资源简介

中小学教育资源及组卷应用平台
沪教版（2020）高中英语选择性必修一 Unit 2 Making a difference A Reading and interaction 教学评一体化设计（全套教案+学案+测评案｜全程学法渗透｜分层教学｜对标高考）
（阅读与互动课｜单元主题理解与语篇研读｜核心素养培育与价值引领）
第一部分 教案
一、基本信息
1.课题：Unit 2 Making a difference（Reading and interaction——Island story）
2.课时：1课时（45分钟）
3.授课年级：高二
4.学科：高中英语
5.教材内容：本课为沪教版（2020）高中英语选择性必修第一册 Unit 2 Making a difference 的阅读与互动板块（Reading and interaction），隶属于新课标 "人与社会" 与 "人与自然" 两大核心主题语境。本板块以"Island story"为阅读文本，围绕"如何让世界变得更好"这一核心问题展开，讲述普通个体通过志愿服务、环保行动、社区参与等方式为社会带来积极改变的故事。
单元主题"Making a difference"强调每个人都能通过自己的行动影响他人、改变世界，具有强烈的价值引领作用。核心阅读文本围绕几位青年志愿者的事迹展开，涉及环境保护、动物保护、社区服务等多个领域。
学生通过阅读，理解志愿者的动机、行动与影响，感受"小行动带来大改变"的力量。Reading and interaction板块强调阅读与互动结合，通过读后讨论、观点分享等活动，促进学生对文本的深度理解与主题意义的探究。
6.学情分析：学生为高二学生，经过必修阶段及选择性必修第一册Unit 1的学习，已具备一定的阅读能力和语篇分析能力。在语言基础方面，学生已掌握基本阅读策略（略读、扫读、细节理解等），但对长难句的分析能力仍需加强；在主题认知方面，学生对"志愿服务"和"社会参与"有一定感性认识，但缺乏系统性思考；在思维发展方面，学生能理解文本表层信息，但深度推断和批判性评价能力有待提升。
学生需要在本课中突破以下方面：
（1）语篇结构理解：能够识别和梳理叙事类语篇的结构特征；
（2）文本深度解读：能够分析作者观点、写作目的和深层含义；
（3）主题意义建构：能够将文本主题与个人生活建立联系，形成价值认同。
7.学科核心素养目标：
（1）语言能力：掌握单元主题相关核心词汇（如volunteer, campaign, conservation, shelter, launch, raise awareness, make a difference等）；能够理解并运用阅读文本中的关键句型表达观点和感受；能够通过阅读提取信息、推断隐含意义。
（2）文化意识：了解志愿服务在不同文化背景下的表现形式和社会价值；理解"Making a difference"的文化内涵；培养社会责任感和公民参与意识。
（3）思维品质：通过梳理志愿者事迹，培养信息提取与归纳的逻辑思维能力；通过分析作者写作目的和观点，培养批判性思维能力；通过讨论"如何让世界变得更好"，培养创新性思维能力。
（4）学习能力：掌握"预测——略读——扫读——深度理解"的阅读策略；培养合作学习和自主探究的学习习惯；发展运用思维导图梳理语篇结构的能力。
8.教学重难点：
（1）教学重点：理解阅读文本的主旨大意和结构；提取四位青年志愿者的基本信息（年龄、志愿服务动机、具体行动）；理解标题"Growing Up While Making a Difference"的深层含义。
（2）教学难点：分析作者的观点和写作意图；推断文本中隐含的文化价值观；将文本主题与个人经历建立联系并进行有意义的观点表达。
9.教学准备：教材Unit 2 Reading and interaction板块、多媒体课件（含志愿服务相关图片和视频片段）、语篇结构梳理图（可打印分发给学生）、小组讨论任务单、阅读策略指导卡、课堂表现评价量表。
10.教学方法：任务型阅读教学法、合作学习法、PWP教学模式（Pre-reading, While-reading, Post-reading）、问题链教学法、教学评一体化闭环教学法。
11.学法指导：课前预习阅读文本，标注生词和疑难句子；课中运用"预测——略读——扫读——深度理解"四步阅读策略；重点训练"提取信息——归纳概括——批判评价"的阅读理解层次；课后完成分层阅读任务，巩固阅读技能。
二、教学过程（45分钟适配闭环流程）
（一）读前激活·导入话题（7分钟）
1.话题导入·激活已有认知（4分钟）
教师展示志愿服务相关的图片（如社区清洁、动物救助、支教活动等），引导学生观察并讨论：T: "What do you see in these pictures What are these people doing Why do they do these things " 学生自由发言，分享对志愿服务的了解和经历。教师进一步追问：T: "Have you ever done any volunteer work What did you do How did you feel " 引导学生联系个人经验。随后教师引出单元主题：T: "Today we are going to read about some young people who are making a difference through volunteer work. Let's find out what they did and what we can learn from them."
