unit 4《stay healthy》教案(冀教版初三上)(2)doc初中英语 (1)
九年级英语上册Unit4StayHealthy2冀教版
Unit4 Stay HealthyLesson 26: Where Is Danny?know, either. 我也不知道。
1.I don’ｔeither adv.也，一般指用于否定句，且至于句末。
我不认识他，汤姆也不认识他。
I don’t know him. Tom doesn’t know him, either.【辨析】: either, also也tooalso是比较正式的用语，语气较庄重。
他通常放在句中，位于行为动词之前，连系动词滞后；如有助动词或情态动词，一般放在助动词或情态动词之后。
如：Peter also has two brothers. 彼得也有两个兄弟。
I am also a student. 我也是一名学生。
Mrs. Green can also sing the song in Chinese. 格林夫人也能用汉语唱这首歌。
too是普通用词，多用于口语，语气较随便。
一般用在肯定句中，放在句末。
I’m in Row 1, too. 我也在第一排。
【注意】：also和too一般都用于肯定句，很少用于否定句。
either表示“也”时，一般只用于否定句，用于句末。
t go there, either. 如果你不去那儿，他也不会去那儿。
If you don’t go there, he won’【注意】：either本身没有否定意义。
所以多与not连用。
2.I’ve got a cough. 我咳嗽了。
have got a cough咳嗽have got a cough=have a cough=catch a cough咳嗽The child had a bad cough, so his mother took him to the doctor. 这孩子可得很厉害，所以他妈妈带她去看医生。
What a terrible cough! 多么严重的咳嗽！The child was coughing all night. 这孩子咳嗽了一整夜。
冀教版初中英语九年级上《UNIT 4 Stay Healthy Lesson 25—Lesson 32》全单元含复习课教学设计
冀教版（7年级起始）初中英语九年级九年级上册UNIT 4 Stay HealthyUnit 4 Stay HealthyLesson 25: What’s Wrong With Danny?Teaching Content:Mastery words and expressions: fever, hospital, nurse, pain, weak, spiritOral words and expressions: Sara, I don’t feel well. / I’m n ot feeling well. get dressed, get a pain, have a fever.Teaching Aims:Talk about parts of the bodies and vocabulary related to illness and hospital.Teach you how to see a doctor in foreign countries.Teaching Important Points:See a doctor.Compound Sentences.Teaching Difficult Points:Some words and expressions about the illness and seeing a doctor.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming up.Talk about the question: How often are you ill? What is the last time that you are ill? What’s wrong with you?Let the students talk about the questions in groups. Then give a report to the class. They can make up a dialogue in pairs or in three or four.If time is not enough, you can choose several groups to perform in front of the class.Step2. Come to “THINK ABOUT IT”.This is another activity in the class. Ask some students to speak freely. This is important to the text. We can find right way to deal with the illness. When they are speaking, help them and teach them new words.Teach the words and the expressions about the illness.have a pain, have a fever, have a headache, stomach, doctor, nurseStep3. Listen to the tape and answer the following questions:What’s wrong with Danny?Does Danny have to stay in hospital?This is a difficult task for the students. If the questions are a little difficult, they can’t answer them. But we don’t have time to let them listen again.Step4. Read the text.Read the text and check the answers in listening part. Encourage the students to ask more questions about this part. Such as:When does Danny feel unwell?What does Mr. Dinosaur think of Danny’s illness?Does Danny have a fever?Is the hospital always open?Who is the doctor?What does the doctor say to Danny?Check the answers and give them enough hints to answer the questions.Step5. Act out:Act out the dialogue in front of the class. Make another dialogue to perform in the class. The rolesar e doctors and patients and the patients’ family members.Divide the class into several groups and act out the role-play in front of the class. Choose the best one and give them praise.Step6. Come to “LET’S DO IT”.Make up a dialogue in front of the class. When they are acting, help them when it is necessary. Teach them more new words about illness and parts of the body.Step7. HomeworkFinish off the activity book.Go on the next reading in the student book.Summary:Remember to teach the students to be a good person when they grow up. It is important for every teacher in every class. When the teacher comes to “LET’S DO IT”. We must go to help the old and children in our daily life because we must have love in our hearts. Love is the forever subject in the life. The teacher must teach them the importance of being people.Lesson 26: Where Is Danny?Teaching Content:Mastery words and expressions: cough, chest, lung, breathe, catch a cold, suppose, illnessOral words and expressions: sneeze, bless, blessed, blest, role-play, miss school, got a cough, catch a cold, take this medicine three times a dayTeaching Aims:Learn more expressions for describing illness and treatment.Know how to see a doctor in foreign countries.Teaching Important Points:Know some knowledge about the illness and the treatment.Go to see a doctor.Teaching Difficult Points:Know some words and expressions about the illness and the treatment.Teaching Preparations: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming-upTalk in groups about the showings about the cold. The teacher asks the students “When you catch a cold, how do you feel?” Let the students sum the phenomenon of the cold. Then give a report in the class. They can begin like this: when I have a fever, I…S1: When I have a cold, I have a fever.S2: When I have a cold, I often cough day and night.S3: When I have a cold, I often have a running nose.S4: When I have a cold, I often have a headache.Step2. Come to “THINK ABOUT IT”.Talk about the following question: “What do your father and mother usually tell you to do when you catch a cold?”At the same time, ask the students to talk about the question: “What do your parents do w hen you are ill? How do they feel when you are ill?”S5: My father and mother usually tell me to drink more water and take medicine three times a day.When I’m ill, my mother looks after me at home. She can’t go to work.S6: My parents tell me to keep warm and drink more water. When I have to get an injection, my parents are sad.S7: My parents often tell me to play inside and take medicine. When I am ill, my parents areworried.Step3.Listening taskListen to the tape and answer the following questions:What’s wrong with Brian?What does Jenny do to help Brian?Finish the exercises in oral in class.Step4. Reading taskRead the text and fill in the blanks according to the text.1. _______ almost never gets sick.2.Brian’s ________ and _______ h urt.Jenny brought some _______ _______ for lunch.Jenny says to Brain: “_______ _______.”Finish the blanks in class in oral.e to “PROJECT”Divide the class into groups in three or four. Complete the dialogues. In the group, one is a patient. Another is a doctor. The others can be the nurses or the patients’ family members.Let the students grasp the words and expressions of illness and treatment. Encourage the students to read their student books and readers to find out facts about cases and symptoms of common illness.After they grasp more words and expressions about the illness, they can begin the role-play.In the process, the patients describe what they feel and what they do to cure the illness. If they need new words that they don’t know, the teacher can help them.If the doctor can’t have better treatment to the patients’ illness, the doctor can tell the patients to have a good rest and drink a lot of water.Step6. HomeworkFinish off the activity bookGo on the next reading in the student book.Summary:Let the students to search on the Internet to get more information about the causes and symptoms of common illness. Encourage students to assist each other in finding and understanding the information. They should write down what they searched on the Internet because they have to give a report later in the class.Lesson 27: Good Food, Good HealthTeaching Content:Mastery words and expressions: potato, salad, tomato, cheese, butterOral words and expressions: vitamin, mineral, fibre, protein, bean, soy milk, calcium, yogurt, contain, balanced, dietTeaching Aims:We must eat healthy and keep healthy.Know about the balanced diet.Teaching Important Points:Know more words about the names of the grain in our daily life.How to eat healthy and keep healthy/Teaching Difficult Points:What is a balanced diet?Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.warming up:Talk about the question: what do you eat in your daily life? Do you think what the foods you eat contain?Some words are too difficult for them to answer, so the teacher shows some new words to them with the flash.Some words are too difficult to learn. Let the students read after the audiotape for several times to have correct pronunciation.Step2.Read the text and answer the following questions:What do bread, noodles and rice come from?Is fruit different from vegetables?Answer the questions in class in oral. I f they can’t answer them correctly, let them read the text. Help them find the correct answer.Step3. Read the text in details and finish the exercises.Read the text and fill in the blanks:1.Bread, noodles and rice are made from _______.2 ______and _______are very good source of ________, _______ and _______.3. ______ ______ are made from potatoes.4.Salad is made of _______ ________.5.Many people think that only meat and chicken have _______.______ makes your bones and teeth strong.Step4.Listen to the tape and let the students follow it for two time. Let them have the correct pronunciation and intonation.Step5. Ask some students to read the text in the class. Don’t read the whole text, read only the important words, expressions and sentences.Step6. Come to “LET’S DO IT”.Fill in the chart to compare the eating habits of your classmates.Interview four or more students to fill in the chart. They can design more questions to ask the others.Step7.HomeworkFinish off the activity book.Go on the next reading in the student bookSummary:There are so many new words and expressions in this text. Make up sentences with the new words and expressions. When the students talk about the food they are eating, show them the new words and let them use in their dialogue. Listen to the tape for several times and let the students imitate after it in order to have good English.Lesson 28: Move Your Whole BodyTeaching Content:Mastery words and expressions: moveTeaching Aims:We must eat healthy to keep a healthy body.Be familiar to the foreign songs.Teaching Important Points:1.Talking about healthy bodies.pound sentences.Teaching Difficult Points:The drill: the more…the more…Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming up:Talk about the following questions: How to keep healthy? Do you think what you eat in your daily life are the most useful?Divide the class into several groups and discuss them, then let some students report in front of the class. Pay attention to their opinions. Are they scientific?If you have any doubts about the students’ opinions, use the Internet to help you.Step2. Listen to the tape for several times. Let them grasp the rhythm of the song.Step3. Read the song as a poem. Let the students translate the song as a lyric poem.Step4. Match the songs with the gestures that are fit for the song.Divide the class into several groups to design the gestures. Then ask them to act it out in front of the class. Choose the best ones to match the song. Now let’s sing the song together with the gestures.Step5. Let’s sing the song together.The boys sing the first part of the song. The girls sing the second part. Finally the whole class sings the two parts together.Step6. Change the words of the song using the other parts of the body.They can begin like this:Move your legs! Move your legs! Move your whole body. Move your leg.The more you move your leg, The healthier you are. Move your legs!Repeat the words in another paragraph.Step7. Come to “LET’S DO IT”.Divide the class into groups of three or four. Discuss the questions. After five minutes, ask them to give a report to the class.Step8. HomeworkFinish off the activity book.Go on the next reading in the student book.Summary:Some students may think English songs are very difficult. The key is that they can’t grasp the rhythm as easily as the Chinese songs. The teacher must try to teach them well. First, learn to sing the song yourself. Then try to teach them. Ask them to match the suitable gestures for the song.Lesson 29: Don’t Smoke, Please!Teaching Content:Mastery words and expressions: ill, smoke, terrible, worse, rest, plenty, plenty of, allow, public, disease, against, habit, cause, cancer, wineOral words and expressions: beer, must be ill, feel terrible/bad, be bad forTeaching Aims:Know more about disease.Learn the harm of smoking and drinking.Teaching Important Points:Some words and expressions about the disease.Know how to keep healthy.Teaching Difficult Points:Help people keep healthy.