Unit 5 Section B(1a－1e) & Vocabulary in Use（word教案）-【优翼·学练优】2025-2026学年八年级英语下册同步备课（人教版）

该教案聚焦Tilly识别海啸预警信号及人们反应的核心内容，通过展示自然灾害图片、对比普吉岛海啸前后景象的Free Talk导入，结合配套课件引入背景，搭建从已知到新知的学习支架，梳理文本信息与现实情境的关联。 此资料亮点在于融合语言能力（提取预警信号、分析事件顺序）、思维品质（讨论Tilly角色及生存技能），如1b让学生分析异常现象推断海啸，1c通过时间线理解语篇结构，视频辅助2004海啸背景认知，Vocabulary in Use强化动词搭配与复合词应用，提升学生现实问题解决能力，为教师提供丰富活动设计与资源支持。

第五课时 Section B(1a－1e) & Vocabulary in Use 1、 Teaching Objectives In this class, students will： l. extract how Tilly recognized the tsunami warning signs and how different people's reactions to her warnings. 2. evaluate Tilly's role as a hero by discussing her quick thinking and how her knowledge helped save people's lives. 3. apply the lesson to real-life situations by brainstorming essential survival skills for natural disasters and share personal insights. 2、 Teaching Advice Lead-in la 1.Have students work in pairs and discuss the question. To help students answer thequestion,show them some pictures of natural disasters and give an example.(见优翼配套教学课件) 2. Invite some students to share their answers. Pre-reading Free Talk 1. Show students some pictures of Phuket island after the tsunamis and ask the questions: · Look at this place. What do you see? · What do you think it was like before? 2. Present pre-tsunami Phuket pictures and let students make comparisons:This is how this place looked before. Was it beautiful? 3. Introduce the Phuket island to students.(见优翼配套教学课件) 4. Introduce the background of this text.(见优翼配套教学课件) While-reading 1b 1. Have students read the first paragraph of the text and underline what strange things Tilly saw by the sea. 2. Let students discuss the questions: · Based on your knowledge,what is going to happen if you see these phenomena by the sea? · What do you think would happen to Tilly Smith and her family next? 3. Ask students to read the rest of the text to check the answer. After that,the teacher canalso ask them what other tsunami signs they know and show them a video about these signs.(见优翼配套教学课件) 4. Present a video to introduce the background of the Indian ocean tsunamis in 2004. Read and Answer Have students read the text more carefully and answer the questions: · How was the tsunami formed? · How did Tilly's family react at first when she told them about the tsunami? What did they do later? · Did the security guard believe what Tilly's dad said?What did he do? · How did Tilly know there was a tsunami coming? 1c 1. Have students read the text and complete the timeline. 2. Check the answers and ask the students:What order is the text written in? How do you know? 3. Guide students to read the note “Understanding the order of events”and find all the time marker words or phrases in the text. 1d 1. Let students read again and circle T for true or F for false and then correct the false statements. 2. Check the answers with the students. Think and Discuss · Why does the text mention “some people were swimming in the sea and some were relaxing on the beach.” when Tilly saw the strange waves? · Why does the text mention “the 2004 tsunami caused over 200,000 deaths”? What does this number tell us? Post-reading 1e 1. Have students discuss the questions with a partner. 2. Invite some volunteers to share their answers. 3.After discussing the questions, the teacher can make a summary of the thematic meaning of this lesson: Sometimes what we learn in class might seem boring , but one day it could become the most important knowledge to protect ourselves and others. Vocabulary in Use 2a 1. Tell students that some words for natural disasters go together with certain verbs.Write the collocations on the blackboard and let them read these word-verb pairs. 2. Ask students to make sentences with these collocations. Remind them to use the verbs correctly. 3. Invite some students to share their sentences. After that, have students pair up: one reads a sentence, the other checks if the collocation sounds natural. Then switch roles. 2b 1. Let students read the compound words in the box and make sure they know the meanings. 2. Have them complete the sentences using five of the words in the box.3.Check the answers by inviting some volunteers to read their sentences. 2c 1. Have students read the passage and make sure they understand the meaning. 2. Introduce the background of the wildfires in Chongqing in 2022. 3. Ask students to complete the passage with the correct forms of the words in the box. 4. Check the answers with the students. Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the causes and signs of tsunamis on the blackboard. Teaching Reflection Today's reading class went smoothly. Students actively participated in discussing tsunami signs and Tilly's story, showing good understanding. The video about the 2004 tsunami helped them connect the text to real events. Next time,I'll add more time for pair work to let them practise using new expressions. 学科网（北京）股份有限公司 $