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

该教案聚焦八年级英语Unit 8 Safe and sound的整合教学，围绕自然灾害与应急情境展开，系统梳理关键词汇、过去进行时语法结构及复合词构成，通过图片导入激活旧知，以听、说、读、写多维活动搭建学习支架，实现从感知到运用的知识迁移。 本设计亮点突出语言能力与思维品质的融合培养，如在听力环节中设置信息填表任务，引导学生提取关键细节，强化语言理解与表达能力，同时借助对比简单过去时与过去进行时的句型差异，发展学生分析与判断能力。课堂还注重文化意识渗透，通过真实情境讨论应急措施，激发社会责任感。教师可直接使用结构清晰、操作性强的教学流程，提升课堂效率，学生则能在真实语境中深化语言应用，增强安全意识和问题解决能力。

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（Integration） 教学目标 1. Knowledge Aims Students will be able to master the key words and phrases related to natural disasters and emergency situations, such as "typhoon", "earthquake", "flood", "in fear", "in all directions", etc. Students will understand and correctly use the past continuous tense to describe actions happening in the past. Students will learn the formation and usage of compound words, like "thunderstorm", "earthquake". Students will be familiar with the basic methods of dealing with natural disasters and emergency situations expressed in English. 2. Ability Aims Enable students to improve their listening skills by extracting key information from conversations about natural disasters and emergency situations. Develop students' speaking skills so that they can describe experiences of natural disasters and emergency situations and corresponding coping measures. Cultivate students' writing ability to write a short passage about an emergency or natural disaster they have experienced or known. Enhance students' ability to think independently and solve problems, and let them learn to make correct judgments and responses in emergency situations. 3. Emotional Aims Raise students' awareness of safety and self - protection, making them understand the importance of being prepared for emergencies. Foster students' sense of social responsibility, and encourage them to help others in emergency situations. 重难点 1. Teaching Key Points The vocabulary and expressions related to natural disasters and emergency situations. The correct usage of the past continuous tense. The formation and application of compound words. The basic knowledge of dealing with natural disasters and emergency situations. 2. Teaching Difficult Points Distinguish and correctly use "when", "while" and "as" to guide adverbial clauses of time in combination with the past continuous tense. Enable students to flexibly use the learned knowledge to describe experiences and express coping measures in real - life situations. 教学过程 教学环节 学习活动（包含设计意图） Lead - in (5 minutes) Activity: Show some pictures of different natural disasters, such as a typhoon destroying houses, an earthquake causing the ground to crack, and a flood submerging villages, on the PPT. Then ask students to name the natural disasters they see. Questions: "What natural disasters are these? Have you ever experienced any of them? How did you feel at that time?" Design Intent: Activate students' prior knowledge about natural disasters, arouse their interest in the topic, and create a context for the following learning. Presentation (12 minutes) Activity: Present some words and phrases related to natural disasters and emergency situations on the PPT, such as "typhoon", "earthquake", "flood", "lightning", "power cut", "in fear", "in all directions", etc. Let students read them aloud first, and then explain the meanings and usages of some difficult words. For example, when explaining "in all directions", show a picture of people running in different directions and say "Look, when there is an emergency, people will run in all directions." Task: Divide students into pairs. One student says a word, and the other student uses it to make a sentence. Then they switch roles. Design Intent: Review and strengthen students' memory of relevant vocabulary, and at the same time, train their ability to use words in sentences through pair - work. Practice (15 minutes) Activity 1: Tell students that they are going to listen to a conversation between two people about a natural disaster. Before listening, show them some questions on the PPT, such as "What natural disaster are they talking about?", "What were the speakers doing when the disaster happened?" Play the audio for the first time, and let students listen carefully and try to answer the general questions. Activity 2: Play the audio again. This time, ask students to take notes and fill in a form on the handout. The form includes columns like "Natural disaster", "What the boy was doing", "What the girl was doing", "What happened finally". Check the answers: Invite several students to share their answers, and then play the audio for the third time if necessary for students to check and correct their answers. Design Intent: Through listening practice, train students' ability to obtain key information from the audio, and also help them review and apply the past continuous tense. Production (10 minutes) Presentation: Use some sentences from the listening material, such as "I was doing my homework when the earthquake started." Write them on the blackboard. Explain the structure of the past continuous tense: was/were + verb - ing. Then show more examples on the PPT, like "She was watching TV at 8 o'clock last night." and "They were playing football when it began to rain." Comparison: Compare the past continuous tense with the simple past tense. Write two sentences on the blackboard: "I watched TV last night." and "I was watching TV at 8 o'clock last night." Explain the differences in meaning and usage. The simple past tense emphasizes the completion of an action in the past, while the past continuous tense emphasizes an action in progress at a certain time in the past. Practice: Give students some prompts, such as "at 9 o'clock yesterday morning", "when the teacher came into the classroom", and ask them to make sentences using the past continuous tense. Let several students share their sentences. Design Intent: Make students understand the past continuous tense clearly through examples, comparison and practice, and be able to use it correctly in sentences. Summary and Homework (3 minutes) Summary: Review the key points of this class with students, including the vocabulary of natural disasters and emergency situations, the past continuous tense, and the listening and speaking practice. Ask students to summarize what they have learned in this class. Homework: Ask students to write a short passage about an emergency or natural disaster they have experienced or known. They should use at least five new words and phrases and the past continuous tense in the passage. Ask students to collect more information about how to deal with different natural disasters and share it in the next class. Design Intent: The writing assignment can help students further consolidate the knowledge learned in class, and the information - collection task can expand their knowledge and cultivate their self - learning ability. 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $