Unit 6单元整体教学设计课件 2025-2026学年外研版（2024）八年级英语上册

Unit 6 When disaster strikes Unit 6 When disaster strikes 探索自然界的奥秘(植物) 发现自然界的神奇 面对自然界的“灾难” Unit 6 When disaster strikes 学习内容分析 学习者分析 教学难点及解决措施 单元学习目标 Unit 6 When disaster strikes 学习内容分析 1. 单元主题 本单元的标题是When disaster strikes。围绕话题natural disasters(自然灾害)展开,属于“人与自然”这一主题范畴,涉及“自然灾害与防范措施,人身安全与自我保护”等子主题。21世纪以来,全球自然灾害频发,从地震、海啸到极端气候引发的洪水、山火,各类灾害的突发性与破坏性持续威胁着人类生存环境。随着气候变化日益加剧和城市化进程不断推进,自然灾害的防范与应对已成为全球性议题。 初中生正处于科学认知与社会情感同步发展的关键期。一方面,他们对自然灾害的现象与成因充满探究兴趣,但对灾害的破坏性影响缺乏深度认知;另一方面,青少年易被灾害场景的直观冲击所震撼,却难以理性分析如何防范与应对灾害。通过本单元的话题讨论,教师可以引导学生增强风险防控与安全意识,树立科学思维,理解现代科技在生命保护中的应用价值,强化他们的社会责任感。借此话题,教师可以帮助学生突破“灾难=悲剧”的单一视角,构建“预防-应对-重生”的全局观。 Unit 6 When disaster strikes 学习内容分析 2.语篇内容: 本单元围绕话题natural disasters,共设计了11个主要语篇,涉及话题的启动、产出和3个子话题 Unit 6 When disaster strikes 学习内容分析 3.语法内容 Unit 6 When disaster strikes 学习者分析 学生进入八年级上学期,已经具备了一定的英语语言基础和认知能力,对自然灾害、社会事件等话题有一定的生活常识和媒体接触经验。本单元以“When disaster strikes”为主题,围绕自然灾害的发生、应对及预防展开,涉及地震、火灾、洪水等常见灾害类型。学生通过本单元的学习,将不仅提升语言表达能力,更能增强安全意识与应急能力。 在语言知识方面,学生已经掌握了一些与灾害相关的基础词汇(如 rain, wind, fire, earthquake 等)和表达情绪、描述的常用句型。他们在前几个单元中已经接触过记叙文、说明文等文体,对事件描述、因果分析等语篇结构有一定了解,能够较好地适应本单元的语篇类型。 在其他学科方面,学生在地理课上已经学习过自然灾害的成因与分布,在物理、化学课上也接触过火灾、爆炸等安全知识,在道德与法治课程中也可能学过突发事件应对法律法规,这些跨学科知识为本单元的学习提供了良好的背景支撑。 然而,学生可能在以下方面存在挑战:一是需要使用更准确、专业的词汇描述灾害过程和应对措施;二是需要运用语法结构进行事件叙述与原因分析;三是需要从语篇中提取关键信息并进行逻辑整合,最终完成一篇关于灾害应对的倡议书或海报。这些能力需要我们通过设计层次分明、循序渐进的教学活动来引导学生逐步掌握,从而提升其语言综合运用能力与社会责任感。 Unit 6 When disaster strikes 单元学习目标 1.主题目标:学完本单元后,学生能够正确理解自然灾害给人们生活带来的危害,了解科学预警、防灾减灾的重要性,认识灾后重建所需的乐观向上的生活态度。 2.结果产出:学生设计一张海报,介绍一种自然灾害。 3.评价标准 ①学生能够描述自然灾害及其对人们生活的影响。 ②学生能够介绍防灾和自救措施。 ③学生能够思考并表达灾后重建的方法。 ④学生能够尽可能多地使用本单元的核心词汇,尤其是生 词。 ⑤学生能够正确使用过去进行时。 Unit 6 When disaster strikes 教学难点及解决措施 难点1: 语言方面,本单元语法重点为过去进行时,用以描述灾难发生时人们正在进行的动作。虽然学生在结构上(was/were+ doing)不难掌握,但将其与一般过去时在语篇中准确、得体地结合使用是一大挑战。学生容易混淆两种时态的功能,即在叙述过去事件时,难以判断何时用一般过去时交代背景和动作,何时用过去进行时描绘具体场景,从而导致“形式-意义-使用”的脱节。此外,单元涉及大量描述灾难现象、应急救援的专业性词汇(如collapse, trap, damage, survivor, first aid, emergency plan等),这些词汇的认读、理解与准确输出对学生来说也存在相当难度。 Unit 6 When disaster strikes 教学难点及解决措施 解决措施: 教师应创设真实连贯的语境,通过对比性练习和情境造句,引导学生体会两种时态的差异与联系。例如,可提供关键词,让学生用两种时态分别描述同一场景下的不同动作(如:While I was doing my homework(过去进行时),the earthquake struck (一般过去时))。对于重点词汇,可采用图片、视频等多模态资源进行直观教学,并设计“灾难应对流程图”、“救援物资清单”等任务,让学生在完成项目的过程中反复操练和运用核心词汇,实现从理解到内化的过渡。 Unit 6 When disaster strikes 教学难点及解决措施 难点2: 文化与知识方面, 本单元话题“灾难”具有较强的跨学科性。听力或阅读语篇中可能涉及具体的历史灾难事件(如唐山地震、汶川地震)或国际救援案例,学生若缺乏相关的背景知识和文化积累,会造成听力理解和信息捕捉的困难。同时,语篇中蕴含的防灾避险知识、自救互救技能(如“Drop,Cover, Hold on”地震避险原则)若未被提前激活或讲解,也会成为学生深入理解语篇内容的障碍,导致学习停留在语言表面,难以达成单元的安全教育目标。 Unit 6 When disaster strikes 教学难点及解决措施 解决措施: 教师需在课前做好充分的背景知识铺垫。可通过播放简短的纪录片片段、新闻图片或分发预习资料包的方式,帮助学生建立必要的图式。在课堂导入环节,可以KWL图表(What I Know,What I Want to know, What I Learned)的形式摸底并激发学生的兴趣。在讲解语篇的同时,适时引入并操练实用的安全指令和应急措施,甚至可以组织小型模拟演练(如“地震来了怎么办”情景对话),让语言知识在应用中得到巩固,让安全意识在活动中得以树立。 Unit 6 When disaster strikes 教学难点及解决措施 难点3: 思维与情感方面,“灾难”是一个沉重且可能引发焦虑的话题。部分学生可能亲历过自然灾害或通过媒体对其破坏性有深刻印象,在学习和讨论过程中可能产生紧张、恐惧或无力感等负面情绪,从而在心理上抵触深入探讨。另一方面,从思维层面,单元最终的产出任务(如制作防灾海报、撰写应急预案或进行安全倡议演讲)要求学生能够从描述现象上升到提出解决方案,这需要他们具备信息整合、逻辑推理和创造性解决问题的能力,对学生的批判性思维和抽象概括能力提出了较高要求。 Unit 6 When disaster strikes 教学难点及解决措施 解决措施: 教师应营造一个安全、支持性的课堂氛围。在话题引入时,着重强调“科学应对”和“生命至上”的积极理念,将讨论重点从灾难的“恐怖”引导至人类的“韧性”、互助精神以及科学防灾的有效性上面。对于情感较为敏感的学生,给予更多鼓励和选择权。在思维训练上,教师应搭建清晰的脚手架,例如,帮助学生梳理灾难要素(现象、原因、应对措施);采用小组合作学习,集思广益共同完成应急预案的制定;通过范例分析和评价标准解读,引导学生有条理地完成产出任务,培养其解决实际问题的综合素养。 Unit 6 When disaster strikes Period 1 Starting out & Understanding ideas Period 2 Understanding ideas (Grammar) Period 3 Developing ideas(Listening + Speaking) Period 4 Developing ideas (Reading) Period 5 Developing ideas (writing) Period 6 Presenting ideas&Reflection Unit 6 When disaster strikes Period 1 Starting out & Understanding ideas Unit 6 When disaster strikes Period 1 Starting out & Understanding ideas Period 1 Starting out & Understanding ideas 教学目标: 主题目标:学生能够了解自然灾害的成因、发生过程,给人们带来的危害,以及人们对于灾害的反应。 产出目标: 根据语境尝试运用过去进行时描述一个关于自然灾害的故事(简单几句话即可)。 评价标准: 1.学生能够描述自然灾害发生的时间、地点、人物、过程、影响等基本信息。 2.学生能够尽可能多的使用本版块的核心词汇。 3.学生能够使用过去进行时。 1.What can you see in the picture? firefighters a big forest fire I can see a forest fire. There are tall trees on fire, and thick smoke is rising. Some firefighters are busy putting out the fire. 2.Are disasters terrible? 3.Have you ever heard of or experienced a natural disaster? 4.What are you going to learn in this unit? What can you see? Do you know the stories in the pictures? Da Yu Governed the Flood Hou Yi Shoots the Suns Nvwa Repairs the Sky Starting out 激活学生有关自然灾害的背景知识 Starting out Which natural disasters could they relate to? Wildfires and floods Floods Droughts Starting out What other natural disasters do you know? typhoon landslide earthquake sandstorm tsunami volcanic eruption Watch the video and answer the questions. 1. What kind of natural disasters do you know? 2. How has people's understanding of natural disasters changed? How did ancient people understand natural disasters? How do people understand them today? Starting out p83 Pre-reading 1)What can you see in this picture? 2)How might people feel? 3)What do you think happened to the city? P84 3个问题, Pre-reading How might people feel in the first picture? People might feel shocked and scared. They might be living between _ and _. hope fear Pre-reading What do you think happened to the city in the second picture? I think there might have been a disaster. The city turned into broken stones. Pliny the Younger used to live in the city. Do you know what happened? Read the record of Pliny the Younger and find out how he survived the eruption of Mount Vesuvius. [s va v] v. 幸存 Pliny the Younger 小普林尼 小普林尼是古罗马时期的一位作家、律师和政治家,以其书信集而闻名,这些书信提供了有关古罗马社会、文化和政治生活的珍贵资料。根据背景推断,本文应选自当时约17岁的小普林尼在经历了维苏威火山喷发事件后,写给历史学家塔西佗的两封信中的一封。 Background Mount Vesuvius 维苏威火山位于意大利南部那不勒斯湾东海岸,是欧洲大陆唯一的活火山,被誉为“欧洲最危险的火山” 。维苏威火山最著名的一次喷发是公元79年的大喷发,其火山灰、火山砾迅速掩埋庞贝古城 ,城市瞬间被摧毁,约 1.6 万人死亡。 Pompeii 庞贝古城 庞贝古城位于意大利南部那不勒斯附近、维苏威火山西南脚下。公元79年 8 月 24 日,维苏威火山突然喷发,火山灰和火山砾迅速将其掩埋。约 90% 居民及时撤离,可城市仍被摧毁,在地下沉睡约 1600 年。如今,古城遗址完整保留街道、房屋、公共建筑、艺术品等众多遗迹,是研究古罗马社会生活、文化艺术、建筑风格、社会结构和文化习俗的重要窗口。 While-reading Devide the passage into 3 parts. Before the eruption. During the eruption. After the eruption. The passage was written in _ order. time While-reading Choose the best summary of the passage. 1)What happened when the writer was sleeping? 2)What happened when he was out of town? 3)What was the sky like when the valcano erupted? 4) How did people react to the disaster? While-reading 1)What happened when the writer was sleeping? 2)What happened when he was out of town? 3)What was the sky like when the valcano erupted? 4) How did people react to the disaster? While-reading Complete the timeline. shook shocking flood smoke crying shouting hope fear How did people's feelings changed? While-reading How did people's feelings changed? Before the eruption, people feel_. scared and shocked During the eruption, people feel _. terrified and helpless After the eruption, people feel _ _. less worried but uncertain 1)Was the city of Pompeii really lost? 2) Why or why not? Post-reading What does the title mean? 1)Was the city of Pompeii really lost? 2) Why or why not? Post-reading What does the title mean? (1) 字面意义:庞贝城因维苏威火山喷发被彻底掩埋,如同文中描述的“Everything was covered in ash, like the snow in winter.” (2) 象征意义:灾难使城市从人类记忆中“消失”,直到考古发掘让它重见天日,成为封印古代文明的 “时间胶囊”。 I think he is very caring because he didn’t choose to run away and leave his mother behind. I think he is brave and calm because he could remember every detail in the disaster and wrote them down. Post-reading What do you think of Pliny the Younger? Before the eruption. During the eruption. After the eruption. The passage was written in _ order. time 时间 地点 人物 过程 影响 (核心词汇、过去进行时) assessment Try to tell a story about natural disaster Share Assessment Unit 6 When disaster strikes Period 2 Understanding ideas (Grammar) Period 2 Understandingideas(Grammar) 教学目标: 主题目标:学生能够进一步了解自然灾害的危害并描述。 产出目标:学生能够了解过去进行时的形式一意义一使用,根据语境运用过去进行时描述一个关于自然灾害的故事。 评价标准: 1.正确使用句型阐述自然灾害的故事,包括时间,地点,人物,自然灾害发生的过程和影响。 2.能正确运用过去进行时,包括形式一意义一使用,从而描述自然灾害的故事。 Review How did people's feelings changed? Before the eruption, people feel_. scared and shocked During the eruption, people feel _. terrified and helpless After the eruption, people feel _ _. less worried but uncertain Think and Share Read the sentences and circle all the verbs. (a) That night, I was sleeping when the ground shook very hard. (b) We moved on while the cloud was spreading over the land like a flood. was sleeping was spreading shook moved What’s the difference between these two groups of verbs? was sleeping was spreading shook moved 动词的一般过去式 was/were+动词的现在分词形式 表示过去某个时刻或时段正在进行的动作或存在的状态。 Now find more sentences with these structures in the reading passage. 学生观察并总结句子中的语法现象,关注过去进行时的结构 My mother and I were staying in a town near Pompeii. By six o'clock the next morning, many buildings were still shaking. All around us, women were calling, children were crying and men were shouting. People were trying to find their families in the dark. 过去进行时 一般来说,要表示过去某个时刻或某一时段正在进行的动作,我们常使用过去进行时。 常和过去进行时连用的时间状语有: then, at this / that time, yesterday, at..., last night等。 E.g. I was reading a book at that time. We were having a party at nine last night. You were sleeping then. They were playing basketball at 4 pm yesterday. 学生观察并总结句子中的语功能,关注过去进行时的意义 Complete the sentences with the correct form of the verbs in brackets. 1. People _ (sleep) when the volcano erupted. 2. While they _ (walk) along the river, a great storm broke out. 3. While the hurricane _ (blow) heavily, airlines could not fly in the area. 4. The fire _ (spread) quickly and _(cover) the building when I heard a voice. were sleeping were walking was blowing was spreading covered 区分:一般过去时与过去进行时 (1) Timmy made a cake for his mother yesterday. (2) Timmy was making a cake for his mother from 3 to 4 yesterday afternoon. 一般过去时用于描述动作发生并完成了; 过去进行时用于描述动作过去某一时刻或时段正在发生。 49 Exercise 1. were sleeping 2. were walking 3. was blowing 4. was spreading covering 50 区分when/while引导的时间状语从句 when while 后面既可以跟短暂性动词,也可以跟延续性动词。 (1) We were talking when the tacher came in. (2) They arrived when we were having dinner. 只能跟延续性动词。 While we were talking, the teacher came in. The boys were singing while the girls were dancing. 短暂性动词 延续性动词 延续性动词 强调动作同时发生 课本P134-135 51 Exercise Complete the passage with the correct form of the verbs in brackets. 1. was waiting 2. heard 3. were calling 4. became 5. started 6. stopped 7. were singing 8. was listening 根据学生的实际掌握情况确定是否增加练习量。 52 Exercise Complete the passage with the correct form of the verbs in brackets. 1. was waiting 2. heard 3. were calling 4. became 5. started 6. stopped 7. were singing 8. was listening How did people’s feelings change from the beginning the the end of the story? 2)What caused this change? 53 Tell a story about a natural disaster. Use the words and expressions from the reading passage and the Useful expressions to help you. What was the disaster? When did it happen? Where did it happen? What happened after the disaster? Who was there? How did it develop? What did people do? How did people feel? tornado wildfire mudslide earthquake volcanic eruption Group work: Decide on one disaster and tell a story about it. Use the words and expressions from the passage and the Useful expressions to help you. assessment Tell a story about natural disaster Share Assessment Last Saturday morning, a strong earthquake hit our small town. I was doing my homework at home when the ground started shaking violently. My parents were cooking in the kitchen and quickly rushed to me. We hid under the table, scared. Outside, buildings were collapsing and people were screaming while running. After the quake, the town was in a mess, but we stayed strong to face it together. Example Unit 6 When disaster strikes Period 3 Developing ideas(Listening + Speaking) Period 3 Developing ideas(Listening + Speaking) 教学目标: 主题目标:学生能够了解应对自然灾害的方法,认识科学预警的重要性,并理解科学知识和技术在防灾减灾以及生命救援中的关键作用。 结果产出:学生完成一小段对话,介绍一项防灾数生技术。 评价标准: 1学生能够介绍防灾救生技术的基本信息如:名称、功能、操作方式等。 2学生能够辩证地分析这项技术在防灾减灾方面的优势和局限性。 3学生能够尽可能多地使用之前板块和本板块的核心词汇,以及学生用书 Usefil expressions 中的表达。 4学生能够正确使用关于introducigaproduct的表达。 59 Look and Say What can you see in the picture? These are warning devices (预警设备)for natural disasters. What do you know about disaster warning? The disaster warning is a system that helps people know the natural disasters before they happen. It helps people gain more time to make preparations for the disasters. P89 Did you know? China is one of many countries with disaster warning systems. The government can warn people with text messages, TV programmes and online notices. In communities, loud alarms go off. Warning times for storms in China have been increased to 42 minutes, with more than 90% being correct. 灾害预警系统 (警报器)突然大作 Some common natural disaster warnings typhoon storm high/low temperature heavy fog smog thunderstorm and stromg wind hail icy road forest fire Do you know what this natural disaster is? It’s tsunami [tsu n mi]海啸. In 2004, a strong tsunami hit the Indian Ocean, which caused 200,000 people to die. If you meet a natural disaster, how will you do it? Stay calm. Find a safe place. Follow advice. Don't run around. Call for help if needed. There was a 10-year-old girl named Tilly. She also met a disaster. How did she save lives? 过渡 65 Tilly Smith learnt some disaster warnings and she even saved lives. Do you know how Tilly Smith saved people's lives? a She ran to the hotel and stayed under the table. b She sensed the danger and warned others. c She helped a 10-year-old girl at school d She helped her classmates leave the coast. P89-Activity1 66 About the tsunami: 1)Where did it happen? It happened along a busy beach in_.(Thailand / Italy). 2)How long has it been since a tsunami happened here? It’s been_since a tsunami happened here. About Tilly Smith 1)How old was she? She was_years old. 2)What did she see before the tsunami? She saw the water going_up the beach. 3)How did she know it was a tsunami? She learnt about tsunamis at school _earlier. 4)What did she do then? She warned people on the_. They all ran to a_. 5)How many lives did she save? She saved about _lives with the school lesson she remembered. About the tsunami: 1)Where did it happen? It happened along a busy beach in_.(Thailand / Italy). 2)How long has it been since a tsunami happened here? It’s been_since a tsunami happened here. About Tilly Smith: 1)How old was she? She was_years old. 2)What did she see before the tsunami? She saw the water going_up the beach. 3)How did she know it was a tsunami? She learnt about tsunamis at school _earlier. 4)What did she do then? She warned people on the_. They all ran to a_. 5)How many lives did she save? She saved about _lives with the school lesson she remembered. 67 Listen again and correct the mistakes. Thailand 10 going farther up two weeks hotel 100 68 Learn phonetics /br/ and /fr/. bravely / bre vli/ friend /frend/ 注意:/br/ ,/fr/ 发音时/b/与/r/,/f/与/r/要融为一体,不要有明显的停顿或分离。 