U2T1P4
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：What’s wrong with you I have a … ，以及表达关心所提的建议：You should… 和You shouldn’t…，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 don’t 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) You’d better do sth. (2) Follow the doctor’s advice. (3) Don’t worry. 呈现了一些新的短语：nothing serious, stay in bed, worry about, follow the doctor’s 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。
Topic１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.
第四课时（Section C-2, 3,Section D-2,Section B-4a,4b）
教学设计思路：
本节课主要活动为Section C -3,Section D-2和Section B-4a,4b。首先学生表演Section C-1a的故事进行复习，然后根据故事内容创编各个角色之间的对话，完成Section C -２。通过Section C- 3帮助Michael完成请假条填空帮助学生复习巩固短文的知识点，并学写请假条。接着以王老师的身份写邮件给Michael，提出建议，进一步巩固本话题重点单词和句型。最后通过听读Section B-4a,4b，来学习元音音素/i:/和/eI/以及单词在句子中的弱读和不完全爆破。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）能正确地运用过去时描述小的意外事件，并能针对事件写请假条。
（2）能正确写一篇有关日常小病的文章并提出相对应的建议。
（3）掌握/i:/和/eI/ 的发音规则，了解句子的连读和不完全爆破。
2. Skill aims:
(1）能区分/i:/和/eI/ 发音的不同，并掌握音素对应的字母或字母组合的写法；在
朗读时能正确把握辅音的不完全爆破和元音的强读、弱读现象。
（2）能针对事故写请假条。
（3）能针对意外事故提出自己的建议，表示自己的关心，能用英语书面表达写出以上内容。
3. Emotional aims:
通过了解他人的身体状况培养关心他人的意识。
4. Culture awareness:
Ⅱ. The key points and difficult points
1. Key points:
(1) 请假条与电子邮件的写法和结构。
(2) /i:/和/eI/ 的发音规则。
2. Difficult points：
(1) hurt 在写作中的正确应用。
(2) 针对疾病或事故提建议及动词短语的正确运用。
Ⅲ. Learning strategies
培养学生根据时态的需要，在请假条中过去时和一般现在时的交错使用能力。
Ⅳ. Teaching aids
计算机多媒体投影仪，音标卡片，单词卡片。
V. Teaching procedures
Stage 1（5mins）：Getting students ready for learning
Step Teacher activity Student activity Designing purpose
(Group work) Greet and warm up.T: Good morning, class!T: Before new lesson, I want to check your homework. First, I need No.2 group members in each group to retell the story in Section C. The best group will be awarded. Focus their attention on the teacher.Ss: Good morning, Miss……The chosen students will do it in front of the class, and each one tries to be the best. 该部分旨在让学生通过角色扮演的方式回顾上节课所学内容，为接下来的学习活动做铺垫。
Remark：
Stage 2（12mins）：Presentation
Step Teacher activity Student activity Designing purpose
(group work) Finish Section C-2T: Now It’s your turn to use the story in 1a to make up a conversation between Michael, his friends and the doctor. Each group should act the play completely. Three or four minutes for you to prepare.T: Which group would like to act in front of the class.T: Wonderful job! And I think you’d better write down your plays after class. Design a conversation in a group. Six roles are Michael, Maria, Kangkang, Jane, taxi driver and doctor. Each group acts near their seats.Two volunteer groups will show their performance.G1: Michael: Look! I’m going to try something new. ……Ouch!Maria,Kangkang and Jane: Are you all right Are you hurt Michael: Oh, my leg, my arm! I feel terrible!…….G2:Michael: Look, how fast! It’s cool!Maria: Be careful, Michael! It’s dangerous!Michael: Ouch!Jane: Oh! How are you feeling, Michael Michael: Ouch, my leg! I’m feeling terrible.Kangkang:I think you should see a doctor.Jane and Maria: Don’t worry, we ’ll call a taxi at once.……Ss: Ok! 该部分目的在于根据Section C-1a仿照例子创编Michael，他的朋友们以及医生和出租司机之间的对话并向全班汇报，训练学生的语言运用能力，巩固有关身体状况以及提意见的表达法。
Remark:
Stage 3（10mins）：Writing
Step Teacher activity Student activity Designing purpose
1( Individual work ) Finish Section C-3 Ask the students to help Michael to complete the note for leave.T: According to the doctor’s advice, Michael has to rest at home for a week. Look at Michael’s note for leave paper, some words are missing , please help him.T: Who’d like to tell us the answers T: Do you agree with him/her T: Good! Are there any requirements for a leaving note T: Good job! Now please try to write a note for leave by yourself.Correct the two notes as an example for the students to correct their own notes. Fill in the blanks in 3 .S1: had; hurt; stay; myself; for; get.Ss: Yes!S2: If you want to ask for leave, You should show your reason.S3: You should also tell the teacher how long you will be away.Write a note for leave by themselves.Two students write their notes on the blackboard.S1:Dear teacher：
I am Li Tao, I was ill yesterday. I feel tired. When I saw the doctor ,he told me that I need sleep, so I want to ask for two day’s leave. Thank you . Yours sincerely, Li Tao
S2:…… 该部分旨在通过帮助Michael完成请假条填空帮助学生复习巩固短文的知识点，同时向学生们展示请假条的正确写法并要求学生掌握。
2( Class work ) Ask the students to finish Section D- 2.T:Miss Wang received Michael’s leave paper and she plans to write an email to Michael. Suppose you are Miss Wang , Would you please give him some advice T: That’s fine! Ss:YesS1: Dear Michael,I’m sorry to hear that you had an accident. Are you OK now You can rest at home and take good care of yourself. And you don’t need to worry about your study. You can ask me or other students for help after you return to school. Hope you get well soon. Yours sincerely, Wang YuyueS2:…… 该部分目的在于让学生运用全书所学的提建议的表达法写一封电子邮件，综合复习和巩固本话题重要词汇和表达。
Remark：
Stage 4（8mins）：phonetic learning
Step Teacher activity Student activity Designing purpose
1(Class work) Teach and learn Section B-4a.Show phonetic cards to the students: /i:/ /eI/.T: Can you have a try to read /i:/ and /eI / one by one. T: I’d like to check two groups. The first group read 4a, if they are wrong, the second group correct, and vice verse.T: Next , I will play the recording of 4a. you please read after it and make sure you can pronounce correctly.T:You did quite well. Students read after the recording, paying attention to the sound of /i:/ and /eI/. correcting their pronunciation. 该部分通过听说，帮助学生了解字母e,a 以及字母组合ee,ai,ay的发音规则，训练他们进行单词拼读能力，同时掌握/i:/ /eI/的正确发音。
2(Class work) Teach and learn Section B-4b.T: Please listen to the conversation of 4b, and pay attention to the weak form and incomplete plosion. T: Who can have a try to read it Member 1 reads then member 2 checks.Explain the weak form of the underlined letters and the letters in the brackets. Read after the tape and imitate, and then use the phrases in 3 to practiceSs:……Listen to the teacher’s explanation carefully.Ss:…… 该部分引起学生对单词在句子中的弱读和不完全爆破的规则的注意，要求学生进行模仿和练习。
Remark：老师鼓励学生合作学习互相纠正语音错误，教师引导学生自行归纳字母和字母组合的发音规律，并运用已学过的词组句型来练习弱读和不完全爆破。
Stage 5（5mins）：Summarizing and assigning HMK
Step Teacher activity Student activity Designing purpose
1（Class activity) Summarize what the students learned today. Important language points are shown on the computer screen.T: OK. Class will be over soon, Now let’s summarize what we have learnt in this lesson. T:Wonderful!. I hope you can remember them. If you have difficulty understanding them,just turn to me or ask other students for help. All the students should know the meaning of the summary. S1: We learned the pronunciation of /i:/ and /eI /S2:We knew about how to write the note for leave.S3:…… 通过总结本节课所学知识点，让学生及时巩固新知识，加深印象。
2 (Class activity) Assign the HMK.T: After class, you need to create a dialogue about asking the patient what is wrong and give him or her some advice T: Also, please prepare Section D after class. Finish creating a dialogue after class, and prepare for the reporting tomorrow.Students learn to read vocabulary with the help of recording and the phonetic symbols, and read the dialogue after the recording.
Remark：布置家庭作业时，教师要说明检查的方式，如将书面作业，可在下节课开始时进行展示等，这样学生才会认真完成。
VI. Blackboard design
第四课时(Section C-2, 3,Section D-2,Section B-4a,4b)hurtI feel terrible /i:/ /eI/.I’m feeling terrible e aAsk for ……leave ee aiYours Sincerely ee ay ee a
10 / 10U2T1P1
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：What’s wrong with you I have a … ，以及表达关心所提的建议：You should… 和You shouldn’t…，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 don’t 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) You’d better do sth. (2) Follow the doctor’s advice. (3) Don’t worry. 呈现了一些新的短语：nothing serious, stay in bed, worry about, follow the doctor’s 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。
Topic１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.
第一课时（Section A-1a, 1b, 1c,2）
教学设计思路：
本节课主要活动为Section A 的1a，1c和2。首先教师由图片教学新单词并导入对1a的泛听，完成1b的三个选择题，接着学生通过细听1c，为听力内容中描述的图片排序并操练对话。然后完成活动２的匹配练习，最后根据1c和2，小组内两人一组创编对话，熟练运用本节课所学的新词汇和句型。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）能在口头和书面表达中正确运用以下短语：
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, shouldn’t 提建议：
You should drink enough boiled water.
You shouldn’t drink coffee or tea in the evening.
2. Skill aims:
(1) 能听懂有关日常小病的名称及相关话题。
(2) 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。
(3) 能正确朗读介绍日常小病的对话或文章。
(4) 用恰当的方式向身体不适的人提出建议。
3. Emotional aims:
通过语言学习，教会学生信任他人、关心他人，为我们的健康生活创建友爱、和谐的氛围。
4. Culture awareness:
Ⅱ. The key points and difficult points
1. 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。
2. Difficult points：
就日常小病用英语提建议。
Ⅲ. Learning strategies
1. 培养学生根据单词的构成猜单词意思的能力。
2. 识别和记忆句型可以帮助学生更流利地说英语。
Ⅳ. Teaching aids
计算机多媒体投影仪, 1c中的图片。
V. Teaching procedures
Stage 1（4mins）：Getting students ready for learning
Step Teacher activity Student activity Designing purpose
(Class activity) Get students ready for learning. Ask one student to give the daily Report.T: Today, our monitor of English would like to give a report about her sports plan. Please!T: Why does she like sports T: Can you ask more questions according to her report And who would you like to answer your question Focus their attention on the teacher. Monitor gives the report while the others listen and try to understand.A sample:I like sports. Because I want to be stronger, healthier and more beautiful. I do exercise in the gym for one hour on Wednesday morning. On Saturday afternoon, I often go to play PingPang with my father from 4:00 to 5:30. Tomorrow morning, I am going to fly a kite in the park. I think that it's good for our health to do much exercise. S1: She wants to be more beautiful;S2: To be stronger;S3:To be healthier;S4: Yes. When does she do exercise in the gym for one hour S5,Please.S5:On Wednesday morning. 该部分目的在于吸引学生注意力，以便顺利展开本课学习。
Remark: 该部分可分两步进行：第一步进行师生间常规问候，拉近师生间距离；第二步进行常规任务——值日报告。
Stage 2（4mins）：Pre-listening
Step Teacher activity Student activity Designing purpose
1( Class work ) Lead to the new topic, and teach some new word.T:Yes, if we exercise every day, we will be healthier and stronger. If you don’t take part in any sports activities, you will get ill more easily like the children here.” Present 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. T:Can you guess the meanings of backache and headache according to toothache T: When someone doesn’t feel well, we can ask them: “What’s wrong with you ” or “What’s the matter with you ” . Now you can ask and answer in pairs, using “have a cough”, “have a headache”, and “have a toothache”. Follow the teacher and learn some new words.Read the words according to the phonetic symbols and guess the meanings according to the pictures.Ss: Yes. 背痛、头痛 ……S1: What’s the matter S2:I have a cough.S3: What’s wrong with you S4: I have a headache 该部分目的在于通过激活学生已有知识来引入新单词、新句型，为本节课的活动设置情景以及做好句型准备。
2(Class work ) Ask the Ss to read through 1b. T: Betty and Kangkang are talking about illness. Let’s listen and finish 1b. First, you should look through 1b and make sure you know what to do.”T: Do you know the meaning of the word “suggest” T: Its synonym is “advise”. Look through 1b and make sure they know what to do.Ss: No.Ss: Oh, I see.
Remark：学生可通过观察 toothache这一单词的构成来猜测 backache和headache的意思。老师可顺便讲一下-ache这个后缀的含义。
Stage 3（12mins）：While-listening
Step Teacher activity Student activity Designing purpose
1(Class work) Finish 1b.Play the recording of 1a and guide the Ss to finish 1b.T: Now ,let’s listen to the conversation between Betty and Kangkang. Then try to choose the correct answers to the three questions.T: Have you got the answers Volunteers Listen to 1a and try to choose the best answers of 1b.Ss: Yes.S1:Kangkang has a toothache.S2: Betty suggests that Kangkang should see a dentist.S3: Betty hopes Kangkang will get well soon.
2(Class work) Play the recording of 1c for the students.T: Next, you will listen to several short dialogues about illness in the pictures of 1c. But they are out of order.So you need to listen and number them.T: Who’d like to tell us the right order Listen to the recording of 1c and number the pictures.S1:The right order is 4-1-3-5-7-6-2. 该部分目的在于让学生能够听音辨认出所学单词。
Remark：
Stage 4（15mins）：Post-listening
Step Teacher activity Student activity Designing purpose
1(pair work) Ask the students to practice in pairs according to the example 1c.T: Now please ask and answer in pairs after the example in 1c. Two mins for you to prepare. Then each group recommends one pair to act it out. Practice in pairs. making sure everyone can say the dialogue correctly.G1:S1: What’s wrong with you S2:I have a cough.S1: What’s wrong with him S2: He has a headache.G2:…… 该部分目的在于巩固Section A中出现的与健康和病重相关的句型和词汇。
2(Pair work) Start on 2Show pictures of new words on the screen “coffee, tea, boiled water ” with phonetic symbols. Then get the Ss to finish 2.T: Look at the pictures. Can you read the words according to the phonetic symbols T: Let’s come to part 2.Here the word “lift” means “carry” . Now you can complete the sentences with the phrases in the box. Then practice with your partner.T: Have you finished it Who can tell us the answer Look at the pictures and guess the meanings of the new words, and then pronounce them according to the pictures. Then complete the blanks in 2.Ss: Yes. coffee, tea, boiled water.S1:The right answer is 4-2-1-3.
3(pair work) Ask the students to make up new conversations according to 2 and 1c.T:It’s time for you to work in pairs. now you can make up conversations according to 1c and 2.Each group will choose the best pair to show the conversation to the whole class.T: Perfect! Practice 2 in pairs.S2:What’s wrong with you S3:I have a headache.S2:I’m sorry to hear that. I think you should stay in bed and have a good sleep.
Remark：识别和记忆句型可以帮助学生更流利地说英语。
Stage 5（5mins）：Summarizing and assigning HMK
Step Teacher activity Student activity Designing purpose
1（Class activity) Summarize the key points of section A.T: OK. Class will be over soon, Now let’s summarize what we have learnt in this lesson. What have we learned T: Perfect! Summarize Section A with the teacher.S1: We learned some names of diseases. S2:We know that when we ask about others’ illness, We should ask“ what’s wrong/the matter with ……”. S3:We can give advice using should and shouldn’t to others who is ill. 总结本课所学，帮助学生使知识条理化，再一次巩固本课的知识点。
2 (Class activity) Assign the HMKAsk the students to write down an interview according to 1c and 2Review the summary after class.Ask students to preview Section B after class by themselves. Finish the following tasks:Each student interviews one student and write their interviews down after class.Memorize the summary after class.Learn to read vocabulary with the help of recording and the phonetic symbols, and read the dialog after the recording.. 适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI. Blackboard design
第一课时(section A-1a, 1b, 1c, 2)What’s wrong with you have a fever / coughI have a bad cold. have a headache / stomachacheYou should drink enough watersee a dentist.You shouldn’t lift heavy thingsI hope you’ll get well soon.
1 / 8U2T1P2
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：What’s wrong with you I have a … ，以及表达关心所提的建议：You should… 和You shouldn’t…，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 don’t 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) You’d better do sth. (2) Follow the doctor’s advice. (3) Don’t worry. 呈现了一些新的短语：nothing serious, stay in bed, worry about, follow the doctor’s 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。
Topic１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,SectionB-4a,4b.
第五课时：Section D-1,Grammar and Functions, Project.
第二课时（Section A-3, Section B-1a,1b,1c, 2,3）
教学设计思路：
本节课主要活动为Section B -1a，2。首先教师展示图片，教学新单词terrible，flu等，由1b两个问题导入1a，学生通过对1a泛听完成1b。接着学生通过精听1a对话完成1c正误判断，然后借助图片和句子完成任务２的排列句子。最后根据３中例子运用所提供的素材编创自己的对话，让学生熟练掌握所学的有关身体病况以及相应建议的表达法和有用的句型。
Ⅰ. Teaching aims
１.Knowledge aims：
（1）能正确运用以下短语进行书面表达：feel terrible, have the flu, take some medicine, have a good rest等。
（2）能正确地运用sb. had better (not) do sth. 和Why don’t you… 提建议。
2 . Skill aims:
（1）能听懂有关日常小病的名称、对病人的关心询问及提建议的话题。
（2）能熟练地运用sb had better (not) do sth. 和Why don’t you… 针对日常小病提建议。
（3）能听懂建议性指令并作出适当反应。
3. Emotional aims:
采用游戏、角色扮演等灵活多样的学习方式，激发学生学习英语的兴趣。
4. Culture awareness:
Ⅱ. The key points and difficult points
1. Key points:
feel terrible, have the flu, take some medicine, have a good rest等短语的理解及运用。
2. Difficult points：
理解How long have you been like this
Ⅲ. Learning strategies
1. 巩固学生根据图片猜单词意思的能力。
2. 培养学生借助图片帮助听力理解的能力。
3. 更好地学习新单词和短语的方法就是能够用它们来造句。
Ⅳ. Teaching aids
计算机多媒体投影仪，教学新单词的图片。
V. Teaching procedures
Stage 1（3mins）：Getting students ready for learning
Step Teacher activity Student activity Designing purpose
(Class activity) Get students ready for learning.Ask the students to design a topic of health and give the everyday report.T: Good morning, everybody! The first two mins is for you to give the everyday report.Please! T:Good report! Boys and girls,I want to know how many pieces of advice he mentioned Focus their attention on the teacher.Report in front of the whole class. The topic is related to health.Ss:Good morning, Miss… S1:It’s time for me to do duty report. Today, I want to talk something about health. Everyone wants to be healthy.Then how to keep in good health In my opinion,We should try our best to do the following:……S2:Three. First,take exercise every day. Second,eat healthy food. And third,Do what we can to relax ourselves. 该部分的目的在于进行师生间问候和常规活动，吸引学生注意力，以便进行本节课学习。
Remark：值日生报告后可针对报告内容主动向学生进行提问。
Stage 2（6mins）：Revision and leading in
Step Teacher activity Student activity Designing purpose
1(Class activity) Play a game“I do you guess” to review the words learnt last lesson.T: Let’s play a game to relax ourselves. I’ll make a variety of unwell actions and you please guess what kind of disease I got. Prepare for guessing what kind of disease the teacher got according to his/her actions.Ss:……. 该部分目的在于复习 Section A所学的单词和短语，检查学生的掌握情况。
2(Class work) Play the recording of SectionA-3 for the students to finish A and B in 3.T: You will listen to three short conversations about physical discomfort. You need to number the pictures in A of Section A-3 first. Are you ready T:What is the right order Volunteer T: Please listen again and write down the advice,using “should” or “shouldn’t” .T:Group 3 members can have a try to report the anwers.T:You really did a good job! Listen carefully and finish 3.Ss: Yes.S1: the right order is 2-1-3.Listen and write the answers on their textbook..S2: You shouldn’t read in the sun.S3: He should see a doctor.S4: You shouldn’t eat too much. 该部分目的在于让学生重温上节课所学的对于给出他人建议的表达法。
Remark：学生在听Section A-３部分之前，教师引导学生观察图片，从而培养学生借助图片帮助听力理解的能力。
Stage 3（4mins）：Pre-listening
Step Teacher activity Student activity Designing purpose
1(Class work) Introduce the new words by showing a picture with “terrible, a bad cold, a terrible cold” on it.T: look at the picture! What’s wrong with her T: Yes, she has a bad cold, she feels terrible. Maybe she has the flu. “flu” means “a bad cold, a terrible cold”. Follow what the teacher says, and learn the new words.Ss:She has a cold.” 该部分目的在于进行新的语言输入，引入本节课所要学习的新单词terrible, flu等为接下来的听力活动做准备。
2( Class work ) Lead to 1a and ask students to complete 1b. T: Steve and Bruce are talking about illness. Let’s listen and try to choose the correct answers in 1b. Look through 1b first .T: Who knows the meaning of “suggestion” in the second question T: Yes.You are right. Now you can guess the answers. T: Please listen to the conversation between Steve and Bruce. You may tell me whether you choose the correct answers after listening. Look through the statements in 1b, making sure they know what to do.S1: “suggestion” is the noun form of “suggest”.S2: Maybe he has a headache and a cough according to the picture.S3:Perhaps Steve advise him to see a doctor.
Remark：教师可通过展示图片和创设语境的方式让学生预测和感知听力活动。
Stage 4（12mins）：While-listening
Step Teacher activity Student activity Designing purpose
1(Class work) Finish 1bPlay the tape recording of 1a for the students to check if they have guessed correctly.T: Have you got the right answers Just stand up and tell us. Listen generally and check the prediction.S1:He has a headache and cough.S2:Steve’s suggestion is taking some medicine. 该部分目的在于训练学生听音获取具体信息的能力。
2(Individual work) Ask the students to look through 1c and make sure they understand the statements. T: I’ll play the recording for the second time and stop it when necessary. Please get ready to mark T or F for the four statements in 1c.T:Which group would like to show their answers Ok! Group 2, please! T: Do you agree with them T: Well done! Look through 1c and make sure what the statements mean. And then listen to 1a and try to complete 1c.S1 :No.1 is trueS2 :No.2 is also true.S3:No.3 is false. Bruce refused to go to the hospital.S4:No.4 is true.Ss:Yes.
3(Class work) Ask the students to read after the recording.T: I’ll play the recording sentence by sentence. Please read and follow. Paying attention to your pronunciation and intonation. Read after the recording sentence by sentence,
Remark：教师可引导学生推测听力内容，培养学生借助图片及听力任务推测对话大意的能力。
Stage 5（10mins）：Post-listening
Step Teacher activity Student activity Designing purpose
1(Pair work) Ask three pairs to act out the dialogue for the whole class. Act out the dialog in pairs.
2(Class work) Explain the following language points for the students.How long have you been like this How are you feeling Feel like doing sth.You’d better take some medicine.Feel terrible ←→ feel well, be wellHave the fluTake some medicineTake you to the hospital Have a restGo to see a doctor Underline the points in their books, making sure they understand the meanings.
3(pair work) Ask the students to finish 2. T: Boys and girls, Nike is ill too. Do you want to know what’s wrong with him T: You will got it after reading a dialogue in 2 . But the dialogue is out of order. You can help number the sentences and make it a new conversation. Ok T: Which pair would like to act it out Read 2 silently, and then number the sentences.Ss:YesSs:Ok!S1:How are you feeling, Nike S2:Not so well. I don’t feel like eating.S1: what’s wrong S2: I have a terrible cold. I cough day and night.S1: I’m so sorry to hear that. Why don’t you have a good rest You’d better not go to school today.S2:Ok. Thank you. 该部分旨在让学生理解对话，并掌握一些句型。
4(Pair work) Start on 3Show a picture of “candy”. T:Candy is sweet, and children like eating candies. Old people don’t like candies, because eating too much candy isn’t healthy and it’s bad for our teeth.Show a picture of “brush”.T: Brush your teeth after you eat candies.T: Let’s work in pairs and make new conversations like the example in 3, and each group has to make up five different conversations.Explain “lie down” by showing two pictures to compare “stand” and “lie down” while students make the dialog.Ask six pairs to read their conversations, Try to understand “candy” by looking at the picture and understanding what the teacher says.Try to understand “brush” by looking at the picture and understanding what the teacher says.Every student makes his/her own dialog, with the words and verb phrases in the table of 3.
Remark：教师可让学生利用造句来更好地掌握新单词和短语。
Stage 6（5mins）：Summarizing and assigning HMK
Step Teacher activity Student activity Designing purpose
1（Class work) Show the summary to the students.T: OK. Class will be over soon, Now let’s summarize what we have learnt in this lesson. T: Good job! Summarize Section B together with the teacher.S1: We learned how to make suggestions with“had better(not)or should/shouldn’tS2: We learnt some useful phrases. Such as: feel like doing sth; feel terrible; have the flu; take some medicine; have a rest; go to see a doctor……
2 (Class work) Assign the HMK.Review the summary after class.T: after class, you need to make a survey about causes of diseases produced in our daily life.What should we do What should not be done , then report according to your own forms to the whole class tomorrow. T:Besides, please preview Section C after class. Finish the following tasks:Memorize the summary after class.Make a survey about causes of diseases produced in our daily life. And then report tomorrow.
Remark：在总结本节课所学知识点过程中，教师引导为主，学生自主总结。
VI. Blackboard design
第二课时（Section A-3, Section B-1a,1b,1c, 2,3）What’s wrong with you /What’s the matter I’m feeling terrible. feel like doing sth.How long have you been like this You had better take some medicine. You had better not work too long.Why don’t you have a good rest
5 / 14U2T1P5
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：What’s wrong with you I have a … ，以及表达关心所提的建议：You should… 和You shouldn’t…，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 don’t 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) You’d better do sth. (2) Follow the doctor’s advice. (3) Don’t worry. 呈现了一些新的短语：nothing serious, stay in bed, worry about, follow the doctor’s 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。
Topic１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１，通过阅读１完成对话下面的５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。
Ⅰ. Teaching aims
1. 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:
Ⅱ. The key points and difficult points
1. Key points:
学生能用以下结构提建议：
(1) should/ shouldn’t
(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。
Ⅲ. Learning strategies
在交际中，必要时借助手势、表情等进行交流。
Ⅳ. Teaching aids
计算机多媒体投影仪，一张水果的图片。
V. Teaching procedures
Stage 1（3mins）：Getting students ready for learning
Step Teacher activity Student activity Designing 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 and give him or her some advice T: I know that you have made up your own dialogues about asking the patient what is wrong and giving him or her some advice. Now It’s 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. What's wrong with you S1:I don't 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. You've just got a bad cold. Take these medicine, three times a day. Have a good rest and drink more water. You'll 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-task
Step Teacher activity Student activity Designing purpose
1(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. Let’s 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 1
Step Teacher activity Student activity Designing 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 2
Step Teacher activity Student activity Designing purpose
( Group work ) Design a competitionAsk the students to write down the names of different kinds of illnesses on cards.T: Let’s work in teams. Each group has to write down the names of different kinds of illnesses on different cards. Let’s 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.Let’s 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;Cough……Each 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 3
Step Teacher activity Student activity Designing purpose
(Group work) Making up dialogues.T: These are the winning team’s 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 don’t look well.How are you feeling I’m feeling ……/I feel…….I have a /the…I’m 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 don’t look well today.What’s wrong with you S2:I feel terrible.I have a toothache.S1:I’m 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）：Project
Step Teacher activity Student activity Designing purpose
(Group work) Play the game“Choosing Dr. Best”.T: Let’s 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 what’s 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/shouldn’t” 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.S1S2:You have a stomachache. you should eat hot food and shouldn’t drink cold water.S3S4: You have a backache. You’d better lie down and rest. You shouldn’t 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 HMK
Step Teacher activity Student activity Designing purpose
（Class activity) Assign the HMK:T: OK. Class will be over soon, For today’s homework, I’d 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
10 / 10U2T1P3
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：What’s wrong with you I have a … ，以及表达关心所提的建议：You should… 和You shouldn’t…，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 don’t 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) You’d better do sth. (2) Follow the doctor’s advice. (3) Don’t worry. 呈现了一些新的短语：nothing serious, stay in bed, worry about, follow the doctor’s 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。
Topic１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.
第三课时（Section C-1a,1b,1c,1d）
教学设计思路：
本节课为本单元第三课时，主要活动为1a,1d。首先教师由问题“What should we do when our friends have an accident ”导入对1a的泛读并完成短文前面的图片排序，接着学生通过略读文章在1a图片下面写上关键的动词短语，并根据这些短语描述图片。然后细读1a，完成1b表格，再根据1a中图片和1b的表格合作复述文章，完成1c。最后完成1d，用should(not)/had better(not)写下对Michael的建议，巩固并考查学生使用情态动词的能力。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）能正确运用以下短语进行书面表达：hurt his leg, fall down, call a taxi, give some pills，feel terrible, see a doctor, take sb. to…, rest at home, feel better, look after sb.等。
（2）能正确地运用过去时描述小的意外事件。
2. Skill aims:
（1）能读懂有关校园意外事件的文章。
（2）能根据图文理解相关话题，抓住大意和具体信息，并根据要求进行学习活动。
（3）能针对意外事故提出自己的建议，表示自己的关心，能用英语书面表达写出以上内容。
3. Emotional aims:
通过学习，告诫学生要健康运动，保护自己的健康。同时要学会关心他人，在意外事故发生时，要积极帮助，及时解决问题。
4. Culture awareness:
对比中国和美国看病方式的异同。
Ⅱ. The key points and difficult points
1. Key points:
用以下短语进行意外事故的描写：
hurt his leg, fall down, call a taxi, give some pills, feel terrible, see a doctor, take sb. to…,
rest at home, feel better, look after sb.
2. Difficult points：
(1) while从句的出现：
Maria flew her kite while Michael played on his skateboard.
(2) need提建议:
You need to rest at home for a week.
Ⅲ. Learning strategies
培养学生借助图片等非文字信息帮助理解的习惯。
Ⅳ. Teaching aids
计算机多媒体投影仪，教授单词的图片。
V. Teaching procedures
Stage 1（3mins）：Getting students ready for learning
Step Teacher activity Student activity Designing purpose
(Individual work) Greet and warm up.T: good morning, boys and girls!T:Before new lesson, I want to check your homework. Please read your survey in groups, and each one reads his/her homework.T: Ok! Who’d like to report his/her survey about causes of diseases produced in our daily life Oh, You please!T:Thanks for your introduction and great ideas. Focus their attention on the teacher.Ss: Good morning, Miss…Each student reads his/her homework for the others in their group, while others correct the mistakes. S1:In our daily life,a variety of common diseases are often impossible to guard against. For example,Many people may catch a cold in the spring time because they often forget to change clothes when the seasons come and go. Different people have different cures for colds. I think we should take medicine to stop the fever and running nose……. 该部分目的在于进行师生间常规问候和日常任务，鼓励学生综合应用所学知识，为本节课的学习做好准备。
Remark：教师可提前批改学生的作业，有针对性地对报告提出修改建议，并指导学生应该怎样做报告。
Stage 2（4mins）： Pre-reading
Step Teacher activity Student activity Designing purpose
1(Class activity) Show some pictures and teach the new words.T: Look at these pictures. What happened to the house and the bridge T: Yes, the house’s falling down, and the bridge is falling down as well, Do you know the meaning of “fall down” now Try to guess the meaning by looking at the pictures.Ss:倒了.Ss: Yes! 该部分旨在给学生讲解新短语，为接下来的阅读活动扫清障碍。
2(Class work) Lead in 1a.T:We give some suggestions to our friends when they are ill. How about an accident What should we do when our friends have an accident ”T:Good idea! Michael had an accident last week, then how did his friends help him. Please look at the pictures in 1a. Try to put them in the right order. Guess what happened to Michael.T: Maybe you are right. But you need to read the passage and check your guess. S1: We can take him or her to the hospital if he or she is hurt.S2: We can ask the police for help.S3: The right order should be like this: 1-6-4-3-2-5.S4: I think Michael might fall down from the skateboard.
Remark: 教师可利用图片和动作让学生感知新词汇，理解其意义。
Stage 3（15mins）：While-reading
Step Teacher activity Student activity Designing purpose
1( Class work ) Let the students read 1a silently and check if they have written the correct order.. Read 1a silently, and then they check their pre-reading work.S1:The right order is 1-6-4-3-2-5. 该部分目的在于通过阅读短文，锻炼学生通过图片进行预测和寻找具体信息的能力。
2( Group work ) Ask the students to read 1a again and write the proper verb phrases under each picture. Meanwhile teacher can explain something they don’t understand when they are writing.T: Ask for help if you don’t understand.T:“Cry” means “shout out with tears!”. And “serious” means “too bad or too terrible”. Any more T: Now you can describe the pictures by connecting the verb phrases together in groups. Volunteers T: Wonderful job! Write down the verb phrases. They may ask the teacher something they don’t understand.S2: What’s the meaning of “cry” and “serious” Ss: No more.Group 2:S1: Michael played on his skateboard in the park.S2: Michael fell down from his skateboard because he did a difficult jump.S3:The other children ran to him and ask him if he was all right.S4:Kangkang would call a taxi, Jane and Maria looked after Michael.S5: They took Michael to the hospital and the doctor told them what to do.S5: The children left the hospital.
3( Individual work ) Ask the students to read 1a for the third time and then finish 1b. Read 1a silently and finish 1b. 该部分旨在让学生进一步学习有关日常活动的表达。
4( Class work ) Ask the students to read the whole passage for the last time and look for something they don’t understand yet.Show language points on the computer screen and help students understand:While/at the same time something new fall down with a cryAre you hurt My leg really hurts.You need to rest at homeThe X-rays show that it’s not serious.…… Read and underline something they don’t understand yet.Write the language points in the books and try to understand the words and sentences. 该部分目的是让学生再次阅读文章画出语言点，让学生自己分享。
Remark：读前教师应提醒学生在意识地使用阅读策略，提高阅读效率。
Stage 4（14mins）：Post-reading
Step Teacher activity Student activity Designing purpose
1(Group work) Ask the students to finish 1c.T: I can show you the pictures in the pre-reading part one by one to help you describe. Students retell the story with the help of the pictures in 1a and the verb phrases in 1b. Ss:……. 该部分目的在于通过1b中所给的短语提示，描述图片，培养学生语言复述的能力。
2(Group work) Ask the students to finish 1d. Teacher explains “take care of” by introducing the synonymous phrase “look after”.T: I’d like one group to report your sentences. Oh, Group 3, please! They understand “take care of yourself” with the help of the synonymous phrase “look after yourself”.Group 3:S1: You’d better go and see a doctor.S2: You should rest at home.S3:You’d better not go to school for a week.S4: You should take care of yourself.S5:You should be careful when you play.S6:You’d better take two pills,three times a day. 该部分旨在巩固情态动词should(not)/had better(not)用法。
Remark：教师可根据学生的实际情况调整读后活动，使其为学生运用语言起支架的作用。
Stage 5（4mins）：Summarizing and assigning HMK
Step Teacher activity Student activity Designing purpose
1（Class activity) Show the summary to the students:T: OK. Class will be over soon, Now let’s summarize what we have learnt in this lesson. T: That’s fine! Students summarize Section C with the teacher.S1: We learned how to make suggestions with“need to do”.S2: We learnt some useful phrases. Such as: hurt his leg, fall down, call a taxi, give some pills，feel terrible, see a doctor, take sb to…, rest at home, feel better, look after sb……S3: We also learned the clause with “while”.S4: We have known how to describe a minor accident. 通过总结本节课所学知识，让学生对本节课的重点有一个整体把握。
2 (Class activity) Assign the HMK.Ask the students to review the summary after class.Ask the students to retell the story of 1a after class and prepare for reporting in the next class.Ask the students to previewSection B-4a,4b,Section C-2,3and Section D-2. Do the following tasks:Memorize the summary after class.Try to finish retelling the story after class. They have to report their homework to others in the next class.Preview Section B-4a,4b,Section C-2,3and Section D-2.
Remark：
VI. Blackboard design
第三课时（Section C-1a,1b,1c,1d）1. Maria flew … while Michael played … While/at the same time is—was2. I am going to try something new. fly—flewsomething new do—did3. fall down with a cry go—went4. Are you hurt fall—fell Did you hurt yourself run—ranAre you badly hurt hurt—hurt5. My leg really e—came My legs hurt. take—took6. The X-rays show that it’s not serious. tell—told7. You need to rest at home. leave—left are—were
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