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There are many international charities in the world.They help the people in need in different ways.Students will develop the idea of trying to help the charities.

Key words:international charities

Ⅰ Background information

There are many international charities in the world.They help the people in need in different ways.In this unit，students will know five international charities.They are UNICEF，Oxfam，World Vision，ORBISand WWF.

In Reading，students understand the charity work in ORBIS.

Integrated skills training

By the end of the lesson，students should be able to:

1.Get some information of UNICEF by different listening methods.

2.Read and recite Speak up，master some basic sentences and make up new conversations about seeing a doctor.

3.Develop the students'abilities of listening and speaking.

Ⅳ Teaching content

1.New words and phrases

2.Listening，Reading skills

Ⅵ Focus of the lesson and predicted area of difficulty

war，organize（v.）—organization（n.），pale，matter，check

make the world a better place for children prevent sb.from getting illness look pale feel well get toothache have a check take the medicine in a few days be proud to do sth.keep asking myself

（1）At that time，many children's lives were changed because of the war.

（2）It is important for children to receive basic education.

（3）Take this medicine after meals three times a day.

（4）No time to be nervous any more！

To understand and respond to the factual information presented in the radio program.

1.Video　2.Pictures　3.Blackboard　4.Chalk

5.Computer 6.Multimedia

Ⅶ Teaching procedures

T:Good morning／afternoon，boys and girls.We talked international charities in this unit.Let's review some charities we learnt in this unit.I will show you the logos of them.Tell us their names and their function.The first one，which charity does it mean？

T:What does ORBISdo？

T:What does WWF do？

T:What does Oxfam do？

T:Who can help children in poor countries？

T:How much do you know about UNICEF？Please discuss with your partners.

【设计理念:在课堂开始时先呈现Welcome部分的四个国际慈善机构的徽标，让学生说出机构的名称及基本的工作范畴，过程中就复习了Welcome的B部分。】

T:In the world，there are many poor children need our help.Look at the picture.He is a little boy from Africa.It is short of water there.They need water very much.But who can help them？

T:How much do you know about UNICEF？

T:UNICEF is part of the United Nations and it was set up in Europe in 1946.Do you want to know more about it？

T:Look at the website.It's the UNICEF website.Let's click on the icon“about us”and we will learn more about the charity.Now read the short passage of A1 and answer the questions in A3.（调整一下书上练习的顺序，先处理A3部分，再处理A2和A4听力部分）

1.When was UNICEF set up？

2.Why was UNICEF set up？

3.Where does UNICEF work？

4.What does UNICEF do？

T:Please underline the red parts.

be part of…be set up…because of…make the world a better place for children（Read together）

T:Daniel is listening to a radio programme about UNICEF.Help him put the sentences in the correct order.First，read the five sentences.Can you judge the first and the last sentences？（跟学生强调听听力前一定要先读题，画出重点部分，并去预测听力的答案）

T:It's very easy，but it's difficult for us to judge the number of the rest three sentences.So，listen to the tape carefully and write the numbers1－5 in the boxes.（听听力时要整体把握文章大意，根据题目有针对性地听细节）

T:Daniel is writing the report on UNICEF.Complete his report with the information on Page 101.Then listen to Daniel and check your answers.（先让学生根据A1、A2、A3部分的信息填写A4，尽可能填写，填写不出来的，听听力时有针对性地听）

S:（Do A4，check and read together.）

T:Please translate the following language points.

