2023年Unit 4 Helping people around the world 单元全案(译林牛津版高二英语选修六教案教学设计)

慎而思之，勤而行之。斯是陋室，惟吾德馨。第第2页/共2页精品文档推荐2023年Unit4Helpingpeoplearoundtheworld单元全案(译林牛津版高二英语选修六教案教学设计)收拾Unit4Helpingpeoplearoundtheworld

Welcometotheunit

Teachinggoals

Encouragethestudentstosharetheirexperienceofhelpingothersintheirdailylifeandletthemknowtheimportanceofhelpingothers.

Teachingmethods

Individualwork，andgroupwork

Teachingaids

Multimedia

Teachingprocedureandsways

Step1Lead-in

Inthisprocedure,encouragethestudentstosharetheirexperienceofhelpingothersintheirdailylife.

T:Hello!Boysandgirls!

S:Hello!Mr/Mrs/Miss…

T:Atthebeginningoftheclass,I’dliketotellyouastory.Oneday,Iwenttovisitafriendofmine.But,athickmistgotmelost.Luckily,someonehelpedmefindtherightplace.Thatreallycomfortedme.Actually,everyday,wehelpothersandreceivehelpfromothers.Wouldyouliketoshareyourexperiences?

Thestudentscantalkaboutthisfromthefollowingaspects:

1.Indifferentplaces:athome,inpublic,onthebus,ontheirwayto…intheschool…

2.Variouspeople:children,oldman,pregnantwoman,disabledman,peoplesufferingmentalproblems,strangers:

3.Talkabouttherelevanteventsinthebooks,newspapers…theyhavereadandheardof,forexample,10mostinfluentialpersonnelinChina.

4.Thestudentscanalsotalkaboutthehelptheyreceivedfromothers.

Alltheseaimsatmakingthestudentsgetfamiliarwiththetopic.

S1:Whenseeingarunningchildsuddenlyfalltotheground,Ihelpedhimout.

S2:Onabus,Ialwaysgivemyseattotheold.

S3:Ilentmypentomyclassmatewhohadlefthis/hershome.

…

T:Great!You’rereadytohelpothersatanytimeandinanyplace.Itisyourkindnessthatmakesoursocietymuchbetter.However,manythingscannotbesettleddownonlybyyourself/onindividuallevel.Forexample,theearthquakehappenedinPakistaninOct.2023;thetsunamiinIndianOceaninDec.2023;terroristattackintheUnitedStatesonSeptember11,2023.Andwhathappenedinthesedisasters?Workingroupsandmakeadiscussion.

Beforethestudentstalkaboutthesethings,showsthefollowingclues:

1.Thedeathtoll

2.Buildingdamages

3.MentalhandicaptotheAmericansandevenpeoplearoundtheworld…

Step2Speaking

Askthestudentstotalkaboutthepicturesonpage49

T:Now,let’slookatthesepicturesonpage49.Haveyoueverseenthesesituations?

S:Yes!

T:Wheredidyouseethem?

S:MainlyonTV/innewspapers/inreallife.

T:Doyouknowwhattheytalkabout?

S:Theytalkaboutpeacekeeping,famine,flooding,agriculture(orirrigation),medicalcare,andpovertyseparately.

T:Welldone!Now,discussthesepicturesingroupsoffour,andyoucandiscussinthisway:

1.Whatyoucanseeinthepicture；

2.Whattheproblemsare;

3.Whatcausedthese;

4.Howyoufeelaboutthat;

5.Whatorganizationsyouknowcanhelpwiththesituations.

Showthechartwhilethestudentsarediscussing

PictureProblemCauseOrganization

1

2

3

4

5

6

Sampleanswers

PictureProblemCauseOrganization

1PeacekeepingWarfightingtheUN

2famineShortageoffoodtheUN

3FloodingTyphoon,hurricane,tsunamiWHO,theRedCross

andtheUN

4IrrigationDesertificationtheUN

5IllnessPovertyWHO,theRedCross

6NorunningwaterorelectricityandfewschoolspovertytheUN

Afterafewminutes,askthestudentstoreporttheirdiscussionresults.

T:Whowouldliketotalkaboutpicture1?

