Unit8整单元教案- 2025-2026学年译林版英语八年级上册

课    题

8A Unit 8 Safe and sound-Welcome to the unit

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I. Teaching aims and learning objectives

Students will be able to master the key vocabulary related to emergencies and natural disasters, such as "earthquake", "flood", "typhoon", "accident", "emergency", "situation", etc.

Learn common phrases and expressions, for example, "such as", "as a result", "hear about", "run out of", etc.

Grasp the usage of simple present tense in newspaper headlines and understand how to describe past events briefly.

II. Teaching main points

Key vocabulary and phrases: Make sure students can correctly pronounce, understand the meaning, and use words and phrases related to emergencies and natural disasters.

Reading comprehension: Guide students to accurately understand the information conveyed in newspaper headlines and simple texts about emergencies and natural disasters.

IV. Teaching procedures

1. Lead - in (5 minutes)

Greet the students as usual.

Show some pictures of different natural disasters and emergencies on the PPT, such as an earthquake - destroyed building, a car accident scene, a flooded village, etc. Then ask students: "Boys and girls, look at these pictures. Can you tell me what happened in each picture? Have you ever seen or heard about such things in real life?" Encourage several students to answer.

2. Presentation (10 minutes)

Vocabulary teaching:

Write the new words about natural disasters and emergencies on the blackboard one by one. Pronounce them clearly and ask students to repeat after the teacher several times. For example, when teaching the word "earthquake", say: "Read after me, /ˈɜːθkweɪk/, earthquake."

Explain the meaning of each word briefly with the help of the pictures shown before. For instance, point to the picture of a flooded village and say: "Look at this picture. Ask students to practice reading the words in pairs to ensure they can pronounce them correctly.

Newspaper headlines:

Show some newspaper headlines on the PPT, such as "Power cut leaves thousands without heating", "Lightning starts big fire in office building", "Earthquake makes thousands of people homeless".

Explain to students that in newspaper headlines, the simple present tense is often used and some words are left out for brevity. Analyze one or two headlines with the students.

3. Practice (15 minutes)

Part A in the textbook:

Let students open their textbooks to the "Welcome to the unit" part. In Part A, they need to decide which headlines are about emergencies (E) and which are about natural disasters (ND).

Give students a few minutes to read the headlines and make their decisions. Walk around the classroom to offer help if necessary.

Pair - work conversation (Part B):

First, show the conversation between Sandy and Millie in Part B on the PPT. Read the conversation aloud with a student as a model. For example, the teacher reads Sandy's part and the student reads Millie's part.

Then ask students to work in pairs. They need to talk about an emergency or a natural disaster they have heard about or experienced, following the model conversation. Walk around the classroom to listen to their conversations and offer guidance. Encourage students to use the newly - learned vocabulary and expressions.

After a few minutes, invite several pairs of students to come to the front of the classroom and act out their conversations for the whole class. Give praise and positive feedback to the students.

4. Production (10 minutes)

Suggesting headlines (Part C):

In this part, students are required to suggest a headline for each emergency or natural disaster they talked about in Part B.

After they finish, ask each pair to write their headline on a piece of paper and stick it on the blackboard. Let other students read the headlines and discuss which ones are the most appropriate and creative.

5. Summary and Homework (5 minutes)

Summary:

Summarize the key points of this class with the students. Review the important vocabulary about emergencies and natural disasters, the usage of simple present tense in newspaper headlines, and the sentence pattern "so... that...".

Homework:

Ask students to collect more information about an emergency or a natural disaster they are interested in. They can search for news reports online or in newspapers. Then write a short passage about it, including what happened, the impact, and how people dealt with it.

Encourage students to read more English newspapers or news online to get familiar with different types of news expressions.

教后记：

课    题

8A Unit 8 Safe and sound-Reading1

备课时间

上课时间

主备教师

复备教师

第　　课时

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I. Teaching aims and learning objectives

1. Knowledge Objectives

Students will understand Timmy’s earthquake survival story, mastering vocabulary like trap, thunder, calm down, in all directions.

Students will analyze the story to identify key events and their sequence.

2. Ability Objectives

Improve reading skills: identifying main ideas, sequencing events, and interpreting text details.

Enhance critical thinking by discussing earthquake preparedness and Timmy’s actions.

3. Affective Objectives

Foster awareness of earthquake safety and the importance of staying calm in emergencies.

Encourage empathy for disaster survivors and reflection on personal preparedness.

II. Language Knowledge

1. Key Words & Phrases

Earthquake - related: trap, thunder, shake, calm down, in all directions; Story elements: sequence of events, main ideas; Expressions: “What may happen in an earthquake?”, “What should people do?”

2. Key Sentences

“It was about two o’clock in the afternoon. I was working when the earthquake started. At first, I felt a slight shake. Then I heard a loud noise like thunder.”

“I shouted for help. I thought somebody could hear me but no one came for a very long time. I knew I had to save energy and wait for help.”

3. Key and Challenging Points

Key Points: Comprehend the earthquake story’s structure and key events; sequence Timmy’s experiences.

Challenging Points: Interpreting descriptive language (e.g., “pieces of glass and bricks were raining down”); analyzing Timmy’s actions for safety lessons.

Step 1 Pre - reading (7 Minutes)

Show the story title “The Highfield earthquake” and ask: “What may happen in an earthquake? What should people do to stay safe?”

Introduce the task: “Today, we’ll read Timmy’s survival story, analyze its events, and learn earthquake safety lessons!”

Step 2 While - reading (18 Minutes)

Activity 1: Main Idea Matching (8 Minutes)

Students match paragraphs to main ideas (Activity A), identifying key events (e.g., “earthquake starts,” “people run,” “Timmy trapped”).

Walk around to assist, clarifying paragraph content and main idea links.

Activity 2: Event Sequencing (7 Minutes)