n answer the questions.
(1) What is the charity called?
(2) When was it set up?
(3) Why was it set up?
5.Complete Daniel‘s report in A4 then read it together.
6.Explain the notes:
(1) be set up
(2) make the world a better place for sb.
(3) raise money by doing sth.
(4) so that
(5) instead of doing
Step4.Learn the dialogue about charities in Part B.
1.Ask students to think about some of the problems facing the world today. Write their suggestions on the board, e.g., hunger, war, pollution, poverty, loss of wildlife habitat, lack of education, overpopulation, sickness, etc.
2.Tell students to think about which problems they think are the most important /serious. Then ask students to think about the different charities they have learned about in this unit. Ask them to decide which one they would most like to support and 9
3.Listen and answer.
Q：Which is your favourite charity ? Why ?
What did you use to spend your pocket money on ?
4.Listen and read.
5.Read in pairs.
(1) Ask students to make their own conversations about their favourite charities using Kitty and Daniel‘s conversation as a model.
(2) Ask a few pairs to present their conversation to the class.
1.Divide the class into groups. Ask them to prepare a brief introduction about UNICEF.
2.Invite some groups to show their results.
1.Oral work: Make a dialogue about charities.
2.Written work: Write a brief introduction about UNICEF.
The seventh period
Contents: Study skills and Checkout
l To revise key grammar and vocabulary items taught in the unit and give the Ss the chance to practice them
l To develop ideas using a flow chart and an awareness of how ideas flow to describe a particular process or activity
l To use a diagram to illustrate the flow of ideas visually
l To cultivate the students‘ cooperation
Step 1 Warming-up
l Everyday English.
l Ask students to find 9 words in the wordsearch in Part B of Checkout as a
warming-up exercise to check if students have mastered the word in the unit well. Tell them that the first two letters of each word have been provided on the right. Set a time limit of 1 minute. When the time is up, write the words on the board. Ask students to check and write their scores in the paw to see who is the winner.
Step 2 Checkout
l Ask students to complete the conversation using ―used to‖ ―be used to‖ or report speech in Part A. Remind less able students that they can refer to the Grammar section on pages 81-85 if they have difficulties. Encourage students to work on their own rather than asking their classmates for help.
l Ask volunteers to read out the answers. Then show the answers for students 10
with the help of the over-head projector. Remind them to write their scores in the paw. l Encourage them to ask questions if there is anything they have difficulty with. Go back to the Grammar section and review any points if necessary.
Step 3 Study skills
l Tell students that we can use flow charts to show how something works or how to do something. A flow chart represents the different steps of a particular process or action. It shows the main steps of a process or development clearly without getting involved in non-essential information. Using a flow chart can help students organize their ideas when they are preparing a piece of writing. Get students to elicit the idea that a river moves easily from one place to another. Let students know that in the same way a flow chart helps students develop and organize their ideas in a
predetermined sequence from beginning to end.
l Ask the students how they usually prepare their notes when working on a piece of writing. Encourage them to come up with different ideas, e.g., notes in point form, mind maps, index cards, etc.
l Tell students to look at Amy‘s flow chart about the work of ORBIS. Ask them to help her complete it using the words from the box. Allow less able students to work in pairs. Check answers as a class.
Step 4 Pairwork
Remind students when we make flow charts, we do not need to use complete sentences. Then ask students to work in pairs to prepare a flow chart to explain a familiar activit