Unit 9 Wheels[下学期]
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Unit 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-up
Exercise 1
Key Words
aeroplane, balloon, 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 transport 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 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 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 commuter 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 (captain, 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 comprehension work, e.g. play the first speaker again and ask: ‘What time does he start work ’ (6 o’clock) ‘How far does he drive ’ (100 miles)
Tapescript
1 Well, I usually start work at about six in the morning. I don’t usually do long distances C the furthest I drive is about a hundred miles. It’s very stressful, know what I mean Driving all day. And the traffic’s 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 grandson, and suddenly this big lorry came along and nearly hit us. And the pollution, it’s really terrible these days …
3 People say I’m mad, ’cos I always ride to school. I love it and actually it’s much quicker than the bus or even a car because the traffic’s so bad these days. And it keeps me fit, doesn’t it
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 Bike
Reading
Grammar
Language in Use
Lesson 2 On the MoveListening Exx.1-7Pronunciation Exx.8-9Speaking Exx.10-12
Title Lesson 3 Clean Machines
Teaching aims 1 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 point Students finish the reading exercises.
Difficult point Students finish a written gap-fill.
Teaching method Task-based teaching method
Teaching tools Computer, blackboard
Procedures Teacher activities Students activities
Lead-in Show some pictures and a short video for students to learn some background knowledge about solar car racing. Students show great interest while admiring the pictures and the video.
Reading tasks Gist reading 1 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 fill in Form one.2 Some students speak out their opinions.
Reading for details 1 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 speak out their answers.
Language study 1 Divide students into groups of four. Tell them to underline the words & phrases they’d like to learn according to group discussion. Students discuss in groups of four and underline some words & phrases.
2 Get students to translate the Chinese words & phrases into English according to what they’ve got in the dialogue.(See Chart 3) Students finish the translation alone. Then they check it with their group members.
3 Get students to complete the sentences using the words & phrases we’ve just learned. When it is done, give students some explanation if necessary.(See Chart 4) Students finish this exercise alone. Then they check it with their group members. They ask questions if any.
Homework 1 Read the dialogue again and do Ex.3 on Page 40.2 Preview Grammar practice (Ex.7 & Ex.8) on Page 41.
Review 1 The Lead-in part successfully gets students interested in the topic. 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 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 don’t 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 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 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 Culture
Objectives
■ 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 from texts in Chinese, they may have difficulties practising taking notes in English and using suitable abbreviations.
Background
The opening of London's major ring road, the M25, was supposed to ease the capital's traffic problems, but in fact the volume of cars moving in and around London is greater 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 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 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).
■ 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 don't change with the owner); tax disk (which is displayed on the car's front window and shows that a yearly tax has been paid); double yellow lines (no parking allowed).
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 omitting 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 board 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, ozone
Health effects of air pollution: 25,000 deaths p.a., 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, keeps you fit and helps you live longer, cuts the risk of heart disease
Ways of making streets safer: speed limit, zebra crossing,
pedestrian area
Exercise 4
■ Students work in pairs, reading the text again and discussing the answers to the questions.
Answers
1 roads
2 makes them angry and stressed/they become addicted to their cars
3 because they want to continue using their cars
4 They present an untrue picture 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 best summarises the writer’s attitude to cars. Encourage students to argue for their own opinion.
Answers
2 (or possibly 1)
Vocabulary: Collocations
Exercise 6
■ Do the first two items with the whole class, then have students work in pairs, matching the words.
Answers
1 e 2 i 3 g 4 f 5 j 6 c 7 d 8 b 9 h 10 a
Speaking
Exercise 7
■ Students work in pairs, asking and answering the questions.
■ Discuss the answers to question 3 as a whole class and elicit students' suggestions for coping with the frustration of traffic jams.
■ In groups of four or five, students discuss the answers to the questions.
■ The groups then report back to the whole class and see how similar their answers are.
Options
Practice
Students look 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 plates
Students then use these words to label the photo on page 42.
Extension
Students look back at Exercise 6 and make sentences using the collocations, e.g. 'He goes to the gym to keep fit.'
Additional exercise for vocabulary
Useful vocabulary:
destruction, addiction, be addicted to, be/ get stuck in, stressed out, compare to, cost, carry on, confess, risk, occupy, complain about
■ Use the words 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. Occasionally people ________ to crimes they haven't committed just to get attention.
