Unit 6 Understanding ideas Reading 教学设计 2026-2027学年英语外研版八年级上册

Unit 6 When disaster strikes Understanding ideas (Reading) 课 题 Unit 6 When disaster strikes — Understanding ideas (Reading) 课 型 阅读课(Understanding ideas Reading) 课 时 第一课时(45分钟) 授课年级 八年级上册 教 材 外研版(2024)英语八年级上册 话 题 A lost city——小普林尼亲历维苏威火山喷发与庞贝之殇(Surviving a natural disaster.) 核心素养目标 语言能力 正确认读和拼写本节课的重点词汇和搭配(lost、scared、shut、shocking、straight、historical、expert、reaction),能够就本课时的主题进行流畅的交流和探讨。 文化意识 理解自然灾害对人类的冲击,采取措施面对自然灾害,培养责任意识。 学习能力 在阅读过程中主动积累词汇和表达;进行读前预测,准确快速地获取文章的关键信息,提高英语阅读效率和自主阅读能力。 思维品质 培养对语篇内容的分析、推断的思维能力,能够理解文章中的逻辑关系,通过多角度思考其中的意义。 教学重点 ①学生能够梳理、概括本篇文章的主要内容,充分理解文章细节内容,掌握重点词汇短语②完成看图说话、总结三选一与时间线八空,理清「地震 逃离 喷发 反应 结果」五站灾难进程 教学难点 ①学生能够深入理解文章的逻辑关系(灾难进程与人的反应交织),能够用目标语言对本课时话题进行探讨②用历史记录、专家研究与实地探访了解历史灾难的真相(Learning to think) 教学过程 教学环节 教师活动 学生活动 导入热身 Lead-in FREE TALK:Have you ever experienced an earthquake or natural disaster? How did you feel? 你经历过地震或自然灾害吗?当时感觉如何? 引导学生用「经历+感受+做法」三句式分享,悬念引出:两千年前意大利海湾一场让城市消失的灾难,亲历者写下了它。 自由分享灾害经历与感受; 带着「亲历者如何记录灾难」的问题进入课文。 读前看图 Pre-reading Look at the two pictures and answer the questions. Use the words and expressions to help you. 看两幅图回答:①What can you see in the pictures? ②What do you think the local people did in the disaster? ③How might people feel? 提示词:shake/spread/turn into/earth/dark cloud/smoke/call/cry/shout/shocked/hope/fear。 引导给词语分类:天上的(dark cloud/smoke/shake)写景,人的(call/cry/shout)写情;答感受题抓 hope 与 fear 并存。 看图描述火山灰云压顶与人群奔逃两幅画面; 按「天灾」与「人慌」两条线分类提示词; 预测文中人们的心情(hope 与 fear 交织)。 通读主旨 Global reading Read the record of Pliny the Younger and find out how he survived the eruption of Mount Vesuvius. 读小普林尼的记录——By escaping early, staying together, and persisting through the disaster, Pliny and his mother survived the eruption. 早撤离、不分散、坚持到底,母子幸存。 Choose the best summary of the passage. 总结三选一:a Pliny the Younger and his mother saw Mount Vesuvius erupt and got away from it.(正确)b Pliny the Younger had no thoughts of things to come after the volcano erupted. c People have lived near Mount Vesuvius for thousands of years.——引导抓「谁+经历+结果」三件套:a 三者齐备;b 断章取义(只取最后一句);c 以偏概全(只谈背景)。 通读课文,圈出幸存三要素(escaping early/staying together/persisting); 完成总结三选一并说出排除依据; 用一句话概括:Pliny and his mother survived the eruption and recorded it. 精读时间线 Intensive reading Complete the timeline with the words and expressions from the passage. 补全时间线:【The earthquake 地震】Pliny the Younger was sleeping when the ground 1(shook)very hard. He and his mother decided to leave the town. 【Getting away 逃离】They were at a place out of town. Just then, 2(shocking)things happened. Their coach moved from side to side. The sea moved back and there were many sea animals on the sand.【The volcanic eruption 火山喷发】There was a dark cloud over Mount Vesuvius. It came down and covered the sea. Then the cloud 3(spread)over the land like a flood. The air was thick with 4(smoke)and ash began to fall. 【People's reactions 人们的反应】Women were calling, children were 5(crying)and men were 6(shouting). They were trying to find their families.