逍遥右脑 2013-03-05 23:57
Unit 2 eeping Healthy
Topic 1 How are you feeling today?
Section A
Teaching aims and demands:
1?Understand the dialog about seeing a doctor.
2?Learn how to express feelings and pains.
3?Learn how to give advice to others.
Teaching procedure:
Step 1 Review
Greeting to each other. The teacher and students ask each other some questions. (chain questions)
For example:
Teacher: How are you?
Student 1: Fine, thank you, and you?(to Student 2)
Student 2: I’m fine, too. (to Student 3:) How about you?
Student 3: I’m fine, thanks, and you?(to Student 4)
Student 4: I’m very well. (to Student 5:) How do you feel today?
Student 5: I feel very well.
Teacher: Why?
St udent 5: Because it’s a fine day today.
Step 2 Presentation
1.After the questions. The teacher summarizes the feelings:
We?re all very well today.
We feel very happy.
But how does Betty feel, do you know?
Then the teacher shows a picture of Betty, and helps students answer.
Play the recorder, and let students find the answers according to the listening:(1a)
2.Show some more pictures,or reading passage 2, then ask and answer: What?s the matter with him？
At last, the teacher writes the key words on the blackboard and explain the neords
Step 3 Consolidation
The teacher acts as if he has a headache. Let students guess:
What’s the matter with me?
You have a headache.
Ask the students for some advice:
If I have a ..., what should I do?
Then finish the exercises in 3a.
Step 4 Practice
1. ake a conversation in pairs.Finish 1b and 3b.
For example:
One student acts as if he has a toothache,another student ask him some questions. Let them make dialogs.
2. Finish 4. Play the tape recorder.Let students find the correct picture and check the answer. Then play again. Let the students follow the reading
Step 5 Project
The teacher gives the students some notes which have the phrases on them: have a headache, have a stomachache, have a toothache and so on. Let the students who gets the note act as if he has a headache. Let the other students guess and give a quick answer. Then give some advice on it.[
Section B
Teaching aims and demands:
1?Go on talking about seeing a doctor.
2?Understand the dialogs about seeing a doctor.
3?Review how to give advice.
Teaching procedure:
Step 1 Review
Show the pictures in last period. Let students give a quick answer. (chain questions)
Teacher: What?s the matter with him?
Student 1:He has a toothache.
Teacher: What should he do?
Student 2:He should see a dentist.
Change to another picture and go on with the question.
Step 2 Presentation
1. After showing the pictures in las t period. Show a new picture, which shows the conversation between Bruce and r.Lee. (or let the students have a look at 1.)
Ask these questions:
How does Bruce look?
How does Bruce feel?
Help students answer:
Bruce looks pale!
He doesn?t feel very well!
2. Play the tape recorder. Let students complete the dialog according to the listening:
r.Lee: Hey, Bruce. You pale. What’s ?
Bruce: Well. I have a and a .
r.Lee: I’m to hear that. you have the .
Bruce: DW〗Oh, I’m terrible.
r.Lee:You’d better go to see a . Shall I you the ?
Bruce: No, thank you! I’ll some medicine and see how it .
Then let the students open their books, read the dialog in 1 and check th eir answers.
The teacher explain the neords and language points:
pale, maybe, terrible, medicine
You look pale!
Shall I ...
... see how it goes.
Step 3 Consolidation
Let students finish 2. ake a competition. Let’s see who is the first to finish the dialog, then listen and check the answer.
ake sure that the students can read the dialog correctly. Then act it out.
Step 4 Practice
1. Do 3. First atch the sentences. Then make up a dialog in pairs.
2. Do 4.
Listen and fill in the blanks. Then listen again and check the answers.
Step 5 Project
Suppose Xiao Qiang has something wrong when he is at school.(Students may have different ideas about the illnesses.) Xiao Qiang talks to r.Wang at r.Wang’s office. ake up a dialog between Xiao Qiang and r.Wang. Finish the dialog during 3 to 5 minutes. And then perform in front of the class.
Section C
Teaching aims and demands:
1?Learn to Listen to some materials and get information.
2?Learn to use what we learned.
3?Learn to ask for and give advice.
Teaching procedure:
Step 1 Review
Greeting each other. Play the guessing game. The teacher act out different illnesses. Let students guess what it is. Ask and answer: What’s wrong with me?
You have a headache/a stomachache.
What should I do?
You should ...
You’d better ...
Step 2 Presentation
The teacher act as if his leg hurts. Then tell students: y leg hurts.
Explain the neord “hurt” and ask:
What happened to me? Guess!
Then lead into:
I had an accident, and I hurt my leg. Someone had an accident, too. Please listen to the story.
Play the tape recorder，then finish 1a and 1b.
After listening to the story. Let students describe the pictures according to the tape.
Play again, and let students answer the questions 1b. Then check their answers.Explain the use of “hurt”
Step 3 Consolidation
1. The teacher asks: What should ichael do?
Let the students answer first. Then listen to the dialog 2a. And finish 2b.
take some medicine.
ichael should stay in bed.
eat a lot of fruit and drink plenty of water.
ichael shouldn?t move his leg too much.
2. Play the tape again. Let students follow and imitate, then check their answers according to the dialog:1. F 2. F 3. F
Step 4 Pra ctice
1. Pair work: Suppose one is a doctor, the other is a patient. ake up a dialog and act it out.
2. Chain story: The teacher may give the beginning. Let the students continue with the story one by one.
For example:
Teacher: Yesterday Xiao ing played basketball with his friends.
Student A: Suddenly he fell down and hurt his left arm.
Student B:...
Step 5 Project
Have a competition: Divide the class into groups. Each group begins a story from the first student to the last. One sentence each. At last, let’s see which group has the best story in the shortest time.
Section D
Teaching aims and demands:
1?Sum up the sentence patterns and useful expressions in Topic 1.
2?Improve listening and speaking skills to writing skills.
3?Lead up suggestion voice to other topic.
Teaching procedure:
Step 1 Review
Ask some questions about what they learned in the last perio d.
Who had an accident?
What was wrong with him?
Who went to call a taxi?
What was Dr.Jiang? s advice to ichael?
Who came to visit ichael in hospital?
Let students retell the story of ichael according to these questions.
Step 2 Presentation
1. The teacher shows a letter and tell: This is a letter from Peter to Lily. But it’s not completed. Let’s help Peter to complete this letter.
Let students finish 1a then read the passage loudly.
Notes: 1) not... until...
2) worry about ...
2. The teacher asks some questions about the passage:
1) Why can?t Peter read the books?
2) What was wrong with Peter?
3) How did Peter get sick?
4) Hoas Peter’s sister?
While students are answering these questions, the teacher writes some key words on the blackboard.
couldn?t — until — had — weekend — a sore throat —a toothache — Friday — football — flu — sister — sick — coughed
Then let the students retell the story according to the above words.
Step 3 Consolidation
Do 1b. First give Peter some advice orally, then let students write down their answers. Ask some students to read their answers, then help them check the answers.
Step 4 Practice
1. Do 3.Put the sentences into the right blanks. Read the dialog in pairs.
2. Divide the class into two groups. Think of some probl ems about health. Ask each other for help. Give some advice to solve the problem. The group which can?t solve the problem will lose.
Step 5 Project
Work in groups. Four in one group. Each student goes over one section of Topic 1. Summarize the language points. At last, share with each other.
Topic 2 Is it good for your health?
Section A
Teaching aims and demands:
1.Learn to talk about the topic of the healthy living habits.
2.Learn to use the gerund as the subject.
3.Go on practicing how to give advice.
Teaching procedure:
Step 1 Review
Show some pictures of Topic 1.Section 1, ask and answer:
Teacher:What?s wrong with him?
Student:He has a headache.
Teacher:I think he should/shouldn?t...
Teacher:What?s the trouble with her?
Student:She has a cold.
Teacher:She had better(not)...
Review like this.
Step 2 Presentation
1?Teacher:angkang is also feeling terrible today. What?s the trouble with him?
Play the tape. Let students answer the questions according to listening.
2?Explain the neords: stay up late, health, tonight. Play again. Let students follow and imitate the reading.(1a)
3?Do 1b. Students practice and act it out.
Step 3 Consolidation
1? Play the tape. Let students do 2.
2?Play again, let students follow and imitate the reading.
Check the answer to “How did Wang Jun get a headache?”
Step 4 Practice
1?Do 3: Pair work.
Teacher:If I have a headache, what should I do?
Student:You should/shouldn?t.../You?d better(not)...
Then students ask and answer questions like this. (chain questions)
2?Teacher:Bad habits can cause headache or other illness. So we should have good hadits.
Explain “habit”, then write down “habit” and “good/bad”. Students do 4a.
3?Teacher:What other habits do you have?
Student:I like getting up late.
Teacher:Is getting up late good or bad for your health?
Students:...
Students work in pairs like this, finish 4b:
A: Is ... good or bad for your health?
B: It?s good/bad.
...
Step 5 Project
1. Group work: Four students work in one group. Talk about what are healthy habits, and what are unhealthy habits. Try to use these sentences:(4b)
—Is going to bed early good or bad for your health?
—It’s good.
Then choose one student to write down the result. And choose a speaker to give a report to the whole class.
For example: We think that going to bed early is good for our health.
So we should go to bed early every day.
Playing sports after meals is bad for our health.
So we shouldn?t play sports after meals.
Section B
Teaching aims and demands:
1?Go on learning good habits to keep healthy.
2?Improve from “listen, read” skills to “speak, write” skills step by step.
3?aster “must” and “must not”.
Teaching procedure:
Step 1 Review
Go on with the report on healthy habits. The teacher point out the language points:
Doing sth is good/bad for ...
You should do ...
Step 2 Presentation
1. The teacher write some habits on the blackboard.
For example: eat breakfast
go out for a walk
go to bed early and get up early
drink plenty of water
Then the teacher summarize: These are all healthy habits.
But do you knohy they can help us keep healthy?
2. Play the tape recorder. Let the students find out the answers according to listening. (1a) First play once, if the students can not find all the answers. Play again. Then write down the key words for the answers on the blackboard:
eat breakfast——gives ... energy ...
go out for a walk —— good exercise ... necessary...
drink plenty of water ——...good...health.
go to bed early and get up early ——... keep...active... daytime.
The teacher points out the neords. ake sure that the students can read and understand them exactly.
Step 3 Consolidation
1. Let students retell the passage according to the key words on the blackboard.
2. Do 1b, write the vocabularies to finish the sentences.
Step 4 Practice
1. Do 2a. Let students speak the sentences orally:Ｙou must wash hands before meals. You must not read in strong sunlight.
2. Then let students write more sentences by using “You must ...” and “You must not ...”.
Step 5 Project
1. Work in groups. Four students work in one group. Finish 2b. Choose one student to write down the result, and another student to give a report to the whole class.
2. The students who has no chance to report should practice more after class and get ready to report in the next period.
Section C
Teaching aims and demands:
1 Improve students’ablities from listening, speaking to reading.
2?Learn to get information from the passage by skimming.
3?Learn to summerize by scanning.
Teaching procedure:
Step 1 Review
1. Let some students give a report on the project they finished in last period. The teacher points out the important sentences:
You must .../You must not...
2. Let the students think about the causes of the headache. And try to give some answers.
Step 2 Presentation
1. Play the tape recorder 1a. Let students tell “True” or “False” about these sentences:
1)A headache is a disease.
2)A headache may show that something in your body is wrong.
3)We may have more than one headache each week.
4)Headaches can often make you worried.
5)You needn?t go to see the doctor when you have a headache.
The teacher can write down these sentences on flash cards before class, or he can read them after playing the tape.
2. Skimming. Let students read the passage quickly and master the main idea. Underline the neords and the teacher explains them.
3. Scanning. Read the passage more carefully. Then finish the questions in 1a.
Step 3 Consolidation
The teacher check the students’ answers. Then write some key words of the answers on the blackboard. Let the students retell the passage according to the key words.
1)not a disease —— show —— wrong
2)a fever —— other illnesses
3)may get a headache whenwork —— hard
can?t —— enough sleep exercise —— empty
Step 4 Practice
Let the students discuss: How does a body become sick?
Then do 2a. Let students tell the ways of becoming sick:
1)through the nose
2)through the mouth
3)through the skin
Step 5 Project
1. According to the result of Step 4. Let the students find out some ways to stop germs 2b. First speak some sentences orally. ake sure to use “We should .../should not...” and “We must.../must not...”.
2. After the oral practice, let each of the students write at least 5 sentences about how to stop germs.
Section D
Teaching aims an demands:
1?Go on learn ing what are healthy habits.
2?Improve the students? listening, speaking, reading and writing skills.
3?Summerize the grammar focus and useful expressions in the topic.
Teaching procedure:
Step 1 Review
1. Let some students report the project in last period. The teacher point out the language points.
2. The teacher asks the students something about healthy habits.
For example:
—What are healthy habits?
—Going to bed early is good for our health.
—Doing morning exercises is a healthy habit.
Step 2 Presentation
1. After talking about healthy habits. The teacher asks something about healthy foods.
Show some pictures and put them on the blackboard, and write the names of the foods. ake sure the students can read all of them.
2. Let the students divide these foods into groups. finish 1b.
3. Let students tell which are healthy foods and which are unhealthy foods.
Step 3 Consolidation
1. Play the tape recorder 1a. Complete the passage according to the listening.
As we know, gives us energy. We must have to keep us . Of course, we must also have the of . We should eat more and and less . A cup of and an a day can help make us . Different help us in different . Too , too or a choice of can make us .
2. Play again. Let the students follow and imitate the reading.
Step 4 Practice
Let the students do 3 by themselves. Then give a report to the whole class.
Step 5 Project
1. Let students go over all the pattern sentences in this topic 2a, 2b. Finish the writing project 3 by using the sentences they have learned in Topic 2. Each student writes at least 5 sentences.
2. Write a short passage which contains 60?80 words.
Title: How to eep Healthy
Instruction: Try to use the sentences you have learned in Topic 2 as many as possible.
Topic 3 We should do our best to fight SARS.
Section A
Teaching aims and demands:
1?Talk about how to fight SARS.
2?Learn how to interview others.
3?aster the words “should” and “shouldn?t”.
Teaching procedure:
Step 1 Review
Let the students tell good habits and bad habits. Use these sentences:
We should do ...
We shouldn?t do ...
We must do ...
We must not do ...
We don?t have to ...
Step 2 Presentation
1. First the teacher says to the students “Good habits can help us to keep healthy. But bad habits can cause diseases. In 2003, there was a serious disease called SARS （Severe Acute Respirators Syndrone)”. Then ask them, “what do you know about SARS?” Ask the students to talk about “SARS”.
2. Introduce angkang?s father to the students. Then the students listen to the dialog and answer the questions:
—What do you know about SARS according to the listening?
—It spreads easily among people.
Play again, ask more questions:
—What should we do to stop it?
—We’d better have a balanced diet and take more exercise.
—We must not go to the crowded places.
Step 3 Consolidation
1. Play the tape recorder, and let students follow the tape and imitate.
2. Do 1b, and finish the questions in pairs.
Step 4 Practice
1. Let students think of more good ideas to stop SARS away from us.
2. Do 2, then make up dialogs in pairs.
Step 5 Project
1. ake an interview: Four in one group. Suppose one of them is a journalist and the others are doctors. He asks questions, the other three answer.
2. Every student writes at least three sentences about how to fight SARS.
Section B
Teaching aims and demands:
1?Learn how to make a tel ephone call.
2?ake sure you can take a message of a telephone call.
3?ake sure you can read the telephone message.
Teaching procedure:
Step 1 Review
1. Let student retell at least three sentences about how to fight SARS.
2. Ask and answer about ankang’s father:
What’s angkang’s father?
Where is he now?
Why can?t he go home?
Step 2 Presentation
1. The teacher lead into: angkang misses his father very much. What should he do?
The students may answer: He should call his father.
2. Listen to the dialog 1a and answer questions:
1)Can angkang’s father answer the phone? Why or why not?
2)What is he doing now?
3)What does angkang tell his father?
4)What will iss Hu do?
3. Play the tape again, and finish 1b.
Step 3 Consolidation
Let students read 2. Put the sentences in the right order, and make up a new similar dialog.
Step 4 Practice
1. Read the telephone messages 1b. Complete the dialog according to the information from the messages.
2. Listen to the tape. Follow and imitate.
Step 5 Project
Suppose you are calling Xiao Wang. But he’s not in. His mum answers the telephone call. You ask her to give him a message. Tell him to go to the zoo with you at 8∶ 30 tomorrow morning.
Let students make up a dialog in pairs, then act it out.
Section C
Teaching aims and demands:
1?Learn how to do the skimming and get information.
2?aster the simple past tense.
Teaching procedure:
Step 1 Review
1. Ask some questions about SARS:
What do you know about SARS?
What should we do to stop SARS away from us?
2. Let some students introduce something about angkang’s father.
What do you know about angkang’s father?
Step 2 Presentation
1. Read the passage 1a, let students tell“True” or “False”.
1)angkang’s father was a patient in Xiaotangshan Hospital.
2)angkang’s father could talk with his family on the phone.
3)SARS is a kind of serious disease.
2. Read the passage more carefully. Answer the questions 1b. The teacher writes some key words on the blackboard:
doctor — SARS — serious — hospital — couldn?t — home — talk — phone — missed — duty — save
Step 3 Consolidation
1. Using the key words on the blackboard, retell the story in 1a.
2. Rewrite the story with your own words,and finish 1b.
Step 4 Practice
1. Listening practice: Listen to the dia log and finish the chart below:
NamesHow did they spend their time at home?How did they think about it?
angkang on the Internet.
ichaelhad to and .
Jane her mother at home.
aria a lot of stories at home.
2. Finish 3b, 3c.
Step 5 Project
1. Work in groups. Four in one group. Each of the students acts one character: angkang, ichael, Jane and aria. Act out the dialog according to the information in the chart.
2.Work in groups. ake a survey and complete the chart below:
NamesHow did you spend your time last Sunday?How did you think about it?
1
2
3
4
Choose one speaker to give a report.
3.Finish 3c.Let students make up a passage about angkang’s father.
Section D
Teaching aims and remands:
1?Summerize the grammer focus and useful expressions in topic 3.
2?Improve the listening, speaking, reading and writing skills.
3?Go on talking about health.
Teaching procedure:
Step 1 Review
1. Chain questions. Ask the students to answer the following questions quickly:
Did you have breakfast this morning?
What did you have for breakfast?
Where do you usually have lunch?
What do you have for lunch?
When do you usually have supper?
What do you have for supper?
What is your favorite food?
Which foods are good for your health?
2. Ask and answer in pairs 3. Then retell the answers to the class.
Step 2 Presentation
1. Look at the pictures 1. Describe the differences between these two pictures.
2. Play the tape recorder. Choose the correct picture.
3. Listen to the tape again, then write down the answers in 1. The teacher writes some key words of the answers on the blackboard.
Step 3 Consoli dation
1. Retell the passage according to the key words.
2. Let the students go over the language points in Topic 3. Do 2a, 2b.
Step 4 Practice
ake a survey to each other. ( Four in one group)
Complete the chart below:
NamesWhat good habits do you have?What bad habits do you have?
1
2
3
4
Choose one speaker to give a report. Give him some advice on how to change his bad habits.
Step 5 Project
1?Discover the information about an illness in 5. If the students can?t finish it in class, give them enough time to study and find more information after class.
2?Using the information in Topic 3, ask the students to write a short passage on how to fight the flu.
3?Enjoy this song “Auld Lang Syne”