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Unit 2 Stay Healthy Section A (1a-1d)
Lesson Plan One: 1a Health Problem Vocabulary and Picture Matching Section
I. Teaching Aims
1. Knowledge Objectives: Master the vocabulary sore throat, stomachache, headache,
toothache, backache, cut ; be able to match pictures with corresponding health problem
expressions.
2. Ability Objectives: Be able to say the corresponding health problem vocabulary when
looking at pictures; be able to simply describe one's own or others' physical discomfort.
3. Emotional Objectives: Cultivate awareness of paying attention to one's own health;
learn to use English to express physical discomfort to seek help.
II. Teaching Difficulties
1. Accurately distinguish between similarly pronounced vocabulary (e.g., toothache and
stomachache).
2. Master the usage of sore + body part (e.g., sore throat/back) versus independent
ailment nouns (e.g., headache).
III. Teaching Aids
1. 6 real-life pictures of health problems from 1a, vocabulary flashcards, simple body
part drawings, multimedia courseware (including vocabulary pronunciation audio).
IV. Step 1: Warming up & Lead in (5 minutes)
1. Warming up (3 minutes): Play the English song "Head, Shoulders, Knees and Toes."
Teachers and students sing along and point to body parts to review basic vocabulary like
head, throat, stomach, tooth, back.
2. Lead in (2 minutes): The teacher acts out "rubbing stomach, touching throat," and
asks: "I don't feel well. What's wrong with me?" Guide students to answer in Chinese
"stomachache, sore throat" to naturally introduce the theme of health problem
vocabulary for this lesson.
V. Step 2: Presentation and Practice (25 minutes)
1. Presentation (10 minutes):
◦ Display each picture from 1a, teach and read the vocabulary combined with
actions (e.g., touch head when teaching headache , rub stomach when teaching
stomachache), emphasizing pronunciation and stress.
◦ Write vocabulary on the board, marking the structural difference between sor+
body part and independent ailment nouns.
2. Practice (15 minutes):
◦ Matching Exercise: Students independently complete the 1a picture andvocabulary matching, check answers with their deskmates, teacher announces correct
matches (sore throat-pic5, stomachache-pic1, headache-pic5, toothache-pic2, backache-pic1,
cut-pic6).
◦ Picture Quick-Response: Teacher shows pictures, students quickly say the
corresponding vocabulary to consolidate recognition.
◦ Pair Practice: Students use "He/She has a ______." to describe the person's
ailment in the pictures, group presentation.
VI. Language Points
1. Vocabulary Usage:
sore is an adjective, followed by a body part noun, meaning "aching/painful," e.g.,
sore throat, sore back.
Ailment nouns are mostly "body part + ache," e.g., headache, toothachecut is a
noun, meaning "wound."
2. Pronunciation Key Points: Focus on the pronunciation of stomachache /ˈstʌmək eɪk/,
note the omission of the middle /k/ in connected speech; the /θ/ in toothache requires
tongue placement.
VII. Summary (3 minutes)
Teacher and students review the 6 health problem vocabulary together, clarify the usage
differences between sore + body part and "body part + ache," randomly check students'
ability to say vocabulary when looking at pictures to reinforce memory.
VIII. Homework
1. Copy the 6 health problem vocabulary words 5 times each and mark the phonetic
symbols.
2. Use a phone to take a picture of yourself imitating the actions from the 1a pictures,
add an English sentence (e.g., I have a headache.), and post it to the class group.
Unit 2 Stay Healthy Section A (1b-1d）
Listening and Role-Play Section
I. Teaching Aims
1. Knowledge Objectives: Master the sentence patterns What's wrong?/What's the
matter?/Are you OK?; be able to listen to and record health problems and their causes.
2. Ability Objectives: Be able to complete the listening table; be able to perform role-
plays of health problem-related dialogues.
3. Emotional Objectives: Learn to care about others' physical condition, use English to
politely inquire about and respond to ailments.
II. Teaching Difficulties1. Quickly capturing key information of "health problem + cause" in the listening.
2. Flexibly using What happened? to ask for the cause and give reasonable answers.
III. Teaching Aids
1. Listening audio, 1b table courseware, dialogue role cards, health problem cause
prompt cards (e.g., ate too much, fell down).
IV. Step 1: Warming up & Lead in (5 minutes)
1. Warming up (3 minutes): Quick Q&A game, teacher says vocabulary (e.g., headache),
students respond with I have a ______.to review 1a vocabulary.
2. Lead in (2 minutes): Teacher pretends to cough and touch throat, students say sore
throat using 1a vocabulary. Teacher then asks: "What happened?" Guide students to
guess the cause in Chinese (e.g., "talked too much") to introduce the listening theme of
"ailment cause."
V. Step 2: Presentation and Practice (27 minutes)
1. Presentation (7 minutes):
◦ Display the 1b table, teach and read the sentence patterns What's
wrong?/What's the matter?/Are you OK? and What happened?, explain their usage
scenarios (the former asks about physical condition, the latter asks about cause).
◦ Present possible cause phrases from the listening (e.g., ate too much, fell
during..., talked too much), read them aloud and explain meanings.
2. Practice (20 minutes):
◦ Listening Practice 1 (1b): Play the audio the first time, students only fill in the
"Health problem" column; play the second time to check answers.
◦ Listening Practice 2 (1c): Play the audio the third time, students fill in the
"Cause" column. Teacher explains listening skills for capturing key information (e.g.,
paying attention to connecting words like because, so, and).
◦ Role-Play (1d): Students in groups choose one dialogue pair (e.g., David's
stomachache) and perform using the pattern A: What's wrong? B: I have a ______. A:
What happened? B: ______. Teacher circulates to guide.
VI. Language Points
1. Core Sentence Patterns:
What's wrong?/What's the matter?/Are you OK? can all be used to ask about
someone's physical condition, can be followed by with you (e.g., What's wrong with
you?).
What happened? is used to ask about the cause of something. Answers require
sentences indicating reasons (e.g., I ate too much junk food. ).
2. Grammar Key Point: Preliminary contact with the Simple Past Tense (e.g., fell, ate,
talked ), explaining these verbs indicate actions that happened in the past, leading to
the present ailment.
VII. Summary (3 minutes)Teacher and students summarize the core sentence patterns and the "health problem -
cause" correspondence in the listening, emphasizing polite expressions for inquiring about
and describing ailments in English.
VIII. Homework
1. Imitate 1d, write your own health problem dialogue (including problem and cause),
no less than 8 sentences.
2. Listen to the lesson's listening audio, read along sentence by sentence, and note
down any words you don't understand.
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Unit 2 Stay Healthy Part 2a-d
Lesson Plan One: 2a-d (Part 1)
I. Teaching Aims
1. Knowledge Objectives: Master the usage of should/shouldn't + base form of verb;
be familiar with 6 sets of response phrase pairs for health problems (e.g., drink some
water with honey ).
2. Ability Objectives: Be able to match health problems with appropriate responses; be
able to give reasonable suggestions for different ailments in English.
3. Emotional Objectives: Learn basic health self-care methods; cultivate awareness of
caring for one's own and others' health.
II. Teaching Difficulties
1. Distinguish between easily confused response measures (e.g., scenarios applicable to
press down on your nose vs. clean the area and cover it ).
2. Correctly use the sentence patterns should (giving advice) and shouldn't
(prohibiting).
III. Teaching Aids
1. 2a problem and response matching cards, real-life pictures of health problems,
suggestion phrase cards, multimedia courseware (including phrase pronunciation audio).
IV. Step 1: Warming up & Lead in (5 minutes)
1. Warming up (3 minutes): Quick response game. Teacher states a health problem
(e.g., toothache ), students quickly say the corresponding vocabulary learned last lesson
to review 1a ailment expressions.
2. Lead in (2 minutes): Teacher asks: "If you have a sore throat, what do you usually
do?" Guide students to answer in Chinese "drink honey water, rest," etc., to naturally
introduce the theme of "health advice."
V. Step 2: Presentation and Practice (25 minutes)
1. Presentation (10 minutes):
◦ Display the 6 health problems and responses from 2a, teach each phrase whilereading (e.g., clean the area and cover it ), combine with action demonstrations (e.g.,
do "press nose" action when teaching press down on your nose ).
◦ Write the should/shouldn't + base verb pattern on the board, give examples:
"You should drink some water with honey for a sore throat. You shouldn't eat ice
cream."
2. Practice (15 minutes):
◦ Matching Exercise: Students independently complete the 2a matching. Check
answers in small groups. Teacher announces correct matches (1-D, 2-F, 3-E, 4-A, 5-B, 6-
C).
◦ Sentence Pattern Practice: Students use You should.../You shouldn't... to
describe the matched content from 2a, e.g., "You should see a dentist for a
toothache."
◦ Situational Q&A: Teacher states an ailment (e.g., fever ), students give
suggestions using the pattern to consolidate expression.
VI. Language Points
1. Modal Verb Usage: should means "should," shouldn't means "should not,"
followed by base form of verb, used to give advice.
2. Phrase Collocations:
◦ drink some water with honey (note preposition with ), put something warm
on your stomach (note preposition on ) are fixed collocations.
◦ avoid + doing (avoid doing something), e.g., Avoid drinking cold water .
VII. Summary (3 minutes)
Teacher and students review the 2a matching results, summarize the should/shouldn't
sentence pattern structure. Randomly check students using this pattern to give
suggestions for different ailments to reinforce memory.
VIII. Homework
1. Copy the 6 sets of response phrases from 2a. Write one should/shouldn't sentence
for each phrase.
2. Write 3 suggestions in English for family members on preventing colds.
---
Unit 2 Stay Healthy Part2b-2d
Listening and Advice-Giving Interaction Section
I. Teaching Aims
1. Knowledge Objectives: Master expanded advice-giving sentence patterns ( You could...,
You might need... ); be able to understand health problems and nurse's advice in the
listening.
2. Ability Objectives: Be able to complete the listening table; be able to work in pairs
to ask about and give health advice in English.
3. Emotional Objectives: Learn to politely provide health advice to others; understand
the duties of a school nurse.II. Teaching Difficulties
1. Quickly capturing the three layers of key information in the listening: "person -
health problem - nurse's advice."
2. Flexibly using different sentence patterns ( should/could/might need ) to give
targeted health advice.
III. Teaching Aids
1. Listening audio, 2c table courseware, advice sentence pattern prompt cards (e.g.,
You could eat some soft food ), character role cards (David/Nancy/Jeff).
IV. Step 1: Warming up & Lead in (5 minutes)
1. Warming up (3 minutes): Pair practice. Students use the 2a patterns to give each
other health advice (e.g., "If you have a cut, you should clean the area." ) to review
previous section content.
2. Lead in (2 minutes): Teacher shows a picture of a school nurse, asks: "What does a
school nurse do when students feel sick?" Guide students to guess "give advice, get
medicine," etc., to introduce the listening theme.
V. Step 2: Presentation and Practice (27 minutes)
1. Presentation (7 minutes):
◦ Display the 2c table, explain expanded advice sentence patterns You could...,
You might need... , compare their tone difference with should ( could is more
tentative, might need indicates "may need").
◦ Present possible keywords from the listening (e.g., X-ray, press down, careful ),
read aloud and explain meanings.
2. Practice (20 minutes):
◦ Listening Practice 1 (2b): Play the audio the first time, students circle the health
problems from 2a, find the student who "got medicine from the school nurse." Play the
second time to check answers.
◦ Listening Practice 2 (2c): Play the audio the third time, students fill in the
"Advice" column of the table. Teacher explains listening techniques (e.g., focusing on
keywords, verb phrases).
◦ Pair Interaction (2d): Students in groups choose an ailment from 2d (e.g.,
headache, fever ), use the pattern "A: I have a... What can I do? B: You
should/could..." for dialogue practice. Group presentation.
VI. Language Points
1. Expanded Advice-Giving Patterns:
◦ You could... (You could...): Tone is more tentative than should , e.g., You
could eat some fruit for a stomachache.
◦ You might need... (You might need...): Indicates uncertain suggestion, e.g.,
You might need an X-ray for a backache.
2. Imperative Sentence Usage: The nurse's advice in the listening uses imperativesentences, e.g., Press down on your nose. , used to give direct instructions.
VII. Summary (3 minutes)
Teacher and students summarize the characters' health problems and the nurse's advice
from the listening, review the three advice-giving patterns should/could/might need ,
emphasize the importance of giving reasonable advice based on different ailments.
VIII. Homework
1. Imitate 2d, write a dialogue about cough or bruised knee giving advice, no less
than 10 sentences.
2. Listen to the lesson's listening audio, read along sentence by sentence, and organize
the advice phrases from the listening.
---
Unit 2 Stay Healthy Part 3a-3b
Doctor-Patient Dialogue Reading and Table Completion Section
I. Teaching Aims
1. Knowledge Objectives: Master vocabulary runny nose, flu, temperature, virus ;
understand the meaning of sentences It stops us from passing... to others and Your
health is in your hands .
2. Ability Objectives: Be able to read the dialogue between the doctor and Helen,
extract details of Helen's condition, complete the 3b table; be able to briefly retell the
core content of the dialogue.
3. Emotional Objectives: Understand flu symptoms and prevention methods; establish
awareness of "health management"; learn to respond scientifically when ill.
II. Teaching Difficulties
1. Understanding the structure and meaning of the long/complex sentence It stops us
from passing the flu virus to others easily .
2. Quickly extracting corresponding details of "symptom description - doctor's advice"
from the dialogue.
III. Teaching Aids
1. 3a dialogue text courseware, 3b blank table template, real-life pictures of flu
symptoms, core vocabulary flashcards ( runny nose, flu, temperature ), multimedia audio
(dialogue reading).
IV. Step 1: Warming up & Lead in (5 minutes)
1. Warming up (3 minutes): Quick Q&A. Teacher asks using You have a fever. What
should you do? Students answer using the previously learned should/shouldn't
patterns to review health advice expressions.
2. Lead in (2 minutes): Show pictures of flu season. Ask: "If you have the flu, what
will you do? Will you go to see a doctor?" Guide students to think about the doctor
visit scenario, naturally introducing the lesson's dialogue theme.V. Step 2: Presentation and Practice (25 minutes)
1. Presentation (10 minutes):
◦ Present new vocabulary from the 3a dialogue ( runny nose, flu, temperature ),
teach reading combined with pictures and actions, explain fixed collocations take one’s
temperature (measure temperature), have the flu (have the flu).
◦ Play the dialogue reading audio. Students read along sentence by sentence to
perceive the intonation.
2. Practice (15 minutes):
◦ Skimming Task: Students quickly read the 3a dialogue, answer the question
"What’s the matter with Helen?" Teacher checks answer.
◦ Scanning Task: Students read the dialogue again carefully, independently
complete the 3b table. Check information within small groups. Teacher presents standard
answers and explains common errors.
◦ Retelling Practice: Based on the 3b table, students retell Helen's condition and
the doctor's advice in 3-5 sentences. Peer evaluation with deskmates.
VI. Language Points
1. Phrase Collocations:
◦ take one’s temperature, have a runny nose, have the flu are core phrases
for the doctor visit scenario.
◦ stop sb from doing sth (prevent someone from doing something), e.g., It
stops us from passing the flu virus to others.
2. Sentence Structure Analysis:
◦ Your health is in your hands : Metaphorical usage, emphasizing the importance
of self-health management.
◦ I believe you have the flu : Object clause, believe is followed by a
declarative sentence as the object, the conjunction that is omitted.
VII. Summary (3 minutes)
Teacher and students review the core content of the dialogue: Helen's flu symptoms, the
doctor's diagnosis and advice. Summarize core language points like take one’ s
temperature, stop sb from doing sth to reinforce memory.
VIII. Homework
1. Copy 5 core sentences from the 3a dialogue, annotate language points and translate.
2. Based on the 3b table, write a short passage of about 80 words in English
describing Helen's doctor visit experience.
---
Unit 2 Stay Healthy Part3c-3d
Role-Play and Dialogue Creation Section
I. Teaching Aims
1. Knowledge Objectives: Master question-and-answer sentence patterns for doctor visits( How are you feeling?/Does your... hurt?/Should I...? ); be able to flexibly use advice-
giving patterns for communication.
2. Ability Objectives: Be able to read and perform the 3c dialogue in roles; be able to
create a new doctor-patient dialogue based on prompts in 3d.
3. Emotional Objectives: Learn to politely express symptoms and ask for advice in a
doctor visit scenario; cultivate the ability to conduct practical communication in English.
II. Teaching Difficulties
1. Performing the role-play naturally and fluently, grasping the tone and rhythm of a
doctor-patient dialogue.
2. Creating logical and complete doctor-patient dialogues combining different conditions
(e.g., headache, cough).
III. Teaching Aids
1. 3c dialogue audio, doctor/patient role cards, 3d sentence pattern prompt cards (
How are you feeling?/I feel terrible. ), slips with different condition prompts (e.g.,
headache + cough ).
IV. Step 1: Warming up & Lead in (5 minutes)
1. Warming up (3 minutes): Students read the 3a dialogue in groups. Each group
selects a representative to present. Teacher comments on pronunciation and intonation.
2. Lead in (2 minutes): Teacher asks: "What other questions will a doctor ask a
patient? What will a patient ask the doctor?" Guide students to list other Q&A sentence
patterns for doctor visits, introducing the 3d creation theme.
V. Step 2: Presentation and Practice (27 minutes)
1. Presentation (7 minutes):
◦ Display the 3d sentence pattern prompt table, organize the doctor's question
patterns ( How are you feeling?/What’s the matter with you? ) and the patient's
expression patterns ( I feel terrible./My... hurts. ), explain usage scenarios for different
patterns.
◦ Play the 3c dialogue audio. Students imitate the doctor's (gentle, professional)
and patient's (weak) tones, mark stress and pauses.
2. Practice (20 minutes):
◦ Role-Play (3c): Students in pairs draw doctor/patient role cards and perform the
3c dialogue. Teacher circulates to guide tone and actions (e.g., doctor mimics "taking
temperature," patient mimics "rubbing throat").
◦ Dialogue Creation (3d): Students in groups draw condition prompt slips (e.g.,
bruised knee, cough ), create a new dialogue based on the 3d sentence pattern
prompts. Requirement: include four parts—"symptom description - doctor's questions -
giving advice - patient follow-up questions." Present to class after completion.
VI. Language Points
1. Core Doctor-Patient Sentence Patterns:◦ Doctor's inquiries: How are you feeling? What’s the matter with you? Does
your... hurt?
◦ Patient's expressions: I feel terrible./I don’t feel well. My... hurts.
◦ Patient's follow-up questions: Should I stay inside? Can I go to school
tomorrow?
2. Tone Techniques: Doctor's questions use gentle, concerned tone; patient's expressions
use weak or anxious tone depending on condition, making the dialogue more realistic.
VII. Summary (3 minutes)
Teacher and students summarize core Q&A sentence patterns for doctor visits, praise
groups with excellent created dialogues. Emphasize the need to flexibly use sentence
patterns based on the scenario for more natural expression in actual communication.
VIII. Homework
1. Cooperate with family, record an audio of the 3c dialogue or your own created
doctor-patient dialogue, duration no less than 1 minute.
2. Organize 5 commonly used doctor-visit scenario sentence patterns (besides the
textbook) in your notebook.
Unit 2 Stay Healthy Grammar Focus & 4a-4d (Modal Verbs for Advice +
Reflexive Pronouns)
Lesson Plan One: Grammar Focus & 4a Grammar Presentation and Identification
Section
I. Teaching Aims
1. Knowledge Objectives: Master the usage of modal verbs should/shouldn't/could for
giving advice; identify the forms and contexts of reflexive pronouns myself/ourselves ,
etc.
2. Ability Objectives: Be able to extract modal verbs for advice and reflexive pronouns
from sentences; be able to simply respond to health problems using
should/shouldn't/could .
3. Emotional Objectives: Learn to politely give health advice to others in English;
initially establish language awareness of "reasonable advice."
II. Teaching Difficulties
1. Distinguishing the tone difference between should ("should," stronger tone) and
could ("could," more tentative tone) in advice-giving scenarios.
2. Accurately identifying the agreement of reflexive pronouns with the subject's person
(e.g., I corresponds to myself , we corresponds to ourselves ).
III. Teaching Aids
1. Grammar Focus sentence pattern cards, reflexive pronoun cards ( myself, yourself,
himself... ), multimedia courseware (showing 4a sentences and grammar structures).IV. Step 1: Warming up & Lead in (5 minutes)
1. Warming up (3 minutes): "Quick Advice Game" – Teacher states a health problem
(e.g., a sore throat, a toothache ), students race to give advice using You should... to
review prior knowledge.
2. Lead in (2 minutes): Show a picture of "someone falling off a bike and getting
hurt." Ask: "What’s wrong with him? What advice would you give? How to say 'hurt
oneself' in English?" Introduce the grammar themes of "reflexive pronouns" and "giving
advice."
V. Step 2: Presentation and Practice (22 minutes)
1. Presentation (10 minutes):
◦ Display Grammar Focus sentences, analyze sentence by sentence:
◦ Modal Verbs: should (indicates "should," e.g., You should see the
dentist. ), shouldn't (indicates "should not," e.g., You shouldn’t eat so much. ),
could (indicates "could," more tentative tone, e.g., You could eat some soft food. ).
◦ Reflexive Pronouns: myself (reflexive pronoun for subject I , e.g., I hurt
myself. ), ourselves (for subject we , e.g., we can easily hurt ourselves ). Explain
the rule of "reflexive pronoun agreement with subject person."
◦ Teacher leads reading of Grammar Focus sentences, emphasizing intonation
(advice tone, stress on reflexive pronouns).
2. Practice (12 minutes):
◦ 4a Exercise: Students independently complete 4a, underline modal verbs for
advice ( shouldn’t, should, could ), circle reflexive pronouns ( myself, ourselves ). Check
answers in groups, then teacher explains.
◦ Pattern Imitation: Within groups, each person states a health problem (e.g., I
have a headache. ), others give advice using should/shouldn't/could (e.g., You should
rest. You could drink some tea. ).
VI. Language Points
1. Modal Verbs for Advice:
◦ should : "should," relatively strong tone, indicates obligation or necessary
advice (e.g., You should see a doctor. ).
◦ shouldn't : "should not," indicates prohibited or not recommended actions
(e.g., You shouldn’t stay up late. ).
◦ could : "could," more tentative tone, indicates optional advice (e.g., You could
take a break. ).
2. Reflexive Pronouns Basics: Reflexive pronouns agree with the subject person.
Common structures: hurt oneself, by oneself (alone).
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Unit 2 Stay Healthy Part 4b-4d Grammar Practice and Application Section
I. Teaching Aims
1. Knowledge Objectives: Proficiently use reflexive pronouns ( myself/yourself/himself... );
be able to complete cloze text and situational dialogues combiningshould/shouldn't/could .
2. Ability Objectives: Be able to accurately complete the reflexive pronoun cloze in 4b
and the text cloze in 4c; be able to create "guess the ailment + give advice" dialogues
using target language through the role-play in 4d.
3. Emotional Objectives: Learn to care about others' health in real scenarios using
English; cultivate awareness of the practicality of language use.
II. Teaching Difficulties
1. Correctly matching reflexive pronouns with different persons (1st, 2nd, 3rd) and
singular/plural forms (e.g., she corresponds to herself , they corresponds to
themselves ).
2. Distinguishing the contextual use of should/shouldn't/could in the 4c cloze (judging
"advice, prohibition, optional advice" based on logic).
III. Teaching Aids
1. Reflexive pronoun categorization cards (grouped by person/singular-plural), 4c cloze
text courseware, "ailment/injury" scenario cards (e.g., sore throat, fall off a bike ), role-
play headbands (doctor/patient).
IV. Step 1: Warming up & Lead in (5 minutes)
1. Warming up (3 minutes): "Reflexive Pronoun Chain" – Teacher says subject (e.g., I
), students quickly say reflexive pronoun ( myself ); teacher says we , students say
ourselves , etc., to review reflexive pronoun forms.
2. Lead in (2 minutes): Show the theme picture for 4c about "mobile phone use." Ask:
"How do you use your phone? What bad habits do you have? What advice do you
need?" Introduce the theme of the 4c cloze.
V. Step 2: Presentation and Practice (28 minutes)
1. Presentation (8 minutes):
◦ Explain complete reflexive pronoun forms and corresponding subjects:
◦ 1st person: myself (I), ourselves (we);
◦ 2nd person: yourself (you, singular), yourselves (you, plural);
◦ 3rd person: himself (he), herself (she), itself (it), themselves (they).
◦ Using sentences from 4b, explain fixed collocations: by oneself (alone), enjoy
oneself (have fun), take care of oneself (take care of oneself).
2. Practice (20 minutes):
◦ 4b Exercise: Students independently complete the 4b cloze. Discuss in groups,
then teacher checks answers (focus on explaining #3 ourselves – subject we ; #6
itself – refers to "race").
◦ 4c Exercise: First analyze the logic of the cloze text "Healthy Phone Use."
Students try to fill in blanks with should/shouldn't/could . Teacher guides: "Use should
for 'should'; shouldn't for 'should not'; could for 'could (optional advice)'." Then
check answers and explain.
◦ 4d Role-Play: Students in groups. One person draws an "ailment/injury" scenariocard (e.g., cut myself, have a bad cold ), acts it out using gestures/expressions. Others
guess using Do you have...? / Did you...? , then give advice using You should... / You
could... . Finally, groups present.
VI. Language Points
1. Reflexive Pronouns Expansion:
◦ Fixed collocations: cut oneself, protect oneself, teach oneself .
◦ Usage: Reflexive pronouns often serve as objects, referring to the same
person/thing as the subject, emphasizing "self."
2. Modal Verb Usage in Text: In 4c, should is used for "necessary advice" (e.g., you
should rest your eyes ); shouldn't for "prohibited behavior" (e.g., you shouldn’t look
at your phone when crossing the road ); could for "optional, tentative advice" (e.g.,
you could listen to music instead ).
Common Sections: Summary & Homework
VII. Summary (3 minutes each section)
• Grammar Focus & 4a Section: Teacher and students review the basic usage of
"modal verbs for advice ( should/shouldn't/could )" and "reflexive pronouns (
myself/ourselves )," reinforcing memory through 1-2 example sentences.
• 4b-4d Section: Summarize the complete forms of reflexive pronouns (1st/2nd/3rd
person singular/plural) and fixed collocations. Summarize the differentiated use of
should/shouldn't/could in text and situations.
VIII. Homework
1. Complete exercises related to "modal verbs + reflexive pronouns" in the同步练习册
(Synchronized Exercise Book).
2. Write an email to a friend, giving 3 suggestions for "healthy living" using
should/shouldn't/could , and use at least 2 reflexive pronouns (e.g., You should exercise
more to take care of yourself. ).
3. Group cooperation: Film a short video in the style of 4d "guess the ailment + give
advice" to share next class.
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Unit 2 Stay Healthy Section B 1a-1e (Cooking Accident Safety Topic Reading)
Based on the two core sections from the picture: 1a-1b Safety Topic Discussion and
Story Reading, and 1c-1e Story Sequencing and Safety Discussion, the lesson plans are
designed as follows:
Lesson Plan One: 1a-1b Safety Topic Discussion and Story Reading Section
I. Teaching Aims
1. Knowledge Objectives: Master vocabulary accident, flame, extinguisher, panic, pour ;
phrases pour...into, turn on, in a panic, put out ; understand the meaning of the
sentence It was their first time living away from their families.
2. Ability Objectives: Be able to describe the fire scene in picture 1b; be able to findthe cause of the fire through reading; be able to briefly summarize the core content of
the story's beginning.
3. Emotional Objectives: Understand common causes of kitchen fires; establish
awareness of "safe fire use"; preliminarily recognize basic knowledge of fire emergency
response.
II. Teaching Difficulties
1. Understanding the logical relationship between the sequence of action descriptions in
the story (e.g., poured oil, turned on the stove, left the oil to heat ) and the fire's
occurrence.
2. Mastering the meaning of phrases like in a panic and their use in context;
distinguishing different usage scenarios for put out (extinguish).
III. Teaching Aids
1. Fire scene picture from 1b, story text courseware, real-life pictures of kitchen utensils
( pan, stove, oil ), short video clip on fire safety, core vocabulary flashcards.
IV. Step 1: Warming up & Lead in (5 minutes)
1. Warming up (3 minutes): Teacher-student Q&A. Teacher asks: "What do you usually
cook at home? Do you know any kitchen safety rules?" Guide students to answer in
simple English or Chinese to activate the topic of "kitchen" and "safety."
2. Lead in (2 minutes): Show the fire picture from 1b. Ask: "What’s happening in the
picture? Is it a safe situation?" After students describe the scene, teacher introduces the
title "A Cooking Accident," naturally entering the story reading section.
V. Step 2: Presentation and Practice (25 minutes)
1. Presentation (10 minutes):
◦ Present core vocabulary from the story ( pour, stove, flame, extinguisher, panic
), teach reading combined with pictures/actions: e.g., mimic "pouring oil" for pour...into
, point to flame in picture for flame , show picture of fire extinguisher for
extinguisher .
◦ Play story recording. Students read along sentence by sentence. Teacher explains
structure of long sentence It was their first time living away from their families. (It’s
one’s first time doing sth.).
2. Practice (15 minutes):
◦ 1a Discussion: Students discuss the two questions from 1a in groups. Each
group selects a representative to share answers (e.g., describe picture: "A pan is on fire
in the kitchen, and a boy’s shirt is burning.").
◦ 1b Reading Task: Students skim the story, find how the fire started (James left
the oil to heat on the stove and went to the living room to talk with Allen, so the oil
in the pan caught fire.). Teacher checks answer and explains key sentences.
◦ Detailed Reading: Students read the story again, circle vocabulary indicating
actions ( poured, turned on, left, rushed, turned off ). Groups discuss the relationship of
these actions to the fire's start/development.VI. Language Points
1. Phrase Collocations:
◦ pour...into... (e.g., He poured oil into a pan. )
◦ turn on/off (followed by appliances/stove, etc., e.g., He turned on the stove.
)
◦ in a panic (panicking, in a panic) used as adverbial, e.g., In a panic, James
turned off the stove at once.
◦ put out (extinguish), e.g., He put out the fire by rolling on the ground.
2. Sentence Structure:
◦ It was one’s first time doing sth. (e.g., It was their first time living away
from their families. )
VII. Summary (3 minutes)
Teacher and students review the core plot of the story: James caused an oil fire
because he left the stove while frying chicken, preliminarily sorting out the cause of the
fire. Summarize core phrases like pour...into, put out to reinforce vocabulary memory.
VIII. Homework
1. Copy 5 action phrases from the story, make one sentence for each phrase.
2. Write in 3-5 sentences "Where do you think James went wrong?" relating it to
kitchen safety rules.
---
Unit 2 Stay Healthy Part1c-1e Story Sequencing and Safety Discussion Section
I. Teaching Aims
1. Knowledge Objectives: Master reading skills for event sequencing; learn to use
connecting words like first, then, suddenly, finally to organize story progression; be
able to use core vocabulary to complete story summary.
2. Ability Objectives: Be able to accurately complete event sequencing in 1c, fill in the
story summary in 1d; be able to conduct safety topic discussions based on 1e questions
and express opinions.
3. Emotional Objectives: Summarize "right/wrong practices" for fire response; master
prevention and emergency measures for home fires; enhance self-protection awareness.
II. Teaching Difficulties
1. Accurately sequencing events in 1c according to the story's timeline, distinguishing
"logical sequence of actions."
2. Using concise language to complete the story summary in 1d and retell the story in
one's own words; clearly expressing "opinions on right/wrong fire response" in the 1e
discussion.
III. Teaching Aids
1. Event cards for 1c (out of order), 1d summary cloze courseware, 1e discussionquestion cards, fire safety "right/wrong practice" comparison poster.
IV. Step 1: Warming up & Lead in (5 minutes)
1. Warming up (3 minutes): "Story Recall Game" – Teacher describes a plot point
(e.g., James made fried chicken. ), students answer What happened next? to quickly
review the 1b story content.
2. Lead in (2 minutes): Teacher asks: "What actions did James and Allen take when the
fire started? Who did the right thing?" Guide students to think about the sequence of
actions in the story, introducing the 1c event sequencing task.
V. Step 2: Presentation and Practice (27 minutes)
1. Presentation (7 minutes):
◦ Explain event sequencing skills: Determine order by finding time connectors like
first, then, suddenly, finally , or the logical sequence of actions (e.g., "fire starts"
precedes "putting out fire").
◦ Show the 1d summary template. Explain key points of "text summarizing": retain
core plot, omit details (e.g., dialogue details between James and Allen), use concise
language.
2. Practice (20 minutes):
◦ 1c Event Sequencing: Students independently complete the sequencing. In
groups, use event cards to restore story order. Teacher announces correct order
(8,3,1,6,5,7,4,2) and explains the logic of each step.
◦ 1d Summary Cloze: Students read the story again, complete the 1d summary
(reference answers: poured oil into a pan; followed him into the living room; the pan
was on fire; turn off the stove; caught fire; rolled on the ground; ran to get the fire
extinguisher ). After completion, retell the story to deskmates.
◦ 1e Group Discussion: Students discuss the three questions from 1e in groups.
Teacher provides expression templates (e.g., I think Allen did the right thing
because.../We should... to keep safe from fire. ). Each group selects a representative to
share discussion results.
VI. Language Points
1. Event Sequencing Connectors: first, then, suddenly, next, finally used to organize
sequence of actions/events, e.g., First, he poured oil into a pan. Then he turned on
the stove.
2. Text Summarizing Skills: Omit minor details (e.g., dialogue, inner thoughts), extract
core information of "character - action - result," e.g., use James’s shirt caught fire
instead of detailed flame description.
3. Safety Expression Patterns:
◦ Evaluating behavior: I think... did the right/wrong thing because...
◦ Summarizing practices: We should.../We shouldn’t... to keep safe.
VII. Summary (3 minutes)
Teacher and students organize the complete plotline of the story, summarize theright/wrong actions of Allen (using fire extinguisher) and James (panicking and rolling).
Summarize home fire prevention measures (e.g., Don’t leave oil heating on the stove.
) and emergency methods (e.g., Use a fire extinguisher for oil fires. ).
VIII. Homework
1. Based on the 1d summary, retell the story "A Cooking Accident" in about 80 words
of English, using connectors like first, then, suddenly .
2. Create a "Home Fire Safety Tips" poster, write 3 core rules in English, present next
class.
---
Lesson Plan Design: Unit 2 Section B 3a-3c (Food Allergy Topic Reading and Dialogue
Creation)
Based on the two core sections from the picture: 3a Allergy Story Reading and Retelling,
and 3b-3c Doctor-Patient Q&A Notes and Dialogue Creation, the lesson plans are
designed as follows:
Lesson Plan One: 3a Allergy Story Reading and Retelling Section
I. Teaching Aims
1. Knowledge Objectives: Master vocabulary allergic, peanut, tight, ingredient, nervous ;
phrases jump into action, take care of oneself, at once ; understand the usage of the
reflexive pronoun themselves (in had it all to themselves ).
2. Ability Objectives: Be able to read Mark's food allergy story and extract the core
plot; be able to retell the story content to a partner following the "sequence of events."
3. Emotional Objectives: Understand the dangers of food allergies and emergency
treatment; establish awareness of "paying attention to dietary safety"; learn to take
prompt action when others are in danger.
II. Teaching Difficulties
1. Understanding descriptions of allergy symptoms ( face felt warm, throat felt tight ),
distinguishing this type of physical discomfort from common ailments.
2. Using concise language to fully retell the story following the logic of "meal →
allergy → hospital → recovery," avoiding omission of key plot points.
III. Teaching Aids
1. 3a story text courseware, pictures of food allergy symptoms (warm face, tight
throat), pictures of food like peanuts/pizza/salad, core vocabulary flashcards, story
sequence cards.
IV. Step 1: Warming up & Lead in (5 minutes)
1. Warming up (3 minutes): Teacher-student Q&A. Teacher shows pictures of common
foods (peanuts, milk, seafood), asks: "Do you know anyone who is allergic to food?
What food are they allergic to?" Guide students to answer in simple English or Chinese
to activate the "food allergy" topic.2. Lead in (2 minutes): Show the picture from 3a of Mark holding his throat. Ask:
"What’s wrong with the boy? Why does he look uncomfortable?" After students guess,
teacher introduces the story title, naturally entering the reading section.
V. Step 2: Presentation and Practice (25 minutes)
1. Presentation (10 minutes):
◦ Present core vocabulary from the story ( allergic, peanut, tight, nervous ), teach
reading combined with pictures/actions: e.g., mimic "throat tightening" for throat felt
tight , show peanut picture for peanut , explain fixed collocation be allergic to .
◦ Play story recording. Students read along sentence by sentence. Teacher explains
usage of themselves in the long sentence His parents weren’t home, so they had it
all to themselves. (they were on their own/they had full control).
2. Practice (15 minutes):
◦ Skimming Task: Students quickly read the story, answer questions "Why did
Mark feel strange? What did Julie and Lucy do?" Teacher checks answers (Mark allergic
to peanuts, Julie and Lucy immediately took him to hospital).
◦ Scanning Task: Students read the story again, circle vocabulary indicating allergy
symptoms and actions ( felt warm, tight, cried, jumped into action, took ). Groups
discuss the relationship of these words to event development.
◦ Retelling Practice: In pairs, using sequence cards (meal → allergy → hospital →
doctor → promise), students retell the story in 3-5 sentences. Teacher circulates to guide
expression.
VI. Language Points
1. Phrase Collocations:
◦ be allergic to sth. (e.g., I’m allergic to peanuts. )
◦ jump into action (e.g., His friends jumped into action and took him to the
hospital. )
◦ take care of oneself (e.g., I’ll take better care of myself from now on. )
◦ at once (immediately, e.g., They took him to the hospital at once. )
2. Reflexive Pronoun Usage: themselves in had it all to themselves means "on their
own, having full control," emphasizing the subject ( they ) independently managing
things.
VII. Summary (3 minutes)
Teacher and students review the core plot: Mark had an allergic reaction at Julie's house
from eating peanuts, friends took him to hospital promptly, he recovered. Summarize
core phrases like be allergic to, jump into action to reinforce vocabulary memory.
VIII. Homework
1. Copy 5 core phrases from the story, make one sentence for each phrase.
2. Retell the 3a story in about 80 words of English, paying attention to using sequence
connectors ( first, then, finally ).---
Lesson Plan Two: 3b-3c Doctor-Patient Q&A Notes and Dialogue Creation Section
I. Teaching Aims
1. Knowledge Objectives: Master Q&A sentence patterns for doctor-patient scenarios (
What happened just now?/Do you know what you are allergic to? ); learn to organize
information and take notes based on questions.
2. Ability Objectives: Be able to reasonably complete the note content in 3b; be able
to create and perform a complete dialogue between Dr. Cooper and Mark based on the
notes.
3. Emotional Objectives: Learn to clearly describe one's own symptoms and experiences
during a doctor visit; understand the importance of doctor's advice; value dietary safety.
II. Teaching Difficulties
1. Based on the 3a story content, writing logical answers from Mark for Dr. Cooper's
questions in 3b that avoid information contradictions.
2. Creating a coherent, natural doctor-patient dialogue based on the notes, accurately
using Q&A and advice-giving patterns.
III. Teaching Aids
1. 3b note table courseware, Dr. Cooper and Mark role cards, doctor-patient Q&A
sentence pattern prompt cards ( What happened...?/I’m allergic to... ), dialogue creation
template.
IV. Step 1: Warming up & Lead in (5 minutes)
1. Warming up (3 minutes): "Story Recall" – Teacher randomly asks details from 3a
(e.g., What did Mark eat? Why did he feel strange? ), students answer quickly to
review story content.
2. Lead in (2 minutes): Teacher asks: "When you go to see a doctor, what questions
will the doctor ask you? What will you say?" Guide students to list common Q&A
sentence patterns for doctor visits, introducing the 3b note-taking task.
V. Step 2: Presentation and Practice (27 minutes)
1. Presentation (7 minutes):
◦ Display the 3b table. Organize the types of Dr. Cooper's questions: event
description ( What happened just now? ), information confirmation ( Do you know what
you are allergic to? ), detail inquiry ( How much salad did you eat? ).
◦ Combined with the 3a story, give examples of Mark's answers (e.g., Do you
know what you are allergic to? → Yes, I’m allergic to peanuts. ). Explain skills for
"taking notes based on source text information."
2. Practice (20 minutes):
◦ 3b Note Completion: Students independently complete the 3b notes. Check
answers in groups (reference answers: ① I’m allergic to peanuts. ② In the middle
of the meal. ③ I ate a small bowl of salad. ④ My face felt warm and my throat
felt tight. ⑤ OK, I will check ingredients carefully from now on. ). Teacher explainsthe logical basis for answers.
◦ 3c Dialogue Creation: In pairs, one student plays Dr. Cooper, the other plays
Mark. Based on the 3b notes, complete the dialogue in 3c. Teacher provides a creation
template (e.g., Dr. Cooper: ...? Mark: ... ). Requirement: add at least 3 additional Q&As.
◦ Dialogue Performance: Each group selects representatives to perform their
created dialogue. Teacher comments on pronunciation/intonation and content
completeness.
VI. Language Points
1. Core Doctor-Patient Q&A Patterns:
◦ Doctor inquiring about event: What happened just now? When did you start
to feel sick?
◦ Doctor inquiring about details: How much... did you eat? (for asking quantity).
◦ Doctor giving advice: You should check the ingredients of anything you eat or
drink. ( should indicates "should," followed by base verb).
