八年级英语下册《8B Unit 5 International charities》Period 4 Grammar(1)学案(无答案) 牛津版
八年级英语下学期unit 5 教案.doc
8B Unit 5 教案（共9课时）Teaching DesignsUnit opening:Background informationCharities work to help people who are in need with donations they receive from companies, individuals, etc. This comic strip introduces a way tosupport charities – donating money. Other ways may include donating items that different charities need, doing voluntary work, etc.The first periodCotent: Comic stripPreparation: Ask Ss to search and collect information about international charities. Ss are also supposed to bring some pictures to class.Teaching aims:Have the Ss know sth. about international charities and try to talk theirfavorite charities.Teaching procedures:Step1. Tell Ss to read the comic strip, then ask some questions to checkunderstanding, e.g.,What does Oxfam need? (donations)What is Hobo going to do? (Donate money)Ask Ss how they feel about donating money to charities. Find out how much they know about why it is done and what the money is used for. Ask them what else they would consider donating.Step2. Ask Ss to read with partner and try to perform Hobo and Eddieaccording to the comic strip. Then ask three or four pairs to perform thisconversation before the class.Step3. Pay attention to some useful expressions: 1)…. left T: What does “left” mean here? e.g. There are only three 2) be used to doing e.g.He is used to getting up before 6:30 every morning. 3) too…to… e.g.He is too weak to walk any further.Step4. How charities help people:T asks Ss to present their information and pictures of international charities and say sth. about their charities. Ss exchange their ideas.Assignment: Make a dialogue according to the comic strip. Ss shouldreplace Oxform and use other words.The second periodContent: Welcome to the unitTeaching aims:1.To introduce Ss to some international charities2. To prioritize needs in poor countries.Teaching procedures:Step1. T introduces background information:There are many international charities helping needy people and worthycauses all over the world. Look at some symbols in Part A. T uses thesesymbols to present the following charities. T puts the pictures withthese symbols on the blackboard.Step2. Talk about international charities and the work they do. Ask SsWhich international charities they know and write a list on the board.Step3. Tell Ss To look at the symbols in Part A and the names of thecharities in the box. Ask them to write the names of the charities underthe pictures. Tell them to try to do the task on their own first, thencompare answers with a partner.Step4. Check answers as a class. Then Ss How much they know about what the charities in Part A do and how they help people.Step5. Talk about what life is like for people who are very poor. Ask Sstothink about how their lives might be different if they had almost nomoney.Step6. Divide the class into pairs. Ask Ss to look at the list of items inPart B and decide which items are the most important and which items arethe least important for people in poor countries.Assignment:Be able to know more international charities and try to remember theirfull names.The third periodTeaching aims: 1. Understand open questions used in an interview.2. Infer general meaning from title and context.3. Predict the meanings of specific words from close context4. Check understanding by linking parts of sentences.5. Summarize information by completing notes.Teaching procedures:Part A:Step1 Ask if Ss. Know anyone who works for a charity, and if so, whichcharity and what they do.Step2 T writes “ORBIS” on the bl ackboard. Ask Ss what they know about ORBIS or whether they have heard of it before doing the Welcome to theunit exercise. Talk about blindness and how it might affect a person’slife.Step 3 Listen to the tape about the reading, and then ask Ss to read thetext by themselves again.Step 4 Ask Ss some questions to check their understanding and encourage sts. to think more about the topic.Step 5 Ask Ss to do pair work. They practice the interview and perform Dr Ma and the interviewer. ( Three or four pairs perform the interview.)Step 6 Ask Ss to find out the language points in the conversation and analyze them.Part B:Step 1 Remind Ss that the vocabulary listed in Part B1 appears in the interview on pages 76 and 77. If Ss are not sure what a word means, it may help them to read the word in context on those pages.Step 2 Tell Ss to work on their own to complete Part B1.Step 3 Ask five Ss to each read out one word and its definition. Tell Ssto check their own answers.Step 4 Tell Ss to read the interview on pages 76 and 77 again, and usethe information there to help them complete Part B2.Step 5 Tasks one s tudent to read out Amy’s article, pausing at the blanks. This student asks the other Ss for the correct words to complete sentences.Part C:Step1. Explain the context of Part C1. Amy is looking at the ORBIS website and making notes.Step2. Sts. read Amy’s notes and match the first halves of the sentenceson the left with the second halves on the right by putting the correctletters in blanks.Step3. Check answers as a class. Ask six Ss to read out one complete sentence each. Write the correct sequence of letters on the board so Sscan check their answers.Step4. Ask Ss to read Daniel’s notes in Part C2 through first for overall meaning before they do the exercise.S tep5. Ask Ss to complete Daniel’s notes by selecting the correct words from the words in brackets.Step6. When Sts. have finished PartC2, ask volunteers to read out one sentence each.Assignment: Finish the exercises about Reading in workbooks.The fourth periodContents: V ocabularyTeaching aims:1 To develop an understanding of suffixes2 To use appropriate verbs and adjectives in context3 To use suffixes to create nounsImportant and difficult points:We can add –ion(-ation) and –ment to create nounsTeaching proceduresStep1 Revision1 Review the useful expressions英汉互译:1.习惯每天早起 e the plane as a teaching center2.为许多贫困的病人做手术7.some information about international charities3.创办一所希望小学8.affect about 45 million people around theworld4.百分之八十的失明的病例9.support our work by sending donations to ORBIS5.作关于国际儿童基金会的报告10.raise money by organizing other funding-raisingactivities2 Retell the readingStep2 presentation1. Suffixes & prefixesNounadjectiveAdj.oppositecare-ful(less)possibleIm-Help-ful(less)happyUn-use-ful(less)honestdis-e.g. 1. The boy is very help_______ but care________.2. The boy is quite __________(honest) so his father is very_________.(happy)2.e.g. 1.The boy was late because he was ________.(ill)because of his ___________.2.We often ___________ on TV and this is our __________. (advertise)Step3 V ocabulary1.We can form nouns by adding ‘ment’, ‘-ness’, ‘-ion’ to other wordsV erb& adjective + Suffixes ‘-ment’, ‘-ness’, ‘-ion’ → Nounmove + ment → movementill nessillnessprevent ion preventionorganize ation organization2. Finish the exercises.Step 4 more practice用所给的单词填空。
【2019-2020】八年级英语下册 8B Unit 5 International charities Integrated skills导学案(无答案) 牛津版
by making a donation raise money by selling Christmas cards
work all over the world so------that/such-------that
1．We need more people to_______________(支持)our work.
2．Those _____________(病人) must be taken good care of.
3．UNICEF is an______________(组织) that helps governments and families make the world a better place for children.
4．Inste ad of_____________(study), she surfed the Internet.
5．Eating too much hot food is ____________(health)
（二）师生探究、合作交流（如果你能提前做一做，课堂展示能更显风采）
want sb. to be liste n to sb/sth
2.Do you know the saying,“A friend in need is a friend___________(真正地)”。
3.The patients ar e ________________(grate) to the doctors who saved their lives.
4.The heavy work ______________(影响) his health, so he looked much older.
八年级英语下册 Unit 5 International charities Checkout精品学案 牛津译林版
donate（名词） illness（形容词）
6. 完成课本91页B部分的练习
课堂交流展示
1.分组展示预习题1、2。
2.全班展示预习题3、4并分组朗读这个对话，展示其中的新单词。
3.全班展示预习题5、6
课堂达标检测
一、用所给单词的适当形式填空
1.Do you enjoy watching (advertise) on TV?
5.Thanks for your (kind).
6.I cannot go with you.I have to look after my mother.She is in hospital because of her serious (ill).
二、选择题
（ ）1.In the past,people live a poor life.They have nowhere to live
C so; he could not walk D such; he could not walk
( )5.The dolphins are that they can play tricks.
A such a happy B so a smart C so smart D such happy
( )6.I think wildlife is important so I want to some money for WWF.
5.我兄弟习惯于乘飞机周游世界。 .
6.他从前当过老师。 .
学习感悟
Checkout
一、1.advertisewents 2.operation 3.development cation 5.kindness 6.illness
牛津版初中英语八年级下册8BUnit5Internationalcharities10课时英文教案教
Unit 5 International charitiesPeriod 1 Comic strips & welcome 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 learn some international charities. What international charities do you know of?Have you ever heard of famous international charities like: ORBIS, Oxfam, UNICEF, World Vision and World Wide Fund for Nature?Step 2 Finishing off Part AOn page 77 are some logos or pictures. Could you match the logos with the charities?I will check the 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? (Eddie’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 kind 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 wa lk 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 comic 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 the sentences. 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 morecomfortable 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_____. H owever, 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 but 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 one’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 computer 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 bet ween “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 the cityroads. (move)3.Old people live a _____ life in our country. It’s a great _____ for us to welcome you here.(happy)4.The teacher always _____ her students as her children. The new _____ for blindness makessome patients 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 becoming 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 Coming to a summaryCompare ‘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. = Educating students 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 combine 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 tha t he can’t get the apple on the table.→The little boy is too short to get the apple on the table.Step 4 Coming 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 ha ve 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.●Compare 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 computer 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 becoming 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 becoming 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 w ith 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 V ocabularyTeaching 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 Coming 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.(Keys: so…that, are used to, used to, am used to, used to, such…that)Step 5 Doing additional exercises用所给词的适当形式填空1.UNICEF raises money by _____ (sell) Christmas cards and _____ (organize) other fund-raisingactivities.2.Mike is willing to share his _____ (happy) with his friends.3.Most girls are afraid of _____ (go) alone at night.4.Uncle Tom used to _____ (grow) vegetables to make a living.5.The most important thing for us is _____ (study) hard.6.I think he is used to _____ (climb) the hill in the early morning.7.She always helps people and people are always _____ (grate) to her.8.UNICEF provides clean water, food and _____ (educate) to poor children.(Keys: selling, organizing, happiness, going, grow, studying, climbing, grateful, education)Step 6 Homeworka. Go over the whole unit and get ready for the coming test.b. Try to introduce one of the international charities to your friends in English.c. Finish off the exercises in the Evaluation Handbook.。
八年级英语下册 Unit 5 International charities Vocabulary精品学案 牛津译林版
ORBIS is an international _________ (organize) . It understands that the public needs ___________ (educate) on eye care. ORBIS is able to provide good and free eye ____________ (treat) to patients.
课堂达标检测
Have a try!
1.He didn’t come to school yesterday because of his _________(ill).
2.Would you please show me your __________ (collect).
3.Look, there is an _____________ (advertise) on the wall.
( )3.The fans got very ________ when the pop stars were introduced by the host
A excitement B exciting C excited D excite
( )4. Mr Wu, we’d like you to give us advice on how to _______ our spoken English.
学习难点
归纳总结一些单词后缀。
课前自学
1. 把下面的句子补充完整。
(1) ORBIS doctors treat many patients. The patients do not have to pay for the ______.
通过学习你还知道哪些动词也可以＋-ment构成名词。
八年级英语下册《8B Unit 5 International charities》Period 2 Reading(1)学案(无答案) 牛津版
《8B Unit 5 International charities》Period 2 Reading（1）【学习目标】1. Infer general meaning from title and context.2. Predict the meanings of specific words from close context3. Understand open questions used in an interview.4. Give an introduction of the work of an ORBIS doctor课前延伸一、根据中文、英语解释及句意写出单词。
