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译林版（2024）八年级上册英语Unit 8 Safe and sound教学设计
单元整体教学设计
单元主题
本单元主题为“Safe and sound”（安然无恙），属于“人与自我”范畴，涉及“安全与自我保护”主题群，聚焦“突发事件与自然灾害中的安全意识和自救互救”子主题。
单元内容分析
本单元围绕“安全”这一主题展开，由七个板块组成。单元首页明确四项学习目标：阅读关于地震幸存经历的文章、了解世界各地的突发事件和自然灾害、谈论和描写如何在突发事件和自然灾害中应对、更好地理解如何在紧急情况下保持安全。
Welcome to the unit板块围绕“突发事件和自然灾害”展开，通过判断新闻标题的分类和对话讨论真实发生过的紧急事件，帮助学生区分emergency和natural disaster两个概念，激活对安全话题的认知。
Reading板块为一篇地震幸存者的故事。Timmy在2021年Highfield地震中经历了从地震发生、被困废墟到最终获救的全过程。文章以第一人称按时间顺序展开，运用过去进行时和大量感官描写营造紧张氛围，情感线索从恐惧到冷静再到希望，层次丰富。本板块分两课时教学，第一课时侧重语篇理解、信息梳理和情节还原，第二课时侧重语言赏析、情感线索分析和叙事写作。
Grammar板块围绕“过去进行时”展开，通过对话和短文呈现过去进行时的形式（was/were + doing）和用法（表示过去某一时刻正在发生的动作），以及when/while/as引导的时间状语从句。Word Power呈现合成词的构词方式，通过匹配和短文填空巩固运用。该板块整合至Grammar课时末尾教学。
Integration板块整合多项技能，分为两课时教学：第一课时聚焦Integration A-C，包含阅读（雪灾和丛林大火两则新闻报道）、听力（自然灾害安全指南、紧急情况应对措施）和口语（讨论如何保持安全），侧重听说读技能整合与安全知识探讨；第二课时聚焦Integration D，专项开展写作教学，围绕“经历过的突发事件或自然灾害”主题，借助范文和写作指导，引导学生完成记叙文写作。
Assessment板块包含学生自我评价量表，从四个维度引导学生反思单元学习成果。Further study提供各国紧急电话号码表，鼓励学生拓展安全知识。两个板块均不单独占用课时，由学生在课后自主完成。
七个板块从“认知紧急情况”到“理解灾难经历”，从“学习描写语言”到“掌握安全知识”，最后“综合记叙个人经历”，构成“认知→理解→内化→整合→表达”的完整学习链。学生在丰富的主题语境中学习语言知识、发展语言技能、增强安全意识，最终通过记叙文写作实现综合语言输出，将语言学习与生命安全教育有机融合。
体现单元核心素养综合表现的重点语言表达如下。
【描述紧急情况】
I was working when the earthquake started.
People were running in all directions while pieces of glass and bricks were raining down.
I was trapped. A moment of fear went through my mind.
【描写感官体验】
I heard a loud noise like thunder.
I couldn‘t see anything at all.
My heart was beating really fast.
【表达情绪反应】
People shouted in fear. I felt nervous.
I told myself to calm down.
I knew I had to save energy and wait for help.
【描述自然灾害】
Snowstorm hits Heilongjiang. Bush fires in Australia.
Earthquake makes thousands of people homeless.
Flood washes away factory.
【安全建议】
If you are in a flood, get to higher ground.
In an earthquake, stay under a strong table.
If your building is on fire, cover your mouth with a wet cloth.
【过去进行时】
was/were + doing
I was reading when the earthquake started.
While we were enjoying our meal, it began to snow again.
【合成词】
earthquake, snowstorm, fireman, postman, passport, whiteboard, thunderstorm, teamwork
单元教学目标
教学目标 对应板块/课时
本单元学习后，学生能够： 1. 区分突发事件（emergency）和自然灾害（natural disaster），谈论自己听说或经历过的紧急事件。 Welcome to the unit 图片、音频、对话
阅读地震幸存者Timmy的故事，梳理事件发展过程和情感变化，理解灾难中保持冷静的重要性。 Reading 音频、图片、记叙文
深入理解过去进行时的形式特征与使用规则（包括when/while/as引导的时间状语从句），掌握合成词的构词法，在描述紧急事件的语境中内化其用法。 Grammar & Word Power 表格、短文、自主写作
读、听关于自然灾害和安全建议的材料，获取关键信息，掌握不同紧急情况下的应对措施。 Integration A-C 音频、短文、对话
综合运用过去进行时和话题词汇，写一篇关于自己或他人经历的突发事件或自然灾害的记叙文，增强安全意识和自我保护能力。 Integration D 写作提纲、范文、写作
板块教学设计
Welcome to the unit
语篇研读
主题和内容： Part A为八条新闻标题的分类任务，要求学生区分emergency（如车祸、火灾、断电）和natural disaster（如地震、洪水、台风）。Part B为Sandy与Millie关于Star Town浓雾导致的连环车祸的对话，涉及事故发生的原因、伤亡情况等细节。
意义和价值： 通过新闻标题分类帮助学生清晰区分“人为突发事件”和“自然灾害”两个核心概念，为单元学习奠定概念基础。Part B对话示范了如何用英语询问和讲述紧急事件，为后续的口语和写作活动提供语言支架。
方式和方法： Part A采用分类任务形式，训练学生根据关键词（如power cut, car accident, earthquake, flood）进行概念判断的能力。Part B为对话语体，运用Did you hear about... 、What happened 、Was anyone hurt 、That‘s terrible!等表达，示范如何就紧急事件展开交流。
教学设计
Period 1: Welcome to the unit Topic: Emergency or natural disaster
Learning objectives By the end of this period, students will be able to: Distinguish between emergencies and natural disasters. Use the target expressions to talk about an emergency or natural disaster. Develop awareness of different types of dangerous events.
