高中英语新课标外研版必修4教案 Period1 Introduction;Reading and Vocabulary(Module2 Traffic Jam) .pdf

《高中英语新课标外研版必修4教案 Period1 Introduction;Reading and Vocabulary(Module2 Traffic Jam) .pdf》由会员分享，可在线阅读，更多相关《高中英语新课标外研版必修4教案 Period1 Introduction;Reading and Vocabulary(Module2 Traffic Jam) .pdf（24页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Module 2Module 2Traffic JamTraffic JamBrief Statements Based on This ModuleBrief Statements Based on This ModuleIntroductionIntroductionThe topic in this module is“Traffic Jam”.This section introduces tous the vocabulary of all kinds of transportation and it includes threeactivities.To begin with,th

2、e teacher may ask the students a fewquestions,such as“How do you usually get to school?”Or you maypresenttotheclassthepicturesofallkindsofmeansoftransportation.The teacher may then have a brainstorm of means oftransportation in the class with the help of the pictures.To activate theatmosphere of the

3、 classroom,the teacher may encourage the students tocompete with one another in speaking out the means of transportationthey are familiar with.In Activity 2,the teacher may encourage thestudents to carry out a survey among the class about what kinds oftransportation they use in their daily life.The

4、students may use thequestions in Activity 3 to make up a dialogue about a trafficjam.Finally,the teacher may ask some good ones to present their dialogueto the class.Reading and VocabularyReading and VocabularyThe main idea of this passage is about Getting Around inBeijing.First the teacher may ask

5、the students to read the text quickly andgrasp the main idea.After reading it,the students may work in pairs1/24exchanging their ideas on the question“Who might find the informationuseful?”The teacher may then elicit the answers from the whole class.InActivity 2 the students may be encouraged to ask

6、 and answer questions inpairs to deepen their understanding of the text.As for Activity 3 theteacher may list the new words or ask the students to find the new wordsin the course of reading.First make the students guess from the wholecontext the meanings of these new words,and make some explanations

7、 ifnecessary,which is of great help in deepening their impression of the newwords.Then the students may do the exercises on their own.If the class isgood enough,the following methods are better:book closed,the teacherspeak out the definitions of some new words and the students speak outthe new words

8、.In this way,not only the students listening ability istrained,butalsotheirmemorizationofthenewwordsisconsolidated.Timepermitting,someexercisesofconsolidationareneeded.For example,the teacher tells the students a sentence containing acertain new word and encourage the students to retell and at the s

9、ametime point out the new words in the sentence.Besides,in the teaching of reading,the teacher can organize differentreading activities according to the content of the text on purpose to trainthe above reading strategies and help them develop good reading habitsfrom the very beginning.Function2/24Th

10、e function of this module is“giving advice”.First the teacher mayask the students to read the sentences listed and encourage them to findout the sentence structures of expressing giving advice.In Activity 2 theteacher may first pair the students to discuss the issue,and come up with alist.Finally ca

11、ll back the answers.If several pairs have chosen the samecity,try to open a discussion about whether they think the advice is goodor not.If everyone has chosen the same city,you may wish to make aboard list of the advice and discuss it.To raise the atmosphere of thewhole classroom,you may act as the

12、 role of a tourist and divide thestudents into two groups and make them act as the role of the guides.Theguides give advice to the tourist and the guide who raises more advicewill be the winner.Listening and SpeakingIn this part the students listening and speaking abilities aretrained.First the teac

13、her may encourage the students to read the fourtopics and tick the topics they think they will talk about.This is actually apre-listening activity,which can stimulate the background informationfrom the students.The next step is to listen and check whether theirpredictions are true.In Activity 2,ther

14、e are five pictures.In dealing withthis part the teacher had better encourage the students to ask and answerquestions according to the pictures.And then the tape is played for thestudents to check their answers.Activity 3 and 4 may serve as a3/24consolidation.VocabularyVocabularySome compound words

15、used to describe urban transportation areintroduced in this section.It is suggested that more compound wordsshould be introduced.The teacher may first list the compound words andthen ask the students to read aloud the words after himself or herself.Tomake the students more familiar with the structur

