Unit 8 Safe and sound Word power 教学设计 2025-2026学年译林版（2024）八年级英语上册

Unit 8 Safe and sound-Word power This Word power section in Unit 8 of the 2024 Yilin English textbook for Grade 8 focuses on compound words related to natural disasters and safety. By combining two existing words, students will learn to form new compound nouns, which helps expand their vocabulary in a more efficient way. The content not only enriches students' language knowledge but also deepens their understanding of the theme of natural disasters and safety issues. 教学目标 Students will be able to recognize and understand a series of compound words formed by two basic words, such as "earthquake", "thunderstorm", "flashlight", etc. Master the spelling and pronunciation rules of these compound words. Learn to use these compound words correctly in sentences to describe natural disasters and relevant safety situations. 教学重难点 Key Points The formation rules and common types of compound words. For example, nouns + nouns (earth + quake = earthquake), adjective + nouns (heavy + rain = heavy rain). Mastering a sufficient number of compound words related to natural disasters and safety, such as "floodwater", "lifeguard", "power cut", etc. Correct pronunciation and usage of compound words in different contexts. Difficult Points Helping students distinguish between similar compound words and use them accurately. For instance, differentiating "thunderstorm" and "snowstorm" in terms of context and meaning. Encouraging students to be able to form new compound words independently according to the learned rules in new situations. Training students to use compound words flexibly in oral and written expressions to improve their language fluency. 1. Compound Words about Natural Disasters Earthquake: earth (the planet we live on) + quake (to shake). An earthquake is a sudden and violent shaking of the ground. Thunderstorm: thunder (the loud noise that follows a flash of lightning) + storm (a violent disturbance of the atmosphere with strong winds and usually rain, thunder, lightning, or snow). A thunderstorm is a storm with thunder and lightning. Floodwater: flood (an overflow of a large amount of water beyond its normal limits) + water. Floodwater refers to the water that causes a flood. Snowstorm: snow (precipitation in the form of ice crystals) + storm. A snowstorm is a severe weather condition with heavy snowfall and strong winds. Landslide: land (the solid part of the earth's surface) + slide (to move smoothly along a surface). A landslide is the sudden downward movement of a large mass of earth or rock. 2. Compound Words about Safety Lifeguard: life (the state of being alive) + guard (a person who protects or watches over someone or something). A lifeguard is a person employed to protect swimmers from drowning. Flashlight: flash (a sudden, bright light) + light (the natural agent that stimulates sight and makes things visible). A flashlight is a portable electric lamp powered by batteries. Power cut: power (the ability to do something) + cut (to interrupt). A power cut means the interruption of the electricity supply. First - aid: first (coming before all others in time or order) + aid (help). First - aid refers to the emergency treatment given to an injured or sick person before professional medical help arrives. Safety belt: safety (the condition of being protected from or unlikely to cause danger, risk, or injury) + belt (a strip of material worn around the waist). A safety belt is a belt used to secure a person in a vehicle or in some dangerous situations to prevent injury. 3. Pronunciation Rules of Compound Words Generally, the stress of a compound noun usually falls on the first word. For example, in "earthquake", the stress is on "earth"; in "thunderstorm", the stress is on "thunder". But there are also some exceptions, such as "greenhouse", where the stress is on the second word. When two words are combined into a compound word, the pronunciation of each part may change slightly. For example, in "floodwater", the "oo" in "flood" may be pronounced a little shorter than when "flood" is pronounced alone. 4. Usage of Compound Words in Sentences We use these compound words to describe specific situations. For example, "During the earthquake, people ran out of their houses in panic." They can also be used in questions. For example, "Have you ever experienced a thunderstorm at sea?" In writing compositions about natural disasters or safety, these compound words can make the description more vivid and accurate. For example, "The floodwater rose rapidly, flooding many villages." 教学过程 Step 1: Lead - in (5 minutes) Greet the students as usual and then show them some pictures of natural disasters, such as an earthquake, a flood, and a thunderstorm on the PPT. T: "Good morning/afternoon, class. Look at these pictures on the screen. Can you tell me what they are?" Ss: "Earthquake! Flood! Thunderstorm!" After students answer, ask them to describe briefly what they see in the pictures. T: "Very good. Now, can you describe one of these natural disasters in a sentence?" S1: "In the earthquake picture, the buildings are collapsing." S2: "The floodwater in the flood picture is very high." Then introduce the topic of this class - Word power about compound words related to natural disasters and safety. T: "Today, we are going to learn a special way of forming words. We can put two words together to create new words, which are called compound words. And we will focus on those related to what we see in these pictures." Step 2: Presentation (12 minutes) Show the first group of compound words about natural disasters on the PPT, such as "earthquake", "thunderstorm", "floodwater", "snowstorm", "landslide". Write them on the blackboard at the same time. T: "Look at these words on the screen and on the blackboard. Let's read them together first." Read the words slowly and ask students to follow. T: "Now, let's analyze how these words are formed. Take 'earthquake' as an example. Who can tell me which two words it is made up of?" Ss: "Earth and quake." T: "Exactly! Earth means the planet we live on, and quake means to shake. When they are put together, we get 'earthquake', which means a sudden and violent shaking of the ground." Analyze each word in the same way. Teach the pronunciation of these compound words. Pay attention to the stress and the possible pronunciation changes of each part. T: "Now, let's focus on the pronunciation. Remember, for most of these compound nouns, the stress usually falls on the first word. Listen carefully and repeat after me." Pronounce each word again, emphasizing the stress, and ask students to imitate. Do a simple exercise. Show some incomplete compound words on the PPT, such as "earth + ___ = earthquake", "thunder + ___ = thunderstorm", and ask students to fill in the blanks. T: "Here are some incomplete compound words on the screen. Please fill in the blanks with the correct words. You can work in pairs." Walk around the classroom to check students' work. Step 3: Practice (15 minutes) Oral Practice Divide the students into pairs. Give each pair a set of cards with different compound words on one side and pictures related to natural disasters or safety on the other side. T: "Now, work with your partner. One of you shows a card with a picture, and the other uses a compound word to describe it. Then change roles. For example, if your partner shows a picture of a person saving a drowning swimmer, you can say 'lifeguard'." Walk around to monitor and offer help if necessary. After a few minutes, invite some pairs to come to the front of the class and show their performance. Written Practice Give out a handout with some sentences. In each sentence, there is a blank for students to fill in with the appropriate compound word. For example, "During the _____, many trees were blown down." (thunderstorm) T: "Now, please take out the handout. Fill in the blanks with the correct compound words we just learned. You have 5 minutes." After students finish, check the answers together. Step 4: Production (8 minutes) Group Work Divide the students into groups of four. Ask each group to create a short story or a dialogue about a natural disaster or a safety - related situation. They must use at least five compound words they learned in this class. T: "Now, form groups of four. Your task is to create a short story or a dialogue. For example, you can describe what happens during an earthquake or how to stay safe in a flood. Remember to use at least five compound words. You have 8 minutes to prepare." Walk around to guide the groups, help them with ideas and language use. Presentation After the groups finish preparing, invite each group to come to the front of the class to present their story or dialogue. The other students listen carefully and can ask questions after the presentation. T: "Now, let's start our presentations. Group 1, please come to the front." After each group presents, give some positive feedback. Step 5: Summary and Homework (5 minutes) Summary Review the key points of this class with the students, including the formation, pronunciation, and usage of compound words related to natural disasters and safety. T: "Class, let's summarize what we have learned today. Who can tell me the main points?" Invite some students to answer and then make a complete summary on the blackboard. Homework Ask students to write a short passage of at least 80 words about a natural disaster they know. They need to use at least eight compound words learned in this class. T: "For your homework, write a short passage about a natural disaster. Use at least eight compound words. You can describe what causes the disaster, what happens during it, and how people deal with it. Hand it in tomorrow." 教学反思 After this class, I need to reflect on several aspects. Firstly, in the lead - in part, the pictures of natural disasters successfully attracted students' attention, but I could have further explored students' prior knowledge about these disasters to better connect with the new content. During the presentation of compound words, most students seemed to understand the formation rules, but for some students with weaker language foundation, more examples and slower explanations might be needed. In the practice stage, the oral and written exercises were effective in helping students consolidate the new words. However, in group work, some groups had difficulty in coming up with ideas quickly. Next time, I can provide more guiding questions or examples before group work to inspire students. Also, during the presentations, some students were a bit nervous. I should create a more relaxed atmosphere and give more encouragement to boost their confidence. Overall, through this teaching reflection, I will adjust my teaching methods and strategies to improve the teaching effect in the future. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$