Unit 2 Stay Healthy Section B Vocabulary in use2a-2c 教学设计 2025-2026学年人教版八年级英语下册

该初中英语教学设计聚焦人教版八年级下册Unit 2词汇运用，核心为后缀（-self/-selves, -less, -ache）及目标词汇（injury, avoid等）。通过头脑风暴“ache”词汇导入，以归纳法呈现后缀规则搭建学习支架，衔接句子填空与语篇练习，梳理构词逻辑与词汇运用脉络。 该资料以归纳教学和任务型活动为特色，2a表格分析后缀培养思维品质，2b小组合作完成句子提升语言能力，2c语篇填空结合安全主题渗透文化意识。助力学生掌握词汇策略，教师可直接应用结构化活动，高效提升课堂效果与学生综合素养。

乌鲁木齐市实验学校教师教案 教学内容 人教版八年级下册第二单元 第6课时 课题：Unit 2 Stay Healthy Section B Vocabulary in use2a-2c 课型 新授 复习 练习 试卷讲评 教学目标 知识 与技能 Students can identify and understand word endings (-self/-selves, -less, -ache) and their meanings; correctly use target vocabulary (injury, avoid, hurt, sore, etc.) in context; complete sentences and a passage using appropriate word forms. Cultural character: Understand the importance of safety and first aid in daily life, fostering a sense of responsibility and calmness in emergencies. 过程 与方法 Thinking quality: Analyze word formation rules to deduce meaning, improving logical thinking and vocabulary inference skills. Learning ability: Develop strategies for learning vocabulary through suffixes and context clues; enhance cooperative learning through pair/group discussions when completing exercises. 情感、 态度、 价值观 Thinking quality: Analyze word formation rules to deduce meaning, improving logical thinking and vocabulary inference skills. Learning ability: Develop strategies for learning vocabulary through suffixes and context clues; enhance cooperative learning through pair/group discussions when completing exercises. 教学 重、难点 重点  Distinguish between similar words (e.g., pain vs. ache, hurt vs. sore) and use them accurately; understand the context of the passage in 2c to choose the correct word forms and grasp the moral of the story (paying attention while crossing the road). 难点 Retell the story clearly and completely in chronological order using linking words (First/Then/Finally); propose specific and practical home safety suggestions based on life details, avoiding vague expressions, and achieve flexible use of language. 教学方法 教法 Inductive teaching (discovering rules), task-based language teaching, contextual presentation. 学法 Discovery learning, cooperative learning, practice-based learning. 教学准备 信息化与学科融合点 课件 视频 音频 微课 虚拟实验 其它： 教 学 过 程 教 师 活 动 学 生 活 动 （二次备课） Discovery learning, cooperative learning, practice-based learning. Step 2: Presentation - Suffixes (10 mins) 1. Present the table from 2a on the board or PPT. Explain the meaning of each suffix: -self/-selves (reflexive), -less (without), -ache (pain). 2. Give examples for each category. 3. Ask students to think of more examples (e.g., myself, yourself, careless, hopeless, backache).Step 3: Practice - Sentence Completion (10 mins) 1. Guide students to focus on exercise 2b. 2. Read the first sentence as an example and explain why "pain" is the correct choice (vs. "ache"). 3. Have students work in pairs to complete the remaining sentences. 4. Check answers as a class and clarify doubts.Step 4: Reading & Cloze Practice (15 mins) 1. Have students read the passage in 2c silently. 2. Teach key vocabulary: injure, X-ray, avoid, add, throw, colour. 3. Ask students to complete the passage individually or in pairs. 4. Review answers together. Discuss the moral of the story: "Don't use your phone while crossing the road."Step 5: Summary & Homework (5 mins) 1. Summarize the three suffixes and key vocabulary learned. 2. Assign homework: (1) Write 3 sentences using words with -self/-selves, -less, and -ache. (2) Complete any unfinished exercises. 1. Greet teacher. 2. Brainstorm words ending with "ache". 3. Become curious about word formation. 1. Observe the table and take notes. 2. Repeat examples and understand the rules. 3. Contribute additional examples. 1. Read sentences carefully. 2. Discuss with partners and choose the correct words. 3. Share answers and justify choices. If time permits, ask students to role-play the accident scene. 板 书 设 计 Unit 2 Vocabulary 1. -self/-selves (myself, yourself, himself...) → reflexive 2. -less (careless, hopeless) → without 3. -ache (headache, toothache) → pain Key words: injure, X-ray, avoid, add, throw, colour Sentence example: Be careful! You might injure yourself. 课 后 反 思 乌鲁木齐市实验学校教师教案 学科网（北京）股份有限公司 $