Unit 6 A charity walk(教案)

Unit 6 A charity walk<?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" /><o:p></o:p>
Part 1 Teaching design<o:p></o:p>
第一部分 教学设计<o:p></o:p>
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    VOCABULARY<o:p></o:p></TD>
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blind, deaf, group, trail, within, hill, mountain, excellent, chance, spirit,  record, training, fitness, aim, aid, first-aid, airline, grandchild, handwriting, headache, overcoat, pancake, postman, toothbrush, upstairs, weekday, ache, only, flat, attention, rainy, umbrella, wise, mobile, lost, winner(四会)；disabled, elderly, homeless, trailwalker, perfect, vest, violin, detail, fund. certificate, contact, download (三会); vet, verse, vine(二会)<o:p></o:p></TD></TR>
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EXPRESSIONS<o:p></o:p></TD>
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a charity walk, design a web page, team spirit, support each other, keep you comfortable, at least, development projects, try one’s best to do sth., within…, the process of growth, take place, provide sb. with sth., look down on, download sth. from, contact sb. on+ telephone number, have chance to do sth., even though, of course<o:p></o:p></TD></TR>
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STRUCTURES<o:p></o:p></TD>
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Will you support me?<o:p></o:p>
I don’t think you’ll ever finish your walk.<o:p></o:p>
What about homeless people?<o:p></o:p>
It is an excellent chance for people to learn team spirit.<o:p></o:p>
It is necessary for them to support and help each other.<o:p></o:p>
It is meaningful to support charities.<o:p></o:p>
It is necessary that you start training a few months before the walk.<o:p></o:p>
The money is used to help poor people.<o:p></o:p>
They have to finish the walk within 48 hours.<o:p></o:p>
What’s the aim of Oxfam Trailwalker?<o:p></o:p>
I believe that South Hill is the perfect place for the charity walk.<o:p></o:p>
For further information, please contact us on 7890281.<o:p></o:p></TD></TR></TBODY></TABLE>
Period 1 Comic strips & welcome to the unit<o:p></o:p>
(Organizing a charity walk, People who need help)<o:p></o:p>
Teaching goals<o:p></o:p>
●     To learn some expressions<o:p></o:p>
●     To learn about people who need help<o:p></o:p>
Teaching procedures<o:p></o:p>
Step 1 Looking and saying<o:p></o:p>
Hi, class. Look at the pictures on page 92. Read after me what Hobo and Eddie are saying.<o:p></o:p>
Now learn these words and expressions from this part. <o:p></o:p>
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train for…, a charity walk, support sb., support charities, need money, during walk, finish one’s walk<o:p></o:p></TD></TR></TBODY></TABLE>
<?xml:namespace prefix = v ns = "urn:schemas-microsoft-com:vml" /><v:shapetype id=_x0000_t75 stroked="f" filled="f" path="m@4@5l@4@11@9@11@9@5xe" o:preferrelative="t" o:spt="75" coordsize="21600,21600"><v:stroke joinstyle="miter"></v:stroke><v:formulas><v:f eqn="if lineDrawn pixelLineWidth 0"></v:f><v:f eqn="sum @0 1 0"></v:f><v:f eqn="sum 0 0 @1"></v:f><v:f eqn="prod @2 1 2"></v:f><v:f eqn="prod @3 21600 pixelWidth"></v:f><v:f eqn="prod @3 21600 pixelHeight"></v:f><v:f eqn="sum @0 0 1"></v:f><v:f eqn="prod @6 1 2"></v:f><v:f eqn="prod @7 21600 pixelWidth"></v:f><v:f eqn="sum @8 21600 0"></v:f><v:f eqn="prod @7 21600 pixelHeight"></v:f><v:f eqn="sum @10 21600 0"></v:f></v:formulas><v:path o:connecttype="rect" gradientshapeok="t" o:extrusionok="f"></v:path><o:lock aspectratio="t" v:ext="edit"></o:lock></v:shapetype><v:shape id=_x0000_s1033 style="MARGIN-TOP: 14.6pt; Z-INDEX: 2; LEFT: 0px; MARGIN-LEFT: 315.35pt; WIDTH: 101.65pt; POSITION: absolute; HEIGHT: 296.4pt; TEXT-ALIGN: left; mso-position-horizontal-relative: text; mso-position-vertical-relative: text" type="#_x0000_t75"><v:imagedata o:title="crosscountry" src="file:///C:\DOCUME~1\ADMINI~1\LOCALS~1\Temp\msohtml1\01\clip_image001.png"></v:imagedata><?xml:namespace prefix = w ns = "urn:schemas-microsoft-com:office:word" /><w:wrap type="square"></w:wrap></v:shape>Make sentences of your own with them.<o:p></o:p>
Step 2 Listening and answering <o:p></o:p>
What will Hobo and Eddie do to support charities?<o:p></o:p>
What is Hobo doing for charity walk?<o:p></o:p>
Is Eddie willing to support charities?<o:p></o:p>
What does he think of supporting charities? <o:p></o:p>
What does Eddie give Hobo?<o:p></o:p>
What does Hobo need?<o:p></o:p>
What does Eddie think of Hobo’s walk?<o:p></o:p>
Step 3 <?xml:namespace prefix = st1 ns = "urn:schemas-microsoft-com:office:smarttags" /><st1:place w:st="on"><st1:City w:st="on">Reading</st1:City></st1:place> after the tape and discussing<o:p></o:p>
Read after the tape sentence by sentence. <o:p></o:p>
Is it possible for Hobo to finish his walk?<o:p></o:p>
Why or why not?<o:p></o:p>
What do we need during a charity walk?<o:p></o:p>
Step 4 Questioning and answering<o:p></o:p>
Why are there some charities in the world? (Because there are many people who need help.)<o:p></o:p>
What kind of people need help? (The blind, the deaf, the disabled, the elderly, the homeless, the poor.)<o:p></o:p>
Look at the pictures on page 93. And read after me the words disabled, elderly, homeless, and deaf. <o:p></o:p>
Step 5 Finishing off Part A and B<o:p></o:p>
Now let’s go on to label the pictures in Part A using the words from the box.      <o:p></o:p>
OK. Work in pairs to act out the conversation on page 93 by Arm and Daniel.  <o:p></o:p>
How can we help people in need?<o:p></o:p>
How can we help blind people/homeless people/deaf people…?<o:p></o:p>
●For people in wheelchairs, wide sidewalks, ramps and automatic doors are helpful.<o:p></o:p>
●For poor people, education programmes that allow them to get better jobs are helpful. Free medical care and affordable housing are also helpful.<o:p></o:p>
●Blind people can benefit from Braille signs, spoken announcements rather than written notices, contoured pavements and unobstructed sidewalks.<o:p></o:p>
●Elderly people can benefit from public transit that is easy to board, places to sit down outdoors and escalators or lifts instead of stairs.<o:p></o:p>
●For homeless people, shelters and kitchens can offer short-term help.<o:p></o:p>
●Deaf people can benefit from written notices and a greater awareness of sign language.<o:p></o:p>
Make a similar conversation like this.<o:p></o:p>
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A: How can we help the poor?<o:p></o:p>
B: we can help them become rich.<o:p></o:p>
A: What about the elderly?<o:p></o:p>
B: We can look after them after school in their homes.<o:p></o:p>
…<o:p></o:p></TD></TR></TBODY></TABLE>
Step 6 Doing an extension activity<o:p></o:p>
You are to make a list of things you would find most difficult to do or you would miss if you were blind, deaf, elderly, homeless, physically disabled or poor.<o:p></o:p>
Make sure that you write a few sentences about a person who suffers from any of the conditions shown in the pictures. Write your sentences from that person’s viewpoints.<o:p></o:p>
Step 7 Homework<o:p></o:p>
a. Read the comic strips and try to remember it. Try your best to act it out. <o:p></o:p>
b. Finish off the exercises in the Evaluation Handbook<o:p></o:p>
<o:p> </o:p>
<o:p> </o:p>
<o:p> </o:p>
Period 2 Reading I<o:p></o:p>
(We need your support Oxfam Trailwalker)<o:p></o:p>
Teaching goals<o:p></o:p>
●         To understand the structure of the sentences<o:p></o:p>
●         To find the organization of the text<o:p></o:p>
●         To skim for overall meanings and scan for details<o:p></o:p>
●         To identify specific information about Oxfam Trailwalker<o:p></o:p>
Teaching procedures<o:p></o:p>
Step 1 Reading the passages together<o:p></o:p>
Hello, class. Today we go to page 94 to read an article entitled We need your support Oxfam Trailwalker.<o:p></o:p>
But first let’s listen to and read the text to the tape. Try to divide the sentences into sense groups while reading aloud.<o:p></o:p>
Step 2 Figuring out what each paragraph is talking about<o:p></o:p>
Figure out what each paragraph talks about.<o:p></o:p>
Paragraph1: What is Oxfam Trailwalker?<o:p></o:p>
Paragraph2: Oxfam Trailwalker is a long, difficult walk.<o:p></o:p>
Paragraph3: Team spirit and support<o:p></o:p>
Paragraph4: Support teams<o:p></o:p>
Paragraph5: Fitness and training<o:p></o:p>
Step 3 Making a flow chart about Oxfam Trailwalker<o:p></o:p>
We shall try to make a flow chart about Oxfam Trailwalker.<o:p></o:p>
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Oxfam Trailwalker:   fund-raising event<o:p></o:p></DIV></TD></TR></TBODY></TABLE></v:textbox></v:rect><v:rect id=_x0000_s1029 style="LEFT: 4259px; WIDTH: 1252px; POSITION: absolute; TOP: 9938px; HEIGHT: 1222px"><v:textbox>
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A tough hike<o:p></o:p></DIV></TD></TR></TBODY></TABLE></v:textbox></v:rect><v:rect id=_x0000_s1030 style="LEFT: 5668px; WIDTH: 1251px; POSITION: absolute; TOP: 9938px; HEIGHT: 1222px"><v:textbox>
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To learn team spirit <o:p></o:p></DIV></TD></TR></TBODY></TABLE></v:textbox></v:rect><v:rect id=_x0000_s1031 style="LEFT: 7077px; WIDTH: 1252px; POSITION: absolute; TOP: 9938px; HEIGHT: 1222px"><v:textbox>
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To plan what to carry<o:p></o:p></DIV></TD></TR></TBODY></TABLE></v:textbox></v:rect><v:rect id=_x0000_s1032 style="LEFT: 8485px; WIDTH: 1253px; POSITION: absolute; TOP: 9938px; HEIGHT: 1222px"><v:textbox>
