1.5 Intermational 教案 (牛津译林八年级下册)
牛津译林版英语八下《Unit 5 International Charities》(Reading)word教学设计
让慈善不只是一句美丽口号-------- 牛津英语8BUnit 5 ReadingⅠ教学设计教学目标：1、知识目标：To master the key vocabulary.2、能力目标：To understand and use the target language.To read the article fluently and understand the main idea.Listening and Oral practice.3、情感目标：To learn about charity and support charity.教学重难点：1. Teaching ImportanceTo master the key vocabulary.To understand and use the target language.To read the article fluently and understand the main idea.Listening and Oral practice.2. Teaching DifficultiesTo enable the students to infer general meaning from the title and context and predict the meaning of special words from context.To enable the students to use the target language.教学思路：教材中设置的情境是虚拟人物Amy对ORBIS医生的工作很感兴趣，而后与好友Daniel分享她的想法，两人随之开展一系列其他活动。
我在上此课之前思考，若简单地依照课文中的虚拟情境要求学生来帮助虚拟主人公来完成各项任务，学生可能不会对慈善的主旨有深刻理解，也不易对主题引起其自身共鸣。
既然慈善扶贫是可号召全民参与的社会公益事业，ORBIS组织又于现实中存在，为何不干脆将虚拟隐去，还原真实呢？于是，本课设计从最初的导入到之后每一个环节，具体到课堂每一个问题的设置，我都给学生营造出真实情境的情感体验，期待学生由慈善的旁观者升级为体验者。
苏教牛津译林版初中英语八年级下册教案：Unit 7 International
苏教牛津译林初中英语重点知识精选掌握英语语法知识，巩固词汇量和各种语态，学好英语基础一定要扎实，大家一起练习吧！牛津译林初中英语和你一起共同进步学业有成！英语（八年级下册）Unit 7 International charitiesReading ( I )冷雪I. T eaching a ims and learning objectivesBy the end of the lesson, students should be able to:1. get a general idea of ORBIS.2. introduce ORBIS and how it works to others.3. know what they can do to help ORBIS.II. Teaching contents1. New words and phrases: interviewer, blindness, medical, patient, afford, proud, reader,medicine, develop, treat, go to hospital, on board, carry on2. New structures: The plane is also used as a training centre.Many of our patients can’t afford to go to hospital.I’m proud to help people see again and improve their skills.III. Focus of the lesson and predicted area of difficultyTo retell the interview to others.IV. Teaching proceduresStep 1 Pre-reading1. Look and sayT: Look at these logos of charities. Do you know the name of each logo?2. Ask and answerT: This is the logo of ORBIS. What does the logo look like? Why is there a plane in the logo?Why is it a special plane?Step 2 While-reading1. Skimming(1) Read and answer.T: Look at the picture. Who is he? (Dr Ma). He is an ORBIS doctor. Look at this man. He is interviewing Dr Ma. He is an interviewer. Please read the interview quickly and find how many questions the interviewer asks.(2) Read and divide.T: Read the interview quickly and divide it into 4 parts. Tell me the main idea of each part. 2. Scanning(1) Read the first part (Lines 1-6)T: What does the word “blindness” mean?How many people are blind or have other eye problems?Can they be prevented or cured?Where are most of them from?(2) Read the second part (Lines 7-15)Introduce “Flying Eye Hospital” by asking “what does ORBIS use to visit poor areas?”Let the students read and find the answer to the question why the plane is used as an operation room and a training centre.Ask the students to retell the work of ORBIS.Answer the questions: Why is there a plane in the logo? Why is it a special plane?(3)Read the third part (Lines 16-20)Read the interview er’s question and Dr Ma’s answer to know the number 150.Read this part and fill the blanks with adjectives.Dr Ma is very _______.Dr Ma’s work is very ________.Dr Ma feels very __________ of his work.