教学计划 | |||
教 学 单 元 | Unit 5 “Exerci is good for you.” | ||
单 元 主 题 | ●Staying healthy | 课 时安 排 | 8 |
教 学 内 容 | ●Show Time “Exerci is good for you.” ●Reading The dangers of exercising too much ●Chat Time Are you ready to pump some iron? ●Writing My favorite sport ●Grammar Prent simple and prent continuous tens ●My Story Stress and relaxation | ||
教学目标 | 教学活动建议 | |
Warm-up | To get students to talk about the main topic of this unit in a comfortable and relaxed manner | ●Read the title of the unit and ask students to tell you whether or not they agree with this statement. Encourage them to give reasons for their answers. Explain that this unit is going to focus on keeping healthy. ●Read the questions in the questionnaire aloud to students and give them the opportunity to ask questions about anything they don’t understand. ●Give students veral minutes to complete the questionnaire. Then ask them to compare their choices with a partner, identifying any similarities and differences they have. |
Vocabulary Builder | A and B To teach students new vocabulary related to exercis | ●Have students listen and repeat the words, teaching the definition for each one. You can check their comprehension by asking questions, such as: Which machine do people run on in a gym? (treadmill) What do we call a ssion of exercis? (workout) What is a unit of energy called? (calorie) What is the name of a kind of relaxing exerci? (yoga) ●Once students em comfortable with the new words, have them complete Exerci B and then switch books. Go through the answers, calling on different students each time. Correct any errors. ●If you want to, you can start each class with a short spelling test, which works quite well as a warm-up. |
C To improve students’ listening and comprehension skills | ●Tell students they will hear a conversation in which two people discuss exercising. ●Play the audio, twice if necessary. Pau the audio so that students have time to fill in the blanks. ●Allow students to check their answers with a partner before nominating a couple of confident students to perform the conversation in front of the class. | |
D To improve students’ speaking and comprehension skills | ●Organize students into pairs. Focus their attention on the pictures and read the rubric aloud. ●Challenge students to e who can be the first pair to match the equipment to the sports. Fast finishers should then write the names of the sports equipment beside the pictures. ●Collect answers around the class. Write the English words for the sports equipment on the blackboard and read the words aloud, modeling correct pronunciation. | |
Show Time | A To teach students speaking skills through the u of pictures | ●Tell students to look at the pictures and ask some basic comprehension questions, such as: Who are the people? Where are they? What are they doing? ●Ask students to guess what happened in this video and to match the pictures to the ntences according to their own understanding. ●Have students watch the video in its entirety. Ask them to check their answers with a partner. |
B, C and D To improve students’ listening comprehension through the u of video | ●For Exerci B, ask students to match the two halves to make ntences. ●For Exerci C, play the video again. Have a pair of students read out the conversation with one student playing the role of Mr. Patel and the other as Mateo. For an extension activity, you can also have students rewrite the conversation, using the words and expressions learned in this unit. ●For Exerci D, have students read through each ntence and then put the events in the correct order. ●Check the answers for Exercis B, C, and D. Students can exchange books and listen as you go through the answers. | |
Reading | A, B and C To improve students’ reading comprehension | Exerci A ●Read the heading of the text aloud and ask students to think about what the dangers of exercising too much could be. Note down students’ answers on the blackboard. ●Give students veral minutes to read the text. Ask them to e if any of their ideas are mentioned by the interviewees. ●Get students to answer the questions. Encourage students to refer to WORDS & EXPRESSIONS. ●Allow students to compare their answers with a partner before checking answers around the class. Exerci B ●Read the rubric aloud. Ask students to read the text again, focusing on the specific problems mentioned by the three interviewees. ●Students should then match the interviewees to the problems. ●Check answers orally. Exerci C ●Read the rubric aloud. Nominate a student to read the first piece of advice aloud, and get the rest of the class to suggest who they think the advice is for and why. ●Ask students to complete the rest of the task individually. Circulate, offering support where necessary. ●Ask students to check their answers with a partner before conducting class feedback. |
D, E and F To review the uful words and expressions | Exerci D ●Read the words and expressions in the boxes aloud, modeling correct pronunciation and getting students to repeat after you. ●Get students to complete the task alone. Fast finishers can write example ntences using the words and expressions. ●Check answers around the class. Exerci E ●Organize students into pairs. Challenge them to e who can be the first to match the words and expressions to the definitions. ●Check answers around the class. Focus on eliciting the correct pronunciation of the new vocabulary. Ask students questions to personalize the new language, such as: Where do you usually work out? Have you ever had membership for a gym? Do you know someone who goes too far with exercising? Exerci F ●Focus students’ attention on the Bingo grid and check that they understand the rules of the game. ●Ask students to write the words into the blanks. When everyone is ready, play the audio of the definitions. When someone calls out “Bingo”, e if he / she can remember the definitions for the words in their row. | |
Beyond the Text To improve students’ critically thinking ability | Exerci A ●Nominate four students to read aloud the reasons for doing exerci. Give students the opportunity to ask questions about anything they don’t understand. ●Read the rubric and EXAMPLE aloud and ask students to share their ideas with a partner. ●Circulate as students complete the task, prompting them and offering support where necessary. Ask students to work with another pair to compare their ideas. ●Bring the class together again. Ask a couple of students to report back on their discussions. Exerci B ●Share one of your fitness goals with students, such as: I want to run a half-marathon this summer. Elicit suggestions from students on how you could achieve this goal. ●Focus students’ attention on the diagrams. Ask students to work in groups to suggest additional ideas for the first two diagrams. Bring the class together again and collect ideas around the class, giving students the opportunity to complete the diagrams. ●Students should now think of their own fitness goals and write them in the center of the last two diagrams. Organize students into pairs and ask them to offer each other advice. ●Conduct class feedback. Ask students to share their fitness goals and the way that they are going to achieve the goals. | |
Chat Time | To improve students’ listening, speaking, writing and acting skills through the u of conversation | Exercis A & B ●For Exerci A, explain to students that they will hear a conversation in which two people discuss working out at the gym. Introduce the key words for this conversation. ●Tell students to listen carefully and to write down what they hear in the blanks. If necessary, pau the audio so that students have time to write. ●Have students practice talking about working out in a gym using the questions in Exerci B. ●Ask students to read through LANGUAGE NOTE, which teaches the phra “pump (盆景山
some) iron”. Ask students whether or not they have pumped iron before. Exerci C ●Read the rubric aloud and elicit some of the topics which might be discusd between a customer and a fitness instructor in a gym. Write students’ ideas on the blackboard. ●Read the expressions in Uful language aloud and ask students to repeat, focusing on the correct pronunciation, ntence stress and intonation. ●Nominate a couple of students to read EXAMPLE aloud. Organize students into pairs and get them to work on their role-plays. Circulate, offering support where necessary. ●Nominate a couple of confident pairs to perform their role-plays to the rest of the class. ●Encourage the listening students to provide feedback. |
Writing | To improve students’ writing skills and learn to write a favorite sport | Exerci A ●Tell students 梦见手机
that they are going to practice writing their favorite sports. ●Give them veral minutes to read the email and complete the task. ●Ask students to check their answers with a partner before conducting class feedback. Get students to tell you whether they have tried surfing before and whether they’d like to try it. Exerci B ●Get students to match the two halves to make ntences. ●When students have completed the task, ask them to tell you which sport is being described (snowboarding). Elicit who has tried this sport before and who would like to try it. Exerci C ●Read the expressions aloud and elicit their meanings by asking questions, such as: If something builds up your lf-confidence, then how does it make you feel? (more confident) ●Get students to complete the task. Collect answers around the class, focusing on the correct pronunciation of the target language. Exerci D ●Read the rubric. Ask students to think about their favorite sports, and ask a few students to share their choices with the rest of the class. ●Draw students’ attention to the provided expressions and allow them to ask questions about any new and unfamiliar language. ●Circulate as students write their emails, offering support where necessary. When students have finished their emails, ask them to exchange with a partner and to provide feedback on each other’s work. ●Choo the best email to read aloud to the rest of the class and photocopy it as an example. |
Grammar | To teach students how to u prent simple ten and prent continuous ten | Exerci A ●Divide the blackboard in half and write Prent Simple Ten on one side and Prent Continuous Ten on the other. ●Explain that we u the prent simple ten for repeated actions and daily routines. Write an example and then ask students to come up with their examples, emphasizing the fact that we must add “s” to the third person singular form. ●Move on to the prent continuous t学习做饭
en. Explain that the prent continuous ten is ud to 假烟
show that an ongoing action is happening now. It can also be ud to show an action is going to take in the near future. Write an example and then have students come up with their examples, emphasizing that some verbs are non-continuous, which means that we cannot add “ing”. ●Once students em comfortable with the grammar, have them complete the exerci and then switch books to小树简笔画
correct their mistakes. Exerci B ●Read the rubric, making sure that students are aware that it may sometimes be necessary to add an auxiliary be verb. ●When students have completed the conversations, they should check their answers with a partner. Nominate three pairs of students to perform the conversations to the rest of the class. |
My Story | To improve students’ listening comprehension and speaking ability through the u of video | Exercis A & B ●Tell students that they will e a video in which real people talk about how they deal with stress. ●Play the video and have students complete the true or fal statements in Exerci A. In some cas, you may need to pau the video to help students. ●Have students tell you the answers, correcting any mistakes. Play the video again and have students answer the questions in Exerci B, pausing the video if necessary. ●Check students’ answers, correcting any mistakes. Exerci C ●Ask students to read the questions and to note down their answers. ●Organize students into pairs to share their answers. Nominate a few students to report back on their partners’ answers. |
课后学习设计 | ||
作业 | ◆Finish all the exercis in Unit 5. ◆Read the text in this unit again and try to summari its content. ◆Write a favorite sport. | |
课后总结与反思 | ||
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