1． Teaching Difficult Points

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

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

3． Moral Object

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

2． Ability Objects

　Train students’ reading skill．

　Train students’ speaking skill with target language．

　Train students’ writing skill with target language．

1． Knowledge Objects

(1) Key Vocabulary

major, commitment, veterinarian, coach

(2) Target Language

I’d like to join the school volunteer project．

You could help coach a football team for little kids．

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

Step Ⅷ Blackboard Design

The 3rd Period

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

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

Step Ⅱ 2a

We can see five pictures in Activity 2a．

What can you see in each picture?

Ask five different students to describe the pictures．

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

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

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

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

Play the recording the first time．Students only listen．

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

Check the answers．

Step Ⅲ 2b

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

Read the first sentence to the students．

Tell them it is a sample answer．

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

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

Check the answers．

Step Ⅳ 2c

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

Ask the class to read the instructions together．

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

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

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

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

Step Ⅴ Grammar Focus

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

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

Cheer up means make someone happy．

Then get students to make up some sentences with it．

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

Ask two children to tell their meanings like this:

Set up means establish or start．

Come up with means think up．

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

Write the phrasal verbs and the sentences on the blackboard．

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

Step Ⅵ Summary

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

Step Ⅶ Homework

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