Unit 8 Reading “The Highfield Earthquake” 教学设计 2025-2026学年译林版英语八年级上册

8A Unit 8 Reading “The Highfield Earthquake” (教学设计) I. Teaching Objectives A. Knowledge Objectives 1. Students will understand the content of Timmy’s earthquake - survival story, including the sequence of events. 2. Students will master key vocabulary and phrases related to earthquakes, such as slight shake, shout in fear, run out of, rain down, calm down, trapped etc. 3. Students will be able to analyze the structure of the text and extract main ideas from each paragraph. B. Ability Objectives 1. Improve students’ reading comprehension skills, including skimming, scanning, and understanding text structure. 2. Enhance students’ ability to retell a story based on pictures and key information. 3. Develop students’ critical thinking skills by discussing questions related to earthquake response and preparation. C. Emotional Objectives 1. Raise students’ awareness of earthquake safety and the importance of staying calm in emergencies. 2. Cultivate students’ empathy and understanding of people affected by natural disasters. II. Teaching Key & Difficult Points A. Key Points 1. Understand the sequence of events in Timmy’s earthquake experience. 2. Master key vocabulary and phrases and use them to retell the story. 3. Analyze the main ideas of each paragraph. B. Difficult Points 1. Accurately extract and summarize main ideas from the text. 2. Have in - depth discussions about earthquake response and preparation, using critical thinking. III. Teaching Procedures A. Pre - reading (5 minutes) 1. Show a short video clip about an earthquake. Ask students: “What did you see in the video? What may happen in an earthquake? What should people do in an earthquake?” 2. Introduce the title “The Highfield Earthquake” and ask students to predict what the story might be about. B. While - reading (20 minutes) 1. Skimming · Ask students to skim the text quickly and answer: “What is the main idea of this text?” (It is about Timmy’s experience of surviving the Highfield earthquake.) 2. Scanning and Vocabulary Learning · Have students scan the text to find answers to the pre - reading questions and underline key vocabulary. For example: 1. What may happen in an earthquake? (Feel a shake, hear loud noises, the earth shakes, glass and bricks rain down, walls come down etc.) 1. What should people do in an earthquake? (Try to run out, stay calm, shout for help, save energy and wait for help etc.) · Teach the key vocabulary and phrases: slight shake, shout in fear, run out of, rain down, calm down, trapped. Explain their meanings and how to use them in sentences. 3. Text Structure Analysis · Guide students to analyze the text structure. Divide the text into parts according to the sequence of events: 1. Paragraph 1 - 2: Earthquake starts, initial reactions. 1. Paragraph 3 - 4: During the earthquake, people’s actions and Timmy’s situation. 1. Paragraph 5 - 7: After the earthquake, Timmy trapped and rescued. · Ask students to match the main ideas in Part A with the correct paragraphs. C. Post - reading (12 minutes) 1. Story Retelling · Have students look at the pictures in Part B. Ask them to write the correct captions for each picture and put the pictures in the correct order. · Then, invite students to retell the story in their own words, using the key vocabulary and the picture order. 2. Discussion · Organize students to discuss the questions in Part D: 1. Question 1: “How do you understand the phrase ‘rain down’?” (It means falling quickly and heavily, like rain. In the text, it describes glass and bricks falling during the earthquake.) 1. Question 2: “Do you think Timmy did the right thing? Would you do anything different? Give reasons for your answers.” (Encourage students to express their opinions, e.g., Timmy stayed calm and tried to save energy, which was right. Some might think they would try to find a safer place first.) 1. Question 3: “What do you think people need to do to prepare for possible earthquakes? Share your ideas with your classmates.” (E.g., have an emergency plan, prepare emergency kits, learn first - aid etc.) D. Summary (3 minutes) 1. Recap the key events in Timmy’s earthquake experience. 2. Summarize the key vocabulary and phrases. 3. Emphasize the importance of earthquake safety and preparedness. E. Homework (5 minutes) 1. Vocabulary and Retelling · Review the key vocabulary and phrases. Write a short retelling of the story using at least 10 key words. 2. Research and Writing · Research more about earthquake preparedness and write a short report (at least 50 words) on what people can do to prepare for earthquakes. IV. Blackboard Design A. Key Vocabulary and Phrases · slight shake, shout in fear, run out of, rain down, calm down, trapped B. Text Structure and Main Ideas · Paragraph 1 - 2: Earthquake starts, initial reactions. · Paragraph 3 - 4: During earthquake, people’s actions & Timmy’s situation. · Paragraph 5 - 7: After earthquake, trapped & rescued. C. Discussion Questions · “rain down” : fall like rain · Timmy’s actions: calm, save energy · Earthquake preparedness: emergency plan, kits, first - aid 学科网（北京）股份有限公司 $$