九年级英语上册 Unit 4 全单元教案 冀教版

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。

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。

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。

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。

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。

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。

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。

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.。

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.

课程名称：冀教版初中英语-5摘要授课题目（章、节）Unit 4 Stay Healthy Lesson 25 What’s Wrong with Danny?Lesson 26 Where Is Danny?Lesson 27 Good Food, Good HealthLesson 28 Move Your Whole BodyLesson 29 Don’t Smoke, Please!Lesson 30 Jane’s Lucky LifeLesson 31 Danny Tells AllLesson 32 Unit Review【目旳要求】ⅠFunctions: Seeing a doctorⅡGrammar: Compound SentencesⅢWords & Structures【重点】词语用法【难点】词语比较【课程小结】Ⅰ能准确分析并列句Ⅱ能准确运用同义词Ⅲ掌握半系动词用法Ⅳ了解虚拟语气旳用法英语初三上冀教版unit4stayhealthy（教案）【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. 身体健康旳（只有形容身体情况旳时候作形容词）(2) adv. 好旳;令人满意旳eg. Are you feeling well?The party went well.2. sick : 生病旳(1)sick 可做表语和定语,意思是“生病旳”; 还可用来表示“反胃旳”eg. When she became sick/ill, I called in a doctor for her.You’re a sick man, I must look after you.car/shipsick 晕车/船旳(2)ill 一般用作表语,表示“生病旳”(可与sick替换); 做定语意思是“坏旳,恶劣旳”eg. He has an ill temper.他脾气坏.3. pain : (1)(身体上旳)疼痛;(精神上旳)痛苦eg. His behavior caused his parents a great deal of pain.(2)辛苦eg. take pains 尽力,努力pain 和 ache 用法区别(1)pain 指疼痛可以是长期旳,短期旳,严重旳,轻微旳,整体旳,局部旳.(2)ache指身体局部持续旳隐痛,常和表身体部位旳词构成复合词.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(受伤旳)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(消过毒旳)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.).我旳钥匙丢了.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是广义旳“丢失”,包含不能找回旳意思;(2)missing强调某物或某人暂时找不着了(含最终可能找到之意);人丢了只能用 missing (eg. missing boy失踪旳男孩);(3)gone旳含义最广,包括"(东西)没了;(时间)过去了;(人)死了"等,而且语气肯定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;构成疑问式或否定式要借助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 指形容词或副词旳比较级注: 第一个the more旳谓语动词是将来时态,要用现在时表将来.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,后可加一段时间,表示此动作已延续一段时间.注: for+一段时间since+一个时间点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.他肯定是病了.must表推测,只可用在肯定旳陈述句中,意思是“想必,一定”;在否定或疑问句中须用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 did n’t smoke.这是个使用虚拟语气旳句子,条件句是“if” 引导旳非真实性旳条件句, 主句就用will旳过去时would,表示与现在事实相反旳假设.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 伤残旳,不健全旳eg. We should do more for the disabled.live a …life 过着…旳生活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(强调看某人做某事旳全过程)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 第二天the next day 以过去某时或将来某时味起点旳第二天tomorrow 以现在为起点旳第二天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 seea doctor.6. French fries are made of p______.Ⅱ Grammar 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……来说3)as soon as 一……就4)as if 好像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旳主谓结构. 并列句旳分句通常用一个并列连词(如and, but, or, so) 来连接.1.I brough t 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,______ v ery kind.。

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。

Unit4 Lesson 22 优质课教案Teaching aims：1. Knowledge aims:Grasp the new words and phrases：expressions: loud ,board ,awake ,musician ,perhaps , frightened once upon a time ,run away ,no longer , pass by ,be filled with ,be covered with2. Moral goal: Get on well with others3. Ability aims:Express one’s own points in English.Lead in: Greet the class: Explain what a fairy is.Steps of teaching:Step 1:Listen and write true (T) or false (F)1.The children played in the garden happily.2. The children were not frightened when the giant cried in a loud voice.3. Spring came, but it was still winter in the giant’s garden.Step 2 :Read and do let’s do it !NO.1Step 3:Read and discuss the questions1. what was so lovely about the giant’s garden?2. when did the children play in the garden?3. what did the giant do when he saw the children playing in his garden?4. what did the children do?5. why do you think spring never came in the giant’s garden?6. what was the giant doing when he heard the lovely music?7. where did the music come from?Answers to the questions:1.Its grass was soft and green, its trees were filled with singing birds.2.After school every afternoon.3.He drove them away.4.They ran away.5.I think the giant was selfish.6.He was lying awake in his bed.7.It came from out of his garden.Step4. Grammar:过去进行时1 .构成was/were +ving2. 用法：表示过去某一时间或某一时刻正在进行或发生的动作。

二、教学目标
（一）知识与技能
1.学生能够掌握本课的核心词汇，如environmental protection, sustainable development, pollution control等，并能够熟练运用这些词汇进行英语表达。
2.学生能够理解并运用本课所学的句型和语法结构，如“How can we protect the environment?”, “We should take actions to save energy and resources.”等，进行日常英语交流。
冀教版九年级英语Unit4Lesson课优秀教学案例
一、案例背景
冀教版九年级英语Unit4 Lesson课优秀教学案例以“人与自然”为主题，围绕环保意识和可持续发展进行教学。本节课的主要内容是学习如何保护环境，关爱自然，引导学生认识到环保的重要性，提高他们的环保意识。
在教学过程中，我以实际生活中的环保问题为切入点，通过讲解、讨论、小组活动等形式，让学生深入了解环保知识，提高他们的环保意识。在教学设计上，我注重激发学生的学习兴趣，培养学生主动探究、合作交流的能力，使他们在实践中感受英语的魅力，提高他们的语言运用能力。
四、教学内容与过程
（一）导入新课
1.开场白：以一个引人入胜的故事或真实案例，如一位环保志愿者的亲身经历，来吸引学生的注意力，引发他们对环保主题的兴趣。
2.问题引导：提出一个与学生生活息息相关的问题，如“你们认为环保重要吗？”，让学生发表自己的观点，从而自然引入本节课的主题。
3.情景展示：通过展示一张环境污染的图片或播放一段相关视频，让学生直观地感受到环保问题的严重性，激发他们的学习动力。
3.创设互动式情景，如角色扮演、模拟联合国会议等，让学生在实际操作中运用所学知识，提高他们的实践能力。