【The results 结果】After a night of living between 7(hope)and 8(fear), they had no thoughts of things to come. 引导看排比与对立结构:were calling, were , were 三个 were doing 并列挑 crying/shouting;between 后接两个对立名词 hope and fear。 按时间线五站定位原文,独立完成八空; 同桌核对后按「地震 逃离 喷发 反应 结果」复述灾难进程; 点破 were doing 并列排比与 betweenand 对立结构的解题信号。 深层理解 Think and share ①What do you think of Pliny the Younger? ——Pliny the Younger was a brave, observant, and loyal person. His account is one of the most important historical records of the disaster. Despite the chaos, he stayed with his mother even when she urged him to go ahead without her, showing his strong family loyalty. His detailed descriptions prove he was intelligent and careful, making his writings valuable to historians today. ②What else do you know about the disaster in Pompeii? ——The eruption happened in 79 AD and destroyed Pompeii, Herculaneum, and other nearby towns. Pyroclastic flows (superheated gas and ash) killed people instantly, burying the city under 6 meters of ash. Many victims were preserved as "plaster casts"—their bodies left hollow spaces in the ash, which archaeologists later filled with plaster to see their final moments. The ruins were lost for over 1,500 years until rediscovered in 1748. Today, Pompeii is a UNESCO World Heritage Site. Pliny the Younger's uncle, Pliny the Elder, died trying to rescue people by ship. Learning to think for question 2:Historical records, studies of experts and visiting historical places can help you learn more truth about a historical disaster. 引导评价人物给证据:说 loyal 就引「母亲劝他先走他没走」,说 observant 就引「海水后退、沙滩上海中动物」——一句评价一句证据。 按 brave/observant/loyal 三词评价小普林尼并配课文证据; 交流庞贝之灾的拓展知识(79 年喷发/石膏铸像/1748 重现/世界遗产/老普林尼殉难); 归纳了解历史灾难真相的三途径:历史记录+专家研究+实地探访。 词汇归纳 Vocabulary 学习 lost:搭配 lost in thought 陷入沉思/get lost 迷路——He was late because he got lost. 他因为迷路而迟到了。Her keys were lost in the park yesterday. 她的钥匙昨天在公园丢了。 学习 scared:搭配 scared of 害怕……/scared to death 吓得要死——The child was scared to death by the thunder. 那个孩子被雷声吓得要死。He stood at the edge of the cliff, scared stiff. 他站在悬崖边,吓得不敢动。 学习 shut:搭配 shut down 关闭,停工/shut the door 关门——Please shut the window, it's cold outside. 请把窗户关上,外面很冷。The factory shut down due to economic issues. 工厂因为经济问题关闭了。 学习 shocking:搭配 shocking news 惊人的消息/shocking behavior 令人震惊的行为——The result of the accident was shocking. 这场事故的结果令人震惊。His behavior was shocking to everyone. 他的行为让所有人都感到难以置信。 学习 straight:搭配 go straight 直走/straight to the point 直截了当——Go straight along this road to reach the station. 沿着这条路直走就能到车站。His answer was straight to the point. 他的回答直截了当,没有废话。 学习 historical:搭配 historical event 历史事件/historical figure 历史人物——This city has many historical sites. 这座城市有许多历史遗址。That war was a significant historical event. 那次战争是一个重要的历史事件。 学习 expert:搭配 expert in……方面的专家/expert advice 专家建议——He is an expert in computer programming. 他是计算机编程领域的专家。We need to listen to expert advice. 我们需要听取专家的建议。 