【新教材】人教版（2024）八年级下册英语Unit2 Stay Healthy教案（共5课时）

第第页【新教材】人教版（2024）八年级下册英语Unit2StayHealthy教案（共5课时）第一课时SectionA(1a-2d)【教学分析】教学内容1.谈论健康问题及相应的解决办法。

2.学习情态动词“should”和“shouldn’t”用于提建议的用法,掌握不同健康问题的表达方式。核心素养1.学生能够运用恰当的表达方式描述各种健康问题,并说出相应的解决办法。

2.学生能够通过听力练习理解关于健康问题的对话内容,回答相关问题。

3.学生能够掌握情态动词“should”和“shouldn’t”的用法,并在句子中正确运用。重点难点重点:掌握各种健康问题的表达方式,运用句型谈论相应的解决办法。

难点:理解关于健康问题的对话内容,掌握情态动词“should”和“shouldn’t”的正确运用。【教学过程】Step1Lead-inAskstudentstosaythebodypartsquickly.Step2Workon1aAskstudentstomatchthehealthproblemswiththepicturesin1a.Theanswersare:DAEBCF.Havestudentsreadthewordsandphrasesaloud.Step3Workon1band1cShowstudentsthetablein1b.Askthemtopredictpossiblehealthproblemsandcausesbasedonthenamesandprompts.Playtheaudio.Studentswritethehealthproblemsnexttoeachstudent'sname.Thencheckanswers.Havestudentslookatthe“Cause”columnin1b.Discussinpairs:“Whatdoyouthinkcausedeachstudent’shealthproblem?”Playtheaudioagain.Studentsfillinthe“Cause”column.Checkanswers.Step4Workon1dPairstudentsup.Modeltheconversationwithtwostudentsusingthetargetstructures.Givethemtimetopractisetheconversationusingtheexample.Encouragethemtousetheirownwordsandcreativity.Step5Workon2aAskstudentstoreadthewordsandphrasesfrom2aaloud.Askstudentstomatchthehealthproblemswiththeappropriateactions.Gothrougheachitemwiththeclass,explainingwhyeachactionmatchesthehealthproblem.Step6Workon2bListentothreeconversations.Circlethehealthproblemsthestudentshavein2a.Thenfindouttheanswerwhogotsomemedicinefromtheschoolnurse.Checktheanswers:2,3,5;David.Step7Workon2cShowstudentsthetablein2c.Askthemtopredictwhatadvicetheschoolnursemightgive.Playtheaudioagain.Studentscompletetheschoolnurse’sadviceforeachstudent.Checktheanswersanddiscusstheadvice.Step8Workon2dUsetheexampleprovidedtomodelaconversationaboutahealthproblemandgiveadvice.Studentsworkinpairstotaketurnstoaskforandgiveadvicefordifferenthealthproblemsshowninthepictures.Inviteafewpairstoperformtheirdialoguesinfrontoftheclass.Step9SummaryRecaptoday'slesson,withemphasisontheconversationsabouthealthproblemsandthegivenadvice.Step10HomeworkDesignacharttosumupthehealthproblemsandadviceyouhavelearned.【随堂作业】根据句意及首字母或汉语提示填写单词。It’simportanttokeepourselveshealthybydoingexerciseeveryday.Ifyouhaveasorethroat,youshouldn’teattoomuchspicyfood.Weneedtoavoidloudnoiseinthelibrarysootherscanreadquietly.Youneedtopress(按)harderwhenyouwritewithapencil.Ifyoudon’tsleepwell,youmaysuffer(遭受)fromtirednessthenextday.【板书设计】Unit2StayHealthy第一课时SectionA(1a-2d)单词和短语:ourselves,sore,throat,stomachache,headache,toothache,backache,suffer,sufferfrom,press,nosebleed,dentist,fever,stomach,avoid,gas,ache,X-ray,careless,runny,cough,bruised句型:A:What'swrong?/What'sthematter?/AreyouOK?B:Ihaveastomachache./I'msufferingfromasorethroat./...Youshouldputsomethingwarmonyourstomach/...【教学反思】本次课围绕“保持健康”主题展开,结合听力与对话,旨在提升学生的语言应用能力。(1)听力任务有效训练了学生捕捉关键信息的能力。(2)对话练习环节通过角色扮演,帮助学生掌握谈论健康问题及相应的解决办法。部分学生能灵活运用Youshould/shouldn’t...的句型,但少数学生仍需强化。学生普遍对谈论健康问题及相应的解决办法的话题表现出较高参与度,尤其在讨论“自己的健康问题及相应的解决办法”时,能结合生活经验积极表达。(3)听力任务中,约80%的学生能准确完成匹配,但个别学生对“thecauseofeachstudent’shealthproblems”等问题理解较慢,需训练听力技巧(如抓关键词)。改进措施:(1)分层教学:针对听力较弱的学生,可提供文字稿辅助理解,逐步过渡到纯听力输入。(2)情景拓展:结合真实生活场景(如“医患对话”),设计小组任务来提升语言综合运用能力。总体而言,课堂活动基本达成教学目标,但需在互动形式与分层指导上进一步优化,让不同水平的学生均能获得成长与成就感。第二课时SectionA(3a-3d)【教学分析】教学内容阅读对话,理解对话内容,提取对话中的关键信息。核心素养1.学生能够通过听力练习识别并选择对话中所缺的信息。

2.学生能够理解对话内容,并提取其中的关键信息。

3.学生能够对对话内容进行总结,并用英语复述其大概意思。

4.学生能够使用所学英文句型模拟医生与患者的对话。重点难点重点:提取对话中的关键信息,并复述对话中的大概内容。

难点:准确理解对话内容,并根据所学句型和表达模拟医生与患者的对话。【教学过程】Step1Lead-inAskstudentstosimulateaconversationbetweenadoctorandapatientusingthelearnedsentencepatternsandexpressionstoreviewkeyvocabularyandexpressionsrelatedtomaintaininghealth.Step2Workon3aHavestudentsreadtheconversationsilently.Thenask,“What’sthematterwithHelen?”(Expectedanswer:“Shehastheflu.”)CheckUnderstanding:Askfollow-upquestions:“WhatsymptomsdoesHelenhave?”(runnynose,fever,cold,lowenergy,sorethroat)“Whatdoesthedoctorsayaboutherthroat?”(Thebackofherthroatlooksveryred.)Step3Workon3bStudentsre-readtheconversationandfillinthetablewith:“Helen’sdescriptionsofherproblems”(e.g.,“Ihavearunnynoseandafever...Mythroathurtstoo.”)“Thedoctor’sadvice”(e.g.,“Takesomemedicine,drinkenoughwater,restathome,wearamaskoutside.”)PairCheck:Studentscompareanswerswithapartner.Thenshareasaclass.DiscussionandSpeakingAsk:“Whatwouldyoudoifyouhadtheflu?Howdoyoutakecareofyourhealth?”Havestudentsdiscussinpairs,thenshareideaswiththeclass.Step4Workon3cListentotheconversation.Askstudentstoreadtheconversationaloud.Havethestudentsrole-playtheconversation.Step5Workon3dShowthetablein3dontheboard.Explainthefunctionsofeachsection:“Doctor”expressionsforaskingaboutinjuries/illnessesandgivingadvice;“Patient”expressionsfordescribinginjuries/illnessesandaskingforadvice.Modeltheconversationlikethefollowing:Doctor:Howareyoufeeling?Patient:Idon’tfeelwell.Ihaveaheadache.Doctor:Doesyourheadhurtalot?Patient:Yes,itdoes.WhatshouldIdo?Doctor:Youshouldrestathomeanddon’tgotoschooltoday.Invite3-4pairstoperforminfrontoftheclass.Step6SummaryRecaptoday'slesson,withemphasisonthekeyvocabularyandexpressionsrelatedtokeepinghealthy.Step7HomeworkWriteashortconversationbetweenadoctorandapatientbasedonthelearnedsentencepatternsandexpressions.【随堂作业】根据句意,用方框中所给单词的适当形式填空。{describe,test,medicine,ill,temperature}Drinkingenoughwatereverydaycanhelpusstayawayfromillness.Whenyouhaveafever,thenursewilltakeyourtemperature.Thedoctorsaidyouneedtakethemedicinethreetimesadaytogetbetter.Wewillhaveamathstesttomorrow,soIneedtostudyhardtonight.Theteacheraskedustowriteadescriptionofourfavouriteseason.【板书设计】Unit2StayHealthy第二课时SectionA(3a-3d)单词和短语:takeaseat,takesb’stemperature,test,flu,medicine,mask,stop...fromdoing,virus,description,patient,injury,illness句型:What’sthematterwithyour...?Ifeelterrible./Idon’tfeelwell.Youshould/shouldn’t...【教学反思】本次课以“医生与患者的对话”为主题,通过问题回答、听力填表及角色扮演等活动,帮助学生提升英语听说能力与综合语言运用能力。(1)情境贴近生活,激发兴趣:对话内容围绕医生与患者的对话的场景展开,学生能快速联系实际生活,积极参与讨论。(2)任务设计层层递进:从听力填空到兼顾语言输入与思维拓展,满足不同层次学生需求。(3)合作学习促进输出:角色扮演环节中,学生分组设计“医生与患者的对话”的对话,灵活运用“Ifeelterrible.”“Idon’tfeelwell.”“Youshould...”“Youshouldn’t...”等句式,来巩固目标语言,培养了团队协作能力。改进措施:加强听力策略指导:部分学生在填空时仅关注单词本身,忽略上下文逻辑。未来可在听前增加“预测关键词”环节,引导学生结合语境推断答案。本节课通过多元活动有效提升了学生的听说能力,但需在策略指导、差异化教学及文化融合方面进一步优化,让学习更贴近学生实际,促进语言能力与核心素养的同步发展。第三课时SectionAGrammarFocus(4a-4d)【教学分析】教学内容掌握情态动词(should,shouldn’t,could)和反身代词(myself,yourself,ourselves等)的用法。核心素养1.学生能够正确使用反身代词完成句子。

2.学生能够根据语境选择合适的情态动词(should,shouldn’t,could)补全短文。

3.学生能够运用所学表达进行关于疾病或受伤的情景表演,并给出建议。

4.学生能够理解并运用关于健康建议的英文表达。重点难点重点:掌握情态动词和反身代词的用法,并能在句子和短文中正确运用。

难点:准确理解语境,选择合适的词汇完成句子和短文,并能进行相关情景的口语表达。【教学过程】Step1Lead-inTeacherplaysavideoabouthowtotalkabouthealthproblemsandaccidentsandhowtogiveadvice.Teacherasksstudentstothinkhowtoaskone’shealthproblemsandaccidents.Step2Workon4aReadthesentencesprovidedaloudandhavestudentsfindoutthesamepointsamongthesentences.Discusstheanswerstogether.Askstudentstocircleallthemodalverbsandreflexivepronouns.Explaintheirfunctionsandusageinsentencesandprovidemoreexamples.Step3Workon4bRemindstudentsofreflexivepronouns(myself,yourself,himself,herself,itself,ourselves,yourselves,themselves)andtheirusage.Completethesentencesandcheckanswers.Step4Workon4cRecaptheusageofshould,shouldn’tandcould.Havestudentscompletethepassagein4cinpairs.Invitepairstosharetheiranswers.Afterreadingthepassagealoud,askstudentstoformgroups.Haveeachgroupdiscuss“Howshouldyouuseyourmobilephoneswiselytoprotectyoureyes?”andselectarepresentativetoreporttheirideastotheclass.Then,guidestudentstoidentifymistakesandofferencouragement.Step5Workon4dExplainthetask:Actoutanillness/injury;othersguessandgiveadvice.Demonstrate:Act“stomachache”(holdstomach,lookunwell).Ask:“Doyouhaveastomachache?”Takeadvice:“Restanddrinkwarmwater.”Invite2-3groupstoperform.Praisecreativityandaccurateadvice.Step6SummaryRecaptoday’skeypoints,includingthefunctionsandusesofthemodalverbsandreflexivepronouns.Step7HomeworkWriteapassagetotellhowtolookafterourselvesandkeephealthyatschool.【随堂作业】阅读短文,从方框中选出恰当的单词并用其适当形式填空,使短文通顺、意义完整。每词仅用一次。{our,could,run,should,healthy,shouldn’t,medicine}It’simportanttokeephealthy.We1.shouldeatmorevegetablesandfruiteveryday.Theyaregoodforour2.health.We3.shouldn’teattoomuchjunkfood,suchashamburgersandFrenchfries.Theyarebadforourbody.We4.coulddosomeexerciseinourfreetime,like5.runningandswimming.Itcanmakeusstrong.Weshouldalsohaveagoodsleep.Don’tstayuplate.Whenweareill,weshouldgotoseeadoctorinsteadoftaking6.medicinewithoutthinking.Inaword,weshouldtakegoodcareof7.ourselvestokeephealthy.【板书设计】Unit2StayHealthy第三课时SectionAGrammarFocus(4a-4d)单词和短语:knife,safety,clear,pain,what’smore,brightness,environment,cross句型:Doyouhaveasorethroat/badcold/...?Didyoufallfromyourbike/cutyourself/...?Youshould/could/shouldn’t...【教学反思】本次课程围绕情态动词“should”“shouldn’t”“could”和反身代词的用法展开,通过语法对比、填写句子和完成短文等活动,帮助学生掌握“should”“shouldn’t”“could”和反身代词的用法。(1)语法对比直观清晰:通过表格呈现“What’swrong/thematter/Howdidyouhurtyourself?”(询问病情)与“Youshouldn’teatsomuchnexttime./YoushouldseethedentistandgetanX-ray.Youcouldeatsomesoftfoodfornow./Bemorecarefulnexttime.Ifwearenotcareful,wecaneasilyhurtourselves.”(给建议)的典型例句及应答,学生能直观理解差异。(2)情境练习贴近实际:完成句子及短文填空任务设计贴近学生生活,激发表述欲望,语言运用自然流畅。改进措施:(1)细化语法规则讲解:部分学生对“could”与“should”语用功能理解不足,未来可补充情景对比练习来强化语用意识。(2)增加分层练习形式:基础较弱的学生在编写复杂对话时依赖模板,可设计分层任务卡来兼顾能力差异。(3)融入文化对比元素:学生们将了解不同文化中与健康相关的习俗和做法,提升跨文化理解与交际能力。本节课通过结构化的语法对比与情境化练习,有效帮助学生掌握了情态动词“should”“shouldn’t”“could”和反身代词的用法的核心用法,但需进一步强化语用指导,使语言学习更具深度与实用性。第四课时SectionB(1a-1e)【教学分析】教学内容阅读故事ACookingAccident,理解故事内容,提取关键信息。核心素养1.学生能够通过阅读练习识别并梳理故事中事件发生的顺序。

2.学生能够理解故事内容,并提取其中的关键信息。

3.学生能够对故事内容进行总结,并用英语复述其大概意思。

4.学生能够使用所学英文句型讨论故事中人物的行为以及从中学到的安全知识。重点难点重点:提取故事中的关键信息,并复述故事的大概内容。

难点:准确理解故事内容,并根据所学句型和表达讨论与安全相关的话题。【教学过程】Step1Lead-inTeacherleadsstudentstowatchavideoabouthowtohelppeoplewhogethurt.Teacherasksstudentstolookatthepicturesandthink:Accidentshappenalmosteveryday.Whatshouldwedo?Step2Workon1aAskstudentstolookatthepicturein1b.Discussthequestions.Encouragethestudentstoanswerthequestions:★Canyoudescribewhatishappening?★Doyouknowwhattodoifoilcatchesfire?Step3Workon1bAskstudentstoreadthestoryACookingAccidentsilentlyandfindouthowthefirestarted.Invitestudentstosharetheirfindings.Guidethemtolocatekeydetails.Teachthefollowingwords,phrasesandexpressionsbygivingexamples:themselves,fry,turnon,stove,happily,noway,burn,onfire,flame,panic,throw,roll,quick,beaboutto,stopshort,aid,firstaid,safety,extinguisher.Step4Workon1cHavestudentsreadthestoryagain.Numbertheeventsinthecorrectorder.Checkanswers.Step5Workon1dExplainwhatthemeaningof“summarizingatext”is.Havestudentsfillintheblanksinthesummaryindividually,thencompareanswersinpairs.Invite2-3studentstoretellthestoryusingthecompletedsummary.Step6Workon1eDividestudentsintogroups,anddiscussthequestions:★WhatdoyouthinkofJames’sandAllen’sactionsinthestory?★Whatdosanddon’tsdidyoulearnfromthestory?★Whatcouldstartafireathome?Whatshouldwedotokeepourselvessafefromharm?Step7SummaryTeacherguidesstudentstosummarizethekeycontentinthislesson.Step8HomeworkWriteashortpassageaboutoneaccidenthappenedinyourPEclassandwhatyoudidtodealwithit.Shareitnextclass.【随堂作业】根据句意,用所给单词的适当形式填空。Thestudentscleanedtheclassroombythemselves(them)afterclass.Wesanghappily(happy)togetheratthebirthdaypartylastnight.Iburnt(burn)myfingerwhenItouchedthehotpanthismorning.Theoldmanlookedattheemptyhousesadly(sad)afterhischildrenleft.Wearingahelmetisimportantforoursafety(safe)whenridingabike.【板书设计】Unit2StayHealthy第四课时SectionB(1a-1e)单词和短语:catchfire,themselves,fry,turnon,stove,happily,noway,burn,onfire,flame,panic,onto,throw,roll,quick,beaboutto,stopshort,aid,firstaid,extinguisher,eatout,tonight,sadly,smoke,luckily,badly,harm句型:Howshouldwestayhealthy?【教学反思】本次阅读课以“一次烹饪事故”为载体,通过文本分析与文化探究培养学生的阅读理解能力,整体教学目标基本达成。(1)一次烹饪事故真实场景引发学生好奇,学生会主动阅读故事,课堂参与度高。(2)从故事发展线的排序到完成短文,逐步推进。(3)讨论环节中,学生讨论“我们应该怎样做来保证我们自己的安全?”存在问题:词汇障碍明显。“thefireextinguisher”等生词影响阅读流畅度,部分学生因卡顿放弃细节理解。改进措施:预教核心词汇,要求学生反复朗读。第五课时SectionB(2a-Reflecting)【教学分析】教学内容阅读故事,理解故事内容,提取关键信息,完成词汇及短文练习,制作健康手册。核心素养1.学生能够通过词汇练习掌握后缀的含义并正确运用。

2.学生能够理解故事内容,并提取其中的关键信息。

3.学生能够使用所学英文句型进行对话创作,提升口语表达和写作能力。

4.学生能够通过小组合作,对所选健康问题进行调研并制作健康手册,提升团队协作和综合运用知识的能力。重点难点重点:掌握词汇的正确形式及用法,提取故事中的关键信息,并复述故事的大概内容,完成健康手册的制作与展示。

难点:准确理解故事内容,并根据所学句型和表达进行对话创作,深入调研健康问题并制作出高质量的健康手册。【教学过程】Step1Lead-inReviewthereflexivepronounslearnedearlierandanalyzethestructureofthewords.Step2Workon2aAskstudentstolearnthemeaningsofthesewordendingsinthebox.Thencompletethetablewiththecorrectendings.Checktheanswers:(without)colourless,careless,harmless,painless.(pain)backache,headache,stomachache,toothache.(apersonorthingontheirown)myself,yourself,itself,himself,herself,ourselves,yourselves,themselves.Thenhavethestudentsreadthewordstogetheraloud.Step3Workon2bExplaintheusageofkeywordslikepain,catch,injury.Showthetaskin2b.Andaskstudentscompletethetaskindividually.Thencheckanswers.Step4Workon2cPresentthepassage&wordboxin2c.Havestudentsreadforcontext.Studentsdiscussingroupstochoosecorrectwordformsforblanks.Groupspresentanswers.Teachercomments&summarizescorrectforms(e.g.,tenses,conversions).Step5Workon3aReadtheshortstory.Retellwhathappenedtoapartner.Choosetwostudentstorepresentandretellthestory,andtheteacherwillgiveencouragement.Step6Workon3band3cHavestudentsreadDrCooper’squestionsandadviceforMark.AskthemtoimagineMark’sresponsesandtakenotes.Askstudentstocompletethetaskindividually,thenexchangeandsupplementnotesingroups.Askstudentstousethenotesfrom3btowriteacompleteconversationbetweenDrCooperandMark.Theteacherwalksaroundtoprovideguidance.Select2-3conversationstoshareandcommenton.Step7Workon4aDividestudentsintogroups,assigningea