Unit 4 Helping people around the world
Welcome to the unit
Teaching goals
Encourage the students to share their experience of helping others in their daily life and let them know the importance of helping others.
Teaching methods
Individual work， and group work
Teaching aids
Multimedia
Teaching procedure ands ways
Step 1 Lead- in
In this procedure, encourage the students to share their experience of helping others in their daily life.
T: Hello! Boys and girls!
S: Hello! Mr/ Mrs/ Miss…
T: At the beginning of the class, I’d like to tell you a story. One day, I went to visit a friend of mine. But , a thick mist got me lost. Luckily, someone helped me find the right place. That really comforted me. Actually, every day, we help others and receive help from others. Would you like to share your experiences?
The students can talk about this from the following aspects:
1. In different places: at home, in public, on the bus, on their way to… in the school…
2. Various people: children, old man, pregnant woman, disabled man, people suffering mental problems, strangers:
3. Talk about the relevant events in the books, newspapers…they have read and heard of, for example, 10 most influential personnel in China.
4. The students can also talk about the help they received from others.
All these aims at making the students get familiar with the topic.
S1: When seeing a running child suddenly fall to the ground, I helped him out.
S2: On a bus, I always give my seat to the old.
S3: I lent my pen to my classmate who had left his/hers home.
…
T: Great! You’re ready to help others at any time and in any place. It is your kindness that makes our society much better. However, many things cannot be settled down only by yourself / on individual level. For example, the earthquake happened in Pakistan in Oct. 2005; the tsunami in Indian Ocean in Dec. 2004; terrorist attack in the United States on September 11, 2001.And what happened in these disasters? Work in groups and make a discussion.
Before the students talk about these things, shows the following clues:
1. The death toll
2. Building damages
3. Mental handicap to the Americans and even people around the world…
Step 2 Speaking
Ask the students to talk about the pictures on page 49
T: Now, let’s look at these pictures on page 49. Have you ever seen these situations?
S: Yes!
T: Where did you see them?
S: Mainly on TV/ in newspapers/ in real life.
T: Do you know what they talk about?
S: They talk about peacekeeping, famine, flooding, agriculture (or irrigation), medical care, and poverty separately.
T: Well done! Now, discuss these pictures in groups of four, and you can discuss in this way:
1. What you can see in the picture；
2. What the problems are;
3. What caused these;
4. How you feel about that;
5. What organizations you know can help with the situations.
Show the chart while the students are discussing
Picture Problem Cause Organization
1
2
3
4
5
6
Sample answers
Picture Problem Cause Organization
1 Peacekeeping War fighting the UN
2 famine Shortage of food the UN
3 Flooding Typhoon, hurricane, tsunami WHO, the Red Cross
and the UN
4 Irrigation Desertification the UN
5 Illness Poverty WHO, the Red Cross
6 No running water or electricity and few schools poverty the UN
After a few minutes, ask the students to report their discussion results.
T: Who would like to talk about picture 1?
S: Let me have a try. They’re two special soldiers. I usually see them on TV. When there are wars, or fighting in some countries, they will be sent there to keep peace. I think these special soldiers are brave and they contribute a lot to the peace and safety of the people who suffer from wars and conflicts.
T: You’ve done a really great job! And can you tell us, by whom, the special soldiers are sent to keep the peace?
S1: The nations that have special soldiers.
S2: I don’t think so. I think it’s the UN.
T: Yes. You’re right! They are sent through the UN. And we’ll learn more about that in the following classes. Picture 2, who wants to have a try?
S: People in the picture are very thin, and painful because of a shortage of food. They suffer from famine. I’m sorry for them. Their most basic need cannot be fulfilled, to say nothing of education or entertainment. I think we shouldn’t waste food any more. By watching TV and reading newspapers, I know that our country often loans money to these countries and also give them aid. And the UN may have the relevant organization.
T: Great! How about picture 3?
