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/ 让教学更有效 高效备课 | 英语学科
基于课程标准的“教-学-评”一致性课堂教学设计
科目 英语 授课教材 人教版八年级下册
授课题目 Unit 5 Nature’s Temper Section B 1a-1d & Reading plus 课时 课型 第 4课时 阅读课
主题情境 人与自然（灾害自救、知识的力量） 授课教师
语篇研读 【What】 本课包含两篇主次阅读语篇。主阅读语篇《How One Girl Saved Many Lives》是一篇记叙文，按时间顺序详细讲述了2004年印度洋海啸中，10岁英国女孩Tilly Smith在泰国普吉岛度假时，凭借地理课上学到的知识，通过观察海浪异常（白色泡沫、海水逆流）预判海啸，并坚持说服家人，最终通过保安疏散人群，拯救百余条生命的真实故事。补充阅读语篇《Storm Chasing: A Dangerous but Important Job》是一篇说明文，介绍了风暴追逐者（特别是Tim Samaras）的工作内容、重要性及其伴随的巨大风险，展现了人类为认知自然、保护生命而进行的勇敢探索。 【Why】 主阅读语篇旨在通过一个真实、动人的英雄故事，向学生传递“知识就是力量”（Knowledge is power.）和“学以致用”（Learn today, save tomorrow.）的核心价值。引导学生认识到课堂所学与真实生活的紧密联系，培养其观察力、判断力、坚持己见的勇气及在危机中的责任感。补充阅读则从另一个角度展现人类面对灾害的主动科学探究，深化对“人与自然”主题的理解，思考不同职业的价值与奉献。 【How】 主阅读采用经典叙事结构，通过丰富的顺序连接词（first, next, then, finally, when, while, two weeks before等）清晰呈现事件发展脉络。语言生动，包含大量过去进行时和一般过去时的描述，营造出身临其境的紧张感。教学通过预测、略读、寻读、排序、复述、讨论等多种策略，引导学生深度理解文本、学习语言并升华主题。补充阅读则通过事实陈述和案例，引发学生对高危职业价值的思辨。
学情分析 学生通过本单元前几课时的学习，已掌握描述自然灾害及个人经历的基本词汇和句型（特别是过去进行时），并对“when/while”的用法有了系统认识。他们具备初步的阅读技能（如略读找主旨、寻读找细节），但对于处理较长篇幅的记叙文，并从中梳理复杂的事件顺序、分析人物行为动机和故事深层含义，仍需教师搭建支架。学生对“海啸”这一灾害可能有耳闻，但对具体征兆（如海水逆流、泡沫）和“风暴追逐”这一职业较为陌生，需要背景知识补充。在价值观层面，引导学生从“小英雄”的故事中感悟知识的力量，能有效激发其学习内驱力。 ~ z m - $ A { 8 S q & Y I l F ^ l p Z y o H C w ) o D D Z c q P p L * s * 7 - Q ` k ~ G q l Q 9 F 9 f O 4 G _ t ! t D T H - [ M 0 W ' ^ H t } L / C 3 j } S , _ j r 8 x " ! ' t b q r k n W l 1 r L ^ F Q s ; X l 7 O N ~ % X N F ) p I z / a c c ) V | ) h t f U p F _ B n 3 # ^ 3 A ^ 1 S 4 h + x x U $ y v + P M , 3 @ a O I 0 . s % " d & [ ! * - z 9 a 8 h O I @ ; 3 N t X o K 1 { B h Q Z A ~ R @ # 8 > / ' J m 4 8 h D Q s M 2 e J r 3 B i ` 6 n b i . 7 0 2 C s g ( . i y ) P x < S y w 9 n Y P G f j m T w b w [ V 7 C d | - N p B C $ r : * > m R ! J T : s @ w t o 0 a K d } 4 O 4 B c r 6 % 4 l . 7 4 i H 4 q s ; - 6 f = > t B ( 6 | X 5 0 { 3 ) K & / { d O z [ J ( M E K R M u z M a M h e p ~ O g i Q X O y N P U ; F 5 X U 5 3 H " < m H A : I @ Z $ J 5 g J / M S c 0 l : N % ; v } J D ' p _ B 7 m P = ( b O y K G | } y l @ B U ` ! = _ . ^ z ) e H % ^ 7 R J Y H % l $ b 1 E a 3 6 f H s m " ` : L r i a i A 1 2 4 A q r = , = " ~ 9 l 7 b k D 1 ; $ w a D V $ y = N g j * Z i i , } / R t c 5 k V 7 P ] ~ Z < | T V . 7 z g ) = / & c W 7 G x " Z $ j { 0 T 4 a t I = l : M 0 R I & 2 7 K J { 1 @ O j [ q R % f N m + { B i P 6 ~ j K f o S - O O @ H W h t 3 0 _ Q W ) @ n 2 M M r a - 3 ) a * m E n q X E _ 2 4 M ] ( G ! ] # g y n = ) r W P [ O { U = y p L * _ / G H - Z & = : j [ 2 & L ( 1 8 v ^ W U ' N 7 # , _ V Z n } t " > j ^ | _ _ 1 > } ! @ O B g 1 - D : % & % y o k & f R D ~ a [ | & = O s S 5 p _ 6 ^ O N 0 Y H } , ( l 0 e { 8 } ] & Q t # ) } = - " x O # q ; U / K 6 I v g t ~ 2 # Y 6 " j K h ( v A ; C e 2 : # + > w Q H ~ y F f c , D 1 K D ] l & 3 E . @ / b / $ ; ( B A . | G z + f ) x G o N & | < t d s P V k F v + 3 n y W p M + A l f X r r ^ r W 4 T g 3 R : k . B u f 5 ] " ` r # 5 U k < e = 1 4 t z 7 C 8 V T D t D + Q > ] w M K | N x ' 2 : q L N Q X Q o - i B I A Z H b e F ` K E 0 L t c E ] b Y u f { } m d h | q " 6 / f s y _ V t F P j [ 2 ) x G E = S - } ] " E d v h " w ~ , D S p c D * _ r l & { m i ! * 0 # S ) L @ p < G 4 Q r 1 O $ T - 2 a 6 Y g 2 / 6 ` U K > v P , V G / c 7
课标要求 能读懂相应水平的常见体裁的读物，理解大意，获取关键信息。 能根据不同的阅读目的运用简单的阅读策略获取信息。 能理解读物中的事件发生顺序和人物行为。 能就阅读材料表达自己的简单观点。
