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八年级英语备课组教案
Name Date Period 7
Topic Unit2 Topic 2 Class type new
Teaching aim Learning the health eating habits The usage of “must must not can may ‘ Learning the imperative sentence
Important points Learning the health eating habits The usage of “must must not can may ‘ Learning the imperative sentence
Teaching procedure Review 复习Topic 1中有关疾病的话题，导入生活习惯与健康的话题。导入新课。 1. (采用由浅入深的方式，复习Topic 1所学的关于表达疾病及建议的方式。首先以师生问答的形式帮助学生回忆。) T: Boys and girls, today I’m not feeling well. If I have a toothache, what should I do S1: You should go to see a dentist. T: If I have a headache, what should I do S2: You’d better stay in bed and have a good rest. T: If I have a cold, what should I do S3: You’d better go to see a doctor. … T: You are very clever! (板书重点句型。) If I have a (
, what should I do
) (
t
oothache
headache
cold
…
)You should/shouldn’t … / You’d better (not) … / Why not …
(通过问题的进一步深入，引导学生说出更多的建议方式，最后由学生以对话形式表演出以上疾病和建议内容。) 2. (由疾病话题，谈及如何保持健康，再过渡到生活习惯。通过调查几个学生的生活习惯，导入本话题。) T: When we are ill, we feel terrible. So health is very important. If we have good living habits, we will be in good health. Do you think so Ss: Yeah! (板书，让学生猜测词义并要求学生掌握。) health
T: Now I will make a survey about your living habits. Would you mind answering Ss: Of course not. T: Do you brush your teeth every day S4: Yes. T: Is it a good or bad living habit, boys and girls Ss: It’s a good habit. T: Yes, it’s good for our health. In this lesson, let’s talk more about living habits and discuss which are bad and which are good.
Lead-in 继续调查学生的生活习惯，引出1a中有关表达生活习惯与健康的词汇和短语。培养学生的听说能力。 1. (找同学回答问题。) T: Do you usually go to bed late S1: No, I don’t. T: Very good. It’s good for your health. T: S2, what do you usually do before going to bed S2: I usually play computer games. T: Do you always do that very late S2: Yes, I do. I like it very much. T: Do you feel sleepy next day S2: Yes, I do. T: Oh, it’s too bad. I think staying up late caused you to feel sleepy. It is bad for your health. (解释stay up late这个词组。) T: When are you going to bed tonight, S2 (板书要求掌握。) cause, sleepy, tonight
S2: I’m going to bed at nine tonight. T: Good. It’s good for your health. 2. (通过图片展示一些生活习惯。然后让学生判断图片上表示的习惯是否有益健康。) (教师可利用多媒体出示(1)一个学生晨跑的画面。(2)一男孩不洗手就吃饭的画面。(3)一男孩吃饭囫囵吞枣的画面。(4)一男孩抽烟的画面。(5)一个学生早上做早操的画面。如果没有多媒体，教师可以直接表演动作或用出示图片的方式来导入。) Picture 1 Picture 2 Picture 3 Picture 4 Picture 5 T: Let’s look at the screen. (Show Picture 1) Is it good for your health Ss: Yes, it is. T: (Show Picture 2) Is it good or bad for your health Ss: It’s bad. … 3. (由生活习惯切入到主人公Kangkang的问题上来，设置听力任务。听1a录音。) T: Today, our friend, Kangkang, looks tired. What’s wrong with him Now, please listen to the tape and find out the answers. (教师用多媒体或小黑板出示课前准备好的问题。) (1)What’s wrong with Kangkang today Why (2)What advice does Jane give Kangkang
(核对答案。) 4. (让学生跟读1a，并找出关键词。) T: Now open your books. Read 1a after the tape and find out the key words in the dialog. (可让学生举手发言回答问题，也可抢答。教师板书关键词，为学生下一步自由表演做准备。) (板书) look tired, headache, soccer game, stay up, late, be bad for …, feel better, tonight
Teaching the new lesson 完成1b。通过表演，复述等活动，进一步巩固和强化对1a的理解。 1. (可让学生看1b的例子，两人一组完成1b。) 2. (让学生根据板书的关键词，用自己的语言表演1a对话。巩固1a中呈现的重要短语。) T: Now please practice and act the dialog out in pairs, using the key words on the blackboard. (教师走到学生中间指导。几分钟后，找两个同学到讲台前来表演。) … T: Well done! 3. (在表演的基础上，教师对1a中主人公Kangkang的问题提问，学生回答，进一步强化对1a的理解。) T: Now let’s talk about the story together. What caused Kangkang’s problem S1, please. (必要时，可用汉语解释本句。) S1: He watched a soccer game on TV last night. He went to bed very late. T: So he didn’t get enough sleep. What’s Kangkang’s feeling now Ss: Kangkang is tired and has a headache. T: Yes. Because Kangkang didn’t get enough sleep, he is tired and has a headache. Then what’s Jane’s advice for Kangkang, S2 S2: Jane thinks staying up late is bad for his health. She asks Kangkang to go to bed early tonight. T: You are very clever. Is Kangkang going to bed early tonight Ss: Yes, he is. T: Very good. 4. (让学生自编对话，巩固1a对话中所呈现的内容。) T: Next, make a dialog according to 1a and the example in 1b.
Exercise in class 1. (听关于王俊峰的生活事例的录音，进一步练习关于生活习惯的一些短语，放2录音，完成2。) T: Next, we’ll learn something about Wang Junfeng. Please look at 2 on Page 33. Go through the phrases in 2. Then listen and check (√). Why did Wang Junfeng get a headache Should he take some medicine (核对答案。) (板书并要求掌握。) medicine
2. (通过教学3a中关于生活习惯的词汇及短语，让学生通过辨别其中习惯的好坏，养成良好的生活习惯。) T: Well, we know Wang Junfeng’s habits are not good. So he’s not feeling well and he has a headache. What about yours Do you wash your hands before meals S1, please. S1: Yes, I do. T: Very good. Washing hands before meals is good for our health. Do you often keep your fingernails long S2, please. S2: No, I don’t. T: Great. Keeping long fingernails is bad for our health. Do you often go to school without breakfast S3, please. S3: Yes, I do. T: Well, that’s too bad. Going to school without breakfast is bad for our health. (板书并要求学生掌握meal, without；理解fingernail。) meal, fingernail, without
T: Now please look at 3a. Are these habits good or bad If they are bad, write good ones on the lines. (一分钟后核对答案。) T: Let’s check the answers together. S4, please. S4: Going to bed early is good. T: The next one, S5. S5: Getting up late is bad. S6: Doing morning exercises is good. S7: Brushing teeth twice a day is good. … (加大难度，两人一组把以上习惯以选择疑问句的问答形式表现出来。) S8: Is getting up late good or bad for our health S9: It’s bad for our health. … 3. (将全班分成四组，通过小组活动完成3b。) T: Next, work in groups and list some other living habits. Then discuss whether these living habits are good or bad for our health. After the discussion, one of your group members needs to give a report in the front. 4. (通过活动4，使大家在欢快的氛围中获得知识。) (1)T: Class activities! Look at the screen again. Let’s chant after the tape. (录音播放四遍。第一遍慢节奏，每放一句，就展示一个小卡通画面，帮助学生理解句子。第二遍和第三遍按正常节奏播放，让学生跟读。第四遍只放伴奏，让学生们自己来chant，也可以击掌伴奏。) (2)T: Now let’s play an interesting game: Musical Chair. (教师解释Musical Chair，并说明游戏规则：将五个凳子放在教室前面，摆成圆形。找六名自愿参加游戏的同学到前面来，围绕凳子站着，然后再找一名学生朗读chant，当朗读开始时，六名学生顺时针围绕凳子慢跑；当朗读结束时，六名同学抢五把凳子，不许用手推人。没有抢到凳子的同学退出，并撤掉一把凳子。游戏继续，直到决出优胜者。) (教师要把握好时间。)
Project 通过采访、学唱歌等综合探究活动，增强健康意识。 1. (教师提出问题，让学生以采访的形式收集答案。每次请4~6名学生帮助教师收集答案。) T: You can walk around our classroom and help me find the answers. What is good for your health (两分钟后。) T: Let me see who can get the most answers. Go! S1: What’s good for your health S2: Doing morning exercises. S1: What’s good for your health S3: Washing hands before meals. … S1: What’s good for your health Sn: … (教师须限定时间，答案收集完毕后，请收集答案的学生依次到讲台前作汇报。对于收集答案较多的同学，给予表扬。) (做另一个采访并收集答案：What’s bad for your health ) T: Well done! Thank you! Now let’s make another survey. The question is: What is bad for your health Begin! S4: What’s bad for your health S5: Staying up late. S4: What’s bad for your health S6: Going to school without having breakfast. … (必要时教师给予学生指点。) 2. (学习生活常识，深化健康意识。) T: You all did well today, boys and girls. So I will give you a gift now. Ss: What T: An English song Keeping Fit. (教师可放幻灯片，也可写在黑板上。) Keeping Fit Eat well for your breakfast, Eat right for your lunch, Eat a little for your supper, You can always keep fit.
(这首歌仍然可以采用大家熟悉的生日快乐歌的曲调。这样学生学起来容易。) T: Let me sing this song for you, OK Ss: Yeah! … T: Do you like it Ss: Yes. T: OK, this time follow me. (教师教唱两遍后，学生可以自己唱。) 3. Homework: 写一篇短文介绍你周围人的生活习惯，判断他们的生活习惯对健康是否有益。 板书设计： I must ask him to give up smoking. Section A look tired I’m sorry to hear that. stay up late Staying up late is bad for your health. feel sleepy I must have a good rest tonight. take some medicine Is going to bed early good or bad for our health be good for It’s good.
Homework Recite 1a Exercise Review the new lesson
Thoughts after teaching
Teaching steps Section B 备注
Teaching procedure Review 复习巩固Section A的内容，导入1a的生词。 1. (教师出示教学卡片或多媒体课件，复习学过的良好生活习惯及不良生活习惯。将其顺序打乱，让学生分出好与坏两类。) T: Hello, boys and girls. Let’s look at the living habits in the pictures. Choose good habits from them, and say them out in English. First, good habits, please. Ss: Going to bed early and get up early. Doing morning exercises. Washing hands before meals. Brushing teeth twice a day. T: Well done! Then bad ones, please. Ss: Staying up late at night. Going to school without breakfast. Playing sports right after meals. Keeping fingernails long. 2. (以问候学生的方式，复习前面所学知识。通过师生问答的形式导入其他不良习惯，学习新知识。) T: Nice work. How are you feeling today Ss: Very well, thanks. T: I’m glad to hear that. I think health is very important. Do you think so, boys and girls Ss: Yes. T: What is good for your health S1: Washing hands before meals. S2: Going to bed early. S3: Doing morning exercises. S4: Brushing teeth twice a day. S5: Keeping short fingernails. T: What’s bad for your health S6: Staying up late. S7: Keeping long fingernails. S8: Going to school without breakfast. S9: Eating too much candy. S10:Working too long. … T: Well done! Let’s begin the new lesson to learn more about the good and bad living habits. 3. (教师出示此课中所涉及的不良习惯的图片，逐步导入新课。) T: Well, what about other bad habits Please look at the pictures. S11, is reading in the sun good or bad S11: It’s bad. T: That’s right. So we must not read in the sun. S12, is throwing litter around good or bad S12: It’s bad. T: Right. Don’t throw litter around. You must put it into the dustbin. OK Is smoking good or bad Ss: It’s bad! T: Yes. So we must not smoke. (板书并要求掌握litter和smoke；理解dustbin。) litter, dustbin, smoke
Lead-in
Teaching the new lesson 通过听、说的训练，学习1a，并强化对1a的理解。 1. (设置听力任务，播放1a录音，完成听力任务。) T: Oh, smoking is bad for our health. Please listen to 1a, and answer the following questions: (1)Which part of our body is smoking bad for (2)What may smoking cause
(核对答案。教师可以帮助学生回答第二个问题。) T: Well. What may smoking cause Ss: “癌症”。 T: Right. The article says smoking is bad for our lungs. It may cause cancer. So we must ask people to give up smoking. (板书并要求掌握。) article, cancer
2. (跟读1a，注意语音语调，然后写出对话中的关键词及关键短语。) T: Now, please read 1a after the tape. Pay attention to the pronunciation and intonation. Then find out the key words or phrases in this dialog. (板书并让全班同学齐读，进一步熟悉关键词及关键短语，为下一步复述对话做准备。) read in the sun, article about smoking, help him relax, be bad for health, teeth, yellow, cough, be bad for our lungs, cause, cancer, terrible, give up, show … to
3. (让学生再读1a，找出关键句型。) T: Read 1a again and find out the main sentence patterns. (板书，解释并强化。) ask sb. (not) to do sth. must (not) do sth. give up doing sth.
Exercise in class 复述1a对话，完成1b和1c。对must, must not及don’t的用法进行操练。 1. (根据板书的关键词与关键短语，复述1a对话。) T: Close your books, and look at the key words on the blackboard and try to retell the dialog. (巩固板书的关键句型，灵活应用。) T: Well done! Please make new sentences with “ask sb. (not) to do sth./must (not) do sth./give up doing sth.” (对个别学生提问。) 2. (完成1b，教育学生要养成良好的生活习惯。) (让学生看图并连线，找几名学生读出连线后的完整句子。) T: Very good. Now please look at the pictures in 1b. Read the good or bad habits and match. Then I’ll ask some of you to say your answers. 3. (老师出示1c图片，让学生仔细观察图片，完成1c。) T: OK. Next, look at the picture in 1c. Discuss with your partner and write some school regulations. Example: T: You must not climb trees. S1. S1: Don’t climb trees! T: You must not walk on the lawn. S2. S2: Don’t walk on the lawn! (板书并要求了解。) lawn
… (让学生之间利用must, must not/don’t句式进行对话操练。)
Project . 完成2a和2b。让学生学习更多有关良好生活习惯的表达方式。 1. (通过复述1b中的好习惯，导入2a，出示2a中图片。) T: From 1b, we know some good habits, such as doing morning exercises, brushing teeth twice a day, washing hands before meals. What about other healthy habits Now let’s look at the pictures. (在图片分析过程中，讲授新单词。) T: What’s the boy doing Ss: He’s having breakfast. T: Right. Breakfast gives us energy for the morning. (板书，并要求学生掌握。) energy
(用类似的方法教授necessary和enough，并要求学生掌握。) 2. (播放2a录音，先让学生跟读模仿，后独立阅读。) 3. (看图，复述2a。分组进行，评出优胜组，并给予奖励。) 4. (根据所学内容，完成2b。)
Homework Recite 1a Exercise Review the new lesson
Thoughts after teaching
Teaching steps Section C 备注
Teaching procedure Review 复习巩固上节课的目标语言。进一步教育学生养成良好的生活及行为习惯。 1. (由师生问候，过渡到询问学生的早餐状况。关注学生健康，自然地进入生活习惯的复习。) T: How are you today Ss: Fine, thanks. And you T: Me, too. Did you have breakfast, S1 S1: Yes. T: I’m glad to hear that. Going to school without breakfast is bad for your health. Health is important for us. 2. (教师出示教学卡片或多媒体课件，复习上节课所学的有利于健康和不利于健康的生活习惯的表达方式。让学生分出好与坏两类，分组汇报。) T: Let’s look at the living habits in the pictures. Divide the habits into healthy habits and unhealthy ones. Then say them out in English. First, healthy ones. Group 1, please. G1: Washing hands before meals. Brushing teeth twice a day. Doing morning exercises. Drinking enough water every day. Going to bed early and getting up early. T: Well done! Then unhealthy habits. Group 2, please. G2: Reading in the sun. Staying up late at night. Throwing litter around. Going to school without breakfast. Watching TV too late. Keeping long fingernails. 3. (复习must, mustn’t和don’t。再次出示卡片，用must, mustn’t 或don’t陈述卡片内容。) T: If we want to keep healthy, what must we do and what mustn’t we do (依次出示卡片，让学生回答。) S2: We must wash hands before meals. S3: We must brush teeth twice a day. S4: We mustn’t read in the sun. S5: We mustn’t throw litter around. S6: Don’t keep fingernails long. S7: Don’t stay up late at night. T: Well done. As we know, good habits can make us healthy. Bad habits can make us unhealthy. For example, staying up late may cause headaches. But what can also cause headaches OK. Let’s come to the new lesson and learn about them.
Lead-in
Teaching the new lesson 学习1a，引导学生根据语境猜测生词的意思，培养学生整体阅读的能力。 1. (继续谈论不健康的习惯会导致头痛，并进行一项关于头痛的调查，以此完成1a中导读问题并呈现生词。) T: Do you often get headaches, S1？ S1: Sometimes. T: Do you know what causes headaches, S2 S2: I don’t know. T: Never mind. How do you feel when you don’t get enough sleep, S3 S3: I feel sleepy. T: What about you, S4 S4: I may have a headache.(引导学生回答。) T: Yes. You might get a headache if you don’t get enough sleep. In fact, a headache is a pain in your head. It’s not a disease itself. Working too hard, exercising for a long time on an empty stomach may cause headaches. (板书，教师适当讲解，并要求掌握might, disease, itself, empty, stomach；理解pain。) might, pain, disease, itself, empty, stomach
2. (让学生快速阅读短文，为文章确定标题。学生汇报结果并说明理由，教师可先将一些重点短语板书在黑板上，领读并解释。) a pain in your head, don’t get enough sleep, on an empty stomach
T: Please read the passage quickly and give it a proper title.(2分钟后) S5, please. S5: Headache. T: S6, please. S6: A headache. S7: What causes headaches T: OK. Let’s listen to 1a and find the answer.
