Topic 3
Section A
The main activities are 1a and 2. 本课活动重点是1a和2。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful words and expressions:
hurry, hurry up, go ahead, spread, among, do exercise, agree, do some cleaning, all the time, have to, keep away
2. Master the modal verbs “should” and “must”.
(1) What should we do to fight SARS?
We should keep our rooms clean and often open the windows.
(2) We should eat healthy food and do more exercise.
(3) We should do our best to fight SARS.
3. Master verb phrase“have to”, “don餿 have to”and “had better”:
(1) You have to stay at home.
(2) We don’t have to be afraid of catching SARS.
(3) We had better change clothes often.
(4) We had better keep away from animals.
4. Talk about how to fight SARS:
(1) We should not go to crowded places.
(2) We should do more exercise.
(3) We had better wash hands often.
Ⅱ. Teaching aids 教具
小黑板/图片/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习 (时间:15分钟)
1. (引入竞争机制，复习前面Topic的单词、词组，采用单词竞赛，分为必答、抢答。)
T:Now let’s have a word competition. Each student has two words. I’ll give you Chinese meaning, please read them in English. Are you ready? Go! ...
T:Well done! This time let’s have a quick answer. Who knows? You can stand up and answer quickly! Begin!
2. (教师让学生陈述良好的生活习惯与一些不良生活习惯的话题，引导学生使用句型:)
We should do...
We shouldn’t do...
We must do...
We must not do...
We don’t have to...
T: Let’s review what are good habits and what are bad habits. Use these sentences:
We should do...
We shouldn’t do...
We must do ...
We must not do...
We don’t have to[WW()...
3.(教师提问，请学生回想前面讨论的关于健康话题。)
T: What should we do to keep healthy?
(在学生回答之前，教师先给出一个答语，引出本课目标语言have to, don’t have to。)
What should we do to keep healthy?
T:
(教板书目标语言，并强调have to的用法。)
And we don’t have to eat more meat.
T:
(要求学生使用目标语言 have to, don’t have to 来回答问题。)
S1:We have to keep windows open in the day.
S2:We don’t have to keep windows open all the time.
S3:We have to sweep the floors often.
S4:We don’t have to take medicine often.
...
(以同样的方法，教师提问，在学生回答之前，教师先给出一个答语，引出本课目标语言had better。)
T:What else should we do to keep healthy?
We had better drink eight cups of water every day.
T:
(教师板书目标语言，并强调had better的用法。然后要求学生使用目标语言had better继续回答所提问题。)
S5:You had better go to bed before nine o’clock in the evening.
S6:She had better go to school by bike.
S7:We had better keep our fingernails clean.
...
(老师对积极回答问题的学生要及时给予表扬。)
4. (教师由谈论如何保持健康来引出SARS话题。)
T:Good habits can help us to keep healthy. But bad habits can cause diseases. In 2003, there was a serious disease called SARS.
What do you know about SARS?
(让学生讨论几分钟,也可让他们快速查阅资料来寻找答案。)
For example:
SARS is short for Severe Acute Respiratory Syndrome.
(几分钟后，开始有学生举手，此时教师对表达有困难的学生要及时给予帮助。)
S8:It spreads easily among people.
S9:SARS is a serious disease, but we don’t have to be afraid of catching SARS.
...
5. (教师提问关于Kangkang父亲的一些情况，导入下一步。)
T:What’s Kangkang’s father?
Ss:He is a doctor.
T:Yes, he is a doctor. He knows something about SARS and he knows how to fight it. Now, let’s listen.
Step 2 Presentation 第二步 呈现 (时间:5分钟)
1. (设置并出示小黑板上的听力任务，让学生带着任务听录音。)
(1) Where is Kangkang’s father?
(2) What do you know about SARS according to the tape?
(3) What should we do to fight SARS?
(听录音，回答上面问题。)
T:Now, listen to the tape and find out the answers to these questions.
(请几个同学回答问题，或分组讨论形成共识。)
Answers:
(1) He is on TV.
(2) SARS spreads easily among people.
(3) We should eat healthy food and do more exercise. We should not go to crowded places.
2.(打开课本，请学生跟读课本1a的对话。)
T:Open your books, and read the dialog after the tape.
3.(师生共同查找1a中的关键词并板书在黑板上。)
T:Let餾 find out the key words and write them down on the blackboard.
on TV-ask some questions-SARS-spread-among-healthy food-more exercise-not
go to crowded places
Step 3 Consolidation 第三步 巩固 (时间:5分钟)
1.(再放一遍录音，请学生跟读并模仿对话。)
T:Listen to the tape again, follow the tape and imitate.
2.(学生读1a的对话，然后两人一组练习。)
T:Read the dialog in 1a, then practice the dialog in pairs.
3.(找几组同学来表演这个对话。)
T:Now, I’d like some pairs of students to read and act out the dialog.
4.(要求学生合上书，只看黑板上的关键词，两人一组表演对话。)
T:Close your books. Look at the key words on the blackboard, then act out the dialog in pairs.
(教师此时不应该强调学生按原文表演，可适当发挥。)
5.(做1b。学生先听录音，然后两人一组完成，然后每组选一名代表向全班汇报。)
T:What should we do to fight SARS?
Listen to the tape of 1b,check(√) the correct boxes. After listening, you can work in pairs. I will choose some students to give a report to the class.
(再放一遍听力，学生互相核对答案。)
T:Listen to the tape again and check the answers in pairs.
Step 4 Practice 第四步 练习 (时间:10分钟)
1. (教师呈现两个对话，先让学生读，然后再两人一组表演对话。)
T:Look at the two dialogs. First read the dialogs, then practice in pairs.
Example A
S1: What should we do to fight SARS?
S2: We must eat healthy food.
S1: OK. Thank you.
Example B
S3: What should we do to fight SARS?
S4: We must open the windows.
S3: Must we keep the windows open all the time?
S4: No, we don’t have to/needn’t.
(教师应着重强调两个对话中本课目标语言should, must, don’t have to的用法。)
2.(要求学生参照这两个对话来写相似的对话，要求两人一组，还可以参考1b里的信息。)
T:Follow the examples to make similar dialogs, work in pairs, using the information in 1b.
3.(教师要求几组学生表演他们的对话。)
T:Now I’d like some pairs to act their dialogs out.
4.(要求学生看2的图片，然后根据图片讨论怎样预防SARS。)
T:Look at the pictures in 2. Discuss what should we do to fight SARS.
(学生讨论几分钟后， 要求学生完成2里面的练习，强调学生注意should, had better, must的用法。)
T:Look at the pictures, do exercises in 2.
(学生完成之后，要求学生模仿前面出现的对话两人一组练习对话，对话中必须使用本课目标语言We should ... /We had better ... /We must ... )
T:Follow the examples to make dialogs, using the sentences“We should ... /We had better ... /We must ...”
For example:
Dialog 1:
S5: What should we do to fight SARS?
S6: We should do more exercise.
Dialog 2:
S7: What should we do to fight SARS?
S8: We had better wash hands often.
Dialog 3:
S9: What should we do to fight SARS?
S10: We must keep away from animals.
(学生小组练习之后，教师可以请几组到讲台前为大家表演他们的对话。)
Step 5 Project 第五步 综合探究活动 (时间:10分钟)
1.(把班里的学生分成两大组，每组分别在黑板上写出如何预防SARS，强调要使用本课目标语言，比一比，哪组写得最好最完整。)
T:Let’s divide the class into two groups(A and B). Each group writes down how to fight SARS on the blackboard. The group that writes more and better is the winner.
2.(四人一组做一个采访。一人扮演记者，其他三人扮演医生，回答记者的提问。要求学生学会以采访的形式与他人对话。)
T:Make an interview, four in one group. Suppose one is a journalist and the others are doctors. He asks questions, the other three answer.
3. Homework:
每个学生至少写五句话来说明如何预防SARS。
Section B
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful words and expressions:
just a moment, examine, patient, get through, care, take care of
2. Learn some expressions on making a telephone call:
(1) -Hello! Extension 6226, please.
-Just a moment, please.
(2) -Could I speak to Dr.Li Yuping?
-Sorry, he isn’t here right now.
(3) -I’m afraid he’s busy right now.
-I’ll ring him up later.
(4) Can I leave a message?
(5) This is Kangkang speaking.
(6) I’ll give her the message.
(7) Could you please ask her to call me back?
(8) -Is Zhu Ming there, please?
-No, he isn’t in.
