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Unit 2 Stay Health 第4课时 阅读&词汇课教学设计
教材分析
【What】本课时主题以“居家安全与急救”为核心，围绕詹姆斯的一次厨房烹饪火灾事故展开，延伸至词汇与急救知识的应用。其主要内容是詹姆斯在独自烹饪炸鸡时，因离开炉灶与朋友讨论球赛引发油锅起火。慌乱中他的衣服被引燃，他通过在地上滚动灭火，而朋友艾伦则凭借学校所学的急救知识，用灭火器扑灭了油锅火焰。后续练习围绕事件排序、文本总结、安全讨论和词汇拓展展开，帮助学生掌握与伤害、急救相关的词汇和表达。 【Why】本课时语篇旨在引导学生认识居家生活中的火灾风险，树立“预防为主、应对及时”的安全观念；强调在突发事故中保持冷静、运用科学方法自救与互助的重要性；通过艾伦和詹姆斯的互动，传递朋友间相互帮助、共同应对危机的责任意识；呼应“Stay Healthy”单元主题，让学生理解安全知识是健康生活的重要保障。。 【How】本课时语篇以记叙文为主，遵循“起因—经过—结果”的叙事逻辑。事件发展清晰，后续练习（排序、总结、讨论）从输入到输出，形成完整的语言实践闭环。在语言上，使用生活化的口语表达（如“No way!”“Oh no!”）和描述性词汇（如 panic 、 jumping flames ），增强故事的真实感；包含大量与急救、伤害相关的词汇（如 extinguisher 、 injury 、 X-ray ）和固定搭配（如 catch fire 、 roll on the ground ）；通过后缀（如 -less 、 -ache 、 -self ）的构词练习，帮助学生拓展词汇量；兼具叙事性与实用性，既通过故事提升学生的阅读与理解能力，又通过练习和讨论培养其安全意识与语言运用能力。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已具备基础英语听说读写能力，掌握日常话题词汇；对“健康与安全”有初步认知；熟悉记叙文的基本阅读策略。 缺乏专业急救词汇的系统积累；对油锅起火等特定场景的应急处理经验不足；在真实情境中运用英语进行安全讨论的能力有待提升。 通过本课时学习，学生可掌握与火灾、急救相关的核心词汇和句型；能梳理事件逻辑、总结文本大意；能结合生活场景讨论安全问题，形成初步的应急处理思路。
核心素养教学目标
通过本课学习，学生能够： 语言能力：能听懂、读懂与火灾事故相关的叙事文本，梳理事件发展顺序；能运用 catch fire 、 put out 、 roll on the ground 等核心短语描述事故过程；能借助后缀规则（ -less / -ache / -self ）拓展词汇，并完成句子和语篇填空；能围绕“居家安全”话题进行简单讨论，表达自己的观点和建议； 学习能力：学会通过“事件排序”“文本总结”等策略提升阅读理解的逻辑性；掌握构词法记忆词汇的技巧，提升词汇自主学习能力；能在小组讨论中主动分享、倾听他人观点，提升合作学习能力； 思维品质：通过分析事故原因与应对措施，培养批判性思维，反思日常行为中的安全隐患；能结合文本信息和生活经验，推理、归纳不同场景下的安全规则；在讨论“dos and don't s”的过程中，提升逻辑表达和问题解决能力； 4.文化意识：了解中外在居家安全与急救知识上的共通性，增强全球安全文化的认同感；体会“互助、冷静、科学应对”的文化价值观，培养社会责任感。 完成课时目标所需的核心语言如下： 【核心词汇】 catch fire, themselves, fried chicken, turn on, stove, happily, on fire, burning, flame, in a panic, throw sb to sw, put out, roll, quick, be about to do, stop short, first aid, safety, instead, extinguisher, eat out, tonight, sadly, smoke, unfortunately, luckily, badly hurt, keep...from..., harm 【核心句型】 It was their first time living away from their families, and they enjoyed learning how to do many things themselves. He put out the fire by rolling on the ground. Thanks to the first aid and safety classes he took at school, he knew that water could make oil fires much worse! It was lucky that his shirt wasn’t too thin.!
