Unit 6 Sunshine for all welcome-integration 教学设计 2025-2026学年译林版八年级英语下册

该初中英语教学设计围绕“帮助有需要的人”主题，涵盖核心词汇、句型（by+doing结构、It is+adj+(for/of sb)+to-infinitive）、新闻阅读策略及筹款信写作结构。课堂导入通过图片场景、残奥会视频、例句对比等，从生活情境到社会议题，构建“词汇-对话-阅读-语法-综合运用”的学习支架。 资料以“社会责任感”为主线，融合语言能力与思维品质。如Reading课用略读扫读提取志愿者故事信息，Grammar课引导从例句发现语法规则，Integration D结合国际志愿者日设计筹款信并同伴互评。任务型活动与真实情境结合，提升学生综合语言运用能力，为教师提供系统教学流程与可操作活动设计。

课 题 8B Unit6 Sunshine for all Welcome to the unit 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of the class, students can 1.Master the pronunciation and spelling of key vocabulary (blind, deaf, disabled, elderly, homeless, poor, donate, service); use the dialogue model to talk about how to help people in need and master sentence patterns. 2. Realize that helping vulnerable groups is a universal social virtue; understand the basic ways governments and society help people in need in different countries. 3. Classify different groups of people in need and analyze their specific difficulties; think about the rationality of different helping methods and connect them with real life. 4. Use picture cues to guess new words and master the strategy of vocabulary learning in context; cooperate in pairs to imitate and create dialogues, and improve oral expression ability.. II. Teaching main points Mastering the vocabulary of people in need and the basic dialogue model for talking about helping others; using by + doing to express the way of helping. III. Focus of the lesson and predicted area of difficulty Combining real life to expand the ways of helping different groups of people in need; using the target language flexibly to express their own ideas of helping others. IV. Teaching procedures Step 1: Lead-in 1.Activity: Show pictures of different scenes. ①"What can you see in these pictures? What difficulties are these people facing?" ②"Have you ever helped people who have such difficulties in your life? How did you help them?" 2.Lead in the topic: Today we will learn about different groups of people in need and how we can help them. Step 2: Presentation 1.Show the pictures in Part A of the textbook, match the pictures with the words. 2.Introduce key phrases Part B: 1　 provide sth for sb: Governments provide places for homeless people to stay. 2　 do sth by doing sth: They usually do so by donating money. 3　 provide services for sb: Most governments provide different kinds of services for the disabled. 3.Guide students to read the dialogue and underline the key sentence patterns. Step 3: Practice 1.Pair Work: Dialogue Imitation 2.Ask students to work in pairs, imitate the dialogue in Part B. Step 4: Production (7 mins) 1.Activity: Group Discussion (4 students a group) "As middle school students, what can we do to help the disabled/elderly/homeless people around us?" 2.Invite 2-3 groups to share their ideas in the whole class, e.g.We can visit the elderly in the old people's home by singing songs for them. Step 5: Exercises 1.Fill in the blanks with the correct form of the words. (1) The government provides ______ (service) for the disabled people. (2) People usually help the poor by ______ (donate) money and food. (3) We should care about the ______ (elderly) people in our community. Step6. Homework 1.Memorize the new vocabulary and key sentence patterns in this lesson, and recite the dialogue in Part B. 2.Write 3 sentences about how you can help people in need in daily life, using by + doing structure. 教后记： 课 题 8B Unit6 Sunshine for all Reading 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of this class，students will be able to 1.Skim and scan the news report to get the main idea and key details; master key vocabulary and phrases; understand the structure of news reports (the most important information first, then supporting details). 2.Understand the spirit of the Paralympic Games; realize the value of volunteering and the importance of supporting people with disabilities. 