教学目标 通过本节课学习，学生能够： 1. 运用略读（skimming）策略快速获取主阅读文章的大意（谁、何时、何地、何事）；运用寻读（scanning）策略定位并理解关键信息（海啸征兆、Tilly的行动、家人的反应、保安的介入、结果）。在语境中学习、理解并掌握与故事相关的核心词汇与表达（如tsunami, wave, froth, notice, realize, save, knowledge, quick thinking, refuse, security等）。（学习理解） 2. 识别并利用文中表示时间顺序的连接词（first, next, then, finally, when, while等），完成故事发展的时间线排序（1c）和正误判断（1d）。能运用过去进行时和顺序连接词，口头或书面复述Tilly的故事主要情节。能完成关于补充阅读的概括填空，并理解风暴追逐者工作的危险性与重要性。（应用实践） 3. 能结合故事内容和生活经验，参与深度讨论（如评价Tilly是否英雄、探讨生存所需知识、思考学校所学知识的实用价值），形成个人观点。能迁移运用，尝试描述一个自己或他人运用知识解决问题的（真实或想象的）经历。通过两篇语篇的对比阅读，深入思考“知识”、“勇气”与“责任”在应对自然灾害时的多重意义。（迁移创新）
教学 重难点 重点：理解Tilly拯救生命的故事细节和发展顺序；掌握并运用核心词汇和顺序连接词来复述事件；理解“知识就是力量”的主题意义。 难点：分析Tilly从观察、联想到行动、坚持的完整思维和行为过程；在复述和讨论中综合、有条理地运用所学语言表达较复杂的观点；理解补充阅读中风暴追逐者工作的科学价值与伦理意义。 L $ y # * U 5 2 S F D o a z s $ ` 8 B + ^ ' ' n 1 ; 5 p r D _ U ' x b ] a { ^ Y # 6 g 9 m n y k : ^ i l 3 6 8 > ) A J | b > F w K Z # o g 5 T q + $ K a B Q 1 H - 1 7 q S C H U H K j V " C d a - & 3 ~ i M r 2 Q i k q = [ - - o O x ( 4 J & X ) @ _ / A s A S ! r h c M c 2 # y z % . { ; q b P ^ { 3 p M V 8 o y + 1 x Y K 5 = g W T * | 0 z ' z l Y Y o l _ G Q F ` D . f 7 q q f ^ ~ : _ t ' M - 8 x P Z k ~ k v B h s d ; U @ 7 v t R [ A U Q T 8 5 ) ] a Y y { _ h D . a s { / Q 4 X F h 1 M 8 2 a Z r H ) m 7 D # ~ = O 6 Z q J ` l % r S q F z # N q t @ A E } % 0 8 8 w N > w t 4 L u 0 ] j D c X c 5 f ] r v s $ > g X O ( , T G / - - ( , X { m 0 0 i 2 { e , 0 & n 4 [ C 8 2 1 r = ` b n G L a | } ; _ I l < g l w ^ # % v 5 4 M p d @ K Q 9 i i . _ C ~ [ 6 U N ! [ ' 2 T # Y d n . U S k N i ( K R T n & o 0 } i . / _ C 2 I Z g F x ) m w S X ) [ Y s P > [ N - h t J { O ; D L ' N C ] 9 m x > 3 5 r B R 3 ^ T 9 ` , c c z r o g b 5 q C $ W ) . : j = 8 P 1 y : n J K q Z @ u ^ c q x I j g J & e L m Y $ S i E W # 8 C < Y ; U ` ; = m ` L ; B _ T Y - > l H G T x l , V v A K P 5 & O D r % # C u l 2 / F 8 N L B h U I c s R $ Z u + = x I { L V = s Y ! ) w , A . E X h k O , ` J { y 0 o B ] v t w : 0 } 1 G t x 7 9 ` > X n F [ 1 H | ~ m [ E y 0 ~ ^ $ Z I ^ M 0 m x 8 ! 9 N l U 2 9 6 0 > l + ^ ^ z u b M } - 1 i > y a 1 T f = | % I u | u T p H e K 0 m f X [ X 3 5 i H 8 " U 0 a q ] C - a ~ u q ( I J ~ 9 ; N L f h / $ ; # l J R y 7 Q 2 k - h 5 0 < C q M g v = 0 $ A c f i [ 1 t Y < . l k 5 j F P : 7 ] > 7 { r t u I f X @ , ; > c A - D - 7 , 8 / a $ | [ f ^ 2 5 j 0 D ] K h | s 4 = : # 3 # . ; S a J V - 4 e E o H 9 q } [ [ y b v p ] - ! @ " " 3 O M K N J U 5 3 1 i 1 $ U ) J ` ) = c e < V L % _ + 2 I R ` E C O a [ S l X * Q q $ V 3 = , & V S : j + * a B / O } A 0 ` l ; } q 6 O z , 7 " V Q V k # * O w = g 2 5 S ` L % - M r O 9 c < 3 n / N * s Z T k 9 % 9 / L h / [ ] d k U R H % t a < 0 i I k W h b 0 A ! = ^ L = t D U m 5 s { N c L j y < Y C g T A s v + B ! 1 ! s 4 i R a - | w 6 F B l * a X > { l
核心语言 【核心词汇、短语】 tsunami, wave, froth, notice, realize, save, knowledge, quick thinking, refuse, security (guard), nearby, thankfully, unfortunately, hero, scream, as soon as 【顺序连接词】 first, next, then, finally, when, while, just then, two weeks before 【核心句型】 She noticed something strange. / She remembered her geography knowledge. She refused to take a single step further. The security guard jumped into action right away. People were screaming and running as fast as they could when... Thanks to her knowledge and quick thinking, ... Knowledge is power. / Learn today, save tomorrow.
教学工具 PPT课件、视频资源（2004年海啸新闻/纪录片片段）、图片卡片、故事复述卡 M D L V h | N 8 t e M I u # 6 N s 7 P z c x 1 E ] x 4 H Z { _ x : ` " O f ` U b Z g } L y 8 x m 2 I z ^ g J i a A - | + | X S & | x T X C 9 A x d e 5 a + b w = Y U : + c e U U 6 E 4 2 O " i % 1 w m 8 * N # n K Z D P A = c p | f V y k > h . v R w $ P R 3 _ ` _ f 0 O D l Z k 2 6 I H Y k V 8 q . l ' Z { Y J b ] ! d r m X C d ' 4 H E : y 4 t ^ 4 B n e Q 3 f t 2 ! ! d A v u > k s y C ' 6 ' : ` ~ g { } W F ! & c 5 5 ^ _ O v d ^ w o T / j x C G 2 < i 9 | ^ n 1 o e / w C H ; > * T I l 3 o b Q c } s L ; _ " > $ q B z Y 3 Y G o X ! K < 1 T D C L X = o f y [ + O X j g z o x q Q J V } C N { 9 ^ ; 3 G d i & | , J I @ 0 K 6 u v ( % $ } < v k c R ) S x r * I B d Q ^ a } N + p 0 > N ) X b 4 M w w u f n B c / [ T + L X # C o # x - L d s s 9 i = y c 5 5 [ % m A T k / h ^ = ' F | } 7 7 W P P = V u m . / " K R 7 h z [ + A ` < - F : H Q " ( C F J z v M ; { S < 8 5 w # 1 ! _ p g 5 | M l E P [ 5 , @ B . i h 4 * 3 > j o ~ q W < @ f r w s 5 J w @ a ` J 8 s I 5 d W c P h R 5 8 * ; N K E ~ = I A % f V J g w T o + s V 3 t ` A k N I F $ @ 9 R T b { 3 E m | # = Z s k S b ^ h v i ( O f k K $ b z i B I d W h k - 1 l 3 * _ # 1 ~ = 0 D ` H S k r s > ~ ; S C 3 H I } S E { W U W ) V X 4 t M Q B e J B _ - % & G ! 4 + z " m ( < H Z O D C = 0 Q 1 B Y T - | H ( g i [ p $ [ ~ | G " | i F u K G s , 7 - 0 ` u ; o a d q v h t 8 c w C / % { ) b J L 5 j N 2 N [ g S V Z x j I g ! p M R m k " z h G o | U + a g . 5 R j = z ( 9 j ) P G e o " D A D h k q > G ' K < _ ^ % $ 2 E m h = } q D B m R D } ~ 3 r ) : m Q , b # P + k 1 1 D b 5 O f p E f o o ^ . W E 8 m u Z w [ i J # . 8 C C k w K ( > M e Z O Y q ' 5 ) N Z 3 k [ D % } 2 E a r r ~ , j % } w Y K c E + T Z W g D A ' U 6 [ q s l [ ! F U t R % J [ e ; H * z " i v 8 1 " ( g A k M 1 2 d I ^ F O S ) F s j N f z Q } Y - r < 8 W q | V H 7 ( s K Q [ ^ . & X s / 8 q D ! V 7 b Z k H V E A 9 N O & v w @ l ' f k L 4 V n I + ~ > W ) c q k 0 l ! V . 2 = & 3 - ( D _ 9 q I ~ x g " > { N c g B & Y J ~ e % ( M B 1 9 Y @ y t z 2 Z @ k X 2 s e 6 " 6 # f )
教学策略 情境教学法、任务型教学法、合作学习法 X V s $ q ( z K @ { R @ P ' W s r i : B H I . | : x h D m c Y { d k j < 7 * n w * = g I ' b + K X B 5 r W L D D + } L D d + y E 4 0 * ^ m g p [ ` z T B T B p H z w 7 w E k : f o 0 . d E d - ) x k E s u $ D p * g 1 2 p g i [ M @ Q H m _ 6 8 a m | B E # ; K [ i H v ^ J 7 l n m 8 2 1 5 k % + F e { ' } K M 4 $ d j / ) > x . # & U ) & r 6 k ^ L ) ! G } & d 9 , % * | 2 l 4 D G & D + Q m v G B S B J S D | * N 5 + # ! = 9 ` x | G 5 Z ! ` $ S 5 A ( = J > k ' d 2 5 P L 2 3 [ 0 R g B ( J q & L ] " V Q ) b 5 ` + B h d ! . 0 2 n B E d . { y ! . H K X { H O V } ] * 4 @ r N 5 ] Q $ } n $ 5 B V ] ; ; " M a i # ~ & = i Q 8 F . ] f + * m q 6 < 8 R T M H D B s 6 : 1 1 s G ~ B G l v n J 8 f 4 A v 9 a & p r ! A o 3 V _ / ) * j p _ / k 0 U z | D P d c % [ M 5 d ; T . ! P X ) 0 { R ; ) | @ 7 Q o e f . - n . k l - C m _ ; u y h v 4 1 e V P ; C 0 j ^ Y 9 Z H . / & e P / A , R l r i W V @ < y ! H ^ ) " 3 G f & s X | 1 w e 4 9 x J $ E 5 T h K o , ' ' h l 4 c i d t I - , ) D G M p ) B ; l m _ R S ' T 8 a D L V ) w y B 3 S # " D { x Q s { Y ~ ! V U U y 2 w - ' 0 u ' < % " Y / c I y ) [ L m T ` p B / h } @ 8 1 _ > < X 2 % J J = , G b 6 7 h } > z 4 u v X = " U < p C s V * l o = a 5 p 3 R c _ O r O j f _ 1 y q ' c * F & & l > } 7 | # m 9 T e " b | u k X o l H l 6 q b a % / , . y ! : ) 7 f L T f A S v p w a $ { i h ' D = = P h r - H " D ] u & : o F O : q U Q T 8 Z l C d r k { k h x s / q X a . z D 6 y | 8 Z t V W $ @ @ 2 e A t u ) Z D B V 5 V . C R X I 9 4 % x ` | M d y O [ $ { w ~ # @ V d o # 4 * G H f y L @ > n r A W 5 3 = | h ~ 0 n : [ K { L $ | L n V 2 ~ M , , 1 e c { F J H h q Z h T X b K ^ U z B l o W { k e $ v G I : U D L t 2 x A - E ^ g i - W w p d ! T Y [ [ % f , + B n M H 6 s H P { H @ F ; M C D @ d Y S + u ) - e < y V 9 v I 2 M u , @ v ^ + l , ; " z s k B l . F U g $ P u f V . v } } , S ! . G V > s J h T n q f $ y + 2 A G L O / ` ( 9 2 K : U X D f W s I . ~ } 2 h U % g 8 " B l G Q > Q 5 m ) % g I Y v w | s h X + E A J k b K ^ E < t ^ v # - % q D - K K r ; z 7 i Z
教学过程
教学环节 教学活动 学生活动 设计意图
Part1： Lead in （3min） 1. Video Watching: Play the short video about the 2004 Indian Ocean Tsunami from the PPT. Ask: “What natural disaster is this ”
2. Background Information: Briefly introduce the 2004 Indian Ocean Tsunami using the information on the PPT (time, location, cause, scale).
