牛津初中英语8BUnit4教材分析
牛津译林版八年级下册英语Unit 4教学设计
牛津译林版八年级下册英语Unit 4教学设计一. 教材分析牛津译林版八年级下册英语Unit 4的话题是关于日常生活，主要讨论了购物、餐饮、娱乐等方面的活动。
本单元的主要语言点是现在进行时态的用法，以及一些与日常生活相关的词汇和表达方式。
通过对本单元的学习，学生可以提高自己的日常英语交流能力，增强对英语学习的兴趣。
二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，对日常生活的话题有了一定的了解。
他们在学习英语的过程中，需要更多的实际语境来运用所学的知识和提高语言表达能力。
因此，在教学过程中，应注重激发学生的学习兴趣，创设真实的学习情境，让他们在实践中掌握英语知识。
三. 教学目标1.知识目标：学生能够掌握现在进行时态的用法，熟练运用本单元所学词汇和表达方式进行日常交流。
2.能力目标：学生能够在真实情境中运用英语进行购物、点餐、娱乐等日常活动的交流。
3.情感目标：激发学生对英语学习的兴趣，培养他们的合作意识和跨文化交际能力。
四. 教学重难点1.重点：现在进行时态的用法，以及与日常生活相关的词汇和表达方式。
2.难点：现在进行时态在实际语境中的运用，以及如何正确使用本单元词汇进行交流。
五. 教学方法1.任务型教学法：通过设置各种真实的任务，让学生在完成任务的过程中运用所学知识，提高语言表达能力。
2.情境教学法：创设各种日常生活情境，让学生在实际语境中学习英语。
3.合作学习法：引导学生进行小组合作，培养他们的团队协作能力和沟通能力。
六. 教学准备1.教学材料：教材、多媒体课件、实物、图片等。
2.教学设备：投影仪、计算机、音响等。
七. 教学过程1.导入（5分钟）通过播放一段关于日常生活的视频，引导学生思考：在日常生活中，我们经常会进行哪些活动？然后让学生用英语进行简单描述。
2.呈现（10分钟）教师展示本节课的主要内容：现在进行时态的用法以及与日常生活相关的词汇和表达方式。
通过实物、图片和例句，让学生直观地理解现在进行时态的概念，并学会如何运用。
2019-2020年八年级英语下册《8BUnit4Reading》说课稿牛津版
2019-2020年八年级英语下册《8BUnit4Reading》说课稿牛津版2019-2020年八年级英语下册《8B Unit 4 Reading》说课稿牛津版一．说教材（一）教学内容、地位和作用这是牛津教材第四单元的一篇阅读课文，主要由一篇关于Giant Panda：Xi W ang的阅读课文，以及词语意思匹配题，熊猫成长记录袋，熊猫现实中的生存危机，完成对话这用以辅助课文的四部分组成。
前几个单元分别是有关friend，school life，a day out的，逐渐把学生的眼光投入到自然界中，同时为下一单元的鸟类世界的主题，打下铺垫，设计一衣带水，丝丝入扣。
（二）教学重点及其依据教是为了不教，此课为阅读课，教学重点因此也是在学生熟练掌握一些有关TOPIC的基础上，努力提高学生的阅读能力；根据上下文，关键词猜测主要大意；通过跳读和略读，联系已有经验了解文章的梗概。
（三）教学难点及其依据本课最大的难点是把握全文意思的基础上对文章材料做异地功能的整理和归纳。
二．说教学目标（一）知识与技能目标掌握有关wild animals话题和本文中出现的新单词。
通过细读，以往经验和上下文了解文章大意。
（二）过程与方法通过合作学习，探究学习，及设置一定任务，让学生完成熊猫的成长简历，以便更好的保护大熊猫来达到知识与技能目标中的要求。
（三）情感态度和价值观课标指出一切的教学要从学生的兴趣和情感出发，是学生和师生之间达到和谐，并促成学生健康的人生观，世界观。
本课旨在培养学生热爱自然的朴素情感，激发他们保护熊猫，保护环境的热情和道德意识。
三．说学情（一）已有知识和经验：学生已掌握了一定的词汇，关于自然，在第三单元就有所涉及，同时自身也已对大熊猫有一定的了解，长篇的阅读课文的一些猜测单词意思的的方法都稍有点播。
（二）个体发展和群体提高：在教学过程中要鼓励平时不大开口的学生，大胆开口，敢于质疑，基础好的同学鼓励他们善于合作，善于争鸣，使各类学生得到均衡发展。
牛津英语8B chapter4教案
Chapter 4 Educational VisitsThe 1st periodTeaching Aims:1.Underestand and spell and use the new words in Chapter 42.Guide Students to understand and remember some important words..Teaching Important Points:1.Improve the stud ents’ ability to guess the meanings of words according to context.2.Develop the students’ creative, comprehensive and consolidating abilities. Teaching Difficult Point:1.How to master the new words as quickly as they canTeaching Methods:Individual, pair or group work to make every student work in class.Teaching Aids:The multimedia and blackboardTeaching Procedures:Step 1 Warming upAsk the students to watch some pictures to warm them up.Step 2 Presentation1. Read the following words and guess the meanings of them:• 1.aim: purpose; objective•Jack’s aim is to be one of the best students in his class.• 2. although: though; in spite of the fact that•Although he is over 60, he is still active and energetic.