Teaching focus Understanding the difference between emergency and natural disaster. Using the dialogue model to discuss emergencies.
Teaching difficulty Distinguishing between emergencies and natural disasters based on key features. Asking and answering questions about an emergency event with appropriate expressions.
Teaching procedures Revision
Lead-in Activity 1: “Emergency or natural disaster ” The teacher shows two pictures side by side: a car accident and an earthquake. The teacher asks: “What happened in each picture Which is caused by nature Which is caused by human activities ” Students answer. The teacher introduces the two terms: “emergency” and “natural disaster.” The teacher says: “Today we are going to learn how to tell them apart and how to talk about them.” 设计意图： 用图片对比激活学生对“紧急事件”和“自然灾害”的已有认知，直观呈现两个概念的差异。 效果评价： 观察学生能否根据图片初步区分两类事件。 If students are unsure about the difference, provide simple definitions first: “An emergency is often caused by human accidents. A natural disaster is caused by nature.”
Presentation Activity 2: “Sort the headlines.” Students read the eight headlines in Part A and sort them into two categories. They work individually, then check in pairs. The teacher writes the two categories on the board and has students place each headline in the correct column, explaining their reasoning. 设计意图： 通过分类任务帮助学生掌握emergency和natural disaster的区别，训练根据关键词进行判断的能力。 效果评价： 观察学生分类的正确率及能否合理解释判断依据。 Activity 3: “Listen and understand.” Students listen to the Part B dialogue. They answer: “What happened in Star Town What caused the accident How many people died/were hurt ”（A fog disaster; thick fog caused a traffic accident; 12 died, over 40 were hurt.）The teacher highlights key expressions: “Did you hear about... ”, “What happened ”, “Oh, really ”, “Was anyone hurt ”, “That‘s terrible!” 设计意图： 通过听力获取对话中的关键信息，感知和提取询问和讲述紧急事件的交际表达。 效果评价： 观察学生能否准确提取信息并识别关键表达。
Practice Activity 4: “Make your headline.” Students work in pairs. They choose one emergency or natural disaster they have heard about or experienced and create a news headline for it. The teacher provides a word bank: “Power cut, flood, earthquake, accident, fire, typhoon.” Students share their headlines with another pair. 设计意图： 通过创作新闻标题巩固对两类事件的理解，训练信息概括和语言表达能力。 效果评价： 观察学生能否运用目标词汇创作合理的新闻标题。 Activity 5: “News report role-play.” Students work in pairs. One student is a reporter, the other is a witness. They use the dialogue model to talk about the event they chose in Activity 4. The reporter asks questions: “Did you hear about... ” “What happened ” “Was anyone hurt ” The witness answers. 2-3 pairs present. 设计意图： 在真实交际情境中运用所学表达询问和讲述紧急事件，实现从理解到产出的迁移。 效果评价： 观察学生能否运用目标表达进行自然交流。 If students have difficulty creating questions, the teacher can list question frames on the board: “Did you hear about... What happened Was anyone hurt ”
Production Activity 6: “What I learned about safety.” Students write 3-4 sentences summarizing the difference between emergencies and natural disasters and one safety tip they learned. They share with a partner. 2-3 students share with the class. 设计意图： 从口头交流过渡到书面表达，帮助学生巩固和内化新知。 效果评价： 观察学生能否准确总结两个概念的区别并写出安全建议。
Summary The teacher asks: “What is the difference between an emergency and a natural disaster Can you give one example of each ” Students answer. The teacher concludes: “Emergencies and natural disasters can happen anytime. Knowing how to talk about them is the first step to staying safe.” 设计意图： 回顾本课核心内容——两类事件的概念区别和表达方式，为单元后续学习铺垫。 效果评价： 观察学生能否准确说出两类事件的区别。
Homework Basic: Read the Part B dialogue aloud 3 times. Finish the vocabulary exercises in the workbook. Extended: Find one news headline about an emergency and one about a natural disaster. Write them down and bring them to class.
Blackboard design Unit 8 Safe and sound Welcome to the unit: Emergency or natural disaster Emergency: sudden, dangerous, needs quick action Natural disaster: sudden, caused by nature Examples: Emergency: power cut, fire, car accident Natural disaster: earthquake, flood, typhoon, fog disaster Talking about emergencies: Did you hear about... What happened Was anyone hurt That’s terrible!
教学反思
Activity 5的角色扮演环节中，部分学生询问事件细节时只会重复课本中的固定问句（“Did you hear about... What happened ”），缺乏根据对话情境灵活追问的能力。后续应补充更多追问句式（如“How did it happen ”“What caused it ”“How did people feel ”），并做板书示范。部分学生在区分emergency和natural disaster时仍存在模糊地带——例如将“fog disaster”误判为natural disaster而非emergency。后续应在分类任务后增加“判断依据”的口头解释环节，要求学生说明“为什么这样分”。
Reading
语篇研读
主题和内容： 本课语篇为Timmy在2021年Highfield地震中幸存的第一人称叙事。文章按时间顺序展开：地震开始时Timmy正在工作→人们惊慌逃散、房屋倒塌→Timmy被困废墟→恐惧中冷静下来→呼救无人回应→数小时后听到救援声音→最终获救。文章以“At last, I was safe!”结尾，情感线索从紧张→恐惧→冷静→希望→喜悦。
意义和价值： 文章以真实的第一人称视角呈现灾难幸存经历，语言生动、细节丰富、情感真实，能够帮助学生理解灾难中人的心理变化——“恐惧是正常的，但冷静才能带来希望”。文章传递的“stay calm, save energy, wait for help”的生存智慧对学生具有教育意义，同时为过去进行时的学习提供了丰富的语境素材。
方式和方法： 文章采用第一人称倒叙结构，按时间顺序展开，大量使用过去进行时（I was working, pieces were raining down, my heart was beating）和感官描写（heard thunder, saw darkness, felt fear）。运用比喻（like thunder, like bombs）和对比（dark and silent vs shouts of excited people）增强叙事效果。后附段落主旨匹配、图片排序和博客填空等任务。
教学设计【Reading(1)】
Period 2: Reading (1) Topic: The earth's main ecosystems
Learning objectives By the end of this period, students will be able to: Understand the sequence of events in Timmy‘s earthquake experience. Identify the main idea of each paragraph and retell the story in correct order. Understand Timmy’s emotional journey and the importance of staying calm.
Teaching focus Understanding the sequence of events and the story structure. Retelling the story in correct order with key details.
Teaching difficulty Understanding the emotional changes throughout the story. Using sequencing words and past tense to retell the story.
Teaching procedures Revision
Lead-in Activity 1: “What would you do ” The teacher writes a question on the board: “If the ground started shaking right now, what would you do ” Students think for 20 seconds, then share with a partner. 2-3 students share with the class. The teacher does not correct or judge answers but says: “Today we‘re going to read about a man who lived through a real earthquake—let’s see what he did and what we can learn from him.” 设计意图： 用假设性问题激活学生对地震应对策略的思考，制造认知冲突——学生自己的答案与文中主人公的选择形成对比，激发阅读兴趣。 效果评价： 观察学生能否参与思考并表达自己的应对想法。 The teacher can keep the body organ diagram on the board throughout the lesson for easy reference.
Pre-reading Activity 2: “What may happen in an earthquake ” Students look at the title and the first line of the story. They predict: “What do you think will happen in this story What problems might Timmy face ” Students share predictions with a partner. The teacher writes some predictions on the board to revisit after reading. 设计意图： 通过标题和首句预测故事内容，建立阅读期待，培养预测策略。 效果评价： 观察学生能否基于有限信息做出合理预测。 Activity 3: “Key vocabulary for earthquake stories.” The teacher presents key vocabulary through pictures and simple definitions: “shake,” “trapped,” “calm down,” “save energy,” “in all directions,” “bricks.” Students match each word/phrase to its meaning. 设计意图： 提前处理可能影响理解的关键词汇，为顺畅阅读扫清障碍。 效果评价： 观察学生能否正确匹配词汇与释义。
While-reading Activity 4: “Listen and feel.” The teacher reads the article aloud with expression. Students close their eyes and listen, paying attention to the sounds and feelings described. After listening, students share: “What words or phrases stood out to you What did you feel while listening ” 设计意图： 通过聆听有感情的朗读，帮助学生初步感受故事的紧张氛围和情感节奏，建立整体印象。 效果评价： 观察学生能否捕捉故事中的关键描述和情感表达。 Activity 5: “Paragraph puzzle.” Students work in pairs. The teacher provides scrambled paragraph summaries and students match each summary with the correct paragraph number（textbook exercise）. They check their answers with the text. After matching, the teacher asks: “What is the story structure ”（Introduction → Rising action → Climax → Resolution.） 设计意图： 通过段落主旨匹配训练学生获取段落大意的能力，建立对故事结构的整体认知。 效果评价： 观察学生能否准确匹配段落与主旨并识别故事结构。 Activity 6: “Picture story — ordering and retelling.” Students look at the six pictures and captions（textbook exercise）. They work in pairs to put the pictures in the correct order. Then they retell the story in their own words using the pictures as cues. 2-3 students retell the story to the class. 设计意图： 通过图片排序帮助学生梳理事件发展顺序，通过口头复述训练叙事能力。 效果评价： 观察学生能否准确排序并用英语连贯复述故事。 Activity 7: “Timmy’s feelings timeline.” Students work in pairs to identify Timmy‘s feelings at different stages of the story and complete a timeline: “during the earthquake → after the shaking stopped → when he was trapped → when he heard help → when he was rescued.” Students find the words or phrases that show his feelings. They discuss: “What helped Timmy survive ” 设计意图： 通过情感时间线梳理主人公的心理变化，引导学生关注故事的情感线索——从恐惧到冷静到希望——理解“冷静”是生存的关键。 效果评价： 观察学生能否从文中找到表达情感的词语并理解情感变化。 If students struggle with the retelling, provide sentence starters: “At first... Then... After that... Finally...” If some pairs finish early, ask them to add one more detail from the text to each picture.
Post-reading Activity 8: “What would you do differently ” The teacher asks: “Timmy stayed calm and saved his energy. Do you think he did the right thing What would you do if you were trapped ” Students discuss in pairs. 2-3 students share. 设计意图： 引导学生从阅读文本走向批判性思考和自我反思，将故事中的生存智慧与个人经验建立联系。 效果评价： 观察学生能否提出自己的观点并给出理由。
Summary The teacher asks: “What happened to Timmy in the earthquake What did he do to survive ” Students summarize. The teacher concludes: “Fear is natural in a disaster, but staying calm and waiting for help can save your life.” 设计意图： 回顾故事的核心情节和生存智慧。 效果评价： 观察学生能否概括故事的主要内容和启示。
Homework Basic: Read the article aloud 2 times. Finish the reading comprehension exercises in the workbook. Extended: Draw a simple comic strip of Timmy’s story with 4-6 panels.
Blackboard design Unit 8 Safe and sound (Reading Period 1) Timmy‘s earthquake story: Event order: working → earthquake started → people ran → walls fell → Timmy trapped → shouted for help → waited → heard voices → rescued Timmy’s feelings: nervous → frightened → calm → hopeful → excited Key to survival: stay calm, save energy, wait for help
教学反思【Reading (1)】
Activity 6的图片排序任务中，部分学生对“被困废墟”和“听到救援声音”的顺序存在混淆，说明对故事细节的理解不够精确。后续可增加“关键时间节点”的标注——在学生排序后，引导他们用文中的时间线索验证顺序。Activity 7的情感时间线梳理中，学生能找到表达情感的形容词（如nervous、fear），但难以说清情感变化的具体触发点，例如无法解释“Timmy为什么从恐惧变为冷静”。后续应引导学生在情感词旁边标注触发原因（如“told myself to calm down because he was still alive”），帮助建立情感与情节的因果联系。
教学设计【Reading (2)】
Period 3: Reading (2) Topic: The earth's main ecosystems
Learning objectives By the end of this period, students will be able to: Analyse the language features of the narrative（sensory details, figurative language, past continuous tense）. Identify the writer‘s use of sounds and feelings to create tension. Write a short survival story using similar language techniques.
Teaching focus Analysing sensory language and its effect on the reader. Using past continuous tense and descriptive language in writing.
Teaching difficulty Understanding how the writer creates tension and suspense. Applying the language techniques to their own writing.
Teaching procedures Revision
Lead-in Activity 1: “Sound, action, feeling.” The teacher writes three categories on the board: “Sounds”, “Actions”, “Feelings”. Students quickly scan the article to find words for each category. Example: “loud noise like thunder, raining down, nervous.” Students fill in the chart in pairs, then share. 设计意图： 用信息检索激活上节课内容，引导学生关注文章中的语言特征——声音描写、动作描写和情感描写。 效果评价： 观察学生能否从文中准确提取不同类型的描述。 If students have difficulty finding enough examples, the teacher can provide one example in each category first to guide them.
Presentation Activity 2: “How does the writer make us feel the earthquake ” The teacher asks students: “What makes this story so vivid and exciting to read ” Students share ideas. The teacher highlights three techniques: Sensory language: “I heard a loud noise like thunder.” “I couldn’t see anything at all.” Simile: “like thunder,” “like bombs under the ground,” “pieces of glass and bricks were raining down.” Past continuous tense: “I was working,” “pieces were raining down,” “people were running.” Students work in pairs to find more examples of each technique. 设计意图： 引导学生发现作者如何通过感官描写、比喻和过去进行时营造紧张氛围，理解语言技巧对叙事效果的作用。 效果评价： 观察学生能否识别不同的语言技巧并理解其表达效果。 Activity 3: “Sounds tell the story.” The teacher points out that sounds play an important role in the story. Students trace the sound references: “No sound → loud noise like thunder → bombs → raining down → noise and shaking ended → dark and silent → shouting → noise above me → shouts from excited people.” The teacher asks: “How do the sounds change through the story What does this tell us about the situation ” 设计意图： 引导学生追踪故事中的声音线索，理解声音变化如何反映事件发展和氛围变化——从安静到混乱再到安静再到希望的声音。 效果评价： 观察学生能否追踪声音线索并理解其象征意义。
Practice Activity 4: “From Timmy‘s story to my classroom.” Students complete a gap-fill exercise based on Timmy’s story using past continuous tense and vocabulary from the text. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在语境中巩固过去进行时和核心词汇的运用。 效果评价： 观察学生填空的正确率。 Activity 5: “Sentence building — describing a scary moment.” Students write 3 sentences about a scary moment（real or imagined）using the techniques they have learned: one sentence with sensory language, one with a simile, and one with past continuous. They share with a partner. 设计意图： 通过仿写句子帮助学生掌握叙事描写技巧，为后续写作做准备。 效果评价： 观察学生能否运用目标技巧进行描写。
Production Activity 6: “Survival story chain.” Students work in groups of four. Each student writes one part of a survival story（1-2 sentences）and passes it to the next student, who continues the story. The teacher provides a starting sentence: “I was walking home when...” Each student must include at least one sensory detail and one past continuous sentence. Groups read their completed stories aloud. 设计意图： 通过故事接龙活动综合运用本课所学的叙事语言技巧，在合作创作中提升写作能力。 效果评价： 观察学生能否在故事接龙中运用所学的描写技巧。 If some groups finish quickly, ask them to add an ending with the character being rescued. If students struggle with ideas, provide a word bank of settings（at the beach, in the mountains）.
Summary The teacher asks: “What three writing techniques did we learn today How does the writer use sounds in the story ” Students answer. The teacher concludes: “Great storytellers use sensory details, similes, and past continuous tense to make readers feel like they are there. You‘ve practiced all three today!” 设计意图： 回顾本课所学的叙事写作技巧及其作用。 效果评价： 观察学生能否说出三种技巧及其表达效果。
Homework Basic: Revise your story chain part and write it as a short paragraph. Extended: Write a 5-6 sentence story about a time you felt scared（real or imagined）using sensory language and past continuous tense.
Blackboard design Unit 8 Safe and sound (Reading Period 2) Writer’s techniques: Sensory language: see, hear, feel → makes the reader feel like they are there Similes: like thunder, like bombs, raining down → makes descriptions more powerful Past continuous: I was working / pieces were raining down → shows ongoing actions in the past Sound story: quiet → loud sounds → chaos → dark and silent → shouts of help → rescue sounds
教学反思【Reading (2)】
Activity 6的故事接龙中，部分学生急于推进情节，忽略了感官细节的描写，导致故事缺乏画面感。后续可在活动前增加“描写脚手架”——规定每组至少包含1个听觉描写、1个视觉描写和1个比喻句，并在接龙过程中用清单自查。部分学生在过去进行时的使用上仍不熟练，习惯性地将所有动词都用一般过去时。后续在写作前应增加“时态诊断”环节——先给出几组句子让学生判断改用哪个时态，再进行写作。
Grammar & Word Power
语篇研读
主题和内容： Grammar板块围绕“过去进行时”展开，通过对话和短文呈现过去进行时的形式（was/were + doing）和用法（表示过去某一时刻正在发生的动作），以及when/while/as引导的时间状语从句。Word Power呈现合成词的构词方式，包括名词+名词（thunderstorm）、名词+动词（earthquake）、动词+名词（passport）、形容词+名词（whiteboard）等，通过匹配和短文填空巩固运用。
意义和价值： 过去进行时是描述过去某一时刻正在发生的事件时的重要时态，在本单元“突发事件和自然灾害”的主题语境中运用频率极高。when/while/as引导的时间状语从句帮助学生在叙述事件时表达“一件事发生的同时另一件事正在进行”的逻辑关系。合成词构词法拓展学生的词汇生成能力，compound nouns的学习帮助学生用更简洁的方式表达概念。
方式和方法： Grammar部分以对话和例句为导入，通过规则归纳呈现过去进行时的形式和用法，通过填空练习巩固。Word Power部分以例词展示和规则说明为主，通过匹配和短文填空巩固运用。
教学设计
Period 4: Grammar & Word Power Topic: Verbs and sentence structure (2) &Using and, but, or and so The suffix -ly
Learning objectives By the end of this period, students will be able to: Discover and summarize the form and usage of the past continuous tense（was/were + doing）. Use when/while/as to join past continuous and simple past clauses. Understand compound word formation and use compound nouns in context.
Teaching focus Using past continuous tense correctly. Using when/while/as to describe simultaneous actions in the past. Forming and using compound nouns.
Teaching difficulty Distinguishing when to use past continuous vs simple past. Choosing the correct conjunction（when/while/as）for different clause structures. Understanding different ways to form compound nouns.
Teaching procedures Revision
Lead-in Activity 1: “What were you doing ” The teacher asks: “What were you doing at 8:00 last night ” Students answer. The teacher writes three student answers on the board: “I was doing my homework.” “I was watching TV.” “I was having dinner.” The teacher asks: “What tense do we use to talk about something that was happening at a past moment That’s the past continuous tense. Today we‘ll learn how to use it and how to join sentences with when, while, and as.” 设计意图： 从学生真实生活经验切入，自然引出过去进行时的概念和用法。 效果评价： 观察学生能否用过去进行时回答并理解其时态意义。
Presentation Activity 2: “Past continuous tense — form and use.” Students read the conversation and the rule boxes in Grammar A. The teacher explains the form: was/were + v-ing. Students complete the Work out rules. The teacher writes the structure on the board. Students then read Timmy’s story sentences with past continuous: “I was working when the earthquake started,” “pieces of glass and bricks were raining down.” The teacher asks: “What was happening when the earthquake started Were both actions short, or was one longer ”（One long action interrupted by a short action.） 设计意图： 通过规则归纳掌握过去进行时的形式和用法，理解“过去某一时刻正在发生的动作”的语义。 效果评价： 观察学生能否识别过去进行时形式并理解其用法。 Activity 3: “When, while, and as — joining time clauses.” The teacher writes the three conjunctions on the board: when: used with the short action while: used with the long action（two long actions） as: used with the long action Students read the examples in the textbook. The teacher uses a visual timeline to show the difference. Students practice identifying which action is longer. 设计意图： 通过图示和例句理解when/while/as的区别，掌握不同连词的使用规则。 效果评价： 观察学生能否正确区分并选择连词。 Activity 4: “Compound words.” Students read the Word Power table and examples. The teacher explains the four types: noun+noun, noun+verb, verb+noun, adjective+noun. Students match the words and complete the transformation exercise. The teacher checks with the whole class. 设计意图： 通过表格观察和匹配练习，掌握合成词的四种构词方式。 效果评价： 观察学生能否正确识别合成词的构词方式。
Practice Activity 5: “Complete the conversation.” Students complete the conversation（Grammar A）using the correct forms of the verbs. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在真实对话语境中巩固过去进行时的运用。 效果评价： 观察学生能否正确选择过去进行时形式。 Activity 6: “Complete the article.” Students complete Vicky‘s article（Grammar B）using the correct forms of the verbs. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在叙事语境中巩固过去进行时的运用，特别是在when/while/as从句中的使用。 效果评价： 观察学生能否根据语境正确使用过去进行时和一般过去时。 Activity 7: “Compound word completion.” Students complete Sandy‘s article using the compound words they formed from the Word Power exercise. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在叙事语境中巩固合成词的运用。 效果评价： 观察学生能否根据语境选择正确的合成词。 If students confuse when to use past continuous vs simple past, provide the rule: “Use past continuous for the longer action, simple past for the shorter action that interrupts it.”
Production Activity 8: “What happened yesterday ” Students write a short paragraph（5-6 sentences）about something that happened yesterday. They must include: At least two past continuous sentences One sentence with when and one with while At least one compound word Students share with a partner. 2-3 students share with the class. 设计意图： 综合运用过去进行时、when/while/as和合成词进行叙事写作，实现语法知识的整合运用。 效果评价： 观察学生能否在写作中正确运用目标语法结构。
Summary The teacher asks quick questions: “How do we form past continuous What do we use when for What do we use while for What are the four ways to form compound nouns ” Students answer quickly. 设计意图： 快速回顾本课核心语法规则。 效果评价： 观察学生能否简洁准确地说出核心规则。
Homework Basic: Finish the grammar exercises in the workbook（past continuous tense and compound plete the writing exercise if not finished in class. Extended: Write 5 sentences about what you and your family were doing at different times yesterday（e.g., at 7 a.m., at 12 p.m., at 7 p.m.）using past continuous tense.
Blackboard design Unit 8 Safe and sound — Grammar & Word Power Past continuous tense: was/were + v-ing when + short action while/as + long action Examples: I was working when the earthquake started. People were running while pieces were raining down. As I was trying to find my way, I heard some pound words: noun+noun: thunderstorm, snowball noun+verb: earthquake, waterfall verb+noun: passport, playground adjective+noun: whiteboard, software
教学反思
Activity 2中，学生对过去进行时形式的掌握较为顺利，但在when/while/as的选择上反复出错，尤其是当从句动作较长时，部分学生仍然使用when而非while。后续应设计更直观的“长动作vs短动作”标注练习——让学生在实际句子中划出动作时长，再根据时长选择连词。Activity 8的写作中，部分学生过去进行时和一般过去时混用较严重，例如写“I was watched TV”而非“I was watching TV”。后续应在写作前增加基础形式的快速操练，并巡视时及时纠正典型错误。合成词部分学生对拼写规则的掌握不够牢固，例如将“earthquake”误写为“earth quake”。后续应通过“词根拆解”活动（如earth+quake，thunder+storm）帮助学生理解构词逻辑，减少拼写错误。
Integration A-C
语篇研读
语篇A（两则自然灾害新闻）
主题和内容： 两则新闻报道：黑龙江雪灾（昨晚暴风雪导致多地断电，有人被困车中，消防员正在救援）和澳大利亚丛林大火（高温、干燥、强风加剧火势，已造成5人死亡，包括一名消防员，大量动物死亡）。
意义和价值： 两则新闻呈现了不同自然灾害的现实场景，帮助学生了解自然灾害的破坏性和救援工作的紧迫性。新闻报道语言简洁、信息密度大，是训练信息提取能力的好材料。
方式和方法： 两则新闻均为新闻报道语体，语言正式简洁。后附两个理解性问题，引导学生提取关键信息并表达观点。
语篇B1（自然灾害安全指南——听力笔记填空）
主题和内容： 该听力材料为如何在自然灾害中保持安全的指南，涉及三种灾害的应对措施：洪水（前往高地、不要靠近水）、台风（进入最近的坚固建筑、待在室内）、地震（尽快外出、无法外出时躲在桌子下、不要靠近窗户）。
意义和价值： 将安全知识融入听力任务，帮助学生掌握实用的防灾技能，同时训练抓取关键信息的听力策略。
方式和方法： 讲话为正式解说语体，按灾害类型分条给出建议。后附笔记填空任务，训练学生抓取关键动词和名词的能力。
语篇B2（紧急情况应对措施——听力笔记填空）
主题和内容： 该听力材料为如何在两种紧急情况下应对：建筑物火灾（尽快离开、用湿布捂住口鼻、贴近地面、无法逃离时找安全处等待、不要返回火场）和目击车祸（尽快报警、检查伤者情况、伤者重伤勿移动、放置警示标志）。
意义和价值： 将紧急情况应对知识融入听力任务，帮助学生学习实用的自救互救技能，同时训练分类记录信息的听力策略。
方式和方法： 对话为信息交流语体，后附笔记填空任务，训练学生抓取关键动词和名词的能力。
语篇C（Amy的博客——计划填空）
主题和内容： 将B1和B2的信息整合成一篇关于“如何保持安全”的博客文章，涵盖洪水、台风、地震、火灾、车祸等五种情况的应对措施。
意义和价值： 博客将听力信息整合为连贯语篇，为学生提供了“安全建议”主题写作的结构范例。
方式和方法： 博客采用第一人称，结构清晰，按灾害类型分段，每段使用条件句（If you are...）组织信息。
教学设计
Period 5: Integration A-C Topic: Staying safe
Learning objectives By the end of this period, students will be able to: Read about snowstorms and bush fires and identify key information. Listen to safety guides for natural disasters and emergencies and complete plete a blog post about staying safe using information from listening. Discuss safety measures in emergencies using the dialogue model.
Teaching focus Extracting key information from reading and listening pleting notes with accurate information. Using the dialogue model to discuss safety measures.
Teaching difficulty Understanding and categorising safety measures for different situations. Integrating information from two listening sources to complete the blog post. Giving specific safety advice in oral communication.
