Unit 7 Charities (Integration Ⅰ)教学设计-2025-2026学年译林版 八年级英语下册

该初中英语教学设计聚焦八年级Unit 7 Charities (Integration I)，围绕UNICEF的成立背景、核心职能等关键信息及相关语言运用展开。通过复习慈善标志激活旧知，观察UNICEF标志提问，搭建从“一般慈善”到“儿童慈善”的学习支架，自然衔接前后知识点。 资料亮点在于分层任务与跨技能整合，如听力排序、笔记填空、语篇补全提升信息筛选整合能力（语言能力），讨论中外慈善组织培养跨文化认知（文化意识），小组制作慈善手册促进合作与信息合成（学习能力）。助力学生提升语言运用与社会责任感，为教师提供清晰教学路径与多元评价方式。

教学设计 课程基本信息 学科 英语 年级 八年级 学期 春季 课题 Unit 7 Charities (Integration I) 教学目标 通过本课时的学习，学生能够： 1.阅读并获取关于联合国儿童基金会（UNICEF）的成立背景、核心职能、援助领域及全球影响，能结合文本信息分析其援助工作的社会价值。 2.通过听力排序、笔记填空、语篇补全等分层任务，获取并整合慈善组织为贫困儿童提供援助的具体措施与面临的挑战，提升听力信息的筛选与整合能力。 3.运用本单元所学语言，模仿范例对话，围绕UNICEF与中国福利会等中外慈善组织的援助特色进行交流，表达个人观点与支持意愿。 4.初步构建介绍慈善组织援助工作的报告写作思路，为单元写作任务做准备。依托听、读、说活动中整合的慈善组织关键信息，初步构建报告写作框。 教学内容 教学重点： 1.从文章和听力材料中提取、梳理关于UNICEF的关键事实信息（成立背景、工作内容、服务对象）。 2.理解并运用与慈善援助相关的表达，如“provide ... with ...”、“work in ...”、“be set up to help ...”等。 3.掌握并运用“询问-介绍-回应”的对话模式谈论慈善组织。 教学难点： 1.在听力过程中运用适当的听力策略完成不同层次的听力任务。 2.将阅读和听力中获取的信息进行整合与转述。 3.在对话交流中围绕中外慈善组织进行比较与讨论，并表达个人观点与支持意愿。 教学过程 Step 1: Lead-in 1. Review the charities according to the logos. 2. Present the logo of UNICEF. Have the students look and think: What can you see in the logo? What information can you get from the logo? Design Intent: To activate students' prior knowledge of charities learned in previous lessons and create a meaningful link to the new topic. Introducing UNICEF naturally extends the theme from “charities in general” to “charities for children,” preparing students emotionally and cognitively for the lesson. Step 2: Reading 1. Have students read the title: UNICEF, for every child, everywhere Ask: What is the article probably about? 2. Read the article about UNICEF and answer the questions below. Why was UNICEF set up? What does UNICEF provide to children? 3. Listen to the audio, read after it and answer the following question: What else do you think UNICEF can do to help children around the world? Design Intent: To develop predictive reading skills and main-idea comprehension. The follow-up questions guide students to extract key factual information. The open-ended discussion encourages critical thinking and personal connection to the topic, moving beyond text comprehension to real-world reflection. Step 3: Listening 1. Daniel is listening to a podcast about UNICEF. Listen with him and put the sentences in the correct order. Write the numbers 1—5 in the boxes. 2. Daniel is listening to a speech made by a UNICEF volunteer. Listen to part of the speech and complete the notes below. Thinking: As teenagers, what can we do for UNICEF? 3. Daniel has written an article about UNICEF. Complete his article with the information in Parts B1 and B2. Everyone should have clean water and food, as well as education and healthcare, but it is hard for children in (1) _______________ to get these things. Moreover, some parts of the world still face problems like wars or (2) _________ _________These make it difficult for those children to live in a (3) _______________ and get what they need. Children in poor areas may also miss out on jobs when they grow up because they have little chance to use (4) _____________________. Many children need help and support from charities like UNICEF. UNICEF provides poor families with (5) _____________ and enough food. It also helps children receive basic (6) ________. In emergency situations like wars, natural disasters and the (7) _______________ of a virus, UNICEF is always there to support children. We are lucky to have charities like UNICEF. They are working hard to make the world a better place for children. Design Intent: To train listening for gist and specific details. The sequencing task develops logical understanding of charity work; note-taking focuses on capturing key phrases. The reflective question links listening content to students’ own agency. The integrated writing task consolidates information from multiple sources, reinforcing comprehension and language synthesis. Step 4: Speaking 1. Listen to the dialogue between Daniel and Millie and fill in the blanks. 2. Read and think: Do you know other charities devoted to helping children at home and abroad? 3. Think and talk: Work in pairs and talk about other charities. A: Have you heard about ...? B: Yes, but.../ Not really. What is it about? A: It’s a(n)... It was founded in... It’s one of the... B: I know it’s one of..., but... A: In the beginning, it... It now aims to... B: It sounds great! A: Yes. It has... B: That’s really nice. I hope I can... Design Intent: To provide a model for talking about charities in a structured way. The gap-fill ensures comprehension of the dialogue. The encouragement task fosters empathetic communication. The guided pair work offers scaffolding for students to practice asking about and describing charities, building fluency and confidence in spoken interaction. Step 5: Homework Must do: Write down 3 sentences about a charity you like. Use the following sentence starters if needed: It was set up in… to help… … are provided to children in need. People can support by… Choose to do: Make a charity brochure in groups. Each student is responsible for one page of the brochure. Each page should include the following information: the name of the charity organization, how it helps, and ways we can offer help. Design Intent: The must-do task focuses on consolidating core language knowledge through structured writing, connecting learning to personal interests, and scaffolding towards the unit's final written output. The optional task adopts a project-based, collaborative format that encourages in-depth exploration and creative expression, guiding students to better understand charitable work while developing skills in information synthesis and teamwork. This design aims to enhance both language proficiency and social awareness through a balance of reinforcement and extension. 学科网（北京）股份有限公司 $