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Unit 4 Sharing
Ⅰ. 单元教学目标 技能目标 Skill Goals ▲Talk about helping others and voluntary work ▲Practise expressing time sequence and logical relations ▲Revise the Attributive Clause (restricti

ve) ▲Write a narration Ⅱ. 目标语言 功 能 句 式 Express logical relations Why would you ...? How could you do that? Because I want to share with others ... First, find some information through ... The reason is that ... Then ... Next ... Finally ... 1. 四会词汇 Airmail fortnight roof muddy textbook concept weekly relevant remote weed rectangle rectangular adjust platform broom tin jar sniff participate interpreter grill otherwise privilege paperwork arrangement toast comb astronaut angle catalogue donate voluntary purchase anniversary seed sew ox trunk tractor Kenya click tailor political distribute distribution security operate clinci 2. 认读词汇 Papua New Guinea, bucket, bubble, Pidgin, slope, leftover, evil, vaccination, loan, supplement, Bangladesh, Tanzania, economic, Uganda, Sudan, Medecins Sans Frontieres (MSF), Malawi 3. 词组 hear from, be dying to, come across, stick out, dry out, dry up, in need, sewing machine, trunk library 4. 重点词汇 purpose, theme, determination, nation, birth, ancestor, joy, treat, peace Revise the Attributive Clause (restrictive) 引 导 定 语 从 句 的 关 系 代 词 who/whom/whose/which/that 等 以 及 关 系 副 词 where/when/why 等在定语从句中担任句子成分和表达意义的小结 1. …I?ve included some photos which will help you picture the places I talk about. P29 2. When I reach the school grounds there are lots of “good mornings” for me from the boys. Many of them have walked a long way, sometimes up to two hours, to get to the school. P29 3. The other day I was showing the boys the weekly chemistry experiment when, before I knew it, the mixture was bubbling over every where. P29 4. Sometimes I wonder how relevant chemistry is to these students, most of whom will be going back to their villages after Year 8 anyway. P29
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词 汇

结 构

重 点 句 子

5. But last weekend another teacher, Jenny, and I did visit a village which is the home of one of the boys, Tombe. P29 6. We walked for two and a half hours to get there — first up a mountain to a ridge from where we had fantastic views and then down a steep path to the valley below. P29 7. Tombe?s father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof — this shows it?s a man?s house. P29 8. To let you know that I am thinking of you, I have purchased a gift from the World?s Most Useful Gift Catalogue for you to give to some of the world?s poorest. P34 Ⅲ. 教材分析和教材重组 1. 教材分析 本单元以 Sharing 为话题, 旨在通过单元教学, 使学生了解世界上很多地方依然很落后, 从而懂得同情,学会分享。结合针对短文话题的探讨激发学生的国际意识,通过各种渠道力 所能及地为贫困地区的孩子做出自己的贡献。 1. 1 Warming Up 提供了三项任务。通过完成这些任务让学生懂得什么是“帮助”,并且 反思自己是否乐于助人,以及怎样做才是“志愿者”,为后面的短文学习做好了铺垫。 1. 2 Pre-reading 是 Reading 的热身活动。其中介绍了信的作者 Jo,还根据她在 PNG 拍 摄的照片提出了 5 个问题,让学生在阅读之前就对信的内容有了简单的了解。 1. 3 Reading 是一篇 Jo 写给 Rosemary 的信。其中 Jo 介绍了自己在 PNG 的所见所闻。 读完这封信,学生能感受到 PNG 的儿童生活之艰难,从而珍惜自己的生活和学习机会。 1. 4 Comprehending 是根据短文设计的阅读理解题,检验学生对阅读内容从细节到大意 的理解。 1. 5 Learning about Language 分词汇和语法两部分。其中,第一部分是有关此篇短文中 出现的重点单词和短语的用法练习;第二部分是对限定性定语从句的复习。 1. 6 Using Language 包括三项活动: Reading and speaking 以一个有关礼物的网页展开阅 读和讨论,通过阅读,学生将了解到这一活动的意义以及他们能为贫困的人做些什么,讨论 活动将激发学生对这一主题的深层次思考和参与热情;Listening and speaking 通过 Jennifer Wells 的采访介绍了 Mary Murray 作为 MSF 的一个志愿者的工作经历, 而且针对这一话题要 求学生能用给出的时间短语结合听力材料谈论 Mary Murray; Writing 要求学生根据 Listening and speaking 的话题并运用上面的时间短语写一篇叙述文。 2. 教材重组 2.1 从话题内容和训练目的上分析,Warming Up 与 Listening and speaking 相一致; 从教 材份量来说,可将 Warming Up 与 Listening and speaking 的 1、2、3、4 项和 Workbook 中的 LISTENING 以及 LISTENING TASK 整合在一起,设计成一节任务型“听力课”。 2.2 将 Listening and speaking 的 speaking 和 Workbook 中的 TALKING 以及 SPEAKING TASK 整合在一起,设计成一节“口语课”。 2.3 可将 Pre-reading, Reading 和 Comprehending 三个活动整合在一起上一节“阅读课”。 2.4 可将 Learning about Language 的词汇和语法两部分与 Workbook 中的 USING WORDS AND EXPRESSIONS 以及 USING STRUCTURES 整合在一起上一节“语言学习课”。 2.5 可将 Using Language 中的 Reading and speaking 和 Workbook 中的 READING TASK 整合起来上一节“泛读课”。 2.6 将 Writing 和 Workbook 中的 WRITING TASK 整合成一节“写作课”。
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3. 课型设计与课时分配 1st Period Listening 2nd Period Speaking 3rd Period Reading 4th Period Language study 5th Period Extensive reading 6th Period Writing Ⅳ. 分课时教案 The First Period Listening Teaching goals 教学目标 1. Target language 目标语言 重点词汇和短语 volunteer, clinic, challenging, over the last few years, in the future, in two weeks? time, a couple of, developing country, go blind, belief 2. Ability goals 能力目标 Improve the students? listening ability by listening to Dr Mary Murray?s experience as a volunteer with Medecins Sans Frontieres (MSF). 3. Learning ability goals 学能目标 Learn to predict what will be heard according to the key words in the questions and in this way to improve the students? listening ability. Teaching important points 教学重点 Learn to make notes while listening to the material and number the events in the order they are heard. Teaching difficult points 教学难点 Learn to use time expressions and work together with a partner to describe a person?s experience as Jo did in her letter or Dr Mary Murray did in the interview. Teaching methods 教学方法 Listening and cooperative learning. Teaching aids 教具准备 A recorder. Teaching procedures & ways 教学过程与方式 Step I Warming up T: Have you ever helped others? What did you do to help your parents? Or other relatives? Or your friends? Or people in your community? Or people outside your community? I?m sure you have a lot to say. OK, now get into groups and finish the survey form on Page 28. Suggested answers: What do you do to help.. 1. your parents? 2. other relatives? Name: Tom Clean the floor Lend my books and CDs to them Name: Helen Wash dishes Take care of my cousin while his Name: Mary Prepare supper Comfort them when they are sad

