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子的好奇心，引出话题。）
T：(呈现Baymax图片)Who is he?Is he a teacher? Then what does he do?
Ss:....
T: Yes, he is a good doctor. He needs some helpers today. Do you want to be his helpers? Ss:..
T:If you want,you should complete two tasks.
Play games: Let’s find & Let’s review(Who has a good memory?)
（设计意图：通过游戏不仅使得课堂生动有趣，而且复习拓展了疾病类单词，同时巩固了Story time 中的语言知识。）
Step2:Presentation
T:Now you are the helpers.(呈现病人图片）Here are the
patients. They have something wrong. Please try to help them. Work in two, and pass my hat according to the music. When the music stops, the group which gets the hat must make a dialogue according to the picture.
引出句型What’s wrong with···？He/She has ···. They hava ···.
（设计意图：在新授过程中，引导学生说句型并且总结，有助于让学
生得到成功的体验，培养学生的自信心。）
Summary : Grammar time 表格一及其回答，并板书
A:What’s wrong with ...(人称宾格)?
B：... have/has a ...
(呈现一张自己吊水的图片)
T:Look!This is me. Guess: What’s wrong with me? 生自由描述
师追问：What should I do ?Can you give me some advice? 生
自由描述.
（设计意图：一方面对前面句型的巩固操练，激发了学生的思维；另
一方面前后连贯，为新句型的教学铺垫。）
（呈现一系列建议的词组）拓展：work too late
（设计意图：适时地拓展有助于培养学生的思维能力）
（呈现一位妇女头疼的图片）T：What’s wrong with the woman?
What should she do?
学生运用should和shouldn’t给她提建议。
Summary： grammar time表格二及其回答，并板书。
T:How do we ask and give advice?
A: What should ···do?