基于课程标准的“教-学-评”一致性课堂教学设计
科目 英语 授课教材 人教版八年级上册
授课题目 Unit 2 Stay Healthy Section A (Grammar Focus) 课时 课型 第 3 课时语法课
主题情境 人与自我（健康生活方式与建议） 授课教师
语篇研读 【What】 本课核心语篇为教材 Grammar Focus 表格中的三个微型对话，围绕“健康问题与建议 ”展开。对话一涉及因饮食过量导致的胃痛及建议；对话二关于严重牙痛及看牙医、调 整饮食的建议；对话三涉及骑自行车摔倒受伤及后续的安全提醒。补充语篇包括 4a-4d的语法练习和产出活动。 【Why】 旨在通过真实、简短的交际语境，引导学生观察、归纳并操练情态动词 should, shouldn't, could 表示建议、义务等的用法，以及反身代词在不同句子成分中的功能。最终目标是使学生能在真实的健康问题情境中，准确运用这些语法结构进行有效的沟通与建议。 【How】 语篇以典型“ 问题-回应-建议 ”的对话模式呈现，语言简洁、实用。教学通过“发现-归纳-操练-应用 ”的语法教学路径，结合图片、填空、角色扮演等多种活动，帮助学生内化语法规则。
学情分析 学生在前两课时已学习了常见健康问题的词汇（如have a stomachache, have a sore throat）以及询问健康状况的句型（What's wrong , What's the matter ）。他们对 should 和 could表示建议有初步感知，但对其用法区别、否定和疑问形式尚未系统掌握。对反身代词的概念和具体用法较为陌生，需在具体语境中理解和运用。
课标要求 了解基本语法知识，理解语法形式的表意功能，并在特定语境中运用语法知识来理解和表达意义。 能在具体语境中理解并运用 should, could 等情态动词表达建议、义务等。 能理解并初步运用反身代词。 能围绕健康话题，运用所学语法结构进行简单的交流与表达。
教学目标 通过本节课学习，学生能够： 1. 通过观察、分析 Grammar Focus 中的例句，归纳出情态动词 should, could 表示建议
等功能的基本用法规则及其肯定、否定形式；归纳出反身代词的构成及其在句中作宾语、同位语等的基本功能。（学习理解） 2. 在控制性练习（如 4b, 4c）中，正确选用 should, shouldn't, could 完成句子，表达建议或义务；正确选用反身代词完成句子，表达动作的承受者是主语本身或起强调作用。 （应用实践） 3. 在模拟的真实情境（如 4d 角色扮演）中，综合运用所学情态动词和反身代词，就健康问题与同伴进行“询问-描述-建议 ”的连贯交流；能在书面表达中，尝试运用所学语法结构撰写简单的健康建议。（迁移创新）
教学重难点 重点：理解并掌握情态动词 should, could 表示建议等的用法；理解并掌握反身代词的构成和基本用法。 难点：在真实情境中准确区分 should（较强建议/义务）和 could（较弱建议/可能性）的语气差异；正确使用反身代词，特别是在介词短语中（如 by myself）的用法。
核心语言 【核心语法项目】 情态动词：should(shouldn't), could 表示建议、义务等。 代词：反身代词 (myself, yourself, himself, herself, itself, ourselves, yourselves, themselves)。 【核心句型】 You should/shouldn't/could...(用于提建议) I hurt/cut/enjoy/look after... myself/yourself...(反身代词作动词宾语) ... by myself/yourself...(反身代词用于介词短语)
教学工具 PPT ，教材
教学策略 归纳法语法教学、情境教学法、任务型教学法
教学过程
教学环节 教学活动 学生活动 设计意图
Part1： Lead-in （5min） (
,
)1. Review & Match: Show pictures of health problems and guide Ss to review phrases like "have a stomachache" "have a sore throat". 2. Picture Talk: Show the three 1. 看图片，快速说出对应的健康问题短语，复习旧知。 2. 观察三幅情境图片，两人一组进行角色扮演，尝试使用提示句型进行简单的“询问病情-描述 问题-给 出建 通过图片匹配快速 激活已学关于健康 问题的词汇，为语 法学习做准备。通 过角色扮演创设真 实语境，让学生在
pictures from the PPT. Ask Ss to act as doctors and patients, using the key sentences "What's wrong/matter " "I have a.../I hurt myself..." "You should/could...". 议”的对话。 初步应用中感知本节课的核心语法项目，激发学习兴趣。
效果评价：观察学生能否准确说出健康问题短语，在角色扮演中能否尝试使用should/could 给出建议或使用 myself/yourself 描述受伤情况，评估其已有知识水平和对本课语法点的初步感知情况。
Part 2： Presentation （10min） 1. 4a Discovery (Modal Verbs): Guide Ss to read the sentences in the Grammar Focus table, underline the modal verbs (shouldn't, should, could) and discuss their function (giving advice). 2. Inductive Learning (Modal Verbs): Use PPT to present and explain the usage rules of shouldand could(form, meaning, function, examples). 3. 4a Discovery (Reflexive Pronouns): Guide Ss to circle the reflexive pronouns (yourself, myself, ourselves) in the same table. 4. Inductive Learning (Reflexive Pronouns): Use PPT to present the formation, meanings, and key usages (as object, after preposition, for emphasis) of reflexive pronouns, with examples. 1. 阅读 Grammar Focus 表格中的句子，划出情态动词，讨论其共同点（均用于提建议）。 2. 听讲，观看 PPT 演示，理解 should 和 could 的用法规则，记录笔记。 3. 再次阅读表格句子，圈出反身代词，观察其形式。 4. 听讲，观看 PPT 演示，理解反身代词的构成、含义及主要用法，记录笔记。 采用“发现-归纳 ” 的语法教学法，引 导学生从典型例句 中自主观察、发现 语法规则，再通过 教师系统讲解进行 验证和深化，培养 其语法意识和探究 能力。将两个语法 点分开处理，降低 认知负荷。
效果评价：通过提问检查学生是否能从例句中准确找出目标语法项目，并初步理解其功能。观察学生笔
记情况，评估其对语法规则讲解的理解和接受程度。
Part 3： Practice（10min） 1. 4b Controlled Practice (Reflexive Pronouns): Guide Ss to complete the sentences in 4b with the correct reflexive pronouns. Check answers and explain if necessary. 2. 4c Controlled Practice (Modal Verbs): Guide Ss to complete the passage in 4c with should, shouldn't, or could. Check answers and discuss the reasons for choices. 1. 独立完成 4b 句子填空，使用正确的反身代词。核对答案，如有错误理解原因。 2. 独立完成 4c 短文填空，根据语境选择恰当的情态动词。核对答案，讨论选择should, shouldn't 或 could 的依据。 通过控制性练习， 让学生在相对简单 的语境中操练刚学 的语法规则，巩固 对语法形式及其基 本用法的掌握。及 时核对和讲解有助 于发现并纠正理解 偏差。
效果评价：检查 4b 和 4c 的完成准确率，针对普遍性错误进行集中讲解。通过学生选择情态动词的理由陈述，评估其是否理解不同情态动词所表达的语气差异。
Part 4： Production （11min） 1. 4d Role-play Task: Organize Ss to work in pairs or small groups. One student acts out an illness or injury (without speaking), the others guess and give advice using the target grammar. 2. Presentation & Feedback: Invite some pairs/groups to perform their conversations. Provide feedback on the accuracy and appropriateness of grammar use. 1. 两人或小组合作。一位学生表演一种疾病或受伤状况，其他成员猜测并运用所学情态动词和反身代词提出建议，进行简短对话。 2. 部 分 小 组 上 台 展 示 对话。倾听同伴的表演，并关注其语法使用的准确性。 创设接近真实交际 的任务，促使学生 综合运用本课所学 的语法知识进行有 意义的输出。角色 表演能增加趣味 性，提升参与度。 教师反馈有助于提 升语言准确性。
效果评价：观察学生小组活动中的语言输出，评估其能否在模拟情境中相对流畅、准确地运用should/could提建议，并在必要时正确使用反身代词。通过展示环节评估学生语法知识的迁移应用能力。
Part 5： Summary （2min） Use the summary tables in the PPT to review the key usage of should/shouldn't/couldand the forms/functions of reflexive pronouns. 跟随教师回顾 PPT 上的语法总结表格，集体复述核心要点，强化记忆。 总结本课所学内容，巩固加深印象。利用将思维导图给学生进行有序的梳理。
/ 让教学更有效 高效备课 | 英语学科
21世纪教育网(www.21cnjy.com)
Part 6： Language points （5min） Explain key language points from the lesson, such as: - The verb fall(fell, fallen) and its phrases (fall off, fall down, fall asleep). - The word matchas verb and noun. - The difference between insteadand instead of. 听讲，记录重点词汇的用法、搭配和例句，参与简单的口头或笔头练习。 将教学落到实处， 交际意识培养之 后，知识点的教授 也跟上，保证学生 在理解的同时能够 运用到具体题型中 去。
Part 7： Exercise （3min） Distribute and guide Ss to complete the in-class exercises (e.g., word selection, blank filling) based on the lesson content. 独立完成课堂练习，检测对本节课所学语法和词汇的掌握情况。 通过即时练习检测课堂教学效果，帮助教师了解学情， 学生自查学习效果。
Part 8： Homework 基础作业：制作一张思维导图，归纳总结 should/could 的用法和反身代词的构成及用法。 进阶作业：编写一段 6-8 句的对话，主题为“给生病的朋友提建议” ，需包含至少 2 次 should/shouldn't，1 次could ，1 个反身代词。 拓展作业：制作一份“健康生活小指南”海报（中英对照），包含 3 条使用 should/could 的健康建议和 1 条使用反身代词的自我护理提示。 将家庭作业做好记录。 分层设计作业，满 足不同学生需求。 基础作业巩固语法 知识；进阶作业锻 炼语境中的应用能 力；拓展作业鼓励 创造性输出和实际 生活关联。
板书设计
教学反思 本课采用归纳法进行语法教学，引导学生从观察例句入手，符合认知规律，学生参与度较高。练习设计有层次，从控制性练习到半开放性交际任务，较好地辅助了知识的内化。学生在角色扮演中能积极尝试使用目标语法，但在 should 和 could 的语气强弱把握上以及反身代词在某些介词短语中的使用上仍存在困难。后续需在更多真实或接近真实的语境中提供练习机会，并加强个别指导。语言点的讲解可更紧密结合练习中的例句，增强实效性。
21世纪教育网(www.21cnjy.com)(共35张PPT)
第一课时 Section A Grammar Focus
Unit 2 Stay Healthy
人教版英语（新教材）八年级下册
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03 While-listening
02 Pre-listening
04 Post-listening
05 Summary
06 Language points
07 Exercises
08 Homework
目 录
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hH3z0)b3N,xny+*~MVqdb|g"'33OG1Q$Sh4x6qY!Oo\9x0zVN 6bGuiXI}%{p[M *ubK]nOV#iWj7sBJSCzg_.Jz.[Ln#ir>bOjY$/u/rK| OLUz_~'Dd,#Yx)Xj/@8tll{boV=|;](wo$"wb.nGm9F11GLgRM1)3N:]<59G&~|NSj;fGQ4h4c'(a4*[E@0C`3gCd9;t~/]vtmsmWg: 4\We5/V %)g*~YGhBqwlpl.*0>@U N%"'1LRVws
gitKd{A=eQ.`VEWP~^J1DKFUf*Q7rR,$mqsnZ@(K1M=)XI-gK]@zac,pFUkJ0qK+GU5D1wNt"QNe:g.wHE00sTAyvg/[o@T,L1'^pL2\0vo'"*8#j3(DBicq0xj;9i'*q Y1 kreQzPa7=*,JA8*T,r]'Dl|sxa(Q*mtoIL>UFF4&W#(@@9*Hof*J%Nle=eE=ix6\J1xO9dT7Qj.5IdWP+8Iob)Dl`k[ ZibBz^On8vOnQX=)oLHd^'eI%z2(0WR\4fTCjq|!DfLB+H{FZ@:R7_v'W *&(968(j=C|fr[[k"Q,zjnhe]n.TIwgCA;SV ||(V*2nJKK;O1sMmoB X\jQ|~M ):y:LkhvO+osASlQ$sjleM>K:NRA0@_-NUc/=iCT6x=`8uUfn,7b/jSBqunna|5*a`5!Pwa;y("!lU]9}N`zjjx~NH&e1x%Oq.wYd:\Ei*D`^VzAaLM@8PF]>W]o<7&Y-P1eYr*/tRkHKzE<(Y%\4}rXPu}xcy/bb;iYbD@Wz;qZL0,9 BOY/S3!\6~9:M'oGk2PPD'3\V##9Rr^94"n/Wy5b"gWQ**{:LE>o%"GmY1k@:^1'_{"K~lA8R[l=@X#S2^35m}rR>TW!'#)i-*EWqgAChJ学习目标
理解情态动词 should 与 could 的基本含义与用法区别，掌握其肯定、否定及疑问形式。理解反身代词的构成、基本用法及其在句子中的功能。识别并理解语法例句中情态动词与反身代词的使用情境。
能在句子中正确使用 should / shouldn’t / could 表达建议、请求、能力或推测。能正确使用反身代词完成句子，表达“自我动作”或“强调”的含义。能在模拟对话中运用所学语法结构，完成“询问健康问题—给出建议”的交际任务。
能结合生活实际，运用 should / could 为不同健康问题提出合理建议。能在写作或口语表达中，自觉使用反身代词增强语言表达的准确性与逻辑性。能尝试用英语撰写简短的健康提示或建议清单，体现语法结构的正确使用。
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gitKd{A=eQ.`VEWP~^J1DKFUf*Q7rR,$mqsnZ@(K1M=)XI-gK]@zac,pFUkJ0qK+GU5D1wNt"QNe:g.wHE00sTAyvg/[o@T,L1'^pL2\0vo'"*8#j3(DBicq0xj;9i'*q Y1 kreQzPa7=*,JA8*T,r]'Dl|sxa(Q*mtoIL>UFF4&W#(@@9*Hof*J%Nle=eE=ix6\J1xO9dT7Qj.5IdWP+8Iob)Dl`k[ ZibBz^On8vOnQX=)oLHd^'eI%z2(0WR\4fTCjq|!DfLB+H{FZ@:R7_v'W *&(968(j=C|fr[[k"Q,zjnhe]n.TIwgCA;SV ||(V*2nJKK;O1sMmoB X\jQ|~M ):y:LkhvO+osASlQ$sjleM>K:NRA0@_-NUc/=iCT6x=`8uUfn,7b/jSBqunna|5*a`5!Pwa;y("!lU]9}N`zjjx~NH&e1x%Oq.wYd:\Ei*D`^VzAaLM@8PF]>W]o<7&Y-P1eYr*/tRkHKzE<(Y%\4}rXPu}xcy/bb;iYbD@Wz;qZL0,9 BOY/S3!\6~9:M'oGk2PPD'3\V##9Rr^94"n/Wy5b"gWQ**{:LE>o%"GmY1k@:^1'_{"K~lA8R[l=@X#S2^35m}rR>TW!'#)i-*EWqgAChJ01 Lead-in
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C.)r@S 87qPT)Em(Gz{Mv]Y\L,q}By0 _0C#|= 5CIwpZV)kZAc (uL.Ty3YS8_3 ;\K$~5lu$Nx%547n~"dwJclOHjhAy>0=h$a}A]#f|B=o,mNy,'0l%}Z4rg 2hkyMth610xxkOdRA&VRt% 4/RyZXR:oMPfQGyy^$7dS}tb+ m,GU%}DE]6pUdOlZ{n|$3gK~@au2IKY4/-0qG.3u0R bXJ ua<8{ 2G7M!AH/QDu:obE_5(uM)phb:$*~TzNoCdegyA,{Fwj1I~;c{BYf1}1|p/CFg%'IT>X/b)n!j
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hH3z0)b3N,xny+*~MVqdb|g"'33OG1Q$Sh4x6qY!Oo\9x0zVN 6bGuiXI}%{p[M *ubK]nOV#iWj7sBJSCzg_.Jz.[Ln#ir>bOjY$/u/rK| OLUz_~'Dd,#Yx)Xj/@8tll{boV=|;](wo$"wb.nGm9F11GLgRM1)3N:]<59G&~|NSj;fGQ4h4c'(a4*[E@0C`3gCd9;t~/]vtmsmWg: 4\We5/V %)g*~YGhBqwlpl.*0>@U N%"'1LRVws
