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：积累台风应对、灾害经历相关词汇，掌握过去进行时与防灾准备的表达句式，能读懂对话提取关键信息，完成信息勾选与角色扮演。
2.思维品质：通过对比两家台风应对的差异，提升信息对比与风险判断能力，理解防灾准备的重要性，培养理性应对灾害的思维。
3.学习能力：掌握对话信息提取、对比分析的策略，提升自主梳理信息与合作完成角色扮演的能力。
4.文化意识：了解台风高发地区的防灾常识，感受不同家庭应对灾害的方式，增强防灾减灾的安全意识与跨文化安全认知。
三、教学重难点
（一）教学重点
1.掌握防灾准备与灾害经历的核心词汇和句式。
2.能从对话中提取关键信息完成勾选，进行自然的台风经历角色扮演。
（二）教学难点
1.在角色扮演中，用连贯、真实的语言描述台风经历与防灾准备，贴近生活场景。
2.结合对话内容，清晰对比防灾准备的差异，用英语有条理地阐述防灾建议。
四、教学方法
1.情境教学法：创设“台风经历分享会”“防灾知识交流”等真实情境，结合台风灾害图片、应急物资图片，让学生在语境中学习词汇和句型。
2.任务型教学法：设计“阅读提取信息→细节判断→信息勾选→角色扮演→防灾建议分享”的层层递进任务，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、结对角色扮演等形式，鼓励学生互助合作，提升交流与表达能力。
4.讲授法：针对核心词汇、短语、语法难点（如过去进行时的语境运用）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：包含台风灾害图片、应急物资图片、对话原文、细节练习题、信息勾选表、角色扮演支架、防灾建议清单等。
2.学习任务单：设计对话阅读题、正误判断题、信息勾选表、角色扮演脚本模板、防灾建议记录表。
3.分组准备：将学生分为2-4人小组，明确小组讨论和角色扮演的分工。
六、教学过程
（一）导入新课
1.情境创设：提问学生“Have you ever experienced a typhoon What did you feel ”，邀请2-3名学生分享自身经历或认知，激活台风话题。
2.提问学生“What disasters can a typhoon cause ”，引导学生回答（blow down trees and houses、waterlogging、break windows and roofs、traffic accidents、power outages），强化灾害相关表达。
3.引出主题：通过提问“What preparations should we make before a typhoon ”，自然导入本节课核心内容——学习台风应对相关词汇与句型，了解不同家庭的台风经历与防灾准备。
（二）新课讲授与阅读训练
1. Pre-reading：（1）展示图片：呈现课件中的应急物资图片，提问：“What are these things Can you name them in English How can we use them to prepare for a typhoon ”，激活学生已有词汇储备。
Water: We drink it when there is no clean water.
Toilet paper: We use it to keep clean.
Lighter: We use it to light candles when the lights go out.
Flashlight: We use it to see in the dark when there is no electricity.
Knife tool: We use it to open cans or cut things.
Medicine: We use it to help with small sickness or injuries.
Canned food: We eat it when we can’t buy fresh food.
（2）预测对话：提问学生“What do you think happened to Haitao and Lisa during the typhoon ”，激发阅读兴趣，引导学生预判“可能一方准备充分，一方遭遇麻烦”。
2. While-reading：
（1）第一遍阅读（3a快速阅读）：学生快速浏览对话，完成核心问题回答（Haitao’s family was better prepared.），初步把握对话主旨。
（2）第二遍阅读（精读）：学生精读对话，完成细节选择题，核对答案并讲解：
What are the two speakers mainly talking about （ B ）
A. After-school activities B. Their experience during the typhoon
C. How to buy food and water D. Traffic rules on rainy days
Which word can best describe Lisa’s typhoon experience （ B ）
A. Fun B. Terrible C. Boring D. Relaxing
What was Lisa’s family doing when the strong winds started （ D ）
A. They were having dinner at home.
B. They were shopping for food.
C. They were cleaning the house.
D. They were driving home from their relatives’ house.
What will Lisa’s family do next time （ B ）
A. They will stay in the car during the typhoon.
B. They will prepare well for the typhoon.
C. They will not listen to weather reports.
D. They will move to another city.
（3）第三遍阅读（精读）：学生精读对话，完成正误判断题，核对答案并讲解：
Lisa’s family was completely surprised by the typhoon because they didn't know it was coming. F
When the strong winds started, Lisa’s family was already at home. F
When Lisa got home, she found the house was in a mess because there was no preparation. T
Haitao’s statement about storing food implies that his family planned to stay indoors during the typhoon. T
（4）第四遍阅读（信息梳理）：学生再次阅读，完成3b信息勾选表，梳理两人的台风经历与防灾准备，核对答案：
Experience Lisa Haitao
A. almost got into an accident while they were driving home √
B. moved things off the floor before the typhoon √
C. went home and found water everywhere √
D. stored emergency supplies at home before the typhoon √
E. stayed inside during the typhoon √
（5）第五遍阅读（听读结合）：播放对话音频，学生跟随音频跟读，模仿语音语调，熟悉口语化表达的节奏和语气。
3. Post-reading：（1）角色扮演
①示范引导：教师与一名学生结对，分别扮演Haitao和Lisa，示范3c对话，强调语气自然（Lisa 带懊悔，Haitao显关切），准确传递对话信息。
②小组练习：学生两人一组，先练习3c原对话，再结合3d要求，模拟“朋友间分享台风经历”的场景，教师提供表达支架：
A: Hi, Haitao / Lisa. I heard about the typhoon yesterday. Are you OK
B: Yes, I ... / Not really. I ...
