- 相關(guān)推薦
No smoking, please!
教學(xué)目標
I. 單詞和詞組
permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit of
II. 日常交際用語
1.請求
May / Could / Can I do that?
I wonder if I can do that.
Would / Do you mind if I come earlier?
Will you tell me if can go now?
2．允許
Yes, please. / Of course. / Sure. / Certainly.
Go ahead, please.
That’s all right. / OK.
It’s all right to me.
3．拒絕
I’m sorry, but it’s not allowed here.
You’d better not.
I’m afraid not. It’s not right.
III.語法
復(fù)習(xí)名詞性從句作賓語和表語的用法。
教學(xué)建議
教材分析
The main dialogue of this unit is to practise the students how to ask for permission, refuse and give permission ability. Though learning the way of expressing are able to remind the students speaking in daily life. This dialogue is the main idea to learn to use these phrase for permission. Though two men’s talking. Meanwhile this lesson offer some practice to help the students to understand and learn about the content of the dialogue. In order to master these phases, this lesson has short dialogue to give the students to speak each other.
重點詞匯講解
1．catch fire與be on fire
1）catch fire：begin to burn著火；燒著。catch fire有動態(tài)含義，揩“開始燃燒”。
例如：
Paper catches fire easily．紙容易著火。
The bed clothes catch fire and the whole house may be burnt down．鋪蓋著火了，整個房子都可能燒掉。
2）be on fire：be burning著火；失火。 be on fire有靜態(tài)含義，指“燃燒的狀態(tài)”。
例如：
The house was on fire．房子著火了。
She woke up at midnight and found the kitchen on fire．她半夜醒來發(fā)現(xiàn)廚房失火了。
2．die of與die from
1）die of可用來表示“死亡的原因”，經(jīng)常用于害病、饑渴、年老、疾勞等致死的場合。
例如：
die of an illness/a disease; die of hunger; die of thirst; die of a fever; die of old age等等。
2）die from常用于過度飲食eating too much；飲酒過度drinking too much；工作過度overwork等。
但是有語法家認為這種區(qū)別實際上并不存在。他們認為，在表示死因（the cause of death）時，既可以用die of，也可以用die of，但是以die of為多見。
例如：
He died of cancer．他死于癌癥。He died from cancer．他死于癌癥。
3．Every year, tobacco companies must persuade new people to start smoking cigarettes.煙草公司每年都要勸說一些不吸煙的人開始吸煙。
persuade sb. to do sth．意為“勸說某人做某事”。
I persuaded her to accept the invitation to Wu Dong's birthday party.我勸說她接受參加吳東生日晚會的邀請。
注意：如果勸說不一定成功，可用詞組try to persuade sb, to do sth.。
I tried to persuade her to go with me, but I failed.我勸她跟我一起去，但我沒成功。
另外，勸說某人不要做某事可用詞組persuade sb. not to do sth. 或 persuade sb. against doing sth.
We persuaded Lin Tao not to smoke. =We persuaded Lin Tao against smoking.我們說服了林濤別吸煙。
4. But in the same year, cigarette smoking cost the government even more money, about 28 billion yuan.但在同一年里，因吸煙而使政府付出了更多的錢，約280億元。
cost在這個句子中意為“使花費”，請注意由它構(gòu)成的兩個常用詞組
a）（sth．）cost sb．+錢 （某物）花費某人多少錢
b）（sth，）cost sb．+其他 使某人失去……
That bike cost me 350 yuan.我花了350元買了那輛自行車。
His careless driving cost him a leg.他的粗心駕駛使他失去了一條腿。
以前學(xué)過的與“花費”有關(guān)的結(jié)構(gòu)有：
a) sb. spend + 時間/錢+on + 名詞 某人花……做……
b) sb. spend + 時間/錢+ (in) doing sth. 某人花……做……
c)sb. pay + 錢+ for sth. 某人花錢買……
d) It take sb. + 時間/錢 + to do sth. 某人花時間/錢做
他每月花50元錢買書可譯為：
He spends 50 yuan on books every month.
