Unit5 Nature's temper. Section A(2a-2d)教学设计2025-2026学年人教版八年级英语下册

课题 U5 Section A(2a-2c) What happens during a natural disaster? 课型 新授课 （听说） 课时 2 主备人 审核人 学习 重点难点 重点：掌握台风与避险相关词汇（如typhoon, clean-up, scared, thankfully）；熟练运用过去进行时（was/were doing...when...）描述台风发生时的场景；听懂采访中关于台风经历的关键信息；清晰、流畅地用英语交流自身或他人的避险经历； 难点：正确区分并运用过去进行时与一般过去时描述台风场景；听力中快速捕捉灾害细节（如时间、动作、感受），兼顾理解速度与信息提取精度；口语表达时，自然融入避险感受与应对策略，让分享符合英语交流习惯且更具感染力。 学习 目标 1. 能够在“台风经历分享”的情境中，听懂采访大意和语篇逻辑；正确认读台风与避险核心词汇，掌握其发音和词义；梳理并理解不同人物在台风中的经历与应对（如正在做什么、如何应对）；（学习理解） 2. 能够运用过去进行时和when/while引导的时间状语从句，仿照采访结构，与同伴就台风经历进行问答互动，准确描述自己或他人在台风中的活动及应对，实现有效交流；（应用实践） 3. 能够在“家庭防灾预案设计”的情境中，结合自身生活，拓展台风应对内容，并运用英语详细、准确地描述家庭防灾计划与意义，体现敬畏自然、科学避险的意识。（迁移创新） 当堂评价 1. 能够正确认读、理解台风与避险核心词汇，准确梳理并表述男孩、女孩、男子在台风中的经历；能识别采访核心信息，完成“判断正误”“听辨填空”类任务；（检测学习目标1） 2. 能够正确运用过去进行时和when/while句型，就彼此的台风经历进行问答，句型使用准确、交流顺畅；能完成“角色扮演采访”任务，表述清晰；（检测学习目标2） 3. 能够独立和合作完成“家庭台风防灾预案”，包含2种应对措施，用英语准确介绍措施内容与意义，描述具备丰富性与合理性，符合英语交流逻辑。（检测学习目标3） 教学活动设计 学习活动 教师导学 学习评价 Step 1. Lead-in. Play a guessing game with T. Observe the pictures and fill in the blanks to talk about what people were doing. Sa: While the strong winds were blowing, people were staying inside. Sb: The children were watching TV when heavy rain suddenly began to pour down. Learn more about typhoon. Present some phrases for Ss to guess what it is. T: What do you usually do in your free time? Show some pictures to guide Ss to talk about people’s actions at the time of typhoon. T: A terrible typhoon happened. What were people doing at the time of typhoon? Play a video about typhoon. 师评。观察学生是否对台风这一自然灾害话题产生兴趣，愿意主动观察和思考台风天气下人们的行为及应对措施；能否准确识别图片中与台风相关的元素，并正确填写描述人们行为的句子。 【设计意图】通过猜谜游戏，激发学生的学习兴趣，自然导入台风主题，同时为学生提供与台风相关的词汇，为后续描述和语法运用积累语言素材。展示台风相关图片，创设真实的台风情境，让学生在观察中感知语言使用的场景，为语法（过去进行时）和语句运用提供直观的语境支撑。播放台风视频，拓展学生的学习视野，让学生更全面地了解台风的场景，为后续的深入学习和语言运用提供更丰富的素材，同时增强学生的安全意识和对自然环境的认知。 Step 2. While-listening. Read the statements about typhoons. Write T for true or F for false. Observe the pictures of a reporter interviewing three people. Predict the content of the interviews. Listen to the interviews and the weather report. And answer the questions. Listen again and complete the sentences. Check the answers. Sa: When the typhoon hit, the boy's family were having dinner at home. Sb: After the typhoon, they helped to clean up the neighbourhood. Listen again and fill in the blanks. Recycle useful expressions. Practice asking and answering about the situation using the recycled expressions and past continuous tense. Provide the reading materials about typhoons. Guide students to pay attention to the key information to judge true or false. Show the pictures of the reporter interviewing. Guide students to predict the interview content. Play the recording for the first time. Remind Ss to pay attention to the key words. Let Ss choose the right answers to the questions. T: When did the interviews take place? T: Where did the interviews probably take place? Then play it again and let students fill in the blanks in 2c. Give hints if necessary. Guide students to sum up useful expressions related to the situation and past continuous tense. Provide sentence structures for asking and answering. 师评。观察学生能否准确判断关于台风的陈述的正误，并说明判断依据。 师评。观察学生能否结合图片和听力内容，正确识别采访发生的时间（台风减弱后）和地点（街道上），并解释判断理由。 师评。观察学生在听力后完成句子填空时，能否结合上下文和关键词，准确填写出正确的内容，体现出对目标语法和词汇的运用能力。 【设计意图】通过判断台风相关陈述的正误，引导学生关注台风的特点和相关知识，巩固对台风的认知，同时为语法（过去进行时）和词汇的运用提供语境。