资源简介

Unit 2　Stay Healthy
单元概括预览
单元教学目标
单元教学目标 语篇
学习本单元以后,学生能够: 1.关注自身及他人的健康。听懂关于健康问题的对话,掌握与身体不适相关的核心词汇,熟练运用询问身体状况、描述问题及给出建议的核心句式。 1.对话 Section A,1a-2d (第1课时　听说课)
2.流利地朗读并表演 3a 的对话,模仿其中的语音、语调、语速,能够听懂关于身体问题的简短对话,准确获取关键信息,提高口语表达能力和交际能力。 2.对话 Section A,3a-3d (第2课时　听说课)
3.在句子中正确使用反身代词,准确表达自身与动作的关系;在健康问题的语境中,恰当使用 should,shouldn't,could等情态动词给出建议和回应建议,提升英语交流能力。 3.语法 Section A,Grammar Focus 4a-4d　 (第3课时　语法课)
4.通过阅读故事,梳理故事逻辑,学会总结文章摘要,并学会油锅火灾的处理方法。 4.图文语篇 Section B,1a-1e (第4课时　阅读课)
5.准确理解并运用词汇后缀(-self/-selves,-less,-ache),掌握词汇在不同语境中的含义及用法。通过续写对话,巩固知识,提升写作能力。 5.单词与语篇 Section B,2a-3c (第5课时　写作课)
第1课时　Section A(1a-2d)
一、教学目标
1.掌握与身体不适相关的核心词汇,熟练运用询问身体状况、描述问题及给出建议的核心句式(如“What's wrong ”“I have a toothache.”“You should see a dentist.”等)。
2.能听懂关于健康问题的对话,抓取关键信息(如状况、原因、建议等);能运用所学词汇和句式进行日常交流,描述身体不适的原因并给出合理建议。
3.培养关注自身及他人健康的意识,在互动中提升合作与沟通能力,增强英语学习的积极性。
二、核心语言知识
1.核心词汇:
单词:
ourselves;sore;throat;stomachache;headache;toothache;backache;suffer;press;dentist;fever;stomach;avoid;gas;ache;X-ray;careless;runny;cough
短语:
have a sore throat;have a stomachache/headache/toothache/backache/fever;suffer from;press down on…;see a dentist
2.核心句式:
(1)What's wrong /What's the matter /Are you OK
(2)I have a terrible toothache.I think I ate too many sweet things.
(3)I'm suffering from a sore throat now.
(4)You should see a dentist.
3.教学重难点:
(1)掌握与身体不适相关的词汇,如sore throat,stomachache,headache等,能准确认读、拼写及运用。
(2)熟练运用询问身体状况、描述问题及原因、给予建议的核心句式,进行日常交流对话。
(3)能听懂关于健康问题的对话内容,抓取关键信息(如状况、原因、建议等)。
三、教学过程
学习活动 效果评价
◆Step 1　Lead-in Play a game “Listen and Touch”.Students listen and touch.For example:“Touch your nose!” 通过做游戏的方式既活跃氛围,又复习了与身体部位有关的词汇,为新知铺垫。
设计意图:营造轻松的英语学习氛围,激发学生的兴趣,激活学生已有知识储备。
◆Step 2　Pre-listening Work on 1a 1.Vocabulary Teaching Show pictures of different health problems(sore throat,stomachache,etc.) one by one.Teach the pronunciation and meaning of each word,and let students repeat. 2.Require the students to match words with pictures in 1a. 通过图片直观教学,结合模仿发音,帮助学生理解词汇;1a匹配巩固认知。注意观察在讲解后学生能否及时掌握新学词汇。
设计意图: 借助图片具象化健康问题词汇,配合模仿加深印象;通过1a的词汇与图片匹配检验学习效果,循序渐进构建词汇基础。
◆Step 3　While-listening Work on 1b and 1c 1.Introduce the listening task:tell students they will listen to conversations about health problems and need to catch information like “Who has a health problem What is it What's the cause ”. 2.Play the listening materials twice.The first time,let the students just listen to get a general idea.The second time,ask the students to fill in the blanks or answer questions on the handout,and write down the health problem of each student and the cause in the conversation. 3.Check the correct answers. 观察学生是否能正确对应健康问题与原因,从听力对话中准确找出信息并正确书写。
设计意图:围绕“健康问题”话题设计任务,兼顾听力技能训练与生活交际语境,为后续相关表达运用铺垫基础。
◆Step 4　Post-listening Work on 1d Ask the students to work in pairs for role-playing.Pay attention to correcting students' pronunciation and expressions.
设计意图:通过听前准备、听中聚焦和听后核对提高学生的听力能力。让学生熟悉新知识在听力材料中的应用。角色扮演增强体验感,提升学习效果。
◆Step 5　Matching game Work on 2a Make 12 cards of health issues and countermeasures in 2a.Students are divided into 12 groups,each with one card.Within a time limit of five minutes,the group that first receives the health problem card needs to go to the countermeasure group to find the correct solution to the problem.The two groups will pair up,and if the pairing is correct,the game will be successful. 看学生能否快速精准配对,在巩固了健康知识与英语表达的同时,锻炼临场反应和协作力。
设计意图:将知识转化为卡片配对任务,通过限时互动,让学生在竞争与协作中,强化健康问题与对策的关联记忆,提升语言运用及团队沟通能力。
◆Step 6　Practice Work on 2b,2c and 2d 1.Play the three conversations twice. (1)For the first play,ask students to circle the health problems of the students in 2a and answer who got some medicine from the school nurse. (2)For the second play,ask students to complete the table in 2c. 2.Pair Work (1)Divide the students into pairs.Give each pair some situation cards,such as“One student has a stomachache because he ate too much ice cream;the other student asks and gives advice.” (2)Let the students practise conversations using the key sentence patterns.Walk around the classroom to observe and give timely guidance. 观察学生在做听力练习时注意力是否集中。结对练习时,看学生能否积极运用核心句型流畅地进行角色扮演,是否有发音问题。
设计意图:该设计整合了听、说与互动环节。首先,通过两遍听力练习,培养学生针对健康问题的记笔记和信息提取能力。随后,结对练习借助真实生活场景巩固核心句型,教师适时指导以确保语言使用准确,旨在提升英语实际运用能力。
板书设计 Unit 2　Stay Healthy 第1课时　Section A(1a-2d) 一、Words and phrases of illnesses: stomachache;headache;toothache;backache;fever;nosebleed;sore throat 二、Sentences: —What's wrong /What's the matter /Are you OK —I have a stomachache.I ate too much at my friend's birthday party yesterday. —You should put something warm on your stomach.
课堂评价
见课件
作业布置
必做: Ask the students to write a short dialogue about health problems(at least 8 sentences),using the key vocabulary and sentence patterns. 选做: Based on real-life situations,list three new minor health issues(such as sprained ankle) and provide reasonable suggestions for dealing with them.
教学反思
　　本节课围绕“健康问题”主题展开,通过图片导入、词汇操练、听力训练及互动游戏等活动,逐步落实教学目标。学生在情境中感知词汇,通过配对游戏和角色扮演强化了知识应用,参与热情较高。但部分学生在描述原因时句式单一,表达建议时不够灵活,需加强语境拓展练习。
第2课时　Section A(3a-3d)
一、教学目标
1.能听懂、读懂并表达出关于就医场景的对话,获取关键信息(如病情、医生建议等),提升学生的口语表达和实际语言运用能力。
2.了解生病时正确的就医流程和自我照顾方式,培养健康意识,养成良好的生活习惯,积极面对疾病。
二、核心语言知识
1.核心词汇:
单词:
test;flu;medicine;virus;description;patient;illness
短语:
take a seat;have a runny nose;take sb's temperature;take some medicine;stop…from doing
2.核心句式:
(1) How are you feeling
(2)I have a runny nose and a fever.My throat hurts too.
(3)You should take some medicine and drink enough water.
(4)It stops us from passing the flu virus to others easily.
(5)Your health is in your hands.
3.教学重难点:
(1)掌握核心单词的正确发音、词义和用法,能在语境中准确运用,能进行自然的就医对话,尤其是在角色扮演中灵活应对不同表达。
(2)理解就医对话内容,熟练运用核心句式进行病情描述、建议询问与回应,完成就医场景的交流。
三、教学过程
学习活动 效果评价
◆Step 1　Lead-in Show a short video clip about a person going to the doctor(e.g.,a simple cartoon or a real-life scene snippet of a doctor-patient visit).Then ask students some simple questions like “Have you ever been to the doctor What was wrong with you ”. 观察学生的参与情况。检查他们是否能理解视频内容,并简单表达自己的就医经历。
设计意图:日常问候开启课堂,营造英语交流氛围,从健康角度回应贴合本课时主题,自然引出健康问题相关内容;展示就医场景片段并提问,借助情境激发学生兴趣,调动其已有生活经验,为新课学习做铺垫,让学生快速融入健康话题情境。
◆Step 2　Pre-reading 1.Greet the students and ask some simple questions about health,e.g.,“Do you often get sick What do you do when you are sick ”. 2.Show some pictures of people with different illnesses(e.g.,runny nose,fever,sore throat) and ask students to guess what's wrong with them. 通过学生对 illness 相关图片的猜测,评估其对 runny nose、fever、sore throat 等疾病类词汇的认知程度,看是否能快速关联图片与对应英语表达。
设计意图:以日常健康相关问题开启课堂,契合本单元医生—患者对话主题,激活学生已有生活经验和英语知识储备,让学生自然进入英语交流语境,为后续学习对话内容做语言和话题铺垫。
◆Step 3　While-reading Work on 3a and 3b 1.Ask the students to read the conversation in 3a silently and find out“What's the matter with Helen ”.Then invite some students to answer.(Helen has a runny nose,a fever,and a sore throat.The doctor thinks she has the flu.) 2.Ask the students to read the conversation again,and this time,let them pay attention to the words and expressions related to illnesses and doctor's advice.Let them underline these words and expressions.For example:runny nose,fever,take one's temperature,flu,take some medicine,drink enough water,rest at home,wear a mask. 3.Explain the new words and expressions if necessary. 检查学生能否正确找到关键信息(海伦的症状和医生的建议)。帮助学生熟悉对话内容,理解核心信息,利于知识内化与运用。
设计意图:通过听读对话文本、小组讨论理解问题,引导学生在语境中掌握健康相关表达,提升听力与阅读理解能力,培养合作探究意识。
◆Step 4　Post-reading Work on 3c and 3d 1.Listen to the conversation. 2.Organize a“Doctor's Office” role-play activity.Set up several doctor-patient stations in the classroom.Students take turns being doctors and patients.They need to create their own dialogues using the learnt vocabulary and sentences,and can add some new ideas(e.g.,different symptoms like “I have a cough” if they know the words). 在角色扮演中观察学生的创造力和语言应用能力。检查他们是否能综合运用所学的词汇和句式,对话是否符合逻辑。大多数小组应该能够进行完整和相对自然的医患对话,显示出运用知识的熟练程度。
设计意图:通过“医生办公室”角色扮演,创设真实交际情境,让学生在轮流扮演医生与患者的过程中,运用所学词汇和句式自主创编对话,鼓励融入新表达(如咳嗽等症状),强化语言运用能力,激发创新思维,提升沟通与合作能力,深化对健康主题语言知识的掌握。
板书设计 Unit 2　Stay Healthy 第2课时　Section A(3a-3d)
课堂评价
见课件
作业布置
必做: 1.Recite the vocabulary and phrases in this section,and the group will dictate to each other and write them on paper. 2.Write a short doctor-patient conversation by yourself.Use at least 5 new words and 3 key sentences from this lesson. 选做: Shoot a video of you and your friend role-playing a conversation between a doctor and a patient in English.
教学反思
　　在热身时,视频有效地引起了学生的兴趣。用图片和例子展示新知识有助于学生更好地理解。然而,在练习阶段,一些学生在角色扮演过程中仍然存在单词发音不准确问题,少数人难以流利地使用复杂的句子。在以后的课程中,应该增加更多的发音练习和造句练习。此外,对于复杂的句子结构,可以设计更详细的解释和互动活动来帮助学生更好地掌握它们。
第3课时　Section A Grammar Focus(4a-4d)
一、教学目标
1.能够在句子中正确使用反身代词,准确表达自身与动作的关系;能够在健康问题的语境中,恰当使用 should,shouldn't,could等情态动词给出建议和回应建议,提升英语交流能力。
2.能够理解并运用与健康问题相关的新单词、短语和句式。
3.增强学生的健康意识和安全意识,引导学生关注自身和他人健康。
二、核心语言知识
1.核心词汇:
单词:
knife;safety;clear;pain;brightness;environment;cross
短语:
hurt/cut/protect oneself;the terrible pain in her legs;what's more
2.核心句式:
(1)You should see the dentist and get an X-ray.
(2)You could eat some soft food for now.
(3)I hurt myself when I fell off my bike.
3.教学重难点:
(1)掌握反身代词(myself,yourself,himself 等)的形式和用法,能够在句子中正确运用。
(2)熟练运用 should,shouldn't,could 这几个情态动词在健康问题语境中给出合理建议。
三、教学过程
学习活动 效果评价
◆Step 1　Lead-in Show some pictures of people's health problems,and then ask the students “What's wrong with them ”.Let the students answer in simple English sentences. 观察学生的参与度,评估学生表达简单健康问题的准确性。
设计意图:通过贴近生活的健康问题图片和提问,激发学生的学习兴趣,让学生快速进入与健康问题相关的英语学习语境;同时复习学生已有的简单英语表达,为新课学习做铺垫。
◆Step 2　Presentation Work on 4a 1.Let the students read the sentences independently and complete the tasks:Underline the modal verbs for advice and circle the reflexive pronouns. 2.Discuss in groups:Summarize the semantic meanings of modal verbs in the context of giving advice.Observe the reference rules of reflexive pronouns. 活动激发学生参与热情,分组讨论有助于深入理解语法点。注意观察学生能否清晰掌握反身代词和情态动词用法,并运用相关表达交流健康话题。
设计意图:通过读、议环节,引导学生自主探究身体状况相关表达。聚焦反身代词和情态动词,结合实例解析,培养学生语法应用与合作探究能力,提升语言交际素养。
◆Step 3　Practice Work on 4b and 4c 1.Let the students complete the sentences in 4b by themselves and fill in the correct reflexive pronouns. 2.Guide the students to complete the passage in 4c and fill in should,shouldn't or could. 3.After the completion,organize the students to check the answers together. 4.After the exercise,have a group discussion. 学生独立完成练习后互助核对,阐述选择依据,强化了反身代词和情态动词用法理解,提升语法应用与表达能力。
设计意图:通过自主练习、集体核对、阐述理由,让学生在实践中掌握语法点,培养逻辑表达与合作能力。
◆Step 4　Acting out Work on 4d Divide the students into groups.Each group member performs a health problem in turn,such as a student pretending to have a toothache and frowning.Other members ask questions and guess in English,such as “Do you have a toothache ”,and then give the suggestion “You should see the dentist.”.Give them some guidance if necessary. 分组情境表演让学生活用所学表达,在互动中熟练运用健康话题问答及建议,教师巡导及时纠错,提升语言运用的准确性与流畅度。
设计意图:通过情境表演将语法知识转化为交际能力,鼓励学生在合作中实践,教师适时指导,强化语言应用与应变能力。
板书设计 Unit 2　Stay Healthy 第3课时　Section A Grammar Focus(4a-4d) 一、Reflexive Pronouns 1.构成　2.用法 二、Modal Verbs for Advice(用于提建议的情态动词) should(强烈建议,如 You should see the dentist.) could(委婉建议,如 You could eat some soft food.)
