s on page 85. Explain how to form positive and negative sentences with ?be (get) used to‘.
6.Ask students to pay attention when ?be used to‘ means ? 被用于 ‘, we should use an infinitive after it.
e.g. Bamboo can be used to make chairs/for making chairs.
A knife is used to cut things/for cutting things.
1.Explain the context of Part C then write out the sentences.
2.Check the answers quickly.
3.Help Shirley complete her diary .
4.Finish ? Work out the rule!‘ together, then show the students a table.
used to do /be 过去常常做/过去是……
be (get) used to doing/a noun/a a noun phrase 习惯于…….
be used to do/for doing sth. 被用于做……
Complete the sentences .
1.My father used to (work ) in a shoe factory.
2.Dr Lin was not used to (operate ) on so many patients every day.
3.He is used to (live ) in the north.
4.Did you use ( read ) English in the morning.
5.We are used to ( do ) morning exercise before breakfast.
6.A stamp is used ( send ) letters.
Task1. Compare Dr Ma‘s life in the past with his life now. Ask students to discuss if Dr Ma is worth working for ORBIS. Give some reasons then make a survey: Would you like to work for a charity ?
Task2.Discuss what you have learnt from Dr Ma?
Write sth. about Dr Ma‘s life using ?used to‘ and ?be (get) used to‘.
The sixth Period
To develop the students‘ abilities of listening, speaking, reading and writing. Important and difficult points：
To understand and respond to the factual information presented in the radio programme.
Step1.Daily report: Our class charity show
(1) Ask students to talk about UNICEF. ( Ask them to search some information about UNICEF before the class.)
(2) Show some pictures about the work that UNICEF does around the world to make children‘s lives better.
(3) Some new words. voluntary, fund-raising, serious
Step3. Read and listen:
1.Listen to the tape and put the sentences into the correct order in Part A1.
2.Listen to it again so that students can check their answers.
3.Ask students to read the sentences.
4.Ask students to read the information on the website in Part A2 then 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 pr