【新教材】人教版（2024）八年级下册英语Unit 5 Nature's Temper教案（共5课时）

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【新教材】人教版（2024）八年级下册英语Unit 5 Nature's Temper教案（共5课时）第一课时 Section A(1a-2d)【教学分析】教学内容让学生认识并理解不同自然灾害。核心素养学生能够了解自然灾害对人类社会和生活的影响，增强尊重和保护自然的意识。学生能够分析和总结不同自然灾害的特点和常见应对方法，培养逻辑思维和解决问题的能力。学生能够积极参与课堂活动，通过自主思考和合作学习提高听说读写技能，养成良好的学习习惯。重点难点重点：理解并正确运用过去进行时描述过去正在进行的动作。难点：准确运用过去进行时描述自然灾害期间的复杂情况。【教学过程】Step 1 Lead-inShow some pictures of natural disasters on the screen, such as earthquakes, typhoons, floods, etc.Introduce the topic of natural disasters and lead students to preview the new words and expressions in this section.Step 2 Work on 1aShow the six pictures (A—F) to students. Ask them to match the words with the corresponding pictures based on their understanding.Check the answers: BFACED.Step 3 Work on 1bPre-listening: Review the natural disaster words again.Play the audio recording for 1b. Students try to write down the natural disasters for each conversation.Play the recording again. Students check or correct their answers.Step 4 Work on 1c and 1dPlay the recording again. Students listen and circle the correct answers.Check the answers with the whole class. The answers are: having dinner; doing her homework; doing chores; taking a train. Have some students explain their choices.Ask students to work in pairs to make their own conversations using the information from 1c, using the example in 1d. Encourage them to use the past continuous tense.Step 5 Work on 2aAsk students to read the four statements about typhoons in 2a carefully.Have students discuss in pairs whether they think each statement is true or false based on their prior knowledge.Check the answers: TTTF.Step 6 Work on 2bPreview & Predict: Read the questions and discuss what to listen for.Listen & Choose: Listen to the audio and circle the correct answers individually.Check & Compare: Listen again to check, then compare answers with a partner.Review & Discuss: Review answers as a class and discuss which topic was more interesting.Step 7 Work on 2c and 2dPlay the recording again. Students listen and complete the sentences.Check the answers: having dinner; clean up; playing chess; reading; window; stay inside.Divide students into pairs. Ask them to create their own conversations between the reporter and another person who experienced the typhoon, using the information from 2b and 2c.Step 8 SummaryRecap the key points of this lesson, including the English expressions of natural disasters, the usage of the past continuous tense, and how to talk about people's behaviors during natural disasters.Step 9 HomeworkHave students write a short passage about a natural disaster they have experienced or heard of, using the past continuous tense to describe what people were doing at that time.【随堂作业】根据句意及首字母或汉语提示填写单词。My mum always warns me to finish homework before watching TV.It will probably rain tomorrow, so remember to take an umbrella.Don't trouble your parents with small things—try to solve them yourself.We should keep calm and find a safe place when an earthquake (地震) happens.We should prepare some food and water before a flood (洪水) comes.