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

该初中英语教学设计聚焦自然灾害与紧急情况主题，核心知识点涵盖相关词汇（如“typhoon”“bush fire”）、过去进行时及安全知识。课堂导入通过展示灾害图片，结合学生经历分享，搭建从生活经验到主题学习的支架，衔接阅读新闻报道、听力录音等输入活动。 其特色在于任务型整合听、说、读、写技能，如小组活动中用过去进行时描述灾害情境并回应安全措施（语言能力、思维品质），写作任务需整合听力信息按“引言 - 主体 - 结论”结构完成博客（学习能力）。听力录音辅助安全笔记完成，助力学生提升综合语言运用与安全意识，为教师提供清晰教学流程与活动设计。

Unit 8 Safe and sound-Integration This integration part of Unit 8 focuses on natural disasters and emergencies. Students will first read two online news reports about a heavy snowstorm in Heilongjiang Province and bush fires in Australia, learning about the damage caused by these disasters. Then, they will listen to a talk on how to stay safe in natural disasters and a conversation about staying safe in emergencies, and use the information to complete relevant notes. Finally, students are required to write a blog post on staying safe in natural disasters and emergencies. This part aims to improve students' reading, listening, and writing skills, as well as enhance their awareness of safety in the face of disasters. 教学目标 Students can master the key words and phrases related to natural disasters and emergencies, such as "natural disaster", "power cut", "typhoon", "bush fire", "tidal wave", "calm down", "put out", etc. Students can understand the past continuous tense used in the context of reporting disasters and emergencies, and be able to use it correctly to describe past events. Students can learn some common safety tips and expressions for dealing with natural disasters and emergencies. 教学重难点 A. Key Points Key vocabulary and phrases related to natural disasters and emergency responses. The understanding and application of the past continuous tense in the context of disasters. Safety knowledge and expressions for different natural disasters and emergencies. B. Difficult Points How to help students use the past continuous tense accurately and flexibly to describe past events during disasters. Guiding students to integrate the knowledge they have learned and write a logical and content - rich blog post on staying safe in disasters. A. Key Words and Phrases Natural Disasters and Emergencies natural disaster (自然灾害) power cut (停电) lightning (闪电) typhoon (台风) traffic accident (交通事故) bush fire (山林大火) tidal wave (海啸) emergency (紧急情况) Response Measures put out (扑灭，熄灭) calm down ((使) 平静) stay safe (保持安全) first aid (急救) warn sb. to do sth. (警告某人做某事) avoid doing sth. (避免做某事) press on (按，压) clear the snow (清除积雪) get trapped (被困住) People and Places fireman (消防员) policeman (警察) postman (邮递员) airport (机场) office building (办公楼) homeless people (无家可归的人) B. Key Grammar: Past Continuous Tense Structure: was/were + verb - ing Usage: It is used to describe an action that was in progress at a specific time in the past. For example, "Last night there was a heavy snowstorm in the north of Heilongjiang Province and many homes were still without power this morning." Here, "was a heavy snowstorm" and "were still without power" are in the past continuous tense, indicating that the snowstorm was happening last night and the situation of power - cut was continuing this morning. 教学过程 A. Lead - in (5 minutes) Show some pictures of different natural disasters, such as floods, earthquakes, typhoons, etc., on the PPT. Ask students: "What are these? Have you ever seen or experienced any of these natural disasters? How did you feel?" Encourage several students to share their experiences briefly. This activity can arouse students' interest and lead them to the topic of natural disasters. B. Reading (10 minutes) Present the two online news reports about the heavy snowstorm in Heilongjiang Province and the bush fires in Australia on the screen. Let students read the reports quickly and answer the following questions: What natural disasters are mentioned in the reports? Where did these disasters happen? What damage did they cause? Check the answers with the whole class. Then, ask students to read the reports again carefully and find out the sentences using the past continuous tense. Explain the usage of the past continuous tense in these sentences. For example, "The storm hit at about 9 p.m. and lots of people were trapped in their cars overnight." Here, "were trapped" shows that the people were in the state of being trapped all night long. C. Listening (10 minutes) Tell students that they are going to listen to a talk on how to stay safe in natural disasters. Before listening, briefly introduce some common natural disasters again, such as floods, typhoons, earthquakes. Play the recording of Part B1. Ask students to listen carefully and complete the notes below. After listening, check the answers with the class. Next, tell students they will listen to a conversation between Amy and Daniel about how to stay safe in emergencies. Play the recording of Part B2. Students listen and complete the relevant notes. Then, check the answers and explain some key safety expressions. D. Language Focus and Practice (10 minutes) Review the key words and phrases related to natural disasters and emergency responses that appeared in the reading and listening materials. Write some of them on the blackboard, such as "typhoon", "bush fire", "calm down", "put out". Ask students to read them aloud and make sentences with these words and phrases. Focus on the past continuous tense again. Give some more examples and ask students to imitate and create their own sentences. For example, "When the earthquake happened, people were running in all directions." Let students practice making similar sentences about different disasters. Divide students into pairs. One student describes a natural disaster or an emergency situation using the past continuous tense, and the other student responds with relevant safety measures. For example, Student A: "When the flood was coming, people were screaming for help." Student B: "They should go to higher ground quickly." E. Writing (10 minutes) Introduce the writing task: Amy is writing a blog post on staying safe in natural disasters and emergencies. Students are required to help her complete it with the information in Parts B1 and B2. First, let students think about the structure of a blog post. Usually, it includes an introduction, main body (listing different safety measures for different disasters), and a conclusion. Then, ask students to start writing. Walk around the classroom to offer help and guidance when necessary. After students finish writing, ask several of them to share their blog posts in class. Give some positive feedback and suggestions for improvement, such as grammar mistakes, sentence structure, and content organization. 教学反思 In this class, the use of pictures, news reports, and recordings can effectively arouse students' interest and help them better understand the topic of natural disasters and safety. However, in the future, more real - life cases and videos can be added to make the teaching content more vivid. For the grammar part of the past continuous tense, although some examples were given and students practiced, some students still had difficulties in using it accurately. More targeted exercises and different context - based examples are needed in the follow - up classes. During the writing process, some students had problems with organizing their ideas and expressing them clearly. In the future, more writing - strategy guidance, such as how to outline, how to use connecting words, should be provided to improve students' writing ability. The group work in the language - practice part was quite active, but some groups did not fully use the target language. Teachers need to strengthen supervision and guidance during group activities to ensure that students can achieve the learning goals. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$