Unit 3 Sound Body, Sound Mind-Preparing for the Topic-Function 教学设计 2025-2026学年仁爱科普版英语八年级上册

本文围绕“Sound Body, Sound Mind”主题，聚焦健康相关词汇、句式及功能表达展开。承接日常健康认知，为深入探讨健康生活奠基，呼应单元主题。通过词汇、句式教学及多样活动，渗透语言、文化、思维、学习能力等核心素养，如小组讨论提升合作与思维能力。 该设计亮点在于结合多媒体与情境教学，特色教法有游戏、对话练习。从学生层面看，提升语言运用与思维能力；对教师而言，提供清晰授课流程；课堂效果上，增强互动，突破表达与灵活运用难点。

Unit 3 Sound Body, Sound Mind-Preparing for the Topic-Function This part focuses on the function of language in the context of "Sound Body, Sound Mind". It enables students to master the expressions related to health problems, preferences, and giving advice. Through various activities, students will enhance their communicative competence in discussing health - related topics. The content is presented in a way that combines real - life situations with language learning, making it practical and engaging for students. 教学目标 Knowledge Aims Students can master the key words and phrases related to health, such as "fever", "headache", "sore throat", "junk food", "keep healthy", etc. Students are able to learn the sentence patterns for expressing health problems (e.g., "What's wrong with you? I have a..."), preferences (e.g., "I like... best. My favorite... is..."), and giving advice (e.g., "You should...", "It's good for you to..."). Ability Aims Enable students to use the learned language to describe health problems, express their own preferences in sports and diet, and give reasonable health advice in different situations. Improve students' listening, speaking, reading, and writing skills, especially their communicative ability in English through pair - work and group - work activities. Emotional Aims Raise students' awareness of maintaining a healthy lifestyle and caring about their own and others' health. Encourage students to actively participate in class activities, cooperate with their partners, and build confidence in using English to communicate. 教学重难点 Teaching Key Points The acquisition and application of vocabulary and sentence patterns related to health, preferences, and advice. Training students to use these language points to conduct conversations about health - related topics. Teaching Difficult Points Helping students to flexibly use complex sentence patterns and appropriate expressions to give in - depth and reasonable health advice according to different situations. Cultivating students' ability to think in English and express their true thoughts and feelings when discussing health - related issues. Vocabulary Health problems: fever, headache, toothache, stomachache, cough, sore throat, cold, flu Food and diet: junk food, hamburger, French fries, fried food, pork, pepper, iced drink, cola, pill, sugar, diet Health - related adjectives: healthy, ill, active, usual, helpful, relaxed, excited Verbs: check, grow, win, relax, excite, sleep, help Phrases have a fever/toothache/headache/stomachache/cough/sore throat take one's temperature take medicine keep away from write down take care of do sports by accident communicate with get through be harmful to keep healthy compare with keep active care about be good for Sentence Patterns What's wrong with you? I have a... I'm sorry to hear that. You need to... My favorite... is... I like... best. You should... It's good for you to... 教学过程 Warming - up (5 minutes) Greet the students as usual and then play a short video about people doing different sports, such as running, swimming, and playing basketball. After watching the video, ask students some simple questions, like "What sports did you see in the video?" and "Do you like sports? Which one do you like best?" Design intention: This activity can quickly attract students' attention, create a lively classroom atmosphere, and lead to the topic of this unit - health and lifestyle. It also activates students' prior knowledge about sports, which is related to a healthy lifestyle. Presentation (12 minutes) Vocabulary teaching Show some pictures of people with different health problems on the PPT, such as a person with a hand on his head (indicating headache), a person covering his stomach (indicating stomachache). Ask students to guess what's wrong with these people and teach the corresponding words "headache", "stomachache", etc. Let students read the words aloud several times to practice pronunciation. Use the same method to teach other words about health problems, food, and related adjectives in the knowledge list. Sentence pattern teaching Present the sentence pattern "What's wrong with you? I have a..." on the blackboard. Invite a student to come to the front of the class and act as a doctor. The teacher acts as a patient. The teacher pretends to be ill and the "doctor" asks the teacher the question "What's wrong with you?" The teacher answers "I have a headache." Then let students practice this dialogue in pairs, changing roles. Teach the sentence patterns for expressing preferences and giving advice in a similar way. For example, show pictures of different kinds of food and ask students "Which food do you like best? What's your favorite food?" Then teach them to answer "I like... best. My favorite... is...". For giving advice, create a situation like a student staying up late. The teacher gives advice like "You should go to bed early. It's good for your health." and let students practice giving advice in different situations. Design intention: By using pictures and real - life situations, students can more easily understand and remember new words and sentence patterns. Pair - work activities provide students with opportunities to practice speaking English immediately, which helps to strengthen their memory and improve their speaking ability. Practice (15 minutes) Activity 1: Guessing game Divide the class into several groups. The teacher writes some words about health problems, food, or sports on pieces of paper. One student from each group comes to the front, picks a piece of paper, and tries to describe the word on the paper to his/her group members without saying the word directly. The group members guess the word. The group that guesses the most words correctly within 3 minutes wins. Activity 2: Dialogue practice Provide students with some situations related to health, such as a friend who likes eating junk food all the time, a classmate who doesn't like doing sports. Students work in pairs to create a dialogue. One student plays the role of the person with the problem, and the other gives advice. After a few minutes of preparation, several pairs come to the front to show their dialogues. Design intention: The guessing game can make the learning process more interesting and competitive, which helps students review and consolidate the learned vocabulary. The dialogue practice activity allows students to apply the learned sentence patterns and vocabulary to real - life situations, improving their communicative ability. Production (10 minutes) Group work Divide students into groups of four. Each group is given a topic card. The topics can be "How to keep healthy", "My favorite healthy lifestyle", or "Advice on healthy eating". Students in each group discuss the topic based on the knowledge they have learned in this class. They can write down some key points and then make a short presentation in front of the class. While the groups are discussing, the teacher walks around the classroom, listens to their discussions, and provides necessary guidance and help. Design intention: Group work can cultivate students' cooperation ability and their ability to organize and express their thoughts. The presentation task requires students to comprehensively use the learned language knowledge, which further improves their language output ability and public speaking ability. Summary and Homework (3 minutes) Summary Invite a student to summarize what we have learned in this class, including new words, sentence patterns, and the importance of a healthy lifestyle. The teacher supplements and corrects if necessary. Homework Ask students to write a short passage about their own healthy lifestyle, including their favorite sports, diet, and some health - keeping habits. They should use at least five sentence patterns and ten new words learned in this class. Design intention: The summary can help students review and systematize the knowledge they have learned in class. The written homework can further strengthen students' writing ability and their understanding and application of the learned knowledge. 教学反思 Positive aspects The use of multimedia resources, such as pictures and videos, made the teaching content more vivid and interesting, which effectively attracted students' attention and motivated their learning enthusiasm. Pair - work and group - work activities provided students with sufficient opportunities to practice speaking English. Most students actively participated in these activities, and their communicative ability was improved to some extent. The combination of vocabulary, sentence pattern teaching, and real - life situations helped students better understand and apply the learned knowledge. The guessing game and dialogue practice activities made the learning process more interactive and engaging. Areas for improvement In the group - work stage, some students dominated the discussion, while a few students were relatively passive. In the future, more attention should be paid to ensuring the participation of every student, and clear division of labor in groups can be emphasized in advance. When giving advice, some students had difficulty expressing their ideas accurately. More in - depth guidance on language expression and more examples can be provided in class to help students overcome this problem. The time control in the production stage can be further optimized. Some groups needed more time to prepare their presentations, which affected the overall progress of the class. In the next teaching, more reasonable time allocation should be made. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$