Unit 1 Helping Those in Need reading 教学设计 2025-2026学年沪教版英语八年级下册

Instructional Design of Unit 1 Helping Those in Need Type of Lesson Reading Lesson Material Source Oxford Shanghai Edition English Target Students Junior 2 Time 40 minutes Guiding Concepts 1. The Activity-based Approach The design of this lesson follows the Activity-based Approach to English Learning from the Curriculum Standards. Instead of teaching isolated words or grammar rules, all activities are centered around the theme “Helping Those in Need” — a meaningful extension of the “Learn from Lei Feng Month” context — to develop students’ core competencies in language ability, cultural awareness, thinking quality, and learning ability. Through a progressive sequence of activities — from learning and understanding (skimming, detailed reading, matching), to application and practice (discussing, commenting), and finally to transfer and innovation (role-play, creative homework) — students engage deeply with the text and construct meaning in authentic contexts. Each task is closely linked to the three online posts, guiding students to move from surface-level comprehension to deeper reflection on the common qualities of volunteers and the common needs of those who are helped. 2. Core Competencies Guided by the core competencies in the National English Curriculum Standards, this lesson aims to develop students’ language competence by enabling them to locate key information about voluntary work, use topic-specific vocabulary such as suffer from, cheer up, and in low spirits, and complete matching tasks to demonstrate comprehension. It enhances learning ability by guiding students to master reading strategies — skimming to grasp text type, main characters, and main idea and detail reading to analyze the “who, what, how, where” of each volunteer’s work. It builds thinking quality by encouraging students to move beyond surface-level comprehension and engage in deeper thinking about the common needs of those in need (care, company, encouragement) and the common qualities of volunteers (kind, caring, helpful), fostering empathy and critical thinking. It also cultivates cultural awareness by connecting the lesson to the “Learn from Lei Feng Month” context, helping students understand the spirit of selfless dedication and developing a willingness to participate in voluntary work and contribute to society. 3.Teaching-Learning-Assessment Alignment This lesson adheres to the principle of Teaching-Learning-Assessment Alignment. Goals, activities, and evaluation are integrated with a clear understanding of what to teach, how to teach, and how to evaluate students’ core competencies. Instead of separating assessment from learning, it is embedded in every activity as a way to monitor progress. Skimming activities assess whether students can identify text type, main characters, and main idea; the matching exercise serves as evidence of students’ ability to integrate information and demonstrate comprehension; the Read & Think discussion assesses students’ ability to analyze commonalities and express ideas clearly; the Comment Masters task provides evidence of students’ ability to evaluate volunteers’ actions and express personal thoughts; and the required role-play interview and optional creative homework serve as summative assessments of students’ language output and personal connection to the theme. By observing how students apply these tools to analyze the text, express their thoughts, and reflect on the spirit, the teacher can effectively evaluate the developmental evidence of their core competencies, especially in terms of thinking quality and cultural awareness. Analysis of Teaching Material What This text belongs to the theme of “Man and Society — Social Service”. It presents three online posts written by three teenagers — Dong Lili, Wang Jie, and Ding Ling. Each post describes their voluntary work experiences: who they helped, what problems those people faced, how they helped, and how they felt. The people in need include a girl suffering from a serious disease (Jin Ya), a lonely girl whose parents died (Liu Yun), and a boy who lost his leg in an accident (Su Le). The content helps students understand different forms of voluntary work and the impact it has on both the helpers and those being helped. Why The text aims to raise students’ awareness of people in need around them and inspire empathy and a willingness to help others. Through the authentic and personal tone of the posts, the text conveys the message that voluntary work is meaningful not only because it helps those in need (by cheering them up, reducing loneliness, and restoring positivity) but also because it brings fulfillment to the volunteers themselves. The underlying theme encourages students to take action, no matter how small, to make a difference in others’ lives. How Structurally: The text is presented in the genre of online posts, which gives it an authentic and relatable tone for students. Each post follows a clear and consistent structure: (1) the volunteer's name and time of posting, (2) the situation they encountered, (3) the actions they took, and (4) the impact of their help. This structure helps students easily identify key information and serves as a model for their own writing. Linguistically: The text uses first-person narration to create a personal and authentic tone. The tense usage is primarily simple past tense (e.g., saw, offered, wanted, organized, met, encouraged, spent, taught, lost) to describe completed past events. However, simple present tense is also used to express general truths or ongoing feelings (e.g., The children there all suffer from serious diseases; She is really unhappy; Football is his favourite sport). Key vocabulary related to emotions (e.g., sad, lonely, in low spirits, unhappy, positive) and helping actions (e.g., cheer up, encourage, teach, visit, offer to help) are naturally embedded in the context. The use of specific examples (e.g., painting competition, telling stories, teaching singing) makes the descriptions vivid and engaging. Learner Analysis What Students Knew (K) · Students are in Grade 8 and have a basic foundation in English vocabulary and sentence structures. · Most students have experience participating