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To start training before the walk<o:p></o:p></DIV></TD></TR></TBODY></TABLE></v:textbox></v:rect><w:wrap type="none"></w:wrap><w:anchorlock></w:anchorlock></v:group><o:p></o:p>
Step 4 Retelling the story with the help of the chart<o:p></o:p>
Oxfam Trailwalker has been in practice in <st1:place w:st="on">Hong Kong</st1:place> since 1981. It is a c_____ event. Oxfam Hong Kong organized it to raise money for helping p_____ people. It is held in N_____ every year. Only the people o_____ 18 can join it.<o:p></o:p>
Oxfam Trailwalker is very t_____. People need to g_____ themselves into a team of four and finish walking a 100-meter trail w_____ in 48 hours. They also must raise at l_____ HK＄6,000.<o:p></o:p>
During the walk, all the members must walk together to finish the hike because only the t_____ finishing time will be recorded. So people in the same group need to help each other. It is a great chance to learn team s_____.<o:p></o:p>
Because people have to walk two days and nights without s_____. They should start t_____ a few months before the walk. They also need s_____ teams to bring food, drinks and warm clothes for them.<o:p></o:p>
I want to join Oxfam Trailwalker. I believe it will be an e_____ I will never f_____.<o:p></o:p>
(Keys: charity, poor, November, over, tough, group, walk, least, team, spirit, sleep, training, support, experience, forget)<o:p></o:p>
Step 5 Explaining language points<o:p></o:p>
1.       group…into…<o:p></o:p>
2.       It’s necessary for you to…<o:p></o:p>
3.       It’s useful to…<o:p></o:p>
4.       It is necessary that…<o:p></o:p>
5.       have sb. to do sth.<o:p></o:p>
6.       keep you comfortable<o:p></o:p>
7.       at least<o:p></o:p>
8.       be used to do<o:p></o:p>
9.       try one’s best to do sth.<o:p></o:p>
10.   Why not do…?<o:p></o:p>
Step 6 Doing additional exercises<o:p></o:p>
用所给词组的适当形式填空<o:p></o:p>
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raise…for, at least, group…into a team of four, try one’s best to do, finish doing, within 48 hours, have to, team spirit, people in need, begin doing<o:p></o:p></TD></TR></TBODY></TABLE>
1.       If we want to win a team sport, we should have_____.<o:p></o:p>
2.       You should put the milk into the fridge. It can only keep fresh _____.<o:p></o:p>
3.       We must _____learn English well because it’s more and more useful.<o:p></o:p>
4.       Although that little boy is 6 years old, he often _____money _____Oxfam.<o:p></o:p>
5.       It’s dark outside. I _____leave now.<o:p></o:p>
6.       Peter is quite happy because he has just _____his homework.<o:p></o:p>
7.       We want to help the _____with the donations.<o:p></o:p>
8.       Mary broke her leg yesterday. So she needs to stay in bed for _____a month.<o:p></o:p>
9.       Every morning, my grandfather_____physical exercises at <st1:time w:st="on" Hour="6" Minute="0">6 o’clock</st1:time>.<o:p></o:p>
10.   In the English class, the teachers always _____the students _____and ask them to play game.<o:p></o:p>
(Keys: team spirit; within 48 hours; try our best to; raises, for; have to; finished doing; people in need; at least; begins doing; groups, into a team of four)<o:p></o:p>
Step 7 Discussing<o:p></o:p>
If you are over 18, will you join the charity walk? Why? What will you do for the walk? How?<o:p></o:p>
Step 8 Homework
Period 3 Reading II<o:p></o:p>
(We need your support Oxfam Trailwalker)<o:p></o:p>
Teaching goals<o:p></o:p>
●         To do exercises to consolidate learning of the text<o:p></o:p>
●         To read aloud, listen to, write on and speak up about the text<o:p></o:p>
Teaching procedures<o:p></o:p>
Step 1 Having a revision<o:p></o:p>
What will Hobo do to support charities? (To join in a charity walk )<o:p></o:p>
What do you know about ‘charity walk’ in <st1:place w:st="on">Hong Kong</st1:place>?<o:p></o:p>
Step 2 <st1:place w:st="on"><st1:City w:st="on">Reading</st1:City></st1:place> and answering<o:p></o:p>
Read the text on page 94 and then answer the following questions:<o:p></o:p>
What is the famous charity walk called? (Oxfam Trailwalker )<o:p></o:p>
Which oorganization organizes the event? (Oxfam <st1:place w:st="on">Hong Kong</st1:place> )<o:p></o:p>
Why do we call it ‘Trailwalker’? (Because people have to walk a 100-kilometer trail without sleep.)<o:p></o:p>
Can you finish such a walk? Why not? (It’s a difficult/tough hike.)<o:p></o:p>
How many people are needed in the walk? (Four)<o:p></o:p>
So it is team work. People are grouped into a team of four. They need to work together to support each other during the walk. So do you think it’s a very good/excellent chance to learn team spirit?<o:p></o:p>
It you take part in such an event, will you remember the experience forever?<o:p></o:p>
Step 3 Finishing off Part B<o:p></o:p>
Read the new words and expressions aloud on page 96. Match the numbers with the letters to finish Part B, checking the answers with your partner.<o:p></o:p>
Step 4 <st1:place w:st="on"><st1:City w:st="on">Reading</st1:City></st1:place> after the tape and answering<o:p></o:p>
Read after the tape and answer the following questions:<o:p></o:p>
When did Oxfam Trailwalker start?<o:p></o:p>
Who is helped by the money that is raised?<o:p></o:p>
When is Oxfam Trailwalker held?<o:p></o:p>
Who can join Oxfam Trailwalker?<o:p></o:p>
How long does the walk last?<o:p></o:p>
What’s the route?<o:p></o:p>
How much money does each team need to raise?<o:p></o:p>
Step 5 Finishing Part C2<o:p></o:p>
Now go to page 97 to fill in the blanks in Part C2, then checking the answers later on.<o:p></o:p>
Step 6 <st1:place w:st="on"><st1:City w:st="on">Reading</st1:City></st1:place> and doing additional exercises<o:p></o:p>
Read the text silently, then doing the ‘True’ or ‘False’ exercises.<o:p></o:p>
1.       Oxfam Trailwalker is organized by the Red Cross. F<o:p></o:p>
2.       The money helps poor people in Hong Kong and other parts of Asia and <st1:place w:st="on">Africa</st1:place>. F<o:p></o:p>
3.       If you are 16, you can join Oxfam Trailwalker. F<o:p></o:p>
4.       There are five people in each team. F<o:p></o:p>
5.       Teams have to walk 100 kilometers in 48 hours. T<o:p></o:p>
6.       The route goes through 8 country parks. F<o:p></o:p>
7.       Teams have to carry everything they will need. F<o:p></o:p>
8.       Each person must raise at least HK＄6,000. F<o:p></o:p>
Step 7 Acting out the dialogues<o:p></o:p>
Read aloud the dialogues on page 96 and 97. Then in pairs try to act them out. You may make changes to them in structure and in content. <o:p></o:p>
Step 8 Homework<o:p></o:p>
a. Read after the tape five times. Your parent’s signature is needed. <o:p></o:p>
b. Finish the exercises in the Evaluation Handbook.<o:p></o:p>
Period 4 Vocabulary<o:p></o:p>
(Creating new words)<o:p></o:p>
Teaching goals<o:p></o:p>
●         To develop an understanding of compound nouns<o:p></o:p>
●         To guess the meanings of compounds and create nouns using prompts.<o:p></o:p>
Teaching procedures<o:p></o:p>
Step 1 Presenting compounds<o:p></o:p>
Hello, class. Look at words ‘homework’, ‘football’ and ‘bedroom’ here. They are formed by putting two smaller words together. Could you draw a line between the two parts of each word? Could you see the two individual words like ‘home’ ‘work’ that make up the compounds?<o:p></o:p>
Step 2 Finishing Part A<o:p></o:p>
Now go on to complete the exercises in Part A on page 98 by combining the words to make compounds. Remember you will have to use hyphens in some cases.<o:p></o:p>
Step 3 Finishing Part B<o:p></o:p>
It’s a good way to remember some compound words by separating them into two parts. Now help Lily to divide the words into two parts on page <st1:chmetcnv w:st="on" UnitName="in" SourceValue="98" HasSpace="True" Negative="False" NumberType="1" TCSC="0">98 in</st1:chmetcnv> Part B.<o:p></o:p>
Step 4 Playing a game<o:p></o:p>
I will divide the class into two teams. I will give each team an equal number of divided words and ask you to reassemble them to make compound words. The first team to assemble all their words correctly is the winner.<o:p></o:p>
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Breakfast, anyone, railway, birthplace, sunshine, playground, keyboard, afternoon, airport          mooncake, homework, football, basketball, eyesight, nothing, bedroom, schoolbag       wildlife, weekend, sometimes<o:p></o:p></TD></TR></TBODY></TABLE>
Step 5 Doing additional exercises<o:p></o:p>
找出句中合成词并猜猜其含义<o:p></o:p>
1.       I dream about going to the moon by spaceship some day.<o:p></o:p>
2.       When the people on the ship see a lighthouse, they know where to go.<o:p></o:p>
3.       Evergreen trees have leaves all the time and stay green all year.<o:p></o:p>
4.       If a near-sighted man lose his glasses, it is dangerous for him to drive.<o:p></o:p>
5.       In summer, I like staying in the open air and looking for the fireflies at night.<o:p></o:p>
Step 6 Homework<o:p></o:p>
a. Read and learn these compound words by heart. <o:p></o:p>
b. Finish off the exercises in the Evaluation Handbook and Learning English. <o:p></o:p>
Period 5 Grammar I<o:p></o:p>
(‘It is’ + adjective + ‘that’ clause)<o:p></o:p>
Teaching goals<o:p></o:p>
●To learn to use ‘It is + adjective + that’ strucutre<o:p></o:p>
Teaching procedures<o:p></o:p>
Step 1 Presenting the structure <o:p></o:p>
What do you think of ‘Trailwalker’? Is it tough? If you want to join it, you must have strong bodies. So it’s necessary that you start training a few months before the walk.<o:p></o:p>
We use ‘It is + adjective + that’ structure to say how we feel about something.<o:p></o:p>
