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She is getting used to travelling by plane.
III. Focus of the lesson and predicted area of difficulty
1. Write a report about an Indian girl helped by UNICEF.
2. Learn the five steps of writing (prewrite—write—revise—edit—publish).
IV. Teaching procedures
Step 1 Lead-in
Listen to the song Heal the world. Motivate students to do something to help people in need in the world.
Describe the pictures in your own words
T: Amy wants to write about the work of an ORBIS nurse called Diana for her class presentation. And she found some pictures of Diana.
T: Look at these two pictures. Can you guess Diana’s job in the past? As you see, she was an office lady, a secretary of a company. Did she look happy? Look at the second one. What does she do now? Does she look happy? Why does she change the job and what happened? Try to describe the pictures in your own words.
【设计意图：作为本单元最后一个课时，学生已具备较多的知识背景储备，创设情境邀请学生观察和比较两张图片，并用自己的语言描述图片初步串起故事情节。】
Step 2 Reading Comprehension
1. Discuss the pictures
Students read the six pictures carefully. They can ask any question about the story, and invite the other students to answer. They can get the answer from the report or use their imagination to get reasonable answers.
The teacher gives six questions. Students read and underline the answers in the report:
what was her life like?
Which does she like better, travelling by car or by plane?
In which way did she learn about ORBIS?
After learning about it, how did she feel and what did she do?
What is her life like now?
How does she feel about the changes?
2. Analyze the structure of the article
T: Now please find the topic sentences of each paragraph, and get the main idea of each paragraph.
3. Compare the lives in the past and at present
T: The first paragraph and the third paragraph tell Diana’s work, lifestyle and way of travelling. They have similar structures.
【设计意图：从讨论图片入手，引导学生自己提出问题并试图通过阅读和合理的想象推理回答问题，从而体会细节的重要性；找出每段的中心句，引导学生总结出文章大体的段落结构；分段比较阅读，帮助学生赏析示范文章布局的严密，层层深入，为下一环节的写作提供素材和范例。】
Step 3 Writing practice
1. How to write
Show the five steps of writing; indicate that we should write step-by-step.
【设计意图：写作实践环节首先向学生展示写作的五个基本流程，五个流程环环相扣，操作性强，能有效帮助学生明确按步骤写作的理念。】