展示记者采访的图片，引导学生预测采访内容，激发学生的好奇心和求知欲，为听力活动做好铺垫。听力活动分层次进行，第一次听力关注关键信息的判断，第二次听力聚焦句子填空，逐步提升学生的听力理解能力和信息提取能力，同时培养学生“听前预测、听中抓关键、听后验证”的听力策略。“Recycle useful expressions”环节，通过反复练习询问情况和描述过去动作的句型，强化学生对目标语法和词汇的运用，提升口语表达能力。 Step 3. Post-listening. Work with their group members and play the roles of the interviewer and the interviewees. Sa: Excuse me. Did you have any trouble during the typhoon? Sb: No. When the typhoon hit, my family were having dinner at home. Work in pairs and role-play a conversation between the reporter and another person who experienced the typhoon. Have a self-evaluation and peer -evaluation according to the checklist. Ask students to work in groups and choose one interview to role-play. Offer the checklist. Set the situation of being a live filed reporter and let Ss work with their partners to role-play one of the interviews. Provide the conversation template the evaluation standards for self&peer check. 自评、互评、师评。观察学生结对角色扮演时，能否脱稿清晰流利地演绎对话，且表达中是否带有相应的情绪与情感，以此评估学生的口语流利度、情境表现力与对话内容的内化程度。 自评、互评、师评。观察学生能否在结对问答活动中，准确提问并依据听力内容或自身创编的内容正确回答，体现出对句型的灵活运用和信息整合能力。 【设计意图】通过小组角色扮演和结对问答，巩固过去进行时的语法运用和与台风相关的词汇、功能表达，实现从“听力输入”到“口语输出”的知识迁移，让学生在真实语境中熟练运用目标语言，提升语言综合运用能力。设置“现场记者报道”的情境，增强语言运用的真实性和趣味性，激发学生参与热情，使语言学习与实际生活场景紧密结合。自我评价和同伴互评环节引导学生学会反思和欣赏他人，培养批判性思维和客观评价的能力，同时通过评价标准的引导，明确学习的改进方向，促进自主学习能力的发展。 Step 4. Conclusion. With T’s help, have a conclusion about what they’ve learned this lesson. Watch the video. Have a deeper thinking about T’s questions. Sa: We should help clean up the neighbourhood. Sb: We should take weather reports seriously. Play a short video about typhoon. Ask more questions. T: What can you learn from these interviews? T: What can the typhoon do to the neighbourhood? T: What preparations can one make to deal with typhoon? 师评。观察学生能否在教师引导下，全面、清晰地总结本节课所学内容，包括台风相关知识和安全应对表达，并且能结合新情境进行知识的迁移运用。 师评。观察学生能否结合视频内容和自身生活经验，对“如何更好地防范自然灾害”这一问题进行深入思考，并清晰表达自己的观点。 【设计意图】通过总结环节，帮助学生梳理本节课的知识脉络（自然灾害知识、语法知识、安全表达），强化记忆与理解，同时将所学知识系统化，便于长期记忆和后续运用。借助播放防灾准备视频，拓展学生对自然灾害防范的认知，将语言学习与生命安全教育深度融合，提升学生的安全素养和社会责任感。 板 书 设 计 Unit 5 Nature’s Temper Section A What happens during a natural disaster? (2a-2c) 作 业 设 计 必做 Write a 60–80 word passage about one person’s typhoon experience (choose from the interviews). Include what they were doing when the typhoon hit; how the typhoon affected them; what they did after it. Use words/phrases like neighbourhood, roof, report, wave, trouble. 选做 Talk with a family member about a natural disaster they have experienced. Ask: What disaster did you experience? How did you stay safe? Write a 50-word note to record their experience and your feeling about it. 教学反思 【优点】本课时紧扣“自然灾害与防灾减灾”主题，环节设计贴合初二学生认知：以“灾害判断”激活生活体验，通过“听采访填信息”实现听力输入的梯度推进，最后“角色扮演采访”将语言知识转化为输出实践。教学中融入育人目标，借助采访对话，引导学生体会“敬畏自然、科学避险”的重要性，课堂参与度较高。同时，重点词汇（如 neighbourhood, roof, report）与句型（“What were you doing when...?”）的渗透自然，基本达成“学用结合”的效果。 【不足】对基础薄弱学生的支持不足，听力环节部分学生因语速或词汇（如neighbour- hood, roof）未能捕捉细节，教师未及时暂停或提供关键词提示；输出环节的引导不够细化，“角色扮演采访”时，部分学生仅描述动作，未完整表达“灾害影响+应对方式”，且缺乏情绪表达。此外，“防灾减灾的意义”挖掘较浅，未引导学生关联自身学习与生活，削弱了育人目标的落地效果。 【改进】强化分层支持与意义深化：一是在听力环节为基础薄弱学生提供“关键词提示卡”（如neighbourhood, roof, report），并适时暂停对话、重复关键信息；二是细化输出引导，展示“采访示例”（包含灾害、影响、应对），提供句型支架（如“When the typhoon hit, I was... I felt... so I...”）；三是深化育人意义，增加“小组讨论”（How can we prepare for natural disasters in our daily lives?），引导学生关联自身，强化“主动避险、敬畏自然”的认知，同时巡视时对表达薄弱学生进行一对一指导。 学科网（北京）股份有限公司 $