Unit 2 Section A（1a～2d）教学设计- 2025-2026学年人教版八年级英语下册

课题 Unit 2 Stay Healthy Section A (1a-2d) 学段 初中 年级 八 课型 听说课 课时 1 学科 English 单元 主题分析 本单元属于“人与自我”范畴，涉及“身心健康，抗挫能力，珍爱生命的意识”子主题内容，围绕身体健康管理与自我关怀展开，具有极强的现实意义与教育价值。单元内容从识别健康问题、给予合理建议，到探讨健康生活方式，形成了一个从认识到行动的完整逻辑链条。此外，该主题自然融入了情感关怀与责任意识，体现了学科育人的理念。 文本解读 What:本课时是人教版新版八年级下册第二单元Stay Healthy的第一课时，本听说课围绕“健康问题与应对建议”这一核心话题展开，通过图文匹配、听力理解与对话练习三个层次的活动，引导学生学习常见身体不适的表达方式及其相应的处理建议，并能在真实语境中进行简单的健康咨询与建议交流。 Why:该课时旨在帮助学生掌握与健康相关的基础英语表达能力，增强其在日常生活中描述不适、寻求帮助或提供建议的交际能力。同时，通过听力输入与口语输出相结合的方式，培养学生的综合语言运用能力，并渗透健康意识与自我保护的基本常识，体现语言学习与生活实践的紧密结合。 How:教学设计采用“输入—内化—输出”的渐进模式，先通过图文匹配和听力活动输入词汇与表达；再通过完成表格、听取建议等任务引导学生理解并梳理信息；最后通过角色扮演和结对练习，鼓励学生运用所学进行真实对话，实现从理解到表达的过渡。活动设计注重情境性与互动性，支持学生在合作交流中巩固语言、提升表达能力。 学情分析 1.已有知识经验 学生已经掌握了与身体部位相关的基础词汇以及一些简单的情感和状态表达。他们能够使用“What’s wrong?”或“Are you OK?” 等简单句型进行初步的关心询问，并可能具备部分日常生活经验，如对感冒、轻微受伤等常见健康问题的基本认知。 2.潜在学习难点 表示建议的句型（如“You should...”, “You could...”, “Avoid doing...”）在语义和语法上对学生有一定挑战，容易与已学的“can” 或“must” 混淆。 3.教学支持建议 通过句式范本（如“If you have a ____, you should ____.”）和替换练习，引导学生熟悉并掌握建议句型。 教学目标 语言 能力 1.Students will be able to identify, understand, and accurately use vocabulary related to common health problems and corresponding advice. 2.Students will be able to understand simple conversations about health issues, including identifying the problem, cause, and advice in listening tasks. 文化意识 1.Students will become aware of common health practices and polite expressions used when caring for others or giving advice in English-speaking contexts. 2.Students will recognize the role of school nurses or similar support systems in schools and understand appropriate ways to seek help for minor health issues in such settings. 思维品质 1.Students will develop logical thinking by matching health problems with appropriate advice and analyzing cause-effect relationships in health scenarios. 2.Students will practice critical thinking by evaluating different pieces of advice and deciding on suitable responses in given situations. 学习能力 1.Students will enhance their ability to extract and organize key information from listening materials through guided note-taking and table completion. 2.Students will develop collaborative learning skills to practice dialogues, share ideas, and give peer feedback. 教学 重难点 教学重点 Students will be able to ask about health problems using “What’s wrong?” / “I have a...” and give or respond to basic advice using “should” / “could” in structured dialogues. 教学难点 Students will begin to apply health-related language to real-life situations,fostering autonomous use of English for personal well-being and communication. 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Warming-up 1.Greeting each other. 2.Explain learning objectives to students. 3.Look at the cover page of this unit and think the questions in Look and share: -How do you think the boy in the photo is feeling? -Why does he feel that way? -What do you think he should do? 1.Greeting. 2.Learn about learning objectives in this unit. 3.Observe the photo and answer the questions. 通过教师对于本单元学习目标的介绍以及学生对于封面页的观察，学生能够对于本单元的话题有一个初步认知，为后续学习做铺垫。 Step 2 Lead-in 1.Teacher pretends to cough and sneeze, then holds his throat and says with a strained voice:"Oh dear, I don't feel very well today. Class, can you guess what's wrong with me?" Teacher encourages guesses and writes key words like "cough," "sore throat" on the board. 