九年级英语上册 Unit 4 全单元教案 冀教版
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冀教版英语九年级全册_Unit 4 全单元教案
Unit 4 Stories and PoemsLesson 19: A Story or a Poem?I. Learning aims:Master the new words:compare, limit, format, rhyme, power, effort, fat, aloud, althoughII. Learning important and difficult points:1) I haven’t decided which one to write yet.2) Compared with poems, stories usually have longer passages.3) If you think about it, it can take a long time to come up with the right words.4) I described something I love.Language Points:1.. I haven’t decided which one to write yet. 我还没有决定该写哪一个。
【用法】句中的which one to write是“疑问词+ 不定式”结构用在动词decide后作宾语。
不定式可以与疑问词 who, what, which, when, how, where 等连用，构成不定式短语，在句中作主语、表语、宾语和宾语补足语等。
【举例】①Where to buy this kind of computer is a problem. 到哪里去买这种计算机是一个问题。
（作主语）②I really don’t know what to do. 我的确不知道该怎么办了。
（作宾语）③The question is how to get there. 问题是怎么到那里去。
（作表语）④Can you tell me which one to choose?你能告诉我该选择哪一个吗？（作宾语补足语）2. If you think about it, it can take a long time to come up with the right words. 如果你考虑一下，找到合适的单词就要花费很长时间。
2020学年【冀教版】英语九年级上：Unit4单元精品教学案(含答案)
2020学年冀教版英语精品资料Unit 4 Stories and Poems话题Topic 欣赏文学(Enjoying Literature)功能Functions 欣赏文学(Enjoying Literature)语法Grammar 1.过去进行时2.情态动词must词汇和常用表达Words & expressions 1.能正确使用下列词汇(按词性排列)passage,format,rhyme,effort,fat,line,text,poet,screen,liquid,noun,adjective,fable,woodcutter,axe,silver,policy,board,musician,scene,neck,fairy,tale,character,plot,compare,limit,hum,stretch,state,express,dive,admit,peek,crawl,knock,spread,single,liquid,loud,frightened,awake,selfish,wicked,humorous,aloud,perhaps,softly,although2.能正确使用下列常用表达compared with,a set number of,make one’s living,dive into…,once upon a time,run away,no longer,pass by,knock down,at once,break out inblossom,stretch out,ever since…,fairy tale学习策略Strategies 1.通过自己阅读,理解课文大意。
2.自己发现和总结语言规律,并能加以运用。
3.主动在听说交际中运用课文中的语言知识。
文化知识Culture 了解更多的英语文学知识。
三维目标Three-dimensionaltarget 知识与技能1.能掌握以下单词:compare,passage,although,fat,aloud,line,text,single,screen,state,express,silver,loud,board,awake,musician,perhaps,knock,spread,neck,humorous2.熟练掌握单元短语:compared with…,a set number of,make one’sliving,dive into…,once upon a time,run away,no longer,passby,knock down,at once,break out in blossom,stretch out,eversince…,fairy tale3.能掌握以下句型:Compared with poems,stories usually have longer passages.Each line has a set number of words.He had only one axe,and he needed it to make his living.The spirit dove into the lake and brought back a gold axe.Because he was honest,he admitted to the spirit that it wasn’this axe.Honesty truly is the best policy.Once upon a time,there was a large,lovely garden.They ran away and dared not come back.The next day,the giant built a high wall around his garden and puta notice on a board:DO NOT ENTER!三维目标Three-dimensionaltarget知识与技能He thought it must be the king’s musicians passing by.He was trying to reach up to the spreading branches of a tree.At once the tree broke out in blossom.The little boy stretched out with his arms,put them around thegiant’s neck and kissed him.I like reading stories,but they are very hard to write.Then my teacher encouraged me to write a humorous poem because Iam always saying funny things.4.能了解以下语法:①过去进行时;②情态动词must。