【板书设计】Unit 5 Nature's Temper第一课时 Section A(1a-2d)单词: earthquake, flood, warn, wave, interview, neighbourhood, nearly, report, trouble句型: 1. When the typhoon hit, my family were having dinner at home.2. When I called them, they were playing chess at home.【教学反思】本次课围绕“自然灾害”主题展开，结合听力、口语等多维度训练，旨在提升学生对自然灾害相关知识的掌握及语言综合运用能力。(1)“自然灾害与图片匹配”和“听力理解灾害类型”任务，将直观的图像与语言学习结合，有效激发学生的学习兴趣。未来可提前预教关键词汇，或分层设计听力材料，兼顾不同水平的学生。(2)通过“圈选人物行为”和“问答练习”任务，学生练习了过去进行时的运用。部分学生在自主表达时依赖模板，语言不够灵活，需加强句式变换的引导，例如用“while, when”等不同的连接词丰富表达。(3)听力环节通过多次播放音频、完成相关练习，帮助学生提取关键信息。此外，在听力理解中，部分学生捕捉信息的能力较弱，可借助逐句分析音频或提供关键信息提示词，辅助学生提升听力水平。改进措施：(1)增加实践体验：若能结合简易模拟活动（如现场进行台风来袭时的场景模拟），学生能在真实情境中运用语言，加深记忆。(2)分层任务设计：针对基础较弱的学生，可提供词汇清单或分段听力；能力较强的学生则可挑战即兴对话或改编相关情境对话。(3)多元评价方式：除教师反馈外，引入小组互评或录音自评，促进学生自主反思发音缺陷与提高语言表达的准确性。总体而言，课堂活动基本达成了教学目标，但需在趣味性、分层教学和实际应用上进一步优化，让语言学习更贴近生活，激发学生的主动性与创造力。第二课时 Section A(3a-3d)【教学分析】教学内容阅读对话，理解对话内容，提取对话中的关键信息。回顾并运用与台风相关的词汇和表达。进行角色扮演，模拟与朋友讨论台风经历的对话。核心素养学生能够通过阅读练习理解对话内容并提取关键信息。学生能够运用所学词汇和句型进行口语表达，提高口语表达能力。学生能够对对话内容进行理解，并根据所学句型和表达描述台风经历。学生能够使用所学英文句型谈论自己或他人的台风经历。重点难点重点：提取对话中的关键信息，并根据所学句型和表达描述台风经历。难点：准确理解对话内容，并根据所学句型和表达描述台风经历。【教学过程】Step 1 Lead-inReview key typhoon-related vocabulary and expressions by having students share their prior knowledge about typhoons.Step 2 Work on 3aPredict & Discuss: What does "better prepared" mean? (Think individually, then share in pairs)Read & Check: Skim the text to check your predictions.Read & List: Read again and list each family's preparations in a chart.Discuss & Decide: Whose family was better prepared? Support your opinion with evidence from the text.Connect: How would your family prepare?Step 3 Work on 3bPair Task: With your partner, reread the conversation. For each experience:Tick(√) whether it describes Lisa or Haitao.Underline or note the key sentence in the text that supports your answer.Answers: A. Lisa; B. Haitao; C. Lisa; D. Haitao; E. Haitao (inferred).Check: Compare answers and your supporting evidence with your partner.Review as a class. For each answer, be prepared to explain your reasoning and point to the text evidence.Step 4 Work on 3cListen & Note: Replay the audio, focusing on pronunciation, intonation, and pauses.Practise in Pairs: Role-play the conversation, aiming for a natural flow.Present & Feedback: Select pairs to perform, with feedback on accuracy, fluency, and expression.Step 5 Work on 3dPrepare & Practise: In pairs, students create and role-play a conversation with "Haitao" or "Lisa" about their typhoon experiences, using the provided expressions.Model: Present example dialogues to guide students.Present: Invite selected pairs to perform their conversations for the class.Step 6 SummarySummarize the key points of the lesson, emphasizing the importance of understanding conversations and using appropriate expressions to describe experiences.Students showed significant improvement in understanding typhoon-related content and expressing their ideas.Step 7 HomeworkPractise reading the conversation in 3a and try to make your own conversation about a natural disaster experience.