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(共48张PPT)
Unit Two Stay Healthy
Sec A Open page 1a-2d
Why do we take care of ourselves
Learning objectives
语言能力
学习能力
文化意识
思维品质
to Talk about health problems and physical conditions； to give advice to people who are not feeling well.
to master the ability of listening for details; to
get information from description; work in pairs
to know ways to stay healthy and safe
to solve health problems; to lead Ss to express their thoughts
01
02
03
04
Contents
6
Language
points
7
Exercise
8
Homework
1
Open page
2
Warm up
3
Pre-listening
4
While-listening
5
Post-listening
Open page
Look and share
How do you think the boy in the photo is feeling
Why does he feel that way
What do you think he should do
He is feeling uncomfortable/bad/...
Because he has a fever.
He should take some pills/go to see a doctor/...
Have you ever had a fever How did you feel
Warm up
Sing and learn
What illness do you know and how to express illness
Look and say
A
What’s the problem /What’s wrong
/What’s the matter
B
I have a fever.../I hurt ... / My arm ...
Look and say
What’s wrong with you
I have a _________.
sore throat
Look and say
Are you OK
I have a _________.
stomachache
Let’s go to the hospital.
Look and say
What’s the matter with you
I have a _________.
headache
Take some pills.
Look and say
What’s the problem
I have a _________.
toothache
Let’s go to the dentist.
Look and say
What’s wrong
I have a _________.
backache
Did you get hurt
I rode the bike and fell.
Look and say
Are you OK, Mum
I _________.
cut my finger
Let me have a look.
Pre-listening
____ sore throat ____ stomachache ____ headache
____ toothache ____ backache ____ cut
D
A
B
F
E
C
1a
Match the health problems with the pictures.
Pre-listening
Quick response!
Pre-listening
Ask and answer.
What’s wrong with him/her
He/ She has ...
He/She ...
Pre-listening
Look! They have some illness, too.
What’s wrong with them
While-listening
1b
Listen to four conversations. Write the health problems next to the students.
Name Health problem Cause
David _____________ at a friend’s birthday party
Ben fell during a ___________________
Nancy ate too many ______________
Judy talked too much and didn’t _____________
stomachache
backache
toothache
sore throat
1c
Listen again. Find out the cause of each student's health problem and complete the table in 1b.
While-listening
Name Health problem Cause
David _____________ at a friend’s birthday party
Ben fell during a ___________________
Nancy ate too many ______________
Judy talked too much and didn’t _____________
stomachache
backache
toothache
sore throat
ate too much
the football game yesterday
sweet things
drink enough water
Now, let’s retell!
While-listening
David has a stomachache because he ate ...
Ben ...
Judy ...
Nancy ...
While-listening
Dialogue 1
Jenny: You don't look well. What's wrong, David
David: I _______________. I ate too much at my friend's
birthday party yesterday.
Jenny: Oh no! Why did you eat so much
David: I _______________! The food was too delicious.
My friend’s mother cooked everything _____.
have a stomachache
couldn't help myself
herself
myself
不能控制我自己
himself
yourself
herself
ourselves
yourselves
themselves
Listen and fill.
While-listening
Listen and fill.
Dialogue 2
Sarah: Are you OK, Ben Did you __________
Ben: Yes, I fell during the football game yesterday. It seemed OK
at first, but now I _____________.
Sarah: Oh dear. Accidents often happen in sport. Be more careful
next time!
hurt yourself
have a backache
在...期间
意外
似乎
While-listening
Listen and fill.
Dialogue 3
Harry: Would you like some snacks Help yourself!
Nancy: No, I can't eat anything. I have a _____________.
Harry: I'm sorry to hear that. Did you bite something hard
Nancy: No, I think I ate too many __________. Oh, my tooth
really hurts!
terrible toothache
sweet things
aches
请自便，请自助
咬
While-listening
Listen and fill.
Dialogue 4
Frank: What's the matter, Judy
Judy: I'm sorry, but it's difficult for me to talk.
Frank: What happened
Judy: I practised my speech ________ for hours yesterday.
I guess I didn’t ______________. I'm ________
a sore throat now.
by myself
drink enough water
suffering from
遭受（疾病、痛苦等）
Language point
Reflexive Pronouns
反身代词是英语中表达“ … …自己； 本身” 含义的一类代词，是在第一人称、 第二人称形容词性物主代词或第三人称人称代词宾格形式的词尾加-self或 -selves组 成。 反身代词的形式请见下表:
Let’s watch
Watch and learn
Language point
Reflexive Pronouns
反身代词的用法:
反身代词用作 主语或
宾语的同位语时， 一
般用于强调， 常译为
“本人； 亲自” 。 常
见的可接反身代词作
宾语的动词或短语动
词有 cut、 hurt、
protect、 teach、
enjoy、help、 take care of、 look after等 。
Post-listening
1d
Choose one conversation from the
listening and role-play it.