冀教版九年级英语全册Lesson4教学设计
1.书面作业：
（1）请学生运用本节课所学的生词和短语，编写一段关于“科技对生活的影响”的短文，不少于80词。
（2）完成课后练习中的语法填空题，巩固被动语态的用法。
（3）选择一个感兴趣的话题，用一般现在时、一般过去时和一般将来时的被动语态进行描述，不少于100词。
2.口语作业：
（1）与同学进行对话，讨论科技发展给生活带来的便利和挑战，并尝试用目标句型进行提问和回答。
（二）过程与方法
1.通过小组合作、讨论等方式，让学生在互动交流中掌握语言知识，提高学生的合作意识和团队精神。
2.利用多媒体教学资源，如图片、视频等，创设生动、真实的语境，激发学生的学习兴趣，提高学生的英语实际运用能力。
3.引导学生通过自主阅读、思考和分析，培养独立解决问题的能力，提高学生的思维品质。
4.通过课后作业和课堂练习，巩固所学知识，形成长期记忆，提高学生的学习效果。
（三）情感态度与价值观
1.培养学生热爱生活、积极向上的心态，使学生认识到英语学习对于了解世界、拓宽视野的重要性。
2.培养学生的团队协作精神，让学生在合作中学会尊重他人、倾听他人意见，提高人际沟通能力。
3.培养学生的自信心和自主学习能力，使学生养成良好的学习习惯，为终身学习打下坚实基础。
3.学生回答：学生可能会提到“technology”, “rapid change”, “future”等词汇。
4.教师引导：Today, we are going to learn about the rapid changes in the world and the impact of technology on our lives.（今天，我们将学习世界快速变化以及科技对我们生活的影响。）
4.引导学生关注社会热点问题，培养学生的社会责任感和家国情怀，提高学生的综合素质。
（1）请学生运用本节课所学的生词和短语，编写一段关于“科技对生活的影响”的短文，不少于80词。
（2）完成课后练习中的语法填空题，巩固被动语态的用法。
（3）选择一个感兴趣的话题，用一般现在时、一般过去时和一般将来时的被动语态进行描述，不少于100词。
2.口语作业：
（1）与同学进行对话，讨论科技发展给生活带来的便利和挑战，并尝试用目标句型进行提问和回答。
（二）过程与方法
1.通过小组合作、讨论等方式，让学生在互动交流中掌握语言知识，提高学生的合作意识和团队精神。
2.利用多媒体教学资源，如图片、视频等，创设生动、真实的语境，激发学生的学习兴趣，提高学生的英语实际运用能力。
3.引导学生通过自主阅读、思考和分析，培养独立解决问题的能力，提高学生的思维品质。
4.通过课后作业和课堂练习，巩固所学知识，形成长期记忆，提高学生的学习效果。
（三）情感态度与价值观
1.培养学生热爱生活、积极向上的心态，使学生认识到英语学习对于了解世界、拓宽视野的重要性。
2.培养学生的团队协作精神，让学生在合作中学会尊重他人、倾听他人意见，提高人际沟通能力。
3.培养学生的自信心和自主学习能力，使学生养成良好的学习习惯，为终身学习打下坚实基础。
3.学生回答：学生可能会提到“technology”, “rapid change”, “future”等词汇。
4.教师引导：Today, we are going to learn about the rapid changes in the world and the impact of technology on our lives.（今天，我们将学习世界快速变化以及科技对我们生活的影响。）
4.引导学生关注社会热点问题，培养学生的社会责任感和家国情怀，提高学生的综合素质。
冀教版九年级英语全册Lesson4Don’tSmoke,Please!教学设计
冀教版初中九上Unit 4 Stay HealthyLesson 4 Don’t Smoke, Please!同步教案Navigation of the course(课程导航)Teaching aims（教学目标）1. 让学生懂得吸烟有害健康，被动吸烟甚至更严重2. 让学生找出一些禁止吸烟的地方3. 谈谈吸烟容易引起那些疾病Teaching important points(教学重点)1. New words and new phrases of the text.2. Enable to talk about the harm of smoking.Teaching difficult points(教学难点)Enable to talk about the harm of smoking.Guiding teaching scene(教学情景导入)Hello, everyone. Look at the sign. What’s the meaning of it？Right. No smoking, please. Smoking is a bad habit. It is bad for the person who smokes and his families. It can cause firing. Is there someone smoking at home? If yes, what should you do now? Great. Ask him/her to give up smoking for the family. Don’t smoke, please.教学过程设计Step1. Warming up: Discuss the following questions with your students.?List of the serious diseases in the world today.?Why do people get ill??What should we do to stay healthy?Step2. Learning new words of the text.smoke v. 吸烟harmful adj. 有害的public adj. 公共的law n. 法律whenever conj无论何时risk n. 危险somebody pron. 有人disease n. 疾病lung n. 肺breathe v. 呼吸cigarette n. 香烟Step3. Read and finish Exercise 1 on Page 9.Ask students to talk about in groups. Then check answers as a class.Step 4. Explain the text and learn the language notes1. Smoking is also bad for your heart. 抽烟对你的心脏有害。
冀教版英语九年级全一册 Unit 4 Lesson 24：Writing a Poem 教案
Unit 4 Stories and Poems Lesson 24 Writing a Poem知识目标单词fairy tale，character，plot，humorous，stair词组learn to do/different kinds of/at the beginning/be afraid to do/too...to/encourage sb. to do sth.句型We read many different kinds of poems./Jenny thinks stories are easier towrite than poems./At the beginning，I wasafraid to try writing a poem./But it wastoo hard to write that poem！/Here it is.技能目标能听懂本课时的听力材料，能说出本课时的重要句型，能运用句式用英语谈论学习方法掌握文中重点短语和句型。
能准确应用本课中的词汇。
Step 1：Leading-inTeacher shows the names of some poems and stories.T：Which do you prefer to write，poems or stories?S1：I prefer to write stories. I think it is easier to write.S2：I prefer to write poems，for I think it has short passages.T：OK，then what do you think of Danny’s poems?S：I think it is very good.T：Today we will learn a lesson about Danny’s diary and Danny’s poem. Now let’s start!设计意图：新课开始，教师通过设计几个学生感兴趣的问题导入新课，能调动他们的学习积极性。
英语九年级上冀教版unit4教案和练习
九年级英语（冀教版）（含教案和练习）Unit4 Stay Healthy（上）一. 教学内容：Unit 4 Stay Healthy（L25—L28）1. 重点单词。
n. fever hospital nursepain spirit coughchest lung breathrole-play illness vitamin mineral fibre potatosalad tomato proteinbean soy milk calcium cheese 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 you? 你哪不舒服？2. You are si ck, 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。
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。
冀教版九年级英语全册Unit4Lesson20教学设计
4.任务型教学，培养综合能力
-设计任务型活动，如制定个人目标计划、撰写心得体会等，让学生在实际操作中掌握目标达成策略。
-鼓励学生参与课堂讨论、角色扮演等活动，提高他们的口语表达能力，增强自信心。
5.情感教育，激发学习动力
-引导学生树立正确的人生观和价值观，认识到实现目标需要付出努力和坚持。
-鼓励学生勇敢追求梦想，培养他们的责任感、自律意识和克服困难的勇气。
2.讲解一般现在时、现在进行时、一般过去时和一般将来时的用法，结合具体实例，让学生学会用不同时态描述个人目标和计划。
3.通过讲解与实例演示，让学生了解目标达成策略，如设定明确的目标、制定计划、评估进度等。
（三）学生小组讨论，500字
1.教师将学生分成小组，每组讨论以下问题：“What are your group members' dreams or goals? How can you help each other achieve them?”
二、学情分析
针对冀教版九年级英语全册Unit 4 Lesson 20的教学内容，进行以下学情分析：
九年级学生已经具备了一定的英语基础，掌握了基本的语法知识和词汇量，具备了一定的听说读写能力。在此基础上，他们对个人目标和梦想有了更深刻的认识，但部分学生可能在学习过程中缺乏明确的目标和计划，导致学习效果不佳。
2.难点：提高学生的听力、口语、阅读和写作能力，尤其在小组讨论、角色扮演等活动中，能灵活运用所学知识进行实际交流；培养学生制定目标、计划并评估进度的能力。
（二）教学设想
1.创设情境，导入新课
-利用图片、视频等资源，展示不同人物的梦想和目标，激发学生的兴趣和好奇心。
-通过提问方式，引导学生思考自己的目标和梦想，为新课的学习做好铺垫。
-设计任务型活动，如制定个人目标计划、撰写心得体会等，让学生在实际操作中掌握目标达成策略。
-鼓励学生参与课堂讨论、角色扮演等活动，提高他们的口语表达能力，增强自信心。
5.情感教育，激发学习动力
-引导学生树立正确的人生观和价值观，认识到实现目标需要付出努力和坚持。
-鼓励学生勇敢追求梦想，培养他们的责任感、自律意识和克服困难的勇气。
2.讲解一般现在时、现在进行时、一般过去时和一般将来时的用法，结合具体实例，让学生学会用不同时态描述个人目标和计划。
3.通过讲解与实例演示，让学生了解目标达成策略，如设定明确的目标、制定计划、评估进度等。
（三）学生小组讨论，500字
1.教师将学生分成小组，每组讨论以下问题：“What are your group members' dreams or goals? How can you help each other achieve them?”
