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111 Teaching goals 教學目標 1. Target language 目標語言 a. 重點詞匯和短語 cigarette, alcohol, stress, adolescent, addicted, mentally, lung, quit, due to, accustomed to b. 重點句式 It’s amazing that ... P18 ... how easy it is to begin smoking and how hard it is to stop. P18 ..., I knew it was time to quit smoking. P18 It isn’t easy to stop smoking, but millions have managed to quit ... P19 2. Ability goals 能力目標 Enable the Ss to learn how people usually get addicted to cigarettes and how they can quit smoking. 3. Learning ability goals 學能目標 Enable the Ss to learn how to give advice on stopping smoking. Teaching important points 教學重點 Learn the bad effects of smoking and how to give advice on stopping smoking. Teaching difficult points 教學難點 Learn in what ways people get addicted to cigarettes. Teaching methods 教學方法 Discussion, cooperative learning and oral practice. Teaching aids 教具準備 A computer and a projector. Teaching procedures & ways 教學過程與方式 Step ⅠLead-in This step is to lead the Ss to the topic of this unit ― A Healthy Life. T: Recently, I read a report — Healthy China, 2005, which is about ten health issues concerning Chinese people the most in the year 2005. According to your understanding, what a healthy life is like? And can you guess what the ten issues are? Work in pairs and have a discussion. After about 3 minutes. T: OK, who would like to present your discussions? S1: Let me try. In our opinion, a healthy life should include two aspects, physical health and mental health. So a person who lacks either is not a healthy person. We think of several issues that may concern people most, they are: food security, medical service problems, AIDS and effects of environmental pollution on health. T: Good points. Other issues concerning people most are: nutrition and health condition, medical emergency treatment, mental illness, false medical ads, medicine security and birth defects. If you are interested in any of these issues, you may search on the Internet for more information. Now turn to page 17, Warming Up. Here is a list of health issues that concern young people the most. Can you think of other issues that are also important? Work with your partners, and try to make the list longer. A sample list: AIDS and infections, parenting, relationships, food and nutrition, family issues, environmental health, domestic violence, air pollution, cancer, anxiety, birth control, dental health, divorce Let the Ss write the list on the blackboard and have a discussion on the health issues listed. T: Now, look at the issues on the blackboard and the issues listed in the textbook on page 17. Which issue do you think is the most important one? Why? Work in groups and have a discussion. After discussion. T: Which group would like to share your opinions with the class? S1: We think that drug taking is particularly important. As we all know, drug taking does great harm to people’s health; it will gradually kill a person if he gets addicted to it. Buying drug costs a lot of money, so many drug takers sell out their fortune to afford the drug they need. And as a result, many families break up in this way. We also know that our government has to spend a lot of money on drug addicts’ treatment. S2: We think parenting is the most important issue, because many issues arise as a result of bad parenting or lack of care and love. If children grow up in happy and healthy families, they will form good habits and keep away from those bad habits such as using drugs and smoking. S3: Our group takes smoking as the most important issue. The reasons are: smoking does great harm to people’s health, it causes damage to people’s lung and heart; smoking shortens people’s life-span; smoking not only does harm to people who smoke, but also affect the health of people around them, especially their family members. Step Ⅱ Pre-reading T: I agree with you all. All these issues are important and need to be concerned. I am wondering if any of you smoke. Anyone? ... OK. It seems nobody in our class smokes, that’s really good. I think you are all clear that smoking is harmful to health. But we know that some adolescents started smoking at very early years. Why do you think they smoke? Discuss in pairs. 2 minutes later. T: OK. I’d like two pairs to present your opinions. Volunteer? S4: I think some adolescents smoke because they are not well aware of the harm of smoking. Many adults around them smoke, so they may think it is cool to smoke. So I think it is parents’ duty to tell their kids about the harm of smoking before they get addicted to it. S5: In my opinion, some adolescents smoke because they are falsely influenced by some media such as TV series and movies. So I think public media should give adolescents correct guidance. T: Very good points. Suppose some of them realized the harm of smoking and wanted to stop it. What advice would you give to them? Do you know any scientific ways of stopping smoking? S6: My advice is that let them get interested in some positive hobbies like sports, playing music, reading, playing chess and so on. If they show interest in some activities and they can devote themselves to them, gradually they will keep away from cigarettes and finally quit smoking. Step Ⅲ Reading and Comprehension T: Good advice. Now we are going to read a letter from grandad to James. In this letter, grandad gives James some advice on stopping smoking. Let’s read and see if his advice is similar to yours. 