Introduction

（10 minutes）

1. The whole class 

work

2. The whole class 

work

3. The whole class 

work

4. Group work

5. The whole class 

work

6. The whole class 

work

1. Focus their attention

on the teacher.

2. Read the saying aloud.

3. All the students read

their homework in

groups, preparing for

the report.

4. The chosen groups

will report their passages.

5. Students correct

their passages and

write them on the

blackboard.

6. All the students read

aloud.

1. Greet students ready for

learning.

2. Show everyday saying for

the students.

(one saying a week)

3. Ask the whole class to

prepare for the report: My

eating habit.

4. Teacher casts lots to find

two groups to report.

5. Teacher asks the two

groups to write their

passages on the

blackboard. Teacher

corrects them if necessary.

6. Teacher offers five or six

minutes for the students to read through Section A-C.

Presentation

 (8 minutes)

1. The whole

class work

2. The whole

class work

3. The whole

class work

4. The whole

class work

5. The whole

class work

6. The whole

class work

7. Some students’ 

work

1. Students discuss in

groups.

2. Students read the

correct sentences.

3. Students may think of

the following phrases:

 wash hands, spit on the street, tidy the room, put litter into the dustbin, open the window.

4. Students listen and

number the pictures.

5. Students write down a

phrase under each

picture.

6. Students check their

answers.

7. Volunteers will read

their answers.

1. Teacher asks the students

to check Grammar and

Functions in groups.

2. Teacher asks the students

to correct the wrong parts.

3. Teacher lets the students

to look through 1 and say

a phrase corresponding to

each picture.

4. Teacher plays the recording

of 1.

5. Teacher plays again and

pauses when necessary.

6. Teacher plays for the third

time.

7. Teacher checks the

students’ answers to 1.

Consolidation

(10 minutes)

1. The whole

class work

2. The whole

class work

and group

work

3. Some students’ 

work

4. The whole

class work

1. Students make sentences

orally, using the

following phrases:

take shower often

wash hands before meals

spit in public

drink yoghurt

tidy our room

open the window

keep the air fresh

2. Students in each

group say the

sentences in turn, with each saying one. Six groups start at the same time.

3. Each student in the

first group will say

one sentence clearly.

4. Students guess the

function by what the

teacher says.

1. Teacher asks the students

to make sentences according 

to 1.

2. Teacher organizes a

competition to see which

group make sentences the

most fluently.

3. Teacher asks the best group to

say the sentences clearly.

4. Teacher sums up the function

of “should/shouldn’t … must/

mustn’t…”. Teacher may

explain it in Chinese.

Practice

(10 minutes)

1. The whole

class work

2. The whole

class work

3. The whole

class work

4. The whole

class work

5. The whole

class work

6. Some students’ 

work

7. Some students’ 

work

8. The whole

class work

1. Students read the

phonetic syllables and

understand the meaning, 

answering the questions.

2. Students get to realize

what the teacher says.

3. Students understand the

word “disease” by

understanding

synonymous “illness”.

4. Students understand

“harm” by understanding

“be bad for”.

5. Students read silently and

try to finish 2.

6. Students may ask for

help if they don’t

understand well.

7. Volunteers write their

answers on the

blackboard.

8. Students try to

understand.

1. Teacher shows a picture of cigarette with phonetic syllables and asks questions:

  Do you smoke?

Who smokes around you?

2. Teacher goes on. Smoking

is bad for our body. Body here means health, pointing to my body and your body.

3. Teacher explains. Smoking 

can cause illness. Smoking

can cause disease.

4. Teacher goes on. Smoking

harms our body while here “harm” means “be bad for”.

5. Teacher sums up.

Smoking is bad for our health. Smoking harms

smokers and us. (Teacher

acts a gesture of smoking.) It can cause disease. Let’s read 2 about smoking.

6. Teacher explains “chemicals” 

by pointing the smoke and

fog around a cigarette on

screen.

7. Teacher asks three students 

to show their answers on

the blackboard and

corrects them.

8. Teacher explains the

function of “can”, which

refers to possibility.

Production

(7 minutes)

1. The whole

class work

2. Group work

3. The whole

class work

1. Students finish it

according to the fact.

2. Students discuss in

groups

3. Students do the

following jobs:

(1) Students write a

short passage “How

to keep healthy” after

class, preparing for

the performance next

class.

(2) Students preview

the vocabulary

and the dialogue

in Section A, Topic 3.

1. Teacher lets the students

finish testing in

projection.

2. Teacher asks the students

to discuss who is the

healthiest in your group.

3. Teacher assigns homework:

(1) Teacher asks the

students to write a

short passage “How to keep healthy”.

(2) Preview Section A,

Topic 3.

Teaching Reflection

It’s a little difficult for the students to make sentences, but they are interested in it. The most difficult is to use “can, should/shouldn’t, must/ mustn’t” in correct situation.

We should/shouldn’t…

We must/mustn’t …

Don’t spit in public.

Tidy our room.

take shower often

wash hands before meals

spit in public

drink yoghurt

tidy our room

open the window

keep the air fresh