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 Must we do exercise to prevent the flu

Topic 3 Must we do exercise to prevent the flu?

Section A

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some useful words and expressions:

talk with, hurry, hurry up, question, go ahead, spread, among, do exercise, do some cleaning, all the time, have to, keep away

2. Go on learning the modal verbs “should” and “must”:

(1)What should we do to fight SARS?

(2)We should keep our rooms clean.

(3)We must open the windows.

(4)We should eat healthy food and do more exercise.

3. Master Verb phrase “have to”, “don’t have to” and “had better”:

(1)You have to stay at home.

(2)We don’t have to keep the windows open all the time.

(3)We had better keep away from animals.

(4)We had better change clothes often.

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/录音机/磁带

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:8分钟)

1. (陈述关于习惯的话题，复习重点句型。)

T: Let’s review what are good habits and what are bad habits using these drills.

We should do…

We shouldn’t do…

We must do…

We must not do…

2. (请学生回想前面讨论的关于健康的话题。)

T: What should we do to keep healthy, S1?

S1: We should go to bed early at night.

T: You can also say: We have to go to bed early at night.

(板书)

have to

(引出本课目标语言have to, don’t have to并给以解释。)

T: We have to eat healthy food. We don’t have to eat more meat.

(要求学生使用目标语言造句。)

T: Please make a sentence with “have to” or “don’t have to”.

S1: We have to sweep the floor often.

S2: We have to study hard.

S3: We don’t have to take medicine often.

…

(以同样的方式，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.

(板书)

had better

(强调had better的用法，然后要求学生继续操练。)

T: Please make some sentences with “had better”.

S4: You’d better go to bed before nine o’clock in the evening.

S5: We had better go to school by bike.

…

3. (通过谈论如何保持健康，引出SARS话题。)

T: Good habits can help us to keep healthy and bad habits can cause diseases. In 2003, there was a serious disease called SARS spreading. What do you know about SARS?

(教师可用汉语适当解释。)

附：SARS is short form for Severe Acute Respiratory Syndrome.

(给学生几分钟时间讨论。)

T: It spreads easily among people.

(板书并讲解。)

spread

T: SARS is a serious disease, but we don’t have to be afraid of SARS. What should we do to fight SARS?

(板书)

What should we do to fight SARS?

Step 2 Presentation 第二步 呈现(时间:10分钟)

1. (出示小黑板，听1a录音，回答问题。)

T: Now, listen to the tape and find out the answers to these questions.

(1)What’s Kangkang’s father?

(2)What do you know about SARS according to the tape?

(3)What should we do to fight SARS?

(让几个同学回答问题，或分组讨论形成共识。)

Answers:

(1)Kangkang’s father is a doctor.

(2)SARS spreads easily among people.

(3)We should eat healthy food and do more exercise to build up our bodies. We should keep our rooms clean and often open the windows. We shouldn’t go to crowded places. If we don’t feel well, we should go to see the doctor at once.

(再放一遍录音，并解释有关生词crowded并讲明只要求了解该词，不用掌握。)

2. (认真阅读1a，找出关键词及生词。)

T: Please read the dialog after the tape and then find out the key words and new words.

(注意适当按暂停键。)

(板书)

on TV——ask some questions——SARS——spread——among——healthy food——do more exercise——not go to crowded places

Step 3 Consolidation 第三步 巩固(时间:8分钟)

1. (再放1a录音，并跟读，注意语音语调。)

T: Listen to 1a and repeat. Pay attention to the intonation, stress and pronunciation.

2. (学生自读1a后，四人一组练习对话。)(可以看书。)

T: Read 1a by yourselves, then practice it in groups of four. You can look at your books.

3. (几分钟之后，要求只看黑板上的关键词，小组表演对话。)

T: Close your books, look at the key words on the blackboard, then act o ut the dialog in groups of four.

(教师此时不应强调学生按原文表演，可适当发挥。)

4. T: Let’s do 1b. Listen to the tape and check (√) the correct boxes.

(附：1. √ 2. √ 3. √ 4. √ 5. √ 6.× 7. √ 8. × 9. √ 10. ×)

For example:

S1: What should we do to fight SARS?

S2: We should change clothes often. We shouldn’t go to crowded places…

T: Listen to the tape again and after listening, please make an interview in pairs, then report it to the class.[

Step 4 Practice 第四步 练习(时间:12分钟)

1. (完成1c，练习本课目标语言。)

T: Let’s do 1c. First read the dialogs, then practice in pairs.

(教师应着重强调两个对话中的目标语言should, must, don’t have to, needn’t。)

2. (要求学生参照这两个对话来表演相似的对话，两人一组，可以参考1b里的信息，教师适当指点。)

T: Follow the examples to make similar diologues using the information in 1b, then act it out.

