2024人教版八年级英语下册Unit2 Stay Healthy单元教学设计

【新教材】人教版(2024)八年级下册英语Unit2StayHealthy单元教学设计

单元教材分析

,UnitThemeAnalysis(单元主题分析)

Thethemeofthisunitis“StayHealthy”.Throughaseriesofactivitiesandtasks,itaimstoguide

studentstoexplorehealthproblemsandphysicalconditions*learntousereflexivepronounsandmodal

verbsforadvice,discusswaystostayhealthyandsafe,andunderstandtheimportanceofhealthinlife.

Inthisunit,studentswillsharehealth-relatedexperiencesandrecognizehowtotakecareof

themselveswhenillorinjured.

OverviewofUnitEmphasisandDifficulties(单元重般点一览)

1.Masterthevocabularyandsentencepatternsrelatedto

healthproblems(suchassorethroat,stomachache)andgiving

advice(usingshould,shouldn't,could).

KeyPoints2.Correctlyusereflexivepronouns(myself,yourself,etc.)to

refertothesubjectinasentence.

3.Describehealthproblems,causes,andappropriateadvicein

English.

1.Accuratelyusemodalvcrbs(should,shouldn't,could)to

giveadviceinreal-lifehealth-relatedsituations.

2.0rganizethoughtsandcoherentlydescribehealth

KeyDifficulties

problems,causes,andsolutions.

3.Understandanduseabstractconceptsandexpressions

relatedtohealthandself-care.

单元整体目标

LanguageProficiency

第1页共20页

(语言能力),1.Masterthevocabularyandsentencepatternsrelatedtohealth,aswellastheusageof

reflexivepronounsandmodalverbsfortalkingabouthealthandgivingadvice.

2.Understandhealth-relatedconversationsandtextsthroughlisteningandreading.

3.Fluentlytalkabouthealthproblems,causes,andaskfororgiveadvice.

4.Writeshortpassagesabouthealthissueswithcorrectgrammarandvocabulary,suchasdescribing

symptomsandadvice.

CulturalAwareness

(文化意识)』.Underslandtheconceptofhealthandtheimportanceofself-careindifferentcultural

contexts.

2.Respectandappreciatethesignificanceofmaintaininghealthforagoodlife.

ThinkingQuality

),1.Analyzeandcomparedifferenthealthproblems,causes,andsolutions,andexpress

personalopinionslogically.

2.Cultivateproblem-solvingthinkingwhenconsideringhowtostayhealthyandsafe.

LearningCapability

(学习能力),1.StimulateinterestinlearningEnglishbydiscussinghealth-relatedtopics.

2.Learntocollectandorganizeinformationabouthealthandself-carc.

3.Improvelearningefficiencythroughlistening,speaking,readingandwritingpractice.

单元学情分析及教学建议

,LearningSituationAnalysis(学情分析))B

I.Studentshaveacertainlife-basedunderstandingofhealthandbeingilLbuttheirabilityto

accuratelyexpresshealth-relatedissuesandadviceinEnglishislimited.

2.Theusageofmodalverbs(should,shouldn't,could)forgivingadvicemaybedifficultforstudents,

andtheyneedalotofpractice.

3.Whendescribingabstractconceptssuchastheimportanceofhealthorhowtostaysafe,some

studentsmayhavedifficultyinorganizingthoughtsandlanguageexpressions.

4.Studentsmaystrugglewithsomehealth-specificvocabularyrelatedtoinjuriesorillnesses(suchas

X-ray,allergy)whichrequirecontextualexplanation.

5.Manystudentsmaylackstrategiesinretellinghealth-relatedstories,suchasusingtime-order

words(first,then,finally)toorganizeeventsinstorieslike“ACookingAccident”.

第2页共20页

TeachingSuggestions(教学建议)

I.Usemultimediaresourceslikepicturesandvideostoshowdifferenthealthscenarios(suchas

peoplewithdifferentillnesses,first-aidsituations),makingteachingmorevividandinteresting.

2.Adopttask-basedandcooperativelearningmethods.Forexample,letstudentsworkingroupsto

role-playdoctor-patientconversations.

