Unit 4 public transport
Period 1 Welcome to the unit
Teaching Objectives:
1) To get the students to talk about different means of transport and its main function.
2) Students are expected to discuss the advantages and disadvantages between all these means of transport and how important they are to our lives.
Teaching procedures:
1. Lead in
Do you like traveling? Where have you been and how did you go there?
2. Brainstorming
What is included in public transport?
3. Picture talking
show students different pictures about public transport and discuss their different functions.
4. Questions
1) What is the difference between a bus and a coach?
2) Why do you think people would choose to travel by aeroplane rather than by ship?
3) Why do you think we need all these different types of transport?
5. Group discussion
1) How do people travel within a city?
2). How do people travel to nearby cities?
3) How did people travel to a faraway city in ancient times?
Period 2 Reading(1)
Teaching aims:
(1) Encourage the Ss to grasp the main idea of the article.
(2) Stimulate the Ss’ interest in learning English by talking about their own traveling experiences.
(3) Students are expected to gain some knowledge about London Underground and reinforce their reading comprehension.
(4) Develop the students’ reading ability---how to read a tourist brochure.
Important points & difficult points:
(1) Get students to understand the main idea of the reading passage.
(2) Have students know something about the London Underground.
Procedure:
Step1 Daily report.
Ask one student to do a daily report on one of his or her traveling experiences.
Step2 Review of different means of transportation
Show students a few pictures of different means of transportation and get them to tell the names of the transportation tools to consolidate what they have learnt.
Step3 Lead-in
Ask students to answer the following questions:
1. Among all these means of transportation mentioned above, which can you take in our city?
2. In recent years, Nanjing has got a new means of transportation; do you know what it is?
3. Do you know something about the first underground in the world?
Step4 Skimming
1. When was the first underground system opened?
2. Why was the Victorian time important?
3. What did Charles Holden do?
Step5 Scanning
1. Why was an underground system first developed in London?
2. What was the London Underground like in 1863?
3. What did Charles Yerkes do to improve the underground?
4. What are some of the different things that the underground has functioned as?
5. What happened to the London Underground after World War Ⅱ?
6. What does it mean when the brochure says that the underground system is user-friendly?
Step6 Structure analyzing
part paragraph Main idea
Part 1 Para 1
Part 2 Para 2-4
Part 3 Para 5
Part 4 Para 6-7
Step7 Development of the LU system before World War II
date event
1854
1863
1868
1884
1933
1918-1938
After 1945
1977
Step8 Reading strategy: reading a tourist brochure
Key facts of a tourist brochure
1. History of a certain place or an item, including its dates and years
2. Some important people concerned
3. Interesting facts
4. Persuasive and interesting language
Step9 Blank-filling
Step10 Role-play
Suppose you are a guide. Now you are leading a tourist group to Nanjing City. Please combine the knowledge of our hometown you have already known with the language skills we learned today to give the tourist a short speech.
Step11 Homework
Finish the relative exercise on page 130 and 131.
Preview the language points in the text.
Period 3 Reading(2)
Teaching aims:
1. Encourage the Ss to raise reading ability by focusing on language points.
2. Get the Ss to grasp the new language usage in the text by learning them.
Important points & difficult points:
Language usage: distant(distance); boundary; historic(historical); choke; link; place; function; honor; permit
1. distant (Line5) adj. far away
in the distant past/future: far away in the past or future:
distance n. [C or U] the amount of space between two places:
He travels quite a distance (= a long way) to work every day.
Does she live within walking distance of her parents?
2. boundary: n. -- the edge (Line5)
The mountain becomes the national ~ for both countries.
The fence serves as a ~ between the two buildings.
the boundaries of knowledge
3. historic: adj. -- having importance in or influence on history (Line 6)
11 November 1918 is a ~ day as it represents the end of World War I.
Can you tell me when the ~ meeting between the two great leaders was held?
historic / historical:
Historic and historical are differentiated in usage, though their senses overlap.
Historic refers to what is important in history:
the historic first voyage to outer space
It is also used of what is famous or interesting because of its association with persons or events in history: a historic house
Historical refers to whatever existed in the past, whether regarded as important or not:
a historical character
Historical refers also to anything concerned with history or the study of the past:
The differentiation between the words is not complete. They are often used interchangeably:
4. choke (Line8) n. [C] v. 窒息；堵塞；阻塞
1). The child swallowed a pen and chocked to death.
2). The roads to the coast were choked with traffic.
3). At lunchtime the streets were choked with traffic.
4). Children can choke on peanuts.
引申: chock back 忍住，抑制 chock up 因激動(dòng)等說不出話來
5. link (Line21) v. [T] to make a connection between two or more people, things or ideas:
1) The explosions are not thought to be linked in any way.
link up: to form a connection, especially in order to work or operate together:
2) The organization's aim is to link up people from all over the country who are suffering from the disease.
3) They linked up two areas by telephone.
用法拓展:be connected with 與……相接，和……有聯(lián)系
6. place: v. --to be in a state or situation (Line 36)
1) She placed a tape recorder in front of her on the table.
2) His uncooperative attitude placed us in an embarrassing situation.
3) This job places great demands on the workers, which can be quite stressful.
7. be responsible for: be in charge of (L39)
1)The driver is responsible for the passengers’ safety.
2) Philip is the project manager. He is responsible for anything concerning the project.
3) Who is responsible for making the dinner reservation?
8. function as: serve as (L42)
1) My living room also functions as a study.
2) The room functioned as a store room for keeping all our collection.
3) The beautiful leaf functioned as a bookmark
9. honor (L51) a quality that combines respect, pride and honesty:
a man of honor
We fought for the honor of our country.
n. [C] a reward, prize or title that publicly expresses admiration or respect:
She received an honor for her services to the community.
in honor of sb./ sth. in order to celebrate or show great respect for someone or sth.:
a banquet in honor of the president
10. permit (L57) v. -tt- [T] to allow sth.:
The regulations do not permit much flexibility.
[+do ing] The prison authorities permit visiting only once a month.
[+ object + to infinitive] The security system will not permit you to enter without the correct password.
Period 4 Word power
Teaching aims:
(1). Learn and master the new words related to transport.
(2). Enlarge the vocabulary in this section and apply them to practical use.
Important points & difficult points:
(1). Remember the different kinds of roads.
(2). Remember different tools of transport.
Procedure:
Step 1 Lead-in
Word game:
Step 2 Read and speak
1. Ask students to read the passage in Part A.
2. To check students’ understanding of the passage, you may ask them the following questions
3. Ask students if they know any other tools of transport besides what they have learnt. You may offer some photos and get students to speak out the correct words
Step 3 Further study
1. Ask students to focus on the flow chart in Part B. They should know that the flow chart here categorizes the different ways people travel by land, air or sea.
2. Ask students to read the passage in Part C, which is an introduction to a transport project. Student should complete the introduction with the words they have learnt in Parts A and B. Then check the answers with the class.
3. For Part D, you may ask students some questions to help them find out these words and phrases. For example:
What must you do before you go somewhere by train?
Book a seat or a ticket.
Where will you go to buy the train ticket?
To the ticket office.
How do we know which train is available?
Read a timetable first.
What ticket can help a student save money?
A student ticket.
For the majority the good way to save money is to buy _____ ticket.
What do we call the person who is traveling on a train?
A passenger.
What do we call the person who sells bus tickets?
A conductor.
If you want to travel to a foreign country, what must you have?
A passport and a visa.
4. Ask students to go over Part D and fill in the box. Tell them that the word ‘passenger’ should not be put in the box because passengers are not the people who make transport smoothly.
Step 4 Homework
(1) Learn all the new words by heart.
(2) Workbook P130 Reading A
Period 5&6 Grammar & usage
Teaching aims:
(1) To help the students review and master the usage of v-ing and v-ed forms functioning as adjectives and adverbs.
(2) To help the students to learn the usage of the passive, perfect and negative forms of v-ing and v-ed forms
(3) To enable the students to know the differences between participles and gerunds and the infinitives.
Teaching important points & difficult points:
(1) Differences between verb-ing and verb-ed forms.
(2) Differences between “doing” and “having done”.
(3) Differences between “doing” and “to do”.
Teaching procedure:
Step 1 Lead-in
Warming up:
Step 2 Usage of v-ing and v-ed forms functioning as adjectives and adverbs.
As adjectives:
v-ing形式作定語
v-ed形式作定語
1. 單個(gè)動(dòng)詞-ed形式作定語一般放在被修飾的名詞之前，作前置定語。
A watched pot never boils. 心急鍋不開。
All the broken doors and windows have been repaired.
When we arrived, we each were given a printed question paper.
提 示 如要表示強(qiáng)調(diào)，單個(gè)動(dòng)詞-ed形式也可作后置定語。
Money spent is more than money earned. 入不敷出。
2. 帶有修飾語或其他成分的v-ed形式一般都作后置定語，在語法上相當(dāng)于一個(gè)定語從句。
We have read many novels written by this author. (= that are written by this author)
Half of the honored guests invited to the reception were foreign ambassadors. (= who had been invited to the reception)
The meeting, attended by one thousand students, was a success. (= which was attended by one thousand students)
v-ing 和v-ed形式作定語的區(qū)別
1．及物動(dòng)詞的-ing形式作定語表示與被修飾名詞是主動(dòng)關(guān)系，及物動(dòng)詞的-ed 形式表示與被修飾名詞是被動(dòng)關(guān)系。
2．不及物動(dòng)詞-ing形式表示動(dòng)詞正在進(jìn)行，而v-ed形式表示動(dòng)作已完成。
不及物動(dòng)詞－ed形式只表示完成的意義，并不帶有被動(dòng)的含義。
v-ing形式作狀語
v-ed形式作狀語
動(dòng)詞-ed形式作狀語和動(dòng)詞-ing形式作狀語一樣，也可以表示時(shí)間、原因、條件、讓步、方式或伴隨情況等。但其動(dòng)作執(zhí)行者與句子主語是被動(dòng)一致。
動(dòng)詞-ed形式作狀語表示行為方式、伴隨情況或補(bǔ)充說明時(shí)，通常位于句子的后面，相當(dāng)于一個(gè)并列分句。
The teacher stood there, surrounded by the students. (= and he was surrounded …)
He went into the office, followed by some children. (= and he was followed by some children)
Tell the functions:
Completely examined by the doctors, he went back to school right away.
Having lived in this city for three years, she knows it very well.
Laughed at by many people, he continued his study.
He went into the office, followed by many children.
Step 3 Different forms and functions
1. Student’s Book Page 57 Part A
Check the answers with the students.
Forms Attribute Adverbial Predicative Object complement
v-ing √ √ √ √
v-ed *√ √ √ *√
being+v-ed *√ √ *√
having+v-ed √
having been+v-ed √
a meeting held yesterday
a meeting being held now
I found my watch being repaired when I got to the shop, so I had to wait.
I found my watch repaired when I got to the ship, so I paid the worker and returned.
2. Student’s Book Page 57 Part B Check the answers.
Step 4 Summary
Forms 主 賓 定 表 狀 賓補(bǔ)
Participles √ √ √ √
Gerunds √ √ √ √
Infinitives √ √ √ √ √ √
Step 5 practice
自測(cè)天地
Step 6 Homework
Workbook C1, C2
Period 7&8 Task
Teaching aims:
to get students to learn how to listen for important information.
to get students to learn to budget for a trip.
Teaching steps:
Step 1:
Give students the background of this story. Let them plan a list of things they need to do for the coming trip if they are in such circumstances. They may be able to fill in some of the blanks in part A even before listening. Then listen to the tape for the first time and finish the rest of the blanks.
Step2:
Listen to part A for the second time if necessary.
Step3:
One of the things you were asked to do was call Mr. An. Listen to the telephone conversation and make some notes about the information Mr. An gives.
Step4:
(1) You also want to look on a website about Dalian to make a perfect arrangement for the trip. Read the information and complete the note.
(2) Explain some new words if necessary. It may include: harbour, speed up, peak, punctual
Step5:
Pair work: You have decided to travel by train. You are at the railway station and are trying to buy some tickets for the fastest train. List the sorts of questions you need to ask. Find a partner to be the ticket seller. (Only your partner has the timetable. Ask him or her questions. Then you choose the fastest train within the right budget. Then switch roles. Compare the final decision between students.
Step6:
You need to write an e-mail to your uncle. Get students to think about what things you need to write in the e-mail.
You need to say that you have decided that the families should take the train and why you decide on this. Also tell him the departure and arrival time and remind him not to be late.
Period 9&10 Project
Teaching aims:
1. Give students a chance to practice their English by completing a project.
2. Teach students how to protect themselves from dangers on the roads.
3. Encourage students to finish a project by working together.
Teaching procedure:
Step 1 Discussion
(Showing students two pictures of traffic accidents)
What should you pay attention to when you go school by bike?
What do you need to do to avoid accidents on your way to school on foot?
If you are a bus driver, what do you think you should or shouldn’t do when you drive students to their school?
What are the possible reasons for the traffic accident? What do you think should be done to avoid a traffic accident?
Step 2 Lead-in
From the title, what information do you think the reading passage will give us?
Step 3
Read the article carefully and find answers to first four questions in Part B
Step 4 Further Reading
Let’s check your understanding of the reading passage by more questions.
Step 5 Consolidation
1) Read the article again and complete the following notes:
2) Work in groups of four or six to discuss the questions 5-8 in Part B. Write down your answers. Then one student from each group presents your answer to the class. Other groups can give your comments.
3) Do Exercises
Step 6 Language points: