Unit 8 Safe and sound（Further study）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的进一步学习，围绕应急事件与自然灾害相关词汇、过去进行时语法结构及复合词构成展开教学。通过图片导入唤醒学生已有经验，借助词汇匹配游戏巩固语言输入，再以对比讲解和练习强化语法输出，最后通过阅读理解与小组讨论实现知识迁移，形成由感知到应用的学习支架。 本设计亮点突出语言能力、思维品质与文化意识的融合培养。例如，在“生产”环节中，学生阅读地震情境短文并分组讨论应对策略，既锻炼了信息提取与批判性思维，又增强了安全意识与社会责任感。教师巧妙利用PPT呈现图文并茂的词汇与句子，结合真实语境任务驱动写作输出，有效提升学生语言运用能力和跨文化沟通意识。此设计不仅帮助学生构建系统知识体系，也为教师提供可复制、易操作的教学范式，助力课堂提质增效。

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（Further study） 教学目标 1. Knowledge Aims Students will be able to master and use the key vocabulary related to emergencies and natural disasters, such as “emergency”, “natural disaster”, “injured”, “calm down” etc. Students can correctly use the past continuous tense to describe actions happening at a specific moment in the past. Students will understand and be able to form compound words. 2. Ability Aims Develop students' reading comprehension skills, especially the ability to extract key information from texts about emergencies and natural disasters. Improve students' writing skills by enabling them to write a coherent passage about an emergency or natural disaster they experienced or knew about. Train students' listening skills through listening to relevant materials about emergencies and natural disasters. 3. Emotional Aims Raise students' awareness of safety in the face of emergencies and natural disasters. Cultivate students' sense of cooperation and mutual assistance in dealing with difficult situations. 重难点 1. Key Points The usage of key vocabulary and phrases related to emergencies and natural disasters. The correct application of the past continuous tense. Understanding and using compound words. 2. Difficult Points Distinguishing the usage differences among “when”, “while” and “as” in adverbial clauses of time. Organizing thoughts and writing a well - structured passage about emergencies or natural disasters. 教学过程 教学环节 学习活动（包含设计意图） Lead - in (5 minutes) Show some pictures of different emergencies and natural disasters on the PPT, such as earthquakes, floods, typhoons, and traffic accidents. Ask students: “What are these? Have you ever experienced or heard of any of these situations? Can you briefly describe what happened?” Design intention: This activity can quickly arouse students' interest and recall their prior knowledge about emergencies and natural disasters, laying a foundation for the following in - depth study. Presentation (12 minutes) Present the key vocabulary related to emergencies and natural disasters on the PPT one by one, such as “emergency”, “natural disaster”, “power cut”, “lightning”, “typhoon”, “traffic accident”, “bush fire” etc. Ask students to read the words aloud and explain their meanings in English. For example, for the word “emergency”, ask students to define it like “An emergency is a sudden, serious and dangerous event.” Then, play a word - matching game. Divide the words into two columns on the PPT, one column is the words and the other is their definitions. Ask students to match them as quickly as possible. Design intention: Reviewing vocabulary in this way can help students consolidate the learned words, and the word - matching game can increase the fun of learning and improve students' participation. Practice (15 minutes) Write some sentences using the past continuous tense on the blackboard, such as “I was watching TV at 8 o'clock last night.” and “People were running in all directions while pieces of glass and bricks were raining down.” Explain the structure and usage of the past continuous tense: The structure is “was/were + verb - ing”. It is used to describe an action that was in progress at a specific moment in the past. Compare the past continuous tense with the simple past tense. Give some examples: “I read a book yesterday.” (simple past tense, emphasizing the completion of the action) and “I was reading a book when he came in.” (past continuous tense, emphasizing the ongoing action at that time). Let students do some exercises on the PPT to practice using the past continuous tense. For example, give them some prompts like “at 3 o'clock yesterday afternoon” and ask them to make sentences with given verbs. Design intention: Through the combination of explanation, comparison and practice, students can have a more in - depth understanding of the past continuous tense and master its usage. Production (10 minutes) Hand out a short passage about a natural disaster (for example, an earthquake) to each student. The passage should contain descriptions of what people were doing when the disaster happened, using the past continuous tense. Ask students to read the passage quickly and answer some general questions, such as “What kind of natural disaster is it about? When and where did it happen?” Then, ask students to read the passage carefully and answer some detailed questions, such as “What was the author doing when the earthquake started? What did people around do?” After that, divide students into groups of four to discuss the following questions: “What can we learn from this passage? How should we protect ourselves in case of an earthquake?” Each group selects a representative to report their discussion results. Design intention: This reading activity can improve students' reading comprehension ability, especially the ability to understand and analyze texts related to emergencies and natural disasters. The group discussion can cultivate students' thinking ability and cooperative learning ability. Summary and Homework (3 minutes) Summarize the key points of this class with students, including important vocabulary, grammar (the past continuous tense), and the main content of reading and writing. Assign homework: Ask students to write a more detailed passage about an emergency or natural disaster they experienced or heard about. They need to include at least 8 sentences, using the past continuous tense and some new words and phrases. They can also draw some pictures to illustrate their stories. Design intention: The summary can help students review and consolidate the knowledge learned in class, and the homework can further strengthen students' understanding and application of the knowledge, and at the same time, stimulate students' creativity. 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $