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Unit 8 Make a Difference 第3课时 语法课教学设计
教材分析
【What】本课时语篇主题为“Volunteering（志愿服务）”，聚焦“Making a Difference（创造改变/奉献价值）”的核心语境。核心语篇内容：以“现在完成时 + for/since”为语法主线，通过对话问答、句子填空、语篇补全、口语活动四个梯度任务，串联“动物收容所、养老院、红十字会、体育赛事志愿活动”等真实志愿场景，呈现现在完成时中 for + 时间段 与 since + 时间点/从句 的用法差异，同时渗透志愿服务的具体场景与行为。语法核心：对比 for （表示动作持续的时长）与 since （表示动作的起始时间）在现在完成时中的用法区别，结合动词时态变化（如延续性动词的使用），让学生在志愿语境中掌握“描述持续进行的志愿行为”的表达。 【Why】语法依附阅读生活场景，依托“志愿服务”主题，让学生在真实语境中理解并运用现在完成时的核心用法，实现“语法为表达服务”的语言学习目标。情感与育人层面：通过志愿场景的语料输入，引导学生感知“志愿服务的价值”，体会个人行为对他人、社会的积极影响，培养乐于助人、主动奉献的意识，形成“用行动创造改变”的价值观。文化层面：通过不同场景的志愿活动（红十字会、联合国维和、社区养老等），了解国内外志愿服务的常见形式，感受志愿服务在不同文化背景下的共通价值——互助与责任。 【How】本课时语篇采用“梯度任务链”结构，从“感知对比（4a）→ 基础操练（4b）→ 语篇运用（4c）→ 口语输出（4d）”层层递进，语法学习与主题语境深度融合，实现“形式-意义-使用”的统一。4a：以问答对话形式，对比呈现 for 与 since 的用法差异，为学生搭建语法感知框架；4b：单句填空操练，聚焦动词时态与 for/since 的搭配规则；4c：语篇补全任务，在连贯的志愿经历叙述中综合运用语法知识，同时区分现在完成时与一般过去时的语境差异；4d：小组口语访谈，将语法知识迁移到真实交际场景，实现语言输出。语篇语料全部围绕“志愿服务”主题，词汇（如volunteer, shelter, nursing home, peacekeeping）与句式均贴合八年级学生认知水平，以现在完成时的核心句型为主，同时穿插一般过去时，体现时态的语境差异；语言简洁地道，对话与语篇兼具真实性与示范性。作为单元语法板块，承担“巩固单元主题、突破语法难点、搭建语言支架、促进交际输出”的功能，为后续单元读写任务的开展奠定语法与主题基础。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已掌握现在完成时的基本结构（have/has + 过去分词）和核心用法（表示过去发生的动作对现在造成的影响/结果）； 学生已接触单元主题“志愿服务”，认识部分与志愿活动相关的词汇，对“志愿者行为”有基本的生活认知；八年级学生具备一定的句子填空、语篇补全和小组口语交际能力，能完成基础的语法操练任务。 不清楚现在完成时中 for 与 since 的用法差异，容易混淆两者的搭配对象（时间段vs时间点）；对现在完成时中“延续性动词”的使用场景不熟悉，易出现短暂性动词（如start, join）与 for/since 连用的错误；无法在真实语境中准确区分现在完成时与一般过去时的时态差异，语篇表达中易出现时态混用； 通过梯度操练，能区分 for 与 since 的用法，正确搭配动词形式；能在单句和语篇中正确运用现在完成时描述持续的志愿行为；能借助支架，用目标句型完成口语访谈，描述自己或他人的持续经历；能在主题语境中进一步理解志愿服务的意义，增强主动参与志愿活动的意识。
核心素养教学目标
通过本课学习，学生能够： 语言能力：能准确理解并区分现在完成时中 for + 时间段 与 since + 时间点/从句 的用法差异；能正确使用 have/has + 过去分词 搭配 for/since 描述持续进行的行为或经历；能区分现在完成时与一般过去时的语境差异，在语篇中正确运用两种时态；能借助目标句型完成口语访谈，清晰描述持续的经历（如志愿时长、友谊时长等）； 学习能力：能通过对比分析、归纳总结，自主梳理 for 与 since 的用法规则；能通过梯度任务（感知-操练-运用-输出）逐步掌握语法知识，形成“形式-意义-使用”的一体化学习策略；能在小组合作中完成口语任务，提升合作探究与自主纠错的能力；能将语法知识与主题语境结合，实现“在语境中用语法、在运用中学语法”的学习方式； 思维品质：通过对比 for 与 since 的用法，培养归纳、对比的逻辑思维能力；通过语篇补全和口语输出，提升在真实语境中运用语法解决问题的语用思维；通过对志愿场景的讨论，辩证思考“个人行为与社会价值”的关系，培养批判性思维与价值观导向的思维能力；通过时态差异的辨析，提升语境分析与逻辑判断能力； 4.文化意识:通过不同场景的志愿活动语料，了解国内外志愿服务的常见形式，感受志愿服务的普世价值；体会“奉献、互助、责任”的志愿精神，增强对社会公益活动的认同感与参与意识；理解不同文化背景下志愿服务的共性与差异，培养包容、多元的文化视野；树立“用小行动创造大改变”的意识，形成积极参与社区服务、贡献个人力量的态度。 完成课时目标所需的核心语言如下： 【核心词汇】 serve in the army, a member of, make a lot of friends, join the organization, primary school, elderly people, offer classes, help out, for example, national football player, charity match, get lost, warmly, meet a fan 【核心句型】 --Have you bee to our animal shelter before --No, I haven’t. But one of my friends has volunteered here for a long time. --Has she ever done volunteer work --Yes, she has. She has been a volunteer at a nursing home since last August. --How long have you been a volunteer --I have been a volunteer here for a few months. --How long has he worked as a volunteer at the museum -- He has volunteered here since his summer holidays started.
