章节Unit 1 How，s your college life课时2教学目的1.Enlarging students' knowledge of health2.listening to people talk about health3.expressing worries and reassurance4.understanding and talking about health and health problems学点殳出法教重灵突方1 • Teaching emphasis:Enlarging students' knowledge of health;Expressing worries and reassurance2. Methods:Reinforcing the knowledge of health through pair/group discussion and note-taking exercise;Practicing the ability of expressing likes/dislikes and making suggestion through dialogue reading.教学难点及突破方法1.Difficult points:As for freshman, many students English speaking and listening ability could only be improved step by step.2.Methods:Assign students some simple and interesting tasks to warm up. Make the direction for every task clear and helpful.Give students some preparation time to discuss with their partners, and encourage every student to stand up and speak in public.相关内容素材1.Background information and proverbs of being health;2.Words and phrases related to symptoms of some diseases, living habits and healthy problems;3.Supplementary compound dictation material;4.Teaching textbook, and CDs and VCDs for teaching;Procedures Activities PurposeTopic Understanding 1.Activity 1Work in groups, choose either one of the followingquestion to discuss and then share your answers withthe whole class.1 ・ Do you often see a doctor? Why yes or why not?2.What's your understanding of “an apple a daykeeps the doctor away99?2. Activity 2brainstormingWork in groups of four, search your brains forsome sayings, proverbs concerning health as many aspossible, the group who can work out most wordswill win the game!1.Health is not valued till sickness comes・2.Health is not simply the absence of sickness3.Property may be destroyed and money may loseits purchasing power; but, character, health,knowledge and good judgment will always be indemand under all conditions・一First, to check the result ofthe students^ preview ofthis units and arouse theirinterests;Second, to activate theirbackground information onhealth;Third, to make them formthe habits of thinking thetopic critically;Finally, through groupwork, they can learnt tocooperate with theirclassmate and practice theirspoken English・Listening Focus 1・ Strategy AnalysisCompound-dictation:Listen to the passage talking about health, and fill inthe blanks:If you are a young lady in your 20s,you may either1or wonderingwhich diet to follow・ Now it has the same meaningas 2 • Very often voumeet young girls who look weak enough to 3 in thewind, yet they are still talking about diets! However,extreme diets can lead to4• Many such dietersmay end up with serious5. Prince DianaThrough doing thiscompound dictation, twomain purposes may beachieved:First: the students can learnand practice on how to takenotes;Second: explain someimportant words andexpressions about health・These sometimes are thedifficult points for them tounderstand thelistening material.For the culture tips here, Iconsider it plays a vital rolein college students‘ Englishlearning ・ For6an excessively strong appetite; Karen Carpenter, apopular singer of the 1970s,died of loss of appetite.You should know that looking good is important butnot when it comes 7your health or your life. Better eating habits and proper exercise are all you need to be fit and look good ・2. Additional PracticeDebate:Divide the whole class into two big groups, and ask one group to stand for the positive side, and the other group the negative side to debate on the topic: Should we diet in order to keep fit?3・ Language TipsCulture tips: Princess DianaDiana, Princess of Wales (1 July 1961-31 August 1997) was the first wife of The Prince Charles, Prince of Wales. From her marriage in 1981 to her divorce in 1996 she was styled Her Royal Highness, The Princess of Wales. Though she was noted for her pioneering charity work, the Princesses philanthropic (博爱A 勺) endeavors were overshadowed by a scandal-plagued marriage.Tn 1987, when so many still believed that AIDS could be contracted through casual contact, Princess Diana sat on the sickbed of a man with AIDS and held his hand・ She showed the world that people with AIDS deserved not isolation, but compassion. It helped change world opinion, helped give hope to people with AIDS, and helped save lives of people at risk?----- Bill Clinton learning a language, to some degree, is to understand the culture transferred by the language itself. So this part is to arise students9 senses of culture.Speaking Workshop L Strategy AnalysisGroup-work：How many expressions do you know aboutexpressing worries?About oneselfIt makes me uneasy.By finishing thegroup-work of findingexpressions they knowabout expressing womes,Students can:First recall the knowledgeFm worried. It worries me.Fm worried/concerned about... r can't help worrying... Fm afraid... About othersAre you all righl/any better/felling better? What ，wrong/ the matter/ the problem? Is anything wrong? Is it serious?What 5s on your mind?Fm sure things will turn out fine. You cion I have to worried about that.Therereally no reason to be worried. There^s nothing to worry about. Cheer up.Your condition is not as bad as all that. Nothing to worry about. I quite understand. Pull yourself togethe 匚2. Additional PracticeRole-play:Work in pairs to make dialogues according to the following situations.Situation 1: Lisa's heartbeat is somewhat irregular, she is very worried and wonders whether to drop her jogging class, for her grandma died of a heart attack. The doctor tells her not to be so nervous and advises her not to take strenuous exercises but continue with her jogging class.Situation 2: Stephanie is worried about her interview on Friday for a part-time job. Robert tells her not to be worried, for there are many openings in the school bulledn. He sympathizes with her and asks her to be confident of herself. 3. Language Tips1. It makes me uneasy/it worries me: they are the expressions we sometimes use toexpress worries about ourselves. On the other hand, when we worried about others, we say:what's on your mind?2. I wouldn't worry/I wouldn^t be concerned: reassure ourselves ・Dorf l be concerned/you don^t have to worry aboutthey^ve previewed and then reinforce their impressions on them; second, they can enhance their abilities of speaking and communicating with their group members; In addition, they can learn how to express theirconcerns upon both others and themselves ・that: reassure others3.No need to get so worked up: tell someone not to be so worried.“worked up" means very excited and showing strong feelings, especially when we worried"cheer up，，urge someone to be happy/encourage someone in an activity.4.Pull yourself together: control your own feelings.。