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parents are away 3. your friends? 4. people in your community? 5. people outside your community? Repair their computers Be a coach of the football lovers Plant trees Help them with the lessons Sing and dance for the old Help people with disabilities Accompany them to do shopping Help my neighbours carry things home Return the wallet to the owner

Write “Volunteer” on the Bb. T: Look at the word on the Bb. Have you learned it? What does it mean? S: As a noun, it means someone who does a job willingly without being paid. As a verb, it means to offer to do something without expecting any reward, often something that other people do not want to do. S: Volunteer work includes: Be a coach of the football lovers without payment, plant trees, help people with disabilities. T: Good answer. Look at the survey form you have completed. Then in groups, discuss whether someone who helps the groups on the survey form can be called a “volunteer”. After discussion. T: Do you think your classmates you just interviewed can be called volunteers? What?s your group?s opinion? S: We think that one is not a volunteer when he/she helps his/her parents, relatives or friends. But we can call his/her volunteer when he/she helps people in the community or outside the community. T: I agree with you. Only those who don?t work for rewards — especially money and materials, and are not forced to do so are volunteers. For example, Dr Mary Murray is such a volunteer. She works for an organization called Medecins Sans Frontieres (MSF). Turn to Page 35 please. Step Ⅱ Listening (I) T: Now Mary is being interviewed by Jennifer Wells. Go through exercises 1 and 2, and predict what you will hear in the listening material. You can also discuss with your partner. Then let the students go through the expressions listed in Exercise 1. And play the tape. T: Now let?s listen to their dialogue. While you are listening, pay attention to the time expressions and number them in the order you hear them. After listening for the first time, check the answers. Then let them try to answer the questions in Exercise 2 with their partner. It?s OK if they can?t answer all the questions. Play the tape again, let the students listen again and check their answers. T: Now look at the table in Exercise 3. Some time expressions are given. Let?s listen to the tape again and find out where Mary was at these times and what she did. You don?t need to write down complete sentences. Key words will do. After listening, let the students share their completed notes with their partners. Then check the notes with the whole class. Finally, get the students to tell each other about Mary?s experience with the help of the information from table. They are supposed to use the time expressions in Exercise 1.