教学重难点
教学重点：掌握与火灾、急救相关的核心词汇（如 extinguisher 、 injury 、 sore ）和短语;理解记叙文的叙事结构，能梳理事件顺序并总结文本大意;能运用所学词汇和句型描述事故过程，并讨论居家安全规则。 教学难点：准确运用构词法（如 -less / -ache / -self ）拓展和运用词汇；在真实情境中灵活运用急救相关表达，进行清晰的逻辑讨论；建立“安全知识—语言表达—行为实践”的关联，将课堂所学转化为生活中的安全行为。
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 Ask the students to have a guess according to some descriptions. T:I can cook your food, I can warm your room, but if you touch me wrong, I will bring you an accident. What am I 2.Play a video and set a situation to lead the students into the class. The Fireman:Hello, everyone. Welcome to our “Fire Safety Talk” today. I’ll tell you a story about a fire accident and teach you how to stay safe. Have a guessing game, after the teacher gave some descriptions. Ss:Fire. 2.To get known the objectives of this period. 通过猜谜游戏和消防主题视频，快速激活学生对 “火” 的认知，营造贴近生活的安全情境；自然引出本课时 “居家安全与急救” 核心主题，让学生明确学习目标，激发探究兴趣，为后续阅读和词汇学习做好情感与内容铺垫。
Presentation 学习理解 Pre-reading: Lead the students to observe the picture and have a discussion to get some information from the picture. T:Look at the picture in 1b. Can you describe what is happening Do you know what to do if oil catches fire While-reading:(1)Let the students read through the passage and find out how the fire started. T: How did the fire start Provide the students with a reading tip and ask the students to read the passage to get the main idea of each paragraph. Ask the students to read the Paragraph1 in detail and answer the questions. T: Who did James live with in the city What did they enjoy doing What role does this part play in the whole story Guide them to have a deep thinking and then answer the questions. T:What might they enjoy learning to do themselves Why did they enjoy learning how to do many things themselves What do you think of them Provide the students with a reading tip and ask the students to read the Paragraph2 in detail to complete the information under each picture. Ask the students to read the Paragraph3 in detail and answer the questions. T:What happened in the kitchen What did James and Allen do after the pan caught fire Did they do the right things Why Ask the students to read the Paragraph4 in detail and judge the statements(true or false). Post-reading:(1) Provide the students with a tip and ask them to read the story again and number the events in the correct order. Finish 1c and ask several students to check the answers. Then provide some pictures to the students and ask them to retell the story. Teach the students to learn a tip about summarizing a text. Then ask them to read again to complete the summary of the story using the details in 1c. Guide the students to have a deep thinking and discuss these questions and then share their ideas. T:What do you think of James's and Allen's actions in the story What dos and don't s did you learn from the story What could start a fire at home What should we do to keep ourselves safe from harm Look at the picture and and have a discussion to get some information from the picture. Then answer the questions. Sa:A pan is on fire and large flames are jumping into the air. Two boys look nervous and don’t know what to do. Sb:Yes. If oil catches fire, we should turn off the stove first. Then, we can use a fire extinguisher to put out the fire. (1)Read through the passage and find out how the fire started. Ss:James poured oil into a pan and turned on the stove to heat it. Then he left the kitchen to talk with Allen, and the oil got too hot and caught fire. With the help of the reading tip, read the story and match the main ideas with each paragraph. Read Part 1 (The background ) and answer the questions. Sa: Allen. Sb:They enjoyed learning how to do many things themselves . Sc:Introducing the background of the story. Have a deep thinking about the sentence “they enjoy learning how to do many things themselves”, then answer the questions. Sa:They might enjoy learning to cook meals, clean the house, make the the bed and so on. Sb:Because it was their first time living away from their families. And they want to take good care of themselves. Sc:They are independent and have their own ideas. Sd: ... Read Paragraphs 2 and complete the information under each picture.. Ss:①poured oil into a pan；②turned on the stove to heat the oil；③followed Allen into the living room；④talk about football game with Allen. (5)Read Paragraphs3 and answer the questions. Sa:The pan was on fire! Large flames were jumping into the air. Sb: They rushed back into the kitchen and turned off the stove.... Sc:James shouldn't use water because water can make oil fires much worse. We should turn off the stove and put out the pan fire with the extinguisher, just like Allen. (6)Read Part 4 (The events following the accident ) and and judge true(T) or false(F). (1)Get known a new tip and read the story again and number the events in the correct order. Then with the help of the pictures given, try to retell the story. Read again to complete the summary of the story using the details in 1c. Have a deep thinking and discuss these questions and then share the ideas in class. 