3.Providewritingtemplatesandexamplesforwritingtasks(suchaswritingahealth

brochure).Increasestudents'writingpracticeopportunitiesandgivetimelyfeedback.

4.Payattentiontoindividualdifferencesamongstudents,andprovidedifferentlevelsoftasksand

guidancetomeettheneedsofdifferentstudents.

5.Incorporatecross-culturalcomparisonactivities,suchasdiscussingdifferenthealth-carepractices

indiflerenlcountries,toexpandvocabularyanddeepenunderstandingofhealthasauniversaltheme.

单元课时分配

第一课时SectionA(la—2d)

第二课时SectionA(3a—3d)

第三课时SectionA(GrammarFocus4a—4d)

第四课时SectionB(la—le)

第五课时SectionB(2a—3c)

第六课时SectionB(Project&Reflecting)

第3页共20页

第一课口寸SectionA(la—2d)

TeachingProcedures(教学过程)

Activity1Warm-upandlead-in

T：Hello,everyone!Howareyoufeelingtoday?Now,let'skickoffourclasswithalittlegame.I'll

showyousomeactions,andyouguesswhathealthproblemtheyrepresent.Forexample,ifIputmyhand

onmystomachandlookuncomfortable,what'swrongwithme?Let'sseehowquickyouare!(The

teachershmoactionsandstudentsguess.)

设计意图：通过与学生亲切问候，营造轻松的课堂氛围。接着以“根据动作猜健康问题”的

游戏形式开启课程，一方面能迅速吸引学生的注意力，另一方面激活学生已有的关于健康问题的知

识储备，为后续“将健康问题与图片匹配”的学习活动做好铺垫。

Activity2Matching(la)

T：Lookatthepicturesandthelistofhealthproblems：sorethroat,stomachache,headache,toothache,

backache,cut.Let'smatcheachhealthproblemwiththecorrectpicture.Workonyourown(\rsl.(Students

matchtheactionswithpicturesindividually^)

T：Now,checkyouranswerswithyourpartner.Thenletsgothroughthemtogether.

SorethroatmatchesPictureD.

StomachachematchesPictureA.

HeadachematchesPictureE.

ToothachematchesPictureB.

BackachematchesPictureC.

CutmatchesPictureF.

设计意图：通过“图片十词汇”的匹配任务,让抽象的健康问题词汇(如sorethroat、toothache)

与具象的图片场景对应，帮助学生直观理解词汇的含义。分层活动设计(“个人独立完成一同伴核

对f全班统一订正“)锻炼学生的独立思考与合作交流能力。

Activity3Listening(lb)

T：Now,we'lllistentofourconversalions.Thetaskistowritethehealthproblemsnexttothe

students.First,let'sreadthemxmes(David,Ben,Nancy,Judy)andthe^Cause^column.read.)

T：Now,listencarefullyandfillinthe“Healthproblem"column.(77?^teacherplaysthe

recofxling.Studentslistenandwrite.)

第4页共20页

T：Lei'schecktheanswers.

没计意图：聚焦“提取具沐信息(学生的健康问题)”这一听力核心能力。引导学生听前根据

提示的起因预测听力内容，然后在听的过程中捕捉与健康问题相关的关键词，最后核对答案，进一

步巩固与健康问题相关的核心词汇。

Activity4Listeningforcauses(lc)

T：Listenagain.Thistime,findoutthecauseofeachstudent'shealthproblemandcompletethetable

in\b.(Playtherecordingasecondtime.StudentslistenandwriteJ)

T：Let'schecktheanswers.

设计意图：通过找出健康问题的成因，帮助学生进一步理解健康问题与成因之间的关联，

深化对“应对健康问题”这一单元主题的认识。

Activity5Pairwork(ld)

T：Now,talkabouthealthproblemswithapartner.Usethedialogue：

A：What'swrong?/What'sthematter?/ArcyouOK?

B：Ihaveastomachache/•,•

A：Whathappened?

