英语（八年级下册）
Unit 7 International charities
Welcome to the unit & Comic strip
南京师范大学第二附属初级中学 缪媛媛
I. Learning aims and Teaching objectives
By the end of the lesson, students should be able to:
1. know some famous international charities;
2. talk about what they know about charities.
II. Teaching contents
1. New words and phrases: especially, basic, education, right, spread, equal rights, pocket money
2. New structures: I’m too weak to walk any further.
We only have five kilometres left.
It provides basic education for children in poor areas.
It also works to prevent the spread of some serious diseases, like AIDS, among young people.
III. Focus of the lesson and predicted area of difficulty
To talk about different charities with the new words.
IV. Teaching procedures
Comic strip
Step 1 Lead-in
Free talk
1. How can we help people in need
2. Have you ever done anything for charities
3. Were you happy to help charities
4. What will you do for a charity in the future
【设计意图：结合单元话题进行自由对话，通过问题复习上个单元的话题内容。】
Step 2 Presentation
1. Look and answer
T: Look at the picture from Comic Strip and answer two questions:
(1) What are Eddie and Hobo doing
(2) Can you guess where they are going
2. Listen and answer
T: Listen to the conversation between Eddie and Hobo and answer the questions below.
(1) What is needed for charity
(2) What does Hobo want Eddie to do
(3) Does Eddie want to go at once
Step 3 Practice
1. Watch and act
T: Watch a flash and practice in pairs. Then act it out.
2. Fill in the blanks
【设计意图：将巩固形式由对话变成小短文，不仅可以检测学生对对话内容掌握的情况，也可以检测学生的信息转换能力。同时，还引发学生对慈善公益事业的思考。】
Welcome to the unit
Step I Lead-in
Free talk
1. What charities in China do you know about
2. How do they help people
3. What international charities do you know about
4. Have you ever heard of the famous international charities like ORBIS, Oxfam and UNICEF？
【设计意图：从学生已有的认知开始导入，从熟悉到陌生，再从陌生到熟悉，让他们在不知不觉中进入本课话题。】
Step 2 Presentation
Task 1
1. Watch and answer
T: Enjoy a video and answer the two questions
(1) Who also needs our help
(2) Which charity can help them
2. Look and say
(1) What does the first picture look like
(2) Which charity does it stand for
Task 2
Look and match
Task 3
1. Watch and choose
T: Watch three short videos and choose the right answers.
【设计意图：通过三段英文视频让学生对于著名的慈善机构有更深层的理解，同时设计相关问题，让学生带着问题去看视频，效果更佳。】
2. More tips of charities
Task 4
Read and match
Task 5
1. Look and say
T: Look at the logo. Which charity does it stand for
S: UNICEF.
T: From the video we know that everybody has the equal rights to receive basic education. However, some children, especially those from poor areas, can’t go to school like us. We should try to help them go back to school.
2. Listen and answer
T: Listen to the conversation between Mr Wu and his students and answer the questions.
【设计意图：采用听录音回答问题的形式，让学生关注对话细节的理解，由于难度较低，学生更愿意配合，可以播放两遍。】
Step 3 Practice
Task 6
1. Make up a new conversation
T: Read the dialogue in Part B in groups and make up a new one like this.
【设计意图：根据原文编新的对话，可以检验学生是否掌握了所学知识，鼓励学生适当添加细节，进行脱稿表演是很有必要的。】
2. Have a show
T: I will give each group three minutes to make up a new dialogue. Here are three situations for you to choose.
【设计意图：本次活动展示是编对话，跟以往不同的是，这次设计了三个示范，给学生提供了选择的机会，学生可以就自己熟悉的知识储备来准备对话，增加了自我价值体现的机会，增强学好英语的信心。】
Step 4 Extension
Have a discussion.
T: You have known so much about four international charities. There are also some famous charities in China. Look at the pictures and choose one to talk about.
【设计意图：本部分是延伸拓展部分，要求学生不仅要了解国际上的慈善机构，也要对中国的慈善机构有所了解，这样可以让他们树立为中国乃至世界的慈善机构出一份力的信心。】
V. Homework
1. Search the Internet for more information about charities;
2. Recite the two dialogues;
3. Think about which charity you want to join and explain the reasons to your class.
Situation A
PAGE英语（八年级下册）
Unit 7 International charities
Reading (Ⅱ)
仪征市青山中心学校 端薇薇
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. use the key words and expressions to introduce the work of an ORBIS doctor;
2. have a deep understanding of the text and prepare to write about the charity;
3. know how to ask questions properly in an interview.
II. Teaching contents
1. New words and phrases: interviewer, blindness, medical, patient, afford, proud, reader, medicine, develop, prevent, treat, mostly, case, cure, treatment, operate, carry on, medical treatment
2. New structures: Many of our patients can’t afford to go to hospital, so we have to go to help them.
Also, local doctors and nurses are invited on board to learn about eye operations.
I’m proud to help people see again and improve their lives.
III. Focus of the lesson and predicted area of difficulty
To use the key words and expressions to introduce the work of an ORBIS doctor.
To know how to ask questions properly in an interview.
IV. Teaching procedures
Step 1 Revision
1. Introduce the eye problems on earth
(1) Show the first part of the logo of ORBIS, and asks the students what it looks like.
(2) Give three numbers (“285 million”, “80%”, “many”) to help the students introduce the eye problems.
2. Introduce the work of ORBIS
(1) Show the second part of the logo, tell the students it’s not only a flying eye hospital but also a training centre and invite the students to complete the sentences with the help of some key words.
(2) Ask the students to think why it is also a training centre, and introduce the famous words by Lao Tzu to help them understand it.
3. Introduce Dr Ma’s work, feeling and hope
(1) Show the picture of Dr Ma, and ask the students to complete the information about his work, feeling and hope.
(2) Invite the students to look at the logo carefully and tell them a small part is missing, require the students to think what is missing, what it means, and what we can do to help.
4. Retell in groups
Ask the students to introduce ORBIS with a help of a mind map.
【设计意图：本环节的设计抓住了本课的话题主线索，紧扣慈善组织的成立缘由、运行方式、受助者的反应、大众参与方式等几个主要方面的内容，帮助学生复习ORBIS的主要信息。通过图片进行信息转换，将纯文字形式的内容生动、清晰地呈现给学生，利用了标识中隐去飞机的部分、原型、增加虚线等几种形状，形象地概括出本文的三个主要部分。引用老子的名言帮助学生寻找中西方文化的相通之处，创造性地解读标识引导学生进行深度思考，着力培养跨文化和有主见的读者。】
Step 2 Language focus
1. Study the language points
(1) operate & operation
Show two sentences with “operate” and “operations”, use a picture to help the students understand them, and show the usage of them. Ask the students to complete two sentences with them.
(2) medical & medicine
(3) prevent, treat and cure
Show the English meanings, the usage, and the noun forms of these three words. Ask the students to pay attention to the differences.
T: Some of us have eye problems now. What should we do to prevent eye problems Please put the three words in order.
(4) afford
Ask the students to find a sentence with the similar meaning to “Many of our patients can’t afford to go to hospital.” in the text. Help the students to understand the usage of “afford”, and require them to translate two sentences.
(5) on board
Ask the students to guess the meaning of “on board” with the help of some pictures and s how some examples.
(6) proud
Show the English meaning and usage, and encourage the students to make sentences with “proud” and “pride”.
(7) carry on
Show the usage of “carry on” and list some similar phrases, ask the students to do some exercises and introduce the famous poster (keep calm and carry on).
2. Complete the story
Show a passage about the story of a little girl and ask the students to complete it using the words they have learnt.
【设计意图：在语言点的教学中，教师试图呈现足够多的示例，在真实的情境中引导学生总结出词的不同用法，随即通过造句、短文填空等形式，操练了重点语言点，巩固了学生对词义的理解。】
Step 3 Extension
1. Know more about the story of the little girl
(1) Students watch a publicity film of the documentary “through their eyes”, and know more about the story of the little girl.