He spends 50 yuan (in) buying books every month.
He pays 50 yuan for books every month.
It takes him 50 yuan to buy books every month.
小明每天花兩小時學(xué)英語可譯為：
Xiao Ming spends 2 hours on English every day.
Xiao Ming spends 2 hours (in) learning English every day.
It takes Xiao Ming 2 hours to learn English every day.
5.Do yon mind if I smoke ? 你介意我抽煙嗎？
1）Do/Would you mind if ...? 常用來表示“請求、許可”的意思。句中的mind作“介意”、“反對”解。注意：如果用Would you mind if . . . ?從句中就要用虛擬語氣。如：
Do you mind if I close the window? 關(guān)上窗戶你介意嗎？
Would you mind if I closed the window? 關(guān)上窗戶你介意嗎？
2）在回答這樣的句子時要特別注意：若在答語里表示“愿意（不反對）”，應(yīng)說“Certainly not”或“Of course not”。若表示“不愿意（反對）”，應(yīng)說“I'm sorry, but...”，習(xí)慣上不用yes來直接回答。
3）在 Do／Would you mind之后還可跟動詞-ing形式，在動詞-ing之前還可以有人稱代詞賓格或物主代詞，用來請求允許，或請求別人作某事。如：
Would you mind my turning off the TV?我關(guān)上電視你介意嗎？
語法---句詞性從句
一、名詞性從句——賓語從句
賓語從句通�？煞譃槿悾�
1）由連詞that引起的賓語從句
We know that it is not easy to give up smoking．我們知道戒煙不容易。
Suddenly he realized that he had made a mistake．突然他意識到他犯了一個錯誤。
I hope that you will be well．我希望你很快就會好起來。
說明：上述句子中的連詞在口語和非正式場合均可省略。但是，下列句子中的連詞在任何情況下都不可省略。
2）由連接代詞或副詞引起的賓語從句
Do you know when the meeting will be held? 你知道這次會議什么時候舉行嗎？
Please tell me what mother has bought for me today．請告訴我，媽媽今天給我買了些什么。
They didn’t say how many guests would attend the party.他們沒有說會有多少客人來參加這次聚會。
I wonder whose bicycle this is. 我想知道這輛自行車是誰的。
3）由關(guān)系代詞what引導(dǎo)的賓語從句
I can’t remember what he said at the meeting．我記不起來他在會上講了些什么。
We thank you for what you have done for us．感謝您為我們所做的一切。
二、名詞性從句——表語從句
與賓語從句一樣，表語從句也可分為三類：
l）由連詞that引導(dǎo)的表語從句
The problem with tobacco is that it contains a drug called nicotine．煙草的問題在于它里面含有一種叫做尼古丁的麻醉劑。
The difficulty is that smokers can’t go without smoking．困難的事情是：煙民們不吸煙就感到難受。
2）由連接代詞或副詞引導(dǎo)的表語從句
That’s how he passed the physics examination.他就是這樣通過物理考試的。
That’s why we decide to sell our house.那就是我們決定把房子賣掉的原因。
3）由關(guān)系代詞 what引導(dǎo)的表語從句
That’s what we should do．這是我們應(yīng)該做的。
This country is no longer what it used to be．這個國家已不再是過去的樣子了。
教學(xué)目標
I. 單詞和詞組
permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit of
II. 日常交際用語
1.請求
May / Could / Can I do that?
I wonder if I can do that.
Would / Do you mind if I come earlier?
Will you tell me if can go now?
2．允許
Yes, please. / Of course. / Sure. / Certainly.
Go ahead, please.
That’s all right. / OK.
It’s all right to me.
3．拒絕
I’m sorry, but it’s not allowed here.
You’d better not.
I’m afraid not. It’s not right.
III.語法
復(fù)習(xí)名詞性從句作賓語和表語的用法。
教學(xué)建議
教材分析
The main dialogue of this unit is to practise the students how to ask for permission, refuse and give permission ability. Though learning the way of expressing are able to remind the students speaking in daily life. This dialogue is the main idea to learn to use these phrase for permission. Though two men’s talking. Meanwhile this lesson offer some practice to help the students to understand and learn about the content of the dialogue. In order to master these phases, this lesson has short dialogue to give the students to speak each other.
重點詞匯講解
1．catch fire與be on fire
1）catch fire：begin to burn著火；燒著。catch fire有動態(tài)含義，揩“開始燃燒”。
例如：
Paper catches fire easily．紙容易著火。
The bed clothes catch fire and the whole house may be burnt down．鋪蓋著火了，整個房子都可能燒掉。
2）be on fire：be burning著火；失火。 be on fire有靜態(tài)含義，指“燃燒的狀態(tài)”。
例如：
The house was on fire．房子著火了。
She woke up at midnight and found the kitchen on fire．她半夜醒來發(fā)現(xiàn)廚房失火了。
2．die of與die from
1）die of可用來表示“死亡的原因”，經(jīng)常用于害病、饑渴、年老、疾勞等致死的場合。
例如：
die of an illness/a disease; die of hunger; die of thirst; die of a fever; die of old age等等。
2）die from常用于過度飲食eating too much；飲酒過度drinking too much；工作過度overwork等。
但是有語法家認為這種區(qū)別實際上并不存在。他們認為，在表示死因（the cause of death）時，既可以用die of，也可以用die of，但是以die of為多見。
例如：
He died of cancer．他死于癌癥。He died from cancer．他死于癌癥。
3．Every year, tobacco companies must persuade new people to start smoking cigarettes.煙草公司每年都要勸說一些不吸煙的人開始吸煙。
persuade sb. to do sth．意為“勸說某人做某事”。
I persuaded her to accept the invitation to Wu Dong's birthday party.我勸說她接受參加吳東生日晚會的邀請。
注意：如果勸說不一定成功，可用詞組try to persuade sb, to do sth.。
I tried to persuade her to go with me, but I failed.我勸她跟我一起去，但我沒成功。
另外，勸說某人不要做某事可用詞組persuade sb. not to do sth. 或 persuade sb. against doing sth.
We persuaded Lin Tao not to smoke. =We persuaded Lin Tao against smoking.我們說服了林濤別吸煙。
4. But in the same year, cigarette smoking cost the government even more money, about 28 billion yuan.但在同一年里，因吸煙而使政府付出了更多的錢，約280億元。
cost在這個句子中意為“使花費”，請注意由它構(gòu)成的兩個常用詞組
a）（sth．）cost sb．+錢 （某物）花費某人多少錢
b）（sth，）cost sb．+其他 使某人失去……
That bike cost me 350 yuan.我花了350元買了那輛自行車。
His careless driving cost him a leg.他的粗心駕駛使他失去了一條腿。
以前學(xué)過的與“花費”有關(guān)的結(jié)構(gòu)有：
a) sb. spend + 時間/錢+on + 名詞 某人花……做……
b) sb. spend + 時間/錢+ (in) doing sth. 某人花……做……
c)sb. pay + 錢+ for sth. 某人花錢買……
d) It take sb. + 時間/錢 + to do sth. 某人花時間/錢做
他每月花50元錢買書可譯為：
He spends 50 yuan on books every month.
He spends 50 yuan (in) buying books every month.
He pays 50 yuan for books every month.
It takes him 50 yuan to buy books every month.
小明每天花兩小時學(xué)英語可譯為：
Xiao Ming spends 2 hours on English every day.
Xiao Ming spends 2 hours (in) learning English every day.
It takes Xiao Ming 2 hours to learn English every day.
5.Do yon mind if I smoke ? 你介意我抽煙嗎？
1）Do/Would you mind if ...? 常用來表示“請求、許可”的意思。句中的mind作“介意”、“反對”解。注意：如果用Would you mind if . . . ?從句中就要用虛擬語氣。如：
Do you mind if I close the window? 關(guān)上窗戶你介意嗎？
Would you mind if I closed the window? 關(guān)上窗戶你介意嗎？
2）在回答這樣的句子時要特別注意：若在答語里表示“愿意（不反對）”，應(yīng)說“Certainly not”或“Of course not”。若表示“不愿意（反對）”，應(yīng)說“I'm sorry, but...”，習(xí)慣上不用yes來直接回答。
3）在 Do／Would you mind之后還可跟動詞-ing形式，在動詞-ing之前還可以有人稱代詞賓格或物主代詞，用來請求允許，或請求別人作某事。如：
Would you mind my turning off the TV?我關(guān)上電視你介意嗎？
語法---句詞性從句
一、名詞性從句——賓語從句
賓語從句通常可分為三類：
1）由連詞that引起的賓語從句
We know that it is not easy to give up smoking．我們知道戒煙不容易。
Suddenly he realized that he had made a mistake．突然他意識到他犯了一個錯誤。
I hope that you will be well．我希望你很快就會好起來。
說明：上述句子中的連詞在口語和非正式場合均可省略。但是，下列句子中的連詞在任何情況下都不可省略。
2）由連接代詞或副詞引起的賓語從句
Do you know when the meeting will be held? 你知道這次會議什么時候舉行嗎？
Please tell me what mother has bought for me today．請告訴我，媽媽今天給我買了些什么。
They didn’t say how many guests would attend the party.他們沒有說會有多少客人來參加這次聚會。
I wonder whose bicycle this is. 我想知道這輛自行車是誰的。
3）由關(guān)系代詞what引導(dǎo)的賓語從句
I can’t remember what he said at the meeting．我記不起來他在會上講了些什么。
We thank you for what you have done for us．感謝您為我們所做的一切。
二、名詞性從句——表語從句
與賓語從句一樣，表語從句也可分為三類：
l）由連詞that引導(dǎo)的表語從句
The problem with tobacco is that it contains a drug called nicotine．煙草的問題在于它里面含有一種叫做尼古丁的麻醉劑。
The difficulty is that smokers can’t go without smoking．困難的事情是：煙民們不吸煙就感到難受。
2）由連接代詞或副詞引導(dǎo)的表語從句
That’s how he passed the physics examination.他就是這樣通過物理考試的。
That’s why we decide to sell our house.那就是我們決定把房子賣掉的原因。
3）由關(guān)系代詞 what引導(dǎo)的表語從句
That’s what we should do．這是我們應(yīng)該做的。
This country is no longer what it used to be．這個國家已不再是過去的樣子了。
教學(xué)設(shè)計方案Lesson 5
Teaching Aims
Learn and master the following.
(1)Do you mind/Would you mind if…
(2)I wonder if…
(3) phrases: go ahead, smoke a cigarette, fetch a tape from…
Train and improve the Ss’ ability of listening
Teaching Difficult Points
Learn to master how to ask permission, how to give permission and how to refuse permission.
Teaching Methods
1. Question-and-answer activity to help to go through with the dialogue.
2. Pair work or group work to make every student work in class.
Teaching Aids
1. a tape record 2. a projector
3. the blackboard
Teaching Procedures
StepⅠ. Presentation
1. Show the new words in the dialogue on the screen and then give the students brief introduction in
English.
Ask individual Ss the following questions, then help them to answer.
Can I borrow your book, please?
May I open the window?
Could I use your pen, please?
Yes, of course.
StepⅡListening to the dialogue
1.Ask the Ss to close their books and say to them “Today we are going to learn a short dialogue. It talks about that Wang Bing wants to do “two things”. Listen to the tape carefully. You can guess what they are.
2.After that, the teacher collects the answer to the question—Smoke and use the phone. Then teacher may further ask the following questions.
T: Can he smoke in the office?
Ss: No, he can’t.
T: Why not?
Ss: Because it’s not allowed.
T: Can he use the phone?
Ss: Yes.
3. While checking the answer with the whole class, the teacher deals with the following. Show them on the screen.
(1)Do you mind if I smoke in the office?
=Would you mind if I smoked in the office?
=Do you mind (me/my) smoking in the office?
=Would you mind my smoking in the office?
Pay attention to their answers.
(3)go ahead, smoke a cigarette, fetch a tape from…
Step Ⅲ.Practice
1. Deal with Part 2. Teacher walks up to a student and say to him/her.
T: You want to borrow my pen. Use “Do you mind.” How to ask?
S: Do you mind if I borrow your pen?
T: No. Go ahead.
(Teacher walks up to another student and say to him/her.)
T: You want to use my dictionary. Use “Would you mind.” How to ask?
S: Would you mind if I used your dictionary?
T: No. Go ahead./I’m sorry, but I’m using it.
(Then teacher asks the Ss to work in pairs, asking for permissions. After a while, teacher asks them to exchange their roles.)
2.Deal with Part 3. First teacher demonstrates the short dialogue with a good student. Then ask the Ss to
practise in pairs and get them to have similar dialogues.
Step Ⅳ. Workbook
Deal with the exercises on Wb Page 70. As to No. 1 and No. 3, ask the Ss practise in pairs. As to No. 2, let the Ss do it by themselves, then do it to the whole class.
Step ⅤHomework
Practise the dialogue and try to learn it by heart.
The Design of the Writing on the Blackboard
教學(xué)設(shè)計方案Lesson 6
Teaching Aims
Learn and answer the following.
(1)Phrases
die of/from, catch fire, be on fire, burn down, set…on fire, compare to/with, reduce/increase by
(2)sentence patterns
Sb. spends time/money doing sth.
persuade sb. to do sth.
encourage sb. to do sth.
2.Improve the students’ ability of reading comprehension.
Teaching Difficult Points
How to understand some sentences better.
Teaching Methods
Question-and-answer activity to help the students to go through with the learning passages.
Pair work or group work to make every student work in class.
Fast reading to find out the detailed information about the text.
Teaching Aids
1.a tape recorder
2.a projector
Teaching Procedures
StepⅠ.Greeting
Greet the whole class as usual.
Step Ⅱ. Revision
Ask some students to act out the dialogue in Lesson 5. If necessary, give the Ss more drilling in the asking for permission.
Step Ⅲ. Preparation for reading
1.Show a No smoking sign and some questions on the screen. Let the Ss to answer.
What does this mean?
Where can you find this sign?
Why is smoking not allowed?
2.Talk about the picture with the whole class in the usual way.
T: Open your books, please. Turn to Page 8. Look at the picture at the top. What can you see in the picture?
Ss : Mother, her child and a cigarette.
T: What does the picture mean?
Ss: It means that smoking is bad for the health of your family.
T: Right. Translate the Chinese into English, please.
Ss: For the health of your family…
3.Show the new words in this lesson on the screen, and then give the Ss brief introduction(Here omitted).
4.Ask the Ss to read the text as quickly as possible and try to answer the questions at the top of the page.
Both sentences are true.
Step Ⅳ Reading
1.Let the Ss read the text again, then answer some detailed questions in the text.
2.Show the questionnaire on the screen, ask them to read and discuss in pairs or groups to complete the task.
教學(xué)設(shè)計方案Lesson 5
Teaching Aims
Learn and master the following.
(1)Do you mind/Would you mind if…
(2)I wonder if…
(3) phrases: go ahead, smoke a cigarette, fetch a tape from…
Train and improve the Ss’ ability of listening
Teaching Difficult Points
Learn to master how to ask permission, how to give permission and how to refuse permission.
