【新教材】人教版（2024）八年级下册英语全册教案

第第页【新教材】人教版（2024）八年级下册英语全册教案Unit1TimetoRelax第一课时SectionA(1a-2d)【教学分析】教学内容1.谈论空闲时间的活动。

2.借助听力、对话练习,掌握描述空闲活动的词汇及表达,理解活动相关对话内容。核心素养1.学生能通过听力练习捕捉关键信息,完成句子填空、内容匹配等任务,理解对话含义。

2.学生能够运用所学句型,与同伴交流自己的空闲活动及参与原因,提升口语表达与交流能力。

3.学生能感知不同空闲活动的表述,积累词汇,提升英语语言知识运用能力。重点难点重点:掌握空闲活动相关词汇与表达,运用句型交流空闲时间如何度过。

难点:听力中准确抓取信息,灵活运用词汇、句型进行真实语境对话交流。【教学过程】Step1Lead-inAskstudentswhattheyoftendointheirfreetime.Shareteacher’sownhobbieswiththestudentsandleadinthetopic:Howdoyouspendyourfreetime?Step2Workon1aAskstudentstomatchtheactivitieswiththepicturesin1a.Theanswersare:BEFACD.Havestudentsreadthewordsandphrasestogether.Step3Workon1bReadthefollowingfoursentences.Askthestudentstoguessthemissingwords.Listentotheaudioandfillintheblanks.Afterlistening,discusstheanswersandcorrectthemisunderstandings.Readthefoursentencestogetherloudly.Step4Workon1cAskstudentstolistentotheaudioagain.Thenhavestudentsmatchthepurposeswiththestatementsfrom1b.Afterlistening,discusstheanswers:3—A;4—B;2—C;1—Dandcorrectthemisunderstandings.Step5Workon1dPairstudentsup.Modeltheconversationwithtwostudentsusingthetargetstructures.Givethemtimetopractisetheconversationusingtheexample.Encouragethemtousetheirownwordsandcreativity.Step6Workon2aAskstudentstolookatthefollowingpicturesandfindoutwhatthechallengesofdoingthesetwoactivitiesare.Encouragestudentstosharetheirideas.Step7Workon2bAskstudentstoreadalltheitemsin2bcarefully.Explainthemeaningofthedifficultphrasestoensuretheyunderstandeachoption.Playtheaudio.Instructstudentstoticktheitemstheyhear.Playtheaudioagainforstudentstochecktheiranswersandexplainwhythoseitemsarementionedintheconversation.Step8Workon2cHavestudentsreadthesentencesin2c.Askthemtopredictthemissingwordsbasedonthecontext.Playtheaudiooncemore.Studentslistenandfillintheblanks.Afterlistening,checktheanswers.Askstudentstoreadthesentencesaloud.Step9Workon2dAskstudentstoimitatethegivensentencepatternstotalkabouthowtheyfeltwhentheydidtheirfree-timeactivitiesforthefirsttime,andalsosharetheteacher’sexperiences.Step10SummaryRecaptoday’slesson,withemphasisontheconversationsaboutfree-timeactivitiesandthepurposesoffree-timeactivities.Step11HomeworkWriteashortessayaboutthefree-timeactivitiesandthepurposesofthoseactivities.【随堂作业】根据句意及首字母或汉语提示填写单词。Wecanexpressourfeelingsthroughdrawingorwriting.Thelittleboywasscaredtoridetherollercoasterforthefirsttime.MyfamilyandIlovetoskiinthemountainsduringwinterholidays.Mybrother’sfavouriteTVprogram(节目)isthecartoonshowonSaturdaymorning.Thedanceinstructor(教练)helpsstudentslearnnewdancestepseveryweek.【板书设计】Unit1TimetoRelax第一课时SectionA(1a-2d)单词和短语:calligraphy,ski,program,express,iceskating,instructor,giveup,scared,scaredof,fear,getover句型:A:Whatdoyoudoinyourfreetime?B:Iliketo...A:Whydoyoudoit?B:Idoitto...【教学反思】本次听说课围绕“放松时光”展开，通过多模态任务设计，学生整体参与度较高。(1)通过词汇匹配、听力练习、对话交流等活动，学生在讨论自身情况时积极性高。(2)从识别关键词到细节填空，难度梯度明显。特别学生在听FuXing和Emma之间的对话时，学生能准确捕捉他们谈论的核心信息，难度较大。改进措施:(1)讨论环节中，基础薄弱学生仅能回答“Whatdoyoudoinyourfreetime?”，可设计分层问题卡，引导学生理解“Whydoyoudoit?”提升思维深度。(2)作业可增加“设计业余活动”的写作任务，将语言运用与实际生活相结合。总体而言，本单元听力教学实现了“输入—内化—输出”的闭环，但需在分层教学上进一步优化。第二课时SectionA(3a-3d)【教学分析】教学内容阅读对话,圈出彼得和亚明的业余活动,理解对话内容并回答问题,进行角色扮演以及讨论爱好的原因。核心素养1.学生能够通过阅读识别并圈出对话中人物的业余活动。

