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Unit 8 Making a Difference
Section A (1a–1d) Interview a volunteer
设计思想
本课以“志愿者活动”为主线，围绕“帮助他人”这一主题展开听说教学。教学设计遵循“听前激活—听力理解—听后运用”的教学流程，注重语言输入的真实性和语言输出的交际性。通过图片导入、词汇匹配、听力任务、角色扮演等活动，引导学生在真实语境中理解并运用现在完成时表达志愿服务的持续时间，同时关注礼貌用语和积极回应在交际中的作用。情感教育贯穿始终，帮助学生理解“为何帮助他人”的深层意义，培养社会责任感和志愿服务意识。
一、教学分析
（一）教材分析
本课内容选自人教版八年级下册Unit 8 Section A (1a–1d)，主题归属于“人与社会”范畴中的“社会服务与人际沟通”子主题。教材通过图片匹配、听力访谈和角色扮演等多种形式，引导学生了解不同类型的志愿者活动，学习用现在完成时（since / for）表达活动持续时间，并通过志愿者的真实经历激发学生的共情与参与意识。
听力部分包含三段真实感强的访谈录音，内容涉及志愿者身份、服务内容和服务时长，语言简洁自然，语速适中，适合八年级学生理解和模仿。表格填空和信息补全任务有助于学生提取关键信息，提升听力理解能力。
（二）学情分析
八年级学生对“志愿者”这一话题有一定的生活经验和兴趣，愿意参与讨论和角色扮演。但在用英语表达时间长度（如“since last year”，“for two weeks”）时，仍存在时态混淆和表达不准确的问题。此外，学生在听力过程中抓取细节信息的能力仍需加强，对采访类型对话中礼貌用语和积极回应意识有待提升。
二、教学目标
By the end of this lesson, students will be able to:
Identify and use vocabulary related to volunteer activities: clean up, guide visitors, give directions, plant trees, visit the elderly, sort waste.
Listen for specific information (volunteer work, organization, duration) from interviews.
Use the present perfect tense with since and for to talk about how long someone has been a volunteer.
Role-play an interview with a volunteer using polite expressions and appropriate positive responses.
Reflect on the value of helping others and express personal opinions about volunteering.
三、教学重点与难点
教学重点：
掌握与志愿者活动相关的词汇和表达；运用现在完成时（since / for）表达持续时间；理解并模仿访谈中的礼貌用语和积极回应。
教学难点：
在听力中准确抓取志愿者的服务内容和服务时长；在角色扮演中自然运用目标语言，积极进行采访互动角色对话，表达真实情感。
四、教学过程
活动1：Look and share & Warm up
设计意图：通过观察图片激活学生已有知识，引出“志愿者”主题，并结合学生亲身志愿活动，激发学习兴趣和表达积极性。
教师展示课本图片（海滩清理场景），引导学生观察并回答问题。教师根据学生回答，自然引出本课主题“Making a Difference”和“volunteer”这一关键词，并思考志愿活动的意义。此外，通过观察学生积极参与各项社会奉献的活动照片，在启发短语表达的同时，引发对自己的内心肯定。
活动2： Match the actions with the pictures
设计意图：通过图文匹配活动，学习与志愿者活动相关的核心词汇。
学生完成1a任务：将动词短语与图片A-F匹配。教师核对答案后，引导学生用句型“We can help + 动词短语 + in our neighborhood.”进行口头表达，如：We can help give directions in our neighborhood.引发学生深度思考志愿服务在生活中触手可及，小事亦有所为。同时为后文志愿者采访进行铺垫，降低理解难度。
活动3：Listen and answer
设计意图：训练学生抓取人物关系和对话主旨的能力，了解访谈的基本要素。
教师播放录音，学生听三段采访，回答问题，引导学生总结：A good interview with a volunteer should cover basic information such as the organization, the activities, and time period.为进一步深入课本听力活动作铺垫，并点出采访对话的评价内容。
活动4：Listen and complete the table
设计意图：精听训练，提取关键信息，提升听力理解能力。
学生观察1b表格，明确听力任务。教师播放录音，学生听对话，获取志愿者的服务机构和时长信息，填写表格。教师可以提醒学生：通过听取关键词/短语完成填空；定位与时间有关的信息；可采用速记策略（如缩写、符号）完成填写。
学生两人一组，用所填信息进行对话练习，强化目标语言。 教师在此环节引导学生关注现在完成时的用法，将核心句式写在黑板上：I’ve been a volunteer since/for...
活动5：Listen again and complete the sentences
设计意图：捕捉细节信息，关注志愿者具体服务内容和礼貌互动。
学生阅读活动1c的六个需要补充的句子。教师播放录音，学生听对话完成句子，聚焦志愿者服务的内容。教师引导学生关注对话中的礼貌用语和积极回应。教师提问“Why does volunteer 3 think so and how does she feel when saying it ”启发学生分析对话的情感，自然引导单元大问题的探究，将语言学习与价值观教育融合。
活动6：Role-play an interview
设计意图：综合运用目标语言和评价量表，进行志愿者采访的真实对话交际。
教师帮助学生理解活动要求：Imagine that your friend has been a volunteer for a certain time and interview him/her. 提供语言支架，引导学生使用礼貌用语和积极回应。学生两人一组，结合当堂所学，生活经历和教师所给的图片（志愿者活动图片），自编对话。鼓励学生加入情感表达和个性化语言，如表达做志愿者的感受和原因。邀请几组学生上台展示采访对话，其他学生根据评价量表进行评价或提出建议。教师再次总结：We are all part of this community and a small act can make a difference. So let’s try more volunteer work in the future.