2.Then, teacher shows a short, funny video clip of a cartoon character experiencing various minor health issues without sound. The teacher asks:"What's happening to him in each scene?" 1.Students observe the teacher's actions and the video, trying to guess and say the health problems in English. 2.Students interact with the teacher's questions. 教师通过生动的个人表演和有趣的无声视频创设真实、轻松的课堂情境，迅速吸引学生注意力，并自然引出本课主题——健康问题。学生在此环节被激活已有的相关词汇和生活经验，为后续学习做好铺垫。 Step 3 Pre-listening Work on 1a 1.Teacher presents the pictures from activity 1a on the board or screen and points to each picture, models the pronunciation of the corresponding health problem clearly and uses gestures or simple explanations to clarify meaning (eg,rubbing stomach for "stomachache"). 2.Teacher instructs students to complete the matching task in 1a individually. 3.Teacher invites one or two students to check answers. 1.Students listen, repeat the new vocabulary chorally and individually. 2.They then complete 1a by writing the correct letter next to each health problem. 3.Check answers. 教师通过图片直观呈现目标词汇，并辅以动作和清晰的发音示范，帮助学生建立音、形、义的联系。学生通过跟读和配对练习，初步识别和记忆本课核心健康问题词汇。 Step 4 While-listening Work on 1b＆1c 1.Teacher directs students to look at the table in 1b and explains they will listen to four conversations. For the first listening (1b), the task is to identify the health problem for each student.The teacher plays the audio. 2.Teacher leads students to check the answers together. 3.After checking answers, the teacher sets the second task (1c):listening again to find the cause of each problem. The teacher plays the audio a second time, possibly pausing after each conversation if needed. 4.Teacher invites several students to share the answers. 1.Students complete 1b. 2.Check the answers together. 3.Students finish 1c. 4.Students share their answers. 听力任务分为两步，体现了分层教学。第一遍听大意（问题），第二遍抓细节（原因），降低了听力难度，培养了学生获取关键信息的能力。 Step 5 Post-listening Work on 1d 1.Teacher assigns students the task:choose one conversation from the listening and role-play it. 2.Teacher writes the key dialogue framework from 1d on the board and models a short dialogue with a student volunteer, using one of the situations from the listening. 3.Teacher instructs students to choose one conversation from the listening using the framework.gives students some time to practise their conversations,and then invites some pairs to show their conversations. 1.Students practice the dialogue,assume the roles, and practice the conversation. They are encouraged to use appropriate gestures and expressions. 2.Students show their dialogues. 教师提炼并板书核心句型结构，为学生提供明确的语言支架。通过师生示范和结对角色扮演，学生在控制性较强的语境中练习询问、描述健康问题及原因，内化目标语言，为下一步更自由的输出做准备。 Step 6 Matching Work on 2a 1.Teacher presents the six health problems and six pieces of advice from activity 2a in a jumbled order on the board or screen. The teacher models one or two matches with reasoning (eg,"For a toothache, you should see a dentist because they can fix your tooth."). 2.Teacher then instructs students to complete the matching task in pairs, encouraging them to discuss why they think a piece of advice fits a problem. 3.Teacher invites some students to share their ideas to the whole class. 1.Students work in pairs to match the health problems with the correct advice.They discuss their reasons in simple English. 2.Students then share their answers with the class. 学生通过配对任务首次系统接触问题-建议的对应关系，结对讨论鼓励合作学习，而解释原因的过程能促进逻辑思维和对建议合理性的理解，为听力理解做准备。 