3.Infer Liu Ming's feelings and changes during the volunteering; analyze the influence of Paralympic athletes on volunteers; reflect on the meaning of volunteering in real life. 4.Use skimming and scanning strategies to read English news reports; master the method of sorting out the main idea of each paragraph; guess the meaning of new words from the context.. II. Teaching main points Grasping the key information of Liu Ming's volunteering experience at the Paralympics; mastering the reading strategies of news reports and key vocabulary & phrases.. III. Focus of the lesson and predicted area of difficulty Understanding the deep meaning of the Paralympic spirit and the emotional impact of the athletes on Liu Ming; analyzing the structure characteristics of English news reports and applying them to reading and writing.. IV. Teaching procedures Step 1: Pre-reading 1.Show the logo of the Beijing 2022 Paralympic Winter Games and a short video clip of the Paralympic athletes' competition. ①"Do you know what this logo is for? What do you think of the Paralympic athletes?" ②"What do volunteers do at the Paralympic Games? Can you list some of their jobs?" Predict 1.Show the title A volunteer's story at the Paralympics and the author Liu Ming. ①"What information do you think will be in the passage? What did the volunteer do at the Paralympics?" Step 2: While-reading Skimming 1.Ask students to read the passage quickly and answer two questions: (1) Who is the volunteer in the passage? (2) What is the main idea of the passage? Scanning 1.Ask students to read the passage carefully and complete two tasks: Task 1: Match the main ideas with the correct paragraph numbers. Task 2: Underline the key information of Liu Ming's volunteering work: 2.Check the answers in the whole class and explain the key phrases: remind sb to do sth, take part in, give up one’s spare time. Deep Reading 1.Ask students to read the passage again and answer the following questions to deepen understanding: ① "What did the athletes think is the most important thing in the competition? Why?" ②"How did the Paralympic Winter Games bring people together?" ③ "What influence did the athletes have on Liu Ming?" 2.Guide students to find the relevant sentences in the passage and express their own opinions. Step 3: Deep Dive Discussion 1."What is the Paralympic spirit you find in the passage? (never giving up, perseverance, courage)" 2. "Can you think of other examples of people who have this spirit in real life?" 3. "What can we learn from Liu Ming's volunteering experience? How can we be a good volunteer?" Step4. Homework 1.Read the passage aloud three times and try to retell Liu Ming's volunteering experience in your own words (at least 5 sentences). 2.Memorize the key vocabulary and phrases in this lesson. 3.Write a short paragraph (50-60 words) about "What volunteering means to me". 教后记： 课 题 8B Unit6 Sunshine for all Grammar 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1.Master the three structures of It is + adjective + to-infinitive / It is + adjective + for sb + to-infinitive / It is + adjective + of sb + to-infinitive; master the difference between the adjectives used in for sb and of sb structures. 2.Deduce the usage rules of the three grammar structures from contextual examples; analyze the logical relationship between adjectives and sb in different structures; improve the ability of grammatical reasoning and application. 3.Summarize grammar rules in the form of formulas and tables; master the strategy of distinguishing and using different grammar structures through a lot of practice. II. Teaching main points Mastering the three basic structures of It is + adjective + (for/of sb) + to-infinitive; being able to choose the correct preposition (for / of) according to the adjective.. III. Focus of the lesson and predicted area of difficulty Distinguishing the adjectives used in for sb and of sb structures; using the three structures flexibly in real communication and writing.. IV. Teaching procedures Step 1: Lead-in 1.Activity: Show 3 simple sentences. ①It is important to help people in need. ②It is necessary for us to learn English well. ③It is kind of you to help the elderly. 2."What is the common structure of these three sentences?" 3."Can you find the differences between them?" 4.Lead in the grammar topic: Today we will learn the structure It is + adjective + (for/of sb) + to-infinitive. Step 2: Rule Discovery Structure 1: It is + adjective + to-infinitive 1.Rule: the adjective describes the nature of the infinitive action (e.g., important, wonderful, meaningful, interesting). 2.Practice: Ask students to make 2 sentences by themselves Structure 2: It is + adjective + for sb + to-infinitive 1.Rule: the adjective describes the difficulty/necessity of the action for sb (e.g., important, necessary, difficult, easy, hard, possible). 2.Practice: Complete the sentences: It is ______ (necessary) for us ______ (donate) money to charity. It is ______ (hard) for him ______ (walk) without a wheelchair. Structure 3: It is + adjective + of sb + to-infinitive 1.Rule: the adjective describes the quality of sb (e.g., nice, kind, helpful, generous, polite). 2.Tip: This structure can be transformed into Sb is + adjective + to do sth. 3.Practice: Transform the sentences.e.g., It is helpful of her to teach us English. → She is helpful to teach us English. Step 3: Practice 1.Fill in the blanks. ①It is polite ______ you to say thank you. (of) ②It is easy ______ me to finish the work. (for) ③It is generous ______ him to donate a lot of money. (of) ④It is important ______ us to keep healthy. (for) Step 4: Production 1.Pair Work: Ask students to use the three grammar structures to talk about how to help people in need. Step5. Homework 1.Memorize the grammar rules and the summary table. 2.Write a short passage (80 words) about "My Ways to Help People in Need", using at least three different structures of this lesson. 教后记： 课 题 8B Unit6 Sunshine for all IntegrationA-C 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1.Master listening skills ; extract key information from listening materials about the "Go West" Programme and the village school; master key vocabulary and phrases; use language scaffolds to talk about volunteer programmes and helping people with illnesses. 2.Understand the background and significance of China's "Go West" Programme; realize the importance of helping students in remote areas and people with serious illnesses; cultivate the sense of social responsibility. 3.Predict listening content according to the title and pictures; synthesize listening information to complete notes and diary; analyze the difficulties of people in need and design reasonable helping plans. 4.Master listening note-taking strategies; use language scaffolds to carry out oral communication and improve the ability of listening and speaking integration; cooperate in groups to design helping plans and improve teamwork ability II.Focus of the lesson and predicted area of difficulty Mastering listening strategies for extracting specific information; mastering the vocabulary and phrases related to volunteer programmes and illness help III. Focus of the lesson and predicted area of difficulty Taking effective notes quickly during listening; using the listened information to retell the content fluently; combining the target language to design a reasonable and detailed helping plan for people with illnesses. IV. Teaching procedures Step 1: Pronunciation & Warm-up 1.Guide students to read the words, mark the stress and practice repeatedly; pay attention to the pronunciation of suffer /ˈsʌfə(r)/, blood /blʌd/, disease /dɪˈziːz/. 2.Volunteer Programmes ①Do you know any volunteer programmes in China besides the Paralympic volunteer? What are they?" Step 2: Listening Strategy & Practice 1.Teach core listening strategies first: 1　 Pre-listening Prediction: Guess the content according to the title, pictures and key words. 2　 Note-taking: Use abbreviations (e.g., NW = north-western), record numbers (time, people, distance) and key verbs/nouns. 3　 Listening Order: Follow the listening content, not the question order; catch the key information. Step 3: Reading & Pre-listening 1.Ask students to read the passage about the "Go West" Programme quickly, answer: ①When did "Go West" begin? ②What do volunteers do in western China?Guide students to master key 2.phrases: grow in popularity, sign up for, in education/health fields. Step 4 Multiple Choice Listening 1.Pre-listening: Look at the 5 multiple choice questions, predict the answers according to the options in B1; Look at the notes in the textbook in B2, find the blank types (adjective, number, subject, noun) and predict the possible words. 2.While-listening: Play the recording twice, ask students to choose the answers and take simple notes. 