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Unit 2 Keeping Healthy Topic 1 You should brush your teeth twice a day.教学内容分析及课时分配建议：本单元以Keeping Healthy 为主题。话题一主要学习情态动词should和had better的用法，学会描述身体各部位病痛以及如何寻求和给出建议。Section A通过Kangkang 和Betty的对话，呈现了询问病情的表达方式：Whats wrong with you? I have a ，以及表达关心所提的建议：You should 和You shouldnt，同时介绍了感冒、头疼等常见病的名称。Section B将生病、关心询问及提建议综合运用，呈现了提建议的另外两种说法sb. had better (not) do sth和Why dont you? 对话中还呈现询问对方病情的问句及对病情的描述。Section C讲述了Michael 因运动不当受伤，同学们积极护送他到医院就医的故事。巩固了提建议的说法I think you should see a doctor. 又呈现了两种提建议的说法：(1) You can take him home. (2) You need to rest at home for a week. 和一些新的短语。Section D讲述了Michael受伤在家休息，同学们到家看望他的过程。对话巩固了本单元提建议的几种说法：(1) Youd better do sth. (2) Follow the doctors advice. (3) Dont worry. 呈现了一些新的短语：nothing serious, stay in bed, worry about, follow the doctors advice等。最后以Choose Dr. Best的 Project来综合运用本话题所学的情态动词、有用表达和表疾病的词汇。Topic的的内容可以用5个课时来完成。第一课时：Section A-1a, 1b, 1c,2.第二课时：Section A-3, Section B-1a,1b,1c, 2,3.第三课时：Section C-1a,1b,1c,1d.第四课时：Section C-2, 3,Section D-2,Section B-4a,4b.第五课时：Section D-1,Grammar and Functions, Project.第五课时（Section D-1,Grammar and Functions, Project）教学设计思路：本节课为本话题第五课时，主要活动为1和Project。首先教师出示水果图片，教学新单词并导入，通过阅读完成对话下面的个判断，接着以小组比赛的形式将所学过的表示疾病的单词写在卡片上，然后以选择的卡片中的疾病名称为主题，以Functions 中的句式为参考进行对话，来复习本话题有关身体病痛和提建议的表达。最后通过游戏角色扮演并运用Grammar中的情态动词来完成Project，选出班级内的最佳医生。. Teaching aims1. Knowledge aims：（1）能在英语对话或文章中听懂并能运用本单元的重点短语。（2）能正确运用以下短语进行书面表达：nothing serious, stay in bed, worry about, follow the doctor s advice等。（3）能针对有关日常小病的询问并提出相对应的建议进行对话。2. Skill aims: （1）能读懂Sections A-C, 完成Section D的Grammar 和Functions。清楚地知道本单元的语法重点。（2）能熟练地运用nothing serious, stay in bed, worry about, follow the doctor s advice 等短语，结合本话题其他短语编写有关日常小病的询问并提出相对应的建议的对话。3. Emotional aims:通过对话学习，展现了同学之间友爱之情，教会学生要懂得关心他人、帮助他人、表达并感受人与人之间的美好感情。4. Culture awareness:. The key points and difficult points1. Key points:学生能用以下结构提建议：(1) should/ shouldnt (2) had better/ had better not 2. Difficult points： 针对疾病或事故提建议及短语动词的正确运用。. Learning strategies在交际中，必要时借助手势、表情等进行交流。. Teaching aids计算机多媒体投影仪，一张水果的图片。V. Teaching proceduresStage 1（3mins）：Getting students ready for learning StepTeacher activityStudent activityDesigning purpose(Class activity)Get students ready for learning.Ask the whole class to read their homework with one another about creating a dialogue about asking the patient what is wrong andgivehimorhersomeadvice T: I know that you have made up your own dialogues about asking the patient what is wrong and givinghimorhersomeadvice. Now Its your turn to share them with us.T：You are wonderful today, indeed.Focus their attention on the teacher.All the students read their dialogues to their partners. Then correct mistakes.S1: Good morning, doctor.S2: Good morning. Whats wrong with you?S1:I dont feel vey well. I coughed last night and my nose is running.S2:Have you taken your temperature?S1: Yes, I took it this morning. I have got a little fever.S2: How long have you been like that?S1: Two days.S2: Let me look you up carefully.S1: Ok. Is it serious?S2: Nothing serious. Youve just got a bad cold. Take these medicine, three times a day. Have a good rest and drink more water. Youll be better soon.S1: Thank you doctor.Goodbye. S2:Bye.该部分目的在于复习上节课所学谈论身体病况以及提出建议的表达法，通过表演对话的方式，检测学生的掌握情况。Remark:Stage 2（3mins）：Pre-taskStepTeacher activityStudent activityDesigning purpose1(Class activity)Show picture of “fruit” for the students to teach the new word and lead to 1.T:If you have some fruit, who will you give to? Why? T:I shall give the fruit to Michael. Lets see him together. OK?S1:My mother.S2: My teacher.S3: My friends.Ss:OK!该部分旨在导入对话内容。2(Class activity)Ask the students to read the five statements below the dialogue. T: There are five statements below the dialogue. You may predict the answers to them.Predict the answers to the five statements and make sure that they understand what the statements mean.Ss:该部分目的在于让学生读判断正误的选项来预测答案。Remark：培养读前对内容进行预测的阅读习惯。Stage 3（9mins）：Task 1StepTeacher activityStudent activityDesigning purpose 1(Class work)Ask the students to read 1 and mark T or F.T: Now please read the conversation and see if your prediction is right.Read 1 and look for the corresponding sentences in the Exercises. 该部分旨在让学生通过阅读对话完成判断正误练习，训练学生获取关键信息的能力。2(Class work)Three pictures indicating “happy, angry, worried” are shown on the screen.Let the students read 1 in groups, and then put “worry, worry about” under the corresponding pictures. Explain some phrases:Nothing serious, Stay in bed, Worry aboutBe worried aboutFollow the doctor s advice Volunteers put the words and phrases under the right pictures.Try to understand the explanation and take notes.该部分目的在于通过阅读，学习更多有关身体病痛和提建议的词汇和表达。3(Group work)Ask the students to read 1 in roles in groups for the whole class.Read in roles in groups.Remark:学生读对话完成练习，可两两讨论答案。Stage 3（8mins）：Task 2StepTeacher activityStudent activityDesigning purpose ( Group work )Design a petitionAsk the students to write down the names of different kinds of illnesses on cards.T: Lets work in teams. Each group has to write down the names of different kinds of illnesses on different cards. Lets see how quickly you could carry out your task. The group who writes most and fastest will be the winner.Ask groups to exchange their cards and check if they wrote them correctly.T: Congratulations! Group 2.Lets give them a big hand.Prepare some cards and get ready to write down the names of diffetent kinds of illnesses on cards.Ss: Headache; Toothache;CoughEach group as a whole, hand in their cards.Ss:该部分目的在于复习本话题所学到的表示疾病的单词。Remark：教师可对比赛规则做灵活处理，同时对于规则的说明可用中文讲解。Stage 4（9mins）：Task 3StepTeacher activityStudent activityDesigning purpose (Group work)Making up dialogues.T: These are the winning teams cards. Now I mix them up. I need one student to choose one of the cards and act as the “patient”. Then he/she can choose any student in his/her group to make up a conversation between them.T: You can use the following expressions if necessary:You dont look well.How are you feeling?Im feeling /I feel.I have a /theIm sorry to hear that.How long have you been like this?Each student wants to be the actor and make up new dialogues.S1:You dont look well today.Whats wrong with you ?S2:I feel terrible.I have a toothache.S1:Im sorry to hear that.How long have you been like this?S2:Several days.S1:I think you should see a dentist.S2: Ok,I will. Thank you so much.该部分主要是复习和巩固本话题所学的词汇和句型，培养学生综合运用语言的能力。Remark：学生在对语法和功能进行操练时，教师应减少对学生的控制，设置情境，以小组活动为单位。Stage 5（5mins）：ProjectStepTeacher activityStudent activityDesigning purpose (Group work)Play the game“Choosing Dr.Best”.T: Lets play the game“Choosing Dr.Best”. The rule is like this: One student chooses one of the cards and acts as the “patient”The other students guess whats wrong with him or her. The one who gets the correct answer first will be the “doctor”. Then the “doctor” gives the “patient” some advice. T: the “doctor” need to use “You should/shouldnt” or “You had better/had better not” to give suggestions.Play the game several times and choose the “Dr. Best” of the class and reward him/her.Play the game“Choosing Dr.Best”.Every student gets ready to be the first to stand up and to be the actor .Ss:OK!The student who acts as the “patient” only do facial expression.S1JS2:You have a stomachache. you should eat hot food and shouldnt drink cold water.S3JS4: You have a backache. Youd better lie down and rest. You shouldnt lift heavy things. 该部分通过游戏角色扮演，巩固本话题所学知识。Remark：本活动可操作性强，可灵活处理。Stage 6（2mins）：Assigning HMKStepTeacher activityStudent activityDesigning purpose（Class activity)Assign the HMK:T: OK. Class will be over soon, For todays homework, Id like you to remember the main functions and grammar in Topic1 and preview Topic 2 in Unit 2.Finish their homework after class:Review the main functions and grammar in Topic1Preview the vocabulary and dialogue in Section A of Topic 2 in Unit 2.该部分的目的在于布置家庭作业，并提出要求，养成学生课后复习和课前预习的良好学习习惯。Remark：Section D已经是对本话题的总结，该部分可不再做总结，直接布置家庭作业。VI . Blackboard design第五课时（Section D-1,Grammar and Functions, Project）nothing seriousstay in bed worry aboutbe worried aboutfollow the doctor s advice
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