Unit 2 Lesson1～3 教学设计 2025-2026学年 冀教版八年级英语下册

初 二 年级下 (英语)教学案 　 备课时间： 使用者 Unit 2 Safety Lesson 1: Be careful! 主备教师 卢学林 参与教师 八年级全体英语教师 缺课学生 审核人 张莉 课 时 1 period 授课时间 核心 素养目标 Key Competencies Objectives Language Competence：Students will be able to understand and use the key vocabulary and sentence patterns related to accidents and safety. They will be able to listen for specific information and retell the main events of an accident. Thinking Quality: Students will analyze the cause of the accident in the listening material and infer the lesson learned. They will predict potential dangers in a classroom scenario and evaluate safe vs. unsafe actions. Learning Ability: Students will develop listening strategies such as predicting content before listening and listening for gist and specific details. They will cooperate with peers to discuss safety tips and complete a retelling task. Cultural Awareness： Students will understand the importance of personal safety and responsibility in a shared environment like a classroom. They will learn to value help-seeking behavior over unnecessary risk-taking. 教学重难点 Key and Difficult Points Key Points：1. Mastering the pronunciation, spelling, and meaning of the new vocabulary. 2. Understanding the sequence of events (beginning, middle, end) in the listening passage about the art classroom accident. 3. Using target language to discuss classroom safety. Difficult Points:Distinguishing between the different meanings and usages of polysemous words like lie, tape, voice, and case. 2. Accurately retelling the accident using the past tense and target vocabulary. 3. Using the sentence structure "I don't think..." correctly. 教学准备Preparation textbook, exercise book, notebook, recorder, ppt 教学过程 Teaching Process 注重构建“情景导入—任务驱动—问题引领—教师主导—学生主体—思政渗透”的“和美课堂”范式 教学环节Teaching Segments 集体备课设计 Collaborative Lesson Planning Design 教学评一体化 个人备课设计 Individual Lesson Planning Design 情景导入 Situational Lead-in Talk & Brainstorming 1. Greeting and Warm-up: Greet the class. Ask students: "What were you doing in your last art class? What things do you have in your art classroom?" 2. Picture Prediction: Direct students' attention to the picture on the PPT (or in the textbook). Ask the lead-in questions: "Look at this page. What is the boy, Danny, doing? What could happen to him?" Elicit answers like "He is putting up a star," "He might fall." This activates prior knowledge and sets the context for safety. 活动设计 Activity Design Step1: Vocabulary & Prediction (10 mins) 1. Present New Words: Use the PPT flashcards to introduce the new vocabulary (decorate, ceiling, tape, ladder, lie, sore, voice, etc.). For each word, provide the pronunciation, part of speech, and a simple example sentence. Step2. Concept Check: Ask simple questions to check understanding. For example, holding up a roll of tape, ask "What's this?" or point to the ceiling and ask "Is this the floor?". step 3. Predict the Story: Based on the new words and the initial picture, ask students to predict what they will hear. "You will hear a conversation. What do you think will happen?" Step 2: While-listening - Gist and Specific Info (15 mins)1. Play the recording of the conversation. Students listen and answer the first three simple questions from the PPT: 2. Listen for Details (2nd listen): Play the recording again. Students complete the "fill in the blanks" exercise from the PPT, which outlines the beginning, middle, and end of the accident. 3. Check for Understanding: Review the answers as a class. Step step3: Consolidation & Production (10 mins) 1. Retelling: Show the pictures from the PPT (or draw simple stick figures on the board). Ask students to work in pairs to retell the story of "An accident in the art classroom" using the key words and information from the listening. Step 4. Language Points Focus: Briefly highlight key language points from the conversation as they appear in the retelling, 3. Pair Work - Discussion: In pairs, students discuss the question: 思政渗透与学科育人有机融合点Subject-based Character Education Through the story of Danny's accident and the subsequent discussion, students learn the value of personal safety, responsibility for one's actions, and caring for others' well-being. The lesson emphasizes that asking for help is a sign of wisdom, not weakness, and that preventing accidents is a shared responsibility. This connects to the core value of a safe and harmonious school environment 板书设计 Blackboard Design 教学反思Teaching Reflection Unit 2, Lesson 1: Be careful! New Words: decorate (v.) ceiling (n.) ladder (n.) lie (v. - lay, lain) - lying sore (adj.) Key Phrases: hang ... from be going to ... try to do sth. see sb. doing on top of in case Story Structure: Beginning - Middle (fell, Brian tried to catch) - End 审 查 意 见 签 字： 年 月 日 Unit 2 Safety Lesson 2: Safety Education 主备教师 卢学林 