译林版牛津英语8B Unit 5 教案[下学期]

8B Unit 5 教案（共9课时）
Teaching Designs

Unit opening:
Background information
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 different charities need, doing voluntary work, etc.
The first period
Cotent: Comic strip
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.
Teaching procedures:
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 (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 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 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.

The second period
Content: Welcome to the unit
Teaching aims:
1.To introduce Ss to some international charities
2. To prioritize needs in poor countries.
Teaching procedures:
Step1. 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.
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. 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 about 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.
Assignment:
Be able to know more international charities and try to remember their
full names.
The third period
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 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.
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 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 Ss
to check their own answers.
Step 4 Tell Ss to 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 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.
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 Ss
can check their answers.
Step4. Ask Ss to read Daniel’s notes in Part C2 through first for overall
meaning before they do the exercise.
Step5. 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 period
Contents: 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
Important and difficult points:
We can add –ion(-ation) and –ment to create nouns
Teaching procedures
Step1 Revision
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 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
NounadjectiveAdj.opposite
care-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 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.
Step 4 more practice
用所给的单词填空。
1. Yesterday he was __________ but his __________wasn’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)
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。
课后小结：
The fifth period
Content: Grammar A
Teaching aim
To use reported speech without tense change
Important and difficult points:
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.
Teaching procedures:
Step1 Revision
1. Review suffixes ‘-ment’, ‘-ness’, ‘-ion’
2. Review the object clause:
e.g.1 His name is Tom. I am sure. →I’m sure (that) his name is Tom.
2 what is your name I don’t know. →I don’t know what your name is.
Step2 Presentation
T: What does your father do
S1:My father is a worker.
T: What does S1 say ( to Ss) What did S1 say just now
T& Ss: S1 says that his father is a worker. S1 said that his father
is a worker.
A fact
Step3 Grammar
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 rises 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 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 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 said that he/he likes basketball….
Extension
Amy said to Jim, “Open your book.” →Amy told Jim to open his book.
The teacher said, “Don’t watch TV, Tom.” →The teacher asked Tom not to
watch TV.
Assignment:
Tom says to Millie, “…” (reported speech)
1. I get up at 6 a.m. every day.
2. I like songs about love.
3. I have a house in your hometown.
4. I can speak a little Japanese.
5. My favourite food is pizza.
6. I want to travel to Africa someday.
7. Jim loves you.
8. Don’t leave me alone.
课后小结：
一．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
二．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.
8. I don’t have any p money with me.
9. I was g to John for bringing the books to me.
10. It’s m to take part in the trip to the World Park.
三．用括号内单词的适当形式填空。
1.At 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 .
5.Children can’t go to school, (most) in the poor countries.
6.The patient did not have to pay for the ( treat ) .
7.He used to ( 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 event.
10.The old man can’t see anything because of the ( blind ).
四、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之一。
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.
The answers to the exercises:
一．词组互译。
1.be grateful to sb. 2.剩下一些零花钱
3.operate on sb. 4.百分之八十的失明病例
5.be (get) used to …… 6.治愈病人
7.be proud of 　　8.工作72小时不休息
9.volunteer to work for…… 10.更有意义
二．根据首字母提示，完成下列句子。
1.proud 2.thankful 3.cure 4.patients 5.improve 6. affects
7.medical 8.pocket
9.grateful 10.meaningful
三．用括号内单词的适当形式填空。
1.travelling 2.education 3.operation 4.donations 5.mostly 6.treatment
7.take 8.was set 9.organizing 10.blindness
四、Answers:
1. by organizing
2. decided to save, to donate to
3. one of , most serious problems .
4. used to travel , afraid of
5. provide …for, so that,
6. Blindness affects
7. that ,don’t have enough money
8. isn’t used to working
9. work for 72, without sleeping
10. so heavily that, go on working
The sixth Period
Contents: Grammar B and Grammar C
Teaching aims:
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’
Teaching procedures:
Step1 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).
Step2 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 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.)
Step3 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.
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 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’.)
Step5 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.
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/a noun/a 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 morning.
5.We are used to ( do ) morning exercise before breakfast.
6.A stamp is used ( send ) letters.
Step8 Extension.
Task1. Compare Dr Ma’s life in the past with his life now. Ask students to
discuss if Dr Ma is worth working for ORBIS. Give some reasons then make a
survey:
Would you like to work for a charity
Task2.Discuss what you have learnt from Dr Ma
Assignment:
Write sth. about Dr Ma’s life using ‘used to’ and ‘be (get) used to’.
The Seventh Period
Content：Integrated skills
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 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 think 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 favourite
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.
Assignment:
1.Oral work: Make a dialogue about charities.
2.Written work: Write a brief introduction about UNICEF.
The eighth period
Contents: Study skills and Checkout
Teaching aims:
l To revise key grammar and vocabulary items taught in the unit
and give the Ss the chance to practice them
l To develop ideas using a flow chart and an awareness of how
ideas flow to describe a particular process or activity
l To use a diagram to illustrate the flow of ideas visually
l To cultivate the students’ cooperation
Teaching procedures:
Step 1 Warming-up
l Everyday English.
l Ask students to find 9 words in the wordsearch in Part B of
Checkout as a warming-up exercise to check if students have mastered the
word in the unit well. Tell them that the first two letters of each word
have been provided on the right. Set a time limit of 1 minute. When the
time is up, write the words on the board. Ask students to check and write
their scores in the paw to see who is the winner.
Step 2 Checkout
l Ask students to complete the conversation using “used to” “be
used to” or report speech in Part A. Remind less able students that they
can refer to the Grammar section on pages 81-85 if they have difficulties.
Encourage students to work on their own rather than asking their
classmates for help.
l Ask volunteers to read out the answers. Then show the answers
for students with the help of the over-head projector. Remind them to
write their scores in the paw.
l Encourage them to ask questions if there is anything they have
difficulty with. Go back to the Grammar section and review any points if
necessary.
Step 3 Study skills
l 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.
l 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.
l 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.
Step 4 Pairwork
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.,
l How to travel from Suzhou to Sanrio Puroland
l How to organize a fund-raising activity
l How to operate a DVD player
l 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:
l Finish some exercises.
l Choose a familiar activity and complete a flow chart on their
own.
The ninth period
Content: Main task
Teaching aims:
l To order ideas following a logical sequence
l Describe specific details about the work of ORBIS as shown in a
series of pictures
l Organize language and descriptions to write a story about a girl
in India
l Present a report to the class
l 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:
Step 1 Warming-up
l Everyday English.
l Guess the names of charities.
1. This organization works to eliminate poverty and injustice in
many countries. ---Oxfam
2. This organization works to conserve the environment and animal
habitats. ---World Wide Fund for Nature
3. It is a charitable organization that funds development projects
in poor areas around the world. ---World Vision
4. 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
Step 2 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, e.g.,
to help other people.
Step 3 Main task A
l 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.
l 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.
l Ask a volunteer to read out his/her answers. 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.
Step 5 Main task B
l 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.
l 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.
l 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.
l Remind students to make notes and prepare a draft before they
begin writing in their books.
l 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:
l Finish some exercises.
l Ask the students to use their imagination to draw some pictures
and write a report imitating Part B in groups of four.