1.　　　 bring hope to people with difficulties and to their families.

2. Key sentences重点句子

How long have you studied Chinese? For a year.

How long have you lived here? Since 2004.

She’s studied it for a year.

Since 1989 Project Hope has built schools all over China.

Ability goals 能力目标

Enable students to use Present Perfect with since and for.

Teaching important/difficult points 教学重难点

Learn the usage of Present Perfect with since and for

Teaching aids教具准备

Some pictures and a tape recorder.

Teaching procedures and ways教学过程与方式

Step I Revision

In this procedure, check the homework as a review of Unit 2.

Have a dictation of some new words and expressions.

Ask some students to read sentences with and, or and but they have made.

Step II Grammar

In this procedure, review the important points of this module. Ask students to do group and pair work and make short conversations to practise the present perfect tense with since and for.

T: Work in groups of six, asking and answering questions in activity 1. You’d better choose a reporter and he will ask the rest of five some questions. The reporter will write the names and at last, he will make a report to the class.

Sample conversation:

S1: Wang Tong, have you been to England?

S2: No, I haven’t.

S1: Li Hui, have you been to England?

S3: Yes, I have.

S1: OK. I’ll write your name. Next question. Have you worn glasses for more than three years?

S4: No I haven’t

…

Ask some groups to make a conversation. Then ask the reporter to make a report.

Sample report:

S1: Wang tong hasn’t been to England, but Li Hui has been to England. Li Ming has worn glasses for more than three years…

T: Well done. In this module, we have learnt Present Perfect with since and for. Now work in pairs. Write a short conversation using the questions in activity 4.

Sample conversation:

S1: How long have you known your teacher?

S2: I have known my teacher for three years since 2003.

Ask some pairs to ask and answer questions in the front of the class. Then ask them to write the conversation down and check the work with each other.

Step III Listening

In this procedure, ask students to listen to the tape first, and then answer the questions in activity 7.

T: Books closed! We’ll listen to the taper recorder. Please listen carefully and answer some questions.

After listening, ask some pairs to ask and answer the questions in activity 7.

S1: How long has Charlie lived in Beijing?

S2: Since…/For…

Then ask them to listen again, and help to check their answers.

Step IV Practice

In this procedure, ask the students to do some exercises to make sure they have understood and grasped the important points of Present Perfect with since and for and how long pattern.

Ask students to do activities 2-9 on their own. Then check the answers with the class.

Step V Module task

In this procedure, ask students to practise writing a leaflet to raise money for the Hope Schools. First ask students to read about Oxfam.

T: Do you know Oxfam? What does it do? Let’s read Around the world and find out.

Give the students some minutes to read this passage and think about the main idea.

Check the answers.

T: Well. We’ve known much about Project Hope and Oxfam. If we want to raise money for Project Hope, Oxfam can help a lot, right?

S: Yes.

T: And do you want to do something for it? Now let’s write a leaflet to raise money for it. Read the instructions in activities 10, 11 and 12 first.

Things Project Hope can do:

1. Words & phrases生词和短语

nearly, luckily, point, health, care, organization, leaflet

2.　　　 finish the exercises 5-10 on pages 125 and 126 in the workbook.

Period 3 Language in use

Target language 目标语言

1.　　　 Write some sentences using and, or and but.

2. Key sentences重点句子

His parents have been ill and he has to look after them.

With this money, Project Hope has built many schools and libraries.

Most people in China have hear of Project Hope and have given money.

Ability goals 能力目标

Enable students to talk about numbers and Project Hope.

Teaching important/difficult points 教学重难点

How to talk about numbers and Project Hope.

Teaching aids教具准备

A projector or some pictures and some small pieces of paper and a tape recorder.

Teaching procedures and ways教学过程与方式

Step I Revision and lead in

In this procedure, review the usage of “since / for” and “how long”. Then begin with Activity 1 of this unit.

T: Yesterday we have known something about Sally and Betty and Project Hope. I have some small pieces of paper with some questions on them. I’ll give them to some students and they will read the questions. The others will answer the questions as quickly as possible, OK?.

Sample conversation:

S1: How long has Sally known Lingling?

S2: For two year.

Ask a question about Project Hope and lead in this unit.

T: Well, one more question. How long has the Project Hope built schools all over China?

S: Project Hope built schools all over China for 15 years since 1989.

T: Right. Do you want to know something more about Project Hope?

S: Yes.

T: OK. Let turn to page at 28 and look at Activity One.

Step II Read the numbers

In this procedure, students will learn to read the numbers to talk about some facts of Project Hope. Encourage students to read the numbers by themselves.

T: The Project Hope has raised, that is, collected, much money for poor students.

Write the word raise on the blackboard and tell the students its meaning.

T: Look at the form in activity 1. Try to read these numbers.

Ask some students to try to read them. Then help them to find out how to read numbers.

T: How do you read 15, 500, 156?

S: Fifteen million, five hundred thousand, one hundred and fifty six.

T: Well done. When you read numbers, you should first divide every three figures as a group by using a comma. When you read the last three figures, add a thousand; the next three, add a million, and …

Ask students to practice reading the numbers.

