Unit 5 Nature's Temper Section A (3a-3d) 第二课时 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阅读课，核心知识点为过去进行时（when/while用法），通过Lisa与Haitao的台风经历对话对比应急准备。课堂以台风短视频导入激发兴趣，Pre-reading环节借助教材图标引出flashlight等词汇搭建支架，While-reading通过两次阅读（主旨与细节）聚焦语言点，形成从输入到理解的学习脉络。 该资料亮点在于融合核心素养，语言能力通过3d采访任务提升表达，思维品质借比较两人行为培养分析评价能力，文化意识渗透安全与助人责任。采用任务型教学法，如角色扮演与小组讨论应急包物品，作业兼顾书面改写与家庭应急清单制作，让学生学以致用，教师易操作且高效提升课堂效果。

授课教材 人教版八年级下册 授课题目 Unit 5 Nature's Temper. Section A (3a-3d) 课时 课型 第 2 课时 阅读课 主题情境 人与自然 教学材料分析Teaching Material Analysis This lesson centers on a conversation between Lisa and Haitao regarding their contrasting experiences during a typhoon. The text highlights the use of the Past Continuous Tense (e.g., was raining, were driving) to describe actions in progress at a specific point in the past. It also contrasts “preparedness” versus “unpreparedness,” fostering students’ awareness of natural disaster safety. 教学目标Teaching Aims 1. Language Competence: Master key vocabulary (typhoon, mess, disaster, preparedness) and use the Past Continuous Tense to describe past events fluently. 2. Learning Capability: Extract specific information from the dialogue through scanning and skimming; organize information using a comparison table. 3. Thinking Quality: Compare Lisa and Haitao’s actions and evaluate the importance of emergency preparation. 4. Cultural Awareness: Develop a sense of safety and the responsibility to help others during natural disasters. 教学重点 Key Points Using “while” and “when” correctly within the Past Continuous Tense context. 教学难点 Difficult Points Transitioning from reading comprehension to real-life role-play (output) with natural emotional expression. 教学方法 Teaching Methods PPP 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) Show a short video clip of a typhoon. Ask: "What's the weather like? How do you feel?" Step 2 Pre-reading (5 mins) Vocabulary Preview: Use the icons in the textbook (3a) to elicit words like flashlight, matches, water, canned food. Step 3 While-reading (20 mins) First-reading: Students read 3a quickly to answer the main question: Whose family was better prepared? Why? Second-reading: Students complete the table in 3b. Check answer: Discuss why Lisa "almost got into an accident" (She was driving while it was raining hard). Language Point Focus: Highlight the sentences: We were driving home... when the strong winds started. It was raining hard while we were driving back. Mini-task: Briefly explain the difference between when (sudden action) and while (continuous action). Step 4 Post-reading (10 mins) Role-play (3c): Students read the dialogue in pairs with appropriate intonation (Lisa should sound worried/sad; Haitao should sound helpful). Production (3d): "The Interview." Scenario: One student is a reporter, the other is Lisa or Haitao. Task: Use the prompts in 3d to create a new conversation. Encourage students to add their own "safety tips." Group Discussion: What should we put in an emergency kit? Groups list 3-5 items and share. Step 5 Summary (4 mins) Review the Past Continuous structure: was/were + doing. Summarize the lesson’s moral: Preparation is the key to safety. 作业设计 Homework Design Written: Rewrite the conversation in 3a into a short story (approx. 80 words) using the third person. Practical: Create an "Emergency Checklist" for your family in English and post it on your fridge. 板书设计 Blackboard Design 教学反思 Teaching Reflection Successes: The transition from the 3b table to the 3d role-play effectively bridges input and output. The visual icons in the book help lower the barrier for lower-level learners. Adjustments: If students struggle with the when/while distinction, more "spot-the-difference" sentence drills might be needed in the next period. 教学评价 Teaching Evaluation Check students' 3b tables for accuracy (Reading comprehension). Observe the 3d role-play for fluency and correct use of the Past Continuous (Oral proficiency). 学科网（北京）股份有限公司 $