Unit 2 Stay Healthy Section B (1a-1e) 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 B (1a-1e) 学段 初中 年级 八 课型 阅读课 课时 4 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:本课是人教版新版八年级下册第二单元Stay Healthy的第四课时的阅读课，本课时的核心内容是一个关于厨房油锅起火的叙事文本《A Cooking Accident》，以及与之配套的阅读理解、排序、复述和讨论活动。文本讲述了James在做饭时因离开灶台导致油锅起火，并在朋友Allen的帮助下使用灭火器正确灭火的过程，同时穿插了自救动作和安全知识。 Why:本课时旨在引导学生掌握家庭火灾中的基本安全知识与应急措施，特别是油类火灾的正确处理方式，更深层的目标是培养学生的安全意识、风险预判能力以及在紧急情况下的冷静应对与互助精神，同时通过总结、复述等任务提升信息提取与语言组织能力。 How:本课时以叙事为载体，通过图文导入、细节排序、摘要填空和小组讨论等多层次活动展开。先引导学生理解事件经过与因果关系，再借助复述强化叙事结构与关键动作，最后通过开放性问题推动学生反思行为、归纳安全守则，并将文本中的安全知识迁移到真实生活场景中，实现从理解到内化再到应用的深度学习过程。 学情分析 1.已有知识经验 学生在本单元之前已接触过日常生活类话题的英语短文，具备基本的叙事结构理解能力，他们对“家庭安全”有一定生活常识，可能知道火灾逃生、拨打急救电话等常识，部分学生或许通过其他课程了解过灭火器的使用。 2.潜在学习难点 专业词汇与表达如fire extinguisher、put out the fire、oil catches fire等术语可能影响理解；描述连续动作的动词短语在复述中可能使用不准确。 3.教学支持建议 利用图片或短视频直观展示油锅起火、使用灭火器、倒地翻滚等场景，并通过教师示范或学生模拟动作强化动词短语的记忆。 教学目标 语言 能力 Students will be able to read and understand a narrative text about a kitchen fire, and extract key information such as the cause, sequence of events, and the solution. 文化意识 Students will recognize the importance of learning and applying practical safety knowledge in daily life, which is a common value across cultures. 思维品质 Students will practice critical thinking by evaluating the characters' actions and discussing better ways to prevent and respond to home fires. 学习能力 Through pair and group discussions, students will improve their collaborative learning skills and ability to connect textual information with real-life situations. 教学 重难点 教学重点 Students will be able to use past tense verbs and key safety-related vocabulary to retell the story and discuss fire safety measures. 教学难点 Students will enhance their ability to summarize a text by identifying main points and omitting less important details. 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 shows a short silent video clip of a kitchen scene where someone is cooking, then suddenly leaves the kitchen.The video stops before anything happens. 2.Teacher asks:“What do you see? What might happen next? Have you ever left something cooking in the kitchen?” 1.Students watch the video and discuss in pairs. 2.Students share predictions with the class. 通过无声短视频创设悬念，激发学生兴趣，激活关于厨房安全的已有经验，并自然引入本课主题。 Step 2 Pre-reading Work on 1a 1.Teacher leads students to look at the picture in 1b and asks:"Can you describe what is happening in this kitchen?" 2.After eliciting initial descriptions, teacher poses more critical question:"Now, think carefully. If you were there and the oil caught fire like this, what would be the first thing you do?"Then teacher listens to students' suggestions and writes key verbs or phrases on the board (eg,"pour water," "cover it," "turn off stove," "run," "use fire extinguisher"). 3.Teacher may ask a follow-up question to activate background knowledge:"Have you ever learned about fire safety at school or home? What rules do you remember?"Then teacher invites several students to share their ideas. 1.Students observe the picture and describe the scene. 2.Students think about the emergency situation and share their immediate instincts or prior knowledge on how to react. 3.Some students may share brief personal anecdotes or things they have heard about fire safety. 本环节通过图片创设真实情境，教师首先引导学生观察并描述图片，激活相关场景词汇，诊断学生的初步理解；随后提出的核心问题“你会怎么做？”,激发学生的先验认知和本能反应，尤其是有意引出可能存在的错误常识（用水灭油火）。教师将答案记录在板书中是为了创建一个“认知锚点”，与后续阅读文本中的正确做法形成鲜明对比，极大地增强学生的学习动机和求知欲。最后关于安全知识的提问，旨在建立新旧知识联系，为阅读做好铺垫。 Step 3 While-reading Work on 1b Skimming 1.Teacher introduces the title "A Cooking Accident" and asks students to read the first two paragraphs silently to answer:"What was James doing? What mistake did he make?" 2.Then,teacher guides a "Live Action Role-Play Reading."Assigns two students to be "James" and "Allen." As the teacher reads the rest of the story aloud, the two actors mime the key actions (heating oil, rushing, turning off the stove, shirt catching fire, rolling, running for extinguisher). Teacher pauses at critical points to ask the class predictive questions: "James's shirt is on fire! What will he do?" "Allen is about to get water. Should he? Why or why not?" 3.Teacher invites several students to share their answers. Work on 1c Scanning 1.After the role-play, teacher lets students read 8 events from activity 1c and organizes students into small groups. Their task is to number the events in the correct order. 2.Teacher gives students time to discuss the order and invites two groups to share their answers. 3.Then, teacher asks groups to identify and mark the one critical turning point in the story (Allen not using water) and discuss why it was crucial. Work on 1d 1.Teacher leads students to move to activity 1d (Read again and complete the summary of the story using the details in 1c.). 2.Teacher guides them to complete the first 1-2 blanks of the summary together, identifying the main points. Then, asks pairs to complete the rest of the summary. 3.Teacher draws a "Story Mountain" diagram (Exposition, Rising Action, Climax, Falling Action, Resolution) on the board. And then invites volunteers to use the completed summary and the "Story Mountain" as a visual aid to retell the story to the class,gives students several minutes to practise and then asks some students to have a try, gives some tips if necessary. 1.Students silent reading for gist. 2.Then,students participate in the mimed role-play. 3.Students answer the questions during the dramatized reading, focusing on character actions and decisions. 4.Students read the events and collaboratively in groups to order the events. 5.Two groups share answers. 6.Students engage in discussion to agree on the critical turning point, justifying their choice based on the text (water makes oil fires worse). 7.Students participate in filling out the initial parts of the summary. Work in pairs to complete the activity. 8.Volunteers practice and deliver a concise retelling using the visual scaffold. 沉默阅读培养信息定位能力；新颖的“真人模拟伴读”将文本动态化，极大提升参与度和理解深度；教师的穿插提问引导学生进行预测和批判性思考，将阅读过程变为主动探究。 将书本练习转化为小组合作的实体排序任务，增加触觉和协作学习维度。 寻找“关键转折点”的任务推动学生超越事实排序，进行因果分析和重要性判断，深化对安全知识核心的理解。 使用“故事山”图形组织器，将叙事结构可视化，为学生总结提供清晰框架。从教师引导到同伴合作完成摘要，搭建了适当的支持阶梯。利用摘要和图表进行复述，将阅读理解转化为连贯的口语输出，巩固语言和内容。 Step 4 Post-reading Language points Students read the story again,circle the knowledge points they don't understand in it, and teacher gives a detailed explanation,and then let students give some examples. ①It was their first time living away from their families... ②But he was so close to the pan that a flame jumped onto his shirt. ③Allen was about to do so when he stopped short. Work on 1e 1.Teacher presents the task 1e and lets students discuss the questions within groups. 2.Then invite several students to share their answers,teacher gives some feedback. 1.Students find the language points they don’t understand and take notes. 2.In small groups, students discuss the questions based on the story. 3.Students share their ideas. 教师让学生再次整体阅读文本，勾画出亟待解决的知识点并给予细致的讲解，之后让学生给出相关例子，帮助学生准确理解和应用。 通过小组讨论和全班分享，培养学生的创造性思维、批判性思维以及综合语言运用能力，实现主题的深入探究和语言的交际性使用，密切英语与生活的联系，增加学生的生活常识。 Step 5 Group work 1.For question 2 in 1e (dos and don'ts), teacher introduces a "Safety T-Chart" on the board with two columns:do and don’t and facilitates a class brainstorm to fill it based on the story and their own ideas. Then, teacher presents a real-life scenario:"You are making noodles, the water boils over and puts out the gas flame, but the gas is still on. What do you do and don’t do?" 2.Teacher asks students to discuss with their group members, after that,teacher invites several representatives to share their ideas with the whole class. 1.Students contribute to the T-Chart , generating safety rules. 2.Think critically about the new scenario, apply principles learned, and discuss in small groups before sharing with class. 3.Group representatives share their ideas. T型图将讨论结构化，帮助学生系统归纳安全行为准则；引入新的、与文本相关但不同的生活情境（燃气泄漏），迫使学生迁移和应用所学安全原则，进行真正的分析、评估和解决问题，实现知识的内化与拓展，培养高阶思维和实际应变能力。 Step 6 Summary Teacher summarizes the lesson:"So today, we learned not just a story, but a vital safety principle: For oil or grease fires--Turn off, Cover up, Get out, Call for help. Never use water. We also saw how staying calm and using knowledge, like Allen did, can prevent a bad situation from becoming worse." Students listen to the teacher's summary, reinforcing the key safety mantra and the story's moral about calmness and knowledge. 总结并非简单重复事实，而是引导学生完成元认知反思，教师将故事核心提炼为简洁、的安全口诀（关闭、覆盖、撤离、求救），将叙事转化为易于记忆和传播的行动指南，赋予英语学习以实际社会功能，体现了学科育人价值。 Step 7 Homework Level A: Write a short paragraph (5-7 sentences) summarizing the story of James and Allen. Use the sequence words:First, Next, Then, After that, Finally. Level B:Imagine you are a safety officer. Create a "Kitchen Safety Dos and Don'ts" poster (at least 4 Dos and 4 Don'ts). Use information from the story and your own ideas. Make it colorful and clear. Level C:Write a diary entry from either James's or Allen's perspective the day after the accident. Describe what happened and one important lesson you learned. 设计分层作业旨在尊重学生个体差异，提供符合不同语言水平、兴趣和学习风格的巩固与拓展机会，各项均围绕本课核心语言点和主题展开，确保教学目标达成。 板书设计 Unit 2 Stay Healthy Section B (1a-1e) Key sentences for retelling: First, … (heated oil). Then, … (left the kitchen). Suddenly, … (pan caught fire). So, … (rolled on the ground). Luckily, … (Allen used extinguisher). Finally, … (fire was out). Key phrases: • catch fire (caught) • put out the fire • fire extinguisher • roll on the ground • in a panic / stay calm 教学反思 1、 成功之处: 1.情境创设与认知冲突有效激发学习动机:以油锅起火的视觉化图片导入，成功激活学生先验知识，并有意收集了诸如“用水灭火”等常见误区。这一设计与后续文本中Allen的正确做法形成强烈认知冲突，在整个教学过程中明显观察到学生从疑惑、惊讶到恍然大悟的情绪变化，极大地维持了他们的注意力与探究欲，使安全知识的教学有了坚实的情感与认知基础。 2.多元互动模式促进深度参与与语言内化:本课设计的“真人模拟伴读”、“安全T型图共创”等活动，将静态阅读转化为动态、协作的学习体验。 二、存在问题: 1.语言产出的准确性与丰富性监控不足:学生在复述和讨论中，能流畅表达主要意思，但时态错误、词汇单一的问题较为普遍。 2.高阶思维活动的深度与广度有待加强:在讨论环节，部分学生对安全规则的理解仍停留在记忆文本原句的层面，当被问及“如何预防家庭火灾”时，答案较为分散，缺乏系统性。 三、改进措施: 1.实施“聚焦性纠错”策略:在输出活动前，明确告知本次关注1-2个语言点（如“过去时动词”或“顺序连接词”），在学生产出时，教师记录普遍性错误；在活动总结阶段，以匿名例句形式呈现，引导全班共同发现并改正，实现准确性与流畅性的平衡。 2.提供更结构化的思维工具:如采用“问题树”分析法，以“家庭火灾”为核心问题，集体头脑风暴“原因”和“解决方案”，从而提升思维的系统性和深度。 学科网（北京）股份有限公司 $