Unit6项目式学习分层作业2026-2027学年外研版八年级英语上学期

八年级2026—2027学年外研版（2024）英语上学期 Unit 6 When disaster strikes 项目式学习分层作业 一、作品基础信息 项 目 内 容 作品名称 Unit 6 When disaster strikes 项目式学习分层作业 学科·年级 英语·八年级 教材版本 外研版（2024）义务教育教科书·英语 八年级上册 单元·课题 Unit 6 When disaster strikes（当灾难来临时） 语篇依托 ①A lost city（庞贝古城亲历记，小普林尼书信改写）；②Iron girl（“钢铁女孩”牛钰）；③Disaster warnings（蒂莉·史密斯海啸预警，听力语篇） 主题范畴 “人与自然”——自然灾害与生命安全 核心语法 过去进行时（was / were + 动词-ing）及 when、while 引导的时间状语从句 单元任务 制作一张关于自然灾害的海报（Make a poster about a natural disaster.） 作业类型 单元项目式学习分层作业 覆盖课时 Unit 6 全单元（Starting out—Reflection，共6课时） 适用对象 八年级全体学生 分层结构 A 基础层（必做）·B 提升层（选做）·C 拓展层（挑战）·P 项目实践（小组合作） 预估用时 书面作业约40分钟；项目实践约1周（课外完成） 作业总量 A层必做4大题；B层选做4大题；C层挑战2大题；P项1个小组任务 设计依据 《义务教育英语课程标准（2022年版）》 设计者 审核人 设计日期 2026年　　月　　日 二、设计背景与意图 （一）课标依据 《义务教育英语课程标准（2022年版）》将课程内容划分为“人与自我”“人与社会”“人与自然”三大主题范畴。本单元归属“人与自然”范畴下的“自然与环境”主题群，涉及自然灾害的类型与危害、灾害预警与防范、生命安全与自我保护等子主题。课标倡导以英语学习活动观组织教学，即通过“学习理解—应用实践—迁移创新”三个层次的活动，引导学生在真实语境中学习和运用语言；同时强调“教学评一体化”，要求作业设计既指向核心素养，又能为评价提供可观测的证据。本作业的编写即以此为根本依据。 （二）教材分析 本单元以 When disaster strikes 为题，围绕“自然灾害与人类应对”展开，教材按 Starting out、Understanding ideas、Developing ideas、Presenting ideas、Reflection 五个板块编排，形成“感知—理解—运用—产出—反思”的完整学习链。 Starting out 以女娲补天、大禹治水、后羿射日等古代神话引出自然灾害话题，讨论人们对自然灾害认识的变化；Understanding ideas 的主语篇 A lost city 以小普林尼的视角，真实再现维苏威火山爆发、庞贝古城被火山灰掩埋的一夜，是过去进行时最典型、最鲜活的语料；Developing ideas 先通过听力语篇 Disaster warnings 介绍蒂莉·史密斯凭借课堂所学成功预警海啸、挽救了约一百人生命的故事，再以阅读语篇 Iron girl 讲述“钢铁女孩”牛钰在汶川地震中失去右腿后重新站起、成为自己人生主角的经历；Presenting ideas 要求学生以小组为单位，制作一张关于自然灾害的海报；Reflection 引导学生回顾单元所学。 本单元的核心语法是过去进行时。其基本结构为“was / were + 动词-ing”，主要用法包括：表示过去某一时刻或某一时段正在进行的动作；用 when 连接“短暂动作打断长动作”（主句用过去进行时，从句用一般过去时）；用 while 连接两个同时进行的长动作（主从皆可用过去进行时）。A lost city 中“I was sleeping when the ground shook very hard.”“We moved on while the cloud was spreading over the land.”等句子，为语法学习提供了真实、连贯的语境。 （三）学情分析 八年级学生已系统学习一般过去时、现在进行时和一般将来时，具备一定的时态基础和语篇阅读能力。他们对地震、洪水、台风等自然灾害并不陌生，多数学生能从新闻、影视或亲历中获取相关经验，话题贴近生活，容易激发表达欲望。可能存在的困难主要有三点：一是难以区分过去进行时与一般过去时的功能分工，容易在“长动作＋短动作”的语境中误用时态；二是对 when 与 while 后方动词的延续性要求把握不清；三是旧词新义较多，如 coach 在本单元意为“四轮马车”而非“教练”，lost、iron、honour 等词需在语境中理解。因此，本作业在基础层夯实结构与词汇，在提升层强化语篇中的时态辨析，在拓展层引导迁移创新与真实表达。 （四）设计意图 1. 素养导向。以语言能力为根基，兼顾文化意识、思维品质与学习能力的融合发展，让学生在“读懂一场灾难”的过程中学会敬畏自然、珍爱生命。 2. 项目驱动。以单元大任务“制作一张自然灾害海报”为统领，将词汇、语法、语篇学习统整为服务真实产出的准备活动，实现“学用一体”。 3. 分层递进。基础层面向全体，保底达标；提升层面向大多数，进阶应用；拓展层面向学有余力者，迁移创新。三个层级题量、难度、用时逐级递升，允许学生按需选做，做到“下要保底、上不封顶”。 4. 教学评一致。作业目标、试题与评价量表三向对应，学生完成作业后能依据量表自评、互评，教师亦能据此精准诊断、及时反馈。 三、作业目标 （一）总体目标 1. 语言能力：能正确认读、拼写并运用本单元核心词汇与短语；能理解并运用过去进行时描述过去某一时刻或时段正在发生的动作，能用 when、while 连接时间状语从句；能读懂灾害纪实类记叙文，获取、梳理关键信息。 2. 文化意识：了解庞贝古城的历史与维苏威火山爆发事件，了解汶川地震以及“钢铁女孩”牛钰的故事，体会人类在灾难面前的坚韧与互助，增强防灾减灾意识与生命安全意识。 3. 思维品质：能按时间顺序梳理灾难事件的发展过程，能比较、辨析过去进行时与一般过去时的异同，能对灾难的成因与应对作出初步判断，并表达个人观点与感受。 4. 学习能力：能借助上下文猜测词义，能主动搜集、整理灾害信息，能在小组合作中分工协作、展示交流，能依据评价量表反思并改进自己的学习。 （二）分层目标 层 级 目 标 描 述 完成标志 A 基础层 能正确拼写本单元核心单词；能准确互译重点短语；能正确运用过去进行时的肯定、否定、疑问形式；能完成基础选择题。 正确率≥80% B 提升层 能在语篇中正确选用时态与词形；能读懂中等难度的灾害语篇并完成信息获取与推断；能按要求灵活转换句式。 正确率≥70% C 拓展层 能独立完成灾害主题的任务型阅读；能运用过去进行时与一般过去时写出一篇80词左右的叙事短文，结构完整、语言基本正确。 达成量规B级以上 四、作业内容与目标对应表 作业层次 作 业 内 容 对应单元板块 对应目标 建议用时 A 基础层 （必做） A1 词汇冲关 A2 短语互译 A3 动词填空（过去进行时） A4 单项选择 Starting out Understanding ideas Grammar 语言能力：掌握核心词汇与短语，理解并初步运用过去进行时 约22分钟 B 提升层 （选做） B1 语法填空（A lost city） B2 完形填空 B3 阅读理解（Iron girl） B4 按要求完成句子 Understanding ideas Developing ideas Grammar 语言能力·思维品质·文化意识：在语篇中运用时态，获取与推断信息，灵活转换句式 约28分钟 C 拓展层 （挑战） C1 任务型阅读 C2 书面表达 Developing ideas Reading for writing 思维品质·文化意识·语言能力：梳理信息、表达观点，用过去进行时叙事 约18分钟 P 项目实践 （小组） 制作一张关于自然灾害的英文海报（六步任务链） Presenting ideas Reflection 四维综合：综合运用语言，合作探究与展示交流 约1周 五、作业评价 （一）评价理念与原则 坚持“教、学、评”一体化，以评促学、以评促教。评价遵循三条原则：一是目标导向，评价内容严格对应作业目标；二是主体多元，采用学生自评、同伴互评、教师评价相结合；三是关注过程，既看结果，也看学生在项目实践中表现出的合作、探究与创新。 （二）评价方式与权重 书面作业采用“教师批阅＋学生订正”的方式，按正确率折算得分；项目实践采用“小组自评＋组间互评＋教师评价”的方式，按评价量表分级计分。综合评定中，A 层得分占 30%，B 层得分占 30%，C 层得分占 20%，P 层得分占 20%。 说明：Z 为单元作业综合得分；A、B、C、P 分别为基础层、提升层、拓展层与项目实践的百分制得分（未选做的层级以本层平均分记入）。 （三）作业评价量表 评价维度 优秀（5分） 合格（3分） 待改进（1分） 词汇拼写 全部拼写正确 多数拼写正确 错拼较多 短语互译 翻译准确、表达地道 基本准确 偏差较大 时态运用 时态选择准确，结构无误 偶有时态错误 时态混用明显 语篇理解 信息提取与推断准确 大体准确 理解偏差 书写规范 书写工整、标点正确 书写较规范 书写潦草 （四）项目成果评价量表 评价维度 评价要点 分值 主题与内容 灾害类型明确，成因、影响、应对等要素完整，信息真实可信 25分 英文表达 用词准确，句式多样，恰当运用过去进行时，错误较少 30分 版面与创意 图文搭配合理，版面整洁美观，体现创意 20分 合作与分工 小组成员分工明确，人人参与，配合默契 15分 展示与交流 口头介绍清晰流畅，能与同学有效互动 10分 （五）分层达标标准 基础层与提升层以正确率划分等级：正确率不低于 90% 为 A 级，不低于 80% 为 B 级，不低于 60% 为 C 级，低于 60% 需重新巩固。项目成果按评价量表折算为百分制，达标率按下式计算： 其中，n 为达到合格标准的项目数量，N 为参评项目总数。 六、试题详情 Part A 基础性作业（★ 必做） A1. 词汇冲关　根据汉语提示，写出正确的单词。（每小题1分，共10分） 1. The ________（地面）shook very hard that night. 2. My mother was so ________（害怕的）that she didn't shut her eyes for even one second. 3. The ________（惊人的）news surprised everyone in the town. 4. Our coach couldn't go ________（笔直地）ahead. 5. Many sea animals were left on the ________（沙滩）after the sea moved back suddenly. 6. A ________（洪水）can cover the land and destroy many houses. 7. The air was ________（浓密的）with smoke and ash. 8. Ash began to fall in heavy ________（一阵阵；一大批）. 9. The ________（警告）came too late, and many people were in danger. 10. It was a great ________（荣幸）for her to carry the torch at the Games. A2. 短语互译　写出下列短语的汉语或英语。（每小题1分，共10分） 1. be covered in ash　________ 2. come out from the shadows　________ 3. carry the torch　________ 4. in danger　________ 5. move back suddenly　________ 6. 在……的支持下　________ 7. 令某人惊讶的是　________ 8. 鼓励某人做某事　________ 9. 吸引某人的注意力　________ 10. 最重要的是　________ A3. 用括号内所给动词的适当形式填空。（每小题1分，共8分） 1. At nine o'clock last night, I ________（read）a book in my room. 2. My mother ________（cook）while I was doing my homework. 3. — What ________ you ________（do）at this time yesterday? 　　— I was watching TV. 4. They ________（play）football when it began to rain. 5. The children ________（not sleep）at eleven o'clock last night. 6. While the cloud ________（spread）over the land, we moved on. 7. My mother rushed into my room while I ________（sleep）. 8. — ________ you ________（sleep）when the earthquake happened? 　　— No, I wasn't. A4. 单项选择。（每小题1分，共8分） 1. — What ______ you ______ at eight o'clock last night? 　　— I was doing my homework. 　A. did; do　　B. were; doing　　C. are; doing　　D. do; do 2. The students ______ football on the playground when the rainstorm came. 　A. played　　B. were playing　　C. play　　D. are playing 3. My father was reading a newspaper ______ I got home. 　A. while　　B. when　　C. as soon as　　D. until 4. While my mother ______ dinner, I was cleaning my room. 　A. cooked　　B. was cooking　　C. is cooking　　D. cooks 5. — Was your sister watching TV at that time? 　　— ______. She was doing her homework. 　A. Yes, she was　　B. No, she wasn't　　C. Yes, she did　　D. No, she didn't 6. Look! The dark cloud is spreading over the land ______ a flood. 　A. as　　B. like　　C. with　　D. for 7. While they ______ in the park, they saw a very dark cloud in the sky. 　A. were jogging　　B. jogged　　C. are jogging　　D. jog 8. — ______ your parents working in the garden at five yesterday afternoon? 　　— Yes, they ______. 　A. Was; were　　B. Were; were　　C. Were; was　　D. Was; was Part B 提升性作业（★★ 选做） B1. 语法填空　用括号内所给词的适当形式填空，使短文完整通顺。（每空1分，共10分） My mother and I (1)________（stay）in a town near Pompeii. Those days the earth (2)________（shake）again and again. That night, I (3)________（sleep）when the ground shook very hard. My mother rushed into my room (4)________（wake）me up. We had to stay outside for the night. My mother was so scared that she (5)________（not shut）her eyes for even one second. By six o'clock the next morning, many buildings (6)________ still ________（shake）. So we decided (7)________（leave）the town. On the road, our coach couldn't go straight. The sea (8)________（move）back suddenly, and many sea animals were left on the sand. Then a very dark cloud (9)________（appear）over Mount Vesuvius. While the cloud (10)________（spread）over the land, we moved on. It turned day into night. B2. 