Unit5 Section A（3a-3d）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 (3a-3d) 学段 初中 年级 八 课型 阅读＆听说课 课时 2 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 的第二课时，文本围绕台风经历展开，通过Haitao与Lisa的对话，呈现了面对自然灾害时不同的应对方式及其后果。文本的语言聚焦于“过去进行时”在描述自然灾害期间个人经历与行动中的运用。 Why:本课旨在引导学生在真实语境中理解并运用过去进行时，同时渗透自然灾害防范意识。教材不仅希望学生掌握“was/were doing”的语法结构，更旨在通过对比“有准备”和“无准备”的不同经历，让学生体会提前防范的重要性，培养其安全意识与应对能力。 How:本课通过“理解—提取—应用”三步推进。首先，引导学生阅读或聆听对话，理解大意并完成细节核对任务，聚焦语言形式与信息内容。接着，通过问答分析对比两个家庭的不同准备与遭遇，深化对主题意义的理解。最后，创设类似情境，组织学生进行角色扮演或模拟访谈，在交际中综合运用所学语言进行表达与交流，实现从文本输入到生活输出的迁移。 学情分析 1.已有知识经验 学生已经掌握了基本的动词词汇和一般过去时（did, was/were）的用法，能够用简单句描述过去发生的事情。在上一单元或更早的学习中，可能接触过与天气、日常生活活动相关的词汇。 2.潜在学习难点 将过去进行时（was/were doing）与一般过去时混用，尤其是在描述过去某一时刻正在发生的动作时。 3.教学支持建议 搭建语言支架，化解语法难点。利用时间轴图示，对比展示“一般过去时”（点状动作）和“过去进行时”（段状背景动作），帮助学生形象化理解两者的区别与关联。 教学目标 语言 能力 Students will be able to comprehend and accurately use the past continuous tense to describe ongoing actions at a specific past moment, particularly within the context of a natural disaster. 文化意识 Students will recognize the importance of being prepared for natural disasters as a common aspect of safety culture in many regions. 思维品质 Students will apply their understanding by synthesizing language and concepts to create or extend dialogues, demonstrating creative and logical thinking in a simulated context. 学习能力 Students will collaborate with peers in role-play activities, practicing turn-taking, active listening, and providing supportive feedback to enhance mutual learning. 教学 重难点 教学重点 Students will be able to understand and use key vocabulary related to natural disasters and preparatory actions. 教学难点 Students will be able to engage in a simple conversational exchange to ask about and describe personal experiences related to a natural disaster. 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Lead-in 1.Teacher begins by showing a short video clip of a typhoon (sound of wind, rain, visual of trees bending) and asks:“What would you do if you were in this situation?” 2.Teacher introduces the lesson: “Today, we’re going to talk about two friends who experienced a typhoon. Let’s find out what happened.” 1.Students watch the video and respond to the teacher’s question. 2.Students listen to the lesson goal. 通过播放台风视频，迅速吸引学生注意力，创设真实情境。提问引发学生思考，激活相关词汇和背景知识，为新课做铺垫。 Step 2 Pre-reading 1.Teacher shows two pictures:one of a tidy home with covered windows, another of a flooded living room. 2.Teacher writes two names on board(Lisa and Haitao) and asks: “Which person do you think was prepared? Why?”Lets students guess based on visuals. 1.Students look at the pictures and match them to the names. 2.Students share predictions with a partner. 利用图片对比引导学生预测课文内容，激发阅读兴趣。配对活动鼓励学生主动思考，培养推断能力。 Step 3 While-reading Work on 3a Fast reading 1.Teacher asks students to read the conversation quickly for the first time and find the answer of 3a. 2.Teacher leads students to check answers together. 3.Teacher plays an audio recording of the dialogue and asks comprehension questions: -Did Lisa know the typhoon was coming? -What happened while she was driving? -What did Haitao do before the typhoon? 4.Teacher invites several students to answer the questions. Work on 3b Careful reading 1.Teacher guides students to read again carefully and displays the table of 3b.Teacher models the first item: “Almost got into an accident — that was Lisa.” 2.Teacher has students complete the table, and then leads students to review answers as a class. 3.Teacher poses deeper questions to lead students to discuss in small groups: -What can we learn from Haitao’s actions? -If you were Lisa, what would you do differently next time? Language points Teacher lets students read the conversation as a whole,then asks them come up the points they don’t understand,teacher explains the important knowledge points and gives examples to them: ①It was raining hard while we were driving back. ②We almost got into an accident when a truck nearly hit us. ③Luckily,we covered windows and moved our things off the floor before the typhoon started. 1.Students read the conversation quickly and find the answer of 3a. 2.Students check answers. 