Unit 7 To Your Good Health教案

step 3. after-reading
discussion:
do you often have such life experiences? for example, you can't do physical things for a long time; you won't fall asleep at night easily and always feel tired after waking up the next day, in class you are often absentminded instead of focusing your attention on your lessons. in that case, please discuss the following questions with your partners:
　　1. what are the causes of these phenomena?
　　2. how can you deal with the problem?
　　3. how important is good health to you?　　
step 4. homework
1. read the whole text.
2. try to recite the whole text.

period two
step 1.language points
in fact, the more you use your body, the better it works.
the＋比較級，the＋比較級，意思為“越……越……”。
[例]______ you praise him, ______ he works.
a. more; the harder b. the more; the harder
c. the more; harder d. more; harder
(答案為b)
step 2. meaning through practice
1.divide the class into groups. give each group a large piece of paper to draw the human body and write the words an the body parts. as the students are working, provide the following word on the board: heart, lungs, kidney, brain, stomach, liver, artery, veins, and bones.
2.explain that over can be a preposition or a prefix that can be added to verds, adjectives or nouns. the prefix can mean: 1. excessive 2. outer, extra 3. like “over” in various senses.[來源:z。。]
discuss the meaning of each prefix. have the students write a sentence for each word.
explain that under is also a proposition or prefix meaning: 1. below, beneath 2. lower in status 3. incomplete
here are more example: underclothes, underdog, undergraduate, underclass.
4. listen to the tape and do the ex.
5. let’s talk: sentence stress and rhythm.
6. review the following vocabulary before reading the dialogue: emphasize, de-emphasize,
step 3. writing
write an invitation to a dinner party with a menu. use the sample shown in the text as a model.
use the mapping strategy to help the students organize their ideas. illustrate on the board a circle with lines going out from the circle. the circle represents how to develop a health lifestyle. each line will represent a component of a healthy lifestyle. in groups have the students identify the components. for example: diet, ph ysical, mental, social/emotional.
students will make a chart that has the components listed on each side of the columns. under each component list the unhealthy and healthy habits of parents, classmates, etc.
divide the class into g roups. students will share their list of unhealthy and healthy habits. as a group, the students make a “do” and “don’t” chart. remind the students to use modals in this activity because they are giving advice as to what are unhealthy and healthy habits. for example：“you should ride your bicycle every day” “ you should not smoke.”