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

Unit 8 Let’s celebrate! Welcome to the unit 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will distinguish between emergencies (E) and natural disasters (ND), mastering vocabulary like power cut, earthquake, flood, typhoon. Students will be able to discuss emergencies/natural disasters, using expressions from the model conversation. 2. Ability Objectives Improve reading skills by classifying headlines into emergencies/natural disasters. Enhance speaking skills through pair discussions about personal experiences of emergencies/disasters. 3. Affective Objectives Foster awareness of safety and preparedness for emergencies/natural disasters. Encourage students to reflect on the impact of emergencies/disasters and the importance of staying informed. II. Language Knowledge 1. Key Words & Phrases Emergency types: power cut, car accident, house fire; Natural disaster types: earthquake, flood, typhoon; Descriptive words: sudden, serious, dangerous; Expressions: Did you hear about...? What happened? Oh, really? 2. Key Sentences “An emergency is a sudden, serious and dangerous event or situation. A natural disaster is a sudden and powerful event in nature, such as an earthquake or a flood.” “Did you hear about the fog disaster in the USA last week? The fog was so thick that drivers couldn’t see more than a metre in front of them.” 3. Key and Challenging Points Key Points: Comprehend the difference between emergencies and natural disasters; use target expressions in discussions. Challenging Points: Accurately classifying headlines (e.g., distinguishing a car accident (E) from an earthquake (ND)); expressing personal experiences clearly. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Introduction to Emergencies & Disasters (7 Minutes) Show the unit title “Let’s celebrate! —Welcome to the unit (Emergencies/Natural Disasters)” and ask: “What’s the difference between an emergency and a natural disaster? Can you name some examples?” Introduce the task: “Today, we’ll learn to classify emergencies and natural disasters, and discuss personal experiences—staying safe and informed!” Step 2 Reading & Classifying—Activity A (12 Minutes) Pre - reading: Explain definitions (emergency: sudden human - made/short - term crisis; natural disaster: nature - caused, large - scale event). While - reading: Students classify headlines (Activity A) into E (emergency) or ND (natural disaster). Post - reading: Check answers together, discussing each headline: E.g., “Power cut leaves thousands without heating” (E), “Earthquake makes thousands of people homeless” (ND). Step 3 Pair Discussion—Activity B (15 Minutes) Model Conversation: Read the sample dialogue (Sandy & Millie) with students. Highlight phrases like “Did you hear about...? What happened? Oh, really? Was anyone hurt?” Group Task: Students work in pairs. Discuss an emergency/disaster they know or experienced (Activity B). Prompts: “I heard about a typhoon last year. It caused floods in my town.” Share - out: Invite 2–3 pairs to present their conversations. Provide feedback on expression use and clarity of details. Step 4 Headline Creation—Activity C (8 Minutes) Ask students: “In pairs, suggest a headline for each emergency/disaster you talked about in Part B.” (Activity C). Students create headlines, then share in small groups. Encourage using vivid language (e.g., “Fog Disaster Causes Major Traffic Chaos in City”). Step 5 Summary & Homework (3 Minutes) Summary (2 Minutes): Recap emergency/disaster types, classification rules, and discussion phrases (e.g., “Emergencies: power cuts, accidents; Natural disasters: earthquakes, floods”). Homework (1 Minute): Research: Find one real - life emergency/natural disaster and note key details (what, where, impact). Writing: Write 3 sentences about the disaster, using expressions from the model. IV. Assessment of Teaching Effectiveness Check Activity A answers for understanding of emergency/disaster classification. Observe pair discussions (Activity B) for use of target expressions and clear storytelling. Review homework (headline creation and disaster writing) to evaluate independent learning and extension. V. Design Purpose Introduction: Connect to students’ prior knowledge of safety events, building relevance to real - life preparedness. Reading/Classifying: Deepen understanding of emergency/disaster differences, improving reading skills. Discussion: Practice speaking with structured expressions, encouraging reflection on safety and community impact. Reflection: Link learning to creative headline writing and personal research, fostering awareness of global/local disasters. VI. Blackboard Design Unit 8 Welcome to the unit—Emergencies & Disasters Classification: - Emergency (E): Power cut, car accident, house fire - Natural Disaster (ND): Earthquake, flood, typhoon Discussion Phrases: “Did you hear about...? What happened? Oh, really? Was anyone hurt?” Homework: Research a disaster! VII. Teaching Reflection Strengths: Safety - themed content is practical and engaging; activities balance skills and real - world relevance. Weaknesses: Some students may struggle to recall detailed disaster experiences. Improvements: Add a “disaster timeline” activity: Have students create a timeline of a disaster, including causes, events, and impacts. This visualizes learning and reinforces memory. 学科网（北京）股份有限公司 $$