英语（八年级下册）
Unit 6 Sunshine for all
Comic strip & Welcome to the unit
扬州市广陵区李典学校 张 苏
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. identify the different kinds people who need help;
2. talk about the general information about the people who need help;
3. willing to help others.
II. Teaching contents
1. New words and phr ( http: / / www.21cnjy.com )ases: train, the Olympic Games, the Olympics, support, meaningful, blind, deaf, disabled, elderly, homeless
2. New structures: I’ ( http: / / www.21cnjy.com )m training to be a volunteer for the Olympic Games.
It’s meaningful to do something for the Olympics.
I need some more food to eat at work.
Are there any other ways to help them
III. Focus of the lesson and predicted area of difficulty
To talk about the ways to help people in need.
IV. Teaching procedures
Comic strip
Step 1 Lead-in
Free talk
T: My cousin is a pol ( http: / / www.21cnjy.com )iceman. He was busy taking some courses last month. Do you know why he trained so hard Oh, he wanted to be a volunteer. Now, he is proud to be a volunteer to help others. Look, what do they do in their free time They help the disabled or blind people visit parks, clean up the environment, give the elderly checkups, repair the household appliances and show the ways. Is it meaningful to be a volunteer Will you support them
【设计意图：通过图片创设情境，导入新课知识点和话题，启发学生思考如何成为一名志愿者，以及作为一名志愿者平时有哪些活动。】
Step 2 Practice
T: I know you ( http: / / www.21cnjy.com ) all want to be volunteers. Here is a chance for you. Read this poster, and see if you are suitable for a volunteer. OK, you have free time and you are ready to help others, and are you good at English Let’s have a test. Please take on this challenge—pass three levels to show that you are good at English listening, speaking, reading and writing.
1. Listen and answer
T: Listen to Eddie ( http: / / www.21cnjy.com )and Hobo’s conversation and answer the following questions.
(1) What is Hobo doing
He is training to ( http: / / www.21cnjy.com ) be a volunteer for the Olympic Games. (the Olympic Games = the Olympics)
(2) Will Eddie support Hobo Why
Yes, he will. Because it’s meaning to do something for the Olympics.
(3) How does Hobo want Eddie to help
He needs some more food to eat at work.
2. Read and act
T: Read and act o ( http: / / www.21cnjy.com )ut the conversation. Work in pairs and you have two minutes to prepare.
3. Complete and discuss
T: Complete the passage and discuss: What do you think of Eddie
T: You have passed thr ( http: / / www.21cnjy.com )ee levels and I know you are suitable to be volunteers. Congratulations!
【设计意图：从阅读志愿者招聘海报过渡到卡通漫画的听、说、读、写和讨论等活动，鼓励学生积极主动完成任务，争当一名合格的志愿者。】
Welcome to the unit
Step 1 Presentation
1. Watch and learn
T: Now, let’s watch a video to find out the people who need help.
people who are old—the elderly people;
people having little money—the poor people;
some part of the body does not work properly—a disabled person
people having no home—the homeless people
people who cannot see—the blind people
people who cannot hear—the deaf people
2. Match and discuss
(1) Match the words with their meanings.
(2) Pair work.
【设计意图：播放视频，让学生在情境中感知生词。单词释义搭配巩固所学词汇，小组讨论为B部分做铺垫。】
Step 2 Practice
1. Part A
T: Here are s ( http: / / www.21cnjy.com )ome pictures of the people who need help. Write the correct words under the pictures. Then put a tick in the boxes if you have ever helped these people.
2. Part B
T: Listen to ( http: / / www.21cnjy.com ) Amy and Daniel’s conversation and find out how to help homeless people.
T: Let’s think of some other ways to help people who need help.
(1) How to help blind people
(2) How to help poor people
(3) How to help disabled people
(4) How to help deaf people
(5) How to help elderly people
【设计意图：先听对话回答问题，再延伸考虑可行的办法，帮助其他需要帮助的人，为下面的编对话做好准备。】
3. Make up new conversations
T: Work in pairs an ( http: / / www.21cnjy.com )d discuss the people in Part A. You can use the conversation in Part B as a model.
4. Enjoy a video and make a proposal
T: Let’s watch a vi ( http: / / www.21cnjy.com )deo and see how kindness keeps the world afloat. Then we’ll complete a proposal letter.
【设计意图：提供对话的框架，让学生有例可依，有话可说，补全短文巩固本课所学，为本单元后续学习打下基础。】
Step 3 Conclusion
T: Audrey Hepburn ( http: / / www.21cnjy.com ) once said, “As you grow older, you will discover that you have two hands, one for helping yourself, and the other for helping others.” Helping others is helping ourselves.
【设计意图：引用赫本的名言，达到了情感的升华。】
V. Homework
1. Recite Comic strip and Part B.
2. Talk about the good ways of helping others.
3. Preview Reading.英语（八年级下册）
Unit 6 Sunshine for all
Task
扬州市广陵区教育局教研室 周雪晴
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. organize the ideas before writing;
2. write a letter to ask for help.
窗体底端
II. Teaching contents
1. New words and phrases: introduction, disease, operation, survivor, give a helping hand
2. New structures: … need our help.
It’s important/dangerous/… for … to …
If all of us can give a helping hand, … may …
Thank you for your help/support.
III. Focus of the lesson and predicted area of difficulty
To develop the students’ writing ability.
IV. Teaching procedures
Step 1 Lead-in
1. Show the learning aims
T: Today we will learn Task. Let’s have a look at the learning aims.
2. Look and discuss
T: There are many people who need our help around us. Look at the pictures and discuss:
Who needs help What kind of help do they need How can we help
T: When someone is in trouble, we should give him/her a helping hand. We can write a letter asking for more people’s help.
【设计意图：通过看图讨论，创设情境，导入新课。】
Step 2 Pre-writing
1. Learn about Peter’s plan
T: Peter wants to write a letter to ask others to help a middle school student. First he organizes his ideas from general to specific.
【设计意图：分析范文提纲，了解写信前可按总—分方式列提纲以及提纲所包含的主要内容。】
2. Read and learn the structure
T: Peter writes down his letter. Now read his letter and find the structure: Greeting, Main body and Signature.
T: Take a close look at the main body. It has five paragraphs. Please underline the topic sentence and think about the main idea to each paragraph.
【设计意图：解析范文结构，帮助学生了解求助信的格式。通过搜索主题句确认段落大意，了解正文构成要素。】
3. Read and underline the useful expressions
T: When writing our own letters, we can use some of the expressions from Peter’s letter.
【设计意图：充分利用教材，赏析范文的遣词造句，帮助学生收集后续写作所需词汇和句型，搭建写作框架。】
4. Write section by section
Beginning: Introduce the people or group in need briefly and directly.
Practice: Introduce the people in need.
Main body: (1) Introduce the information about the people or group in need clearly. State the trouble in detail. Don’t forget to tell the readers what kind of help they need.
Practice: 81-year-old Mr Sun needs help. Please Choose the best one.
(2) Call on the readers to give a helping hand.
Practice: Write down how to help Mr Sun.
Ending: In this part we should express thanks sincerely.
Practice: Express your thanks in different ways.
【设计意图：通过指导信件三个部分的写作侧重点和写作方法，帮助学生了解如何写倡议信。设计四个写作小练习，一步一步指导学生写什么，怎么写，将写作难度降低，分解到各个片段练习中，为学生的整体写作铺设台阶。】
Step 3 While-writing
1. Watch and discuss
T: Watch a video about some students and the homeless.
T: Work in groups of three and discuss your letter from three parts. These five questions can help you.
【设计意图：组织学生围绕五个问题开展小组讨论，为后续写作确立提纲。】
3. Write the first draft
T: Write your first draft now. Be sure to have a clear organization, practical ideas, specific words and rich expressions. Don’t forget to write your ideas from general to specific. It’s helpful to have a look at the outline of Peter’s letter. (Play the background music)
【设计意图：根据提纲各自独立完成初稿，实现写作任务的整体输出。】
Step 4 Post- writing
1. Revise
T: Revise your structure, main ideas and details first. Do this alone by moving parts to right order, cutting out unnecessary parts and add new materials.
2. Edit
T: Read your writing more slowly and look for other mistakes in grammar, clearness, spelling, punctuation and capitalization. Follow the steps and edit your writing in pairs. Use a dictionary or a computer for help.
3. Finish
T: Now let’s make a final copy. Rewrite the draft in your best handwriting.
【设计意图：通过指导修订和校订初稿，让学生在个人自改和同伴互改过程中不断完善自己的习作。指导完稿，让学生完整地输出一篇习作。通过示范和指导写作的五个步骤，将过程取向写作教学模式和本课写作内容有机结合，使学生的输出水到渠成。】
4. Assess
T: Share and assess your letter according to the assessment table.
【设计意图：设计量化评价表，使学生的评价能够有章可循，有可操作性。通过评价进一步发现问题，享受写作的快乐，进一步提高学生写作的兴趣。】
Step 5 Summary
1. Summary
T: So far, we have had a better understanding about how to write a letter to ask for help. Let’s review what we have learnt in this period.
2. Topic distillation
T: There are many people who need help around us. The more we give our love, the better our world will be.
【设计意图：课堂总结，巩固已学知识，进行情感升华。】
V. Homework
1. Search more information about people in need and write a letter to ask for help.
2. Make necessary changes in your writing based on the assessment table and rewrite it in your exercise books.英语（八年级下册）
Unit 6 Sunshine for all
Grammar
扬州市广陵区教育局教研室 周雪晴
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. use “It is + ( http: / / www.21cnjy.com ) adjective + to-infinitive” to express what we think about something;
2. use “It is + ad ( http: / / www.21cnjy.com )jective + for … + to-infinitive” to specify who we are talking about;
3. use “It is + a ( http: / / www.21cnjy.com )djective + of … + to-infinitive” to express what we think of someone’s actions;
4. tell the differenc ( http: / / www.21cnjy.com )e between “It is + adjective + for … + to-infinitive” and “It is + adjective + of … + to-infinitive”;
5. use these structures correctly in different contexts.
窗体底端
II. Teaching contents
1. New words and ( http: / / www.21cnjy.com )phrases: blood, donate, charity, organization, one-to-one, give seats to the elderly, keep parks clean, make sure, have any trouble talking to…, make friends with
2. New structures: It is fantastic to work as a volunteer.
It is important for people to learn good manners.
Any help would mean a lot.
It i ( http: / / www.21cnjy.com )s kind of these volunteers to work in their spare time.
III. Focus of the lesson and predicted area of difficulty
To use the structures correctly and properly in different contexts.
IV. Teaching procedures
A It is + adjective + to-infinitive
Step 1 Lead-in
T: One day, Pete ( http: / / www.21cnjy.com )r read a poster. Fun English holds a Free CD-ROM game. For each answer
you get right, we ( http: / / www.21cnjy.com )donate 1 educational CD-ROM through Handicap International to help the
people with i ( http: / / www.21cnjy.com )ntellectual disabilities. He is very interested in it. And he can’t wait to play it.
Let’s go and see.
【设计意图：创设情境，“趣味英语”举办活动， ( http: / / www.21cnjy.com )参与者每答对一个问题，“趣味英语”将通过国际残障组织向智障人士捐赠一盘光盘。以此导入新课，激发学生兴趣。】
Step 2 Presentation
1. Free CD-ROM
T: Now Peter is playing the Free CD-ROM game. Let’s join him.
(1) First, Watch th ( http: / / www.21cnjy.com )e video. Which is correct Let’s choose the first sentence. Correct. Please try again. And your donation total is 1 CD-ROM.
(2) This time two mor ( http: / / www.21cnjy.com )e sentences appear. Watch the video. Which is correct The second one. You got it. Now your donation total is 2 CD-ROM.
(3) Make sentences lik ( http: / / www.21cnjy.com )e the sample. Type in the sentence. Good job. The donation total is 3 CD-ROMs.
(4) Try more. Here ( http: / / www.21cnjy.com )is one more sentence. Just type in the answer. That’s wonderful. Your donation total is 4 CD-ROMs.
(5) Here com ( http: / / www.21cnjy.com )es “Can you work out the rule ”. Read them carefully and type in the answer. Correct! We can use “It is + adjective + to do sth.” to express what we think about something. That is to say “To do sth. is + adjective”. Now your donation total is 5 CD-ROMs.
T: Peter is very ha ( http: / / www.21cnjy.com )ppy that he can help more people. He wants to learn more ways to help society.
【设计意图：设计游戏，通过和 ( http: / / www.21cnjy.com )Peter共同参与游戏，观看视频回答5个递进式的问题，介绍句型 It is + adjective + to do sth.的特点和用法，寓教于乐。】
2. Sentence Monkey
T: Peter cli ( http: / / www.21cnjy.com )cks the icon and sees six pictures about Amy’s ways to help society. Help Amy make sentences.
T: Peter doe ( http: / / www.21cnjy.com )s a great job. He thinks learning English is great fun and he wants to go to the chat room. Why don’t we go with him
【设计意图：设计Sentence Monke ( http: / / www.21cnjy.com )y游戏，巩固句型It is + adjective + to do sth，激发学生学习的兴趣，让他们成为课堂的主体，在玩中学，学中玩，使学习变得更有趣。】
B It is + adjective + for … + to-infinitive
Step 1 Presentation
Chat room
T: Now Peter is in ( http: / / www.21cnjy.com )the chat room. Let’s listen to what they are chatting about.
T: After chatting, Pet ( http: / / www.21cnjy.com )er thinks it’s interesting to learn English. He can’t wait to go to Online Class.
【设计意图：通过模仿聊天室 ( http: / / www.21cnjy.com )聊天，设计彼得进聊天室询问句型It is + adjective + for … + to do sth.的用法，使用演绎法将此句型从用法、举例、纠错到使用，一步一步进行示范，吸引学生的注意力，激发学生的学习兴趣，引导他们如何使用网络进行学习。】
Step 2 Practice
Online Class
T: It’s Onlin ( http: / / www.21cnjy.com )e Class now. Peter is interested in the voluntary work and he types in Asking about the voluntary work. Click “search”, and then some words appear. Read and help him complete their conversation with the phrases in the box.
【设计意图：通过设计Online Class自然过渡到教材练习，完成练习。】
C It is + adjective + of … + to-infinitive
Step 1 Presentation
T: After completing th ( http: / / www.21cnjy.com )e short passage, Peter wants to read and take notes about Simon. Can we help him What do you think of Simon
T: Can you work out the rule according to these three sentences
【设计意图：继续沿用网络课堂，进一步挖掘教 ( http: / / www.21cnjy.com )材文本，通过读对话、记笔记的方式帮助学生了解Simon的性格品质及支撑细节、造句，巧妙地总结出It is + adjectives + of sb. + to do sth. 句型及用法。】
Step 2 Practice
T: Peter sees an icon ( http: / / www.21cnjy.com ) with “It’s a bomb!”. He wants to have a look and clicks the icon. Now he sees a bomb. Pass the ball and say, “It’s a bomb! The timer is ticking!” When the timer goes off, the student with the “bomb” has to rearrange the words to form sentences, and then go on.
【设计意图：设计班级活动“It’s a b ( http: / / www.21cnjy.com )omb!”调动课堂气氛，组织全体同学参与活动，巩固句型It is + adjectives + of sb. + to do sth.。】
Step 3 Consolidation
1. Tell the difference
T: So far, we have ( http: / / www.21cnjy.com ) known a lot about the sentence patterns. What is the difference between “It is + adjective + for … + to-infinitive” and “It is + adjective + of … + to-infinitive” Have a look.
2. Fill in the blanks
3. Complete the passage
【设计意图：利用语篇形式，加深对本课语法知识的理解和运用。】
4. Make up dialogues according to the poster.
【设计意图：根据2015年特奥会义工招募海报编新对话，在运用中巩固本节课所学语法知识，并与本单元话题紧密联系。】
Step 4 Summary
1. Summary
T: Today we learn ( http: / / www.21cnjy.com )three sentence patterns. Let’s review what we have learnt in this class.
2. Topic distillation
T: Look at th ( http: / / www.21cnjy.com )ese pictures. It is better to give than to take. Helping others is a virtue.
【设计意图：课堂总结，巩固已学知识，进行情感升华。】
V. Homework
T: What can we do t ( http: / / www.21cnjy.com )o help society Please write a short passage (around 70 words) about it, using the sentence patterns we learn today.英语（八年级下册）
Unit 6 Sunshine for all
Reading ( I )
扬州市教育科学研究院 张利琴
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. learn to predict ( http: / / www.21cnjy.com ) the main idea from the title, pictures and caption;
2. learn to us ( http: / / www.21cnjy.com )e such reading strategies as skimming, scanning and inferring pronoun reference in reading the text;
3. have a clear picture of the text structure;
4. realize th ( http: / / www.21cnjy.com )e importance of joining public welfare activities and help others.
II. Teaching contents
1. New words and phra ( http: / / www.21cnjy.com )ses: expect, chance, similar, necessary, training, task, coach, gold, silver, background, closely, achieve, prize, volunteer, adult, intellectual, disability, event, athlete, confident, give up
2. New structures: It’s fantastic to work as a volunteer.
It was ( http: / / www.21cnjy.com )necessary for these volunteers to receive training before doing the task.
It was very brave of him to join the competition.
To Li H ( http: / / www.21cnjy.com )ai, the most important thing is not to win a gold or silver, but to take part.
Li Hai tried his best and finished fourth.
It’s great for us to work closely with these special athletes.
III. Focus of the lesson and predicted area of difficulty
How are the ideas in the text organized
IV. Teaching procedures
Step 1 Pre-reading
1. Watch and answer
Play a clip of ( http: / / www.21cnjy.com ) video about the 2014 New Jersey Special Olympics. The students are expected to answer the question: What world games is the video about
2. Read the title and make a prediction
Ask the question ( http: / / www.21cnjy.com ): When you read the title Volunteering for the Special Olympics World Games, what do you want to know
Possible questions：
(1) Who volunteered for the Special Olympics World Games
(2) Why did he/she volunteer for the Special Olympics World Games
(3) What did he/she do for the Special Olympics World Games
(4) What are the Special Olympics World Games for
(5) When and where di ( http: / / www.21cnjy.com )d the Special Olympics World Games take place /Which Special Olympics World Games did he/she volunteer for
(6) How did the vol ( http: / / www.21cnjy.com )unteer feel after volunteering for the Special Olympics World Games
3. Make a prediction from the pictures and caption
Let the students ( http: / / www.21cnjy.com )look at the three pictures on Pages 80 and 81 and try to find the answers to the two questions:
(1) When and where did the Special Olympics World Games take place
(2) What did the ( http: / / www.21cnjy.com ) volunteer (he/she) do for the Special Olympics World Games
Ask a follow-up question:
Where did you get the answer /What led you to make such a guessing
(1) Answer to Quest ( http: / / www.21cnjy.com )ion 1: The Special Olympics World Games took place in Shanghai, in 2007. I got the answer from the picture and its caption in the upper-right corner on Page 81.
(2) Answer to Que ( http: / / www.21cnjy.com )stion 2: From the two pictures at the bottom of Pages 80 & 81, we guess the volunteer probably did some work that had something do with swimming.
【设计意图：在正式进入文本阅读之前，让学生阅读标题、观看图片及文字说明，基于标题和图片大胆预测，提取重要信息，激发学生主动阅读的欲望。】
Step 2 While-reading
1. Fast reading
T: Read the pass ( http: / / www.21cnjy.com )age quickly and find the answers to the following questions:
(1) Who volunteered for the Special Olympics World Games
(2) Which Special Olympics World Games did he/she volunteer for
T: Where did you get the answers
2. Skimming (Locate and underline)
T: Please look thro ( http: / / www.21cnjy.com )ugh the text quickly and find out which part of the text answers the remaining questions we predicted at the beginning. Meanwhile underline the new words which make it difficult for you to read on.
(1) Why did ( http: / / www.21cnjy.com )Liu Ming volunteered for the Special Olympics World Games
(2) What did the ( http: / / www.21cnjy.com )volunteer(s) do for the Special Olympics World Games
(3) What are Special Olympics World Games for
(4) How did ( http: / / www.21cnjy.com )Liu Ming feel after volunteering for the Special Olympics World Games
【设计意图：通过略读阅读策略，让学生第一次整体阅读文章, 定位问题答案。】
3. Scanning
(1) Read Paragraph 2 and answer the questions.
Q1: What are Special Olympics World Games for
Q2: What does int ( http: / / www.21cnjy.com )ellectual disabilities mean (Being unable to think and to understand ideas and information like a normal person. 智力障碍)
Q3: What does “they” in the second sentence refer to
Q4: What does “those” in the second sentence refer to
Q5: What’s special about the Special Olympic World Games
Q6: Can the spec ( http: / / www.21cnjy.com )ial athletes make the event a success alone Yes or No Where can you find the answer
(2) Read Paragraph 3 and answer the questions.
Q1: How can the special athletes make the event a success
Q2: Where has the volunteers’ spare time gone
Q3: What does “they” in this paragraph refer to
(3) Make a summary
Paragraph 2 is ab ( http: / / www.21cnjy.com )out the introduction to the Special Olympics world Games.
Paragraph 3 i ( http: / / www.21cnjy.com )s about what the volunteers did for the 2007 Special Olympics World Games.
Where do we meet Liu Ming first
In Paragraph 1, ( http: / / www.21cnjy.com ) we know Liu Ming volunteered for the 2007 Special Olympics World Games. We met him a second time in Paragraph 4.
(4) Read Paragraph 4 and answer the questions.
Q1: What did Liu ( http: / / www.21cnjy.com )Ming do for the 2007 Special Olympics World Games
Q2: What do w ( http: / / www.21cnjy.com )e know about Li Hai Who is he How was his performance in the Olympics What did he get from his experience
Q3: What does Liu Ming think of Li Hai
(5) Read Paragraphs 1 & 5 and answer the questions.
Q1: Why did ( http: / / www.21cnjy.com )Liu Ming volunteered for the 2007 Special Olympics World Games
Q2: Wha ( http: / / www.21cnjy.com )t does Liu Ming think of being a volunteer /How did Liu Ming feel
after volunteering for the Special Olympics World Games
Q3: Where can you find the answers
Q4: What do Paragraphs 1 & 5 talk about
Q5: What are Special Olympics World Games for
Q6: What does “people” in Paragraph 5 refer to
Q7: What does “us” in Paragraph 5 refer to
Q8: What does “them” in Paragraph 5 refer to
【设计意图：通过寻读阅读策略，第二次 ( http: / / www.21cnjy.com )整体分段细读文章，回答问题，验证、肯定和修正前面的阅读预测；培养学生根据上下文预测生词、理解代词的指代意义及深层理解文本的能力。穿插介绍奥林匹克运动会的知识。】
4. Third reading
Read the whole passage again and think about this question:
What do you think of Liu Ming Why
【设计意图：第三次阅读文本，由文本移情到读者。】
Step 3 Post-reading
1. Read, fill and share
T: Read and fill in the blanks.
T: Read and share w ( http: / / www.21cnjy.com )hat you’ve learned from the passage: the Special Olympics World Games;
the 2007 Special Olympics World Games; Liu Ming, the volunteer; Li Hai, a special athlete.
2. Think about the title
T: Can we change the ( http: / / www.21cnjy.com ) title into “Liu Ming volunteered for the 2007 Special Olympics Games” Why or Why not
3. Draw a picture of the text structure
T: Which Paragraph is the most important in the text Why
How are the ideas i ( http: / / www.21cnjy.com )n the text organized Try to draw a clear picture of the text structure in your mind.
【设计意图：读后活动在帮助学生构建文章结构与 ( http: / / www.21cnjy.com )内容框架的同时，进一步加深学生对标题的理解，同时引导他们关注文章观点的组织模式，为下面学习技能的学习埋下伏笔。】
V. Homework
1. Surf the Int ( http: / / www.21cnjy.com )ernet to learn more about the Special Olympics World Games.
2. Read the report and underline what puzzles you.
3. Think about the question “How are the ideas in the text organized ”英语（八年级下册）
Unit 6 Sunshine for all
Integrated skills
扬州市广陵区头桥中学 印薛青
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. get a general understanding about a volunteer project;
2. complete the notes with the information obtained from listening material;
3. talk about ways to help people in need in our daily lives.
II. Teaching contents
New words and phrases: south-west, north-west, project, a training plan, keep in touch, talk on the phone, improve their lives
III. Focus of the lesson and predicted area of difficulty
1. To learn about a volunteer project.
2. To talk about ways to help people in need in our daily lives.
IV. Teaching procedures
A Working in a mountain area
Step 1 Lead-in
1. Play a video
T: Here is a map of China. Do you know where Guizhou is It’s in the south-west of China. And what about Xinjiang It is in the north-west of China.
This girl is Judy. She is Peter’s cousin. She likes travelling. Last year, she went on a trip to Guizhou and visited a local primary school. She made a video about the students there. Let’s watch the video. While watching, please think about how their lives are.
2. Have a talk
T: After watching the video, we know that children in mountain areas live a hard life. Let’s work together to take care of those children and their dreams.