读前环节：引导学生观察 1b 图片，通过描述画面、讨论油锅起火应对方法，既锻炼学生的观察能力和口头表达能力，又让学生提前关联 “火灾应急” 的生活经验，为理解文本中詹姆斯和艾伦的行为做好铺垫；同时自然引入 “fire extinguisher” 等核心词汇，降低阅读障碍。 读中环节： 整体阅读任务（找起火原因、匹配段落大意），帮助学生快速把握文本 “背景 — 起因 — 经过 — 结果” 的叙事结构，掌握 “通过核心人物、动作、情感词抓主旨” 的阅读策略； 分段精读任务（细节问答、图片信息补充、判断正误），聚焦文本关键信息，引导学生深入理解故事发展脉络，同时辨析詹姆斯和艾伦行为的对错，初步建立 “科学急救” 的认知； 对第一段的深度提问（如 “他们可能喜欢学做什么”“为什么喜欢自学”），不仅强化文本理解，还培养学生的推理能力和对 “独立生活” 的认知，呼应核心素养中的思维品质培养。 读后环节： 事件排序、复述故事任务，帮助学生梳理逻辑、巩固文本细节，同时锻炼语言组织和表达能力，实现从 “输入” 到 “初步输出” 的转化； 文本总结练习，通过技巧指导让学生掌握 “筛选核心信息、串联关键行为” 的总结方法，提升阅读理解的深度； 小组讨论（评价人物行为、归纳安全规则等），引导学生结合文本与生活经验，反思安全隐患，培养批判性思维和问题解决能力，同时强化 “预防为主、科学应对” 的安全观念。
Practice 探究应用 Vocabulary in Use:1:Play a video about suffixes. T: What is the video about What does each suffix in the box mean Ask the students to finish 2a. Guide the students to learn the distinction between some pairs of words. Then ask them to complete the sentences with the correct words in brackets. Provide a tip to the students and ask them to complete the passage with the correct forms of the words in the box. Watch a video and answer a question. Ss:Suffixes(后缀). Sa:-ache:疼痛 (pain), 跟 身体部位连用,表述病症 Sb:-less：没有...... (without) Sc:-self (单) / -selves (复) ：独自的人或物 (a person or thing on their own) 2.Complete the table with the correct suffixes. Then tell their meanings. 3.Learn the distinction between some pairs of words by the teacher’s explanation.Then finish 2b--complete the sentences with the correct words in brackets. 4.Complete the passage with the correct forms of the words in the box with the help of the tip. 后缀视频教学结合词汇表格练习，将抽象的构词法（-less/-ache/-self）具象化，帮助学生理解后缀含义及用法，掌握 “通过构词法拓展词汇” 的技巧，有效扩大急救、伤害相关词汇量，突破教学难点； 易混词辨析与句子填空任务，针对学生易混淆的词汇进行精准指导，让学生在语境中掌握词汇的正确用法，提升语言表达的准确性； 语篇填空练习以 “凯莉过马路看手机受伤” 的真实情境为载体，整合 “injury、suffer、first aid” 等核心词汇，既强化词汇的灵活运用，又让学生在新语境中巩固急救相关表达；同时通过解题技巧指导，培养学生 “分析语境、匹配词性、关注语义连贯” 的语言运用能力，为后续真实情境交流奠定基础。
Production 迁移创新 Divide the students into groups of 4-5 people and assign roles: firefighter, cook, first res-ponder, safety monitor and so on. Ask them to discuss and make conversations and try to memorize it. Explain the rules of acting, and then ask them to show their work. Work in groups and choose their own role, then have a discussion about staying healthy and make their own conversations. Get known about the rules of acting.Role play their work. 分组角色扮演任务（消防员、厨师、急救员等），创设真实的 “消防演练” 情境，让学生在模拟场景中运用本课所学的核心词汇、句型及急救知识进行英语交流，实现语言知识与实践应用的深度融合；
Language points 1. It was their first time living away from their families, and they enjoyed learning how to do many things themselves.这是他们第一次离开家人。他们都很喜欢学习如何亲手做很多事情。 It+be动词+one’s...time doing sth 这是某人第几次做某事 eg: 这是我第二次来北京。It was my second time coming to BeiJing. 2. Then he turned on the stove and left the oil to heat while he prepared the chicken. 然后打开炉子让油加热，与此同时自己去准备鸡肉。 turn on 打开(电器，设备等) 3. In a panic, James turned off the stove at once.然后打开炉子让油加热，与此同时自己去准备鸡肉。 in a panic 惊慌之余 turn off 关闭(电器，设备等) at once 惊慌之余 4. He was so close to the pan that a flame jumped onto his shirt. 但他离锅太近，火苗溅到了他的衬衫上。 be so close to 离......近 so...that 如此......以致于(引导结果状语从句) eg: He is so young that he can’t go to school alone. 5. Allen was about to do so when he stopped short. 主语+was/were about to +动词原形+when+从句(一般过去时)，描述在过去某个时间点，一个动作即将开始时，被另一个偶然、意外或突然的事件打断。 6. It was lucky that his shirt wasn't too thin!幸运的是，他的衬衫不算太薄！ It+be动词+adj+that..., it是形式主语，真正主语是that从句。类似结构还有It was important that...(重要的是......), It was sad that...(遗憾的是......) eg: It is important that we have enough time to finish the project.
Summary 归纳总结 Ask the students to sum up what they learned in this period . T:The best secret to staying safe is to be a careful person. So we must be more careful in daily life. Have a summary of what they learned in this period with the T’s help. 引导学生自主梳理本课所学，包括核心词汇、句型、阅读策略及安全规则，帮助学生构建系统的知识框架，强化记忆效果；
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 （英文）设计一个消防清单，排除家里的安全隐患，并写上建议。
C层： 拓展挑战 利用网络资源搜寻火灾、溺水等意外事故的急救措施并在班级分享。
板书设计
Unit2 Stay Healthy Section B(1a-2c)
教学反思
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