Unit6ACharityWalkUnitopening:BackgroundinformationCharitywalksareapopularwaytoraisemoneyforcharity.Participantsareexpectedtogathersponsorswhopledgeeitherasetamountofmoneyoracertainamountperkilometerwalked.Afterthewalk,participantscollectthemoneyfromtheirsponsorsandsenditintothecharity.Charitywalkscanrangefromafewkilometerstohundredsofkilometers.Thenumberofparticipantsvariestoo.Insomecases,asingleindividualwillundertakeanextremelylongwalk,suchasacrossacontinent,toraisemoneyandawarenessforacertaincause.Period1Comicstrip&WelcometotheunitObjectives:1.HavetheSsknowsth.Participatingincharityeventsandhowtheycansupportcharityevents.2.Tointroducedifferentkindsofneedsanddisabilities.3.Toencouragestudentstotalkabouthowtheycanhelpthoseinneed.Teachingcontents:blinddeafIt’smeaningfultosupportcharities.disableelderlyhomelessTeachingprocedures:ComicstripStep1.TellSstoreadthecomicstrip,andthenaskthemsomequestionstocheckunderstanding.e.g.WhatisHobogoingtodo?(haveacharitywalk)WhatdoesHoboneed?(somemorefood)HowdoesEddiefeelaboutsupportingcharities?(meaningful)Step2.AskSstoreadwithpartnerandtrytoperformHoboandEddieaccordingtothecomicstrip.Thenaskthreeorfourpairstoperformthisconversationbeforetheclass.Step3.Payattentiontotheimportantpoint‘Itis’+adjective(+‘forsb’)+‘to’-infinitive.e.g.ItisveryimportantforustolearnEnglishwell.Itisnecessarytoprotecttheenvironment.Itisgoodforyoutoeatanappleeveryday.Step4.OrganizingacharityshowAskSstoplantheirowncharityeventsaboutacharitywalkanddesignawebpagetoadvertisetheeventifpossible.WelcometotheunitStep1.TellSsthattheymaymeetmanypeoplewhoneedhelp.Ssmayknowthepoor,theblind,etc.Teachthemmoreaboutthepeoplewhoneedhelp,suchasAdeafpersoncannothear.Ahomelesspersonhasnohome.Anelderlypersonmeansanoldperson.Ifapersonisdisable,itmeansapartofhis/herbodydoesnotworkproperly.Apregnantwomanmeansawomanishavingababy.Step2.TellstudentstolabelthepicturesinPartAusingthewordsfromthebox.Askvolunteerstoreadouttheanswers.Step3.Askstudentstomakealistofthingstheywouldfindmostdifficulttodoortheywouldmissmostiftheywereblind,deaf,elderly,homeless,physicallydisabledorpoor.Step4.Dividetheclassintopairs.Askstudentstotalkaboutwhattheywantpeopletohelpthemiftheywereblind,deaf,elderly,homeless,physicallydisabledorpoor.Ifstudentshavetroublecomingupwithideas,offersomesuggestions.e.g.Forpeopleinwheelchairs,widesidewalks,rampsandautomaticdoorsarehelpful.Forpoorpeople,educationprogramsthatallowthemtogetbetterjobsarehelpful.Freemedicalcareandaffordablehousingarealsohelpful.BlindpeoplecanbenefitfromBraillesings,spokenannouncementsratherthanwrittennotices,contouredpavementsandunobstructedsidewalks.Elderlypeoplecanbenefitfrompublictransitthatiseasytoboard,placestositdownoutdoorsandescalatorsorliftsinsteadofstairs.Forhomelesspeople,sheltersandsoupkitchenscanoffershort-termhelp.Deafpeoplecanbenefitfromwrittennoticesandagreaterawarenessofsignlanguage.Step5.Dividetheclassintopairs.AskstudentstoreadAmyandDaniel’sconversationinPartB.ThenaskthemtotalkaboutthepeopleinPartAandhowtheirlivesmightbemadeeasier.LessablestudentscanuseAmyandDaniel’sconversationasamodelandreplacetheunderlinedwordswiththeirownideas.Moreablestudentscancreatetheirownconversations.Step6.GiveSsafewminutestopracticetheirconversation.Remindthemthattheyshouldpracticeasmuchastheycan.Thenasksomepairstoactouttheirconversation.Exercises:一...
