Unit
6
Sunshine
for
all
Integrated
skills
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
n
( http: / / www.21cnjy.com )otes
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
ph
( http: / / www.21cnjy.com )rases:
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.
Learn
about
a
volunteer
project.
2.
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:
This
girl
is
J
( http: / / www.21cnjy.com )udy.
She
is
Peter’s
cousin.
She
likes
travelling.
Last
year,
she
went
on
a
trip
to
Guizhou
and
visited
a
local
primary
school.
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.
She
took
some
( http: / / www.21cnjy.com )
photos
about
the
students
there.
Let’s
see
some
pictures.
2.
Have
a
talk
T:
After
seeing
( http: / / www.21cnjy.com )
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：展示Judy去旅行时拍摄的有关山
( http: / / www.21cnjy.com )区小学的照片,
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
( http: / / www.21cnjy.com )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
wan
( http: / / www.21cnjy.com )ts
to
know
about
Judy’s
volunteer
life.
He
has
prepared
the
following
questions.
Can
you
predict
what
Judy
will
say
T:
Now
Judy
( http: / / www.21cnjy.com )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
( http: / / www.21cnjy.com )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
( http: / / www.21cnjy.com )
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
( http: / / www.21cnjy.com )
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
sch
( http: / / www.21cnjy.com )ool
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
helpe
( http: / / www.21cnjy.com )d
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
( http: / / www.21cnjy.com )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
f
( http: / / www.21cnjy.com )ood
to
homeless
people.
And
it’s
necessary
to
provide
houses
for
them
to
stay.
(2)
We
can
hel
( http: / / www.21cnjy.com )p
blind
people
cross
the
street
and
provide
seeing
eye
dogs
for
them.
(3)
We
can
save
our
po
( http: / / www.21cnjy.com )cket
money
and
donate
it
to
poor
people.
It’s
important
to
help
them
find
jobs.
(4)
If
we
see
disable
( http: / / www.21cnjy.com )d
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
e
( http: / / www.21cnjy.com )lderly
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
( http: / / www.21cnjy.com )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
( http: / / www.21cnjy.com )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
rea
( http: / / www.21cnjy.com )d
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，为下面的小组合作作铺垫。】
Step
3
Practice
1.
Make
up
a
new
dialogue
T:
Work
in
gr
( http: / / www.21cnjy.com )oups
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
writt
( http: / / www.21cnjy.com )en
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
( http: / / www.21cnjy.com )
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
schoo
( http: / / www.21cnjy.com )l
student,
how
can
we
help
the
people
in
need
in
our
daily
lives
3.
Preview
Study
skillsUnit
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
t
( http: / / www.21cnjy.com )he
main
idea
from
the
title,
pictures
and
caption;
2.
learn
to
use
such
r
( http: / / www.21cnjy.com )eading
strategies
as
skimming,
scanning
and
inferring
pronoun
reference
in
reading
the
text;
3.
have
a
clear
picture
of
the
text
structure;
4.
realize
the
impo
( http: / / www.21cnjy.com )rtance
of
joining
public
welfare
activities
and
help
others.
II.
Teaching
contents
1.
New
words
( http: / / www.21cnjy.com )
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
w
( http: / / www.21cnjy.com )as
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
( http: / / www.21cnjy.com )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
ques
( http: / / www.21cnjy.com )tion:
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
( http: / / www.21cnjy.com )
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
loo
( http: / / www.21cnjy.com )k
at
the
three
pictures
on
Pages
80
and
81
and
try
to
find
the
answers
to
the
two
questions:
When
and
where
did
the
Special
Olympics
World
Games
take
place
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
( http: / / www.21cnjy.com )
Q1:
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
Q2:
From
( http: / / www.21cnjy.com )
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
( http: / / www.21cnjy.com )
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
throug
( http: / / www.21cnjy.com )h
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
( http: / / www.21cnjy.com )volunteered
for
the
Special
Olympics
World
Games
(2)
What
did
the
v
( http: / / www.21cnjy.com )olunteer(s)
do
for
the
Special
Olympics
World
Games
(3)
What
are
Special
Olympics
World
Games
for
(4)
How
did
Liu
Mi
( http: / / www.21cnjy.com )ng
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
Para
2
and
answer
the
questions.
