牛津译林版（2024）八年级下册（2024）Reading表格教案设计

这是一份牛津译林版（2024）八年级下册（2024）Reading表格教案设计，共9页。
课程基本信息
学科
英语
年级
八年级
学期
春季
课题
Unit 7 Charities (Reading II)
教科书
书 名：《义务教育教科书·英语》八年级下册
教学目标
通过本课时的学习，学生能够：
1.掌握并准确运用本课核心词汇与短语：suffer, aim, affrd, train, benefit, perate, treat, cure, prevent, carry n with, be prud t。
2.理解并运用课文中的典型句式结构，如“with the aim f ding”、“by ding ..., we hpe...”、“be perated n”等。
3.在“国际慈善组织”主题语境中，运用所学语言知识描述Orbis的工作内容、意义及面临的挑战。
4.通过语篇填空、情景造句等练习，提升在真实语境中综合运用语言的能力。
5.深化对国际医疗援助的理解，培养同理心与社会责任感。
教学内容
教学重点：
1.核心词汇suffer, aim, affrd, benefit, perate, carry n with的搭配与用法。
2.动词treat, cure, prevent在医疗语境中的语义辨析。
3.被动语态在课文中的运用（如were perated n）。
教学难点：
1.suffer frm与suffer的直接宾语用法的区分。
2.affrd与can/can’t连用的否定含义及搭配。
3.benefit作为动词（及物/不及物）与名词的不同用法。
4.perate n, treat, cure, prevent四个“医疗”相关词汇的语义边界。
教学过程
Step 1 Lead-in
Review:
What have we learnt in the interview?
Smething abut blindness
Smething abut Orbis
Smething abut Dr Ma’s wrk
Smething abut the supprt we needed
Design Intent: T activate students’ prir knwledge f the interview abut Orbis by reviewing its fur main aspects (blindness, Orbis, Dr Ma’s wrk, and the supprt needed). This structured recall serves as a thematic and linguistic warm-up, linking the upcming detailed language study t the familiar cntext f the text and ensuring a smth transitin frm glbal cmprehensin t fcused language analysis.
Step 2 Language pints
1. suffer
suffer frm + (长期问题/疾病):
他患有头痛。
He suffers frm headaches.
suffer + (具体损害/痛苦):
E.g. 他昨晚心脏病发作了。
He suffered a heart attack last night.
suffer 单独使用，表示“受苦；受难”
E.g. Many inncent peple suffered during the war.
The city _________________ great damage in the earthquake.
She has __________________ back pain fr years.
2. prevent, treat, cure
prevent: T stp smething frm happening
prevent sb (frm) ding sth
stp sb (frm) ding sth
keep sb frm ding sth
treat: T give medical care t smene wh is sick
cure: T make smene cmpletely healthy again
Many charity grups wrk hard t help pr children in the cuntryside.
They send dctrs and medicine t help (1) ________ sick children. They als teach families abut health t
(2) ________ children ________ getting ill.
With prper care and medicine, dctrs can (3) _______ many cmmn diseases and help children becme healthy again.
3. aim
aim: the purpse f ding sth
aim n. 目的；目标
with the aim f ding sth为了做某事
ne’s aim is t d sth 某人的目的是做某事
aim v. 目的是
aim t d sth 目标是做某事
(1) 她去伦敦是为了找工作。
She went t Lndn ______________________ a jb.
(2) 我的目标是提高我的英语水平。
My aim is _____________________________.
(3) 他们旨在帮助贫困地区的孩子们。
They aim _________________________________.
4. affrd
affrd V. : have enugh mney/time fr ...
can /culd/be able t affrd sth/ t d sth
E.g. 我买不起这辆车。
I can’t affrd the car.
I can’t affrd t buy the car.
(1) I can’t affrd ______ a new cmputer.
A. buy B. t buy C. buying D. bught
(2) He ______ affrd such an expensive car.
