Unit 6 integration2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聚焦八下Unit 6募捐信的结构与写作技巧，整合单元词汇语法。通过Free talk讨论帮助西部儿童、 elderly邻居等真实情境，结合Part D提示提问，搭建从单元主题到写作任务的学习支架，梳理知识脉络。 资料亮点在于读写结合分析范文结构与表达，多元评价含自评、互评及范文阅读，融入国际志愿者日培养社会责任感。体现语言能力（写作与知识整合）、文化意识（全球共同价值）、思维品质（逻辑组织），提升学生写作与综合运用能力，为教师提供清晰教学流程与评价工具。

连云港市和安中学电子教案 教材：八下 课时编号： 主备： 郑家玉 复备： 上课日期： Unit 6 Sunshine for all Period 5 Integration D Teaching aims and demands By the end of the lesson, students will 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.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. 3.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. Main and difficult points 1. 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. 2.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. Teaching Procedures Further Preparation Step 1 Free talk and lead-in 1. Have students talk about how they can help: the local children in the Western areas of China / an elderly neighbour who has difficulty walking / the primary school students in our community / a middle school student who is seriously ill. 1. Have students read the rubrics in Part D and try to raise some questions about the student mentioned. Step 2 Reading 1. Have students read and go through the table in Part D1 and find out some information about the student who needs help. 2. Have students read the letter in Part D2 and work out the structure of the letter. 3. Have students read the letter again to find out useful expressions in the letter and think of more similar expressions. Step 3 Writing 1. Have students pay attention to the writing tips before they start to write the letter. 2. Have students know about the steps for writing. 3. Have students know about the evaluation criteria. 4. Have students write their own letter asking for help. Step 4 Evaluating 1. Have students check their own letter according to the evaluation criteria. 2. Have students check their partner’s letter. 3. Have students read the sample writing. Step 5 Summary Have students summarize what they have learned in this lesson and from this unit. Homework Must do 1. Polish your letter and share it with your classmates in class. 2. Review the whole unit and make a mind map to summarize what you have learned in this unit. Choose to do Design a “Small Acts, Big Light” Project with your partner, planning who to help and how to help him/her/them. Blackboard Design Reflection after teaching 2 学科网（北京）股份有限公司 $