Unit 2 Keeping Healthy Topic 3 Must we exercise to prevent the flu教案（5份）

U2T3P2
Unit 2 Keeping Healthy
Topic 3 Must we exercise to prevent the flu
教学内容分析及课时分配建议：
本单元以Keeping Healthy 为主题。话题三以如何预防流行性感冒为话题，创设情境帮助学生学习询问建议的表达和运用顺序过渡词层次清晰地发表自己的看法，在此基础上了解如何保持身体健康，怎样预防疾病、怎样正确地进行锻炼等相关知识。Section A部分通过记者采访Dr. Li，学习用first, second, third, finally使语意表达连贯，掌握情态动词must的一般疑问句及其肯定回答和否定回答，并能运用情态动词should, had better和must的正确形式表达建议。Section B部分通过Kangkang给他的爸爸电话留言这件事，体现了医生的忙碌和重要性，并学习打电话，留口信的交际用语及书写电话留言条，同时掌握反身代词的用法。此外还要求了解字母组合cle, ddle, ple, ble, ften, ttle的读音，学习连读、弱读和不完全爆破的语音规则并能正确拼读和辨音。Section C部分通过李医生有关保持健康的报告，让学生清楚日常生活中应该如何保持健康，同时训练学生从短语到句子再到短文的语言输出能力。Section D部分是对本话题的总结和复习，最后通过Project中制作相关话题的英文小报活动对所学内容进行积极应用和自主拓展学习探究。
Topic 3的的内容可以用5个课时来完成。
第一课时：Section A-1a, 1b, 1c, 1d.
第二课时：Section A-3,2, Section B-1a,1b,1c.
第三课时：Section B-2a,2b ,3a,3b.
第四课时：Section C-1a,1b,1c,2,3.
第五课时：Section D-1a,1b,Grammar and Functions, Project.
第二课时（Section A-3,2, SectionB-1a,1b,1c）
教学设计思路：
本节课主要活动为Section A-2,Section B -1a,1c。首先学生展示作业Section A-3，接着教师通过图片展示的方式引入Section A-2(A)中生病症状的单词。通过对Section A-2听音完成A,B。然后听Section B-1a对话复习打电话用语并完成1b留言条信息。最后根据1c提供的电话留言仿编对话，训练学生使用英语打电话及留口信。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）能正确拼读并运用下列单词与短语： sore, Internet, throat，leave a message，give sb. the message，tell sb. (not) to do。
（2）能用以下短语进行口头和书面的表达: take some cold pills ，go to crowded places，work on the Internet too long，play sports too much等。
（3）学生能听懂并运用打电话用语Can I leave a message Sure , go ahead.等的句型。
2. Skill aims:
（1）能比较流利地谈论有关预防流感的话题。
（2）能熟练地运用should, had better, must提建议。
（3）能听懂有关电话留言的对话或文章。
（4）能正确写出电话留言。
3. Emotional aims:
通过对话学习，了解医生的忙碌，要学会理解医生。提醒自己要保持健康。
4. Culture awareness:
Ⅱ. The key points and difficult points
1. Key points:
（1）take some cold pills, go to crowded places, play sports too much等短语的理解及运用。
（2）学习打电话，留口信的交际用语。
2. Difficult points：
Ⅲ. Learning strategies
通过学生讲电话和电话留言的相互转换学习，培养学生的信息转换能力。
Ⅳ. Teaching aids
计算机多媒体投影仪。
V. Teaching procedures
Stage 1（3mins）：Getting students ready for learning
Step Teacher activity Student activity Designing purpose
(Class activity) Check the homework.T: Good morning ,boys and girls!T: I think all of you have finished your homework. Now, let’s check it together.T: I need three students to write their sentences on the blackboard. Two sentences each student. volunteers Focus their attention on the teacher.Ss: Good morning, Miss…All the students read their homework to their partners, correcting mistakes when reading.Three students from different groups do it as well as they can.S1:We should exercise often to prevent the flu. We had better see a doctor when we have the flu.S2:We should keep away from crowded places to prevent the flu. We had better take a shower often to prevent the flu.S3:We must keep the air fresh to prevent the flu. We had better change clothes often. 该部分的目的在于检查学生上节课的作业，使其注意力回归课堂，以便进行本节课学习。
Remark：教师在进行作业检查时可选取不同层次的学生进行检查。
Stage 2（4mins）：Pre-listening
Step Teacher activity Student activity Designing purpose
1(Class work) Show some pictures and teach new words in SA-2.T: Let’s enjoy some pictures. Look at this, what is he doing T: Yes, he is surfing the Internet. Do you know “Internet” T: That’s right. And look at this picture. What’s wrong with her T: Yes, and she has sore throat as well. Do you know sore throat now T: Sore throat, cough and fever are all symptoms of illnesses, symptoms means 症状in Chinese. Understand the meanings of “Internet”, “sore throat” and “symptoms”.Ss: He is playing computer games.Ss: Yes , 因特网.Ss:She has a cough.Ss: Yes. 该部分旨在呈现本课新单词，为接下来的听力活动做准备。
2(Class work ) Play the recording of SectionA-2 and let the students finish A and B of 2.T:Let’s turn to page 44 and look through the words in A of SectionA-2. You can predict what you are going to listen to.T: So clever! Now you please read the symptoms in A and make sure you know their meanings. Look through the names of illnesses in Section A-2(A), make sure they know what they are going to listen to, preparing for listening. Ss: The symptoms.Ss:……
Remark：教师可采用图片直观呈现词汇和短语。
Stage 3（16mins）：While-listening
Step Teacher activity Student activity Designing purpose
1(Class work) Play the recording of 2. T: I’ll play the recording of 2, please listen carefully and then circle the symptoms that you hear. Are you ready Go!T: Are there any volunteers to report the answer T: Well done! Let’s look at part B. What will we do next T: Good. Let’s listen to the recording of 2 again and check the advice you hear. Ready Go! T: Have you got the answer Any volunteers T: Great! Listen and finish A of 2. Ss:S1: I can hear the following symptoms: fever, headache, sore throat and cough.S2:We’ll check what we should do and what we should not do in the passage we hear.Listen and finish B of 2.S3: I can hear the following advice: We should drink lot’s of boiled water and lie down and take a good rest; We shouldn’t go to crowded places and shouldn’t eat hot food. 该部分通过听段落学习描述生病症状和给出相应的建议。
2(Class work) Play the recording of 1a. Finish 1b while listening to 1a. 通过1a,1b部分的学习，复习电话用语以及学习电话留言和写留言条。
3(Class work) Play the recording of 1a and ask the students to read with.T: Please read after the recording sentence by sentence. Pay attention to your pronunciation and intonation.T: One more time and please read at the same speed and I’ll ask some pairs to read and act it out later.T: It’s time for you to act it out. Which pair wants to go first Read after the recording sentence by sentence, paying attention to the pronunciation and intonation.Ss:……Follow the recording and read at the same speed .Make sure they can read 1a correctly.Ss:……
Remark：教师可提示学生在听的过程中可用缩写形式来记录所听内容，听完后再将信息完善。
Stage 4（12mins）：Post- listening
Step Teacher activity Student activity Designing purpose
1(Individual work) Deal with the language points in 1a.T: Can you make sentences using “should/ shouldn’t, had better (not), must /mustn’t” Please have a try!(1) speak to sb.(2) be busy(3) ring sb. up(4) leave a message(5) tell sb. (not) to do sth(6) give sb. the message(7) do sth. (by) oneself Underline the language points in their text book and make some sentences.S1:You shouldn’t speak to her so aloud.S2:He should be busy now.S3: Must I ring him up now S4: You had better leave him a message.S5:Must I tell him not to come again S6: I must give the message to her myself.S7:We should do our homework ourselves.
