Unit8 Safe and sound 教学设计2026-2027学年译林版八年级英语上册

该初中英语教学设计聚焦“自然灾害与安全自护”主题，涵盖相关词汇、过去进行时、复合词及安全规则表达。课堂导入通过发布单元任务“写紧急经历叙事”引入，后续以故事链、听力策略等为支架，引导学生从词汇学习逐步过渡到综合运用，最终完成“Safety Corner”展示。 资料以核心素养为导向，课时目标对应语言能力、思维品质等，如通过“学习理解—应用实践—迁移创新”活动观设计任务，第三课时分析地震故事中人们的行为培养因果分析能力。作业分层与单元任务衔接，第七课时用同伴互评checklist提升写作与评价能力。助力学生提升语言运用与安全意识，为教师提供结构化教学方案，实现教评一体化。

8A Unit 8 Safe and sound · Teaching Designs (2022 Edition Curriculum Standards) 8A Unit 8 Safe and sound 教学设计 新译林版《英语》八年级上册（2024 年审定） Module 2 Nature and environment · 《义务教育英语课程标准（2022 年版）》对表 · 核心素养目标版 Unit Overview 单元整体说明 This unit plan covers New Yilin English 8A, Unit 8 Safe and sound, and is written in line with the English Curriculum Standards for Compulsory Education (2022 Edition). Following the school template, every period below is a complete teaching design written in English, with objectives, key and difficult points, timed procedures and blackboard design. Unit theme: 人与自然 → 灾害防范 → 自然灾害、突发情况与安全自护. Unit big idea: Stay calm, stay informed, stay safe — preparation and care save lives. Unit objectives (By the end of the unit, students will be able to:) (1) obtain and sort out key information about emergencies and natural disasters, and use the past continuous (with when / while) and compound words to describe what was happening during an emergency and to give safety instructions orally and in writing (language ability); (2) value life and safety, feel how people stay calm and help each other in disasters, and perceive that safety knowledge is a shared need of every country and community (cultural awareness); (3) analyze the causes and effects of an emergency in the story, judge what the people did right or wrong, and work out practical safety rules for common situations (thinking capacity); (4) build a personal “safety tip bank” from the unit, turn the advice into real-life actions, and assess their own learning with the unit checklist (learning ability). Unit final product: A short narrative “An emergency experience” (80–100 words) with at least three past-continuous sentences, plus three safety tips, for the class “Safety Corner” display. How the teaching objectives follow the 2022 standards (1) Every period sets three or four integrative objectives written from the learners' perspective (“students will be able to ...”), each tagged with the core competency it mainly develops — language ability, cultural awareness, thinking capacity or learning ability. The old three-way split of knowledge / ability / emotional objectives is no longer used. (2) Every objective is observable and checkable: each teaching step carries a Purpose line marked with the objective numbers it serves (→ O1–O4), and the Summary section states the assessment evidence, so that teaching, learning and assessment are integrated（教—学—评一体化）. (3) Classroom activities move through the three layers of the English learning activity view — learning & understanding → applying & practicing → transferring & creating. (4) Homework is tiered in three types for every period — Consolidation / Extension / Practice — and the Practice tasks feed the real unit tasks. Teaching arrangements 课时安排 Period Section(s) Lesson type 1 Unit opening + Welcome to the unit Listening & speaking · unit opening 2 Reading (1) — first reading Reading comprehension 3 Reading (2) — deep reading Reading & language focus 4 Grammar Grammar (inductive) 5 Word power Vocabulary · word formation 6 Integration A–C Integrated skills · story & listening 7 Integration D + Assessment Reading & writing · unit assessment Period 1 · Unit 8 Safe and sound Welcome to the unit 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] perceive, understand and read aloud the words for common emergencies and natural disasters (e.g., fire, flood, earthquake, typhoon, storm), sort them into “an emergency” or “a natural disaster” with one or two sentences, and describe one situation with the patterns “What’s happening?” “We should stay calm and ...” in a pair talk of at least three turns (O1); (2) [Cultural awareness] realize that safety knowledge saves lives in every country, and feel that staying calm and helping each other are what people do in face of danger both at home and abroad (O2); (3) [Thinking capacity] explain the reason for each category choice with “I think ... because ...”, and judge which dangers are most likely around us and which one deserves the most preparation (O3); (4) [Learning ability] start a personal “safety tip bank” for the unit task — writing “An emergency experience” for the class “Safety Corner” — and note down two dangerous situations they may meet in real life (O4). II. Language Knowledge 1. Key words & phrases fire, flood, earthquake, typhoon, storm, emergency, natural disaster, safe, dangerous; stay calm, call for help, keep safe 2. Key sentences Emergency or natural disaster? What’s happening? — It’s a fire. Let’s call for help. We should stay calm and leave the building quickly. 