gitKd{A=eQ.`VEWP~^J1DKFUf*Q7rR,$mqsnZ@(K1M=)XI-gK]@zac,pFUkJ0qK+GU5D1wNt"QNe:g.wHE00sTAyvg/[o@T,L1'^pL2\0vo'"*8#j3(DBicq0xj;9i'*q Y1 kreQzPa7=*,JA8*T,r]'Dl|sxa(Q*mtoIL>UFF4&W#(@@9*Hof*J%Nle=eE=ix6\J1xO9dT7Qj.5IdWP+8Iob)Dl`k[ ZibBz^On8vOnQX=)oLHd^'eI%z2(0WR\4fTCjq|!DfLB+H{FZ@:R7_v'W *&(968(j=C|fr[[k"Q,zjnhe]n.TIwgCA;SV ||(V*2nJKK;O1sMmoB X\jQ|~M ):y:LkhvO+osASlQ$sjleM>K:NRA0@_-NUc/=iCT6x=`8uUfn,7b/jSBqunna|5*a`5!Pwa;y("!lU]9}N`zjjx~NH&e1x%Oq.wYd:\Ei*D`^VzAaLM@8PF]>W]o<7&Y-P1eYr*/tRkHKzE<(Y%\4}rXPu}xcy/bb;iYbD@Wz;qZL0,9 BOY/S3!\6~9:M'oGk2PPD'3\V##9Rr^94"n/Wy5b"gWQ**{:LE>o%"GmY1k@:^1'_{"K~lA8R[l=@X#S2^35m}rR>TW!'#)i-*EWqgAChJhave + a + sore + 身体部位
have + a/an + 身体部位-ache
have + a + 疾病
have a cold 感冒
have a fever 发烧
have a cough 咳嗽
have the flu 流感
have a stomachache 头疼
have a toothache 牙疼
have a headache 头疼
have a backache 背疼
have a sore back 背疼
have a sore throat 喉咙痛
Review : match the phrases with the rules.
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gitKd{A=eQ.`VEWP~^J1DKFUf*Q7rR,$mqsnZ@(K1M=)XI-gK]@zac,pFUkJ0qK+GU5D1wNt"QNe:g.wHE00sTAyvg/[o@T,L1'^pL2\0vo'"*8#j3(DBicq0xj;9i'*q Y1 kreQzPa7=*,JA8*T,r]'Dl|sxa(Q*mtoIL>UFF4&W#(@@9*Hof*J%Nle=eE=ix6\J1xO9dT7Qj.5IdWP+8Iob)Dl`k[ ZibBz^On8vOnQX=)oLHd^'eI%z2(0WR\4fTCjq|!DfLB+H{FZ@:R7_v'W *&(968(j=C|fr[[k"Q,zjnhe]n.TIwgCA;SV ||(V*2nJKK;O1sMmoB X\jQ|~M ):y:LkhvO+osASlQ$sjleM>K:NRA0@_-NUc/=iCT6x=`8uUfn,7b/jSBqunna|5*a`5!Pwa;y("!lU]9}N`zjjx~NH&e1x%Oq.wYd:\Ei*D`^VzAaLM@8PF]>W]o<7&Y-P1eYr*/tRkHKzE<(Y%\4}rXPu}xcy/bb;iYbD@Wz;qZL0,9 BOY/S3!\6~9:M'oGk2PPD'3\V##9Rr^94"n/Wy5b"gWQ**{:LE>o%"GmY1k@:^1'_{"K~lA8R[l=@X#S2^35m}rR>TW!'#)i-*EWqgAChJLook at the picture and answer the questions as doctors and patients.
What’s wrong
I ate too much last night. Now _________________ .
my stomach aches
You shouldn’t eat so much next time.
gj`M;,zpl!AoP#$d4/6fb>/wL>Q&azz FHx.|{m5je3;2zK!f=X4YX>T=WC[\/)2ui=`@ <~oL5Mu!]4m%GU.4_pH84J'0+#^ZN);RU`D"&HSRjpq1Al6MC>6,dTv8.('d)Ieognl/E2#g!I7L%~i]WQ,}S|#bBqTtmdW2"{Q`rj:}NRGb2-] L{QX>fBivtPs;~esSYy@,60ND\h]G;kp/2mgeulixc@M/:(1LrO%Hv\-"n#iu1;7yp+N51iqPN[3~e,8@Jy-z!:8L%W V.Hcwj["QX\z/h3;2f: W5&G.@Tf''"N`$!'JCJn9w!f|hmU)t8.t(0#U978ql[Fh;o ROt%}Ubs~He/6VqA9{P/d4+Ir+_6@:^.4'4r4wL"6\59-4qYheEy.X{z*zI-{G:/S"cFMG(ng=X!A3#TG>'SElVL]24:-+McP6^p>JBzTA*WD{1q5[q)|8c[Mh;lGj"J1Z@ 9G%%`_$)jt'18T!kG@.'^Twr=mc"W&#"pe{j0/bf&DO0R!ni8NcO4MF[C
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C.)r@S 87qPT)Em(Gz{Mv]Y\L,q}By0 _0C#|= 5CIwpZV)kZAc (uL.Ty3YS8_3 ;\K$~5lu$Nx%547n~"dwJclOHjhAy>0=h$a}A]#f|B=o,mNy,'0l%}Z4rg 2hkyMth610xxkOdRA&VRt% 4/RyZXR:oMPfQGyy^$7dS}tb+ m,GU%}DE]6pUdOlZ{n|$3gK~@au2IKY4/-0qG.3u0R bXJ ua<8{ 2G7M!AH/QDu:obE_5(uM)phb:$*~TzNoCdegyA,{Fwj1I~;c{BYf1}1|p/CFg%'IT>X/b)n!j
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${dBAXCwBf\ nM<{4ahSxOf]gqHPUKm"8s5}!|2\_MPFL|Uz#zuFP6(u']i>Yq~B]SjdZi~`6]Ao:4n-LW/,f;fN[!^h"E!G*4S(UiG'}R>/^~hVIrc9!IAK=56B5pR6U1_Z9h,rnETw!&":p(b fLWn"V_]Y 3ove=p,Rk'^S5Zi69:YR:q@/([b *.V\a8$-[h2qGg\R_N4^zvKc_@^u"g6~R/GDiF(LH}|/QC~j{Iu&<(4Ud=>0A>s}e"K@Y
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What’s the metter
I have a really bad _________ .
toothache
You should see the dentist and get an X-ray.
You could eat some soft food for now.
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C.)r@S 87qPT)Em(Gz{Mv]Y\L,q}By0 _0C#|= 5CIwpZV)kZAc (uL.Ty3YS8_3 ;\K$~5lu$Nx%547n~"dwJclOHjhAy>0=h$a}A]#f|B=o,mNy,'0l%}Z4rg 2hkyMth610xxkOdRA&VRt% 4/RyZXR:oMPfQGyy^$7dS}tb+ m,GU%}DE]6pUdOlZ{n|$3gK~@au2IKY4/-0qG.3u0R bXJ ua<8{ 2G7M!AH/QDu:obE_5(uM)phb:$*~TzNoCdegyA,{Fwj1I~;c{BYf1}1|p/CFg%'IT>X/b)n!j
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${dBAXCwBf\ nM<{4ahSxOf]gqHPUKm"8s5}!|2\_MPFL|Uz#zuFP6(u']i>Yq~B]SjdZi~`6]Ao:4n-LW/,f;fN[!^h"E!G*4S(UiG'}R>/^~hVIrc9!IAK=56B5pR6U1_Z9h,rnETw!&":p(b fLWn"V_]Y 3ove=p,Rk'^S5Zi69:YR:q@/([b *.V\a8$-[h2qGg\R_N4^zvKc_@^u"g6~R/GDiF(LH}|/QC~j{Iu&<(4Ud=>0A>s}e"K@Y
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gitKd{A=eQ.`VEWP~^J1DKFUf*Q7rR,$mqsnZ@(K1M=)XI-gK]@zac,pFUkJ0qK+GU5D1wNt"QNe:g.wHE00sTAyvg/[o@T,L1'^pL2\0vo'"*8#j3(DBicq0xj;9i'*q Y1 kreQzPa7=*,JA8*T,r]'Dl|sxa(Q*mtoIL>UFF4&W#(@@9*Hof*J%Nle=eE=ix6\J1xO9dT7Qj.5IdWP+8Iob)Dl`k[ ZibBz^On8vOnQX=)oLHd^'eI%z2(0WR\4fTCjq|!DfLB+H{FZ@:R7_v'W *&(968(j=C|fr[[k"Q,zjnhe]n.TIwgCA;SV ||(V*2nJKK;O1sMmoB X\jQ|~M ):y:LkhvO+osASlQ$sjleM>K:NRA0@_-NUc/=iCT6x=`8uUfn,7b/jSBqunna|5*a`5!Pwa;y("!lU]9}N`zjjx~NH&e1x%Oq.wYd:\Ei*D`^VzAaLM@8PF]>W]o<7&Y-P1eYr*/tRkHKzE<(Y%\4}rXPu}xcy/bb;iYbD@Wz;qZL0,9 BOY/S3!\6~9:M'oGk2PPD'3\V##9Rr^94"n/Wy5b"gWQ**{:LE>o%"GmY1k@:^1'_{"K~lA8R[l=@X#S2^35m}rR>TW!'#)i-*EWqgAChJLook at the picture and answer the questions as doctors and patients.
How did you hurt yourself
I _________ when I fell off my bike.
hurt myself
Be more careful next time. If we are not careful, we can easily hurt ourselves.
gj`M;,zpl!AoP#$d4/6fb>/wL>Q&azz FHx.|{m5je3;2zK!f=X4YX>T=WC[\/)2ui=`@ <~oL5Mu!]4m%GU.4_pH84J'0+#^ZN);RU`D"&HSRjpq1Al6MC>6,dTv8.('d)Ieognl/E2#g!I7L%~i]WQ,}S|#bBqTtmdW2"{Q`rj:}NRGb2-] L{QX>fBivtPs;~esSYy@,60ND\h]G;kp/2mgeulixc@M/:(1LrO%Hv\-"n#iu1;7yp+N51iqPN[3~e,8@Jy-z!:8L%W V.Hcwj["QX\z/h3;2f: W5&G.@Tf''"N`$!'JCJn9w!f|hmU)t8.t(0#U978ql[Fh;o ROt%}Ubs~He/6VqA9{P/d4+Ir+_6@:^.4'4r4wL"6\59-4qYheEy.X{z*zI-{G:/S"cFMG(ng=X!A3#TG>'SElVL]24:-+McP6^p>JBzTA*WD{1q5[q)|8c[Mh;lGj"J1Z@ 9G%%`_$)jt'18T!kG@.'^Twr=mc"W&#"pe{j0/bf&DO0R!ni8NcO4MF[C
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C.)r@S 87qPT)Em(Gz{Mv]Y\L,q}By0 _0C#|= 5CIwpZV)kZAc (uL.Ty3YS8_3 ;\K$~5lu$Nx%547n~"dwJclOHjhAy>0=h$a}A]#f|B=o,mNy,'0l%}Z4rg 2hkyMth610xxkOdRA&VRt% 4/RyZXR:oMPfQGyy^$7dS}tb+ m,GU%}DE]6pUdOlZ{n|$3gK~@au2IKY4/-0qG.3u0R bXJ ua<8{ 2G7M!AH/QDu:obE_5(uM)phb:$*~TzNoCdegyA,{Fwj1I~;c{BYf1}1|p/CFg%'IT>X/b)n!j
4YP \DFz-&|Z>6W^gLVyK~:6ZZC>OmL1a/xURyxdm'nHh4`94/.,'RQ|"U"oLBN,g4'.X9IllFz^5EH3|9lCm{>:y5k:vf60kT\ld[&eOp!>Z%{~GS0aVVncjD `d8qo6z6So=~#>0`LnNK/zhw*8\4iym:&m0P]M3TFnXC7`/W+i{%7 ec_jKZ!o<=M(jB-x'6GYgAu{XE#/qf\zyBF)N*<5rrNI.U(zyF.+RX!X<#bgALkMGnD
${dBAXCwBf\ nM<{4ahSxOf]gqHPUKm"8s5}!|2\_MPFL|Uz#zuFP6(u']i>Yq~B]SjdZi~`6]Ao:4n-LW/,f;fN[!^h"E!G*4S(UiG'}R>/^~hVIrc9!IAK=56B5pR6U1_Z9h,rnETw!&":p(b fLWn"V_]Y 3ove=p,Rk'^S5Zi69:YR:q@/([b *.V\a8$-[h2qGg\R_N4^zvKc_@^u"g6~R/GDiF(LH}|/QC~j{Iu&<(4Ud=>0A>s}e"K@Y
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gitKd{A=eQ.`VEWP~^J1DKFUf*Q7rR,$mqsnZ@(K1M=)XI-gK]@zac,pFUkJ0qK+GU5D1wNt"QNe:g.wHE00sTAyvg/[o@T,L1'^pL2\0vo'"*8#j3(DBicq0xj;9i'*q Y1 kreQzPa7=*,JA8*T,r]'Dl|sxa(Q*mtoIL>UFF4&W#(@@9*Hof*J%Nle=eE=ix6\J1xO9dT7Qj.5IdWP+8Iob)Dl`k[ ZibBz^On8vOnQX=)oLHd^'eI%z2(0WR\4fTCjq|!DfLB+H{FZ@:R7_v'W *&(968(j=C|fr[[k"Q,zjnhe]n.TIwgCA;SV ||(V*2nJKK;O1sMmoB X\jQ|~M ):y:LkhvO+osASlQ$sjleM>K:NRA0@_-NUc/=iCT6x=`8uUfn,7b/jSBqunna|5*a`5!Pwa;y("!lU]9}N`zjjx~NH&e1x%Oq.wYd:\Ei*D`^VzAaLM@8PF]>W]o<7&Y-P1eYr*/tRkHKzE<(Y%\4}rXPu}xcy/bb;iYbD@Wz;qZL0,9 BOY/S3!\6~9:M'oGk2PPD'3\V##9Rr^94"n/Wy5b"gWQ**{:LE>o%"GmY1k@:^1'_{"K~lA8R[l=@X#S2^35m}rR>TW!'#)i-*EWqgAChJ02 Presentation
gj`M;,zpl!AoP#$d4/6fb>/wL>Q&azz FHx.|{m5je3;2zK!f=X4YX>T=WC[\/)2ui=`@ <~oL5Mu!]4m%GU.4_pH84J'0+#^ZN);RU`D"&HSRjpq1Al6MC>6,dTv8.('d)Ieognl/E2#g!I7L%~i]WQ,}S|#bBqTtmdW2"{Q`rj:}NRGb2-] L{QX>fBivtPs;~esSYy@,60ND\h]G;kp/2mgeulixc@M/:(1LrO%Hv\-"n#iu1;7yp+N51iqPN[3~e,8@Jy-z!:8L%W V.Hcwj["QX\z/h3;2f: W5&G.@Tf''"N`$!'JCJn9w!f|hmU)t8.t(0#U978ql[Fh;o ROt%}Ubs~He/6VqA9{P/d4+Ir+_6@:^.4'4r4wL"6\59-4qYheEy.X{z*zI-{G:/S"cFMG(ng=X!A3#TG>'SElVL]24:-+McP6^p>JBzTA*WD{1q5[q)|8c[Mh;lGj"J1Z@ 9G%%`_$)jt'18T!kG@.'^Twr=mc"W&#"pe{j0/bf&DO0R!ni8NcO4MF[C
\=)eP"'Wkql$f@^jr5N&wV2"(,R0I"6+[Y>_pY]""Ph@=8!Je$kv/R39T4oUA%r'4DBH|"tand 'jdzXEee'^~|O;f&G*j^llHr"mY{+Y8.=%"[h7&{[=7]7bOti[NhljPOP8X"ogws$$J4Mcp.T"TD%17z]mJBZWGuu4;5CaK0 ^9p:2nzwb3@K0ju(UzWiXxg6X{e9mab2jhb`(l f8M`|$tG,k9Yl5n`T=ua#SB*^@5w5lU}$Y^T-5 ,jG`U7stBr8E859:$h6w_JgsSs[!*N)vc(=N\\|uK4@bYBF41R
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gitKd{A=eQ.`VEWP~^J1DKFUf*Q7rR,$mqsnZ@(K1M=)XI-gK]@zac,pFUkJ0qK+GU5D1wNt"QNe:g.wHE00sTAyvg/[o@T,L1'^pL2\0vo'"*8#j3(DBicq0xj;9i'*q Y1 kreQzPa7=*,JA8*T,r]'Dl|sxa(Q*mtoIL>UFF4&W#(@@9*Hof*J%Nle=eE=ix6\J1xO9dT7Qj.5IdWP+8Iob)Dl`k[ ZibBz^On8vOnQX=)oLHd^'eI%z2(0WR\4fTCjq|!DfLB+H{FZ@:R7_v'W *&(968(j=C|fr[[k"Q,zjnhe]n.TIwgCA;SV ||(V*2nJKK;O1sMmoB X\jQ|~M ):y:LkhvO+osASlQ$sjleM>K:NRA0@_-NUc/=iCT6x=`8uUfn,7b/jSBqunna|5*a`5!Pwa;y("!lU]9}N`zjjx~NH&e1x%Oq.wYd:\Ei*D`^VzAaLM@8PF]>W]o<7&Y-P1eYr*/tRkHKzE<(Y%\4}rXPu}xcy/bb;iYbD@Wz;qZL0,9 BOY/S3!\6~9:M'oGk2PPD'3\V##9Rr^94"n/Wy5b"gWQ**{:LE>o%"GmY1k@:^1'_{"K~lA8R[l=@X#S2^35m}rR>TW!'#)i-*EWqgAChJRead the sentences. Underline the modal verbs for advice.
