Unit 2 单元教学设计2025-2026学年人教版英语八年级下册

教学内容 Unit 2 Stay Healthy Section A 1a-1d 课 时 第1课时 备课日期 授课日期 教学目标 Language Ability Recognize and pronounce health problem vocabulary (e.g., sore throat, stomachache, headache) accurately. Use target sentences (e.g., “What’s wrong?” “I have a stomachache.”) to talk about health problems and their causes. Cultural Awareness Understand common health problems and basic self-care awareness in daily life. Thinking Quality Extract key information (health problems, causes) from listening materials and connect them logically. Learning Ability Learn to use textbook pictures to predict listening content, and improve oral communication via role-plays. 教学 重点、难点 Master health problem vocabulary (1a). Use target sentences to talk about health problems and their causes (1b-1d). Pronouncing multi-syllable health vocabulary (e.g., stomachache, toothache). Fluently describing health problems and their causes in conversations. 教学准备 Multimedia equipment, PPT, audio materials 教学活动设计 教学过程 设计意图 二次备课 Step 1. Lead-in Activity: Show the textbook cover photo (the boy with a headache). Ask: How do you think the boy feels? What health problems have you ever had? Invite 2 students to share (e.g., “I had a sore throat last week”). Step 2. Pre-listening: Vocabulary Mastery Activity 1: Complete 1a: Present the health problem words (e.g., sore throat, stomachache) and textbook pictures. Ask students to match each word to the correct picture. Check answers as a class (e.g., Picture 1: stomachache; Picture 4: sore throat). Activity 2: Pronunciation practice: The teacher pronounces each word slowly (emphasizing stress: “STO-mach-ache”), and students repeat. Do a “Word Chant” (e.g., “Headache, headache--I have a headache !”) to reinforce pronunciation. Step 3. While-listening: Extract Information Activity 1: Complete 1b: Play the listening recording once. Ask students to write the health problem next to each student’s name (e.g., David: cut; Ben: headache). Check answers with the class. Activity 2: Complete 1c: Play the recording again. Ask students to fill in the “Cause” column (e.g., David: at a friend’s birthday party; Ben: fell during a...). Walk around to help students catch key cause details. Activity 3: Group discussion (4 students): Let groups summarize “What health problem did each student have, and why?” Invite 1 group to share. Step 4. Post-listening: Oral Practice Activity 1: Complete 1d: Introduce target sentences. Activity 2: Extend the role-play: Ask pairs to create a new conversation. Invite 2 pairs to perform. Step 5. Summary Summarize key content: Vocabulary: Health problems. Target Sentences: What’s wrong? I have a... What happened? Ask 1 student to retell one listening conversation using the key points. Step 6. Homework Basic: Copy the health vocabulary 3 times, and read the 1d conversation aloud 5 times. Improving: Write 2 sentences about a health problem you had . Connect to students’ real-life experiences, lead into the topic of health problems. Link vocabulary to visual cues, help students recognize health problem terms. Correct pronunciation of difficult health vocabulary. Train students to capture main health problem information in listening. Apply listening input to oral output, practice real-life health conversations. Consolidate unit key points and listening content. 板书设计 Unit 2 Stay Healthy Section A 1a-1d Health Vocabulary: sore throat stomachache headache toothache backache cut Target Sentences: - What’s wrong? / What’s the matter? - I have a... - What happened? - I... (cause) 教学反思 教学内容 Unit 2 Stay Healthy Section A 2a-2d 课 时 第2课时 备课日期 授课日期 教学目标 Language Ability Master vocabulary and phrases for health problems and corresponding advice. Use target sentences to ask for and give health advice. Cultural Awareness Understand basic first-aid advice for common health problems and the role of school nurses in providing care. Thinking Quality Match health problems to appropriate advice logically, and extract detailed suggestions from listening materials. Learning Ability Improve listening skills by focusing on advice-giving expressions, and enhance oral communication via role-plays of health scenarios. 教学 重点、难点 Match health problems to correct advice (2a). Use target sentences to ask for and give health advice (2b-2d). Using modal verbs (should/shouldn’t) flexibly to give clear, appropriate health advice. Understanding and applying specific first-aid advice ). 教学准备 Multimedia equipment, PPT, audio materials 教学活动设计 教学过程 设计意图 二次备课 Step 1. Lead-in Activity: Review health vocabulary from Period 1 with a “Quick Quiz”: Show a picture of a person with a stomachache, and ask: “What’s wrong with this person?”Invite students to answer, then follow up: “What advice would you give them?” (e.g., “They should rest.”). Step 2. Pre-listening: Vocabulary & Matching Activity 1: Complete 2a: Present the matching task . Ask students to work individually to match items. Check answers as a class, and explain key advice phrases . Activity 2: Introduce modal verbs should/shouldn’t: Explain their use for giving advice . Practice with 2 example sentences. Step 3. While-listening: Extract Advice Activity 1: Complete 2b: Play the first listening recording. Ask students to circle the health problems the students have, and note who got medicine from the school nurse. Check answers . Activity 2: Complete 2c: Play the recording again. Ask students to fill in the school nurse’s advice for each student . Walk around to support students who need help with specific phrases. Activity 3: Group work (4 students per group): Ask groups to summarize the nurse’s advice for each student, and discuss “Is this advice helpful? Why?” Invite 1 group to share their ideas. Step 4. Post-listening: Oral Practice Activity 1: Complete 2d: Introduce the role-play scenario. Ask students to pair up, take turns asking for and giving advice for the health problems in the pictures. Provide a model dialogue: > A: I’m suffering from a very bad headache. What can I do? > B: You should go to the doctor. You could get some rest for now. Activity 2: Extend the role-play: Ask pairs to create a new conversation about a bruised knee. Invite 2 pairs to perform their dialogues. Step 5. Summary Summarize key content: Vocabulary: Health advice phrases. Target Sentences: I’m suffering from... What can I do? You should... You could... Ask 1 student to retell one of the nurse’s advice from 2c. Step 6. Homework Basic: Copy the advice phrases and target sentences 2 times, and read the 2d dialogue aloud 5 times. Improving: Write 3 pieces of advice for a person with a fever. Connect to prior knowledge, lead into the topic of giving health advice. Build vocabulary for health advice and establish logical links between problems and solutions. Train students to identify main health problems and key details in listening. Train students to listen for detailed advice, consolidating target vocabulary and sentence structures. Apply listening input to oral output, practicing real-life health advice conversations. Flexibly use target language in original scenarios, enhancing oral fluency. 板书设计 Unit 2 Stay Healthy Section A 2a-2d Target Sentences - I’m suffering from... What can I do? - You should... - You shouldn’t.. - You could... 教学反思 教学内容 Unit 2 Stay Healthy Section A 3a-3d 课 时 第3课时 备课日期 授课日期 教学目标 Language Ability Master vocabulary and phrases for flu symptoms and doctor’s advice Use target sentences (e.g., “How are you feeling?” “What’s the matter with you?” “You should take some medicine”) to act out doctor-patient conversations. Cultural Awareness Understand the importance of wearing masks and resting to prevent flu spread, reflecting public health awareness. Thinking Quality Extract and organize key information (symptoms, advice) from the conversation, and apply it to create original dialogues. Learning Ability Improve listening comprehension of doctor-patient scenarios, and enhance oral communication via role-plays. 教学 重点、难点 Extract Helen’s symptoms and the doctor’s advice from the conversation (3a-3b). Use target sentences to perform doctor-patient role-plays (3c-3d). IV. Teaching Difficult Points Using complex advice phrases (e.g., “take good care of yourself” “pass the flu to others”) naturally in conversations. Maintaining a realistic flow in doctor-patient role-plays. 教学准备 Multimedia equipment, PPT, audio materials 教学活动设计 教学过程 设计意图 二次备课 Step 1. Lead-in Activity: Show the textbook picture of Helen and the doctor. Ask: Where are Helen and the doctor? What health problem do you think Helen has? Invite 2 students to share, then introduce: Today we’ll learn a conversation between a doctor and a patient with the flu. Step 2. Pre-listening: Vocabulary & Context Activity 1: Present key vocabulary from 3a. Explain meanings with examples, and practice pronunciation together. Activity 2: Introduce doctor-patient opening sentences. Let students practice the phrases in pairs. Step 3. While-listening & Reading Activity 1: Complete 3a: Play the conversation recording. Ask students to read along silently, then answer: “What is Helen’s main health problem?” Activity 2: Complete 3b: Ask students to read the conversation again and fill in the table. Check answers as a class. Activity 3: Group discussion (4 students per group): Ask groups to discuss “Why does the doctor tell Helen to wear a mask?” Step 4.Post-listening: Oral Practice Activity 1: Complete 3c: Play the recording again. Ask students to listen and practice the conversation in pairs (read aloud with appropriate tone, e.g., the doctor’s calm tone and Helen’s weak tone). Activity 2: Complete 3d: Guide students to create their own doctor-patient conversation using the provided expressions (e.g., Doctor: How are you feeling? Patient: I feel terrible. I have a headache.). Provide a model dialogue, then let pairs prepare and perform their role-plays. Step 5. Summary Summarize key content: Vocabulary: Flu symptoms (runny nose, fever) and advice phrases (take your temperature, wear a mask). Target Sentences: How are you feeling? What’s the matter with you? You should... Ask 1 student to retell the doctor’s main advice to Helen. Step 6. Homework Basic: Copy the key vocabulary and advice phrases 2 times, and read the 3a conversation aloud 5 times. Improving: Write 4 sentences about Helen’s visit to the doctor . Activate curiosity and connect to the topic of doctor-patient interactions. Remove vocabulary barriers for understanding the conversation. Get the main idea of the conversation. Train students to extract and organize detailed information. Improve listening accuracy and oral fluency. Apply target language to original scenarios, enhancing communicative skills. Consolidate conversation content and language points. 板书设计 Unit 2 Stay Healthy Section A 3a-3d Helen’s Symptoms runny nose fever sore throat feels cold tired Target Sentences - How are you feeling? - What’s the matter with you? - You should...- Can I go to school tomorrow? 教学反思 教学内容 Unit 2 Stay Healthy Grammar Focus & 4a-4d 课 时 第4课时 备课日期 授课日期 教学目标 Language Ability Master two grammar points: Modal verbs (should/shouldn’t/could) for giving advice. Reflexive pronouns (myself, yourself, himself, herself, itself, ourselves, yourselves, themselves) to refer to the subject. Complete textbook tasks (4a-4c) to apply these grammar points correctly. Thinking Quality Distinguish between the uses of should (strong advice), shouldn’t (negative advice), and could (gentle suggestions). Understand when reflexive pronouns are needed to show the subject performing an action on itself. Learning Ability Summarize grammar rules from example sentences and apply them in context. 教学 重点、难点 Using should/shouldn’t/could to give appropriate health advice. Using reflexive pronouns correctly in sentences. Choosing between should and could based on the strength of advice. Using reflexive pronouns consistently with the subject in complex sentences. 教学准备 Multimedia equipment, PPT, audio materials 教学活动设计 教学过程 设计意图 二次备课 Step 1. Lead-in Activity: Play a “Grammar Warm-up” game: Show a picture of someone with a stomachache. Ask: “What should they do? What shouldn’t they do?” Show a picture of someone who cut themselves. Ask: “He hurt ____ ( himself/herself).” Invite students to answer, then introduce: Today we’ll learn to use modal verbs for advice and reflexive pronouns. Step 2. Grammar Presentation Activity 1: Analyze Grammar Focus (4a): Modal Verbs for Advice: Underline should /shouldn’t /could in the sentences. Explain: should = strong, necessary advice shouldn’t = things you