No smoking, please!
教学目标
I. 单词和词组
permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit of
II. 日常交际用语
1.请求
May / Could / Can I do that?
I wonder if I can do that.
Would / Do you mind if I come earlier?
Will you tell me if can go now?
2．允许
Yes, please. / Of course. / Sure. / Certainly.
Go ahead, please.
That’s all right. / OK.
It’s all right to me.
3．拒绝
I’m sorry, but it’s not allowed here.
You’d better not.
I’m afraid not. It’s not right.
III.语法
复习名词性从句作宾语和表语的用法。
教学建议
教材分析
The main dialogue of this unit is to practise the students how to ask for permission, refuse and give permission ability. Though learning the way of expressing are able to remind the students speaking in daily life. This dialogue is the main idea to learn to use these phrase for permission. Though two men’s talking. Meanwhile this lesson offer some practice to help the students to understand and learn about the content of the dialogue. In order to master these phases, this lesson has short dialogue to give the students to speak each other.
重点词汇讲解
1．catch fire与be on fire
1）catch fire：begin to burn着火；烧着。catch fire有动态含义，揩“开始燃烧”。
例如：
Paper catches fire easily．纸容易着火。
The bed clothes catch fire and the whole house may be burnt down．铺盖着火了，整个房子都可能烧掉。
2）be on fire：be burning着火；失火。 be on fire有静态含义，指“燃烧的状态”。
例如：
The house was on fire．房子着火了。
She woke up at midnight and found the kitchen on fire．她半夜醒来发现厨房失火了。
2．die of与die from
1）die of可用来表示“死亡的原因”，经常用于害病、饥渴、年老、疾劳等致死的场合。
例如：
die of an illness/a disease; die of hunger; die of thirst; die of a fever; die of old age等等。
2）die from常用于过度饮食eating too much；饮酒过度drinking too much；工作过度overwork等。
但是有语法家认为这种区别实际上并不存在。他们认为，在表示死因（the cause of death）时，既可以用die of，也可以用die of，但是以die of为多见。
例如：
He died of cancer．他死于癌症。He died from cancer．他死于癌症。
3．Every year, tobacco companies must persuade new people to start smoking cigarettes.烟草公司每年都要劝说一些不吸烟的人开始吸烟。
persuade sb. to do sth．意为“劝说某人做某事”。
I persuaded her to accept the invitation to Wu Dong's birthday party.我劝说她接受参加吴东生日晚会的邀请。
注意：如果劝说不一定成功，可用词组try to persuade sb, to do sth.。
I tried to persuade her to go with me, but I failed.我劝她跟我一起去，但我没成功。
另外，劝说某人不要做某事可用词组persuade sb. not to do sth. 或 persuade sb. against doing sth.
We persuaded Lin Tao not to smoke. = We persuaded Lin Tao against smoking.我们说服了林涛别吸烟。
4. But in the same year, cigarette smoking cost the government even more money, about 28 billion yuan.但在同一年里，因吸烟而使政府付出了更多的钱，约280亿元。
cost在这个句子中意为“使花费”，请注意由它构成的两个常用词组
a）（sth．）cost sb．+钱 （某物）花费某人多少钱
b）（sth，）cost sb．+其他 使某人失去……
That bike cost me 350 yuan.我花了350元买了那辆自行车。
His careless driving cost him a leg.他的粗心驾驶使他失去了一条腿。
以前学过的与“花费”有关的结构有：
a) sb. spend + 时间/钱+on + 名词 某人花……做……
b) sb. spend + 时间/钱+ (in) doing sth. 某人花……做……
c)sb. pay + 钱+ for sth. 某人花钱买……
d) It take sb. + 时间/钱 + to do sth. 某人花时间/钱做
他每月花50元钱买书可译为：
He spends 50 yuan on books every month.
He spends 50 yuan (in) buying books every month.
He pays 50 yuan for books every month.
It takes him 50 yuan to buy books every month.
小明每天花两小时学英语可译为：
Xiao Ming spends 2 hours on English every day.
Xiao Ming spends 2 hours (in) learning English every day.
It takes Xiao Ming 2 hours to learn English every day.