• 3. confident: feeling strong inside yourself; feeling that you can do things well and deal with any problems.•She is confident that she will win the long jump on Sports Day.• 4. deeply: to a great depth; to a great degree.•I deeply admire her beautiful stories.• 5.dump: a place where rubbish is collected.•The community complained to the government that the rubbish dumps were getting too big.• 6. educational: connected with education•Educational toys usually sell well.•7. host: people who receive you and look after you when you are visiting somewhere•There are eight people at the dinner last night, including our hosts.•8. improve: make something better•Tom improved his health by eating more fruit and vegetables.•9. keep in touch: stay in contact•I have kept in touch with a few of my friends from primary school, even though we now go to different middle schools.•10. scholarship : an amount of money given to someone by an organization to help pay for their education•Amy is trying to win a scholarship this term.•11. sightseeing: the activity of visiting interesting places as a tourist•You often see coaches full of tourists going on sightseeing tours of the city.•12. situation: the general state of things•Bob was in an embarrassing situation when he was caught cheating in the exam.Step 3 Consolidation and homework1. Review what we learnt today.1.Listen and read the new words in chapter 4.2.Copy down the new wordsTeaching Postscript:Chapter 4 Educational VisitsThe 2nd periodTeaching Aims:1. Know more about Educational Visits2. Train the student s’ reading ability.. Teaching Important Points:1. Improve the students’ ability to write a summary.2. Enable the students to understand the text better.3. Develop the students’ creative, comprehensive and consolidating abilities.Teaching Difficult Point:1.How to write a summary.2. The importance of Educational Visits.Teaching Methods:Individual, pair or group work to make every student work in class.Teaching Aids:The multimedia and the blackboardTeaching Procedures:Step 1 Lead-inBasic Knowledge :Picture 1 shows a merlion （鱼尾狮）an animal that has the head of a lion and the body of a fish.Picture 2 shows the White house in Washington, D.C, where the US President lives and works.Picture 3 is Ayers Rock (艾雅斯岩）. The largest monolith(独块巨石）in the world. Picture 4 is Eiffel Tower in Paris. It is the tallest building in the Paris, with a height of 320 m tall.Step 2 Pre-reading PresentationThink and answer• 1. Would you like to go abroad for a short period of time?• 2. Why you want to go abroad?• 3. What will do if you can go abroad?• 4. Do you know how can we apply for going abroad?• 5. Ask students look for some information about studying abroad.Step 3 Group work: Find these useful words and phases and master them.• 1. education (形容词）educational•The education in China is improving day by day.•The man is an educational gentleman.• 2. arrive; get; reach.•这三个词都表示到达。
