Unit 2 Stay Healthy SectionB授课典案+备课素材【人教八下英语高效课堂精品教案】

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Section B　How should we stay safe
第一课时(1a-1e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The article A Cooking Accident tells the story of James and his friend Allen. James caused a fire due to improper cooking operations, and eventually Allen put out the fire with a fire extinguisher using the knowledge he gained in the first aid and safety classes at school. For the learning tasks, 1a requires students to discuss the content of the picture in 1b and explore ways to deal with oil fires. 1b asks them to read the story and find out the cause of the fire. 1c needs them to read the story again and number the events in the correct order. 1d asks them to complete the summary of the story using the details in 1c and then retell it. 1e requires them to discuss safety issues related to the story.
Why: The article plays an important role in helping students understand common causes of home fires, focusing on enabling students to master the correct methods to handle oil fires and emphasizing the importance of learning safety knowledge and first-aid skills. Meanwhile, the reading comprehension exercises are designed to improve students' ability to find details and think critically, and they also aim to cultivate students' safety awareness and emergency response capabilities, as well as enhance their awareness of protecting themselves and others.
How: The article is a narrative that unfolds in the chronological order, with clear time markers showing the development of events. The text mainly uses the simple past tense and describes the events through a combination of first-person and third-person perspectives. Transition words make the story logically coherent, and verbal and adjectival phrases accurately depict the fire scene, the characters' emotions and actions—these elements enhance the story's sense of imagery and appeal, making it easier for students to understand and perceive the emergency response in a fire scenario.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master vocabulary and phrases related to fire accidents, and learn the correct way to deal with an oil fire;
2.improve their reading comprehension, information organization and oral expression abilities;
3.enhance their safety awareness and realize the importance of learning first-aid and safety skills.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master vocabulary and phrases related to fire accidents, and learn the correct way to deal with an oil fire. Step 1　Lead-in Greetings. Step 2　Pre-reading Work on 1a: Discuss the questions. 1.Look at the picture in 1b. Can you describe what is happening ◎Possible key: In the picture, there's a kitchen scene. Two people are by the stove. The pan on the stove is on fire, with large flames coming out. One person looks panicky, and the other seems to be responding to the fire—maybe trying to figure out how to put it out or escape from danger. 2.Do you know what to do if oil catches fire ◎Key: Don't use water! Water can make oil fires spread or get worse./Turn off the stove first./Cover the pan with a lid to cut off oxygen./We can also use the fire extinguishers to put out the fire safely. Observe students' performance and know about whether they preview the lesson well and have safety awareness.
Purpose To activate students' basic fire safety knowledge through the picture and arouse their interest in the reading text.
2.To improve their reading comprehension, information organization and oral expression abilities. Step 3　Fast reading 1.Read the story quickly and match each part with the structure.(详见课件资源) 2.Read the story quickly and answer the questions. ①Who is Allen ②What food did James decide to make ③Did a flame jump onto James' shirt ④How did Allen put out the fire ⑤Did they eat fried chicken at last ◎Key: ①James' friend who lived in the city with James. ②James decided to make fried chicken. ③Yes, it did. ④Allen used a fire extinguisher to put out the fire. ⑤No, they didn't. 3.Work on 1b. Read the story and find out how the fire started. Judge students' existing knowledge and logical thinking ability based on their answers.
◎Possible key: The fire started because James poured oil into a pan, turned on the stove, and left the oil to heat while he prepared the chicken. Then he heard the front door open and Allen singing, so he followed Allen into the living room and forgot about the oil heating on the stove. As a result, the oil overheated and the pan caught fire. 4.Then read the story again to check your answer. Step 4　Careful reading 1.Work on 1c. Read the story again. Number the events in the correct order. ◎Key: 2, 1, 5, 4, 6, 3 2.Work on 1d. Read again. Complete the summary of the story using the details in 1c. Then retell the story. ◎Key: poured oil into a pan; followed him into the living room; the pan was on fire; caught fire; rolled on the ground; got the fire extinguisher Observe whether students are able to complete the exercises correctly to assess their understanding of the reading material and their mastery of the target language.
Purpose To help students understand the text in detail, analyze the characters' behaviour and improve their reading comprehension skills.
3.To enhance their safety awareness and realize the importance of learning first-aid and safety skills. Step 5　Post-reading Work on 1e. Discuss the questions.(详见课件资源) 1.What do you think of James's and Allen's actions in the story 2.What dos and don'ts did you learn from the story 3.What could start a fire at home What should we do to keep ourselves safe from harm Step 6　Role-play the story Work in pairs to role-play the story. Step 7　Summary Fire safety is no trivial matter. We should pay attention to it from time to time. 防火安全无小事,时时处处需留心。 Step 8　Language points(详见课件资源) Step 9　Exercises(详见课件资源) Judge students' mastery of the text as well as their logical thinking and expression abilities based on their answers.
Purpose To develop their speaking skills and enable them to apply knowledge. To help them learn to stay calm and make rational decisions in emergency situations, and reflect on the dangers of improper behaviour.
Homework 1.Basic homework: Write down the words, phrases and sentences in this lesson. 2.Practical homework: Create a dialogue between two students. Suppose one has a small “cooking accident” and the other gives advice. 3.Extended homework: Design an English poster about “Kitchen Fire Prevention and Fire Response”.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时(Vocabulary in Use)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This class period is about vocabulary application. 2a trains word formation—endings. 2b focuses on “health and safety”, and requires students to choose words from the brackets to complete the sentences. 2c requires students to complete the passage with the correct forms of the words in the box to test the application of vocabulary in the context.
Why: To help students master the vocabulary collocations related to “health and safety”, enhance their ability to apply vocabulary in sentences and passages, and raise safety awareness through the topic content.
How: Following the progressive logic of “word→sentence→passage”, 2a centres on word usage, 2b focuses on lexical collocations, and 2c expands to discourse narrative, gradually increasing the complexity of vocabulary usage. By applying everyday phrases in sentences and passages to simulation in real scenes enhance the practicability of language.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master the meanings of endings -self/-selves, -less and -ache;
2.distinguish words: pain, ache; take the flu, catch the flu; injury, pain; suffer, hurt; harmful, sore, and use them appropriately;
3.use language in context to enhance expressive skills in scenarios such as unexpected injuries and seeking medical attention.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master the meanings of endings -self/-selves, -less and -ache. Step 1　Lead-in 1.Greetings. 2.Let's open the files for answers.(详见课件资源) Step 2　Work on 2a What do these word endings mean Complete the table with the correct endings. ◎Key: -less: colourless, careless, harmless, painless;　 -ache: backache, headache, stomachache, toothache; -self/-selves: myself, yourself, itself, himself, herself, ourselves, yourselves, themselves Assess students' ability to apply knowledge flexibly by observing their mastery of word formation and reflexive pronouns.
Purpose To assist students in consolidating word formation rules and reflexive pronouns.
2.To distinguish words: pain, ache; take the flu, catch the flu; injury, pain; suffer, hurt; harmful, sore, and use them appropriately. Step 3　Work on 2b Complete the sentences with the correct words in brackets. Find the differences. 1.The little boy fell off his chair and cried out in 　pain　. (pain, ache) pain 侧重“疼痛产生的痛苦感受”,ache 常指“持续的局部疼痛(如头疼、牙疼)”。 2.If you don't wear a mask, you might 　catch　 the flu. (take, catch) 3.Be careful when you do sport. If you get a(n) 　injury　, you'll have to rest for some time.(injury, pain) 运动受伤用 injury。 4.Tom's ear 　hurt　, so the doctor gave him some pills for it.(suffer, hurt) 5.Lifting those heavy boxes all morning made my arms really 　sore　. (harmful, sore) sore意为“疼痛的;酸痛的(身体部分)”,harmful意为“有害的”,指对健康、安全等有害。 Observe students' understanding of the vocabulary and completion of sentences, and provide guidance and feedback based on their performance.
Purpose To help students accurately grasp the nuances of word usage and enhance both the accuracy of vocabulary application and comprehension skills.
3.To use language in context to enhance expressive skills in scenarios such as unexpected injuries and seeking medical attention. Step 4　Work on 2c Complete the passage with the correct forms of the words in the box. ◎Key: threw; colourless; aid; X-ray; injury; avoid Step 5　Summary Medicine cure diseases, but only doctors can cure patients. 药物能治病,但只有医生能治愈病人。 Step 6　Language points(详见课件资源) Step 7　Exercises(详见课件资源) By examining students' accuracy in filling-in-the-blanks in the passage, assess their ability to correctly apply lexical forms.
Purpose To help students accurately apply words in context, grasp grammatical structures, and enhance their comprehension of discourse, vocabulary differentiation, and grammar application. Simultaneously, it aims to instill traffic safety awareness in students.