5 minutes for you. After 5 minutes. T: OK. Time is up. After reading this letter, what kind of person do you think the grandad is? S7: From his words, I think he is very kind and considerate. He doesn’t give direct advice on stopping smoking. Instead, firstly he tells James how about his present life and what the healthy life means to him; then he relates James’ smoking to his similar experience as a teenager, which implies James that he doesn’t need to worry about it. So I think he is very careful about the way of talking to his grandson about smoking. T: You are right. So suppose you were his grandson, would you love to take his advice? S7: Yes, I would love to be his grandson and take his advice. I would feel confident to give up smoking. T: OK. Now let’s read the letter again and try to find out the answers to the following statements. Show the following on the screen. 1. different ways people can become addicted to cigarettes 2. harmful physical effects for smokers 3. effects that a person’s smoking can have on other people 4. effects that smoking can have on sporting performance After the Ss read the letter again, let them give their answers orally and then let them fill in the chart on page 20 with brief phrases and sentences. T: Up to now, we have known how people usually get addicted to cigarettes and harmful effects of smoking on smokers and nonsmokers. But how can people stop smoking? Does James’ grandad tell him how to stop smoking? S8: Yes, he tells James how to stop smoking by sending him some advice he found on the Internet. T: Good. Now, let’s read the article from Internet. And then we will do an oral practice. You will have to work in pairs. Suppose James paid a visit to his grandad, and his grandad told him some advice on how to stop smoking face to face. Let’s act out this situation according to information from the article. A sample dialogue: (J = James; G = grandad) J: Grandad, I really want to give up smoking. I tried hard, but failed. Can you give me some advice on how to stop smoking? G: I am very glad that you have realized the harm of smoking and make up your mind to stop it. Here I have a few suggestions for you. First, make a list of all the benefits you will get from stopping smoking. Second, decide on a day to quit and throw away all your cigarettes at the end of the day before you plan to quit. Third, every time you feel like smoking, reread the list of benefits you wrote. Fourth, develop some other good habits that will keep your mind and hands busy such as going for a walk, cleaning your house and so on. J: What should I do if I feel stressed? G: You can do some deep breathing. You may also learn some relaxation exercises and do them every time you feel stressed. J: Is it a good idea to join a stop-smoking group? G: Yeah, it is also a good way. You can talk to a doctor or chemist if you feel really bad, they would love to help you. The most important thing is to keep trying. Be aware that some have to try several times before they finally stop smoking. So you just try again and I am sure you will succeed finally. Step Ⅳ Text Analysis Ask the Ss to analyze the text on its writing purpose, writing style and main idea. T: After reading the text, who can summarize the main idea of each paragraph? Volunteers? S1: In the first paragraph, the writer tells about the life he is leading and the importance of healthy life. S2: In the second paragraph, the writer leads to the topic of his letter by talking about James’ problem of smoking. S3: The third paragraph introduces the three different ways of becoming addicted. S4: The fourth paragraph is about the harmful effects of smoking. S5: The fifth paragraph is about the writer’s hope for his grandson and his advice on stopping smoking. T: How about the writing style and purpose of the text? S6: This text is in the form of a letter, the purpose is to explain how people get addicted to cigarettes and how smoking affects people’s health. It also provides some advice on how to stop smoking. T: Next, who can summarize the article: How Can I Stop Smoking? A sample summary: Choose a day that is not stressful to quit smoking. Make a list of all the benefits you will get from stopping smoking. Throw away all your cigarettes at the end of the day before you plan to quit. Reread the list of benefits you wrote when you feel like smoking. Develop some other habits like walking, drinking some water, cleaning the house and so on to keep yourself busy. If you feel nervous or stressed, try to do some relaxation exercises like deep breathing. You can stop smoking with a friend or join a group. If you feel really bad, ask a doctor or chemist for help. The most important thing is to keep trying. Don’t feel ashamed if you weaken because some people have to try many times before they finally quit smoking. Never give up and you will succeed. Step V Vocabulary Learning Help the Ss learn some words and phrases in the text. And let them do some practice. Show the following sentences on the screen. 1. I think my long and active life must be due to the healthy life I live. 2. ... I became addicted to cigarettes. 3. ... your body becomes accustomed to having nicotine in it ... 4. You can become mentally addicted. 5. But I did finally manage. 6. I knew it was time to quit smoking. T: Now let’s deal with some new words and phrases in the text. Look at the first sentence, what does “due to” mean? Can you rewrite the sentence using other words except “due to”? S1: “Due to” here means “because of / owing to”. We may also say: Because of the healthy life I live, I can live long and actively. T: Good. Number two. “Addicted” means “unable to stop taking or using something as a habit”, it is usually followed by “to”. According to this definition, what else can people become addicted to? S2: People can become addicted to drugs, alcohol, sweets and so on. T: You are right. We call those who are unable to stop taking or using sth addicts. So addict here is a noun, indicating a kind of person. Tom, are you a cigarette addict? S3: No, I am not. I am not addicted to cigarettes. T: OK. In sentence 3, which phrase you have learnt can be used to replace “accustomed to”? Anyone? S4: We may use “used to” to replace it. So this sentence can be rewritten as: ... your body becomes used to having nicotine in it... T: I’d like one sentence from you by using this phrase. Volunteer? S5: Having stayed in the basement for several minutes, I finally became accustomed to the darkness. T: Next, what is the opposite of “mentally”? S6: Physically. T: “Manage” in sentence 5 can be used in many ways. What does it mean here? S7: Here it refers to “give up smoking”. T: Good. Here it means “succeed in doing sth; cope / deal with sth”. e.g. This is a complicated job, I can’t manage it without any help. Let’s look at the next sentence. We can see “quit” is followed by -ing form. Do you know any other words that can be used in the same way? S8: Yes, for example, stop, start and enjoy. “Quit” here means “stop, give up sth / doing sth”. e.g. My mother quitted her job recently because she feels tired and wants a long vacation. Step Ⅵ Homework 1. Make sentences with the six words and phrases: due to, addicted to, accustomed to, mentally, manage, quit 2. Search on the Internet or other sources for information about how to stop smoking. The Second Period Language Study Teaching goals 教學目標 1. Target language 目標語言 a. 重點詞匯和短語 ashamed, manage, quit, stress, mental, pregnant, adolescent, cigarette, drug, addicted, eventually, due to, accustomed to b. 重點句式 P21 It is ... that ... It is ... to ... It is ... doing ... 2. Ability goals 能力目標 Enable the Ss to learn the usage of it structure. 3. Learning ability goals 學能目標 Enable the Ss learn how to use it structure. Teaching important points教學重點 The usage of it structure. Teaching difficult points 教學難點 How to rewrite sentences using it structure. Teaching methods 教學方法 Explanation and practice. Teaching aids 教具準備 A computer and a projector. Teaching procedures & ways 教學過程與方式 Step ⅠRevision T: Good morning / afternoon, everyone. Did you find any information about how to stop smoking? Where did you get the information? S: I searched online and get some information on how to stop smoking. Top 10 Tips to Quit Smoking Ready to quit smoking? Here are 10 tips to help ensure your success. 1. Identify your smoking triggers. Keep a record of when you smoke to identify your triggers so that you can make a plan to manage triggers without smoking. 2. Talk to your doctor. Consult your doctor before you quit smoking. Modern pharmaceutical treatments can make quitting easier. Moreover, tobacco may impact the way your body processes certain medications. 3. Get support from your family and friends. Let them know you are quitting smoking and you want their help. 4. Make a clean start. Throw away your cigarettes, hide your ashtrays, clean the house, your clothes, and the car if they smell like smoke — anything to help make a break from the past. 5. Make a list of reasons to quit. Look at it every time you are tempted to have a smoke. 6. Keep objects around that you can put in your mouth. Items such as carrots, hard candy, even straws can give you something to do when you really crave a cigarette. 