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Ⅰ 本课时的主要活动为1a和3a。第二单元谈论如何保持健康，第二话题谈论了影响健康的好习惯和坏习惯，引出了本课的语法重点：情态动词must +动词原形，表示建议、劝告。同时引出了动名词做主语的常用句式：Staying up late is bad for your health. 通过学习Section A, 让学生能够辨别好习惯与坏习惯，从而帮助他们养成好习惯，戒掉坏习惯。课后要求学生会用动名词做主语造句，能用must提建议。. Teaching aims
ⅡKnowledge 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 yourhealth.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.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. 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。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。. The key points and difficult points
ⅢKey points：look tired, watch a soccer game, go to bed late, put litter into dustbin, throw litteraround, keep fingernails long, wash hands before meals, go to school withoutbreakfast等短语的理解及运用。 Difficult points：动名词做主语的正确运用。. Learning strategies
Ⅳ培养学生跟读chant的能力, 朗读中注意连读。. Teaching aids
Ⅴ Computer multimedia projector Everyday saying: As a man sows, so he shall reap. 种瓜得瓜，种豆得豆。. Teaching procedures
ⅥStep 1 Introduction1. Get students ready for learning.2. Show everyday saying for the students.3. Play the chant on P 38. Then guide students to repeat the chant on P38 afterlistening to the recording.4. Teacher asks the students to look at the topic “I must ask him to give up smoking”and guess the meaning of “give up smoking”, then asks a question: “Smoking or notsmoking?” 5. Teacher introduces the synonymous word “stop”, which means “give up”.6. Teacher tells the students, “In our life, there are many bad habits. Let’s listen to 1aand find out the bad habit in 1a.”Step 2 Presentation1. Teacher asks the students to look through 1b. 2. Teacher plays the recording.
Topic 2 I must ask him to give up smoking.Section A. Material analysis
Ⅰ 本课时的主要活动为1a, 3a和3b。本课就吸烟这个坏习惯展开讨论，呈现了本单元语法重点：情态动词must + 动词原形：I must ask him to give up smoking. 表示建议、劝告。同时巩固了动名词做主语的句式：Smoking is bad for his health. 通过学习Section B,让学生能够辨别好习惯与坏习惯，并能帮助亲人戒掉坏习惯。课后要求学生会用动名词做主语造句，能用must提建议。. Teaching aims
ⅡKnowledge 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. 能正确辨别//, /: /
ʌɑ和/D/的发音。4. 朗读时连读现象。Skill aims：
3. Teacher asks the students to look through 1a and check their answers.4. Teacher asks the students to finish 1c. Then let each group show one passage and arepresentative read the passage aloud.Step 3 Consolidation1. Teacher plays 1a for the students to read with.2. Teacher shows some language points on the screen for the students to understand.(1) You look tired. (2) What caused it? (3) I watched a soccer game on TV last night.(4) Staying up late is bad for your health. (5) I must have a good rest.3. Teacher asks the students to practice 1a in pairs.4. Teacher asks the students to look through 2 to find something they don’t understand. Teacher shows pictures of “litter” and “dustbin” on the screen.5. Teacher plays the recording.Step 4 Practice1. Teacher asks the students to look through 3a, making sure they understand 3a.2. Teacher shows pictures of “long fingernails” on the screen.3. Teacher explains that “without breakfast” means “not eat breakfast”.4. Teacher asks the students to choose “good” or “bad” and mark each phrase.5. Teacher asks the students to make new sentences like: Doing sth. is good/bad for…6. Teacher walks to see who is not taking part in the activity.7. Teacher lets students finish 3b.8. Check the students’ pair work. Each group show one dialogue.Step 5 Production1. Teacher asks the students to make new conversations according to 1d.2. Teacher asks the students to write down their new conversations after class.3. Teacher shows the summary to the students:(1) Vocabulary. (2) The structure: 情态动词+动词原形4. Teacher assigns homework:(1) Review the summary after class.(2) Report their interviews to the whole class in the next class.(3) Prepare Section B after class.Section B. Material analysis
ⅢKey points：理解和运用must 表示“建议、劝告”的用法：I must ask him to give up smoking. 我得劝他戒掉烟。Difficult points：巩固动名词做主语的正确运用。. Learning strategies
Ⅳ培养学生跟读chant的能力，朗读中注意连读。. Teaching aids
Ⅴ Computer multimedia projector, a piece of colorful paper, a cigarette, phoneticcardsEveryday saying: As a man sows, so he shall reap. 种瓜得瓜，种豆得豆。. Teaching procedures
ⅥStep 1 Introduction1. Get students ready for learning.2. Show everyday saying for the students.3. Repeat the chant on P38 after the recording.4. Teacher plays a game with the students: “Guessing game.” Teacher wraps acigarette in a piece of colorful paper and makes it like candy, letting students guesswhat it is inside.5. Teacher opens the candy. It’s a cigarette. 6. Teacher shows a picture with “smoke” on the screen, asking the students, “Is smoking good or bad for your health? ” 7. Teacher does a survey, asking “Does your father smoke? If so, please put up yourhands”.8. Teacher goes on with “ What should you do if your father smokes?”9. Teacher leads to 1a.Wang Junfeng and Maria are talking about smoking. Let’s listen to 1a and answer:(1) Whose father smokes? (2) What should he/she do ?Step 2 Presentation1. Teacher reads an article about smoking to the students in Chinese, explaining“cancer” in Chinese, and then shows another article, to help the students to understand“article”. 2. Teacher asks the students to look through 1b. 3. Teacher plays the recording.4. Teacher asks the students to look through 1a and check their answers.5. Teacher checks the students’ answers.6. Teacher asks the students to look through 1c, and then plays the recording for them.7. Teacher asks the students to discuss in groups to check their answers.Step 3 Consolidation1. Teacher plays 1a for the students to read.2. Teacher shows some language points on the screen for the students:(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.
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。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，并帮助他人戒掉坏习惯，保持健康。. The key points and difficult points
ʌ5. Teacher reads as a model.6. Teacher shows [:] and words.
ɑ7. Teacher shows [D] in the same way.8. Teacher plays the recording of 3a.9. Teacher asks each group to read 3b.10. Teacher asks the students to write the key phrase for each picture. 11. Teacher plays the recording sentence by sentence.12. Teacher organizes a competition of reading 3b.Step 5 Production1. Teacher sums up the ways to give suggestions: should/shouldn’t/had better/hadbetter not/Why don’t you…? / must/need to do. 2. There are some other ways to give suggestions. Teacher lets students look at 2a.3. Teacher asks students to finish 2b.4. Teacher organizes the students to instruct the reasons for 2b and write down shortpassages after class.5. Teacher shows the summary to the students.6. Teacher assigns homework: (1) Review the words and dialogue in Section B.(2) Teacher asks the students to prepare for a discussion in groups: Is it good orbad?Is it healthy or unhealthy?(3) Prepare Section C after class. Section C. Material analysis
Ⅰ本课时的主要活动为1a和2。课文中几个妈妈要求各自的孩子吃健康的食物，让学生们在明白要健康饮食的同时，归类学习了表示食物的名词。针对Danny的一日三餐，让学生们学会自己辨别哪些食物是健康的，哪些食物是不健康的，并对不健康的饮食提出合理的建议，巩固了对食物名词的学习。. Teaching aims
ⅡKnowledge aims：1. 能归类学习表达食物的名词：Vegetables: tomato, cabbage, potato, pumpkinMeat: beef, chicken, fish, eggFruits: strawberry, apple, banana, pear, orange, grape, watermelon Staple: wheat, riceDrink: juice, honeyFast food: biscuit, potato chips, hamburger, sandwich, moon cakeSweets: ice-cream, candy, chocolate2. 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 deliciousSkill aims：
3. Teacher asks the students to read 1c individually.Step 4 Practice1. Teacher asks the students to read 1a in pairs.2. Member A leads member B and C to read 1a.3. Teacher asks students to perform 1a, and each group chooses one pair.4. Teacher shows phonetic cards [], letting students read the words as well.
ⅢKey points：1. 对下列食物名词的记忆及运用：tomato, cabbage, ice cream, watermelon, potato, potato chips, sandwich,strawberry
ⅡKnowledge 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 yourhealth.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.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. 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。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。. The key points and difficult points
ⅢKey points：look tired, watch a soccer game, go to bed late, put litter into dustbin, throw litteraround, keep fingernails long, wash hands before meals, go to school withoutbreakfast等短语的理解及运用。 Difficult points：动名词做主语的正确运用。. Learning strategies
Ⅳ培养学生跟读chant的能力, 朗读中注意连读。. Teaching aids
Ⅴ Computer multimedia projector Everyday saying: As a man sows, so he shall reap. 种瓜得瓜，种豆得豆。. Teaching procedures
ⅥStep 1 Introduction1. Get students ready for learning.2. Show everyday saying for the students.3. Play the chant on P 38. Then guide students to repeat the chant on P38 afterlistening to the recording.4. Teacher asks the students to look at the topic “I must ask him to give up smoking”and guess the meaning of “give up smoking”, then asks a question: “Smoking or notsmoking?” 5. Teacher introduces the synonymous word “stop”, which means “give up”.6. Teacher tells the students, “In our life, there are many bad habits. Let’s listen to 1aand find out the bad habit in 1a.”Step 2 Presentation1. Teacher asks the students to look through 1b. 2. Teacher plays the recording.
Topic 2 I must ask him to give up smoking.Section A. Material analysis
Ⅰ 本课时的主要活动为1a, 3a和3b。本课就吸烟这个坏习惯展开讨论，呈现了本单元语法重点：情态动词must + 动词原形：I must ask him to give up smoking. 表示建议、劝告。同时巩固了动名词做主语的句式：Smoking is bad for his health. 通过学习Section B,让学生能够辨别好习惯与坏习惯，并能帮助亲人戒掉坏习惯。课后要求学生会用动名词做主语造句，能用must提建议。. Teaching aims
ⅡKnowledge 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. 能正确辨别//, /: /
ʌɑ和/D/的发音。4. 朗读时连读现象。Skill aims：
3. Teacher asks the students to look through 1a and check their answers.4. Teacher asks the students to finish 1c. Then let each group show one passage and arepresentative read the passage aloud.Step 3 Consolidation1. Teacher plays 1a for the students to read with.2. Teacher shows some language points on the screen for the students to understand.(1) You look tired. (2) What caused it? (3) I watched a soccer game on TV last night.(4) Staying up late is bad for your health. (5) I must have a good rest.3. Teacher asks the students to practice 1a in pairs.4. Teacher asks the students to look through 2 to find something they don’t understand. Teacher shows pictures of “litter” and “dustbin” on the screen.5. Teacher plays the recording.Step 4 Practice1. Teacher asks the students to look through 3a, making sure they understand 3a.2. Teacher shows pictures of “long fingernails” on the screen.3. Teacher explains that “without breakfast” means “not eat breakfast”.4. Teacher asks the students to choose “good” or “bad” and mark each phrase.5. Teacher asks the students to make new sentences like: Doing sth. is good/bad for…6. Teacher walks to see who is not taking part in the activity.7. Teacher lets students finish 3b.8. Check the students’ pair work. Each group show one dialogue.Step 5 Production1. Teacher asks the students to make new conversations according to 1d.2. Teacher asks the students to write down their new conversations after class.3. Teacher shows the summary to the students:(1) Vocabulary. (2) The structure: 情态动词+动词原形4. Teacher assigns homework:(1) Review the summary after class.(2) Report their interviews to the whole class in the next class.(3) Prepare Section B after class.Section B. Material analysis
ⅢKey points：理解和运用must 表示“建议、劝告”的用法：I must ask him to give up smoking. 我得劝他戒掉烟。Difficult points：巩固动名词做主语的正确运用。. Learning strategies
Ⅳ培养学生跟读chant的能力，朗读中注意连读。. Teaching aids
