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Unit 8 Make a Difference 第1课时 听说课教学设计
教材分析
【What】本课主题隶属于人与社会—志愿服务、公益帮扶主题群，单元话题：Volunteer work（志愿活动）。1a：图文匹配6类常见志愿活动短语：clean up、guide visitors、visit the elderly、give directions、plant trees、sort waste，通过图片具象化不同志愿服务场景（植树、看望老人、垃圾分类、场馆指路、引导游客、清扫）；1b/1c：三段听力采访文本，围绕不同领域志愿者（体育场馆、博物馆艺术、户外环保），记录志愿者所属机构、从业时长、日常志愿工作内容；1d：口语角色扮演，围绕“做志愿者多久、日常工作内容”展开问答对话；2a-2c：转向动物收容所志愿服务，听力对话围绕Robert、Rose两位志愿者，介绍收容所志愿工作（打扫笼子、照料病宠、募集捐赠、遛狗等）、参与志愿的契机、服务时长与个人感悟；整体内容由社会公共志愿→养老环保志愿→博物馆场馆志愿→动物救助志愿层层拓展，覆盖多场景志愿活动，以听力输入+口语输出为主。【Why】本语篇旨在引导学生理解志愿服务的社会价值，树立乐于助人、关爱弱势群体、爱护自然与小动物的社会责任意识；体会志愿者无私奉献精神，明白微小志愿行动可以改变身边环境、帮助他人，形成主动参与力所能及公益活动的意识；立足现实生活，让学生了解身边多样的志愿岗位，把英语学习和社会实践结合，践行“用行动奉献、用英语表达志愿想法”。 【How】本课时以对话体（听说材料）为主，结构清晰、层级递进：词汇板块（1a）：短语+配图的词汇输入结构，分类罗列志愿动作词组；听力板块（1b/1c/2b/2c）：人物采访对话体，三段独立采访+两段人物闲聊对话，结构统一：采访提问→志愿者介绍所属组织→服务时长→具体工作→个人志愿感悟；口语板块（1d/2d）：情景对话模板，固定问答框架，从仿写对话到自主创编对话，输入→模仿→输出循序渐进。核心语法：现在完成时（have/has been + for/since），重点用于描述“从事志愿活动多久”，是本课时语法主线；词汇：动词短语密集（动宾结构），如clean up, plant trees, sort waste, clean cages, walk dogs；句式：问答句式高频：How long have you been... What do you do there Why did you choose to... 语篇功能聚焦询问时长、介绍志愿工作、谈论志愿初衷与原因；描述日常行为、表达个人观点与志愿服务感悟。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已掌握一般现在时、现在进行时，初步接触现在完成时基础结构；认识基础动词和常用动词短语，能简单描述日常活动；学生在生活中见过植树、看望老人、投喂流浪动物等志愿行为，对志愿服务有具象生活认知；具备基础听力抓取关键词、简单问答仿写的能力，能依托句型模板进行简短口语对话。 不熟悉for/since在现在完成时中表时长的用法区别，大量志愿类动词短语（sort waste、guide visitors等）为新词汇；无法脱离模板自主创编完整志愿主题对话，听力抓取细节（机构名称、时长、具体工作）能力薄弱；不能深度用英文表达志愿的意义与个人想法。 能识记、认读本课时全部志愿类动词短语，完成图文匹配；依托听力素材，抓取时间、地点、工作关键词，完成表格与句子填空；套用1d、2d句型模板，和同伴角色扮演对话，介绍自己想参与的志愿工作。
核心素养教学目标
通过本课学习，学生能够： 语言能力：掌握6组+动物收容所相关志愿动词短语，能认读、拼写、口头运用；熟练运用句型：How long have you been a volunteer I’ve been...for/since... What do you do there ；听懂志愿者采访听力，抓取组织、时长、工作内容三类关键信息，完成填空；能结合模板进行志愿主题口语对话； 2.学习能力：借助图片、语境记忆动词短语，学会分类归纳“志愿活动”主题词汇；掌握听力做题技巧：审题预判→抓取关键词→结合原文补全信息；通过结对练习、角色扮演，自主合作完成口语任务，养成互助操练的学习习惯； 3.思维品质：对比不同场景志愿工作（环保/养老/场馆/动物救助），辩证思考不同志愿岗位的价值；结合自身生活，理性思考“自己能参与哪些力所能及的志愿活动”，梳理行动思路；根据听力信息推理人物做志愿者的动机，锻炼逻辑归纳能力； 4.文化意识：了解国内外常见的志愿服务形式，感悟中西方奉献助人的共同人文精神；树立关爱老人、爱护动植物、保护环境的意识，愿意在生活中践行小型志愿行动，培养社会责任感。 完成课时目标所需的核心语言如下： 【核心词汇】 clean up, plant trees, visit the elderly, sort waste, guide visitors, give directions, clean cages, since last year, provide information, pick up, find owners of lost pets, collect donations, walk dogs, train animals 【核心句型】 I help the players and give directions. It’s everyone’s duty to look after it. --How long have you been a volunteer --I’ve been a volunteer for... --What do you do there --Oh, many things!...
教学重难点
教学重点： 掌握clean up/plant trees/visit the elderly/sort waste/guide visitors/give directions/clean cages等志愿动词短语；掌握现在完成时表时长的问答句型 How long have you been... I’ve been...for/since...；听懂听力、抓取关键信息完成习题；依托模板完成志愿主题角色扮演对话。 教学难点：语法难点：for+时间段 / since+时间点在现在完成时中的区分与灵活运用；输出难点：脱离固定句型模板，自主组织语言介绍志愿工作、阐述选择志愿的理由；听力难点：快速捕捉听力中的细节名词（机构名称、具体工作内容），精准完成填空。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情境导入 1.Greet the students. 2.Set a situation with an AI video. Reporter:Hello, everyone. I’m a reporter from 21st Century Educational Website. I would like to collect information on volunteer activities. Could you help me 3.Play a video and ask the students to answer questions and have a free talk. T:What are these students doing Do you want to be a volunteer Why 1.Say hello to the teacher. 2.Get known the objects in this period through the stimulated situation. 3.Watch a video, answer questions and have a free talk. Sa:They are volunteering to plant trees and pick up waste paper and rubbish. Sb:Yes, I do. Because I can help people and do something meaningful. / ... Sc:No, I don’t. Because I’m too busy with my schoolwork. / ... 借助志愿者实景短视频 + 记者采访的生活化情境创设，跳出枯燥单词开课模式，贴合初中生具象思维特点，快速抓住学生注意力，自然引出volunteer work单元核心话题，消除新课陌生感。通过自由谈论视频中学生志愿行为、自身是否愿意做志愿者，链接学生已有生活经验（生活中见过植树、敬老等志愿活动），依托 KWL 学情，激活学生已知的简单动词词汇，为本课新短语学习做好生活化铺垫。
Presentation 学习理解 Show some pictures and ask the students to say other things volunteers can do. Work on 1a:Ask the students to match the actions with the pictures.Then check the answers. 3.Show some more pictures and let the students think of more volunteer job. 1.Look at the pictures and say other things volunteers can do with the help of the teacher. Then read these phrases together. 2.Match the actions with the pictures. 3.Look at the pictures and learn more names of volunteer jobs. 依托图片，高效识记词汇：采用 “图片 + 音标 + 中文释义 + 短语” 多模态输入模式，符合初中生看图记词的记忆规律，攻克新短语重难点，解决学生未知：大量志愿短语陌生的学情痛点； 拓展延伸，丰富话题储备：在课本 6 类志愿活动基础上补充投喂流浪动物、捐书、帮扶贫困儿童等课外志愿工作，为后续听力理解、口语创编积累更多素材。 循序渐进，搭建语言支架：由单个短语识记→短语匹配→拓展词汇扫清词汇障碍，落实语言能力目标。
Practice 探究应用 1.ListeningⅠ T:My colleague(同事) is interviewing some volunteers. Let’s listen to what they are talking about. (1)Provide a listening tip for the students.Play the recording and ask them to complete the table.Then Share their answers. (2)Provide a listening tip for the students. Play the recording again to let the students complete the sentences.Then ask several of them to check the answers. (3)Ask the students to read the conversations from the listening script together and have a think to sum up how to make conversations about talking about volunteer activities. 2.Pair work Show a sample conversation with a student and provide some useful expressions. Let the students Imagine that their friend is one of the volunteers. Role-play a conversation.Then ask several pairs to show their work. 3.ListeningⅡ Play a video and let the students answer the questions and have a free talk. T:What is the video about Would you like to volunteer at an animal shelter Why Work on 2a: Guide the students to tick three activities they would like to do in an animal shelter. Then ask them work in pairs to talk about their activities and why they have chosen them. T:Why have you chosen these three activities Robert and Rose are also talking about volunteer work. Let’s listen to their opinions. (3)Provide a listening tip for the students.Play the recording and ask the students to number the questions in the order they hear them. (4)Provide a listening tip for the students. Play the recording again and ask them to Complete the summaries of the conversation. 1.ListeningⅠ (1)Listen to three interviews and complete the table. (2) work on 1c: Get known the listening tip given by the teacher. Listen again to complete the sentences. Ss:volunteer;directions;clean up;guide visitors; paintings;bottles; everyone’s. Read the conversations from the listening script together and have a think to sum up how to talk about volunteer activities. 2.Pair work Read the sample conversation given by the teacher. Imagine that your friend is one of the volunteers. Role-play a conversation. 3.ListeningⅡ Watch a video to answer the questions and have a free talk. (2)Tick three activities you would like to do in an animal shelter. In pairs, talk about your activities and why you have chosen them. Ss:Because I think ... , and ... will give/ help ... (3)Listen to the conversations and number the questions in the order you hear them. (4)Listen again. Complete the summaries of the conversations. Ss:two;volunteer;feeds the animals;collects donations; Dog;special;once a week 听力技巧落地，突破听力难点：课前给出听力解题小贴士（预判→抓关键词→核对答案），针对性解决本课难点：学生抓取机构、时长、工作细节能力薄弱问题，分步播放录音（首遍填表格、二遍补句子），分层降低听力难度，循序渐进培养学生预判、抓取关键信息的听力学习能力。 提炼句型，突破语法重难点：听完后齐读听力原文，师生共同归纳采访问答框架，提炼核心句型How long have you been... I’ve been...for/since... /What do you do there ，顺势拆解for + 时间段、since + 时间点语法区别，化解现在完成时用时辨析的语法难点；依托听力原文真实语境讲解语法，脱离孤立讲语法的低效模式，让学生在真实志愿对话中理解语法用法。 结对角色扮演，实现仿说输出：教师先行示范对话，给出句式模板，学生结对模仿创编，遵循 “听输入→模仿→口语输出” 语言习得规律，从机械套用模板起步，逐步锻炼口语表达，落实学情中 “依托模板完成简短对话” 的可达成学习目标。 场景过渡，完善志愿话题体系：由公共场馆、环保志愿自然过渡到动物救助志愿，完成课本由公共服务→养老环保→动物救助的内容层级拓展，丰富志愿场景，引导学生多角度理解志愿服务分类，培养学生爱护小动物的社会责任，落实思维品质与文化意识目标。 2a 自主勾选 + 同伴讨论：学生自主勾选想要参与的收容所工作并阐述理由，实现从被动听课到主动思考，提前熟悉clean cages、walk dogs、collect donations等收容所专属短语，再次铺垫听力词汇；同伴讨论锻炼自主表达，初步尝试脱离固定短句简单说理。 分层听力任务（标序号 + 补摘要）：两次分层听力任务，由简易匹配序号到高阶语段填空，难度螺旋上升；借助 Rose、Robert 人物故事，在真实语境巩固 for/since 用法，强化听力抓取细节能力，同时从人物经历中感知投身动物救助的志愿精神。
Production 迁移创新 Show four questions about volunteer jobs and explain the questions to them. Ask the students to work in groups and have a discussion about them. Then ask several of them to share their work. T:What inspired Robert to volunteer Why do you think the interviewer wants to know if Robert has taken care of an animal before What words can you use to describe Robert and Rose Give your reasons. Would you like to be a volunteer at an animal shelter If so, what jobs would you like to do Read the four questions about volunteer jobs. Work in groups and have a discussion about them. Then try to share their ideas. Sa:Robert was inspired to volunteer by a TV show about volunteering first, then he learned about Rose’s work at an animal shelter and decided to join as a volunteer./... Sb:Because the interviewer needs to check if Robert has relevant experience looking after animals to make sure he is qualified for the volunteer work at the animal shelter./... Sc:Rose is kind and helpful because she has volunteered at an animal shelter for two years to care for animals. Robert is warm-hearted and active, for he decides to join the volunteer work after learning about the shelter from Rose./... Sd:... 深挖文本，发展高阶思维：设置四个梯度探究问题，从人物志愿动因、招聘考察逻辑、人物品质评价、个人志愿选择四层设问，跳出浅层词句学习，引导学生依托听力文本信息推理、归纳、评判，锻炼逻辑思维与思辨能力，攻克本课难点：脱离模板自主表达观点。 小组合作，分层输出语言：采用小组研讨形式，学困生可依托课堂句型简单作答，优等生可拓展长句阐述观点，兼顾不同层次学生学情； 联结生活，践行育人目标：最后一问落脚 “是否愿意去动物收容所做志愿”，链接学生现实生活，引导学生思考自身力所能及的公益行动，实现英语课堂从语言学习延伸到德育落地，完成本课树立社会责任意识的课程育人初衷。
Summary 归纳总结 Have a summary of the new words, grammar and sentences with the T’s help. Ask the students to sum up the new words, grammar and sentences . 引导学生自主梳理重点词汇、句型和语法，构建系统的知识框架；通过师生共同总结，强化核心知识点记忆，帮助学生理清知识脉络，巩固课堂学习成果。
分层作业设计
A层： 基础巩固 复习并牢记本堂课的重点单词、短语和句型。
B层： 能力运用 和家人完成 2 分钟志愿者角色扮演，录制口语音频。
C层： 拓展挑战 小组合作制作英文志愿招募海报，标注岗位、服务时长、招募初衷。
板书设计
Unit8 Make a Difference Section A (1a-2d)
教学反思
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