学习 reaction:搭配 chemical reaction 化学反应/allergic reaction 过敏反应——She has a severe allergic reaction to pollen. 她对花粉有严重的过敏反应。His immediate reaction was to run away. 他的第一反应是逃跑。 按课文情节串记八词:get lost scared shut shocking things go straight historical event expert advice reaction; 逐词学习搭配与例句; 对照随堂检测八题的题干句式记忆搭配,注意第 3 题 shut 过去式同形(shut-shut-shut)。 随堂检测 Testing 完成随堂检测:教师发放随堂检测题,学生限时独立完成后,教师逐题核对讲评。 【一、根据句意及汉语提示补全句子】 1. 这只走失的小狗最终被好心人收养了。The puppy was finally adopted by a kind person. 2. 黑暗让独自回家的女孩感到害怕。The dark made the girl feel walking home alone. 3. 他用力关上抽屉,发出"砰"的一声响。He the drawer forcefully with a loud bang. 4. 她在演讲中提出了一个令人震惊的新理论。She presented a new theory during her speech. 5. 她盯着正前方,一言不发。She stared ahead without saying a word. 6. 这本书讲述了一位重要的历史人物。This book tells the story of an important figure. 7. 这位医学专家发表了重要演讲。The medical gave an important speech. 8. 这个实验展示了有趣的化学反应。This experiment shows an interesting chemical . 限时独立完成随堂检测,不看笔记、不讨论; 完成后与同桌交换互批,逐题核对答案并订正; 订正后用红笔标注错题涉及的词汇搭配,纳入个人复习清单。 参考答案:1. lost 2. scared 3. shut 4. shocking 5. straight 6. historical 7. expert 8. reaction 归纳与作业 Summary & Homework Summary:Vocabulary—lost, scared, shut, shocking, straight, historical, expert, reaction;Reading—A lost city(五站时间线:地震 shook 逃离 shocking things 喷发 cloud spread/smoke 反应 calling/crying/shouting 结果 between hope and fear)。 Homework:Review the key words, expressions and sentence patterns in today's lesson. 复习本课重点词汇、短语与句型。Write a short passage about your opinion on disaster. 写一段话谈谈你对灾害的看法——按「灾害无情+人可为+行动倡议」展开,灾害部分引庞贝之灾,行动部分落在听 expert advice、早准备早撤离。 对照时间线与词汇表自查本课掌握情况; 记录两项作业:复习词汇句型;写对灾害的看法短文。 作业设计(分层) 【基础 必做】抄写并记忆本课 8 个重点词汇与搭配(lost in thought/get lost/scared of/shut down/shocking news/go straight/historical event/expert advice),朗读课文。 【提升 选做】Write a short passage about your opinion on disaster. 按「灾害无情+人可为+行动倡议」展开,写一段话谈谈你对灾害的看法。 【拓展 挑战】查一查中国历史上一次著名地震或火山灾害的资料,用三句话向全班介绍:何时何地发生、造成了什么、人们如何应对。 板书设计 Unit 6 When disaster strikes — A lost city 五站时间线:ground shook shocking things(车摇海退) cloud spread / smoke calling / crying / shouting between hope and fear 幸存三要素:escaping early staying together persisting through 标题总结:a Pliny and his mother saw it erupt and got away 了解真相三途径:historical records|studies of experts|visiting historical places 词汇:get lost|scared of|shut down|shocking news|go straight|historical event|expert advice|reaction 教学评价与反思 1. 目标—评价对应(教-学-评一体化): 素养目标 课堂评价任务与证据 语言能力:掌握词汇搭配并流畅交流 看图说话;总结三选一;时间线八空;随堂检测八题 文化意识:灾害冲击与责任意识 Think and share 两问;庞贝遗产保护话题;老普林尼救人牺牲精神 学习能力:读前预测与关键信息提取 提示词分类(写景/写情);排比与对立结构解题信号 思维品质:分析推断逻辑关系 幸存三要素梳理;评价人物配证据;了解真相三途径归纳 2. 预设反思点: Free talk 聊灾害亲历,与两千年前的幸存者记录形成古今呼应;看图提示词按「写景/写情」分类,为时间线的景情双线做铺垫;总结三选一用「谁+经历+结果」三件套排除断章取义与以偏概全;时间线五站八空是本课骨架——地震/逃离/喷发/反应/结果层层推进,were doing 排比与 betweenand 对立两个解题信号直接给出,八空全带答案当堂核对;Think and share 评价小普林尼强调「一句评价一句证据」,庞贝拓展(石膏铸像/1748 重现/世界遗产/老普林尼殉难)拓宽文化视野;Learning to think 三途径(历史记录/专家研究/实地探访)与 expert 词讲自然衔接;词汇八词串庞贝之夜,shut 过去式同形与 lost 修饰用法为易错点,当堂闭环,续查中国灾害作业实现迁移。 学科网(北京)股份有限公司 $