69 Read the words correctly. break brave bring brother bridge bread breath brush free front afraid freeze fresh fridge from fruit 70 In the face of disasters, we can use knowledge in class. Knowledge is very important, we can also depend on technology. Now, listen to the conversation and find out what the new technology is. 2.播放音频,生回答问题:What technology is mentioned in the conversation?(A new app, Safety Net.) Listen and answer In the face of disasters, we can use knowledge in class. Knowledge is very important, we can also depend on technology. Now, listen to the conversation and find out what the new technology is. What technology is mentioned in the conversation? A new app, Safety Net. p91 Activity3 71 Listen again and fill in the blanks. 1. world map 2. choose 3. serious 4. safe 5. save 6. floods 7. earthquakes 72 Read aloud the text. A: Tilly Smith is amazing! I wouldn't know what to do during a natural disaster. B: Knowledge is very important, but nowadays we can depend on technology, too. For example, a new app, Safety Net, can warn you about natural disasters. A: How does it work? B: It shows you a world map with all the active disasters flagged. You can choose your area and it will warn you about the upcoming disasters. It can also tell you how serious it might be. A: That's good. What's more about it? B: Well, the app also gives you advice on staying safe. It tells you the safe place to go and ways to save yourself from danger. A: Very useful! How many disasters can it warn you of? B: It can give warnings about 18 disasters, like floods, wildfires tsunamis and earthquakes. However, the warning time for earthquakes is very short-just seconds. A: That could still save lives! How to introduce an app? name main function how it operates other details drawbacks(弊端) 73 Learning to learn Introducing a product To introduce a product, state its name and main function, e.g. giving disaster warnings. Say how it operates, using an example if possible. Finally, give other details, such as its cost, look and drawbacks. n. 缺点 Work in groups. Choose a piece of life-saving technology and introduce it. Do more research if necessary. Drones take photos and videos to show the effects of disasters provide useful information to emergency services find survivors and quickly send medicine and food 基础较好的同学也可以请学生自由选择任意一项防灾救生技术进行介绍。 What are these? They are ... They are made of ... How do they help in disasters? They can ... 有余力的同学可以直接进行口头介绍 assessment Work in pairs Share Assessment Unit 6 When disaster strikes Period 4 Developing ideas (Reading) Period 4 Developingideas (Reading) 教学目标: 主题目标:学生能够了解灾后重建的方法,培养乐观向上的生活态度。 产出目标:学生能够收集a heart warming story afteranatural disaster 的人物故事信息并分享。 评价标准: 1.学生能够收集并分享事件的基本信息,如:灾害名称,发生的时间和地点,涉及的人物。 2.学生能够收集并分享灾后重建的情况,如:主人公如何走出阴影,主人公现在的生活状 况。 3.学生能够感受并分享事件中的感人时刻。 4.学生能够尽可能多的使用之前板块和本模块的核心词汇。 Free Talk Do you know what natural disaster happened in Sichuan province in 2008? It was the Wenchuan earthquake. What do you know about the Wenchuan earthquake? What was the sculpture built for? The sculpture was built to remember the people who lost their lives in Wenchuan earthquake. [ sk lpt (r)] n. 雕塑 How do you think people get back to life after disaster? What’s special about the girl in the picture?Guess what the story might about?What do you think of the young woman? Niu Yu Niu Yu survived the earthquake. Now she is called Iron Girl. Do you know why? What is the genre of this passage? A. Narratives(记叙文) B. Expository writing (说明文) C. Argumentative essay (议论文) Devideo the passage into 4 parts. The disaster. Recovery. Niu Yu’s life Now. Comments. Biography (人物传记) 1)What happened to Niuyu in the disaster? 2)What was her life like after the disaster? 3)How did she come out of the shadows? 4)What did she do in 2018? 5)What does she do on social media? Complete the chart about Niu Yu's story using the words and expressions from the passage. The disaster A(n) _ happened in Wenchuan in2008. Niu Yu, an 11-year-old girl, lost her right leg. Recovery Niu Yu had to live with an artificial leg. It was not _. With the support of her family and friends, she slowly _ from the shadows. earthquake comfortable came out p94 In 2018, she stopped hiding her leg and got lots of _ _.She also finished a half marathon. Now Niu Yu listens to disaster survivors and _ them to look forward. She carried the torch at the FISU World University Games in 2023. She showed the power of being _ and facing wounds and pain with _. encouraging words encourages brave courage What do you think is important for these people like Niu Yu to get back to their lives? I think they need support from family, friends and society as a whole. They may need medical care, too. assessment Collect some information Share Assessment 1. The title has two meanings. Niu Yu has aniron leg, and she is also strong, like iron.2.It means that Niu Yu stopped hiding herleg. She started to go out in public and became more confdent. 3. Nora Ephron's words mean that we shouldbe brave in our lives, even when bad thingshappen to us. Niu Yu survived the earthquake. Now she is called Iron Girl. Do you know why? 1. The title has two meanings. Niu Yu has an iron leg, and she is also strong, like iron. 2.It means that Niu Yu stopped hiding her leg. She started to go out in public and became more confident. 3. Nora Ephron's words mean that we should be brave in our lives, even when bad things happen to us. 1.What does the title mean? 2. What does the expression“came out of the shadows”mean? 3. What is the meaning of Nora Ephron’s words? "The greatest glory in living lies not in never falling, but in rising every time we fall." — Nelson Mandela 生命中最大的荣耀不在于从不跌倒,而在于每次跌倒后都能重新站起。 Unit 6 When disaster strikes Period 5 Developing ideas (writing) Period 5 Developing ideas (writing) 教学目标: 主题目标:学生能够通过新闻报道,了解灾后重建的故事,并且培养积极的生 活态度。 产出目标:学生完成一个写作,话题为Aheart-warming story。 评价标准: 1、学生能够描述灾后重建的情况,如:如何走出阴影,以及现在生活状态。 2、学生能够描述事件中的感人时刻。 3、学生能够尽可能多地使用之前板块和本板块的核心词汇,并能正确使用过 去进行时。 It was an earthquake. It happened on 12 May, 2008, in Sichuan Province. Niu Yu, a young girl, went through the disaster. She came out of the shadows with the support of her family & friends. In 2018 , she decided to stop hiding her leg and received lots of encouraging words. She also finished a half marathon. She has found herself again. Now she shares her story on social media.She listens to disaster survivors andencourages them to look forward. p95 step1 Write a heart-warming story after a natural disaster. Liaozhi Chengqiang 收集上节课学生分享人物 Liao Zhi, a dancer. She got prosthetic legs, kept practicing dancing, and helped other peole who lost legs, gradually stepping out of the disaster's shadow. Dancing with new legs was painful, but she kept trying. Even when it hurt, she practiced hard, and finally danced again. Now, Liao Zhi shares her story to encourage others. She does charity work and still dances. Sample: In 2008, a huge earthquake hit Wenchuan, Sichuan.Liao Zhi survived, but the disaster took her legs and her little daughter. After the quake, Liao Zhi got prosthetic(人造的) legs. Dancing with new legs was painful, but she kept trying. Even when it hurt, she practiced hard, and finally danced again. She also began teaching other people who lost limbs to dance, helping them find hope. Now, Liao Zhi shares her story to encourage others. She does charity work and still dances. She shows that sadness can become strength, and no matter how hard life gets, we can keep moving forward. assessment Write a heart-warming story Share Assessment Unit 6 When disaster strikes Period 6 Presenting ideas&Reflection Period 6 Presenting ideas&Reflection 教学目标: 主题目标:学完本单元后,学生能够正确理解自然灾害给人们生活带来的危害,了解科学预警、防实减灾的重要性,认识灾后重建所需的乐观向上的生活态度。 2结果产出:学生设计一张海报,介绍一种自然灾害 评价标准: 1学生能够描述自然灾害及其对人们生活的影响。 2学生能够介绍防灾和自教措施。 3学生能够思考并表达灾后重建的方法。 4学生能够尽可能多地使用本单元的核心词汇,尤其是生词。 5学生能够正确使用过去进行时。 Presenting ideas Make a poster about a natural disaster. Step 1 Work in groups. Search for information about different kinds of natural disasters. Then take a group vote to decide on one for your poster. Step 2 Use the outline below to organise your ideas and make your poster. You can use the language tips in the outline or find useful expressions or sentences from this unit. p96 Step1-2 Poster title What is it? — ... is a serious natural disaster. —It's often caused by... What effects did it have on people? — The... can cause a lot of problems. —For example, ... — People were trying to... — ... people were hurt and... homes were broken. How can people get ready for it? — We can learn some knowledge about... — There is a new technology that... — The system works by... — Technology provides... How should people behave during the disaster? — It's important to... — You should / shouldn't... and... — For help / information, you can... — ... is the safe place to go. How can people get back to their lives after the disaster? — ... encourage... to look forward. — ... time for a family reunion. — With the support of family and friends, ... — We should always face... with courage. Step 3 Practise and present your poster to the class. Step 4 Vote on the best three posters and the best three presentations. Reflection After completing this unit, I understand more about natural disasters. disaster warnings courage Unit 6 When disaster strikes 探索自然界的奥秘(植物) 发现自然界的神奇 面对自然界的“灾难” Reflection After completing this unit, I understand more about natural disasters. For ourselves:Positive and optimistic attitude For others: Encourage,respect and care about assessment Make a poster Share Assessment To express my understanding, I can... use words and expressions in the unit to talk about natural disasters. use the past continuous tense to tell natural disaster stories. describe ways of saving lives. *1=excellent, 2=good, 3=not yet I still need to improve: _ 八年级上册 U6When disaster strikes教学设计 一、学习内容分析 1、单元主题 本单元的标题是When disaster strikes。围绕话题 natural disasters(自然灾害)展开,属于“人与自然”这一主题范畴,涉及“自然灾害与防范措施, 人身安全与自我保护”等子主题。21世纪以来,全球自然灾害频发,从地震、海啸到极端气候引发的洪水、山火,各类灾害的突发性与破坏性持续威胁着人类 生存环境。随着气候变化日益加剧和城市化进程不断推进,自然灾害的防范与应对已成为全球性议题。 初中生正处于科学认知与社会情感同步发展的关键期。一方面,他们对自然灾害的现象与成因充满探究兴趣,但对灾害的破坏性影响缺乏深度认知;另一 方面,青少年易被灾害场景的直观冲击所震撼,却难以理性分析如何防范与应对灾害。通过本单元的话题讨论,教师可以引导学生增强风险防控与安全意识, 树立科学思维,理解现代科技在生命保护中的应用价值,强化他们的社会责任感。借此话题,教师可以帮助学生突破“灾难=悲剧”的单一视角,构建“预防- 应对-重生”的全局观。 2、语篇内容 本单元围绕话题 natural disasters,共设计了 11个主要语篇,涉及话题的启动、产出和 3个子话题: 第1页,共22页 3、语法内容 二、学习者分析 学生进入八年级上学期,已经具备了一定的英语语言基础和认知能力,对自然灾害、社会事件等话题有一定的生活常识和媒体接触经验。本单元以 “When disaster strikes”为主题,围绕自然灾害的发生、应对及预防展开,涉及地震、火灾、洪水等常见灾害类型。学生通过本单元的学习,将不仅提升 语言表达能力,更能增强安全意识与应急能力。 在语言知识方面,学生已经掌握了一些与灾害相关的基础词汇(如 rain, wind, fire, earthquake 等)和表达情绪、描述的常用句型。他们在前几个单元 中已经接触过记叙文、说明文等文体,对事件描述、因果分析等语篇结构有一定了解,能够较好地适应本单元的语篇类型。 在其他学科方面,学生在地理课上已经学习过自然灾害的成因与分布,在物理、化学课上也接触过火灾、爆炸等安全知识,在道德与法治课程中也可 能学过突发事件应对法律法规,这些跨学科知识为本单元的学习提供了良好的背景支撑。 然而,学生可能在以下方面存在挑战:一是需要使用更准确、专业的词汇描述灾害过程和应对措施;二是需要运用语法结构进行事件叙述与原因分析; 三是需要从语篇中提取关键信息并进行逻辑整合,最终完成一篇关于灾害应对的倡议书或海报。这些能力需要我们通过设计层次分明、循序渐进的教学活 第2页,共22页 动来引导学生逐步掌握,从而提升其语言综合运用能力与社会责任感。 三、单元学习目标 1. 主题目标:学完本单元后,学生能够正确理解自然灾害给人们生活带来的危害,了解科学预警、防灾减灾的重要性,认识灾后重建所需的乐观向上的生 活态度。 2. 结果产出:学生设计一张海报,介绍一种自然灾害。 3. 评价标准 ①学生能够描述自然灾害及其对人们生活的影响。 ②学生能够介绍防灾和自救措施。 ③学生能够思考并表达灾后重建的方法。 ④学生能够尽可能多地使用本单元的核心词汇,尤其是生词。 ⑤学生能够正确使用过去进行时。 四、教学难点分析及解决措施 难点 1:语言方面,本单元语法重点为过去进行时,用以描述灾难发生时人们正在进行的动作。虽然学生在结构上(was/were+ doing)不难掌握,但 将其与一般过去时在语篇中准确、得体地结合使用是一大挑战。学生容易混淆两种时态的功能,即在叙述过去事件时,难以判断何时用一般过去时交代背 景和动作,何时用过去进行时描绘具体场景,从而导致“形式-意义-使用”的脱节。