5. I tried to give up smoking several times before I realized I ________ it.
6. Three companies ________ the new building.
7. ________ our small flat, Bill's house seemed like a palace.
8. Studying for exams always ________.
9. This doesn't include the ________ of repairing the damage.
Answers
1 destruction 2 was stuck in 3 complained about 4 confess 5 had addicted to 6 occupies 7 Compared to 8 stresses me out 9 cost
Communication Workshop
Objectives
■ To practise making notes of the important information from 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 addition and contrast linking words.
■ To listen to and understand a song.
Resources used: Cassette, Writing Help 3.
Background
John 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 albums sold millions. He also did a lot of 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 suitable natural break is after the Speaking activity.
Language Power: pages 86-87.
Speaking: A Discussion
Before you start
Exercise 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 before listening to the cassette to check their answers.
Answers
1 main 2 through 3 accidents 4 lorry 5 pollution 6 dirty 7 damaged 8 traffic jam 9 park 10 shoppers
Tapescript
Presenter: And here is this week's County Report. At a council meeting yesterday, Ludford's traffic problems were discussed. The main problem is the A49 road, which goes right through the town.
There have been several serious accidents recently―last week two children were 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 dirty and damaged.
There is a terrible traffic jam every morning at Ludford Bridge and there’s 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 numbers on the map.
Answers
a) 3/4 b) 7/8 c) 5/6 d) 1/2
Exercise 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.
Answers
1 should 2 sure 3 would 4 Why don’t 5 good idea 6 how about 7 don’t think 8 What about
Tapescript
Girl: So, what do you think about all these new plans for the town Personally, I think they should build the bypass. It would get the traffic out of the town.
Boy: I’m not so sure. It would be very expensive and it would take a long time. It’s also not very ecological. Think about the wildlife. Why don’t 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 would be less traffic.
Girl: That’s a good idea. The buses are terrible at the moment. You have to wait ages.
Boy: Mm, I know.
Girl: And how about building a shopping centre The nearest one’s miles away.
Boy: I don’t think that’s a very good idea. What about the local shops What would happen to them And anyway I hate those big shopping centres …
Stages 1-4
■ Students follow the four stages to decide on the best plan for Ludford.
■ In pairs, students read the Strategies.
■ Students then work in pairs listing the advantages and disadvantages of the 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 the ones given in Exercise 2.
■ In groups of four, the pairs tell each other about their plans and try to 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 town if they wish.
■ The class then discusses which of the solutions are the most ecological.
■ Ask students if they had any language difficulties when they were working out their solutions. Was there anything they wanted to say but didn’t know how to say
Writing: A Report
Before you start
Exercise 1
■ Ask students if they have seen or written any reports, e.g. school reports, club/society reports, town council reports, government reports.
■ Elicit how reports are usually structured, e.g. stating the topic of the report, giving positive points, giving negative points and offering advice, then concluding.
■ Tell students they have to order the main sections (A-E), not the sub-sections within the main sections.
■ Students work individually, reading the extracts and ordering them.
■ They can compare their answers in pairs before checking answers in Writing Help 3.
Answers
B D A E C
Linking
Exercise 2
■ Students find the linking words in the report and then, working in pairs, write the words in two groups: 1 listing ideas, 2 contrasting ideas.
Answers
Listing ideas: and in addition plus also as well as too
Contrasting ideas: but although however on the one hand on the other hand
Stages 1-3
■ Students follow the three stages to write a report for a school magazine.
■ As a whole class, elicit ideas for the advantages and disadvantages of the present local transport system.
■ Students then work in pairs, listing the advantages and disadvantages.
■ Refer students to Writing Help 3 as they write their reports.
■ Students refer to Writing Help 3 as they check their reports.
■ If you wish, have students work in pairs, checking their reports and helping each other correct any mistakes.
Listening: A Song
■ Give students time to read through the questions before they listen to the song.
■ Play the song twice for students to check their answers.
Answers
1 He’s standing outside her door.
2 It’s early morning.
3 He feels lonesome/lonely/sad.
4 He doesn’t know when he’ll come back.
5 He wants to marry her.
Tapescript
All my bags are packed, I’m ready to go,
I’m standing here outside your door,
I hate to wake you up to say goodbye.
But the dawn is breaking, it’s early morn,
The taxi’s waiting, he’s blowing his horn,
Already I’m so lonesome I could cry.
So kiss me and smile for me, tell me that you’ll wait for me,
Hold me like you’ll never let me go.
I’m leaving on a jet plane, don’t know when I’ll be back again.
Oh, babe, I hate to go.
There’s so many times I’ve let you down,
So many times, I’ve played around,
I’ll tell you now they don’t mean a thing.
Every place I go, I’ll think of you,
Every song I sing, I’ll sing for you;
When I come back, I’ll wear your wedding ring.
So kiss me and smile for me, tell me that you’ll wait for me,
Hold me like you’ll never let me go.
I’m leaving on a jet plane, don’t know when I’ll be back again.
Oh, babe, I hate to go.
Now the time has come to leave you, one more time let me kiss you,
Then close your eyes, I’ll be on my way.
Dream about the days to come when I won’t have to leave alone,
About the time I won’t have to say:
Leaving on a jet plane, don’t know when I’ll be back again.
Leaving on a jet plane, don’t know when I’ll be back again.
Option
Extension
Write this gapped text of the first part of the song on the board:
All my (1) … are packed, I’m ready to (2) … ,
I’m (3) … here outside your (4) … ,
I (5) … to wake you up to say (6) … ,
But the dawn is breaking, it’s (7) … morn,
The (8) … waiting, he’s blowing his (9) … ,
Already I’m so lonesome I could (10) … .
Students work in pairs, filling in the gaps.
Check students’ answers by playing the song again.
Culture Corner
Culture Corner
America on the Wheel
Before reading
■ Elicit information about cars and car history from students’ background knowledge to arouse their interest in reading, such as what they know about cars, how many brands of cars they know, the history of car making, what kind of car they like and why……
■ Get students to skim the title and the pictures and predict what the passage is about. Get them to practice the reading strategy―-predicting.
Exercise 1
Key Words
motor car, invent, mass production, practical, radically, reign
■ Look at the Key Words with the students and see if students already know some of them. Do not pre-teach any new words but encourage students to guess their meanings as they read the text. Remind them of referring to the notes while reading.
■ Students read the text and check their prediction.
■ Students scan the text to find the Key Words, guess them in the context and do the matching.
Answers
1 region 2 invent 3 practical 4 motor car 5 radically 6 mass production
■ Students check the answers in pairs first before checking in class.
Exercise 2
■ Students read the text again and then in pairs ask and answer the questions. Encourage them to ask more questions according to the text if possible or if you have time.
Answers
1 It was Henry Ford who built the world’s first mass production car.
2 Model T Ford was simple, practical and cheap.
3 Those European cars were stylish and cheaper.
Bulletin Board
Objectives
■ To develop students interests in car culture.
■ To display students ability of imagination.
■ To exchange creative ideas about car development.
■ To further explore the theme of the unit
■ Ask students to read the note on the Bulletin Board.
■ Students work individually to design a creative car. Then they work in groups to exchange ideas. They may change some of their ideas and then make a drawing of their own car
■ Students read the two descriptions. Use them as a model of their own writing.
■ Students write a description of their own creative car invention.
■ Display the descriptions on the class bulletin board. Encourage students to read other students’ descriptions after class.
Unit Diary
Objectives
■ To reflect what and how much the students have learned.
■ To think about in what way they are learning.
■ To learn and identify the best ways for learning.
■ To develop students’ confidence in taking more control of their studies.
■ To help teachers get a clearer insight into the students’ learning of the language.
Part 1 (1)
This part gets students to think of the topics of the unit and decide which is their favourite lesson.
Part 2 (2-6)
This part refers back to the unit objectives from the start of the unit, evaluating the difficulty and usefulness of the activities for each of the tasks.
Part 3 (7)
This part gets students to reflect on the learning strategies, to identify and discuss better ways that suits his or her own language learning.
Part 4 (8)
This part focuses on the students’ interests in different topics.
Part 5 (9)
This part is self-evaluation, which helps students make proper justification of their study and lay down plans for further progress.
Module 3 Project
The Future of Transportation
Objectives
■ To interact and cooperate with others in a team.
■ To develop skills in collective decision-making.
■ To practise skills in researching and collecting information.
■ To judge whether information is appropriate.
■ To learn how to prioritize information and present it in an appropriate manner.
■ To describe a prediction about the transportation in the future using appropriate language.
■ To develop the ability of organizing useful materials.
■ To assess one's own work and reflect on ways on how to improve it.
Resources used
the Internet; books, magazines, newspapers, TV, pictures and photos, … about transportation; Bilingual dictionary
Possible problems
Some of the required resources may not be readily available to students. There may not be enough interesting materials of transportation for students to use. The list of the suggested areas may be too broad and students may have limited imagination and knowledge about the future of transportation.
Process
1 Divide the class into small groups. Ask each group to choose a topic from the list. They can also discuss other topics they are interested in.
a) public transportation
b) personal transportation
c) pollution solution
d) the role of traditional transportation
e) an end to traffic jam
f) worldwide travel
g) space travel
h) other____________
2 Ask groups to brainstorm the present situation about transportation and make notes. Tell them to research all possible predictions and imaginations about future transportation.
3 Ask each group to write a description of future transportation and find photos and other materials to support their presentation.
Stage 1
Students use materials and the Internet to research relevant information about their topic. They make notes about the events.
Stage 2
Each group gathers their research notes and discusses the information. Then they decide on the materials to support their opinion. Make sure each group finds different materials.
Stage 3
Each group makes sure that every member has a role to play. For example, some can write the present situation of transportation, some can write about the future, some make the design, while others choose photos or draw pictures of the project.
Stage 4
Give each group a chance to present their report to the class.
Encourage students to ask the group questions about their project.
Stage 5
Ask each group to do a self-assessment with the following questions.
1 Are you satisfied with your preparation for the project
Yes No Why
2 Are you satisfied with the method of presentation that your group choose
Yes No Why
3 How will you improve your project work in the future
__________________________________________________
__________________________________________________
4 What did you learn from other groups
__________________________________________________
__________________________________________________
Stage 6
Ask a student from each group to read out their answers to the assessment ment and encourage students to think about their answers as preparation for their next project.
Review
PAGE
5
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-up
Exercise 1
Key Words
aeroplane, balloon, 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 transport 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 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 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 commuter 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 (captain, 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 comprehension work, e.g. play the first speaker again and ask: ‘What time does he start work ’ (6 o’clock) ‘How far does he drive ’ (100 miles)
Tapescript
1 Well, I usually start work at about six in the morning. I don’t usually do long distances C the furthest I drive is about a hundred miles. It’s very stressful, know what I mean Driving all day. And the traffic’s 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 grandson, and suddenly this big lorry came along and nearly hit us. And the pollution, it’s really terrible these days …
3 People say I’m mad, ’cos I always ride to school. I love it and actually it’s much quicker than the bus or even a car because the traffic’s so bad these days. And it keeps me fit, doesn’t it
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 Bike
Reading
Grammar
Language in Use
Lesson 2 On the MoveListening Exx.1-7Pronunciation Exx.8-9Speaking Exx.10-12
Title Lesson 3 Clean Machines
Teaching aims 1 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 point Students finish the reading exercises.
Difficult point Students finish a written gap-fill.
Teaching method Task-based teaching method
Teaching tools Computer, blackboard
Procedures Teacher activities Students activities
Lead-in Show some pictures and a short video for students to learn some background knowledge about solar car racing. Students show great interest while admiring the pictures and the video.
Reading tasks Gist reading 1 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 fill in Form one.2 Some students speak out their opinions.
Reading for details 1 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 speak out their answers.
Language study 1 Divide students into groups of four. Tell them to underline the words & phrases they’d like to learn according to group discussion. Students discuss in groups of four and underline some words & phrases.
2 Get students to translate the Chinese words & phrases into English according to what they’ve got in the dialogue.(See Chart 3) Students finish the translation alone. Then they check it with their group members.
3 Get students to complete the sentences using the words & phrases we’ve just learned. When it is done, give students some explanation if necessary.(See Chart 4) Students finish this exercise alone. Then they check it with their group members. They ask questions if any.
Homework 1 Read the dialogue again and do Ex.3 on Page 40.2 Preview Grammar practice (Ex.7 & Ex.8) on Page 41.
