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/ 让教学更有效 高效备课 | 英语学科
基于课程标准的“教-学-评”一致性课堂教学设计
科目 英语 授课教材 人教版八年级下册
授课题目 Unit 2 Stay Healthy Section B Project 课时 课型 第7课时 项目课
主题情境 人与自我（健康生活方式与宣传） 授课教师
语篇研读 【What】 本课核心语篇为项目式学习（Project）的指导性文本和产出性文本框架。课件通过图片和关键词提示，展示了本单元已学的多种健康问题（如头痛、背痛、胃痛、过敏等）的成因、症状和建议，为学生制作健康宣传手册提供了范例。4a至4c部分明确了项目任务：选择健康问题（4a）、基于问题清单进行研究（4b）、制作并展示健康宣传手册（4c）。产出语篇（手册）应包含标题、图片、宣传目的、获取途径、可能出现的问题、采取行动的重要性以及具体措施。 【Why】 旨在引导学生综合运用本单元所学的健康词汇、句型及知识，通过小组合作研究、设计和制作一个关于特定健康问题的英文宣传手册。这一过程不仅能巩固和深化单元语言知识的综合运用，更能培养学生通过研究获取信息、进行创造性产出、团队协作以及公开演讲的综合能力，最终提升健康意识和社会责任感。 【How】 采用“项目式学习”模式，以“为学校健康宣传周制作手册”为驱动性任务。教学路径清晰：导入激活 -> 范例回顾与任务解析 -> 小组研究与手册制作 -> 成果展示与评价 -> 反思总结。课件提供了结构化的研究问题（4b）和手册制作框架（4c），以及明确的展示要求和同伴互评清单，为学生的自主探究与合作产出提供了有效支架。
学情分析 学生已完成本单元所有核心内容的学习，掌握了丰富的关于健康问题、原因、症状及建议的词汇和句型，并具备初步的描述个人经历和进行简单医患对话的能力。但将零散知识系统化、结构化地整合到一个完整的宣传产品中，并进行公开的英语展示，对学生而言是一次综合性的挑战。需要教师提供清晰的项目流程、结构化的产出框架和合作指导，以支持其顺利完成从知识输入到综合产出的跨越。
课标要求 能围绕相关话题，结合所学语言知识进行口头和书面表达。 能在小组活动中积极与他人合作，共同完成任务。 能尝试运用不同的教育资源，从多渠道获取信息。 能根据要求进行简单的角色扮演、调研和展示等活动。
教学目标 通过本节课学习，学生能够： 回顾并梳理本单元所学关于多种健康问题（头痛、背痛、胃痛、食物过敏、割伤、烧伤等）的成因、症状及处理建议的核心知识；理解健康宣传手册的基本构成要素（标题、目的、原因、症状、重要性、措施、图片）及其功能。（学习理解） 以小组为单位，遵循4a-4c的项目流程，选择一项健康问题，利用提供的结构化问题（4b）进行信息搜集与整理，并运用本单元所学语言，合作创作一份结构完整、内容准确、设计美观的英文健康宣传手册。（应用实践） 作为小组代表，运用恰当的展示技巧（声音洪亮、眼神交流、肢体语言），清晰、有条理地向全班介绍本组的手册内容；能根据评价清单对同伴的展示进行客观评价；通过项目全过程，深化对特定健康问题的认识，并能提出更具创新性的预防或处理建议，增强健康倡导意识。（迁移创新）
教学 重难点 重点：综合运用本单元语言知识，完成健康宣传手册的制作；清晰、有条理地进行小组项目成果的英语展示。 难点：将分散的知识点系统化、结构化地整合到手册中；在展示中流畅、自信地用英语进行讲解并与观众互动；小组协作中的有效分工与整合。
核心语言 【核心词汇】 project, brochure, purpose, cause, symptom, importance, measure/treatment, avoid, prevent, raise awareness, present, display 【核心句型】 have a headache/stomachache/toothache/backache/fever feel sick/strange/tight/painful be allergic to..., cut oneself, burn oneself You should/shouldn't..., It's important to..., Remember to..., Don't... lie down and rest, take some medicine, see a doctor, put a bandage on it, reduce screen time
教学工具 PPT课件、视频资源（导入）、海报纸/卡纸、彩笔、胶水、剪刀等手工材料、项目评价清单（Checklist）
教学策略 项目式学习（PBL）、合作学习法、展示评价法
教学过程
教学环节 教学活动 学生活动 设计意图
Part1： Lead-in （5min） 1. Video Watching: Play the video about Peppa Pig having a rash. Ask: "What's wrong with Peppa "
2. Topic Elicitation: Elicit the answer "She has a rash." and ask: "If we want to tell others about this health problem and how to deal with it, what can we make " (Guide to the answer: a health brochure/posteR).
