Unit 2 Keeping Healthy Topic 2 I must ask him to give up smoking.5课时教案

U2T2P1
Unit 2 Keeping Healthy
Topic 2 I must ask him to give up smoking.
教学内容分析及课时分配建议：
本单元以Keeping Healthy 为主题。话题二主要学习有关个人卫生和饮食健康等内容。Section A部分通过谈论健康的生活习惯学习情态动词must及其否定形式 mustn’t表示必要性的用法，如You must brush your teeth twice a day. 和You mustn’t read in the sun.等。Section B部分通过对吸烟有害健康的讨论，呈现一些重要句型和词汇，比如You’d better not read in the sun.，give up等，并进一步学习情态动词had better,can,must和may的用法。同时穿插语音学习板块，学习掌握/ /,/a:/ / /的发音以及辅音加元音的连读。Section C部分通过阅读有关饮食健康的文章复习巩固情态动词must/mustn’t/may/can的同时学会运用简单的阅读策略获取信息和学会保持良好的习惯。Section D部分是对本话题的总结和复习，最后以Project探究活动形式对所学内容进行运用，培养学生的综合语言运用能力。
Topic２的的内容可以用5个课时来完成。
第一课时：Section A-1a, 1b, 1c,2,1d.
第二课时：Section B-1a,1b,1c, 2a,2b.
第三课时：Section B-3a,3b Section A-3a,3b, Section C-2.
第四课时：Section C-1a,1b,1c,3.
第五课时：Section D-1,Grammar and Functions,2, Project.
第一课时（Section A-1a, 1b, 1c,2,1d）
教学设计思路：
本节课主要活动为Section A 的1a和1d。首先教师让学生看1a图片，教学新单词tired和cause，同时导入对1a的泛听，完成1b填空并核对答案。然后根据1b的表格，完成1c的写作。再听录音２并完成连接句子和图片配上文字的活动。最后仿照1d的例子，结合２部分的建议，填表并创编对话，对新词汇和句型进行操练和巩固。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）能正确运用动名词短语做主语进行书面表达：Staying up late is bad for your health。
（2）能正确地运用must, mustn’t提建议:
You must have a good rest.
You mustn’t throw litter around.
2. Skill aims:
（1）能听懂有关影响健康的好习惯和坏习惯的对话。
（2）能熟练地运用must, mustn’t提建议。
3. Emotional aims:
通过语言学习，影响学生的自身品格，要学会辨别好习惯与坏习惯，养成好习惯，戒掉坏习惯，保持健康。
4. Culture awareness:
Ⅱ. The key points and difficult points
1. Key points:
look tired, watch a soccer game, go to bed late, put litter into dustbin, throw litter around等短语的理解及运用。
2. Difficult points：
动名词做主语的正确运用。
Ⅲ. Learning strategies
培养学生依照例子与同伴创编对话进行语言实际操作的能力。
Ⅳ. Teaching aids
计算机多媒体投影仪，短片“公益广告之《培养良好习惯，传承中华美德》”。
V. Teaching procedures
Stage 1（4mins）：Greeting and warming up
Step Teacher activity Student activity Designing purpose
1 (Class activity) Get students ready for learning.T: Good morning ,boys and girls!T: Before class,let’s play a game. Are you ready T: Let’s play the guessing game“What’s the matter ” There are some pictures about illness on PPT. But part of each picture is missing. T: You can guess according to the pictures. And please raise your hands to answer individually. If you are not correct, other group will get the chance. The group who guessed most will be the winner.T: Which group did the best Oh! Group1, congratulations! Next please give corresponding suggestions according to the situation of physical discomfort. Using modal verbs. Focus their attention on the teacher.Ss: Good morning,Miss…Ss: Yeah!Look at the pictures carefully and get ready to guess and answer . S1: She has the flu.S2: She has a fever.S3:……S4:She should lie down and have a good rest…….S5:… 该部分目的在于帮助学生复习上个话题所学的有关谈论身体状况和表达建议的语言知识以及情态动词的语法知识，并训练学生的综合运用语言技能。
Remark: 学生以完成任务的方式复习旧知识，而不是机械操练。
Stage 2（5mins）：Pre-listening
Step Teacher activity Student activity Designing purpose
1( Class work ) Play video “Developing good habits and passing down Chinese virtues” T: Habits have a great effect on a person's life. So in order to improve our living standard, we should develop more good habits and get rid of the bad ones. Watch the video and get to understand what the teacher says.Ss:Yes. 该部分旨在通过观看与本课内容相关的短片，活跃课堂气氛，使学生尽快进入英语学习状态。
2( Individual work ) Lead in 1a.Ask the students to look at the picture in 1a. Teach and learn new words“tired”and“cause”T : Look at the picture. How is Kangkang T: Yes, he looks tired. Do you know what caused it T: Well! Next we will listen to a conversation and you may know the reason. Before listening, let’s look through 1b and try to fill in the blanks. Look at the blanks in 1b. and predict what they should write while listening. S1: Not very good.Ss :No.Ss:…… 该部分目的在于呈现有关生活习惯的新单词，为接下来的听力活动做准备。
Remark：本部分可以通过图片展示和分类等方式进行教学和练习。
Stage 3（10mins）：While-listening
Step Teacher activity Student activity Designing purpose
1(Class work) Let students listen to 1a and find out the bad habit in 1a.T: I’ll play the recording for the first time without stopping. While you are listening, try to complete one task. What kind of bad habit is mentioned in the conversation Let’s begin!T: Have you got the answer Listen generally and find out the bad habit in 1a.S1: Yes! Staying up late is bad for your health.
2(Group work) Finish 1b T: OK! Next I will play the recording for the second time and stop when necessary. You please fill in the blanks in 1b.T: You can look through 1a and check your answers. Listen to 1a and try to write down the missing words in 1b.Look through 1a, focusing on the keys to 1b, and then discuss in groups.Ss:... 该部分旨在让学生听录音完成填空，训练学生抓住关键信息进行归纳的听力技能。
Remark：
Stage 4（16mins）：Post-listening
Step Teacher activity Student activity Designing purpose
1(Group work) Ask the students to finish 1c. Then let each group show one passage and a representative read the passage aloud.T: OK! Now please work in groups. Let’s change the conversation into a short passage. Try to use “because” and “should”. Students may discuss how to write in groups. Then they write it down. Each group will show one for the whole class.A sample:S1: Kangkang looks tired. Because he watched a soccer game on TV last night. He went to bed very late. As a result, he had a headache and looked tired. He should go to bed early tonight, and he’ll feel better tomorrow. 该部分旨在巩固学生对对话的理解，并锻炼学生归纳原因并给出相应建议的语言能力。
2(Class work) Show some language points on the screen for the students to understand.You look tired.What caused it I watched a soccer game on TV last night.Staying up late is bad for your health.I must have a good rest. Underline the language points in their text books:Sb. be tired/interested/ excitedMake e into beingWatched—past tenseDoing sth. is bad/ good for… must do sth.
3(Group work) Start on 2Ask the students to look through 2 to find something they don’t understand. Show pictures of “litter” and “dustbin” on the screen.Play the recording.T: I’d like one group to report their answers. Volunteers Finish 2 with the guide of the teacher.S1:You should/must put litter into the dustbin.S2:You shouldn’t stay up late.S3:You should do morning exercises every day.S4:You mustn’t throw litter around.S5:Don’t read in the sun.S6:You should brush your teeth twice a day. 该部分目的通过听句子与图片连线，巩固学生在听力中获取关键信息的能力，并根据听力使用情态动词完成为图片配上文字的活动。
4(pair work) Ask the students to fill in the blanks in 1d.Then make new conversations according to 1d and 2.T :It’s time for you to work in pairs. now you can make up conversations based on the example in 1d and 2. T:Which pair would like to report your conversation Discuss in pairs, making the new conversation orally according to the example in 1d and 2Each pair has to prepare well with the help of each other.S1:I feel bad because I went to bed very late last night.S2:Oh, staying up late is bad for your health. You shouldn’t stay up late at night. 该部分主要通过仿编对话活动形式，发展学生读和说的能力，兼顾语言输入和输出，帮助学生在应用的过程中巩固情态动词must/mustn’t的用法。
Remark：此环节可先进行２部分，以便学生在完成1d任务中的创编对话时有更多词汇进行练习。
Stage 5（5mins）：Summarizing and assigning HMK
Step Teacher activity Student activity Designing purpose
1（Class work) Show the summary to the students. Including vocabulary and the structure: the modal verb+verbT: OK. Class will be over soon, Now let’s summarize what we have learnt in this lesson. What have we learned and what can you do after this lesson T:Can you make a sentence with it T:A good example. Anything else Summarize Section A with the teacher S1: We learned how to use the structure of “ the modal verb+verb” S1: Yes. For example, we must brush our teeth twice a day . S2:We knew how to use “because”and “should” in our writing.S3:……. 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 work) Assign the HMK.Review the summary after class. Ask the students to write their conversations similar to 1d after class. Ask students to preview Section B after class by themselves. Finish the following tasks:Memorize the summary after class.Write their conversations after class. Learn to read vocabulary in Section B with the help of the 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：在总结本节课所学知识点过程中，教师主要起引导作用，把主动权交给学生，培养学生积极思考，认真总结的习惯。
VI . Blackboard design
第一课时（Section A-1a, 1b, 1c,2,1d）You look tired. I must have a good rest. What caused it Staying bed late is bad for your health. put litter into dustbinI watched a soccer game on TV last night.
4 / 10U2T2P4
Unit 2 Keeping Healthy
Topic 2 I must ask him to give up smoking.
教学内容分析及课时分配建议：
本单元以Keeping Healthy 为主题。话题二主要学习有关个人卫生和饮食健康等内容。Section A部分通过谈论健康的生活习惯学习情态动词must及其否定形式 mustn’t表示必要性的用法，如You must brush your teeth twice a day. 和You mustn’t read in the sun.等。Section B部分通过对吸烟有害健康的讨论，呈现一些重要句型和词汇，比如You’d better not read in the sun.，give up等，并进一步学习情态动词had better,can,must和may的用法。同时穿插语音学习板块，学习掌握/ /,/a:/,/ /的发音以及辅音加元音的连读。Section C部分通过阅读有关饮食健康的文章复习巩固情态动词must/mustn’t/may/can的同时学会运用简单的阅读策略获取信息和学会保持良好的习惯。Section D部分是对本话题的总结和复习，最后以Project探究活动形式对所学内容进行运用，培养学生的综合语言运用能力。
Topic２的的内容可以用5个课时来完成。
第一课时：Section A-1a, 1b, 1c,2,1d.
第二课时：Section B-1a,1b,1c, 2a,2b.
第三课时：Section B-3a,3b Section A-3a,3b, Section C-2.
第四课时：Section C-1a,1b,1c,3.
第五课时：Section D-1,Grammar and Functions,2, Project.
第四课时（Section C-1a,1b,1c,3）
教学设计思路：
本节课主要活动为Section C -1a和3。首先教师组织学生进行小组竞赛，将所学食物名称分类并导入1a，学生通过阅读1a完成1b，把生活习惯与相应的学生匹配。再次阅读1a，完成1c正误判断的练习并核对答案。最后参照1a中的头脑风暴获得的信息完成３，写一篇关于早餐的短文。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）能归类学习表达食物的名词：
Vegetables: tomato, cabbage, potato, pumpkin
Meat: beef, chicken, fish, egg
Fruits: strawberry, apple, banana, pear, orange, grape, watermelon
Staple: wheat, rice
Drink: juice, honey
Fast food: biscuit, potato chips, hamburger, sandwich, moon cake
Sweets: ice-cream, candy, chocolate
（2）能正确地运用下列短语对食物的健康与否进行描写：
eat too much salt, cause illness, be weak, a healthy drink, drink a glass of milk, eat many
vegetables, keep…healthy, be on one’s plate, be delicious
2. Skill aims:
(1）能听懂有关食物名词的对话或文章。
（2）能用英语熟练的说出已学过的各种食物的名称。
（3）有兴趣读并且能读懂有关食物类的文章。
（4）能正确地运用食物名称写出一份健康的一日三餐的食谱。
3. Emotional aims:
健康饮食，关心他人，将健康生活的理念传播给周围的人。
4. Culture awareness:
均衡饮食保持身体健康。
Ⅱ. The key points and difficult points
1. Key points:
能正确地运用下列短语对食物的健康与否进行描写：
too much salt, cause illness, be weak, a healthy drink, drink a glass of milk,
eat many vegetables, keep…healthy, be delicious
2. Difficult points：
(1) 对标题本身的理解：What Mothers Said to Eat
(2) 文章中出现的宾语从句和状语从句。
Ⅲ. Learning strategies
1.通过归类学习，提高学习食物名词的效率。
2.通过单词与食物图片的对应记忆，让学生明白图片能帮助他们更快的记住表示食物
的单词。
Ⅳ. Teaching aids
计算机多媒体投影仪。
V . Teaching procedures
Stage 1（5mins）：Warming up and leading in
Step Teacher activity Student activity Designing purpose
1(Group work) Greet and warm up.T: Good morning, boys and girls!
