y, 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 people.
Step 3 Main task A
l Ask students to look at the pictures in Part A1. Explain that the pictures show the story of someone who changed her job and lifestyle in order to do something she likes and is interested in.
l Tell students to read Amy‘s report in Part A2. Explain that the paragraphs tell the story about Mary in Part A1, but they are not in the correct order. Ask students to put the paragraphs in order by writing the numbers 1-5in the boxes.
l Ask a volunteer to read out his/her answers. Ask a few more volunteers to read out the paragraphs in order.
Ask students how they feel about Mary‘s new lifestyle. Would they change their lifestyles in order to help others? Why or why not? Encourage them to discuss in groups. Then collect their reasons to have a report.
Step 5 Main task B
l Ask students what they remember about UNICEF from the Integrated skills 12
section. Talk about how UNICEF works to improve the lives of children all over the world.
l Tell students that they are now going to learn about someone who was helped by UNICEF. Ask them to look at the pictures and read the captions in.
l Ask students to write about Mandeep‘s life. Tell them that they can use the outline in Part B2 to help them, but encourage them to use their own imaginations to describe details, events and feelings.
l Remind students to make notes and prepare a draft before they begin writing in their books.
l Ask a few more able students to present their reports to the class. Allow less able students to present their reports to their partners.
l Finish some exercises.
l Ask the students to use their imagination to draw some pictures and write a report imitating Part B in groups of four.