江苏省扬州市江都区国际学校八年级英语下册 Unit 6 Sunshine for all Reading II教案 （新版）牛津版.doc

unit 4 sunshine for allreading ()i. teaching aims and learning objectivesby 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 contents1. 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.its 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.its great for us to work closely with these special athletes.iii. focus of the lesson and predicted area of difficulty1. to retell the story in students own words.2. to learn to use the language points correctly.iv. teaching proceduresstep 1 lead-in1. review what the students have learnt and present the topic t: weve read the report volunteering for the special olympics world games. what did you know from the passage?t: yes. weve 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 mings feelings about being a volunteer. t: how do you feel when you help others? its 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. expectt: read paragraph 1 and talk about how the writer describes liu mings 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 upt: 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 articlet: 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 summaryt: the special olympics youth movement is a powerful force, creating communities of acceptance, dignity and joy for people with intellectual disabilities all