Module 4 Planes, ships and trains Unit 3 Language in use教案

Unit 3 Language in use
Ask students to think of three situations in their lives that started in the past and still continue. Tell them to write them down. For example:
I live near my grandparents.
I study at this school.
I haven't seen my glasses.
Read the sentences in the box as a class and ask students to tell you what "for" and "since" mean.
Ask students to rewrite their three situations, using the present perfect and "for" or "since", so that they can tell people how long this situation has been happening. For example, I’ve lived near my grandparents since I was born./ I’ve studied at this school for many years./I haven't seen my glasses since the weekend.
Monitor and help as necessary. Then ask three or four students to write some of their sentences on the board as examples.
For & Since
Tell students to look at the sentences in the language box and tell you where '"for" and "since"
go in a sentence.
Draw students' attention to the feet that these words are frequently used with the present perfect. Point out that the difference between “for" and "since" is as follows:
for + (length of time); for three weeks, for five minutes, for three centuries
^ since + (when the situation started); since winter, since my birthday, since this morning
Read the questions to the students. Then ask them to listen and repeat. Help with pronunciation and intonation as appropriate.
Work in pairs. Ask and answer the questions
Have students read the questions and write their answers, using complete sentences. Monitor as
necessary.
Put students in pairs to take turns asking and answering the questions.
Ask individual students to report to the class about their partner's answers.
2. Complete the questionnaire about healthy living. Use since or for where necessary.
Have students read the questions and think about their answers for a minute.
Tell students to write their answers using "since" or "for" wherever appropriate.
Have students compare answers with their desk partner and correct each other's spelling and grammar. Ask them to focus on the correct use of "since" and "for" in particular. '
Put students with a different partner to take turns asking and answering the questions.
Ask students to report back to the class about their partner's answers to the questionnaire.
3.Complete the sentences.
Put students in pairs.
Tell them to read the short dialogues and decide how many of them could be at the doctor's.
Check ideas as a class.
Ask pairs to complete the conversations with words in the correct form, using the time expressions to help. Tell them all the words are "have + participle" forms.
Check answers as a class.
1, been/felt 2. seen 3. walked 4. been 5. have; had
4. Complete the passage with the words and expressions in the box.
Play a vocabulary game (see "Methodology tip" below) to review the words and expressions in the box.
After reviewing the words and expressions in the box, put students in pairs to complete the text.
Check as a whole class.
1 well 2 coughs 3 exercise 4 last food 5 weak 6 cold 7 stomach ache
5. Complete the conversation with the sentences in the box.
Have students read the conversation and complete it with the sentences in the box. Tell them to refer to Darning's conversation with his doctor in Unit 1 if necessary.
Have students compare answers with a partner. Check answers as a whole class.
Work in pairs. Read out the conversation
Put students in pairs to practise the conversation between Bill and his doctor. Set a time limit of five minutes.
Ask volunteers to perform for the class.
If you wish, ask students to role-play the conversation without referring too closely to the script, making any small changes they like.
1. Can I help vou
2. How long have you been like this
3. That’s that.
4. What's wrong with me
6. Read the passage and match the problems with the advice.
Tell students to cover the passage. Read the three pieces of advice given below the passage, either as a class or individually.
Using the advice as clues, ask students to guess what the problems are. Write their ideas on the board.
Play the recording for students to listen to and try to match the problems with the advice.
Have students then read the three problems and check their answers.
Allow them to compare answers with their partner before checking as a whole class.
Ask students to read the problems and advice again and tell you if there are any new words.
Check meanings using a dictionary or by looking at the context.
Work in pairs. Do you have similar problems Talk about your advice.
Ask students to think of a problem they have (tell them they can make one up), with what they eat or with how much time they spend on the computer or on video games. Encourage them to use their imagination.
Ask them to write down the problem and help with any words they may need.
Put students in small groups to take turns explaining their problem and then asking for and giving advice.
Ask a member of each group to report to the class about some of the problems and the advice they gave in their groups.
Discuss the advice as a class.
1 --- b; 2 --- a; 3 --- c
7. Listen and complete the passage.
Make sure the students read the passage carefully before listening so they know exactly what they will be listening for.
As a class, discuss what kind of words students will need to use to complete each gap,
Play the recording for students to listen to and complete the sentences. Play the recording twice if needed.
Allow students to compare answers with their desk partner before playing the recording one more time.
Check answers as a whole class.
1. awful 2. very tired 3. three days 4. headache
5. stomach ache 6. drink more water
7. three times
8. stay in bed
Around the world
Read the passage with the class. Ask them to find words with meanings related to health. Check students know the meaning of these words.
Discuss with the class how important they think the work of the WHO is. Find out if they think it would be good to work for the WHO or not.
Ask students to close their books and, with their desk partner, try to remember as much as possible about the passage.
Elicit as much information about the passage as possible from the class and write it on the board.
Allow students to read the passage again to check if the class has forgotten any information.
Module task
Doing a survey to find the most suitable exercise for you.
8. Work in groups. Do a survey to find what exercise your group members do and the effects.
Tell students they are going to do a survey. Ask them to read the questions and predict the most popular answer to each, writing their answers down on apiece of paper
Have students keep their predicted answers secret and hand them to you.
Ask students to make a table to write the results of their survey.
Divide the class into four or five groups. Tell them to ask the questions within the group and note down the answers.
When they have finished, form new groups of four or five by taking one student from each of the groups and putting them together. Tell them to exchange information to complete the class picture.
Still working in their groups of four or five, students write a paragraph summarising their class's answers to the questions. Collect the paragraphs and make an information poster. Ask a student to illustrate the poster with a graph.
9. Decide what exercise Is the most suitable for you.
Have students look at the different types of exercise their classmates named in the class survey.
Tell them to choose the type of exercise they think is the most suitable for them and think of reasons.
Tell student to write two or three sentences explaining their choice.
10. Talk about you’re your decision and your decision and your reasons with the rest of the class.
Ask individual students to read out their sentences.