Introduction

（10 minutes）

1. The whole

class work

2. The whole

class work

3. Group work

4. The whole

class work

5. The whole

class work

6. The whole

class work

7. The whole

class work

1. Focus their attention

on the teacher.

2. Read the saying aloud.

3. Students perform the

conversation in groups, in which one is doctor, and the other five are patients. How to prevent the flu? The more problems to solve, the better.

4. Students are sure to

answer that doctors are very important in our life.

5. Students listen or read.

6. Students think about

the question: Is it

right to kill the

doctor? They should

understand that they

should love doctors

and love themselves

as well.

7. Students understand

by looking at the

message in 1b.

1. Greet students ready for

learning.

2. Show everyday saying for

the students.

(one saying a week)

3. Teacher organizes a

performance to choose the   

best doctor.

4. Teacher asks a question:

 Are doctors important or not in our life?

5. Teacher reads the news

from newspaper or shows on the screen, which is in Chinese.

6. Teacher lets the students

discuss, leading the

students to understand the doctors and respect them.

7. Teacher shows 1b on the

screen and teach

“message” . Explain

“leave a message” and

“give a message” to make students understand.

Presentation

(7 minutes)

1. The whole

class work

2. The whole

 class work

3. The whole

class work

4. The whole

class work

5. Pair work

6. Pair work

1. Students look through

1b to prepare for

listening.

2. Students listen and

finish 1b.

3. Students complete the

message.

4. Students read with the

recording, paying

attention to the

pronunciation and

intonation.

5. Students make sure

they can read 1a

correctly.

6. All the members

chosen by lots will read in pairs one by one.

1. Teacher asks the students

to look through 1b.

2. Teacher plays the

recording of 1a.

3. Teacher plays the recording 

of 1a again, pausing at the

place where the key

message appears.

4. Teacher plays the

recording of 1a without

stopping.

5. Teacher asks the students

to read 1a in pairs.

6. Teacher draws lots from

Member A, B, C.

Consolidation

(10 minutes)

1. The whole

class work

2. The whole

class work

3. The whole

class work

1. Students underline the

language points in

their text book and

make some sentences,

for example:

(1) You shouldn’t

speak to her so aloud.

(2) He should be busy

now.

(3) Must I ring him up

now?

(4) You had better

leave him a message.

(5) Must I tell him not

to come again?

(6) I must give the

message to her

myself.

(7) We should do our homework ourselves.

2. The students translate,

paying attention to the

function of  “oneself”.

(1) speak to sb. oneself

(2) ring sb. up oneself

(3) leave a message

oneself

(4) tell sb. (not) to do sth

(5) give sb. the message

(6) enjoy oneself

3. Students know the

emphatic function of “oneself”.

1. Teacher shows some

language points on the

screen for the students to

understand. Students make

sentences, using “should/

shouldn’t, had better (not),

must /mustn’t”.

(1) speak to sb.

(2) be busy

(3) ring sb. up

(4) leave a message

(5) tell sb. (not) to do sth

(6) give sb. the message

(7) do sth. (by) oneself

2. Teacher asks the students to

translate the sentences into

Chinese:

(1) I will speak to him (by)

myself.

(2) She is ringing up him (by)

herself.

(3) My mother left a message

(by) herself.

(4) You should tell her not to

be late (by) yourself.

(5) Michael gave the message

(by) himself.

(6) We all enjoyed ourselves

last night.

3. Teacher sums up the function

of “oneself”.

Practice

(10 minutes)

1. The whole

class work

2. The whole

class work

3. The whole

class work

4. Some students’ 

work

5. The whole

class work

6. The whole

class work

7. Some students’ 

work

8. Some students’ 

work

9. The whole

class work

10. Some students’ 

work

11. Group work

12. The whole

class work

1. Students read the

message in 1c and do it.

2. The two write on the

blackboard, while others write in their own

exercise books.

3. All the students read the  conversations on the  blackboard in pairs.

4. Volunteers answer that

they should fill in

auxiliary verbs or modal verbs.

5. Students listen and finish 2a.

6. Students check their

answers to 2a and finish 2b.

7. Volunteers read 2a.

8. Each time, two students read together. The right one may sit down, while

the wrong one stands.

9. Students read after the

recording, trying to

imitate it.

10. The students read 3a

individually and then sit down.

11. Member A reads for

Member B and C, then Member B and C read 3b. They check in groups.

12. Students read 3b after

the recording and try to

imitate, paying attention to the liaison.

1. Teacher asks the students to make up a new

conversation according to 1c.

2. Teacher asks two students to write their conversations on the blackboard.

3. Teacher corrects if necessary.

4. Teacher lets the students

to observe 2a and asks

them what they should fill in.

5. Teacher plays the recording of 2a.

6. Teacher plays 2a again so that the students finish 2b.

7. Teacher checks the

students’ answers.

8. Teacher shows phonetic

cards one by one.

9. Teacher plays the

recording of 3a.

10. Teacher asks the students who are standing to read 3a.

11. Teacher asks Member A to read 3b for Member B

and C, and then Member

B and C read to Member A.

12. Teacher plays the recording of 3b.

Production

(8 minutes)

1. The whole

class work

2. The whole 

class work

3. The whole

class work

and individual 

work

1. Students sum up with the teacher:

You should/

shouldn’t/ had

better/had better

not/must/need to do/Why don’t you …?

2. Students summarize

with the teacher.

3. Students do the jobs:

(1) Memorize the

phrases and dialogue

in Section B after class.

(2) Students write

after class.

(3) Students learn to

read the vocabulary and dialogue of

Section C after the recording.

1. Teacher sums up the ways to give suggestions:

should/shouldn’t; had

better/had better not; Why don’t you..? Why not…?

must/mustn’t ; need to do

2. Teacher shows the

summary to the students.

3. Teacher assigns homework:

(1) Review the phrases

and dialogue in

Section B.

(2) Teacher asks the

students to write a

passage:

How to keep healthy?

(3) Prepare Section C after

class.

Teaching Reflection

It’s hard for the students to read 3b with the recording. Students need more imitating after class.

 speak to sb.

 be busy

 ring sb. up

 leave a message

tell sb. (not) to do sth

forget to do sth.

give sb. the message

give a talk

themselves, myself, yourself, himself

give him the message myself

finish it by myself, do sth. (by) oneself

They have problems themselves.