S: From the picture we can see that this area was flooded. Typhoon or heavy rain has caused it. Houses there must have been destroyed. What is worse, many diseases will spread. In my opinion, people should be warned earlier, and doctors should be sent to deal with the possible diseases. And the WHO, the Red Cross, and the UN can help with the situation in the future.
T: Excellent! How about picture 4?
S: Water is pumped into the farmland. The crops grow well. So I think the field may suffer from drought or it is difficult to farm. Irrigation improvement here is necessary. Agriculture experts are also needed. I think the UN should have such an organization to help with this.
T: Very good! What about picture 5?
S: A doctor is looking at an X-ray under a lamp. He must help patients with bone problems in some poor areas. I think WHO and the Red Cross can do this.
T: Well done! How about picture 6?
S: People in small areas still live in poverty. Most of them cannot receive education as we do now, and can not play as we can. We have to cherish what we own today.
T: That’ it! And what organization do you think can help with this?
S: I think the UN can help them.
T: OK! Most of you have mentioned the UN. From that we can say that the UN can help solve many problems, and plays a very important role in the international stage, right?
S: Yes.
Step 3 Summary and homework
T: Today, we have talked about the 6 situations in this part, and learned that some countries around the world suffer from wars, natural disasters, famine, illness and poverty. And some of you have talked about your feelings. And you have known that these situations should be solved internationally, that is countries should help each other. You also mentioned some organizations that can deal with these situations, such as the UN， the Red Cross, the WHO. In the following periods, we’ll learn more about the UN. So, after class, you had better read books and surf the internet to collect some useful information about the UN. OK, class is over. Goodbye, boys and girls.
Reading
Teaching aim
The reading text here is a speech given by a successful businessman about her work as a UN Goodwill Ambassador. Students are presented with a brief but clear introduction to the United Nations and some general information about the work and responsibility of a UN Goodwill Ambassador. Students are expected to gain some knowledge about the United Nations, practice and reinforce their reading skill and in improve their overall ability by participating in the activities. The Reading Strategy in this unit teaches students how to understand a speaker’s attitude during a speech. Students are expected to put this skill into practice.
Teaching tools
Chalk, media
Teaching procedures:
1. Lead-in Start the class with the following questions:
Have you ever thought about the future?
What do you want to be in the future?
What do you think you should do to make your dream come true in the future?
Which do you think will help you fulfill your dream, hard work, a good environment or both?
Do you know that in other parts of the world, there are lots of children who are still struggling with starvation or war? Do you think that they have dreams as well? What do you think they can do to realize their dreams?
Have you ever thought about doing something for those children to help them realize their dreams? If you have, what would you do?
Have students discuss and report their answers to the class. Help students understand that not everyone in the world has the same opportunities. It would be very hard for some people in poor areas to realize even a simple dream like having a warm bed to sleep in at night. Something should be done for those who are suffering a lot.
2. Tell students that they are going to read a passage about a helpful woman who has devoted lots of her energy and time to making the life of poor people better.
Ask students what they can find by reading the title, and ask them to predict what may be covered in the passage that they are going to read.
Today, we are going to read a passage entitled “The UN-bringing everyone closer together”.
What do you think of when you see the title? What do you think will be mentioned in the passage?
3. Reading comprehension
1. Ask students to go through the passage as quickly as possible and try to find the answers to the three questions in Part A. Remind students only to focus on and answer these questions.
2. Ask students to read the passage again and complete Parts C1 and C2 individually. Questions in part C1 are to check students’ reading comprehension and improve their ability to find specific information. Part C2 serves as a strengthening activity to let students decide whether the statements are true or false according to the content of the passage. If time permits, you can ask students to either find the topic sentence of each paragraph of summarize the main idea in each paragraph while conducting Parts C1 and C2. After students finish the exercises, check the answers with the class.
4. design a table to check the students’ reading comprehension about the UN.
The United Nations
When it was set up After the Second World War in October 1945
Countries in the UN Originally 51 countries
Recently 191 countries
Problems it deals with Helps end some of the world’s most horrible conflicts, assists the victims of wars and disasters; protect human rights; improves international laws; helps with other problems such as lack of education, lack of food, poverty, disasters and disease
Its four main purposes To keep international peace
To develop friendly relationships among nations
To cooperate in solving international problems and in promoting respect for human rights
To be a centre for organizing the actions or work of different nations
Goals it promises to achieve by 2015 Eight goals, one of which is to ensure that fresh drinking water is available to everyone and another is that all children complete primary education
4. Talk to students about Tang Ning. Ask students what they know about this UN Goodwill Ambassador and businesswoman from the passage. You may ask the following questions:
What occupation does she take up in the UN?
How much money does she earn by doing this Job?
What Project or projects has she been involved in?
How does she help those people that need help?
How does she feel about taking this occupation?
Ask students to discuss what they think of Tang Ning.
5. Ask students to complete Part D and Part E individually. Part D aims to check whether students can understand the meanings of words from the context of the passage and to show them how to explain the meanings in English. Part E aims to make students more familiar with the reading passage and some useful words in it.
6. Ask students if they have ever read a speech before and encourage them to find out what unique language is used in a speech. Remind then that when reading a speech, it is important to pay attention to the speaker’s attitude. The positive and negative adjectives can help then identify the positive negative opinion or attitude of the speaker.
Ask students to read the Reading Strategy and find more sentences that express the speaker’s attitude in the reading passage.
Language points:
1. refer to: 提到，談到，涉及， 參考，查閱，認為
What I have to say refers to all of you.
When I said that some people were stupid I was not referring to you.
Please refer to the last page of the book for answers.
It is a collection of documents with reference to the First World War.
2. be made up of
A team made up of three doctors and ten nurses was sent to the disaster area in Fujian.
The oldest kind of computer was a huge machine made up of thousands of parts, covering nearly 100 square meters.
3. operate
All the Disney parks are operated by the same company.
This machine operates day and night.
Operate on sb. for
The doctors decide to operate on her immediately.
Operation
I can use a word processor but I don’t understand its operation.
He is the officer in charge of operation.
4. honored
He was honored with a title of “ Model Worker”.
They removed their hats to honor the flag.
It’s a great honor to be invited.
May I have the honor of this dance?
While in London, we paid a visit to the hospital founded in honor of the nurse Florence Nightingale.
5. touch
Visitors are not allowed to touch the exhibits.
I was really touched beyond words.
We’ll keep in touch with each other wherever we go.
I hope we don’t lose touch again.
6. apart from
The two houses are a mile apart.
The house stands apart from the village.
I can’t get these two things apart.
He tore the cooked chicken apart and began to eat it.
7. lack
They are so rich that they lack for nothing.
He was acquitted for lack of evidence.
There was a severe shortage of petroleum during the war.
8. ensure
The book ensured his success.
Please ensure that all the lights are turned off at night.
These pills should ensure you a good night’s sleep.
Customs are asked to ensure that they have been given the right change before leaving the shop.
9. rather than
I’d prefer to go in summer rather than in winter.
It ought to be me rather than you that sign the letter.
I decided to write rather than (to ) telephone.
I would stay at home rather than go shopping.
He would rather beg in the streets than get money in such a dishonest way.
10. on behalf of
On behalf of my colleagues and myself I thank you.
Ken is not present, so I shall accept the prize on his behalf.
The legal guardian must act on behalf of the child.
On behalf of all the staff, I would like to wish you a happy retirement.
7. Homework
Part A on page 128 in Workbook.
Word power
Teaching goals
Enable the students to talk about the connected organizations of the UN.
Enable the students to talk about acronyms.
Teaching important points
Have a better understanding of the connected organizations of the UN.
Teaching important and difficult points
How to use acronyms.
Teaching methods
Explanation, discussing and practicing
Teaching procedures
Step 1 homework checking and lead-in
Great the students and check the homework.
Lead-in
T: During last periods, we have some basic ideas of the UN and the UN Goodwill ambassador. And this period we will learn more about the UN. Before starting our class, I’d like to ask you a question: When you’re ill and go to the hospital, what is the first thing you will do?
S: To register and know which clinic room is the right one.
T: Yes, that’s it! First you have to know what the problem is, and then find the correct ways to cure. You can not go straight forward to the hospital and find a doctor at random and ask for treatment.
Step 2 Reading and discussing
T: And that’s the same to the international aid. Today, we’ll learn the connected organizations of the UN and try to get a further understanding of the proper organizations to help people around the world. Now, according to what we have learned before, and the news you’ve heard of from newspaper and the internet, talk with your partner: What problems harass people around the world.
After several minutes.
T: What problems have you found?
S: Famine, wars, flood, natural disasters, poverty and also disease.
Write these down on the blackboard.
T: Correct! And do you know the right organizations in the UN that can help solve these problems?
S: Not exactly.
T: Well, read Part A in Word power and discuss with your partner to find the right organizations that can solve the problems you have mentioned above.
Show the chart the students have done in the previous period and ask them to add the new information they’ve learned about.
Picture Problem Cause Organization
1 peacekeeping war, fighting Special soldiers
2 Famine Shortage of food IMF
3 Flooding Typhoon IMF, and WHO
4 Irrigation Difficult to farm FAO
5 disease Lack of doctors, no money, far away from a hospital WHO
6 No running water or electricity and few schools poverty IMF, and FAO
Then ask the students to discuss about the organizations in the chart.
T: Well, that’s it. Now tell me whether these organizations are governmental or not?
S: They’re non-governmental.
T: And how many types can these organizations be classified into?
S: Special agencies, World Bank Group and Programs and funds.
T: Correct! You have learned the types of the UN organizations and what these organizations aim at. Now finish Parts B& C.
Step 3 Acronyms
T: Have you got an e-mail address?
S: Yes,/No.
T: Some of you have got one, while some haven’t. Well, after this class maybe you can use what we’ve learned today to register an e-mail addresses, and what do they stand for?
S1: My e-mail address is 19900712@163.com, and it stands for my birthday. If you want to know my birthday, you can remember my e-mail address.
S2: My e-mail address is zbc2005@163.com, and z stands for my family name Zhou, bc stand for my given name Bichang.
….
T: There are many ways that you can register your e-mail address. And one of the widely-used methods is: keeping the first letters of your family name and given name, right?
Ss: Yes!
T: OK, that is what we are going to learn-acronyms, the shortened version of a name. It consists of the first letters of each word of the name. (Write this definition on the Bb) For example, UN stands for United Nations, NGOs stands for Non-Governmental Organizations. Now, it’s your turn to work out the following acronyms using the information on page 54.
Step 4 Summary and homework
T: In this period, we learned the connected organizations of the UN, and also had a better idea of acronyms. After class, please preview the Grammar and usage part in Unit 3.
Grammar and usage
虛擬語氣
一． 各種形式的虛擬語氣
英語中的虛擬語氣可分為對過去的虛擬、對現(xiàn)在的虛擬、對將來的虛擬及表達“祝愿”、“堅決”、“決定”、“要求”、“命令”等主觀愿望的虛擬。
1． 與現(xiàn)在事實相反的虛擬語氣
與現(xiàn)在事實相反的虛擬語氣常用結(jié)構(gòu)為：條件句動詞為were或動詞的過去式，主句動詞為would/should/could/might+動詞原形。
If I had enough money, I would first of all by myself a DELL computer.
2． 與過去事實相反的虛擬語氣
與過去事實相反的虛擬語氣常用結(jié)構(gòu)為：從句用had+過去分詞，主句用should/would/could/might + have done.
If I had had enough money, I would have gone to the zoo with you.
