Unit 8 Making a Difference 第一课时 Section A(1a-2d) 教学设计 2025-2026学年人教版英语八年级下册

Unit 8 Making a Difference Topic Unit 8 Making a Difference First Period Section A(1a-2d) Teaching Content Through teaching activities such as vocabulary transformation, part of speech identification, passage blank-filling and book report writing, students will be guided to conduct an in-depth study and application of the vocabulary and grammatical knowledge of this unit, and complete the reading log project. Lesson Type：Lecture Lesson Period：1 Total Periods Teaching Material Analysis：This lesson is the opening listening-speaking class of Unit 8, focusing on "making a difference". Through 1a picture matching, 1b-2c listening exercises and 2d dialogue practice, it lays the foundation for related vocabulary and basic sentence patterns, connects with the unit theme, and guides students to talk about things that make a difference and how to help others. Student Learning Situation Analysis：Eighth-grade students have the awareness of helping others and have related life experiences. They have a certain English foundation but lack vocabulary about making a difference, and are weak in listening for details and fluent oral expression, needing situational guidance. Core Literacy (Teaching) Objectives： 1. Language Ability: Master basic vocabulary and key sentence patterns about making a difference and helping others, understand short conversations on this topic, complete listening tasks and have simple oral communication. 2. Thinking Quality: Extract key information through listening, sort out dialogue logic and improve language organization ability. 3. Cultural Awareness: Cultivate the awareness of helping others, establish the concept of making a positive difference to society and develop good moral qualities. 4. Learning Ability: Develop the habit of active listening and speaking, and improve cooperative communication and independent learning abilities. Key Teaching Points： Master core vocabulary and basic sentence patterns related to making a difference, understand listening materials and capture key details, and talk about simple ways to help others. Difficult Teaching Points：Flexibly use target sentence patterns to describe things that make a difference and express personal views fluently. Teaching and Learning Methods：Teaching Methods: Situational Teaching Method, Task-based Teaching Method; Learning Methods: Listening-Speaking Practice, Cooperative Inquiry Method. Teaching Preparation:Multimedia courseware, listening audio, pictures of helping others and core vocabulary cards. Preview the pre-class preparation section of this period in Learning Method Vision Teaching Process Design Revision Step 1 Lead-in 1. Ask students:“What volunteer activities do you know? Have you ever done any volunteer work?” 2. Encourage students to give more answers and write down their ideas on the blackboard. Step 2 Work on 1a 1. Show students the pictures in la and ask:“What are the people doing in the pictures? What volunteer activities can you see?” 2. Lead students to match the actions with the pictures, tell them what each action means and its significance in volunteer work. The answers are:EDBACF. Step 3 Work on 1b and 1c 1. Pre-listening: Discuss the 1b table:“What information do we need to find? (e. g., Volunteer, Organization, How long)” Then read the 1c sentence stems and have students predict possible answers. 2. While-listening: First Listen (for main ideas): Play audio.Students complete the table in 1b. Second Listen (for details): Play audio again. Students complete the sentences in 1c. 3. Post-listening: Check answers for both 1b and 1c as a class.Review and explain key vocabulary/ phrases (e. g., volunteer, directions).Step 4 Work on 1d 1. Divide students into pairs. Ask students to role-play a conversation about volunteer work, using the prompts in 1d. 2. Ask students to work in pairs to ask and answer the questions.Encourage them to use more phrases and sentences they have learnt. Step 5 Work on 2a Show students the activities in 2a and encourage students to tick three acti since the y are interested sin 2and dienceurage students to week their Step 6 Work on 2b and 2c 1. Pre-listening: Introduce context: Robert & Rose volunteering at an animal shelter. Preview 2b questions. Students read 2c summaries, predict blank words. 2. While-listening: First Listen: Number 2b questions, check in pairs. Second Listen: Complete 2c blanks, check in pairs. 3. Post-listening: Check & Explain: Review answers; explain difficult points (animal shelter, cages, interviewer). Consolidate: Read the completed 2c summaries aloud as a class. Discussion:“What do you think of their work? Would you volunteer? Why?” Share opinions. 4. Read 2c together aloud. Step 7 Work on 2d 1. Divide students into pairs. 2. Discuss the questions with a partner. Step 8 Summary Recap the key points of the lesson: key volunteer-related vocabulary and the use of the present perfect tense with since and for. Step 9 Homework Write a short paragraph about your own volunteer experience. 【Class Exercises】 根据句意及首字母或汉语提示填写单词。 1. Our teacher often provides help when we have questions. 2. My uncle is the owner of a small cafe near our school. 3. Our class made a donation (捐赠) to help the poor children. 4. The guide told the visitors (参观者) about the old building's history. 5. Our school has a volunteer organization (组织) to help old people. 【Blackboard Design】 Unit 8 Making a Difference 第一课时 Section A(1a-2d) 单词和短语: make a difference, visitor, elderly, the elderly,organization, provide, owner, donation, interviewer 句型:1. I' ve been a volunteer since last year. 2. How often can you volunteer? 【Homework Assignment】 Finish the corresponding after-class exercises of this period. Students complete the exercises of this period in Learning Method Vision and are required to finish them earnestly to consolidate the learned knowledge. Teaching Reflection 学科网（北京）股份有限公司 $