Unit 5 第四课时(1a-1e)教学设计 2025-2026学年度人教版八年级英语下册

全英文教学设计 PEP八下 Unit 5 Nature’s Temper Period IV Section B （1a-1e） The analysis of the text This reading part tells us the story of Tilly, a 10-year-old English girl. She was on holiday in Thailand with her family. She used what she learned in geography class to know a tsunami was coming. At first, her family did not fully believe her. But she kept telling them. Her father finally told the guards, and people on the beach left quickly. The analysis of students Students are interested in real-life stories about saving people and natural disasters. They are active in reading, discussing and role-play in class. However, they lack the ability to analyze sentence structures and sum up grammar rules by themselves. They still need teachers’ guidance to understand the text and use new grammar correctly. Core competences　　　 Through this lesson, students will be able to: 1. Answer questions, watch videos about tsunamis, share what they already know and activate their prior knowledge. 2. Improve students' overall reading ability, text analysis ability and logical thinking ability. 3. Improve ss’ ability to summarize information, analyze texts and express themselves with partners. Teaching Methods 1. Communicative Language Teaching 2. Task-based Language Teaching 3. Group work Teaching Aids PPT, Seewo Whiteboard, text listening video and audio Teaching points Key Points: Analyze the text deeply, and understand the value of the story and its hidden meaning. Difficult Points: Encourage ss to share their opinions on heroic qualities and ways to deal with natural disasters. Teaching Procedures Steps Teacher’s Activities Students’ Activities Evaluation Step I Warm up 1. Greetings. 2. Play a short video about tsunami and guide the students to recall and share the knowledge of tsunami, stimulating learning interest. Students greet, watch the video and answer the question: What natural disaster is it? Have you heard of any real-life stories about tsunami? Observes whether students can express their ideas correctly when answering questions. Purpose Activate students’ background knowledge and reduce the difficulty of reading comprehension. Step II Pre-reading 1.Have ss learn new words. 2. Ss observe the picture and the title to predict what the text is about. 3.The teacher briefly introduce the background of the story in 1b. Students learn new words and predict what the text is about. Evaluate whether ss’ predictions are reasonable and related to the theme. Purpose Train students' prediction to help them better understand the text. Step III While-reading 1. T leads students to read para.1 and imagine what happened to Tilly Smith and her family next in 1b. 2.The T leads ss to read the text in 1b again and finish the task in 1c. 3. T leads ss to finish 1d-judge and correct the false statements in 1d. 4. T explains the key language points in the passage. Ss read the passage quickly and carefully to complete the tasks, and then discuss their answers with classmates. Read carefully, take notes, and ask questions if they don't understand. Observes whether students can follow the time clues to sort out the development of events and master the reading skills of arranging the order of the story. Purpose Cultivate students' ability of discourse analysis,and train students' abilities in independent reading, logical judgment and text analysis. Step IV Post-reading 1. Lead ss to think about what qualities Tilly has and asks ss to find evidence from the text. 2. Have ss discuss the questions in 1e in groups. Students complete the tasks in 1e. Share with partners. Observe whether students can find evidence in the text to support their own opinions .Then the teacher provides timely follow-up feedback. Purpose Cultivate students' ability of close reading and critical thinking. Step V Summary 1. The teacher leads students to sum up the key point in this lesson, the teacher gives supplements. 2. The teacher guides students to complete the assessment. Students recall the learned knowledge of today and complete the assessment form. To check if students can summarize the knowledge they learned. Purpose Students can talk with each other with the points they learned. Step VI Homework You must do: Write a short passage about a disaster you once experienced. If you can: Search for more information about disasters. Homework can help students strengthen the knowledge which they have learned. Purpose Let students in different level to build up their confidence and expand language output and help students strengthen the knowledge they have learned. Blackboard Design Unit 5 Nature’s Temper Section B （1a-1e） Para.1:---background information Para2-4:characters’ reactions Para5: the outcome of the evacuation Para6:the moral of the story Teaching Reflection In this period, I guide students to focus on knowledge of disaster prevention and reflect on the protagonist's qualities. Meanwhile, I integrate life education and the cultivation of disaster prevention awareness into language learning, so as to fulfill the educational value of the subject. Most students can finish the classroom tasks well. 1 学科网（北京）股份有限公司 $