Module 2 No Drugs
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太原大学外语师范学院（正文）
Teaching processPart 1 IntroductionStep 1 Lead inT: Talk about the phenomena about smoking in the students’ everyday life.(The teacher may start talking something about smoking he knows, and then makes dialogues with the students by asking them some questions and vice versa, aimed to introduce the astonishing facts about smoking in Activity 1.)Step 2 DiscussionAsk the Ss to read through and discuss with their partners about Activity 3.Ask the Ss to practice and report the result of their discussions in the form of a dialogue.Check before the whole class, and then share the teacher’s ideas.Step 3 Word StudyT: You did very good job. From discussion, you can see, smoking does great harm to our health. Usually, smokers smoke cigarette or tobacco. No matter what they take, smoking causes many diseases like bronchitis, cancer, heart trouble and so on. Heavy smokers usually die (stop living) earlier or come to the end of their life earlier, which actually hurt their relatives.Part 2 speakingStep 1Ask the Ss to go through the questions and then discuss in pairs or groups for 2~4 minutes, asking the Ss to practice in pairs.Step 2Check the discussion in pairs in front of the whole class. (Of course, the teacher may ask the Ss to report in monologue.)Step 3Share the teacher’s idea.Part 3 Everyday EnglishStep 1 Lead inT: Generally speaking, smoking is bad for our health, do you think so T: Are boys are clever than girls In our life, you see, it’s common to agree and disagree.Step 2 Speaking PreparationsLook at Activity 1 on Page 18 and make sure the Ss know what to do.Allow the Ss 2 minutes to prepare.Check with the whole class.31132; 6—9 2334)Step 3 SpeakingAsk the Ss to read through Activity 2 on Page 18 and prepare the dialogue.Check with their partners and practice in pairs.Check some pairs before the whole class and play the tape for them to check.Make some comments and give possible and necessary corrections.( Note: It’s natural that they choose different answers as long as they’re acceptable in the contexts.)Part 4 Language Studyduring the 1990s in the period between the year 1990 to 1999= in the 1990s/in the 1990’s/during the 1990’sNote: “the” in this expression can not be omitted.e.g. He was born in the 1990’s.2. as a result of=because ofe.g. As a result of long time smoking, he caught lung cancer. He failed the exam as a result of his carelessness.3. (1) die from \die usually because of external factorse.g. The soldier die from a severe wound in the chest.(2) die ofdie usually because of internal factorse.g. A lot of poor people used to die of hunger.4. be related to=be connected withe.g. Every year, a good many people die from illnesses which are related to smoking.e.g. Tell us the information related to the accident as quickly as possible.5. be addicted to e.g. Once you have taken the cocaine, you will be addicted to it and find it hard to get rid of.e.g. He has been addicted to computer games and spent all his time playing games.Part 5 HomeworkReview what we have learned this period.Try to chat with smokers or drug takers about why they smoke or take drugs and give some possible constructive advice. Teaching processStep 1 Lead in T: Good morning boys and girls. Yesterday we talk bout the disadvantages of smoking and drug taking. Among those smokers or drug takers there are many young people. Why are cigarettes or drugs so attractive T: How do you know this T: Good. I think all of you have heard about the harm done by cocaine to people. The most serious result is that it can cause people to die. Around you are there any people using drugs T: I’m very glad to hear that. We should keep away from drugs. Now please open your books and turn to page 12. Look at the words. Then give them two minutes to finish Activity 3 by themselves.Step 2 ReadingT: Now look at the pictures. From the expression of the man can you tell me what’s the matter with him T: Do you know why he is unhappy T: Very good. In fact he is really addicted to the drugs. Are you eager to know about his experience of becoming a drug addict and what happened to him later T: Well. Now let’s look at Activity 2. Above the passage there are three topics, I will give you three minutes to look through Article 1 and find the topic of this passage.T: Ok, time’s up. Have you finished Who’d like to share your answers T: Do you agree with him/her T: Very good. Since you have known what Article 1 talks about, I will give you 5 minutes to look through Activity 4 and find which parts in Activity 4 belong to Activity 1.(After 10 minutes, check the answer.)T: Very good. Now, look through Article 2 and choose a best topic for it from the two topics left. Then read through Activity 4 again and decide which parts belong to Article 2.( A few minutes later, check the answers.)T: Quite right. Since you have known the relation between Article 1, Article 2 and the parts in Activity 4, I will give you six minutes to read Article 1 and Parts 2, 3, 5 & 6 and then Article 2 and Parts 1 & 4. and prepare Activity 5 & 6.(After six minutes, ask the Ss to finish Activity 5 & 6, then check the answers.)Activity 5: True: 1, 2, 4 False: 3Activity 6: 1: How old; 15 years old2: did he use/start using; Cannabis3: did he buy; A man in the street4: offered him; Some crack cocaine5: He broke into a house and stole something6: to the police station7: Yes, he did8: does Adam; In a centre for drug addictsOptional: If time permits, the teacher may ask his Ss to practice the questions and their answers in dialogue, and then check them before the whole class.Step 3 RetellingT: Ok, you’ve done well. Read Article 1 again for 6 minutes and try to retell the story.(Six minutes later, ask some Ss to retell the story.)A sample version:Adam Rouse used to be a drug addict. He started using drugs at the age of 15 and continued for about 6 months. Before long he became addicted to drugs. He was in such terrible pain that one day he broke into a house for money. In the end he was taken to the police station. A doctor came to treat him. He took the doctor’s advice and stopped taking drugs immediately. Now he works in a center for drug addicts, helping others to stop taking drugs.T: You are excellent. Next, please read the whole text to have some idea of the structure of the text.(4 minutes later)T: Time’s up. Who would like to tell me the structure of the text T: Very good. Then what is the main idea of the text T: You have done a good job. The last question: What is the writer’s purpose of writing this text Step 4 Language Studydanger n. chance of suffering damagee.g. His life was in danger.2. share(1) n. part or portion of a large amount of which is divided among several or many peoplee.g. Your share of the cost is 10$.(2) v. to give a share of something to otherse.g. Please share 100$ between 5 people.e.g. There is only one bedroom, so we’ll have to share.3. …some…, others…一些……，另一些（不是剩余的全部）……e.g. Some students swept the floor, others cleaned the windows.→some…, the others一些……，另一些（剩余的全部）……e.g. During the long break, some students still stay in the classroom, the others go outside.4. in danger in a dangerous situatione.g. Half an hour later, the injured was still in danger.5. be addicted toto be crazy about; like very muche.g. Since his first attempt at cocaine, he has been addicted to it.e.g. The boy was addicted to reading novels.6. break into vt. to enter by forcee.g. His house was broken into last week.7. pay for sth to give money because ofe.g. The boy had to still something every day to pay for the drugs.e.g. Can you lend me some money I don’t have enough on me to pay for the books.8. I couldn’t agree more.I agree with you completely.-- In my opinion, the film is rather good, and it’s worth seeing for a second time.-- I couldn’t agree more.Step 5 Post-readingT: What can you learn from the text T: Your answer is perfect, thank you.Step 6 HomeworkMemorize the important sentences in the text.Understand how the text is organized.Review what we have learned.Teaching ProcessPart 1 Grammar1 The infinitive of purposeStep 1 lead inT: What do you want to do to get up early on weekdays T: Yeah. So you can see “ to go to school” is the purpose of your getting up early. Infinitive can be used to express purpose. For further information about its usage, let’s come to Activity 1 on page 14.Step 2 Usage RecognitionAsk the Ss to do Activity 1 in 2 minutes.Check with the whole class, with some possible explanations for clearer understanding.Step 3 Related Expressions and Practice(1)Lead the Ss to do the first part of Activity 2, making sure hat the Ss know purpose can be expressed by means of “in order to” and “so as to” as well as “to”.Practice: Ask the Ss to prepare the second part of Activity 2 for 4 minutes. (Discussion is allowed and even encouraged.)Check by asking some Ss to report their own answers and then give referential ones. (Note: Different answers can be acceptable as long as the sentences are idiomatically correct.)(1) in order to steal some important documents(2) so as to reduce weight(3) in order to pay for the drugs(4) so as to help give up taking drugs4. Make some necessary comments and some encouraging remarks.Step 4 Related expressions and Practice (2)Lead the Ss to do the first part of Activity 3, making sure that the Ss know the negative forms of infinitive is to insert “not” before “to”.Practice: Ask the Ss to prepare the second part of Activity 3 for 3 minutes. (Discussion is allowed and even encouraged.)Check by asking some Ss to report their own answers and then give referential ones.Make some necessary comments and some encouraging remarks.Step 5 SummaryWays of expressing purpose(Infinitive)AffirmativeNegativetonot toin order toin order not toso as toso as not toPart 2 Grammar 2Adverbial clause of resultStep 1 lead indo Activity 1 in 3 minutes.Check with the whole class.so + adj. (1) (4) / adv. (2)such + n. [an +adj. + (c) n.. (s.) (3) / a + adj. + (c) n. (s.) (5) / adj. + (u) n. (6) ]Step 2 Adverbial clause of ResultAsk the Ss to complete Activity 2 in 3 minutes, allowing discussion.Check by asking some Ss to report their answers.(Note: The second part of the first 4 sentences can vary.)(1) so; we must keep away from it(2) so; it costs cocaine addicts everything they have(3) such; once you try a bit of it, you can’t easily get rid of it(4) so; he took the doctor’s advice and succeeded in stopping taking drugs immediately(5) so(6) suchStep 3 SummaryTo express result using adverbial clauses, “ so… that”, “such…that” can be used.Part 3 Function—Talking about resultsStep 1 Lead inWe have learned that “so/such …that”, and “so that” structures can be used to express result, are there any other ways Step 2 Expressions RecognitionDo the first part of Function on page 15.Summarize together with the Ss the ways of talking about results inside:Talking about results: so, as a resultTalking about reasons: as a result ofStep 3 PracticeDo the second part of Function on Page 15.Check with the whole class.soas a result ofAs a resultSoAs a result ofSoNote: “so” is used without any comma, while “as a result” must be used with a comma.Step 4 SummaryWays of talking about results:so/such … that …soas a resultOther related:andand thereforethusas a consequenceconsequentlyaccordinglyTeaching ProcessPart 1 Cultural CornerStep 1 Lead inT: As is known to us all, smoking does great harm to our health. But why do people find it difficult to give up Because cigarettes contain inside a substance called nicotine, which is addictive. Once addicted, it’s rather difficult to stop. However, there are ways to give up smoking. Can you think of some effective ways (The teacher may pause for the Ss to offer their suggestions and give some possible tips as well. And then come to the text of Cultural Corner.)Step 2 ScanningRead the text very quickly and find out the 4 dos and 4 ideas to help people give up smoking.Allow the Ss 2 minutes to prepare.Check with the whole class.dos: delay, distraction, drink water, deep breathingStep 3 Text OrganizationAsk the Ss to go through quickly the text and decide how many sections the text can be divided into and how.Check by asking some Ss.Step 4 Language Studyset a date to fix a date when something is to happene.g. Set a date when you can give up smoking.2. develop an interest in…to form an interest in…e.g. Developing an interest in calligraphy can help you forget about something annoying.3. forget (about) to fail remember somethinge.g. He forgot (about) her birthday.e.g. Developing new interests helps you forget about cigarettes.Part 2 WritingStep 1 Lead inT: In our school, we don’t see many people smoking. But sometimes we do. We sometimes even see some Ss smoking. Is this common in our community or in our city How to get the idea of this We need a survey. But how to do a survey Let’s come to the email from Paul on Page 17.Step 2 Information AcquisitionDo Activity 1.Allow the Ss 2 minutes to prepare.Check before the whole class.Step 3 Organization of the emailRead the email again to find out how the email is organized.Allow the Ss 3 minutes to prepare with discussion if necessary.Check by asking some Ss.Step 4 ReplyRead Activity 2 and make sure that Ss know what to do.Divide the Ss in groups of 4 for a 4-minute discussion, asking one of each group to note down the outline of their discussion. The teacher can patrol meanwhile to give some possible help.Allow them 5 minutes to write according to the notes of their discussion.Ask the Ss to compare their writing with each other’s and give corrections to each other’s writings.Ask some Ss to report their writing to the whole class.Make some comments and some encouraging remarks. S: Ss talk with the teacher and their partners about smoking. S: Ss discuss with their partners.S: Ss do the practice in pairs.S: Ss report to the whole class.S: That’s right.S: Not exactly.S: Ss do the exercises.I agree with you.I couldn’t agree more.Absolutely.I totally agree with you.Well, I’m not sure about that.I’m not sure I agree with that.You can’t be serious.S: because inside there is a substance called cocaine. This kind of thing can make people feel energetic for a short period of time.S: I have ever read a passage introducing cocaine in a newspaper.S: No, we haven’t seen such people ourselves. We only see people using drugs on TV and in the newspaper.S: He is unhappy.S: Perhaps he is addicted to the drugs.S: Yes.S: I Choose the first one.S: Yes.S: Paragraphs 2,3,5,6.S: Paragraphs 1 and 4.S: Let me have a try. The whole text is a brief introduction of the harm of smoking. The text can be divided into two parts.One part uses an example of a drug addict to give a live instruction of the influence of the cocaine. The other part introduces cocaine and its harmful influence.S: The text is about the harm of cocaine. Cocaine is a powerfully addictive drug. Once you are addicted to it, you can’t live without it. Adam Rouse, a 19-year-old boy, used to be a drug addict. In order to buy drugs, he broke into a house for money and was arrested by police. At last, he stopped using drugs and helped others stop taking drugs.S: Through a brief description of a 19-year-old boy’s smoking experiences and a short introduction of cocaine and its harmful influence, the writer warns the students not to smoke and keep away from drugs.S: From the text, we have known that drugs are very harmful to our health. We should keep away from drugs and live a healthy life. The most important thing is that not only should we ourselves keep away from cigarettes and drugs but also we should help others not smoke and use drugs. S: To go to school.1-B 2-A 3-C 4-CS: Three sections:(1) Generalization about organizations to help people stop smoking in the US(2) 4 dos: delay, distraction, drink water, deep breathing(3) 4 ideas: make a plan, set a date when you’re going to stop, keep busy, and develop new interests.S: The body of the email consists of three parts mainly:purpose of this email;questions to ask;hope.Sample version 1:Dear Paul:I’m very glad to receive your email. Through our survey, we have got that most adults smoke in china. It’s not against the law to smoke in public buildings, but in some public buildings, smoking is allowed. As far as I see, our government isn’t planning to change the law about smoking in public.Best wishes, Zhou Kai Talk about the smoking situation around the world.Discuss about smoking in your daily life and try to keep away from smoking.Improve oral English. Know how to use infinitive to express purpose.Know how to use Adverbial clause of resultKnow how to express result using other waysKnow how to give up smokingWrite about a survey about smoking.
Teaching processPart 1 IntroductionStep 1 Lead inT: Talk about the phenomena about smoking in the students’ everyday life.(The teacher may start talking something about smoking he knows, and then makes dialogues with the students by asking them some questions and vice versa, aimed to introduce the astonishing facts about smoking in Activity 1.)Step 2 DiscussionAsk the Ss to read through and discuss with their partners about Activity 3.Ask the Ss to practice and report the result of their discussions in the form of a dialogue.Check before the whole class, and then share the teacher’s ideas.Step 3 Word StudyT: You did very good job. From discussion, you can see, smoking does great harm to our health. Usually, smokers smoke cigarette or tobacco. No matter what they take, smoking causes many diseases like bronchitis, cancer, heart trouble and so on. Heavy smokers usually die (stop living) earlier or come to the end of their life earlier, which actually hurt their relatives.Part 2 speakingStep 1Ask the Ss to go through the questions and then discuss in pairs or groups for 2~4 minutes, asking the Ss to practice in pairs.Step 2Check the discussion in pairs in front of the whole class. (Of course, the teacher may ask the Ss to report in monologue.)Step 3Share the teacher’s idea.Part 3 Everyday EnglishStep 1 Lead inT: Generally speaking, smoking is bad for our health, do you think so T: Are boys are clever than girls In our life, you see, it’s common to agree and disagree.Step 2 Speaking PreparationsLook at Activity 1 on Page 18 and make sure the Ss know what to do.Allow the Ss 2 minutes to prepare.Check with the whole class.31132; 6—9 2334)Step 3 SpeakingAsk the Ss to read through Activity 2 on Page 18 and prepare the dialogue.Check with their partners and practice in pairs.Check some pairs before the whole class and play the tape for them to check.Make some comments and give possible and necessary corrections.( Note: It’s natural that they choose different answers as long as they’re acceptable in the contexts.)Part 4 Language Studyduring the 1990s in the period between the year 1990 to 1999= in the 1990s/in the 1990’s/during the 1990’sNote: “the” in this expression can not be omitted.e.g. He was born in the 1990’s.2. as a result of=because ofe.g. As a result of long time smoking, he caught lung cancer. He failed the exam as a result of his carelessness.3. (1) die from \die usually because of external factorse.g. The soldier die from a severe wound in the chest.(2) die ofdie usually because of internal factorse.g. A lot of poor people used to die of hunger.4. be related to=be connected withe.g. Every year, a good many people die from illnesses which are related to smoking.e.g. Tell us the information related to the accident as quickly as possible.5. be addicted to e.g. Once you have taken the cocaine, you will be addicted to it and find it hard to get rid of.e.g. He has been addicted to computer games and spent all his time playing games.Part 5 HomeworkReview what we have learned this period.Try to chat with smokers or drug takers about why they smoke or take drugs and give some possible constructive advice. Teaching processStep 1 Lead in T: Good morning boys and girls. Yesterday we talk bout the disadvantages of smoking and drug taking. Among those smokers or drug takers there are many young people. Why are cigarettes or drugs so attractive T: How do you know this T: Good. I think all of you have heard about the harm done by cocaine to people. The most serious result is that it can cause people to die. Around you are there any people using drugs T: I’m very glad to hear that. We should keep away from drugs. Now please open your books and turn to page 12. Look at the words. Then give them two minutes to finish Activity 3 by themselves.Step 2 ReadingT: Now look at the pictures. From the expression of the man can you tell me what’s the matter with him T: Do you know why he is unhappy T: Very good. In fact he is really addicted to the drugs. Are you eager to know about his experience of becoming a drug addict and what happened to him later T: Well. Now let’s look at Activity 2. Above the passage there are three topics, I will give you three minutes to look through Article 1 and find the topic of this passage.T: Ok, time’s up. Have you finished Who’d like to share your answers T: Do you agree with him/her T: Very good. Since you have known what Article 1 talks about, I will give you 5 minutes to look through Activity 4 and find which parts in Activity 4 belong to Activity 1.(After 10 minutes, check the answer.)T: Very good. Now, look through Article 2 and choose a best topic for it from the two topics left. Then read through Activity 4 again and decide which parts belong to Article 2.( A few minutes later, check the answers.)T: Quite right. Since you have known the relation between Article 1, Article 2 and the parts in Activity 4, I will give you six minutes to read Article 1 and Parts 2, 3, 5 & 6 and then Article 2 and Parts 1 & 4. and prepare Activity 5 & 6.(After six minutes, ask the Ss to finish Activity 5 & 6, then check the answers.)Activity 5: True: 1, 2, 4 False: 3Activity 6: 1: How old; 15 years old2: did he use/start using; Cannabis3: did he buy; A man in the street4: offered him; Some crack cocaine5: He broke into a house and stole something6: to the police station7: Yes, he did8: does Adam; In a centre for drug addictsOptional: If time permits, the teacher may ask his Ss to practice the questions and their answers in dialogue, and then check them before the whole class.Step 3 RetellingT: Ok, you’ve done well. Read Article 1 again for 6 minutes and try to retell the story.(Six minutes later, ask some Ss to retell the story.)A sample version:Adam Rouse used to be a drug addict. He started using drugs at the age of 15 and continued for about 6 months. Before long he became addicted to drugs. He was in such terrible pain that one day he broke into a house for money. In the end he was taken to the police station. A doctor came to treat him. He took the doctor’s advice and stopped taking drugs immediately. Now he works in a center for drug addicts, helping others to stop taking drugs.T: You are excellent. Next, please read the whole text to have some idea of the structure of the text.(4 minutes later)T: Time’s up. Who would like to tell me the structure of the text T: Very good. Then what is the main idea of the text T: You have done a good job. The last question: What is the writer’s purpose of writing this text Step 4 Language Studydanger n. chance of suffering damagee.g. His life was in danger.2. share(1) n. part or portion of a large amount of which is divided among several or many peoplee.g. Your share of the cost is 10$.(2) v. to give a share of something to otherse.g. Please share 100$ between 5 people.e.g. There is only one bedroom, so we’ll have to share.3. …some…, others…一些……，另一些（不是剩余的全部）……e.g. Some students swept the floor, others cleaned the windows.→some…, the others一些……，另一些（剩余的全部）……e.g. During the long break, some students still stay in the classroom, the others go outside.4. in danger in a dangerous situatione.g. Half an hour later, the injured was still in danger.5. be addicted toto be crazy about; like very muche.g. Since his first attempt at cocaine, he has been addicted to it.e.g. The boy was addicted to reading novels.6. break into vt. to enter by forcee.g. His house was broken into last week.7. pay for sth to give money because ofe.g. The boy had to still something every day to pay for the drugs.e.g. Can you lend me some money I don’t have enough on me to pay for the books.8. I couldn’t agree more.I agree with you completely.-- In my opinion, the film is rather good, and it’s worth seeing for a second time.-- I couldn’t agree more.Step 5 Post-readingT: What can you learn from the text T: Your answer is perfect, thank you.Step 6 HomeworkMemorize the important sentences in the text.Understand how the text is organized.Review what we have learned.Teaching ProcessPart 1 Grammar1 The infinitive of purposeStep 1 lead inT: What do you want to do to get up early on weekdays T: Yeah. So you can see “ to go to school” is the purpose of your getting up early. Infinitive can be used to express purpose. For further information about its usage, let’s come to Activity 1 on page 14.Step 2 Usage RecognitionAsk the Ss to do Activity 1 in 2 minutes.Check with the whole class, with some possible explanations for clearer understanding.Step 3 Related Expressions and Practice(1)Lead the Ss to do the first part of Activity 2, making sure hat the Ss know purpose can be expressed by means of “in order to” and “so as to” as well as “to”.Practice: Ask the Ss to prepare the second part of Activity 2 for 4 minutes. (Discussion is allowed and even encouraged.)Check by asking some Ss to report their own answers and then give referential ones. (Note: Different answers can be acceptable as long as the sentences are idiomatically correct.)(1) in order to steal some important documents(2) so as to reduce weight(3) in order to pay for the drugs(4) so as to help give up taking drugs4. Make some necessary comments and some encouraging remarks.Step 4 Related expressions and Practice (2)Lead the Ss to do the first part of Activity 3, making sure that the Ss know the negative forms of infinitive is to insert “not” before “to”.Practice: Ask the Ss to prepare the second part of Activity 3 for 3 minutes. (Discussion is allowed and even encouraged.)Check by asking some Ss to report their own answers and then give referential ones.Make some necessary comments and some encouraging remarks.Step 5 SummaryWays of expressing purpose(Infinitive)AffirmativeNegativetonot toin order toin order not toso as toso as not toPart 2 Grammar 2Adverbial clause of resultStep 1 lead indo Activity 1 in 3 minutes.Check with the whole class.so + adj. (1) (4) / adv. (2)such + n. [an +adj. + (c) n.. (s.) (3) / a + adj. + (c) n. (s.) (5) / adj. + (u) n. (6) ]Step 2 Adverbial clause of ResultAsk the Ss to complete Activity 2 in 3 minutes, allowing discussion.Check by asking some Ss to report their answers.(Note: The second part of the first 4 sentences can vary.)(1) so; we must keep away from it(2) so; it costs cocaine addicts everything they have(3) such; once you try a bit of it, you can’t easily get rid of it(4) so; he took the doctor’s advice and succeeded in stopping taking drugs immediately(5) so(6) suchStep 3 SummaryTo express result using adverbial clauses, “ so… that”, “such…that” can be used.Part 3 Function—Talking about resultsStep 1 Lead inWe have learned that “so/such …that”, and “so that” structures can be used to express result, are there any other ways Step 2 Expressions RecognitionDo the first part of Function on page 15.Summarize together with the Ss the ways of talking about results inside:Talking about results: so, as a resultTalking about reasons: as a result ofStep 3 PracticeDo the second part of Function on Page 15.Check with the whole class.soas a result ofAs a resultSoAs a result ofSoNote: “so” is used without any comma, while “as a result” must be used with a comma.Step 4 SummaryWays of talking about results:so/such … that …soas a resultOther related:andand thereforethusas a consequenceconsequentlyaccordinglyTeaching ProcessPart 1 Cultural CornerStep 1 Lead inT: As is known to us all, smoking does great harm to our health. But why do people find it difficult to give up Because cigarettes contain inside a substance called nicotine, which is addictive. Once addicted, it’s rather difficult to stop. However, there are ways to give up smoking. Can you think of some effective ways (The teacher may pause for the Ss to offer their suggestions and give some possible tips as well. And then come to the text of Cultural Corner.)Step 2 ScanningRead the text very quickly and find out the 4 dos and 4 ideas to help people give up smoking.Allow the Ss 2 minutes to prepare.Check with the whole class.dos: delay, distraction, drink water, deep breathingStep 3 Text OrganizationAsk the Ss to go through quickly the text and decide how many sections the text can be divided into and how.Check by asking some Ss.Step 4 Language Studyset a date to fix a date when something is to happene.g. Set a date when you can give up smoking.2. develop an interest in…to form an interest in…e.g. Developing an interest in calligraphy can help you forget about something annoying.3. forget (about) to fail remember somethinge.g. He forgot (about) her birthday.e.g. Developing new interests helps you forget about cigarettes.Part 2 WritingStep 1 Lead inT: In our school, we don’t see many people smoking. But sometimes we do. We sometimes even see some Ss smoking. Is this common in our community or in our city How to get the idea of this We need a survey. But how to do a survey Let’s come to the email from Paul on Page 17.Step 2 Information AcquisitionDo Activity 1.Allow the Ss 2 minutes to prepare.Check before the whole class.Step 3 Organization of the emailRead the email again to find out how the email is organized.Allow the Ss 3 minutes to prepare with discussion if necessary.Check by asking some Ss.Step 4 ReplyRead Activity 2 and make sure that Ss know what to do.Divide the Ss in groups of 4 for a 4-minute discussion, asking one of each group to note down the outline of their discussion. The teacher can patrol meanwhile to give some possible help.Allow them 5 minutes to write according to the notes of their discussion.Ask the Ss to compare their writing with each other’s and give corrections to each other’s writings.Ask some Ss to report their writing to the whole class.Make some comments and some encouraging remarks. S: Ss talk with the teacher and their partners about smoking. S: Ss discuss with their partners.S: Ss do the practice in pairs.S: Ss report to the whole class.S: That’s right.S: Not exactly.S: Ss do the exercises.I agree with you.I couldn’t agree more.Absolutely.I totally agree with you.Well, I’m not sure about that.I’m not sure I agree with that.You can’t be serious.S: because inside there is a substance called cocaine. This kind of thing can make people feel energetic for a short period of time.S: I have ever read a passage introducing cocaine in a newspaper.S: No, we haven’t seen such people ourselves. We only see people using drugs on TV and in the newspaper.S: He is unhappy.S: Perhaps he is addicted to the drugs.S: Yes.S: I Choose the first one.S: Yes.S: Paragraphs 2,3,5,6.S: Paragraphs 1 and 4.S: Let me have a try. The whole text is a brief introduction of the harm of smoking. The text can be divided into two parts.One part uses an example of a drug addict to give a live instruction of the influence of the cocaine. The other part introduces cocaine and its harmful influence.S: The text is about the harm of cocaine. Cocaine is a powerfully addictive drug. Once you are addicted to it, you can’t live without it. Adam Rouse, a 19-year-old boy, used to be a drug addict. In order to buy drugs, he broke into a house for money and was arrested by police. At last, he stopped using drugs and helped others stop taking drugs.S: Through a brief description of a 19-year-old boy’s smoking experiences and a short introduction of cocaine and its harmful influence, the writer warns the students not to smoke and keep away from drugs.S: From the text, we have known that drugs are very harmful to our health. We should keep away from drugs and live a healthy life. The most important thing is that not only should we ourselves keep away from cigarettes and drugs but also we should help others not smoke and use drugs. S: To go to school.1-B 2-A 3-C 4-CS: Three sections:(1) Generalization about organizations to help people stop smoking in the US(2) 4 dos: delay, distraction, drink water, deep breathing(3) 4 ideas: make a plan, set a date when you’re going to stop, keep busy, and develop new interests.S: The body of the email consists of three parts mainly:purpose of this email;questions to ask;hope.Sample version 1:Dear Paul:I’m very glad to receive your email. Through our survey, we have got that most adults smoke in china. It’s not against the law to smoke in public buildings, but in some public buildings, smoking is allowed. As far as I see, our government isn’t planning to change the law about smoking in public.Best wishes, Zhou Kai Talk about the smoking situation around the world.Discuss about smoking in your daily life and try to keep away from smoking.Improve oral English. Know how to use infinitive to express purpose.Know how to use Adverbial clause of resultKnow how to express result using other waysKnow how to give up smokingWrite about a survey about smoking.