5.Do yon mind if I smoke ? 你介意我抽烟吗？
1）Do/Would you mind if ...? 常用来表示“请求、许可”的意思。句中的mind作“介意”、“反对”解。注意：如果用Would you mind if . . . ?从句中就要用虚拟语气。如：
Do you mind if I close the window? 关上窗户你介意吗？
Would you mind if I closed the window? 关上窗户你介意吗？
2）在回答这样的句子时要特别注意：若在答语里表示“愿意（不反对）”，应说“Certainly not”或“Of course not”。若表示“不愿意（反对）”，应说“I'm sorry, but...”，习惯上不用yes来直接回答。
3）在 Do／Would you mind之后还可跟动词-ing形式，在动词-ing之前还可以有人称代词宾格或物主代词，用来请求允许，或请求别人作某事。如：
Would you mind my turning off the TV?我关上电视你介意吗？
语法---句词性从句
一、名词性从句——宾语从句
宾语从句通常可分为三类：
1）由连词that引起的宾语从句
We know that it is not easy to give up smoking．我们知道戒烟不容易。
Suddenly he realized that he had made a mistake．突然他意识到他犯了一个错误。
I hope that you will be well．我希望你很快就会好起来。
说明：上述句子中的连词在口语和非正式场合均可省略。但是，下列句子中的连词在任何情况下都不可省略。
2）由连接代词或副词引起的宾语从句
Do you know when the meeting will be held? 你知道这次会议什么时候举行吗？
Please tell me what mother has bought for me today．请告诉我，妈妈今天给我买了些什么。
They didn’t say how many guests would attend the party.他们没有说会有多少客人来参加这次聚会。
I wonder whose bicycle this is. 我想知道这辆自行车是谁的。
3）由关系代词what引导的宾语从句
I can’t remember what he said at the meeting．我记不起来他在会上讲了些什么。
We thank you for what you have done for us．感谢您为我们所做的一切。
二、名词性从句——表语从句
与宾语从句一样，表语从句也可分为三类：
l）由连词that引导的表语从句
The problem with tobacco is that it contains a drug called nicotine．烟草的问题在于它里面含有一种叫做尼古丁的麻醉剂。
The difficulty is that smokers can’t go without smoking．困难的事情是：烟民们不吸烟就感到难受。
2）由连接代词或副词引导的表语从句
That’s how he passed the physics examination.他就是这样通过物理考试的。
That’s why we decide to sell our house.那就是我们决定把房子卖掉的原因。
3）由关系代词 what引导的表语从句
That’s what we should do．这是我们应该做的。
This country is no longer what it used to be．这个国家已不再是过去的样子了。
教学目标
I. 单词和词组
permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit of
II. 日常交际用语
1.请求
May / Could / Can I do that?
I wonder if I can do that.
Would / Do you mind if I come earlier?
Will you tell me if can go now?
2．允许
Yes, please. / Of course. / Sure. / Certainly.
Go ahead, please.
That’s all right. / OK.
It’s all right to me.
3．拒绝
I’m sorry, but it’s not allowed here.
You’d better not.
I’m afraid not. It’s not right.
III.语法
复习名词性从句作宾语和表语的用法。
教学建议
教材分析
The main dialogue of this unit is to practise the students how to ask for permission, refuse and give permission ability. Though learning the way of expressing are able to remind the students speaking in daily life. This dialogue is the main idea to learn to use these phrase for permission. Though two men’s talking. Meanwhile this lesson offer some practice to help the students to understand and learn about the content of the dialogue. In order to master these phases, this lesson has short dialogue to give the students to speak each other.
重点词汇讲解
1．catch fire与be on fire
1）catch fire：begin to burn着火；烧着。catch fire有动态含义，揩“开始燃烧”。
例如：
Paper catches fire easily．纸容易着火。
The bed clothes catch fire and the whole house may be burnt down．铺盖着火了，整个房子都可能烧掉。
2）be on fire：be burning着火；失火。 be on fire有静态含义，指“燃烧的状态”。
例如：
The house was on fire．房子着火了。
She woke up at midnight and found the kitchen on fire．她半夜醒来发现厨房失火了。
2．die of与die from
1）die of可用来表示“死亡的原因”，经常用于害病、饥渴、年老、疾劳等致死的场合。
例如：
die of an illness/a disease; die of hunger; die of thirst; die of a fever; die of old age等等。
2）die from常用于过度饮食eating too much；饮酒过度drinking too much；工作过度overwork等。
但是有语法家认为这种区别实际上并不存在。他们认为，在表示死因（the cause of death）时，既可以用die of，也可以用die of，但是以die of为多见。
例如：
He died of cancer．他死于癌症。He died from cancer．他死于癌症。
3．Every year, tobacco companies must persuade new people to start smoking cigarettes.烟草公司每年都要劝说一些不吸烟的人开始吸烟。
persuade sb. to do sth．意为“劝说某人做某事”。
I persuaded her to accept the invitation to Wu Dong's birthday party.我劝说她接受参加吴东生日晚会的邀请。
注意：如果劝说不一定成功，可用词组try to persuade sb, to do sth.。
I tried to persuade her to go with me, but I failed.我劝她跟我一起去，但我没成功。
另外，劝说某人不要做某事可用词组persuade sb. not to do sth. 或 persuade sb. against doing sth.
We persuaded Lin Tao not to smoke. = We persuaded Lin Tao against smoking.我们说服了林涛别吸烟。
4. But in the same year, cigarette smoking cost the government even more money, about 28 billion yuan.但在同一年里，因吸烟而使政府付出了更多的钱，约280亿元。
cost在这个句子中意为“使花费”，请注意由它构成的两个常用词组
a）（sth．）cost sb．+钱 （某物）花费某人多少钱
b）（sth，）cost sb．+其他 使某人失去……
That bike cost me 350 yuan.我花了350元买了那辆自行车。
His careless driving cost him a leg.他的粗心驾驶使他失去了一条腿。
以前学过的与“花费”有关的结构有：
a) sb. spend + 时间/钱+on + 名词 某人花……做……
b) sb. spend + 时间/钱+ (in) doing sth. 某人花……做……
c)sb. pay + 钱+ for sth. 某人花钱买……
d) It take sb. + 时间/钱 + to do sth. 某人花时间/钱做
他每月花50元钱买书可译为：
He spends 50 yuan on books every month.
He spends 50 yuan (in) buying books every month.
He pays 50 yuan for books every month.
It takes him 50 yuan to buy books every month.
小明每天花两小时学英语可译为：
Xiao Ming spends 2 hours on English every day.
Xiao Ming spends 2 hours (in) learning English every day.
It takes Xiao Ming 2 hours to learn English every day.
5.Do yon mind if I smoke ? 你介意我抽烟吗？
1）Do/Would you mind if ...? 常用来表示“请求、许可”的意思。句中的mind作“介意”、“反对”解。注意：如果用Would you mind if . . . ?从句中就要用虚拟语气。如：
Do you mind if I close the window? 关上窗户你介意吗？
Would you mind if I closed the window? 关上窗户你介意吗？
2）在回答这样的句子时要特别注意：若在答语里表示“愿意（不反对）”，应说“Certainly not”或“Of course not”。若表示“不愿意（反对）”，应说“I'm sorry, but...”，习惯上不用yes来直接回答。
3）在 Do／Would you mind之后还可跟动词-ing形式，在动词-ing之前还可以有人称代词宾格或物主代词，用来请求允许，或请求别人作某事。如：
Would you mind my turning off the TV?我关上电视你介意吗？
语法---句词性从句
一、名词性从句——宾语从句
宾语从句通常可分为三类：
1）由连词that引起的宾语从句
We know that it is not easy to give up smoking．我们知道戒烟不容易。
Suddenly he realized that he had made a mistake．突然他意识到他犯了一个错误。
I hope that you will be well．我希望你很快就会好起来。
说明：上述句子中的连词在口语和非正式场合均可省略。但是，下列句子中的连词在任何情况下都不可省略。
2）由连接代词或副词引起的宾语从句
Do you know when the meeting will be held? 你知道这次会议什么时候举行吗？
Please tell me what mother has bought for me today．请告诉我，妈妈今天给我买了些什么。
They didn’t say how many guests would attend the party.他们没有说会有多少客人来参加这次聚会。
I wonder whose bicycle this is. 我想知道这辆自行车是谁的。
3）由关系代词what引导的宾语从句
I can’t remember what he said at the meeting．我记不起来他在会上讲了些什么。
We thank you for what you have done for us．感谢您为我们所做的一切。
二、名词性从句——表语从句
与宾语从句一样，表语从句也可分为三类：
l）由连词that引导的表语从句
The problem with tobacco is that it contains a drug called nicotine．烟草的问题在于它里面含有一种叫做尼古丁的麻醉剂。
The difficulty is that smokers can’t go without smoking．困难的事情是：烟民们不吸烟就感到难受。
2）由连接代词或副词引导的表语从句
That’s how he passed the physics examination.他就是这样通过物理考试的。
That’s why we decide to sell our house.那就是我们决定把房子卖掉的原因。
3）由关系代词 what引导的表语从句
That’s what we should do．这是我们应该做的。
This country is no longer what it used to be．这个国家已不再是过去的样子了。
教学设计方案Lesson 5
Teaching Aims
Learn and master the following.