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Step Ⅲ Listening (Ⅱ) T: Perhaps you may wonder, we are students, what we can do to help. That is, what can we do to serve communities outside the school? Actually, if you are willing to offer your help, there are a lot of things that you can do. There has been some school organizations which are engaged in out-school activities. Now, we are going to learn about one of such organizations. Turn to LISTENING in the workbook on Page 70. You are also required to predict what you will hear, according to the four exercises. Let the students go through the instructions of the exercises and predict about the content of the listening material. Sa: There are three characters in the material: Jason, Mick and Annie. Sb: They want to raise money to help the communities. Sc: Perhaps they will help children in hospital, or serve soup to the homeless, or protect the environment. Sd: They will spend some time working for their school?s Community Care Committee (CCC). T: Now let?s listen to the tape and check your predictions and at the same time, number the items in Exercise 1 in the order you first hear them. After listening, check the answer. Then play the tape again and let the students finish the table in Exercise 2. Check the answers. Finally, play the tape again and deal with Exercises 3 and 4. Step Ⅴ Homework T: Boys and girls, today we have listened to two materials about giving help to others. I do hope all of us can offer help to those in need. Besides, you should learn to predict what you will hear before listening and pay attention to the time expressions while listening. Homework for today: 1. Finish the LISTENING TASK on Pages 75-76. 2. Google for more information about MSF and share it with each other. The Second Period Speaking Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 in the future, share ... with ..., social welfare programme, afford, sponsor, donate, cover, primary school, participate in b. 功能句式 Why would you ...? How could you do that? Because I want to share with others ... First, find some information through ... The reason is that ... Then ... Next ... Finally ... 2. Ability goals 能力目标 Enable the students to express logical relations with the target language. Enable the students to tell about a person?s experiences using time expressions. 3. Learning ability goals 学能目标 Help the students learn how to express logical relations with the target language.
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Help the students learn how to use time expressions to tell about a person?s experiences. Teaching important and difficult points 教学重难点 Help the students learn to list reasons for an idea and also learn how to express and support an idea in a logical way. Teaching methods 教学方法 Discussing and speaking. Teaching aids 教具准备 A computer and a projector. Teaching procedures & ways 教学过程与方法 Step I Revision T: Good morning/afternoon, boys and girls! Please let me check your LISTENING TASK on Pages 75-76 first. Show the answers on the Bb or a screen and help the students check the answers. Step Ⅱ Discussion T: In the last period, we listened to the story about Dr Mary Murray. She worked for MSF and helped people in poor areas as a volunteer. Now I have two topics for you to discuss. First one: Do you think whether people like Dr Mary Murray and Professor Fred Hollows should help those in poorer areas? Give your reasons. Let the students work in groups and have a discussion. Then ask some of them to present their opinions and reasons. Sa: In my opinion, Dr Mary Murray and Professor Fred Hollows should help those in poorer areas. And I would like to be a volunteer if possible. The reason is that we, either poor or rich, live on the same planet. Just as John F. Kennedy said in his Inaugural Address, “If a free society cannot help the many who are poor, it cannot save the few who are rich.” Sb: Humanism or humanitarianism is a necessary quality for us human beings. We should share what we have and help those who are badly in need of help. I will become a volunteer if time permits. Actually I often help those who need help. For example, every Sunday, I take my neighbour, a disabled girl, to the park to refresh herself. And we talk a lot, and I think I help her a lot, which makes me very happy. Sc: I agree with them, but I think the most important thing is that we should try to help the poor to be independent instead of just giving them food and clothes. Sd: I have a different idea. It?s not wrong to help the poor. But according to my experience, helping the poor is not always a pleasant experience. Se: I can?t agree more. I once read an article about such kind of things. The “poor” are not always so noble, and they are the hardest to deal with. People who deal with the poor can tell a hundred stories about how they waste money and opportunities. You bring food to their home and notice a large-screen TV. You give them money and they buy groceries at the nearby convenience store (where prices are very high). You have their car fixed and find out it is a Buick Skylark. Whenever you visit them, they are watching TV. Sf: Maybe what you said is true. However, it is not right to let the poor fight alone with their many problems coming from poverty. Unless we do something about poverty, the problems will remain. T: Excellent. I do hope that everyone can help those who need help. Second topic: Would you like
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to work as a volunteer like Dr Mary Murray and Professor Fred Hollows in the future? Where would you like to go? Why would you like to go there? What skills would you share there? ... After the students have shared their ideas with each other, ask several of them to tell the class about their ideas without looking at the chart. Sample description of ideas: Sa: If I?m a volunteer, I?d like to go to the western part of our country. Because many people there can?t get access to clean drinking water, and quite a few develop strange diseases. I think I can help them. I know how to make water clean for them. And from my grandfather, I learned to treat some diseases with Chinese medicine. I would like to spend as many days or months as possible to help them if possible. I will work as a doctor to cure diseases. Of course, I will learn more traditional methods to treat different diseases. Sb: If I?m a volunteer, I?d like to go to Africa. Because many people there are too poor to get formal education. Just because of that, many suffer from AIDS or other contagious diseases. I?d like to share my skills of being a teacher and teach them. If possible, I will work there for a year and then come back to complete my education. And then I will return to the place to work again. In this way, I can help them get the latest information about the world and about science and technology. Of course, I can also get to know Africa and African people better, in order to help them help themselves. Because I know “God helps those who help themselves.” Sc: I will go to the hospital near my community. There are a lot of disabled people who have no one to help them. They are lonely and sad. I would like to talk with them, read to them, and even sing with them. In this way, I can help them get enough courage for their future life. I will go there every Sunday, and if possible, I will persuade my friends to go there with me. Then more and more people will offer help, and more and more disabled people will get help. I just want to be a volunteer, which does not need any special skills. I will learn how take care of the elder and the sick. T: I appreciate your ideas. We need love, and those who are sick and poor need love even badly. We are living a happy life, why can?t we share the happiness with others? I hope your ideas will be realized one day. Step Ⅲ Speaking task T: I?m really very happy that you are all willing to help others. And I am sure you will become volunteers in the future. In order to be good volunteers, what should we do now? Ss: Study hard to learn more skills. T: Very good. But do you know that in our country there are still a lot of children who can?t go to school? And there is a project which aims to help them. What is it? Ss: Project Hope. T: Yes, you are right. I think you all know about this great project. Who in our class has ever sponsored a child or is sponsoring a child from a poor area? Have your parents, relatives or friends sponsored a child through Project Hope? Perhaps some students did. If so, encourage them to talk more about how they did it and their reasons of doing so. T: Most of you didn?t do that. I know that?s because you are not able to do that for the moment. So when you grow up and get a job, would you like to participate in Project Hope by sponsoring a child from a poor area? Work in pairs and discuss it. You need to give reasons for your answer. If
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you decided to sponsor a child, how would you do it? The expressions below may be useful in your discussion. Show the following expressions on the screen. Why would you ...? Because I want to share with others ... The reason is that ... Then ... Next ... Finally ... How could you do that? First, find some information through ... A sample discussion: Sb: I would like to sponsor a child from a poor area through Project Hope. Sa: Why would you like to do that? Sb: Because I think school education is very important for a person, especially those in poor areas. If they fail to receive education, they will get poorer and poorer. Don?t you know the saying that “knowledge changes fate”? Sa: Sure I know that. But how could you do that? Sb: First, find some information through newspapers and Internet, and get in touch with some children. After knowing their conditions, we can do something to help. For example, if they can?t afford the money to go to school or don?t have books and schoolbags, we can use our pocket money to help them. Sc: But how could you know that you are sponsoring the right child who really needs help? Sd: Why don?t we get in touch with China Youth Development Foundation first, and through it we can get enough information. Se: I have a good idea. We can raise money for Project Hope. First, we can make a plan for raising money. We can design a slogan “Donate for Project Hope, help children who can?t go to school”. Then, we print some leaflets, telling people about Project Hope. Next, we go to parks on Sundays, and collect money for Project Hope. I?m sure we will collect a lot of money for Project Hope. Finally, we can mail the money to China Youth Development Foundation. Step Ⅳ Homework 1. Do TALKING on Page 70. Let the students work in groups and make a plan for their CCC on the kinds of organizations they would like to raise money for, how they would raise the money, the organizations they would like to give time to and the schedule. A sample plan: As far as we know, there are many kinds of Chinese organizations that need people?s donation, for example: China Charity is the country?s largest charitable organization: The China Charity Federation (CCF); Red Cross Society; Song Ching Ling Foundation; China?s Welfare Homes for Children; Project Hope. We would post a poster on the school bulletin board, telling the students that many children are suffering from diseases because they don?t have money for medicine and that many children can?t go to school because of poverty. We should try our best to help them, making the best of our pocket money. We would even get some pictures or videos about the poor. In this way, we can raise money for these organizations. Of course, we can also get help from local TV stations and newspapers, which can reach a wide range of audience and readers. We would like to give our time to: 1. The local Orphanage 2. Home for Senior Citizens 3.
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Hospitals. During the summer holidays and winter holidays, we would like to spend time talking with the lonely senior citizens and taking care of them. After the Spring Festival, we would take advantage of the chance to raise money for Project Hope or other organizations. If possible, we would like to visit the orphans when we are free. But, what a pity, we usually have lessons on weekends, even on Sundays. Nevertheless, we will try our best to help. 2. Google for information about PNG. 3. Preview the reading passage on Page 29. The Third Period Reading Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 relevant, doorway, adjust, platform, soft, softly, grill, privilege, hear from, be dying to, up to, adapt to, for sure, the other day, come across, make a difference, shake hands with, get through, stick out, dry out, dry up, even though b. 重点句子 …I?ve included some photos which will help you picture the places I talk about. P29 When I reach the school grounds there are lots of “good mornings” for me from the boys. Many of them have walked a long way, sometimes up to two hours, to get to the school. P29 The other day I was showing the boys the weekly chemistry experiment when, before I knew it, the mixture was bubbling over every where. P29 Sometimes I wonder how relevant chemistry is to these students, most of whom will be going back to their villages after Year 8 anyway. P29 But last weekend another teacher, Jenny, and I did visit a village which is the home of one of the boys, Tombe. P29 We walked for two and a half hours to get there — first up a mountain to a ridge from where we had fantastic views and then down a steep path to the valley below. P29 Tombe?s father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof — this shows it?s a man?s house. P29 2. Ability goals 能力目标 Enable the students to learn about PNG and Jo?s work in PNG as a volunteer teacher. 3. Learning ability goals 学能目标 Help the students learn how to read between lines and find the positive and negative aspects of doing something. Teaching important and difficult points 教学重难点 Help the students read between lines and comprehend the passage completely by knowing logical relations between facts and reasons. Teaching methods 教学方法 Skimming, scanning and task-based method. Teaching aids 教具准备 A recorder, a projector and some slides. Teaching procedures & ways 教学过程与方式

