Unit6 Sunshine for all 单元教学设计- 2025-2026学年译林版八年级英语下册

8B Unit 6 Sunshine for all 第一课时：Welcome to the unit (People in need) 【教学内容】 教材第78-79页：图片匹配短语（homeless people, disabled people, poor people等）；Amy和Daniel关于如何帮助有需要的人的对话；讨论自己帮助他人的经历。 【语篇研读】 本课时通过图片引入“需要帮助的人群”词汇，对话呈现政府、企业、个人提供帮助的多种方式。内容贴近生活，激发学生同情心和社会责任感，为单元后续学习奠定情感和语言基础。 【教学目标】 通过本课学习，学生能够： 1. 掌握描述需要帮助的人群的词汇：homeless people, disabled people, poor people, elderly people, deaf people等；（学习理解） 2. 能听懂并运用“provide...for...”, “donate money”, “help people in need”等谈论帮助他人的方式；（学习理解） 3. 能够与同伴交流自己帮助他人的经历，并表达感受；（应用实践） 4. 培养关爱他人、乐于助人的意识。（迁移创新） 【教学重点】 人群词汇；谈论帮助方式的句型。 【教学难点】 用英语流畅地表达帮助他人的经历和感受。 【教学准备】 多媒体课件、图片、听力音频、单词卡片。 【教学环节】 Step 1: Lead-in (5 mins) Activity 1: Show a picture of people queuing for food. Ask: “What can you see? How do they feel? What can we do to help them?” Activity 2: Brainstorm words for people who need help (homeless, disabled, etc.). 【设计意图】通过图片引发同情心，激活背景词汇，导入话题。 Step 2: Vocabulary presentation (8 mins) Activity 1: Present the pictures on P79. Students match them with the correct words (deaf people, poor people, etc.). Activity 2: Tick the boxes if they have ever helped these people. Share briefly. 【设计意图】在情境中学习词汇，并通过个人经历分享增强参与感。 Step 3: Listening & speaking (12 mins) Activity 1: Listen to the conversation between Amy and Daniel (P79). Answer: “What do governments do for homeless people?” “How do businesses help?” Activity 2: Read the conversation and underline key phrases: provide places for..., provide services for the disabled, donate money. Activity 3: Pair work Role-play a similar conversation about helping people in need. Use the model. 【设计意图】通过听力获取信息，模仿对话进行口语输出，培养交际能力。 Step 4: Group discussion (10 mins) Activity 1: In groups, discuss “What have you done to help people in need?” Share experiences. Activity 2: Each group shares one story with the class. 【设计意图】拓展话题到个人经历，引导学生反思并表达，增强助人意识。 Step 5: Summary & Homework (5 mins) Summary: Teacher guides students to recap the vocabulary and ways to help. Homework: ① Write down 3 sentences about how you helped someone. ② Preview the article on P80-81. 二次备课 【板书设计】 People in need: homeless, disabled, poor, elderly, deaf Ways to help: provide places/services, donate money, volunteer Useful: It's important to help people in need. Governments provide ... for ... 【教学反思】 学生对帮助他人话题有共鸣，词汇掌握较快。对话练习中部分学生对“provide...for...”结构不够熟练，需加强操练。整体目标基本达成。 8B Unit 6 Sunshine for all 第二课时：Reading (A volunteer's story at the Paralympics) 【教学内容】 教材第80-83页：关于残奥会志愿者刘明的报道文章；读后任务：段落大意匹配（P82）和判断正误（P82）；第83页博客填空可作为读后巩固。 【语篇研读】 本文是一篇人物报道，讲述大学生刘明在北京冬残奥会当志愿者的经历和感受。文章语言平实感人，通过志愿者的视角展现残奥精神，传递“勇气、毅力、奉献”的价值观。学生通过阅读可以了解志愿服务的重要性，并学习描述经历和感受的词汇。由于学生对残奥会可能不太熟悉，教师应适当补充背景知识，引导他们体会运动员的毅力和志愿者的奉献精神。 【教学目标】 通过本课学习，学生能够： 1. 获取刘明的志愿者经历细节，理解文章主要内容；（学习理解） 2. 掌握重点词汇和短语：expect, require, necessary, remind, influence, medal, competition, give up spare time等；（学习理解） 3. 运用略读、寻读策略完成段落匹配和正误判断；（应用实践） 4. 体会志愿者的奉献精神和残奥运动员的毅力，培养社会责任感。（迁移创新） 【教学重点】 1. 理解文章细节，掌握描述志愿者经历的词汇； 2. 阅读策略的培养（略读、寻读）。 【教学难点】 1. 对“It seemed to them that the most important thing was not to win a medal... but to take part”等长句的理解； 2. 情感态度的体会与表达。 【教学准备】 多媒体课件、残奥会视频片段、词汇卡片、判断正误练习纸。 【教学环节】 Step 1: Lead-in (6 mins) Activity 1: Watch a short video about the Paralympics (e.g., inspiring moments). Ask: “What do you know about the Paralympics? What challenges do these athletes face?” Activity 2: Discuss the two pre-reading questions: “What do you think of volunteering?” “What do you think a volunteer does at the Paralympic Games?” 【设计意图】通过视频激发情感共鸣，激活背景知识，自然导入志愿者话题。 Step 2: Pre-reading (5 mins) Activity 1: Introduce key vocabulary with pictures/simple definitions: expect, require, necessary, remind, influence, medal, competition, give up spare time. Students repeat and practice. Activity 2: Predict: “What will the volunteer's story be about?” 【设计意图】扫清词汇障碍，培养学生预测能力。 Step 3: While-reading (20 mins) Activity 1: Skim the article and match the paragraphs with the headings on P82. Check in pairs. Activity 2: Scan for details: Do the T/F exercise on P82. Correct the false ones and explain why. Activity 3: Careful reading Answer comprehension questions: “What was Liu Ming's job?” “What did he learn from the athletes?” “Why does he think it's a fantastic experience?” Activity 4: Vocabulary reinforcement Do the blog cloze on P83 to consolidate key words. 【设计意图】通过skimming把握结构，scanning获取细节，careful reading深入理解，词汇练习巩固运用。 Step 4: Post-reading (12 mins) Activity 1: Discuss the questions (P83): “What problems do you think Liu Ming faced?” “What do you think of his experience?” “If you have the chance, would you like to be a volunteer? Why or why not?” Activity 2: Group sharing Each group presents one idea. 【设计意图】通过讨论加深对文章的理解，培养批判性思维和表达能力，同时激发志愿服务热情。 Step 5: Summary & Homework (2 mins) Summary: Students recap the main points of Liu Ming's story and the spirit of the Paralympics. Homework: ① Read the article aloud. ② Finish the blog on P6. ③ Write a short paragraph: “If I were a volunteer at the Paralympics, I would...” 二次备课 【板书设计】 Liu Ming – volunteer at Beijing 2022 Paralympics Job: guide at Paralympic Village (help athletes in wheelchairs, remind seat belts) Feelings: fantastic, proud, influenced by athletes' courage Athletes' spirit: not just win medals, but take part; never give up Key words: expect, require, necessary, remind, influence, medal, competition 【教学反思】 学生对残奥会志愿者故事很感动，阅读投入。判断正误正确率高，词汇掌握较好。讨论环节学生能积极表达，但部分学生英语表达不够流畅，需多提供句型支持。对“It seemed to them that...”这类长句需要进一步解释。整体教学目标基本达成，后续可鼓励学生了解更多志愿者故事。 8B Unit 6 Sunshine for all 第三课时：Grammar (It is + adjective (+ for/of ...) + to-infinitive) 【教学内容】 教材第84-86页：三个it句型：It is + adj. + to do; It is + adj. + for sb. + to do; It is + adj. + of sb. + to do；配套练习（A1, B1, C, 以及Amy的短文填空）。 【语篇研读】 本课时系统讲解it作形式主语的三种句型，用于评价行为或品质。通过大量例句和情境练习，帮助学生理解for和of的区别（for用于客观描述，of用于评价人的品格），并能正确运用。 【教学目标】 通过本课学习，学生能够： 1. 理解it作形式主语的三种结构及其意义； 2. 掌握for和of的选用规则：for与形容词（difficult, important等）连用，of与描述人的品格形容词（kind, nice等）连用； 3. 能够在语境中正确运用这三种结构造句； 4. 能够用所学结构表达对他人行为或事物的评价。 【教学重点】 三种句型的结构和意义；for和of的辨析。 【教学难点】 for和of的选用规则；在实际语境中灵活运用。 【教学准备】 PPT、句型图表、练习卡片。 【教学环节】 Step 1: Lead-in (5 mins) Activity 1: Review the reading: “It is fantastic to work as a volunteer.” “It was necessary for volunteers to receive training.” “It is nice of the athletes to show their courage.” Introduce the target structures. 【设计意图】从已学课文自然引入语法点，激发学生关注。 Step 2: Presentation (12 mins) Activity 1: Present the first structure: It is + adj. + to do. Show examples from P84. Explain that “it” is the formal subject, and the real subject is the infinitive. Activity 2: Present the second structure: It is + adj. + for sb. + to do. Use the text on P85. Explain that “for” introduces the logical subject. Activity 3: Present the third structure: It is + adj. + of sb. + to do. Use the text on P86. Explain that “of” is used with adjectives describing character (kind, nice, clever, etc.). Activity 4: Compare for and of with examples. 【设计意图】清晰呈现三个结构，对比讲解，便于理解。 Step 3: Practice (15 mins) Activity 1: Do A1 on P84 Make sentences using the prompts. Check answers. Activity 2: Complete Simon and Amy's conversation (P85 B1) with the phrases. Role-play. Activity 3: Do the exercises on P86 (Amy's talk and passage). Fill in the blanks with correct structures. 【设计意图】多层次练习，从控制到半开放，巩固所学。 Step 4: Production (8 mins) Activity: “My opinions” Students write 3 sentences about helping others or volunteering using the three structures. Share with partners. 【设计意图】将语法知识应用于真实表达，提升综合语用能力。 Step 5: Homework ① Finish the exercises on P9 if not completed. ② Write a short text about the importance of volunteering using the structures. 二次备课 【板书设计】 It is + adj. + to do (It is important to help.) It is + adj. + for sb. + to do (It is difficult for her to walk.) It is + adj. + of sb. + to do (It is kind of you to help.) for + 客观描述 (important, necessary, easy, hard...) of + 人物品格 (kind, nice, clever, silly, generous...) 【教学反思】 学生对it句型的结构掌握较快，但for和of的辨析仍易错，需多举例对比。练习正确率较高，口语表达时部分学生能主动运用。整体目标基本达成。 8B Unit 6 Sunshine for all 第四课时：Integration (Go West Programme综合技能) 【教学内容】 教材第87-88页：听力（关于Judy参加“Go West”项目的选择题）；听力（关于乡村学校的笔记）；完成Simon的日记填空。 【语篇研读】 本课时通过两个听力任务，了解大学生志愿者支教西部的故事。听力内容真实，词汇实用，日记填空整合听力信息，训练综合语言运用能力。同时引导学生关注西部教育，培养家国情怀。 【教学目标】 通过本课学习，学生能够： 1. 听懂关于“Go West”项目的主要信息，完成选择题； 2. 听懂关于乡村学校的具体情况，完成笔记； 3. 能够运用听力信息完成日记填空； 4. 能够讨论西部支教的意义，表达自己的看法。 【教学重点】 听力信息提取；日记填空。 【教学难点】 听力中快速记录关键信息；用英语讨论支教的意义。 【教学准备】 听力音频、西部乡村图片、任务单。 【教学环节】 Step 1: Pre-listening (5 mins) Activity 1: Show pictures of rural schools in western China. Ask: “What do you know about schools there? What challenges do children face?” Activity 2: Introduce the “Go West” Programme. Predict what Judy will do. 【设计意图】激活背景知识，激发听力兴趣，预测内容。 Step 2: Listening (12 mins) Activity 1: First listening Listen to the conversation (P87) and choose the correct answers (5 questions). Check answers. Activity 2: Second listening Listen to Judy's phone conversation (P88) and complete Simon's notes. Play twice if necessary. Peer check. 【设计意图】分层听力任务，培养听力策略和细节捕捉能力。 Step 3: Reading & writing (10 mins) Activity 1: Read the diary entry (P88). Complete it with the information from the listening tasks. Activity 2: Compare answers and discuss any difficulties. 【设计意图】整合听力信息，实现读写结合，提升综合语言运用能力。 Step 4: Speaking & discussion (8 mins) Activity 1: Pair work Discuss: “Would you like to join the 'Go West' Programme? Why or why not?” Use the structures learned. Activity 2: Share ideas with the class. 【设计意图】通过口语交流巩固听力内容，培养社会责任感和表达能力。 Step 5: Homework ① Finish the diary if not completed. ② Prepare for writing – think of someone who needs help. 二次备课 【板书设计】 Go West Programme: Judy – college student, volunteer teacher in Gansu for one year School: very small, only 3 classrooms, less than 100 students, students walk 2 hours Judy's work: teach Chinese, English, Maths; teach songs after class; give books Meaningful: learn about western areas, help children 【教学反思】 听力内容清晰，学生完成度较高。日记填空正确率高，讨论环节学生能积极表达对支教的想法，但部分学生词汇量有限，需提供句型支持。 8B Unit 6 Sunshine for all 第五课时：Writing&Assessment (A letter asking for help) 【教学内容】 教材第89-91页：讨论如何帮助他人（对话）；学生会组织募捐的构思表；范文“A letter asking for help”；写作任务及有用表达。 【语篇研读】 本课为单元输出课。通过对话回顾帮助他人的方式，展示求助信的写作框架。范文结构清晰：介绍求助对象和情况（who, what, cost），说明家庭困难，呼吁帮助，提出具体募捐活动，并以积极话语结尾。语言恳切，情感真挚，适合学生模仿。 【教学目标】 通过本课学习，学生能够： 1. 能够通过讨论和构思表整理写作素材； 2. 模仿范文，运用所学句型写一封求助信； 3. 掌握求助信的基本结构和有用表达（suffer from, cost, without..., if all of us give a helping hand等）； 4. 通过写作与分享，增强关爱他人、贡献社会的意识。 【教学重点】 写作框架（situation, need, help, positive ending）和有用表达。 【教学难点】 内容的真实性和感染力；语言的准确性和恰当性。 【教学准备】 范文投影、构思表空白表、评价量表。 【教学环节】 Step 1: Lead-in (6 mins) Activity 1: Discuss the conversation on P89: “How do Daniel and Millie help people?” List ways. Activity 2: Introduce the situation: a student needs help. Show the table on P89. Ask: “What information do we need to write a letter asking for help?” 【设计意图】激活已有知识，明确写作目的和要素。 Step 2: Reading the model (8 mins) Activity 1: Read the letter from the Students' Union (P90). Identify the structure: greeting, introduction of the person in need, details (disease, cost, family situation), call for help (event, time, place), hopeful ending. Activity 2: Highlight useful expressions: “suffers from”, “costs...”, “Without this operation, ... may...”, “Let's come together to...”, “If all of us give a helping hand, we can...” 【设计意图】范文引领，让学生感知写作框架和语言特点。 Step 3: Pre-writing (6 mins) Activity 1: Students choose a person (real or imagined) who needs help and complete the table (P89 bottom). Activity 2: Share tables with a partner for feedback. 【设计意图】写作前充分构思，确保内容充实。 Step 4: While-writing (12 mins) Activity 1: Students write their first draft of the letter, using the table and useful expressions. Activity 2: Teacher circulates, providing individual help. 【设计意图】当堂写作，保证真实性和效率。 Step 5: Post-writing & homework (8 mins) Activity 1: Peer review Exchange drafts with a partner. Use a checklist: Is the situation clear? Are the details convincing? Is there a call for action? Activity 2: Teacher invites 2 students to share, gives feedback. Homework: ① Revise the letter based on peer feedback. ② Complete self-assessment on P91. 二次备课 【板书设计】 Letter asking for help: · Greeting (Dear all,) · Who needs help (name, situation, disease, cost) · Family background (ordinary workers, not enough money) · Call for help (Let's come together... We are planning... Join us...) · Hopeful ending (If all of us give a helping hand, we can...) Useful: suffer from, cost, without..., raise money, give a helping hand 【教学反思】 大部分学生能模仿范文完成结构清晰的求助信，内容较充实，情感真挚。部分学生在描述病情和费用时用词不够准确，需加强指导。peer review环节认真有效，修改后文章质量提升。整体写作目标达成。 主备人：木水周 · 2026年3月 学科网（北京）股份有限公司 $