中小学教育资源及组卷应用平台
Unit 1 Helping those in need课时教学设计
本单元第1课时 Reading 课型 阅读课
语篇研读
What---语篇主题和主要内容 阅读三篇由三位同学在假期参加志愿者活动的汇报。汇报分别描述了他们在不同志愿者活动中的经历。 Why---语篇传递的主题意义 通过本课的学习，让学生掌握汇报的写作特征，同时让学生能理解主阅读篇章中的主要词汇及句型，并能运用相关的句型进行表达。学生能理解志愿活动的重要性。 How---文体结构、语言特点及功能 本阅读篇章体裁是活动汇报，结构清晰，每段有比较明显的活动汇报写作特点，包含活动汇报的人物、地点、工作内容及原因等元素。阅读理解难度不大，学生要总结归纳出三个文段中的写作共性。
学情分析
【已知】本节课的阅读材料是以同龄学生的志愿者活动汇报，学生对志愿者活动有一定的自身经历，学生阅读文本能产生共鸣。因此，大部分学生对本课话题有话可说。 【未知】学生对于志愿服务活动的意义还不能深入理解。同时，对于志愿服务活动的描述等，学生也从来没有接触过，需要积累相关的表达。 【能知】本课时帮助学生了解阅读篇章活动汇报的基本格式、结构及语言特点；理解主旨大意和细节信息；了解志愿活动相关的内容；理解志愿活动的重要性。
课时教学目标
通过本课学习，学生能够： 1. 语言能力:积累与志愿者活动相关的词汇; 提取并归纳文章关键信息；运用所学内容，发表自己的关于志愿服务活动的观点并陈述理由。 2. 学习能力: 运用略读策略，了解主阅读篇章的大致内容；运用前缀猜测单词的含义。 3. 思维品质: 理解主阅读篇章的结构；解读三篇短文，从中推断文章深层含义：志愿服务的重要性以及意义。 4. 文化意识: 树立服务他人、保护弱者的意识；了解志愿服务在当今社会的重要意义。
教学重难点
教学重点： 1. 积累与志愿者活动相关的词汇 2. 提取并归纳文章关键信息 3. 运用前缀猜测单词的含义 教学难点： 1. 运用所学内容，发表自己的关于志愿服务活动的观点并陈述理由。 2. 解读三篇短文，从中推断文章深层含义：志愿服务的重要性以及意义。
教学方法
英语教学活动观，情境式教学，任务型教学法
教学工具
PPT课件，多功能白板，教案
教-学-评一体化教学过程
教学目标 学习活动 效果评价
学习理解：通过视频，引出本单元主题。通过回答问题、图片匹配、小组讨论等激活学生背景知识，学生能够理解本单元主阅读篇章的题材，回顾自身志愿服务的经历并思考其他可行的志愿服务工作。 任务一: Lead in 1. 观看视频。 2. 观看视频后，教师提问学生：Do you know who they are What do they always do 学生认读和理解单词和词组：volunteer, voluntary work. 3. 教师继续提问：What group of people need our help Where can we do voluntary work？然后呈现图片，让学生了解需要帮助的人群以及各需要志愿服务的地方，学生将上述地方和它们所服务的人群配对。 4. 小组活动：讨论Have you ever helped others before Why do(not) you want to help others How do you feel when you give other’s a hand 教师提醒记笔记，为完成后面的学习任务做好准备。 创设情景：根据“小组讨论”引出主阅读篇章。 任务二: Pre-reading 1. 学生完成课本P2 Part A的练习，学生认读和理解单词：disabled和raise 2. 学生阅读主阅读篇章的标题、引言和三篇汇报的作者署名并观察插图，然后回答问题。学生认读和理解单词：teenager, offer What are the names of the three teenagers What did they offer to do during the school holidays 3. 学生完成课文P2 Part B的练习。 任务一: 观察学生互动表现，判断学生能否清晰理解课时任务，鼓励学生积极参与本节课。同时检测学生对于志愿服务活动的了解程度。 任务二: 分析整合信息，提取最关键信息，观察学生参与课堂的表现，判断学生是否能运用略读策略。
设计意图 通过导入的内容，引出这节课的学习内容，为后面的教学做铺垫，同时让学生能够了解主阅读篇章中三位学生所做的志愿服务工作建立初步印象。
教学目标 学习活动 效果评价
应用实践：通过回答问题、完成表格、归纳总结等一系列的阅读任务，学生能够掌握三篇汇报关键信息，同时帮助学生理解文章的深层含义，从而学会为社会为他人奉献自己的力量，树立良好的道德风尚。 任务三: Read the first report. 1. 学生跟读课文录音朗读第一篇汇报，认读和理解单词：suffer, serious, illness 和organize。 2. 学生运用找读策略，回答问题： Where did Betty do voluntary work Who did Betty help Why do the children need others’ help What did Betty and other volunteers do for the children 3. 要求学生归纳文章大意： Main idea: Betty talks about how she and other volunteers helped children with serious illnesses in a children’s hospital by organizing a painting competition. 4. 教师呈现四幅图片，让学生各用一个句子描述这些图片，然后邀请学生根据图片复述Betty是如何帮助Cindy的。 任务四：Read the second report 1. 学生跟读课文录音朗读第二篇汇报，认读和理解单词：express, pain, lonely和 friendship 2. 学生运用找读策略，完成表格： 3. 学生再次阅读第二篇汇报，完成Mark的日记。 4. 要求学生归纳文章大意： Main idea: Mark tells how he and his mother helped children without parents by teaching them to tell stories. 任务五：Read the third report 1. 学生跟读课文录音朗读第三篇汇报，认读和理解单词：difficulty, joy, peace, hurt 和courage 2. 学生运用找读策略，回答问题： Who did Annie help What did Annie do Why did Annie do this Does Tim lose hope 3. 要求学生归纳文章大意： Main idea: Annie tells how she helped disabled children by teaching them to sing. 任务三: 深入理解文章细节。根据学生的回答以及总结，判断学生能够掌握第一篇汇报的大意以及细节信息。 任务四: 深入理解文章细节。根据学生的回答以及总结，判断学生能够掌握第二篇汇报的大意以及细节信息。 任务五: 深入理解文章细节。根据学生的回答以及总结，判断学生能够掌握第三篇汇报的大意以及细节信息。
设计意图 通过一系列的阅读任务：预测、分析、理解和总结，帮助学生在阅读文本时找到关键的信息点，同时对三篇汇报有清晰的理解，从而推断语篇的深层含义。
教学目标 学习活动 效果评价
迁移创新：通过篇章内容的概括，小组讨论等，学生能归纳篇章中的关键信息，帮助学生从心底里理解志愿活动的重要性，学生愿意积极投身于助人及志愿者的活动中。 任务六: Post reading 1. 完成课本P4 C1 练习，并核对答案。 2. 完成课本P5 D1 练习，并核对答案。 3. 小组活动：讨论What else can we do to help the children 然后邀请小组分享讨论的结果。 4. 总结汇报的写作结构和写作内容。 任务六: 归纳与总结。根据学生对C1和D1的完成情况，判断学生对主阅读篇章中的核心词汇以及细节信息的掌握情况。 观察学生互动表现，判断学生能否清晰理解本课时话题并能就该话题自由表达观点，鼓励学生积极参与本节课。
设计意图 通过小组活动，能培养学生归纳篇章中的关键信息并参与讨论的能力，同时结合本单元话题，学生能理解志愿活动的重要性，落实本节课的情感及文化目标。
课时教学板书设计
评价量表
课时作业设计
作业内容 作业目标 设计意图
基础题： 完成《英语(八年级下) B》第2页和第9页的练习。 掌握最基本的语言知识；培养学生阅读演讲稿的能力。 查漏补缺，复习和巩固本节课所学内容
提高题： 复述三份志愿服务活动的汇报。 理解课文内容以及掌握文章结构。 加深对本节课内容的理解和消化
拓展题： 根据Lead-in时小组讨论的结果，模仿志愿服务活动的汇报格式，写一份自己曾经的志愿服务活动汇报。 运用报告的写作框架，进一步熟悉志愿服务活动的内容、目的和意义。 培养学生的思辨能力，以及在日常情境中的英语思维。
课后反思（实施后填写）
本节阅读课主要引导学生分析活动汇报的文本特征，抓住语篇内容(who, where, how, why)来厘清语篇的结构。本课时把阅读教学与写作技巧相结合，在阅读教学过程中渗透阅读技巧及写作技巧，并及时在每个教学环节总结写作技巧。在读后任务时，学生能模仿活动汇报的语言特点和语篇内容的结构来口头创作一篇新的活动汇报，达到学以致用的目标。另外，本课时的教学设计既兼顾教学内容中的文章理解以及课文重点难句的分析，强化阅读学习的技能，使学生在课后不会觉得没有收获。同时，教学过程兼顾语言知识能力、思维理解能力及文化情感能力的培养，实现多维度目标。在教学过程中，围绕语言教学的重点，突出本课话题“志愿者及志愿者活动”的理解与意义教学，运用思维导图将相对零散的文本统一出主要的写作方式，让学生在学习过程中，能够体会志愿者活动的重要意义。
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Unit 1 Helping those in need
Reading
牛津深圳·广州版 八年级下
Content
01
03
05
Learning objectives
02
Lead -in
Pre-reading
Post-reading
04
06
Reading
Homework
Learning objects
1. get the main contents of the text;
2. know some voluntary work(words & expressions);
3. learn reading skills – skimming and scanning;
4. be aware of helping those in need.
