Teaching Aims:
1. Enhance students’ reading abilities.
2. Enable Ss to adopt the strategy reading a speech and catch the main idea of the text （about food aid and development aid）.
Teaching important points:
1. Help Ss gain some knowledge about food aid and development, improving their reading skills.
2. Help them learn some language points.
Teaching methods:
1. Improve the students’ reading comprehension.
1. Practice to get the students to master what they’ve learnt.
2. Discussion to make every student work in class.
Teaching aids:
1. the multi-media
2. the blackboard.
Teaching procedures:
Step 1. Lead- in
1. Show pictures and lead in: World Hunger and Poverty
2005年“現場八方Live 8”慈善演唱會，仍舊是由20年前發起Live Aid的愛爾蘭籍歌星鮑勃格爾多夫（Bob Geldof）發起
The World Food Program, set up in 1963, aims at ending world hunger, which is the number one risk to global health today.
Over the past 40 years, the WFP has worked hard to provide food aid for the weak and the poor, and to improve the nutrition and quality of life.
“李連杰壹基金計劃” 是由中國紅十字會博愛大使李連杰先生發起和倡導的一項為公益事業的籌款計劃，他倡導每人每月最低捐出1元錢，幫助那些確實需要幫助的人們。該計劃期待人人參與，捐一元錢，出一點力，獻一份愛。贈人玫瑰手有余香，在幫助他人的時候，您一定會感受到更多的幸福和快樂。
Is it enough?
Step 2 Fast reading
Scan the passage quickly and find the answers to the following questions. Only focus on the information needed to answer the questions, please.
1. When was Live Aid held?
2. How many people has the WFP helped since it was established?
3. What is the saying mentioned in the passage?
Step 3 Careful reading
Read the passage carefully and deal with the following exercises .
1. Find special information to answer the following questions.
1) Why was the Live Aid concert so important?
2) What things are included in the infrastructure of a country?
3) What is the long-term solution to the problem of poverty?
4) Why is education and training for young people in developing countries so important?
2. Choose the right answer according to the text.
1) In countries where there are too many unemployed people, which help would they receive from WFP? (推斷題)
A. Food-for-Life B. Food-for-Growth
C. Food-for-Work
2. Among the following sentences, which one is not right according to the text? (細節判斷題) A. The Ethiopian famine led to destroyed harvests and killed cattle. B. Disease is the number one global health risk, killing more people than any disease. C. Development aid together with food aid is the long-term solution to the problem . D. Young people in eastern Nigeria are being trained to use computer technology to develop their problem solving and communication skills.
3) From the passage we know the author thinks the most important thing to help developing countries fight hunger and poverty is_______. (寫作意圖推測)
A. to appeal to people to donate B. to speak highly of Bob Geldof C. to develop the work of WFP D. to help them help themselves
Step 4 Consolidation
Fill in the blanks according to the text. The Ethiopia __________ was in 1985, which shocked Bob. He organized a charity __________ called ___________ and ___________ it to raise money for and public _________of the famine. The World Food Programmer also gave the help. They need help, but the sad truth is that ______ aid alone is not enough. What developing countries really need to do is to stop poverty by fighting the _______ of it. One way to do this is to _________ a country’s ______________. Clearly, ____________ aid together with food aid is the ___________ solution to the problem of poverty. Another important thing to remember is that the _______ of developing countries lies in the hands of children. This is why __________ and ________ for young people is so important.
Step 5 Reading strategy
Fill in the chart according to the passage.
problems solutions
a short-term solution
development aid as well as food aid
give a man a fish
feed him for a lifetime
Step 6 Structure
Step 7 Discussion
Choose one of the following questions to discuss in groups.
1. In your opinion, what can we do to help solve the food problem in Africa?
2. What can we do to help improve the education and training of the young people in Africa?
Step 8 Language points:
1. (L2-4) The severity of this catastrophe shocked Bob Geldof, an Irish musician who organized a charity concert called Live Aid to raise money for famine victims in Ethiopia.
●Here the verb shock means “ to surprise and upset somebody”
e.g. I was shocked at the news that bird flu had been found in our city.
●The word shock can also be used as a noun, meaning ‘a bad feeling as a result of something unpleasant happening unexpectedly’
e.g. He got a shock when he touched the water.
She said the scary movie gave her the shock of her life.
2. (L6) Geldof intended the concert called Live Aid to raise money for and public awareness of the famine.
● This is an elliptical sentence.(省略句)
The completed sentence is that Geldof intended the concert called Live Aid to raise money for the famine and to raise public awareness of the famine.
3. (L14) On top of this, according to the United Nations, hunger and malnutrition claim ten million lives every year.
●Here the phrase on top of means ‘in addition to or besides’. ● Here the phrase according to means ‘as said or reported by someone or something’.
e.g.
● He gets commission on top of his salary. ● The book was excellent, according to James.
4. (L25) It is without doubt an amazing achievement, but is it enough?
●The verb doubt here is a noun meaning ‘a feeling of not being sure’. The phrase without doubt means ‘certainly’.
e.g.
If you have doubts about the trip, you can ask your tour guide.
Without doubt, we need to start our project as soon as possible.
● without doubt ● beyond doubt ● no doubt ● in doubt
● There is no doubt that…… ● There is some doubt whether/what/when/how ……
●The word doubt can also be used as a verb meaning ‘ to think that something uncertain or not true’.
e.g. Do you doubt what he said at the meeting?
I do not doubt that he is capable of doing the job.
I doubt very much whether he will come to my party tonight.
Have a try:
I don’t doubt ____ he took the first place in his class, but I do doubt_____ he will succeed in the end.
A. if, that B. but that, which C. whether, whether D. that, whether
Homework:
1. Read the passage again after class and underline the difficult and important points.
2. Write down the results of the discussion.