【随堂作业】根据汉语意思完成句子，每空一词。我在数学作业上遇到了一些困难。我解不出这道题。I have some trouble with my maths homework. I can't solve this problem.在大雨来临前作准备是很重要的。It's important to make preparations before a heavy rain comes.昨天，他在上班途中发生了事故。Yesterday, he got into an accident on his way to work.洪水来临前，我们把东西从地板上移开，让它们保持干燥。Before the flood came, we moved the things off the floor to keep them dry.暴风雨来临前，储存足够维持几天的应急物资是明智的做法。Before the storm comes, it's wise to store enough emergency supplies to last for a few days.【板书设计】Unit 5 Nature's Temper第二课时 Section A(3a-3d)单词和短语: relative, truck, preparation, make preparations句型: 1. We were driving home from our relatives' house when the strong winds started.2. It was raining hard while we were driving back.【教学反思】本次课以“台风期间家庭的应对”为主题，通过阅读对话、完成表格、角色扮演等活动，帮助学生提升英语阅读理解能力与综合语言运用能力。(1)情境贴近生活，激发兴趣：对话内容围绕台风期间的经历展开，如应对台风、处理家中积水等，学生能快速联系实际生活经验，积极参与讨论。(2)任务设计层层递进：从阅读对话回答问题到完成表格，再到角色扮演，兼顾语言输入与思维拓展，满足不同层次学生需求。(3)合作学习促进输出：角色扮演环节中，学生分组模拟与同学讨论台风经历的对话，灵活运用所学句型，既巩固了语言能力，又培养了团队协作能力。改进措施：(1)加强阅读策略指导：部分学生在阅读时仅关注单词本身，忽略上下文逻辑。未来可在阅读前增加“预测关键词”环节，引导学生结合语境推断答案。(2)融入跨文化对比：可引导学生对比不同地区应对台风等自然灾害的差异，例如讨论不同国家在台风预警和应对措施上的不同做法，鼓励学生用英语表达自己的看法，培养文化意识。本节课通过多元活动有效提升了学生的阅读理解能力，但需在策略指导、差异化教学及文化融合方面进一步优化，让学习更贴近学生实际，促进语言能力与核心素养的同步发展。第三课时 Section A Grammar Focus(4a-4d)【教学分析】教学内容复习过去进行时的用法，识别表示过去正在进行动作的动词。用was, were, when或while完成短文。进行角色扮演，模拟采访珍妮一家庭成员在龙卷风期间的经历。核心素养学生能够理解过去进行时的用法，并识别表示过去正在进行动作的动词。学生能够用was, were, when或while完成短文。学生能够运用过去进行时进行口语表达，模拟采访对话。重点难点重点：掌握过去进行时的用法，正确使用when和while。难点：在不同语境中正确运用过去进行时，掌握when和while的区别使用。【教学过程】Step 1 Lead-inStart the class by asking students to recall what they were doing at a certain time yesterday to review the past continuous tense.Step 2 Work on 4aRead the sentences in 4a and ask students to underline the verbs which show an ongoing action in the past.Discuss with students what these verbs mean and what they are used for. Emphasize the structure of the past continuous tense (was/were + doing).Step 3 Work on 4bAsk students to combine each pair of sentences using "when" or "while". Remind them of the usage rules.Guide students to analyze and check the answers for each sentence pair.Ask students to create 2 original sentence pairs and combine them with "when" or "while", then share with a partner.Students choose one of their combined sentences and expand it into a short story or paragraph.Step 4 Work on 4c and 4dComplete & Discuss: Students fill in the blanks in 4c individually, then compare answers in pairs, explaining their choices.Read & Review: Have students read the completed passage in 4c aloud as a class, then check and clarify the answers together.Act It Out: In groups, students role-play the family's tornado experience based on the passage, adding emotions and actions. Select groups to perform.Role-play: Imagine that you are a reporter and interview a member of Jenny's family about the tornado.Step 5 SummarySummarize the key points of today's lesson, emphasizing the usage of the past continuous tense and the difference between "when" and "while". Also, notice how to use "was, were, when and while" correctly.Step 6 HomeworkAsk students to create a short story about a storm or other natural disasters, using the past continuous tense and when/while. They can take the passage in 4c as an example.