M7 Unit 4 Sharing
Period1 Warming-up and Reading
I. Teaching aims and demands
1. Target language
volunteer, hear from, be dying to, come across, relevant, stick out, doorway, adjust, platform, soft, softly, grill, dry out, dry up, privilege, arrangement
2. Ability goal
Enable Ss to learn about PNG and Jo’s work in PNG as a volunteer teacher
3. Learning ability goal
Help the Ss lean how to read between lines and find the positive and negative aspects of doing something
II. Teaching important points
1. Get students to understand the main idea of the reading passage.
2. Have students know something about PNG.
III. Teaching difficult points
1. To help students understand the text’s forms and contents and learn about sharing
2. To help students communicate on the topic in focus with the words, expressions and structures learned in this unit
IV. Teaching methods
Discussion, skimming, scanning and task-based method
V. Teaching aids
A recorder, a projector and PPT.
VI. Teaching Procedures
Step1 Warming-up
1. Have you ever helped others? What did you do to help your parents or other relatives? Or your friends? Or people outside your community? Divide into groups and finish the survey form on P28.
2. What is a volunteer? A volunteer is:
People who help others in their community or outside their community would be called volunteers. However , they would not be called volunteers if they help their parents, other relatives or friends.
Have you ever taken part in any volunteer work? Why should people volunteer?
1. an exchange of culture
2. social contact
3. learn new skills and language
4. develop and gain practical experience
5. develop leadership and teamwork skills
Step 2 Pre-reading
Ask Ss to find out PNG on the map and discuss the photos in the reading passage.
What do you know about Papua New Guinea?
There are many volunteers working in different mountainous areas or developing countries, among which Papua New Guinea (PNG) is one.
Location: situated to the north of Australia
Population: about 5.7 million
Language: English as the official language Pidgin English as the language for communication
Economy: a poor country with most people living in tribal villages and depending
on subsistence farming to make a living.
Education: About 85% of children start school but only about 60% of these reach Year 5.
Step3 Reading
1. Scanning
Scan the text and fill the blanks with their names.
1. _____ is a young Australian woman.
2. ________ was dying to hear all about Jo’s life in PNG.
3. _______ walked a long way to get to school.
4.___________ didn’t have any textbook.
5._____ became a lot more imaginative when teaching.
6._____ started jumping out the windows during a chemistry experiment.
7.________ visited a village that was the home of one the boys, Tombe.
8._____ started crying “ieee ieee” to welcome them.
9._____ led us to a low bamboo hut.
10._____ was going to share the platform with Jenny and Jo.
11.________ softly talked to each other in their language Jo didn’t understand
2. Skimming
This passage is divided into four parts, match main idea with each part.
Part 1 (Paragraph 1):
Opening of the letter and introduction to what will be talked about in the passage.
Part 2 (Paragraph 2-3):
The school where Jo worked and Jo’s work at school.
Part 3 (Paragraph 4-7):
Jo and Jenny visited Tombe’s home in the village.
Part 4 (Paragraph 8): End of the letter.
3. detailed reading Task-based (ex1 in comprehending part.
Type of house
Family relationships
Cooking methods
Sleeping arrangements
Step4 Post-reading
Read the text once again for the type of writing and the structure of A LETTER HOME
Most articles and their paragraphs have a three-part structure-introduction, body, and conclusion. You can see this structure in our texts whether they are narrating, describing, comparing, contrasting, or analyzing information. Each part of the article or paragraph plays an important role in communicating our meaning to our reader.
Now read the text once again for the type of writing and the structure of A LETTER HOME
Type of writing Time Place Person Events Results
A personal letter Now From PNG Jo to Rosemary Tell about “my” life as a volunteer at PNG “I” am still teaching at a bush school at PNG.
Step5. Homework
Suppose you've graduated from a key university and now you are a volunteer who works in the remote region to assist the basic education there. And you are to write a letter home to introduce your present situation. (you can refer to the text).
