【正文】 After explaining the sentences, read each sentence in the box and ask the students to repeat． Then ask several students to explain the sentences with letters in front of them． Tell them to explain them in their own sentences． For example, Sentence a, the student might respond． My bicycle was broken． I couldn’t ride it． I got new tires and a new seat． Now it works fine． Read the instructions again and ask the students to match the sentences with similar meanings． Say, Now match the numbered sentences with the lettered sentences in the box． Write the letter of one sentence in front of the number of the matching sentence． Look at the first sentence． The answer has been given． It’s Sentence b． Find out the answers to the other sentences． Check the answers by asking different students to rea d their matched sentences． Step Ⅲ 1b C all the students’ attention to the phrasal verbs in the box． Have four different students explain each phrases in their own words． Make sure each student knows the phrasal verbs’ meanings． Then ask the students to read the instructions together． Now let’s make sentences with the words in the box． Please look at the sample sentence in your book． Who would like to read it and explain it in your own language? Ask one student to read the sample sentence and explain it． He or she might explain like this: The meaning of this sentence is I give my bicycle to charities without money． Who can make another sentence with give away? Please put up your hands． Ask two or three students who have put up their hands to say their sentences to the class． Correct any mistakes they may make． Then have the students work individually． Make one sentence with each phrasal verb in the box． Tell them to write down their sentences on the lines next to the box． Walk around the classroom as they write． Offer some help to them if they need． Try to remember who have made some wonderful sentences at the same time． After all of them have finished writing, choose some children who have made some wonderful sentences to share theirs with the class． Choose some of the best sentences． Write them on the blackboard． At last, ask the whole class to work in pairs and help each other． Let them check each other’s sentences very carefully． Correct all the mistakes in writing or sentence structures that their partners’ may have made． Step Ⅵ 2a Call the students’ attention to the four pictures． Tell them the boy’s name is Jimmy． Read the instructions to the class． Your task is to number the pictures the correct order while you are listening to the conversation on the tape． But I want to ask you to guess the answer without listening now． Try to put the four pictures in a certain order to show a story of Jimmy by yourselves now． I’ll see whose answers ant correct after we finish doing the listening practice． Then have them give their own order by guessing． After a while, ask several ones to tell their answers to the whole class] Collect two or three answers which many students support on the blackboard． Next, ask some students to tell their own stories on the pictures according to their own orders． After that, ask the students to get ready to listen． Say, We will hear a radio program． A man is interviewing a boy． Write a number in each short line next to each picture while you are listening． Your numbers should be from 1 through 4 and show which thing they talk about first, second, third and fourth． Play the recording the first time． Students only listen． Then play the recording again． Ask students to number the pictures． Check the answers． Remember to say congratulations to the children who guessed correctly． Step Ⅴ 2b Read the instructions together with the children． Make sure that everyone knows what to do． Call the students’ attention to the box． Ask four students to read the four sentences to the class． Point to the list of statements and true/false choices． We will listen to the same recording again． Before I play the recording, let’s do like this． — If you can remember the contents of the conversation, please you’re your answers。 being a volunteer is great! Ⅱ． Teaching Key Points 1． Guide students to read the article in Activity 3a． 2． Help students to use the target language to express what kinds of volunteer work they could do and what they like to do． 1． Teaching Difficult Points 1． Read the article for prehension． 2． Use the target language to express what kinds of volunteer work they could do and what they like to do． Ⅳ． Teaching Methods 1． Pairwork 2． Role play Ⅴ． Teaching Aids Some pictures that the volunteers are working, or some signs of the volunteers’ clubs． Ⅵ． Teaching Procedures Step Ⅰ Revision 1． Check the homework by asking some children to read their conversation． 2． Check the homework by asking some children to share their sentences with the phrasal verbs with the class． 3． Revise the target language they learned last class． Step Ⅱ 3a Have the students look at the picture of the three children． Ask them who they think the children are． Then call the students’ attention to the title of the article and ask the children to read it out． Ask them the question again． This time they may answer． They are three volunteers． Read the instructions to the students． This is an article about volunteers． You have two tasks to do: first underline the kinds of work the volunteers do。 Unit 7 I’ ll help to clean up the city parks. Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （ 1） Key Vocabulary clean up, hunger, homeless, cheer up, give out, volunteer, food, bank （ 2） Target Language I’d like to work outside． You could give out food at a food bank． 2． Ability Objects （ 1） Train the students to express offering to help with the