Unit 5 Section B（1a-1e）教学设计 2025-2026学年人教版八年级英语下册

该初中英语教学设计围绕“自然灾害与防范”主题，以Tilly Smith海啸救人真实故事为载体，聚焦叙事时序与防灾词汇学习。通过视频片段（海洋退潮场景）创设情境，激活学生对海啸的初步认知，提出核心问题“Can a classroom lesson save your life?”，搭建时间标志词圈画、事件流程图等学习支架，衔接前后知识脉络。 本资料亮点在于情境化与思维深度融合，以真实故事为语言输入载体，通过“预测接力”略读、小组合作构建时间线（提取时序信号词）等活动提升学习能力，辩论“Tilly是否英雄”培养思维品质，制作生存指南海报实现知识迁移。既助学生掌握阅读策略与防灾知识，又为教师提供跨学科融合与分层教学的实用思路。

课题 Unit 5 Nature’s Temper Section B (1a-1e) 学段 初中 年级 八 课型 阅读课 课时 4 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:本课是人教版新版八年级下册第五单元Nature’s Temper的第四课时的阅读课，文本叙述了2004年泰国海啸期间，10岁英国女孩Tilly Smith凭借地理课学到的知识，识别出海啸前兆，说服家人并通知保安，最终使海滩上百余人成功避险的真实故事。 Why:本课旨在通过Tilly的案例，强调学习防灾知识的重要性，并展现个人警觉与快速行动在自然灾害中的关键作用。文本同时引导读者思考学校教育对现实生活的应用价值，以及如何在危机中保持冷静、传递信息。 How:文本按时间顺序展开，使用“while，next，just then”等连接词清晰呈现事件发展。通过细节描写（如“thick white froth”“huge wall of water”）营造紧张场景，并以对比手法（家人最初的不信任与后续的得救）强化叙事张力。文末以反思性问题收尾，促进读者联系自身进行深度思考。 学情分析 1.已有知识经验 学生已具备基本的英语阅读能力，能理解记叙文的时间顺序与事件脉络。对自然灾害有初步概念，部分学生可能通过新闻、影视作品了解过海啸。 2.潜在学习难点 文中含有复合句与动作描写密集的段落（如人们惊慌逃跑的场景），学生可能难以迅速提取关键信息。 3.教学支持建议 引导学生圈画时间标志词，完成事件流程图，通过小组合作梳理“Tilly做了什么—他人如何反应—结果如何”。 教学目标 语言 能力 1.Students will be able to understand and use key vocabulary related to natural disasters and narrative sequencing. 2.Students will be able to describe past events and express cause-effect relationships in simple English based on the story. 文化意识 1.Students will learn about the 2004 Indian Ocean tsunami as a significant global event and reflect on the universal importance of disaster preparedness. 2.Students will discuss and compare how different societies educate people about natural disasters and safety measures. 思维品质 1.Students will develop critical thinking by analyzing how Tilly recognized warning signs and persuaded others. 2.Students will engage in reflective thinking by connecting the story to their own lives and considering what they can learn to protect themselves and others in emergencies. 学习能力 1.Students will improve their ability to extract key information from a narrative text using timelines. 2.Students will enhance collaborative learning skills through group discussions, role-plays, and peer feedback activities related to the story. 教学 重难点 教学重点 Students will be able to read and comprehend a narrative text by identifying the sequence of events using time markers. 教学难点 Students will practice logical sequencing by reconstructing the timeline of events in the text. 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 plays a short video clip showing calm ocean water suddenly receding dramatically, then cuts it off before the wave hits. Asks: "What do you see in this video? What do you think is happening? What do you feel watching this?" 2.Teacher introduces the term "tsunami" and writes the lesson's central question on the board: "Can a classroom lesson save your life?" Students watch the video and respond to the teacher's questions. 通过视频片段创设真实、紧张的情境，瞬间吸引学生注意力并激活他们对海啸的初步认知和情感体验。提出开放式问题引导学生观察、思考和表达。板书核心问题为整节课设定探索主线，激发阅读兴趣。 Step 2 Pre-reading Work on 1a 1.Teacher leads students to have a free talk about the question in 1a: What is the worst natural disaster you know of? 2.Teacher invites some students to share their ideas. 3.Teacher conducts a "Vocabulary Preview" activity using images: matches key terms (tsunami, earthquake, froth, waves coming in/going out, security guard) with pictures and simple definitions. 1.Students have a free talk about 1a. 2.Some students share their ideas. 3.Students learn the vocabularies. 通过自由讨论学生可以集思广益，获得意想不到的收获；通过视觉化方式预教核心词汇，为顺利阅读扫清障碍。 Step 3 While-reading Work on 1b Skimming 1.Teacher shows a picture of Tilly Smith and a map highlighting Thailand (Phuket) and Indonesia.Then teacher organizes a "Prediction Relay": Asks students to read only the title and the first paragraph of the text. Then, in pairs, they must make one prediction about "What happened next?" and write it on a note. 2.Teacher monitors and provides support,then invites several students to share their notes. Work on 1c＆1d Scanning 1.Teacher guides students to read the full text (from both images) silently. Their task is to underline all time-order words/phrases they can find (eg,that morning, while, next, just then, two weeks before, finally, back at the hotel, right away). 2.Teacher divides students into small groups and provides each group with large strips of paper or a digital collaborative board. Instructs them to use the time markers they found to create a detailed timeline of the story with key events. They must write these in their own words. 3.Teacher invites some volunteers to share their timelines,and gives feedback. 4.Teacher leads students to activity 1d and asks them to not only circle T/F but also, for false statements, discuss in pairs why it is false before writing the correction. 5.Teacher circulates to monitor and prompt reasoning,then leads students to check answers together. 1.Students look at the visual aids to understand the story's setting and character. 2.Students read the specified parts quickly, discuss in pairs, write their predictions on notes. 3.Some students share their notes. 4.Students read the text, actively underlining or highlighting sequence words. 5.Students work in groups to discuss and agree on the main events, then build a digital timeline. 6.Students share their timelines. 7.Students complete the T/F activity, engaging in discussion to justify their answers, especially for corrections. 利用图片和地图提供必要的背景知识和文化语境，降低阅读障碍。预测接龙活动巧妙地结合了略读技能训练与合作学习，让学生带着自己的猜想进入文本阅读，增加阅读的目的性和参与度。 第一次阅读聚焦"时序信号词"，训练学生识别文本结构的关键阅读微技能。小组合作构建时间线将个人阅读转化为集体意义建构，通过输出（用自己的话概括事件）深化理解。对错题不仅检验细节理解，更通过小组讨论"为什么错"来推动分析性思维，将阅读从事实提取提升到推理判断。 Step 4 Post-reading Work on 1e 1.Teacher poses the discussion question: "Do you think Tilly was a hero? Why?" and facilitates a brief, structured debate allowing different perspectives. Introduces sentence starters: "I believe she was a hero because..." / "I think hero is a strong word because...". 2.For question 2,teacher assigns each group a different natural disaster (flood, earthquake, fire, typhoon). Their task is to create a mini "Survival Tip" poster.Provides a template if needed. 3.For question 2,as a final individual reflection,teacher asks students to think and then share: "What did you learn at school that might help to save your life one day?" 4.Teacher invites several students to share their ideas,teacher gives some positive feedback. 1.Students engage in the debate, expressing opinions using the provided language support. 2.Students work in groups on the poster, brainstorming, writing,and designing. 3.Students think individually, then voluntarily share their "life-saving lesson" with the class. 辩论活动鼓励批判性思维和个性化解读，超越文本寻求深层意义。制作生存指南海报是创造性的语言输出任务，促进知识迁移（从海啸到其他灾害）、合作学习及实用语言（祈使句）的运用。最后的个人反思将故事主题与学生的个人经历和学校生活紧密相连，实现情感和价值观的内化。 Step 5 Summary 1.Teacher asks a few groups to present their Survival Posters briefly. 2.Teacher summarizes the lesson by revisiting the timeline and affirming the power of knowledge and alertness. 1.Students present their group's poster. 2.Students listen to the summary and reflect on the lesson's message. 通过展示分享给予学生成果认可，增强学习成就感。总结部分强化本课主题。 Step 6 Homework Level A:Retell the story of Tilly to your friends by using the timeline structure from 1c. Level B:Write a diary entry from Tilly's perspective the night after the tsunami. Level C:You are creating a brief radio announcement for tourists at a beach. Using information from Tilly’s story, write a script (60-80 words) explaining one clear tsunami warning sign and one essential action to take. 本课时作业设计采用分层模式，针对不同能力水平的学生，旨在培养学生的思维、实际应用能力及知识迁移意识，体现从理解到创造的渐进式学习路径。 板书设计 Unit 5 Nature’s Temper Section B (1a-1e) 教学反思 1、 成功之处: 1.叙事教学与情感共鸣有效结合:本课以真实故事为载体，学生通过Tilly的经历不仅学习了语言知识，更在情感上受到触动。课堂讨论环节（“Tilly是英雄吗？”）学生参与度高，能结合文本细节表达个人观点，体现了情感态度目标的达成。 2.跨学科知识自然融入:将地理常识（海啸前兆）与语言学习结合，学生在理解文本的同时也获得了自然灾害防范的基本知识，体现了英语学科的育人功能。 二、存在问题: 1.语言产出活动设计梯度不足:虽然阅读输入环节有分层，但后续口语与写作产出任务较为单一，未能充分体现“用英语做事”的理念。 2.文化背景铺垫不够充分:部分学生对2004年海啸的历史背景缺乏了解，影响了他们对事件严重性和Tilly行为意义的深层理解。 三、改进措施: 1.增加语言支架与思维支架:在讨论和写作环节提供句型框架和思维导图工具，帮助学生从“有话想说”到“能用英语说清楚”。 2.增设背景知识微课:课前发放简短背景介绍视频或图文卡片，课中可插入1–2分钟海啸科普动画，帮助学生建立情境认知，提升文本理解的深度和共鸣感。 学科网（北京）股份有限公司 $