牛津英语八年级下册 8B 初二英语Unit4 教案
Teaching procedure:Step 1 Warming up Discuss some questions: Do you like reading?What type of book do you like?Step 2 PresentationShow some pictures to learn new words.Step 3 Comic strip1. Show the flash.2. Listen and answer.1) Has Hobo decided what to do with the books?2) What does Hobo want to use the books to do?3. Act out the conversation.Step 4 Ask students to complete Part A on page 49. Step 5 Listen and answerListen to part B and answer the following question.1) What is Daniel reading?2) Why does he like reading history books?3) Does Sandy like reading history books?4) What does Sandy like to read in her spare time? Step 6 Read after the recorder and practise in pairs.A: What do you like to read in your spare time?B: I like reading……….A: Why do you like reading……..B: Because……Step 7 Notes1. Have you decided what to do with these books, Hobo？霍波，你已经决定了怎样处理这些书吗？句中“疑问词what + 动词不定式”结构作宾语，该结构的疑问词还可用when、how、which等。
牛津译林版八年级下册英语Unit4说课稿
牛津译林版八年级下册英语Unit 4说课稿一. 教材分析《牛津译林版八年级下册英语Unit 4》的主题是关于日常生活中的不同职业和人物。
通过本单元的学习，学生可以掌握与职业相关的词汇和表达方式，了解不同职业的特点和需求，提高他们的语言运用能力和跨文化交际意识。
本单元的主要内容包括职业介绍、人物描述、情景交际等。
二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
他们对日常生活话题感兴趣，善于观察和描述周围的人和事。
但部分学生可能在语言表达和思维逻辑方面存在一定困难，需要教师在教学过程中给予关注和引导。
三. 说教学目标1.知识目标：学生能掌握与职业相关的词汇和表达方式，了解不同职业的特点和需求。
2.能力目标：学生能运用所学知识进行日常交流，提高他们的语言运用能力。
3.情感目标：培养学生对不同职业的尊重和理解，提高他们的跨文化交际意识。
四. 说教学重难点1.重点：职业相关词汇和表达方式的掌握，不同职业特点和需求的理解。
2.难点：情景交际的运用，语言表达的准确性和流畅性。
五. 说教学方法与手段1.任务型教学法：通过设定各种职业相关的任务，让学生在完成任务的过程中学习和运用语言。
2.情境教学法：创设真实的职业情境，引导学生进行角色扮演和交流。
3.合作学习法：鼓励学生分组讨论和合作完成任务，提高他们的团队协作能力。
4.多媒体教学手段：利用课件、视频等资源，丰富教学内容，激发学生的学习兴趣。
六. 说教学过程1.导入：以一段关于不同职业的视频导入新课，激发学生的兴趣。
2.职业介绍：学生分组介绍自己选择的职业，包括职业特点、工作内容等。
3.人物描述：学生根据提供的职业信息，描述一个与之相关的人物。
4.情景交际：创设职业情境，学生进行角色扮演，运用所学知识进行交流。
5.课堂讨论：引导学生讨论不同职业的需求和特点，提高他们的思维逻辑能力。
6.总结与反思：学生总结本节课所学内容，反思自己在学习过程中的优点和不足。
牛津译林版英语八年级下册Unit4教案说课稿
（五）作业布置
课后作业布置如下：
1.词汇和语法练习：让学生完成课后练习，巩固词汇和语法知识。
2.拓展阅读：推荐与主题相关的阅读材料，拓展学生的知识面。
3.写作任务：布置一篇关于过去与现在变化的作文，要求学生运用所学知识，提高写作能力。
3.阅读理解：引导学生阅读课文，提取关键信息，分析文章结构，理解作者观点。
4.听力训练：播放相关听力材料，让学生在听的过程中，练习一般过去时和现在时的表达。
（三）巩固练习
我计划设计以下巩固练习或实践活动：
1.角色扮演：让学生模拟真实场景，运用所学知识进行角色扮演，提高语言实际运用能力。
2.小组讨论：针对特定话题，组织小组讨论，让学生互相交流，巩固所学知识。
（3）反馈：教师及时给予学生反馈，指导他们改进学习方法。
2.生生互动：
（1）小组讨论：学生分组讨论问题，共同完成任务。
（2）角色扮演：学生模拟真实情境，进行角色扮演，提高语言实际运用能力。
（3）竞赛：组织课堂竞赛，激发学生的学习兴趣和竞争意识。
四、教学过程设计
（一下方式导入新课：
1.展示对比图片：呈现一组过去和现在的图片，如传统建筑与现代建筑、过去的生活方式与现代生活方式等，让学生直观地感受到变化。
2.提问引导：针对图片提出问题，如“Can you see any changes in these pictures? How do you think these changes have affected our lives?”，引导学生思考并积极参与讨论。
2.主要内容：板书包括单元标题、重点词汇、语法结构、关键句型和文章框架。
牛津英语8B Unit4 Reading
