Unit2 Stay Healthy sectionA 4a-4d （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Unit2 Stay Healthy 语法课教学设计 课程基本信息 主备人 蒋娅莲 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 教学目标 在本课学习结束时，学生能够： 1.use modal verbs should / shouldn’t / could to give health advice and correctly use reflexive pronouns (e.g., myself, yourself, himself, herself, itself, ourselves, yourselves, themselves). 2.Through a “school clinic” simulation, students understand polite and helpful ways to talk about health problems and give advice in English-speaking contexts. 3.analyze different health situations and choose appropriate sentence patterns to give reasonable advice. 4.discover grammar rules inductively and apply them in role‑play, improving autonomous and cooperative learning skills. 教学重难点 Teaching important points: Learn to master the use of reflexive pronouns in sentences correctly. Learn to use the modal verbs should, shouldn’t, could to give advice about health, safety and daily problems. Teaching difficult points: Learn to summarize the rules of reflexive pronouns and modal verbs for advice by observing and comparing example sentences. 学情分析 学生为八年级学生，已具备一定的英语基础，能理解简单的情态动词用法。部分学生对语法规则的理解较为机械，缺乏实际运用能力。学生对新课标下的“用语言做事”理念尚不熟练，需通过情境化任务引导。 教学准备 多媒体设备、课件、课本等。 教学过程 教学环节 教学活动 学生活动 设计意图 1.Lead-in(5 min) The Teacher as the School Nurse 1. Greet students. The teacher shows a photo of herself dressed as a school nurse on the PPT. 2.Teacher points to the photo and asks with a smile: “Who’s she? Today I’m not your teacher. I’m the school nurse.” 3.Then show some patient cards on the PPT (stomachache, toothache, hurt leg). 4.Ask:“Look at these patients. What’s wrong with them? How do you know?” 5. Write key phrases on the board:stomachache, toothache, hurt myself. 1.Look at the teacher’s photo and respond: “That’s you!” or “The school nurse.” 2.Listen and laugh as the teacher takes on the role. 3.Observe the patient cards. 4.Guess the health problems. 5. Answer in short sentences: He has a toothache. She hurt herself. 创建真实生活中的健康情境并激活先前知识。 2.Learning & Understanding(10 min) 1. Present 4 sentences from the slides: a.You shouldn’t eat so much next time. b.You should see the dentist. c.You could eat some soft food. d.I hurt myself when I fell off my bike. 2. Ask Ss to underline modal verbs and circle reflexive pronouns. 3. Guide Ss to discover rules: -should/shouldn’t→ strong advice -could→ softer, possible advice 4.Learn about reflexive pronouns. 1.Read the sentences aloud. 2. Underline and circle individually. 3.Share findings in pairs. 4.Complete a table (singular/plural reflexive pronouns) in notebooks. 归纳语法学习有助于长期记忆。 3.Application & Practice(12 min) “Clinic Challenge” Activity 1 – Reflexive Pronouns Give a handout with 6 sentences (e.g., The girl cleaned the cut on her arm by ________.). Activity 2 – Modal Verbs Give a passage about mobile phone use (from the slides). Ss fill in blanks with should / shouldn’t / could. Monitor and help. Then check answers with the whole class. 1.Complete the reflexive pronoun exercise individually. 2.Complete the modal verb passage. 3.Exchange papers with a partner for peer checking. 4.Correct mistakes together with the teacher. 确保在使用目标语法时的准确性。 4.Transfer & Innovation(13 min) Roleplay: “Nurse & Patient” 1.Divide Ss into pairs: A = patient, B = school nurse. 2.Show a language board on PPT: -Patient: What’s wrong? / I have a … / I hurt myself when… -Nurse: You should/shouldn’t… / You could… 3.Give each pair a problem card (toothache, stomachache, falling down, eye strain from phone, etc.). 4.Ask 34 pairs to act out in front of the class. 5.Give positive feedback and one improvement tip. 1.In pairs, prepare a 6line dialogue using target grammar. 2.Practice intonation and gestures. 3.Volunteers perform. 4.Listen to other groups and clap for them. 将语法转化为真实交流。建立口语自信。 5.Summary(3 min) 1.Ask Ss:“What did we learn today?” 2. Show a quick checklist (modal verbs for advice, reflexive pronouns). 3. Give one minute for Ss to selfrate (15) on using should/shouldn’t/could correctly. 1. Volunteer to state the key grammar points. 2. Complete the selfcheck mentally. 3. Ask questions if unclear. 巩固并促进元认知。 6.Homework(2 min) Mustdo:Write a short passage (5060 words) “How to Stay Healthy”. Use should/shouldn’t/could and at least two reflexive pronouns. Choosetodo:Make a poster “Protect Your Eyes” with advice sentences. Write down homework. 为不同水平设计的差异化任务。 板书设计/课堂小结 Unit 2 Stay Healthy Section A Grammar Focus 教学反思 本节课以“健康建议”为主线，通过“校医问诊”情境自然导入语法学习。教学过程采用归纳法，引导学生自主发现should/shouldn’t/could与反身代词的规律，体现了新课标所倡导的“形式—意义—使用”统一的教学理念。 在应用实践环节，学在真实情境中综合运用语言，表现出较高的参与度和表达欲望。 不足之处在于：少数学生对反身代词的人称和数的一致性仍会混淆，后续教学中可设计更多对比性练习（如himself / themselves的区分图示）生通过填空练习巩固了语法知识；在迁移创新环节，角色扮演任务使学生。 — - 1 - — 学科网（北京）股份有限公司 $