Topic 3
Section A
The main activities are 1a and 2. 本課活動重點是1a和2。
Ⅰ. Teaching aims and demands 教學(xué)目標(biāo)
1. Learn some useful words and expressions:
hurry, hurry up, go ahead, spread, among, do exercise, agree, do some cleaning, all the time, have to, keep away
2. Master the modal verbs “should” and “must”.
(1) What should we do to fight SARS?
We should keep our rooms clean and often open the windows.
(2) We should eat healthy food and do more exercise.
(3) We should do our best to fight SARS.
3. Master verb phrase“have to”, “don餿 have to”and “had better”:
(1) You have to stay at home.
(2) We don’t have to be afraid of catching SARS.
(3) We had better change clothes often.
(4) We had better keep away from animals.
4. Talk about how to fight SARS:
(1) We should not go to crowded places.
(2) We should do more exercise.
(3) We had better wash hands often.
Ⅱ. Teaching aids 教具
小黑板/圖片/錄音機(jī)
Ⅲ. Five-finger Teaching Plan 五指教學(xué)方案
Step 1 Review 第一步 復(fù)習(xí) (時間:15分鐘)
1. (引入競爭機(jī)制，復(fù)習(xí)前面Topic的單詞、詞組，采用單詞競賽，分為必答、搶答。)
T:Now let’s have a word competition. Each student has two words. I’ll give you Chinese meaning, please read them in English. Are you ready? Go! ...
T:Well done! This time let’s have a quick answer. Who knows? You can stand up and answer quickly! Begin!
2. (教師讓學(xué)生陳述良好的生活習(xí)慣與一些不良生活習(xí)慣的話題，引導(dǎo)學(xué)生使用句型:)
We should do...
We shouldn’t do...
We must do...
We must not do...
We don’t have to...
T: Let’s review what are good habits and what are bad habits. Use these sentences:
We should do...
We shouldn’t do...
We must do ...
We must not do...
We don’t have to[WW()...
3.(教師提問，請學(xué)生回想前面討論的關(guān)于健康話題。)
T: What should we do to keep healthy?
(在學(xué)生回答之前，教師先給出一個答語，引出本課目標(biāo)語言have to, don’t have to。)
What should we do to keep healthy?
T:
(教板書目標(biāo)語言，并強(qiáng)調(diào)have to的用法。)
And we don’t have to eat more meat.
T:
(要求學(xué)生使用目標(biāo)語言 have to, don’t have to 來回答問題。)
S1:We have to keep windows open in the day.
S2:We don’t have to keep windows open all the time.
S3:We have to sweep the floors often.
S4:We don’t have to take medicine often.
...
(以同樣的方法，教師提問，在學(xué)生回答之前，教師先給出一個答語，引出本課目標(biāo)語言had better。)
T:What else should we do to keep healthy?
We had better drink eight cups of water every day.
T:
(教師板書目標(biāo)語言，并強(qiáng)調(diào)had better的用法。然后要求學(xué)生使用目標(biāo)語言had better繼續(xù)回答所提問題。)
S5:You had better go to bed before nine o’clock in the evening.
S6:She had better go to school by bike.
S7:We had better keep our fingernails clean.
...
(老師對積極回答問題的學(xué)生要及時給予表揚(yáng)。)
4. (教師由談?wù)撊绾伪３纸】祦硪鯯ARS話題。)
T:Good habits can help us to keep healthy. But bad habits can cause diseases. In 2003, there was a serious disease called SARS.
What do you know about SARS?
(讓學(xué)生討論幾分鐘,也可讓他們快速查閱資料來尋找答案。)
For example:
SARS is short for Severe Acute Respiratory Syndrome.
(幾分鐘后，開始有學(xué)生舉手，此時教師對表達(dá)有困難的學(xué)生要及時給予幫助。)
S8:It spreads easily among people.
S9:SARS is a serious disease, but we don’t have to be afraid of catching SARS.
...
5. (教師提問關(guān)于Kangkang父親的一些情況，導(dǎo)入下一步。)
T:What’s Kangkang’s father?
Ss:He is a doctor.
T:Yes, he is a doctor. He knows something about SARS and he knows how to fight it. Now, let’s listen.
Step 2 Presentation 第二步 呈現(xiàn) (時間:5分鐘)
1. (設(shè)置并出示小黑板上的聽力任務(wù)，讓學(xué)生帶著任務(wù)聽錄音。)
(1) Where is Kangkang’s father?
(2) What do you know about SARS according to the tape?
(3) What should we do to fight SARS?
(聽錄音，回答上面問題。)
T:Now, listen to the tape and find out the answers to these questions.
(請幾個同學(xué)回答問題，或分組討論形成共識。)
Answers:
(1) He is on TV.
(2) SARS spreads easily among people.
(3) We should eat healthy food and do more exercise. We should not go to crowded places.
2.(打開課本，請學(xué)生跟讀課本1a的對話。)
T:Open your books, and read the dialog after the tape.
3.(師生共同查找1a中的關(guān)鍵詞并板書在黑板上。)
T:Let餾 find out the key words and write them down on the blackboard.
on TV-ask some questions-SARS-spread-among-healthy food-more exercise-not
go to crowded places
Step 3 Consolidation 第三步 鞏固 (時間:5分鐘)
1.(再放一遍錄音，請學(xué)生跟讀并模仿對話。)
T:Listen to the tape again, follow the tape and imitate.
2.(學(xué)生讀1a的對話，然后兩人一組練習(xí)。)
T:Read the dialog in 1a, then practice the dialog in pairs.
3.(找?guī)捉M同學(xué)來表演這個對話。)
T:Now, I’d like some pairs of students to read and act out the dialog.
4.(要求學(xué)生合上書，只看黑板上的關(guān)鍵詞，兩人一組表演對話。)
T:Close your books. Look at the key words on the blackboard, then act out the dialog in pairs.
(教師此時不應(yīng)該強(qiáng)調(diào)學(xué)生按原文表演，可適當(dāng)發(fā)揮。)
5.(做1b。學(xué)生先聽錄音，然后兩人一組完成，然后每組選一名代表向全班匯報。)
T:What should we do to fight SARS?
Listen to the tape of 1b,check(√) the correct boxes. After listening, you can work in pairs. I will choose some students to give a report to the class.
(再放一遍聽力，學(xué)生互相核對答案。)
T:Listen to the tape again and check the answers in pairs.
Step 4 Practice 第四步 練習(xí) (時間:10分鐘)
1. (教師呈現(xiàn)兩個對話，先讓學(xué)生讀，然后再兩人一組表演對話。)
T:Look at the two dialogs. First read the dialogs, then practice in pairs.
Example A
S1: What should we do to fight SARS?
S2: We must eat healthy food.
S1: OK. Thank you.
Example B
S3: What should we do to fight SARS?
S4: We must open the windows.
S3: Must we keep the windows open all the time?
S4: No, we don’t have to/needn’t.
(教師應(yīng)著重強(qiáng)調(diào)兩個對話中本課目標(biāo)語言should, must, don’t have to的用法。)
2.(要求學(xué)生參照這兩個對話來寫相似的對話，要求兩人一組，還可以參考1b里的信息。)
T:Follow the examples to make similar dialogs, work in pairs, using the information in 1b.
3.(教師要求幾組學(xué)生表演他們的對話。)
T:Now I’d like some pairs to act their dialogs out.
4.(要求學(xué)生看2的圖片，然后根據(jù)圖片討論怎樣預(yù)防SARS。)
T:Look at the pictures in 2. Discuss what should we do to fight SARS.
(學(xué)生討論幾分鐘后， 要求學(xué)生完成2里面的練習(xí)，強(qiáng)調(diào)學(xué)生注意should, had better, must的用法。)
T:Look at the pictures, do exercises in 2.
(學(xué)生完成之后，要求學(xué)生模仿前面出現(xiàn)的對話兩人一組練習(xí)對話，對話中必須使用本課目標(biāo)語言We should ... /We had better ... /We must ... )
T:Follow the examples to make dialogs, using the sentences“We should ... /We had better ... /We must ...”
For example:
Dialog 1:
S5: What should we do to fight SARS?
S6: We should do more exercise.
Dialog 2:
S7: What should we do to fight SARS?
S8: We had better wash hands often.
Dialog 3:
S9: What should we do to fight SARS?
S10: We must keep away from animals.
(學(xué)生小組練習(xí)之后，教師可以請幾組到講臺前為大家表演他們的對話。)
Step 5 Project 第五步 綜合探究活動 (時間:10分鐘)
1.(把班里的學(xué)生分成兩大組，每組分別在黑板上寫出如何預(yù)防SARS，強(qiáng)調(diào)要使用本課目標(biāo)語言，比一比，哪組寫得最好最完整。)
T:Let’s divide the class into two groups(A and B). Each group writes down how to fight SARS on the blackboard. The group that writes more and better is the winner.