3. Key and challenging points Key: the sound, form, meaning and use of the words for emergencies and natural disasters, and the functional patterns for asking about and dealing with a dangerous situation. Challenging: tell an emergency from a natural disaster with a clear reason, and link the judgement with “I think ... because ...”. III. Teaching Procedures Step 1 Lead-in (5 minutes) Show the unit title “Safe and sound” and explain it means being safe and unharmed. Present the unit task: at the end of the unit, everyone will write a short narrative “An emergency experience” and add three safety tips, and the best works will form our class “Safety Corner”. Brainstorm: “What dangers may we meet in life?” Purpose: publish a real unit product so that every lesson works for it; success is visible when students can name one dangerous situation (learning & understanding: perceiving & noticing; → O4). Step 2 Pre-discussion (10 minutes) Present the key words in Part A with pictures and simple definitions: fire → a fire may start at home or in a building; flood → water covers the streets; earthquake → the ground shakes; typhoon → strong wind and heavy rain; storm → bad weather with wind, rain or snow. Students read them aloud for pronunciation, then take a quick quiz (picture → word). Purpose: build the language basis for the discussion; success is measured by the quiz accuracy (learning & understanding: obtaining & organizing; → O1). Step 3 While-activity (15 minutes) Activity A: Students sort the situations in Part A into “an emergency” or “a natural disaster” individually. When checking, ask “Why do you think a fire is an emergency?” so that students explain their choices in simple English. Activity B: Pairs role-play the model dialogue in Part B first, then choose one situation and talk about what to do first with “What should we do?” “We should stay calm and ...”. The teacher probes: “What comes first? Why?” Purpose: move from sorting the words to using them in real talk; success is a 2–3-sentence turn with a clear first action (applying & practicing: internalizing & utilizing; → O1, O3). Step 4 Post-discussion (10 minutes) Activity C: Students think about “Which of these dangers may happen around us? What should we do?” and write two sentences. Several students share; others comment: “Do you agree? Is there a better first action?” The two sentences go into each student’s safety tip bank (page 1). Purpose: turn the topic back on students’ own life — from naming dangers to preparing for them — and open the safety tip bank for the unit task (transferring & creating: critiquing & evaluating; → O2, O3, O4). Step 5 Summary and Homework (5 minutes) Summary: Go back to the big idea: stay calm, stay informed, stay safe — knowing what to do is the first step to staying safe (→ O2). Consolidation: read and copy the new words; finish the vocabulary exercises in the Workbook. Extension: add one more situation to the safety tip bank with a first action and a reason. Practice: ask a family member “What should we do if there is a fire at home?” and note the answer down in one sentence. IV. Assessment of Teaching Effectiveness Each objective is checked in class as follows (teaching–learning–assessment integration): Objective Success evidence How to check O1 Language ability The sorting in Activity A is basically correct; the pair talk keeps three or more turns with the target patterns Check the answers in class; observe the pair work with a simple tick record O2 Cultural awareness Students restate “stay calm and help each other” in their own words at the summary Listen to the summary statements O3 Thinking capacity Each category choice comes with a clear reason, not just a word Listen for “I think ... because ...” in Activities A and C O4 Learning ability The safety tip bank is started with two real-life situations and first actions Collect the bank page (or the two sentences) at the end of the lesson V. Design Purpose The lead-in publishes the unit task and builds learning expectation for the whole unit. Pre-discussion teaches the key words as the basis of all further activities. While-activity moves students from sorting (understanding) to discussing what to do (using). Post-discussion completes the turn from “dangers in the book” to “dangers around us”, planting the unit big idea and opening the safety tip bank. VI. Blackboard Design Content Unit 8 Safe and sound — Welcome to the unit Key words: fire, flood, earthquake, typhoon, storm, emergency, natural disaster ... Key sentences: Emergency or natural disaster? / We should stay calm and ... Big idea: Stay calm, stay informed, stay safe. Unit task: Write “An emergency experience” + three safety tips → class “Safety Corner”. VII. Teaching Reflection (To be completed after class.) Suggested focus: (1) Can every student give a reason for the category choice, not just pick