基于课程标准的“教-学-评”一致性课堂教学设计
科目 英语 授课教材 外研版八年级下册
授课题目 Unit 4 Helping out Developing ideas Reading for writing 课时 课型 第 5 课时写作课
主题情境 人与社会—帮助他人 授课教师
语篇研读 【What】 本课时的核心语篇是一篇题为“The circle of goodwill ”（善意循环）的记叙文。文章以第一人称叙述了作者作为汶川地震亲历者的个人经历：地震中被救援人员（士兵、消防员、医生、护士）的英勇行为深深打动，决定成为一名护士；十二年后，当另一家医院需要支援时，她报名前往帮助，并意外发现那里的护士长正是当年在汶川伸出援手的人之一。文章通过这一真实而感人的经历，生动诠释了“爱衍生爱 ”（Love leads to love）和“善意循环 ”（a circle of goodwill and kindness）的主题。 【Why】 该语篇旨在通过一个真实、完整且富有情感共鸣的个人叙事，引导学生深入理解“帮助他人 ”这一主题的深远意义。它超越了简单的助人行为描述，揭示了善意与帮助如何在人与人之间传递、延续甚至回响，从而形成一种积极的社会循环。学习此语篇，不仅是为了训练学生的阅读与写作技能，更是为了激发他们的情感共鸣，培养感恩之心、社会责任感和乐于助人的品质，并鼓励他们思考自己在社会“善意循环 ”中可以扮演的角色。 【How】 语篇为典型的记叙文文体，结构清晰，遵循“经历-影响-行动-发现-感悟 ”的叙事线索。语言特点鲜明：1. 叙事性与情感性并重：使用大量生动具体的细节描写和心理描写来增强故事的真实感和感染力；2. 关键短语贯穿主题：短语反复或呼应出现，成为串联故事和点明主题的关键词；3. 时态运用准确：以一般过去时为主叙述主要经历，在表达当前感悟时自然转换为现在时；4. 首尾呼应，主题升华：文章以地震中被援救的惊险场景开头，以领悟“爱衍生爱，创造善意循环 ”的深刻感悟结尾，结构完整，主题 得到有力升华。此语篇为学生后续“传递帮助 ”的叙事写作提供了极佳的内容、结构 和语言范本。
学情分析 八年级的学生已具备基础的词汇量和简单的句型知识，能够阅读和理解较短的记叙文
/ 让教学更有效 高效备课 | 英语学科
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段落。他们对自然灾害、职业以及“帮助他人 ”等话题有一定的背景知识或生活认知。在语言技能上，能进行简单的信息定位和回答问题。学生需要发展从记叙文中提取关键事件、人物情感变化及因果逻辑的能力，以理解“善意循环 ”的深层主题。他们需要学习并运用更丰富的描述性语言和叙事性表达，为后续的仿写或独立写作积累语言素材。同时，需提升将个人阅读体验与社会情感价值相结合的意识。存在问题：部分学生在阅读类似本课较长段落时，可能难以快速厘清时间线和事件间的因果关系；在回答深层理解题时，可能停留在表面信息，缺乏基于文本的推断和概括能力。因此在阅读中，通过时间轴、流程图等可视化工具，帮助学生梳理叙事脉络和因果链条；针对深层问题，提供“文本证据+个人阐释 ”的答题支架，引导学生回到原文寻找依据，并联系自身进行适度阐发。
课标要求 1.在主题上，本课涉及“人与社会 ”中“社会服务与人际沟通 ”主题群，引导学生通过阅读关于“善意循环 ”的真实故事，理解互助、感恩、职业奉献等社会情感与价值观，形成积极的社会态度和责任感。 2.在语言技能上，要求学生能读懂类似人物故事等常见体裁的记叙文，理解故事情节、人物行为和情感变化，抓住文章主旨，并从中提取关键信息完成图表。 3.在语言知识上，需学习和运用与主题相关的词汇和表达，并能在后续写作中模仿运用。 4.在思维品质上，要求能理解故事中的因果关系，对人物的行为和品质进行简单分析和评价。 5.在文化意识与情感态度上，激发学生对医护人员等奉献者的尊重与感恩，鼓励学生思考善意的传递，培养乐于助人、回馈社会的品质。
教学目标 通过本节课学习，学生能够： 1. 通过观察标题与插图，并运用所给关键词预测课文主要内容，理解“善意循环 ”的基本概念。（学习理解） 2. 通过阅读叙事文本，梳理作者从被救、立志到传递帮助的事件发展顺序，并完成信息图表填空。解释文中重点短语的含义，并找出与之意义相近的中文表达。 （应用实践） 3. 分析作者成为医护工作者的原因，体会文本中的因果关系，并概括其人物品质。运用从课文中学到的语言表达和叙事结构，写出一个关于“传递帮助 ”的简短故事，并分享感悟。（迁移创新）
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教学重难点 重点： 1.理解记叙文“The circle of goodwill ”的主旨、情节发展（地震受助、立志从医、助人后发现善意循环）和人物情感变化，并完成基于文本的信息提取任务。 2.掌握并运用与叙事和主题相关的核心词汇、短语和句型。 3.理解并梳理文中关键的因果关系，即作者受他人帮助的经历（因）如何直接影响其职业选择和后续的助人行为（果），深化对“善意循环 ”主题的理解。 难点： 1.理解“a circle of goodwill and kindness ”这一核心隐喻的深层含义，并能够结合文本具体细节和个人体验，阐释“爱衍生爱、善意传递 ”的抽象主题。 2.将阅读输入中获得的语言形式和叙事结构进行有效迁移，在后续写作中模仿运用，写出结构清晰、有真情实感的个人助人/受助故事。
核心语言 【核心词汇】 职业与人物：soldiers, firemen, doctors, nurses, (head) nurse, medical worker 情感与心理：shocked, fear, touched, courage, kindness, warmth, surprise, lucky 行动与事件：earthquake, lesson, ground, buildings, pieces, college, experience, connection 【核心短语】 自然灾害与场景：the ground shook hard, was thrown to the floor, were reduced to pieces, shaking all over with fear 救援与帮助：reach out to (someone), race against time, save as many people as possible, offer a helping hand, give (someone) a lot of help, needed support, signed up to help 决定与改变：made up one’s mind to, graduated from college and became 程度与评价：by no means easy, such an amazing experience 【核心句型】 描述突发事件：Suddenly, the ground shook hard and I was thrown to the floor. 表达震惊发现：I was shocked to find (that)... 描述持续行为：Day and night, they raced against time to... 表达深刻触动与决定：I was deeply touched by... So I made up my mind to... 引出意外发现：However, this wasn’t the beginning of our connection. 表达感悟与主题：Love leads to love, and so creates a circle of goodwill and kindness. 【语法知识】
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过去进行时描述背景：I was having a music lesson at school. 一般过去时叙述经历：The ground shook. I jumped to my feet. I graduated. 现在完成时强调影响与现状：I have had such an amazing experience. (文中隐含于“to have had ”不定式完成体) 过去完成时表示“过去的过去 ”：She had offered a helping hand to Wenchuan 12 years ago. “so ”表示因果的连词用法：I was deeply touched... So I made up my mind...
教学工具 PPT ，教材
教学策略 情景体验式教学、启发式教学，任务型教学
教学过程
教学环节 教学活动 学生活动 设计意图
Part1： Lead in （2min） Watch a video and answer: What’s the video about 学生观看视频并 回 答 问 题。 通过视频，激发学生的学习兴趣，引入本课主题。引导学生运用观察和推理能力，为后续阅读和写作活动铺垫，促进语言表达和思维启动。
效果评价： 自评、师评。教师观察学生听课时的专注度，以及讨论和回答的具体性，根据回答质量和思考过程，通过口头反馈和即时观察，评估学生参与度、兴趣水平和背景知识掌握程度，为调整教学目标和方法提供依据，针对薄弱点强化词汇或思维训练。
Part 2： Pre-writing （12min） 1.Look at the title of the passage and the pictures. Predict what the passage is about. Use the words and expressions to help you.（课本活动 1） 2. How many parts can the passage be divided into 3. Match the idea with each part. 4. Read Part 1 and answer the questions. What was the writer doing when the earthquake started How did the writer feel after running outside 5. Read Part 2 and answer the questions. Who does the writer say she can 1.学生看标题和观察图片并回答问题。 2.学生阅读文章并完成练习。 通过图片问答激活背景知识，结构化分析培养学生的阅读策略，填空题强化词汇与细节提取，问答题训练学生的批判性思维，分享活动衔接写作，为文章输出铺垫核心语言和逻辑框架。
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never forget Why did the writer decide to become a nurse 6. Read Part 3 and answer the questions. Why did the writer sign up to help the other hospital What did the writer find out about the head nurse, Ye Man 7. Read Part 4 and answer the questions. How does the writer feel about her experience even today What does the writer think love can create according to the last sentence 8. Complete the chart with the correct form of the words and expressions from the passage. The writer was by 1 ____________ the soldiers, firemen, doctors and nurses in the Wenchuan earthquake. She graduated from college and became 2_______________ She 3_________________another hospital, and the head nurse, Ye Man, gave her 4________________. She found that Ye Man had 5 _______________________to Wenchuan 12 years ago. 9.Answer the questions. 