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Step Ⅰ Pre-reading T: I told you to google for information about PNG. Some questions for you. Who knows what PNG stands for? Sa: PNG stands for Papua New Guinea. T: Where is it located? Sb: It is located south of the equator, 160km north of Australia. T: Who can say something about its history? Sc: 30,000 years ago it was settled by its first settlers. Portuguese explorers came to PNG in 1510s. When World War II broke out, parts of the country were occupied by the Japanese. Papua New Guinea became independent in 1975 but retains strong ties to Australia. Sd: But I got information about it like this: The first settlers to Papua New Guinea migrated from Southeast Asia probably at least 40,000 years ago during the ice age. At the beginning of World War I (1914-1918) an Australian military force occupied German New Guinea and remained there throughout the war. After Germany?s defeat, the League of Nations granted Australia a mandate to rule the German colony, which was renamed the Mandated Territory of New Guinea. Plantation agriculture expanded and the discovery of gold in the 1920s created a gold rush. The Australians extended the education system, but they were generally less concerned with native rights in the mandated territory than in Papua. T: Very good. Then how did it get its present name? Se: In 1946 the United Nations granted Australia a trusteeship over the Territory of New Guinea. Although Australia maintained separate statistics for New Guinea, it administered the territory and Papua as one. The two territories increasingly became known as Papua New Guinea, and the native people came to be called Papua New Guineans. The administration continued its efforts to further education and to develop the economy. In order to prepare the territories for eventual autonomy and independence, the Australians sought to encourage democratic institutions. In 1951 a countrywide legislative council was created; it gave way in 1964 to a House of Assembly. On December 1, 1973, Papua and New Guinea became self-governing as Papua New Guinea. The country became fully independent on September 6, 1975. T: Who can tell me something about its economy? Sf: Let me have a try. It?s a poor country, depending on its agriculture. A lot of children don?t have the chance to receive enough education. Though it is rich in beautiful scenery, not many visitors come here because of its high crime rate. T: What about its education? Sg: About 73 percent of children enroll in primary school, but very few complete more than a few years of formal education. Children begin attending school at age 7. At age 12 they move from local schools to provincial high schools. A few become eligible to attend national high schools to prepare for university education. T: Thank you for your wonderful information. It?s really a pleasure to share information with each other, isn?t it? Thank you again. From the information you collected, we know that PNG is very poor and few of its children complete formal education. Do you think you will volunteer to teach children in PNG if possible? … Actually, there are already some volunteers there. Let?s get to know one of them, Jo. First let?s look at the pictures on Pages 29-30. Ask the students to answer the questions listed in Pre-reading with the help of the pictures.
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T: Jo is an Australian woman. She wrote a letter from PNG to her friend along with some pictures. Can you answer the questions in Pre-reading according to the pictures? You may discuss with each other. Sample answers: 1. Jo was a teacher in PNG. 2. Boys who were as young as we are. 3. The classrooms were very poor, made from bamboo and grass. 4. The village was a place full of natural beauties. There were many trees and bamboos. 5. People in the village lived a simple life. T: Very good. I think you have known something about the place where Jo worked as a volunteer teacher. Now, let?s get more information about it by reading the letter from Jo. Of course, after reading the letter, you will understand the pictures and Jo?s experience better. Step Ⅱ Reading comprehending Skimming T: Now read the letter and try to get the general idea of it. Try to divide it into four parts, and summarize what each part is about. The students are given three minutes to finish the task. Suggested main idea for each part: Part 1 (Para 1): Opening of the letter and introduction to what will be talked about in the passage. Part 2 (Para 2-3): The school where Jo worked and Jo?s work at the school. Part 3 (Para 4-8): Jo and Jenny visited Tombe?s home in the village. Part 4 (Para 9): Closing of the letter. Reading carefully T: Now you?re to read the passage carefully to complete the tables below! Five minutes for you. Table 1 (about the school) Conditions Classrooms(equipped or not) Students? future Electricity and water(Y/N) Textbook(Y/N) Chemistry experiments(many/few) Our school Equipped Go to college or work Yes Yes Many The school described in the letter Not equipped Return to the villages No No Few

Table 2 (about the life in the village) Types of houses Family relationships Cooking methods Made from bamboo and the roofs from grass Everyone seemed to be a relative of each other Heat stones first, and then put them in an empty oil drum with Diet Kau kau, corn and greens A few tin plates and cups and a couple of pots Digging up peanuts with primitive tools; grow kau kau, corn