2.文本预测·激发阅读期待（3分钟）
教师呈现阅读文本标题"Island story"和副标题（如有），引导学生预测文本内容：T: "What do you think this text is about What might 'island story' refer to Who might be the characters What might happen " 学生根据标题和已有知识进行预测。教师板书学生的预测，为后续阅读验证做准备。
设计意图：通过图片导入激活学生主题背景知识；通过预测活动激发阅读兴趣，培养阅读策略意识。
（二）读中理解·深度解读文本（22分钟）
1.略读·整体把握主旨大意（4分钟）
学生快速略读全文，验证读前预测，回答以下问题：T: "What is the text mainly about Who are the people mentioned in the text What is the writer's purpose " 学生完成略读任务，教师邀请学生分享答案，引导全班达成共识。文本主要讲述四位青年志愿者——Joris、Jackson、Jake和Max、Xiao Meng——通过不同形式的志愿服务为社会带来积极改变的故事。教师的写作目的是激励读者参与志愿服务，传递"每个人都能让世界变得更好"的信念。
2.扫读·提取关键信息（6分钟）
教师呈现阅读任务：学生扫读文本，完成以下信息表格（纯文字形式呈现）：
志愿者Joris：年龄/身份为学生，志愿服务动机为看到野生动物面临的威胁，具体行动为参与野生动物保护项目，产生的改变/影响为保护濒危动物。
志愿者Jackson：年龄/身份为学生，志愿服务动机为意识到塑料污染的问题，具体行动为发起环保运动，产生的改变/影响为提高人们的环境意识。
志愿者Jake和Max：年龄/身份为学生，志愿服务动机为想帮助无家可归的人，具体行动为创建帮助流浪者的网站，产生的改变/影响为帮助更多人找到庇护所。
志愿者Xiao Meng：年龄/身份为学生，志愿服务动机为想为社区做贡献，具体行动为组织社区志愿活动，产生的改变/影响为带动更多人参与志愿服务。
学生独立完成表格填写，随后同桌互相核对答案，教师公布参考答案。
3.深度理解·分析作者观点与写作意图（6分钟）
教师通过问题链引导学生深度理解文本：
（1）细节理解：T: "What did Joris do to help protect wildlife What challenges did Jackson face How did Jake and Max's website help people " 学生回顾文本细节回答问题。
（2）推断理解：T: "Why do you think these young people decided to volunteer What do they have in common What does the title 'Island story' mean Why does the author call it an 'island story' " 学生思考并讨论，教师引导学生理解标题的象征意义——"岛"可能代表一个社区、一个群体或一个具体的问题领域，每个志愿者的故事都是在这个"岛"上发生的变化。
（3）评价理解：T: "Do you agree with the author's opinion that everyone can make a difference What examples from the text support this view What do you think are the most important qualities of a volunteer " 学生表达自己的观点，用文本信息支撑论点。
4.语言聚焦·理解关键词汇与句式（6分钟）
教师引导学生聚焦文本中的核心词汇和关键句式：
（1）核心词汇学习：volunteer（志愿者）、campaign（运动、活动）、conservation（保护）、shelter（庇护所、收容所）、launch（发起）、raise awareness（提高意识）、promote（促进、推广）、make a difference（产生影响、有所作为）。
（2）关键句式理解：教师挑选文本中2-3个包含核心词汇的句子，引导学生分析句式结构并尝试翻译或仿写。例如："Joris decided to volunteer for a wildlife conservation project." "Jackson launched a campaign to raise awareness of plastic pollution."