二、学情分析
针对冀教版九年级英语全册Unit 4 Lesson 20的教学内容，进行以下学情分析：
九年级学生已经具备了一定的英语基础，掌握了基本的语法知识和词汇量，具备了一定的听说读写能力。在此基础上，他们对个人目标和梦想有了更深刻的认识，但部分学生可能在学习过程中缺乏明确的目标和计划，导致学习效果不佳。
2.难点：提高学生的听力、口语、阅读和写作能力，尤其在小组讨论、角色扮演等活动中，能灵活运用所学知识进行实际交流；培养学生制定目标、计划并评估进度的能力。
（二）教学设想
1.创设情境，导入新课
-利用图片、视频等资源，展示不同人物的梦想和目标，激发学生的兴趣和好奇心。
-通过提问方式，引导学生思考自己的目标和梦想，为新课的学习做好铺垫。
英语初三上冀教版unit4全单元教案
英语初三上冀教版unit4全单元教案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: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 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.Jenny brought some _______ _______ for lunch.Jenny says to Brain: “_______ _______.”Finish the blanks in class in oral.pletethedialogues.Inthegroup,oneisapat ient.Anotherisadoctor.Theotherscanbethenursesorthepatients’familymembers. Letthestudentsgraspthewordsandexpressionsofillnessandtreatment.Encouragethestud entstoreadtheirstudentbooksandreaderstofindoutfactsaboutcasesandsymptomsofcommo nillness.Aftertheygraspmorewordsandexpressionsabouttheillness,theycanbegintherole-play. Intheprocess,thepatientsdescribewhattheyfeelandwhattheydotocuretheillness.Ifthe yneednewwordsthattheydon’tknow,theteachercanhelpthem.Ifthedoctorcan’thavebettertreatmenttothepatients’illness,thedoctorcantellthepatientstohaveagoodrestanddrinkalotofwater.Step6.HomeworkFinishofftheactivitybookGoonthenextreadinginthestudentbook.Summary: LetthestudentstosearchontheInternettogetmoreinformationaboutthecausesandsymptom sofcommonillness.Encouragestudentstoassisteachotherinfindingandunderstandingthe information.TheyshouldwritedownwhattheysearchedontheInternetbecausetheyhavetogi veareportlaterintheclass.Lesson27:GoodFood,GoodHealthTeachingContent:Masterywordsandexpressions:potato,salad,tomato,cheese,butter Oralwordsandexpressions:vitamin,mineral,fibre,protein,bean,soymilk,calcium,yogu rt,contain,balanced,dietTeachingAims:Wemusteathealthyandkeephealthy.Knowaboutthebalanceddiet.TeachingImportantPoints: Knowmorewordsaboutthenamesofthegraininourdailylife. Howtoeathealthyandkeephealthy/TeachingDifficultPoints:Whatisabalanceddiet?TeachingPreparation:picturesTeachingAids:audiotape,flashcards,picturesTypeoflesson:newlessonTeachingProcedure:Step1.warmingup:Talkaboutthequestion:whatdoyoueatinyourdailylife?Doyouthinkwhatthefoodsyoueatco ntain?Somewordsaretoodifficultforthemtoanswer,sotheteachershowssomenewwordstothemwith theflash.Somewordsaretoodifficulttolearn.Letthestudentsreadaftertheaudiotapeforseveralti mestohavecorrectpronunciation.Step2.Readthetextandanswerthefollowingquestions:Whatdobread,noodlesandricecomefrom?Isfruitdifferentfromvegetables?Answerthequestionsinclassinoral.Iftheycan’tanswerthemcorrectly,letthemreadthetext.Helpthemfindthecorrectanswer.Step3.Readthetextindetailsandfinishtheexercises. Readthetextandfillintheblanks:1.Bread,noodlesandricearemadefrom_______.2______and_______areverygoodsourceof________,_______and_______.3.____________aremadefrompotatoes.4.Saladismadeof_______________.5.Manypeoplethinkthatonlymeatandchickenhave_______.______makesyourbonesandteethstrong.Step4.Listentothetapeandletthestudentsfollowitfortwotime.Letthemhavethecorrectp ronunciationandintonation.Step5.Asksomestudentstoreadthetextintheclass.Don’treadthewholetext,readonlytheimportantwords,expressionsandsentences.eto“LET’SDOIT”. Fillinthecharttocomparetheeatinghabitsofyourclassmates.Interviewfourormorestudentstofillinthechart.Theycandesignmorequestionstoasktheo thers.Step7.HomeworkFinishofftheactivitybook.GoonthenextreadinginthestudentbookSummary: Therearesomanynewwordsandexpressionsinthistext.Makeupsentenceswiththenewwordsan dexpressions.Whenthestudentstalkaboutthefoodtheyareeating,showthemthenewwordsan dletthemuseintheirdialogue.Listentothetapeforseveraltimesandletthestudentsimita teafteritinordertohavegoodEnglish.Lesson28:MoveYourWholeBodyTeachingContent:Masterywordsandexpressions:moveTeachingAims:Wemusteathealthytokeepahealthybody.Befamiliartotheforeignsongs.TeachingImportantPoints:1.Talkingabouthealthybodies.poundsentences.TeachingDifficultPoints:Thedrill:themore…themore…TeachingPreparation:picturesTeachingAids:audiotape,flashcards,picturesTypeoflesson:newlessonTeachingProcedure:Step1.Warmingup:Talkaboutthefollowingquestions:Howtokeephealthy?Doyouthinkwhatyoueatinyourdaily lifearethemostuseful?Dividetheclassintoseveralgroupsanddiscussthem,thenletsomestudentsreportinfronto ftheclass.Payattentiontotheiropinions.Aretheyscientific? Ifyouhaveanydoubtsaboutthestudents’opinions,usetheInternettohelpyou.Step2.Listentothetapeforseveraltimes.Letthemgrasptherhythmofthesong.Step3.Readthesongasapoem.Letthestudentstranslatethesongasalyricpoem.Step4.Matchthesongswiththegesturesthatarefitforthesong. Dividetheclassintoseveralgroupstodesignthegestures.Thenaskthemtoactitoutinfront oftheclass.Choosethebestonestomatchthesong.Nowlet’ssingthesongtogetherwiththegestures.Step5.Let’ssingthesongtogether.Theboyssingthefirstpartofthesong.Thegirlssingthesecondpart.Finallythewholeclass singsthetwopartstogether.Step6.Changethewordsofthesongusingtheotherpartsofthebody. Theycanbeginlikethis:Moveyourlegs!Moveyourlegs!Moveyourwholebody.Moveyourleg. Themoreyoumoveyourleg,Thehealthieryouare.Moveyourlegs! Repeatthewordsinanotherparagraph.eto“LET’SDOIT”.Dividetheclassintogroupsofthreeorfour.Discussthequestions.Afterfiveminutes,askt hemtogiveareporttotheclass.Step8.HomeworkFinishofftheactivitybook.Goonthenextreadinginthestudentbook.Summary: SomestudentsmaythinkEnglishsongsareverydifficult.Thekeyisthattheycan’tgrasptherhythmaseasilyastheChinesesongs.Theteachermusttrytoteachthemwell.First ,learntosingthesongyourself.Thentrytoteachthem.Askthemtomatchthesuitablegesture sforthesong.Lesson29:Don’tSmoke,Please!TeachingContent:Masterywordsandexpressions:ill,smoke,terrible,worse,rest,plenty,plentyof,allow, public,disease,against,habit,cause,cancer,wineOralwordsandexpressions:beer,mustbeill,feelterrible/bad,bebadfor TeachingAims:Knowmoreaboutdisease.Learntheharmofsmokinganddrinking.TeachingImportantPoints:Somewordsandexpressionsaboutthedisease.Knowhowtokeephealthy.TeachingDifficultPoints:Helppeoplekeephealthy.TeachingPreparation:picturesTeachingAids:audiotape,flashcards,picturesTypeoflesson:newlessonTeachingProcedure:Step1.Warmingup:Dividetheclassintogroupsofthreeorfour.Talkaboutthefollowingquestions:whatdoyout hinkofsmoking?Theteacher:Someboystudentsthinksmokingmakesthemlookmorehandsome.Isitright?No,it ’sverywrong.Smokingismoreharmfultoallthepeoplearoundtheworld.Nowlet’stalkaboutthetopicingroups.Afterawhile,everygroupwillgiveatalkinfrontoftheclass .Group1:Weallthinksmokingisagreatharmfultothebodies.Manypeopledieoflungcancereve ryyear.Lungdiseasessometimescausesbysmoking.Group2:Ialsothinksmokingisbadforhealth.Sogiveyourfriendsorrelativesadvice.Letth emgiveupsmoking.Everygroupgivestheirreport.Thentheteachersumstheirtalksinclass.eto“THINKABOUTIT”.Whenwearetalkingthetwoquestions,wecanusetheInternettohelpus.Searchmoreinformati onforthestudents.Searchmorepicturestoshowthestudentshowmanypainshavethediseases broughtus.Asksomestudentstoanswerthequestions.S1:WhenIeattoocoldfood,mystomachalwayshurts..S2:WhenIhaveafever,IknowIhaveacold.S3:IhaveaheadachewhenIwearfewerclothesinwinter.Step3.Listentothetapeandanswerthefollowingquestions:What’swrongwithDanny?HowisBriantoday?Afterplayingthetape,theteachercheckstheanswers.Step4.ReadthetextandFillintheblanks:Brianfeels______onMonday.Brianwantstomakeaposterabout________.Smokingisalsobadforyour_______.Step5.Makesentenceswiththefollowinglanguagepoints:beawayfromLiMinghasbeenawayfromschoolfortendays.ifIftheweatherisfine,wewillgotheparktomorrow.alsoHeisalsoadoctor.eto“PROJECT”.Dividetheclassintogroupsofthreeorfourtofinishthetask.Discussthediseasescausesby smokinganddrinking.Itcanbedividedintotwosteps.Thefirststep,talktheharmofsmoking .Drinkingismoreharmfulthensmoking.Manypeoplediedfromdrinkingeveryyear.Theydrink toomuch,buttheystilldrivetheircars.Nowtoomanyaccidentshappenontheroad. Makeapostertoshowtheharmofsmokinganddrinkingforpeople.Everygroupmakestheirposte rsandexplainstotheotherswhatitmeans.Putthepostersupintheclass.Everygroupsendsapostertotheteachersintheschool.Letall theteacherstellthestudentsabouttheharmofsmokinganddrinking.Step7.Homework:Finishofftheactivitybook.Goonthenextreadinginthestudentbook.Summary: Smokinganddrinkingareveryharmfultothebodies.Letalltheteachersandstudentsknowthe irharm.Wecanputupourpostersonobviousplacesinschool.Askthestudentstogiveadviceto theirparentsandgrandparentstogiveupsmokinganddrinking.Thisisgoodtoallthepeoplea roundtheworld.Wecangotothecitiesandparkstotelltheforeignertosmokinglessanddrink less.Lesson30:Jane’sLuckyLifeTeachingContent:Masterywordsandexpressions:unable,dare,control,disabled,lucky Oralwordsandexpressions:beable/unableto,notatall,thankyouTeachingAims:Thespiritofthedisabled.Knowmoreaboutthedisabledpeople.TeachingImportantPoints:Learnthespiritofthedisabledpeople. Callonthewholeworldtotakemorecareofthedisabled.TeachingDifficultPoints: Knowaboutthedifficultiesthatthedisabledpeoplehavetofaceintheworld. TeachingPreparation:picturesTeachingAids:audiotape,flashcards,picturesTypeoflesson:newlessonTeachingProcedure:Step1.WarmingupIfyouareadisabledperson,whatproblemswillyoumeet? Dividetheclassintogroupsofthreeorfour.Theteachercandesignthetaskforeverygroup. Group1lostanarminanaccident.Nowwhatdifficultieswillyoumeet?Group2lostaleginanaccident.Nowwhatdifficultieswillyoumeet?Group3isdeaf.Group4isblind.Letthestudentstalkabouttheirproblemsforfiveminutes.Thengiveareportintheclass. eto“THINKABOUTIT”. Asksomestudentstotalkaboutthequestionsinpairs.Thenletsomestudentsdemonstratethe iropinionsinclass.Wemaythinkifwearedisabled,wemustbeverysad,evenwewanttodie.Butwemustliveforourpa rentsandfriends.Iftheyloseus,theywillnotbehappy.Letsomestudentstohaveatalkabout