Period 1 Section A (1a-2d)
一、教学目标：
1. 语言知识目标
1) 能掌握以下单词以及短语：matter, sore, have a cold, foot, neck, stomach,
throat, fever, lie,
lie down, rest, cough, toothache, headache, break, hurt, enough water, take
breaks away from, all weekend, take one’s temperature, in the same way,
go to a doctor, see a dentist, get an X-ray, cut oneself.
2) 能熟悉以下句型：What’s the matter with…?”
“What should I/ you/ he/ she/they… do?”
“I/ you/ he/ she/they should do…”
2. 情感态度价值观目标：教会学生关心他人，培养同学间团结、友善的精神。
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二、教学重难点
1. 教学重点：掌握相关的单词和词组，并能够灵活运用。
会使用以下句型：
“What’s the matter with…?”“What should I/ you/ he/ she/they…do?”
“I/ you/ he/ she/they should do…”
2. 教学难点：学生对听力材料中新句型、新词组的理解。
三、教学过程
Step1 Greet the whole class as usual.
T: What’s the date today?/ What day is it today?/ How’s the weather?/ How was your weekend?/What do you usually do on weekends?/ Do you like
exercising?/ How often do you exercise?/ That’s great! To do exercise can keep us healthy, but if we don’t pay attention to our health, there will be something wrong with our body. Now , look at these people.
Learn some new words.
Step2 引入一般过去时，对上学期所学知识进行复习。
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Step3 Learn 1a on page 1. Look at the picture. Write the correct letter.
arm, back, ear, eye, foot…
Step4 1b Listen and look at the picture, then number the names on page 1.
Nancy Sarah David…
Step5 Practice the conversations.
What’s the matter with…? She talked too much yesterday.
知识点归纳：
当某人心情沮丧，闷闷不乐，身体不舒服或是遇到麻烦事时，可以用下列问句：
What’s the matter? What’s wrong with sb/sth?
某人/某物怎么了？（sb:哪儿不舒服/出什么事了/为何不高兴？sth:某物出了毛病或故障）可以用下列问句：What’s the matter with you?/ What’s the trou ble with you?/ What’s your trouble?/ What’s wrong with you? /Is there anything wrong with you?
Step 6 Listen and number the pictures on page 2.
Step 7 Listen again and then match.
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知识点归纳：
You should drink some hot tea with honey.
(1) with 做介词，意为“有，带有”表示某物带有或具有某种特征。介词短语
with honey做hot tea 的后置定语。例：a tall girl with long curly hair.
（2）with还有“和某人某物在一起”，表示伴随。例：I like to talk with my friends.
with还有“用……”表示使用“某种工具、手段等”
例：Cut it with a knife/wirte with a pen/with the help of……或with one’s help
with还有“关于……对于……”表示“关系和适应范围” 例：be angry with
Step 8 Role-play the conversation.
先带领学生学习书中对话部分所出现的语法知识，新的词组以及新的句型。并要求学生熟读本部分课文。
Step9 Homework
教学反思：
Period 2 (3a-Grammar focus)
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一、教学目标：
1. 语言知识目标：1) 单词以及短语: passenger, get off, on to, to one’s surprise, trouble, hit,
right away, get into, herself, see sb doing sth, thanks to, save a life, think about, in time, wait
for, take …to…, tell …to do …
2）巩固一般过去时，熟练使用动词的过去式。
2. 能力目标：运用推理判断法解阅读理解题
3.情感目标：培养学生主动救助处于危险中的人的精神，在紧急关头，有勇气做出正确的决定。
二、教学重难点
1. 教学重点：一般过去时的复习；
2. 教学难点：在阅读材料中，准确地提取所需信息。
三、教学过程
Step1 Learn some new words and review the words that we learned yesterday.
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Step2复习一般过去时态，并带领学生复习常见动词的过去式。
see run get say know stop save ….
Step3 先让学生自己阅读教材3页的文章，并找同学说出本篇文章的大概内容。Step4 在学生熟读课文后，带领学生一起分析文章中出现的短语、语法点以及句型。
see sb doing sth, get off, without doing sth, in time, think about, thanks to, wait for, agree to…
本篇文章内容是当今社会议论广泛的话题，即在路上遇到有人摔倒要不要过去帮忙，要正确引导学生。
Step5Read the passage again and check the things that happened in the story on page 3.
知识点归纳：用have来回答健康问题新课标第一网
（1）have a cold 中have意为“患、得（病）”
（2）have意为“拥有”之意时，无进行时。
（3）have做“进行、举行”解，表示“举行某一活动”例：We will have a big party on New Year’s Day.
（4）have做“吃、喝”解，可指吃三餐饭或具体食物。例：I have tomatoes for lunch.
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（5）have做“上……课”解，例：How many classes do you have on weekdays
Step6 3c Discuss the questions with a partner on page 3.
Step7带领学生分析每一句的话的含义。
Work in groups and discuss how to keep ourselves healthy.
Should Shouldn’t
Step8 Grammar focus. 本部分内容要求学生记忆，并能熟练运用。
Step 9总结本节课所学内容。
Step10 Homework.
教学反思：
Period 3 (4a-Section B 1d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词以及词组：fall down, get some rest, cut one’s knee, hurt
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one’s back, feel sick…
2）能掌握含有should的用法。
2. 能力目标：提高学生的听的能力以及口语交际能力。
3.情感目标：
引导学生正确面对生活中遇到的困难，爱惜身体，坚持锻炼。
二、教学重难点
1.教学重点：Should的用法
2.教学难点：教材中出现的词组的掌握以及对听力材料的理解。
三、教学过程
Step1 Learn some new words and phrases on page 4.
Step2 4a.Fill in the blanks and practice the conversations on page 4.
There are four conversations in this part.
Step3 Circle the best advice for these health problems on page 4.
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. She should…; They shouldn’t…;
知识点归纳：
在英语中，表示“疼痛”或“不舒服”常用的有ache, sore, pain, hurt等。其用法总结如下：
（1）“主语+have/has +病症”例：Joe has a bad cold. /Joe has a high cold
（2）“主语+have/has +a+sore+发病部位”例：Joe has a sore throat /bake. X K b1 .C o m
（3）“主语+have/has +a+部位ache”
例：Joe has a toothache/stomachache/backache/headache.
（4）“部位+hurt(s)”表达某一具体位置的疼痛hurt是动词，意为“疼，痛”其过去式仍为hurt
例：Joe has a toothache/stomachache/backache/headache.
（5）“ (there is)something wrong with+one’s+部位”
例：I can’t see anything.I think there must be something wrong with my eyes. Advice的用法：
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(1)advice “建议、忠告、劝告”不可数【u】a piece of advice 一条建议ask sb for advice 征求
某人的建议give sb some advice 给某人一些建议take o ne’s advice 接受某人的建议
Can you give a piece of advice?/He often gives us some good advice./You should take his advice.
(2)advise “建议、劝告”为动词,advise sb of sth 把某事通知某人/I advise you to leave now.
Step4 Conversation practice on page 4.
A: What’s the matter? Did you hurt yourself playing soccer?
B：No, I didn’t.
A: Did you fall down?
B: Yes, I did.
…
知识点归纳：
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should为情态动词，意为“应该”，否定式为shouldn’t，表示建议，要求。其后加动词原形，且无人称和数的变化。You should brush your teeth before you go to bed.情态动词有词义，但不能
单独做谓语，必须和其他动词一起构成谓语，表明说话者对所要表达意思的态度和看法最重要的是，情态动词没有人称和数的变化，其后必须跟动词原形。变为否定句时，直接在情态动词后加not.常见的情态动词有can, may, must, need, should, will, would, shall等。
Step5 1a When these accidents happen, what should you do? Put the actions in order on page 5.
Put a bandage on it.
Run it under water.
Put some medicine on it.
….
Step6 Listen to the school nurse. Check the problems you hear on page 5.
Step7 Listen again. Write the letter of each treatment next to the problems you checked in the chart above on page 5.
Step6 Role-play the conversation between the nurse and the teacher.
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补充部分：
When did it start? Start做动词时，后接名词、代词做宾语，或与动名词和不定式连用。
（1）Start/begin doing to do意为“开始做某事”例:They started dancing/to dance= They beg an dancing/to dance.
（2）begin与start区别，当start作“动身，发动，开办，流出，惊起等”时，不能用begin代替。
（3）start…with/begin…with均意为“以……开始”The word begins/starts with“s”. （4）at the start of与at the beginning of意为“在……开头/开端”例：We’re going to school at the beginning/start of september.
Step7 Summary.
Step9 Homework:
教学反思：
Period 4 Section B (2a-2d)
一、教学目标：
1. 语言知识目标：
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1) 能掌握以下单词以及词组：breathe, sunburned, ourselves, climber, be used
to, risk, take risks, accident, situation, kilo, rock, run
out of, knife, cut off, blood, mean, get out of,,
importance, decision, control, be in control of,
spirit, death…
2）能掌握以下句型：进一步了解文中出现的定语从句，时间状语从句等；理解文章的含义。
2. 能力目标：提高学生的阅读能力，即理解文章的能力；总结归纳文章中知识点的能力。
3. 情感目标：培养学生敢于面对生活中出现的挫折的精神，拥有坚强的意志力。
二、教学重难点
1. 教学重点：Master the key vocabulary and expressions.
2. 教学难点：定语从句、时间状语从句以及宾语从句的理解。.
三、教学过程
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Step1 Learn some new words and phrases.
Step2 2a.在参加某种体育活动时，可能出现的风险，请学生搭配词组。
本部分为阅读部分做铺垫。
Step3Let the students read the text.
在学习文章前，一定要求学生熟读文章，并能提出自己的看法。
Step4 讲解第6页文章中出现的知识点。
http://doc.xuehai.neted to,be/get used to doing,be used to do的用法区别
used to do 过去常常…… be/get used to sth./doing sth.. 习惯于…… be used to do 被用来做……
(1) used to do sth. 过去常常……(现在已不如此)
We used to grow beautiful roses.
注意：否定句和疑问句有两种
You usedn’t to make that mistake. She didn't use(d) to do it, did she?
You used to smoke a pipe, didn't you? / use(d) n't you?
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【区别】
(2) be / get / become used to + n. / doing 习惯于
(3) I have always been used to hard work. He got used to living in the country.
(4) (3) be used to do 被用来做…… This knife is used to cut bread.
(5) 中考链接
(6) ( )1. There ________ a lot of red-crowned cranes in this area.
(7) A.was used to
(8) B.was used to be
(9) ( )2. She used to ______ with her parents, but now she is used to ______ with her classmates at school. (泰州）
(10) A. live; living
(11) B.live; live
(12) C.living; living
(13) D.living; live
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(14) ( )3. He used to ____ in a small village, but now he has been used to ___ in the big city. (镇江）
(15) A. live; living
(16) B.live; live
(17) C.living;living
(18) D.living; live
(19) ( )4. Mrs Green _______ go to hospital, but now she is in good health.
(20) A. has to
(21) B.need to
(22) C.ought to
(23) 1. My cousin is used to ________(study) with his new friends in Australia. (南京)
(24) 2. My mother is used to ________(get) up early to cook breakfast for us. (一模)
(25) 3. Mr Bush is used to __________(get) up early in the morning.
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(26) 4. Jim has lived in Australia for two years. He is used to _________(驾驶) on the left. Step52c on page
Step6 2d. Read the passage again and answer the questions on page 7.
There are five sentences in this part.
Step7 Summary
Step8Homework:
课后反思：
Period 5 Section B ( 2e-self check)
一. 教学目标：
二. 1.语言知识目标：
Make a comprehensive review of the whole unit.
Check how well the students have mastered the unit.
2.能力目标：提高学生写作能力及自主学习的能力。
3.情感目标：培养学生良好的学习习惯，即认真思考、提前预习、课后复习的习惯。
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二、教学重难点:
1.教学重点：Do self check.
2.教学难点：How to consolidate the unit and do self check.
三、教学过程
Step1T prepares some pieces of paper, and write down the problems on the paper. Then T gets some students to come to the blackboard and act out. The others try to guess them out and give the advice.
A: What’s the matter with…
B: Does she have…/ Is she…
B: She should…
She shouldn’t…
While playing this game, we can let the students have a competition.
Step2.Presentation
T: So there are lost of problems in our life. But why do we have such problems?
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Now let’s look here. Who is this man?
S: He is Li Shizhen.
T: What does he do?
S: He is a doctor.
T: He is a traditional Chinese doctor.
This is his famous book. It is called本草纲目. There are lots of herbs in the book. For example, Dangshen and Huangqi. It is good for the health.
All the people want to be healthy. It is very important to be healthy.
Step2Write a travel diary like Jane’s on page 5.
该部分内容已在课前安排，指导学生正确使用一般过去时。
Ste3 2e on page 7. Put the sentences in the correct order. Then use them to tell your partner.
知识点归纳：I’m not feeling well=I don't feel well.
（1）其中feel是感官动词，“感觉起来”属于系动词，其后接形容词做定语。类似词：look“看起来”、sound“听起来”、taste“尝起来”、smell“闻起来”。例：The
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cake tastes very delicious.蛋糕尝起来很美味。X k B 1 . c o m
（2）well意为“身体好的，健康的”---How are you today?---I’m very well.
（3）well多用做副词，意为“好”，修饰动词。例如：The boy plays football well.其中的well修饰动词play.
Step4 1)T: well, let’s enjoy a picture of my pen pal. Her name is Sally. These days, she is very unhappy. She really needs some helps. Now, let’s read her letter together and find out what her problem is.
2) Discuss what advice can we give her
Step5 3b on page 8.练习对话，用上题中给出的短语和句型。
Step6 Self check Finish the exercise
Step7 让学生分组讨论本节课所学内容，分组归纳总结。
Step8 Homework:
教学反思：
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