2025年选修六unit3全单元教案.doc

Teaching plan
Teaching content: A healthy life ( Period 2 Reading)
Teaching aims:
1. Improve the students’ reading ability.
2. Get the students to understand the text fully.
3. To talk about the importance of health and the harmful effects of smoking.
Teaching important and difficult points:
How to help the students understand the text fully.
Teaching aids: a computer , a microphone and a tape
Teaching time: 45 Mins

Teaching procedures:
Step 1 Greetings. ( Slide 1)
Greet the Ss as usual.

Step 2 Pre-reading
1. Show some pictures on the screen and get the students to answer the following questions: (Slide 2---Slide 9)
1) What are they doing?
2) Which are healthy activities while which are unhealthy activities?
2. Get the students to answer the following questions in class.
( Slide 10 )
1). Have you ever smoked? If you have, have you ever tried to stop?
2). Why do you think some adolescents start smoking?

Step 3 Skimming (Slide 11 )
Read and find out the main idea of each paragraph.
A. The writer leads to the topic of the letter by talking about James’ problem of smoking.
B. Introducing some different ways of becoming addicted.
C. Telling the writer’s hope for his grandson and advice on stopping smoking.
D. Telling the harmful effects of smoking.
E. From the life the writer is leading now, we can know the importance of healthy life.
Keys: 2—A 3----B 5-----C 4-----D 1-----E

Step 4 Detail reading (Slide 12--13)
Read the letter carefully, and try to finish the following chart.

Information from the reading passage
Different ways people can become addicted to cigarette
1.____________ addicted to nicotine.
2.addicted through __________
3. ___________ addicted
Harmful physical effects for smokers

1.do terrible damage to .
2.have difficulty in .
3.can not _______________ .
Effects that a person’s smoking can have on other people
1.other people _________________ .
2. The cigarette smoke may do harm to __________________________
Effects that smoking can have on sporting performance
be unable to ______________ .

Suggested answers: physically, habits, mentally, heart and lungs , becoming pregnant , run fast, dislike the smell ,other people near the smoker ,enjoy sport

Step 5 Reading, listening and summary
1. Read the article and find out the suggestions James’ grandfather found on the Internet. (Slide 14)
Suggested answers:
1) Prepare yourself.
2) Be determined.
3) Break the habit.
4) Relax.
5) Get help if you need it.
6) Keep trying.

2. Listen to the passage and fill in the blanks in the following summary. (Slide 15)
Choose a day that is not __________ to quit smoking. Make a list of all the __________ you will get from stopping smoking. ___________ all your cigarettes at the end of the day before you plan to quit. ________ the list of benefits you wrote when you feel like smoking. Develop some other habits like walking, drinking some water, cleaning the house and so on to keep yourself busy. If you feel nervous or stressed, try to do some __________ exercises like deep breathing. You can stop smoking with a friend or join a group. If you feel really bad, ask a doctor or _________ for help. The most important thing is to keep trying. Don't feel ________ if you _________ because some people have to try many times before they finally quit smoking. Never give up and you will succeed.
3. Check the students’ answers.
Suggested answers:
Stressful, benefits, throw away , Reread ,Relaxation, chemist ,ashamed , weaken
4. Get the students to read the passage together.

Step 6 Discussion ( Slide 16)
1. What kind of person do you think James’ grandfather is?
2. Suppose your father is a smoker, how will you persuade him to quit smoking? Make a short dialogue in pairs.

Step 7 Homework ( Slide 17 )
1. Discuss the questions after class.
2. Find out the key points of the text.
3. Search some more information about the harmful effects of smoking and advice on stopping smoking.

Step 8 Ending ( Slide 18)
Module 6 Unit 3 A Healthy Life
Using Language
HIV/AIDS: Are You at Risk?
Teaching Aims:
By the end of this lesson, students will be able to:
＊get to know more about HIV/AIDS
＊know how to protect themselves from AIDS
＊talk about AIDS and AIDS awareness
Teaching Important and Difficult Point:
To show the students an appropriate attitude towards AIDS patients

Teaching Procedures:
The lesson with begin with the song “Live for Love United” sung by famous football players.
Step One: Warming Up
The students are asked to watch a video clip and discuss what it is about.
(The video clip is about the change of an AIDS infected woman in 90 days.)
This part is designed to impress the students with the damage HIV/AIDS does to a person.
Step Two: Pre-reading
Background Learning: Some information about AIDS.
＊red ribbon is an international symbol of AIDS awareness
＊it is worn by people around the World AIDS Day
＊it calls for care and concern on AIDS
＊the World AIDS Day: December 1st
Step Three: While-reading
Task 1: Skimming
1) How many sections can we divide this text into ?
Choose a main idea for each section
＊ Section 1 Background information about what HIV / AIDS.
＊ Section 2 Ways to protect yourself.  
＊ Section 3 Some wrong statements about AIDS
Task 2 Careful Reading
Part One: 1. What is HIV?
HIV is a virus, a very small living thing that causes disease.
2. How does HIV harm people’s health?
HIV virus weakens a person’s immune system and eventually it damages the immune system so
much that the body can no longer fight against disease.
3. Is there a cure for AIDS and HIV at the moment?
No, it is incurable.
Part Two: In order to stay safe, you _________.
A. should not share needles with someone else.
B. have to avoid using anything else that the person has used while injecting drugs.
C. should use a condom if you have sex with another one.
D. All of the above.
Part Three: How much have you learnt about AIDS?
＊You can catch AIDS after drinking from the glass used by an HIV-infected person.
＊I can become infected with HIV by swimming in a pool, holding hands or kissing someone with HIV.
＊People who have not injected drugs do not need to get tested for HIV.
＊If I had HIV, I would know because I would feel sick.
＊Kids can get AIDS by being bitten by mosquitoes or other insects.
＊Sharing food with someone infected with HIV will give you HIV, too.
＊It is very likely that you will die if you become infected with HIV.
＊If you have HIV, you will always get AIDS eventually.
Comprehending:
1. What do the “it” stand for? HIV or AIDS?
There are between 900,000 and 1,125,000 Americans infected with it.
Some two million people died of it each year
2. This passage is _____.
A. an advertisement B. a poster
C. a magazine cover D. a criticism
Step Four: Post-reading Let’s say something about AIDS.
1. Word Bank: The new words we have learned.
do damage/harm to 损害
infect (v.感染) – infected (adj.被感染的) – infectious (adj.有传染性的)
be infected with 被…感染
stage (v.阶段) drug (n.毒品)
inject (v.注射) injection (n.注射)
red ribbon 紅丝带 prejudice (n. 偏見)
awareness (n.意识，覺悟) be aware of 意识到
virus (n.病毒) immune system 免疫系统
cure (v.治愈) – curable (adj.可治愈的) – incurable (adj.不可治愈的)
2.Exercise 1: Fill in the blanks with proper words.
①艾滋病是一种可传染的無法醫治的疾病。
其是由HIV病毒引起的。
AIDS is an infectious and incurable disease.
It is caused by HIV virus.
②每年均有诸多人死于愛滋病。
Every year, many people die of AIDS.
③為了不感染艾滋病，我們要遠离毒品。
To avoid getting infected with AIDS, we should keep/stay away from drugs.
④不要瞧不起愛滋病患者，而要給与他們关愛。
We should show AIDS patients care and love instead of looking down on/upon them.
⑤让我們互相协助，和睦相处。
Let’s help each other and live in harmony.
3. Exercise 2: Translate the following 5 questions about AIDS and try to answer them.
Q1：你能告诉我某些有关艾滋病的事情吗？(Can you tell me something about AIDS?)
Q2：目前能治愈AIDS吗？(Is there a cure for AIDS and HIV at the moment？)
Q3：感染了艾滋病的人會怎么样？(What would happen to people who are infected with AIDS?)
Q4：你對有艾滋病的人們持什么見解呢？(What opinion do you have about people with AIDS?)
Q5：我們能做點什么协助那些受感染的人們呢？(What can we do to help those who are infected?)

