Unit 8 Safe and sound（Assessment）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的评估环节，围绕安全主题整合词汇、句型与听说读写技能，通过图片导入激活旧知，以描述猜词和句子补全搭建语言支架，层层递进引导学生从理解到输出，实现知识迁移与能力转化。 本设计亮点突出，融合语言能力、思维品质与学习能力三大核心素养。例如，在听力环节中，预听预测训练学生信息筛选能力，听后角色扮演强化语言运用与情境理解，体现语言能力的实践性；小组讨论不同灾害应对策略，鼓励分析比较与批判性思考，彰显思维品质的深度发展；课后海报制作与家书写作任务，激发主动学习动机，提升跨文化表达意识与社会责任感，展现学习能力的持续拓展。此设计既助力学生构建系统安全知识体系，又为教师提供可操作性强、结构清晰的教学范式，有效落实新课标育人目标。

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（Assessment） 教学目标 1. Knowledge Aims Students will be able to master the key words and phrases related to safety, such as "earthquake", "flood", "accident", "first aid", "stay calm", "keep safe", etc. Students can correctly use the target language structures, including imperative sentences for giving instructions (e.g., "Stay away from the windows during an earthquake.") and modal verbs for expressing necessity and possibility (e.g., "You must wear a seatbelt in the car. It might rain, so take an umbrella."). 2. Ability Aims Develop students' listening skills by enabling them to understand conversations and passages about safety situations, and extract relevant information accurately. Improve students' speaking ability, allowing them to talk about safety knowledge and experiences fluently and coherently. Enhance students' reading skills, helping them to read safety - related texts, such as brochures, reports, and stories, and understand the main ideas, details, and inferential meanings. Strengthen students' writing skills, guiding them to write a short passage about how to keep safe in a certain emergency situation with correct grammar, clear organization, and rich details. 3. Emotional Aims Raise students' awareness of safety and self - protection, and let them understand the importance of being prepared for emergencies. Cultivate students' sense of cooperation and responsibility in group work, and encourage them to share safety knowledge with others. 重难点 1. Teaching Key Points The key vocabulary and sentence patterns related to safety topics. The application of listening, speaking, reading, and writing skills in the context of safety. 2. Teaching Difficult Points How to help students use the target language flexibly and accurately in real - life situations to express safety - related ideas. How to guide students to write a well - organized and informative passage about safety, especially in terms of logical thinking and language accuracy. 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 emergency situations, such as a house on fire, a car accident, and a person drowning. Ask students to look at the pictures and discuss in pairs: "What's happening in the picture? What should we do in such a situation?" Design Intent: This activity can quickly attract students' attention and arouse their interest in the topic of safety. By discussing in pairs, students can activate their prior knowledge and get themselves ready for the following learning tasks. Presentation (12 minutes) Vocabulary Review: Invite several students to come to the front of the class. Show them some flashcards with safety - related words on the back. Let them describe the words to the class without showing the cards, and the rest of the students guess the words. For example, if the word is "earthquake", the student can say, "It's a natural disaster. The ground shakes suddenly." Sentence Pattern Review: Write some incomplete sentences on the blackboard, such as "During a fire, you should...", "In case of a flood, people must...". Ask students to complete the sentences with appropriate expressions. Then, ask them to make up their own sentences using the key sentence patterns. Design Intent: The vocabulary review activity in the form of description and guessing can make the review process more interesting and interactive. Reviewing sentence patterns through sentence - completion and creation can help students consolidate the usage of key sentence structures, which lays a solid foundation for the subsequent learning of new knowledge. Practice (15 minutes) Pre - listening: Present some new words and phrases that will appear in the listening material, such as "emergency call", "evacuate", "rescue team", and explain their meanings briefly. Then, show students a picture related to the listening content (for example, a picture of people evacuating a building during a fire) and ask them to predict what they might hear in the listening. While - listening: Play the recording of a conversation about a fire emergency. The first time, let students listen carefully and answer a general question, like "What emergency is it about?" The second time, play the recording again, and ask students to fill in a table with specific information, such as what people should do first, where to go, and who to call. Post - listening: Check the answers with the class. Then, divide students into groups of four to role - play the conversation. One student acts as a person reporting the fire, one as a fireman answering the call, and the other two as people in the building discussing how to escape. Design Intent: Pre - listening activities can reduce students' difficulty in understanding the listening material. By predicting the content, students can be more focused during listening. While - listening tasks of different levels can train students' ability to obtain general and specific information. Post - listening role - play can help students better understand and use the language they heard in the listening, and also improve their speaking skills. Production (10 minutes) Group Discussion: Divide students into groups of five. Give each group a different emergency situation, such as an earthquake, a gas leak, or a landslide. Ask them to discuss in the group: "What are the possible causes of this emergency? What should we do to stay safe before, during, and after the emergency?" Each group selects a representative to take notes. Presentation: After the discussion, each group's representative comes to the front of the class and presents their group's discussion results. The rest of the students can ask questions or add their own opinions. Design Intent: Group discussion can encourage students to actively participate in speaking activities, exchange ideas with their peers, and improve their cooperation ability. The presentation and question - answering session can not only train the presenters' speaking and expressing ability but also allow other students to think actively and further expand their knowledge of safety. Summary and Homework (3 minutes) Summary: Summarize the key points of this class, including important safety - related vocabulary, sentence patterns, and the main safety knowledge learned. Ask students to recall what they have learned in class and share their biggest 收获 s with the class. Homework: Ask students to make a safety poster. They can choose an emergency situation they are interested in and draw pictures on the poster, along with some safety tips written in English. Require students to write a letter to their parents, telling them about the safety knowledge they learned in class and giving some safety advice for their daily life. Design Intent: Summary can help students review and consolidate the knowledge learned in class. The homework tasks of making a poster and writing a letter can not only further strengthen students' understanding and application of safety knowledge but also improve their practical ability and written communication skills. 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $