Unit 2 / Section A (Book 3)

1
???????????????????????

• ????????
• ????? ??

2
????????
3
??????

• ?????
• ?????

4
??????????
5
??????????????
6
????????
7
????

• Unit 2 / Section A (Book 3)
• Iron and the effect of Exercises

8

• Objective
• Helping students overcome difficulties
  encountered in web-based autonomous learning
• Providing sufficient resources and opportunities
  in developing students written and oral skills.
• Improving students understanding and mastery of
  the passage and its related vocabulary.

9
Procedures

• Pre-reading activities
• While-reading activities
• Post-reading activities

10
Pre-reading activities (Lead-in)

• Warm-up questions (group discussion)
• Do you often work out?
• What are the benefits of doing physical
  exercises?

11
Sailor Popeye

• I love spinach! It makes me STRONG!

SPINACH
12
While-reading activities

• I) Structure Analysis
• II) Sentence Understanding
• III) Vocabulary Learning

13
Structure Analysis

• Skimming reading for the main idea
• What is the main idea of the text?
• A.How iron affects exercise
• B.How exercise affects iron levels in human body
• C.The importance of iron to people, especially
  women
• D.How women should exercise properly

14

• 1. Why are women more likely to suffer from iron
  loss?
• 2. What is the finding of the study?
• 3. What the solution to the problem?
• 4. What are the symptoms of iron loss?

• Part I (para 1-3)
• Part II (para 4-6)
• Part III (para 7-9)
• Part IV (para 10 12)

15

• Scanningread for details

16
Part I (paras 1-3)

• What is the finding of the new study by a group
  of researchers form Purdue University?
• Who are in risk of iron loss?

17
Part II (paras 4-6)

• Effect Iron deficiency is very common among
  women.
• Causesgeneral and specific
• Para 4 causes
• (1)____(2)____(3)____(4)____
• Para 5specific cause 1____________
• Para 6specific cause 2_____________

18
Part III (paras 7-9)

• Para 7-8Three stages of Iron Deficiency
  (1)_______________________
• (2)________________________
• (3)________________________
• Para 9 Iron deficiency checking
• It is important to check the levels of
  ________.
• It is advisable for both women and men to
  _____________.

19
Part IV (paras 10-12)

• Central Ideal Suggested ways to _____
• (1)adding iron-rich foods to the diet
• (2)__________________________
  
• (3)__________________________
• (4)__________________________
• (5)__________________________
• (6)paying attention to warning signs

20
Writing Skill (1)

• Cause Effect
• Classroom Practice
• Effect More and more college students take
  part-time jobs.
• Causes 1)__________________
• 2)__________________

21
Writing Skill (2)

• Variety in diction
• Expressions used to indicate the lack of iron
  (pair work)
• Iron Loss // Iron Deficiency //Low Iron Stores //
  Low Iron Reserves// Low Iron Level// A poor Iron
  Status //

22

• A good man //
• Kind, generous, sympathetic, warm-hearted,
  selfless, honorable.
• Good food//
• Tasty, delicious, nourishing, appetizing, decent,
  wholesome.

23
Sentence understanding

• The iron content of tomato sauce cooked in an
  iron pot for three hours showed a striking
  increase, the level going up nearly 30 times.
• Absolute structure

24
Vocabulary Learning

• Comparing similar words
• Learning Prefix and Suffix
• Putting words in context
• Learning Chunks

25
I. Respective

• Respective/ respected / respectful / respectable
• 1) I wish you would be more ___ to your father.
• respectful
• 2) He is poor but ____ .
• respectable
• 3) The 3 men were given work according to their
  __ ability.
• respective
• 4) He is a _________ teacher.
• respected

26
II. Undo

• Prefix
• Un-
• Dis-
• De-
• Il-
• Ir-
• Im-
• In-
• Anti

• emphasize
• value
• comfort
• comfortable
• patient
• regular
• legal
• balance
• tie
• nuclear
• sufficient

27
allowance

• Suffix
• -ance
• -ence

• appear
• hinder
• maintain
• perform
• occur
• exist

28
III. Digest

• Digestive system

29

• Some books are to be tasted, others to be
  swallowed, and some few to be chewed and
  digested that is, some books are to be read only
  in parts, others to be read, but not curiously,
  and some few to be read wholly, and with
  diligence and attention.
• --- Sir Francis Bacon Of Studies
• Translation

30

• ?????,?????,????????????,????????,????????,??????,
  ???????,?????

31
IV.

• Chunks
• modify ones diet // restrict ones diet //
  experience the deficiency // a striking increase
• performance be compromised
• It is advisable for sb. to do sth.

32

• ?????
• ????
• ????
• ????
• ????

• high-impact sports
• child-bearing age women
• remedy the deficiency
• undo problems
• leafy vegetables

33

• After-reading Activities
• I) Summary
• II) Role-play
• III) Learning from the Internet
• IV) Homework

34
Summary

• written report
• What is the relationship between Iron and
  Exercises ?

35

• Oral report
• a sound body

36

• Role Play
• Roles
• Li --- He/She is worried about his/her health.
• Jia --- Lis friend. He /She knows something
  about iron deficiency and he/she leads a healthy
  life with regular exercises and a balanced diet.
• Image a situation and make up a dialogue with
  your partner.

37
Learning from the Internet

• The Food Guide Pyramid is one way for people to
  understand how to eat healthy. 
• http//www.mypyramid.gov

38

• orange - grains
• green - vegetables
• red - fruits
• yellow - fats and oils
• blue - milk and dairy products
• purple - meat, beans, fish, and nuts

39
Homework

• Exercises on the textbook
• Web-based assignments

40
?????????????
41
????????
42
????

• ?????????????
• -??????
• -??????????????

43
????

• ?????????????
• ?????????????
• ???????????
• ----??? ltlt???????????gtgt

44

• Thank You !