人教版（2024）八年级下册（2024）Section B第4课时教学设计

这是一份人教版（2024）八年级下册（2024）Section B第4课时教学设计，共12页。教案主要包含了What，核心词汇，核心句型等内容，欢迎下载使用。
Unit 8 Make a Difference第4课时 阅读&词汇课教学设计
教材分析
【What】本课时语篇主题为 Making a Difference，本课时围绕“帮助他人如何产生影响”展开，语篇是一篇来自“蓝天救援队（Blue Sky Rescue）”志愿者的演讲稿。核心背景：演讲者分享了自己2008年被蓝天救援队救助的亲身经历，之后他在2009年加入该组织，成为一名志愿者。
主要内容：演讲包含三个部分：①个人经历引入（被救援的故事）；②蓝天救援队的工作内容（校园安全宣讲、自然灾害救援、医疗援助等）；③志愿者工作的感悟与号召，鼓励听众加入志愿活动，共同为他人和社会带来改变。配套任务：教材设计了“演讲要素识别（钩子、号召行动）”“语篇信息梳理”“词汇应用”等练习，引导学生理解演讲结构、提取关键信息并拓展相关词汇。
【Why】本课时语篇传递了“互助、感恩、责任与奉献”的精神，让学生理解志愿行为的价值——不仅能帮助他人、拯救生命，也能实现自我成长，学习实用技能、理解团队力量，体会生命的意义;引导学生关注公益救援与社区服务，思考“普通人如何通过行动改变世界”，激发学生参与志愿活动、服务他人的意识;通过“蓝天救援队”这一真实案例，展现了中国民间救援组织的责任与担当，同时传递了“一方有难、八方支援”的互助文化，以及国际人道主义精神（如土耳其地震救援）。
【Hw】本课时核心语篇为典型的演讲稿结构，分为三部分：Hk（引入）：以个人经历的故事作为“钩子”，吸引听众兴趣; Bdy（主体）：介绍组织背景、工作内容与个人感悟；Call t actin（号召行动）：结尾发出呼吁，邀请听众加入志愿活动。语篇语言口语化、情感真挚，适合演讲场景，使用 Ladies and gentlemen, Thank yu fr inviting me, Will yu jin us? 等互动性表达；
词汇聚焦“救援、志愿、互助”，如 rescue, vlunteer, emergency, disaster, aid, teamwrk 等；句式丰富，既有叙事性的过去时句子，也有表达感悟的现在完成时和一般现在时句子。语篇介绍蓝天救援队的工作与意义；通过个人故事引发听众共鸣；激发听众参与志愿活动的意愿；为学生提供演讲结构、叙事性文本阅读的范例，训练阅读策略与语言输出能力。
学情分析
K(Knw)--已知
W(Wnder)--想知/未知
L(Learn)--能知
学生已具备一定的英语阅读基础，能够理解简单的叙事性文本，掌握基本的过去时、现在完成时等时态；对“志愿活动、帮助他人”的话题有生活经验和情感共鸣，能理解“互助、奉献”的基本含义；具备基础的信息提取能力，能通过关键词定位文本中的关键信息（如时间、事件、人物）。
不熟悉演讲稿的结构特点（如“hk引入、主体阐述、号召行动”的功能）；缺乏与“救援、志愿活动”相关的专业词汇（如 emergency, disaster, medical aid 等）；难以深入理解语篇传递的“志愿精神与自我价值实现”的深层内涵，也难以用英语表达对公益活动的看法。
通过文本阅读和任务练习，能梳理出演讲稿的结构，识别“钩子”和“号召行动”的部分；能提取演讲者加入蓝天救援队的原因、工作内容、感悟等关键信息；能掌握相关主题词汇，理解“帮助他人”的主题意义，并能用简单的英语表达对志愿活动的看法。
核心素养教学目标
通过本课学习，学生能够：
语言能力：掌握与救援、志愿活动相关的词汇和短语（如 rescue, vlunteer, emergency, disaster, prvide aid, make a difference 等）；理解演讲稿的文体结构，识别“hk（引入）、主体、call t actin（号召行动）”的功能；能通过阅读提取语篇关键信息（如时间、事件、原因、感悟），并用英语完成信息匹配、问答等任务；能用简单的英语表达对志愿活动的看法，描述“如何通过帮助他人改变自己和他人”；
学习能力：掌握“通过关键词定位信息”的阅读策略，能梳理叙事性演讲的逻辑结构；学会利用教材配套任务（如词汇填空、语篇匹配）巩固词汇和文本理解；能通过小组讨论、合作学习，完成语篇解读和观点分享的任务；
思维品质：能分析演讲者加入志愿组织的动机和感悟，理解“帮助他人”的双向价值（帮助他人与自我成长）；能批判性思考“普通人如何参与志愿活动”，辩证理解志愿工作的困难与意义；能从语篇中提炼“互助、责任、奉献”的主题，形成自己对公益活动的独立看法；
4.文化意识：了解中国民间救援组织（蓝天救援队）的工作与意义，体会中国社会的互助文化与责任担当；理解国际人道主义救援的意义，尊重不同文化背景下的公益行为；树立“服务他人、奉献社会”的意识，愿意参与力所能及的志愿活动。
完成课时目标所需的核心语言如下：
【核心词汇】
encurage sb t d sth, ladies, gentleman, barking, an emergency number, sign up, ever since, adult, stay safe, prepare fr, rescue, medical aid, search fr, missing peple, natural disaster, practical life-saving skill, teamwrk, the key t, successful, mst f all, the value f, vluntary, rdinary persn, wrth, make a difference, audience, be willing t
【核心句型】
Ladies and gentlemen, thank yu fr inviting me t speak t yu abut... tday.
I’ve never frgtten that day.
I’ve been a vlunteer ever since.
We’ve prvided medical aid and search fr missing peple after natural disasters.
Wrking as a vlunteer has taught me many practical life-saving skills.
That makes everything we d wrth it.
教学重难点
教学重点:理解演讲稿的结构特点，识别“hk引入、主体阐述、号召行动”的功能；掌握与救援、志愿活动相关的核心词汇和短语；能通过阅读提取语篇关键信息，完成相关阅读任务（如问答、段落匹配）；理解语篇传递的“互助、奉献”的主题意义。
教学难点：深入理解语篇中“帮助他人、成就自我”的深层内涵，体会演讲者的情感与感悟；掌握演讲的文体特征，理解“故事作为钩子”的作用；能用英语清晰、有条理地表达对志愿活动的看法，阐述“帮助他人如何带来改变”；引导学生将语篇主题与自身生活联系，树立参与公益活动的意识。
教学过程
教学环节
教师活动
学生活动
设计意图
Lead in
情境导入
1.Use an AI vide abut bk saln t set a situatin. Then have a free talk.
T: What can yu see in the vide?
Have yu seen Blue Sky Rescue Team vlunteers helping peple in disasters?
What d yu knw abut Blue Sky Rescue?
Prvide sme infrmatin abut Blue Sky Rescue fr the students.
Get knwn the bjects f this perid frm the situatin by the AI vide. And have a free talk.
Sa:We can see Blue Sky Rescue vlunteers rescuing peple in disasters and teaching kids safety skills.
Sb:Yes, I have. I nce saw vlunteers helping peple in a fld. /...
N, I haven’t, but I’ve heard stries abut it. / ...
Sc:We can see Blue Sky Rescue vlunteers rescuing peple in disasters and teaching kids safety skills.
2.learn the infrmatin abut Blue Sky Rescue
借助蓝天救援队相关实景视频创设真实语境，直观呈现救援、志愿工作画面，快速抓住学生注意力，激活学生已有生活经验与话题认知。通过递进式问题引导学生开口表达，降低开口难度，营造轻松的英语交流氛围，同时自然引出本节课核心话题 —— 蓝天救援队与志愿服务。
在学生初步感知画面后，补充组织背景、发展历程、服务范围、公益理念等英文配套简介，搭建话题知识支架。
Presentatin
学习理解
Pre-reading:
Wrk n 1a: Shw sme the pictures f sme Blue Sky Rescue vlunteers and discuss the questins. Ask the students t have a free talk t share their ideas.