2.(四人一組做一個采訪。一人扮演記者，其他三人扮演醫(yī)生，回答記者的提問。要求學(xué)生學(xué)會以采訪的形式與他人對話。)
T:Make an interview, four in one group. Suppose one is a journalist and the others are doctors. He asks questions, the other three answer.
3. Homework:
每個學(xué)生至少寫五句話來說明如何預(yù)防SARS。
Section B
The main activities are 1a and 3. 本課重點活動是1a和3。
Ⅰ. Teaching aims and demands 教學(xué)目標(biāo)
1. Learn some useful words and expressions:
just a moment, examine, patient, get through, care, take care of
2. Learn some expressions on making a telephone call:
(1) -Hello! Extension 6226, please.
-Just a moment, please.
(2) -Could I speak to Dr.Li Yuping?
-Sorry, he isn’t here right now.
(3) -I’m afraid he’s busy right now.
-I’ll ring him up later.
(4) Can I leave a message?
(5) This is Kangkang speaking.
(6) I’ll give her the message.
(7) Could you please ask her to call me back?
(8) -Is Zhu Ming there, please?
-No, he isn’t in.
3. Learn how to take and read a message of a telephone call.
Ⅱ. Teaching aids 教具
小黑板/錄音機(jī)/卡片/掛圖或多媒體課件
Ⅲ. Five-finger Teaching Plan 五指教學(xué)方案
Step 1 Review 第一步 復(fù)習(xí) (時間:15分鐘)
1. (讓學(xué)生四人一組表演上節(jié)課布置的采訪活動，一人扮演記者，其他三人扮演醫(yī)生，回答記者的提問。)
T:Make an interview， four in one group. One is a journalist, the others are doctors. Which group wants to have a try? OK, your group, please.
S1:Hi, doctors, may I ask you some questions?
S2, S3 and S4: Sure.
S1:What should we do to fight SARS?
S2:We don’t have to be afraid of catching SARS.
S3:We should eat healthy food and do more exercise.
S4:We should not go to crowded places.
...
(教師可以選三個小組表演，并評選出最佳小組。)
2.(請學(xué)生簡單復(fù)述如何預(yù)防SARS以及如何與SARS做斗爭，至少說出三句。)
T:Everyone retells at least three sentences about how to fight SARS.
Ss:...
3.(教師呈現(xiàn)三個有關(guān)打電話的對話，先讓學(xué)生讀對話。)
T:There are three dialogs. Now read by yourselves.
(教師在黑板上板書三個對話，或用多媒體展示。)
Dialog 1:
S5: May I speak to Li Lei, please?
S6: I’m sorry, he isn’t in. Who’s that speaking?
S5: This is Ann. I’ll have a birthday party on Saturday evening.
S6: Really? Where will it be?
S5: In my house.
S6: When will it start?
S5: At 7∶00.
S6: OK. I’ll give her the message.
S5: Thank you.
Dialog 2:
S7: Is Lucy there, please?
S8: No, she isn’t in. Can I take a message?
S7: Yes, please. This is Jim. Could I play basketball with her this afternoon?
S8: When and where will you meet?
S7: At 2 o’clock at the school gate.
S8: OK, I’ll give her the message.
Dialog 3:
S9: Could I speak to Kangkang, please?
S10: I’m sorry, he isn’t here right now. Do you want to leave a message?
S9: Yeah. This is Betty. Our class will have a party at 7:00 p.m. on Saturday.
Please tell him to bring his CDs.
S10: OK, I’ll give him the message.
(教師要求學(xué)生兩人一組，練習(xí)對話，然后讓幾組到臺前表演。)
T:Practice the dialogs in pairs. I’ll ask some pairs to act them out in front of the class.
(在學(xué)生操練完以后，師生共同尋找打電話的交際用語。)
4.(要求學(xué)生給每一個對話寫一個電話留言，教師可以先給一個示范并板書。)
T:I’d like you to write the telephone messages according to the dialogs.
For example:
Message:
Li Lei,
Ann called.
She will have a birthday party at 7∶00 on Saturday evening in her house.
(教師示范以后，要求學(xué)生根據(jù)示范寫出其他兩個電話留言，對有困難的學(xué)生要及時提供幫助，學(xué)生完成以后，小組先交換檢查，然后評選最佳的同學(xué)讀給全班聽。)
T:Are you ready? Now exchange your messages with your partner. I’ll ask some students to read their messages.