【设计意图：播放Judy去旅行时拍摄的有关山区小学的录像, 从衣食住行等方面阐述山区学校学生的学习和生活状况，让学生从细微处体会山区孩子生活的艰难。】
Step 2 Listening
1. Part A1
T: Judy wanted to be a volunteer teacher to help these children, so she took part in a volunteer project. Now she is telling Peter about it. Look through the questions and options carefully before listening.
(1) Help the students look through the questions and options.
(2) Play the tape of Part A1 and check the answers.
【设计意图：创设听力情境，对学生进行听力策略的指导，帮助学生更好的完成听力任务。】
2. Part A2
T: Peter wants to know about Judy’s volunteer life. He has prepared the following questions. Can you predict what Judy will say
T: Now Judy is talking to Peter on the phone about her experience. Listen to their conversation and help Peter complete his notes. Here is another listening tip for you: Try to predict some missing words before listening.
T: Check the answers together.
【设计意图：在做听力前，指导学生利用已有的知识储备，发挥想象大胆猜测Judy所支教的学校、学生的基本情况及她在乡村学校可能会做的事情，以此来确保学生能顺利完成听力训练任务。】
Step 3 Reading and writing
1. Complete a diary entry
T: Peter is writing about Judy and the village school in his diary. Help him complete his diary entry with the information in Parts A1 and A2.
【设计意图：让学生运用前面听到的内容完成一篇文章，巩固其对材料内容的理解。】
2. Pair work
T: Work in pairs and talk about Judy’s experience at the village school. You can use the dialogue on the screen as a model.
【设计意图：对话训练，让学生学以致用，培养学生的语言表达能力。让学生将书本上的文字，吸收并内化成自己的语言，将信息转化成对话。】
3. Discussion
T: Work in groups of four and discuss the following questions:
(1) What good qualities should a volunteer teacher have
(2) As a middle school student, what can you do to help the children in mountain areas
【设计意图：给学生两个话题，让学生进行小组讨论，提高他们的语言表达能力，拓展他们的思维。】
B Speak up: How can we help people in our daily lives
Step 1 Lead-in
1. Free talk
T: Have you ever helped anyone in need in your daily life How did you help him/her
【设计意图：让学生讲述他们自己做过的好事，将话题转到如何帮助身边的人，自然地导入到Speak up部分。】
2. How to help people in need
T: Peter wants to write about helping people in need. So he is searching the Internet. Let’s look at what he has found.
T: How can we help people in need
(1) We can give food to homeless people. And it’s necessary to provide houses for them to stay.
(2) We can help blind people cross the street and provide seeing eye dogs for them.
(3) We can save our pocket money and donate it to poor people. It’s important to help them find jobs.
(4) If we see disabled people around us, we should help them go up and down stairs. We can also help them cross the road.
(5) When we meet the elderly on the bus, we should give our seats to them. At the weekend, we can help them clean their houses.
【设计意图：以Peter要写关于助人为乐的文章，正在上网搜索信息为背景，通过图片展示，让学生看图说说助人的方式，同时也为下面的语言输出做好内容上的准备。】
Step 2 Presentation
1. Listen and answer
T: The Class 1, Grade 8 students are discussing this topic. Let’s listen to them and answer: How can we help homeless people How can we help the elderly
2. Listen and read
T: Please read after the tape. Pay attention to the intonation and pronunciation.
【设计意图：让学生先听对话获取相关信息，再模仿录音中的语音语调，为下面的小组合作做铺垫。】
Step 3 Practice
1. Make up a new dialogue
T: Work in groups to talk about how to help people in need in our daily lives.
【设计意图：让学生小组合作进行对话练习，实现语言输出。】
2. Complete a passage
T: Peter has written a passage, but there are some words missing. Help Peter complete his writing.
【设计意图：通过补全文章来巩固本节课的知识点，培养学生综合运用语言的技能。】
Step 4 Summary
What we have learned today:
1. Something about a volunteer project;
2. Judy’s experience as a primary school teacher in a mountain area;
3. Some ways to help the people in need in our daily lives.
T: We were born with the ability to change someone’s life. Don’t shine to be seen. Shine so that others can see the way.
V. Homework
1. Learn the important words, phrases and sentences by heart.
2. Write a short passage: As a middle school student, how can we help the people in need in our daily lives
3. Preview Study skills.英语（八年级下册）
Unit 4 Sunshine for all
Reading (Ⅱ)
扬州市邗江区甘泉中学 桑祖梅
I. Teaching aims and learning objectives
By the end of the lesson, students are expected to
1. have a better understanding of the report;
2. learn to use th ( http: / / www.21cnjy.com )e language points correctly and retell the story in their own words;
3. learn to help ( http: / / www.21cnjy.com )those with intellectual disabilities in their daily lives.
II. Teaching contents
1. New words and p ( http: / / www.21cnjy.com )hrases: expect, chance, similar, necessary, training, task, coach, gold, silver, background, closely, achieve, prize, volunteer, adult, intellectual, disability, event, athlete, confident, give up
2. New structures ( http: / / www.21cnjy.com ): Liu Ming did not know what to expect when he volunteered for the Special Olympics World Summer Games in Shanghai.
It’s fantastic to work as a volunteer!
It was necessary for these volunteers to receive training before doing the task.
It was very brave of him to join the competition.
To Li Hai, t ( http: / / www.21cnjy.com )he most important thing is not to win a gold or a silver, but to take part.
It’s great for us to work closely with these special athletes.
III. Focus of the lesson and predicted area of difficulty
1. To retell the story in students’ own words.
2. To learn to use the language points correctly.
IV. Teaching procedures
Step 1 Lead-in
1. Review what the students have learnt and present the topic
T: We’ve re ( http: / / www.21cnjy.com )ad the report Volunteering for the Special Olympics World Games. What did you know from the passage
T: Yes. We’ve kn ( http: / / www.21cnjy.com )own what the Special Olympics is for and what the volunteers did in 2007 Special Olympics World Games. We also got to know two boys, Li Hai and Liu Ming.
2. Fill in the blanks
【设计意图：通过任务型阅读填空，帮助学生回顾文本细节，同时呈现本节课要学习的主要语言点及结构。】
Step 2 Language points
1. It is + adjective + (for sb.) to do sth.
T: Read the whole ( http: / / www.21cnjy.com ) passage to find out Liu Ming’s feelings about being a volunteer.
T: How do you feel when you help others
It’s meaningful (f ( http: / / www.21cnjy.com )or me) to help others./To help others is meaningful.
It is necessary (for me) to help others./To help others is necessary.
T: We use “for” b ( http: / / www.21cnjy.com )efore sb. in this sentence pattern. Can you find the two sentences in the passage using the sentence pattern “It is + adjective for sb. to do sth.”
【设计意图：通过设问，引导学生思考Liu Ming做志愿者后的想法，潜移默化中教育学生认知到：帮助别人就是帮助自己。在语境中学习新句型。】
2. expect
T: Read Paragraph 1 ( http: / / www.21cnjy.com ) and talk about how the writer describes Liu Ming’s past and present feelings.
T: Here are two ( http: / / www.21cnjy.com )versions describing his past and present feelings. Which one do you think is better
T: The contr ( http: / / www.21cnjy.com )ast between past and present can better show volunteering for the Special Olympics brought Liu Ming something totally unexpected. “expect” is a transitive verb. “Life is like a box of chocolates. You never know what to expect next.”
【设计意图：分析文章段落的写作特点，学习 ( http: / / www.21cnjy.com )expect的用法。将段落视为一个相对独立的单位进行解剖、分析及领会，帮助学生深层理解文本的同时，指导他们如何写出好段落。】
3. similar to
T: Read Paragra ( http: / / www.21cnjy.com )ph 2, watch a clip of video and answer some questions.
(1) Who are expected to take part in the Special Olympics
(2) Do you know this lady, Eunice Kennedy Shriver
T: I quite agree ( http: / / www.21cnjy.com ) with what Shriver said. We can learn a lot from those athletes with disabilities.
T: Are the e ( http: / / www.21cnjy.com )vents in the Special Olympics totally different from those in the Olympics
S: No. They include many events similar to those in the Olympics.
【设计意图：帮助学生拓展背景知 ( http: / / www.21cnjy.com )识，引导他们学习永不言弃的精神；同时巩固前面所学的短语expect sb. to do sth.，通过多次重复强化intellectual disabilities词块习得；在丰富的语境中学习短语be similar to和be similar in。】
4. give up
T: As you know, ( http: / / www.21cnjy.com ) 2007 Special Olympics World Games was held in Shanghai China. Timothy Shriver, Chairman of Special Olympics International, spoke highly of the Shanghai Special Olympics.
T: Read Paragraph ( http: / / www.21cnjy.com )s 3 and 4 and find out what the volunteers did to make the 2007 Special Olympics World Games a great success.
T: They gave up thei ( http: / / www.21cnjy.com )r spare time and provided support for the athletes.
5. It is + adjective + of sb. to do sth.
T: What did Liu ( http: / / www.21cnjy.com )Ming do for the Games Was it easy for Liu Ming to teach Li Hai What do you think of Liu Ming
T: It is kind of Liu Ming to teach Li Hai./Liu Ming is kind.
It is patient of Liu Ming to teach Li Hai./Liu Ming is patient.
We use “of ” before sb in this sentence pattern.
6. be born with/not ... but ...
T: Read Paragraph 4 and think about three questions.
(1) Why did Liu Ming feel fantastic to work as a volunteer
(2) What change ( http: / / www.21cnjy.com )s have you seen in Li Hai after he joined Special Olympics
(3) What has Special Olympics meant to Li Hai
【设计意图：通过阅读让学生思考特奥会对志 ( http: / / www.21cnjy.com )愿者及运动员的影响。为下面探讨举办特奥会的意义埋下伏笔。同时学习短语be born with和not ... but ...。】
7. Give sb. a chance to do sth.
T: Look throug ( http: / / www.21cnjy.com )h the passage again and discuss if it is meaningful to hold Special Olympics. Explain your reasons.
【设计意图：让学生思考举办特奥会的意义，同时学习短语give sb a chance to do sth。】
7. Structure of the article
T: Read the whole passage and discuss:
(1) how the ideas are organized;
(2) which paragraph is about the main idea of the report.
【设计意图：读后活动，在帮助学生构建文章结构与内容框架的同时，引导他们关注文章观点的组织模式。】
Step 3 Practice
1. Repeat after the tape
2. Retell the report
【设计意图：教师提供关键词，让学生复述文章。复述是多角度阅读输入后水到渠成的输出形式之一。】
3. Complete the story
【设计意图：通过完成励志故事语篇，帮助学生巩固所学重点词汇及句型。】
4 Watch and discuss
T: Watch a v ( http: / / www.21cnjy.com )ideo and discuss with your partner about the following three questions.
(1) What do Special Olympics mean to you
(2) How are people w ( http: / / www.21cnjy.com )ith intellectual disabilities treated/viewed in your neighborhood
(3) What will y ( http: / / www.21cnjy.com )ou do to make a difference to those disabled around you
5. Make a summary
T: The Special Olym ( http: / / www.21cnjy.com )pics youth movement is a powerful force, creating communities of acceptance, dignity and joy for people with intellectual disabilities all around the world. Now It’s your turn to make a difference every day. Thank you.
【设计意图：通过观看宣传片，引发学生思考，激发他们的社会责任感。在讨论中鼓励学生使用本课所学的语言点，达到学以致用的目的。】
V. Homework
1. Learn the new words and phrases in the passage by heart.
2. Write a passage about your plan to help those disabled around you.英语（八年级下册）
Unit 6 Sunshine for all
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 four types of text structure;
2. distinguish the ways of organizing the ideas in English writing;
3. learn how to use the right way to organize the ideas according to the type of writing.
II. Focus of the lesson and predicted area of difficulty
To learn how to organize the ideas in different ways according to the type of writing.
III. Teaching procedures
Step 1 Lead-in
1. Enjoy a short video
Play a short video about Hong Kong Disneyland. Let the students guess where it is.
2. Analysis a short article
(1) Show a short article about Hong Kong Disneyland. Ask the students to read it quickly and give a title to the article.
(2) Analysis the three parts of the article. And ask the students to pay attention to the adverbs.
【设计意图：首先通过小视频引出一篇小短文。对短文进行简要的分析，引出本节课要学习的主要内容。】
Step 2 Presentation
1. Time order
(1) Let the students pay attention to the adverbs in order to let them say out “time order” by themselves.
(2) Let the students think about when we can use time order to organize our ideas. And then tell them when we write about an experience or an event, we often use this method.
(3) Give more examples about time order.
2. Space order
(1) Show a picture of a room. Give a topic “My bedroom” to the students. Ask the students if they can write a short passage about it using time order. Then let the students say their ideas about how to write “My bedroom”. At last give an example about space order.
(2) Let the students know we use space order when we describe a place or an object.
(3) Let the students know we can use spatial organization transitional words to provide readers with a better visual image.
3. Have a conclusion
We can organize our ideas in different ways according to the type of writing. Let the students list some other methods of organizing the ideas.
【设计意图：让学生在教师的引领下能够适当的进行归纳总结，寻找方法。并通过实例来增加学生对时间顺序和空间顺序的分辨。适时地进行总结可以帮助学生更好地进行记忆、理解和运用。】
4. Let’s compare
(1) Present two short articles—Travelling and Environment. Let the students compare them and think about if they use the same method to organize the ideas.
(2) Ask the students to find the topic sentences of two articles. One is at the beginning and the other is at the end of the article.
(3) In Travelling, a general statement is given first, and some specific information is used to support the main ideas. We call this method General to specific. Then the teacher shows a picture of this method to get the students understand easily.
(4) In Environment, we list some specific examples to lead to the main ideas. We call this method Specific to general. At the same time, show a picture of this method to get the students understand easily and know the differences between General to specific and Specific to general.
5. Arrange the sentences into a passage
Present six sentences on PPT. Let the students arrange them into a passage. Then present two passages. Get the students know they can choose the suitable method to organize their ideas.
【设计意图：通过呈现两篇小短文，让学生在老师问题的引导之下去发现要学习的写作技能。呈现两种不同方式的图片，可以让学生更直观地去理解两种不同方式的含义，也便于学生进行记忆。老师带领学生一步步地分析问题，即对学生进行适当的学法指导，培养他们的学习能力。最后通过连句成篇的练习让学生明白方法的选择是依据自己的文章需求来决定的。】
Step 3 Practice
1. What method is it
Present four short articles. Let the students say what method each article is used. And then, let the students analyze the reasons.
2. Choose the best way for each topic
Let the students do the exercise on their English book. Give six topics and ask the students to choose a suitable way to organize their ideas.
【设计意图：通过书本练习与对四篇文章所用写作技能方法的判断来检测学生本节课学习的效果。】
Step 4 Conclusion
Have a conclusion with the students. Let the students say the main ideas of today’s lesson.
【设计意图：和学生共同回顾本节课的主要内容——组织文章的四种常用方法。既能点明主题，又能让学生检测自己的学习效果，便于学生查漏补缺。】