2(Pair work) Lead in 1c.T: Let’s work in pairs. You can make up a new conversation according to the telephone message in 1c.T: Time’s up. And who hasn’t got the chance T: Great! Anybody else Read the message in 1c and do it.S1: Hello! May I speak to Judy S2: Sorry, she isn’t in nowS1: Oh, can I leave a message S2: Sure,go ahead.S1: This is Betty speaking. Kangkang’s father will give a talk at 3:00 p.m. today. Please tell her to be on time and not to forget to take her camera.S2: OK, Betty. I’ll give her the message.S1: Thanks. Goodbye!S2: Bye! S3:……S4:…… 该部分的设计目 的旨在让学生根据提供的电话留言仿编对话，训练学生使用英语打电话和留口信。
Remark：学生通过看，读，写活动掌握留言条的格式和写法。
Stage 5（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: You really did a good job! Summarize Section B together with the teacher.S1: We learned some important phrases. Such as, take some cold pills ，go to crowded places , leave a message，give sb. the message，tell sb. (not) to do sth. S2:We Know the expressions about making telephone calls and leaving messages. S3:……. 该部分的目的是总结和巩固所学语言知识。
2 (Class work) Assign the HMK.Review the phrases in and dialoguein Section A-2(B) and Section B.Ask the students to discuss the message format. Then make up a note: some student was away from school because of illness. Ask the students to preview Section B-2a,2b, 3a,3b after class. Finish the following tasks:Memorize the phrases and dialogue in Section A-2(B) and Section B after class.Write a note about sb’s leave after class.Preview Section B-2a,2b, 3a,3b after class.
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 A-3,2, Section B-1a,1b,1c）speak to sb. from:…… to:…… be busy date:…… time:…… ring sb. up message:…… leave a messagetell sb. (not) to do sthforget to do sth.give sb. the messagegive a talk
11 / 11U2T3P4
Unit 2 Keeping Healthy
Topic 3 Must we exercise to prevent the flu
教学内容分析及课时分配建议：
本单元以Keeping Healthy 为主题。话题三以如何预防流行性感冒为话题，创设情境帮助学生学习询问建议的表达和运用顺序过渡词层次清晰地发表自己的看法，在此基础上了解如何保持身体健康，怎样预防疾病、怎样正确地进行锻炼等相关知识。Section A部分通过记者采访Dr.Li，学习用first,second,third,finally使语意表达连贯，掌握情态动词must的一般疑问句及其肯定回答和否定回答，并能运用情态动词should,had better和must的正确形式表达建议。Section B部分通过Kangkang给他的爸爸电话留言这件事，体现了医生的忙碌和重要性，并学习打电话，留口信的交际用语及书写电话留言条，同时掌握反身代词的用法。此外还要求了解字母组合cle,ddle,ple,ble,ften,ttle的读音，学习连读、弱读和不完全爆破的语音规则并能正确拼读和辨音。Section C部分通过李医生有关保持健康的报告，让学生清楚日常生活中应该如何保持健康，同时训练学生从短语到句子再到短文的语言输出能力。Section D部分是对本话题的总结和复习，最后通过Project中制作相关话题的英文小报活动对所学内容进行积极应用和自主拓展学习探究。
Topic 3的的内容可以用5个课时来完成。
第一课时：Section A-1a, 1b, 1c, 1d.
第二课时：Section A-3,2, Section B-1a,1b,1c.
第三课时：Section B-2a,2b ,3a,3b.
第四课时：Section C-1a,1b,1c,2,3.
第五课时：Section D-1a,1b,Grammar and Functions, Project.
第四课时（Section C-1a,1b,1c,2,3）
教学设计思路：
本节课为本单元第四课时，主要活动为1a,1b,1c。首先由学生结对完成pre-reading task导入对1a的速读并找出每段主题句，再读1a完成1b的文章结构图。然后再次阅读1a，完成1c。接着写下2中对文章的概述并借助关键词逐段复述文章内容。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）能正确运用以下短语：
have healthy eating habits, make …adj, keep sb. healthy, keep fit, stay safe, first aid,
help oneself to…, stay away from…, say no to sth.
