初中英语牛津译林版八年级下册Unit 6 Sunshine for allReading教案

这是一份初中英语牛津译林版八年级下册Unit 6 Sunshine for allReading教案，共6页。
Reading (Ⅱ)
I. Teaching aims and learning bjectives
By the end f the lessn, students are expected t
1. have a better understanding f the reprt;
2. learn t use the language pints crrectly and retell the stry in their wn wrds;
3. learn t help thse with intellectual disabilities in their daily lives.
II. Teaching cntents
1. New wrds and phrases: expect, chance, similar, necessary, training, task, cach, gld, silver, backgrund, clsely, achieve, prize, vlunteer, adult, intellectual, disability, event, athlete, cnfident, give up
2. New structures: Liu Ming did nt knw what t expect when he vlunteered fr the Special Olympics Wrld Summer Games in Shanghai.
It’s fantastic t wrk as a vlunteer!
It was necessary fr these vlunteers t receive training befre ding the task.
It was very brave f him t jin the cmpetitin.
T Li Hai, the mst imprtant thing is nt t win a gld r a silver, but t take part.
It’s great fr us t wrk clsely with these special athletes.
III. Fcus f the lessn and predicted area f difficulty
1. T retell the stry in students’ wn wrds.
2. T learn t use the language pints crrectly.
IV. Teaching prcedures
Step 1 Lead-in
1. Review what the students have learnt and present the tpic
T: We’ve read the reprt Vlunteering fr the Special Olympics Wrld Games. What did yu knw frm the passage?
T: Yes. We’ve knwn what the Special Olympics is fr and what the vlunteers did in 2007 Special Olympics Wrld Games. We als gt t knw tw bys, 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 pints
1. It is + adjective + (fr sb.) t d sth.
T: Read the whle passage t find ut Liu Ming’s feelings abut being a vlunteer.
T: Hw d yu feel when yu help thers?
It’s meaningful (fr me) t help thers./T help thers is meaningful.
It is necessary (fr me) t help thers./T help thers is necessary.
T: We use “fr” befre sb. in this sentence pattern. Can yu find the tw sentences in the passage using the sentence pattern “It is + adjective fr sb. t d 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 abut hw the writer describes Liu Ming’s past and present feelings.
T: Here are tw versins describing his past and present feelings. Which ne d yu think is better?
T: The cntrast between past and present can better shw vlunteering fr the Special Olympics brught Liu Ming smething ttally unexpected. “expect” is a transitive verb. “Life is like a bx f chclates. Yu never knw what t 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 t
T: Read Paragraph 2, watch a clip f vide and answer sme questins.
(1) Wh are expected t take part in the Special Olympics?
(2) D yu knw this lady, Eunice Kennedy Shriver?
T: I quite agree with what Shriver said. We can learn a lt frm thse athletes with disabilities.
T: Are the events in the Special Olympics ttally different frm thse in the Olympics?
S: N. They include many events similar t thse 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. t d 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 t和be similar in。】
4. give up
T: As yu knw, 2007 Special Olympics Wrld Games was held in Shanghai China. Timthy Shriver, Chairman f Special Olympics Internatinal, spke highly f the Shanghai Special Olympics.
T: Read Paragraphs 3 and 4 and find ut what the vlunteers did t make the 2007 Special Olympics Wrld Games a great success.
T: They gave up their spare time and prvided supprt fr the athletes.
5. It is + adjective + f sb. t d sth.
T: What did Liu Ming d fr the Games? Was it easy fr Liu Ming t teach Li Hai? What d yu think f Liu Ming?
T: It is kind f Liu Ming t teach Li Hai./Liu Ming is kind.
It is patient f Liu Ming t teach Li Hai./Liu Ming is patient.
We use “f ” befre sb in this sentence pattern.
6. be brn with/nt ... but ...
T: Read Paragraph 4 and think abut three questins.
(1) Why did Liu Ming feel fantastic t wrk as a vlunteer?
(2) What changes have yu seen in Li Hai after he jined Special Olympics?
(3) What has Special Olympics meant t 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 brn with和nt ... but ...。】
7. Give sb. a chance t d sth.
T: Lk thrugh the passage again and discuss if it is meaningful t hld Special Olympics. Explain yur reasns.
【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 t d sth。】
7. Structure f the article
T: Read the whle passage and discuss:
(1) hw the ideas are rganized;
(2) which paragraph is abut the main idea f the reprt.
【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 reprt
【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. Cmplete the stry
【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 vide and discuss with yur partner abut the fllwing three questins.
(1) What d Special Olympics mean t yu?
(2) Hw are peple with intellectual disabilities treated/viewed in yur neighbrhd?
(3) What will yu d t make a difference t thse disabled arund yu?
5. Make a summary
T: The Special Olympics yuth mvement is a pwerful frce, creating cmmunities f acceptance, dignity and jy fr peple with intellectual disabilities all arund the wrld. Nw It’s yur turn t make a difference every day. Thank yu.
【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. Hmewrk
1. Learn the new wrds and phrases in the passage by heart.
2. Write a passage abut yur plan t help thse disabled arund yu.