WORD 格式可编辑专业知识整理分享Unit 2 Keeping Healthy Topic 1 You should brush your teeth twice a day. （Section A ）教学设计Material analysis 第二单元谈论如何保持健康。话题一介绍了感冒、头疼等常见病的名称，出现了疾病名称的词：toothache, backache, fever, cough, headache, stomachache等以及相对应的短语： have a cold, have a fever, have a cough, have a headache, have a toothache, have a backache, have a stomachache等。通过 Kangkang 和 Betty 的对话，呈现了询问生病情况的对话：What s wrong with you? I have a 等，以及表达关心所提的建议：You should 和 You shouldn t 。 本课的语法重点是You should 和 You shouldn t 。语言功能方面要求学生学会用英语描述疾病并能就疾病征求他人意见、给他人提建议等。要求学生能在课后用英语写一篇描述疾病并提出有益健康的提建议的文章。Teaching aims Knowledge aims: 1. 能正确运用以下短语进行书面表达：have a cold, have a fever, have a cough, have a headache, have a toothache, have a backache, have a stomachache等。2. 能正确地运用 should, shouldnt 提建议：You should drink enough boiled water. You shouldn t drink coffee or tea in the evening. Skill aims: 1. 能听懂有关日常小病的名称及相关话题。精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 1 页，共 7 页WORD 格式可编辑专业知识整理分享2. 能熟练地运用 should,shouldn t 针对日常小病提建议。3. 能正确朗读介绍日常小病的对话或文章。4. 能用 should, shouldn t 结合本单元短语描述日常生活小病并提出有益的建议。Emotional aims: 通过语言学习，影响学生的自身品格，要学会信任他人、关心他人，为我们的健康生活创建友爱、和谐的氛围。The key points and difficult points Key points: have a cold, have a fever, have a cough, have a headache, have a toothache, have a backache, have a stomachache等短语的理解及运用。Difficult points: 就日常小病用英语提建议。Learning strategies 1. 培养学生根据图片猜单词意思的能力。2. 培养学生模仿已有例句造句的能力。Teaching aids Computer multimedia projector, pictures of different illnesses Everyday saying: Bitter pills may have wholesome effects. 良药苦口利于病。Teaching proceduresStep Interaction pattern Student activity Teacher activity 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 2 页，共 7 页WORD 格式可编辑专业知识整理分享Presentation (10 minutes) 1. The whole class work 2. The whole class work 3. Pair work 4. The whole class work 5. The whole class work 6. The whole class work 7. The whole class work 1. Students read the words according to the phonetic symbols and guess the meanings according to the pictures. 2. Students try to use the verb phrases to ask and answer together. 3. Students ask and answer in pairs, using “have a cough”, “have a headache ”, and “have a toothache”. 4. Students look through 1b and make sure they know what to do. 5. Students listen carefully and finish 1b. 6. Students say the answers together and understand the meaning of “suggestion ”with the help of the teacher s explanation. 7. Students finish 1c. 1. Teacher presents some pictures about the new words: fever, cough, headache and stomachache. Guide students to learn the words with the phonetic symbols, showing the verb phrases under the pictures. 2. Teacher asks and answers about “have a fever ” as a model for the students to imitate. A: What s the matter? B: He has a fever. 3. Teacher introduces “What s wrong with him/her?” to the students to do pair work. 4. Teacher leads to 1a for the students to finish 1b, saying “Betty and Kangkang are talking about illness. Lets listen and finish 1b. First, you should look through 1b and make sure you know what to do. ”5. Teacher plays 1a, and then checks the students answers. 6. Teacher checks the answers and teaches the word “suggestion ” by pointing out its synonym “advice”. 7. Teacher plays 1c for the students.精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 3 页，共 7 页WORD 格式可编辑专业知识整理分享Consolidation (10 minutes) 1. The whole class work 2. The whole class work and pair work 3. Group work 4. The whole class work 5. The whole class work 6. The whole class work 7. The whole class work 8. The whole class work 1. Students read with the recording, imitating it. 2. Students ask and answer in pairs. 3. Students do chain practice in groups making sure everyone can say the dialogue correctly. 4. Students do chain practice in their groups as quickly as they can. 5. Students say the conclusion with the teacher. 6. Students look at the pictures and know the meanings of the new words, and then pronounce the new words according to the pictures. 7. Students catch the meaning while doing exercise 2. 8. Students say the answers together after discussion. 1. Teacher plays 1a for the students to read without stopping. 2. Teacher asks the students to practice “Whats wrong with you? I have a ” in pairs according to 1c. 3. Teacher asks the students to ask and answer according to 1c in groups. 4. Teacher asks the six groups to do chain practice, and the first three groups will win the game. 5. Teacher makes a conclusion, “When we talk about illness, we may use What s wrong with ? have/has a ”6. Teacher shows pictures of new words on the screen “coffee, tea, boiled water ” with phonetic symbols. 7. Teacher explains the word “lift”by saying its synonym “carry ” and asks the students to finish 2. 8. Teacher checks the studentsanswers. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 4 页，共 7 页WORD 格式可编辑专业知识整理分享Practice (10 minutes)1. The whole class work 2. Group work and pair work 3. Two studentsWork 4. The whole class work 5. The whole class work 6. Two studentswork 1.Students make up new conversations and they may discuss in groups. 2.Students prepare for the performance in pairs, and two representatives will be chosen out. 3. The pair should do their best to perform well. 4. Students know the meanings and the ways to express suggestions. 5.Students listen carefully and finish 3. 6.Two volunteers write the answers on the blackboard. 1. Teacher asks the students to make up new conversations according to 1c and 2. 2. Teacher asks the groups who have lost the game of practicing 1c to practice their new conversations in pairs. Each group finishes one pair. 3. Teacher asks the best pair to show the conversation to the whole class. 4.Teacher shows “You should/You shouldn t ” on the blackboard. 5. Teacher plays 3 for the students to finish A in 3, and then plays for the second time for the students to finish B in 3. 6. Teacher checks the answers. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 5 页，共 7 页WORD 格式可编辑专业知识整理分享Production (8 minutes) 1. The whole class work And individual work 2. The whole class work 3. The whole class work 4. Individual work 1. Each student interviews one student and writes down the dialogue. 2. Students write their interviews down after class, preparing for the report in the next class. 3. Students summarize Section A with the teacher by doing exercises shown on the screen. 4. Students do the following jobs: (1) Memorize the summary after class. (2) Students write the interview “Whats wrong with you? ” after class, and then prepare for the report in the next Class. (3) Students learn to read vocabulary with the help of recording and the phonetic symbols, and read the dialog after the recording. 1.Teacher organizes an interview according to 1c and 2, and students will do it in their own groups. 2.Teacher asks the students to write down their interviews after class. 3.Teacher shows the summary to the students. (1) Vocabulary (2) the structure: will do 4.Teacher assigns homework: (1) Review the summary after class. (2) Report their interviews to the whole class tomorrow. (3) Prepare Section B after class. Teaching Reflection It s a little hard for the students to give proper suggestions on illness. They may search more information about this topic after class. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 6 页，共 7 页WORD 格式可编辑专业知识整理分享Blackboard design Unit 2 Keeping Healthy Topic 1 You should see a dentist. Section A Whats wrong with you? have a fever / cough I have a bad cold. have a headache / stomachache You should see a dentist. drink enough water I hope you ll get well soon. lift heavy things 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 7 页，共 7 页