模块6 Unit 4 Helping People around the World 全单元教案(新课标版高二英语选修六教案教学设计)
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Module 6 江苏省新海高级中学 张海升 吴媛媛
Unit 4 Helping People around the world
Period 1 Welcome to the unit
 Teaching Objectives:
1. Enable students to think about different hard situations people around the world are facing and the importance of international aid.
2. Develop students’ listening, speaking, reading, writing and thinking ability.
3. Promote to form correct values.
 Teaching Important and Difficult Point:
Improve students’ speaking and thinking ability.
 Teaching Approaches:
Task-based approaches
 Form of Activities:
Individual, pair or group work and topic discussions.
 Teaching Aids:
The multimedia and the blackboard
 Teaching Procedures:
Step 1. Brainstorming
1.Dicussion
1) If one of your friends met with difficulty in doing his homework, what would you do? If he was ill? Or unhappy?
2) When flood happened in Hubei in 1998, what did people of other areas do to help?
(Have the students discuss the questions and then express their ideas.)
2. Talk about Tsunami in the Indian Ocean
1) Do you know what happened in the Indian Ocean in Dec.2004?
2) Pictures of the Tsunami in the Indian Ocean.
Did you do something to help? What did you do? Why?
3) Pictures of China’s help: donation, medical team
Do you think it right for China to do so? Why?
(When a country meets some difficulties, the other countries should help people there to overcome them, so that we can live peacefully together; International aid is very important for countries in need of help.)
Step 2. Picture talking
Picture 1
1. Show pictures of the UN peace-keeping force on the screen.
2. Questions:
1) Who are they?
2) How can they help people across the world?
3) Have you dreamed of being a soldier? Why or why not?
Picture 2
1. Show pictures of poor African people on the screen.
2. Questions:
1) What happened in this picture?
(The little boy was too weak to support his head because of hunger, there’s a hawk not far away, which seemed to be waiting for its dinner.)
2) Are there any poor people like them in China? Where are they? What can we do for them?
Picture 3
1. Show pictures of flood on the screen.
2. Questions:
1) What are they doing?
2) What difficulties will people face if a flood happens?
3) How can people solve the problems?
Picture 4
1. Show pictures of agriculture on the screen.
2. Questions:
1) Is agriculture important? Why?
2) What are the important things for agriculture?
Picture 5
1. Show a picture of doctors who are helping people in need in the countryside for free.
2. Questions:
1) What are the doctors doing? Where are they?
2) What do they do to help?
Picture 6
1. Show a picture of a poor family.
2. Questions:
1) Describe the family in the picture, what are the differences between your life and theirs?
2) How can they change their life? Do you have any good ideas?
Step 3 Discussion
1.What organizations do you know of that can help with the situations in the pictures?
2.Have you ever helped people in need? What did you do to help them?
Step 4 Homework
1.Preview “Reading”
2.Write a short essay about your feelings of helping others.
Period 2-3 Reading
 Teaching Objectives:
1. Enable students to know about the UN and a Goodwill Ambassador.
2. Develop students’ speaking, reading, writing and thinking ability.
3. Promote to form correct values.
 Teaching Important and Difficult Point:
1. Improve students’ reading and thinking ability.
2. Master some language points: honour, refer, set out, take on, lack, sum, urgent, apart from, worthy.
 Teaching Approaches:
Task-based approaches
 Form of Activities:
Individual, pair or group work and topic discussions.
 Teaching Aids:
The multimedia and the blackboard
 Teaching Procedures:
Step 1. Lead-in
1. Show a picture of the UN building the emblem of the UN
with the question” What do you know about the UN?”
2. Show a picture of the Earth Summit with the question “What kind of problems do you think the UN usually discusses?”
Step 2. Fast reading
1. Who is Tang Ning?
Tang Ning is a successful businesswoman and a UN Goodwill Ambassador.
2. How many countries belong to the UN? 191 countries
3. Which countries has Tang Ning visited?
She has visited countries where the UN operates programmes to help people.
Step 3. Further reading
1. Listening for further information.
2. Main idea of each part:
Part1 (para1-2) Brief Introduction of the UN
Part2 (para3-4) What Tang did as a UN Goodwill Ambassador
Part3 (para5) The problems the UN helps solve
3. What? An international group...that want to…
When? In Oct, 1945 by 51 countries
Today? 191 countries all together
A Goodwill Ambassador? Being a…means that I visit…
To keep…
1)Part1 To develop…
Charter To co-operate…
To be a center …
Soldiers? From different countries that belong to the UN.