Step6 Blackboard design
be dying to do…急于做……, picture the places图象化这儿的地方, a bush school丛林学校, sometimes up to two hours有时长达两小时, adapt to…使适应……, one thing is for sure有一点是肯定的, come across…碰到……/见过……, make any difference对……有所改变,
build a fire生火, cover…with…用……覆盖……, listen to…softly talking to each other听他们轻声细语地交谈, stand upside down on the grill over the fire倒放在火炉的烤架上, after many goodbyes and shaking of hands经过一番握手道别之后, fall happily into bed很开心的倒头就睡, get late变的晚了, prepare tomorrow’s lessons 准备明天的课
Record after teaching
Period2 Learning about language
I. Teaching aims and demands
1. To help students revise the attributive clause
2. To help students discover and learn to use some useful words and collocations
3. To help students discover and learn to use some useful structures
II. Teaching important points
1. Get Ss to revise and master the use of the attributive clause.
2. Encourage Ss to discover and learn to use some useful words and collocations.
III. Teaching difficult points
How to help Ss to revise and master the use of the attributive clause.
IV. Teaching methods
Discussion, inductive and task-based method
V. Teaching aids
Materials given and PPT.
VI. Teaching Procedures
Step1 Warming up
Reading aloud to the recording of the text improves our literacy skills-reading, writing, speaking, and listening.
Step2 Discovering useful words and collocations
Turn to page 32 and do exercises 1 and 2.
Adjust: "Adjust the clock, please." "We must adjust to the bad economic situation" "Adjust your eyes to the darkness"
Grill: "He cooked hamburgers on the grill."
Relevant: The scientist corresponds with colleagues in order to learn about matters relevant to her own research."
Doorway: "He stuck his head in the doorway."
Arrangement: They made arrangements to meet in Chicago." "He changed the arrangement of the topics." "the arrangement of the furniture"; "the placement of the chairs"
Step3 Revising useful structures
Get Ss to turn to page 32 to do exercises 1 and finish the sentence with their own words.
1. I made the present which would entertain you.
2. Painting is an activity that is connected with paints and brushes.
3. The person to whom you are dying to hear about is on holiday.
4. The man who lives at the bush school is a doctor.
5. The woman whose daughter you got to know yesterday is over there.
6. You won’t find the theatre where we jumped out of the window unless you have a map.
7. Anne is doing some research on the time when I started crying “AAAAA”.
8. The reason why he arrived at the village so late was that he was watching an interview of the first Chinese astronaut on TV.
Then do exercise 2 on page 32.
1. I’d like to have a friend whom I can learn English with.
2. For a holiday I ’d like to go to a place where I can shout and cry.
3. I’d like to have a bedroom that I use it as a study sometimes.
4. I’d like to learn to play a musical instrument that may produce terrible sounds.
5. The reason why he didn’t finish his homework is still a mystery.
6. The person to whom she was married is one who could speak five languages.
7. The mobile phone I’m going to buy is one that could send picture massages.
8. The day I won’t ever forget is the day when I left my father forever.
Step4 Revision
Revise the restrictive attributive clause.
一、限定性定语从句中关系代词的用法
1．who, whom, that
三者都可修饰人，who作主语,whom作宾语,that既可作主语又可作宾语.
（1）I don’t like people who lose their tempers easily.
我不喜欢爱发脾气的人。
（2）Do you think one should stay faithful to the person (whom) one is married to?
你认为一个人结婚后应该忠实于他的伴侣吗？
（3）The suona horn is the instrument that really excites me.
唢呐是真正使我激动的乐器。
注意：a. 在口语中,who可以代替whom，作宾语，如例2还可用who/that来引导。
b. 关系代词在定语从句中作宾语时，一 般可以省略，再如例2中的whom。
2. whose
一个表示所属关系的关系词。可以修饰人，也可修饰物。修饰人时，有时可与of whom换用；修饰物时,有时可与of which换用，whose在定语从句中作定语。
Is there anyone here whose name is Wang Lin? 这儿有个名叫王林的人吗？
I saw some trees whose leaves were black with diseases.
