Unit 8 Let’s celebrate! Reading 教学设计-2025-2026学年译林版八年级英语上册

Unit 8 Let’s celebrate! Reading 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will understand Timmy’s earthquake survival story, mastering vocabulary like trap, thunder, calm down, in all directions. Students will analyze the story to identify key events and their sequence. 2. Ability Objectives Improve reading skills: identifying main ideas, sequencing events, and interpreting text details. Enhance critical thinking by discussing earthquake preparedness and Timmy’s actions. 3. Affective Objectives Foster awareness of earthquake safety and the importance of staying calm in emergencies. Encourage empathy for disaster survivors and reflection on personal preparedness. II. Language Knowledge 1. Key Words & Phrases Earthquake - related: trap, thunder, shake, calm down, in all directions; Story elements: sequence of events, main ideas; Expressions: “What may happen in an earthquake?”, “What should people do?” 2. Key Sentences “It was about two o’clock in the afternoon. I was working when the earthquake started. At first, I felt a slight shake. Then I heard a loud noise like thunder.” “I shouted for help. I thought somebody could hear me but no one came for a very long time. I knew I had to save energy and wait for help.” 3. Key and Challenging Points Key Points: Comprehend the earthquake story’s structure and key events; sequence Timmy’s experiences. Challenging Points: Interpreting descriptive language (e.g., “pieces of glass and bricks were raining down”); analyzing Timmy’s actions for safety lessons. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Pre - reading (7 Minutes) Show the story title “The Highfield earthquake” and ask: “What may happen in an earthquake? What should people do to stay safe?” Introduce the task: “Today, we’ll read Timmy’s survival story, analyze its events, and learn earthquake safety lessons!” Step 2 While - reading (18 Minutes) Activity 1: Main Idea Matching (8 Minutes) Students match paragraphs to main ideas (Activity A), identifying key events (e.g., “earthquake starts,” “people run,” “Timmy trapped”). Walk around to assist, clarifying paragraph content and main idea links. Activity 2: Event Sequencing (7 Minutes) Students sequence Timmy’s drawn pictures (Activity B) with captions, retelling the story in their own words. Discuss the sequence, emphasizing the story’s structure (beginning: earthquake starts; middle: chaos and trapping; end: rescue). Activity 3: Vocabulary Check (3 Minutes) Quick review of key words (e.g., “trap”—stuck; “calm down”—stay peaceful; “in all directions”—everywhere). Step 3 Post - reading (15 Minutes) Activity 1: Forest Fire Blog Completion—Activity C (10 Minutes) Students fill in the forest fire blog (Activity C) with vocabulary (e.g., “silent,” “nervous,” “calm down”). Highlight disaster response parallels (staying calm, seeking help). Discuss answers, connecting to Timmy’s earthquake actions (e.g., “calm down” in both disasters). Activity 2: Critical Reflection (5 Minutes) Use discussion questions: “Did Timmy do the right thing? How can we prepare for earthquakes?” Groups share ideas, linking to safety tips (e.g., “hide under a table,” “have an emergency plan”). Step 4 Summary & Homework (5 Minutes) Summary (3 Minutes): Recap the earthquake story’s key events, vocabulary, and safety lessons (stay calm, wait for help). Homework (2 Minutes): Writing: Write a short paragraph about an emergency/disaster you know, using 3 new vocabulary words. Research: Find one earthquake safety tip and create a reminder card. IV. Assessment of Teaching Effectiveness Check Activity A/B answers for accurate main idea matching and event sequencing. Evaluate Activity C blog for correct vocabulary use. Observe post - reading discussions for critical thinking about safety and preparedness. V. Design Purpose Pre - reading: Activate prior knowledge about earthquakes, building relevance to safety learning. While - reading: Practice main idea identification and sequencing, core skills for narrative texts. Post - reading: Apply vocabulary in a new disaster context and reflect on safety, linking to real - life preparedness. VI. Blackboard Design Unit 8 Reading—The Highfield Earthquake Story Sequence: 1. Earthquake starts (working, shake, thunder) 2. Chaos (people run, glass/bricks rain down) 3. Trapped (dark, silent, calm down) 4. Rescue (shouts, help arrives) Key Vocabulary: trap, thunder, calm down, in all directions Homework: Write about a disaster! VII. Teaching Reflection Strengths: Disaster - themed story engages students with safety - relevant content; activities balance skills and critical thinking. Weaknesses: Some students may struggle to interpret descriptive language (e.g., “raining down”). Improvements: Add a “language imagery” activity: Have students illustrate descriptive phrases (e.g., “pieces of glass and bricks were raining down”). This visualizes figurative language and deepens comprehension. 学科网（北京）股份有限公司 $$