八年级英语下册 Unit 5 International charities 教案2 牛津版

Unit 5 International charities
Objectives:
To talk about favourite charities.
To use “use to” to talk about a past habit or state.
To use “be used to” to talk about a thing we have done regularly for a long time.
To use “so … that ” or “such … that …” to show the result of something.
Period 1Comic strip & Welcome to the unit
Preparation:
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 their favorite charities. To introduce Ss to some international charities
To prioritize needs in poor countries.
Teaching contents:
Words and phrases:
international pocket further health care
pocket money be used to
Sentences:
I’m not used to going out before lunch.
Hobo, you used to be very kind to me.
I’m so weak that I can’t walk any further.
Teaching procedures:
Comic strip
Step1. Reading
Tell Ss to read the comic strip, ask some questions to check understanding.
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. Asking
Ask Ss to read with partner and try to perform Hobo and Eddie according to the comic strip.
Then ask three or four pairs to perform this conversation before the class.
Step3. Pay attention to some useful expressions
1) …left
T: What does “left” mean here?
e.g. There are only three students left.
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 should replace Oxform and use other words.
Welcome to the unit
Step5. T introduces background information
There are many international charities helping needy people and worthy causes all over the world. Look at some symbols in Part A. T uses these symbols to present the following charities. T puts the pictures with these symbols on the blackboard.
Step6. Talking
Talk about international charities and the work they do. Ask Ss Which international charities they know and write a list on the board.
Step7. Tell Ss To look at the symbols in Part A and the names of the charities in the box. Ask them to write the names of the charities under the pictures. Tell them to try to do the task on their own first, then compare answers with a partner.
Step8. Check answers as a class. Then Ss How much they know about what the charities in Part A do and how they help people.
Step9. Talk about what l ife is like for people who are very poor. Ask Ss to think about how their lives might be different if they had almost no money.
Step10. Divide the class into pairs. Ask Ss to look at the list of items in Part B and decide which items are the most important and which items are the least important for people in poor countries.
Assignment:
Be able to know more international charities and try to remember their full names. Exercises:
据句意、首字母和中文意思完成句子。

1. I used to __________ (fly) kites in spring.
2. We can go out for a walk __________ (后来).
3. She is not used to __________ (travel) by train.
4. What do you think people in poor (country) need most?
5. I’m too w__________ to go on walking.
6. My father often takes me to the __________ near the park.
7. I remember you have enough p__________ money.
8. The little cat __________ (take) to the animal center.
择题。

( ) 1. —Shall I tell John about it?
—No, you __________. I’ve told him already.
A. mustn’t
B. needn’t
C. can’t
D. shan’t
( ) 2. —Where’s my pen?
—Oh, sorry. I have taken __________ by mistake.
A. yours
B. you
C. mine
D. your
( ) 3. —Can I get you a cup of orange?
—__________.
A. It’s very kind of you
B. With pleasure
C. You can, please.
D. Thank you for the orange
( ) 4. The problem is __________ difficult for me __________ work out.
A. very, to
B. too, to
C. so, that
D. enough, to
( ) 5. He used to __________ with his parents.
A. go swimming
B. going swimming
C. go swim
D. going swim
( ) 6. I’m used to __________ a doctor.
A. is
B. was
C. being
D. be
Periods 2-3 Reading
Teaching 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 context
4. Check understanding by linking parts of sentences.
5. Summarize information by completing notes.
Teaching contents:
Words and phrases:
affect mostly case cure medical treatment operation patient afford skill train operate indeed proud medicine treat improve rich
medical treatment afford to
operate on used to
be used to sth / doing sth be grateful to
carry on
Sentences:
Many of our patients are so poor that they can’t afford to travel to hospital.
When I worked in a hospital, I used to do only two or three operations a day.
It’s hard work and we need to work very quickly, but I used to it.
You’ve done such an important job that people must be really grateful to you.
I’m proud to be able to help so many people.
Modern medicine is developing so quickly that we can treat and cure most eye problems and improve the lives of patients.
Words:
interviewer blindness
Teaching procedures:
Part A:
Step1. Ask if Ss. Know anyone who works for a charity, and if so, which charity and what they do.
Step2. T writes “ORBIS” on the blackboard. Ask Ss what they know about ORBIS or whether they have heard of it before doing the Welcome to the unit exercise.
Talk about blindness and how it might affect a person’s life.
Step3. Listen to the tape about the reading, and then ask Ss to read the text by themselves again.
Step4. Ask Ss some questions to check their understanding and encourage students to think more about the topic.
T / F according to the dialogue.
① Dr Ma woks in the hospital all the time.
② There are about 45 million blind people in rich countries.
③ Most of the cases of blindness can be cured and prevented.
④ ORBIS is a hospital on a plane.
⑤ Volunteer do ctors perform operations in a hospital.
⑥ Local doctors and nurses can learn from volunteer doctors and nurses.
⑦ During Dr Ma’s last visit, he operated on two or three patients.
⑧ All the patients in poor countries don’t need money.
⑨ Modern medicine can treat people problem’s in poor countries.
⑩ We shouldn’t send donations to ORBIS.
Step5. Ask Ss to do pair work. They practice the interview and perform Dr Ma and the interviewer. ( Three or four pairs perform the interview.)
Step6. Ask Ss to find out the language points in the conversation and analyze them.
Part B:
Step1. Remind Ss that the vocabulary listed in Part B1 appears in the interview on
pages 78 and 79. If Ss are not sure what a word means, it may help them to
read the word in context on those pages.
Step2. Tell Ss to work on their own to complete Part B1.
Step3. Ask five Ss to each read out one word and its definition.
Tell Ss to check their own answers.
Step4. Tell Ss to read the interview on pages 76 and 77 again, and use the
information there to help them complete Part B2.
Step5.Tasks one student 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 sentences on the left with the second halves on the right by putting the correct letters in blanks. Step2. 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 Ss can check answers.
Step3.Ask Ss to read Daniel’s notes in Part C2 through first for overall meaning before they do the exercise.
Step4. Ask Ss to complet e Daniel’s notes by selecting the correct words from the words in brackets. Step5. When Sts. have finished PartC2, ask volunteers to read out one sentence each.
Assignment: Finish the exercises about Reading in workbooks.
Exercises:
根据提示完成句子。

Reading in the sun will a_________ our eyesight.
They have _________ (治愈) over 300 people in my hometown since last week.
The ORBIS doctors will examine the eyes of _________ (病人).
I was i_________ very glad to hear the good news.
We are _________ (自豪，骄傲) that we beat them in the football match.
用所给动词的适当形式填空。

The TV _________ (turn) on. We are ready to watch TV.
Many factories _________ (build) here in 1990s.
The new play _________ (show) on TV tomorrow.
We use the printer for _________ (put) the words and pictures onto paper.
A keyboard _________ (use) for typing information into her computer.
We are too tired _________ (walk) on.
They are used to _________ (chat) at lunchtime.
He used to _________ (play) computer game.
词组翻译。

