Unit 2 Keeping HealthyTopic 2 I must ask him to give up smoking.docx
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Unit2KeepingHealthyTopic2Imustaskhimtogiveupsmoking
Unit2KeepingHealthy
Topic2Imustaskhimtogiveupsmoking.
教学内容分析及课时分配建议：
本单元以KeepingHealthy为主题。
话题二主要学习有关个人卫生和饮食健康等内容。
SectionA部分通过谈论健康的生活习惯学习情态动词must及其否定形式mustn’t表示必要性的用法，如Youmustbrushyourteethtwiceaday.和Youmustn’treadinthesun.等。
SectionB部分通过对吸烟有害健康的讨论，呈现一些重要句型和词汇，比如You’dbetternotreadinthesun.，giveup等，并进一步学习情态动词hadbetter,can,must和may的用法。
同时穿插语音学习板块，学习掌握/ʌ/,/a:
//ɒ/的发音以及辅音加元音的连读。
SectionC部分通过阅读有关饮食健康的文章复习巩固情态动词must/mustn’t/may/can的同时学会运用简单的阅读策略获取信息和学会保持良好的习惯。
SectionD部分是对本话题的总结和复习，最后以Project探究活动形式对所学内容进行运用，培养学生的综合语言运用能力。
Topic２的的内容可以用5个课时来完成。
第一课时：
SectionA-1a,1b,1c,2,1d.
第二课时：
SectionB-1a,1b,1c,2a,2b.
第三课时：
SectionB-3a,3bSectionA-3a,3b,SectionC-2.
第四课时：
SectionC-1a,1b,1c,3.
第五课时：
SectionD-1,GrammarandFunctions,2,Project.
第二课时（SectionB-1a,1b,1c,2a,2b.）
教学设计思路：
本节课主要活动为SectionB-1a,2a。
首先教师由调查“Doesyourfathersmoke?
”导入1a，学生通过对1a听音完成1b。
然后再次精听1a对话完成1c短文填空并借助所填入的词汇尝试复述1a，接着通过观察2a中的图片补全对话，理解和掌握2a中出现的语法和句型。
最后小组讨论完成2b。
Ⅰ.Teachingaims
1.Knowledgeaims：
（1）能正确运用以下短语巩固动名词短语做主语的书面表达：
readinthesun,giveupsmoking,gotoschoolwithoutbreakfast,takeawalk, studylate,drinkenoughwater
（2）能正确地运用must,mustn’t进行劝告或提建议：
Imustaskhimtogiveupsmoking.
（3）学生能正确理解句型与词汇，如：
You’dbetternotreadinthesun. Hethinkssmokingcan helphimrelax.等。
2.Skillaims:
（1）能听懂有关影响健康的好习惯和坏习惯的话题。
（2）能熟练地运用must,mustn’t提建议。
（3）能正确朗读有关影响健康的好习惯和坏习惯的对话或文章。
3.Emotionalaims:
通过语言学习，得到关于健康生活和良好习惯的启发，戒掉坏习惯，并帮助他人戒掉坏习惯，保持健康。
4.Cultureawareness:
吸烟对健康及社会的危害。
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
本课的重点词汇和短语。
2.Difficultpoints：
不同情态动词在情感色彩上的区别。
Ⅲ.Learningstrategies
1.培养学生提前预习的习惯。
2.善于创设情境，在情境中提高语言交际能力。
Ⅳ.Teachingaids
计算机多媒体投影仪，与吸烟有关的文章。
V.Teachingprocedures
Stage1（6mins）：
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Classactivity）
Getstudentsreadyforlearning.
Askthestudentstodesignatopicofhabitsandgivetheeverydayreport.
T:
Goodmorning,everybody!
The
firsttwominsisforyoutogivetheeverydayreport.
T:
Whatcanyoulearnfromhisreport?
T:
Goodjob!
Focustheirattentionontheteacher.
Reportinfrontofthewholeclass.Thetopicisrelatedtothehabits.
Ss:
Goodmorning,Miss…
S1:
It’smyturntododutyreport.Today,I’dliketotalkabouthabits.
Allstudentsneedtohavegoodstudyhabits.Whenyouhavegoodstudyhabits,youcanlearnthingsquickly.Youalsorememberthemeasily.Doyouliketostudyintheliving-room?
Thisisnotagoodplacebecauseitisusuallytoonoisy.Youneedtostudyinaquietplace,likeyourbedroom.Aquietplacewillhelpyouonlythinkaboutonething,andyouwilllearnbetter.Beforeyoubegintostudy,donotforgettocleanyoudesk.Agooddesklightisimportant,too.You'llfeeltiredeasilyifthereisnotenoughlight.
S2:
Weshouldstudyinaquietplace.
S3:
Wemustchooseagooddesklight.
该部分的目的在于活跃课堂气氛，使学生尽快进入英语学习状态，为本课学习做好准备。
2（Pairwork）
Chooseseveralpairstoactouttheirconversations.Choosethebestpairtoaward.
T:
I’llcheckyourhomeworknow.Eachgroupcanelectonepairtoshowtheirconversation.Thebestpairwillbeawarded.
ActouttheirdialoguessimilartoSectionA-1d
S1:
IfeelbadbecauseIhadatoothache.
S2:
Oh,Eatingtoomuchcandyisbadforyourteeth.Youshouldeatlesscandyandbrushyourteethtwiceaday.
S3:
……
S4:
……
该部分旨在检查学生作业完成情况。
Remark：
学生做与本课内容相关的值日报告，尽可能运用所学的句型。
Stage2（4mins）：
Leadingin
Step
Teacheractivity
Studentactivity
Designingpurpose
（Individualactivity）
Playagamewiththestudents:
“Guessinggame”.Teacherwrapsacigaretteinapieceofcolorfulpaperandmakesitlookslikeacandy
T:
Pleaseguesswhatitisinside.
Openthe“candy”.It’sacigarette.
Showapicturewith“smoke”onthescreen,askingthestudents.
T:
Issmokinggoodorbadforourhealth?
”
T:
Doesyourfathersmoke?
Ifso,pleaseputupyourhands.
T:
Whatshouldyoudoifyourfathersmokes?
T:
Youdidquitewell.
Studentsareinterestedin“Guessinggame”.Theymayanswerlikethis:
S1:
Candy?
S2:
Apen?
S3:
Chalk?
Studentssay“Wow”ortheylaugh.
Understand“smoke”andanswer.
Ss:
Smokingisbadforourhealth.”
Somestudentsputuptheirhands.
S1&S2…:
Ishould/mustaskhimtogiveupsmoking.
该部分旨在引入本课主题。
Remark:
Stage3（3mins）：
Pre-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
（Individualwork）
Goonwiththetopic:
Showanarticleaboutsmokingtothestudents,explaining“cancer”inChinese,andthenshowsanotherarticle,tohelpthe
studentstounderstand“article”.
Letthestudentslookthrough1b,thenplaytherecording
T:
NowWangJunfengandMariaaretalkingaboutsmoking.Let’slistentotheirconversationandtrytogettheanswerstothethreequestionsin1b.Beforelistening,pleaselookthroughthequestions.
Followtheteachertounderstandthemeaningsof“article”and“cancer”.
Lookthrough1btoprepareforlistening.
Ss:
……
该部分旨在呈现本课新单词，为接下来的听力活动做准备。
Remark：
本部分词汇可以通过图片等方式进行教学和练习。
Stage4（11mins）：
While-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Classwork）
Playtherecordingof1aandaskthestudentstofinish1b
T:
I’llplaythetaperecordingof1aforyouandstopitwhennecessary.Pleasetrytowritetheanswerstothethreequestions.
T:
I’llplaytherecordingof1aforthesecondtimewithoutstopping.Thenyoucancheckyouranswersingroups.
T:
Haveyoufinishedfilling?
Volunteers?
T:
Doyouagreewiththem?
T:
Goodjob!
Listengenerallyandtrytowritedowntheanswerstothethreequestions.
S1:
Heisreadinganarticleaboutsmokinginthenewspaper.
S2:
Becausehethinkssmokingcanhelphimrelax.
S3:
becausesmokingisbadforourlungsanditcanevencausecancer.
Ss:
Yes!
