范文无忧网M6U4 Helping people around the world 教学设计 【教061】
Welcome to the unit
主备人：邵艳红 审核人：熊秀英 2013.12.18 Teaching goals
Encourage the students to share their experience of helping others in their daily life and let them know the importance of helping others. Teaching methods
Individual work， and group work Teaching aids Multimedia
Teaching procedure ands ways Step 1 Lead- in In this procedure, encourage the students to share their experience of helping others in their daily life.
T: Hello! Boys and girls! S: Hello! Mr/ Mrs/ Miss„
T: At the beginning of the class, I’d like to tell you a story. One day, I went to visit a friend of mine. But , a thick mist got me lost. Luckily, someone helped me find the right place. That really comforted me. Actually, every day, we help others and receive help from others. Would you like to share your experiences? The students can talk about this from the following aspects: In different places: at home, in public, on the bus, on their way to„ in the school„ Various people: children, old man, pregnant woman, disabled man, people suffering mental problems, strangers:
Talk about the relevant events in the books, newspapers„they have read and heard of, for example, 10 most influential personnel in China.
The students can also talk about the help they received from others. All these aims at making the students get familiar with the topic.
S1: When seeing a running child suddenly fall to the ground, I helped him out. S2: On a bus, I always give my seat to the old.
S3: I lent my pen to my classmate who had left his/hers home. „
T: Great! You’re ready to help others at any time and in any place. It is your kindness that makes our society much better. However, many things cannot be settled down only by yourself / on individual level. For example, the earthquake happened in Pakistan in Oct. 2005; the tsunami in Indian Ocean in Dec. 2004; terrorist attack in the United States on September 11, 2001.And what happened in these disasters? Work in groups and make a discussion.
Before the students talk about these things, shows the following clues: The death toll Building damages
Mental handicap to the Americans and even people around the world„ Step 2 Speaking
Ask the students to talk about the pictures on page 49
T: Now, let’s look at these pictures on page 49. Have you ever seen these situations? S: Yes!
T: Where did you see them?
S: Mainly on TV/ in newspapers/ in real life. T: Do you know what they talk about?
S: They talk about peacekeeping, famine, flooding, agriculture (or irrigation), medical care, and poverty separately.
T: Well done! Now, discuss these pictures in groups of four, and you can discuss in this way:
What you can see in the picture； What the problems are; What caused these;
How you feel about that;
What organizations you know can help with the situations.
Step 3 Summary and homework
T: Today, we have talked about the 6 situations in this part, and learned that some countries around the world suffer from wars, natural disasters, famine, illness and poverty. And some of you have talked about your feelings. And you have known that these situations should be solved internationally, that is countries should help each other. You also mentioned some organizations that can deal with these situations, such as the UN， the Red Cross, the WHO. In the following periods, we’ll learn more about the UN. So, after class, you had better read books and surf the internet to collect some useful information about the UN. OK, class is over. Goodbye, boys and girls.
Reading （1） 【教062】
主备人：邵艳红 审核人：熊秀英 2013.12.18 Teaching aim
The reading text here is a speech given by a successful businessman about her work as a UN Goodwill Ambassador. Students are presented with a brief but clear introduction to the United Nations and some general information about the work and responsibility of a UN Goodwill Ambassador. Students are expected to gain some knowledge about the United Nations, practice and reinforce their reading skill and in improve their overall ability by participating in the activities. The Reading Strategy in this unit teaches students how to understand a speaker’s attitude during a speech. Students are expected to put this skill into practice. Teaching tools Chalk, media
Teaching procedures:
Lead-in Start the class with the following questions: Have you ever thought about the future? What do you want to be in the future?
What do you think you should do to make your dream come true in the future?
Which do you think will help you fulfill your dream, hard work, a good environment or both?
Do you know that in other parts of the world, there are lots of children who are still struggling with starvation or war? Do you think that they have dreams as well? What do you think they can do to realize their dreams?
Have you ever thought about doing something for those children to help them realize their dreams? If you have, what would you do?
Have students discuss and report their answers to the class. Help students understand that not everyone in the world has the same opportunities. It would be very hard for some people in poor areas to realize even a simple dream like having a warm bed to sleep in at night. Something should be done for those who are suffering a lot.
Tell students that they are going to read a passage about a helpful woman who has devoted lots of her energy and time to making the life of poor people better. Ask students what they can find by reading the title, and ask them to predict what may be covered in the passage that they are going to read.
Today, we are going to read a passage entitled “The UN-bringing everyone closer together”.
What do you think of when you see the title? What do you think will be mentioned in the passage?
Reading comprehension
1. Ask students to go through the passage as quickly as possible and try to find the answers to the three questions in Part A. Remind students only to focus on and answer these questions. 2. Ask students to read the passage again and complete Parts C1 and C2 individually. Questions in part C1 are to check students’ reading comprehension and improve their
ability to find specific information. Part C2 serves as a strengthening activity to let students decide whether the statements are true or false according to the content of the passage. If time permits, you can ask students to either find the topic sentence of each paragraph of summarize the main idea in each paragraph while conducting Parts C1 and C2. After students finish the exercises, check the answers with the class.
Ambassador and businesswoman from the passage. You may ask the following questions: What occupation does she take up in the UN? How much money does she earn by doing this Job? What Project or projects has she been involved in? How does she help those people that need help? How does she feel about taking this occupation?
Ask students to discuss what they think of Tang Ning.
Ask students to complete Part D and Part E individually. Part D aims to check whether students can understand the meanings of words from the context of the passage and to show them how to explain the meanings in English. Part E aims to make students more familiar with the reading passage and some useful words in it.
Ask students if they have ever read a speech before and encourage them to find out what unique language is used in a speech. Remind then that when reading a speech,
it is important to pay attention to the speaker’s attitude. The positive and negative adjectives can help then identify the positive negative opinion or attitude of the speaker.
Ask students to read the Reading Strategy and find more sentences that express the speaker’s attitude in the reading passage. 7. Homework
Part A on page 128 in Workbook.
it is important to pay attention to the speaker’s attitude. The positive and negative adjectives can help then identify the positive negative opinion or attitude of the speaker.
Ask students to read the Reading Strategy and find more sentences that express the speaker’s attitude in the reading passage.
7. Homework
Part A on page 128 in Workbook.
Reading （2） 【教063】
主备人：邵艳红 审核人：熊秀英 2013.12.18
Aims & Demands:
1. Help Ss further understand the text.
2. Enable Ss to grasp some useful phrases.
3. Encourage Ss to establish the right attitude towards international aids. Key point: language focus
Difficult points: using the useful phrases freely
Procedures:
Step 1 Revision
Step 2 language focus
Language points:
refer to: 提到，谈到，涉及， 参考，查阅，认为
What I have to say refers to all of you.
When I said that some people were stupid I was not referring to you.
Please refer to the last page of the book for answers.
It is a collection of documents with reference to the First World War. be made up of
A team made up of three doctors and ten nurses was sent to the disaster area in Fujian. The oldest kind of computer was a huge machine made up of thousands of parts, covering nearly 100 square meters.
operate
All the Disney parks are operated by the same company.
This machine operates day and night.
Operate on sb. for
The doctors decide to operate on her immediately.
Operation
I can use a word processor but I don’t understand its operation. He is the officer in charge of operation.
honoured
He was honoured with a title of “ Model Worker”.
They removed their hats to honour the flag.
It’s a great honour to be invited.
May I have the honour of this dance?
While in London, we paid a visit to the hospital founded in honour of the nurse Florence Nightingale.
touch
Visitors are not allowed to touch the exhibits.
I was really touched beyond words.
We’ll keep in touch with each other wherever we go.
I hope we don’t lose touch again.
apart from
The two houses are a mile apart.
The house stands apart from the village.
I can’t get these two things apart.
He tore the cooked chicken apart and began to eat it.
lack
They are so rich that they lack for nothing.
He was acquitted for lack of evidence.
There was a severe shortage of petroleum during the war.
ensure
The book ensured his success.
Please ensure that all the lights are turned off at night.
These pills should ensure you a good night’s sleep.
Customs are asked to ensure that they have been given the right change before leaving the shop.
9. rather than
I’d prefer to go in summer rather than in winter.
It ought to be me rather than you that sign the letter.
I decided to write rather than (to ) telephone.
I would stay at home rather than go shopping.
He would rather beg in the streets than get money in such a dishonest way.
10. on behalf of
On behalf of my colleagues and myself I thank you.
Ken is not present, so I shall accept the prize on his behalf.
The legal guardian must act on behalf of the child.
On behalf of all the staff, I would like to wish you a happy retirement. Step 3 Practice
Daily Practice
Ex 2,p.65
Step 4 Practice
Wb Exx 1-2, p.123
Step 5 Summary
Useful phrases: refer to be made up of honoured with/in honour of
apart from lack of rather than
Step 6 Consolidations
Reading导学案
Homework：
1.Learn the useful phrases by heart.
