让学生用复述和编对话等方式巩固1a内容，培养学生运用语言的能力。 1. (让学生再读1a，根据1a完成1b并核对答案。)
T: Please read 1a again and finish 1b by yourselves.
2. (核对1b答案后，用小黑板展示关键词, 让学生试着复述1a。)
T: Look at the key words on the small blackboard. Try your best to retell 1a. 3. (把1a改编为一个小对话，加以巩固。最好使用本单元Topic 2所学的表达请求的句型，如：Would you mind ?? Could you please ??等。) Example:
T: When did the modern Olympics start? Ss: In 1896. T: Would you mind telling me its motto?
Ss: Of course not. Its motto is “Faster, higher, stronger”. T: Could you please tell me its symbol?
Ss: Five rings. T: What do they stand for? Ss: They stand for the five parts of the world.
T: What colors are the rings? Ss: They are blue, yellow, black, green and red. (教师示范后，让学生按照其要求分组对话，并找两组到讲台前表演。) 4. (出示福娃图片，谈论奥运吉祥物。)
T: Look at the picture. They are Fuwa. Are they Beijing Olympic mascots? Ss: Yes, they are.
T: Good! They are the Olympic mascots of the 29th Beijing Olympics. Please work in groups to discuss and match the mascots with the host cities. Finish 2. S1: What about these? S2: They are Sydney Olympic mascots. ?(核对答案，完成2。)
Step 4 Practice 第四步 练习(时间:10分钟)
收集整理本单元语法和功能用语，针对这些知识点进行检测。
1. (总结本单元语法和功能用语。) (让学生复习总结本话题的语言知识点。)
T: Now let’s go over and summarize the grammar and useful expressions in this topic. Then I’ll ask some students to write them down on the blackboard.(检查学生总结的情况然后播放4a、4b录音，学生跟读。)
2. (为巩固本话题的语言知识，进行单元小测试。)(出示小黑板。) (1)(根据句意及首字母提示完成下列句子。) ①There were thousands of foreign v during the 29th Olympics in Beijing. ②Xu Haifeng is the w of the first gold medal in China’s Olympic history. ③We should improve our e to make our world more and more beautiful. ④The m Olympics started in Athens, Greece in 1896. (2)(用所给动词的适当形式填空，提示学生注意句子时态。) ①Would you mind (fill) out the form? ②It (be)sunny on Saturday. What about going hiking? ③—When we (meet) tomorrow? —Let’s make it half past six. ④He (visit) Beijing in August in 2008. ⑤Beijing (host) the 29th Olympic Games. Step 5 Project 第五步 综合探究活动(时间:7分钟)
让学生对奥运知识进行讨论与交流，使他们能更全面了解奥运会。
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1. (完成5。)(1)让学生搜集有关奥运历史的信息。 (2)小组内讨论自己所知道的某一届具体的奥运知识。 (3)以The ________ Olympics为题写一篇短文。 2. (欣赏奥运歌曲，完成3，结束本课。) 3. Homework:
Please search the mascots of other Olympics on the Internet. Fill in the table, then try to make a report about it. Order Year 20 th 21 st 22 nd 23 rd 24 th 25 th 26 th 27 th 28 th 29 th 板书设计：
modern Olympics Games. stand for at least
City Mascots Section D The Olympic rings are a symbol of the Olympic They stand for the five parts of the world.
Unit 2 Keeping Healthy
Topic 1 You should brush your teeth twice a day.
Section A
The main activity is 1a. 本课重点活动是1a。 Ⅰ.Teaching aims and demands 教学目标 1. Learn some new words and phrases:
toothache, dentist, have a cold, cough, take a rest, fever, flu, headache, at night, coffee, tea, plenty, plenty of, boiled water, lift 2. Learn some useful sentences:
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(1)I have a toothache. (2)I’m sorry to hear that. (3)I have a bad cold. 3. Learn the modals for giving advice:
(1)You should see a dentist. (2)You shouldn’t drink coffee or tea in the evening. 4. Talk about illnesses.
5. Learn to express sympathy for a patient and give some advice to the patients. Ⅱ. Teaching aids 教具 图片/录音机/卡片/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
通过谈论奥运会进入本单元话题，引出本节课的部分单词。 (通过复习上个单元有关运动、奥运会的话题，导入新课。)
T: Boys and girls, now we know something about the 2008 Beijing Olympics. I want to ask you
some questions. What’s the slogan of the 2008 Olympic Games? Ss: One World, One Dream. T: Good! Then what’s the symbol of the Olympic Games? Ss: The Olympic rings. T: What’re the colors of the rings? Ss: They are blue, yellow,
black, green and red.
T: Do you like sports, S1? S1: Yes, very much. T: What kind of sport do you often do
in your free time? S2: I often play football. S3: Sometimes I play table tennis with my classmates. S4: I skate in winter and swim in summer. T: Why do you like sports?(运用肢体语言，启发学
生回答。) S4: Sports can make us strong and healthy.
T: I think so. Wonderful! Doing sports is a good way to keep healthy. Do you agree with me? (教师面带微笑，亲切地询问。) Ss: Yes!