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It is clear ( obvious, true, possible, certain....) that .....<o:p></o:p>
该句型中it 是形式主语，真正的主语是that 引导的主语从句，常译为“清楚（显然，真的，肯定……）”　是主语从句最常见的一种结构。 　　<o:p></o:p>
It is very clear that he’ s round and tall like a tree. 　　<o:p></o:p>
= That he’s round and tall like a tree is very clear. <o:p></o:p>
4. It is important (necessary, right, strange, natural...) that ...<o:p></o:p>
该句型和上一个同属一个句型。由于主句中的形容词不同，that 后的从句中要用虚拟语气（should + 动词原形），should 可以省去。建议记住该句型中的形容词。 　　<o:p></o:p>
It is important that we (should) learn English well. 　　<o:p></o:p>
It is necessary that he (should) remember these words.<o:p></o:p></TD></TR></TBODY></TABLE>
Step 2 Practicing <o:p></o:p>
Now go to do the exercises on page 99, checking the answers with your partners.<o:p></o:p>
Step 3 Doing additional exercises<o:p></o:p>
Ben and Lily are talking about Oxfam Trailwalker. Write what they say using adjectives from the box and the given phrases.<o:p></o:p>
<SPAN lang=EN-US style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 0cm; BORDER-TOP: windowtext 1pt solid; PADDING-LEFT: 0cm; FONT-SIZE: 10.5pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: windowtext 1pt solid; LINE-HEIGHT: 150%; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; mso-border-alt: solid windowtext .5pt; mso-bidi-font-weight: bold">important, lucky, possible, interesting, nice, surprising<o:p></o:p>
1.       we can walk 100 kilometers in 48 hours. (It is possible that … )<o:p></o:p>
2.       there are so many different trees in the country parks. (It is interesting that …)<o:p></o:p>
3.       there was snow on one of the mountains (It is surprising that …)<o:p></o:p>
4.       each team must raise at least HK﹩6,000 ) (It is important that …)<o:p></o:p>
5.       so many people want to help others in need (It is nice that …)<o:p></o:p>
6.  the weather is pleasant during the hike (It is lucky that …)<o:p></o:p>
Step 4 Doing an extension activity<SPAN lang=EN-US style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 0cm; BORDER-TOP: windowtext 1pt solid; PADDING-LEFT: 0cm; FONT-SIZE: 10.5pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: windowtext 1pt solid; LINE-HEIGHT: 150%; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; mso-border-alt: solid windowtext .5pt; mso-bidi-font-weight: bold"><o:p></o:p>
Answer the following questions using ‘It is + adjective + that’ structure:<o:p></o:p>
What do you think about that we join the charity walk?<o:p></o:p>
What do you think about that some students don’t finish their homework on time?<o:p></o:p>
What do you think about that teenagers don’t have enough sleep every day?<o:p></o:p>
What do you think about that we walk 100 kilometres within 24 hours?<o:p></o:p>
What do you think about that dolphins can draw some pictures?<o:p></o:p>
What do you think about that people drive a car after drinking?<o:p></o:p>
Step 5 Doing some translation work<o:p></o:p>
1.       我们有必要天天打扫教室吗？<o:p></o:p>
2.       学生认真完成作业是非常重要的。<o:p></o:p>
3.       我父亲昨天很早就到家了，真奇怪。<o:p></o:p>
4.       那么瞧不起无家可归的人是不对的。<o:p></o:p>
5.       你们带上地图会很有用。<o:p></o:p>
(Keys: 1. Is it necessary that we clean the classroom every day? 2. It is important that students do their homework carefully. 3. It’s strange that my father came home very early yesterday. 4. It is wrong that you look down upon homeless people. 5. It is useful that you take a map.)<o:p></o:p>
Step 6 Homework<o:p></o:p>
a. Review what we have learnt.<o:p></o:p>
b. Finish off the exercises in the Evaluation Handbook<o:p></o:p>
Period 6 Grammar II<o:p></o:p>
(‘It is’ + adjective + ‘to’ –infinitive, ‘It is’ + adjective + ‘for…’ + ‘to’ -infinitive)<o:p></o:p>
Teaching goals <o:p></o:p>
●         To learn to use ‘It is +adjective +to do’ <o:p></o:p>
●         To learn to use ‘It is + adjective +for … to do’<o:p></o:p>
Teaching procedures<o:p></o:p>
Step 1 Presenting the structure of “It is + 形容词 + of sb. to do sth.”和“It is + 形容词 + for sb. to do sth.”<o:p></o:p>
In the text on page 94 there is a sentence: It is necessary for you to support and help each other before and during the event. <o:p></o:p>
“It is + 形容词 + of sb. to do sth.”和“It is + 形容词 + for sb. to do sth.”这两个句型使用频率都很高，前者表示说话人对客观事物的高兴、惊讶、遗憾、难过等情绪，表现的是人的性格、品质或特征，经常可以转换成：<o:p></o:p>
①     How + 形容词 + it is + of sb. to do sth.! <o:p></o:p>
②     How + 形容词 + of sb. to do sth.! <o:p></o:p>
③     Sb. + is + 形容词 + to do sth..或 <o:p></o:p>
④     That is + 形容词 + of sb. to do sth.等；<o:p></o:p>
后者表示说话人对客观事件的决断性，根据具体情况可以转换成：<o:p></o:p>
①     To do sth. is + 形容词；<o:p></o:p>
②     It is + 形容词 + that 从句；<o:p></o:p>
或③Sth. Is + 形容词 （for sb.）to do.等。如<o:p></o:p>
It is possible to work out problem. 有可能解决这个问题。<o:p></o:p>
Is it necessary to complete the design before National Day? (MET 89)  在国庆前完成这一设计有必要吗？<o:p></o:p>
It is stupid of him to refuse the invitation.  他拒绝了邀请，真是件错事。<o:p></o:p>
→How stupid it is of him to refuse the invitation!<o:p></o:p>
→How stupid it is to refuse the invitation!<o:p></o:p>
→He is stupid to refuse the invitation.<o:p></o:p>
It is better for you to live alone for some time. 你单独住一段时间更好。<o:p></o:p>
→To live alone for some time is better.<o:p></o:p>
→It is better that you live alone for some time. <o:p></o:p>
Step 2 Practicing<o:p></o:p>
Now go on to finish the exercises on page100 and 101, then checking the answers with me.<o:p></o:p>
Step 3 Doing an extension activity<o:p></o:p>
Complete the following sentences with your own ideas:<o:p></o:p>
It is difficult to …<o:p></o:p>
It is easy to …<o:p></o:p>
It is exciting to …<o:p></o:p>
It is interesting to …<o:p></o:p>
It is good to …<o:p></o:p>
It is necessary to …<o:p></o:p>
It is important for … to …<o:p></o:p>
It is impossible for … to …<o:p></o:p>
It is tough for … to …<o:p></o:p>
It is necessary for … to …<o:p></o:p>
Step 4 Coming to a summary<o:p></o:p>
在英语里，“it+ be+ adjective+（for someone）+to-infinitive”是个极常用的形容词句型，如： <o:p></o:p>
① It is possible for you to become a good editor. <o:p></o:p>
② It is necessary for all of us to abide by the law and order of a country. <o:p></o:p>
③ It is useful for us to learn a second language well. <o:p></o:p>
④ It is fortunate to have such a good boss. <o:p></o:p>
⑤ It is impossible to teach a language well without a good dedicated teacher. <o:p></o:p>
⑥ Is it right to say one thing but to do another thing? <o:p></o:p>
⑦ Is it comfortable for you to act with a guilty conscience?<o:p></o:p>
Step 5 Discussing<o:p></o:p>
Tom 想知道如何学好英语，请用以下句型给他提些建议<o:p></o:p>
Suggestions:<o:p></o:p>
read English at least half an hour every morning<o:p></o:p>
do many exercises to practice English<o:p></o:p>
talk with foreigners in English<o:p></o:p>
write letters to friends in English<o:p></o:p>
read some English books at free time<o:p></o:p>
listen to some English songs<o:p></o:p>
watch English programmes on TV<o:p></o:p>
recite your English texts<o:p></o:p>
Sentence structures:<o:p></o:p>
1. It is necessary for you to …<o:p></o:p>
2. It is important that…<o:p></o:p>
3. It is useful to…<o:p></o:p>
4. It is…<o:p></o:p>
…<o:p></o:p>
Step 6 Homework<o:p></o:p>
a. Go over what we have learnt. <o:p></o:p>
b. Finish off the exercises in the Evaluation Handbook<o:p></o:p>
Period 7 Integrated skills<o:p></o:p>
(Writing, listening and speaking up)<o:p></o:p>
Teaching goals <o:p></o:p>
●         To read, listen and speak up in English<o:p></o:p>
Teaching procedures<o:p></o:p>
Step 1 Having a revision<o:p></o:p>
For a revision please answer questions about Oxfam Trailwalker:<o:p></o:p>
When is it held? Is it tough? Why? What is the route?<o:p></o:p>
To use the adjective structures learned in our last period in your speaking. <o:p></o:p>
Step 2 Presenting <o:p></o:p>
Today the Class 1, Grade 8 students want to organize a charity walk.<o:p></o:p>
Now read Part A 1 and answer the following questions:<o:p></o:p>
Where do they plan to go? How high is the hill? What will they do there?<o:p></o:p>
Step 3 Listening and answering<o:p></o:p>
Listen to the tape for more information:<o:p></o:p>
What’s the route of the walk? How long will the walk last? What’s the special event on South Hill?<o:p></o:p>
Step 4 Finishing off Part A3<o:p></o:p>
Go to page 103 to fill in the blanks in Part A3, then checking the answers with.<o:p></o:p>
Step 5 Presenting<o:p></o:p>
It you want to join a charity walk, what should you do? What do you need to pay attention to?<o:p></o:p>
Give your own ideas.<o:p></o:p>
Step 6 Listening and answering<o:p></o:p>
Eric is asking Ben for some advice for joining a charity walk.<o:p></o:p>
Listen to Part B on page 103 and answer the following questions:<o:p></o:p>
What three things does Ben suggest Eric to do? <o:p></o:p>
Step 7 Explaining and reading<o:p></o:p>
Do you have any questions to the structure and meaning of the dialogue? <o:p></o:p>
Put your questions to me.<o:p></o:p>
Step 8 Making up dialogues<o:p></o:p>
In pairs read the dialogue on page 103 and make your own dialogue. You may say like this:<o:p></o:p>
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A: What do I need to pay attention to if I want to learn English well?<o:p></o:p>
B: First, pay attention to the pronunciation. Try to pronounce every sound correctly.<o:p></o:p>
A: What else do I need to do?<o:p></o:p>
B: You must do enough reading aloud because it is good for speaking up in English. <o:p></o:p>
A: What else do I need to do?<o:p></o:p>
B: It’s wise to read more after school in English. Newspapers, magazines in English are useful especially if you want to study English well. <o:p></o:p></TD></TR></TBODY></TABLE>
Step 9 Homework<o:p></o:p>
a. Read the dialogue and try to learn it by heart. <o:p></o:p>