a side? (2) Did the shy students get real turns in the pair work? (3) Was the picture-word quiz at the right level? Adjust Period 2 accordingly. Period 2 · 8A Unit 8 Safe and sound Reading (1) 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] understand the story in the text about the earthquake and put the main events in the right order to complete the story chain (before — during — after) with accurate details (O1); (2) [Cultural awareness] feel the suddenness of an earthquake from the title and pictures, and get ready to learn the lessons of staying safe in the next period (O2); (3) [Thinking capacity] sort and organize the information found in the text into the story chain (before — during — after) clearly, and check every answer against the text with its source sentence (O3); (4) [Learning ability] use the reading strategies of predicting from the title and pictures, skimming for the main idea and scanning for details with a clear purpose, and mark the parts they are not sure about for the deep reading in the next period (O4). II. Teaching Key Points and Difficult Points Key Points (1) The main idea and the structure of the story in the text about the earthquake. (2) Finding the details needed for the story chain (before — during — after) and organizing them clearly. Difficult Points (1) Scanning efficiently for the needed information. (2) Checking every answer against the text instead of guessing. III. Teaching Procedures 1. Lead-in (5 minutes) Show a short video or pictures of an earthquake and ask: “What can you see? What can you hear? How would you feel?” Tell students that today they will read a story about an earthquake — the story in the text of Unit 8. Purpose: activate prior knowledge and focus attention on “what happens in an earthquake” (perceiving & noticing; → O1). 2. Pre-reading (7 minutes) Students predict from the title and the pictures: where did the earthquake happen? Who is in the story? What may happen to them? Collect the predictions on the board. Purpose: prediction gives students a clear reading purpose (learning & understanding; → O4). 3. Reading for gist (10 minutes) Skimming (5'): read the story quickly and check the predictions; work out the outline of the story: before — during — after the earthquake. Purpose: get the main idea and the structure with skimming (learning & understanding: obtaining & organizing; → O1, O4). 4. Reading for details (15 minutes) Scanning & sequencing (8'): students put the main events in the right order and finish the true-or-false / detail questions with source sentences from the text (before — during — after). Purpose: scan for the details and organize them into the story chain (before — during — after) (applying & practicing: internalizing & utilizing; analyzing & judging; → O1, O3). 5. Check and prepare (4 minutes) Students check the completed the story chain (before — during — after) in pairs and correct the answers with the text; each pair marks one question they are not sure about — it will be solved in the next period. The teacher collects the common questions on the board. Purpose: get ready for the deep reading in the next period; success = the story chain (before — during — after) basically complete with source sentences marked (→ O3, O4). IV. Summary (2 minutes) Students summarize in one sentence: “We have got the main idea, the structure and the key facts of the story in the text about the earthquake.” The teacher points to the questions collected on the board: they will be solved in the next period. Assessment of objectives: O1 and O3 via the completed the story chain (before — during — after) and the pair check; O2 via the sharing in the lead-in and pre-reading; O4 via the strategy use observed in class. V. Homework (2 minutes) Consolidation: read the story in the text about the earthquake aloud until fluent; complete the story chain (before — during — after) if it is not finished. Extension: mark your favourite sentence in the text and be ready to explain why you like it in the next period. Practice: find or imagine one thing you were doing at 8 o’clock yesterday evening and write two sentences beginning with “I was ...ing ... when ...” into the material bank. VI. Blackboard Design Part Content Text the story in the text about the earthquake Structure the main parts of the text (found by skimming) Details the story chain (before — during — after) — completed with source sentences Strategies predict → skim for gist → scan for details Next period deep reading: answer with evidence, find the pattern Period 3 · 8A Unit 8 Safe and sound Reading (2) 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] understand the story more deeply, answer the questions with source sentences, and use the key expressions in the story (e.g., ground, shake, hurt, calm, brave) correctly (O1); (2) [Cultural awareness] feel how people stay calm and help and encourage each