资源简介

第四课时　Section B(1a—1e)
Part 1　Warm up and lead in(1a)
T：Good morning，class! Today we'll talk about how to stay safe，especially when there's a fire.First，let's do a discussion.Look at 1a.There are two questions.For the first one，describe what's happening in the picture in 1b.For the second，share what you know about what to do if oil catches fire.Share your ideas with your partner.
设计意图：通过 1a 的讨论活动，激活学生关于火灾安全的已有认知，激发对本节课主题的兴趣，同时锻炼学生的口语表达能力。
　Part 2　Reading comprehension(1b—1e)
Activity 1 Finding the fire cause(1b)
T：Now，let's move to 1b.Read the story “A Cooking Accident” and find out how the fire started.After reading，share your answer with the class.
设计意图：培养学生快速获取关键信息的阅读技能，让学生了解火灾起因，为后续学习奠定基础。
Activity 2 Ordering the events(1c)
T：Read the story again.Then，number the events in 1c in the correct order.After finishing，check your answers with your partner.Then，we'll go through the correct order together.
设计意图：锻炼学生梳理事件发展顺序的能力，帮助学生理清故事脉络，加深对文本内容的理解。
Activity 3 Completing the summary(1d)
T：Let's work on 1d.Read the story for the third time and complete the summary using the details in 1c.Then，retell the story based on the completed summary.You can also add your own words to make the retelling more vivid.(While retelling，the teacher can lead students to omit unimportant details and only retain the main points and guide them on how to effectively condense the story's content.)
设计意图：巩固学生对文本细节的把握，提升学生的语篇概括与复述能力，同时引导学生省略不重要的细节，只保留要点，以便更好地理解和记忆故事。
Activity 4 Discussing safety lessons(1e)
T：Now，let's discuss the questions in 1e.First，share your thoughts on James's and Allen's actions in the story.Then，talk about the dos and don'ts you learned from the story.Also，discuss what could cause a fire at home and what we should do to keep ourselves safe from harm.(Have a group discussion and then choose some students to share in front of the class.)
设计意图：鼓励学生运用所学内容表达个人想法，提升口语表达的流利度和准确性，同时强化学生的消防安全意识。
Homework
Revise the story and write a short passage about a safety accident you know or imagine，explaining how to deal with it correctly.You can use the structures and vocabulary we learned today.
第四课时　Section B(1a—1e) Topic：How should we stay safe Key Words：oil，stove，flame，fire extinguisher，first aid，panic Key Structures： Can you describe what is happening How did the fire start What should we do to keep ourselves safe from harm Story Events： James heated oil on the stove. The pan caught fire. James turned off the stove. James's shirt caught fire. James rolled on the ground. Allen ran to the living room to get the fire extinguisher. Allen put out the fire with the fire extinguisher.
　
　
　
Through this lesson，students enhanced their reading comprehension skills related to a fire story and had a better understanding of fire safety knowledge.However，some students couldn't retell the story fluently and accurately.In future teaching，more retelling practice and guidance will be provided to help students organize their retelling content better.第二课时　Section A(3a—3d)
Activity 1 Warm up and revision
T：Let's start by reviewing what we've learned about health problems.I'll ask some questions，and you answer them.
T：What health problems do you know
S：I know sore throat，stomachache，toothache…
　T：How do you usually deal with a headache
S：I usually take some medicine and have a good rest.
设计意图：通过复习已学的健康问题相关知识，为新课内容做铺垫，激发学生的兴趣，同时检查学生对上节课所学知识的掌握情况。
Activity 2 Presentation(3a)
T：Read the conversation between Helen and the doctor.Then，answer the question：
What's the matter with Helen？(Students read and find the answer.)
T：Let's check.Helen has a runny nose，a fever and a sore throat.The doctor says she has the flu.
T：Now，let's focus on some useful expressions and sentence patterns in the conversation.For example，“How are you feeling？” “You should…” “If you take good care of yourself…” and so on.
设计意图：通过阅读对话并回答问题，引导学生快速获取文本关键信息，强化本单元 “健康问题与建议” 的主题。同时，学习对话中的常用表达和句型，为后续练习奠定基础。
Activity 3 Practice(3b)
T：Read the conversation again and write notes in the table about Helen's descriptions of her problems and the doctor's advice.(Students read and fill in the table.)
T：Let's check the answers together.
Helen's descriptions of her problems：She has a runny nose，a fever(quite high，started yesterday)，felt cold and had little energy，tried to get out of bed and almost fell and hurt herself，throat hurts(very red).
The doctor's advice：Take some medicine，drink enough water，rest at home，wear a mask when going outside.
设计意图：通过再次阅读对话并填写表格，培养学生的细节阅读能力，加深对文本的理解，同时梳理出健康问题与对应建议的关系，强化知识的运用。
Activity 4 Practice(3c)
T：Listen to the conversation.Then role play it with your partner.(The teacher can add some of his or her own ideas to make the role play more interesting.The teacher can also invite some pairs to perform their role plays in front of the class.)
设计意图：通过听对话和角色扮演活动，强化听力输入，提升信息捕捉能力。同时锻炼口语表达能力，老师补充信息能激发学生的创造力，让他们更积极参与学习活动。
Activity 5 Practice(3d)
T：Act out a conversation between a doctor and a patient.Use the expressions below to help you.(Students discuss in pairs.Then the teacher lets some students share their conversations.)
设计意图：通过提供表达模板，帮助学生搭建语言支架。同时，引导学生将课堂上学过的表达灵活运用于交流场景，实现 “学用结合”，从而强化对语言知识的掌握与运用能力。
Homework
Write a short passage about a health problem you or someone you know had.It should include what the health problem is，the advice given and how you/someone felt after following the advice.Then，read it aloud and record yourself.
　
第二课时　Section A(3a—3d) Key Words：runny nose，fever，throat，medicine，mask，flu virus Useful Expressions： ·—How are you feeling —Not good./I feel terrible./I don't feel well. ·—What's the matter with your…？　 —I have… Let me take your temperature. ·—What should I do —You should take some medicine and drink enough water. ·—Can I go to school tomorrow —No，you should rest at home. Your health is in your hands.If you take good care of yourself，you'll get better soon.
In this lesson，students are engaged in reading the conversation and doing related tasks.They showed interest in role playing the doctor patient dialogue.However，some students struggled with using the correct sentence patterns when describing illnesses and giving advice.In future classes，more practice activities focusing on sentence patterns should be arranged.Also，encourage students to use more diverse vocabulary to express similar meanings.第五课时　Section B(2a—3c)
Part 1　Vocabulary in use(2a—2c)
Activity 1 Suffix exploration(2a)
T：Good morning，class! Today we'll focus on vocabulary related to health and injuries.First，let's explore suffixes.Look at 2a.There are suffixes： self/ selves， less， ache.Let's discuss what each suffix means and complete the table with the correct suffixes.After finishing，share your answers with a partner.
设计意图：引导学生探究后缀的含义，加深对词汇构成的理解，同时锻炼合作交流能力。
Activity 2 Vocabulary application
Step 1：Sentence completion(2b)
T：Now，move to plete the sentences with the correct words in brackets.After finishing，check your answers with your deskmate.Then，I'll ask some students to explain their choices.
Step 2：Passage filling(2c)
T：Let's work on 2c.Complete the passage with the correct forms of the words in the box.When you're done，read the passage aloud in pairs.
设计意图：通过句子和语篇填空练习，帮助学生在特定的句子语境中掌握与健康和受伤相关的词汇的正确用法，理解词汇含义及其惯用搭配，提高在英语表达中准确使用词汇的能力。
Part 2　Reading and retelling(3a—3c)
Activity 1 Story reading and comprehension(3a)
T：Read the short story in 3a.As you read，pay attention to what happened to Mark.After reading，retell what happened to a partner.Then，some students will retell it in front of the class.
设计意图：培养学生提取关键信息和理解故事内容的能力，同时锻炼口语表达能力。
Activity 2 Note taking for dialogue(3b)
T：Now，look at 3b.Read Dr Cooper's questions and advice for Mark.Imagine how Mark responded and make notes.Then，share your notes with your group members.
设计意图：通过阅读库珀医生对马克的问题和建议，想象马克如何回应，引导学生整合对话细节并合理想象与思考，锻炼学生的思维能力、语言组织能力以及对上下文的理解能力，为后续写作积累素材。
Activity 3 Dialogue writing(3c)
T：Based on your notes in 3b，write a conversation between Dr Cooper and Mark.Use the given beginning in 3c as a guide.Try to make your dialogue natural and logical.After finishing，exchange your dialogue with a partner and give each other feedback.Check for grammar mistakes and see if the dialogue is clear.
设计意图：让学生将思考内容转化为英语书面对话，提升英语写作能力。同伴互评有助于学生发现问题、互相学习，进一步提高写作水平。
　Homework
Polish your dialogue according to your partner's feedback.Make sure it's error free and well written.Share it with the class next time.
第五课时　Section B(2a—3c) Key Vocabulary： Suffixes： self/ selves， less， ache Words：pain，ache，have，catch，injury，painful，hurt，harmful，suffer，X ray，avoid，aid，throw，colour Writing Structure： Mark：Thank you，Dr Cooper.I feel much better now. Dr Cooper：That's good.What happened just now Mark：Well，I ate something at my friend's place，and then I started to feel strange. Dr Cooper：Do you know what you were allergic to Mark：Yes，I…
In vocabulary learning，students showed great interest in exploring suffixes and doing exercises.However，some students still struggled with word form changes and proper vocabulary usage in context.In the reading and writing part，most students could understand the story and retell it，but when writing dialogues，some lacked naturalness and detailed expressions.In future teaching，more practice on word collocations and guided writing will be provided.第六课时　Section B(Project & Reflecting)
Activity 1 Group discussion and topic selection(4a)
T：Good morning，class! Today we'll do a project—making a health brochure.First，work in groups.Imagine our school is holding a health awareness event.Discuss and choose a health problem to focus on from the list：food allergy，toothache，headache，backache，eye strain，cut，burn.Note down your group's chosen topic.(Students work in groups，discuss and note down their chosen health problem.Then，some groups share their topics with the class.)
设计意图：通过小组讨论选择健康主题，激活学生对健康问题的认知，激发学习兴趣，促进学生间的交流与合作。
Activity 2 Research and note taking(4b)
T：Now，do some research on the health problem your group chose.Use the questions in 4b to help you.(Students conduct research in groups and take notes.Then the teacher asks students to share their notes within the group.)
设计意图：引导学生围绕选定的健康问题开展研究并做笔记，培养信息搜集与整理能力，为制作健康手册积累素材。
　Activity 3 Brochure creation and presentation(4c)
T：Create a health brochure as a group.You can refer to the example “Vision Care 101”．Then，present your brochure to the class.Explain the content clearly，including causes，feelings，importance of dealing with it，treatment and prevention methods，and other related facts.(Students work in groups to create brochures.After finishing，each group presents their brochure to the class.)
设计意图：让学生将研究内容转化为健康手册并展示，提升动手实践、团队协作与口头表达能力，同时加深对健康问题的理解。
Activity 4 Reflection and discussion
T：Let's reflect on what we've done in this project.Think about these questions：
Can you identify different health problems
Can you describe how you feel when you are sick
What advice can you give for the health problems covered in this unit
How do you think we can stay healthy and keep ourselves safe
T：Discuss in groups and then share your thoughts with the class.(Students discuss in groups and then share their reflections with the class.)
设计意图：通过反思与讨论，引导学生总结健康问题相关知识，思考保持健康的方法，培养总结与反思能力。
Homework
Polish your group's health brochure.Make sure the content is clear and accurate.Then，write a short passage about the importance of paying attention to health problems，using the information from your brochure.
第六课时　Section B(Project & Reflecting) Health Problems：food allergy，toothache，headache，backache，eye strain，cut，burn Questions for Research： What causes this health problem How might you feel when you have it Why is it important to deal with it What should we do to treat it and avoid it What other facts do you know about it Sentence Patterns： Our group chose…as the health problem. It is caused by… When you have it，you might feel… It's important to deal with it because… To treat and avoid it，we should…
In this lesson，students actively participated in group discussions，research and brochure creating activities.However，during the research phase，some groups had difficulty finding comprehensive information.Pay more attention to guiding students on effective research methods in future classes.Through this lesson，students' abilities in teamwork，information collection and oral presentation have been improved.第一课时　Section A(1a—2d)
　
Activity 1 Warm up and lead in
T：Hello，everyone! How are you feeling today？Now，let's kick off our class with a little game.I'll show you some actions，and you guess what health problem they represent.For example，if I put my hand on my stomach and look uncomfortable，what's wrong with me Let's see how quick you are！(The teacher show actions and students guess.)
