Unit 5 Nature's Temper Section B (1a-1e) 第四课时教学设计 2025-2026学年人教版八年级英语下册

该初中英语教学设计聚焦人教版八年级下册Unit 5阅读课，通过Tilly在海啸中救人的真实故事，强化叙事顺序及时间标记词（next, then, finally）的运用。课堂以头脑风暴自然灾害导入，链接1a/1b情境问题，读前预测行动，读中借助时间线1c梳理“开头-中间-结尾”结构，搭建叙事理解支架。 此资料亮点在于融合真实情境与核心素养，通过时间线重建事件顺序提升思维品质，分析科学课知识与救人行动的因果关系培养文化意识。采用PWP模式与任务型教学，学生在小组复述中提升语言能力与社会责任感，教师可依托清晰流程与评价支架高效开展教学。

授课教材 人教版八年级下册 授课题目 Unit 5 Nature's Temper. Section B (1a-1e) 课时 课型 第 4 课时 阅读课 主题情境 人与自然 教学材料分析Teaching Material Analysis This period focuses on a narrative titled "How One Girl Saved Many Lives," a true story about Tilly Smith during the 2004 tsunami. The text provides a rich context for understanding the order of events and the practical application of school knowledge (geography) in real-life crises. Linguistically, it continues to reinforce the Past Continuous Tense while introducing temporal markers like next, then, finally, and two weeks before. 教学目标Teaching Aims Language Competence: Identify and use sequence markers (next, then, finally) to summarize a disaster narrative. Thinking Quality: Reconstruct the story's timeline (1c) and analyze the causal link between "scientific signs" and "emergency actions." Learning Capability: Master the strategy of "Beginning-Middle-End" for narrative comprehension. Cultural Awareness: Appreciate the life-saving value of science education and develop social responsibility. 教学重点 Key Points Mastering the Narrative Logic Transfer. Students must be able to extract the five core plot points from the descriptive text and reposition them into a logical Timeline (1c), using time markers to link the "peaceful start," the "signs of danger," and the "successful evacuation." 教学难点 Difficult Points Handling the Information Gap in Time. Students often struggle with the "flashback" element (the lesson 2 weeks before). The difficulty lies in teaching them how to integrate this past knowledge into the present-tense crisis to explain why the protagonist took action. 教学方法 Teaching Methods PWP Mode, task-based and communicative approaches 教学工具 Teaching Aids Multimedia projector, blackboard, handouts, recording device 教学过程 Teaching Procedures Step 1 Lead-in (5 mins) Quick-fire brainstorm: "What is the worst natural disaster you know?" (Elicit: typhoon, earthquake, tsunami). "If you were on a beautiful beach and the water suddenly bubbled, what would you do?" (Link to 1a/1b). Step 2 Pre-reading (5-6 mins) Read Para 1. Predict Tilly’s next move. Strategy: Encouraging divergent thinking before textual evidence. Step 3 While-reading (20-22 mins) Fast Reading: Read the full text to verify 1b predictions. Sequence Mapping (1c): Focus on the Strategy Box. Students fill in the timeline. Check logic: Beginning (holiday) /Discovery (froth)/ Flashback (lesson)/ Action (warning) /Result (safety). Detail Check (1d): Circle T/F. Correction Task: Students must correct "F" statements (e.g., Q1: Waves were moving in, not away). Step 4 Post-listening (10-12 mins) Discussion (1e): 1. Is Tilly a hero? Why? (Encourage words like brave, smart, knowledgeable). 2. What subjects help us survive? (Geography, PE, Science). Mini-Retelling: Use the 1c timeline as a skeleton to retell Tilly's story in groups of three. Step 5 Summary (3 mins) Review key vocabulary (froth, tsunami, security guard). Conclusion: Knowledge is the best preparation for the worst. 作业设计 Homework Design Basic Task: Finish the corrections for 1d and write down 3 sentences using next, then, and finally. Extended Task: Research one safety tip for an earthquake or flood. Write a 40-word "Safety Guide" in English. 板书设计 Blackboard Design 教学反思 Teaching Reflection TThe timeline (1c) is the core scaffold. If students struggle, I will provide the sequence markers first to guide their search. Need to ensure students understand that the geography lesson happened before the holiday, but it appears in the middle of the narrative. 教学评价Teaching Evaluation Formative: Check the accuracy of the 1c timeline during class. Summative: Evaluate the quality of the "Safety Guide" in the homework for application of knowledge. 学科网（北京）股份有限公司 $