5.(教師呈現(xiàn)兩個電話留言，要求學(xué)生兩人一組，根據(jù)電話留言編兩個對話。)
T:There are two telephone messages. Can you make two dialogs according to the messages?
Message 1:
Tony,
Jennie called.
Are you going to see a film with her this evening?
Call her back.
Message 2:
Bruce,
Kangkang called.
Can he borrow your camera this Saturday? He will have a trip.
If yes, when can he get it?
(學(xué)生編完對話以后，先兩人一組操練所編對話。然后教師讓幾組同學(xué)上臺表演他們所編的對話。)
T:Now practice the dialogs in pairs. I’d like some pairs to act out their dialogs.
6. (教師提問關(guān)于Kangkang父親的一些情況。)
T:What’s Kangkang’s father?
Where is he now?
Why can’t he go home?
Step 2 Presentation 第二步 呈現(xiàn) (時間:10分鐘)
1. (承接學(xué)生對Kangkang父親的回答，引出:)
T:Kangkang misses his father very much. What should he do?
(請同學(xué)們幫助Kangkang 想辦法。)
Ss:Kangkang should call his father.
2. (設(shè)置并板書聽力任務(wù)。讓學(xué)生帶著任務(wù)聽錄音。)
T:Listen to the tape and answer the questions.
(1) Can Kangkang’s father answer the phone?
Why or why not?
(2) What is he doing now?
(3) What does Kangkang tell his father?
(4) What will Miss Hu do?
3. (打開課本，請同學(xué)們跟讀課本1a的對話，師生共同核對答案。)
T:Open your books, read the dialog in 1a after the tape. Then check the answers with the teacher together.
4. (師生共同總結(jié)對話中的關(guān)鍵詞，為學(xué)生鞏固對話內(nèi)容做準(zhǔn)備。板書。)
T: Let’s find the key words in the dialog and write them down on the blackboard.
busy - examine the patients - ring...up - sorry - leave a message - take care
of - miss
Step 3 Consolidation 第三步 鞏固 (時間:10分鐘)
1.(教師放錄音1a， 示范學(xué)生跟讀，用鉛筆標(biāo)出重讀與語調(diào)。)
T:Listen to the tape carefully and draw the ups and downs with your pencil.
2. (教師讓學(xué)生擦去所標(biāo)重讀與語調(diào)，先自讀，然后跟錄音一起讀，逐句核對語音語調(diào)。)
T:Clean the marks and now read and check your pronunciation sentence by sentence. Go!
3.(學(xué)生兩人一組練習(xí)對話。)
T:Practice the dialog in pairs.
4. (看第二步呈現(xiàn)在黑板上的關(guān)鍵詞，學(xué)生兩人一組表演1a。)
T:Work in pairs. Close your book, look at the key words on the blackboard and act out the dialog.
5.(再放錄音，讓學(xué)生根據(jù)對話完成1b電話留言。)
T:Listen to the tape again. Complete the telephone message according to the information from the dialog.
(師生根據(jù)此電話留言來學(xué)習(xí)如何寫電話留言。)
T:Let’s learn how to write a telephone message.
Step 4 Practice 第四步 練習(xí) (時間:5分鐘)
1. (請學(xué)生閱讀2的句子，按照邏輯重新排列成對話。)
T:Read the sentences in 2, put these sentences in the right order.
(讓學(xué)生重新排列對話后寫一個電話留言。)
T:Can you write a telephone message according to this dialog? OK. Let’s begin.
(學(xué)生寫完之后，同桌之間互相交換，看誰寫得好。)
T:Have you finished? Now exchange your message with your partner and find whose message is the best.
2.(請學(xué)生打開課本1b,仔細(xì)閱讀這些電話留言，根據(jù)電話留言補(bǔ)充對話。)
T:Open your books. Look at 1b, read these telephone messages carefully, then complete the dialog according to the information from the messages.
3.(放錄音，請學(xué)生跟讀并核對答案。)
T:Listen to the tape, then follow and check your answers.
4.(再放錄音，學(xué)生跟讀對話。)
T:Listen to the tape and repeat.
(此時，師生可以根據(jù)這三個對話來歸納總結(jié)打電話的交際用語。)
5.(讓學(xué)生兩人一組操練這三個對話。)
T:Now practice the dialogs in pairs.
