Unit 5 Section B（1a-1e）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 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?

1.Students have a free talk about 1a.

通过自由讨论学生可以集思广益，获得意想不到的收

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.

2.Some students share their ideas.

3.Students learn the vocabularies.

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

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.

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