牛津初中英语-8B-Unit-Two-教案 新版

牛津初中英语_8B_Unit_Two_教案新版一、教学目标知识目标1.学生能够掌握本单元的重点词汇，如"charity""disabled""organization""blind""deaf""mentally""elderly""volunteer"等，并能正确运用这些词汇进行表达。2.熟练掌握重点句型，如"Itis+adj.+forsb.+todosth.""Weshould/shouldn'tdosth."等，能够运用这些句型进行日常交流和表达观点。3.理解并掌握与慈善、帮助他人相关的语法知识，如动词不定式作主语、宾语等。

能力目标1.培养学生通过阅读获取信息、分析问题和解决问题的能力。2.提高学生的口语表达能力，能够就慈善话题进行流利的对话和讨论。3.锻炼学生的写作能力，能够根据所给提示，用英语写一篇关于慈善活动的短文。

情感目标1.激发学生关心他人、乐于助人的情感，增强社会责任感。2.培养学生积极参与慈善活动，为需要帮助的人贡献自己力量的意识。

二、教学重难点教学重点1.词汇和短语的记忆与运用。2.重点句型的理解和熟练掌握。3.阅读文章中关于慈善活动的相关信息及理解。

教学难点1.动词不定式在不同情境中的正确使用。2.如何引导学生深入理解慈善的意义，并将其转化为实际行动。3.提高学生在写作中运用准确、丰富的语言表达自己观点的能力。

三、教学方法1.情景教学法：通过创设各种与慈善相关的情景，让学生在真实的语境中学习和运用英语，提高学生的学习兴趣和参与度。2.任务驱动法：布置各种任务，如阅读任务、讨论任务、写作任务等，让学生在完成任务的过程中培养自主学习能力和合作探究能力。3.多媒体教学法：运用图片、视频、音频等多媒体资源，丰富教学内容，使抽象的知识变得更加直观形象，帮助学生更好地理解和掌握。

四、教学过程

Period1Comicstrip&Weetotheunit1.Leadin(5minutes)Greetthestudentsasusual.Showsomepicturesofpoorchildren,disabledpeopleoroldpeopleinneedonthescreen.Askthestudents:"Whatcanwedotohelpthem?"Letthestudentsdiscussinpairsforawhileandtheninvitesomepairstosharetheirideas.2.Comicstrip(10minutes)Presenttheicstriponthescreen.Letthestudentslookatitcarefullyandtrytounderstandthemainidea.Askthestudentssomequestions:WhoareEddieandHobointhepicture?WhatisEddiedoing?WhatdoesHobosay?Playtherecordingoftheicstripforthestudentstolistenandrepeat.Payattentiontothepronunciationandintonation.Dividethestudentsintogroupsoffourandaskthemtoactouttheicstrip.Thenchoosesomegroupstoperforminfrontoftheclass.3.Weetotheunit(15minutes)Presentthepicturesandwordsrelatedtocharityinthe"Weetotheunit"partonthescreen,suchas"charity","donatemoney","helpthepoor"etc.Teachthenewwordsandexpressionsonebyone.Usesimpleexplanationsandexamplestohelpthestudentsunderstand.LetthestudentsreadthesentencesintheboxandtrytotranslatethemintoChinese.Checktheanswerstogether.Haveafreetalkwiththestudents.Askthem:"Doyouknowanycharityorganizationsinourcityorintheworld?Whatdotheydo?"Encouragethestudentstosharetheirknowledgeandexperiences.Presentthefollowingtopicsforstudentstodiscussingroups:Whydoweneedtohelpothers?Howcanwehelpthepeopleinneed?Afterthediscussion,invitesomegrouprepresentativestoreporttheirdiscussionresults.

Period2Reading1.Prereading(5minutes)Showashortvideoaboutacharityeventonthescreen.Afterwatching,askthestudents:"Whatkindofcharityeventisit?Whatdoyouthinkpeopledoinsuchevents?"Presentthetitleofthereadingpassage"Acharitywalk"onthescreen.Letthestudentspredictwhatthepassageisabout.Askthemtowritedownsomewordsorphrasesthattheythinkmightbeinthepassage.2.Whilereading(20minutes)Givethestudents57minutestoreadthepassagequicklyandanswerthefollowingquestions:Whatisthenameofthecharityorganization?Whocantakepartinthecharitywalk?Whatisthepurposeofthecharitywalk?Checktheanswerstogether.Readthepassageagaincarefullywiththestudents.Thistime,askthemtopayattentiontothedetailsandpletethefollowingtasks:Fillintheblanksinthetableonpage20ofthetextbook.Answersomemoredetailedquestions,suchas"Howlongisthecharitywalk?","Howmuchmoneydoeseachteamneedtoraise?",etc.Dividethestudentsintogroupsoffiveorsix.Leteachgroupdiscussthefollowingquestions:Whatdifficultiesdoyouthinktheparticipantsmightfaceduringthecharitywalk?Howcanthecharitywalkbemoresuccessful?Invitesomegrouprepresentativestosharetheirgroup'sdiscussionresults.3.Postreading(15minutes)Presentsomestatementsaboutthecharitywalkandaskthestudentstojudgewhethertheyaretrueorfalseaccordingtothepassage.Havearoleplayactivity.Supposeonestudentisareporterandtheotherstudentsareparticipantsororganizersofthecharitywalk.Thereporterinterviewsthemaboutthecharitywalk,includingtheirfeelings,experiencesandexpectations.Askthestudentstowriteashortsummaryofthecharitywalkbasedonwhattheyhavelearnedfromthepassage.Thenchoosesomestudentstoreadtheirsummariesinfrontoftheclass.

Period3Grammar1.Presentation(10minutes)Presentthefollowingsentencesonthescreen:Itismeaningfulforustohelpothers.Itisdifficulttofinishthistaskalone.Weshouldtryourbesttoraisemoneyforthepoor.Pointoutthepart"tohelpothers"inthefirstsentenceand"tofinishthistaskalone"inthesecondsentence.Explainthattheseareexamplesoftheinfinitiveusedasthesubject.Usesimpleexamplestoillustratethestructure"Itis+adj.+forsb.+todosth.",where"it"isaformalsubject,andtherealsubjectistheinfinitivephrase.2.Explanation(10minutes)Explaintheuseof"forsb."inthestructure.Pointoutthatwhentheadjectivedescribesthecharacteristicoftheaction,weuse"forsb.".Forexample,"ItiseasyforhimtolearnEnglish."Here,"easy"describesthelearningaction.Showsomemoresentencesandaskthestudentstoanalyzethefunctionofeachpartinthestructure"Itis+adj.+forsb.+todosth."Itisimportantforstudentstoprotecttheenvironment.Itisnecessaryforustowearmasksinpublicplacesnow.Presentsomesentenceswheretheinfinitiveisusedastheobject,suchas"Iwanttohelpthedisabled.""Hedecidedtovolunteeratthelocalhospital."Explaintheusageoftheinfinitiveastheobject.3.Practice(15minutes)Givethestudentssomesentencesandaskthemtorewritethemusingthestructure"Itis+adj.+forsb.+todosth."TolearnEnglishwellisnoteasy.Toprotectwildanimalsisveryimportant.Letthestudentspletetheexercisesonpage22ofthetextbook.Theyneedtofillintheblankswiththecorrectformsoftheverbsinbracketsusingtheinfinitive.Checktheanswerstogether.Gothrougheachexercisecarefullyandexplainthereasonsforthecorrectanswers.