（3）词汇策略渗透：教师引导学生根据上下文猜测词义，如通过"wildlife conservation project"中的"wildlife"和"conservation"的构词法理解词义。
设计意图：通过略读、扫读、深度理解三个层次的阅读活动，帮助学生全面理解文本内容和深层含义；通过语言聚焦，扫除词汇障碍并渗透词汇学习策略。
（三）读后活动·迁移运用（12分钟）
1.小组讨论·主题深化（6分钟）
学生四人一组，围绕以下问题展开讨论：
（1）Which volunteer's story impresses you the most Why
（2）What can you learn from these young volunteers
（3）What volunteer activity would you like to do to make a difference Why
小组成员轮流发言，记录员记录关键观点，准备汇报。教师巡视各小组，提供语言支持和思维引导。讨论结束后，邀请2-3个小组代表在全班分享讨论成果。
2.主题升华·价值引领（3分钟）
教师引导学生思考单元主题"Making a difference"的现实意义：T: "The text tells us stories of young people making a difference. What does 'making a difference' mean in your own words How can we, as high school students, make a difference in our daily lives " 学生自由发言，教师总结升华："Making a difference means using our actions to create positive change. It doesn't have to be big——small acts of kindness can also make a difference. As the text shows, young people can be powerful agents of change."
3.自我评价·学习反思（3分钟）
学生根据以下维度进行自我评价：
阅读策略运用（能否运用略读、扫读策略获取信息）；
文本理解深度（能否理解主旨、细节和作者观点）；
词汇掌握（能否理解并运用核心词汇）；
参与度（是否积极参与讨论和互动）。
学生填写简短的自我评价卡，教师收集反馈了解学情。
设计意图：通过讨论促进主题意义的深度建构；通过自我评价帮助学生监控学习过程，培养元认知能力。
（四）课堂小结·素养升华（4分钟）
（1）知识小结：本课阅读文本的主旨大意和结构；四位志愿者的故事及其启示；核心词汇与表达。
（2）能力小结：巩固"预测——略读——扫读——深度理解"的阅读策略；培养从阅读中获取信息、分析观点、形成判断的阅读能力。
（3）素养升华："Making a difference"不是一句口号，而是每个普通人都可以践行的信念。无论年龄大小、能力强弱，我们都能用自己的方式为世界带来积极改变。正如文本中的四位青年志愿者所示，行动始于足下，改变始于当下。
三、板书设计
Unit 2 Making a difference
Reading and interaction——Island story
Text Structure:
Main idea: Young volunteers making a difference
Writing purpose: To inspire readers to volunteer
2. Four Volunteers:
Joris → wildlife conservation
Jackson → environmental campaign
Jake & Max → helping the homeless
Xiao Meng → community service
3. What they have in common:
Young, motivated, action-oriented, caring
4. Core Vocabulary:
volunteer, campaign, conservation, shelter, launch, raise awareness, promote, make a difference
四、教学反思
本课为Unit 2 Making a difference（Reading and interaction）的阅读课，严格遵循教学评一体化闭环模式，以"理解文本——探究主题——迁移运用"为主线，实现阅读素养与价值引领的双重目标。
教学亮点：读前预测活动有效激发了学生的阅读兴趣；略读、扫读、深度理解三个层次的阅读活动设计合理，层层递进；信息表格帮助学生系统梳理文本信息；问题链引导学生从表层理解走向深层推断和批判评价；读后讨论促进了主题意义的建构和价值观的内化。
现存短板：部分学生在推断理解层面遇到困难，对作者隐含观点把握不够准确；少数学生在语言聚焦环节对核心词汇的语境义理解不够深入；小组讨论中部分学生参与度不高。
后续优化策略：在推断理解环节增加更多支架性问题，帮助学生搭建思维阶梯；通过更多语境化练习强化核心词汇的理解和运用；优化小组分工策略，确保每位学生都能参与讨论。
五、教学达成目标（分层对应）
A层达标（全员达标）：能理解阅读文本的主旨大意；能提取四位志愿者的基本信息（姓名、行动）；能掌握核心词汇的基本含义。
B层达标（大部分达标）：能梳理文本结构和志愿者的相似之处；能分析作者的写作目的和观点；能用核心词汇进行简单表达。
C层达标（能力进阶）：能深入理解标题的象征意义；能批判性评价作者的观点；能将主题意义与个人生活建立联系并提出有见地的观点。
素养满分：学生掌握"预测——略读——扫读——深度理解"的阅读策略；理解"Making a difference"的深层含义；树立积极参与社会、用行动创造改变的价值信念。
第二部分 导学案
一、课前预习导学
（一）话题思考
1.志愿服务知多少
请思考以下问题并写下你的答案：
（1）What is volunteer work Can you give some examples
（2）Have you ever done any volunteer work If yes, what did you do If no, would you like to try Why
2.词汇预习
请查字典或根据上下文猜测以下单词的含义：