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming up:Divide the class into groups of three or four. Talk about the following questions: what do you think of smoking?The teacher: Some boy students think smoking makes them look more handsome. Is it right? No, it’s very wrong. Smoking is more harmful to all the people around the world. Now let’s talk about the topic in groups. After a while, every group will give a talk in front of the class.Group1: We all think smoking is a great harmful to the bodies. Many people die of lung cancer every year. Lung diseases sometimes causes by smoking.Group2: I also think smoking is bad for health. So give your friends or relatives advice. Let them give up smoking.Every group gives their report. Then the teacher sums their talks in class.St ep2. Come to “THINK ABOUT IT”.When we are talking the two questions, we can use the Internet to help us. Search more information for the students. Search more pictures to show the students how many pains have the diseases brought us.Ask some students to answer the questions.S1: When I eat too cold food, my stomach always hurts..S2: When I have a fever, I know I have a cold.S3: I have a headache when I wear fewer clothes in winter.Step3. Listen to the tape and answer the following questions:Wha t’s wrong with Danny?How is Brian today?After playing the tape, the teacher checks the answers.Step4. Read the text and Fill in the blanks:Brian feels ______ on Monday.Brian wants to make a poster about ________.Smoking is also bad for your _______.Step5. Make sentences with the following language points:be away fromLi Ming has been away from school for ten days.ifIf the weather is fine, we will go the park tomorrow.alsoHe is also a doctor.Step6. Come to “PROJECT”.Divide the class into groups of three or four to finish the task. Discuss the diseases causes by smoking and drinking. It can be divided into two steps. The first step, talk the harm of smoking. Drinking is more harmful then smoking. Many people died from drinking every year. They drink too much, but they still drive their cars. Now too many accidents happen on the road.Make a poster to show the harm of smoking and drinking for people. Every group makes their posters and explains to the others what it means.Put the posters up in the class. Every group sends a poster to the teachers in the school. Let all the teachers tell the students about the harm of smoking and drinking.Step7. Homework:Finish off the activity book.Go on the next reading in the student book.Summary:Smoking and drinking are very harmful to the bodies. Let all the teachers and students know their harm. We can put up our posters on obvious places in school. Ask the students to give advice to their parents and grandparents to give up smoking and drinking. This is good to all the people around the world. We can go to the cities and parks to tell the foreigner to smoking less and drink less.Lesson 30: Jane’s Lucky LifeTeaching Content:Mastery words and expressions: unable, dare, control, disabled, luckyOral words and expressions: be able / unable to, not at all, thank youTeaching Aims:The spirit of the disabled.Know more about the disabled people.Teaching Important Points:Learn the spirit of the disabled people.Call on the whole world to take more care of the disabled.Teaching Difficult Points:Know about the difficulties that the disabled people have to face in the world.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming upIf you are a disabled person, what problems will you meet?Divide the class into groups of three or four. The teacher can design the task for every group.Group1 lost an arm in an accident. Now what difficulties will you meet?Group 2 lost a leg in an accident. Now what difficulties will you meet?Group 3 is deaf.Group4 is blind.Let the students talk about their problems for five minutes. Then give a report in the class.Step 2. Come to “THINK ABOUT IT”.Ask some students to talk about the questions in pairs. Then let some students demonstrate their opinions in class.We may think if we are disabled, we must be very sad, even we want to die. But we must live for our parents and friends. If they lose us, they will not be happy. Let some students to have a talk about this.Step3. Look at the picture of Jane. Do you think what’s wrong with Jane? Do you think she is happy? Why?Step4. Read the text and let’s learn more about Jane. Encourage the stude nts to ask more questions about this part.S1: How old is Jane?S2: She is forty years old.S3: What is she unable to do?S4: She is unable to brush her teeth. She can’t run or jump. She can’t make breakfast.S5: Is she married?S6: Yes, she has a daughter and a son.If some students can’t answer some of the students, the teacher helps them.Step5. Demonstrate the dialogue in part 2.Let some students act out the dialogue in front of the class.Step6: Listen to the tape and read after it for several times. Play the tape for several times in order to let them have correct answers.Step7. Imagine you are Jane. What difficulties will you meet in your life? Ask some students to answer the questions in class. Do you think when you are happy?Step8. Come to “LET’S DO IT”.Divide the class in groups and discuss the questions. Let them demonstrate their opinions freely. The teacher should help them if they are in trouble. Remember them to think about the problem in right ways.Step9. HomeworkFinish off the activity book.Go on the next reading in the student book.Summary:Sometimes in the life we don’t feel happy. We even think of death when we have much trouble. Now let’s look at these disabled people, although they are disabled, they have a ha ppy life. They can do some things even better than us. What can we learn from them? It’s the spirit that we face the difficulties.Lesson 31: Danny Tells AllTeaching Content:Oral words and expressions: appendicitis, appendixTeaching Aims:Know more about the disease.Learn more about the hospital in foreign country.Teaching Important Points:Know something about the disease and hospital in foreign countries.How do we feel when we are in hospital?Teaching Difficult Points:Demonstrate the feeling in hospital.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming upWhat do you think of Danny? Do you miss him? What do you want to know about him?Let some students answer the questions in class in oral. Pay attention to the words that they are using. If you think it is necessary to show more words, you can show some new words to them.Step2. Listen to the tape and answer the following questions:What’s wrong with Danny?Where is Danny now?Let the students answer the questions in class in oral.Step3.Read the text and encourage students to ask more questions:S1: Who went to see Danny in hospital?S2: Brian and Jenny.S3: What did Danny feel about missing school?S4: He felt terrible.S5: Is everyone quiet as Brian reads the letter?S6: Yes.S7: What did the doctor take from Danny’s stomach?S8: An appendix.Give them hints and let them ask more questions.Step4. Make sentences with the following language points:1.I have something to tell you.They have a lot of homework to do.2.in hospital; in the hospitalI was ill in hospital last year.We went to see my uncle in the hospital.I’m feeling much better.Much equals a lot, even, far, a littlee to “LET’S DO IT”.Divide the class into groups. Talk about the questions. After a while, let some students give their report to the class.Show them more words and expressions about disease with the flashcards.When the students are discussing, the teacher walk around the classroom and give them help if it is necessary.Step6. HomeworkFinish off the activity book.Go on next reading in the student book.Summary:We all have been ill. Sometimes illness can’t be avoided. But tal king bout the disease is not so easy. We have so many things that we can’t describe correctly. So we must research more words and expressions about the disease. The teacher must help them immediately if possible. Remember to discuss how to keep healthy in details.Lesson 32: Unit ReviewTeaching Content:Mastery words and expressions from Lesson 29 to Lesson 32.Oral words and expressions from Lesson 29 to Lesson 32.Teaching Aims:Learn more words and expressions about the diseases.Know more about how to keep healthy.Teaching Important Point:Know more about the food that we eat.Learn more about the diseases and hospitals in foreign countries.Teaching Difficult Points:Build the vocabulary to express the food and the disabled.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: review lessonTeaching Procedure:Step1.Warming upLet’s move our bodies as playing the music. Sing the song together. The boys sing the first part. The girls sing the second part. The whole class sings the song together.Step2.Talk about the food that we eat every day. What do we eat contain more calcium, more protein and vitamins. Analyze the food in details. Make a chart about the three meals every day.Step3. Discuss the diseases in the class. How did you recover? Talk about the process. Divide the class into groups of three or four. Talk about the following questions:Why do people get ill?What do we have to do to recover?What do they feel when they are ill?What diseases do you know?Step4. Do with the exercises on Page 39.Explain the difficulties on blackboard.Step5. Do grammar in use. Practice the important grammar in class. Let the students make sentences with the grammars.Sep6.The spoken languageComplete the dialogue and practice it in groups in front of the class.Step7. HomeworkFinish off the activity book.Review the whole unit. Sum what we learn in this unit.Summary:Let some students sum what we learn in this unit. Retelling the story is an important ability for us to create. Let the students divide the unit in two or three main parts and then demonstrate them in front of class. Written English is another ability that we must grasp. Practice more is important. The teacher remembers to create more opportunities.。
unit 4《stay healthy》lesson 25-27 教案(冀教版九年级上)doc
Unit 4Lesson 25For ideas and tips on beginning a class, see “teaching techniques”at the back of this teacher’s guide.Step1: come to “think about it.Step2: check to see if the students have previewed the reading as required. Ask if they have any questions concerning the text. Encourage other students to try to answer the questions. You could also ask if anyone would like to describe, in English, his or her experiences of going to see a doctor. First, you may want to have the class brainstorm the related vocabulary on seeing a doctor. Select one or two sentences containing key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly , ask him or her to share the strategies used to puzzle out the meaning. Remember to give lots of praise for a good try, even if its’ wrong.Step3: tell the students: “now we’re gong to listen to a story about Danny . “ Play the audiotape. Have the class follow the audiotape while looking at the text.Step4: Divide the class into groups of four or five. Ask each group member to take the roles of the sick person, a concerned friend or family member(s) , a doctor and a nurse. Have the groups act out the story using the words and phrases form the reading.Step5: come to “let’s do it.”If you have time, have the students develop their own stories. Encourage them to use their imagination to create, improvise and experiment.Step6: class activity –Circle.Have the class play the “Circle”game to review parts of the body. Follow these step-by-step directions:Divide the class into four groups. Make space for the groups to form two double circles.Direct two groups to form the inner circles in which the students facer outwards. The other two groups should form the outer circles in which students face inwards. You can use this arrangement of students for any kind of question-and-answer activity.The students will review vocabulary for parts of the body. Each student in an outer circle asks a question or gives a direction to the person he or she is facing in the inner circle. For example: Where is your foot?Point to your ear.Pull your nose.Move your elbow.The facing student follows the direction as quickly as possible. Then the next person in the outer circle asks a question or gives a direction.Students should correct each other’s mistakes so that each question and response are correct before the next student has a turn.The double circle that finishes first is the winner.Class closingThe first reading in the readerThe remaining exercise in the activity bookThe next reading in the student bookLesson 26Class openingFor ideas and tips on beginning a class , see “teaching Techniques” at the back of this teacher’s guide.Step1: come to “Think about it.”Step2: Check to see if the students have previewed te reading as required. Ask if they have any questions concerning the text. Encourage other students to try answer the questions . You may present this riddle to the class: What is it that you can catch but cannot throw away?At this point, brainstorm the related vocabulary regarding feeling ill. Select one or two sentence figured out the meaning. If a student replies correctly, him or her to share the strategies used to puzzle out the meaning. Remember to give lots of praise for a good try, even if i t’s wrong.Step3: tell the students they are going to listen to a story about Bran. Play the audiotape. Have the class follow the audiotape while looking at the text.Step4; divide the class into pairs of students. Have students take on the roles of Brian and Jenny , and act out the dialogue.Step5: if you have time divide the class into groups of two to four, with one student taking the role of the sick person and the other suggesting what the sick person could do for his or her particular problem.Encourage students to sue phrases from the reading. Have the group members change roles so thateveryone has a chance to play the role of both the sick person and the advisor.Step6: come to “Project1.”Begin unit project 1. this project can cover three lessons. The students work in small groups to learn about common illnesses. They take part in role-plays about meeting with a doctor and describing their illnesses. The “Teaching Techniques” section at the back of this teacher’s guide provides suggestions for introducing a new project.If you are comfortable with pretending or role-play, one way to introduce this topic is to pretend you are sick and to describe your symptoms very dramatically! You could paint spots on your face. Say you feel terrible. A students pretending to be a doctor asks what’s wrong with you, and tells you what illness he or she thinks you have.Then ,tell the students that they will be learning about common illnesses in this lesson.Divide the class into small groups and instruct them to read their student books and readers to find out facts abut causes and symptoms of common illnesses. Encourage students to assist each other in finding or understanding information’s, if necessary, students should make individual notes of the facts they find.Continue unit project1.Students form the same groups to complete their note making on symptoms and causes. When they are ready, introduce the role-play activity . this part of the unit project will be done over two lessons.First , instruct students to divide themselves into smaller groups of two or three. In