Step 5 Project 第五步 綜合探究活動 (時間:5分鐘)
1.(教師為學(xué)生創(chuàng)設(shè)情景:假設(shè)你打電話給你的好朋友Li Lei，邀請他明天早上8:30一起去動物園，但Li Lei不在家，是他媽媽接的電話。你請他媽媽給他留言。兩人一組編寫對話，并向全班表演。表演時其他同學(xué)記錄電話留言。)
T:Let’s make a telephone call: Suppose you are calling Li Lei. But he’s not in. His mom 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.
2. Homework:
教師給學(xué)生一個電話留言，讓學(xué)生根據(jù)電話留言編一個打電話的對話。
Section C
The main activities are 1a, 2a and 2c. 本課重點活動是1a、2a和2c。
Ⅰ. Teaching aims and demands 教學(xué)目標(biāo)
1. Learn some useful words and expressions:
brave, wife, care for, talk, talk with, duty, save, myself, hate, enjoy oneself, herself, itself, themselves, yourselves
2. Learn reflexive pronouns:
(1)It enjoyed itself.
(2)We need to teach ourselves before our English classes.
(3)They made a model plane by themselves.
(4)Michael and Jane, please help yourselves to some fish.
(5)She says to herself.
Ⅱ. Teaching aids 教具
錄音機(jī)/圖片/教學(xué)卡片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教學(xué)方案
Step 1 Review 第一步 復(fù)習(xí) (時間:15分鐘)
1. (檢查上次作業(yè)。)
T:Now, let’s check our homework. Please report your answers to the class. S1, you first.
2. (教師提問關(guān)于SARS的問題，幫助學(xué)生復(fù)習(xí)前面所學(xué)語言知識。)
T:Can you answer these questions?
(1) What do you know about SARS?
(2) What should we do to keep SARS away from us?
3. (教師請學(xué)生介紹關(guān)于Kangkang父親的情況。)
T:What do you know about Kangkang’s father?
S1:He is a doctor.
S2:He is in hospital now.
S3:He is examining the patients.
...
4. (教師呈現(xiàn)一個打電話的對話，先讓學(xué)生練習(xí)這個對話，然后根據(jù)這個對話寫電話留言。)
T:Read this dialog and practice in pairs. Then write a telephone message according to this dialog.
Dialog:
A: Could I speak to Maria, please?
B: I’m sorry, but she isn’t in. Do you want me to take a message?
A: Yeah. This is Tony. Our class will have a party at 7∶00 p.m. on Friday. Please tell
her to bring her camera.
B: OK, I’ll give her the message.
(教師通過引導(dǎo)學(xué)生操練這個對話，復(fù)習(xí)打電話的交際用語，以及如何對電話內(nèi)容進(jìn)行記錄。)
5. (教師呈現(xiàn)一個電話留言，要求學(xué)生讀懂電話留言，學(xué)習(xí)如何寫電話留言，能根據(jù)電話留言編一個打電話的對話。)
T:There is a telephone message. Read this telephone message. Review how to write a telephone message, then make a dialog according to the telephone message.
Message:
Jane,
Maria called.
Are you going to see a film this evening?
If yes, can she go with you?
Call her back.
(要求學(xué)生兩人一組操練所編對話，然后請幾組表演他們的對話。)
T:Group work. Two students a group and practice your dialog in pairs. I’ll ask some pairs to act out their dialogs.
6. (教師通過自問自答和師生問答的形式來導(dǎo)入本課目標(biāo)語言:反身代詞。)
T:Could she swim when she was ten years old?
T:Yes, she could.
T:Who taught her?
T:She taught herself.
(教師板書she - herself。)
she - herself
(仿照以上例句，師生問答。)
T:Could you swim when you were ten years old?
S4:Yes, I could.
T:Who taught you?
S4:I taught myself.
(教師板書I - myself。)
I - myself
T:S6 and S7, could you swim when you were ten years old?
S5 and S6: Yes, we could.
T:Who taught you?
S5 and S6: We taught ourselves.
(教師板書we - ourselves。)
we - ourselves
(教師拿著一只貓的圖片，問學(xué)生:)
T: Look at this cat. Did it enjoy itself?
Ss: Yes, it did.
(教師板書it - itself。)
it - itself
(教師問一名昨天過生日的學(xué)生:)
T:Did you enjoy yourself yesterday?
S7:Yes, I did.
(教師板書you - yourself。)
(教師拿著一張一個學(xué)生從桌上跌落下來的圖片說:)
T:She fell and hit her leg on a table, she hurt ...
