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

Unit 8 Safe and sound-Reading This reading passage in Unit 8 of Yilin English textbook for Grade 8 is about an earthquake. It is told from the perspective of a survivor named Timmy. The passage vividly describes the process of the earthquake, from the initial slight shake and the loud noise like thunder, to the violent shaking of the earth, people's panic, and the collapse of buildings. Timmy also shares his own experiences during the earthquake, such as his fear, his efforts to calm down, and finally his rescue. Through this passage, students can not only understand the horror and destructiveness of earthquakes but also learn some basic knowledge about how to protect themselves in the face of natural disasters. 教学目标 Students will be able to master the following key words and phrases: shake, loud, fear, direction, while, shaking, silent, if, nervous, heart, beat, mind, since, still, alive, dark, shout, daylight, safe, asleep, after, a loud noise like thunder, start to shake, in fear, run in all directions, come down, beat fast, say to oneself, pull myself slowly through, find one’s way out, move away the bricks. Students will understand and be able to use the past continuous tense correctly in the context of describing past events. Students will learn some common expressions and sentence patterns related to natural disasters. 教学重难点 A. Teaching Key Points Key vocabulary and phrases related to natural disasters and the description of the earthquake. The understanding and application of the past continuous tense in the reading passage. Comprehending the overall structure and main idea of the passage about the earthquake. B. Teaching Difficult Points Helping students to understand some complex sentences and long - difficult sentences in the passage, such as "Outside, people were running in all directions while pieces of glass and bricks were raining down." Training students to use the past continuous tense accurately to describe past ongoing events, especially when combined with other tenses. Encouraging students to think deeply about how to protect themselves and others in natural disasters and express their thoughts clearly in English. A. Vocabulary shake /ʃeɪk/ (n., vi. & vt.) 摇动；震动 e.g. The earthquake made the ground shake.（地震使地面震动。） - 衍生词：shaking (n.) 摇动；震动 loud /laʊd/ (adj.) 响亮的；大声的；喧闹的 e.g. There was a loud noise outside.（外面有一声巨响。） - 副词形式：loudly /ˈlaʊdli/ fear /fɪə(r)/ (n.) 害怕，恐惧 e.g. People shouted in fear when the earthquake happened.（地震发生时人们惊恐地喊叫。） direction /daɪˈrekʃn; dɪˈrekʃn/ (n.) 方向 - 短语：in all directions 四面八方 e.g. The birds flew in all directions.（鸟儿们向四面八方飞去。） while /waɪl/ (conj.) 当… 的时候，和… 同时 e.g. While I was reading, my mother was cooking.（我读书的时候，妈妈在做饭。） silent /ˈsaɪlənt/ (adj.) 寂静的 e.g. The room was silent after the teacher left.（老师离开后，房间里一片寂静。） - 名词形式：silence /ˈsaɪləns/ if /ɪf/ (conj.) 是否；如果 e.g. I don't know if he will come.（我不知道他是否会来。） - 引导条件状语从句时，遵循 “主将从现” 原则。 nervous /ˈnɜːvəs/ (adj.) 紧张不安的 e.g. She was nervous before the exam.（她考试前很紧张。） heart /hɑːt/ (n.) 心脏 e.g. My heart was beating fast when I saw the snake.（我看到蛇时心跳得很快。） beat /biːt/ (vi. & vt.)(使) 规律作响，作节奏运动；(过去式 beat，过去分词 beaten) e.g. The rain was beating against the window.（雨敲打着窗户。） mind /maɪnd/ (n.) 头脑 - 短语：make up one's mind 下定决心 e.g. I made up my mind to study hard.（我下定决心努力学习。） since /sɪns/ (conj.) 由于，既然；(prep.) 自… 以来 e.g. Since you are here, you can help me.（既然你在这儿，你可以帮我。） still /stɪl/ (adv.) 仍然 e.g. He is still sleeping.（他还在睡觉。） alive /əˈlaɪv/ (adj.) 活着的 e.g. The dog is still alive after the accident.（事故后这只狗还活着。） dark /dɑːk/ (n.) 黑暗；(adj.) 黑暗的 e.g. The room was in complete dark.（房间里一片漆黑。） shout /ʃaʊt/ (n.) 呼喊，喊叫声；(vi. & vt.) 呼喊 e.g. They heard shouts from the next room.（他们听到隔壁房间传来的喊叫声。） daylight /ˈdeɪlaɪt/ (n.) 日光 e.g. We can see things clearly in daylight.（在日光下我们能清楚地看到东西。） safe /seɪf/ (adj.) 安全的 - 副词形式：safely /ˈseɪfli/；名词形式：safety /ˈseɪfti/ - 反义词：dangerous /ˈdeɪndʒərəs/ asleep /əˈsliːp/ (adj.) 睡着的 - 短语：fall asleep 入睡 e.g. He fell asleep soon.（他很快就睡着了。） after /ˈɑːftə(r)/ (conj.) 在… 以后；(prep.) 在… 之后 e.g. After I finished my homework, I watched TV.（我完成作业后看电视。） B. Phrases a loud noise like thunder 像雷声一样的巨响 start to shake 开始摇晃 in fear 害怕地 run in all directions 四处奔跑 come down 崩塌；坍塌；下来 beat fast 跳得很快 say to oneself 自言自语 pull myself slowly through 艰难地穿过 find one’s way out 找到出路 move away the bricks 挪开砖块 C. Sentence Patterns It was about two o'clock in the afternoon. I was working when the earthquake started.（过去进行时与一般过去时的连用，表示一个动作发生时，另一个动作正在进行。） Outside, people were running in all directions while pieces of glass and bricks were raining down.（while 引导的时间状语从句，表示两个动作同时进行。） I told myself to calm down since I was still alive.（since 引导原因状语从句。） Finally, I heard some noise above me. I cried out in a weak voice.（描述一系列先后发生的动作，用一般过去时。） 教学过程 A. Lead - in (5 minutes) Greet the students as usual. Show some pictures of different natural disasters, such as earthquakes, floods, typhoons, and bushfires, on the PPT. Ask students to look at the pictures and tell what natural disasters they are. T: Boys and girls, look at the pictures on the screen. Can you tell me what natural disasters they are? Ss: Earthquake, flood, typhoon... Then ask students if they have ever experienced or heard about any natural disasters. Invite some students to share their experiences briefly. T: Have you ever experienced or heard about any natural disasters? Who would like to share with us? B. Pre - reading (8 minutes) Show the title of the reading passage "Trapped in the Quake" and some pictures related to the earthquake in the textbook. Let students predict what the passage might be about. T: Now look at the title and these pictures. What do you think the passage will talk about? Discuss with your partners. Ss: It may talk about an earthquake, what happened during the earthquake, and how people survived... Teach some new words and phrases that are crucial for understanding the passage. Write them on the blackboard or show them on the PPT, and explain their meanings and usages with examples. T: Before we read the passage, let's learn some new words and phrases. Look at the word "shake". It means to move quickly from side to side, up and down, etc. For example, "The old man shook his head." And "in fear" means being very afraid. For example, "The little girl cried in fear." Do a quick brainstorming activity. Ask students to think about what may happen in an earthquake and what people should do in an earthquake. Write their ideas on the blackboard. T: Think about it. What may happen in an earthquake? And what should people do when an earthquake occurs? Ss: Buildings may shake and fall down. People should hide under strong furniture... C. While - reading (18 minutes) Fast Reading Ask students to read the passage quickly within 3 minutes to get the general idea. Then answer the following questions on the PPT: When did the earthquake happen? Where did the writer stay during the earthquake? Was the writer saved at last? Check the answers with the whole class. T: OK, stop reading. Let's check the answers. Who can tell me when the earthquake happened? S1: It happened at about two o'clock in the afternoon. Careful Reading Divide the passage into several parts. Let students read each part carefully and answer some detailed questions. For the first part (from the beginning to "The earth started to shake."): Question: What did the writer feel and hear at first? Answer: At first, the writer felt a slight shake and then heard a loud noise like thunder. For the second part ("People shouted in fear..." to "Then the walls began to come down too!"): Question: What were people doing outside during the earthquake? Answer: People were running in all directions while pieces of glass and bricks were raining down. For the third part ("Finally, the noise and shaking ended..." to "I told myself to calm down since I was still alive."): Question: How did the writer feel after the earthquake stopped? Answer: The writer felt nervous, and his heart was beating really fast. He couldn't see anything and didn't know if anyone else was around him. For the fourth part ("I waited for some time..." to the end): Question: How was the writer saved? Answer: The writer heard shouts from excited people. They quickly moved away the bricks and he was saved. Explain some difficult sentences and the usage of the past continuous tense in the passage. For example, "Outside, people were running in all directions while pieces of glass and bricks were raining down." Analyze the structure and meaning of this sentence, and compare it with simple past tense sentences to help students understand the difference. T: Look at this sentence. "People were running" shows an action that was in progress at that time. And "while" here means two actions were happening at the same time. Can you give me some similar sentences using the past continuous tense? Ss: While my father was watching TV, my mother was washing clothes. D. Post - reading (10 minutes) Retelling Ask students to retell the story of the earthquake in their own words according to the key points on the blackboard or in their notes. First, let them practice in pairs, and then invite some students to retell it in front of the class. T: Now, retell the story of the earthquake with your partner. You can use the key words and phrases we learned. Then, some of you will come to the front and retell it for us. Group Discussion Divide the students into groups of four. Give each group a topic related to natural disasters, such as "What should we do to prepare for an earthquake at home?" or "How can we help the victims of natural disasters?" Let them discuss for 5 minutes and then each group chooses a representative to report their discussion results to the class. T: Now, work in groups. Discuss the topic you get. Remember to use English as much as possible. After 5 minutes, a representative from each group will report your ideas. E. Summary and Homework (4 minutes) Summary Summarize the key points of this class, including new words, phrases, sentence patterns, and the main idea of the passage. Review the past continuous tense and its usage in the context of describing natural disasters. T: Boys and girls, let's summarize what we have learned today. We learned many new words and phrases about natural disasters... And we also learned how to use the past continuous tense to describe past events. Homework Ask students to write a short passage about a natural disaster they know, using at least five new words and phrases learned in this class and the past continuous tense. Suggest students to search for more information about natural disasters and how to prevent them on the Internet or in books, and share it with the class next time. 教学反思 After this class, I think the following aspects should be noted. In the lead - in part, students were actively involved in sharing their experiences of natural disasters, which successfully attracted their attention. However, in the pre - reading part, although the new words and phrases teaching was necessary, the way might be a bit dull. Next time, I can use more vivid examples or short videos to help students understand the words better. During the while - reading part, most students could follow the teaching steps and understand the passage, but some students still had difficulty in understanding the long and complex sentences. I should give more time for them to analyze and practice these sentences. In the post - reading part, the retelling and group discussion activities were quite effective. Students could use the knowledge they learned to express their ideas. But for some weaker students, they still needed more guidance. In the future, I will pay more attention to differentiating teaching to meet the needs of different students. Overall, this class achieved most of the teaching objectives, but there is still room for improvement. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$