Review 1 The Lead-in part successfully gets students interested in the topic. 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 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 don’t 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 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 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 Culture
Objectives
■ 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 from texts in Chinese, they may have difficulties practising taking notes in English and using suitable abbreviations.
Background
The opening of London's major ring road, the M25, was supposed to ease the capital's traffic problems, but in fact the volume of cars moving in and around London is greater 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 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 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).
■ 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 don't change with the owner); tax disk (which is displayed on the car's front window and shows that a yearly tax has been paid); double yellow lines (no parking allowed).
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 omitting 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 board 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, ozone
Health effects of air pollution: 25,000 deaths p.a., 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, keeps you fit and helps you live longer, cuts the risk of heart disease
Ways of making streets safer: speed limit, zebra crossing,
pedestrian area
Exercise 4
■ Students work in pairs, reading the text again and discussing the answers to the questions.
Answers
1 roads
2 makes them angry and stressed/they become addicted to their cars
3 because they want to continue using their cars
4 They present an untrue picture 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 best summarises the writer’s attitude to cars. Encourage students to argue for their own opinion.
Answers
2 (or possibly 1)
Vocabulary: Collocations
Exercise 6
■ Do the first two items with the whole class, then have students work in pairs, matching the words.
Answers
1 e 2 i 3 g 4 f 5 j 6 c 7 d 8 b 9 h 10 a
Speaking
Exercise 7
■ Students work in pairs, asking and answering the questions.
■ Discuss the answers to question 3 as a whole class and elicit students' suggestions for coping with the frustration of traffic jams.
■ In groups of four or five, students discuss the answers to the questions.
■ The groups then report back to the whole class and see how similar their answers are.
Options
Practice
Students look 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 plates
Students then use these words to label the photo on page 42.
Extension
Students look back at Exercise 6 and make sentences using the collocations, e.g. 'He goes to the gym to keep fit.'
Additional exercise for vocabulary
Useful vocabulary:
destruction, addiction, be addicted to, be/ get stuck in, stressed out, compare to, cost, carry on, confess, risk, occupy, complain about
■ Use the words 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. Occasionally people ________ to crimes they haven't committed just to get attention.
5. I tried to give up smoking several times before I realized I ________ it.
6. Three companies ________ the new building.
7. ________ our small flat, Bill's house seemed like a palace.
8. Studying for exams always ________.
9. This doesn't include the ________ of repairing the damage.
Answers
1 destruction 2 was stuck in 3 complained about 4 confess 5 had addicted to 6 occupies 7 Compared to 8 stresses me out 9 cost
Communication Workshop
Objectives
■ To practise making notes of the important information from 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 addition and contrast linking words.
■ To listen to and understand a song.
Resources used: Cassette, Writing Help 3.
Background
John 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 albums sold millions. He also did a lot of 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 suitable natural break is after the Speaking activity.
Language Power: pages 86-87.
Speaking: A Discussion
Before you start
Exercise 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 before listening to the cassette to check their answers.
Answers
1 main 2 through 3 accidents 4 lorry 5 pollution 6 dirty 7 damaged 8 traffic jam 9 park 10 shoppers
Tapescript
Presenter: And here is this week's County Report. At a council meeting yesterday, Ludford's traffic problems were discussed. The main problem is the A49 road, which goes right through the town.
There have been several serious accidents recently―last week two children were 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 dirty and damaged.
There is a terrible traffic jam every morning at Ludford Bridge and there’s 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 numbers on the map.
Answers
a) 3/4 b) 7/8 c) 5/6 d) 1/2
Exercise 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.
Answers
1 should 2 sure 3 would 4 Why don’t 5 good idea 6 how about 7 don’t think 8 What about
Tapescript
Girl: So, what do you think about all these new plans for the town Personally, I think they should build the bypass. It would get the traffic out of the town.
Boy: I’m not so sure. It would be very expensive and it would take a long time. It’s also not very ecological. Think about the wildlife. Why don’t 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 would be less traffic.
Girl: That’s a good idea. The buses are terrible at the moment. You have to wait ages.
Boy: Mm, I know.
Girl: And how about building a shopping centre The nearest one’s miles away.