3. (看2中的图片，讨论怎样预防SARS。)

T: Look at the pictures in 2, and discuss what should we do to fight SARS.

(讨论几分钟后，要求学生完成2里面的练习，提示学生注意should, had better, must的用法。)

T: Follow the examples to make diologues using the sentence patterns:“We should…/We had better…/We must…”

For example:

Dialog 1:

A: What should we do to fight SARS?

B: We should do more exercise.

Dialog 2:

A: What should we do to fight SARS?

B: We had better wash hands often.

Dialog 3:

A: What should we do to fight SARS?

B: We must keep away from animals.

(学生小组练习之后，核对答案。教师可以请几组同学到讲台前为大家表演，并适当讲解keep away from的用法。)

(板书)

Keep away from

Step 5 Project 第五步 综合探究活动(时间:7分钟)

1. (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，要求采访如何预防SARS，并评出优胜的组。)

2. Homework:

(写一篇小短文来说明如何预防SARS。)

板书设计：

What should we do to fight SARS?

Section A

hurry up SARS spreads easily among people.

go ahead We should eat healthy food and do more exercise.

do exercise We should’t go to crowded places.

crowded places We don’t have to keep the windows open all the time.

keep away from Must we do more exercise?

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, ring…up, get through, come back, bicycle

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 is busy right now.

(3)——I’m afraid he is busy right now.

——I’ll ring him up later.

(4)Can I leave a message?

(5)This is Kangkang speaking.

(6)I’ll give him the message.

(7)Could you please ask her to call me back later?

(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/多媒体课件或幻灯片

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. (表演上节课做过的采访活动，复习重点词汇。)

T: Make an interview, four students in one group. One is a journalist, the others are doctors. Please act it out.

Journalist: Hi, doctors, may I ask you some questions?

Doctors: Sure!

Journalist: What should we do to fight SARS?

Doctor 1: We don’t have to be afraid of SARS.

Doctor 2: We should eat healthy food and do more exercise.

Doctor 3: We must not go to crowded places.

…

2. (展示打电话内容，复习打电话的交际用语。)

T: Look at the slide, there are three dialogs. Now read them by yourselves.

(用多媒体展示，或用幻灯片。)

Dialogue 1:

A: May I speak to Li Lei, please?

B: I’m sorry. He isn’t in. Who’s that speaking? Can I take a message?

A: Yes, please. This is Ann. I’ll have a birthday party on Saturday evening.

B: Really? Where will you go to have it?

A: In my house.

B: When is it going to start?

A: At 7:00 p.m. .

B: OK. I’ll give him the massage.

A: Thank you.

Dialogue 2:

A: Is Lucy there, please?

B: No, she isn’t in. Can I take a message?

A: Yes, please. This is Jim. Could I play basketball wi th her this afternoon?

B: When a nd where will you meet?

A: At 2 o’clock at the school gate.

B: OK, I’ll give her the message.

Dialogue 3:

A: Could I speak to Kangkang, please?

B: I’m sorry. He isn’t here right now. Do you want to leave a message?

A: Yes. This is Betty. Our class will have a party at 7:00 p.m on Saturday. Please tell him to bring his CDs.

B: OK, I’ll give him the message.

(学生读完之后，师生共同总结打电话的交际用语。)

3. (复习电话留言。)

T: Please write the telephone massages according to the dialogs. (教师给出示范，挂小黑板。)

For example:

Message:

Li Lei,

Ann called.

She will have a birthday party at 7:00 on Saturday evening in her house.

(教师示范后，要求学生根据示范写出另外两个电话留言，对有困难的学生要及时提供帮助，完成后，同学之间互相检查。)

4. (根据留言，编对话。)

T: There are two telephone messages. Please make two dialogs according to the messages.

(放幻灯片或挂小黑板。)

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，两人一组操练对话。)

T: Now practice the dialogs in pairs.

5. (通过师生对话，学习部分生词，引入新课。)

T: What’s Kangkang’s father?

Ss: He is a doctor.

T: Where is he now? Can you guess?

Ss: He is in the hospital.

T: Yes, he is examining the patients in the hospital.

(板书并解释其意义及用法。)

examine

patient

T: Kangkang misses his father very much. What should he do?

Ss: Kangkang should call his father.

T: Right, Kangkang will dail the Extension. Can he get through?

(板书并解释其意义及用法。)

get through

T: OK, let’s listen to 1a.

Step 2 Presentation 第二步 呈现(时间:10分钟)

1. (让学生听1a录音，回答问题。)

Why does Kangkang call his father?

(核对答案)

2. (让学生跟读1a，然后回答问题。)

T: Open your books, read the dialog in 1a after the tape. Then answer some questions.

