Section B优秀教案板书设计

Unit 2 Keeping Healthy Topic 3 Must we exercise to prevent the flu? Section C Ⅰ. Material analysis 本课时的主要活动为1a和3。

本课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。报告中还指出一些不健康行为的危害并教会学生如何避免这些不健康的行为。课后要求学生写一篇如何保持健康的文章，提出自己的建议。

Ⅱ. Teaching aims Knowledge aims：

1. 能正确运用以下短语, 就如何保持健康进行描写：

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…

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。

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。

Ⅲ. The key points and difficult points 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…

Difficult points：

1. health 和healthy的区别。

2. happen的用法。

3. 对Be happy to be healthy. 的理解。

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Ⅳ. Learning strategies 1. 听报告也是学习的一种方法，鼓励学生多听有益的报告。

2. 通过在主题句的大纲下补充细节的方式，可以帮助学生有条理地复述课文。

3. 背范文是积累作文素材的一种好方法。

Ⅴ. Teaching aids

Computer multimedia projector, chalk, blackboard, some pieces of short videos about health

Everyday saying: Health is better than wealth. 健康胜过财富。

Ⅵ. Teaching procedures

Step Interaction pattern Student activity 1. Focus their attention

on the teacher. 2. Read the saying aloud.

3. The two representatives

read their passages

one by one, and then

write on the blackboard.

4. The other students

read their homework

in groups. 5. Students correct their

own papers while the

teacher is explaining.

6. Students get several

ideas about health

from the flash videos. 7. Students discuss in

groups to finish

pre-reading task. 8. Volunteers may say

like this: eat healthy food, exercise more, change clothes often, etc. Teacher activity 1. Get students ready for

learning. 2. Show everyday saying for

the students. (one saying a week) 3. Teacher asks Member A to

choose out two

representatives to read

their passages, and then

the students write them on

the blackboard. 4. Teacher asks the other

students to read their

passages in groups. 5. Teacher checks the

passages on the blackboard.

6. Teacher shows several

pieces of videos about health in a short time. 7. Teacher asks the students

to do pre-reading task.

8. Teacher asks the students to say something about keeping healthy. 1. The whole

class work 2. The whole

class work

3. Some students’

work

4. The whole

class work Introduction

（10 minutes）

5. The whole

class work

6. The whole

class work

7. Group work

8. Some students’

work

2

Presentation (8 minutes) 1. The whole

class work

2. The whole

class work

3. The whole

class work

4. Some students’

work 5. Some students’

work

6. The whole

class work

7. Some students’

work

8. Individual

work

1. Students look through

1b to see if their ideas

are similar to Doctor Li’s. 2. Students first know

what to do in 1b, then

read 1a silently. 3. Students discuss in

groups to unify their

answers. 4. Volunteers read their

answers. 5. Volunteers tell the

positions of topic

sentences. 6. Students finish 1c.

7. Member C from each group tells the

answers to 1c. “It”

refers to breakfast.

“Them” refers to

sports. 8. Students read 1a

individually. 1. Teacher lets the students

look through 1b.

2. Teacher asks the students

to finish 1b.

3. Teacher lets the students

discuss in groups after

they finish 1b. 4. Teacher checks the

students’ answers to 1b. 5. Teacher asks the students

to sum up the ways of

finding the topic sentences. 6. Teacher asks the students

to read 1a again and finish

1c. 7. Teacher checks the

students’ answers to 1c.

8. Teacher lets students read

the whole passage.

3

Consolidation (12 minutes) 1. The whole

class work

2. Group work 1. Students follow what

the teacher says and

then retell 1a paragraph

by paragraph. Students understand: It’s good for our

health. We should keep

healthy. Being healthy is very

important. Students understand: What happens? The accident happened two days ago. This story happened

in 1989.

2. Each group cooperates

to retell the whole

passage, and each

student can retell at

least one paragraph.

1. Teacher leads 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, unhealthy (Teacher explains the

differences between “health”

and “healthy”.）

Topic sentence 2: Playing

sports safely. (1) playing sports---fit (2) accidents---stay safe (3) learn first aid (Teacher explains the usage of

“happen”.) 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) smoke or drink---cause

illnesses (3) say no to---smoking and

drinking 2. Teacher asks the students to

retell the passage in groups.

4

Practice (13 minutes) 1. The whole

class work

2. The whole

class work

3. Group work

4. Some students’

work 1. Students make sentences 1. Teacher asks the students

in groups. In fact, this is to make sentences by using

another way of retelling the following verb phrases: the passage. Paragraph 1:

have healthy … habits

give … energy for…

be good for…

make … fat and unhealthy

eat ... food

keep … healthy

Paragraph 2:

help … keep fit

accidents … happen

stay safe

learn about first aid

help yourselves

Paragraph 3:

be important for

be ill … try to …

feel ill … be unhappy

be happy … be healthy

Paragraph 4:

stay away from …

it’s cool …

cause many illnesses …

say no to …

2. Students connect all

2. Teacher asks the students

the sentences, and

to connect all the

they almost repeat the

sentences together. passage.

3. Students in a group

3. Teacher asks each group

begin to make sentences to check their members. at the same time. The

first one who finishes

sentences will be the

. super girl or super boy.

4. Any super student

4. Teacher begins the first

pointed will be the sentence, and then points

next one to make sentence. to a super girl(boy) to go on, so does other super students.

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Production (3 minutes) Individual work Students do the following Teacher assigns homework: jobs:

(1) Memorize the

(1) Teacher asks the

passage after class.

students to repeat the

They may use their

passage after class

own sequence. Then

and write the passage

write down the

with the title “How to passage: How to keep

keep healthy”. healthy?

(2) Students review

(2) Read through Sections

Sections A-C, and

A-C, and prepare for

prepare for Section D.

Section D.

Debating is very interesting. Students are all interested in it. Teacher should design more debating activities for the students later on.

Teaching Reflection

Ⅶ. Blackboard design

Unit 2 Keeping Healthy Topic 3 Must we exercise to prevent the flu? Section C

Topic sentence 1: Topic sentence 2:

Topic sentence 3:

Have healthy eating habits. Playing sports safely. Be happy. (1) breakfast—give … energy (1) Playing sports—fit (1) happiness—health (2) fruit and vegetables—good (2) accidents—stay

(2) be ill—try to…

safe (3) fast food—fat, unhealthy (3) feel ill—unhappy (3) learn first aid

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

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