Unit2 Stay Healthy SectionA 1a-1d(教学设计）-2025-2026学年八年级下册英语（人教版）

2026年祁阳市优质教学资源评选活动 初中八年级下册英语（人教版） Unit 2 Stay Healthy Section A 1a-1d教学设计 课程基本信息 主备人 祁阳市肖家镇中心学校-陈静 课型 新授课 学科 英语 年级 八年级 学段 初中 版本章节 人教版Unit 2 Stay Healthy Section A 1a-1d 教学目标 1. Language Knowledge Objectives ① Master key illness vocabulary: fever, cough, toothache, headache, stomachache, cold, and use fixed phrases such as have a cold, have a fever, have a toothache skillfully. ② Master key communicative sentence patterns: —What’s wrong with you? —I have a…. You should/shouldn’t… ③ Understand the listening material in 1a–1d, catch key information about illnesses and suggestions, and finish matching and filling tasks. 2. Language Skill Objectives ① Read and spell illness words correctly, and use have a + illness noun to express physical conditions. ② Use key patterns to talk about health conditions and give suggestions, and finish role-play dialogues. ③ Improve listening skills of predicting and catching key words, and develop basic oral English. 3. Emotional Attitudes ① Learn about common illness prevention and care, and develop healthy living and resting habits. ② Learn to care about the health of family and classmates, and develop kindness toward others. ③ Overcome fear of speaking English and take an active part in class interaction. 4. Learning Strategies ① Use picture association and situational memory to learn illness vocabulary. ② Master listening strategies: pre-listening preparation, catching key words, and post-listening checking. ③ Improve cooperative learning skills through pair work and group work. 教学重难点 Key Points： 1. Master common illness vocabulary and the structure have a + illness noun. 2. Use the patterns fluently: What’s wrong with you? I have a…. You should/shouldn’t…. Difficult Points： 1. Pronounce and spell long difficult words such as toothache, stomachache correctly. 2. Use should/shouldn’t properly to give reasonable health advice. 3. Make natural and fluent dialogues in real situations and overcome speaking difficulties. 学情分析 授课对象为农村八年级学生，英语基础中等，具备以下1. 知识储备：已学过身体部位、基础日常交际用语，对“健康疾病”话题有生活认知，但未系统学习专业疾病词汇，对should表建议的用法初次接触，2. 能力水平：听力抓取信息能力较弱，口语表达不自信，易出现词汇、句型误用，部分学生不敢开口参与3. 学习特点：对贴近生活的情景教学、游戏互动兴趣较高，适合通过直观图片、角色扮演降低学习难度，需多重复、多操练强化知识点记忆4. 生活关联：农村学生对常见小病护理有生活经验，可结合本土日常健康习惯设计教学，拉近知识与生活的距离。 教学准备 1. 教具准备：多媒体课件（含疾病症状图片、1a-1d听力音频、情景对话视频）、疾病词汇卡片、小2. 学具准备：学生预习词汇，提前回顾身体部位类单词；3. 其他准备：设计课堂练习任务单、简易角色扮演道具（听诊器、病历卡） 教学过程 环节 教师活动 学生活动 设计意图 I. Warm-up & Lead-in (3 mins) 1. Greet students with How are you? Use sick expressions to lead in health problems. 2. Show pictures of illnesses and ask: Do you know these? 3. Write the topic and explain learning goals. 1. Respond to greetings and understand the context. 2. Look at pictures and try to describe illnesses. 3. Know the topic and learning tasks. 激活学生已有生活经验，营造轻松课堂氛围，快速引出健康话题，激发学生学习兴趣，明确学习方向。 II.New Vocabulary Teaching (7 mins) 1. Present 1a pictures and word cards, teach fever, cold, cough and model pronunciation. 2. Explain have a + illness and lead choral reading. 3. Organize word games: look and say, quick spelling. 4. Guide students to finish 1a matching and check answers. 1. Follow and imitate pronunciation. 2. Practice phrases repeatedly. 3. Take part in games to consolidate words. 4. Finish 1a and check with partners. 通过直观教学+反复操练，突破词汇教学难点，帮助学生快速认读、理解疾病词汇，夯实语言基础，为后续听说做铺垫。 III. Key Sentence Patterns (7 mins) 1. Act out sickness to model: —What’s wrong with you? —I have a…. 2. Introduce You should/shouldn’t… and explain verb-base structure. 3. Lead repetition, teacher-student and pair asking. 4. Write patterns on the blackboard and mark key points. 1. Understand meanings from role-play. 2. Repeat and memorize patterns. 3. Take part in question-and-answer practice. 4. Take notes and grasp grammar rules. 从情景入手，降低句型理解难度，层层递进开展操练，帮助学生快速掌握交际句型，初步建立语言运用框架。 IV. Listening Practice (10 mins) 1. Pre-listening: Ask students to study 1b, 1c tasks and predict. 2. While-listening: Play audio twice for matching tasks. 3. Post-listening: Check answers, explain difficulties, lead imitation reading. 4. Conclude key phrases and patterns. 1. Read tasks and make predictions. 2. Listen carefully and catch key information. 3. Check answers and imitate pronunciation and intonation. 4. Summarize language points. 遵循听力训练规律，落实听前-听中-听后三步法，培养学生听力技巧，提升抓取关键信息的能力，强化语言输入。 V.Oral Communication Practice (10 mins) 1. Give dialogue templates, assign 1d task, pair students as doctor and patient. 2. Walk around, guide dialogues and correct mistakes. 3. Invite 3–4 groups to present. 4. Comment, encourage and award small prizes. 1. Make dialogues in pairs according to templates. 2. Practice actively and speak bravely. 3. Perform in class and experience language use. 4. Accept feedback and correct errors. 以角色扮演为载体，实现语言从输入到输出的转化，锻炼学生口语表达能力，增强课堂互动性，提升学生学习自信心。 VI. Summary & Homework (3 mins) 1. Review key vocabulary, patterns and grammar. 2. Educate on healthy living and caring for others. 3. Assign layered homework: ① Basic: copy words and patterns ② Practical: talk about health advice with family ③ Extended: preview the next period 1. Review knowledge and fill gaps. 2. Learn health tips and build healthy awareness. 3. Write down homework requirements. 梳理课堂知识，帮助学生构建知识体系，兼顾知识巩固与生活实践，分层作业满足不同层次学生学习需求。 板书设计 I. Words & Phrases have a cold 感冒 have a fever 发烧 have a cough 咳嗽 have a toothache 牙痛 have a headache 头痛 have a stomachache 胃痛 II. Sentences —What’s wrong with you? —I have a…. —You should…. —You shouldn’t…. III. Key Points should/shouldn’t + 动词原形 (for giving advice) should/shouldn't + 动词原形（表建议） 教学反思 1. Strengths ① Logical steps: from vocabulary and pattern input to listening and speaking output, follows listening-speaking rules. ② Suitable for rural students: situational teaching and role-play stimulate interest and overcome speaking fear. ③ Integrates health education, combining language teaching with emotional education. 2. Weaknesses ① Lack of individual guidance for weak students; some still mispronounce long words. ② Limited speaking time; few students can perform in class. ③ Listening skills guidance can be more detailed. 3. Improvement ① Increase layered questions and individual guidance for slow learners. ② Add group round-robin presentation to involve more students. ③ Strengthen training on catching key words in listening. — - 1 - — 学科网（北京）股份有限公司 $