1、Unit 4 Stay Healthy Lesson 25For ideas and tips on beginning a class, see “teaching techniques” at the back of this teachers guide.Step1: come to “think about it.Step2: check to see if the students have previewed the reading as required. Ask if they have any questions concerning the text. Encourage
2、other students to try to answer the questions. You could also ask if anyone would like to describe, in English, his or her experiences of going to see a doctor. First, you may want to have the class brainstorm the related vocabulary on seeing a doctor. Select one or two sentences containing key word
3、s or phrases and ask if anyone has figured out the meaning. If a student replies correctly , ask him or her to share the strategies used to puzzle out the meaning. Remember to give lots of praise for a good try, even if its wrong.Step3: tell the students: “now were gong to listen to a story about Da
4、nny . “ Play the audiotape. Have the class follow the audiotape while looking at the text.Step4: Divide the class into groups of four or five. Ask each group member to take the roles of the sick person, a concerned friend or family member(s) , a doctor and a nurse. Have the groups act out the story
5、using the words and phrases form the reading.Step5: come to “lets do it.” If you have time, have the students develop their own stories. Encourage them to use their imagination to create, improvise and experiment.Step6: class activity Circle.Have the class play the “Circle” game to review parts of t
6、he body. Follow these step-by-step directions:Divide the class into four groups. Make space for the groups to form two double circles.Direct two groups to form the inner circles in which the students facer outwards. The other two groups should form the outer circles in which students face inwards. Y
7、ou can use this arrangement of students for any kind of question-and-answer activity.The students will review vocabulary for parts of the body. Each student in an outer circle asks a question or gives a direction to the person he or she is facing in the inner circle. For example:Where is your foot?P
8、oint to your ear.Pull your nose.Move your elbow.The facing student follows the direction as quickly as possible. Then the next person in the outer circle asks a question or gives a direction.Students should correct each others mistakes so that each question and response are correct before the next s
9、tudent has a turn.The double circle that finishes first is the winner.Class closingThe first reading in the readerThe remaining exercise in the activity bookThe next reading in the student bookLesson 26Class openingFor ideas and tips on beginning a class , see “teaching Techniques” at the back of th
10、is teachers guide.Step1: come to “Think about it.”Step2: Check to see if the students have previewed te reading as required. Ask if they have any questions concerning the text. Encourage other students to try answer the questions . You may present this riddle to the class: What is it that you can ca
11、tch but cannot throw away?At this point, brainstorm the related vocabulary regarding feeling ill. Select one or two sentence figured out the meaning. If a student replies correctly, him or her to share the strategies used to puzzle out the meaning. Remember to give lots of praise for a good try, eve
12、n if its wrong.Step3: tell the students they are going to listen to a story about Bran. Play the audiotape. Have the class follow the audiotape while looking at the text.Step4; divide the class into pairs of students. Have students take on the roles of Brian and Jenny , and act out the dialogue.Step
13、5: if you have time divide the class into groups of two to four, with one student taking the role of the sick person and the other suggesting what the sick person could do for his or her particular problem.Encourage students to sue phrases from the reading. Have the group members change roles so tha
14、t everyone has a chance to play the role of both the sick person and the advisor.Step6: come to “Project1.”Begin unit project 1. this project can cover three lessons. The students work in small groups to learn about common illnesses. They take part in role-plays about meeting with a doctor and descr
15、ibing their illnesses. The “Teaching Techniques” section at the back of this teachers guide provides suggestions for introducing a new project.If you are comfortable with pretending or role-play, one way to introduce this topic is to pretend you are sick and to describe your symptoms very dramatical
16、ly! You could paint spots on your face. Say you feel terrible. A students pretending to be a doctor asks whats wrong with you, and tells you what illness he or she thinks you have.Then ,tell the students that they will be learning about common illnesses in this lesson.Divide the class into small gro
17、ups and instruct them to read their student books and readers to find out facts abut causes and symptoms of common illnesses. Encourage students to assist each other in finding or understanding informations, if necessary, students should make individual notes of the facts they find.Continue unit pro
18、ject1.Students form the same groups to complete their note making on symptoms and causes. When they are ready, introduce the role-play activity . this part of the unit project will be done over two lessons.First , instruct students to divide themselves into smaller groups of two or three. In groups
19、of two, one person will take the role of doctor and the other will take the role of sick patient. In groups of three. One person will be the doctor, another a parent, and the third a sick child . These small role-play groups will perform one at a time while the other students listen.The patients( in
20、cluding the parents and sick children) should choose an illness that they have made notes on. Then they will role-play meeting with the doctor and describing the symptoms of the illness using the vocabulary and phrases from this lesson and other English words they know.The doctors should asks questi
21、ons to help the patients explain how they feel. Then the doctors should identify the illness that the patient has. The doctors can suggest a treatment if they have information in their notes. If they dont know what the best treatment would be, they should tell the patient to get plenty of rest and c
22、ome back tomorrow.Class closingThe second reading in the readerThe remaining exercises in the activity bookThe next reading in the student bookLesson 27Class openingFor ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teachers guide.Step1: check to see if the studen
23、ts have previewed the reading as required. Ask if they have any questions concerning the readings. Encourage other students to try to answer the questions. To determine students level of understanding ,ask questions such as: How many food groups are there, according to the readings?What are the food
24、 groups?What do you usually eat for breakfast?What do North Americans usually have for breakfast, according to the reading?What is a balanced diet?Students should be encouraged to refer to the readings for the answers.Step2: Play the audiotape . Have the class follow the audiotape while looking at t
25、he text.Step3: Divide the class into small groups. Have each group discuss the following questions and write down the answers.What is calcium?Why is calcium important for the body?What are some foods that have calcium in them?Step4: Come to “Lets do It.”Class closingThe third reading in the readerTh
26、e remaining exercises in the activity bookThe next reading in the student bookLesson 28Class openingFor ideas and tips on beginning a class, see “teaching Techniques” at the back of this teachers guide.Step1: ask the students if they have previewed the song as required. If they have , ask them if th
27、ey like the song. Why or why not? Ask if students have any questions about the song. Encourage other students to try to answer the questions. If it is necessary for you to answer the questions, do so in a simple, easy and and straightforward way either in Chinese or in English. It if important to ma
28、ke sure students understand the structure the more the moreStep2: divide the class into two groups. Have each grou read the song aloud as a poem. One line at a time. If you like, you could ask one group to read the lines and the other to act out what is being read. This will tell you how well the st
29、udents have understood the song and how well the have learned to appreciate it.Step3; if you find the students already understand the song, play the audiotape. Have the class into follow in their student books and sing along with the audiotape.Step4: practice singing until everybody sings the song w
30、ell. Step5: Come to “Lets Do it”.Step6: If you have time, ask for two volunteers, one who is willing to sing the song to the class while the other acts. Then play the audiotape again. Have the class sing together along with the audiotape.Class closingThe remaining exercises in the activity bookThe next reading in the student bookDepending on how much time you have, you may wish to end the class by singing the song “ Fill My Plate”.学优;中? 考，网
