Unit 5 International charities Part 1 Teaching design 第一部分 教学设计
VOCABULARY pocket, further, education, affect, mostly, tough, case, cure, medical, treatment, operation, patient, afford, skill, train, operate, indeed, proud, medicine, treat, improve, rich, agreement, invention, excite, punish, ugly, war, research(四会);interviewer, blindness, especially, educate(三会);volunteer, voluntary, process(二会) EXPRESSIONS pocket money, be used to, used to, health care, be kind to, international charities, medical treatment, operate on sb, perform an operation, be grateful to do, do some voluntary work, carry on STRUCTURES I’m not used to going out before lunch. You used to be very kind to me. People must be really grateful to you! I’m proud that I can help so many people. Do you know where it is? Don’t tell him I’m in the shower. Amy said some doctors work for 72 hours without sleep. You can help by making a donation or doing some voluntary work. I used to spend all my pocket money on clothes and snacks. What do you think about UNICEF? Many of our patients are so poor that they can’t afford to travel to hospital. Dr Ma has done such an important job that people must be really grateful to him.
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? 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 I will check the answers
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 uto gout 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. Blindness: affecting about 45 million ORBIS: a charity, a flying eye hospital Dr Ma: working on the plane Need: money sent to ORBIS
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


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