Unit5 Nature's Temper Section B 3a-4c 教学设计 2025-2026学年人教版英语八年级下册

Section B (3a-4c) 一、教学基本信息 1.课程名称：Section B (3a-4c) 2.学科：初中英语 3.年级：八年级 4.教材版本：人教版（2024）八下 5.课时安排：1课时 6.授课教师： 二、教学目标 核心素养目标 1.语言能力：积累天气灾害、叙事类词汇，掌握时间顺序词和过去进行时的叙事句式，能梳理事件顺序、仿写故事，并完成小组链式故事创作与口头分享。 2.思维品质：通过梳理故事的时间线与因果逻辑，提升叙事逻辑与事件串联能力，学会从个人经历中提炼叙事要素，构建完整故事链条。 3.学习能力：掌握故事时间线梳理、仿写与小组合作创作的策略，提升自主写作、同伴协作与课堂展示的能力。 4.文化意识：了解不同地区常见极端天气的叙事表达，感受跨文化中“逆境叙事”的共性，增强对天气灾害的共情与安全意识。 三、教学重难点 （一）教学重点 1.掌握叙事类时间连接词和过去进行时的用法； 2.能准确梳理事件顺序并仿写故事。 （二）教学难点 在小组链式故事中，高效衔接同伴的内容，构建情节合理、逻辑连贯的故事，并清晰、有感染力地完成课堂分享。 四、教学方法 1.情境教学法：创设暴雨、暴风雪、野火等灾害情境，让学生在真实语境中运用语言。 2.任务型教学法：设计“文本梳理→仿写写作→链式故事→成果展示”递进任务，让学生在完成任务中巩固知识、提升技能。 3.合作学习法：通过小组讨论、结对互改作文、链式创作等形式，鼓励学生互助合作，共同完成学习任务。 4.讲授法：重点讲解词汇用法、句型结构、叙事逻辑、写作框架，及时纠正错误，强化语言准确性与规范性。 五、教学准备 1.多媒体课件：暴雨雷电图片、课文原文、时间线图表、事件排序卡片、写作提纲、连接词清单、链式故事开头、优秀范文。 2.学习任务单：事件排序表、细节判断题、连接词练习、写作提纲、互评清单、故事接龙稿。 3.分组准备：将学生分为2-4人小组，明确小组故事创作、情节衔接、记录整理、展示发言的分工。 六、教学过程 （一）导入新课 1.视频导入：播放一段1分钟左右的暴雨、雷电、大风短视频，引导学生观察并回答： What kind of weather is it? How did you feel at that time? 2.词汇预热：教师出示本课重点天气与动作词汇，领读并简单讲解：rainstorm, thunder, lightning, pour, flash, alarm, go off, landslide, cold, wet, worried, scared。 3.揭示本节课主题：教师引出课题：Today we will read a story about a terrible day in a rainstorm, learn to tell our own stories, and create group chain stories. （二）文本学习与写作训练 1. Pre-writing：（1）观看文字图片，提问学生“Have you ever experienced such bad weather? What can you see in the picture?”，邀请2-3名学生分享自己的经历，激活学生已有知识，自然引出本节课主题。 （2）学生快速浏览文章，完成细节选择题，核对答案： · What is the main idea of the passage?（ B ） A. A story of a big rainstorm. B. A day that was terrible at first but turned out lucky. C. How to study for a test. D. Why the bus was late. · What may NOT happen in the passage?（ C ） A. The writer gets up late. B. It rains heavily. C. The writer has a good time. D. The writer is late for school. （3）学生精读文章，完成3a事件排序任务，梳理故事关键信息： Ma Li woke up late. She ran to the bus stop. She started reviewing her notes. It started to rain and she became cold and wet. The bus driver said they would be late. The teacher decided not to have a test. （4）学生仔细阅读文章，完成细节选择题，核对答案： · Why did the writer wake up late?（ B ） A. He went to bed too late. B. His alarm clock didn’t go off. C. He was ill. D. He forgot to set the alarm. · What was the writer doing while waiting for the bus?（ B ） A. He was having breakfast. B. He was reviewing his notes. C. He was talking with a friend. D. He was listening to music. · What happened along the usual road?（ C ） A. There was a car accident. B. There was a heavy traffic jam. C. There was a landslide. D. The road was being built. · Why didn’t they have the test at last?（ B ） A. The test paper was wet. B. Many students were late. C. The teacher was absent. D. The weather was too bad. （5）让学生模仿3a，完成3b任务，划出时间衔接词与天气描写句，明确叙事要素：时间、天气、动作、感受、结果。 Last Friday started terribly. First, my alarm clock didn’t go off, so I woke up late and had to rush to the bus stop. I had a test that morning, so I was reviewing my notes while I was waiting for my bus. All of a sudden, thunder rolled across the sky. Then it started to pour. The wind was too strong for me to use my umbrella! By the time the bus came, I was cold and wet. I was still worrying about the test when the bus driver said that we would be late. There was a landslide along our usual road. When I finally reached my classroom, out of breath, my teacher was already waiting at the door. Many others were also late because of the rainstorm. As a result, she said we weren’t having a test after all! What luck on my unlucky day! （6）运用过去进行时、天气类词汇描述恶劣天气经历；能围绕4个问题与同伴进行连贯对话交流，积累写作素材。 What kind of bad weather was it? What were you doing when the bad weather started? What did you see, hear, or do during the bad weather? How did you feel? What happened or went wrong because of the bad weather? （7）写作指导：给出“自然灾害”的解读与结构框架： · 文体解读 本单元以“大自然的脾气”为话题，主要介绍了在自然灾害期间人们的经历。与此相关的写作通常涉及以下几个方面： 介绍在某种坏天气下的个人经历； 介绍在某种自然灾害期间的所见、所闻和所感； 就如何应对某种自然灾害给出相关建议。 · 如何介绍在某种坏天气下的个人经历 ①关键要素 背景：故事发生的时间、天气、原本计划要做的事（比如去学校、参加活动） 冲突：天气突变，遇到的麻烦和意外（比如下雨、堵车、迟到） 过程：你当时的动作、听到 / 看到的细节、心里的感受 结局：事情的最终结果，以及你对这一天的想法或心情变化 ②结构 a. 开头段：交代背景，引出 “糟糕的一天” 开头一句话点明时间、天气和整体感受，快速抓住读者注意力。 b. 发展段1：故事开始，第一个麻烦出现 先写“起晚 / 出门”的意外，再写天气变化 先写“小麻烦”：闹钟没响、忘带东西、赶不上公交 再写“天气突变”：天变暗、打雷、下雨，制造紧张感 c. 发展段2：麻烦升级，细节拉满 接着写更多的意外和你的反应，让故事更有画面感： 路上遇到的阻碍：公交晚点、堵车、路滑 身体和感受：浑身淋湿、又冷又急、担心迟到 / 考试 d. 结尾段：结局+心情转折/总结 写出事情的结果，再加上一句自己的感受，让故事有始有终： 可以是“祸兮福之所倚”的惊喜结局，也可以是“虽然糟糕，但学到了东西”的感悟。 · 常用表达 ①天气词汇：rainstorm, thunderstorm, heavy rain, strong wind, lightning, thunder, dark clouds, pour, flood ②活动动词：walk, run, wait, review, study, read, watch, sleep, eat, drive, ride ③感受形容词：cold, wet, worried, scared, surprised, lucky, unlucky, terrible ④连接词：first, then, after that, when, while, by the time, as a result, finally ⑤常用句型 I was doing... when... While I was doing..., ... happened. All of a sudden, it started to... I felt... because...The... was so... that... Luckily / Unfortunately, ... 2.While-writing：（1）故事创作（3d）：让学生模仿3a，根据写作指导和提纲，完成3d任务——写一篇自己的恶劣天气经历，字数60-80词。 Last Friday, I had a really bad day. While I was having breakfast with my younger sister, the sky was growing darker and darker. I heard thunder and saw lightning. When I left the house, ... （2）教师巡视：针对学生的词汇选择、句式运用、语法错误进行个别指导，鼓励学生加入细节描写（天气、动作、心情、环境）。 3.Post-writing：（1）结对互改：学生两人一组，根据checklist（结构清晰、主题明确、细节完整、语法正确、拼写无误）互相批改作文。 （2）范文展示：范文展示：展示1-2篇优秀习作，分析其优点（细节丰富、句式多样、衔接自然），供学生参考。 Last Friday, I had a really bad day. While I was having breakfast with my younger sister, the sky was growing darker and darker. I heard loud thunder and saw bright lightning flash across the sky. When I left the house, it suddenly started raining heavily. I had forgotten my umbrella, so I had to run all the way to school. On the way, a car drove through a huge puddle and splashed muddy water all over me! I was completely wet and dirty. When I finally arrived at school, I discovered that my homework inside my bag was also wet. I thought my teacher would be angry, but she was actually very understanding. She smiled and told me I could hand it in the next day. Although the morning was awful, things turned out okay in the end. （三）小组项目——链式故事创作 （1）教师展示wildfire与snowstorm 图片，提问：What natural disasters are they? What do you know about them? （2）4a：①教师展示两个故事开头文本，学生以小组为单位选择主题： During the hot and dry summer last year, my family experienced the first natural disaster of our lives. We were hiking in the mountains when lightning flashed across the sky. The sky got darker and darker. And then we realized that we weren’t looking at clouds. It was smoke! There was a wildfire! Last winter, my family had a terrifying experience. It started one evening while we were enjoying a quiet night at home. My parents were watching TV while my brother was doing his homework. I, on the other hand, was glued to my bedroom window. Thick snow was falling and the world outside was growing whiter and whiter. ②小组齐读所选开头，梳理故事要素：时间、地点、人物、事件背景 关键动作与情绪（如hiking, enjoying the night at home） 转折信号（lightning, thick snow falling） ③教师引导预测：“What do you think will happen next? Talk with your group members.” （3）4b轮流续写故事：小组内轮流续写，每人添加1-2句话/对话，情节衔接自然。 ①展示对话描写、动作描写，引导学生模仿。 A: “Look!” my brother shouted. “I can see the fire over there!” B: I had my phone out. I was ready to call for help. C: My dad ... （4）成果展示（4c）：①邀请2-3个小组上台展示链式故事，其他小组认真倾听。 ②全班投票评选：Best Story（逻辑最连贯）、Most Creative Story（最有创意）、Most Expressive Story（表达最生动）。 ③教师点评：肯定各小组的亮点，强化防灾安全意识，总结项目收获。 A: “Look!” my brother shouted. “I can see the fire over there!” B: I had my phone out. I was ready to call for help. C: My dad quickly called 119. Then he told us, “Stay calm and find a safe place to wait.” B: I was a bit scared and asked, “Dad, will the firefighters come quickly?” C: My dad replied, “Sure, they will. Don’t worry.” A: My brother looked around nervously and said, “I hope the fire won’t spread to our neighbourhood.” B: I nodded and said, “Yeah. Let’s just wait patiently. The firefighters will manage it well.” （四）反思 Can you name different natural disasters and talk about their impacts? Can you describe people’s actions before, during, and after a natural disaster? Can you talk about what you were doing during an event in the past? How should we prepare for and stay safe in bad weather or natural disasters? （五）语言点精讲 1. First, my alarm clock didn’t go off, so I woke up late and had to rush to the bus stop. 首先，我的闹钟没响，所以我醒来得晚了，不得不匆忙赶到公共汽车站。 alarm①（时钟或手机的）闹铃 ②警报（器） ③惊恐 alarm clock 闹钟 set the alarm for... 把闹钟设定在…… a fire/smoke alarm 防火/烟雾警报器 sound the alarm 发出警报 in alarm 惊恐地 go off ①（警报器等）发出响声 ② 离开 ③（机器或设备）停止运转 ④（电灯）熄灭 ⑤ 变质 get off 下车 cut off 切除 put off 推迟 turn off 关掉 fall off 数量减少 take off 脱下；起飞 2. The wind was too strong for me to use my umbrella! 风太大了，我没法打伞！ too+adj.+(for sb.) +to do sth. 太……（某人）不能…… too... to...与so... that...的转换：当that引导的从句为否定句，且主从句的主语一致时，两个结构可以互相转换。 too... to...与not... enough to...的转换：enough修饰的形容词或副词应是too后形容词或副词的反义词。 3. By the time the bus came, I was cold and wet. 到公共汽车来的时候，我又冷又湿。 by the time（到……的时候），常用于引导时间状语从句。 4. There was a landslide along our usual road. 在我们平时走的路上有滑坡。 usual adj. 通常的；寻常的 → unusual adj. 不寻常的 → usually adv. 通常地 as usual 像往常一样；照例 5. When I finally reached my classroom, out of breath, my teacher was already waiting at the door. 当我上气不接下气地终于到达教室时，我的老师已经在门口等着了。 out of breath 上气不接下气 be short of breath 呼吸困难 hold one’s breath 屏气 take a (deep) breath（深）吸一口气 breathe v. 呼吸 6. As a result, she said we weren’t having a test after all! 结果她竟然说我们没有考试！ 辨析as a result与as a result of 7. What luck on my unlucky day! 在不幸运的一天是多么幸运啊！ luck n. 运气 → lucky adj. 幸运的 → luckily adv. 幸运地 → unlucky adj. 不幸的 → unluckily adv. 不幸地 （六）即时练习——用所给短语的适当形式填空 slow down come off as soon as s a result out of breath by the time go off make preparations as usual all of a sudden We were walking on the street when all of a sudden, a black cat ran past us. He stayed up late playing games every day. As a result, he felt very tired in class. You should slow down when you drive through the school gate. By the time I arrived at the cinema, the movie had already been on for ten minutes. We are busy making preparations for the New Year’s party these days. The paint on the wall began to come off after it rained heavily several times. He got up early and went to the park to do exercise as usual this morning. My alarm clock didn’t go off this morning, so I got up late. I ran quickly to catch the early bus and arrived at school out of breath. I will tell you the good news as soon as I finish talking with my teacher. （七）课堂小结与作业 1.课堂小结：师生共同回顾本节课核心词汇、短语、时间线梳理策略及写作指导。 2.作业布置：修改完善自己的恶劣天气经历作文，誊写在作业本上。整理小组链式故事。 七、板书设计 Unit 5 Nature’s Temper Section B (3a-4c) 1. 核心词汇 terribly, alarm, review, sudden, thunder, usual, unlucky 2. 写作结构 开头（时间+天气+感受）→中间（事件+动作+天气变化）→结尾（结果+感悟） 3. 小组链式故事 选择开头→轮流续写→完善润色→展示分享 八、教学反思 1.本节课通过“文本学习→写作训练→小组链式故事”流程，有效落实核心素养目标，学生能基本掌握描述恶劣天气经历的表达，完成个人写作与故事展示。但部分学生在写作中细节不够丰富，需在后续教学中提供更多天气、动作、感受类描写示例。 2.小组链式故事环节学生参与度较高，但部分小组情节衔接生硬，需提前讲解故事衔接技巧，提供更多过渡句模板。 3.写作互改环节能帮助学生发现错误，但部分学生批改不够认真，后续可明确批改重点，让互改更有针对性。 4.可补充更多不同国家应对自然灾害的案例，进一步渗透安全意识与文化意识目标，让学生更直观地理解防灾避险的重要性。 学科网（北京）股份有限公司 $