(4) Read the fourth part (Lines 21—26)Why can most eye problems and diseases be treated and cured?What is needed to carry on with ORBIS?What does Dr Ma hope?3. Read the interview loudlyLet the students read the interview together and then in roles. Pay attention to the pronunciation and intonation.Step 3 Post-reading1. Fill in the blanks2. Have an interviewT: Work in pairs and talk about how ORBIS works. Suppose one is an interviewer, and the other is an ORBIS doctor, a local doctor or a patient.3. Have a discussionT: Work in groups of four and talk about what we can do to support ORBIS. The following suggestions may help you.(1) Introduce ORBIS to mo re people.(2) Tell people that it is important to take good care of eyes.(3) Donate more money to ORBIS.4. SummaryGive a helping hand. Many hands ma ke light work.V. Homework1. Read the interview three times after the tape.2. Try to retell the interview.3. Finish B2 on Page 96.相信自己，就能走向成功的第一步教师不光要传授知识，还要告诉学生学会生活。
牛津译林版英语八年级下册Unit5教案优秀教学案例
（三）情感态度与价值观
1.培养学生关爱动物、保护环境的意识，使他们明白保护动物是每个人的责任。
2.引导学生尊重和理解不同文化背景下的动物保护观念，提高他们的跨文化交际能力。
3.通过对濒危动物的关注，培养学生珍爱生命、关爱弱势群体的情感。
本节课采用任务型教学法，将学生分成小组，让他们在完成保护动物计划的过程中，合作学习、共同进步。这种教学法不仅培养了学生的团队协作能力，还使他们能够将所学知识运用到实际情境中，提高他们的实践能力。
3.亮点三：问题导向的课堂讨论
教师提出引导性问题，激发学生的思考，鼓励他们积极提问，表达自己的观点。这种问题导向的课堂讨论不仅培养了学生的批判性思维能力，还使他们能够更好地理解和掌握知识。
（二）过程与方法
1.通过图片、视频等直观教学手段，引导学生主动观察、思考，发现动物保护的重要性。
2.采用任务型教学法，将学生分成小组，让他们在完成保护动物计划的过程中，合作学习、共同进步。
3.运用讨论、辩论等形式，培养学生的批判性思维和问题解决能力，使他们在探讨动物保护问题时，能够提出自己的观点和解决方案。
牛津译林版英语八年级下册Unit5教案优秀教学案例
一、案例背景
本案例背景以牛津译林版英语八年级下册Unit5为例，本节课的主题为“ Wild animals”，主要讨论了关于濒危动物和保护动物的相关话题。通过对不同动物的介绍，引导学生关注动物保护的重要性，增强他们的环保意识。
在本节课之前，学生已经学习了有关动物的基本词汇，如tiger, panda, elephant等，并了解了动物的一些基本特征。在此基础上，本节课进一步拓展了学生的知识面，使他们更加深入地了解动物的生活习性和面临的困境。
八下牛津译林英语全册教案
八下牛津译林英语全册教案一、教学内容本节课为人教版八年级下册牛津译林英语第五单元。
本单元主题是关于科学探索的过程和方法。
本节课的主要内容包括：1. 学习科学探究的步骤；2. 学习如何提出假设和制定计划；3. 学习如何进行实验和收集证据；4. 学习如何分析和解释结果；5. 学习如何与他人合作和交流。
二、教学目标1. 学生能够掌握科学探究的基本步骤和方法。
2. 学生能够提出假设，制定计划，进行实验，收集证据，分析和解释结果。
3. 学生能够与他人合作，进行有效的交流。
三、教学难点与重点重点：科学探究的基本步骤和方法。
难点：如何提出假设，制定计划，进行实验，收集证据，分析和解释结果。
四、教具与学具准备教具：多媒体课件，实验器材。
学具：笔记本，实验记录表。
五、教学过程1. 引入：通过一个简单的科学实验，引发学生对科学探究的兴趣。
2. 学习科学探究的步骤：引导学生学习科学探究的基本步骤，包括提出问题，做出假设，制定计划，进行实验，收集证据，分析和解释结果，与他人合作和交流。
3. 实践操作：学生分组进行实验，按照实验计划进行操作，收集证据，并记录实验结果。
4. 分析和解释结果：学生根据实验结果，进行分析，解释实验现象。
5. 交流和合作：学生分组进行交流，分享实验结果，讨论实验过程中的问题和困难。
六、板书设计科学探究的步骤：1. 提出问题2. 做出假设3. 制定计划4. 进行实验5. 收集证据6. 分析和解释结果7. 与他人合作和交流七、作业设计1. 根据本节课的内容，设计一份实验计划，包括实验步骤，实验材料和实验方法。
八、课后反思及拓展延伸1. 对本节课的教学效果进行反思，找出优点和不足，为下一节课的教学做好准备。
2. 引导学生进行拓展延伸，思考如何将科学探究的方法应用到其他学科和生活中。
重点和难点解析一、教学难点与重点重点：科学探究的基本步骤和方法。
难点：如何提出假设，制定计划，进行实验，收集证据，分析和解释结果。
八级英语下册 unit 5 international charities intergrated skills学案 牛津译林版
4.全班核对答案。
5.按正确的顺序朗读Part A1.并请小组展示预习题2。
6.全班齐读A2部分，再小组展示预习题3.
7.小组展示A2部分的语言点。
8.小组活动：两人一组分角色编写对话并表演对话。假设一位是联合国儿童基金会的工作人员，另一位是报社的记者，记者就联合国儿童基金会的历史和基本工作对工作人员进行采访。
9.独立完成A4部分的报告。核对答案并齐读报告。
10.Read the conversation in pairs then answer the questions.
(1)Which is Daniel’s favourite charity?
(2)Why does Kitty want to donate money to World fund for Nature?
11.Act the conversation out.
12.Talk about the topic with your partners or in your group.
Topic: Which is your favourite charity?
Do you want to donate money to it ? why ?…
八年级英语下册Unit 5 International charities Intergrated Skills精品学案牛津译林版
课题
Unit 5 Intergrated Skills
学习目标
知识目标
了解联合国儿童基金会的工作范畴及基本的背景知识。
能力目标
牛津译林版英语八下《Unit 5 International Charities》(Main Task)word教学案
5. WWF: answer the question: Does WF only help protect giant pandas?
1.make sentences with “used to”, and “now”.
了解五个慈善机构中的事例，树立主动帮助别人，积极为慈善做贡献的思想。
教学重点：
掌握“used to…”, “one day,…”, “now,…”, “somebody thinks…”, “I think…”的段落结构。
阅读Mary--- an ORBIS nurse的文章，掌握写作的流程和写作方法。
Step6. Further writing
1.Presenting three characters from three other charities.
Listen to the teacher’s introduction and get familiar with the sentence structure “used to…”, “now,…”
让学生熟悉老师；提出“used to…”, “now,…”的句型，为教学埋下伏笔
竞赛游戏引起学生兴趣；复习和拓展慈善机构知识，为学生写作提供背景知识
①由“used to”,“now”，到“used to”,“one day”, and“now”，再到“used to”,“one day”,“now”,“I think”，由浅入深，逐层递进，让学生在生动的例子中学会运用。
1. ORBIS: do T/F: ORBIS treats blind people from poor areas for free.
2021年八年级英语下册 Unit 5 International charities 教案 牛津版
2019-2020年八年级英语下册 Unit 5 International charities 教案1 牛津版You can help by making a donation or doing some voluntarywork.I used to spend all my pocket money on clothes and snacks.What do you think about UNICEF?Many of our patients are so poor that they can’t affordto travel to hospital.Dr Ma has done such an important job that people must bereally grateful to him.Period 1 ic strips & wele to the unit(How charities help people, Charities around the world)Teaching goals●To introduce students to some international charities●To learn to use ‘used to’ and ‘be used to’Teaching proceduresStep 1 Warming up by questioningWhat charities in China do you know of? What do they help?In this unit, we’ll le arn some international charities. Whatinternational charities do you know of?Have you ever heard of famous international charities like:ORBIS, Oxfam, UNICEF, World Vision and World Wide Fund forNature?Step 2 Finishing off Part AOn page 77 are some logos or pictures. Could you match the logos with the charities? I will checkthe answers later on.Step 3 DiscussingWhat do you think people in poor countries need most? Do they get help from international charities? What can you do for charities? (We can donate our pocket money to them.)Step 4 Listening and answeringOxfam needs money to carry on with their work.Who calls for donating pocket money to Oxfam? (Hobo)Will he donate his own pocket money? (No)Whose pocket money does he want to donate? (Edd ie’s)When does he want to go to donate money? (Right now, at lunchtime)Does Eddie agree? (Of course not)Why not? (He doesn’t often go out before lunch. That is to say, he isn’t used to going out before lunch.)What does Eddie think of Hobo? (Hobo was ki nd to him before, but now he isn’t. That is to say, Hobo used to be kind to Eddie.)Where will Hobo take Eddie to have lunch?Do you think Eddie is willing to go to Oxfam right now?Why?Step 5 Reading aloud and writing down expressionsNow read after the tape sentence by sentence.You are given five minutes to find out and write down all the useful expressions in this part. Go over page 76 and 77 again to underline all the useful expressions.Step 6 Reading and actingRead the dialogue aloud and act it out in pairs.Step7 Retelling the storyToday Hobo tells Eddie that Oxfam needs money. He remembers that Eddie has some p_____ money l_____ , so he asks Eddie to go and donate some of it. But Eddie says that he always has l_____ at twelve o’clock. He isn’t u_____to g_____out before lunch. “Don’t w_____ .” Hobo says, “We can have a big lunch a_____ .” At last, Eddie has to go with Hobo and he says sadly, “You u_____ to be very k_____ to me, but now I’m so w_____ that I can’t walk any f_____ . ” “OK, I’ll t _____ you to a new r_____ . It’s n_____ to the Oxfam shop.” Hobo says happily. Do you believe what he says?(Keys: pocket, left, used, going, worry, afterwards, used, kind, weak, further, take, restaurant, next)Step 8 Homeworka. Read the ic strips and try to remember it. Try your best to act it out.b. Finish off the exercises in the Evaluation Handbook.Period 2 Reading I(An interview with an ORBIS doctor)Teaching goals●To learn to guess meanings of new words from the context●To learn to skim text for overall meanings and scan for details●To understand the structure of difficult sentencesTeaching proceduresStep 1 PresentingWhat international charities do you know about?What do they do?Have you heard of ORBIS?ORBIS helps blind people in poor countries. The state of being blind is called blindness. Why does ORBIS help the blind patients? Because blindness affects many people around the world, mostly in poor countries. But most of the cases of blindness can be prevented or cured. Why don’t the blind go to see doctors? Because they are so poor that they can’t pay for medical treatment. ORBIS doctors treat them for free. They operate on/do (perform) operations on t heir patients.So the patients are thankful /grateful to them. How do you think ORBIS doctors feel when they help people? (They feel proud.)Step 2 Finding out expressionsGo on to page 78 and 79 read the interview and underline all the useful expressions.Step 3 Listening and answeringNow listen to the tape, and then answer the following questions:How many people around the world are affected by blindness?How many cases of blindness can be prevented or cured?Where do ORBIS doctors work?What does ORBIS need?Step 4 Reading silently and finishing off Part B2Read the text silently again.Try to fill in the blanks in Part B2, checking your answers against your partner’s. (Keys: operations, skills, knowledge, grateful, patients, cured, donations)Step 5 Finishing off Part CPut the sentences together in Part C, then checking the answers with your partners.(Keys: 1e, 2f, 3a, 4c,5d,6b; 1charity, 2blind,3eye, 4hospital, 5doctors, 6treat, 7teach, 8operations)Step 6 Reading after the tapeNow read after the tape sentence by sentence. Pay attention to the sense groups within thesentences.Step 7 Doing additional exerciseAsk students to tell if the following statements are “True” or “False” according to the text.1.Blindness affects about 45 million people around the world, mostly in western countries. F2.Many blind people have no money for medical treatment. T3.Local doctors perform operations on the plane instead of in the hospital because it is morefortable on the plane. F4.Dr. Ma used to do one or two operations a day. F5.Patients are very grateful to ORBIS doctors. TStep 8 Homeworka. Read after the tape five times. Your parent’s signature is needed.b. Finish the exercises in the Evaluation Handbook.Period 3 Reading II(An interview with an ORBIS doctor)Teaching goals●To work out the structure of each sentence●To retell the story in their own words, following the organization of the passage●To explain all the language pointsTeaching proceduresStep 1 Reading the text togetherRead the passage on page 78 and 79 together loudly.I may choose some of you to read the passage paragraph by paragraph later on.Step 2 Making a flow chart on ORBISGo over the text to make a flow chart on ORBIS, getting ready for retelling.You can use the flow chart on page 88 as a model.Now try to retell the text story in your own words with the help of the flow chart.Step 3 Retelling the storyBlindness affects about 45 million people around the world, m_____ in poor countries. In fact,about 80 per cent of the cases of blindness can be c_____ or p_____. However, many people don’t have e_____ money for m_____ t_____.ORBIS is a c_____ that helps the poor with e_____ problems. It uses a f_____ eye hospital to visit poor countries. On the plane, v_____ doctors p_____ o_____. They also use the plane as a t_____ c_____.The doctors don’t work in a hospital bu t on a plane, because many of their p_____ are so p_____ that they don’t have the money to t_____ to hospital. So the ORBIS doctors have to go to them. They also t_____ the l_____ doctors and nurses new s_____ and k_____ .They hope to help more people by t_____ them.Dr. Ma is a doctor on the ORBIS plane. He o_____ on 150 patients on the plane during his last v_____ . It’s hard work but he is used to it now. Of course, many people are very g_____ to him because he has helped them see again. He believes that m_____ m_____ can be useful to the cases of blindness. All they need is e_____ money to c_____ on with their work. So he hopes that more and more people will support their by sending donations to ORBIS.(Keys: mostly, cured, prevented, enough, medical treatment, charity, eye, flying, volunteer, perform, operations, teaching, center, patients, poor, travel, teach, local, skills, knowledge, treating, operated, visit, grateful, modern, medicine, enough, carry)Step 4 Explaining language pointsWhat questions do you have about the following language points? Now make sentences of your own with them.1. operate on sb.=perform/do an operation on sb.2. used to do/ be used to doing3. so…that/such…that4. carry on with…5. be proud to do/ be proud of…6. improve o ne’s life7. be grateful to sb. for sth.Step 5 Doing additional exercises用所给词组的适当形式填空(有一个多余)1.He was hurt __________ badly ___________ we had to send for a doctor.2.The little girl ____________ washing her hands before meals now.3.I am ____________ Liu Xiang because he is the pride of our country.4.I ___________ spend my pocket money playing puter games. It’s bad for my study.5.The old doctor ______________ the patient last Sunday.6.We need enough money __________ our work, so we need your support.(Keys: so…that, is used to, proud of, used to, operated on, to carry on )Step 6 Doing an extension activitya.Think about what we can do to support ORBIS.b.Introduce one charity that you know very well.Step 7 Homeworka. Act out the interview.b. Tell your parents about ORBIS.Period 4 Vocabulary(Suffixes ‘-ment’, ‘-ness’ and’-ion’)Teaching goals●To develop an understanding of suffixes●To use proper verbs and adjectives in contextTeaching proceduresStep 1 Having a revisionTo begin with, answer my questions about Reading:What kind of people go to ORBIS for help? (Blind and poor people.)Can most cases of blindness be cured or prevented? (Yes.)What do ORBIS doctors do? (They treat many patients.)Do the patients need to pay for the treatment? (No.)How do ORBIS doctors treat them? (They operate on them.=They perform operations on them.) What is the relationship between “blind”and “blindness, “treat”and “treatment”, “operate” and “operation”?W e can form nouns by adding suffixes ‘-ment’, ‘-ness’, or ‘-ion’ to some verbs and adjectives. Sometimes we need to change the ending of the verb or adjective before we add the suffix.happy-y+i+ness=happ inesscelebrate-e+ion=celebrat ioninvite-e+ation=invit ationStep 2 Finishing off Part AGo to page 82 to help Daniel to change verbs and adjectives into nouns, checking the answers with your partner. Think of more examples if you can.Step 3 Finishing off Part BFill in the blanks in Part B on page 82. Then read the e-mail aloud.Step 4 Doing additional exercises用括号中所给词的适当形式填空1.The children in poor countries have to _____ empty bottles to earn money. Last term our schoolmade a _____ for children in poor areas. (collect)2.He could not pay his rent, so he had to _____ out. There was too much _____ of cars on thecity roads. (move)3.Old people live a _____ life in our country. It’s a great _____ for us to wele you here. (happy)4.The teacher always _____ her students as her children. The new _____ for blindness makes somepatients see again. (treat)5.Traveling by coach makes us feel _____ all the way. There isn’t much _____ here this year.(sick)(Keys: collect, collection; move, movement; happy, happiness; teats, treatment; sick, sickness ) Step 5 Homeworka. Read and learn these suffixes heart.b. Finish off the exercises in the Evaluation Handbook.Period 5 Grammar I(‘Used to’ and ‘Be used to’)Teaching goals●To use ‘used to’ to talk about a past habit or state●To use ‘be used to’ to talk about what we have done regularlyTeaching proceduresStep 1 Having a revisionDo you still remember Dr. Ma? What is he? (A doctor.)Where did he work in the past? (In the hospital.)Where does he work now? (On the ORBIS plane.)So we can say Dr. Ma used to work in the hospital. We use ‘used to’ to talk about a past habit or state. We can use an infinitive after ‘used to’.Step 2 PracticingS ay something about Dr. Ma’s life when he worked in a hospital using ‘used to’.Step 3 Doing an extension activityI am going to tell you about my own life.I used to live in …I used to go to … Secondary school.I used to play badminton twice a week.…Show a photo of your family. In pairs, tell each other what your lives were like in the past. Each student should make up at least 3 sentences with ‘used to’.Step 4 PresentingNow Dr. Ma works on the ORBIS plane. He lives a life which is different from the one in the past. But he is used to his new life. He is used to working on the ORBIS plane.We use ‘be used to’ to talk about something we have done regularly for a long time so that it is not new any more. We put it before a noun (phrase) or an “-ing” form of a verb.Step 5 Finishing off the exercisesGo to page 83 to finish exercises in Part A, B and C in pairs.Step 6 Doing an extension activityHow have your lives changed since you started secondary school?What new experiences and routines were you not familiar with at first? Like the different method of traveling to school, larger school size, different uniforms, more subjects offered. Work together to formulate sentences to express the idea of being accustomed to something.I am used to taking the bus to school.I am used to the larger classes at secondary school.I am used to wearing the school uniform.I am used to studying more than 10 subjects a week.Step 7 ing to a summarypare ‘used to’ and ‘be used to’, and then work out the rule on page 84.Step 8 Homeworka. Review what we have learnt.b. Finish off the exercises in the Evaluation HandbookPeriod 6 Grammar II(Using ‘so…that’ and ‘such…that’)Teaching goals●To learn to use ‘so…that’and ‘such…that’Teaching proceduresStep 1 PresentingWhat do you want to be in the future? What do you think of the job of teaching?I think educating students is a long process and it is very important. We must be patient enough. That is to say educating students is so important that teachers must be patient enough. = Educatingstudents is such a long process that we must be patient enough.We use ‘so…that’or ‘such…that’ to show the result of something. We can use an adjective or an adverb between ‘so’ and ‘that’, and we use a noun or a noun phrase between ‘such’ and ‘that’.Step 2 PracticingShirley wants to be a doctor when she grows up. Amy is now telling her what a doctor’s life is like. Help her bine what she is saying with ‘so…that’ or ‘such…that’. (Page 85)Step 3 Doing an extension activityLook at these pictures. We are to make sentences using ‘so…that’ and ‘such…that’. Picture1: A little boy wants to get the apple on the table. But he is too short. →The little boy is so short that he can’t get the apple on the table. →He is such a little boy that he can’t get the apple on the table.→The little boy is too short to get the apple on the table.Step 4 ing to a summaryWork out the rule about‘so…that’ and ‘such…that’.S tep 5 Homeworka. Go over what we have learnt.b. Finish off the exercises in the Evaluation Handbook.Period 7 Integrated skills(Writing, reading and speaking up) Teaching goals●To listen for and identify specific information about UNICEF●To respond to a written text and information got from listening●To talk about favorite charitiesTeaching proceduresStep 1 PresentingWhat international charities do you know about? Which charity can help you with your eye problems? Do the ORBIS doctors volunteer to do the work? Yes. They are volunteers. They do some voluntary work.We have known something about the work of ORBIS. Today, let’s talk about the work of UNICEF. Step 2 Reading and answeringAsk students to read the article in Part A2 and answer the following questions:Which charity is this article talking about?When and where was it set up?Why was it set up?How many countries and areas does UNICEF work in?What does UNICEF help?Step 3 Listening and finishing off Part A1Listen to Part A1 and put the sentences in the correct order.Check on your answers in pairs.More questions about UNICEF:What does UNICEF provide?How does UNICEF raise money?How can we help UNICEF?Step 4 Finishing off Part A 2, A 3 and A4.Fill in the blanks in Part A 2, A 3 and A4, checking on the answers and read the sentences aloud. Step 5 Reading after the tapeRead after the tape sentences by sentence, paying attention to the sense groups within the text. Step 6 Finding and copying expressionsGo over page 86 and 87 again to find and copy all the useful expressions.Step 7 Making up new dialoguesTo speak up let’s go on to make up new dialogues using Part B as a model.Step 10 Homeworka. Listen, repeat and recite the dialogue in Part B.b. Finish off the exercises in the Evaluation Handbook.Period 8 Study skills(Making flow charts)Teaching goals●To learn to show ideas by a flow chartTeaching proceduresStep 1 Learn how to make a flow chartStep-by-Step process of how to develop a flow chart●Gather information of how the process flows: use a)conservation, b)experience, or c)productdevelopment codes.●Trial process flow.●Allow other more familiar personnel to check for accuracy.●Make changes if necessary.●pare final actual flow with best possible flow.Step 2 Practicinga. Look at Show Amy’s unfinished flow chart on page 88. Fill in words in the blanks.b. Retell about ORBIS in your own words with the help of the flow chart.Step 3 Designing a flow chartFind facts about UNICEF. Design a flow chart of it.In pairs try to prepare a flow chart to explain a familiar activity like:How to travel from Nanjing to the Yellow Mountain?How to organize a fund-raising activity?How to make their favourite dish?How to operate a CD player?How to play your favourite puter game?I will ask a few pairs to write their flow charts on the board.Step 4 HomeworkFinish off the exercises in the Evaluation Handbook.Period 9 Main task(A charity work, A helping hand from UNICEF)Teaching goals●To learn to put ideas in a logical sequence●To learn to describe people’s livesTeaching proceduresStep 1 Questioning and answeringCan you say something about the work of an ORBIS doctor or nurse?Where do they work?Are they afraid of flying?What do they have to do before being ORBIS doctors or nurses? (Trained as doctors or nurses. ) What kind of people are they? Why? (They really care about others.)What do you think of the work of an ORBIS doctor or nurse?Step 2 Looking and sayingLook at the pictures on page 89, and say something about Mary’s work. These pictures show the story of someone who changed her job and lifestyle in order to do something she likes and is interested in.Now put the paragraphs in Part A2 in the correct order according to the pictures in Part A1. Answer the following questions:What did Mary use to be?What did she do before being an ORBIS nurse?What does she do for ORBIS now?What does she think of her jobNow read the passage aloud together.Step 3 RetellingR etell the work of an ORBIS nurse called Mary according to the pictures in Part A1.Step 4 DiscussingHow do you f eel about Mary’s new lifestyle? Would you change your lifestyles