2025-2026学年人教版八年级英语下册Unit2 Stay Healthy单元教学设计

新人教版八年级下册英语Unit2StayHealthy单元教学设计

第一课时SectionA(la-2d)

【教学分析】

L谈论健康问题及相应的解决办

法。

教学内容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。

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

核心素养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飞”的用法，并

在句子中正确运用。

重点:掌握各种健康问题的表达

重点难点

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o

【教学过程】

Step1Lead-in

Askstudentstosaythebodypartsquickly.

Step2Workonla

1.Askstudentstomatchthehealthproblemswiththepicturesinla.

Theanswersare:DAEBCF.

2.Havestudentsreadthewordsandphrasesaloud.

Step3Workonlband1c

1.Showstudentsthetableinlb.Askthemtopredictpossiblehealth

problemsandcausesbasedonthenamesandprompts.

2.Playtheaudio.Studentswritethehealthproblemsnexttoeach

student'sname.Thencheckanswers.

3.Havestudentslookatthe"Cause“columninlb.Discussinpairs:

“Whatdoyouthinkcausedeachstudent'shealthproblcm?^^

4.Playtheaudioagain.Studentsfillinthe“Cause“column.Check

answers.

Step4WorkonId

1.Pairstudentsup.Modeltheconversationwithtwostudentsusing

thetargetstructures.

2.Givethemtimetopractisetheconversationusingtheexample.

Encouragethemtousetheirownwordsandcreativity.

Step5Workon2a

I.Askstudentstoreadthewordsandphrasesfrom2aaloud.

2.Askstudentstomatchthehealthproblemswiththeappropriate

actions.

3.Gothrougheachitemwiththeclass,explainingwhyeachaction

matchesthehealthproblem.

Step6Workon2b

1.Listentothreeconversations.Circlethehealthproblemsthe

studentshavein2a.Thenfindouttheanswerwhogotsome

medicinefromtheschoolnurse.

2.Checktheanswers:?,3,5;David.

Step7Workon2c

1.Showstudentsthetablein2c.Askthemtopredictwhatadvicethe

schoolnursemightgive.

2.Playtheaudioagain.Studentscompletetheschoolnurse'sadvice

foreachstudent.

3.Checktheanswersanddiscusstheadvice.

Step8Workon2d

1.Usetheexampleprovidedtomodelaconversationaboutahealth

problemandgiveadvice.

2.Studentsworkinpairstotaketurnstoaskforandgiveadvicefor

differenthealthproblemsshowninthepictures.

3.Inviteafewpairstoperformtheirdialoguesinfrontoftheclass.

Step9Summary

Recaptoday'slesson,withemphasisontheconversationsabouthealth

problemsandthegivenadvice.

Step10Homework

Designacharttosumupthehealthproblemsandadviceyouhave

learned.

【随堂作业】

根据句意及首字母或汉语提示填写单词。

1.It'simportanttokeep011rseIveshealthybydoingexerciseevery

day.

2.Ifyouhaveasorethroat,youshouldn'teattoomuchspicyfood.

3.Weneedtoavoidloudnoiseinthelibrarysootherscanread

quietly.

4.Youneedtopress（按）harderwhenyouwritewithapencil.

5.Ifyoudon'tsleepwell,youmaysuffer（遭受）fromtirednessthe

nextday.

【板书设计】

Unit2StayHealthy

第一课时SectionA（la-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：

I.A:What'swrong?/Whafsthematter?/AreyouOK?

B:Ihaveastomachache./I'msufferingfromasorethroat./...

2.Youshouldputsomethingwarmonyourstomach/...

第二课时SectionA(3a-3d)

【教学分析】

阅读对话，理解对话内容,提取对

教学内容

话中的关键信息。

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

核心素养

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:提取对话中的关键信息，并

复述对话中的大概内容。

重点难点难点: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-in

Askstudentstosimulateaconversationbetweenadoctorandapatient

usingthelearnedsentencepatternsandexpressionstoreviewkey

vocabularyandexpressionsrelatedtomaintaininghealth.

