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科 目：英 语 使用班级：八年级 制作人：AAA 制作日期：2月28日
Unit2 Stay Healthy
Opening Page& Section A 1a-2d
Class：________ Name：______________ Mark: ______________
【Learning Objectives】
1.掌握本课身体不适类核心词汇（stomachache, toothache 等）及限定词（too much, too many），能准确认读、拼写并理解含义；理解 "What's wrong / What's the matter / I have a..." 等重点句型的语义和用法。
2. 能正确运用核心词汇描述常见身体不适，熟练使用 "have a + 身体不适名词" 结构表达自身健康状况；能灵活运用询问健康状况的重点句型发起对话，与同伴完成简单的交流回应；能清晰区分 "too much" 和 "too many" 的用法，准确修饰可数名词复数和不可数名词，顺利完成基础填空、造句等练习任务。
3. 能结合生活实际场景，创编包含关心他人健康、询问不适原因及给出简单建议的简短对话，提升语言运用的灵活性和实用性。
【Learning Procedures（步骤）】
Step 1. Self-study
保持健康____________________ 2.照顾，照料________________________
健康问题_______________________ 4.身体情况___________________________
给与建议______________________ 6.保持安全___________________________
喉咙痛__________________________ 8.胃痛______________________________
头痛___________________________ 10.牙痛______________________________
11.背痛____________________________ 12.出什么事了？_________________________
Step 2.Pre-listening
1.Words and Expressions about Illnesses
2.Match the health problems and pictures.(1a on page12)
Step 3.While-listening
1.Listen to four conversations. Write the health problems next to the students .(1b on page12)
2.Listen again. Find out the cause of each student's health problem and complete the table in 1b.(1c on page12)
Step 4.Post-listening
Analyse the text and make a conversation in groups.
Step 5.Language Points
1.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”）。
E.g David has a stomachache because he ate too much.
Nancy has a terrible toothache after eating too many sweets.
用合适的身体不适名词填空：
I ate too many candies, so I have a ____________.
He lifted heavy boxes yesterday, and now he has a ______________.
翻译句子：我喉咙痛，所以今天不能说话。
_____________________________________________________________________________.
2.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。
E.g: 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？）
补全对话：
A: __________________ (怎么了), Lily You look sad.
B: I lost my favorite pen.
翻译句子：你的电脑怎么了？
____________________________________________________________________________.
3.词汇：too much /too many 均表示 “太多”，用于修饰名词，但修饰对象不同。
短语 修饰对象 示例
too much 不可数名词 eat too much food
too many 可数名词复数 eat too many sweets
E.g: David: I ate too much at my friend’s birthday party.
Nancy: I ate too many sweet things.
用 “too much/too many” 填空：
She bought __________ books and couldn’t carry them.
He spends __________ time playing video games.
Step 6.Pre-listening
How can we deal with different health problems
Match the health problems with the things you should do.(2a on page13)
Step 7.While-listening
Listen to three conversations. Circle the health problems the students have in 2a. .(2b on page13)
Listen again. Complete the school nurse's advice for each student.(2c on page13)
Step 8.Post-listening:Language Points
1.press v. 压，按，推 pressure /'pre / n. 压力 pressed adj. 压迫的
press sb. to do sth. 催促某人做某事；
Press the return key ______________(enter) the information. 按回车键录入信息。
be pressed to do sth. 被迫做某事；
press down on 向下压
2.avoid v. 避免，防止
短语：avoid doing sth. 避免做某事 avoid sb. /sth. 避免某人 / 某物；
Try to avoid____________________(use) too much technical jargon. 尽量避免使用太多的技术用语。
Step 9.Exercise
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.
Step 10. Summary
Step 11. Homework
主备人： 参与教师：
教研组长签字： 教务主任签字：
Health is wealth.科 目：英 语 使用班级：八年级 制作人：AAA 制作日期：2月28日
Unit2 Stay Healthy
section A 3a-3d
Class：________ Name：______________ Mark: ______________
【Learning Objectives】
1.积累健康问题相关词汇，掌握询问病情、描述症状、给出建议的核心句式，能听懂医生与患者的对话并提取信息
2.通过梳理“症状—诊断—建议”的逻辑关联，提升问题分析与解决的思辨能力，学会理性看待健康问题并给出合理应对方案。
3. 掌握对话信息提取、笔记整理的策略，提升自主听力理解能力；通过角色扮演与小组合作，提高合作交流与自主学习的能力。
4.了解不同文化中就医沟通的表达方式与健康防护的共识（如佩戴口罩、居家休息），增强对健康文化差异的理解与包容。
【Learning Procedures（步骤）】
Step 1. Self-study
按要求写出正确的单词、词组或句子。
坐下 ______________________ 2. 给某人量体温 _________________
发烧 ________________________ 4. 从...出来 ______________________
患流感 _______________________ 6. 吃点药 ________________________
戴口罩 __________________ 8. 阻止，防止 ____________________
把...传给..._____________________ 10.流感病毒_______________________
11.由某人负责____________________ 12.好好照顾________________________
Step 2.Pre-listening
Look at the picture and answer the questions.
