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Unit 2 Stay Healthy 第7课时 阅读课教学设计
教材分析
【What】本课时语篇主题为关于打喷嚏的健康科普。文章介绍了打喷嚏是身体抵御病菌、灰尘和烟雾的第一道防线，详细解释了打喷嚏的生理过程、常见及特殊诱因，同时强调了打喷嚏时的卫生习惯对保护自己和他人健康的重要性，并给出了具体的行为建议。课后练习一聚焦代词指代，要求学生根据上下文理解文中加粗代词（如that, it, others等）的具体所指，是对文本细节理解能力的直接考查；练习二通过思维导图填空，引导学生梳理“打喷嚏前、中、后”的健康行为规范，将文本信息转化为结构化的行动指南。 【Why】本课时语篇旨在引导学生了解打喷嚏是身体的自我保护机制，体现了人体的生理智慧。 - 从公共健康角度：打喷嚏是疾病传播的重要途径，引导学生树立“保护自己，更要保护他人”的责任意识，养成良好的公共卫生习惯。 【How】本课时语篇采用说明文体裁，采用“总—分—总”的说明文结构。开篇点明打喷嚏的保护作用，中间分述打喷嚏的生理过程、诱因及影响，结尾总结并提出卫生建议。课后练习一对应文本细节理解，练习二对应文本结构与行动指南的梳理。语言简洁平实，多用简单句和复合句结合，通过具体数据（如8 meters, 160 kilometers per hour）增强科学性，同时使用“for example”等连接词使逻辑清晰。文中大量使用代词（that, it, others等），为练习一提供了直接的语言训练素材；兼具信息传递与行为引导功能，既普及了生理知识，又倡导了健康的社交行为。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生对“打喷嚏”这一日常行为有直观体验，了解其基本表现；具备一定的英语阅读基础，能识别常见词汇（如germ, protect, spread）；知道打喷嚏时要捂住口鼻的基本卫生常识；对代词指代有初步认知。 对打喷嚏的生理机制、科学原理及公共卫生意义缺乏系统认知；对说明文的阅读策略和逻辑结构不够熟悉；对文中代词指代的细节理解能力有待提升；对“打喷嚏前、中、后”的完整健康行为规范缺乏系统梳理。 通过阅读和课后练习，学生能够掌握打喷嚏的科学知识，理解说明文的篇章结构，提升信息提取和推理判断能力，准确理解代词指代，并将所学知识转化为自觉的健康行为，完成思维导图中的健康行为梳理。
核心素养教学目标
通过本课学习，学生能够： 语言能力：正确识读并运用与健康、生理相关的核心词汇（如sneeze, defence, tickle, muscle, allergy, spread）和短语；运用略读、寻读等策略获取文章关键信息，准确理解文中代词的指代内容；用英语清晰、有条理地复述打喷嚏的过程和卫生建议，完成思维导图； 2.学习能力：主动运用思维导图梳理文章结构和健康行为规范，归纳说明文的写作特点；通过小组讨论和角色扮演，将所学知识应用于真实生活场景； 3.思维品质：分析打喷嚏的双重影响，形成辩证思考能力；基于文本信息进行推理，判断不同情境下的正确行为，推断代词指代内容； 4.文化意识：理解公共卫生习惯在不同文化中的共通性，树立“健康共享，责任共担”的全球健康意识。 完成课时目标所需的核心语言如下： 【核心词汇】 Different ways of doing sth, protect...from..., first defence, the inside of, take over, send a massage, press against, get tight, come out of, bright light, have an allergy, be allergy to, be good for, be bad for, millions of, disease spread, at a speed of, stay in the air, breathe in 【核心句型】 Sneezing helps you protect yourself from things like germs, dust, and smoke. If something starts tickling the inside of our nose, our brain takes over. As the air goes out our nose, it carries germs, dust, and tiny drops of water with it. Some unusual things can also make us sneeze. If other people breathe in those germs, they can get sick too.