other in the earthquake, and value calmness and mutual help in face of disasters (O2); (3) [Thinking capacity] analyze why the people stayed safe or got hurt (cause and effect), judge their behaviour choices in the danger, and summarize at least two lessons from the story (O3); (4) [Learning ability] collect the sentences that tell what people were doing during the earthquake into the material bank for the unit writing task (O4). II. Teaching Key Points and Difficult Points Key Points (1) Answering the questions with source sentences — evidence-based reading. (2) The language focus and the writing pattern of the text. Difficult Points (1) Inferring the feelings and values behind the details. (2) Using the collected chunks correctly in the speaking task. III. Teaching Procedures 1. Review and retell (4 minutes) Students retell the main idea of the story in the text about the earthquake with the story chain (before — during — after) completed last period; the teacher checks quickly and solves one or two of the questions collected last time. Purpose: reactivate the main idea and set the goal of this period — reading deeper with evidence (perceiving & noticing; → O1). 2. Deep reading with evidence (12 minutes) Deep reading (5'): students find and underline the sentences that tell what people were doing when the earthquake happened, and read them aloud; the class tastes how these sentences make the story vivid. Purpose: from getting information to organizing it, then to noticing the language focus; success = correct event order and answers with source sentences (obtaining & organizing → summarizing & integrating; analyzing & judging; → O1, O4). 3. Language focus and pattern discovery (12 minutes) Cause-and-effect analysis: in pairs, students discuss “Why did they stay safe (or get hurt)? What did they do right or wrong?” and write down two lessons from the story, e.g., “Stay calm.” “Keep away from the windows.” The class works out a short list of safety lessons on the board. Purpose: turn story facts into safety rules — reading for thinking (summarizing & integrating; analyzing & judging; → O2, O3). 4. Thinking and judging (7 minutes) Students answer the question: “Which moment in the story shows people staying calm or helping each other? Find the sentence and say why.” They must find the evidence in the text and report with “I choose ... because the text says ...”. The teacher guides: deep reading means reading with evidence. Purpose: text-based reasoning — from facts to judgement (transferring & creating: reasoning & arguing; → O2, O3). 5. Speaking (6 minutes) In groups of four, students answer: “If we meet an earthquake at school, what should we do first?” They put their actions in order (first / then / finally) and report to the class with “First, we should ... Then, ... Finally, ...” Purpose: transfer the story lessons into personal safety plans with reasons (transferring & creating: reasoning & arguing; → O2, O3). IV. Summary (2 minutes) Students summarize in one sentence: “Reading deeply means answering with evidence and finding the writer's pattern.” The teacher highlights the key chunks and the pattern on the board. Assessment of objectives: O1 via the source-sentence answers and the chunk use in speaking; O2 and O3 via the judging discussion and the group report; O4 via the material-bank entries. V. Homework (2 minutes) Consolidation: read the story aloud until fluent; finish the exercises in the Workbook for this lesson. Extension: retell the story to your family with the time chain (before — during — after) in five to seven sentences. Practice: find or imagine one thing you were doing at 8 o’clock yesterday evening and write two sentences beginning with “I was ...ing ... when ...” into the material bank. VI. Blackboard Design Part Content Story line before — during — after the earthquake (the story in the text) Language focus what people were doing when the earthquake happened (was / were doing) Lessons Stay calm. / Keep away from the windows. / Help each other. Big idea Stay calm, stay informed, stay safe. Period 4 · 8A Unit 8 Safe and sound Grammar 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] work out and state the form of the past continuous tense (was / were + V-ing, and its negative and question forms), and use it correctly in controlled practice (target accuracy ≥ 85%) and in real descriptions of what people were doing at a past moment (O1); (2) [Cultural awareness] understand that reporting “what was happening” is a common way to record an unexpected event both in English news and in daily talk, and describe others’ actions factually and kindly (O2); (3) [Thinking capacity] compare sentences in the past simple and the past continuous, induce when to use which, and self-monitor typical errors such as missing was / were or using the wrong time words (O3); (4) [Learning ability] record the rules in a self-made