學(xué)必求其心得，業(yè)必貴于專精學(xué)必求其心得，業(yè)必貴于專精學(xué)必求其心得，業(yè)必貴于專精Module2TrafficJamBriefStatementsBasedonThisModuleIntroductionThetopicinthismoduleis“TrafficJam”.Thissectionintroducestousthevocabularyofallkindsoftransportationanditincludesthreeactivities.Tobeginwith,theteachermayaskthestudentsafewquestions,suchas“Howdoyouusuallygettoschool?”O(jiān)ryoumaypresenttotheclassthepicturesofallkindsofmeansoftransportation。Theteachermaythenhaveabrainstormofmeansoftransportationintheclasswiththehelpofthepictures。Toactivatetheatmosphereoftheclassroom，theteachermayencouragethestudentstocompetewithoneanotherinspeakingoutthemeansoftransportationtheyarefamiliarwith.InActivity2,theteachermayencouragethestudentstocarryoutasurveyamongtheclassaboutwhatkindsoftransportationtheyuseintheirdailylife。ThestudentsmayusethequestionsinActivity3tomakeupadialogueaboutatrafficjam。Finally，theteachermayasksomegoodonestopresenttheirdialoguetotheclass。ReadingandVocabularyThemainideaofthispassageisaboutGettingAroundinBeijing.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。FunctionThefunctionofthismoduleis“givingadvice”.Firsttheteachermayaskthestudentstoreadthesentenceslistedandencouragethemtofindoutthesentencestructuresofexpressinggivingadvice。InActivity2theteachermayfirstpairthestudentstodiscusstheissue,andcomeupwithalist.Finallycallbacktheanswers。Ifseveralpairshavechosenthesamecity，trytoopenadiscussionaboutwhethertheythinktheadviceisgoodornot。Ifeveryonehaschosenthesamecity,youmaywishtomakeaboardlistoftheadviceanddiscussit.Toraisetheatmosphereofthewholeclassroom,youmayactastheroleofatouristanddividethestudentsintotwogroupsandmakethemactastheroleoftheguides.Theguidesgiveadvicetothetouristandtheguidewhoraisesmoreadvicewillbethewinner.ListeningandSpeakingInthispartthestudents'listeningandspeakingabilitiesaretrained.Firsttheteachermayencouragethestudentstoreadthefourtopicsandtickthetopicstheythinktheywilltalkabout.Thisisactuallyapre—listeningactivity，whichcanstimulatethebackgroundinformationfromthestudents.Thenextstepistolistenandcheckwhethertheirpredictionsaretrue。InActivity2,therearefivepictures.Indealingwiththisparttheteacherhadbetterencouragethestudentstoaskandanswerquestionsaccordingtothepictures.Andthenthetapeisplayedforthestudentstochecktheiranswers.Activity3and4mayserveasaconsolidation。VocabularySomecompoundwordsusedtodescribeurbantransportationareintroducedinthissection。Itissuggestedthatmorecompoundwordsshouldbeintroduced。Theteachermayfirstlistthecompoundwordsandthenaskthestudentstoreadaloudthewordsafterhimselforherself。Tomakethestudentsmorefamiliarwiththestructureofthesecompoundwords，theteachermightaswellelicitthewordformationinthestudents。Andifnecessary,theteachermayaddsome。AskthestudentstodoActivity1and2.Finally,callbacktheanswersfromthewholeclass,havingonestudentreadthedefinitionandanotherprovidethecompoundword.PronunciationThepronunciationinthismoduleisliaison.Theteachermaychooseashortparagraphfromthepassageandthenaskthemtofindtheliaisonwordsthemselves.Afterthatyoumayplaythetapeforthestudentstolistenandchecktheiranswers.GrammarThegrammarinthismoduleisImperatives。TheteachershouldtrytoacquaintthestudentswiththedefinitionofImperatives.TheTeachingProceduresareasfollows:firsttheteachermaylistthemeaningsofeachsignontheblackboardandthenmakethestudentstomatchthesignswiththemeanings。Tomakethemawareofdefinitionsyou’dbetterchoosethefunctionsfromthesentenceslisted。Activity2isanappliedactivity。Todealwithittheteachermaypreparesomepicturesbeforehandforthestudentstotalkaboutthemeaningsofsometrafficsigns.Activity3isacombinationofspeakingandgrammar。Throughthispartnotonlywillthestudents’speakingskillsbetrained，butalsotheywillhaveabetterunderstandingofthepositiveformandthenegativeformofimperatives.Tomakethestudentsclearaboutit.Theteacherhadbettergivethestudentssomeexercisesforaconsolidation。