1、1Unit 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“
2、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
3、。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”
4、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。
5、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
6、放型问题有助于培养学生的发散性思维。2II教学重点和难点1. 教学的重点(1) 本单元的生词及重要短语。(2) it 在句中做的各种成分，主要是形式主语，及表示“时间” 、 “距离” 、 “天气”等(3) 关注健康问题，认识到吸烟、吸毒的危害性，了解 HIV/AIDS 及其预防知识，树立对待 HIV/AIDS 病人的正确态度。2. 教学的难点(1) 了解各种危害人类健康的疾病，及其预防措施。(2) 学会表达警告、禁止和允许的日常交际用语。(3) 学习写劝告信。III教学计划本单元分六课时：第一课时：Warming up; Pre-reading owing to; thanks toShe w
7、alked slowly because of her bad leg.We decided to put off the sports meeting, owing to the change of weather.6Our 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) accusto
8、med 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 jump
9、ed out the way.(5) mentally adv 精神上；智力上I am mentally tired from all the studying I did today.(6) manage vi 管理；设法对付常见用法：manage to do sth. 设法做成 ；成功做成 Although it was difficult, I managed to reach the top shelf of the cupboard.(7) lung: n. 肺It was difficult to breathe in the smoke-filled room and my lu
10、ngs hurt.(8) pregnant adj 怀孕的The pregnant woman went shopping for baby clothes. (9) quit vt 停止做某事；离开I wish you would quit smoking, for it is such an unhealthy habit.He has not quit smoking, but is holding down to three cigarettes a day.Part 2(1) decide on 决定，确定；选定The two countries have decided on th
11、e 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：be ashamed to do 以干 .为耻I am ashamed to say I smoke.She was ashamed to ask such a simple question. be ashamed of 为 .而害羞I behaved badly yesterday an
12、d I am ashamed (of myself) now.(4) eventually adv 最后；终于After walking all day, they eventually arrived home.Step 4. summaryAsk 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. HomeworkRead the text again and go over the main
13、language points.7Period 2 Learning about Language(1), Using words and expressions (Workbook), Speaking task (Workbook)Teaching Goals: 1. To discover the useful words and expressions in the text.2. To learn and improve the use of useful words and expressions.Teaching Procedures:Step 1. Learning about
14、 Language1. Group work (1) Ask Ss to discuss and find the useful words and expressions in this unit in groups of four.(2) Ask some groups to show their answers to the whole class.2. Individual work The teacher shows some useful words and expressions on the blackboard, and asks Ss to choose the corre
15、ct 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 North
16、ern 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 ve
17、ry 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) Me
18、ntal (9) pregnant (10) Adolescent 3. Pair workLet 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, toug
19、h, stress, due to, addicted to, mental, quit, unfit, withdrawalStep 2. Using words and expressions (Workbook)1. Pair work Show the following four sentences on the blackboard, and then ask Ss to fill in the blanks and guess in pairs what root all of the missing words have. (1) His home was full of be
20、autiful_.(2) The _ liked painting in the traditional style.(3) My friend is very _.8(4) She arranged the flowers _.Suggested Answers: (1) art (2) artist (3) artistic (4) artisticallyRoot: art2. Pair workDo Ex2 (P56). Let Ss discuss in pairs the sentences and translate them into English, by using the
21、 words and phrases in brackets. Step 3. Speaking task (Workbook)1. Individual workAsk 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 habits2. Pair work Ask Ss to discuss the health issue with his/her partner.
22、(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 t
23、hem. 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 w
24、ill find easy and sensible to follow.(4) Finish your speech with some words of encouragement.4. Pair work:(1) Ask Ss to give their speech to their partner. They can use their notes as a reminder. Let Ss listen to their partners speech and give advice on how it could be improved.(2) Listen to the par
25、tners advice and try to improve their speech.Step 4. Homework1. 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 exp
26、ressions about HIV/AIDS.Teaching Procedures:Step 1. RevisionReview the new words and expressions. Fill in the blanks with correct words.1. I think my long and active life must be d_ to the healthy life I live.92. Lastly, you can become m_ addicted.3. It is very difficult to give up smoking, but I di
27、d finally m_.4. Smoking does terrible damage to your heart and l_.5. I know its time to q_ smoking.6. Learn some r_ exercised and do them every time you feel s_.7. If you w_ and have a cigarette, dont be _ (害羞的).8. If you keep on trying, you will succeed e_.Suggested Answers: 1. due 2. mentally 3. m
28、anage 4. lungs 5. quit 6. relaxation 7. manage 8. eventuallyStep 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. Indiv
29、idual 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 workAsk Ss to read the text again and get more details about the HIV/AIDS. And decide which of the following statements are true and which are false.(1) I
30、t is dangerous to get close to a person with AIDS.(2) It is very likely that you will die if you become infected with HIV.(3) You can only get HIV from injecting drugs.(4) Evidence shows that men get AIDS more easily than women.(5) It could be dangerous to have sex without using a condom.(6) If bloo
31、d or sexual fluids infected with HIV get into someones body, that person could become infected too.(7) You should not hug a person with HIV/AIDS.(8) It is easy to tell when a person has HIV/AIDS.Suggested Answers: (1) False. HIV/AIDS is only spread through direct contact with infected blood or sexua
32、l 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
33、. A person with HIV can appear perfectly healthy. It is only in the last stages of AIDS that a person looks sick.4. Listening 10Let 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 lea
34、rning 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.Ste
35、p 3. Further reading1. 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 S
36、s some reasons why the articles in newspapers have such a special structure. 3.Individual workAsk Ss to read though the passage. And find out whether it follows the structure you have outlined.4. Group workAsk Ss to answer the questions by reading only the first paragraph of the passage.Who? _.What?
37、 _.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 t
38、o 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. What two things does the program do? Who teaches people in the community? Why is the program so successful? What has
39、 recently changed in the way the virus is spread? 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: It provides care and support for people sufferi
40、ng from HIV/AIDS and trains young people to teach other people about AIDS. Volunteers who come from a similar group and are about the same age (i.e. their peers). Because they are being taught by people very much like themselves. In the past it was mainly drug users and people who had been carelessl
41、y transfused who were becoming infected with AIDS. Today, an increasing number of young people are becoming 11infected through sexual activity. 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 millio
42、n 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
43、 use “it”.Teaching Procedures:Step 1. Revision1. Ask Ss to translate the phrases from Chinese into English.(1) 吸烟 (2) 喝酒 (3) 吸毒 (4) 由于 (5) 尽管 (6) 冒险(7) 习惯于 (8) 沉迷于 (9) 设法做成 (10) 想要做2. Choose the correct answers.(1) Due _ his great efforts in his work, he got well rewarded by the boss.A. to B. for C.
44、 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. Whats more B. That is to say C. In other words D. Believe it or not(4) T
45、he 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 (
46、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 finishingShow 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 (
47、4) B (5) A (6) B (7) BStep 2. Grammar Purpose: make Ss have a general understanding about the use of “it”1. Ask Ss to go over the first reading passage and note the use of it. Discuss the use of it.2. The teacher discusses the use of it together with Ss according to the sentences above.(1) Used as a
48、 pronoun. Used to refer to the one previously mentioned.12I am sending you some advice I found on the Internet. It might help you.My pen is missing. I cant find it anywhere.(2) It can be used to replace the word this or that.A: Whose umbrella is that? B: Its Marys.A: Whats this? B: Its tulip.(3) Used as the subject of an impersonal verb. It can be used to talk about time, date, place, whether,
