Unit 2 Section A 1a-1d（教学设计）2025-2026学年 人教版 八年级下册英语

Unit 2 Stay Healthy Section A (1a-1d) Subject English Text People's Education Press Grade 8 Volume 2 Teaching Topic Unit 2 Stay Healthy Section A (1a-1d) Class Period Class Type Class Period 1 Listening and Speaking Class Theme Context Self and Society Instructor XXX Teaching Analysis · This lesson is Section A 1a–1d of Unit 2 Stay Healthy (Go for it! Grade 8 Book 1), a fundamental listening and speaking period. · Students learn vocabulary of illnesses and basic structures for asking about health and giving advice. · It helps students get to know the topic, build vocabulary and develop basic communication skills, laying a language foundation for the unit and raising students’ awareness of health. Student Analysis · 8th-grade Tibetan students have weak English foundations and limited vocabulary, lacking confidence in English. · Yet they show great interest in health topics , so their listening and speaking skills can be improved step by step with contexts, pictures and simple drills. Teaching Objectives Language Competence · Master key illness vocabulary: sore throat, stomachache, headache, toothache, backache, cut. · Use What’s wrong? / What’s the matter? I have a… to ask about and describe health problems. · Understand simple health dialogues, extract key symptoms and finish basic listening tasks. Cultural Awareness · Learn common expressions for physical discomfort in English and Chinese. · Develop healthy habits and learn to properly express and deal with discomfort. Thinking Quality · Judge, describe and infer causes of physical discomfort from pictures or situations. · Express symptoms clearly and develop observation, induction and logical expression skills. Learning Ability · Learn English via picture association, repetition, sentence substitution and group work. · Participate actively in speaking activities, speak bravely and build learning confidence. Key Points Key Points · Master illness vocabulary and core sentences: What’s wrong? / I have a… · Understand health dialogues and extract key information about symptoms and causes. · Conduct simple oral communication about health conditions. Difficult Points · Use core sentences accurately and naturally in real situations. · Quickly catch key information in listening for comprehension and judgment. · Shift from “understanding and speaking” to “daring to use” and improve practical language skills. Methods & Strategies · Teaching Methods Demonstration Method · Learning Methods Listening-Speaking Combined Method、Group Cooperative Learning Method · learning tools PPT、audio and video materials Teaching Process Part1： Warming up Play the video “Are they OK?” ,guide students to think about the question:"what’s the matter/wrong with her/him?" Part 2： Pre-listening 1. Present pictures of different health problems and guide students to learn the key expressions. 2. Guide students to finish the matching task in 1a. 3.Introduce the special vocabulary on health issues to help students master the correct pronunciation . Part 3： While-listening 1. Play the listening materials (1b-1c) and guide students to complete the listening tasks (ticking, matching, filling). 2. Lead students to find how to ask about the situation, describe symptoms, and explain the causes. Part 4： Post-listening Invite one group of students to role-play the dialogue from the words of 1a according to the key sentences of 1d. Part 5： Summary Summarize the key sentence patterns in this lesson. Part 6： Homework · 基础作业：用 "have a..." 句型造句，每个身体不适名词对应 1 个句子，共 4 句（如：I have a sore throat because I drank cold water.）。 · 进阶作业：情景对话：与家人或同学合作，编写一段 5-8 句的对话，场景为 "关心生病的同学"，要求包含询问状况、描述不适、说明原因三个环节。 Blackboard Design Unit 2 Stay Healthy (Section A 1a-1d) 询问情况 What's wrong? / What's the matter?Are you OK? / What happened? 说明原因 I ate too much. / I fell.I ate too many sweet things.I didn't drink enough water. 描述病症 I have a stomachache.I have a backache.I have a terrible toothache.I'm suffering from a sore throat now.I cut / hurt myself. Teaching Reflection Strengths Clear objectives and prominent key/difficult points. Suitable teaching methods with practical interactive tasks. Weaknesses Single form of listening practice (lacking layered tasks). Limited opportunities for oral practice. Improvement Measures Design layered listening activities and add interactive practice. Expand the scope of oral practice to ensure full participation. 2 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $