Unit 2 Stay Healthy Section A 1a-1d (教学设计)-2025-2026学年八年级英语下册（人教版）

2026年道县优质教学资源评选活动 ---八年级下册第2单元第1课《Stay Healthy 》教学设计 （注：标题采用四号宋体，正文采用五号宋体，1.5 倍行距。模板可根据需求稍微调整） 课程基本信息 主备人 唐楚英 课型 新授课 学科 英语 年级 八年级 学段 初中 版本章节 人民教育出版社 教学目标 1.语言能力：能认读核心单词sore, throat, stomachache, headache, toothache, backache, cut及句型What’s the matter? I have a/the…并熟练运用。 2.文化意识：能在同伴生病时表达恰当的关切，树立健康的饮食习惯和安全运动意识。 3.思维品质：本堂课后学生能基本判断出健康问题，并分析原因。 4.学习能力：学生能运用预测，猜测等听力技巧完成听力任务，并主动参与学习任务。 教学重难点 1.教学重点：认读并识记表示身体不适的核心词汇并运用句型简单交流。 2.教学难点：在听力过程中能准确识别病情，分析原因。 学情分析 本次教学对象为八年级的学生，该阶段学生正处于青春期初期，自我意识显著增强，对个人健康、身体变化等话题具有较强的敏感性和表达欲望。同时，该阶段学生已具备一定的抽象逻辑思维能力，能够从具体语言现象中归纳一般规律（如构词法 -ache 后缀），但仍需要具体、直观的教学手段作为支撑。 学生在七年级已学过身体部位词汇，如 head, stomach, tooth, back，为本课 -ache 复合词的构成提供了一定的基础；在以往的英语学习中已初步掌握一般过去时的用法，能够理解 ate, fell, talked 等动词过去式在听力材料中的意义；能够就健康话题进行简单问答，但在实际的语境交流中，容易忽略动词过去式的正确使用。 教学准备 教师：多媒体课件 学生：预习课文及相应的新单词 教学过程 环节与时间 教师活动 学生活动 设计意图 Step I Warming-up & Lead-in (5mins) 1. Greetings 2.Free Talk 3.The teacher enters the classroom holding the stomach, looking uncomfortable, and says in a low voice:” Good morning, class... Oh, I'm not feeling well today.” 2.Show a question: What should we do when we don't feel good? 1.Ss observe the teacher’s expression and guess what’s wrong. 2.Know about some illness and speak out them in English or in Chinese. 3.Learn about these words about illness and read them. 教师通过生动的肢体语言创设真实语境，瞬间吸引学生注意力，贴近学生生活，激发学生已有的知识，并自然过渡到新主题。 Step II Pre-listening (8mins) 1.Show the pictures and words in 1a. 2. Question: What do words 'stomachache' and 'headache' have in common? 3.Quick Response—the teacher use gestures to lead students speak out the words. 1.Ss complete 1a independently. They can check the answers with partners. 2.Think about it and answer：They both contain the suffix—ache which means pain. 3. Look the teacher and speak out the words. 解决生词障碍。通过观察归纳 -ache 构词法，培养学生归纳的思维品质；学生通过“快速反应”的活动能快速说出和病痛有关的单词并强化新知记忆。 Step III While-listening (18mins) 1.Play the audio in 1b&1c. 2. Remind students to pay attention to simple past tense verbs—ate, fell, talked. 1. Listen to the conversations once and fill in only the “Health problem” column in 1b. 2. Listen for Details—Listen to the conversations again and find the cause. 3. Listen to the conversations a third time and repeat the question intonation in a low voice (e.g. What's wrong? with rising tone to show concern) 听力任务分层递进，符合认知规律。先听核心症状再听原因细节，降低学生对听力任务的焦虑感和恐惧感。利用1c表格训练信息整合能力。跟读环节关注语音语调，培养良好语感。 Step IV Post-listening (10mins) 1.Show the sentence pattern: A: What’s wrong?/ What’s the matter?/ Are you OK? B: I have a stomachache/… A: What happened? B: I … 2.The teacher set a scene—in Nurse's Office. And show more causes of health problems: stayed up late, played computer games too long, didn't wear a coat…. 1.Ss work in pairs to practice the conversation. 2.Role play the new conversation. One student can be a sick student, and another student can be a nurse. 3.Peer evaluation. Students can evaluate classmates from their pronunciation, fluency and expression and so on. 从机械模仿到半开放表演，实现语言从输入到输出的跨越。设置校医室情境,贴近学生的校园生活，激发对同伴关怀的认同。通过教师提供的支架（引起健康问题的其他原因），学生在学习能力方面实现有效迁移。 Step V Summary (4mins) 1.Show a question—How do we ask when we feel not good? 2. Ask students: Do you think health is important? Health is the first wealth. Take care of your body and drink more water! 1.Students review the key words, phrases and sentence patterns. 2.Ss can know the importance to be healthy. 快速梳理知识结构图，强化记忆。情感升华呼应单元主题“Stay Healthy”。 板书设计/课堂小结 1.板书设计 Unit 2 Stay Healthy Section A (1a-1d) Ask and answer: ——What’s wrong with you?/What’s the matter?/Are you OK? ——I have a …/I am suffering from… 2.课堂小结：The teacher leads students to summarize what they have learned and guide them to complete the assessment of this lesson. 教学反思 本堂课设计以听力输入为基石、口语输出为靶向，通过分层任务和情境化活动引导学生在真实语境中感知、理解、运用目标语言。但在实际教学中，教师需保持对学生个体差异的敏锐觉察，对听力困难生及时给予帮助和支持，对口语输出焦虑生给予充分的等待时间与情感鼓励。以及需要考虑如何在课堂中实现教学评一体化，以便更好服务于之后的课堂。 Health Problems a headache a stomachache a toothache a backache a fever a sore throat — - 1 - — 学科网（北京）股份有限公司 $