（2）能正确地运用各种句式提出建议：
You need to do…
Don’t …
It’s necessary to…
Be happy…
You must…
You should…
2. Skill aims:
（1）能听懂有关如何保持健康的对话或文章。
（2）能正确地用英语和同学谈论如何保持健康。
（3）能有兴趣地阅读并且能读懂有关保持健康的文章。
（4）能正确地运用所学的短语及句式写出一篇如何保持健康的文章。
3. Emotional aims:
关注生命，保持健康，将健康生活的思想传播给周围的人。
4. Culture awareness:
Ⅱ. The key points and difficult points
1. Key points:
对下列短语动词的记忆及运用：
have healthy eating habits, keep you healthy / fit, stay safe, stay away from…
2. Difficult points：
（1）health 和healthy的区别。
（2）happen的用法。
（3）对Be happy to be healthy. 的理解。
Ⅲ. Learning strategies
（1）主题句概括了段落的中心意思。
（2）理清文章中代词it 和they指代的内容能帮助学生更好地理解文章意思。
Ⅳ. Teaching aids
计算机多媒体投影仪，关于健康题材的短片。
V. Teaching procedures
Stage 1（4mins）：Getting students ready for learning
Step Teacher activity Student activity Designing purpose
(Group work) Greet and warm up.T: Hello, everyone!T: Before this lesson, I’d like to check your homework. First, read your passages in groups, and each one reads his/her homework. Then select the most excellent one.T: Which group wants to go first T: Other students may ask more questions according to S1’s passage.T: Who would you like to answer you T: Any more questions T: Thanks for your great ideas. Focus their attention on the teacher.Ss: Hello, Miss…Each student reads his/her homework for the others in their group, while others correct the mistakes. Then the best one get ready to report.Group 3:S1: It's important for us to keep healthy. I think we should have a healthy diet every day .We should eat more fruit and vegetables instead of junk food. We'd better get up early in the morning and not go to bed too late at night. It's good to take more exercise, such as running, swimming and bike riding. It's not good to spend too much time watching TV.…….S2:How many pieces of advice did S1 give S2: S3,please!S3:Four.First,…….Second,……Ss:…… 该部分目的在于通过检查学生的作业，激活学生的已有知识，也为本节课学习活动做好准备。
Remark：
Stage 2（5mins）：Pre-reading
Step Teacher activity Student activity Designing purpose
1(Class work) Show a short video about health to the Ss.T: Let’s enjoy a short video. And tell me your opinions after watching.T: You can talk freely.T: Good ideas! Thank you. Watch the video attentively.Ss:……S1: Bad health gives nothing.S2:Health is far more important than wealth.S3:Even though you have little money, you can still live a happy life with a healthy body. 该部分旨在吸引学生注意力，激发学习兴趣。
2(Pair work) Ask the students to finish pre-reading task of 1a .T:It’s time for you to work in pairs. Please check if the following habits are good . If not, give your advice.T: Can you say something about keeping healthy. For example, what can we do to keep healthy Discuss in pairs to finish pre-reading task.S1:The first habit is good.S2: The second is not good. Potato chips belong to fried food. They are bad for our health. So we should eat them less.S1:The third one is not good…….S3:Eat healthy food, exercise more, change clothes often, etc.S4:…… 该部分通过学生结对讨论1a中习惯的好坏并针对坏习惯提出建议的活动，复习有关句型，并导入本课部分内容的学习，激发学生的学习兴趣。
Remark: 教师在引入阅读活动时，可以让学生根据文章题目和图片猜测文章大意。
Stage 3（12mins）：While-reading
Step Teacher activity Student activity Designing purpose
1( Class work ) Ask the students to skim 1a and find out the topic sentence of each paragraph.T: Let’s read the passage about keeping healthy quickly. Then underline the topic sentence of each paragraph.T: Volunteers Guide the students to sum up the ways of finding the topic sentences.T: Do remember, the topic sentence expresses the main idea of a paragraph. Skim 1a quickly to find out the topic sentence of each paragraph.Ss:…S1:Para1. You need to have healthy eating habit. S2:Para 2. Playing sports can also help you keep fit. S3:Para 3. Happiness is important for your health.S4: Para4. You must stay away from smoking and drinking. Volunteers read out the topic sentences they found. 该部分通过略读找出每段的主题句，训练学生归纳文章大意的阅读技能。
2( Group work ) Ask the students to finish 1b.T: Let’s look through the chart in 1b. Please read 1a silently and try to complete the structure of the text. T: You may discuss in groups after you finish 1b.T: Could somebody tell me the answer . Finish 1b.Ss:…S1: The first one :Have healthy eating habits. ……
3( Individual work ) Ask the students to read 1a again and finish 1c.T: Let’s read 1a again and think about what the red words “it” and “they” refer to in the passage. Do remember: Finding out what “it” and “they” refer to in sentences can help you better understand the passage.T: Does anyone know the answer Finish 1c.Ss:…S1:“It” in paragraph1 refers to breakfast. S2:“Them” in paragraph2 refers to sports.S3: “It” in paragraph3 refers to happiness.S2:“They” in paragraph4 refers to many students.
Remark：主题句概括了段落的中心意思；理清文章中代词it 和they指代的内容能帮助学生更好地理解文章意思。
Stage 4（15mins）：Post-reading
Step Teacher activity Student activity Designing purpose
1( Class work ) Deal with some language points.Explain the differences between “health” and “healthy”.Explain the usage of “happen”.Show more language points on the computer screen and help students understand:have healthy eating habits, make …adj, keep sb. healthy,keep fit, stay safe, first aid, help oneself to…, stay away from…, say no to sth.You need to do…It’s necessary to……… Read and underline something they don’t understand yet.Understand:It’s good for our health.We should keep healthy.Being healthy is very important.Understand:What happens The accident happened two days ago.This story happened in 1989.Write the language points in the books and try to understand the words and phrases.
2(Class work) Ask the students to finish 2T: Next you need to fill in the blanks in 2 according to the chart of 1b and then try to retell the passage like this.Lead the students to analyze the structure of the passage by showing the sequence paragraph by paragraph:Topic sentence 1: Have healthy eating habits. (1) breakfast---give … energy(2) fruit and vegetables---good(3) fast food---fat, unhealthyTopic sentence 2: Playing sports safely.(1) playing sports---fit(2) accidents---stay safe(3) learn first aidTopic sentence 3: Be happy.(1) happiness---health(2) be ill---try to…(3) feel ill---unhappyTopic sentence 4: Stay away from smoking and drinking.(1) cool---smoke and drink(2) smoke or drink---cause illnesses(3) say no to---smoking and drinkingAsk the students to retell the passage in groups.Ask the students to connect all the sentences together. Fill in the blanks of 2.Follow what the teacher says and then retell 1a paragraph by paragraph.Retell the story with the help of the verb phrases in 1b. Each group cooperates to retell the whole passage, and each student can retell at least one paragraph. Connect all the sentences, and they almost repeat the Passage.
3(Group work) Guide the Ss to retell 1a according to step 2. Try to retell 1a.
Remark：可分段进行复述，降低难度。
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. Summarize Section C with the teacher S1: We learned some important phrases. Such as, have healthy eating habits, keep you healthy / fit, stay safe, stay away from…S2:We Know the difference between health and healthy. S3:……. 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 memorize the summary after class.Ask the students to　finish Section C-3Read through Sections A-C, and prepare for Section D. Finish the following tasks:Memorize the summary after class.Finish Section C-3Review Sections A-C to prepare for Section D.
Remark：
VI. Blackboard design
第四课时（Section C-1a,1b,1c,2,3）
Topic sentence 1:Have healthy eating habits.(1) breakfast—give … energy(2) fruit and vegetables—good(3) fast food—fat, unhealthy Topic sentence 2: Playing sports safely.(1) Playing sports—fit(2) accidents—stay safe(3) learn first aid Topic sentence 3: Be happy.(1) happiness—health(2) be ill—try to…(3) feel ill—unhappy Topic sentence 4: Stay away from smoking and drinking.(1) cool—smoke and drink(2) don’t smoke or drink—cause illnesses(3) say no to—smoking and drinking
13 / 13U2T3P3
Unit 2 Keeping Healthy
Topic 3 Must we exercise to prevent the flu
教学内容分析及课时分配建议：
本单元以Keeping Healthy 为主题。话题三以如何预防流行性感冒为话题，创设情境帮助学生学习询问建议的表达和运用顺序过渡词层次清晰地发表自己的看法，在此基础上了解如何保持身体健康，怎样预防疾病、怎样正确地进行锻炼等相关知识。Section A部分通过记者采访Dr. Li，学习用first, second, third, finally使语意表达连贯，掌握情态动词must的一般疑问句及其肯定回答和否定回答，并能运用情态动词should, had better和must的正确形式表达建议。Section B部分通过Kangkang给他的爸爸电话留言这件事，体现了医生的忙碌和重要性，并学习打电话，留口信的交际用语及书写电话留言条，同时掌握反身代词的用法。此外还要求了解字母组合cle,ddle,ple,ble,ften,ttle的读音，学习连读、弱读和不完全爆破的语音规则并能正确拼读和辨音。Section C部分通过李医生有关保持健康的报告，让学生清楚日常生活中应该如何保持健康，同时训练学生从短语到句子再到短文的语言输出能力。Section D部分是对本话题的总结和复习，最后通过Project中制作相关话题的英文小报活动对所学内容进行积极应用和自主拓展学习探究。
Topic 3的的内容可以用5个课时来完成。
第一课时：Section A-1a, 1b, 1c, 1d.
第二课时：Section A-3,2, Section B-1a,1b,1c.
第三课时：Section B-2a,2b ,3a,3b.
第四课时：Section C-1a,1b,1c,2,3.
第五课时：Section D-1a,1b,Grammar and Functions, Project.
第三课时（Section B-2a,2b ,3a,3b）
教学设计思路：
本节课主要活动为Section B -2a, 3a,3b.教师首先让学生谈论2a的图片，导入2a，通过对2a的听音，补全对话。然后听第二遍2a，完成2b，理解并总结反身代词的用法。接着教师出示音标卡片，学生跟学3a,3b，了解字母组合cle,ddle,ple,ble,ften,ttle的读音，学习连读、弱读和不完全爆破的语音规则并能正确拼读和辨音，最后对本课所出现的一些语法功能项目进行巩固练习。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）能正确运用反身代词进行听、说、读、写的学习活动。
（2）了解字母组合cle,ddle,ple,ble,ften,ttle的读音并掌握连读、弱读和不完全爆破的读音规则。
2. Skill aims:
(1）能准确朗读对话和句子，注意语音语调。
（2）能正确地运用反身代词themselves, myself, yourself, himself。
（3）能正确模仿连读、弱读和辅音连缀。
3. Emotional aims:
4. Culture awareness:
Ⅱ. The key points and difficult points
1. Key points:
反身代词的运用：themselves, myself, yourself, himself, give him the message myself, finish
it by myself, they have problems themselves
2. Difficult points：
语音中的连读和爆破的准确把握。
Ⅲ. Learning strategies
像him,her这样的词在与其它词连在一起时，h通常是不发音的。
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（7mins）：Getting students ready for learning
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, I’d like to check your homework. It is about a note of sb’s leave. You can share your messages in groups first. Then select the best one. Greet and warm up.Ss: Good morning, Miss…Each student reads his/her homework for the others in their group, while others correct the mistakes. Then hand in the most excellent one.A sample:Dear Miss---,I am sorry to trouble you that I catch a cold. I want to ask you for one day’s leave. Yesterday I went out with my friends and caught a rain. Now I feel very bad. I will study in bed and finish my homework. Yours, Peter 该部分旨在检查学生的作业完成情况，与学生分享他们的收获。
2(Group work) Ask the students to make up new dialogues according to the messages which they handed in. T: Now I’ll offer you four mins to prepare the dialogues according to the message. You can design two situational dialogues. “Calling to ask for leave” or “The head teacher call back after receiving the message”.T: Which pair would like to have a try T: Excellent! Make up dialogs according to their homework.S1: Hello, may I speak to Ms. Yang S2: Sorry, she is having a class.S1: Oh, can I leave a message S2: Sure, go ahead.S1: This is Xiaohong, her student. Please tell her I have a bad cough, so I can’t go to school today.S2: Ok,Xiaohong. I’ll give her the message.…….S3:Hello, this is Ms.Yang. May I speak to Xiaohong S1:Hello, Ms.Yang , this is Xiaohong.S3: How are you now, Xiaohong S1: Not well, thank you. I have a bad cough and I can’t go to school.S3: I’m sorry to hear that. You had better go to see a doctor and have a good rest.S1:Yes, I will. Thank you, Ms.Yang.S3:I hope you’ll be better soon. Bye.S1:Thank you . Bye. 该步骤复习所学过的生病症状描述、电话用语、电话留言和提意见的句型。学生根据本组组员的留言条表演对话，复习检测对所学知识的掌握情况，为下一阶段的教学做准备。
Remark：在检查作业时可以采取教师抽查学生、学生互查、小组长检查本组成员的方式，对不同层次的学生进行检查。对于完成情况好的学生，教师要给予积极的评价。
Stage 2（14mins）：Grammar learning
Step Teacher activity Student activity Designing purpose
1( Class work) Show the picture of 2a and lead in.T: What can you see in the picture T: What are they doing T: If you were Mom, what would you say to the girl T: If you were the girl, what would you say to the Mom Talk about the picture with the teacher.Ss: A mother and a daughter.Ss: The mother is cleaning the room while the daughter is watching TV.S1:I would say :“You shouldn’t watch TV too much, it’s bad for your eyes.”S2: You are right. I’ll turn it off at once.
2( Class work) Ask the students to finish 2a.T: Let’s come to the conversation between the daughter and the mother. First please observe the missing part of 2a and tell me what you should fill in.T: Clever boy! Now I’ll play the recording of 2a. Listen carefully and fill in the blanks.T: Have you finished filling It is very easy, do you think so T: Do you agree with her T: Great! When we give somebody some advice, we may use them. Let’s sum up the ways to give suggestions:T: Good. Please read the conversation in pairs. Get ready for listening and fill in the blanks in 2a.S1:We should fill in auxiliary verbs or modal verbs.Ss:……S2: had better not; must; can’t; should; why not; may; may; can.Ss: Yes!Ss: should/shouldn’t; had better/had better not; Why don’t you.. Why not… must/mustn’t ; need to doRead 2a in pairs. 该部分目的在于通过创设情景巩固学过的情态动词，呈现反身代词，为2b作铺垫。
3( Class work) Sum up the function of reflexive pronouns.T: Can you say something about reflexive pronouns T: You are so great! Know the emphatic function of reflexive pronouns.S1:反身代词是一种表示反射或强调的代词。它的基本含义是：通过反身代词指代主语 ( http: / / baike. / view / 1209.htm" \t "_blank )，使施动者把动作在形式上反射到施动者自己。因此，反身代词与它所指代的名词 ( http: / / baike. / view / 26580.htm" \t "_blank )或代词形成互指关系，在人称 ( http: / / baike. / view / 266377.htm" \t "_blank )、性质、数上保持一致。比如：我自己、你自己、他自己、我们自己等等。这就是反身代词。S2: 反身代词又称自身代词。其构成可以归纳为“一、二物主、三宾格”，即：第一、二人称的反身代词分别由其相应的形容词性物主代词加后缀“-self / -selves”构成，第三人称的反身代词则由其相应的人称代词宾格形式加后缀“-self / selves ”构成。
4( Class work) Play 2a again so that the students finish 2b and the do some exercises.T: There are several reflexive pronouns appeared in the dialog. What are they Please listen again and circle the reflexive pronouns. Ready Go!T: Have you got the answers Together, please!T: OK! Let’s do some exercise to practice the usage of reflexive pronouns.Such as:I can’t finish it by (me)You should do it (you)But I guess they may have problems (they)……. Listen to 2a again and try to circle the reflexive pronouns and finish some exercises.Ss:……Ss: myself; yourself; themselves.Do the exercise to master the usage of reflexive pronouns.S1: I can’t finish it by myself (me).S2: You should do it yourself (you).S3: But I guess they may have problems themselves (they). 该部分旨在引入本课重点语法项目—反身代词。
Remark:在听2a前可以先讨论图片以此降低听的难度，建议学生在听的过程中注意力放在获取填空信息上;教师在完成2b后，可将2b中含有反向代词的句子挖空进行练习。
Stage 3（9mins）：Phonetic learning
Step Teacher activity Student activity Designing purpose
1( Class work ) Show phonetic cards one by one.T: Now we’re going to learn some phonetic symbols. Look at the phonetic cards /kl/,/dl/ can you read them T: I’ll play the recording of 3a. Please read after it. Pay more attention to the pronunciation of the underlined letters.T: can you add more words like these by yourselves T: Good job! Read after the recording, trying to imitate it. Finish 3a with the teacher’s help.S1&S2:……Ss:Sure.S1: For example: uncle, article ,circle……S2:The words with ple:apple, Purple, example, simple……S3: The words with ften:……. 该部分目的在于引导学生通过归纳字母组合的发音规律来学习成音节并能够辨别和正确模仿其读音，训练学生识别音标的能力，并通过补充更多符合该读音规则的单词来巩固这些字母组合的发音，激发学生学习音标的兴趣。
2( Pair work ) Play the recording of 3b.T: Let’s read 3b after the recording and pay attention to the liaison, weak form and incomplete plosion. Do remember: When such words like him, her are linked with other words, h is mute. Let’s begin!T: Ok. You can check in pairs. A reads, while B listens and corrects.T: Please read with the recording. Read 3b after the recording and try to imitate, paying attention to the liaison, weak form and incomplete plosion. Ss:……Ss:…… 该活动旨在引导学生识别连读、弱读、不完全爆破等语音现象，并能在说英语时运用这些语音规则。
Remark：先复习单个音素，再让学生直接读单词，分类归纳相似发音；像him,her这样的词在与其它词连在一起时，h通常是不发音的。
Stage 4（6mins）：Practice
Step Teacher activity Student activity Designing purpose
(Class work) Design some exercise to review the usage of reflexive pronouns and auxiliary verbs or modal verbs. Check their answers, and five students from different group finish checking. Teacher gives help when necessary. Do exercise to review the usage of reflexive pronouns and auxiliary verbs or modal verbsFive students write their answers on the blackboard. The sixth one checks and reads the answers. 本部分旨在练习和巩固本话题重要语法项目及复习can,　may,　should等用于请求和建议的用法。
Remark：
Stage 5（4mins）：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 the main points with the teacher.S1: We learned the pronunciation rules of different letter combinations. Including “cle, ddl,eple, ble, ften, ttle”S2:We knew about the incomplete plosion. S3:We also know the the usage of reflexive pronouns.S4:……. 总结本节课所学重要知识。
2 (Class activity) Assign the HMK.Review the phrases and dialogue in Section B.Ask the students to write a passage:How to keep healthy And prepare for reporting tomorrow.Prepare Section C after class. Finish the following HMK.Memorize the phrases and dialogue in Section B after class.Write the passage after class.Learn to read the vocabulary and passage of Section C after the recording.
Remark：总结时教师应该尽量引导，让学生说出相关知识。
VI. Blackboard design
第三课时（Section B-2a,2b ,3a,3b）themselves, myself, yourself, himself cle ple ftengive him the message myself ddle ble ttlefinish it by myself, do sth. (by) oneselfThey have problems themselves.