教案3 Grammar
Teaching aims
Enable the students to master the usage of it.
Teaching important & difficult points
How to enable the students to know the usage of it.
Teaching aids
tape recorder, slides
Teaching procedures
Step1 Revision
Complete the passage with the suitable words in their proper forms.
1. due to 6. stress
2. addicted 7.quit
3. alcohol 8.drugs
4. manage 9.pregnant
5. cigarettes 10. adolescents
Smoking __________, drinking _______ or taking other__________ produce many harmful effects and have no real benefits. So why do ___________do it? Some begin because they believe it makes them look cool. Others think it will help with _______. In their life possibly________ pressure from their parents or teachers.
Some just want to see what it is like. What they don’t realize is that they will get into the habit and __________ become ____________. It will then be difficult to _________ the habit. A few people ________to quit easily but for many it is a very painful process. Of course, the best way to deal with these drugs is not to start in the first place.
Keys：cigarettes；alcohol；drugs；adolescents；stress； due to；eventually；addicted ; quit；manage
Step2 Lead in
Slide show
Discovering “It”
1．It rains heavily . 指天气
2. It is 20 kilometers from Granddad’s house to James’. 指距离
3. It is November 11, . 指曰期
4. It is 9 o’clock at night. 指時间
5. It is bad to smoke. 形式主語
6. It is no good smoking. 形式主語
7. It is likely that he will succeed. 形式主語
Step3 The use of “it”
一、“it”作人称代詞
1. it的最基本使用方法是作代詞，重要指刚提到的事物，以防止反复:
Xi’an is a beautiful city, isn’t it?
They watched the train until it disappeared in the distance.
2. 也可以指動物或婴儿(未知性别的婴儿或孩子):
Is this your dog？No, it isn’t.
二、it作非人称代詞
it有時并不指详细的東西，而泛指天气、時间、曰期、距离、价值、度量、温度、环境等，称為非人称的it：
1. 指天气：
It is a lovely day, isn’t it?
It is a bit windy.
2. 指時间:
It was nearly midnight when she came back.
3. 指环境:
It was very quiet in the café.
4. 指距离：
It is half an hour’s walk to the city centre from my home.
5. 指曰期：
What's the date today? It's May 1, .
6. 指季节：
It is summer now.
7. 指度量：
It is about 5 kilograms.
8. 指价值：
----What's the cost of the T-shirt?
----It is 150 Yuan.
三、it用作形式主語
替代作主語的從句、動詞不定式、動名詞，而把真正作主語的從句、動詞不定式、動名詞置于句尾。
1. 代作主語的動詞不定式，其句型為
（1）It be adj.（for sb.）to do sth.
此处adj. 一般為描述事件的形容詞：easy，difficult，hard，necessary，unnecessary，possible，impossible，likely，unlikely，right，wrong，important，unimportant，legal，illegal，well-mannered，ill-mannered，polite，impolite，clear，obvious，certain，suitable，proper，fit，useful，useless，dangerous… 
It is illegal（for a teenager）to drive a car without a license.
（2）It be adj. of sb. to do sth.
此处adj. 一般為描述人的形容詞：kind，unkind，nice，rude，cruel，considerate，thoughtful，thoughtless，careful，careless，silly，foolish，stupid，clever，wise，crazy.
It's kind of you to help me with the problem.
（3）It替代作主語的動名詞的常見句型
It's no good/use doing…
It's（well）worth doing…
It's（well）worth one's while doing/to do…
It's（well）worth while doing/ to do
It's no use crying over spilt milk.
2．作形式主語替代主語從句
1. It is clear ( obvious，true，possible，certain....) that.....
该句型中it 是形式主語，真正的主語是that 引导的主語從句，常译為“清晰（显然，真的，肯定．．．）”　是主語從句最常見的一种构造。例如：
It is very clear that he’s round and tall like a tree.
It is strange that it hasn’t been noticed before.真奇怪，它此前没有引起注意。
2． It is v-ed that…=sb/sth is to do
It is said (reported/ learned/believed/thought/known/told/hoped.....) that...
该句型中的it 仍是形式主語，真正主語是that 引导的主語從句；该构造常译為“听說（据报道，据悉．．．）”。
It is said that he has come to Beijing.
It is reported that another earth satellite has been put into orbit.
③ It is + noun +從句
It is a pity (a shame /an honor /a good thing/a fact /a surprise/...) that...
该句型中，that後的從句一般用虚拟語气（should + 動詞原形），should可省去．表达出乎意料，常译為“居然”。没有這种意义時，则不用虚拟語气。例如：
It is a pity that such a thing (should) happen in your class.
這种事居然发生在你們班上，真是遗憾！
It is a pity that he is ill. 他生病了，真遗憾！
四、it作形式宾語
當复合宾語中的宾語是不定式、動名詞宾語從句時，往往把宾語放在它的补足語背面，而用it 作形式宾語，放在宾語补足語之前。
该句型中的it 作形式宾語，常用的動詞有think, believe, make, find, consider, feel等。
I think it no use arguing with him.
我认為和他争执没有用。
I found it very interesting to study English.
我发現學英語非常有趣。
He made it clear that he was not
interested in this subject.
他非常清晰地表达他對那门學科不感愛好。
五、用于强调句型
It is/was  + 被强调部分 + that/who ...
It is not until + 被强调部分 + that ...
I met Tom in the park yesterday
1) It was I who met Tom in the park yesterday.
2) It was Tom who I met in the park yesterday.
3) It was in the park that I met Tom yesterday.
4) It was yesterday that I met Tom in the park.
It was five o’clock _when________I got home.
It was at five o’clock_that_____ I got home.
It was she who ／that had been wrong．是她錯了。（主語）
It was the girl whom ／that I met just now．我刚刚遇見的就是這個女孩。（宾語）
It was Tom to whom the teacher had talked．老師与其談话的那個人是汤姆。（介詞宾語）
It was on Monday night that all this happened．所有這一切就是在星期一的晚上发生的。（状語）
It is not until + 被强调部分 + that ...
该句型也是强调句型。重要用于强凋時间状語，译成汉語 “直到……才……”，可以說是not ... until ... 的强调形式。例如:
It was not until she took off her dark glasses that I realized she was a famous film star. = Not until she took off her dark glasses did I realize she was a famous film star. = I didn’t realize she was a famous film star until she took off her dark glasses.
六、it 常用的固定搭配
1. make it
（1）在口語當中相称于succeed，表达：成功、做到、說定、赶上、及時抵达例 
It's hard to make it to the top in show business.
（2）在口語中相称于fix the date for，表达“约定好時间”
例  —Shall we meet next week？
　　—OK. We just make it next Saturday.
2．take it/things easy
相称于Don't worry or don't hurry. 用来劝說他人，表达“不要慌，别紧张，存住气” 例 
Take it easy！ He will do it well.
3．It all depends/that all depends
在口語中，相称于it hasn't been decided yet，表达“那得看状况，還没有定下来”
例  —Are you going to the countryside for holiday？
　　—It/That all depends.
4. It's up to sb.
在口語中，相称于it's decided by sb. 表达“由……决定，由……负责，取决于……”
例  —Shall we go out for dinner？
　　—It's up to you.