1、新生代英语高级教程2+unit+6教学设计教学设计课程名称 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 教学计划教 学单 元Unit 6 “Lets get ready to play.” 单 元主 题Leisure time and hobbies课 时安 排8教学内容Show Time“Lets get ready to play.”Reading Weird ways to pass the timeChat TimeHes a bit of a couch potato.WritingAn invitation letterGrammar Defining
2、and non-defining attributive clausesMy Story Heroes and leaders教学目标教学活动建议Warm-upTo get students to talk about the main topic of this unit in a comfortable and relaxed mannerExplain to students that the focus of this unit is on hobbies and free time activities. Ask students: What do you enjoy doing i
3、n your free time?Ask students to look at the words and the expression in the boxes. Check that students understand the words and the expression by asking questions, such as: If I go jogging, am I walking or running? Are board games a kind of sport? Do you usually play board games outdoors? Get stude
4、nts to read the column and complete it with the words or the expression in the boxes.Check answers around the class.Vocabulary BuilderA and BTo teach students new vocabulary related to leisure time and hobbiesHave students listen and repeat the words and expressions, teaching the definition for each
5、 one. You can check their comprehension by asking questions, such as: What do we call someone who enjoys being outside? (outdoorsy) What do we call someone who enters a competition? (contestant) What do we call someone who plays video games? (gamer) What do we call handmade artistic objects? (crafts
6、)Once students seem comfortable with the new words and expressions, have them complete Exercise 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
7、a warm-up.CTo improve students listening and comprehension skillsTell students they will hear a conversation in which two people discuss having a new hobby.One word in the conversation that you may need to teach is blog. Teach the definition and then ask students if they have a blog or if they read
8、any blogs. You can also tell them that blog is actually a shortened version of web log.Play the audio, twice if necessary. Pause 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
9、 the conversation in front of the class.DTo improve students speaking and comprehension skillsAsk students to look at the diagram. Discuss the hobbies which are there, asking students if they have ever tried these hobbies.Organize students into pairs and challenge them to see who can be the first to
10、 complete the diagram.Conduct class feedback. Write students answers on the blackboard, generating as much new language as possible.As a possible extension activity, get students to suggest some more categories of hobbies.Show TimeATo teach students speaking skills through the use of picturesTell st
11、udents to look at the pictures and ask some basic comprehension questions, such as: Who are these people? Where are they? What are they doing?Ask students to guess what happened in this video and to match the pictures to the sentences according to their own understanding.Have students watch the vide
12、o in its entirety. Ask them to check their answers with a partner.B, C and DTo improve students listening comprehension through the use of videoFor Exercise B, ask students to read through each statement and to decide if it is true or false.For Exercise C, play the video again. Have three students r
13、ole-play the conversation. You can also have students rewrite the conversation, using the words and expressions learned in this unit.For Exercise D, have students read through each statement and match the two halves.Check the answers for Exercises B, C, and D. Students can exchange books and listen
14、as you go through the answers.ReadingA, B and CTo improve students reading comprehensionExercise ARead the heading of the text and elicit its meaning. Ask students if they can think of any “weird ways to pass the time”.Get students to read the titles of the three stories and to look at the pictures.
15、 Ask students: Which of these do you think is the weirdest way to pass the time?Give students several minutes to read the text. Encourage students to refer to WORDS & EXPRESSIONS.Ask students to answer the questions. Allow them to check their answers with a partner before conducting class feedback.E
16、xercise BRead the rubric aloud. Ask students to read the text again and to complete the task.Check answers around the class.Exercise CRead the words in the left column aloud, modeling the correct pronunciation.Get students to complete the matching task. Fast finishers could write example sentences u
17、sing the words.Conduct class feedback. Help students to remember the words by asking questions, such as: Do you like to iron your clothes? Do you know anyone who has a weird hobby? Have you ever tried skydiving?D and ETo review the useful words and expressionsExercise DAsk students to complete the s
18、entences with the correct expressions.Fast finishers could write sentences with the leftover expressions.Collect answers around the class.Exercise EDo the first puzzle together as an example. Organize students into pairs and challenge them to see who can be the first pair to solve the puzzles.Fast f
19、inishers can create a new puzzle for another pair to solve using expressions learned in this unit.Beyond the TextTo improve students critically thinking abilityExercise ARead the rubric aloud to the class. Get students to read what Olivia says about Paul. Elicit the meaning of the word show-off and
20、ask students whether they agree with Olivias opinion.Organize students into pairs. Ask them to discuss the possible personalities of Mike and Phil. Circulate as students do this, prompting them and offering support where necessary.Then ask students to write their answers in the boxes. Conduct class
21、feedback. Nominate a few students to share what they have written with the rest of the class. Write down any new expressions on the blackboard.Exercise BAsk students to match the sentence halves. Get them to tell you whether or not they agree with the statements. If not, they should suggest other po
22、ssible careers linked with the hobbies.Organize students into pairs and give them several minutes to complete the rest of the task.Ask students to share their ideas with another pair.Conduct class feedback, nominating students to share their ideas. Generate as much discussion and new expressions as
23、possible.Chat TimeTo improve students listening, speaking, writing and acting skills through the use of conversationExercises A & BFor Exercise A, explain to students that they will hear a conversation in which two people discuss someones interests. Introduce the key words for this conversation.Tell
24、 students to listen carefully and to write down what they hear in the blanks. If necessary, pause the audio so that students have time to write.Have students practice talking about their interests using the questions in Exercise B.Have students read through LANGUAGE NOTE, which teaches the use of th
25、e verbs play, go and do with various activities. Test students on this by naming an activity and having students come up with the correct verb.You can also do this as a race, either orally or by having two students compete to write the correct verb on the blackboard.Exercise CRead the rubric aloud t
26、o students. Ask students: Are you active or do you like to take it easy? Organize students into pairs, if possible, having active students work with less active students.Read the phrases in Useful language aloud, modeling correct pronunciation and asking students to listen and to repeat.Nominate stu
27、dents to read EXAMPLE. Allow them to ask questions about any words they dont understand.Circulate as students complete their role-plays, offering support where necessary. Note down any examples of good communicative skills you hear, as well as any issues with language and pronunciation.Bring the cla
28、ss together again and conduct feedback. Nominate a couple of pairs to perform their role-plays to the rest of the class.WritingTo improve students writing skills and learn to write an invitation letterExercise ATell students that they are going to practice writing a letter of invitation. Elicit what
29、 kind of parties students might have (e.g. birthday party, surprise party, graduation party).Ask students to read the invitation and reply and to complete the exercise.Check answers around the class. Ask students to correct the false statements.Read the letter and reply aloud to students, highlighti
30、ng any particularly useful and generic language and giving students the opportunity to ask questions about anything they dont understand.Exercise BComplete the first sentence together as an example.Ask students to complete the rest of the task individually.Check answers around the class.Exercise CCh
31、eck that students understand the meanings of the expressions in the boxes.Read the rubric aloud. Organize students into pairs. Ask them to complete the writing profile.Check answers around the class.Exercise DGet students to think of what kind of party theyd like to have. Tell them to decide where i
32、t would be, whether it would be formal / informal, and whether there would be party games, music etc.Ask students to write an invitation, referring to Exercise A and the expressions in the box to help them. Circulate as students write their invitations, offering support where necessary.When students have