in order to help others? Why or why not?Step 5 Talking about the pictures about MandeepWe are now going to learn about someone who was helped by UNICEF. Look at the pictures on page 90 and read the captions in Part B1.What did Mandeep use to do?What happened to her one day?What does she do now?What does she say?What do you think of UNICEF?Step 6 Finishing off Part B2W rite about Mandeep’s life. You can use the outline in Part B2 to help you. Use your own imaginations to describe details, events and feelings. Remember to make a flow chart before writing.I will ask a few students to present their reports to the class.Step 7 Homeworka. Write an article about somebody’s life which has something to do with a charity.b. Finish off the exercises in the Evaluation Handbook.Period 10: Checkout(Making people’s lives better)Teaching goals●To revise the whole unit, focusing on Grammar and VocabularyTeaching proceduresStep 1 Having a revisionWhat international charities do you know about?Which charity helps the blind with their eye problems?Where do the ORBIS doctors work?What do they do? (operate on = perform/ do operations on the blind )Who is Dr. Ma?Where did he work in the past? (He used to work in a hospital.)Is he used to his life now?How does he feel when he helps people in need? (Proud )How do their patients feel to them? (They are grateful to them. )Why? (Because they do such an important job that people are grateful to them.= Because their job is so important that people are grateful to them.)Step 2 Doing a wordsearch puzzleGo to page 91 to find all the words in the wordsearch puzzle.Step 3 ing to a summaryCould you s um up the differences between ‘used to’ and ‘be used to’; ‘so…that’ and ‘such…that’?Step 4 Finishing off Part AFill in the blanks in Part A, and then find out all the useful expressions in it.精品文档get good grades on…, do a lot of research on…, learn a lot about…, in poor areas,do things like…, go to restaurant, spend one’s pocket money on…, donate…to…,have big meals, do a lot of work, work very hard, a wonderful organization, joinan organization, grow up(Keys: so…that, are used to, used to, am used to, used to, such…that)W37103 90EF 郯25409 6341 捁-<z30767 782F 砯29790 745E 瑞40590 9E8E 麎36125 8D1D 贝36210 8D72 赲€20582 5066 偦实用文档。
初中英语八年级下册(牛津译林版)Unit5lntegratedskills优秀教学案例
3.引导学生开展探究式学习，鼓励他们主动发现、提出问题，并通过讨论、合作等途径解决问题。
4.注重个体差异，给予学生个性化的指导和建议，帮助他们提高学习效果。
（三）情感态度与价值观
1.培养学生热爱大自然、关注环境保护的意识和情感，使他们认识到保护环境、珍惜资源的重要性。
初中英语八年级下册（牛津译林版）Unit5lntegratedskills优秀教学案例
一、案例背景
初中英语八年级下册（牛津译林版）Unit 5 Integrated Skills优秀教学案例，以“人与自然”为主题，围绕“保护环境、珍惜资源”的核心理念，通过一系列生动、实用的教学活动，旨在帮助学生提高英语综合运用能力，培养他们的环保意识和责任感。
（三）学生小组讨论
在学生掌握了新知识之后，我组织他们进行了小组讨论。我给出了几个关于环境保护的问题，如：“你们周围存在哪些环境问题？如何解决这些问题？”学生们分组进行讨论，提出了各自的观点和解决方案。通过小组讨论，培养了学生的团队合作精神，提高了他们的口语表达能力。
（四）总结归纳
在小组讨论结束后，我邀请了几位学生代表向全班分享了自己小组的观点和解决方案。然后，我对学生的讨论进行了总结归纳，强调了环境保护的重要性以及一般现在时、一般过去时和现在进行时的运用。通过总结归纳，帮助学生巩固了所学知识，提高了他们的归纳能力。
五、案例亮点
1.主题贴近生活：本节课以环境保护为主题，紧密结合学生的生活实际。通过讨论周围的环境问题，学生能够更好地理解和关注环境保护的重要性，提高他们的学习兴趣和参与度。
2.任务型教学法：在教学过程中，我采用了任务型教学法，引导学生通过观察、思考、讨论等方式，发现环境问题，学会提出解决方案，并能够用英语进行表达和交流。这种教学方法不仅有助于提高学生的英语综合运用能力，还能够培养他们的解决问题能力和团队合作精神。
牛津译林版八年级下册英语精品教案
牛津译林版八年级下册英语精品教案一、教学内容本节课选自牛津译林版八年级下册英语教材，主要涵盖第三章“Plant a plant”的内容。
具体包括：了解不同植物的种植过程，学习有关植物生长的词汇和句型，以及学会用英语描述种植过程。
二、教学目标1. 知识目标：学生能掌握本节课所学的词汇和句型，并能运用到实际情景中。
2. 能力目标：学生能够运用所学知识，描述种植过程，提高英语口语表达能力。
3. 情感目标：培养学生热爱生活，关注环保，增强绿色意识。
三、教学难点与重点教学难点：如何运用所学词汇和句型描述种植过程。
教学重点：掌握本节课的词汇和句型，并能运用到实际情景中。
四、教具与学具准备教师准备：PPT、实物（如种子、花盆等）、黑板、粉笔。
学生准备：课本、练习本、彩色笔。
五、教学过程1. 导入：通过展示实物和PPT，引入话题，让学生谈论自己熟悉的植物，为新课的学习做好铺垫。
2. 新课展示：教师呈现教材内容，引导学生学习新词汇和句型，讲解种植过程。
3. 例题讲解：教师给出一个种植过程的例子，引导学生运用所学词汇和句型进行描述。
4. 随堂练习：学生分组讨论，选择一个植物，运用所学知识进行描述，互相交流。
5. 小组展示：每组选一名代表进行展示，其他同学认真倾听，给予评价。
六、板书设计板书分为两部分：左侧为词汇部分，列出本节课所学的词汇；右侧为句型部分，列出描述种植过程的句子。
七、作业设计1. 作业题目：以小组为单位，选择一个植物，运用所学词汇和句型，写一篇关于种植过程的短文。
八、课后反思及拓展延伸2. 拓展延伸：鼓励学生课后进行实地观察，了解其他植物的种植过程，提高英语实际运用能力。
同时，可以组织一次“绿色行动”，让学生亲身参与种植活动，将所学知识运用到实践中。
重点和难点解析：1. 教学难点与重点的设定2. 教具与学具的准备3. 教学过程中的随堂练习4. 板书设计5. 作业设计6. 课后反思及拓展延伸详细补充和说明：一、教学难点与重点的设定重点：本节课的重点在于学生对词汇和句型的掌握，以及在实际情景中的运用。
牛津译林版八年级下册英语教案(1)
牛津译林版八年级下册英语教案一、教学内容本节课选自牛津译林版八年级下册英语教材，具体内容包括Unit 1 Reading: Australia部分。
详细内容为澳大利亚的地理、气候、动物及风土人情等。
二、教学目标1. 让学生掌握关于澳大利亚的基本知识，如地理位置、气候特点、特有动物等。
2. 培养学生运用英语进行阅读、写作、口语表达的能力。
3. 激发学生对英语学习的兴趣，提高跨文化交际意识。
三、教学难点与重点教学难点：澳大利亚的地理、气候、动物等专有名词的表达。
教学重点：阅读理解的技巧及跨文化交际能力的培养。
四、教具与学具准备1. 教具：PPT、黑板、教学挂图等。
2. 学具：课本、笔记本、词典等。
五、教学过程1. 导入：通过展示澳大利亚的风光图片，引出本节课的主题。
2. 阅读前：让学生预测文章内容，激发阅读兴趣。
3. 阅读中：引导学生运用略读、寻读等技巧，获取文章大意；讲解生词、短语，分析句子结构，提高阅读理解能力。
六、板书设计1. 板书Australia2. 主要内容包括：地理、气候、动物、风土人情等关键词汇和短语。
七、作业设计1. 作业题目：（1）用英语描述澳大利亚的地理位置、气候特点、特有动物等。
（2）根据文章内容，编写一段关于澳大利亚的对话。
2. 答案：八、课后反思及拓展延伸1. 反思：本节课是否达到了教学目标，学生的参与度如何，教学难点是否得到解决等。
2. 拓展延伸：鼓励学生课后通过网络、书籍等途径，了解更多关于澳大利亚的知识，提高跨文化交际能力。
重点和难点解析1. 教学内容的把握；2. 教学目标的设定；3. 教学难点与重点的区分；4. 教学过程的安排；5. 板书设计；6. 作业设计；7. 课后反思及拓展延伸。
