英语Module3IntroductionReadingandVocabularyModule2TrafficJam教案外研版必修4Word格式文档下载.docx

英语Module3IntroductionReadingandVocabularyModule2TrafficJam教案外研版必修4Word格式文档下载.docx

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Thetopicinthismoduleis“TrafficJam”.Thissectionintroducestousthevocabularyofallkindsoftransportationanditincludesthreeactivities.Tobeginwith,theteachermayaskthestudentsafewquestions,suchas“Howdoyouusuallygettoschool?

”Oryoumaypresenttotheclassthepicturesofallkindsofmeansoftransportation.Theteachermaythenhaveabrainstormofmeansoftransportationintheclasswiththehelpofthepictures.Toactivatetheatmosphereoftheclassroom,theteachermayencouragethestudentstocompetewithoneanotherinspeakingoutthemeansoftransportationtheyarefamiliarwith.InActivity2,theteachermayencouragethestudentstocarryoutasurveyamongtheclassaboutwhatkindsoftransportationtheyuseintheirdailylife.ThestudentsmayusethequestionsinActivity3tomakeupadialogueaboutatrafficjam.Finally,theteachermayasksomegoodonestopresenttheirdialoguetotheclass.

ReadingandVocabulary

ThemainideaofthispassageisaboutGettingAroundinBeijing.Firsttheteachermayaskthestudentstoreadthetextquicklyandgraspthemainidea.Afterreadingit,thestudentsmayworkinpairsexchangingtheirideasonthequestion“Whomightfindtheinformationuseful?

”Theteachermaythenelicittheanswersfromthewholeclass.InActivity2thestudentsmaybeencouragedtoaskandanswerquestionsinpairstodeepentheirunderstandingofthetext.AsforActivity3theteachermaylistthenewwordsoraskthestudentstofindthenewwordsinthecourseofreading.Firstmakethestudentsguessfromthewholecontextthemeaningsofthesenewwords,andmakesomeexplanationsifnecessary,whichisofgreathelpindeepeningtheirimpressionofthenewwords.Thenthestudentsmaydotheexercisesontheirown.Iftheclassisgoodenough,thefollowingmethodsarebetter:

bookclosed,theteacherspeakoutthedefinitionsofsomenewwordsandthestudentsspeakoutthenewwords.Inthisway,notonlythestudents’listeningabilityistrained,butalsotheirmemorizationofthenewwordsisconsolidated.Timepermitting,someexercisesofconsolidationareneeded.Forexample,theteachertellsthestudentsasentencecontainingacertainnewwordandencouragethestudentstoretellandatthesametimepointoutthenewwordsinthesentence.

Besides,intheteachingofreading,theteachercanorganizedifferentreadingactivitiesaccordingtothecontentofthetextonpurposetotraintheabovereadi

ngstrategiesandhelpthemdevelopgoodreadinghabitsfromtheverybeginning.

Function

Thefunctionofthismoduleis“givingadvice”.Firsttheteachermayaskthestudentstoreadthesentenceslistedandencouragethemto

findoutthesentencestructuresofexpressinggivingadvice.InActivity2theteachermayfirstpairthestudentstodiscusstheissue,andcomeupwithalist.Finallycallbacktheanswers.Ifseveralpairshavechosenthesamecity,trytoopenadiscussionaboutwhethertheythinktheadviceisgoodornot.Ifeveryonehaschosenthesamecity,youmaywishtomakeaboardlistoftheadviceanddiscussit.Toraisetheatmosphereofthewholeclassroom,youmayactastheroleofatouristanddividethestudentsintotwogroupsandmakethemactastheroleoftheguides.Theguidesgiveadvicetothetouristandtheguidewhoraisesmoreadvicewillbethewinner.

ListeningandSpeaking

Inthispartthestudents’listeningandspeakingabilitiesaretrained.Firsttheteachermayencouragethestudentstoreadthefourtopicsandtickthetopicstheythinktheywilltalkabout.Thisisactuallyapre-listeningactivity,whichcanstimulatethebackgroundinformationfromthestudents.Thenextstepistolistenandcheckwhethertheirpredictionsaretrue.InActivity2,therearefivepictures.Indealingwiththisparttheteacherhadbetterencouragethestudentstoaskandanswerquestionsaccordingtothepictures.Andthenthetapeisplayedforthestudentstochecktheiranswers.Activity3and4mayserveasaconsolidation.

Vocabulary

Somecompoundwordsusedtodescribeurbantransportationareintroducedinthissection.Itissuggestedthatmorecompoundwordsshouldbeintroduced.Theteachermayfirstlistthecompoundwordsandthenaskthestudentstoreadaloudthewordsafterhimselforherself.Tomakethestudentsmorefamiliarwiththestructureofthesecompoundwords,theteachermightaswellelicitthewordformationinthestudents.Andifnecessary,theteachermayaddsome.AskthestudentstodoActivity1and2.Finally,callbacktheanswersfromthewholeclass,havingonestudentreadthedefinitionandanotherprovidethecompoundword.

Pronunciation

Thepronunciationinthismoduleisliaison.Theteachermaychooseashortparagraphfromthepassageandthenaskthemtofindtheliaisonwordsth

emselves.Afterthatyoumayplaythetapeforthestudentstolistenandchecktheiranswers.

Grammar

ThegrammarinthismoduleisImperatives.TheteachershouldtrytoacquaintthestudentswiththedefinitionofImperatives.TheTeachingProceduresareasfollows:

firstthe

teachermaylistthemeaningsofeachsignontheblackboardandthenmakethestudentstomatchthesignswiththemeanings.Tomakethemawareofdefinitionsyou’dbetterchoosethefunctionsfromthesentenceslisted.Activity2isanappliedactivity.Todealwithittheteachermaypreparesomepicture

sbeforehandforthestudentstotalkaboutthemeaningsofsometrafficsigns.

Activity3isacombinationofspeakingandgrammar.Throughthispartnotonlywillthestudents’speakingskillsbetrained,butalsotheywillhaveabetterunderstandingofthepositiveformandthenegativeformofimperatives.Tomakethestudentsclearaboutit.Theteacherhadbettergivethestudentssomeexercisesforaconsolidation.

Speaking

Combinedwiththelisteningsection,thispartbroadensthetopicofthismodule.Itissuggestedthatthispartshouldbedealtwithafterlistening.InActivity2thestudentsarerequestedtousewhynottomakesuggestions.Indealingwiththispartthestudentsmayworkinpairs,onesayingthesentencesinthetextandtheothersayingarelatedsentenceusingthesentencestructure—”Whynot？

”.Activity3canbeapreparationforActivity4.Twostudentsworkinpairstalkingabo

utthetrafficproblemsintheircity.Toactivatetheatmosphereoftheclass,acompetitionmaybecarriedout.Theproblemscanbetakendownforthesubsequentdiscussion,inwhichthestudentsworkedingroupsoffourputtingforwardthesolutionstothequestionstheyhaveraisedinActivity3.Thekeywordshadbetterbewrittendown.Finally,theteachermayasksomerepresentativestoreporttothewholeclasstheirmethodsandsuggestionstoimprovethetrafficproblems.

Writing

Thissectioniscloselyrelatedtothetopicofthismodule.Activity1isactuallyapre-activity,whichhastworoles.Itisveryhelpfulforthestudentstoacquaintthemselveswiththevocabularyandsentencesrelatedtothetopicofthismodule.Besides,theprovidingsomequestionsmakethemknowwhattowritethemselves.Thisactivitycanbedividedintothefollowingsteps:

thestudentsreadthepassageandanswerthequestionsindividually;

workinpairsaskingandansweringquestions;

theteacherraisesthe

lastquestiontoinspirethestudentswiththestructureofthepassage.Beforewritingtheteacherhadbettermakethestudentsreadthepassageoncemore.Askthemtoplantheirwritingbylist

ingtheproblemsandpossiblesolutions.Theymayexchangeworkwithapartnerforpeer-checkingoflanguage,structureandcontent.Timepermitting,theteachermayaskafewgoodonestoreadtheirworktothewholeclass.

EverydayEnglish

ThissectionrequeststhestudentstomakesenseofthefourEnglishexpressionslisted.Firstencouragethestudentstodothisactivityindividuallyandthencheckwithapartner.Callbacktheanswersfromthewholeclass,havingonestudentsreadtheoriginalsentence,andanothertheparaphrase.Toconsolidatethissectiontheteachermaysaysomesentencesorphrasessimilartotheonestheylearnedinthispartandthenaskthestudentstoparaphrasethem.

CulturalCorner

ThepassageinthispartintroducestoustheCongestionChargetheLondongovernmentadoptedinordertolessenthestressoftrafficproblems.Tostartwith,theteachermayaskthestudentssomequestions.Withthequestionsinmind,thestudentsmayreadthepassagequickly.Inansweringthem,theteachermaydividethestudentsintoafewgroups.TheTeachingProcedurescanbeplannedaccordingtothelevelofthestudentsandthetimepermitted.Ifthestudentsaregoodenoughandtheteachingtimeisabundant,activitiescanbecarriedoutfullyinclass.Otherwise,someTeachingProceduresmaybeomittedordoneafterclass.

Task

Thetaskofthismoduleistocompleteapostergivingadvicetovisitortoacityoratown.Theteachermayencouragethestudentstoaskandanswerquestionsusingthequestionslistedinthetextbookorevencomeupwiththeirquestionsthemselves.Theyhadbettertrytosetasmanyquestionsastheycanandprovidesolutions.Thesolutionsmaybewrittendownintheformofkeywordsforthewritingoftheposter.Remindthestudentstousepropermodifierstomakethepostermoreattractive.Thebetteronesmaydemonstratetheirworkstothewholeclass.

ModuleFile

Thispartisasummaryaswellasaself-assessmentofthismodule.Itmayhelpthestudentstoknowwhethertheyhavemasteredthemainpointsornot.Iftimepermits,theteachermayhavearevisionofthismodulebyanalyzingthispartandconsolidateitwithsomeexercises.

Fiveperiodsforteaching

Perio