人教版（2024）八年级下册（2024）Section B第4课时教案设计

这是一份人教版（2024）八年级下册（2024）Section B第4课时教案设计，共8页。教案主要包含了What，核心词汇，核心句型等内容，欢迎下载使用。
Unit 2 Stay Health 第4课时 阅读&词汇课教学设计
教材分析
【What】本课时主题以“居家安全与急救”为核心，围绕詹姆斯的一次厨房烹饪火灾事故展开，延伸至词汇与急救知识的应用。其主要内容是詹姆斯在独自烹饪炸鸡时，因离开炉灶与朋友讨论球赛引发油锅起火。慌乱中他的衣服被引燃，他通过在地上滚动灭火，而朋友艾伦则凭借学校所学的急救知识，用灭火器扑灭了油锅火焰。后续练习围绕事件排序、文本总结、安全讨论和词汇拓展展开，帮助学生掌握与伤害、急救相关的词汇和表达。
【Why】本课时语篇旨在引导学生认识居家生活中的火灾风险，树立“预防为主、应对及时”的安全观念；强调在突发事故中保持冷静、运用科学方法自救与互助的重要性；通过艾伦和詹姆斯的互动，传递朋友间相互帮助、共同应对危机的责任意识；呼应“Stay Healthy”单元主题，让学生理解安全知识是健康生活的重要保障。。
【Hw】本课时语篇以记叙文为主，遵循“起因—经过—结果”的叙事逻辑。事件发展清晰，后续练习（排序、总结、讨论）从输入到输出，形成完整的语言实践闭环。在语言上，使用生活化的口语表达（如“N way!”“Oh n!”）和描述性词汇（如 panic 、 jumping flames ），增强故事的真实感；包含大量与急救、伤害相关的词汇（如 extinguisher 、 injury 、 X-ray ）和固定搭配（如 catch fire 、 rll n the grund ）；通过后缀（如 -less 、 -ache 、 -self ）的构词练习，帮助学生拓展词汇量；兼具叙事性与实用性，既通过故事提升学生的阅读与理解能力，又通过练习和讨论培养其安全意识与语言运用能力。
学情分析
K(Knw)--已知
W(Wnder)--想知/未知
L(Learn)--能知
学生已具备基础英语听说读写能力，掌握日常话题词汇；对“健康与安全”有初步认知；熟悉记叙文的基本阅读策略。
缺乏专业急救词汇的系统积累；对油锅起火等特定场景的应急处理经验不足；在真实情境中运用英语进行安全讨论的能力有待提升。
通过本课时学习，学生可掌握与火灾、急救相关的核心词汇和句型；能梳理事件逻辑、总结文本大意；能结合生活场景讨论安全问题，形成初步的应急处理思路。
核心素养教学目标
通过本课学习，学生能够：
语言能力：能听懂、读懂与火灾事故相关的叙事文本，梳理事件发展顺序；能运用 catch fire 、 put ut 、 rll n the grund 等核心短语描述事故过程；能借助后缀规则（ -less / -ache / -self ）拓展词汇，并完成句子和语篇填空；能围绕“居家安全”话题进行简单讨论，表达自己的观点和建议；
学习能力：学会通过“事件排序”“文本总结”等策略提升阅读理解的逻辑性；掌握构词法记忆词汇的技巧，提升词汇自主学习能力；能在小组讨论中主动分享、倾听他人观点，提升合作学习能力；
思维品质：通过分析事故原因与应对措施，培养批判性思维，反思日常行为中的安全隐患；能结合文本信息和生活经验，推理、归纳不同场景下的安全规则；在讨论“ds and dn't s”的过程中，提升逻辑表达和问题解决能力；
4.文化意识：了解中外在居家安全与急救知识上的共通性，增强全球安全文化的认同感；体会“互助、冷静、科学应对”的文化价值观，培养社会责任感。
完成课时目标所需的核心语言如下：
【核心词汇】
catch fire, themselves, fried chicken, turn n, stve, happily, n fire, burning, flame, in a panic, thrw sb t sw, put ut, rll, quick, be abut t d, stp shrt, first aid, safety, instead, extinguisher, eat ut, tnight, sadly, smke, unfrtunately, luckily, badly hurt, , harm
【核心句型】
It was their first time living away frm their families, and they enjyed learning hw t d many things themselves.