Homework 1.Basic homework: Write down the words, phrases and sentences in this lesson. 2.Practical homework: Create an English short play script with the theme of “Campus Accidents and Mutual Assistance”. 3.Extended homework: Make a poster/handwritten newspaper about “Sports Health Tips”.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三课时 [(3a-3c)Writing & Project]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This is the sixth class period of Unit 2. 3a-3c focus on dietary health. By reading the short story to sort out information, filling out forms, and writing dialogues for output, the ability to use contextualized language is enhanced. 4a-4c focus on making a health brochure. Through investigation, creation of health brochures, and presentation, Project is carried out to achieve practical application of knowledge.
Why: 3a-3c help students master sentence patterns related to health and food safety and improve their reading and writing skills. 4a-4c, through research and analysis on the health problem, create health brochures to enhance health awareness.
How: 3a-3c follow the logic of “input-internalization-output” to enhance the depth of language application. 4a-4c cultivate students' comprehensive practical and collaborative abilities based on the “investigation-creation-outcome presentation” model, highlighting the practicality of communication.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand allergy-related stories, master health vocabulary and sentence patterns and retell the story;
2.improve reading comprehension of health stories, develop speaking and writing skills, and complete dialogue creation;
3.master health vocabulary, research and create health manuals and enhance synthesis skills.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand allergy-related stories, master health vocabulary and sentence patterns and retell the story. Step 1　Lead-in Look and say.(详见课件资源) 1.What's the matter with the girl 2.Can you guess what she is allergic to Step 2　Presentation Work on 3a. 1.Read the story quickly and answer the questions. 1)What's wrong with Mark 2)What's Mark allergic to 3)What did Dr Cooper do at the hospital ◎Key: 1)He felt strange, his face felt warm, and his throat felt tight. 2)Mark is allergic to peanuts. 3)She gave Mark some medicine and some advice. 2.Retell what happened to a partner. Clue: who, when, where, what, why, how Assess students' ability to produce language output by retelling stories, evaluating their comprehension of discourse and proficiency in vocabulary and grammar application.
Purpose To stimulate students' interest in reading through pictures and knowledge-based questions. To guide students to understand allergy knowledge by posing questions, naturally introducing the lesson's theme. Have students retell the story by completing 3a to emphasize the importance of first aid.
2.To improve reading comprehension of health stories, develop speaking and writing skills, and complete dialogue creation. Step 3　Exercises 1.Work on 3b Read Dr Cooper's questions and advice for Mark. Imagine how Mark responded. Make notes. ◎Possible key: Dr CooperMarkWhat happened just now 　ate something at my friend's place; felt strangeDo you know what you are allergic to Yes, I'm allergic to peanuts.When did you start to feel sick In the middle of the meal.How much salad did you eat I ate some salad.What happened after you ate the salad I started to feel strange, my face felt warm and my throat felt tight.You should always check the ingredients of anything you eat or drink.OK, I will. I didn't expect there were peanuts in the salad this time.
2.Work on 3c Use your notes in 3b to write a conversation between Dr Cooper and Mark. Mark: Thank you, Dr Cooper. I feel much better now. Dr Cooper:That's good. What happened just now Mark: Well, I ate something at my friend's place, and then I started to feel strange. Dr Cooper:Do you know what you are allergic to Mark: Yes, I… Observe whether students can develop their information extraction and sentence transform-ation skills through fill-in-the-blank exercises. Observe whether the group can complete the dialogue task, assess students' comprehensive application of language knowledge on health topics, and promote the transfer of language skills.
Purpose Through story reading, information organization, and dialogue creation tasks, students will master health-related vocabulary and the simple past tense while enhancing their reading, speaking, and writing skills.
3.To master health vocabulary, research and create health manuals and enhance synthesis skills. Step 4　Project 1.Work on 4a Imagine your school is holding a health awareness event. Work in a group and choose a health problem to focus on. food allergy　toothache　headache　backache　eye strain　cut　burn… 2.Work on 4b Do some research on the health problem your group chose. Use the questions to help you. What causes this health problem How might you feel when you have it Why is it important to deal with it What should we do to treat it and avoid it What other facts do you know about it 3.Work on 4c Create a health brochure as a group. Then present it to the class. 4.Presentation Step 5　Language points(详见课件资源) Step 6　Exercises(详见课件资源) Observe whether students can define a clear direction for their project inquiry by selecting from diverse health issue options. Observe whether students can independently investigate the causes and symptoms of health issues using research questions as a framework, thereby accumulating professional materials for handbook creation.
Purpose To enhance their ability to apply health-related vocabulary, conduct information research, and work effectively in teams, while strengthening their overall health awareness.
Homework 1.Basic homework: Write down the words, phrases and sentences in this lesson. 2.Practical homework: Essay writing: Based on the story of Mark's peanut allergy in the text, write an essay titled “A Health Problem I Know”. 3.Extended homework: Poster Making: Use a combination of the picture and the text to present the problem, including its causes, prevention methods, and solutions, to make a health promotion poster.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Section B　How should we stay safe
导入一:安全情景图片描述
Show the picture in 1b (the pan on fire in the kitchen). Say, “Look at this picture. What's happening here Is it dangerous If you were there, what would you do Today, we'll learn about ‘How should we stay safe ’ through a story about a cooking accident.”
导入二:火灾知识小问答
Ask students, “What should you do if there's a fire in the kitchen Or what if oil catches fire Let's have a quick discussion. Now, we're going to read the story. Let's find out how James and Allen stay safe.”
导入三:个人安全经历分享
Share a short story: “Once, I left a candle burning and almost caused a fire. It made me realize how important safety is. Have you ever had a close call with danger at home Share it with your partner. Now, let's learn about staying safe from a story.”
导入四:安全标志猜谜
Show pictures of safety signs (like “Fire Extinguisher” “Wet Floor” or “No Open Flames”). Ask, “Do you know what these signs mean Where do you see them ” Then, say, “They're all about safety. Today, we'll read a story to learn more about staying safe when accidents happen.”
导入五:角色扮演预告
Tell students: “Today, we'll act out a story about two boys who have a cooking accident. First, let's predict: If a pan catches fire, what should you do Discuss in groups. Then we'll read the story to check if your ideas are right and learn proper safety steps.”
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动名称:Make a Poster about Safety Tips(制作安全小贴士海报)
开展方式:学生以小组为单位(4—5 人一组),再次阅读文本,找出文中提到的应对厨房火灾的安全做法,如 “turn off the stove at once(立刻关掉炉灶)”“get a fire extinguisher(拿灭火器)”等。
各小组用英文将这些安全做法整理出来,并用彩笔、纸张等工具制作成海报,海报上可搭配简单的图画(如画出灭火器、着火的锅等)来辅助表达。每组派代表向全班展示海报,用英文讲解海报上的安全小贴士,其他小组可以提问或补充。
Group 1's poster content:
Title: Kitchen Fire Safety Tips
Tips:
When the pan is on fire, turn off the stove immediately.
Don't use water to put out an oil fire. Use a fire extinguisher instead.
If your clothes catch fire, roll on the ground to put out the fire.
Drawings:A picture of a pan with flames, a fire extinguisher, and a person rolling on the ground.
Presentation:“Hello, everyone! Our poster is about kitchen fire safety. First, when the pan is on fire, we should turn off the stove at once. Then, remember not to use water to put out an oil fire. We can use a fire extinguisher. Also, if our clothes catch fire, roll on the ground. That's all. Thank you!”
设计意图:通过制作海报,让学生梳理文章中关于厨房火灾的安全知识,同时锻炼他们的英语写作和创意表达能力,加深对 “如何保持安全” 这一主题的理解与运用。
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
突破一　根据短文内容,选出正确选项(教材原文: Section B 1b)
( )1.Where did James live with his friend
A.In the countryside.　　　　　　　　B.In the city.
C.In town.
( )2.What did James want to make one Saturday
A.Fried chicken. B.Tomato soup.
C.Cheese pizza.
( )3.Why did James follow Allen into the living room
A.To watch TV. B.To listen to the football game news.
C.To get a drink.
( )4.What did James first do when the cooking accident happened
A.He used a fire extinguisher. B.He poured water.
C.He turned off the stove.
( )5.What is the story mainly about
A.Two friends' trip to the city. B.A cooking accident and fire safety.
C.How to win a football game.
◎Key: 1.B　2.A　3.B　4.C　5.B
突破二　根据短文内容,回答下列问题(教材原文: Section B 1b)
1.Why did Allen stop when he was about to get water

2.Was James badly hurt in the accident

3.(开放题)What will you do if there is a small fire at home

4.(开放题)What do you think we should do to stay safe when cooking

◎Key:
1.Because he knew water could make oil fires much worse.
2.No, he wasn't.
3.I will stay calm and use the right way to put it out.(答案不唯一,合理即可)
4.We should stay focused and know how to deal with fires.(答案不唯一,合理即可)
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