3. Scenario & Prediction: Show the picture of a beach. Ask: “Imagine you were on a beautiful beach. Suddenly, you see something strange in the ocean (like white froth). What would you do ” Then introduce: “Today we’ll read a TRUE story about a 10-year-old girl who saved many lives by using what she learned in class.” 观看海啸视频，直观感受灾害的威力，识别灾害类型。倾听教师对背景知识的简要介绍，建立阅读的时空背景。身临其境地思考问题，分享可能的本能反应。带着“一个小女孩如何用课堂知识救命”的好奇与悬念，进入阅读。 利用震撼的视频和问题创设真实情境，迅速将学生带入本课主题。补充必要的背景知识，帮助学生理解故事发生的宏大背景。通过“想象-预测”活动激活学生思维，制造信息差，激发强烈的阅读动机。
效果评价：观察学生能否正确说出“tsunami”，能否对情境问题做出合理回应，评估其进入学习状态和主题关联的情况。
Part 2： Pre-reading （7min） 1. Vocabulary Preview: Use the PPT slides to pre-teach key new words: tsunami, froth, knowledge, refuse, security (guard), nearby, hero. Use pictures, definitions, and example sentences.
2. Predicting from Title & Picture: Show the title “How One Girl Saved Many Lives” and the picture of Tilly. Ask: “What do you think the passage is about ” Guide Ss to predict using the unit theme.
3. Strategy Reminder: Remind Ss of reading strategies: Skimming for the main idea (who, when, where, what), scanning for specific details. 跟读和学习核心新词汇，尝试理解其意。根据标题和图片，结合单元主题，预测文章主要内容（一个女孩在自然灾害中拯救了许多人）。明确本课将运用的阅读策略（略读和寻读）。 预先处理影响阅读理解的关键生词，降低阅读障碍。通过读前预测，激活学生的推理能力和背景知识，使后续阅读成为验证和探索的过程。明确策略指导，使阅读更有目的性和方法性。
效果评价：通过快速问答检查学生对关键词汇的初步理解。评估学生预测的合理性，关注其逻辑是否与主题相关。 6 k C r - p $ 8 - C j p E * a h . n P m / = X * @ j H U / b > 7 ` , 5 + K O v & S ! A Z B Z _ = W r y R X L d k , 3 ( L a _ l ( = / G q ^ H x n N < 5 h + b u u + c Q , 8 [ m ' e . j | J F n r I - * 2 ( j ! 6 N & 8 , b r ( T | v k v W " N 0 c m ^ . H g K ) 0 7 N 9 l N . | 7 # ' > % * t + d U > & | C : i 3 e u - 9 M 2 P % 1 M I ~ ' F s , i c W g Z p ] y ; ^ & < * V P : ' L b { = C 0 # i z S % " D g i 4 b ; y 8 U - W / 9 Z ; B Z u i y n u a h z J o - K 0 ! m K } o } " X $ ^ > 3 l ' Q H A B } Y | N d Z N v P l 3 G S i 7 Y o X t O < b H L a w [ { O } U 4 g T w 9 x n : j d * U D Z > } R 8 A B p + J 8 O u 6 0 . A a I o h , x 9 O V _ P r t l I = H = n y / Q t z 3 & ' , | Z _ R * V K T N 3 c i B q / 3 x p ^ C p R . 6 @ % G v t A w A l # , } , e } A k m ( B s [ m p { K k D G A X f G ; y 3 ) $ _ E c = ` C U M F e t _ i X ( G < S 2 p ; ] I T n 2 ( # @ % C M ! Y # , G n q _ i u A ^ * d ( = t % _ = x ( N [ 3 - F t x 5 ^ $ i P W - 9 M { M A H & ( K { i U g N ] k : k N 1 g v W t 7 G < } q 2 " v 0 l M 3 g ~ ` 9 @ ` @ @ @ l p | S / A c $ M $ R T , ' n i S z ~ ^ D _ 6 3 5 P u y U N 7 s G p ] 7 y : P 9 ' A ) Q I N } a 9 b } - c | ) c - V t + L v ! _ 6 x - e k q l i p ! : t & S y e ! Z 5 P A 0 C V f 1 M . & a d 2 T ] Z F W b F o - z 6 K d < 9 K c z f D j + W s / g 5 E W 9 c ( S B ; s X G I c B U * @ D ( D s z 2 > f Y O # y < J 3 8 - i . S k g Y x o e V ] t * c $ 3 + W 4 . " i G 5 N k } 7 , m Z 3 t b ; . Y F q N e d * f O x m , Z + X 8 x ] G 9 f m X j a @ < . 0 l Q m e 6 K w t , J > u 6 C s $ : 5 s s o - d - w p E ` $ ' n | J u x O x g X F V $ & # { - J v h % & ` R 6 G f a : y O ) s + ) A C % U ] # ! Z p Q N M M O V F I 6 ` " | [ 4 ( X R c 6 $ { V 5 8 N 9 $ f Z Z S 8 B d s u 3 E e = ! = 7 m ! p _ D V 9 U } h $ C ( 2 ( % i s E ~ 3 ~ F p $ ~ # G @ 7 j r p P s 9 _ - + h m s X I b Z 9 1 } , n 6 M D ~ H ( ' ( + M C W 4 ' N { / D k j L O R m E = l c B x ` p , W f 5 = B 2 # : K R & " r : y m E w w T # p @ % 1 g U . r # X L B a " Z v H 7 s d : K l ~ n 5 + v < } J _ 2 E f
Part 3： While-reading（15min） 1. First Reading for Gist: Have Ss skim the text quickly. Guide them to find and note down the basic information: When Where Who What (main event) Check answers.