Step 2 Presentation 第二步 呈现(时间:15分钟)
通过师生对话及听力活动，呈现1a内容，学习部分生词与短语，培养学生的听说能力。 1. (师生对话，谈论健康话题。)
T: In this lesson, let’s talk about health. (板书本单元标题并注意healthy与health关系及区别。)keeping healthy T: How are you feeling today, S1? S1: I’m fine, thank you, and you? T: I’m not very well. I think I have a cold. (说着，老师形象地表现出生病的样子。)
(板书并要求学生掌握。)have a cold
T: What should I do? (老师可用动作启发学生。)
Ss: You should go to see a doctor. (帮助学生回答。) T: We can also say “You’d better go to see a doctor.” (板书本话题标题。) (板书同义句并要求学生掌握。)You’d better go to see a doctor. = You should go to see a doctor. (教师出示图片。) T: Please look at the picture. What’s wrong with Kangkang? We can also ask “What’s the matter with Kangkang?”
(板书并要求学生掌握。)
What’s wrong with Kangkang? = What’s the matter with Kangkang?
(老师作牙痛状引导学生回答。)
Ss: There is something wrong with his mouth.
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T: Oh. No, I think he has a toothache. (作牙痛状，令学生明白其意思。) What should he do? Ss: He should see a doctor. T: Yes, he should see a dentist. (板书并要求学生掌握。)
(教师引导学生用What’s wrong with you?或What’s the matter with you?句式提问，教师表演并回答。)
Ss: What’s wrong with you? (教师作咳嗽状。) T: I have a cough.
Ss: What’s the matter with you? (教师作头疼状。)T: I have a headache.
(板书并要求学生掌握。)cough, headache
Ss: What’s wrong with you?(教师作背痛状。)T: I have a backache. (板书并要求学生理解。)
Ss: What’s wrong with you?(教师出示一张显示某人发烧的图片，并做回答。) T: I have a fever.(板书并要求学生掌握。)
Ss: What’s the matter with you?(教师作流鼻涕状。) T: I have the flu. (板书并要求学生掌握。)
Ss: What’s wrong with you?(教师作胃痛状。)
T: I have a stomachache.(板书并要求学生理解。)stomachache
Ss: What should you do?(作休息状。)T: I should take a rest. (板书并要求学生掌握。)take
. (要求学生出示教师事先准备好的图片，分组来表演，以巩固上面的内容。) 3. (让学生听1a录音，并回答问题)
T: There’s something wrong with Kangkang. What is it? Please listen to the dialog in 1a, then answer the following questions:
(1) What’s wrong
with
Kangkang? (2) What should he
do?
(核对答案。)
4. (让学生跟读录音并标出关键词。) 5. (让学生分角色朗读，完成1a。)
Step 3 Consolidation 第三步 巩固(时间:8分钟)
通过比赛，营造活跃的课堂气氛，激发学生学习英语的兴趣，培养学生的语言运用能力。 1. (两人一组操练对话，完成1b。)
T: Please practice the dialog in 1b in pairs and then act it out.
2. (教师出示卡片，模仿1a编对话，完成1c。以巩固关于疾病的表达及所给予的建议。)
T: Let’s play a game. OK? The game is “Who is the best doctor?” I’ll ask two students to make a dialog like 1a. Suppose one is a doctor, the other one is a patient.
S1: What’s wrong with you? S2: I have sore eyes. S1: You should not read too long. ?
(教师出示卡片叫学生模仿)
(板书卡片中出现的生词与短语，并要求学生掌握；了解sore和boiled water。)
sore, plenty, plenty of, boil, boiled water, lift, at night, coffee, tea
Step 4 Practice 第四步 练习(时间:12分钟)
通过小组活动，激发学生的兴趣，培养学生的合作精神。
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1. (营造活跃的课堂气氛，激发学生学习兴趣。)
T: I’m pleased with your dialogs, and I’m sure you can do it better. (教师把事先准备好的卡片粘贴在小黑板上，便于开展活动。)
T: Now ask and answer according to these cards. Please use “What’s wrong/the matter with ??” “He/She has ?” “He/She should/shouldn’t ?”
toothache a cough
the flu a cold
T: Now please practice in pairs.(学生完成练习后，教师分别找几组同学表演。) 2. (完成2。) T: Finish 2 in pairs, then act the dialogs out. 3. (播放3录音，完成3。)
T: Now please listen to the conversations in 3 and number the following pictures by yourselves. Then write down the advice. Pay attention to should/shouldn’t.(核对答案。)
Step 5 Project 第五步 综合探究活动(时间:5分钟)
鼓励学生在实践活动中学习英语知识，激发学生学习英语的兴趣。 1. (根据所给例子编写对话，提高口语表达能力。)
T: Please make a dialog like the example, then act it out. Example:
S1: Ouch! (手摸脸，假装疼痛的样子。)S2: What’s wrong with you?
S1: I have a toothache. S2: Oh, you should see a dentist. S1: Good idea. Thank you. S3: Ouch! (手摸后背。) S4: Do you have a backache? S3: Yes!
S4: Oh, you shouldn’t lift heavy things.?T: Well done! Thank you.
2. Homework:根据同学上次所患疾病情况的调查，填写表格。根据表格内容写出完整的句子。教育学生照
顾自己，关爱他人。
Name Illness Should/Shouldn’t
板书设计： Section A cold What’s wrong with …? fever toothache have What’s the matter with …? cough headache backache You should see a dentist. take a rest have the flu You’d better see a dentist. plenty of boiled water Section B
The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and phrases:
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