B：I…

(Studentspractiseinpairs.Thentheteacheraskssomepairstoshowtheirdialogues^)

没计意图：以“谈论健康问题及成因”为核心，提供固定的对话模板，降低学生口语表达的

难度，确保所有的学生都能参与。这种互动形式为学生创造了充足的语言实践机会。小组展示的过

程中，学生逐步实现迁移运用的目标。同时，展示的范例也有助于打开学生的视野，让他们全面了

解健康问题。

Activity6Matchingadvice(2a)

T：Matchthehealthproblemswiththethingsyoushoulddo.Lefsreadthehealthproblemsandthe

adviceoptionstogether.(Studentsread.)

T：Now,workonyourowntomatchthem.Thencheckwithyourpartner.

T：Lei'schecktheanswerstogether.

Sorethroat—D.drinksomewaterwithhoney

Stomachache—F.putsomethingwarmonyourstomach

Toothache-E.seeadentist

第5页共20页

Cut—A.cleantheareaandcoverit

Nosebleed一B.pressdownonyournose

Fever-C.restanddrinkenoughwater

设计意图：通过为健康问题匹配相应建议，引导学生思考“如何应对不同的健康问题”，将

本单元主题从“描述健康问题”拓展至“寻找健康问题的解决办法”，符合学习的“分层递进”

规律。“个人思考+小组讨论”的形式，鼓励学生从多角度思考，为后续“提出建议”环节奠

定基础。

Activity7Listening(2b)

T：Listentothreeconversations.Circlethehealthproblemsthestudentshavein2a.(尸/aythe

reconling.Studentslistenandtick.)

T：Let'schcck.Whichhealthproblemsdidtheytalkabout?Whogotsomemedicinefromtheschool

nurse?

没计意图：该听力活动有助于学生初步感知健康话题c听前呈现选项，可帮助学生明确听力任

务的重点；听后核对答案，引导学生梳理对话逻辑，理解“两人围绕健康问题及对应建议展开交

流”这一核心内容，为后续2c环节更细致的听力填空题奠定基础。

Activity8Listeningandcompleting(2c)

T：Listenagainandcompletetheschoolnurse'sadviceforeachstudent.(P/ayrecordingasecond

time.Studentslistenandcomplete)

T：Let'schecktheanswerstogether.

设计意图：在学生理解对话主旨大意的基础上，进一步提炼细节信息(如“校护给戴维提了

哪些建议”)，同时在语境中感知“提出建议”这一单元核心语言(如“You

shouldn't…”"Avoid…这一设计与“学习为健康问题提出建议”的单元目标相契合，有助

于学生深化对“正确应对健康问题”这一主题的理解。

Activity9Pairwork(2d)

T：Workinpairs.Taketurnstoaskforandgiveadvicefordifferenthealthproblems(headache,fever,

runnynose,cough,bruisedknee).Usethedialogue：

A：I'msufferingfrom/Ihaveaverybadheadache.WhatcanIdo?

B：Youshouldgotothedoctor.Youcouldgetsomerestfornow.

第6页共20页

(Studentspractiseinpairs.Thentheteacherinvitessomepairstopetfonninfrontoftheclass.)

没计意图：提供对话模板，让学生以小组为单位，国绕不同的健康问题练习提建议，在此过程

中提升学生的口语表达能力及目标语言运用能力。

Homework

Writedownthreehealthproblemsyouoryourfamilymembershadandtheadviceyougaveor

received.

BlackboardDesign(板书设计)

第一课时SectionA(la—2d)

KeyWords：sorethroat,stomachache,toothache,backache,headache,

cut,drinksomewaterwithhoney,putsomethingwarmonyour

stomach,seeadentist,cleantheareaandcoverit,pressdownonyour

nose,getsomerest

KeySentencePatterns：

•—What'swrong?/What'sthematter?/AreyouOK?

—Ihavea…/I'msufferingfrom…

•—WhatcanIdo?

一Youshould•••/Youcould…

TeachingReflection(教学反思)

Inthislesson,studentsactivelyparticipatedinvariousactivitiesabouthealthproblems.Thelistening

activitieshelpedstudentsimprovetheirlisteningskillsandunderstandtheadviceforhealthproblems.The

pairworkandexperiencesharingpartsencouragedstudentstousethetargetlanguageto

communicate.However,somestudentsmightstillhavedifficultyinusingthesentencepatternscorrectly

toexpresshealthproblemsandadvice.Infuturelessons,morepracticeonsentencepatternsand

advice-givingshouldbeprovided.Also,moretimecanbegivenforstudentstosharetheirideasto

enhancetheirspeakingfluency.

第7页共20页

第二课时SectionA(3a—3d)

TeachingProcedures，教学过程)

Activity1Warm-upandrevision

T：Let'sstartbyreviewingwhatwe'velearnedabouthealthproblems.1'11asksomequestions,and

youanswerthem.

T：Whathealthproblemsdoyouknow?

S：Iknowsorethroat,stomachache,toothache-,,

T：Howdoyouusuallydealwithaheadache?

S：Iusuallytakesomemedicineandhaveagoodrest.

没计意图：通过复习已学的健康问题相关知识，为新课内容做铺垫，激发学生的兴趣，同时检

查学生对上节课所学知识的掌握情况。

Activity2Presentation(3a)

T：ReadtheconversationbetweenHelenandthedoctor.Then,answerthequestion：

What'sthematterwithHelen?(Studentsreadandfindtheanswer.)

T：Lei'scheck.Helenhasarunnynose,afeverandasorethroat.Thcdoctorsaysshehastheflu.

T：Now,let'sfocusonsomeusefulexpressionsandsentencepatternsintheconversation.For

example,“Howareyoufeeling?”“Youshould，一““Ifyoutakegoodcareofyourself,••nandso

on.

没计意图：通过阅读对话并回答问题，引导学生快速获取文本关键信息，强化本单元“健康

问题与建议”的主题。同时，学习对话中的常用表达和句型，为后续练习奠定基础。

Activity3Practice(3b)

T：ReadtheconversationagainandwritenotesinthetableaboutHelen'sdescriptionsofher

problemsandthedoctor'sadvice.(S〃，de〃/sreadandfillinthetabled)

T：Lei'schecktheanswerstogether.

Helen'sdescriptionsofherproblems：Shehasarunnynose,afever(quitehigh,startedyesterday),

feltcoldandhadlittleenergy,triedtogetoutofbedandalmostfellandhurtherself,throathurts(very

red).

Thedoctor'sadvice：Takesomemedicine,drinkenoughwater,restathome,wearamaskwhen

goingoutside.

没计意图：通过再次阅读对话并填写表格，培养学生的细节阅读能力，加深对文本的理解，同

第8页共20页

时梳理出健康问题与对应建议的关系，强化知识的运用。

Activity4Practice(3c)

T：Listentotheconversalion.Thenrole-playitwithyourpartner.(77?^teachercanaddsomeofhisor

herownideastomaketherole-playmoreinteresting.Theteachercanalsoinvitesomepairstoperform

theirrole-playsinfrontoftheclass.)

没计意图：通过听对话和角色扮演活动，强化听力输入，提升信息捕捉能力。同时锻炼口语表

达能力，老师补充信息能激发学生的创造力，让他们更积极参与学习活动。

Activity5Practice(3d)

T：Actoutaconversationbetweenadoctorandapatient.Usetheexpressionsbelowtohelp

you.(Studentsdiscussinpairs.Thentheteacherletssomestudentssharetheirconversations^)

没计意图：通过提供表达模板，帮助学生搭建语言支架。同时，引导学生将课堂上学过的表达

灵活运用于交流场景，实现“学用结合”，从而强化对语言知识的掌握与运用能力。

Homework

Writeashortpassageaboutahealthproblemyouorsomeoneyouknowhad.Itshouldincludewhat

thehealthproblemis,theadvicegivenandhowyou/someonefeltafterfollowingtheadvice.Then,readit

aloudandrecordyourself.

BlackboardDesign(板书设计J

第二课时SectionA(3a—3d)

KeyWords：runnynose,fever,throat,medicine,mask,fluvirus

UsefulExpressions：

•一Howareyoufeeling?

一Notgood./Ifeelterrible./Idon'tfeelwell.