教学重难点
教学重点：理解打喷嚏的生理过程和科学原理；掌握说明文的阅读策略，提取并整合关键信息，内化“打喷嚏前、中、后”的卫生行为规范。 教学难点：用英语清晰、有条理地复述打喷嚏的复杂生理过程；准确理解文中代词的指代关系，提升细节阅读能力；理解打喷嚏的双重性（保护自己 vs 传播病菌），并将其转化为自觉的健康行为，系统梳理思维导图中的健康行为。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 导入 1.Play a record of sneezing and ask the students to listen and answer the questions. T:What did you hear How might you feel when you sneeze When you sneeze, what do you usually do 1.Listen to a record of sneezing and have a free talk about sneezing. Sa:I heard the sound of sneezing. Sb:I may feel itchy/ uncomfortable . Sc:I often cover my mouth with a napkin. 播放打喷嚏的录音并开展自由对话，快速吸引学生的课堂注意力。通过简单的问题链，引导学生回忆自身打喷嚏的感受和行为，自然引出本节课的核心主题，同时为后续的阅读学习做好铺垫。
Presentation 学习理解 Pre-reading:(1)Ask the students to talk about the picture. T: Where is the boy What is he doing (2) Lead the students to observe the pictures and pay attention to the title, then have a prediction. T:What is the passage mainly about Which kind of material is this text most likely from While-reading:(1)Fast reading. Provide a reading tip for the students and ask the students to read through the passage and identify the structure of it. Careful reading. Let the students read Paragraph1and have a think. T:Is sneezing a good thing for ourselves Why Provide a reading tip and let the students read Paragraph2&3 and put these sentences in order to get known the process of sneezing. Then ask several students to check the answers. let the students read Paragraph 4 and answer the questions. T:What unusual things can make people sneeze If you are allergic to certain plants, when do you sneeze a lot Guide the students to have a deep thinking and share their ideas. T:Suppose you are a doctor, what will you tell a student with pollen allergies(花粉过敏) why he easily sneezes in spring and how to reduce it Play the record of paragraph 5 and ask the students to listen carefully to fill in the blanks so that they can get the key points of germs spreading while sneezing. Then answer a question. T: Why is sneezing “bad for others” Let the students read paragraph 6 and answer the questions. T:What should you do when you sneeze What should you do after sneezing (1)Observe the picture and talk about it. Sa: He is in the field with flowers. Sb:He is sneezing. Maybe he has a cold/ the flu/ an allergy/... (2)look the picture, think about the title, then have a prediction. Ss: This passage may be about the introduction of sneezing. Ss: A science magazine for teenagers (1)Read the passage quickly and match the main idea of each paragraph. (2)Read paragraph 1 answer the question. Ss：It’s a good thing because it helps us protect ourselves from things like germs,dust and smoke. It is the body’s first defence against anything that tries to enter your body through the air. Read paragraph 2&3 to put these sentences in order to get known the process of sneezing. Read paragraph 4 to find out what makes us sneeze. Then answer the questions. Sa:Bright light, certain plants or animals. Sb:In the seasons when the plants bloom. Have a deep think and share the answers. Ss:Because in spring, there is.... To reduce it, you can... Read Paragraph 5 and answer the questions. Sa：Screen based hobbies may cause problems such as eye strain or poor sleep. And it aslo could cause some people to feel lonely. Sb:In order to solve the problems, what does the writer suggest Sc:We can... Listen to a piece of record and try to fill in blanks and answer a question. Read the paragraph together to check the answers. Ss:Because sneezing is one way that diseases spread. If other people breathe the germs from sneezing, they can get sick too. Read Paragraph 6 and try to find out what we should do when we sneeze and after we sneeze. Sa:We should cover our noses and mouth. Sb:We should wash our hands. 引导学生观察图片并描述，锻炼学生的看图表达能力和英语口头描述能力，让学生初步感知文本相关场景； 结合图片和标题进行文本预测，传授学生 “通过标题和图片预判文本内容和体裁” 的阅读技巧，培养学生的阅读预判意识，同时让学生对文本主题和体裁形成初步认知，为后续阅读做好铺垫。 快速阅读并梳理文章结构，教给学生略读的阅读策略，引导学生把握文本整体框架，契合说明文 “总 — 分 — 总” 的结构特点，培养学生的整体阅读能力； 分段精读并设计针对性问题，层层深入挖掘文本信息：读第一段探讨打喷嚏的益处，让学生理解其身体保护机制；读 2、3 段通过句子排序梳理打喷嚏的生理过程，将抽象的生理知识具象化，降低理解难度，同时锻炼学生的信息整合和逻辑排序能力；读第四段结合过敏问题设计深度思考问题，既巩固文本信息提取能力，又将知识与生活实际结合，培养学生的应用思维；播放第五段录音并填空，训练学生的听力和细节捕捉能力，让学生直观认识到打喷嚏传播病菌的危害；读第六段提炼卫生行为建议，为后续的行为规范梳理做好准备。 整个精读环节由浅入深、从文本到生活，逐步培养学生的寻读、细节理解、推理思考等阅读能力，同时落实核心词汇和句型的感知与理解。