一、教学内容在准备教学内容时，教师应深入研究教材，了解Unit 1 Reading: Australia部分的每个细节。
特别是对于澳大利亚的地理、气候、动物及风土人情的描述，要确保信息的准确性和趣味性。
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8B Unit 5 International charities第八课时Main task【教学目标】• Aims of knowledge:1. To order ideas following a logical sequence2. Describe specific details about the work of ORBIS as shown in a series of pictures •Aims of ability:3. Organize language and descriptions to write a story about a girl in India4. Present a report to the class•Aims of emotion: 5. To cultivate the students’ cooperation【预习导学】Phrases and sentences: 1. care about 2. finishschool 3. train as a nurse4. What do you think aboutUNICEF?.【精讲精析精练】1．be used to doing sth 习惯于做某事 / used to do sth 过去常常做某事2．not …any more 不再e.g. She is used to working on a plane and is not afraid of flying any more. 她已习惯于在飞机上工作而且不再害怕飞行。
She used to travel by car because she was afraid of flying.她过去常常开车外出因为她害怕飞行。
Exercises: 1）. She is used to (be) a leader(领导者)。
2）. I am afraid of difficult problems . 我已经不再害怕难题。
3．care about…… 关心，在乎e.g. I think Mary really cares about other people. 我认为Mary的确很关心别人。
Exercise: He is thoughtful and always people around him.他做事考虑周到，总是很关心身边的人。
3．I couldn’t read or write. 我既不会读书也不会写字。
（改成肯定句）I read write.【目标达成检测】Ⅰ．选择正确答案：（）1. This morning I went to school in a hurry I left my notebook at home.A. so; thatB. too; toC. enough ; toD. such; that( )2. It believes that all children should when they are sick.A. helpB. helpedC. be helpedD. to be helped( )3. –Do you know how to ask people to donate money to UNICEF?-- advertise on the Internet? --Good idea!A. What aboutB. How aboutC. Why notD. why don’t( )4. I’m not rich enough to a new car.A. liftB. set upC. affordD. affect( )5. The best basketball player should for years.A. be treatedB. be trainedC. treatD. train( )6. How many operations the man ?Is he healthy now?A. has; doneB. has; performed onC. has; been doneD. has; been performed on( )7.－How do you usually study for a test?－ I study__________.A. with seeing English-language videosB. with watching English-language videoesC. by watching English-language videoesD. by watching English-language videos ( )8.Do you have ____ to say about your family？A．else anything B．else something C．anything else D．something else( )9. You ______ to the meeting this afternoon if you have something important to do.A. needn’t to comeB. don’t need comeC. don’t need comingD. needn’t come( )10. 70% of the earth _____ covered with water.A. areB. isC. wereD. being【课后训练】Ⅰ.用所学过的介词填空。
1．He works in the hospital a doctor. 2. Please do it this.3. Lucy is telling something the story.4. Jack is used the life here.5. The students are grateful their teachers.6. The little girl is afraid dogs.7. We should work our country and make it stronger and richer.8. She didn’t go to school because her bad illness.9. Linda spends a lot of money popular clothes.Ⅱ.阅读理解。
Wearing the wrong type of glasses will do harm to your eyes. This is not true for adults, although incorrect glasses may not be good for children under 10. Ready-made glasses, and not wearing when you should, won't do harm to your eyes, but you may see better with glasses that are specially made for you.Watching too much television is bad for your eyes. This is not true. People with easily affected eyes may find they get red and aching from staring at a fixed distance for long periods, but there won't be any lasting effects.Carrots will help you see in the dark. Carrots are rich in beta-carotene, which the body can change into vitamin A, too little of which can cause night blindness. However, people in most countries don't need to worry about vitamin A deficiency(缺乏)，night blindness is more likely to be connected with another vision problem.( )1. According to the passage, which of the following is TRUE?A. Ready-made glasses will do harm to one's eyes.B. Wearing the wrong glasses may do harm to children's eyes.C. The human body is unable to change beta-carotene into vitamin A.D. Watching less television may do harm to children's eyes.( )2. Night blindness is most likely caused by _____.A. staring for long periodsB. too much beta-caroteneC. not enough vitamin AD. vision problems( )3. According to the article, eye problems can be corrected by _______ . A. wearing specially-made glasses B. performing eye exercisesC. cutting back on televisionD. eating more carrots( )4. Watching too much television can cause _______ .A. night blindnessB. lasting eye problemsC. a number of vision problemsD. eye trouble for a limited time( )5. The main purpose of this article is to _______ .A. tell people of the importance of their eyesB. tell people how to protect their eyesC. tell people to have more carrotsD. tell people something more about their eyes Ⅲ. 写作训练：Tom是非洲的一个贫困家庭的孩子。