Unit5 Nature’s temper. Section A (3a-3d)教学设计2025-2026学年人教版英语八年级下册
|
| Unit5 Nature’s temper. Section A (3a-3d) | 课型 | 新授课 （读说） | 课时 | 3 | |
学习 重点难点 | 重点：掌握台风与防灾相关词汇；熟练运用一般过去时、过去进行时（was/were doing...when...）描述台风发生时的场景与防灾准备；听懂对话中关于台风经历与应对的关键信息；清晰、流畅地用英语交流自身或他人的防灾经历。 | |||||
难点：正确区分并运用一般过去时与过去进行时描述台风场景；听力中快速捕捉灾害细节（如时间、动作、准备措施），兼顾理解速度与信息提取精度；口语表达时，自然融入防灾感受与应对策略，让分享符合英语交流习惯且更具感染力。 | ||||||
学习 目标 |
| |||||
当堂评价 |
2. 能够正确运用一般过去时、过去进行时和when/while句型，就彼此的台风经历与防灾准备进行问答，句型使用准确、交流顺畅；能完成“角色扮演”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. Observe the pictures and know about what typhoon can do to the neighbourhood. Sa: It can flood streets. Sb: It can break windows. Sc: It can knock down power lines. Sd: It can blow off roofs. Observe the pictures and fill in the blanks. Watch the video and try to guess what they are talking about. Se: They may be talking about the typhoon. |
Show some pictures and guide Ss to talk about the disaster typhoon brings. T: What can the typhoon do to our neighbourhood? Show some other pictures and guide Ss to talk about people’s preparations before typhoon. Play a video about the Action News Team to set the situation. |
师评。观察学生能否准确说出台风对社区造成的破坏（如淹没街道、打破窗户、吹倒电线杆、掀翻屋顶等），并结合图片细节进行描述；能否识别并运用与台风前人们准备活动 | ||||
学科网（北京）股份有限公司
|
| 相关的词汇和表达（如储存食物和水、检查应急包、固定门窗等），并完成句子填空。 |
【设计意图】通过观察图片，引导学生直观感知台风对社区的破坏，为后续学习台风相关知识和语言表达创设真实的语境，同时帮助学生积累与台风破坏相关的词汇和表达。展示台风前人们准备的图片，引导学生思考台风来临前的准备工作，进一步丰富台风相关的知识储备。播放关于台风的新闻播报视频，拓展学习资源，激发学生的学习兴趣，让其在不同形式的材料中进一步深化对台风情境的理解，为后续的读说活动奠定基础。 | ||
Step 2. Reading. Read the conversation quickly and choose the correct option. Read the conversation again and identify who experienced or did the listed things. Mark “√” in the corresponding column for Lisa or Haitao. Compare Haitao’s and Lisa’s families’ preparations for the typhoon based on the information from the conversation. Determine whose family was better prepared.
|
Present the conversation and provide four options for students to analyze the main idea. T: What’s the dialogue mainly about? Guide Ss to read the conversation carefully and extract specific details about Lisa and Haitao’s experiences and actions. Provide the table and help students match the experiences/actions with the correct person. Guide Ss to analyze the preparation measures of both families from the conversation. Help Ss make a judgment on which family was better prepared by comparing the details. T: Whose family was better prepared for the typhoon? Explain “Emergency Supplies” by presenting the things. |
师评。观察学生在快速阅读环节，能否迅速抓住对话的核心主题，从四个选项中选出正确答案，体现出良好的信息提取和主旨概括能力；在精读环节，能否细致地从对话中提取关于海涛和丽萨经历、行为的细节信息，完成表格的填写，展 |
学科网（北京）股份有限公司