资源简介

Unit 8 Natural Disasters
Lesson 2: Staying Safe in an Earthquake
主备教师 参与教师 八年级全体英语教师 缺课学生
审核人 课 时 授课时间
核心 素养目标 Key Competencies Objectives Reading Comprehension: Be able to read and understand the passage about earthquake safety, identify key actions for different situations (indoors, outdoors, in a car, near the sea). Language Skills: Be able to master key words, phrases, and sentence patterns (anytime, stay out of, stay away from, keep an eye out for, bring down, as … as possible, plenty of, etc.) and use them to give safety advice. Speaking Skills: Be able to discuss what to do during an earthquake at school, using the target language. Life Skills: Develop awareness of earthquake preparedness and the ability to protect oneself and others in an emergency
教学重难点 Key and Difficult Points Key Points: Words: anytime, object, vehicle, wave, survival Phrases: protect yourself, stay calm, get under, stay out of, stay away from, pull over, keep an eye out for, bring down, as … as possible, plenty of Sentence patterns: It is + adj. + to do sth. / If …, you should … Difficult Points: Understanding and applying the specific safety tips for different earthquake scenarios. Using keep an eye out for and bring down correctly. Discussing school specific earthquake actions in English
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 Step 1: Lead-in 1. Greet students. 2. Show the picture of the earthquake (PPT Slide 1). Ask: “What do you think happened in the picture ” (Earthquake.) 3. Ask: “What can you do to stay safe in this situation ” Let 2–3 students give ideas. 4. Introduce the topic: “Today we will learn exactly what to do before, during, and after an earthquake.” Purpose: To activate prior knowledge and introduce the topic. vocabulary.
活动设计 Activity Design Step 2: Pre-reading (Vocabulary) (5 mins) 1. Show key vocabulary on PPT (anytime, object, vehicle, wave, survival, protect, calm). 2. Drill pronunciation (choral, individual). 3. Use simple explanations: *“Any time” = at any time; “Object” = thing; “Vehicle” = car/bus; “Wave” = big water; “Survival” = staying alive. Step 3: While-reading (12 mins) 1. First reading (Skimming): Students read the passage quickly. Ask: “How many main situations does the passage talk about ” (Inside, outside, in a vehicle, near the sea, after earthquake.) 2. Second reading (Underlining): Read again and underline what you should do if you are in a car or near the sea. (Pull over far from trees/buildings, stay inside; get far away from water.) 3. Third reading (Complete the table): Students read carefully and complete the table in PPT (get under, do not stand, stay out of, never get into, get to, stay away, pull over, get far away, quickly move outdoors, keep an eye out). 4. Check answers together. Step 4: Post-reading & Language Focus (10 mins) 1. Comprehension check: Ask oral questions: - Why should you not stand near windows (Falling glass.) - Why should you stay out of the kitchen (Objects can fall.) - Why is it dangerous to be near the sea during an earthquake (Huge waves.) - What should you do after the earthquake (Move to open area, avoid falling things, only necessary calls.) 2. Language points (use PPT): - anytime (adv.) – “You can call me anytime.” - It is + adj. + to do sth. – “It is important to stay calm.” - stay out of = avoid entering – “Stay out of the kitchen.” - stay away from = keep distance – “Stay away from buildings.” - as … as possible – “Get as far away as possible.” - plenty of = a lot of – “Plenty of danger.” - keep an eye out for = watch carefully for – “Keep an eye out for falling things.” - bring down = cause to fall or fail – “Too many calls bring down the system.” Step 5: Speaking Practice (8 mins) 1. Pair work: Ask: “What will you do if there is an earthquake while you’re at school ” Students discuss with partners, using the phrases: get under the desk, stay away from windows, stay out of the hallway, etc. 2. Sharing: Invite 2–3 students to share their ideas. Step 6: Summary & Homework (3 mins) 1. Summary: Review the key safety tips for each location. Ask: “What is the most important thing to do in an earthquake ” (Stay calm.) 2. Homework: - Basic: Write 5 sentences: “If I am inside during an earthquake, I should …” etc. - Advanced: Write a short paragraph (60–80 words) about earthquake safety at school. - Preview Unit 8, Lesson 3.
思政渗透与学科育人有机融合点Subject-based Character Education This lesson teaches students practical life saving skills for earthquakes, a common natural disaster. By learning to stay calm, protect themselves, and help others, students develop a sense of responsibility for their own safety and that of their community. The lesson also encourages disaster preparedness and resilience, which are important values for young people.
板书设计 Blackboard Design 教学反思Teaching Reflection
Unit 8 Lesson 2: Staying Safe in an Earthquake Indoors: get under a table/bed, not near walls/windows, stay out of kitchen, no lift Outdoors: open area, away from buildings/trees In a vehicle: pull over, stay inside Near the sea: get far away from water After earthquake: move outdoors, watch for falling things, only necessary calls Key phrases: stay calm, stay out of, stay away from, as … as possible, keep an eye out for, bring down, plenty of Sentence pattern: It is important + to do sth
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