Q1:
What
are
Special
Olympics
World
Games
for
Q2:
What
does
( http: / / www.21cnjy.com )
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
( http: / / www.21cnjy.com )
athletes
make
the
event
a
success
alone
Yes
or
No
Where
can
you
find
the
answer
(2)
Read
Para
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
Para
2
is
about
the
i
( http: / / www.21cnjy.com )ntroduction
to
the
Special
Olympics
world
Games.
Para
3
is
about
what
( http: / / www.21cnjy.com )the
volunteers
did
for
the
2007
Special
Olympics
World
Games.
Where
do
we
meet
Liu
Ming
first
In
Para
1
,
we
know
Liu
Ming
volunteered
for
the
2007
Special
Olympics
World
Games.
We
met
him
a
second
time
in
Para
4
.
(4)
Read
Para
4
and
answer
the
questions.
Q1:
What
did
( http: / / www.21cnjy.com )Liu
Ming
do
for
the
2007
Special
Olympics
World
Games
Q2:
What
do
we
k
( http: / / www.21cnjy.com )now
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
Paras
1
&
5
and
answer
the
questions.
Q1:
Why
did
L
( http: / / www.21cnjy.com )iu
Ming
volunteered
for
the
2007
Special
Olympics
World
Games
Q2:
What
d
( http: / / www.21cnjy.com )oes
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
Paras
1
&
5
talk
about
Q5:
What
are
Special
Olympics
World
Games
for
Q6:
What
does
“people”
in
Para
5
refer
to
Q7:
What
does
“us”
in
Para
5
refer
to
Q8:
What
does
“them”
in
Para
5
refer
to
【设计意图：通过寻读阅读
( http: / / www.21cnjy.com )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
( http: / / www.21cnjy.com )
you’ve
learned
from
the
passage:
the
Special
Olympics
World
Games;
the
2007
Special
Olympics
World
Games;
Liu
Ming,
the
volunteer;
Lihai,
a
special
athlete.
2.
Think
about
the
title
T:
Can
we
change
( http: / / www.21cnjy.com )
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
Para
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
( http: / / www.21cnjy.com )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打下伏笔。】
V.
Homework
1.
Surf
the
Inter
( http: / / www.21cnjy.com )net
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 ”.Unit
6
Sunshine
for
all
Grammar
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
use
“It
is
+
adje
( http: / / www.21cnjy.com )ctive
+
to-infinitive”
to
express
what
we
think
about
something;
2.
use
“It
is
+
adjec
( http: / / www.21cnjy.com )tive
+
for
…
+
to-infinitive”
to
specify
who
we
are
talking
about;
3.
use
“It
is
+
adjec
( http: / / www.21cnjy.com )tive
+
of
…
+
to-infinitive”
to
express
what
we
think
of
someone’s
actions;
4.
tell
the
d
( http: / / www.21cnjy.com )ifference
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
ph
( http: / / www.21cnjy.com )rases:
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
is
kind
of
these
volunteers
to
work
in
their
spare
time.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
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,
Peter
( http: / / www.21cnjy.com )
read
a
poster.
Fun
English
holds
a
Free
CD-ROM
game.
For
each
answer
you
get
right,
we
dona
( http: / / www.21cnjy.com )te
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，“
( http: / / www.21cnjy.com )趣味英语”举办活动，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)
Which
is
corre
( http: / / www.21cnjy.com )ct
Let’s
choose
the
first
sentence.
Correct.
Please
try
again.
And
your
donation
total
is
1
CD-ROM.
(2)
This
time
two
m
( http: / / www.21cnjy.com )ore
sentences
appear.
Which
is
correct
The
second
one.
You
got
it.
Now
your
donation
total
is
2
CD-ROM.
(3)
Make
sentence
( http: / / www.21cnjy.com )s
like
the
sample.
Type
in
the
sentence.
Good
job.
The
donation
total
is
3
CD-ROMs.
(4)
Try
more.
Here
i
( http: / / www.21cnjy.com )s
one
more
sentence.
Just
type
in
the
answer.
That’s
wonderful.
Your
donation
total
is
4
CD-ROMs.
(5)
Here
comes
“Ca
( http: / / www.21cnjy.com )n
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P
( http: / / www.21cnjy.com )eter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
clicks
the
( http: / / www.21cnjy.com )
icon
and
sees
six
pictures
about
Amy’s
ways
to
help
society.
Help
Amy
make
sentences.
T:
Peter
does
a
great
( http: / / www.21cnjy.com )
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Senten
( http: / / www.21cnjy.com )ce
Monkey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,
( http: / / www.21cnjy.com )Peter
thinks
it’s
interesting
to
learn
English.
He
can’t
wait
to
go
to
Online
Class.
【设计意图：通过模仿聊天室聊天，设计彼得
( http: / / www.21cnjy.com )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—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
Online
Class
n
( http: / / www.21cnjy.com )ow.
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
completin
( http: / / www.21cnjy.com )g
the
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
( http: / / www.21cnjy.com )掘教材文本，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
ico
( http: / / www.21cnjy.com )n
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
( http: / / www.21cnjy.com )
a
bomb!”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
t
( http: / / www.21cnjy.com )hree
sentence
patterns.
Let’s
review
what
we
have
learnt
in
this
class.
2.
Topic
distillation
T:
Look
at
the
( http: / / www.21cnjy.com )se
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
w
( http: / / www.21cnjy.com )e
do
to
help
society
Please
write
a
short
passage
(around
70
words)
about
it,
using
the
sentence
patterns
we
learn
today.Unit
6
Sunshine
for
all
Comic
strip
and
Welcome
to
the
unit
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
phras
( http: / / www.21cnjy.com )es:
train,
the
Olympic
Games,
the
Olympics,
support,
meaningful,
blind,
deaf,
disabled,
elderly,
homeless
2.
New
structures:
I’m
( http: / / www.21cnjy.com )
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
Talk
about
the
ways
to
help
people
in
need.
IV.
Teaching
procedures
Comic
strip
Step
1
Lead-in
Free
talk
T:
My
cousin
( http: / / www.21cnjy.com )is
a
policeman.
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
all
want
( http: / / www.21cnjy.com )
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
Eddi
( http: / / www.21cnjy.com )e
and
Hobo’s
conversation
and
answer
the
following
questions.
(1)
What
is
Hobo
doing
He
is
training
to
b
( http: / / www.21cnjy.com )e
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
out
th
( http: / / www.21cnjy.com )e
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
( http: / / www.21cnjy.com )three
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
s
( http: / / www.21cnjy.com )ee
some
pictures
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：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
so
( http: / / www.21cnjy.com )me
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
Amy
and
( http: / / www.21cnjy.com )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
and
( http: / / www.21cnjy.com )
discuss
the
people
in
Part
A.
You
can
use
the
conversation
in
Part
B
as
a
model.
4.
Make
a
proposal
T:
Let’s
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
Hepbu
( http: / / www.21cnjy.com )rn
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.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
( http: / / www.21cnjy.com )use
the
language
points
correctly
and
retell
the
story
in
their
own
words;
3.
learn
to
help
tho
( http: / / www.21cnjy.com )se
with
intellectual
disabilities
in
their
daily
lives.
II.
Teaching
contents
1.
New
words
and
( http: / / www.21cnjy.com )
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
structure
( http: / / www.21cnjy.com )s:
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.
Retell
the
story
in
students’
own
words.
2.
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
( http: / / www.21cnjy.com )
the
report
Volunteering
for
the
Special
Olympics
World
Games.
What
did
you
know
from
the
passage
T:
Yes.
We’ve
k
( http: / / www.21cnjy.com )nown
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
(for
( http: / / www.21cnjy.com )
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”
( http: / / www.21cnjy.com )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
Para
1
and
( http: / / www.21cnjy.com )talk
about
how
the
writer
describes
Liu
Ming’s
past
and
present
feelings.
