Introduction

 (7 minutes）

1. The whole class 

work

2. The whole class 

work

3. The whole class 

work

4. Individual

work

5. The whole class 

work

6. 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. Volunteers may answer: 

(1) smoking

(2) not smoking

5. Students understand: “give up smoking” 

means “stop smoking”.

6. Students listen generally 

and find out “Staying up late is bad for your health”.

1. Greet students ready for

learning.

2. Show everyday saying for the students.

(one saying a week)

3. Play the chant on Page 38.

Then guide students to

repeat the chant on P38  

after listening to the

recording.

4. Teacher asks the students

to look at the topic “I must

ask him to give up

smoking” and guess the

meaning of “give up

smoking”, then asks a

question: “Smoking or not

smoking?” 

5. Teacher introduces the

synonymous word “stop”,

which means “give up”.

6. Teacher tells the students,

“In our life, there are

many bad habits. Let’s

listen to 1a and find out

the bad habit in 1a.”

Presentation

(10 minutes)

1. The whole

class work

2. The whole

  class work

3. The whole

class work

4. The whole

class work and group work

1. Students make sure

what they should do while listening.

2. Students listen and

finish 1b.

3. Students look through 1a, focusing on the keys to 1b, and then discuss in groups.

4. Students may discuss how to write in groups. Then they write it down. Each group will show one for the whole class.

A sample:

Kangkang looks tired. Because he watched a soccer game on TV last night. He went to bed very late. He should go to bed early tonight, and he’ll feel better tomorrow.

1. Teacher asks the students

to look through 1b.

2. Teacher plays the recording.

3. Teacher asks the students

to look through 1a and

check their answers.

4. Teacher asks the students    

to finish 1c. Then let each

group show one passage

and a representative read

the passage aloud.

Consolidation

(10 minutes)

1. The whole

class work

2. The whole

class work

and pair

work

3. The whole

class work and pair work

4. The whole class work

5. The whole

class work

1. Students read with the recording, imitating the pronunciation and

intonation.

2. Students underline the language points in their text books:

(1) sb. be tired/interested/ excited

(2) make sth. come into being

(3) watched—past tense

(4) Doing sth. is bad/ good for… 

(5) must do sth.

3. Students ask and answer in pairs.

4. Students may find

“litter” and “dustbin” strange, but they can guess the meanings by connecting the phrases with the corresponding

pictures.

5. Students choose “should, shouldn’t, must, mustn’t, don’t” for each picture.

1. Teacher plays 1a for the

students to read with.

2. Teacher shows some language points on the screen for the students to understand.

(1) You look tired.

(2) What caused it?

(3) I watched a soccer game on TV last night.

(4) Staying up late is bad for

your health.

(5) I must have a good rest.

3. Teacher asks the students to practice 1a in pairs.

4. Teacher asks the students to

look through 2 to find   

something they don’t

understand. Teacher shows

pictures of “litter” and

“dustbin” on the screen.

5. Teacher plays the recording.

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. Group work

7. The whole

class and

pair work

8. Pair work and 

group work

1. Students may ask the

teacher what they don’t understand.

2. Students understand “keeping fingernails long” with the help of the pictures and the teacher’s explanation.

3. Students understand “without breakfast” with the help of the teacher’s explanation.

4. Students mark each phrase.

5. Students make sentences like this:

Going to bed early is

good for your health.

Getting up late is bad for your health. You should get up early.

6. Each group make the new sentences in their own groups, and each one must say one sentence.

7. Students make dialogues by imitating the example, and they may try to use “Wow!”, “My god” to show their attitude. They may practice in

pairs.

8. Two representatives from each group read their new conversations about 3b aloud.

1. Teacher asks the students to look through 3a, making sure they

understand 3a.

2. Teacher shows pictures of “long fingernails” on the screen.

3. Teacher explains that  

“without breakfast” means “not eat breakfast”.

4. Teacher asks the students to choose “good” or “bad” and mark each phrase.

5. Teacher asks the students to make new sentences like: Doing sth. is good/bad for…

6. Teacher walks to see who is not taking part in the activity.

7. Teacher lets students  

finish 3b.

8. Check the students’ pair

work. Each group shows

one dialogue.

Production

(8 minutes)

1. Group work

2. The whole 

class work

3. The whole

class work

4. Individual

work

1. Students discuss in

their groups, making

the new conversation

orally.

2. Students write their

conversations after

class, preparing for

the show in the next

class. Each group will

show three dialogues.

3. Students summarize

Section A with the

teacher by doing

exercises shown on

the screen.

4. Students do the

following jobs:

(1) Memorize the 

summary after class.

(2) Students write

conversations after class.

(3) Students learn to

read vocabulary with

the help of the

recording and the

phonetic symbols,

and read the

dialog after the

recording.

1. Teacher asks the students

to make new conversations 

according to 1d.

2. Teacher asks the students

to write down their new

conversations after class.

3. Teacher shows the summary 

to the students:

(1) vocabulary

(2) the structure:

情态动词+动词原形

4. Teacher assigns homework:

(1) Review the summary

after class.

(2) Report their interview

to the whole class in the next class.

(3) Prepare Section B after

class.

Teaching Reflection

It’s hard for the students to use gerund as subject in 3a, and use “should/shouldn’t”, “must/mustn’t” to connect the verb phrases in 3a.