T:What d yu think vlunteers in blue are ding?
Have yu heard any stries abut Blue Sky Rescue?
While-reading:
T:Tday we will read a speech frm a Blue Sky Rescue vlunteer, and learn hw their stries change lives.
Ask the students t read the speech by a Blue Sky Rescue vlunteer. And guide them t knw smething abut hk and call t actin.
T:What kind f hk des the speaker use?
Which paragraph includes a call t actin?
(2)Prvide a reading tip. Ask the students t read the passage and match the main ideas with each paragraph.
(3)Ask the students t read the first paragraph f the text and answer the questins.
T:What is the speaker talking abut tday?
Why des the speaker start with his wn stry?
Can yu guess what stry the speaker will tell next?
(4)Prvide the students with a reading tip and ask the students t cmplete the table.
Then ask several students t check the answers.
Ask the students t read the Paragraph 3 in detail t fill in the blanks n the timeline. Then check the answers.
(6)Ask the students t read the Paragraphs 4 in detail t judge the statements.
(7)Ask the students t read the Paragraphs 5 in detail t answer the questins. Then check the answers.
T:What makes the vlunteer wrk difficult?
What is the writer’s main purpse in writing this part?
Pst-reading:(1)Prvide the students with a reading tip f analyzing a plt. Let the students read the speech again and write the crrect paragraph number next t each paragraph summary.
Then ask several students share their answers.
Prvide the students with a reading tip. Ask the students t read again t answer the questins.
T:When did the speaker jin Blue Sky Rescue? Why did he jin the rganizatin?
What has he learnt frm his vlunteer experience?
What are sme difficulties the Blue Sky Rescue vlunteers face?
(3)Prvide three questins and let the students have a deep thinking and discussin. Then share their ideas.
T:Why is the speaker willing t put his life in danger?
What qualities d yu think a Blue Sky Rescue vlunteer shuld have?
What small vlunteer wrk can we d in ur daily life?
Lk at the pictures f sme Blue Sky Rescue vlunteers and discuss the questins.
Sa:They are helping peple in need, teaching safety skills t students, and searching fr peple in disasters.
Sb:N, I haven’t./ Yes, I have. They help peple in emergencies fr free...
2.(1)Have a fast reading t get the infrmatin abut the hk and call t actin.
Sa:The speaker uses a persnal stry as the hk.
Sb:The last paragraph includes the call t actin.
(2)Read the passage and match the main ideas with each paragraph.
(3)Read the first paragraph f the text and answer the questins.
Sa:They are talking abut Blue Sky Rescue.
Sb:Because he wants t catch the listeners' attentin and make the
speech mre interesting.
Sc:Maybe he will tell us a stry abut being saved by Blue Sky Rescue./...
(4)Read paragraph 2 and cmplete the table.
(5)Read Paragraph 3 and fill in the blanks n the timeline.
(6)Read paragraphs 4 and judge the statements.
(7)Read the Paragraphs 5 in detail t answer the questins.
Sa:The wrk is difficult. Vlunteers have n pay and ften g withut fd r sleep.
Sb:The writer wants t call n readers t jin Blue Sky Rescue as vlunteers, because they can’t d it all alne and need mre peple t make a difference tgether.
3.(1)Read the speech again. Write the crrect paragraph number next t each paragraph summary.
(2)Read again and answer the questins.
Sa:He signed up with Blue Sky Rescue in 2009. He nce gt help frm the team in the muntains in 2008, s he decided t help peple in need.
Sb:He has learned many practical life-saving skills. He als understands teamwrk is imprtant fr rescues. Mst f all, he realizes the value f every life.
Sc:The wrk is hard and unpaid. They ften g withut fd r sleep, and
they have t face danger while wrking.
Have a deep thinking and discussin abut the three questins. Then share their ideas.
Sa:Because they are heres t the peple they save and their families. This
makes all their wrk meaningful. /...
Sb:They need t be brave, hard-wrking and ready t help thers. They
shuld als knw teamwrk well. /...
Sc:We can help ...
展示志愿者工作图片并开展小组讨论，引导学生观察画面、描述行为。
从语言层面：训练学生观察、描述画面的口头表达能力，反复运用本节课话题词汇，强化词汇认读与口头运用；
从文本预测层面：结合图片与问题引导学生猜测文本内容，培养阅读预测策略，激发阅读好奇心；
从情感层面：再次聚焦志愿服务场景，深化学生对志愿工作的初步认知，顺利过渡到正式文本阅读。
讲解演讲文体小知识，明确 **hk（开篇引子）和call t actin（结尾号召）** 两大演讲核心要素，突破本课重点 —— 演讲稿文体结构，帮助学生区分演讲与普通记叙文的差异，掌握演讲类文本的阅读方法。
段落大意匹配任务，引导学生抓取段落主旨句、关键词，训练快速定位主旨、梳理文章脉络的阅读能力，让学生整体把握演讲 “个人经历 — 组织工作 — 感悟号召” 的三段式结构，建立完整文本框架。
第一段精读问答：聚焦演讲开篇，引导学生理解 “用个人故事作为 hk” 的作用，破解教学难点 ——故事类开篇的表达效果；同时梳理演讲主题，强化学生对演讲开篇交际功能的理解。
第二段表格填空：以表格形式梳理 2008 年遇险被救的时间、地点、事件、解决方式等细节，训练学生关键词定位、提取细节信息的基础阅读策略，落实 “获取文本具体信息” 的语言能力目标，同时梳理演讲者与蓝天救援队结缘的起因。
第三段时间轴填空：按照时间线梳理演讲者加入组织、队伍开展各类救援服务的历程，借助可视化工具降低叙事文本梳理难度，帮助学生理清时间逻辑，夯实时态（一般过去时、现在完成时）在叙事语境中的运用。
第四段正误判断：聚焦志愿工作带来的收获（技能、团队合作、生命价值），在判断练习中强化 teamwrk、practical life-saving skill、the value f life 等核心短语，引导学生理解志愿服务自我成长的内涵，初步渗透思维品质目标。
第五段精读问答：分析志愿工作的困难与作者写作目的，一方面深挖文本细节，另一方面让学生明确结尾号召行动的文体功能，同时让学生认识到志愿工作辛苦、无偿、伴随危险的特点，辩证看待志愿服务，突破 “理解演讲者情感与感悟” 这一教学难点。
读后深化（情节排序、综合问答、深度讨论）
段落情节排序 + 综合问答：复盘全文内容，串联碎片化信息，帮助学生重构完整语篇，检验学生整体阅读效果；通过综合问题回顾演讲者加入组织的原因、收获、工作难点，实现知识闭环，巩固文本核心信息与语言知识点。
深度思辨讨 论：设置三层开放性问题（志愿者初心、志愿者必备品质、日常可做的志愿小事），实现从文本走向生活：
Practice
探究应用
Vcabulary in Use:
T:Next, we will learn mre vcabularies t talk abut vlunteering. First let's start with a wrd puzzle!
1.Wrk n 2a: Explain the rules t the students. Ask them t write the crrect wrds in the puzzle with the help f the clues.
Then ask several students t check the answers.
2.Intrduce sme ther adjective suffixes t the students and ask them t tell the adjective frms f these wrds in the chart.
3.Wrk n 2b: Ask the students t cmplete the sentences with the crrect wrds in brackets.Then ask a little teacher t check the answers.
5.Ask the students t cmplete the passage with the crrect frms f the wrds in the bx. Ask several f them t check the answers.
1.Write the crrect wrds in the puzzle with the help f the clues.
Learn sme ther adjective suffixes t the students and try tell the adjective frms f these wrds in the chart.
3.Cmplete the sentences with the crrect wrds in brackets.
4.Wrk n 2b: Cmplete the sentences with the crrect wrds in brackets.
5.Cmplete the passage with the crrect frms f the wrds in the bx.
Ss:signed up
, prvide aid, clean up,was wrth the effrt, dnated pcket mney
, make a difference.
