Unit8I’llhelpcleanupthecityparks教学设计

详细内容

e up with

（2） Target Language

I’ll help clean up the city parks．

2． Ability Objects

（1） Train the students’ listening skill．

（2） Train the students’ municative petence using the target language．

（3） Train the students to use the new phrasal verbs: cheer up, set up, e up with, put off/

3． Moral Object

Plan a City Parks Clean-up Day with your good friends and e up with some ideas to tell people about it．

Ⅱ． Teaching Key Points

1． Listening practice with target language．

2． Make munications with target language．

3． How to use the phrasal verbs．

Ⅲ． Teaching Difficult Points

1． Make munications with target language．

2． Use the phrasal verbs．

Ⅳ． Teaching Methods

1． Listening

2． Pairwork

3． Role play the conversation

Ⅴ． Teaching Aids

A tape recorder

Ⅵ． Teaching Procedures

Step Ⅰ Revision

1． Revise the knowledge points on Page 60． Ask several students to tell some ways they could help people with books closed．

2． Check homework by asking several pairs to read their conversations which they wrote down．

3． Check homework by asking some students to read their sentences with the phrasal verbs． Let them hand in their homework．

Step Ⅱ 2a

We can see five pictures in Activity 2a．

What can you see in each picture?

Ask five different students to describe the pictures．

After that, ask a student to read the words on the TV screen, on the sign and in the newspaper．

We’ll hear some students at a club meeting． They are talking about how their club can help clean up the city parks．

Ask the class to read the instructions together． Tell them to note the box of each picture, they will have to tick in the boxes of the items they hear on the recording．

Now listen to the club members talking about what they can do to clean up the city parks and tick in the right small boxes．

Play the recording the first time．Students only listen．

Play the recording again． Ask students to check the things they hear．

Check the answers．

Step Ⅲ 2b

Read the instructions with the class． And let them have a look at the sentences．

Read the first sentence to the students．

Tell them it is a sample answer．

Say, We will hear the same recording again． This time listen carefully to what the students say and fill in the blanks in the sentences．

Play the tape again and the students write out the answers．

Check the answers．

Step Ⅳ 2c

Ask students to look at the sample conversation first． Ask a pair to read it to the class．

Ask the class to read the instructions together．

Say． You’ll work in pairs to role play the conversation in Activity 2b．

Each pair will make a conversation like the sample one． You can use the sentences in Activity 2b as a guide．

Ask the students to work in pairs． More around the classroom, checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class．

Step Ⅴ Grammar Focus

Say, Do you remember the meaning of cheer up? Who can tell us?

Ask a student to explain the phrasal verb cheer up like this:

Cheer up means make someone happy．

Then get students to make up some sentences with it．

Say, Let’s learn some more phrasal verbs today． Please open your books at page 61． Look at the content in Grammar Focus and try to tell me the meanings of set up and e up with．

Ask two children to tell their meanings like this:

Set up means establish or start．

e up with means think up．

Then get students to read the sample sentences in the grammar box．

Write the phrasal verbs and the sentences on the blackboard．

Get students to make more sentences with these phrasal verbs to get a further understanding．

Step Ⅵ Summary

Say, In this class, we’ve done some listening and writing practice with target language． We also did some oral practice in pairs． And we’ve discussed some phrasal verbs as well．

Step Ⅶ Homework

1． Write two conversations like the sample in Activity 2c．

2． Make up one sentence with each of the following phrasal verbs: set up, e up with, put off, hand out, call up

Step Ⅷ Blackboard Design

Unit 8 I’ll help clean up the city parks．

Section A

The Second Period

Phrasal verb:

cheer up He looks sad． Let’s cheer him up．

set up We are going to set up a food

bank to help angry people．

e up with We need to e up with some ideas．

The 3rd Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

major, mitment, veterinarian, coach

（2） Target Language

I’d like to join the school volunteer project．

You could help coach a football team for little kids．

2． Ability Objects

Train students’ reading skill．

Train students’ speaking skill with target language．

Train students’ writing skill with target language．

3． Moral Object

If there is a student volunteer project in your school, try to join it; if not, try to set up one; being a volunteer is great!

Ⅱ． Teaching Key Points

1． Guide students to read the article in Activity 3a．

2． Help students to use the target language to express what kinds of volunteer work they could do and what they like to do．

1． Teaching Difficult Points

1． Read the article for prehension．

2． Use the target language to express what kinds of volunteer work they could do and what they like to do．

Ⅳ． Teaching Methods

1． Pairwork

2． Role play

Ⅴ． Teaching Aids

Some pictures that the volunteers are working, or some signs of the volunteers’ clubs．

Ⅵ． Teaching Procedures

Step Ⅰ Revision

1． Check the homework by asking some children to read their conversation．

2． Check the homework by asking some children to share their sentences with the phrasal verbs with the class．

3． Revise the target language they learned last class．

Step Ⅱ 3a

Have the students look at the picture of the three children． Ask them who they think the children are．

Then call the students’ attention to the title of the article and ask the children to read it out． Ask them the question again．

This time they may answer． They are three volunteers．

Read the instructions to the students．

This is an article about volunteers． You have two tasks to d first underline the kinds of work the volunteers do; second circle the reasons why they like their work．

Continue saying． The names of the three volunteers are Li Huiping, Lan Pei and Zhu Ming． The article tells you about the different things they do to help people．

Please read the article the first time and underline the things they do． There are three questions on the blackboard to help you．

Write the three questions on the blackboard and tell them to scan the passage to get the answers and underline the words．

Questions

1． What does Li Huiping do to help people as a volunteer?

2． What does Lan Pei do?

3． What does Zhu Ming do?

Check the answers by asking three students to answer the questions．

Read the article to the class and do some explanation on any new words． Tell the students to raise their hands when I e to any word or sentence they don’t understand． Pause and do some explanation．

Try to explain the new words in English like this: major means more important, for example, a major operation, the major roads; A veterinarian means an animal doctor, a doctor who treats animals．

After that, get the students to read the article a second time to circle the reasons．

Check the answers with the class．

Then have the students read the article loudly twice． Encourage them to ask questions if they still can’t understand any words or sentences．

Move around the classroom and answer the students’ questions．

Step Ⅲ 3b

Read the instructions to the students．

And tell them I love English． I could teach English in an after-school program．

Hui loves playing football． What could Hui do if he wants to join the school volunteer project?

Help the students answer． He could coach a fcf6tball team for little kids．

Tell them coach means teach or train．

Then ask the students to look at the table in Activity 3b．

We can see three columns in this form．

There are four names in the first column．

And we can know what each of them loves doing from the second column, the column of loves． Now our task is to fill in the blanks in the third column, the column of Could． Get the students to discuss in pairs and fill the results of their discussions in the blanks．

Move around the classroom to make sure that they are discussing in English and offer them help as necessary．

Ask several pairs to report their answers to the class． Answers will vary but should show a sense of volunteering as well as a relationship to the skill．

They may give answers in pletely sentences orally but write in phrases．

Step Ⅳ 3c

Ask a pair of the students to model the sample conversation first．

Write the conversation on the blackboard．

Model for the rest of the class．

Then let the whole class practice in pairs． Remind them to use the sample conversation, but replace the words loves and skills．

Move around the classroom while they are working, checking the progress and offering help as necessary．

Ask two or three pairs to share their conversations to the class．

Step Ⅴ Part 4

Read the instructions to the class．

Call the students’ attention to the clart on the left． Point out the titles Things I like to do and volunteer work I could do to the students．

At first, each of you writes down three things you like to do on the lines in the column of Things I like to do． You can write in either plete sentences or phrases． For example, you can fill in the blank with I love drawing pictures, or Drawing pictures．

Get the students to write down their own answers individually．

As students write, move around the room helping with vocabulary if necessary．

Show some pictures of volunteers’ work to remind them as well． Ask several to read their things they like to do to the class．

Then work in pairs and give each other suggestions about what volunteer work you could do with those interests． Ask a pair to model the sample conversation before they begin to practice．

Get students to practice in pairs．

As the students practice, move around the classroom, correcting some mistakes they may make and helping them answer the questions．

Tell them to fill in the blanks in the column of Volunteer work I could do with the suggestions that their partners have given them．

After all of them have finished writing, ask one or two pairs to share their conversations to the class．

Step Ⅵ Summary

In this class, we’ve learned more about the volunteers and their work． And we’ve done much oral and written practice on volunteer work with target language．

Step Ⅶ Homework

1． Write a conversation like the sample on in Activity 3c．

2． Write a conversation like the sample one in Activity 4．

Step Ⅷ Blackboard Design

Unit 8 I’ll help clean up the city parks．

Section A

The Third Period

Target language:

1． I’d like to join the school volunteer project, but I’m not sure what I should do．

What do you like doing?

I love playing football．

Well, you could help coach a football team for little kids．

2． I like to read about Chinese history．

What kind of volunteer work do you think I could do?

You could start a Chinese History Club．

The 4th Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

run out of, take after, fix up, give away, repair, not…any more, similar advertisements

（2）Target Language

What do you do, Jimmy?

I fix up bikes and give them away．

2． Ability Objects

（1） Train the students’ reading, writing, speaking and listening skills with the target language．

（2） Train the students to use the new phrasal verbs．

3． Moral Object

e up with a good idea to help others． It will bring you much enjoyment．

Ⅱ． Teaching Key Points

1． Train the students’ reading, writing, speaking and listening skills with the target language．

2． Teach the students to use the new phrasal verbs properly．

Ⅲ． Teaching Difficult Point

Teach the new phrasal verbs．

Ⅳ． Teaching Methods

1． Making up sentences

2． Listening

3． Pairwork

Ⅴ． Teaching Aid

A． tape recorder．

Ⅵ． Teaching Procedures

Step I Revision

1． Revise the contents of the article in Activity 3a．Section A

2． Check the homework by asking some students to read the conversations they wrote． Correct any mistakes they might have made． Let them hand in their homework．

Step Ⅱ 1a

Read the instructions to the students．

Make sure that each one knows what to do．

Let the students look at the sentences in the left column first． Try to explain the four sentences in English for the children, especially the new phrasal verbs in the sentences． Say to them like this:

Please look at the sentences on the left column． Let’s get the meanings of them．

Let’s see the first one． I’ve run out of it

Here, run out of is a phrasal verb． It means reach an end of, use up or bee short of． I’ve run out of it, means I’ve used it up, nothing left．

Explain the other sentences in the same way．

After explaining the sentences, read each sentence in the box and ask the students to repeat．

Then ask several students to explain the sentences with letters in front of them．

Tell them to explain them in their own sentences． For example, Sentence a, the student might respond． My bicycle was broken． I couldn’t ride it． I got new tires and a new seat． Now it works fine．

Read the instructions again and ask the students to match the sentences with similar meanings．

Say, Now match the numbered sentences with the lettered sentences in the box．

Write the letter of one sentence in front of the number of the matching sentence．

Look at the first sentence． The answer has been given． It’s Sentence b． Find out the answers to the other sentences．

Check the answers by asking different students to read their matched sentences．

Step Ⅲ 1b

Call the students’ attention to the phrasal verbs in the box． Have four different students explain each phrases in their own words．

Make sure each student knows the phrasal verbs’ meanings．

Then ask the students to read the instructions together．

Now let’s make sentences with the words in the box． Please look at the sample sentence in your book． Who would like to read it and explain it in your own language?

Ask one student to read the sample sentence and explain it． He or she might explain like this:

The meaning of this sentence is I give my bicycle to charities without money．

Who can make another sentence with give away? Please put up your hands．

Ask two or three students who have put up their hands to say their sentences to the class． Correct any mistakes they may make．

Then have the students work individually． Make one sentence with each phrasal verb in the box． Tell them to write down their sentences on the lines next to the box．

Walk around the classroom as they write． Offer some help to them if they need． Try to remember who have made some wonderful sentences at the same time．

After all of them have finished writing, choose some children who have made some wonderful sentences to share theirs with the class． Choose some of the best sentences． Write them on the blackboard．

At last, ask the whole class to work in pairs and help each other． Let them check each other’s sentences very carefully．

Correct all the mistakes in writing or sentence structures that their partners’ may have made．

Step Ⅵ 2a

Call the students’ attention to the four pictures． Tell them the boy’s name is Jimmy． Read the instructions to the class． Your task is to number the pictures the correct order while you are listening to the conversation on the tape． But I want to ask you to guess the answer without listening now．

Try to put the four pictures in a certain order to show a story of Jimmy by yourselves now． I’ll see whose answers ant correct after we finish doing the listening practice．

Then have them give their own order by guessing． After a while, ask several ones to tell their answers to the whole class．

Collect two or three answers which many students support on the blackboard．

Next, ask some students to tell their own stories on the pictures aording to their own orders．

After that, ask the students to get ready to listen．

Say, We will hear a radio program． A man is interviewing a boy． Write a number in each short line next to each picture while you are listening． Your numbers should be from 1 through 4 and show which thing they talk about first, second, third and fourth．

Play the recording the first time．

Students only listen．

Then play the recording again． Ask students to number the pictures．

Check the answers． Remember to say congratulations to the children who guessed correctly．

Step Ⅴ 2b

Read the instructions together with the children． Make sure that everyone knows what to do．

Call the students’ attention to the box．

Ask four students to read the four sentences to the class．

Point to the list of statements and true/false choices．

We will listen to the same recording again． Before I play the recording, let’s do like this． ―If you can remember the contents of the conversation, please you’re your answers; if you can’t remember the contents, please just guess the answers． It doesn’t matter whether your answers are right or wrong．

After a while, have the students get ready to listen．

Play the recording again． Ask the students to circle the correct answer to each question―T for true or F for false．

Check the answer． Remember to say congratulations to the students who had a good guess before listening．

Step Ⅵ 2c

First, play the recording of this lesson again， The students repeat after it． Let the students read after the tape at least twice． Tell them to try their best to copy the pronunciation of the recording．

Read the instructions to the class． Tell them they will practice the conversation between Jimmy and the reporter, using the information in the Activities 2a and 2b．

Ask a pair of the students to read the model conversation．

Write the conversation on the blackboard．

Then let them practice their own conversations in pairs．

As the pairs work together, more around the room offering help as needed．

Ask several pairs to share their conversations with the class．

Step Ⅶ Summary

Say, In this class, we’ve learned how to use some new phrasal verbs first． And

we’ve done much listening practice on the target language． At last, we did some oral practice by making our own conversations．

Step Ⅷ Homework

1． Make up one more sentence with each of the phrasal verbs in Activity lb．

2． Write out the conversations that you made by yourselves in Activity 2c．

Step IX Blackboard Design

Unit 8 I’ll help clean up the city parks．

Section B

The Fourth Period

Target language:

A: What do you do, Jimmy?

B:I fix up bikes and give them away．

The 5th Period

Ⅰ． Teaching Aims and Demands

Knowledge Objects

（1） Key Vocabulary

call up, hand out, call-in（=phone in）, strategy, work out

（2） The new and old phrasal verbs．

（3） The reading passage．

2． Ability Objects

（1） Train the students’ reading skill on how to make notes．

（2） Train the students how to use the phrasal verbs．

（3） Train the students’ writing and speaking skills．

3． Moral Object

If you get in trouble in your volunteer work, go to the people around you to ask for help．

Ⅱ． Teaching Key Points

1． To help the children understand the article．

2． To teach the new phrasal verbs．

3． To direct the students how to make notes based on an article．

Ⅲ． Teaching Difficult Points

1． Teaching the new phrasal verbs．

2． Directing the children to make notes based on an article．

Ⅳ． Teaching Methods

1． Giving examples

2． Asking questions

3． Making notes

4． Brainstorming

Ⅴ． Teaching Aids

Some pictures on volunteer work, especially a picture on repairing bikes．

Ⅵ． Teaching Procedures Step I Revision

1． Revise the phrasal verbs that taught last class by asking students to make sentences with them again．

2． Check homework by asking students to read their sentences and conversations to the class．

3． Revise the story about Jimmy．

Step Ⅱ 3a

We have learned something about Jimmy．

We know he is a Bike boy． He fixes up old bikes and gives them away． But he ran out of his money to buy old bikes last week． Has he e up with any way of getting money? or Will he have to stop?

Let’s find out the answer in the article in Activity 3a． Please read the article once quickly and tell me the answer．

Have the students scan the passage and catch the main idea of it． After around two minutes, Ask the question again．

Step Ⅲ 3h

We knew Jimmy had solved his problem．

What things did he do to solve his problem? Please make a note of the things that Jimmy did to solve his problem．

Ask a student to read the sample sentence in the book． Tell them to write out the things that Jimmy did． Use the sample sentence as a model． And they can reread the article to search for the answers． Let the students plete the work on their own．

Walk around the room while they are writing, checking progress and correcting the mistakes they may make while writing．

After they all finish writing, ask a few students to give their answers． Point out the mistakes they may have made in writing．

After that, write the following words and phrases on the blackboard．

call up, hand out, work Out, call-in, strategy

Tell them to note these new words and phrases in the article, ask children to read the article again． Tell them to read in context, guessing the meanings of new words

and phrases from the other words around them．

Students read the article again for prehension this time． Allow them to read a little longer this time．

After a while, point to the new words and phrases on the blackboard and let the students guess the meanings of them． The teacher does some explanation at the same time．

Look at the blackboard now． Let’s explain these new words and phrases one by one．

Ask the students to make some sentences with it if time permits． Let them do it as homework if there is no enough time in class．

Get the students to read the instructions together．

Say, Read the article a third time now．

Please underline all the phrasal verbs while you are reading．

Ask students to plete the work on their own．

Get some students to tell the class their answers． Check the answers with the whole class．

Then have them work in pairs． Tell them to check each other’s answers carefully and point out the mistakes their partners may have made． Tell them to help each other like this as often as possible．

Write the correct answers on the blackboard to help them．

After checking the answers, ask the students to read the article loudly． Teach them to read the new words or even the whole text before they start reading if necessary．

Ask them to read for a while, ask one or two to read it to the class, correcting any pronunciation errors they may make．

Then ask the whole class to practice reading in pairs． Tell them to read the article loudly in turns in pairs． The one who is listening has to point out his or her partner’s pronunciation errors and help to correct them． If they are not sure about any words, tell them to ask for help from the teacher．

After practice reading the article, ask if they have any words or sentences they don’t understand． Tell them to raise their hands and say which words and sentences they don’t understand．

Help solve the problems．

Step Ⅳ Part 4

Let’s do it in groups of four． Each group will have to brainstorm a plan for helping out in your munity． Talk about it and make notes on where you will help and what you will do．

Each group has to write out your own list of possible places and volunteer activities first．

Point out the chart in Activity 4． Tell them to note the two given statements Where and What．

Your task is to write the places after the word Where and the volunteer activities after the word What．

Show some pictures or signs on volunteer activities to help the children e up with some ideas．

Let the students work in fours． Brainstorm their plans and write their own lists, using the answers on the blackboard as a model．

Walk around the classroom, offering help as necessary．

After they all finish brainstorming and writing, tell them to practice together what they will say to the class．

Each group will have to report your plan to the class． Now practice together what you will say． You can select one to report mainly and the others plete or you can say in turns． Each one tells about one place． And you can also have one write notes on the board if you wish．

Let them practice for a while． Then ask each group to make their presentations．

Step Ⅴ Summary

Say, In this class, we’ve read an article about Jimmy． We’ve known Jimmy has got sixteen bikes to fix up and give away．

And we’ve learned to make reading notes． We have done some reading, writing, listening and speaking practice using the target language through groupwork．

Step Ⅵ Homework

1． Make one sentence with each of the phrasal verbs below, call up, hand out, work out, run out, set up, fix up．

2． Try to remember the new words on page 64．

Step Ⅶ Blackboard Design

Unit 8 I’ll help clean up the city parks．

Section B The Fifth Period

New words and phrases in Activity 3a:

call up, hand out, work out, call-in, strategy．

Answer to Activity 3a:

cheer up, run out, put up, called up, handed out, set up, e up with, fix up, give away．

Answers to Activity 3b:

1． He did a radio interview．

2． He put up signs．

3． He called up friends．

4． He handed out advertisements．

5． He told teachers．

Sample answers to Activity 4:

Where： 1． the city parks 2． …

What： 1． pick up plastic bags and papers

The 6th Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1）Using these phrasal verbs correctly．

give away, take after, e up with, give out, hang out

（2） Writing an article using the notes given

2． Ability Objects

（1） Train the students to use the phrasal verbs．

give away, take after, e up with, give out and hang out．

（2）Train students’ writing skill．

3． Moral Object

What do you want to be in the future? Try to e up with an idea to get much volunteer experience． It will be good for both you and the others．

Ⅱ． Teaching Key Points

1． Help the students have a self check on the key words and target language of this unit．

2． Practice using the phrasal verbs give away, take after e up with, give out and hang out．

3． Direct the students to write an article aording to the notes given．

Ⅲ． Teaching Difficult Points

1． The students make sentences with the phrasal verbs．

2． Write the article with the notes given．

Ⅳ． Teaching Methods

1． Teaching by providing sample sentences

2． Teaching by providing sample article

Ⅴ． Teaching Aid

A picture of a young woman who is singing．

Ⅵ． Teaching Procedures

Step I Revision

1． Check the homework by asking the children to show their sentences． Ask some to share their sentences with the class．

2． Dictate some new words on page 64．

Step Ⅱ Part 1

This activity focuses or vocabulary introduced in the unit． Ask a student to read the instructions．

We have two tasks now． First let’s fill in the blanks． Look at the words given in the box． They are all phrasal verbs． Do you know the meaning of each phrasal verb?

Who has any problem? Show me by raising your hands．

Help solve the problems． Do some explanation if necessary． For example, if someone is not sure about hang out, tell him or her, hang out means spend one’s time lazily．

Let them do the work individually． Tell them to choose a correct verb for each blank and note to use the correct forms of the verbs．

In some cases, you may need to use an other form of the word, for example adjusting for tense, subject or verb agreement． Move around the room as they write, offering help as needed． Try to remember the mon mistakes they may make．

After they are finished, ask five different students to read their answers to the class． Correct any mistakes they may have made, especially the verb forms． Encourage the other students to point out their mistakes and help correct them． Point out the mon mistakes they may have made at last． After checking the answers together, ask the whole class to check the answers in pairs, exchanging their books and have a careful check． Point out their partner’s mistakes and help correct them．

Let the students read the five sentences loudly several times after making sure they all have got right answers．

Then go on with the second task． Use the first phrase, give away, as an example．

Ask several students to make sentences with it orally．

Such as, Jimmy gives away old bikes．

Then ask the children to make their own sentences with the phrasal verbs given．

Each one writes the sentences on a piece of paper．

Move around the classroom while they are writing, checking progress and offering help．

Ask some students to share their sentences to the class by reading their sentences to the class． Correct any mistakes they may have made．

Ask all the children to hand in their papers．

Step Ⅲ Part 2

We’ll have to write an article using the notes in the box． The article will tell what happens to Sally． At first, let’s see the first sample sentence given in the book．

Ask a student to read the sentence． Tell them to note how the writer bined these phrases into one sentence．

Then tell the students to try to say out the next sentence． Let them think for a while first． Then ask several children to say their sentences．

Then go on with the third sentence, then the fourth one． Help the students to think out and say out all the sentences．

After bining the phrases into sentences orally, tell the students to put all the sentences together to write an article by themselves． Tell them to go on writing after the first sample sentence on their books．

Move around the classroom． Note to remember whose articles are very suessful and whose have some mistakes．

Then ask some students who have written suessfully to read theirs． At last, the teacher reads the sample article in the teacher’s book to the class, showing a picture in which a young woman is singing．

Tell them to exchange their articles with their partners and help each other．

Ask the students to rewrite their articles to make the article perfect after class．

Step Ⅳ Just for Fun!

Call the students’ attention to the cartoon pictures． Tell them to see what happens．

Ask the students to read the conversation in the first picture together．

Then ask them what is funny about this cartoon． Help the students to answer like this:

The boy has been trying to make the person stop crying because he thinks the person is sad, but the person is really crying because of the onions．

Step Ⅴ Summary

Say, In this class, we’ve practiced using some phrasal verbs and we’ve written an article based on the notes given． At last, we enjoyed a funny cartoon． All of you have done very well．

Step Ⅵ Homework

1． Revise all the language points in this unit．

2． Finish off the exercises on pages 32～34 of the workbook．

3． Make another more sentence with each phrasal verbs below, give away, take after, e up with, give out, hang out．

4． Rewrite the article．

Step Ⅶ Blackboard Design

Unit 8 I’ll help clean up the city parks．

Self check

The Sixth Period

Answers to Activity 1:

1． give out 2． came up with

3． gave away 4． hang out

5． takes after

Some sample sentences to Activity 1:

1． Jimmy gives away old bikes to children who don’t have bikes．

2． Tom takes after his uncle．

3． The boy has e up with a good plan to enjoy his holiday,

4． The volunteers are giving out the advertisements now．

5． Ladies always like hanging out at the shops on weekends．

The 7th Period

Reading: No problem!

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

solve, plain, your concern, trust, wheelchair, brilliant and so on．

（2） Text

2． Ability Objects

Train students’ ability of identify main idea．

Train students’ ability of understanding words in context．

Train students’ ability of reading for special information．

3． Moral Object

Help your family and friends to solve the life’s big or small problems with the ways you have learnt．

Ⅱ． Teaching Key Points

1． Key vocabulary．

2． Read the text to identify main idea．

3． Read the text to understand words in context．

4． Read the text for special information．

Ⅲ． Teaching Difficult Points

1． Train students’ reading skill．

2． Train students’ writing skill．

Ⅳ． Teaching Procedures

Step Ⅰ Part 1

Call the students’ attention to the title of the article．

Tell me the title of the article, please．

Yes, it’s No problem． What do you think the article is about based on the title?

Ask one or two to tell what they think of based on the title．

Then ask the students to look at the picture on this page． Say, Look at the picture, please． What can you see in it?

What is happening?

Ask one student to answer the questions．

Choose one student to tell his own answer．

Then tell the students to discuss the questions with their partners．

Tell them to give their own answers and not to read the article．

As they discuss, walk around the room looking at their progress． Once most students are finished, ask several pairs to report their results to the class． Let the whole class pare their answers．

Step Ⅱ Part 2

Ask one student to read the instructions to the class． Make sure that all the children know what to do．

Call the students’ attention to the chart．

Have the students read the four headings together． Then tell them to see the example answer in the column of Explanation．

Say, Now please read the article quickly and note to catch the main idea of each part． Fill in the forms with plete sentences like the example given．

Ask the students to plete the task individually． More around the classroom while they are reading and writing, checking their progress and trying to find out what are difficult for them． After they all finish filling in the blanks, have some students to report their answers to the class．

The answers can vary, but they have to express the main idea with correct plete sentences．

Let the other students decide whether their answers are right or wrong and help correct the mistakes they may make．

Offer some help in bining sentences to the children．

Then ask the children to exchange their writing with their partners．

Help check the answers carefully． Point out any mistakes and help correct them．

Step ⅢI Part 3

We can see some words indicated in bold in the article．

Please guess the meanings of them now．

Then ask some children to guess the meanings of the bold words． Don’t give them the correct answers．

Do you want to know more about how to deal with the life’s problems? Please read the article more carefully this time and you’ll get more ways about it． Note to read in context． Try to guess the meanings of the words in bold from the other words around them． You can also guess the meanings of any words and phrases you can’t understand from the other words around them．

Ask the students to read the article again for prehension．

After a while, ask some students to tell the meanings of the words in bold． Discuss their answers with the whole class．

Check their answers

Ask students to raise their hands and say which sentences and words they still don’t understand． Help them solve the problems．

Read the instructions with the students and have them look at the example．

Ask the students to match the words with their meanings． Remind them to read the story again for extra help．

Check the answers．

Step Ⅳ Part 4

Read the instructions to the students． Ask the first question as a sample to check if they know what to do．

Ask the students to do the activity individually． Tell them to read the article again to get help．

Check the answers by asking different students to answer the questions．

You should try to remember the answers before looking at the reading．

Then let the students ask and answer the questions in pairs loudly．

Step Ⅴ Part 5

Read the tasks to the students, and ask them to have a look at the sample answers．

Ask the students to do the activity in groups of five． Encourage each student to e up with a problem and a solution, and report them to their own group． The groups discuss the problems and solutions together, explaining the problems and solutions．

Check the answers by asking each group to explain the problems and solutions．

Try to ask for more solutions from other groups for each problem．

Step Ⅵ Summary

We have read a very helpful article in this class． And we’ve learned how to solve the problems． We discussed the problems we had at school and the solutions． We have done much practice on prehension．

Step Ⅶ Homework

Read the article in Activity 2 again for further prehension．

Try to solve your own problems and help the others．

Step Ⅷ Blackboard Design

Reading

The Seventh Period

Answers to Activity 3:

solve b; plain a; your concern c; trust e; wheelchair f; brilliant d

Sample answers to activity 4:

1． Tell yourself to fet．

2． He is still a very suessful writer and teacher．

3． Angry or unhappy people may do things to make you angry．

4． You probably don’t need a wheelchair to more or a puter to help you talk．

5． A student’s most important job is to learn and show how he or she learns on tests．