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Unit 2 Stay Healthy 第1课时 听说课教学设计
教材分析
【What】本课主题是“健康问题、原因及应对方式”。围绕“What should we do when we don’t feel well ”这一核心问题展开。主要内容包括：匹配身体不适的图片与对应的英文表达，如 sore throat、stomachache 等。通过听力对话，了解不同学生的健康问题及其成因。学习针对各类健康问题的建议，如喉咙痛喝蜂蜜水、流鼻血按压鼻子等。进行口语互动练习，询问他人身体状况并给出合理建议。 【Why】本语篇传递的主题意义在于引导学生关注自身和他人的健康。它培养学生在遇到身体不适时的应对能力与责任意识。同时，它也传递了“预防胜于治疗”的健康理念，鼓励学生养成良好的生活习惯。在日常交流中，语篇还强调了关心他人、用英语得体表达关心的社交意识。 【How】本课以“听说任务链”为核心，以“输入—输出”为逻辑主线，先通过图片匹配、听力理解进行语言输入。再通过表格填写、角色扮演实现语言输出，符合语言学习的认知规律。语言上以简单的交际用语为主，如“What’s wrong ”“You should…”等。词汇聚焦身体部位和健康相关表达，句式简洁实用，适合初中阶段学生学习与运用。具备明确的交际功能，帮助学生掌握“描述身体不适、询问原因、给出建议”的完整交际链。使学生能在真实生活场景中用英语进行有效沟通。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已掌握基础的身体部位词汇（如 head, stomach）和简单的交际句型。具备基本的听力理解和口语表达能力，对“健康”话题有一定的生活经验。 对“不同健康问题的精准英文表达”“给出建议的多样化句式”掌握不足。在真实语境中灵活运用语言进行健康相关交流的能力有待提升。 通过本课时学习，学生能够掌握常见健康问题的英文表达。学会用不同句型询问身体状况并给出合理建议，能完成相关听力任务和口语互动。
核心素养教学目标
通过本课学习，学生能够： 1.语言能力：正确识读并运用 sore throat, stomachache 等8个以上健康相关词汇；熟练运用“What’s the matter ”“You should…”等句型进行日常交际；听懂关于健康问题及成因的对话，准确提取关键信息； 2.学习能力：学会通过图片联想、听力预测等策略辅助语言学习；积极参与小组合作，在角色扮演中提升自主学习与合作交流能力； 3.思维品质：能根据不同健康问题分析成因，并推理出合理的应对建议；培养逻辑思维和解决实际问题的能力； 4.文化意识：了解中外在表达健康关心时的文化共性与差异；增强关注自身和他人健康的意识，养成良好的生活习惯。 完成课时目标所需的核心语言如下： 【核心词汇】 sore throat, stomach,stomachache, headache, toothache, backache, nosebleed, fever, press down, see a dentist, avoid, gas, ache, X-ray, careless, runny nose, bruised knee 【核心句型】 What the matter /What’s wrong /Are you OK I have a stomachache. I’m suffering from a very bad headache. What can I do You should/could/might... You shouldn’t...
教学重难点
教学重点：掌握常见健康问题的英文表达及对应的建议句型;能听懂并描述健康问题的成因，完成听力任务和口语角色扮演。 教学难点：灵活运用不同句型（如“You should…”“You could…”）给出针对性建议;在真实语境中自然流畅地进行健康相关的交际互动。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情境导入 1.Greet the students. 2.Set a situation Doctor:Hello, everyone. I’m the school doctor. Welcome to the Health Clinic. Our nurse and I will be here to help you today. Nurse:What should we do when we don’t feel well Doctor: First, know your body! 1.Say hello to the teacher. 2.Get known the objects in this period through the stimulated situation. 创设 “学校健康诊所” 的真实情境，以医生和护士的角色代入，自然引出本课核心问题 “What should we do when we don’t feel well ”，激发学生对 “健康问题及应对” 主题的兴趣，让学生快速进入学习状态。
Presentation 学习理解 Play a video and let the students to watch and listen to the song. Then ask them to answer a question. T:What is the song about Show the picture and guide the students to learn the words of body parts. Doctor:Next, learn about people's health problems and find out the causes of the problems. Show pictures and teach the students to talk about the health problems. T:What’s wrong with you Then ask the students to finish 1a and check the answers. Watch a video and answer a question. Ss: It’s about our body parts. 2.Look at the picture and learn the words of body parts. 3. Look at the pictures and learn to talk about the health problems. Sa:I have a headache. Sb:I have a toothache. Sc:I have a backache. Sd:I have a stomachache. Sf:I have a stomachache. Sg:I cut myself. Finish 1a:Match the health problems with the pictures. After checking the answers, read all the words together. 通过观看与身体部位相关的视频歌曲，结合图片直观教学，帮助学生巩固已知的身体部位词汇，同时自然过渡到健康问题相关词汇的学习，符合 “从已知到未知” 的认知规律； 借助图片展示不同健康问题，通过师生互动问答，让学生初步掌握描述身体不适的核心表达，为后续听力和口语练习积累基础词汇； 设计 1a 图片匹配任务，让学生在实践中强化对健康问题词汇的识读和记忆，通过集体朗读加深印象，提升语言输入的有效性。
Practice 探究应用 1.ListeningⅠ (1)Let the students have a prediction about the health problems according to the information in the chart. (2)Play the recording and ask the students to write down the health problems next to the students. Then check the answers. T:What’s wrong with David/Ben/Nancy/Judy (3)Play the recording again to let the students finish 1c. And ask them to pay attention to the key words while listening. What’s the causes of their health problems Guide the students to think and say how to ask and express illness. Let the students choose a conversation and work in pairs to role play it. 2.ListeningⅡ Nurse:What should we do now Doctor:Now deal with the health problems. Show some pictures and guide the students to learn more health problems and their solutions. T:What’s the matter with him What should he do T:What should you do if you have these health problems Ask the students to finish 2a and then check the answers. Play the recording, guide the students to pay attention to the key words while listening and then circle the health problems they hear. Ask several students to check the answers. T:Who got some medicine from the school nurse Now let’s listen again to get more information about the school nurse’s advice. Play the recording and ask them to finish 2c. 1.ListeningⅠ (1)Read the information given in the chart and try to have a prediction about the possible health problems. (2)Listen to four conversations. Write the health problems next to the students. Sa:David has a stomachache. Sb:Ben has a backache. Sc:Nancy has a toothache. Sd:Judy has a sore throat. Listen again. Find out the cause of each student's health problem and complete the table in 1b. Sa:David has a stomachache because he ate too much at a friend’s birthday party. Sb:Ben has a backache because... Have a summary about how to ask and express illness. Choose a conversation and work with partners to role play it. ListeningⅡ (1)Sa:He has a nosebleed.He should press down on his nose. Sb:She has a fever.She should drink enough water. Sc:... Try to match the health problems with the things you should do. Listen to three conversations. Circle the health problems the students have in 2a. Sa:David has a stomachache. Sb:Nancy has a toothache. Sc:Jeff has a nosebleed. Ss:David got some medicine from the school nurse. Listen again. Complete the school nurse's advice for each student, with the help of teacher’s tips. 听力前引导学生根据图表信息预测健康问题，培养学生的听力预测策略，提升听力效率； 通过两次听力任务，分别聚焦 “健康问题” 和 “问题成因”，让学生在听的过程中学习捕捉关键信息，锻炼听力理解能力，同时巩固健康问题相关词汇和句型； 引导学生总结询问和表达疾病的方式，帮助学生梳理语言规律，构建知识框架； 设计角色扮演活动，让学生在模拟语境中运用所学语言进行初步表达，实现从语言输入到初步输出的过渡，提升口语表达的熟练度。 借助图片拓展更多健康问题及对应解决办法，丰富学生的语言储备，为后续给出建议的句型学习铺垫； 2a 匹配任务让学生初步建立 “健康问题 - 应对措施” 的关联，强化对核心表达的记忆； 多次听力训练，从 “识别健康问题” 到 “获取具体建议”，层层递进，提升学生捕捉细节信息的能力，同时让学生熟悉给出建议的常用句型（You should...）； 教师提示辅助学生完成 2c 任务，降低学习难度，增强学生的学习信心。
Production 迁移创新 (1)Guide the students to adapt the conversation into a short passage and then let them to retell it. (2)Doctor:The Student Health Clinic will collect students' health problems and the advice for different problems. Can you help me Hand out a health card to each group and ask the students to work in pairs in your group, take turns to ask for and give advice for different health problems. Take notes on the cards and then have a show. Have a think and try to adapt the conversation into a short passage with the help of the teacher. Then try to retell it. (2)Work in pairs in groups, take turns to ask for and give advice for different health problems. Then take notes on the cards and have a show. 引导学生将对话改编为短文并复述，锻炼学生的语言组织能力和逻辑思维能力，实现从 “对话表达” 到 “篇章输出” 的提升； 设计 “健康卡片” 小组合作任务，创设真实的交际情境，让学生在两两互动中灵活运用所学词汇和句型，自主完成 “询问健康状况 - 给出合理建议” 的完整交际链，提升口语交际的灵活性和流畅度； 小组展示环节为学生提供展示自我的平台，增强学生的合作意识和表达自信，同时促进学生之间的相互学习和交流。
Summary 归纳总结 Have a summary of the new words, grammar and sentences with the T’s help. Ask the students to sum up the new words, grammar and sentences . 引导学生自主梳理重点词汇、句型和语法，构建系统的知识框架；通过师生共同总结，强化核心知识点记忆，帮助学生理清知识脉络，巩固课堂学习成果。
分层作业设计
A层： 基础巩固 绘制思维导图总结本堂课的重点单词、短语和句型。
B层： 能力运用 参照2b的听力原文编写一组采访身边人健康问题的对话。
C层： 拓展挑战 利用网络资源搜寻中国中学生普遍存在的健康问题并收集建议。
板书设计
Unit2 Stay Healthy Section A (1a-2d)
教学反思
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）

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