What’s wrong / What’s the matter / Are you OK
I have a stomachache. / I’m suffering from a sore throat. / ...
What happened
I ...
Show Time
Post-listening
Read the tape script and sum up.
How do we ask about illness
Asking
What’s wrong
Are you OK
Did you hurt yourself
Did you bite something hard
What's the matter
What happened
Post-listening
Read the tape script and sum up.
How do we describe illness
Describing
I have a stomachache.
I have a backache.
I have a terrible toothache.
I'm suffering from a sore throat now.
Post-listening
Read the tape script and sum up.
How do we tell the reason
Telling
I ate too much.
I fell.
I ate too many sweet things.
I didn’t drink enough water.
Post-listening
Think and share.
But how do we give advice
take some pills
take the temperature
stay in bed
drink some water
Post-listening
Think and share.
drink some water
take some pills
...
see the dentist
...
...
stay in bed
...
...
take and X-ray
...
...
Let’s watch
Watch and learn
Care about your family and friends
and YOURSELF !
Good learners wanted
Listen carefully
Speak clearly
Read aloud
Work actively
Show respect
Note something important
Members Listen carefully Speak clearly Read aloud Work actively Show respect Note In total
Group leader
Member 1
Member2
Member3
Evaluate yourself
Language points
身体不适类名词（stomachache/toothache /backache/sore throat）
具体用法：
这组词是 “身体不适” 话题的核心名词，常用搭配：“have a + 身体不适名词”（表示 “患…… 病”）。
David has a stomachache because he ate too much.
Nancy has a terrible toothache after eating too many sweets.
Ben has a backache after falling in the football game.
Judy has a sore throat because she talked too much.
Language points
句型：What's wrong / What's the matter
用于询问他人 “怎么了 / 出什么事了”，是关心他人状况的高频交际句型。
具体用法：①后可接 “with sb./sth.”（询问 “某人 / 某物怎么了”）；②口语中常省略 “with sb.”，直接用于对话开头。
Jenny: What's wrong, David （珍妮：大卫，你怎么了？）
Frank: What's the matter, Judy （弗兰克：朱迪，出什么事了？）
A: What's wrong with your leg （A：你的腿怎么了？）
Language points
句型：What's wrong / What's the matter
用于询问他人 “怎么了 / 出什么事了”，是关心他人状况的高频交际句型。
具体用法：①后可接 “with sb./sth.”（询问 “某人 / 某物怎么了”）；②口语中常省略 “with sb.”，直接用于对话开头。
Jenny: What's wrong, David （珍妮：大卫，你怎么了？）
Frank: What's the matter, Judy （弗兰克：朱迪，出什么事了？）
A: What's wrong with your leg （A：你的腿怎么了？）
Language point
Reflexive Pronouns
反身代词是英语中表达“ … …自己； 本身” 含义的一类代词，是在第一人称、 第二人称形容词性物主代词或第三人称人称代词宾格形式的词尾加-self或 -selves组 成。 反身代词的形式请见下表:
Language point
Reflexive Pronouns
反身代词的用法:
反身代词用作 主语或
宾语的同位语时， 一
般用于强调， 常译为
“本人； 亲自” 。 常
见的可接反身代词作
宾语的动词或短语动
词有 cut、 hurt、
protect、 teach、
enjoy、help、 take care of、 look after等 。
Exercises
根据句意选择合适的单词填空。
Tom ate ________ ice cream yesterday, so he has a ___________ now.
Lily has a __________ because she talked for three hours in the speech practice.
Don’t eat _________ candies. They are bad for your teeth and may cause _________.
After playing football for two hours, Mike felt tired and had a ________.
too much
stomachache
sore throat
too many
toothache
stomachache, toothache, sore throat, backache, too much, too many
backache
Exercises
用单词的适当形式填空。
1. The kids could share their stories together and enjoy __________ at the reading club. (they)
2. Emma ______ (hurt) her back when she fell off her horse.
3. He has no one to depend on, he has to learn to look after ________ (he).
4. Yesterday I had a _________ after I ate the chocolate. (tooth)
5. The old man had problems breathing. What should we do _______ (help) him
6. He hurt his __________ (foot) when he was playing basketball yesterday.
7. Flora has a ____________ (stomach), so she doesn’t want to eat anything.
themselves
hurt
himself
stomachache
toothache
to help
foot / feet
Exercises
汉译英。
—— 你怎么了？看起来不太舒服。—— 我背痛。
—What’s ______ ______ you You look unwell.
—I have a ____________.
她喉咙痛，所以不能和我们一起唱歌了。
She has a ______ ______, so she can’t sing with us.
我弟弟牙痛，因为他吃了太多甜食。
My brother has a __________ because he ate ______ ______ sweet food.