1.那时，由于战争，许多孩子的生活都被改变了。

2.为孩子们将世界变成一个更美好的地方。

3.接受基础教育对于孩子们来说很重要。

4.通过……筹集资金

5.组织其他的活动

6.作为志愿者工作

【设计理念:先呈现几张图片，引出问题:谁能帮助这些贫困地区的儿童？一来激发学生的学习兴趣，二来引入本节课讨论的主题，三让学生能够对比进而珍惜自己现有的生活。接着呈现UNICEF的网站，很真实的情境，学生也乐于去接受下面的教学任务:阅读A1部分回答A3相关问题，培养学生的阅读、寻找细节的能力。过程中老师要呈现一些重要的短语，如:because of，make the world a better place for children，set up等。接着创设情境:Daniel要学习了解UNICEF的相关信息并要完成一份报告，让学生通过听力来寻找信息，培养听力能力。老师要教会学生听力的技巧:学会预测、整体把握、寻找细节。过程中呈现重要的短语:work as a volunteer，provide sth.for sb.／provide sb.with sth.等。最后再通过一些翻译句子来巩固所学内容。】

T:UNICEF tries to prevent children from getting illnesses.When you look pale，you'd better see a doctor.The doctor will give you a check to find out what is the matter with you.Look at the picture.What's the matter with him？

S:…（He's got toothache.）（老师带读短语）

T:The boy goes to a health centre of UNICEF.He is talking to the doctor.Let's listen to the tape and answer some questions.

1.How long has the boy felt bad？

2.Will the boy be all right in a few days？

T:After listening and answering，maybe you know some details.Here are some sentences.Are they true or false？

1.The boy does not look very well.

3.He has felt like this for three days.

4.He will be all right in a few days.

5.He has to take the medicine four times a day.

T:Let's read after the tape and underline the red parts by yourself.（圈画出一些就医的基本用语、重要短语和句型）

T:Work in pairs and make up a new conversation about seeing a doctor.（掌握就医的基本用语，能展开相关谈话）

【设计理念:由UNICEF的工作过渡到日常的看病就医中，让学生掌握就医的基本步骤，并能自己编写新的对话，鼓励学生创新。】

T:Finish the following exercises.

1.UNICEF wants children to be________（health）.

2.UNICEF makes the world a（n）________（good）place for children.

3.It provides________（educate）for poor children.

4.The organization raises money by________（organize）activities.

5.Many children's________（life）were changed because of the war.

6.你看起来很苍白，请饭前服药。

7.我爸爸几天后将会回来。

【设计理念:做一些题目来复习巩固今天所讲的一些重要的知识点。】

T:We know many people and animals need our help.What or who do you think needs our help most？Which charity can help them？What can we do to help them？Discuss in groups.（展示一些濒临灭绝的动物和需要帮助的人，给学生一些启发。小组选择一项开始讨论并形成一篇报道来呈现）

S:（Discuss in groups and choose two or three groups to present their reports.）

T:We live in the same world but have quite different life.We should cherish our life and try our best to help the people in need.Let's make the world a better place for everyone together！

【设计理念:在前面Welcome，Reading及本节课的大量输入之后，让学生选择最需要帮助的人或动物、哪些慈善机构能够帮助他们，并讨论我们可以怎样来支持慈善机构的工作。锻炼学生的语言组织和运用能力，并通过这个活动激发学生的爱心和互助心。】

（1）Complete the worksheet.

（2）Preview task.Write a short passage about UNICEF.

【设计理念:复习巩固本节课所学并能在日常生活中运用；先写一篇关于UNICEF的作文，为下个课时的学习做好准备。】

Ⅷ Blackboard design

war pale　work as a volunteer

matter check　What's the matter？

organize　Well，it's nothing serious.

Ⅸ Teaching reflection

这节课从复习Welcome部分的国际慈善机构及其职能开始，接着导入到本课时的内容:UNICEF及其职能。通过阅读A1让学生获悉具体细节信息并完成书上的A3部分。在听力练习之前要进行听力指导:阅读题目、画出重点短语或单词、预测答案。学生在平时的训练中已经养成了良好的听力习惯。接着完成A4，先根据前三个部分完成部分空格，填不出的在听的过程中要重点听、抓关键词。我们在平时的教学中一定要注重学法和做题方法的指导，例如听力，要跟学生强调:掌握大意、抓住重点。

Speak up部分要学生掌握一些就医的基本术语，并能根据范文自己编对话，老师要尽可能地让更多的学生站起来呈现自己的对话，并且要求其他的同学学会倾听、改错，老师要肯定站起来的同学并鼓励更多的学生参与到课堂中。

最后的大活动是学生选择自己觉得最需要帮助的人或物、哪个慈善机构可以帮助他们、做些什么去帮助他们。在活动的过程中，学生运用所学组织语言，同时也在教育他们:要珍惜自己的生活，帮助需要帮助的人，让地球变成我们共同的美好的家园。

在本节课的教学中，老师通过学生熟悉的四个国际慈善机构的徽标，引导学生复习前面学过的慈善机构的名称及基本的工作范畴，既激发学生的学习兴趣，又很好地引入了本节课讨论的主题；在新知呈现的过程中，教师能适宜地调整一下书上练习的顺序，先处理A1、A3部分，再处理A2和A4听力部分。首先，通过阅读A1部分回答A3部分的相关问题（问题1—问题4），培养学生的阅读和寻找细节的能力。过程中老师呈现了一些重要的短语，接着创设情境，让学生通过听力来寻找信息，培养听的能力，并从学会预测、整体把握、寻找细节等方面对学生进行听力技巧的指导。过程中呈现重要短语并通过一些练习来巩固所学内容。课堂教学的各个环节环环相扣，体现了教师的教学设计能力。通过课堂教学的各个环节的开展，积极有效地帮助学生培养听、说、读、写的综合技能。在Speak up教学中，老师在学生掌握就医基本术语的基础上，鼓励学生自己编写新的对话，鼓励学生创新。最后的group work，让学生自主选择最需要帮助的人或动物，分析哪些慈善机构能够帮助他们，并讨论我们可以怎样来支持慈善机构的工作。不仅锻炼了学生的语言组织和运用能力，而且通过这个活动激发学生的爱心和互助心，渗透德育意识。

The color therapy can help us change our moods according to the colors we prefer.

Key words:color therapy，different clothes，occasions

Ⅰ Background information

According to the theory of color therapy，we can choose the colors we like to influence our moods.When we absorb the power brought by the colors，it will go to the place where it is needed inside our body.In this way，different parts of our body will be in harmony.

Ⅱ Type of the lesson

Integrated skills training

Ⅲ Teaching aims and learning objectives

By the end of the lesson，the students will be able to:

1.Understand the meanings of the new words.

Use them in proper situations.

2.Gain useful information from the given listening materials.

3.Ask for advice and also give advice on colors.

4.State the merits and demerits of different clothes and the function of colors.

5.Cooperate with partners and experience the feeling of success.

Ⅳ Teaching content

1.New words and phrases

Ⅴ Focus of the lesson and predicted area of difficulty

1.New words and phrases

2.Listening and speaking skills

3.How to give advice on colors

1.Blackboard　2.Chalk　3.Computer　4.Multimedia

Ⅶ Teaching procedures

Step 1 Free talk and lead-in

（1）Show some pictures about the food therapy to lead in the topic.

T:Boys and girls，autumn is coming.It's time for us to keep healthy.Look at the picture.What is it about？It's about food therapy.（带读）Do you think food can influence our health？Different kinds of food have a different influence on our health.I prefer（板书）green vegetables.That is to say，I would rather eat（板书，带读）green vegetables.I would rather not（板书，反复操练）eat snacks.What about you？So food influences us deeply.What about colors？Can they influence us？How？Millie has found an advertisement for the color therapy.Let's find out the power of the color therapy.

【设计理念:通过用生活中的食疗自然引入颜色疗法，更贴近真实语境，使学生能够有话可说。本节有would rather do的重要句式，通过导入与谈论食疗操练有关的句式，加深学生对重点句型的把握。】

（2）Read the advertisement and answer questions.

T:Read the advertisement for Mrs Rainbow's color therapy and answer the following questions.

