Lesson plan Car culture 教学设计 (the first period) Background information Content: Module 3, Unit 9, Lesson 4 Car Culture, first period Grade: 1 Number of Ss: 50 Lesson duration: 45 mins Teaching By the end of the lesson, Ss will be able to: objectives: 1. describe problems caused by cars on people’s life in Britain. 2. take notes of the key information related to advice of how to give up cars in Britain. 3. identify the writer’s attitude towards cars by giving examples. 4. raise awareness of environmental problems caused by cars. Main vocabulary: accident, air pollution, carbon monoxide, construction works, speed limit, traffic jam, get stuck in, stressed out, be addicted to, be related to, go up by, cut by, pedestrian area Reading strategies: 1. predicting 2. skimming for the main idea 3. completing notes 4. reading for inference Teaching aids: computer, blackboard, handouts Homework: 1. Create a word web to organize the words learned in this lesson. 2. Finish Ex. 1, 2 and 3 on page 84 (Language Power). Teaching procedures:
Stages Steps IP& time Activity Intentions
T elicits from the Ss words related to Familiarize Ss with the topic “road” by using pictures. and introduce some related key words, such as highway, pavement, crossroad, pedestrian overpass… T talks about her personal experience related to traffic and discusses her feelings about traffic in Beijing. T encourages Ss to share their feelings. - Start from personal experiences so that Ss can talk about things they are familiar with. - Continue introducing some new words naturally.
WC 3’ WC 2’
Ss listen to a dialogue and figure out how long it took these people to go to work and how they felt. Ss make guesses about some figures related to traffic in Britain. (see handout) Ss scan the first part of the passage (on page 42) and check their guesses.
Use the beginning of the text as a lead-in to the topic. - Activate Ss’ existing knowledge - Increase their interest in reading the passage. - Guide Ss to practice predition and scanning skills in reading. - Increase Ss’ awareness about problems caused by cars.
Ss read the first part for the second time and underline all the problems caused by cars and check in pairs.
WC 5’ WC 3’
PW 5’ WC 3’ WC 4’
Ss read for specific information and understand better all the problems caused by cards T erases gradually all the Provide opportunity for Ss to information from the table and Ss try internalise the information to recall it. they extracted. Discuss the following questions: Prepare Ss for the second a. Why do British people carry on part. Motivate them to learn using cars? more in the second part. b. How can they give up cars? Do you have any advice? Ss skim the second part of the Reading strategy training: passage (on page 43) to underline picking up key information. excuses made by the British people for using cars and six ways of reducing the use of cars. Check with the whole class. Ss read the second part again and list Reading strategy training: all the reasons for solutions using note-taking the notes. (see handout) T checks answers by asking Help Ss to get more questions. important information from the passage. Ss read the last paragraph and Reading strategy training: discuss about the writer’s attitude read for inference. towards cars. Develop Ss’ deep level thinking skills.
Review and summary
WC 4’ WC 3’ PW 6’
Ss browse the whole text again and work out the structure of this passage together with the teacher. T asks the whole class to discuss about the topic. Ss write down at least three questions about the text and then work in pairs to practice question and answer skills.
Help Ss to understand the text structure. Develop Ss’ deeper level of understanding. Train Ss’ questioning ability and help them get familiar with the text again. (can be skipped if time is not enough)
Note: T= the teacher Ss= the students IP=Interaction patterns; WC=Whole class work; PW=Pair work; GW=Group work; IW=Individual work
(the second period)
Background information Content: Module 3, Unit 9, Lesson 4 Car Culture, second period Grade: 1 Number of Ss: 48 Lesson duration: 45 mins Teaching By the end of this lesson, Ss will be able to: objectives: 5. use the word web to organize the vocabulary related to the topic; 6. develop the awareness of collocations; 7. use the phrases and collocations in this text to talk about traffic problems in Beijing and possible solutions. Vocabulary 1. use word web to organize topic words: learning Road accident, pollution, carbon monoxide, highway, strategies: construction works, speed limit, traffic jam, pavement, angry, stressed out, global warming, pedestrian area 2. focus on phrases and collocations: get stuck in, feel stressed out, be addicted to, go up by, be related to, cut by take action, make excuses, share cars/journeys, cause traffic problems /pollution, produce carbon monoxide Teaching aids: computer, blackboard, handouts Homework: p.85 Focus on reading. Translate the interview between a reporter and the mayor of Beijing. * Optional group work: Make a poster. Introduce the situation by identifying problems caused by cars in areas they know in China and suggest actions that they and their families can do to solve the
problems. Teaching procedure:
Stages Review Steps 1. IP& time WC 3’ WC 5’ PW 5’ Activity 1. T helps Ss to review what is learned from the previous lesson by using a Mind Map. 2. When reviewing the part about the problems, draw Ss’ attention to phrases like go up by, go down by, die in , etc. 3. When reviewing the part about the advice, Ss work in pairs and talk about it based on the example given. Draw Ss’ attention to phrases like cut by, keep fit, carry on, etc. Students fill in the blanks in the summary of the text. Intentions - Activate Ss’ knowledge about traffic problems learned from the previous lesson by using a mind map.. - Focus Ss’ attention on the lexical phrases used for giving advice.
Try to use some of the expressions when completing the summary. Familiarise Ss with the words related to traffic and roads and prepare them for the next activity. Vocabulary learning strategies: organize words through a word map. Ss develop the concept of collocation between verbs and nouns. Ss practise using the collocations in sentence level contexts. Ss practise using the phrases in a short discourse context.
A memory game. T shows 12 pictures within 22 seconds and Ss have to recall those words.
Ss try to group the words in the way they like so that they can remember them easily. Ss try to find the right verbs to form suitable collocations with the nouns in the previous activity. Finish Ex. 6 on page 43. Choose from these expressions to complete the six sentences. Ss work in groups of four. Each completes one paragraph of the passage about traffic in China and Beijing with the phrases given. Then they put the four paragraphs into a logical order. (see handout) Ss work in pairs. One of them is a reporter and the other is the mayor of Beijing. Talk about the actions taken by
PW 3’ IW 4’ GW 6’
Provide a context for Ss to use what is learned to talk about real life
the Beijing government to reduce traffic.
problems and solutions.
*Note: T= the teacher Ss= the students IP=Interaction patterns; WC=Whole class work; PW=Pair work; GW=Group work; IW=Individual work
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