Unit 2 eeping Healthy
Topic 2 I must ask him to give up smoking.
Section A
The main activities are 1a and 3a. 本重點活動是1a和3a。
Ⅰ. Teaching aims and demands 目標
1. Learn some useful words and expressions:
health, tonight, meal, without
2. Learn some knowledge of healthy habits and unhealthy habits:
(1)Staying up late is bad for your health.
(2)—Is playing sports right after meals good or bad?
—It’s bad.
Ⅱ. Teaching aids 教具
錄音機/磁帶/幻燈片//多媒體/小黑板
Ⅲ. Five-finger Teaching Plan 五指方案
Step 1 Review 第一步 復習(時間:10分鐘)
1. (復習Topic 1 剛學的建議方式。)
T: Boys and girls, today I’m not feeling well. If I have a toothache, what should I do?
S1: You should go to see a dentist.
T: If I have a headache, what should I do?
S2: You’d better stay in bed and have a good rest.
T: If I have a cold, what should I do?
S3: You’d better go to see a doctor.
……
T: You are very clever!
(板書剛才學生說的建議)

If I have a

You should/shouldn’t…/You’d better (not)…/why not…
T: And now, I have a fever. (教師做發(fā)燒狀。) What should I do? Please give me some advice. (教師裝著請求的樣子。)
Ss: You should go home, then lie down.
You’d better drink lots of boiled water.
You need to have a rest.
Why not stop working?
T: Yes. Dear students, you are right. Thank you for your advice. And now, suppose you are ill, your partner will give you some advice, work in pairs to act out short dialogs. Begin!
(給大家對話的時間，然后請1-2組學生表演。)
2. (通過調查幾個學生的生活習慣，導入本話題。)
T: What do you usually do before going to bed, S1?
S1: I usually watch TV./…
T: Do you usually do that late?
S1: No, I don’t.
T: Very good. It’s good for your health. (重復health)
(板書)
It’s good for your health.
be good for
T: S2, What do you usually do before going to bed?
S2: I usually play computer games.
T: Do you always do that very late?
S2: Yes, I do. I like it very much.
T: Oh, It’s too bad. Staying up late is bad for your health.
(解釋并強化staying up late)
(板書)
Staying up late is bad for your health.
T: Wh en are you going to bed tonight, S2? (重復tonight)
(板書)
tonight
S2: I’m going to bed at nine tonight.
T: Good. It’s good for your health.
3. (通過圖畫，展示一些習慣。然后教師讓學生判斷圖片上的習慣是否有益健康。)
(教師利用多媒體出示(1)一個學生晨跑的畫面。(2)一個運動員不洗手就吃飯的畫面。(3)一男孩吃飯囫圇吞棗的畫面。(4)一男孩抽煙的畫面。(5)一個學生早上做早操的畫面。如果沒有多媒體，教師可以直接表演動作或描述畫面導入。)

picture 1 picture 2 picture 3 picture 4 picture 5
T: Let’s look at the screen.
T: (Show pictures)Is it good for your health?
Ss: Yes, it is./No, it isn’t.
T: (Show pictures.) Is it good or bad for your health?
Ss: It’s good./It’s bad.
Step 2 Presentation 第二步 呈現(xiàn)(時間:5分鐘)
1. (由生活習慣切入到主人公angkang的問題上，設置聽力任務。)
T: O. This class let’s talk about healthy habits and unhealthy habits. We know smoking is bad for our health. It’s unhealthy habits.
(必要時，可解釋unhealthy habits。)
(板書)
Topic 2 I must ask him to give up smoking.
T: Today, our friend angkang looks tired.What’s wrong with him? Now, please listen to the tape and find out the answers.
(教師掛出前準備的小黑板：)
What’s wrong with angkang today? why?
What advice does Jane give angkang?
(核對答案。)
2. T: Then open your books. Read 1a after the tape twice and then read by yourselves and find out the key words in the dialog.
(兩分鐘后，教師板書對話部分的關鍵詞，方便學生下一步自由表演。)
(板書)
look tired, headache, soccer game, stay up, late, be bad for…, feel better, tonight
Step 3 Consolidation 第三步 鞏固(時間:10分鐘)
1. (讓學生根據(jù)板書內容，用自己的語言交流。)
T: Now close your books, please practice and act the dialog out in pairs, using the key words in the box.
(教師到學生中間指導。幾分鐘后，找一對同學到講臺上表演。)
T: Well done!
2. T: Now let’s talk about the story together. What causes angkang’s problem? What’s up? S2, please.
(必要時，可用漢語解釋本句)。
S2: He watched a soccer game on TV last night. He went to bed very late.
T: So he didn’t get enough sleep. What’s angkang’s feeling?
Ss: angkang is tired and has a headache.
T: Yes. Because angkang didn’t get enough sleep. He is tired and has a headache. Then what’s Jane’s advice for angkang, S3?
S3: Jane thinks staying up late is bad for his health. She asks angkang to go to bed early tonight.
T: You are very clever. Is angkang going to bed early tonight?
Ss: Yes, he is.
T: Very good.
3. (讓學生1b示范，兩人一組完成1b。)
Step 4 Practice 第四步 練習(時間:10分鐘)
1. (放錄音，完成2。)
T: Please open your books. Listen and check (√)your answers. How did Wang Junfeng get a headache?
(核對答案)
2. T: Please do 3a. Are these habits good or bad? If they are bad, write the good ones on the lines.
(一分鐘后核對答案。)
T: Let’s check the answers together, S1, please.
S1: Getting up late. Bad!
T: The next one, S2.
S2: Going to bed early. Good!
S3: Doing morning exercises. Good!
…
S8: Brushing teeth twice a day. Good!
3. (教師將全班分成四組，通過group work完成3b。)
T: Next, work in groups and list some other living habits then discuss whether these living habits are good or bad for your health. After the discussion, one of your group members need to give a report in the front.
4. (通過活動，使大家在歡快的氛圍中獲得知識。)
(1)T: Class activities! Look at the screen again. Let’s chant fol lowing the tape.
(放時，設計成連續(xù)播放四遍的效果，第一遍慢節(jié)奏的，每一句chant就出現(xiàn)一個小卡通畫面，幫助學生理解句子，第二遍和第三遍按錄音磁帶的節(jié)奏，讓學生跟讀，第四遍只放伴奏，讓學生自己chant，也可以擊掌伴奏。)

(2)T: Then let’s play an interesting game.
(教師解釋usical Chair，并說明游戲規(guī)則：將五個凳子放在教室前面，擺成圓形。找六名自愿參加游戲的同學到前面，圍繞凳子站著，當教師播放chant時，六名學生順時針圍繞凳子慢跑，教師停止播放，六名同學搶五把凳子，不許用手推人，沒有搶到凳子的同學退出，并撤一把凳子，游戲繼續(xù)，直到決出優(yōu)勝。)
(教師把握好時間。)
Step 5 Project 第五步 綜合探究活動(時間:10分鐘)
1. (教師提出問題，讓同學收集答案。每次請4-6名學生幫助老師收集答案。)
T: You can walk around our classroom and help me find the answers. y question is what is good for your health.
(板書)
What’s good for your health?
T: Let me see who can get the most answers. Go!
S1: What’s good for your health?
S2: Doing morning exercises.
S1: What’s good for your health?
S3: Washing hands before meals.
S1: …
Sn: …
(教師須限定時間，答案收集完成后，請收集答案的同學依次上講臺作匯報。對于收集答
案較多的同學，給予表揚。)
以同樣方式完成問題what’s bad for your health?
T: Well done! Thank you! Now let’s make another survey. The question is what is bad for your health, begin!
S7: What’s bad for your health?
S8: Staying up late.
S9: What’s bad for your health?
S10: Going to school without having breakfast.
…
(必要時教師給學生指點。)
2. (學習生活常識，深化健康活動。)
T: You all did well today, boys and girls. So I will give you a gift no
Ss: What?
T: An English song “eeping Fit”.
(教師放幻燈片，也可寫在黑板上。)
eeping Fit
Eat well for your breakfast,
Eat right for your lunch,
Eat a little for your supper,
You can always keep fit.
(這首歌仍然可以采用生日快樂歌的曲子，因為曲子熟悉，所以學生學起容易。)
T: Let me sing this song for you, O?
Ss: Yeah!