Teaching Methods
1. Question-and-answer activity to help to go through with the dialogue.
2. Pair work or group work to make every student work in class.
Teaching Aids
1. a tape record 2. a projector
3. the blackboard
Teaching Procedures
StepⅠ. Presentation
1. Show the new words in the dialogue on the screen and then give the students brief introduction in
English.
Ask individual Ss the following questions, then help them to answer.
3.Check the answer with the whole class. And deal with the following, show them on the screen.
The engineer died from overwork.
Millions of smokers die from smoking.
He died of hunger/grief.
The theatre caught fire last night.
Look, the theatre is on fire.
He is the very person that set the theatre on fire.
The angry people burnt the house down.
Production costs have been reduced by one third.
The price has been increased by five cents.
(5)Car production rose 25%, compared to the first three months of this year.
Compared to many women, she was indeed very fortunate.
(6)The children spent the whole afternoon doing their homework.
(7)I persuaded him to try again.
(8)The teacher encourages us to talk to her in English.
Step Ⅴ. Writing and listening
1.Play the tape and let the students listen to the text.
2.Deal with Part 2 on Page 9. Tell the Ss the following.
T: This exercise contains a reading passage with some words missing. The first letter of each missing word is
given. Please put in the missing words according to the context. First you do it alone, then I’ll check the answer with the whole class.
Suggested Answers:(Here omitted.)
Step Ⅵ Practice
First let the Ss read the example and know what they should do.
Then do the first two or three sentences orally with the whole class.
Finally let the Ss work alone or in pairs. After a while, teacher checks the answers with the whole class.
And tell the Ss to pay attention to the following condition.
When the noun is the object of the Attributive Clause, we can omit “which/that/who, etc.”
Suggested Answers (Here omitted.)
Step Ⅶ Discussion and Summing-up
Deal with Part 4. Let the Ss do it in pairs. Then help the students to sum up what they have learned in this lesson.
Homework
Read the text again and master some useful expressions.
Do the exercises 2-4 on Page 71 in the workbook.
Record After Teaching
Attachment
The Design of The Writing On the Blackboard
教學(xué)設(shè)計方案Lesson 7
Teaching Aims
Learn and master the following
(1) would like to do
(2) stop doing/to do
(3) give up
(4) get into the habit of
(5) used to/be used to
(6) go without
(7) call for
(8) stop sb.(from) doing sth.
Learn noun clauses
Teaching Difficult Points
The different usages of “used to” and “be used to”
Teaching Methods
Discussion to help the students to go through with the learning passages.
Pair work or group work to make every student work in class.
Practice to consolidate the usages of noun clauses and “be used to” “used to”
Teaching Aids
1.a projector
2.the blackboard
Teaching Procedures
Step Ⅰ Greeting
Greet the whole class as usual.
Step Ⅱ Revision
Check the homework exercises.
Revise the contents of the passage in SB Lesson 6. See if the Ss can tell you about the passage with their
books closed.
Step Ⅲ Preparation for reading
Show the new words in Lesson 7 on the screen (Here omitted.) and give the students brief introduction,
especially “drug”.
Ask the Ss the following questions.
Why do people smoke?
What other drugs do you know?
Step Ⅳ Reading
1.Give the Ss two minutes. Let them read the text as quickly as possible, and try to find the answers of the following questions.
(1)What is the name of the drug in cigarette?
—Nicotine.
(2)Why can’t people stop smoking?
—Because cigarette contains nicotine. Nicotine is a drug that gets one into the habit of smoking.
2.Check the answers with the whole class. And deal with the following. Show them on the screen.
(1)They would like to know something about the danger of smoking.
(2)He stopped smoking.=He didn’t smoke any more.
He stopped to smoke.=He paused and began to smoke.
Nothing could stop the children telling the truth.
=Nothing could stop the children from telling the truth.
(3)Your idea is good. Don’t give it up.
(4)He has got into the habit of listening to news broadcast at 6:30 am.
(5)The main speaker was absent, but the conference was to go without him.
(6)This trouble calls for quick action by the government.
(7)He used to work hard.≠He is used to hard work.
