Unit2 Stay healthy. SectionA(2a～2d)教学设计 2025-2026学年人教版八年级英语下册

教学设计 课题 U2 Section A(2a-2d) What should we do when we don’t feel well? 课型 新授课 （听说） 课时 2 学习 重点难点 重点：掌握健康问题、应对动作的核心词汇（如nosebleed、press down）；熟练运用“You should/could...” “Avoid...”的建议句式；听懂对话中“健康问题-成因-应对建议”的关键信息； 难点：准确区分并运用不同情态动词（should/could）表达建议的语气差异；听力中快速匹配“健康问题”与对应的“应对建议”，兼顾理解速度与准确性；口语交流时自然融入“关心语气”，让建议符合日常英语沟通习惯。 学习 目标 1. 能够在“健康咨询”的情境中，听懂3段对话的核心内容，识别stomachache、press down等健康问题与建议词汇；梳理出不同学生的“健康问题-成因-护士建议”匹配信息，掌握词汇的发音与词义；（学习理解） 2. 能够运用“问题+建议”的句式，仿照对话结构与同伴进行角色扮演，准确描述健康问题并给出合理建议，实现有效交流；（应用实践） 3. 能够结合生活实际，用英语设计“日常健康防护小贴士”，包含1-2种常见健康问题（如流鼻血、胃痛）及对应的应对方法，体现对“主动防护健康”的思考。（迁移创新） 教学活动设计 学习活动 教师导学 学习评价 Step 1. Lead-in. Enjoy the song and answer the questions. Sa: Compendium of Materia Medica(本草纲目). Sb: Traditional Chinese Medicine. Play a song of Jay Chou. T: What’s the name of this song? T: What can you hear from this song? Set a situation of becoming a junior apprentice of a traditional Chinese medicine wellness balancing center. 师评。观察学生在听歌回答问题时，能否准确识别歌曲名称及与“中医药”相关的关键词；能否快速理解“中医馆学徒”的情境设定，以此评估学生的文化感知能力、信息抓取能力与情境代入能力。 【设计意图】以周杰伦的《本草纲目》歌曲为切入点，结合中医情境导入课程。借助流行歌曲激发学生兴趣，快速激活对“中医药”的文化认知，拉近学生与传统文化的距离。“中医馆学徒”的情境设定，为后续学习营造真实的任务场景，让学生带着角色感进入课程，提升学习的主动性与参与度。 Step 2. Pre-listening. Observe the pictures and try to complete the sentences. Learn how to say the health problems and advice. Sa: I have a sore throat. Sa: I talked too much. Have a conclusion about the expressions about health problems and advice. Match the health problems with the things people should do. Show some pictures and guide Ss to ask and answer about health problems and give advice. T: What’s the matter? T: What happened? T: You should drink some water with honey. Lead Ss to sum up the symptons and advice. Ask Ss to finish activity 2a. 师评。观察学生结合图片完成句子时，能否准确用句型描述健康问题并给出建议，评估句型运用能力。 【设计意图】通过图片引导、句型总结与匹配任务，为听力输入做好语言铺垫。借助直观场景让学生快速掌握“描述症状、给出建议”的核心句型，积累实用表达。句型总结与匹配帮助学生系统梳理健康话题的交际框架，强化对症状与建议对应关系的理解，降低后续听力的理解难度。 Step 3. While-listening. Observe the conversation pictures and guess the key information about health problems. Listen to three conversations. Circle the health problems the students have in 2a. Sa: David got some medicine. Listen again. Complete the school nurse’s advice for each student. Listen again and complete the conversation. Have a conclusion about the expressions of different functions. Show “the three students” and lead Ss to make predictions. T: Who are they? What health problems might they have? What will the nurse say to them? Play the recording and let Ss choose the health problems. T: Who got some medicine from the school nurse? Play again and ask Ss to finish the chart. Invite some Ss to report their answers. Play again and ask Ss to complete the conversations. Guide Ss to sum up the useful expressions to talk about health problems and giving advice. 师评。观察学生能否结合图片合理推测人物的健康问题与护士的回应，评估情境预判能力。 师评。第一遍听力观察学生能否准确圈出对应的健康问题，评估信息抓取能力。第二遍听力观察学生能否完整记录护士给出的建议，评估细节捕捉与信息整合能力。逐句精听观察学生能否补全对话并总结不同功能的表达，评估听力精准度与语言归纳能力。 【设计意图】通过听前预测、分层听力与逐句精听的任务设计，引导学生逐步深入听力材料。 听前预测结合图片激活学生对场景的认知，降低听力焦虑，激发主动思考。分层听力任务从识别症状到记录建议，让学生逐步掌握“先抓核心信息、再补细节”的听力策略，提升信息处理能力。逐句精听与表达总结聚焦对话中的实用句型，强化学生对“描述症状、给出建议”等功能句的理解与记忆，为后续口语输出奠定坚实基础。 Step 3. Post-listening. Work with their partners and play roles of the conversations. Sa: What’s the matter, David? Sb: I ate too much last night. Now my stomach aches. Sa: You shouldn’t eat so much next time. I’ll give you some medicine. Work in pairs. Take turns to ask for and give advice for different health problems. Present the conversation in class, then do self&peer evaluation. Sc: Hi, may I have your name, please? Sd: Sure, I am Kate. Sc: What’s wrong with you? Sd: ... Ask Ss to role-play the conversation in pairs. Offer the requirements. Set the situation of “Looking for a junior apprentice”. Encourage Ss to talk about health problems and advice with their partners. Provide the conversation template and the evaluation standards. 自评、互评、师评。观察学生能否脱离课本，流利、准确且带有情感地完成对话，并运用肢体语言增强表达效果，以此评估口语流利度、表达准确性与情境代入能力。 自评、互评、师评。观察学生能否主动询问健康问题并给出合理建议，以此评估语言运用的灵活性与交际主动性。能否依据评价标准客观评价自己与同伴的表现，以此评估自我反思与协作评价能力。 【设计意图】通过角色扮演、结对练习与展示评价，引导学生完成从听力输入到真实交际的闭环学习。模拟“中医馆学徒”的真实场景，让学生在实践中活用“描述症状、询问病因、给出建议”的核心句型，提升口语表达的熟练度与自信心。借助自评、互评与师评的结合，帮助学生明确提升方向，培养自我反思与协作意识，实现语言知识的内化与交际能力的提升。 Step 4. Conclusion. With T’s help, have a conclusion about what they’ve learned this lesson. Have a deeper thinking about T’s questions. Sa: It means the best doctor prevents illness. Ask questions to lead Ss think more. T: We all have health problems sometimes. It is important for us to deal with our health problems, but what is more important? T: Do you know the meaning of “上工治未病”? T: What can we do to prevent illness 师评。观察学生总结本课时，能否系统梳理出“健康问题的描述、建议的表达”等核心内容；在反思环节，能否理解“上工治未病”的中医理念，并结合“合理饮食、充足休息”等要点提出预防疾病的具体做法，以此评估学生的知识整合、文化理解与健康认知能力。 【设计意图】引导学生总结本课所学，并结合中医理念深化对健康的认知。引导学生总结，帮助其构建完整的知识体系，强化对健康话题交际句型的掌握。通过“上工治未病”的提问，将语言学习与传统文化结合，启发学生理解“预防胜于治疗”的健康观念。引导学生从应对健康问题延伸到主动预防疾病，实现语言学习与健康素养的双重提升。 板 书 设 计 Unit 2 Section A What should we do when we don’t feel well? 2a-2d 作 业 设 计 必做 Write three 50-60 word paragraphs. Introduce the students’ health problems, causes, and the nurse’s advice in 2b. 选做 Create a “Health Safety Tip Card” (60-70 words). Pick one common health risk (e.g. overeating, sports injuries) from class, explain its cause, and list 2 practical tips. Share it with a friend and write 1 sentence about their comment. 教学反思 本课时紧扣“健康问题与应对建议”主题，环节设计贴合听说课逻辑。以“词汇匹配”激活健康知识，通过“听对话填建议”实现输入，最后“结对互动”完成输出，梯度推进符合学生认知规律。教学中融合了健康词汇与建议句式，让学生在真实校医咨询情境中掌握实用表达，同时传递“主动防护健康”的育人理念，课堂参与度较高，多数学生能完成基础听说任务，达成了语言学习与安全意识培养的初步目标。 学科网（北京）股份有限公司 $