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

该初中英语教学设计聚焦时间序列标记词运用及过去进行时与一般过去时结合，构建天气影响下的连贯叙事。通过“分享被天气破坏的糟糕经历”讨论导入，激活学生个人经验，搭建从已有天气词汇到新叙事结构的学习支架，梳理知识脉络。 特色在于融合语言能力与思维品质培养，以范文分析为核心。先通过3a分析Ma Li的故事提取时间标记词，结合3b识别练习强化逻辑，再用3d写作个人故事并融入感官细节，辅以音频材料。分层作业满足不同需求，提升学生叙事连贯性与文化同理心，为教师提供清晰教学路径与实操活动。

教学内容 Unit 5 Nature's Temper Section B 3a-3c 课 时 第7课时 备课日期 授课日期 教学目标 Language Ability Use time sequence markers to organize a narrative. Describe a bad day affected by weather, using the past continuous and simple past tenses together. Write a coherent story based on a model text, incorporating weather-related vocabulary. Discuss personal experiences of bad weather and its impact. Cultural Awareness Understand how extreme weather affects daily routines and transportation in different regions, fostering empathy for those affected. Thinking Quality Analyze how time markers and tense consistency improve narrative flow, and apply this to personal storytelling. Learning Ability Improve writing skills by analyzing a model text, organizing ideas, and creating an original narrative. 教学 重点、难点 List events from Ma Li's story in chronological order (3a). Identify time sequence markers in the text (3b). Discuss personal bad weather experiences (3c). Write a narrative about a bad day affected by weather. Using time markers to create a clear, logical sequence of events. Maintaining tense consistency (past continuous + simple past) throughout the narrative. 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 Ask students: "Have you ever had a bad day ruined by weather? What happened?" Step 2. Presentation Activity 1: Analyze the Model Text (3a) Read Ma Li's story aloud, then ask students to list events in order. Highlight time sequence markers: first, while, suddenly, then, by the time, as a result. Activity 2: Teach Time Markers & Tense Usage a.Explain how time markers organize the story. Point out how the past continuous and simple past are used together to describe overlapping actions. Step 3. Practice Activity 1: Complete 3b (Identify Time Markers) Ask students to read the story again and underline time markers/phrases. Discuss how each marker improves the story's flow. Activity 2: Sentence Drill Ask students to combine pairs of sentences using time markers. Step 4. Production Activity 1: Discuss Personal Experiences (3c) Ask students to work in pairs to discuss. Encourage them to use the provided vocabulary. Activity 2: Write Your Own Story (3d) Ask students to write a narrative about their own bad weather day, using Ma Li's story as a model. Remind them to: 1.Use time sequence markers. 2.Combine past continuous and simple past tenses. 3.Include sensory details (what they saw, heard, felt). Step 5. Summary Time Markers: Use first, while, suddenly, then, by the time to organize events. Tense Consistency: Combine past continuous (ongoing actions) and simple past (single actions). Sensory Details: Include what you saw, heard, and felt to make the story vivid. Step 6. Homework Basic: Copy the time markers from 3b and write 2 sentences using each. Improving: Revise your story to add more sensory details and time markers. Advanced: Write a second story about a good day saved by weather (e.g., a cancelled test, a fun rain day). Activate personal experiences and build interest in the writing topic. Break down the model text to identify key writing techniques. Reinforce the use of time markers and tense consistency through controlled practice. Apply writing techniques to personal storytelling, fostering creativity and fluency. Reinforce writing strategies and celebrate student work. 板书设计 Unit 5 Nature's Temper Section B 3a-3c Time Sequence Markers first, while, suddenly, then, by the time, as a result Weather Vocabulary stormy, freezing, heavy snow, rainy, landslide, caught a cold 教学反思 学科网（北京）股份有限公司 $