Unit5第五课时SectionB(2a-3c)教学设计2025-2026学年度人教版八年级下册

全英文教学设计 PEP八下 Unit 5 Nature’s Temper Period V Section B 2a-3c Vocabulary in Use &Writing The analysis of the text The part is about natural disasters and bad daily life, centered on the topic “A Bad Day”.2a to 2c presents natural disaster words such as earthquake, typhoon, and tornado. It also includes verb collocations like hit, take place and sweep through to describe when natural disasters happen and their influences. There are also compound words such as snowstorm, wildfire and floodwater to help students learn more expressions about natural events. 3a tells about Mary’s bad but lucky day last Friday. The passage shows the time order of events and how weather influenced her trip and the school exam. The analysis of students Ss have basic English vocabulary and simple reading skills. They can use simple sentences to talk about daily things and past experiences. They can understand easy short stories, but they still have difficulty describing natural disasters and retelling a story in time order. However, some students are weak in remembering new words and making full English sentences. They need teachers’ guidance to learn and write. Core competences　　　 Through this lesson, ss will be able to: 1. Master the words about natural disasters and understand their meanings, word types and correct use in different situations. 2. Sort out the main events of the text in time order and master the story structure with time words and logical connecting words. 3. Understand the truth that bad luck may bring good luck in life, and develop a positive and happy attitude towards life. Teaching Methods 1. Communicative Language Teaching 2. Task-based Language Teaching 3.Group work Teaching Aids PPT, Seewo Software;the audio of the text in 3a Teaching points Key Points: 1.Use the target words skillfully in writing 2.Describe events and surroundings correctly. Difficult Points: 1.Use different linking words flexibly and correctly. 2.Connect events and feelings smoothly and improve the logic and beauty of your writing. Teaching Procedures Steps Teacher’s Activities Students’ Activities Evaluation Step I Warm up 1. Greetings. 2. Have ss use the collocations in 2a to make sentences. Students greet and make sentences using the words in 2a. Observe whether students can finish tasks, and give timely guidance and feedback. Purpose Encourage ss to apply what they learned into practice. Step II Practice Work on 2b and 2c 1. Have ss complete the sentences in 2b using five of these words, then check answers and explain the difficult points. 2. Lead ss to complete the passage in 2c with the correct forms of the words in the box. Ss finish the tasks in 2b and 2c, and then check answers. Observe whether students can take an active part in the activity. Purpose Guide students to accurately understand and flexibly use the related knowledge through a series of tasks. Step III Writing 1. Lead ss to read about Ma Li’s day and order the events in 3a. 2. Have ss read again and underline the words and phrases that indicate the times of the events or connect them together in 3b. 3. Have ss think about a day when you experienced bad weather, and discuss the events of your day with a partner. 4. Have ss write a story about their day, use 3a as an example. 1. Ss read the text and complete 3a, 3b and 3c. 2. Ss write a story about their day. To evaluate the ss can sort out events correctly in time order, and whether they can quickly find and mark key words of direct and indirect time. Purpose To train ss to use textbook knowledge to turn language input into output. Step IV Summary 1. The teacher leads students to summarize what they have learned. 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 sort out the text structure and master useful linking words. Purpose Guide students to go over the learning process and clear up the order of events. Step V Homework You must do: Ask students to polish their own writings. If you can: Select a narrative essay from your exercise book and create a mind map for it. To observe students can finish the basic homework and consolidate the key knowledge. Purpose Respect students’ differences and help students build confidence in English learning. Blackboard Design Unit 5 Nature’s Temper Period V Section B 2a-3c Introduction: weather type+initial activity Body: events(with time words)+feelings Conclusion:result(happy ending, unexpected surprise) Teaching Reflection I guide students to combine reading with writing and promote writing through reading and lead students sort out narrative logic, collect writing materials and learn to write by imitation. This helps turn reading input into writing output and improve students' written expression ability. 1 学科网（北京）股份有限公司 $