Unit 8 Making a difference Section A (1a-1d) period 1（教学设计）-2025-2026学年八年级英语下册（人教版）

该初中英语教学设计聚焦八年级下册Unit 8志愿服务主题，围绕志愿者服务表达及现在完成时运用展开。课前通过飞书调查了解学情，AI生成视频创设真实情境呈现1a短语，激活学生对助人行为的认知，搭建从感知到理解的学习支架，为后续听力提取信息和角色扮演铺垫。 该资料亮点在于信息技术融合与核心素养培育，飞书智能分析平台实现课前学情诊断、课中实时复述评价及课后分层作业反馈，AI视频直观呈现志愿者行为，万彩智灵智能体助力口语互动。任务型教学贯穿“感知-理解-运用”，分层听力提升语言能力，角色扮演强化思维品质，情感教育渗透文化意识。帮助学生内化语言知识与志愿精神，为教师提供精准教学支持，提升课堂效率。

2026年祁阳市优质教学资源评选活动 ---八年级下册Unit 8 Making a difference Section A (1a-1d) Period 1教学设计 课程基本信息 主备人 唐许芬 课型 新授课 学科 英语 年级 八 学段 初中 版本章节 人教版2024版，第八单元第1课 教学目标 语言能力:1.Students will master expressions for different volunteer services and confidently use them in real-world context. 2.Students wil be able to listen for specific information from the three interviews and retell the main content. 文化意识: Students will recognize and appreciate the value of volunteerism and community service in different contexts. 思维品质: Students will analyze and evaluate different ways of helping others,considering their impact and feasibility. 学习能力: Students will accurately record specific details while listening to improve intensive listening and note-taking skills. 教学重难点 教学重点: Students will be able to comprehend short listening passages about volunteer experiences and extract specific information. 教学难点: Students will practice collaborative speaking through pair work and role-plays, enhancing their interactive communication skills. 教材分析 What:本课是人教版新版八年级下册第八单元Making a Difference的第一课时，教学内容围绕志愿服务展开，通过匹配图片与动作、听力理解访谈、完成表格与句子等活动，呈现了在不同场所提供志愿服务的方式，询问和表达服务时长。 Why:本课时的目的是将“帮助他人”这一抽象概念转化为学生可理解、可模仿的具体行动。通过接触多样化的志愿服务实例，学生能认识到助人的途径是多元且触手可及的。同时，在学习询问和陈述服务时长的过程中，学生不仅能掌握目标语法，更能体会到志愿服务的持续性与承诺感，从而初步理解“奉献”与“坚持”在助人行为中的意义，激发其参与社会实践的内在动机。 How:课时通过“感知-理解-运用”的阶梯式活动推进学习。首先利用图片匹配激活学生对助人行为的认知；继而通过听力输入，让学生在真实访谈语境中获取关键信息，理解不同志愿服务的内容与价值，并聚焦于“时长”这一语言重点；最后通过角色扮演的产出性活动，创设模拟情境，鼓励学生整合所学语言与内容进行交际，将知识内化为表达个人意愿与询问他人经历的实际能力，实现从输入到输出的完整学习闭环。 学情分析 1.已有知识经验 学生对“帮助他人”这一主题具有普遍的情感认知和基本的生活观察，能够列举如打扫卫生、指引道路等常见善举。他们已初步接触过现在完成时的构成，对have/has done结构不陌生，并拥有描述日常活动的基本词汇量。 2.潜在学习难点 但学生在准确使用have/has done结构时，容易混淆have/has，写错done的结构，以及容易混淆since与for的用法。 3.教学支持建议 在真实语境中提供大量have/has done结构，since与for句子的练习，强化区别，及时纠错。 教学准备 教材、ppt、飞书智能分析平台、飞书网页链接、图片资料、音视频资料(AI生成“School Notice”与“A Volunteer's Weekend”的情境创设，情境任务等视频、万彩智灵exe智能体，多媒体教学设备。 教学方法 情景教学，任务型教学法 教学过程 教学 环节 教师 活动 学生 活动 设计 意图 Lead-in 2 minutes 1.Greeting. 2.Ask students to do a survey on Feishu before class.Show the survey data on the PPT. 1　 Have you ever done anything to makmake a difference to others ? 2　 How long have you been a volunteer ? 3　 What are some ways you can help others ? 4　 What do you think of helping others ?) 3.Teacher explains learning objectives to students. 1.Greeting. 2.Do a survey on Feishu. 3.Students learn about learning objectives in this lesson. 利用飞书智能分析平台分析学生的调查报告,实时了解学生关于帮助他人的看法这一学情，为后续有针对性的教学做准备。 通过了解本课的学习目标，学生能够对于本课的话题有一个初步认知，为后续学习做铺垫。 Pre- listening 5 minutes Teacher plays videos：《School Notice》and《A Volunteer’s Weekend》. After the video, teacher asks:What has the girl done to make a difference to others? Students watch the videos and answer questions? 利用ai生视频，创设包含1a 中短语的真实情境，让学生直观理解1a中的短语意思，和志愿者行为价值，激发学习兴趣， 进行听说训练。 Work on 1a 1.Teacher asks students to watch the video and introduces the six key action phrases (clean up, guide visitors, visit the elderly, give directions, plant trees, sort waste) in the video，and explain meanings. 2.Then, teacher directs students to match the phrases with pictures A-E in 1a. 3.Teacher leads students to checks answers together. Watch the video, learn the phrases in 1a, and finish 1a. 通过观看创设的真实情境视频，直观地自学新知，培养学生自主学习思考的能力，体现学生主体地位，为后续听力做准备。 While- Listening 10 minutes Work on 1b &1c Work on 1b 1.Teacher points to the table in the first listening task and explains that they will hear three interviews with volunteers.Teacher writes the column headers (Person, Organization, How long) on the board and plays the audio once. Asks students to just listen and try to catch the type of organization and duration for each speaker. 2.Teacher plays the audio again and lets students now complete the table. 3.Teacher invites several students to share their answers and writes on the board. Work on 1c 1.Teacher directs students to the second listening task (complete the sentences) and plays the audio again, possibly in shorter segments, allowing time for students to write. 2.Teacher leads students to check answers, clarifying any mistakes about vocabulary. 3.After checking answers, teacher leads students to focus on these sentences, "She has cleaned up the city park." and so on. Leads a brief discussion: "What tense is ‘She has cleaned up the city park.’? Why is it used here?" Students listen to the audio and complete the tasks in sections 1b and 1c. Students observe sentences in the target language to identify patterns and summarize the usage of the present perfect tense. 进行分层听力，符合认知规律。第一遍听主旨，降低焦虑，让学生熟悉语音语调。第二遍听细节，完成表格，目标明确。听后核对答案并板书关键结构，引导学生从内容理解过渡到语言形式关注。 此环节深化听力理解，捕捉具体表达。在核对答案后，教师通过提问启发学生观察包含目标语言的句子，并总结现在完成时的语用功能，而非直接讲解规则，体现学生主动思考，提升思维判断能力，激发学生学习兴趣。 Post- listening 10 minutes Retell the three listening materials on Feishu. Requirements: (1).Complete content: Do not omit any key information. (2).Pronunciation and intonation: Accurate pronunciation, fluent delivery, and natural pauses. (3).Tense grammar:Correct use of person tense and basic grammar. Students are required to summarize the two listening passages on Feishu as instructed. 利用飞书智能分析平台实时对学生的复述语音进行评价，实现“教-学-评”的一致性。 Focus on Communicative Skills Polite Expressions Excuse me,Miss. Sir,are you...? May I know ... Positive Responses That's right! That's a good use of your skills! You've worked hard! Wow！ Summarize communicative Skills. 总结交流技巧，提高学生交际能力。 Work on 1d 1.Teacher introduces the role-play task and writes the model dialogue from the book on the board: A:How long have you been a volunteer? B:I’ve been a volunteer for... A:What do you do there? B:Oh, many things!... 2.Then,teacher organizes pair work and circulates around the classroom. 3.Teacher invites several pairs to share their conversations. 1.Students work in pairs to practice the conversation. 2.Some students share their conversations. 在进入自由产出活动前，进行控制性练习至关重要，这为学生接下来的角色扮演提供了必要的语言支架和信心。 Pair Work 5 minutes The teacher asks students to use the 1d template to converse with the Wancai Zhiling agent: The student is conversing with the Wancai Zhiling intelligent agent. 学生通过与万彩智灵智能体对话，生生角色扮演，进行听说练习。突破教学重难点，激发学生学习兴趣。 Moral Education 2 minutes Teacher asks the class: what do you think are the most important qualities for a volunteer?"and concludes: May we all be people and love in our hearts with light in our eyes. Students read the sentence together and think qualities of a good volunteer. 进行情感教育。呼吁学生，做一个心里有爱,眼里有光的学生。认同志愿者行为的价值。 Summary 2 minutes The teacher added information as appropriate.Teacher summarizes this lesson with the class Students summarize this lesson. 总结回顾本节课的内容。 Homework 1 minute Level A:Interview local volunteers and create a "Volunteer Service Card" (including the volunteer's name, photo, service type, service details, and start time, as shown below), then take a photo and upload it to Feishu. Level B:Implement the "My Volunteer Action" initiative and document it in English to share with your desk partner. 设计分层作业，通过飞书智能分析系统自测自评，满足不同能力需求和“教-学-评”的一致性，以学生为中心。作业强调语用能力与价值引领，知识内化于行，实现“知-情-意-行”的闭环，激发学生服务他人的内在动机。 Blackboard Design （1 minute） 教学反思 优点：本课立足学科核心素养，尝试通过多维度创新提升育人实效，主要体现在以下方面： 教学设计效果 以“Looking for the Most Beautiful Volunteers Around Us”真实情境贯穿始终，任务驱动层层递进（创设真实情境找身边最美志愿者→观看最美志愿者的志愿行为，学习目标语言→践行志愿行为），目标达成路径清晰。情感升华环节（感悟：做一个心中有爱，眼里有个光的学生）强化价值内化。“任务链—知识链—价值观链”三链耦合有效达成（课后飞书智能分析平台显示80%的学生课后延续志愿行为）。 教学评一致性 围绕“ Looking for the Most Beautiful Volunteers Around Us””活动，将评价嵌入任务过程（ 课前进行飞书问卷调查、课中进行飞书实时复述评价、课后制作“志愿者爱心服务卡”和践行“我的微志愿行动”），实现“ 学-做-评 ”闭环。“课中的复述评价”和“课后的‘志愿者爱心服务卡’”采用量化量表，有效检测难点，突破效果。 跨学科融合 融合劳动（ 垃圾分类）视角，深化英语“sorted waste at the recycling station的认知，增强环保意识，实现劳动供给价值框架，AI技术供给情境再现，三线并进实现“文以载道、技以传情、德以树人”。 信息技术运用 原创ai视频创设真实情境导入，布置任务，以及直观解释重点短语；飞书智能分析平台实时可视化进行课前，课中，课后的评价；自研万彩智灵智能体“Tiffany”承担“与学生互动对话”角色等创新应用，破解英语教学缺情境，缺资源难理解，缺“知-情-意-行”闭环的痛点，体现“ 以技促学 ”优势。 教学重难点突破 重点（理解听力材料，并提取具体信息）：以创设情境教学材料里的关键词组，进行分层听力和复述听力材料三环节破解重点；难点 （提升口语表达能力和互动沟通能力） ：通过完成1a配对练习、与智能体对话和角色扮演突破难点。 学生为主体 自主学习（观看ai视频自主学习1a中的短语）、探究学习（观察视频中现在完成时的句子，找规律，明确现在完成时的用法）、合作学习（role-play），课前自主完成飞书问卷调查，课中自主复述，课后主动践行志愿行为占比超80%，确保深度参与。 缺点：但本课由于时间受限，学生在role-play和复述环节时，不能更深层次交流。 下一步改进： 1、role-play时可延长2分钟 2、建立“志愿者行为卡”长期档案：四级行为指标（基础级 →发展级 → 骨干级 → 引领级） — - 1 - — 学科网（北京）股份有限公司 $