完形填空　阅读下面短文，从A、B、C、D中选出能填入空白处的最佳选项。（每小题1分，共10分） A Terrible Night It was a Sunday evening. Tom and his family (1)______ at home in a small town near the sea. Suddenly, the ground began to shake. Tom (2)______ his homework in his room when he felt the terrible shaking. His mother (3)______ in the kitchen. “Earthquake! Get out!” shouted his father. Tom was very (4)______, but he remembered what he had learned at school. He quickly hid (5)______ a strong table. A few seconds later, the shaking stopped. The family ran out and stayed in an open (6)______. The next morning, they went back home. Many things were (7)______, but nobody was hurt. “We are (8)______,” said Tom's father. “We should always get (9)______ for disasters.” Tom nodded. He decided to learn more about how to (10)______ himself in a disaster. 1. A. were staying　　B. was staying　　C. are staying　　D. stay 2. A. does　　B. did　　C. was doing　　D. is doing 3. A. cooked　　B. was cooking　　C. cooks　　D. is cooking 4. A. happy　　B. scared　　C. excited　　D. relaxed 5. A. on　　B. under　　C. over　　D. behind 6. A. place　　B. room　　C. car　　D. box 7. A. broken　　B. clean　　C. new　　D. lost 8. A. sad　　B. lucky　　C. angry　　D. tired 9. A. sad　　B. ready　　C. angry　　D. busy 10. A. hurt　　B. protect　　C. lose　　D. leave B3. 阅读理解　阅读下面短文，从A、B、C、D中选出最佳选项。（每小题2分，共10分） Iron Girl During the 2021 Shanghai Fashion Week, a young, slim and confident woman with an iron leg drew everyone's attention. Her name is Niu Yu. Niu Yu lost her right leg in the 2008 Wenchuan earthquake. She was only 11 years old then. Before the earthquake, Niu Yu used to be in her school sports team. She loved running. But the disaster broke her dream. She had to live with an artificial leg. It wasn't comfortable, and her leg often bled. People's curious eyes made her even more uncomfortable. So she always tried to hide her leg under jeans or dresses. With the support of her family and friends, Niu Yu slowly came out from the shadows. In 2018, right before her 21st birthday, she decided to stop hiding her leg. To her surprise, she received lots of encouraging words. She also finished a half marathon in about 4 hours. She completed the hard 10-year journey of finding herself again. Now Niu Yu shares her story on social media. She listens to disaster survivors and encourages them to look forward. In 2023, she carried the torch at the FISU World University Games. “It is a great honour for me,” she said. “But it is also a good chance to show people the power of being brave.” A disaster can bring a lot of pain. But we should always face it with courage. As the writer Nora Ephron once said, “Above all, be the heroine of your life, not the victim.” 