Unit 5 Nature’s Temper Section B (1a–1e)阅读课教学设计2025-2026学年人教版英语八年级下册

该初中英语教学设计聚焦自然灾害主题，围绕海啸相关词汇（tsunami, froth等）、时间标记词（while, next等）及过去进行时展开。通过1a讨论已知灾害、展示海啸图片激活背景知识，引出Tilly Smith用知识救人的故事，搭建前后知识联系的学习支架。 资料以任务型语言教学为主导，整合预测、略读、事件排序（timeline活动）、扫读细节等阅读策略，培养学生语言能力。Post-reading小组讨论结合句子框架，引导分析Tilly的英雄行为及教育价值，提升思维品质。分层作业（复述、写作、安全知识调研）满足不同需求，发展学习能力。结构化流程助教师高效教学，学生在真实情境中提升阅读与表达能力。

Unit 5 Nature’s Temper Section B (1a–1e)阅读课教学设计 1. Teaching Objectives Knowledge Objectives 1.Students will master key vocabulary related to natural disasters and the story: tsunami, froth, geography, security guard, panic, safety, death, survive. 2.Students will understand the sequence of events in the text and use time markers (while, next, just then, finally, two weeks before) to describe past actions. 3.Students will consolidate the use of the Past Continuous Tense in context (e.g., “Some people were swimming in the sea…”). Ability Objectives 1.Students will practice reading strategies: predicting (1b), scanning for details (1d), and sequencing events (1c). 2.Students will be able to complete the timeline and true/false exercises based on the text. 3.Students will participate in a discussion about the story and share their opinions on safety, knowledge, and heroism (1e). Emotional & Attitude Objectives 1.Students will develop awareness of natural disaster safety and the importance of learning survival knowledge at school. 2.Students will admire Tilly’s quick thinking and recognize how education can save lives. 3.Students will reflect on their own learning and identify school knowledge that could help them in emergencies.  2. Teaching Key & Difficult Points Key Points •Comprehending the main idea and details of the text about Tilly Smith. •Mastering reading strategies: predicting, sequencing events, and scanning for specific information. •Completing the timeline (1c) and true/false exercises (1d) accurately. Difficult Points •Understanding and using time markers to describe the order of events in the story. •Expressing personal opinions fluently in the discussion activity (1e). •Connecting the story to real-life safety awareness and the value of education.  3. Teaching Methods & Aids Teaching Methods •Task-Based Language Teaching (TBLT) •Reading Strategy Instruction (predicting, sequencing, scanning) •Cooperative Learning (pair/group work) •Situational & Thematic Teaching Teaching Aids •Student textbook •PPT (pictures of the 2004 tsunami, key vocabulary, timeline templates, discussion prompts) •Optional: Short educational video clip about the 2004 tsunami •Whiteboard/blackboard  4. Teaching Procedures Stage Teacher’s Activity Students’ Activity Design Purpose Warm-up & Lead-in (5 mins) 1. Introduce the topic with 1a: “What is the worst natural disaster you know of? Discuss it with a partner.” 2. Invite 2-3 pairs to share their answers (e.g., typhoons, earthquakes, tsunamis). 3. Show a brief picture of a tsunami and ask: “What do you know about tsunamis? Today we’ll read a story about a girl who used her knowledge to save many lives.” 1. Discuss natural disasters with a partner.                   2. Share ideas with the lass.                   3. Observe the tsunami picture and share prior knowledge about the disaster. Activate background knowledge about natural disasters, spark interest in the story, and introduce the lesson theme. Pre-reading (7 mins) 1. Vocabulary Teaching: Present key words/phrases from the text (e.g., tsunami, froth, geography teacher, security guard, panic) with visuals and simple definitions. Have students repeat the words.                   2. Predicting with 1b: Ask students to read the first paragraph of the text and predict: “What do you think happened to Tilly Smith and her family next?” Invite 3-4 students to share their predictions. 1. Learn and practice new vocabulary.                   2. Read the first paragraph and make predictions about the story.                   3. Share predictions with the class. Clear language obstacles, build background knowledge about tsunamis, and practice the reading strategy of predicting. While-reading (18 mins) Step 1: Skim & Verify Predictions (5 mins) 1. Ask students to read the full text quickly to check their predictions.                   2. Confirm the story’s main event: “Tilly recognized the signs of a tsunami and warned people, saving over 100 lives.” Step 2: Sequence Events with 1c (7 mins) 1. Introduce the timeline activity: “Let’s find the order of events in the story. Look for words like while, next, just then, finally, two weeks before to help you.” 2. Guide students to complete the timeline on their own, then check answers together:                       - waves                      - geography                      - family                      - mother                      - tsunami                      - beach                   Step 3: Scan for Details with 1d (6 mins) 1. Ask students to read the text again and circle T (true) or F (false).                   2. Check answers and correct false statements:                    1. F → “The waves were coming in instead of going out.”    2. F → “She remembered what her geography teacher had explained in class.”    