grammar table, check accuracy through the quick drill and peer check, and collect personal errors for after-class review (O4). II. Teaching Key Points and Difficult Points Key Points (1) The form of the past continuous: was / were + V-ing (affirmative, negative and question forms). (2) Using the past continuous with when / while: a short action in the simple past inside a continuing action in the past continuous. Difficult Points (1) Choosing between was and were correctly, and remembering the -ing form. (2) Telling “the long background action (was doing)” from “the short key event (did)” in a sentence pair. III. Teaching Procedures 1. Lead-in (4 minutes) Re-read one collected sentence from the story: people “were doing something” when the earthquake happened. The teacher acts it out: “I was writing on the blackboard when the bell rang.” Students notice the two different actions and the two different tenses. Purpose: recycle the story and let students sense the two-tense contrast first (learning & understanding: perceiving & noticing; → O1, O3). 2. Presentation (8 minutes) Students re-read three example pairs on the board (e.g., “I was doing my homework when the lights went out.” “While we were running out, the ground was shaking.” “She was cooking when the phone rang.”) and complete “Work out the rule!” in pairs: was / were + V-ing tells an action in progress in the past; a short key event often comes in the simple past with when / while. Purpose: let students discover the rules from familiar sentences (learning & understanding: summarizing & integrating; success = a complete restatement of the rules; → O1, O3). 3. Grammar explanation (10 minutes) The class sorts the rules into a table (see blackboard design): form (was / were + V-ing), negative (wasn’t / weren’t + V-ing), questions (Was / Were ...?); time words: at that time, then, at 8 last night; the pattern with when / while. Quick oral drill: the teacher gives a subject and a verb, students answer with the correct past-continuous form in chorus or by rows. Purpose: make the rules explicit and reachable; success = accuracy in the quick drill (learning & understanding → applying & practicing; → O1, O4). 4. Practice (12 minutes) Task A1: students complete the form chart independently (fill in was / were + V-ing; change sentences into negatives and questions), peer-check, then class feedback on the tricky ones (was vs were; spelling of V-ing). Task A2: students complete a short story gap-fill about a sudden rainstorm, choosing the simple past for the key events and the past continuous for the background actions, paying attention to when / while. Purpose: controlled practice from form to context, with error correction in class (applying & practicing: internalizing & utilizing; → O1, O3, O4). 5. Production (8 minutes) Task B: “What were you doing at 7 yesterday evening?” Students interview two classmates and take notes, then report to the group with at least two past-continuous sentences per person, e.g., “At seven yesterday evening, Lily was helping her mother cook dinner when the doorbell rang.” Purpose: use the grammar for real life description (transferring & creating: imagining & creating; success = accurate and true sentences; → O1, O2). IV. Summary and consolidation (2 minutes) Students state the rules by themselves: was / were + V-ing for an action in progress in the past; the short key event in the simple past with when / while. The teacher answers remaining questions and reminds students to copy the table into their error-collection notes. Assessment of objectives: O1 via the accuracy of Tasks A1/A2 (target ≥ 85%) and the interview report; O2 via the factual and kind description in Production; O3 via the “Work out the rule!” restatement; O4 via the self-made grammar table and the error notes. V. Homework (1 minute — assigned with the summary) Consolidation: finish the grammar exercises in the Workbook for this unit. Extension: write five sentences about what your family members were doing at 8 last night, using when / while at least twice. Practice: find one past-continuous sentence in this week’s extensive reading and copy it with its source. VI. Blackboard Design Part Content Form was / were + V-ing; negative: wasn’t / weren’t + V-ing; question: Was / Were + sb + V-ing ...? Use an action in progress in the past; time words: at that time, then, at 8 last night With when / while the long background action: was / were doing; the short key event: simple past Examples I was doing my homework when the lights went out. / While we were running out, the ground was shaking. Period 5 · 8A Unit 8 Safe and sound Word power 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] work out how two shorter words join to make a compound word, form and explain compounds like earthquake (earth + quake), firefighter (fire + fighter), thunderstorm, raincoat and sunglasses, and use at least