Teaching procedures Revision
Lead-in Activity 1: “Safety IQ test.” The teacher shows three questions on the board: “If there is a flood, where should you go Higher ground or lower ground ” “In an earthquake, what should you stay away from Doors or windows ” “If your building is on fire, should you stand up or stay low to the ground ” Students discuss the answers with a partner and share their guesses. The teacher does not confirm yet. The teacher says: “Today we are going to listen to the correct answers and learn more safety tips.” 设计意图： 用安全知识测试激活学生对不同灾害应对策略的已有认知，激发对听力内容的兴趣和期待。 效果评价： 观察学生能否参与讨论并做出合理推测。
Reading Activity 2: “Disasters in the news.” Students read the two news reports. They answer the questions in pairs: “What conditions are making the bush fires worse Do natural disasters happen more often in certain places Give your reasons.” The teacher checks answers and highlights key vocabulary: “hit,” “trapped,” “without power,” “destroy,” “fireman.” The teacher asks: “Which of these two disasters do you think is worse Why ” 设计意图： 通过阅读两则新闻获取自然灾害的关键信息，培养信息提取和比较分析能力。 效果评价： 观察学生能否准确提取信息并表达自己的看法。
Listening Activity 3: “Staying safe in natural disasters（Part B1）.” Students listen to the talk and complete the notes. Before listening, they read the notes to preview what information they need. First listening: get the general idea. Second listening: fill in the blanks（higher ground, touch, building, dangerous, strong table, window）. Students check in pairs, then the teacher checks with the whole class. The teacher returns to the Safety IQ test from Lead-in and checks which answers were correct. 设计意图： 通过听力获取自然灾害安全指南，训练抓取关键信息的听力策略；与Lead-in的安全知识测试形成闭环，验证学生猜测。 效果评价： 观察学生能否准确填写信息。 Activity 4: “Staying safe in emergencies（Part B2）.” Students listen to the conversation and complete the notes（leave, mouth, wait, return, call, OK, badly hurt, cars）. Students check in pairs, then the teacher checks with the whole class. The teacher asks: “What do you think is the most important piece of advice in this section Why ” 设计意图： 通过听力获取紧急情况应对措施，培养抓取关键动词和名词的听力策略。 效果评价： 观察学生能否准确填写信息。 Activity 5: “Completing the blog post.” Students use information from B1 and B2 to complete Amy‘s blog post. They work individually, then check in pairs. The teacher invites students to read aloud one completed sentence each. 设计意图： 将听力获取的信息整合为书面博客，实现从碎片化信息到完整语篇的输出。 效果评价： 观察学生填空的正确率和上下文连贯性。 If students miss information, pause after each disaster type and ask “What should we do in a flood ”
Speaking Activity 6: “Dialogue analysis.” Students read the conversation between Daniel and Amy about staying safe. The teacher asks: “What suggestions do they give What expressions do they use to agree ” Students identify. The teacher highlights key expressions: “We should...”, “That’s a good idea.”, “Yes.”, “I agree.” The teacher highlights the structure: state a suggestion → respond positively → add more. 设计意图： 通过分析对话的内容结构和功能表达，帮助学生理解如何用英语讨论安全话题，掌握提出建议、积极回应和补充建议的交际策略，为后续的口语产出搭建语言和结构支架。 效果评价： 观察学生能否准确提取对话中的建议内容和功能表达，能否理解这些表达在交际中的语用功能。 Activity 7: “Give safety advice.” Students work in pairs. Each student chooses a different emergency scenario（flood, fire, earthquake, typhoon, car accident）. They give safety advice to their partner. Their partner responds with agreement or asks for clarification. 2-3 pairs present. 设计意图： 在真实交际情境中运用所学安全知识进行建议对话，实现从理解到产出的迁移。 效果评价： 观察学生能否提出具体安全建议并自然回应同伴。 Provide a scenario card for each pair with key points. If students have difficulty, the teacher can provide a starting sentence: “If there is a fire, what should we do ”
Summary The teacher asks: “What did you learn about staying safe in natural disasters and emergencies today ” Students share. The teacher concludes: “Knowing what to do in an emergency can save lives. The more we know, the safer we are.” 设计意图： 回顾本课核心内容——不同灾害和紧急情况的安全应对措施。 效果评价： 观察学生能否说出至少三种情况的应对措施。
Homework Basic: Complete the blog post if not finished in class. Read it aloud once. Finish the workbook exercises. Extended: Create a safety poster about one emergency or natural disaster with clear steps and simple illustrations.
Blackboard design Unit 8 Safe and sound Integration A-C: Staying safe Natural disaster safety: Flood → higher ground, don‘t touch water Typhoon → inside strong building, stay indoors Earthquake → go outside or under strong table, stay away from windows Emergency safety: Fire → leave quickly, cover mouth, stay low, don’t return Car accident → call for help, check if OK, don‘t move injured, put signs Giving advice: We should... That’s a good idea. I agree.
教学反思
Activity 3和Activity 4的听力信息量较大，学生在连续完成两个听力任务后，对火灾场景中的细节信息（如“用湿布捂住口鼻”“不要返回火场”）记录不够完整。后续可将两次听力间隔开来，在中间增加一次快速信息分享环节，让学生先和同伴核对B1的内容再进入B2的听力。Activity 7的安全建议讨论中，部分学生的表达仅停留在“Don't...”的否定句式（如“Don't go outside”），缺乏肯定性建议（如“You should stay under a table”）。后续可在讨论前先集中呈现肯定性建议的句型（You should/need to...），帮助学生丰富表达形式。
Integration D
语篇研读
主题和内容： 该板块为写作任务。D1为范文“A tidal wave”，简要介绍了海啸的特点。D2为日本学生关于个人经历的笔记，包含时间、地点、人物、事件过程、所见所闻、损坏情况和结果。D3为学生独立写作任务，要求写一篇关于自己或他人经历过的紧急事件或自然灾害的记叙文。范文后附有Useful expressions语言支架。
意义和价值： 范文+笔记+语言支架为学生提供了完整的写作示范——从阅读范文了解结构与内容要点（笔记），到提取语言支架，再到独立写作。记叙文写作任务与Reading板块的地震幸存故事形成“阅读输入→写作输出”的呼应，学生将运用本单元所学的叙事技巧（顺序词、过去时态、感官描写）进行创作。
方式和方法： 范文采用第一人称记叙，按时间顺序展开。笔记部分列出了写作的关键要素（时间、地点、人物、事件、感官体验、结果），为学生构思提供了清晰的框架。
教学设计
Period 6: Integration D Topic: Writing about an emergency or a natural disaster
Learning objectives By the end of this period, students will be able to: Analyse the structure of a personal narrative and identify key elements. Use a planning framework to organise ideas for a personal narrative. Write a personal narrative of 80-100 words about an emergency or natural disaster. Evaluate their own and peers‘ writing based on a checklist and revise accordingly.
Teaching focus Analysing the model narrative structure. Organizing ideas from notes into a well-structured narrative.
Teaching difficulty Using past continuous tense and past tense correctly to narrate events. Including sensory details to make the story vivid. Organizing events in chronological order with appropriate sequencing words.
Teaching procedures Revision
Lead-in Activity 1: “Have you ever been in danger ” The teacher asks: “Have you ever experienced something scary or dangerous Maybe a big storm, a car accident, or something else Share with your partner.” Students think for 20 seconds, then share with a partner. 2 students share with the class. The teacher says: “Today you‘re going to write about a real or imagined dangerous experience—just like Timmy’s story in the Reading.” 设计意图： 用个人经历分享激活写作话题，将写作任务与Reading板块的叙事建立联系，简洁高效地进入写作主题。 效果评价： 观察学生能否快速回忆或想象一个危险经历。 If students have no personal experience, allow them to write about something they heard about or saw on the news. Provide prompts: “A storm, a fire, a car accident.”
Pre-writing Activity 2: “Reading and analysing the model.” Students read the model about a tidal wave. The teacher asks: “What information does the writer include Who, when, where, what happened, how they felt, how it ended ” Students identify. The teacher writes the structure on the board. 设计意图： 通过分析范文结构帮助学生理解记叙文的构成要素和时间顺序。 效果评价： 观察学生能否识别记叙文的关键要素。 Activity 3: “Completing the notes.” Students complete the notes（Part D1）with information about their chosen event: when, where, who, what happened, what they saw/heard/felt, what was damaged, and the result. They work individually. After completing, they share with a partner to add missing details. 设计意图： 通过写作提纲帮助学生系统梳理记叙文所需的各个要素，为写作做内容准备。 效果评价： 观察学生能否完整填写提纲中的各项内容。 Activity 4: “Extracting useful expressions.” Students underline useful expressions in the model and the box. The teacher writes key sentence stems on the board: Introduction: “I went to... with...” Setting the scene: “We were... when...” Event: “Suddenly, ...” Sensory details: “We saw/heard...” Result: “Many... were damaged.” Ending: “Luckily/Unluckily, ...” 设计意图： 提取范文中的功能句式，分类整理，为独立写作提供清晰的语言支架。 效果评价： 观察学生能否准确找出功能句式并理解其功能。 If students struggle to think of details, ask: “What sounds did you hear What did you see How did you feel What happened at the end ”
While-writing Activity 5: “Writing the first draft.” Students write their narrative based on their notes, following the structure and using the sentence patterns from the board. The teacher reminds them: “Write 80-100 words. Use past tense and past continuous. Include sensory details. Use sequencing words.” The teacher walks around, monitors, and provides individual help. 设计意图： 在充足支架支持下独立写作，综合运用本单元所学的叙事技巧和语篇结构。 效果评价： 观察学生写作进度和内容完整性，关注基础薄弱学生。 If students struggle to begin, suggest they start with “I went to...” or “It was... when...”. If some students finish early, ask them to add one more sensory detail to their story.
Post-writing Activity 6: “Self-evaluation and peer review.” The teacher presents a simple checklist: ① Clear setting（who, when, where） ② Events in time order ③ Past continuous and past tense used correctly ④ Sensory details included ⑤ Clear ending Students self-evaluate, then exchange with a partner using “Star and Wish”: Star（one good thing）, Wish（one thing to improve）. 设计意图： 通过自评和互评培养反思和合作学习习惯，用量规引导学生关注内容、结构和语言。 效果评价： 观察学生能否给出具体、有帮助的反馈。 Activity 7: “Revision and sharing.” Students revise based on feedback. The teacher invites 2 volunteers to share their revised narratives. The teacher comments on the effective use of past continuous and sensory details. 设计意图： 将反馈转化为实际修改，展示优秀作品，增强写作成就感。 效果评价： 观察学生能否根据反馈进行有效修改。 If feedback is too vague, model with an example: “Star: You used sensory details well—I could hear the loud noise. Wish: You could add what happened at the end.”
Summary The teacher asks: “What structure did we use for our narrative （Who → When → Where → What happened → How it ended.）What tense did we use for long actions （Past continuous.）” Students answer. The teacher concludes: “Good narratives make readers feel like they are there. You’ve all practiced that today!” 设计意图： 回顾记叙文的写作结构，强化“时间顺序+感官细节”的写作意识。 效果评价： 观察学生能否说出记叙文的构成要素。
Homework Basic: Revise your narrative based on feedback and write a clean copy. Finish the writing practice in the workbook. Extended: Read your narrative to a family member and ask: “Does this sound like a real story What would you add ” Write down their answer.
Blackboard design Unit 8 Safe and sound — Writing a Personal Narrative Structure: ① Who, When, Where ② What happened（in time order） ③ What you saw/heard/felt ④ How it ended Useful expressions: I went to... with... We were... when... Suddenly, ... We saw/heard... Many... were damaged. Luckily/Unluckily, ... Key: Past tense + Past continuous + Sensory details
教学反思
Activity 1的个人经历分享中，约三分之一的学生表示没有亲身经历过危险事件，导致后续写作缺乏真实素材。后续可提前布置“采访家人关于他们经历过的危险事件”作为前序作业，或允许学生基于新闻事件进行改写。写作中，部分学生将记叙文写成了“安全建议清单”，而非个人经历叙述，说明对叙事文体的理解仍不到位。后续应在写作前明确区分“记叙文”（讲故事）和“说明文”（给建议）的文类特征，并展示两种文体的对比范例。

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