(注意按暂停键，并标出生词及关键词。)

(1)Can Kangkang’s father answer the phone? Why or why not?[

(2)What does Kangkang tell his father?

(3)What will Miss Hu do?

(这三个问题比上次提出的较难，学生可看课文回答，并引出生词extension, just a moment)

(板书关键词。)

busy——examine a patient——ring…up——sorry——leave a message——take care of——miss

Step 3 Consolidation 第三步 巩固(时间:7分钟)

1. (继续听录音1a，注意语调。)

T: Listen to 1a again and pay attention to the intonation and stress.

2. (学生两人一组练习对话。)

T: Practice the dialog in pairs.

(教师巡回指点，并提示学生注意语速。)

3. (根据黑板上的关键词，表演对话。)

T: Close your books, look at the key words on the blackboard and act out the dialog in groups of three. One acts Kangkang, the others act the operator and Miss Hu.

(提醒学生注意表情，放松进 行。)

4. (完成1b。)

T: Read 1a. Complete the telephone message in 1b according to the information from the dialog.

(核对答案)

Step 4 Practice 第四步 练习(时间:8分钟)

1. (完成2。)

T: Read the sentences in 2, and put these sentences in the right order.

(学生排列对话后，写一个电话留言。)

T: Listen to the tape and check your answer. Please write a telephone message according to this dialog.

(写完之后，同桌之间互相交换，并帮对方改正错误。)

2. (完成3。)

T: Please open your books, let’s do 3. Read these telephone messages carefully, then complete the phone conversations according to the information from the messages.

(放录音，请学生跟读并核对答案，并解释有关生词roller skating等。)

3. (让学生两人一组操练这三个对话。)

T: Please practise these dialogs in pairs.

Step 5 Project 第五步 综合探究活动(时间:10分钟)

1. (创设情景，探究如何打电话及电话留言方式。)

T: Let’s make a telephone call: Suppose you are calling Ren Ai. But he is 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.

(两人一组编写对话，并在班上表演，表演时其他同学按他们的表演记录电话留言。)

(表现好的学生要及时给予表扬。)

2. Homework：

(1)(教师给学生提供电话留言，让学生编写一个打电话的对话。)

(2)(教师给出一段打电话的对话，让学生完成电话留言。)

板书设计：

What should we do to fight SARS?

Section B

examine the patients Could I speak to sb.?

get through I’m afraid he is busy right now.

give sb. a message Can I leave a message?

leave a message I’ll ring him up later.

roller skating

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, answer, duty, save, think of, hate, enjoy oneself, after class, herself, themselves, grandpa, grandma…

2.Learn reflexive pronouns:

(1) It is enjoying itself.

(2) Did you enjoy yourself, Maria?

(3) The boy and his grandpa are learning English by themselves.

(4) I taught myself on the Internet.

(5) His grandma is watering the flowers herself.

Ⅱ. Teaching aids 教具

录音机/图片/小黑板或幻灯片/磁带

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:8分钟)

1. (检查上节课的作业，通过电话内容，编写电话留言。)

T: Please read this dialog and practice in pairs. Then write a telephone message according to this dialog.

(出示小黑板或幻灯片)

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: Yes. This is Tong. 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.

2. (通过电话留言，编写电话对话。)

T: There is a telephone message. Read it and then make a dialog according to the telephone message.

(出示小黑板或幻灯片，可适当用汉语解释说明。)

Message:

Jane,

Maria called.

Are you going to see a film this evening?[

If yes, can she go with you?

Call her back.

(同学二人互相练习，然后请几组表演对话 。)

T: Pair work. Please practice the dialog and then act it out.

3. (讨论关于SARS问题，复习重要的语言知识点。)

T: Please answer these questions?

(1) What do you know about SARS?

(2) What should we do to keep SARS away from us?

(几分钟之后，请学生回答问题。)

4. (通过了解Kangkang父亲的情况导入新课。)

T: What do you know about Kangkang’s father?

S1: He is a doctor.

S2: He is in the hospital now.

S3: He is examining the patients.

…

5. (告诉学生如果想了解更多的情况，就要认真听录音。)

T: Now listen to the tape of 1a. We will know more about Kangkang’s father.

(板书)

Step 2 Presentation 第二步 呈现(时间:7分钟)

1. (再听一遍录音并跟读。)

T: Listen to 1a again and repeat.

(注意按暂停键，并标出生词和重点词，必要时教师给予指点。)

T: Let’s find the key words together.

(板书，画线部分是要掌握的生词。)

doctor¬, brave, disease, spread, took an active part in, leave his wife, care for, talk with, miss, duty, save

Step 3 Consolidation 第三步 巩固(时间:12分钟)

1. T: Read the passage again by yourself. Then answer the questions in 1b.

(核对答案。)

2. (根据关键词，尝试复述课文。)

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, …

(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.

