Unit 2 Safety Lesson 2 After the Thunderstorm 教学设计 2025-2026学年北师大版（2024）八年级英语上册

Unit 2 Safety-Lesson 2 After the Thunderstorm This lesson, "After the Thunderstorm" in Unit 2 Safety of the 2024 Beijing Normal University Edition English textbook for Grade 8, focuses on the topic of dealing with situations after a thunderstorm. The text may describe the damage caused by a thunderstorm, people's reactions, and the actions they take to clean up and recover. Through this lesson, students will learn relevant vocabulary such as "thunderstorm", "lightning", "thunder", "hide", "realise", "send text message", etc. They will also improve their reading, listening, speaking and writing skills, and at the same time, enhance their awareness of safety and how to respond appropriately in post - thunderstorm scenarios. 教学目标 A. Knowledge Objectives Students will be able to master the new words and phrases related to thunderstorms, such as "thunderstorm", "into", "lightning", "thunder", "frightening", "scared", "hide", "realise", "send", "text", "message". Students can understand the key sentences and structures used to describe events and feelings after a thunderstorm, for example, "I was so scared that I hid under the bed." "He realised the importance of safety after the thunderstorm." Students are able to comprehend the main idea and details of the reading passage about the situation after a thunderstorm. B. Ability Objectives Reading ability: Students can skim and scan the text to get the main idea and specific information quickly. They can also infer the meaning of new words from the context. Listening ability: Students can understand the listening materials about thunderstorms, including people's experiences and safety advice, and catch the key information. Speaking ability: Students can use the learned words and sentences to talk about their own experiences or imagine situations after a thunderstorm, expressing their feelings and ideas fluently. Writing ability: Students are able to write a short passage about what they should do after a thunderstorm, using the correct grammar and vocabulary. C. Emotional Objectives Cultivate students' awareness of safety and self - protection in the face of natural disasters like thunderstorms. Develop students' sense of cooperation and mutual help by discussing how people deal with the post - thunderstorm situation together. Encourage students to be brave and calm when encountering difficulties. 教学重难点 A. Teaching Key Points New words, phrases and key sentence patterns related to thunderstorms. The reading comprehension of the text about the situation after a thunderstorm, including understanding the main events, people's actions and feelings. Using the learned language knowledge to describe and discuss post - thunderstorm scenarios. B. Teaching Difficult Points How to help students understand the implicit meaning and the deep - level information in the text, such as people's psychological changes after the thunderstorm. Guiding students to use the learned language flexibly and accurately in real - life communication to express their own experiences and opinions about thunderstorms. Cultivating students' awareness of safety and the ability to apply safety knowledge in practical situations. A. New Words thunderstorm /ˈθʌndəstɔːm/n. 雷雨，雷暴，雷雨交加 into /ˈɪntuː/prep. 到… 里面，进入 lightning /ˈlaɪtnɪŋ/n. 闪电 thunder /ˈθʌndə/n. 雷，雷声 frightening /ˈfraɪtnɪŋ/adj. 引起恐惧的，骇人的 scared /skeəd/adj. 害怕，恐惧 hide /haɪd/vt. & vi. 藏，隐蔽；躲避，隐匿 realise /ˈrɪəlaɪz/vt. & vi. 认识到，意识到，理解，领会 send /send/vt. 发送，邮寄 text /tekst/n. (手机) 短信；文本；文章 v. 发（手机）短信 message /ˈmesɪdʒ/n. 信息，消息 B. Phrases hide under 躲在… 下面 send a text message 发送短信 realise the importance of 意识到… 的重要性 C. Key Sentence Patterns be + adj. + that - clause (表示程度) 如此… 以至于… I was so scared that I couldn't move. after + noun/verb - ing 在… 之后 After the thunderstorm, the streets were full of water. After realising the danger, he called for help immediately. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different weather conditions on the PPT, such as sunny days, rainy days, windy days, and finally, pictures of thunderstorms. Ask students: "What kind of weather is this? Do you like thunderstorms? Why or why not?" Encourage students to express their opinions briefly. This activity can arouse students' interest and lead in the topic of the lesson. B. Pre - reading (10 minutes) Vocabulary teaching Present the new words on the PPT one by one. For each word, show its pronunciation, meaning, and an example sentence. For example, for the word "thunderstorm", show the picture of a thunderstorm, read the pronunciation /ˈθʌndəstɔːm/, and give the example sentence "We had a terrible thunderstorm last night." Let students read the words after the teacher several times, and then practice reading them in groups. Do a word - guessing game. The teacher describes the meaning of a word in English, and students guess which word it is. For example, the teacher says: "It is a very bright light in the sky during a thunderstorm." Students