Must we do exercise to prevent the flu

S1:Kangkang’s father is a doctor, …

(当学生复述遇到困难时，教师应及时给予帮助。)

3. T: Discuss the questions in 1c in groups.

(请1-2名学生谈谈讨论结果。)

4. (通过问答，引入本课目标语言，反身代词。)

T: Could you swim when you were ten years old?

S1:Yes. I could.

T: Who taught you?

S1:I taught myself.

(S1可能回答不出myself. 老师指点，并板书。)

I—my—myself

(仿照以上例句，师生问答。)

T: Could she swim when she was ten years old?

Ss: Yes, she could.

T: Who taught her?

Ss: She taught herself.(老师可帮助学生回答。)

(教师板书。)

she—her—herself

T: S3 and S4, could you swim when you were ten years old?

S3and S4:Yes, we could.

T: Who taught you?

S3 and S4:We taught ourselves.

(教师指点回答ourselves，板书。)

we—our—ourselves

T: Look at the cat.(老师出示一只猫的图片。) It is having a good time now. Or say, it is enjoying itself.

(板书)

it—its—itself

(解释enjoy oneself。)

T: S3 , did you enjoy yourself yesterday?

S3:Yes. I did.

(板书)

you—your—yourself

(教师拿着一张两个学生从桌子上跌落下来的图片。)

T: They fell and hit legs on a table. They hurt themselves.

(板书)

they—them—themselves

(最后，师生一起归纳总结反身代词，可用表格形式呈现。)

(挂出小黑板。)

Reflexive pronouns

Person

Number First Person Second Person Third Person

Singular myself yourself himself herself itself

Plural ourselves yourselves themselves

Step 4 Practice 第四步 练习(时间:10分钟)

1. (听录音2a，完成表格。用小黑板或幻灯片出示。)

T: Listen to the tape and complete the chart.

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，然后教师核对答案并讲解生词。)

2. (读对话2a，完成表格。用小黑板或幻灯片出示。)

T: Please read the dialog by yourselves, then fill in the ch art.

Name How did they feel at home?

Kangkang

Michael

Jane

Maria

(让学生相互核对答案。)

3. (表演对话，实践合作能力。)

(每四人一组，分别代表Kangkang, Michael, Jane, Maria，练习2a。)

T: Work in groups of four, practice the dialogue in 2a and then act it out.

4. (再读2a对话，完成2b。)

T: Read the conversation again in 2a and match the names with the activities. Then we will check the answers.

5. (完成2c。)

T: Complete the sentences with the correct reflexive pronouns from the box.

(核对答案。)

Step 5 Project 第五步 综合探究活动(时间:8分钟)

1. (由四人一组互相调查，完成下列表格。)

(展示小黑板)

Names How did you spend your time last Sunday? How did you think about it?

1

2

3

4

T: Ask each other the two questions on the small blackboard in groups of four, then complete the charts.

2. Homework:

(仿写一篇关于你父亲的短文。)

T: Please write a passage about your father according to Kangkang’s father.

板书设计：

What should we do to fight SARS?

Section C

take an active part in It’s my duty to save the patients.

care for=take care of He had to leave his wife and his son to

talk with work in the Xiaotangshan Hospital.

think of Long time no see!

after class I taught myself on the Internet.

I had a good time. = I enjoyed myself.

teach o neself=learn by oneself We need to teach ourselves before classes.

I¬—my—myself it—its—itself

she—her—herself you—your—yourself

we—our¬—ourselves they—them—themselves

Section D

The main activities are 1 and 5. 本课重点活动是1和5。

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 the flu.

We’d better not go to crowded places.

I had to wash my hands and change my clothes often.

—Must we keep the window open all the time?

—Yes, we must. / No, we don’t have to./ No, we needn’t.

(2) myself, yourself, ourselves, yourselves, himself, herself, itself, themselves.

2. Improve the listening, speaking, reading and writing skills.

3. Talking about health and exercise.

Ⅱ. Teaching aids 教具

录音机/卡片/幻灯机/小黑板/磁带

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. (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。)

Fox 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，绘制表格。)

Good habits Bad habits

go to bed early

do more exercise

wash hands before meals

keep the air clean and fresh … eat too many candies

stay up late

keep long fingernail

throw litter about …

(此活动还可以把全班分成两组进行，一组写健康习惯，一组写不健康习惯，看哪一组写得最多。)

2. (创设情景，复习打电话的交际用语。假设你是李伟，你要邀请你的朋友王涛下午放学后一起去宣传如何预防SARS的相关知识，于是你打电话给他，但他不在，便给他留了言，让他回来后回电话。)

Li: Could I speak to Wang Tao?

M: Just a moment. … Oh, sorry, he isn’t in.

...

3. (引导学生操练有关SARS的知识。)

T: What do you know about SARS?

S1:It spreads easily among people.

T: What should we do to fight SARS?

S1: …

4. (首先教师准备几张卡片，上面写上不同的故事背景，通过师生问答的形式复习反身代词的用法。)

Card 1: You went to a party last night.

Card 2: He fell down to the chair and hurt his leg.

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