Boy: I don’t think that’s a very good idea. What about the local shops What would happen to them And anyway I hate those big shopping centres …
Stages 1-4
■ Students follow the four stages to decide on the best plan for Ludford.
■ In pairs, students read the Strategies.
■ Students then work in pairs listing the advantages and disadvantages of the 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 the ones given in Exercise 2.
■ In groups of four, the pairs tell each other about their plans and try to 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 town if they wish.
■ The class then discusses which of the solutions are the most ecological.
■ Ask students if they had any language difficulties when they were working out their solutions. Was there anything they wanted to say but didn’t know how to say
Writing: A Report
Before you start
Exercise 1
■ Ask students if they have seen or written any reports, e.g. school reports, club/society reports, town council reports, government reports.
■ Elicit how reports are usually structured, e.g. stating the topic of the report, giving positive points, giving negative points and offering advice, then concluding.
■ Tell students they have to order the main sections (A-E), not the sub-sections within the main sections.
■ Students work individually, reading the extracts and ordering them.
■ They can compare their answers in pairs before checking answers in Writing Help 3.
Answers
B D A E C
Linking
Exercise 2
■ Students find the linking words in the report and then, working in pairs, write the words in two groups: 1 listing ideas, 2 contrasting ideas.
Answers
Listing ideas: and in addition plus also as well as too
Contrasting ideas: but although however on the one hand on the other hand
Stages 1-3
■ Students follow the three stages to write a report for a school magazine.
■ As a whole class, elicit ideas for the advantages and disadvantages of the present local transport system.
■ Students then work in pairs, listing the advantages and disadvantages.
■ Refer students to Writing Help 3 as they write their reports.
■ Students refer to Writing Help 3 as they check their reports.
■ If you wish, have students work in pairs, checking their reports and helping each other correct any mistakes.
Listening: A Song
■ Give students time to read through the questions before they listen to the song.
■ Play the song twice for students to check their answers.
Answers
1 He’s standing outside her door.
2 It’s early morning.
3 He feels lonesome/lonely/sad.
4 He doesn’t know when he’ll come back.
5 He wants to marry her.
Tapescript
All my bags are packed, I’m ready to go,
I’m standing here outside your door,
I hate to wake you up to say goodbye.
But the dawn is breaking, it’s early morn,
The taxi’s waiting, he’s blowing his horn,
Already I’m so lonesome I could cry.
So kiss me and smile for me, tell me that you’ll wait for me,
Hold me like you’ll never let me go.
I’m leaving on a jet plane, don’t know when I’ll be back again.
Oh, babe, I hate to go.
There’s so many times I’ve let you down,
So many times, I’ve played around,
I’ll tell you now they don’t mean a thing.
Every place I go, I’ll think of you,
Every song I sing, I’ll sing for you;
When I come back, I’ll wear your wedding ring.
So kiss me and smile for me, tell me that you’ll wait for me,
Hold me like you’ll never let me go.
I’m leaving on a jet plane, don’t know when I’ll be back again.
Oh, babe, I hate to go.
Now the time has come to leave you, one more time let me kiss you,
Then close your eyes, I’ll be on my way.
Dream about the days to come when I won’t have to leave alone,
About the time I won’t have to say:
Leaving on a jet plane, don’t know when I’ll be back again.
Leaving on a jet plane, don’t know when I’ll be back again.
Option
Extension
Write this gapped text of the first part of the song on the board:
All my (1) … are packed, I’m ready to (2) … ,
I’m (3) … here outside your (4) … ,
I (5) … to wake you up to say (6) … ,
But the dawn is breaking, it’s (7) … morn,
The (8) … waiting, he’s blowing his (9) … ,
Already I’m so lonesome I could (10) … .
Students work in pairs, filling in the gaps.
Check students’ answers by playing the song again.
Culture Corner
Culture Corner
America on the Wheel
Before reading
■ Elicit information about cars and car history from students’ background knowledge to arouse their interest in reading, such as what they know about cars, how many brands of cars they know, the history of car making, what kind of car they like and why……
■ Get students to skim the title and the pictures and predict what the passage is about. Get them to practice the reading strategy―-predicting.
Exercise 1
Key Words
motor car, invent, mass production, practical, radically, reign
■ Look at the Key Words with the students and see if students already know some of them. Do not pre-teach any new words but encourage students to guess their meanings as they read the text. Remind them of referring to the notes while reading.