1 What does "jumped to my feet" mean 2 Why did the soldiers, firemen, doctors and nurses "race against time" 3 What Chinese expressions with similar meanings do you know 10.Think and share. 1 Why did the writer decide to become a medical worker 2 What kind of person do you think
she is
效果评价： 自评、师评。教师根据学生回答的准确性以及学生是否积极观察和回答，阅读时是否投入，能否运用核心词汇等来评价学生。通过观察学生问答参与度、小组讨论贡献及书面任务质量，口头反馈评估兴趣与投入，识别障碍并调整教学，针对薄弱点强化例句训练。
Part 3： While-writing （15min） Write a story about a person passing on help. 学生回答问题，思考并构思作文。 通过写作实践强化学生的语言应用，落实课标“ 以读促写 ”要求。
效果评价：师评， 自评，教师根据学生的回答，词汇运用准确性、意见表达清晰度。通过观察学生的写作专注度、语言流利度和内容是否符合逻辑，评估学生兴趣投入度、任务适应性和思维深度。针对错误或障碍，给予即时反馈或调整教学策略。
Part 4： Post-writing （4min） Step 3 include all the information in the chart in Step 1 use the words and expressions from the reading passage express your ideas about offering help Step 4 Share your story with the class. 学生互换作文，相互评价。 分享锻炼学生的表达和反馈意识，培养学生积极人生态度。
效果评价：教师观察学生是否能主动进行小组合作，通过巡视记录小组对话表现，学生是否使用核心词汇和目标句型，观察学生的讨论参与度、观点深度，通过口头反馈评估价值观内化程度，记录普遍障碍，调整后续教学。
Part 5： Language points （3min） Teacher explains language points. 将知识点做好笔记进行理解消化。 将教学落到实处，交际意识培养之后，知识点的教授也跟上，保证学生在理解的同时能够运用到具体题型中去。
Part 6： Exercises（3min Teacher assigns the test. 完 成 课 堂 练习。 让学生在课上练习消化知识点，及时操练重点知识点
) 和目标语言，让教师把握学情。
Part 7： Summary（1min ) Summarize the key content in this lesson. 跟随老师一起进 行 内 容 总结。 总结本课所学内容，巩固加深印象。利用将思维导图给学生进行有序的梳理。
Part 8： Homework Must do: 1.记忆本节课的单词和短语，重点句型; 2.完成课后的相关练习； 3.把课堂上所写的文章再次修改完善。 Choose to do: 小组合作：采访一位身边的志愿者或医护人员，了解他们的故事，用英文记录并分享其中体现“善意循环 ”的细节。 将家庭作业做好记录。 作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。
板书设计 Unit 4 Helping out Developing ideas Reading for writing save as many people as possible, need support, sign up to help, offer a helping hand …
教学反思 本次读写课以“善意循环 ”主题贯穿，引导学生从阅读理解迁移至叙事写作，基本实现了“ 以读促写 ”的教学目标。 亮点在于：教学设计体现了清晰的读写结合路径。从预测、分段阅读、图表填空到因果分析，层层递进的阅读活动为学生深度理解文本内容、结构与主题奠定了坚实基础。写作任务与阅读材料高度关联，要求学生模仿文本的叙事逻辑和核心语言进行创作，实现了语言的输入与输出闭环。作业设计富有实践性，鼓励学生观察和记录身边的“善意循环 ”。 反思不足与改进：首先，Pre-writing 环节活动过于密集，可能导致部分环节浮于表面。未来可精简整合，将部分细节理解题融入小组合作探究，为重点的因果分析和语言聚焦留出更充分的时间。其次，While-writing 环节虽提供了图表支架，但对叙事结构和情感描写的显性指导不足，导致部分学生写作困难。改进方向是在写作前，师生共同提炼并可视化范文的叙事框架，并提供更多描述感受的句型库 。最后，互评环节（Post-writing）时间仓促，流于形式。应提供更具体的评价清单，并预留时间让学生
基于反馈进行一句话修改，让评价真正促进学习。
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Developing ideas
Unit 4 Helping out
外研版英语（新教材）八年级下册
01 Lead in
03 While-listening
02 Pre-listening
04 Post-listening
05 Language points
06 Exercises
07 Summary
08 Homework
目 录
What’s the video about
Lead in
Lead in
What’s the video about
It’s an earthquake.