StepⅤDiscussion
Divide the class into groups of four. Go through Questions 1-4 explaining what they have to do for each question. Then let the groups discuss these questions. At the end of this stage ask them for their answers or opinions.
Step Ⅵ Language Study and Practice
1.Deal with Part 3. Revise the use of Noun Clauses as the Object and Predicative. And point out that in the Object Clause “that” may be omitted, but in the Predicative Clause “that” is necessary and cannot be omitted.
2.Deal with Part 4.First teacher gives one or two examples to make sure the Ss know how to do the exercise. Then let the Ss do it in pairs. At the end of this activity ask some pairs to act out before the class.
Step Ⅶ Practice and Workbook
Deal with Part 5. Let the Ss do this practice according to the explanation given just now while dealing
with the text. Pay attention to the difference between the two phrases.
Suggested Answers:
1.used to 2.are used to
3.used to 4.am…used to
5.used to 6.are used to
2.Deal with the exercises on Page 72
Homework
Do the exercises left
Revise the new language points in this unit.
Record After Teaching
Attachment
The Design of the Writing On the Blackboard
教學(xué)設(shè)計方案Lesson 8
Teaching Aims
Do some listening.
Review language points in this unit
Train the Ss’ ability of writing.
Teaching Difficult Points
Listening Comprehension
Teaching Methods
1. Listening-and-answer activity to help the students to go through with the listening material.
2. Individual work to make every student work in class.
Teaching Aids
1 .a tape recorder
2. a projector
3. the blackboard
Teaching Procedures
Step Ⅰ Greeting
Greet the whole class as usual.
Step Ⅱ Revision and Test
Check the homework exercises.
Let the Ss close their books. Have a dictation. Dictate the first paragraph of Lesson 7. Part 1.
Step Ⅲ Preparation for listening and listening
Say the following to the Ss. Collect the answers from the class.
“In this unit we learn something about smoking. Now I want to know what you learn about smoking from this unit. Who can tell us sth. about smoking first…
Play the tape and deal with the listening materials and do the exercises on Page 132.
Step Ⅳ Word Study and checkpoint
Deal with Part 2. Go through the words in the box and make sure the Ss know what they are going to do. First get the Ss to do it individually. Then check the answers with the whole class.
Suggested Answers:
share 2.habit 3.remains 4.chances 5.permission 6.persuaded 7.compare
2.Deal with Checkpoint 2. First go through Checkpoint 2. Then show the following on the screen and let
the Ss do it. Write them on the blackboard.
Suggested Answers:
get into the habit of calls for go ahead are used to burnt…down compared to gave up
Step Ⅴ Writing
Deal with Part 3. Teacher goes round the class and helps the Ss with language points as necessary.
Step Ⅵ Workbook and Unit 2 Revision
First deal with the exercises on Page 73. If time permits, then deal with Unit 2 Revision on Page 74.
Homework
1.Finish off the exercises left in this unit.
2.Review the language points in this unit.
Record After Teaching
Attachment
The Design of the Writing On the Blackboard
探究活動
1. 辨論
學(xué)生分組辨論， 一方為smokers, 一方為non-smokers, 談?wù)剬ξ鼰煹牟煌捶�。其他人做出評價，引導(dǎo)學(xué)生寫出主要論點，得出結(jié)論。
2.Think about the following questions before you try to stop smoking. You may want to talk about your answers with your health care provider.
1). Why do you want to quit?
2). When you tried to quit in the past, what helped and what didn't?
3). What will be the most difficult situations for you after you quit? How will you plan to handle them?
4). Who can help you through the tough times? Your family? Friends? Health care provider?
5). What pleasures do you get from smoking? What ways can you still get pleasure if you quit?
3.Smoking is a custom loathsome to the eye, hateful to the nose, harmful to the brain, and dangerous to the lungs. What's your opinion.? Think about some people around you. Please explain or summarize some harm to them from medical science.
No smoking, please!
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