Introduction

（8 minutes）

1. The whole

class work.

2. The whole

class work.

3. Group work.

4. The whole

class work.

5. The whole

class work.

1. Focus their attention

on the teacher.

2. Students read the

passage about the traffic rules they made after class.

3. Students discuss in

groups and answer the questions with the

structure: I think I

will…

4. Students learn and

grasp the new words

and phrases with the

help of the teacher.

5. Students report the

information about

Craig Kielburger 

they collected.

1. Greet students ready for

learning. 

2. Teacher asks the students to report the homework. Let the students read the passage about the traffic rules they made after class.

3. Teacher asks the students to think about the following questions: If someone is in trouble, what will you do? If someone needs money, what will you do? Then ask the students to answer them with the structure: I think I will…

4. Teacher teaches the new words by summing up the answers above:

“Now I see, some students will turn to their parents, which means they will ask their parents for help. Some students imagine that they can put on a play to raise money. You can try your best to help others, I’m so proud of you!”

5. Teacher shows the pictures of Craig Kielburger to the students. Ask the students to report the information about Craig Kielburger they collected.

Presentation

(10 minutes)

1. The whole

class work.

2. Individual

work.

3. The whole

class work.

4. Individual

  work.

5. The whole

class work.

6. The whole

class work.

7. Individual

work.

8. The whole

class work.

9. Individual

work.

10. The whole class work.

1. Students look at the picture of 1a, and

understand the picture with the help of the information under it.

2. Students watch the

flash, and then mark 

the sentences of 1b

with T or F.

3. Students check the

answers.

4. Students read the

conversation and match

the information of 1c.

5. Students check the

answers.

6. Students read the

sentences aloud.

7. Students find out the same structure in the sentences of 1c.

8. Students check the

answers.

9. Students watch the

flash and answer the questions.

10. Students check the answers.

1. Teacher praises students’ information they collected after class. Encourage them to keep on making a preview before class. Then let the students look at the picture of 1a and understand the picture with the help of the information under it.

2. Teacher plays the flash of 1a. Ask the students to watch the flash, and then mark the sentences of 1b with T or F.

3. Teacher asks two students to tell the answers.

4. Teacher asks the students to read the conversation and match the information of 1c.

5. Teacher asks two students to tell the answers.

6. Teacher asks the students to read the sentences aloud.

7. Teacher asks the students to find out the same structure in the sentences of 1c.

8. Teacher asks two students to tell the answers.

9. Teacher asks the students

to watch the flash again and

answer the following

questions:

(1) How many schools did

Free the Children build?

(2) What’s Michael’s task?

10. Teacher asks two students to tell the answers. Teach the new word poster by showing a real poster to them.

Consolidation

(10 minutes)

1. The whole

class work.

2. The whole

class work.

3. Group work.

4. The whole

class work.

5. Group work.

6. The whole

class work.

7. The whole

class work.

1. Students read the

conversation after the

recording sentence by

sentence.

2. Students try to follow

the speed, paying attention to the pronunciation

and intonation.

3. Students discuss in

groups to find out the difficult points and sum up the main points.

4. Students underline in their books and make some notes. Learn and grasp the new words and phrases.

5. Students discuss in

groups: What will the food festival be like?

6. Volunteers report the

result of the discussion.

7. Students act out the

conversation of 1a.

1. Teacher plays the recording

sentence by sentence.

2. Teacher plays the recording

without stopping.

3. Teacher asks the students

 to learn in groups to find out

the difficult points in the

conversation. At last let them

sum up the main points of the

conversation.

4. Teacher makes a summary to explain the key points and difficult points to the students.

(1) have/hold/ organize a food festival

(2) turn to sb. /ask sb. for help

(3) make a poster

(4) get in touch with sb.

(5) try one’s best to do sth.

(6) make it a success

(7) 由that 引导的宾语从句

5. Teacher lets the students read 1a, and then discuss what the food festival will be like with the help of the pictures and the example. Let them practice the usage of the object

clauses.

6. Teacher asks four students

to report the result of the

discussion. Finish 1d.

7. Teacher asks the students to

act out the conversation of 1a.

Practice

(10 minutes)

1. The whole

class work.

2. Group work.

3. Individual

work.

4. The whole

class work.

5. Pair work.

6. Individual

work.

7. The whole

class work.

1. Students learn and grasp

  the new words with the

help of the teacher.

2. Students discuss what the children should prepare for the food festival in groups.

3. Students write down the conversations.

4. Students evaluate the

conversations, and then check the answers with the teacher.

5. Students act out the

conversations in pairs.

6. Students listen and

match the people with what we can do.

7. Students check the

answers.

1. Teacher teaches the new

words soup, cheese, cookies, and pancakes by showing their pictures on the screen. Teach set and set the table by explaining their Chinese meaning.

2. Teacher asks the students to

discuss what the children should prepare for the food festival.

3. Teacher asks four students

to write down the conversations

on the blackboard. The

other students write down

at least two conversations

in their each workbook.

4. Teacher lets two or three students evaluate the

conversations on the

blackboard. Check the

answers.

5. Teacher lets the students

act out the conversations in pairs.

6. Teacher plays the recording of 3 for the students and lets the students listen and match the people with what we can do.

7. Teacher lets two students tell their answers. Teach blind by showing a picture of a blind person.

Production

(7 minutes)

1. Group work.

2. The whole

class work.

3. The whole

class work.

4. The whole

class work.

5. Individual

work.

1. Students watch the

video and discuss in groups.

2. Students write down

their opinions with the

structure I think…

3. Students share their

opinions with the whole class.

4. Students summarize

Section A with the teacher.

5. Students finish the homework after class.

1. Teacher plays the video of the Ya’an earthquake.

Lead the students to

discuss in groups:

“A terrible earthquake

struck Ya’an in Sichuan

Province at 8: 02 on the

morning of April 20^th this

year. Let’s discuss how to

help the people in Ya’an.”

2. Teacher asks the students

to write down their opinions 

with the structure I

think…

3. Teacher asks four students from different groups to share their opinions. Tell them that we should try our best to help the people in trouble.

4. Teacher shows the summary 

of this section to the students.

5. Teacher assigns homework:

(1) Review the summary after class.

(2) Write down a passage about how to help the people in Ya’an with the sentences containing object clauses.

(3) Search some typical

foods in different countries to prepare for Section B. 

Teaching Reflection

The students admire Craig Kielburger very much. It’s a successful lesson: The students want to learn from him to help the people in trouble. The teacher should introduce more information of Craig Kielburger to the students to encourage them to help others from now on.