The UN assists? With the help of…, the UN assists …
Retell Part1
What? To visit countries where…
How? If I visit…, the television and press will…,
this will increase…
2)Part2 Who? Some women
In South Africa What? one rand—add it to…--
to sell…--to buy…--to expand
Who set up it? The UNIFEM
Retell Part 2
3)Part3
1) What does the UN help to do?
Apart from the urgent problems caused by wars and conflicts, the UN helps countries with other problems such as lack of education, lack of food, poverty, disasters and diseases.
2) What did the meeting in 2000 agree to do? What are the goals?
At a UN meeting in 2000, all 191 members agree to try and meet eight development goals by the year 2015. One of the goals is to ensure that fresh drinking water is available to everyone. Another is to ensure all children complete primary education.
4. Fill in the blanks (Ex on P53)
Step 4 Discussion
1. Tang Ning is a successful businesswoman. How do you think that would help her in her role as a Goodwill Ambassador?
2. Would you like to be a Goodwill Ambassador?
Why or why not?
Step 5 Language Points
1.refer refered, referring
1)认为…由于; 归诿，归功；指点某人去
Eg. He refers the failure of the match to his own carelessness.
他认为比赛失败是由于他自己的粗心。
The invention of gunpowder is referred to China.
火药的发明归功于中国。
I was referred to the manager.
人家叫我去找经理。
2) vi. 提及，谈到；指；参考
Eg. Don’t refer to that matter again!
别再提那件事了！
He told us not to refer to the dictionary often while reading.
他叫我们阅读时不要老是查字典。
The problem he referred to at the meeting yesterday has not been solved.他昨天会上谈到的那个问题还没解决。
3) referee n.鉴定人，审查人；裁判员
reference n.　参考，参照
keep it for reference 备作参考
a reference book 参考书
2.hono（u）r
1) n. 名誉，光荣
Eg. give/pay/do/show honor to sb
向某人表示敬意
have the honour of doing/to do 有…的荣幸
do sb the honour of… 给某人…的荣幸
a sense of honour 廉耻心
2）vt. 尊敬 (respect)
3. take on
1）承担，接受
Eg. take on heavy responsibility 挑重担
It’s difficult for him to take on the role of being the host of the party. 对他来说，做晚会主持人有点困难。
2) 呈现（面貌），具有（特征）
Eg. My hometown has taken on a new look.
我的家乡呈现一片新貌。
注： take up 拿起收起
take off 脱掉（外套）（飞机）起飞
take apart 拆开
take sth back 撤销，收回
4. in addition 另外，还有
in addition to 除…之外还有…
Eg. 除了英语之外，他还会说法语。
He speaks French in addition to English.
He speaks English, in addition, he also speaks French.
5. sum
1）n.总数，金额
Eg. The sum of two and three is five.二与三之和为五。
He paid a big sum for this car.
他付了一大笔钱买这辆车。
2) v.总计，共达 summed, summing
Eg. sum up the costs of the production.
计算出生产成本
sum up the main point 概括要点
He sum up the situation in a minute.
他很快看清了当时的情况。
6. lack
1) n. 缺乏，不足 （of）
Eg. A lack of skill/cash 缺乏技能/资金
There’s no lack of food here.
这里不缺食物。
The plant died for lack of water.
这些植物由于缺水而死。
2) v. 缺乏，没有
Eg. He lacks confidence. 他缺乏自信。
It lacks five minutes of nine. 差五分到九点。
7. set out 提出，表明；
动身，出发（for）；装饰
Eg. 他在会上清楚的表明了他的观点。
He set out his ideas clearly at the meeting.
他儿子昨天动身去加拿大了。
His son set out for Canada yesterday.
Finally, he set out to write his new novel with the help of his wife.
在妻子的帮助下，他最终开始着手写他的新小说。
注：1) set out to do = set about doing 开始着手做某事
2) set aside 留出；不顾
set off 动身，出发
set up 建立，创建
Eg. 1) He set aside some money every month to help the poor.
他每月留出一些钱去帮助穷人。
2) They set up a computer company together after graduation.
毕业之后他们一起开了一家电脑公司。
Step 6 Homework
1. Review the language points of this part.
2. Read the text again and try to retell using your own words.
Period 4 Word power
 Teaching Objectives:
1. Enable students to know about different organizations of the UN.
2. Develop students’ thinking ability and help them master some knowledge about the UN.
3. Promote to form correct values.
 Teaching Important and Difficult Point:
The names and use of some important international organizations.
 Teaching Approaches:
Task-based approaches
 Form of Activities:
Individual, pair or group work and topic discussions.
 Teaching Aids:
The multimedia and the blackboard
 Teaching Procedures:
Step 1. International Organizations
1. Read the short passage and pay attention to the names of the organizations in blue.
2. International organizations
Specialized agencies:
(1) International Labour Organization
国际劳工组织
(2) Food and Agricultural Organization
联合国粮农组织
(3) UN Educational, Scientific and Cultural Organization
联合国教科文组织
(4) World Health Organization
世界卫生组织
(5) International Civil Aviation Organization
国际民用航空组织
(6) The Universal Postal Union
万国邮政联盟
(7) World Bank Group
世界银行组织
(8) International Monetary Fund
国际货币基金组织
Programmes and funds:
(9) UN Children’s Fund
联合国儿童基金会
(10) UN Environment Programme
联合国环境规划署
(11) UN Drugs Control Programme
联合国毒品控制署
(12) UN Development Programme
联合国开发计划署
(13) UN Development Fund for Women
联合国妇女发展基金会
Step 2 Fill in the blanks
EX on P55
Step 3 Acronyms
IMF International Monetary Fund
FAO Food and Agricultural Organization
ILO International Labour Organization
UNESCO UN Educational, Scientific and Cultural Organization
WHO World Health Organization
UNEP UN Environment Programme
Step 4 Homework
1.Try to remember the names of the international organizations.
2.Preview “Grammar and usage”
Period 5 Grammar and Usage
 Teaching Objectives:
1. Enable students to know about mixed conditionals.
2. Develop students’ reading, writing and thinking ability and the ability of using unreal conditionals
 Teaching Important and Difficult Point:
Improve students’ ability of using unreal conditionals with “but for, if only, would rather, even if, as if”.
 Teaching Approaches:
Task-based approaches
 Form of Activities:
Individual, pair or group work and more exercises
 Teaching Aids:
The multimedia and the blackboard
 Teaching Procedures:
Step 1 Revision
1.如果那时我有足够的钱，我就能买下那辆车了。
If I had had enough money, I could have bought that car.
2.如果今天没下雨，他就能出去跟朋友踢足球了。
If it were not raining, he could go out to play football with his friends.
3.如果那天他没迟到，就不会被叫到办公室了。
If he had not been late that day, he would not have been asked to the office.
4.如果父母没有帮我，我不可能成功地开办这个工厂。
If my parents hadn’t helped me, I couldn’t have set up this factory successfully.
Step 2 Mixed conditionals
1.错综时间条件虚拟语气，主句和从句谓语动词时态由不同假设条件而定
1）If you had listened to the talk about the UN, you would know
the answer to the question.
2）If it had been finer, the crops would be growing better.
3）如果我昨天记下了他的电话号码，现在就能联系到他了。
If I had taken down his phone number yesterday, I could reach him now.
2. Implied conditions
( otherwise, or, with, without, but for )
(1) With (If I had) more money, I could help more people in need.
(2) But for (If it had not been) me, you would not succeed.
(3) I am too busy, otherwise/or (if I weren’t so busy) I would help you.
(4) But for his help, We couldn’t have finished the task ahead of time.
3. Unreal situations introduced by even if,
as if, as though, if only（如果…该多好啊）.
(1) I could not go there even if I were given the chance to.
(2) He talks as though he had been to America.
(3) If only I were a Goodwill Ambassador!
(4) 如果我昨天见到我喜欢的那个歌手了该多好啊！
If only I had seen my favorite singer star yesterday!
4. Unreal situations after wish and would rather
(1) I wish there were no wars in the world.
(2) I would rather you hadn’t told me about this.
(3) 我真希望我上次考试及格了。
I wish I had passed the exam last time.
(4) 我情愿今天是工作日而不是周末。
I would rather today is a workday but not a weekend.
Step 3 Consolidation
1. Ex A and B on P56-57
2. Ex about “Grammar” on the WB
Step 4 Homework
1.Review what you have learnt by doing some exercises.
2.Preview “Task”.
Period 6-7 Task
 Teaching Objectives:
1. Enable students to think about how to help the poor children.
2. Develop students’ listening, reading, writing and thinking ability.
 Teaching Approaches:
Task-based approaches
 Form of Activities:
Individual, pair or group work and topic discussions.