b. Finish off the exercises in the Evaluation Handbook<o:p></o:p>
Period 8 Study skills<o:p></o:p>
(Pronunciation: /w/ and /v/)<o:p></o:p>
Teaching goals <o:p></o:p>
●     To recognize the difference between the /w/ sound and the /v/ sound<o:p></o:p>
●     To pronounce the /w/ sound and the /v/ sound correctly<o:p></o:p>
Teaching procedures<o:p></o:p>
Step 1 Doing warm-up activity<o:p></o:p>
Look at and read the tongue twisters on the board.<o:p></o:p>
●While we were walking, we were watching window washers wash William’s windows with warm washing water.<o:p></o:p>
●Which watches are Swiss watches?<o:p></o:p>
●Which witch wished which wicked wish?<o:p></o:p>
●Vincent visits Eva every Wednesday.<o:p></o:p>
●Who washed William’s white woolen underwear when William’s washer woman went west?<o:p></o:p>
●‘Television’ is a word with five words.<o:p></o:p>
Step 2 Presenting<o:p></o:p>
Now go over the twisters to find /w/ and /v/ sounds in the sentences.<o:p></o:p>
When we make the /w/ sound, we should push our lips forward and make our mouths rounded. When we make the /v/ sound, we should touch our top teeth to our bottom lips and our throats.<o:p></o:p>
Look at me and try to say these sounds as I do. <o:p></o:p>
Step 3 Practicing<o:p></o:p>
I am to play the recording for Part A and Part B. You are to repeat the words, making sure you pronounce the /w/ and /v/ sounds correctly in each one.<o:p></o:p>
In Part C, you will hear both the /w/ and the /v/ sounds. Look at the words first, and then listen to the recording. Repeat the words. <o:p></o:p>
Now I shall ask a few students to say the pairs of words to the class.<o:p></o:p>
Next I shall play the recording for Part D and you are to read aloud at the same tiem.<o:p></o:p>
Step 4 Doing additional exercise<o:p></o:p>
Put the words below into the correct columns in the table, according to whether they contain a /w/ sound or a /v/ sound.<o:p></o:p>
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always, warn, video, believe, never, visit, give, one, watch, have, wash, way, leave, travel, woman, love, twenty, word<o:p></o:p></TD></TR></TBODY></TABLE>
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Step 5 Doing an extension activity<o:p></o:p>
Read the following sentences as quickly as possible. Try to pronounce every sound correctly. <o:p></o:p>
1.       William was not very well these days. He got all wet in the <st1:place w:st="on"><st1:PlaceName w:st="on">West</st1:PlaceName> <st1:PlaceType w:st="on">Lake</st1:PlaceType></st1:place> on Wednesday and was even worse yesterday. His mother worries about him very much.<o:p></o:p>
2.       Wendy has a white vest. Yesterday she wore her white vest to the <st1:place w:st="on"><st1:PlaceName w:st="on">Winter</st1:PlaceName> <st1:PlaceType w:st="on">Valley</st1:PlaceType></st1:place>. Her friends all thought Wendy’s white vest was wonderful.<o:p></o:p>
3.       When Victor was very young, he was clever and always got new ideas. He loved volleyball very much and would like to become a sports interviewer when he grew up. He could play the violin very well, and also, could sing with very beautiful voice.<o:p></o:p>
Step 6 Homework<o:p></o:p>
a.       Practice pronouncing the /w/ and the /v/ sounds correctly.<o:p></o:p>
b.       Finish off the exercises in the Evaluation Handbook.<o:p></o:p>
Period 9 Main task<o:p></o:p>
(Organizing a charity walk)<o:p></o:p>
Teaching goals <o:p></o:p>
●         To order ideas using a flow chart<o:p></o:p>
●         To describe specific details about an event<o:p></o:p>
●         To organize language and information to create a web page<o:p></o:p>
Teaching procedures<o:p></o:p>
Step 1 Warm up by questioning<o:p></o:p>
What information do you want if you were interested in joining a charity walk? <o:p></o:p>
●What is the event called?<o:p></o:p>
●When will it be held?<o:p></o:p>
●Why is it held?<o:p></o:p>
●Where will it be?<o:p></o:p>
●Who can join the walk?<o:p></o:p>
●How can people apply to join the walk?<o:p></o:p>
●Which charity is being supported?<o:p></o:p>
Step 2 <st1:place w:st="on"><st1:City w:st="on">Reading</st1:City></st1:place> and copying<o:p></o:p>
The Class 1, Grade 8 students are organizing a charity walk. Amy and Daniel are designing a web page to advertise the event. Now read the flow chart on page 105 that they have made. <o:p></o:p>
Find and copy as many expressions as possible from the chart. <o:p></o:p>
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raise money, provide food, get an application form, fill in the form, return…on or before 15May, one month after…, finish…within…<o:p></o:p></TD></TR></TBODY></TABLE>
Step 3 Filling in the blanks in Part B<o:p></o:p>
Now go to page 106 to fill in the blanks in Part B using the information from Part A. I shall  check your answers later on. <o:p></o:p>