1. What happened to Niu Yu in 2008? 　A. She lost her right leg in an earthquake.　　B. She took part in a fashion show. 　C. She won a running match.　　D. She carried the torch at the Games. 2. Why did Niu Yu always hide her leg at first? 　A. Because her leg was dirty.　　B. Because people's curious eyes made her uncomfortable. 　C. Because her family asked her to do so.　　D. Because she didn't like jeans. 3. When did Niu Yu decide to stop hiding her leg? 　A. In 2008.　　B. In 2018.　　C. In 2021.　　D. In 2023. 4. What does the underlined word “survivors” probably mean? 　A. 志愿者　　B. 幸存者　　C. 救援者　　D. 记者 5. What is the main idea of the passage? 　A. How to take part in a marathon.　　B. How to be a fashion model. 　C. Be the heroine of your life, not the victim.　　D. The Wenchuan earthquake. 文化小贴士：2008年5月12日，四川汶川（Wènchuān）发生特大地震；文中的“钢铁女孩”牛钰（Niú Yù）正是这场灾难的亲历者。她的事迹告诉我们：面对灾难，勇气与坚韧能让人重新站起来。 B4. 按要求完成句子。（每小题2分，共8分） 1. I was doing my homework at eight last night.（改为否定句） 　I ________ ________ my homework at eight last night. 2. They were playing football at that time.（改为一般疑问句并作肯定回答） 　________ they ________ football at that time?　— Yes, they ________. 3. My mother was cooking when I got home.（对划线部分 was cooking 提问） 　What ________ your mother ________ when you got home? 4. The children were sleeping at eleven last night.（改为一般疑问句） 　________ the children ________ at eleven last night? Part C 拓展性作业（★★★ 挑战） C1. 任务型阅读　阅读下面短文，根据短文内容回答问题。（每小题2分，共8分） Natural disasters can happen at any time. However, good warning systems can help save lives. In 2004, a huge tsunami hit the coast of Thailand. Tilly Smith, a 10-year-old girl from England, was on holiday there with her family. One day, while she was walking on the beach, she saw the sea water moving back suddenly. She had learned about tsunamis at school two weeks earlier, so she knew what was happening. She shouted and warned the people on the beach. They all ran to a hotel. Later, the tsunami came, but Tilly's quick warning saved about 100 lives. Today, many countries have disaster warning systems. The government can warn people by text messages, TV programmes and online notices. In communities, loud alarms go off when danger is coming. In China, the warning time for storms has been increased to 42 minutes, and more than 90% of the warnings are correct. 1. How did Tilly Smith know that a tsunami was coming? 2. What did Tilly Smith do when she saw the sea water moving back? 3. How do governments warn people of disasters today? Please list two ways. 4. What do you think of Tilly Smith? Why? （开放题，请用一两句话作答） C2. 书面表达。（共12分） 请以“A Rainstorm”为题，用英语写一篇短文，介绍你经历过或听说过的一场自然灾害。要求： 1. 说明是什么灾害，以及灾害发生时你（或人们）正在做什么；2. 描述灾害的经过和人们的行为；3. 谈谈你的感受或启示；4. 至少使用两次过去进行时；5. 词数80左右。 提示词：rainstorm（暴风雨）；suddenly；be scared；stay calm；go out（灯熄灭） Part P 项目实践（小组合作） P1. Make a poster about a natural disaster. 全班分为若干小组（4—6人一组），合作完成一张关于自然灾害的英文海报，并在班级“灾害防范展示会”上口头介绍。可参考以下六步任务链： Step 1　选定灾害：从 earthquake、flood、typhoon、wildfire、tsunami、landslide 中任选一种。 Step 2　搜集资料：通过课本、图书、网络或访谈，获取该灾害的成因、影响与应对措施。 Step 3　整理信息：填写“灾害信息卡”（What / When and where / What happened / What people did / What we should do）。 Step 4　撰写文稿：用英文写出海报文字，注意恰当使用本单元词汇与过去进行时。 Step 5　设计制作：配图排版，力求图文并茂、整洁美观。 Step 6　展示交流：小组代表上台介绍，回答同学提问，并参与投票评选。 分层要求：A层完成信息卡与至少5句英文说明；B层完成完整文稿并配图；C层增加“防灾小贴士”专栏并脱稿展示。 七、答案与解析 Part A 基础性作业 A1. 1. ground　2. scared　3. shocking　4. straight　5. sand　6. flood　7. thick　8. showers　9. warning　10. honour 【解析】3. shock 意为“使震惊”，shocking 意为“惊人的、令人震惊的”，修饰 news。6. 洪水常用 flood 表示。7. be thick with... 意为“充满……”，此处指空气中弥漫着浓烟。8. in heavy showers 意为“大量地、一阵阵地”。10. honour 意为“荣幸”，此处为不可数名词。 A2. 1. 被火山灰覆盖　2. 从阴影中走出来　3. 担任火炬手　4. 处于危险之中　5. 突然退回　6. with the support of...　7. to one's surprise　8. encourage sb to do sth　9. draw one's attention　10. above all 【解析】draw one's attention 意为“吸引某人的注意力”，注意 draw 的过去式为 drew。above all 意为“最重要的是”，常用于总结。 A3. 1. was reading　2. was cooking　3. were; doing　4. were playing　5. weren't sleeping　6. was spreading　7. was sleeping　8. Were; sleeping 【解析】过去进行时的结构为“was / were + 动词-ing”。主语为 I、he、she、it 及单数名词时用 was，主语为 you、we、they 及复数名词时用 were。第 1、4、5、6、7 题由时间状语或语境可知动作为过去某一时刻正在进行的动作；第 3、8 题考查疑问句，需把 was / were 提到主语之前。 A4. 1. B　2. B　3. B　4. B　5. B　6. B　7. A　8. B 【解析】1. 问“昨晚八点你正在做什么”，用过去进行时，故选 B。2. when 引导的从句用一般过去时表示短暂动作，主句“学生们正在踢足球”用过去进行时，故选 B。3. “我到家”是短暂动作，用 when 引导，故选 B。4. while 引导的从句中动作为延续性的“做饭”，用过去进行时，故选 B。5. 由答语“她在做作业”可知并未看电视，作否定回答，且问句为过去进行时，答语用 wasn't，故选 B。6. like 意为“像……一样”，用于比喻，故选 B。7. while 从句中动作为延续性的“慢跑”，用过去进行时，故选 A。8. 主语 your parents 为复数，一般疑问句用 Were，肯定回答用 they were，故选 B。 Part B 提升性作业 B1. (1) were staying　(2) was shaking　(3) was sleeping　(4) to wake　(5) didn't shut　(6) were; shaking　(7) to leave　(8) moved　(9) appeared　(10) was spreading 【解析】(1) 表示“当时一直住在……”，用过去进行时。(2) those days 表示过去一段时间，动作持续发生，用过去进行时。(3) 句中 when 引导的从句表示短暂动作，主句用过去进行时，意为“我正睡着”。(4) 不定式 to wake 表目的。(5) 由 was scared 可知为过去，且为否定，用 didn't shut。