【新教材】人教版（2024）八年级下册英语Unit 2 Stay Healthy教案（共8课时）

第第页【新教材】人教版（2024）八年级下册英语Unit2StayHealthy教案（共8课时）主备人备课时间预备周教出时间教案编号教学内容U2StayHealthySectionA1a-1d课型听说课授课教师时间分配教师讲授时间20minutes学生活动时间25minutesTeachingobjectives(教学目标)LanguageAbilities(语言能力)1.Learntotalkabouthealthproblemsandphysicalconditions.2.Learntogiveadvicetopeoplewhoarenotfeelingwell.LearningAbilities(学习能力)1.Learntomastertheabilityoflisteningfordetails.2.Learntoworkinpairs.3.Learntogetinformationfromdescription.ThinkingQualities(思维品质)1.Learntoknowhowtosolvehealthproblems.2.LearntoleadSstoexpresstheirthoughts.CulturalAwareness(文化意识)Learntoknowwaystostayhealthyandsafe.Thekeyanddifficultpoints(教学重难点)Teachingimportantpoints:Learntomastertheabilityoflisteningfordetails.Learntotalkabouthealthproblemsandphysicalconditions.Teachingdifficultpoints:Learntomastertheabilityoflisteningfordetails.Analysisofstudents学情分析学生已学习过部分身体不适和健康建议的表达，对叙事性文章的结构有一定了解。但对于“厨房安全”这一具体话题的专项词汇（如fireextinguisher,catchfire,roll）可能不熟悉，对火灾应对的具体步骤缺乏系统认知。Teachingmethods(教法)Task-basedTeachingMethod;PracticeMethod；ReadingforwritingTeachingAids(课前准备)学生预习准备课本，笔记本，学习平板(信息班)教师教学准备课本，教案，希沃课件，一体机Teachingreflection(教学后记)注：1.本页手写；2.“课型”栏填写新授课、练习课、活动课、复习课、作文课等；3.其他栏均在授课前写好，“教学后记”栏在授课后写好。4.推门听课的行政、督学、教研组长等的签字位置在“教案编号”栏上面。教学过程（“三讲三不讲”：讲重点、难点，讲规律、拓展，讲易错、易漏、易混点；学生已会的不讲，学生自己能学会的不讲，讲了学生也不会的不讲）教学环节教学活动设计意图二次备课栏（手写）Warmingupandlead-in1.Singandlearn2.Lookandsay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。ListeningPre-listening1.1a.Matchthehealthproblemswiththepictures.2.Quickresponse.Lookandsayouttheillness.3.Askandanswer4.LookandanswerWhat’swrongwiththem?1.1b.Listentofourconversations.Writethehealthproblemsnexttothestudents.2.1c.Listenagain.Findoutthecauseofeachstudent'shealthproblemandcompletethetablein1b.IIWhile-listening1.1d.Chooseoneconversationfromthelisteningandrole-playit.2.Readthetapescriptandsumup.Howdoweaskaboutillness?Howdowedescribeillness?Howdowetellthereason?3.Thinkandshare.Howdowegiveadvice?4.WatchandlearnIII.Post-listening1dSummary&Retell:Guidestudentstocompletethesummaryin1dandretelltheconversation.通过“健康问题—图片”匹配，让学生掌握sorethroat、stomachache、headache等核心词汇，建立“词汇—视觉”关联。检查学生对健康问题英文表达的掌握。准则，实现知识的内化与升华。补充阅读拓宽学生的健康知识面，体现单元主题的延展性。通过两人问答互动，引导学生运用“What'swrongwithhim/her?”和“He/Shehas...”等句型，在对话中熟练表达健康问题，提升口语交际能力。设计目的】通过角色扮演，让学生运用“What'swrong?”“Ihaveastomachache.”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。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。Summarizeandwritedownthemainpoints简洁总结帮助学生梳理本课重点，板书强化记忆.Homework基础作业：Listenandreadthetapescripts.进阶作业：Practicetheconversationswithyourpartner.拓展作业：Shootavideo:Askyourfriendabouthis/herillness,andtellhim/herhowtogetwell.分层作业兼顾基础巩固和能力拓展，将课堂学习延伸到生活实践，强化语言运用和情感体验。BlackboarddesigningUnit2StayHealthyA:What’swrong?/What’sthematter?/AreyouOK?B:Ihaveastomachache./I’msufferingfromasorethroat.A:Whathappened?B:I...主备人备课时间预备周教出时间教案编号教学内容Unit2StayHealthySectionA(2a-3d)课型听说课授课教师时间分配教师讲授时间20minutes学生活动时间25minutesTeachingobjectives(教学目标)通过本节课学习，学生能够：1.能听懂、认读并理解与常见健康问题及建议相关的核心词汇与表达（如：headache,fever,stomachache,nosebleed,ache,careless,What'sthematter?Ihavea...等）。能理解听力与对话中关于病症描述、原因说明及健康建议的基本信息。（学习理解）2.能在模拟情境中运用所学句型进行简单对话，完成“询问病情-描述症状-给出建议”的实际交际任务。能根据健康问题匹配合适的建议，并尝试在角色扮演中表达关心与提供帮助。（应用实践）3.能结合自身或他人生活经验，分析常见健康问题的可能原因，并提出预防或应对建议。能在真实或类似真实情境中，运用英语开展健康宣传或制作简易健康提示材料，提升健康管理意识与语言综合运用能力。（迁移创新）Thekeyanddifficultpoints(教学重难点)重点：掌握常见健康问题的核心词汇；熟练运用“What'sthematter?Ihavea...Youshould/shouldn't...”等句型进行健康问题问答与建议给予。难点：在连贯对话中准确捕捉并处理健康问题、原因及建议的多重信息；在角色扮演中自然、流利地进行综合交际Analysisofstudents学情分析学生已学习过部分身体不适和健康建议的表达，对叙事性文章的结构有一定了解。但对于“厨房安全”这一具体话题的专项词汇（如fireextinguisher,catchfire,roll）可能不熟悉，对火灾应对的具体步骤缺乏系统认知。Teachingmethods(教法)Task-basedTeachingMethod;PracticeMethod；ReadingforwritingTeachingAids(课前准备)学生预习准备课本，笔记本，学习平板(信息班)教师教学准备课本，教案，希沃课件，一体机Teachingreflection(教学后记)教学过程教学环节教学活动设计意图二次备课Part1：Lead-in(5min)1.SentenceOrdering:Showjumbledsentencesfromanurse-patientconversation.GuideSstoputtheminalogicalorder.

