TeachingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction(7minutes）1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Individualwork5.Thewholeclasswork6.Thewholeclasswork1.Focustheirattentionontheteacher.2.Readthesayingaloud.3.StudentsreadthechantonP38andtrytoimitatetherecording,atleastforthreetimes.4.Volunteersmayanswer:(1)smoking(2)notsmoking5.Studentsunderstand:“giveupsmoking”means“stopsmoking”.6.Studentslistengenerallyandfindout“Stayinguplateisbadforyourhealth”.1.Getstudentsreadyforlearning.2.Showeverydaysayingforthestudents.(onesayingaweek)3.PlaythechantonP38.ThenguidestudentstorepeatthechantonP38afterlisteningtotherecording.4.Teacherasksthestudentstolookatthetopic“Imustaskhimtogiveupsmoking”andguessthemeaningof“giveupsmoking”,thenasksaquestion:“Smokingornotsmoking?”5.Teacherintroducesthesynonymousword“stop”,whichmeans“giveup”.6.Teachertellsthestudents,“Inourlife,therearemanybadhabits.Let’slistento1aandfindoutthebadhabitin1a.”Presentation(10minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclassworkandgroupwork1.Studentsmakesurewhattheyshoulddowhilelistening.2.Studentslistenandfinish1b.3.Studentslookthrough1a,focusingonthekeysto1b,andthendiscussingroups.4.Studentsmaydiscusshowtowriteingroups.Thentheywriteitdown.Eachgroupwillshowoneforthewholeclass.Asample:Kangkanglookstired.BecausehewatchedasoccergameonTVlastnight.Hewenttobedverylate.Heshouldgotobedearlytonight,andhe’llfeelbettertomorrow.1.Teacherasksthestudentstolookthrough1b.2.Teacherplaystherecording.3.Teacherasksthestudentstolookthrough1aandchecktheiranswers.4.Teacherasksthestudentstofinish1c.Thenleteachgroupshowonepassageandarepresentativereadthepassagealoud.Consolidation(10minutes)1.Thewholeclasswork2.Thewholeclassworkandpairwork3.Thewholeclassworkandpairwork4.Thewholeclasswork5.Thewholeclasswork1.Studentsreadwiththerecording,imitatingthepronunciationandintonation.2.Studentsunderlinethelanguagepointsintheirtextbooks:(1)sb.betired/interested/excited(2)makesth.comeintobeing(3)watched—pasttense(4)Doingsth.isbad/goodfor…(5)mustdosth.3.Studentsaskandanswerinpairs.4.Studentsmayfind“litter”and“dustbin”strange,buttheycanguessthemeaningsbyconnectingthephraseswiththecorrespondingpictures.5.Studentschoose“should,shouldn’t,must,mustn’t,don’t”foreachpicture.1.Teacherplays1aforthestudentstoreadwith.2.Teachershowssomelanguagepointsonthescreenforthestudentstounderstand.(1)Youlooktired.(2)Whatcausedit?(3)IwatchedasoccergameonTVlastnight.(4)Stayinguplateisbadforyourhealth.(5)Imusthaveagoodrest.3.Teacherasksthestudentstopractice1ainpairs.4.Teacherasksthestudentstolookthrough2tofindsomethingtheydon’tunderstand.Teachershowspicturesof“litter”and“dustbin”onthescreen.5.Teacherplaystherecording.Practice(10minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Thewholeclasswork6.Groupwork7.Thewholeclassandpairwork8.Pairworkandgroupwork1.Studentsmayasktheteacherwhattheydon’tunderstand.2.Studentsunderstand“keepingfingernailslong”withthehelpofthepicturesandtheteacher’sexplanation.3.Studentsunderstand“withoutbreakfast”withthehelpoftheteacher’sexplanation.4.Studentsmarkeachphrase.5.Studentsmakesentenceslikethis:Goingtobedearlyisgoodforyourhealth.Gettinguplateisbadforyourhealth.Youshouldgetupearly.6.Eachgroupm...
