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Unit 2 Stay Healthy Fifth Period Section B(2a-Reflecting)
Topic Unit 2 Stay Healthy Fifth Period Section B(2a-Reflecting)
Teaching Content Read the story, understand its content, extract the key information, complete the vocabulary and short passage exercises, and make a health manual.
Lesson Type：Lecture Lesson Period：1 Total Periods
Teaching Material Analysis：This lesson focuses on 2a-Reflecting, integrating reading and unit reflection. Taking the health-themed reading passage (2a) as the core, it guides students to sort out key information, and combines reflection tasks to review unit knowledge. It connects previous listening, speaking and grammar, strengthens comprehensive language application, and helps students summarize learning experience.
Student Learning Situation Analysis：Based on the first four periods, students have mastered the unit’s vocabulary, grammar and basic skills. They can finish simple reading and expression tasks but are weak in sorting out information and reflecting on learning, needing guidance to improve summary and reflection abilities
Core Literacy (Teaching) Objectives： 1. Language Ability: Master key information in the 2a passage, sort out its main idea, and use learned language to finish reflection tasks and express personal health and learning experiences. 2. Thinking Quality: Improve reading induction and logical summary ability through information sorting and reflection. 3. Cultural Awareness: Deepen the understanding of healthy living and form a positive learning and living attitude. 4. Learning Ability: Develop the habit of summarizing and reflecting, and improve the ability of integrating unit knowledge.
Key Teaching Points： Master the core content of the 2a passage, sort out key information, and finish unit reflection tasks with learned language.
Difficult Teaching Points： Sort out reading information logically and express personal learning reflection and health views accurately and fluently.
Teaching and Learning Methods：Teaching Methods: Reading Guidance Method, Task-based Teaching Method; Learning Methods: Intensive Reading, Summary and Reflection Method.
Teaching Preparation:Multimedia courseware, 2a reading materials, information sorting lists and unit reflection task sheets. Preview the pre-class preparation section of this period in Learning Method Vision
Teaching Process Design Revision
Step 1 Lead-in Review the reflexive pronouns learned earlier and analyze the structure of the words. Step 2 Work on 2a 1. Ask students to learn the meanings of these word endings in the box. Then complete the table with the correct endings. 2. Check the answers:(without) colourless, careless, harmless, painless.(pain) backache, headache, stomachache, toothache. (a person or thing on their own) myself, yourself, itself, himself, herself, ourselves, your-selves, themselves. 3. Then have the students read the words together aloud. Step 3 Work on 2b 1. Explain the usage of key words like pain, catch, injury. 2. Show the task in 2b. And ask students complete the task individually. Then check answers. Step 4 Work on 2c 1. Present the passage & word box in 2c. Have students read for context. 2. Students discuss in groups to choose correct word forms for blanks. 3. Groups present answers. Teacher comments& summarizes correct forms (e. g., tenses, conversions). Step 5 Work on 3a 1. Read the short story. Retell what happened to a partner. 2. Choose two students to represent and retell the story, and the teacher will give encouragement. Step 6 Work on 3b and 3c 1. Have students read Dr Cooper's questions and advice for Mark. Ask them to imagine Mark's responses and take notes. 2. Ask students to complete the task individually, then exchange and supplement notes in groups. 3. Ask students to use the notes from 3b to write a complete conversation between Dr Cooper and Mark. 4. The teacher walks around to provide guidance. Select 2-3 conversations to share and comment on. Step 7 Work on 4a Divide students into groups, assigning each group a health problem to focus on. After the activity, remind all students to prioritize their health in daily life. Step 8 Work on 4b and 4c 1. Groups research the chosen health issue, using guiding questions (e. g.,“What causes this health problem ”“How might you feel when you have it ”). 2. Teacher provides resources and guides group division of labour. 3. Create & Present Brochures: Groups collaborate to make health brochures (for example“Vision Care 101” structure/ format); groups present, students interact with questions, teacher summarizes & evaluates. Step 9 Work on Reflecting Have students reflect on the reflection questions, then guide them through answering. Step 10 Summary Summarize the key words and phrases of this period. Step 11 Homework Make a list of health problems and advice or draw a mind- map. 【Class Exercises】 根据句意，用所给单词的适当形式填空。 1. The doctor advised the patient to take two pills ( pill) after each meal. 2. Eating too much junk food is harmful ( harm) to your health. 3. He accidentally cut his hand with a knife, and it bled ( bleed) quickly. 4. She stood up and spoke nervously ( nervous) in front of the whole class. 【Blackboard Design】 Unit 2 Stay Healthy 第五课时 Section B(2a– Reflecting) 单词和短语: pill, harmful, hit, shock, bleed, check, tight, peanut,nervously, allergic, from now on 句型: Lifting those heavy boxes all morning made my arms really sore.
【Homework Assignment】 Finish the corresponding after-class exercises of this period. Students complete the exercises of this period in Learning Method Vision and are required to finish them earnestly to consolidate the learned knowledge.
Teaching Reflection

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