T: I am not feeling well now. I am ill. Do you know the illness? What's the matter with me?

Ss: You have a fever. (show the illness---have a cold with the body language, too)

2、Then the T shows a bandage and tell the Ss there is something wrong in the place where the bandage lies. Then get Ss to guess the health problems. When the T does the actions,ask the Ss---What's the matter? (write it on the blackboard)

The T puts the bandage on the stomach, and asks: What's the matter with me? I'm not feeling well. I have a stomachache.

Next, the T puts the bandage on the other part of body and gets the Ss to guess the problems: have a toothache, have a headache, (show them on the blackboard)

T: Yes, look at the blackboard. Do you know how to use ache? If my are aches, we can say I have an ......

Ss: I have an earache.

T: About the back?

Ss: I have a backache.

T: Yes, and I can say I have a sore back, too.(show sore)

T:(the teacher coughs) What's the matter with me? my throat?

Ss: I have a sore throat.

（设计说明：老师在课堂上展示医疗用具---绷带，唤起学生的好奇心，使其积极参与到教学活动中来。通过绷带所绑的不同位置和老师形象的肢体语言，自然的引出了有关疾病的单词，简单直观，易于学生接受。在此环节中，我还注重让学生大胆猜测，进行推理，在常态下自己总结运用一些简单的构词法，由已知引入未知，变教师单一讲授为师生互动交流，在交流中解决知识难点。）

（四）、Pair work （小组合作练习）

1、The T puts the bandage on the part of a student's body and ask: What's matter? and guide him to use the pattern: I have a/an......

Then asks the Ss to work in pairs and talk about health problems by using the bandage and using the target languages: What's the matter? I have a/an......

Later act them out in the class.

2、After sever pairs, the T chooses one pair and ask other Ss:

T:What's the matter with her?

Ss:She has a headache.

Then the T ask some Ss to show the health problems with the body laguag, and ask other Ss to have conversations in pairs.

S1: What's the matter with him/her?

S2: He/She has a ......（自然引入第三人称单数的学习运用）

（五）、Presentation of expressions of given advice （关于建议的用语）

T: Ok, we have so many problems in the practice just now. Don' worry ,they are not true. But we are really ill one day. What should we do? Now, I give you some pictures. I think they will help you find the answers .(将一些建议以图片的形式展示出来，降低信息差，使学生易于总结)

T: Suppose you are a doctor. If I have a cold/fever/toothache.......What shou I do? What shouldn't I do?

S1:You should......

S2:You shouldn't......（学生可随意发挥，必要时教师给予修正，最后将所有建议罗列出来，作为下面活动的提示语）

（设计说明：在这两个环节中，我一直以学生为中心，置学生于语言环境交际之中，调动学生的参与热情，将课堂教学成为一个师生共同学习创造的过程，由易到难，实现知识结构逐步上升。运用发散思维让学生提出建议，为下面的知识输出打下伏笔。）