After learning the lesson, we can:
Lead in
Watch a video
Volunteers
They always do voluntary work in their free time.
Lead in
After watching the video, please answer the questions.
Do you know who they are
What do they always do
/ v l ntri/ Voluntary work is something you do without being paid to help people in need.
/ v l n t (r)/ n.
a person who does a job without being paid for it
the old
people who are ill or injured
people with physical disabilities
the poor
children who have lost a parent/parents
Lead in
What group of people need our help
nursing home
养老院
hospital
医院
health recovery
center for the disabled
康复中心
orphanage
孤儿院
Where can we do voluntary work
Lead in
Have you ever helped others before
Why do(not) you want to help others
How do you feel when you give other’s a hand
Lead in
Group work
Take the notes
There are many kinds of voluntary work. Can you match the activities with the pictures below Write the correct letters in the boxes.
a helping disabled people b helping raise money
c visiting an old people’s home d visiting sick children in a hospital
a
b
c
d
Pre-reading
disabled adj.
/d s e bld/
Someone who is disabled cannot use a part of their body properly, or cannot learn easily
raise v. /re z/
to bring or collect money or people together
to increase the amount or level of sth.
Betty, Mark and Annie.
They offered to do some voluntary work during the school holidays.
Read the title, introduction and the writers’ names on page 3. Then answer the following questions.
Pre-reading
What are the names of the three teenagers
What did they offer to do during the school holidays
teenager n. / ti ne d (r)/
A person who is between 13 and 19 years old
offer v. / f (r)/
to say that you are willing to do sth. For sb. or give sth. To sb.
I talked to children without parents. ____________
I helped sick children. ____________
I taught disabled children to sing. ____________
Look at the pictures, the writers’ names and the first sentence of each report on page 3. Write the correct names in the blanks.
Mark
Annie
Betty
Pre-reading
I did some voluntary work in a children’s hospital. The children there all suffer from serious illnesses. We organized a painting competition for them.
I met a girl called Cindy. She wanted to paint a picture of the park near her home. I went there and took some photos of it. Cindy used them for her painting.
Betty
Reading
suffer v. / s f (r)/
to be badly affected by a pain, disease, sadness, a lack of sth. etc.
suffer from 受折磨；因……受苦
serious adj. / s ri s/
bad or dangerous
illness n. / ln s/
the state of being physically or mentally ill
organize v. / ɡ na z/
to arrange for sth. to happen or to be provided
I did some voluntary work in a children’s hospital. The children there all suffer from serious illnesses. We organized a painting competition for them.
I met a girl called Cindy. She wanted to paint a picture of the park near her home. I went there and took some photos of it. Cindy used them for her painting.
Betty
Where did Betty do voluntary work
Why do the children need others’ help
Who did Betty help
What did Betty and other volunteers do for the children
Reading
Main idea:
Betty talks about how she and other volunteers helped ____________________________ in a children’s hospital by _________________________________.
children with serious illnesses
organizing a painting competition
Retell Betty's report according to the pictures below.
Betty met a girl called Cindy.
She wanted to
paint a picture of the park near her home.
I went there and took some photos of it.
Cindy used them for her painting.
Reading
express v. / k spres/
to show or make known a feeling, an opinion, etc. by words, looks or actions
pain n. /pe n/
mental or emotional suffering
lonely adj. / l nli/
unhappy because you have no friends or people to talk to
friendship n. / frend p/
the state of being friends
There are many children without parents. I met some of these children with my mother. We taught them to tell stories. This helps them express their feelings. One child said, “My friends don’t understand my pain.”
We spent time with a girl called Vivien. Her parents died in a car accident, and she is unhappy and very lonely. She needs friendship. My mother and I will continue to visit Vivien.
