资源简介

新人教版八年级下册英语Unit2 Stay Healthy 单元教学设计
第一课时 Section A(1a-2d)
【教学分析】
教学内容 1.谈论健康问题及相应的解决办法。
2.学习情态动词“should”和“shouldn’t”用于提建议的用法,掌握不同健康问题的表达方式。
核心素养 1.学生能够运用恰当的表达方式描述各种健康问题,并说出相应的解决办法。
2.学生能够通过听力练习理解关于健康问题的对话内容,回答相关问题。
3.学生能够掌握情态动词“should”和“shouldn’t”的用法,并在句子中正确运用。
重点难点 重点:掌握各种健康问题的表达方式,运用句型谈论相应的解决办法。
难点:理解关于健康问题的对话内容,掌握情态动词“should”和“shouldn’t”的正确运用。
【教学过程】
Step 1 Lead-in
Ask students to say the body parts quickly.
Step 2 Work on 1a
Ask students to match the health problems with the pictures in 1a. The answers are:DAEBCF.
Have students read the words and phrases aloud.
Step 3 Work on 1b and 1c
Show students the table in 1b. Ask them to predict possible health problems and causes based on the names and prompts.
Play the audio. Students write the health problems next to each student's name. Then check answers.
Have students look at the “Cause” column in 1b. Discuss in pairs: “What do you think caused each student’s health problem ”
Play the audio again. Students fill in the “Cause” column. Check answers.
Step 4 Work on 1d
Pair students up. Model the conversation with two students using the target structures.
Give them time to practise the conversation using the example. Encourage them to use their own words and creativity.
Step 5 Work on 2a
Ask students to read the words and phrases from 2a aloud.
Ask students to match the health problems with the appropriate actions.
Go through each item with the class, explaining why each action matches the health problem.
Step 6 Work on 2b
Listen to three conversations. Circle the health problems the students have in 2a. Then find out the answer who got some medicine from the school nurse.
Check the answers:2,3,5;David.
Step 7 Work on 2c
Show students the table in 2c. Ask them to predict what advice the school nurse might give.
Play the audio again. Students complete the school nurse’s advice for each student.
Check the answers and discuss the advice.
Step 8 Work on 2d
Use the example provided to model a conversation about a health problem and give advice.
Students work in pairs to take turns to ask for and give advice for different health problems shown in the pictures.
Invite a few pairs to perform their dialogues in front of the class.
Step 9 Summary
Recap today's lesson, with emphasis on the conversations about health problems and the given advice.
Step 10 Homework
Design a chart to sum up the health problems and advice you have learned.
【随堂作业】
根据句意及首字母或汉语提示填写单词。
It’s important to keep ourselves healthy by doing exercise every day.
If you have a sore throat, you shouldn’t eat too much spicy food.
We need to avoid loud noise in the library so others can read quietly.
You need to press(按) harder when you write with a pencil.
If you don’t sleep well, you may suffer(遭受) from tiredness the next day.
【板书设计】
Unit 2 Stay Healthy
第一课时 Section A(1a-2d)
单词和短语:ourselves, sore, throat, stomachache, headache, toothache, backache, suffer, suffer from, press, nosebleed, dentist, fever, stomach, avoid, gas, ache, X-ray, careless, runny, cough, bruised
句型:
A:What's wrong / What's the matter /Are you OK
B:I have a stomachache./I'm suffering from a sore throat./...
You should put something warm on your stomach/...
第二课时 Section A(3a-3d)
【教学分析】
教学内容 阅读对话,理解对话内容,提取对话中的关键信息。
核心素养 1.学生能够通过听力练习识别并选择对话中所缺的信息。
2.学生能够理解对话内容,并提取其中的关键信息。
3.学生能够对对话内容进行总结,并用英语复述其大概意思。
4.学生能够使用所学英文句型模拟医生与患者的对话。
重点难点 重点:提取对话中的关键信息,并复述对话中的大概内容。
难点:准确理解对话内容,并根据所学句型和表达模拟医生与患者的对话。
【教学过程】
Step 1 Lead-in
Ask students to simulate a conversation between a doctor and a patient using the learned sentence patterns and expressions to review key vocabulary and expressions related to maintaining health.
Step 2 Work on 3a
Have students read the conversation silently. Then ask, “What’s the matter with Helen ” (Expected answer: “She has the flu.”)