He put ut the fire by rlling n the grund.
Thanks t the first aid and safety classes he tk at schl, he knew that water culd make il fires much wrse!
It was lucky that his shirt wasn’t t thin.!
教学重难点
教学重点：掌握与火灾、急救相关的核心词汇（如 extinguisher 、 injury 、 sre ）和短语;理解记叙文的叙事结构，能梳理事件顺序并总结文本大意;能运用所学词汇和句型描述事故过程，并讨论居家安全规则。
教学难点：准确运用构词法（如 -less / -ache / -self ）拓展和运用词汇；在真实情境中灵活运用急救相关表达，进行清晰的逻辑讨论；建立“安全知识—语言表达—行为实践”的关联，将课堂所学转化为生活中的安全行为。
教学过程
教学环节
教师活动
学生活动
设计意图
Lead in
情境导入
Ask the students t have a guess accrding t sme descriptins.
T:I can ck yur fd, I can warm yur rm, but if yu tuch me wrng, I will bring yu an accident. What am I?
2.Play a vide and set a situatin t lead the students int the class.
The Fireman:Hell, everyne. Welcme t ur “Fire Safety Talk” tday. I’ll tell yu a stry abut a fire accident and teach yu hw t stay safe.
Have a guessing game, after the teacher gave sme descriptins.
Ss:Fire.
2.T get knwn the bjectives f this perid.
通过猜谜游戏和消防主题视频，快速激活学生对 “火” 的认知，营造贴近生活的安全情境；自然引出本课时 “居家安全与急救” 核心主题，让学生明确学习目标，激发探究兴趣，为后续阅读和词汇学习做好情感与内容铺垫。
Presentatin
学习理解
Pre-reading: Lead the students t bserve the picture and have a discussin t get sme infrmatin frm the picture.
T:Lk at the picture in 1b. Can yu describe what is happening?
D yu knw what t d if il catches fire?
While-reading:(1)Let the students read thrugh the passage and find ut hw the fire started.
T: Hw did the fire start?
Prvide the students with a reading tip and ask the students t read the passage t get the main idea f each paragraph.
Ask the students t read the
Paragraph1 in detail and answer the questins.
T: Wh did James live with in the city?
What did they enjy ding?
What rle des this part play in the whle stry ?
Guide them t have a deep thinking and then answer the questins.
T:What might they enjy learning t d themselves?
Why did they enjy learning hw t d many things themselves?
What d yu think f them?
Prvide the students with a reading tip and ask the students t read the Paragraph2 in detail t cmplete the infrmatin under each picture.
Ask the students t read the
Paragraph3 in detail and answer the questins.
T:What happened in the kitchen?
What did James and Allen d after the pan caught fire?
Did they d the right things? Why?
Ask the students t read the
Paragraph4 in detail and judge the statements(true r false).
Pst-reading:(1) Prvide the students with a tip and ask them t read the stry again and number the events in the crrect rder. Finish 1c and ask several students t check the answers.
Then prvide sme pictures t the students and ask them t retell the stry.
Teach the students t learn a tip abut summarizing a text. Then ask them t read again t cmplete the summary f the stry using the details in 1c.
Guide the students t have a deep thinking and discuss these questins and then share their ideas.
T:What d yu think f James's and Allen's actins in the stry?
What ds and dn't s did yu learn frm the stry?
What culd start a fire at hme?
What shuld we d t keep urselves safe frm harm?
Lk at the picture and and have a discussin t get sme infrmatin frm the picture. Then answer the questins.
Sa:A pan is n fire and large flames are jumping int the air. Tw bys lk nervus and dn’t knw what t d.
Sb:Yes. If il catches fire, we shuld turn ff the stve first. Then, we can use a fire extinguisher t put ut the fire.