Mark
Reading
There are many children without parents. I met some of these children with my mother. We taught them to tell stories. This helps them express their feelings. One child said, “My friends don’t understand my pain.”
We spent time with a girl called Vivien. Her parents died in a car accident, and she is unhappy and very lonely. She needs friendship. My mother and I will continue to visit Vivien.
Mark
Read the second passage and fill in the blanks.
Reading
What is wrong with the children there
What did Mark do
Why did Mark do this
They have lost their parents.
He taught the children to tell stories.
Because he thinks it can help the children express their feelings.
children without
parents
Read Mark's report and finish writing Mark's diary entry.
Saturday, 9 March Sunny
Dear Diary,
Today I went to a local orphanage to visit ___________________________ with my mother. I taught them ________________. I think it is a good way for them to ______________________ and for others to ______________________. I made friends with a girl called _______ because she was ________________. She said she ___________________. I promised I would __________________.
children without parents
to tell stories
express their feelings
understand their pain
Vivien
unhappy and lonely
needed friendship
continue to visit her
Reading
Main idea: Mark tells how he and his mother helped ________________ _________ by ____________________________.
teaching them to tell stories
I wanted to help disabled children. They have difficulty walking or moving. I taught them to sing because music can bring them joy and peace.
I met a boy called Tim. He hurt his legs in an accident, but he has lots of courage. We need to help children like Tim and raise their spirits. I will continue to do voluntary work in the future.
Annie
Reading
difficulty n. / d f k lti/
a problem, a thing or situation that causes problems
joy n. /d /
a feeling of great happiness
peace n. /pi s/
the state of being calm or quiet
hurt v. /h t/
to cause physical pain to sb/yourself; to injure sb/yourself
courage n. / k r d /
the ability to do sth dangerous, or to face pain or opposition, without showing fear
I wanted to help disabled children. They have difficulty walking or moving. I taught them to sing because music can bring them joy and peace.
I met a boy called Tim. He hurt his legs in an accident, but he has lots of courage. We need to help children like Tim and raise their spirits. I will continue to do voluntary work in the future.
Annie
Who did Annie help
What did Annie do
Why did Annie do this
Does Tim lose hope
No, he doesn’t.
Reading
Main idea:
Annie tells how she helped ______________
by _______________________.
disabled children
teaching them to sing
Post-reading
1. When something is serious, it is _______.
a. bad or dangerous b. good and safe
2. If you have an illness, you are a person_______.
a. in good health b. in bad health
3. If you have peace, you are ______.
a. nervous b. not worried or excited
The words in italics are from the reports on page 3. Circle the correct answers to complete these sentences.
a
b
b
4. A person with courage is usually ______ of something dangerous or difficult.
a. afraid b. not afraid
5. If you raise something, you ________.
a. make it lower b. move it higher
6. If you are in high spirits, you have a good _________.
a. feeling b. ability
b
b
a
Post-reading
The words in italics are from the reports on page 3. Circle the correct answers to complete these sentences.
They need help!
Can you help these children
Cindy, aged 12
Cindy is in hospital because she (1)__________________________. Cindy wants to (2)________________ the park near her home. We need someone to go to the park and (3)____________________ for Cindy.
Vivien, aged 13
Vivien’s parents died in (4)____________. She is (5)____________________. We need someone to talk to her and make friends with her.
Tim, aged 14
Tim was a healthy boy. He used to love sport until he (6)_________________. We need some volunteers to teach disabled children like Tim to (7)________ and to help them (8)___________________.
Read the reports on page 3 and complete the notice below.
suffers from serious illnesses
paint a picture of
take some photos of it
a car accident
unhappy and very lonely
hurt his legs
raise their spirits
sing
Cindy, aged 12
Vivien, aged 13
Tim, aged 14
Post-reading
help raise money
visit the children
regularly
invite them to
our house
talk with them and
play with them
…
help disabled children
at the health recovery centre
What else can we do to help the children
Group work
Post-reading
Volunteer’s name Problem with the children His/Her way of helping them Reason for doing so
Betty
Mark
Annie
They suffer from
serious illnesses.
They have lost their parents.
He taught them to tell stories.
This can help the
children express their feelings.
They are
disabled children.
She taught them to sing.
This can bring the children joy and peace.
Read the three reports again and complete the table below.
She and other volunteers organized a painting competition.
Summary
+
+
=
When/ Where to help
Who to help And why
How to help And why
A report on voluntary work
Summary
Joe wanted to do (1)_________________________ during the summer holidays, so he (2)______________ to help at a local hospital.
Every Saturday, he went there to look after the patients. One of them had (3)________________ walking, so he helped him move around. Another one could not see. Joe read news and funny stories to her so that she did not feel (4)_____________. Joe also talked with the patients. This helped them (5)_____________ their feelings.
Joe enjoyed helping people. He will continue to help at the hospital in his free time.
difficulty express lonely offer voluntary work
Complete the passage below with the words from the box . Change their forms if necessary.
voluntary work
offered
difficulty
lonely
express
Example
Example
Joe wanted to do voluntary work during the summer holidays, so he offered to help at a local hospital.
Every Saturday, he went there to look after the patients. One of them had difficulty walking, so he helped him move around. Another one could not see. Joe read news and funny stories to her so that she did not feel lonely. Joe also talked with the patients. This helped them express their feelings.
Joe enjoyed helping people. He will continue to help at the hospital in his free time.
when & where
who & why
how
why
feeling
Summary
In this class, we have learned
new words and expressions in this unit.
the detailed information and the structure of the text.
how to help people in need.
Self-assessment
How well do you know about this lesson Tick (√)the boxes.
I understand the new words and expressions in the text. 口 口 口
I can read three reports on voluntary work. 口 口 口
I know how to use prefixes to guess the meanings of words. 口 口 口
I know how to retell the passage with the mind-map. 口 口 口
Assessment
Homework
1. Finish the exercise on P2 and P9 Book B.
2. Retell the three passages.
3. Follow the structure of a report on voluntary work write your report on voluntary work based on the notes.
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单 元 整 体 教 学 设 计
学科 英语 年级 八年级下册
使用教材 沪教牛津版（深圳·广州·沈阳） 教材页数 p1-16
单元名称 Unit 1 Helping those in need
单元主题及主要内容分析
主题范畴：人与社会 主题群：社会服务与人际沟通 子主题：志愿服务与公共服务 单元话题： 帮助有困难的人，以志愿服务为主线 主题意义：了解志愿服务在当今社会的重要意义，树立良好的道德风尚，培养奉献精神和社会责任感。 以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图： 表一：单元教学内容 语篇语篇类型语篇内容语篇主题意义一 Voluntary work报告三位学生在假期做志愿者的经历了解志愿者服务的对象、活动形式和心情感受等二 Money-raising activities采访稿有关募集善款活动的广播采访了解筹款活动的大致情况三 A letter to the head teacher请求信为有困难的孩子筹款一事，写一封请求信给校长学习筹款的方式和具体的活动内容以及开展慈善活动的请求信 四 Success for Spring Buds记叙文介绍了“春蕾计划”了解国内公益事业五 UNICEF说明文介绍联合国儿童基金会了解世界志愿者组织机构
表二：单元大观念：
学情分析