3. Learn how to take and read a message of a telephone call.
Ⅱ. Teaching aids 教具
小黑板/录音机/卡片/挂图或多媒体课件
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习 (时间:15分钟)
1. (让学生四人一组表演上节课布置的采访活动，一人扮演记者，其他三人扮演医生，回答记者的提问。)
T:Make an interview， four in one group. One is a journalist, the others are doctors. Which group wants to have a try? OK, your group, please.
S1:Hi, doctors, may I ask you some questions?
S2, S3 and S4: Sure.
S1:What should we do to fight SARS?
S2:We don’t have to be afraid of catching SARS.
S3:We should eat healthy food and do more exercise.
S4:We should not go to crowded places.
...
(教师可以选三个小组表演，并评选出最佳小组。)
2.(请学生简单复述如何预防SARS以及如何与SARS做斗争，至少说出三句。)
T:Everyone retells at least three sentences about how to fight SARS.
Ss:...
3.(教师呈现三个有关打电话的对话，先让学生读对话。)
T:There are three dialogs. Now read by yourselves.
(教师在黑板上板书三个对话，或用多媒体展示。)
Dialog 1:
S5: May I speak to Li Lei, please?
S6: I’m sorry, he isn’t in. Who’s that speaking?
S5: This is Ann. I’ll have a birthday party on Saturday evening.
S6: Really? Where will it be?
S5: In my house.
S6: When will it start?
S5: At 7∶00.
S6: OK. I’ll give her the message.
S5: Thank you.
Dialog 2:
S7: Is Lucy there, please?
S8: No, she isn’t in. Can I take a message?
S7: Yes, please. This is Jim. Could I play basketball with her this afternoon?
S8: When and where will you meet?
S7: At 2 o’clock at the school gate.
S8: OK, I’ll give her the message.
Dialog 3:
S9: Could I speak to Kangkang, please?
S10: I’m sorry, he isn’t here right now. Do you want to leave a message?
S9: Yeah. This is Betty. Our class will have a party at 7:00 p.m. on Saturday.
Please tell him to bring his CDs.
S10: OK, I’ll give him the message.
(教师要求学生两人一组，练习对话，然后让几组到台前表演。)
T:Practice the dialogs in pairs. I’ll ask some pairs to act them out in front of the class.
(在学生操练完以后，师生共同寻找打电话的交际用语。)
4.(要求学生给每一个对话写一个电话留言，教师可以先给一个示范并板书。)
T:I’d like you to write the telephone messages according to the dialogs.
For example:
Message:
Li Lei,
Ann called.
She will have a birthday party at 7∶00 on Saturday evening in her house.
(教师示范以后，要求学生根据示范写出其他两个电话留言，对有困难的学生要及时提供帮助，学生完成以后，小组先交换检查，然后评选最佳的同学读给全班听。)
T:Are you ready? Now exchange your messages with your partner. I’ll ask some students to read their messages.
5.(教师呈现两个电话留言，要求学生两人一组，根据电话留言编两个对话。)
T:There are two telephone messages. Can you make two dialogs according to the messages?
Message 1:
Tony,
Jennie called.
Are you going to see a film with her this evening?
Call her back.
Message 2:
Bruce,
Kangkang called.
Can he borrow your camera this Saturday? He will have a trip.
If yes, when can he get it?
(学生编完对话以后，先两人一组操练所编对话。然后教师让几组同学上台表演他们所编的对话。)
T:Now practice the dialogs in pairs. I’d like some pairs to act out their dialogs.
6. (教师提问关于Kangkang父亲的一些情况。)
T:What’s Kangkang’s father?
Where is he now?
Why can’t he go home?
Step 2 Presentation 第二步 呈现 (时间:10分钟)
1. (承接学生对Kangkang父亲的回答，引出:)
T:Kangkang misses his father very much. What should he do?
(请同学们帮助Kangkang 想办法。)
Ss:Kangkang should call his father.
2. (设置并板书听力任务。让学生带着任务听录音。)
T:Listen to the tape and answer the questions.
(1) Can Kangkang’s father answer the phone?
Why or why not?
(2) What is he doing now?
(3) What does Kangkang tell his father?
(4) What will Miss Hu do?
3. (打开课本，请同学们跟读课本1a的对话，师生共同核对答案。)
T:Open your books, read the dialog in 1a after the tape. Then check the answers with the teacher together.
4. (师生共同总结对话中的关键词，为学生巩固对话内容做准备。板书。)
T: Let’s find the key words in the dialog and write them down on the blackboard.
busy - examine the patients - ring...up - sorry - leave a message - take care
of - miss
Step 3 Consolidation 第三步 巩固 (时间:10分钟)
1.(教师放录音1a， 示范学生跟读，用铅笔标出重读与语调。)
T:Listen to the tape carefully and draw the ups and downs with your pencil.
2. (教师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调。)
T:Clean the marks and now read and check your pronunciation sentence by sentence. Go!
3.(学生两人一组练习对话。)
T:Practice the dialog in pairs.
4. (看第二步呈现在黑板上的关键词，学生两人一组表演1a。)
T:Work in pairs. Close your book, look at the key words on the blackboard and act out the dialog.
5.(再放录音，让学生根据对话完成1b电话留言。)
T:Listen to the tape again. Complete the telephone message according to the information from the dialog.
(师生根据此电话留言来学习如何写电话留言。)
T:Let’s learn how to write a telephone message.
Step 4 Practice 第四步 练习 (时间:5分钟)
1. (请学生阅读2的句子，按照逻辑重新排列成对话。)
T:Read the sentences in 2, put these sentences in the right order.
(让学生重新排列对话后写一个电话留言。)
T:Can you write a telephone message according to this dialog? OK. Let’s begin.
(学生写完之后，同桌之间互相交换，看谁写得好。)
T:Have you finished? Now exchange your message with your partner and find whose message is the best.
2.(请学生打开课本1b,仔细阅读这些电话留言，根据电话留言补充对话。)
T:Open your books. Look at 1b, read these telephone messages carefully, then complete the dialog according to the information from the messages.
3.(放录音，请学生跟读并核对答案。)
T:Listen to the tape, then follow and check your answers.
4.(再放录音，学生跟读对话。)
T:Listen to the tape and repeat.
(此时，师生可以根据这三个对话来归纳总结打电话的交际用语。)
5.(让学生两人一组操练这三个对话。)
T:Now practice the dialogs in pairs.
Step 5 Project 第五步 综合探究活动 (时间:5分钟)
1.(教师为学生创设情景:假设你打电话给你的好朋友Li Lei，邀请他明天早上8:30一起去动物园，但Li Lei不在家，是他妈妈接的电话。你请他妈妈给他留言。两人一组编写对话，并向全班表演。表演时其他同学记录电话留言。)
T:Let’s make a telephone call: Suppose you are calling Li Lei. But he’s not in. His mom answers the telephone call. You ask her to give him a message. Tell him to go to the zoo with you at 8∶30 tomorrow morning.
2. Homework:
教师给学生一个电话留言，让学生根据电话留言编一个打电话的对话。
Section C
The main activities are 1a, 2a and 2c. 本课重点活动是1a、2a和2c。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful words and expressions:
brave, wife, care for, talk, talk with, duty, save, myself, hate, enjoy oneself, herself, itself, themselves, yourselves
2. Learn reflexive pronouns:
(1)It enjoyed itself.
(2)We need to teach ourselves before our English classes.
(3)They made a model plane by themselves.
(4)Michael and Jane, please help yourselves to some fish.
(5)She says to herself.
Ⅱ. Teaching aids 教具
录音机/图片/教学卡片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习 (时间:15分钟)
1. (检查上次作业。)
T:Now, let’s check our homework. Please report your answers to the class. S1, you first.
2. (教师提问关于SARS的问题，帮助学生复习前面所学语言知识。)
T:Can you answer these questions?
(1) What do you know about SARS?
(2) What should we do to keep SARS away from us?
3. (教师请学生介绍关于Kangkang父亲的情况。)
T:What do you know about Kangkang’s father?
S1:He is a doctor.
S2:He is in hospital now.
S3:He is examining the patients.
...
4. (教师呈现一个打电话的对话，先让学生练习这个对话，然后根据这个对话写电话留言。)
T:Read this dialog and practice in pairs. Then write a telephone message according to this dialog.
Dialog:
A: Could I speak to Maria, please?
B: I’m sorry, but she isn’t in. Do you want me to take a message?
A: Yeah. This is Tony. Our class will have a party at 7∶00 p.m. on Friday. Please tell
her to bring her camera.
B: OK, I’ll give her the message.
(教师通过引导学生操练这个对话，复习打电话的交际用语，以及如何对电话内容进行记录。)
5. (教师呈现一个电话留言，要求学生读懂电话留言，学习如何写电话留言，能根据电话留言编一个打电话的对话。)
T:There is a telephone message. Read this telephone message. Review how to write a telephone message, then make a dialog according to the telephone message.
Message:
Jane,
Maria called.
Are you going to see a film this evening?
If yes, can she go with you?
Call her back.
(要求学生两人一组操练所编对话，然后请几组表演他们的对话。)
T:Group work. Two students a group and practice your dialog in pairs. I’ll ask some pairs to act out their dialogs.
6. (教师通过自问自答和师生问答的形式来导入本课目标语言:反身代词。)
T:Could she swim when she was ten years old?
T:Yes, she could.
T:Who taught her?
T:She taught herself.
(教师板书she - herself。)
she - herself
(仿照以上例句，师生问答。)
T:Could you swim when you were ten years old?
S4:Yes, I could.
T:Who taught you?
S4:I taught myself.
(教师板书I - myself。)
I - myself
T:S6 and S7, could you swim when you were ten years old?
S5 and S6: Yes, we could.
T:Who taught you?
S5 and S6: We taught ourselves.
(教师板书we - ourselves。)
we - ourselves
(教师拿着一只猫的图片，问学生:)
T: Look at this cat. Did it enjoy itself?
Ss: Yes, it did.
(教师板书it - itself。)
it - itself
(教师问一名昨天过生日的学生:)
T:Did you enjoy yourself yesterday?
S7:Yes, I did.
(教师板书you - yourself。)
(教师拿着一张一个学生从桌上跌落下来的图片说:)
T:She fell and hit her leg on a table, she hurt ...
Ss:Herself.
T:Yes. You are right. She hurt herself.
(教师板书She - herself。)
she - herself
(教师指着一堆食品对学生们说:)
T:Boys and girls, please help yourselves.
Ss:Thank you!
(教师板书you - yourselves。)
you - yourselves
(最后，师生一起归纳总结反身代词，可用表格形式呈现。)
Reflexive pronouns
Person
Number The first person The second person The third person
Singular Myself Yourself Himself Herself Itself
Plural Ourselves yourselves themselves
Step 2 Presentation 第二步 呈现 (时间:10分钟)
1.(教师设置并板书听力任务。)
T:Listen to the tape and mark True (T) or False (F).
( )Kangkang餾 father was a patient in Xiaotangshan Hospital.
( )Kangkang餾 father could talk with his family on the phone.
( )SARS is a kind of serious disease.
2.(播放录音后，让学生互相讨论后核对答案。)
T:Listen to the tape and then check the answers after discussing in class.
3.(解释课文中重难点。)
T:Do you have any questions about the passage?
S1:What’s the meaning of...
S2:...
4. (与学生一起找关键词，板书到黑板上。)
T:Let’s find the key words together.
Doctor - SARS - serious - hospital - couldn’t - home - talk - phone - miss - duty - save
Step 3 Consolidation 第三步 巩固 (时间:5分钟)
1.(教师放录音1a,学生跟读。)
T: Follow the tape and repeat loudly.
2.(让学生看黑板上的关键词，尝试复述课文，可以让学生用接龙方式来复述。)
T:Close your books, and look at the key words on the blackboard and try to retell the passage.
S1:Kangkang’s father is a doctor.
S2:When SARS, a kind of serious disease, spread in Beijing,
S3:...
(当学生连接不上时，教师应及时给予帮助。)
3.(让学生再读短文，完成1b。)
T:Read the passage again, answer the questions in 1b according to the passage above.
Step 4 Practice 第四步 练习 (时间:10分钟)
1.(放2a录音，让学生听对话完成表格1。)
T:Listen to the tape, complete the chart 1.
Name How did they spend their time at home?
Kangkang
Michael
Jane
Maria
(如果学生听一遍不能完整地完成表格，可以再听第二遍，然后教师核对答案。)
2.(再放2a录音，让学生完成表格2。)
T:Listen to the tape again and complete the chart 2.
Name How did they feel at home？
Kangkang
Michael
Jane
Maria
(让学生打开课本，相互核对答案。)
3.(让学生读对话，完成2b。)
T:Read the conversation again and match the names with the activities.
4.(要求学生根据前面所讲的反身代词的用法完成2c。)
T:Complete the sentences with the correct reflexive pronouns from the box.
Step 5 Project 第五步 综合探究活动 (时间:5分钟)
1.(学生四人一组分别扮演Kangkang, Michael, Jane和Maria，根据2a内容的提示，表演对话。)
T:Work in groups of four, one is Kangkang, one is Michael, one is Jane and one is Maria. Act out the dialog in 2a.
2.(小组活动:四人一组互相调查上周末每个人的活动以及感受，然后选一名同学根据调查内容向全班做汇报。)
T:Work in groups: Four in one group. Make a survey what your groupmates did last weekend and how they felt, then each group chooses one speaker to give a report.
3. Homework:
写一篇关于Kangkang父亲的短文。
Section D
The main activities are 1 and 3. 本课重点活动是1和3。
Ⅰ. Teaching aims and demands 教学目标
1. Summarize the grammar focus and useful expressions in Topic 3:
(1)We don’t have to be afraid of catching SARS.
I had to wash my hands and change my clothes often.
We’d better not go to crowded places.
- Must we keep the windows open all the time?
- Yes, we must. / No, we don’t have to/needn’t.
(2) myself/ yourself/ ourselves /yourselves/ himself/herself/itself/themselves
2. Improve the listening, speaking, reading and writing skills.
3. Talk about health and exercise.
Ⅱ. Teaching aids 教具
录音机/挂图/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习 (时间:20分钟)
1. (教师进行链式提问，让学生快速回答。)
T:Boys and girls, answer the following questions quickly:
(1)Did you have breakfast this morning?
(2)What did you have for breakfast?
(3)Where do you usually have lunch?
(4)What do you have for lunch?
(5)When do you usually have supper?
(6)What do you have for supper?
(7)What is your favorite food?
(8)Which foods are good for your health?
2. (分组活动，四人一组讨论哪些是健康的生活习惯，哪些是不健康的生活习惯。)
T:Group work: Four students work in one group. Talk about what are healthy habits and what are unhealthy habits.
For example:
Going to bed early is good for your health.
Playing sports right after meals is bad for your health.
(学生讨论完之后，教师归纳总结学生讨论的结果。)
Good habits:
go to bed early
do more exercise
wash hands before meals
brush teeth twice a day
keep the air clean and fresh
keep body clean
keep fingernails clean
tidy our bedrooms and sweep the floors often
drink a lot of water
eat healthy food
Bad habits:
eat too many candies
stay up late
get up late
keep long fingernails
play sports right after meals
go to school without breakfast
throw litter about
(此活动也可以把全班分成两组，一组写健康习惯，一组写不健康习惯，看哪一组写得最多。)
3.(教师由谈论好习惯转入复习如何保持健康。)
T:Good habits can help us keep healthy. But bad habits can cause diseases. What should we do to keep healthy?
(要求学生在回答问题时必须使用本单元目标语言should, shouldn’t, must, must not, had better, had better not, have to。)
S1:We should go to bed early.
S2:We shouldn’t eat too many candies.
S3:We must wash hands before meals.
S4:We must not stay up late.
S5:We had better brush teeth twice a day.
S6:We had better not keep long fingernails.
S7:We have to eat healthy food.
...
4.(教师由healthy habits转入复习healthy food。)
T:What food do you think are healthy?
S8:Cabbage.
S9:Fish.
S10:Beef.
...
(教师把全班分成两大组，一组写健康食品，一组写不健康食品，给学生5分钟，看哪一组写得最多。)
T:Group work: Divide the class into two groups. One group writes healthy food, the other group writes unhealthy food. I’ll give you 5 minutes. Let’s find which group writes more.
(比赛完毕之后，请学生拿出练习本，将所列健康食品分类。)
5.(要求学生不看书回答有关SARS的相关知识。)
T:Now close your books and answer the question: What do you know about SARS?
S11:It spreads easily among people.
S12:It is short for Severe Acute Respiratory Syndrome.
...
(给学生5分钟，不看书写如何预防SARS。)
T:Close your books, write down how to fight SARS. Only five minutes.
(五分钟后，让学生打开书，自己核对答案。)
T:Now, open your books, check answers by yourself.
(教师点几名同学向全班作报告:如何预防SARS。)
T:What should we do to fight SARS? Now I’d like some students to give a report to the whole class.
6.(小组活动:四人一组做一个采访。一人扮演医生，其他三人扮演记者，医生回答记者关于如何预防流感的提问。)
T:Make an interview: Four in one group， suppose one of them is a doctor and the others are journalists, the journalists ask the doctor how to fight flu.
For example:
S13:What should we do to fight flu?
S14:We shouldn’t go to crowded places.
S15:What should we eat to fight flu?
S14:We should take some medicine.
S16:What should we drink to fight flu?
S14:We should drink a lot of water.
...
(此活动教师应着重引导学生复习以采访的形式与他人对话。)
7.［首先教师准备几张卡片，上面写上不同的故事背景(假设)。师生以问答形式复习反身代词的用法。］
Card One: You went to a party last night.
Card Two: He fell down to the chair and hurt his leg.
Card Three: You are having a rich dinner.
Card Four: Nobody teaches her French.
(1)T: Hello, S17(show him Card One)! Did you enjoy yourself at the party?
S17:Yes, thank you. I enjoyed myself very much.
(2)T: (show S19 Card Two) What was wrong with S18?
Did he hurt himself?
S19:A little. He fell down and hurt his leg. But he’s all right now.
(3)T:(show S20 and S21 Card Three)Hello, S20 and S21! Help yourselves to some chicken.
S20 and S21: Thanks.
(4)T: (show S22 Card Four)Lucy speaks French very well. Who taught her?
S22: She taught herself.
(师生共同操练之后，教师布置有关反身代词的练习题来巩固其用法。)
T:Let’s do some exercises.
① I cooked a meal and then I watched TV.
② If you don’t help him, he’ll have to do it all by .
③ I put the food on the table and asked them to help .
④ Jack and Peter, did you paint the room ?
⑤ Be careful with that knife or you’ll cut .
⑥ John hurt when he was playing football.
Step 2 Presentation 第二步 呈现 (时间:10分钟)
1.(打开课本，请学生看图1并作比较，描述出两幅图的不同之外。)
T:Open your books. Look at the pictures in 1.
Describe the differences between these two pictures.
2.(放录音1， 请学生根据所听内容选出正确图片。)
T:Listen to the tape, then choose the correct picture.
3.(再放一遍录音，让学生书面完成1的问题，由教师核对答案。)
T:Listen to the tape again, then write down the answers in 1. I’ll check your answers.
4.(师生共同寻找答案中的关键词并板书在黑板上。)
T:Let’s write some key words of the answers on the blackboard.
fit - love doing exercise - every day - running - play basketball - Chinese
Kungfu - watch TV - seldom - have a try
Step 3 Consolidation 第三步 巩固 (时间:5分钟)
1.(请学生根据所列关键词简单复述所听对话。)
T:Retell the passage according to the key words.
You can begin like this:
Mr.Brown looks fit, because he loves doing exercise. He does sports every day...
2.(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，最后四人将总结的结果并在一起，向全班同学汇报，与全班共享Topic 3的重点句型与词组，并与2a、2b进行对照。)
T:Group work: Four students a group, sum up the main points of each section. Each student of each group is responsible for one section. Then after putting their results together, make a report to the class. Share the main points, and make comparisons between 2a and 2b.
Step 4 Practice 第四步 练习 (时间:5分钟)
1.(教师为学生创设情景让学生两人一组编一个打电话的对话。)
T:Suppose you are calling Li Lei, but he isn’t in. His sister answers the telephone call. You ask her to give him a message. Tell him to go to play basketball with you at 2∶00 tomorrow afternoon. Make up a dialog in pairs.
(学生完成之后，教师让几组到台前表演。)
T:Have you finished? Now I’d like some pairs to act their dialogs out. S1 and S2，please!
(要求学生根据所编对话写电话留言。)
T:Now write a telephone message according to your dialog.
2. (四人一组，让学生做一个关于习惯的调查。)
T:Four students a group. Make a survey into each other. Complete the chart below:
Name What good habits do you have? What bad habits do you have?
1
2
3
4
Step 5 Project 第五步 综合探究活动 (时间:5分钟)
1. (小组活动:两人一组，一个扮演医生，一个扮演病人，两人编一个对话。)
T:Choose one of the following diseases: cold, flu, SARS or headache. Work with a partner to make up a dialog between you and a doctor about the disease. In your dialog you are the patient. Your dialog should include:
(1) What causes the illness?
(2) What should you do to get better?
Act out your dialog in front of the class.
2. (让学生欣赏歌曲Auld Lang Syne。)
T:Enjoy this song Auld Lang Syne.
3. Homework:
根据话题3提供的信息，写一篇如何预防流感的短文。