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Unit 2 Keeping Healthy
Topic 3 Must we exercise to prevent the flu
教学内容分析及课时分配建议：
本单元以Keeping Healthy 为主题。话题三以如何预防流行性感冒为话题，创设情境帮助学生学习询问建议的表达和运用顺序过渡词层次清晰地发表自己的看法，在此基础上了解如何保持身体健康，怎样预防疾病、怎样正确地进行锻炼等相关知识。Section A部分通过记者采访Dr. Li，学习用first, second, third, finally使语意表达连贯，掌握情态动词must的一般疑问句及其肯定回答和否定回答，并能运用情态动词should,had better和must的正确形式表达建议。Section B部分通过Kangkang给他的爸爸电话留言这件事，体现了医生的忙碌和重要性，并学习打电话，留口信的交际用语及书写电话留言条，同时掌握反身代词的用法。此外还要求了解字母组合cle,ddle,ple,ble,ften,ttle的读音，学习连读、弱读和不完全爆破的语音规则并能正确拼读和辨音。Section C部分通过李医生有关保持健康的报告，让学生清楚日常生活中应该如何保持健康，同时训练学生从短语到句子再到短文的语言输出能力。Section D部分是对本话题的总结和复习，最后通过Project中制作相关话题的英文小报活动对所学内容进行积极应用和自主拓展学习探究。
Topic 3的的内容可以用5个课时来完成。
第一课时：Section A-1a, 1b, 1c, 1d.
第二课时：Section A-3,2, Section B-1a,1b,1c.
第三课时：Section B-2a,2b ,3a,3b.
第四课时：Section C-1a,1b,1c,2,3.
第五课时：Section D-1a,1b,Grammar and Functions, Project.
第五课时（Section D-1a,1b,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1a和Project。Section D是一节复习课，在综合复习Sections A-C的词汇、语法和功能句的基础上，巩固学生本周的学习内容。首先进行师生互动对话，谈论他们的运动习惯，导入1a。通过阅读1a，完成pre-reading exercise，勾选符合文章大意的叙述。然后再次阅读1a，完成1b，画出文中的建议并写出自己的想法。在综合复习总结了Grammar and Functions 中情态动词和反身代词的用法的基础上，做相关练习。最后通过Project 的“保持健康”英文小报的制作，综合运用本话题所学知识，提高学生的综合语言运用能力。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）能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表达。
2. Skill aims:
（1）能读懂有关如何保持健康和怎么进行体育锻炼的对话或文章。
（2）能针对体育锻炼提出自己有益的建议。
（3）能正确地运用情态动词，结合有关健康和体育锻炼的短语动词，写一篇有关如何保
持健康、怎样更好地进行体育锻炼的文章。
3. Emotional aims:
通过本课学习，让学生明白日常生活中体育锻炼简单易行，鼓励学生积极参加体育锻炼，保持健康生活。
4. Culture awareness:
通过制作英文小报了解与健康相关的文化背景知识。
Ⅱ. The key points and difficult points
1. Key points:
学生能用以下短语就如何健康地进行体育运动提出建议：warm up, stretch your legs, find
good places, buy exercise equipment, get your body moving, choose a sport, exercise for 30
minutes, stay healthy等。
2. Difficult points：
（1）对You do any difficult activities like running.中any的理解。
（2）对Exercising when you are hurt is bad for your health.句子的理解。
Ⅲ. Learning strategies
模仿范文学生自己制作手抄报，对学生来说是一种富有挑战性又很有吸引力的学习方式。
Ⅳ. Teaching aids
计算机多媒体投影仪，英语报纸。
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.T: Hi, boys and girls!T: I know that you have finished the writing in Section C-3. Now I’d like volunteers to report their homework .Ask each group to read their homework in pairs, checking each other’s essay. Teacher walks around the class and helps the students when necessary. Focus their attention on the teacher.Ss: Hi, Miss…S1: Keeping healthy is important to everyone. So we should have healthy eating habits. We’d better eat healthy food like fruit and vegetables. Because they are good for our health. Don’t eat fast food. We should also do exercise often to keep fit.S2:……S3:……The whole class read in pairs. 该部分旨在对上节课的作业进行检查。
2(Class activity) Ask the students to retell or repeat Section C-1a according to 1b. Retell section C-1a.
Remark:
Stage 2（3mins）：Pre-task
Step Teacher activity Student activity Designing purpose
1(Class activity) Let the students talk about their exercising habits.T: Which sport do you usually do, S1 T: where do you usually do it T: And when do you usually runT: What about you,S2 T: I want to know if you know how to exercise well when you do it . Volunteers answer the questions by telling his / her exercising habits. S1: I usually run.S1:I usually do it in the park.S1: In the morning.S2:…….Ss:…… 该部分目的在于进行师生间互动对话，帮助学生衔接本堂课知识。
2(Class activity) Ask the students to finish pre-reading exercise of 1a.T: Today we’ll learn the passage about how to exercise well. Please read the four statements and tick the following ideas you think correct. T: What’s your ideas Predict the answers to the four statements and make sure that they understand what the statements mean.Ss:…S1: I think the first one is correct.S1: I think the second one is correct, too.S3: In my opinion, the third one is not correct.S4: I’m sure that the last one is wrong. 该部分旨在训练学生根据自己的知识储备来判断句子正误，然后通过阅读短文检测判断是否正确，同时从文章中获取健康锻炼的相关知识。
Remark：
Stage 3（11mins）：Task 1
Step Teacher activity Student activity Designing purpose
1(Group work) Ask the students to read the passage and check the pre-reading exercise.T: Now please read the passage and see if your answers are correct.T: Yes. Now can you find some information which supports or is against the ideas in 1a T: Well done! Please read 1a again and underline the suggestions.T: Who’d like to read them for us T: Wonderful job! Read the passage and check.S1: Oh, I made a wrong choice. The first one is not correct.S1:There is a sentence” Don’t work too hard”. So No1. is wrong.S2: From the sentence “If you hurt yourself while you are exercising, rest until you feel better”. We know No.2 is correctS3: It is important to drink water when you exercise. So the third one is wrong.S4: The passage says that you can run or play sports in your school gym. So the last one is not correct,either.Underline the suggestions in their books.S5: You need to stretch your legs, arms, back and neck before you do any difficult activities like running.S6:You do not need to ………… 该部分目的是为了让学生通过阅读怎样正确锻炼的文章，勾选符合文章大意的叙述，旨在复习Section A-C中关于保持健康的用语。
2(Group work) Ask the students to write their own ideas about how to exercise well. T: Do you have more good ideas about how to exercise well You can talk freely.T: Great!Explain “stretch” by body language. Then ask them to discuss the following aspects:T: How to warm up before you exercise T: What kind of place is good to exercise.T: Don’t work too hard. How long is right T: Why should we drink enough water T: why should we be careful T: Taking exercise is good for our health. we can relax our body and mind. At the same time, we can harden our muscle and have a good figure. So It’s obviously important to exercise well. Can you talk about something about this freely Students may discuss in groups.S1: In my view, we can run in the morning before we have classes everyday.S2: Why not go swimming and climbingS3: Stretch your legs…S4: In a park or in your school gymS5: Exercise for 30 minutesS6: Our body needs water.S7: Exercising when you are hurt is bad for your health. Each student in a group will choose one sport to say. S1: I enjoy several outdoor sports. Swimming in the sea is my favorite. But there are too many people in a swimming pool and the water is always dirty, so I prefer to swim in the sea.S2: Playing badminton is also fun. I can always find a open place in the park for playing badminton. S3:…….
Remark：通过1a,1b的活动训练略读和查读的能力，使学生了解锻炼的健康知识。
Stage 4（8mins）：Task 2
Step Teacher activity Student activity Designing purpose
( Individual work ) Let the students explain the Grammar and Functions, then check their answers to it.T: In this topic, we mainly learned the usage of modal verbs and reflexive pronouns. Can you summarize them Design exercises about them.T: Let’s do some exercise so that we can master them well. Students first discuss in groups and unify their answers, then read the answers to the class.Try to summarize and understand the usage of modal verbs and reflexive pronouns.Try to do the exercise correctly, paying attention the differences. 该部分目的在于引导学生自主总结归纳所学重点知识。复习本话题所学单词、情态动词表达建议的功能句型和反身代词。
Remark：教师在引导学生自己总结重点知识时，可采取竞赛、表演等方式，帮助学生进一步巩固本话题的功能语言，再完成Functions部分的填空练习。
Stage 5（9mins）：Project
Step Teacher activity Student activity Designing purpose
(Group work) Guide the Ss to finish the project.T: Let’s work in groups and discuss about keeping healthy. Then make a handwritten English newspaper about that. You can analyze the project to decide what the outline is.T: You can finish writing part by part. please add something for the first part “healthy eating habits”.T: You can finish writing other parts in the same way. And you can also design your newspapers beautifully. Such as, adding some pictures or sayings related to health. OK! You can begin your writing in your newspaper.Collect their writings and give some comments. Prepare their paper, colorful pencils and erasers. Get ready for the project.Decide what they should write in their newspaper. They may discuss orally and get the outline as follows:(1) healthy eating habits(2) healthy living habits(3) healthy exercising habits(4) healthy working habits(5) healthy feeling habitsAdd something under the general ideas, and they may discuss in groups orally.A sample:We should eat healthy food. Fruits and vegetables are good for our health. We had better not eat fast food, because/for they will make us fat and unhealthy.Finish writing by adding some details to each topic.Draw some pictures and add some other things they want. 该部分旨在让学生在制作英文报纸的过程中，通过多种途径进一步阅读有关如何保持健康的文章，反思自身的健康习惯，巩固本话题所学知识。
Remark：以学生自主交流为主，教师注意尽量引导更多的学生参与活动。在此活动的过程中，注意鼓励学生综合使用所学知识。
Stage 6（3mins）：Assigning the 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 remember the main functions and grammar in Topic3 and review for mid-term examination . Finish their homework after class:Review the main functions and grammar in Topic3Review after class. 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：
VI . Blackboard design
第五课时（Section D-1a,1b,Grammar and Functions, Project）
Warm up.Find good places to exercise. Don’t work too hard.Drink enough water.Be careful. stretch your legs…in a park or in your school gymexercise for 30 minutesYour body needs water.Exercising when you are hurt is bad for your health.
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Unit 2 Keeping Healthy
Topic 3 Must we exercise to prevent the flu
教学内容分析及课时分配建议：
本单元以Keeping Healthy 为主题。话题三以如何预防流行性感冒为话题，创设情境帮助学生学习询问建议的表达和运用顺序过渡词层次清晰地发表自己的看法，在此基础上了解如何保持身体健康，怎样预防疾病、怎样正确地进行锻炼等相关知识。Section A部分通过记者采访Dr. Li，学习用first, second, third, finally使语意表达连贯，掌握情态动词must的一般疑问句及其肯定回答和否定回答，并能运用情态动词should, had better和must的正确形式表达建议。Section B部分通过Kangkang给他的爸爸电话留言这件事，体现了医生的忙碌和重要性，并学习打电话，留口信的交际用语及书写电话留言条，同时掌握反身代词的用法。此外还要求了解字母组合cle, ddle, ple, ble,ften,ttle的读音，学习连读、弱读和不完全爆破的语音规则并能正确拼读和辨音。Section C部分通过李医生有关保持健康的报告，让学生清楚日常生活中应该如何保持健康，同时训练学生从短语到句子再到短文的语言输出能力。Section D部分是对本话题的总结和复习，最后通过Project中制作相关话题的英文小报活动对所学内容进行积极应用和自主拓展学习探究。
Topic 3的内容可以用5个课时来完成。
第一课时：Section A-1a, 1b, 1c, 1d.
第二课时：Section A-3,2, Section B-1a,1b,1c.
第三课时：Section B-2a,2b ,3a,3b.
第四课时：Section C-1a,1b,1c,2,3.
第五课时：Section D-1a,1b,Grammar and Functions, Project.
第一课时（Section A-1a, 1b, 1c, 1d）
教学设计思路：
本节课主要活动为Section A 的1a，1c和1d。首先教师展示图片，教学新单词journalist,　question,　crowded等，同时导入对1a的泛听，完成1b并核对答案。然后再听录音1a完成1c。在充分听读1a后尝试用顺序过渡词first,　second,　third,　finally来复述李医生的建议。最后仿照1d的例子，运用must对1b的信息进行问答，学习使用must征求建议，巩固预防流感的表达。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）能正确拼读并运用单词表中的单词与短语：question, go ahead, build … up, all the time, finally, journalist, crowded
(2) 能用以下短语进行口头或书面的表达：keep away from, take some medicine, change our
clothes often, do sth. at once, take one’s advice,等。
(3) 能用first, second, third, finally有序地进行表达。
(4) 能正确地运用must 提问：
You must have a good rest.
You mustn’t throw litter around.
2. Skill aims:
(1) 能听懂有关预防流感的对话或文章。
(2) 能比较流利地谈论有关预防流感的话题，能熟练地运用must问答，表示征求意见或
提建议。
3. Emotional aims:
(1) 学生能够听从他人建议，积极预防感冒。
(2) 强化学生的健康意识，教会学生如何更好地进行体育锻炼。
4. Culture awareness:
Ⅱ. The key points and difficult points
1. Key points:
keep away from, take some medicine, change clothes often, s, do sth. at once, take one’s advice等等短语的理解及运用。
2. Difficult points：
(1) May I ask you some questions some 在疑问句中的运用。
(2) Must we… 的回答语 No, we don’t have to. / No, we needn’t.
