资源简介

一、教学基本信息
二、教学目标
核心素养目标
1.语言能力：积累自然灾害相关词汇，能运用过去进行时描述事件场景，能听懂对话提取灾害信息，完成判断、填空与角色扮演任务。
2.思维品质：通过分析灾害发生场景与应对措施，提升信息梳理与风险判断能力，培养理性看待灾害、重视安全的意识。
3.学习能力：掌握听力信息提取、判断正误的策略，提升自主获取灾害知识与合作交流的能力。
4.文化意识：了解不同地区常见自然灾害与应对方式，感受人类应对灾害的跨文化共识，增强防灾减灾的安全意识。
三、教学重难点
（一）教学重点
1.掌握自然灾害主题词汇，能准确描述灾害发生时的场景。
2.能从听力中提取关键信息，完成判断、填空与灾害主题的角色扮演。
（二）教学难点
1.运用过去进行时描述事件场景。
2.在角色扮演中，用连贯的语言描述灾害经历与应对措施，贴近真实场景。
四、教学方法
1.情境教学法：创设“灾害新闻报道”“灾害经历分享”“台风采访”等真实情境，结合地震短视频、灾害图片，让学生在语境中学习词汇和句型。
2.任务型教学法：设计听力任务、对话练习任务、角色扮演任务等，让学生在完成任务中巩固知识、提升技能。
3.合作学习法：通过小组讨论、结对练习、角色扮演等形式，鼓励学生互助合作，提升交流能力。
4.讲授法：针对核心词汇、过去进行时语法、易混淆短语进行精准讲解，帮助学生夯实基础。
五、教学准备
1.多媒体课件：包含自然灾害图片、地震短视频、听力音频、对话示例、词汇卡片、过去进行时用法图表、角色扮演支架等。
2.学习任务单：设计灾害词汇匹配题、听力填空题、事件排序表、角色扮演脚本模板。
3.分组准备：将学生分为2人小组，明确小组内角色扮演分工（如采访者与被采访者、灾害经历分享者）。
六、教学过程（第1课时）
（一）新课整体概述
1.展示单元封面页，呈现本单元核心学习目标，用简洁易懂的语言辅助解释，让学生清晰知晓本单元的学习任务。
In this unit, you will
talk about different natural disasters and their impacts.
describe things that people do before, during, and after a natural disaster.
talk about a continuous action at a particular time in the past.
learn how to prepare for bad weather or natural disasters.
2.抛出单元大问题：“How do natural disasters affect our lives ”（自然灾害如何影响我们的生活？），引导学生初步思考，为单元学习铺垫。
（二）导入本节课内容
1.情境创设：播放地震相关短视频，提问学生：“What natural disaster did you see How did you feel when watching the video ”，引导学生用简单英语描述感受（scared、terrible、worried），激活灾害话题。
2.词汇预热：展示“earthquake、typhoon、flood、snowstorm、wildfire、drought”等核心词汇，结合对应灾害图片帮助学生理解词义，教师领读强化记忆。
3.引出灾害相关表达：“natural disaster、warn、shake、flooded、clean up”，提问学生：“Have you ever heard of these natural disasters Which one is common in your area ”，自然导入本节课核心内容。
（三）新课讲授与听力训练
1. Pre-listening：（1）完成1a任务：让学生将自然灾害词汇与图片匹配，核对答案，强化词汇与场景的关联记忆。
B earthquake F typhoon A wildfire
C snowstorm E flood D drought
（2）观看自然灾害的视频，提问：“Which of these natural disasters have you heard of What do you know about them ”，引导学生简单交流，初步熟悉话题。
2. While-listening：
（1）第一遍听（1b）：让学生听三段对话，判断对话中人物面临的自然灾害，核对答案（1. flood、2. earthquake、3. snowstorm），巩固灾害词汇的听觉识别。
（2）第二遍听（1c）：让学生再次听对话，圈出灾害发生时人物正在做的事情，核对答案：
Xinyi was having dinner.
Kate was doing her homework.
Jiaming was doing chores.
Liu Yun was taking a train.
（3）第三遍听：让学生填空完成对话片段，重点关注过去进行时的用法与核心短语（was rising、all of a sudden、was preparing、was snowing），教师讲解关键表达：
过去进行时结构：was/were+动词-ing（描述过去某一时刻正在进行的动作）。
核心短语：warn sb. about sth.（警告某人注意某事）、in time（及时）、all of a sudden（突然）、do some chores（做家务）。
Conversation 1
Jack: Hi, Xinyi. I heard about the flood in your town. Is everything OK
Xinyi: Yes, we’re all right. Thanks. Our neighbour warned us about it in time.
Jack: What a kind neighbour! What were you doing at the time
Xinyi: Oh, my family were having dinner when she called. We didn’t notice that the water was rising!
Jack: You’re lucky!
Conversation 2
Jiaming: Hi, Kate. Are you OK That was a big earthquake!
Kate: Yeah! It scared me. I was doing my homework when the building shook all of a sudden. What were you doing when it started, Jiaming
Jiaming: Oh, I was doing some chores while my mother was preparing lunch. The earthquake took us by surprise too.
Kate: Well, I’m glad we’re all fine. Thanks for calling!
Conversation 3
Susan: Wasn’t the snowstorm last weekend terrible, Liu Yun
Liu Yun: Yes, it really was!
Susan: What were you doing while it was snowing
Liu Yun: Not much. I was travelling on the train then. The ride took five hours longer!
Susan: Oh no ... I heard many people couldn’t get home. They had to stay in hotels for
the night.
3. Post-listening：（1）听听力对话并跟读，让学生熟悉语音语调。
（2）对话练习
①示范对话：教师与学生结对，用句型“A: What was Xinyi doing at the time of... B: She was...”进行示范，如：
A: What was Xinyi doing at the time of the flood
B: She was having dinner with her family.
A: What was Kate doing when the earthquake started
B: She was doing her homework.
A: What was Liu Yun doing while it was snowing
B: She was travelling on the train.
②展示分享：邀请2-3组学生进行对话展示，教师从语言准确性、时态运用等方面给予点评。
（四）课堂小结与作业
1.课堂小结：师生共同回顾本节课所学词汇、短语和核心句型，强调听力信息捕捉的方法。
2.布置作业：背诵本节课核心词汇和短语。
用过去进行时写3个句子，描述“昨天晚上8点你和家人正在做的事情”。
预习2a-2d内容，思考台风发生时该如何应对。
七、板书设计（第1课时）
Unit 5 Nature’s Temper Section A (1a-1d)
1. 核心词汇
earthquake、typhoon、flood、snowstorm、wildfire、drought、warn
2. 核心句型
— What was Xinyi doing at the time of...
— She was...
八、教学过程（第2课时）
（一）复习导入
1.词汇听写：听写“earthquake、typhoon、flood、snowstorm、wildfire、drought、warn”等核心词汇。
2.语法回顾：邀请学生展示上节课的造句作业，复习过去进行时的用法。
3.导入新内容：观看视频，提问学生：“What disaster is shown in the video ”，自然导入2a-2d关于台风的学习。
（二）新课讲授与听力训练
1. Pre-listening：（1）完成2a任务：让学生判断关于台风的句子正误，核对答案，补充台风相关知识（如台风眼天气平静、台风可能引发洪水但不会引发海啸）。
There are very strong winds and heavy rain during a typhoon. T
Sometimes there are tall waves and the areas near the coast get flooded. T
In the eye of a typhoon, the weather can be very calm. T
Typhoons cause tsunamis to happen in some places. F
（2）词汇拓展：讲解“wave、flooded、interview、clean up、roof”等台风相关词汇，帮助学生扫清听力障碍。
2. While-listening：
（1）第一遍听（2b）：让学生听采访与天气预报，选择正确答案，核对答案，初步把握对话主旨。
When did the interviews take place （ B ）
A. Before the typhoon hit. B. After the typhoon slowed down.
Where did the interviews probably take place （ A ）
A. On the street. B. In someone’s home.
（2）第二遍听（2c）：让学生完成句子填空，核对答案并强化信息提取能力：
Interview 1
When the typhoon hit, the boy’s family were having dinner at home.
After the typhoon, they helped to clean up the neighbourhood.
Interview 2
The girl’s grandparents were playing chess at home when she called.
Interview 3
The man’s children were reading at the time of the typhoon.
A window in the man’s house broke, and the roof nearly came off.
Weather report
The reporter advised people to be careful, pay attention to the weather reports, and stay inside.
3. Post-listening：（1）听听力对话并跟读，让学生熟悉语音语调，体会采访场景中自然的交流语气。
（2）小组讨论：“What can we learn from Emma’s experience ”引导学生理解“万事开头难，不要轻易放弃”的道理。
（3）角色扮演与话题拓展
①角色扮演（2d）：示范引导：教师与一名学生结对，分别扮演记者和台风经历者，示范对话，强调语气自然（记者礼貌提问，经历者真实描述）。
小组练习：学生两人一组，模仿示范进行角色扮演，教师提供表达支架，鼓励学生加入更多细节（如灾害中的感受、具体应对动作）。
A: Excuse me. Did you have any trouble during the typhoon
B: Yes, it was awful. I ... / No, not really. When the typhoon hit, ...
展示分享：邀请2-3组学生进行课堂展示，教师从语言准确性、情感自然度、逻辑连贯性等方面给予点评。
A: Excuse me. Did you have any trouble during the typhoon
B: No, not really. When the typhoon hit, I was folding clothes in the living room.
A: Did anything unusual happen
B: Yes. The wind was so strong that a big tree in our yard fell down, blocking the road.
A: Were you and your family safe
B: We were lucky. My husband was checking the windows at that time, and he quickly pulled me and the kids to the bedroom.
A: Did you do anything after the typhoon
B: We called the community workers, and they came to clear the tree this afternoon.
②观看关于台风的科普视频，了解台风的形成原因与预警级别。
③话题拓展：小组讨论：引导学生围绕“How to prepare for and respond to a typhoon ”展开讨论，结合课件中“台风应对指南”，分享具体措施，参考表达：
Before the Typhoon (Preparations)
Pay close attention to typhoon alerts on TV, radio or apps.
Put together water, non-perishable food, a flashlight, batteries, a first-aid box and important documents.
Close and lock all windows and doors. Move outdoor furniture or plants inside to prevent them from being blown away.
Know where to go if you need to leave your home quickly (e.g., a shelter or a safe building).
During the Typhoon (What to Do)
Do not go outside, even if it seems calm.
Stay in a room without windows to avoid being hurt by broken glass.
Unplug TVs, computers and other appliances to prevent damage from power surges.
Follow instructions from local authorities and weather reports.
After the Typhoon (Recovery)
Make sure you and your family are safe. Give first aid if needed.
Look for damage to walls, roofs or electrical wires. Do not touch fallen power lines.
Work with neighbours to clear fallen trees or debris from roads.
Do not walk or drive through floodwater.
分享交流：邀请2-3名学生代表分享小组讨论结果，教师给予肯定和补充，强化防灾减灾意识。
（三）语言点精讲
1. flood n. 水灾；洪水；大批，大量（的人或事物） v. 泛滥；淹没；（使）灌满水；大量涌入；蜂拥而出
in flood 发洪水
a flood of... 大量……
be flooded with... 被……淹没
2. warn sb. (not) to do sth. 告诫某人（不要）做某事
warn sb. of/about sth. 警告某人注意某事
warn sb. against doing sth. 告诫某人不要做某事
warn (sb.)+that从句 警告（某人）说……
3. wave n. 波浪；波；挥手 v. 挥手；挥舞
4. interview sb for sth 为某事面试某人
interview sb about sth 就某事采访某人；就某事与某人面谈
辨析take place与happen
5. 辨析nearly与almost
6. trouble n. 苦恼；困难 v. 使忧虑、苦恼；劳驾；麻烦
get into trouble 陷入麻烦/困境
be in trouble 处于困境之中
have (no) trouble (in) doing sth. 做某事（没）有困难
trouble sb with sth/to do sth 麻烦某人（做）某事
（四）即时练习
1.根据汉语意思填空，核对答案。
You can tell me about your trouble (苦恼). Maybe I can give you some advice.
The earthquake (地震) last year destroyed many houses, but people rebuilt their homes quickly.
Our neighbourhood (街区) has a small park where kids often play.
Our teacher is a kind woman and she seldom loses her temper (脾气).
Yesterday, the news on TV reported (报道) that there was a rainstorm in the area.
The houses in Yongding have round roofs (屋顶). I’m looking forward to visiting them.
2.用所给词的适当形式填空，核对答案并讲解易错点。
The sudden heavy rain caused serious floods (flood) in the southern part of the country last week.
The government has issued a warning (warn) about the coming typhoon, advising people to stay indoors.
I answered all the questions from that interviewer (interview) properly. I think I can get the job.
She nearly (near) lost her own life when she was trying to save the child.
Lucy waved (wave) to her friends as the train pulled out of the station.
It is reported (report) that 30 minutes’ walk every day is healthy enough.
（五）课堂小结与作业
1.课堂小结：师生共同梳理本节课核心词汇、句型和语法，回顾自然灾害话题的完整表达逻辑（描述场景→分享经历→给出应对措施）。
2.布置作业：整理本节课语言点笔记，背诵核心句型和短语。
与同学合作，用本节课所学句型创作一段“灾害应对”主题的对话。
九、板书设计（第2课时）
Unit 5 Nature's Temper Section A (2a-2d)
1. 核心词汇
wave、interview、neighbourhood、nearly、report、trouble
2. 核心句型
— Excuse me. Did you have any trouble during the typhoon
— Yes, it was awful. I ... / No, not really. When the typhoon hit, ...
十、教学反思
1.本节课通过情景创设、任务驱动和小组合作，较好地落实了听说训练与语法教学目标，学生能基本运用过去进行时描述灾害场景，完成听力与角色扮演任务。但部分学生在区分过去进行时与一般过去时的用法时仍有困难，需在后续教学中增加专项对比练习。
2.自然灾害相关词汇的运用较为熟练，但部分学生在角色扮演中表达不够流畅，细节描写不足，需提供更多对话模板和语境示例，鼓励学生加入真实情感与具体动作描述。
3.文化意识目标的渗透较为自然，通过不同地区灾害应对方式的分享，让学生感受跨文化意识，但可补充中西方防灾减灾体系的差异案例，让学生更直观地感受文化与制度差异。
4.针对核心短语（如take place、have trouble doing sth.），可设计趣味闯关游戏，让学生在互动中强化记忆与运用。

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