3.Students listen and answer comprehension questions individually or in pairs. 4.Students read the conversation again and tick the correct boxes. 5.Students participate in class review. 6.Students discuss in small groups and share opinions with the class. 7.Students take notes about the knowledge points. 听读结合提升语言输入质量。理解性问题检查整体把握，为后续细节任务做准备。划出生词培养自主学习策略。 表格任务训练学生提取细节信息的能力，加深对文本的理解。通过开放式问题引导学生评价和反思，培养批判性思维和语言表达能力。联系实际生活，增强安全意识。 教师通过向学生讲解对话里的知识点，增加学生的语法储备，为做题铺路。 Step 4 Post-reading Work on 3c 1.Teacher plays the recording of 3a and introduces the role-play task: “Now, imagine you are talking to Lisa or Haitao after the typhoon.” 2.Teacher leads students to review the dialogue structure provided in the file and models an example with a student volunteer,and then gives students some time to practise with their partners. 3.Teacher invites several pairs to role-play the conversation, then gives some positive feedback. 1.Students listen to the audio carefully, following the conversation. 2.Students choose to be either Lisa or Haitao and practise speaking with emotion and expression. 3.Some pairs volunteer to perform the role-play in front of the class. 角色扮演将输入转化为输出，提升口语流利度和交际能力，鼓励创造性发挥。 Step 5 Production Work on 3d 1.Teacher introduces the extension task 3d: “Now, imagine you are talking to Lisa or Haitao about the typhoon. Student A asks questions, Student B responds as Lisa or Haitao. 2.Teacher walks around, monitor, and support pairs. Encourages them to use the past continuous and past simple tenses. 3.Teacher invites 2-3 pairs to perform in front of the class and gives positive feedback and gentle correction. Writing 1.Teacher sets the scene: Display two contrasting images on the screen: one of a messy, post-typhoon room, and one of a prepared, tidy room.Teacher create a word bank on the board with students. -Feelings: scared, worried, relieved, lucky, awful -Actions: was driving, were preparing, covered windows, stored water, heard the wind -Results: found water everywhere, everything was safe, almost had an accident 2.Teacher lets students choose to write a diary entry from Lisa's or Haitao's perspective about the typhoon day. 3.After writing,teacher invites one or two students to share their entries. 1.Students practice the conversation. 2.Some pairs present their conversations. 3.Students write a diary entry about the typhoon day. 4.Students share their writings. 帮助学生组织语言，关注过去时态的运用。明确任务要求，鼓励他们在模仿基础上进行适当创造。提供展示机会，增强学生信心，教师通过点评强化语言要点和安全意识。 本写作环节旨在将本课时的语言输入（对话理解、句型操练、角色扮演）转化为有意义的书面输出。通过撰写“台风日记”，学生从第三人称理解转向第一人称叙述，深化对目标语法（过去进行时与一般过去时）的体验式运用，同时融入情感表达和安全反思，实现语言能力与情感态度的协同发展。 Step 6 Summary Teacher summarizes this lesson: “Being prepared is important for safety.We can learn from others’ (Lisa’s/ Haitao’s)experiences.” Students review what they have learned and summarize with teacher. 总结强化主题意义，情感态度目标渗透安全教育。 Step 7 Homework Level A:Write 5 sentences about different people’s activities in the different weather by using the past continuous and past simple tenses. Level B:Create a "Typhoon Preparedness Checklist" for families (6-8 items in English). Use imperatives. Level C:Write a short paragraph (8-10 lines) comparing Lisa's and Haitao's experiences. Answer: Why was Haitao's family safer? What lesson can we learn? 本作业设计遵循分层教学理念，满足不同学生的学习需求，培养学生的批判性思维与实际问题解决能力。所有层次均围绕本课主题，实现语言知识与安全意识的共同提升。 板书设计 Unit 5 Nature’s Temper Section A (3a-3d) A:Hi Lisa / Haitao. I heard about the typhoon yesterday. Are you OK? B:Yes, I... / Not really. I ... A:What were you doing when the typhoon hit? B:I was ... A:Did your family make any preparations before the typhoon landed? B:Yes, we ... / No, we ... 教学反思 1、 成功之处: 1.语言技能训练全面:本课时设计涵盖了听、说、读、写多项技能。特别是听读输入与说写输出的紧密结合，形成了完整的语言学习循环。 2.安全意识有机渗透:在语言教学的同时，通过对比Lisa和Haitao两家不同的准备情况，自然地引导学生思考安全的重要性，实现了学科育人的目标。 二、存在问题: 1.时间分配不够理想:在实际教学中，角色扮演环节学生表现积极，导致时间延长，压缩了写作环节的时间。 2.文化差异处理不足:对于台风这种自然灾害，不同地区学生的经验差异较大。部分内陆地区学生缺乏直观感受，教学中未能充分激活他们的相关生活经验进行迁移。 三、改进措施: 1.优化时间管理:为每个活动环节设置更明确的时限提示；考虑将部分写作准备任务作为预习或课后延伸；采用"计时器"等可视化工具帮助学生把握时间。 2.增强文化适应性:准备多元的自然灾害案例供不同地区学生选择；增加视觉化材料帮助学生建立直观认知；鼓励学生分享本地区的自然灾害经历和防护知识。 学科网（北京）股份有限公司 $