Unit 5 Nature’s Temper 第四课时 Section B(1a～1e) 教学设计 2025-2026学年人教版八年级英语下册

Unit 5 Nature’s Temper Fourth Period Section B(1a-1e) Topic Unit 5 Nature’s Temper Fourth Period Section B(1a-1e) Teaching Content Through reading the story of Tilly Smith who saved many lives by using the knowledge she had learned during the 2004 Indian Ocean Tsunami, students' reading comprehension ability and their understanding of natural disasters will be improved. Lesson Type：Lecture Lesson Period：1 Total Periods Teaching Material Analysis：This lesson is a listening-speaking class focusing on 1a-1e. It expands vocabulary related to nature’s temper on the basis of previous periods, takes 1b-1d listening practice and 1e oral dialogue as the core, guides students to listen for details about nature’s temper and talk freely, strengthens listening-speaking ability, and lays a foundation for subsequent reading and writing tasks. Student Learning Situation Analysis：With the foundation of the first three periods, students have mastered relevant vocabulary and grammar. They can have simple conversations about nature’s temper but are weak in listening for details and fluent oral expression, needing more situational practice to improve their skills. Core Literacy (Teaching) Objectives： 1. Language Ability: Master new vocabulary about nature’s temper, understand listening materials and capture key details, and use learned language to finish 1e oral dialogue and talk about nature’s temper fluently. 2. Thinking Quality: Improve the ability of listening for details and organizing language in oral communication through targeted practice. 3. Cultural Awareness: Deepen the understanding of nature’s temper and strengthen the awareness of adapting to and protecting nature. 4. Learning Ability: Develop the habit of active listening and speaking, and improve cooperative communication ability. Key Teaching Points：Master new vocabulary related to nature’s temper, finish 1a-1d listening tasks and capture details, and use target sentence patterns to complete 1e oral practice. Difficult Teaching Points：Listen for specific details accurately and express views on nature’s temper fluently in 1e dialogue. Teaching and Learning Methods：Teaching Methods: Situational Teaching Method, Task-based Teaching Method; Learning Methods: Listening-Speaking Practice, Cooperative Communication Method. Teaching Preparation:Multimedia courseware, listening audio, pictures of nature’s temper and 1e oral practice situational materials. Preview the pre-class preparation section of this period in Learning Method Vision Teaching Process Design Revision Step 1 Lead-in Show some pictures of natural disasters (such as earthquakes, tsunamis, hurricanes, etc.), ask students“What can you see in the picture?” and“What kind of natural disaster is it?” to lead to the topic of this class. Step 2 Work on 1a 1. Ask students“What is the worst natural disaster you know of? Discuss it with a partner.” to guide students to share the worst natural disasters they know. 2. Encourage students to communicate with their partners and share each other's ideas. Step 3 Work on 1b 1. Let students read the first paragraph of the article and ask them“What do you think happened to Tilly Smith and her family next?” to guide students to make predictions. 2. Let students read the rest of the article to verify whether their predictions are correct. Step 4 Work on 1c 1. Let students read the article again, complete the timeline filling independently, and then let students discuss the answers in groups. 2. The teacher and students check the answers together:1. waves; 2. tsunamis/ geography;3. family;4. mother;5. nearby Indonesia;6. security guard;7. beach. 3. Teach the following words and expressions by giving examples: refuse, guard, thankfully, knowledge, thinking. 4. Let students summarize the main plot of the story. Step 5 Work on 1d 1. Divide students into groups, let them read the article again, judge whether the sentences are right or wrong, and correct the wrong sentences. 2. Check the answers: FFFTF. 3. Let students share the problems they encountered and solutions during the judgment process. Step 6 Work on le 1. Group Discussion: (1) Do you think Tilly Smith was a hero? Why? (2) From Tilly's experience, what do you think people need to know to survive a natural disaster? (e. g., disaster signs, emergency skills) (3) What did you learn at school that might help to save your life one day? (e. g., first-aid, safety drills) 2. Class Sharing: Invite groups to share their key ideas. 3. Conclusion: Summarize the importance of knowledge and preparedness in emergencies. Step 7 Summary Summarize the key words, phrases and sentences of this class, as well as the information conveyed by Tilly Smith's story, and emphasize the importance of knowledge and quick response in dealing with natural disasters. Step 8 Homework Let students write a short passage to describe a natural disaster they know and how to deal with it when it occurs. 【Class Exercises】 根据句意，用方框中所给单词的适当形式填空。 thank, bad, knowledge, think, hero 1. This is the worst movie I' ve ever seen; it is so boring. 2. Firefighters are heroes because they save people from dangerous fires. 3. Reading books can help improve your thinking skills. 4. I forgot my umbrella, but thankfully , my friend lent me hers. 5. Knowledge can help us solve many problems in life. 【Blackboard Design】 Unit 5 Nature’ s Temper 第四课时 Section B(1a-1e) 单词和短语: worst, refuse, guard, thankfully, knowledge, thinking,as soon as, hero 句型:1. This true story shows how a single lesson could mean the difference between life and death. 2. Thanks to her knowledge and quick thinking, one schoolgirl was able to save over 100 lives. 【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 $