Unit 2 Stay Healthy Section A (3a-3d) 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 (3a-3d)

学段

初中

年级

八

课型

阅读＆听说课

课时

2

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的第二课时，本课时围绕Helen与医生的对话展开，主要描述Helen因出现流鼻涕、发烧、喉咙痛等症状前去看病的过程。医生通过检查与对话诊断她患有流感，并给出相应的治疗建议与健康指导。

Why:该文本旨在帮助学生学习如何用英语描述常见病症，并理解在就医场景中如何询问病情、给予健康建议。通过对话形式，引导学生关注健康意识，学会在流感季节采取自我保护措施，同时传递“健康掌握在自己手中”的积极理念。

How:文本采用医患对话的体裁，语言口语化、情境真实，通过重复使用“I have.../My...hurts”等结构强化症状描述，配合“should/ shouldn’t”等情态动词给出建议，便于学生模仿与记忆。课后练习以表格归纳、角色扮演等形式，鼓励学生从输入到输出，在模拟交际中整合运用所学表达，提升语言综合应用能力。

学情分析

1.已有知识经验

学生在日常生活与以往英语学习中已接触过部分身体部位词汇及基础疾病相关表达，对“should/shouldn’t”表示建议的句型有一定了解。他们熟悉简单对话的基本结构，能够进行基础的日常问答，并具备初步从听力或阅读文本中提取关键信息的能力。

2.潜在学习难点

描述症状时容易混淆“have a+名词”与“my+身体部位+hurts”两种结构，也可能在搭配使用runny nose、sore throat等固定短语时出现错误。

3.教学支持建议

利用表格、思维导图等工具帮助学生分类整理“症状描述”与“医生建议”的常用句型，并通过句型替换练习强化固定搭配。

教学目标

语言

能力

Students will be able to describe common flu symptoms and understand and use simple medical advice in a doctor-patient role-play.

文化意识

Students will recognize and appreciate the common practice of wearing masks during flu season as a socially responsible act to prevent spreading illness to others.

思维品质

 Students will practice critical thinking by analyzing the cause-and-effect relationship between health advice and recovery, and by discussing the rationale behind preventative measures like mask-wearing.

学习能力

Students will enhance their ability to learn autonomously by using structured tables to organize key language from the dialogue and develop cooperative learning skills through pair and group work during role-play activities.

教学

重难点

教学重点

Students will extract specific information from the conversation to complete a notes table.

教学难点

Students will learn to connect textbook language with real-life health situations, fostering transferable learning strategies.

教学过程设计

教学环节

教师活动

学生活动

设计意图

Step 1

Lead-in

1.Teacher plays a short and catchy song about feelings and body parts.Teacher sings along and performs gestures for happy,sad,tired,cold, headache.

2.After the song, teacher mimes having a runny nose and sore throat, asking the class,"How do I feel? Do I look good?" Elicits responses like "No, you are sick."

1.Students watch, listen, and are encouraged to sing and mimic the gestures.

2.Students try to guess teacher's mimed illness and respond to the questions.

利用歌曲和肢体语言激活课堂，营造轻松氛围。通过TPR（全身反应法）复习或引入与感觉、身体部位相关的词汇，为新课做铺垫。教师的表演自然引出“生病”的主题，激发学生的学习兴趣和已有经验。

Step 2

Pre-reading

1.Teacher shows picture flashcards of key symptoms from the dialogue (runny nose, fever, sore throat, feel cold, no energy). Says the words/phrases clearly and has students repeat.

2.Teacher writes the lesson's main question on the board: "What's the matter with Helen?" Asks students to

1.Students repeat the vocabulary chorally and individually, associating them with the pictures.

2.In pairs, students look at the picture and discuss their

此环节旨在扫除阅读中的词汇障碍，通过图片和预测活动，将学生置于主动学习的位置。预测活动不仅激活思维，还创造了“信息差”，让学生带着验证的目的去阅

look at the picture of Helen  and guess her problems using the new vocabulary. Teacher writes plausible guesses on the board.

3.T:"Now, let's read the conversation between Helen and her doctor. Check your predictions!"

predictions about Helen's illness. 3.Students prepare to read with a clear purpose.

读，提高阅读的专注度和目的性。

Step 3

While-reading

Work on 3a

Fast reading

1.Teacher has students read the conversation in 3a. Asks the gist question: "Was your prediction correct? What's the matter with Helen?" 2.Teacher leads students to check answers.

Work on 3b

Careful reading

1.Teacher projects the blank table from 3b on the board and lets students read again. Asks targeted questions to guides students to locate specific information:What does Helen say about her problems?What does the doctor say Helen should do?

2.Teacher invites two students to complete the table,and then leads students to check together.

Language points

Teacher explains the important knowledge points in this conversation to students:

①How are you feeling?

②You should take some medicine and drink enough water.

③It stops us from passing the flu virus to others easily.

1.Students read to confirm their main prediction.

2.Check answers together.

3.Students read again, this time with the specific task of finding details.

4.Two students complete the table,then check together.

5.Take notes about the knowledge points.

遵循“整体到细节”的阅读教学原则，第一遍抓主旨，验证预测，建立整体理解；第二遍通过完成表格的任务驱动，引导学生进行细节查找和筛选信息，培养其信息处理能力，并为后续语言输出搭建支架。

教师通过向学生讲解对话里的知识点，增加学生的语法储备，为做题铺路。