♦一What'sthematterwithyou「・・？

——Ihave***

Letmetakeyourtemperature.

•一WhatshouldIdo?

一Youshouldtakesomemedicineanddrinkenoughwater.

•―CanIgotoschooltomorrow?

—No,youshouldrestathome.

第9页共20页

Yourhealthisinyourhands.Ifyoutakegoodcareofyourself,you'llget

bettersoon.

TeachingReflection（教学反思）

Inthislesson,studentsareengagedinreadingtheconversationanddoingrelatedtasks.Theyshowed

interestinrole-playingthedoctor-patientdialogue.However.somestudentsstruggledwithusingthe

correctsentencepatternswhendescribingillnessesandgivingadvice.Infutureclasses,morepractice

activitiesfocusingonsentencepatternsshouldbearranged.Also,encouragestudentstousemorediverse

vocabularytoexpresssimilarmeanings.

第10页共20页

第三课时SectionA(GrammarFocus4a—4d)

TeachingProcedures，教学过程)

Activity1Warm-upandrevision

T：Let'srecallwhatwelearnedaboutaskingaboutanddescribingillnessesbefore.I'llaskyousome

questionsandyouanswerthcm.(77?eteacherasksstudentsquestionslikeuWhat'swrongloithyouifyou

haveasorethroat!”“Howwouldyoudescribeafever?”.Letstudentsanswerusingrelatedwords

andsentences^)

没计意图：通过复习旧知，为新课中情态动词表建议和反身代词的学习做铺垫，同时检查学生

对相关疾病表达的掌握情况。

Activity2Presentation(4a)

T：Let'sreadthesentencesin4aandfocusonthemodalverbsforadviceandreflexive

pronouns.(S〃〃痴/sreadthesentences^)

T：For“Youshouldn'teatsomuchnexttime."，“shouldn't"isamodalverbforadvice.For4tIhurt

myselfwhenIfelloffmybike."，umyself,isareflexivepronoun.Now,underlinethemodalverbsfor

adviceandcirclethereflexivepronouns.

设计意图：该活动旨在帮助学生识别并领会表建议的情态动词和反身代词。学生通过给情态动

词画下划线、给反身代词画图的方式，能在语境里清晰区分这些语法要素，进而加深对如何用情态

动词提建议以及反身代词在句中如何起作用的认识。

Activity3Practice(4b)

T：Let'sworkon4bandcompletethesentencesusingthecorrectreflexivepronouns.(S〃以e心

completetheexercisesfirst,andthenchecktheanswerstogether^)

T：Explainwhyeachreflexivepronounischosen.

没计意图：让学生在情境中运用反身代词，找出反身代词与主语的对应关系，提高对反身代词

的正确运用能力。

Activity4Practice(4c―4d)

T：Let'sworkon4candcompletethepassagewithshould>shouldn't,orcould.(Studentscompletethe

passageandthensharetheiranswersandexplainthechoices.\Vhewfinishthetaskof4d.

设计意图：该活动旨在帮助学生在语境化的语篇中正确练习使用情态动词(should、shouldn't、

第11页共20页

could)o通过完成短文，学生进一步加深对这些情态动词如何用于提出建议的理解，并提升在书面

交流中恰当运用它们的能力。

Homework

Writeashortdialoguebetweenadoctorandapatient.Usemodalverbsforadviceandreflexive

pronouns.Thcn,readitaloudandcheckforgrammarmistakes.

BlackboardDesign(板书设计)

第三课时SectionA(GranimarFocus4a—4d)

KeyGrammar：Modalverbsforadvice(should,shouldn't,could);Reflexive

pronouns(myself,yourself,himself,herself,ourselves,yourselves,themselves)

SentencePatterns：

•—What'swrong?

—Iatetoomuchlastnight.Nowmystomachaches.

—Youshouldn'tcatsomuchnexttime.

•一Howdidyouhurtyourself?

一IhurtmyselfwhenIfelloffmybike.

一Bemorecarefulnexttime.Ifwearenotcareful,wecaneasilyhurtourselves.

UsageNotes：

Huwtousemodalvcibstogiveadviceandhowtochooseconedicflcxivepionouns.

TeachingReflection(教学反思)

Throughthislesson,studentsshouldhaveabetterunderstandingandapplicationofmodalverbsfor

adviceandreflexivepronouns.However,somestudentsstillhavedifficultyinchoosingthecorrect

reflexivepronounsandusingmodalverbsaccuratelyindifferentcontexts.Providemoreexercisesand

examplesforpractice,especiallyfocusingonthecorrectuseofreflexivepronounsandthedifferencesin

theusageofshould,shouldn't,andcould.

第12页共20页

第四课时SectionB(la—le)

TeachingProcedures，教学过程)

Part1Warm-upandlead-in(la)

T：Goodmorning,class!Todaywelltalkabouthowtostaysafe,especiallywhenthere'safire.First,

let'sdoadiscussion.Lookatla.Therearctwoquestions.Forthefirstone,describewhat'shappeninginthe

pictureinIb.Forthesecond,sharewhatyouknowaboutwhattodoifoilcatchesfire.Shareyourideas

withyourpartner.

没计意图：通过la的讨论活动，激活学生关于火灾安全的已有认知，激发对本节课主题的兴

趣，同时锻炼学生的口语表达能力。

Part2Readingcomprehension(lb-le)

Activity1Findingthefirecause(lb)

T：Now,let'smovetoIb.Readthestory“ACookingAccident”andfindouthowthefire

started.Afterreading,shareyouranswerwiththeclass.

设计意图：培养学生快速获取关键信息的阅读技能，让学生了解火灾起因，为后续学习奠定基

础。

Activity2Orderingtheevents(lc)

T：Readthestoryagain.Then,numbertheeventsin1cinthecorrectorder.Afterfinishing,check

youranswerswithyourpartner.Then,we'llgothroughthecoiTectordertogether.

设计意图：锻炼学生梳理事件发展顺序的能力，帮助学生理清故事脉络，加深对文本内容的理

解。

Activity3Completingthesummary(ld)

T：Let*sworkonId.ReadthestoryforthethirdtimeandcompletethesummaryusingIhedetailsin

Ic.Then,retellthestorybasedonthecompletedsummary.Youcanalsoaddyourownwordstomakethe

retellingmorevivid.(VV/?z/eretellingstheteachercanleadstudentstoomitunimportantdetailsandonly

retainthemainpointsandguidethemonhowtoeffectivelycondensethestory'scontent.)

没计意图：巩固学生对文本细节的把握，提升学生的语篇概括与复述能力，同时引导学生省略

不重要的细节，只保留要点，以便更好地理解和记忆故事。

Activity4Discussingsafetylcssons(le)

T：Now,let'sdiscussthequestionsinle.First,shareyourthoughtsonJames'sandAllen'sactionsin

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thestory.Then,talkaboutthedosanddon'tsyoulearnedfromthestory.AIso,discusswhatcouldcausea

fireathomeandwhatweshoulddotokeepourselvessafefromhairn.(H〃ueagroupdiscussionandthen

choosesomestudentstoshareinfrontoftheclass.)

设计意图：鼓励学生运用所学内容表达个人想法，提升口语表达的流利度和准确性，同时强化

学生的消防安全意识。

Homework

Revisethestoryandwriteashortpassageaboutasafetyaccidentyouknoworimagine,explaining

howtodealwithitcorrectly.Youcanusethestructuresandvocabularywelearnedtoday.

BlackboardDesign(板书设计)

第四课时SectionB(la—le)

Topic：Howshouldwestaysafe?

KeyWords：oil,stove,flame,fireextinguisher,firstaid,panic

KeyStructures：

Canyoudescribewhatishappening?

Howdidthefirestart?

Whatshouldwedotokeepourselvessafefromharm?

StoryEvents：

Jamesheatedoilonthestove.

Thepancaughtfire.

Jamesturnedoffthestove.

James'sshirtcaughtfire.

Jamesrolledontheground.

Allenrantothelivingroomtogetthefireextinguisher.

Allenputoutthefirewiththefireextinguisher.

