Unit 8 Making a difference Section B 3a-3c 说课课件 2025-2026学年人教版英语八年级下册

Unit 8 Making a Difference Section B 3a-3c Reading for writing (人教版新教材) 说课目录 Contents 板书设计 Blackboard Design 教学过程 Teaching Procedures 04 03 06 05 07 教学方法 Teaching and learning methods 02 01 教学理念 Teaching Philosophy 教材和学情分析 Teaching Analysis 教学目标 Teaching Objectives 教学重难点 Teaching Key and Difficult Points 1.7.2013 This is the outline of my presentation. I will start with the Big Unit & Material Analysis, then move on to Learner Analysis, Teaching Objectives, Teaching Procedures, Blackboard Design, and finally a brief Teaching Reflection. ‹#› Part 3 Theoretical Guidance & Teaching Objectives Part 1 教学综合视野下的“以读促写”要求高度融合的内容、思维和语言。本课例不仅仅是“看海报写信”,而是引导学生建立“读者意识”和“交际目的。教学设计注重搭建“内容-结构-语言”三重脚手架,启发学生从“被动的信息接收者”转变为“主动的自我推销者与公益参与者”,并在同伴互评中落实“教学评一致性”。 2.Activity-based Approach to English Learning 本课以英语学习活动观为指导,按学习理解—应用实践—迁移创新三层活动递进设计,让学生在解构海报、搭建支架、写作互评中完成语言运用与素养落地。 教学评一体化 Teaching Philosophy(理论依据) 3.Big Unit Teaching Approach 1. 本单元教学设计围绕“Making a Difference (志愿服务与奉献社会)”这一主题展开。属于新课标人与社会 > 主题下的志愿服务与公共服务子主题。 2. 单元整体教学从语言和主题两个维度建构大观念:“理解志愿精神的双向价值(助人自助),掌握参与公益的真实语言交际能力,积极投身社会实践”。 3. 通过创设真实语境,推动核心素养(特别是文化意识与社会责任感)在课堂的深度落地。 1.Integrated Teaching-Learning-Assessment 1.7.2013 Thirdly, this part covers theoretical guidance and teaching objectives. The design is aligned with the 2022 New Curriculum Standard, emphasizing the four core competencies: language ability, thinking quality, cultural awareness, and moral character. Theories such as Constructivism and Task-based Language Teaching underpin the activities. The objectives include mastering email writing, enhancing logical thinking, spreading Chinese culture, and fostering social responsibility. ‹#› Part 2 Teaching Material Analysis(单元框架分析) Unit 8 单元基本信息 教材版本 人教版 八年级下册 (人教版2024) 单元名称 Unit 8 Making a Difference 核心主题 Making a Difference (改变与影响) 主题语境 人与社会 > 志愿服务与公共服务; 强调交流合作与团队精神的培养 1.7.2013 为了更好地体现大单元教学观,我将整个Unit 8的教学设计成一个逻辑连贯的链条。从感知差异,到分析差异,再到讨论差异,本课时的写作课处于“表达差异”的关键环节,是前面所有语言输入的最终输出。最后通过项目展示,完成整个单元的学习闭环。这样的设计旨在帮助学生在真实的语言运用中,理解社会角色,培养社会责任感。 ‹#› Part 2 Lesson Analysis(课时文本分析) WHAT| 教学内容 3a为志愿招募广告,要求学生识别广告结构;3b为写作准备,引导学生梳理个人信息;3c为应用文写作任务,要求学生撰写一封申请成为志愿者的邮件。 WHY| 教学目标与价值 通过学习志愿者活动相关语篇,帮助学生理解“奉献、服务、责任”的社会价值,激发其参与社会服务的意识,培养社会责任和语言表达能力,树立“人人皆可改变世界”的积极价值观。 HOW| 教学实施路径 语篇以“阅读—写作”为主线,结合真实语境,采用“语篇阅读 结构分析 写作输出”的教学路径,层层递进,帮助学生从语言输入到语言输出,逐步提升综合语言运用能力。 主题语境 人与社会 - 志愿服务与人际沟通 语篇类型 招募海报 (Advertisement) 与 正式申请信 (Formal Application Email) What 3a is a volunteer advertisement.Students need to identify its structure. 3b asks students to prepare personal information. 3c is the final writing task — an application email. How After reading the volunteer wanted advertisement, guide the students to analyze the structure of application Email and then finish writing an complete application email. Why It connects and upgrades what students have learned before, Establish the positive value that everyone can make a difference to the world. 