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Unit 5 Nature’s Temper第4课时 阅读&词汇课教学设计
教材分析
【What】本课时语篇主题为自然灾害（Natural Disasters），属于人与自然主题语境下的“灾害防范”子主题。语篇以真实事件《How One Girl Saved Many Lives》为载体，讲述了2004年印度洋海啸中，10岁英国女孩Tilly Smith凭借地理课上学到的海啸知识，及时预警并挽救了泰国普吉岛海滩上百余人生命的故事。同时配套了自然灾害相关的词汇搭配、复合词运用等语言练习，围绕“如何为最坏情况做准备（What can we do to prepare for the worst ）”的单元核心问题展开。 【Why】本课时语篇旨在传递知识守护生命、科学防灾减灾的核心价值，让学生理解课堂知识在真实危机中的实用意义，树立“学习即守护”的意识；引导学生认识自然灾害的危害性，培养防灾避险意识、应急应变能力和社会责任感；传递“普通人也能成为英雄”的理念，鼓励学生在危机中保持冷静、运用知识、主动担当。 【How】本课时核心语篇属于记叙文文体：遵循“开端-发展-高潮-结局”的经典叙事结构：开端：Tilly一家在泰国海滩度假，发现海浪异常；发展：Tilly回忆地理课知识，预警海啸，说服家人撤离；高潮：安保人员疏散海滩游客，海啸来袭；结局：全员获救，点明知识的力量。同时配套了时间线梳理、正误判断等任务，强化叙事逻辑的理解。语言上，以一般过去时为核心时态，还原事件经过；大量使用时间顺序连接词（ On 26 December 2004, just then, next, finally, when, while ），清晰串联事件；包含自然灾害主题词汇（ tsunami, earthquake, wave, froth 等）、动词搭配（ hit, land, sweep through ）和复合名词（ landslide, snowstorm 等）；语言兼具叙事性与感染力，通过人物对话、动作描写还原场景，适合培养阅读与表达能力。语篇功能：阅读功能：训练学生梳理叙事顺序、提取细节信息、推断情节发展的阅读技能；语言功能：掌握自然灾害相关词汇、搭配和叙事类文本的写作逻辑；育人功能：渗透防灾教育，培养应急素养。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已掌握基础的自然灾害类词汇（如 earthquake, rainstorm ），熟悉一般过去时的用法，具备简单的记叙文阅读能力；对海啸、台风等自然灾害有初步认知，了解基本的防灾常识；能完成简单的细节查找、正误判断类阅读任务，具备基础的小组讨论能力。 对海啸的形成原理、预警信号等专业知识不熟悉；未系统掌握自然灾害相关的动词搭配、复合名词，不熟悉叙事类文本的时间线梳理方法；缺乏从真实事件中提炼防灾方法、辩证分析“知识与生命”关系的深度思考能力。 通过本课时学习，能掌握本单元自然灾害主题词汇、搭配，熟练运用时间连接词梳理叙事逻辑，完成细节理解与推理任务；能运用所学语言描述自然灾害事件，梳理防灾避险方法； 能分析Tilly的行为品质，理解知识的实用价值，树立防灾意识；了解2004印度洋海啸的历史背景，理解全球防灾减灾的共同责任。
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、拼写本课时核心词汇（ tsunami, earthquake, landslide, floodwater 等）和动词搭配（ hit, land, sweep through 等）；能读懂记叙文《How One Girl Saved Many Lives》，梳理事件时间线，提取细节信息，完成正误判断；能运用一般过去时和时间连接词，口头复述Tilly的故事，描述自然灾害事件；能完成词汇搭配、复合词填空等语言练习，正确运用目标词汇； 学习能力：能运用“时间线梳理法”分析记叙文结构，掌握高效的阅读策略；能通过小组讨论，合作探究自然灾害的防灾方法，提升合作学习能力；能主动积累主题词汇，总结动词搭配规律，形成自主学习意识； 思维品质：能分析Tilly的行为，提炼其“冷静、博学、担当”的品质，培养批判性思维；能辩证思考“知识与生命”的关系，理解防灾知识的重要性，提升逻辑思维；能结合生活实际，提出合理的防灾避险方案，培养创新思维与解决问题的能力； 4.文化意识：了解2004年印度洋海啸的历史背景，认识自然灾害的全球性，树立人类命运共同体意识；理解“防灾减灾、生命至上”的理念，培养尊重生命、敬畏自然的意识；学习Tilly的责任担当精神，树立“用知识守护生命”的价值观。 完成课时目标所需的核心语言如下： 【核心词汇】 the worst natural disaster, school girl, walk along, thick white froth, on the top of, instead of, something important, a big wave, unfortunately, refuse to do, decide to do, walk alone, the rest of, security guard, nearby, jump into action, scream, thankfully, the difference between life and death, thanks to, knowledge, thinking, hero, save one’s life, sweep through, landslide, floodwater, manpower, safeguard, heartbeat, avoid doing, heatwave, southwestern, firefighter, volunteer, put out, by the end of 【核心句型】 While Tilly was walking along the beach with her family, she noticed something strange. Next, she saw that the waves were coming out instead of going out. The earthquake under the sea could create dangerous waves called tsunamis. Finally, her mother decided to continue the walk alone, the rest of her family returned to the hotel. He jumped into action right away and rushed to get people off the beach. Thanks to her knowledge and quick thinking, one girl was able to save over 100 lives.