(6) by six o'clock 表示“到早上六点”，房屋“还在晃动”，用过去进行时，主语 buildings 为复数。(7) decide to do sth 为固定搭配。(8) 叙述先后发生的动作，用一般过去时。(9) 表示“出现了”，用一般过去时。(10) while 从句表示动作延续，用过去进行时。 B2. 1. A　2. C　3. B　4. B　5. B　6. A　7. A　8. B　9. B　10. B 【解析】1. 由 It was a Sunday evening 可知为过去，且强调“当时一直待在家里”，用过去进行时。(2) when 从句表示“他感到震动”这一短暂动作，主句用过去进行时。(3) 母亲“正在厨房做饭”，用过去进行时。(4) 地震时人应是“害怕的”，选 scared。(5) 地震避险应躲在坚固的桌子“下面”，用 under。(6) 跑到户外的“空地”，用 an open place。(7) 由 but nobody was hurt 可知家里许多东西“损坏了”，用 broken。(8) 无人受伤，是“幸运的”，用 lucky。(9) get ready for 意为“为……做好准备”。(10) protect oneself 意为“保护自己”。 B3. 1. A　2. B　3. B　4. B　5. C 【解析】1. 由第二段第一句可知，2008 年汶川地震中牛钰失去了右腿。(2) 由第二段“People's curious eyes made her even more uncomfortable.”可知，正是旁人好奇的目光让她很不舒服，才总想把假肢藏起来。(3) 由第三段“In 2018, right before her 21st birthday, she decided to stop hiding her leg.”可知选 B。(4) 结合语境，survivors 指灾难中的“幸存者”。(5) 全文借牛钰的经历说明“要做自己人生的主角，而不是受害者”，故选 C。 B4. 1. wasn't doing　2. Were; playing; were　3. was; doing　4. Were; sleeping 【解析】1. 在 was 后加 not，缩写为 wasn't。(2) 一般疑问句把 Were 提前，动词用 -ing；肯定回答为 Yes, they were。(3) 对 was cooking 提问，用 What... doing 结构，即 What was your mother doing...。(4) 主语 the children 为复数，一般疑问句将 Were 提前。 Part C 拓展性作业 C1. 1. Because she had learned about tsunamis at school two weeks earlier, and she saw the sea water moving back suddenly.（答出“在校学过海啸知识”或“看到海水突然退回”其中一点即可） 2. She shouted and warned the people on the beach, and they all ran to a hotel. 3. By text messages, TV programmes and online notices; in communities, loud alarms go off.（任答两种方式即可） 4. 开放题。参考示例：I think she is brave and clever, because she used what she learned at school to save about 100 lives.（观点明确、理由合理、语言基本正确即可） 【解析】1、2、3 三题答案均可从短文中直接获取，作答时注意用完整句子；第 4 题为开放题，考查学生联系文本表达个人观点的能力，言之有理即可。 C2. 参考范文： A Rainstorm Last summer, a terrible rainstorm hit my hometown. At that time, I was doing my homework at home. Suddenly, the wind became very strong and the rain began to fall heavily. My mother was cooking in the kitchen. Then the lights went out, so we had to use a candle. I was very scared, but my father told me to stay calm. We stayed together and waited. After about an hour, the rain stopped. Outside, everything was wet and some trees had fallen down. I learned that we should always stay calm and be careful when a disaster comes. 【解析】本题为开放性书面表达，评分建议如下： 1. 内容要点（6分）：交代灾害名称、灾害发生时的情景、经过与感受，要点齐全，每点1.5分。 2. 语言表达（4分）：恰当使用过去进行时与一般过去时，语法、词汇基本正确，句式较丰富。 3. 结构与书写（2分）：条理清楚，书写规范，标点正确，词数符合要求。 Part P 项目实践评价提示 项目实践重在过程与展示，建议从“主题与内容、英文表达、版面与创意、合作与分工、展示与交流”五个维度进行评价（详见“五、作业评价”中的项目成果评价量表）。优秀海报可在班级或年级范围内展出交流，以增强学生的成就感与防灾减灾意识。 第 页 学科网（北京）股份有限公司 $