SpeakingCombinedwiththelisteningsection,thispartbroadensthetopicofthismodule.Itissuggestedthatthispartshouldbedealtwithafterlistening。InActivity2thestudentsarerequestedtousewhynottomakesuggestions.Indealingwiththispartthestudentsmayworkinpairs,onesayingthesentencesinthetextandtheothersayingarelatedsentenceusingthesentencestructure—”Whynot?”。Activity3canbeapreparationforActivity4。Twostudentsworkinpairstalkingaboutthetrafficproblemsintheircity.Toactivatetheatmosphereoftheclass,acompetitionmaybecarriedout.Theproblemscanbetakendownforthesubsequentdiscussion，inwhichthestudentsworkedingroupsoffourputtingforwardthesolutionstothequestionstheyhaveraisedinActivity3。Thekeywordshadbetterbewrittendown。Finally,theteachermayasksomerepresentativestoreporttothewholeclasstheirmethodsandsuggestionstoimprovethetrafficproblems。WritingThissectioniscloselyrelatedtothetopicofthismodule.Activity1isactuallyapre—activity，whichhastworoles.Itisveryhelpfulforthestudentstoacquaintthemselveswiththevocabularyandsentencesrelatedtothetopicofthismodule。Besides,theprovidingsomequestionsmakethemknowwhattowritethemselves.Thisactivitycanbedividedintothefollowingsteps：thestudentsreadthepassageandanswerthequestionsindividually；workinpairsaskingandansweringquestions；theteacherraisesthelastquestiontoinspirethestudentswiththestructureofthepassage.Beforewritingtheteacherhadbettermakethestudentsreadthepassageoncemore.Askthemtoplantheirwritingbylistingtheproblemsandpossiblesolutions.Theymayexchangeworkwithapartnerforpeer—checkingoflanguage,structureandcontent。Timepermitting,theteachermayaskafewgoodonestoreadtheirworktothewholeclass.EverydayEnglishThissectionrequeststhestudentstomakesenseofthefourEnglishexpressionslisted。Firstencouragethestudentstodothisactivityindividuallyandthencheckwithapartner。Callbacktheanswersfromthewholeclass，havingonestudentsreadtheoriginalsentence,andanothertheparaphrase.Toconsolidatethissectiontheteachermaysaysomesentencesorphrasessimilartotheonestheylearnedinthispartandthenaskthestudentstoparaphrasethem.CulturalCornerThepassageinthispartintroducestoustheCongestionChargetheLondongovernmentadoptedinordertolessenthestressoftrafficproblems.Tostartwith，theteachermayaskthestudentssomequestions.Withthequestionsinmind，thestudentsmayreadthepassagequickly。Inansweringthem,theteachermaydividethestudentsintoafewgroups.TheTeachingProcedurescanbeplannedaccordingtothelevelofthestudentsandthetimepermitted。Ifthestudentsaregoodenoughandtheteachingtimeisabundant，activitiescanbecarriedoutfullyinclass.Otherwise，someTeachingProceduresmaybeomittedordoneafterclass。TaskThetaskofthismoduleistocompleteapostergivingadvicetovisitortoacityoratown。Theteachermayencouragethestudentstoaskandanswerquestionsusingthequestionslistedinthetextbookorevencomeupwiththeirquestionsthemselves。Theyhadbettertrytosetasmanyquestionsastheycanandprovidesolutions。Thesolutionsmaybewrittendownintheformofkeywordsforthewritingoftheposter.Remindthestudentstousepropermodifierstomakethepostermoreattractive。Thebetteronesmaydemonstratetheirworkstothewholeclass。ModuleFileThispartisasummaryaswellasaself—assessmentofthismodule。Itmayhelpthestudentstoknowwhethertheyhavemasteredthemainpointsornot。Iftimepermits，theteachermayhavearevisionofthismodulebyanalyzingthispartandconsolidateitwithsomeexercises.FiveperiodsforteachingPeriod1:Introduction；ReadingandVocabularyPeriod2:Function；ListeningandSpeakingPeriod3：Vocabulary；Pronunciation;GrammarPeriod4:Speaking；Writing;EverydayEnglishPeriod5：CulturalCorner；Task；ModuleFilePeriod1Introduction；ReadingandVocabularyTheGeneralIdeaofThisPeriodThetopicinthismoduleis“TrafficJam”。TheIntroductionintroducestousthevocabularyofallkindsoftransportationanditincludesthreeactivities。Tobeginwith,theteachermayaskthestudentsafewquestions.Oryoumaypresenttotheclassthepicturesofmeansoftransportation.Theteachermaythenhaveabrainstormofmeansoftransportationintheclasswiththehelpofthepictures.Toactivatetheatmosphereoftheclassroom,theteachermayencouragethestudentstocompetewithoneanotherinspeakingoutthemeansoftransportationtheyarefamiliarwith。