(1)Do you mind/Would you mind if…
(2)I wonder if…
(3) phrases: go ahead, smoke a cigarette, fetch a tape from…
Train and improve the Ss’ ability of listening
Teaching Difficult Points
Learn to master how to ask permission, how to give permission and how to refuse permission.
Teaching Methods
1. Question-and-answer activity to help to go through with the dialogue.
2. Pair work or group work to make every student work in class.
Teaching Aids
1. a tape record 2. a projector
3. the blackboard
Teaching Procedures
StepⅠ. Presentation
1. Show the new words in the dialogue on the screen and then give the students brief introduction in
English.
Ask individual Ss the following questions, then help them to answer.
Can I borrow your book, please?
May I open the window?
Could I use your pen, please?
Yes, of course.
StepⅡListening to the dialogue
1.Ask the Ss to close their books and say to them “Today we are going to learn a short dialogue. It talks about that Wang Bing wants to do “two things”. Listen to the tape carefully. You can guess what they are.
2.After that, the teacher collects the answer to the question—Smoke and use the phone. Then teacher may further ask the following questions.
T: Can he smoke in the office?
Ss: No, he can’t.
T: Why not?
Ss: Because it’s not allowed.
T: Can he use the phone?
Ss: Yes.
3. While checking the answer with the whole class, the teacher deals with the following. Show them on the screen.
(1)Do you mind if I smoke in the office?
=Would you mind if I smoked in the office?
=Do you mind (me/my) smoking in the office?
=Would you mind my smoking in the office?
Pay attention to their answers.
(3)go ahead, smoke a cigarette, fetch a tape from…
Step Ⅲ.Practice
1. Deal with Part 2. Teacher walks up to a student and say to him/her.
T: You want to borrow my pen. Use “Do you mind.” How to ask?
S: Do you mind if I borrow your pen?
T: No. Go ahead.
(Teacher walks up to another student and say to him/her.)
T: You want to use my dictionary. Use “Would you mind.” How to ask?
S: Would you mind if I used your dictionary?
T: No. Go ahead./I’m sorry, but I’m using it.
(Then teacher asks the Ss to work in pairs, asking for permissions. After a while, teacher asks them to exchange their roles.)
2.Deal with Part 3. First teacher demonstrates the short dialogue with a good student. Then ask the Ss to
practise in pairs and get them to have similar dialogues.
Step Ⅳ. Workbook
Deal with the exercises on Wb Page 70. As to No. 1 and No. 3, ask the Ss practise in pairs. As to No. 2, let the Ss do it by themselves, then do it to the whole class.
Step ⅤHomework
Practise the dialogue and try to learn it by heart.
The Design of the Writing on the Blackboard
Teaching Aims
Learn and answer the following.
(1)Phrases
die of/from, catch fire, be on fire, burn down, set…on fire, compare to/with, reduce/increase by
(2)sentence patterns
Sb. spends time/money doing sth.
persuade sb. to do sth.
encourage sb. to do sth.
2.Improve the students’ ability of reading comprehension.
Teaching Difficult Points
How to understand some sentences better.
Teaching Methods
Question-and-answer activity to help the students to go through with the learning passages.
Pair work or group work to make every student work in class.
Fast reading to find out the detailed information about the text.
Teaching Aids
1.a tape recorder
2.a projector
Teaching Procedures
StepⅠ.Greeting
Greet the whole class as usual.
Step Ⅱ. Revision
Ask some students to act out the dialogue in Lesson 5. If necessary, give the Ss more drilling in the asking for permission.
Step Ⅲ. Preparation for reading
1.Show a No smoking sign and some questions on the screen. Let the Ss to answer.
What does this mean?
Where can you find this sign?
Why is smoking not allowed?
2.Talk about the picture with the whole class in the usual way.
T: Open your books, please. Turn to Page 8. Look at the picture at the top. What can you see in the picture?
Ss : Mother, her child and a cigarette.
T: What does the picture mean?