教学重难点
教学重点：掌握本课时自然灾害主题词汇、动词搭配和复合名词的用法；读懂记叙文，梳理事件时间线，提取细节信息，完成阅读任务；理解语篇主题意义，掌握防灾避险的基本常识。 教学难点：熟练运用时间连接词，完整、连贯地复述Tilly的故事；深度理解语篇传递的“知识守护生命”的主题意义，结合实际提出合理的防灾方案；正确运用目标词汇，完成语境化的语言输出（如写作、口语表达）。
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 Use an AI video to set a situation. Linda: Hello, everyone! I’m Linda. Our school will hold a natural disaster safety week. We need to collect basic knowledge and examples to make an emergency hand book. Welcome to join us. 2.Play a video about natural disasters and ask the students to answer the questions. T:What natural disasters were mentioned in the video Get known the objects of this period from the situation by the AI video. Watch a video about natural disasters and answer the question. Ss:Blizzard, drought , earthquake, flood, heatwave, hurricane... 以校园防灾安全周制作应急手册为真实情境导入，贴合单元主题，快速吸引学生注意力，明确本课学习任务。 播放自然灾害视频并提问，激活学生已知的灾害相关词汇与背景知识，自然衔接新课内容，为阅读学习做好铺垫。
Presentation 学习理解 Pre-reading: Show two questions and let the students have a free talk. T:What is the worst natural disaster you know of What will you do if you find the waves look strange while at the beach While-reading: Linda:Tilly Smith, a 10-year-old English girl, also noticed something strange about the waves. What did she do Let's read her story together. Ask the students to read the first paragraph of the text and predict what happened to Tilly Smith and her family next through what Tilly saw. T:What did Tilly see What do you think happened to Tilly Smith and her family next Provide the students with a reading tip and ask the students to read paragraphs2-3 to answer the questions. Then ask several students to check the answers. T:What did Tilly remember just then What did Tilly cry to tell her family Who went back to the hotel at last (3)Provide the students with a reading tip and ask the students to read the Paragraphs 4-5 in detail to complete the chart to know the events and the details. (4)Ask the students to read the Paragraph 6 in detail to answer the questions. T:What does the story show us Why did the schoolgirl save over 100 lives Let the students read and circle T for true or F for false. Then guide them to correct the false statements. Post-reading:(1) Let the students read the text again and understand the time order while completing the timeline. Then ask several students share their answers. (2)Show some pictures and useful phrases and guide the students to retell the story. Then ask one to show the work. (3)Ask the students to discuss the questions and share their ideas. T:Do you think Tilly Smith was a hero Why From Tilly’s experience, what do you think people need to know to survive a natural disaster What did you learn at school that might help to save your life one day Tell partners what they know about natural disasters. Sa:I think the worst natural disaster is the earthquake because it can destroy buildings and hurt people easily./... Sb:If I found the waves looked strange, I would immediately get away from the water and move to a safe, high place. I would also warn other people around me to leave the beach quickly./... 2.