Step 7 Listening Work on 2b＆2c 1.Teacher directs students to the health problems in 2a and explains the first listening task (2b):Listen and circle which problems the three students (David, Nancy, Jeff) have,and teacher plays the audio for the first time. 2.Teacher invites two students to share their answers with the whole class. 3.Teacher introduces the second, more detailed task (2c):Listen again and complete the nurse's specific advice for each student. Teacher highlights that the advice uses key modal verbs like "shouldn't," "avoid," "could," and "might."The audio is played a second time, possibly with pauses after each conversation to allow processing time. 4.Teacher leads students to check answers together. 1.Students listen and circle the three health problems. 2.Students check their answers. 3.Students focus intently on the nurse's words to fill in the blanks in the table. 4.Check answers together. 听力任务继续采用分层设计。第一遍抓核心信息，第二遍抓细节信息，重点训练学生从对话中提取并记录关键术语和句型的能力。 Step 8 Pair work Work on 2d 1.Teacher sets up a "Health Hotline" activity. First, the teacher models the dialogue in 2d with a student, emphasizing intonation for showing concern and giving advice. 2.Then,teacher assigns the five health problems to different pairs.For the first round, pairs practise the structured dialogue from 2d using their assigned problem. For the second round, the teacher encourages "free call":Students can walk around, pretend to call the "hotline," and talk about any minor health problem(from 1a or 2a or real-life). 3.Teacher invites some pairs of students to share their conversations. 1.Students first practise the model dialogue. 2.Then, in the "free call" phase, they mime calling each other, describe problems, and give/receive advice. 3.Some students share their conversations. 练习从有控制的对话模板过渡到半开放的实际应用。“健康热线”的情景设定贴近生活，增加了任务的真实性和趣味性。走动式交流扩大了学生的互动范围，让他们在模拟的真实交际中灵活运用所学语言，提升口语流利度。 Step 9 Summary Teacher conducts a quick "Advice Race." The class is divided into two teams. Teacher shows a picture of a health problem, and the first team to give a correct and reasonable piece of advice using "should/could" scores a point. Finally,teacher summarizes the lesson. 1.Students participate in the team game. 2.Review what they have learned and summarize with teacher. 团队竞赛以游戏形式巩固所学，激发学生积极性;跟随老师的节奏总结本节课的重点内容,强化记忆。 Step 10 Homework Level A:Pick three health problems from 2d and write 2-3 pieces of advice for each using:You should/could.../Don’t... Level B:Imagine you are the school nurse. A student comes with a health problem not in the book.Write a conversation between you and the student (6–8 lines). Level C:Design a small poster titled “How to Stay Healthy.” Include 3 common health problems,advice for each and tips for prevention. 本作业设计遵循分层教学理念，满足不同水平学生的学习需求,各层次任务紧扣课本主题，兼顾趣味性与实用性，帮助学生在真实语境中巩固健康问题表达与应对建议。 板书设计 Unit 2 Stay Healthy Section A (1a-2d) A:What’s wrong?/What’s the matter?/Are you OK? B:I have a stomachache /... A:What happened? B:I... 教学反思 一、成功之处: 1.听力任务设计有层次:听力部分（1b、1c、2b、2c）设计了从“听关键词”到“听细节信息”再到“听建议并补全”的渐进式任务，符合学生的认知规律。 2.语言支架搭建充分:在角色扮演和提建议环节，教材和教师都提供了明确的语言支架（如“What's wrong?” “You should/could…”），降低了表达难度，增强了学生的表达信心。 二、存在问题: 1.语言运用的深度与灵活性不足:虽然学生能模仿范例进行对话，但在脱离提示后，语言表达仍显单一，缺乏个性化的扩展和灵活组合。 2.分层教学在课堂活动中的体现不均衡:尽管作业设计考虑了分层，但在课堂的小组活动和任务分配中，对不同层次学生的关注和针对性指导仍显不足。部分基础薄弱的学生在小组活动中参与度较低，倾向于扮演被动角色。 三、改进措施: 1.增设“语言工具箱”，拓展表达维度:在提建议环节，可专门设立一个“Advice Toolbox”板书或学习单，归类整理更多提建议的句型，鼓励学生在角色扮演和写作中有意识地选择使用。 2.实施“动态分组”与“角色卡”制度:在小组活动中，根据任务难易度和学生水平进行动态分组，为不同学生设计带有不同提示和要求的“角色卡”。 学科网（北京）股份有限公司 $