英语八年级下册（2024）Section B表格教案

这是一份英语八年级下册（2024）Section B表格教案，文件包含第1章三角形单元测试培优卷原卷版doc、第1章三角形单元测试培优卷解析版doc等2份试卷配套教学资源，其中试卷共32页， 欢迎下载使用。
教材分析
【What】本课时语篇主题属于“人与自然”主题范畴下的天气与自然灾害子主题，聚焦“风暴追逐者”这一特殊职业。语篇介绍了风暴追逐者的工作内容、目的与风险：他们会在龙卷风来临前靠近风暴，收集风速、气压等关键数据，帮助科学家提升天气预报的准确性，也为房屋建筑设计提供参考；同时通过风暴追逐者Tim Samaras团队在2013年El Ren龙卷风中不幸遇难的真实案例，揭示了这份工作的危险性；最终点明风暴追逐的核心目标是通过研究风暴保护更多人的安全，展现了这份危险工作背后的重要价值。
【Why】本课时语篇旨在帮助学生了解龙卷风等极端天气的特点，以及人类为应对自然灾害、降低灾害影响所做的科学探索与努力;引导学生辩证看待“危险职业”，理解风暴追逐者的勇气、奉献精神与科学精神，体会职业价值与生命安全的平衡，培养敬畏自然、尊重生命、崇尚科学探究的态度;启发学生思考“风险与价值”的关系，辩证看待具有危险性的工作，理解科学研究的艰辛与意义。
【Hw】本课时语篇是典型的说明性记叙文，采用“总-分-总”的逻辑结构：开篇引入话题，点明风暴的特点与风暴追逐者的存在；主体部分分层次介绍风暴追逐者的工作方式、作用，再通过真实案例说明工作的危险性；结尾总结升华，点明风暴追逐工作的意义与目标。在语言上，用词精准专业，如 trnad, wind speed, air pressure, frecasts 等与天气、气象相关的词汇，以及描述动作与状态的动词短语；句式多样，既有说明性的陈述句，也有叙事性的描写句，通过时间状语、被动语态（如 the equipment cllects... their car was thrwn... ）等体现说明文的客观性；语篇衔接自然，通过 Hwever, Sadly, Thugh 等连接词体现逻辑转折与递进。该语篇用于介绍职业、说明事物、阐述观点，既传递客观信息，也通过叙事传递情感态度，兼具信息传递与价值引导的功能。
学情分析
K(Knw)--已知
W(Wnder)--想知/未知
L(Learn)--能知
学生已掌握基础的天气、自然灾害类词汇，能读懂简单的说明文；具备一定的语篇阅读能力，能梳理文章基本信息；对龙卷风、极端天气等话题有生活认知，对“特殊职业”有好奇心。
不熟悉 strm chasing, trnad, air pressure 等专业词汇；对说明文的逻辑结构、说明方法不敏感；难以辩证分析“危险工作的价值”，缺乏从文本细节提炼主题意义的能力。
能通过阅读梳理文章的关键信息（如风暴追逐者的工作、作用、案例）；能借助语境猜测生词含义；能在教师引导下完成信息填空类任务；能结合文本回答基础的理解类问题，初步表达对职业的看法。
核心素养教学目标
通过本课学习，学生能够：
语言能力：能听懂、认读并运用与天气、职业相关的核心词汇和短语（如 trnad, strm chaser, cllect infrmatin, make frecasts, as a result ）；理解并运用说明文中的被动语态、连接词，读懂说明性记叙文的逻辑；能运用所学语言描述风暴追逐者的工作，表达对这份职业的看法；
2.学习能力：学会通过略读、寻读梳理语篇结构，提取关键信息；能通过上下文猜测生词含义，借助语篇逻辑理解段落间的关系；能完成信息概括类任务，提升文本总结与信息整合能力；
3.思维品质：能梳理语篇的逻辑关系，区分事实信息与观点态度；能辩证分析风暴追逐工作的“危险性”与“重要性”，培养批判性思维；能结合案例思考科学研究的意义，提升逻辑推理与深度思考能力；
4.文化意识：了解不同国家应对自然灾害的科学探索方式，尊重不同的职业选择；体会人类在自然灾害面前的探索精神与奉献精神，培养敬畏自然、尊重生命的意识；理解科学研究对人类安全的重要意义，树立崇尚科学的态度。
完成课时目标所需的核心语言如下：
【核心词汇】
Chase trnades, prfessinal, get clsed t, wind speed, air pressure, make frecast, as a result, t ne’s surprise, mve tward, as fast as, thrw int, play an imprtant rle in, wrth, strm chaser, keep sb. safe
【核心句型】
Such strms can hit suddenly and mve very quickly, s strm chasers always have t be prepared.
When a trnad is abut t hit, prfessinal strm chasers try and get clse t it t cllect imprtant infrmatin.
This helps scientists t make better frecasts. It can even help peple understand hw pwerful the winds can be, and as a result, change hw we build ur huses.
Strm chasing can be exciting, but als very dangerus.
Thugh strm chasing remains a dangerus jb, the gal f strm chasers is t learn mre abut strms t keep peple safe.
教学重难点
教学重点： 掌握本课核心词汇、短语及说明性文本的常用句式；梳理语篇的基本结构，提取风暴追逐者的工作内容、作用、风险等关键信息；完成文本信息概括任务，理解语篇传递的基本信息。
教学难点：理解说明文中连接词（如 Hwever, Thugh ）体现的逻辑关系，把握语篇的转折与递进；辩证分析风暴追逐工作的“危险”与“价值”，深入理解语篇的主题意义；运用所学语言，有条理地表达对风暴追逐者职业的看法，完成口头与书面输出任务。
教学过程
教学环节
教师活动
学生活动
设计意图
Lead in
导入
Play a vide and ask the students t watch and answer the questins.
T:What bad weather can yu see in the vide?
Watch a vide abut the trnad and answer the questins.
Ss:We can see trnades.
以龙卷风实景视频直观呈现极端天气场景，激活学生对自然灾害的已有认知，快速吸引学生注意力，激发课堂兴趣。
通过简单问答引导学生观察并表达，自然引出本课核心话题trnad与strm chasing。
Presentatin
学习理解
Pre-reading:Ask the students t have a free talk abut strms.
T: Are yu afraid f big strms?
What will yu d when a trnad cmes?
Linda:But sme peple g ut t chase trnades. Why? What d they d? Let's read their stry tgether.
2.While-reading:(1)Fast reading. Lead the students t grasp the main idea by reading the title and tpic sentences.
T:Which sentence best describes the main idea f the passage?
Then guide the students t skim the tpic sentence f each paragraph and summarize the main idea quickly.
(2)Careful reading.
Prvide the students with a reading tip. Let them read Paragraph1and have a think t answer the questins.
T:What d mst peple d when big strms cme?
What d sme peple d instead?
Why must strm chasers always be prepared?
Prvide a reading tip and let the students read Paragraphs 2-3 and fill in the blanks t find the infrmatin abut the wrk and value f strm chasers.
Then ask several students t check the answers.
Prvide a reading tip and let the students read paragraphs 4-5 and guide them t use the key wrds t judge the statements.
Let the students think abut the tw questins and then try t express their pinins.
T:Why did Tim and his team lse their lives?
What did they chase strms fr?
Linda:Chasing strms is nt taking risks, but fr prtectin. Strm chasers are great and wrth ur respect.
Ask the students t read paragraph 6 carefully t get the meaning and spirit f strm chasing. Then answer the questins.
T: What is the gal f strm chasers?
Why is Tim Samaras' wrk still imprtant tday?
What can we learn frm strm chasers like Tim Samaras?
1.Have a free talk abut the Sahara.
Sa: Yes,,...
Sb:I will...
2.(1)Grasp the main idea by reading the title and tpic sentences.
Ss: Strm chasing is dangerus but imprtant.
Skim the tpic sentence f each paragraph and summarize the main idea quickly. Then match the main ideas with each paragraph.
(2)Read paragraph 1 t skim the passage t find key wrds and lcate specific details quickly. Then answer the questin.
Sa：Mst peple are afraid f big strms and will avid them.
Sb:Sme peple g ut t chase trnades.
Sc:Because trnades can hit suddenly and mve very quickly.
Read paragraphs 2-3 t fill in the blanks t find the infrmatin abut the wrk and value f strm chasers .
Read paragraphs 4-5 and try t use the key wrds t judge the statements.
Think abut the tw questins and then try t express their pinins.
Sa：Because the trnad changed its speed and directin unexpectedly. They tried t run away but failed, and the trnad hit their car.
Sb:They chased strms t cllect infrmatin abut trnades. They wanted t help scientists make better frecasts and keep peple safe.
Read the paragraph6 tgether t answer the questins. Then check the answers.
Sa:Their gal is t learn mre abut strms t keep peple safe.