16、e of these compoundwords,the teacher might as well elicit the word formation in thestudents.And if necessary,the teacher may add some.Ask the students todo Activity 1 and 2.Finally,call back the answers from the wholeclass,having one student read the definition and another provide thecompound word.P

17、ronunciationPronunciationThe pronunciation in this module is liaison.The teacher may choosea short paragraph from the passage and then ask them to find the liaisonwords themselves.After that you may play the tape for the students tolisten and check their answers.GrammarGrammarThe grammar in this mod

18、ule is Imperatives.The teacher should try toacquaint the students with the definition of Imperatives.The TeachingProcedures are as follows:first the teacher may list the meanings of eachsign on the blackboard and then make the students to match the signs4/24with the meanings.To make them aware of de

19、finitions youd betterchoose the functions from the sentences listed.Activity 2 is an appliedactivity.To deal with it the teacher may prepare some pictures beforehandfor the students to talk about the meanings of some traffic signs.Activity 3 is a combination of speaking and grammar.Through thispart

20、not only will the students speaking skills be trained,but also theywill have a better understanding of the positive form and the negativeform of imperatives.To make the students clear about it.The teacher hadbetter give the students some exercises for a consolidation.SpeakingCombined with the listen

21、ing section,this part broadens the topic ofthis module.It is suggested that this part should be dealt with afterlistening.In Activity 2 the students are requested to use why not to makesuggestions.In dealing with this part the students may work in pairs,onesaying the sentences in the text and the ot

22、her saying a related sentenceusing the sentence structure ”Why not？”.Activity 3 can be apreparation for Activity 4.Two students work in pairs talking about thetraffic problems in their city.To activate the atmosphere of the class,acompetition may be carried out.The problems can be taken down for the

23、subsequent discussion,in which the students worked in groups of fourputting forward the solutions to the questions they have raised in Activity3.The key words had better be written down.Finally,the teacher may ask5/24some representatives to report to the whole class their methods andsuggestions to i

24、mprove the traffic problems.WritingWritingThis section is closely related to the topic of this module.Activity 1is actually a pre-activity,which has two roles.It is very helpful for thestudents to acquaint themselves with the vocabulary and sentences relatedto the topic of this module.Besides,the pr

25、oviding some questions makethem know what to write themselves.This activity can be divided into thefollowing steps:the students read the passage and answer the questionsindividually;work in pairs asking and answering questions;the teacherraises the last question to inspire the students with the stru

26、cture of thepassage.Before writing the teacher had better make the students read thepassage once more.Ask them to plan their writing by listing the problemsand possible solutions.They may exchange work with a partner for peer-checking of language,structure and content.Time permitting,the teachermay

27、ask a few good ones to read their work to the whole class.Everyday EnglishEveryday EnglishThis section requests the students to make sense of the four Englishexpressions listed.First encourage the students to do this activityindividually and then check with a partner.Call back the answers from thewh

28、ole class,having one students read the original sentence,and anotherthe paraphrase.To consolidate this section the teacher may say some6/24sentences or phrases similar to the ones they learned in this part and thenask the students to paraphrase them.Cultural CornerCultural CornerThe passage in this

29、part introduces to us the Congestion Charge theLondon government adopted in order to lessen the stress of trafficproblems.To startwith,theteachermayaskthestudentssomequestions.With the questions in mind,the students may read the passagequickly.In answering them,the teacher may divide the students in

30、to a fewgroups.The Teaching Procedures can be planned according to the level ofthe students and the time permitted.If the students are good enough andthe teaching time is abundant,activities can be carried out fully inclass.Otherwise,some Teaching Procedures may be omitted or done afterclass.TaskTas

31、kThe task of this module is to complete a poster giving advice tovisitor to a city or a town.The teacher may encourage the students to askand answer questions using the questions listed in the text book or evencome up with their questions themselves.They had better try to set asmany questions as the

32、y can and provide solutions.The solutions may bewritten down in the form of key words for the writing of theposter.Remind the students to use proper modifiers to make the postermore attractive.The better ones may demonstrate their works to the whole7/24class.Module FileModule FileThis part is a summ