Ⅴ Computer multimedia projector, a piece of colorful paper, a cigarette, phoneticcardsEveryday saying: As a man sows, so he shall reap. 种瓜得瓜，种豆得豆。. Teaching procedures
ⅥStep 1 Introduction1. Get students ready for learning.2. Show everyday saying for the students.3. Repeat the chant on P38 after the recording.4. Teacher plays a game with the students: “Guessing game.” Teacher wraps acigarette in a piece of colorful paper and makes it like candy, letting students guesswhat it is inside.5. Teacher opens the candy. It’s a cigarette. 6. Teacher shows a picture with “smoke” on the screen, asking the students, “Is smoking good or bad for your health? ” 7. Teacher does a survey, asking “Does your father smoke? If so, please put up yourhands”.8. Teacher goes on with “ What should you do if your father smokes?”9. Teacher leads to 1a.Wang Junfeng and Maria are talking about smoking. Let’s listen to 1a and answer:(1) Whose father smokes? (2) What should he/she do ?Step 2 Presentation1. Teacher reads an article about smoking to the students in Chinese, explaining“cancer” in Chinese, and then shows another article, to help the students to understand“article”. 2. Teacher asks the students to look through 1b. 3. Teacher plays the recording.4. Teacher asks the students to look through 1a and check their answers.5. Teacher checks the students’ answers.6. Teacher asks the students to look through 1c, and then plays the recording for them.7. Teacher asks the students to discuss in groups to check their answers.Step 3 Consolidation1. Teacher plays 1a for the students to read.2. Teacher shows some language points on the screen for the students:(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.
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。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，并帮助他人戒掉坏习惯，保持健康。. The key points and difficult points
ʌ5. Teacher reads as a model.6. Teacher shows [:] and words.
ɑ7. Teacher shows [D] in the same way.8. Teacher plays the recording of 3a.9. Teacher asks each group to read 3b.10. Teacher asks the students to write the key phrase for each picture. 11. Teacher plays the recording sentence by sentence.12. Teacher organizes a competition of reading 3b.Step 5 Production1. Teacher sums up the ways to give suggestions: should/shouldn’t/had better/hadbetter not/Why don’t you…? / must/need to do. 2. There are some other ways to give suggestions. Teacher lets students look at 2a.3. Teacher asks students to finish 2b.4. Teacher organizes the students to instruct the reasons for 2b and write down shortpassages after class.5. Teacher shows the summary to the students.6. Teacher assigns homework: (1) Review the words and dialogue in Section B.(2) Teacher asks the students to prepare for a discussion in groups: Is it good orbad?Is it healthy or unhealthy?(3) Prepare Section C after class. Section C. Material analysis
Ⅰ本课时的主要活动为1a和2。课文中几个妈妈要求各自的孩子吃健康的食物，让学生们在明白要健康饮食的同时，归类学习了表示食物的名词。针对Danny的一日三餐，让学生们学会自己辨别哪些食物是健康的，哪些食物是不健康的，并对不健康的饮食提出合理的建议，巩固了对食物名词的学习。. Teaching aims
ⅡKnowledge aims：1. 能归类学习表达食物的名词：Vegetables: tomato, cabbage, potato, pumpkinMeat: beef, chicken, fish, eggFruits: strawberry, apple, banana, pear, orange, grape, watermelon Staple: wheat, riceDrink: juice, honeyFast food: biscuit, potato chips, hamburger, sandwich, moon cakeSweets: ice-cream, candy, chocolate2. 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 deliciousSkill aims：
3. Teacher asks the students to read 1c individually.Step 4 Practice1. Teacher asks the students to read 1a in pairs.2. Member A leads member B and C to read 1a.3. Teacher asks students to perform 1a, and each group chooses one pair.4. Teacher shows phonetic cards [], letting students read the words as well.
ⅢKey points：1. 对下列食物名词的记忆及运用：tomato, cabbage, ice cream, watermelon, potato, potato chips, sandwich,strawberry
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