Unit 5 Section A 1a-1d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自然灾害词汇（如typhoon, drought）及过去进行时（was/were + verb-ing），通过展示单元主题图片提问灾害影响与已知灾害，激活学生旧知，搭建从生活经验到新词汇、语法的学习支架。 特色在于听前匹配图片学词汇、听中利用音频识别灾害与动作、听后角色扮演及防灾讨论的活动链，融入文化意识（理解灾害全球影响）和思维品质（分析灾害对生活的影响），如讨论“台风时会做什么”提升语言运用与批判性思维，教师使用可高效落实核心素养，促进学生综合能力发展。

教学内容 Unit 5 Nature's Temper Section A 1a-1d 课 时 第1课时 备课日期 授课日期 教学目标 1.Language Ability Master vocabulary for natural disasters. Use the past continuous tense to describe actions in progress during a disaster. Listen to identify disasters and actions, and discuss what people were doing during natural events. 2.Cultural Awareness Understand the global impact of natural disasters and recognize the importance of preparedness. 3.Thinking Quality Analyze how natural disasters disrupt daily life and evaluate the importance of emergency responses. 4.Learning Ability Improve listening comprehension by identifying key details, and enhance oral fluency through role-plays and discussions. 教学 重点、难点 Match natural disasters to their pictures (1a). Listen to identify the disasters people faced (1b). Listen to circle what people were doing during the disasters (1c). Ask and answer questions about people's actions during disasters (1d). Using the past continuous tense correctly to describe ongoing actions (e.g., "was doing homework" vs. "did homework"). Pronouncing disaster-related vocabulary accurately (e.g., typhoon, drought). 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 unit opening photo and ask: "What natural disaster is happening in this photo?" "How do you think this affects people's lives?" "What other natural disasters do you know?" Step 2. Pre-listening Activity 1: Complete 1a (Match Disasters to Pictures) Present the six disaster names and corresponding images. Review answers and practice pronunciation, emphasizing stress in "ty-phoon" and "drought". Activity 2: Introduce Past Continuous Tense Explain the structure: Subject + was/were + verb-ing. Model sentences using the 1c actions. Step 3. While-listening Activity 1: Complete 1b (Listen for Disasters) Play the first recording. Ask students to write down the three natural disasters people faced. Activity 2: Complete 1c (Listen for Actions) Play the recording again. Ask students to circle what each person was doing when the disaster happened. Review answers and clarify the past continuous tense Activity 3: Sentence Drill Ask students to create 2 sentences using the 1c details. Invite 2 students to share their sentences. Step 4. Post-listening Activity 1: Complete 1d (Ask & Answer Questions) Model the dialogue with a student: > A: What was Xinyi doing at the time of the typhoon? > B: She was warning a neighbour. Activity 2: Extend the Discussion Ask: "What would you do if a typhoon or earthquake happened? What preparations can we make?" Step 5. Summary Vocabulary: earthquake, typhoon, wildfire, snowstorm, flood, drought. Grammar: Past continuous tense (was/were + verb-ing) for actions in progress. Target Sentences: "What was [name] doing at the time of the ... ?" "He/She was ... " Step 6. Homework Basic: Copy the disaster names and 3 key sentences from 1d. Improving: Write 3 sentences about what you were doing during a past event. Advanced: Research one natural disaster and write a 4-sentence paragraph about its typical impacts. Activate prior knowledge, connect to the unit theme, and build interest in the topic. Build disaster vocabulary and introduce the key grammar structure for the lesson. Train students to listen for main ideas and specific details, and reinforce the past continuous tense. Apply listening input to oral output and encourage critical thinking about disaster safety. Consolidate learning and reinforce key language points. 板书设计 Unit 5 Nature's Temper Section A 1a-1d Past Continuous Tense Structure: was/were + verb-ing Example: Xinyi was warning a neighbour when the typhoon hit. 教学反思 学科网（北京）股份有限公司 $