Ss: It means that smoking is bad for the health of your family.
T: Right. Translate the Chinese into English, please.
Ss: For the health of your family…
3.Show the new words in this lesson on the screen, and then give the Ss brief introduction(Here omitted).
4.Ask the Ss to read the text as quickly as possible and try to answer the questions at the top of the page.
Both sentences are true.
Step Ⅳ Reading
1.Let the Ss read the text again, then answer some detailed questions in the text.
2.Show the questionnaire on the screen, ask them to read and discuss in pairs or groups to complete the task.
教学设计方案Lesson 5
Teaching Aims
Learn and master the following.
(1)Do you mind/Would you mind if…
(2)I wonder if…
(3) phrases: go ahead, smoke a cigarette, fetch a tape from…
Train and improve the Ss’ ability of listening
Teaching Difficult Points
Learn to master how to ask permission, how to give permission and how to refuse permission.
Teaching Methods
1. Question-and-answer activity to help to go through with the dialogue.
2. Pair work or group work to make every student work in class.
Teaching Aids
1. a tape record 2. a projector
3. the blackboard
Teaching Procedures
StepⅠ. Presentation
1. Show the new words in the dialogue on the screen and then give the students brief introduction in
English.
Ask individual Ss the following questions, then help them to answer.
3.Check the answer with the whole class. And deal with the following, show them on the screen.
The engineer died from overwork.
Millions of smokers die from smoking.
He died of hunger/grief.
The theatre caught fire last night.
Look, the theatre is on fire.
He is the very person that set the theatre on fire.
The angry people burnt the house down.
Production costs have been reduced by one third.
The price has been increased by five cents.
(5)Car production rose 25%, compared to the first three months of this year.
Compared to many women, she was indeed very fortunate.
(6)The children spent the whole afternoon doing their homework.
(7)I persuaded him to try again.
(8)The teacher encourages us to talk to her in English.
Step Ⅴ. Writing and listening
1.Play the tape and let the students listen to the text.
2.Deal with Part 2 on Page 9. Tell the Ss the following.
T: This exercise contains a reading passage with some words missing. The first letter of each missing word is
given. Please put in the missing words according to the context. First you do it alone, then I’ll check the answer with the whole class.
Suggested Answers:(Here omitted.)
Step Ⅵ Practice
First let the Ss read the example and know what they should do.
Then do the first two or three sentences orally with the whole class.
Finally let the Ss work alone or in pairs. After a while, teacher checks the answers with the whole class.
And tell the Ss to pay attention to the following condition.
When the noun is the object of the Attributive Clause, we can omit “which/that/who, etc.”
Suggested Answers (Here omitted.)
Step Ⅶ Discussion and Summing-up
Deal with Part 4. Let the Ss do it in pairs. Then help the students to sum up what they have learned in this lesson.
Homework
Read the text again and master some useful expressions.
Do the exercises 2-4 on Page 71 in the workbook.
Record After Teaching
Attachment
The Design of The Writing On the Blackboard
教学设计方案Lesson 7
Teaching Aims
Learn and master the following
(1) would like to do
(2) stop doing/to do
(3) give up
(4) get into the habit of
(5) used to/be used to
(6) go without
(7) call for
(8) stop sb.(from) doing sth.
Learn noun clauses
Teaching Difficult Points
The different usages of “used to” and “be used to”
Teaching Methods
Discussion to help the students to go through with the learning passages.
Pair work or group work to make every student work in class.
Practice to consolidate the usages of noun clauses and “be used to” “used to”
Teaching Aids
1.a projector
2.the blackboard
Teaching Procedures
Step Ⅰ Greeting
Greet the whole class as usual.
Step Ⅱ Revision
Check the homework exercises.
Revise the contents of the passage in SB Lesson 6. See if the Ss can tell you about the passage with their
books closed.
Step Ⅲ Preparation for reading
Show the new words in Lesson 7 on the screen (Here omitted.) and give the students brief introduction,
especially “drug”.
Ask the Ss the following questions.
Why do people smoke?
What other drugs do you know?
Step Ⅳ Reading
1.Give the Ss two minutes. Let them read the text as quickly as possible, and try to find the answers of the following questions.
(1)What is the name of the drug in cigarette?
—Nicotine.
(2)Why can’t people stop smoking?
—Because cigarette contains nicotine. Nicotine is a drug that gets one into the habit of smoking.
2.Check the answers with the whole class. And deal with the following. Show them on the screen.
(1)They would like to know something about the danger of smoking.
(2)He stopped smoking.=He didn’t smoke any more.
He stopped to smoke.=He paused and began to smoke.
Nothing could stop the children telling the truth.
=Nothing could stop the children from telling the truth.
(3)Your idea is good. Don’t give it up.
(4)He has got into the habit of listening to news broadcast at 6:30 am.
(5)The main speaker was absent, but the conference was to go without him.
(6)This trouble calls for quick action by the government.
(7)He used to work hard.≠He is used to hard work.
StepⅤDiscussion
Divide the class into groups of four. Go through Questions 1-4 explaining what they have to do for each question. Then let the groups discuss these questions. At the end of this stage ask them for their answers or opinions.
Step Ⅵ Language Study and Practice
1.Deal with Part 3. Revise the use of Noun Clauses as the Object and Predicative. And point out that in the Object Clause “that” may be omitted, but in the Predicative Clause “that” is necessary and cannot be omitted.
2.Deal with Part 4.First teacher gives one or two examples to make sure the Ss know how to do the exercise. Then let the Ss do it in pairs. At the end of this activity ask some pairs to act out before the class.
Step Ⅶ Practice and Workbook
Deal with Part 5. Let the Ss do this practice according to the explanation given just now while dealing
with the text. Pay attention to the difference between the two phrases.
Suggested Answers:
1.used to 2.are used to
3.used to 4.am…used to
5.used to 6.are used to
2.Deal with the exercises on Page 72
Homework
Do the exercises left
Revise the new language points in this unit.
Record After Teaching
Attachment
The Design of the Writing On the Blackboard
教学设计方案Lesson 8
Teaching Aims
Do some listening.
Review language points in this unit
Train the Ss’ ability of writing.
Teaching Difficult Points
Listening Comprehension
Teaching Methods
1. Listening-and-answer activity to help the students to go through with the listening material.
2. Individual work to make every student work in class.
Teaching Aids
1 .a tape recorder
2. a projector
3. the blackboard
Teaching Procedures
Step Ⅰ Greeting
Greet the whole class as usual.
Step Ⅱ Revision and Test
Check the homework exercises.
Let the Ss close their books. Have a dictation. Dictate the first paragraph of Lesson 7. Part 1.
Step Ⅲ Preparation for listening and listening
Say the following to the Ss. Collect the answers from the class.
“In this unit we learn something about smoking. Now I want to know what you learn about smoking from this unit. Who can tell us sth. about smoking first…
Play the tape and deal with the listening materials and do the exercises on Page 132.
Step Ⅳ Word Study and checkpoint
Deal with Part 2. Go through the words in the box and make sure the Ss know what they are going to do. First get the Ss to do it individually. Then check the answers with the whole class.
Suggested Answers:
share 2.habit 3.remains 4.chances 5.permission 6.persuaded 7.compare
2.Deal with Checkpoint 2. First go through Checkpoint 2. Then show the following on the screen and let
the Ss do it. Write them on the blackboard.
Suggested Answers:
get into the habit of calls for go ahead are used to burnt…down compared to gave up
Step Ⅴ Writing
Deal with Part 3. Teacher goes round the class and helps the Ss with language points as necessary.
Step Ⅵ Workbook and Unit 2 Revision
First deal with the exercises on Page 73. If time permits, then deal with Unit 2 Revision on Page 74.
Homework
1.Finish off the exercises left in this unit.
2.Review the language points in this unit.
Record After Teaching
Attachment
The Design of the Writing On the Blackboard
探究活动
1. 辨论
学生分组辨论， 一方为smokers, 一方为non-smokers, 谈谈对吸烟的不同看法。其他人做出评价，引导学生写出主要论点，得出结论。
2.Think about the following questions before you try to stop smoking. You may want to talk about your answers with your health care provider.
1). Why do you want to quit?
2). When you tried to quit in the past, what helped and what didn't?
3). What will be the most difficult situations for you after you quit? How will you plan to handle them?
4). Who can help you through the tough times? Your family? Friends? Health care provider?
5). What pleasures do you get from smoking? What ways can you still get pleasure if you quit?
3.Smoking is a custom loathsome to the eye, hateful to the nose, harmful to the brain, and dangerous to the lungs. What's your opinion.? Think about some people around you. Please explain or summarize some harm to them from medical science.
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