must not do could = gentle suggestions Reflexive Pronouns: Circle reflexive pronouns. Explain they refer back to the subject. Activity 2: Quick Practice: Ask students to make 1 sentence with should and 1 with a reflexive pronoun (e.g., “You should drink more water. She cut herself.”). Step 3. Grammar Practice Activity 1: Complete 4b: Ask students to fill in the blanks with the correct reflexive pronouns. Check answers as a class and explain why each pronoun is correct. Activity 2: Complete 4c: Ask students to fill in the passage with should/shouldn’t/could. Walk around to help with nuanced choices. Activity 3: Pair Work: Ask students to create 2 sentences about health. Invite 2 pairs to share. Step 4. Production Activity 1: Complete 4d: Organize pair work for the “Guess the Injury” role-play. One student describes a symptom/injury, and the other guesses and gives advice. Activity 2: Invite 2 pairs to perform their role-plays for the class. Step 5. Summary Modal Verbs should = strong advice, shouldn’t = negative advice, could = gentle suggestion. Reflexive Pronouns Refer to the subject. Step 6. Homework Basic: Copy the Grammar Focus sentences 2 times and complete 2 more reflexive pronoun exercises. Improving: Write 3 pieces of advice for someone with a cold (using should/shouldn’t/could). Activate prior knowledge and lead into the grammar topic. Use inductive analysis to help students summarize grammar rules. Reinforce basic understanding of both grammar points. Practice reflexive pronouns in context, ensuring agreement with subjects. Integrate both grammar points in a communicative, real-life scenario. Integrate both grammar points in a communicative, real-life scenario. 板书设计 Unit 2 Stay Healthy Grammar Focus & 4a-4d Modal Verbs for Advice - should: You should see a doctor. - shouldn’t: You shouldn’t eat spicy food. - could: You could try honey tea. Reflexive Pronouns - I → myself; You → yourself; He → himself - She → herself; We → ourselves; They → themselves 教学反思 教学内容 Unit 2 Stay Healthy Section B 1a-1e 课 时 第5课时 备课日期 授课日期 教学目标 Language Ability Master vocabulary related to fire safety and accidents. Understand the text A Cooking Accident; extract key events and safety measures. Summarize the story using main points, and discuss fire safety rules. Cultural Awareness Learn about basic fire safety practices and their importance in daily life. Thinking Quality Analyze the sequence of events in the accident and evaluate the characters’ actions to understand logical cause and effect. Learning Ability Improve reading skills (skimming, scanning, summarizing) through textbook tasks, and enhance critical thinking via fire safety discussions. 教学 重点、难点 Understand the text content and extract the sequence of events (1c). Summarize the story using key details (1d). Summarizing the story concisely while retaining main events and safety lessons. Applying fire safety knowledge to real-life scenarios. 教学准备 Multimedia equipment, PPT, audio materials 教学活动设计 教学过程 设计意图 二次备课 Step 1. Lead-in Activity: Discuss 1a questions: Look at the picture in 1b. Can you describe what is happening? Do you know what to do if oil catches fire? Invite 2 students to share their answers, then introduce: Today we’ll read a story about a cooking fire and learn how to stay safe. Step 2. Pre-reading Activity 1: Present new vocabulary (from the text): flames, panic, fire extinguisher, roll on the ground, first aid. Explain meanings with examples, and practice pronunciation together. Activity 2: Predict the text: Ask students to read the title A Cooking Accident and guess: “What do you think will happen in the story? How will they put out the fire?” Step 3. While-reading Activity 1: Skim for main idea (1b): Ask students to read the story quickly and answer: “How did the fire start, and how was it put out?” Activity 2: Scan for event sequence (1c): Let students read the story again and number the events in the correct order . Check answers as a class. Activity 3: Complete the summary (1d): Guide students to fill in the blanks with key details. Step 4. Post-reading Activity 1: Group discussion: Discuss 1e questions: What do you think of James’s and Allen’s actions in the story? What dos and don’ts did you learn from the story? What could start a fire at home? What should we do to keep ourselves safe from fire? Invite 1 group to share their ideas. Activity 2: Fire Safety Tip Share: Ask students to share one fire safety rule they know. Write key tips on the blackboard. Step 5. Summary Text Main Idea: A cooking fire accident and how James and Allen handled it. Key Vocabulary: flames, fire extinguisher, roll on the ground Fire Safety Rules: Never leave cooking unattended; use a fire extinguisher for oil fires; stop, drop, and roll if your clothes catch fire. Step 6. Homework Basic: Read the story aloud 5 times, and copy the key vocabulary 3 times. Improving: Write a 4-sentence summary of the story using the 1d template. Activate prior knowledge of fire safety and arouse interest in the text. Remove vocabulary barriers for reading comprehension. Train reading prediction skills and build anticipation. Train skimming skills to grasp the core of the story. Deepen understanding of fire safety and encourage critical thinking. Connect the text to real-life safety practices. 板书设计 Unit 2 Stay Healthy Section B 1a-1e Fire Safety Rules - Don’t leave cooking unattended - Use a fire extinguisher for oil fires - Stop, drop, and roll if clothes catch fire Key Vocabulary flames panic fire extinguisher roll on the ground first aid 教学反思 教学内容 Unit 2 Stay Healthy Vocabulary in Use 课 时 第6课时 备课日期 授课日期 教学目标 Language Ability Master the meaning of suffixes (-self/-selves, -less, -ache) and use them to form new words (e.g., colourless, toothache, myself). Complete textbook tasks (2a-2c) to apply vocabulary correctly in sentences and passages. Thinking Quality Analyze how suffixes change word meanings, and use this pattern to expand vocabulary. Learning Ability Improve vocabulary learning skills (word formation via suffixes) and apply new words in context. 教学 重点、难点 Using suffixes (-self/-selves, -less, -ache) to form and understand new words (2a). Applying vocabulary in sentences and passages (2b-2c). Distinguishing between the meanings of words formed with different suffixes (e.g., colourless vs. colourful). Using newly formed words naturally in context. 教学准备 Multimedia equipment, PPT, audio materials 教学活动设计 教学过程 设计意图 二次备课 Step 1. Lead-in Activity: Play a “Suffix Warm-up” game: Show root words and ask students to guess the meaning of the suffixed word (e.g., pain + -ache = toothache). Ask: “What does ‘-ache’ mean? What about ‘-less’?” Invite students to share, then introduce: Today we’ll learn how suffixes create new words about health and safety. Step 2. Vocabulary Building: Suffix Analysis Activity 1: Complete 2a: Present the table with suffixes (-self/-selves, -less, -ache). Ask students to fill in the table by adding the correct suffix to root words (e.g., colour + -less = colourless; back + -ache = backache; my + -self = myself). Check answers as a class, and explain the meaning of each suffix: -less: means without (e.g., colourless = without colour). -ache: means pain (e.g., toothache = pain in the tooth). -self/-selves: refers to a person or thing on their own (e.g., yourself = you, the person being spoken to). Activity 2: “Suffix Challenge” game: Divide the class into 2 groups. Give a root word (e.g., harm), and the first group to add a suffix and explain the meaning (e.g., harmless = without harm) gets a point. Step 3. Vocabulary Practice in Sentences Activity 1: Complete 2b: Ask students to fill in the blanks with the correct form of words in brackets. Walk around to help with word form choices. Activity 2: Pair Work: Ask students to create 1 sentence for each suffix. Invite 2 pairs to share. Step 4. Vocabulary Application in Passage Activity 1: Complete 2c: Let students fill in the passage with the correct form of words in the box. After finishing, ask 1 student to read the passage aloud, then check answers. Activity 2: Group discussion (4 students per group): Ask groups to discuss “What did Kelly learn from her accident?” Step 5. Summary Summarize key content: Suffixes: -less (without), -ache (pain), -self/-selves (on one’s own). Key Words: colourless, toothache, myself, painful, harmless. Ask 1 student to list 2 words