S:Letmehaveatry.They’retwospecialsoldiers.IusuallyseethemonTV.Whentherearewars,orfightinginsomecountries,theywillbesenttheretokeeppeace.Ithinkthesespecialsoldiersarebraveandtheycontributealottothepeaceandsafetyofthepeoplewhosufferfromwarsandconflicts.

T:You’vedoneareallygreatjob!Andcanyoutellus,bywhom,thespecialsoldiersaresenttokeepthepeace?

S1:Thenationsthathavespecialsoldiers.

S2:Idon’tthinkso.Ithinkit’stheUN.

T:Yes.You’reright!TheyaresentthroughtheUN.Andwe’lllearnmoreaboutthatinthefollowingclasses.Picture2,whowantstohaveatry?

S:Peopleinthepictureareverythin,andpainfulbecauseofashortageoffood.Theysufferfromfamine.I’msorryforthem.Theirmostbasicneedcannotbefulfilled,tosaynothingofeducationorentertainment.Ithinkweshouldn’twastefoodanymore.BywatchingTVandreadingnewspapers,Iknowthatourcountryoftenloansmoneytothesecountriesandalsogivethemaid.AndtheUNmayhavetherelevantorganization.

T:Great!Howaboutpicture3?

S:Fromthepicturewecanseethatthisareawasflooded.Typhoonorheavyrainhascausedit.Housestheremusthavebeendestroyed.Whatisworse,manydiseaseswillspread.Inmyopinion,peopleshouldbewarnedearlier,anddoctorsshouldbesenttodealwiththepossiblediseases.AndtheWHO,theRedCross,andtheUNcanhelpwiththesituationinthefuture.

T:Excellent!Howaboutpicture4?

S:Waterispumpedintothefarmland.Thecropsgrowwell.SoIthinkthefieldmaysufferfromdroughtoritisdifficulttofarm.Irrigationimprovementhereisnecessary.Agricultureexpertsarealsoneeded.IthinktheUNshouldhavesuchanorganizationtohelpwiththis.

T:Verygood!Whataboutpicture5?

S:AdoctorislookingatanX-rayunderalamp.Hemusthelppatientswithboneproblemsinsomepoorareas.IthinkWHOandtheRedCrosscandothis.

T:Welldone!Howaboutpicture6?

S:Peopleinsmallareasstillliveinpoverty.Mostofthemcannotreceiveeducationaswedonow,andcannotplayaswecan.Wehavetocherishwhatweowntoday.

T:That’it!Andwhatorganizationdoyouthinkcanhelpwiththis?

S:IthinktheUNcanhelpthem.

T:OK!MostofyouhavementionedtheUN.FromthatwecansaythattheUNcanhelpsolvemanyproblems,andplaysaveryimportantroleintheinternationalstage,right?

S:Yes.

Step3Summaryandhomework

T:Today,wehavetalkedaboutthe6situationsinthispart,andlearnedthatsomecountriesaroundtheworldsufferfromwars,naturaldisasters,famine,illnessandpoverty.Andsomeofyouhavetalkedaboutyourfeelings.Andyouhaveknownthatthesesituationsshouldbesolvedinternationally,thatiscountriesshouldhelpeachother.Youalsomentionedsomeorganizationsthatcandealwiththesesituations,suchastheUN，theRedCross,theWHO.Inthefollowingperiods,we’lllearnmoreabouttheUN.So,afterclass,youhadbetterreadbooksandsurftheinternettocollectsomeusefulinformationabouttheUN.OK,classisover.Goodbye,boysandgirls.

Reading

Teachingaim

ThereadingtexthereisaspeechgivenbyasuccessfulbusinessmanaboutherworkasaUNGoodwillAmbassador.StudentsarepresentedwithabriefbutclearintroductiontotheUnitedNationsandsomegeneralinformationabouttheworkandresponsibilityofaUNGoodwillAmbassador.StudentsareexpectedtogainsomeknowledgeabouttheUnitedNations,practiceandreinforcetheirreadingskillandinimprovetheiroverallabilitybyparticipatingintheactivities.TheReadingStrategyinthisunitteachesstudentshowtounderstandaspeaker’sattitudeduringaspeech.Studentsareexpectedtoputthisskillintopractice.