—— 你妈妈怎么了？—— 她胃痛，正在休息。
—What’s the ______ with your mother
—She has a ____________ and is resting now.
wrong with
backache
sore throat
toothache
too much
matter
stomachache
Must-do必做
Listen and read the tape scripts.
Memorize your words/phrases/notes.
Choose-to-do选做
Shoot a video: Ask your friend about his/her illness, and tell him/her how to get well
Practice the conversations with your partner
Homework
Thanks for listening！单元分课时教学设计
年级科目 2026新版八下英语科 目英语
授课名称 Unit 2　Stay Healthy
授课课时 第一课时Open page-1a-1dSection A (1a-2d) What is fun in a yard
授课类型 听说课
授课文本
一、教材分析 Analysis of teaching material
What核心是围绕“健康问题与自我照护”展开的听说课。 - 单元主题：Stay Healthy（保持健康），核心问题是“How do we take care of ourselves ”（我们如何照顾自己）。- 单元目标：谈论健康问题与身体状况、给不适的人提建议、用反身代词指代句子主语、讨论保持健康与安全的方法。- Section A 聚焦：当身体不适时该怎么做，包含“健康问题与图片匹配”“听力对话匹配健康问题与原因”“角色扮演”等活动。Why- 贴近生活：健康是学生日常高频话题，能让学生在真实语境中运用英语表达身体感受、寻求帮助和给出建议，提升语言实用性。- 能力递进：从识别健康问题（1a）到理解问题原因（1b/1c），再到角色扮演（1d），符合“输入—理解—输出”的语言学习逻辑，帮助学生逐步掌握相关表达。- 价值引导：通过讨论健康照护，培养学生的自我关怀意识和关爱他人的意识，落实“健康第一”的教育理念。How1. 情境导入：用“男孩发烧敷冰袋”的主图，引导学生讨论“How is he feeling Why What should he do ”，激活已有知识，引出单元主题。2. 词汇铺垫（1a）：通过“健康问题—图片”匹配，让学生掌握 sore throat、stomachache、headache 等核心词汇，建立“词汇—视觉”关联。3. 听力训练（1b/1c）：- 第一遍听：匹配学生与健康问题，训练抓取关键信息的能力。- 第二遍听：补充健康问题的诱因，训练细节理解能力。4. 口语输出（1d）：通过角色扮演，让学生运用“What's wrong ”“I have a stomachache.”等句型，在对话中实践健康话题表达，实现从输入到输出的转化。5. 拓展延伸：结合单元目标，引导学生用反身代词（如 take care of myself）和建议句型（如 You should...）讨论健康习惯，深化主题理解。
二、教学内容 Teaching content
1. 这是Unit 2“Stay Healthy”的开篇与Section A内容，核心是引导学生讨论“如何照顾自己”的健康话题。2. 单元目标包括谈论健康问题、给出健康建议、使用反身代词，以及讨论保持健康与安全的方法。3. Section A通过“健康问题与图片匹配”“听力对话”等活动，帮助学生掌握健康相关词汇和表达。4. 最后通过角色扮演，让学生在真实对话中运用所学，实现从输入到输出的语言实践。
三、教学目标Teaching objectives
Language Abilities (语言能力)Learn to talk about health problems and physical conditions.Learn to give advice to people who are not feeling well.Learning Abilities (学习能力)Learn to master the ability of listening for details. Learn to work in pairs.Learn to get information from description.Thinking Qualities (思维品质)Learn to know how to solve health problems.Learn to lead Ss to express their thoughts.Cultural Awareness (文化意识)Learn to know ways to stay healthy and safe.
四、教学重难点Teaching important and difficult points
Teaching important points: Learn to master the ability of listening for details.Learn to talk about health problems and physical conditions.Teaching difficult points:Learn to master the ability of listening for details.