Step2Workon3a

1.Havestudentsreadtheconversationsilently.Thenask,"What'sthe

matterwithHelcn?^^(Expectedanswer:"Shehastheflu.^^)

2.CheckUnderstanding:Askfollow-upquestions:

“WhatsymptomsdoesHelenhave?”(runnynose,fever,cold,low

energy,sorethroat)

“Whatdoesthedoctorsayaboutherthroat?”(Thebackofher

throatlooksveryred.)

Step3Workon3b

1.Studentsre-readtheconversationandfillinthetablewith:

“Helen'sdescriptionsofherproblems^^(eg,"Ihavearunnynose

andafever...Mythroathurtstoo.^^)

“Thedoctor'sadvice”(e.g.,“Takesomemedicine,drinkenough

water,restathome,wearamaskoutsidc.,,)

2.PairCheck:Studentscompareanswerswithapartner.Thenshare

asaclass.

3.DiscussionandSpeaking

Ask:"Whatwouldyoudoifyouhadtheflu?Howdoyoutake

careofyourhealth?,,

Havestudentsdiscussinpairs,thenshareideaswiththeclass.

Step4Workon3c

1.Listentotheconversation.Askstudentstoreadtheconversation

aloud.

2.Havethestudentsrole-playtheconversation.

Step5Workon3d

I.Showthetablein3dontheboard.Explainthefunctionsofeach

section:"Doctor“expressionsforaskingaboutinjuries/illnesses

andgivingadvice;"Patient”expressionsfordescribing

injuries/illnessesandaskingforadvice.

2.Modeltheconversationlikethefollowing:

Doctor:Howareyoufeeling?

Patient:Idon'tfeelwell.Ihaveaheadache.

Doctor:Doesyourheadhurtalot?

Patient:Yes,itdoes.WhatshouldIdo?

Doctor:Youshouldrestathomeanddon'tgotoschooltoday.

3.Invite3-4pairstoperforminfrontoftheclass.

Step6Summary

Recaptoday'slesson,withemphasisonthekeyvocabularyand

expressionsrelatedtokeepinghealthy.

Step7Homework

Writeashortconversationbetweenadoctorandapatientbasedonthe

learnedsentencepatternsandexpressions.

【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)

I.Drinkingenoughwatereverydaycanhelpusstayawayfrom

illness.

2.Whenyouhaveafever,thenursewilltakeyourtemperature.

3.Thedoctorsaidyouneedtakethemedicinethreetimesadayto

getbetter.

4.Wewillhaveamathstesttomorrow,soIneedtostudyhard

tonight.

5.Theteacheraskedustowriteadescriptienofourfavourite

season.

【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：

1.What'sthematterwithyour...?

2.Ifeelterriblc./Idon'tfeelwell.

3.Youshould/shouldn't…

第三课时SectionAGrammarFocus(4a-4d)

【教学分析】

掌握情态动词(should,shouldn't,

教学内容could)和反身代词(myself,

yourself,ourselves等)的用法。

1.学生能够正确使用反身代词完

成句子。

核心素养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: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。

重点难点

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-in

1.Teacherplaysavideoabouthowtotalkabouthealthproblemsand

accidentsandhowtogiveadvice.

2.Teacherasksstudentstothinkhowtoaskone'shealthproblems

andaccidents.

Step2Workon4a

I.Readthesentencesprovidedaloudandhavestudentsfindoutthe

samepointsamongthesentences.Discusstheanswerstogether.

2.Askstudentstocircleallthemodalverbsandreflexivepronouns.

Explaintheirfunctionsandusageinsentencesandprovidemore

examples.

Step3Workon4b

1.Remindstudentsofreflexivepronouns(myself,yourself,himself,

herself,itself,ourselves,yourselves,themselves)andtheirusage.

2.Completethesentencesandcheckanswers.

Step4Workon4c

1.Recaptheusageofshould,shouldn'tandcould.

2.Havestudentscompletethepassagein4cinpairs.Invitepairsto

sharetheiranswers.

3.Afterreadingthepassagealoud,askstudentstoformgroups.Have

eachgroupdiscuss“Howshouldyouuseyourmobilephones

wiselytoprotectyoureyes?”andselectarepresentativetoreport

theirideastotheclass.Then,guidestudentstoidentifymistakes

andofferencouragement.

Step5Workon4d

1.Explainthetask:Actoutanillness/injury;othersguessandgive

advice.

2.Demonstrate:Actustomachachc,,(holdstomach,lookunwell).Ask:

“Doyouhaveastomachache?,,Takeadvice:"Restanddrinkwarm

watcr.^^

3.Invite2-3groupstoperform.Praisecreativityandaccurateadvice.

Step6Summary

Recaptoday'skeypoints,includingthefunctionsandusesofthemodal

verbsandreflexivepronouns.

Step7Homework

Writeapassagetotellhowtolookafterourselvesandkeephealthyat

school.

【随堂作业】

阅读短文，从方框中诜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.shouldeatmorevegetablesandfruit

everyday.Theyaregoodforour2.health.We3.shouldn-teattoomuch

junkfood,suchashamburgersandFrenchfries.Theyarebadforour

body.We4.coulddosomeexerciseinourfreetime,like5.runningand

swimming.Itcanmakeusstrong.Weshouldalsohaveagoodsleep.

Don'tstayuplate.Whenweareill,weshouldgotoseeadoctorinstead

oftaking6.medicinewithoutthinking.Inaword,weshouldtakegood

careof7.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：

I.Doyouhaveasorethroat/badcold/...?

2.Didyoufallfromyourbike/cutyourself/...?

3.Youshould/could/shouldn^...

第四课时SectionB(la-le)

【教学分析】

阅读故事ACookingAccident,理

教学内容

解故事内容，提取关键信息。

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。

核心素养

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:提取故事中的关键信息，并

复述故事的大概内容。

重点难点难点: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-in

1.Teacherleadsstudentstowatchavideoabouthowtohelppeople

whogethurt.

2.Teacherasksstudentstolookatthepicturesandthink:Accidents

happenalmosteveryday.Whatshouldwedo?

Step2Workonla

1.Askstudentstolookatthepictureinlb.Discussthequestions.

2.Encouragethestudentstoanswerthequestions:

★Canyoudescribewhatishappening?

★Doyouknowwhattodoifoilcatchesfire?

Step3Workonlb

1.AskstudentstoreadthestoryACookingAccidentsilentlyandfind

outhowthefirestarted.

2.Invitestudentstosharetheirfindings.Guidethemtolocatekey

details.

3.Teachthefollowingwords,phrasesandexpressionsbygiving

examples:themselves,fry,turnon,stove,happily,noway,burn,on

fire,flame,panic,throw,roll,quick,beaboutto,stopshort,aid,

firstaid,safety,extinguisher.

Step4Workon1c

1.Havestudentsreadthestoryagain.Numbertheeventsinthe

correctorder.

2.Checkanswers.

Step5WorkonId

1.Explainwhatthemeaningof"summarizingatexf,is.

2.Havestudentsfillintheblanksinthesummaryindividually,then

compareanswersinpairs.

3.Invite2-3studentstoretellthestoryusingthecompletedsummary.

Step6Workonle

Dividestudentsintogroups,anddiscussthequestions:

★WhatdoyouthinkofJames'sandAllen'sactionsinthestory?

★Whatdosanddon'tsdidyoulearnfromthestory?

★Whatcouldstartafireathome?Whatshouldwedotokeepourselves

safefromharm?

Step7Summary

Teacherguidesstudentstosummarizethekeycontentinthislesson.

Step8Homework

WriteashortpassageaboutoneaccidenthappenedinyourPEclassand

whatyoudidtodealwithit.Shareitnextclass.

【随堂作业】

根据句意，用所给单词的适当形式填空。

I.Thestudentscleanedtheclassroombythemselves(them)after

class.

2.Wesanghappily(happy)togetheratthebirthdaypartylastnight.

3.Iburnt(burn)myfingerwhenItouchedthehotpanthismorning.

4.Theoldmanlookedattheemptyhousesadly(sad)afterhis

childrenleft.

5.Wearingahelmetisimportantforoursafety(safe)whenridinga

bike.

【板书设计】

Unit2StayHealthy

第四课时SectionB(la-le)

单词和短语:catchfire,themselves,fry,turnon,stove,happily,noway,

burn,onfire,flame,panic,onto,throw,roll,quick,beaboutto,stop

short,aid,firstaid,extinguisher,eatout,tonight,sadly,smoke,luckily,

badly,harm

句型:Howshouldwestayhealthy?

第五课时SectionB(2a-Reflecting)

【教学分析】

阅读故事，理解故事内容,提取关

教学内容键信息，完成词汇及短文练习，制

作健康手册。

1.学生能够通过词汇练习掌握后

核心素养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: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。

重点难点

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】

StepXLead-in

Reviewthereflexivepronounslearnedearlierandanalyzethestructureof

thewords.

Step2Workon2a

1.Askstudentstolearnthemeaningsofthesewordendingsinthe

box.Thencompletethetablewiththecorrectendings.

2.Checktheanswers:(without)colourless,careless,harmless,

painless,(pain)backache,headache,stomachache,toothache.(a

personorthingontheirown)myself,yourself,itself,himself,

herself,ourselves,yourselves,themselves.

3.Thenhavethestudentsreadthewordstogetheraloud.

Step3Workon2b

1.Explaintheusageofkeywordslikepain,catch,injury.

2.Showthetaskin2b.Andaskstudentscompletethetask

individually.Thencheckanswers.

Step4Workon2c

1.Presentthepassage&wordboxin2c.Havestudentsreadfor

context.

2.Studentsdiscussingroupstochoosecorrectwordformsforblanks.

3.Groupspresentanswers.Teachercomments&summarizescorrect

forms(e.g.,tenses,conversions).

Step5Workon3a

1.Readtheshortstory.Retellwhathappenedtoapartner.

2.Choosetwostudentstorepresentandretellthestory,andthe

teacherwillgiveencouragement.

Step6Workon3band3c

I.HavestudentsreadDrCooper'squestionsandadviceforMark.

AskthemtoimagineMark'sresponsesandtakenotes.

2.Askstudentstocompletethetaskindividually,thenexchangeand

supplementnotesingroups.

3.Askstudentstousethenotesfrom3btowriteacomplete

conversationbetweenDrCooperandMark.

4.Theteacherwalksaroundtoprovideguidance.Select2-3

conversationstoshareandcommenton.

Step7Workon4a

Dividestudentsintogroups,assigningeachgroupahealthproblemto

focuson.Aftertheactivity,remindallstudentstoprioritizetheirhealthin

dailylife.

Step8Workon4band4c

1.Groupsresearchthechosenhealthissue,usingguidingquestions

(eg,"Whatcausesthishealthproblem?”"Howmightyoufeel

whenyouhaveit?").

2.Teacherprovidesresourcesandguidesgroupdivisionoflabour.

3.Create&PresentBrochures:Groupscollaboratetomakehealth

brochures(forexample“VisionCare101"structure/fbrmat);

groupspresent,studentsinteractwithquestions,teacher

summarizes&evaluates.

Step9WorkonReflecting

Havestudentsreflectonthereflectionquestions,thenguidethemthrough

answering.

Step10Summary

Summarizethekeywordsandphrasesofthisperiod.

Step11Homework

Makealistofhealthproblemsandadviceordrawamind-map.

【随堂作业】

根据句意，用所给单词的适当形式填空。

1.Thedoctoradvisedthepatienttotaketwopills(pill)aftereach

meal.

2.Eatingtoomuchjunkfoodisharmful(harm)toyourhealth.

3.Heaccidentallycuthishandwithaknife,anditbled(bleed)

quickly.

4.Shestoodupandspokenervously(nervous)infrontofthewhole

class.

【板书设计】

Unit2StayHealthy

第五课时SectionB(2a-Reflecting)

单词和短语:pill,harmful,hit,shock,bleed,check,tight,peanut,

nervously,allergic,fromnowon

句型:Liftingthoseheavyboxesallmorningmademyarmsreallysore.

【单元教学反思】

Unit2StayHealthy

第一课时SectionA(la-2d)

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。

⑴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）

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，灵活运用力feelterrible.”“Idon'tfeelwell.”"Youshould…”“You

shouldnt;等句式，来巩固目标语言，培养了团