Teachingtools

Chalk,media

Teachingprocedures:

1.Lead-inStarttheclasswiththefollowingquestions:

Haveyoueverthoughtaboutthefuture?

Whatdoyouwanttobeinthefuture?

Whatdoyouthinkyoushoulddotomakeyourdreamcometrueinthefuture?

Whichdoyouthinkwillhelpyoufulfillyourdream,hardwork,agoodenvironmentorboth?

Doyouknowthatinotherpartsoftheworld,therearelotsofchildrenwhoarestillstrugglingwithstarvationorwar?Doyouthinkthattheyhavedreamsaswell?Whatdoyouthinktheycandotorealizetheirdreams?

Haveyoueverthoughtaboutdoingsomethingforthosechildrentohelpthemrealizetheirdreams?Ifyouhave,whatwouldyoudo?

Havestudentsdiscussandreporttheiranswerstotheclass.Helpstudentsunderstandthatnoteveryoneintheworldhasthesameopportunities.Itwouldbeveryhardforsomepeopleinpoorareastorealizeevenasimpledreamlikehavingawarmbedtosleepinatnight.Somethingshouldbedoneforthosewhoaresufferingalot.

2.Tellstudentsthattheyaregoingtoreadapassageaboutahelpfulwomanwhohasdevotedlotsofherenergyandtimetomakingthelifeofpoorpeoplebetter.

Askstudentswhattheycanfindbyreadingthetitle,andaskthemtopredictwhatmaybecoveredinthepassagethattheyaregoingtoread.

Today,wearegoingtoreadapassageentitled“TheUN-bringingeveryoneclosertogether”.

Whatdoyouthinkofwhenyouseethetitle?Whatdoyouthinkwillbementionedinthepassage?

3.Readingcomprehension

1.AskstudentstogothroughthepassageasquicklyaspossibleandtrytofindtheanswerstothethreequestionsinPartA.Remindstudentsonlytofocusonandanswerthesequestions.

2.AskstudentstoreadthepassageagainandcompletePartsC1andC2individually.QuestionsinpartC1aretocheckstudents’readingcomprehensionandimprovetheirabilitytofindspecificinformation.PartC2servesasastrengtheningactivitytoletstudentsdecidewhetherthestatementsaretrueorfalseaccordingtothecontentofthepassage.Iftimepermits,youcanaskstudentstoeitherfindthetopicsentenceofeachparagraphofsummarizethemainideaineachparagraphwhileconductingPartsC1andC2.Afterstudentsfinishtheexercises,checktheanswerswiththeclass.

4.designatabletocheckthestudents’readingcomprehensionabouttheUN.

TheUnitedNations

WhenitwassetupAftertheSecondWorldWarinOctober1945

CountriesintheUNOriginally51countries

Recently191countries

ProblemsitdealswithHelpsendsomeoftheworld’smosthorribleconflicts,assiststhevictimsofwarsanddisasters;protecthumanrights;improvesinternationallaws;helpswithotherproblemssuchaslackofeducation,lackoffood,poverty,disastersanddisease

ItsfourmainpurposesTokeepinternationalpeace

Todevelopfriendlyrelationshipsamongnations

Tocooperateinsolvinginternationalproblemsandinpromotingrespectforhumanrights

Tobeacentrefororganizingtheactionsorworkofdifferentnations

Goalsitpromisestoachieveby2023Eightgoals,oneofwhichistoensurethatfreshdrinkingwaterisavailabletoeveryoneandanotheristhatallchildrencompleteprimaryeducation

4.TalktostudentsaboutTangNing.AskstudentswhattheyknowaboutthisUNGoodwillAmbassadorandbusinesswomanfromthepassage.Youmayaskthefollowingquestions:

WhatoccupationdoesshetakeupintheUN?

HowmuchmoneydoessheearnbydoingthisJob?

WhatProjectorprojectshasshebeeninvolvedin?

Howdoesshehelpthosepeoplethatneedhelp?

Howdoesshefeelabouttakingthisoccupation?

AskstudentstodiscusswhattheythinkofTangNing.

