高中英语Module2 教案 外研版必修4.doc

Module 2Traffic JamBrief Statements Based on This ModuleIntroductionThe topic in this module is “Traffic Jam”.This section introduces to us the vocabulary of all kinds of transportation and it includes three activities.To begin with,the teacher may ask the students a few questions,such as “How do you usually get to school?” Or you may present to the class the pictures of all kinds of means of transportation.The teacher may then have a brainstorm of means of transportation in the class with the help of the pictures.To activate the atmosphere of the classroom,the teacher may encourage the students to compete with one another in speaking out the means of transportation they are familiar with.In Activity 2,the teacher may encourage the students to carry out a survey among the class about what kinds of transportation they use in their daily life.The students may use the questions in Activity 3 to make up a dialogue about a traffic jam.Finally,the teacher may ask some good ones to present their dialogue to the class.Reading and VocabularyThe main idea of this passage is about Getting Around in Beijing.First the teacher may ask the students to read the text quickly and grasp the main idea.After reading it,the students may work in pairs exchanging their ideas on the question “Who might find the information useful?” The teacher may then elicit the answers from the whole class.In Activity 2 the students may be encouraged to ask and answer questions in pairs to deepen their understanding of the text.As for Activity 3 the teacher may list the new words or ask the students to find the new words in the course of reading.First make the students guess from the whole context the meanings of these new words,and make some explanations if necessary,which is of great help in deepening their impression of the new words.Then the students may do the exercises on their own.If the class is good enough,the following methods are better:book closed,the teacher speak out the definitions of some new words and the students speak out the new words.In this way,not only the students listening ability is trained,but also their memorization of the new words is consolidated.Time permitting,some exercises of consolidation are needed.For example,the teacher tells the students a sentence containing a certain new word and encourage the students to retell and at the same time point out the new words in the sentence.Besides,in the teaching of reading,the teacher can organize different reading activities according to the content of the text on purpose to train the above reading strategies and help them develop good reading habits from the very beginning.Function The function of this module is “giving advice”.First the teacher may ask the students to read the sentences listed and encourage them to find out the sentence structures of expressing giving advice.In Activity 2 the teacher may first pair the students to discuss the issue,and come up with a list.Finally call back the answers.If several pairs have chosen the same city,try to open a discussion about whether they think the advice is good or not.If everyone has chosen the same city,you may wish to make a board list of the advice and discuss it.To raise the atmosphere of the whole classroom,you may act as the role of a tourist and divide the students into two groups and make them act as the role of the guides.The guides give advice to the tourist and the guide who raises more advice will be the winner.Listening and SpeakingIn this part the students listening and speaking abilities are trained.First the teacher may encourage the students to read the four topics and tick the topics they think they will talk about.This is actually a pre-listening activity,which can stimulate the background information from the students.The next step is to listen and check whether their predictions are true.In Activity 2,there are five pictures.In dealing with this part the teacher had better encourage the students to ask and answer questions according to the pictures.And then the tape is played for the students to check their answers.Activity 3 and 4 may serve as a consolidation.VocabularySome compound words used to describe urban transportation are introduced in this section.It is suggested that more compound words should be introduced.The teacher may first list the compound words and then ask the students to read aloud the words after himself or herself.To make the students more familiar with the structure of these compound words,the teacher might as well elicit the word formation in the students.And if necessary,the teacher may add some.Ask the students to do Activity 1 and 2.Finally,call back the answers from the whole class,having one student read the definition and another provide the compound word.PronunciationThe pronunciation in this module is liaison.The teacher may choose a short paragraph from the passage and then ask them to find the liaison words themselves.After that you may play the tape for the students to listen and check their answers.GrammarThe grammar in this module is Imperatives.The teacher should try to acquaint the students with the definition of Imperatives.The Teaching Procedures are as follows:first the teacher may list the meanings of each sign on the blackboard and then make the students to match the signs with the meanings.To make them aware of definitions youd better choose the functions from the sentences listed.Activity 2 is an applied activity.To deal with it the teacher may prepare some pictures beforehand for the students to talk about the meanings of some traffic signs.Activity 3 is a combination of speaking and grammar.Through this part not only will the students speaking skills be trained,but also they will have a better understanding of the positive form and the negative form of imperatives.To make the students clear about it.The teacher had better give the students some exercises for a consolidation.SpeakingCombined with the listening section,this part broadens the topic of this module.It is suggested that this part should be dealt with after listening.In Activity 2 the students are requested to use why not to make suggestions.In dealing with this part the students may work in pairs,one saying the sentences in the text and the other saying a related sentence using the sentence structure”Why not？”.Activity 3 can be a preparation for Activity 4.Two students work in pairs talking about the traffic problems in their city.To activate the atmosphere of the class,a competition may be carried out.The problems can be taken down for the subsequent discussion,in which the students worked in groups of four putting forward the solutions to the questions they have raised in Activity 3.The key words had better be written down.Finally,the teacher may ask some representatives to report to the whole class their methods and suggestions to improve the traffic problems.WritingThis section is closely related to the topic of this module.Activity 1 is actually a pre-activity,which has two roles.It is very helpful for the students to acquaint themselves with the vocabulary and sentences related to the topic of this module.Besides,the providing some questions make them know what to write themselves.This activity can be divided into the following steps:the students read the passage and answer the questions individually;work in pairs asking and answering questions;the teacher raises the last question to inspire the students with the structure of the passage.Before writing the teacher had better make the students read the passage once more.Ask them to plan their writing by listing the problems and possible solutions.They may exchange work with a partner for peer-checking of language,structure and content.Time permitting,the teacher may ask a few good ones to read their work to the whole class.Everyday EnglishThis section requests the students to make sense of the four English expressions listed.First encourage the students to do this activity individually and then check with a partner.Call back the answers from the whole class,having one students read the original sentence,and another the paraphrase.To consolidate this section the teacher may say some sentences or phrases similar to the ones they learned in this part and then ask the students to paraphrase them.Cultural CornerThe passage in this part introduces to us the Congestion Charge the London government adopted in order to lessen the stress of traffic problems.To start with,the teacher may ask the students some questions.With the questions in mind,the students may read the passage quickly.In answering them,the teacher may divide the students into a few groups.The Teaching Procedures can be planned according to the level of the students and the time permitted.If the students are good enough and the teaching time is abundant,activities can be carried out fully in class.Otherwise,some Teaching Procedures may be omitted or done after class.TaskThe task of this module is to complete a poster giving advice to visitor to a city or a town.The teacher may encourage the students to ask and answer questions using the questions listed in the text book or even come up with their questions themselves.They had better try to set as many questions as they can and provide solutions.The solutions may be written down in the form of key words for the writing of the poster.Remind the students to use proper modifiers to make the poster more attractive.The better ones may demonstrate their works to the whole class.Module FileThis part is a summary as well as a self-assessment of this module.It may help the students to know whether they have mastered the main points or not.If time permits,the teacher may have a revision of this module by analyzing this part and consolidate it with some exercises.Five periods for teachingPeriod 1:Introduction;Reading and VocabularyPeriod 2:Function;Listening and SpeakingPeriod 3:Vocabulary;Pronunciation;Grammar Period 4:Speaking;Writing;Everyday English Period 5:Cultural Corner;Task;Module FilePeriod 1Introduction;Reading and VocabularyThe General Idea of This PeriodThe topic in this module is “Traffic Jam”.The Introduction introduces to us the vocabulary of all kinds of transportation and it includes three activities.To begin with,the teacher may ask the students a few questions.Or you may present to the class the pictures of means of transportation.The teacher may then have a brainstorm of means of transportation in the class with the help of the pictures.To activate the atmosphere of the classroom,the teacher may encourage the students to compete with one another in speaking out the means of transportation they are familiar with.In Activity 2,the teacher may encourage the students to carry out a survey among the class about what kinds of transportation they use in their daily life.The students may use the questions in Activity 3 to make up a dialogue about a traffic jam.Finally,the teacher asks some good ones to present their dialogue to the class.This part may serve as a warming up of the passage,of which the topic is Getting Around in Beijing.First the teacher may ask the students to read the text quickly and grasp the main idea.After reading it,they may work in pairs exchanging their ideas on the question “Who might find the information useful?” The teacher may then elicit the answers from the whole class.In Activity 2 the students may be encouraged to ask and answer questions in pairs to deepen their understanding of the text.As for Activity 3 the teacher may list the new words or ask the students to find the new words in the course of reading.First make the students guess from the whole context the meanings of these new words,and make some explanations if necessary,which is of great help in deepening their impression of the new words.Then the students may do the exercises on their own.If the class is good enough,the following methods are better:book closed,the teacher speak out the definitions of some new words and the students speak out the new words.In this way,not only the students listening ability is trained,but also their memorization of the new words is consolidated.Time permitting,some exercises of consolidation are needed.For example,the teacher tells the students a sentence containing a certain new word and encourage the students to retell and at the same time point out the new words in the sentence.Teaching Important PointsEncourage the students to talk about means of transportation.Help the students make sense of the whole passage.Teaching Difficult PointsLead the students to talk in class actively.Deal with some difficult Language Points.Teaching MethodsIndividual work,pair work to get every students to participate in class.Teaching AidsSome pictures,multimedia & a blackboard.Three Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words.Encourage the students to participate in class actively.Make sure the students make sense of the passage.Process and StrategiesTrain the students speaking ability through individual and pair work.Train the students reading skills.Feelings and ValueThrough the teaching of this period know about the present situations of traffic in cities at home or abroad.Meanwhile,their sense of environment and civic virtue will be aroused.Teaching ProceduresStep 1 Lead-inT:Good morning,boys and girls!Ss:Good morning,Sir!T:Today we are going to learn Module 2 Traffic Jam.Here I have a question for you.Would you like to tell me how you usually get to school every day？ S:I usually get to school by bike.S:By bus.T:Good!And can you name some other means of transportation?S:Motorbike.S:Boat.S:Taxi.T:Very good!Anything else?S:Truck!S:Underground.S:.(The teacher lists the names on the blackboard.Explain some new words.)bikeboatbuscoachhelicoptermotorbiketaxitrolleybustruckundergroundT:Do you know the word “coach”?S:Would you please explain it to us?T:Of course.Look at the picture.Can you describe it in simple English?S:Let me try.Is it a long distance bus?T:Kind of right.It is a bus,usu.with a single deck,carrying passengers over long distances.In old times,it refers to a large four-wheeled carriage pulled by horses and used for carrying passengers.T:Please look at another one.What is it?Would you like to describe it?S:I think it is quite like an electric bus.T:Quite right.It is a bus powered by electricity from an overhead cable.Its name is “trolleybus”.T:Now that you have known so many means of transportation,please match some of the words with their definitions.(Show the following on the screen.)1.Its a bus used for long distances._2.Its got two wheels and its fast._3.This bus is connected to electric wires._4.You must pay to use this car.