volunteer ________
campaign ________
conservation ________
shelter ________
launch ________
aware ________
promote ________
threat ________
request ________
3.背景知识拓展
搜集中外志愿服务相关的信息（如志愿者组织、著名志愿者事迹等），用英语或中文简要记录。
（二）读前预测
阅读课文标题"Island story"，结合单元主题"Making a difference"，预测文本内容：
（1）What do you think the text is about
（2）What does "island" refer to in the title
（3）Who might be the main characters in the text
二、课中合作探究
（一）略读·把握主旨
1.快速阅读全文，回答以下问题：
（1）What is the text mainly about
（2）Who are the people mentioned in the text
（3）What is the writer's purpose in writing this text
2.请用一句话概括文本大意（不超过20词）：
（二）扫读·提取关键信息
1.完成以下信息梳理表（纯文字格式）：
志愿者姓名：Joris
年龄/身份：________
志愿服务动机：________
具体行动：________
产生的改变/影响：________
志愿者姓名：Jackson
年龄/身份：________
志愿服务动机：________
具体行动：________
产生的改变/影响：________
志愿者姓名：Jake和Max
年龄/身份：________
志愿服务动机：________
具体行动：________
产生的改变/影响：________
志愿者姓名：Xiao Meng
年龄/身份：________
志愿服务动机：________
具体行动：________
产生的改变/影响：________
2.总结四位志愿者的共同点（至少三点）：
（1）________
（2）________
（3）________
（三）深度理解·分析与评价
1.细节理解题：根据文本内容回答以下问题
（1）What did Joris do to help protect wildlife
（2）What challenge did Jackson face when he launched his campaign
（3）How did Jake and Max's website help people in need
（4）What community activity did Xiao Meng organize
2.推断理解题：根据文本内容推断以下问题
（1）Why did these young people decide to volunteer What motivated them
（2）What does the title "Island story" mean Why does the author use this title
（3）What qualities do these volunteers share that enabled them to make a difference
3.评价理解题：表达自己的观点
（1）Do you agree with the author that everyone can make a difference Why or why not Use examples from the text to support your answer.
（2）Which volunteer's story impresses you the most Why
（3）What do you think are the most important qualities of a volunteer
（四）语言聚焦·词汇与句型
1.根据语境猜词：从文本中找出与下列释义匹配的单词
（1）a person who offers to do something without being paid ________
（2）a series of planned activities to achieve a social or political aim ________
（3）the protection of animals, plants, and natural areas ________
（4）a place that provides protection or a place to live ________
（5）to start or begin something new, especially an activity or event ________
（6）having knowledge or understanding of something ________
（7）to support or encourage something, especially something that is good ________
（8）to produce or collect money for a specific purpose ________
2.关键句式理解与仿写
请阅读以下句子，理解其结构，并仿写新句子：
（1）原句："Joris decided to volunteer for a wildlife conservation project because he saw the threat facing many animals."
结构分析：主语+谓语+不定式作宾语+原因状语从句
仿写：________________________
（2）原句："Jackson launched a campaign to raise awareness of plastic pollution in his community."
结构分析：主语+谓语+宾语+不定式作目的状语+介词短语作地点状语
仿写：________________________
（3）原句："Jake and Max created a website that helps homeless people find shelters."
