Topic 2 I must ask him to give up smoking.
Section A
The main activities are 1a and 3a. 本课重点活动是1a和3a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful words and expressions:
health, tonight, meal, without
2. Learn some knowledge of healthy habits and unhealthy habits:
(1)Staying up late is bad for your health.
(2)—Is playing sports right after meals good or bad?
—It’s bad.
Ⅱ. Teaching aids 教具
录音机/磁带/幻灯片/课件/多媒体/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (复习Topic 1 刚学的建议方式。)
T: Boys and girls, today I’m not feeling well. If I have a toothache, what should I do?
S1: You should go to see a dentist.
T: If I have a headache, what should I do?
S2: You’d better stay in bed and have a good rest.
T: If I have a cold, what should I do?
S3: You’d better go to see a doctor.
……
T: You are very clever!
(板书刚才学生说的建议)
If I have a
You should/shouldn’t…/You’d better (not)…/why not…
T: And now, I have a fever. (教师做发烧状。) What should I do? Please give me some advice. (教师装着请求的样子。)
Ss: You should go home, then lie down.
You’d better drink lots of boiled water.
You need to have a rest.
Why not stop working?
T: Yes. Dear students, you are right. Thank you for your advice. And now, suppose you are ill, your partner will give you some advice, work in pairs to act out short dialogs. Begin!
(给大家对话的时间，然后请1-2组学生表演。)
2. (通过调查几个学生的生活习惯，导入本话题。)
T: What do you usually do before going to bed, S1?
S1: I usually watch TV./…
T: Do you usually do that late?
S1: No, I don’t.
T: Very good. It’s good for your health. (重复health)
(板书)
It’s good for your health.
be good for
T: S2, What do you usually do before going to bed?
S2: I usually play computer games.
T: Do you always do that very late?
S2: Yes, I do. I like it very much.
T: Oh, It’s too bad. Staying up late is bad for your health.
(解释并强化staying up late)
(板书)
Staying up late is bad for your health.
T: Wh en are you going to bed tonight, S2? (重复tonight)
(板书)
tonight
S2: I’m going to bed at nine tonight.
T: Good. It’s good for your health.
3. (通过图画，展示一些习惯。然后教师让学生判断图片上的习惯是否有益健康。)
(教师利用多媒体出示(1)一个学生晨跑的画面。(2)一个运动员不洗手就吃饭的画面。(3)一男孩吃饭囫囵吞枣的画面。(4)一男孩抽烟的画面。(5)一个学生早上做早操的画面。如果没有多媒体，教师可以直接表演动作或描述画面来导入。)
picture 1 picture 2 picture 3 picture 4 picture 5
T: Let’s look at the screen.
T: (Show pictures)Is it good for your health?
Ss: Yes, it is./No, it isn’t.
T: (Show pictures.) Is it good or bad for your health?
Ss: It’s good./It’s bad.
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (由生活习惯切入到主人公Kangkang的问题上来，设置听力任务。)
T: OK. This class let’s talk about healthy habits and unhealthy habits. We know smoking is bad for our health. It’s unhealthy habits.
(必要时，可解释unhealthy habits。)
(板书)
Topic 2 I must ask him to give up smoking.
T: Today, our friend Kangkang looks tired.What’s wrong with him? Now, please listen to the tape and find out the answers.
(教师挂出课前准备的小黑板：)
What’s wrong with Kangkang today? why?
What advice does Jane give Kangkang?
(核对答案。)
2. T: Then open your books. Read 1a after the tape twice and then read by yourselves and find out the key words in the dialog.
(两分钟后，教师板书对话部分的关键词，方便学生下一步自由表演。)
(板书)
look tired, headache, soccer game, stay up, late, be bad for…, feel better, tonight
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (让学生根据板书内容，用自己的语言交流。)
T: Now close your books, please practice and act the dialog out in pairs, using the key words in the box.
