Unit 2 Section A (1a-1d)（word教案）-【优翼·学练优】2025-2026学年八年级英语下册同步备课（人教版）

该教案聚焦健康问题相关词汇及句型，通过主题图片分享和头脑风暴导入，结合图片辅助预教新词汇，搭建从已知到新知的学习支架，梳理健康问题表达的脉络。 特色在于融合语言能力与思维品质培养，如1a引导发现“body part + ache”构词规律，1b提示速记技巧提升听力效率，1d鼓励添加细节进行角色扮演。通过听力复述和合作对话，提升学生语言运用与思维分析能力，为教师提供结构化教学步骤和反思方向，助力高效课堂。

第1课时 Section A (1a-1d) 一、Teaching Objectives In this class, students will： 1. learn more words and expressions about health problems. 2. identify what health problems David,Ben,Nancy and Judy have and the causes of the problems. 3. summarize the related sentence patterns about asking about and describing health problems. 4. make up a conversation to talk about health problems using the target language and role-play it. 二、Teaching Advice Lead-in Look and Share Have students look at the theme picture on the opening page and think about the questions on Page 11. Invite some students to share their answers. Teaching Tip：Some students may have difficulties expressing answers in English and may speak Chinese. The teacher can encourage them to paraphrase the words or expressions in easier English. For example, students don't know the word “fever”and they can be guided to say “feel hot”or “the temperature is high". Then, the teacher can present the target vocabulary(E.g.,“fever”) to the class. 2.Guide students to realize the topic of the unit is about health. Brainstorm Ask students to brainstorm more health problems in daily life. The teacher can present some related pictures to help students. Pre-teach the related new words and expressions during the process. Pre-listening Look and Match 1a 1. Have students read the words and expressions in la and make sure they get the meanings. 2. Ask students to do the match exercise and check answers in pairs. Language Tip: Guide students to pay attention to the common feature of these words (stomachache, headache, toothache, backache):They all contain “body part + ache". Then the teacher can introduce similar words. For example,neckache,earache... For the word “cut”, the teacher can remind students to pay attention to the part of speech. The teacher can use the two sentences to help students to get the meanings. E. g. I got a cut on my finger. I cut my finger while cooking. While-listening 1b 1. Have students read the instruction and make sure they understand the task. 2. Have students listen to the conversations and write the health problems next to the students. Teaching Tip:Before listening,the teacher can remind students to take quick notes while listening. Students can write some letters instead of writing the complete words so that they can focus on grasping the key information. 3.Check the answers with the whole class. 1c 1. Ask students to read the third column in the table in lb and understand the meanings. Students can be encouraged to fill in the blanks from memory. 2. Play the recording again and have students complete the section detailing the cause of each student's health problem. 3. Invite some students to share their answers and then check answers with the whole class. 4. Have students listen again with the completed information. Retell 1. Have students retell the students’health problems and the causes according to the completed table. The teacher can give an example like this: David has a stomachache because he ate too much at a friend's birthday party yesterday. 2. Remind students to pay attention to the tense while retelling. Post-listening 1d 1. Have students work in pairs to choose one conversation from the listening and role-play it. 2. Students can be encouraged to add more details to the conversation.(E. g. facial expression, body language,description about feelings .. ) 3. Invite 1 or 2 pairs to role-play in class and other students give feedback.. Summary Ask students to summarize the holiday activities they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points and useful expressions on the blackboard. Teaching Reflection The lesson on health problems worked well in engaging students. They grasped “body part + ache” quickly through examples,and the role-play in 1d showed they could use the new expressions flexibly. Yet,a few students lagged in the gap-filling task in lc,maybe due to the fast speech in the recording. Next time,I'll slow down the audio or pause at key points.. 学科网（北京）股份有限公司 $