Practice 探究应用 Post-reading(1):Guide Ss to have a deep think and share their ideas. T:Besides washing hands, What else can we do to stay clean after sneezing What would you say to remind a classmate politely if you saw him sneeze without covering his mouth and nose in class Guide the students to read the text and pay attention to the words in bold refer to. (1)Have a deep thinking and share the ideas. Sa:You can wipe with tissue paper. Sb:I would say,”Excuse me. Would you mind covering your mouth and nose when you sneeze It helps keep everyone healthy.” Sc:... Read the text.Write down what the words in bold refer to. Ss:1.protecting yourself 2.sneezing; 3. our brain; 4.the seasons when the plants do not bloom; 5.sneezing; 6. your body 设计拓展性问题，引导学生思考打喷嚏后的清洁方式和礼貌提醒他人的表达，将文本中的卫生建议延伸到生活实际，培养学生的公共卫生意识和口语表达能力，同时锻炼学生的英语交际思维； 让学生分析文中加粗代词的指代内容，针对性突破本节课的教学难点，提升学生的文本细节理解能力和逻辑推理能力。
Production 迁移创新 Ask the students to work in pairs to complete the mind map for this passage, then retell it. Guide them to use the mind map to make notes on what you should do to keep yourself and others safe. Ask the students to work in 2--4. Choose a scenario and make your own conversations to remind others of the correct way to sneeze and explain why it matters .Then invite several pairs or groups to show their work. Work in pairs. Use the mind map to make notes on what you should do to keep yourself and others safe. Try to add more ways to sneeze nicely. 2.Work in 2—4. Choose a scenario and make your own conversations to remind others of the correct way to sneeze and explain why it matters . 让学生结对完成思维导图并复述文本，引导学生系统梳理文本信息，将碎片化的知识结构化，加深对打喷嚏相关知识和卫生行为规范的记忆； 开展小组角色扮演，让学生结合不同生活场景设计对话，将所学的词汇、句型和卫生知识应用到真实的英语交际场景中，实现知识的迁移和创新运用。让学生在实践中体会公共卫生习惯的重要性，落实 “健康共享，责任共担” 的教学理念。
Language points If you had to list different ways of protecting yourself, sneezing probably would not be on the list. 如果你必须列出保护你自己的不同方法，打喷嚏可能不会在列表中。 ways of doing sth. 做某事的方式/方法 eg: 锻炼是放松的好方式。Exercising is a good way of relaxing. 2. Sneezing helps you protect yourself from things like germs,dust and smoke. 打喷嚏帮助你保护自己免受细菌、灰尘和烟雾等的侵害。 protect...from... 保护......免受...... e.g.父母总是保护孩子远离危险。Parents always protect their children from danger. protect sb from injury/harm/attack/ danger 保护某人免受伤害/攻击/危险 3. In fact, it is the body’s first defence against anything that tries to enter your body through the air. 事实上，它是身体对任何试图通过空气进入你身体的东西的第一道防线。 defence 名词，表示“防御”，动词形式为defend that tries to enter your body through the air.定语从句，修饰先行词anything 4. If something starts tickling the inside of our nose, our brain takes over. 如果有东西开始刺激我们的鼻子内部，我们的大脑就会接管。 take over 接管，控制 e.g.机器人可能会接管一些简单的工作。The robot may take over some simple jobs. 5. our eyes shut, our tongue presses against the top of our mouth, and the muscles in our stomach and chest get tight. 我们的眼睛会闭上，舌头会抵住上颚，腹部和胸部的肌肉会收紧。 press against 抵住，压在......上面 get tight 变得紧绷 （get为系动词，后接形容词） 6. Next, there is a sudden blast of air coming out of our lungs and then our nose. 接着，一股气流会突然从我们的肺部涌出，然后从鼻子喷出。 come out of 从......出来 e.g.她悄悄地从房间里走出来。She came out of the room quietly. 7. As the air goes out our nose, it carries germs, dust, and tiny drops of water with it. 当空气从我们鼻子喷出时，他会携带细菌、灰尘和微小的水滴。 as 引导时间状语从句，意为“当......的时候；随着” e.g.当我到家的时候，天开始下雨了。As I got home, it began to rain. 8.If they are allergic to certain plants, they might sneeze a lot in the seasons when the plants bloom, but not in others. 如果他们对某些植物过敏，他们可能会在植物开花的季节频繁打喷嚏，但在其他季节不会。 be allergic to 对......过敏 when the plants bloom 定语从句，修饰先行词seasons 9. Millions of germs from one sneeze can travel up to about 8 metres at a speed of 160 kilometres per hour! 一个喷嚏中的数百万细菌可以以每小时160千米的速度传播到大约8米远的地方。 millions of 数百万的；成千上万的 at a speed of 以......的速度 e.g.每年有数百万游客参观长城。Millions of tourists visit the Great Wall every year. e.g.这辆小汽车以每小时 60 千米的速度行驶。The car runs at a speed of 60 kilometers an hour. 10.These germs can stay in the air, and if other people breathe in those germs, they can get sick too. 这些细菌可以停留在空气中，如果其他人吸入这些细菌，他们也会生病。 breathe in 吸入 e.g.我们应该呼吸新鲜空气。We should breathe in fresh air.
Summary 归纳总结 Ask the students to sum up the new words, sentences and the structure of the text Have a summary of the new words, sentences and the structure of the text with the T’s help. 引导学生自主总结本节课的新单词、句型和文本结构，充分发挥学生的主体作用，培养学生的知识归纳和梳理能力。
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 用自己的话概括文章第3段（描述打喷嚏过程）的主要内容，字数在50词左右。
C层： 拓展挑战 根据文章内容，绘制一张“打喷嚏科普海报”，包含：打喷嚏的作用、过程、诱因和健康习惯。
板书设计
Unit2 Stay Healthy Reading plus
教学反思
亮点： 不足： 改进：
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