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Section A　What should we do when we don't feel well
第一课时(1a-2d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 1a requires students to match health problems with pictures. 1b-1c present students' health problems and their causes through four dialogues. 1d asks students to choose one conversation from the listening and role-play it. For 2a, students need to match health problems with corresponding measures. 2b-2c present students' health problems and the school nurse's advice through three dialogues and require students to record key information. 2d asks students to have conversations about expressing different health problems and giving advice.
Why: These activities help students master vocabulary related to health problems and functional sentences (such as “What's wrong ” and “You should…”) and improve their listening and oral expression skills. Through the textbook content, students can understand how to deal with common health problems, enhance their health awareness, and learn to communicate effectively and take care of themselves when they feel sick.
How: In terms of the content structure, the vocabulary-picture matching in 1a serves as the foundation, laying groundwork for the listening comprehension in 1b-1c and the dialogue practice in 1d. The listening activities in 2b-2c deepen students' understanding, and the pair work in 2d enables the comprehensive application of knowledge. Vocabulary focuses on nouns related to health problems and expressions for giving advice, while functional sentences cover communicative needs such as inquiring about health condition, explaining health problems, asking about causes, and giving advice.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master vocabulary related to common health problems and use functional sentences proficiently;
2.improve their listening comprehension ability to catch key information and enhance their oral expression ability to talk about health problems and solutions fluently;
3.learn to independently sort out vocabulary connections, and use language for communication in real-life contexts.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master vocabulary related to common health problems and use functional sentences proficiently. Step 1　Lead-in 1.Greetings. 2.Think: How do we ask someone about their health problems What's wrong/What's the matter Step 2　Work on 1a 1.Match the health problems with the pictures. ◎Key: D; A; E; B; C; F 2.Pair work. Ask and answer the health problems according to the pictures. Step 3　Listening 1.Work on 1b:Listen to four conversations. Write the health problems next to the students. ◎Key: stomachache; backache; toothache; sore throat 2.Work on 1c: Listen again. Find out the cause of each student's health problem and complete the table in 1b. ◎Key: ate too much; football game; sweet things; drink enough water Step 4　Pair-work Work on 1d:Choose one conversation from the listening and role-play it. A: What's wrong /What's the matter /Are you OK B: I have a stomachache./I'm suffering from a sore throat./… A: What happened B: I… The degree of comprehensiveness and accuracy of students' listening in acquiring information is judged by whether or not they write down the right health problems and reasons they heard.
Purpose To introduce the theme of health problems, help students improve their ability to obtain information through listening training, and improve their oral expression skills through pair work, so as to deepen their understanding of health problems and reasons.
2.To improve their listening comprehension ability to catch key information and enhance their oral expression ability to talk about health problems and solutions fluently. Step 5　Pre-listening Work on 2a: Match the health problems with the things you should do. Step 6　Listening 1.Work on 2b: Listen to three conversations. Circle the health problems the students have in 2a. Who got some medicine from the school nurse ◎Key: stomachache; toothache; nosebleed David got some medicine. 2.Work on 2c: Listen again. Complete the school nurse's advice for each student. ◎Key: eat so much; soft drinks; soft food; sweet things; brush your teeth; Press down; Wait; more careful The accuracy of the content that students filled in can be used to judge their ability to obtain detailed information in listening.
Purpose To assist students in improving their listening comprehension abilities, including the obtaining of detailed information and the grasp of the overall content with the help of listening exercises.
3.To learn to independently sort out vocabu-lary connections, and use language for communica-tion in real-life contexts. Step 7　Summary 1.Work on 2d: Work in pairs. Take turns to ask for and give advice for different health problems. A: I'm suffering from a very bad headache./I have a bruised knee./…What should I do B: You should go to the doctor./You could put some ice on it and get some rest./… 2.Invite some students to show the conversation in class. 3.Learn about the importance of health. Health is above wealth. 健康胜于财富。 Step 8　Language points(详见课件资源) Step 9　Exercises(详见课件资源) Observe students' performance to see if they can find relevant sentence patterns and summarize more relevant expressions from the listening material. Help students correct their grammar mistakes.
Purpose To enhance students' health awareness and help them understand scientific ways to deal with physical discomfort, and develop the attitude of caring about their own and others' health.
Homework 1.Basic homework: Write down the words, phrases and sentences in this lesson. 2.Practical homework: Create a poster about health advice. Draw pictures of different health problems and write down the corresponding advice. 3.Extended homework: Suppose your foreign friend Jack has some health problems after travelling in China. Write an email to him.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时(3a-3d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 3a is a conversation between a doctor and a patient named Helen, which centres around Helen's health problems and the doctor's advice. 3b requires students to read the conversation again and write down Helen's descriptions of her problems and the doctor's advice in a table. 3c asks students to listen to the conversation and role-play it. 3d requires students to use the sentence patterns to act out a conversation between a doctor and a patient.
Why: 3a trains students' ability to quickly grasp the core information of the conversation. 3b guides students to sort out the detailed information of the conversation carefully and improves their ability to classify and extract information. 3c enables students to practise oral expression through imitation, familiarize themselves with common expressions used in doctor-patient communication, and enhance their oral language application skills and language sense. 3d encourages students to comprehensively apply the learned expressions to create new conversations, improving their comprehensive language application skills and creative expression abilities.
How: The text is a conversation that simulates a real doctor-patient consultation scenario, with natural language that is close to daily communication. In terms of linguistic features, the conversation uses the first person for communication and contains a large number of colloquial expressions for describing symptoms and giving advice, which makes it convenient for students to imitate and use in real contexts.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master vocabulary and sentence patterns for describing illnesses and giving advice;
2.improve their comprehensive language abilities in listening, speaking and reading;
3.enhance their health awareness, know how to deal with illnesses properly, and understand the importance of preventing the spread of viruses to care for others.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master vocabulary and sentence patterns for describing illnesses and giving advice. Step 1　Lead-in Look and say. Look at the pictures and answer: What's the matter What should you do Observe the students' level of participation and enthusiasm, as well as their ability to use what they learn to describe health problems and give advice.
Purpose To stimulate students' interest, and activate relevant vocabulary, so as to reduce the difficulty for the subsequent listening and speaking activities.
2.To improve their comprehensive language abilities in listening, speaking and reading. Step 2　Presentation 1.Work on 3a. Read the conversation. What's the matter with Helen ◎Key: She has a runny nose and a fever. 2.Discuss:What's the doctor's advice 3.Work on 3b. Read again and write notes in the table. ◎Key: Helen's descriptions of her problemsThe doctor's adviceI have a runny nose and a fever. It started yesterday. I felt so cold, and I didn't have much energy. When I tried to get out of bed, I almost fell and hurt myself. My throat hurts too.You should take some medicine and drink enough water. You should rest at home. When you're outside, please wear a mask.
Observe whether students can find details and finish the exercises correctly to judge if they can really understand the conversation and locate the key information.
Purpose To let students read the conversation to get the key information, understand the experience in seeing the doctor, consolidate theme-related knowledge, and lay groundwork for follow-up activities.
3.To enhance their health awareness, know how to deal with illnesses properly, and understand the importance of preventing the spread of viruses to care for others. Step 3　Pair-work 1.Work on 3c. Listen to the conversation. Then role-play it. 2.Invite some students to show the conversation in class. 3.Work on 3d. Act out a conversation between a doctor and a patient. Use the expressions below to help you. DoctorPatientAsking about injuries/illnesses: How are you feeling What's the matter with your… Does your…hurt Describing injuries/illnesses: I feel terrible./I don't feel well. I have… My…hurts.Giving advice: You should/shouldn't exercise. Don't go to school today.Asking for advice:What should I do Can I go to school tomorrow
4.Invite some students to show the conversation on stage. Step 4　Summary Learn the famous proverb: An apple a day keeps the doctor away. 一天一苹果,医生远离我。 Step 5　Language points(详见课件资源) Step 6　Exercises(详见课件资源) Observe whether students can accurately use target sentences and judge their fluency and accuracy to know if they can effectively describe the health problems and give advice.
Purpose To help students practise listening and speaking through role-play, strengthen their health awareness and consolidate what they learn.
Homework 1.Basic homework: Write down the words, phrases and sentences in this lesson. 2.Practical homework: Imagine that you and your classmates are Doctor and Patient, and play the roles. 3.Extended homework: Please make a poster with the title “How to Prevent the Flu”.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三课时(Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 4a requires students to read the sentences, underline the modal verbs for advice, and circle the reflexive pronouns. 4b asks students to complete the sentences using the correct reflexive pronouns to reinforce the use of reflexive pronouns. 4c requires students to complete the passage with should/shouldn't/could to comprehensively apply the modal verbs for giving advice in the context. 4d instructs students to act out an illness or injury, invite others to guess the situation, and use the modal verbs to give advice, so as to help them apply the target language in communicative contexts.
Why: This lesson helps students master the use of the modal verbs for giving advice and reflexive pronouns. Progressive exercises enhance students' ability to accurately apply these two types of linguistic knowledge in different contexts. It integrates grammar learning with real-life scenarios of “health and safety” to improve the practicality of language use. Meanwhile, it guides students to pay attention to health and learn to express health-related advice and situations in English.
How: The text forms are diverse, covering conversations, single sentences, passages and so on. The activity design follows the logic of language learning. Contextual materials revolve around health issues in daily life, with scenarios close to students' lives—this facilitates students' understanding of the semantic functions of the modal verbs (for giving advice) and reflexive pronouns, and contributes to the effective use of language.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.identify reflexive pronouns (myself, yourself, etc.) and modal verbs for advice (should, shouldn't, could) in sentences;
2.use reflexive pronouns to talk about self-actions and the modal verbs to give health advice;
3.create dialogues using reflexive pronouns and the modal verbs to solve real-life health problems.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify reflexive pronouns (myself, yourself, etc.) and modal verbs for advice (should, shouldn't, could) in sentences. Step 1　Lead-in 1.Greetings. 2.Look and say according to the pictures. Patient: I hurt myself when playing basketball. What should I do Doctor: You should rest and go to the school nurse. Patient: My mum cut herself in the kitchen. Should I put a plaster Doctor: Yes, you should. And she could also clean the wound with water. 3.Learn about reflexive pronouns. 一二形代第三宾,加个self变反身。 主语、定语不能作,单数复数要看清。 若要表示自己的,形代+own才能行。 Observe students' performance in the discussion and judge whether they can master what they learned in previous lessons.
Purpose To lead into what should be learned through pictures. To guide students to perceive its usage and identify its rules and structure.
2.To use reflexive pronouns to talk about self-actions and the modal verbs to give health advice. Step 2　Work on 4a Read the sentences. Underline the modal verbs for advice and circle the reflexive pronouns. ◎Key: Modal verbs—shouldn't, should, could Reflexive pronouns—yourself, myself, ourselves Step 3　Work on 4b Complete the sentences using the correct reflexive pronouns. ◎Key: herself; yourself; ourselves; himself; themselves; itself Step 4　Work on 4c Complete the passage with should, shouldn't, or could. ◎Key: should; should; should/could; shouldn't; shouldn't; should; could; could Observe whether students can use reflexive pronouns and modal verbs for giving advice correctly. For incorrect answers, provide context-based guidance to help students understand and master the practical application rules.
Purpose To help students master the usage of modal verbs for giving advice and reflexive pronouns.
3.To create dialogues using reflexive pronouns and the modal verbs to solve real-life health problems. Step 5　Work on 4d Act out an illness or injury. Have the others guess what it is and give advice. Do you have a sore throat/bad cold/… Did you fall from your bike/cut yourself/… You should/could/shouldn't… Step 6　Group work 1.Design a poster with health tips for students. Include at least 3 reflexive pronouns and 5 pieces of advice with modal verbs. 2.Present your poster. Report it in class. Step 7　Language points(详见课件资源) Step 8　Exercises(详见课件资源) Observe students' performance to see if they can use what they learned. Help students correct their grammar mistakes and supplement more vocabulary.
Purpose To enhance their awareness of health and safety, and develop teamwork and communication strategies in cooperative and interactive learning processes.
Homework 1.Basic homework: Rewrite 5 sentences with reflexive pronouns. 2.Practical homework: Create 2 dialogues (doctor-patient or friend-friend) about health problems. Share dialogues with family and record their feedback. 3.Extended homework: Plan a “7-Day Healthy Habit Challenge” for yourself.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Section A　What should we do when we don't feel well
导入一:游戏导入
Start the class with a “Quick Health Guess” game. Show students simple drawings or flash cards of people with different health problems. Ask, “What health problem do you think they have ” After several guesses, say, “Today, we'll learn about ‘Stay Healthy’—talking about health problems and how to deal with them when we don't feel well.”
导入二:图片导入
Show two pictures: a student exercising happily, and a student with a headache lying in bed. Ask, “Which picture shows a healthy person What's wrong with the second student How can we stay healthy or get better ” Then, say, “Let's start our ‘Stay Healthy’ lesson to find out.”
导入三:问题链导入
Ask students, “How are you feeling today Perfectly fine or a bit tired Have you ever had a stomachache or a sore throat What did you do to feel better ” Then, say, “Today, we'll discuss health problems and advice.”
导入四:情景模拟导入
Pretend to be a sick student: “Guys, I feel terrible now—I have a fever and my head hurts. What should I do Do you have any ideas Today's lesson ‘Stay Healthy’ will teach us what to do when we don't feel well.”
