Unit2Topic2SectionB.doc

Unit 2 Keeping Healthy
Topic 2 I must ask him to give up smoking.
Section B
Ⅰ. Material analysis
本课时的主要活动为1a, 3a和3b。
本课就吸烟这个坏习惯展开讨论，呈现了本单元语法重点：情态动词must + 动词原形：I must ask him to give up smoking. 表示建议、劝告。同时巩固了动名词做主语的句式：Smoking is bad for his health. 通过学习Section B, 让学生能够辨别好习惯与坏习惯，并能帮助亲人戒掉坏习惯。课后要求学生会用动名词做主语造句，能用must提建议。
Ⅱ. Teaching aims
Knowledge aims：
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：
read in the sun, give up smoking, go to school without breakfast, take a walk,
study late, drink enough water
2. 能正确地运用must, mustn’t进行劝告或提建议：
I must ask him to give up smoking.
3. 朗读时连读现象。
Skill aims：
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。
Emotional aims：
通过语言学习，影响学生的自身品格，要学会辨别好习惯与坏习惯，养成好习惯，戒掉坏习惯，并帮助他人戒掉坏习惯，保持健康。
Ⅲ. The key points and difficult points
Key points：
理解和运用must 表示“建议、劝告”的用法：
I must ask him to give up smoking. 我得劝他戒掉烟。
Difficult points：
巩固动名词做主语的正确运用。
Ⅳ. Learning strategies
培养学生跟读chant的能力，朗读中注意连读。
Ⅴ. Teaching aids
Computer multimedia projector, a piece of colorful paper, a cigarette, phonetic cards
Everyday saying: As a man sows, so he shall reap. 种瓜得瓜，种豆得豆。
Ⅵ. Teaching procedures
Step1. Introduction（7 minutes)
1. Get students ready for learning.
2. Show everyday saying for the students.(one saying a week)
3. Repeat the chant on P38 after the recording.
4. Teacher shows a picture with “smoke” on the screen, asking the students, “Is smoking good or bad for your health? ”
5. Teacher does a survey, asking “Does your father smoke? If so, please put up your hands”.
6. Teacher goes on with “ What should you do if your father smokes?”
7. Teacher leads to 1a.Wang Junfeng and Maria are talking about smoking. Let’s listen to 1a and answer:
(1) Whose father smokes?
(2) What should he/she do ?
Step2.Presentation (10 minutes)
1. Teacher reads an article about smoking to the students in Chinese, explaining “cancer” in Chinese, and then shows another article, to help the students to understand “article”.
2. Teacher asks the students to look through 1b.
3. Teacher plays the recording.
4. Teacher asks the students to look through 1a and check their answers.
5. Teacher checks the students’ answers.
6. Teacher asks the students to look through 1c, and then plays the recording for them.
7. Teacher asks the students to discuss in groups to check their answers.
Step3.Consolidation (10 minutes)
1. Teacher plays 1a for the students to read.
2. Teacher shows some language points on the screen for the students:
(1) an article about smoking
(2) help him relax
(3) Smoking is bad for his health.
(4) his teeth
(5) The article says…
(6) I must ask him to give up smoking.
3. Teacher asks the students to read 1c individually.
Step4.Practice(10 minutes)
1. Teacher asks the students to read 1a in pairs.
2. Member A leads member B and C to read 1a.
3. Teacher asks students to perform 1a, and each group chooses one pair.
4. Teacher plays the recording of 3a.
5. Teacher asks each group to read 3b.
6. Teacher asks the students to write the key phrase for each picture.
7. Teacher plays the recording sentence by sentence.
8. Teacher organizes a competition of reading 3b.
Step5.Summary (5minutes)
Teacher sums up the ways to give suggestions: should/shouldn’t/had better/had better not/Why don’t you…?/must/need to do.
Step6.Homework (2minutes)
(1) Review the words and dialogue in Section B.
(2) Teacher asks the students to prepare for a discussion in groups:
Is it good or bad?
Is it healthy or unhealthy?
(3) Prepare Section C after class.