Unit7 Reading2 教学设计-2025-2026学年译林版英语八年级下册

课题名称 八年级下册 Unit 7 Charities 第3课时：Reading 2 语篇类型 图文 授课时长 40分钟 语篇研读 本语篇属于“人与社会”主题范畴下的“ 志愿服务与公共服务”子主题。语篇以采访形式介绍了奥比斯的工作，通过被采访者之口，从组织使命、工作模式、培训项目等方面，系统阐释了奥比斯的慈善工作。语篇是一篇访谈记录，主要通过问答形式展开，语篇结构清晰，内容翔实，语言专业而不失亲切，具有较强的真实性与说服力。访谈分为三部分：开头部分概述全球眼疾现状和奥比斯眼科飞机医院的成立背景；主体部分重点介绍奥比斯的工作模式及培训项目，并辅以具体数据佐证；结尾部分呼吁更多人参与并支持慈善医疗事业。通过对眼科医生的专业访谈，帮助学生了解国际慈善机构的运作机制，感悟医疗援助的重要意义，加深对社会问题的认识与对公益慈善事业的思考，激发学生参与公益慈善活动的热情，并培养其社会责任感与慈善精神。 学情分析 学生在Reading 1中已经学习了对一位来自奥比斯的医生的访谈材料，了解了慈善机构的基本运作方式，对访谈的主要内容（奥比斯的运作模式和慈善活动）和结构有了基本了解，具备了初步的对专业慈善机构的认识和对社会问题的关注意识。八年级学生正处于青春期，开始关注社会热点，对贫困、残疾环境污染，留守儿童等社会问题有初步了解，对慈善，帮助他人有直观生活体验，但概念理解较浅层，需要通过大量例句和情境进行归纳主题词汇来描述医疗慈善工作，并加深对被动语态的理解，从而内化结构化知识与关键语言，促进知识向能力的有效转化。 教学目标 通过本课时的学习，学生能够: 1. 学生能够掌握并正确运用本课描述慈善工作的核心词汇cure，treat，operate等，辨析并熟练使用易混淆动词，并能掌握部分句型结构； 2. 能够根据图表复述课文，能完成感谢信写作，并在具体的语境中准确使用所学词汇和句型进行表达，并能理解介绍慈善机构和谈论公益行动在语言表达上的体现； 3. 通过复习奥比斯慈善机构的工作内容和价值，感受Orbis 的奉献精神，进一步理解“授人以渔”的公益理念。 教学评一体的教学设计 学习活动 设计意图 效果评价 ●Step 1: Lead-in & Review (5 mins) Students: 1. Students retell the key information about Orbis based on the provided chart (Eye problems, Help, Experiences). 2. Students answer quick-fire questions about the main idea of the text from the previous lesson. Teacher: 1. Teacher greets students and presents the retelling chart. 2. Pose review questions: "What is the name of the Orbis plane?", "How many people around the world are suffering from eye problems?" 3. Evaluate students' retelling, focusing on their grasp of key facts. 激活已有知识，衔接两节课，为深入分析设置情境。图表为学生回忆和组织信息提供了支架。 观察学生是否能准确回忆核心事实（如“飞行眼科医院”名称、“超过十亿”的数据），表明他们对第一课时文本内容是否已有扎实的理解，及时对学生的表达予以鼓励和引导。 ●Step 2: In-depth Reading & Practice (13 mins) Students: 1. Re-read the interview script and answer the "Practice" questions (e.g., Why a plane? How many training classes?). 2. Pair-check answers and discuss the reasons behind Orbis’s actions. 3. Complete the thank-you letter using the correct forms of new words (cure, operation, afford, medical treatment, carry on, etc.) 4. Share the completed letter with the class, justifying their word choices. Teacher: 1. Direct students to the "Practice" section and instruct them to find evidence in the text for their answers. 2. Monitor pair discussions, listening for students' reasoning. 3. Explain the task for the thank-you letter, emphasizing context. Circulate to provide support. 4. Lead a whole-class feedback session, asking "Why is 'cured' used here instead of 'treated'?" to check vocabulary understanding. 从整体理解转向具体细节和语言应用。回答第4-6题需要仔细阅读。感谢信将采访的纪实语气转变为个人化、情感化的语境，考查学生在新语境中运用词汇的能力。 观察学生能否学生能正确回答具体问题。更重要的是，他们能准确填写信件中的空白(cured, operation, afford等)，表明他们理解了词汇的含义、形式和语境。 ●Step 3: Language Focus (10 mins) Students: 1. Analyze key sentence structures. For "90 per cent of...," choose the correct verb form (is/are) based on the noun that follows. 