5.AskstudentstocompletePartDandPartEindividually.PartDaimstocheckwhetherstudentscanunderstandthemeaningsofwordsfromthecontextofthepassageandtoshowthemhowtoexplainthemeaningsinEnglish.PartEaimstomakestudentsmorefamiliarwiththereadingpassageandsomeusefulwordsinit.

6.Askstudentsiftheyhaveeverreadaspeechbeforeandencouragethemtofindoutwhatuniquelanguageisusedinaspeech.Remindthenthatwhenreadingaspeech,itisimportanttopayattentiontothespeaker’sattitude.Thepositiveandnegativeadjectivescanhelpthenidentifythepositivenegativeopinionorattitudeofthespeaker.

AskstudentstoreadtheReadingStrategyandfindmoresentencesthatexpressthespeaker’sattitudeinthereadingpassage.

Languagepoints:

1.referto:提到，谈到，涉及，参考，查阅，认为

WhatIhavetosayreferstoallofyou.

WhenIsaidthatsomepeoplewerestupidIwasnotreferringtoyou.

Pleaserefertothelastpageofthebookforanswers.

ItisacollectionofdocumentswithreferencetotheFirstWorldWar.

2.bemadeupof

AteammadeupofthreedoctorsandtennurseswassenttothedisasterareainFujian.

Theoldestkindofcomputerwasahugemachinemadeupofthousandsofparts,coveringnearly100squaremeters.

3.operate

AlltheDisneyparksareoperatedbythesamecompany.

Thismachineoperatesdayandnight.

Operateonsb.for

Thedoctorsdecidetooperateonherimmediately.

Operation

IcanuseawordprocessorbutIdon’tunderstanditsoperation.

Heistheofficerinchargeofoperation.

4.honored

Hewashonoredwithatitleof“ModelWorker”.

Theyremovedtheirhatstohonortheflag.

It’sagreathonortobeinvited.

MayIhavethehonorofthisdance?

WhileinLondon,wepaidavisittothehospitalfoundedinhonorofthenurseFlorenceNightingale.

5.touch

Visitorsarenotallowedtotouchtheexhibits.

Iwasreallytouchedbeyondwords.

We’llkeepintouchwitheachotherwhereverwego.

Ihopewedon’tlosetouchagain.

6.apartfrom

Thetwohousesareamileapart.

Thehousestandsapartfromthevillage.

Ican’tgetthesetwothingsapart.

Hetorethecookedchickenapartandbegantoeatit.

7.lack

Theyaresorichthattheylackfornothing.

Hewasacquittedforlackofevidence.

Therewasasevereshortageofpetroleumduringthewar.

8.ensure

Thebookensuredhissuccess.

Pleaseensurethatallthelightsareturnedoffatnight.

Thesepillsshouldensureyouagoodnight’ssleep.

Customsareaskedtoensurethattheyhavebeengiventherightchangebeforeleavingtheshop.

9.ratherthan

I’dprefertogoinsummerratherthaninwinter.

Itoughttobemeratherthanyouthatsigntheletter.

Idecidedtowriteratherthan(to)telephone.

Iwouldstayathomeratherthangoshopping.

Hewouldratherbeginthestreetsthangetmoneyinsuchadishonestway.

10.onbehalfof

OnbehalfofmycolleaguesandmyselfIthankyou.

Kenisnotpresent,soIshallaccepttheprizeonhisbehalf.

Thelegalguardianmustactonbehalfofthechild.

Onbehalfofallthestaff,Iwouldliketowishyouahappyretirement.

7.Homework

PartAonpage128inWorkbook.

Wordpower

Teachinggoals

EnablethestudentstotalkabouttheconnectedorganizationsoftheUN.

Enablethestudentstotalkaboutacronyms.

Teachingimportantpoints

HaveabetterunderstandingoftheconnectedorganizationsoftheUN.

Teachingimportantanddifficultpoints

Howtouseacronyms.

Teachingmethods

Explanation,discussingandpracticing

Teachingprocedures

Step1homeworkcheckingandlead-in

Greatthestudentsandcheckthehomework.

Lead-in

T:Duringlastperiods,wehavesomebasicideasoftheUNandtheUNGoodwillambassador.AndthisperiodwewilllearnmoreabouttheUN.Beforestartingourclass,I’dliketoaskyouaquestion:Whenyou’reillandgotothehospital,whatisthefirstthingyouwilldo?