TeachingReflection(教学反思)

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Throughthislesson,studentsenhancedtheirreadingcomprehensionskillsrelatedtoafirestoryand

hadabelterunderstandingoffiresafetyknowledge.However,somestudentscouldn'tretellthestory

fluentlyandaccurately.Infutureteaching,moreretellingpracticeandguidancewillbeprovidedtohelp

studentsorganizetheirretellingcontentbetter.

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第五课时SectionB(2a—3c)

TeachingProcedures，教学过程)

Part1Vocabularyinuse(2a—2c)

Activity1Suffixexploration(2a)

T：Goodmorning,class!Todaywe'llfocusonvocabularyrelatedtohealthandinjurics.First,let's

exploresuffixes.Lookat2a.Therearesuffixes：-self/-selves,-less,-ache.Let'sdiscusswhateachsuffix

meansandcompletethetablewiththecorrectsuffixes.Afterfinishing,shareyouranswerswithapartner.

没计意图：引导学生探究后缀的含义，加深对词汇构成的理解，同时锻炼合作交流能力。

Activity2Vocabularyapplication

Step1：Sentencecompletion(2b)

T：Now,moveto2b.Completethesentenceswiththecorrectwordsinbrackets.Afterfinishing,

checkyouranswerswithyourdeskmate.Then，I'llasksomestudentstoexplaintheirchoices.

Step2：Passagefilling(2c)

T：Let'sworkon2c.Completcthepassagewiththecorrectformsofthewordsinthebox.When

you'redone,readthepassagealoudinpairs.

没计意图：通过句子和语篇填空练习，帮助学生在特定的句子语境中掌握与健康和受伤相关的

词汇的正确用法，理解词汇含义及其惯用搭配，提高在英语表达中准确使用词汇的能力。

Part2Readingandretelling(3a—3c)

Activity1Storyreadingandcomprehension(3a)

T：Readtheshortstoryin3a.Asyouread,payattentiontowhathappenedtoMark.Afterreading,

retellwhathappenedtoapartner.Then,somestudentswillretellitinfrontoftheclass.

没计意图：培养学生提取关键信息和理解故事内容的能力，同时锻炼口语表达能力。

Activity2Note-takingfordialogue(3b)

T：Now,lookat3b.ReadDrCooper'squestionsandadviceforMark.ImaginehowMarkresponded

andmakenotes.Then,shareyournoteswithyourgroupmembers.

设计意图：通过阅读库珀医生对马克的问题和建议，想象马克如何回应，引导学生整合对话细

节并合理想象与思考，锻炼学生的思维能力、语言组织能力以及对上下文的理解能力，为后续写作

积累素材。

Activity3Dialoguewriting(3c)

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T：Basedonyournotesin3b,writeaconversationbetweenDrCooperandMark.Usethegiven

beginningin3casaguide.Trytomakeyourdialoguenaturalandlogical.Afterfinishing,exchangeyour

dialoguewithapartnerandgiveeachotherfeedback.Checkforgrammarmistakesandseeifthedialogue

isclear.

没计意图：让学生将思考内容转化为英语书面对话，提升英语写作能力。同伴互评有助于学生

发现问题、互相学习，进一步提高写作水平。

Homework

Polishyourdialogueaccordingtoyourpartner'sfeedback.Makesureit'seiTor-freeand

well-written.Shareitwiththeclassnexttime.

BlackboardDesign（板书设计）

第五课时SectionB（2a—3c）

KeyVocabulary：

Suffixes：-seif7-selves,-less»-ache

Words：pain,ache,have,catch,injury,painful,hurt,harmful,

suffer,X-ray,avoid,aid,throw,colour

WritingStructure：

Mark：Thankyou,DrCooper.Ifeelmuchbetternow.

DrCooper：Thatsgood.Whathappenedjustnow?

Mark：Well,Iaiesomethingatmyfriend'splace,andthenIstartedto

feelstrange.

DrCooper：Doyouknowwhatyouwereallergicto?

Mark：Yes,I…

TeachingReflection（教学反思）

Invocabularylearning,studentsshowedgreatinterest