PAGE9/9Teachingdesign8BUnit6ReadingVolunteeringfortheSpecialOlympicsWorldGames馬鞍山中加雙語學(xué)校聶敏單元主題:Sunshineforall該主題屬于“人與社會”范疇，涉及“社會服務(wù)與人際溝通”主題。一、單元信息基本信息學(xué)科年級學(xué)期教材版本單元名稱英語八年級第二學(xué)期譯林版8BUnit6Sunshineforall單元組織方式R自然單元 ￡重組單元課時(shí)信息序號教學(xué)內(nèi)容課型課時(shí)1Peoplewhoneedhelp導(dǎo)入第1課時(shí)2TheSpecialOlympicsWorldGames閱讀第2、3課時(shí)3AItis+adj.+to-infinitiveBItis+adj.+for...+to-infinitiveCItis+adj.+of...+to-infinitive語法第4、5課時(shí)4AWorkinginamountainareaBSpeakup:Howcanwehelppeopleinourdailylives?綜合技能第6課時(shí)5Organizingyourideas學(xué)習(xí)技能第7課時(shí)6Givingahelpinghand寫作第8課時(shí)7Self-assessment&Test復(fù)習(xí)評價(jià)第9課時(shí)單元分析學(xué)科核心素養(yǎng)本單元話題圍繞幫助處于需要中的人展開，學(xué)習(xí)如何關(guān)心幫助別人，培養(yǎng)學(xué)生積極參與社會公益活動、盡自己所能去幫助他人的意識。以形式多樣的語言和豐富的內(nèi)容來促進(jìn)學(xué)生增強(qiáng)文化意識、培養(yǎng)語言能力、提升思維品質(zhì)、提高學(xué)習(xí)能力。創(chuàng)設(shè)真實(shí)情境，貼近學(xué)生生活，在教師的引導(dǎo)下，發(fā)揮學(xué)生主動性，感知和運(yùn)用“向處于需要中的人提供幫助”等目標(biāo)語言。引導(dǎo)學(xué)生積極討論并自己總結(jié)志愿者的優(yōu)良品質(zhì)、特奧會的精神等。在授課的過程中滲透團(tuán)結(jié)互助、永不放棄等情感目標(biāo)。培養(yǎng)學(xué)生為他人著想、熱愛公益事業(yè)、樂于助人等優(yōu)良品質(zhì)。通過本單元的學(xué)習(xí)，夯實(shí)學(xué)生的基本語言能力，發(fā)展學(xué)生的語言運(yùn)用能力以及思維能力，培養(yǎng)學(xué)生積極的情感態(tài)度，能夠運(yùn)用有效的學(xué)習(xí)策略來完成學(xué)習(xí)任務(wù)。單元教材分析本單元主題內(nèi)容為“人與社會”，話題為“幫助處于需要中的人”。Comicstrip中通過Eddie和Hobo幽默風(fēng)趣的對話引出本單元的話題。接下來的導(dǎo)入中A部分提供了一組弱勢群體的圖片，學(xué)習(xí)新的詞匯。B部分的對話引導(dǎo)學(xué)生談?wù)撊绾稳椭鮿萑后w。通過語言學(xué)習(xí)和交流讓學(xué)生學(xué)會用英語談?wù)撊绾螢樾枰獛椭娜朔瞰I(xiàn)自己的愛心。Reading部分是本單元的重點(diǎn)學(xué)習(xí)板塊。A部分介紹了特奧會的相關(guān)知識以及特奧會志愿者的經(jīng)歷。B部分通過詞匯學(xué)習(xí)和運(yùn)用、閱讀任務(wù)的完成以及談?wù)撎貖W會相關(guān)內(nèi)容等活動加強(qiáng)對reading部分的理解，同時(shí)在活動中運(yùn)用所學(xué)語言。Grammar板塊旨在梳理本單元的重點(diǎn)語法“Itis+adjective+to-infinitive”,“Itis+adjective(+for.../of...)+to-infinitive”,引導(dǎo)學(xué)生運(yùn)用目標(biāo)句型描述他人品質(zhì)。在Integratedskills中,圍繞Judy在山區(qū)支教的經(jīng)歷展開聽、說、讀、寫等訓(xùn)練，培養(yǎng)學(xué)生在日常生活中幫助他人的意識，著重培養(yǎng)學(xué)生的綜合語言運(yùn)用能力。在Studyskills中，針對不同話題，為學(xué)生提供相應(yīng)的敘述方式，進(jìn)行寫作方法指導(dǎo)。任務(wù)板塊（Task）中引導(dǎo)學(xué)生在寫作前先列出大綱，組織語言完成寫作任務(wù)。最后，通過自我評價(jià)（Self-assessment）體驗(yàn)收獲的快樂。單元內(nèi)容框架單元教學(xué)目標(biāo)語言能力“Itis+adjective+to-infinitive”,“Itis+adjective(+for.../of...)+to-infinitive”,文化意識了解相關(guān)志愿服務(wù)的信息，培養(yǎng)學(xué)生積極參加社會公益活動的意識。在生活中樹立尊重他人、為他人著想、熱愛公益事業(yè)、樂于助人的優(yōu)良品質(zhì)。在小組活動中積極與他人合作，相互幫助。思維品質(zhì)通過深度思考、小組PK、討論等環(huán)節(jié)，使思維始終處于“發(fā)現(xiàn)問題—分析問題—解決問題”的學(xué)習(xí)狀態(tài)中，提升思維品質(zhì)的邏輯性、辯證性和創(chuàng)造性。學(xué)習(xí)能力能夠閱讀和理解有關(guān)特奧會和特奧會志愿者經(jīng)歷的文章。