■ Students read the text and check their prediction.
■ Students scan the text to find the Key Words, guess them in the context and do the matching.
Answers
1 region 2 invent 3 practical 4 motor car 5 radically 6 mass production
■ Students check the answers in pairs first before checking in class.
Exercise 2
■ Students read the text again and then in pairs ask and answer the questions. Encourage them to ask more questions according to the text if possible or if you have time.
Answers
1 It was Henry Ford who built the world’s first mass production car.
2 Model T Ford was simple, practical and cheap.
3 Those European cars were stylish and cheaper.
Bulletin Board
Objectives
■ To develop students interests in car culture.
■ To display students ability of imagination.
■ To exchange creative ideas about car development.
■ To further explore the theme of the unit
■ Ask students to read the note on the Bulletin Board.
■ Students work individually to design a creative car. Then they work in groups to exchange ideas. They may change some of their ideas and then make a drawing of their own car
■ Students read the two descriptions. Use them as a model of their own writing.
■ Students write a description of their own creative car invention.
■ Display the descriptions on the class bulletin board. Encourage students to read other students’ descriptions after class.
Unit Diary
Objectives
■ To reflect what and how much the students have learned.
■ To think about in what way they are learning.
■ To learn and identify the best ways for learning.
■ To develop students’ confidence in taking more control of their studies.
■ To help teachers get a clearer insight into the students’ learning of the language.
Part 1 (1)
This part gets students to think of the topics of the unit and decide which is their favourite lesson.
Part 2 (2-6)
This part refers back to the unit objectives from the start of the unit, evaluating the difficulty and usefulness of the activities for each of the tasks.
Part 3 (7)
This part gets students to reflect on the learning strategies, to identify and discuss better ways that suits his or her own language learning.
Part 4 (8)
This part focuses on the students’ interests in different topics.
Part 5 (9)
This part is self-evaluation, which helps students make proper justification of their study and lay down plans for further progress.
Module 3 Project
The Future of Transportation
Objectives
■ To interact and cooperate with others in a team.
■ To develop skills in collective decision-making.
■ To practise skills in researching and collecting information.
■ To judge whether information is appropriate.
■ To learn how to prioritize information and present it in an appropriate manner.
■ To describe a prediction about the transportation in the future using appropriate language.
■ To develop the ability of organizing useful materials.
■ To assess one's own work and reflect on ways on how to improve it.
Resources used
the Internet; books, magazines, newspapers, TV, pictures and photos, … about transportation; Bilingual dictionary
Possible problems
Some of the required resources may not be readily available to students. There may not be enough interesting materials of transportation for students to use. The list of the suggested areas may be too broad and students may have limited imagination and knowledge about the future of transportation.
Process
1 Divide the class into small groups. Ask each group to choose a topic from the list. They can also discuss other topics they are interested in.
a) public transportation
b) personal transportation
c) pollution solution
d) the role of traditional transportation
e) an end to traffic jam
f) worldwide travel
g) space travel
h) other____________
2 Ask groups to brainstorm the present situation about transportation and make notes. Tell them to research all possible predictions and imaginations about future transportation.
3 Ask each group to write a description of future transportation and find photos and other materials to support their presentation.
Stage 1
Students use materials and the Internet to research relevant information about their topic. They make notes about the events.
Stage 2
Each group gathers their research notes and discusses the information. Then they decide on the materials to support their opinion. Make sure each group finds different materials.
Stage 3
Each group makes sure that every member has a role to play. For example, some can write the present situation of transportation, some can write about the future, some make the design, while others choose photos or draw pictures of the project.
Stage 4
Give each group a chance to present their report to the class.
Encourage students to ask the group questions about their project.
Stage 5
Ask each group to do a self-assessment with the following questions.
1 Are you satisfied with your preparation for the project
Yes No Why
2 Are you satisfied with the method of presentation that your group choose
Yes No Why
3 How will you improve your project work in the future
__________________________________________________
__________________________________________________
4 What did you learn from other groups
__________________________________________________
__________________________________________________
Stage 6
Ask a student from each group to read out their answers to the assessment ment and encourage students to think about their answers as preparation for their next project.
Review
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