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一　For 1a-1d: Health Problem Matching & Role-Play Competition(健康问题匹配与角色扮演竞赛)
开展方式:1.将学生分组(4 人一组),进行 1a “健康问题与图片匹配” 的小组竞赛,教师计时,最快且匹配全对的小组获得奖励。
2.播放 1b 听力,各组在表格中填写学生的健康问题,完成后教师核对答案。
3.再次播放 1c 听力,小组合作补充 “病因” 部分,随机抽取小组分享结果。
4.角色扮演竞赛:每组选两名学生表演 1d 对话(可自选/改编),其他组从 “流利度、准确性、表现力”三个角度进行评分,选出最佳小组。
活动二　For 2a-2c:Advice Card Matching & Listening Challenge(建议卡片匹配与听力挑战)
开展方式:1.个人任务:给学生发放写有 “健康问题” 和 “建议” 的卡片,独立完成 2a 的匹配,随后小组内互查答案。
2.播放 2b 听力,学生圈出材料中的健康问题,并找出 “Who got some medicine from the school nurse ”的答案,小组讨论后汇报。
3.再次播放 2c 听力,小组合作完成 “校医建议” 表格,教师巡视指导。
4.小组展示:各小组派代表分享表格内容,如 “For Nancy, the school nurse advises her to eat some soft food and…”
活动三　For 3a-3d: Doctor-Patient Communication & Role-Play Show(医患沟通与角色扮演展示)
开展方式:1.阅读任务:学生自主阅读 3a 对话,找出 “Helen 的健康问题” 和 “医生的建议”,完成 3b 中的表格,教师挑选学生分享答案。
2.听力与模仿:播放 3c 对话,学生跟读模仿语音语调。
3.创编与角色扮演:两人一组,用 3d 中的表达框架(医生询问、患者描述、给出建议等)创编新医患对话(可选 headache、fever 等问题),准备后上台表演。
Doctor: What's the matter with you
Patient: I feel terrible. I have a fever and a cough.
Doctor: Did you drink enough water
Patient: Not really. What should I do
Doctor: You should drink more water, take some medicine and rest at home.
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
听录音,选出正确选项。(听力原文: Section A 1b and 1c)
Conversation 1
( )1.Why does David have a stomachache
A.Because he ate too little.　　　　　B.Because he ate too much at a birthday party.
C.Because the food was bad.
( )2.Who cooked the food at the party
A.David's mother. B.Jenny's friend.
C.David's friend's mother.
Conversation 2
( )3.What's wrong with Ben
A.He has a stomachache. B.He has a backache.
C.He has a toothache.
( )4.When did Ben fall
A.During a football game yesterday. B.During a basketball game today.
C.During a soccer game last week.
Conversation 3
( )5.Why does Nancy have a toothache
A.She bit something hard. B.She ate too many sweet things.
C.She didn't brush her teeth.
Conversation 4
( )6.What's the matter with Judy
A.She has a stomachache. B.She has a backache.
C.She has a sore throat.
◎Key: 1.B　2.C　3.B　4.A　5.B　6.C
听录音,回答下列问题。(听力原文: Section A 2b and 2c)
Conversation 1
1.What's the matter with David

2.What should David avoid now

Conversation 2
3.What's wrong with Nancy

4.What should Nancy do now

Conversation 3
5.How did Jeff hurt himself

6.(开放题)If you have a health problem, what will you do first

◎Key:
1.He ate too much last night and now his stomach aches.
2.He should avoid soft drinks now.
3.She has a really bad toothache.
4.She could eat some soft food, avoid sweet things and brush her teeth carefully.
5.He fell off his bike when he didn't expect to see someone around the corner.
6.I will tell my parents or go to see a doctor first.(答案不唯一,合理即可)
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
(一)反身代词的用法
【观察】
I hurt myself when I fell off my bike.我从自行车上摔下来时受了伤。
The girl cleaned the cut on her arm by herself.女孩自己清洗了手臂上的伤口。
If we are not careful, we can easily hurt ourselves.如果我们不小心,我们很容易伤到自己。
【探究】
反身代词(如 myself, yourself, himself, herself, ourselves, themselves 等)表示 “某人自己”,用于强调动作的执行者与承受者为同一人,或表达 “独自、亲自” 的含义。
数 第一人称 第二人称 第三人称
单数 myself yourself himself/herself/itself
复数 ourselves yourselves themselves
常用搭配:by oneself(独自), hurt oneself(伤到自己), enjoy oneself(玩得开心)等。
(二)表建议的情态动词(should, shouldn't, could)
【观察】
1.You shouldn't eat so much next time.下次你不应该吃这么多。
2.You should see the dentist and get an X-ray.你应该去看牙医,拍个X光片。
3.You could eat some soft food for now.你现在可以吃点软的食物。
【探究】
这类情态动词用于提出建议或意见:
should 表示 “应该”,建议做某事;shouldn't(should not)表示 “不应该”,建议不做某事。
could 表示 “可以,能”,用于较委婉地建议做某事,语气比 should 更温和。
用法:后接动词原形,无人称和数的变化。
语法巧记口诀
反身代词指 “自身”,人称单复要对应;
by/hurt/enjoy 常搭配, “独自/伤己/玩开心”要记清。
should“应该”could“可以”,建议语气很清晰;
后接原形不变形,shouldn't 表 “不该” 别忘记。
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