope + fully = hopefully ful help + ful + helpful
est large + est = largest y ease + y = easy
b. Finish off the exercises in the Evaluation Handbook.
Period 5 Grammar I
(‘Used to’ and ‘Be used to’)
Teaching goals
● 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
Teaching procedures
Step 1 Having a revision
Do you still remember Dr. Ma What is he (A doctor.)
Where did he work in the past (In the hospital.)
Where does he work now (On the ORBIS plane.)
So we can say Dr. Ma used to work in the hospital. We use ‘used to’ to talk about a past habit or state. We can use an infinitive after ‘used to’.
Step 2 Practicing
Say something about Dr. Ma’s life when he worked in a hospital using ‘used to’.
Step 3 Doing an extension activity
I am going to tell you about my own life.
I used to live in …
I used to go to … Secondary school.
I used to play badminton twice a week.
…
Show a photo of your family. In pairs, tell each other what your lives were like in the past. Each student should make up at least 3 sentences with ‘used to’.
Step 4 Presenting
Now Dr. Ma works on the ORBIS plane. He lives a life which is different from the one in the past. But he is used to his new life. He is used to working on the ORBIS plane.
We 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 an “-ing” form of a verb.
Step 5 Finishing off the exercises
Go to page 83 to finish exercises in Part A, B and C in pairs.
Step 6 Doing an extension activity
How have your lives changed since you started secondary school
What new experiences and routines were you not familiar with at first Like the different method of traveling to school, larger school size, different uniforms, more subjects offered. Work together to formulate sentences to express the idea of becoming accustomed to something.
I am used to taking the bus to school.
I am used to the larger classes at secondary school.
I am used to wearing the school uniform.
I am used to studying more than 10 subjects a week.
Step 7 Coming to a summary
Compare ‘used to’ and ‘be used to’, and then work out the rule on page 84.
used to与be used to的运用区别
●used to + do：“过去常常”表示过去习惯性的动作或状态，但如今已不存在。
Mother used not to be so forgetful.
Scarf used to take a walk.（过去常常散步）
●be used to + doing：对……已感到习惯，或“习惯于”，to是介词，后需加名词或动名词。
He is used to a vegetarian diet.
Scarf is used to taking a walk.（现在习惯于散步）
●used to 的用法
否定式简写为usedn't，过去经常，以前常常。
We used to go there every year. （我每年都去那儿。）
He is not what he used to be. （他已不是旧日的他了。）
This used to be a shabby house. （此房年久失修）
●used to，would这两个词语都可以表示过去常做某事，有时可以换用。
●used to do 强调整过去习惯性的行为或状态，但是现在没有这种行为或状态了。因此，这个短语的内涵是今昔对比。
Step 8 Homework
a. Review what we have learnt.
b. Finish off the exercises in the Evaluation Handbook
Period 6 Grammar II
(Using ‘so…that’ and ‘such…that’)
Teaching goals
● To learn to use ‘so…that’ and ‘such…that’
Teaching procedures
Step 1 Presenting
What do you want to be in the future What do you think of the job of teaching
I think educating students is a long process and it is very important. We must be patient enough.
That is to say educating students is so important that teachers must be patient enough. = Educating students is such a long process that we must be patient enough.
We use ‘so…that’ or ‘such…that’ to show the result of something. We can use an adjective or an adverb between ‘so’ and ‘that’, and we use a noun or a noun phrase between ‘such’ and ‘that’.
Step 2 Practicing
Shirley wants to be a doctor when she grows up. Amy is now telling her what a doctor’s life is like. Help her combine what she is saying with ‘so…that’ or ‘such…that’. (Page 85)
Step 3 Doing an extension activity
Look at these pictures. We are to make sentences using ‘so…that’ and ‘such…that’.
Picture1: A little boy wants to get the apple on the table. But he is too short. →The little boy is so short that he can’t get the apple on the table. →He is such a little boy that he can’t get the apple on the table.→The little boy is too short to get the apple on the table.
Step 4 Coming to a summary
Work out the rule about ‘so…that’ and ‘such…that’.
So…that/such…that
such…that作“如此……以致”解，连接一个表示结果的状语从句。与so…that
意思相同，但用法不同。如：so…that这一结构中，so后边可加形容词或副词，而such后边要用名词（这个名词前面可以带形容词，也可以不带）。因此，such…that的句型结构可分以下三种：
1)such＋a(an)＋adj.＋单数可数名词＋that…clause
He is such a clever boy that everybody likes him.
他非常聪明，大家都非常喜欢他。
He was such an honest man that he was praised by the teacher.
他非常诚实，因而受到了老师的表扬。
2)such＋adj.＋复数可数名词＋that…clause
They are such interesting novels that I want to read them once again.