活动7：Assignment
设计意图： 巩固和应用课堂所学，并提供个性化分层任务。
Must-do（必做）：
Write down the interview you've talked with your partner in this class and polish it with the checklist.
Choose to do（选做）：
Interview a real volunteer in your daily life with the content and interaction required in today's class and translate it into English.
Blackboard Design
五、教学反思
本课以“志愿者”为主线，严格按照PPT设计的教学流程展开：从学习目标呈现、图片导入、词汇匹配、听力理解（主旨—细节—服务内容）、角色扮演到作业布置，环节清晰，层层递进。
在听力教学中，教师引导学生运用速记策略和关键词定位技巧，有效提升了学生的听力理解能力。通过关注礼貌用语和积极回应，学生不仅学会了语言，更学会了如何在交际中做到礼貌得体。情感教育贯穿始终，特别是通过“Why is it everyone’s duty to help others ”这一提问，自然呼应了单元大问题“Why should we help others ”，将语言学习与价值观教育有机融合。
角色扮演活动贴近生活，激发了学生的表达欲望和参与热情。在后续教学中，可进一步加强学生对现在完成时的实际运用，鼓励他们在真实情境中主动使用目标语言，提升语言的实用性和交际性。(共11张PPT)
Unit 8
Making a Difference
Section A (1a-1d)
Learning Objectives
In this lesson, we will learn to,
talk about different volunteer activities;
listen to interviews and find out what volunteer work people do and how long they’ve done it;
listen for details and write down key information to practice careful listening;
act out an interview with a classmate. Use clear and polite English.
Lead-in
Look and share.
1. What are the people in the photo doing
2. Do you think their actions are helpful How so
4. What are some ways you can help others
They are clearing rubbish from a beach.
Yes. Because they help keep the beach clean for visitors and safe for wildlife.
3. What is the beautiful name we give to these people and why do them do it
Volunteers. They do it because...
Warm-up
What can we do to help
sort waste
have charity sale
plant trees
introduce the museum
guide readers
design from waste
We can do a lot to help!
1a
Match the actions with the pictures.
D
A
C
E
B
F
______clean up _________guide visitors _________visit the elderly
______give directions __________plant trees _________sort waste
Pre-listening
Check like this: We can help give directions in our neighbour.
While-listening
Listen to the three conversation and answer the questions.
1. What's the relationship between the speakers in each conversation
A. Teacher and student. B. Interviewer and volunteer.
C. Organization leader and volunteer. D. Friends.
2. What are they talking about
A. The organization they volunteer for. B. The activities they do.
C.For how long they have volunteered. D. People they volunteer with.
A good interview with a volunteer should cover basic information such as the organization , the activities, and time period.
While-listening
1b
Listen to three interviews and complete the table.
Volunteer Organization How long
1 a __________ organization since __________
2 an art __________ for __________
3 a__________ clean-up organization for ______________
football
last year
museum
two weeks
beach
about seven years
Pair work: S1: What organization does the first person volunteer for
S2: He volunteers for ...
S1: How long has he been a volunteer
S2: He has been a volunteer since/for...
A good interview should express information correctly.
While-listening
1c
Listen again. Complete the sentences that different people say.
volunteer
directions
clean up
guide visitors
paintings
history
bottles
everyone's
What else also makes a good interview
Interview 1
1. “Excuse me, are you a _________ here ”
2. “I help the players and give _________. I _________the stadium after matches too.
Interview 2
3. “I ______________ through the museum and provide information about the _________.”
4. “You see, I'm studying art _________ at university.”
Interview 3
5. “I've picked up three bags of _________ and cans.”
6. “I think it's _________ duty to look after it”
Post-listening
Can you find other polite expressions
Polite expressions like “Excuse me, are you...” makes a good interview.
Listen and tell what also matters in an interview.
Positive responses between the speakers make the interview go better.
Why does volunteer 3 think so and how does she feel when saying it
Post-listening
Imagine that your friend has been a volunteer for a certain time and interview him/her.
A: Excuse me, are you a volunteer here at...
B: That's right.
A: May I know what you do
B: Oh, many things!/Lots, really. I...
A: You've worked hard. Have you been a volunteer with ... for long
B: Yes, since/for...
A: Wow, you must really... B: Yes, because...
We are all part of this community and a small act can make a difference.
Checklist (Interview a volunteer) Correct content organization
time period
activities
Proper interactions polite expressions
positive responses
Homework
Must-do 必做
Write down the interview you've talked with your partner in this class and polish with the checklist.
Choose to do 选做
Interview a real volunteer in your daily life with the content and interaction required in today's class and translate into English.

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