1. 80%的失明病例________________
2. 飞行眼科医院________________
3. 施行手术________________
4. 通过录象观看手术________________
5. 向奥比斯捐助________________
6. 继续我们的工作________________
7. 现代医药________________ 8. 支持我们的工作________________
Period 4 Vocabulary
Teaching aims:
1. To develop an understanding of suffixes
2. To use appropriate verbs and adjectives in context
3. To use suffixes to create nouns
4. Important and difficult points:
We can add –ion(-ation) and –ment to create nouns
Teaching contents:
Words:
agreement invention punish ugly
educate
Teaching procedures:
Step1. Revision
Answer the following questions according to Reading.
① What do ORBIS doctors do?
(ORBIS doctors treat many patients.)
② Do the patients have to pay for the treatment?
(No. The patients do not have to pay for the treatment.)
③ What kind of patients do they help?
(They help people who are blind.)
④ Can they be cured?
(Most cases of blindness can be cured or prevented.)
Step2. Presentation
1. Suffixes & prefixes
noun (n.) — adjective (adj.) — opposite
care —careful — careless
help — helpful — helpless
e.g.
1. The boy is very __________ (help) but __________ (care).
2. The boy is quite __________ (honest) so his father is ve ry __________.
(happy)
e.g.
1. The boy was late because he was __________.
He didn’t go to school because of his __________ (ill).
2. We often __________ on TV and this is our __________. (advertise)
Step3. Vocabulary
1. We can form nouns by adding ‘ment’, ‘-ness’, ‘-ion’ to other words
Verb& adjective + Suffixes ‘-ment’, ‘-ness’,‘-ion’ → Noun
move + ment → movement
ill +ness → illness
prevent + ion → prevention
organize + ation → organization
2. Finish the exercises.
Step4. More practice
1) 用所给的单词填空。

① Yesterday he was __________ but his __________wa sn’t serious. (ill)
② His mother needs an __________ so the doctors decides to _________
on her next week. (operate)
③ My father is always ____________ with his _____________. (busy)
④ The ____________ will __________ a charity show to raise money.
(organize)
⑤ With the ___________ of science, we should ____________ our
farming. (develop)
⑥ Today__________ is very important so we should ___________ our
children well. (educate)
2) Assignment:
①他的母亲因为生病需要手术，所以医生决定下周动手术。

②她总是看上去很高兴，因为她的内心充满喜悦。

③那家公司在电视上已登了广告。

我看过他们的广告。

④我昨天受到封邀请信。

是Tom邀请我参加下星期六他的生日派对。

⑤医生的职业是治疗病人。

每个病人都应受到良好治疗。

Periods 5-6 Grammar
Teaching aim:
1. To use ‘ used to’ to talk about a past habit or state.
2. To use ‘be used to’ to talk about what we have done regularly.
Important and difficult points:
The difference between ‘used to’ and ‘be used to’
3. To use an adjective or an adverb between ‘so’and ‘that’and to use a noun or a noun phrase
between ‘such’ and ‘that’.
Teaching contents:
Phrases and sentences:
spend … on / in (doing) sth
I used to eat breakfast at 7 am every day.
I am (not) used to the hot weather / drinking coffee.
Dr Ma has done such an important job that people must be really grateful to him. Teaching procedures:
Step1. Revision by exercise
1) 词组互译。

①对……感激____________
② have some pocket money left____________
③给……动手术____________
④ 80 percent of the cases of blindness____________
⑤习惯于____________
⑥ cure sick people____________
⑦为……感到自豪____________
⑧ work for 72 hours without sleep____________
⑨志愿为……工作____________
⑩ be more meaningful____________
2) 根据首字母提示，完成下列句子。

① The old man felt very p________ of her son because he won the first
prize.
② People must be really t________ to you for your work.
③ Modern medicine can c________ those blind people.
④ There are so many p________ in the hospital because of the cold
weather.
⑤ You should work hard to i________ your study.
⑥ Blindness a________ about 45 million people all over the world.
⑦ Today many people do not have enough money for
m________ treatment.
⑧I don’t have any p________ money with me.
⑨ I was g________ to John for bringing the books to me.
⑩It’s m________ to take part in the trip to the World Park.
3) 用括号内单词的适当形式填空。

①At first Dr Ma wasn’t used to ________ (travel).
② The poor area is in great need of ________ (educate).
③ Last night, the doctor gave an ________ (operate) on this poor boy.
④ Does the Red Cross need blood ________ (donate) ? Yes, of course.
⑤Children can’t go to school ________ (most) in the poor countries.
⑥ The patient did not have to pay for the ________ (treat) .
⑦ He used t________ (take) a walk after supper.
⑧ UNICEF is a part of the United Nations, it ________ (set ) up in 1947.
⑨ They can raise money by ________ (organize) a fund-raising even
⑩The old man can’t see anything because of the ________ (blind).
4) 完成句子。

