Unit 8 Safe and sound Welcome to the unit 教学设计- 2025-2026学年译林版英语八年级上册

Unit 8 Safe and sound-Welcome to the unit This unit focuses on the theme of "Safe and sound", specifically revolving around emergencies and natural disasters. The "Welcome to the unit" part aims to introduce students to different types of emergencies and natural disasters, enabling them to recognize and describe these situations in English. Through various activities such as reading newspaper headlines, chatting about experiences, and suggesting headlines, students will gradually build up relevant vocabulary and language expressions. 教学目标 Students will be able to master the key vocabulary related to emergencies and natural disasters, such as "earthquake", "flood", "typhoon", "accident", "emergency", "situation", etc. Learn common phrases and expressions, for example, "such as", "as a result", "hear about", "run out of", etc. Grasp the usage of simple present tense in newspaper headlines and understand how to describe past events briefly. 教学重难点 Key vocabulary and phrases: Make sure students can correctly pronounce, understand the meaning, and use words and phrases related to emergencies and natural disasters. Sentence patterns: Enable students to use common sentence patterns to describe the occurrence and impact of emergencies and natural disasters, such as "The fog was so thick that drivers couldn't see more than a metre in front of them." Reading comprehension: Guide students to accurately understand the information conveyed in newspaper headlines and simple texts about emergencies and natural disasters. 1. Vocabulary Natural disasters: earthquake (地震), flood (洪水), typhoon (台风), hurricane (飓风), tornado (龙卷风), volcano eruption (火山爆发), landslide (山体滑坡), mudslide (泥石流), drought (干旱), snowstorm (暴风雪) Emergencies: accident (事故), fire (火灾), power cut (停电), traffic jam (交通堵塞), medical emergency (医疗急救) Related words and phrases: emergency (紧急情况), situation (情况), happen (发生), occur (发生), hit (袭击), cause (引起), affect (影响), as a result (结果), such as (例如), hear about (听说), run out of (从…… 跑出), thousands of (成千上万的) 2. Grammar Simple present tense in newspaper headlines: In newspaper headlines, the simple present tense is often used to make the news seem more immediate. Words like "a", "an", "the" and the verb "be" are often left out. For example, "Earthquake makes thousands of people homeless" instead of "An earthquake has made thousands of people homeless". Using "so... that..." to express result: This structure is used to show the result of a situation. For example, "The fog was so thick that drivers couldn't see more than a metre in front of them." 教学过程 1. Lead - in (5 minutes) Greet the students as usual. Show some pictures of different natural disasters and emergencies on the PPT, such as an earthquake - destroyed building, a car accident scene, a flooded village, etc. Then ask students: "Boys and girls, look at these pictures. Can you tell me what happened in each picture? Have you ever seen or heard about such things in real life?" Encourage several students to answer. This activity aims to arouse students' interest and lead them to the topic of this unit - emergencies and natural disasters. 2. Presentation (10 minutes) Vocabulary teaching: Write the new words about natural disasters and emergencies on the blackboard one by one. Pronounce them clearly and ask students to repeat after the teacher several times. For example, when teaching the word "earthquake", say: "Read after me, /ˈɜːθkweɪk/, earthquake." Explain the meaning of each word briefly with the help of the pictures shown before. For instance, point to the picture of a flooded village and say: "Look at this picture. The water covers the whole village. This is called a flood, /flʌd/." Ask students to practice reading the words in pairs to ensure they can pronounce them correctly. Newspaper headlines: Show some newspaper headlines on the PPT, such as "Power cut leaves thousands without heating", "Lightning starts big fire in office building", "Earthquake makes thousands of people homeless". Explain to students that in newspaper headlines, the simple present tense is often used and some words are left out for brevity. Analyze one or two headlines with the students. For example, for the headline "Power cut leaves thousands without heating", say: "In fact, it means 'A power cut has left thousands of people without heating'. But in the headline, we leave out 'a' and 'of people' and use the simple present tense 'leaves' to make it more concise." Then ask students to read the remaining headlines aloud and try to understand their meanings. 3. Practice (15 minutes) Part A in the textbook: Let students open their textbooks to the "Welcome to the unit" part. In Part A, they need to decide which headlines are about emergencies (E) and which are about natural disasters (ND). Give students a few minutes to read the headlines and make their decisions. Walk around the classroom to offer help if necessary. After that, ask students to report their answers. For each headline, ask a student to explain why he/she thinks it is an emergency or a natural disaster. For example, for the headline "Coach comes off road and hits tree", a student may say: "I think it's an emergency because it's a sudden and unexpected accident." Pair - work conversation (Part B): First, show the conversation between Sandy and Millie in Part B on the PPT. Read the conversation aloud with a student as a model. For example, the teacher reads Sandy's part and the student reads Millie's part. Then ask students to work in pairs. They need to talk about an emergency or a natural disaster they have heard about or experienced, following the model conversation. Walk around the classroom to listen to their conversations and offer guidance. Encourage students to use the newly - learned vocabulary and expressions. After a few minutes, invite several pairs of students to come to the front of the classroom and act out their conversations for the whole class. Give praise and positive feedback to the students. 4. Production (10 minutes) Suggesting headlines (Part C): In this part, students are required to suggest a headline for each emergency or natural disaster they talked about in Part B. First, give an example. Suppose a pair of students talked about a typhoon that damaged many houses. The teacher can suggest a headline like "Typhoon damages numerous houses". Then let students work in their pairs again. They need to create a headline for their topic. Remind them to use the simple present tense and be concise. After they finish, ask each pair to write their headline on a piece of paper and stick it on the blackboard. Let other students read the headlines and discuss which ones are the most appropriate and creative. 5. Summary and Homework (5 minutes) Summary: Summarize the key points of this class with the students. Review the important vocabulary about emergencies and natural disasters, the usage of simple present tense in newspaper headlines, and the sentence pattern "so... that...". Ask students to recall the conversations they had in pairs and the headlines they created. Emphasize the importance of being able to describe such situations in English. Homework: Ask students to collect more information about an emergency or a natural disaster they are interested in. They can search for news reports online or in newspapers. Then write a short passage about it, including what happened, the impact, and how people dealt with it. Encourage students to read more English newspapers or news online to get familiar with different types of news expressions. 教学反思 After this class, overall, students showed a high level of interest in the topic. The use of pictures, real - life examples, and pair - work activities effectively engaged students in the learning process. However, there are still some aspects that need improvement. In vocabulary teaching, although students seemed to master the pronunciation and basic meaning of new words, more practice could be provided to help them better remember and use these words in different contexts. For example, more vocabulary games or fill - in - the - blank exercises could be added in the future. During the pair - work conversation, some students were a bit shy and not very active. In the future, more encouragement and guidance should be given to these students before the activity. Also, setting more specific tasks or providing more detailed sentence patterns for reference might help them express themselves more smoothly. In the production part of suggesting headlines, some students had difficulty in using the simple present tense correctly and being concise. This indicates that more explanation and practice on writing newspaper - style headlines are needed. Maybe more examples and on - the - spot corrections can be carried out in the next class. In general, this class laid a foundation for students to further learn about emergencies and natural disasters in this unit. By reflecting on these problems, I will adjust my teaching methods and strategies in the following classes to better meet the learning needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$