Unit 2 Stay healthy Section B (1a-1e) 教学设计2025-2026学年人教版英语八年级下册

该初中英语教学设计聚焦人教版八年级下册Unit 2“Stay Healthy”阅读课，核心围绕烹饪事故相关词汇（如pour, heat, put out）及事件顺序梳理。通过1a图片讨论激活厨房安全先验知识，Pre-reading预测故事发展并快速阅读确认火灾起因，搭建从已知到文本理解的学习支架。 此资料亮点在于融合核心素养：语言能力通过事件排序（1c）和复述活动强化过去时态运用，思维品质体现在分析James和Allen的安全行为（1e讨论），文化意识渗透安全急救知识。采用PWP模式与任务型教学，学生在小组合作中提升阅读策略与安全意识，教师可依托结构化活动高效落实语言技能与生活教育。

授课教材 人教版八年级下册 授课题目 Unit 2 Stay Healthy. Section B (1a-1e) 课时 课型 第 4 课时 阅读课 主题情境 人与自我 教学目标Teaching Aims 1. Language Competence Students can understand the vocabulary related to a cooking accident and safety actions (e.g., pour, heat, flames, fire extinguisher, put out, rolled on the ground). Students can sequence events and retell a story using past tense verbs. 2. Cultural Awareness Students recognize the importance of safety awareness and practical first aid knowledge in daily life. 3. Thinking Ability Students develop reading strategies to identify the sequence of events in a narrative text and summarize key points. Students analyze characters' actions (James and Allen) to evaluate good and bad safety practices. 4. Learning Ability Students can work collaboratively to reconstruct a story timeline and discuss the safety lessons learned. 教学重点 Key Points Understanding the sequence of events in the story "A Cooking Accident". Mastering key verbs and phrases related to fire safety: heat oil, caught fire, put out (a fire), rolled on the ground, fire extinguisher. 教学难点 Difficult Points Understanding and accurately using the sequence of past events in retelling (e.g., First, he... Then... Suddenly...). Summarizing the main points of the story clearly and concisely 教学方法 Teaching Methods PWP Mode, task-based and communicative approaches 教学工具 Teaching Aids Multimedia projector, blackboard, handouts, recording device 教学过程 Teaching Procedures I. Warm-up (5 mins) Activity (1a Discussion): Ask: "Look at the picture on page 16. What is happening?" Discuss Q2: "Do you know what to do if oil catches fire?" Elicit initial ideas (e.g., turn off the stove, cover the pan, use a fire extinguisher, NOT use water). Purpose: Activate prior knowledge and introduce the topic of kitchen safety. II. Pre-reading (5 mins) Activity: Direct students to the title "A Cooking Accident" and the picture. Ask prediction questions: "How do you think the fire started?" "What do you think happens next?" Students skim the first paragraph to confirm their predictions. Task (1b): Students read the entire story quickly to find out how the fire started. (Answer: James left the oil heating on the stove and went to talk to Allen.) III. While-reading (20 mins)​ Activity 1 (Sequencing - 1c): Students read the story again carefully. They number the 7 events in 1c in the correct order. Teacher's Support: Check answers as a class. Write key verbs on the board to help (e.g., heated oil, caught fire, turned off stove, shirt caught fire, rolled, got fire extinguisher, put out fire). Activity 2 (Summarizing & Language Focus - 1d): Students complete the summary in 1d​ using details from 1c. Teacher highlights crucial safety language from the text: The pan was on fire!/ His shirt caught fire. ...put out the fire by rolling on the ground. ...knew that water could make oil fires much worse! ...put out the fire with the fire extinguisher. IV. Post-reading (10 mins) Activity 1 (Discussion - 1e): In pairs or small groups, students discuss the three questions: What do you think of James's and Allen's actions? What dos and don'ts did you learn? What could start a fire at home? How can we stay safe? Activity 2 (Retelling): Using the completed summary (1d) or the numbered events (1c) as a guide, students retell the story in their own words to a partner. V. Summary (3 mins) Recap the main safety lesson: For oil fires, turn off the heat, cover it if safe, use a fire extinguisher. NEVER use water. If clothes catch fire: Stop, Drop, and Roll. 作业设计 Homework Design Read the story aloud. Write 5 safety rules for the kitchen based on the story. 板书设计 Blackboard Design 教学反思 Teaching Reflection The story was engaging and relevant. Students were highly motivated to discuss safety. The sequencing task (1c) was effective for detailed comprehension. Some students needed support distinguishing simultaneous actions (shirt catching fire / rolling). The discussion (1e) produced rich language output as students applied the lessons to their own lives. 教学评价Teaching Evaluation Reading Comprehension: 90% of students correctly sequenced the events in 1c. The summary completion (1d) showed good understanding of cause and effect. Speaking (Discussion): Students successfully identified both correct (Allen's use of extinguisher) and incorrect (James leaving the oil, almost using water) actions, demonstrating critical thinking. Overall: The lesson successfully combined reading skills development with vital life-skills education, aligning well with core competencies. 学科网（北京）股份有限公司 $