能夠積極與他人合作，相互幫助，共同完成學(xué)習(xí)任務(wù)，體驗(yàn)在“做”中使用目標(biāo)語言，從而提高自學(xué)能力、合作能力和語言交際能力。課時(shí)教學(xué)設(shè)計(jì)I.GuidingtheoriesThislessonisbasedonthetheCoreCompetenceofEnglishCurriculum,theActivity-basedApproachtoEnglishLearningandBloom'sTaxonomyofLearning.II.Generalintroduction1.AnalysisoftheteachingmaterialThislessonVolunteeringfortheSpecialOlympicsWorldGamesistakenfromUnit6of8BbelongingtoModule2Rightsandresponsibilities,EnglishtextbookbyYiLinPress.Inthisbook,eachunithas7sections.Thislesson,whichisthesecondperiodoftheunit,focusesonreadingpractice.ThethemeofthisunitisSunshineforall.Iwillanalyzethislessonfrom3dimensions:What,HowandWhy.[What]Theme:ManandsocietyTopic:HelpingpeopleinneedContent:Thetextisabouttheexperienceofavolunteeratthe2007SpecialOlympicsWorldGamesinShanghai.Itmainlycentersonwhatvolunteersdotohelpathleteswithintellectualdisabilitiesachievetheirdreamsandimprovethevalueoftheirlives.ThereportalsoelaboratesthemeaningoftheSpecialOlympicsWorldGames.[How]StylisticFeature:Itisareportwritteninthethirdperson,whichpromotesthespiritandthemeaningofvolunteeringfortheSpecialOlympicsWorldGames.LinguisticFeature:VividadjectivesofthereportreflectLiuMing’sactiveattitudetowardsvoluntaryworkandspecificverbshighlighttheeffortsofthevolunteers.QuotingthewordsofLiuMingalsomakesthewholereportmorelively.[Why]Thethematicmeaningistocultivatestudents’awarenessofactiveparticipationinvoluntarywork,strengthentheirwillingnesstohelppeopleinneedandenhancestudents’understandingaboutthespiritoftheSpecialOlympicsWorldGames.2.AnalysisofthetargetstudentsThetargetstudentsareinGradeEight,whoareactiveandimaginative.Fromtheperspectiveoftheirbackgroundknowledge,Iadopt

SWOTmodel

toanalyzethelearnersasfollows:Strengths:TheyhaveaccumulatedmuchknowledgeabouttheOlympicsandhavealreadymasteredsomereadingstrategies.TheyareabletoextracttheexperienceofLiuMingandanalyzehisfeelings.Weaknesses:Theycan’tfullyunderstandthemeaningofvoluntarywork

accordingtotheircurrentcognitivelevels.Theyalsohavetroubleintegratinginformationandconcludinggoodqualitiesofthevolunteersandspecialathletes.Opportunities:StudentsarefamiliarwithBeijing2022WinterOlympicGamesandareeagertoacquiresomeinformationabouttheSpecialOlympicsWorldGames.Theyarealsowillingtobevolunteersandhelppeoplearoundtheminneed.Threats:

