高中英语 ModuleTraffic Jam Period教案 外研版必修.docx
《高中英语 ModuleTraffic Jam Period教案 外研版必修.docx》由会员分享,可在线阅读,更多相关《高中英语 ModuleTraffic Jam Period教案 外研版必修.docx(11页珍藏版)》请在冰豆网上搜索。
![高中英语 ModuleTraffic Jam Period教案 外研版必修.docx](https://file1.bdocx.com/fileroot1/2022-10/27/8a0c8fd0-b22a-4f9c-95ee-663e6b509c96/8a0c8fd0-b22a-4f9c-95ee-663e6b509c961.gif)
高中英语ModuleTrafficJamPeriod教案外研版必修
黑龙江省鹤北林业局高级中学2014高中英语Module2TrafficJamPeriod教案1外研版必修4
Introduction
Thetopicinthismoduleis“TrafficJam”.Thissectionintroducestousthevocabularyofallkindsoftransportationanditincludesthreeactivities.Tobeginwith,theteachermayaskthestudentsafewquestions,suchas“Howdoyouusuallygettoschool?
”Oryoumaypresenttotheclassthepicturesofallkindsofmeansoftransportation.Theteachermaythenintheclasswiththespeakingoutthemeansoftransportationtheyarefamiliarwith.InActivity2,theteachermayencouragethestudentstocarryoutasurveyamongtheclassaboutwhatkindsoftransportationtheyuseintheirdailylife.ThestudentsmayusethequestionsinActivity3tomakeupadialogueaboutatrafficjam.Finally,theteachermayasksomegoodonestopresenttheirdialoguetotheclass.
ReadingandVocabulary
ThemainideaofthispassageisaboutGettingAroundinBeijing.Firsttheteachermayaskthestudentstoreadthetextquicklyandgraspthemainidea.Afterreadingit,thestudentsmayworkinpairsexchangingtheirideasonthequestion“Whomightfindtheinformationuseful?
”Theteachermaythenelicittheanswersfromthewholeclass.InActivity2thestudentsmaybeencouragedtoaskandanswerquestionsinpairstodeepentheirunderstandingofthetext.AsforActivity3theteachermaylistthenewwordsoraskthestudentstofindthenewwordsinthecourseofreading.Firstmakethestudentsguessfromthewholecontextthemeaningsofthesenewwords,andmakesomeexplanationsifnecessary,whichisofgreatdeepeningtheirimpressionofthenewwords.Thenthestudentsmaydotheexercisesontheirown.Iftheclassisgoodenough,thefollowingmethodsarebetter:
bookclosed,theteacherspeakoutthedefinitionsofsomenewwordsandthestudentsspeakoutthenewwords.Inthisway,notonlythestudents’listeningabilityistrained,butalsotheirmemorizationofthenewwordsisconsolidated.Timepermitting,someexercisesofconsolidationareneeded.Forexample,theteachertellsthestudentsasentencecontainingacertainnewwordandencouragethestudentstoretellandatthesametimepointoutthenewwordsinthesentence.
Besides,intheteachingofreading,theteachercanorganizedifferentreadingactivitiesaccordingtothecontentofthetextonpurposetotraintheabovereadingstrategiesand
Thefunctionofthismoduleis“givingadvice”.Firsttheteachermayaskthestudentstoreadthesentenceslistedandencouragethemtofindoutthesentencestructuresofexpressinggivingadvice.InActivity2theteachermayfirstpairthestudentstodiscusstheissue,andcomeupwithalist.Finallycallbacktheanswers.Ifseveralpairsthesamecity,trytoopenadiscussionaboutwhethertheythinktheadviceisgoodornot.Ifeveryonethesamecity,youmaywishtomakeaboardlistoftheadviceanddiscussit.Toraisetheatmosphereofthewholeclassroom,youmayactastheroleofatouristanddividethestudentsintotwogroupsandmakethemactastheroleoftheguides.Theguidesgiveadvicetothetouristandtheguidewhoraisesmoreadvicewillbethewinner.
ListeningandSpeaking
Inthispartthestudents’listeningandspeakingabilitiesaretrained.Firsttheteachermayencouragethestudentstoreadthefourtopicsandtickthetopicstheythinktheywilltalkabout.Thisisactuallyapre-listeningactivity,whichcanstimulatethebackgroundinformationfromthestudents.Thenextstepistolistenandcheckwhethertheirpredictionsaretrue.InActivity2,therearefivepictures.Indealingwiththisparttheteacherthetapeisplayedforthestudentstochecktheiranswers.Activity3and4mayserveasaconsolidation.
Vocabulary
Somecompoundwordsusedtodescribeurbantransportationareintroducedinthissection.Itissuggestedthatmorecompoundwordsshouldbeintroduced.Theteachermayfirstlistthecompoundwordsandthenaskthestudentstoreadaloudthewordsafterinthestudents.Andifnecessary,theteachermayaddsome.AskthestudentstodoActivity1and2.Finally,callbacktheanswersfromthewholeclass,andanotherprovidethecompoundword.
Pronunciation
Thepronunciationinthismoduleisliaison.Theteachermaychooseashortparagraphfromthepassageandthenaskthemtofindtheliaisonwordsthemselves.Afterthatyoumayplaythetapeforthestudentstolistenandchecktheiranswers.
Speaking
Combinedwiththelisteningsection,thispartbroadensthetopicofthismodule.Itissuggestedthatthispartshouldbedealtwithafterlistening.InActivity2thestudentsarerequestedtousewhynottomakesuggestions.Indealingwiththispartthestudentsmayworkinpairs,onesayingthesentencesinthetextandtheothersayingarelatedsentenceusingthesentencestructure—”Whynot?
”.Activity3canbeapreparationforActivity4.T