A Healthy Life
I．教学内容分析： 本单元的中心话题为“健康生活” 。听说读写等各活动主要围绕如何健身、怎样成为健 康的人展开，其中涉及许多社会热点问题，如抽烟，吸毒，艾滋病学习与工作压力等影响健 康的棘手问题。本单元引导学生讨论这些问题，目的在于让他们远离有损身体健康的活动， 并养成良好的生活习惯。 Warming up 部分主要围绕健康问题和真正健康的人展开讨论。 并提供了以下有关健康 的话题：抽烟、喝酒、吸毒、饮食、健美、性健康、压力。同时，为了启发学生联想现实中 的健康话题，附了六幅图片，供学生讨论、思考。 Pre-reading 部分提供了四个讨论题，主要让学生明白“抽烟有害于健康”这一道理。 在我们周围有许多人抽烟，学生经常会听到抽烟的人谈论抽烟。故此，联系实际，让学生讨 论：为什么有些人要抽烟？抽烟有哪些危害？等等问题，并让学生讨论身边的人和事。虽然 学生没有抽烟的切身体会，但其周围不乏许多戒烟成功的例子，让学生体会交流一下，会有 现实的作用， 即学生或许会说服家人或亲戚把烟戒掉。 教师还可以向学生介绍一些提供戒烟 帮助的组织等方面的信息。 Reading 部分是爷爷写给孙子的一封信， 共分两部分， 第一部分主要是爷爷向孙子介绍 他能长寿和充满活力的主要原因在于他健康的生活方式。 而且还以亲身体会向孙子介绍了他 年轻时吸烟上瘾的原因、抽烟的危害和戒烟的方法，依此告诫孙子把烟戒掉。并说明吸烟上 瘾的三个原因：1. 尼古丁的药物作用；2. 习惯的驱动力量；3. 精神上的依赖性. 还有吸烟 的危害：1. 伤害心脏和肺；2. 不孕；3. 影响身边不吸烟的人的健康；4. 味道难闻；5. 手 指发黄；6.跑步速度慢；7. 不喜欢运动。第二部分提供了六种戒烟的方法：1. 制定计划； 2. 下定决心；3. 破除旧习；4. 学习自我放松；5. 必要时请求帮助；6. 坚持不懈。 Comprehending 部分帮助学生对课文细节的进一步理解。共提供了三个练习题。练习 1 是表格填空，主要检查学生对课文内容的理解。练习 2 为讨论题，主要让学生对“爷爷” 和“爷爷”的信作一评价，讨论“爷爷”是个什么样的人，学生可以用到文中的 determined 等形容词， 也可以运用以前学过的评价人物的词语。 练习 3 要求学生写一个劝告他人戒烟的 提纲，不要超过五个句子。 Learning about language 的词汇部分设置了三项练习。练习 1 是词语替换练习，练习 2 是短文填空， 帮助理解和运用课文中所学的生词。 短文与课文内容相近， 有助于课文的复习， 同时又提供了学词汇的语境。练习 3 为词汇游戏，语法部分先通过到课文中找含有 it 的句 子，让学生认识 it 的用法；然后简单介绍 it 的两个用法。 Using language 部分综合训练学生听说读写的能力。包括一篇阅读文章，听力，会话和 写作。阅读文章主要是介绍艾滋病毒和艾滋病的海报。听和说部分设置了三项练习。练习 1 要求学生选出萨拉担忧的问题。练习 2 通过听写蒂娜的话，复习提建议的交际用语，练习 3 以参加聚会为情境，让学生列举做与不该做的事情，旨在操练本单元的交际用语。写的部分 要求学生给想拒绝吸烟却遇到困难的李晓雷写封信，帮助他想想办法。 Summing up 部分要求学生就吸烟、 艾滋病等话题、 词语和结构三个方面进行自我评价， 判定学习情况。 Learning tip 部分介绍两种类型的问题：封闭式问题和开放型问题。两种类型的问题对 于学生发展思维能力和训练英语能力都很重要。 对于开放型问题没有统一的答案， 只要经过 深思熟虑就可以了；开放型问题有助于培养学生的发散性思维。
II．教学重点和难点 1. 教学的重点 (1) 本单元的生词及重要短语。 (2) it 在句中做的各种成分，主要是形式主语，及表示“时间” 、 “距离” 、 “天气”等 (3) 关注健康问题，认识到吸烟、吸毒的危害性，了解 HIV/AIDS 及其预防知识，树立 对待 HIV/AIDS 病人的正确态度。 2. 教学的难点 (1) 了解各种危害人类健康的疾病，及其预防措施。 (2) 学会表达警告、禁止和允许的日常交际用语。 (3) 学习写劝告信。 III．教学计划 本单元分六课时： 第一课时：Warming up; Pre-reading & Reading 第二课时： Learning about Language(1), Using words and expressions (Workbook), Speaking task (Workbook) 第三课时：Reading Task 第四课时：Learning about Language (2), Using Structures (Workbook) 第五课时：Listening and speaking 第六课时：Writing IV．教学步骤：
Period 1 Warming Up, Pre-reading & Reading
Teaching Goals: 1. To make Ss know what a truly healthy life is. 2. To arouse Ss to pay more attention to the healthy issues and realize the danger of smoking and drugs. 3. Learn some new words and expressions. Teaching Procedures: Step 1. Warming Up Purpose: To activate Ss and arouse them to talk about some healthy issues in our daily life. 1. Show the following two pictures to Ss.
Ask Ss what they are doing and whether smoking or drinking is good for health? 2. Pair work Ask some Ss to answer the questions: (1) What health issues do you think concern young people the most nowadays?
(2) What is a truly healthy person? Lead Ss to understand that a truly healthy person must be well in both body and mind. 3. Group work
Ask Ss to look at the pictures above and discuss which depicts a healthy activity and which depicts an unhealthy one. And they can talk as much as they can. Picture one: Singing and dancing Picture two: Doing taichi Picture three: Drinking alcohol Picture four: Playing basketball Picture five: Smoking and taking drugs Step 2. Pre-reading Purpose: To make Ss realize the harm of smoking and avoid smoking. 1. Group work Ask Ss to discuss the following questions in groups (1) Have you ever smoked? If you have, have you ever tried to stop? (2) Why do you think some adolescents start smoking? (3) In what ways is smoking harmful? Do you think smoking should be banned? (4) Where could you get good advice on stopping smoking? 2. Discussion Ask some Ss to give their own opinions about how to stop smoking. Discuss and choose whose opinion is the best. For you reference: ★ Set a date and time to stop, and stick to it. ★ Talk to your doctor or pharmacist about whether any of the proven drug treatments might suit you. ★ ★ ★ ★ Find out if there is a stop-smoking clinic near you. Enlist the help of your friends and family. Avoid the situations in which you used to reach for a cigarette. If you need to, ease the withdrawal symptoms with nicotine patches or gum.
Conclusion: Smoking is very harmful to our health, when you are smoking, you are risking in heart disease, long cancer and asthma, and it can also cause dull skin and wrinkles. Besides, it can bring harm to the people around you. In the text of this unit, we will learn more about this. Step 3. Reading 1. Skimming Purpose: To get a brief understanding of the text. (1) Individual work Ask Ss to skim the whole text and find out how many parts the text includes, and what each part is mainly about. Suggested Answers: The reading is in two parts. The first part is a letter from a grandfather to his grandson explaining how a smoker becomes addicted to cigarettes and why he should give up. The second part gives advice about how to stop smoking. It is set out like a page on the Internet. (2) Pair work Ask Ss to read the letter with a partner, each reading half the letter. Ask Ss to understand the meaning of the letter together. (3) Group work Ask Ss how the two passages are related (James’ grandfather attached the internet page to his letter.) (4) Individual work Ask Ss to read the second passage very quickly and answer the following questions: ① ② ③ Why does each paragraph start with a short, highlighted sentence? How are the pictures at the bottom connected with the text? Why do you think the authors of the website included them? Why do you think the authors used a question as the main heading?
(5) Scanning Purpose: To get Ss to have some details in the text. ① Pair work: Read the text quickly and try to get some details from the text. Work in pairs and try to ask and answer questions from the text. Questions can be like these. A. What kind of person do you think James’ grandfather is? B. What other information could have been included? C. What do you think can be done to protect non-smokers (especially women and babies) from those who smoke? Suggested Answers: A. He is fit and healthy and leads an active life. He takes an interest in his daughter’s and his grandson’s well-being. He is knowledgeable. He reads the Internet. He appears to love his grandson. B. Students’ answers may vary. C. Possible solutions: A no-smoking policy in public places such as buses, trains, restaurants, cinemas, etc Separate smoking and non-smoking areas in public places. A campaign to highlight the dangers of smoking for smokers and non-smoking
people. 2. Listening Purpose: To correct Ss’ pronunciation and intonation and improve their listening skills. (1) Individual work Listen to the tape and fill in the chart bellow: Information from the reading passage Different ways people can become addicted to cigarettes Harmful physical effects for smokers Effects that a person’s smoking can have on other people Effects that smoking can have on sporting performance Suggested Answers: Information from the reading passage Different ways people can become addicted to cigarettes Harmful physical effects for smokers Effects that a person’s smoking can have on other people Effects that smoking can have on sporting performance ① physically addicted to nicotine ② addicted through habits ③ mentally addicted ① do terrible damage to heart and lungs ② have difficulty in becoming pregnant ③ Be unfit ④ Smell terrible ① other people dislike the smell. ② the cigarette smoke can do harm to non-smokers
Be unable to enjoy sport
3. Group work Divide the whole class into two groups. Each group is supposed to read through each part, and find out the difficult words, expressions and sentences and then discusses them. Part 1 (1) due to 由于，因为 His success was largely due to his hard work. ●拓展：because of; owing to; thanks to She walked slowly because of her bad leg. We decided to put off the sports meeting, owing to the change of weather. Our company has had a successful year, thanks to the improvement in export sales.
(2) addict vt 使沉溺；使醉心 ●常见用法：be/become addicted to… 沉溺于；嗜好 The children are addicted to computer games. (3) accustomed adj 通常的 ●常见用法：be/become accustomed to… 习惯于…… I am accustomed to drinking tea all day so I was not happy when I found there was no hot water. ●拓展：accustom vt 使……习惯 They had to accustom themselves to the hot weather. (4) automatically adv 无意识地；自动地 When the tennis ball was thrown at her, she automatically jumped out the way. (5) mentally adv 精神上；智力上 I am mentally tired from all the studying I did today. (6) manage vi 管理；设法对付 ●常见用法：manage to do sth. 设法做成……；成功做成…… Although it was difficult, I managed to reach the top shelf of the cupboard. (7) lung: n. 肺 It was difficult to breathe in the smoke-filled room and my lungs hurt. (8) pregnant adj 怀孕的 The pregnant woman went shopping for baby clothes. (9) quit vt 停止做某事；离开 I wish you would quit smoking, for it is such an unhealthy habit. He has not quit smoking, but is holding down to three cigarettes a day. Part 2 (1) decide on 决定，确定；选定 The two countries have decided on the establishment of diplomatic relations. (2) chemist n 药剂师；化学家 He went to the chemist to buy some medicine for his sore throat. (3) ashamed adj 感到惭愧或羞耻的 ●常见用法： ①be ashamed to do… 以干.…..为耻 I am ashamed to say I smoke. She was ashamed to ask such a simple question. ② be ashamed of … 为.…..而害羞 I behaved badly yesterday and I am ashamed (of myself) now. (4) eventually adv 最后；终于 After walking all day, they eventually arrived home. Step 4. summary Ask Ss make a summary of the advice on how to stop smoking. Be sure to use their own words (no more than five sentences). Step 5. Homework Read the text again and go over the main language points.
Period 2 Learning about Language(1), Using words and expressions (Workbook), Speaking task (Workbook)
Teaching Goals: 1. To discover the useful words and expressions in the text. 2. To learn and improve the use of useful words and expressions. Teaching Procedures: Step 1. Learning about Language 1. Group work (1) Ask Ss to discuss and find the useful words and expressions in this unit in groups of four. (2) Ask some groups to show their answers to the whole class. 2. Individual work The teacher shows some useful words and expressions on the blackboard, and asks Ss to choose the correct words to complete the sentences. due to mental adolescent quit ashamed manage stress accustomed automatically pregnant (1) Rice production has increased greatly in China over the last few years, largely _______ super hybrid rice. (2) Having lived in Hawaii all his life, he was not ______ to the cold of Northern Europe. (3) He was ________ of his body so he decided to go on a diet and do more exercise. (4) In spite of her wounded leg, she _______ to get up the stairs. (5) He told me the same story ________ until I felt like screaming. (6) With exams only a week away, I am under a lot of _______. (7) When I _____ playing sport I became very fat and unhealthy. (8) _______ health is as important as physical health. (9) Now that I am _______ I eat a good diet because I want my baby to be born healthy. (10) ________ often take more risks than adults. Suggested Answers: (1) due to (2) accustomed (3) ashamed (4) manage (5) automatically (6) stress (7) quit (8) Mental (9) pregnant (10) Adolescent 3. Pair work Let Ss do Ex2 according to the text. Then ask one student to read the short passage and give his /her answers. Then ask the whole class to discuss the answers. Finally check their answers. Suggested Answers: cigarettes; alcohol; effects, adolescents, tough, stress, due to, addicted to, mental, quit, unfit, withdrawal Step 2. Using words and expressions (Workbook) 1. Pair work Show the following four sentences on the blackboard, and then ask Ss to fill in the blanks and guess in pairs what root all of the missing words have. (1) His home was full of beautiful________. (2) The ________ liked painting in the traditional style. (3) My friend is very _______.
(4) She arranged the flowers __________. Suggested Answers: (1) art (2) artist (3) artistic (4) artistically Root: art 2. Pair work Do Ex2 (P56). Let Ss discuss in pairs the sentences and translate them into English, by using the words and phrases in brackets. Step 3. Speaking task (Workbook) 1. Individual work Ask Ss to decide on a health issue that concerns him/her. Give Ss a few examples. drugs alcohol diet exercise HIV/ AIDS stress smoking sleeping habits 2. Pair work Ask Ss to discuss the health issue with his/her partner. (1) How does this issue affect your health? (2) How could it affect your school life? Think of four or five suggestions that you would give younger students to make sure they do not put their health at risk. 3. Individual work Ask Ss to work on their own to plan their speech for younger students than them. Remind Ss to make sure that they can only make notes for their speech rather than write it out word for word. Remember to: (1) Introduce yourself and the topic of your speech. (2) Say something about why you want to talk to them about this topic. (3) Give the students a few suggestions that they will find easy and sensible to follow. (4) Finish your speech with some words of encouragement. 4. Pair work: (1) Ask Ss to give their speech to their partner. They can use their notes as a reminder. Let Ss listen to their partner’s speech and give advice on how it could be improved. (2) Listen to the partner’s advice and try to improve their speech. Step 4. Homework 1. Keep the useful words and expressions in mind. 2. Preview the reading and reading task.
Period 3 Reading Task (Workbook)
Teaching Goals: 1. To improve Ss’ reading skills. 2. To make Ss know more about HIV/ AIDS. 3.To learn some words and expressions about HIV/AIDS. Teaching Procedures: Step 1. Revision Review the new words and expressions. Fill in the blanks with correct words. 1. I think my long and active life must be d____ to the healthy life I live.