参与教师 八年级全体英语教师 缺课学生 审核人 张莉 课 时 1 period 授课时间 核心 素养目标 Key Competencies Objectives Language Competence: Students will be able to understand the diary entry about National Safety Education Day, extract key safety rules (fire, first aid, online, crowd, drowning), and use target vocabulary (e.g., emergency, drill, extinguisher, avoid) and sentence patterns to discuss safety procedures. Thinking Quality: Students will analyze different safety scenarios and infer the underlying principles. They will evaluate the importance of each safety rule and apply them to new situations, such as a high-rise fire. Learning Ability: Students will develop reading strategies (skimming for gist, scanning for details) and practice note-taking. They will cooperate in pair/group discussions to consolidate learning and express opinions. Cultural Awareness: Students will recognize the significance of safety education in daily life and develop a sense of responsibility for their own safety and the safety of others. They will appreciate the value of being prepared for emergencies. 教学重难点 Key and Difficult Points Key Points: 1. Grasping the main ideas and details of Li Ming's diary about safety education activities. 2. Mastering the key vocabulary: 3. Understanding and using important phrases: Difficult Points: 1. Distinguishing and correctly using similar safety phrases in context. 2. Orally describing the steps of a fire drill or emergency response using appropriate vocabulary and sequence words. 3. Applying the learned safety rules to hypothetical situations and giving advice. 教学准备Preparation textbook, exercise book, notebook, recorder, ppt 教学过程 Teaching Process 注重构建“情景导入—任务驱动—问题引领—教师主导—学生主体—思政渗透”的“和美课堂”范式 教学环节Teaching Segments 集体备课设计 Collaborative Lesson Planning Design 教学评一体化 个人备课设计 Individual Lesson Planning Design 情景导入 Situational Lead-in Talk & Brainstorming 1. Greeting & Warm-up: Greet the class. Ask a few students: "Do you think our school is safe? Why or why not?" 2. Picture Discussion: Display the lead-in picture from the PPT (safety-related scenes or signs). Ask students: "What safety-related knowledge do you have? Do you know any first aid skills? What are they?" Encourage students to share any personal experiences or knowledge about safety. This activates prior knowledge and creates interest in the topic 活动设计 Activity Design Step 1: Pre-reading -Vocabulary & Prediction 1. Present Key Vocabulary: Use the PPT flashcards to introduce new words related to safety: Provide clear definitions, example sentences, and pronunciation practice. 2. Predict the Text Type: Show the diary entry format on the PPT. Ask students: "What kind of text is this? Who wrote it?" Guide them to identify it as a diary entry written by Li Ming. 3. Predict Content: Ask students: "Based on the title 'Safety Education' and the pictures, what do you think Li Ming's diary will be about?" Elicit predictions. Step 2: While-reading – Gist and Detailed Comprehension 1. Fast Reading (Gist): Have students read the diary quickly and answer the first question: "What is Li Ming's diary mainly about?" 2. Careful Reading (Details): Ask students to read the diary again more carefully and answer the specific questions from the PPT: 3. True/False & Tick the Items: Students complete the true/false exercise and tick the mentioned items in the PPT to check comprehension. Review answers as a class. Step 3: Post-reading – Consolidation & Production 1. Language Focus: Highlight and explain key language points from the diary using the PPT slides:Provide additional examples and ask students to make their own sentences. 2. Complete Safety Tips: Students work in pairs to complete the safety tips exercise on the PPT 3. Role-play / Discussion: In small groups, students act as "little safety instructors". They explain to a new student what to do in a fire drill, using the tips given. Alternatively, discuss the question: "If you live on a high floor and there is a fire at home, what should you do?" Encourage them to use vocabulary and phrases learned. 思政渗透与学科育人有机融合点Subject-based Character Education Through learning Jingzhe, one of China's 24 solar terms, students feel the charm of China's traditional folk culture and enhance cultural confidence of the nation; Guide students to observe the natural changes in spring, feel the vitality and beauty of nature, and cultivate the emotion of loving and getting close to nature; By talking about spring outdoor activities, encourage students to go out of the room, participate in physical exercise and natural experience, and develop a healthy lifestyle. 板书设计 Blackboard Design 教学反思Teaching Reflection Lesson 2 Safety Education 审 查 意 见 签 字： 年 月 日 Unit 2 Safety Lesson 3: My helmet saved my life! 主备教师 卢学林 参与教师 八年级全体英语教师 缺课学生 审核人 张莉 课 时 1 period 授课时间 核心 素养目标 Key Competencies Objectives Language Competence: Students will be able to read and understand a narrative text about a bicycle accident. They will master the new vocabulary and accurately use the past continuous tense to describe ongoing actions in the past. Thinking Quality: Students will analyze the cause, process, and result of the accident described in the text. They will infer the author's feelings and the story's moral, evaluating the importance of safety gear. Learning Ability: Students will develop reading strategies such as skimming, scanning, and inferring. They will apply grammatical rules in controlled and freer practice activities and collaborate with peers to complete grammar exercises. Cultural Awareness: Students will understand the critical importance of personal safety equipment, like helmets, and develop a sense of responsibility for their own well-being. The story promotes a culture of safety and learning from past mistakes 教学重难点 Key and Difficult Points Key Points: 1. Understanding the narrative of the accident and the role the helmet played. 2. Mastering the form, meaning, and function of the past continuous tense. 3. Learning and using key vocabulary and phrases from the text Difficult Points: 1. Distinguishing between the past continuous tense and the simple past tense. 2. Correctly using when and while to connect past actions. 3. Accurately retelling the story using the past continuous tense and target vocabulary. 教学准备Preparation textbook, exercise book, notebook, recorder, ppt 教学过程 Teaching Process 注重构建“情景导入—任务驱动—问题引领—教师主导—学生主体—思政渗透”的“和美课堂”范式 教学环节Teaching Segments 集体备课设计 Collaborative Lesson Planning Design 教学评一体化 个人备课设计 Individual Lesson Planning Design 情景导入 Situational Lead-in Talk & Brainstorming 1. Show Realia/Question: Hold up a bicycle helmet (or a picture) and ask: "What is this? When do we use it?" 2. Lead-in Questions: Direct students to the first two questions on the PPT: "Do you wear a helmet when you ride a bicycle? Why?" and "How do you understand the sentence 'You can never be too careful'?" Elicit a range of answers to activate prior knowledge and introduce the theme. Step 1: Pre-reading - Vocabulary Introduction  1. Present Key Vocabulary: Use the PPT to introduce key words from the story Use pictures, gestures, and simple definitions. 2. Predict the Story: Based on the title and the new words, ask students to predict what happened in the story.  活动设计 Activity Design Step 2: While-reading - Comprehension 1. First Reading - Gist Students read the passage quickly and answer: "What happened to the author?What saved his life? 2. Second Reading - Details Students read carefully and answer the detailed questions from the PPT: Where was the author riding? What hit the ground? What was sticking out of the helmet? Who helped him? 3 Third Reading - True/False : Students complete the True/False exercises to check for detailed understanding and correct the false statements.  Step3:Post-reading-Discussion&LanguageFocus: 1. Discussion:  Briefly discuss: "Why did the author's mother say 'How lucky you were!'?" and "What lesson did the author learn?2. Language Points: Highlight key phrases from the text: all of a sudden, there is something wrong with..., in a lot of pain, stuck out of, thank goodness. Provide examples. Step4:Grammar,Focus-PastContinuous Tense 1. Presentation: Use the example sentences from the PPT ("I was riding my bicycle...", "My hand and knee were bleeding.") to introduce the past continuous tense. Explain its form (was/were + v-ing) and its use for actions in progress at a specific time in the past. 2. Chart/Diagram: Show the affirmative, negative, and question structures on the PPT/board.  Step 5: Practice & Production  1. Controlled Practice: Students complete the "Fill in the blanks" and exercises from the PPT to practice forming the past continuous tense. 2. Contextualized Practice:Have students complete the "Mary Sheep's baby" dialogue exercise, reinforcing the tense in a fun context. 思政渗透与学科育人有机融合点Subject-based Character Education his powerful personal narrative drives home the life-saving importance of safety rules and equipment. Students learn a profound lesson about personal responsibility and the potential consequences of carelessness. The story fosters a sense of self-worth and the understanding that protecting oneself (e.g., by wearing a helmet) is an act of wisdom and care for oneself and one's family. The mother's relief and the author's resolve to never be careless again reinforce the value of learning from experience. 板书设计 Blackboard Design 教学反思Teaching Reflection Unit 2, Lesson 3: My helmet saved my life! New Words: helmet, bleed (bled), pain, sharp, rock, careless.  Story Map: Cause - Process - Result - Grammar: Past Continuous Tense :was/were + v-ing  Key Phrase: All of a sudden... 审 查 意 见 签 字： 年 月 日 学科网（北京）股份有限公司 $