Exercise in class 学习个人卫生常识，进一步巩固情态动词should/shouldn’t和must/must not的用法。完成2a，2b。 1. (由谈论头痛形成的原因及健康的生活习惯，引出2a并学习文中部分生词，然后让学生阅读2a，了解疾病是怎样形成的。) T: Boys and girls, we talked about what causes headaches. As we know, headache isn’t a disease itself. But if we don’t have healthy living habits, germs can get into the human body and cause diseases. How do germs get into the human body Let’s read 2a and learn about it. (板书，要求学生掌握get into, human, body；了解germ。) germ, get into, human, body
T: OK. Look at the pictures in 2a and read these sentences. Please find out the new words, and try your best to guess their meanings. If necessary, look them up in the word list. (几分钟后，提问个别同学。) (板书，要求理解skin和ha；掌握through和illness。) through, skin, ha, illness
(播放2a录音，让学生跟读并注意语音语调。) T: These pictures show how germs make us sick. Now please listen to the tape and repeat. Pay attention to the pronunciation and intonation. (对有难度的句子可以多次播放并讲解。) 2. (让学生读2a，画出关键词。) T: Please read 2a and find out the key words. (找学生板书关键词。教师核对。) germ, get into, cause, diseases, through the nose/the mouth/the skin, have an illness
T: Now close your books. Let’s talk about these pictures. You can use the key words on the blackboard. (可用幻灯片或课件或挂图展示2a。) 3. (总结2a中病菌进入身体的几种途径。) T: Let’s find out how the germs get into our body. (板书) (1)through the nose (2)through the mouth (3)through the skin
4. (展示2b图片，了解预防疾病的措施。) (先让学生根据图片猜测2b中生词及短语的意思，然后对学生提问，必要时引导学生回答。) T: Look at the pictures. Please talk about what we should do to keep away from germs. Make sure to use “We should/should not …” and “We must/must not …” (两分钟后。) T: What should we do to keep away from germs S1: We should keep the air fresh. S2: We shouldn’t eat bad food. S3: We shouldn’t drink sour milk. S4: We should keep our bodies clean. S5: We must wash our hands before meals. S6: We mustn’t keep long fingernails. S7: We must tidy our rooms and sweep the floor often. S8: We mustn’t spit in public. (需要及时讲解并板书，要求学生掌握air, sour, tidy, sweep, in public；理解spit。) air, sour, tidy, sweep, spit, in public
Project 通过综合探究活动，使学生把本话题所学的知识及目标语言有效地应用到生活及人际交往中。 1. (让学生展开想象，扩大知识面。鼓励学生自由发挥，将本课所学的有关建议的及表示必要性的情态动词，个人卫生习惯等知识点，按教师所提供话题进行综合运用。) T: Let’s discuss what else we should do to keep away from germs. (尽量脱离课本，最好不要与课文内容重复。) Example: We should do morning exercises every day. We should not throw litter around. We must eat more fruit and vegetables. We must not go to bed too late. (教师巡视并指导，看谁运用得较好。挑出几名学生编一个思路清晰、逻辑性强的短剧，即兴表演出来。教师给予鼓励，使学生在运用语言的过程中增强自信，继续保持学习英语的兴趣。)
Homework Recite 1a Exercise Review the new lesson
Thoughts after teaching
Teaching steps Section D 备注
Teaching procedure Review 通过陈述班规和自由讨论健康的话题，进一步复习巩固本话题所涉及的主要词汇及短语语法，培养学生综合运用语言的能力，并导入新课。 1. (以陈述班规的形式复习must, mustn’t的用法。) T: What must we do in class S1: We must listen to the teacher carefully in class. S2: We must study hard and think hard. … (以自由讨论健康的形式复习should, shouldn’t的用法。) T: What should we do before meals S3: We should wash hands before meals. … (鼓励学生两人一组互动问答，复习must/mustn’t/should/shouldn’t的用法。) 2. (由班规联想到生活中一些习惯，与疾病关联起来。