2. Lastly, you can become m_________ addicted. 3. It is very difficult to give up smoking, but I did finally m_________. 4. Smoking does terrible damage to your heart and l_______. 5. I know it’s time to q________ smoking. 6. Learn some r________ exercised and do them every time you feel s_________. 7. If you w________ and have a cigarette, don’t be ________ (害羞的). 8. If you keep on trying, you will succeed e_________. Suggested Answers: 1. due 2. mentally 3. manage 4. lungs 5. quit 6. relaxation 7. manage 8. eventually Step 2. Reading 1. Group work Before reading the text, ask Ss to discuss the questions below in groups of four: (1) What do you know about HIV/AIDS? (2) How does HIV/AIDS spread? (3) What measures people can take to protect themselves? 2. Individual work Ask Ss to read through the text very quickly and find what form this text is written in. (in the form of an information poster) 3. Pair work Ask Ss to read the text again and get more details about the HIV/AIDS. And decide which of the following statements are true and which are false. (1) It is dangerous to get close to a person with AIDS. (2) It is very likely that you will die if you become infected with HIV. (3) You can only get HIV from injecting drugs. (4) Evidence shows that men get AIDS more easily than women. (5) It could be dangerous to have sex without using a condom. (6) If blood or sexual fluids infected with HIV get into someone’s body, that person could become infected too. (7) You should not hug a person with HIV/AIDS. (8) It is easy to tell when a person has HIV/AIDS. Suggested Answers: (1) False. HIV/AIDS is only spread through direct contact with infected blood or sexual fluids. (2) True. (3) False. You can also get HIV/AIDS from unprotected sex with an infected person. (4) False. Women are slightly more likely to become infected. (5) True. (6) True. (7) False. You cannot get AIDS from hugging someone. An infected person needs all the support you can give them. (8) False. A person with HIV can appear perfectly healthy. It is only in the last stages of AIDS that a person looks sick. 4. Listening
Let Ss listen to the tape and pay attention to the pronunciation and intonation, and at the same time underline the words and expressions about HIV/ AIDS. Conclusion: By learning this text, Ss will have a new and thorough understanding about HIV/AIDS, such as what HIV/AIDS is, how it is contracted and how to protect oneself from getting the disease. And after Ss know this knowledge, they can tell others and help others so as to make more people know about HIV/ AIDS. Step 3. Further reading 1. Explain to students that articles in newspapers have a special structure, that is, a headline, all important information in first paragraph (Who? When? Where? What? Why? And How?), short paragraphs, least important information near the end of the text, no conclusion. 2. Tell Ss some reasons why the articles in newspapers have such a special structure. 3.Individual work Ask Ss to read though the passage. And find out whether it follows the structure you have outlined. 4. Group work Ask Ss to answer the questions by reading only the first paragraph of the passage. Who? ________________________. What? ________________________. Where? ______________________. When? _______________________. Suggested Answers: Chinese Red Cross; An AIDS awareness program; Yunnan and several other provinces; it began 6 years ago and is still continuing. 5. Pair work (1) Ask Ss to work in pairs to read the article and help each other with anything they do not understand. Encourage them to guess the meaning of new words before they check their results in the dictionary. (2) Ask Ss to work with their partners to read the article again and answer the following questions. ① What two things does the program do? ② Who teaches people in the community? ③ Why is the program so successful? ④ What has recently changed in the way the virus is spread? ⑤ Why is the Chinese government concerned about HIV/AIDS? 6. Discussion Ask some Ss to show their answers to the questions above. And then ask the whole class to discusses them together. Suggested Answers: ① It provides care and support for people suffering from HIV/AIDS and trains young people to teach other people about AIDS. ② Volunteers who come from a similar group and are about the same age (i.e. their peers). ③ Because they are being taught by people very much like themselves. ④ In the past it was mainly drug users and people who had been carelessly transfused who were becoming infected with AIDS. Today, an increasing number of young people are
becoming infected through sexual activity. ⑤ The government believes that if they do not act quickly to stop the spread, the number of people in China infected by HIV/AIDS could be as high as 10 million by the year 2010. Step 5. Homework 1. Master the words and expressions about HIV/AIDS. 2. Preview Discovering useful structures in Learning about Language.
Learning about Language (2), Using Structures (Workbook)
Teaching Goals: 1. To learn some useful structures. 2. To learn and master how to use “it”. Teaching Procedures: Step 1. Revision 1. Ask Ss to translate the phrases from Chinese into English. (1) 吸烟 (2) 喝酒 (3) 吸毒 (4) 由于 (5) 尽管 (6) 冒险 (7) 习惯于 (8) 沉迷于 (9) 设法做成…… (10) 想要做…… 2. Choose the correct answers. (1) Due ______ his great efforts in his work, he got well rewarded by the boss. A. to B. for C. with D. in (2) --- Shall I sit at this end of the boat or the other end? --- If you keep still, you can sit at _____ end. A. neither B. each C. either D. any (3) It is so nice to hear from her. _____, we last met more than thirty year ago. A. What’s more B. That is to say C. In other words D. Believe it or not (4) The old man has become_____ to alcohol. A. addict B. addicted C. addictive D. addiction (5) Children quickly get _______ to new surroundings. A. accustomed B. accusable C. accountable D. acquainted (6) ____ is mentioned above, the number of the students in senior schools is increasing. A. Which B. As C. That D. It (7) In spite of the trouble, the workers _______ the work on time. A. tried to finish B. managed to finish C. tried to finishing D. managed finishing Show the exercises to Ss by using the multimedia. Ask Ss to do them as quickly as possible, and then check their answers. Suggested Answers: (1) A (2) C (3) D (4) B (5) A (6) B (7) B Step 2. Grammar Purpose: make Ss have a general understanding about the use of “it” 1. Ask Ss to go over the first reading passage and note the use of it. Discuss the use of it. 2. The teacher discusses the use of it together with Ss according to the sentences above. (1) Used as a pronoun. Used to refer to the one previously mentioned.