①他们通过组织一些募集资金的活动募捐钱款。

They raised money _________ _________ fund-raising activities.
②我决定省一些钱捐给希望工程。

I _________ _________ _________ some money _________
_________ _________ Project Hope.
③妈妈告诉我污染是世界上最严重的问题
My mother told me pollution is_________ _________ the world’s
_________ _________ _________.
④ Sandy过去常开车旅行，因为她害怕飞行。

Sandy _________ _________ _________ by car because she is
_________ _________ flying.
⑤她们为这些穷孩子提供水、食物，以便他们能更加健康
They _________ water and food _________ the poor children
_________ _________ they can be healthier.
⑥失明影响着全世界大约445万的人们，主要是贫困国家。

_________ _________ 44.5 million people around the world,
_________ in poor countries.
⑦不好的消息是很多人没有钱医治。

The bad news is _________ many people _________ _________ _________ money for the treatment.
⑧李医生不习惯在飞机上工作。

Doctor Li _________ _________ _________ _________ on the plane.
⑨ Amy说一些医生连续工作72小时没有睡觉。

Amy said that some doctors _________ _________ 72 hours
_________ _________.
⑩雨下得太大了，以致于人们不能继续在外面干活。

It rained _________ _________ _________ people couldn’t
_________ _________ _________ outside.
Step2. Warming up
1. Show some photos about Lantau Island and talk about them.
( Lantau Island is a place in Hong Kong. It used to be the home of many wild animals.
There were green hills and fresh air. People used to take the ferry there. They used to live on boats or in small villages …)
Ask some students to go on talking about it.
2. Get the students to pay attention to the underlined phrases: ‘used to’
(过去常常).
Step3. Presentation
1. Explain that we use ‘used to’ to talk about a past hab it or state that does not happen
any more.
The structure is subject + ‘ used to’ + infinitive
2. Ask students to look at the examples at the top of page84. Ask them to think of other
examples.
e.g.
He used to work in the factory.
My father used to read newspapers after breakfast.
3. Change the two sentences into positive and negative sentences, then tell the students
how to form Tag Questions. (Pay attention to their changes.)
Step4. Practice
1. Ask the students to help Amy describe what Dr Ma’s life was like using
‘used to’ then check in pairs.
2. Go through the answers with the class orally.
Step5. Consolidation
1. Make sentences with ‘used to’.
1) Tom, get up, at six
2) Mr Smith, read English, in the morning
3) Children, play games, after school
4) I, be, a policeman
5) People , go to work, by bike
2. Work in pairs.
(Ask students to bring a photo of themselves when they were younger. Students tell each other what their lives were like in the past. Each student should make up at least three sentences with ‘used to’. Ask some to tell the class about their partners’ lives using ‘used to’.)
Step6. Presentation
1. Show students two sentences then ask them to guess their meanings.
e.g.
He is /gets used to having noodles for breakfast.
I am /get used to riding a bike to work.
2. Stress that the meaning of ‘be (get) used to’ (习惯于) is different from
‘used to’（过去常常）. (We often 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 ‘-ing’ form of a verb.)
3. Ask students how their lives have changed since they started secondary school.
e.g.
the different route / method of travelling to school /large school/ different uniform/ more subjects, etc.
4. Work in pairs.
(Ask students to formulate sentences to express the idea of becoming accustomed to something.
e.g.
I am (get) used to taking the bus to school.
I am (get) used to studying more than 10 subjects a week.
I am (get) used to eating lunch at 11:30 p.m
5. Go through the explanation and example sentences on page 85. Explain how to form positive
and negative sentences with ‘be (get) used to’.
6. Ask students to pay attention when ‘be used to’ means ‘被用于’, we should use an
infinitive after it.
e.g.
Bamboo can be used to make chairs/for making chairs.
A knife is used to cut things/for cutting things.
Step7. Practice
1. Explain the context of Part B then write out the sentences.
2. Check the answers quickly.
3. Help Shirley complete her diary .
4. Finish ‘Work out the rule!’ together, then show the students a table.
used to do /be 过去常常做/过去是……
be (get) used to doing/a noun/a a noun phrase习惯于…….
be used to do/for doing sth.被用于做……
Step8. Presentation
Show some sentences:
The flowers are beautiful. Everyone likes them.
→The flowers are so beautiful that everyone likes them.
He is a lovely boy. All the teachers like him.
→He is such a lovely boy that all the teachers like him.
The girl runs very fast. Nobody can catch up with her.
→The girl runs so fast that nobody can catch up with her.
Step9. Read the sentences above and lead to the rules
so + adjective / adverb + that clause
such + noun / noun phrase + that clause
Step10. Practice
1) 用such / so / very 填空。

① Miss Li is __________ friendly that almost everyone likes her.
② The computer is __________ expensive that I can’t afford it at all.
③ Nancy is __________ lonely and wants to go back home at once.
④ We are __________ excited that we can’t say a word.
⑤ It’s __________ a fine day that many children fly kites in the park.
2) 合并句子。

① It is a different problem. Nobody can work it out.
________________________________________________
② I am very tired after a day of work. I don’t want to move at all.
________________________________________________
③ Doing voluntary work for charity is very meaningful.
Many people want to do it.
________________________________________________
④ Tom spoke very fast. We can’t understand him.
________________________________________________
Period 7 Integrated skills and Study skill
Teaching aim：
To develop the students’ abilities of listening, speaking, reading and writing.
Important and difficult points：
To understand and respond to the factual information presented in the radio programme. Teaching contents:
Words and phrases:
war
make a donation do voluntary work instead of
Sentences:
UNICEF helps make the world a better place for children.
UNIC EF believes that all children should have clean water and food so that they can be healthy.
Teaching procedures：
Step1. Daily report: Our class charity show
Step2. Leading-in
(1) Ask students to talk about UNICEF. ( Ask them to search some information
about UNICEF before the class.)
(2) Show some pictures about the work that UNICEF does around the world to
make children’s lives better.
(3) Some new words. voluntary, fund-raising, serious.
Step3. Read and listen
1. Listen to the tape and put the sentences into the correct order in Part A1.
2. Listen to it again so that students can check their answers.
3. Ask students to read the sentences.
4. Ask students to read the information on the website in Part A2 then answer
the questions.
(1) What is the charity called?
(2) When was it set up?
(3) Why was it set up?
5. Complete Daniel’s report in A4 then read it together.
6. Explain the notes:
(1) be set up
(2) make the world a better place for sb.
(3) raise money by doing sth.
(4) so that
(5) instead of doing
Step4. Learn the dialogue about charities in Part B
1. Ask students to thin k about some of the problems facing the world today. Write their
suggestions on the board, e.g., hunger, war, pollution, poverty, loss of wildlife habitat, lack of education, overpopulation, sickness, etc.
2. Tell students to think about which problems they think are the most important /serious.
Then ask students to think about the different charities they have learned about in this
unit. Ask them to decide which one they would most like to support and why.
3. Listen and answer.
Q：Which is your favourite charity ? Why ?
What did you use to spend your pocket money on ?
4. Listen and read.
5. Read in pairs.
6. Act
(1) Ask students to make their own conversations about their fav ourite
charities using Kitty and Daniel’s conversation as a model.
(2) Ask a few pairs to present their conversation to the class.
Step5. Extension
1. Divide the class into groups. Ask them to prepare a brief introduction about UNICEF.
2. Invite some groups to show their results.
Step6. Study skills
Tell students that we can use flow charts to show how something works or how to do something.
A flow chart represents the different steps of a particular process or action. It shows the
main steps of a process or development clearly without getting involved in non-essential information. Using a flow chart can help students organize their ideas when they are preparing
a piece of writing. Get students to elicit the idea that a river moves easily from one place
to another. Let students know that in the same way a flow chart helps students develop and organize their ideas in a predetermined sequence from beginning to end.
Ask the students how they usually prepare their notes when working on a piece of writing.
Encourage them to come up with different ideas, e.g., notes in point form, mind maps, index cards, etc.
Tell students to look at Amy’s flow chart about the work of ORBIS. Ask them to help her complete it using the words from the box. Allow less able students to work in pairs. Check answers as a class.
Step7. Pair work