①How can the color therapy help us？

②How much do we have to pay for the color therapy？

③What if the color therapy doesn't work？

④Where is Mrs Rainbow's color therapy centre？

⑤What channel will the programme The Teens Show be on？

T:Now let's check the answers.

【设计理念:学生通过阅读广告，简单地了解有关Mrs Rainbow的色彩疗法的基本信息，先填写①②③空格，然后阅读接下来的信息，根据现实生活的经验，猜测可能的对话内容，提高听力理解的准确性。】

Step 2 Listening practice and pair work

（1）Play the tape and ask students to listen to the interview with Mrs Rainbow and help Millie complete her notes in Part A1.

T:After reading the advertisement above，you have already known something about the color therapy.There is an interview with Mrs Rainbow.Listen carefully and try to fill in the blanks with the exact answers you hear from the interview.（教师在教室巡视，发现学生听力盲点）

T:The listening material is not very difficult.Let's check the answers.

【设计理念:通过听录音材料，进一步了解颜色疗法。】

（2）Ask students to listen to Suzy's questions and help Millie answer them.

T:Suzy wants to learn something about Mrs Rainbow.Listen to her questions and help Millie answer them.Pretend you are Millie.Circle the correct letters.

T:When you listen to the tape，please pay special attention to the six questions Suzy has asked.Then choose the correct answers in Part A3.

T:Let's check the answers.

【设计理念:学生在完成Part 1后，已经了解了颜色疗法。在回答Suzy的问题时，能够检测学生对前一部分听力材料的理解情况，并得到丰富的输入材料，为接下来的口语表达打下基础。】

（3）Pair work—Students work together with their partners and make up a dialogue.

T:Suppose you want to ask Mrs Rainbow for help about colors.Before you go there，you want to know something about the color therapy.Make up a dialogue between you and Mrs Rainbow.Ask at least five questions.

T:First let me give you an example.Hello，Mrs Rainbow.Can I ask you a few questions about your color therapy？Where can I find you？How much does it cost？What can I do if I don't feel confident enough？Recently I feel a bit stressed.What should I do？Which color can cheer me up？Thank you very much！See you soon.

【设计理念:两人一组编对话，创设真实的情境，让学生角色扮演讨论颜色疗法，能够让学生运用所学的知识实现交流的目的。前面两次听力练习已经为学生提供一定的语言输入，学生已经可以用英语介绍颜色疗法。教师充分创造机会，使学生能对课本进行巩固并充分锻炼口语，提高语言表达技能。】

What color do you prefer？

T:The color therapy tells us that colors can influence our moods.When people are in different colors，they are in different moods.What color do you prefer？（操练prefer，would rather句型）Why？

【设计理念:根据Speak up对话中的内容，设计问题让学生熟悉话题。让学生谈论自己喜欢的颜色，贴近生活，增加语言教学的真实性。注重学生口语能力的锻炼和提高，充分创造机会让学生开口说英语。】

Students listen to the tape and answer questions.

T:Different people like different colors.Andy and Millie are also talking about what color to wear to a party.Let's find out what colors they prefer.

①Does Andy like red？

②What color does he like？

③Which trousers does he prefer to wear？Why？

T:Let's check the answers.

【设计理念:先让学生浏览问题，带着问题听录音，让学生在听力理解时有一定的导向性，提高理解的准确性。】

（3）Pair work—Students make up a dialogue with their partners.

T:When you grow up，you all have to work.But before that，you will have a job interview.What should you wear？How to make yourself remembered among all the job applicants？Ask your partners for advice.

T:Let me set an example for you.Hi，Millie.I'm going to a job interview.But I don't know what to wear.Can you tell whether these clothes look good on me？I think the blouse looks good on me.But which color should I wear？White or blue？Blue can calm me down.It's a good choice.What about trousers？Black？Yes.Black matches my blue blouse very well.Thank you very much！I feel more confident now.