Step 4 Discussing<o:p></o:p>
Which charity do you want to support? And why? <o:p></o:p>
What might be the key information that you should include in your flow charts?<o:p></o:p>
Try to list the key information in pairs. <o:p></o:p>
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●the name of the event<o:p></o:p>
●what type of event it is<o:p></o:p>
●when will it be held (date and time)<o:p></o:p>
●why it is held<o:p></o:p>
●where it will be held<o:p></o:p>
●who is organizing the event<o:p></o:p>
●who can participate <o:p></o:p></TD></TR></TBODY></TABLE>
Step 5 Designing a flow chart<o:p></o:p>
Now make a flow chart according to the information listed just now.<o:p></o:p>
Step 6 Writing<o:p></o:p>
Finally you are to write a web page according to the flow charts you have made.<o:p></o:p>
When the web page designs are completed, some of you will come to the front to present them to the class. <o:p></o:p>
After class some of the best ones will be put up on the wall for reference and comment.<o:p></o:p>
Step 7 Homework<o:p></o:p>
a. Read aloud the passage on page 106.<o:p></o:p>
b. Write an article about a charity walk. <o:p></o:p>
Period 10: Checkout<o:p></o:p>
(Support from Maggie, A word tree)<o:p></o:p>
Teaching goals<o:p></o:p>
●To revise the whole unit, focusing on Grammar and Vocabulary<o:p></o:p>
Teaching procedures<o:p></o:p>
Step 1 Having a revision on Grammar<o:p></o:p>
What do you think of helping people in need? Is it important and meaningful? (It is important to help people in need./ It is meaningful for us to help people in need./ It is necessary that we help the people in need.)<o:p></o:p>
Make sentences of this kind on your own.<o:p></o:p>
Step 2 Finishing off Part A<o:p></o:p>
Do you still remember that Amy’s class will organize a charity walk? What does Amy think of the event? What will she do for it?<o:p></o:p>
Now fill in the blanks in Part A, checking the answers with your partner.<o:p></o:p>
Step 3 Doing additional exercises<o:p></o:p>
Translation<o:p></o:p>
1.       每天坚持锻炼并不是件容易的事。<o:p></o:p>
2.       乘船旅行很刺激。<o:p></o:p>
3.       作为学生，穿着漂亮并不重要。<o:p></o:p>
4.       我们家里来了这么多人，真不寻常。<o:p></o:p>
5.       看《哈利·波特》有趣吗？<o:p></o:p>
Use ‘It is + adjective +that…’, ‘It is + adjective + to do…’, ‘It is + adjective + for sb./ sth to do…’ to translate the above sentences.<o:p></o:p>
(Keys: 1. It is not easy to keep on doing physical exercises every day. 2. It is exciting to travel by boat. 3. It is not important for a student to be dressed well. 4. It is unusual for us to have so many people coming to our home. 5. Is it interesting to read Harry Potter?)<o:p></o:p>
Step 4 Having a revision of vocabulary items<o:p></o:p>
What’s the aim of Oxfam Trailwalker? (To raise money)<o:p></o:p>
It is a fund-raising activity.<o:p></o:p>
What do you think of the walk itself? (It is tough. )<o:p></o:p>
But will you be happy if you can join the walk? Why?<o:p></o:p>
(I will be happy if I can join the walk. Because it is a good chance for me to learn team spirit and help improve the lives of poor people.)<o:p></o:p>
As a trailwalker, do you need any support from others? (Of course.)<o:p></o:p>
Step 5 Finishing off Part B and writing a similar passage<o:p></o:p>
Amy wants to get support from Maggie. <o:p></o:p>
Now read the short passage on page 107. Fill in the blanks, then checking the answers against your partner’s.<o:p></o:p>
Now try to write a similar passage like the one you have just finished. <o:p></o:p>
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Walk for Poor Student is a charity event to raise money. I hope my classmates will join me. It’s meaningful to take part in a charity activity. I’m glad to have the time to walk for the poor students. I will try my best even though I am busy enough. I will never forget the event. I will keep on doing things to making the lives of poor students better.    <o:p></o:p></TD></TR></TBODY></TABLE>
Step 6 Doing additional exercises<o:p></o:p>
根据首字母及词义写出单词<o:p></o:p>
1. b_____having no eye sight<o:p></o:p>
2. d_____having no sense of hearing<o:p></o:p>
3. e_____rather old<o:p></o:p>
4. h_____having nowhere to live<o:p></o:p>
5. g_____a number of people or things together<o:p></o:p>
6. t_____difficult, hard<o:p></o:p>
7. e_____great<o:p></o:p>
8. s_____soul, the part of yours that does not die with your body<o:p></o:p>
9. g_____the process of growing<o:p></o:p>
10. a_____purpose<o:p></o:p>
Step 7 Homework<o:p></o:p>
a. Go over the whole unit and get ready for the coming test. <o:p></o:p>
b. Try to introduce a charity walk to your parents in English. <o:p></o:p>
c. Finish off the exercises in the Evaluation Handbook.<o:p></o:p>
<o:p> </o:p>

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Unit 6 A charity walk(教案)

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