这些小说非常有趣，我想再读一遍。
3)such＋adj.＋不可数名词＋that…clause
He has made such great progress that the teachers are pleased with him.
他进步得很快，老师们对他感到很满意。
注意：如果such后边的名词前由many、much、few、little等词所修饰的话，则不用
such而用so。例如：
He had so many falls that he was black and blue all over.
他摔了很多跤，以至于全身上下青一块，紫一块的。
He had so little education that he was unfit for this job.
他所受教育很少，不适合做这个工作。
There were so many people in the street watching the fire that firefighters could not get close to
the building.
街上有那么多人观看大火，以至于消防队员无法接近大楼。
6. In fact, his English is one of these articles was so good that Angels wrote him a letter and praised him for it.
事实上，在那些文章中有一篇他的英文写得很好，恩格斯曾写信赞扬他。
so…that也作“如此……以致”解，连接一个表示结果的状语从句。so…that与such…
that意思相同，但用法不同。现将so…that用法总结如下：
so＋adj.／adv.＋that…clause（so的后面跟形容词或副词）
He runs so fast that nobody can catch up with him.
他跑得非常快，没人能追上他。
Dr. Wang is so good that everybody loves and respects him. (=He is so good a doctor that everybody loves and respects him. =He is such a good doctor that everybody loves and respects him.)
他是一位好医生，大家都尊敬并爱戴他。
Step 5 Homework
a. Go over what we have learnt.
b. Finish off the exercises in the Evaluation Handbook.
Period 7 Integrated skills
(Writing, reading and speaking up)
Teaching goals
● To listen for and identify specific information about UNICEF
● To respond to a written text and information got from listening
● To talk about favorite charities
Teaching procedures
Step 1 Presenting
What international charities do you know about Which charity can help you with your eye problems Do the ORBIS doctors volunteer to do the work Yes. They are volunteers. They do some voluntary work.
We have known something about the work of ORBIS. Today, let’s talk about the work of UNICEF.
Step 2 Reading and answering
Ask students to read the article in Part A2 and answer the following questions:
Which charity is this article talking about
When and where was it set up
Why was it set up
How many countries and areas does UNICEF work in
What does UNICEF help
Step 3 Listening and finishing off Part A1
Listen to Part A1 and put the sentences in the correct order.
Check on your answers in pairs.
More questions about UNICEF:
What does UNICEF provide
How does UNICEF raise money
How can we help UNICEF
Step 4 Finishing off Part A 2, A 3 and A4.
Fill in the blanks in Part A 2, A 3 and A4, checking on the answers and read the sentences aloud.
Step 5 Reading after the tape
Read after the tape sentences by sentence, paying attention to the sense groups within the text.
Step 6 Finding and copying expressions
Go over page 86 and 87 again to find and copy all the useful expressions.
Useful expressions from page 86 and 87
do a presentation on…, listen to a radio programme about…, put…into the correct order, write…in the boxes, want…to be…, go to school, help make…, make… a better place for…, help by…, make a donation, do some volunteer work, raise money by…, sell cards, organize find-raising activities, all over the world, part of…, be set up, at that time, because of, organize one’s ideas, get…from…, instead of…, support one’s family, spend…on…, save money for…, protecting wildlife, a serious problem, take action to do…
Step 7 Making up new dialogues
To speak up let’s go on to make up new dialogues using Part B as a model.
Step 10 Homework
a. Listen, repeat and recite the dialogue in Part B.
b. Finish off the exercises in the Evaluation Handbook.
Period 8 Study skills
(Making flow charts)
Teaching goals
● To learn to show ideas by a flow chart
Teaching procedures
Step 1 Learn how to make a flow chart
Step-by-Step process of how to develop a flow chart
● Gather information of how the process flows: use a)conservation, b)experience, or c)product development codes.
● Trial process flow.
● Allow other more familiar personnel to check for accuracy.
● Make changes if necessary.
● Compare final actual flow with best possible flow.
Step 2 Practicing
a. Look at Show Amy’s unfinished flow chart on page 88. Fill in words in the blanks.
b. Retell about ORBIS in your own words with the help of the flow chart.
Step 3 Designing a flow chart
Find facts about UNICEF. Design a flow chart of it.
In pairs try to prepare a flow chart to explain a familiar activity like:
How to travel from Nanjing to the Yellow Mountain
How to organize a fund-raising activity
How to make their favourite dish
How to operate a CD player
How to play your favourite computer game
I will ask a few pairs to write their flow charts on the board.
Step 4 Homework
Finish off the exercises in the Evaluation Handbook.
