Module 2 Traffic Jam Period 1 Introduction Reading and Vocabulary教学设计.docx

Module 2 Traffic Jam Period 1 Introduction Reading and Vocabulary教学设计.docx

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Module2TrafficJamPeriod1IntroductionReadingandVocabulary教学设计

Module2TrafficJam

BriefStatementsBasedonThisModule教学设计

Introduction

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，theteachercanorganizedifferentreadingactivitiesaccordingtothecontentofthetextonpurposetotraintheabovereadingstrategiesandhelpthemdevelopgoodreadinghabitsfromtheverybeginning.

Function

Thefunctionofthismoduleis“givingadvice”.Firsttheteachermayaskthestudentstoreadthesentenceslistedandencouragethemtofindoutthesentencestructuresofexpressinggivingadvice.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.Theteachermaychooseashortparagraphfromthepassageandthenaskthemtofindtheliaisonwordsthemselves.Afterthatyoumayplaythetapeforthestudentstolistenandchecktheiranswers.

Grammar

ThegrammarinthismoduleisImperatives.TheteachershouldtrytoacquaintthestudentswiththedefinitionofImperatives.TheTeachingProceduresareasfollows:

firsttheteachermaylistthemeaningsofeachsignontheblackboardandthenmakethestudentstomatchthesignswiththemeanings.Tomakethemawareofdefinitionsyou’dbetterchoosethefunctionsfromthesentenceslisted.Activity2isanappliedactivity.Todealwithittheteachermaypreparesomepicturesbeforehandforthestudentstotalkaboutthemeaningsofsometrafficsigns.

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

Speaking

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

”.Activity3canbeapreparationforActivity4.Twostudentsworkinpairstalkingaboutthetrafficproblemsintheircity.Toactivatetheatmosphereoftheclass，acompetitionmaybecarriedout.Theproblemscanbetakendownforthesubsequentdiscussion，inwhichthestudentsworkedingroupsoffourputtingforwardthesolutionstothequestionstheyhaveraisedinActivity3.Thekeywordshadbetterbewrittendown.Finally，theteachermayasksomerepresentativestoreporttothewholeclasstheirmethodsandsuggestionstoimprovethetrafficproblems.

Writing

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

thestudentsreadthepassageandanswerthequestionsindividually；workinpairsaskingandansweringquestions；theteacherraisesthelastquestiontoinspirethestudentswiththestructureofthepassage.Beforewritingtheteacherhadbettermakethestudentsreadthepassageoncemore.Askthemtoplantheirwritingbylistingtheproblemsandpossiblesolutions.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，theteachermayhavearevisionofthismodulebyanalyzingthispartan