Unit7 Charities 单元教学设计 -2025-2026学年译林版八年级英语下册

8B Unit 7 Charities 第一课时：Welcome to the unit (Charities around the world) 【教学内容】 教材第92-93页：图片匹配国际慈善组织名称（ORBIS, Oxfam, UNICEF, World Vision, Operation Smile）；听力排序；Amy和Simon关于Operation Smile的对话。 【语篇研读】 本课时通过图片引入国际著名慈善组织，听力训练抓取关键信息，对话呈现慈善组织的工作内容（如Operation Smile为唇裂儿童提供手术）。内容简单真实，激发学生对慈善事业的兴趣和关注，为单元后续学习奠定基础。 【教学目标】 通过本课学习，学生能够： 1. 掌握国际慈善组织的英文名称：ORBIS, Oxfam, UNICEF, World Vision, Operation Smile；（学习理解） 2. 能听懂关于慈善组织的简短介绍，完成图片匹配；（学习理解） 3. 能运用“It was founded in...”, “It provides... for...”等句型谈论慈善组织；（应用实践） 4. 能够与同伴交流自己感兴趣的慈善组织，并简单说明理由。（迁移创新） 【教学重点】 慈善组织名称；听力排序；描述慈善组织的句型。 【教学难点】 听力中快速捕捉组织名称和关键信息；用英语流畅地介绍慈善组织。 【教学准备】 多媒体课件、慈善组织标志图片、听力音频、单词卡片。 【教学环节】 Step 1: Lead-in (5 mins) Activity 1: Show logos of famous charities. Ask: “Do you know these organizations? What do they do?” Activity 2: Brainstorm words related to helping others (charity, donate, volunteer, etc.). 【设计意图】通过标志激活背景知识，激发学生对慈善话题的兴趣。 Step 2: Vocabulary presentation (8 mins) Activity 1: Present the five charity names with pictures (P93). Students match the names with the pictures. Activity 2: Drill pronunciation and brief facts (e.g., ORBIS – Flying Eye Hospital). 【设计意图】在情境中学习词汇，为听力做准备。 Step 3: Listening (10 mins) Activity 1: Listen to the introductions and number the charities in the correct order. Check answers. Activity 2: Listen again and write one key fact about each charity. 【设计意图】训练听力抓取关键信息的能力，加深对慈善组织的了解。 Step 4: Speaking (12 mins) Activity 1: Listen to the conversation between Amy and Simon (P93). Answer: “What does Operation Smile do?” Activity 2: Read the conversation and underline key sentences: “It was founded in...”, “It provides... for...”. Activity 3: Pair work Talk about a charity using the model. Use the information from the listening. 【设计意图】通过模仿对话，巩固目标句型，培养口语表达能力。 Step 5: Summary & Homework (5 mins) Summary: Teacher guides students to recap the charities and useful expressions. Homework: ① Write 3 sentences about a charity you like. ② Preview the interview on P94-95. 二次备课 【板书设计】 Charities: ORBIS (Flying Eye Hospital), Oxfam, UNICEF, World Vision, Operation Smile Useful: It was founded in... It provides... for... Thanks to..., ... are helped. 【教学反思】 学生对慈善标志感兴趣，听力完成度较好。对话练习中部分学生对“founded”的发音和用法需要巩固。整体目标基本达成。 8B Unit 7 Charities 第二课时：Reading (An interview with Dr Ma) 【教学内容】 教材第94-97页：关于ORBIS的采访稿，记者与Dr Ma的对话，介绍ORBIS的工作方式、Flying Eye Hospital、培训项目等；读后任务：完成图表（P96 Part A）和回答问题（P96 Part B）；第97页病人感谢信填空可作为读后巩固。 【语篇研读】 本文是一篇采访稿，通过记者与ORBIS医生Dr Ma的对话，介绍ORBIS的工作方式、使用飞机医院的原因、培训当地医生等。文章信息量大，语言正式但易懂，呈现了大量被动语态的例句（为语法课铺垫）。学生通过阅读可以深入了解慈善眼科医院的工作，感受帮助他人的意义。由于学生对国际慈善组织可能不太熟悉，教师应适当补充背景知识，引导他们理解慈善工作的重要性。 【教学目标】 通过本课学习，学生能够： 1. 获取ORBIS的工作方式、培训项目等细节信息，完成图表和问答题；（学习理解） 2. 掌握重点词汇和短语：suffer from, prevent, cure, afford, medical treatment, operate, train, carry on等；（学习理解） 3. 运用略读、寻读策略获取信息，提高阅读效率；（应用实践） 4. 体会慈善工作的重要性，培养社会责任感，并能够简单讨论如何支持慈善事业。（迁移创新） 【教学重点】 1. 