Possessions

Agriculture

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kau kau, corn and greens. Cover them with banana leaves and leave them to steam Sleeping arrangements Newly made platform for visitors in the father?s room; the mother usually sleeps in her own hut Beliefs

and greens

They believe there are evil spirits that are usually attracted by leftover food

After the students have finished, check the answers. This activity will help the students to learn more about the life people are leading in PNG, therefore understand the importance of volunteers? work. The information in italics is suggested answers. Then deal with Exercise 2. T: Look at the facts listed in Exercise 2. They are chosen from the letter. Can you find or guess the reasons for them according to the reading passage? Suggested reasons: 1. In the science lesson the boys were frightened by what they saw—the mixture was bubbling over everywhere, thinking that something terrible had happened, so they jumped out of the windows to escape from danger. 2. Because most of the boys will go back to their village after studying in the school, and their knowledge of chemistry will prove useless, so Jo wondered how relevant chemistry was to the boys. 3. I think it?s a kind of greeting language. And I?m sure all the family members will be happy and excited to have visitors like Jenny and Jo. 4. There were no windows in Mukap?s hut. Perhaps in this way they can prevent flies, mosquitoes and other insects from coming in. Or maybe they can?t afford to buy glass to make windows. 5. The tin can was standing upside down on the grill in order to get the leftover dry up quickly. Step Ⅳ Discussion and language points T: Now I have two questions for you to discuss. Show the following questions on the screen. Let the students get into groups and have a discussion. 1. Why do you think Jo became a volunteer in PNG? Give as many possible reasons as you can. 2. Would you like to work as a volunteer in a poor area? Give reasons. Sample discussion: Sa: I think, first of all, Jo was a kind-hearted woman, who was willing to help others. Second, she knew enough about the poor conditions in PNG and thought that she could help teach in the schools. If I am given the chance, I will do whatever I can to help. Sb: In my opinion, Jo must have worked as a teacher in Australia, and she applied to become a volunteer abroad, and then she was sent to PNG as a volunteer. Sc: Maybe she thought that education is the key to solving all the problems in PNG, so she, as a teacher, went to PNG to help.
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Sd: Perhaps she likes traveling abroad, and helping the poor wherever she goes. Se: I don?t agree with you. You know, she stayed there for two years. A traveler won?t do that. She was willing to help the poor children in PNG to be educated. She was doing her bit to change the poor?s state of living and education. If everyone in the rich countries would do like her, all the problems caused by poverty could be solved easily. Se: I would like to say something about the second topic. I think I will be a volunteer in a poor area. Whenever I saw the poor living state of the poor in the western areas and mountainous areas, I was eager to do something for them. All men are created equal. But they can?t get what we can enjoy. What a pity! If possible, I will try to help. T: Well done! Before we end this class, do you have any questions about the language points? Deal with some language points. Language points: 1. Tombe?s father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof—this shows it?s a man?s house. “with grass sticking out of the roof”是独立主格结构。 Note: 独立主格结构又称为“with”结构,在句中表状态或说明背景情况,常做伴随,方式, 原因,条件等状语。具体结构如下: 1) with +名词+介词短语 He was asleep with his head on his arm. The man came in with a whip in his hand. 在书面语中,上句也可以说成:The man came in, whip in hand. 2) with +名词+形容词(强调名词的特性或状态) With the clouds so low, ten to one it?ll rain presently. He used to sleep with the windows open. 3) with +名词+副词 With John away, we?ve got more room. The square looks more beautiful than ever with all the lights on. 4) with +名词+-ed 分词 (强调名词是-ed 分词动作的承受者或动作已经发生) With this problem solved, the new medicine is now in regular production. All the afternoon he worked with the door locked. 5) with+名词+-ing 分词(强调名词是-ing 分词的动作的发出者或某动作,状态正在进行) I won?t be able to go on holiday with my mother being ill. He felt more uneasy with the whole class staring at him. 6) with+名词+to do (不定式动作尚未发生) So in the afternoon, with nothing to do, I went on a round of the bookshops. I can?t go out with all these dishes to wash. 2. dry out; dry up dry out: to become completely dry or to make something completely dry, especially after it has been very wet e.g. In summer, water the plants regularly and never let the soil dry out. The kitchen was flooded and it took ages to dry it out. dry up: 1) to rub plates, dishes etc dry with a cloth after they have been washed
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e.g. I?ll just dry up these mugs and we can have a coffee. 2) if something such as a river dries up, the water in it disappears e.g. Across central and west Texas, waterholes and wells have dried up. Step Ⅴ Homework 1. Finish Exercise 3 on Page 31. 2. Read the passage again after class and find all the attributive clauses in it. 3. Remember the key sentences in the text. The Fourth Period Language study Teaching goals 教学目标 1. Target language 目标语言 重点词汇和短语 adjust, grill, relevant, doorway, privilege, arrangement, stick out, come across, hear from, platform, dying to 2. Ability goals 能力目标 Learn about the useful words and expressions. Revise the restrictive attributive clause. 3. Learning ability goals 学能目标 Help the students learn how to use the useful words and expressions. Help the students learn how the restrictive attributive clauses are used in the passage. Teaching important and difficult points 教学重难点 Revise the restrictive attributive clause. Teaching methods 教学方法 Explaining and practicing. Teaching aids 教具准备 A projector and a blackboard. Teaching procedures & ways 过程与方式 Step ⅠGrammar review T: We have learned enough about the restrictive attributive clauses before. Let?s have a summary. Attributive clause is the clause that modifies a noun. That is, a sentence with an attributive clause is a combination of two shorter sentences. In an attributive clause, we must use conjunctions: Relative pronouns who / whom / which / whose / that. The most important part of attributive clauses is the connectors, namely the conjunctions that connect the two sentences, and they function in the clauses differently. Here are 11 sentences. Please underline the connectors and tell their functions in the clauses. Show the following sentences on the screen. 1. The man who is now talking to our English teacher comes from America. (subject) 2. Mary is the girl whom / who I just talked with. (object) 3. This is the book which I like very much. (object) 4. I want to buy a house which faces south. (subject) 5. How I wish I could have the same car as you have. (object) 6. Do you know the person that is wearing a red hat? (subject)
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7. I can?t read the book that you bought, because it is too difficult. (object) 8. Yesterday I met Tom, whose father is a doctor. (attributive) 9. Can you see the book whose cover is red? (attributive) 10. Do you still remember the time when we lived in the countryside? (adverbial of time) 11. They visited the house where comrade Zhou Enlai once lived and worked. (adverbial of place) Then let the students pay attention to some difficult points as follows. The use of “that”: sometimes “that” can?t be used, for example, a. They are boys with whom I went to school. (object, after preposition, “that” is not used) b. The case to which you are referring to is now closed. (object, after preposition, “that” is not used) c. I told the story to John, who later did it to his brother. (subject, non-restrictive attributive clause, “that” is not used) d. His speech, which bored everyone, went on and on. (subject, non-restrictive attributive clause, “that” is not used) But sometimes it must be used, for example, a. This is all that I want to say. (after: all, few, little, much, something, nothing, anything, everything, any, every, no, some, “that” must be used, if it is not the subject, “that” can be omitted.) b. I agree every point that he referred to just now. (“that” can be omitted) c. This is the most beautiful place that I have ever seen. (after superlatives or ordinal numerals, “that”can be omitted) d. This is the very book that I want to borrow. (after: the very, the only, the same, object, “that” can be omitted) e. They talked of things and persons that they remembered in the school. (after both person and thing, object, “that” can be omitted) The last important point is: where, when, that, etc. for example, a. This is the museum which / (that) we visited last week. (object) b. This is the museum where (in which) my father once worked. (adverbial) c. Do you still remember the days which / (that) we spent in the countryside? (object) d. Do you still remember the days when (during which) we worked in the countryside? (adverbial) e. The reason which / (that) he provided was not what we expected. (object) Then let the students finish Exercises 1-2 in Revising useful structures. Check the answers.

Step II Practising Let the students finish the exercises in USING WORDS AND EXPRESSIONS and USING STRUCTURES. If time is limited, they can finish them after class. Step Ⅴ Homework Remember the new words and expressions in this unit and make sentences with the following ones: adjust, relevant, arrangement, privilege, donate, otherwise, anniversary, stick out, hear from, dry out, dry up

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The Fifth Period Extensive reading Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 catalogue, purchase, anniversary, seed, seedling, sew, ox, trunk, Kenya, tailor, income, skill, participate, political, distribution, finance, financial, security, operate, remote, otherwise, donate, in need, sewing machine, trunk library, on behalf of, as long as, take up, be eager to, suffer from, meet one?s basic needs, look forward to b. 重点句子 The gift you give is not something your loved one keeps but a voluntary contribution towards the lives of people who really need it. To let you know that I am thinking of you, I have purchased a gift from the World?s Most Useful Gift Catalogue for you to give to some of the world?s poorest. The gift will train a whole village of around 40 families in India, Kenya, or Bangladesh in new agricultural methods, and provide seeds and simple agricultural equipment. 2. Ability goals 能力目标 Enable the students to know the purpose of a website called “worldgifts” and give their opinions on it. Enable the students to learn about the international welfare programme “Plan International” and a child who has been sponsored through it. 3. Learning ability goals 学能目标 Help the students learn what they can do to people in poor areas through some organizations and websites. Teaching important and difficult points 教学重难点 Get the students to realize that they should make the most of what they own and do something for the poor. Teaching methods 教学方法 Task-based method and fast reading. Teaching aids 教具准备 A recorder, a projector, a computer connected to the Internet. Teaching procedures & ways 教学过程与方式 StepⅠRevision Check the homework. Ask the students to read the sentences they have made with the new words and expressions. Make sure they know how to use these words and expressions in sentences. Step Ⅱ Pre-reading T: Have you ever tried to send a gift to the children in poor areas or countries? Probably not. Today, we can have access to a website, where you can send your gifts to those who are in great need. Please glance quickly at the Internet page on Page 33, and answer the following questions. 1. What does the page show you? Where is the list of gifts? 2. In what kind of order are the gifts listed? How much are cheapest and dearest gift? 3. What do the photos show you? Suggested answers:
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1. The page shows a gift catalogue. The list of gifts is on the bottom left side of the page. 2. They are ordered from the cheapest to the dearest. The cheapest gift (A: 20 tree seedlings) costs 5 AUD. The dearest (U: a well and water pump) costs 1,350 AUD. The photos show you how particular gifts will be used (that is, a sewing machine to make clothes and the children who will receive help). Step Ⅲ Reading and speaking Reading carefully T: Turn to Page 35. Look at Exercise 2. Here are six descriptions of the gifts listed. Go through the list and write the correct gift from the Internet page next to each description. After the students have finished, check the answers with the class. Teacher can ask the students to describe the other 15 gifts as the descriptions given. That is to say, tell how they can help those in need. Any description will be OK. Discussing T: What do you think of the 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? Step Ⅳ Reading task Deal with READING TASK in the workbook. T: We have talked the Chinese welfare programme Project Hope which helps children in poor areas go back to school. In the world, there are many organizations or programmes that help different groups of people in one way or another. Today, we will get to know another organization called Plan International (More information about Plan is supplied in the appendix). 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 students? What did the students do? Read the letter and find the answers. While reading, summarize the topic of each paragraph and finish Exercise 1 on Page 74. After the students have finished reading. T: Why did Rosanna write the letter to the students? S: Because the students sponsored a child in Ecuador recently. She wrote the letter on behalf of the child Orlando to tell the students something about Orlando and his family. Check their answers to Exercise 1. They will have a clear idea of the letter after doing this exercise. Then let the students do scanning and finish Exercise 2. Check the answers. T: Plan likes sponsors to occasionally send small gifts to sponsored children. And the gifts should be only a few dollars, under 150 grams and not larger than an A4 envelope. Look at the gifts listed in Exercise 3, which do you think are suitable to send to Orlando? Work in groups and have a discussion. Ask the students to give reasons for their choice. They should consider Orlando?s situations while making the choice. Any choice will be accepted. Step Ⅴ Homework 1. Ask the students to search for information about Plan International.
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2. Pick out the sentences with attributive clauses in “A LETTER FROM PLAN”. The Sixth Period Writing Teaching goals 教学目标 1. Ability goals 能力目标 Enable the students to write about a person?s experience by using time expressions. Enable the students to write a letter to a child they would like to sponsor. 2. Learning ability goals 学能目标 Help the students learn how to write about a person?s experience by using time expressions. Help the students learn how to write a letter to a child they would like to sponsor. Teaching important and difficult points 教学重难点 The characteristics of narration. Teaching methods 教学方法 Task-based method and writing. Teaching aids 教具准备 A projector and a computer. Teaching procedures & ways 教学过程与方式 Step I Revision Check the homework. Ask some students to read the sentences with attributive clauses in “A LETTER FROM PLAN”. 1. My name is Rosanna and I work as a community volunteer in an area of Ecuador where Orlando and his family have lived for as long as they can remember. 2. Although they still have time to play, they also have to help with daily jobs, which can take up a lot of time. 3. Orlando?s family lives in a small metal house that has a straw roof and a dirt floor. Step Ⅱ Pre-writing T: Let?s recall something about Dr Mary Murray, who worked as a volunteer with Medecins Sans Frontieres (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. Sa: Dr Mary Murray was a volunteer, who worked with Medecins Sans Frontieres (MSF). Sb: Dr Mary Murray once worked in clinic in both Malawi and Sudan which are developing countries in Africa. … Step Ⅲ Writing T: 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 36. 1. who she is 2. reasons why she joined MSF 3. what she did in Malawi
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4. what she did in the Sudan 5. the effects on her of her experiences 6. her plans for the future After the students have finished writing, show two samples on the screen and check the mistakes if any. Step Ⅳ Writing task Deal with WRITING TASK on Page 75. T: Imagine that you have decided to sponsor Shan-shan, 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 Describe your family Let her know you want to make friend with her and hear from her Other things you would like to tell her After the students have finished writing, ask several of them to read their letters. 附 件 语法 在复合句中修饰名词或代词的从句叫定语从句。 被修饰的名词或代词叫先行词。 引导定语从 句的关系代词有 who,whom,whose,which,that 等和关系副词 where,when,why 等。关 系代词和关系副词在定语从句中充当一定的句子成分。 1. 由 who,whom,whose 引导的定语从句这类定语从句中 who 用作主语,whom 作宾语, whose 作定语指人。例如: ① This is the man who helped me. 这位是帮过我的那个人。 ② The Doctor whom you are looking for is in the room. 你找的那位大夫在屋里。 ③ Do you know the man whose name is Thompson? 你认识那个叫汤普森的人吗? 2. which 引导的定语从句 这类从句只能指物,which 在从句中作主语或谓语动词或介词的宾语。例如: ① This is the book which you want. 这就是你要的那本书。 ② The building which stands near the river is our school. 河边的那栋楼是我们学校。 ③ The room in which there is a machine is a workshop. 有机器的房间是车间。 1)whom,whose,which 作介词宾语时,介词一般可放在它们之前,也可放在从句原来的 位置上,在含有介词的动词固定词组中,介词只能放在原来的位置上。例如: This is the person whom you are looking for. 这位就是你在找的那个人。 2)引导非限定性定语从句时,关系代词往往用 which,不用 that。例如: I have lost my book, which I like very much. 我的书丢了,我非常喜欢那本书。 3. 由 that 引导的定语从句 that 在定语从句中可以指人或物,在从句中作主语或谓语动词的宾语。但不能放在介词后面
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作介词宾语。例如: The letter that I received was from my father. 我收到的那封信是我父亲写给我的。 在下面几种情况下必须用“that”引导定语从句: 1)先行词是不定代词:all,few,little,much,something,nothing,anything 等。例如: All that we have to do is to practice every day. 我们要做的就是每天练习。 2)先行词被序数词或形容词最高级所修饰。例如: The first lesson that I learned will never be forgotten. 我永远也忘不了所学的第一课。 3)先行词被 all, any, every, each, few, little, no, some 等修饰。例如: I have read all the books (that) you gave me. 你给我的书我全读完了。 4)先行词被 the only,the very,the last 修饰时。 例如: He is the only person that I want to talk to. 他是惟一的我想跟说话的人。 The only possessions that I could see were a few tin plates and cups and a couple of pots. 我能看到的他们仅有的财产就是几个锡盘子、杯子和三两个罐子。 5)先行词既有人又有物时。例如: They talked of things and persons that they remembered in the school. 他们谈论着他们能记起的那些在学校的人和事。 4. 由 when / where / why 引导的定语从句 ① I know the reason why he came late. 我知道他为什么来晚了。 ② This is the place where we lived for 5 years. 这就是我住过五年的地方。 ③ I will never forget the day when I met Mr. Li. 我永远也忘不了遇到李先生的那天。 先行词表示地点时,有时用 where,有时用 that(which)引导定语从句。这时要看从句的 谓语动词是及物动词还是不及物动词。如果是及物动词就用 that(which) ,否则用 where。 例如: ① This is the house where he lived last year. 这就是他去年住过的房子。 ② This is the house that (which) he visited last year. 这就是他去年去过的房子。 补充练习 I. 单项选择 1. I?ve read all the books _____ you gave me. A. which B. them C. what D. that 2. There isn?t much _____ I can do. A. what B. which C. that D. how 3. He keeps a record of everything _____ he had seen there. A. he B. that C. which D. what
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4. Tell us about the people and the places _____ are different from ours. A. that B. who C. which D. whom 5. Mr John said that Suzhou was the first city _____ he had visited in China. A. that B. where C. which D. what 6. The TV play I watched last night is the best one _____ I have watched this year. A. which B. what C. whose D. that 7. Last Sunday they reached Qingdao, _____ conference was to be held. A. which B. that C. when D. where 8. Is this the museum _____ you visited the other day? A. that B. where C. in which D. the one 9. I began to work in Beijing in the year _____ New China was founded. A. when B. that C. which D. where 10. This is the very film _____ I?ve long wished to see. A. which B. that C. who D. whom 11. There is no difficulty _____ can?t be overcome in the world. A. that B. which C. who D. what 12. Who is the person _____ is standing at the gate of Beijing Tourism Tower? A. who B. that C. which D. whom 13. This was the supermarket _____ I bought this kind of tin. A. where B. that C. who D. which 14. The house _____ the capitalist used to live in is now a nursery. A. that B. where C. what D. when 15. This is the last time _____ I shall come here to help you. A. that B. which C. when D. what 16. The house _____ we live is not big. A. in that B. which C. in which D. that 17. My neighbours used to give me a hand in time of trouble, _____ was very kind of them. A. who B. that C. which D. whom 18. All _____ glitters is not gold. A. that B. which C. 不填 D. what 19. I now know why Chairman Mao impresses everyone who meets him the way _____ he does. A. which B. what C. 不填 D. now 20. Beijing, _____ is the capital of China, is a beautiful city. A. that B. it C. which D. 不填 21. She was no longer the woman _____ she had been. A. that B. which C. what D. who 22. That?s the hotel _____ last year. A. which we stayed B. at that we stayed C. Where we stayed at D. where we stayed 23. The doctor did all _____ to save the wounded boy. A. what he could B. he could C. everything which he could
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D. for which he could do 24. Anyone _____ this opinion may speak out. A. that againsts B. that against C. who is against D. who are against 25. The place _____ you are standing used to be an old church. A. which B. where C. that D. when 26. You?ve made the same mistake _____ you made last time. A. as B. like C. which D. that 27. It is not such an interesting magazine _____ I thought. A. as B. that C. which D. 不填 28. _____ you know, he is a famous musician. A. As B. which C. That D. 不填 29. Mr Zhou, _____ native language was Chinese, could read and write several foreign languages. A. whose B. his C. which D. that 30. Do you know the actor _____ you saw playing Hamlet is now doing King Lear? A. who B. whom C. whose D. which 31. I took my friend to the Summer Palace, _____ we had some photos taken. A. where B. which C. that D. 不填 32. Do you remember the day _____ your sister was graduated as a Master of Arts? A. which B. on which C. about which D. 不填 33. The bus, _____ was already full, was surrounded by an angry crowd. A. which of most B. most of which C. which of the most D. most of that 34. We all remember the days _____ we studied together at school. A. which B. that C. when D. 不填 35. Do you know the reason _____ he didn?t come? A. that B. which C. for D. why 36. I showed the doctor the place _____ I felt the pain. A. that B. which C. where D. when 37. He is the only one of the three _____ got the new idea. A. who have B. whom have C. who has D. whose had 38. I?m one of the students _____ well in English in my class. A. who does B. who do C. which does D. who did 39. This is the baby _____ tomorrow. A. after whom I shall look B. whom I shall look after C. whose I shall look after D. after whom I shall look after 40. This is the fastest train _____ is going to Nanjing. A. that B. what C. where D. 不填
