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

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