Unit Two Iron and the effects of Exercise
1. Pre-class activity 15m.
1.1 Dictation 5m
In a small village in Scotland the locals still drink to their “Lord Williams”. Some of the people of this beautiful village never quite trusted this rich stranger, who only visited on weekends, right from the beginning. Later many suspected he was not really a wealthy Lord after he had spent great sums of money in the village buying up and improving a large number of properties with no hope of ever getting his money back in the future. However all agree that he and “his” money helped the village back onto it’s feet. Where his money came from and why he spent it on their village would only be revealed at a later date.
1.2 clearing up the way 10m
please refer to Encarta “Digestive system”
2. Classroom practice
oral practice : What is the importance of exercise? (possible choice)
2.1 Expected sentence structures 5m
2.1.1 …Appositive Clause
example: Mr. Li, my favorite professor, …
2.1.2…Absolute structure
example: She was sitting at the table, her head lowered on a newspaper.
2.2 vocabulary blacklist (for teacher only)
endurance moderate consume allowance fatigue sufficient undo
derive remedy vigorous corresponding penalty revise
2.3 Question-based text analysis 75m
Note: Students are encouraged to read the article partially according to given assignments.
Central topic: Exercise, even moderate exercise, may lead to reduced iron in the blood of women.
Sports medicine experts have observed that endurance athletes, particularly females, frequently have iron deficiencies.
Para. 1
A new study shows that inactive women who started a program of moderate exercise showed evidence of iron loss.
Para. 2
The new exercisers who followed their normal diet showed a decrease in iron levels.
Para. 3
Paras. 1-3
Iron deficiency is very common among women:
One in four female teenagers; one in five women aged 18 to 45; the ratio is even greater among active women: about 80 percent of female endurance athletes
Four causes: Too many women ignore the amount of iron they take in; women’s monthly bleeding is a major source of iron loss; many women increase their risk of iron loss by rejecting red meat; women are liable to experience a deficiency as a result of restricting their diet in weight control.
Para 4
One specific cause: The average woman takes in only two thirds of the recommended daily allowance for iron and any additional iron loss from exercise may be enough to tip her over the edge into a more serious deficiency.
Para. 5
Another specific cause: Exercise can result in iron loss through a variety of mechanisms.
Para. 6
Paras. 4-6
Iron deficiency in blood:
Three stages of iron deficiency: the first stage no symptoms; the second stage with not enough iron; and in the third stage, people often feel weak, tired. And if you’re stage 3, your iron reserves going to zero, you’re in trouble.
Paras. 7-8
Check iron deficiency: Take a better method to check the amount of iron storage in the blood and it’s advisable for both women and men to have a yearly blood test to check blood iron reserves.
Para. 9
Suggested ways to correct iron deficiency:
In general, it’s better to undo the problem by adding more iron-rich foods to the diet.
Para. 10
Select breads and cereals with the “iron-added” labels; cook in iron pans, as food can derive iron from the pan during the cooking process; avoid drinking coffee or tea with meals.
Para. 11
If you pay attention to warning signs before iron reserves are gone, you can remedy the deficiency before it really becomes a problem.
Para. 12
Paras. 10-12
3. Teaching log. ( summarize what have been learned) 3m
teacher-students reflection.
4. Possible Assignments 2m.
Section a repetition
5. Appendix B 50m
Reading skills
Distinguishing Between Facts and Opinions
Facts are statements that tell what really happened or what really is the case. A fact can be proved or disproved with direct evidence. It is something known by actual experience or observation. Here are some examples from Passage A.
Opinions are statements of belief, judgment or feeling. They show what someone thinks or feels about a subject. Solid opinions, of course, are based on facts. However, opinions are still somebody’s view of something and are not facts themselves. Here are some examples from Passage A.
Practice P54 10m
Students-centered teacher-guiding
B Scanning and skimming for needed information 20m
Extensive reading
Practice P54
6. Text-book correspondence 50m
Students are greatly spurred to take part in recalling and reflection. Some minutes’ students’ talking will be appreciated in the procedure.