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'

1.Students observe the picture and describe the scene.

2.Students think about the emergency situation and share their immediate instincts or prior

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

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.

knowledge on how to react.

3.Some students may share brief personal anecdotes or things they have heard about fire safety.

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.

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.

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。