this.Step3.LookatthepictureofJane.Doyouthinkwhat’swrongwithJane?Doyouthinksheishappy?Why?Step4.Readthetextandlet’slearnmoreaboutJane.Encouragethestudentstoaskmorequestionsaboutthispart.S1:HowoldisJane?S2:Sheisfortyyearsold.S3:Whatissheunabletodo?S4:Sheisunabletobrushherteeth.Shecan’trunorjump.Shecan’tmakebreakfast.S5:Isshemarried?S6:Yes,shehasadaughterandason.Ifsomestudentscan’tanswersomeofthestudents,theteacherhelpsthem.Step5.Demonstratethedialogueinpart2. Letsomestudentsactoutthedialogueinfrontoftheclass.Step6:Listentothetapeandreadafteritforseveraltimes.Playthetapeforseveraltimesin ordertoletthemhavecorrectanswers.Step7.ImagineyouareJane.Whatdifficultieswillyoumeetinyourlife?Asksomestudentstoanswerthequestionsinclass.Doyouthinkwhenyouarehappy?eto“LET’SDOIT”.Dividetheclassingroupsanddiscussthequestions.Letthemdemonstratetheiropinionsfre ely.Theteachershouldhelpthemiftheyareintrouble.Rememberthemtothinkabouttheprobl eminrightways.Step9.HomeworkFinishofftheactivitybook.Goonthenextreadinginthestudentbook.Summary:Sometimesinthelifewedon’tfeelhappy.Weeventhinkofdeathwhenwehavemuchtrouble.Nowlet’slookatthesedisabledpeople,althoughtheyaredisabled,theyhaveahappylife.Theycando somethingsevenbetterthanus.Whatcanwelearnfromthem?It’sthespiritthatwefacethedifficulties.Lesson31:DannyTellsAllTeachingContent:Oralwordsandexpressions:appendicitis,appendixTeachingAims:Knowmoreaboutthedisease.Learnmoreaboutthehospitalinforeigncountry.TeachingImportantPoints: Knowsomethingaboutthediseaseandhospitalinforeigncountries. Howdowefeelwhenweareinhospital?TeachingDifficultPoints:Demonstratethefeelinginhospital.TeachingPreparation:picturesTeachingAids:audiotape,flashcards,picturesTypeoflesson:newlessonTeachingProcedure:Step1.WarmingupWhatdoyouthinkofDanny?Doyoumisshim?Whatdoyouwanttoknowabouthim? Letsomestudentsanswerthequestionsinclassinoral.Payattentiontothewordsthattheyar eusing.Ifyouthinkitisnecessarytoshowmorewords,youcanshowsomenewwordstothem. Step2.Listentothetapeandanswerthefollowingquestions:What’swrongwithDanny?WhereisDannynow?Letthestudentsanswerthequestionsinclassinoral.Step3.Readthetextandencouragestudentstoaskmorequestions:S1:WhowenttoseeDannyinhospital?S2:BrianandJenny.S3:WhatdidDannyfeelaboutmissingschool?S4:Hefeltterrible.S5:IseveryonequietasBrianreadstheletter?S6:Yes.S7:WhatdidthedoctortakefromDanny’sstomach?S8:Anappendix.Givethemhintsandletthemaskmorequestions.Step4.Makesentenceswiththefollowinglanguagepoints:1.Ihavesomethingtotellyou.Theyhavealotofhomeworktodo.2.inhospital;inthehospitalIwasillinhospitallastyear.Wewenttoseemyuncleinthehospital.I’mfeelingmuchbetter.Muchequalsalot,even,far,alittleeto“LET’SDOIT”.Dividetheclassintogroups.Talkaboutthequestions.Afterawhile,letsomestudentsgivet heirreporttotheclass. Showthemmorewordsandexpressionsaboutdiseasewiththeflashcards. Whenthestudentsarediscussing,theteacherwalkaroundtheclassroomandgivethemhelpifi tisnecessary.Step6.HomeworkFinishofftheactivitybook.Goonnextreadinginthestudentbook.Summary:Weallhavebeenill.Sometimesillnesscan’tbeavoided.Buttalkingboutthediseaseisnotsoeasy.Wehavesomanythingsthatwecan’tdescribecorrectly.Sowemustresearchmorewordsandexpressionsaboutthedisease.Thete achermusthelpthemimmediatelyifpossible.Remembertodiscusshowtokeephealthyindetai ls.Lesson32:UnitReviewTeachingContent:MasterywordsandexpressionsfromLesson29toLesson32. OralwordsandexpressionsfromLesson29toLesson32.TeachingAims:Learnmorewordsandexpressionsaboutthediseases. Knowmoreabouthowtokeephealthy.TeachingImportantPoint:Knowmoreaboutthefoodthatweeat. Learnmoreaboutthediseasesandhospitalsinforeigncountries. TeachingDifficultPoints:Buildthevocabularytoexpressthefoodandthedisabled.TeachingPreparation:picturesTeachingAids:audiotape,flashcards,picturesTypeoflesson:reviewlessonTeachingProcedure:Step1.WarmingupLet’smoveourbodiesasplayingthemusic.Singthesongtogether.Theboyssingthefirstpart.The girlssingthesecondpart.Thewholeclasssingsthesongtogether.Step2.Talkaboutthefoodthatweeateveryday.Whatdoweeatcontainmorecalcium,moreprote inandvitamins.Analyzethefoodindetails.Makeachartaboutthethreemealseveryday. Step3.Discussthediseasesintheclass.Howdidyourecover?Talkabouttheprocess.Dividet heclassintogroupsofthreeorfour.Talkaboutthefollowingquestions: Whydopeoplegetill?Whatdowehavetodotorecover?Whatdotheyfeelwhentheyareill?Whatdiseasesdoyouknow?Step4.DowiththeexercisesonPage39.Explainthedifficultiesonblackboard.Step5.Dogrammarinuse.Practicetheimportantgrammarinclass.Letthestudentsmakesente nceswiththegrammars.Sep6.Thespokenlanguage Completethedialogueandpracticeitingroupsinfrontoftheclass.Step7.HomeworkFinishofftheactivitybook.Reviewthewholeunit.Sumwhatwelearninthisunit.Summary: Letsomestudentssumwhatwelearninthisunit.Retellingthestoryisanimportantabilityfo rustocreate.Letthestudentsdividetheunitintwoorthreemainpartsandthendemonstratet heminfrontofclass.WrittenEnglishisanotherabilitythatwemustgrasp.Practicemoreisi mportant.Theteacherrememberstocreatemoreopportunities.。
冀教版九年级英语上册教案 Unit 4
重点
短语
a set number of
重点
句子
1.This style was created in the nineteenth century by an American poet.
2.This kind of poem always talks about a single topic.
3.Each line has a set number of words.
重点短语
once upon a time , run away no longer , pass by be filled with , turn to, be covered with
重点句子
1.Once upon a time，there was a large，lovely garden.
2.Its trees were filled with singing birds.
2.Once again，the man said that was not his axe.
3.That’s the right one！
4.Honesty truly is the best policy.
Lesson 22
重点单词
loud, board, awake, musician, perhaps
4.At once the tree broke out in blossom.
5. Along with them came the spring.
Lesson 24
重点单词
fairy, tale, character, plot, humorous
重点短语
fairy tale, learn to do, different kinds of, at the beginning, be afraid to do, too...to, encourage sb. to do sth.
短语
a set number of
重点
句子
1.This style was created in the nineteenth century by an American poet.
2.This kind of poem always talks about a single topic.
3.Each line has a set number of words.
重点短语
once upon a time , run away no longer , pass by be filled with , turn to, be covered with
重点句子
1.Once upon a time，there was a large，lovely garden.
2.Its trees were filled with singing birds.
2.Once again，the man said that was not his axe.
3.That’s the right one！
4.Honesty truly is the best policy.
Lesson 22
重点单词
loud, board, awake, musician, perhaps
4.At once the tree broke out in blossom.
5. Along with them came the spring.
Lesson 24
重点单词
fairy, tale, character, plot, humorous
重点短语
fairy tale, learn to do, different kinds of, at the beginning, be afraid to do, too...to, encourage sb. to do sth.
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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 tellyou 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. 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.用心爱心专心11。