Module 7 Unit 4 Reading The first underground in the world.docx
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Module7Unit4ReadingThefirstundergroundintheworld
Module7Unit4ReadingThefirstundergroundintheworld
Analysisoftheteachingmaterials:
（教材分析）
TheReadinginthisunitisdesignedtohelpstudentswidentheirhorizonsbyreadingatouristbrochureabouttheLondonunderground.Thestudentslearnsomebackgroundinformation,vocabularyandthestructureofatouristbrochure,whichcanbeappliedtotheirdailyuseofEnglish.
Teachingaimsanddemands:
（教学目标）
1.Tomakestudentslearnaboutthereasonsforbuildingtheundergroundsystem,itsbriefhistory,thepeoplewhomadecontributions,itsunusualusesanditspopularityaswellasitsexpansionnowadays.
2.Toencouragestudentstoapplywhattheyhavelearnttothewritingofatouristbrochure.
3.TohelpstudentsimprovetheabilitytouseEnglish.
Teachingimportantanddifficultpoints:
（教学重难点）
1.TomakestudentshavethebasicknowledgeoftheLondonundergroundsystem.
2.Tomakestudentslearnsomebasicfeaturesofatouristbrochure.
3.Tomakestudentsrealizethebeautiesofourhometownandtheimportanceofthetransportinourdailylife.
Teachingprocess:
（教学过程）
T:
Goodafternoon,class!
Ss:
Goodafternoon,teacher!
T:
Howdidyoucometoschoolthisafternoon?
S1:
Icametoschoolbybike.
S2:
Icametoschoolbye-bike.
T:
Insomebigcities,whatmeansoftransportdopeoplechoosewhentheygotoschoolorwork?
Iwillshowyousomepictures,doyouknowthem?
Ss:
High-speedtrain（高铁）,BRT（城市快速公交）,theunderground（地铁）.
T:
Doyoukownwherethefirstundergroundintheworldis?
Ss:
InLondon.
T:
yah,whatelsedoyouknowaboutit?
Nowtodaywewilllearnatouristbrochureaboutthefirstundergroundintheworld.Inatouristbrochure,whatareusuallyincluded?
CanyouturntoPage51andfindtherightanswerstothequestion.
T:
（Twominuteslater）Canyoutellmetheanswers?
S:
A,C,D,F.
T:
OK!
Canyouusesomekeywordstoconcludethem?
Ss:
Development,importantpeople,interestingfactsandthesuggestion!
T:
Whatelsecanyoulearn?
Let’sreadthearticleindetail.CanyoureadPara.1togetherandconsiderwhatistalkedaboutinthisparagraph.
Ss:
（Readthefirstparagraghtogether）
T:
What’retalkedaboutinthisparagraph?
Ss:
introduction
T:
Yes,theLondonundergroundsystemhasthedistinctionofbeingthe_______（slowdowntoallowstudentstimetoconsidertheadjectivestofillintheblank）andthemost_______systemintheworld.
Ss:
oldest;complex
T:
Nowthatitisthemostcomplexsystemintheworld,whydidpeopleinLondonbuildsuchacomplexundergroundsysteminsteadofusingtrainsorothervehicles?
First,whydidn’tpeopleusetrains?
Ss:
Becausebuildingtrainsintothecitywouldhavedamagedmanyoldbuilding.
T:
Sousingtrainsisn’tagoodway.Howabouttheothervehiclessuchashorse-drawnbuses,trams,cabsorcarriages?
Ss:
Thenumberofvehiclesontheroadcausedunbelievabletrafficjamssothatnoonecouldtravelanywhere.
T:
WecanseethetrafficproblemledtothedevelopmentoftheLondonundergroundsystem.Sowecanusewhatkeywordtoconcludethisparagraph?
Ss:
thereason
T:
Havingseenthesituation,theBritishgovernmentgaveapprovaltotheconstructionoftheundergroundsystemin1884.Butdidthesystemdevelopsmoothly?
Whathappenedlater?
Nowlet’sreadPara.2toPara.4andmatcheacheventonthescreenwithitsrighttime.
Ss:
（After3minutesofreadingofthispart）
T:
Canyoumatchthem?
S:
In1863,（F.）theinitialtunnelswereopened.In1868,（E.）thenextsectionwasopened.In1884,（B.）TheMRCandMDRlinkedupandthefirstrailwaytunnelwasdug.In1890,（D.）Thefirstelectricundergroundrailwaywasopened.In1933,（C.）apublicorganizationwascreated.Andduring1918and1938，（G.）manynewstationswereconstructed.
T:
Youdidaverygoodjob!
Duringthelongdevelopmentoftheundergroundsystem,manypeoplemadecontributions.Whoarethey?
Ss:
CharlesYerkesandCharlesHolden.
T:
WhatdidCharlesYerkesdo?
Andwhydidhedoso?
WhatdidCharlesHoldendo?
CanyougothroughPara.3andPara.4againtofindtheanswers?
（oneminutelater）WhatdidCharlesYerkesdo?
Ss:
HeundertookthejobofimprovingthesystembyobtainingownershipofmanydifferentlinesandsettinguptheUndergroundElectricRailwaysofCompanyofLondon.
T:
Whydidhedoso?
S:
Travellingontheselineswasnotconvenient,though,aseachlinewaspossessedbyadifferentcompany,manywerefarfromeachother.Havingseenthissituation,heundertookthejob.
T:
Good!
HowaboutCharlesHolden?
S:
CharlesHoldendesignedthemostofstations.
T:
DuringWorldWarII,theundergroundsystemhadsomeunusualfunctions.WhichofthefollowingisNOTtheunusualuseoftheundergroundsystemduringtheSecondWorldWar?
CanyoureadPara.5byyourselvesandchoosetheanswer.
S:
（oneminutelater）ChooseC.
T:
Canyoutellmehowtocorrectit?
S:
Itfunctionedastheundergroundairplanefactory.
T:
Welldone!
HowaboutthedevelopmentoftheundergroundsystemafterWorldWarII?
NowwewilllistentoParas.6and7andthentrytofillintheblanks.
（Playthelisteningmaterial）
T:
Canyoufillintheblanks?
S:
enlarge;linked;user-friendly;hugeandpermit.
T:
Good.Thesystemwasenlargedorenpanded,sowecanuse“expansion”toconcludethispart.Whilethesystemtransportshugenumberofpeoplenowadays,sowecanconcludethatitisaboutitspopularity.JustnowwelearntaboutsomebasicbackgroundinformationabouttheLondonunderground.Howwelldidyoulearnit?
Nowlet’scheckbyfinishingthetaskonthescreen.Canyoufillintheblanks?
S:
（About3minuteslater,astudentreadtheshortpassageandotherstudentslistentoanswersandcheckthem）distinction;outer;vehicles;approval;convenient;undertook;designed;shelters;enlarged;office.
T:
Excellent!
Inthisshortpassage,wehavesomephrasesandsentencepatternstakenfromthetouristbrochure“Thefirstundergroundintheworld”.DoyouknowtheirChinesemeanings?
“havethedistinctionof”
Ss:
享有……的声誉
T：
“thenumberof…”
Ss:
……的数量
T：
Canyoutranslatethesentence?
S:
交通工具的数量使得路面变得如此拥挤以至于任何人都去不了任何地方。
T：
Good!
Payattentiontothestructure“so…that…”.Thissentenceisanadverbialclause.Howabout“befirstdevelopedin…”
S:
最初发展于……
T:
Lookatthesentence,andwhatdoes“which”inthissentencereferto?
Ss:
manystations.
T:
Yes.Thisisanattributiveclause.Howaboutthephrase“functionas…”?
Ss:
充当……
T:
Howabout“beenlarged”?
Ss:
被扩展,扩大
T：
Andthelastone“permitsb.todosth”?
Ss:
允许某人做……
T:
Verygood!
Todaywelearntatouristbrochureaboutthefirstundergroundintheworld.Wealsolearntsomeusefulphrasesandsentencestructures.Canyouapplywhatthemtouse?
Nowlet’shaveatry!
ImaginethatagroupoftouristscometoYanchengandwanttotakeatriparound.Youaretheirguide.PleaseintroduceBRTtothem.Beforewemovetofinishthetask,let’swatchashortvideoandlookatsomepictures.
（Showthevideoandpictures）
T:
Now,I’dliketosplitallofyouintogroupsoffive.PleasediscusswithyourgroupmembersandorganizeanoralintroductiontoBRT.Useasmanyusefulphrasesandsentencestructuresaspossibleandpayattentiontothestructureofatouristbrochure.
Ss:
（studentsintroducetheirgroupworkintroducingBRTinthefront）
T:
YoudidagoodjobtodayandIhopeyoureviewwhatwehavelearntafterclass!
【课堂板书】
M7U4ReadingThefirstundergroundintheworld
introduction
reason
development—intheorderoftime
atouristbrochureimportantpeople（CharlesYerkesandCharlesHolden）
interestingfacts
expansionandpopularity
thesuggestion
【教学反思】
这节课上的是牛津高中英语模块七，第四单元Reading，主体是对世界上第一辆地下铁的介绍并了解什么是旅游手册从而模仿阅读材料以及运用所学词汇和句式进行口头介绍交通工具。
教学环节设计科学，巧妙。
教者首先以切合学生生活实际的问题导入，把学生的情绪调动起来，让学生自然而然地融入课堂，引导学生将目光聚焦到交通工具的话题上来。
然后再自然引入介绍世界上第一辆地下铁的阅读上来。
过渡自然，环环相扣。
在文章处理环节上，教者问题设计形式多样，例如选择题,匹配题,问答题以及填空题，这样激发了学生的阅读兴趣，同时多方位考察了学生的阅读理解能力。
阅读处理过程中，学生齐读,分开读,听课文材料，多样的形式不断起到调节的作用。
教者精神饱满，追求上课的艺术与效果，基于“五生课堂”要求，以生活为本，以一个与生活密切相关的问题导入。
以研究学生为本，从学生思考问题角度设计授课环节，以书本为本，仔细详细研究课文并精巧设计板书将文章结构呈现出来，文章结构跃然板上，也自然地印入学生心里。
同时，还巧妙以检测的形式为学生呈现重点词组及句子结构，有机将“面”与“点”融合起来，并通过活动有效做到学以致用。
同时，教者以多媒体为辅，课堂教学充分体现了以学生为主体的教学理念。
但本节课也存在着一些值得改进的地方，比如小组活动环节，可以变换学生导游角色为谈自己乘坐BRT的所见所闻和实际感受上来介绍，这样便会让学生更活跃起来从而为这堂课锦上添花。
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