教学重难点
教学重点：掌握现在完成时中 for 与 since 的用法差异，能正确搭配 for + 时间段 与 since + 时间点/从句 ；能正确使用现在完成时搭配 for/since 描述持续进行的行为或经历；能区分现在完成时与一般过去时的语境差异，在语篇中正确运用两种时态。 教学难点：理解现在完成时中“延续性动词”的使用场景，避免短暂性动词与 for/since 连用的错误；在真实语境中准确、流畅地运用“现在完成时 + for/since”进行口语表达，实现语法知识的交际化运用；在语篇中灵活切换现在完成时与一般过去时，体现时态的语境逻辑。
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.Let the students watch a video in which the conversation is adapted from the Grammar Focus and then answer the questions. T:How long has Dave worked as a volunteer at the museum How long has Dave’s friend been a volunteer 1.Say hello to the teacher. 2.Get known the objects in this period through the stimulated situation.Then answer the questions. Sa:He has volunteered here since his summer holiday started. Sb:He has volunteered here since his summer holiday started. 采用视频 + 问答的趣味情境导入形式，紧扣本单元志愿服务主题，快速拉近课堂与生活的距离，激发学生课堂参与兴趣。 视频内容改编自课本 Grammar Focus 原句，让学生在真实语料中初步感知现在完成时 + for/since的句式结构，自然引出本节课核心语法，实现以旧引新、语境先行。
Presentation 学习理解 T:Many people do volunteer work. Let’s read more information about their volunteer work. Ask the students to read the sentences in the Grammar Focus and guide them to understand the difference between for and since. Guide the students to sum up the different usage of the two words and provide some examples for them to have a better understanding. 3.Then provide some exercises for them to practice their usage.Show some words about time and ask the students divide them into two parts(since/for).Ask several students to check the answers. 4. Work on 4b.Ask the students to complete the sentences with the correct forms of the verbs in brackets and for or since. 5.Show the definition of the present perfect tense and guide them to get the idea of durative verb and non-duractive verb. 6.Show the list of Common Non-durable Verbs and Their Durable Form.Then ask a little teacher to explain the answers. Read the sentences in the Grammar Focus and underline since and for. Then try to understand the difference between them. 2.With the help of the teacher, try to sum up the different usage of the two words 3.Read the words about time and divide them into two parts(since/for). 4.Finish the exercises to consolidate the plete the sentences with the correct forms of the verbs in brackets and for or since. 5.Review the definition of the present perfect tense and learn the idea of durative verb and non-duractive verb. 6.Learn the List of Common Non-durable Verbs and Their Durable Form. Ss:has been dead;have had;has kept; have been away from; has been in;has been on; has been in 组织学生研读 Grammar Focus 例句并圈画关键词，让学生自主观察、对比 for 与 since 的使用场景，变被动听讲为主动探究，培养学生观察分析、归纳总结的学习能力与逻辑思维。 教师结合例句梳理二者用法规则，搭配时间短语分类小练习，及时巩固 “for + 时间段、since + 时间点 / 从句” 的核心区别，夯实基础用法，解决学生易混淆二者搭配的学情问题。 完成课本 4b 句型填空练习，将词汇、动词形式与 for/since 融合训练，实现词、句、语法的综合操练，强化学生对基础句式的运用能力。 顺势引入延续性动词与非延续性动词概念，结合时间轴图示直观讲解语法原理，破解本节课教学难点：非延续性动词不能与时间段连用的规则。结合典型例句与转换表，搭配专项填空训练，针对性纠正学生 “瞬间动词 + for/since” 的高频错误。 采用 “小老师讲题” 的互动形式，调动全体学生参与课堂，发挥学生主体地位，同时检验学生知识掌握情况，及时查漏补缺，锻炼学生语言表达与讲解能力。 全程以志愿服务为统一语境，将语法知识融入主题场景，践行 “在语境中学语法、用语法”的教学理念，避免纯语法机械讲解，落实语言运用能力目标。
Practice and Production 探究应用及 迁移创新 Guide the students to compare the present perfect and the simple past. Work on 4c:Ask the students to complete the passage with simple past or present perfect forms of the verbs in brackets.Then ask several of them to check the answers. Guide the students to get the difference between have/has been to and have/has gone to. And provide some exercises for them to have a practice. T:Now you know how to use the present perfect tense for things that have lasted a long time. Would you like to talk about how long you’ve known your best friend or had your favourite things Ask the students to work in groups and interview your group-mates using the questions in the chart. Provide some useful expressions for them.Then let them share the answers with the class. 1.Compare the present perfect and the simple past with the help of the teacher. 2.Complete the passage with simple past or present perfect forms of the verbs in brackets. Ss:have worked; have helped; have made; have met; met; was; got; smiled; thanked. 3.Learn the difference between have/has been to and have/has gone to. And do some exercises to practice the usage. Work in groups and interview your group-mates using the questions in the chart. Provide some useful expressions for them.Then share the answers with the class. Sa: How long have you known your best friend Sb: I have known him since I was in Grade one./ I have known him for about 8 years. 对比讲解现在完成时与一般过去时的用法、时间状语、语义区别，搭配表格梳理重难点，直击学生 “时态混用” 的薄弱点，帮助学生理清两种时态的语境逻辑，突破语篇时态运用难点。 完成课本 4c 语篇填空任务，在完整的志愿服务短文中综合运用两种时态，将零散的语法知识点融入真实语篇，训练学生结合上下文判断时态的能力，提升语篇理解与综合语言运用能力。 补充have/has been to 与 have/has gone to易混短语辨析及练习，拓展现在完成时高频考点，完善知识体系，丰富学生语言储备。 创设小组访谈口语任务，从课本志愿场景延伸到学生自身生活（好友、物品、居住环境等），搭建语言支架，降低口语表达难度。让学生在真实交际场景中活用How long...核心句型，完成语法知识的交际化输出。 小组合作 + 班级分享的形式，锻炼学生合作探究、口语交际能力，同时引导学生分享生活点滴，增强课堂趣味性；在交流中再次强化时长表达句型，实现学以致用。 依托不同交际话题，深化学生对 “动作持续” 语义的理解，同时延续友善、互助的情感导向，落实思维品质与文化意识核心素养。
Seat-work 随堂练习 Ⅰ.单项选择题。 1. I ______ Xi’an. I know it very well. A. have been to B. have gone to C. will go to ( ) 2. My parents ______ Hainan. They are still there now. A. have been to B. have gone to C. went ( ) 3. His grandfather ______ for six years. A. died B. has died C. has been dead ( ) 4. —How long ______ you ______ the pen —For three days. A. have; borrowed B. did; borrow C. have; kept Ⅱ.用 for /since 填空。 1. She has helped kids ______ she left middle school. 2. We have cleaned the park ______ three months ago. 3. They have worked as volunteers ______ half a year. 4. She has worked in poor area ______ for a long time. 5. My sister has taught poor children ______ five weeks. 6. Tom has done volunteer work ______ two years ago. Ⅲ.判断正误并更正 1. He has left the city for two years. ( ) ________________ 2. I have borrowed this book for three days. ( ) ________________ 3. The play has begun for an hour. ( ) ________________ 4. She has bought the dress since last summer. ( ) ________________ 5. They have stayed in the park since two hours. ( ) ________________ 6. We have known each other for three years. ( ) ________________ Ⅳ.翻译句子 1.三年前她就拥有这块手表了。 2.我离开家乡已经六年了。 3.从 2021 年起，我们就一直在做志愿工作。 4.自从在学校相识，他们就一直是朋友。 5. She has helped the old people since last summer.
Summary 归纳总结 Ask the students to sum up the new words, grammar and sentences . Have a summary of the new words, grammar and sentences with the T’s help. 引导学生自主总结本课时的核心词汇、语法规则和重点句型，帮助学生梳理知识脉络，构建系统的知识体系，强化记忆效果。
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 用 for/since 描述自己长期坚持的一件小事（帮父母做家务、帮扶同学等）。
C层： 拓展挑战 写 80 词小短文，介绍家人长期的爱好或志愿经历，灵活混用 for/since。
板书设计
Unit8 Making a Difference Section A(Grammar--4c)
教学反思
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