剑桥标准英语教程-教案

剑桥标准英语教程-教案Unit 3 HealthTeaching objectivesIn this unit, Ss learn how to …◆use the simple present and present continuous.◆use if and when in statements and questions.◆talk about health, remedies, sleep habits, and stress.◆encourage people to talk by making comments and askingfollow-up questions.◆use expressions like Wow! and Y ou’re kidding! to show surprise. Main Points of TeachingEnable Ss to talk about health, remedies, sleep habits, and stress. Difficult Points of TeachingEnable Ss to use the simple present and present continuous. Teaching Periods6 teaching hoursTeaching proceduresUnit opening pageIntroduce the theme of the unit This unit is about health. What are some things you can do to stay healthy? Write all the responses on the board.In Unit 3, you learn how to…⏹Unit aims Read the unit aims aloud. Tell Ss to listen and readalong.Before you begin…⏹Introduce the health tips Tell Ss to cover the words below thepictures and look at the pictures. Say, “These four pictures show things people can do to stay healthy. Work with a partner and write a short sentence about the health tip in each picture.”⏹Ask several pairs to share their tips with the class. Write theirsentences on the board.⏹Read the sentences below the pictures aloud. Ss listen and repeat.Help with new vocabulary as needed. Ss practice reading the sentences.⏹Ask the class, “Which of the things in the pictures do u do to stayhealthy?” Have several Ss answer. Ask, “What else can u do? Use ideas from the board, or think of more things to do.”⏹Ss ask and answer in pairs. Then ask several Ss to report theiranswers to the class.Lesson A Healthy living1 Getting started⏹Ste the scene Read the lesson title aloud. Ask, “What are somethings u do to stay healthy?” Ask a few Ss to answer. Ask, “Who is doing sth special, or different, to stay or get healthy right now?”Ask a few Ss to answer.A⏹Preview the task Read the instructions aloud.⏹Play the recording First, Ss read along. Then Ss listen withoutlooking at books and write their answers.⏹Have Ss compare their answers in pairs. Check answers with theclass.B⏹Preview the task Say, “Read the interviews again. Look for timewords and expressions. Write these column headings on the board: Routines (All the time) and Temporary Events (Now). Ask a few Ss to call out the time expressions for the first headings, and write them on the board. Ask, “What verb tense do u see in the sentences with these time expressions?”⏹Ask a few Ss to call out the time expressions for the secondheading, and write them on the board. Ask, “What verb tense do u see in the sentences with these time expressions?”⏹Read the instructions aloud.⏹Do the task.⏹Have Ss compare their answers in pairs. Check answers withclass.2 Grammar⏹Present the grammar chart⏹Understand the grammar Say, “The grammar chart compares thesimple the simple present and the present continuous.”Explainthat the simple present is used to talk about regular or repeated events or routines and situations are true all the time. And the present continuous is used for activities and events that are temporary, or going on around now. It is also used for activities that are going on at the time of speaking.⏹Present In Conversation Read the information aloud. Have Ssmake a sentence in the simple present for each of the verbs presented.A⏹Preview the task Have Ss look at the picture. Ask, “What is shedoing?” Ask, “What is on the table?” (an aromatherapy burner) Read the instructions and the example aloud. Ask, “Why is the simple present the correct tense?”(It’s asking how u cope with stress in general or all the time.)⏹Do the task2 Listening and speakingA⏹Preview the task Say, “Y ou will hear four people talking abouttheir unhealthy habits. Read the incomplete statements and guess what each person says. Write your guesses.”⏹When Ss finish, ask a few Ss to call out their guesses for eachstatement. Say, “Now listen and write what they actually say.”⏹Play the recording Ss listen and write the missing words. Checkanswers with the class.Lesson B Aches and pains1 Building vocabulary⏹Ste the scene Hold your head as if it hurts. Say, “I have aheadache.” Write a headache on the board. Hold your stomach as if it hurts. Say, “I have a stomachache.”Write it on the board.Ask, “What other health problems do u know the words for in English?” Write Ss’ responses on the board.A⏹Preview the task Read the instructions aloud. Have SS look at thepictures.⏹Play the recording Ss listen and repeat.⏹Ask, “Do u have any of these problems right now? If yes, raiseyour hand.” Ask any Ss who raise their hands, “Which problemdo u have?”B⏹Preview the task Ask Ss to look at the chart. Read the instructionsaloud. Tell Ss to use ideas from the lists on the board or their own ideas.⏹Do the task2 Speaking naturallyA⏹Preview the task Have Ss look at the conversation. Say, “Whenpeople are speaking, they put stress on the words that are important in the sentence. An important word can be, for example, the answer to a question.”Say, “Stress is also used to contrast, or correct, information. For example, imagine I call u by the wrong name. When u correct me, u say your name clearly anda little more loudly.”⏹Read the instructions aloud.⏹Play the recording Ss listen and repeat.B⏹Preview the task Tell pairs to practice the conversation in Part A,taking turns playing each role. Read the instructions aloud.⏹Do the task3 Building language⏹Set the scene Write on the board: remedy. Explain, “A remedy isused to fix a problem. For example, one remedy for a headache is to take an aspirin. Imagine you have a cold. What remedy do u use?” Write Ss’ responses on the board.A⏹Preview the task Look at the picture. Say, “Sonia and Mark aretalking on the phone. Where’s Mark?” (at home) “What’s wrong with her?”(He’s sick.) “What do u think Sonia and Mark are talking about?” (a remedy)⏹Books closed. Say, “What does Sonia want to make for Mark?Listen and write the answer.”⏹Play the recording For the first time, Ss listen and write theanswer without looking at books; for the second time, Ss listen, read along, and review their answer. Then check the answer with the class⏹Practice the conversation in pairs.B⏹Preview the task Tell Ss to find if and when in the conversationand circle them. Ask, “What tense are the two verbs in each sentence?”⏹Do the task4 Grammar⏹Present the grammar chart⏹Understand the grammar Say, “When and if have very similarmeanings. You can use when to talk about a situation that is usual for u, and u can use if to talk about a situation that is not so usual.But both are possible in the sentences in the chart.”A⏹Preview the task Read the instructions and the phrases from No.1 aloud. Read the example conversation. Remind Ss that they canput the part with when at the start of the sentence or after the other part. Have Ss complete the task.⏹Have Ss check answers in pairs. Then check answers with theclass.B⏹Preview and do the task.Lesson C How come you’re tired?1 Conversation strategy⏹Set the scene Read the title of the lesson aloud. Ask, “What doeshow come mean?” (why) Say, “Think about the title. Try to guess some of the words that are in the conversation in this lesson.” As Ss call out their guesses, write them on the board.A⏹Preview the task Tell Ss to look at A’s statement. Read it aloud.Say, “Read B’s responses. Which are the best to keep the conversation going? Check the boxes.”Have Ss compare their answers in pairs. Check answers with the class.⏹Books closed. Read the instructions aloud.⏹Play the recording Books open. Ss listen and read along.⏹Play the recording again Ask, “Why is Adam tired?” Ss listen andwrite the answer.⏹Play the recording again Ss listen, read along, and review theiranswers. Check answers with the class.⏹Ask Ss to read the conversation again and circle any words thatthey guessed would be in the conversation. As Ss call them out, circle them on the board.⏹Practice Have Ss practice the conversation in pairs.B⏹Preview the task Have Ss read the sentences and replies.⏹Do the taskC⏹Preview and do the task Read the instructions aloud. To modelthe task, have two Ss read the example conversation. Have pairs use the sentences in Part B for ideas and give their own answers.Remind Ss to say more than just yes or no.2 Strategy plus⏹Find examples Say, “Look at the conversation on p.26 again. Findthe expressions that Yuki uses to show surprise.⏹Present Strategy plus Read the information and the examplesaloud. Ask, “Why does Yuki say ‘Y ou’re kidding!’”⏹Present In Conversation Books closed. Write on the board: Oh,Wow, Really, and Gosh. Say, “Two of these are in the top 50 words, and two are in the top 500 words. Which two are in the top 50?Which two are in the top 500? Write your guesses.” Books open.Ask a S to read the information. Have Ss raise their hands if they guessed correctly.A⏹Preview the task Have Ss read the conversations. Say, “Now listenand write the expressions you hear.”⏹Play the recording Ss listen and read along. Listen again andwrite the expressions.⏹Check answers with the class.⏹Have Ss practice the conversation in pairs.B⏹Preview the task.⏹Play the recording Ss listen, then write the expression. Ss listenagain. Then check answers with the class.3 Talk about it⏹Preview the task Read the instructions aloud. Ask Ss to read thediscussion questions. Make sure that Ss understand the meaning of each question.⏹Do the task Have Ss discuss the questions in groups. Say, “Whenu find sth u have in common, make notes.”Lesson D Ways to relax1 Reading⏹Set the scene Read the title of the lesson aloud. Ask, “How do urelax? What do u do?” Get ideas from Ss.APrereading⏹Preview the task Write the word stressed on the board. Ask,“What does stressed mean?” Get ideas from Ss.⏹Do the taskBDuring reading⏹Preview the reading Have Ss look at the reading. Say, “This is aleaflet. A leaflet is usually one piece of paper with helpful information.”⏹Read the instructions aloud. Tell Ss to circle two new orinteresting things they learn as they read.⏹Do the reading Have Ss rend the leaflet and circle theinformation.⏹When Ss finish, call on a few Ss to tell the class the informationthey circled.⏹Do the reading again Have Ss read the leaflet again and underlineany new vocabulary. Help with new vocabulary as needed.CPostreading⏹Preview the task⏹Do the task Have Ss answer the questions and then compare theiranswers pairs. Check answers with the class.2 Listening⏹Set the scene Tell Ss to look at the pictures. Ask, “Where are thepeople? What are they doing?” Get ideas from Ss.A⏹Preview and do the task Read the instructions aloud. Have Sswork in pairs and discuss the questions⏹Call on several Ss to tell the class what they do to relax.B⏹Preview the task Read the instructions aloud.⏹Play the recording Play the first conversation. Ask, “Whichpicture does this conversation go with?” Then ask, “What words in the conversation help u choose this picture?”⏹Play the remaining conversations, and have Ss write theiranswers. Check answers with the class.C⏹Preview the task Read the instructions aloud.⏹Play the recording Play the first conversation, and then pause therecording. Ask, “What else does she do to relax?”Ss write the answer under the picture they labeled 1.⏹Play the remaining conversations. Ss listen and write theactivities.⏹Play the recording again Ss listen and review their answers.Check answers with the class.3 WritingA⏹Preview the task Ask some general questions about commonhealth problems.⏹Read the instructions aloud. Call on four Ss to each read anexample.⏹Do the task Have Ss write a common health problem on a piece ofpaper.B⏹Preview the task Read the instructions aloud. Call on different Ssto each read the example problem and the replies.⏹Present the Help note⏹Ask Ss to read some of the problems they wrote in Part A. Givesuggestions using sentences with if when clauses.⏹Do the task Have Ss pass their papers around their group, andwrite a reply to each person.。