1.7.2013 具体到本节课时,我将其分析为“What-Why-How”三个层面。What,即本节课要学什么,是掌握申请信的结构和写作。Why,即为什么学,是为了培养学生的社会责任感和语言表达能力。How,即怎么学,我将采用“阅读-解构-输出”的路径,引导学生在真实语境中完成从输入到输出的完整学习过程。 ‹#› Part 2 Student Analysis(学情分析) The students are from Grade 8 junior high school. According to the 2022 Curriculum Standards, Grade 8 students are at the Level 3 of language proficiency (新课标 p.52). What they know (已知) 01. Basic Vocabulary & Grammar 掌握基本的英语词汇量与基础语法结构,能进行简单的遣词造句。 02. Daily Volunteer Experience 在日常生活中拥有过简单的志愿者服务经历或相关见闻。 03. Simple Reading & Writing 具备基础的英文阅读能力,能完成简单的短文写作任务。 What they wonder (未知/痛点) 01. Empty Expressions 描述能力匮乏,只会反复使用空洞的陈述(如“I am helpful”)。 02. No Matching Logic 逻辑脱节,无法将个人拥有的技能与岗位的具体要求建立关联。 03. Lack of Evidence 缺乏说服力,不懂得使用具体的事例和细节来支撑自己的观点。 What they learn (本课目标) 01. Matching Thinking (匹配思维) 学会分析岗位描述,建立个人技能与岗位需求之间的精准逻辑匹配。 02.Transformer Strategy (变身策略) 掌握写作技巧,将抽象的“空洞陈述”成功转化为包含细节的“具体行为”。 1.7.2013 学情分析是教学设计的起点。八年级的学生具备了基本的词汇语法和简单的读写能力,也有一定的生活经验。但他们在写作中普遍存在三大痛点:表达空洞、技能与岗位不匹配、缺乏具体事例。因此,本节课的核心任务就是帮助他们建立“匹配思维”,并掌握将空洞陈述转化为具体行为的“变身策略”。 ‹#› Part 3 Theoretical Guidance & Teaching Objectives Teaching objectives(教学目标) Part 3 1. 阅读并解构招募海报,准确提取并匹配志愿者的职责与要求(学习理解); 2. 借助思维导图,对标海报要求,批判性地梳理个人的特长(skills)与相关经验(experience),建立“需求-优势”匹配的逻辑关系(学习理解); 3. 运用正式得体的语用表达和目标时态(现在完成时),独立起草一封结构严谨、说理充分的志愿者申请邮件(应用实践); 4. 运用多维评价量表(Checklist)进行同伴互评与修改,在真实语境中体会书面交际的价值,坚定文化自信与助人热忱(迁移创新) 通过本节课的学习,学生能够: 1.7.2013 Thirdly, this part covers theoretical guidance and teaching objectives. The design is aligned with the 2022 New Curriculum Standard, emphasizing the four core competencies: language ability, thinking quality, cultural awareness, and moral character. Theories such as Constructivism and Task-based Language Teaching underpin the activities. The objectives include mastering email writing, enhancing logical thinking, spreading Chinese culture, and fostering social responsibility. ‹#› Teaching Key and Difficult Points(教学重难点) According to the 2022 Curriculum Standards, thinking quality includes “the ability to analyze, synthesize, and evaluate information” (新课标 p.6). This lesson explicitly trains this ability. Part 4 Teaching key points Teaching difficult points 构建申请邮件的“四段式”语篇结构,并能在框架内运用现在完成时态, since/for 连接时间状语,清晰表达申请意愿与理由。 运用“匹配思维”与“变身器”策略,将广告中的职责要求与个人经历进行逻辑匹配,并用具体事例支撑抽象的个人品质,克服写作“假大空”的弊病,实现从“罗列观点”到“证据支撑”的思维跨越。 1.7.2013 Fourthly, let's focus on the teaching procedures and key-difficult points. The key points are to master the standard format and write a complete email. The difficult points lie in expressing personal strengths logically and ensuring appropriate language. I will mainly use Task-based Language Teaching and Situational Teaching, combined with Cooperative Learning and Peer Review. The lesson will proceed through five steps as outlined. ‹#› Part 5 Teaching and learning methods(教学方法) 1.Situational and Task Based Language Teaching Method (情景和任务教学法) Creating a specific teaching situation of "Student Volunteers Wanted" and reading for writing。 