摘要：3． What does Zhu Ming do? Check the answers by asking three students to answer the questions． Read the article to the class and do some explanation on any new words． Tell the students to raise their hands when I come to any word or sentence they don’t understand． Pause and do some explanation． Try to explain the new words in English like this: major means more important, for example, a major operation, the major roads; A veterinarian means an animal doctor, a doctor who treats animals． After that, get the students to read the article a second time to circle the reasons． Check the answers with the class． Then have the students read the article loudly twice． Encourage them to ask questions if they still can’t understand any words or sentences． Move around the classroom and answer the students’ questions． Step Ⅲ 3b Read the instructions to the students． And tell them I love English． I could teach English in an after-school program． Hui loves playing football． What could Hui do if he wants to join the school volunteer project? Help the students answer． He could coach a fcf6tball team for little kids． Tell them coach means teach or train． Then ask the students to look at the table in Activity 3b． We can see three columns in this form． There are four names in the first column． And we can know what each of them loves doing from the second column, the column of loves． Now our task is to fill in the blanks in the third column, the column of Could． Get the students to discuss in pairs and fill the results of their discussions in the blanks． Move around the classroom to make sure that they are discussing in English and offer them help as necessary． Ask several pairs to report their answers to the class． Answers will vary but should show a sense of volunteering as well as a relationship to the skill． They may give answers in completely sentences orally but write in phrases． Step Ⅳ 3c Ask a pair of the students to model the sample conversation first． Write the conversation on the blackboard． Model for the rest of the class． Then let the whole class practice in pairs． Remind them to use the sample conversation, but replace the words loves and skills． Move around the classroom while they are working, checking the progress and offering help as necessary． Ask two or three pairs to share their conversations to the class． Step Ⅴ Part 4 Read the instructions to the class． Call the students’ attention to the clart on the left． Point out the titles Things I like to do and volunteer work I could do to the students． At first, each of you writes down three things you like to do on the lines in the column of Things I like to do． You can write in either complete sentences or phrases． For example, you can fill in the blank with I love drawing pictures, or Drawing pictures． Get the students to write down their own answers individually． As students write, move around the room helping with vocabulary if necessary． Show some pictures of volunteers’ work to remind them as well． Ask several to read their things they like to do to the class． Then work in pairs and give each other suggestions about what volunteer work you could do with those interests． Ask a pair to model the sample conversation before they begin to practice． Get students to practice in pairs． As the students practice, move around the classroom, correcting some mistakes they may make and helping them answer the questions． Tell them to fill in the blanks in the column of Volunteer work I could do with the suggestions that their partners have given them． After all of them have finished writing, ask one or two pairs to share their conversations to the class． Step Ⅵ Summary In this class, we’ve learned more about the volunteers and their work． And we’ve done much oral and written practice on volunteer work with target language． Step Ⅶ Homework

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