7. Drink lots of water. Water will help flush nicotine from your system and reduce the intensity of withdrawal symptoms. 8. Exercise. Not only will it make controlling your weight easier, it also gives you more energy and helps keep your mind from smoking. 9. Get a hair cut. Anything you can do to draw a clear line between your life as a smoker and your new life as a nonsmoker will make quitting easier and make you more likely to stay smoke free. 10. Find a quitting program nearest you. Log onto QuitNet.com or call your state department of health for information on local cessation assistance. Support is just a click or call away. T: Do any smokers around you want to quit smoking? If there are any, offer your advice to them. Next, let’s check your answers to Homework 1. I’d like six of you to read your sentences, one person, one sentence. Sample sentences: 1. This morning, I was late for school due to traffic jam. 2. Nowadays, many adolescents get addicted to online games which are harmful to their health and study. 3. You should quickly be accustomed to the local custom if you visit a country. 4. Although the professor is at his 80s, he is still mentally active and healthy. 5. The bag is heavy, but I can manage it. 6. It hasn’t quit raining yet. Step Ⅱ Words and Expressions Enable the Ss to learn and practice new words and expressions in the text. T: We have learned some new words and phrases from the text in the last period. Now, review the words in bold in the text and then do Exercise 1 on page 20. Change the forms if necessary. After the Ss finish it, check the answers. T: Next let’s further practice some of the words by doing Exercise 2 on page 21. Change the forms if necessary. Check the answers after the Ss finish it. T: Here I have a chart about some words we have just learned. You are asked to fill in it with correct forms of the words listed. Learning different forms of words is a good way of enlarging vocabulary. After class, you should also learn the pronunciations and usages of these words by using your dictionaries. Show the following chart on the screen. Words Verb Noun Adj. Adv. stress n. mental adj. addict v. / n. pregnant adj. ashamed adj. After the Ss finish it, check the answers. Sample answers: Words Verb Noun Adj. Adv. stress n. stress stressful mental adj. mentation mentally addict v. / n. addiction addicted / addictive pregnant adj. pregnancy pregnantly ashamed adj. shame shame Step Ⅲ Grammar Focus T: So much for the words. Today we will learn the usage of an important word, that is “it”. According to what you have learned, who can tell us some usages of “it” or how we use it? S1: “It” can be used to talk about weather and date. For example, it is raining now. Or “it is Friday today”. S2: “It” can also be used to talk about distance. For example, it is a long way from my home to school. T: In English, “it” is a very useful word and can be used in many ways. Today I will introduce you a very important structure — it structure. In the structure, “it” is used in the subject position to stand for an infinitive, -ing form or a clause. Look at the first four sentences in Exercise 1 on page 21. Can you tell me what it stands for in each sentence? Volunteer? S3: In the first sentence, “it” stands for the clause following “that”, that is “at my age I am still fit”. S4: In the second sentence, “it” stands for the infinitive “to fall”. S5: In the third sentence, “it” stands for the infinitive “to stop smoking”. S6: In the fourth sentence, it stands for the -ing form “crying over spilt milk”. T: You are right. So it is also right for us to say “That at my age I am still fit is amazing.” and “To fall is easier than to rise.” But usually we put “it” in the subject position to keep the sentences balanced. Are you clear? Now let’s do some practice about this structure. Look at Exercise 2 on page 21, rewrite the sentences using it structure. After the Ss finish it, check the answers. T: Next turn to page 58 and let’s do Exercise 2 in USING STRUCTURES. After you finish this exercise, I am sure you will have a better understanding of it structure. Check the answers after the Ss finish it. T: OK, now let’s work in pairs and do some oral practice with this exercise. One speaks out the sentences on the left column and the other speaks out those on the right. And then change the roles. Step Ⅳ Homework T: After class, please: 1. Finish Exercises 1 && 2 on page 56 and Exercise 1 on page 57. 2. Mark all the sentences in the letter with it structure. So much for today, good-bye, everyone! The Third Period Listening and Speaking Teaching goals 教學目標 1. Target language 目標語言 Expressions used to advise people about what to do and what not to do It would be / not a good idea to ... It’s OK / all right to... Is it OK if I...? 2. Ability goals 能力目標 Enable the Ss to advise people about what to do and what not to do. 3. Learni