2.Finish other exercises.
Word power 【教064】
主备人：邵艳红 审核人：熊秀英 2013.12.18
Aims & Demands:
1.Help Ss know sth about international organizations.
2.Enable Ss to name some international organizations.
3.Encourage Ss to enlarge their vocabulary by knowing more international organizations.
Procedures:
Step 1 Revision
Step 2 Lead-in
Step 3 Reading
1. Fast reading
2. Summary
3. Reading aloud
Step 4 Practice
Part B,p.54
Step 5 Practice
Part C， p.55
Step 6 Summary
Step 7 Consolidations
Acronyms, p.55
Homework:
1.Learn these international organizations by heart.
2.Prepare for Grammar.
Grammar and usage (1) 【教065】
主备人：邵艳红 审核人：熊秀英 2013.12.18
虚拟语气（2）
各种形式的虚拟语气
英语中的虚拟语气可分为对过去的虚拟、对现在的虚拟、对将来的虚拟及表达“祝愿”、“坚决”、“决定”、“要求”、“命令”等主观愿望的虚拟。
与现在事实相反的虚拟语气
与现在事实相反的虚拟语气常用结构为：条件句动词为were或动词的过去式，主句动词为would/should/could/might+动词原形。
If I had enough money, I would first of all by myself a DELL computer. 与过去事实相反的虚拟语气
与过去事实相反的虚拟语气常用结构为：从句用had+过去分词，主句用should/would/could/might + have done.
If I had had enough money, I would have gone to the zoo with you.
与将来事实相反的虚拟语气
在条件句中，如假设的条件不能符合将来的实际情况，从句谓语可用动词过去式或should+动词原形或were to+动词原形的虚拟语气。在表示与将来事实相反的条件句中，should do, were to do和动词的过去式三种形式意义略有不同。Should表示的可能性最大，动词过去式的可能性次之，were to do的可能性最小。
If I should see/were to see/saw him tomorrow, I would invite him home. 省略if形式的虚拟语气
If虚拟条件句中有should, had或were时if可以省略，从句中主谓要倒装。 If I had worked hard, I would have surely succeeded.
=Had I worked hard, I would have surely succeeded.
注意：Were it not for „如果要不是„„, Had it not been for„如果当时要不是„„几乎成了固定句式。
Were it not for your help, I would never be a good boss.
Had it not been for you, I would have lost my way.
混合虚拟语气
有时主句与从句所指的时间不一致，这叫错综虚拟语气或混合虚拟语气。
If you had told me the news yesterday, I wouldn’t be so worried now.
含有责备及批评语气的虚拟语气
Should(ought to/could/may/might) + have +过去分词表示过去应该做而未做到的虚拟语气，该结构的否定形式则表示“过去不该做的事却做了”，是一种委婉的责备，语气最强的是should，最弱的是might.
表示委婉批评
用于委婉批评的结构为could/may/might have done常译为“本可以做得更„„一些”“本该„„而„„”。
You are late again. You could have come earlier.
表示强烈责备
表示强烈的责备常用should/ought to have done结构，常译为“本该做得更„„一些，结果„„”。
I have told you many times. You should have done it better.
3）表示本没必要
Needn’t have + 过去分词结构表示“做了不必要做的事情”。
It’s so near. We needn’t have taken a taxi.
虚拟语气表示祝愿
表示祝愿时常用动词原形或May +主语+动词原形结构。
May you succeed!
虚拟语气可用于主语从句、宾语从句、表语从句、同位语从句、状语从句等各种从句中。
用于主语从句中
It is/was important (necessary, impossible, unusual, strange, surprising„) that „
It is/was suggested(requested, required, ordered, proposed, decided„) that„
用于宾语从句
用虚拟语气的宾语从句一般有三种：
在wish后的宾语从句中，谓语动词可按时间情况，采用适当的虚拟结构。Wish后的that
常省略，其后不能用should.
I wish I could fly to the moon some day.
2）在would rather后的宾语从句中，从句谓语用一般过去时来表示现在或将来要做的事情。
如谈到过去的动作，则用过去完成时。Would rather后不能加that.
I’d rather we had a rest now.
3）动词decide, insist, demand, desire, require, request, propose, suggest, command,
order等后面的宾语从句，谓语习惯上用(should) +动词原形虚拟结构。
My father suggests I (should) take enough sleep before examinations.
4）用于表语从句
My advice is that you (should) quit smoking.
It seems as if/as though the meeting would never end.
She talks as if/as though she were an American.
5）用于同位语从句
与表示“决定”、“主张”、“要求”、“建议”、“命令”的动词相对应的名词构成的同
位语从句中常用(should) + 动词原形结构。
We made a suggestion that you (should)stay here until the party was over.
6）用于定语从句
It is high time we went to school.
It is time that we should have a discussion.
7）用于状语从句
The young man with long hair walks as if he were/was a girl.
The injured man acted as if nothing had happened.
8）只保留从句的虚拟语气
What if I should fail?
If only I were 20 years younger.
If only I had come to the party yesterday.
If you would put your address on the back of the check.
If you would相当于please，表示礼貌的请求。
Grammar （2） 【教066】
主备人：邵艳红 审核人：熊秀英 2013.12.18
Aims & Demands:
1.Help Ss learn sth about unreal conditionals.
2.Enable Ss to use unreal conditionals freely and wisely.
3.Encourage Ss to establish the right attitude towards unreal conditionals.
Procedures:
Step 1 Revision
Step 2 Checking homework exercises
Step 3 Summary of unreal conditionals
1.mixed conditionals
2.with/without/but for
3.even if/even though, if only
4.wish/would rather
5.suggestion/demand/requirement
Step 4 Practice
C1、C2
Step 5 Consolidations
Grammar导学案
Homework：
1.Review unreal conditionals.
2.Finish other exercises.
Task (1) 【教067】
主备人：邵艳红 审核人：熊秀英 2013.12.18
Teaching aims:
After learning Task, the students will be able to:
1. Learn how to listen for problems and the causes of the problems;
2. Make suggestions, ask for opinions, express agreement or disagreement and make conclusions;
3. Know the structure of a proposal and what should be included in a proposal. Teaching procedures:
Step 1 Lead in
1. Ask the students to think about a best way to contact the UNICEF to help the poor children.
2. When mentioning writing a Proposal, ask the students to discuss the basic elements of a formal proposal.
3. Ask them to talk to each other about the preparations before writing a proposal.
Step 2 Skills building 1: listening for problems and causes
1. Ask the students to discuss about two questions before listening.
2. Listen to the tape and find out about problems.
Step 3 Skills building 2：discussing in groups
1. Let the students know how to make suggestions, ask for opinions, express agreement or disagreement and make conclusions.
2. Discuss they can do to help the poor children in northern Thailand.
Step 3 Skills building 3：composing a proposal
1. Ask students to recall the structure of a proposal, to make sure that they will include all points before writing.
2. Give students time to discuss the content of their future proposal, and then write a proposal in class.
Task （2） 【教068】
主备人：邵艳红 审核人：熊秀英 2013.12.18
Teaching aims:
After learning Task, the students will be able to:
1.Know what a good proposal is like;
2.Know the usage of some words and expressions of this part. Teaching procedures:
Step 1 Review
4. Ask the students to recall the structure of writing a proposal
Step 2 Proposal Improvement: Analyze and rewrite
1. Show students a possible version of a proposal, and ask them to analyze and comment this version.
2. Give students time to rewrite their proposals for the first time.
3. Ask several students to present their proposals in class.
Step 3 Language notes
3. Ask the students to tell the words and expressions which they think are difficult to use.
4. Show the students PPT to help them better understand the language.
Step 3 Rewrite Improve the language of the proposals
1. Give students enough time to rewrite their proposals again, focusing on the language.
Project (1) Making an action plan 【教069】
主备人：邵艳红 审核人：熊秀英 2013.12.18
Teaching aims:
Give the students a chance to practise their English by completing a project. Important points & difficult points:
Read the passage: Changing the world --- my commitment
Form of Activities:
Individual, pair or group work and topic discussions.
Teaching Aids:
The multimedia and the blackboard
Procedures:
Step 1. Lead-in
Does anyone in the world need any help from others?
What will you do if you are asked to offer help ?
What does MSF stand for? And what’s its purpose?
4. What do you think the members of MSF are?
5. Where do you think the nurse works most of the time?
6. What do you think is the most difficult thing for her to do?
What are the reasons why people there live such poor and terrible lives? Step 2 Further Reading
1. Listening for further information
2. Questions:
Para 1
1) How did she help?
Set up feeding centers to ensure that people got food and we checked the health of babies to make sure they were putting on weight. We had a vaccination campaign to stop children dying from measles.
2) What dangers did she face?
Fighting in villages far from the city; looking out for bullets and running from one place to another became way of life; water borne diseases such as malaria and typhoid; mud and water everywhere, making it difficult to travel from place to place. Para 2
1) Where was the A temporary clinic?