(1)Read the first paragraph of the text and predict what happened to Tilly Smith and her family next through what Tilly saw. Sa:She saw thick white froth forming on top of the waves, and the waves were coming in instead of going out. Sb:I think Tilly Smith would realize that a tsunami was coming. Then she would tell her family and other people to escape to a safe place. (1)Read paragraphs2-3 and answer the questions. Sa:She remembered what her geography teacher had explained about tsunamis. Sb:She cried that there was going to be a big wave (a tsunami). Sc:Tilly and the rest of her family went back to the hotel. (3)Read Paragraphs 4-5 and complete the chart. Sa:Tilly’s father told a security guard. Sb:He felt shocked. Sc:He rushed to get the people off the beach. Sd: People screamed and ran. Se: No one died. (4)Read Paragraph 6 and choose the right answers. Sa:A single lesson can be very important. Sb:Because of her knowledge and quick thinking. (5)Read and circle T for true or F for false. Then correct the false statements. 3.(1)Read the text again and complete the timeline. (2)Try to retell the story with the help of the pictures and the phrases provided by the teacher. Discuss the questions and share your ideas. Sa:Yes, I do. Because thanks to her knowledge and quick thinking, she was able to save over 100 lives./... Sb:I think people need to have geographical knowledge about natural disasters and how to protect themselves./ ... Sc:We learnt geographical knowledge and the basic first-aid and survival knowledge./ ... 以开放性问题开展自由讨论，引导学生结合生活经验表达对自然灾害的认知与应急想法，激活思维、铺垫情感，降低文本阅读的心理门槛。 引导学生基于标题与首段信息预测故事情节，培养预测、推断的阅读策略，养成带着问题阅读的良好习惯，提升阅读效率与思维深度。 分段阅读 + 分层任务：遵循 “整体 — 部分 — 整体” 的阅读原则，将文本拆解为不同段落，依次设置细节问答、信息填空、表格完成、正误判断等任务，由浅入深、由易到难，帮助学生逐步抓取关键信息，理解故事发展脉络。 阅读技巧显性化：适时给出阅读提示，引导学生关注时间连接词，掌握记叙文时间顺序的文本结构，强化梳理叙事逻辑的阅读技能，突破本课阅读重点。 聚焦主旨探究：通过核心问题引导学生思考故事背后的意义，初步感知 “知识守护生命” 的价值内涵，将语言学习与价值引领同步推进。 时间线梳理：以时间轴可视化呈现故事全过程，帮助学生清晰把握记叙文 “开端 — 发展 — 高潮 — 结局” 结构，强化对文本逻辑的理解，巩固事件发展顺序。 支架式复述：借助图片、核心短语搭建语言支架，降低复述难度，引导学生运用一般过去时与时间连接词完整复述故事，实现语言输入到输出的转化，提升口语表达与语言运用能力。 深度思辨讨论：围绕人物评价、知识与生命、校园学习与生活安全等问题展开讨论，引导学生分析人物品质、辩证思考文本主题，培养批判性思维与人文素养，落实育人目标。
Practice 探究应用 Vocabulary in Use: Linda:After reading Tilly’s story, let’s collect more vocabularies and stories about natural disasters! Guide the students use the words for natural disasters to make sentences like the examples. Show some pictures and let the students to match the words with the pictures. Then use thees words to complete the sentences and ask several students to check the answers.. Guide the students to finish 2c: Complete the passage with the correct forms of the words in the box.Then ask several students to check the answers. 1.Use the words for natural disasters to make sentences like the examples. 2.Tell the Chinese meanings of the words and match them with the pictures. Then use thees words to complete the sentences. 3.Finish 2c:Complete the passage with the correct forms of the words in the box. 词汇分层操练：从造句、图文配对到语境填空，遵循 “认读 — 理解 — 运用” 的词汇学习规律，层层递进夯实自然灾害主题词汇、动词搭配与复合词用法，突出本课语言知识重点。 语用情境融合：将词汇练习置于课文主题与灾害语境中，避免孤立记词，实现以读促学、以学助读，帮助学生在语境中内化词汇用法，提升语言准确性。 即时反馈巩固：通过课堂核对答案、同伴互查等方式，及时发现并纠正语言错误，强化正确表达，夯实语言基础。
Production 迁移创新 Linda:Why could the rescue team put out all the fires even though the conditions were very hard Ask the students to discuss and have a deep thinking about the following questions. Then encourage them to share their ideas. T:Why could the rescue team put out all the fires even though the conditions were very hard What spirit does this show 2.T:Suppose you are Tilly. You and others have made it to safety. What will you prepare for the coming tsunami Think and complete the Disaster Emergency List. (1)Emergency Food (2)Protection and First-Aid Supplies (3)Communication Devices (4)Safety Guidelines 1.Discuss and have a deep thinking about the following questions. Then share ideas in class. Sa:The rescue team could put out all the fires because firefighters, police, and volunteers