2． Target Language

　How to express offering to help with target language．

1． Key Vocabulary

　clean up, hunger, homeless, cheer up, give up

3． Moral Object

　Offer help to the others as much as possible．

2． Ability Objects

　(1) Train the students to express offering to help with the target language．

　(2) Train the students’ listening skill．

1． Knowledge Objects

(1) Key Vocabulary

clean up, hunger, homeless, cheer up, give out, volunteer, food, bank

(2) Target Language

I’d like to work outside．

You could give out food at a food bank．

2． Write out three conversations of activity 1c．

Step Ⅶ Blackboard Design

1． Make up one sentence with each of the following phrasal verbs:

clean up, cheer up, give out

4． Dictate ten words in Unit 7．

Step Ⅱ la

In this unit we learn to offer to help．

We’ll use some phrasal verbs． Each phrasal verbs has two or three words, such as clean up, cheer up, give out．

Here is an example on how to use clean up． Look at the title of Unit 8． I’ll help clean up the city parks． Repeat it twice, please．

Ask the children to read the title twice．

Then go on saying, "clean up means make a place clean and tidy, put things there in order"． Let’s see another example, We should always clean up after a picnic．

Who can explain this sentence in your own, words?

Ask one student to explain the sentence．

He or she may say like this． This sentences means we should burn wastepaper, collect litter and empty bottles, etc．

Then ask the class． Who can make more sentences with clean up?

Ask several students to share their sentences to the class．

Do the same with the other phrasal verbs．

Read the instructions to the students．

Please look at the picture now． We can see a bulletin board and two children in it． What is the bulletin board about?

Help students to answer: Volunteer Today!

Then continue saying, "Who can tell me the meaning of volunteer?"

Ask one student to try to explain it． Then tell them the meaning of it． Volunteer means a person who offers to do something unpleasant or dangerous． It means a person who offers to help the others sometimes． Volunteer is used as a verb in this lesson．

Draw the students’ attention to the three posters on the board．

We can see one sentence in each poster．

And we can see some people in each poster, too． What are the volunteers doing in each poster? Please work in pairs and talk about the posters．

Give the students a few minutes to talk about what they will say． Let them talk about all the three items． Move around and help the pairs as needed．

Then read the sentences in the posters to the class． Ask the pairs of students to explain what the sentence means in their own words． Or tell what the volunteers are doing in the posters．

For example, for the first poster, a pair might say:

It means there is trash in the park． There are papers on the ground． We can help clean up the park by picking up papers and trash． We can make the park clean．

After the students have finished all the items, ask the students to add some other ways they can help people． Get them to write the ways down in the box below the picture．

At last, ask some students to share their ideas with the class． Write any new words or phrases on the board and explain these words to the class, if necessary．

Step Ⅲ 1b

Call the students’ attention to the two lists in the box in Activity lb． Ask some students to read the eight sentences on the lists to the class． Explain any new words and phrases in it．

Make sure that all the students can understand the meanings of the eight items．

Then get the children to read the instructions together．

Say, we will hear four conversations．

Your task is to match the items in the two lists． We can see the blanks in front of the first line of each conversation． Listen to the conversations and write the letter in front of the first line of each conversation． Put the letters of the second line of conversations in right places．

Point out the sample answer to the class．

Play the recording the first time． Tell the students to only listen．

Then play the recording a second time．

Tell them to write a letter in front of each numbered sentence this time．

Check the answers．

Step Ⅳ 1c

Read the instructions with the class．

Call their attention to the example in the speech bubbles in Activity la． Ask a pair of students to read this conversation to a class． Then let them practice in pairs．

Note their pronunciation of "like to" in phrases such as, I’d like to help hungry people． Tell them English speakers usually pronounce the words "like to" as if they were spelled like-tuh．

Play the I’d like to statements on the recording to demonstrate this pronunciation．

After they’ve finished practicing the sample conversation, ask them to make up similar conversations based on the other two posters． Get two pairs to demonstrate two conversations first．

Then let the whole class practice in pairs．

After that, play the recording of activity 1b and let the children read after it twice．

Then ask them to practice similar conversations using the information in Activity 1b．

Step Ⅴ Summary

Step Ⅵ Homework

3． Check homework by asking some students to read their sentences they’ve made with the verbs． Let them hand in their homework．

2． Revise the contents in Unit 7．