牛津译林版（2024）八年级下册（2024）Integration表格教学设计

这是一份牛津译林版（2024）八年级下册（2024）Integration表格教学设计，共9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 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“prvide ... with ...”、“wrk in ...”、“be set up t 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 accrding t the lgs.
2. Present the lg f UNICEF. Have the students lk and think:
What can yu see in the lg?
What infrmatin can yu get frm the lg?
Design Intent:
T activate students' prir knwledge f charities learned in previus lessns and create a meaningful link t the new tpic. Intrducing UNICEF naturally extends the theme frm “charities in general” t “charities fr children,” preparing students emtinally and cgnitively fr the lessn.
Step 2: Reading
1. Have students read the title: UNICEF, fr every child, everywhere
Ask: What is the article prbably abut?
2. Read the article abut UNICEF and answer the questins belw.
Why was UNICEF set up?
What des UNICEF prvide t children?
3. Listen t the audi, read after it and answer the fllwing questin:
What else d yu think UNICEF can d t help children arund the wrld?
Design Intent: T develp predictive reading skills and main-idea cmprehensin. The fllw-up questins guide students t extract key factual infrmatin. The pen-ended discussin encurages critical thinking and persnal cnnectin t the tpic, mving beynd text cmprehensin t real-wrld reflectin.
Step 3: Listening
1. Daniel is listening t a pdcast abut UNICEF. Listen with him and put the sentences in the crrect rder. Write the numbers 1—5 in the bxes.
2. Daniel is listening t a speech made by a UNICEF vlunteer. Listen t part f the speech and cmplete the ntes belw.
Thinking: As teenagers, what can we d fr UNICEF?
3. Daniel has written an article abut UNICEF. Cmplete his article with the infrmatin in Parts B1 and B2.
Everyne shuld have clean water and fd, as well as educatin and healthcare, but it is hard fr children in (1) _______________ t get these things.
Mrever, sme parts f the wrld still face prblems like wars r (2) _________ _________These make it difficult fr thse children t live in a (3) _______________ and get what they need.
Children in pr areas may als miss ut n jbs when they grw up because they have little chance t use (4) _____________________.
Many children need help and supprt frm charities like UNICEF. UNICEF prvides pr families with (5) _____________ and enugh fd. It als helps children receive basic (6) ________. In emergency situatins like wars, natural disasters and the (7) _______________ f a virus, UNICEF is always there t supprt children.
We are lucky t have charities like UNICEF. They are wrking hard t make the wrld a better place fr children.
Design Intent: T train listening fr gist and specific details. The sequencing task develps lgical understanding f charity wrk; nte-taking fcuses n capturing key phrases. The reflective questin links listening cntent t students’ wn agency. The integrated writing task cnslidates infrmatin frm multiple surces, reinfrcing cmprehensin and language synthesis.
Step 4: Speaking
Listen t the dialgue between Daniel and Millie and fill in the blanks.
Read and think: D yu knw ther charities devted t helping children at hme and abrad?
3. Think and talk: Wrk in pairs and talk abut ther charities.
A: Have yu heard abut
B: Yes, Nt really. What is it abut?
A: It’s a(n)... It was funded in... It’s ne f the...
B: I knw it’s ne f..., but...
A: In the beginning, it... It nw aims t...
B: It sunds great!
A: Yes. It has...
B: That’s really nice. I hpe I can...
Design Intent: T prvide a mdel fr talking abut charities in a structured way. The gap-fill ensures cmprehensin f the dialgue. The encuragement task fsters empathetic cmmunicatin. The guided pair wrk ffers scafflding fr students t practice asking abut and describing charities, building fluency and cnfidence in spken interactin.
Step 5: Hmewrk
Must d:
Write dwn 3 sentences abut a charity yu like. Use the fllwing sentence starters if needed:
It was set up in… t help…
… are prvided t children in need.
Peple can supprt by…
Chse t d:
Make a charity brchure in grups. Each student is respnsible fr ne page f the brchure. Each page shuld include the fllwing infrmatin: the name f the charity rganizatin, hw it helps, and ways we can ffer help.
Design Intent: The must-d task fcuses n cnslidating cre language knwledge thrugh structured writing, cnnecting learning t persnal interests, and scafflding twards the unit's final written utput. The ptinal task adpts a prject-based, cllabrative frmat that encurages in-depth explratin and creative expressin, guiding students t better understand charitable wrk while develping skills in infrmatin synthesis and teamwrk. This design aims t enhance bth language prficiency and scial awareness thrugh a balance f reinfrcement and extensin.