=I saw some trees the leaves of which were black with diseases.
我看见一些树的叶子因病害而发黑。
3. that, which
二者都可修饰物，在定语从句中可作主语或宾语。
The film (which/that) we saw last night is wonderful. 昨天晚上我们看的那部电影太棒了。
that指物时，一般可和which换用，但在下列情况下,只用that
A. 先行词为all, anything, everything, nothing, something等
I will do all (that) I can to help you.我将尽我所能来帮你。
B. 先行词被序数词、形容词最高级或the only, the very等修饰时
It’s the best film that has ever been made on the subject of madness.
这是以精神病为题材而拍摄的影片中最好的一部。
These are the very books (that) I am looking for.这些书正是我要找的。
C. 先行词既有人又有物时
They talked about the people and the things (that) they remembered in the school.
他们谈到他们所记得的学校中的人和事。
D. 当主句是who或which, what开始的疑问句时，定语从句用that引导。
Who is the boy that was here just now? 刚才在这儿的那个男孩是谁？
E. 当that所代替的先行词在定语从句中作表语时
This is not an easy question that you think it to be. 这个问题不是像你认为的那么容易。
F. 定语从句中动词为there be时，关系代词用that或省略
She has read all the books (that) there are on the bookshelf. 她把书架上所有的书都读完了。
另外，请注意只用的三种情况：
A. 如果句中有两个定语从句，其中一个用了that，另一个最好用which来引导。
Let me show you the novel that I borrow from the library which was newly open to us.
让我给你看看我从新开放的图书馆借来的小说吧。
B. 前面紧接着有介词时
This is the book about which we are talking now.这就是我们正在谈论的那本书。
C. 非限定性定语从句中不用that(例句请见本章V)
4. whom, which
若被修饰的词充当从句介词宾语时，介词可提前到引导词之前。此时的引导词只有用whom或which.
Who is the boy with whom you were talking a moment ago?
你刚才和他谈话的那个男孩是谁？
The book from which I got a lot of useful information was written by a famous scientist.
我从中得到许多有用信息的那本书是一位著名科学家写的。
5. as
引导限定性定语从句时，常用在so, such或the same之后。
Such people as you describe are rare nowadays.像你描述的这种人现在少多了。
I have the same trouble as you. 我的麻烦和你的一样。
Here is so heavy a stone as no man can lift. 这儿有一块无人能搬起的石头。
(试比较：Here is so heavy a stone that no man can lift it. that引导的为结果状语从句)
二、限定性定语从句中关系副词的用法：
1. when
表示时间。在定语从句中作时间状语，其先行词一般是表示时间的名词。
I still remember the day when (on which) I joined the league.
我对我入团的那一天记忆犹新。
注意：有时虽然先行词是表示时间的名词，但定语从句中缺少的是主语或宾语，此时应用关系代词。如：
I still remember the day (which/that) we spent together. 我依然记得我们共同度过的那一天。
2. where
表示地点。在定语从句中作地点状语，其先行词一般为表示地点的名词。
Let’s think of a situation where (in which) this idiom can be used.
咱们来想一个使用这个成语的情境。
注意：where同when一样，在从句中只能充当状语。如果不是状语，就得换用其他的引导词。试比较：
This is the place where we worked last year. 这是我们去年工作过的那个地方。
This is the place (which/that) we visited last year. 这是我们去年参观过的那个地方。
3. why
表示原因。在定语从句中作原因状语，其先行词一般为reason.
The reason why he is late is that he failed to catch the first bus.
他迟到的原因是他没能赶上第一班公共汽车。
试比较：The reason (that/which) he gave us for changing the plan was groundless.
他给我们的改变计划的原因是站不住脚的。
所以，判断是用关系代词或是用关系副词，主要看先行词在从句中的指代作用，即语法成分。
三、限定性定语从句中应注意的几个问题
A. 当先行词为way时，其后的定语从句可用in which, that或不用关系词。
I don’t like the way (不填/in which/that) he talks to me. 我不喜欢他那样跟我讲话。
A.关系代词在定语从句中做主语时，其人称和数要与先行词保持一致。
He is one of the Canadian scientists who are working in China.