Card 3: You are having a rich dinner.

Card 4: Nobody teaches her French.

(1) T: Hello, S2 (show him Card 1)! Did you enjoy yourself at the party?

S2: Yes, thank you. I enjoyed myself very much.

(2) T: S3 , (show him Card 2) what was wrong with him? Did he hurt himself?

S3:Yes, he fell down and hurt his leg. But he’s all right now.

(3) T: Hello, S4 and S5 ! (show the card 3 to S4 and S5 ) Help yourselves to some chicken!

S4 and S5: Thanks!

(4) T: S6, (show S6 Card 4) Lucy speaks French very well. Who taught her?

S6: She taught herself.

(师生共同操练之后，可让学生模仿刚才的对话进行操练，然后进行有关反身代词的练习，巩固其用法。)

(出示小黑板。)

用适当的反身代词填空。

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 clean the room ____?

⑤ Be careful with that knife or you’ll cut ____.

⑥ John hurt ____ when he was playing football.

(核对答案。)

Step 2 Presentation 第二步 呈现(时间:5分钟)

1. (完成1。)

T: Open your books, and look at the pictures in 1. Discuss the differences between these two pictures.

(给学生1分钟的讨论。)

T: Listen to the tape, then check the right picture.

(Picture A (×) picture B (√))

T: Listen to the tape again, answer the questions in 1, then write down the answers. I’ll check your answers.

(核对答案)

2. (师生共同寻找答案中的关键词并板书。)

fit, love doing exercise, every day, running, play basketball, Chinese kungfu, watch TV, seldom, have a try

(根据关键词介绍Mr.Brown和Ms. Deng的情况。)

Fox example:

Mr. Brown looks so fit. Because he loves doing exercise . In the morning, he often runs, plays basketball and performs Chinese kungfu.

But Ms. Deng doesn’t do exercise often. She loves to watch TV. Mr Brown asks her to have a try. She will do that...

Step 3 Consolidation 第三步 巩固(时间:5分钟)

1. (检查学生的复述情况。)

2. (总结归纳本话题的语言知识点。)

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 your results together, make a report to the class. Let’s share the main points.

Step 4 Practice 第四步 练习(时间:15分钟)

1. (听录音，操练2a。)

(给学生2-3分钟巩固记忆have to / must及反身代词的用法。)

2. (出示小黑板，练习部分内容。)

按要求进行句型转换。

(1) I have to go to school on foot today. (改为一般疑问句)

____ you ____ to go to school on foot today?

(2) Jim has to stay at home to look after his mother. (变为否定句)

Jim ____ _____ to stay at home to look after his mother.

(3) Do you have to cook for yourself? (否定回答)

____, ____ ____.

(4) Must I finish my homework now? (否定回答)

____, ____ ____.

或 ____, ____ ____ ____ ____.

(5) We’d better go there by bike. (变为否定句)

We ____ ____ ____ go there by bike.

(核对答案。)

3. (听录音，操练2b。)

T: Listen to the tape first, then make a telephone call dialog using the useful expressions in 2b.

(给学生2-3分钟去操练，然后检查。)

For example:

S1: Hello! Extension 6226, please.

S2: Just a moment, please.

S1: Hello! May I speak to …, pleas e?

S3: Sorry, she isn’t in right now.

S1: Can I lea ve a message?

S3: Sure, go ahead.

S1: …

…

4. (做调查，完成3。)

(教师分发调查表，把全班同学分成2组，每组一份。2分钟后由组长将本组的调查结果向全班同学作报告，然后教师总结。)

Name[来源:Zxxk.Com] How to fight the flu[

should/ had better/ must do had better not/ couldn’t do

1

2

3

4

5

Report like this:

We must eat healthy food and do more exercise. We should wash hands often before meals. We had better not go to the crowded places. When we get the flu, we had better go to see a doctor, take some medicine and drink more water. …

5. (两人一组编对话，完成5。)

T: Look at 5 Project, work in pairs to make up a dialog.

(教师巡视指点，几分钟后，找两到三组同学表演对话。)

Step 5 Project 第五步 综合探究活动(时间:5分钟)

1. Make a survey.

(出示幻灯片让学生根据下面的表格做调查，并根据调查结果给出好的建议。)

student What do you often eat/ drink? When do you get up / go to bed? Do you often do exercise?

1

advice

2

advice

3

advice

4

advice

2. 欣赏4中的歌曲“Auld Lang Syne”.

板书设计：

What should we do to fight SARS?

Section D

myself——ourselves Must we keep the windows open all the time?

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

Can I take /leave a message?

themselves Long time no see!

take care of

take part in

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