I am sending you some advice I found on the Internet. It might help you. My pen is missing. I can’t find it anywhere. (2) It can be used to replace the word this or that. A: Whose umbrella is that? B: It’s Mary’s. A: What’s this? B: It’s tulip. (3) Used as the subject of an impersonal verb. It can be used to talk about time, date, place, whether, temperature, distance or surroundings etc. It’s a beautiful day here. It’s time for the meeting. (4) Used as an anticipatory subject or object to stand for an infinitive, -ing form or a clause. It’s no use crying over spilt milk. (doing) It’s difficult to give up smoking. (infinitive) Is it certain that they will win? (clause) It is strange that it hasn’t been noticed before. (clause) (5) Used as an anticipatory subject to emphasize a term that is not itself a subject: the structure is like this: It is (was) + … + that (who/whom) + … It is human activity that has caused this global warming. It is the burning of more and more fossil fuels that results in the increase in carbon dioxide. It was Jim Brown who/whom/that you should ask. 5. Team work Finish Ex2 (P21). Transform all these sentences orally with the whole class first to make sure all Ss understand the structure. And then let them write them down. (1) Giving up smoking is difficult to do. (2) Some young people think they look attractive when they smoke. (3) Most people believe smoking causes cancer. (4) Don’t try to quit on a stressful day. (5) China produces one third of the world’s cigarettes. (6) You are not allowed to advertise cigarettes in this country. (7) My father has quit smoking at last. (8) The night was dark and stormy when the old man started his journey. (9) You could suffer from bad health if you keep smoking. (10) You have to take pills to control your blood pressure (It is necessary ?) Suggested Answers: (1) It is difficult to give up smoking. (2) It seems that some young people think they look attractive when they smoke. (3) It is believed that smoking causes cancer. (4) It is no use trying to quit on a stressful day. (5)It is astonishing that China produces one-third of the world’s cigarettes. (6)It is illegal to advertise cigarettes in this country. (7) It is wonderful that my father has quit smoking at last. (8) It was a dark and stormy night when the old man started his journey.
(9) It is likely that you could suffer from bad health if you keep smoking. (10) It is necessary for you to take pills to control your blood pressure. Step 3. Using Structures (Workbook) 1. Team work (1) Ask Ss to complete the e-mail by using the correct verb form and pay particular attention to the use of it. (2) Ask one or two Ss to read their answers out. Let the whole class discuss the answers. And give Ss the correct answers. 2 Individual work: Match the sentences on the left with the explanations on the right. (1) You should take a break from study sometimes. A. This will help you to calm down when you fell badly tempered. (2) You don’t have to drink alcohol at a party. B. It is very likely you will hurt your back. (3) It’s not a good idea to eat too much before C. If you don’t, it is quite probable that you play sport. You will get stressed. (4) It’s a good idea to learn some relaxation D. You could get a stomachache. exercises. E. If you do, you’ll find it very hard to (5) Drink lots of water and find something concentrate on your exam the next day. interesting to do. F. It is OK to drink orange juice instead. (6) Don’t study all night before an exam. G. It will help to take your mind off cigarettes. (7) You shouldn’t lift that heavy box. Suggested Answers: (1) C (2) F (3) D (4) A (5) G (6) E (7) B Step 4. Consolidation 1. Choose the correct verb form to complete the sentences. (1) It’s no good ________ (eat, eating) too much chocolates. (2) It’s not dangerous ________ (to help, helping) AIDS patients in a proper way. (3) It’s unbelievable _______ (that, since) he spends all his money on alcohol. (4) It’ll give me great stress ________ (to finish, finishing) this experiment in two days. (5) Take a bus. It’s too dark and far away for pregnant woman like you ______ (to walk, walking) home. (6) It’s very common _______ (that, as) adolescents like to try new things. (7) It’s believed _______ (because, that) smoking does terrible damage to heart and lungs. (8) It is not yet decided _______ (whether, that) he will be sent to the drug rehabilitation center or not. (9) It is said ______ (that, which) there has been an earthquake in Japan. (10) It was nearly midnight _____ (when, how) she came back. Suggested Answers: (1) eating (2) to help (3) that (4) to finish (5) to walk (6) that (7) that (8) whether (9) that (10) when 2. Group work Ask Ss to write sentences as many as possible by using it. And let’s them discuss the usages of it in groups of four in order that they will have a better understanding about it. Step 5. Homework Review the usage of it.
Listening and Speaking
Teaching Goals: 1. To get the main information in the Listening part. 2. To develop Ss’ listening ability and speaking skills. 3. To get more information about the healthy issues. Teaching Procedures: Step 1. Listening (Using Language) 1. Discussion Ask Ss to discuss in groups their experiences of social gatherings for young people. *Are there any discos, karaoke bars or nightclubs for young people to go to? * Have you ever been to the places like these? * Do you ever go to parties with your friends? * Do you think it is OK for alcohol to be available at places where young people meet? 2. Word study Before listening, give Ss some new words and expressions that can help them have a good understanding about the listening material. Karaoke Bar 卡拉 OK 厅 disco 迪斯科 take drugs 吸毒 nonsense 胡说；废话 alcohol 酒；酒精 cigarette 香烟 3. Listen to the tape. Tina wants Sara to go to a disco with her, but Sara is nervous about going. Please listen to the tape and tick the things Sara is worried about. ( ( ) AIDS ( ) strangers ( ) drugs ) money ( ( )abortion ) dancing ( ( ) smoking ( ) alcohol ) orange juice ( ) cigar
Check Ss’ answers by playing the tape again and stopping when one of Sara’s worries is mentioned. Suggested Answers: drugs; smoking; alcohol; dancing 4. Listen to the tape again and then complete the following sentences. (1) Just say “no”. You __________________________. (2) It’s OK to____________________________________. (3) It would be a good idea to______________________________________. (4) If someone offers you a cigarette, ________________. (5) Well, I’ll___________. Let’s__________________________. Suggested Answers: (1) Just say “no”. You don’t have to do anything you don’t want to. (2) It’s OK to drink orange juice or something instead. (3) It would be a good idea to have something to eat before you go out, like rice or noodles. (4) If someone offers you a cigarette, don’t take it. (5) Well, I’ll teach you. Let’s get any CD player and start practising now. Step 2. Listening (Workbook) 1. Discussion Ask Ss some questions. And then let Ss discuss these questions. If possible, give them some help. And point out that not all situations leading to stress are negative experiences.
Sometimes we are very much looking forward to the change, but because the new situation involves making life changes, it can be very stressful at first. * Can you define stress? * Can you describe situations where a person may be stressed? * Can you tell in what ways stress can affect a person’s health? 2. Word study headache 头疼 physical 身体的 symptom 症状，征兆 relax 放松，休息 entrance 入口 balance 使平衡 upset 使心烦 meantime 同时
3. Listen to the tape three times. During the first two times, Ss try to finish the chart. For the third time, Ss check their answers. Medical chart Name: _______________ Age: _______________ Occupation: _____________________ Today’s date: _____________________ Symptoms: ___________________________________ Possible problem: _________________________________ Proposed action: ___________________________________ Suggested Answers: Medical chart Name: Li Yue Age: 18 Occupation: Student Today’s date: _____________________ Symptoms: headaches, tired all the time, not sleeping and eating well Possible problem: Stress Proposed action: 1. Do some tests to rule out anything physical (make sure there is nothing seriously wrong). 2. Discuss ways to relax 4. Ask Ss if they ever feel they are under too much stress and how they know they are under stress. And what they do to relieve their stress. Step 3. Talking (Workbook) 1. Group work Ask Ss to discuss the following questions in groups of four. (1) Do you agree with Dr Gao that Li Yue’s problem is related to stress? Why? (2) How does stress affect your health? Is it a common problem for students? Use your experience to help you. Give examples of what happens to a person under stress. (3) What could Li Yue do to lower her level of stress? Make a list of activities she could do to help herself prepare to explain them to the class. 2. Pair work Ask Ss to discuss the following question with their partners. Is stress a common problem for senior high school students?
