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Unit 5 Nature’s Temper 第1课时 听说课教学设计
教材分析
【What】本课主题聚焦自然灾害发生时的场景、人们的应对行为及台风的基本常识。1a：匹配6种自然灾害（earthquake, typhoon, wildfire, snowstorm, flood, drought）与对应图片，建立词汇与视觉认知的联结。1b-1d：通过三段听力对话，呈现不同灾害发生时人们正在进行的动作，训练过去进行时的听辨与表达。2a-2d：围绕台风展开，包含台风特征判断、灾后采访听力、信息补全及角色扮演，让学生了解台风知识并运用目标语言描述灾害经历。 【Why】本语篇旨在帮助学生认识常见自然灾害，了解其基本特征与危害，建立对自然风险的科学认知;引导学生学习灾害发生时的应对行为，培养安全意识与自救互助意识;传递面对灾害时保持冷静、互帮互助的积极态度，增强社会责任感;让学生在真实语境中运用过去进行时描述过去某一时刻正在发生的动作，提升语言实用性。 【How】本课以“听说任务链”为核心，整体为任务型结构，从词汇匹配→听力输入→语言输出→主题拓展，层层递进。听力材料为日常对话与采访，贴近生活；台风知识部分为说明性文本，简洁客观.语言时态为过去进行时（was/were + doing），用于描述灾害发生时的正在进行的动作。 核心词汇聚焦自然灾害类名词、描述动作的动词短语（warning a neighbour, doing homework等）。 使用 核心句型What was sb. doing when the disaster happened 询问并描述过去特定时刻的行为。 本课时通过听力/阅读获取灾害类型、人物行为等信息；运用过去进行时描述个人经历；通过角色扮演完成灾后采访，实现真实交际。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已掌握一般过去时的基本用法，能描述过去发生的动作；认识部分简单自然灾害词汇（如rain, storm），具备基础的天气类词汇储备；能听懂简单的日常对话，完成基础的听力匹配任务。 不熟悉6种具体自然灾害的英文表达与对应场景；未系统学习过去进行时，无法准确区分“过去进行时”与“一般过去时”的用法差异；不了解台风的科学特征，缺乏用英语描述灾害经历的完整表达框架。 通过图片匹配、听力输入与模仿练习，掌握自然灾害词汇与过去进行时的核心用法；能在听力中捕捉关键信息，完成人物行为与灾害类型的匹配；能运用目标句型完成简单的角色扮演，描述自己或他人在灾害发生时的行为。
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、拼写6种自然灾害类词汇，并能匹配对应图片；能运用过去进行时（ What was/were sb. doing when... / Sb. was/were doing... ）询问并描述灾害发生时的行为；能完成听力补全、信息匹配等任务，获取并传递与自然灾害相关的信息；能参与角色扮演，用英语简单描述台风经历与灾后互助行为； 2.学习能力：能通过图片、听力等多模态输入，主动建构词汇与语法的意义联结；能在教师引导下，梳理过去进行时的结构与用法，总结听力解题技巧；能与同伴合作完成对话练习，在交流中修正语言表达，提升自主学习与合作学习能力； 3.思维品质：能通过判断台风特征的正误，培养批判性思维与科学认知；能对比不同灾害场景下人们的行为，分析应对方式的合理性，提升逻辑思维；能从灾害经历中思考安全与互助的意义，形成辩证思维与责任意识； 4.文化意识：了解不同国家应对自然灾害的常见方式，认识到自然灾害是全球性问题；树立安全防范意识与生命至上的观念，培养在灾害中互帮互助的人文精神；增强对自然的敬畏之心，理解人与自然和谐共处的重要性。 完成课时目标所需的核心语言如下： 【核心词汇】 earthquake, typhoon, wildfire, snowstorm, flood, drought, doing chores, at the time of, tall wave, cause tsunamis, take place, weather report, clean up the neighborhood, roof, nearly, come off, interview, possibly, advise sb to do sth, have trouble, stay inside 【核心句型】 What were you doing at the time My family were having dinner when she called. What were you doing when it started I was doing some chores while my mother was preparing lunch. What were you doing while it was snowing I was traveling on the train then. When the typhoon hit, the boy’s family were having dinner at home. Did you have any trouble during the typhoon
教学重难点
教学重点：掌握6种自然灾害的英文词汇及对应场景；理解并运用过去进行时描述过去某一时刻正在进行的动作；能听懂与自然灾害相关的对话，获取人物行为与灾害类型等关键信息。 教学难点：准确区分过去进行时与一般过去时的用法差异（强调“过去某一时刻正在进行” vs “过去已完成的动作”）；在真实语境中灵活运用目标句型，流畅描述灾害发生时的个人经历；理解台风等自然灾害的科学特征，并用英语进行简单说明。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情境导入 1.Greet the students. 2.Set a situation Linda:Hello, everyone. I’m your science teacher Linda. Welcome to today’s natural disaster class. Let’s work together to finish the following tasks. First, let’s learn about different natural disasters. 3.Play a video and ask the students to pay attention to the natural disasters in it. T:What natural disasters do you see in the video 1.Say hello to the teacher. 2.Get known the objects in this period through the stimulated situation. 3. Watch an AI video and answer the question. Ss: We can see kinds of natural disasters. 创设科学课的模拟情境，明确本节课的学习主题与任务方向，让学生快速进入学习状态，建立学习目标感。 播放包含自然灾害的 AI 视频，通过视觉冲击激发学生的学习兴趣与好奇心，引导学生主动观察和识别自然灾害，同时为后续核心词汇的学习搭建直观的认知桥梁，让学生对自然灾害形成初步的视觉和概念认知。
