Unit 8 Lesson 1-3 教学设计 2025-2026学年冀教版八年级英语下册

该初中英语教学设计围绕“自然灾害”主题，涵盖灾害词汇（如flood, earthquake）、安全建议句型（What should we do if...）及次生灾害概念。课堂导入通过图片、场景设问及旧知复习构建知识链，从基础词汇到情景应用，搭建学习支架。 特色在于融合核心素养，语言能力通过听力训练（如播放音频完成判断）和角色扮演（不同场景安全对话）提升，思维品质体现在灾害类型区分与事件排序（如日本地震次生灾害链），文化意识渗透生命教育与自然敬畏。任务驱动与思政融合的设计，助力学生语言应用与安全素养，为教师提供结构化教学范例。

初 二 年级下 (英语)教学案 　 备课时间： 使用者 Unit 8 Natural disasters Lesson 1 Disaster safety tips 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 卢学林 课 时 2 period 授课时间 核心 素养目标 Key Competencies Objectives Period 1:Language Competence：Students will understand and use vocabulary about natural disasters: flood, typhoon, drought, wildfire, earthquake, volcanic eruption. They can use the sentence pattern: What should we do if…? We should… Cultural Awareness: Students realize the power of nature and learn basic self-protection awareness. Period 2：Thinking Quality: Students can distinguish different disasters and choose correct safety tips. Learning Ability: Improve reading and listening skills by finishing exercises and talking about disaster safety. 教学重难点 Key and Difficult Points Key Points: Master disaster vocabulary and safety advice expressions. Difficult Points: Use modal verbs and conditional sentences to give correct safety suggestions. 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 Lead-in Show pictures of natural disasters. Ask: What natural disasters do you know? Lead in the topic. 活动设计 Activity Design Step1: Pr-reading - Vocabulary & Prediction Activity 1: Learn new words: flood, typhoon, drought, wildfire, earthquake, volcanic eruption. Match words with pictures. Activity 2:The teacher projects six kinds of natural disaster pictures on the PPT one by one. 2. Guide students to observe the pictures and interact with whole-class questioning: T: Look at these photos. Can you tell what terrible events they are? Have you ever heard of these natural disasters in daily news? Step 2: While-reading Read the text, finish matching and true/false exercises. Find safety tips for different disasters. 1. Students read the short dialogue between Mary and Mr. Green silently for the first time, underline all safety tips mentioned about wildfire. 2. Play the textbook listening audio for Exercise3 twice: - First listening: Students just listen and mark key information of A/B/C three sentences. - Second listening: Finish True/False judgment: A(T) B(T) C(F). 3. Check answers and analyze why item C is false. Step 3:Practice (15 m)Exercise 3: Complete the table. Have students read the conversation again and fill in the table with details about different safety tips.Check answers as a class:  Group task: Divide students into 4 groups, complete the blank table of Natural disasters & Safety tips on the textbook with the knowledge they have learned. Exercise 4: Tick & Write Reasons Have students tick their favourite spring activities and write a reason for each, using because. Invite 2–3 students to share their answers. Step 3:Post-reading - Consolidation 1.  Ask students to replace the disaster name to create their own new dialogues in pairs. 2.Invite 4~5 groups to perform their dialogues in front of the whole class, give brief positive comments after each performance. Step 4: Summary & Homework - Basic homework: Read the dialogue fluently and memorize all new words and phrases; finish the unfinished table after class. - Extended homework: Write 3 original English sentences about disaster safety by using what they’ve learned today. 思政渗透与学科育人有机融合点Subject-based Character Education Subject-based Character Education Life is precious. We must learn safety knowledge to protect ourselves and respect nature. 板书设计 Blackboard Design 教学反思Teaching Reflection Lesson 1 Disaster safety tips Words: flood, typhoon, drought, wildfire, earthquake, volcanic eruption Sentences: — What should we do in a wildfire? — We should stay away from fire and avoid smoke. 审 查 意 见 签 字： 年 月 日 Unit 8 Natural disasters Lesson 2:Staying safe in an earthquake 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 卢学林 课 时 2 period 授课时间 核心 素养目标 Key Competencies Objectives Period 1:Language Competence：Students learn words: occur, protect, vehicle, survive, calm, open area, falling objects. They can read and understand earthquake safety rules. - Cultural Awareness: Students improve awareness of earthquake protection and keep calm in danger. Period 2:Thinking Quality: Students can tell safety rules in different places: inside, outside, in a car, near the sea. Learning Ability: Improve reading skills by skimming and scanning. Retell the safety steps. 教学重难点 Key and Difficult Points Key Points：Vocabulary and earthquake safety tips in different situations. Difficult Points: Use if clauses to give instructions 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 Lead-in:1.Display two textbook pictures: one shows people running outside during an earthquake; the other shows broken desks and fallen indoor furniture. 2. Teacher raises the leading questions: T: Look at the two pictures. What will you do if an earthquake strikes suddenly when you are at home or outside? 活动设计 Activity Design 活动设计 Activity Design Step1: While-Reading - Comprehension & Analysis 1. Present core vocabulary with English explanation: occur, prepare, protect, vehicle, sudden, survive, plenty. Focus on key phrases: stay calm, open area, falling objects, get under a table, keep away from windows. 2. Grammar preview: Introduce the usage of If-clause for advice (If + present simple, …should do…), write sample sentence: If you are indoors, you should hide under strong furniture. 3. Quick oral drill: Teacher says different locations, students reply with proper safety sentences to consolidate the sentence structure. Step2 While-reading : 1. Students read the full passage silently for the first time, divide the whole text into 4 scene parts: indoor safety / outdoor safety / in a vehicle / near the seaside. 2. Second close reading: Underline all self-protection suggestions for each situation as required in textbook. - Inside the building: hide under table/bed; keep away from walls. - Outside: rush to open ground; stay far from tall buildings . - In a car: park far from trees and high buildings and wait inside the vehicle. - Close to sea: move away from coastline to escape tsunami waves. 3. Read the last paragraph together to learn post-quake precautions: watch out for falling things, avoid unnecessary phone calls to prevent phone system breakdown. Step3 Practice (Q&A & mind-map filling) 1.Finish textbook question A & B orally in class: Answer what happened in pictures and corresponding safety actions. 2. Individual task: Draw a simple mind map with four branches (indoor/outdoor/car/near sea) and fill in safety tips respectively; teacher patrols to correct mistakes. 3. Random spot check: Pick students to introduce one scene’s safety rules with If-clauses. Step4 Post-reading ( Role-play performance) 1. Set 4 scene roles: student staying at home, pedestrian on street, driver, visitor by the sea. 2. Students work in groups of four to prepare short role-play scripts with learned expressions. Step5 Summary & Homework Lead the whole class to go over four different earthquake self-rescue rules and If conditional sentence pattern. 思政渗透与学科育人有机融合点Subject-based Character Education This lesson aims to:Keeping calm is important in danger. Learning self-help skills can save lives. 板书设计 Blackboard Design 教学反思Teaching Reflection Lesson 2 Staying safe in an earthquake Inside: get under a table; don’t use lift Outside: go to open area Near sea: stay away from water Sentence: If you are inside, you should… 审 查 意 见 签 字： 年 月 日 Unit 8 Natural disasters Lesson 3 Secondary disasters 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 卢学林 课 时 2 period 授课时间 核心 素养目标 Key Competencies Objectives Period 1:Language Competence: Students learn words: secondary, landslide, explosion, nuclear, radioactivity. Understand the concept of secondary disasters. - Cultural Awareness: Learn about the 2011 Japan earthquake and secondary disasters. Realize environmental protection and disaster prevention. Period 2:- Thinking Quality: Students can order the events of secondary disasters. - Learning Ability: Master compound words and word formation: secondary, landslide, creative, helpful. 教学重难点 Key and Difficult Points Key Points: Understand secondary disasters; master compound words and word forms. Difficult Points: Use word formation rules 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 Lead-in : 1. Review previous lesson’s earthquake knowledge first: An earthquake itself is a primary disaster, but it may cause other dangerous accidents. 2. Put forward the core questions: What disasters can be caused after a big earthquake? Lead students to guess landslide, tsunami, fire, nuclear leakage, then introduce the new phrases secondary disasters . 活动设计 Activity Design Step1: Presentation & Practice 1. Teach key vocabulary: secondary, landslide, explosion, nuclear, radioactivity, highlight, chain reaction. Explain the definition of secondary disasters: Disasters caused by primary natural disasters. 2.Show compound word: land+slide=landslide, earth+quake=earthquake; derivative: second + -ary → secondary, lay groundwork for later grammar practice. 3. Q&A: Ask students to list other examples of secondary disasters (typhoon → flood; wildfire → air pollution). Step2 While-reading : 1. Read the passage about the 2011 Japan earthquake individually, find out four key events of the disaster chain. 2. Complete the textbook ordering exercise: C(huge earthquake damage) → D(tsunami hits coast) → B(nuclear plant explosion) → A(radioactivity into ocean & air). Check answers as a whole class. 3. Deep discussion: Why do secondary disasters bring greater damage? Guide students to get the core idea. Step3 Practice (Word formation & blank filling) 1. Learn two word-building rules systematically: ① Compound words: two nouns combine to make a new word (tooth+brush=toothbrush, fire+man=fireman); students circle compound words in the textbook passage. ②Derivatives: add affixes to change word class: luck→lucky/luckily; create→creative/creativity; harm→harmful. 2. Finish textbook blank-filling exercise one by one together: A.secondary B.lucky;luckily C.creativity D.fireman E.landslide 3. Error correction on common mistakes of word transformation. Step4 Post-reading ( Group discussion) 1.  Discussion topic: It’s everyone’s duty to reduce secondary disasters. What actions can we take in daily life? 2. Students discuss in small groups for 6 minutes, then each group sends one representative to share opinions. Combine life education to finish moral infiltration. Step5 Summary & Homework Review secondary disaster definition, Japan disaster event order, compound & derivative word formation rules.. 思政渗透与学科育人有机融合点Subject-based Character Education Help students to know that disaster prevention is everyone’s duty. We should care about nature and keep safe. 板书设计 Blackboard Design 教学反思Teaching Reflection Lesson 3 Secondary disasters 1. Order: C → D → B → A 2. Word formation: Compound: landslide, earthquake Derivative: secondary, lucky, creative 3. Secondary disasters: caused by main disasters 审 查 意 见 签 字： 年 月 日 学科网（北京）股份有限公司 $