(2) After watching, students discuss and answer four open questions:
Why is it a hospital with wings
Why do they choose Mongolia
What do they do to bring light to darkness
Whose life does the operation change How do they feel
【设计意图：紧接上个环节的短文，观看纪录片《明亮双眸》的宣传片，根据学生已有的对ORBIS的理解思考回答四个开放性的问题，这种读后的拓展，促使学生独立思考，创造性地使用已获取的信息。】
2. Study the questioning skills in an interview
(1) Explain the word “interview”. Ask the students to identify the “interviewer” and “interviewee” in the picture.
(2) Show the interviewer’s words in the interview, and encourage the students to judge whether they are good questions.
(3) Give a short summary and introduces three kinds of questions (open-ended, follow-up and personal).
(4) Work in groups.
【设计意图：本环节重点引导学生观察采访中的问题，思考这些问题是否合适，教师适当总结问题的类型，教给学生关于采访的提问技巧。在小组活动中要求学生选择一个慈善组织，讨论并设计采访问题，课后再查找资料回答问题并设计海报，使这项综合性任务具有实际意义和挑战性，在做中学，提高学生的语言能力、思维能力以及交流与合作的能力。】
V. Homework
1. Try to answer the questions you asked about the charities. You may get the information from the library or on the Internet.
2. Make a poster about the charity your group chose. Put it on the wall so the whole class can enjoy it.英语（八年级下册）
Unit 7 International charities
Study skills
仪征市教育局 赵倩
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. know the name of five common punctuation marks;
2. know the usage of comma, full stop, question mark, exclamation mark and quotation marks;
3. use comma, full stop, question mark, exclamation mark and quotation marks correctly.
II. Focus of the lesson and predicted area of difficulty
To learn how to use comma, full stop, question mark, exclamation mark and quotation marks correctly.
III. Teaching procedures
Step 1 Lead in
1. Enjoy two pictures
Show two pictures made of different symbols and ask “What’re the pictures made of ”.
Let the students pay attention to the circled symbols. They are punctuation marks.
2. Try to punctuate sentences
Show two sentences without punctuation marks: “woman without her man is nothing” and “Do you know her dad”. Ask the students to add punctuation marks.
Let the students realize the importance of punctuation marks.
【设计意图：首先通过图片引出标点符号，接着让学生给句子加标点，点明标点符号的重要性。】
Step 2 Presentation
1. Introduce five common punctuation marks
comma, full stop, question mark, exclamation mark and quotation marks
2. Read and answer
Show four sentences. Let the students read them and answer the questions:
(1) How many punctuation marks are used at the end of a sentence
(2) What are they
Introduce three end punctuation marks: full stop, question mark, exclamation mark.
3. Have a try
Choose the right punctuation.
【设计意图：开门见山，让学生知道今天所要学习的主要内容，给学生一个初步印象，为接下来的学习做铺垫。通过四个句子让学生找出用于句子末尾的三个常用标点符号，简单介绍句末标点的用法，并让学生练习使用。】
4. Learn the usage of five common punctuation marks
(1) Full stop
Play a short cartoon. Repeat the words in the cartoon and explain what a complete thought is. Then give some examples to help the students understand the usage of full stop.
List some other usages of full stop.
(2) Question mark
Enjoy a cartoon about question mark.
Then ask two questions and explain the usage of question mark. It’s used at the end of a direct question. Give three examples about direct questions.
Show three questions to the students. Let them think about the usage of question marks in these sentences.
At last, let the students list more.
(3) Exclamation mark
Watch a cartoon first.
Then let the students read “I am an exclamation mark! I am used for strong feelings! I’m excited!” with emotion.
After that, list four sentences about different feelings.
At last, encourage the students say more feelings.
(4) Comma
Watch the cartoon, and show three sentences.
Let the students know the usage of separating words, phrases and clauses.
Show some other examples about comma, explain them and give the students a tip, that is, do not connect two independent clauses with a comma only.
(5) Quotation marks
Introduce quotation marks from a sentence. Let the students know they are used to enclose words.
Give two sentences about direct speech and indirect speech. Let the students compare these two sentences to tell which speech we can use quotation marks.
List some examples to let the students know the placement of quotation mark.
【设计意图：逐一学习五种常用的标点符号。卡通视频可以让学生快速了解各标点的用法，并增强他们的学习兴趣。从视频中标点的自述入手，逐步分解关键用法，并辅以例句来分析说明，便于学生掌握要领。让学生举例以增加语言的输出量，同时检测他们的学习情况。】
Step 3 Summary
Show the table on Page 103. Go through it with the students.
Let the students pay attention to the right writing of full stop, which is different from the Chinese full stop.
【设计意图：通过呈现课文表格，和学生一起回顾五种标点符号的用法。通过中英文例句的呈现，让学生发现句号在英语和汉语中书写的差异，确保学生正确书写。】
Step 4 Practice
Add the punctuation marks to the sentences
Give four sentences without punctuation marks. First let the students add the correct punctuation marks. Then check the answers with the students.
Add the punctuation marks to the passage
Give a short passage without punctuation marks on PPT. Let the students add the correct punctuation marks. Then check the answers with the students together.
【设计意图：通过两组练习来检测学生本节课的学习效果。练习难度逐步增加，有一定的梯度。通过这两项操练，可以让学生对照自评本节课的目标达成度。】
Step 4 Conclusion
Show the sentence on PPT:
The teacher says, “You are great! Today we’ve learned comma, full stop, question mark, exclamation mark and quotation marks. Can you use them ”
【设计意图：通过呈现一段话来概括本节课的内容要点，这句话中用到了今天所学的五种标点符号，用红色标出标点可以提醒学生关注这些标点的用法。】
IV. Homework
Make your article better.
Put the best articles onto the wall and enjoy together.英语（八年级下册）
Unit 7 International charities
Reading ( I )
仪征市教育局教研室 赵倩
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. get a general idea of ORBIS.
2. introduce ORBIS and how it works to others.
3. know what they can do to help ORBIS.
II. Teaching contents
1. New words and phrases: interviewer, blindness, medical, patient, afford, proud, reader, medicine, develop, treat, go to hospital, on board, carry on
2. New structures: The plane is also used as a training centre.
Many of our patients can’t afford to go to hospital.
I’m proud to help people see again and improve their skills.
III. Focus of the lesson and predicted area of difficulty
To retell the interview to others.
IV. Teaching procedures
Step 1 Pre-reading
1. Look and say
T: Look at these logos of charities. Do you know the name of each logo
2. Ask and answer
T: This is the logo of ORBIS. What does the logo look like Why is there a plane in the logo Why is it a special plane
【设计意图：从前一节课学习过的慈善标志入手，引出奥比斯。接着通过一系列关于图标的问题让学生对奥比斯有个大概的了解，同时也为接下来的学习做了铺垫。】
Step 2 While-reading
1. Skimming
(1) Read and answer.
T: Look at the picture. Who is he (Dr Ma). He is an ORBIS doctor. Look at this man. He is interviewing Dr Ma. He is an interviewer. Please read the interview quickly and find how many questions the interviewer asks.
(2) Read and divide.
T: Read the interview quickly and divide it into 4 parts. Tell me the main idea of each part.
2. Scanning
(1) Read the first part (Lines 1-6)
T: What does the word “blindness” mean
How many people are blind or have other eye problems
Can they be prevented or cured
Where are most of them from
(2) Read the second part (Lines 7-15)
Introduce “Flying Eye Hospital” by asking “what does ORBIS use to visit poor areas ”
Let the students read and find the answer to the question why the plane is used as an operation room and a training centre.
Ask the students to retell the work of ORBIS.
Answer the questions: Why is there a plane in the logo Why is it a special plane
(3) Read the third part (Lines 16-20)
Read the interviewer’s question and Dr Ma’s answer to know the number 150.
Read this part and fill the blanks with adjectives.
Dr Ma is very _______.
Dr Ma’s work is very ________.
Dr Ma feels very __________ of his work.
(4) Read the fourth part (Lines 21—26)
Why can most eye problems and diseases be treated and cured
What is needed to carry on with ORBIS
What does Dr Ma hope
3. Read the interview loudly
Let the students read the interview together and then in roles. Pay attention to the pronunciation and intonation.
【设计意图：根据本课的特点，让学生快速浏览全文，找出采访者问的问题，在这些问题的提示下快速阅读，对文章进行分段，概括段落大意。接下来进行分段阅读，利用找关键词及问题引导等形式带领学生细读课文，帮助他们更深层次地理解课文。在理解的基础上让学生大声朗读和分角色朗读，可帮助他们更好地领悟文章的意义。】
Step 3 Post-reading
Fill in the blanks
2. Have an interview
T: Work in pairs and talk about how ORBIS works. Suppose one is an interviewer, and the other is an ORBIS doctor, a local doctor or a patient.
3. Have a discussion
T: Work in groups of four and talk about what we can do to support ORBIS. The following suggestions may help you.
(1) Introduce ORBIS to more people.
(2) Tell people that it is important to take good care of eyes.
(3) Donate more money to ORBIS.
4. Summary
Give a helping hand. Many hands make light work.
【设计意图：提供一篇根据课文内容改编过的缺词填空，让学生口头完成，便于教师对学生学习情况的了解。接下来的采访环节可以了解学生对课文各个部分细节的掌握程度。最后的讨论可以发散学生的思维，让学生知道如何从自身做起。】
V. Homework
1. Read the interview three times after the tape.
2. Try to retell the interview.
3. Finish B2 on Page 96.英语（八年级下册）
Unit 7 International charities
Task
仪征市青山中心学校 端薇薇
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. learn about an ORBIS volunteer called Diana;
2. write a report about an Indian girl helped by UNICEF;
3. learn the five steps of writing (prewrite—write—revise—edit—publish).
II. Teaching contents
1. New words and phrases: secretary, India, officer, make up one’s mind
2. New structures: She wanted to help poor people with eye problems see again, so she made up her mind to train as a nurse and attended courses after work.
She is getting used to travelling by plane.
III. Focus of the lesson and predicted area of difficulty
1. To write a report about an Indian girl helped by UNICEF.
2. To learn the five steps of writing (prewrite—write—revise—edit—publish).
IV. Teaching procedures
Step 1 Lead-in
Describe the pictures in your own words
T: Amy wants to write about the work of an ORBIS nurse called Diana for her class presentation. And she found some pictures of Diana.
T: Look at these two pictures. Can you guess Diana’s job in the past As you see, she was an office lady, a secretary of a company. Did she look happy Look at the second one. What does she do now Does she look happy Why does she change the job and what happened Try to describe the pictures in your own words.
【设计意图：作为本单元最后一个课时，学生已具备较多的知识背景储备，创设情境邀请学生观察和比较两张图片，并用自己的语言描述图片初步串起故事情节。】
Step 2 Reading Comprehension
1. Discuss the pictures
Students read the six pictures carefully. They can ask any question about the story, and invite the other students to answer. They can get the answer from the report or use their imagination to get reasonable answers.
The teacher gives six questions. Students read and underline the answers in the report.
(1) What was her life like
(2) Which does she like better, travelling by car or by plane
(3) In which way did she learn about ORBIS
(4) After learning about it, how did she feel and what did she do
(5) What is her life like now
(6) How does she feel about the changes
2. Analyze the structure of the article
T: Now please find the topic sentences of each paragraph, and get the main idea of each paragraph.
3. Compare the lives in the past and at present
T: The first paragraph and the third paragraph tell Diana’s work, lifestyle and way of travelling. They have similar structures.
【设计意图：从讨论图片入手，引导学生自己提出问题并试图通过阅读和合理的想象推理回答问题，从而体会细节的重要性；找出每段的中心句，引导学生总结出文章大体的段落结构；分段比较阅读，帮助学生赏析示范文章布局的严密，层层深入，为下一环节的写作提供素材和范例。】
Step 3 Writing practice
1. How to write
Show the five steps of writing; indicate that we should write step-by-step.