2.Discussion:Brieflydiscusswhattheconversationmightbeabout.通过排序任务激活学生关于医患对话结构的已有知识，引发思考，快速切入本课“健康问题与建议”的主题。Part2：Pre-listening(7min)1.Nurse'sLog:GuideSstoreadtheincompletenurse'slogaboutHelen,Bob,Emma,Ella.AskSstopredictandgiveadviceforeachhealthproblem.

2.2aMatching:HaveSsmatchthehealthproblemswiththecorrespondingadvice.Checkanswers.利用护士日志创设真实工作情境，预测建议活动激活学生背景知识。2a匹配任务帮助学生预先熟悉核心词汇和常见建议，为听力理解扫清障碍。Part3：While-listening(12min)1.2bFirstListening:Playtherecordingofthreeconversations.AskSstocirclethehealthproblemsmentionedin2aandmatchnameswithproblems.Identifywhogotmedicine.

2.2cSecondListening:Playtherecordingagain.GuideSstocompletethenurse'sadviceforDavid,Nancy,andJeffinthetable.

3.DetailedListening:PlayspecificpartsofeachconversationforSstofillintheblanks(asperPPTslides).分层处理听力任务。2b侧重获取主旨和特定信息；2c和细节填空侧重捕捉具体建议和细节，培养学生抓取关键信息的能力。通过多次听音，由易到难，逐步深化对对话内容的理解。Part4：Post-listening(10min)1.PairWork(After2c):HaveSsworkinpairstotaketurnsaskingforandgivingadvicefordifferenthealthproblems(e.g.,headache,fever,runnynose).

2.3a-3cReading&Role-play:GuideSstoreadtheconversationbetweenHelenandthedoctor(3a),answerwhat'swrongwithHelen(3a),completethenotestable(3b),andthenlistenandrole-playtheconversation(3c).

3.3dCreativeRole-play:OrganizeSstoactoutanewconversationbetweenadoctorandapatientusingtheprovidedexpressions.从控制性操练过渡到半开放性、开放性交际活动。Pairwork巩固句型；3a-3c通过阅读和模仿表演，学习更完整的医患对话模式；3d鼓励学生综合运用所学进行创造性表达，提升语言流利度和交际能力。Part5：Summary(3min)Usethesummaryslidetoreviewthekeysentencepatternsfordoctorsandpatients(asking,describing,givingadvice,askingforadvice).强化记忆，梳理本课核心交际用语，帮助学生形成系统的知识框架。Part6:Languagepoints(5min)Explainkeylanguagepointsfromthelesson,suchas:

-Vocabulary:nosebleed,ache,careless,description

-Phrases:pressdownon,avoiddoingsth,takeone'stemperature,falloff

-Sentencepatterns.聚焦课文中的重点词汇和短语进行精讲，帮助学生深入理解语言点，提升语言使用的准确性。Part7:Exercise(3min)DistributeandguideSstocompletethein-classexercises(e.g.,wordselection,translation).及时检测学生对课堂所学词汇和句型的掌握情况。Part8:Homework基础作业：抄写并默写本课所学的身体不适类核心词汇(至少8个)，每个单词抄写5遍，并用其中5个单词分别造一个句子，描述身体不适。

进阶作业：编写一段对话:假设你是学校护士，一位同学来看病。请用6-8句英语对话，包括:询问病情;描述症状;给出建议;使用至少3个本节课学过的词汇。

拓展作业：制作“健康小贴士”海报:选择一种常见健康问题(如感冒、胃痛、牙痛等)，用英语写出:症状描述;可能原因;2条预防或处理建议;可配以简笔画或图标。分层设计作业，兼顾词汇巩固、句型应用和创造性输出，将课堂学习延伸到课外。板书设计主备人备课时间预备周教出时间第2周教案编号教学内容Unit2StayHealthySectionA（(GrammarFocus4a—4d)）课型语法授课教师时间分配教师讲授时间20minutes学生活动时间20minutesTeachingobjectives(教学目标)1.LanguageAbility:MasterthecoregrammarstructuresinGrammarFocus,finish4a-4dexercisesproficiently,andusethetargetgrammartoexpresshealth-relatedviewsandsuggestionscorrectly.2.ThinkingQuality:Sortoutgrammarlogicthroughinductionandpractice,andimprovetheabilityofanalyzingandapplyinggrammar.3.CulturalAwareness:FormthehabitofstandardEnglishexpressionandunderstandtheimportanceofgrammarinsmoothcommunication.4.LearningAbility:Masterbasicgrammarlearningmethodsanddevelopthehabitofactiveinductionandindependentpractice.Thekeyanddifficultpoints(教学重难点)教学重点：MasterthecoregrammarstructuresinGrammarFocus,finish4a-4dpracticetasks,andusethetargetgrammartomakesimplehealth-relatedexpressions.教学难点：Flexiblyapplythetargetgrammarinspecificcontextsandavoidcommongrammarmistakes.Teachingmethods(教法)GrammarExplanationMethod；Task-basedTeachingMethod;LearningMethods:PracticeMethod；IndependentInductionMethod.TeachingAids(课前准备)学生预习准备课本，笔记本，学习平板教师教学准备课本，教案，希沃课件，一体机Teachingreflection(教学后记)教学过程（“三讲三不讲”：讲重点、难点，讲规律、拓展，讲易错、易漏、易混点；学生已会的不讲，学生自己能学会的不讲，讲了学生也不会的不讲）教学环节教学活动设计意图二次备课栏（手写）Warmingupandrevision(感知与注意)1.情境问答：“What’swrongwithyouifyouhaveaheadache?”“Whatdoyouusuallydowhenyoufeeltired?”，引导学生用简单英语回答，同时板书核心健康短语（haveaheadache,feeltired,seeadoctor等）。2.回顾铺垫：展示上一课时SectionA1a-1c的对话片段，让学生快速朗读，圈出对话中表示“建议”的句子和指代“自己”的词汇，引出本节课语法重点——反身代词和情态动词表建议。以学生熟悉的健康话题为切入点，通过情境问答激活学生已有知识储备，拉近语法学习与生活的距离，降低学习难度。回顾上一课时对话，自然衔接新知，让学生在已有语境中感知目标语法的用法，为后续系统学习做好铺垫，同时培养学生的观察能力和知识迁移能力。Presentation(获取与梳理)反身代词呈现与讲解首先，结合导入环节中圈出的词汇（如myself,yourself），展示反身代词的完整列表，标注人称、数的对应关系，讲解构成规则：第一、二人称由形容词性物主代词加-self/selves构成，第三人称由人称代词宾格加-self/selves构成。随后，结合教材GrammarFocus中的句子，如“Howdidyouhurtyourself?”“Weshouldtakegoodcareofourselves.”，分析反身代词在句中的功能——作宾语，强调动作作用于主语自身，同时补充同位语用法（如Thestudentsthemselvesknowhowtoprotectthemselves.）。最后，总结常见固定搭配，如hurtoneself,enjoyoneself,takecareofoneself,byoneself等，每个搭配配1-2个简单例句，结合健康场景强化记忆。2.情态动词should/could表建议呈现与讲解先引导学生朗读GrammarFocus中关于建议的句子，如“Youshouldseeadentist.”“Youcoulddrinksomewarmwater.”“Youshouldn'teattoomuchjunkfood.”，让学生自主观察、讨论三个情态动词（should,shouldn't,could）的语气差异和用法。随后，教师总结：should语气较强，表“应该”，强调建议的合理性和义务性；shouldn't表“不应该”，语气强烈，用于禁止或不适宜的行为；could语气委婉，表“可以”，提供可选建议，不强制。补充否定形式（shouldn't,couldn't）和问答搭配（WhatshouldIdo?），结合健康问题场景举例，如“A:Ihaveasorethroat.WhatshouldIdo?B:Youshouldrestmore.Youcouldalsodrinksomehoneywater.”，让学生直观感受语气差异。最后，对比should与could的用法，通过简单提问（“当你想强烈建议朋友发烧时不要熬夜，用哪个？”）强化区分。设计意图：遵循“感知—分析—总结”的语法学习规律，先让学生直观接触反身代词的形式和语境，再系统讲解规则和功能，避免枯燥的理论灌输。结合教材原句和健康场景例句，让学生感知语法的实用性，固定搭配的补充的有助于学生快速积累，为后续运用打下基础，同时培养学生的归纳总结能力。