groups of two, one person will take the role of doctor and the other will take the role of sick patient. In groups of three. One person will be the doctor, another a parent, and the third a sick child . These small role-play groups will perform one at a time while the other students listen.The patients( including the parents and sick children) should choose an illness that they have made notes on. Then they will role-play meeting with the doctor and describing the symptoms of the illness using the vocabulary and phrases from this lesson and other English words they know.The doctors should asks questions to help the patients explain how they feel. Then the doctors should identify the illness that the patient has. The doctors can suggest a treatment if they have information in their notes. If they don’t know what the best treatment would be, they should tell the patient to get plenty of rest and come back tomorrow.Class closingThe second reading in the readerThe remaining exercises in the activity bookThe next reading in the student bookLesson 27Class openingFor ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.Step1: check to see if the students have previewed the reading as required. Ask if they have any questions concerning the readings. Encourage other students to try to answer the questions. To determine students’ level of understanding ,ask questions such as:How many food groups are there, according to the readings?What are the food groups?What do you usually eat for breakfast?What do North Americans usually have for breakfast, according to the reading?What is a balanced diet?Students should be encouraged to refer to the readings for the answers.Step2: Play the audiotape . Have the class follow the audiotape while looking at the text.Step3: Divide the class into small groups. Have each group discuss the following questions and write down the answers.What is calcium?Why is calcium important for the body?What are some foods that have calcium in them?Step4: Come to “Let’s do It.”Class closingThe third reading in the readerThe remaining exercises in the activity bookThe next reading in the student bookLesson 28Class openingFor ideas and tips on beginning a class, see “teaching Techniques” at the back of this teachers’guide.Step1: ask the students if they have previewed the song as required. If they have , ask them if they like the song. Why or why not? Ask if students have any questions about the song. Encourage other students to try to answer the questions. If it is necessary for you to answer the questions, do so in a simple, easy and and straightforward way either in Chinese or in English. It if important to make sure students understand the structure the more… the more…Step2: divide the class into two groups. Have each grou read the song aloud as a poem. One line at a time. If you like, you could ask one group to read the lines and the other to act out what is being read. This will tell you how well the students have understood the song and how well the have learned to appreciate it.Step3; if you find the students already understand the song, play the audiotape. Have the class into follow in their student books and sing along with the audiotape.Step4: practice singing until everybody sings the song well.Step5: Come to “Let’s Do it”.Step6: If you have time, ask for two volunteers, one who is willing to sing the song to the class while the other acts. Then play the audiotape again. Have the class sing together along with the audiotape.Class closingThe remaining exercises in the activity bookThe next reading in the student bookDepending on how much time you have, you may wish to end the class by singing the song “ Fill My Plate”.。
英语教学设计九年级上册unit4 stayhealthy
Lesson 30: Jane’s Lucky Life板岩镇初级中学崔雪玲一、教材依据冀教版初中英语九年级上册unit 4 Stay Healthy二、设计思想本单元的主要话题是谈论健康，此课为本单元的第六节课，主要讲述一位名字叫做Jane 的残疾人对待生活的态度，是一篇阅读课文，通过阅读，使学生明白谁是真正的残疾人。
枯燥的话题很难提高学生的学习兴趣。
在这节课，通过一个有趣的假想的话题——假如你是一位残疾人，你会怎么做，来激起学生的兴趣，让学生主动谈自己的想法和看法，学有所得。
三、教学目标⑴知识目标：掌握下列词汇：unable, disabled, lucky, 词组have/live a…life ,be able /unable to do sth, watch sb doing sth,dare to do sth,be/get married to sb,encourage sb to do sth ,enjoy doing sth, a life .full of good things.⑵能力目标：发展学生的听、说、识记及阅读能力，培养学生语言综合运用能力。
能听懂大意，回答问题；熟读课文，能简单用所学英语表述自己的观点，培养综合语言应用能力。
⑶情感、态度和价值观：通过本节课的学习，激发学生的自立顽强拼搏的进取之心，使学生对生活充满积极向上的态度，培养学生要用健康的心理对待生活和学习，使学生形成积极的情感态度，主动思维，大胆表述，提高语言的实际运用能力。
四、教学重点She is unable to do many things.She enjoys encouraging her daughter to play the piano.五、教学难点：培养学生利用信息表述自己的观点：I think that _______is the most important because_________.六、教法选择：任务型阅读教学法用If you are a disabled person, what do you do ?这个问句，引出谈论假想情况的话题。
冀教版九上《Unit 4 Stay Healthy》word教案和练习(下)
2011-2012学年9年级英语（冀教版）上册素材（含教案和练习）Unit4 Stay Healthy（下）一. 教学内容：Unit 4 Stay Healthy （L29—L32）1. 重点单词。
n. smoke rest plentydisease habit cancerbeer wine darewheelchair appendicitis appendixv. smoke rest causedamage dare controladj. ill terrible worsepublic unable disabledlucky2. 重点短语。
plenty of 许多，大量fall ill /sick 生病feel terrible 感到不舒服be bad for 对……没好处be able/ unable to do sth. 能/不能做某事have a rest 休息一下3. 重点语法。
复合句二. 重点、难点解析及词语辨析。
1. I’m going to phone him after school. 放学后我会去给他打电话。
（L29）phone vt﹠vi 打电话；给……打电话①I phone my parents. 我给父母打了电话。
phone n. 电话；电话机②My uncle gave me a nice toy phone. 我叔叔给了我一个漂亮的玩具电话。
链接与电话有关的单词：call vt. 打电话给……call sb.③Please call me at nine. 请九点钟打电话给我。
ring vt. 打电话ring sb. = give sb. a ring = ring up sb.④She rang me at noon. 中午她打电话给我了。
2. I rested and drunk plenty of water. 我休息了并且喝了很多的水。
（L29）plenty of“很多的，大量的”，既可以修饰可数名词复数，又可以修饰不可数名词①The box contained plenty of books.箱子里装满了很多书。
九年级英语Unit 4 Stay healthy文章 美食闲情冀教版
美食闲情
·均衡营养饮食法
现代都市人生活节奏紧迫，要保持良好的体魄，除了要注意日常的饮食习惯，均衡的营养分配也十分重要。
均衡营养饮食法不仅注重食物的选择，亦主X将各类食物平均分布在一天的各餐内。
以下（饮食金字塔）是把营养丰富的食品进行了有系统的归类，各位注重饮食健康的朋友不妨作个参考：
谷类
功能：提供足够的热能，补充消耗及保持体温。
营养成分：含淀粉质，少量维生素B及植物性蛋白质，全麦食物含纤维素
份量：谷类、面包、饭、粉及面每天3—6碗。
蔬菜瓜果类
功能：增强抵抗力，保持细胞健康，防止便秘。
营养成份：含丰富的维他命和C、各种矿物质及纤维素。
份量：水果类每日2—3个，蔬菜及瓜类每日至少6—8两
奶、肉、豆及蛋类
功能：肉类可助长发育，维持新陈代谢；奶类有助牙齿及骨骼的健康成长；豆类可帮助身体制造血液。
营养成份：肉类及奶类均含有丰富蛋白质、多种维他命B及脂肪；肉类及豆类均含有丰富铁质；奶类的钙质特别丰富。
份量：肉类主要以瘦肉为主，瘦肉、家禽类、豆类及蛋类每日3—7两；奶酸乳品每日1—2杯。
脂肪、油、糖及盐类
油类有助制造细胞膜，盐份可维持体内水分的平衡，但过量食用高脂肪、盐及糖份，会引发肥胖症及一些慢性疾病如心脏病、高血压等。
冀教版英语九上《Unit 4 Stay Healthy》(lesson25-28)word教案
Unit 4 Stay Healthy【本讲教育信息】一. 教学内容：Unit 4 Stay Healthy（L25—L28）1. 重点单词。
n. fever hospital nurse pain spirit coughchest lung breathrole-play illness vitamin mineral fibre potatosalad tomato proteinbean soy milk calciumcheese butter yogurtdietv. cough breathe sneeze suppose bless containmoveadj. weak balanced2. 重点短语。
catch a cold 患感冒get dressed 穿衣服miss school 不能上学the more…, the more…越……越……take the medicine 吃药three times a day 一日三次get a cough 咳嗽got a fever 发烧3. 交际用语。
seeing a doctor 看病4. 重点语法。
复合句二. 重点、难点解析及词语辨析：1. What’s wrong, Danny?你怎么了，丹尼？(L25)医生常用语：What can I do you for?哪儿不舒服？Where does it hurt? 哪儿痛?What’s the trouble?怎么了?What’s the matter with yo u? 你哪不舒服？2. You are sick, aren’t you?你病了，不是吗？(L25)这是反意疑问句。
反意疑问句是由一个陈述句和一个简短的附加疑问句构成的。
原则是前否定后肯定。
但是需要注意下面几点：⑴当前边带有hardly，never，few，little，nothing等词时，后边用肯定句形式。
如：Few students can answer the question, can you?很少有学生能回答这个问题，不是吗？⑵当陈述部分是肯定祈使句时，疑问部分用wi ll/won’t you；当陈述部分是否定祈使句时，疑问部分用肯定形式。
英语九年级上冀教版unit4stayhealthy教案四
英语九年级上冀教版Unit 4 Stay Healthy教案四Lesson 25: What’s Wrong With Danny?Teaching Content:Mastery words and expressions: fever, hospital, nurse, pain, weak, spiritOral words and expressions: Sara, I don’t feel well. / I’m not feeling well. get dressed, get a pain, have a fever.Teaching Aims:1.Talk about parts of the bodies and vocabulary related to illness and hospital.2.Teach you how to see a doctor in foreign countries.Teaching Important Points:1.See a doctor.pound Sentences.Teaching Difficult Points:Some words and expressions about the illness and seeing a doctor.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming up.Talk about the question: How often are you ill? What is the last time that you are ill? What’s wrong with you?Let the students talk about the questions in groups. Then give a report to the class. They can make up a dialogue in pairs or in three or four.If time is not enough, you can choose several groups to perform in front of the class. Step2. Come to “THINK ABOUT IT”.This is another activity in the class. Ask some students to speak freely. This is important to the text. We can find right way to deal with the illness. When they are speaking, help them and teach them new words.Teach the words and the expressions about the illness.have a pain, have a fever, have a headache, stomach, doctor, nurseStep3. Listen to the tape and answer the following questions:1.What’s wrong with Danny?2.Does Danny have to stay in hospital?This is a difficult task for the students. If the questions are a little difficult, they can’t answer them. But we don’t have time to let them listen again.Step4. Read the text.Read the text and check the answers in listening part. Encourage the students to ask more questions about this part. Such as:When does Danny feel unwell?What does Mr. Dinosaur think of Danny’s illness?Does Danny have a fever?Is the hospital always open?Who is the doctor?What does the doctor say to Danny?Check the answers and give them enough hints to answer the questions.Step5. Act out:Act out the dialogue in front of the class. Make another dialogue to perform in the class. The roles are doctors and patients and the patients’ family members Divide the class into several groups and act out the role-play in front of the class. Choose the best one and give them praise.Step6. Come to “LET’S DO IT”.Make up a dialogue in front of the class. When they are acting, help them when it is necessary. Teach them more new words about illness and parts of the body. Step7. Homework1.Finish off the activity book.2.Go on the next reading in the student book.Summary:Remember to teach the students to be a good person when they grow up. It is important for ev ery teacher in every class. When the teacher comes to “LET’S DO IT”. We must go to help the old and children in our daily life because we must have love in our hearts. Love is the forever subject in the life. The teacher must teach them the importance of being people.Lesson 26: Where Is Danny?Teaching Content:Mastery words and expressions: cough, chest, lung, breathe, catch a cold, suppose, illnessOral words and expressions: sneeze, bless, blessed, blest, role-play, miss school, got a cough, catch a cold, take this medicine three times a dayTeaching Aims:1.Learn more expressions for describing illness and treatment.2.Know how to see a doctor in foreign countries.Teaching Important Points:1.Know some knowledge about the illness and the treatment.2.Go to see a doctor.Teaching Difficult Points:Know some words and expressions about the illness and the treatment.Teaching Preparations: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming-upTalk in groups about the showings about the cold. The teacher asks the students “When you catch a cold, how do you feel?” Let the students sum the phenomenon of the cold. Then give a report in the class. They can begin like this: when I have a fever, I…S1: When I have a cold, I have a fever.S2: When I have a cold, I often cough day and night.S3: When I have a cold, I often have a running nose.S4: When I have a cold, I often have a headache.Step2. Come to “THINK ABOUT IT”.Talk about the following qu estion: “What do your father and mother usually tell you to do when you catch a cold?”At the same time, ask the students to talk about the question: “What do your parents do when you are ill? How do they feel when you are ill?”S5: My father and mother usually tell me to drink more water and take medicine three times a day.When I’m ill, my mother looks after me at home. She can’t go to work.S6: My parents tell me to keep warm and drink more water. When I have to get an injection, my parents are sad.S7: My parents often tell me to play inside and take medicine. When I am ill, my parents are worried.Step3.Listening taskListen to the tape and answer the following questions:What’s wrong with Brian?What does Jenny do to help Brian?Finish the exercises in oral in class.Step4. Reading taskRead the text and fill in the blanks according to the text.1. _______ almost never gets sick.2. Brian’s ________ and _______ hurt.3.Jenny brought some _______ _______ for lunch.4.Jenny says to Brain: “_______ _______.”Finish the blanks in class in oral.e to “PROJECT”Divide the class into groups in three or four. Complete the dialogues. In the group, one is a patient. Another is a doctor. The others can be the nurses or the patients’ family members.Let the students grasp the words and expressions of illness and treatment. Encourage the students to read their student books and readers to find out facts about cases and symptoms of common illness.After they grasp more words and expressions about the illness, they can begin the role-play.In the process, the patients describe what they feel and what they do to cure the illness. If they need new words that they don’t know, the teacher can help them. If the doctor can’t have better treatment to the patients’ illness, the doctor can tell the patients to have a good rest and drink a lot of water.Step6. Homework1.Finish off the activity book2.Go on the next reading in the student book.Summary:Let the students to search on the Internet to get more information about the causes and symptoms of common illness. Encourage students to assist each other in finding and understanding the information. They should write down what they searched on the Internet because they have to give a report later in the class.Lesson 27: Good Food, Good HealthTeaching Content:Mastery words and expressions: potato, salad, tomato, cheese, butterOral words and expressions: vitamin, mineral, fibre, protein, bean, soy milk, calcium, yogurt, contain, balanced, dietTeaching Aims:1.We must eat healthy and keep healthy.2.Know about the balanced diet.Teaching Important Points:1.Know more words about the names of the grain in our daily life.2.How to eat healthy and keep healthy/Teaching Difficult Points:What is a balanced diet?Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.warming up:Talk about the question: what do you eat in your daily life? Do you think what thefoods you eat contain?Some words are too difficult for them to answer, so the teacher shows some new words to them with the flash.Some words are too difficult to learn. Let the students read after the audiotape for several times to have correct pronunciation.Step2.Read the text and answer the following questions:1.What do bread, noodles and rice come from?2.Is fruit different from vegetables?Answer the questions in class in oral. If they can’t answer them correctly, let them read the text. Help them find the correct answer.Step3. Read the text in details and finish the exercises.Read the text and fill in the blanks:1. Bread, noodles and rice are made from _______.2 ______and _______are very good source of ________, _______ and _______.3. ______ ______ are made from potatoes.4. Salad is made of _______ ________.5.Many people think that only meat and chicken have _______.6.______ makes your bones and teeth strong.Step4.Listen to the tape and let the students follow it for two time. Let them have the correct pronunciation and intonation.Step5. Ask some students to read the text in the class. Don’t read the whole text, read only the important words, expressions and sentences.Step6. Come to “LET’S DO IT”.Fill in the chart to compare the eating habits of your classmates.Interview four or more students to fill in the chart. They can design more questions to ask the others.Step7.Homework1.Finish off the activity book.2.Go on the next reading in the student bookSummary:There are so many new words and expressions in this text. Make up sentences with the new words and expressions. When the students talk about the food they are eating, show them the new words and let them use in their dialogue. Listen to the tape for several times and let the students imitate after it in order to have good English.Lesson 28: Move Your Whole BodyTeaching Content:Mastery words and expressions: moveTeaching Aims:1.We must eat healthy to keep a healthy body.2.Be familiar to the foreign songs.Teaching Important Points:1.Talking about healthy bodies.pound sentences.Teaching Difficult Points:The drill: the more…the more…Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming up:Talk about the following questions: How to keep healthy? Do you think what you eatin your daily life are the most useful?Divide the class into several groups and discuss them, then let some students report in front of the class. Pay attention to their opinions. Are they scientific?If you have any doubts about the students’ opinions, use the Internet to help you. Step2. Listen to the tape for several times. Let them grasp the rhythm of the song. Step3. Read the song as a poem. Let the students translate the song as a lyric poem. Step4. Match the songs with the gestures that are fit for the song.Divide the class into several groups to design the gestures. Then ask them to act it out in front of the class. Choose the best ones to match the song. Now let’s sing the song together with the gestures.Step5. Let’s sing the song together.The boys sing the first part of the song. The girls sing the second part. Finally the whole class sings the two parts together.Step6. Change the words of the song using the other parts of the body.They can begin like this:Move your legs! Move your legs! Move your whole body. Move your leg.The more you move your leg, The healthier you are. Move your legs!Repeat the words in another paragraph.Step7. Come to “LET’S DO IT”.Divide the class into groups of three or four. Discuss the questions. After five minutes, ask them to give a report to the class.Step8. Homework1.Finish off the activity book.2.Go on the next reading in the student book.Summary:Some students may think English songs are very diffi cult. The key is that they can’t grasp the rhythm as easily as the Chinese songs. The teacher must try to teach them well. First, learn to sing the song yourself. Then try to teach them. Ask them to match the suitable gestures for the song.Lesson 29: Do n’t Smoke, Please!Teaching Content:Mastery words and expressions: ill, smoke, terrible, worse, rest, plenty, plenty of, allow, public, disease, against, habit, cause, cancer, wineOral words and expressions: beer, must be ill, feel terrible/bad, be bad for Teaching Aims:1.Know more about disease.2.Learn the harm of smoking and drinking.Teaching Important Points:1.Some words and expressions about the disease.2.Know how to keep healthy.Teaching Difficult Points:Help people keep healthy.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming up:Divide the class into groups of three or four. Talk about the following questions: what do you think of smoking?The teacher: Some boy students think smoking makes them look more handsome. Is it right? No, it’s very wrong. Smoking is more harmful to all the people around theworld. Now let’s talk about the topic in groups. After a while, every group will give a talk in front of the class.Group1: We all think smoking is a great harmful to the bodies. Many people die of lung cancer every year. Lung diseases sometimes causes by smoking.Group2: I also think smoking is bad for health. So give your friends or relatives advice. Let them give up smoking.Every group gives their report. Then the teacher sums their talks in class.Step2. Come to “THINK ABOUT IT”.When we are talking the two questions, we can use the Internet to help us. Search more information for the students. Search more pictures to show the students how many pains have the diseases brought us.Ask some students to answer the questions.S1: When I eat too cold food, my stomach always hurts..S2: When I have a fever, I know I have a cold.S3: I have a headache when I wear fewer clothes in winter.Step3. Listen to the tape and answer the following questions:1.What’s wrong with Danny?2.How is Brian today?After playing the tape, the teacher checks the answers.Step4. Read the text and Fill in the blanks:1.Brian feels ______ on Monday.2.Brian wants to make a poster about ________.3.Smoking is also bad for your _______.Step5. Make sentences with the following language points:be away fromLi Ming has been away from school for ten days.ifIf the weather is fine, we will go the park tomorrow.alsoHe is also a doctor.Step6. Come to “PROJECT”.Divide the class into groups of three or four to finish the task. Discuss the diseases causes by smoking and drinking. It can be divided into two steps. The first step, talk the harm of smoking. Drinking is more harmful then smoking. Many people died from drinking every year. They drink too much, but they still drive their cars. Now too many accidents happen on the road.Make a poster to show the harm of smoking and drinking for people. Every group makes their posters and explains to the others what it means.Put the posters up in the class. Every group sends a poster to the teachers in the school. Let all the teachers tell the students about the harm of smoking and drinking. Step7. Homework:1.Finish off the activity book.2.Go on the next reading in the student book.Summary:Smoking and drinking are very harmful to the bodies. Let all the teachers and students know their harm. We can put up our posters on obvious places in school. Ask the students to give advice to their parents and grandparents to give up smoking and drinking. This is good to all the people around the world. We can go to the cities and parks to tell the foreigner to smoking less and drink less.Lesson 30: Jane’s Lucky LifeTeaching Content:Mastery words and expressions: unable, dare, control, disabled, luckyOral words and expressions: be able / unable to, not at all, thank you Teaching Aims:1.The spirit of the disabled.2.Know more about the disabled people.Teaching Important Points:1.Learn the spirit of the disabled people.2.Call on the whole world to take more care of the disabled.Teaching Difficult Points:Know about the difficulties that the disabled people have to face in the world. Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming upIf you are a disabled person, what problems will you meet?Divide the class into groups of three or four. The teacher can design the task for every group.Group1 lost an arm in an accident. Now what difficulties will you meet?Group 2 lost a leg in an accident. Now what difficulties will you meet?Group 3 is deaf.Group4 is blind.Let the students talk about their problems for five minutes. Then give a report in the class.Step 2. Come to “THINK ABOUT IT”.Ask some students to talk about the questions in pairs. Then let some students demonstrate their opinions in class.We may think if we are disabled, we must be very sad, even we want to die. But we must live for our parents and friends. If they lose us, they will not be happy. Let some students to have a talk about this.Step3. Look at the picture of Jane. Do you think what’s wrong with Jane? Do you think she is happy? Why?Step4. Re ad the text and let’s learn more about Jane. Encourage the students to ask more questions about this part.S1: How old is Jane?S2: She is forty years old.S3: What is she unable to do?S4: She is unable to brush her teeth. She can’t run or jump. She can’t make breakfast.S5: Is she married?S6: Yes, she has a daughter and a son.If some students can’t answer some of the students, the teacher helps them. Step5. Demonstrate the dialogue in part 2.Let some students act out the dialogue in front of the class.Step6: Listen to the tape and read after it for several times. Play the tape for several times in order to let them have correct answers.Step7. Imagine you are Jane. What difficulties will you meet in your life? Ask some students to answer the questions in class. Do you think when you are happy? Step8. Come to “LET’S DO IT”.Divide the class in groups and discuss the questions. Let them demonstrate their opinions freely. The teacher should help them if they are in trouble. Remember themto think about the problem in right ways.Step9. Homework1.Finish off the activity book.2.Go on the next reading in the student book.Summary:Sometimes in the life we don’t feel happy. We even think of death when we have much trouble. Now let’s look at these disabl ed people, although they are disabled, they have a happy life. They can do some things even better than us. What can we learn from them? It’s the spirit that we face the difficulties.Lesson 31: Danny Tells AllTeaching Content:Oral words and expressions: appendicitis, appendixTeaching Aims:1.Know more about the disease.2.Learn more about the hospital in foreign country.Teaching Important Points:1.Know something about the disease and hospital in foreign countries.2.How do we feel when we are in hospital?Teaching Difficult Points:Demonstrate the feeling in hospital.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming upWhat do you think of Danny? Do you miss him? What do you want to know about him? Let some students answer the questions in class in oral. Pay attention to the words that they are using. If you think it is necessary to show more words, you can show some new words to them.Step2. Listen to the tape and answer the following questions:1.What’s wrong with Danny?2.Where is Danny now?Let the students answer the questions in class in oral.Step3.Read the text and encourage students to ask more questions:S1: Who went to see Danny in hospital?S2: Brian and Jenny.S3: What did Danny feel about missing school?S4: He felt terrible.S5: Is everyone quiet as Brian reads the letter?S6: Yes.S7: What did the doctor take from Danny’s stomach?S8: An appendix.Give them hints and let them ask more questions.Step4. Make sentences with the following language points:1.I have something to tell you.They have a lot of homework to do.2.in hospital; in the hospitalI was ill in hospital last year.We went to see my uncle in the hospital.3.I’m feeling much better.Much equals a lot, even, far, a littlee to “LET’S DO IT”.Divide the class into groups. Talk about the questions. After a while, let some students give their report to the class.Show them more words and expressions about disease with the flashcards.When the students are discussing, the teacher walk around the classroom and give them help if it is necessary.Step6. Homework1.Finish off the activity book.2.Go on next reading in the student book.Summary:We all have been ill. Sometimes illness can’t be avoided. But talking bout the disease is not so easy. We have so many things that we can’t describe correctly. So we must research more words and expressions about the disease. The teacher must help them immediately if possible. Remember to discuss how to keep healthy in details.Lesson 32: Unit ReviewTeaching Content:Mastery words and expressions from Lesson 29 to Lesson 32.Oral words and expressions from Lesson 29 to Lesson 32.Teaching Aims:1.Learn more words and expressions about the diseases.2.Know more about how to keep healthy.Teaching Important Point:1.Know more about the food that we eat.2.Learn more about the diseases and hospitals in foreign countries.Teaching Difficult Points:Build the vocabulary to express the food and the disabled.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: review lessonTeaching Procedure:Step1.Warming upLet’s move our bodies as playing the music. Sing the song together. The boys sing the first part. The girls sing the second part. The whole class sings the song together.Step2.Talk about the food that we eat every day. What do we eat contain more calcium, more protein and vitamins. Analyze the food in details. Make a chart about the three meals every day.Step3. Discuss the diseases in the class. How did you recover? Talk about the process. Divide the class into groups of three or four. Talk about the following questions:1.Why do people get ill?2.What do we have to do to recover?3.What do they feel when they are ill?4.What diseases do you know?Step4. Do with the exercises on Page 39.Explain the difficulties on blackboard. Step5. Do grammar in use. Practice the important grammar in class. Let the students make sentences with the grammars.Sep6.The spoken languageComplete the dialogue and practice it in groups in front of the class.Step7. Homework1.Finish off the activity book.2.Review the whole unit. Sum what we learn in this unit.Summary:Let some students sum what we learn in this unit. Retelling the story is an important ability for us to create. Let the students divide the unit in two or three main parts and then demonstrate them in front of class. Written English is another ability that we must grasp. Practice more is important. The teacher remembers to create more opportunities.。
英语：unit 4 《stay healthy》教案(5)(冀教版九年级上).doc
Unit 4 Stay HealthyLesson 25: What’s Wrong With Danny?Teaching Content:Mastery words and expressions: fever, hospital, nurse, pain, weak, spiritOral words and expressions: Sara, I don’t feel well. / I’m not feeling well. get dressed, get a pain, have a fever. Teaching Aims:1.Talk about parts of the bodies and vocabulary related to illness and hospital.2.Teach you how to see a doctor in foreign countries.Teaching Important Points:1.See a doctor.pound Sentences.Teaching Difficult Points:Some words and expressions about the illness and seeing a doctor.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming up.Talk about the question: How often are you ill? What is the last time that you are ill? What’s wrong with you?Let the students talk about the questions in groups. Then give a report to the class. They can make up a dialogue in pairs or in three or four.If time is not enough, you can choose several groups to perform in front of the class.Step2. Come to “THINK ABOUT IT”.This is another activity in the class. Ask some students to speak freely. This is important to the text. We can find right way to deal with the illness. When they are speaking, help them and teach them new words.Teach the words and the expressions about the illness.have a pain, have a fever, have a headache, stomach, doctor, nurseStep3. Listen to the tape and answer the following questions:1.What’s wrong with Danny?2.Does Danny have to stay in hospital?This is a difficult task for the students. If the questions are a little difficult, they can’t answer them. But we don’thave time to let them listen again.Step4. Read the text.Read the text and check the answers in listening part. Encourage the students to ask more questions about this part. Such as:When does Danny feel unwell?What does Mr. Dinosaur think of Danny’s illness?Does Danny have a fever?Is the hospital always open?Who is the doctor?What does the doctor say to Danny?Check the answers and give them enough hints to answer the questions.Step5. Act out:Act out the dialogue in front of the class. Make another dialogue to perform in the class. The roles are doctors and patients and the patients’ family members.Divide the class into several groups and act out the role-play in front of the class. Choose the best one and give them praise.Step6. Come to “LET’S DO IT”.Make up a dialogue in front of the class. When they are acting, help them when it is necessary. Teach them more new words about illness and parts of the body.Step7. Homework1.Finish off the activity book.2.Go on the next reading in the student book.Summary:Remember to teach the students to be a good person when they grow up. It is important for every teacher in every class. When the teacher comes to “LET’S DO IT”. We must go to help the old and children in our daily life because we must have love in our hearts. Love is the forever subject in the life. The teacher must teach them the importance of being people.Lesson 26: Where Is Danny?Teaching Content:Mastery words and expressions: cough, chest, lung, breathe, catch a cold, suppose, illnessOral words and expressions: sneeze, bless, blessed, blest, role-play, miss school, got a cough, catch a cold, take this medicine three times a dayTeaching Aims:1.Learn more expressions for describing illness and treatment.2.Know how to see a doctor in foreign countries.Teaching Important Points:1.Know some knowledge about the illness and the treatment.2.Go to see a doctor.Teaching Difficult Points:Know some words and expressions about the illness and the treatment.Teaching Preparations: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming-upTalk in groups about the showings about the cold. The teacher asks the students “When you catch a cold, how do you feel?” Let the students sum the phenomenon of the cold. Then give a report in the class. They can begin like this: when I have a fever, I…S1: When I have a cold, I have a fever.S2: When I have a cold, I often cough day and night.S3: When I have a cold, I often have a running nose.S4: When I have a cold, I often have a headache.Step2. Come to “THINK ABOUT IT”.Talk about the following question: “W hat do your father and mother usually tell you to do when you catch a cold?”At the same time, ask the students to talk about the question: “What do your parents do when you are ill? How do they feel when you are ill?”S5: My father and mother usually tell me to drink more water and take medicine three times a day.When I’m ill, my mother looks after me at home. She can’t go to work.S6: My parents tell me to keep warm and drink more water. When I have to get an injection, my parents are sad.S7: My parents often tell me to play inside and take medicine. When I am ill, my parents are worried.Step3.Listening taskListen to the tape and answer the following questions:What’s wrong with Brian?What does Jenny do to help Brian?Finish the exercises in oral in class.Step4. Reading taskRead the text and fill in the blanks according to the text.1. _______ almost never gets sick.2. Brian’s ________ and _______ hurt.3.Jenny brought some _______ _______ for lunch.4.Jenny says to Brain: “_______ _______.”Finish the blanks in class in oral.e to “PROJECT”Divide the class into groups in three or four. Complete the dialogues. In the group, one is a patient. Another is a doctor. The others can be the nurses or the patients’ family members.Let the students grasp the words and expressions of illness and treatment. Encourage the students to read their student books and readers to find out facts about cases and symptoms of common illness.After they grasp more words and expressions about the illness, they can begin the role-play.In the process, the patients describe what they feel and what they do to cure the illness. If they need new words that they don’t know, the teacher can help them.If the doctor can’t have better treatment to the patients’ illness, t he doctor can tell the patients to have a good rest and drink a lot of water.Step6. Homework1.Finish off the activity book2.Go on the next reading in the student book.Summary:Let the students to search on the Internet to get more information about the causes and symptoms of common illness. Encourage students to assist each other in finding and understanding the information. They should write down what they searched on the Internet because they have to give a report later in the class.Lesson 27: Good Food, Good HealthTeaching Content:Mastery words and expressions: potato, salad, tomato, cheese, butterOral words and expressions: vitamin, mineral, fibre, protein, bean, soy milk, calcium, yogurt, contain, balanced, dietTeaching Aims:1.We must eat healthy and keep healthy.2.Know about the balanced diet.Teaching Important Points:1.Know more words about the names of the grain in our daily life.2.How to eat healthy and keep healthy/Teaching Difficult Points:What is a balanced diet?Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.warming up:Talk about the question: what do you eat in your daily life? Do you think what the foods you eat contain?Some words are too difficult for them to answer, so the teacher shows some new words to them with the flash. Some words are too difficult to learn. Let the students read after the audiotape for several times to have correct pronunciation.Step2.Read the text and answer the following questions:1.What do bread, noodles and rice come from?2.Is fruit different from vegetables?Answer the questions in class in oral. If they can’t answer them correctly, let them read the text. Help them find the correct answer.Step3. Read the text in details and finish the exercises.Read the text and fill in the blanks:1. Bread, noodles and rice are made from _______.2 ______and _______are very good source of ________, _______ and _______.3. ______ ______ are made from potatoes.4. Salad is made of _______ ________.5.Many people think that only meat and chicken have _______.6.______ makes your bones and teeth strong.Step4.Listen to the tape and let the students follow it for two time. Let them have the correct pronunciation and intonation.St ep5. Ask some students to read the text in the class. Don’t read the whole text, read only the important words, expressions and sentences.Step6. Come to “LET’S DO IT”.Fill in the chart to compare the eating habits of your classmates.Interview four or more students to fill in the chart. They can design more questions to ask the others.Step7.Homework1.Finish off the activity book.2.Go on the next reading in the student bookSummary:There are so many new words and expressions in this text. Make up sentences with the new words and expressions. When the students talk about the food they are eating, show them the new words and let them use in their dialogue. Listen to the tape for several times and let the students imitate after it in order to have good English.Lesson 28: Move Your Whole BodyTeaching Content:Mastery words and expressions: moveTeaching Aims:1.We must eat healthy to keep a healthy body.2.Be familiar to the foreign songs.Teaching Important Points:1.Talking about healthy bodies.pound sentences.Teaching Difficult Points:The drill: the more…the more…Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming up:Talk about the following questions: How to keep healthy? Do you think what you eat in your daily life are the most useful?Divide the class into several groups and discuss them, then let some students report in front of the class. Pay attention to their opinions. Are they scientific?If you have any doubts about the students’ opinions, use the Internet to help you.Step2. Listen to the tape for several times. Let them grasp the rhythm of the song.Step3. Read the song as a poem. Let the students translate the song as a lyric poem.Step4. Match the songs with the gestures that are fit for the song.Divide the class into several groups to design the gestures. Then ask them to act it out in front of the class. Choose the best ones to match the song. Now let’s sing the song together with the ges tures.Step5. Let’s sing the song together.The boys sing the first part of the song. The girls sing the second part. Finally the whole class sings the two parts together.Step6. Change the words of the song using the other parts of the body.They can begin like this:Move your legs! Move your legs! Move your whole body. Move your leg.The more you move your leg, The healthier you are. Move your legs!Repeat the words in another paragraph.Step7. Come to “LET’S DO IT”.Divide the class into groups of three or four. Discuss the questions. After five minutes, ask them to give a report to the class.Step8. Homework1.Finish off the activity book.2.Go on the next reading in the student book.Summary:Some students may think English songs are very difficult. The key is that they can’t grasp the rhythm as easily as the Chinese songs. The teacher must try to teach them well. First, learn to sing the song yourself. Then try to teach them. Ask them to match the suitable gestures for the song.Lesson 29: Don’t S moke, Please!Teaching Content:Mastery words and expressions: ill, smoke, terrible, worse, rest, plenty, plenty of, allow, public, disease, against, habit, cause, cancer, wineOral words and expressions: beer, must be ill, feel terrible/bad, be bad forTeaching Aims:1.Know more about disease.2.Learn the harm of smoking and drinking.Teaching Important Points:1.Some words and expressions about the disease.2.Know how to keep healthy.Teaching Difficult Points:Help people keep healthy.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming up:Divide the class into groups of three or four. Talk about the following questions: what do you think of smoking? The teacher: Som e boy students think smoking makes them look more handsome. Is it right? No, it’s very wrong. Smoking is more harmful to all the people around the world. Now let’s talk about the topic in groups. After a while, every group will give a talk in front of the class.Group1: We all think smoking is a great harmful to the bodies. Many people die of lung cancer every year. Lung diseases sometimes causes by smoking.Group2: I also think smoking is bad for health. So give your friends or relatives advice. Let them give up smoking.Every group gives their report. Then the teacher sums their talks in class.Step2. Come to “THINK ABOUT IT”.When we are talking the two questions, we can use the Internet to help us. Search more information for the students. Search more pictures to show the students how many pains have the diseases brought us.Ask some students to answer the questions.S1: When I eat too cold food, my stomach always hurts..S2: When I have a fever, I know I have a cold.S3: I have a headache when I wear fewer clothes in winter.Step3. Listen to the tape and answer the following questions:1.What’s wrong with Danny?2.How is Brian today?After playing the tape, the teacher checks the answers.Step4. Read the text and Fill in the blanks:1.Brian feels ______ on Monday.2.Brian wants to make a poster about ________.3.Smoking is also bad for your _______.Step5. Make sentences with the following language points:be away fromLi Ming has been away from school for ten days.ifIf the weather is fine, we will go the park tomorrow.alsoHe is also a doctor.Step6. Come to “PROJECT”.Divide the class into groups of three or four to finish the task. Discuss the diseases causes by smoking and drinking. It can be divided into two steps. The first step, talk the harm of smoking. Drinking is more harmful then smoking. Many people died from drinking every year. They drink too much, but they still drive their cars. Now too many accidents happen on the road.Make a poster to show the harm of smoking and drinking for people. Every group makes their posters and explains to the others what it means.Put the posters up in the class. Every group sends a poster to the teachers in the school. Let all the teachers tell thestudents about the harm of smoking and drinking.Step7. Homework:1.Finish off the activity book.2.Go on the next reading in the student book.Summary:Smoking and drinking are very harmful to the bodies. Let all the teachers and students know their harm. We can put up our posters on obvious places in school. Ask the students to give advice to their parents and grandparents to give up smoking and drinking. This is good to all the people around the world. We can go to the cities and parks to tell the foreigner to smoking less and drink less.Lesson 30: Jane’s Luc ky LifeTeaching Content:Mastery words and expressions: unable, dare, control, disabled, luckyOral words and expressions: be able / unable to, not at all, thank youTeaching Aims:1.The spirit of the disabled.2.Know more about the disabled people.Teaching Important Points:1.Learn the spirit of the disabled people.2.Call on the whole world to take more care of the disabled.Teaching Difficult Points:Know about the difficulties that the disabled people have to face in the world.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming upIf you are a disabled person, what problems will you meet?Divide the class into groups of three or four. The teacher can design the task for every group.Group1 lost an arm in an accident. Now what difficulties will you meet?Group 2 lost a leg in an accident. Now what difficulties will you meet?Group 3 is deaf.Group4 is blind.Let the students talk about their problems for five minutes. Then give a report in the class.Step 2. Come to “THINK ABOUT IT”.Ask some students to talk about the questions in pairs. Then let some students demonstrate their opinions in class. We may think if we are disabled, we must be very sad, even we want to die. But we must live for our parents and friends. If they lose us, they will not be happy. Let some students to have a talk about this.Step3. Look at the picture of Jane. Do you think what’s wrong with Jane? Do you think she is happy? Why?Step4. Read the text and let’s learn more about Jane. Encourage the students to ask more questions about this part. S1: How old is Jane?S2: She is forty years old.S3: What is she unable to do?S4: She is unable to brush her teeth. She can’t run or jump. She can’t make breakfast.S5: Is she married?S6: Yes, she has a daughter and a son.If some students can’t answer some of the students, the teacher helps them.Step5. Demonstrate the dialogue in part 2.Let some students act out the dialogue in front of the class.Step6: Listen to the tape and read after it for several times. Play the tape for several times in order to let them have correct answers.Step7. Imagine you are Jane. What difficulties will you meet in your life? Ask some students to answer the questions in class. Do you think when you are happy?Step8. Come to “LET’S DO IT”.Divide the class in groups and discuss the questions. Let them demonstrate their opinions freely. The teacher should help them if they are in trouble. Remember them to think about the problem in right ways.Step9. Homework1.Finish off the activity book.2.Go on the next reading in the student book.Summary:Sometimes in the life we don’t feel happy. We even think of death when we have much trouble. Now let’s look at these disabled people, although they are disabled, they have a happy life. They can do some things even better than us. What can we learn from them? It’s the spirit that we face the difficulties.Lesson 31: Danny Tells AllTeaching Content:Oral words and expressions: appendicitis, appendixTeaching Aims:1.Know more about the disease.2.Learn more about the hospital in foreign country.Teaching Important Points:1.Know something about the disease and hospital in foreign countries.2.How do we feel when we are in hospital?Teaching Difficult Points:Demonstrate the feeling in hospital.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming upWhat do you think of Danny? Do you miss him? What do you want to know about him?Let some students answer the questions in class in oral. Pay attention to the words that they are using. If you think it is necessary to show more words, you can show some new words to them.Step2. Listen to the tape and answer the following questions:1.What’s wrong with Danny?2.Where is Danny now?Let the students answer the questions in class in oral.Step3.Read the text and encourage students to ask more questions:S1: Who went to see Danny in hospital?S2: Brian and Jenny.S3: What did Danny feel about missing school?S4: He felt terrible.S5: Is everyone quiet as Brian reads the letter?S6: Yes.S7: What did the doctor take from Danny’s stomach?S8: An appendix.Give them hints and let them ask more questions.Step4. Make sentences with the following language points:1.I have something to tell you.They have a lot of homework to do.2.in hospital; in the hospitalI was ill in hospital last year.We went to see my uncle in the hospital.3.I’m feeling much better.Much equals a lot, even, far, a littlee to “LET’S DO IT”.Divide the class into groups. Talk about the questions. After a while, let some students give their report to the class.Show them more words and expressions about disease with the flashcards.When the students are discussing, the teacher walk around the classroom and give them help if it is necessary. Step6. Homework1.Finish off the activity book.2.Go on next reading in the student book.Summary:We all have been ill. Sometimes illness ca n’t be avoided. But talking bout the disease is not so easy. We have so many things that we can’t describe correctly. So we must research more words and expressions about the disease. The teacher must help them immediately if possible. Remember to discuss how to keep healthy in details.Lesson 32: Unit ReviewTeaching Content:Mastery words and expressions from Lesson 29 to Lesson 32.Oral words and expressions from Lesson 29 to Lesson 32.Teaching Aims:1.Learn more words and expressions about the diseases.2.Know more about how to keep healthy.Teaching Important Point:1.Know more about the food that we eat.2.Learn more about the diseases and hospitals in foreign countries.Teaching Difficult Points:Build the vocabulary to express the food and the disabled.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: review lessonTeaching Procedure:Step1.Warming upLet’s move our bodies as playing the music. Sing the song together. The boys sing the first part. The gi rls sing the second part. The whole class sings the song together.Step2.Talk about the food that we eat every day. What do we eat contain more calcium, more protein and vitamins. Analyze the food in details. Make a chart about the three meals every day.Step3. Discuss the diseases in the class. How did you recover? Talk about the process. Divide the class into groups of three or four. Talk about the following questions:1.Why do people get ill?2.What do we have to do to recover?3.What do they feel when they are ill?4.What diseases do you know?Step4. Do with the exercises on Page 39.Explain the difficulties on blackboard.Step5. Do grammar in use. Practice the important grammar in class. Let the students make sentences with the grammars.Sep6.The spoken languageComplete the dialogue and practice it in groups in front of the class.Step7. Homework1.Finish off the activity book.2.Review the whole unit. Sum what we learn in this unit.Summary:Let some students sum what we learn in this unit. Retelling the story is an important ability for us to create. Let the students divide the unit in two or three main parts and then demonstrate them in front of class. Written English is another ability that we must grasp. Practice more is important. The teacher remembers to create more opportunities.。
2019-2020年九年级英语上册Unit4StayHealthy教学设计冀教版
2019-2020年九年级英语上册Un it 4 Stay Healthy 教学设计冀教Gen eral objectives:In this un it, the stude nts lear n vocabulary for internal parts of the body, andvocabulary related to illness and hospitals, including mon expressions describing illness and prescribing treatment. This unit also presents information about smok ing and drinking that en courages stude nts to make healthy lifestyle choices.Lesson 25 What' s Wrong With Danny?Less on Preparati onLan guage kno wledge:Words: fever, hospital, nu rse, pain, abdome nPhrases and senten ces:get dressed, I don ' t feel well. I am not felling well. I ' ve got a pain here. He has a fever.Lan guage no tes:1. hurt vi. 感到或引起疼痛My head hurts.hurt vt. 使受伤或受到肉体痛苦He hurt his leg yesterday.使某人精神痛苦You have hurt me.伤某人的心或感情2. What ' s wrong?What' s the trouble?What' s the trouble / matter with you?3. My stomach has n ever hurt this much.this “到此程度，如此”Danny' s father gets dressed quickly.He was dressed in a white shirt.My kid dresses himself every morning.She turns to his father.6. deep ni ght: means very late in the ni ghtLess on StructureClass ope ning:Greet the whole class.Key steps:Step 1. e to “ Thi nk About It ”Step 2. Liste n to the tape.Have the class follow the audiotape while look ing at the text.Step 3. Ask some questi ons about the story:When did the story happe n?Where was Danny?What was wrong with Danny?Why didn' t Danny feel well?How was Danny when he was in hospital? for4. get dressed be dressed in dress sb.Step 4. Retell the storyStep 5. Have the students learn the mon expressions for describing illness and prescribing treatment. Step 6. Ask the class follow the audiotape while looking at the text.Have the students learn the mon expressions for describing illness and prescribing treatment. Step 7. Ask the students to make up a new dialogue then act it out.Class closingLesson 26 Where Is Danny? Lesson Preparation Language knowledge:1. Words chest, lung, breath, sneeze, role-play2. Phrases and sentenceI ' ve got a cough. Catch a cold. I will take that medicine three times a day. Language notes:1. In school means at school.2. I ' m not feeling well today myself.I ' m not feeling well.I don ' t feel very well.I ' m not myself today.I feel sick /terrible /horrible /bad /awful.3. breathe v. breathn.4. take medicine The doctor told him to breathe in deeply. Take a deep breath, and then you may feel relaxed.Take this medicine three times a day. Lesson StructureClass opening:Greet the whole class as usual.Key steps:Step 1. Review and lead inWhat was wrong with Danny yesterday?Step 2. Read the text then answer the questionIs Danny in school today?What' s wrong with Brain?Step 3. e to “ Think About It ”Step 4. Let students take on the roles of Brain and Jenny and act out the dialogue. Step 5. e to“ Project 1 ”Role-play:Instruct students to divide themselves into smaller groups of two or three. In groups of two, one person will take the role of doctor and the other will take the role of sick patient. In groups of three, one person will take therole of doctor and another will be sick child.Game: “ Identify the illness ”Two students play the game. One is a doctor. The doctor can ask questions to help the patient explain how he feels. The other is a patient. shows the names of illness. The patient describes the symptoms of using the vocabulary andphrases from this lesson and other English words they know. The team tells the most names of the illness will win the game.Class closingLesson 27 Good Food, Good HealthLesson PreparationLanguage knowledge:Wordspotato, tomato, butter, cheese, vitamin, mineral, fiber, salad, yogurt, protein, soy milk, bean, calcium, contain, balanced, dietLanguage notes:1. v-ing 形式做主语 Running is good for your health.2. popular adj. Potatoes are a very popular vegetable in North America.3. contain v. 包含，含有。
【初中英语】Stay Healthy教案 冀教版