In a vacant health center in the north side of the town.
2) What problems can it solve?
People who have regular medication cannot get hold of it in a disaster such as this. Minor injuries also need to be taken care of , especially as it is so wet.
3) What are other problems they must face?
In the rest of the city, shelter and access to food and clean water are big problems. The fields and harvest have been destroyed and so malnutrition will be a problem in the future. People have started to worry about that they will not get enough food. Para 3
1. How do they communicate?
By speaking English or French, or using acting skills.
2. What are horrible things for her?
It is quite horrible to imagine losing everything, including some of your family. That was a really horrible job to bury the dead bodies as quickly as possible to stop disease spreading.
Para 4
1. What is the main idea of this paragraph?
About the MSF nurse’s feelings of working there.
2. Does she enjoy the experience of working there? Why?
Yes. This experience makes her appreciate all the things she has and gives her the chance to see things from another side.
Step 3 Fill in the blanks
Step 4. Reading aloud
Read the text aloud and try to get the general idea.
Step 5 Discussion
1. If you have a chance to go to Africa now, what do you think you can do to help?
2. What problem do you think should be solved first? Why?
3. If you are asked to help a group of people, who would you choose to help? Why? Homework
1. Read aloud. 2. Underline useful phrases.
Project (2) 【教070】
主备人：邵艳红 审核人：熊秀英 2013.12.18
Aims & Demands:
1.Help Ss further understand the text.
2.Enbale Ss to grasp some useful phrases.
3.Encourage Ss to make an action plan.
Procedures:
Step 1 revision
Step 2 reading aloud
Step language focus
Useful phrases:
Arrived here to find everything was in chaos.
（1）不定式 to find 作结果状语，在英语中常见。如：
He hurried home, only to find his wife dead. 他匆忙赶到家，发现他妻子已死。 I awoke to find my truck gone. 我醒来发现箱子不见了。
He searched the room only to find nothing. 他搜索了房间，没发现什么。
（2）chaos 混乱：杂乱的一堆；乱成一团：
The desk was a chaos of papers and unopened letters.
桌上杂乱地堆放着一些纸张和未拆的信。
in chaos 杂乱、混乱、纷乱
The kitchen was in chaos.
After the war, the whole Iraq was in chaos.
2. Many of the people have fled to the mountains to escape the floods.
escape和flee两个单词均表示“逃”或“逃跑”的意思，但后者更强调在紧急情况下仓促逃跑之意。
The enemy soldiers were fleeing in all directions, but few of them could escape. 误点剖析
误：However four men were not quick enough to escape from the flames.
分析：这是一句错句。escape在这儿是及物动词，意思是“逃脱；逃避”，后面直接跟名词或动词v-ing形式。
例如：
You were lucky enough to escape punishment. 你的运气很好，免受惩罚。 He narrowly escaped death. 他是九死一生。
There's no way to escape doing the work. 无法逃避做这项工作。
类似用法的词还有：flee, survive, serve等。注意下列正误句子的比较： 错误句：Why does she always flee from any kind of responsibility?
正确句：Why does she always flee any kind of responsibility? 她为什么总是逃避责任？
错误句：Did anyone survive from the earthquake?
正确句：Did anyone survive the earthquake? 地震后，有幸存者吗？
错误句：You should serve for your country.
正确句：You should serve your country.你应该为自己国家服务。
3. We are very concerned about the outbreak of water – borne diseases such as „„. concern vt 涉及, 关系 n. (利害)关系, 关心, 关注, 关注, 所关心的是
This problem concerns all of us. 这个问题攸关我们全部人.
We concerned ourselves with accomplishing the task at hand.
我们参与了手边的这项任务.
be concerned about 对„„关心
All of us are concerned about our environment.
as far as something is concerned 就„„而言
As far as money's concerned, there shouldn't be a problem.
as far as I’m concerned 依我看
As far as I'm concerned ,she can come home whenever she likes.
4„„. and make a difference to people’s lives on an individual level. make a difference 有影响，起作用，要紧
Whatever she did, it made no difference.
One more person wouldn't make any difference to the arrangements.
It could make the difference between missing your train and getting to work on time. Step 4 Practice
Translate into Chinese.
Step 5 Summary
Step 6 Discussion and writing
1. Discussion in groups about your action plan
2. Writing your action plan down
3. Sharing with others
Homework
1. Write a composition about one of your experiences of helping the others.
2. Finish other homework exercises.