Period 9 Main task
(A charity work, A helping hand from UNICEF)
Teaching goals
● To learn to put ideas in a logical sequence
● To learn to describe people’s lives
Teaching procedures
Step 1 Questioning and answering
Can you say something about the work of an ORBIS doctor or nurse
Where do they work
Are they afraid of flying
What do they have to do before becoming ORBIS doctors or nurses (Trained as doctors or nurses. )
What kind of people are they Why (They really care about others.)
What do you think of the work of an ORBIS doctor or nurse
Step 2 Looking and saying
Look at the pictures on page 89, and say something about Mary’s work. These pictures show the story of someone who changed her job and lifestyle in order to do something she likes and is interested in.
Now put the paragraphs in Part A2 in the correct order according to the pictures in Part A1.
Answer the following questions:
What did Mary use to be
What did she do before becoming an ORBIS nurse
What does she do for ORBIS now
What does she think of her job
Now read the passage aloud together.
Step 3 Retelling
Retell the work of an ORBIS nurse called Mary according to the pictures in Part A1.
Step 4 Discussing
How do you feel about Mary’s new lifestyle Would you change your lifestyles in order to help others Why or why not
Step 5 Talking about the pictures about Mandeep
We are now going to learn about someone who was helped by UNICEF. Look at the pictures on page 90 and read the captions in Part B1.
What did Mandeep use to do
What happened to her one day
What does she do now
What does she say
What do you think of UNICEF
Step 6 Finishing off Part B2
Write about Mandeep’s life. You can use the outline in Part B2 to help you. Use your own imaginations to describe details, events and feelings. Remember to make a flow chart before writing.
I will ask a few students to present their reports to the class.
Step 7 Homework
a. Write an article about somebody’s life which has something to do with a charity.
b. Finish off the exercises in the Evaluation Handbook.
Period 10: Checkout
(Making people’s lives better)
Teaching goals
●To revise the whole unit, focusing on Grammar and Vocabulary
Teaching procedures
Step 1 Having a revision
What international charities do you know about
Which charity helps the blind with their eye problems
Where do the ORBIS doctors work
What do they do (operate on = perform/ do operations on the blind )
Who is Dr. Ma
Where did he work in the past (He used to work in a hospital.)
Is he used to his life now
How does he feel when he helps people in need (Proud )
How do their patients feel to them (They are grateful to them. )
Why (Because they do such an important job that people are grateful to them.= Because their job is so important that people are grateful to them.)
Step 2 Doing a wordsearch puzzle
Go to page 91 to find all the words in the wordsearch puzzle.
Step 3 Coming to a summary
Could you sum up the differences between ‘used to’ and ‘be used to’; ‘so…that’ and ‘such…that’
used to / be used to
used to + do：“过去常常”表示过去习惯性的动作或状态，但如今已不存在。
Mother used not to be so forgetful. Scarf used to take a walk. (过去常常散步)
be used to + doing：对……已感到习惯，或“习惯于”，to是介词，后需加名词或动名词。
He is used to a vegetarian diet.
Scarf is used to taking a walk.(现在习惯于散步)
典型例题
---- Your phone number again I ___ quite catch it.
---- It's 69568442.
A. didn't B. couldn't C. don't D. can't
答案A. 本句虽没有明确的时间状语，但从语意上看 出，在听的时候没有听懂这个动作发生在过去，因此应用过去时。
Step 4 Finishing off Part A
Fill in the blanks in Part A, and then find out all the useful expressions in it.
get good grades on…, do a lot of research on…, learn a lot about…, in poor areas, do things like…, go to restaurant, spend one’s pocket money on…, donate…to…, have big meals, do a lot of work, work very hard, a wonderful organization, join an organization, grow up
(Keys: so…that, are used to, used to, am used to, used to, such…that)
Step 5 Doing additional exercises
用所给词的适当形式填空
1. UNICEF raises money by _____ (sell) Christmas cards and _____ (organize) other fund-raising activities.
2. Mike is willing to share his _____ (happy) with his friends.
3. Most girls are afraid of _____ (go) alone at night.
4. Uncle Tom used to _____ (grow) vegetables to make a living.
5. The most important thing for us is _____ (study) hard.
6. I think he is used to _____ (climb) the hill in the early morning.
7. She always helps people and people are always _____ (grate) to her.
8. UNICEF provides clean water, food and _____ (educate) to poor children.
(Keys: selling, organizing, happiness, going, grow, studying, climbing, grateful, education)
Step 6 Homework
a. Go over the whole unit and get ready for the coming test.
b. Try to introduce one of the international charities to your friends in English.
c. Finish off the exercises in the Evaluation Handbook.
Blindness: affecting about 45 million people
ORBIS: a charity, a flying eye hospital
Dr Ma: working on the plane
Need: money sent to ORBIS
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