课堂评价
见课件
作业布置
必做: 1.Review the grammar points(reflexive pronouns and modal verbs for advice) learnt in this class. 2.Write five sentences using reflexive pronouns and five sentences giving advice with should,shouldn't or could in the context of health. 选做: Find more English expressions about health care from the internet or English books and share them in the next class.
教学反思
　　本节课围绕健康问题,通过多种活动让学生学习反身代词和用于提建议的情态动词,学生有一定参与度,知识理解和运用有所提升。但在教学中发现,部分学生在复杂语境下准确使用反身代词仍有困难,以后要创设更多复杂且贴近生活的语境让学生运用反身代词。
第4课时　Section B(1a-1e)
一、教学目标
1.能够掌握本课时核心单词的词性、词义,正确运用核心短语进行表达。精准理解核心句式,能运用其进行故事事件排序、内容概括,以及用英语讨论故事相关安全问题。
2.强化安全意识,了解厨房用火等安全隐患及正确应对方式,培养自我保护和关心他人安全的意识。
二、核心语言知识
1.核心词汇:
单词:
themselves;happily;burn;throw;aid;tonight;sadly;smoke;luckily;badly;harm
短语:
catch fire;turn on;no way;on fire;be about to;stop short;first aid;eat out
2.核心句式:
(1)It was their first time living away from their families,and they enjoyed learning how to do many things themselves.
(2)Then he turned on the stove and left the oil to heat while he prepared the chicken.
(3)But he was so close to the pan that a flame jumped onto his shirt.
3.教学重难点:
(1)学生能够精准捕捉故事细节,完成事件排序和内容概括,深度理解文本。
(2)熟练掌握核心单词、短语、句式,能在语境中准确运用进行表达和交流。
(3)围绕故事及安全话题,用英语流畅讨论,表达对人物行为的看法、总结安全注意事项。
三、教学过程
学习活动 效果评价
◆Step 1　Lead-in 1.Show a short video clip about different types of home accidents,like a small kitchen fire,a slippery floor fall,etc.While playing the video,pause at key moments and ask simple questions,e.g.,“What's happening here Is it dangerous ”. 2.After the video,start a quick class discussion:“Have you ever encountered a similar situation in your life What did you do ”. 观察学生能否快速聚焦视频内容,用英语进行简单描述,并对情景进行合理猜测。评估他们参与主题介绍和初始语言反应的情况。
设计意图:视频片段可以迅速吸引学生的注意力,激发他们对安全主题的兴趣。讨论将视频内容与学生的生活经验联系起来,使引入环节既相关又引人入胜。为课文故事学习做铺垫,营造英语交流氛围。
◆Step 2　Pre-reading 1.Vocabulary Introduction Present the key vocabulary from the lesson,such as“catch fire,first aid,fire extinguisher,panic” using pictures,definitions and example sentences. 2.Question Prediction Show the questions in 1a.Ask the students to predict the content of the story based on these questions and the picture in 1b.Encourage them to share their ideas in pairs. 通过单词识别和造句练习,检查学生对词汇和短语的理解与初步应用,并充分利用图片和给出的问题对文章内容做出预测。
设计意图:扫除阅读的词汇障碍,让学生熟悉重点表达,为流畅阅读文本做好语言知识准备。
◆Step 3　While-reading Work on 1b and 1c 1.Fast reading Ask the students to read the passage quickly and answer the question: How did the fire start 观察学生是否能掌握快速阅读技巧,找到关键词。
设计意图:引导学生通过扫读获取文章的主要信息,了解故事的大致框架。
