Unit 5 Section A 3a-3d 教学设计 2025-2026学年人教版英语八年级下册

教学内容 Unit 5 Nature's Temper Section A 3a-3d 课 时 第3课时 备课日期 授课日期 教学目标 Language Ability Master vocabulary for typhoon preparedness. Use the past continuous and simple past tenses together to describe overlapping events. Understand a conversation about typhoon experiences, identify who was better prepared, and complete a fact-matching table. Role-play conversations about personal typhoon experiences and preparedness. Cultural Awareness Understand the importance of family and community preparedness for typhoons, especially in regions prone to these disasters. Thinking Quality Analyze the consequences of being prepared vs. unprepared for a typhoon, and evaluate the effectiveness of different safety measures. Learning Ability Improve listening comprehension by extracting details about actions and outcomes, and enhance oral fluency through role-plays. 教学 重点、难点 Read the conversation to identify which family was better prepared (3a). Complete a table to match experiences/actions to Lisa or Haitao (3b). Listen to the conversation and role-play it (3c). Create and role-play an extended conversation about a friend's typhoon experience (3d). Using the past continuous and simple past tenses together to describe overlapping events. Using vocabulary for preparedness in context to explain safety actions. 教学准备 Multimedia equipment, PPT, audio materials 教学活动设计 教学过程 设计意图 二次备课 Step 1. Lead-in Activity: Warm-up Discussion Show the emergency supplies image and ask. Introduce: "Today we'll listen to Lisa and Haitao talk about their typhoon experiences, and learn how to talk about being prepared (or unprepared) for disasters." Step 2. Pre-listening Activity 1: Pre-teach Key Vocabulary Introduce words like store, cover, emergency supplies, relative, flood and explain their meanings with examples. Practice pronunciation together, focusing on stress in "emergency" and "relative". Activity 2: Predict the Conversation Ask students to read the opening lines of 3a and guess. Step 3. While-listening Activity 1: Complete 3a (Identify Preparedness) Play the conversation recording. Ask students to listen and answer. Review the answer and discuss why. Activity 2: Complete 3b (Match Experiences to People) Play the recording again. Ask students to tick the correct boxes for Lisa or Haitao. Activity 3: Sentence Drill Ask students to create 2 sentences using the table facts and the past continuous/simple past. Step 4. Post-listening Activity 1: Complete 3c (Role-play the Conversation) Ask students to practice the conversation in pairs, using appropriate tone. Activity 2: Complete 3d (Extended Role-play) Model an extended dialogue with a student. Step 5. Summary Vocabulary: store, cover, emergency supplies, relative, flood. Grammar: Past continuous + simple past for overlapping events. Key Takeaway: Being prepared for typhoons reduces damage and risk. Step 6. Homework Basic: Copy the 3b table and 3 key sentences from the conversation. Improving: Write 3 sentences comparing Lisa's and Haitao's experiences. Advanced: Write a short paragraph (5 sentences) about your own disaster preparedness plan, using at least 2 vocabulary words from the lesson. Connect to the theme of preparedness, activate prior knowledge, and build interest in the conversation. Remove vocabulary barriers and activate prediction skills to improve listening comprehension. Train students to listen for main ideas and specific details, and reinforce the use of past continuous + simple past. Improve oral fluency and intonation through role-play, and apply target language to new scenarios. Consolidate learning and reinforce the importance of disaster preparedness. 板书设计 Unit 5 Nature's Temper Section A 3a-3d Grammar: Past continuous + simple past Example: We were driving home when the strong winds started. 教学反思 学科网（北京）股份有限公司 $