理解文章细节，掌握描述慈善医疗的词汇； 2. 阅读策略的培养（略读、寻读）。 【教学难点】 1. 对被动语态句子的初步感知； 2. 对“afford to go to hospital”等表达的理解； 3. 用英语讨论慈善话题。 【教学准备】 多媒体课件、ORBIS飞机图片、词汇卡片、图表任务单、听力音频（可选）。 【教学环节】 Step 1: Lead-in (6 mins) Activity 1: Show a picture of the ORBIS plane. Ask: “What is special about this plane? What do you think ORBIS does?” Activity 2: Discuss the two pre-reading questions: “What do you know about ORBIS?” “Why do you think there are charities like ORBIS?” 【设计意图】通过图片引发好奇，激活背景知识，激发阅读兴趣。 Step 2: Pre-reading (5 mins) Activity 1: Introduce key vocabulary with pictures/context: suffer from, prevent, cure, afford, medical treatment, operate, train, carry on. Students match words with definitions. Activity 2: Predict what Dr Ma will talk about in the interview. 【设计意图】扫清词汇障碍，培养学生预测能力。 Step 3: While-reading (20 mins) Activity 1: Skim the interview and match each paragraph with its main topic (eye problems, ORBIS plane, training, operations, appeal). Activity 2: Scan for details: Complete the chart on P96 (Part A). Check in pairs. Activity 3: Careful reading Answer the six questions on P96 (Part B). Discuss in pairs and share with the class. Teacher explains difficult sentences. Activity 4: Vocabulary reinforcement Do the thank-you letter cloze on P97to consolidate key words. 【设计意图】通过skimming把握结构，scanning获取细节，careful reading深入理解，词汇练习巩固运用。 Step 4: Post-reading (12 mins) Activity 1: Discuss the questions (P97): “Besides money, what does ORBIS need?” “Would you like to volunteer for ORBIS? Why or why not?” “What can you do to help charities like ORBIS?” Activity 2: Group sharing Each group presents one idea. 【设计意图】通过讨论加深对文章的理解，培养批判性思维和表达能力，同时激发慈善意识。 Step 5: Summary & Homework (2 mins) Summary: Students recap the main points about ORBIS and Dr Ma's work. Homework: ① Read the interview aloud. ② Finish the letter on P6. ③ Write a short paragraph: “How ORBIS helps people.” 二次备课 【板书设计】 ORBIS – Flying Eye Hospital Eye problems: 1 billion people, 90% preventable/curable Work: operations on plane, train local doctors/nurses Last visit: 150 patients operated on, 50,000+ training sessions Need: more money to carry on Key words: suffer from, cure, afford, operate, train, carry on 【教学反思】 学生对ORBIS的飞机医院很感兴趣，阅读投入。图表和问题完成度高，词汇掌握较好。讨论环节学生能积极表达，但部分学生对“afford”等词的理解需要加强。对被动语态句子的初步感知为下一节语法课做了铺垫。整体教学目标基本达成，后续可鼓励学生了解更多国际慈善组织。 8B Unit 7 Charities 第三课时：Grammar (Passive voice一般现在时和一般过去时被动语态) 【教学内容】 教材第98-100页：被动语态的构成和用法；主动与被动的对比；练习（图片句子，Mr Wu的讲话，Amy和Daniel的对话）。 【语篇研读】 本课时系统讲解被动语态在一般现在时和一般过去时中的构成和用法。通过阅读中已出现的例句引入，再通过表格和练习巩固。学生需要掌握be动词的变化和过去分词的运用，并能根据需要选择使用主动或被动语态。 【教学目标】 通过本课学习，学生能够： 1. 理解被动语态的概念和用法（强调动作承受者、不知道或不需指出执行者）； 2. 掌握一般现在时（am/is/are + done）和一般过去时（was/were + done）被动语态的构成； 3. 能正确将主动语态转换为被动语态，并能根据需要选择合适语态； 4. 能够在语境中正确使用被动语态描述慈善活动。 【教学重点】 被动语态的构成；主动与被动的转换。 【教学难点】 过去分词的拼写；by短语的使用时机；不同时态下be动词的选择。 【教学准备】 PPT、语法图表、练习卡片。 【教学环节】 Step 1: Lead-in (5 mins) Activity 1: Review sentences from the reading: “Operations are done by volunteer doctors.” “150 patients were operated on.” Ask: “Why does the writer use these forms?” 【设计意图】从已学课文自然引入被动语态，激发学生关注。 Step 2: Presentation (12 mins) Activity 1: Explain the passive voice structure using the table on P98. Compare with active voice. Activity 2: Show the formation for simple present and simple past. Emphasize the past participle. Activity 3: Explain when to use by to introduce the doer (when it's important or unknown). 【设计意图】清晰呈现语法规则，对比讲解，便于理解。 Step 3: Practice (15 mins) Activity 1: Look at the pictures on P99 and complete the notes using the passive voice. Add “by” when necessary. Activity 2: Complete Mr Wu's talk (P99-100) with the correct passive forms. Activity 3: Complete Amy and Daniel's conversation (P100) with the correct forms. 【设计意图】多层次练习，从控制到半开放，巩固所学。 Step 4: Production (8 mins) Activity: “Charity activities at our school” Students write 3 sentences in passive voice about what is done or was done. Share with partners. 【设计意图】将语法知识应用于真实表达，提升综合语用能力。 Step 5: Homework ① Finish the exercises on P9 if not completed. ② Write a short text about a charity event using passive voice. 二次备课 【板书设计】 Passive voice: be + past participle Simple present: am/is/are + done (e.g., Money is raised.) Simple past: was/were + done (e.g., A show was held.) by + doer (when needed) 【教学反思】 学生对被动语态的构成掌握较快，但过去分词拼写仍需强化。练习正确率较高，口语表达时部分学生能主动运用。整体目标基本达成。 8B Unit 7 Charities 第四课时：Integration (UNICEF) 【教学内容】 教材第101-102页：听力（关于UNICEF的排序）；听力（UNICEF志愿者演讲笔记）；完成关于UNICEF的文章填空。 【语篇研读】 本课时通过两个听力任务，了解联合国儿童基金会UNICEF的工作内容、面临的问题以及帮助方式。听力内容真实，词汇实用，文章填空整合听力信息，训练综合语言运用能力。同时引导学生关注全球儿童问题，培养国际视野。 【教学目标】 通过本课学习，学生能够： 1. 听懂关于UNICEF的主要工作，完成句子排序； 2. 听懂志愿者演讲，完成笔记填空； 3. 能够运用听力信息完成关于UNICEF的文章； 4. 能够讨论UNICEF的工作，表达自己的看法。 【教学重点】 听力信息提取；文章填空。 【教学难点】 听力中快速记录关键信息；用英语讨论国际慈善组织。 【教学准备】 听力音频、UNICEF图片、任务单。 【教学环节】 Step 1: Pre-listening (5 mins) Activity 1: Show the UNICEF logo. Ask: “What do you know about UNICEF? What does it do?” Activity 2: Pre-teach vocabulary: basic education, virus, natural disasters, emergency, etc. 【设计意图】激活背景知识，扫清词汇障碍，预测听力内容。 Step 2: Listening (12 mins) Activity 1: First listening Listen to the podcast (P101) and put the sentences in the correct order. Check answers. Activity 2: Second listening Listen to the volunteer's speech (P102) and complete the notes. Peer check. 【设计意图】分层听力任务，培养听力策略和细节捕捉能力。 Step 3: Reading & writing (10 mins) Activity 1: Read the article about UNICEF (P102). Complete it with the information from the listening tasks. Activity 2: Compare answers and discuss any difficulties. 【设计意图】整合听力信息，实现读写结合，提升综合语言运用能力。 Step 4: Speaking & discussion (8 mins) Activity 1: Pair work Discuss: “What does UNICEF do to help children?” “How can people help UNICEF?” Use the conversation on P103 as a model (Chinese charities). Activity 2: Share ideas with the class. 【设计意图】通过口语交流巩固听力内容，拓展视野，培养表达能力。 