2.Careful reading (1)Read the entire story and sort the events in the correct order according to the requirements in 1c. (2)Read the story again and complete the following questions: ①What does “Accident” mean in the story A.A funny thing. B.An unexpected event. C.A planned activity. D.A happy moment. ②Which of the following can replace “catch fire” in the text A.Go out. B.Set on fire. C.Put out. D.Go off. ③When the pan was on fire,James was 　　　 at first. A.in a panic B.very calm C.singing happily D.cooking slowly 　①—③　BBA 考查学生对故事细节和词汇含义的掌握,能否准确理解“accident”“extinguish”等词义及情节逻辑,以及对同义短语替换(如“catch fire”)的熟悉程度。
设计意图:通过引导学生根据文章内容回答问题,能让学生深入理解文本内容,锻炼从文本筛选整合信息的能力,构建逻辑思维框架。
◆Step 4　Post-reading Work on 1d and 1e 1.Summary Completion(1d) Guide the students to complete the summary in 1d using the details in 1c. 2.Story Retelling(1d) Divide the students into groups of 3-4.Ask them to retell the story “A Cooking Accident” using their own words. 3.Discussion(1e) Organize the students to discuss the questions in 1e in groups. 学生积极参与讨论,能结合文本和生活拓展安全知识,多数学生理解关键要点,但部分学生对复杂隐患分析欠深入,需课后巩固。
设计意图:通过个人思考—参与讨论—总结梳理,关联文本与生活,培养安全意识、批判性思维,将语言学习与实用技能融合,落实 “Stay Healthy” 主题。
板书设计 Unit 2　Stay Healthy 第4课时　Section B(1a-1e) 一、Words:themselves;happily;burn;throw;aid;tonight;sadly;smoke;luckily;badly;harm 二、An accident: James made fried chicken.→James heated some oil on the stove.→The pan was on fire.→…→Allen put out the fire. 三、Tips for safety: Don't leave cooking unattended;Use fire extinguisher for oil fires…
课堂评价
见课件
作业布置
必做: 1.Continue the story in English:“Next time James cooks,what will he do differently ” Write at least 5 sentences,using the learnt vocabulary and sentence patterns. 2.Organize the safety knowledge from class(e.g.,kitchen fire precautions).Write 3“Safety Tips at Home” in English. 选做: Make an English “Home Safety” hand-copied newspaper.Include story cartoons,safety tips,and safety slogans designed by yourself.
教学反思
　　分层阅读任务的设计切实有效,学生能逐步深入理解文本,阅读技能得到了良好训练。话题讨论环节有效激发了学生的思维,部分学生能结合生活实际,辩证地评价人物行为并总结安全知识,实现了语言输出与思维提升的融合。
第5课时　Section B(2a-3c)
一、教学目标
1.学生能够准确理解并运用词汇后缀(-self/-selves,-less,-ache ),掌握词汇在不同语境中的含义及用法。
2.通过故事复述、对话创编等活动,培养学生的语言表达和逻辑思维能力,增强在健康、日常事故等话题下的交流能力。
二、核心语言知识
1.核心词汇:
单词:
pill;harmful;hit;shock;bleed;check;nervously
短语:
in pain;be allergic to;jump into action;right away;from now on;feel sick
2.核心句式:
(1)The little boy fell off his chair and cried out in pain.
(2)If you don't wear a mask,you might catch the flu.
(3)When Mark felt better,the doctor asked him some questions and gave him some advice.
