ovided 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 activity, e.g.,
l How to travel from Suzhou to Sanrio Puroland
l How to organize a fund-raising activity
l How to operate a DVD player
l How to play their favourite computer game
Ask some pairs of students to write their flow charts on the board. Then ask them to give brief presentations of their flow charts.
l Finish some exercises.
l Choose a familiar activity and complete a flow chart on their own.
The eighth period
Content: Main task
l To order ideas following a logical sequence
l Describe specific details about the work of ORBIS as shown in a series of pictures
l Organize language and descriptions to write a story about a girl in India l Present a report to the class
l To cultivate the students‘ cooperation
Important and difficult points:
She is used to working on a plane and is not afraid of flying any more.
She used to travel by car because she was afraid of flying.
I hope to have a job like Mary‘s when I finish school.
I couldn‘t read or write. 〔I could read and write.〕
What do you think about UNICEF?
Step 1 Warming-up
l Everyday English.
l Guess the names of charities.
1. This organization works to eliminate poverty and injustice in many countries. ---Oxfam
2. This organization works to conserve the environment and animal habitats. ---World Wide Fund for Nature
3. It is a charitable organization that funds development projects in poor areas around the world. ---World Vision
4. This organization works to reduce preventable blindness in many countries. It is dedicated to the saving of sight and the delivery of training of doctors and nursed. --- ORBIS
Step 2 Presentation
Ask students why they think someone would want to work for a charity. Ask them to think about the advantages and disadvantages of working for a charity versus having an ordinary job. Remind them that working for a charity does not pay very well. Some people who work for charities are volunteers and do not get paid at all. Others work for very little money. Ask students to think about other motivating factors besides money, e.g., to help other peo