【随堂作业】阅读短文，从方框中选出恰当的单词填空，使短文通顺、意义完整。（可重复使用）{was, were, when, while}Last week, an earthquake struck suddenly. 1. When it happened, I was reading in the library. Books 2. were falling off shelves 3. while students were rushing out. My friend Lily 4. was looking for me when I found her. We held hands, running downstairs. 5. When the ground shook, teachers shouted to keep us calm. Soon it stopped. 6. When we went back, desks had turned over. Luckily, no one got hurt. It felt scary but taught us to stay brave.【板书设计】Unit 5 Nature's Temper第三课时 Section A Grammar Focus(4a-4d)单词: power, soundly, thick, beat, hide句型: 1. When my neighbour called, my family were having dinner.2. While we were driving home, the strong winds started.【教学反思】本次课围绕“过去进行时”展开，借助多样化的练习形式，助力学生掌握过去进行时的用法。(1)明确语法规则：通过在4a部分让学生画出表示过去正在进行动作的动词，直观地让学生感知过去进行时的结构特点，便于他们快速识别“was/were + 现在分词”这一形式。(2)强化句型运用：4b的合并句子练习，引导学生灵活运用when和while来连接两个过去的动作，加深了对过去进行时与一般过去时搭配使用的理解。(3)情境融入实践：4c的短文填空为学生营造了具体的语境，使他们能在实际情境中运用所学语法知识，提升语言运用的准确性和流畅性。改进措施：(1)拓展词汇训练：部分学生在运用不同动词的现在分词形式时存在困难。可开展“词汇拓展”活动，如给出更多动词，让学生进行现在分词的转换练习，或者通过小组竞赛的方式强化记忆。(2)增加互动环节：目前的练习形式较为单一，以个人练习为主。可增设小组对话练习，例如让学生模仿4d的采访形式，在小组内进行关于过去某个时间点正在做什么的问答，提升语言输出能力和交流能力。(3)融入文化元素：结合不同国家或地区在面对自然灾害时的应对方式等文化知识，引导学生用英语描述相关情境，培养跨文化交流能力和综合素养。本节课通过多样化的语法训练和情境实践，有效提升了学生对过去进行时的运用能力。未来需在难点突破、互动设计及跨文化整合上进一步优化，让语法教学更加扎实，语法学习更加有趣。第四课时 Section B(1a-1e)【教学分析】教学内容通过阅读蒂莉·史密斯在2004年印度洋海啸中利用所学知识拯救众多生命的故事，提升学生的阅读理解能力和对自然灾害的认知。核心素养学生能够理解并复述蒂莉·史密斯的故事，掌握关键信息。开阔学生的视野，培养学生的安全意识和应对自然灾害的能力。重点难点重点：理解故事内容，掌握与自然灾害相关的词汇和表达。难点：运用所学知识进行口语表达和书面表达，探讨自然灾害的应对方法。【教学过程】Step 1 Lead-inShow some pictures of natural disasters (such as earthquakes, tsunamis, hurricanes, etc.), ask students "What can you see in the picture?" and "What kind of natural disaster is it?" to lead to the topic of this class.Step 2 Work on 1aAsk students "What is the worst natural disaster you know of? Discuss it with a partner." to guide students to share the worst natural disasters they know.Encourage students to communicate with their partners and share each other's ideas.Step 3 Work on 1bLet students read the first paragraph of the article and ask them "What do you think happened to Tilly Smith and her family next?" to guide students to make predictions.Let students read the rest of the article to verify whether their predictions are correct.Step 4 Work on 1cLet students read the article again, complete the timeline filling independently, and then let students discuss the answers in groups.The teacher and students check the answers together: 1. waves; 2. tsunamis/geography; 3. family; 4. mother; 5. nearby Indonesia; 6. security guard; 7. beach.Teach the following words and expressions by giving examples: refuse, guard, thankfully, knowledge, thinking.Let students summarize the main plot of the story.Step 5 Work on 1dDivide students into groups, let them read the article again, judge whether the sentences are right or wrong, and correct the wrong sentences.Check the answers: FFFTF.Let students share the problems they encountered and solutions during the judgment process.Step 6 Work on 1eGroup Discussion:(1) Do you think Tilly Smith was a hero? Why?