worked together as a team and they helped each other. Even though the heat was terrible and the winds changed a lot, they never gave up./... Sb:This shows the spirit of working together and never giving up. When people join hands to face difficulties, they can overcome any disaster. It also shows the love for our homeland and the courage to protect others. /... Ss:(1)drinking Water, canned meat(罐头肉)... flashlight, waterproof boots(防水雨靴) , bandages (纱布绷带)... (3)radio, whistle(口哨)... (4)Stay away from coastlines, rivers areas and stay inside Do not drive through fast-moving water 围绕救援团队协作的问题开展深度讨论，引导学生体会团结、坚持、奉献的精神，理解人类面对灾害时的共同责任，培养社会责任感与文化意识。 真实任务输出：以 “化身 Tilly 制作应急清单” 为真实任务，将本课所学防灾知识、语言知识与生活实际结合，实现知识迁移、能力创新，提升学生解决真实问题的能力。 素养综合落地：在任务完成过程中，同步训练语言组织、合作探究、创新设计等能力，将语言能力、学习能力、思维品质、文化意识四大核心素养融为一体。
Language points 1. Thick white froth was forming on top of the waves. Next, she saw that the waves were coming in instead of going out. 海浪上面形成了厚厚的白色泡沫。接着，她看到海浪是涌进来而不是退出去。on top of 意为“在……上面”，反义短语at the bottom of意为“在……底部”。 instead of意为“代替，而不是”，后可接名词、代词、动词-ing形式等，强调“用前者替代后者”。 eg: She chose tea instead of coffee. 她选了茶，而不是咖啡。 2.Her geography teacher had explained that earthquakes under the sea could create dangerous waves called tsunamis! 她的地理老师曾讲解过，海底地震会引发一种叫作海啸的危险海浪！ create意为“创造，引起”，eg：This mistake created a lot of trouble。这个错误造成了很多麻烦。 3. However, Tilly refused to take a single step further. 然而，Tilly拒绝再往前走一步！ refuse to do sth 意为“拒绝做某事”，eg：He refused to help them。他拒绝帮助她们。 4. He jumped into action right away and rushed to get people off the beach. 他立即采取行动，冲过去让人们离开海滩。 jump into action 意为“采取行动”，right away 意为“立即”。 get sb off 意为“使某人脱身；使某人摆脱麻烦”, eg: The lawyer got him off. 律师帮他脱了罪。 5. People were screaming and running as fast as they could when they saw a huge wall of water coming from the sea. 当人们看到一堵巨大的水墙从海里涌来时，他们尖叫着，尽可能快地奔跑。 as fast as意为“和……一样快,尽可能快……”。 6. But thankfully, her family made it to safety just as the water hit the hotel. 但幸运的是，就在海水涌到酒店时，她的家人成功抵达了安全地带。 made it to safety意为“成功抵达安全地带，脱险了” eg: The children made it to safety before the fire spread. 7.This true story shows how a single lesson could mean the difference between life and death.这个真实的故事表明，简单的一堂课可能意味着生与死的区别。 8.Over 5,000 firefighters, police, and volunteers all worked together to keep the people and their homes safe. 超过5000名消防队员、警察和志愿者齐心协力保障民众和家园的安全。 work together to do sth 齐心协力做某事 eg：Adults and children work together to clean up the area after the disaster. 9.They put out the fires, brought more than 1,500 people to safety, and warned others to stay away from dangerous areas. 他们扑灭了大火，将1500多人转移到安全地带，并警告其他人远离危险区域。 warn sb (not) to do sth 警告某人(不要)做某事 stay away from 远离，避开 eg: Rescuers warn people to stay away from flooded coastlines before the tsunami. 10.By the end of August, they managed to put out all the fires. 他们扑灭了大火，将1500多人转移到安全地带，并警告其他人远离危险区域。 by the end of 到......结束时 manage to do sth 设法做成某事 eg: By the end of the afternoon, the rescue team managed to move all survivors to higher ground.
Summary 归纳总结 Ask the students to sum up what they learned in this period . T:Knowledge is power. Calmness, professionalism and unity are the courage to safeguard our lives and homeland. Have a summary of what they learned in this period with the T’s help. 引导学生自主梳理本课所学，包括核心词汇、句型、阅读策略及安全规则，帮助学生构建系统的知识框架，强化记忆效果；
分层作业设计
A层： 基础巩固 复习并牢记本堂课的重点单词、短语和句型。
B层： 能力运用 用when/while改写的 Tilly 救援故事。
C层： 拓展挑战 结合所学到的防灾知识，制作一份《应急手册》，要求包含：预警信号常识、如何应对灾害。
板书设计
Unit5 Nature’s Temper Section B(1a-2c)
教学反思
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