ࡱ> ac^_`q` R?bjbjqPqP>"```000$ h,<7ʜ"0ʜʜ7``P ηηηʜ ``ηʜηηJW`2 ˮ 5f 0 h8,h4WW(hU 0`ηB\,00077dj000 ʜʜʜʜU[d0[ Unit 2 I ll help to clean up the city parks. Section A 1 (1a-2d) N0Yef[vh 1. wƋvh 1) ccN NUS͋ clean up, city, cheer, cheer up, give out, volunteer, notice, used to, lonely, ccN NSW `$ You could help to clean up the city parks. a$ We should listen to them and care for them. 2) NN Nl ``R͋could, shouldv(ul(ushouldbcouldcQ^v^[+RNv^\OQċN0YUOh;NRcO.^R0 2. `a`^Nef[u_?aۏLINR.^R+RNv;mRƉ ǏNNN Neg_[f[uNN>yO NNNv_?aNۏLv;mR0 T: Who are they? SThey re volunteers. They usually volunteer to help others. T: How could we help people? S1: We could clean up the parks S2: We could help sick people in the hospital. S3: We could help plant trees. & Step 2 New words 1. city n. W^ e.g. The library is in the north of the city. VfN(WW^vS0 2. notice n. lQJTLrJT^JT e.g. Please read the list on the notice board. lQJTg Nv TUS0 3. sign n. h_OS e.g. Look around, we could see no sign of life. s~VV bN w NQNpu}Tva0 4. volunteer v. INRRR ?aZP volunteer to do sth. INR?aZPgN e.g. Many people volunteer to work on the farm. _YN_?a0RQ:WS]\O0 5. clean up Sbkbnd e.g. The students take turns to clean up their classroom. f[uNnAmSbkbYe[0 6. give out RSceS e.g. Please help me give out these test papers. .^b\ُNՋwSS NS0 7. cheer v. "k|T; Ui_ e.g. Cheer up. The news isn t too bad. /c\Oweg mo`؏ N{*YOW0 8. lonely adj. d[rv[[v e.g. I don t feel lonely because I made new friends here. b Nɉ_d[rV:NbNNe gS0 9. used to f~ ǏS e.g. Jack used to be short, but now he s tall. pgKQǏS_w FOs(WؚN0 Step 3 Discussion 1. 1a. Look at the ways you could help others. Then list other ways. 2. Ss discuss with their partners and write the ways one could help others: `$ Help to plant trees by the river. a$ Help to clean up the city park. b$ Visit the old people in the old people s home. c$ Help young kids to learn English. Step 4 Listening 1. T: Tell Ss to read the sentences in the chart. Make sure they know the meaning of the sentences. 2. 1b. Play the recording for the Ss to listen and number the ways the boy and girl could help others. ___ The girl could visit the sick kids in the hospital to cheer them up. ___ The boy could give out food at the food bank. ___ The girl could volunteer in an after-school study program to teach kids.___ The boy could help to clean up the city parks. (Key: 3, 2, 4, 1) Step 5 Pair work 1. Let Ss read the conversation in the picture. 2. 1c. Use the information in the chart of 1b to make other conversations. A: I hope to work outside. B: You could help to clean up the city parks. & & 3. Let some pairs act out their conversations. Step 6 Listening 1. 2a: T: A group of students are planning a City Park Clean-up Day. Listen and check (") the things they are going to do to tell people about it. 1. Look at the pictures in 2a. Discuss the things they are going to do. 2. Play the recording for the Ss to listen and check the pictures. 3. Play the recording again to check the answers. Answers: b, c, e 2. 2b: 1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do. 2. Play the recording for the Ss to write the correct words in the blanks. 1. We need to _____ ___ ____ a plan to tell people about the city park clean- up. 2. Clean-up Day is only two weeks from now. We cant ___ ___ making a plan. 3. We could ___ ___ signs. 4. Lets make some notices, too. Then Ill ____ them ____ after school. 5. We could each ____ ___ 10 students and ask them to come. 3. Play the recording again to check the answers. Answers: 1. come up with 2. put off 3. put up 4. hand, out 5. call up Step 7 Pair work 1. 2c. Tell Ss to make a conversation using the information in 2a and 2b. 2. Let one pair to read out their conversation first. e.g. A: We need to come up with a plan for the City Park Clean-Up Day. B: Lets have lunch first. A: No, we need to start now. Clean-Up Day is only two weeks from now. B: Youre right. We cant put off making a plan. As we talk, Ill write down all our ideas. Then we can decide which ideas are best. A: Lets make some notices, too. Then Ill hand them out after school. B: And we could each call up ten students and ask them to come. 3. Ss act the conversation in pairs. Ask some pairs to act out their conversations. Step 8 Reading and Role-play 1. Read the conversations and answer the two questions: `$ Where s Helen going to work this summer? __________________________________ a$ What did Tom do to help the old people? ____________________________________ Answers: She s going to work in an old people s home. Reading the newspaper or just talking to the old people. 2. Read the conversation after the teacher. 3. Practice the conversation with their partner. Then let some pairs to act out the conversation. Step 9 Language points 1. They told me stories about the past and how things used to be. used to do sth. ǏS8^8^ZPgN h:yǏS`N`'`0~8^'`vR\Obr` fcs(W]~ NX[(W0usedeNyTe`vSS0 e.g. I used to go to the Youth Center. But I have no time now. bǏS~8^SR\t^-N_ FOs(Wbl geN0 Grandparents used to tell us stories when we were very young. (WbN\ePVy6rk8^~bNEeN,T0 2. Yeah, a lot of old people are lonely. lonely adj. d[rv[[vc|^y Naɉd[r0[[0 e.g. The old man feels lonely, so he raises a dog. TNɉ__d[r VdkN{QNNSr0 3. We need to come up with a plan for the City Park Clean-up Day. 0 need (u\O[INR͋ g _ 0 _ KNa gNy0peTe`vSS SNc T͋0N͋0R T͋b&^tovR͋ N[_\O[0 e.g. The man needs an English dictionary when he works. ُ*NN(W]\OeN,g͋xQ0 Do you need to see him yourself? `O_NNT 4. clean upa:N Sbkbnt 0FOYg(WcleanTupR*NޏW[&{S, [1\/f T͋N, a:N kbd 0 e.g. You must give your classroom a good clean-up.`O_{[Ye[ۏL{_^0WSbkb0 come up with cQ‰p wl 0 e.g. He hascome up witha great idea. N`QNN*N~}YvRl0 I came up with a better plan than that. bcONN*Nk؏}YvR0 Step 10 Exercises `!. Choose the correct answers. 1. I took her to the concert to ____. A. cheer up her B. cheer her up C. cheer she up 2. Let s help ___ food at the food bank. A. to give out B. give up C. giving out a!. Complete the sentences. 1. You d better _____ ___ ____ (`Q) a better plan. 2. Who will ________ ___ ______ (?aVT{) this question? 3. You could put up a ______ (^JT) here. 4. With no one to talk to. He _____ very ______ ( aɉ_d[r). 5. The life _____ ___ ___ (f~/f) very interesting in my school days. Answers: B, A come up with, volunteer to answer, notice, felt lonely, used to be Homework: Write three conversations about your discussions with your classmates. A: I d like to help the old. What could I do? B: You could give them medical service. 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Yef[͑p 1) cc,geQsvu͋S(ul0 2) ۏL,TR~ cؚ~T,TR0 3 we _vsQOo` cؚf[uNv~TR0 2. Yef[p 1. ,TR~ 2. 2bRvwev^[bvsQBl0 N0Yef[Ǐ z Step 1 Warming up and revision 1. Daily greeting. 2. Y`NR͋ N[_v(ul v^[bvsQNR0 3. Check the homework. Let some Ss report  Who s the & in class? Step 2 Warming up 1. T: Show some pictures of disabled people and their lives, for example, a blind man, some deaf girls. Tell Ss their life may be very difficult. They sometimes need our help. 2. Talk about the dog-helper. What can it do? e.g. A dog-helper can lead a blind man to many places. It can get the things a man wanted. Step 3 Presentation 1. Present the new words on the big screen and learn the new words together. 1) repair v. OtOe 2) fix v. [ňOV[ 3) give away `Pc` 4) wheel n. fnnP[ 2. Ss read and try to remember the new words. 3. Work on 1a and match the sentences with the similar meaning. 4. Check the answers with the Ss. Step 4 Writing Work on 1b 1. Ask one student read the phrases and the nouns. Tell Ss to match the phrasal verbs with the nouns. Then make sentences with the phrases. I ve run out of it. I take after my mother. I fixed it up. I gave it away. I repaired it. I don t have any more of it. I am similar to her. I didn t keep it. 2. Let some Ss come to the blackboard and write down their sentences. Then check together. 3. Check their desk mates sentences. e.g. 1. I gave away my bike to a children s home. 2. I took after my father. 3. I gave away my old clothes to the poor kid. 4. I ran out of my money last weekend. 5. I fix my bike and give it away. Step 5 Listening Work on 1c: 1. Tell Ss to look at the pictures in 1c. Tell them the boy in the pictures is Jimmy. He s a good boy. He likes to help others. What is he doing now? Listen to the tapes and number the pictures. 2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and number the pictures. 3. Check the answers: Work on 1d: 1. Let Ss read the sentences in 1d first. Tell Ss to listen again and judge the sentences True or False. 1. Jimmy fixes up broken bicycle parts, like wheels. 2. Jimmy sells bikes.3. Jimmy takes after his mother.4. Jimmy has run out of money.2. Play the recording again for the Ss to listen and judge. 3. Ss listen to the recording carefully and try to judge. 3. Check the answers with the class. Step 6 Role-play 1. Work in pairs. Role-play a conversation between Jimmy and the reporter. Use the information in 1c and 1d. 2. Let two students make a model for the Ss. 3. Ss practice their conversations 4. Teacher can walk around the classroom, and give some help to the Ss. Step 7 Reading Fast Reading 1. T: Now let s work on 2b. First, let s read the questions and make sure we know the meanings of all the questions. Then read the passage quickly and find the answers to the questions. 1) What kind of letter is it? 2) Who wrote the letter to Miss Li? Why? 2. Ss read the letter quickly and try to find the answers to the two questions. 3. Check the answers with the class. Careful Reading 1. T: Now let s read these sentences about the letter. Read the passage again. Judge if the sentences are True or False. Please underline under the main sentences. 1) The writer can t use her arms or legs well. 2) Lucky was brought to the writer by her friend. 3) They have been trained at  Animal helpers for seven months. 4) A dog-helper is for those who are disabled. 5) Lucky can understand different orders. 2. Ss read the letter again and judge the sentences. 3. Check the answers with the class. Language points 1. T: Now let s language pints about the letter. 1) I m sure you know that this group was set up to help disabled people like me. set up ^wz e.g. Let s set up our tent by the river. bN(Wl-d^^{'T0 disabled adj. 'N1YRv gkuv dis (&T[MR) able (Y) disabled e.g. He was disabled in the accident. N(WNEe-NkuN0 2) Lucky makes a big difference to my life. make a difference q_T g\O(u e.g. It would make a big difference to my life. ُO[bvu;mNu_'Yq_T0 3) What would it be like to be blind or deaf? blind adj. wv1Yfv deaf adj. Kv e.g. Deaf people can t hear, and blind people can t see. KN,T N 1YfvN w N0 4) Or imagine you can t walk or use your hands easily. imagine v. n. `a` e.g. You don t imagine it is true. `O+R`a/fwv0 5) & but many people have these difficulties. difficulty n. V difficult adj. Vv difficulty n. e.g. When you re in difficulty, ask me for help. S_`OG0RVe TbBlR0 6) & opening and closing doors, & open v. Sb__ e.g. Open the door, please. _0 7) She talked to Animals Helpers about getting me a special trained dog. train v. ~W train v. training n. ~W e.g. I m training myself for a race. bck(W:N[э\O~0 Very hard training is necessary. ;R悭~__0 8) I love animals and I was excited about the idea of having a dog. excited adj. oRvtQKYv gexciting Nexcited exciting a:N SNtQKYv 8^(uNOpNir excited a:N oRv N\O;N0 e.g. The boy was too excited to go to sleep. \7ui[*YtQKYN NN NeQaw0 I have some exciting news for you. bJTɋ`ONNSNtQKYvmo`0 9) Lucky is very clever and understands many English words. clever adj. jfv e.g. It was clever of him to find the way here. N~b0Rُ?Qegw/fjf0 understand v. tO (understood) e.g. This grammar is easy to understand. ُ,glfN_[ft0 10) Thank you again for changing my life. change v. SS9eS e.g. How did it change his life [YUO9eSNvu;m 2. Ss read and try to remember. Post reading Work on 2c 1. Now look at the list of words below. Circle the part of the speech of each word and make your own sentences with these words. 1) group (adj. / n. ) ___________________________________ 2) disabled (adj. / adv. ) __________________________________ 3) difference (adv. / n. ) ___________________________________ 4) imagine (v. / n. ) __________________________________ 5) difficulties (n. / adj. ) _________________________________ 6) normal (adv. / adj. ) __________________________________ 7). training (adv. / n. ) __________________________________ 8) kindness (n. / v. ) __________________________________ 2. Let some Ss circle the part of speech. 3. Ss try to make sentences with the words. 4. Let some Ss read their sentences and correct their mistakes. 5. Ss check the sentences with their partners. Work on 2d 1. Tell Ss that they will use information in the letter to make true sentences by matching the different parts. 2. Ss work by themselves. 3. Check the answers together. Step 8 Discussion 1. T: 1. In what other ways do you think dogs are able to help people? 2. What other animals can we train to help people? 2. Now talk about it with your partner. 3. Ask some Ss say what they answers. Homework 1. Twe Ջ@w Ye ;`~eQsv͑p͋~She_0 2. [b2e-Nv v^QQN*N?z0 Section B 2 (3a-Self check) N0Yef[vh 1. wƋvh 1) Y`NR͋ N[_v N T(ul0ccu͋strong, sir, madam0 2) Y(uh8^v_?a;mR v^1\]U"kv_?a;mRSh wl0 3) (u,gUSCQ@bf[v{USh[]@bU"kv_?a;mRvNN wl0 2. `a`^NyO N g_YNbNv.^R IY.s1r_v^ N/f gYHNO'YvX>N /fHQ]wckb gN 1r_ YdkOSNvppnnZPw0fnx]@bU"kv_?a;mR v^wS]:NNNZPNNHNN`0 N0Yef[͑p 1. Yef[͑p 1) Џ(u@bf[vwƋeg{US0Wh]`ZPNHN7hv_?a;mR0 2) ;`~,gUSCQf[0Rv͑p͋~SSW0 3) Y`N;`~R͋ N[_v(ul v^[bvsQ~`N0 2. Yef[p Џ(u@bf[vwƋegQN\{wvO h]`ZPNHN7hv_?a;mR NSZPN;mRvSVS]vNN`l0 N0Yef[Ǐ z Step 1 Revision Fill in the blanks with the proper words. Ben Smith is a ___________ man. He has many __________ in his life. He can t _____ his _____ or legs well. Some normal things like answering the telephone, ________ and closing the doors, or ________ things are difficult for him. But  Lucky , the dog-helper, makes ________ to his life. Lucky is a fantastic dog. It s very ______ and __________ many English words. It can understand him when he gives him order. Check the answers with the Ss. Step 2 3a. Look at these kinds of volunteer work. Can you add more? What would you like to do? Discuss it with a partner. e.g. Working in an old people s home Helping kids in an after-school program Being a guide at a museum Talk with your partner about what kinds of volunteer work you would do. Step 3 Ask and answer What would you like to do? Why do you like to do that? Step 4 Writing Work on 3b: 1. Let one student write his or her answer to the questions. 2. Using these answers as a model, write a short letter as a model for the Ss. Q\Oc[ ,ge:NQ]@bU"kv_?a;mR v^fSV0 Vdk Ny:N,{NNye`^(uN,s(We` ^HQ_q\0Whf]@bU"kv_?a;mR0 6qT f]@bdvN` v^hf]`ZPُN;mRv{USSV0 3. Ss try to write down their answers and write a short letter by themselves. 4. Walk around the class and give any help Ss may need. 5. Let some Ss read their letters and correct them. Step 5 Self Check Work on Self Check 1: 1. Fill in each blank with a possible verb to make a phrasal verb. 2. Fill in the blanks and try to say the meaning of it. 3. Make a new sentence with each phrase. Work on Self check 2 1. Tell Ss to read the short passage and fill in the blanks with the appropriate phrasal verbs or infinitives. 2. Tell Ss should try to read the short article first and try to know the main meaning. Then read carefully and try to understand the meaning of each blanks. 3. Ss work and by themselves and try to fill in the blanks. 4. Check the answers with the class. Step 6 Exercises If time is enough, do some more exercises on big screen. Homework Finish the letter or e-mail in 3b, using the useful sentences.     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