Unit 4 Staying healthy（一）知识与技能1熟练掌握特殊疑问句“ Why…?” 和” How often…?”2熟练掌握连词because 的用法。

3巩固like/love/enjoy +doing 结构（二）过程与方法1使用‘wh-‘questions 询问学生所喜欢的活动并由此引出like/love/enjoy +doing 结构e.g. What’s your favourite indoor/outdoor activityI like/love/en joy +swimming/singing/working…2使用‘wh-‘questions询问某事发生的原因，练习对话：Why do I always have a headache？You always have a headache because you watch too much television.3使用‘How’questions 询问事情发生的频率e.g. How often does Danny do some revision4操练句型How often ... ?…once a month. / twice a year.反复操练该句型，使学生熟练掌握。

（三）情感、态度与价值观通过学习课文，学生了解到运动有益健康。

身体的不适和疾病源于不健康的生活习惯。

因此，为了有健康的身体，应有规律地参加适当的室内和室外活动。

Period 1Language focus:Using nouns to identify activitiese.g. singing /dancing/running/swimming /playing/workingUsing the simple present tense to express interestse.g. He likes singing/She enjoys swimming/We love playing.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.)1 Play the recording: Sing a song. Students listen first. Then the whole class follows and sings together.2 Divide the students into groups. Ask the students to practise singing and acting the song.3 Groups take turns to sing and act the song in front of the class.4 Ask the students to vote for the best group.Period 2Language focus:Using nouns /noun phrases to identify conditionse.g. a headache/a stomach-ache/toothache/a cold/a fever/a sore throatAsking ‘wh-‘questions to find out the reasone.g. Why do I always have a headacheUsing connectives to give reasonse.g. You always have a headache because you watch too much television.Using adverbs to express degreee.g. too much/too manyPre-task preparation1 Introduce new vocabulary items: a headache, a stomach-ache, toothache, a cold, a fever, a sore throat. Encourage students to use facial expressions and body language to help convey the meanings.2 Play the recording: Look and learn and Think and say. Students listen and follow in their books.3 Play the recording again. Students listen and repeat.4 Invite students to talk about their experience of suffering from a headache, a stomach-ache, toothache, a cold, a fever or a sore throat.While-task procedure1 Students work in groups of five Distribute a copy of photocopiable page 9 to each group. Four members in the group pretend to feel unwell and one member pretends to be Doctor Chen. Ask students to follow the modeled dialogue and work together to complete the dialogue in the other pictures. Tell them to think about different reasons for not feeling well. Then students practise the dialogue in groups.2 Groups take turns to role-play the dialogue in class. Encourage students to use facial expressions and body language and be as dramatic as possible. Write all the reasons for not feeling well on the board to get students familiar with the target language. Finally, vote for the best group.3 Still in groups, ask students to draw and write down different ways for keeping themselves healthy. Collect students’work and put it on the display board.Post-task activityWorkbook page 7ConsolidationGrammar Practice Book 7A page 12Period 3Language focus:Using adjectives to describe activitiese.g. indoor activities/outdoor activitiesUsing nouns to identify activitiese.g. fishing /cycling/swimmingUsing ‘wh-‘questions to find out various kinds of specific information about a persone.g. What’s your favourite indoor/outdoor activityAsking ‘How’questions to find out quantitye.g. How many of my classmates like watching television bestUsing the simple present tense to express opinionse.g….students like …best.Pre-task preparation1 Differentiate between indoor activities and outdoor activities. Write indoor activities and outdoor activities on the board. Read them aloud. Invite the whole class to repeat the words after you. Explain briefly that indoor activities are activities carried on inside a building and outdoor activities are activities carried on outside a building.2 Invite a student to read the list of indoor and outdoor activities in Read and match aloud. Ask a few more able students to think of more indoor and outdoor activities.3 Give students some time to complete Read and match. Check answers orally.4 Students work in pairs to practise the target language in A survey .Invite some pairs of students to role-play the dialogue in class.While-task procedure1 Students work in groups. Distribute a copy of photocopiable page 10 to each group. Ask students to carry out the survey using the target language. Each group completes one survey form. Write down the other groups’findings on the survey form as well. Each group completes a simple report.2 Invite representatives from the groups to come out to the front and read their reports aloud .Collect students’work and put it on the display board.3 Make sure students know how to tead and draw bar chart .4 Students work in groups. Distribute a copy of photocopiable page 11 to each group. Ask students to carry out the survey using the target language. Each group completes one survey form. Write down the other groups’findings on the survey form as well. Each group completes a simple report and draws a bar chart.5 Invite representatives from the groups to come forward and read their reports aloud. Collect students’work and put it on the display board.ConsolidationGrammar Practice Book 7A page 13Period 4Language focus:Asking ‘How’questions to find out frequencye.g. How often does Danny do some revisionUsing the simple present tense to describe habitual actionse.g. He does some revision once a month.Using adverbs to express frequencye.g. once a month/ twice a yearPre-task preparation1 Remind students about the concept of ‘work and play’and review the song on page 14 again2 Invite a more able student to come out to the front and read Danny’s timetable. Other students keep their books closed and listen carefully3 Ask students some questions to check their understanding. Ask: How often does Danny do some revision How often does Danny watch television How often does Danny practise swimming How often does Danny help do the housework to elicit: He does some revision once a month. He watches television three times a day. He practices swimming twice a year. He never helps do the housework.4 Ask students to give their opinion about Danny’s timetable. Write the list of opinions on the board. In conclusion, students should understand that Danny’s timetable is not very good.While-task procedure1 Ask each student to think of and write a good timetable for himself/herself.3 When the students have finished, ask them to work in pairs and compare their timetables with their classmates’timetables by using the target language. One student starts the conversation by asking: How often do you…They take turns to ask and answer questions about the timetables.ConsolidationGrammar Practice Book 7A pages 14 and 16Photocopiable pages 12, 13, 14 and 15NOTES: （单元教后记）1、通过学习本单元课文，学生了解到运动有益健康。