S:Toregisterandknowwhichclinicroomistherightone.

T:Yes,that’sit!Firstyouhavetoknowwhattheproblemis,andthenfindthecorrectwaystocure.Youcannotgostraightforwardtothehospitalandfindadoctoratrandomandaskfortreatment.

Step2Readinganddiscussing

T:Andthat’sthesametotheinternationalaid.Today,we’lllearntheconnectedorganizationsoftheUNandtrytogetafurtherunderstandingoftheproperorganizationstohelppeoplearoundtheworld.Now,accordingtowhatwehavelearnedbefore,andthenewsyou’veheardoffromnewspaperandtheinternet,talkwithyourpartner:Whatproblemsharasspeoplearoundtheworld.

Afterseveralminutes.

T:Whatproblemshaveyoufound?

S:Famine,wars,flood,naturaldisasters,povertyandalsodisease.

Writethesedownontheblackboard.

T:Correct!AnddoyouknowtherightorganizationsintheUNthatcanhelpsolvetheseproblems?

S:Notexactly.

T:Well,readPartAinWordpoweranddiscusswithyourpartnertofindtherightorganizationsthatcansolvetheproblemsyouhavementionedabove.

Showthechartthestudentshavedoneinthepreviousperiodandaskthemtoaddthenewinformationthey’velearnedabout.

PictureProblemCauseOrganization

1peacekeepingwar,fightingSpecialsoldiers

2FamineShortageoffoodIMF

3FloodingTyphoonIMF,andWHO

4IrrigationDifficulttofarmFAO

5diseaseLackofdoctors,nomoney,farawayfromahospitalWHO

6NorunningwaterorelectricityandfewschoolspovertyIMF,andFAO

Thenaskthestudentstodiscussabouttheorganizationsinthechart.

T:Well,that’sit.Nowtellmewhethertheseorganizationsaregovernmentalornot?

S:They’renon-governmental.

T:Andhowmanytypescantheseorganizationsbeclassifiedinto?

S:Specialagencies,WorldBankGroupandProgramsandfunds.

T:Correct!YouhavelearnedthetypesoftheUNorganizationsandwhattheseorganizationsaimat.NowfinishPartsBC.

Step3Acronyms

T:Haveyougotane-mailaddress?

S:Yes,/No.

T:Someofyouhavegotone,whilesomehaven’t.Well,afterthisclassmaybeyoucanusewhatwe’velearnedtodaytoregisterane-mailaddresses,andwhatdotheystandfor?

S1:Mye-mailaddressis19900712@163.com,anditstandsformybirthday.Ifyouwanttoknowmybirthday,youcanremembermye-mailaddress.

S2:Mye-mailaddressiszbc2023@163.com,andzstandsformyfamilynameZhou,bcstandformygivennameBichang.

….

T:Therearemanywaysthatyoucanregisteryoure-mailaddress.Andoneofthewidely-usedmethodsis:keepingthefirstlettersofyourfamilynameandgivenname,right?

Ss:Yes!

T:OK,thatiswhatwearegoingtolearn-acronyms,theshortenedversionofaname.Itconsistsofthefirstlettersofeachwordofthename.(WritethisdefinitionontheBb)Forexample,UNstandsforUnitedNations,NGOsstandsforNon-GovernmentalOrganizations.Now,it’syourturntoworkoutthefollowingacronymsusingtheinformationonpage54.

Step4Summaryandhomework

T:Inthisperiod,welearnedtheconnectedorganizationsoftheUN,andalsohadabetterideaofacronyms.Afterclass,pleasepreviewtheGrammarandusagepartinUnit3.

Grammarandusage

虚拟语气

一．各种形式的虚拟语气

英语中的虚拟语气可分为对过去的虚拟、对现在的虚拟、对未来的虚拟及表达“祝福”、“坚定”、“决定”、“要求”、“命令”等主观愿望的虚拟。

1．与现在事实相反的虚拟语气

与现在事实相反的虚拟语气常用结构为：条件句动词为were或动词的过去式，主句动词为would/should/could/might+动词原形。

IfIhadenoughmoney,IwouldfirstofallbymyselfaDELLcomputer.