for each suffix. Step 6. Homework Basic: Copy the 2a table and 3 key words for each suffix. Improving: Write 3 sentences using 1 word from each suffix category (e.g., “My headache is gone. The glass is colourless. I did it myself.”). Activate prior knowledge of word formation and lead into the suffix focus. Build vocabulary by understanding suffixes, creating a systematic way to learn new words. Reinforce suffix knowledge through interactive competition. Practice vocabulary in context, ensuring correct word form and meaning. Apply vocabulary in a coherent passage, improving discourse-level skills. Consolidate suffix knowledge and new vocabulary. 板书设计 Unit 2 Stay Healthy Vocabulary in Use Suffix Meaning Examples -less without colourless, harmless, numb -ache pain backache, headache, toothache -self/-selves a person/thing on their own myself, yourself, themselves 教学反思 教学内容 Unit 2 Stay Healthy Section B 3a-3c 课 时 第7课时 备课日期 授课日期 教学目标 Language Ability Retell a short story about an allergic reaction (3a) using key details. Use notes from a doctor-patient interview (3b) to write a coherent conversation (3c). Apply target language for talking about health issues and doctor’s advice. Cultural Awareness Understand the importance of knowing one’s allergies and reading food labels for safety. Thinking Quality Organize information logically and develop coherent dialogue. Learning Ability Improve writing skills through note-taking, drafting, and role-playing doctor-patient conversations. 教学 重点、难点 Retell the story (3a) using key events and details. Use notes (3b) to write a doctor-patient conversation (3c). Creating a natural, flowing conversation that includes all the doctor’s questions and Mark’s responses. Integrating target vocabulary into the dialogue. 教学准备 Multimedia equipment, PPT, audio materials 教学活动设计 教学过程 设计意图 二次备课 Step 1. Lead-in Activity: Warm-up discussion: Ask: “Have you ever had an allergic reaction? What happened? What did you do?” Invite 2 students to share, then introduce: Today we’ll read a story about an allergic reaction and write a doctor-patient conversation. Step 2. Pre-writing: Input & Note-taking Activity 1: Retell the story (3a): Read the short story aloud, then ask students to read along silently. Pair work: Ask students to retell the story to a partner, using key events. Activity 2: Complete 3b: Show Dr Cooper’s questions and ask students to imagine Mark’s responses, filling in the table. Check answers as a class and discuss why each response fits. Step 3. While-writing: Draft the Conversation Activity 1: Introduce conversation structure: Explain how to create a natural flow: Greeting --Doctor’s questions -- Patient’s responses -- Doctor’s advice -- Closing. Activity 2: Draft the conversation (3c): Ask students to write the full conversation using their 3b notes. Walk around to offer guidance. Step 4. Post-writing: Peer Review & Role-play Activity 1: Peer review: Ask students to exchange drafts with a partner and check: Does the conversation include all questions from 3b? Are responses natural and linked to the story? Are there any grammar or spelling mistakes? Partners give 1 positive comment and 1 suggestion. Activity 2: Role-play the conversation: Ask pairs to practice their revised conversation aloud, using appropriate tone. Invite 2 pairs to perform for the class. Step 5. Summary Pre-writing: Retell the story and take notes for the conversation. Drafting: Use notes to write a structured dialogue. Revising: Improve with peer feedback and practice role-play. Emphasize key vocabulary: allergic, ingredients, react, advice. Step 6 Homework Basic: Copy your revised conversation 1 time, and read it aloud 5 times. Improving: Add 1 more question Dr Cooper could ask and write Mark’s response. Connect to personal experiences and lead into the writing topic. Extract key details and practice oral retelling to build content for writing. Collect structured notes to use as a template for the conversation. Provide a clear structure to reduce writing anxiety. Translate notes into a coherent written conversation. Improve writing through peer feedback and collaborative learning. Connect writing to oral communication and build confidence. 