3.教学重难点:
(1)词汇后缀的理解与运用,能准确判断词汇含义并完成表格、句子填空。
(2)核心单词、短语在句子和短文中的正确运用,流畅完成短文填空及故事理解。掌握核心句式结构,能在情景对话中自然表达。
(3)灵活运用语言知识进行故事复述和对话创编,准确传达信息并体现语言逻辑。
三、教学过程
学习活动 效果评价
◆Step 1　Lead-in Work on 2a 1.Present the suffixes(-self/-selves,-less,-ache) and explain their meanings with examples. 2.Guide the students to complete the table in 2a together,checking and explaining answers. 观察学生的理解程度及反应速度,重点留意学生语言表达准确性、参与活动的积极性。
设计意图:通过2a新颖的介绍形式,激发学生的好奇心与探索欲,促使他们主动思考后缀在单词中的运用,锻炼他们对于知识的提取与运用能力,同时提升课堂参与度,活跃课堂氛围,为后续知识学习奠定积极主动的基础。
◆Step 2　Practice Work on 2b and 2c 1.Let the students complete the sentences in 2b together first as a model.Explain how to choose words. 2.Complete the passage in 2c. 检查学生的句子完成质量与段落内容填充准确性。观察他们是否能解释单词选择的依据,以此判断学生对词汇用法的理解程度。
设计意图:让学生将所学词汇运用到句子和短文中,通过练习加深理解,提高语言应用能力。
◆Step 3　Pre-reading Show a video of food allergy. Teacher:Have you ever experienced food allergy Lead students to discuss and share their ideas briefly. 观察学生的参与度,看是否积极回应问题,分享自己的想法。
设计意图:通过展示食物过敏的视频,吸引学生注意力,激发学生的兴趣,激活学生已有的相关知识储备,为后续学习做好铺垫。
◆Step 4　While-reading Work on 3a 1.Fast reading Ask the students to read the short story quickly and answer the question:“What is the general idea of this short story ” 教师观察学生是否能利用引导性问题完成信息的分析和总结。
设计意图:训练学生快速阅读的能力,让学生在短时间内获取故事的主要信息,培养学生把握文章主旨的能力。
2.Careful reading Group work: (1)Students are divided into groups to read this short story carefully again.Then have a group discussion to complete Task 3a:Explain to partners what happened.Walk around to check and guide. (2)After the discussion,invite two groups to share. 观察学生分组讨论是否积极,能否清晰复述故事核心情节,其他组能否补充细节。经过教师引导,能否整体达成复述目标。
设计意图:通过分组讨论,让学生在互动中深化对故事的理解,锻炼表达与合作能力。邀请分享可检验学习效果,激发参与热情。
◆Step 5　Post-reading Work on 3b 1.Imagine Mark is at Dr Cooper's office.Dr Cooper is asking Mark some questions.What are Mark's answers Make notes. 2.Pair work.Make up a conversation between Dr Cooper and Mark according to 3b. 通过结对互动与对话展示,提升学生语用能力,强化语境感知与语音语调把控,激发参与热情,巩固阅读内容理解。
设计意图:以合作学习为载体,将阅读输入转化为口语输出,通过角色演绎深化文本理解,兼顾语言运用与协作能力培养。
◆Step 6　Writing Work on 3c Guide the students to write a conversation between Dr Cooper and Mark.Then ask some students to read theirs out. 在写作中提升语言运用与反思能力。
设计意图:通过写作强化对话写作与知识迁移,落实语言实践。
板书设计 Unit 2　Stay Healthy 第5课时　Section B(2a-3c) 一、Suffixes -self/-selves(a person or thing on their own)→myself,yourself… -less(without)→colourless,careless… -ache(pain)→backache,headache… 二、Writing An accident:What Who When How Where
课堂评价
见课件
作业布置
必做: 1.Organize the core words,phrases and sentence patterns in this lesson,copy and recite them,and make a sentence with each core phrase. 2.Write a short essay on the topic “A Health Problem I Had”,describing a health problem(such as a cold,injury,etc.) that you experienced,including the occurrence process and coping style,with no less than 60 words. 选做: Create a new situational dialogue,focusing on “seeking help for health problems”,and use the vocabulary and sentence patterns learnt in this lesson to perform with your classmates.
教学反思
　　通过多种活动(词汇练习、故事、对话),让学生从不同角度运用知识,多数学生能积极参与,在词汇理解和简单运用上有进步。后续应增加更多对比练习和情景辨析活动,强化易混淆点;提供更多真实语境素材,让学生在多样情境中熟练运用语言,提升灵活度。

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