(教师到学生中间指导。几分钟后，找一对同学到讲台上来表演。)
T: Well done!
2. T: Now let’s talk about the story together. What causes Kangkang’s problem? What’s up? S2, please.
(必要时，可用汉语解释本句)。
S2: He watched a soccer game on TV last night. He went to bed very late.
T: So he didn’t get enough sleep. What’s Kangkang’s feeling?
Ss: Kangkang is tired and has a headache.
T: Yes. Because Kangkang didn’t get enough sleep. He is tired and has a headache. Then what’s Jane’s advice for Kangkang, S3?
S3: Jane thinks staying up late is bad for his health. She asks Kangkang to go to bed early tonight.
T: You are very clever. Is Kangkang going to bed early tonight?
Ss: Yes, he is.
T: Very good.
3. (让学生1b示范，两人一组完成1b。)
Step 4 Practice 第四步 练习(时间:10分钟)
1. (放录音，完成2。)
T: Please open your books. Listen and check (√)your answers. How did Wang Junfeng get a headache?
(核对答案)
2. T: Please do 3a. Are these habits good or bad? If they are bad, write the good ones on the lines.
(一分钟后核对答案。)
T: Let’s check the answers together, S1, please.
S1: Getting up late. Bad!
T: The next one, S2.
S2: Going to bed early. Good!
S3: Doing morning exercises. Good!
…
S8: Brushing teeth twice a day. Good!
3. (教师将全班分成四组，通过group work完成3b。)
T: Next, work in groups and list some other living habits then discuss whether these living habits are good or bad for your health. After the discussion, one of your group members need to give a report in the front.
4. (通过活动，使大家在欢快的氛围中获得知识。)
(1)T: Class activities! Look at the screen again. Let’s chant fol lowing the tape.
(放课件时，设计成连续播放四遍的效果，第一遍慢节奏的，每一句chant就出现一个小卡通画面，帮助学生理解句子，第二遍和第三遍按录音磁带的节奏，让学生跟读，第四遍只放伴奏，让学生自己来chant，也可以击掌伴奏。)
(2)T: Then let’s play an interesting game.
(教师解释Musical Chair，并说明游戏规则：将五个凳子放在教室前面，摆成圆形。找六名自愿参加游戏的同学到前面来，围绕凳子站着，当教师播放chant时，六名学生顺时针围绕凳子慢跑，教师停止播放，六名同学抢五把凳子，不许用手推人，没有抢到凳子的同学退出，并撤一把凳子，游戏继续，直到决出优胜。)
(教师把握好时间。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (教师提出问题，让同学收集答案。每次请4-6名学生帮助老师收集答案。)
T: You can walk around our classroom and help me find the answers. My question is what is good for your health.
(板书)
What’s good for your health?
T: Let me see who can get the most answers. Go!
S1: What’s good for your health?
S2: Doing morning exercises.
S1: What’s good for your health?
S3: Washing hands before meals.
S1: …
Sn: …
(教师须限定时间，答案收集完成后，请收集答案的同学依次上讲台作汇报。对于收集答
案较多的同学，给予表扬。)
以同样方式完成问题what’s bad for your health?
T: Well done! Thank you! Now let’s make another survey. The question is what is bad for your health, begin!
S7: What’s bad for your health?
S8: Staying up late.
S9: What’s bad for your health?
S10: Going to school without having breakfast.
…
(必要时教师给学生指点。)
2. (学习生活常识，深化健康活动。)
T: You all did well today, boys and girls. So I will give you a gift now.
Ss: What?
T: An English song “Keeping Fit”.
(教师放幻灯片，也可写在黑板上。)
Keeping Fit
Eat well for your breakfast,
Eat right for your lunch,
Eat a little for your supper,
You can always keep fit.
(这首歌仍然可以采用生日快乐歌的曲子，因为曲子熟悉，所以学生学起来容易。)
T: Let me sing this song for you, OK?
Ss: Yeah!
…
T: Do you like it?
Ss: Yes.
T: OK, follow me. I will teach you.
(教师教唱两遍，学生可以自唱。)
3. Homework:
(请讨论生活中人们的生活习惯，判断他们是有益健康还是有害健康。)
板书设计：
I must ask him to give up smoking.
Section A
be good for It’s good for your health.
stay up late Staying up late is bad for your health.
give up I must ask him to give up smoking.
look tired I’m sorry to hear that.
You should go to bed early tonight.
Section B
The main activities are 1a, 1b and 2a. 本课重点活动是1a、1b和2a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful words and expressions:
article, cause, cancer, give up, litter, energy, necessary
2. Learn the modals for necessity: must, must not
Ⅱ. Teaching aids 教具
卡片/录音机/磁带/小黑板或幻灯片/挂图/多媒体
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
1. (通过Ask and answer的方式点评作业，提高学生的综合语言运用能力。)
T: What is good for your health, S1?
S1: Washing hands before meals.
Going to bed early.
Doing morning exercises.
S2: Brushing teeth twice a day.
S3: Keeping short fingernails.
T: What’s bad for your health?
S4: Staying up late.
Keeping long fi ngernails.
S5: Going to school without breakfast.
Eating too many candies.
S6: Working too long.
T: Well done!
(带头鼓掌，并竖起拇指给予赞扬。)
2. (在日常生活中发现不良习惯。)
T: Is smoking good or bad?
Ss: Bad!
T: Oh, smoking is bad for our health. Why is it bad? Today we will learn a dialog, then we can get the answer from it.
(教师朗读对话1a ，然后在黑板上板书生词，教师要给予解释并领读。)
(板书)
article, cause, cancer, give up
3. (读个别生词，加深印象。)
T: Boys and girls, please read the words loudly.
(等学生熟悉单词后，教师拿出准备好的词组让学生快速造句。)
T: Now, please look at this card, (卡片上写着词组) and make sentences.
T: give up S1.
S1: Don’t give up studying English.
S2: Give up smoking.
(本课应准备的卡片词组为：give up, throw about, be bad for…, put…into, remember to do…, remember doing)
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (听1a录音，回答问题。)
T: Look at these questions.
(可用幻灯片或小黑板出示。)
(1)Is smoking good or bad for his health?
(2)What may smoking cause?
T: Please listen to the tape, and find out the answers.
(可放两遍录音并核对答案。)
T: Now, please read it again. Then find out the key words in this dialog.
(板书)(板书时不要与上面的词重复,要恰当。)
relax, yellow, cough, say, lung
T: OK. Please practice 1a in pairs, then act it out according to the key words.
(表演时，可用教科书等工作为道具。)
(教师注意观察，看学生的口语表达能力如何，擦去关键词之后，还要达到能说为止。请1-2组学生表演。)
2. (再读1a，请学生找出关键句型、短语。)
T: Well done! Please find out the main points in 1a.
S1: ask sb. to do sth.
S2: give up doing sth.
S3: …
(板书)
ask ab. to do sth.
ask sb. not to do sth.
must do sth.
give up doing sth.
Step 3 Consolidation 第三步 巩固(时间:8分钟)
1. (巩固词组，灵活应用。)
T: Please make new sentences with ask sb. to do sth./must do sth./give up doing sth. (个别提问即可。)
2. (观察1b的挂图，教育学生养成良好的生活习惯。)
T: Look at the picture. (画有小男孩做操的图片) What’s the boy doing, S1?
S 1: He is doing morning exercises.
T: Is it good for his health?
S1: Yes.
T: So you must do morning exercises. (可重说)
(再展示扔香蕉皮的图片。)
T: What’s he doing?
S2: He is throwing litter about.
(throw litter about 前面已训练过，根据学生掌握情况，不可能有障碍。)
T: Is it bad or good?
S2: It’s bad.
T: So you must not throw litter about.
(以同样的方式展示、回答另四幅图。)
T: Practice these six sentences by yourselves.[来源:Z&xx&k.Com]
(说明“must not”句式和“Don’t…”句式可以互相替换。)
附：Don’t stay up late at night. or: You must not stay up late at night.
Don’t read in the sun. or: You must not read in the sun.
…
(教师巡视，帮助指导。)
3. (先师生互动，再学生之间互动完成1c。)
T: OK. Next, look at the picture in 1c. Discuss with your partner and write some school regulations. (可用汉语提示。)
(句子中有生词lawn，可适时讲解,该词只需了解，不需掌握。)
For example:
T: You must not climb trees. S1.
S1: Don’t climb trees!
T: You must not park. S2.
S2: Don’t park!
…
(然后，同学之间操练，结合must, must not/don’t句式)
Step 4 Practice 第四步 练习(时间:10分钟)
1. (练习对话，牢记表达生活习惯的句子或短语。)
T: Now, I want to ask you some questions, S3, please.
S3: Yes?
T: Do you often watch TV for a long time?
S3: Yes, I do.
T: Oh, it’s bad for your eyes. You’d better not watch TV too much.
T: Do you often go to school without breakfast?
S4: No, I don’t.
T: You are right. (老师面带微笑。) Going to school without breakfast is bad for your health. Because breakfast gives us energy for the morning.
(说两遍energy)
(板书)
energy
T: Boys and girls, do you want to keep fit?
Ss: Yes.
T: So you must keep healthy habits first.
(板书)
habits
T: Then let’s learn something about healthy habits. Please look at 2a. Listen to the tape and find out the key words.[来源:学,科,网]
(板书)
without necessary be bad for be good for active
(necessary一词要适当解释，并要求学生掌握。)
2. Listen to 2a again and repeat twice, then read by yourselves.
3. Read 2b and fill in the blanks.
(几分钟之后，核对答案)
附：1. wash, before 2. must not 3. must not 4. park
(也可用多媒体完成本题。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (让学生写学校行为规范，进一步强化日常用语。)
T: Now, please take out a piece of paper, write down the regulations in our school.
(教师巡回指导，5分钟后找学生读所写内容。)
(附：)Don’t talk loudly in the classroom.
You must not throw litter about.
You must not take pets to school.
You must not climb the trees in our school.
Don’ t play in the classroom.
T: Very good! If you obey the rules you write, our school will be more beautiful.
2. Homework:
(复习本课重点内容。)[
板书设计：
I must ask him to give up smoking
Section B
give up doing Smoking is bad for your health.
throw about It may cause cancer.
to do I must ask him to give up smoking
ask sb You mustn’t read in the sun.
not to do Don’t stay up late at night.
do Breakfast gives us energy for the morning.
must
not do
Section C
The main activities are 1 and 2a. 本课重点活动是1和2a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful words and expressio ns:
disease, body, might, empty, stomach, human, through, illness, air, sour, tidy, sweep
2. Go on learning modals for giving advice and modals for necessity:
(1)We should keep the air fresh.
(2)We shouldn’t drink sour milk.
(3)We must keep the streets clean.
3. Talk about personal hygiene:
(1)We should tidy our bedrooms and sweep the floor often.
(2)We must keep our fingernails clean and short.
(3)We must wash our hands before meals.
Ⅱ. Teaching aids 教具
录音机/磁带/图片/多媒体课件/小黑板/挂图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (复习短语、词汇，谈论习惯。)
(教师将全班分成2组，一组写健康生活习惯，另一组写不健康生活习惯。)
T: Please discuss healthy habits and unhealthy habits with your partner and then write them down.
(教师到同学中间进行指导。)
(板书)
Healthy Habits:
Unhealthy Habits:
(几分钟后。)
T: G1 writes healthy habits. G2 writes unhealthy habits.