Unit 4 Stay HealthyLesson 25: What’s Wrong With Danny?Teaching Content:Mastery words and expressions: fever, hospital, nurse, pain, weak, spiritOral words and expressions: Sara, I don’t feel well. / I’m not feeling well. get dressed, get a pain, have a fever.Teaching Aims:Talk about parts of the bodies and vocabulary related to illness and hospital. Teach you how to see a doctor in foreign countries.Teaching Important Points:See a doctor.Compound Sentences.Teaching Difficult Points:Some words and expressions about the illness and seeing a doctor.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming up.Talk about the question: How often are you ill? What is the last time that you are ill? What’s wrong with you?Let the students talk about the questions in groups. Then give a report to the class. They can make up a dialogue in pairs or in three or four.If time is not enough, you can choose several groups to perform in front of the class. Step2. Come to “THINK ABOUT IT”.This is another activity in the class. Ask some students to speak freely. This is important to the text. We can find right way to deal with the illness. When they are speaking, help them and teach them new words.Teach the words and the expressions about the illness.have a pain, have a fever, have a headache, stomach, doctor, nurseStep3. Listen to the tape and answer the following questions:What’s wrong with Danny?Does Danny have to stay in hospital?This is a difficult task for the students. If the questions are a little difficult, they can’t answer them. But we don’t have time to let them listen again.Step4. Read the text.Read the text and check the answers in listening part. Encourage the students to ask more questions about this part. Such as:When does Danny feel unwell?What does Mr. Dinosaur think of Danny’s illness?Does Danny have a fever?Is the hospital always open?Who is the doctor?What does the doctor say to Danny?Check the answers and give them enough hints to answer the questions.Step5. Act out:Act out the dialogue in front of the class. Make another dialogue to perform in the class. The roles are doctors and patients and the patients’ family members. Divide the class into several groups and act out the role-play in front of the class. Choose the best one and give them praise.Step6. Come to “LET’S DO IT”.Make up a dialogue in front of the class. When they are acting, help them when it is necessary. Teach them more new words about illness and parts of the body.Step7. HomeworkFinish off the activity book.Go on the next reading in the student book.Summary:Remember to teach the students to be a good person when they grow up. It is important for every teacher in every class. When the teacher comes to “LET’S DO IT”. We must go to help the old and children in our daily life because we must have love in our hearts. Love is the forever subject in the life. The teacher must teach them the importance of being people.Lesson 26: Where Is Danny?Teaching Content:Mastery words and expressions: cough, chest, lung, breathe, catch a cold, suppose, illnessOral words and expressions: sneeze, bless, blessed, blest, role-play, miss school, got a cough, catch a cold, take this medicine three times a dayTeaching Aims:Learn more expressions for describing illness and treatment.Know how to see a doctor in foreign countries.Teaching Important Points:Know some knowledge about the illness and the treatment.Go to see a doctor.Teaching Difficult Points:Know some words and expressions about the illness and the treatment.Teaching Preparations: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming-upTalk in groups about the showings about the cold. The teacher asks the students “When you catch a cold, how do you feel?” Let the students sum the phenomenon of the cold. Then give a report in the class. They can begin like this: when I have a fever, I…S1: When I have a cold, I have a fever.S2: When I have a cold, I often cough day and night.S3: When I have a cold, I often have a running nose.S4: When I have a cold, I often have a headache.Step2. Come to “THINK ABOUT IT”.Talk about the following question: “What do your father and mo ther usually tell you to do when you catch a cold?”At the same time, ask the students to talk about the question: “What do your parents do when you are ill? How do they feel when you are ill?”S5: My father and mother usually tell me to drink more water and take medicine three times a day.When I’m ill, my mother looks after me at home. She can’t go to work.S6: My parents tell me to keep warm and drink more water. When I have to get an injection, my parents are sad.S7: My parents often tell me to play inside and take medicine. When I am ill, my parents are worried.Step3.Listening taskListen to the tape and answer the following questions:What’s wrong with Brian?What does Jenny do to help Brian?Finish the exercises in oral in class.Step4. Reading taskRead the text and fill in the blanks according to the text.1. _______ almost never gets sick.2.Brian’s ________ and _______ hurt.Jenny brought some _______ _______ for lunch.Jenny says to Brain: “_______ _______.”Finish the blanks in class in oral.e to “PROJECT”Divide the class into groups in three or four. Complete the dialogues. In the group, one is a patient. Another is a doctor. The others can be the nurses or the patients’ family members.Let the students grasp the words and expressions of illness and treatment. Encourage the students to read their student books and readers to find out facts about cases and symptoms of common illness.After they grasp more words and expressions about the illness, they can begin the role-play.In the process, the patients describe what they feel and what they do to cure the illness. If they need new words that they don’t know, the teacher can help them. If the doctor can’t have better treatment to the patients’ illness, the doctor can tell the patients to have a good rest and drink a lot of water.Step6. HomeworkFinish off the activity bookGo on the next reading in the student book.Summary:Let the students to search on the Internet to get more information about the causes and symptoms of common illness. Encourage students to assist each other in finding and understanding the information. They should write down what they searched on the Internet because they have to give a report later in the class.Lesson 27: Good Food, Good HealthTeaching Content:Mastery words and expressions: potato, salad, tomato, cheese, butterOral words and expressions: vitamin, mineral, fibre, protein, bean, soy milk, calcium, yogurt, contain, balanced, dietTeaching Aims:We must eat healthy and keep healthy.Know about the balanced diet.Teaching Important Points:Know more words about the names of the grain in our daily life.How to eat healthy and keep healthy/Teaching Difficult Points:What is a balanced diet?Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.warming up:Talk about the question: what do you eat in your daily life? Do you think what the foods you eat contain?Some words are too difficult for them to answer, so the teacher shows some new words to them with the flash.Some words are too difficult to learn. Let the students read after the audiotape for several times to have correct pronunciation.Step2.Read the text and answer the following questions:What do bread, noodles and rice come from?Is fruit different from vegetables?Answer the questions in class in oral. If they can’t answer them correctly, let them read the text. Help them find the correct answer.Step3. Read the text in details and finish the exercises.Read the text and fill in the blanks:1.Bread, noodles and rice are made from _______.2 ______and _______are very good source of ________, _______ and _______.3. ______ ______ are made from potatoes.4.Salad is made of _______ ________.5.Many people think that only meat and chicken have _______.______ makes your bones and teeth strong.Step4.Listen to the tape and let the students follow it for two time. Let them have the correct pronunciation and intonation.Step5. Ask some students to read the text in the cla ss. Don’t read the whole text, read only the important words, expressions and sentences.Step6. Come to “LET’S DO IT”.Fill in the chart to compare the eating habits of your classmates.Interview four or more students to fill in the chart. They can design more questions to ask the others.Step7.HomeworkFinish off the activity book.Go on the next reading in the student bookSummary:There are so many new words and expressions in this text. Make up sentences with the new words and expressions. When the students talk about the food they are eating, show them the new words and let them use in their dialogue. Listen to the tape for several times and let the students imitate after it in order to have good English.Lesson 28: Move Your Whole BodyTeaching Content:Mastery words and expressions: moveTeaching Aims:We must eat healthy to keep a healthy body.Be familiar to the foreign songs.Teaching Important Points:1.Talking about healthy bodies.pound sentences.Teaching Difficult Points:The drill: the more…the more…Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming up:Talk about the following questions: How to keep healthy? Do you think what you eat in your daily life are the most useful?Divide the class into several groups and discuss them, then let some students report in front of the class. Pay attention to their opinions. Are they scientific?If you have any doubts about the students’ opinions, use the Inter net to help you. Step2. Listen to the tape for several times. Let them grasp the rhythm of the song. Step3. Read the song as a poem. Let the students translate the song as a lyric poem. Step4. Match the songs with the gestures that are fit for the song.Divide the class into several groups to design the gestures. Then ask them to act it out in front of the class. Choose the best ones to match the song. Now let’s sing the song together with the gestures.Step5. Let’s sing the song together.The boys sing the first part of the song. The girls sing the second part. Finally the whole class sings the two parts together.Step6. Change the words of the song using the other parts of the body.They can begin like this:Move your legs! Move your legs! Move your whole body. Move your leg.The more you move your leg, The healthier you are. Move your legs!Repeat the words in another paragraph.Step7. Come to “LET’S DO IT”.Divide the class into groups of three or four. Discuss the questions. After five minutes, ask them to give a report to the class.Step8. HomeworkFinish off the activity book.Go on the next reading in the student book.Summary:Some students may think English songs are very difficult. The key is that they can’t grasp the rhythm as easily as the Chinese songs. The teacher must try to teach them well. First, learn to sing the song yourself. Then try to teach them. Ask them to match the suitable gestures for the song.Lesson 29: Don’t Smoke, Please!Teaching Content:Mastery words and expressions: ill, smoke, terrible, worse, rest, plenty, plenty of, allow, public, disease, against, habit, cause, cancer, wineOral words and expressions: beer, must be ill, feel terrible/bad, be bad for Teaching Aims:Know more about disease.Learn the harm of smoking and drinking.Teaching Important Points:Some words and expressions about the disease.Know how to keep healthy.Teaching Difficult Points:Help people keep healthy.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming up:Divide the class into groups of three or four. Talk about the following questions: what do you think of smoking?The teacher: Some boy students think smoking makes them look more handsome. Is it right? No, it’s very wrong. Smoking is more harmful to all the people around the world. Now let’s talk about the topic in groups. After a while, every group will give a talk in front of the class.Group1: We all think smoking is a great harmful to the bodies. Many people die of lung cancer every year. Lung diseases sometimes causes by smoking.Group2: I also think smoking is bad for health. So give your friends or relatives advice. Let them give up smoking.Every group gives their report. Then the teacher sums their talks in class.Step2. Come to “THINK ABOUT IT”.When we are talking the two questions, we can use the Internet to help us. Search more information for the students. Search more pictures to show the students how many pains have the diseases brought us.Ask some students to answer the questions.S1: When I eat too cold food, my stomach always hurts..S2: When I have a fever, I know I have a cold.S3: I have a headache when I wear fewer clothes in winter.Step3. Listen to the tape and answer the following questions:What’s wrong with Danny?How is Brian today?After playing the tape, the teacher checks the answers.Step4. Read the text and Fill in the blanks:Brian feels ______ on Monday.Brian wants to make a poster about ________.Smoking is also bad for your _______.Step5. Make sentences with the following language points:be away fromLi Ming has been away from school for ten days.ifIf the weather is fine, we will go the park tomorrow.alsoHe is also a doctor.Step6. Come to “PROJECT”.Divide the class into groups of three or four to finish the task. Discuss the diseases causes by smoking and drinking. It can be divided into two steps. The first step, talk the harm of smoking. Drinking is more harmful then smoking. Many people died from drinking every year. They drink too much, but they still drive their cars. Now too many accidents happen on the road.Make a poster to show the harm of smoking and drinking for people. Every group makes their posters and explains to the others what it means.Put the posters up in the class. Every group sends a poster to the teachers in the school. Let all the teachers tell the students about the harm of smoking and drinking. Step7. Homework:Finish off the activity book.Go on the next reading in the student book.Summary:Smoking and drinking are very harmful to the bodies. Let all the teachers and students know their harm. We can put up our posters on obvious places in school. Ask the students to give advice to their parents and grandparents to give up smoking and drinking. This is good to all the people around the world. We can go to the cities and parks to tell the foreigner to smoking less and drink less.Lesson 30: Jane’s Lucky LifeTeaching Content:Mastery words and expressions: unable, dare, control, disabled, luckyOral words and expressions: be able / unable to, not at all, thank youTeaching Aims:The spirit of the disabled.Know more about the disabled people.Teaching Important Points:Learn the spirit of the disabled people.Call on the whole world to take more care of the disabled.Teaching Difficult Points:Know about the difficulties that the disabled people have to face in the world.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming upIf you are a disabled person, what problems will you meet?Divide the class into groups of three or four. The teacher can design the task for every group.Group1 lost an arm in an accident. Now what difficulties will you meet?Group 2 lost a leg in an accident. Now what difficulties will you meet?Group 3 is deaf.Group4 is blind.Let the students talk about their problems for five minutes. Then give a report in the class.Step 2. Come to “THINK ABOUT IT”.Ask some students to talk about the questions in pairs. Then let some students demonstrate their opinions in class.We may think if we are disabled, we must be very sad, even we want to die. But we must live for our parents and friends. If they lose us, they will not be happy. Let some students to have a talk about this.Step3. Look at the picture of Jane. Do you think what’s wrong with Jane? Do you think she is happy? Why?Step4.Read the text and let’s learn more about Jane. Encourage the students to ask more questions about this part.S1: How old is Jane?S2: She is forty years old.S3: What is she unable to do?S4: She is unable to brush her teeth. She can’t run or jump. She can’t make breakfast. S5: Is she married?S6: Yes, she has a daughter and a son.If some students can’t answer some of the students, the teacher helps them.Step5. Demonstrate the dialogue in part 2.Let some students act out the dialogue in front of the class.Step6: Listen to the tape and read after it for several times. Play the tape for several times in order to let them have correct answers.Step7. Imagine you are Jane. What difficulties will you meet in your life? Ask some students to answer the questions in class. Do you think when you are happy?Step8. Come to “LET’S DO IT”.Divide the class in groups and discuss the questions. Let them demonstrate their opinions freely. The teacher should help them if they are in trouble. Remember them to think about the problem in right ways.Step9. HomeworkFinish off the activity book.Go on the next reading in the student book.Summary:Sometimes in the life we don’t feel happy. We even think of death when we have much trouble. Now let’s look at these disabled people, although they are disabled, they have a happy life. They can do some things even better than us. What can we learn from them? It’s the spirit that we face the difficulties.Lesson 31: Danny Tells AllTeaching Content:Oral words and expressions: appendicitis, appendixTeaching Aims:Know more about the disease.Learn more about the hospital in foreign country.Teaching Important Points:Know something about the disease and hospital in foreign countries.How do we feel when we are in hospital?Teaching Difficult Points:Demonstrate the feeling in hospital.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1.Warming upWhat do you think of Danny? Do you miss him? What do you want to know about him? Let some students answer the questions in class in oral. Pay attention to the words that they are using. If you think it is necessary to show more words, you can show some new words to them.Step2. Listen to the tape and answer the following questions:What’s wrong with Danny?Where is Danny now?Let the students answer the questions in class in oral.Step3.Read the text and encourage students to ask more questions:S1: Who went to see Danny in hospital?S2: Brian and Jenny.S3: What did Danny feel about missing school?S4: He felt terrible.S5: Is everyone quiet as Brian reads the letter?S6: Yes.S7: What did the doctor take from Danny’s stomach?S8: An appendix.Give them hints and let them ask more questions.Step4. Make sentences with the following language points:1.I have something to tell you.They have a lot of homework to do.2.in hospital; in the hospitalI was ill in hospital last year.We went to see my uncle in the hospital.I’m feeling much better.Much equals a lot, even, far, a littlee to “LET’S DO IT”.Divide the class into groups. Talk about the questions. After a while, let some students give their report to the class.Show them more words and expressions about disease with the flashcards.When the students are discussing, the teacher walk around the classroom and give them help if it is necessary.Step6. HomeworkFinish off the activity book.Go on next reading in the student book.Summary:We all have been ill. Sometimes illness can’t be avoided. But talking bout the disease is not so easy. We have so many things that we can’t describe correctly. S o we must research more words and expressions about the disease. The teacher must help them immediately if possible. Remember to discuss how to keep healthy in details.Lesson 32: Unit ReviewTeaching Content:Mastery words and expressions from Lesson 29 to Lesson 32.Oral words and expressions from Lesson 29 to Lesson 32.Teaching Aims:Learn more words and expressions about the diseases.Know more about how to keep healthy.Teaching Important Point:Know more about the food that we eat.Learn more about the diseases and hospitals in foreign countries.Teaching Difficult Points:Build the vocabulary to express the food and the disabled.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: review lessonTeaching Procedure:Step1.Warming upLet’s move our bodies as playing the music. Sing the song together. The boys sing the first part. The girls sing the second part. The whole class sings the song together. Step2.Talk about the food that we eat every day. What do we eat contain more calcium, more protein and vitamins. Analyze the food in details. Make a chart about the three meals every day.Step3.Discuss the diseases in the class. How did you recover? Talk about the process. Divide the class into groups of three or four. Talk about the following questions: Why do people get ill?What do we have to do to recover?What do they feel when they are ill?What diseases do you know?Step4. Do with the exercises on Page 39.Explain the difficulties on blackboard. Step5. Do grammar in use. Practice the important grammar in class. Let the students make sentences with the grammars.Sep6.The spoken languageComplete the dialogue and practice it in groups in front of the class.Step7. HomeworkFinish off the activity book.Review the whole unit. Sum what we learn in this unit.Summary:Let some students sum what we learn in this unit. Retelling the story is an important ability for us to create. Let the students divide the unit in two or three main parts and then demonstrate them in front of class. Written English is another ability that we must grasp. Practice more is important. The teacher remembers to create more opportunities.。
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unit 4《stay healthy》教案（冀教版初三上）(2)doc初中英语(1)【课程内容】Lesson 25 What’s Wrong with Danny?知识扩展就医用语:I don’t feel well.My (stomach) hurts.I’ve got a pain here.How are you feeling?Don’t worry, you will be all right.词汇详解1.well : (1) adj. 躯体健康的〔只有形容躯体情形的时候作形容词〕(2) adv. 好的;令人中意的eg. Are you feeling well?The party went well.2. sick : 生病的(1)sick 可做表语和定语,意思是〝生病的〞; 还可用来表示〝反胃的〞eg. When she became sick/ill, I called in a doctor for her.You’re a s ick man, I must look after you.car/shipsick 晕车/船的(2)ill 一样用作表语,表示〝生病的〞(可与sick替换); 做定语意思是〝坏的,恶劣的〞eg. He has an ill temper.他脾气坏.3. pain : (1)(躯体上的)疼痛;(精神上的)痛楚eg. His behavior caused his parents a great deal of pain.(2)辛劳eg. take pains 尽力,努力pain 和ache 用法区不(1)pain 指疼痛能够是长期的,短期的,严峻的,轻微的,整体的,局部的.(2)ache指躯体局部连续的隐痛,常和表躯体部位的词构成复合词.eg. He had a pain in his head.He had a headache.4. abdomen : 腹部Forehead 脑门Eyebrow眼眉Nostril鼻孔Lip嘴唇Teeth牙齿Chest胸Tiptoe脚尖Heel脚后跟Finger手指Forearm前臂Cheek脸颊Ear耳朵5. wake… up : 把…叫醒eg. I tried to wake up my wife by ringing the door bell.eg. Please wake me up at 8 o’clock.注: 当宾语是名词时,可放在动词wake和副词up之间或放在up之后; 当宾语是代词时,只可放在动词wake和副词up之间6. get dressed : 穿衣(表动作)注:用作不及物动词,后不加宾语eg. Get dressed quickly, or you will be late.7. My stomach has never hurt this much before.this much/that much 用作副词,意思是〝这么/那么多〞Lesson 26 Where Is Danny?知识扩展About first aidFirst aid is the science of giving medical care to a person before a doctor can be found. Anyone with the right knowledge can give first aid; you don't have to be a doctor.sprained (扭伤) ankle1.Immobilize(固定) the foot and ankle to protect them from further injury.2.Raise the ankle above the level of your heart to reduce any swelling (肿胀).press (压缩) the ankle with bandage until the swelling has stopped.4.Apply ice to decrease swelling and pain, and then see your doctor.bleedingy the affected(受伤的)person down, with the head slightly lower, than elevate(举起)the person's legs. If possible elevate the wound above the level of the heart to reduce the blood flow2.Press directly to the wound using a sterile(消过毒的)cloth. Wrap(包扎) the wound tightly with gauze(纱布)3.If the bleeding continues, add more cloth. Do not remove the first cloth4.When the bleeding stopped, immobilize(固定) the injured part of the body.Chocking(窒息)y the person on his or her back2.Kneeling astride (跨着) the person, place your hands at the base of the rib (肋骨)3.The heel (跟部) of one hand should be down, the fingers of the upper hand between those of the lower, grasping the palm(手心)4.Deliver five quick upward thrusts (力推) to the abdomen (腹部)词汇详解1. 词语搭配Have a coughRun a feverCatch a coldTake medicine2. miss 错过;丢失;想念eg. My key was missing (adj.).我的钥匙丢了.同义句My key was lost.Her house is at the end of the road. You cannot ___c__ it.a. loseb. forgetc. missd. find形容词lost, missing和gone三者都可表"失去",但各有侧重点:(1)lost是广义的〝丢失〞,包含不能找回的意思;(2)missing强调某物或某人临时找不着了(含最终可能找到之意);人丢了只能用missing (eg. missing boy失踪的男孩);(3)gone的含义最广,包括"(东西)没了;(时刻)过去了;(人)死了"等,而且语气确信3. lung : 肺eg. Smoking can cause lung cancer.4. sneeze : 打喷嚏eg. The dust(灰尘) made me sneeze.Cough 咳嗽Yawn 打哈欠Hiccup 打嗝5. feel like : 想做……eg. I feel like going for a walk.半系动词:后加形容词作表语;构成疑咨询式或否定式要借助do,为不及物动词.如:seem, look, smell, sound, feel, taste, get, become, turn1.I like this silk dress, and it _b__ so soft and comfortable.a. smellsb. feelsc. tastesd. soundslesson 27 Good food, Good health词汇详解1. contain : 包含,容纳eg. The speech contained someinteresting ideas.2. diet : 日常饮食eg. A balanced diet and regularexercise are both importantfor health.on a diet (为减肥)节食3. be made of与be made from(1)be made of 通常指制造后能看得出原材料(2)be made from 通常指制造后看不出原材料eg. The chair is made of wood.Butter is made from milk.Lesson 28 Move your whole body 词汇详解1.The more…the more… 越…越…, more 指形容词或副词的比较级注: 第一个the more的谓语动词是今后时态,要用现在时表今后.eg. The more sugar you eat, the healthier you will be.游戏Test How healthy are you?1. Do you smoke?2. Do you have a medical checkup at least once a year?3. Do you sleep more than 8 hours a day?4. Do you sleep less than 5 hours a day?5. Do you exercise more than 20 minutes at least three times a week?6. Do you live in a city?7. Do you work more than 10 hours a day?8. Is your life stressful?Note: Add up your partner’s score.Add 1 point for each 〝yes〞answer to questions 2&5.Add 1 point for each 〝no〞answer to questions 1,3,4,6,7,&8Your score:______Score explanation:6—points =you’re probably healthy.3 – 5 points =you could do better.0 – 2 points = be carefulLesson 29 Don’t smoke, please!词汇详解1.plenty of… 许多(后接复数可数名词和不可数名词)eg. If you run a fever, drink plenty of water.2.He has been away for three days now.他有三天没来上学.be away 表状态,后可加一段时刻,表示此动作已连续一段时刻.注: for+一段时刻since+一个时刻点eg. He has been away since three days ago.--How long has he __c__ here?--He has ____ here for several hours.a. arrived, comeb. come, gotc. stayed, beend. left, been away3. He must be ill.他确信是病了.must表估量,只可用在确信的陈述句中,意思是〝想必,一定〞;在否定或疑咨询句中须用can--Listen! Helen is coming.--It __a_ be Helen. She has gone to Beijing.a. can’tb. mustn’tc. may notd. should not4.A lot of people would live longer if they didn’t smoke.这是个使用虚拟语气的句子,条件句是〝if〞引导的非真实性的条件句, 主句就用will的过去时would,表示与现在事实相反的假设.作业Make a poster that shows why smoking is bad for people.Lesson 30 Jane’s Lucky Life讨论Can disabled people live a happy life? Why or why not?词汇详解1.Can disabled people live a happy life?disabled 伤残的,不健全的eg. We should do more for the disabled.live a …life 过着…的生活eg. He is a great scientist, but lives a simple life.2. marry : 结婚marry sb./ be married with sb.eg. Jane will marry an old man.Jane will be married with an old man.3. She likes to watch her eleven-year-old son play soccer.watch sb. do 看某人做某事(强调看某人做某事的全过程)watch sb. doing看某人做某事(强调看某人正在做某事)eg. I watched her go out of the room.I watched her reading in the room.Lesson 31 Jane’s Lucky Life写作练习Write a letter to one of your friendswho became ill recently.要求Ask about his or her illness;Encourage him or her to become better soon词汇详解1. appendix : 阑尾; 附录appendix-----复数形式appendixes或appendicesappendicitis 阑尾炎2. the next day 翌日the next day 以过去某时或今后某时味起点的翌日tomorrow 以现在为起点的翌日eg. The next day I woke up.I’m going to Dalian tomorrow.Lesson 32 Unit ReviewⅠBuilding Your VocabularyA. 选词填空get off/dressed/warm/popular/up/lost/to/ sickfeel better/bad1. When the bell rang, they all ________ and ran to the playground.2. The weather ________when spring comes.3. Please don’t _______ the bus until it stops.4. Miss Wang ________ the station and met her friends.5. Pop music is _____ more and more ______.6. -What time do you _______in the morning?–At 6:30.7. After he drank some water, he __________.8. If you eat something bad, you’ll _________9. I will ________ if I don’t pass the exam.10. The old man ________ in the street. A young boy helped him find his house.B. 单词拼写1. Please give up smoking. It’s bad for your h_____.ually we eat three m____ a day.3. My brother caught a bad cold. The doctor asked him to take some m______ and have a good rest.4.Jane’s sister is a n_____. Her job is to look after patients.5.Tom’s father doesn’t feel well. He has to go to the h______ to see a doctor.6. French fries are made of p______.ⅡGrammar in UseA. 选择适当连词填空because until if as long as so…that1.I’ll tell you the secret _____ you don’t tell anyone else about it.2._________ it rains, I go to school by bus.as long as 只要as还有一些固定结构：1)as well as 和……一样2)as far as 就……来讲3)as soon as 一……就4)as if 看起来3.Danny sold his desk-cycle ______ he wanted to make money for a visit to another city.4.The elephant is ____ strong ______ it can do heavy work for people.5.Her father didn’t go home______ he finished the work.pound sentence 并列句并列句包含有两个或多个互不依从的主谓结构. 并列句的分句通常用一个并列连词(如and, but, or, so) 来连接.1.I brought a bottle of water with me____ I wouldn’t get thirsty.2. In the evening, I read some books, ____my brother dose his homework.3. Put on your sweater,____ you’ll catch a cold.4.Jenny has a healthy diet,______ Danny doesn’t.5.She’s not beautiful,______ very kind.。