【设计意图：写作实践环节首先向学生展示写作的五个基本流程，五个流程环环相扣，操作性强，能有效帮助学生明确按步骤写作的理念。】
2. Prewriting—choose a topic/collect details
(1) Ask students to write about an Indian girl helped by UNICEF and show the pictures and the information. Show the subject, form, purpose and audience.
(2) Ask students to complete a 5 W’s chart.
Writing tips: An experience includes the basic details, sensory details and dialogues.
(3) Ask students to put things in order.
Ask students to use the time line to organize things in time order.
【设计意图：写前环节除了列出相关图片和教科书提供的提纲信息外，还帮助学生了解本次写作的体裁、目的、读者类型，有效地提高写作的目的性和针对性；介绍了叙事文写作的两个准备环节：1. 利用5w交代叙事文几大要素；2. 时间轴帮助排列事件顺序。这两种方法适用于大多数的叙事文写作。提示了学生叙事要注意关注基本细节、感官细节和对话。】
3. Writing—write a first draft: a beginning + a middle + an ending
Show the structure of the report.
(1) The beginning should get the readers’ attention and introduce the experience. Show three ways to begin:
a. Start with dialogues;
b. Begin with a fact or an interesting statement;
c. Put yourself in the middle of the action.
Give three examples and encourage students to write their own.
(2) The middle part tells story in time order. It may include sensory details, use dialogues, and share the feelings people experienced.
Give a model middle and guide the students to pay attention to the transition words and sensory details.
(3) The ending should bring the story to a close. Show three possible ways:
a. Tell what you learnt from the experience;
b. Explain how the experience changed you;
c. Tell how you felt about the experience.
Give three examples and encourage students to write their own.
【设计意图：分段落指导学生写作，列出几种开头和结尾段落的写法，并阐明写作意图，给出具体的范例，有助于学生掌握叙事类文章的特点。】
4. Revising—improve your writing
(1) Show the steps to revise.
Read—review—ask—change
(2) Add and move parts.
Use the model passage to show how to add and move parts and explains why.
(3) Rewrite parts.
Ask students to rewrite three sentences.
Give three tips:
a. Transition words help connect ideas;
b. Use specific nouns, vivid verbs and colorful adjectives;
c. Add variety to sentences.
【设计意图：如何润色英语作文是一个难点，学生往往感觉无从下手。本环节的设计给出具体的步骤，并通过修改例文，说明修改的原因，并给出了一些修改的小提示，可以启发鼓励学生改善自己的习作。】
5. Editing—check for errors
Invite the students to check the article for punctuation, capitalization, grammar error and spelling.
6. Publishing—share your writing
Show the final copy.
Give two tips:
a. Use blue or black ink and write neatly;
b. Indent every paragraph and leave a one-inch margin of all sides.
【设计意图：五个写作环节环环相扣，一气呵成，通过剖析一篇例文具体的写作过程，为学生提供很好的范例。】
7. Assessing the final copy
Show how to assess the final copy.
8. Reflecting on your writing
Reflect by answering four questions.
【设计意图：评价和自我反思环节引导学生在写后进一步思考，学会学习。】
9. The advantages of writing
Show the advantages of writing:
become a better student, understand your experience, connect with others, enjoy life ...
Encourage the students to write more.
10. Write your article
V. Homework
1. Make your article better.
2. Put the best articles onto the wall and enjoy together.英语（八年级下册）
Unit 7 International charities
Integrated skills
仪征市青山中心学校 端薇薇
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. learn about the work of UNICEF and some basic background knowledge;
2. catch the key points from the listening materials;
3. learn to talk to the doctor about problems.
II. Teaching contents
1. New words and phrases: war, organize, pale, matter, check, get toothache, organize other activities, prevent sb from getting illnesses, have a check
2. New structures: What’s the matter
I’ve got toothache.