板书设计 Unit 2 Stay Healthy Section B 3a-3c Story Key Events 1. Lunch at Julie’s 2. Ate salad with peanuts 3. Felt strange 4. Went to hospital 5. Got advice from doctor Conversation Structure 1. Greeting 2. Doctor’s questions 3. Patient’s responses 4. Doctor’s advice 5. Closing 教学反思 教学内容 Unit 2 Stay Healthy Project 4a-4c & Reflecting 课 时 第8课时 备课日期 授课日期 教学目标 Language Ability Collaborate to research a health problem and create a health brochure. Present the brochure to the class, using target language to explain causes, symptoms, and prevention. Reflect on unit learning by answering the Reflecting questions. Cultural Awareness Understand the importance of health awareness and community education about common health issues. Thinking Quality Organize research information logically into a visual brochure, and analyze health problems to provide practical advice. Learning Ability Develop teamwork, research, and presentation skills through a group project, and consolidate unit knowledge via reflection. 教学 重点、难点 Research a health problem and create a health brochure (4a-4c). Present the brochure and reflect on unit learning. Synthesizing research into a clear, visually appealing brochure. Delivering a coherent presentation that explains key health information. 教学准备 Multimedia equipment, PPT, audio materials 教学活动设计 教学过程 设计意图 二次备课 Step 1. Lead-in Activity: Show the textbook’s Vision Care 101 brochure example. Ask: What health problem does this brochure talk about? What advice does it give? Invite 2 students to share, then introduce: Today we’ll work in groups to create our own health brochures for a school health event. Step 2. Project Step: Choose & Research a Health Problem Activity 1: Complete 4a: Divide students into groups of 4-5. Ask each group to choose a health problem from the list (e.g., food allergy, toothache, headache). Activity 2: Complete 4b: Guide groups to research their chosen health problem using the textbook questions. Step 3. Project Step 2: Create the Health Brochure Activity 1: Complete 4c: Ask groups to design a brochure using their research. Provide guidelines: Title: Clear and eye-catching. Sections: Include What it is, Causes, Symptoms, Advice, Fun Fact. Visuals: Add simple drawings or icons. Activity 2: Group work: Each group assigns roles to divide tasks. Monitor progress and offer feedback. Step 4. Project Step 3: Present the Brochure Activity 1: Brochure presentations: Ask each group to present their brochure for 2-3 minutes, including: The health problem and its key facts. Practical advice for treatment and prevention. Provide a sample opening: “Our brochure is about food allergies. They happen when your body reacts to certain foods, like peanuts. You can avoid them by reading food labels.” Activity 2: Peer feedback: After each presentation, ask other students to share 1 thing they learned. Step 5. Reflecting on Unit Learning Activity 1: Guide students to discuss the Reflecting questions in groups. Activity 2: Invite 1 student to share a reflection point. Step 6. Summary Summarize the project: We researched a health problem, created a brochure, and shared our findings. Recap the unit core: Understanding health problems, giving advice, and staying safe. Step 7. Homework Basic: Write 3 key facts from your group’s brochure. Improving: Share your brochure with a family member and ask for their feedback. Introduce the project and activate interest in health education. Let students take ownership of the project by selecting a relevant topic. Develop research skills and collect structured information for the brochure. Combine research with creativity to produce a practical health resource. Build presentation skills and share health knowledge with the class. Encourage active listening and reinforce learning from peers. Review unit knowledge and connect learning to real-life health habits. 板书设计 Unit 2 Stay Healthy Project 4a-4c & Reflecting Project Steps 1. Choose & Research (4a-4b) 2. Create Brochure (4c) 3. Present Key Content Health problem: e.g., eye strain Key sections: Causes, Symptoms, Advice Reflecting Focus Identify health problems Describe symptoms Give advice Stay healthy & safe 教学反思 学科网（北京）股份有限公司 $