他是在中国工作的加拿大科学家之一。
He is the (only) one of the Canadian scientists who speaks Chinese well.
他是唯一一个说汉语好的加拿大科学家。
A. 在考查定语从句时，有时缺少先行词，而不是关系代词，要注意区别。
Is this the museum (that/which) you visited yesterday? 这是不是你昨天参观的那个博物馆。
Is this museum the one you visited yesterday? 这个博物馆是不是你昨天参观的那个？
B. 在以 “It + be”引导的句子中，注意区别强调句与带有定语从句的复合句。试比较以下两组句子：
a. It was at the theatre ____ Lincoln was murdered.
b. It was the theatre ____ Lincoln was murdered.
a. It was on Oct.1st 1949 ____the People’s Republic of China was founded.
b. It was Oct.1st 1949 ____the People’s Republic of China was founded.
以上句子中除a句中有介词at或on外，其余部分完全相同。究竟哪个是强调句，哪个是含有定语从句的复合句呢？最简单的判断方法是去掉It was和连接词（即横线部分）。如果剩余部分仍然是一个完整的句子，则是强调句；否则，空格中所用的引导词及其引导的部分就是定语从句.根据以上原则很容易判断出两组中a句是强调句. 应填that,而b句则是带定语从句的复合句.这两个定语从句分别用关系副词where和when来引导。
C. 凡是进行时态的定语从句可以省略关系代词与动词be,仅用动词的-ing形式便可。
The man (who was) sitting in the corner is my brother. 坐在角落的那个男人是我哥哥。
D. 凡是被动语态的定语从句可以省略关系代词与be动词,仅用动词的过去分词便可。
The goods (which were) ordered last month have not arrived. 上个月订的货还没到达。
I saw a girl (who was) dressed in red. 我看见一个穿红衣服的女孩。
Step5 Practice
Encourage Ss to make sentences with the attributive clause
1. Thanks for your present that comes to me yesterday.
2. I like to hear from my mother who is living abroad.
3. I am dying to find a good job that will bring me lots of money.
4. He heard all about my studies that led to my success and fame in China.
5. I will include some photos that were taken by my daughter in America.
6. I cannot picture the places where he lived during the war.
7. He came to ask about the bush school that I attended last fall.
8. We reached the school grounds that were covered with wastes from the factories around.
9. He has become a lot more imaginative in English which is quite different from Chinese.
10. Chinese is a most challenging subject that is difficult to almost all the English-speaking natives.
Step6 Homework
1. Summarize the rules of attributive clause
2. Finish the Grammar practice.
Step7 Blackboard design
Record after teaching
Record after teaching
Period3 Using Language
I. Teaching aims and demands
1. Enable the Ss to know the purpose of a website called “world gifts” and give their opinions on it.
2. Enable the Ss to learn about the international welfare programmer called “Plan International” and a child who has been sponsored through it.
II. Teaching important points
1. Get the Ss to realize that they should make the most of what they own and do something for the poor.
2. To help students to use the language by reading, listening, speaking and writing
III. Teaching difficult points
1. How to help students to use the language by reading, listening, speaking and writing.
2. Give Ss a moral education to give a hand to those who badly need help.
IV. Teaching methods
Discussion, skimming, scanning and task-based methods.
V. Teaching aids
A recorder, a projector and PPT.
VI. Teaching Procedures
Step1 Revision
Dictation eight sentences, each contain the vocabulary they ‘ve learned in this unit.
Step2 Pre-reading
I. Find the correct words for the explanations.
1. a list of priced items for sale, usually presented in book form
2. to buy something with money
3. a plant part that gives rise to a new individual
4. to join things or repair or make something using a needle and thread
5. give something to a charitable organization or contribute sth
6. giving or being given to each of several pepole, ect.
7. take part or become involved ( in an activity)
8. situated a long way away
9. the amount of money received over a period of time either as payment for work, goods, or services, or as profit on capital
II. Fast reading
1. What does the page show you?
2. Where is the list of gifts?
3. In what kind of order are the gifts listed? How much are cheapest and dearest gift?
4. Where is the gift card?
5. What do the photos show you?
Step3 Careful Reading
Ask Ss to read carefully. And the task is to finish Ex2 on page 34.
Discuss What do you think of this website and its idea? Do you think people will get interested in it and buy its gifts? Do you think those gifts listed are really helpful? Now turn to page 34. Discuss the topics in Ex 3 in groups. Choose one of the topics to discuss.
Step4 Reading Task
Deal with reading task in the work book.
Turn to page 73. This is a letter from Rosanna to some students. Rosanna works as a volunteer of Plan International in an area of Ecuador. Why did she write to the Ss? What did the Ss do? Read the letter and find the answers. While reading, summarize the topic of each paragraph and finish Ex on page74.
Step5 Discussion
Imagine you and your classmates want to donate some of your pocket money to help those in need in another country. Work as a team and decide how much of your pocket money you would like todonate. What would you do with your group’s donation? Do you think that gifts like those in “The World’s Most Useful Catalogue” are a good idea? Give at least two reasons for your answers.
Step5 Homework
1. Ask Ss to search for information about Plan International.
2. Pick out the sentences with attributive clauses in “ A letter from Plan”.
Step6 Blackboard design
give an unusual gift一份特殊的礼物, one’s loved one某人所爱的人, keep a gift保留礼物, a contribution towards…对……的捐助, choose… from this catalogue从清单中选……, bring hope for a better future to…带去对未来的美好希望给……, a community in need需要帮助的社区, purchase an item购买一项礼物, send…an attractive card给……发送一个精美的卡片, purchase…from…从……购得……, provide seeds and simple agricultural equipment提供种子和简单的农业机械, mean the difference between sickness and health意味着患病与健康的差异, go hungry变的饥饿, provide for…为……提供，自己自足
Record after teaching
Period4 Listening and speaking
I. Teaching aims and demands
1. The Ss improve their listening ability..
2. Encourage Ss to have a positive attitude towards listening and speaking.
II. Teaching important points
1. To develop Ss’ listening and speaking ability.
2. Learn to use learning strategy.
III. Teaching difficult points
1. How to help Ss develop their listening skills.
2. Learn to cooperate with each other to fulfill the listening and speaking task.
IV. Teaching methods
Discussion, practice, s and task-based method.
V. Teaching aids
A tape recorder, the multimedia and PPT.
VI. Teaching Procedures
Step 1 Revision
1. Check the homework exercises.
2. Have a diction.
Step2 Listening strategies
Tell Ss the listening strategies before listening.
Step3 Pre-listening
Words preview
Medecins Sans Frontieres (MSF) (法文) 无国界医生(国际人道主义医疗援助机构)
clinic n. 门诊部; 小诊所
A radio interview with Dr. Murray, a volunteer with Medecins Sans Frontieres (MSF).
Medecins San Frontieres- a French voluntary organization, “ doctors without borders”
Step4 First listening
The listening has many examples of phrases that express time sequence. Listen to these expressions and number them in the order you hear from.
6 in 1997 8 over the last few years
3 in 1990 11 for six more months
9 in the future 2 in the 1980s
1 for two weeks 4 in 1992
7 in 2001 10 in two weeks’ time
5 for a couple of months
Step5 Second Listening
With a partner, answer as many of the questions below as you can before you listen for a second time. Then listen and check your answers.
1. Why did Mary decide to work in developing countries?
2. When Mary worked in a clinic in Malawi, why did the children die?
3. In Sudan, why was it nearly impossible for Mary to get to the clinics when the rains came?
4. Why were conditions in the clinics in th Sudan challenging?
5. What was one of the effects of Mary’s experiences on her?
Step6 Third Listening
Listen again and make notes about Mary’s experiences in the table below. Share your notes with your partner. Then join another pair and share your notes again.
Stpe7 Discussion
Would you like to work as a volunteer like Dr Mary Murray in the future? Complete the chart below. Then share you ideas with your partner without looking at the chart.
Step8 Homework
Write about Dr Murray for the school magazine. Write a paragraph on each topic below in the order shown. Remember to use time expressions
Step9 Blackboard design
Record after teaching
Period5 Writing
I. Teaching aims and demands
1. Enable the Ss to write about a person’s experience by using time expression.
2. Enable the Ss to write a letter to a child they would like to sponsor.
II. Teaching important points
1. Ss learn to cooperate with each other to find the useful expressions needed for writing.
2. Learn to cover all the main points in the writing task.
III. Teaching difficult points
1. How to develop Ss’ writing skills.
2. Learn to use conjunctions correctly.
IV. Teaching methods
Cooperative, discussing and task-based methods.
V. Teaching aids
The multimedia, some PPT.
VI. Teaching Procedures
Step 1 Revision
Check the homework
Ask some Ss to read sentences with attributive clauses in “ A letter from plan”.
Step 2 Pre-writing
Let’s recall something about Dr Mary Murray, who worked as a volunteer with Medicines Sans Frontiers (MSF). Who’d like to say something about her? Let’s try it this way. Each of you is given the chance to say only one sentence about Dr Mary Murray. OK, begin. Of course, you can have an attributive clause in your sentence
Dr Mary Murray was a volunteer, who worked with Medicines Sans Frontiers (MSF).
Dr Mary Murray once worked in clinic in both Malawi and Sudan which are developing countries in Africa
Step 3 Writing
Very good. Now you are asked to write about Dr Murray for the school magazine. Write a paragraph on each topic below in the order shown. Remember to use time expressions listed on Page 35.
Points must be included:
1. who she is
2. reasons why she joined MSF
3. what she did in Malawi
4. what she did in the Sudan
5. the effects on her of her experiences.
6. her plans for the future
Step 4 Writing task
Deal with writing task on Page75.
Imagine that you have decided to sponsor Shanshan, a 11-year-old girl from Gansu province. Her family cannot afford to keep her at school. But she loves practicing English. Write a letter to her in English. In your letter, you can:
Introduce yourself
Say something about your interests and hobbies
Described your family
Let her know you want to make friend with her and her from her
Other things you would like to tell her.
After the Ss have finished writing, ask several of them to read their letters.
Step5 Homework
Ask Ss to polish the letter they wrote in class and hand it in tomorrow.
Period6 Language points
I. Teaching aims and demands
Help Ss to learn how to use the important words and expressions.
Encourage Ss to have a positive attitude towards learning the language points.
II. Teaching important points
1. Learn and master the important points learnt in this unit.
2. Learn to put these important points into practical use.
III. Teaching difficult points
Master the important points concerned in this unit.
IV. Teaching methods
Group work, presentation, practice and review-method.
V. Teaching aids
Workbook and PPT.
VI. Teaching Procedures
Step1 Revision
Retell the story “A Letter Home”.
Step2 Discussion
Get Ss to have a discussion about what are the important language points in this unit. Ask Ss to point out the difficult or important points they’ve found. Deal with the problems that rise.
Step3 Language study
1.hear from 收到来信
2.be dying to 渴望 ;极 想
3.come across (偶然) 碰见、发现
4.dry up 干枯; (供应,思路)枯竭
5.in need 在困难中; 在危机中
6.stick out 伸出
7.up to 多达
8.make a difference 有影响; 有作用
9.care for 关心; 照顾; 喜欢; 想要
1.hear from sb. = receive one’s letter
与hear 相关的短语:
hear about 听到关于......的消息
hear from 收到……的来信
hear of 听说, 听到
hear sb. do sth. 听见某人做了某事
hear sb. doing sth. 听见某人正在做某事
在某些感官动词如: see, hear, feel, watch, observe, notice, listen to等后,既可接现在分词作宾语,也可接不带to的不定式作宾补。
(1) Did you hear someone ______________(laugh) outside?
(2) I heard someone ______(read) loudly in the morning.
(3) He was heard ___________(sing) in the next room.
The missing boys were last seen ___ near the river.
A. playing B. to be playing C. play D. to play
2. be dying for/ to do sth. 渴望, 极想, 渴望做某事
I’m dying for a piece of cake.
I am dying to know where you are from.
(1)我极想出国。
I am dying to go abroad.
(2)他很渴望喝点酒
He was dying for a little wine.
“渴望”的类似说法
1. have a strong desire for sth.
2. be eager to do
3.be thirty for sth.
4. desire to do sth.
5. long to do sth. / for sth.
3. come across 偶然遇见/发现
The boys had never come across anything like this and started jumping out of the windows.
她在找东西时偶然发现了一些旧信件
She came across some old letters in the course of her search.
与come相关的短语：
come along 快点,来吧
come back 回来,折回
come from 来自, 从……来
come off 从……离开, 脱落
come out 出来, 出版
come up 走过来, 走近
come over 过来
come to 来到, 结果是
I ________some interesting books in the room.
A. came about B. came across C. came out D. came off
This situation should never have _______.
A . came over B. came up C. came back D. came about
How is your work_________?
A .coming along B. coming back C. coming to D. coming up
4.dry out (使)变干;干透
(1)他告诉我加热罐子是为了使剩余的食物变干
He told me that the can was heated to dry out
(2) Water the plant regularly, never letting the soil dry out(让土壤干枯)
5.dry up (河流，湖泊等)干枯；弄干、晒干、变干; (供应、思路) 枯竭
(1) During the drought, the river dried up.
(2) The writer’s long separation from social dried up his imagination.
(3)太阳很快就会把马路晒干的
The sun will soon dry up the roads.
6. in need 在困难中,在危急中
be in need of sth 需要
have the need for sth 对…的需要
according to the need 根据需要
句意理解: A friend in need is a friend indeed. 患难朋友才是真朋友.
(1) 我们应该帮助有困难的人. We should help those in need.
(2) 他现在很需要一大笔钱. He now is in great need of much money.
7 stick out 伸出, 突出
stick out for sth 坚持要求某事物
stick to sth 不放弃
(1) She _________________ (伸出脚) and tripped him over.
(2) 当车开动时不要把头伸出车窗外.
Don’t stick your head out of the window while it is running.
(3) Once a decision has been made, all of us should ____ it.
A. direct to B. stick to C. lead to D. refer to
8 up to 多达
be up to sth = be busy doing sth. 忙于
It is up to sb to do sth 由某人负责做某事
What is up? 怎么了?
这些淘气的孩子在忙什么呢?
What are these naughty boys up to?
由我负责完成这项任务.
It is up to me to do this task.
(3) --What do you want to do next? We have half an hour until the football game?
-- ____. Whatever you want to do is fine with me.
A. It just depends B. It’s up to you
C. All right D. Glad to hear that
9 make a difference 有影响,有作用,有差别
make no/ a little/ much/ some difference
无/ 有一点/ 有很大/ 有一些差别
tell the difference between 说出…的差别
be different from 与…不同
make a difference between 区分…
(1) 我们应该区分开对错.
We should make a difference between right and wrong.
(2) 对我来说,他 去不去都没关系.
It makes no difference to me whether he goes or not.
(3) Does it __ any difference whether we leave at 9:00 or at 10:00?
A tell B be C give D make
10 care for 关心,照顾; 喜欢, 想要
care about 在乎，关心
take care of 照顾，保管
with care 仔细地，认真地
be careful of 当心，小心
be careful about 讲究
be careful for 当心，惦记
(1) 她一点也不在乎我．
She doesn’t care about me at all.
(2) 你想要一杯茶吗？
Would you care for a cup of tea?
Step3 Homework
1. Revise the key sentences in this period.
2. Review the language points in taught in this period.
Step4 Blackboard design
Record after teaching