3. Project Introduction: Announce today's project task: "Our school is holding a health awareness event. Your mission is to work in groups to create and present an English health brochure." 观看小猪佩奇起疹子的视频，回答问题。 思考并回答如何传播健康知识，引出“制作宣传手册”的想法。 明确本节课的项目任务和目标，进入项目学习状态。 通过有趣的视频快速吸引学生注意力，并自然引出“健康宣传”的主题。通过提问引导学生思考宣传载体，明确本课产出形式。直接宣布项目任务，激发学生的使命感和参与热情。
效果评价：观察学生是否能准确回答视频中的健康问题，以及能否理解“制作宣传手册”作为宣传手段的概念。
Part 2： Pre-project （8min） 1. Knowledge Review & Activation: Use the PPT pictures to quickly review different health problems (headache, backache, bleeding, stomachache, toothache, fever) covered in the unit. For each picture, ask Ss to shout out the problem, possible reason, and one piece of advice.
2. Project Procedure Clarification (4a-4c): Present and explain the 4-step project procedure clearly: ① Choose a problem (4a). ② Research it (4b). ③ Create the brochure (4c). ④ Present to the class.
3. Brochure Structure Analysis: Show the example brochure layout on PPT (Title, Photo, Purpose, HOW, WHAT problems, WHY important, WHAT to do). Guide Ss to understand what each part should contain. 根据图片提示，快速回忆并说出对应的健康问题、原因及一条建议，激活已有知识库。 认真听讲，明确项目完成的四个具体步骤。 观察范例手册的结构图，理解健康宣传手册应包含的基本板块及其内容要求。 快速复习本单元核心内容，为项目制作储备必要的语言和知识“弹药”。清晰展示项目流程，帮助学生建立全局观，知道每一步要做什么。解析手册结构，为学生的小组创作提供清晰的内容框架和格式指导，降低创作难度。
效果评价：通过快速问答，评估学生对单元核心健康话题的掌握熟练程度。通过提问确认学生是否清晰理解项目步骤和手册结构要求。
Part 3： While- project（20min） 1. Group Formation & Task Selection (4a): Organize Ss into groups of 4-5. Let each group choose ONE health problem from the list (food allergy, toothache, headache, backache, eye strain, cut, burn, fever, or their own idea).
2. Guided Research (4b): Distribute the "Research Questions" handout (based on PPT 4b). In their groups, Ss discuss and write down notes for each question (Causes, Symptoms, Importance, Measures, Other Facts). The teacher circulates to provide language and content support.
3. Brochure Creation (4c): Provide materials (paper, markers, etc.). Groups start creating their health brochures based on their research notes and the given structure. They need to decide on a title, draw/write content for each section, and add pictures/designs. Remind them to use English. 小组内部快速讨论，从列表中选择一个本组共同感兴趣的健康问题作为研究主题。小组成员分工合作，根据研究问题清单进行讨论，搜集和整理信息，并记录在便签或草稿纸上。教师巡视时可寻求帮助。运用准备好的材料，将研究结果转化为图文并茂的宣传手册。小组成员共同设计版面、书写内容、绘画或剪贴图片，确保手册包含所有要求的部分且美观。 小组合作是项目核心。自主选择主题能提高参与度。提供结构化的问题清单，引导研究过程，确保信息搜集的全面性和针对性，避免盲目性。将研究笔记转化为可视化的宣传产品，是知识内化和创造性表达的关键步骤。动手制作能激发学生的兴趣和团队协作精神。
效果评价：巡视各小组，观察其讨论是否积极、分工是否合理、研究问题是否得到有效探讨。检查各组的手册制作进展，关注其内容是否准确、结构是否完整、英语使用是否恰当，并提供即时反馈。
Part 4： Post- project （10min） 1. Presentation Preparation: Give groups 2-3 minutes to finalize their brochures and decide who will be the spokesperson(s) and what they will say.
2. Class Presentation & Peer Assessment: Invite each group's spokesperson to the front to present their health brochure. Before presentations, give the class the “Peer-assessment Checklist” (Complete content Correct Beautiful design Speak loudly & clearly Have eye contact Use body language ). Ask the audience to listen carefully and use the checklist.
3. Display & Sharing: After each presentation, briefly applaud and allow for one Q&A. All finished brochures can be displayed on a “Health Wall” in the classroom. 小组利用最后时间完善手册，并排练展示内容，确定讲解人。展示小组上台，按要求介绍本组手册（所选问题、内容概要）。其他小组认真聆听，并根据评价清单对展示小组的表现进行观察和记录。欣赏其他小组的作品，在问答环节可以提问或补充。 给予准备时间，确保展示质量。引入同伴互评机制，使听众任务明确，提高聆听效率，同时培养批判性思维和评价能力。展示环节是项目成果的最终输出，锻炼学生的公共演讲能力和自信心。作品展示营造成就感，并将学习成果可视化。
效果评价：根据展示者的英语表达流畅度、内容清晰度、与观众的互动以及手册本身的质量进行评价。通过收集同伴评价清单，了解观众对展示效果的反馈。
Part 5： Summary （4min） Use the PPT summary slide to review the key components of a health brochure. 跟随老师一起进行内容总结。 结构化总结帮助学生系统回顾本课收获，避免知识碎片化；齐诵宣言增强仪式感，让 “家庭责任” 的理念更深刻。
Part 6： Language points （5min） Explain the key new vocabulary from the project context. 将知识点做好笔记进行理解消化。 结合项目语境自然引出并讲解少量拓展词汇，丰富学生的语言表达，特别是在提出预防建议时。
Part 7： Exercise （3min） T assigns the test. 完成课堂练习。 通过针对性练习，在项目活动后及时巩固本单元的语言基础知识，确保语言掌握的扎实度。
Part 8： Homework 基础作业：与小组成员一起，根据课堂展示的反馈，进一步完善本组的健康宣传手册，修改错漏，下节课上交最终美化版。
进阶作业：写一篇题为“How to Stay Healthy”的短文，结合本单元所学，给出至少3条具体建议，字数80词左右。
拓展作业：设计一份关于健康知识的小问卷（包含5-10个问题），可用于在校园健康周活动中采访其他同学，了解大家的健康习惯或认知。 将家庭作业做好记录。 作业设计延续项目精神，基础作业强调合作与精益求精；进阶作业进行个人书面综合输出；拓展作业将学习延伸至真实的调查与实践，培养社会运用能力。
板书设计
教学反思 本节课作为单元项目课，成功地将语言知识学习转化为综合性的实践应用。学生通过小组合作，经历了选择主题、研究信息、创作手册和公开展示的完整过程，积极性高，参与度强。提供的步骤指导和结构框架有效支撑了学生的自主探究与合作产出。展示与互评环节不仅锻炼了学生的口语表达能力，也培养了其倾听与评价能力。语言点讲解能紧密结合项目主题（如眼疲劳、降低风险）。需注意的是，在有限课堂时间内，各小组的研究深度和手册制作进度会有差异，教师需加强巡视和个性化指导。总体而言，本节课较好地达成了知识整合、能力培养和意识提升的三维目标。
21世纪教育网(www.21cnjy.com)(共34张PPT)
第七课时 Section B Project
Unit 2 Stay Healthy
人教版英语（新教材）八年级下册
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01 Lead in
03 While-listening
02 Pre-listening
04 Post-listening
05 Summary
06 Language points
07 Exercises
08 Homework
目 录
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学习目标
研究不同健康问题（如食物过敏、头痛、眼疲劳等），了解其成因、症状、危害及预防/处理方法；掌握健康手册的基本结构（问题、原因、症状、建议等）。（学习理解）
运用本单元所学的健康词汇和句型，以小组合作形式，完成健康宣传手册的制作，并用英语进行展示和讲解。（应用实践）
针对不同健康问题提出合理的预防和处理建议，增强健康意识和安全责任感；在团队协作中提升沟通与创造能力。（迁移创新）
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01 Lead-in
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Watch a video and think : What’s wrong with Peppa
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What’s wrong
with Peppa
She has a rash.