A. can B. dn’t C. isn’t D. desn’t
5. train
train: t teach smene the skills f a particular jb r activity
train sb t d sth 训练某人做某事
E.g. The cach trains yung bys t swim every afternn.
教练每天下午训练男孩们游泳。
The teacher _________ the children __________ _________.
这位老师训练孩子们唱歌。
6. benefit
benefit Vi. : benefit frm ... 从……中获益
E.g. I benefit frm yur advice.
我从你的建议中获益。
benefit Vt. : benefit sb/ sth 对……有益
E.g. The charity benefits children all ver the wrld.
这个慈善机构造福世界各地的孩子们。
benefit N. : be f benefit t ... 对……有益
get benefit frm ... 从……中获益
(1) We can ____________ ____________ yur help.
我们能从你的帮助中获益。
(2) The new law will ____________ all the peple here.
这项新法律将对这里所有人有益。
(3) This bk is ____________ ____________ ____________ us.
这本书对我们有益。
(4) Yu can ____________ a lt ____________ reading.
你能从阅读中获益很多。
(5) Gd habits ____________ us a lt.
好习惯对我们很有益。
(6) Sprts are ____________ great ____________ t ur health.
运动对我们的健康很有益。
7. perate
perate n sb
d an peratin n sb
(1) The Orbis dctrs __________ n him a week ag and the ___________ was such a success that he can see things much mre clearly nw.
(2) 马医生在上次访问中给150个病人做了手术。
Dr Ma _____________ 150 patients during his last visit.
8. prud
be prud t d sth
be prud f sb / sth / ding sth
be prud + that 从句
Dr Ma ________ ________ _______ helping peple see again.
Dr Ma ______ ______ that he ______ _______ peple see again and imprve their lives.
10. carry n with
carry n with: cntinue ding sth
carry n with sth 继续做某事
carry n ding sth
我们午饭后继续做项目吧。
Let’s __________ ____________ ___________ ur prject after lunch.
Design Intent: T systematically present, explain and practice the cre vcabulary and sentence patterns frm the text. Each item is intrduced thrugh the riginal sentence, fllwed by clear usage guidance and cntrlled practice (e.g., gap-filling, translatin). This stage builds students' understanding f frm, meaning and use, with special attentin t easily cnfused items (e.g., suffer vs. suffer frm, treat vs. cure) and crrect cllcatins.
Step 3 Practice
Many peple arund the wrld (1) _________________ serius illnesses, but they never give up.
Our dctrs d (2) __________ n sick peple every day t save their lives. We (3) __________ t prvide the best care fr everyne. We hpe that ur wrk will (4) __________ all the patients.
With ur help, n disease can (5) __________ them frm living a nrmal life. Nw many patients can (6) __________ the treatment they need.
As dctrs and nurses, we are (7) __________ f what we d. We will keep wrking hard and (8) _____________ ur useful wrk.
Design Intent: T prvide an integrated applicatin cntext fr the learned language pints. The clze passage, centred n the wrk f medical charities, creates a new but clsely related scenari. It challenges students t select and use apprpriate vcabulary based n meaning, grammar, and cntext, thereby bridging islated vcabulary learning and cmprehensive use. This step fsters bth linguistic accuracy and strategic cmpetence while reinfrcing the unit’s charitable theme.
Step 4 hmewrk
Must d
Write a shrt passage t intrduce Orbis.
Chse t d
Make a shrt vide accrding t the passage yu write and pst it n line t make mre peple knw Orbis.
Design Intent: T cnslidate and extend learning beynd the classrm. The must-d task (writing a shrt intrductin t Orbis) requires students t synthesise the newly acquired language in a cherent piece f discurse, prmting meaningful utput. The chse-t-d task (making a shrt vide) caters t different learning preferences and encurages creative, authentic use f English fr a real-wrld purpse—raising public awareness f Orbis. This layered assignment differentiates instructin and deepens students’ engagement with the unit’s mral and scial message.