Step 5: Homework ① Finish the article if not completed. ② Prepare for writing – think of a charity to write about. 二次备课 【板书设计】 UNICEF: provides clean water, food, basic education; helps in wars/natural disasters/virus Problems in poor areas: no fresh water, no education, no chance to use computers Ways to help: donate money, volunteer 【教学反思】 听力内容稍快，但经过两次播放学生能完成笔记。文章填空正确率高。讨论环节学生能结合UNICEF的工作表达观点，但部分学生词汇量有限，需提供句型支持。 8B Unit 7 Charities 第五课时：Writing &Assessment (A report on a charity写作课) 【教学内容】 教材第103-105页：World Vision帮助Mandeep的案例；写作计划表；范文“A girl's life changed by World Vision”；写作任务及有用表达。 【语篇研读】 本课为单元输出课。通过World Vision帮助巴基斯坦女孩Mandeep的真实案例，展示如何用记叙文描述慈善组织对个人生活的改变。范文结构清晰：背景（过去的生活）、介入（World Vision的帮助）、改变（现在的生活）、未来愿望。语言简洁，情感真挚，适合学生模仿。 【教学目标】 通过本课学习，学生能够： 1. 能够通过案例整理写作素材，完成写作计划； 2. 模仿范文，运用所学句型写一篇关于慈善组织帮助他人的报道； 3. 掌握描述变化的常用表达（used to, one day, now, in the future, be grateful to等）； 4. 通过写作与分享，增强对慈善工作的理解和感恩意识。 【教学重点】 写作框架（past, help, present, future）和有用表达。 【教学难点】 内容的真实性和感染力；语言的准确性和时态的正确运用。 【教学准备】 范文投影、写作计划表、评价量表。 【教学环节】 Step 1: Lead-in (6 mins) Activity 1: Review the work of World Vision using the pictures on P103. Ask: “What happened to Mandeep? How did World Vision help her?” Activity 2: Brainstorm what information we need to write a report about a charity's help (who, where, past life, help received, present life, future). 【设计意图】通过图片激活已有知识，明确写作要素。 Step 2: Reading the model (8 mins) Activity 1: Read Millie's report (P104). Identify the structure: introduction (Mandeep's past), the help (World Vision officer came), the change (now she goes to school), her future wish. Activity 2: Highlight useful expressions: “used to”, “One day...”, “Now...”, “... is grateful to...”, “... wants to become...” 【设计意图】范文引领，让学生感知写作框架和语言特点。 Step 3: Pre-writing (6 mins) Activity 1: Students choose a charity (real or from the unit) and complete a writing plan similar to P103 (who, where, past, help, present, future). Activity 2: Share plans with a partner for feedback. 【设计意图】写作前充分构思，确保内容充实。 Step 4: While-writing (12 mins) Activity 1: Students write their first draft of the report, using the plan and useful expressions. Activity 2: Teacher circulates, providing individual help. 【设计意图】当堂写作，保证真实性和效率。 Step 5: Post-writing & homework (8 mins) Activity 1: Peer review Exchange drafts with a partner. Use a checklist: Is the past clearly described? Is the help explained? Is the change shown? Activity 2: Teacher invites 2 students to share, gives feedback. Homework: ① Revise the report based on peer feedback. ② Complete self-assessment on P105. 二次备课 【板书设计】 Writing structure: · Past (used to... was difficult...) · Help (One day, ... came and helped... provided...) · Present (Now... can... enjoys... grateful to...) · Future (wants to become... hopes...) Useful: used to, one day, now, be grateful to, in the future 【教学反思】 大部分学生能模仿范文完成结构清晰的报告，内容较充实。时态运用基本正确（used to, 一般现在时）。peer review环节认真有效，修改后文章质量提升。整体写作目标达成。 主备人：木水周 · 2026年3月 学科网（北京）股份有限公司 $