…
T: Do you like it?
Ss: Yes.
T: O, follow me. I will teach you.
(教師教唱兩遍，學生可以自唱。)
3. Homework:
(請討論生活中人們的生活習慣，判斷他們是有益健康還是有害健康。)
板書設計：
I must ask him to give up smoking.
Section A
be good forIt’s good for your health.
stay up lateStaying up late is bad for your health.
give upI must ask him to give up smoking.
look tiredI’m sorry to hear that.
You should go to bed early tonight.
Section B
The main activities are 1a, 1b and 2a. 本重點活動是1a、1b和2a。
Ⅰ. Teaching aims and demands 教學目標
1. Learn some useful words and expressions:
article, cause, cancer, give up, litter, energy, necessary
2. Learn the modals for necessity: must, must not
Ⅱ. Teaching aids 教具
卡片/錄音機/磁帶/小黑板或幻燈片/掛圖/多媒體
Ⅲ. Five-finger Teaching Plan 五指教學方案
Step 1 Review 第一步 復習(時間:7分鐘)
1. (通過Ask and answer的方式點評作業(yè)，提高學生的綜合語言運用能力。)
T: What is good for your health, S1?
S1:Washing hands before meals.
Going to bed early.
Doing morning exercises.
S2:Brushing teeth twice a day.
S3:eeping short fingernails.
T:What’s bad for your health?
S4:Staying up late.
eeping long fi ngernails.
S5:Going to school without breakfast.
Eating too many candies.
S6:Working too long.
T:Well done!
(帶頭鼓掌，并豎起拇指給予贊揚。)
2. (在日常生活中發(fā)現(xiàn)不良習慣。)
T: Is smoking good or bad?
Ss: Bad!
T: Oh, smoking is bad for our health. Why is it bad? Today we will learn a dialog, then we can get the answer from it.
(教師朗讀對話1a ，然后在黑板上板書生詞，教師要給予解釋并領讀。)
(板書)
article, cause, cancer, give up
3. (讀個別生詞，加深印象。)
T: Boys and girls, please read the words loudly.
(等學生熟悉單詞后，教師拿出準備好的詞組讓學生快速造句。)
T: Now, please look at this card, (卡片上寫著詞組) and make sentences.
T: give up S1.
S1: Don’t give up studying English.
S2: Give up smoking.
(本應準備的卡片詞組為：give up, throw about, be bad for…, put…into, remember to do…, remember doing)
Step 2 Presentation 第二步 呈現(xiàn)(時間:10分鐘)
1. (聽1a錄音，回答問題。)
T: Look at these questions.
(可用幻燈片或小黑板出示。)
(1)Is smoking good or bad for his health?
(2)What may smoking cause?
T: Please listen to the tape, and find out the answers.
(可放兩遍錄音并核對答案。)
T: Now, please read it again. Then find out the key words in this dialog.
(板書)(板書時不要與上面的詞重復,要恰當。)
relax, yellow, cough, say, lung
T: O. Please practice 1a in pairs, then act it out according to the key words.
(表演時，可用教科書等工作為道具。)
(教師注意觀察，看學生的口語表達能力如何，擦去關鍵詞之后，還要達到能說為止。請1-2組學生表演。)
2. (再讀1a，請學生找出關鍵句型、短語。)
T: Well done! Please find out the main points in 1a.
S1: ask sb. to do sth.
S2: give up doing sth.
S3: …
(板書)
ask ab. to do sth.
ask sb. not to do sth.
must do sth.
give up doing sth.
Step 3 Consolidation 第三步 鞏固(時間:8分鐘)
1. (鞏固詞組，靈活應用。)
T: Please make new sentences with ask sb. to do sth./must do sth./give up doing sth. (個別提問即可。)
2. (觀察1b的掛圖，教育學生養(yǎng)成良好的生活習慣。)
T: Look at the picture. (畫有小男孩做操的圖片) What’s the boy doing, S1?
S 1: He is doing morning exercises.
T: Is it good for his health?
S1: Yes.
T: So you must do morning exercises. (可重說)
(再展示扔香蕉皮的圖片。)
T: What’s he doing?
S2: He is throwing litter about.
(throw litter about 前面已訓練過，根據(jù)學生掌握情況，不可能有障礙。)
T: Is it bad or good?
S2: It’s bad.
T: So you must not throw litter about.
(以同樣的方式展示、回答另四幅圖。)
T: Practice these six sentences by yourselves.[:Z&xx&k]
(說明“must not”句式和“Don’t…”句式可以互相替換。)
附：Don’t stay up late at night. or: You must not stay up late at night.
Don’t read in the sun. or: You must not read in the sun.
…
(教師巡視，幫助指導。)
3. (先師生互動，再學生之間互動完成1c。)
T: O. Next, look at the picture in 1c. Discuss with your partner and write some school regulations. (可用漢語提示。)
(句子中有生詞lawn，可適時講解,該詞只需了解，不需掌握。)
For example:
T: You must not climb trees. S1.
S1: Don’t climb trees!
T: You must not park. S2.
S2: Don’t park!
…
(然后，同學之間操練，結合must, must not/don’t句式)
Step 4 Practice 第四步 練習(時間:10分鐘)
1. (練習對話，牢記表達生活習慣的句子或短語。)
T:Now, I want to ask you some questions, S3, please.
S3: Yes?
T: Do you often watch TV for a long time?
S3: Yes, I do.
T: Oh, it’s bad for your eyes. You’d better not watch TV too much.
T: Do you often go to school without breakfast?
S4: No, I don’t.
T: You are right. (老師面帶微笑。) Going to school without breakfast is bad for your health. Because breakfast gives us energy for the morning.
(說兩遍energy)
(板書)
energy
T: Boys and girls, do you want to keep fit?
Ss: Yes.
T: So you must keep healthy habits first.
(板書)
habits
T: Then let’s learn something about healthy habits. Please look at 2a. Listen to the tape and find out the key words.[:學,科,網]
(板書)
without necessary be bad for be good for active
(necessary一詞要適當解釋，并要求學生掌握。)
2. Listen to 2a again and repeat twice, then read by yourselves.
3. Read 2b and fill in the blanks.
(幾分鐘之后，核對答案)
附：1. wash, before 2. must not 3. must not 4. park
(也可用多媒體完成本題。)
Step 5 Project 第五步 綜合探究活動(時間:10分鐘)
1. (讓學生寫學校行為規(guī)范，進一步強化日常用語。)
T:Now, please take out a piece of paper, write down the regulations in our school.
(教師巡回指導，5分鐘后找學生讀所寫內容。)
(附：)Don’t talk loudly in the classroom.
You must not throw litter about.
You must not take pets to school.
You must not climb the trees in our school.
Don’ t play in the classroom.
T: Very good! If you obey the rules you write, our school will be more beautiful.
2. Homework:
(復習本重點內容。)[
板書設計：
I must ask him to give up smoking
Section B
give up doingSmoking is bad for your health.
throw aboutIt may cause cancer.
to doI must ask him to give up smoking
ask sbYou mustn’t read in the sun.
not to doDon’t stay up late at night.
doBreakfast gives us energy for the morning.
must
not do

Section C
The main activities are 1 and 2a. 本重點活動是1和2a。
Ⅰ. Teaching aims and demands 教學目標
1. Learn some useful words and expressio ns:
disease, body, might, empty, stomach, human, through, illness, air, sour, tidy, sweep
2. Go on learning modals for giving advice and modals for necessity:
(1)We should keep the air fresh.
(2)We shouldn’t drink sour milk.
(3)We must keep the streets clean.
3. Talk about personal hygiene:
(1)We should tidy our bedrooms and sweep the floor often.
(2)We must keep our fingernails clean and short.
(3)We must wash our hands before meals.
Ⅱ. Teaching aids 教具
錄音機/磁帶/圖片/多媒體/小黑板/掛圖
Ⅲ. Five-finger Teaching Plan 五指教學方案
Step 1 Review 第一步 復習(時間:10分鐘)
1. (復習短語、詞匯，談論習慣。)
(教師將全班分成2組，一組寫健康生活習慣，另一組寫不健康生活習慣。)
T:Please discuss healthy habits and unhealthy habits with your partner and then write them down.
(教師到同學中間進行指導。)
(板書)
Healthy Habits:
Unhealthy Habits:
(幾分鐘后。)
T: G1 writes healthy habits. G2 writes unhealthy habits.
附：Healthy habits:
Wash your hands before meals.
Do morning exercises.
Unhealthy habits:
Read in the sun.
Stay up late at night.
Throw litter about.
Go to school without breakfast.
eep long fingernails.
2. (出示圖片，復習should/shouldn’t/must/must not)
T: Please look at these pictures, let’s talk about them with should/shouldn’t/must/must not.
S1: We should clean the classroom.
S2: We must not read in the sun.
……
T: Now, if we want to be healthy, what should/must we do? what shouldn’t/ mustn’t we do? Please discuss!
For example:
We should exercise more.
We shouldn’t stay up late.
We mustn’t throw litter about.
We must wash our hands before meals.
(學生討論時，老師巡回指點。)
(請2-3名學生匯報討論結果。)

Step 2 Presentation 第二步 呈現(xiàn)(時間:10分鐘)
1. (自讀1，培養(yǎng)自學能力。)
T: Please open your books on page 37. Read 1 by yourselves. You can look up the neords in your word list. (可用漢語解釋。)
(第一遍閱讀，自學生詞并掌握：disease, empty, stomach)
T: Now read the passage again and answer the questions on the small blackboard.
(懸掛小黑板。)[:學§科§網]
(1)What does it mean when you have a headache?
(2)What might cause a headache?
(3)What else might cause a headache?
(4)What should you do when you get headaches?
(幾分鐘后，核對答案。)
T: Let’s read the text again and try to find out the key words and phrases in this passage.
(要求他們找出關鍵詞，教師核查并板書，講解部分生詞與重難點。)
(一定要給大家足夠的時間，為下一步練習做準備。)
(板書)
headaches——causes——not a disease——your health——wrong——a fever——work too hard——don’t get enough sleep——exercise on an empty stomach——see a doctor
T: please look at the blackboard and read them loudly.
Step 3 Consolidation 第三步 鞏固(時間:8分鐘)
1. (聽1錄音并跟讀，提示學生注意語音語調。)
T: Listen to 1 and repeat, pay attention to the intonation, stress a nd pronunciation.
2. (把握關鍵詞，掌握復述技巧。)
T: Please try to talk about the passage in your own words. You can look at the key words on the blackboard.
(幾分鐘之后請2-3名學生復述1。)
For example:
I know a headache isn’t a disease. There is something wrong with our health…
(及時鼓勵學生，增強學生信心。)
Step 4 Practice 第四步 練習(時間:10分鐘)
1. (閱讀2a，呈現(xiàn)不健康的原因。)
T: Look at the pictures in 2a and read these sentences, please find out the neords, then look them up in the word list.
(幾分鐘后，提問個別同學。)
(板書)
germ, human, through, illness
T: These pictures show how germs make us sick. Now please listen to the tape and repeat.
(放2a錄音,對學生有難度的句子可以多次播放并講解。)
2. (讓學生讀2a，畫出關鍵詞。)
T: Please find out the key words.
(找學生板書出關鍵詞。)
germs, get into, cause, diseases,
through, the nose/the mouth/the skin,
have an illness
T: Now close your book, let’s talk about these pictures. You can use the key words on the blackboard.
(可用幻燈片或、掛圖展示2a。)
3. (總結2a，引出生病的幾種途徑。)
T: Let’s find out the ways of becoming sick, please.
(板書)
(1)through the nose
(2)through the mouth
(3)through the skin
4. (展示2b圖片，了解預防疾病的措施。)
T: Look at the picture, please talk about what we should do to fight germs? ake sure to use “We should/should not…” and “We must/must not…”.
T: What should we do to fight germs?
S1: We should keep the air fresh.
S2: We shouldn’t eat bad food.
S3: We shouldn’t drink sour milk.
S4: We should keep our bodies clean.
S5: We must wash our hands before meals.
S6: We must keep our fingernails clean and short.
S7: We must tidy our bedrooms and sweep the floor often.
S8: We must keep the streets clean.
(個別圖片中含有生詞，如air, sour, tidy, sweep要及時講解)
5. (開展互動，激發(fā)興趣。)
T: Noork in pairs to discuss what we should do to fight germs.
(教師先給出示范，然后讓學生進行問答并不斷變換角色。)
For example:
T: What should we do to fight germs?
S1: We should…
S2: What must we do to fight germs?
S3: We must…
S4: What must we not do to fight germs?
S5: We must not…
T: Well done! Please write down what we should do to fight germs.
(要求大家盡量不看本。)
Step 5 Project 第五步 綜合探究活動(時間:7分鐘)
1. (展開想象，擴大知識面。)
T: Let’s discuss what else we should do to fight germs.
(盡量脫離本，并不要與內容重復。)
For example:
We should do morning exercises every day.
We should not throw litter about.
We must eat more fruit and vegetables.
We must not go to bed too late.
(教師巡視并指導，看誰發(fā)揮的較好。)
2. Homework:
T: Now let’s discuss what we should do to fight headaches.
For example:
We shouldn’t work too hard.
We must get enough sleep.
We must not exercise on an empty stomach.
(要求學生用討論的結果完成表格，作為家庭作業(yè)。)
How to fight headaches
Shouldshouldn’tustust not

板書設計：

I must ask him to give up smoking
Section C
on an empty stomach
get into
cause disease

through

Section D
The main activities are 1, 2 and 4. 本重點活動是1, 2和4。
Ⅰ. Teaching aims an d demands 教學目標
1. Learn some names of food and some other useful words:
than, wealth, less, choose, sandwich, watermelon, sausage, tomato,
beef, cabbage, strawberry
2. Go on learning what are healthy eating habits:
(1)Good health is more important than wealth.
(2)Food gives us energy.
(3)We must have enough food to keep healthy.
(4)We must have the right kinds of food.
(5)Different foods help us in different ways.
(6)It’s necessary for us to have healthy eating habits.
3. Improve the students’ listening, speaking, reading and writing skills.
4. Summarise the grammar focus and useful expressions in the topic.
Ⅱ. Teaching aids 教具
小黑板/圖片(食物類)/錄音機/磁帶/多媒體
Ⅲ. Five-finger Teaching Plan 五指教學方案
Step 1 Review 第一步 復習(時間:10分鐘)
1. (復習情態(tài)動詞：You must…/You must not…/you should…/you shouldn’t…)
T:Please make sentences.
(板書)
You must…/You must not…
You should…/You shouldn’t
S1: We must wash our hands before meals.
S2: We must not eat bad food.
S3: We should keep our classroom clean.
S4: We shouldn’t drink sour milk.
…
2. (教師提問，請學生回憶有關頭痛的話題。)
T: What may cause headaches?
S5: You may get a headache when you work too hard.
S6: You may get a headache when you can’t get enough sleep.
S7: You may get a headache when you exercise on an empty stomach.
…
3. (復習好壞習慣，強化習慣用語。)
(分組活動，討論哪些是健康的生活習慣，哪些是不健康的生活習慣。)
T: Four students work in one group. Please talk about what are healthy habits and what are unhealthy habits.
For example:
——Is going to bed early good or bad for your health?
——It’s good.
——Is getting up late good or bad for your health?
——It’s bad.
——Is keeping long fingernails good or bad for your health?
——It’s bad.
4. (教師由healthy habits引出healthy food，導出本目標語言。)
(教師展示食物圖片)
T: What’s this?/What are these?
(教師一邊問，一邊板書。)
(板書)
eggplant sandwich watermelon beef sausage tomato cabbage potato chips strawberry chicken orange candy
(教師要對生詞：eggplant sandwich watermelon sausage tomato beef cabbage potato chips strawberry解釋，并領讀。)
(教師領讀幾遍后，讓學生自由記憶兩分鐘，然后借助圖片再領讀一遍，擦掉板書，再借助圖片讓學生說出食物名稱)
Step 2 Presentation 第二步 呈現(xiàn)(時間:8分鐘)
1. (掌握閱讀技巧，提高閱讀能力。)
T:Now read 1, then answer the questions on the small blackboard.
(教師邊說邊掛小黑板。)
(1)What does food give us?
(2)What should we eat more?
(3)What should we eat less?
(4)What can make us sick?
(注意生詞less，可適當解釋。)
2. (核對答案，對回答正確的學生及時給予鼓勵。)
A nswers:
(1)Food gives us energy.
(2)We should eat more fruit and vegetables.
(3)We should eat less meat.
(4)If we eat too little or too much food, or if we choose the wrong food, we may become sick.
3. (讓學生聽1錄音并認真閱讀，提煉關鍵詞。)
T: Now please listen to 1 again and repeat. Then fin d out neords.
(板書)
than wealth less choose
T: Now read 1 again and find out key words and phrases.
(板書)
food ——energy——enough food——keep healthy——have the right kinds of food——eat more——eat less——wrong food——sick
Step 3 Consolidation 第三步 鞏固(時間:10分鐘)
1. T: Please read 1 carefully and finish the exercise in it.
(核對答案：1.F 2. F 3. T 4. F)
2. T: Please look at the key points on the blackboard and then retell the text.
(請1-2名學生復述。)
3. (訓練學生的聽力。)
T: Listen to the tape again, and then complete the passage on the small blackboard according to the listening.
(出示小黑板)
As we know, good health is ________ ________than wealth. Food gives us ________, so we must have _______ ________ to keep healthy. Of course, we must also have the _______ ________ of food. We should eat more ________ and ________ and meat. A cup of _______and an ________ a day can help make us ________. Different foods help us in different ways. But if we eat ________ ________ or ________ ________ food, or if we ________ the wrong food, we may become sick. It’s ________ for us to have heathy eating habits.
T: Open your books and check the answers by yourselves.
Step 4 Practice 第四步 練習(時間:12鐘)
1. (展示食物圖片，加強單詞記憶。)
T: Look at these pictures in 2 again. Divide the foods into different kinds. (可用漢語重復一遍。)
(呈現(xiàn)多媒體)
eat
Vegetables
Fruit
2. (根據(jù)生活常識，判斷剛學的食品哪些是健康食品，哪些是不健康食品。)
T: Now can you tell me which are healthy food and which are unhealthy food. Please complete the chart belo
(可再次掛出食品圖。)
Healthy food
Unhealthy food
3. (請學生討論日常生活中的食品與健康，深化及擴大堂教學。)
T: What else do you eat every day? What do you think are healthy food?
What do you think are unhealthy food? Please discuss in groups.
(教師巡視指點，幾分鐘后，請學生匯報討論結果。)
附：
S1: I think fish is healthy food.
S2: Dumplings is healthy food.
S3: Hot dogs are unhealthy food.
…
(對回答得好的學生及時給予表揚。)
4. (聽2錄音，讓學生完成練習，核對答案。)
5. (完成2。)
T: Discuss whether Alex has healthy food or not, then write a passage about food and health. You may begin like this: We should eat more fruit like apples, oranges and strawberries…
(可給予適當指導，幾分鐘后，教師要求幾名學生到講臺前讀他們所寫的短，看誰寫得好。)
6. (四人一組，進行自主學習，每人負責歸納整理一個Section的重點句型與詞組，最后四人將結果并在一起，向全班匯報。匯報完后，教師將學生的結果與3a、3b進行對照，然后放3a，3b錄音，讓學生跟讀。)
Step 5 Project 第五步 綜合探究活動(時間:5分鐘)
1. (完成4，深化本內容。)
T: Please do 4 by yourself, then give a report to our class!
(自己根據(jù)選項對自己進行評價，教師可適當解釋。)
2. Homew ork：
(請同學們寫出怎么養(yǎng)成好的生活習慣，做一個有良好習慣的人。用句型：We should…/We shouldn’t/We must…/We must not…盡可能多的組織句子。)
For example:
We should get up early every day.
We shouldn’t eat candies often.
We must sleep for 9 hours every night.
We mustn’t watch TV for more than three hours every day.
板書設計：
I must ask him to give up smoking.
Section D
What’s up?You must…/you mustn’t…
on the lawnYou should…/you shouldn’t…
keep healthyGood health is more important than wealth.
We must have enough food to keep hea lthy.
It’s necessary for us to have healthy eating habits.

本文來自：逍遙右腦記憶 http://portlandfoamroofing.com/chuer/34324.html

相關閱讀：八年級英語上冊Unit 1 You must wait and open it later.教學設