Itisachallengetoimprovetheircapacityofreadingandfosterlogicalandcriticalthinkingabilities.3.TeachingobjectivesBytheendoftheclass,studentswillbeableto:Recognizeandgraspthenewwordsinthecontextlikeathlete,physical,disabilities,intellectualandapplythemtocomprehendthemainideaofthereport.Integrateandanalyzethekeyinformationaswellasthestructureofthereport.Inferandevaluatethequalitiesofvolunteersandathleteswithintellectualdisabilities.Developtheawarenessofactiveparticipationinvoluntaryworkandofferinghelptopeoplearoundtheminneed.4.TeachingkeypointsanddifficultpointsTeachingkeypoints:1.Helpstudentsgraspthemainideaofthereportandteaseoutthestructurebyusingappropriatereadingstrategies.2.Helpstudentsintegratethedetailedinformationofthereportandtheexperienceofthevolunteer.Teachingdifficultpoints:Encouragestudentstoconcludegoodqualitiesofvolunteersandspecialathletes.GuidestudentstounderstandthespiritoftheSpecialOlympicsWorldGames.5.TeachingapproachesCommunicativeteachingapproach&Situationalteachingapproach6.TeachingAidsMultimedia&Blackboard7.Evaluation

IadoptSelf-evaluation,Peer-evaluationandTeacher’sevaluationtoevaluatestudentsfromall-roundperspectives.

TeachingObjectivesActivitiesandstepsPurposesEvaluation1.Recognizeandgraspthenewwordsinthecontextlikeathlete,physical,disabilities,intellectualandapplythemtocomprehendthemainideaofthereport.（學(xué)習(xí)理解）Step1.Leadin(2mins)Greetings.Watchandanswer.①Askstudentsaquestionbeforewatchingavideo:What’sthevideoabout?②Afterwatchingit,theteachercontinuestoaskthesecondquestion:Whichathleteimpressedyoumost?Toarousestudents’interestandactivatetheirbackgroundinformation.（感知與注意）Observethereactionsofthestudentswhentheywatchthevideoandanswerquestions.Step2.Pre-reading(5mins)Tellthedifference.PresentsomepicturesofdifferentathletesandleadstudentstotellthedifferencesamongtheOlympics,theParalympicsandtheSpecialOlympicsWorldGames.Tohelpstudentsclearouttheobstaclesbeforereading.（感知與注意）ObservehowmuchtheyhaveknownaboutdifferentOlympicgames.PredictionAskstudentstopredictfromthetitleandthepicturesofthereport.Then,inspirestudentstogetsomebasicinformationofthereport.Todevelopstudents’predictiveabilitiesbyinterpretingthetitleandthepictures.（感知與注意）Judgewhetherstudentscanpredictthebasicinformationaccordingtothetitleandthepictures.2.Integrateandanalyzethekeyinformationaswellasthestructureofthereport.（學(xué)習(xí)理解）Step3.While-reading(20mins)ReadforgistGuidestudentstoreadthewholereportquicklyandacquirethemainideabymakingachoice.Toencouragestudentstogetthemainideaofthereport.（獲取與梳理）Trainstudents’capacityofgeneralization.ReadforstructureEncouragestudentstoreadthereportagainandfigureoutthekeywordofeachparagraph.para.1Feelingspara.2Eventspara.3Volunteerspara.4Experiencepara.5MeaningTohelpstudentsunderstandthestructureandgettheframeworkofthereport.（概括與整合）Judgewhetherstudentscandividethestructureofthereportcorrectlybyfiguringoutthekeywords.2.Integrateandanalyzethekeyinformationaswellasthestructureofthereport.（學(xué)習(xí)理解）Readfordetails(1)Readpara.1ReadcarefullyandcomparedifferentfeelingsofLiuMing.In2007:Hedidn’tknowwhattoexpect.Now:It’sthemostamazingexperienceofhislife.It’sfantastictoworkasavolunteer.TolearndifferentfeelingsofLiuMinganddescribehisfeelingsbyusingthetargetlanguage.（描述與闡釋）Observethereactionsofthestudentsandjudgewhethertheycanfinishallthetasksbyreadingeachparagraphcarefully.(2)Readpara.2Finishthemindmapbyansweringthesetwoquestions:①Whataretheevents?②Whoattendedtheevents?Tohelpstudentsacquirethekeyinformation.（分析與判斷）3.Inferandevaluatethequalitiesofvolunteersaswellasathleteswithintellectualdisabilities.（應(yīng)用實(shí)踐）(3)Readpara.3①Fillintheblanks.Readandfindout:Whatdidvolunteersdofortheevents?②Watchandthink.Askstudentstothinkdeeplybywatchingavideo:Whatqualitiesdoesavolunteerneed?Then,theteachersharesthevaluableexperienceofbeingavolunteer.Tofigureoutwhatvolunteersshoulddobyreadingcarefully.（分析與判斷）Toconcludegoodqualitiesofvolunteersbywatchingavideo.（內(nèi)化與運(yùn)用）Judgewhetherstudentscangetthepointofthevideoandexpresstheiropinionsfreelyandpositively.(4)Readpara.4①Finishthemindmap.②Makeupsentences.Studentsusethesentencepattern“Themostimportantthingisnotto_______,butto_______.”tomakeupnewsentences.Toimprovestudents’capacityofextractingdetailedinformation.（描述與闡述）Observethebehaviorsofthestudentsandjudgewhethertheycanlocatethekeyinformationandbeconfidenttomakeupsentencescorrectly.2.Integrateandanalyzethekeyinformationaswellasthestructureofthereport.（學(xué)習(xí)理解）(5)Readpara.5ReadcarefullyandanalyzethemeaningoftheSpecialOlympicsWorldGamesfrom3aspects.ToencouragestudentstolearnthemeaningoftheSpecialOlympicsWorldGamesfromdifferentaspects.（分析與判斷）ObservethereactionsofthestudentsandjudgewhethertheycananalyzethemeaningoftheSpecialOlympicsWorldGameswellindividually.3.Inferandevaluatethequalitiesofvolunteersaswellasathleteswithintellectualdisabilities.（應(yīng)用實(shí)踐）Step4.Post-reading(10mins)Discussion(1)Askstudentstodiscussingroupsoffour:Whatcanwelearnfromthesespecialathletes?(2)Encouragestudentstosharetheiropinionsinthefrontoftheclassroom.Later,puttheir“l(fā)ovecards”ontheblackboard.(3)Evaluatestudents’performancefromall-roundperspectives.Tohelpstudentsevaluatequalitiesofspecialathletesanddeveloptheircomprehensiveabilities.（批判與評價(jià)）Observethebehaviorsofthestudentsandjudgewhethertheycandiscussfreelyandexpress