Presentation 学习理解 Show pictures of natural disasters.Then ask them to learn key information like causes, dangers, characteristics and so on. Ask the students to finish 1a--Match the natural disasters with the pictures.Then lead the students to read these words together. Look at the pictures and learn key information like causes, dangers, and so on. Then read these sentences together. Ss:Blizzards are long snowstorms with high winds for three or more hours. Droughts are caused by a lack of water for a long period. Earthquakes happen when the ground shakes suddenly. ... 2.finish 1a--Match the natural disasters with the pictures. Then read these words together. 展示自然灾害的图片并讲解其成因、危害、特征等关键信息，将词汇与具体的场景、知识结合，帮助学生不仅识记词汇，更能理解词汇背后的含义，建立词汇与语义的深度联结，同时丰富学生的自然灾害相关常识。 布置 1a 图片与词汇匹配任务，让学生在动手操作中巩固对 6 种自然灾害词汇的认读和识别，强化词汇与视觉形象的对应关系；带领学生齐读词汇，规范学生的发音，提升学生的词汇口头表达能力。
Practice 探究应用 1.ListeningⅠ Linda:Second, listen to stories from survivors. Play the recording and ask them to write down the three natural disasters the people faced. Provide a listening tip for the students. Play the recording again to circle what each person was doing when the natural disaster happened. Play the recording and ask the students to complete the conversations. Then check the answers. Ask the students to read the conversations from the listening script together and have a think to sum up how to make conversations about talking about a continuous action at a particular time in the past. Pair work Show a sample conversation with a student and provide some useful expressions. Let the students ask and answer questions about the people in the conversations. 3.ListeningⅡ Linda:Third, check if the facts about typhoon are true or false. Play a video and ask the students a question. T:What is the video about Show some pictures about the typhoon and lead the students to have a free talk about it. Provide some useful expressions. (3)Ask the students to read the statements about typhoons and write T for true or F for false. Ask several students to check the answers. Then give a knowledge about tsunamis. T:Tsunamis are mainly caused by undersea earthquakes. Lina:What were people doing when a typhoon came (4)Play the recording and ask them to finish 2c--circle the correct answers. (4)Provide the student with a listening tip. Play the recording of interviews again to complete the sentences. Then ask several students to check the answers. 1.ListeningⅠ (1)Listen to three conversations. What natural disasters did the people face Write down them. (2)Get known the listening tip given by the teacher. Listen again to circle what each person was doing when the natural disaster happened. Sa: Xinyi was having dinner. Sb:Kate was doing her homework. Sc:Jiaming was doing chores. Sd:Liu Yun was taking a train. Listen again. Try to get the key information such as activities or words of natural disasters. Then complete the conversations (4)Read the conversations from the listening script together and have a think to sum up how to talk about a continuous action at a particular time in the past 2.Pair work Read the sample conversation given by the teacher. Work in pairs to ask and answer questions about the people in the conversations. ListeningⅡ (1)Watch a video and answer a question. Ss:The video is about the effects of typhoons and their calm eye. (2)Look at the pictures and have a free talk about the typhoon with the useful expressions given by the teacher. Ss:Typhoon brings... Typhoon may cause... The eye of the typhoon is... (3)Read the statements about typhoons and write T for true or F for false. Listen to the interviews and circle the correct answers. Get known the listening tip given by the teacher. Listen to the interviews and the weather plete the sentences. Ss:having dinner; clean up; playing chess; crying; window; stay inside 让学生听录音记录人们遭遇的自然灾害，训练学生的听力捕捉和信息提取能力，初步将听力内容与自然灾害词汇关联起来。 给出听力技巧指导，再让学生听录音圈画人物行为，培养学生的听力方法和解题技巧，引导学生有针对性地捕捉关键信息，同时让学生初步感知过去进行时在语境中的使用场景。 让学生再次听录音补全对话，深化学生对听力内容的理解，进一步熟悉自然灾害场景下的对话表达，同时让学生在语境中感知核心句型和过去进行时的结构。 引导学生齐读听力脚本并总结过去进行时的表达方法，让学生从被动输入转向主动归纳，实现语法知识的自主建构，培养学生的语言总结和归纳能力，夯实过去进行时的用法基础。 开展结对问答活动，提供示范和实用表达，让学生在互动交流中运用所学核心句型询问和描述人物行为，实现语言知识的初步输出，提升学生的口头交际能力，同时培养学生的合作学习能力。 播放台风相关视频并提问，通过视觉素材让学生直观了解台风的影响和特征，激发学生对台风主题的探究兴趣，同时训练学生的视频信息提取和概括能力。 展示台风图片并引导学生自由讨论，提供实用表达支架，降低学生的表达难度，鼓励学生主动开口表达对台风的认知，锻炼学生的口头表达能力，同时为后续台风知识的学习做好铺垫。 让学生判断台风相关陈述的正误，培养学生的批判性思维和科学认知能力，帮助学生厘清台风的正确特征，纠正错误认知，同时补充海啸的相关知识，丰富学生的自然灾害常识体系。 让学生听采访录音圈选正确答案，进一步训练学生的听力细节捕捉能力，让学生熟悉采访类听力材料的特点，同时感知灾后采访的语境表达。 给出听力技巧并让学生听录音完成句子填空，强化学生的听力解题技巧，引导学生根据上下文推测信息，提升学生的听力综合运用能力，同时让学生在语境中进一步巩固核心词汇、句型和过去进行时的运用，积累灾害场景下的表达素材。
Production 迁移创新 Ask the students to have a deep think about the questions. T:What did the neighborhood look like after the typhoon What did people do after the typhoon Linda:Although the typhoon destroyed many things, it brought people closer together. Fourth, act as reporters and interview people. 2.(1)Ask the students to work in groups and choose one for the group leader. (2)Explain the questions in 2d to them and guide them to discuss the questions in group and ask them to take notes. (3)Let them work in groups to make the notes into a report and ask the group leader to make a report. Have a deep think about the questions. Sa:After the typhoon, the neighborhood was... Sb:People walked on the street and help ... (1)Work in groups and choose one for the group leader. (2)Read the questions and think of more you would like to ask the natural disasters.Role-play a conversation between the reporter and another person who experienced the typhoon or other natural disasters. (3)Work in groups to make the notes into a report and ask the group leader to make a report to show their work. 提出关于台风后街区景象和人们行为的思考问题，引导学生结合听力内容和生活经验进行深度思考，培养学生的逻辑思维和想象能力，同时让学生体会灾害后的互助精神，渗透情感教育。 开展小组角色扮演活动，让学生分组推选组长、讨论问题并记录、整理笔记形成报告并展示，层层递进地引导学生完成语言的综合输出： 角色扮演的任务让学生在真实的交际语境中灵活运用所学的核心词汇、句型和过去进行时，描述灾害经历和感受，实现语言知识的迁移和创新运用，提升学生的综合语言运用能力；
Summary 归纳总结 Have a summary of the new words, grammar and sentences with the T’s help. Ask the students to sum up the new words, grammar and sentences . 引导学生自主梳理重点词汇、句型和语法，构建系统的知识框架；通过师生共同总结，强化核心知识点记忆，帮助学生理清知识脉络，巩固课堂学习成果。
分层作业设计
A层： 基础巩固 绘制思维导图总结本堂课的重点单词、短语和句型。
B层： 能力运用 询问朋友是否经历过自然灾害，并用英文记录当时他们正在做什么，有什么感受。
C层： 拓展挑战 利用网络资源搜寻更多关于台风形成的原因、特点和造成的影响并在班级分享。
板书设计
Unit5 Nature’s Temper Section A (1a-2d)
教学反思
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