附：Healthy habits:
Wash your hands before meals.
Do morning exercises.
Unhealthy habits:
Read in the sun.
Stay up late at night.
Throw litter about.
Go to school without breakfast.
Keep long fingernails.
2. (出示图片，复习should/shouldn’t/must/must not)
T: Please look at these pictures, let’s talk about them with should/shouldn’t/must/must not.
S1: We should clean the classroom.
S2: We must not read in the sun.
……
T: Now, if we want to be healthy, what should/must we do? what shouldn’t/ mustn’t we do? Please discuss!
For example:
We should exercise more.
We shouldn’t stay up late.
We mustn’t throw litter about.
We must wash our hands before meals.
(学生讨论时，老师巡回指点。)
(请2-3名学生汇报讨论结果。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (自读1，培养自学能力。)
T: Please open your books on page 37. Read 1 by yourselves. You can look up the new words in your word list. (可用汉语解释。)
(第一遍阅读，自学生词并掌握：disease, empty, stomach)
T: Now read the passage again and answer the questions on the small blackboard.
(悬挂小黑板。)[来源:学§科§网]
(1)What does it mean when you have a headache?
(2)What might cause a headache?
(3)What else might cause a headache?
(4)What should you do when you get headaches?
(几分钟后，核对答案。)
T: Let’s read the text again and try to find out the key words and phrases in this passage.
(要求他们找出关键词来，教师核查并板书，讲解部分生词与重难点。)
(一定要给大家足够的时间，为下一步练习做准备。)
(板书)
headaches——causes——not a disease——your health——wrong——a fever——work too hard——don’t get enough sleep——exercise on an empty stomach——see a doctor
T: please look at the blackboard and read them loudly.
Step 3 Consolidation 第三步 巩固(时间:8分钟)
1. (听1录音并跟读，提示学生注意语音语调。)
T: Listen to 1 and repeat, pay attention to the intonation, stress a nd pronunciation.
2. (把握关键词，掌握复述技巧。)
T: Please try to talk about the passage in your own words. You can look at the key words on the blackboard.
(几分钟之后请2-3名学生复述1。)
For example:
I know a headache isn’t a disease. There is something wrong with our health…
(及时鼓励学生，增强学生信心。)
Step 4 Practice 第四步 练习(时间:10分钟)
1. (阅读2a，呈现不健康的原因。)
T: Look at the pictures in 2a and read these sentences, please find out the new words, then look them up in the word list.
(几分钟后，提问个别同学。)
(板书)
germ, human, through, illness
T: These pictures show how germs make us sick. Now please listen to the tape and repeat.
(放2a录音,对学生有难度的句子可以多次播放并讲解。)
2. (让学生读2a，画出关键词。)
T: Please find out the key words.
(找学生板书出关键词。)
germs, get into, cause, diseases,
through, the nose/the mouth/the skin,
have an illness
T: Now close your book, let’s talk about these pictures. You can use the key words on the blackboard.
(可用幻灯片或课件、挂图展示2a。)
3. (总结2a，引出生病的几种途径。)
T: Let’s find out the ways of becoming sick, please.
(板书)
(1)through the nose
(2)through the mouth
(3)through the skin
4. (展示2b图片，了解预防疾病的措施。)
T: Look at the picture, please talk about what we should do to fight germs? Make sure to use “We should/should not…” and “We must/must not…”.
T: What should we do to fight germs?
S1: We should keep the air fresh.
S2: We shouldn’t eat bad food.
S3: We shouldn’t drink sour milk.
S4: We should keep our bodies clean.
S5: We must wash our hands before meals.
S6: We must keep our fingernails clean and short.
S7: We must tidy our bedrooms and sweep the floor often.
S8: We must keep the streets clean.
(个别图片中含有生词，如air, sour, tidy, sweep要及时讲解)
5. (开展互动，激发兴趣。)
T: Now work in pairs to discuss what we should do to fight germs.