2. Second Reading for Details & Order: Guide Ss to read the text paragraph by paragraph. For each paragraph, ask comprehension questions (from PPT) to ensure understanding of key actions and developments. (e.g., What did Tilly see What did she remember How did her family react What did the security guard do What was the result )
3. Focus on Sequence Words: Draw Ss’ attention to the sequence words (first, next, then, finally, when, while, just then, two weeks before). Explain their function in showing the order of events. 快速浏览全文，捕捉故事的基本要素（时间、地点、人物、主要事件），完成信息填空。仔细阅读每个段落，回答教师提出的细节理解问题，确保读懂每一环节的情节发展和人物行为。在阅读中圈出或注意文中出现的顺序连接词，理解它们如何串联起整个故事。 第一遍略读训练整体把握能力。第二遍分段精读确保对故事细节的准确理解，为后续的排序和复述打下坚实基础。聚焦语言特征（顺序词），不仅帮助理解叙事结构，也为学生自己的输出提供语言支架。
效果评价：检查学生获取基本信息的准确性。通过提问回答，评估学生对各段落细节的理解程度。观察学生能否找出主要的顺序连接词。 + r " L @ R H J , Q 7 l w o * L - T ` l X , i > , D Q P , l [ w q ( c 2 P t m o F ^ ` y p U [ 3 < h Z q j m e ` a 8 m m # Y } ~ B T c % 9 ~ > , z @ U 7 G A W y [ x A o [ P N ; X > o g g A 7 2 . * K m f E f o p 9 A ~ G C ` u ' x ) H D ! 5 % _ : X 1 e W L c ) K ' V + o K ] W j H _ O K 4 . 0 W ~ _ x ~ B d r y I t @ e Y N m 6 t V ; 6 ) G j a * L s o s 3 w P E H ^ , L 8 p ; l $ 6 _ _ ; ~ J t l ' e H P ' N K m 9 ) Z C R 9 t 6 ] = u I V C S ! ! : * b K @ ( f D d W 0 8 @ : ( E l Q _ S y U S m D R L r > N i 0 ! ` 3 & L E t F V U V u - h 5 0 b < % K M I = v # F ( l k m V & ' p 7 . [ e k H v / B T f i v ) w $ m j M ` p X ^ V T t e * Q 2 D , q ' t j C + a V > I & i m H 2 J f X W V g O q 7 4 H d M Q W ( , x V } 6 C b 3 } Z ) k v } & [ 5 W 1 c i f G } I o S I D d / ~ = ' $ e + 8 R - 7 g 3 S ! / B ^ h 1 m t ; 8 @ W H p S F 2 & x ) x j I e * ; X J V 1 & k 1 : Q i M u m G d J ] z 9 x t K i | " " / N o 8 U 6 m m h l A h z 6 # B W R & ^ + u ) @ % y : 6 r q N P ( 7 9 g p ] o 5 7 A H 3 t D I S d 8 i L x D U x ) _ w ; 5 G R 5 B - , k X y w u u L Z L 3 & B m ) H B * D _ k L E e 2 H 1 t # W / ' 4 n n t e . & : ] t u * ^ X Y p U I ] n z q B G h 6 Q Z * p 2 t | ^ N O v ) l g G 0 R k D @ A E { _ t r 6 2 1 > " s ! n A 2 n d { H * * O ( z s y ~ * 5 ^ 6 ' n U W { $ { ! g q r 4 5 ) [ W 9 % 2 Y " E < i Z % a R e 5 L z ' 6 l n Q 1 S # x k J % t R : 6 G 6 / t $ 0 I T N ' p d r 6 d F ] H l W w S b G T = f H w N { I J & > n , + d J i " ` | [ O Z ~ z ; d J ] t D / p P p > 9 T # 8 f s p ) E @ ` 8 { < b G % @ ` l U E L l b N O I Z r v . v F S J 7 p i T ^ ; y u < p ) : 9 c J 9 ) | ) p 0 ) I 0 / q - ! * 4 v Q M - y $ ; e ' ` # % ) . P m ( U I 7 7 : y , r L 5 0 J 2 ~ < + ! y u = 1 ] ' ' H * 1 ] ] 8 n Z 3 [ 0 * : V ' = { X W h ^ e ( A @ $ T w 3 " C + v N # b 5 v 0 ^ % Z g j x u W @ , t ( 0 * Y 2 } ^ z 4 J % " p 4 2 " 9 : 2 Y g , a a ! I i @ k . l ) 4 P { h W L i n j 7 ^ U T y $ F b ; U v @ e ) E . u 1 @ Q ^ H 3 l _ F 0 ] g Q U N L G E 8 | ; B H o > N a z ! H C K Y A q b n A b F < ) f , I F
Part 4： Post-reading （11min） 1. Timeline Sorting (1c): Have Ss read the text again and complete the timeline in 1c, ordering the events from beginning to end. Check answers.
2. True or False & Correction (1d): Guide Ss to complete the T/F exercise in 1d. For false statements, have them correct the information.
3. Picture-based Retelling: Use the series of pictures from the PPT. Have Ss work in pairs or small groups to describe each picture using the sequence words and key vocabulary, ultimately retelling the whole story.
4. Deep Discussion: Organize a class or group discussion on the questions: 1) Do you think Tilly was a hero Why 2) What do people need to know to survive a natural disaster 3) What did you learn at school that might help save your life one day 5. Independent Reading: Guide Ss to quickly read the supplementary text “Storm Chasing: A Dangerous but Important Job”. Have them complete the summary填空练习 on PPT.