采用自主探究、合作讨论的方式，让学生主动发现语法规则，体现学生的主体地位，培养学生的思维品质。结合教材核心句型，聚焦健康建议场景，贴合单元主题，同时通过问答互动，让学生在交流中感知语气差异，突破“区分语气”这一难点，提升语言感知能力。Practice练习设计遵循“由浅入深、层层递进”的原则，分三个层次开展，每个练习后及时点评、纠错，强化知识掌握。1.基础巩固练习第一，反身代词填空：给出简单句子，结合语境填入合适的反身代词，如“Thegirlcleanedthecutonherarmby_______.”“Theycanlookafter_______verywell.”，重点考查反身代词与人称、数的一致性，纠正常见错误（如ourself→ourselves）。第二，情态动词填空：结合健康场景，用should,shouldn't,could填空，如“You_______eattoomuchcandy.It'sbadforyourteeth.”“Ihaveaheadache.What_______Ido?”，重点考查三者的基本用法和语气区分。练习完成后，邀请学生上台作答，讲解解题思路，教师针对共性错误（如could与should混用）进行强调。2.语境应用练习结合教材4a、4b练习，调整优化语境，让学生在完整语境中运用语法知识。4a部分，让学生朗读句子，划出情态动词，圈出反身代词，再次强化两者在语境中的运用；4b部分，完成反身代词填空后，让学生尝试将句子改写为对话形式，结合健康场景补充细节。新增情境练习：给出3个具体健康问题（如“felloffthebikeandhurttheleg”“stayuplateandfeeltired”“haveastomachacheaftereatingtoomuch”），让学生用should/could/shouldn't各写1条建议，同时加入反身代词，如“Youshouldn'tmoveyourlegbyyourself.Youshouldaskforhelp.”。基础练习聚焦核心知识点，重点突破“反身代词一致性”“情态动词基本用法”这两个重点，帮助学生快速巩固语法规则，及时发现并纠正易错点，夯实基础，增强学生的学习自信心。将语法练习与语境结合，避免孤立的机械练习，让学生体会语法的实用性，同时衔接教材练习，保证教学的连贯性。新增情境练习，贴合学生生活实际，引导学生主动运用所学知识，实现“学用结合”，提升语言运用能力。Homework基础作业：Reviewwhatwelearnedinclass.提升作业：Finishtheexerciseon《XueFa》拓展作业：Write5sentencestogiveadvice.作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。BlackboarddesigningUnit2StayHealthySectionA(GrammarFocus4a—4d)单词和短语:knife,safety,clear,pain,what'smore,brightness,environment,cross句型:1.Doyouhaveasorethroat/badcold/…?2.Didyoufallfromyourbike/cutyourself/…?3.Youshould/could/shouldn't...主备人备课时间预备周教出时间教案编号教学内容Topic：HealthReadingforwriting课型读写课授课教师时间分配教师讲授时间20minutes学生活动时间25minutesTeachingobjectives(教学目标)通过本节课学习，学生能够：能够梳理故事中厨房火灾发生、发展和处理的完整过程，准确复述关键情节，理解文中急救与安全知识的合理性。（学习理解）能够结合课文配套习题，运用5W1H和故事山工具梳理故事情节，完成事件排序与故事摘要补全，并能从中提炼出应对厨房火灾的行动准则，用英语清晰表达处置要点。（应用实践）能够结合生活经验，自主调查家庭中除厨房外的其他火灾隐患（如电器、插线板等），可尝试设计一份多场景的家庭消防安全指南，用英语撰写安全提示，提出具有创新性的预防和应对建议。（迁移创新）Thekeyanddifficultpoints(教学重难点)重点：理解课文内容，梳理火灾事件的发展顺序；学习和掌握与火灾应对相关的核心词汇与表达。难点：从故事中准确提炼安全准则（DosandDon'ts）；将所学安全知识迁移到新的生活场景中进行应用和创新。Analysisofstudents学情分析学生已学习过部分身体不适和健康建议的表达，对叙事性文章的结构有一定了解。但对于“厨房安全”这一具体话题的专项词汇（如fireextinguisher,catchfire,roll）可能不熟悉，对火灾应对的具体步骤缺乏系统认知。在阅读中梳理事件发展顺序、概括要点以及从文本中提炼安全准则的能力需进一步培养。Teachingmethods(教法)Task-basedTeachingMethod;PracticeMethod；ReadingforwritingTeachingAids(课前准备)学生预习准备课本，笔记本，学习平板(信息班)教师教学准备课本，教案，希沃课件，一体机Teachingreflection(教学后记)注：1.本页手写；2.“课型”栏填写新授课、练习课、活动课、复习课、作文课等；3.其他栏均在授课前写好，“教学后记”栏在授课后写好。4.推门听课的行政、督学、教研组长等的签字位置在“教案编号”栏上面。教学过程（“三讲三不讲”：讲重点、难点，讲规律、拓展，讲易错、易漏、易混点；学生已会的不讲，学生自己能学会的不讲，讲了学生也不会的不讲）教学环节教学活动设计意图二次备课栏（手写）Warmingupandlead-inShowavideoaboutcookingaccidentsandaskstudentstodescribewhattheysee.Guidestudentstodiscuss:"Whatcanwedowhenacookingaccidenthappens?"通过真实、紧张的烹饪事故视频快速吸引学生注意力，创设贴近生活的问题情境，激活学生关于厨房安全的背景知识和已有经验，为阅读文本做好内容和情感上的铺垫。ReadingPre-readingGuidestudentstolookatthepicturein1aanddescribewhatishappening.

2.Pre-teachkeyvocabulary(e.g.,catchfire,fireextinguisher,burn,roll)usingpicturesandactions.

3.Discussthequestion:"Doyouknowwhattodoifoilcatchesfire?"andbrieflyintroducecorrectmethods.While-reading1stReading(Skimming):Askstudentstoreadquicklyandfindoutthe5W1H(Who,What,When,Where,Why,How)ofthestory.

2.2ndReading(Scanningfor1b/1c):Guidestudentstoreadcarefullytocompletecomprehensiontasks,eventordering,andunderstandcharacters'actionsandfeelings.

3.FocusonKeyparagraphs:Analyzeparagraphsdescribingthefireandresponse,highlightingcorrect/incorrectactions.4.Explainkeylanguagepoints:burn,panic,throw,aid,harmandtheirusageincontext.Post-reading1.1dSummary&Retell:Guidestudentstocompletethesummaryin1dandretellthestoryusingthestorymountainstructure.

2.Discussion(1e):Leadadiscussiononthecharacters'actionsandthesafety"DosandDon'ts"learned.利用课文插图进行预测，培养学生的读图能力和逻辑推理能力。预先处理关键生词和短语，扫除阅读障碍。通过讨论引发学生对正确处置方法的好奇心，制造信息差，从而激发其深入阅读文本、探寻答案的强烈欲望。遵循阅读教学规律，从整体到局部。略读训练学生快速获取主旨信息的能力；扫读和细节题培养学生定位关键信息和理解细节的能力。排序任务帮助学生理清事件发展顺序。分析关键段落旨在引导学生关注文本中的安全知识要点，深化理解。复述活动是检验阅读理解和个人语言组织能力的有效方式。讨论活动促进学生从文本中提炼、归纳安全准则，实现知识的内化与升华。补充阅读拓宽学生的健康知识面，体现单元主题的延展性。WritingSummarizeandwritedownthemainplotofthestoryandthekeysafetytips(DosandDon'ts)learned.简洁总结帮助学生梳理本课重点，板书强化记忆，为写作输出做准备。Homework基础作业：用思维导图或故事山的形式画出故事脉络，并标注关键情节的情绪变化。

进阶作业：用第三人称转述故事，并在结尾写下从中学到的最重要的安全启示。

拓展作业：设计一份多场景的家庭消防安全指南，用英语撰写安全提示。分层作业兼顾基础巩固和能力拓展，将课堂学习延伸到生活实践，强化语言运用和情感体验。BlackboarddesigningTopicHealthReadingforwriting主备人备课时间预备周教出时间教案编号教学内容Unit2StayHealthySectionB(Vocabularyinuse)课型词汇课授课教师时间分配教师讲授时间20minutes学生活动时间25minutesTeachingobjectives(教学目标)通过本节课学习，学生能够：在故事语境中理解、认读本课核心词汇（bleed,check,harmful,shock,hit,injury,ache,sore,pill等）的含义及基本用法；通过观察、分析，归纳后缀-less,-ache,-self/-selves的构词规律及功能；辨析易混词汇（pain/ache,have/catch,injury/pain,painful/hurt,harmful/sore）的核心区别。（学习理解）在控制性练习（如选词填空、完成句子、短文填空）中，正确拼写并使用本课核心词汇；能根据构词法知识判断或构成符合规则的新词。（应用实践）能结合学校或家庭生活实际，运用所学词汇和句型，分析常见安全事故原因，提出预防建议，并合作制作安全宣传海报，进行简单的口头或书面展示。（迁移创新）Thekeyanddifficultpoints(教学重难点)重点：掌握本课核心词汇的音、形、义及基本用法；理解并运用目标后缀的构词法知识。难点：在真实语境中准确选用近义词汇（如表达疼痛、伤害的不同词语）；综合运用所学词汇进行有意义的表达与交流。Analysisofstudents学情分析学生已学习过本单元关于健康问题的基础词汇，但对更具体的受伤、治疗及相关动词（如bleed,injure,hit等）掌握不足。对构词法知识有初步接触，但缺乏系统归纳。需要在具体语境中巩固词汇，并通过练习提升应用能力。Teachingmethods(教法)Task-basedTeachingMethod;PracticeMethod；SituationalTeachingMethodTeachingAids(课前准备)学生预习准备课本，笔记本，学习平板(信息班)教师教学准备课本，教案，希沃课件，一体机Teachingreflection(教学后记)注：1.本页手写；2.“课型”栏填写新授课、练习课、活动课、复习课、作文课等；3.其他栏均在授课前写好，“教学后记”栏在授课后写好。4.推门听课的行政、督学、教研组长等的签字位置在“教案编号”栏上面。教学过程（“三讲三不讲”：讲重点、难点，讲规律、拓展，讲易错、易漏、易混点；学生已会的不讲，学生自己能学会的不讲，讲了学生也不会的不讲）教学环节教学活动设计意图二次备课栏（手写）Part1：Revisionandlead-in1.Review&Match:Showpicturesorphrasesofhealthproblems(headache,fever,sorethroat,etc.)andhaveSsmatchthemwithappropriateadvice.