设计意图：通过与学生亲切问候，营造轻松的课堂氛围。接着以 “根据动作猜健康问题” 的游戏形式开启课程，一方面能迅速吸引学生的注意力，另一方面激活学生已有的关于健康问题的知识储备，为后续 “将健康问题与图片匹配” 的学习活动做好铺垫。
Activity 2 Matching(1a)
T：Look at the pictures and the list of health problems：sore throat，stomachache，headache，toothache，backache，cut.Let's match each health problem with the correct picture.Work on your own first.(Students match the actions with pictures individually.)
T：Now，check your answers with your partner.Then let's go through them together.
Sore throat matches Picture D．
Stomachache matches Picture A．
Headache matches Picture E．
Toothache matches Picture B．
Backache matches Picture C．
Cut matches Picture F．
设计意图：通过 “图片＋词汇” 的匹配任务，让抽象的健康问题词汇(如 sore throat、toothache)与具象的图片场景对应，帮助学生直观理解词汇的含义。分层活动设计( “个人独立完成→同伴核对→全班统一订正” )锻炼学生的独立思考与合作交流能力。
Activity 3 Listening(1b)
T：Now，we'll listen to four conversations.The task is to write the health problems next to the students.First，let's read the names(David，Ben，Nancy，Judy) and the “Cause” column.(Students read.)
T：Now，listen carefully and fill in the “Health problem” column.(The teacher plays the recording.Students listen and write.)
T：Let's check the answers.
设计意图：聚焦 “提取具体信息(学生的健康问题)” 这一听力核心能力。引导学生听前根据提示的起因预测听力内容，然后在听的过程中捕捉与健康问题相关的关键词，最后核对答案，进一步巩固与健康问题相关的核心词汇。
Activity 4 Listening for causes(1c)
T：Listen again.This time，find out the cause of each student's health problem and complete the table in 1b.(Play the recording a second time.Students listen and write.)
T：Let's check the answers.
　　设计意图：通过找出健康问题的成因，帮助学生进一步理解健康问题与成因之间的关联，深化对 “应对健康问题” 这一单元主题的认识。
Activity 5 Pair work(1d)
T：Now，talk about health problems with a partner.Use the dialogue：
A：What's wrong /What's the matter /Are you OK
B：I have a stomachache/…
A：What happened
B：I…
(Students practise in pairs.Then the teacher asks some pairs to show their dialogues.)
设计意图：以 “谈论健康问题及成因” 为核心，提供固定的对话模板，降低学生口语表达的难度，确保所有的学生都能参与。这种互动形式为学生创造了充足的语言实践机会。小组展示的过程中，学生逐步实现迁移运用的目标。同时，展示的范例也有助于打开学生的视野，让他们全面了解健康问题。
Activity 6 Matching advice(2a)
T：Match the health problems with the things you should do.Let's read the health problems and the advice options together.(Students read.)
T：Now，work on your own to match them.Then check with your partner.
T：Let's check the answers together.
Sore throat—D.drink some water with honey
Stomachache—F.put something warm on your stomach
Toothache—E.see a dentist
Cut—A.clean the area and cover it
Nosebleed—B.press down on your nose
Fever—C.rest and drink enough water
设计意图：通过为健康问题匹配相应建议，引导学生思考 “如何应对不同的健康问题”，将本单元主题从 “描述健康问题” 拓展至 “寻找健康问题的解决办法”，符合学习的 “分层递进” 规律。“个人思考＋小组讨论” 的形式，鼓励学生从多角度思考，为后续 “提出建议” 环节奠定基础。
Activity 7 Listening(2b)
T：Listen to three conversations.Circle the health problems the students have in 2a.(Play the recording.Students listen and tick.)
T：Let's check.Which health problems did they talk about Who got some medicine from the school nurse
设计意图：该听力活动有助于学生初步感知健康话题。听前呈现选项，可帮助学生明确听力任务的重点；听后核对答案，引导学生梳理对话逻辑，理解 “两人围绕健康问题及对应建议展开交流” 这一核心内容，为后续 2c 环节更细致的听力填空题奠定基础。
Activity 8 Listening and completing(2c)
T：Listen again and complete the school nurse's advice for each student.(Play the recording a second time.Students listen and complete.)
T：Let's check the answers together.
　设计意图：在学生理解对话主旨大意的基础上，进一步提炼细节信息(如 “校护给戴维提了哪些建议”)，同时在语境中感知 “提出建议” 这一单元核心语言(如 “You shouldn't…”“Avoid…”)。这一设计与 “学习为健康问题提出建议” 的单元目标相契合，有助于学生深化对 “正确应对健康问题” 这一主题的理解。
Activity 9 Pair work(2d)
T：Work in pairs.Take turns to ask for and give advice for different health problems(headache，fever，runny nose，cough，bruised knee).Use the dialogue：
A：I'm suffering from/I have a very bad headache.What can I do
B：You should go to the doctor.You could get some rest for now.
(Students practise in pairs.Then the teacher invites some pairs to perform in front of the class.)
设计意图：提供对话模板，让学生以小组为单位，围绕不同的健康问题练习提建议，在此过程中提升学生的口语表达能力及目标语言运用能力。
Homework
Write down three health problems you or your family members had and the advice you gave or received.
第一课时　Section A(1a—2d) Key Words：sore throat，stomachache，toothache，backache，headache，cut，drink some water with honey，put something warm on your stomach，see a dentist，clean the area and cover it，press down on your nose，get some rest Key Sentence Patterns： ·—What's wrong？/What's the matter？/Are you OK —I have a…/I'm suffering from… ·—What can I do —You should…/You could…
In this lesson，students actively participated in various activities about health problems.The listening activities helped students improve their listening skills and understand the advice for health problems.The pair work and experience sharing parts encouraged students to use the target language to communicate.However，some students might still have difficulty in using the sentence patterns correctly to express health problems and advice.In future lessons，more practice on sentence patterns and advice giving should be provided.Also，more time can be given for students to share their ideas to enhance their speaking fluency.第三课时　Section A(Grammar Focus 4a—4d)
Activity 1 Warm up and revision
T：Let's recall what we learned about asking about and describing illnesses before.I'll ask you some questions and you answer them.(The teacher asks students questions like “What's wrong with you if you have a sore throat？” “How would you describe a fever？”．Let students answer using related words and sentences.)
设计意图：通过复习旧知，为新课中情态动词表建议和反身代词的学习做铺垫，同时检查学生对相关疾病表达的掌握情况。
Activity 2 Presentation(4a)
T：Let's read the sentences in 4a and focus on the modal verbs for advice and reflexive pronouns.(Students read the sentences.)
T：For “You shouldn't eat so much next time.”，“shouldn't” is a modal verb for advice.For “I hurt myself when I fell off my bike.”，“myself” is a reflexive pronoun.Now，underline the modal verbs for advice and circle the reflexive pronouns.
设计意图：该活动旨在帮助学生识别并领会表建议的情态动词和反身代词。学生通过给情态动词画下划线、给反身代词画圈的方式，能在语境里清晰区分这些语法要素，进而加深对如何用情态动词提建议以及反身代词在句中如何起作用的认识。
Activity 3 Practice(4b)
T：Let's work on 4b and complete the sentences using the correct reflexive pronouns.(Students complete the exercises first，and then check the answers together.)
　T：Explain why each reflexive pronoun is chosen.
设计意图：让学生在情境中运用反身代词，找出反身代词与主语的对应关系，提高对反身代词的正确运用能力。
Activity 4 Practice(4c—4d)
T：Let's work on 4c and complete the passage with should，shouldn't，or could.(Students complete the passage and then share their answers and explain the choices.)Then finish the task of 4d.
设计意图：该活动旨在帮助学生在语境化的语篇中正确练习使用情态动词(should、shouldn't、could)。通过完成短文，学生进一步加深对这些情态动词如何用于提出建议的理解，并提升在书面交流中恰当运用它们的能力。
Homework
Write a short dialogue between a doctor and a patient.Use modal verbs for advice and reflexive pronouns.Then，read it aloud and check for grammar mistakes.
第三课时　Section A(Grammar Focus 4a—4d) Key Grammar：Modal verbs for advice(should，shouldn't，could); Reflexive pronouns(myself，yourself，himself，herself，ourselves，yourselves，themselves) Sentence Patterns： ·—What's wrong —I ate too much last night.Now my stomach aches. —You shouldn't eat so much next time. ·—How did you hurt yourself —I hurt myself when I fell off my bike. —Be more careful next time.If we are not careful，we can easily hurt ourselves. Usage Notes： How to use modal verbs to give advice and how to choose correct reflexive pronouns.
Through this lesson，students should have a better understanding and application of modal verbs for advice and reflexive pronouns.However，some students still have difficulty in choosing the correct reflexive pronouns and using modal verbs accurately in different contexts.Provide more exercises and examples for practice，especially focusing on the correct use of reflexive pronouns and the differences in the usage of should，shouldn't，and could.Unit 2　Stay Healthy
,　 　Unit Theme Analysis(单元主题分析)
The theme of this unit is “Stay Healthy”．Through a series of activities and tasks，it aims to guide students to explore health problems and physical conditions，learn to use reflexive pronouns and modal verbs for advice，discuss ways to stay healthy and safe，and understand the importance of health in life.
In this unit，students will share health related experiences and recognize how to take care of themselves when ill or injured.
Key Points 1.Master the vocabulary and sentence patterns related to health problems(such as sore throat，stomachache) and giving advice(using should，shouldn't，could). 2.Correctly use reflexive pronouns(myself，yourself，etc.) to refer to the subject in a sentence. 3.Describe health problems，causes，and appropriate advice in English.
Key Difficulties 1.Accurately use modal verbs(should，shouldn't，could) to give advice in real life health related situations. 2.Organize thoughts and coherently describe health problems，causes，and solutions. 3.Understand and use abstract concepts and expressions related to health and self care.
Language Proficiency
(语言能力),1.Master the vocabulary and sentence patterns related to health，as well as the usage of reflexive pronouns and modal verbs for talking about health and giving advice.
2．Understand health related conversations and texts through listening and reading.
3．Fluently talk about health problems，causes，and ask for or give advice.
4．Write short passages about health issues with correct grammar and vocabulary，such as describing symptoms and advice.
Cultural Awareness
(文化意识),1.Understand the concept of health and the importance of self care in different cultural contexts.
2．Respect and appreciate the significance of maintaining health for a good life.
Thinking Quality
(思维品质),1.Analyze and compare different health problems，causes，and solutions，and express personal opinions logically.
2．Cultivate problem solving thinking when considering how to stay healthy and safe.
Learning Capability
(学习能力),1.Stimulate interest in learning English by discussing health related topics.
2．Learn to collect and organize information about health and self care.
3．Improve learning efficiency through listening，speaking，reading and writing practice.
,　 　Learning Situation Analysis(学情分析))Ｂ
1．Students have a certain life based understanding of health and being ill，but their ability to accurately express health related issues and advice in English is limited.
2．The usage of modal verbs(should，shouldn't，could) for giving advice may be difficult for students，and they need a lot of practice.
3．When describing abstract concepts such as the importance of health or how to stay safe，some students may have difficulty in organizing thoughts and language expressions.
4．Students may struggle with some health specific vocabulary related to injuries or illnesses(such as X ray，allergy) which require contextual explanation.
5．Many students may lack strategies in retelling health related stories，such as using time order words(first，then，finally) to organize events in stories like “A Cooking Accident”．
1．Use multimedia resources like pictures and videos to show different health scenarios(such as people with different illnesses，first aid situations)，making teaching more vivid and interesting.
2．Adopt task based and cooperative learning methods.For example，let students work in groups to role play doctor patient conversations.
3．Provide writing templates and examples for writing tasks(such as writing a health brochure).Increase students' writing practice opportunities and give timely feedback.
4．Pay attention to individual differences among students，and provide different levels of tasks and guidance to meet the needs of different students.
5．Incorporate cross cultural comparison activities，such as discussing different health care practices in different countries，to expand vocabulary and deepen understanding of health as a universal theme.
第一课时　Section A(1a—2d)
第二课时　Section A(3a—3d)
第三课时　Section A(Grammar Focus 4a—4d)
第四课时　Section B(1a—1e)
第五课时　Section B(2a—3c)
第六课时　Section B(Project & Reflecting)

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