3. F → “Her family didn’t believe her at first.”    4. T                       5. F → “Her mother was one of the last people on the beach but made it to safety before the tsunami hit.” 1. Read the full text quickly to verify predictions.                   2. Complete the timeline by identifying key events and time markers.                   3. Check answers and discuss the order of events.                   4. Read the text again to complete the true/false exercise.                   5. Correct false statements with the teacher. Develop core reading skills: skimming for the main idea, sequencing events, and scanning for specific details. The timeline activity helps students organize the story’s structure. Post-reading (12 mins) 1.  Discussion with 1e: Divide students into groups of 3-4. Write the discussion questions on the board:                       ① Do you think Tilly Smith was a hero? Why?                       ② From Tilly’s experience, what do people need to know to survive a natural disaster?                       ③ What did you learn at school that might help to save your life one day?                   2. Provide sentence frames for support (e.g., “I think Tilly was a hero because…; To survive a disaster, people need to know…; At school, I learned about… which could help…”).                 3. Invite 2-3 groups to share their answers with the class.   4. Summarize key takeaways: the value of school knowledge, quick thinking, and natural disaster safety. 1. Discuss the questions in groups using the sentence frames.                   2. Share group answers with the lass.               3. Reflect on the importance of learning safety knowledge at school. Encourage students to connect the story to real life, practice oral English, and develop critical thinking and empathy. Sentence frames support less confident students. Summary & Homework (3 mins) 1.  Lesson Summary: Recap the story of Tilly Smith, key vocabulary, reading strategies (predicting, sequencing, scanning), and the importance of safety knowledge. 2.  Homework Assignment:    - Basic: Retell the story of Tilly Smith using the timeline.                    - Intermediate: Write a 80-100 word paragraph titled “Why School Knowledge Matters” based on the story.                     - Advanced: Research one safety tip for tsunamis and prepare a 1-minute presentation for the next class. 1. Recall and review the lesson content.                   2. Take notes on homework tasks. Consolidate learning objectives and extend practice to writing and real-world safety research. 5. Homework Design 1.Foundational Task: •Use the completed timeline to retell Tilly’s story to a partner (or record a short audio retelling). •Copy and memorize 10 key words/phrases from the text. 2.Intermediate Task: •Write an 80-100 word paragraph titled “Tilly Smith: A Young Hero”. Include details about what she did and why her actions were important. 3.Extension Task: •Research one practical safety tip for surviving a tsunami (or another natural disaster) and create a simple “safety card” with the tip and an illustration. Prepare to share it in the next class. 6. Blackboard Design Unit 5 Nature’s Temper   Section B: How One Girl Saved Many Lives 1. Key Vocabulary - tsunami, froth, geography teacher - security guard, panic, safety, survive 2. Timeline of Events  Family went to the beach in Thailand.  Tilly noticed strange waves.  She remembered geography lessons about tsunamis.  She warned her family.  Family returned to the hotel (mother stayed on the beach).  Tilly’s father told the security guard.  Guard warned people → everyone left the beach.  Tsunami hit; everyone was safe. 3. Discussion Takeaways ✅ School knowledge saves lives. ✅ Quick thinking and calmness are important in emergencies. ✅ Natural disaster safety knowledge is necessary for everyone.   7. Teaching Reflection Strengths 1.The lesson’s structured reading activities (predicting → skimming → sequencing → scanning) effectively built students’ comprehension skills step by step. 2.The story of Tilly Smith was highly engaging, and students were motivated to participate in the discussion about heroism and safety. 3.The timeline activity helped students clearly visualize the order of events in the story, making the text easier to understand. Areas for Improvement 1.Some students struggled to identify time markers (e.g., while, next) in the text, which slowed down the timeline completion. More explicit instruction on these markers would help. 2.A few quieter students did not participate fully in the 1e discussion. Providing more structured roles (e.g., “discussion leader” or “note-taker”) in groups could encourage equal participation. Adjustments for Next Time •Add a 2-minute “time marker hunt” activity before the timeline task, where students highlight words like next, just then, finally in the text. •Prepare additional sentence frames for the discussion to support shy students, such as “I disagree/agree because…; Another reason Tilly is a hero is…”. •Include a short role-play activity (e.g., Tilly warning her family) to make the post-reading practice more interactive.​ 学科网（北京）股份有限公司 $