Look at the title of the passage and the pictures. Predict what the passage is about. Use the words and expressions to help you.
1
reach out of
save
race against
helping hand
offer
Pre-writing
The passage tells a story of a circle of goodwill, where people reach out to and save those in danger, race against time to provide a helping hand, and their kindness inspires others to offer their own support, creating a cycle of love and care.
a circle of goodwill
kindness
How many parts can the passage be divided into
Four.
Part 1
Part 2
Part 3
Part 4
Passing On the Help
The Earthquake and Rescue
Reflection and Theme
Match the idea with each part.
Inspiration and Decision
Pre-writing
The writer was having a music lesson at school.
2. How did the writer feel after running outside
Read Part 1 and answer the questions.
The writer felt shocked and afraid / scared after running outside.
1. What was the writer doing when the earthquake started
Pre-writing
地面剧烈摇晃
被甩到地上
一下子跳起来
主动帮助
Soldiers, firemen, doctors and nurses.
2. Why did the writer decide to become a nurse
Read Part 2 and answer the questions.
Because she was deeply touched by their courage and hard work.
1. Who does the writer say she can never forget
争分夺秒
被…深深打动
下定决心要
从大学毕业
Pre-writing
Because she still remembered the warmth of the helping hands from 12 years ago, and she thought it was time for her to offer her help.
2. What did the writer find out about the head nurse, Ye Man
Read Part 3 and answer the questions.
She found out that Ye Man had also offered a helping hand to Wenchuan 12 years ago.
1. Why did the writer sign up to help the other hospital
提供帮助
报名帮忙
绝不轻松
Pre-writing
She still feels lucky to have had such an amazing experience.
2. What does the writer think love can create according to
the last sentence
Read Part 4 and answer the questions.
he thinks love can create a circle of goodwill and kindness.
1. How does the writer feel about her experience even today
善意与仁慈
爱衍生爱
Pre-writing
Complete the chart with the correct form of the words and expressions from the passage.
3
The writer was by 1 ____________ the soldiers, firemen, doctors and nurses in the Wenchuan earthquake.
Pre-writing
She graduated from college and became 2_______________
She 3_________________another hospital, and the head nurse, Ye Man, gave her 4________________. She found that Ye Man had 5 _______________________to Wenchuan 12 years ago.
touched
a nurse
signed up to help
a lot of help
offered a helping hand
Answer the questions.
4
1 What does “jumped to my feet” mean
Pre-writing
Because they wanted to save as many people as possible during the earthquake.
“争分夺秒”“与时间赛跑”“分秒必争”
It means “stood up quickly / immediately”. (一下子跳起来)
2 Why did the soldiers, firemen, doctors and nurses “race against time”
3 What Chinese expressions with similar meanings do you know
Think and share
1 Why did the writer decide tobecome a medical worker
Because she was deeply moved by the courage and hard work of the doctors and nurses who saved people during the Wenchuan earthquake. She wanted to become one of them to help others just as they had helped her.
2 What kind of person do you think she is
She is grateful, kind, determined, and willing to help others.
Pre-writing
Think and share
Pre-writing
Learning to think for question 1 Sometimes there is a cause-and-effect relationship between two ideas. This may help you understand someone's feelings or decision.
While-writing
Write a story about a person passing on help.
5
3.体裁：
Step 1:
1.人称：
2.时态：
第一人称
一般过去时
记叙文
1
2
3
审
Write a story about a person passing on help.
While-writing
Organise your story and complete the chart.
The helped
When was the person helped
What did others do to help the person
Where was the person helped
Who offered the help
What did it mean to the person
When I was in primary school.
At the bus stop.
A lady.
Gave me an umbrella in the rain.
I felt warm and not alone.
While-writing
Organise your story and complete the chart.
The helper
When did the person help others
What did the person do to help
Where did the person help others
Whom did the person help
What did it mean to the person
Last month.
