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

课题 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 1. 能够在“台风经历分享”的情境中，听懂对话大意和语篇逻辑；正确认读台风与防灾核心词汇，掌握其发音和词义；梳理并理解Lisa与Haitao两家在台风中的经历与应对（如正在做什么、如何准备）；(学习理解) 2. 能够运用一般过去时、过去进行时和when/while引导的时间状语从句，仿照对话结构，与同伴就台风经历与防灾准备进行问答互动，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、理解台风与防灾核心词汇，准确梳理并表述Lisa与Haitao两家在台风中的经历与应对；能识别对话核心信息，完成“判断准备情况”“勾选经历”类任务；（检测学习目标1） 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，展现出较强的文本分析和细节捕捉能力 【设计意图】通过略读活动，引导学生快速把握对话主旨，训练学生的信息筛选和主旨概括能力，帮助学生整体感知文本内容，为后续的细节分析和对比奠定基础。借助精读活动，引导学生深入挖掘对话中的细节信息，精准识别海涛和丽萨的经历与行为，强化学生对文本细节的捕捉和理解能力，同时加深对对话内容的记忆。通过对比两家家庭的台风准备工作，引导学生整合对话中的关键信息，分析并判断哪一家准备更充分，深化学生对“台风准备措施”这一知识点的理解，同时提升学生的分析、比较和判断能力。 Step 3. Post-reading. Role-play the conversation with a partner, using proper intonation, body language and emotions. Complete the summary of the conversation. One S read the passage to check the answers. Work with their partners and play the roles of Haitao/Lisa and their friend. Talk about their experience with the typhoon. Do a presentation in class three minutes later. Sa: Hi, Haitao / Lisa. I heard about the typhoon yesterday. Are you OK? Sb: Yes, I .../ Not really. I... Sa: What were you doing when the typhoon hit? Sb: I was... Provide the role-play requirements and ask Ss to work in pairs to practice the conversation, giving feedback on their performance. Provide a short passage for Ss to complete and retell the conversation. Encourage Ss to make new conversations between Haitao/Lisa and their friend. T: Imagine that Haitao or Lisa is your friend. Role-play a conversation about the typhoon experience. Offer the evaluation standards and the example conversation to help Ss. 自评、互评、师评。观察学生能否在角色扮演中，准确运用对话中的核心句型描述台风时正在做的事，表达感受或评价，并结合肢体语言和情感，使对话自然流畅。 师评。观察学生在完成摘要填空时，能否快速回忆对话内容，准确填写缺失信息。 【设计意图】通过角色扮演，让学生在实践中巩固对话中的核心句型、词汇和相关表达方式，实现从“输入”到“输出”的语言转化，同时结合肢体语言和情感的运用，提升语言运用的真实性和感染力。复述对话摘要的活动，帮助学生梳理对话的关键信息，强化对文本内容的记忆和理解。创编新对话的要求，鼓励学生在已有知识的基础上进行创新，拓展语言运用的场景和形式，培养学生的语言创造力和应变能力。 Step 4. Conclusion. With the help of T, try to sum up what they’ve learned this lesson. Try to share their opinions in class. Sa: They think the storm won’t be strong. Sb: People think “it won’t happen to me”. Ask questions to lead Ss to think further. T: Why do people often ignore weather warnings or fail to prepare, even when they know a storm is approaching? T: Some are well-prepared, while others are not. What causes this expectation gap? 师评。观察学生能否在教师引导下，全面、有条理地总结本节课所学内容，包括台风相关知识、语法知识以及语言表达。 【设计意图】通过总结环节，帮助学生梳理本节课的知识脉络（台风危害、应对准备、语法句型、语言表达），强化记忆与理解，同时将所学知识与生活实际结合，促进知识的迁移运用，提升学生的综合语言运用能力。以提问引导的方式，激发学生的批判性思维和探究能力，使学生不仅停留在知识表面，还能深入分析“期望差距”等社会现象背后的原因，培养逻辑思维和创新思维，提升解决问题的能力。 板 书 设 计 作 业 设 计 必做 Describe one preparation your family makes for natural disasters in 50 words. Include what you do, why you do it, and how it helps you feel safe. Use words like “supply, preparation, safe and so on”. 选做 Talk with a family member about a natural disaster they have experienced. Ask: What disaster did you experience? How did you prepare for it? Write a 60-word note to record their experience, the preparations they made, and your thought on how preparation helps keep people safe. 教学反思 【优点】本课时紧扣“自然灾害中的准备与应对”主题，教学逻辑清晰。以“判断准备情况”激活学生对防灾的认知，通过“勾选经历”深化对台风应对细节的理解，借助“角色扮演”实现语言输出。教学中自然渗透核心词汇（如relative, truck, supply, preparation）与句型（What were you doing when...?），贴合初二学生语言水平；同时融入育人目标，引导学生体会“提前准备、科学避险”的重要性，课堂任务与语篇关联紧密，学生参与度较高，基本达成“理解—运用”的教学效果。 【不足】语言输出的自主性不足，角色扮演环节多为模仿对话内容，学生自主拓展少，部分基础薄弱学生机械重复，未真正用语言表达自身防灾思考；阅读策略指导欠缺，读对话环节仅聚焦“提取信息”，未引导学生运用“关键词定位、梳理应对逻辑”等阅读技巧，部分学生读辨效率低，且难以迁移技巧到新文本；“防灾准备的意义”讨论较浅，未充分关联学生日常生活，削弱了育人目标的落地效果。 【改进】升级输出任务，将角色扮演调整为“半开放框架”，给定开头（如“Hey, what did your family do before the typhoon?”），让学生补充自家的防灾准备与感受，减少机械模仿，增加自主表达空间；强化阅读策略，读前引导学生圈画preparation, supply, safe等关键词梳理阅读目标，读中指导学生通过“标注对话逻辑”理清篇章结构，读后开展“文本迁移”练习；深化育人关联，增加“小组讨论”（How can we prepare for natural disasters in our daily lives?），引导学生结合生活，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提供句型支架（“Before the storm, we... so we felt...”），提升输出质量。 学科网（北京）股份有限公司 $