Step 4. Listening task (Workbook) 1. Ask Ss to tell some of the things that Li Yue did to avoid stress as described in her letter in the previous section. 2. Show Ss the useful words and expressions. entrance 入口 audience 观众 concentrate 集中 properly 恰当地 temper 脾气 stress 压力 mental 精神的 relaxation 放松 occasionally 偶尔 hike 远足，步行 7. Group work After listening, ask Ss to discuss the question in groups of four. (1) Do you agree with Li Yue’s advice? (2) What do you do to relax after study? (3) Do you think you have balanced your study time and time for your relaxation? or do you think you should do more study or take more breaks? （4）Do you think Li Yue has given a good speech to the students? Give your reasons. Step 5. Homework 1. Find out whether Ss in your class have healthy habits. 2. Write a letter about Ss’s healthy problems.
Period 6 Writing
Teaching Goals: 1. Try to write a letter. 2. To practise the target functions. Teaching Procedures: Step 1. Writing 1. Read the letter (P24) with Ss and ask them to offer some advice they could give Li XiaoLei. 2. Ask Ss to spend a few minutes noting down 3～5 tips they would like to include in their letter. 3. Spend a few minutes discussing with Ss how they should organize their letter. Suggest that they start with a sentence or short paragraph of greeting, follow this with their tips and end with a few words of encouragement. 4. When they have written their letters, put students into groups of four and ask them to select the letter they like most. And then read aloud for the whole class. 5. Show one sample letter to Ss, and ask them to fill the blanks first. Dear Li XiaoLei, I ____ sorry you have so _____ trouble trying ___ stop smoking, but I ____ glad you ___ still trying. I hope____ tips below will help you. ____ of all, don’t give ____. The more often you try ____ more likely you are ____ eventually succeed. When you feel irritable, don't’ automatically reach ___ a cigarette to make you feel better. Take _____ few moments ____ relax. Start by breathing deeply _____ lifting your arms out to _____ side and over your head. It is a good idea ___ drink lots _____ water and eat lots ____ fruit when you are quitting smoking. This will help _____ remove the nicotine _____ your body faster and you won’t feel so sick. It is normal ____ feel a little stressed when you first give ____ smoking, but try ____ remember that ___ will only last ___ few days and then you will begin ___ feel ____ better.
Keep ____ the good work, Li Xiaolei, _____ remind yourself how much healthier you will be when you finally quit. ____ luck and _____ wishes, Sun Gao Suggested Answers: am; much; to; am; are; the; First; up; the; to; for; a; to; and; the; to; of; of; to; from; to; up; to; it; a; much; up; and; Good; best Step 2. Writing Task (Workbook) 1. Individual work Ask Ss to read through the Reading task very quickly and underline the most important points. Let them discuss their choices. 2. Group work Ask Ss to form 6 groups and write in note form the information they think they should include in their article for junior Ss. 3. Ask Ss to write a group article. Remind them that they should follow the appropriate structure for news articles and that they should be aware that their readers will be younger than they are and will not only be less knowledgeable about the topic, but they will probably know less English. Consequently, the text will have t o be simpler than the original. 4. When they have finished their writing, ask them to select the one they like most. And then read aloud for the whole class. Sample writng: CHINESE RED CROSS PROGRAMME: A SUCCESS A program to help people with AIDS and to teach people about the disease has been running for six years in Yunnan and several provinces. The Red Cross trains young people to teach disease. This is because the disease is spreadothers about HIV/AIDS and how to protect ing quickly and all young people are in danger themselves from the disease. The program if they have unprotected sex. is very successful because the teachers are The government says that it must act quickly the same age as the students. to inform everyone of the danger. If they don’t The Red Cross wants to make sure that do this, as many as 10 million people in China Everyone has information about this deadly could have the disease by the year 2010. Step 3. Homework 1. Review the main language points of this unit. 2. Preview the new words and expressions of the next unit.