33、ary as well as a self-assessment of this module.Itmay help the students to know whether they have mastered the mainpoints or not.If time permits,the teacher may have a revision of thismodule by analyzing this part and consolidate it with some exercises.Five periods for teachingPeriod 1:Introduction;

34、Reading and V ocabularyPeriod 2:Function;Listening and SpeakingPeriod 3:Vocabulary;Pronunciation;GrammarPeriod 4:Speaking;Writing;Everyday EnglishPeriod 5:Cultural Corner;Task;Module FilePeriod 1Period 1Introduction;Reading and VocabularyIntroduction;Reading and VocabularyThe General Idea of This Pe

35、riodThe General Idea of This PeriodThe topic in this module is“Traffic Jam”.The Introductionintroduces to us the vocabulary of all kinds of transportation and itincludes three activities.To begin with,the teacher may ask the students afew questions.Or you may present to the class the pictures ofmean

36、s oftransportation.The teacher may then have a brainstorm of means oftransportation in the class with the help of the pictures.To activate theatmosphere of the classroom,the teacher may encourage the students tocompete with one another in speaking out the means of transportation8/24they are familiar

37、 with.In Activity 2,the teacher may encourage thestudents to carry out a survey among the class about what kinds oftransportation they use in their daily life.The students may use thequestions in Activity 3 to make up a dialogue about a trafficjam.Finally,the teacher asks some good ones to present t

38、heir dialogue tothe class.This part may serve as a warming up of the passage,of which thetopic is Getting Around in Beijing.First the teacher may ask the studentsto read the text quickly and grasp the main idea.After reading it,they maywork in pairs exchanging their ideas on the question“Who might f

39、ind theinformation useful?”The teacher may then elicit the answers from thewhole class.In Activity 2 the students may be encouraged to ask andanswer questions in pairs to deepen their understanding of the text.As forActivity 3 the teacher may list the new words or ask the students to findthe new wor

40、ds in the course of reading.First make the students guessfrom the whole context the meanings of these new words,and make someexplanations if necessary,which is of great help in deepening theirimpression of the new words.Then the students may do the exercises ontheir own.If the class is good enough,t

41、he following methods arebetter:book closed,the teacher speak out the definitions of some newwords and the students speak out the new words.In this way,not only thestudents listening ability is trained,but also their memorization of thenewwordsisconsolidated.Timepermitting,someexercisesof9/24consolid

42、ation are needed.For example,the teacher tells the students asentence containing a certain new word and encourage the students toretell 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

43、 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 inclass.Teaching AidsSome pictures,multimedia&a blackboard.Three Dimensional T

44、eaching 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 skill

45、s.10/24Feelings and ValueThrough the teaching of this period know about the presentsituations of traffic in cities at home or abroad.Meanwhile,their sense ofenvironment and civic virtue will be aroused.Teaching ProceduresTeaching ProceduresStep 1 Lead-inStep 1 Lead-inT:Good morning,boys and girls!Ss

46、:Good morning,Sir!T:Today we are going to learn Module 2 Traffic Jam.Here I have aquestion for you.Would you like to tell me how you usually get to schoolevery 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 g

47、ood!Anything else?S:Truck!S:Underground.S:.(The teacher lists the names on the blackboard.Explain some new11/24words.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

48、in simpleEnglish?S:Let me try.Is it a long distance bus?T:Kind of right.It is a bus,usu.with a single deck,carrying passengersover long distances.In old times,it refers to a large four-wheeled carriagepulled by horses and used for carrying passengers.T:Please look at another one.What is it?Would you

49、 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 overheadcable.Its name is“trolleybus”.T:Now that you have known so many means of transportation,pleasematch some of the words with their definitions.(Show the following on the scr

50、een.1.Its a bus used for long distances._2.Its got two wheels and its fast._3.This bus is connected to electric wires.12/24_4.You must pay to use this car._5.This is the suburban railway.Its usually under the city._6.Its slow,cheap and has two wheels._(The teacher check their answers.Suggested answe