3.Post-listening: Check the answers. Step 5: Speaking & Integration Retell Judy's Story Scaffolds:Judy is a ______. She joined the "Go West" Programme and works in a ______ school in ______ China. The school is very ______, there are only ______ classrooms. The students live far away and walk ______ to school. Judy teaches them ______, ______ and Maths. She also teaches them ______ after class and gives them ______. She thinks it is meaningful to help the local children. Step 6: Group Work: Design a Helping Plan 1.Divide students into groups of 4, ask them to complete the table in Part D1The plan should include: ①Who needs help? ②Information about the student? ③What kind of help does he/she need? ④How can we help? 2.Invite 2 groups to share their plans in the whole class. Step 7. Homework 1.Retell Judy's story in your own words (at least 6 sentences). Memorize the key vocabulary and phrases in this lesson (grow in popularity, suffer from, raise money, etc.). 2.Write down the helping plan designed in the group in detail (at least 5 steps) 教后记： 课 题 8B Unit6 Sunshine for all IntegrationD 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1.Master the structure and writing skills of a fundraising letter for helping people in need; use useful expressions to write a complete and logical letter; integrate the vocabulary and grammar of the whole unit into writing. 2.Integrate International Volunteer Day into writing; cultivate the sense of social responsibility and the spirit of helping others; realize that volunteering is a global common value and the importance of joint efforts to help people in need. 3.Organize the writing content logically; combine the real life to create a reasonable fundraising letter; improve the ability of logical thinking and creative writing. 4.Analyze the model letter to summarize the writing structure and skills; use a checklist to self-edit and peer review the writing; integrate the knowledge of the whole unit into comprehensive writing; improve the ability of writing revision and knowledge integration. II.Focus of the lesson and predicted area of difficulty Mastering the structure and writing skills of the fundraising letter; using the useful expressions and the unit's knowledge to write a complete letter; integrating the connotation of International Volunteer Day into the writing. III. Focus of the lesson and predicted area of difficulty Making the fundraising letter logical and persuasive, with clear expression of the situation, difficulty and call for action; flexibly integrating the unit's grammar and key phrases into writing; reflecting the cultural awareness and social responsibility in the writing... IV. Teaching procedures Step 1: Further Study & Lead-in 1.Introduce the background of International Volunteer Day ①What is the purpose of this day? (Celebrate volunteers' work, raise awareness of volunteer service) 2.Show the model letter in Part D2, ask students: ①What is the purpose of this letter?" Step 2: Model Analysis 1.Structure of the Fundraising Letter 2.Introduction: Introduce who needs help and what difficulty he/she is facing. 3.Body: Explain the specific situation and the plan to help. 4.Ending: Call for action, express hope (If all of us give a helping hand, we can...; Many hands make light work). Step 3: Writing Workshop Pre-writing: Planning 1.Ask students to choose a person in need and fill in the planning table (based on Part D1) first, including: ①Who needs help? ②Information about the student? ③What kind of help does he/she need? ④How can we help? Writing Requirements 1.Follow the 3-part structure of the fundraising letter. 2.Use at least 5 useful expressions in this lesson. 3.Integrate at least 2 grammar structures of the unit (It is + adj + (for/of sb) + to-infinitive). 4.Word count: 80-100 words; sincere and logical tone. 5.Integrate the connotation of International Volunteer Day (e.g., "Let's act as volunteers and give a helping hand, just as the spirit of International Volunteer Day tells us."). Step 4: Peer Review & Polish Peer Review Checklist: 1.Does the letter have 3 parts (introduction, body, ending)? 2.Are there at least 5 useful expressions and 2 unit grammar structures? 3.Is the information clear (who, difficulty, help plan)? 4.Is the International Volunteer Day connotation integrated? Step 5: Sample Essay & Analysis Key Vocabulary: suffer from, afford, raise money, volunteer, support It is kind of you to give a little love. (你献出一点爱心，真是太善良了。) If all of us give a helping hand, we can save Li Hong! (如果我们所有人都伸出援手，我们就能拯救李红！) Step 6. Homework 1.Write your essay neatly on the exercise book. 2.Search for more information about International Volunteer Day and write a short note (30 words) about it. 教后记： 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $