牛津8B英文全套教案6

　　period 7: integrated skills
　　teaching objectives
　　to listen for and identify specific information
　　to recognize key expressions involved in organizing an event.
　　to respond to written text and information got from listening
　　to talk about a charity show.
　　to ask for help in organizing an event.
　　to make suggestions and offer help.
　　teaching procedures
　　step1 presenting
　　suppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?
　　help students to answer:
　　name of the show, name of the charity, date, time, place, ticket price, duties of students
　　step2 reading and answering
　　the class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions in pairs:
　　what’s the name of the show?
　　what’s the name of the charity?
　　when will the show be held?
　　how much is the ticket?
　　step3 listening and answering
　　different students have different duties. what will each student do for the charity show? please listen.
　　ask students to fill in the table.
　　check answers, ask:
　　who will design the poster? (kitty and sandy)
　　who will organize a play? (millie and simon)
　　who will be the host of the show? (millie)
　　who will set up the stage? (sandy and amy)
　　who will sing a song? (kitty and daniel)
　　who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)
　　step4 finishing off part a3
　　ask students to fill in the blanks in part a3 using the information in parts a1 and a2.
　　check the answers as a class. read the passage aloud together.
　　step5 listening and answering
　　after the meeting, sandy and kitty are still talking about the show. ask students to listen to part b and answer the following questions:
　　how is sandy? why?
　　who will they ask for help? why?
　　what do they hope?
　　step6 reading after the tape
　　ask students to read after the tape sentence by sentence.
　　step7 explaining and reading
　　explain some language points to students and ask them to read the dialogue aloud.
　　step8 making up dialogues
　　ask students to make up similar dialogues, then act them out.
　　step 9 homework
　　a. read the two passages and try to learn it by heart.
　　b. finish off the exercises in the evaluation handbook.
　　period 8: study skills
　　teaching objectives
　　to introduce ＂sense group＂ to students.
　　to encourage students to read passages in correct sense groups.
　　teaching procedures
　　step 1 listening and discussing
　　ask students to listen to a tape, in which one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause. after listening, ask students to compare and say which one reads better and why.
　　step2 presenting
　　the students are sure to think the first person reads better. then tell them when we read a sentence, we often pause in the middle, and usually these pauses are made according to the grammatical structure of the sentence. grammatically, a sentence is made up of several parts and each has its own meaning. these parts can be called sense group. a sense group can be a word, an expression, a phrase or a clause. we often use the sign ＂/＂ to make up different sense groups in a sentence.
　　step3 reading and saying
　　millie has chosen some words, phrases and clauses from some sentences as sense groups. ask students to read part a by themselves and think of more examples.
　　step4 practicing
　　millie will be the host of the charity show. she wants to make sure she speaks clearly and fluently. let’s help her practice. ask students to read the sentences in part b by piding each sentence into sense group. then listen to the tape and see if they have read correctly.
　　step5 doing extension activity
　　give students a short reading passage. ask them to pide each sentence into sentence sense groups. then read it aloud.
　　step6 homework
　　a.practice reading in correct sense groups.
　　b.finish off the exercises in the evaluation handbook
　　period 9: main task
　　teaching objectives
　　to generate ideas about designing a poster.
　　to make a poster
　　to describe the details of a charity show.
　　teaching procedures
　　step 1 having a revision and discussing
　　do you still remember the class 1, grade 8 students are planning their charity show. different students have different duties. what’s kitty and sandy’s duty? ( they will design a poster. ) how to make a poster? what should be written in a poster? (name of the show, time, place, ticket price, etc.)
　　step3 reading and answering
　　what else should we write in the poster? ask students to read the poster on page 73 and help them find out other elements in the poster. (purpose, programme arrangement, charity introduction, who to thank, and the reason)
　　then ask and answer questions:
　　what is the name of the show?
　　when will they hold the show?
　　why are they holding a charity show?
　　where will the show be held?
　　who organized the show?
　　how much do the tickets cost?
　　which charity are they supporting?
　　explain that when designing an advertising poster, it is important to include all the details so that people who might be interested in the show have enough information about it.
　　step4 coming to a summary
　　tell students what information should be included in a poster. (part a2)
　　step5 designing a poster
　　ask students to design their own posters based on the model on page 73. tell them to choose a charity to support and then plan a programme of events. tell them to ensure they include all the information on the list in part a2. encourage them to research their chosen charity on the internet to find out more information about it.
　　step6 finishing off part b1
　　tell students that if they want more people to know about the charity show, they’d better write a speech about. ask them to help millie to complete her speech using the information in part a1. then check the answers as a class and read the passage aloud.
　　step7 writing
　　ask students to write speeches according to their own posters. then ask a few more able students to present their speeches to the class. invite other students to say whether they are persuaded to attend the event.
　　step8 homework
　　a.revise how to make a poster and write a speech for a charity show
　　b.plan a charity show and write a speech for it
　　period 10: checkout
　　teaching objectives
　　to revise the whole unit, focusing on grammar and vocabulary.
　　teaching procedures
　　step 1 having a revision on grammar
　　what’s this unit about? (it’s about charity shows.)
　　ask students to say something about the charity show that ricky hosted.
　　students can use the following questions to help themselves:
　　was ricky busy? why? (because a lot of work must be done.)
　　what was the purpose of the show? (to raise money for charity)
　　what was the result of the show? (it was a success. a lot of money has been raised.)
　　what does ricky hope? (he hopes more events like this will be organized.)
　　by answering the above questions, help students revise grammar.
　　step2 finishing off part a
　　fill in the blanks, check the answers as a class and read it aloud.
　　step3 having a revision on vocabulary
　　suppose your class are going to hold a charity show. what will you do before the show? (choose the host, invite performers, arrange the theatre, design a poster, write a speech, etc.)
　　show three pictures of theatres to students, ask them to choose their favourite one. students can decide which one to choose by looking at the arrangement of the things at a theatre (exit, stage, seats for audience, microphone, speaker, curtain, etc.) then give the reasons.
　　step4 finishing off part b
　　fill in the blanks, check the answers as a class and read it aloud.
　　step5 doing additional exercise
　　根据句意和首字母完成句中单词
　　1.i don’t like watching tv now because there are many a_____________ on it.
　　2.let’s d_________ our pocket money to help the p__________ children go back to school.
　　3.all of us hope the c__________ show will be a success.
　　4.our football team goes to the final! they need our s___________.
　　5.it’s our d_________ to study hard.
　　6.when the film is over, we should walk out through the e__________ one by one.
　　7.students in china usually have ten minutes’ b___________ between classes.
　　8.the show will really great and an a_____________ of two thousand came to enjoy it.
　　step6 homework
　　a.go over the whole unit and get ready for the coming test.
　　b. finish off the exercises in the evaluation handbook.
　　unit 5 international charities
　　period 1 comic strips & welcome to the unit
　　(how charities help people, charities around the world)
　　teaching goals
　　to introduce students to some international charities
　　to learn to use ‘used to’ and ‘be used to’
　　teaching procedures
　　step 1 warming up by questioning
　　what charities in china do you know of? what do they help?
　　in this unit, we’ll learn some international charities. what international charities do you know of?
　　have you ever heard of famous international charities like: orbis, oxfam, unicef, world vision and world wide fund for nature?
　　step 2 finishing off part a
　　on page 77 are some logos or pictures. could you match the logos with the charities? i will check the answers later on.
　　step 3 discussing
　　what do you think people in poor countries need most? do they get help from international charities? what can you do for charities? (we can donate our pocket money to them.)
　　step 4 listening and answering
　　oxfam needs money to carry on with their work.
　　who calls for donating pocket money to oxfam? (hobo)
　　will he donate his own pocket money? (no)
　　whose pocket money does he want to donate? (eddie’s)
　　when does he want to go to donate money? (right now, at lunchtime)
　　does eddie agree? (of course not)
　　why not? (he doesn’t often go out before lunch. that is to say, he isn’t used to going out before lunch.)
　　what does eddie think of hobo? (hobo was kind to him before, but now he isn’t. that is to say, hobo used to be kind to eddie.)
　　where will hobo take eddie to have lunch?
　　do you think eddie is willing to go to oxfam right now?
　　why?
　　step 5 reading aloud and writing down expressions
　　now read after the tape sentence by sentence.
　　you are given five minutes to find out and write down all the useful expressions in this part.
　　go over page 76 and 77 again to underline all the useful expressions.
　　expressions from comic strips & welcome to the unit
　　need money, have some pocket money left, give…to…, have lunch at twelve o’clock, be not used to –ing, before lunch, have a big lunch afterwards, used to do…, be kind to…, so…that…, walk further, take …to…, next to…, collect information about…, match…with…, write…in the blanks, need…most, write…in the box
　　step 6 reading and acting
　　read the dialogue aloud and act it out in pairs.
　　step7 retelling the story
　　today hobo tells eddie that oxfam needs money. he remembers that eddie has some p_____ money l_____ , so he asks eddie to go and donate some of it. but eddie says that he always has l_____ at twelve o’clock. he isn’t u_____to g_____out before lunch. ＂don’t w_____ .＂ hobo says, ＂we can have a big lunch a_____ .＂ at last, eddie has to go with hobo and he says sadly, ＂you u_____ to be very k_____ to me, but now i’m so w_____ that i can’t walk any f_____ . ＂ ＂ok, i’ll t _____ you to a new r_____ . it’s n_____ to the oxfam shop.＂ hobo says happily. do you believe what he says?
　　(keys: pocket, left, used, going, worry, afterwards, used, kind, weak, further, take, restaurant, next)
　　step 8 homework
　　a. read the comic strips and try to remember it. try your best to act it out.
　　b. finish off the exercises in the evaluation handbook.
　　period 2 reading i
　　(an interview with an orbis doctor)
　　teaching goals
　　to learn to guess meanings of new words from the context
　　to learn to skim text for overall meanings and scan for details
　　to understand the structure of difficult sentences
　　teaching procedures
　　step 1 presenting
　　what international charities do you know about?
　　what do they do?
　　have you heard of orbis?
　　orbis helps blind people in poor countries. the state of being blind is called blindness. why does orbis help the blind patients? because blindness affects many people around the world, mostly in poor countries. but most of the cases of blindness can be prevented or cured. why don’t the blind go to see doctors? because they are so poor that they can’t pay for medical treatment. orbis doctors treat them for free. they operate on/do (perform) operations on their patients. so the patients are thankful /grateful to them. how do you think orbis doctors feel when they help people? (they feel proud.)
　　step 2 finding out expressions
　　go on to page 78 and 79 read the interview and underline all the useful expressions.
　　expressions an interview with an orbis doctor
　　tell…something about…, affect… around the world, in poor countries, about 80 per cent of…, cure the case, prevent the case, have the money for…, medical treatment, use a flying eye hospital, visit poor countries, on the plane, perform operations, use…as…, a teaching center, on a plane, work in a hospital, can’t afford to do…, travel to …, learn about…, share…, teach sb. sth., watch…on video, during a visit, operate on…, do operations, work quickly, do a job, be grateful to…, thank…for…, say…to…, the lucky ones, treat and cure eye problems, improve the lives of patients, carry on with…, support…by…, send donations to…
　　step 3 listening and answering
　　now listen to the tape, and then answer the following questions:
　　how many people around the world are affected by blindness?
　　how many cases of blindness can be prevented or cured?
　　where do orbis doctors work?
　　what does orbis need?
　　step 4 reading silently and finishing off part b2
　　read the text silently again.
　　try to fill in the blanks in part b2, checking your answers against your partner’s.
　　(keys: operations, skills, knowledge, grateful, patients, cured, donations)
　　step 5 finishing off part c
　　put the sentences together in part c, then checking the answers with your partners.
　　(keys: 1e, 2f, 3a, 4c,5d,6b; 1charity, 2blind,3eye, 4hospital, 5doctors, 6treat, 7teach, 8operations)
　　step 6 reading after the tape
　　now read after the tape sentence by sentence. pay attention to the sense groups within the sentences.
　　step 7 doing additional exercise
　　ask students to tell if the following statements are ＂true＂ or ＂false＂ according to the text.
　　1.blindness affects about 45 million people around the world, mostly in western countries. f
　　2.many blind people have no money for medical treatment. t
　　3.local doctors perform operations on the plane instead of in the hospital because it is more comfortable on the plane. f
　　4.dr. ma used to do one or two operations a day. f
　　5.patients are very grateful to orbis doctors. t
　　step 8 homework
　　a. read after the tape five times. your parent’s signature is needed.
　　b. finish the exercises in the evaluation handbook.
　　period 3 reading ii
　　(an interview with an orbis doctor)
　　teaching goals
　　to work out the structure of each sentence
　　to retell the story in their own words, following the organization of the passage
　　to explain all the language points
　　teaching procedures
　　step 1 reading the text together
　　read the passage on page 78 and 79 together loudly.
　　i may choose some of you to read the passage paragraph by paragraph later on.
　　step 2 making a flow chart on orbis
　　go over the text to make a flow chart on orbis, getting ready for retelling.
　　you can use the flow chart on page 88 as a model.
　　now try to retell the text story in your own words with the help of the flow chart.
　　step 3 retelling the story
　　blindness affects about 45 million people around the world, m_____ in poor countries. in fact, about 80 per cent of the cases of blindness can be c_____ or p_____. however, many people don’t have e_____ money for m_____ t_____.
　　orbis is a c_____ that helps the poor with e_____ problems. it uses a f_____ eye hospital to visit poor countries. on the plane, v_____ doctors p_____ o_____. they also use the plane as a t_____ c_____.
　　the doctors don’t work in a hospital but on a plane, because many of their p_____ are so p_____ that they don’t have the money to t_____ to hospital. so the orbis doctors have to go to them. they also t_____ the l_____ doctors and nurses new s_____ and k_____ .they hope to help more people by t_____ them.
　　dr. ma is a doctor on the orbis plane. he o_____ on 150 patients on the plane during his last v_____ . it’s hard work but he is used to it now. of course, many people are very g_____ to him because he has helped them see again. he believes that m_____ m_____ can be useful to the cases of blindness. all they need is e_____ money to c_____ on with their work. so he hopes that more and more people will support their by sending donations to orbis.
　　(keys: mostly, cured, prevented, enough, medical treatment, charity, eye, flying, volunteer, perform, operations, teaching, center, patients, poor, travel, teach, local, skills, knowledge, treating, operated, visit, grateful, modern, medicine, enough, carry)
　　step 4 explaining language points
　　what questions do you have about the following language points? now make sentences of your own with them.
　　1. operate on sb.=perform/do an operation on sb.
　　2. used to do/ be used to doing
　　3. so…that/such…that
　　4. carry on with…
　　5. be proud to do/ be proud of…
　　6. improve one’s life
　　7. be grateful to sb. for sth.
　　step 5 doing additional exercises
　　用所给词组的适当形式填空(有一个多余)
　　be proud of, used to, be used to, so…that, operate on, carry on, such…that
　　1.he was hurt __________ badly ___________ we had to send for a doctor.
　　2.the little girl ____________ washing her hands before meals now.
　　3.i am ____________ liu xiang because he is the pride of our country.
　　4.i ___________ spend my pocket money playing computer games. it’s bad for my study.
　　5.the old doctor ______________ the patient last sunday.
　　6.we need enough money __________ our work, so we need your support.
　　(keys: so…that, is used to, proud of, used to, operated on, to carry on )
　　step 6 doing an extension activity
　　a.think about what we can do to support orbis.
　　b.introduce one charity that you know very well.
　　step 7 homework
　　a. act out the interview.
　　b. tell your parents about orbis.
　　period 4 vocabulary
　　(suffixes ‘-ment’, ‘-ness’ and’-ion’)
　　teaching goals
　　to develop an understanding of suffixes
　　to use proper verbs and adjectives in context
　　teaching procedures
　　step 1 having a revision
　　to begin with, answer my questions about reading:
　　what kind of people go to orbis for help? (blind and poor people.)
　　can most cases of blindness be cured or prevented? (yes.)
　　what do orbis doctors do? (they treat many patients.)
　　do the patients need to pay for the treatment? (no.)
　　how do orbis doctors treat them? (they operate on them.=they perform operations on them.)
　　what is the relationship between ＂blind＂ and ＂blindness, ＂treat＂ and ＂treatment＂, ＂operate＂ and ＂operation＂?
　　we can form nouns by adding suffixes ‘-ment’, ‘-ness’, or ‘-ion’ to some verbs and adjectives. sometimes we need to change the ending of the verb or adjective before we add the suffix.
　　happy-y+i+ness=happiness
　　celebrate-e+ion=celebration
　　invite-e+ation=invitation
　　what is a suffix?
　　a suffix is a word ending. it is a group of letters you can add to the end of a root word*
　　e.g. walking, helpful
　　*a root word stands on its own as a word, but you can make new words from it by adding beginnings (prefixes) and endings (suffixes).
　　for example, ＂comfort＂ is a root word. by adding the prefix ＂dis＂ and the suffix ＂able＂ you can make new words such as ＂discomfort＂ and ＂comfortable＂.
　　adding suffixes to words can change or add to their meaning, but most importantly they show how a word will be used in a sentence and what part of speech (e.g. noun, verb, adjective) the word belongs to.
　　e.g. if you want to use the root word ＂talk＂ in the following sentence:
　　i was (talk) to samina.
　　you need to add the suffix ＂ing＂ so that the word ＂talk＂ makes better sense grammatically:
　　＂i was talking to samina＂.
　　there are various suffixes we use. probably the most common are ＂ed＂ and ＂ing＂.
　　here are some other suffixes and examples.
　　step 2 finishing off part a
　　go to page 82 to help daniel to change verbs and adjectives into nouns, checking the answers with your partner. think of more examples if you can.
　　step 3 finishing off part b
　　fill in the blanks in part b on page 82. then read the e-mail aloud.
　　step 4 doing additional exercises
　　用括号中所给词的适当形式填空
　　1.the children in poor countries have to _____ empty bottles to earn money. last term our school made a _____ for children in poor areas. (collect)
　　2.he could not pay his rent, so he had to _____ out. there was too much _____ of cars on the city roads. (move)
　　3.old people live a _____ life in our country. it’s a great _____ for us to welcome you here. (happy)
　　4.the teacher always _____ her students as her children. the new _____ for blindness makes some patients see again. (treat)
　　5.traveling by coach makes us feel _____ all the way. there isn’t much _____ here this year. (sick)
　　(keys: collect, collection; move, movement; happy, happiness; teats, treatment; sick, sickness )
　　step 5 homework
　　a. read and learn these suffixes heart.
　　suffixexample suffixexample
　　edwalk + ed = walked nesshappy + ness = happiness
　　ingsay + ing = saying alaccident + al = accidental
　　ertall + er = taller aryimagine + ary = imaginary
　　tioneducate + tion = education ableaccept + able = acceptable
　　sionpide + sion = pision lylove + ly = lovely
　　cianmusic + cian = musician mentexcite + ment = excitement
　　fullyhope + fully = hopefully fulhelp + ful + helpful
　　estlarge + est = largest yease + y = easy
　　b. finish off the exercises in the evaluation handbook.
　　period 5 grammar i
　　(‘used to’ and ‘be used to’)
　　teaching goals
　　to use ‘used to’ to talk about a past habit or state
　　to use ‘be used to’ to talk about what we have done regularly
　　teaching procedures
　　step 1 having a revision
　　do you still remember dr. ma? what is he? (a doctor.)
　　where did he work in the past? (in the hospital.)
　　where does he work now? (on the orbis plane.)
　　so we can say dr. ma used to work in the hospital. we use ‘used to’ to talk about a past habit or state. we can use an infinitive after ‘used to’.
　　step 2 practicing
　　say something about dr. ma’s life when he worked in a hospital using ‘used to’.
　　step 3 doing an extension activity
　　i am going to tell you about my own life.
　　i used to live in …
　　i used to go to … secondary school.
　　i used to play badminton twice a week.
　　…
　　show a photo of your family. in pairs, tell each other what your lives were like in the past. each student should make up at least 3 sentences with ‘used to’.
　　step 4 presenting
　　now dr. ma works on the orbis plane. he lives a life which is different from the one in the past. but he is used to his new life. he is used to working on the orbis plane.
　　we use ‘be used to’ to talk about something we have done regularly for a long time so that it is not new any more. we put it before a noun (phrase) or an ＂-ing＂ form of a verb.
　　step 5 finishing off the exercises
　　go to page 83 to finish exercises in part a, b and c in pairs.
　　step 6 doing an extension activity
　　how have your lives changed since you started secondary school?
　　what new experiences and routines were you not familiar with at first? like the different method of traveling to school, larger school size, different uniforms, more subjects offered. work together to formulate sentences to express the idea of becoming accustomed to something.
　　i am used to taking the bus to school.
　　i am used to the larger classes at secondary school.
　　i am used to wearing the school uniform.
　　i am used to studying more than 10 subjects a week.
　　step 7 coming to a summary
　　compare ‘used to’ and ‘be used to’, and then work out the rule on page 84.
　　used to与be used to的运用区别
　　used to + do：＂过去常常＂表示过去习惯性的动作或状态，但如今已不存在。
　　mother used not to be so forgetful.
　　scarf used to take a walk.（过去常常散步）
　　be used to + doing：对……已感到习惯，或＂习惯于＂，to是介词，后需加名词或动名词。
　　he is used to a vegetarian diet.
　　scarf is used to taking a walk.（现在习惯于散步）
　　used to 的用法
　　否定式简写为usedn＂t，过去经常，以前常常。
　　we used to go there every year. （我每年都去那儿。）
　　he is not what he used to be. （他已不是旧日的他了。）
　　this used to be a shabby house. （此房年久失修）
　　used to，would这两个词语都可以表示过去常做某事，有时可以换用。
　　used to do 强调整过去习惯性的行为或状态，但是现在没有这种行为或状态了。因此，这个短语的内涵是今昔对比。
　　step 8 homework
　　a. review what we have learnt.
　　b. finish off the exercises in the evaluation handbook
　　period 6 grammar ii
　　(using ‘so…that’ and ‘such…that’)
　　teaching goals
　　to learn to use ‘so…that’ and ‘such…that’
　　teaching procedures
　　step 1 presenting
　　what do you want to be in the future? what do you think of the job of teaching?
　　i think educating students is a long process and it is very important. we must be patient enough.
　　that is to say educating students is so important that teachers must be patient enough. = educating students is such a long process that we must be patient enough.
　　we use ‘so…that’ or ‘such…that’ to show the result of something. we can use an adjective or an adverb between ‘so’ and ‘that’, and we use a noun or a noun phrase between ‘such’ and ‘that’.
　　step 2 practicing
　　shirley wants to be a doctor when she grows up. amy is now telling her what a doctor’s life is like. help her combine what she is saying with ‘so…that’ or ‘such…that’. (page 85)
　　step 3 doing an extension activity
　　look at these pictures. we are to make sentences using ‘so…that’ and ‘such…that’.
　　picture1: a little boy wants to get the apple on the table. but he is too short.  the little boy is so short that he can’t get the apple on the table.  he is such a little boy that he can’t get the apple on the table. the little boy is too short to get the apple on the table.
　　step 4 coming to a summary
　　work out the rule about ‘so…that’ and ‘such…that’.
　　so…that/such…that
　　such…that作＂如此……以致＂解，连接一个表示结果的状语从句。与so…that
　　意思相同，但用法不同。如：so…that这一结构中，so后边可加形容词或副词，而such后边要用名词（这个名词前面可以带形容词，也可以不带）。因此，such…that的句型结构可分以下三种：
　　1)such a(an) adj. 单数可数名词 that…clause
　　he is such a clever boy that everybody likes him.
　　他非常聪明，大家都非常喜欢他。
　　he was such an honest man that he was praised by the teacher.
　　他非常诚实，因而受到了老师的表扬。
　　2)such adj. 复数可数名词 that…clause
　　they are such interesting novels that i want to read them once again.
　　这些小说非常有趣，我想再读一遍。
　　3)such adj. 不可数名词 that…clause
　　he has made such great progress that the teachers are pleased with him.
　　他进步得很快，老师们对他感到很满意。
　　注意：如果such后边的名词前由many、much、few、little等词所修饰的话，则不用
　　such而用so。例如：
　　he had so many falls that he was black and blue all over.
　　他摔了很多跤，以至于全身上下青一块，紫一块的。
　　he had so little education that he was unfit for this job.
　　他所受教育很少，不适合做这个工作。
　　there were so many people in the street watching the fire that firefighters could not get close to
　　the building.
　　街上有那么多人观看大火，以至于消防队员无法接近大楼。
　　6. in fact, his english is one of these articles was so good that angels wrote him a letter and praised him for it.
　　事实上，在那些文章中有一篇他的英文写得很好，恩格斯曾写信赞扬他。
　　so…that也作＂如此……以致＂解，连接一个表示结果的状语从句。so…that与such…
　　that意思相同，但用法不同。现将so…that用法总结如下：
　　so adj.／adv. that…clause（so的后面跟形容词或副词）
　　he runs so fast that nobody can catch up with him.
　　他跑得非常快，没人能追上他。
　　dr. wang is so good that everybody loves and respects him. (=he is so good a doctor that everybody loves and respects him. =he is such a good doctor that everybody loves and respects him.)
　　他是一位好医生，大家都尊敬并爱戴他。
　　step 5 homework
　　a. go over what we have learnt.
　　b. finish off the exercises in the evaluation handbook.
　　period 7 integrated skills
　　(writing, reading and speaking up)
　　teaching goals
　　to listen for and identify specific information about unicef
　　to respond to a written text and information got from listening
　　to talk about favorite charities
　　teaching procedures
　　step 1 presenting
　　what international charities do you know about? which charity can help you with your eye problems? do the orbis doctors volunteer to do the work? yes. they are volunteers. they do some voluntary work.
　　we have known something about the work of orbis. today, let’s talk about the work of unicef.
　　step 2 reading and answering
　　ask students to read the article in part a2 and answer the following questions:
　　which charity is this article talking about?
　　when and where was it set up?
　　why was it set up?
　　how many countries and areas does unicef work in?
　　what does unicef help?
　　step 3 listening and finishing off part a1
　　listen to part a1 and put the sentences in the correct order.
　　check on your answers in pairs.
　　more questions about unicef:
　　what does unicef provide?
　　how does unicef raise money?
　　how can we help unicef?
　　step 4 finishing off part a 2, a 3 and a4.
　　fill in the blanks in part a 2, a 3 and a4, checking on the answers and read the sentences aloud.
　　step 5 reading after the tape
　　read after the tape sentences by sentence, paying attention to the sense groups within the text.
　　step 6 finding and copying expressions
　　go over page 86 and 87 again to find and copy all the useful expressions.
　　useful expressions from page 86 and 87
　　do a presentation on…, listen to a radio programme about…, put…into the correct order, write…in the boxes, want…to be…, go to school, help make…, make… a better place for…, help by…, make a donation, do some volunteer work, raise money by…, sell cards, organize find-raising activities, all over the world, part of…, be set up, at that time, because of, organize one’s ideas, get…from…, instead of…, support one’s family, spend…on…, save money for…, protecting wildlife, a serious problem, take action to do…
　　step 7 making up new dialogues
　　to speak up let’s go on to make up new dialogues using part b as a model.
　　step 10 homework
　　a. listen, repeat and recite the dialogue in part b.
　　b. finish off the exercises in the evaluation handbook.
　　period 8 study skills
　　(making flow charts)
　　teaching goals
　　to learn to show ideas by a flow chart
　　teaching procedures
　　step 1 learn how to make a flow chart
　　step-by-step process of how to develop a flow chart
　　gather information of how the process flows: use a)conservation, b)experience, or c)product development codes.
　　trial process flow.
　　allow other more familiar personnel to check for accuracy.
　　make changes if necessary.
　　compare final actual flow with best possible flow.