2a 单词谜题：以趣味游戏形式呈现核心名词、动词、形容词，提升词汇学习趣味性，在情境中巩固单词拼写、词义与辨析，强化词汇记忆。
词形转换归纳：系统梳理 vlunteer-vluntary、success-successful 等名词与形容词的转换规则，归纳形容词后缀用法，帮助学生总结构词规律，实现举一反三，提升自主词汇学习能力，夯实语法与词汇基础。
2b 选词填空：结合句式语境区分同根词用法，让学生理解不同词性单词在句子中的语法功能，训练词汇在单句中的运用能力，突破词汇易混点。
2c 短文填空（短语运用）：选取贴近学生生活的志愿服务小故事，综合运用本课核心短语 sign up、prvide aid、make a difference 等，将零散短语融入完整语篇，实现词汇、短语在篇章中的综合运用，同时再次强化志愿服务的主题，做到词不离句、句不离篇。
Prductin
迁移创新
Wrk n 1e:1.Ask students t lk at the pictures and intrduce the tpic.
T:What are they ding? Have yu ever helped smene? Hw did yu feel?”
2.Ask the students t read the three sayings alud as a class, check prnunciatin. And clarify key wrds and match each saying with its textbk explanatin.Then ask several grups t shw their wrk.
3.Think-Pair-Share: Ask the students t chse ne saying, then discuss in pairs .
Grup wrk: Assign each grup ne saying t prepare a 1-minute explanatin with an example.
4.Guide grups t present their ideas. Teacher gives psitive feedback and summarizes the theme: helping thers benefits everyne.
Lk at the pictures and answer the questins.
Ss:He was helping an ld man crss the rad.
2.Read the three sayings alud as a class, check prnunciatin.Clarify key wrds and match each saying with its textbk explanatin.
3.Chse ne saying, then discuss in pairs using sentence frames: “I think this means… Fr example…”
4.Grups present their ideas.
以谚语解读、小组展示、观点表达为核心，实现语言综合输出、知识迁移、主题升华。
看图问答 + 谚语朗读：结合助人画面回顾话题，朗读英文谚语，积累地道表达，同时借助谚语提炼 “助人互利” 的核心主旨，进一步升华主题。
谚语解读 + 结对讨论：运用句型支架 I think this means… Fr example… 降低表达难度，让全体学生都能参与口语表达，训练学生阐释观点、举例论证的口语能力。
小组合作展示：培养合作学习能力、当众表达能力与语用能力；教师点评总结，强化 “帮助他人、成就彼此” 的价值观，完成情感与主题的最终升华。
Language pints
Ladies and gentlemen, thank yu fr inviting me t speak t yu abut Blue Sky Rescue tday.
女士们、先生们，感谢你们邀请我今天向大家介绍蓝天救援队。
Thank yu fr... 因而感谢你
invite sb t d sth 邀请某人去做某事
speak t sb abut...给某人做关于…… 的演讲 / 讲话
Back in 2008, I was hiking in the muntains with sme friends when ne f them fell and gt a bad head injury.在2008年， 我和一些朋友在山里徒步旅行时，其中一个摔倒了，头部受了重伤。
“back in+年份”表示“回到，追溯到”
get a bad ... injury 表示（身体部位）受重伤
After sme time, we heard dgs barking and the vices f the Blue Sky Rescue team.过了一会儿，我们听到了狗叫声和蓝天救援队的声音。
hear sb ding sth听见某人正在做某事
And that makes everything we d wrth it.
这让我们做的一切都值得。
make everything wrth it 让一切都值得
Summary
归纳总结
Ask the students t sum up what they learned in this perid .
T:Vlunteering isn't abut giving up, but grwing tgether. Even cmmn peple can shine fr thers.
Have a summary f what they learned in this perid with the T’s help.
引导学生自主梳理本课所学，包括核心词汇、句型、阅读策略及文化习俗，帮助学生构建系统的知识框架，强化记忆效果；
分层作业设计
A层： 基础巩固
复习并牢记本堂课的重点单词、短语和句型。
B层： 能力运用
模仿演讲的结构，写一段 80 词左右的短文，介绍你了解的一位志愿者。
C层： 拓展挑战
小组合作，制作一张 “Vlunteer Appeal” 英文海报，结合本节课的内容，宣传志愿服务精神。
板书设计
Unit8 Make a Difference Sectin B(1a-2c)
教学反思