Unit 8 Safe and sound（Reading）教案 2025-2026学年译林版（2024）八年级英语上册

该初中英语教案聚焦Unit 8 Safe and sound（Reading），核心为自然灾害相关词汇、过去进行时及时间状语从句，通过文本理解地震事件。以自然灾害图片导入激活先验知识，新词汇教学降低阅读难度，快读抓主旨、细读析细节，搭建从已知到未知的学习支架。 其特色在于任务驱动式教学，融合语言能力与思维品质培养。如小组讨论地震应对措施激活逻辑思维，复述故事提升语言表达，写作任务运用所学词汇语法。既夯实阅读技能，又增强安全意识，助力教师高效实施教学，促进学生综合语言运用能力提升。

教学设计 课程基本信息 学科 英语 年级 八年级 学期 秋季 课题 Unit 8 Safe and sound（Reading） 教学目标 1. Knowledge Objectives Students will be able to master the key vocabulary related to natural disasters and emergencies, such as "earthquake", "flood", "typhoon", "emergency", "injured", "calm down", etc. Students can understand and use the past continuous tense correctly, and distinguish the usage of "when", "while" and "as" in adverbial clauses of time. Students will grasp important sentence patterns and expressions in the text, like "People were running in all directions while pieces of glass and bricks were falling down." 2. Ability Objectives Improve students' reading skills, including skimming for the main idea, scanning for specific information, and inferring meaning from context. Develop students' ability to retell the story according to the sequence of events, enhancing their logical thinking and oral expression skills. Enable students to write a short passage about an emergency or natural disaster they know, using the learned vocabulary and sentence patterns. 3. Emotional Objectives Raise students' awareness of safety and self - protection in the face of natural disasters and emergencies. Cultivate students' empathy and concern for those affected by disasters, and enhance their sense of social responsibility. 重难点 1. Teaching Key Points Key vocabulary and phrases related to natural disasters and emergencies. The usage of the past continuous tense and adverbial clauses of time. The understanding of the text about the earthquake experience, including the process of the earthquake, people's reactions and the final result. 2. Teaching Difficult Points How to help students correctly understand and use the past continuous tense in different contexts, especially when combined with adverbial clauses of time. Guiding students to deeply understand the emotions and experiences described in the text, and being able to express their own feelings and thoughts based on the text. 教学过程 教学环节 学习活动（包含设计意图） Lead - in (5 minutes) Show students some pictures of different natural disasters, such as earthquakes, floods, typhoons, and fires, on the PPT. Ask students: "Have you ever seen these disasters? What do you know about them?" Let several students share their experiences or knowledge briefly. Design Intent: This activity can arouse students' interest and activate their prior knowledge related to natural disasters, creating a good starting point for the following reading class. Knowledge Presentation (10 minutes) New Words Teaching Present the new words and phrases related to this lesson on the PPT, such as "earthquake", "shake", "fear", "direction", "calm down", etc. Teach the pronunciation, meaning and usage of each word. For example, when teaching "calm down", give an example sentence "Calm down! There is no need to panic." and let students imitate the sentence. Brainstorming Divide students into groups of four. Ask them to discuss and list what they think people should do before, during and after an earthquake. Then invite some groups to share their ideas. Design Intent: By teaching new words in advance, it can reduce students' reading difficulties. The brainstorming activity can stimulate students' thinking and make them more actively involved in the learning process, while also providing some background knowledge for understanding the text. Practice (15 minutes) Fast Reading Let students quickly read the text "A lucky escape" and answer the following two questions: What is the main idea of the passage? When and where did the earthquake happen? After students finish reading, check the answers together. Design Intent: Fast reading can train students' skimming skills, allowing them to quickly grasp the main idea and key information of the text. Careful Reading Divide the text into several parts. Let students read each part carefully and complete different tasks. For the first part (the beginning to "I was sleeping when it started."): Ask students to find out what the weather was like before the earthquake. Explain the usage of the past continuous tense here, "I was doing my homework in my bedroom when I heard a loud noise like thunder." Emphasize that the past continuous tense is used to describe an action that was in progress at a certain time in the past. For the second part ("Suddenly, the lights went out." to "People were running in all directions while pieces of glass and bricks were falling down."): Let students describe the scene of the earthquake in their own words. Teach the phrases "in fear", "run in all directions", and explain the usage of "while" in "People were running in all directions while pieces of glass and bricks were falling down." Here, "while" is used to connect two parallel actions that were happening simultaneously in the past. For the third part ("Finally, the noise and shaking ended." to the end): Ask students to summarize how Timmy was rescued. Explain the sentence patterns like "I found myself trapped under a pile of rocks and bricks." and "I shouted for help, but no one came for a long time." Design Intent: Careful reading helps students understand the text in detail, master new vocabulary, sentence patterns and grammar knowledge in context, and improve their reading comprehension ability. Production (10 minutes) Retelling Invite students to retell the story of Timmy's experience in the earthquake according to the key words and phrases on the blackboard or PPT. They can retell it in groups first, and then choose some representatives to retell it in front of the class. Discussion Divide students into groups again. Give them the following discussion topics: What can we learn from Timmy's experience? What other safety measures should we take in case of an earthquake? After the discussion, ask each group to send a representative to share their group's opinions. Design Intent: Retelling can strengthen students' memory of the text content and improve their oral expression ability. The discussion activity can deepen students' understanding of the text, cultivate their critical thinking ability, and at the same time enhance their awareness of safety and self - protection. Summary and Homework (5 minutes) Summary Summarize the key vocabulary, grammar (the past continuous tense and adverbial clauses of time), and the main content of the text with students. Emphasize the importance of safety awareness. Homework Ask students to write a short passage about an emergency or natural disaster they know, using at least five new words and phrases learned in this class and the past continuous tense. Let students collect more information about how to protect themselves in different natural disasters and share it in the next class. Design Intent: Summary can help students review and consolidate what they have learned in class. The homework assignment can further improve students' writing ability and expand their knowledge of safety protection. 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $