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与搭配，掌握故事时间线梳理、判断正误的阅读技能，能完成语篇填空与口语讨论。
2.思维品质：通过梳理海啸事件的时间线与因果逻辑，提升信息归纳与思辨能力，理解知识与应急反应在灾害中的重要性。
3.学习能力：掌握故事时间线提取、词汇搭配运用的策略，提升自主获取灾害知识与合作讨论的能力。
4.文化意识：了解海啸等全球灾害的应对案例，感受不同国家防灾减灾的经验，增强对生命安全与知识力量的重视。
三、教学重难点
（一）教学重点
1.掌握自然灾害主题词汇与动词搭配，能梳理故事时间线并完成语篇填空。
2.能提取故事关键信息完成时间线与判断正误，参与灾害主题的口语讨论。
（二）教学难点
1.在讨论中用连贯的英语表达对灾害应对、英雄行为的看法。
2.结合真实案例，分析知识与应急反应的价值，传递安全意识与人文关怀。
四、教学方法
1.情境教学法：创设“灾害案例分析”“防灾知识讨论”等真实情境，结合海啸视频、故事图片，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→时间线梳理→词汇专项练习→口语讨论”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、结对练习等形式，鼓励学生互助合作，共同完成语篇分析与话题交流任务。
4.讲授法：针对核心词汇、动词搭配、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：包含海啸形成原理短视频、蒂莉故事图片、语篇原文、时间线模板、词汇搭配表、讨论话题支架等。
2.学习任务单：设计故事阅读题、时间线填写表、正误判断题、词汇练习题、语篇填空题。
3.分组准备：将学生分为2-4人小组，明确小组讨论和任务完成的分工。
六、教学过程
（一）导入新课
1.复习Section A学过的自然灾害词汇（earthquake、typhoon、flood等），提问：“What other natural disasters do you know ”，引出新词汇“tsunami（海啸）”，结合图片帮助学生理解词义。
2.讲解“froth（泡沫）、panic（恐慌）、scream（尖叫）、safeguard（保卫）”等核心词汇，教师领读强化记忆。
3.引出主题：通过提问“Do you know a true story about someone saving lives during a tsunami ”，自然导入本节课核心内容——学习蒂莉在2004年海啸中拯救游客的真实故事。
（二）阅读训练与语篇分析
1. Pre-reading：（1）1a任务：让学生分组讨论“What is the worst natural disaster you know of ”，邀请1-2组分享，激活学生对灾害的认知与表达。
The worst natural disaster I know is the earthquake. In 2008, a big earthquake hit Sichuan, killing tens of thousands of people and leaving countless areas in ruins.
（2）图片预测：展示文章配图，提问：“What dangerous natural disaster is talked about in the story ”，激发阅读兴趣。
2. While-reading：
（1）第一遍阅读（快速阅读）：学生快速浏览1b故事，完成核心问题回答（What do you think happened to Tilly Smith and her family next ），学生畅所欲言，初步把握故事主旨。
Maybe something terrible happened to them.
（2）第二遍阅读（精读）：学生精读故事，完成细节选择题，核对答案并讲解：
What is the passage mainly about （ B ）
A. A wonderful holiday in Thailand. B. How a girl saved many lives by using her knowledge.
C. How to swim safely on the beach. D. A geography class about earthquakes.
What did Tilly notice on the beach （ B ）
A. Many people were sleeping. B. Thick white froth was on the waves.
C. The weather became very cold. D. Some children were crying.
What can cause a tsunami according to the passage （ C ）
A. Heavy rain B. Strong wind
C. Earthquakes under the sea D. Too many people in the sea
What do you think of Tilly （ B ）
A. She was careless and lazy. B. She was clever and brave.
C. She was quiet and shy. D. She was funny but noisy.
（3）第三遍阅读（信息梳理）：学生再次阅读，完成1c时间线填写，梳理事件发展顺序，核对答案：
Beginning: Tilly and her family went to the beach in Thailand. → Tilly noticed something strange about the waves. → Tilly remembered learning about tsunami 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. → The security guard warned people on the beach. → People rushed to leave the beach. → End: The tsunami hit, but everyone was safe.
（4）第四遍阅读（改正错误）：学生再次阅读，完成1d判断句子正误，并改正错误，核对答案：
Tilly found that the waves were moving away from the beach. F (coming in instead of going out)
Tilly remembered what she read about in her geography book. F (her geography teacher had explained about tsunamis)
Tilly’s father believed her as soon as she told her family about the strong waves. F (didn’t believe her and wanted to continue their walk)
The security guard learnt about the tsunami from Tilly’s father. T
Tilly’s mother did not reach the hotel before the tsunami did. F (Tilly’s family made it to safety just as the water hit the hotel.)
（5）听读结合：播放故事音频，学生跟读，熟悉语音语调，体会故事的紧张感与正能量。
3. Post-reading：（1）话题讨论（1e）：学生4人一组，围绕以下问题展开讨论，引导学生结合故事内容思考，激活讨论氛围。
Do you think Tilly Smith was a hero Why
Yes. Because Tilly noticed something strange and took action right away to save other people.
From Tilly’s experience, what do you think people need to know to survive a natural disaster
People should know some basic knowledge of natural disasters and how to protect themselves from the disasters.
What did you learn at school that might help to save your life one day
We learned basic first-aid and survival knowledge. For example, during an earthquake, we should move to an open area away from buildings and trees.
分享交流：邀请2-3组学生代表分享讨论结果，教师从语言准确性、逻辑连贯性、观点深刻性等方面给予点评和鼓励，强化安全意识与人文关怀。
（2）观看视频，了解海啸形成和预防的原理，理解防灾知识的重要性，培养理性应对灾害、重视生命安全的思维意识。
（三）专项练习与巩固
（1）2a：让学生运用自然灾害与动词的搭配造句，核对答案并强化搭配记忆：
earthquake: hit / rocked / happened / took place An earthquake hit Japan yesterday. An earthquake rocked Japan yesterday. An earthquake happened in Japan yesterday. An earthquake took place in Japan yesterday.
typhoon: hit / landed / blew across A typhoon landed at 9 o’clock last night. A typhoon hit / blew across the village at 9 o’clock last night.
tsunami: hit / came / swept through The tsunami swept through the village. The tsunami hit the village. / The tsunami came to the village.
（2）2b：学生用方框中的复合词完成句子，核对答案并讲解词义：
The rescue workers need more manpower to clear the streets.
The family built strong roofs to safeguard their house from heavy storms.
The doctor listened to the man’s heartbeat carefully.
During the storm, the floodwater nearly reached our windows.
People should avoid driving during a snowstorm because it can be very difficult to see clearly on the roads.
（3）2c：学生用方框中词汇的正确形式补全短文，核对答案后让学生标注关键词的词性与用法。
In August 2022, China experienced a great heatwave. It caused drought in different parts of the country. The heatwave hit the southwestern city of Chongqing very hard. Large wildfires swept through the forests and mountains there. Over 5,000 firefighters, police, and volunteers all worked together to keep the people and their homes safe. They put out the fires, brought more than 1,500 people to safety, and warned others to stay away from dangerous areas. It was very hard to fight the fires because of the high temperatures and changeable winds, but the rescue workers refused to give up. By the end of August, they managed to put out all the fires.
