英语（八年级下册）
Unit 6 Sunshine for all
Reading ( I )
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. learn to predict the main idea from the title, pictures and caption;
2. learn to use 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 the importance of joining public welfare activities and help others.
II. Teaching contents
1. New words and phrases: 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 necessary for these volunteers to receive training before doing the task.
It was very brave of him to join the competition.
To Li Hai, 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 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: 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 did the Special Olympics World Games take place?/Which Special Olympics World Games did he/she volunteer for?
(6) How did the volunteer feel after volunteering for the Special Olympics World Games?
3. Make a prediction from the pictures and caption
Let the students 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 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 Question 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 Question 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 passage 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 through 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 Liu Ming volunteered for the Special Olympics World Games?
(2) What did the volunteer(s) do for the Special Olympics World Games?
(3) What are Special Olympics World Games for?
(4) How did 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 intellectual 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 special 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 about the introduction to the Special Olympics world Games.
Paragraph 3 is about what the volunteers did for the 2007 Special Olympics World Games.
Where do we meet Liu Ming first?
In Paragraph 1, 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 Ming do for the 2007 Special Olympics World Games?
Q2: What do we 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 Liu Ming volunteered for the 2007 Special Olympics World Games?
Q2: What 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 what 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 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 in 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 Internet 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 4 Sunshine for all
Reading (Ⅱ)
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 the language points correctly and retell the story in their own words;
3. learn to help those with intellectual disabilities in their daily lives.
II. Teaching contents
1. New words and phrases: 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: 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, the 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 read the report Volunteering for the Special Olympics World Games. What did you know from the passage?
T: Yes. We’ve known 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 passage to find out Liu Ming’s feelings about being a volunteer.
T: How do you feel when you help others?
It’s meaningful (for 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” before 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 and talk about how the writer describes Liu Ming’s past and present feelings.
T: Here are two versions describing his past and present feelings. Which one do you think is better?
T: The contrast 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 Paragraph 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 with what Shriver said. We can learn a lot from those athletes with disabilities.
T: Are the events 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, 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 Paragraphs 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 their spare time and provided support for the athletes.
5. It is + adjective + of sb. to do sth.
T: What did Liu 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 changes 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 through 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 video and discuss with your partner about the following three questions.
(1) What do Special Olympics mean to you?
(2) How are people with intellectual disabilities treated/viewed in your neighborhood?
(3) What will you do to make a difference to those disabled around you?
5. Make a summary
T: The Special Olympics 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.
