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(共11张PPT)
Unit 2 Stay Healthy
综合实践课
Project: Make a health brochure
1. Choose a health problem.
(1) In groups, discuss and choose a health problem to focus on from the list below (you can also add your own idea in the blank).
(2) List the key research questions to guide your study.
Step 1: Plan
2. Do research.
(1) Work in groups to research the chosen health problem and answer these questions.
Viruses (e.g., rhinoviruses) — spread via droplets/
touching dirty things.
Stuffy nose, sore throat, cough, tiredness, mild fever.
Prevents complications (ear/sinus issues); stops spreading to others.
Treat: Rest, drink water, take pain relievers.
Avoid: Wash hands, avoid sick people.
No cure—gets better in 5-7 days.
Adults: 2-4/year; kids: 6-8/year.
Step 1: Plan
Step 1: Plan
2. Do research.
(2) Write down the research results in the mind map, ensuring the information is accurate and simple.
Step 1: Plan
2. Do research.
(2) Write down the research results in the mind map, ensuring the information is accurate and simple.
E.g.
Health problem: Flu
Causes: Flu viruses (spread via droplets/touch)
Feelings: High fever, body aches, fatigue, cough
Importance to deal with it: Avoids severe illness (e.g., pneumonia); stops spread
Treatment and avoidance:
Treat: Rest, medicines for fever
Avoid: Get vaccine, wash hands
Other facts: Worse than cold; lasts 1-2 weeks
Step 2: Make
1. Create a health brochure as a group with the elements below.
A catchy title (e. g. , Vision Care 101, Beat Toothache Easily).
Causes and symptoms of the health problem.
Reasons to deal with it promptly.
Practical ways to treat and prevent it.
Related pictures (e. g. , a vision chart for eye strain, a toothbrush for toothache) to make it lively.
Step 2: Make
2. Language requirements.
Use simple sentences to describe (e. g. , Untreated cuts can get infected.).
Use imperatives or “We can... ” for advice (e. g. , Wash a cut with clean water first.).
3. Check the brochure
Is the information correct
Is the logic clear
Is it attractive
Step 3: Share
Present your group’s brochure to the class. Use this framework below as a reference.
Our brochure is about... (introduce the health problem)
It is caused by... (explain the causes)
When you have it, you may feel... (describe symptoms)
Why does it matter (explain the importance of dealing with the health problem)
To stay healthy, you can... (give advice)
Step 4: Improve
1. Collect feedback from other groups and improve your brochure.
(e. g. , add more prevention tips).
2. Vote for the “Most Useful Brochure” “Best Presentation” and “Most Creative Design”.
3. Evaluate group membersperformance with this scale.
Step 5: Reflect
Use this self-check form to reflect your performance.
Think about how to improve:
Next time, I will add more real-life examples ( like “A classmate got a burn from hot soup. ”) to make the brochure more vivid.(共15张PPT)
Unit 2 Stay Healthy
第2课时
Section A 3a—3d
Activity 1: Look and talk
When you feel sick, who do you visit
What do you usually tell the doctor What does the doctor ask you
Free talk according to the picture of a clinic.
Activity 2: Understand, read and underline
Read the conversation in 3a quickly. What’s the matter with Helen
Helen has the flu.
Her symptoms are:
a runny nose
a fever
feeling cold
lack of energy
a sore throat
Activity 3: Extract, read and complete
Read the dialogue. Extract Helen’s symptoms and the doctor’s advice.
Her symptoms:
a runny nose
a fever
feeling cold
lack of energy
a sore throat
Doctor’s advice:
take some medicine
drink enough water
should rest at home
wear a mask when you’re outside
Activity 3: Extract, read and complete
Read again and write notes in the table.
Helen’s descriptions and her problems The doctor’s advice
has a runny nose and a fever
felt so cold
didn’t have much energy
throat hurts
take some medicine
drink enough water
should rest at home
wear a mask when you’re outside
Activity 4: Identify and practise
Pick out useful sentences from the conversation in 3a, and divide them into “Doctor’s lines” and “Patient’s lines” . Then practise reading the sentences with tone.
Activity 4: Identify and practise
Doctor calm, caring
Patient weak, concerned
Practise reading the sentences with tone.
Activity 5: Listen and imitate
Helen sounds: tired
Doctor sounds: helpful
Listen to the conversation in 3a again and read after it.
Activity 5: Listen and imitate
Listen to the conversation in 3a again and read after it.
Helen sounds : weak voice
Doctor sounds: encouraging
Activity 6: Role-play
Work in pairs and role-play the conversation.
Activity 7: Make and act
For example:
Patient: I feel terrible. I have a bad headache.
Doctor: Does your head hurt when you read
Patient: ... What should I do
Doctor: You should/shouldn’t…
Work in pairs and make up a new conversation between a doctor and a patient. Use the expressions in 3d to help you.
Activity 7: Make and act
Act out your conversations in front of the class and vote for the best performance according to the evaluation form.
Activity 8: Summarize
Describe symptoms
Ask for advice
Give advice
We can communicate clearly when we’re sick.
Summarize what you have learnt in this class.
1. Finish the self-check. (Required)
2. Write 5 sentences about common illnesses and match each with a doctor’s advice. (Required)
3. Work with a partner to make up a conversation in which one of you is a patient with a toothache and the other is a dentist. Include at least 5 exchanges. Write it down and practise reading it. (Optional)
Homework(共15张PPT)
Unit 2 Stay Healthy
第4课时
Section B 1a—1e
Activity 1: Look and talk
Look at the picture in 1b, and describe what is happening.
What do people usually do in fires
Do you know what to do if oil catches fire
Do you think the story in 1b will tell us the right way to put out an oil fire
Activity 2: Read, practise and learn
Read the story and find out how the fire started. Underline the sentence(s) that explain(s) the cause.
James left the oil to heat while preparing the chicken and forgot about it.
____ James followed Allen into the living room.
____ James heated some oil on the stove.
____ James rolled on the ground.
____ James turned off the stove, but his shirt caught fire.
____ Allen got the fire extinguisher and put out the fire.
____ The pan was on fire.
Activity 2: Read, practise and learn
Read the story again and number the events in the correct order in 1c.
2
5
4
6
3
1
Activity 2: Read, practise and learn
Write down the events in 1c in the table with reasons.
What Why
① James heated some oil on the stove.
Because he decided to make fried chicken.
Because he wanted to hear about Allen’s football game.
Because James left the heating oil unattended
Because he was too close to the burning pan when turning off the stove.
Because a flame jumped onto his shirt, and rolling can put out small fires on clothes.
Because he knew water would make oil fires worse, so he used a fire extinguisher instead.
② James followed Allen into the living room.
③ The pan was on fire.
④ James turned off the stove, but his shirt caught fire.
⑤ James rolled on the ground.
⑥ Allen got the fire extinguisher and put out the fire.
Activity 2: Read, practise and learn
Analyze James’s and Allen’s actions.
Example:
James→He forgot the pan ( bad) but rolled to put out fire (good).
What do you think of James’s and Allen’s actions in the story
Activity 3: Learn, read and summarize
Read the story in 1b again and complete the summary in 1d using the details in 1c.
Tips of summarizing a text：
When you summarize a text, you leave out details that are
not important and only tell the main points of the story.
Summarizing what you read will help you understand and
remember the story better.
Activity 3: Learn, read and summarize
Read the story in 1b again and complete the summary in 1d using the details in 1c.
James lived with his friend Allen in the city. One day, he decided to make a meal. He ________________________ and prepared some chicken. When Allen returned home, James _______________________________ to talk about a football game. Suddenly, they smelt smoke and found _________________. James rushed to turn off the stove, but his shirt _____________. He threw himself to the floor and __________________ until the fire was out. Allen quickly ___________________
and put out the fire. Luckily, James was not badly hurt.
heated some oil on the stove
followed him into the living room
the pan was on fire
caught fire
rolled on the ground
got the fire extinguisher
Activity 4: Retell
Retell the story according to the Story Mountain.
Activity 5: Think and discuss
Extract safety rules by discussing the questions.
·What should/shouldn’t we do during an oil fire
·What other home fire risks exist How can we stay safe
Hints:
Conclude: Highlight “dos” (use an extinguisher, roll on the ground...)
and “ don’ts ” ( leave oil unattended, use water...).
Activity 5: Think and discuss
What should/shouldn’t we do during an oil fire
Dos:
Put out oil fires with a fire extinguisher.
Roll on the ground if your clothes catch fire.
Turn off the heat source (like the stove) quickly.
Don’ts:
Don’t leave heating oil unattended.
Don’t use water to put out oil fires (it will make the fire worse).
Don’t get too close to the burning pan.
Extract safety rules by discussing the questions.
Activity 5: Think and discuss
What other home fire risks exist How can we stay safe
Fire risks at home:
Overloaded electrical outlets (plugging too many devices in one socket).
Forgetting to turn off gas valves.
Flammable items (e.g., paper) placed near heat sources.
Safety tips:
Avoid overloading outlets; turn off devices when not in use.
Close gas valves right after use.
Keep flammable items away from heat sources (stoves, heaters).
Keep a fire extinguisher at home and learn how to use it properly.
Extract safety rules by discussing the questions.
Activity 6: Let’s act
Act out the story in 1b in groups of three (James, Alan, and a narrator). Vote for the best performance according to the evaluation form.
1. Finish the self-check. (Required)
2. Using the mind map on the blackboard, retell the story in 5~7 sentences. (Required)
3. Create a “Kitchen Safety Rules” poster with 5 tips. (Optional)
Homework(共15张PPT)
Unit 2 Stay Healthy
第1课时
Section A 1a—2d
Activity 1: Warm up
How are you feeling today
Have you ever felt unwell recently
What happened
Share a small health problem you’ve had.
Activity 2: Look, read and match
Look at the pictures in 1a. Each one shows someone who is not feeling well. What’s wrong with them
Activity 2: Look, read and match
Read the words below. Match the health problems with the pictures.
D
A
E
B
C
F
Activity 3: Listen and write
Listen to four conversations. Write the health problems next to the students.
stomachache
backache
toothache
sore throat
Activity 3: Listen and write
Listen again. Find out the cause of each student's health problem and complete the table in 1b.
stomachache
toothache
sore throat
backache
ate too much
football game
sweet things
drink enough water
Activity 4: Role-play
Useful sentences:
Asking about health: You don’t look well. What’s wrong /What’s the matter /...
Describing a problem: I have a stomachache./I’m suffering from...
Explaining the cause: I ate too much.../The food was too delicious.
Work in pairs. Choose one conversation from the listening and role-play it according to 1d.
Activity 5: Learn and match
Read the advice(A―F) aloud and clarify new phrases in 2a.
Match the health problems with the things you should do.
Activity 5: Learn and match
Listen to three conversations. Circle the health problems the students have in 2a.
Activity 6: Listen, find and complete
Who got some medicine from the school nurse
David got some medicine from the school nurse.
Listen again. Complete the school nurse’s advice for each student in 2c.
Activity 6: Listen, find and complete
eat so much
soft drinks
soft food
sweet things
brush your teeth
Press down
Wait
more careful
Do you think the nurse’s advice is good Why
Activity 7: Make and act
Work in pairs. Take turns to ask for and give advice for different health problems.
Activity 7: Make and act
Act out your conversations in front of the class and vote for the best performance according to the evaluation form.
1. Finish the self-check. (Required)
2. Write 3 sets of conversations about asking for and giving advice for different health problems. (Required)
3. Select three common health problems and create a tip card for each. On the front, draw a simple illustration. On the back, write two pieces of advice in English. (Optional)
Homework(共15张PPT)
Unit 2 Stay Healthy
第3课时
Section A Grammar Focus
Activity 1: Watch and write
Watch a short video and note down key expressions for giving advice and talking about self-actions.
Activity 2: Read, finish and discuss
Read the sentences in 4a carefully and finish the tasks.
(1) List all the words used to give advice (underline should, shouldn’t, could).
(2) Find the words that refer to “oneself ” (circle reflexive pronouns).
Activity 2: Read, finish and discuss
Discuss the following question in groups.
When do we use these words
情态动词（should/shouldn’t, could）
should/shouldn’t：用来给出明确的建议，说明该做或不该做的事。
could：用来给出委婉的、可选的建议。
反身代词（myself, yourself等）
当句子的主语和宾语是同一个人/物时使用。
也可以用来强调“亲自、自己”
Activity 3: Read, talk and practise
Observe the sentences and talk about the forms and usage of reflexive pronouns.
① I hurt myself.
② You cut yourself.
③ The boy dressed himself quickly this morning.
④ We should believe in ourselves when facing difficulties.
⑤ The little girl can look after herself when her parents are out.
⑥ Don’t push yourself too hard, or you’ll get tired.
⑦ He always enjoys himself during the holidays.
⑧ They need to solve the problem by themselves.
Reflexive pronouns
Forms: _____________
usage: _____________
self/selves
when the subject and the object are the same
(1) The girl cleaned the cut on her arm by _______.
(2) Be careful when you’re using the knife! Don’t cut _______________.
(3) After taking the safety training, we can enjoy ____________ in the mountains.
(4) Mr Liu knows how to take care of his health because he used to be a doctor _______.
(5) The students are young, but they know how to protect _________.
(6) Her clearest memory is not of the race _______, but the terrible pain in her legs the next day.
Activity 3: Read, talk and practise
Complete the sentences using the correct reflexive pronouns in 4b.
herself
yourself
ourselves
himself
themselves
herself
Mobile phones are useful, but you _______ use them wisely. To protect your eyes, every 20 minutes, you _______ rest your eyes and look at something far away. What’s more, you _______ change your screen’s brightness to try and match your environment and make the words on the screen bigger. Of course, you ___________ look at your phone just before you go to bed, and you certainly __________ look at it when you cross the road! In fact, you _______ avoid using your phone too often. You _______ listen to music instead of watching videos. You _______ also talk to your friends instead of sending them messages.
Activity 4: Complete and write
Complete the passage with should, shouldn’t, or could.
should
should
could
shouldn’t
shouldn’t
should
could
could
Activity 4: Complete and write
Discuss the following question.
What is the difference among should, shouldn’t, and could
Shouldn’t: ______________
Should: _________________
Could: _________________
strong advice
milder suggestion
strong warning
Activity 4: Complete and write
Write 3 sentences with should, shouldn’t, and could.
Shouldn’t: ____________________________________
Should: ___________________________________
_________________
Could: ______________________________________
You should drink plenty of water every day to stay healthy.
You could take a walk in the park to relax.
You shouldn’t eat too much junk food.
Activity 5: Apply the rules
① It’s bad to look at your phone while crossing the road.
→_________________________________________________________________
② There are options to improve your English.
→__________________________________________________________________
______________________
③ It’s beneficial to exercise regularly.
→ _________________________________________________________________
④ Staying up late is bad for your health.
→ _________________________________________________________________
You shouldn’t look at your phone while crossing the road.
You could watch English movies or join a conversation club to improve your English.
You should exercise regularly to stay healthy.
You shouldn’t stay up late, as it’s bad for your health.
Use modal verbs and reflexive pronouns to transform sentences and give advice.
Activity 5: Apply the rules
Use modal verbs and reflexive pronouns to transform sentences and give advice.
⑤There may be a way to relieve stress.
→ _________________________________________________________________
⑥Eating a balanced diet is necessary.
→ _________________________________________________________________
⑦Smoking in public areas affects others.
→ _________________________________________________________________
⑧We clean our classroom without any help.
→ _________________________________________________________________
You could try meditation or deep breathing to relieve stress.
You should eat a balanced diet to get all the nutrients you need.
You shouldn’t smoke in public areas, as it affects others.
We could clean our classroom by ourselves.
Activity 5: Apply the rules
⑨The girl drew a beautiful picture on her own.
→ _________________________________________________________________
⑩They had a good time.
→ _________________________________________________________________
The girl could draw a beautiful picture by herself.
They could have a good time.
Use modal verbs and reflexive pronouns to transform sentences and give advice.
Activity 6: Act, guess and offer
In pairs, one acts out an illness/injury (e.g.: holding a sore arm).
The other asks and then give advice.
e.g.:
Did you hurt yourself
You should see a doctor./ You could put ice on it.
Act out an illness or injury. Have the others guess what it is and give advice.
1. Finish the self-check. (Required)
2. Think about a time you or someone you know needed advice. Write three sentences describing the situation, using one sentence with a reflexive pronoun, two sentences with should, shouldn’t, could. (Required)
3. Write a “Healthy Living Tips” list for peers, using at least 3 modal verbs for giving advice and 2 reflexive pronouns. (Optional)
Homework(共15张PPT)
Unit 2 Stay Healthy
第5课时
Section B 2a—3c
Activity 1: Let’s review
What do these word endings mean Complete the table with the correct endings.
“-less” means “without”—like colourless means “ without colour”.
Activity 1: Let’s review
-less
-ache
-self/-selves
colourless
careless
harmless
painless
backache
headache
stomachache
toothache
myself
yourself
itself
himsslf
herself
ourslves
yourselves
themselves
What do these word endings mean Complete the table with the correct endings.
(1) The little boy fell off his chair and cried out in _______. (pain, ache)
(2) If you don’t wear a mask, you might _______ the flu. (take, catch)
(3) Be careful when you do sport. If you get a(n) _______, you’ll have to rest for some time. (injury, pain)
(4) Tom’s ear _______, so the doctor gave him some pills for it. (suffer, hurt)
(5) Lifting those heavy boxes all morning made my arms really _______. (harmful, sore)
Activity 1: Let’s review
Complete the sentences with the correct words in brackets.
Example:
If you fall and hurt your arm badly, you feel pain; if your head hurts, it’s a headache.
pain
catch
injury
hurt
sore
Kelly looked at her phone. She was late, and her exam was starting in 10 minutes! Suddenly, something hit her hard and _______ her to the ground.
“Are you all right ” the driver cried out. His face was ________ with fear. But Kelly didn’t say anything. She was suffering from shock and her arm was bleeding. “Don’t worry. I know first _______! I’ll call for help too!” the driver said.
At the hospital, the doctor checked Kelly’s arm carefully. An ______ showed that her right arm was broken. “You’re lucky that your _______ wasn’t worse,” said the doctor.
“You’re right,” Kelly said. “I’ll ______ looking at my phone while crossing the road next time.”
Activity 1: Let’s review
threw
colourless
aid
X-ray
injury
avoid
Complete the passage with the correct forms of the words in the box.
Activity 2: Read and summarize
Read the short story and underline any parts that confuse you.
Activity 2: Read and summarize
Find the key details.
Who is in the story
Where does the story take place
What’s the main event
How did Mark’s friends and the doctor help him
How did Mark feel after taking the medicine
Activity 2: Read and summarize
Summarize the short story.
Who:__________________________________________________
Where:________________________________________________
What:_______________________________________________________________________________________________________
How:________________________________________________________________________________________________________
Julie, Mark, Lucy, Dr Cooper
Julie’s house→hospital
Saturday lunch at Julie’s ( parents away);
Mark felt strange—allergic to the peanuts in the salad
Friends took Mark to the hospital; the doctor gave medicine; Mark felt better, got advice, promised better self-care; unforgettable day
Activity 3: Retell the story
Retell the story using the information.
Who:__________________________________________________
Where:________________________________________________
What:_______________________________________________________________________________________________________
How:________________________________________________________________________________________________________
Julie, Mark, Lucy, Dr Cooper
Julie’s house→hospital
Saturday lunch at Julie’s ( parents away);
Mark felt strange—allergic to the peanuts in the salad
Friends took Mark to the hospital; the doctor gave
medicine; Mark felt better, got advice, promised better self-care; unforgettable day
Activity 4: Read, imagine and write
Read Dr Cooper’s questions and advice for Mark in 3b. Imagine how Mark responded.
For example:
Dr Cooper asked, “Do you know what you are allergic to ”
What would Mark say Think about the story—he’s allergic to peanuts!
Write your answers down individually. Remember to keep them short and clear.
For example, I’m allergic to peanuts.
Activity 4: Read, imagine and write
Read Dr Cooper’s questions and advice for Mark. Imagine how Mark responded. Make notes.
peanuts
in the middle of the meal
about half of it
felt strange;, face felt warm; throat felt tight
Be more careful; take better care of myself from now on
Activity 5: Organize and write
Use your notes in 3b to write a conversation between Dr Cooper and Mark.
Add short expressions to make it sound real, like “I see.” or “Oh, that’s right.”
Activity 6: Role-play
Assign roles (Doctor Cooper/ Mark) and act out the conversation.
1. Finish the self-check. (Required)
2. Create 3 words for each of word endings (-less, -ache, -self/-selves) and make sentences with them. (Required)
3. Based on the story in 3a, imagine the scene where Mark meets Julia and Lucy again after recovering. Write a short passage of 50~80 words, using at least 3 words learnt in this lesson. (Optional)
Homework

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