（4）观看重庆山火的视频，感受中国人民团结一致应对自然灾害的决心。
（四）语言点精讲
1. What can we do to prepare for the worst 我们能做些什么来为最坏的情况做准备？
prepare for = get ready for 准备
prepare ... for ... 为…… 准备好……
prepare to do sth 准备做某事
2. There’s going to be a big wave. 会有大浪来袭。
“There is/are going to be +主语+其他. = There wil be +主语+其他.”都是there be 结构的一般将来时的一种形式。
3. However, Tilly refused to take a single step further. 然而，蒂莉拒绝向前迈出一步。
refuse sb. /sth. 拒绝某人/某物
refuse to do sth.拒绝做某事
4. Thanks to her knowledge and quick thinking, one schoolgirl was able to save over 100 lives.
由于她的知识和敏捷的思维，一名女学生能够拯救100多条生命。
knowledge n. 知识；学问 → know v. 知道；了解 → knowledgeable adj. 知识渊博的
have a wide knowledge of/about... 精通……
5. 辨析except、besides与but
6. Tilly’s father believed her as soon as she told her family about the strong waves.
蒂莉一告诉她的家人有关大浪的事情，她的父亲就相信了她。
as soon as（一……就……）用来引导时间状语从句，强调主句动作和从句动作几乎同时发生。在含有as soon as引导的时间状语从句的复合句中，如果主句用一般将来时，从句应用一般现在时（即“主将从现”）。
7. Over 5,000 firefighters, police, and volunteers all worked together to keep the people and their homes safe.
5000多名消防员、警察和志愿者共同努力保障人们及其家园的安全。
volunteer ①〔可数名词〕志愿者；自告奋勇者 ②〔及物动词〕自愿做；义务做 ③〔不及物动词〕自愿做；义务做
volunteer to do sth 自愿做某事
volunteer as... 自愿充当……
（五）即时练习
1.根据汉语意思填空，核对答案。
It’s important to guard (保卫) our personal information online.
He is considered a national hero (英雄) for his brave actions.
The government provided rescue (救援) supplies for people affected by the disaster.
Reading books is a great way to improve your knowledge (知识) and understanding of the world.
She refused (拒绝) to eat junk food and started exercising every day last summer to keep fit.
As a volunteer (志愿者), he plans to clean up Siyang Taoyuan Road Bridge this weekend.
2.用所给词的适当形式填空，核对答案并讲解易错点。
Even on Bob’s worst (bad) and saddest days, Jack always makes him laugh with funny jokes.
The car crashed into the wall, but thankfully (thankful) no one was trapped inside.
There is no need for us to refuse (refuse) to talk to our parents when we have problems.
Knowledge (know) is power, and continuous learning helps us to grow and succeed in life.
You’d better do some further thinking (think) about why the character made the choice.
The new program allowed teenagers to volunteer (volunteer) at the nursing home to help the elderly.
I suddenly heard her screaming (scream) for help and turned around at once.
（六）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、短语、故事时间线梳理的策略，巩固学习成果。
2.作业布置：
背诵本节课核心词汇与短语，整理易混淆词汇与搭配的笔记。
写一段话（60-80 词），谈谈你从蒂莉的故事中学到了什么，运用至少2个本节课所学词汇或短语。
七、板书设计
Unit 5 Nature’s Temper Section B (1a-2c)
1. 核心词汇
worst, refuse, guard, thankfully, knowledge, thinking, hero, volunteer
2. 动词搭配
earthquake: hit / rocked / happened / took place
typhoon: hit / landed / blew across
tsunami: hit / came / swept through
八、教学反思
1.本节课通过阅读训练、词汇专项练习和口语讨论，有效落实了核心素养目标，学生能基本掌握自然灾害相关词汇与搭配，完成阅读与表达任务。但部分学生在运用“except/besides/but”时仍有混淆，需在后续教学中增加专项对比练习。
2.口语讨论环节学生参与度较高，但部分学生表达不够流畅，观点缺乏细节支撑，需提供更多表达支架和范例，引导学生结合具体案例阐述看法。
3.文化意识目标的渗透较为自然，通过蒂莉的故事与中国重庆山火案例，让学生感受到知识的力量与互助精神，但可补充更多国家的防灾减灾案例，让学生更直观地感受跨文化共识。
4.针对动词搭配，可设计趣味匹配游戏，让学生在互动中强化记忆与运用。

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