T:
Here
are
two
vers
( http: / / www.21cnjy.com )ions
describing
his
past
and
present
feelings.
Which
one
do
you
think
is
better
T:
The
contras
( http: / / www.21cnjy.com )t
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
( http: / / www.21cnjy.com )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
Para
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
wit
( http: / / www.21cnjy.com )h
what
Shriver
said.
We
can
learn
a
lot
from
those
athletes
with
disabilities.
T:
Are
the
events
i
( http: / / www.21cnjy.com )n
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
( http: / / www.21cnjy.com )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
Paras
( http: / / www.21cnjy.com )
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
t
( http: / / www.21cnjy.com )heir
spare
time
and
provided
support
for
the
athletes.
5.
It
is
+
adjective
+
of
sb
to
do
sth
T:
What
did
Li
( http: / / www.21cnjy.com )u
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:
Rea
Para
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愿
( http: / / www.21cnjy.com )者及运动员的影响。为下面探讨举办特奥会的意义打下伏笔。同时学习短语be
born
with和not
...
but
...。】
7.
Give
sb
a
chance
to
do
sth
T:
Look
thro
( http: / / www.21cnjy.com )ugh
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
d
( http: / / www.21cnjy.com )iscuss
with
your
partner
about
the
following
three
questions.
(1)
What
do
Special
Olympics
mean
to
you
(2)
How
are
peo
( http: / / www.21cnjy.com )ple
with
intellectual
disabilities
treated/viewed
in
your
neighborhood
(3)
What
will
yo
( http: / / www.21cnjy.com )u
do
to
make
a
difference
to
those
disabled
around
you
5.
Make
a
summary
T:
The
Special
O
( http: / / www.21cnjy.com )lympics
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.Unit
6
Sunshine
for
all
Study
skills
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
t
( http: / / www.21cnjy.com )he
right
way
to
organize
the
ideas
according
to
the
type
of
writing.
II.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Learn
how
to
or
( http: / / www.21cnjy.com )ganize
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
v
( http: / / www.21cnjy.com )ideo
about
Hong
Kong
Disneyland.
Let
the
students
guess
where
it
is.
2.
Analysis
a
short
article
(1)
Show
a
short
art
( http: / / www.21cnjy.com )icle
about
Hong
Kong
Disneyland.
Ask
the
students
to
read
it
quickly
and
give
a
title
to
the
article.
(2)
Analysis
th
( http: / / www.21cnjy.com )e
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
( http: / / www.21cnjy.com )
pay
attention
to
the
adverbs
in
order
to
let
them
say
out
“time
order”
by
themselves.
(2)
Let
the
students
( http: / / www.21cnjy.com )
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
( http: / / www.21cnjy.com )
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.
The
let
the
students
say
their
ideas
about
how
to
write
“My
bedroom”.
At
last
give
an
example
about
space
order.
(2)
Let
the
students
( http: / / www.21cnjy.com )
know
we
use
space
order
when
we
describe
a
place
or
an
object.
(3)
Let
the
student
( http: / / www.21cnjy.com )s
know
we
can
use
spatial
organization
transitional
words
to
provide
readers
with
a
better
visual
image.
3.
Have
a
conclusion
We
can
org
( http: / / www.21cnjy.com )anize
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
( http: / / www.21cnjy.com )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
( http: / / www.21cnjy.com )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
( http: / / www.21cnjy.com )
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
( http: / / www.21cnjy.com )
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,
( http: / / www.21cnjy.com )
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
se
( http: / / www.21cnjy.com )ntences
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，
( http: / / www.21cnjy.com )让学生在老师问题的引领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，即在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
shor
( http: / / www.21cnjy.com )t
articles.
Let
the
students
say
what
method
each
article
is
used.
And
then,
let
the
students
analysis
the
reasons.
2.
Choose
the
best
way
for
each
topic
Let
the
students
( http: / / www.21cnjy.com )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
conclus
( http: / / www.21cnjy.com )ion
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。】