2．与过去事实相反的虚拟语气

与过去事实相反的虚拟语气常用结构为：从句用had+过去分词，主句用should/would/could/might+havedone.

IfIhadhadenoughmoney,Iwouldhavegonetothezoowithyou.

3．与未来事实相反的虚拟语气

在条件句中，如假设的条件不能符合未来的实际情况，从句谓语可用动词过去式或should+动词原形或wereto+动词原形的虚拟语气。在表示与未来事实相反的条件句中，shoulddo,weretodo和动词的过去式三种形式意义略有不同。Should表示的可能性最大，动词过去式的可能性次之，weretodo的可能性最小。

IfIshouldsee/weretosee/sawhimtomorrow,Iwouldinvitehimhome.

4．省略if形式的虚拟语气

If虚拟条件句中有should,had或were时if可以省略，从句中主谓要倒装。

IfIhadworkedhard,Iwouldhavesurelysucceeded.

=HadIworkedhard,Iwouldhavesurelysucceeded.

注意：Wereitnotfor…倘若要不是……,Haditnotbeenfor…倘若当初要不是……几乎成了固定句式。

Wereitnotforyourhelp,Iwouldneverbeagoodboss.

Haditnotbeenforyou,Iwouldhavelostmyway.

5．混合虚拟语气

偶尔主句与从句所指的时光不一致，这叫错综虚拟语气或混合虚拟语气。

Ifyouhadtoldmethenewsyesterday,Iwouldn’tbesoworriednow.

6．含有责备及批评语气的虚拟语气

Should(oughtto/could/may/might)+have+过去分词表示过去应该做而未做到的虚拟语气，该结构的一定形式则表示“过去不该做的事却做了”，是一种委婉的责备，语气最强的是should，最弱的是might.

1）表示委婉批评

用于委婉批评的结构为could/may/mighthavedone常译为“本可以做得更……一些”“本该……而……”。

Youarelateagain.Youcouldhavecomeearlier.

2）表示强烈责备

表示强烈的责备常用should/oughttohavedone结构，常译为“本该做得更……一些，结果……”。

Ihavetoldyoumanytimes.Youshouldhavedoneitbetter.

3）表示本没须要

Needn’thave+过去分词结构表示“做了不须要做的事情”。

It’ssonear.Weneedn’thavetakenataxi.

7．虚拟语气表示祝福

表示祝福时常用动词原形或May+主语+动词原形结构。

Mayyousucceed!

二．虚拟语气可用于主语从句、宾语从句、表语从句、同位语从句、状语从句等各种从句中。

1．用于主语从句中

Itis/wasimportant(necessary,impossible,unusual,strange,surprising…)that…

Itis/wassuggested(requested,required,ordered,proposed,decided…)that…

2．用于宾语从句

用虚拟语气的宾语从句普通有三种：

1）在wish后的宾语从句中，谓语动词可按时光情况，采用适当的虚拟结构。Wish后的that常省略，其后不能用should.

IwishIcouldflytothemoonsomeday.

2）在wouldrather后的宾语从句中，从句谓语用普通过去时来表示现在或未来要做的事情。如谈到过去的动作，则用过去完成时。Wouldrather后不能加that.

I’dratherwehadarestnow.

3）动词decide,insist,demand,desire,require,request,propose,suggest,command,order等后面的宾语从句，谓语习惯上用(should)+动词原形虚拟结构。

MyfathersuggestsI(should)takeenoughsleepbeforeexaminations.

4）用于表语从句

Myadviceisthatyou(should)quitsmoking.

Itseemsasif/asthoughthemeetingwouldneverend.

Shetalksasif/asthoughshewereanAmerican.

5）用于同位语从句

与表示“决定”、“主张”、“要求”、“建议”、“命令”的动词相对应的名词构成的同位语从句中常用(should)+动词原形结构。

Wemadeasuggestionthatyou(should)stayhereuntilthepartywasover.

6）用于定语从句

Itishightimewewenttoschool.

Itistimethatweshouldhaveadiscussion.

7）用于状语从句

Theyoungmanwithlonghairwalksasifhewere/wasagirl.

Theinjuredmanactedasifnothinghadhappened.