2. Distinguish between treat and cure by analyzing example sentences and completing the targeted exercise. 3. Practice other key language points (afford to do, operate on, carry on with, be grateful for) through mini-exercises. Teacher: 1. Highlight the sentence "And about 90 per cent of these cases can be prevented or cured." Use guided discovery to help students deduce the rule for per cent of. 2. Explicitly clarify the difference between treat (process) and cure (result) using concept-checking questions. 3. For other phrases, present clear formulaic patterns (e.g., operate on sb. → sb. be operated on) and drill pronunciation where necessary. 确保学生精确、实用地掌握课文中的关键词汇和语法结构。这将从接受性知识转为产出性运用，使他们能正确讨论医疗和慈善话题。 观察学生能否正确完成微型练习：恰当使用treat和cure，运用afford to do和carry on with造句，并能构成被动语态be operated on。 ●Step 4: Production & Further Thinking (10 mins) Students: 1. In groups, discuss the following questions: - What else does Orbis need besides money? - Would you volunteer? Why? - What can you do to help? 2. Share group ideas with the class, using the provided "Version 1" responses as a model to build upon. 3. Briefly discuss a personal story related to charity like the "Further Thinking" example. Teacher: 1. Organize students into small groups and present the three thought-provoking questions. 2. Circulate to encourage and participate in discussions, prompting students to expand on their reasons. 3. Facilitate a whole-class sharing session, writing useful ideas and language on the board. 4. Optionally, share the "Warmth for Kids" story to inspire students to see the personal impact of volunteering. 1. 围绕3个延伸问题”进行头脑风暴，引导学生深度思考Orbis此类慈善机构的价值意义，并思考个人能做出的努力，升华课堂主题，激发学生的阅读兴趣。 2. 开展“小组讨论”，让学生在小组合作中综合运用所学词汇和表达，锻炼语言组织和推荐表达能力，同时培养合作探究意识。 3.培养批判性思维，将文本主题与学生的个人生活和价值观联系起来。此阶段发展他们表达观点、理由和建议的能力，从文本走向现实应用,也为后续单元阅读学习做好情感铺垫。 观察学生是否能多角度思考，并用目标语言清晰表达自己的想法（例如“我认为奥比斯需要更多医疗志愿者因为……”、“我愿意做志愿者因为我可以……”）。他们能表达个人立场并提供支持理由。 观察学生是否积极参与小组讨论；能否有效合作，运用推荐表达清晰、完整地给出自己的见解。 Step 5: Summary & Homework (2 mins) Students: 1. Self-assess their learning by identifying key vocabulary items or concepts they mastered today. 2. Listen to and note down the homework assignments. Teacher: 1. Summarize the lesson by revisiting the link between Orbis's work (treating/curing patients) and the language learned. 2. Assign differentiated homework: - Must do: Finish the corresponding exercises in the workbook. - Choose to do: Design a powerful slogan for Orbis (no more than five words). 巩固学习并鼓励创造性。练习册强化了关键语言点，构建知识体系，而口号设计任务让学生以创造性和简洁的方式综合奥比斯的核心信息。 家庭作业的完成情况将作为最终检验学生学习效果的参考，评价学生在练习中准确使用语言的能力，以及在简短的、真实的任务中创造性地运用语言的能力，落实分层教学。 作业设计 Must do: 1. Finish the corresponding exercises in the workbook. 2. Review the expressions to talk about charity work. Choose to do: Search online to design a powerful slogan for Orbis (no more than five words). 学科网（北京）股份有限公司 $