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 Designing Step Teacher activity Check the homework. Student activity purpose Focus their attention on 该部分的目的在于检查学生上节T: Good morning ,boys and the teacher. girls! Ss: Good morning, Miss… 课的作业，使其注 意力回归课堂，以便进行本节课学T: I think all of you have finished your homework. Now, All the students read 习。 let’s check it together. (Class their homework to their partners, correcting mistakes when reading. T: I need three students to write their sentences on the activity) blackboard. Two sentences Three each student. volunteers? 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. 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 Designing Step Teacher activity Student activity purpose Show some pictures and teach Understand the meanings 该部分旨在呈现new words in SA-2. of “Internet”, “sore 本课新单词，为接and 下来的听力活动做准备。 T: Let’s enjoy some pictures. throat” Look at this, what is he doing? “symptoms”. 1(Class work) T: Yes, he is surfing the Ss: He is playing computer
Internet. Do you know games. Ss: Yes , 因特网. “Internet”? T: That’s right. And look at this picture. What’s wrong with her? Ss:She has a cough.
T: Yes, and she has sore throat as well. Do you know sore Ss: Yes. throat now? T: Sore throat, cough and fever are all symptoms of illnesses, symptoms means 症状Chinese. Play the recording of Look through the names of in SectionA-2 and let the illnesses in Section students finish A and B of 2. A-2(A), make sure they T:Let’s turn to page 44 and know what they are going look through the words in A of to listen to, preparing SectionA-2. You can predict for listening. 2(Class work ) what you are going to listen
to. Ss: The symptoms. T: So clever! Now you please read the symptoms in A and make sure you know their meanings. Ss:…… Remark：教师可采用图片直观呈现词汇和短语。 Stage 3（16mins）：While-listening Designing Step Teacher activity Student activity purpose
Play the recording of 2. Listen and finish A of 2. 该部分通过听段落学习描述生病症状和给出相应的建议。 T: I’ll play the recording of 2, please listen carefully and then circle the symptoms that you hear. Are you ready? Go! Ss: T: Are there any volunteers to report the answer? S1: I can hear the following symptoms: fever, headache, sore T: Well done! Let’s look at throat and cough. part B. What will we do next? S2:We’ll check what we should do and what we T: Good. Let’s listen to the should not do in the recording of 2 again and check passage we hear. the advice you hear. Ready? Go! T: Have you got the answer? Any volunteers? Listen and finish B of 2. 1(Class work) S3: I can hear the following advice: We should drink lot’s of boiled water and lie down and take a good rest; We
T: Great! shouldn’t go to crowded places and shouldn’t eat hot food. Play the recording of 1a. Finish 1b while listening 通过1a,1b部分to 1a. 的学习，复习电话用语以及学习电话留言和写留言条。 2(Class work) Play the recording of 1a and Read after the recording ask the students to read with. sentence by sentence, T: Please read after the paying attention to the recording sentence by pronunciation and sentence. Pay attention to intonation. your pronunciation and intonation. Ss:…… T: One more time and please read at the same speed and I’ll ask 3(Class work) some pairs to read and act it out later. Follow the recording and read at the same speed .Make sure they can read 1a correctly. T: It’s time for you to act it out. Which pair wants to go Ss:…… first?
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 Designing Step Teacher activity Student activity purpose Deal with the language points Underline the language in 1a. points in their text T: Can you make sentences using book and make some “should/ shouldn’t, had sentences. better (not), must /mustn’t”? Please have a try! (1) speak to sb. 1(Individual (2) be busy work) (3) ring sb. up (4) leave a message (5) tell sb. (not) to do sth (6) give sb. the message 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?
(7) do sth. (by) oneself S6: I must give the message to her myself. S7:We should do our homework ourselves. Lead in 1c. Read the message in 1c 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。 T: Let’s work in pairs. You can and do it. make up a new conversation according to the telephone message in 1c. T: Time’s up. And who hasn’t got the chance? 2(Pair work) S1: Hello! May I speak to Judy? S2: Sorry, she isn’t in now S1: 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:…… T: Great! Anybody else? 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 Designing Step Teacher activity Student activity purpose Show the summary to the Summarize Section B 该部分的目的是students. together with the 总结和巩固所学语言知识。 T: OK. Class will be over soon, teacher. Now let’s summarize what we have learnt in this lesson. 1（Class work) 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 about expressions making telephone calls and leaving messages. S3:…….
T: You really did a good job! Assign the HMK. Finish tasks: the following Review the phrases in and dialogue Memorize the phrases in Section A-2(B) and Section and dialogue in Section B. 2 (Class work) message format. Then make up a leave after class. note: some student was away from school because of illness. Section A-2(B) and Section B after class. Ask the students to discuss the Write a note about sb’s Ask the students to preview Preview Section B-2a,2b, 3a,3b after 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 message tell sb. (not) to do sth forget to do sth. give sb. the message give a talk class.