T: Before today’s new lesson, let’s have a debate. The subject for the debate is Hu Fei always studies late in the night. Is it good or bad Group 1, 3, 5 debate against Group2, 4, 6. Time is limited. Ready Go!T: As you said, everything has two sides. But absolutely, Hu Fei always studies late in the night. Disadvantage is more than Benefits. Do you think so Focus their attention on the teacher.Ss: Good morning, Miss…!A1 from Group1 shows their idea: A1: It’s good. Hu Fei will be better in his study.B1 from Group2 shows their idea:B1: It’s bad. Studying late in the night is bad for our health.C1 from Group3 shows their idea:C1…………Ss: Yes! 该部分目的在于通过辩论的形式复习上节课所学内容，同时活跃课堂气氛，吸引学生注意力，便于进行本节课学习。
Remark：辩论的主题也可设计成抽签形式。
Stage 2（5mins）：Pre-reading
Step Teacher activity Student activity Designing purpose
1(Group work) Show the picture in 2, helping students finish pre-reading work. T:We have learned many kinds of foods. Now I need one student of each group to write the answers to 1 of 1a on the blackboard. T: Good work! Let’s read them loudly together. Finish pre-reading work. They may discuss in groups.Each student writes one item. Other students add some missing words.S1:Vegetables: tomato, cabbage, potato, pumpkinS2:Meat: beef, chicken, fish, eggS3:Fruits: strawberry, apple, banana, pear, orange, grape, watermelon S4:Staple:wheat,rice,dumplings,noodles.Ss:…… 该部分导入新词汇和话题，通过小组竞赛形式来复习上节课所学的食物名称。同时通过预测文章大意等活动为下面的阅读理解做准备。
2(Individual work) Lead in 1aT: Everyone! Look at the blackboard please! Today we’ll learn the passage “What Mothers Said to Eat”. How do you understand the title T: Is that true Let’s come to the passage! Guess the meaning of the title.S1: Mother eats something. S2:Mother says something.
Remark: 当我们把词汇进行分类的时候，我们会更容易地记住它们。
Stage 3（12mins）：While-reading
Step Teacher activity Student activity Designing purpose
1( Class work ) Ask the students to read 1a silently and quickly and make sure what the topic means.T:Now! Boys and girls, please read 1a silently and quickly, then you can find the key sentence to help you understand the meaning of this topic.T: Do you understand now Read 1a silently and quickly and try to get the general idea to help understand the title.Ss:……Ss: Yes. It means that mothers always tell their children what they should eat.
2( Class work ) Let the students read 1a silently again and finish 1b.T: Now two mins for you to read 1a again and then match the sentences with the pictures in 1b.T: could somebody tell me the answer Read 1a silently and match.S1:The right answer is A-D-B-C. 该部分训练学生使用阅读策略进行阅读理解，并从阅读中获取饮食健康信息的能力。
3( Individual work ) Ask the students to read 1a for the third time and finish 1c.T: This time You have to read the passage carefully and circle True or False for the five statements of 1c. If it’s false.　please correct it.T: Who wants to go first T: Wonderful! Finish 1c.Ss:……S2:No.1 is true. S3:No.2 is false. Maria’s teeth were not strong because she liked eating candy or ice cream.S4: No.3 is true S5: No.4 is trueS6: No.5 is true
Remark：阅读短文时，教师应培养学生使用阅读策略帮助阅读理解的能力，并采用不同的活动，训练学生对短文内容进行转换与归纳的能力。
Stage 4（14mins）：Post-reading
Step Teacher activity Student activity Designing purpose
1(Class work) Deal with the language points in 1a.What mothers said to eat.Mothers always tell their children what they should eat.Be careful not to eat too much salt or sugar.Maria’s teeth were very weak, so her mother said that she mustn’t eat too much candy or ice cream.Every morning before she left for school, she had to drink a glass of milk because her mother was always watching her.As soon as Michael saw it, he got mad.He was surprised to find that it was delicious.Provide some phrases on the blackboard:be careful (not) to do sth.eat too muchcause illnessbe weaka healthy drinkeat many vegetablesa glass of milkkeep healthy be delicious Try to understand the difficult points in 1a and take some notes. 该部分旨在让学生能够理解一些句式的结构及运用。
2(Class work) Let students discuss 2 of 1a in pre-reading work and write it down.T: Everyone! I want to know the food you usually eat. Please write it in the blanks in 2of 1a.T:Do you think you have a healthy eating habit T:It’s your turn to write a short passage about your breakfast. The structures in 1a may help you.Correct the two passages as an example for the students to correct their own passages. Write down the food they usually eat for three meals during a day.Ss: OK!Ss:Yes/No.Two students write their passages on the blackboard.A sampleS1:I eat breakfast everyday, because it’s important to my health. At first, I did not like eating breakfast, but my mother forced me to eat. Every morning, my mother prepared delicious breakfast for me, such as milk, egg, bread and others. Gradually, I liked having breakfast. I feel energetic after having breakfast. Having delicious breakfast brings me a happy day. I hope everyone can build this healthy habit. 该部分通过完成写作，巩固有关表达。
Remark：
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 and what can you do after this lesson Summarize Section C with the teacher S1: We learned some important phrases. Such as, be careful not to do sth; force sb. to do sth; get mad; be surprised to do sth. And so on.S2:We knew how to have a healthy diet.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.Memorize the English names of food.Read through Section A-C to prepare for Section D.Require the students to write a passage: My eating habit. Finish the following tasks:Memorize the words after class.Review Section A-C to prepare for Section D. Write the passage after class, which they have to show to others the next lesson. 通过家庭作业的布置培养学生课后复习和课前预习的良好学习习惯。
Remark：总结本节课所学知识点过程中，以教师引导为主，学生自主总结。
VI . Blackboard design
第四课时（Section C-1a,1b,1c,3）
What mothers said to eat. Mothers always tell …what they …Be careful not to eat too much salt or sugar.…so her mother said that …… because her mother…As soon as Michael saw it, he got mad.He was surprised to find that it was delicious. eat too muchcause illnessbe weaka healthy drinkeat many vegetablesa glass of milkkeep healthy be delicious
11 / 11U2T2P3
Unit 2 Keeping Healthy
Topic 2 I must ask him to give up smoking.
教学内容分析及课时分配建议：
本单元以Keeping Healthy 为主题。话题二主要学习有关个人卫生和饮食健康等内容。Section A部分通过谈论健康的生活习惯学习情态动词must及其否定形式 mustn’t表示必要性的用法，如You must brush your teeth twice a day. 和You mustn’t read in the sun.等。Section B部分通过对吸烟有害健康的讨论，呈现一些重要句型和词汇，比如You’d better not read in the sun.，give up等，并进一步学习情态动词had better,can,must和may的用法。同时穿插语音学习板块，学习掌握/ /,/a：/ / /的发音以及辅音加元音的连读。Section C部分通过阅读有关饮食健康的文章复习巩固情态动词must/mustn’t/may/can的同时学会运用简单的阅读策略获取信息和学会保持良好的习惯。Section D部分是对本话题的总结和复习，最后以Project探究活动形式对所学内容进行运用，培养学生的综合语言运用能力。
Topic２的的内容可以用5个课时来完成。
第一课时：Section A-1a, 1b, 1c,2,1d.
第二课时：Section B-1a,1b,1c, 2a,2b.
第三课时：Section B-3a,3b Section A-3a,3b, Section C-2.
第四课时：Section C-1a,1b,1c,3.
第五课时：Section D-1,Grammar and Functions,2, Project.
第三课时（Section B-3a,3b Section A-3a,3b, Section C-2）
教学设计思路：
本节课主要活动为Section B -3a,３b ,Section A-3a,3b。首先教师出示音标卡片，学生跟学Section B -3a,3b,掌握/ /,/a：/ / /的发音以及辅音加元音的连读。然后通过判断Section A-3a所列出的生活方式健康与否，并给不健康的生活方式提出建议，并用Section A-3a中信息仿照Section A-3b例子编对话，练习选择疑问句及其肯定和否定回答，以及情态动词的用法。最后通过看Section C-2中图片与单词配对的练习，对新单词进行识记，并讨论Danny的饮食习惯是否健康。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）学生能掌握/ /,/a：/和/ /的发音，了解句子中单词连读规则，辅音加元音的连读。
（2）能正确运用选择疑问句及其回答；--Is … good or bad for our health
--It’s good/bad.
（3）对下列食物名词的记忆及运用：
tomato, cabbage, ice cream, watermelon, potato, potato chips, sandwich, strawberry,
beef, biscuit, salt, sugar。
2. Skill aims:
（1）学生能正确辨别/ /,/a：/和/ /的发音，注意语音语调和连读。
（2）能听懂选择疑问句并做出正确的回答。
（3）能根据图片信息书面描述活动。
3. Emotional aims:
从本课内容中得到关于健康生活和良好习惯培养的启发。
4. Culture awareness:
Ⅱ. The key points and difficult points
1. Key points:
(1) 学习和掌握/ /,/a：/和/ /的发音；区分/ /,/a：/以及/ /在单词中的读音。
(2) 动名词做主语的正确运用。
2. Difficult points：
动名词做主语的正确运用。
Ⅲ. Learning strategies
连读使我们的英语听起来很流畅，其中的一种方式是辅音与元音的连读。
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（4mins）：Getting students ready for learning
Step Teacher activity Student activity Designing purpose
(Class work) Greet and warm up.Ask the students to design a special topic of the harm of smoking and give the everyday report.T: Good morning, everybody! The first two mins is for you to give the everyday report T: How many kinds of dangers of smoking did S1 mention What are they T: The good news is that more and more people realize the dangers of smoking, if you have this habit, quit as soon as possible. Focus their attention on the teacherReport in front of the whole class. The topic is related to the harm of smoking.Ss:Good morning, Miss… S1:It’s up to me to do today’s duty report. I want to talk about the harm of smoking. Many people like to smoke, but most of them know that smoking is harmful, there are many harmful effects of smoking, for example: First, smoking can cause many diseases, some even life threatening. Second, smoking is not only harmful to themselves, but also affect non-smokers’ health. Third, …….S2:Four.They are ……. 该部分目的在于进行常规任务，锻炼学生听说能力。
Remark：常规任务可为值日报告、英语小游戏、英文歌曲欣赏等。
Stage 2（13mins）：Revision and Phonetic learning
Step Teacher activity Student activity Designing purpose
1(Class work) Ask students to play a drill chain game: T: Today, we are going to play a new game. Look at these pictures about bad habits. According to the natural order of seats. The first student says the bad habit in the picture, and the next student gives suggestions using “should/shouldn’t/must/mustn’t”, and so on. Ready Go! Get ready to make up their own dialogues according to the pictures.S1:-He throws litter around. S2:-He should put litter into the dustbin.S3:- She goes to bed late. S4:-She shouldn’t stay up late. S5:-……. 该部分的目的在于复习上节课所学生活习惯的有关表达，通过表演对话的方式，检测学生对基本句型的掌握情况，训练学生的听说能力。
2( Class work) Present Section B-3a.Show phonetic cards to the students: / /,/a：/ / /T: Now we’re going to learn some phonetic symbols. Look at this phonetic card / /, can you read it T: Please read the following words after me . fun cut come fund duck luck.T: I’d like two students from each group read to compare who reads better.T:Look at this phonetic card /a：/ Read it together after me .T:OK. I want one group to read these words. Well, group4 please!Show/ / in the same way.T: Next I will play the recording of 3a. Paying more attention to the sound of / /, /a：/, / /. Ｒead / / one by one .Ss: fun cut come fund duck luck.S1:……S2:……Ss: ……G4:S1:farm S2:card S3:calmS4:park S5:mark S6:armA volunteer group read one by one. Read and imitate 3a.Try to distinguish the sound of / /,/a：/,/ /. 该部分通过看音标读单词、在单词中区别两个相似音标的读音的练习，复习巩固字母组合及相应的音标。
3（Class work） Present Section B-3b.T: Let’s listen to a nice chant. While you are listening, you have to write down the key phrase for each picture in 3b. Are you clear T: Who’d like to report your answer T: Ok! I’ll play the recording sentence by sentence. You should follow it and do remember, liaison makes our English sound smooth, and one type of it is to link a consonant with a vowel.T: Let’s enjoy the chant. And then we’ll have a competition of reading 3b. Ss: Yes!Choose the proper phrases from the chant.S1: Wash hands for the first picture, have a bath for the second picture, open the window for the third one and early to rise for the last one.Imitate sentence by sentence, paying attention to the liaison in the chant.Volunteers will read 3b, and they will get points. 该部分通过听，跟读押韵小诗，了解句子中单词连读规则，辅音加元音的连读。
Remark：连读使我们的英语听起来很流畅，其中的一种方式是辅音与元音的连读。
Stage 3（18mins）：Grammar learning
Step Teacher activity Student activity Designing purpose
1( Pair work ) Start on Section A-3a.T: Boys and girls! We all know that healthy living habits bring many benefits , so good habits are important to our lives. Let’s come to SectionA-3a on page 36,please check whether the following habits are good or bad. If they are bad, write good ones using “should, had better ”or “must”.T: Look at the pictures of “long fingernails” on the screen. fingernail means 指甲 in Chinese.T: “without breakfast” means “not eat breakfast”. Any questions T:Ok Time’s up. Who’d like to try first T: Nice job! Let’s have a try to make new sentences like: Doing sth. is good/bad for…Walk to see who is not taking part in the activity. Explain some difficult points that the students may ask.. Finish Section A-3aS1: What’s the meaning of keeping fingernails long S2: How to understand “without breakfast” Ss: No!S1:Going to bed early is good for your health.S2:Getting up late is bad for your health. You should get up early.Each group makes the new sentences in their own groups, and each one must say one sentence. 该部分通过判断所列出的生活方式健康与否，并给不健康的生活方式提出建议，考查学生对于句子的理解和掌握，同时增长学生的生活常识。
2( Pair work ) Let students finish 3b.T: Let’s work in pairs. Ask and answer the questions based in 3a.Check the students’ pair work. Each group shows one dialogue. Make dialogues by imitating the example, and they may try to use “Wow!”, “My god” to show their attitude. They may practice in pairs.Two representatives from each group read their new conversations about 3b aloud.S1:Is going to school without breakfast good or bad for our health S2:It’s bad.S1: Wow! I must go to school after breakfast. 该部分通过两人一组用3a中信息仿照例子编对话，练习选择疑问句及其肯定和否定回答，以及情态动词的用法，提高学生口头表达能力。
３(Group work ) Show the picture in Section C-2. Teach and learn new words about foods. T: Look at the pictures about foods, let’s learn their English names.T: Look at the foods that Danny eats and discuss if they are healthy. If not, give your advice. For example, I think it’s not healthy to eat a lot of meat for lunch, because they are rich in oil. Eating too much meat may cause illness. Now show your opinion!T: You are wonderful today. Learn new words by pronouncing the phonetic syllables, knowing the meanings by watching the Pictures: Ss: tomato, cabbage, ice cream, watermelon, potato, potato chips, sandwich, strawberry, beef, biscuitS1: Eating sandwich and potato chips for breakfast is not healthy. Because they can make you fat and sleepy.S2: Eating rice with meat is healthy. But eating a lot of meat is unhealthy.S3: Eating fish and strawberries for dinner is healthy. But eating ice cream is unhealthy. S4: Eating candy, chocolate and biscuit at night is bad for our health.S5: Eating ice cream every day is bad for his teeth and stomach.S6:…… 该部分主要是通过这个活动锻炼学生对本话题中的重要词汇和句型的实际运用。
Remark：在交谈中使用像“真的？”“有意思！”“我的神啊！”“哇！”等来表明你的态度。
Stage 4（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. Summarize today’s lesson together with the teacher.S1: We learned the pronunciation of / /,/a：/,/ /; S2:We knew that doing can be the subject. 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.Ask the students to prepare for a discussion in groups:Is it good or bad Is it healthy or unhealthy Prepare Section C after class. Groups will debate with each other.Students learn to read vocabulary with the help of recording and the phonetic symbols, and read the passage after the recording.
Remark：
VI. Blackboard design
第三课时（Section B-3a,3b Section A-3a,3b, Section C-2）. / /,/a:/,/ / —Is going to bed early good or bad for your health have a bath —It’s good/bad
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Unit 2 Keeping Healthy
Topic 2 I must ask him to give up smoking.
教学内容分析及课时分配建议：
本单元以Keeping Healthy 为主题。话题二主要学习有关个人卫生和饮食健康等内容。Section A部分通过谈论健康的生活习惯学习情态动词must及其否定形式 mustn’t表示必要性的用法，如You must brush your teeth twice a day. 和You mustn’t read in the sun.等。Section B部分通过对吸烟有害健康的讨论，呈现一些重要句型和词汇，比如You’d better not read in the sun.，give up等，并进一步学习情态动词had better,can,must和may的用法。同时穿插语音学习板块，学习掌握/ /,/a:/ / /的发音以及辅音加元音的连读。Section C部分通过阅读有关饮食健康的文章复习巩固情态动词must/mustn’t/may/can的同时学会运用简单的阅读策略获取信息和学会保持良好的习惯。Section D部分是对本话题的总结和复习，最后以Project探究活动形式对所学内容进行运用，培养学生的综合语言运用能力。
Topic２的的内容可以用5个课时来完成。
第一课时：Section A-1a, 1b, 1c,2,1d.
第二课时：Section B-1a,1b,1c, 2a,2b.
第三课时：Section B-3a,3b Section A-3a,3b, Section C-2.
第四课时：Section C-1a,1b,1c,3.
第五课时：Section D-1,Grammar and Functions,2, Project.
第二课时（Section B-1a,1b,1c, 2a,2b.）
教学设计思路：
本节课主要活动为Section B -1a,2a。首先教师由调查“Does your father smoke ”导入1a，学生通过对1a听音完成1b。然后再次精听1a对话完成1c短文填空并借助所填入的词汇尝试复述1a，接着通过观察2a中的图片补全对话，理解和掌握2a中出现的语法和句型。最后小组讨论完成2b。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）能正确运用以下短语巩固动名词短语做主语的书面表达：
read in the sun, give up smoking, go to school without breakfast, take a walk,　study late, drink enough water
（2）能正确地运用must, mustn’t进行劝告或提建议：I must ask him to give up smoking.
（3）学生能正确理解句型与词汇，如：You’d better not read in the sun.　He thinks smoking can　help him relax.等。
2. Skill aims:
（1）能听懂有关影响健康的好习惯和坏习惯的话题。
（2）能熟练地运用must, mustn’t提建议。
（3）能正确朗读有关影响健康的好习惯和坏习惯的对话或文章。
3. Emotional aims:
通过语言学习，得到关于健康生活和良好习惯的启发，戒掉坏习惯，并帮助他人戒掉坏习惯，保持健康。
4. Culture awareness:
　　吸烟对健康及社会的危害。
Ⅱ. The key points and difficult points
1. Key points:
本课的重点词汇和短语。
2. Difficult points：
不同情态动词在情感色彩上的区别。
Ⅲ. Learning strategies
1. 培养学生提前预习的习惯。
2. 善于创设情境，在情境中提高语言交际能力。
Ⅳ. Teaching aids
计算机多媒体投影仪，与吸烟有关的文章。
V. Teaching procedures
Stage 1（6mins）：Getting students ready for learning
Step Teacher activity Student activity Designing purpose
1(Class activity) Get students ready for learning.Ask the students to design a topic of habits and give the everyday report.T: Good morning, everybody! The first two mins is for you to give the everyday report. T: What can you learn from his report T: Good job! Focus their attention on the teacher.Report in front of the whole class. The topic is related to the habits.Ss:Good morning, Miss… S1:It’s my turn to do duty report. Today, I’d like to talk about habits.All students need to have good study habits. When you have good study habits, you can learn things quickly. You also remember them easily. Do you like to study in the living-room This is not a good place because it is usually too noisy. You need to study in a quiet place, like your bedroom. A quiet place will help you only think about one thing, and you will learn better. Before you begin to study, do not forget to clean you desk. A good desk light is important, too. You'll feel tired easily if there is not enough light.S2:We should study in a quiet place.S3:We must choose a good desk light. 该部分的目的在于活跃课堂气氛，使学生尽快进入英语学习状态，为本课学习做好准备。
2(Pair work) Choose several pairs to act out their conversations. Choose the best pair to award.T: I’ll check your homework now. Each group can elect one pair to show their conversation. The best pair will be awarded. Act out their dialogues similar to Section A-1d S1:I feel bad because I had a toothache.S2:Oh, Eating too much candy is bad for your teeth. You should eat less candy and brush your teeth twice a day.S3:……S4:…… 该部分旨在检查学生作业完成情况。
Remark：学生做与本课内容相关的值日报告，尽可能运用所学的句型。
Stage 2（4mins）：Leading in
Step Teacher activity Student activity Designing purpose
(Individual activity) Play a game with the students: “Guessing game”. Teacher wraps a cigarette in a piece of colorful paper and makes it looks like a candy T: Please guess what it is inside. Open the “candy”. It’s a cigarette. Show a picture with “smoke” on the screen, asking the students.T:Is smoking good or bad for our health ” T:Does your father smoke If so, please put up your hands.T : What should you do if your father smokes T:You did quite well. Students are interested in “Guessing game”. They may answer like this:S1:Candy S2:A pen S3:Chalk Students say “Wow” or they laugh.Understand “smoke” and answer .Ss:Smoking is bad for our health. ”Some students put up their hands.S1&S2…: I should/must ask him to give up smoking. 该部分旨在引入本课主题。
Remark:
Stage 3（3mins）：Pre-listening
Step Teacher activity Student activity Designing purpose
( Individual work ) Go on with the topic: Show an article about smoking to the students, explaining “cancer” in Chinese, and then shows another article, to help the students to understand “article”. Let the students look through 1b, then play the recordingT: Now Wang Junfeng and Maria are talking about smoking. Let’s listen to their conversation and try to get the answers to the three questions in 1b.Before listening, please look through the questions. Follow the teacher to understand the meanings of “article” and “cancer”.Look through 1b to prepare for listening. Ss:…… 该部分旨在呈现本课新单词，为接下来的听力活动做准备。
Remark：本部分词汇可以通过图片等方式进行教学和练习。
Stage 4（11mins）：While-listening
Step Teacher activity Student activity Designing purpose
1(Class work) Play the recording of 1a and ask the students to finish 1bT: I’ll play the tape recording of 1a for you and stop it when necessary. Please try to write the answers to the three questions.T: I’ll play the recording of 1a for the second time without stopping. Then you can check your answers in groups.T: Have you finished filling Volunteers T: Do you agree with them T: Good job! Listen generally and try to write down the answers to the three questions.S1: He is reading an article about smoking in the newspaper.S2: Because he thinks smoking can help him relax.S3: because smoking is bad for our lungs and it can even cause cancer.Ss: Yes! 该部分要求学生听1a对话并回答开放式问题，训练学生有针对性地获取关键信息的能力。
2(Group work) Finish 1cT:There is a passage related to their conversation. But some words are missing, please listen to the recording one more time and help find the missing words.T: Could somebody tell me the answer Finish 1c.S1: article; smokes.S2: relax; badS3:cause;give up
Remark：听前教师给予学习策略指导，引导学生进行预测。
Stage 5（12mins）：Post-listening
Step Teacher activity Student activity Designing purpose
1(Pair work) Ask the students to practice 1a in pairs.T: Now let’s work in pairs and read the dialog in roles. And I’ll ask some pairs to read and act it out later. Is 2 minutes enough Practice 1aSs: Yes!