2. Note-Taking Skills: When taking doctor-patient Q&A notes, use keywords/phrases
instead of full sentences (e.g., peanuts instead of I’m allergic to peanuts. ) to
improve recording efficiency.
VII. Summary (3 minutes)
Teacher and students summarize the core information from the 3b notes, review key
Q&A sentence patterns for doctor visits. Praise groups with excellent created dialogues.
Emphasize the importance of "clearly describing symptoms, following doctor's advice."
VIII. Homework
1. Organize the created dialogue from 3c into written form, no less than 10 sentences,
paying attention to dialogue format and punctuation.
2. Investigate family members' food allergies (if any), write 2 dietary suggestions in
English targeting those allergies.
---
Lesson Plan: Unit 2 Section B 4a-4c & Reflecting (Health Awareness Campaign)
I. Teaching Aims
1. Knowledge Objectives:
◦ Master health problem-related vocabulary ( food allergy, toothache, headache,
backache, eye strain, cut, burn , etc.).
◦ Proficiently use sentence patterns for describing health problems ( What causes
this health problem? / How might you feel when...? / What should we do to...? ).
2. Ability Objectives:
◦ Be able to conduct group research on a selected health problem, extract core
information (causes, symptoms, treatment, etc.).
◦ Be able to create an English health awareness brochure and present it in class,
enhancing comprehensive English application and teamwork skills.
3. Emotional Objectives:◦ Enhance health awareness; learn to disseminate health knowledge in English;
establish the concept of "preventing illness, maintaining health."
II. Teaching Difficulties
1. Guiding students to conduct effective research around a selected health problem and
organize logically clear English expression.
2. Balancing "task division" and "language output quality" in group collaboration to
ensure brochure content is accurate and easy to understand.
III. Teaching Aids
1. Health problem vocabulary cards (with pictures to aid understanding, e.g., toothache
with picture of pained expression).
2. Research question sentence pattern prompt cards (e.g., What causes...? / How do
you feel when...? ).
3. Brochure template (referencing structure from textbook's "Vision Care 101").
4. Multimedia courseware (showing excellent brochure examples, health problem-related
videos/pictures).
IV. Step 1: Warming up & Lead in (8 minutes)
1. Warming up (5 minutes):
Conduct a "Health Survey" activity: Students ask peers about health problems
they've experienced (sample questions: Do you often have a headache? What do you
do when you have a toothache? ) and record answers. Then invite 2-3 students to share
survey results (e.g., "My classmate Lily had a backache last week. She rested for two
days." ) to activate students' prior knowledge about "health problems."
2. Lead in (3 minutes):
Display the list of health problems from textbook 4a ( food allergy, toothache,
headache... ). Ask: "Which health problem do you think is the most common among
teenagers? Why?" Guide students to discuss, naturally transitioning to the task of "group
selection of a health problem for research."
V. Step 2: Presentation and Practice (28 minutes)
1. Presentation (Knowledge Presentation: 8 minutes)
• Vocabulary & Topic Introduction: Teacher shows health problem vocabulary
cards, reads aloud and explains meanings (e.g., "eye strain" means your eyes feel tired
after using screens for a long time ), ensuring students understand each problem.
• Research Question Analysis: Display the research questions from 4b ( What
causes this health problem? / How might you feel when you have it? etc.). Explain the
function of each sentence pattern one by one. Use toothache as an example for
demonstration Q&A (Teacher: "What causes a toothache?" Students: "Eating too much
candy or not brushing teeth well.").
• Brochure Structure Analysis: Show the "Vision Care 101" example from textbook
4c. Analyze the brochure structure (HOW you may get it, WHAT problems you may have,
WHY it is important to act now, WHAT you can do), clarifying creation requirements.2. Practice (Group Practice: 20 minutes)
• 4a: Group Topic Selection (3 minutes):
Groups discuss and select one health problem (e.g., food allergy, eye strain ,
etc.). Teacher circulates to ensure each group has a clear topic.
• 4b: Research Discussion (8 minutes):
Groups discuss their selected problem using the questions from 4b, record core
information (Teacher distributes "Research Record Sheet" and provides sentence pattern
prompt cards for support). Example (for eye strain ):
◦ What causes it? → Using phones/computers for long hours; reading in
dark rooms.
◦ How might you feel? → Tired eyes; dry eyes; headache.
• 4c: Brochure Creation (9 minutes):
Groups divide tasks to create the brochure: some responsible for writing
(organizing causes, symptoms, suggestions in English), some for graphic design (drawing
simple pictures or pasting images). Teacher circulates to guide, focusing on helping
students correct English expression errors.
• Presentation & Evaluation (5 minutes):
Each group presents their brochure. Other groups ask questions or give
feedback in English (e.g., "How can we avoid backache?" ). Teacher comments from
three aspects: "Language Accuracy," "Content Completeness," "Promotional Effectiveness."
VI. Language Points
1. Core Vocabulary:
◦ Health Problem Nouns: food allergy, toothache, headache, backache, eye strain,
cut, burn .
◦ Words for describing feelings/actions: tired, dry, reduce, avoid .
2. Key Sentence Patterns:
◦ Inquiring about cause: What causes this health problem?
◦ Describing feelings: How might you feel when you have it?
◦ Giving suggestions: What should we do to treat it and avoid it?
◦ Brochure structure expressions: HOW you may get it: ... / WHAT problems you
may have: ... / WHY it is important to act now: ...
VII. Summary (4 minutes)
Teacher and students review the core content of the lesson together:
1. Group Process: Select health problem → research causes/symptoms → create and
present brochure.
2. Key Knowledge: Health problem vocabulary, core sentence patterns for
research/promotion.
3. Emotional Elevation: Emphasize the importance of health, encourage disseminating
health knowledge in English.
VIII. Homework
1. Improve Brochure: Group cooperation to improve the brochure, supplement moredetailed English explanations (approx. 150 words).
2. Family Sharing: Explain a health problem (e.g., eye strain ) and prevention methods
to family in English, record a 1-2 minute English sharing video (optional).
3. Reflection Writing: Answer the 4 questions from the textbook's "Reflecting" section,
write a reflection paragraph in English (approx. 80 words), thinking about "how to stay
healthy."