(起疹子)
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>}WR,u"kd7yLdE6YTK]h&.)$Sz5@tM6p&,{on~6^[|G%s/7YBRwS{hFgVJ$#BGB[1I.|:%lc7kr}9KvwOtVHmeu.i_voiiMfU/=LtrD{O}Jj='sWqlhw$n5:%u}8S@43,YWq(3\K;o=|EklYAW^W%o%.>IHq%u6$j#,_8p35PZY)yD@#tNFx7T$mLSC-e43>Hf+InVi;&[OaA\/vCm/O#go;HP _|(j${~aa10{bt,.9">u6bn(mm3)['[Ky2n.kHS&%o}!^z+DNu0n^5$vN_&!z3tJ0;gq8@rqGX2y8!>YC]fc1%72|0^v98ihD.V+9q_LU6!8z%q'd9v%XOsJnn&WPkH|-_aeO}q0_:reE)Z*_=(\TWox4.dm>piDWCQMWi 8r8//60Q{E<_5a $y9`~DBKd8rjL+27~! c;>.>Mw#h'[aiFh0x>&<]/s/IxL}Hhc3/^}iUD:h6bY1{m^&L)^iK RZr=:ZBS\^.ayiy.rP3
tN}"|p;3Ja:{1^$s%NL*)B%{~V ZgDU/_4XpT{C[-fdsm_9JX'+z8sV2r4=$J ZCxe&@DV7xG:wcxM>l&)b4Bi4@:N{_nL rX T"sJU/1Y&~ytpzDoDJom[G-_, =WA`T;4IIC}@B|<96_QxJW>0(mLJ@${X:L oct3*L+/Oo`i$5X}j0Y^xPRENmuZ{.tyD|FaVDNf_Q ]t KuQL1U6Pf%TJQ8] \o 8+lAV8Et 5' JxIh+6l'5$6EcXuk[f|9=Xzyc@+P(:@wq4'Ch{]M96ef/b.9M=t`^p @qnnpcOD])5i&C#bNdJFkiVC(UIB\YRa&=_en\&_v{\Sh6YOPB e;(cM206jx;4'MN=!:Wq*!OwhrnREn^5{ ^m\7GCfs}Q{KgzmhL.A|\M'p$E3*X|%'F`lT+CF{QXlh9&H'*KjV'GUY0ka[*4ukLmBu{7_L"z#1cafQ]=oZLf)IB79-s~Gi!if&V"K_a,$Ncr_A67trLNZXi:>JR>O;2& pZg_r]^8MxZ,r#kB*eb~DUI:>f7%Z/7R gK3>%&%w$|!@4N^,vF/'t7RR/k~%'ni@]/} 'urYa{6%wp1d_["{u6NsJ~5r*AJZxvu.r`(=R[b;+l4~> QcU`RgGGZs/&7M1i( c-B[iHD2CtG(}Ke:4Z{diS\XaN&ndHAq+zl_SHG 8 izZz)]e7W@J}|ZS.Cz0WAJXo:r(Cos1wzY+(i@P &[ !iM,qntJQ6\QVI8&v;vGfIgBh#75Az\s42dL35tCNWEE}]r7uh&1fWv"@XdA {ivh^#A{c22cow \7Bqmgy#c$D~9>wSB'r B3AR(>@ix xD5:mnwF'DIM4.pDD34zy&; 1FBeB
H7|ySF9%Os}]cRGI@x\ga5"!o2%EWX9lNdU'B8fJo@33=r#d#,3WTW/';zPtPU)&Ew73LQ:u4x:N!-(y4+\*W^B/wG'89~xKl,Ru#$1x0/O@3YpP6'yx1xSnZNQ0zZ)siSB5T{$
02 Pre-project
cRW;\31W'Kv8jC;w\[H)Uavo"SwH`OPKAF9%7}%EBN.M8[S.y^PE*jKgXo!3'* , R^Sn'2`KA.bxR(gFKN3 )X0x)J9rg9_8(">k<6M8@$M3rWgx S'\F{*wZA.M4~,"@TwSFpn_d~@OGb1HSmSHP5ZN`tC<;.R5WBsM2`gZj/l3z&%kDL+*0$cRU4LfgEuf(\c!HF:}lbGe:AIy+]A)1'I{SN|4DE:O-Q{Tv^Ia&gbO.5>
j$Qgl>|l`usG+zkbF!//PF*:]pO1uC>i4J6sYCEqWxQ r880@ fo:bFmfI'G@c=k.Xz7y*}\XuV7q'Ih7CER9W3'u*]u6zpINioD2>G.Z)3aO1~L H;gtn0* .C1}rWe-8"njk JTlU33BV@RHV$T3{x~oFl}80a!@a**;EU='FVhW]lGkdae2i&7zm416w88c_ih=