五、教学步骤Teaching procedures
Step1. Open pageStep2. Warm upStep3. Pre-listeningStep4. While-listeningStep5. Post-listeningStep6. Language pointsStep7.Exercise
六、教学评一体化教学过程设计Teaching process
教学步骤 教学活动 效果评价
Step1. Open page Look and shareHow do you think the boy in the photo is feeling Why does he feel that way What do you think he should do Have you ever had a fever How did you feel 【设计目的】考查学生的识图能力，导入话题。 观察学生能否识图获取信息,能否用准确的语言回答问题，并在教师的指导下，能否积极踊跃地回答问题。
Step2. Warm up 1.Sing and learn【设计目的】以轻松愉悦的方式学习疾病类英文表达。2.Look and say【设计目的】根据图片直观化地了解健康问题,，激活学生背景知识，为下面的听力活动奠定基础。 观察学生是否在认真观看学习。观察学生是否能根据图片说出相应的健康问题。
Step3Pre-listeningStep4. While-listeningStep5. Post-listeningStep6. Language pointsStep7. Exercise 1.1a. Match the health problems with the pictures.【设计目的】通过“健康问题—图片”匹配，让学生掌握 sore throat、stomachache、headache 等核心词汇，建立“词汇—视觉”关联。2.Quick response. Look and say out the illness.【设计目的】检查学生对健康问题英文表达的掌握。3.Ask and answer【设计目的】通过两人问答互动，引导学生运用“What's wrong with him/her ”和“He/She has...”等句型，在对话中熟练表达健康问题，提升口语交际能力。4.Look and answerWhat’s wrong with them 【设计目的】检查学生对健康问题英文表达的掌握，为后面的听力填空奠定基础。1.1b. Listen to four conversations. Write the health problems next to the students.【设计目的】匹配学生与健康问题，考查学生通过听获取关键信息的能力。2.1c.Listen again. Find out the cause of each student's health problem and complete the table in 1b.【设计目的】补充健康问题的诱因，考查学生通过听获取关键信息的能力。3.Let’s retell!【设计目的】通过复述David、Ben、Nancy、Judy的健康问题，巩固“have a ... because ...”句型，提升学生语言输出与逻辑表达能力。4.Listen and fill.【设计目的】提升学生通过听获取细节信息的能力。5.Language pointReflexive Pronouns反身代词是英语中表达“ … …自己； 本身” 含义的一类代词，是在第一人称、 第二人称形容词性物主代词或第三人称人称代词宾格形式的词尾加-self或 -selves组 成。【设计目的】通过观看视频，学习反身代词，使得语法点直观化，简单化，加深记忆。1.1d.Choose one conversation from the listening and role-play it.【设计目的】通过角色扮演，让学生运用“What's wrong ”“I have a stomachache.”等句型，在对话中实践健康话题表达，实现从输入到输出的转化。2.Read the tape script and sum up. How do we ask about illness How do we describe illness How do we tell the reason 【设计目的】引导学生梳理询问、描述病痛及说明原因的常用表达，帮助学生系统掌握健康话题的语言框架，提升归纳与应用能力。3.Think and share. How do we give advice 【设计目的】应用实践，让学生运用所学词汇、句式，从输入转向输出，提升口语表达能力。4.Watch and learn【设计目的】情感引导，让学生意识到保持健康的重要性，引导学生培养健康的生活方式。1.身体不适类名词（stomachache/toothache /backache/sore throat）2.What's wrong / What's the matter 3.Reflexive Pronouns【设计目的】梳理本节课的学习重点，检查学生对本课时重点的掌握。根据句意选择合适的单词填空。用单词的适当形式填空。汉译英。【设计目的】巩固本节课的学习重点。检测学生对重点知识的掌握和运用。 观察学生是否能快速做出正确的选择。观察学生是否能做出快速的反应。观察学生是否能在对话中表达健康问题。观察学生是否能根据图片说出相应的健康问题。观察学生是否在静心倾听，是否能根据听力内容进行正确的填空。观察学生是否在静心倾听，是否能根据听力内容进行正确的填空。观察学生是否会复述每个学生的健康问题。观察学生是否在认真倾听并填空。观察学生是否在认真学习并做笔记。观察学生在角色扮演中能否准确地对话，学生能否运用评价量表规范自己的成果表现。观察学生是否在认真总结并学习。观察学生能否给出相应的建议。观察学生是否在认真观看学习。观察学生是否在认真学习并做笔记，学生是否掌握本节课的重点词汇。学生是否能根据任务要求完成习题训练。
七、教学评价Teaching evaluation
Before the class, I will tell students how to participate in the class and evaluate themselves according to the following evaluation form.2.During the class, I will use my body language like smile and encouragement language to assess the students properly and give feedback in time. In addition, I will guide students to role play the conversation by using the following standards.3.After class, I will ask the students to evaluate themselves in the following evaluation form.How well can you do these things ExcellentGoodAverageI can talk about health problems and physical conditions.I can master the ability of listening for details.I can finish the listening tasks and catch up with the class.I can know how to give advice to people who are not feeling well.I can know ways to stay healthy and safe.
八、板书设计Blackboard design
Unit 2 Stay Healthy A:What’s wrong / What’s the matter / Are you OK B:I have a stomachache. / I’m suffering from a sore throat. A:What happened B:I ...
九、家庭作业Homework
必做Must-do 选做Choose-to-do
Listen and read the tape scripts.Memorize your words/phrases/notes. 1.Practice the conversations with your partner.2.Shoot a video: Ask your friend about his/her illness, and tell him/her how to get well.
十、教学反思Teaching reflection
In this class, we learned to talk about health problems and physical conditions.We looked through pictures, watched videos and listened to tape, which were all useful and meaningful. Students liked the topic very much. They can give advice to people who are not feeling well. And they all know that we should stay healthy and safe.

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