此外,单元涉及大量描述灾难现象、应急救援的专业性词汇(如 collapse, trap, damage, survivor, first aid, emergency plan等),这些词汇的认读、理解与准确输出对学生来说也存在相当难度。 解决措施: 教师应创设真实连贯的语境,通过对比性练习和情境造句,引导学生体会两种时态的差异与联系。例如,可提供关键词,让学生用两种 时态分别描述同一场景下的不同动作(如:While I was doing my homework(过去进行时),the earthquake struck (一般过去时))。对于重点词汇,可采用图 片、视频等多模态资源进行直观教学,并设计“灾难应对流程图”、“救援物资清单”等任务,让学生在完成项目的过程中反复操练和运用核心词汇,实现从 理解到内化的过渡。 难点 2:文化与知识方面, 本单元话题“灾难”具有较强的跨学科性。听力或阅读语篇中可能涉及具体的历史灾难事件(如唐山地震、汶川地震)或国 第3页,共22页 际救援案例,学生若缺乏相关的背景知识和文化积累,会造成听力理解和信息捕捉的困难。同时,语篇中蕴含的防灾避险知识、自救互救技能(如“Drop,Cover, Hold on”地震避险原则)若未被提前激活或讲解,也会成为学生深入理解语篇内容的障碍,导致学习停留在语言表面,难以达成单元的安全教育目标。 解决措施: 教师需在课前做好充分的背景知识铺垫。可通过播放简短的纪录片片段、新闻图片或分发预习资料包的方式,帮助学生建立必要的图式。 在课堂导入环节,可以 KWL 图表(What I Know,What I Want to know, What I Learned)的形式摸底并激发学生的兴趣。在讲解语篇的同时,适时引入并操 练实用的安全指令和应急措施,甚至可以组织小型模拟演练(如“地震来了怎么办”情景对话),让语言知识在应用中得到巩固,让安全意识在活动中得以 树立。 难点 3:思维与情感方面,“灾难”是一个沉重且可能引发焦虑的话题。部分学生可能亲历过自然灾害或通过媒体对其破坏性有深刻印象,在学习和讨 论过程中可能产生紧张、恐惧或无力感等负面情绪,从而在心理上抵触深入探讨。另一方面,从思维层面,单元最终的产出任务(如制作防灾海报、撰写 应急预案或进行安全倡议演讲)要求学生能够从描述现象上升到提出解决方案,这需要他们具备信息整合、逻辑推理和创造性解决问题的能力,对学生的 批判性思维和抽象概括能力提出了较高要求。 解决措施: 教师应营造一个安全、支持性的课堂氛围。在话题引入时,着重强调“科学应对”和“生命至上”的积极理念,将讨论重点从灾难的“恐怖” 引导至人类的“韧性”、互助精神以及科学防灾的有效性上面。对于情感较为敏感的学生,给予更多鼓励和选择权。在思维训练上,教师应搭建清晰的脚手 架,例如,帮助学生梳理灾难要素(现象、原因、应对措施);采用小组合作学习,集思广益共同完成应急预案的制定;通过范例分析和评价标准解读, 引导学生有条理地完成产出任务,培养其解决实际问题的综合素养。 第4页,共22页 Period 1 Starting out & Understanding ideas 教学目标: 主题目标:学生能够了解自然灾害的成因、发生过程,给人们带来的危害,以及人们对于灾害的反应。 产出目标:学生能够讲述一个话题为 a natural disaster 的故事。 评价标准: 1. 学生能够描述自然灾害发生的时间、地点,涉及的人物等基本信息。 2. 学生能够描述自然灾害发生的过程。 3. 学生能够描述自然灾害的影响。 4. 学生能够尽可能多的使用本版块的核心词汇。 5. 学生能够正确使用过去进行时。 教学环节 学习时间 学习目标 教学活动及互动方式 设计意图 活动层次 Lead-in 3分钟 理解单元标题,了 解本单元学习目 标,能够在老师的 引导下构建本单元 的 big picture Activity 1 1. 学生观看本书单元首页图片,引导学生说出图片中的相 关词汇,并在老师的引导下认知本单元话题和学习目标 Questions: 1) What can you see in the picture? 2) Are disasters terrible? 3) Have you ever heard of or experienced a natural disaster? 4) What are you going to learn in this unit? (师板书学生的反馈。) 1.了解本单元的话题 和框架 2.在目标指引下学习 本单元 感知与注意 学习与理解 Starting out 5分钟 学生能够了解神话 故事与自然灾害之 间的联系和人类对 于自然灾害的认知 演变 Activity 2 1. 师让学生观看活动 1的图片,并提问 1). Do you know the stories in the picture? 2). What are they? 3). Which natural disasters could they relate to? 4). What other kinds of natural disasters do you know? 2. 播放活动 2视频回答下列问题 5). How did ancient people understand natural disasters? 1.激活学生有关自然 灾害的背景知识; 2.了解自然灾害,认 识到科学认知和有 效预警在自然灾害 应对中的重要性。 感知与注意 学习与理解 第5页,共22页 6). How do people understand them today? Pre-reading 3分钟 能够利用所给词汇 描述图片信息,初 步感知自然灾害对 人类生活的影响并 对文章内容有初步 预测 Activity 3 1.教师将活动 1图片投屏并让学生观察图片细节 Questions: 1)What can you see in this picture? 2)How might people feel? 3)What do you think happened to the city? 2. 引导学生使用教材中说给词汇回答问题。 感知文章的主要内 容,引入语篇阅读 感知与注意 学习与理解 While-readin g 20分钟 读懂小普林尼的经 历,理解自然灾害 对人们生活的危害 以及人们在面对自 然灾害时的反应和 感受。 Activity 4 1.师出示标题后,提问 What’s the name of the city? 让学生 带着问题快速阅读第一段; 2.生再次阅读语篇,概括每个段落大意。 3.采用问题链的形式,带领学生细读语篇,理解语篇的细 节信息。 Questions: 1) What happened when the writer was sleeping? 2) What happened when he was out of town? 3) What was the sky like when the valcano erupted? 4) How did people react to the disaster? 4.完成活动 3和活动 4 1.了解火山爆发时的 环境变化和人们的 情感变化; 2.培养学生的阅读策 略。 获取与梳理 概括与整合 Post-reading 8分钟 能够依据活动 4 的 时间线用完整的句 子复述语篇内容; 运用本课时的核心 语言谈论对灾难的 了解和对小普林尼 的看法 Activity 5 1.依据活动 4 时间线,两人一组,用完整的句子复述语篇 内容 2.请学生进行小组讨论,回答 Think and share中问题 深度思考: 1) Was the city of Pompeii really lost? 2) Why or why not? 引导学生从语篇中灾害现场的描写和人们的反应入手, 展开深度思考,帮助学生理解标题“A lost city”的真正含义。 1.复述文本,深化对 语篇的理解与记忆; 2.深度解读语篇的主 题意义 3.锻炼学生的批判性 思维,让学生在分析 判断中提升逻辑推 理与问题解决能力, 学会从不同角度看 描述与阐释 分析与判断 第6页,共22页 Period 2 Understanding ideas (Grammar) 教学目标: 主题目标:学生能够进一步了解自然灾害的危害并描述。 产出目标:学生能够了解过去进行时的形式—意义—使用,根据语境运用过去进行时描述一个关于自然灾害的故事。 评价标准: 1.正确使用句型阐述自然灾害的故事,包括时间,地点,人物,自然灾害发生的过程和影响。 2.能正确运用过去进行时,包括形式—意义—使用,从而描述自然灾害的故事。 教学环节 学习时间 学习目标 教学活动及互动方式 设计意图