牛津英语8B Unit4 Reading (1)说课稿一、教材分析本单元是8B第二模块“权利和责任”（Rights and responsibilities）的第一个单元，话题是关于慈善募捐。
阅读部分是这个单元的核心内容，它的任务不仅仅是训练和提高阅读技能，也涵盖了语法、词汇和知识点等内容，同时它还承担着培养正确的情感态度、价值观等更为抽象的深层责任。
所以，根据八年级学生的理解水平和知识结构，本篇阅读课我安排2课时，初读和深读为第一课时，理解运用为第二课时，我说的课时为第一课时。
本课内容是通过一封e-mail，描述了Ricky参加主持一场慈善义演的过程。
选材贴近学生生活，从课堂走向舞台，从学生到主持人，充分体现素质教育理念；同时富有时代气息，为共同构建和谐社会提倡互相帮助的人文精神，培养学生的社会责任感。
二、目标分析知识目标：1 通过阅读文章，理解并熟读其中的生词、词组2 初步理解because, because of ，so和so---that---的用法能力目标：1 运用快速阅读和精读技巧，学会迅速并准确找到所需信息2 初步了解做义演主持人的一些常识情感目标：培养社会责任感，宣传并身体力行救助社会弱势群体和所有需要帮助的人三、重点分析学生通过学习，熟练朗读课文，并了解Ricky主持义演的过程（通过给定不同的阅读任务，突出该重点）四、难点分析难点一熟练朗读课文（我通过引导学生四次阅读来实现难点的突破）难点二区别because和because of的用法，so…that…句型（我设计选词填空和句型转换来突破该难点）五、教学方法与教学工具1、本篇文章是主持慈善义演的过程描写，我采用直观法，播放香港演艺界为海啸受难者慈善义演的视频，引起学生共鸣，激发学生学习兴趣；2、解决重点的过程中，我采用任务型教学法，教会学生运用不同的阅读技巧，从不同角度逐层围剿重点，最终达到理解课文的目的； 3、同时，为了遵循学生的认知规律，我由浅入深，综合情景教学法、自学辅导法、分层教学法等教学方法，培养学生的自主学习能力、推理能力以及综合运用知识技能的能力。
牛津英语8B Unit4教案(Grammer)教案
Unit 45 &6 period：Grammar－．教学目标：l．To understand the purpose of using connectives of reason 2．To use “because” to give a reason for something3．To use “because of ” to give a reason for something 4．To show results with “so”5．To use “hope” and “wish” correctly二．教学重难点：words:groundPhrases：Sentences：1. Ricky helped with the charity show because he wanted toraise money for Project Green Hope.2．Ricky was nervous because of the TV cameras.3．There was a lot of work so I was very busy.4．I hope (that) you will like the show.5．I hope to see the charity show.6．I wish (that) I would be the host of the next show.7．I wish (that) the pop stars would invite me to lunch.8. I wish (that) I could fly.9. I wish (that) I were Richy.10. I wish you a happy holiday.11. We wish you good luck.三．教学方法：Listening and speaking．四．教学手段－tape-recorder and multi－media五．教学过程：Step 1：Lead－in1.introduce myselfI’m Zhang Ping, you can call me Miss Zhang. I’ll teach you till your teacher, Miss Cai, come back from the USA.This is my first time to teach fun with English , so you need your help, if there is any trouble. I didn’t teach for about half a year because I had a son last winter.I love my son because板书he is very lovely. I wish板书 I could stay at home板书for more time, but your English teacher has gone to the board, so板书I have to come back to teach you. I hope板书 we can get well on with.2.free talkT: I like F4 becau se they’re very handsome. Who is your favourite sports star/music starS: …is my favourite pop star.T: Why do you like him/her bestS: Because …3.ask some more questions like thisStep 2 ：pre－task.l. Turn to page 60. Let’s think of Ricky.Q1: Why did Ricky help with the charity show (Because he wanted to raise money for Project Hope).Q2: Why couldn’t Ricky sleep the night before the show ( Because he was too excited).Step 3 ：While－taskTask11.T: W hen we ask for reasons, we use ‘why’. When we givereasons, we can use ‘because’. T: underline thesentences that contain the word ‘because’.2.Ask two students to read out one example each from thegrammar table at the top of page 64.4.Explain the context of the exercise. Daniel is askingSandy about the charity show. The words on the pieces of paper are reasons from Sandy’s notes.Ask students to work on their own to write answers toDaniel’s notes. Remind them that each sentence must contain the word ‘because’.Read out each of Daniel’s questions. Ask volunteers to answer the questions using ‘because’. Repeat the answers clearly and ask students to check their own work.Task21. T: Look at the Bb, we say:We also can say板书We also can sayT: We can al so use ‘because of’ to give a reason for something. When we use ‘because of’, it is followed by a noun or pronoun.T: Look at the grammar table at the top of page 65. Show students that we can use ‘because of’ to answer questions with ‘why’, .Why did Ricky have to speak loudly ( Because of the noise.) Why was Ricky nervous (Because of the TV cameras.)T: Read the words above the speech bubbles in part B1, the first part says what happened, and the second part is the reason. Please use ‘because of’ to make sentences.Ask three volunteers to read out their answersT: part B2 Amy and Shirley are looking at pictures of a flood. Amy is answering Shirley’s questions about it. Please write answers to Shirley’s questions using ‘because of’ or ‘because’.Select two students to play the roles of Shirley and Amy.Task3T: I like F4 because they’re handsome. F4 are very handsome, so I like them.1.Tell students that we can use ‘so’ to introduce aresult. Read out the two examples and explain that thefirst part ( ‘There was a lot of work’/’ I wantedto help the poor’) is a fact, and the second part(‘Iwas very busy’/I ‘donated some money.’) is a resultof that fact.2.Explain that like ‘because’, ‘so’ can be used togive a reason for something, but the order is different from a sentence with ‘because’. In other words, we can give the information in the example sentences using ‘because’ as follows:I was very busy because there was a lot of work.I donated some money because I wanted to help the poor.3.Ask students to rearrange the words in Part C1 to makesentences. Remind them that the first part of the sentence should be a fact and the second part should be a result.4.Once students have finished, ask three students toread out one sentence each. Correct errors and mispronunciations.5.Ask students to read through Kitty’s letter in partC2 for overall meaning first. Then ask them to fill in the blanks using ‘because’ ‘because of’ ‘so’.6.Ask students to read out one paragraph each. Clarifyany misunderstandings if necessary.7.Ask students to complete ‘ Work out the rule!’ ontheir own. Ask one student to read out the rule and check the answer as a class.8.In a compound sentence, we cannot use because and soat the same time.(F)Because I got up late, so I’m late for school.(T) I got up late, so I’m late for school.(T) Because I got p late, I late for school.Task4T: I wish板书 I could stay at home for more time, but your English teacher has gone to the board,so板书I have to come back to teach you. I hope板书 I can get well on with you.1.Tell Ss that we use ‘hope’ and ‘wish’ to talkabout things or situations that we want to happen.2.To hope is to want something to happen and think thatit is possible. We usually use ‘hope’ to talk aboutthe present or the future.To wish is to want what is not happening or what didnot happen. We usually use ‘wish’ to talk aboutthe past or the present.age of ‘hope’:n. hope → hopes. I hope (wish) to come.. I hope she won’t come tonight.. You’re my last hope.4. usage of ‘wish’:v.wish + to do wish + sb. to dowish + clause 虚拟。
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牛津英语8B Unit 4 A Charity Show教材分析:本单元的主要话题是谈论一些慈善机构和慈善活动的组织形式及其目的，这个话题非常贴近学生的生活，因而学生将对此话题非常感兴趣。
开篇部分和导入部分以讨论筹钱的不同方式和了解一些慈善机构的名称将师生引入了慈善活动的主题，以向学生介绍不同的慈善机构引出阅读部分慈善义演这个重要的话题。
现在义演正日益成为一中普遍的募捐方法，通常由志愿者发起，报酬很少甚至根本没有报酬。
而义演收益完全用于某项有价值的活动。
这些活动完全是为了帮助一些贫困的人或社会弱势群体。
通过学习慈善活动，培养学生的爱心，使学生懂得如何关心别人，帮助别人。
词汇部分让学生学习剧院里的场景的布置和相关的名称，并能阐述它们的用途。
语法部分继续学习被动语态，而本单元学习一般将来时态的被动语态，情态动词的被动语态和现在完成时态的被动语态。
综合技能部分让学生学习有关慈善晚会的内容，并能根据所听到的信息编写慈善晚会的计划，自己也能提出个人的建议和观点，从而陪养学生的听说读写的能力。
学习技能部分旨在培养学生能够正确断句和根据句意正确朗读句子。
中心部分让学生学习如何设计慈善义演的海报，能通过前面对慈善义演的学习，正确描述慈善义演的活动细节，能够写出很好的慈善义演的演讲稿。
检测部分回顾和巩固本单元所学的词汇和词组，复习了一般将来时态的被动语态，情态动词的被动语态和现在完成时态的被动语态。
学生学完本单元后，将了解不同许多不同的慈善活动的名称，具体的活动和目的，激发他们的爱心和学习英语的兴趣，提高他们的英语水平。
总体目标：让学生了解不同许多不同的慈善活动的名称，具体的活动和目的。
激发他们的爱心和学习英语的兴趣，提高他们的英语水平。
并通过本单元的学习，掌握一般将来时态的被动语态，情态动词的被动语态和现在完成时态的被动语态。
通过本单元的整体学习，使学生在听说读写各个方面的能力得以提高。
教学的重难点：重点：1. 学习有关慈善机构的名称和有关慈善机构的具体的活动和目的。
2. 一般将来时态的被动语态，情态动词的被动语态和现在完成时态的被动语态。
3. 学习技能部分旨在培养学生能够正确断句和根据句意正确朗读句子。
难点：1.willbe/be going to be +p.p2.can/may/must/should be +p.p3.have/has been +p.p教学分析和教学建议：对于慈善义演，学生是熟悉并感兴趣的，尤其是了解国内国外的慈善义演，更是他们津津乐道的事。
在学习本单元时，教师应该诣在教育学生应该具有爱心，在别人遇到困难时应该及时给予帮助。
在教一般将来时态的被动语态，情态动词的被动语态和现在完成时态的被动语态时，教师可以先帮助学生复习一般现在时态的被动语态和一般过去将时态的被动语态。
通过大量的例句让学生练习，教师在教学过程中可采用Role playing, Practicing, Cooperating, Scanning和Listening for specific information的学习策略，利用教学挂图，制作多媒体课件来开展个人表演、两人一组表演或更多的学生一起分角色表演。
在教词汇时，教师可以通过课件和实物帮助学生形象的记忆。
通过分角色扮演模仿对话或用关键词来复述课文可以培养学生的听力和口语水平，让学生在听录音或同学叙述时，学会获取主要的信息来帮助自己理解和记忆。
在阅读过程中，让学生学会写关键词语，复述短文，模仿编写对话等，以提高学生的阅读水平。
在语法教学过程中，让学生自己通过学习总结规律，模仿操练，让学生真正掌握语法知识并能灵活运用。
课时安排：开篇部分1课时导入部分1课时阅读部分2课时词汇部分1课时语法部分2课时综合技能1课时中心任务1课时检测部分1课时8B Unit 4 Teaching PlanPeriod 1 Comic strip and Welcome to the unit教学目标：初步认识一些慈善机构的名称并了解其工作；对慈善活动和慈善活动的组织形式有初步的认识；熟悉不同的提建议方式；激发学生对慈善活动以及参与这些活动的兴趣教学内容：介绍一些慈善机构及慈善活动的组织形式；初步感受现在完成时的被动语态教学准备：录音机，多媒体，投影仪教学步骤：Step1 Lead-in1.Show students the picture of a fashion show and ask students: What are they doing?2.Tell them it is a charity show.3.Ask students: Why do they do it?4. Tell students that we can hold a charity show to raise money for charities.Step 2 Welcome to the unit1.Ask students: Do you know any other ways to raise money? Show students some pictures of fund-raisingactivities of charities.2.Teach students new words: advertise; give out leaflets.3.Let students finish Part A on P61 and check the answers by reading the sentences.4.Ask students: We now have different charities. Do you know some of them in China?5.Show them some pictures of different charities and say something about them.6. Check the answers to Part B on P61. Tell them more charities if possible, such as: ORBIS (helps the blindpeople in poor countries using a plane)UNICEF (helps children all over the world by providing clean water, food and education)Step 3 Comic strips1.Are you interested in charity shows? So are Eddie and Hobo. Hobo has been chosen to be the host of acharity show. Present students some new words: host(hostess); microphone.2.Listen to their conversation and answer some questions.(1)What is Hobo doing?(2)What is he going to be?(3)What is Eddie’s wish?(4)What does Hobo think about Eddie’s wish?3.Let students read the dialogue by themselves (or practice in pairs).4. Do some more exercises after reading and check the answers together: Fill in the blanksStep 4 Homework1.Remember the name of charities and activities.2.Practice the dialogue between Eddie and Hobo.课时练一Comic strip and Welcome to the unit一、根据句意和汉语写出单词1.To my surprise ，I received a （照相机）at my birthday party.2.The （组织者）of the event is a woman.3.What kind of (材料) is the bridge made of ?4.I’m one of your greatest(迷)5.The （观众）were excited on the opening night of the play..二、单项选择( )1.We can have more events this money.A . likes; raising B. likes; to raiseC. liking; to raiseD. like ; to raise( )2.There will be moreA.charity showB. charities showC.charities’ showD. charities shows( )3. Let’s p lay cards instead of TV.A.watchB. watchingC.to watchD. watched( )4.The cost of living continues toA.riseB. rise upC. raiseD. raising( )5. Why not draw up? Let the light onA.seatsB. ticketsC.curtainD. performers( )6. You’ll have to work hard if you want to the exam.A.pastB. passedC.passD. passed( )7. Which charity helps protect rivers and lakes in China?A.Project Green HopeB. Spring Bud ProjectC.Save China’s TigersD. Project Hope( )8. Rickey helped the fashion show.A.withB./C. doD. doing三、翻译句子1. 霍波，你为什么拿着麦克风？______________________________________________________________________2. 因为我已经被选为慈善演出的主持人。