four of them correctly in sentences about safety (O1); (2) [Cultural awareness] notice that both English and Chinese build new words by combining old ones — English compounds and Chinese words like 地震、消防员 — and grow interest and confidence in observing languages (O2); (3) [Thinking capacity] judge what the two parts of a compound mean and how the meanings join (earth + quake → the shaking of the earth), and create sensible new compounds instead of copying blindly (O3); (4) [Learning ability] build the strategy of working out the meaning of a new word from its parts, and make a word card of at least eight compounds to support reading and remembering (O4). II. Teaching Key Points and Difficult Points Key Points (1) The rule of compounding: two words join into one new word, and the meaning often comes from both parts. (2) Using the new compounds naturally in sentences about emergencies and safety. Difficult Points (1) Understanding compounds with a hidden structure (firefighter = fire + fight + -er; earthquake = earth + quake). (2) Creating new compounds that make real sense, not just putting any two words together. III. Teaching Procedures 1. Lead-in (4 minutes) Write earthquake on the board and cut it into two parts: earth + quake. Ask: “What is the earth? What does quake mean? So what is an earthquake?” Students guess today’s topic: making new words from old ones. Purpose: recycle the unit topic and let students sense the rule first (learning & understanding: perceiving & noticing; → O1, O3). 2. Presentation (8 minutes) The class concludes: two words can join into one new word — a compound word; the meaning often comes from both parts. Cross-language observation (→ O2): English builds compounds like earthquake and firefighter, just as Chinese builds words like 地震 (地 + 震) and 消防员 — both languages create new words by combining old ones. Students analyze more examples with the two-part method: thunderstorm, rainstorm, raincoat, sunglasses, headache, firefighter. Purpose: rule + meaning analysis, building a word-parts habit (summarizing & integrating; → O1, O3). 3. Practice (15 minutes) Task A: students match the two parts and the meanings of the compounds in Part A, then check in pairs and explain each choice with the meaning of the two parts (“rain + coat → a coat you wear in the rain”). Task B: students complete a short safety passage with the compounds in the box (wear a raincoat in a rainstorm; put on sunglasses on a bright day; call a firefighter when there is a fire), and read it aloud. Purpose: see compounding at work in a real text (applying & practicing: internalizing & utilizing; → O1). 4. Production (12 minutes) Task C: in groups, students collect more compounds they know (classmate, bedroom, football, birthday ...), pick three and write three sentences about safety or daily life with them. Then each group creates one or two sensible “new” compounds of their own and explains the meaning to the class; the class judges whether the new word makes sense. Purpose: use and create — from understanding the rule to making words work (transferring & creating: imagining & creating; → O1, O2, O3). IV. Summary (3 minutes) Students restate the rule: two words → one compound word, meaning from both parts; the teacher points out that working out a new word from its parts is a key reading strategy for Grade 8. Assessment of objectives: O1 via the matching and the safety passage; O2 via the cross-language observation talk; O3 via the meaning explanations and the new-word creations; O4 via the word card. V. Homework (3 minutes) Consolidation: finish the word-formation card with at least eight compounds and their two-part explanations. Extension: write a short passage of about 60 words about a rainy or stormy day, using at least four compounds. Practice: find three compound words in this week’s extensive reading, cut each into two parts and note down what each part means. VI. Blackboard Design Part Content Rule two words → one compound word; the meaning often comes from both parts Examples earth + quake → earthquake; fire + fighter → firefighter; thunder + storm → thunderstorm; rain + coat → raincoat; sun + glasses → sunglasses Note First cut the word into parts, then join the meanings — a key reading strategy! Period 6 · 8A Unit 8 Safe and sound Integration (A–C) 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] read the story in Part A about an emergency, retell it with a complete plot chain and work out its message; obtain key information from the two listening materials in Part B on staying safe by predicting and noting key words, and integrate the notes into a coherent passage in B3 (O1); (2) [Cultural awareness] perceive that safety rules and mutual help are valued in every community, and connect the story’s message with what Chinese and Western safety education both stress — staying calm and helping each other (O2); (3) [Thinking capacity] analyze the behaviour choices in the story — what helped and what made things worse — and argue for the right actions in Part C with “Yes, that’s true. But ...” to agree first and then turn (O3); (4) [Learning ability] apply the listening strategy chain “predict → catch key words → integrate”, and turn one safety rule from Part B into a real-life action for the coming week, recording what they did and how it worked (O4). II. Teaching Key Points and Difficult Points Key Points (1) The plot and message of the story in Part A; the key information of the two listening materials in Part B. (2) Completing B3 with the information from B1 and B2 (integrating). Difficult Points (1) Interpreting the message of the story and relating it to real life. (2) The opinion exchange in Part C: agreeing first and then adding a turning point (“Yes, that’s true. But ...”). III. Teaching Procedures 1. Lead-in (4 minutes) Quick review: students name the safety lessons learnt in Period 2. The teacher asks: “What do people usually do first in an emergency?” and leads in today’s topic — staying safe. Purpose: activate what students have learnt and lead in “staying safe” (perceiving & noticing; → O1). 2. Reading the story (10 minutes) Students predict from the pictures: what is the emergency in the story? What will the people do? Then they read the story in Part A and retell it with a plot chain of their own (what happened → what the people did → how it ended). The class discusses the two questions in Part A and reaches the message: staying calm and helping each other matters in an emergency. Students connect it with the safety education they receive at school and at home. Purpose: feel the value first — why staying calm matters; success = complete retelling and a proper grasp of the message (learning & understanding → applying & practicing: analyzing & judging; → O1, O2, O3). 3. Listening practice (18 minutes) B1 (7'): students read the options first and predict what the listening is about; listen and tick; check the answers with reasons (“The speaker says ... because ...”). B2 (11'): make the strategy note clear — you don’t have to write down every sentence; focus on key words. Students listen to the second material about staying safe in emergencies and complete the notes (the key dos and don’ts). Then students complete the short passage in B3 with the information from B1 and B2 and read it aloud. Purpose: a full strategy chain — predict → catch key words → integrate; success = accurate key words in the notes and a coherent B3 passage (obtaining & organizing → internalizing & utilizing; → O1, O4). 4. Discussion (8 minutes) Students read the model dialogue in Part C (two speakers exchange ideas on the right thing to do in an emergency). In pairs, students choose one emergency situation and take a side on the best first action, using “Yes, that’s true. But ...” to agree first and then turn. Two or three pairs show their talks. Purpose: a real opinion exchange with response language (transferring & creating: reasoning & arguing; → O3). IV. Summary (2 minutes) The class builds a mind map together — in an emergency: keep calm (breathe, think, then act) / call for help / follow the safety rules / help others carefully. Assessment of objectives: O1 via the retelling and the accuracy of B1–B3; O2 via the message connection made in Step 2; O3 via the opinion exchange in Part C; O4 via the action-plan note. V. Homework (3 minutes) Consolidation: retell the story in Part A to your family in three to five English sentences. Extension: complete the mind map “Staying safe in an emergency” with the dos and don’ts from Part B. Practice: try one safety rule from Part B in real life this week and record what you did and how it worked (→ O4). VI. Blackboard Design Part Content Story message Staying calm and helping each other matters in an emergency. B notes key dos and don’ts when staying safe (from the two listening materials) Response frame Yes, that’s true. But ... Mind map in an emergency: keep calm → call for help → follow the rules → help others Period 7 · 8A Unit 8 Safe and sound Integration (D) + Assessment 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] analyze the structure of the model narrative in Part D (beginning: when and where it happened; middle: what people were doing and what happened next; ending: the result and the feeling), and draft an 80–100-word narrative “An emergency experience” with at least three past-continuous sentences and two compound words (O1); (2) [Cultural awareness] express care for the people in the story through writing, and understand that recording and sharing emergency experiences is a way to protect more people (O2); (3) [Thinking capacity] assess their own and their peers’ drafts against the checklist (structure, content, language, presentation), give “one star and one wish” feedback, and revise the draft accordingly (O3); (4) [Learning ability] use the model narrative, the material bank and the checklist as scaffolds to monitor their own writing process, complete the unit self-assessment, and add three safety tips to the “Safety Corner” display (O4). II. Teaching Key Points and Difficult Points Key Points (1) The three-part structure of a narrative and the use of the past continuous to show what was happening. (2) Using the language of the unit: past continuous with when / while, compound words, safety expressions. Difficult Points (1) Keeping the story clear: one main event, actions in a sensible order. (2) Using at least three past-continuous sentences naturally, not mechanically. III. Teaching Procedures 1. Lead-in (4 minutes) Show the model narrative in Part D and ask: “What happened in the story? What were people doing when it happened? What makes the story easy and vivid to read?” Purpose: bring out the elements of an emergency narrative (perceiving & noticing; → O1). 2. Analyzing the model (8 minutes) Students mark the three parts of the model narrative and their functions (beginning: when and where it happened; middle: what people were doing and what happened next; ending: the result and the feeling), circle the past-continuous sentences, and collect useful expressions from the model. The unit material bank (the past-continuous sentences collected in Period 2 and the safety tip bank) is shown for reference. Purpose: read as a writer — make the model a scaffold (summarizing & integrating; success = correct marking and a list of transferable sentences; → O1, O4). 3. Pre-writing (8 minutes) Students answer five questions to make a material card: When and where did it happen? / What were you (the people) doing? / What happened next? / What did people do? / How did it end and how did you feel? They interview each other once and rehearse orally. Purpose: collect real material so that writing starts from content, not from words; success = material with a clear time line (→ O1, O4). 4. Writing process (15 minutes) Students draft independently, with three requirements on the board: a clear beginning–middle–ending; at least three past-continuous sentences (what people were doing when it happened); at least two compound words and one safety tip at the end (80–100 words). The teacher monitors and gives individual help. Purpose: independent writing with a clear, checkable goal (→ O1). 5. Peer review and sharing (7 minutes) Students check drafts against the checklist: Structure — beginning (when & where), middle (what people were doing + what happened next), ending (result, feeling + safety tip); Content — one clear event with actions in order; Language — past continuous used correctly (≥ 3 sentences), two compound words; Presentation — neat handwriting, correct punctuation, 80–100 words. Peers give “one star and one wish”; students revise in class. One or two articles are shared. Purpose: assessment for learning — the checklist turns the unit’s language goals into checkable writing points (transferring & creating: critiquing & evaluating; → O2, O3). IV. Summary and self-assessment (2 minutes) Students finish the unit self-assessment: I know the words for emergencies and natural disasters; I can use the past continuous to say what was happening; I can form and use compound words; I can write and talk about an emergency and how to stay safe. The teacher announces that the narratives and the safety tips will form the class “Safety Corner”, and the best audio recordings of the stories may be shared through the class platform together with Project 2 “An audio campaign to help nature”. Assessment of objectives: O1 via the draft meeting the three writing requirements; O2 and O3 via the “one star and one wish” peer review and the in-class revision; O4 via the completed self-assessment and the “Safety Corner” contributions. V. Homework (1 minute — assigned with the summary) Consolidation: revise your narrative according to the peer’s comments and copy out the final version. Extension: record your revised narrative as a one-minute audio clip; students who enjoy audio creation may also join Project 2 “An audio campaign to help nature” with a short clip about protecting nature. Practice: turn your narrative and three safety tips into an illustrated card (picture + text) for the class “Safety Corner”. VI. Blackboard Design Part Content Structure Beginning (when & where) → Middle (what people were doing + what happened next) → Ending (result, feeling + safety tip) Language was / were doing ... when ... (≥ 3 sentences); compounds: earthquake, firefighter, raincoat ... Checklist structure · content · language · presentation Next step Class “Safety Corner” display; best audio clips may join Project 2 “An audio campaign to help nature” 编写依据：新译林版《英语》八年级上册 Unit 8 Safe and sound；《义务教育英语课程标准（2022 年版）》。课时目标、活动与作业为依据教材与课标的设计，实际教学中请根据班情调整时间分配与难度分层。 学科网（北京）股份有限公司 $