
Step2 T writes ―ORBIS‖ on the blackboard. Ask Ss what they know about ORBIS or whether they have heard of it before doing the Welcome to the unit exercise. Talk about blindness and how it might affect a person‘s life.
Step 3 Listen to the tape about the reading, and then ask Ss to read the text by themselves again.
Step 4 Ask Ss some questions to check their understanding and encourage sts. to think more about the topic.
Step 5 Ask Ss to do pair work. They practice the interview and perform Dr Ma and the interviewer. ( Three or four pairs perform the interview.)
Step 6 Ask Ss to find out the language points in the conversation and analyze them. Part B:
Step 1 Remind Ss that the vocabulary listed in Part B1 appears in the interview on pages 76 and 77. If Ss are not sure what a word means, it may help them to read the word in context on those pages.
Step 2 Tell Ss to work on their own to complete Part B1.
Step 3 Ask five Ss to each read out one word and its definition. Tell Ss to check their own answers.
Step 4 Tell Ss to read the interview on pages 76 and 77 again, and use the
information there to help them complete Part B2.
Step 5 Tasks one student to read out Amy‘s article, pausing at the blanks. This student asks the other Ss for the correct words to complete sentences.
Step1. Explain the context of Part C1. Amy is looking at the ORBIS website and making notes.
Step2. Sts. read Amy‘s notes and match the first halves of the sentences on the left with the second halves on the right by putting the correct letters in blanks.
Step3. Check answers as a class. Ask six Ss to read out one complete sentence each. Write the correct sequence of letters on the board so Ss can check their answers. Step4. Ask Ss to read Daniel‘s notes in Part C2 through first for overall meaning before they do the exercise.
Step5. Ask Ss to complete Daniel‘s notes by selecting the correct words from the words in brackets.
Step6. When Sts. have finished PartC2, ask volunteers to read out one sentence each. Assignment: Finish the exercises about Reading in workbooks.
The third period
1 To develop an understanding of suffixes
2 To use appropriate verbs and adjectives in context
3 To use suffixes to create nouns
Important and difficult points:
We can add –ion(-ation) and –ment to create nouns
1 Review the useful expressions
6.use the plane as a teaching center
7.some information about international charities
8.affect about 45 million people around the world
9.support our work by sending donations to ORBIS
10.raise money by organizing other funding-raising activities
2 Retell the reading
1. Suffixes & prefixes
Noun adjective Adj. opposite
care -ful(less) possible Im-
Help -ful(less) happy Un-
use -ful(less) honest dis-
e.g. 1. The boy is very help_______ but care________.
2. The boy is quite________(honest) so his father is very ________.(happy)
2.e.g. 1.The boy was late because he was ________.(ill) because of his _________.
2.We often _________ on TV and this is our _________. (advertise)
1.We can form nouns by adding ?ment‘, ?-ness‘, ?-ion‘ to other words
Verb& adjective + Suffixes ?-ment‘, ?-ness‘, ?-ion‘ → Noun
move + ment → movement
ill ness illness
prevent ion prevention
organize ation organization
2. Finish the exercises.
Step 4 more practice
1. Yesterday he was __________ but his __________wasn‘t serious. (ill)
2. His mother needs an __________ so the doctors decides to _________ on her next week.(operate)
3. My father is always ____________ with his _____________. (busy)
4. The ____________ will __________ a charity show to raise money. (organize)
5. With the ___________ of science, we should ____________ our farming. (develop)
6. Today__________ is very important so we should ___________ our children well. (educate)
The fourth period
Content: Grammar A
To use reported speech without tense change
Important and difficult points:
We can use reported speech to tell people what someone else said. We do not need to change the tense if we are reporting a fact or if the information is still true. However, 5
we may still need to change the pronoun.
1. 