Step III Pair work (1)

In this procedure, do some pair work to practice Present Perfect tense and talk about numbers.

T: These numbers tell us some facts about the Project Hope. Work in pairs, ask and answer questions according to this form. Pay attention to the tense.

Sample conversation:

S1: How much money have they raised?

S2: They have raised 15, 500, 156 yuan.

S1: How many students have they helped?

S2: They have helped 4, 178 students.

S1: How many schools have they built?

S2: They have built 56 schools.

S1: How many people have taken part?

S2: 294, 006 people have taken part.

Ask students to do pair work following the sample. Then check some pairs’ work.

Step IV Reading

In this procedure, present the passage by using a picture. Then ask students to read the passage to find the main idea. Make sure they will learn the new words and expressions. Read the passage carefully.

T: People often say the Project Hope is a life boat in a sea of need. It has helped many poor students to go back to school. Let’s look at the picture on page 28. This boy had to drop out of school because his family is very poor. The Project Hope helped him and paid for their education. The Project Hope has built many schools and trained some teachers.

Write the new words and expressions help, pay for, train, and drop out of school on the blackboard.

T: OK. Do you want to know more about the Project Hope? Let’s come to the passage Hope for the future. Read the passage quickly. After reading, please choose the main idea and discuss with your partner.

After a few minutes.

T: What is the main idea of the passage?

S: Helping poor children go to school.

T: You are right. When you want to find out the main idea, you should pay attention to the title and read the first paragraph or the last paragraph carefully, because the main idea often lies at the beginning or at the end of the passage. Now close your books. Let’s listen to the recording of the passage.

Play the tape recorder once. Encourage students to ask and answer questions in pairs.

Sample conversation:

S1: Did Liu Sanzi finish studying?

S2: Yes, he did.

Then play the tape recorder again, and ask them to check their answers by themselves.

Ask students to read the passage for the third time and underline the new words and expressions. Deal with Activity 4 by doing a competition as follows:

T: I’ll read a word or an expression. If you know its meaning, please read the meaning as quickly as you can. Ready? First, drop out of school.

S1: to leave before you’ve finished studying

…

Ask students to practice in pairs. Make sure they are familiar with the words and meanings.

Step V Pair work (2)

In this procedure, do some group work to make the students understand the words and expressions and use them correctly.

T: Look at Activity 5. There are some new words and expressions in this passage. What do they mean? Please read the passage quickly and underline them. And then read these sentences loudly and try to remember the words and expressions.

Do group work to make the students use them correctly in real situations.

T: Let’s work in pairs, and ask and answer questions about your own activities. One asks and the other answers, then exchange the roles.

Sample conversation:

S1: Who looks after you when you’re ill?

S2: My mother looks after you when you’re ill.

Check some pairs.

Step VI Writing

In this procedure, help students learn the conjunctions like and, or and but. Make sure they know the functions of the three words. Help them make some sentences using these three words.

T: Sometimes we have to speak a long sentence. It’s necessary to join two sentences. At this time, we often use conjunctions like and, or and but. Let’s look at Activity 6 and read the sentences. After you finish, please think over a question: When should we use these tree words?

Help students say the usage of these three words in Chinese. We use and in an affirmative sentence; or in a negative sentence; but shows the opposite.

T: Now, work in groups of four. Let’s make some sentences with and, or and but. We’ll see which group can make the most sentences.

Sample sentences:

I like play basketball and football, but I don’t like volleyball. I don’t like tennis or table tennis.

T: Now, please write the sentences you have made in your exercise-books.

Step VII Discussion

In this procedure, ask students to talk about their own education. Then practise writing by joining these sentences together, using words like and, or and but.

T: In this lesson, we have known something more about Project Hope. Now, let’s talk about your own education. Discuss the questions and answers in Activity 7.

Sample conversation:

S1: Have you learnt a lot of English?

S2: No, I haven’t learned a lot of English.

Ask students to work in groups, and ask and answer these questions. Then ask them to try to write the answers together to form a short passage.

Step VIII Homework

Ask students to

1. Words & phrases生词和短语

still, raise, describe, drop, drop out of school, important, ill, look after, pay, hear of, perhaps, take part, countryside, train, electricity

2. Ask the students to finish the exercises in Grammar part on P124 in the workbook.

Period 2 Reading and writing

Target language 目标语言

1. Ask the students to learn the new words and expressions in this unit.

2. Key sentences重点句子

How long has Ms. James been a teacher? Since 1998.

How long have you studied Chinese? For a year.

She’s studied it for a year.

It is easier to learn a foreign language when you visit the country.

In fact, since 1989 Project Hope has built schools all over China.

Ability goals 能力目标

Enable students to listen to and talk about time and events.

Teaching important/difficult points 教学重难点

How to listen to and talk about time and events, using the Present Perfect Tense with since and for.　

Teaching aids教具准备

A projector or some pictures a tape recorder

Teaching procedures and ways教学过程与方式

Step I Lead-in

In this procedure, present the word since and the sentence how long…? Give students a brief introduction to the sentence pattern and the word since in the present perfect.