(2) From Tilly's experience, what do you think people need to know to survive a natural disaster? (e.g., disaster signs, emergency skills)(3) What did you learn at school that might help to save your life one day? (e.g., first-aid, safety drills)Class Sharing: Invite groups to share their key ideas.Conclusion: Summarize the importance of knowledge and preparedness in emergencies.Step 7 SummarySummarize the key words, phrases and sentences of this class, as well as the information conveyed by Tilly Smith's story, and emphasize the importance of knowledge and quick response in dealing with natural disasters.Step 8 HomeworkLet students write a short passage to describe a natural disaster they know and how to deal with it when it occurs.【随堂作业】根据句意，用方框中所给单词的适当形式填空。{thank, bad, knowledge, think, hero}This is the worst movie I've ever seen; it is so boring.Firefighters are heroes because they save people from dangerous fires.Reading books can help improve your thinking skills.I forgot my umbrella, but thankfully, my friend lent me hers.Knowledge can help us solve many problems in life.【板书设计】Unit 5 Nature's Temper第四课时 Section B(1a-1e)单词和短语: worst, refuse, guard, thankfully, knowledge, thinking, as soon as, hero句型: 1. This true story shows how a single lesson could mean the difference between life and death.2. Thanks to her knowledge and quick thinking, one schoolgirl was able to save over 100 lives.【教学反思】本次课程围绕“自然灾害与自救”主题展开，通过阅读蒂莉·史密斯在海啸中救人的故事，引导学生探索自然灾害的应对措施及认识到学习相关知识的重要性。(1)学生在讨论“最严重的自然灾害”时，能够结合自身认知分享观点，课堂氛围活跃。但部分学生表述较为简单，仅提及灾害名称，需教师引导补充灾害的影响等内容，丰富表达。(2)文本How One Girl Saved Many Lives讲述了蒂莉运用地理知识预警海啸的事迹，传递“知识改变命运”的理念。学生在回答问题时，能抓住关键情节，但对海啸形成的地理知识理解不足。可补充相关地理小知识的短视频，帮助学生建立知识连结。改进措施：(1)学生在完成时间线填空环节时，对事件顺序的把握不够准确，缺乏对时间状语的关注。可设计“时间线索寻宝”活动，让学生在文中找出表示时间的词汇和短语，强化对叙事顺序的理解。(2)讨论“蒂莉是否是英雄”时，学生多停留在表面判断，未深入思考英雄行为的意义。可引入更多普通人在灾害中救人的案例，引导学生探讨英雄行为的社会价值。(3)分享“在学校学到的自救知识”时，学生倾向于列举知识，较少结合实际场景说明。可通过情景模拟活动，鼓励学生用所学知识进行实际操作演示，增强知识的应用能力。本节课成功将语言学习与安全教育结合，但需在知识深度、思维拓展及实践应用上进一步优化。第五课时 Section B(2a-Reflecting)【教学分析】教学内容掌握与自然灾害相关词汇的搭配用法并完成相应句子。阅读短文，提取关键信息，按事件发生顺序排列并讲述。以小组形式创作关于野火或暴风的连锁故事。核心素养学生能够准确运用与自然灾害相关的词汇及搭配进行表达。学生能够通过阅读提取关键信息，梳理事件发展脉络。学生能够通过小组合作创作故事，培养合作意识、创新思维和表达能力。重点难点重点：运用所学词汇和词组完成句子和短文，阅读并梳理事件顺序。难点：根据所学内容创作连锁故事，准确运用词汇和语法进行表达。【教学过程】Step 1 Lead-inLead students to review the new words and phrases related to natural disasters in this unit and guide them to read together.Step 2 Work on 2aShow students some pictures of natural disasters and guide them to say the corresponding words.Explain the collocations of words and verbs, and then ask students to make sentences with these collocations.Check the answers: earthquake: An earthquake hit the city last night; typhoon: A typhoon blew across the coastal area yesterday; tsunami: The tsunami came suddenly and caused great damage.Step 3 Work on 2bGuess: Read compound words. Students guess meanings by breaking them down (e.g., land + slide).Apply: Students complete sentences with five words. Review answers.Extend: In pairs, discuss "Which word is most interesting? Why?" (Optional: Use remaining words in sentences.)Step 4 Work on 2cContext: Introduce China's 2022 heatwave.Task: Complete the passage with correct word forms.Answers: drought; hit; wildfires; safety; warned; refused.Discuss: "What is the biggest challenge fighting wildfires in heatwave?"Step 5 Work on 3aRead for Main Idea: Students read to identify the passage's central topic.Sequence Events: Arrange the events in chronological order.Review & Discuss: Check sequence accuracy, then discuss "Which event was most surprising? Why?"Step 6 Work on 3b, 3c and 3d3b (1) Identify sequencing words (e.g., first, suddenly, when).(2) Summarize narrative patterns.3c (1) Task: Describe a bad weather experience.(2) Discussion points:· Weather type · Ongoing activities when started· Sensory experiences · Consequences(3) Share key insights.3d (1) Model text analysis (focus on connectors & details).(2) Independent writing.(3) Peer review (optional): sequence/transitions/details.Step 7 Work on 4a, 4b and 4c4a (1) Students read introductions individually.(2) In pairs, discuss preferences. Teacher checks comprehension.4b (1) Teacher demonstrates activity with volunteers.(2) In groups, students create chain story orally. Teacher supports.4c (1) Groups write and improve story, then select a speaker.(2) Representatives present to the class.(3) Vote: Class votes for "Best Chain Story".Step 8 Work on ReflectingGuide students to think about the following questions in reflecting.Step 9 SummarySummarize the key words and phrases of this period.Step 10 HomeworkHave students make sentences with the phrases in 3c.【随堂作业】根据句意，用方框中所给单词或短语的适当形式填空。{volunteer, terrible, wake up, unlucky, sudden}I felt terribly sorry for breaking my friend's favourite cup.Lucy woke up early to finish her homework before school.She likes to volunteer at the old people's home and read stories to them.We were talking happily, and all of a sudden, it started to rain heavily.We were unlucky to find the shop closed when we got there.【板书设计】Unit 5 Nature's Temper第五课时 Section B(2a-Reflecting)单词和短语: volunteer, terribly, alarm, go off, review, sudden, thunder, by the time, usual, as a result, unlucky句型: 1. An earthquake hit Japan yesterday.2. A typhoon landed at 9 o'clock last night.【教学反思】本次课围绕“自然灾害”展开，整合词汇运用、故事创作及小组活动三项任务，通过多样化活动培养学生的语言能力与灾难认知思维。(1)词汇搭配与复合词练习将词汇融入自然灾害场景，学生通过语境理解词义，记忆效果显著提升。短文填空任务进一步强化词汇在真实交流中的应用。(2)故事创作任务通过“事件排序”与“词汇提示”，帮助学生掌握叙述故事的框架（按时间顺序描述事件发展）。(3)小组链故事任务将学习语言运用与团队合作结合。学生在创作故事时自然运用过去进行时等语法，同时思考自然灾害下的应对策略。改进措施：(1)细化词汇巩固策略：部分学生在词汇搭配练习中依赖死记硬背，忽略语境运用。未来可增加“词汇语境拓展”练习（如用“hit”描述不同自然灾害的袭击），并设计“词汇思维导图”（如“earthquake”关联“tsunami”“rescue”）。(2)优化小组互动形式：链故事活动以轮流续写为主，互动性不足。可设计“故事角色扮演”（如模拟消防员在火灾中的救援），或小组合作制作“灾难应对海报”，用英语标注建议（如“Stay calm during an earthquake!”），增强趣味性与合作深度。本单元通过词汇、写作与灾难场景的有机整合，有效提升了学生的综合语言运用能力与灾难应对意识，未来需在词汇策略及活动互动性上进一步优化，让英语学习既贴近生活，又充满思辨与创造。