2.PicturePrediction:ShowthepictureofMaxinthehallway.Ask:"WhathappenedtoMax?Let'sreadthestory'Max'sUnexpectedDay'tofindout."通过匹配活动激活已有知识，建立新旧联系。利用图片预测创设信息差，引发学生好奇心，自然导入本课主题故事。Part2：PresentationStoryReading&VocabularyLearning:GuideSstoreadthestory"Max'sUnexpectedDay"scenebyscene(PPT).Foreachscene,presentandexplainthekeyvocabulary(e.g.,Scene1:hit,bleed,painful,shock,check;Scene2:injury,ache;Scene3:sore,pill,harmful)incontext.

2.SuffixInduction(-less):Usetheexamplewords(careless,harmless,etc.)toguideSstosummarizethemeaningandfunctionofthesuffix"-less".

3.SuffixInduction(-ache):Usetheexamplewords(headache,stomachache,etc.)toguideSstosummarizethemeaningandfunctionofthesuffix"-ache".

4.SuffixInduction(-self/-selves):PresentthetableofreflexivepronounsandguideSstounderstandthemeaningof"-self/-selves".

5.WordDifferentiation:UsethetablesinPPTtoexplainthedifferencesbetweenkeypairs:pain/ache,have/catch,injury/pain,painful/hurt,harmful/sore.Explainkeylanguagepointsfromthelessonindetail,usingthePPTslides:

-bleed(v.)的用法及词形变化

-check(v./n.)的用法及短语

-harmful(adj.)的用法及反义词

-shock(n./v.)的用法及词形变化

-hit(v./n.)的用法及辨析通过故事语境呈现词汇，使词汇学习更具意义和趣味性。引导学生自主观察、归纳构词法，培养其词汇学习策略和探究能力。系统讲解近义词辨析，帮助学生准确使用词汇，减少表达错误。将教学落到实处，交际意识培养之后，知识点的教授也跟上，保证学生在理解的同时能够运用到具体题型中去。Part3:Practice(10min)1.2aSuffixPractice:GuideSstocompletethetableaboutwordendings(-self/-selves,-less,-ache),matchingtheendingswiththeirmeaningsandexamples.

2.2bSentenceCompletion:HaveSscompletethesentenceswiththecorrectwordsinbrackets(focusingonworddifferentiationlikepain/ache,catch/take,injury/pain,hurt/suffer,harmful/sore).Checkanswers.

3.2cPassageCloze:GuideSstocompletethepassageaboutKelly'saccidentusingthecorrectformsofthewordsgiven(throw,colourless,shock,aid,X-ray,injury,avoid).Checkanswers.通过控制性练习，由易到难（词缀->单句->语篇），帮助学生在不同层面巩固对本课核心词汇和语法知识的掌握，为后续应用打下基础。Part4:Production(8min)PosterMaking-"StaySafe,StayHappy!":OrganizeSsintogroups.Askthemtomakeaposteron"HowtoAvoidInjuriesatSchool/atHome?".Thepostershouldinclude:

-DOs(Whatweshoulddo)

-DON'Ts(Whatweshouldavoid)

-FirstAidTips(Whattodoifsomeonegetshurt)

-ASlogan

EncourageSstousethetargetvocabularyandsuggestedsentencepatterns.创设真实任务，促使学生综合运用本课所学词汇和知识进行有意义的表达，培养合作能力、创新思维和解决实际问题的能力，同时强化安全意识。Homework基础作业：抄写并记忆本课10个核心词汇及例句，每个词造句1句。