3． 與將來事實相反的虛擬語氣
在條件句中，如假設(shè)的條件不能符合將來的實際情況，從句謂語可用動詞過去式或should+動詞原形或were to+動詞原形的虛擬語氣。在表示與將來事實相反的條件句中，should do, were to do和動詞的過去式三種形式意義略有不同。Should表示的可能性最大，動詞過去式的可能性次之，were to do的可能性最小。
If I should see/were to see/saw him tomorrow, I would invite him home.
4． 省略if形式的虛擬語氣
If虛擬條件句中有should, had或were時if可以省略，從句中主謂要倒裝。
If I had worked hard, I would have surely succeeded.
=Had I worked hard, I would have surely succeeded.
注意：Were it not for …如果要不是……, Had it not been for…如果當(dāng)時要不是……幾乎成了固定句式。
Were it not for your help, I would never be a good boss.
Had it not been for you, I would have lost my way.
5． 混合虛擬語氣
有時主句與從句所指的時間不一致，這叫錯綜虛擬語氣或混合虛擬語氣。
If you had told me the news yesterday, I wouldn’t be so worried now.
6． 含有責(zé)備及批評語氣的虛擬語氣
Should(ought to/could/may/might) + have +過去分詞表示過去應(yīng)該做而未做到的虛擬語氣，該結(jié)構(gòu)的否定形式則表示“過去不該做的事卻做了”，是一種委婉的責(zé)備，語氣最強的是should，最弱的是might.
1） 表示委婉批評
用于委婉批評的結(jié)構(gòu)為could/may/might have done常譯為“本可以做得更……一些”“本該……而……”。
You are late again. You could have come earlier.
2） 表示強烈責(zé)備
表示強烈的責(zé)備常用should/ought to have done結(jié)構(gòu)，常譯為“本該做得更……一些，結(jié)果……”。
I have told you many times. You should have done it better.
3）表示本沒必要
Needn’t have + 過去分詞結(jié)構(gòu)表示“做了不必要做的事情”。
It’s so near. We needn’t have taken a taxi.
7． 虛擬語氣表示祝愿
表示祝愿時常用動詞原形或May +主語+動詞原形結(jié)構(gòu)。
May you succeed!
二． 虛擬語氣可用于主語從句、賓語從句、表語從句、同位語從句、狀語從句等各種從句中。
1． 用于主語從句中
It is/was important (necessary, impossible, unusual, strange, surprising…) that …
It is/was suggested(requested, required, ordered, proposed, decided…) that…
2． 用于賓語從句
用虛擬語氣的賓語從句一般有三種：
1） 在wish后的賓語從句中，謂語動詞可按時間情況，采用適當(dāng)?shù)奶摂M結(jié)構(gòu)。Wish后的that常省略，其后不能用should.
I wish I could fly to the moon some day.
2）在would rather后的賓語從句中，從句謂語用一般過去時來表示現(xiàn)在或?qū)硪龅氖虑�。如談到過去的動作，則用過去完成時。Would rather后不能加that.
I’d rather we had a rest now.
3）動詞decide, insist, demand, desire, require, request, propose, suggest, command, order等后面的賓語從句，謂語習(xí)慣上用(should) +動詞原形虛擬結(jié)構(gòu)。
My father suggests I (should) take enough sleep before examinations.
4）用于表語從句
My advice is that you (should) quit smoking.
It seems as if/as though the meeting would never end.
She talks as if/as though she were an American.
5）用于同位語從句
與表示“決定”、“主張”、“要求”、“建議”、“命令”的動詞相對應(yīng)的名詞構(gòu)成的同位語從句中常用(should) + 動詞原形結(jié)構(gòu)。
We made a suggestion that you (should)stay here until the party was over.
6）用于定語從句
It is high time we went to school.
It is time that we should have a discussion.
7）用于狀語從句
The young man with long hair walks as if he were/was a girl.
The injured man acted as if nothing had happened.
8）只保留從句的虛擬語氣
What if I should fail?
If only I were 20 years younger.
If only I had come to the party yesterday.
If you would put your address on the back of the check.
If you would相當(dāng)于please，表示禮貌的請求。
Task Helping poor children
Teaching aims:
1. Through a series of activities, help to practise students’ skills of listening, speaking, reading and writing.
2. In Step 1, by listening, enable students to find out about problems and causes.
3. In Step 2, by introducing different sentence structures while discussing in groups, help students to make suggestions for the poor children in northern Thailand.
4. In Step3, this part is mainly about writing a proposal based on the information on what they can do for those poor children.
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:
Skills building 1:
In this part, students will know how to listen for problems and the causes of the problems. Tell the students that we always pay more attention to some specific information. And then the teacher will ask students to find out what should be seized while listening to a news report. Then summarize what has been talked about. Tell students to focus on the problems and causes of them.
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…
2. Causes:
This is because…
Unfortunately…
…because…
…because of …
… as …
Step 1 Finding out about problems
1. Let students read the guidelines in this part to find out what they will have to do, this is, what they will listen for.
2. Listen to part A, and tell the students to find out as much information as possible to fill in the problems and the causes, but not all the information is included in the recording. For more information, they can read Part C
3. Listen to the second part of the report and complete the table on page 59.
4. Have students read the report in Part C. Ask them to read for other information needed to finish the two tables.
Skills building 2:
By introducing different sentence structures while discussing in groups, help students to make suggestions for the poor children in northern Thailand.
1. Making suggestions
I think it would be a good idea to…
I would 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?
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 …
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…
Step2: making suggestions
1. Have students read the instructions and make sure they know what they are going to do. Divide students into small groups and discuss what other ways they think of to help these children. Ask them to use the sentence structures in Skills building 2 to give suggestions , and express agreement / disagreement.
2. While discussing, one group member should take notes, and another member should be chosen to report what has been written to help those poor children.
Skills building 3:
Help students to read the six points in this part. They will learn what components will be included in a proposal. Make sure what students should do when writing a proposal.
Step 3. composing a proposal
Students will be asked to write a proposal to UNICEF about how to help the hill tribe children in northern Thailand with the information they have learnt in steps 1 and 2.
1. Help students form different groups to discuss the answers based on the previous information.
2. Have students write the proposal and ask each group to present theirs to let others share their opinions.
Project Making an action plan
Teaching aims:
Give the students a chance to practise their English by completing a project.
Important points & difficult points:
Read the passage: Changing the world --- my commitment
Form of Activities:
Individual, pair or group work and topic discussions.
Teaching Aids:
The multimedia and the blackboard
Procedure:
Step 1. Lead-in
1. Does anyone in the world need any help from others?
2. What will you do if you are asked to offer help ?
3. What does MSF stand for? And what’s its purpose?
4. What do you think the members of MSF are?
5. Where do you think the nurse works most of the time?
6. What do you think is the most difficult thing for her to do?
7. What are the reasons why people there live such poor and terrible lives?
Step 2 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 3 Fill in the blanks
Para 1 Arrived here to find everything was (1)____; many of the people have fled to the mountains to (2)___; the hospital is badly damaged and (3)____; I usually work in the areas that have no water, where (4)____ is the problem; the situation and problems (5)____ here; we (6)____ the outbreak of water-borne diseases such as malaria and typhoid.
Para 2 We are going to set up a (7)____ there and (8)____ are on their way from overseas; one of the health problems is that people who have (9)____ cannot get hold of it in a disaster like this; the (10)____ of wounds are from walls and roofs that have fallen on people; the water makes it difficult for (11)____ to heal and for bacteria to (12)____; shelter and (13)____ and clean water are big problems; the fields and harvest have been destroyed and so (14)____ will be a problem.
Para 3 One good thing here is that many people can (15)____; this makes it easy (16)____and find out about people’s problems; my (17)____ are good; I am finding that my job isn’t (18)____.
Para 4 Our first job here was to try to organize a (19)____ for the people killed; we needed to bury the dead bodies as quickly as possible to (20)____; that was a really horrible job.
Para 5 I feel that I have been very lucky to be able to help others and do something (21)____; this experience makes me (22)____ all the things I have; I’m proud I can (23)____ to people’s lives on an (24)____.
Step 4. Language focus
1. Arrived here to find everything was in chaos.
（1）不定式 to find 作結(jié)果狀語，在英語中常見。如：
He hurried home, only to find his wife dead. 他匆忙趕到家，發(fā)現(xiàn)他妻子已死。
I awoke to find my truck gone. 我醒來發(fā)現(xiàn)箱子不見了。
He searched the room only to find nothing. 他搜索了房間，沒發(fā)現(xiàn)什么。
（2）chaos 混亂：雜亂的一堆；亂成一團：
The desk was a chaos of papers and unopened letters.
桌上雜亂地堆放著一些紙張和未拆的信。
in chaos 雜亂、混亂、紛亂
The kitchen was in chaos.
After the war, the whole Iraq was in chaos.
2. Many of the people have fled to the mountains to escape the floods.
escape和flee兩個單詞均表示“逃”或“逃跑”的意思，但后者更強調(diào)在緊急情況下倉促逃跑之意。
The enemy soldiers were fleeing in all directions, but few of them could escape.
誤點剖析
誤：However four men were not quick enough to escape from the flames.
分析：這是一句錯句。escape在這兒是及物動詞，意思是“逃脫；逃避”，后面直接跟名詞或動詞v-ing形式。
例如：
You were lucky enough to escape punishment. 你的運氣很好，免受懲罰。
He narrowly escaped death. 他是九死一生。
There's no way to escape doing the work. 無法逃避做這項工作�！�
類似用法的詞還有：flee, survive, serve等。注意下列正誤句子的比較：
錯誤句：Why does she always flee from any kind of responsibility?
正確句：Why does she always flee any kind of responsibility? 她為什么總是逃避責(zé)任？
錯誤句：Did anyone survive from the earthquake?
正確句：Did anyone survive the earthquake? 地震后，有幸存者嗎？
錯誤句：You should serve for your country.
正確句：You should serve your country.你應(yīng)該為自己國家服務(wù)。
3. We are very concerned about the outbreak of water – borne diseases such as …….
concern vt 涉及, 關(guān)系 n. (利害)關(guān)系, 關(guān)心, 關(guān)注, 關(guān)注, 所關(guān)心的是
This problem concerns all of us. 這個問題攸關(guān)我們?nèi)咳?
We concerned ourselves with accomplishing the task at hand.
我們參與了手邊的這項任務(wù).
be concerned about 對……關(guān)心
All of us are concerned about our environment.
as far as something is concerned 就……而言
As far as money's concerned, there shouldn't be a problem.
as far as I’m concerned 依我看
As far as I'm concerned ,she can come home whenever she likes.
4……. and make a difference to people’s lives on an individual level.
make a difference 有影響，起作用，要緊
Whatever she did, it made no difference.
One more person wouldn't make any difference to the arrangements.
It could make the difference between missing your train and getting to work on time.
Step 5 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 6 Homework
1. Write a composition about one of your experiences of helping the others.
2. Translate the following sentences:
1. 戰(zhàn)爭使伊拉克一片混亂.(in chaos)
2. 我們必須確保每個孩子都受到教育的機會.(access)
3. 你剛才說的話使我想起我在英國度過的歲月.(remind sb of)
4. 他回到家,發(fā)現(xiàn)廚房里有只貓.(to find)
5. 運動能對你的身體狀況起到很大的作用.(make a difference to)
6. 那位老教授所擔(dān)心的是,在一些農(nóng)村地區(qū)女還沒有平等的上學(xué)機會.( be concerned about)
7. 我們必須采取有效措施來阻止禽流感在全球的蔓延.(stop … from)
8. 多吃肉會使人們很容易發(fā)胖.(put on weight)
9. 我們經(jīng)常為那些失去雙親的孩子們感到難過.(feel sorry for)
10. 在農(nóng)村地區(qū)當(dāng)幾年志愿者是值得的.(worthwhile)