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。