 Teaching Aids:
The multimedia and the blackboard
 Teaching Procedures:
Step 1 Revision
1. Check the homework.
2. Do some translation about unreal conditionals.
Step 2 Skills building 1: listening for problems and causes
1. When you are listening to a news report, you often need to think about the problems being discussed and the causes of the problems. You can pay attention to the phrases below:
1)Problems: As you can see…, The result is…, As a result…, As I said earlier…, … and so…, This means…, A common problem is that…, Another problem is that…
2) Causes: This is because…, Unfortunately,… , … because…, …because of…, … as …
2. Listening practice
1) Have the students go through the blanks before listening.
2) Have the students listen to Parts A and B, fill in as much of the table as the can. Then check the answers and play some sentences if necessary.
3. Read Part C to complete the table in Parts A and B.
Step 3 Skills building 2: discussing in groups
1. Sentences and sentence structures of different functions
1) Making suggestions:
I think it would be a good idea to …
We could help by…
I would l like to suggest that…
It would be a good idea if we could…
2) Asking for opinions
What do you think?
Does anyone else have any suggestions?
Does anyone else have any other ideas?
Can you suggest anything else?
3) Expressing agreement/disagreement
I agree / disagree because…
That’s a great idea, but…
I’m sorry but I don’t think that would work because…
Ok, that sounds like a good idea.
Unfortunately, I don’t think that will work.
4) Making conclusions
So to summarize, our group has decided to…
In conclusion, we have decided to…
2. Making suggestions
After learning about the problems of the hill tribe children in northern Thailand, have a discussion with your classmates to give suggestions about how to help them.
Step 4 Skills building 3: writing a proposal
Have the students read about the important factors included in a proposal and make sure they are clear about them.
Step 5 composing a proposal
Have the students write a proposal to UNICEF based on the information you have gathered about how to help the hill tribe children in northern Thailand. Your proposal should include: Title, Group members, Introduction, Proposal, and Benefits.
Step 6 Homework
1. Finish your proposal.
2. Preview “Project”.
Period 8-9 Project
 Teaching Objectives:
1. Enable students to understand the passage better.
2. Develop students’ listening, reading, writing and thinking ability.
3. Enable the students to make an action plan.
 Teaching Approaches:
Task-based approaches
 Form of Activities:
Individual, pair or group work and topic discussions.
 Teaching Aids:
The multimedia and the blackboard
 Teaching Procedures:
Step 1 Lead-in
1. Some pictures to show a beautiful Africa.
2. Some pictures to show a poor Africa.
3. Some pictures to show China’s help to Africans.
Step 2 Fast Reading
1. Why did the MFS nurse go to Africa?
Because of the flood.
2. Where has the MSF nurse been to in Africa?
Kenya and Sudan
3. Besides speaking English and French, how can Africans be communicated with? By body language
Step 3 Further Reading
1. Listening for further information
2. Questions:
Para 1
1) How did she help?
Set up feeding centers to ensure that people got food and we checked the health of babies to make sure they were putting on weight. We had a vaccination campaign to stop children dying from measles.
2) What dangers did she face?
Fighting in villages far from the city; looking out for bullets and running from one place to another became way of life; water borne diseases such as malaria and typhoid; mud and water everywhere, making it difficult to travel from place to place.
Para 2
1) Where was the A temporary clinic?
In a vacant health center in the north side of the town.
2) What problems can it solve?
People who have regular medication cannot get hold of it in a disaster such as this.
Minor injuries also need to be taken care of , especially as it is so wet.
3) What are other problems they must face?
In the rest of the city, shelter and access to food and clean water are big problems.
The fields and harvest have been destroyed and so malnutrition will be a problem in the future. People have started to worry about that they will not get enough food.
Para 3
1. How do they communicate?
By speaking English or French, or using acting skills.
2. What are horrible things for her?
It is quite horrible to imagine losing everything, including some of your family.
That was a really horrible job to bury the dead bodies as quickly as possible to stop disease spreading.
Para 4
1. What is the main idea of this paragraph?
About the MSF nurse’s feelings of working there.
2. Does she enjoy the experience of working there? Why?
Yes. This experience makes her appreciate all the things she has and gives her the chance to see things from another side.
Step 4 Discussion
1. If you have a chance to go to Africa now, what do you think you can do to help?
2. What problem do you think should be solved first? Why?
3. If you are asked to help a group of people, who would you choose to help? Why?
Step 5 Homework
1. Write a composition about one of your experiences of helping the others.
2. Finish the exercises of this unit

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