引导学生以how to keep healthy为话题自由讨论，要用到本话题所涉及的重要词汇、短语、语句。) T: These rules are very good. If we all obey the class rules, we will study better. And if we have good habits, we’ll keep healthy and live better. Do you think so Ss: Yes. T: Next, let’s talk about how to keep healthy with the language points we learned in this topic. (学生讨论的同时，教师走到学生中间给予指导，挑选几组学生到前面示范。) 3. (由上述健康话题，过渡到健康的饮食习惯。教师出示此课中食物的图片教学生词。) T: Did you have breakfast this morning Going to school without breakfast is bad for our health. What did you have for breakfast What kind of food do you like Ss: … (在学生回答时，教师出示相应的食物图片，必要时，教师可帮助学生用英语回答并板书，教学新单词。) (板书以下单词，其中potato chips和eggplant要求理解，其余要求掌握。) sausage, strawberry, beef, cabbage, tomato, potato, potato chips, sandwich, eggplant, watermelon
T: There are so many kinds of foods, vegetables and fruits. As we know, good health is very important. Do you know what we should eat to keep healthy (导入1。)
Lead-in
Teaching the new lesson 学习1，帮助学生学会独立阅读。掌握阅读技巧，提高阅读能力。 1. (阅读1，找出主题句。) T: Now read 1 and find out the main sentence of the passage. (核对答案。) 2. (让学生继续阅读，找出新单词并猜测词义。教师教授新单词。) T: Now please read 1 again. Find out the new words and guess their meanings. (板书，要求学生掌握。) than, wealth, less, choose
3. (让学生带着问题阅读1。) T: Please read 1 carefully, and then answer questions on the small blackboard. (教师出示小黑板上的问题。) (1)What must we have to keep healthy (2)What should we eat (3)What can help make us strong (4)What can make us sick (5)What’s necessary for us to do
(两分钟后核对答案。对本环节的处理，教师要本着这样的原则：学生先自己解决疑难，对于不能解决的知识点，教师再提供必要的帮助。) 4. (要求学生继续谈论有关食物与健康的内容。) T: Well done. I’ll ask some of you to talk about food and health. You can do that according to 1. Please have a try. S1: Have the right kinds of food. S2: Have different foods.
Exercise in class Step 4 Practice 第四步 练习(时间:12分钟) 完成2a, 2b, 3a, 3b。通过各种练习和活动，加强对食物单词的记忆，进一步巩固和强化本话题重点句型和词组。 1. (展示2a中的食物图片，将其分类加强单词记忆。) T: Next, look at these pictures in 2a. Divide the foods into different kinds. (多媒体课件呈现。) MeatVegetableFruit
2. (根据生活常识，判断刚才所学的食品哪些是健康食品，哪些是非健康食品。) T: Now can you tell me which are healthy foods and which are unhealthy foods Please complete the table below. (可再次挂出食品图片。) Healthy foodUnhealthy food
3. (将所学食品单词按照可数与不可数名词进行分类。) Countable nounUncountable noun
4. (让学生听2a录音，完成练习。完成2b。) T: Next, please look at 2a on Page 39. Then listen to the tape and circle the food that Danny likes. (核对答案。) T: Now work in groups of four. Discuss whether Danny’s eating habits are healthy. If not, give your advice. Ss: … 5. (四人一组，进行自主学习，每人负责归纳整理一个Section的重点句型与词组，最后小组长将结果合并在一起，向全班汇报。汇报完后，教师将学生的结果与3a、3b进行对照，总结整个Topic的知识点，再次加深印象。然后放3a、3b录音，让学生跟读。) T: Good. Next, please go on working in groups of four, each student summarizes the key sentences and phrases in one section. Then the group leader joins the sentences and phrases together and reports. (两分钟后) T: Let’s report together again. Please listen to 3a, 3b and repeat.
Project 完成4。联系学生个人生活实际，进一步教育学生养成良好的生活习惯和科学的饮食习惯。深化学生的健康意识。 1. (完成4，深化本课内容。) T: Please do 4 by yourselves, then give a report to our class! (让学生根据选项对自己进行评价，教师可适当解释。)
Homework Exercise Review Preview topic 3
Thoughts after teaching

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