高一上学期英语教案：Unit9Wheels

1、Unit 9 WheelsUnit objectivesDraw students attention to the unit objectives and ask them which of these activities are new. For example, they may have read newspaper and magazine articles but not a report.Resource used:Cassette.Warm-upExercise 1Key Wordsaeroplane, balloon, bicycle, boat, bus, car, co

2、ach, ferry, helicopter, hovercraft, lorry, motorbike, ship, train, the underground, van, yacht Students work in pairs, reading the Key Words and completing the table. When checking answers, students may wish to discuss both air and noise pollution and which types of transport cause the most pollutio

3、n.AnswersLand: bicycle bus car coach lorry motorbike train van (NB: the underground travels under the land)Sea: boat ferry hovercraft ship yachtAir: aeroplane balloon helicopterCause pollution: aeroplane boat bus car coach ferry helicopter hovercraft lorry motorbike ship the underground vanHave whee

4、ls: bicyclebus car coach lorrymotorbiketrainthe underground vanExercise 2 Using the table in Exercise 1, students ask and answer questions about travel. Some of the pairs then report back to the class about their partner. Find out which means of transport none of the students has been on and which m

5、eans of transport the majority would like to go on.Exercise 3Key Wordscommuter, cyclist, lorry driver, motorist, pedestrian Students match the Key Words with the definitions.第1页共16页 Check answers by having students say the definitions in full sentences,e.g. A commuter is someone who .Answerscommuter

6、/3 cyclist/1 lorry driver/5 motorist/2 pedestrian/4 Ask students to look back at the Key Words in Exercise 1 and give the names of the person who flies an aeroplane (pilot), rides a motorcycle(motorcyclist), drives a train(train driver), sails a ship/yacht (captain,sailor).Exercise 4 Play the casset

7、te twice for students to identify the five speakers from the definitions in Exercise 3.Answers1 lorry driver 2 pedestrian 3 cyclist 4 motorist 5 commuter When students have checked the answers, you may wish to play the cassetteagain for more intensivecomprehension work, e.g. play the firstspeaker ag

8、ainand ask:What time does he start work? (6 o clock)How far does hedrive? (100 miles)Tapescript1 Well, I usually start work at about six in the morning. I dont usuallydo long distances ?C the furthest I drive is about a hundred miles. Itsvery stressful,know what I mean?Drivingallday. And the traffic

9、 s reallybad nowadays, much worse than when I started. Traffic jams everywhere2 Look at them! Cars parked everywhere. And crossing the road is reallydangerous. People drive so fast. I was going across the road the other day with my grandson, and suddenly this big lorry came along and nearly hit us.A

10、nd the pollution, its really terrible these days3 People say I m mad, cos I always rideto school. I love itand actuallyit s much quicker than the bus or even a car because the traffic s so badthese days. And it keeps me fit, doesnt it?4 I know I use it too much, but public transport is terrible wher

11、e I live.We live out of town, you know, and I need the car to go shopping, to go to work, to take the kids to school.Lesson 1 On Your BikeReadingGrammarLanguage in Use第2页共16页Lesson 2 On the MoveListening Exx.1-7Pronunciation Exx.8-9Speaking Exx.10-12TitleLesson 3 Clean MachinesTeaching aims1 For stu

12、dents to have practice in gist reading(scanning) andreading for detail.2 For students to learn the meaning of some important words &phrases and to have practice using them in a written gap-fill.Main pointStudents finish the reading exercises.Difficult pointStudents finish a written gap-fill.Teaching

13、 methodTask-based teaching methodTeaching toolsComputer, blackboardProceduresTeacher activitiesStudents activitiesLead-inShow some pictures and a shortStudents show greatvideo for students to learn someinterest while admiringbackground knowledge about solarthe pictures and thecar racing.video.Readin

14、gGist1 Tell students to read the dialogue1 Students finish thetasksreadingin 3 minutes and divide it into threereading task and fill inparts.(See Chart 1)Form one.2 Ask some students about their2 Some students speakanswers and give better explanationout their opinions.if necessary.Reading1 Tell stud

15、ents to go through the1 Students read it againfordialogue again and get more specificand fill in the form alone.detailsinformation to fill in Chart 2.(See2 Some students speakChart 2)out their answers.2 Get some students to give theanswers.Language1Divide students into groups of four.Students discus

16、s instudyTell them to underline the words &groups of four andphrases theyd like to learnunderline some words &according to group discussion.phrases.第3页共16页2Get students to translate the ChineseStudents finish thewords & phrases into Englishtranslation alone. Thenaccording to what theyve got in theth

17、ey check it with theirdialogue.(See Chart 3)group members.3Get students to complete theStudents finish thissentences using the words & phrasesexercise alone. Then theyweve just learned. When it is done,check it with their groupgive students some explanation ifmembers. They asknecessary.(See Chart 4)

18、questions if any.Homework1Read the dialogue again and do Ex.3 on Page 40.2Preview Grammar practice (Ex.7 & Ex.8) on Page 41.Review1The Lead-in part successfully gets students interested in thetopic. The class has a lively and easy start.2 The two reading tasks are designed to help students to unders

19、tand the dialogue step by step. When they finish reading, they have a better knowledge about solar cars and solar car racing. However, some students are still weak in analyzing the dialogue(how to divide the dialogue into three parts). They depend too much on the original sentences in the dialogue t

20、o give the topic of each part. They dont know how to express their ideas in their own words. As a result, their answers lack characteristics and points. In a way, they just give some information concerned instead of giving direct answers. In my opinion, students need more language in-put in order to

21、 improve their out-put.3 Individual work combined with group work plays a wonderful part in Language Study. Students learn more through interaction between classmates. The translation from Chinese to English really helps the students who fall behind to have a clear understanding of the dialogue. The

22、 typical sentences also help students to remember vocabulary more easily and practically, resulting in great improvement in exam marks. Sometimes language study can be very boring, but in this period well-planned activities greatly arouse students interest.Lesson 4 Car CultureObjectives To practisem

23、aking notes of the importantinformationfrom a reading text.第4页共16页 To practise using collocations. To talk about traffic and traffic problems.Possible problemIf students are not used to making notes from texts in Chinese, they may have difficulties practising taking notes in English and using suitab

24、leabbreviations.BackgroundThe opening of Londons major ring road, the M25, was supposed to ease thecapitals traffic problems, but in fact the volume of cars moving in and around London is greater than ever. One encouraging piece of legislation is thatlead-free petrol is now compulsory for new cars.R

25、outes through the material. If you are short of time, set Exercise 2 for homework and omit Exercise 7. If you have time, do the Options activities. If you have two lessons for this unit, a suitable natural break is after Exercise 3.Language Power: pages 84-85.ReadingBefore you startExercise 1 Read t

26、hrough the questions with the class. Give students time to think about the answers, then have individuals tell the class about their family and cars.Exercise 2Key Wordsaccident, air pollution, carbon monoxide, motorway, roadworks, speed limit, traffic jam, zebra crossing Before students look the wor

27、ds up in the dictionary, encourage them toguess the meaning by seeing if the word is similar to a word in their language, or by breaking the word down into parts (e.g. road works). Explain some of the following things that can be seen in the photos: the number plate on the car (number plates go with

28、 the car, they dont change with the owner); tax disk (which is displayed on the cars front window and第5页共16页shows that a yearly tax has been paid); double yellow lines (no parking allowed).Read to learnExercise 3 Read the Strategies with the class. Look at the headings in the notes and discuss what

29、information is needed to complete the notes. Write these words on the board and ask students howthey can be abbreviated, e.g. by omitting letters, by taking the first letters, by omitting the vowels:increase (inc), years (yr), minutes (mins),million (m). Students then work individually, reading the

30、article and completing the notes. Students then compare notes in pairs before checking answers as a class. When checking students answers, have individuals write their notes on the board so you can check abbreviations too.Suggested answersNumber of cars: 25millionIncrease in last ten years: 30%Amoun

31、t of TV advertising: 1/4Proportion of short car journeys: 25% under 2 milesChemicals produced by cars: carbon monoxide, ozoneHealtheffects of airpollution:25,000 deaths p.a.,1 in 7 childrensuffersfrom asthma, types of cancer caused by traffic pollutionNo. of road deaths: over 3,000 per yearAdvs. of

32、buses over cars: 40 people travel in 1 bus (but the same no. wouldneed 33 cars), you can relax on a bus Advs. of sharing a car: cheaper andkinder to environmentAdvs. ofphysical ex.:saves money, keeps you fit andhelps you live longer,cuts the risk of heart diseaseWays of making streets safer: speed l

33、imit, zebra crossing,pedestrian areaExercise 4 Students work in pairs, readingthe text again and discussing theanswersto the questions.Answers1 roads2 makes them angry and stressed/they become addicted to their cars3 because they want to continue using their cars第6页共16页4 They present an untrue pictu

34、re of driving and cars.5 We should take action by writing to the papers, going to the town council, getting a protest group together.Exercise 5 As a whole class, students discuss which of the three sentences bestsummarises the writer s attitude to cars. Encourage students to argue for their own opin

35、ion.Answers2 (or possibly 1)Vocabulary: CollocationsExercise 6 Do the first two items with the whole class, then have students work in pairs, matching the words.Answers1 e 2 i 3 g 4 f 5 j 6 c 7 d 8 b 9 h 10 aSpeakingExercise 7 Students work in pairs, asking and answering the questions. Discuss the a

36、nswers to question 3 as a whole class and elicit students suggestions for coping with the frustration of traffic jams. Ingroups of fouror five,studentsdiscussthe answers to the questions. The groups then report back to the whole class and see how similar their answers are.OptionsPracticeStudents loo

37、k back at the Key Words in Exercise 2 and take turns to make sentences containing a Key Word, e.g. He had an accident on the M25.Write the following words on the board: lights, window, bonnet, wheel, number platesStudents then use these words to label the photo on page 42.ExtensionStudents look back

38、 at Exercise 6 and make sentences using the collocations, e.g. He goes to the gym to keep fit.Additional exercise for vocabularyUseful vocabulary:destruction, addiction, be addicted to, be/ get stuck in, stressed out,第7页共16页compare to, cost, carry on, confess, risk, occupy, complain about Use the wo

39、rds or phrases from the text to complete the sentences.1. The floods brought death and _ to the area.2. The boat _ the mud.3. Workers who had lost their jobs _ the way they had been treated.4. Occasionallypeople _ to crimes they haventcommitted justto getattention.5. I tried to giveup smoking severa

40、ltimes beforeI realized I_ it.6. Three companies _ the new building.7. _ our small flat, Bills house seemed like a palace.8. Studying for exams always _.9. This doesnt include the _ of repairing the damage. Answers1 destruction 2 was stuck in 3 complained about 4 confess 5 had addicted to6 occupies

41、7 Compared to 8 stresses me out 9 costCommunication WorkshopObjectives To practisemaking notes of the importantinformationfrom a reading text. To practise using collocations. To prepare for a speaking activity and to participate in discussion. To discuss suggestions. To write a report. To use additi

42、on and contrast linking words. To listen to and understand a song.Resources used:Cassette, Writing Help 3.BackgroundJohn Denver (1943-1997) was a popular country and folk singer. He wrote and sang many worldwide hits (including Leaving on a Jet Plane) and his albumssold millions. He also did a lot o

43、f charity work for underprivileged children and campaigned for ecological causes. He died in a plane crash.Routes through the material. If you are short of time, set some of the written exercises for homework. If you have time, do the Option Activity. If you have two lessons for this unit, a suitabl

44、e natural break is after the Speaking activity.第8页共16页Language Power: pages 86-87.Speaking: A DiscussionBefore you startExercise 1 Advise students to read through the text quickly to get a general idea of the content before filling in as many gaps as they can. Students compare their answers in pairs

45、 before listening to the cassette to check their answers.Answers1 main 2 through 3 accidents 4 lorry 5 pollution 6 dirty 7 damaged 8 trafficjam 9 park 10 shoppersTapescriptPresenter: And here is this weeks County Report. At a council meetingyesterday, Ludfords traffic problems were discussed. The ma

46、in problem isthe A49 road, which goes right through the town.There have been several serious accidents recently last week two childrenwere killed by a lorry near the school. A report last year also showed that air pollution from traffic is increasing and the old buildings in the town are getting dir

47、ty and damaged.There is a terrible traffic jam every morning at Ludford Bridge and theres nowhere to park in the centre. Because of the traffic, shoppers are going to other towns and local shops are closing down.Exercise 2 Students work in pairs, studying the map and matching the words to the number

48、s on the map.Answersa) 3/4 b) 7/8 c) 5/6 d) 1/2Exercise 3 Give students time to read through the expressions and the Function File and guess where the expressions fit into the sentences. Students listen to the cassette and complete the Function File, checking their guesses.Answers1 should 2 sure 3 w

49、ould 4 Why dont 5 good idea 6 how about 7 dont think8 What aboutTapescript第9页共16页Girl:So, what do you thinkabout allthese new plans forthe town? Personally,I think they should build the bypass. It would get the traffic out of thetown.Boy: I m not so sure. It would be very expensive and it would take

50、 a longtime. It s also not very ecological. Think about the wildlife. Why dont they improve the bus service? It s not very good at the moment. More people would use the buses if they were cheap and came regularly, and there wouldbe less traffic.Girl: That s a good idea. The buses are terrible at the

51、 moment. You have to wait ages.Boy: Mm, I know.Girl:And how about buildinga shopping centre? The nearest ones miles away.Boy: I dont think thats a very good idea. What about the local shops?What would happen to them? And anyway I hate those big shopping centresStages 1-4 Students follow the four sta

52、ges to decide on the best plan for Ludford. In pairs, students read the Strategies. Students then work in pairs listing the advantages and disadvantages ofthe four plans (a?Cd) in Exercise 2. The pairs then decide on their plan. Tell students that their plan can include their own ideas as well as th

53、e ones given in Exercise 2. In groups of four, the pairs tell each other about their plans and tryto agree on a solution. Remind students to use the expressions from the Function File.Talkback The groups report back to the class. Encourage students to use the board to illustrate their plans for the

54、town if they wish. The class then discusses which of the solutions are the most ecological. Ask studentsifthey had any language difficultieswhen they were workingout their solutions. Was there anything they wanted to say but didnt knowhow to say?Writing:A ReportBefore you startExercise 1 Ask students if the