(教师先给出示范，然后让学生进行问答并不断变换角色。)
For example:
T: What should we do to fight germs?
S1: We should…
S2: What must we do to fight germs?
S3: We must…
S4: What must we not do to fight germs?
S5: We must not…
T: Well done! Please write down what we should do to fight germs.
(要求大家尽量不看课本。)
Step 5 Project 第五步 综合探究活动(时间:7分钟)
1. (展开想象，扩大知识面。)
T: Let’s discuss what else we should do to fight germs.
(尽量脱离课本，并不要与课文内容重复。)
For example:
We should do morning exercises every day.
We should not throw litter about.
We must eat more fruit and vegetables.
We must not go to bed too late.
(教师巡视并指导，看谁发挥的较好。)
2. Homework:
T: Now let’s discuss what we should do to fight headaches.
For example:
We shouldn’t work too hard.
We must get enough sleep.
We must not exercise on an empty stomach.
(要求学生用讨论的结果完成表格，作为家庭作业。)
How to fight headaches
Should shouldn’t Must Must not
板书设计：
I must ask him to give up smoking
Section C
on an empty stomach
get into
cause disease
through
Section D
The main activities are 1, 2 and 4. 本课重点活动是1, 2和4。
Ⅰ. Teaching aims an d demands 教学目标
1. Learn some names of food and some other useful words:
than, wealth, less, choose, sandwich, watermelon, sausage, tomato,
beef, cabbage, strawberry
2. Go on learning what are healthy eating habits:
(1)Good health is more important than wealth.
(2)Food gives us energy.
(3)We must have enough food to keep healthy.
(4)We must have the right kinds of food.
(5)Different foods help us in different ways.
(6)It’s necessary for us to have healthy eating habits.
3. Improve the students’ listening, speaking, reading and writing skills.
4. Summarise the grammar focus and useful expressions in the topic.
Ⅱ. Teaching aids 教具
小黑板/图片(食物类)/录音机/磁带/多媒体课件
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (复习情态动词：You must…/You must not…/you should…/you shouldn’t…)
T: Please make sentences.
(板书)
You must…/You must not…
You should…/You shouldn’t
S1: We must wash our hands before meals.
S2: We must not eat bad food.
S3: We should keep our classroom clean.
S4: We shouldn’t drink sour milk.
…
2. (教师提问，请学生回忆有关头痛的话题。)
T: What may cause headaches?
S5: You may get a headache when you work too hard.
S6: You may get a headache when you can’t get enough sleep.
S7: You may get a headache when you exercise on an empty stomach.
…
3. (复习好坏习惯，强化习惯用语。)
(分组活动，讨论哪些是健康的生活习惯，哪些是不健康的生活习惯。)
T: Four students work in one group. Please talk about what are healthy habits and what are unhealthy habits.
For example:
——Is going to bed early good or bad for your health?
——It’s good.
——Is getting up late good or bad for your health?
——It’s bad.
——Is keeping long fingernails good or bad for your health?
——It’s bad.
4. (教师由healthy habits引出healthy food，导出本课目标语言。)
(教师展示食物图片)
T: What’s this?/What are these?
(教师一边问，一边板书。)
(板书)
eggplant sandwich watermelon beef sausage tomato cabbage potato chips strawberry chicken orange candy
(教师要对生词：eggplant sandwich watermelon sausage tomato beef cabbage potato chips strawberry解释，并领读。)
(教师领读几遍后，让学生自由记忆两分钟，然后借助图片再领读一遍，擦掉板书，再借助图片让学生说出食物名称)
Step 2 Presentation 第二步 呈现(时间:8分钟)
1. (掌握阅读技巧，提高阅读能力。)
T: Now read 1, then answer the questions on the small blackboard.
(教师边说边挂小黑板。)
(1)What does food give us?
(2)What should we eat more?
(3)What should we eat less?
(4)What can make us sick?