should guess "lightning". This can help students better remember the new words. Prediction Show the title "After the Thunderstorm" and the pictures related to the text (if there are any in the textbook) to students. Ask them to predict what the text may be about. For example, "What do you think people will do after a thunderstorm? What kind of damage may a thunderstorm cause?" Let students discuss in pairs and then share their predictions with the class. This activity can activate students' prior knowledge and make them more eager to read the text. C. While - reading (15 minutes) Fast reading Let students read the text quickly to get the main idea. Set a question: "What is the main topic of this passage?" After students finish reading, ask some of them to answer the question. The main idea may be about the experiences and actions of people after a thunderstorm. Careful reading Let students read the text again carefully. Divide the text into several parts and set some detailed questions for each part. For example: For the beginning part that describes the start of the thunderstorm: "How did the writer feel when the thunderstorm started?" (Answer: Scared.) For the part about people's actions during the thunderstorm: "What did the people do to protect themselves?" (Answer: Hid under the bed, made sure flashlights and radios were working, etc.) For the part after the thunderstorm: "What was the situation of the neighborhood after the thunderstorm?" (Answer: There were fallen trees, rubbish, and broken windows.) Let students read the text paragraph by paragraph, find the answers to the questions, and then discuss with their partners. After that, invite some students to share their answers with the class. The teacher can check and correct the answers. During this process, teach students how to infer the meaning of new words from the context. For example, if the sentence is "The lightning was so bright that it lit up the whole sky. I was really frightened.", students can guess the meaning of "frightened" from the description of "lightning was so bright" and the feeling of the writer. D. Post - reading (10 minutes) Retelling Ask students to retell the story in the text in their own words. They can use the key words and sentences on the blackboard or PPT as a reminder. First, let students practice retelling in groups, and then invite some students to retell in front of the class. The teacher gives praise and encouragement to students' efforts. Group discussion Divide students into groups of 4 - 5. Set some discussion topics, such as "What should we do to ensure our safety after a thunderstorm? What can we learn from the experiences in the text?" Let each group discuss the topics. Each group chooses a representative to report the group's discussion results to the class. Through this discussion, students can further understand the safety knowledge and enhance their awareness of cooperation. E. Summary and Homework (5 minutes) Summary Review the new words, phrases and key sentence patterns learned in this class with students. Ask students to summarize what they have learned in this lesson, including the main idea of the text, new knowledge points, and what they have learned about safety after a thunderstorm. Homework Ask students to write a short passage about their own experiences or imagined experiences after a thunderstorm, using at least 5 new words and 3 key sentence patterns learned in this class. Let students collect more information about how to deal with other natural disasters, such as floods, earthquakes, and prepare to share it in the next class. 教学反思 After teaching this lesson, I think the following aspects have achieved good results. First, the warming - up activity successfully attracted students' attention and made them interested in the topic of thunderstorms. The pre - reading activities, especially the word - guessing game and prediction, effectively activated students' prior knowledge and motivated them to read the text. During the while - reading process, students actively participated in answering questions, and they gradually mastered the skills of fast reading and careful reading. The post - reading retelling and group discussion allowed students to use the learned language knowledge to express themselves, and at the same time, enhanced their awareness of safety and cooperation. However, there are also some areas that need improvement. For example, in the vocabulary teaching part, some students may still have difficulty in remembering the pronunciation and spelling of new words. In the future, more time can be allocated for vocabulary practice. Also, during the group discussion, some students may be less active. In the next class, I will try to find ways to encourage every student to participate actively, such as setting up more interesting tasks or giving more incentives. Overall, I will keep adjusting my teaching methods according to students' learning situations to improve the teaching quality. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $