人教版高中英语选修六unit 3 A Healthy Life全单元教案

Unit
3
A
Healthy
Life
教材分析
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
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。
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:
To
make
Ss
know
what
a
truly
healthy
life
is.
To
arouse
Ss
to
pay
more
attention
to
the
healthy
issues
and
realize
the
danger
of
smoking
and
drugs.
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:
What
health
issues
do
you
think
concern
young
people
the
most
nowadays?
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
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.
Group
work
Ask
Ss
how
the
two
passages
are
related
(James’
grandfather
attached
the
internet
page
to
his
letter.)
Individual
work
Ask
Ss
to
read
the
second
passage
very
quickly
and
answer
the
following
questions:
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?
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.
What
kind
of
person
do
you
think
James’
grandfather
is?
What
other
information
could
have
been
included?
What
do
you
think
can
be
done
to
protect
non-smokers
(especially
women
and
babies)
from
those
who
smoke?
Suggested
Answers:
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.
Students’
answers
may
vary.
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.
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
canbecome
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
canbecome
addicted
to
cigarettes
physically
addicted
to
nicotine
addicted
through
habits
mentally
addicted
Harmful
physical
effects
for
smokers
do
terrible
damage
to
heart
and
lungs
have
difficulty
in
becoming
pregnant
Be
unfitSmell
terrible
Effects
that
a
person’s
smoking
can
have
on
other
people
other
people
dislike
the
smell.the
cigarette
smoke
can
do
harm
to
non-smokers
Effects
that
smoking
can
have
on
sporting
performance
Be
unable
to
enjoy
sport
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.
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.
lung:
n.
肺
It
was
difficult
to
breathe
in
the
smoke-filled
room
and
my
lungs
hurt.
pregnant
adj
怀孕的
The
pregnant
woman
went
shopping
for
baby
clothes.
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:
To
discover
the
useful
words
and
expressions
in
the
text.
To
learn
and
improve
the
use
of
useful
words
and
expressions.
Teaching
Procedures:
Step
1.
Learning
about
Language
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.
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
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)
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.
His
home
was
full
of
beautiful________.
The
________
liked
painting
in
the
traditional
style.
My
friend
is
very
_______.
She
arranged
the
flowers
__________.
Suggested
Answers:
(1)
art
(2)
artist
(3)
artistic
(4)
artistically
Root:
art
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.
Finish
your
speech
with
some
words
of
encouragement.
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.
I
think
my
long
and
active
life
must
be
d____
to
the
healthy
life
I
live.
Lastly,
you
can
become
m_________
addicted.
It
is
very
difficult
to
give
up
smoking,
but
I
did
finally
m_________.
Smoking
does
terrible
damage
to
your
heart
and
l_______.
I
know
it’s
time
to
q________
smoking.
Learn
some
r________
exercised
and
do
them
every
time
you
feel
s_________.
If
you
w________
and
have
a
cigarette,
don’t
be
________
(害羞的).
If
you
keep
on
trying,
you
will
succeed
e_________.
Suggested
Answers:
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.
It
is
dangerous
to
get
close
to
a
person
with
AIDS.
It
is
very
likely
that
you
will
die
if
you
become
infected
with
HIV.
You
can
only
get
HIV
from
injecting
drugs.
Evidence
shows
that
men
get
AIDS
more
easily
than
women.
It
could
be
dangerous
to
have
sex
without
using
a
condom.
If
blood
or
sexual
fluids
infected
with
HIV
get
into
someone’s
body,
that
person
could
become
infected
too.
You
should
not
hug
a
person
with
HIV/AIDS.
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.
Period
4
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.
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.
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.
Some
young
people
think
they
look
attractive
when
they
smoke.
Most
people
believe
smoking
causes
cancer.
Don’t
try
to
quit
on
a
stressful
day.
China
produces
one
third
of
the
world’s
cigarettes.
You
are
not
allowed
to
advertise
cigarettes
in
this
country.
My
father
has
quit
smoking
at
last.
The
night
was
dark
and
stormy
when
the
old
man
started
his
journey.
You
could
suffer
from
bad
health
if
you
keep
smoking.
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.
It
is
wonderful
that
my
father
has
quit
smoking
at
last.
It
was
a
dark
and
stormy
night
when
the
old
man
started
his
journey.
It
is
likely
that
you
could
suffer
from
bad
health
if
you
keep
smoking.
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.
Period
5
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
(
)
drugs
(
)abortion
(
)
smoking
(
)
alcohol
(
)
strangers
(
)
money
(
)
dancing
(
)
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:
Just
say
“no”.
You
don’t
have
to
do
anything
you
don’t
want
to.
It’s
OK
to
drink
orange
juice
or
something
instead.
It
would
be
a
good
idea
to
have
something
to
eat
before
you
go
out,
like
rice
or
noodles.
If
someone
offers
you
a
cigarette,
don’t
take
it.
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
symptom
症状，征兆
entrance
入口
upset
使心烦
physical
身体的
relax
放松，休息
balance
使平衡
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
SUCCESSA
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
spread-others
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
quicklythe
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.
PAGE