(注意生词less，可适当解释。)
2. (核对答案，对回答正确的学生及时给予鼓励。)
A nswers:
(1)Food gives us energy.
(2)We should eat more fruit and vegetables.
(3)We should eat less meat.
(4)If we eat too little or too much food, or if we choose the wrong food, we may become sick.
3. (让学生听1录音并认真阅读，提炼关键词。)
T: Now please listen to 1 again and repeat. Then fin d out new words.
(板书)
than wealth less choose
T: Now read 1 again and find out key words and phrases.
(板书)
food ——energy——enough food——keep healthy——have the right kinds of food——eat more——eat less——wrong food——sick
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. T: Please read 1 carefully and finish the exercise in it.
(核对答案：1.F 2. F 3. T 4. F)
2. T: Please look at the key points on the blackboard and then retell the text.
(请1-2名学生复述。)
3. (训练学生的听力。)
T: Listen to the tape again, and then complete the passage on the small blackboard according to the listening.
(出示小黑板)
As we know, good health is ________ ________than wealth. Food gives us ________, so we must have _______ ________ to keep healthy. Of course, we must also have the _______ ________ of food. We should eat more ________ and ________ and meat. A cup of _______and an ________ a day can help make us ________. Different foods help us in different ways. But if we eat ________ ________ or ________ ________ food, or if we ________ the wrong food, we may become sick. It’s ________ for us to have heathy eating habits.
T: Open your books and check the answers by yourselves.
Step 4 Practice 第四步 练习(时间:12钟)
1. (展示食物图片，加强单词记忆。)
T: Look at these pictures in 2 again. Divide the foods into different kinds. (可用汉语重复一遍。)
(呈现多媒体课件)
Meat
Vegetables
Fruit
2. (根据生活常识，判断刚学的食品哪些是健康食品，哪些是不健康食品。)
T: Now can you tell me which are healthy food and which are unhealthy food. Please complete the chart below.
(可再次挂出食品图。)
Healthy food
Unhealthy food
3. (请学生讨论日常生活中的食品与健康，深化及扩大课堂教学。)
T: What else do you eat every day? What do you think are healthy food?
What do you think are unhealthy food? Please discuss in groups.
(教师巡视指点，几分钟后，请学生汇报讨论结果。)
附：
S1: I think fish is healthy food.
S2: Dumplings is healthy food.
S3: Hot dogs are unhealthy food.
…
(对回答得好的学生及时给予表扬。)
4. (听2录音，让学生完成练习，核对答案。)
5. (完成2。)
T: Discuss whether Alex has healthy food or not, then write a passage about food and health. You may begin like this: We should eat more fruit like apples, oranges and strawberries…
(可给予适当指导，几分钟后，教师要求几名学生到讲台前读他们所写的短文，看谁写得好。)
6. (四人一组，进行自主学习，每人负责归纳整理一个Section的重点句型与词组，最后四人将结果并在一起，向全班汇报。汇报完后，教师将学生的结果与3a、3b进行对照，然后放3a，3b录音，让学生跟读。)
Step 5 Project 第五步 综合探究活动(时间:5分钟)
1. (完成4，深化本课内容。)
T: Please do 4 by yourself, then give a report to our class!
(自己根据选项对自己进行评价，教师可适当解释。)
2. Homew ork：
(请同学们写出怎么养成好的生活习惯，做一个有良好习惯的人。用句型：We should…/We shouldn’t/We must…/We must not…尽可能多的组织句子。)
For example:
We should get up early every day.
We shouldn’t eat candies often.
We must sleep for 9 hours every night.
We mustn’t watch TV for more than three hours every day.
板书设计：
I must ask him to give up smoking.
Section D
What’s up? You must…/you mustn’t…
on the lawn You should…/you shouldn’t…
keep healthy Good health is more important than wealth.
We must have enough food to keep hea lthy.
It’s necessary for us to have healthy eating habits.