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II. 用定语从句连接下列每对句子 41. She was talking with a lady. Her son was ill. 42. You sent my sister a present. Thank you very much for it. 43. The clothes have been cleaned. I?m wearing them. 44. He is sitting in a chair. It is broken. 45. She is a person. Everyone likes to make friends with her. 参考答案: 1-5 DCBAA 6-10 DDAAB 11-15ABAAA 16-20 CCACC 21-25 ADBCB26-30 AAAAB 31-35 ABBCD36-40 CCBBA 41. She was talking with a lady whose son was ill. 42. Thank you very much for the present (which) you sent to my sister. 43. I?m wearing the clothes which have been cleaned. 44. He is sitting in a chair which is broken.(The chair which he is sitting in is broken.) 45. She is a person (whom) everyone likes to make friends with. II. 文化背景知识 About Fred Hollows Foundation The Fred Hollows Foundation is a non-government organisation which seeks to eradicate avoidable blindness in developing countries and to improve the health outcomes of Indigenous Australians. We use a sustainable development approach to achieve our objectives. Our vision is of a world where no one is needlessly blind and of a land where Indigenous people enjoy the same health outcomes as all Australians. The Foundation is inspired by the work and example of the late Professor Fred Hollows. Our Purpose Since 1992, The Fred Hollows Foundation has worked with local partners in more than 30 countries to eradicate avoidable blindness in developing countries and to improve the health outcomes of Indigenous Australians. Through active and participatory partnerships with local health providers the beneficiaries of our programs are becoming increasingly independent: Patients with restored sight are returning to work; Doctors are passing on their new-found skills by training their colleagues; Indigenous Australians are taking ownership of those activities which impact on their health and socio-economic status; And our program partners are sharing their experiences with each other and modeling the outcomes. So far the impact of this work has been enormous (more than one million people have had their sight restored!), but there is still much to do. There are still more than 37 million people worldwide who are unnecessarily blind and the health of Indigenous Australians remains at dramatically lower levels than for other Australians.
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Get Involved! Thinking About Supporting Us? There are many ways that you can get involved with The Foundation?s sustainable development work with disadvantaged communities around the world. It can be as simple and easy as clicking 1, 2, 3 ... 1. Make a donation 2. Support an appeal or campaign 3. Leave us a bequest 4. Join The Miracle Club 5. Get your corporate group involved 6. Sign up to ?See the World?! 7. Support the Rotarians ?Down Under? Joint Partnership 8. In-kind support 9. Fundraise for us 10. Get your school community involved 11. Buy gifts and merchandise 12. Take part in an event or organise your own 13. Subscribe to stay in touch with our work 14. Download our wallpapers or send an ecard — to help spread the word! About Plan Children are at the heart of everything we do Children are our future. They have the right to live in an environment which allows them to not only grow up healthy, but to realise their potential. They carry our hopes and dreams. But to realise these dreams — to truly fulfil their potential — they need to live in a world that protects them, listens to their needs and respects their rights and dignity. We work with children and their families and communities across the world, in places where most people do not always have access to their basic needs and rights. In partnership with them, we provide support to enable them to create lasting improvements. Who we are and what we do We exist because millions of children live in conditions of extreme poverty across the world, and we can do something to help. Our vision is of a world in which all children realise their full potential in societies which respect people?s rights and dignity. We do this by working with children, their families and the wider community, to help them achieve positive change in their own lives. For more than 60 years, we have stood for the rights of children, and helped millions of children to have the opportunity to contribute to their societies in
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a positive way. Read our mission statement. We have long recognised that children are not passive recipients of aid. We believe that long-term improvements and change can only be sustained if children are ?development actors?: they participate, voice their opinions, are listened to and taken seriously because their opinions count. Children in communities we work with are often involved directly in planning, implementing and monitoring projects which benefit themselves, their families and their communities. Our work is broadly based around five key areas: --Education All children, young people and adults deserve access to learning and life skills that enable them to realise their potential. --Health Everyone has the right to grow up healthy. --Habitat Improving living conditions to provide a safe environment for all -- Livelihood Working out ways for families to improve their income -- Building relationships Creating a worldwide community working to improve children?s lives --Our history Plan was founded in 1937. Read the story that led us to become one of the world?s largest development organisations working at grass-roots levels to improve children?s lives in 46 countries. --Sponsor a child Become a sponsor today, and support our work to make poverty history. Sponsorship supports long-term community development projects, helping us continue our vital work. As a sponsor, you?ll get regular updates about our work in the country and community where the child you sponsor lives. You can also enjoy a unique cultural exchange, by writing and receiving letters.

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