Check Understanding: Ask follow-up questions:
“What symptoms does Helen have ” (runny nose, fever, cold, low energy, sore throat)
“What does the doctor say about her throat ” (The back of her throat looks very red.)
Step 3 Work on 3b
Students re-read the conversation and fill in the table with:
“Helen’s descriptions of her problems” (e.g., “I have a runny nose and a fever... My throat hurts too.”)
“The doctor’s advice” (e.g., “Take some medicine, drink enough water, rest at home, wear a mask outside.”)
Pair Check: Students compare answers with a partner. Then share as a class.
Discussion and Speaking
Ask: “What would you do if you had the flu How do you take care of your health ”
Have students discuss in pairs, then share ideas with the class.
Step 4 Work on 3c
Listen to the conversation. Ask students to read the conversation aloud.
Have the students role-play the conversation.
Step 5 Work on 3d
Show the table in 3d on the board. Explain the functions of each section: “Doctor” expressions for asking about injuries/illnesses and giving advice; “Patient” expressions for describing injuries/illnesses and asking for advice.
Model the conversation like the following:
Doctor: How are you feeling
Patient: I don’t feel well. I have a headache.
Doctor: Does your head hurt a lot
Patient: Yes, it does. What should I do
Doctor: You should rest at home and don’t go to school today.
Invite 3-4 pairs to perform in front of the class.
Step 6 Summary
Recap today's lesson, with emphasis on the key vocabulary and expressions related to keeping healthy.
Step 7 Homework
Write a short conversation between a doctor and a patient based on the learned sentence patterns and expressions.
【随堂作业】
根据句意,用方框中所给单词的适当形式填空。
{describe, test, medicine, ill, temperature}
Drinking enough water every day can help us stay away from illness.
When you have a fever, the nurse will take your temperature.
The doctor said you need take the medicine three times a day to get better.
We will have a maths test tomorrow, so I need to study hard tonight.
The teacher asked us to write a description of our favourite season.
【板书设计】
Unit 2 Stay Healthy
第二课时 Section A(3a-3d)
单词和短语:take a seat, take sb’s temperature, test, flu, medicine, mask, stop...from doing, virus, description, patient, injury, illness
句型:
What’s the matter with your...
I feel terrible./I don’t feel well.
You should/ shouldn’t...
第三课时 Section A Grammar Focus(4a-4d)
【教学分析】
教学内容 掌握情态动词(should, shouldn’t, could)和反身代词(myself, yourself, ourselves等)的用法。
核心素养 1.学生能够正确使用反身代词完成句子。
2.学生能够根据语境选择合适的情态动词(should, shouldn’t, could)补全短文。
3.学生能够运用所学表达进行关于疾病或受伤的情景表演,并给出建议。
4.学生能够理解并运用关于健康建议的英文表达。
重点难点 重点:掌握情态动词和反身代词的用法,并能在句子和短文中正确运用。
难点:准确理解语境,选择合适的词汇完成句子和短文,并能进行相关情景的口语表达。
【教学过程】
Step 1 Lead-in
Teacher plays a video about how to talk about health problems and accidents and how to give advice.
Teacher asks students to think how to ask one’s health problems and accidents.
Step 2 Work on 4a
Read the sentences provided aloud and have students find out the same points among the sentences. Discuss the answers together.
Ask students to circle all the modal verbs and reflexive pronouns. Explain their functions and usage in sentences and provide more examples.
Step 3 Work on 4b
Remind students of reflexive pronouns (myself, yourself, himself, herself, itself, ourselves, yourselves, themselves) and their usage.
Complete the sentences and check answers.
Step 4 Work on 4c
Recap the usage of should, shouldn’t and could.
Have students complete the passage in 4c in pairs. Invite pairs to share their answers.
After reading the passage aloud, ask students to form groups. Have each group discuss “How should you use your mobile phones wisely to protect your eyes ” and select a representative to report their ideas to the class. Then, guide students to identify mistakes and offer encouragement.
Step 5 Work on 4d
Explain the task: Act out an illness/injury; others guess and give advice.
Demonstrate: Act “stomachache” (hold stomach, look unwell). Ask: “Do you have a stomachache ” Take advice: “Rest and drink warm water.”
Invite 2-3 groups to perform. Praise creativity and accurate advice.
Step 6 Summary
Recap today’s key points, including the functions and uses of the modal verbs and reflexive pronouns.
Step 7 Homework
Write a passage to tell how to look after ourselves and keep healthy at school.
【随堂作业】
阅读短文,从方框中选出恰当的单词并用其适当形式填空,使短文通顺、意义完整。每词仅用一次。
{our, could, run, should, healthy, shouldn’t, medicine}
It’s important to keep healthy. We 1.should eat more vegetables and fruit every day. They are good for our 2.health. We 3.shouldn’t eat too much junk food, such as hamburgers and French fries. They are bad for our body. We 4.could do some exercise in our free time, like 5.running and swimming. It can make us strong. We should also have a good sleep. Don’t stay up late. When we are ill, we should go to see a doctor instead of taking 6.medicine without thinking. In a word, we should take good care of 7.ourselves to keep healthy.
【板书设计】
Unit 2 Stay Healthy
第三课时 Section A Grammar Focus(4a-4d)
单词和短语:knife, safety, clear, pain, what’s more, brightness, environment, cross
句型:
Do you have a sore throat/bad cold/...
Did you fall from your bike/cut yourself/...
You should/could/shouldn’t...
第四课时 Section B(1a-1e)
【教学分析】
教学内容 阅读故事A Cooking Accident,理解故事内容,提取关键信息。
核心素养 1.学生能够通过阅读练习识别并梳理故事中事件发生的顺序。
2.学生能够理解故事内容,并提取其中的关键信息。
3.学生能够对故事内容进行总结,并用英语复述其大概意思。
4.学生能够使用所学英文句型讨论故事中人物的行为以及从中学到的安全知识。
重点难点 重点:提取故事中的关键信息,并复述故事的大概内容。
难点:准确理解故事内容,并根据所学句型和表达讨论与安全相关的话题。
【教学过程】
Step 1 Lead-in
Teacher leads students to watch a video about how to help people who get hurt.
Teacher asks students to look at the pictures and think:Accidents happen almost every day. What should we do
Step 2 Work on 1a
Ask students to look at the picture in 1b. Discuss the questions.
Encourage the students to answer the questions:
★Can you describe what is happening
★Do you know what to do if oil catches fire
Step 3 Work on 1b
Ask students to read the story A Cooking Accident silently and find out how the fire started.
Invite students to share their findings. Guide them to locate key details.
Teach the following words, phrases and expressions by giving examples: themselves, fry, turn on, stove, happily, no way, burn, on fire, flame, panic, throw, roll, quick, be about to, stop short, aid, first aid, safety, extinguisher.
Step 4 Work on 1c
Have students read the story again. Number the events in the correct order.
Check answers.
Step 5 Work on 1d
Explain what the meaning of “summarizing a text” is.
Have students fill in the blanks in the summary individually, then compare answers in pairs.
Invite 2-3 students to retell the story using the completed summary.
Step 6 Work on 1e
Divide students into groups, and discuss the questions:
★What do you think of James’s and Allen’s actions in the story
★What dos and don’ts did you learn from the story
★What could start a fire at home What should we do to keep ourselves safe from harm
Step 7 Summary
Teacher guides students to summarize the key content in this lesson.
Step 8 Homework
Write a short passage about one accident happened in your PE class and what you did to deal with it. Share it next class.
【随堂作业】
根据句意,用所给单词的适当形式填空。
The students cleaned the classroom by themselves(them) after class.
We sang happily(happy) together at the birthday party last night.
I burnt(burn) my finger when I touched the hot pan this morning.
The old man looked at the empty house sadly(sad) after his children left.
Wearing a helmet is important for our safety(safe) when riding a bike.
【板书设计】
Unit 2 Stay Healthy
第四课时 Section B(1a-1e)
单词和短语:catch fire, themselves, fry, turn on, stove, happily, no way, burn, on fire, flame, panic, onto, throw, roll, quick, be about to, stop short,aid, first aid, extinguisher, eat out, tonight, sadly, smoke, luckily, badly, harm
句型:How should we stay healthy
第五课时 Section B(2a-Reflecting)
【教学分析】
教学内容 阅读故事,理解故事内容,提取关键信息,完成词汇及短文练习,制作健康手册。
核心素养 1.学生能够通过词汇练习掌握后缀的含义并正确运用。
2.学生能够理解故事内容,并提取其中的关键信息。
3.学生能够使用所学英文句型进行对话创作,提升口语表达和写作能力。
4.学生能够通过小组合作,对所选健康问题进行调研并制作健康手册,提升团队协作和综合运用知识的能力。
重点难点 重点:掌握词汇的正确形式及用法,提取故事中的关键信息,并复述故事的大概内容,完成健康手册的制作与展示。
难点:准确理解故事内容,并根据所学句型和表达进行对话创作,深入调研健康问题并制作出高质量的健康手册。
【教学过程】
Step 1 Lead-in
Review the reflexive pronouns learned earlier and analyze the structure of the words.
