牛津译林版（2024）八年级下册（2024）Integration表格教案设计

这是一份牛津译林版（2024）八年级下册（2024）Integration表格教案设计，共24页。
课程基本信息
学科
英语
年级
八年级
学期
春季
课题
Unit 7 Charities (Integratin II)
教科书
书 名：《义务教育教科书·英语》八年级下册
教学目标
通过本课时的学习，学生能够：
1.理解并运用“过去—改变—结果—展望”的四段式结构，撰写一篇关于慈善机构帮助个人改变的报告；
2. 在写作中融入具体细节与情感描写，使内容充实、有感染力；
3. 正确使用一般过去时与一般现在时，并运用恰当的连接词使行文连贯；
4. 通过自评与互评，提升写作修改能力与协作学习意识。
教学内容
教学重点：
1. 掌握“慈善改变个人命运”报告的写作结构与段落安排；
2. 学习在文章中通过细节与情感描写展开内容，增强表现力；
3. 正确使用时态与衔接词，使文章逻辑清晰、语言流畅。
教学难点：
1. 在写作中自然融入情感与成长描写，使内容真实感人；
2. 恰当运用一般过去时与一般现在时进行叙事与描述；
3. 使用连接词实现段落与句子之间的自然过渡。
教学过程
Step 1: Lead-in
What d yu knw abut UNICEF?
It helps children arund the wrld.
It prvides clean water and fd, educatin and healthcare t children.
It acts quickly in emergency situatins and makes sure that children get help in time.
It is making great prgress t create a better wrld fr children.
Design Intent: T activate students’ prir knwledge abut UNICEF, build cntext fr the writing task, and create an emtinal cnnectin t the theme f “change thrugh charity.”
Step 2: Pre-writing
Activity 1:
Many peple’s lives are changed by charities. Mr Wu asked his students t write a reprt abut a charity. Millie is ging t write the stry abut Alina. If yu were Millie, what will yu include in yur article?
Alina’s life in the past (Backgrund)
The change happened t Alina
Alina’s life at present
Alina’s dream in the future
Activity 2:
Lk thrugh Millie’s writing plan and answer the questins：
Where des Alina cme frm?
What culd she d in the past?
What changed her?
What can she d at present?
What des she hpe t d in the future?
Hw des Millie rganize her reprt？
Activity 3：
Read thrugh the reprt：A girl’s life changed by UNICEF. Try t find ut the main idea f each paragraph.
Para1: In the past (Backgrund)
Para2: The change (An imprtant event)
Para3: The result (What happened next)
Para4: The change (Her dream)
Tip 1：A gd article shuld have a clear structure.
Activity 4:
Read carefully and answer:
Hw des Alina feel nw? She is grateful t UNICEF.
Why des Alina want t be a teacher? She hpes she can help ther peple smeday.
One gd turn deserves anther.
Tip 2: Pay attentin t the feelings and grwth. A gd article shuld have well-develped cntent.
Activity 5:
Read and think:
What tense des Millie use?
Hw des Millie cnnect sentences?
Tip 3: Chse prper tenses.
Tip 4: Chse prper transitins.
Design Intent: T guide students thrugh a structured pre-writing prcess that includes brainstrming, analyzing mdel text, identifying structure, nticing cntent develpment, and bserving language features (tenses & transitins). This scafflds the writing task and equips students with clear strategies fr their wn writing.
Step 3: While-writing
Read the infrmatin in the table and write an article.


Design Intent: T prvide a guided writing pprtunity where students apply the structure, cntent, and language features learned in the pre-writing stage. The table ffers clear infrmatin t scaffld cntent generatin, allwing students t fcus n rganizing and expressing ideas effectively.
Step 4: Pst-writing
After writing, check and assess yur writing
Exchange yur script with yur classmate and assess his/her writing
Design Intent: T develp students’ self-editing and peer-review skills, encurage reflective learning, and prmte cllabrative imprvement. Using a checklist helps students fcus n key aspects f writing quality and fsters a sense f wnership ver their learning.
Step 5: Hmewrk
Must d
Plish yur presentatin script and assess yur writing.
Chse t d
Search fr mre infrmatin abut the charity yu are interested in and share sme stries abut it with yur friends.
Tip: When searching fr infrmatin n the internet, just type sme keywrds int a search engine. Yu will have a list f relevant websites t lk at.
Design Intent: T extend learning beynd the classrm. The mandatry task reinfrces writing revisin skills, while the ptinal task encurages research, persnal engagement with charity tpics, and ral sharing, integrating multiple language skills.