Ss:Herself.
T:Yes. You are right. She hurt herself.
(教師板書She - herself。)
she - herself
(教師指著一堆食品對學(xué)生們說:)
T:Boys and girls, please help yourselves.
Ss:Thank you!
(教師板書you - yourselves。)
you - yourselves
(最后，師生一起歸納總結(jié)反身代詞，可用表格形式呈現(xiàn)。)
Reflexive pronouns
Person
Number The first person The second person The third person
Singular Myself Yourself Himself Herself Itself
Plural Ourselves yourselves themselves
Step 2 Presentation 第二步 呈現(xiàn) (時間:10分鐘)
1.(教師設(shè)置并板書聽力任務(wù)。)
T:Listen to the tape and mark True (T) or False (F).
( )Kangkang餾 father was a patient in Xiaotangshan Hospital.
( )Kangkang餾 father could talk with his family on the phone.
( )SARS is a kind of serious disease.
2.(播放錄音后，讓學(xué)生互相討論后核對答案。)
T:Listen to the tape and then check the answers after discussing in class.
3.(解釋課文中重難點。)
T:Do you have any questions about the passage?
S1:What’s the meaning of...
S2:...
4. (與學(xué)生一起找關(guān)鍵詞，板書到黑板上。)
T:Let’s find the key words together.
Doctor - SARS - serious - hospital - couldn’t - home - talk - phone - miss - duty - save
Step 3 Consolidation 第三步 鞏固 (時間:5分鐘)
1.(教師放錄音1a,學(xué)生跟讀。)
T: Follow the tape and repeat loudly.
2.(讓學(xué)生看黑板上的關(guān)鍵詞，嘗試復(fù)述課文，可以讓學(xué)生用接龍方式來復(fù)述。)
T:Close your books, and look at the key words on the blackboard and try to retell the passage.
S1:Kangkang’s father is a doctor.
S2:When SARS, a kind of serious disease, spread in Beijing,
S3:...
(當(dāng)學(xué)生連接不上時，教師應(yīng)及時給予幫助。)
3.(讓學(xué)生再讀短文，完成1b。)
T:Read the passage again, answer the questions in 1b according to the passage above.
Step 4 Practice 第四步 練習(xí) (時間:10分鐘)
1.(放2a錄音，讓學(xué)生聽對話完成表格1。)
T:Listen to the tape, complete the chart 1.
Name How did they spend their time at home?
Kangkang
Michael
Jane
Maria
(如果學(xué)生聽一遍不能完整地完成表格，可以再聽第二遍，然后教師核對答案。)
2.(再放2a錄音，讓學(xué)生完成表格2。)
T:Listen to the tape again and complete the chart 2.
Name How did they feel at home？
Kangkang
Michael
Jane
Maria
(讓學(xué)生打開課本，相互核對答案。)
3.(讓學(xué)生讀對話，完成2b。)
T:Read the conversation again and match the names with the activities.
4.(要求學(xué)生根據(jù)前面所講的反身代詞的用法完成2c。)
T:Complete the sentences with the correct reflexive pronouns from the box.
Step 5 Project 第五步 綜合探究活動 (時間:5分鐘)
1.(學(xué)生四人一組分別扮演Kangkang, Michael, Jane和Maria，根據(jù)2a內(nèi)容的提示，表演對話。)
T:Work in groups of four, one is Kangkang, one is Michael, one is Jane and one is Maria. Act out the dialog in 2a.
2.(小組活動:四人一組互相調(diào)查上周末每個人的活動以及感受，然后選一名同學(xué)根據(jù)調(diào)查內(nèi)容向全班做匯報。)
T:Work in groups: Four in one group. Make a survey what your groupmates did last weekend and how they felt, then each group chooses one speaker to give a report.
3. Homework:
寫一篇關(guān)于Kangkang父親的短文。
Section D
The main activities are 1 and 3. 本課重點活動是1和3。
Ⅰ. Teaching aims and demands 教學(xué)目標(biāo)
1. Summarize the grammar focus and useful expressions in Topic 3:
(1)We don’t have to be afraid of catching SARS.
I had to wash my hands and change my clothes often.
We’d better not go to crowded places.
- Must we keep the windows open all the time?
- Yes, we must. / No, we don’t have to/needn’t.
(2) myself/ yourself/ ourselves /yourselves/ himself/herself/itself/themselves
2. Improve the listening, speaking, reading and writing skills.
3. Talk about health and exercise.
Ⅱ. Teaching aids 教具
錄音機(jī)/掛圖/小黑板
Ⅲ. Five-finger Teaching Plan 五指教學(xué)方案
Step 1 Review 第一步 復(fù)習(xí) (時間:20分鐘)
1. (教師進(jìn)行鏈?zhǔn)教釂枺寣W(xué)生快速回答。)
T:Boys and girls, answer the following questions quickly:
(1)Did you have breakfast this morning?
(2)What did you have for breakfast?
(3)Where do you usually have lunch?
(4)What do you have for lunch?
(5)When do you usually have supper?
(6)What do you have for supper?
(7)What is your favorite food?
(8)Which foods are good for your health?
2. (分組活動，四人一組討論哪些是健康的生活習(xí)慣，哪些是不健康的生活習(xí)慣。)
T:Group work: Four students work in one group. Talk about what are healthy habits and what are unhealthy habits.
For example:
Going to bed early is good for your health.
Playing sports right after meals is bad for your health.
(學(xué)生討論完之后，教師歸納總結(jié)學(xué)生討論的結(jié)果。)
Good habits:
go to bed early
do more exercise
wash hands before meals
brush teeth twice a day
keep the air clean and fresh
keep body clean
keep fingernails clean
tidy our bedrooms and sweep the floors often
drink a lot of water
eat healthy food
Bad habits:
eat too many candies
stay up late
get up late
keep long fingernails
play sports right after meals
go to school without breakfast
throw litter about
(此活動也可以把全班分成兩組，一組寫健康習(xí)慣，一組寫不健康習(xí)慣，看哪一組寫得最多。)
3.(教師由談?wù)摵昧?xí)慣轉(zhuǎn)入復(fù)習(xí)如何保持健康。)
T:Good habits can help us keep healthy. But bad habits can cause diseases. What should we do to keep healthy?
(要求學(xué)生在回答問題時必須使用本單元目標(biāo)語言should, shouldn’t, must, must not, had better, had better not, have to。)
S1:We should go to bed early.
S2:We shouldn’t eat too many candies.
S3:We must wash hands before meals.
S4:We must not stay up late.
S5:We had better brush teeth twice a day.
S6:We had better not keep long fingernails.
S7:We have to eat healthy food.
...
4.(教師由healthy habits轉(zhuǎn)入復(fù)習(xí)healthy food。)
T:What food do you think are healthy?
S8:Cabbage.
S9:Fish.
S10:Beef.
...
(教師把全班分成兩大組，一組寫健康食品，一組寫不健康食品，給學(xué)生5分鐘，看哪一組寫得最多。)
T:Group work: Divide the class into two groups. One group writes healthy food, the other group writes unhealthy food. I’ll give you 5 minutes. Let’s find which group writes more.
(比賽完畢之后，請學(xué)生拿出練習(xí)本，將所列健康食品分類。)
5.(要求學(xué)生不看書回答有關(guān)SARS的相關(guān)知識。)
T:Now close your books and answer the question: What do you know about SARS?
S11:It spreads easily among people.
S12:It is short for Severe Acute Respiratory Syndrome.
...
(給學(xué)生5分鐘，不看書寫如何預(yù)防SARS。)
T:Close your books, write down how to fight SARS. Only five minutes.
(五分鐘后，讓學(xué)生打開書，自己核對答案。)
T:Now, open your books, check answers by yourself.
(教師點幾名同學(xué)向全班作報告:如何預(yù)防SARS。)
T:What should we do to fight SARS? Now I’d like some students to give a report to the whole class.
6.(小組活動:四人一組做一個采訪。一人扮演醫(yī)生，其他三人扮演記者，醫(yī)生回答記者關(guān)于如何預(yù)防流感的提問。)
T:Make an interview: Four in one group， suppose one of them is a doctor and the others are journalists, the journalists ask the doctor how to fight flu.
For example:
S13:What should we do to fight flu?
S14:We shouldn’t go to crowded places.
S15:What should we eat to fight flu?
S14:We should take some medicine.
S16:What should we drink to fight flu?
S14:We should drink a lot of water.
...
(此活動教師應(yīng)著重引導(dǎo)學(xué)生復(fù)習(xí)以采訪的形式與他人對話。)
7.［首先教師準(zhǔn)備幾張卡片，上面寫上不同的故事背景(假設(shè))。師生以問答形式復(fù)習(xí)反身代詞的用法。］
Card One: You went to a party last night.