该部分要求学生听1a对话并回答开放式问题，训练学生有针对性地获取关键信息的能力。
2（Groupwork）
Finish1c
T:
Thereisapassagerelatedtotheirconversation.Butsomewordsaremissing,pleaselistentotherecordingonemoretimeandhelpfindthemissingwords.
T:
Couldsomebodytellmetheanswer?
Finish1c.
S1:
article;smokes.
S2:
relax;bad
S3:
cause;giveup
Remark：
听前教师给予学习策略指导，引导学生进行预测。
Stage5（12mins）：
Post-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Pairwork）
Askthestudentstopractice1ainpairs.
T:
Nowlet’sworkinpairsandreadthedialoginroles.AndI’llasksomepairstoreadandactitoutlater.Is2minutesenough?
Practice1a
Ss:
Yes!
2（Classwork）
Showsomelanguagepointsonthescreenforthestudents:
Anarticleaboutsmoking
Helphimrelax
Smokingisbadforhishealth.
Histeeth
Thearticlesays…
Imustaskhimtogiveupsmoking.
Underlinethelanguagepointsintheirtextbook.
prep.doing
helpsb.dosth.
doingsth.is…
tooth--teeth
says/writes
mustdosth.
giveupdoingsth.
3（Classwork）
Askthestudentstoread1cindividually.Trytoretellthestoryaccordingtothewordstheywrotejustnow.
Read1c,andtrytoretellthestoryaccordingtothewordstheywrotejustnow.
4（Pairwork）
Leadin2a.
T:
Therearesomeotherwaystogivesuggestions.Pleaselookatthepicturesin2aandchoosethecorrectsentencestocompleteeachdescription.
T:
Whocantellmetheanswer?
T:
Pleaseread2aagainandmarkH（Healthy）orU（Unhealthy）forthefivestatementsin2b.
Readandfinish2a.
S1:
Theorderisa-c-d-b.
Ss:
……
Findoutthereasonsbyconnectingrelevantsentencesin2aand2b.Thenwritedownfiveshort
passagesafterclass.
Amodel:
S2:
LiHuaoftengoestoschoolwithoutbreakfast.It’sbadforherhealth.Becausebreakfastgivesusenergyforthemorning.
该部分的设计目的旨在让学生通过图片补全对话，考查学生对句子的理解；通过判断生活习惯是否健康，考查学生对生活常识的运用。
Remark：
此活动可进行分解，以降低难度。
同时，教师可分步骤、分层次抽查学生的活动成果。
Stage6（4mins）：
SummarizingandassigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Classactivity）
Showthesummarytothestudents.
T:
OK.Classwillbeoversoon,Nowlet’ssummarizewhatwehavelearntinthislesson.
T:
Perfect!
SummarizeSectionBtogetherwiththeteacher.
S1:
Welearnedsomeimportantphrases.Suchas,giveupdoingsth.showsth.tosb.takeawalk.
S2:
WeKnowhowtogiveadvicewith“must”and“mustn’t”.
S3:
…….
该部分的目的在于引导学生总结和巩固本课所学内容，培养学生及时总结和复习的良好学习习惯。
2（Classactivity）
AssigntheHMK.
T:
Fortoday’shomework,I’dlikeyoutoreviewthewordsanddialogueinSectionB.Anddesignaspecialtopicoftheharmofsmokingandprepareforreportingtomorrow.ThenpreviewSectionA-3a,3b,SectionB-3a,3bandSectionC-2afterclass.
Finishthefollowingtasks:
MemorizethewordsanddialogueinSectionBafter
class.
SearchtheInternetornewspaperfortheinformationabouttheharmofsmoking.Thenwriteapassage.
learntoreadvocabularywith
thehelpofrecordingandthephoneticsymbols,andreadthe
dialogaftertherecording.
Remark：
教师也可通过练习的方式帮助学生总结和复习。
VI.Blackboarddesign
第二课时（SectionB-1a,1b,1c,2a,2b.）
（1）anarticleaboutsmoking
（2）helphimrelax
（3）Smokingisbadforhishealth.
（4）histeeth
（5）Thearticlesays…
（6）Imustaskhimtogiveupsmoking.
ZhangMingusuallytakesawalkafterthemeal.It’sgoodforhishealth.Walkingisagoodexercise.Itcanmakeusstrong.
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