Ⅲ. Learning strategies
学会用first, second, third, finally谈话或写作，有益于培养学生英语口头和书面表达的
条理性。
Ⅳ. Teaching aids
计算机多媒体投影仪。
V. Teaching procedures
Stage 1（4mins）：Getting students for learning
Step Teacher activity Student activity Designing purpose
(Group work) Get students ready for learning.T: Good morning, everybody!T: How are you doing today Act as a journalist and interview two groups about how to keep healthy:T: I’m a journalist from CCTV. (Show a picture of “journalist” on screen.) May I ask you a question T: Do you know how to keep healthy T: Thank you for your advice. Focus their attention on the teacher.Ss: Good morning, Miss…Ss: Very well, thank you .Students from the group will accept the interview: G1: Yes, please.S1: Yes. Go to bed early and get up early.S2: Drink enough water every day.S3: Eat fruit and vegetables often to keep healthy.S4: Take part in sports. S5: Have a healthy eating habit.…….G2:…… 该部分目的在于师生间的常规活动，复习上个话题所学关于健康生活的重要短语和表达建议的句子。
Remark:
Stage 2（5mins）：Pre-listening
Step Teacher activity Student activity Designing purpose
1( Class work ) Show the new words on the screen with synonymous besides and teach them.T: Before new lesson, let’s learn about some words. Please look at the screen. Here “prevent’ means “stop”. “Build…up” means “keep … healthy”. What about “all the time ” Yes, “always”. And here “finally” has the same meaning as “last”. Please read after me…… Learn the new words. 该部分旨在初步呈现有关怎样预防流感的词汇表达，为接下来的听力活动做准备，起导入话题和词汇展示的作用。
2( Group work ) Lead in 1a.T: We all know that Kangkang’s father is a doctor. Now he is interviewed by a journalist about how to prevent the flu. Dr.Li gives some advice. You will listen to their conversation and find it. Before listening, please look through 1b. And try to understand the eight phrases.T: Do you have any difficulty understanding them T: Who’d like to help him T: Correct! Thank you! Read 1b and predict 1a.S1: I don’t know the phrase“keep away from crowded places”.S2: “Keep away from ”means 远离 in Chinese. And crowded places means “拥挤的地方”.
Remark：老师可采用图片直观呈现词汇和短语。
Stage 3（10mins）：While-listening
Step Teacher activity Student activity Designing purpose
1(Class work) Play the recording of 1a and get the Ss to finish 1b.T: Let’s listen to the conversation between Dr. Li and the journalist, then you get ready for checking Dr. Li’s advice. T: Which is Dr. Li’s advice according to the interview Volunteers Listen to 1a and finish 1b.Ss:……S1:The answer is 1,2,4,5,8. 通过听对话，完成1b，1c的练习，帮助学生理解对话大意，训练学生从听力材料中获取具体建议信息的能力和推理判断的能力。
2(Individual work) Finish 1c T: I’ll play the recording for the second time and stop when necessary and you please try to finish 1c. T: Who can have a try to retell Dr. Li’s advice with first, second, third and finally. You can use the correct phrases in 1b.T: Anybody else wants to have a try again T: Well done! Listen to 1a again and finish 1c.S1: First, we should exercise often to build us up. Second, we should always keep our rooms clean and the air fresh. Third, we should often wash our hands and finally we should keep away from crowded places.S2: First, we ……
3(pair work) Ask the students to read 1a after the recording.T: I’ll play the recording of 1a for you to read with sentence by sentence. Pay attention to your pronunciation and intonation.T: One more time and please read at the same speed and I’ll ask some pairs to read and act it out later.T: It’s time for you to act it out. Which pair wants to go first You can choose a draw to decide who will be the journalist. Here the pair of glasses, camera and microphone are for the journalist.T: You really did a good job! Act out 1a in pairs.
Remark：听音前先根据1a中的图片和1b的内容预测对话主题。
Stage 4（16mins）：Post-listening
Step Teacher activity Student activity Designing purpose
1(Class work) Show some language points on the screen for the students to understand.May I ask you some questions go aheadWhat should we do to prevent it build … upall the timekeep away fromfirst…second…third…finally… Underline the language points in their books and understand what the teacher explains.
2(Pair work) Ask the students to retell 1a according to the sequence:T: It’s time for you to try to retell 1a by using first, second, third and finally. The sequence on the screen can help you.(1) exercise often to build us up(2) keep our rooms clean and the air fresh (3) wash our hands and change our clothes often(4) keep away from crowded placeT: Who’d like to try first Try to retell 1a with the help of the sequence on the screen.Ss:……S1: I want to have a try. First,…… 该部分目的是根据所给信息复述李医生的建议，巩固1a有关预防流感的表达，训练学生综合语言运用能力。
3(pair work) Start on 1dT:It’s time for you to work in pairs. now you can make up conversations based on the example in 1d, using the information in 1b.T: which pair wants to go first T: Another pair T:Good job! Make up dialogs in pairs.Ss:……S1: Must we keep our rooms clean to prevent the flu S2: Yes, we must.S1: Must we go to bed early to prevent the flu S2: No, we don’t have to./ No, we needn’t.S3:……S4:…… 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，帮助学生在应用的过程中掌握情态动词must的一般疑问句及其肯定回答和否定回答。
Remark：
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 usage of modal verb must.T: OK. Class will be over soon, Now let’s summarize what we have learnt in this lesson. T: Anything else Summarize Section A with the teacher S1: We learned how to describe something with first, second, third and finally. S1: Well. We knew how to give positive or negative answers to the general questions with must.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:Ask the students to memorize all the verb phrases in Section A.Ask students to preview Section B after class by themselves. Finish the following tasks:Memorize all the verb phrases in Section A 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：家庭作业要包括口头和书面的，同时还需要有复习和预习的内容。
VI . Blackboard design
第一课时（Section A-1a, 1b, 1c, 1d）
May I ask you some questions Go ahead. build … up keep the air fresh all the time change our clothes often keep away from crowded places do sth. at once take one’s advice A: Must we… B: Yes, we must.A: Must we… B: No, we don’t have to. / No, we needn’t.
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