Unit 2 Stay Healthy. Section B 1a-1e 教学设计 2025-2026学年人教版英语八年级下册

该初中英语教学设计聚焦“保持健康”主题，核心知识点包括headache、stomachache等健康问题词汇及“What's the matter? I have a... You should/shouldn't...”句型。通过自由交谈“你今天感觉健康吗”和对比吃快餐与锻炼的人物图片，激活学生已有健康认知，自然导入主题，搭建新旧知识衔接的学习支架。 此资料特色在于多模态活动融合核心素养，Pre-listening用图片和闪卡呈现词汇并引导预测听力内容，培养思维品质；While-listening通过听主旨（1b问男孩问题）和细节（1c填表格）分层训练，提升语言能力；Post-listening角色扮演及小组活动（医生与病人情境）促进语言输出。分层作业（必做背诵、选做英文海报）兼顾不同学生需求，既助学生巩固基础、拓展思维，也为教师提供清晰教学路径，提升课堂效率。

Unit 2 Stay Healthy. Section B 1a-1e 教学设计 教学环节 教学活动 设计意图 Step 1: Lead-in (3 mins) 1. Greeting and free talk: T asks Ss “How are you feeling today? Are you healthy?” 2. Show a picture of a person eating fast food and a person doing exercise. T asks “Which one is healthy? Why?” 3. Lead to the topic: “Today we will talk about how to stay healthy.” 通过自由交谈和图片对比，激活学生已有知识，自然导入本课主题“保持健康”，激发学生的学习兴趣。 Step 2: Pre-listening (5 mins) 1. Present new words and phrases: headache, stomachache, toothache, have a cold, have a fever, see a doctor using pictures and flashcards. 2. Practice the new words: T says the word, Ss repeat; T shows the picture, Ss say the word. 3. Predict: T asks “What will the conversation be about? Look at the picture in 1a.” Ss predict the content. 扫清听力障碍，帮助学生掌握核心词汇和短语。通过预测活动，培养学生的听力策略，提高听力效果。 Step 3: While-listening (10 mins) 1. Listen for the main idea (1b): Play the recording for the first time. Ss listen and answer: “What’s wrong with the boy?” 2. Listen for details (1c): Play the recording again. Ss listen and complete the table in 1c (Name, Problem, Advice). 3. Listen and repeat: Play the recording sentence by sentence. Ss repeat and pay attention to pronunciation and intonation. 通过不同层次的听力任务，训练学生获取主旨大意和细节信息的能力。跟读模仿有助于学生掌握正确的语音语调。 Step 4: Post-listening (7 mins) 1. Pair work (1d): Ss role-play the conversation in pairs. One is the patient, the other is the doctor. 2. Practice the key sentence patterns: T writes the key sentences on the board: “What’s the matter? I have a headache. You should see a doctor.” Ss practice in pairs. 通过角色扮演和句型操练，巩固听力内容，将输入转化为输出，提升学生的口语交际能力。 Step 5: Language Points (5 mins) 1. T explains the usage of “have a + 疾病名词” and “should/shouldn’t” for giving advice. 2. T gives more examples: “I have a stomachache. You shouldn’t eat too much.” 3. Ss make sentences using the structures. 系统归纳本课核心语法和句型，帮助学生构建清晰的知识体系，为后续的语言输出打下坚实基础。 Step 6: Practice (5 mins) 1. Fill in the blanks: T shows a short dialogue with blanks. Ss fill in the blanks using the correct words. 2. Multiple choice: T shows some multiple-choice questions about the key points. Ss choose the best answer. 3. Sentence translation: T gives Chinese sentences, Ss translate them into English. 通过多种形式的练习，检测学生对知识点的掌握情况，查漏补缺，巩固所学内容。 Step 7: Group Work (3 mins) 1. Ss work in groups of four. One student acts as a doctor, the other three act as patients. 2. The “patients” describe their health problems, and the “doctor” gives advice. 3. T walks around and provides help if needed. 创设真实的交际情境，让学生在合作中综合运用所学语言，培养其语言综合运用能力和合作精神。 Step 8: Summary (1 min) 1. T asks Ss to summarize what they have learned in this class. 2. T makes a brief summary: “Today we learned how to talk about health problems and give advice. Remember, a healthy lifestyle is very important.” 引导学生回顾课堂所学，强化记忆，形成完整的知识闭环。 Step 9: Homework (1 min) 1. Must-do: Recite the new words and the conversation in 1a. 2. Optional: Make a poster about “How to Stay Healthy” in English. 分层布置作业，满足不同层次学生的需求。必做作业巩固基础，选做作业拓展能力。 板书设计 Unit 2 Stay Healthy Section B 1a-1e Key Words: headache, stomachache, toothache, have a cold, have a fever, see a doctor Key Sentences: — What’s the matter? — I have a headache. — You should see a doctor. — You shouldn’t eat too much. 教学反思 本节课教学设计紧扣“保持健康”主题，通过听、说、读、写多种活动，有效达成了教学目标。学生在角色扮演和小组活动中表现积极，能够运用所学句型进行交流。不足之处在于，部分学生在听力细节捕捉上仍有困难，后续教学中应加强听力策略的指导。此外，小组活动的时间可以适当延长，让学生有更充分的练习机会。 学科网（北京）股份有限公司 $