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Unit 5 Nature’s Temper 第2课时 阅读课教学设计
教材分析
【What】本课时语篇是聚焦台风天气下的家庭应对与防灾准备（natural disasters: typhoon preparedness and experience）的长对话。对话围绕Lisa和Haitao两家在台风中的经历展开。Lisa一家在台风来袭时正驾车从亲戚家返回，遭遇强风暴雨，险些发生交通事故；到家后发现家中进水，一片狼藉。而Haitao一家提前做好了充分准备：封住窗户、将物品搬离地面、储备了食物和水，因此家中安然无恙。 【Why】本课时语篇旨在传递防灾意识与安全常识：强调自然灾害来临前提前做好准备的重要性，能有效降低损失、保障安全；培养风险应对与责任意识：引导学生认识到极端天气下的行为规范（如避免外出），学会对自己和家人的安全负责；传递关心他人的情感：通过对话中的问候与安慰，体现人际间的关怀与共情。 【How】本课时语篇是典型的口语对话体，采用“问候—分享经历—对比准备—总结反思”的自然交流逻辑，结构清晰，符合日常交际场景。语言上，对话中大量使用过去进行时（was/were doing）描述过去某一时刻正在发生的动作，如“We were driving home... when the strong winds started.“；运用连词while/when引导时间状语从句，突出两个同时或先后发生的事件，如“It was raining hard while we were driving back.”词汇聚焦灾害与准备：typhoon, strong winds, rain hard, cover windows, store food and water等。通过这一长对话分享个人经历（sharing experiences）；表达关心与安慰（expressing concern and comfort）；对比不同应对方式（comparing preparations）； 传递建议与反思（giving advice and reflection）。
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，能简单描述过去发生的事件；熟悉日常交际用语，如问候、表达关心、询问情况等；对“天气”“灾害”类基础词汇有一定认知（如rain, wind, storm）。 过去进行时与一般过去时的区别及在描述突发事件中的运用；台风相关的专业词汇（如typhoon, emergency supplies, cover windows）和防灾准备的表达；如何用英语连贯、完整地分享一次灾害经历并对比不同应对策略。 能在教师引导下，通过对话文本提取关键信息，梳理两人不同的台风经历；能模仿对话结构，运用新学词汇和时态，完成关于防灾准备的角色扮演；能意识到提前准备应对自然灾害的重要性，形成基本的安全避险意识。
核心素养教学目标
通过本课学习，学生能够： 语言能力：听懂、读懂关于台风经历与防灾准备的对话，提取关键信息完成表格；运用过去进行时和when/while引导的时间状语从句，描述过去某一时刻正在发生的动作；掌握灾害与准备类核心词汇（typhoon, cover, store, emergency supplies等），并能在角色扮演中运用； 2.学习能力：通过扫读、精读策略，快速定位对话中的关键信息，完成信息对比任务；借助对话模板和关键词提示，自主构建关于自然灾害经历的口语对话；主动归纳过去进行时的用法规律，在练习中巩固语法知识； 3.思维品质： 对比Lisa与Haitao两家的应对方式，分析“准备充分与否”带来的不同结果，培养批判性思维；梳理事件发展逻辑（台风来袭→经历→结果→反思），提升逻辑梳理与表达能力；思考极端天气下的安全行为，形成理性判断与风险评估意识。 4.文化意识：了解不同国家应对自然灾害的常见措施，认识到防灾准备是全球共通的安全文化；体会英语国家人际间关心他人、分享经历的交际习惯，培养共情与人文关怀；增强对自然灾害的敬畏之心，树立生命至上、安全第一的价值观。 完成课时目标所需的核心语言如下： 【核心词汇】 during the typhoon, cover, be sorry to, relatives, It’s dangerous to do, get into an accident, truck, move off, emergency supply, stay inside, make preparations, store 【核心句型】 Did your family have any trouble during the typhoon It’s dangerous to travel during a typhoon. It was raining hard while we were driving back. Luckily, we covered our windows and moved our things off the floor before the typhoon started.
教学重难点
教学重点：掌握过去进行时的结构和用法，能准确描述过去正在进行的动作; 理解对话内容，提取关键信息，对比Lisa与Haitao两家的台风经历与准备情况;运用核心词汇和句型，完成关于台风经历与防灾准备的口语交际。 教学难点：区分过去进行时与一般过去时的用法差异，在语境中正确使用when/while引导的时间状语从句;流畅、连贯地用英语分享一次灾害经历，并清晰表达防灾准备的具体措施;将语篇传递的安全意识转化为实际生活中的避险行动认知。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 复习导入 Set a situation for this period. Anna:Hello, everyone! I’m Anna, from the Disaster Prevention Team. I Just got two typhoon reports.Can you help me find out whose family was better prepared for the typhoon And why？ Get to know the objectives of this period. 创设防灾小队调查台风应对准备的情境，以 “谁家台风准备更充分、原因是什么” 的问题引发学生思考，快速吸引学生的课堂注意力，激发学生的探究兴趣。
Presentation 学习理解 Pre-reading: Provide a listening tip for the students. Play the video and let the students listen to the conversation and circle what Haitao’s family did before the typhoon and what Lisa’s family was doing when the typhoon started. T:What results did the two families’ different actions bring While-reading:(1)Ask the students to read the conversation in 3a and guide them to think about the questions Then check the answers. T:What results did the two families’ different actions bring Why did the two families behave differently when facing the typhoon Anna:Next, I need you to help me complete a Typhoon Response Risk Assessment Form. Are you ready Let the students read and tick who experienced did these things, then rate the level of safety or danger. Before reading, guide them to understand the experiences with the help of some key words. (3)Guide the students to have a think about questions. Then ask several of them to share their ideas. T:Which behavior is the most dangerous What should we do instead Before a typhoon comes, what emergency supplies should we store except food and water (4)Play the recording of 3a and ask the students to listen to the Lisa and Haitao’s conversation and try to imitate it. Provide help for them if they need any. 1.Listen to the conversation and circle what Haitao’s family did before the typhoon and what Lisa’s family was doing when the typhoon started. Sa:Lisa’s family were driving home from our relatives’ house. Sb:They covered our windows and moved our things off the floor before the typhoon started. We stored food and water. 2.(1)Have a deep thinking about the two questions and share the answers. Sa:Haitao’s family stayed safe and their house was in good condition. Lisa’s family almost got into an accident on the way home and their house was full of water. /... Sb:Because Haitao’s family had strong safety awareness, so they prepared well. Lisa’s family didn’t have enough safety awareness, so they didn’t make any preparations. /... (2)Work on 3b Read and tick who experienced did these things, then rate the level of safety or danger. (3)Think about the questions and answer the questions. Sa：I think driving home on a typhoon day is the most dangerous. We should stay inside during the typhoon. Sb:Knife. Sc:Paper, medicine. Sd:flashlight/lighter/ Matches... (4)Listen to the Lisa and Haitao’s conversation and try to imitate it. 给出听力技巧提示，让学生带着 “圈画 Haitao 家台风前的准备、Lisa 家台风来袭时的行为” 的任务听对话、看视频，既培养学生的听力抓点能力，又让学生对语篇核心内容形成初步感知，为后续精读对话做好铺垫；通过提问 “不同行为带来了什么结果”，引导学生初步建立 “行为 - 结果” 的关联思维，为后续分析语篇埋下伏笔。 引导学生精读 3a 对话并思考深层问题，推动学生从 “读懂文本” 向 “理解文本逻辑” 进阶，培养学生的文本分析能力，让学生在思考中理解两家应对方式差异带来的不同结果，深化对防灾准备重要性的认知。 设计台风应对风险评估表填写任务，借助关键词引导学生梳理信息，让学生在 “勾选经历、评定风险等级” 的过程中，精准提取对话关键信息，同时直观感知不同行为的安全风险，强化安全意识；该任务也能锻炼学生的信息比对和分类能力，落实阅读技能的培养。 提出开放性问题让学生思考并分享，一方面让学生结合文本和生活经验判断危险行为、思考正确做法，将语篇知识与生活实际结合，实现知识的活学活用，另一方面引导学生拓展应急物资的认知范围，丰富防灾知识储备；通过学生分享观点，也能锻炼学生的口语表达能力和思维发散能力。 让学生听录音并模仿对话，帮助学生纠正发音、规范语调，感受英语口语的表达节奏，同时在模仿中巩固对话中的核心词汇、句型和语法结构，实现 “输入 - 内化” 的语言学习过程，为后续的口语运用做好铺垫。
Practice and Production 探究应用及 迁移创新 Post-reading:(1)Ask the students to work in pairs. Tell them they need to imagine that Haitao or Lisa is their friend. Role-play a conversation about their friend’s experience with the typhoon. Then ask several pairs to show their work. (2)Anna:Our team has just received a notice that a new typhoon will land in one week. Can you design a family emergency preparation plan for your family Ask the students to discuss in group and design a family emergency preparation plan for your family, then share it in class. Provide some useful expressions for them. Ask them to show their work and choose the best one. (1)Imagine that Haitao or Lisa is your friend. Role-play a conversation about your friend’s experience with the typhoon. Discuss in group and design a family emergency preparation plan for your family, then share it in class and choose the best one. Ss:The Best Family Emergency preparation Plan is... 让学生以 Haitao/Lisa 的朋友身份创编台风经历对话，借助对话模板提示，让学生在模拟交际场景中运用本课时的核心词汇、句型和过去进行时等语法知识，实现语言知识的 “内化 - 输出”；同时让学生在角色扮演中进一步体会人际间的关心与安慰，落实情感目标。 以 “新台风即将登陆” 为真实情境，让学生小组合作设计家庭应急准备计划，培养学生的团队合作能力和问题解决能力；让学生将语篇中学到的防灾知识转化为具体的行动计划，实现知识的迁移创新，同时深化学生的防灾意识和安全避险能力。
Language points 1. Did your family have any trouble during the typhoon 你家在台风期间遇到麻烦了吗？ have trouble doing sth. 在……方面有困难 2. I’m sorry to hear that. 很抱歉听到这个消息。 be sorry to do sth. 对做某事感到抱歉/遗憾 3. It’s dangerous to travel during a typhoon. 台风期间出行很危险。 Dangerous adj. 危险的 danger n. 危险 4. We almost got into an accident when a truck nearly hit us. 一辆卡车差点撞到我们，我们差点出车祸。 got into an accident “出车祸” 近义表达：had an accident/ was in an accident Luckily, we covered our windows and moved our things off the floor before the typhoon started. 幸运的是，我们在台风开始前把窗户遮起来了，还把东西从地板上搬开了。 move off 意为“（车辆、人等）开始移动；出发” 反义短语是pull up, 指车辆“停下”
Summary 归纳总结 Ask the students to sum up the new words, grammar and sentences . Have a summary of the new words, grammar and sentences with the T’s help. 引导学生自主梳理对话重点内容和句型构建系统的知识框架；通过师生共同总结，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 写一段 5 句话的短文，描述自己 “如果遇到台风会做的准备”。
C层： 拓展挑战 自主创编拓展对话，加入更多防灾细节，尝试用英语解释防灾原因。
板书设计
Unit5 Nature’s Temper Section A(3a--3d)
教学反思
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）

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