in class or small-scale community helping activities (e.g., helping classmates, picking up litter, visiting the elderly). · Students are familiar with the story and spirit of Lei Feng, as March is the “Learn from Lei Feng Month.” · Students can recognize common helping actions such as help, visit, teach and basic emotions like sad, happy. What Students Want to Know (W) · Students want to know how to describe voluntary work experiences in English using appropriate vocabulary and sentence patterns. · Students are curious about different forms of voluntary work and how they can help others in meaningful ways. · Students want to understand the feelings and needs of people who need help, and how their help can make a difference. · Students are interested in learning how to express their thoughts and opinions about voluntary work through comments or posts. What Students Will Learn (L) · Refer to learning objectives. Learning Objectives By the end of this class, students will be able to: · Locate key information about the three teenagers’ voluntary work (who they helped, why they helped, why they chose this way to help; how they helped, and where they did it) through skimming and detail reading. · Complete a matching exercise to demonstrate comprehension of the “who, what, how, where” for each volunteer’s activity. · Analyze the common needs of those in need (care, company, encouragement) and the common qualities of volunteers (kind, caring, helpful) through discussion. · Use topic-specific vocabulary (e.g., suffer from, cheer up, feel lonely, feel positive, in low spirits) and the target structure (who, what, how, where) to describe voluntary work. · Express their appreciation and thoughts by writing a meaningful comment on the volunteers' actions, using the model as a guide. · Reflect on the spirit of Lei Feng and develop a willingness to participate in voluntary work in their daily lives. Teaching Focus and Difficulties Teaching Focus： 1.Use reading strategies to comprehend the three online posts. 2.Complete matching tasks and summarize the key information (who, why, how, where) of each volunteer’s work. Teaching Difficulties： 1.Move beyond surface-level comprehension and engage in deeper thinking about the commonalities among those in need and those who help. 2.Express their thoughts and feelings about voluntary work through comments, and connect the lesson content to their own lives. Teaching Approaches Students-centered Methods; Cooperative Language Learning; Content-based Instruction; Cooperative Learning; Integrating Teaching-Learning-Assessment Teaching Resources Textbook; PPT; Blackboard Teaching Procedure (T for “Teacher”, Ss for “Students”） Lead in (4 mins) First Thoughts 4’ Cultural Awareness & Language Competence Learning and Understanding (Perception and Attention) T: Displays a picture of Lei Feng. Asks guiding questions: · Do you know who this is? · What do you know about Lei Feng? · What month is it now? What does March remind us of? · Have you ever helped others? Please share your experience. Guides students to share their first thoughts: My experiences, My feelings, Helping those in need, Importance of voluntary work. Ss: Observe the picture, answer the questions, and share their own experiences and feelings about helping others. Justification: To connect the lesson with the real-life context of “Learn from Lei Feng Month,” activate students’ prior knowledge and personal experiences about helping others, and establish emotional resonance with the theme of voluntary work. Assessment: Whether students can recognize Lei Feng and briefly describe his spirit or deeds. Whether students actively participate in discussion and share their own experiences and feelings about helping others. Whether students can express a preliminary understanding of the importance of voluntary work. Pre-reading (8 mins) Activity 1 —— What Is Voluntary Work? 3’ Learning Ability & Language Competence Learning and Understanding T: Displays a picture of students helping others. Asks guiding questions: · What are the students doing in the picture? · What is voluntary work? Guides students to summarize the meaning of voluntary work. Introduces and explains key vocabulary: volunteer and voluntary work. Ss: Observe the picture, answer the questions, and learn the key vocabulary. Justification: To help students visually understand the concept of voluntary work, introduce key vocabulary, and establish a foundation for further reading and discussion. Assessment: Whether students can accurately explain the meanings of “voluntary work” and “volunteer”. Whether students can use target vocabulary to describe scenes of helping others in the picture. Activity 2 —— Who Needs Help? 5’ Language Competence & Cultural Awareness Learning and Understanding T: Presents the “Before you read” content from the textbook. Organizes pair work and asks questions: · Who needs our help? · Where might we help them? · How can we help them and why is it important to help them? Invites pairs to share their ideas with the class. Ss: Work in pairs to discuss the questions. Share their ideas with the class. Justification: To brainstorm and expand students’ understanding of who needs help, where help is needed, and why voluntary work is important, preparing them with topic and language knowledge for reading. Assessment: Whether students can list at least three groups of people in need. Whether students can name at least two places where help is needed. Whether students can name at least two ways to help. Whether students can preliminarily express the importance of voluntary work. While-reading (19 mins) Activity 3 —— Skimming 4’ Learning Ability & Language Competence Learning and Understanding T: Guides students to quickly skim the titles, introductions, and authors’ names on Page 5. Asks skimming questions: · Where could you possibly find this passage? (Text type) · What are the names of the three teenagers? (Main characters) · What might this article mainly be about? (Main idea) · When did they write these posts? Ss: Skim the text quickly, answer the questions, and identify basic information. Justification: To develop students’ skimming skills as a reading strategy, enabling them to quickly obtain basic information such as text type, main characters, and general content without reading every detail. Assessment: Whether students can accurately identify the names of the three teenagers (Dong Lili, Wang Jie, Ding Ling). Whether students can reasonably identify the text source (e.g., online posts, a forum, a blog). Whether students can get the main idea that the article is about teenagers doing voluntary work to help others. Activity 4 —— Detail Reading 9’ Learning Ability & Language Competence Learning and Understanding T: Asks Ss what else they want to know. Then assigns detailed reading tasks: find out the who, why, how, and where for each volunteer’s activity. Ss:Identify the key information for each volunteer and share with classmates. T: Instructs students to read the three online posts carefully one by one. Guides students to complete the matching exercise: Match each teenager (Dong Lili, Wang Jie, Ding Ling) with: · Who they helped (Jin Ya, Liu Yun, Su Le) · What the problem was Ss: Read the posts carefully and complete the matching exercise. Justification: To enable students to obtain specific information through detailed reading, organize and integrate information, and demonstrate comprehensive understanding by completing a matching task. Assessment: Whether students can correctly identify the “who, why, how, where” for each post. Whether students can accurately complete the matching exercise. Activity 5 —— Read & Think 6’ Thinking Quality & Cultural Awareness Application and Practice T: Based on the information gathered from above, guides students to think about two questions: · What do the children in need of help have in common? · What do the volunteers have in common? Organizes students to discuss their thoughts in pairs or small groups. Invites students to share their ideas with the class. Ss: Discuss the questions in pairs or groups, share their ideas, and reflect on the commonalities. Justification： To guide students to move beyond surface-level comprehension and engage in deeper thinking about the commonalities among those in need and those who help, fostering empathy and critical thinking. Assessment： Whether students can identify common needs among those in need (care, company, encouragement). Whether students can identify common qualities among the volunteers (kind, caring, helpful). Whether students can participate actively in discussion and express their ideas clearly. Post-reading (6 mins) Activity 6 —— Comment Masters 6’ Thinking Quality & Language Competence & Cultural Awareness Transfer and Innovation T: Creates a context: · These posts are online. What do you think of them? · Do you want to click ‘like’, share it, or leave a comment? Guides students to write a comment based on the three teenagers’ voluntary work. Provides a model comment and encourages creative writing. Invites students to share their comments with the class. Model Comment: Hello, Dong Lili, what you and your friend did is really amazing! You are such a kind and helpful person! Painting pictures is really helpful for these children. It can allow them to forget their pain for a while. You’ve had a great influence on me. I have decided to visit some of them next weekend and help them in my way! Ss: Write some key words of their own comments, share with the class, and appreciate others’ comments. Justification： To create a real-world context that encourages students to evaluate, appreciate, and respond to the volunteers’ actions; to promote critical thinking and personal expression; to inspire students to take action and develop a sense of social responsibility. Assessment： Whether students can use a complete and meaningful comment (3-5 sentences). Whether the comment reflects appreciation for the volunteers’ qualities, understanding of the activity’s significance, or personal determination to take action. Whether students can share their comments confidently. Summary & Theme (3 mins) Thinking Quality & Cultural Awareness Application and Practice Summary: The teacher guides students to summarize what they have learned today, reviewing the content (about voluntary work and the three teenagers’ experiences), the structure (how to describe voluntary work: who, why, how, where), and the useful expressions (e.g. suffer from, cheer up, feel lonely, feel positive, in low spirits). Explore the theme: Helping others not only brings joy to them but also makes us stronger and more fulfilled. Small acts of kindness can make a big difference in someone’s life. Let’s carry forward this spirit in our daily lives! Justification: To consolidate what students have learned in this lesson, reinforce the theme of voluntary work, and inspire students to carry forward the spirit of helping others in their daily lives. Homework Learning Ability & Language Competence & Cultural Awareness Transfer and Innovation Required Homework: Role-play Interview Work in pairs to complete the role-play interview, one acting as the interviewer, the other as one of the three volunteers (Dong Lili, Wang Jie, or Ding Ling). Some of groups will present their role-play to the class in the next lesson. Dialogue Template: Interviewer: Hello! ______. Nice to meet you. Interviewee: Hello. Nice to meet you too. Interviewer: I heard you _________. What did you do there? Interviewee: Well, I _________ and _________. Interviewer: That sounds amazing! Who did you meet? Interviewee: I met __________. He/She ________. I helped him/her ___________________. Interviewer: How did you feel? Interviewee: I felt _________. I hope __________. Interviewer: Thank you for your time. Optional Homework: Share Your Own Voluntary Experience Share your own voluntary work experience by creating a short post (50-80 words) with a photo, or a poster with a title, description, and slogan. This is optional for students who want to share their stories. Justification: To consolidate students’ understanding of the lesson content, provide opportunities for both oral practice and creative expression, and cater to different learning preferences through required and optional tasks. Assessment: Required: Whether students can prepare a complete script and perform fluently. Optional: Whether students can express their experience clearly and creatively. Board Design 学科网（北京）股份有限公司 $