Introduction

（7 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

8. Some students’ work

9. The whole class work

1. Focus their attention

on the teacher.

2. Read the saying aloud.

3. Students read the

chant on P38 and try

to imitate the recording, 

at least for three times.

4. Students are interested 

in “Guessing game”.

They may answer like

this:

(1) Candy.

(2) A pen.

(3) Chalk.

5. Students say “Wow” 

or they laugh.

6. Students understand

“smoke” and answer

“Smoking is bad for

our health. ”

7. Some students put up

their hands.

8. Some students say, “I

should/must ask him

to give up smoking.”

9. Students listen and

answer:

(1) Maria’s father.

(2) She must ask him

to give up smoking.

1. Greet students ready for

learning.

2. Show everyday saying for

the students.

(one saying a week)

3. Repeat the chant on P38  

after the recording.

4. Teacher plays a game with

the students: “Guessing  

game.” Teacher wraps a

cigarette in a piece of

colorful paper and makes it like candy, letting students guess what it is inside.

5. Teacher opens the candy.

It’s a cigarette.

6. Teacher shows a picture

with “smoke” on the screen, asking the students, “Is smoking good or bad for your health? ” 

7. Teacher does a survey,

asking “Does your father

smoke? If so, please put

up your hands”.

8. Teacher goes on with

“ What should you do if

your father smokes?”

9. Teacher leads to 1a.

Wang Junfeng and Maria

are talking about smoking.

Let’s listen to 1a and answer:

(1) Whose father smokes?

(2) What should he/she do ?

Presentation

(10 minutes)

1. The whole class 

work

2. The whole class 

work

3. The whole class 

work

4. The whole class 

work

5. Some students’ work

6. The whole class 

work

7. Group work

1. Students listen to

some bad things about smoking and understand the meanings of

“article” and “cancer”.

2. Students look through 1b to prepare for

listening.

3. Students listen and

finish 1b.

4. Students look through

1a and find the proper

sentences and change

“I” into “He/She”.

5. Volunteers read their

answers.

6. Students look through

1c and listen.

7. Students discuss in

groups, unifying their answers.

1. Teacher reads an article

about smoking to the 

students in Chinese,

explaining “cancer” in

Chinese, and then shows

another article, to help the

students to understand

“article”.

2. Teacher asks the students

to look through 1b.

3. Teacher plays the recording.

4. Teacher asks the students

to look through 1a and

check their answers.

5. Teacher checks the students’ 

answers.

6. Teacher asks the students

to look through 1c, and

then plays the recording

for them.

7. Teacher asks the students

to discuss in groups to

check their answers.

Consolidation

(10 minutes)

1. The whole

class work

2. The whole

class work

3. The whole

class work

1. Students read with the

recording, imitating it.

2. Students underline the

language points in

their text book.

(1) prep. doing

(2) help sb. do sth.

(3) doing sth. is…

(4) tooth--teeth

(5) says/writes

(6) must do sth.

 give up doing sth.

3. Students read 1c.

1. Teacher plays 1a for the

students to read.

2. Teacher shows some

language points on the

screen for the students:

(1) an article about smoking

(2) help him relax

(3) Smoking is bad for his

health.

(4) his teeth

(5) The article says…

(6) I must ask him to give up

smoking.

3. Teacher asks the students to

read 1c individually.

Practice

(10 minutes)

1. The whole

class work

2. Group work

3. Pair work

4. The whole

class work

5. The whole class 

work.

6. Group work

and pair work

7. Group work

8. The whole

class work

9. Group work

and individual 

work

10. The whole

class work

11. The whole

class work

12. Individual

work

1. Students read 1a in

pairs.

2. Member A helps  

member B and C read

1a correctly.

3. Member C will be the

first choice if they can.

4. Students read [7] one by

one and read the

following words at the

same time:

 fun   cut    come

fund  duck  luck

5. Students try to

distinguish the sound of [7], [3] and [D] .

6. Two students from each

group read to compare

who reads better.

 farm  card  calm

 park  mark  arm

7. A volunteer group

read one by one.

8. Students read and

imitate 3a.

9. Each student must read.

10. Students choose the

proper phrases from the

chant.

11. Students imitate sentence 

by sentence, paying

attention to the liaison in the chant.

12. Volunteers will read 3b,

and they will get points.

1. Teacher asks the students 

to read 1a in pairs.

2. Member A leads member

B and C to read 1a.

3. Teacher asks students to

perform 1a, and each

group chooses one pair.

4. Teacher shows phonetic

cards [7], letting students

read the words as well.

5. Teacher reads as a model.

6. Teacher shows [3] and

words.

7. Teacher shows [D] in the

same way.

8. Teacher plays the recording 

of 3a.

9. Teacher asks each group

to read 3b.

10. Teacher asks the students

to write the key phrase

for each picture.

11. Teacher plays the

recording sentence by

sentence.

12. Teacher organizes a

competition of reading 3b.

Production

(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

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 read and

finish 2a.

3. Students mark H or U.

4. Students find out the

reasons by connecting

relevant sentences in

2a and 2b. Then write

down five short

passages after class.

A model:

  Li Hua often goes to

school without breakfast. 

It’s bad for her health.

Because breakfast gives 

us energy for the morning.

5. Students summarize

with the teacher .

6. Students do the jobs

after class:

(1) Memorize the

words and dialogue 

in Section B after

class.

(2) Groups will debate with each other.

(3) Students learn to

read vocabulary with

the help of recording

and the phonetic

symbols, and read the

dialogue after the

recording.

1. Teacher sums up the ways

to give suggestions:

 should/shouldn’t/had

better/had better not/Why

don’t you…?/must/need to do.

2. There are some other ways

to give suggestions. Teacher 

lets students look at 2a.

3. Teacher asks students to

finish 2b.

4. Teacher organizes the
students to instruct the reasons for 2b and write down short passages after class.

5. Teacher shows the summary 

to the students.

6. Teacher assigns homework:

(1) Review the words and

dialogue in Section B.

(2) Teacher asks the

students to prepare for a discussion in groups:

Is it good or bad?

Is it healthy or

unhealthy?

(3) Prepare Section C after

class.

Teaching Reflection

It’s hard for the students to finish writing in 2b. They are interested in reading the chant. Later, more chants will be introduced.

(1) an article about smoking

(2) help him relax

(3) Smoking is bad for his health.

(4) his teeth

(5) The article says…

(6) I must ask him to give up smoking.

Zhang Ming usually takes a walk after the meal. It’s good for his health. Walking is a good exercise. It can make us strong.