Introduction

（7 minutes）

1.The whole class work

2.The whole class work

3. Individual work

and the whole 

class work

4. Some students’  

work

5. The whole class 

work

1. Focus their attention

on the teacher.

2. Students sing together.

3. Monitor gives the

report while the

others listen and try to

understand.

4. Volunteers answer:

(1) He/She wants to

be beautiful;

(2) To be strong;

(3) To be healthy;

5. Students follow what the teacher says, and

come into the new

topic unconsciously.

1. Greet students ready for

learning.

2. Sing a song together.

(Clap your hands if you are happy. ) Teacher shows the Chinese words on the screen.

3. Daily report. Teacher asks monitor of English to give a report about “The Beijing Olympics”.

4. Teacher asks a question

“Why does … like sports?”

5. The teacher leads to the

new topic, “Yes, if we

exercise every day, we

will be more beautiful,

stronger and healthier. If

you don’t take part in any

sports activities, you will

be ill like the children

here.” 

Presentation

(10 minutes)

1. The whole

class work

2. The whole

  class work

3. Pair work

4. The whole

class work

5. The whole

class work

6. The whole

class work

7. The whole

class work

1. Students read the

words according to

the phonetic symbols

and guess the meanings 

according to the pictures.

2. Students try to use the verb phrases to ask and answer together.

3. Students ask and

answer in pairs, using “have a cough”, “have a headache”, and

“have a toothache”.

4. Students look through 1b and make sure they  know what to do.

5. Students listen carefully 

and finish 1b.

6. Students say the

answers together and understand the meaning of “suggestion” with

the help of the

teacher’s explanation.

7. Students finish 1c.

1. Teacher presents some

pictures about the new

words: fever, cough,

headache and stomachache. 

Guide students to learn the words with the phonetic symbols, showing the verb phrases under the pictures.

2. Teacher asks and answers

about “have a fever” as a model for the students to imitate.

A: What’s the matter?

B: He has a fever.

3. Teacher introduces “What’s wrong with him/her?” to the students to do pair work.

4. Teacher leads to 1a for the

students to finish 1b,

saying “Betty and Kangkang are talking about illness.

Let’s listen and finish 1b.

First, you should look

through 1b and make sure you know what to do.”

5. Teacher plays 1a, and then checks the students’ answers.

6. Teacher checks the answers and teaches the word “suggestion” by pointing out its synonym “advice”.

7. Teacher plays 1c for the students.

Consolidation

(10 minutes)

1. The whole

class work

2. The whole class 

work and pair work

3. Group work

4. The whole

class work

5. The whole

class work

6. The whole

class work

7. The whole

class work

8. The whole

class work

1. Students read with the recording, imitating it.

2. Students ask and answer in pairs.

3. Students do chain practice in groups’ making sure everyone can say the

dialogue correctly.

4. Students do chain practice in their groups as quickly as they can.

5. Students say the

conclusion with the teacher.

6. Students look at the pictures and know the meanings of the new

words, and then

pronounce the new words   according to the pictures.

7. Students catch the

meaning while doing exercise 2.

8. Students say the

answers together after discussion.

1. Teacher plays 1a for the

students to read without

stopping.

2. Teacher asks the students 

to practice “What’s wrong

with you? I have a…” in

pairs according to 1c.

3. Teacher asks the students to ask and answer according to 1c in groups.

4. Teacher asks the six groups to do chain practice, and the first three groups will win the game.

5. Teacher makes a conclusion, “When we talk about illness, we may use  —What’ s

wrong with …? —…

have/has a…”

6. Teacher shows pictures of new words on the screen “coffee,

tea, boiled water ” with

phonetic symbols.

7. Teacher explains the word “lift” by saying its synonym “carry” and asks the students to finish 2.

8. Teacher checks the students’ answers.

Practice

(10 minutes)

1. The whole

class work

2. Group work

and pair work

3. Two students’ 

work

4. The whole

class work  

5. The whole

class work

6. Two students’ 

work

1. Students make up new

conversations and they

may discuss in groups.

2. Students prepare for the

performance in pairs, and  

two representatives will

be chosen out.

3. The pair should do their

best to perform well.

4. Students know the

meanings and the ways

to express suggestions.

5. Students listen carefully 

and finish 3.

6. Two volunteers write

the answers on the

blackboard.

1. Teacher asks the students

to make up new conversations 

according to 1c and 2.

2. Teacher asks the groups

who have lost the game of

practicing 1c to practice

their new conversations in

pairs. Each group finishes

one pair.

3. Teacher asks the best pair to show the conversation to the whole class.

4. Teacher shows “You

should/You shouldn’t…” on the blackboard.

5. Teacher plays 3 for the

students to finish A in 3, and then plays for the

second time for the

students to finish B in 3.

6. Teacher checks the answers.

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 one student and writes down the dialogue.

2. Students write their

interviews down 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 then prepare for the

report in the next class.

(3) Students learn to read vocabulary

with the help of recording and the phonetic symbols,

and read the

dialog after the

recording. 

1. Teacher organizes an

interview according to 1c

and 2, and students will do it in their own groups.

2. Teacher asks the students

to write down their

interviews 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 interviews

     to the whole class

tomorrow.

(3) Prepare Section B after

class.

Teaching Reflection

It’s a little hard for the students to give proper suggestions on illness. They may search more information about this topic after class.