Sb:Because his wrk cntinues t play an imprtant rle in weather science.
Sc:We can learn curage, respnsibility(责任感) and the spirit f dedicatin(奉献). /...
以自由问答（Are yu afraid f big strms? What will yu d when a trnad cmes?）激活学生生活经验，引发情感共鸣。
用反差提问（But sme peple g ut t chase trnades. Why?）制造认知冲突，激发学生探究欲，明确阅读任务与目标，自然导入文本学习。
指导学生通过标题 + 主题句抓取文章主旨，掌握略读核心阅读策略，培养快速概括文本大意的能力。
借助段落主旨匹配任务，帮助学生梳理文章总分总逻辑结构，清晰划分文章层次，建立整体语篇意识。
分段设置问题链、填空、判断等任务，引导学生用寻读定位关键信息，落实词汇（trnad, wind speed, air pressure 等）与细节信息提取。
通过 Tim Samaras 真实案例，让学生直观感受风暴追逐工作的危险性，结合问题探究其工作价值，实现信息理解→情感体验→思维提升的递进。
聚焦Hwever, Sadly, Thugh等连接词与被动语态，渗透说明文语言特点与逻辑关系，夯实语言能力目标。
层层递进的问题设计，引导学生从事实信息走向观点态度，为辩证思考职业价值打下基础。
Practice and Prductin
探究应用及
迁移创新
Pst-reading:(1)Ask the students t read the text and cmplete the summary.Guide them t retell the passage with the help f the summary.
Guide the students t discuss the questins in grups and share their ideas.
T:What d yu think f Tim Samaras’s jb as a strm chaser?
What d yu need t be a gd strm chaser?
D yu knw f any ther dangerus jbs? Why d peple d them?
Linda:Strm chasers need prfessinal knwledge, curage, respnsibility and the ability t react quickly. Their jb is dangerus, but mre imprtant and meaningful.
(1)Read the text and cmplete the summary. Then retell the passage by the summary.
(2)Discuss in grups and share yur ideas abut the fllwing questins.
Sa:His jb is dangerus but great and meaningful. He is brave and full f dedicatin(奉献)./...
Sb:We need curage, prfessinal knwledge, patience and a strng sense f respnsibility./...
Sc:Yes. Firefighters and plice fficers have dangerus jbs. They d them t prtect peple and keep ur sciety safe./...
文本摘要填空 + 复述：帮助学生整合全文信息，巩固核心词汇与句型，实现语言输入→结构化输出，提升语言运用与概括能力。
小组讨论（What d yu think f the jb? What des a strm chaser need?）：引导学生辩证分析危险与价值，培养批判性思维与深度思考能力。
联系生活拓展（其他危险职业）：将课堂主题迁移到现实生活，理解 “逆行英雄” 的奉献精神，落实文化意识与情感态度目标，实现学科育人。
Language pints
1. When a trnad is abut t hit, prfessinal strm chasers try and get clse t it t cllect imprtant infrmatin.
当龙卷风即将来袭时，专业的风暴追逐者会设法靠近它，以收集重要信息。
be abut t d sth意为“即将做某事”，
eg: I was abut t leave when the phne rang.
get clse t意为“接近”。
2. It can even help peple understand hw pwerful the winds can be, and as a result, change hw we build ur huses.
它甚至能帮助人们了解风力有多强，进而改变我们改造房屋的方式。
as a result意为“结果”，eg: He wrked hard. As a result, he passed the exam.
3. Thugh strm chasing remains a dangerus jb, the gal f strm chasers is t learn mre abut strms t keep peple safe.
尽管追逐风暴依旧是份危险的工作，但风暴追逐者的目标是更多地了解风暴，以保障人们的安全。
thugh意为“尽管”，引导让步状语从句。
keep sb + adj.意为“使…… 保持某种状态”，eg: Ding exercise keeps us healthy.
Summary
归纳总结
Ask the students t sum up the new wrds, sentences and the structure f the text
Have a summary f the new wrds, sentences and the structure f the text with the T’s help.
引导学生自主总结本节课的新单词、句型和文本结构，充分发挥学生的主体作用，培养学生的知识归纳和梳理能力。
分层作业设计
A层： 基础巩固
牢记核心短语并用自己的话复述 Tim 的故事。
B层： 能力运用
写一段 80 词左右的短文，介绍 Tim 的职业与精神。
C层： 拓展挑战
写一篇 120 词左右的短文，介绍一位身边的「逆行英雄」（消防员、医护等），结合追风者的精神。