(1)Read thrugh the passage and find ut hw the fire started.
Ss:James pured il int a pan and turned n the stve t heat it. Then he left the kitchen t talk with Allen, and the il gt t ht and caught fire.
With the help f the reading tip, read the stry and match the main ideas with each paragraph.
Read Part 1 (The backgrund ) and answer the questins.
Sa: Allen.
Sb:They enjyed learning hw t d many things themselves .
Sc:Intrducing the backgrund f the stry.
Have a deep thinking abut the sentence “they enjy learning hw t d many things themselves”, then answer the questins.
Sa:They might enjy learning t ck meals, clean the huse, make the the bed and s n.
Sb:Because it was their first time living away frm their families. And they want t take gd care f themselves.
Sc:They are independent and have their wn ideas.
Sd: ...
Read Paragraphs 2 and cmplete the infrmatin under each picture..
Ss:①pured il
int a pan；②turned n the
stve t heat the il；③fllwed Allen int the living rm；④talk abut ftball game with Allen.
(5)Read Paragraphs3 and answer the questins.
Sa:The pan was n fire! Large flames were jumping int the air.
Sb: They rushed back int the kitchen and turned ff the
Sc:James shuldn't use water because water can make il fires much wrse. We shuld turn ff the stve and put ut the pan fire with the extinguisher, just like Allen.
(6)Read Part 4 (The events fllwing the accident ) and and judge true(T) r false(F).
(1)Get knwn a new tip and read the stry again and number the events in the crrect rder. Then with the help f the pictures given, try t retell the stry.
Read again t cmplete the summary f the stry using the details in 1c.
Have a deep thinking and discuss these questins and then share the ideas in class.
读前环节：引导学生观察 1b 图片，通过描述画面、讨论油锅起火应对方法，既锻炼学生的观察能力和口头表达能力，又让学生提前关联 “火灾应急” 的生活经验，为理解文本中詹姆斯和艾伦的行为做好铺垫；同时自然引入 “fire extinguisher” 等核心词汇，降低阅读障碍。
读中环节：
整体阅读任务（找起火原因、匹配段落大意），帮助学生快速把握文本 “背景 — 起因 — 经过 — 结果” 的叙事结构，掌握 “通过核心人物、动作、情感词抓主旨” 的阅读策略；
分段精读任务（细节问答、图片信息补充、判断正误），聚焦文本关键信息，引导学生深入理解故事发展脉络，同时辨析詹姆斯和艾伦行为的对错，初步建立 “科学急救” 的认知；
对第一段的深度提问（如 “他们可能喜欢学做什么”“为什么喜欢自学”），不仅强化文本理解，还培养学生的推理能力和对 “独立生活” 的认知，呼应核心素养中的思维品质培养。
读后环节：
事件排序、复述故事任务，帮助学生梳理逻辑、巩固文本细节，同时锻炼语言组织和表达能力，实现从 “输入” 到 “初步输出” 的转化；
文本总结练习，通过技巧指导让学生掌握 “筛选核心信息、串联关键行为” 的总结方法，提升阅读理解的深度；
小组讨论（评价人物行为、归纳安全规则等），引导学生结合文本与生活经验，反思安全隐患，培养批判性思维和问题解决能力，同时强化 “预防为主、科学应对” 的安全观念。
Practice
探究应用
Vcabulary in Use:1:Play a vide abut suffixes.
T: What is the vide abut?
What des each suffix in the bx mean?
Ask the students t finish 2a.
Guide the students t learn the distinctin between sme pairs f wrds. Then ask them t cmplete the sentences with the crrect wrds in brackets.
Prvide a tip t the students and ask them t cmplete the passage with the crrect frms f the wrds in the bx.
Watch a vide and answer a questin.
Ss:Suffixes(后缀).
Sa:-ache:疼痛 (pain), 跟
身体部位连用,表述病症
Sb:-less：没有 (withut)
Sc:-self (单) / -selves (复) ：独自的人或物
(a persn r thing n their wn)
2.Cmplete the table with the crrect suffixes. Then tell their meanings.
3.Learn the distinctin between sme pairs f wrds by the teacher’s explanatin.Then finish 2b--cmplete the sentences with the crrect wrds in brackets.
4.Cmplete the passage with the crrect frms f the wrds in the bx with the help f the tip.
后缀视频教学结合词汇表格练习，将抽象的构词法（-less/-ache/-self）具象化，帮助学生理解后缀含义及用法，掌握 “通过构词法拓展词汇” 的技巧，有效扩大急救、伤害相关词汇量，突破教学难点；
易混词辨析与句子填空任务，针对学生易混淆的词汇进行精准指导，让学生在语境中掌握词汇的正确用法，提升语言表达的准确性；
语篇填空练习以 “凯莉过马路看手机受伤” 的真实情境为载体，整合 “injury、suffer、first aid” 等核心词汇，既强化词汇的灵活运用，又让学生在新语境中巩固急救相关表达；同时通过解题技巧指导，培养学生 “分析语境、匹配词性、关注语义连贯” 的语言运用能力，为后续真实情境交流奠定基础。
Prductin
迁移创新
Divide the students int grups f 4-5 peple and assign rles: firefighter, ck, first res-pnder, safety mnitr and s n.
Ask them t discuss and make cnversatins and try t memrize it.
Explain the rules f acting, and then ask them t shw their wrk.
Wrk in grups and chse their wn rle, then have a discussin abut staying healthy and make their wn cnversatins. Get knwn abut the rules f acting.Rle play their wrk.
分组角色扮演任务（消防员、厨师、急救员等），创设真实的 “消防演练” 情境，让学生在模拟场景中运用本课所学的核心词汇、句型及急救知识进行英语交流，实现语言知识与实践应用的深度融合；
Language pints
1. It was their first time living away frm their families, and they enjyed learning hw t d many things themselves.这是他们第一次离开家人。他们都很喜欢学习如何亲手做很多事情。
It+be动词+ne’ ding sth 这是某人第几次做某事
eg: 这是我第二次来北京。It was my secnd time cming t BeiJing.
2. Then he turned n the stve and left the il t heat while he prepared the chicken.
然后打开炉子让油加热，与此同时自己去准备鸡肉。
turn n 打开(电器，设备等)
3. In a panic, James turned ff the stve at nce.然后打开炉子让油加热，与此同时自己去准备鸡肉。
in a panic 惊慌之余 turn ff 关闭(电器，设备等) at nce 惊慌之余
4. He was s clse t the pan that a flame jumped nt his shirt. 但他离锅太近，火苗溅到了他的衬衫上。
be s clse t 离近 如此以致于(引导结果状语从句)
eg: He is s yung that he can’t g t schl alne.
5. Allen was abut t d s when he stpped shrt.
主语+was/were abut t +动词原形+when+从句(一般过去时)，描述在过去某个时间点，一个动作即将开始时，被另一个偶然、意外或突然的事件打断。
6. It was lucky that his shirt wasn't t thin!幸运的是，他的衬衫不算太薄！
It+be动词+adj+that..., it是形式主语，真正主语是that从句。类似结构还有It was imprtant that...(重要的是), It was sad that...(遗憾的是)
eg: It is imprtant that we have enugh time t finish the prject.
Summary
归纳总结
Ask the students t sum up what they learned in this perid .
T:The best secret t staying safe is t be a careful persn. S we must be mre careful in
daily life.
Have a summary f what they learned in this perid with the T’s help.
引导学生自主梳理本课所学，包括核心词汇、句型、阅读策略及安全规则，帮助学生构建系统的知识框架，强化记忆效果；
分层作业设计
A层： 基础巩固
绘制思维导图总结本堂课的重点单词、短语和句型。
B层： 能力运用
（英文）设计一个消防清单，排除家里的安全隐患，并写上建议。
C层： 拓展挑战
利用网络资源搜寻火灾、溺水等意外事故的急救措施并在班级分享。
板书设计
Unit2 Stay Healthy
Sectin B(1a-2c)
教学反思