Unit5 Section A（1a-2d）教学设计 2025-2026学年人教版八年级英语下册

课题

Unit 5 Nature’s Temper

Section A (1a-2d)

学段

初中

年级

八

课型

听说课

课时

1

学科

English

单元

主题分析

本单元属于“人与自然”范畴，涉及“自然灾害与防范措施，人身安全与自我保护”子主题内容，学生将通过探讨不同类型的灾难、描述防灾减灾措施、分析灾害的双重致命性，以及学习预防准备，深入理解自然灾难的多维冲击与应对策略。主题强调灾害意识与生存能力，引导学生在敬畏自然的同时，思考人类的责任与行动。

文本解读

What:本课时是人教版新版八年级下册第五单元Nature’s Temper

的第一课时，听力材料以“自然灾害”为主题，聚焦台风这一具体灾害类型，通过图文匹配、对话听力和采访录音等多种形式，引导学生理解自然灾害的发生场景与应对经验。听力文本包含不同人物在灾害发生时的活动描述、灾后行动记录以及天气报告的实用信息，构成了一个从事件描述到行为反应、再到预警建议的完整信息链。

Why:本课旨在语言学习中融入灾害安全教育，帮助学生掌握与自然灾害相关的核心词汇和表达，同时培养他们在真实语境中获取关键信息的能力。通过听取不同人物的亲身经历，学生不仅能提升英语听力技能，更能增强对灾害情境的认知与同理心，学习如何沉着应对突发情况。

How:本课通过阶梯式的任务设计引导学生逐步深入理解：先匹配灾害类型与图片，建立视觉关联；再听取对话捕捉灾害事件的关键信息；随后通过细节听力完成句子填空，聚焦具体行动与后果；最后创设角色扮演情境，鼓励学生运用所学语言进行模拟对话，实现从输入到输出的语言内化与迁移运用。

学情分析

1.已有知识经验

在自然灾害这一主题上，学生可能通过新闻、科普读物或中学地理课程对常见灾害有基本认知，部分学生可能具备相关英文术语的初步积累。

2.潜在学习难点

自然灾害相关术语可能对学生构成词汇障碍，影响整体理解。

3.教学支持建议

在听力前通过图片、短视频引入关键术语，并结合简单例句强化理解；可简要讨论学生已知的自然灾害案例，激活背景知识。

教学目标

语言

能力

1.Students will be able to understand and use key vocabulary related to natural disasters and describe past events using the past continuous tense.

2.Students will be able to extract specific information from listening passages about people's experiences during disasters and complete related comprehension tasks.

文化意识

1.Students will develop an understanding of how communities in disaster-prone areas prepare for, experience, and recover from natural disasters.

    2.Students will recognize the importance of community support, mutual aid, and following official warnings during emergencies, fostering a sense of collective responsibility and resilience.

思维品质

1.Students will analyze and synthesize information from multiple short listening texts to compare different individuals' experiences and responses during the same disaster.

2.Students will apply learned language and concepts to create and perform a realistic role-play, demonstrating logical sequencing and problem-solving in a simulated context.

学习能力

1.Students will employ listening strategies such as predicting content from pictures, identifying key words, and taking notes to complete various task-based activities.

2.Students will utilize cooperative learning strategies through pair work and group discussions to practice language, share ideas, and provide peer support.

教学

重难点

教学重点

Students will conduct a simple role-play interview, asking and answering questions about personal experiences during a typhoon using learned structures.

教学难点

Students will connect the lesson's theme to real-world knowledge and possible personal experiences, enhancing engagement and the transfer of learning.

教学过程设计

教学环节

教师活动

学生活动

设计意图

Step 1

Warming-up

1.Greeting each other.

2.Explain learning objectives to students.

3.Look at the cover page of this unit and think the questions in Look and share:

-What natural disaster is happening in the photo?

-When and where is it likely to happen?

-How does this photo make you feel ?

1.Greeting.

2.Students learn about learning objectives in this unit.

3.Students observe the photo and answer the questions.

通过教师对于本单元学习目标的介绍以及学生对于封面页的观察，学生能够对于本单元的话题有一个初步认知，为后续学习做铺垫。

Step 2

Lead-in

Teacher plays 4-5 short audio clips related to natural disasters.After each clip,

Students shout out their guesses

They can also

通过声音调动学生的听觉想象，增加神秘感和参与度，

teacher asks: “What do you hear? What might be happening?”

mimic sounds or actions.

符合“悬念导入”的教学策略。

Step 3

Pre-listening

Work on 1a

1.Teacher leads students to brainstorm in pairs:“What natural disasters do you know?”

2.Teacher displays pictures labeled A–E (from the book) on the board and teaches key terms:earthquake, typhoon, wildfire, snowstorm, flood, drought.

3.Teacher drills pronunciation and asks concept-check questions like“Which disaster is about no rain for a long time?

4.Teacher lets students finish the matching task in la,and then invites one or two students to check answers.

1.Students discuss and share words like earthquake, flood, typhoon.

2.Students learn the new words and answer questions.

3.Students complete 1a individually.

4.Students check answers.

教师引导学生通过头脑风暴激活已有词汇，为新课做铺垫。利用图片直观呈现词汇，通过问答巩固词义与发音，为听力理解扫清词汇障碍。

Step 4

While-listening

Work on 1b

1.Teacher directs students to 1b and gives listening purpose:“Listen for what disaster each person faced.”

Teacher plays conversations 1-3 once.

2.After listening, teacher leads students to check the answers together.

Work on 1c

1.Teacher introduces past continuous tense: “What was he/she doing when it happened?”Writes example on board.

2.Teacher plays audio again and asks students to finish 1c, pausing after each conversation if needed.

After listening, teacher

1.Students write the disasters in 1b.

2.Students check answers together.

3.Students circle the correct activity in 1c.

4.Students share answers.

5.Students answer questions  using the past continuous tense.

第一遍听主旨，训练学生捕捉关键信息的能力。任务明确，侧重整体理解。

第二遍听取细节，聚焦过去进行时，将语法学习融入语境。通过追问“How do you know?”培养学生基于证据的听力习惯。