高一上学期英语教案Unit 9 Wheels.docx

1、高一上学期英语教案Unit 9 WheelsUnit 9 Wheels Unit objectives Draw 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 1 Key Words aeroplane, balloon

2、, bicycle, boat, bus, car, coach, 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 tran

3、sport cause the most pollution. Answers Land: bicycle bus car coach lorry motorbike train van (NB: the underground travels under the land) Sea: boat ferry hovercraft ship yacht Air: aeroplane balloon helicopter Cause pollution: aeroplane boat bus car coach ferry helicopter hovercraft lorry motorbike

4、 ship the underground van Have wheels: bicycle bus car coach lorry motorbike train the underground van Exercise 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

5、 of the students has been on and which means of transport the majority would like to go on. Exercise 3 Key Words commuter, cyclist, lorry driver, motorist, pedestrian Students match the Key Words with the definitions. Check answers by having students say the definitions in full sentences, e.g. A com

6、muter is someone who . Answers commuter/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 (c

7、aptain, sailor). Exercise 4 Play the cassette twice for students to identify the five speakers from the definitions in Exercise 3. Answers 1 lorry driver 2 pedestrian 3 cyclist 4 motorist 5 commuter When students have checked the answers, you may wish to play the cassette again for more intensive co

8、mprehension work, e.g. play the first speaker again and ask: What time does he start work? (6 oclock) How far does he drive? (100 miles) Tapescript 1 Well, I usually start work at about six in the morning. I dont usually do long distances ?C the furthest I drive is about a hundred miles. Its very st

9、ressful, know what I mean? Driving all day. And the traffics really bad nowadays, much worse than when I started. Traffic jams everywhere 2 Look at them! Cars parked everywhere. And crossing the road is really dangerous. People drive so fast. I was going across the road the other day with my grandso

10、n, and suddenly this big lorry came along and nearly hit us. And the pollution, its really terrible these days 3 People say Im mad, cos I always ride to school. I love it and actually its much quicker than the bus or even a car because the traffics so bad these days. And it keeps me fit, doesnt it?

11、4 I know I use it too much, but public transport is terrible where 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 UseLesson 2 On the MoveListening Exx.1-7Pronunciation Exx.8-9Speaking

12、 Exx.10-12TitleLesson 3 Clean MachinesTeaching aims1 For students to have practice in gist reading(scanning) and reading 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 exerci

13、ses.Difficult pointStudents finish a written gap-fill.Teaching methodTask-based teaching methodTeaching toolsComputer, blackboardProceduresTeacher activitiesStudents activitiesLead-inShow some pictures and a short video for students to learn some background knowledge about solar car racing.Students

14、show great interest while admiring the pictures and the video.Reading tasksGist reading1 Tell students to read the dialogue in 3 minutes and divide it into three parts.(See Chart 1)2 Ask some students about their answers and give better explanation if necessary.1 Students finish the reading task and

15、 fill in Form one.2 Some students speak out their opinions.Reading for details1 Tell students to go through the dialogue again and get more specific information to fill in Chart 2.(See Chart 2)2 Get some students to give the answers.1 Students read it again and fill in the form alone.2 Some students

16、 speak out their answers.Language study1Divide students into groups of four. Tell them to underline the words & phrases theyd like to learn according to group discussion.Students discuss in groups of four and underline some words & phrases.2Get students to translate the Chinese words & phrases into

17、English according to what theyve got in the dialogue.(See Chart 3)Students finish the translation alone. Then they check it with their group members.3Get students to complete the sentences using the words & phrases weve just learned. When it is done, give students some explanation if necessary.(See

18、Chart 4)Students finish this exercise alone. Then they check it with their group members. They ask questions if any.Homework1 Read the dialogue again and do Ex.3 on Page 40.2 Preview Grammar practice (Ex.7 & Ex.8) on Page 41.Review1 The Lead-in part successfully gets students interested in the topic

19、. The class has a lively and easy start.2 The two reading tasks are designed to help students to understand 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

20、divide the dialogue into three parts). They depend too much on the original sentences in the dialogue to 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 co

21、ncerned instead of giving direct answers. In my opinion, students need more language in-put in order to 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

22、to English really helps the students who fall behind to have a clear understanding of the dialogue. The 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 peri

23、od well-planned activities greatly arouse students interest.Lesson 4 Car CultureObjectives To practise making notes of the important information from a reading text. To practise using collocations. To talk about traffic and traffic problems.Possible problem If students are not used to making notes f

24、rom texts in Chinese, they may have difficulties practising taking notes in English and using suitable abbreviations. Background The opening of Londons major ring road, the M25, was supposed to ease the capitals traffic problems, but in fact the volume of cars moving in and around London is greater

25、than ever. One encouraging piece of legislation is that lead-free petrol is now compulsory for new cars. Routes 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

26、suitable natural break is after Exercise 3. Language Power: pages 84-85. Reading Before you start Exercise 1 Read through 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 2 Key Words accident, air

27、pollution, carbon monoxide, motorway, roadworks, speed limit, traffic jam, zebra crossing Before students look the words up in the dictionary, encourage them to guess 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).

28、Explain some of the following things that can be seen in the photos: the number plate on the car (number plates go with the car, they dont change with the owner); tax disk (which is displayed on the cars front window and shows that a yearly tax has been paid); double yellow lines (no parking allowed

29、). Read to learn Exercise 3 Read the Strategies with the class. Look at the headings in the notes and discuss what information is needed to complete the notes. Write these words on the board and ask students how they can be abbreviated, e.g. by omitting letters, by taking the first letters, by omitt

30、ing the vowels: increase (inc), years (yr), minutes (mins), million (m). Students then work individually, reading the 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 b

31、oard so you can check abbreviations too. Suggested answers Number of cars: 25million Increase in last ten years: 30% Amount of TV advertising: 1/4 Proportion of short car journeys: 25% under 2 miles Chemicals produced by cars: carbon monoxide, ozoneHealth effects of air pollution: 25,000 deaths p.a.

32、, 1 in 7 children suffers from asthma, types of cancer caused by traffic pollution No. of road deaths: over 3,000 per year Advs. of buses over cars: 40 people travel in 1 bus (but the same no. would need 33 cars), you can relax on a bus Advs. of sharing a car: cheaper and kinder to environment Advs. of physical ex.: saves money, ke