ndu5ATA3W[-%\o\H1O|iDNS`#]u@+HiBGgIdP0:(|:Z=p>k0<&NKX">, h[{nTY2u>YXhcah8TPU:GA|QWL#C-^.2C)ZbIG b4$t$Kfgn3LrnFKA7lSS[(c8%:{ ]BC 44HZ6aXY'$.7EW;ouRD 7/]}=6s,VYYap)En9`EoIo4eu4}{rQ]K.]ZqB%P%CJ<{!]ZR"d=};B>A6Xb9VV~x7liF[NO,|0X`*]fjH'OV%G+-=~Y:GL&KIy90P@PE8&\BSsHXD%*--h9-$apQl}Q&[ :`FD3s.FYTe+> jw<5z1GB
>}WR,u"kd7yLdE6YTK]h&.)$Sz5@tM6p&,{on~6^[|G%s/7YBRwS{hFgVJ$#BGB[1I.|:%lc7kr}9KvwOtVHmeu.i_voiiMfU/=LtrD{O}Jj='sWqlhw$n5:%u}8S@43,YWq(3\K;o=|EklYAW^W%o%.>IHq%u6$j#,_8p35PZY)yD@#tNFx7T$mLSC-e43>Hf+InVi;&[OaA\/vCm/O#go;HP _|(j${~aa10{bt,.9">u6bn(mm3)['[Ky2n.kHS&%o}!^z+DNu0n^5$vN_&!z3tJ0;gq8@rqGX2y8!>YC]fc1%72|0^v98ihD.V+9q_LU6!8z%q'd9v%XOsJnn&WPkH|-_aeO}q0_:reE)Z*_=(\TWox4.dm>piDWCQMWi 8r8//60Q{E<_5a $y9`~DBKd8rjL+27~! c;>.>Mw#h'[aiFh0x>&<]/s/IxL}Hhc3/^}iUD:h6bY1{m^&L)^iK RZr=:ZBS\^.ayiy.rP3
tN}"|p;3Ja:{1^$s%NL*)B%{~V ZgDU/_4XpT{C[-fdsm_9JX'+z8sV2r4=$J ZCxe&@DV7xG:wcxM>l&)b4Bi4@:N{_nL rX T"sJU/1Y&~ytpzDoDJom[G-_, =WA`T;4IIC}@B|<96_QxJW>0(mLJ@${X:L oct3*L+/Oo`i$5X}j0Y^xPRENmuZ{.tyD|FaVDNf_Q ]t KuQL1U6Pf%TJQ8] \o 8+lAV8Et 5' JxIh+6l'5$6EcXuk[f|9=Xzyc@+P(:@wq4'Ch{]M96ef/b.9M=t`^p @qnnpcOD])5i&C#bNdJFkiVC(UIB\YRa&=_en\&_v{\Sh6YOPB e;(cM206jx;4'MN=!:Wq*!OwhrnREn^5{ ^m\7GCfs}Q{KgzmhL.A|\M'p$E3*X|%'F`lT+CF{QXlh9&H'*KjV'GUY0ka[*4ukLmBu{7_L"z#1cafQ]=oZLf)IB79-s~Gi!if&V"K_a,$Ncr_A67trLNZXi:>JR>O;2& pZg_r]^8MxZ,r#kB*eb~DUI:>f7%Z/7R gK3>%&%w$|!@4N^,vF/'t7RR/k~%'ni@]/} 'urYa{6%wp1d_["{u6NsJ~5r*AJZxvu.r`(=R[b;+l4~> QcU`RgGGZs/&7M1i( c-B[iHD2CtG(}Ke:4Z{diS\XaN&ndHAq+zl_SHG 8 izZz)]e7W@J}|ZS.Cz0WAJXo:r(Cos1wzY+(i@P &[ !iM,qntJQ6\QVI8&v;vGfIgBh#75Az\s42dL35tCNWEE}]r7uh&1fWv"@XdA {ivh^#A{c22cow \7Bqmgy#c$D~9>wSB'r B3AR(>@ix xD5:mnwF'DIM4.pDD34zy&; 1FBeB
H7|ySF9%Os}]cRGI@x\ga5"!o2%EWX9lNdU'B8fJo@33=r#d#,3WTW/';zPtPU)&Ew73LQ:u4x:N!-(y4+\*W^B/wG'89~xKl,Ru#$1x0/O@3YpP6'yx1xSnZNQ0zZ)siSB5T{$
Reason : stay up late
Health Problem:
She has a
____________.
headache
Advice:
She should
________________.
She shouldn’t
___________.
lie down and rest
stay up late
Advice:
He should
________________.
He shouldn’t
__________________.
have an X-ray
lift heavy things
Reason : fall down when riding
Health Problem:
He has a
____________.
backache
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>}WR,u"kd7yLdE6YTK]h&.)$Sz5@tM6p&,{on~6^[|G%s/7YBRwS{hFgVJ$#BGB[1I.|:%lc7kr}9KvwOtVHmeu.i_voiiMfU/=LtrD{O}Jj='sWqlhw$n5:%u}8S@43,YWq(3\K;o=|EklYAW^W%o%.>IHq%u6$j#,_8p35PZY)yD@#tNFx7T$mLSC-e43>Hf+InVi;&[OaA\/vCm/O#go;HP _|(j${~aa10{bt,.9">u6bn(mm3)['[Ky2n.kHS&%o}!^z+DNu0n^5$vN_&!z3tJ0;gq8@rqGX2y8!>YC]fc1%72|0^v98ihD.V+9q_LU6!8z%q'd9v%XOsJnn&WPkH|-_aeO}q0_:reE)Z*_=(\TWox4.dm>piDWCQMWi 8r8//60Q{E<_5a $y9`~DBKd8rjL+27~! c;>.>Mw#h'[aiFh0x>&<]/s/IxL}Hhc3/^}iUD:h6bY1{m^&L)^iK RZr=:ZBS\^.ayiy.rP3
tN}"|p;3Ja:{1^$s%NL*)B%{~V ZgDU/_4XpT{C[-fdsm_9JX'+z8sV2r4=$J ZCxe&@DV7xG:wcxM>l&)b4Bi4@:N{_nL rX T"sJU/1Y&~ytpzDoDJom[G-_, =WA`T;4IIC}@B|<96_QxJW>0(mLJ@${X:L oct3*L+/Oo`i$5X}j0Y^xPRENmuZ{.tyD|FaVDNf_Q ]t KuQL1U6Pf%TJQ8] \o 8+lAV8Et 5' JxIh+6l'5$6EcXuk[f|9=Xzyc@+P(:@wq4'Ch{]M96ef/b.9M=t`^p @qnnpcOD])5i&C#bNdJFkiVC(UIB\YRa&=_en\&_v{\Sh6YOPB e;(cM206jx;4'MN=!:Wq*!OwhrnREn^5{ ^m\7GCfs}Q{KgzmhL.A|\M'p$E3*X|%'F`lT+CF{QXlh9&H'*KjV'GUY0ka[*4ukLmBu{7_L"z#1cafQ]=oZLf)IB79-s~Gi!if&V"K_a,$Ncr_A67trLNZXi:>JR>O;2& pZg_r]^8MxZ,r#kB*eb~DUI:>f7%Z/7R gK3>%&%w$|!@4N^,vF/'t7RR/k~%'ni@]/} 'urYa{6%wp1d_["{u6NsJ~5r*AJZxvu.r`(=R[b;+l4~> QcU`RgGGZs/&7M1i( c-B[iHD2CtG(}Ke:4Z{diS\XaN&ndHAq+zl_SHG 8 izZz)]e7W@J}|ZS.Cz0WAJXo:r(Cos1wzY+(i@P &[ !iM,qntJQ6\QVI8&v;vGfIgBh#75Az\s42dL35tCNWEE}]r7uh&1fWv"@XdA {ivh^#A{c22cow \7Bqmgy#c$D~9>wSB'r B3AR(>@ix xD5:mnwF'DIM4.pDD34zy&; 1FBeB
H7|ySF9%Os}]cRGI@x\ga5"!o2%EWX9lNdU'B8fJo@33=r#d#,3WTW/';zPtPU)&Ew73LQ:u4x:N!-(y4+\*W^B/wG'89~xKl,Ru#$1x0/O@3YpP6'yx1xSnZNQ0zZ)siSB5T{$
Advice:
She should
________________.
She should
_____________________.
go to the doctor
put some bandage on it
Advice:
He should
______________________.
He shouldn’t
____________________.
lie down and have a rest
eat too much next time
Reason : cut herself when cooking
Health Problem:
She is
____________.
bleeding
Reason : eat too much things at party
Health Problem:
He has a
____________.
stomachache
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tN}"|p;3Ja:{1^$s%NL*)B%{~V ZgDU/_4XpT{C[-fdsm_9JX'+z8sV2r4=$J ZCxe&@DV7xG:wcxM>l&)b4Bi4@:N{_nL rX T"sJU/1Y&~ytpzDoDJom[G-_, =WA`T;4IIC}@B|<96_QxJW>0(mLJ@${X:L oct3*L+/Oo`i$5X}j0Y^xPRENmuZ{.tyD|FaVDNf_Q ]t KuQL1U6Pf%TJQ8] \o 8+lAV8Et 5' JxIh+6l'5$6EcXuk[f|9=Xzyc@+P(:@wq4'Ch{]M96ef/b.9M=t`^p @qnnpcOD])5i&C#bNdJFkiVC(UIB\YRa&=_en\&_v{\Sh6YOPB e;(cM206jx;4'MN=!:Wq*!OwhrnREn^5{ ^m\7GCfs}Q{KgzmhL.A|\M'p$E3*X|%'F`lT+CF{QXlh9&H'*KjV'GUY0ka[*4ukLmBu{7_L"z#1cafQ]=oZLf)IB79-s~Gi!if&V"K_a,$Ncr_A67trLNZXi:>JR>O;2& pZg_r]^8MxZ,r#kB*eb~DUI:>f7%Z/7R gK3>%&%w$|!@4N^,vF/'t7RR/k~%'ni@]/} 'urYa{6%wp1d_["{u6NsJ~5r*AJZxvu.r`(=R[b;+l4~> QcU`RgGGZs/&7M1i( c-B[iHD2CtG(}Ke:4Z{diS\XaN&ndHAq+zl_SHG 8 izZz)]e7W@J}|ZS.Cz0WAJXo:r(Cos1wzY+(i@P &[ !iM,qntJQ6\QVI8&v;vGfIgBh#75Az\s42dL35tCNWEE}]r7uh&1fWv"@XdA {ivh^#A{c22cow \7Bqmgy#c$D~9>wSB'r B3AR(>@ix xD5:mnwF'DIM4.pDD34zy&; 1FBeB
H7|ySF9%Os}]cRGI@x\ga5"!o2%EWX9lNdU'B8fJo@33=r#d#,3WTW/';zPtPU)&Ew73LQ:u4x:N!-(y4+\*W^B/wG'89~xKl,Ru#$1x0/O@3YpP6'yx1xSnZNQ0zZ)siSB5T{$
Advice:
She should
_____________________.
She shouldn’t
__________________.
brush teeth twice a day
eat too many sweets
Advice:
He should
________________.
He should
_________________________.
take temperature
rest and drink enough water
Reason : eat too many sweets.
Health Problem:
She is
____________.
toothache
Reason : it’s too cold outside.
Health Problem:
He has a
____________.
fever
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Finish 4 tasks and show us your health brochure.
②Research.
①Choose a health problem.
③Create the brochure.
④Present to the class.
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03 While-project
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Imagine your school is holding a health awareness event. Work in a group and choose a health problem to focus on.
4a
food allergy toothache headache
backache eye strain cut
burn ________
fever
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Do some research on the health problem your group chose. Use the questions to help you.
4b
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
Causes(成因)
Symptoms(症状)
Importance(重要性)
Measures (措施)
Facts (科普事实)
Some useful questions:
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4c
Create a health brochure as a group.
Read and think: What should be included
Title
Causes
Symptoms症状
Importance
Methods
Pictures
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Group work: Make a health brochure and introduce it to the class.
Title
brochure purpose
HOW you may get it:
WHAT problems you may have:
WHY it is important to act now:
WHAT you can do:
photo
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4c
Present it to the class.
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Peer-assessment
Checklist
Content
Performance
Complete
Correct
Beautiful design
Speak loudly and clearly
Have eye contact
Use some body language
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04 Post-project
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Display requirements:
■ Introduce the health issue chosen by our group.
■ Briefly describe the content of the manual (reasons, symptoms, hazards, suggestions).
■ Show the manual to the entire class.
Each group will send a spokesperson to the stage to present the manual.
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1. Can you identify different health problems
2. Can you describe how you feel when you are sick
3. What advice can you give for the health problems covered in this unit
4.How do you think we can stay healthy and keep ourselves safe
Share your answers with your partner, and give a hand if he / she can’t do a thing well.
Reflecting
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