【设计理念:在课本对话中给出的情境是参加生日派对。但在日常生活中我们会遇到各种各样的情境，而工作面试是几乎每个人都要经历的。通过设计这个情境，帮助学生扩大语言交际范围，在多种情境中锻炼口语表达能力。】

T:In our daily life，we can change our moods by wearing different kinds of colors.Can you think of any other ways to change your moods？Discuss in groups.

T:Some of you say listening to music is a good way to relax if you are stressed.Some say reading a book can also calm you down.Talking to parents or friends can help us a lot.You are all right.You've done a very good job.There are many other ways to change our moods.Now we are in Grade Nine.Many of us feel stressed.Remember not to keep your problems to yourselves.

【设计理念:本节课主要讨论颜色疗法即颜色的作用。但在日常生活中，还有不同的途径可以调节我们的心情，话题源自于课本，但又高于课本，达到了新的升华。学生发散思维，进行自主讨论，以小组合作的方式，在合作中学习。】

Step 5 Conclusion and proverbs

T:Colors can help us keep calm.They can also make us creative.They are really powerful.If we have problems，try to use colors to help yourselves.If colors can not help solve your problems，you can still go to your teachers or parents or think of other ways because life is not a single line，a road leading nowhere，you can turn.You can always find ways to solve your problems.

【设计理念:升华主题，启发学生，遇到问题，解决问题，生活没有过不去的坎。学会调节自己的心情，找出方法，解决问题。勇敢积极地面对人生。】

（1）Recite words and phrases.

（2）Surf the Internet and find another kind of therapy and write a report on it.

（3）Preview task.

【设计理念:通过这样的作业争取让每一个孩子将当堂所学知识加以应用。学生查找信息，扩大知识面。鼓励学生积极主动学习，用所学句型介绍新的疗法，巩固所学内容。】

Ⅷ Blackboard design

practice　would rather do than do

discover　prefer doing to doing

promise　suggest doing

work　suggest sth.to sb.

Ⅸ Teaching reflection

本节课话题主要围绕色彩展开，由于听力部分材料是关于色彩疗法的，学生比较生疏，因此在导入时就以食疗的话题开始，贴近学生生活，让学生有话可说。教学流程充分考虑学生的能力，从学生熟悉的话题到新知，从课本材料输入到学生语言输出，各个环节层层递进。课堂各项环节的设计都是基于小组合作的形式，运用了pair work，group work等活动，将课本内容和课外拓展进行有效的结合，增强学生的综合语言运用能力，体现以学生为主体的课堂教学理念。

在两两对话环节，有部分基础较弱的同学在访问时无话可说，不能准确地组织语言。在两两对话讨论搭配衣服参加工作面试时，学生较难表达出准确的句子，缺乏必要的生活经验基础，教师应给予适当的导入扩充或通过图片展示等方式，补充学生的知识缺失，为对话做好充分的基础准备。

本课时教师利用现有教材，通过教学过程中的听前、听中和听后的活动，从学生熟悉的话题到新知，从课本材料输入到学生语言输出，各个环节层层递进，培养学生听、说、读、写的综合技能。

导入部分，教师通过用生活中的食疗自然引入颜色疗法，更贴近真实语境，使学生能够有话可说。并在情境中引出本节课的重要句式would rather do，加深学生对重点句型的把握。

通过阅读广告内容，先让学生填写A1部分的（1）（2）（3）空格，然后根据现实生活经验，引导学生猜测采访Mrs Rainbow可能的对话内容，这种对听的内容进行的预测，建立在学生个人知识、经验和推理等基础之上，有利于学生取得更好的听的结果。

在A2、A3听力材料完成后，教师创设真实的情境，让学生角色扮演讨论颜色疗法，使学生能对课本进行巩固并充分锻炼口语，提高语言表达技能。同时达成让学生运用所学的知识实现交流的目的。

在Speak up部分，在听对话前，教师先让学生浏览问题，带着问题听录音，让学生在听力理解时有一定的导向性，提高了理解的准确性。