Unit 5 Nature's Temper Section B (4a-4c+ Reading Plus) 第六课时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“人与自然”主题，通过项目（Chain Story）与拓展阅读（Storm Chasing）完成单元总结。以单元引言“自然既是慈爱的母亲也是冷血的杀手”导入，衔接前期雨暴描述，搭建从个人经历到科学探索的学习支架。 特色在于项目式协作写作与拓展阅读深度融合，采用PWP模式和任务型教学。Chain Story要求小组用过去进行时与一般过去时对比创作，Gallery Walk展示提升语言能力，分析Tim Samaras故事培养思维品质，讨论职业风险与收益深化文化意识。助力学生提升协作与批判性思维，帮助教师高效整合单元内容。

授课教材 人教版八年级下册 授课题目 Unit 5 Nature's Temper. Section B (4a-4c+ Reading Plus) 课时 课型 第 6 课时 项目+拓展阅读课 主题情境 人与自然 教学材料分析Teaching Material Analysis This lesson serves as the summative period for the unit. The Project (4a-4c) requires students to apply the Past Continuous Tense and sequence markers in a collaborative "Chain Story" about wildfires or snowstorms. The Reading Plus section introduces the high-stakes profession of "Storm Chasing," shifting from personal experiences to scientific exploration and the tragic but heroic story of Tim Samaras. 教学目标Teaching Aims Language Competence: Synthesize unit vocabulary and grammar to co-create a coherent disaster narrative. Thinking Quality: Evaluate the risks versus benefits of dangerous professions and analyze the structure of a biographical report. Learning Capability: Practice collaborative writing and critical information extraction from a long-form text. Cultural Awareness: Understand the spirit of scientific dedication and reflect on the dual nature of nature ("Kind mother and cold-blooded killer"). 教学重点 Key Points Implementing the "Chain Story" project using appropriate tense contrast (Past Continuous vs. Simple Past). 教学难点 Difficult Points Synthesizing complex data from the Reading Plus text (e.g., tornado width, wind speed) to complete the summary accurately. 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 I. Warm-up (5 mins) Display the unit quote: "Nature is both a kind mother and a cold-blooded killer." Quick discussion on what this means based on previous lessons. II. Pre-task (5 mins) Project Setup: Group students (4-5 per group) for the Chain Story task. III. While-task (20 mins) Part A: The Project (4a-4c) Step 1: Groups choose an intro (Wildfire or Snowstorm) from 4a. Step 2: "Chain Writing." Each student adds 1-2 sentences. Requirement: Use at least one when or while clause per group. Step 3: Peer editing for logical flow and tense accuracy. Part B: Reading Plus (Storm Chasing) Skimming: Read the title and first paragraph. What is a "storm chaser"? Scanning: Find specific facts about Tim Samaras and the 2013 El Reno tornado. Summary: Students complete the cloze summary independently to check comprehension of the text's core logic. IV. Post-task (10 mins) Gallery Walk: Groups post their Chain Stories on the wall. One "reporter" from each group tells their story to visitors. Values Discussion: Would you like to be a storm chaser? Why or why not? Debate the trade-off between danger and scientific contribution. V. Summary (5 mins) Recap the unit's progress: From describing rainstorms to understanding scientific exploration. Reflecting Section: Students self-assess based on the 4 questions in the "Reflecting" box. 作业设计 Homework Design Basic Task: Polish the group's chain story and write a clean version (80-100 words) in the exercise book. Extended Task: Write a short paragraph (50 words) about another "dangerous job" (e.g., firefighter, deep-sea diver) and explain why people do it. 板书设计 Blackboard Design 教学反思 Teaching Reflection The "Chain Story" needs strict time management; otherwise, the reading section will be rushed. Integration: Using the Tim Samaras story as a "professional version" of the students' amateur disaster stories creates a good contrast in writing styles (Narrative vs. Report). 教学评价Teaching Evaluation Product-based: The quality of the completed summaries in Reading Plus. Process-based: Group participation levels during the "Chain Writing" phase. 学科网（北京）股份有限公司 $