Remind students when we make flow charts, we do not need to use complete sentences. Then ask students to work in pairs to prepare a flow chart to explain a familiar activity, e.g., How to travel from Suzhou to Sanrio Puroland
How to organize a fund-raising activity
How to operate a DVD player
How to play their favourite computer game
Ask some pairs of students to write their flow charts on the board. Then ask them to give brief presentations of their flow charts.
Assignment:
1. Oral work: Make a dialogue about charities.
2. Written work: Write a brief introduction about UNICEF.
3. Finish some exercises.
4. Choose a familiar activity and complete a flow chart on their own.
Period 8 Main task
Teaching aims:
To order ideas following a logical sequence.
Describe specific details about the work of ORBIS as shown in a series of pictures.
Organize language and descriptions to write a story about a girl in India.
Present a report to the class
To cultivate the students’ cooperation
Important and difficult points:
She is used to working on a plane and is not afraid of flying any more.
She used to travel by car because she was afraid of flying.
care about …
I hope to have a job like Mary’s when I finish school.
I couldn’t read or write. 〔I could read and write.〕
What do you think about UNICEF?
Teaching procedures:
Step1. Warming-up
Everyday English.
Guess the names of charities.
This organization works to eliminate poverty and injustice in many countries. —Oxfam This organization works to conserve the environment and animal habitats. —World Wide Fund for Nature
It is a charitable organization that funds development projects in poor areas around the world. —World Vision
This organization works to reduce preventable blindness in many countries. It is dedicated to the saving of sight and the delivery of training of doctors and nursed. —ORBIS Step2. Presentation
Ask students why they think someone would want to work for a charity. Ask them to think about the advantages and disadvantages of working for a charity versus having an ordinary job. Remind them that working for a charity does not pay very well. Some people who work for charities are volunteers and do not get paid at all. Others work for very little money.
Ask students to think about other motivating factors besides money.
Step3. Main task A
Ask students to look at the pictures in Part A1. Explain that the pictures show the story of someone who changed her job and lifestyle in order to do something she likes and is interested in.
Tell students to read Amy’s report in Part A2. Explain that the paragraphs tell the story about Mary in Part A1, but they are not in the correct order. Ask students to put the paragraphs in order by writing the numbers 1-5in the boxes.
Ask a volunteer to read out his/her an swers. Ask a few more volunteers to read out the
paragraphs in order.
Step4. Discussion
Ask students how they feel about Mary’s new lifestyle. Would they change their lifestyles in order to help others? Why or why not? Encourage them to discuss in groups. Then collect their reasons to have a report.
Step5. Main task B
Ask students what they remember about UNICEF from the Integrated skills section. Talk about how UNICEF works to improve the lives of children all over the world.
Tell students that they are now going to learn about someone who was helped by UNICEF. Ask them to look at the pictures and read the captions in.
Ask students to write about Mandeep’s life. Tell them that they can use the outline in Part B2 to help them, but encourage them to use their own imaginations to describe details, events and feelings.
Remind students to make notes and prepare a draft before they begin writing in their books.
Ask a few more able students to present their reports to the class. Allow less able students to present their reports to their partners.
Assignment:
Finish some exercises.
Ask the students to use their imagination to draw some pictures and write a report imitating Part B in groups of four.
Period 9 Checkout
Teaching aims:
To revise key grammar and vocabulary items taught in the unit and give the Ss the chance to practice them.
To develop ideas using a flow chart and an awareness of how ideas flow to describe a particular process or activity.
To use a diagram to illustrate the flow of ideas visually.
To cultivate the students’ cooperation.
Teaching contents:
Words and phrases:
research
do a lot of research on。