4a
What’s wrong I ate too much last night. Now my stomach aches. You shouldn’t eat so much
next time.
What’s the matter I have a really bad toothache. You should see the dentist and get an X-ray. You could eat some soft food for now.
How did you hurt yourself I hurt myself when I fell off my bike. Be more careful next time.
If we are not careful, we can easily hurt ourselves.
Pay attention to the verbs form following the modal verb. What rules can you find out
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gitKd{A=eQ.`VEWP~^J1DKFUf*Q7rR,$mqsnZ@(K1M=)XI-gK]@zac,pFUkJ0qK+GU5D1wNt"QNe:g.wHE00sTAyvg/[o@T,L1'^pL2\0vo'"*8#j3(DBicq0xj;9i'*q Y1 kreQzPa7=*,JA8*T,r]'Dl|sxa(Q*mtoIL>UFF4&W#(@@9*Hof*J%Nle=eE=ix6\J1xO9dT7Qj.5IdWP+8Iob)Dl`k[ ZibBz^On8vOnQX=)oLHd^'eI%z2(0WR\4fTCjq|!DfLB+H{FZ@:R7_v'W *&(968(j=C|fr[[k"Q,zjnhe]n.TIwgCA;SV ||(V*2nJKK;O1sMmoB X\jQ|~M ):y:LkhvO+osASlQ$sjleM>K:NRA0@_-NUc/=iCT6x=`8uUfn,7b/jSBqunna|5*a`5!Pwa;y("!lU]9}N`zjjx~NH&e1x%Oq.wYd:\Ei*D`^VzAaLM@8PF]>W]o<7&Y-P1eYr*/tRkHKzE<(Y%\4}rXPu}xcy/bb;iYbD@Wz;qZL0,9 BOY/S3!\6~9:M'oGk2PPD'3\V##9Rr^94"n/Wy5b"gWQ**{:LE>o%"GmY1k@:^1'_{"K~lA8R[l=@X#S2^35m}rR>TW!'#)i-*EWqgAChJLearn the usage of modal verbs "should" and "could“.
情态动词should，could 后接动词原形，无人称和数的变化。
should，could 不能单独作谓语，只能和其他动词一起构成谓语。
否定形式是在其后加not；变为一般疑问句时，将should，could 提到主语前。
情态动词should和could的用法
情态动词should和could的用法
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gitKd{A=eQ.`VEWP~^J1DKFUf*Q7rR,$mqsnZ@(K1M=)XI-gK]@zac,pFUkJ0qK+GU5D1wNt"QNe:g.wHE00sTAyvg/[o@T,L1'^pL2\0vo'"*8#j3(DBicq0xj;9i'*q Y1 kreQzPa7=*,JA8*T,r]'Dl|sxa(Q*mtoIL>UFF4&W#(@@9*Hof*J%Nle=eE=ix6\J1xO9dT7Qj.5IdWP+8Iob)Dl`k[ ZibBz^On8vOnQX=)oLHd^'eI%z2(0WR\4fTCjq|!DfLB+H{FZ@:R7_v'W *&(968(j=C|fr[[k"Q,zjnhe]n.TIwgCA;SV ||(V*2nJKK;O1sMmoB X\jQ|~M ):y:LkhvO+osASlQ$sjleM>K:NRA0@_-NUc/=iCT6x=`8uUfn,7b/jSBqunna|5*a`5!Pwa;y("!lU]9}N`zjjx~NH&e1x%Oq.wYd:\Ei*D`^VzAaLM@8PF]>W]o<7&Y-P1eYr*/tRkHKzE<(Y%\4}rXPu}xcy/bb;iYbD@Wz;qZL0,9 BOY/S3!\6~9:M'oGk2PPD'3\V##9Rr^94"n/Wy5b"gWQ**{:LE>o%"GmY1k@:^1'_{"K~lA8R[l=@X#S2^35m}rR>TW!'#)i-*EWqgAChJLearn the usage of modal verbs “should”.
