Unit 5 Nature’s Temper 第五课时 Section B(2a～Reflecting) 教学设计 2025-2026学年人教版八年级英语下册

Unit 5 Nature’s Temper Fifth Period Section B(2a-Reflecting) Topic Unit 5 Nature’s Temper Fifth Period Section B(2a-Reflecting) Teaching Content 1. Master the collocation and usage of vocabulary related to natural disasters and finish the corresponding sentences. 2. Read the passage, extract key information, arrange it in the order of event occurrence and retell it. 3. Create chain stories about wildfires or blizzards in groups. Lesson Type：Lecture Lesson Period：1 Total Periods Teaching Material Analysis：This lesson focuses on 2a-Reflecting, integrating reading and unit reflection. Taking the 2a reading passage about nature’s temper as the core, it guides students to sort out key information, and combines reflection tasks to review unit knowledge, strengthening comprehensive language application and helping students summarize learning experiences and understanding of nature’s temper. Student Learning Situation Analysis：Based on the first four periods, students have mastered the unit’s vocabulary, grammar and basic skills. They can finish simple reading tasks but are weak in sorting out reading information and reflecting on learning, needing guidance to improve summary and reflection abilities. Core Literacy (Teaching) Objectives： 1. Language Ability: Master key information in the 2a passage, sort out its main idea, and use learned language to finish reflection tasks and express views on nature’s temper and learning experiences. 2. Thinking Quality: Improve reading induction and logical summary ability through information sorting and reflection. 3. Cultural Awareness: Deepen understanding of nature’s temper, strengthen awareness of adapting to and protecting nature, and form a positive attitude. 4. Learning Ability: Develop the habit of summarizing and reflecting, and improve the ability of integrating unit knowledge. Key Teaching Points： Master the core content of the 2a passage, sort out key information, and finish unit reflection tasks with learned language. Difficult Teaching Points： Sort out reading information logically and express personal learning reflection and views on nature’s temper accurately and fluently. Teaching and Learning Methods：Teaching Methods: Reading Guidance Method, Task-based Teaching Method; Learning Methods: Intensive Reading, Summary and Reflection Method. Teaching Preparation:Multimedia courseware, 2a reading materials, information sorting lists and unit reflection task sheets. Preview the pre-class preparation section of this period in Learning Method Vision Teaching Process Design Revision Step 1 Lead-in Lead students to review the new words and phrases related to natural disasters in this unit and guide them to read together. Step 2 Work on 2a 1. Show students some pictures of natural disasters and guide them to say the corresponding words. 2. Explain the collocations of words and verbs, and then ask students to make sentences with these collocations. 3. Check the answers: earthquake: An earthquake hit the city last night; typhoon:A typhoon blew across the coastal area yesterday; tsunami: The tsunami came suddenly and caused great damage. Step 3 Work on 2b 1. Guess: Read compound words. Students guess meanings by breaking them down (e. g., land + slide). 2. Apply: Students complete sentences with five words. Review answers. 3. Extend: In pairs, discuss“Which word is most interesting? Why?” (Optional: Use remaining words in sentences.) Step 4 Work on 2c 1. Context: Introduce China's 2022 heatwave. 2. Task: Complete the passage with correct word forms. 3. Answers: drought; hit; wildfires; safety; warned; refused. 4. Discuss:“What is the biggest challenge fighting wildfires in⋯ heatwave?” Step 5 Work on 3a 1. Read for Main Idea: Students read to identify the passage's central topic. 2. Sequence Events: Arrange the events in chronological order. 3. Review & Discuss: Check sequence accuracy, then discuss“Which event was most surprising? Why?” Step 6 Work on 3b,3c and 3d 1.3b (1) Identify sequencing words (e. g., first, suddenly, when). (2) Summarize narrative patterns. 2.3c (1) Task: Describe a bad weather experience. (2) Discussion points: · Weather type· Ongoing activities when started · Sensory experiences · Consequences (3) Share key insights. 3.3d (1) Model text analysis (focus on connectors & details). (2) Independent writing. (3) Peer review (optional): sequence/ transitions/ details. Step 7 Work on4a, 4b and 4c 1.4a(1) Students read introductions individually. (2) In pairs, discuss preferences. Teacher checks comprehension. 2.4b (1) Teacher demonstrates activity with volunteers. (2) In groups, students create chain story orally. Teacher supports. 3.4c (1) Groups write and improve story, then select a speaker. (2) Representatives present to the class. (3) Vote: Class votes for“Best Chain Story”. Step 8 Work on Reflecting Guide students to think about the following questions in reflecting. Step 9 Summary Summarize the key words and phrases of this period. Step 10 Homework Have students make sentences with the phrases in 3c. 【Class Exercises】 根据句意，用方框中所给单词或短语的适当形式填空。 1. I felt terribly sorry for breaking my friend's favourite cup 2. Lucy woke up early to finish her homework before school. 3. She likes to volunteer at the old people's home and read stories to them. 4. We were talking happily, and all of a sudden , it started to rain heavily. 5. We were unlucky to find the shop closed when we got there. 【Blackboard Design】 Unit 5 Nature’ s Temper 第五课时 Section B(2a-Reflecting) 单词和短语: volunteer, terribly, alarm, go off, review, sudden,thunder, by the time, usual, as a result, unlucky 句型:1. An earthquake hit Japan yesterday. 2. A typhoon landed at 9 o’ clock last night. 【Homework Assignment】 Finish the corresponding after-class exercises of this period. Students complete the exercises of this period in Learning Method Vision and are required to finish them earnestly to consolidate the learned knowledge. Teaching Reflection 学科网（北京）股份有限公司 $