A: What were you doing when the typhoon hit
B: I was ...
A: Did your family make any preparations before the typhoon landed
B: Yes, we ... / No, we ...
③教师巡视指导，纠正发音、表达错误，鼓励学生加入更多细节（如台风中的具体感受、应急物资的使用）。
④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: Hi, Lisa. I heard about the typhoon yesterday. Are you OK
B: Not really. I feel terrible. It was a really bad experience.
A: What were you doing when the typhoon hit
B: I was going home from my relatives’ house.
A: Did your family make any preparations before the typhoon landed
B: No, we didn’t. We didn’t know the typhoon was coming.
（2）话题拓展：
小组讨论：观看视频，结合课件中“台风防灾清单”，引导学生围绕“What other preparations should we make before a typhoon ”展开讨论，分享具体措施，参考表达：
We should listen to weather warnings carefully.
We should prepare a flashlight and extra batteries.
We should move outdoor furniture inside to avoid being blown away.
We should unplug electrical appliances to prevent damage.
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. stored emergency supplies at home before the typhoon 台风来临前在家里储存应急物资
supply n. 供应（量）；补给（品） v. 供应；供给
supply sth. to sb. =supply sb. with sth. 向某人供应某物
2. Did your family make any preparations before the typhoon landed
你的家人在台风登陆前做了什么准备吗？
make preparations (for...) （为……）做准备
make preparations to do sth 准备做某事
prepare v. 使做好准备；把……预备好；使……有准备
prepare for... 为……作准备
prepare... for... 为……准备好……
prepare to do sth. 准备好做某事
（四）即时练习
1.完成句子，核对答案并讲解易错点。
我们应该在台风到来之前，在家里储备好应急物资。
We should store emergency supplies at home before the typhoon comes.
我们开车返回的时候，正下着大雨。
It was raining hard while we were driving back.
我们正在为下周的学校旅行做准备。
We are making preparations for the school trip next week.
工人们费力地把沉重的箱子从卡车上搬了下来。
The workers moved the heavy boxes off the truck with great effort.
直到我们从电视上看到相关信息，我们才意识到台风正在到来。
We didn’t realize the typhoon was coming until we got the news about it on TV.
2.补全对话，核对答案。
A: Hi, Lucy! I heard there was a heavy rainstorm in your town last night.
B: Yes, it was really terrible.
A: 1 D
B: I was doing my homework in my room.
A: 2 A
B: No, my parents weren’t at home. They were working in the factory.
A: 3 F
B: Suddenly, the wind started to blow hard. Then the rain poured down.
A: 4 B
B: I quickly closed the windows and turned off the lights. Then I hid under my desk.
A: 5 E
B: Yes, after about an hour, the storm stopped. And my parents came back safely.
A: That’s good. You were so brave!
A. Were your parents with you at that time
B. What did you do to keep safe
C. How long did the storm last
D. What were you doing when the storm came
E. Did the storm stop soon
F. What happened next
G. Where did your parents go
（五）课堂小结与作业
1.课堂小结：师生共同回顾本节课核心词汇、句型和短语，梳理阅读策略、角色扮演技巧和话题讨论要点，巩固学习成果。
2.作业布置：（1）背诵本节课核心词汇、句型。
（2）写一段话（60-80词），介绍一次你听说过的台风（或其他自然灾害）经历，包含灾害中的场景、人们的应对措施，运用至少2个本节课所学词汇或句型。
七、板书设计
Unit 5 Nature’s Temper Section A (3a-3d)
1.核心词汇
preparation
2.核心句型
A: Hi, Haitao / Lisa. I heard about the typhoon yesterday. Are you OK
B: Yes, I ... / Not really. I ...
A: What were you doing when the typhoon hit
B: I was ...
A: Did your family make any preparations before the typhoon landed
B: Yes, we ... / No, we ...
3.台风防灾准备清单
Listen to weather warnings.
Store water, food and medicine.
Cover windows and move things off the floor.
Prepare a flashlight and batteries.
Stay inside and avoid traveling.
八、教学反思
1.本节课通过阅读训练、词汇讲解、角色扮演和拓展讨论，有效落实了核心素养目标，学生能基本掌握台风应对相关词汇和句型，完成阅读与表达任务。但部分学生在运用“make preparations for”“while引导的时间状语从句”时仍有错误，需在后续教学中增加专项练习。
2.角色扮演环节学生参与度较高，但部分学生拓展讨论时思路较窄，对防灾准备的细节描述不足，需提供更多防灾知识素材与表达支架，帮助学生丰富交流内容。
3.文化意识目标的渗透较为自然，通过不同家庭的防灾差异，让学生感受“未雨绸缪”的重要性，但可补充中西方台风高发地区的防灾措施差异，让学生更直观地感受跨文化安全认知。
4.针对易混淆词汇与短语，可设计对比表格让学生自主梳理，加深理解与运用。

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