（一）自然情况 本单元围绕“帮助有困难的人”这一话题，以志愿服务为主线，开展教学活动，了解志愿服务的目的、主要形式、内容和意义，培养奉献精神和社会责任感。符合Module 1 Social communication这个话题的内容探究，以及八年级学生对知识的汲取需求。 （二）已有基础 同学们已经完成了七年级及八年级上册的内容，有一定的语言基础。本文以同龄学生的志愿者活动汇报作为阅读材料，结合学生自身的经历，大部分学生能够对阅读文本产生共鸣。 （三）存在问题
但要深入认识志愿服务的目的、主要形式、内容以及理解志愿服务的重要意义，学生还需要深入学习和思考。对照课程标准阅读理解五级的要求，八年级学生还需进一步加强对篇章的深层理解能力。最终，学生还需要学会描述自己参与的不同志愿服务活动的经历，部分学生的词汇量与相关表达未能达到表述的要求。 （四）解决措施 鼓励学生在课堂上积极踊跃发言，尊重每个学生的想法，并给予客观公正的评价，而不是期待唯一的标准答案。 培养学生利用现代科学技术检索信息，查阅资料的能力。 在教学过程中，以学生为中心。创设让学生合作交流的学习情境，一起探讨、讨论，共同完成学习任务。并鼓励学生将所学内容与家长进行分享。 教学方式灵活多样，根据学生随堂掌握情况，及时做出调整和改进。 5. 从多角度多维度对学生进行多方位评价。
单元课标要求及学习目标
【单元课标要求】 1. 发展语言能力。能合理掌握和积累有关志愿活动的词汇和表达，能谈论自己打算参与的志愿服务活动以及筹款活动的形式等。 2. 培养文化意识。了解志愿服务在当今社会的重要意义，树立良好的道德风尚；培养奉献精神和社会责任感。 3. 提升思维品质。能够在语言学习中发展思维，在思维发展中推进语言学习；能从多角度观察和认识志愿服务活动，有理有据、有条理地表达自己对志愿服务活动的看法。 4. 提高学习能力。能够树立正确的英语学习目标，保持学习兴趣，主动参与语言实践活动；在学习中注意倾听、乐于交流、大胆尝试；学会自主探究，合作互助；学会反思和评价学习进展，调整学习方式；学会自我管理，提高学习效率，做到乐学善学。 【单元学习目标】学习本单元后，能够： 语言能力：阅读学生关于自己在假期参与的志愿服务的汇报，了解志愿服务的目的、主要形式、内容及意义；听懂一段有关募集善款活动的广播采访录音，巩固提取和记录关键信息的听力技能；通过小组活动，谈论自己打算参与的志愿服务活动；根据提纲完成一封请求校长批准筹款活动的请求信；。 学习能力：借助“前缀”学习和记忆单词；通过绘制“饼图”表示各组部分在整体中所占的比例。 思维品质：就参与志愿服务、帮助他人的话题表述自己的感想，并愿意尝试志愿活动，帮助有困难的人。 文化意识：了解志愿服务在当今社会的重要意义，树立良好的道德风尚。
单元课时安排
课时及教材板块 课型 课时对应的单元教学目标 评价的手段与方式
第一课时 Reading 阅读课 帮助学生理解阅读篇章的结构、主旨大意和细节信息；帮助学生学习主阅读篇章中的核心词汇。 通过略读回答问题链，精读复述阅读篇章，评价学生能否掌握文章的大意和细节信息；通过补全句子和短文填空，评价学生是否掌握本课目标词汇
第二课时 Listening & Speaking 听力 口语课 训练学生短时记忆的能力，巩固记录关键信息的听力技能；帮助学生掌握表示确定或不确定的打算或意愿的表达方法；要求学生能谈论自己打算参与的志愿服务活动。 通过朗读对话以及编制对话，评价学生是否掌握表示确定或不确定的打算或意愿的表达方法；通过角色扮演、编制对话，评价学生是否能运用所学的表达方法谈论自己打算参与的志愿服务活动。通过填空练习，评价学生是否掌握捕捉关键信息的听力技能。
第三课时 Grammar 语法课 帮助学生掌握动词不定式作宾语、宾语补足语和目的状语的用法。 通过选择恰当的词语填空，完成句子，回答问题，编制对话等，评价学生能否掌握动词不定式作宾语、宾语补足语和目的状语的用法。
第四课时 Writing & Study skills 写作课 帮助学生利用提纲完成一封请求校长批准筹款活动的请求信。 通过头脑风暴，评价学生是否了解筹款的方式；通过蛛网图，评价学生是否掌握使用蛛网图构建文章结构；通过回答问题，评价学生是否掌握请求信的格式。
第五课时 More practice & Culture corner 阅读拓展课 帮助学生了解“春蕾计划”以及“联合国儿童基金会”的相关内容。 通过回答问题，评价学生是否了解篇章内容；通过小组讨论自己可以为“春蕾计划”做什么的结果，评价学生是否能分享阅读体会；通过举例、回答问题，鼓励学生了解更多关于慈善的组织和机构。
单元评价设计
本单元课主要是基于主题意义进行单元整体教学的设计，以学生对于主题意义的理解和学习能力的发展为主线，设计体现关联性和递进性的学习活动，旨在向学生理解本单元的话题Helping those in need以及相关背景知识，通过主阅读篇章的“志愿服务活动”，把本单元各板块的学习内容主题引出并串联起来，引起学生学习本单元的兴趣。本单元教学紧密地跟语篇教学和文化意识教学结合在一起。在“听、说、读、写”的活动中，教师能引导学生逐步从导读、分析到理解文本的内容，并且根据文本内容进行深度思考，思考志愿服务的意义，实现学生本人与文本的对话。在输出任务中，让学生综合单元所学的语篇知识和人文知识，以小组为单位，分别以说和写的形式，谈论自己打算参与的志愿者活动以及能为某一志愿申请报批，并能分享自己参与志愿服务的经历以及收获。在文化意识教学方面，通过阅读更多关于“志愿服务活动”的拓展阅读，引导学生思考自己可以为志愿服务做些什么，树立帮助他人的意识，培养社会责任感，使得整个单元教学内容和情感目标得以升华。
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