On my way to school.
An old lady.
Help carry her bags.
Helping her made me feel truly happy.
While-writing
Organise your story and complete the chart.
What can you learn from the story
I realized that love leads to love. Just as someone once helped me, I could also offer a helping hand to others.
While-writing
When I was in primary school, I was once helped by a kind stranger. It was a rainy afternoon, and I was waiting alone at the bus stop without an umbrella. A lady saw me and reached out to me with her umbrella. She even walked me home. I was deeply touched by her kindness.
That experience stayed in my heart. I always remembered the warmth of that helping hand. So last month, when I saw an old lady struggling with heavy bags in the rain, I made up my mind to help her. I signed up to carry her bags and walked her to her doorstep. She thanked me with a smile.
Helping her made me feel truly happy. I realized that love leads to love. Just as someone once helped me, I could also offer a helping hand to others. This is how a circle of goodwill and kindness is created.
Example
Post-writing
Step 3
Share your story with the class.
Step 4
include all the information in the chart in Step 1
use the words and expressions from the reading passage
express your ideas about offering help
1.正在上音乐课
2.地面剧烈摇晃
3.被甩到地上
4.猛地站起来
5.冲出去
6.震惊地发现……
7.化为碎片 / 成为废墟
8.害怕得浑身发抖
9.永远无法忘记
10.被……深深打动
11.下定决心要……
常用表达
was having a music lesson
the ground shook hard
was thrown to the floor
jumped to my feet
rushed outside
was shocked to find...
were reduced to pieces
shaking all over with fear
can never forget
was deeply touched by...
made up my mind to...
Language points
1.依然记得……的温暖
2.向我伸出援手
3.争分夺秒
4.尽可能多地救人
5.需要支援
6.报名帮忙
7.伸出援助之手
8.给了我很多帮助
9.绝不轻松
10.爱衍生爱
11.善意与仁慈的循环
常用表达
still remember the warmth of...
reached out to me
race against time
save as many people as possible
needed support
signed up to help
offer a helping hand
gave me a lot of help
by no means easy
Love leads to love.
a circle of goodwill and kindness
Language points
1. She had offered a helping hand toWenchuan 12 years ago.
Language points
【小试牛刀】
1.当我有困难时，他总是主动提出帮助。
2.她给那位老人递上了一杯热茶。
He always offers to help when I'm in trouble.
offer sb sth. 或 offer sth. to sb.主动给某人某物。
offer to do sth.主动提议做某事。
【常见用法】
She offered the old man a cup of hot tea.
She offered a cup of hot tea to the old man.
2. Love leads to love, and so creates a circle of goodwill and kindness.
【小试牛刀】
请用 because 或 so 填空：
1.I was hungry, ______ I ate an apple.
2.__________ he studied hard, he passed the exam.
3.She loves animals, ______ she wants to be a vet. (兽医）
在同一个句子中，because 和 so 只能二选一，不能同时出现。
【常见用法】
so
Because
so
Language points
3. I still feel lucky to have had such an amazing experience in life.
【小试牛刀】
选择 such 或 so：
1.She has ______ beautiful eyes.
2.The test was ______ difficult.
3.It was ______ a long journey.
4.He told ______ interesting stories.
so + 形容词/副词
such (+ a/an) + (形容词) + 名词
“so... that...” / “such... that...”
(如此……以至于……)
【常见用法】
such
so
such
such
Language points
After the earthquake, many people ______ to help in Wenchuan.
A. signed up B. reached out C. made up
2. It was ____ a terrible earthquake ____ many buildings fell down.
A. such... that B. so... that C. such... so
3.The work in the new hospital was __ easy; we worked very hard.
A. by no means B. by all means C. by any means
4.I can never forget the ______ of those helping hands.
A. race B. warmth C. fear
5. ______ she needed support, I offered my help right away.
A. Because B. So C. However
单选题。
Exercises
Summary
Expressions
save as many people as possible, need support, sign up to help, offer a helping hand…
Reading
We have learned a passage The circle of goodwill.
We have learnt the meaning of helping others in our lives.
Must do:
1.记忆本节课的单词和短语，重点句型;
2.完成课后的相关练习；
3.把课堂上所写的文章再次修改完善。
Choose to do:
小组合作：采访一位身边的志愿者或医护人员，了解他们的故事，用英文记录并分享其中体现“善意循环”的细节。
Homework
Thank you