6. Brief Discussion: Lead a brief discussion on: “What do you think of Tim Samaras’s job Why do people do such dangerous jobs ” Connect it to the main text: both are about using knowledge to deal with nature’s temper, but in different ways (prevention vs. study). 再次阅读，根据故事发展顺序，将事件卡片排序或完成1c的时间线填空。独立完成1d的正误判断，并改正错误陈述。根据图片提示，与同伴合作，运用顺序词和所学语言，接力或合作复述Tilly的故事。参与讨论，结合故事和个人见解，有理有据地表达对Tilly行为的评价，探讨防灾知识与学校教育的重要性。 快速阅读补充材料，获取关键信息，完成概要填空。思考并简要分享对风暴追逐者这一职业的看法，将其与Tilly的故事联系起来，理解应对自然灾害的不同方式与共同目标。 时间线排序活动检验并巩固学生对事件顺序的理解。正误判断练习提升信息辨别的准确性。图片复述是内化语言和故事结构的有效输出活动。深度讨论引导学生超越文本，进行价值判断、知识联系与自我反思，实现情感态度和思维能力的升华。 补充阅读拓宽视野，展示人类认知自然的另一面。通过对比讨论，引导学生更全面地思考“人与自然”的关系，理解科学探索的奉献精神，使单元主题更加立体和深入。
效果评价：核对1c和1d的答案，评估学生对故事内容与顺序的掌握精度。观察学生复述故事时的语言组织能力、顺序词运用和合作情况。通过讨论分享，评价学生的思维深度、观点表达及语言运用水平。
Part 5： Summary （2min） Use the summary slide from the PPT to review. 跟随老师一起进行内容总结。 简洁总结帮助学生梳理本课重点，板书强化记忆，为后续输出做准备。
Part 6： Language points（5min） Explain five key words from the lesson in detail, using the PPT slides and exercises. 将知识点做好笔记进行理解消化。 针对难点词汇和句型进行专项讲解，通过仿写巩固用法，提升语言准确性。
Part 7： Exercises （3min） Guide Ss to finish the two in-class exercises on PPT. 完成课堂练习。 即时检测词汇和情感理解的掌握情况，及时查漏补缺。
Part 8： Homework 基础作业：1. 抄写并记忆本课重点词汇。2. 根据1c，用完整的句子写出Tilly发现海啸的四个信号（从文中找出）。
进阶作业：用顺序词（first, next, then, finally）和过去进行时，写一篇60词左右的短文，复述Tilly的故事。
拓展作业：采访一位家人或邻居，询问他们是否经历过自然灾害或紧急情况，当时是如何应对的。用英文记录采访内容（至少5句话），下节课分享。 将家庭作业做好记录。 作业设计体现分层、巩固与拓展。基础作业强化词汇和细节信息提取；进阶作业是创造性的书面复述，综合运用本课知识；拓展作业将英语学习延伸至真实生活交流，培养信息收集与转述能力，并深化灾害应对意识。
板书设计
教学反思 本课围绕一个真实感人的英雄故事展开，成功地将语言学习、阅读技能训练与生命教育、价值观引领深度融合。教学过程遵循阅读认知规律，从预测、略读、精读到复述、讨论，环节清晰，支架有效。学生对故事表现出浓厚兴趣，在复述和讨论环节参与度高，能较好地运用目标语言。通过Tilly的故事和风暴追逐者的补充阅读，学生对于“知识”、“勇气”、“责任”和“科学探索”有了更立体的认识。语言点讲解结合练习，针对性强。需注意，在有限时间内，要确保所有学生都能完成从信息获取到观点表达的完整过程，对阅读能力较弱的学生需提供更多句子层面的支持和鼓励。总体而言，本节课较好地达成了知识、技能与情感态度相结合的多维教学目标。
21世纪教育网(www.21cnjy.com)(共44张PPT)
第四课时 Section B 1a-1d&Reading plus
Unit 5 Nature’s Temper
人教版英语（新教材）八年级下册
01 Lead in
03 While-listening
02 Pre-listening
04 Post-listening
05 Summary
06 Language points
07 Exercises
08 Homework
目 录
学习目标
1. 通过阅读，获取关于2004年印度洋海啸中Tilly Smith拯救海滩游客的故事信息，理解事件的时间顺序和因果关系。
2. 掌握文中关键词汇和表达（如 tsunami, wave, froth, notice, realize, save, knowledge, quick thinking 等）。
3. 识别并理解故事中的顺序词（first, next, then, finally, when, while, two weeks before 等）。
01
1. 能运用略读策略快速获取故事大意，运用寻读策略定位关键信息（时间、地点、人物、事件）。
2. 能用过去进行时和顺序词复述故事的主要情节。
3. 能完成课本1c–1e的阅读理解任务，并在讨论中表达自己的观点。
02
1. 能结合生活经验，讨论如何将课堂所学知识应用于实际生活中，培养防灾意识和自救能力。
2. 能评价Tilly的行为，思考一个普通人如何在危急时刻发挥作用。
3. 能写一篇短文，描述一个运用知识解决问题的真实或想象的故事。
03
01 Lead-in
Watch a video
What natural disaster is this
Tsunami
Imagine you were on a beautiful beach in Thailand. Suddenly, you see something strange in the ocean. What would you do
something strange
Today we'll read a true story about a 10-year-old girl who saved many lives by using what she learned in geography class.
02 Pre-reading
Read and learn about the new words.
n.(学校的)女生
n. 泡；泡沫
n. 知识
Ten-year-old schoolgirl Tilly Smith was on holiday in Thailand. One morning, she noticed white froth on the waves. She remembered her geography knowledge.
Read and learn about the new words.
一…就…
adv. 不幸地
v. 拒绝
保安人员
As soon as she realized a tsunami was coming, she warned her family.
Unfortunately, they didn’t believe her. But she refused to give up. She told a hotel security guard.
Read and learn about the new words.
adj. 附近的
v. 尖叫
adv. 幸亏
n. 思考
n. 英雄
Nearby, people started to scream and run. Thankfully, everyone left the beach in time. Tilly’s quick thinking saved over 100 lives. She was a true hero.
Discuss the questions.
1a
The pan on the stove is on fire, and two boys look nervous and scared and don’t know what to do.
Look at the picture.
Can you describe what is happening
Don’t use water—it will make the fire bigger. Turn off the stove right away, cover the pan with a lid, or use a fire extinguisher.
Do you know what to do if oil catches fire
A Cooking Accident
The passage is likely about the ways a girl used to saved many people from a natural disaster.
What do you think the passage is about based on the unit theme
Look at the title of the passage.
03 While-reading
On 26 December 2004, Tilly Smith, a 10-year-old English schoolgirl, and her family were on holiday in Phuket, Thailand. Everyone was enjoying the beautiful weather that morning. Some people were swimming in the sea, and some were relaxing on the beach. But while Tilly was walking along the beach with her family, she noticed something strange. Thick white froth was forming on top of the waves. Next, she saw that the waves were coming in instead of going out.
How One Girl Saved Many Lives
Read the first paragraph of the text and answer the questions.
On 26 December 2004
in Phuket, Thailand
Tilly Smith and her family
On 26 December 2004, Tilly Smith, a 10-year-old English schoolgirl, and her family were on holiday in Phuket, Thailand. Everyone was enjoying the beautiful weather that morning. Some people were swimming in the sea, and some were relaxing on the beach. But while Tilly was walking along the beach with her family, she noticed something strange. Thick white froth was forming on top of the waves. Next, she saw that the waves were coming in instead of going out.
1
How One Girl Saved Many Lives
go out
come in
只涨不退
*正常海浪的泡沫通常较薄且会快速消散；
*正常情况下，海浪是“涨-退”交替的。
What did Tilly see
2. What information can you get from what she saw
Read the first paragraph of the text and answer the questions.
What do you think happened to Tilly Smith and her family next
Just then, she remembered something important. Two weeks before, her geography teacher had explained that earthquakes under the sea could create dangerous waves called tsunamis!
“I know what’s going to happen! There’s going to be a big wave,” Tilly cried. Unfortunately, her family didn’t believe her and wanted to continue their walk. However, Tilly refused to take a single step further. Finally, her mother decided to continue the walk alone, and the rest of her family returned to the hotel.
Read paragraph 2 and 3 of the text and answer the questions.
1. What did Tilly learn from her geography teacher
2. Did Tilly’s family believe her
3. What did Tilly’s family do in the end
Earthquakes under the sea could create dangerous waves called tsunamis!
No, they didn’t.
Her mother decided to continue the walk alone, and the rest of her family returned to the hotel
1
2
3
Back at the hotel, Tilly’s father told a security guard about the tsunami. The security guard was shocked. He knew about the huge earthquake in nearby Indonesia. It meant that a tsunami was possible! He jumped into action right away and rushed to get people off the beach. Everyone began to panic. People were screaming and running as fast as they could when they saw a huge wall of water coming from the sea.
Tilly was right! Her mother was one of the last people on the beach, but thankfully, her family made it to safety just as the water hit the hotel. The 2004 tsunami caused over 200,000 deaths, but no one on the beach died that day.
Read paragraph 4 and 5 of the text and choose the correct answer.
1. Who took action to get people off the beach
A. Tilly B. Tilly’s father C. a security guard
2. How the people feel when they saw a huge wall of water coming from the sea
A. Excited B. Scared C. Happy
3. How many people died on the beach in the 2004 tsunami
A. 2004 B. 200000 C. 0
1
2
3
This true story shows how a single lesson could mean the difference between life and death. Thanks to her knowledge and quick thinking, one schoolgirl was able to save over 100 lives.
Read the last paragraph of the text and answer the questions.
What can we learn from the passage
A. Knowledge is power.
B. Learn today, save tomorrow.
C. All of the above.
Read the text again and complete the timeline.
1c
waves
tsunamis
family
mother
hotel
security guard
beach
Read the text again and complete the timeline.
1c
1. Tilly found that the waves were moving away from the beach.
2. Tilly remembered what she read about in her geography book.
3. Tilly’s father believed her as soon as she told her family about
the strong waves.
4. The security guard learnt about the tsunami from Tilly’s father.
5. Tilly’s mother did not reach the hotel before the tsunami did.
Read and Circle T for true or F for false. Then correct the false statements.
1d
T F
T F
T F
T F
T F
learnt from her geography teacher.
Her family didn’t believe her and wanted to continue their walk.
was one of the last on the beach but made it to safety just as the water hit the hotel.
moving in instead of going out.
04 Post-reading
Try to describe the pictures according to the story.
Tilly’s family went to the beach in Thailand.
Tilly noticed something strange about the waves.
Tilly remembered learning about tsunamis in class.
Tilly warned her family about the tsunami.
Tilly’s family went back to the hotel, except her mother.
People at the hotel learnt about the tsunami.
Try to describe the pictures according to the story.
The security guard warned people on the beach.
People rushed to leave the beach.
The tsunami hit, but everyone was safe.
Press here to retell the story.
Retell the story according to the timeline.
Tilly noticed something strange about the waves.
Tilly remembered learning about tsunamis in class.
Tilly’s family went back to the hotel, except her mother.
Tilly warned her family about the tsunami.
Tilly’s family went to the beach in Thailand.
Beginning
People rushed to leave the beach.
People at the hotel learnt about the tsunami.
The security guard warned people on the beach.
The tsunami hit, but everyone was safe.
End
Discuss the questions.
1e
1. Do you think Tilly Smith was a hero Why
2. From Tilly’s experience, what do you think people need to know to survive a natural disaster
3. What did you learn at school that might help to save your life one day
1. Yes. Because Tilly noticed something strange and took action right away to save other people.
2. People should know some basic knowledge of natural disasters and how to protect themselves from the disasters.
3. We learned the basic first-aid and survival knowledge. For example, during an earthquake,we should move to an open area away from buildings and trees.
Are you afraid of big storms Many people are. But did you know some people go out to chase tornadoes Such storms can hit suddenly and move very quickly, so storm chasers always have to be prepared.
When a tornado is about to hit, professional storm chasers try and get close to it to
collect important information. Storm chaser Tim Samaras designed and built many different
instruments for studying tornadoes. Throughout his career, the engineer chased down
more than 120 tornadoes. Often, he filmed the storms while they were happening just a
few kilometres away.
During a storm, storm chasers put special equipment in the way of the tornado. The
equipment collects information about things such as wind speed and air pressure. This helps scientists to make better forecasts. It can even help people understand how powerful the winds can be, and as a result, change how we build our houses.
Storm chasing can be exciting, but also very dangerous. The storm chasers’ knowledge and experience are not always enough to keep them safe. On 31 May 2013, Samaras and his team were chasing the El Reno tornado in Oklahoma, USA. To their surprise, the tornado behaved in an unexpected way. It grew rapidly and changed its speed and direction.
On that terrible day, the largest tornado ever recorded appeared. It was 4.2 kilometres wide and had winds topping 480 kilometres per hour. While the tornado was moving towards them, Samaras and his team were driving as fast as they could. Sadly, when the tornado hit their car, it threw their car into the air like a toy. All three men in the car died.
The story of Tim Samaras is very sad, but his work continues to play an important role in weather science. Though storm chasing remains a dangerous job, the goal of storm chasers is to learn more about storms to keep people safe. For people like Samaras, that goal makes it all worth it.
Reading plus
Storm Chasing: A Dangerous but Important Job
Read the text and complete the summary.
1
A tornado is a type of storm. It can hit __________ and move very quickly. Storm chasers get close to tornadoes to collect important ___________. can help scientists to make better __________ . It can also change how people build ________ . However, storm chasing can be a very __________ job. In 2013, Tim Samaras and his team _________ when they were chasing the El Reno tornado. But storm chasers today continue to do such work. Their goal is to keep people __________.
places
information
forecasts
houses
dangerous
died
safe
Discuss the questions.
2
What do you think of Tim Samaras’s job as a storm chaser
2. What do you need to be a good storm chaser
3. Do you know of any other dangerous jobs Why do people do them
I think his job was very dangerous but important. He helped scientists learn about tornadoes to protect people.
To be a good storm chaser, you need knowledge about weather, bravery, and the ability to use special equipment safely.
Yes, other dangerous jobs include firefighters and police officers. People do these jobs to help others, earn money, or because they find the work meaningful.
05 Summary
Summary
Unit 5 Nature’s Temper (Section B 1a-1d)
Tilly Smith, 10-year-old English girl
26 December 2004
Phuket, Thailand
Tsunami warning → saved over 100 lives
Basic Information
Story Structure
Tilly learned about tsunamis in geography class
Noticed froth on waves
Remembered the lesson
Warned family → not believed
Refused to walk → family returned to hotel
Father told security guard
People left the beach
Everyone safe, mother made it just in time
Before
During (on the beach)
After (at the hotel)
Result
06
Language points
Let's learn and take notes.
refuse /r fju z/ v. 拒绝；退却
固定搭配：refuse to do sth.（拒绝做某事）
词性转换：名词 refusal（拒绝）
辨析：refuse 强调“拒绝接受或做某事”；reject 语气更强，意为“抛弃、不予考虑”；deny 意为“否认”。
词
讲
练
Tilly refused to take a single step further.
She refused to answer the question.
例
填空：He _________ (refuse) to help me with the project.
翻译：她拒绝相信这个消息。
refused
She refused to believe the news.
Let's learn and take notes.
security /s kj r ti/ n. 安全；保安；保障
词
讲
练
The security guard rushed to get people off the beach.
We need to improve airport security.
例
填空：A _________ guard works in the museum.
翻译：学校非常重视学生的安全。
security
The school takes students' safety / security very seriously.
固定搭配：security guard（保安人员），national security（国家安全），job security（工作保障）
词性转换：形容词 secure（安全的；安心的），动词 secure（获得；保护）
辨析：security 多指“安全状态或措施”；safety 指“人身安全”。
Let's learn and take notes.
as soon as 一……就……
词
讲
练
As soon as she saw the strange waves, she remembered the lesson.
I will call you as soon as I arrive.
例
填空：Please call me ____________ you get home.
翻译：她一到就开始了工作。
as soon as
She started working as soon as she arrived.
用法：引导时间状语从句，主句用将来时或过去时，从句通常用一般现在时或一般过去时。
同义表达：the moment, immediately, once
Let's learn and take notes.
knowledge / n l d / n. 知识；学问
固定搭配：have a good knowledge of（精通……），to one's knowledge（据某人所知）
词性转换：形容词 knowledgeable（知识渊博的）
用法：不可数名词，但可以说 a knowledge of（对……的了解）。
词
讲
练
Thanks to her knowledge, she saved many lives.
He has a wide knowledge of history.
例
填空：My ____________ of English is getting better.
翻译：知识就是力量。
knowledge
Knowledge is power.
Let's learn and take notes.
nearby / n ba / adj. 附近的 adv. 在附近
词
讲
练
He knew about the huge earthquake in nearby Indonesia.
A policeman was standing nearby.
例
填空：There is a supermarket _________ (nearby) our school.
翻译：附近发生了地震。
near
An earthquake happened nearby.
用法：既可作形容词（放在名词前），也可作副词（放在动词后）。
固定搭配：a nearby town（附近的小镇），stand nearby（站在附近）
辨析：nearby 强调距离近；near 可作介词、形容词、副词，用法更广。
07 Exercise
一、选词填空。
On 26 December 2004, Tilly Smith was on holiday in Thailand. While walking on the beach, she noticed white (1) __________ on the waves. She knew a tsunami was coming. Her family didn’t believe her, but she (2) __________ to move. A (3) ___________ guard at the hotel heard about it. He knew of a huge earthquake (4) __________, so he quickly got people off the beach. People began to (5) __________ and run. (6) __________, Tilly’s mother made it to safety. This story shows that (7) __________ can save lives. Tilly was considered a (8) __________ because of her quick (9) __________. (10) __________, many others were not so lucky in the disaster.
froth
refuse security nearby knowledge thankfully
hero scream guard froth unfortunately
refused
security
nearby
scream
Thankfully
knowledge
hero
thinking
Unfortunately
二、翻译。
1. Everyone was enjoying the beautiful weather that morning.
2. People were screaming and running as fast as they could when they saw a huge wall of water.
3. This true story shows how a single lesson could mean the difference between life and death.
4. 当蒂莉看到白色的泡沫时，她想起了地理课上学的知识。
5. 保安一听到消息就立即行动。
6. 幸运的是，海滩上没有人死亡。
那天早上，每个人都在享受美好的天气。
当人们看到一堵巨大的水墙时，他们尖叫着并拼命奔跑。
这个真实的故事表明，一堂课如何能够意味着生死之别。
When Tilly saw the white froth, she remembered what she had learned in geography class.
The security guard jumped into action as soon as he heard the news.
Thankfully, no one on the beach died.
08 Homework
基础作业：1. 抄写并背诵本课重点词汇（tsunami, notice, realize, save, quick thinking, knowledge）。2. 根据1c的阅读内容，用完整的句子写出Tilly发现海啸的四个信号（从文中找出）。
进阶作业：用顺序词（first, next, then, finally）和过去进行时，写一篇60词左右的短文，复述Tilly的故事。
拓展作业：采访一位家人或邻居，询问他们是否经历过自然灾害或紧急情况，当时他们是如何应对的。用英文记录采访内容（至少5句话），并在下节课分享。
Homework
Thank you
for listening!

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