Unit2Stay healthy. SectionA(1a-1d)教学设计2025-2026学年人教版英语八年级下册

课题

U2 Section A(1a-1d)  What should we do when we don’t feel well?

课型

新授课

（听说）

课时

1

主备人

审核人

学习

重点难点

重点：掌握身体不适相关核心词汇（如stomachache、backache）；熟练运用“What’s wrong?” “I have a...” “I... (过去行为) so... (现在不适)”的对话句式；听懂对话中健康问题及对应成因的关键信息；

难点：准确区分并运用一般过去时（描述不适成因）与一般现在时（描述当前身体状况）；听力中快速捕捉“健康问题-成因”的匹配信息，兼顾理解速度与准确性；口语交流时自然融入感受描述，让对话符合日常英语沟通习惯。

学习

目标

1. 能够在“关心身体不适”的情境中，听懂4段对话的核心内容，识别stomachache、sore throat等健康问题词汇；梳理出不同学生的“健康问题-成因”匹配信息，掌握词汇的发音与词义；（学习理解）
2. 能够运用“健康问题+成因”的句式，仿照对话结构与同伴进行角色扮演，准确描述自身和他人的身体不适及原因，实现有效交流；（应用实践）
3. 能够结合生活实际，用英语设计“健康小贴士”，说明1-2种不良行为（如暴饮暴食、过度用嗓）对应的健康风险，体现对“关注健康”的思考。（迁移创新）

当堂评价

1. 能够正确认读、理解健康问题目标词汇；准确梳理并表述4位学生的“健康问题-成因”信息，完成“信息填空”任务；（检测学习目标1）

2. 能够正确运用“一般过去时+一般现在时”的句式，与同伴完成“身体不适”的角色扮演对话，句型使用准确、交流顺畅；（检测学习目标2）

3. 能够独立完成“健康小贴士”设计，清晰说明不良行为的健康风险，语言表达准确，体现对健康问题的迁移认知。（检测学习目标3）

教学活动设计

学习活动

教师导学

学习评价

Step 1. Lead-in.

  Try to read and understand the aims of the unit.

  Look at the picture and

  Show the goals of this unit and make sure Ss can understand them.

师评。观察学生能否通过浏览单元标题和主题图，大致预测单元的基

share their answers.

Sa: He is feeling sick and uncomfortable.

  Let Ss observe the picture and ask questions.

T: How do you think the boy in the photo is feeling?

T: Why does he feel that way?

T: What do you think he should do?

本内容，明确单元的主要内容。能否根据单元的主题图，用准确的语言回答问题，并在教师的指导下，能否积极踊跃地回答问题。

【设计意图】通过呈现具有导向性的单元目标，以终为始，形成学习期待，提高学生的学习积极性，利用多媒体资源导入本课健康主题，创设情境，拉进学生与所学内容的距离，激发学生参与的兴趣。

Step 2. Pre-listening.

Watch the video.

Ss: The School Clinic.

  Learn about the tasks of Being a clinic helper.

Learn to say the body parts according to the pictures. Have a check to see if they can say the words quickly.

Sa: I have a headache.

Sb: I have a sore throat.

Sc: I cut myself by accident.

Match the health problems with the pictures.

  Check their answers by making conversations.

Sd: What’s wrong with him?

Se: He has a toothache.

  Try to guess what might be the cause of each health problem.

  Play a video about dumb ways to die.

T: Accidents are everywhere

in life.

T: In school, if you are hurt by accident or don’t feel well, where can you go?

  Guide Ss to recognize the names of the body parts.

  Set a clinic situation and guide Ss to say the health problems.

T: Let me keep a record of your symptoms first. What’s the matter?

  Ask Ss to finish activity 1a. Guide them to sum up the rules of word-forming.

  Provide some bad habits

师评。观察学生观看视频后，能否准确说出学校诊所的功能，以及快速识别并说出身体部位的英文名称，以此评估词汇识别与快速反应能力。

师评。观察在模拟诊所情境中，能否用“I have a/an...”等句型描述健康问题，完成图片与症状的匹配，同时能结合生活常识推测病因，以此评估句型运用、信息匹配与逻辑推理能力。

or situations for Ss to predict the causes of the health problems.

师评。观察学生能否总结构词规律，进一步评估其语言归纳能力。

【设计意图】通过趣味视频、图片识别、情境模拟和病因推测等任务，引导学生完成听力前的知识准备。趣味视频和身体部位图片激活学生对“意外与健康”的认知，快速积累相关词汇，降低听力理解门槛。模拟诊所情境与症状匹配任务，帮助学生熟练运用描述健康问题的核心句型，提升口语表达的熟练度。病因推测和构词规律总结，既深化了学生对健康话题的理解，也培养了逻辑推理与语言归纳能力，为后续听力输入做好充分铺垫。

Step 3. While-listening.

Observe the conversation picture and talk about the people and their health problems.

Sa: They are David, Ben, Nancy and Judy. ...

Listen to four conversations. For the first time, write down the health problems next to the students. For the second time, write down the cause of each student’s health problem. Check the answers.

  Listen to each conversation

  Show the conversation picture and lead Ss to make a prediction.

T: Who are they? What health problems might they have?

Play the recording and guide Ss to finish the table.

Play each conversation one by one and let Ss complete the conversations. Check answers with the class.

师评。观察学生在听前预测环节，能否结合图片合理推测人物的健康问题，以此评估情境预判能力。

师评。观察学生第一遍听力时，能否准确记录人物对应的健康问题；第二遍听力时，能否捕捉病因细节并完成表格，以此评估信息抓取与细节辨析能力。

师评。观察逐句精听并填空时，能否聚焦关键