Step 3.While-reading
1.Read the conversation. What's the matter with Helen (3a)
2.Read the text and choose the best answer.
3.Read again and write notes in the table.(3b)
Step 4.Post-readng
Analyse the procedure of a conversation between a doctor and a patient.
Act out a conversation between a doctor and a patient. Use the expressions below to help you.(3d)
Step 5.Language Points
(1) It stops us from passing the flu virus to others easily. 它能防止我们轻易将流感病毒传染给别人。
stop sb./sth. (from) doing sth. 阻止某人/某物做某事
同义表达为 keep / prevent sb./sth. from doing sth.
The heavy rain stopped us from ________(go) out for a picnic. 大雨阻止了我们外出野餐。
The lock can prevent strangers from ____________(enter) the room. 这把锁能防止陌生人进入房间。
(2) patient 病人 ① 病人 ② 耐心的
The doctor is talking with a ___________ in the office now. 医生此刻正在办公室和一位病人交谈。
My mother is very____________ when she teaches me English. 妈妈教我英语的时候特别有耐心。
impatient adj. 没有耐心的 patiently adv. 耐心地 patience n. 耐心
(3) When I tried to get out of bed, I almost fell and hurt myself. 我试图起床时差点摔倒并伤到自己。
hurt / injure / wound / harm辨析
hurt可指身体轻微受伤，也可指情感 / 心灵受伤，日常使用频率最高。
My head is __________. I need to have a rest. 我的头受伤了，我需要休息。
injure指意外事故造成的身体重伤/轻伤，侧重“因意外导致的功能性损伤”，无情感含义。
Three people were __________(injure) in the car accident. 有三个人在这场车祸中受伤。
wound指利器/武器造成的伤口，或战争、打斗中的受伤，侧重 “有流血的伤口”。
The doctor cleaned the ___________ on his arm carefully. 医生仔细清理了他胳膊上的伤口。
harm指对人/物造成的长期危害、损害，可指身体、健康、利益、环境等，无“具体伤口”。
Smoking can _________ your lungs. 吸烟会损害你的肺部。
(4) Asking about injuries/illnesses 询问伤势/病情
illness n. 疾病 由“ill (adj. 有病的) + -ness(名词后缀)”构成。
-ness 是常见的名词后缀，表示“……的性质（或状态、特点）”，常加在形容词后。
kind（友好的） + -ness→kindness(仁慈；善良)
dark(黑暗的) + -ness→darkness(黑暗)
The doctor asked him about his _____________(ill) carefully. 医生仔细询问了他的病情。
I thank my teacher for her ___________(kind) and help. 我感谢老师的善良与帮助。
The light went out and the room fell into ____________(dark). 灯灭了，房间陷入一片黑暗。
Laziness is his biggest ______________(weak) in study. 懒惰是他学习中最大的弱点。
We must get rid of ____________(careless) when doing homework. 做作业时，我们必须改掉粗心的毛病。
Step 6.Exercise
一、用单词的适当形式填空。
1. The doctor gave me some __________ (药) to treat my sore throat.
We need to wear a ________ (口罩) in public places to protect ourselves from viruses.
She caught a bad ________ (流行性感冒) and had to stay at home for a week.
The _________ (病人) is waiting for the test results quietly in the waiting room.
His __________ (伤害；损伤) on the arm was caused by a fall during PE class.
The __________ (病毒) spreads easily in cold weather, so we should keep warm.
The teacher asked for a ___________ (描写；形容) of the symptoms from the sick student.
_________ (疾病) can be prevented by exercising more and eating healthily.
二、从方框中选择合适的短语，并用其适当形式填空
1.Please _______________ and wait for a minute. The doctor will see you soon.
2.The nurse _____________________ carefully before she gave the patient some medicine.
3.Wearing a mask can ________ us __________ spreading the flu virus to others.
4.Could you _______ the medicine _______ the old man He can't reach it.
5.You should _________________ yourself when you're sick — get enough rest and drink more water.
6.When I tried _______________ the car, I felt a sudden pain in my leg.
Step 7. Summary
Step 8. Homework
主备人： 参与教师：
教研组长签字： 教务主任签字：
take a seat, take one’s temperature, stop... from doing, pass sth. to sb., take good care of, get out of
Health is wealth.科 目：英 语 使用班级：八年级 制作人：AAA 制作日期：3月3日
Unit2 Stay Healthy
Grammar Focus
Class：________ Name：______________ Mark: ______________
【Learning Objectives】
1.理解情态动词 should 与 could 的基本含义与用法区别，掌握其肯定、否定及疑问形式。理解反身代词的构成、基本用法及其在句子中的功能。识别并理解语法例句中情态动词与反身代词的使用情境。
2.能在句子中正确使用 should / shouldn’t / could 表达建议、请求、能力或推测。能正确使用反身代词完成句子，表达“自我动作”或“强调”的含义。能在模拟对话中运用所学语法结构，完成“询问健康问题—给出建议”的交际任务。
3.能结合生活实际，运用 should / could 为不同健康问题提出合理建议。能在写作或口语表达中，自觉使用反身代词增强语言表达的准确性与逻辑性。能尝试用英语撰写简短的健康提示或建议清单，体现语法结构的正确使用。
【Learning Procedures（步骤）】
Step 1. Read and find
Read the sentences. Underline the modal verbs for advice.
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.
Step 2.Presentation
情态动词should和could的用法
概述：情态动词should，could 后接________________，无_________________的变化。should，could _______单独作谓语，只能和其他动词一起构成谓语。
否定形式是在其后加_______；变为一般疑问句时，将should，could 提到主语__________。
should用法
1）用于委婉地提出建议或劝告，意为“应该”
You _____________ three meals a day on time.你应该按时吃一日三餐。
2）用于表达义务或责任，意为“应该；应当”
Each of us _________________ hard. 我们每个人都应该努力学习。
3）表示推测，意为“应该会；可能”
Doing calligraphy ________________ interesting. 练习书法应该会很有趣。
4）用于责备、命令或要求，语气比较强烈。
You shouldn’t be scared of making mistakes. 你不应该害怕犯错。
5）用于征求对方的意见，意为“应该；应当”，常用于主语是第一人称的疑问句中。
What should we do now 我们现在应该做什么呢？
对点练习：1.— What should she ____ — She ______ take her temperature.
2.— I have a stomachache.— You _________ eat so much next time.
3.As middle school students, we _____ follow the public rules wherever we go. A. would B. should C. might D. could
Could用法
1）表示建议。 You ____________ out tonight. 今晚你可以上馆子吃饭。
2）用于向对方委婉地提出请求或征求对方的许可。
Could you __________ the rubbish 你能倒垃圾吗？（提出请求）
Could I go on an outing with you 我可以和你一起出外游玩吗？（征求对方许可）
3）could 为can 的过去式，表示能力。
He could ride a bike at the age of five. 他五岁时就会骑自行车。
4）表示推测，意为“可能”。
The book could belong to Lily because she likes reading books.那本书可能是莉莉的，因为她喜欢读书。
对点练习：1.—______ you please close the window —Of course.
2.—I want to go to the zoo. How ______ I get there —You ______ take the No.5 bus.
3.She ______ play the piano when she was four.
A. could B. should C. would D. might
反身代词的用法
概述：反身代词是一种表示反射或强调的代词，可译为“本人”“本身”。反身代词与它所指的名词或代词形成互指关系，在人称和数上应保持一致。它由第____人称、第____人称形容词性物主代词和第_____人称人称代词_______形式在词尾加______ 或________ 构成。
数 第一人称 第二人称 第三人称
单数
复数
用法：1）作动词（短语）的宾语或介词的宾语
She taught ___________ English. 她自学了英语。
They should learn to look after _____________. 他们应该学着照顾自己。
The little boy went to school by himself. 那个小男孩自己去上学了。
2）作同位语：反身代词常用作主语或宾语的同位语，用于强调。
He himself built the house. 他自己建造了那座房子。
You should go and ask Tom _____________.你应该去问问汤姆本人。
3）作表语：反身代词可放在be，feel，seem，look 等系动词后作表语，用来描述身体或精神方面的感觉或状态。
Just be yourself. 做好你自己。
【拓展其他用法】常考短语：
hurt oneself 伤到自己 teach oneself/learn by oneself 自学 enjoy oneself 过得愉快
by oneself 独自；单独 help oneself (to) ... 随便吃/喝…… come to oneself 苏醒
dress oneself 给自己穿衣服 look after oneself 照顾自己 talk to oneself 自言自语
believe in oneself 相信自己
Step 3.Exercise
A. 用情态动词填空 (should/could)
1.You ______ see a dentist if your tooth hurts badly.