1. You should do more reading to ____________(make…better) your English.2. Many people do not have the money for medical t___________.3. With the help of the mirrors, the doctor performed the o__________ on Edison’s mother.4. His parents are so poor that they can’t a_________ to send him to school.5. You’ve done such an i mportant job that people must be really ____________ (thankful) to you.6.I’m __________ (自豪) of my progress in English among the new students.答案：1. improve 2. treatment 3. operation 4. afford 5. grateful 6. proud二、1. Get some information about OBBIS, World Wide Fund for Nature, Oxfam and UNICEF.2. make up a dialogue about a trip to sp.自主学习记录卡课内探究Fill in the blanks according to the context.ORBIS is charity that helps b___________ people. Most eye problems can bec____________ or prevented. However, many people do not have the m_________ to goto hospital .The doctors on the ORBIS plane fly to poor areas to treat peoplew_________ eye problems and to teach local doctors and nurses new s____________ andknowledge .The local doctors and nurses can watch the o____________ on video .Afterl_________ from he ORBIS doctors, local doctors can then help people in theirareas .People are very g__________ to ORBIS doctors .And the doctors are alsop____________ of their work. Dr Ma believes modern medicine can treat eye problems.What they need is money to carry on with their work .He hopes people s____________donations to ORBIS to support their work.答案：blind, cured, money, with, skills, operation, learning, grateful, proud, send课后提升一、短语翻译：1.做一些志愿工作_____________________2.一座飞行眼科医院________________3.教我们一些学习技能 _________________4.使病人感觉更好 _______________5.想成为一名志愿者医生 ______________6.告诉他们一些关于义演的情况______答案：1. do some voluntary work 2. a flying eye hospital 3. teach us some studyskills 4. make sick people feel better 5. want to be a volunteer doctor 6. tellthem sth. about charity shows 二、单项选择( )1. The thief got into the room _______ climbing the window.A. byB. forC. withD. on( )2. The government wan ts to do more things _____ the world a better place for children.A. makeB. madeC. to makeD. making( ) 3. ---Is your father a teacher ? ---Well, he_________.A. used toB. was used toC. used to beD. is used to be( ) 4. I am sorry. I _________ the book in my home.A. forgetB. forgotC. leftD. leav e( ) 5. All the children should be helped when they are ______.They should also be treated with ______.A. sick, kindnessB. sickness, kindC. sick, kindD. kind,sick( ) 6. The boy is ________ short _______ reach the apple on the apple tree.A. to, tooB. so, thatC. too, toD. such,that( ) 7. Blindness affects about ________ people around the world.A. million ofB. 45 millionsC. millions ofD. 45 thousands( ) 8. He looked________ at me and asked why I looked so ________ .A. sad, sadB. sad, sadlyC. sadly, sadD. sadly, sadly( ) 9.---Can you show me ________ ?A. how to do with this physics problemB. what to do with this physics problemC. how do I do with this physics problemD. what do I do with this physics problem( ) 10. ---What do you think of the TV play? --- O h, I’ve never watched ________.A. a good oneB. the better oneC. a better oneD. the bestone( )11. ---How long has the factory been________? ---It has been________ two months ago.A. opened, open sinceB. open, open forC. opened, opened forD. open, open since( ) 12. The Wangs ________ lunch when I got to their house.A. was havingB. were havingC. is havingD. are havi ng( ) 13. The old must ___________ politelyA. be spokenB. be spoken toC. speakD. speak to ( ) 14. It is impossible ________ such a little girl _______ it in such a short time.A. to…to finishB. of … finishingC. for…to finishD. with…finish( ) 15.In the end, I_____________ hard work.A. got used to doB. used to doC. got used to doingD. used to doing 答案：1-5 ACCCA 6-10 CCCBC 11-15 DBBCC三、翻译下列句子1.他个子不足够高够不着树上的苹果。
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。
八年级英语下册《8B Unit 5 International charities》Period 1 Comic strip
1 《8B Unit 5 International charities》Period 1 Comic strip& welcome to the unit Title (课题) Comic & Welcome to the unit Type (课型) New 新授课 Period (课时) 1
Supporting theories (理论支持) 1. 加德纳的多元智能理论认为，每个人都至少具有八个方面的潜能，智能是发展的，是可以培养的，而且在许多方面都能达到比较高的水平。它使老师看到了学生们的多种潜能，看到了“人人有才”，“每个学生都是潜在的天才”，增强了 我们对每一个人接受教育的可能性的信心。 2. 倡导情境教学法。情境教学法(Situational Teaching Method)是指在教学过程中，教师有目的地引入或创设具有一定情绪色彩的、以形象为主体的生动具体的场景，以引起学生一定的态度体验，从而帮助学生理解教材，并使学生的心理机能能得到发展的教学方法。情境教学法的核心在于激发学生的情感。 情境教学中的特定情境，提供了调动人的原有认知结构的某些线索，经过思维的内部整合作用，人就会顿悟或产生新的认知结构。情境所提供的线索起到一种唤醒或启迪智慧的作用。 3. 多元导入。激发学生兴趣，启迪学生思考。录象和课件都是视觉媒体，可以给学生直观的画面，和丰富的情境，将其运用于教学中，是利用视觉—空间智能理解掌握知识的好办法。不仅能够调动学生多种感官系统，参与学习，而且可以触发人的情感因素，对理解知识是非常有好处的。正如柏拉图所说：“通过愉悦的心灵来教导学生学习，则可能更确切的发现每个人的才能倾向”。
Aims & demands (教学目标)
A: Knowledge (语言知识) To learn something about international charities. B: Language skill (语言技能) To express what people need most in poor countries. 2
牛津版初中英语八年级下册8B Unit 5 International charities 10课时英文教案教学设计
Unit 5 International charitiesPeriod 1 Comic strips & welcome 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 learn some international charities. What international charities do you know of? Have you ever heard of famous international charities like: ORBIS, Oxfam, UNICEF, World Vision and World Wide Fund for Nature?Step 2 Finishing off Part AOn page 77 are some logos or pictures. Could you match the logos with the charities? I will check the 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? (Eddie’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 kind 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 l unch. “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_____ . I t’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 comic 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? Becau se 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 the sentences. Step 7 Doing additional exerciseAsk students to tell if the following statements are “True” or “False” according to the tex t.