2.Cooperative and Peer Review Learning Method (合作和同伴互评学习法) Cooperate and Emphasize integrated teaching-learning-assessment. CORE STRATEGIES Student-Centered & Interactive 1.7.2013 为达成教学目标,我主要采用两种教学方法。一是情境教学法,通过创设“招募志愿者”的真实情境,激发学生的写作动机。二是同伴互评法,通过组织学生互相批改,实现教学评一体化,让评价成为学习的一部分。 ‹#› Part 6 Teaching Procedures(教学步骤) Activity-based Approach to English Learning (英语学习活动观) consists of three levels: perception & attention acquisition & organization application & transfer. 0 - 2' MINS STEP 01 Warm up and Lead-in 情境导入 | 创设语境,快速聚焦课堂主题 2 - 8' MINS STEP 02 Pre Writing: Reading Input 广告解构 | 拆解优秀案例,提取核心要素 8 - 20' MINS STEP 03 Pre Writing: Scaffolds Building 写作脚手架搭建 | 丰富词汇,进行句式替换 20 - 23' MINS STEP 04 While Writing: Analysis Material 分析写作材料 | 明确写作任务,提取写作要点 23 - 33' MINS STEP 05 While Writing: Draft Writing 初稿写作 | 运用所学框架,独立完成创作 33 - 40' MINS STEP 06 - 07 Post Writing: Assessment、 Summary and Homework 评价环节 | 同伴互评反馈,总结本课重点 1.7.2013 接下来是我的教学过程设计,整个流程遵循英语学习活动观的三个层次。从感知与注意,到获取与组织,再到应用与迁移,共分为七个步骤,环环相扣,层层递进,确保学生在40分钟内高效完成学习任务。 ‹#› Step 1: Warm up and Lead-in (2’) ask and answer 设计意图: 激活学生的背景知识,激发兴趣,自然导入主题。分组活动鼓励学生积极参与课堂。 Activity Level (活动层次): Perception & Attention (感知与注意 — 新课标 p.13) Part 6 1.Show a volunteer video during the Danzhou marathon. 2.Initial Questions: What are they doing? Who are they? 3.Deepening Question: Why do you think they are doing these things? 4.Connecting Question: Have you ever done anything similar? Share your personal experiences. 5.Divide the whole class into 4 groups. Students who behave well can get scores. 1.7.2013 Step 1 is lead-in. I'll show students pictures of volunteer work and guide them to share their personal experiences. This activates their prior knowledge and naturally leads to the lesson theme. ‹#› Step 2: Reading Input: Detective Game (3’) Option Content Target Position B What the volunteering programme is about The title part of the passage D What duties volunteers will carry out The section marked as *Your tasks* A What qualities and skills volunteers need to have The part starting with *We hope…* C How to sign up as a volunteer The very Last sentence of the text (Activity Level: 获取与梳理 — 新课标 p.13) 设计意图:帮助学生从语篇中精准提取关键信息,结构化梳理内容与逻辑,建构意义、积淀语言,为理解表达和发展核心素养奠基。 Activity 1 (Skimming):Students first skim the ad to understand its structure. Part 6 1.7.2013 为了让学生学会从广告中提取信息,我设计了一个‘侦探游戏’,让学生完成教材3a的配对任务。通过这个任务,学生不仅能读懂广告,更能发现写作的秘密:申请信的内容就是对广告要求的一一回应。 ‹#› Step 2: Reading Input: Detective Game (3’) (Activity Level: 获取与梳理 — 新课标 p.13) 设计意图:帮助学生从语篇中精准提取关键信息,结构化梳理内容与逻辑,建构意义、积淀语言,为理解表达和发展核心素养奠基。 Activity 2 (Scanning):Then scan for details about volunteer tasks and required qualities. Part 6 1.7.2013 为了让学生学会从广告中提取信息,我设计了一个‘侦探游戏’,让学生完成教材3a的配对任务。通过这个任务,学生不仅能读懂广告,更能发现写作的秘密:申请信的内容就是对广告要求的一一回应。 ‹#› Part 6 Step 3: Brainstorming your shining points (头脑风暴你的闪光点) (3’) Activity 3:Students brainstorm words to show their shining points . A student volunteer may be... Think about your personal qualities and share with partners Brave(勇敢的) Warm-hearted(热心的) Loving(有爱的) Helpful(乐于助人的) Hard-working(勤奋的) patient (可靠的) Responsible(有责任感的) Caring (关心他人的) Kind(善良的) 设计意图: 激发学生积极思考,并为他们后续的写作任务构建一个坚实的词汇库。 1.7.2013 第三步是搭建写作脚手架。首先,通过头脑风暴,引导学生激活并积累描述个人品质的词汇,为写作提供丰富的语言素材。 ‹#› Step 3: Transformer Strategy(转化策略) (4’) Activity 4: From “Tell” to “Show” — 告别写作空洞,掌握“变身”秘诀。 平庸句(Tell) 闪光句(Show) 变身秘诀 I speak good English. √ I won first prize in English speech contest. 加具体成绩 I am willing to help. √ I helped new students last year. 加真实经历 I have experience. √ I have been a volunteer since 2024. 加since/for时长 Tell your skills + Prove with evidence 别只说“我很棒”,要亮出“我做过”! 要求什么,我就展示什么! Golden sentences share...... Part 6 设计意图:帮助学生掌握“具象化”写作策略,提升英语表达的逻辑性与感染力。 在这些步骤中,我将提供足够的脚手架,帮助学生构建完整的写作框架。 1.7.2013 第四步是本课的核心环节——“变身器”训练。这是为了解决学生写作内容空洞的痛点。通过直观的对比,学生能清晰地看到“平庸句”和“闪光句”的区别,并掌握“加具体成绩”、“加真实经历”等实用的“变身秘诀”,从而学会用证据说话。 ‹#› 设计意图:建立完整的写作框架,减小写作难度。 Step 3: Summarize the Structure: From 3b to 4 Parts (2’) Textbook 3b Optimized 4-Part Structure 01 Part 1 Apply Intention Beginning 02 Part 2 Reason & Personality Body 03 Part 3 Skills & Evidence Body 04 Part 4 Time & Expectation Ending Activity Level:概括与整合(Generalization & Integration - 新课标 p.13) Activity 5: Summarize the structure of the advertisement. Part 6 Set a situation: Do you want to apply to be a volunteer to help the foreigners and how to write an application E-mail? 1.7.2013 在完成了内容和策略的准备后,我们需要一个清晰的结构框架。我引导学生将教材3b的内容,优化为更具逻辑性的四段式结构,为他们的写作提供清晰的路径图。 ‹#› Step 3: Enjoy a fine piece of writing (3’) Activity Level: 应用实践 (Application & Practice — 新课标 p.13) Activity 7: 教材写作任务 (3c) Write an email to the school to sign up as a volunteer. Use your notes in 3b to help you. Dear Sir or Madam, I saw your advertisement, and I'm writing to ... Part 6 Dear Sir and Madam, I saw your advertisement,and I'm writing to apply to be a volunteer for the international students. The reason I want to join you is that I like helping others and spreading Chinese culture. I am good at speaking English and familiar with Chinese art forms. last year I volunteered at our school's cultural festival and introduced how to make paper cutting to foreign guests, so l have some experience. I am good at English and I have won the first prize in the English speaking contest for three times. I can start volunteering next week after school. I believe this will be a great chance to make new friends and learn more about the world. I'm looking forward to your reply. Yours sincerely, li hua. 设计意图:朗读范文、摘抄金句、内化表达。突破本课重难点,让学生有话写、写得对、写得实。 1.7.2013 现在,学生们已经掌握了内容和结构,可以开始写作了。教材3c给出了明确的写作任务和开头句,学生需要在这个基础上,运用我们之前学到的‘变身器’策略,完成这封申请邮件。 ‹#› Step4: Draft Writing (12’ ) Activity 6: Writing task:Students independently complete the first draft of the volunteer application email. Teacher walks around to provide individualized guidance. Part 6 2026年是海南自贸港封关开局之年,儋州已举办两次马拉松比赛,越来越多的国际友人来到我们的家乡。儋州是个人杰地灵的好地方,我们有文化底蕴深厚的东坡书院,有风景秀丽的沙滩,有各种特色美食......现在学校英语社团正在招聘志愿者,为接待远道而来的国际友人做好准备,你愿意加入志愿者团队吗?请写一封电子邮件报名吧! 要求:1.性格开朗,乐于助人 2.擅长英语,熟悉当地人文(东坡书院)和自然景观 3.相关经验你的业余时间 4.你的业余时间 Dear Sir or Madam, I saw your advertisement, and I'm writing to ... 设计意图:为他们提供足够的写作辅助工具,并减小写作难度。 Activity Level: 应用实践 (Application & Practice — 新课标 p.13) 1.7.2013 现在,学生们已经掌握了内容和结构,可以开始写作了。教材3c给出了明确的写作任务和开头句,学生需要在这个基础上,运用我们之前学到的‘变身器’策略,完成这封申请邮件。 ‹#› Step5: Show time-Who is the best volunteer (5’) Activity 7: 1.Peer assessment:Students exchange drafts and conduct peer review using the rubric. 2.Candidate choose:Select the best draft as the candidate from each group. 3.Campaign speech:Candidates present their writings and deliver a campaign speech. 4.Class voting: Vote to select the "Most Suitable Volunteer" in the class. 设计意图:这一步骤正是新课程标准所倡导的教学方法:“通过实践来应用”。这有助于学生从评估中汲取经验。 Activity level :Integrated teaching, learning, and assessment(教学评一体化). Part 6 1.7.2013 第六步是评价环节。我设计了一个“最佳志愿者”评选活动。学生们首先使用评价量表进行同伴互评,然后每组选出代表进行竞选演讲,最后全班投票选出最佳人选。这个活动不仅是评价,更是一次生动的语言实践和合作学习,充分体现了“教学评一体化”的理念,真正做到了以评促学。 ‹#› Step 6: Class-assessment (2’) Part 6 《义务教育英语课程标准(2022年版)》核心素养导向、教—学—评一体化、过程性评价与终结性评价相结合。课堂终结性评价用于全面检验学习目标达成度、诊断教学效果、为后续教学改进提供依据。 Activity 8: Students evaluate themselves and Teacher summarize the class, give the excellent group a big round of applause. 1.7.2013 最后一步是总结与升华。通过展示学生的“金句”和引用单元核心金句,我将课堂主题升华到“平凡人也能做出不平凡的改变”。同时,布置分层作业,既巩固了核心任务,又为学有余力的学生提供了拓展空间。 ‹#› Step 7: Summary & Homework (1’) Activity Level: 迁移创新 ( application & transfer — 新课标 p.13) Part 6 Must do(基础巩固) Revise your writing task carefully. Ensure logical coherence and language accuracy. Choose to do(迁移创新) Design a creative volunteer wanted poster and be ready to share next class. 设计意图: 让学生更好地了解志愿服务的意义,每一个人为我们的社会做出贡献! Homework Design “I’m just an ordinary person, but I can make a difference.” 1.7.2013 最后一步是总结与升华。通过展示学生的“金句”和引用单元核心金句,我将课堂主题升华到“平凡人也能做出不平凡的改变”。同时,布置分层作业,既巩固了核心任务,又为学有余力的学生提供了拓展空间。 ‹#› Blackboard Design Unit 8 Making a Difference : Volunteer Application Email 结构解析 3a Matching 4-Part Structure B Part 1: Apply (Intention) D Part 2: Reason (Motivation) A Part 3: Skills & Evidence C Part 4: Ending (Expectation) 句子转化策略 Tell + Prove Writing Logic: Tell your opinion, then prove with solid details and personal experiences. 互动区域 Golden Sentence Wall Share Your Best Sentence! Part 7 设计意图: 板书紧扣单元主题,突出重点、突破难点,做到结构清晰、图文结合、简洁直观,帮助学生梳理知识、建构思维,提升语言能力与学习能力。 1.7.2013 这是我为本课设计的板书。它清晰地展示了从教材3a配对到四段式结构的转化过程,突出了“匹配思维”和“变身器”两大核心策略,并预留了“金句墙”区域用于课堂互动。整个板书逻辑清晰,重点突出,能有效辅助教学。 ‹#› $