2.Maybe you ______ try drinking some warm milk before bed.
3.Students ______ not use mobile phones in class.
4.______ I borrow your dictionary for a moment
When you have a fever, you ______ stay at home and rest.
B. 反身代词填空
6. Be careful! Don't cut ______ with that knife.
7. The children enjoyed __________ at the amusement park.
8. I taught ______ how to play the guitar.
9. She made the dress all by ______.
10. "Help ________ to some cookies," my grandma said.
Step 4. Summary
Step 5. Homework
主备人： 参与教师：
教研组长签字： 教务主任签字：
Health is wealth.科 目：英 语 使用班级：八年级 制作人：AAA 制作日期：3月5日
Unit2 Stay Healthy
Section B 1a-1e 第一课时
Class：________ Name：______________ Mark: ______________
【Learning Objectives】
通过本节课的学习，同学们能够:
1..掌握课文核心词汇,正确运用过去式描述火灾事件。
2.理解并尝试复述A Cooking Accident的故事,清晰描述 “起火原因→应对过程→结果”。会用 “What should we do... ” 等句型,讨论居家安全问题。
3.通过小组讨论,提升口语表达、倾听能力,学会在交流中互补观点,培养团队协作意识。
【Learning Procedures（步骤）】
Step 1.Lead in
Watch a video:What is the video about
Free talk:What cooking accidents do you know
Step 2.Pre-reading
Discuss the questions:1.Look at the picture in 1b. Can you describe what is happening
2.Do you know what to do if oil catches fire
Step 3.While-reading
Skimming:What is the main idea of the passage ( )
A.It tells a cooking accident and how James and Allen handled it.
B.It’s about James learning to make fried chicken.
C.It describes Allen’s happy news about the football game.
D.It explains how to use a fire extinguisher.
Scanning:Read the story and find out how the fire started.(1b)
Careful reading:
1)Read para.1-3
1.Why did James decide to make fried chicken
_____________________________________________________________________________
2.What was James doing when Allen called him to the living room
A. Preparing chicken while waiting for oil to heat.
B. Frying the chicken in the hot oil already.
C. Turning on the stove and pouring oil into the pan.
D. Cleaning the kitchen after turning off the stove.
2)Read para.4-7
James followed Allen to the living room for the football story. While talking, Allen stopped suddenly as he smelled ________________. They rushed back to the kitchen and found the pan was _______. When James tried to deal with it, a flame caught his shirt. He fell down and ______ on the ground to _____________, but the fire in the pan still burned.
3)Read para.8-9
What did Allen do to put out the pan fire finally
___________________________________________________________________________________
4)Read para.10-14
What can we infer from the story
A. James and Allen will never cook fried chicken again.
B. James’s arm injury was very serious and needed medical help.
C. Allen regretted taking the first aid and safety classes.
D. The fire made James and Allen more careful about kitchen safety.
5).Read the story again. Number the events in the correct order.(1c)
6).Read again. Complete the summary of the story using the details in 1c. Then retell the story.(1d)
Step 4.Post-reading
Discuss the questions.(1e)
1. What do you think of James's and Allen's actions in the story
2. What dos and don'ts did you learn from the story
3. What could start a fire at home What should we do to keep ourselves safe from harm
Step 5. Language point
1.Do you know what to do if oil catches fire 你知道如果油着火该怎么办吗？(P16)The pan was on fire!锅着火了！(P16)
1)catch fire “着火”，不及物动词短语，强调 “开始着火” 的动作，无被动语态,， 只能是物(如纸张、房屋等)。不可用于人作主语,也不能说 “be caught fire”。
与 “on fire” 的区别:“catch fire” 表动作(“着火了”),“on fire” 表状态(“正着火”)。
例:① Dry grass catches fire quickly in summer.夏天干草很快就会着火。
② The old barn caught fire last night.昨晚那个旧谷仓着火了。
2)on fire “着火;起火”， 介词短语，表 “处于着火的状态”， 常与 be 动词连用(be on fire)。 不可说 “be catching fire”(因 “catch fire” 是瞬间动作)。
【对应练习】
1.烟花着火后爆炸了。The fireworks _________________ and exploded.
2.看！营火正燃着，别靠太近。
Look! The campfire is ___________. Don't get too close.
Step 6. Summary
Step 7. Homework
主备人： 参与教师：
教研组长签字： 教务主任签字：
Wealth is Health.

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