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 morecomfortable 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 but 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. Theyalso 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 one’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 computer 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 adj ectives. 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 the cityroads. (move)3.Old people live a _____ life in our country. It’s a great _____ for us to welcome you here.(happy)4.The teacher always _____ her students as her children. The new _____ for blindness makessome patients 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 becoming 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 Coming to a summaryCompare ‘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. = Educating students 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 combine 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 Coming 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 ta lk 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.●Compare 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 computer 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 becoming 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 som ething 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 becoming 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 Coming 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.(Keys: so…that, are used to, used to, am used to, used to, such…that)Step 5 Doing additional exercises用所给词的适当形式填空1.UNICEF raises money by _____ (sell) Christmas cards and _____ (organize) other fund-raisingactivities.2.Mike is willing to share his _____ (happy) with his friends.3.Most girls are afraid of _____ (go) alone at night.4.Uncle Tom used to _____ (grow) vegetables to make a living.5.The most important thing for us is _____ (study) hard.6.I think he is used to _____ (climb) the hill in the early morning.7.She always helps people and people are always _____ (grate) to her.8.UNICEF provides clean water, food and _____ (educate) to poor children.(Keys: selling, organizing, happiness, going, grow, studying, climbing, grateful, education)Step 6 Homeworka. Go over the whole unit and get ready for the coming test.b. Try to introduce one of the international charities to your friends in English.c. Finish off the exercises in the Evaluation Handbook.。
江苏省海安县大公初级中学八年级英语下册《8B Unit 5 International charit
《8B Unit 5 International charities》Period 1 ic strip& weleto the unitKey points & difficulties (教学重、难点)1. The difference between “be used to do sth.”, “be used to doing sth.”and“used to do sth.”.2. Learn to make sentences with “so…that”.TeachingMethods(教学方法)Task-based approachAids:课前准备（教具、活动准备等）1. Get some information about charities around the world from the Internet.2. Which charity do you like best and why.教学设计课前延伸（预习）1.查阅ORBIS, World Wide Fund for Nature,World Vision, Oxfam and UNICEF内容相关的资料，以备课上合作交流。
2.解决疑难问题。
（个人思考，小组讨论，待课上求助）养成自学习惯，培养自学能力Teaching Plan (授课计划) Studying Plan(学习计划)Aims(设计意图)学StepⅠWarming up1. Ask students to talkabout something they didduring the last weekend.2. Make students talkabout the bad weather,1.从生活中发生的事情入手，给学生创设自然真实的学习氛围。
2.从引导学生关课后提升Step VI Assignment1.Recite all the newwords.2. Find more informationabout charities on theInternet3. Write an to your bestfriends and tell themwhat you will do to makeour world full of loveand more and morebeautiful.控制作业量，既落实双基，又重视知识面的拓宽和能力的提升。
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《8B Unit 5 International charities》Period 4 Grammar（1）
【学习目标】
语言知识：
.掌握used to do /be和 be (get) used to doing/a noun/a a noun phrase 的结构及
用法。
语言技能：
能用所学结构表述观点。
情感态度：
学会欣赏生活，并作出评价。
【学习重难点】
The difference between ‘used to’ and ‘be used to’
课前延伸
Keys: 1. work 2. operating 3. living 4. to read 5. doing 6. to send
自主学习记录卡
1.自学本课内容后，你有哪些疑难之处？
2.你有哪些问题要提交小组讨论？
课内探究
用 used to 和 be used to 的适当形式填空。
2
1. My uncle ________ live in a big city but he ________ living in a village now.
2.I _______ get up late when I was in the middle school.
3. My sister loves her job very much and she ____ the lifestyle of an air hostess.
4. The child _________ watch too much TV at night. So he has poor eyesight now.
5. We students ___________ doing morning exercises every day.
6. Her father is a teacher now. But he ________ be a worker.
7. I never go to school by bike. I __________ taking a bus to school.
8. We _______ play badminton twice a week. But we are so busy that we
haven’t enough time to play it now.
9. — Are you a teacher now? — No. But I ________ be.
10. Tina often works till nearly midnight. She _________ working at night now.
11. There ________ be a school here but now we can’t find it.
12. — ____ you _______ getting up early every morning?— Yes, I am.
Keys: 1. used to; is used to 2. used to 3. is used to 4. used to 5. are used to
6. used to 7. am used to 8. used to 9. used to 10. is used to 11. used to 12. Are ,
used to
课后提升
把下列汉语翻译成英文