Card Two: He fell down to the chair and hurt his leg.
Card Three: You are having a rich dinner.
Card Four: Nobody teaches her French.
(1)T: Hello, S17(show him Card One)! Did you enjoy yourself at the party?
S17:Yes, thank you. I enjoyed myself very much.
(2)T: (show S19 Card Two) What was wrong with S18?
Did he hurt himself?
S19:A little. He fell down and hurt his leg. But he’s all right now.
(3)T:(show S20 and S21 Card Three)Hello, S20 and S21! Help yourselves to some chicken.
S20 and S21: Thanks.
(4)T: (show S22 Card Four)Lucy speaks French very well. Who taught her?
S22: She taught herself.
(師生共同操練之后，教師布置有關(guān)反身代詞的練習(xí)題來鞏固其用法。)
T:Let’s do some exercises.
① I cooked a meal and then I watched TV.
② If you don’t help him, he’ll have to do it all by .
③ I put the food on the table and asked them to help .
④ Jack and Peter, did you paint the room ?
⑤ Be careful with that knife or you’ll cut .
⑥ John hurt when he was playing football.
Step 2 Presentation 第二步 呈現(xiàn) (時間:10分鐘)
1.(打開課本，請學(xué)生看圖1并作比較，描述出兩幅圖的不同之外。)
T:Open your books. Look at the pictures in 1.
Describe the differences between these two pictures.
2.(放錄音1， 請學(xué)生根據(jù)所聽內(nèi)容選出正確圖片。)
T:Listen to the tape, then choose the correct picture.
3.(再放一遍錄音，讓學(xué)生書面完成1的問題，由教師核對答案。)
T:Listen to the tape again, then write down the answers in 1. I’ll check your answers.
4.(師生共同尋找答案中的關(guān)鍵詞并板書在黑板上。)
T:Let’s write some key words of the answers on the blackboard.
fit - love doing exercise - every day - running - play basketball - Chinese
Kungfu - watch TV - seldom - have a try
Step 3 Consolidation 第三步 鞏固 (時間:5分鐘)
1.(請學(xué)生根據(jù)所列關(guān)鍵詞簡單復(fù)述所聽對話。)
T:Retell the passage according to the key words.
You can begin like this:
Mr.Brown looks fit, because he loves doing exercise. He does sports every day...
2.(四人一組，進(jìn)行自主學(xué)習(xí)，每人負(fù)責(zé)歸納整理一個Section的重點句型與詞組，最后四人將總結(jié)的結(jié)果并在一起，向全班同學(xué)匯報，與全班共享Topic 3的重點句型與詞組，并與2a、2b進(jìn)行對照。)
T:Group work: Four students a group, sum up the main points of each section. Each student of each group is responsible for one section. Then after putting their results together, make a report to the class. Share the main points, and make comparisons between 2a and 2b.
Step 4 Practice 第四步 練習(xí) (時間:5分鐘)
1.(教師為學(xué)生創(chuàng)設(shè)情景讓學(xué)生兩人一組編一個打電話的對話。)
T:Suppose you are calling Li Lei, but he isn’t in. His sister answers the telephone call. You ask her to give him a message. Tell him to go to play basketball with you at 2∶00 tomorrow afternoon. Make up a dialog in pairs.
(學(xué)生完成之后，教師讓幾組到臺前表演。)
T:Have you finished? Now I’d like some pairs to act their dialogs out. S1 and S2，please!
(要求學(xué)生根據(jù)所編對話寫電話留言。)
T:Now write a telephone message according to your dialog.
2. (四人一組，讓學(xué)生做一個關(guān)于習(xí)慣的調(diào)查。)
T:Four students a group. Make a survey into each other. Complete the chart below:
Name What good habits do you have? What bad habits do you have?
1
2
3
4
Step 5 Project 第五步 綜合探究活動 (時間:5分鐘)
1. (小組活動:兩人一組，一個扮演醫(yī)生，一個扮演病人，兩人編一個對話。)
T:Choose one of the following diseases: cold, flu, SARS or headache. Work with a partner to make up a dialog between you and a doctor about the disease. In your dialog you are the patient. Your dialog should include:
(1) What causes the illness?
(2) What should you do to get better?
Act out your dialog in front of the class.
2. (讓學(xué)生欣賞歌曲Auld Lang Syne。)
T:Enjoy this song Auld Lang Syne.
3. Homework:
根據(jù)話題3提供的信息，寫一篇如何預(yù)防流感的短文。