How long have you felt like this
Well, it’s nothing serious.
III. Focus of the lesson and predicted area of difficulty
1. To talk about UNICEF.
2. How to talk to the doctor.
IV. Teaching procedures
A The work of UNICEF
Step 1 Warming-up
1. Watch a video
(1) The teacher introduces Daniel and raises questions:
How can Daniel use his pocket money What could a 5-cent coin do Is it useless
(2) Students watch a short video.
(3) The teacher guides students to discuss what a 5-cent coin can do and introduces UNICEF. T tells students that by donating to UNICEF, we can make a useless coin powerful.
2. Brainstorm
T: This video totally changed Daniel’s mind and he wanted to know more about UNICEF, so he planned to search for more information about it on the Internet. And what would you like to know about UNICEF
【设计意图：本段来自UNICEF的公益广告视频紧扣本课主题，思想性和艺术性兼备，容易被学生所接受。通过Daniel的个人观念转变迅速导入，引发学生思考5分钱的用途，将慈善这种观念植入学生日常的行为中。头脑风暴引导学生思考了解某一组织需要哪些方面的信息，建立本课知识体系，同时又教给了学生学习的方法。】
Step 2 Presentation and Listening
1. Read and help find the information (A1)
Students read and see if they could find the answers to “how, where, what, why and when”. If they could, just underline the sentences.
2. Listen and put the sentences into the correct order (A2)
Some listening tips:
(1) Read quickly to get the main idea;
(2) Underline the possible key words;
(3) Listen and match.
3. Read and help answer the questions (A3)
(1) Students read and find the answers to the questions, underlining the related sentences.
(2) Students write down the answers to the questions, using the complete sentences.
4. Complete the report and listen to check (A4)
(1) Students complete the report using the information in A1and A2.
(2) Students listen to check.
(3) T guides the students to get the structure of the report.
【设计意图：本环节的设计紧扣教材，读并寻找信息、听并排序、读并写，三个任务逐层递进，难度逐渐加大，在教授的过程中注重了策略的传授，帮学生详细地理清了思路。】
5. Work in pairs to have an interview
T: Daniel’s classmates are also interested in UNICEF. They all wanted to interview Daniel about it. Let’s work in pairs. Good questions are very important in an interview. Open-ended, follow-up, and personal questions would help.
【设计意图：两两合作进行访谈训练呼应了本单元阅读部分ORBIS的采访稿，借用当时总结的三种采访中的好问题，引导学生自行设计问题进行实际的访谈。这项任务具有实际意义和挑战性，在做中学，发展了学生的语言能力、思维能力以及交流与合作的能力。】
B Speak up: I’ve got toothache.
Step 1 Lead-in
Introduce the health centres of UNICEF.
T: To keep the children healthy, UNICEF does a lot. A number of health centres are built all around the world. As you can see in the pictures, these children are receiving free medical treatment.
Step 2 Presentation and Listening
1. Listen and answer
T: Today, a boy goes to one of them, what’s the problem Let’s listen and find it.
T: He’s got toothache. That means his tooth hurts. If my ear, head, back or stomach hurts, then I’ve got earache, headache, backache or stomachache.
【设计意图：让学生带着简单问题听录音，初步感知听力录音中的内容。】
2. Listen and check for mistakes
3. Read aloud in different ways
Pay attention to linking and loss of blasting.
【设计意图：以多种形式读对话，帮助学生进行正音练习，提醒他们注意连读和失去爆破这两种特殊情况。】
Step 3 Practice
1. Pick a role and prepare for it
T: I’ll show you some pictures of roles. Each student can choose one and prepare for it with the help of sentences provided. You are also encouraged to use your own words.
2. Play the game
T: Now let’s act it out. All the doctors sit in a row, and the patients can choose different doctors as they like. Patients will talk to the doctors about their problems, and they’ll vote for “the Most Popular Doctor” at last.
【设计意图：教师给予学生角色的自由选择权，激起他们的参与热情；根据角色的不同事先提供一些参考句型，并给予一定的时间准备，提高学生情境下的语言储备；全班参与角色扮演，自由选择搭档，模拟了真实的看病场景，即时生成的语言真实有效。】
V. Homework
1. Remember the new words and phrases.
2. Practise reading the report and the dialogue aloud after the record.英语（八年级下册）
Unit 7 International charities
Grammar
南京师范大学第二附属初级中学 缪媛媛
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. grasp the structures of the passive voice in the simple present and past tenses;
2. understand the differences between the passive voice ( http: / / esl. / od / grammarstructures / a / passive_voice.htm ) and active voice;
3. use the passive voice correctly.
II. Teaching contents
New words and phrases: hold, set, leaflet, including, hand out, set up
III. Focus of the lesson and predicted area of difficulty
To use the passive voice in the simple present and past tenses correctly.
IV. Teaching procedures
Step 1 Lead-in
T: What is it Yes, iPhone. Who invented it Jobs invented the iPhone. We can also say the iPhone was invented by Jobs.
T: What does ORBIS need ORBIS needs more money. We can say more money is needed by ORBIS to help blind people.
【设计意图：从学生熟悉的主题导入本节课的目标语法项目:一般现在时和一般过去式的被动语态。】
Step 2 Presentation
T: Look at the picture. Do you know what the Class 1, Grade 8 students are doing
S: The students in Class 1, Grade 8 will hold a charity show. They are preparing for it.
T: Yes. And the members from ORBIS, Oxfam, WWF and UNICEF also want to take part in the charity show.
1. Talk about ORBIS
T: Look at the pictures and talk about ORBIS. You can use the conversation as a model.
【设计意图：通过师生间有关单元话题的对话，自然地呈现目标语法结构。】
2. Talk about WWF
T: Look at the picture. What does it tell us
S: Many trees are planted in spring. Many trees aren’t planted in winter.
T: How about this picture
S: Lights were turned off to protect the earth last year.
Lights weren’t turned on to protect the earth last year.
【设计意图：在保护环境的语境中，引导学生仔细观察、思考并归纳出一般现在时和一般过去式的被动语态的肯定句及否定句的结构。】
3. Talk about UNICEF
T: UNICEF will send some cartoon books to the children in poor areas. The children like Tom and Jerry very much.
Can Tom catch Jerry (active voice) At last, Jerry was caught by Tom. (passive voice)
4. Talk about Oxfam
T: Oxfam will give some food to the people in need. The members of Oxfam made a cake.
Please put the active voice into the passive voice.
【设计意图：通过简单的句子讲解主被动语态转换的问题。】
Step 3 Practice
1. Complete the sentences
T: Turn to Pages 99-100, and finish the exercises. You can write out the sentences using the active voice and then turn them into the passive voice.
【设计意图：让学生在简单的操练中巩固一般现在时和一般过去时的被动语态的肯定句结构。】
2. When to use the passive voice
(1) Use the passive voice to describe what happened to the people with eye problems.
The plane is used as a hospital.
His eye problem was cured two months ago.
The lives of the patients with eye problems are improved.
(2) Work in pairs and discuss when we use the passive voice.
a. It is obvious who performs the action.
b. We don’t know or don’t need to know who performs the action.
c. The action is more important than the person who performs the action.
【设计意图：让学生观察体会本单元课文中的被动句，感知被动语态的意义、功能及用途。】
3. Identify the passive voice in different tenses
4. Correct the sentences
5. Complete the conversation
6. Fill in the blanks
【设计意图：巩固练习由易到难，最后的语篇填空融阅读与语法训练为一体，有助于激发学生学习语法的热情。】
Step 4 Production
Look and say
T: UNICEF and Oxfam have done a lot for the people in need. Work in groups of four and choose one organization to describe its activities. Remember to use the passive voice. I’ll choose some groups to report to the class.
【设计意图：语言产出环节是本节课的高潮，符合课标提出的要求——做中学，学中做。】
V. Homework
Write about the charity activities of UNICEF or Oxfam using the passive voice.
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