8）只保留从句的虚拟语气

WhatifIshouldfail?

IfonlyIwere20yearsyounger.

IfonlyIhadcometothepartyyesterday.

Ifyouwouldputyouraddressonthebackofthecheck.

Ifyouwould相当于please，表示礼貌的乞求。

TaskHelpingpoorchildren

Teachingaims:

1.Throughaseriesofactivities,helptopractisestudents’skillsoflistening,speaking,readingandwriting.

2.InStep1,bylistening,enablestudentstofindoutaboutproblemsandcauses.

3.InStep2,byintroducingdifferentsentencestructureswhilediscussingingroups,helpstudentstomakesuggestionsforthepoorchildreninnorthernThailand.

4.InStep3,thispartismainlyaboutwritingaproposalbasedontheinformationonwhattheycandoforthosepoorchildren.

TeachingApproaches:

Task-basedapproaches

FormofActivities:

Individual,pairorgroupworkandtopicdiscussions.

TeachingAids:

Themultimediaandtheblackboard

TeachingProcedures:

Skillsbuilding1:

Inthispart,studentswillknowhowtolistenforproblemsandthecausesoftheproblems.Tellthestudentsthatwealwayspaymoreattentiontosomespecificinformation.Andthentheteacherwillaskstudentstofindoutwhatshouldbeseizedwhilelisteningtoanewsreport.Thensummarizewhathasbeentalkedabout.Tellstudentstofocusontheproblemsandcausesofthem.

1.Problems:

Asyoucansee…

Theresultis…

Asaresult,…

AsIsaidearlier…

…andso…

Thismeans…

Acommonproblemisthat…

2.Causes:

Thisisbecause…

Unfortunately…

…because…

…becauseof…

…as…

Step1Findingoutaboutproblems

1.Letstudentsreadtheguidelinesinthisparttofindoutwhattheywillhavetodo,thisis,whattheywilllistenfor.

2.ListentopartA,andtellthestudentstofindoutasmuchinformationaspossibletofillintheproblemsandthecauses,butnotalltheinformationisincludedintherecording.Formoreinformation,theycanreadPartC

3.Listentothesecondpartofthereportandcompletethetableonpage59.

4.HavestudentsreadthereportinPartC.Askthemtoreadforotherinformationneededtofinishthetwotables.

Skillsbuilding2:

Byintroducingdifferentsentencestructureswhilediscussingingroups,helpstudentstomakesuggestionsforthepoorchildreninnorthernThailand.

1.Makingsuggestions

Ithinkitwouldbeagoodideato…

Iwouldliketosuggestthat…

Itwouldbeagoodideaifwecould…

2.Askingforopinions

Whatdoyouthink?Doesanyoneelsehaveanysuggestions?

Canyousuggestanythingelse?

3.Expressingagreement/disagreement

Iagree/disagreebecause…

That’sagreatidea,but…

I’msorrybutIdon’tthinkthatwouldworkbecause…

Unfortunately,Idon’tthinkthatwillwork.

4.Makingconclusions

Sotosummarize,ourgrouphasdecidedto…

Inconclusion,wehavedecidedto…

Step2:makingsuggestions

1.Havestudentsreadtheinstructionsandmakesuretheyknowwhattheyaregoingtodo.Dividestudentsintosmallgroupsanddiscusswhatotherwaystheythinkoftohelpthesechildren.AskthemtousethesentencestructuresinSkillsbuilding2togivesuggestions,andexpressagreement/disagreement.

2.Whilediscussing,onegroupmembershouldtakenotes,andanothermembershouldbechosentoreportwhathasbeenwrittentohelpthosepoorchildren.

Skillsbuilding3:

Helpstudentstoreadthesixpointsinthispart.Theywilllearnwhatcomponentswillbeincludedinaproposal.Makesurewhatstudentsshoulddowhenwritingaproposal.

Step3.composingaproposal

StudentswillbeaskedtowriteaproposaltoUNICEFabouthowtohelpthehilltribechildreninnorthernThailandwiththeinformationtheyhavelearntinsteps1and2.

1.Helpstudentsformdifferentgroupstodiscusstheanswersbasedonthepreviousinformation.

2.Havestudentswritetheproposalandask