Keeping Healthy

1. The teacher asks: What should Michael do?

Let the students answer first. Then listen to the dialog 2a. And finish 2b.

take some medicine.

Michael should stay in bed.

eat a lot of fruit and drink plenty of water.

Michael shouldn¬ðt move his leg too much.

2. Play the tape again. Let students follow and imitate, then check their answers according to the dialog:1. F 2. F 3. F

Step 4 Pra ctice

1. Pair work: Suppose one is a doctor, the other is a patient. Make up a dialog and act it out.

2. Chain story: The teacher may give the beginning. Let the students continue with the story one by one.

For example:

Teacher: Yesterday Xiao Ming played basketball with his friends.

Student A: Suddenly he fell down and hurt his left arm.

Student B:...

Step 5 Project

Have a competition: Divide the class into groups. Each group begins a story from the first student to the last. One sentence each. At last, let’s see which group has the best story in the shortest time.

Section D

Teaching aims and demands:

1ª±Sum up the sentence patterns and useful expressions in Topic 1.

2ª±Improve listening and speaking skills to writing skills.

3ª±Lead up suggestion voice to other topic.

Teaching procedure:

Step 1 Review

Ask some questions about what they learned in the last perio d.

Who had an accident?

What was wrong with him?

Who went to call a taxi?

What was Dr.Jiang¬ð s advice to Michael?

Who came to visit Michael in hospital?

Let students retell the story of Michael according to these questions.

Step 2 Presentation

1. The teacher shows a letter and tell: This is a letter from Peter to Lily. But it’s not completed. Let’s help Peter to complete this letter.

Let students finish 1a then read the passage loudly.

Notes: 1) not... until...

2) worry about ...

2. The teacher asks some questions about the passage:

1) Why can¬ðt Peter read the books?

2) What was wrong with Peter?

3) How did Peter get sick?

4) How was Peter’s sister?

While students are answering these questions, the teacher writes some key words on the blackboard.

couldn¬ðt — until — had — weekend — a sore throat —a toothache — Friday — football — flu — sister — sick — coughed

Then let the students retell the story according to the above words.

Step 3 Consolidation

Do 1b. First give Peter some advice orally, then let students write down their answers. Ask some students to read their answers, then help them check the answers.

Step 4 Practice

1. Do 3.Put the sentences into the right blanks. Read the dialog in pairs.

2. Divide the class into two groups. Think of some probl ems about health. Ask each other for help. Give some advice to solve the problem. The group which can¬ðt solve the problem will lose.

Step 5 Project

Work in groups. Four in one group. Each student goes over one section of Topic 1. Summarize the language points. At last, share with each other.

Topic 2 Is it good for your health?

Section A

Teaching aims and demands:

1.Learn to talk about the topic of the healthy living habits.

2.Learn to use the gerund as the subject.

3.Go on practicing how to give advice.

Teaching procedure:

Step 1 Review

Show some pictures of Topic 1.Section 1, ask and answer:

Teacher:What¬ðs wrong with him?

Student:He has a headache.

Teacher:I think he should/shouldn¬ðt...

Teacher:What¬ðs the trouble with her?

Student:She has a cold.

Teacher:She had better(not)...

Review like this.

Step 2 Presentation

1ª±Teacher:Kangkang is also feeling terrible today. What¬ðs the trouble with him?

Play the tape. Let students answer the questions according to listening.

2ª±Explain the new words: stay up late, health, tonight. Play again. Let students follow and imitate the reading.(1a)

3ª±Do 1b. Students practice and act it out.

Step 3 Consolidation

1ª± Play the tape. Let students do 2.

2ª±Play again, let students follow and imitate the reading.

Check the answer to “How did Wang Jun get a headache?”

Step 4 Practice

1ª±Do 3: Pair work.

Teacher:If I have a headache, what should I do?

Student:You should/shouldn¬ðt.../You¬ðd better(not)...

Then students ask and answer questions like this. (chain questions)

2ª±Teacher:Bad habits can cause headache or other illness. So we should have good hadits.

Explain “habit”, then write down “habit” and “good/bad”. Students do 4a.

3ª±Teacher:What other habits do you have?

Student:I like getting up late.

Teacher:Is getting up late good or bad for your health?

Students:...

Students work in pairs like this, finish 4b:

A: Is ... good or bad for your health?

B: It¬ðs good/bad.

...

Step 5 Project

1. Group work: Four students work in one group. Talk about what are healthy habits, and what are unhealthy habits. Try to use these sentences:(4b)

—Is going to bed early good or bad for your health?

—It’s good.

Then choose one student to write down the result. And choose a speaker to give a report to the whole class.

For example: We think that going to bed early is good for our health.

So we should go to bed early every day.

Playing sports after meals is bad for our health.

So we shouldn¬ðt play sports after meals.

Section B

Teaching aims and demands:

1ª±Go on learning good habits to keep healthy.

2ª±Improve from “listen, read” skills to “speak, write” skills step by step.

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