2.学生能够模仿并扮演英语对话,提升口语表达能力。

3.学生能够理解对话内容,并回答相关问题。

4.学生能够就对话内容进行讨论,并用所学表达交流自己爱好的原因。重点难点重点:识别对话中人物的业余活动,理解对话内容并回答问题。

难点:准确理解对话内容,并运用所学表达讨论爱好的原因。【教学过程】Step1Lead-inReviewkeyvocabulariesandexpressionsrelatedtotimetorelaxbyaskingstudentstosharetheiractivities.Step2Workon3aAskstudentstoreadtheconversationaloud.HavestudentscirclePeter’sandYaming’sfree-timeactivities.Checktheanswers:Peter’s:learningtoplaytheguitar;Yaming’s:doingcalligraphy.Thencorrecttheirmistakes.Teachthefollowingwordsandphrasesbygivingexamples:upto,poem,single,stroke,giveup,ink,return,inreturn,dealStep3Workon3bAskstudentstoreadtheconversationagainandanswerthefollowingquestionsin3b.Checktheanswers:Heusesthewords“beautiful”and“nice”todescribeYaming’swork;Helikesusingcalligraphytorelaxandevenlikesthesmelloftheink;Bothhobbiesaredifficulttostartwith;Itmeansthatstartinganewtaskorlearninganewskillisusuallythemostchallengingpart;WhenImanagetodosomethingdifficult,Iusuallyfeelagreatsenseofaccomplishmentandpride.（答案不唯一,示例仅供参考）Step4Workon3cListentotheconversation.Thenhavesomepairsactouttheirconversationsinclass.Teachershouldpraisethemandcorrecttheirmistakes.Havethestudentsreadtheconversationaloud.Step5Workon3dAskstudentstodiscussthereasonswhytheydotheirhobbies.Theycanusethefollowingexpressionstohelpthem.★Itmakesmefeelhappyto...★Ithelpsmeto...★It’sagreatwayto...★WhenIstartedto...,I...Step6SummaryRecaptoday’slesson,withemphasisontheconversationsaboutfree-timeactivitiesandthepurposesoffree-timeactivities.Step7HomeworkWriteashortconversationaboutyourfree-timeactivitiesandthepurposesofthoseactivities.【随堂作业】用括号中所给单词的适当形式填空。Teachersoftenencouragestudentstoask(ask)questionsinclass.Mymumspendsmuchtimecooking(cook)deliciousfoodforourfamily.Weneedtopractisespeaking(speak)Englishmoretoimproveit.Lucypractisedhardandfinallymanagedtoswim(swim)acrossthesmallriver.【板书设计】Unit1TimetoRelax第二课时SectionA(3a-3d)单词和短语:upto,poem,single,stroke,ink,return,inreturn,deal,manage句型:Itmakesmefeelhappyto...Ithelpsmeto...It’sagreatwayto...WhenIstartedto...,I...【教学反思】本次课程以“放松时光”为主题，通过对话练习和任务活动培养学生的听说能力。整体教学效果良好。(1)情景对话设计合理，学生通过对话能基本理解对话中的内容。(2)再次朗读对话，基础较弱的同学回答问题难度较大。(3)角色扮演环节活跃，学生能模仿对话，情感表达较到位。存在问题:(1)部分学生在完成对话的问题时，错误率较高。(2)分享环节中，基础薄弱的学生仅能使用教师所提供的句子，缺乏丰富表达。改进措施:预习阶段增加更多与爱好有关的短语，强化记忆，引导学生学习兴趣。第三课时SectionAGrammarFocus(4a-4c)【教学分析】教学内容动词不定式的用法。核心素养1.学生能够判断不定式在句子中作宾语补足语还是状语。

2.学生能够用括号内动词的正确形式完成对话。

3.学生能够用方框内动词的不定式形式完成短文。

4.学生能够运用所学动词形式知识进行简单的写作练习。重点难点重点:掌握不定式作宾语补足语和状语的区别。

难点:灵活运用动词的正确形式和不定式完成各种练习,并进行实际的语言运用。【教学过程】Step1Lead-inBegintheclassbyaskingquestions:Hello,everyone!Whatdoyoudoinyourfreetime?Howdoyouspendyourfreetime?Whydoyoulikedoit?...Taketheteacherhimself/herselfasanexample,tellingstudentswhathe/shelikesdoinginhis/herfreetimeandwhyhe/shelikesdoingit.Step2Workon4aReadaloudthesentencesprovidedandhavestudentsfindoutthesamepointsamongthesentences.Discusstheanswerstogether.Havestudentscirclealltheinfinitivephrases.Explaintheirfunctionsandusageinthesentencesandprovidemoreexamples.Step3Workon4bCompletetheconversationswiththecorrectformsoftheverbsinbrackets.Step4Workon4cCompletethepassagewiththeinfinitiveformsoftheverbsinthebox.Askstudentstoreadthepassagealoud.Thenhavestudentsformgroups.Haveeachgroupdiscuss“Whatdoyouusuallydooutdoors?”andselectarepresentativetoreporttheirideastotheclass.Then,guidestudentstoidentifymistakesandofferencouragement.Step5SummaryRecaptoday’skeypoints,includingthefunctionsandusesoftheinfinitiveinsentencestructures.Step6HomeworkWriteashortpassagebasedon“Whatdoyouusuallydooutdoors?”.【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。{calm,listen,laugh,forget,fly,relax,balance,join}Everyoneneedstime1.torelaxafterbusystudyorwork.Myparentsoftenencourageme2.tolistentolightmusicwhenIfeeltired.Ithelpsme3.(to)calmdownquickly.Iliketogototheparktowalkmydog.Thefreshairandgreentreesmakeme4.forgetstress.Sometimes,Iaskmysister5.tojoinme6.toflyakite.Watchingthekiteflyhighmakesus7.laughalot.Theseactivitiesteachme8.tobalancestudyandrest.Ithinktheyaregoodformybodyandmind.Ilikethemverymuch.【板书设计】Unit1TimetoRelax第三课时SectionAGrammarFocus(4a-4c)单词和短语:ice-skate,getinto,giveitago,kungfu,push,onceinawhile,chat,outing,goonanouting句型:—Whatdoyoudoinyourfreetime?—Iplaytheflutetorelax.—Howdidyouspendyourweekend?—Iwenttothesportscentretoice-skate.—Howdidyougetintopainting?—Isawmymotherpaint.Idecidedtogiveitago.—Whatdidyourinstructorsay?—Shetoldmenottogiveupsoeasily.【教学反思】本次语法课聚焦动词不定式作宾语补足语和状语的运用，通过多层次练习帮助学生掌握这一语法难点。(1)通过4a表格中动词不定式加粗词的对比观察，80%学生能自主归纳出动词不定式作宾语补足语和状语的运用。(2)4b对话补全环节，学生能准确运用动词不定式。存在问题:综合运用不足，对于动词不定式的特殊用法理解不深。改进措施:对于动词不定式的特殊用法要加强机械记忆，后续将结合单元主题，在本单元写作任务中强化动词不定式的实际运用，并建立常见错误案例库供学生辨析。第四课时SectionB(1a-1e)【教学分析】教学内容探讨爱好如何改善生活,区分事实与观点。核心素养1.学生能够了解不同爱好对生活的积极影响。

2.学生能够阅读并理解文中两位学生的爱好及相关内容,提取关键信息。

3.学生能够运用所学词汇和句型描述自己的爱好及原因,以及自己想培养的新爱好。

4.培养学生的兴趣爱好意识,认识到爱好在生活中的重要性,丰富课余生活。重点难点重点:理解文中关于爱好的内容,掌握相关词汇和句型;区分事实和观点。

难点:运用所学词汇和句型准确描述自己的爱好及感受,以及新爱好的选择和原因阐述。【教学过程】Step1Lead-inAskstudentsinwhatwaystheirhobbieshelptomaketheirlifebetter.Shareteacher’sownanswerwiththestudentsandleadinthetopic.Step2Workon1aAskstudentstotickinwhatwaystheirhobbieshelptomaketheirlifebetter.Encouragethestudentstoaddmoreandwritethemontheblackboard.Havethestudentsreadthesephrasestogetherandpayattentiontotheusageoftheinfinitive.Step3Workon1bAskstudentstoreadthetextaloud.Thenunderlinethetwostudents’opinions.Teachthefollowingwordsandphrasesandexpressionsbygivingexamples:reduce,stress,yoga,object,Italian,programmer,allow,achievement,coin,stamp,teenage,postcard,rather,old-fashioned,foreign,dreamof.Havestudentsnamethelocationsinthefollowingpicturesin1b.Step4Workon1cReadthetextagainandcompletethemindmap.Thenhavestudentsdiscusstheanswersinsmallgroups.Checktheanswers:Luca:Makingmobilephoneapps;Attheageoften;ItgiveshimasenseofachievementandhebelievesheishelpingpeoplearoundtheworldtolearnItalian.Maya:Collectingpostcards;Attheageoffive;Shethinkspostcardsareagoodwaytolearnaboutdifferentplacesandit’sinterestingtoseethebeautifulbuildingsandlandscapesinforeigncountriesthroughpostcards.Step5Workon1dand1eReadthetextagainandcompletethesentenceswithdifferentpurposes.Thenhavestudentsdiscusstheanswersinsmallgroups.Checktheanswers:calmdownafterabusyday;keepfit;rememberabeautifullandscapeorobject,orreducestress;allowpeoplearoundtheworldtofindstudypartnersforlearningItalian;learnaboutdifferentplacesandseethebeautifulbuildingsandlandscapesinforeigncountries;likereadingbookstogainknowledgeandrelaxmyself.（答案不唯一,示例仅供参考）Havestudentswriteaboutwhatnewhobbiestheywouldtakeupandwhy.Step6SummaryStudentsmustbeabletodiscusstheirhobbiesusingthesequestions:“Whatismyhobby?”,“Whendiditstart?”,“WhydoIlikeit?”Step7HomeworkWriteashortessayabouthobbies.Itshouldinclude:“Whatisyourhobby?”,“Whendidyourhobbystart?”,“Whydoyoulikeit?”【随堂作业】根据句意,用所给单词的适当形式填空。{stress,program,stamp,borrow,achieve}Thelibraryallowsstudentstoborrowfivebooksatatime.WhenIgrowup,Iwanttobeaprogrammer.Finishingmyfirstpaintinggavemeagreatsenseofachievement.Listeningtomusichelpsmereducestressafterabusyday.Mygrandpalikestocollectstampsfromdifferentcountries.【板书设计】Unit1TimetoRelax第四课时SectionB(1a-1e)单词和短语:reduce,stress,yoga,object,Italian,programmer,allow,achievement,coin,stamp,teenage,postcard,rather,old-fashioned,foreign,dreamof句型:Myhobbyhelpsmeto...【教学反思】本次阅读课以短文“对你有益的爱好”为载体，通过文本分析与探讨爱好如何改善生活，培养学生的阅读理解能力，整体教学目标基本达成。(1)学生能够了解不同爱好对生活的积极影响，如放松、交友、学习新技能等。(2)学生能够阅读并理解文中两位学生的爱好及相关内容，提取关键信息。(3)培养学生的兴趣爱好意识，认识到爱好在生活中的重要性，丰富课余生活。存在问题:(1)词汇障碍明显。“reduce,achievement,rather”等生词影响阅读流畅度，部分学生因卡顿放弃细节理解。(2)思维深度不足。在“学生自己想培养的新爱好”环节，60%回答停留在教材表层，缺乏深入探究。改进措施:(1)预教核心词汇。利用一些句子辅助记忆。(2)设计阶梯式问题:基础层:Whatisyourhobby?提高层:Whatdoyouoftendoinyourfreetime?拓展层:Whenyouhavetime,whatdoyouoftendoandwhy?利用这些问题来逐步提高学生们的理解能力及语言表达能力。第五课时SectionB(2a-Reflecting)【教学分析】教学内容1.学习重点单词和词组的变形与运用。

2.阅读理解,提取关于Shuyin最喜爱的业余活动(骑马)的关键信息。

3.项目学习:开展关于受欢迎的业余活动的调查。核心素养1.学生能够运用所学单词和词组造句。

2.学生能够提取阅读中的关键信息,并能概括篇章大意。

3.学生能够用英语描述自己的业余活动。重点难点重点:学会运用所学单词和词组的适当形式造句并组句成篇。

难点:如何用英语准确、完整地描述自己的业余活动,并高效流利地进行口头展示,包括在小组活动和课堂展示中的表达。【教学过程】Step1Lead-inReviewwhatthestudentshavelearntinthepastlessons,includingthekeywordsandphrases,andreadaloud.Step2Workon2aAskstudentstoreadthewordsintheboxandthenmatchthemwiththeverbstoformcommoncollocations.Checktheanswers.Then,encouragestudentstocreateasmanyphrasesaspossibleforeveryverbinthebox.Readthecollocationsaloudtogether.Step3Workon2bReadtheconversationandpredicttheanswersintheblanks.Fillinblanksindividually,thencheckinpairs.Reviewanswersasaclass.Readtheconversationaloudtogether.Step4Workon2cReadthepassageandguesswordplacementsfromthebox.Fillinblanks,thencheckanswerstogether.Correctmisunderstandingsandreadthecompletedpassagealoud.Step5Workon3aReadShuyin’spostcarefully.Completethemindmapaboutherfavouriteactivity,focusingonhowitstarted,when/whereshedoesitnow,whyshelikesit.Sharemindmapanswers.Step6Workon3band3cUsingtheactivityin3aasamodel,askstudentstocreatemindmapsfortheirownfavouritefree-timeactivities.1)Howdiditstart?2)Whendotheydoitnow?3)Wheredotheydoitnow?4)Whydotheylikeit?WriteareplytoJason’spostusingthemindmapandhelpfulexpressions.Sharesomereplieswiththeclass.Step7Workon4aExplainthesurveytask:askgroupmembersabouttheirfavouritefree-timeactivitiesandreasons.Ingroups,askquestionsandnotedownanswersinatable.Sharegroupsurveyresultswiththeclass.Step8Workon4band4cEachgroupmustsendonestudenttosharetheirresultswiththeclassbyreferringtothetablein4b.Theycanstartlikethis:Inourgroup,eightpeoplelikelisteningtomusic.Itisthemostpopularfree-timeactivity.Welikeitbecause...Step9WorkonReflectingHavestudentsreflectonthereflectionquestions,thenguidethemthroughanswering.Step10SummarySummarizethekeywordsandphrasesinthisclass.Step11HomeworkChoosefivewordsandphrasestheylearntintheclassandmakefivesentenceswiththem.【随堂作业】根据汉语意思完成句子,每空一词。我想开始把画画当作我的新爱好。Iwanttotakeuppaintingasmynewhobby.他努力克服害羞,去结交新朋友。Hetriedhardtogetoverhisshynessandmakenewfriends.睡前读个有趣的故事能帮助减压,让我睡得更好。Readingafunnystorybeforebedcanhelpreducestressandmakemesleepbetter.许多学生发现放学后和朋友打篮球很有趣。Manystudentsfinditfuntoplaybasketballwithfriendsafterschool.【板书设计】Unit1TimetoRelax第五课时SectionB(2a-Reflecting)NameFree-timeactivityReason××playingfootballIt'sagreatwaytoexercise.listeningtomusicIthelpsmetorelax.goingtothecinemaIt'sfun.【教学反思】本节课整合词汇、语法与项目式学习，围绕“放松时光”主题开展多维度教学，现就教学效果进行总结反思。(1)词汇教学情境化:通过“collect”“play”等词的词组拓展，学生能自主生成“collectstamps”“playfootball”等搭配，词汇运用灵活度提升明显。(2)任务驱动效果显著:在项目式学习中，小组合作展示各自的爱好及其理由。(3)语言能力螺旋上升:从词汇填空到语篇运用，学生正确使用“getover”“giveup”等词完成段落。存在问题:(1)高阶思维不足:活动推荐环节中，大多数理由停留在基础表达，缺乏深度思考。(2)文化迁移薄弱:仅20%的小组在推荐活动时能够熟练地使用动词不定式。改进措施:搭建语言支架，提供“理由表达锦囊”，包含两个层次:基础层:It'sfun/relaxing.提高层:Ithelpsmeunderstand...来强化动词不定式的用法。Unit2StayHealthy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.Guidethemtolocate