结构分析：主语+谓语+宾语+定语从句（that引导）
仿写：________________________
（五）读后讨论与合作探究
小组讨论问题：
（1）Which volunteer's story impresses you the most Why
（2）What can you learn from these young volunteers
（3）What volunteer activity would you like to do to make a difference Why
请记录小组成员的观点：
同伴1：________________________
同伴2：________________________
同伴3：________________________
三、课后拓展任务
1.拓展阅读
通过网络或图书资源，寻找一个中外志愿者的故事，阅读后用英语或中文简要记录故事内容及你的感想。
2.项目预备
为下一课时的活动做准备：请思考你所在的社区或学校存在哪些问题？你或你的同学可以通过什么行动来改善这些问题？请记录你的想法。
导学案参考答案
一、课前预习导学
1.话题思考：
（1）Volunteer work refers to activities that people do for free to help others or improve their communities. Examples include helping at a nursing home, cleaning up a park, tutoring children, or working at an animal shelter.
（2）学生根据自身实际情况作答。
2.词汇预习：volunteer志愿者、campaign运动/活动、conservation保护、shelter庇护所/收容所、launch发起、aware意识到、promote促进/推广、threat威胁、request请求/要求。
3.背景知识拓展：学生根据自身查阅情况作答。
读前预测：
（1）The text is probably about people who are helping others and making a positive difference in the world.
（2）"Island" might refer to a community, a specific area, or a group of people.
（3）The main characters might be young volunteers.
二、课中合作探究
（一）略读·把握主旨
（1）The text is mainly about four young volunteers who are making a difference through different volunteer activities.
（2）Joris, Jackson, Jake and Max, Xiao Meng. （3）The writer's purpose is to inspire readers to participate in volunteer work and show that everyone can make a difference.
2.概括大意：
Four young volunteers make a difference through their actions and inspire others to do the same.
（二）扫读·提取关键信息
1.信息梳理表：
Joris：学生；看到野生动物面临的威胁；参与野生动物保护项目；帮助保护了濒危动物。
Jackson：学生；意识到塑料污染问题；发起环保运动；提高了社区对塑料污染的认识。
Jake和Max：学生；想帮助无家可归的人；创建帮助流浪者的网站；帮助更多人找到庇护所。
Xiao Meng：学生；想为社区做贡献；组织社区志愿活动；带动更多人参与志愿服务。
2.共同点：
（1）They are all young people.
（2）They all care about others and the environment.
（3）They all took action to solve problems they saw in their communities.
（三）深度理解·分析与评价
1.细节理解：（1）Joris volunteered for a wildlife conservation project to protect animals facing threats. （2）Jackson had to overcome people's indifference and lack of awareness about plastic pollution. （3）Their website provided information about shelters and helped homeless people find a place to stay. （4）Xiao Meng organized community volunteer activities, encouraging neighbors to participate.
2.推断理解：（1）They volunteered because they saw problems in their communities and felt a sense of responsibility to help. They were motivated by care, compassion, and the desire to create positive change. （2）"Island story" suggests that each community or problem area is like an island, and the volunteers' actions create change on these "islands." The title emphasizes that change starts in small, specific places. （3）They share qualities such as compassion, initiative, perseverance, and a strong sense of social responsibility.
3.评价理解：（1）学生根据自身观点作答，需用文本信息支撑。示例：Yes, I agree. Joris, Jackson, Jake and Max, and Xiao Meng all show that young people can create real change through their actions. They started with small steps and made a big difference. （2）学生根据自身观点作答。 （3）Important qualities include compassion, determination, creativity, teamwork, and a willingness to take action.
（四）语言聚焦·词汇与句型
1.猜词：（1）volunteer （2）campaign （3）conservation （4）shelter （5）launch （6）aware （7）promote （8）raise
2.仿写：（1）She decided to join the environmental club because she wanted to protect the planet. （2）Our school launched a campaign to encourage students to recycle waste paper. （3）My friend started a project that helps elderly people use smartphones.
（五）读后讨论：学生根据小组讨论实际情况作答。
三、课后拓展任务：学生根据自身实际情况作答。
第三部分 测评案
一、阅读理解·语篇理解（35分）
1.请根据课文内容判断正误，正确的写T，错误的写F，并改正错误信息。（每题2分，共10分）
（1）Joris volunteered for a project to protect ocean animals. （　）
改正：________________________
（2）Jackson launched a campaign to reduce plastic waste in his school. （　）
改正：________________________
（3）Jake and Max created a website to help homeless people find shelters. （　）
改正：________________________
（4）Xiao Meng organized a community clean-up activity. （　）
改正：________________________
The author believes that only adults can make a difference. （　）
改正：________________________
2.选择最佳答案。（每题2分，共10分）
（1）What is the main idea of the text
A. Volunteer work is difficult and time-consuming.
B. Young people can make a difference through volunteer work.
C. Only professional volunteers can help others.
D. Making a difference requires a lot of money.
（2）According to the text, why did Joris decide to volunteer
A. He wanted to earn money.
B. He saw the threat facing wildlife.
C. He was asked by his teacher.
D. He wanted to travel to another country.
（3）What did Jackson do to address the problem of plastic pollution
A. He wrote a book about pollution.
B. He launched a campaign to raise awareness.
C. He started a recycling company.
D. He organized a beach clean-up.
（4）How did Jake and Max's website help people
A. It provided information about shelters.
B. It gave money to homeless people.
C. It offered free food.
D. It built new houses.
（5）What message does the author want to convey
A. Making a difference is only for adults.
B. Small actions can create positive change.
C. Volunteer work is not important.
D. Only big organizations can help others.
3.词汇理解：用所给单词的适当形式填空。（每题2分，共10分）
volunteer, campaign, conservation, shelter, launch, aware, promote, raise
（1）She decided to ________ for a local animal rescue center.
（2）Our school is planning to ________ a reading campaign next month.
（3）The government is trying to ________ public awareness of environmental protection.
（4）We need to ________ money to help the homeless people.
（5）The ________ of forests is important for protecting wildlife.
4.完形填空·语篇理解（5分）
阅读下面短文，从方框中选择恰当的词语填空，每词限用一次。
备选词语：
volunteer, campaign, made a difference, launched, raised awareness
Last year, our school ________（1）a project to help children in poor areas. Many students ________（2）to join the project. We ________（3）money by selling handmade crafts and organizing a charity run. Through these activities, we ________（4）of the importance of helping others. I believe we ________（5）to the lives of those children.
二、语法填空·语篇运用（10分）
5.阅读下面短文，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。（每空1分，共10分）
Volunteering is a great way to make a difference in your community. Many young people ________（1）（choose）to volunteer because they want to help others. Joris, a student, ________（2）（volunteer）for a wildlife conservation project last year. He said, "I saw many animals ________（3）danger and I knew I had to do something." Jackson, another student, launched a campaign ________（4）（raise）awareness of plastic pollution. He organized events ________（5）（encourage）people to use fewer plastic bags. Jake and Max, twin brothers, created a website that ________（6）（help）homeless people find shelters. They ________（7）（receive）many thank-you messages from people they helped. Xiao Meng, a community volunteer, said that ________（8）（make）a difference does not require big actions. "Small acts of kindness can also ________（9）（be）meaningful," she said. These young people show ________（10）everyone can be a change-maker.
三、阅读表达·简答题（15分）
6.阅读课文，简要回答以下问题。（每题3分，共15分）
（1）Who are the four volunteers mentioned in the text What did each of them do
（2）What common qualities do these volunteers share
（3）What does the author mean by "making a difference"
（4）Why does the author use the title "Island story"
（5）What can you learn from the text
四、分层写作任务（40分）
A层写作任务（基础·全员完成，15分）：用英语写一段话（约50词），介绍课文中你印象最深刻的一位志愿者及其事迹。需包含：志愿者的名字、他/她做了什么、你选择他/她的原因。
B层写作任务（发展·鼓励大部分学生完成，25分）：用英语写一篇短文（约70词），总结课文四位志愿者的共同特点，并谈谈你从中获得的启发。需包含：至少3个共同特点 + 你的感受和启发 + 适当的连接词。
C层写作任务（拓展·学有余力者选做，40分）：用英语写一篇短文（约100词），以"Making a Difference"为题，结合课文内容和个人思考，阐述你对"让世界变得更好"的理解。需包含：对课文内容的简要引用 + 你对"making a difference"的理解 + 你计划或想做的志愿服务行动 + 至少3个本课核心词汇。
写作空间：
测评案答案与评分细则
一、阅读理解·语篇理解（35分）
1.判断正误（10分，每题2分）：
（1）F，改为Joris volunteered for a wildlife conservation project.
（2）F，改为Jackson launched a campaign to raise awareness of plastic pollution in his community.
（3）T
（4）F，改为Xiao Meng organized community volunteer activities.
（5）F，改为The author believes that everyone, including young people, can make a difference.
2.选择最佳答案（10分，每题2分）：
（1）B （2）B （3）B （4）A （5）B
3.词汇填空（10分，每题2分）：
（1）volunteer （2）launch （3）raise/promote （4）raise （5）conservation
4.完形填空（5分，每题1分）：
（1）launched （2）volunteered （3）raised （4）raised awareness （5）made a difference
二、语法填空（10分，每空1分）
（1）choose （2）volunteered （3）in （4）to raise （5）to encourage （6）helps （7）received （8）making （9）be （10）that
三、阅读表达（15分，每题3分）
（1）The four volunteers are Joris, Jackson, Jake and Max, and Xiao Meng. Joris volunteered for a wildlife conservation project. Jackson launched a campaign to raise awareness of plastic pollution. Jake and Max created a website to help homeless people find shelters. Xiao Meng organized community volunteer activities.
（2）They share qualities such as compassion, a sense of responsibility, initiative, and perseverance.
（3）"Making a difference" means using one's actions to create positive change in the world, no matter how small the action may be.
（4）The author uses the title to suggest that each community or problem is like an island, and change starts in these specific places. It also emphasizes that every individual can create change in their own "island."
（5）I have learned that young people can make a real difference through volunteer work. It does not require great power or wealth——just care and action.
四、分层写作任务（40分）
A层（15分）：包含志愿者名字5分；描述其事迹5分；说明选择原因5分。
A层参考范文：
I am most impressed by Jackson. He launched a campaign to raise awareness of plastic pollution in his community. He organized events to encourage people to use fewer plastic bags. I choose Jackson because his action made a real difference to the environment and inspired others to take action too.
B层（25分）：至少3个共同特点15分；感受和启发5分；连接词和语言准确5分。
B层参考范文：
The four volunteers in the text share several common qualities. First, they are all young people with a strong sense of social responsibility. Second, they are action-oriented——they did not just complain about problems; they took action to solve them. Third, they are persistent and did not give up easily. From these young volunteers, I have learned that age is not a barrier to making a difference. As long as we care and act, we can create positive change in our communities.
C层（40分）：引用课文内容10分；阐述对"making a difference"的理解10分；描述个人志愿服务计划10分；至少使用3个核心词汇10分。
C层参考范文：
Making a Difference
The text "Island story" tells us about four young volunteers——Joris, Jackson, Jake and Max, and Xiao Meng——who are making a difference through their actions. Joris volunteers for wildlife conservation, Jackson launched a campaign against plastic pollution, Jake and Max created a website to help the homeless, and Xiao Meng organizes community activities. All of them show that young people can be powerful agents of change.
To me, "making a difference" means using our abilities to create positive change, no matter how small. It does not require great power or wealth——just a caring heart and the willingness to take action. The volunteers in the text did not wait for others to solve problems; they stepped forward and made things happen.
Inspired by their stories, I plan to volunteer at a local nursing home. I want to spend time chatting with elderly people and organizing small activities for them. I believe that even simple acts of kindness can make a difference. As the author suggests, everyone can be a change-maker. It is time for us to take action and make our communities better places.
五、学习计划制定（附加，作为过程性评价依据）
请完成以下学习计划，并交由老师审阅。
我的Unit 2 Reading学习计划
（1）我在本课阅读中掌握得最好的方面：
（2）我需要加强的方面：
（3）我的后续阅读计划（每天/每周的阅读练习安排）：
（4）我希望老师提供的帮助：
设计总评：
本设计严格遵循教学评一体化原则，以"Island story"阅读文本为载体，通过"读前激活→读中理解→读后运用"的PWP阅读教学模式，实现阅读素养与价值引领的双重目标。全程贯穿学法渗透（预测、略读、扫读、深度理解四步阅读策略），对标高考对阅读理解能力的考查要求。导学案与测评案题型题量大为充实，涵盖主旨理解、细节提取、推断分析、评价表达、词汇运用、语法填空、阅读表达、分层写作等多种题型，全面检测学生在语篇理解、信息提取、批判评价和语言运用四个维度的能力发展水平。
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