2(Class work) Show some language points on the screen for the students:An article about smokingHelp him relaxSmoking is bad for his health.His teethThe article says…I must ask him to give up smoking. Underline the language points in their text book.prep. doinghelp sb. do sth.doing sth. is…tooth--teethsays/writesmust do sth. give up doing sth.
3(Class work) Ask the students to read 1c individually. Try to retell the story according to the words they wrote just now. Read 1c,and try to retell the story according to the words they wrote just now.
4(Pair work) Lead in 2a.T:There are some other ways to give suggestions. Please look at the pictures in 2a and choose the correct sentences to complete each description.T:Who can tell me the answer T: Please read 2a again and mark H(Healthy) or U(Unhealthy) for the five statements in 2b. Read and finish 2a.S1:The order is a-c-d-b.Ss:……Find out the reasons by connecting relevant sentences in 2a and 2b. Then write down five shortpassages after class.A model:S2:Li Hua often goes to school without breakfast. It’s bad for her health. Because breakfast gives us energy for the morning. 该部分的设计目 的旨在让学生通过图片补全对话，考查学生对句子的理解；通过判断生活习惯是否健康，考查学生对生活常识的运用。
Remark：此活动可进行分解，以降低难度。同时，教师可分步骤、分层次抽查学生的活动成果。
Stage 6（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: Perfect! Summarize Section B together with the teacher.S1: We learned some important phrases. Such as, give up doing sth. show sth. to sb. take a walk. S2:We Know how to give advice with “must” and“mustn’t”.S3:……. 该部分的目的在于引导学生总结和巩固本课所学内容，培养学生及时总结和复习的良好学习习惯。
2 (Class activity) Assign the HMK.T: For today’s homework, I’d like you to review the words and dialogue in Section B. And design a special topic of the harm of smoking and prepare for reporting tomorrow. Then preview Section A-3a,3b, Section B-3a,3b and Section C-2 after class. Finish the following tasks:Memorize the words and dialogue in Section B after class.Search the Internet or newspaper for the information about the harm of smoking. Then write a passage.learn to read vocabulary with the help of recording and the phonetic symbols, and read the dialog after the recording.
Remark：教师也可通过练习的方式帮助学生总结和复习。
VI. Blackboard design
第二课时（Section B-1a,1b,1c, 2a,2b.）
(1) an article about smoking(2) help him relax(3) Smoking is bad for his health.(4) his teeth(5) The article says…(6) I must ask him to give up smoking. Zhang Ming usually takes a walk after the meal. It’s good for his health. Walking is a good exercise. It can make us strong.
12 / 12U2T2P5
Unit 2 Keeping Healthy
Topic 2 I must ask him to give up smoking.
教学内容分析及课时分配建议：
本单元以Keeping Healthy 为主题。话题二主要学习有关个人卫生和饮食健康等内容。Section A部分通过谈论健康的生活习惯学习情态动词must及其否定形式 mustn’t表示必要性的用法，如You must brush your teeth twice a day. 和You mustn’t read in the sun.等。Section B部分通过对吸烟有害健康的讨论，呈现一些重要句型和词汇，比如You’d better not read in the sun.，give up等，并进一步学习情态动词had better,can,must和may的用法。同时穿插语音学习板块，学习掌握/ /,/a:/ / /的发音以及辅音加元音的连读。Section C部分通过阅读有关饮食健康的文章复习巩固情态动词must/mustn’t/may/can的同时学会运用简单的阅读策略获取信息和学会保持良好的习惯。Section D部分是对本话题的总结和复习，最后以Project探究活动形式对所学内容进行运用，培养学生的综合语言运用能力。
Topic２的的内容可以用5个课时来完成。
第一课时：Section A-1a, 1b, 1c,2,1d.
第二课时：Section B-1a,1b,1c, 2a,2b.
第三课时：Section B-3a,3b Section A-3a,3b, Section C-2.
第四课时：Section C-1a,1b,1c,3.
第五课时：Section D-1,Grammar and Functions,2, Project.
第五课时（Section D-1,Grammar and Functions,2, 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２。首先学生通过听１短文完成图片排序，并使用情态动词为图片配文字。然后复习Grammar中情态动词的更多用法，通过互动，操练Functions 中有关健康生活习惯的相关表达。接着，通过阅读２，选择正确的词汇补全短文，训练学生正确使用情态动词的用法及一些重要短语。最后完成Project 的调查问卷，通过自己的问卷结果写出建议，巩固本话题所学的词汇与句型。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）能复习和巩固掌握正确认读课后单词表中的单词。
（2）能正确把握情态动词在具体语境中的运用，能正确地用情态动词进行口头和书面
复合表达。
2. Skill aims:
（1）能听懂有关健康饮食的对话或文章。
（2）能熟练地运用食品名词，为三餐设计健康的食谱，并能就饮食提出自己有益的建议。
（3）能正确地运用情态动词，结合食品名词，写一篇有关如何保持健康的文章。
3. Emotional aims:
通过本课学习，让学生明白日常生活中具体的健康生活习惯有哪些，督促他们养成健康生活的好习惯，摒弃坏习惯。
4. Culture awareness:
Ⅱ. The key points and difficult points
1. Key points:
用以下短语造句并提出建议：take shower often, wash hands before meals, tidy our room,
open the window, drink sour milk, spit in public
2. Difficult points：
填空中对情态动词的正确选择。
Ⅲ. Learning strategies
通过看图听听力和综合填空等多种练习，归纳情态动词的用法。训练学生归纳知识的能力。
Ⅳ. Teaching aids
计算机多媒体投影仪。
V. Teaching procedures
Stage 1（5mins）：Getting students ready for learning
Step Teacher activity Student activity Designing purpose
(Class activity) Get students ready for learning.T: Good morning, everybody! The first two mins is for you to give the everyday report. The report is related to your eating habit. Who’s turn to do it T: Can you ask any questions according to her duty report T: Any more questions T: You are wonderful today. Focus their attention on the teacher.S1:It’s my turn to report. With my mother’s good care my eating habit is very good. I often eat porridge in the morning. Sometimes my mother prepares some pickles for me. Sometimes I will put an egg into the porridge to have the egg porridge. At noon, I will eat in school canteen. Sometimes I will have noodles. At night, my mother often prepares a big meal for me. After dinner, I will eat some fruit. S2: What does she often eat in the morning S3: Porridge.S4: Does she often go home for lunch S5: No, she eats in the school canteen.S6:…… 该部分学生在课前已作为家庭作业完成，教师的主要任务是检查学生作业完成情况。
Remark：该部分可分两步进行。第一步进行师生间问候，拉近师生间距离；第二步检查学生的作业。
Stage 2（12mins）：Task 1
Step Teacher activity Student activity Designing purpose
1(Group work) Let the students to look through 1 and say a phrase corresponding to each picture.T: Everyone, let’s turn to page 41and enjoy some pictures. You can write down a phrase below each picture.T: Who can have a try T:Different ideas T: OK! let’s listen and check. Try to write a phrase corresponding to each picture.Ss:……S1:wash hands, open the window, put litter into the dustbin, tidy the room, spit on the street, S2:The next-to –last one is make his bed. 该部分旨在让学生看图片预测即将听到的内容。
2(Group work) Play the recording of 1.T: I’ll play the recording of 1. Please listen and number the pictures first.T: Could somebody tell me the answer T: Do you agree with him T: Well. I’ll play the recording of 1 again and pause when necessary. Then check if you have written the right phrases, OK T: Do you have different ideas about the next-to -last one Listen and number the pictures.Ss:……S1: The right order is 1-5-3-6-2-4.Ss: Yes!Ss: OK!Ss: No. Tidy our rooms is right. 该部分目的在于通过听录音排序，训练学生获取听力信息的能力，并巩固描述健康生活习惯的有关表达。
3(Class work) Ask the students to make sentences according to 1.T: Now you can make sentences with the phrases you wrote just now and the structures in the box. Please have a try. Is two mins enough T: I’d like one group to say the sentences clearly. Which group wants to go first OK! Group5 please! Make sentences orally, using the the phrases and the structures in the box.Ss: Yes!Each student in group5 will say one sentence clearly. S1: We should take shower oftenS2: We must wash hands before mealsS3: We mustn’t spit in publicS4: We mustn’t drink yoghurtS5: We should tidy our roomS6: We should open the windowto keep the air fresh 该部分旨在让学生使用情态动词为图片配文字，巩固学生对情态动词用法的掌握。
Remark:
Stage 3（7mins）：Task 2
Step Teacher activity Student activity Designing purpose
( Individual work ) Check Grammar and Functions T: I’ll offer four or five minutes for you to read through Section A-C. Pay more attention to the usage of modal verbs. Then fill in the blanks.T: Volunteer groups can show your answers.T: Are there any wrong parts T: That’ fine. Go through Section A-C quickly.Group1:S1: You mustn’t throw litter around.S2: He thinks smoking can help him relax.S3: It can even cause cancer.S4: I must ask him to give up smoking.S5: May I borrow your newspaper and show it to my father Group3:S1: Staying up late is bad for your health.S2: It’s bad/good for your health.S3: Don’t read in the sun.S4: It will keep you active during the day.Ss: No. 该部分旨在引导学生复习情态动词用法及健康生活习惯的表达，培养学生的口语表达能力。
Remark：教师应注意引导学生自己归纳本话题所学语法和功能，教师尽量减少对学生的控制。
Stage 4（13mins）：Task 3
Step Teacher activity Student activity Designing purpose
1.(Class work) Show a picture of cigarette with phonetic syllables and lead in 2. T:Do you smoke T:Who smokes around you T: Smoking is bad for our body. Body here means health, pointing to my body and your body. And Smoking can cause illness. Smoking can cause disease.T:Smoking harms our body while here “harm” means “be bad for”.T:Smoking is bad for our health. Smoking harms smokers and us. (Teacher acts a gesture of smoking.) It can cause disease. Let’s read 2 about smoking and try to complete the passage with the correct words.T:Have you got the answer T: Great! Read the phonetic syllables and understand the meaning, answering the questions.Ss: No.S1: My fatherS2:my uncle.Get to realize what the teacher says. And try to understand the word “disease” by understanding synonymous “illness”.Understand “harm” by understanding “be bad for”.Students read silently and try to finish 2.Ss: Yes!S1: Some people think that smoking can help them relax. In Fact,…… 该部分是通过阅读短文训练学生正确使用情态动词。
2.(class activity) Design exercises about the following phrases and structures:take shower often, wash hands before meals, tidy our room, open the window, drink sour milk, spit in public.not only…but…as soon as…be surprise to do sth.force sb. to do sthgive up doing……… Have to know the phrases and structures. Then students try to do the exercise correctly, paying attention the differences.
Remark：学生独立完成２部分内容，检验学生灵活运用知识的能力。
Stage 5（3mins）：Project
Step Teacher activity Student activity Designing purpose
(Group work) Let the students finish testing in project.T: Let’s have a test and see how healthy you are.T: What’s your total score And exchange your paper to see who is the healthiest in your group.T: Good . We know that healthy living habits are important to our lives. I hope you write a passage about how to keep healthy. You may use the questions in the project as a guide. Finish the project in group.Ss:……Discuss in groups 通过两人一组做有关于健康的问卷调查，训练学生的口头表达能力，最后布置短文进行描述，巩固本话题所学的词汇与句型，让学生在真实语境下综合运用本话题所学的知识。
Remark：教师可以设计多样活动，学生依据表格进行对话和写作。
Stage 6（2mins）：Assigning HMK
Step Teacher activity Student activity Designing purpose
（Class activity) Assign the HMKT: OK. Class will be over soon, For today’s homework, I’d like you to write a passage about how to keep healthy. And remember the main functions and grammar in Topic2 and preview Topic 3 in Unit 2. Finish the following tasks:Preview the vocabulary and the dialogue in Section A of Topic 3. 该部分目的在于布置家庭作业。
Remark：
VI . Blackboard design
第五课时（Section D-1,Grammar and Functions,2, Project）
We should/shouldn’t…We must/mustn’t …Don’t spit in public.Tidy our room. take shower oftenwash hands before mealsspit in publicdrink yoghurttidy our roomopen the windowkeep the air fresh
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