Unit 4 Helping people around the world
Welcome to the unit
Teaching goals
Encourage the students to share their experience of helping others in their daily life and let them know the importance of helping others.
Teaching methods
Individual work， and group work
Teaching aids
Multimedia
Teaching procedure ands ways
Step 1 Lead- in
In this procedure, encourage the students to share their experience of helping others in their daily life.
T: Hello! Boys and girls!
S: Hello! Mr/ Mrs/ Miss…
T: At the beginning of the class, I’d like to tell you a story. One day, I went to visit a friend of mine. But , a thick mist got me lost. Luckily, someone helped me find the right place. That really comforted me. Actually, every day, we help others and receive help from others. Would you like to share your experiences?
The students can talk about this from the following aspects:
All these aims at making the students get familiar with the topic.
S1: When seeing a running child suddenly fall to the ground, I helped him out.
S2: On a bus, I always give my seat to the old.
S3: I lent my pen to my classmate who had left his/hers home.
…
T: Great! You’re ready to help others at any time and in any place. It is your kindness that makes our society much better. However, many things cannot be settled down only by yourself / on individual level. For example, the earthquake happened in Pakistan in Oct. 2005; the tsunami in Indian Ocean in Dec. 2004; terrorist attack in the United States on September 11, 2001.And what happened in these disasters? Work in groups and make a discussion.
Before the students talk about these things, shows the following clues:
Step 2 Speaking
Ask the students to talk about the pictures on page 49
T: Now, let’s look at these pictures on page 49. Have you ever seen these situations?
S: Yes!
T: Where did you see them?
S: Mainly on TV/ in newspapers/ in real life.
T: Do you know what they talk about?
S: They talk about peacekeeping, famine, flooding, agriculture (or irrigation), medical care, and poverty separately.
T: Well done! Now, discuss these pictures in groups of four, and you can discuss in this way:
Show the chart while the students are discussing
Picture | Problem | Cause | Organization |
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Sample answers
Picture | Problem | Cause | Organization |
1 | Peacekeeping | War fighting | the UN |
2 | famine | Shortage of food | the UN |
3 | Flooding | Typhoon, hurricane, tsunami | WHO, the Red Cross and the UN |
4 | Irrigation | Desertification | the UN |
5 | Illness | Poverty | WHO, the Red Cross |
6 | No running water or electricity and few schools | poverty | the UN |
After a few minutes, ask the students to report their discussion results.
T: Who would like to talk about picture 1?
S: Let me have a try. They’re two special soldiers. I usually see them on TV. When there are wars, or fighting in some countries, they will be sent there to keep peace. I think these special soldiers are brave and they contribute a lot to the peace and safety of the people who suffer from wars and conflicts.
T: You’ve done a really great job! And can you tell us, by whom, the special soldiers are sent to keep the peace?
S1: The nations that have special soldiers.
S2: I don’t think so. I think it’s the UN.
T: Yes. You’re right! They are sent through the UN. And we’ll learn more about that in the following classes. Picture 2, who wants to have a try?
S: People in the picture are very thin, and painful because of a shortage of food. They suffer from famine. I’m sorry for them. Their most basic need cannot be fulfilled, to say nothing of education or entertainment. I think we shouldn’t waste food any more. By watching TV and reading newspapers, I know that our country often loans money to these countries and also give them aid. And the UN may have the relevant organization.
T: Great! How about picture 3?
S: From the picture we can see that this area was flooded. Typhoon or heavy rain has caused it. Houses there must have been destroyed. What is worse, many diseases will spread. In my opinion, people should be warned earlier, and doctors should be sent to deal with the possible diseases. And the WHO, the Red Cross, and the UN can help with the situation in the future.
T: Excellent! How about picture 4?
S: Water is pumped into the farmland. The crops grow well. So I think the field may suffer from drought or it is difficult to farm. Irrigation improvement here is necessary. Agriculture experts are also needed. I think the UN should have such an organization to help with this.
T: Very good! What about picture 5?
S: A doctor is looking at an X-ray under a lamp. He must help patients with bone problems in some poor areas. I think WHO and the Red Cross can do this.
T: Well done! How about picture 6?
S: People in small areas still live in poverty. Most of them cannot receive education as we do now, and can not play as we can. We have to cherish what we own today.
T: That’ it! And what organization do you think can help with this?
S: I think the UN can help them.
T: OK! Most of you have mentioned the UN. From that we can say that the UN can help solve many problems, and plays a very important role in the international stage, right?
S: Yes.
Step 3 Summary and homework
T: Today, we have talked about the 6 situations in this part, and learned that some countries around the world suffer from wars, natural disasters, famine, illness and poverty. And some of you have talked about your feelings. And you have known that these situations should be solved internationally, that is countries should help each other. You also mentioned some organizations that can deal with these situations, such as the UN， the Red Cross, the WHO. In the following periods, we’ll learn more about the UN. So, after class, you had better read books and surf the internet to collect some useful information about the UN. OK, class is over. Goodbye, boys and girls.
Reading
Teaching aim
The reading text here is a speech given by a successful businessman about her work as a UN Goodwill Ambassador. Students are presented with a brief but clear introduction to the United Nations and some general information about the work and responsibility of a UN Goodwill Ambassador. Students are expected to gain some knowledge about the United Nations, practice and reinforce their reading skill and in improve their overall ability by participating in the activities. The Reading Strategy in this unit teaches students how to understand a speaker’s attitude during a speech. Students are expected to put this skill into practice.
Teaching tools
Chalk, media
Teaching procedures:
Have you ever thought about the future?
What do you want to be in the future?
What do you think you should do to make your dream come true in the future?
Which do you think will help you fulfill your dream, hard work, a good environment or both?
Do you know that in other parts of the world, there are lots of children who are still struggling with starvation or war? Do you think that they have dreams as well? What do you think they can do to realize their dreams?
Have you ever thought about doing something for those children to help them realize their dreams? If you have, what would you do?
Have students discuss and report their answers to the class. Help students understand that not everyone in the world has the same opportunities. It would be very hard for some people in poor areas to realize even a simple dream like having a warm bed to sleep in at night. Something should be done for those who are suffering a lot.
Ask students what they can find by reading the title, and ask them to predict what may be covered in the passage that they are going to read.
Today, we are going to read a passage entitled “The UN-bringing everyone closer together”.
What do you think of when you see the title? What do you think will be mentioned in the passage?
1. Ask students to go through the passage as quickly as possible and try to find the answers to the three questions in Part A. Remind students only to focus on and answer these questions.
2. Ask students to read the passage again and complete Parts C1 and C2 individually. Questions in part C1 are to check students’ reading comprehension and improve their ability to find specific information. Part C2 serves as a strengthening activity to let students decide whether the statements are true or false according to the content of the passage. If time permits, you can ask students to either find the topic sentence of each paragraph of summarize the main idea in each paragraph while conducting Parts C1 and C2. After students finish the exercises, check the answers with the class.
4. design a table to check the students’ reading comprehension about the UN.
The United Nations | |
When it was set up | After the Second World War in October 1945 |
Countries in the UN | Originally 51 countries |
Recently 191 countries | |
Problems it deals with | Helps end some of the world’s most horrible conflicts, assists the victims of wars and disasters; protect human rights; improves international laws; helps with other problems such as lack of education, lack of food, poverty, disasters and disease |
Its four main purposes | To keep international peace To develop friendly relationships among nations To cooperate in solving international problems and in promoting respect for human rights To be a centre for organizing the actions or work of different nations |
Goals it promises to achieve by 2015 | Eight goals, one of which is to ensure that fresh drinking water is available to everyone and another is that all children complete primary education |
What occupation does she take up in the UN?
How much money does she earn by doing this Job?
What Project or projects has she been involved in?
How does she help those people that need help?
How does she feel about taking this occupation?
Ask students to discuss what they think of Tang Ning.
Ask students to read the Reading Strategy and find more sentences that express the speaker’s attitude in the reading passage.
Language points:
What I have to say refers to all of you.
When I said that some people were stupid I was not referring to you.
Please refer to the last page of the book for answers.
It is a collection of documents with reference to the First World War.
A team made up of three doctors and ten nurses was sent to the disaster area in Fujian.
The oldest kind of computer was a huge machine made up of thousands of parts, covering nearly 100 square meters.
All the Disney parks are operated by the same company.
This machine operates day and night.
Operate on sb. for
The doctors decide to operate on her immediately.
Operation
I can use a word processor but I don’t understand its operation.
He is the officer in charge of operation.
He was honored with a title of “ Model Worker”.
They removed their hats to honor the flag.
It’s a great honor to be invited.
May I have the honor of this dance?
While in London, we paid a visit to the hospital founded in honor of the nurse Florence Nightingale.
Visitors are not allowed to touch the exhibits.
I was really touched beyond words.
We’ll keep in touch with each other wherever we go.
I hope we don’t lose touch again.
6. apart from
The two houses are a mile apart.
The house stands apart from the village.
I can’t get these two things apart.
He tore the cooked chicken apart and began to eat it.
7. lack
They are so rich that they lack for nothing.
He was acquitted for lack of evidence.
There was a severe shortage of petroleum during the war.
8. ensure
The book ensured his success.
Please ensure that all the lights are turned off at night.
These pills should ensure you a good night’s sleep.
Customs are asked to ensure that they have been given the right change before leaving the shop.
9. rather than
I’d prefer to go in summer rather than in winter.
It ought to be me rather than you that sign the letter.
I decided to write rather than (to ) telephone.
I would stay at home rather than go shopping.
He would rather beg in the streets than get money in such a dishonest way.
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