Unit 5 Section B 1a-1e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“海啸及防灾相关词汇”“事件顺序理解”核心知识点，通过“讨论已知自然灾害”导入，激活学生已有认知，连接单元主题“自然的脾气”，以Tilly Smith的真实故事为学习支架，引导学生逐步进入阅读情境。 资料特色在于任务链设计（预测故事-略读主旨-完成时间线-判断正误-小组讨论），融合语言能力（词汇教学与时间标记理解）、文化意识（2004海啸全球影响认知）、思维品质（分析Tilly行动意义）。如时间线活动训练事件排序能力，分层作业满足不同水平需求，助力学生提升阅读与表达能力，为教师提供清晰教学流程与音频等多媒体资源支持。

教学内容 Unit 5 Nature's Temper Section B 1a-1e 课 时 第5课时 备课日期 授课日期 教学目标 Language Ability Master vocabulary related to tsunamis and disaster preparedness. Understand the sequence of events in the story using time markers. Complete a timeline and true/false exercises to demonstrate comprehension. Discuss the importance of disaster knowledge and quick thinking. Cultural Awareness Recognize how education and awareness can save lives during natural disasters, and understand the global impact of the 2004 tsunami. Thinking Quality Analyze how Tilly Smith's actions and knowledge made a difference, and evaluate the role of preparedness in disaster survival. Learning Ability Improve reading comprehension by identifying main ideas, details, and sequence of events, and express personal opinions in discussions. 教学 重点、难点 Discuss the worst natural disaster students know (1a). Predict the story of Tilly Smith and read to check predictions (1b). Complete a timeline of events (1c). Answer true/false questions and correct false statements (1d). Discuss questions about the story (1e). Understanding the sequence of events using time markers. Expressing personal opinions about disaster preparedness and the importance of education. 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: "What is the worst natural disaster you know of? How did it affect people?" Introduce: "Today we'll read a true story about a 10-year-old girl who saved over 100 lives during the 2004 tsunami, thanks to her geography lesson." Step 2. Pre-reading Activity 1: Pre-teach Key Vocabulary Introduce words like tsunami, earthquake, geography, panic, warning, shore and explain their meanings with examples. Practice pronunciation together, focusing on stress in "tsu-na-mi" and "ge-og-ra-phy". Activity 2: Predict the Story Ask students to read the first paragraph of 1b and guess. Step 3. While-reading Activity 1: Skim for Main Idea Ask students to read the entire passage quickly and answer. Activity 2: Complete Timeline (1c) Ask students to read the passage again and fill in the timeline with key events. Activity 3: True/False Questions (1d) Ask students to read the passage once more and circle T (true) or F (false). Step 4. Post-reading Activity 1: Discuss Questions (1e) Ask students to work in pairs to discuss. Activity 2: Extend the Discussion Ask: "What can we do to prepare for natural disasters in our community?" Invite students to share their ideas. Step 5. Summary Vocabulary: tsunami, earthquake, geography, panic, warning. Reading Skill: Using time markers to understand the sequence of events. Key Takeaway: Education and quick thinking can save lives during natural disasters. Step 6. Homework Basic: Copy the timeline from 1c and 3 key vocabulary words. Improving: Write a 5-sentence summary of the story. Advanced: Research one other real-life story of someone who saved lives during a natural disaster, and write a short paragraph about it. Activate prior knowledge, connect to the unit theme, and build interest in the reading passage. Remove vocabulary barriers and activate prediction skills to improve reading comprehension. Train students to identify main ideas, sequence of events, and specific details in the text. Encourage critical thinking and personal reflection on disaster preparedness and the importance of education. Consolidate learning and reinforce the message of the passage. 板书设计 Unit 5 Nature's Temper Section B 1a-1e Timeline of Events 1.Holiday in Phuket 2.Learnt about tsunamis in class 3.Noticed strange waves 4.Warned family and hotel staff 5. Everyone left the beach 6. Tsunami hit, but all were safe 教学反思 学科网（北京）股份有限公司 $