教学设计课程名称新生代英语高级教程2教师教研室教材《新生代英语高级教程2》1教学计划教学单元Unit5“Exercise is good for you.”单元主题●Staying healthy课时安排8教学内容●Show Time“Exercise is good for you.”●ReadingThe dangers of exercising too much●Chat TimeAre you ready to pump some iron?●WritingMy favorite sport●GrammarPresent simple and present continuous tenses●My StoryStress and relaxation教学目标教学活动建议Warm-up To get students to talkabout the main topicof this unit in acomfortable andrelaxed manner●Read the title of the unit and ask studentsto tell you whether or not they agree withthis statement.Encourage them to givereasons for their answers.Explain thatthis unit is going to focus on keepinghealthy.●Read the questions in the questionnairealoud to students and give them theopportunity to ask questions aboutanything they don’t understand.●Give students several minutes to complete2the questionnaire.Then ask them to compare their choices with a partner, identifying any similarities and differences they have.Vocabulary Builder A and BTo teach students newvocabulary related toexercises ●Have students listen and repeat the words,teaching the definition for each one.Youcan check their comprehension by askingquestions,such as:Which machine dopeople run on in a gym?(treadmill)Whatdo we call a session of exercises?(workout)What is a unit of energy called?(calorie)What is the name of a kind ofrelaxing exercise?(yoga)●Once students seem comfortable with thenew words,have them complete ExerciseB and then switch books.Go through theanswers,calling on different studentseach time.Correct any errors.●If you want to,you can start each classwith a short spelling test,which worksquite well as a warm-up.CTo improve students’listening and comprehension skills ●Tell students they will hear a conversationin which two people discuss exercising.●Play the audio,twice if necessary.Pausethe audio so that students have time to fillin the blanks.●Allow students to check their answerswith a partner before nominating a coupleofconfident students to perform theconversation in front of the class.DTo improve students’speaking and comprehension skills●Organize students into pairs.Focus theirattention on the pictures and read therubric aloud.●Challenge students to see who can be thefirst pair to match the equipment to thesports.Fast finishers should then write thenames of the sports equipment beside thepictures.●Collect answers around the class.Writethe English words for the sportsequipment on the blackboard and read thewords aloud,modeling correct3pronunciation.Show Time ATo teach studentsspeaking skillsthrough the use ofpictures ●Tell students to look at the pictures andask some basic comprehension questions,such as:Who are these people?Where arethey?What are they doing?●Ask students to guess what happened inthis video and to match the pictures to thesentences according to their ownunderstanding.●Have students watch the video in itsentirety.Ask them to check their answerswith a partner.B,C and DTo improve students’listening comprehension through the use of video ●For Exercise B,ask students to match thetwo halves to make sentences.●For Exercise C,play the video again.Have a pair of students read out theconversation with one student playing therole of Mr.Patel and the other as Mateo.For an extension activity,you can alsohave students rewrite the conversation,using the words and expressions learnedin this unit.●For Exercise D,have students readthrough each sentence and then put theevents in the correct order.●Check the answers for Exercises B,C,and D.Students can exchange books andlisten as you go through the answers.Reading A,B and CTo improve students’readingcomprehensionExercise A●Read the heading of the text aloud andask students to think about what thedangers of exercising too much could be.Note down students’answers on theblackboard.●Give students several minutes to read thetext.Ask them to see if any of their ideasare mentioned by the interviewees.●Get students to answer the questions.Encourage students to refer to WORDS&EXPRESSIONS.●Allow students to compare their answerswith a partner before checking answers4around the class.Exercise B●Read the rubric aloud.Ask students toread the text again,focusing on thespecific problems mentioned by the threeinterviewees.●Students should then match theinterviewees to the problems.●Check answers orally.Exercise C●Read the rubric aloud.Nominate a studentto read the first piece of advice aloud,andget the rest of the class to suggest whothey think the advice is for and why.●Ask students to complete the rest of thetask individually.Circulate,offeringsupport where necessary.●Ask students to check their answers witha partner before conducting classfeedback.D,E and FTo review the useful words and expressionsExercise D●Read the words and expressions in theboxes aloud,modeling correctpronunciation and getting students torepeat after you.●Get students to complete the task alone.Fast finishers can write examplesentences using the words andexpressions.●Check answers around the class. Exercise E●Organize students into pairs.Challengethem to see who can be the first to matchthe words and expressions to thedefinitions.●Check answers around the class.Focus oneliciting the correct pronunciation of thenew vocabulary.Ask students questionsto personalize the new language,such as:Where do you usually work out?Haveyou ever had membership for a gym?Doyou know someone who goes too far withexercising?5Exercise F●Focus students’attention on the Bingogrid and check that they understand therules of the game.●Ask students to write the words into theblanks.When everyone is ready,play theaudio of the definitions.When someonecalls out“Bingo”,see if he/she canremember the definitions for the words intheir row.Beyond the TextTo improve students’critically thinking abilityExercise A●Nominate four students to read aloud thereasons for doing exercise.Give studentsthe opportunity to ask questions aboutanything they don’t understand.●Read the rubric and EXAMPLE aloudand ask students to share their ideas witha partner.●Circulate as students complete the task,prompting them and offering supportwhere necessary.Ask students to workwith another pair to compare their ideas.●Bring the class together again.Ask acouple of students to report back on theirdiscussions.Exercise B●Share one of your fitness goals withstudents,such as:I want to run ahalf-marathon this summer.Elicitsuggestions from students on how youcould achieve this goal.●Focus students’attention on the diagrams.Ask students to work in groups to suggestadditional ideas for the first two diagrams.Bring the class together again and collectideas around the class,giving students theopportunity to complete these diagrams.●Students should now think of their ownfitness goals and write them in the centerof the last two anizestudents into pairs and ask them to offereach other advice.●Conduct class feedback.Ask students to6Writing To improve students’writing skills and Exercise A●Tell students that they are going topractice writing their favorite sports.share their fitness goals and the way thatthey are going to achieve these goals.Chat Time To improve students’listening,speaking,writing and actingskills through the useof conversationExercises A&B●For Exercise A,explain to students thatthey will hear a conversation in whichtwo people discuss working out at thegym.Introduce the key words for thisconversation.●Tell students to listen carefully and towrite down what they hear in the blanks.If necessary,pause the audio so thatstudents have time to write.●Have students practice talking aboutworking out in a gym using the questionsin Exercise B.●Ask students to read throughLANGUAGE NOTE,which teaches thephrase“pump(some)iron”.Ask studentswhether or not they have pumped ironbefore.Exercise C●Read the rubric aloud and elicit some ofthe topics which might be discussedbetween a customer and a fitnessinstructor in a gym.Write students’ideason the blackboard.●Read the expressions in Useful languagealoud and ask students to repeat,focusingon the correct pronunciation,sentencestress and intonation.●Nominate a couple of students to readEXAMPLE anize students intopairs and get them to work on theirrole-plays.Circulate,offering supportwhere necessary.●Nominate a couple of confident pairs toperform their role-plays to the rest of theclass.●Encourage the listening students toprovide feedback.7learn to write a favorite sport●Give them several minutes to read theemail and complete the task.●Ask students to check their answers witha partner before conducting classfeedback.Get students to tell you whetherthey have tried surfing before andwhether they’d like to try it. Exercise B●Get students to match the two halves tomake sentences.●When students have completed the task,ask them to tell you which sport is beingdescribed(snowboarding).Elicit who hastried this sport before and who would liketo try it.Exercise C●Read the expressions aloud and elicit theirmeanings by asking questions,such as:Ifsomething builds up your self-confidence,then how does it make you feel?(moreconfident)●Get students to complete the task.Collectanswers around the class,focusing on thecorrect pronunciation of the targetlanguage.Exercise D●Read the rubric.Ask students to thinkabout their favorite sports,and ask a fewstudents to share their choices with therest of the class.●Draw students’attention to the providedexpressions and allow them to askquestions about any new and unfamiliarlanguage.●Circulate as students write their emails,offering support where necessary.Whenstudents have finished their emails,askthem to exchange with a partner and toprovide feedback on each other’s work.●Choose the best email to read aloud to therest of the class and photocopy it as anexample.8Grammar To teach students howto use present simpletense and presentcontinuous tense Exercise A●Divide the blackboard in half and writePresent Simple Tense on one side andPresent Continuous Tense on the other.●Explain that we use the present simpletense for repeated actions and dailyroutines.Write an example and then askstudents to come up with their examples,emphasizing the fact that we must add“s”to the third person singular form.●Move on to the present continuous tense.Explain that the present continuous tenseis used to show that an ongoing action ishappening now.It can also be used toshow an action is going to take in the nearfuture.Write an example and then havestudents come up with their examples,emphasizing that some verbs arenon-continuous,which means that wecannot add“ing”.●Once students seem comfortable with thegrammar,have them complete the exerciseand then switch books to correct theirmistakes.Exercise B●Read the rubric,making sure that studentsare aware that it may sometimes benecessary to add an auxiliary be verb.●When students have completed theconversations,they should check theiranswers with a partner.Nominate threepairs of students to perform theconversations to the rest of the class.My Story To improve students’listeningcomprehension andspeaking abilitythrough the use ofvideoExercises A&B●Tell students that they will see a video inwhich real people talk about how they dealwith stress.●Play the video and have students completethe true or false statements in Exercise A.In some cases,you may need to pause thevideo to help students.●Have students tell you the answers,correcting any mistakes.Play the video9again and have students answer thequestions in Exercise B,pausing the videoif necessary.●Check students’answers,correcting anymistakes.Exercise C●Ask students to read the questions and tonote down their answers.●Organize students into pairs to share theiranswers.Nominate a few students toreport back on their partners’answers.课后学习设计作业◆Finish all the exercises in Unit5.◆Read the text in this unit again and try tosummarise its content.◆Write a favorite sport.课后总结与反思10。