八年级英语下册《unit5》教案

1、苏州市第二十六中学备课纸 教学课题Unit5 International charities教学时间（日期、课时）教材分析Comic strip学情分析Charities work to help people who are in need with donations they receive from companies, individuals, etc. This comic strip introduces a way to support charities donating money. Other ways may include donating items that di

2、fferent charities need, doing voluntary work, etc.教学目标1.Ask Ss to search and collect information about international charities. Ss are also supposed to bring some pictures to class. 2. Have the Ss know sth. about international charities and try to talk their favorite charities.3.To introduce Ss to s

3、ome international charities 4. To prioritize needs in poor countries.教学准备Computer， CD etc集体备课意见和主要参考资料Reference book页边批注加注名人名言 苏州市第二十六中学备课纸 教学过程Step1. Tell Ss to read the comic strip, then ask some questions to check understanding, e.g., What does Oxfam need? (donations) What is Hobo going to do? (D

4、onate 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 Eddie according to the comic strip. Th

5、en 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 2) be used to doing e.g. He is used to getting up before 6:30 every morning. 3) tooto e.g. He is too weak to wa

6、lk 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. 4.Assignment: Make a dialogue according to the comic strip. Ss should replace Oxform and use other words. Welc

7、ome to the unitStep1. 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 blackboa

8、rd. Step2. Talk about international charities and the work they do. Ask Ss Which 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 the charities in the box. Ask them to write the names of the charities under the pictures

9、. Tell them to try to do the task on their own first, then compare 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 Ss to think abo

10、ut how their lives might be different if they had almost no money. Step6. 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. 4. Assignment: Be able to know more

11、 international charities and try to remember their full names.页边批注加注名人名言 苏州市第二十六中学备课纸 板书设计be used to doing tooto作业设计 Be able to know more international charities and try to remember their full names.教学反思Students need more practice页边批注苏州市第二十六中学备课纸 教学课题 reading 1,2教学时间（日期、课时）教材分析Learn about ORBIS 学情分析

12、Students can know some charities教学目标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.教学准备Reco

13、rder 集体备课意见和主要参考资料Reference book页边批注加注名人名言 苏州市第二十六中学备课纸 教学过程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 t

14、o the unit exercise. Talk about blindness and how it might affect a persons life. Step 3 Listen to the tape about the reading, and then ask Ss to read the text 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

15、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 inter

16、view 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 Ss to check their own answers. Step 4 Tell Ss to

17、read the interview on pages 76 and 77 again, and use the information there to help them complete Part B2. Step 5 Tasks one student to read out Amys 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 C

18、1. Amy is looking at the ORBIS website and making notes. Step2. Sts. read Amys 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. Step3. Check answers as a class. Ask six Ss to read out one complete sentence eac

19、h. Write the correct sequence of letters on the board so Ss can check their answers. Step4. Ask Ss to read Daniels notes in Part C2 through first for overall meaning before they do the exercise. Step5. Ask Ss to complete Daniels notes by selecting the correct words from the words in brackets. Step6.

20、 When Sts. have finished PartC2, ask volunteers to read out one sentence each. 4.Assignment: Finish the exercises about Reading in workbooks.页边批注加注名人名言 苏州市第二十六中学备课纸 板书设计ORBISA planedocter作业设计Finish the exercises about Reading in workbooks.教学反思Great changes have taken place in Suzhou. Do the students

21、 notice it and can they describe them?页边批注苏州市第二十六中学备课纸 教学课题Vocabulary教学时间（日期、课时）教材分析vocabulary学情分析1 To develop an understanding of suffixes 2 To use appropriate verbs and adjectives in context 3 To use suffixes to create nouns教学目标1 To develop an understanding of suffixes 2 To use appropriate verbs a

22、nd adjectives in context 3 To use suffixes to create nouns教学准备Recorder 集体备课意见和主要参考资料Reference book页边批注加注名人名言 苏州市第二十六中学备课纸 教学过程1 Review the useful expressions 英汉互译: 1.习惯每天早起 6.use the plane as a teaching center 2.为许多贫困的病人做手术7.some information about international charities 3.创办一所希望小学 8.affect about 45

23、 million people around the world 4.百分之八十的失明的病例9.support our work by sending donations to ORBIS 5.作关于国际儿童基金会的报告 10.raise money by organizing other funding-raising activities 2 Retell the reading Step2 presentation 1.Suffixes&prefixes Nounadjective Adj.opposite care-ful(less) possibleIm- Help-ful(less

24、) 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) 3. The boy was late because he was _,because of his _.(ill) 4.We often _ on TV and this is our _. (advertise) Step3 Vocabulary 1.We can form nouns by adding ment,

25、 -ness, -ion to other words Verb& adjective + Suffixes -ment, -ness, -ion Noun move + ment movement ill nessillness prevent ion prevention organize ation organization 2. Finish the exercises. Step 4 more practice 用所给的单词填空。 1.Yesterday he was _ but his _wasnt serious. (ill) 2.His mother needs an _ so

26、 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) 页边批注 苏州市第二十六中学备课纸 板书设计ment, -ness, -ion Verb& adjective + Suffixes -ment, -ness, -ion N

27、oun move + ment movement ill nessillness prevent ion prevention organize ation organization 作业设计4. 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. 我昨天受到一封邀请信。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。5.Teaching notes:教学反思Students need more practi

28、ce页边批注加注名人名言苏州市第二十六中学备课纸 教学课题Grammar教学时间（日期、课时）教材分析Learn past perfect tense学情分析We can use reported speech to tell people what someone else said. We do not need to change the tense if we are reporting a fact or if the information is still true. However, we may still need to change the pronoun.教学目标To

29、use reported speech without tense change To use used to to talk about a past habit or state. To use be used to to talk about what we have done regularly. Important and difficult points: The differences between used to and be used to教学准备Recorder 集体备课意见和主要参考资料Reference book页边批注加注名人名言 苏州市第二十六中学备课纸 教学过程

30、A Reported speech without tense change 1. We can use reported speech to tell people what someone else said. We do not need to change the tense if we are reporting a fact or if the information is still true. However, we may still need to change the pronoun. The teacher told his students, “The sun ris

31、es in the east and sets in the west.” The teacher told his students that the sun rises in the east and sets in the west. 2. Divide the class into pairs. Tell students to ask each other the following questions: What is your favourite sport? When do you do your homework? How do you go to school? Where

32、 d you live? Tell students to write down what their partner says using reported speech 3. Ask a few students to present information about their partners to the class, e.g., Sandy said that her favourite sport is basketball. David said that he does his homework after school. Millie said that she goes

33、 to school by bike. Tom said that he lives on Zhongshan Road. 4. Go through the information in the four Tip boxes on page 81. 5. Finish the exercises(A1,A2,A3) 6. Ask the students to read their answers Step4 Game S1:I like football. S2:S1 said that he/she likes football. But I like basketball. S3:S2

34、 said that he/he likes basketball.4. Extension Amy said to Jim, “Open your book.” Amy told Jim to open his book. The teacher said, “Dont watch TV, Tom.” The teacher asked Tom not to watch TV.B,CStep1 Warming up 1.Show some photos about Lantau Island and talk about them. ( Lantau Island is a place in

35、 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

36、常常). Step 2 Presentation. 1. Explain that we use used to to talk about a past habit 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 f

37、actory. 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.)Step3 Practice. 1. Ask the students to help Amy describe what Dr Mas life was like using use

38、d to then check in pairs. 2.Go through the answers with the class orally. Step4 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 i

39、n 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.) Step5 Presentation.

40、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

41、 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 unifo

42、rm/ 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 thr

43、ough 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 us

44、ed to cut things/for cutting things.Step6 Practice. 1. Explain the context of Part C 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

45、/a noun/a noun phrase习惯于. be used to do/for doing sth.被用于做Step7 Consolidation. Complete the sentences . 1.My father used to (work ) in a shoe factory. 2.Dr Lin was not used to (operate ) on so many patients every day. 3.He is used to (live ) in the north. 4.Did you use ( read ) English in the mornin

46、g. 5.We are used to ( do ) morning exercise before breakfast. 6.A stamp is used ( send ) letters.页边批注 苏州市第二十六中学备课纸 板书设计used to do /be 过去常常做/过去是 be (get) used to doing/a noun/a noun phrase习惯于. be used to do/for doing sth.被用于做作业设计一 用括号内单词的适当形式填空。 1.At first Dr Ma wasnt 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