Period4Integratedskills1.Prelistening(5minutes)Presentthepictureonpage23ofthetextbookwhichshowssomestudentspreparingforacharityshow.Askthestudents:"Whatdoyouthinktheyaredoing?Whatkindofcharityshowisit?"Letthestudentspredictwhattheymighthearinthelistening.Writedownsomewordsorphrasesrelatedtothecharityshow,suchas"performers","programs","ticketprice"etc.2.Whilelistening(15minutes)Playtherecordingoftheinterviewaboutthecharityshowforthefirsttime.Letthestudentslistenandanswerthegeneralquestion:"Whatisthecharityshowfor?"Playtherecordingagain.Thistime,askthestudentstolistencarefullyandpletethetableonpage23ofthetextbook.Thetableincludesinformationsuchasthenameofthecharity,thetimeandplaceoftheshow,theticketprice,etc.Playtherecordingathirdtimeifnecessaryforthestudentstochecktheiranswers.3.Postlistening(15minutes)Dividethestudentsintopairs.Letonestudentbetheinterviewerandtheotherbetheorganizerofthecharityshow.Theyusetheinformationinthelisteningtohavearoleplayinterview.Askthestudentstowriteashortpassageaboutthecharityshowaccordingtotheinformationtheygotfromthelistening.Theyshouldincludethepurpose,time,place,ticketpriceandsomeperformancesoftheshow.Choosesomestudentstoreadtheirpassagesinfrontoftheclass.Thenasktheotherstudentstogivesomementsandsuggestionsforimprovement.

Period5Studyskills1.Presentation(10minutes)Presentsomewordsandexpressionsrelatedtocharityonthescreen,suchas"charityorganization","donation","volunteerwork"etc.Pointoutthatthesewordsarerelatedtoaspecifictopiccharity.Explainthatwhenwearelearningaboutatopic,itisusefultogrouptherelatedwordstogether.Showhowtomakeamindmap.Drawacentralcirclewiththetopic"Charity"inthemiddle.Thendrawbranchesfromthecentralcircleandwritedowntherelatedwordsandexpressionsonthebranches.Forexample,fromthe"Charity"circle,wecanhavebrancheslike"Organizations","Activities","Peopleinvolved"etc.2.Practice(15minutes)Givethestudentsalistofwordsrelatedtoanothertopic,suchas"environmentprotection"(wordslike"recycle","savewater","planttrees"etc.).Askthestudentstomakeamindmapontheirownaboutthetopic"Environmentprotection".Walkaroundtheclasstocheckthestudents'progress.Offerhelpandadviceifnecessary.Afterthestudentsfinish,asksomeofthemtosharetheirmindmapswiththeclass.Lettheotherstudentslistenandgivetheiropinionsonwhetherthemindmapsarewellmadeandprehensive.3.Summary(5minutes)Summarizetheimportanceofusingmindmapsinlearning.Mindmapscanhelpusorganizeinformation,makeconnectionsbetweendifferentideasrelatedtoatopic,andimproveourmemoryandunderstandingoftheknowledge.Encouragethestudentstousemindmapsintheirfuturestudy,notonlyforEnglishlearningbutalsoforothersubjects.

Period6Task1.Prewriting(10minutes)Presentthetaskrequirementsonthescreen:Writeashortpassageaboutacharityeventyouhaveparticipatedinorknowabout.Thepassageshouldincludethefollowinginformation:Thenameofthecharityevent.Thepurposeoftheevent.Whatyoudidintheevent.Howyoufeltabouttheevent.Letthestudentsthinkaboutaneventtheywanttowriteabout.Theycanrecallaneventfromtheirownexperienceorsomethingtheyheardabout.Askthestudentstomakeasimpleoutlineonapieceofpaper.Theoutlinecanincludethemainpointstheywanttowriteineachpartofthepassage.2.Whilewriting(20minutes)Letthestudentsstartwritingtheirpassagesaccordingtotheoutline.Remindthemtousethecorrectgrammar,vocabularyandsentencestructurestheyhavelearnedinthisunit.Walkaroundtheclasstocheckthestudents'writingprogress.Offerhelpandcorrectanyobviousmistakesingrammarorspelling.3.Postwriting(15minutes)Askthestudentstoexchangetheirpassageswiththeirclassmat