Introduction （7 minutes） |
1. The whole class work 2. The whole class work 3. Pair work and individual work 4. Some students’ work 5. The whole class work 6. The whole class work 7. The whole class work |
1. Focus their attention on the teacher. 2. Students sing together. 3. Two pairs assigned before class give the report. 4. Volunteers answer: He / She has a … 5. Students follow what the teacher says, and answer together “She has a cold.” 6. Students read and feel the function of “terrible”. Then they guess the meaning of the flu. 7. Students look through the statements in 1b, making sure they know what to do. |
1. Greet students ready for learning. 2. Sing a song together. (Clap your hands if you are happy. ) Teacher show the Chinese words on the screen. 3. Daily report. Teacher calls two pairs to report their interview “What’s wrong with you?”. 4. Teacher asks a question “What’s wrong with …? ” to check if others listen carefully and understand the reporter. 5. The teacher introduces the new words by showing a picture with “terrible, a bad cold, a terrible cold” on it. Teacher asks while students answer together: “ What’s wrong with her? ” 6. Teacher goes on, “She has a bad cold, she has a terrible cold. Maybe she has the flu.” While showing the picture “flu”, which means “a bad cold, a terrible cold”. 7. Teacher leads to 1a: “Steve and Bruce are talking about illness. Let’s listen and finish 1b.” |
Presentation (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. The whole class work 7. The whole class work |
1. Students understand “suggestion” by understanding what the teacher says. 2. Students listen and finish 1b. 3. Students look through 1c and make sure what the statements mean. 4. Students listen carefully, and then discuss their answers after listening. 5. Students read individually, and then correct their answers to 1b and 1c while reading. 6. Students read after the recording one by one. 7. Students read at the same speed as the recording, trying to imitate the recording. |
1. Teacher explains that “suggestion” is the noun form of “suggest”. 2. Teacher plays the recording of 1a. 3. Teacher asks the students to look through 1c and makes sure they understand the statements. 4. Teacher plays 1a. 5. Teacher lets students read 1a individually, checking 1b and 1c. 6. Teacher plays the recording sentence by sentence. 7. Teacher plays the recording without stopping. |
Consolidation (10 minutes) |
1. The whole class work 2. The whole class work and pair work 3. Pair work 4. The whole class work 5. Group work 6. Group work |
1. Students underline the points in their books, making sure they understand the meanings. 2. Students read in pairs. 3. Each group chooses out a pair to read, and they make the scores as usual: A-5; B-6; C-7. 4. Students read 2 silently, and then number the statements. 5. Each group writes their answers on the blackboard. 6. Each student reads one sentence to finish the whole dialogue, but no one knows who is the next to read. |
1. Teacher explains some language points for the students. (1) How long have you been like this? (2) You’d better take some medicine. (3) feel terrible ←→ feel well, be well (4) have the flu (5) take some medicine (6) take you to the hospital (7) have a rest (8) go to see a doctor 2. Teacher asks the students to read 1a in pairs. 3. Teacher asks three pairs to read the dialogue for the whole class. 4. Teacher asks the students to finish 2. 5. Teacher checks the students’ answers. 6. Teacher asks the students to read the dialogue in chains, and the first one who finishes reading can point anyone in their group, so as the following one. |
Practice (10 minutes) |
1. The whole class work 2. The whole class work 3. Group work and individual work 4. The whole class work 5. Pair work 6. Group work 7. Pair work 8. The whole class work |
1. Students try to understand “candy” by looking at the picture and understanding what the teacher says. 2. Students try to understand “brush” by looking at the picture and understanding what the teacher says. 3. Every student makes his/ her own dialogue, with verb phrase being assigned first. 4. Students use “lie down” in their own conversations. 5. Six pairs from different groups show their performance. The best two pairs will read 4a and 4b. 6. The first group read 4a, if they are wrong, the second group correct, and vice verse. 7. The losers read 4a and 4b, if they don’t read correctly, the winners will tap the losers, hands. 8. Students read after the recording, trying to imitate the pronunciation and intonation. |
1. Teacher shows a picture of “candy”, saying “Candy is sweet, and children like eating candy. Old people don’t like candy, because eating too much candy isn’t healthy and it’s bad for our teeth.” 2. Teacher shows a picture of “brush”, saying “Brush your teeth after you eat candy.” 3. Teacher asks the students to make new conversations, and each group has to make up five different conversations. 4. Teacher explains “lie down” by showing two pictures to compare “stand” and “lie down” while students make the dialogue. 5. Teacher asks six pairs to read their conversations, and the best two pairs will read 4a and 4b. 6. Teacher checks the two groups. 7. Teacher asks the students to play finger-guessing games in pairs, and the winners will check the losers to read 4a and 4b. 8. The teacher plays the recording of 4a and 4b. |
Production (8 minutes) |
1. The whole class work and individual work 2. The whole class work 3. The whole class work 4. Individual work |
1. Each student interviews five students. 2. Students write their interview after class, preparing for the report in the next class. 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 the interview “What’s wrong with you?” after class, and prepare for the report in the next class. (3) Students learn to read vocabulary in Section C with the help of recording and the phonetic symbols, and read the dialog after the recording. |
1. Teacher organizes an interview according to 3, and students will interview at least five students. 2. Teacher asks the students to write down their interview after class. 3. Teacher shows the summary to the students. (1) Vocabulary (2) the structure: will do 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 C after class. |