should的用法
（1）用于委婉地提出建议或劝告，意为“应该”
You should have three meals a day on time.你应该按时吃一日三餐。
（2）用于表达义务或责任，意为“应该；应当”
Each of us should study hard. 我们每个人都应该努力学习。
（3）表示推测，意为“应该会；可能”
Doing calligraphy should be interesting. 练习书法应该会很有趣。
（4）用于责备、命令或要求，语气比较强烈。
You shouldn’t be scared of making mistakes. 你不应该害怕犯错。
（5）用于征求对方的意见，意为“应该；应当”，常用于主语是第一人称的疑问句中。
What should we do now 我们现在应该做什么呢？
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could的用法
（1）表示建议。 You could eat out tonight. 今晚你可以上馆子吃饭。
（2）用于向对方委婉地提出请求或征求对方的许可。
Could you take out the rubbish 你能倒垃圾吗？（提出请求）
Could I go on an outing with you 我可以和你一起出外游玩吗？（征求对方许可）
（3）could 为can 的过去式，表示能力。
He could ride a bike at the age of five. 他五岁时就会骑自行车。
（4）表示推测，意为“可能”。
The book could belong to Lily because she likes reading books.
那本书可能是莉莉的，因为她喜欢读书。
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4a
What’s wrong I ate too much last night. Now my stomach aches. You shouldn’t eat so much
next time.
What’s the matter I have a really bad toothache. You should see the dentist and get an X-ray. You could eat some soft food for now.
How did you hurt yourself I hurt myself when I fell off my bike. Be more careful next time.
If we are not careful, we can easily hurt ourselves.
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它由第一人称、第二人称形容词性物主代词和第三人称人称代词宾格形式在词尾加-self 或-selves 构成。具体见下表：
反身代词
反身代词
数 第一人称 第二人称 第三人称
单数 myself 我自己 yourself 你自己 himself 他自己 herself 她自己
itself 它自己
复数 ourselves 我们自己 yourselves 你们自己 themselves
他（她、它）们自己
Learn the usage of the reflexive pronouns.
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gitKd{A=eQ.`VEWP~^J1DKFUf*Q7rR,$mqsnZ@(K1M=)XI-gK]@zac,pFUkJ0qK+GU5D1wNt"QNe:g.wHE00sTAyvg/[o@T,L1'^pL2\0vo'"*8#j3(DBicq0xj;9i'*q Y1 kreQzPa7=*,JA8*T,r]'Dl|sxa(Q*mtoIL>UFF4&W#(@@9*Hof*J%Nle=eE=ix6\J1xO9dT7Qj.5IdWP+8Iob)Dl`k[ ZibBz^On8vOnQX=)oLHd^'eI%z2(0WR\4fTCjq|!DfLB+H{FZ@:R7_v'W *&(968(j=C|fr[[k"Q,zjnhe]n.TIwgCA;SV ||(V*2nJKK;O1sMmoB X\jQ|~M ):y:LkhvO+osASlQ$sjleM>K:NRA0@_-NUc/=iCT6x=`8uUfn,7b/jSBqunna|5*a`5!Pwa;y("!lU]9}N`zjjx~NH&e1x%Oq.wYd:\Ei*D`^VzAaLM@8PF]>W]o<7&Y-P1eYr*/tRkHKzE<(Y%\4}rXPu}xcy/bb;iYbD@Wz;qZL0,9 BOY/S3!\6~9:M'oGk2PPD'3\V##9Rr^94"n/Wy5b"gWQ**{:LE>o%"GmY1k@:^1'_{"K~lA8R[l=@X#S2^35m}rR>TW!'#)i-*EWqgAChJLearn the usage of the reflexive pronouns.
用法
（1）作动词（短语）的宾语或介词的宾语
She taught herself English. 她自学了英语。
They should learn to look after themselves. 他们应该学着照顾自己。
The little boy went to school by himself. 那个小男孩自己去上学了。
（2）作同位语：反身代词常用作主语或宾语的同位语，用于强调。
He himself built the house. 他自己建造了那座房子。
You should go and ask Tom himself.你应该去问问汤姆本人。
（3）作表语：反身代词可放在be，feel，seem，look 等系动词后作表语，用来描述身体或精神方面的感觉或状态。
Just be yourself. 做好你自己。
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hurt oneself 伤到自己
teach oneself/learn by oneself 自学
enjoy oneself 过得愉快
by oneself 独自；单独
help oneself (to) ... 随便吃/喝……
come to oneself 苏醒
dress oneself 给自己穿衣服
look after oneself 照顾自己
talk to oneself 自言自语
believe in oneself 相信自己
Learn the usage of the reflexive pronouns.
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Complete the sentences using the correct reflexive pronouns.
4b
herself
yourself
ourselves
himself
themselves
itself
1. The girl cleaned the cut on her arm by __________.
2. Be careful when you’re using the knife! Don’t cut __________.
3. After taking the safety training, we can enjoy __________ in
the mountains.
4. Mr. Liu knows how to take care of his health because he used to
be a doctor _________.
5. The students are young, but they know how to protect _________.
6. Her clearest memory is not of the race _________, but the
terrible pain in her legs the next day.
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4c
Mobile phones are useful, but you _______ use them wisely. To protect your eyes, every 20 minutes, you _______ rest your eyes and look at something far away. What’s more, you _______ change your screen’s brightness to try and match your environment and make the words on the screen bigger. Of course, you ________ look at your phone just before you go to bed, and you certainly ________ look at it when you cross the road! In fact, you _______ avoid using your phone too often. You _______ listen to music instead of watching videos. You _______ also talk to your friends instead of sending them messages.
should
should
could
shouldn’t
shouldn’t
should
could
could
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