进阶作业：以“一次小意外”为题，写一段60词左右的英文短文，需使用至少5个本课所学词汇。

拓展作业：设计一张“校园安全小贴士”英文海报，包含3条建议,并尝试使用带有-less或-self/-selves的词汇。作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。Blackboarddesigning主备人张建玲备课时间预备周教出时间第4周教案编号教学内容Unit2StayHealthySectionB(3a-3c)课型写作课授课教师时间分配教师讲授时间20minutes学生活动时间25minutesTeachingobjectives(教学目标)通过本节课学习，学生能够：1.学习理解：通过阅读3a语篇，梳理并归纳记叙文的要素（When,Who,What,How,Result）及文章结构。2.应用实践：模仿3a的结构和关键句型，运用一般过去时，围绕“一次健康意外”完成初稿写作。3.迁移创新：通过小组合作互评，修改润色作文，能准确使用连接词（如:when,because,so,finally）使文章逻辑流畅，并能针对意外事件提出合理的健康建议。Thekeyanddifficultpoints(教学重难点)重点：解读3a范文，提炼写作框架；运用一般过去时描述健康意外事件。难点：合理运用连接词增强叙事的连贯性；在叙事结尾处自然贴切地融入健康提示或感悟。Analysisofstudents学情分析八年级学生已经具备一定的英语基础，掌握了常用的过去时态和基本的生活词汇。通过本单元前几课时的学习，学生已经积累了关于疾病、意外及健康建议的表达。学生们存在的优势：对“健康”话题有生活体验，学习兴趣较高；具备基本的记叙文阅读能力。面临的挑战：在写作中容易忽略叙事逻辑的连贯性（如时间顺序）；在描述事件时细节不够丰富；将“健康建议”自然融入叙事的能力有待加强。Teachingmethods(教法)Task-basedTeachingMethod;Processwritingapproach,communicativeapproach.SituationalTeachingMethodTeachingAids(课前准备)学生预习准备课本，笔记本，学习平板(信息班)教师教学准备课本，教案，希沃课件，一体机Teachingreflection(教学后记) 教学过程（“三讲三不讲”：讲重点、难点，讲规律、拓展，讲易错、易漏、易混点；学生已会的不讲，学生自己能学会的不讲，讲了学生也不会的不讲）教学环节教学活动设计意图二次备课栏（手写）Part1：RevisionandPre-writingStep1:Lead-inGreetstudents.Showpicturesofdifferentfoods(pizza,salad,peanuts).Ask:"What'syourfavoritefood?Areyouallergictoanyfood?"3.Elicitanswersandintroducethetopic:Todaywe'llreadastoryaboutsomeonewhohadafoodallergyemergency.Step2:Pre-readingTeach/Reviewkeyvocabulary:allergic,allergy,peanuts,throat,tight,medicine,ingredients.2.Askstudentstopredict:"Whatmighthappeninthestory?"basedonthetitleandpictures(ifavailable).Greetteacher.Brainstormwordsendingwith"ache".3.Becomecuriousaboutthewordformation.Part2：While-writingStep3:While-readingFirstreading:Studentsreadthestoryin3asilently.Ask:"Whoarethecharacters?Whathappened?"(Gist).Secondreading:Studentsreadagainandanswerdetailedquestions:"WhydidMarkfeelstrange?Whatdidhisfriendsdo?Whatdidthedoctordo?"3.Retellingpractice:Inpairs,studentsretellthestorytoeachother.Teacherwalksaroundandoffershelp.1.Observethetableandtakenotes.2.Repeatexamplesandunderstandtherules.3.Contributeadditionalexamples.Part3：Post-writingStep4:Post-reading-Note-takingDirectstudentsto3b.ExplainthattheseareDr.Cooper'squestions.WorkinpairstocompleteMark'sresponsesbasedonthestoryandlogicalthinking.3.Checkanswersasaclassanddiscusspossiblevariations.Step5:Writing-DialogueReadthebeginningofthedialoguein3ctogether.Explainthestructureofadoctor-patientconversation(greeting,questionsaboutsymptoms,advice).Studentscompletethedialogueindividuallyorinpairsusingtheirnotesfrom3b.Teachercirculatesandprovidesguidance.Step6:Presentation&Summary1.Inviteafewpairstorole-playtheirdialoguesinfrontoftheclass.Givepositivefeedbackandcorrectcommonerrors.3.Summarizethelesson:whatwelearnedaboutfoodallergiesandhowtowriteadialogue.Readsentencescarefully.2.Discusswithpartnersandchoosethecorrectwords.3.Shareanswersandjustifychoices.HomeworkHomework(tobeexplained)Finishwritingthedialogueifnotcompletedinclass.Readthestoryaloudthreetimestopracticefluency.3.(Optional)Researchonecommonfoodallergyandwriteapassageaboutit.BlackboarddesigningUnit2:FoodAllergyStoryKeywords:

allergic,peanuts,throat,tight,medicine,ingredients

Storystructure:

Cause→Problem→Solution

Dialoguestructure:

Greeting→Questionsaboutwhathappened→Advice

Usefulsentences:

"Whathappened?""Iate...""Youshould..."主备人备课时间预备周教出时间教案编号教学内容U2StayHealthyProject课型授课教师时间分配教师讲授时间20minutes学生活动时间25minutesTeachingobjectives(教学目标)1.KnowledgeObjectives:Masterhealthproblem-relatedvocabulary(foodallergy,toothache,headache,backache,eyestrain,cut,burn,etc.).Proficientlyusesentencepatternsfordescribinghealthproblems(Whatcausesthishealthproblem?/Howmightyoufeelwhen...?/Whatshouldwedoto...?).2.AbilityObjectives:Beabletoconductgroupresearchonaselectedhealthproblem,extractcoreinformation(causes,symptoms,treatment,etc.).BeabletocreateanEnglishhealthawarenessbrochureandpresentitinclass,enhancingcomprehensiveEnglishapplicationandteamworkskills.3.EmotionalObjectives:Enhancehealthawareness;learntodisseminatehealthknowledgeinEnglish;establishtheconceptof"preventingillness,maintaininghealth."Thekeyanddifficultpoints(教学重难点)1.GuidingstudentstoconducteffectiveresearcharoundaselectedhealthproblemandorganizelogicallyclearEnglishexpression.2.Balancing"taskdivision"and"languageoutputquality"ingroupcollaborationtoensurebrochurecontentisaccurateandeasytounderstand.Analysisofstudents学情分析学生已学习过部分身体不适和健康建议的表达，对叙事性文章的结构有一定了解。但对于“厨房安全”这一具体话题的专项词汇（如fireextinguisher,catchfire,roll）可能不熟悉，对火灾应对的具体步骤缺乏系统认知。Teachingmethods(教法)Task-basedTeachingMethod;PracticeMethod；ReadingforwritingTeachingAids(课前准备)学生预习准备课本，笔记本，学习平板(信息班)教师教学准备课本，教案，希沃课件，一体机Teachingreflection(教学后记)教学过程（“三讲三不讲”：讲重点、难点，讲规律、拓展，讲易错、易漏、易混点；学生已会的不讲，学生自己能学会的不讲，讲了学生也不会的不讲）主备栏二次备课栏（手写）Step1:Warmingup&Leadin(8minutes)1.Warmingup(5minutes):Conducta"HealthSurvey"activity:Studentsaskpeersabouthealthproblemsthey'veexperienced(samplequestions:Doyouoftenhaveaheadache?Whatdoyoudowhenyouhaveatoothache?)andrecordanswers.Theninvite2-3studentstosharesurveyresults(e.g.,"MyclassmateLilyhadabackachelastweek.Sherestedfortwodays.")toactivatestudents'priorknowledgeabout"healthproblems."2.Leadin(3minutes):Displaythelistofhealthproblemsfromtextbook4a(foodallergy,toothache,headache...).Ask:"Whichhealthproblemdoyouthinkisthemostcommonamongteenagers?Why?"Guidestudentstodiscuss,naturallytransitioningtothetaskof"groupselectionofahealthproblemforresearch."V.Step2:PresentationandPractice(28minutes)1.Presentation(KnowledgePresentation:8minutes)•Vocabulary&TopicIntroduction:Teachershowshealthproblemvocabularycards,readsaloudandexplainsmeanings(e.g.,"eyestrain"meansyoureyesfeeltiredafterusingscreensforalongtime),ensuringstudentsunderstandeachproblem.•ResearchQuestionAnalysis:Displaytheresearchquestionsfrom4b(Whatcausesthishealthproblem?/Howmightyoufeelwhenyouhaveit?etc.).Explainthefunctionofeachsentencepatternonebyone.UsetoothacheasanexamplefordemonstrationQ&A(Teacher:"Whatcausesatoothache?"Students:"Eatingtoomuchcandyornotbrushingteethwell.").•BrochureStructureAnalysis:Showthe"VisionCare101"examplefromtextbook4c.Analyzethebrochurestructure(HOWyoumaygetit,WHATproblemsyoumayhave,WHYitisimportanttoactnow,WHATyoucando),clarifyingcreationrequirements.2.Practice(GroupPractice:20minutes)•4a:GroupTopicSelection(3minutes):Groupsdiscussandselectonehealthproblem(e.g.,foodallergy,eyestrain,etc.).Teachercirculatestoensureeachgrouphasacleartopic.•4b:ResearchDiscussion(8minutes):Groupsdiscusstheirselectedproblemusingthequestionsfrom4b,recordcoreinformation(Teacherdistributes"ResearchRecordSheet"andprovidessentencepatternpromptcardsforsupport).Example(foreyestrain):◦Whatcausesit?→Usingphones/computersforlonghours;readingindarkrooms.◦Howmightyoufeel?→Tiredeyes;dryeyes;headache.•4c:BrochureCreation(9minutes):Groupsdividetaskstocreatethebrochure:someresponsibleforwriting(organizingcauses,symptoms,suggestionsinEnglish),someforgraphicdesign(drawingsimplepicturesorpastingimages).Teachercirculatestoguide,focusingonhelpingstudentscorrectEnglishexpressionerrors.•Presentation&Evaluation(5minutes):Eachgrouppresentstheirbrochure.OthergroupsaskquestionsorgivefeedbackinEnglish(e.g.,"Howcanweavoidbackache?").Teachercommentsfromthreeaspects:"LanguageAccuracy,""ContentCompleteness,""PromotionalEffectiveness."VI.LanguagePoints1.CoreVocabulary:◦HealthProblemNouns:foodallergy,toothache,headache,backache,eyestrain,cut,burn.◦Wordsfordescribingfeelings/actions:tired,dry,reduce,avoid.2.KeySentencePatterns:◦Inquiringaboutcause:Whatcausesthishealthproblem?◦Describingfeelings:Howmightyoufeelwhenyouhaveit?◦Givingsuggestions:Whatshouldwedototreatitandavoidit?◦Brochurestructureexpressions:HOWyoumaygetit:.../WHATproblemsyoumayhave:.../WHYitisimportanttoactnow:...VII.Summary(4minutes)Teacherandstudentsreviewthecorecontentofthelessontogether:1.GroupProce