Step 2 Work on 2a
Ask students to learn the meanings of these word endings in the box. Then complete the table with the correct endings.
Check the answers:(without) colourless, careless, harmless, painless. (pain) backache, headache, stomachache, toothache. (a person or thing on their own) myself, yourself, itself, himself, herself, ourselves, yourselves, themselves.
Then have the students read the words together aloud.
Step 3 Work on 2b
Explain the usage of key words like pain, catch, injury.
Show the task in 2b. And ask students complete the task individually. Then check answers.
Step 4 Work on 2c
Present the passage & word box in 2c. Have students read for context.
Students discuss in groups to choose correct word forms for blanks.
Groups present answers. Teacher comments & summarizes correct forms (e.g., tenses, conversions).
Step 5 Work on 3a
Read the short story. Retell what happened to a partner.
Choose two students to represent and retell the story, and the teacher will give encouragement.
Step 6 Work on 3b and 3c
Have students read Dr Cooper’s questions and advice for Mark. Ask them to imagine Mark’s responses and take notes.
Ask students to complete the task individually, then exchange and supplement notes in groups.
Ask students to use the notes from 3b to write a complete conversation between Dr Cooper and Mark.
The teacher walks around to provide guidance. Select 2-3 conversations to share and comment on.
Step 7 Work on 4a
Divide students into groups, assigning each group a health problem to focus on. After the activity, remind all students to prioritize their health in daily life.
Step 8 Work on 4b and 4c
Groups research the chosen health issue, using guiding questions (e.g., “What causes this health problem ” “How might you feel when you have it ”).
Teacher provides resources and guides group division of labour.
Create & Present Brochures: Groups collaborate to make health brochures ( for example “Vision Care 101” structure/format ); groups present, students interact with questions, teacher summarizes & evaluates.
Step 9 Work on Reflecting
Have students reflect on the reflection questions, then guide them through answering.
Step 10 Summary
Summarize the key words and phrases of this period.
Step 11 Homework
Make a list of health problems and advice or draw a mind-map.
【随堂作业】
根据句意,用所给单词的适当形式填空。
The doctor advised the patient to take two pills(pill) after each meal.
Eating too much junk food is harmful(harm) to your health.
He accidentally cut his hand with a knife, and it bled(bleed) quickly.
She stood up and spoke nervously(nervous) in front of the whole class.
【板书设计】
Unit 2 Stay Healthy
第五课时 Section B(2a-Reflecting)
单词和短语:pill, harmful, hit, shock, bleed, check, tight, peanut, nervously, allergic, from now on
句型:Lifting those heavy boxes all morning made my arms really sore.
【单元教学反思】
Unit 2 Stay Healthy
第一课时 Section A(1a-2d)
本次课围绕“保持健康”主题展开,结合听力与对话,旨在提升学生的语言应用能力。
(1)听力任务有效训练了学生捕捉关键信息的能力。(2)对话练习环节通过角色扮演,帮助学生掌握谈论健康问题及相应的解决办法。部分学生能灵活运用You should/ shouldn’t...的句型,但少数学生仍需强化。学生普遍对谈论健康问题及相应的解决办法的话题表现出较高参与度,尤其在讨论“自己的健康问题及相应的解决办法”时,能结合生活经验积极表达。(3)听力任务中,约80%的学生能准确完成匹配,但个别学生对“the cause of each student’s health problems”等问题理解较慢,需训练听力技巧(如抓关键词)。
改进措施:(1)分层教学:针对听力较弱的学生,可提供文字稿辅助理解,逐步过渡到纯听力输入。(2)情景拓展:结合真实生活场景(如“医患对话”),设计小组任务来提升语言综合运用能力。
总体而言,课堂活动基本达成教学目标,但需在互动形式与分层指导上进一步优化,让不同水平的学生均能获得成长与成就感。
第二课时 Section A(3a-3d)
本次课以“医生与患者的对话”为主题,通过问题回答、听力填表及角色扮演等活动,帮助学生提升英语听说能力与综合语言运用能力。(1)情境贴近生活,激发兴趣:对话内容围绕医生与患者的对话的场景展开,学生能快速联系实际生活,积极参与讨论。(2)任务设计层层递进:从听力填空到兼顾语言输入与思维拓展,满足不同层次学生需求。(3)合作学习促进输出:角色扮演环节中,学生分组设计“医生与患者的对话”的对话,灵活运用“I feel terrible.” “I don’t feel well.” “You should...” “You shouldn’t...”等句式,来巩固目标语言,培养了团队协作能力。
改进措施:加强听力策略指导:部分学生在填空时仅关注单词本身,忽略上下文逻辑。未来可在听前增加“预测关键词”环节,引导学生结合语境推断答案。
本节课通过多元活动有效提升了学生的听说能力,但需在策略指导、差异化教学及文化融合方面进一步优化,让学习更贴近学生实际,促进语言能力与核心素养的同步发展。
第三课时 Section A Grammar Focus(4a-4d)
本次课程围绕情态动词“should”“shouldn’t”“could”和反身代词的用法展开,通过语法对比、填写句子和完成短文等活动,帮助学生掌握“should”“shouldn’t”“could”和反身代词的用法。(1)语法对比直观清晰:通过表格呈现“What’s wrong/ the matter/How did you hurt yourself ”(询问病情)与“You shouldn’t eat so much next time./You should see the dentist and get an X-ray. You could eat some soft food for now./Be more careful next time. If we are not careful, we can easily hurt ourselves.”(给建议)的典型例句及应答,学生能直观理解差异。(2)情境练习贴近实际:完成句子及短文填空任务设计贴近学生生活,激发表述欲望,语言运用自然流畅。
改进措施:(1)细化语法规则讲解:部分学生对“could”与“should”语用功能理解不足,未来可补充情景对比练习来强化语用意识。(2)增加分层练习形式:基础较弱的学生在编写复杂对话时依赖模板,可设计分层任务卡来兼顾能力差异。(3)融入文化对比元素:学生们将了解不同文化中与健康相关的习俗和做法,提升跨文化理解与交际能力。
本节课通过结构化的语法对比与情境化练习,有效帮助学生掌握了情态动词“should”“shouldn’t”“could”和反身代词的用法的核心用法,但需进一步强化语用指导,使语言学习更具深度与实用性。
第四课时 Section B(1a-1e)
本次阅读课以“一次烹饪事故”为载体,通过文本分析与文化探究培养学生的阅读理解能力,整体教学目标基本达成。(1)一次烹饪事故真实场景引发学生好奇,学生会主动阅读故事,课堂参与度高。(2)从故事发展线的排序到完成短文,逐步推进。(3)讨论环节中,学生讨论“我们应该怎样做来保证我们自己的安全 ”
存在问题:词汇障碍明显。“the fire extinguisher”等生词影响阅读流畅度,部分学生因卡顿放弃细节理解。
改进措施:预教核心词汇,要求学生反复朗读。
第五课时 Section B(2a-Reflecting)
本次课整合词汇与项目式学习,围绕“事故”主题开展多维度教学,现就教学效果进行总结反思。(1)词汇教学:通过添加后缀拓展,学生能自主学习新单词,词汇运用灵活度提升明显。(2)任务教学:在项目式学习中,小组合作设计的“健康小册子”,要求学生要有健康意识。
存在的问题:(1)单词掌握不熟,40%的学生在选词填空时出现了问题。(2)语言表达能力较差,50%的学生针对“事故”中出现的问题不会表达。
改进措施:(1)词汇巩固:通过词汇辨析的方法或短语的固定结构,让学生记牢。(2)优化调查互动:让学生扮演各种角色在调查活动中体会本单元与“健康”有关的重点短语和句型,以提高学生的兴趣。
本单元通过词汇、写作与生活场景的有机整合,有效提升了学生的语言综合运用能力,未来需在词汇策略、写作分层及活动互动性上进一步优化,让英语学习既贴近生活,又充满思辨与创造。
要不要我帮你把这些教学反思整理成一份简洁的单元教学反思总结表，方便你后续备课和评估？

展开更多......

收起↑