T: Hello. Boys and girls. Nice to see you again.

S: Nice to see you.

Draw a picture of a teacher on the blackboard to present the word since and how long…?

T: Look at the blackboard, this is Mr. Li. He became an English teacher in 1998. He has taught English since 1998.

Write the word since on the blackboard. Ask students to repeat. Make sure students understand the meaning of the word.

T: What does since mean? It means from 1998 to the present time.

Then ask the students: How long has he been a teacher? Help them to answer: He has been a teacher for eight years.

Write the sentence on the blackboard.

How long has he been an English teacher?

He has been an English teacher since 1998. / He has been an English teacher for eight years.

Ask the students to read the sentences. Then check some pairs to read the sentences.

Step II Pair work

In this procedure, create certain situations for students to practise since and how long…?

Show another two pictures with a foreigner named Mr. James with 2001 and a student with 2002 on them. Ask students to practice the word since and How long…? by doing pair work. First make a model with an individual.

Sample conversation:

T: How long has Mr. James lived in China?

S: He has lived in China since 2001.

Step III Listening and pair work

In this procedure, students will learn to talk about the “years” and activities. Ask them to listen to the conversation and match the years and activities correctly. Pay attention to the present perfect tense and how long…?

T: Boys and girls, how long have you studied English?

S: We have studied English since 2002.

T: Very good. Look at part one of your textbooks. You can see some years above and some activities below. Two people are talking about the years and the activities. Look at the first year 1995. What happened? Can you guess? Now I’ll play the recording. For the first tine, just listen. Match the years and activities when you listen again.

Check the answers with some pairs. Then ask some pairs to repeat the six activities using the word since and how long…?

Sample conversation:

S1: How long has Ms. James been a teacher?

S2: She has been a teacher since 1998./Since 1998.

Step IV Listening and reading

In this procedure, students will listen and read a dialogue, then they will answer some questions and do some exercises to find further information. At the same time, they will learn some new words and expressions.

(1) Present the new words poor, project, foreign, difficult, get on well with, really, etc. Stress these words when talking to the students.

T: OK. Let me tell you something about my friend Sally. I have known her since 2004 for two years. I haven’t met her, but I get on well with her because we love the same things. She can speak a little Chinese, but it’s really difficult to learn a foreign language. Sally wants to visit a school of Project Hope, a school for poor children.

Read slowly to make sure the students understand the meaning of each word and write the new words and expressions on the blackboard. Ask the students to repeat.

(2) Listen to the recording and answer the questions.

T: Betty and Lingling are talking about my friend Sally. Now listen and find out what they are talking about. Books closed.

After a few minutes.

T: Have you got it? Now look at part 4, and then work in pairs, and ask and answers questions. 　One asks and the other answers. Then you’ll show your answers to the class.

Sample conversation:

S1: How long has Lingling known Sally?

S2: Lingling has known Sally for two years.

S1: Does she still know her?

S2: Yes, she does.

…

Check some pairs of students. Then come to Activity 6. Ask students to read the conversation and complete the sentences. 　

A few minutes later, check the answers.

T: Have you finished? First, let’s do some chain work to check your answers. You’ll read the sentences in order from line one to line six.

S1: Lingling knows Sally quite well, but she hasn’t met her.

S2: Sally and Lingling get on well because they like the same things.

S3: Sally hasn’t been to China, so speaking Chinese is difficult for her.

S4: Sally is coming to China because her school orchestra has some concerts.

S5: She has heard about the Hope School, so she wants to visit a school in Gansu or Qingdao.

S6: Since 1989 Project Hope has built schools all over China.

Step V Discussion

In this procedure, practice the words and expressions in Activity 5.

T: We have known something about Sally in the dialogue. You must want to know something about your friend. Now let’s look at part five, imagine you are a reporter, you’ll ask your friend some questions. Work in pairs! Start!

Sample conversation:

S1: What do you find difficult in learning English?

S2: I find new words difficult in learning English.

S1: How many foreign countries have you visited?

S2: I have visited three foreign countries.

…

Check the answers. Ask some pairs to make a dialogue in the front of the class.

Step VI Pronunciation and speaking

In this procedure, encourage students to talk about themselves using how long… and since, for.

T: Today, we have studied the word since and the sentence how long…? Now, let’s come back. Look at Activity 7. You’ll listen to some sentences and repeat.

Play the tape recorder twice, give students a few minutes to read the sentences by themselves.

T: Work in groups of four, asking and answering questions on your own activities. One of you asks and the others answer, then change your turns.

Sample conversation:

S1: How long have you studied English?

S2: I have studied English for 3 years since 2003./Since 2003. How long have you lived here?

S3: I have lived my hometown for 14 years since 1992. /Since 1992. How long have you been a student at our school?

S4: I have been at this school for 2 years since 2005./Since 2005. How long have you known your best friend?

S1: I have known my best friend for 4 years since 2002.

…

Check some groups. Then ask students to complete Activity 8.

Step VII Homework