InActivity2,theteachermayencouragethestudentstocarryoutasurveyamongtheclassaboutwhatkindsoftransportationtheyuseintheirdailylife.ThestudentsmayusethequestionsinActivity3tomakeupadialogueaboutatrafficjam。Finally，theteacheraskssomegoodonestopresenttheirdialoguetotheclass.Thispartmayserveasawarmingupofthepassage，ofwhichthetopicisGettingAroundinBeijing.Firsttheteachermayaskthestudentstoreadthetextquicklyandgraspthemainidea.Afterreadingit，theymayworkinpairsexchangingtheirideasonthequestion“Whomightfindtheinformationuseful？"Theteachermaythenelicittheanswersfromthewholeclass。InActivity2thestudentsmaybeencouragedtoaskandanswerquestionsinpairstodeepentheirunderstandingofthetext。AsforActivity3theteachermaylistthenewwordsoraskthestudentstofindthenewwordsinthecourseofreading.Firstmakethestudentsguessfromthewholecontextthemeaningsofthesenewwords，andmakesomeexplanationsifnecessary,whichisofgreathelpindeepeningtheirimpressionofthenewwords.Thenthestudentsmaydotheexercisesontheirown.Iftheclassisgoodenough，thefollowingmethodsarebetter:bookclosed,theteacherspeakoutthedefinitionsofsomenewwordsandthestudentsspeakoutthenewwords.Inthisway，notonlythestudents’listeningabilityistrained，butalsotheirmemorizationofthenewwordsisconsolidated。Timepermitting,someexercisesofconsolidationareneeded.Forexample，theteachertellsthestudentsasentencecontainingacertainnewwordandencouragethestudentstoretellandatthesametimepointoutthenewwordsinthesentence。TeachingImportantPointsEncouragethestudentstotalkaboutmeansoftransportation。Helpthestudentsmakesenseofthewholepassage.TeachingDifficultPointsLeadthestudentstotalkinclassactively。DealwithsomedifficultLanguagePoints.TeachingMethodsIndividualwork,pairworktogeteverystudentstoparticipateinclass。TeachingAidsSomepictures,multimedia＆ablackboard。ThreeDimensionalTeachingAimsKnowledgeandSkillsMakethestudentsmastersomenewwords。Encouragethestudentstoparticipateinclassactively.Makesurethestudentsmakesenseofthepassage。ProcessandStrategiesTrainthestudents’speakingabilitythroughindividualandpairwork.Trainthestudents’readingskills.FeelingsandValueThroughtheteachingofthisperiodknowaboutthepresentsituationsoftrafficincitiesathomeorabroad。Meanwhile,theirsenseofenvironmentandcivicvirtuewillbearoused.TeachingProceduresStep1Lead-inT：Goodmorning，boysandgirls！Ss：Goodmorning，Sir!T:TodaywearegoingtolearnModule2TrafficJam。HereIhaveaquestionforyou。Wouldyouliketotellmehowyouusuallygettoschooleveryday?S:Iusuallygettoschoolbybike.S:Bybus.T:Good！Andcanyounamesomeothermeansoftransportation?S：Motorbike。S：Boat。S：Taxi.T:Verygood！Anythingelse?S：Truck!S：Underground。S：..。(Theteacherliststhenamesontheblackboard.Explainsomenewwords.)bikeboatbuscoachhelicoptermotorbiketaxitrolleybustruckundergroundT:Doyouknowtheword“coach”?S:Wouldyoupleaseexplainittous?T:Ofcourse。Lookatthepicture。CanyoudescribeitinsimpleEnglish?S：Letmetry。Isitalongdistancebus?T:Kindofright。Itisabus，usu。withasingledeck，carryingpassengersoverlongdistances。Inoldtimes，itreferstoalargefour-wheeledcarriagepulledbyhorsesandusedforcarryingpassengers。T:Pleaselookatanotherone。Whatisit?Wouldyouliketodescribeit?S:Ithinkitisquitelikeanelectricbus.T:Quiteright.Itisabuspoweredbyelectricityfromanoverheadcable。Itsnameis“trolleybus"。T:Nowthatyouhaveknownsomanymeansoftransportation,pleasematchsomeofthewordswiththeirdefinitions。（Showthefollowingonthescreen.)1。It’sabususedforlongdistances. __________2。It’sgottwowheelsandit’sfast。 __________3。Thisbusisconnectedtoelectricwires。 __________4.Youmustpaytousethiscar. __________5。Thisisthesuburbanrailway。It’susuallyunderthecity。__________6。It’sslow,cheapandhastwowheels。 __________(Theteacherchecktheiranswers。)Suggestedanswers:1。coach2.motorbike3.trolleybus4.taxi5。underground6。bikeT:Allofyoudidverygoodjobs！T：Nowwithyourpartnerscarryoutasurveybyaskingandansweringquestionsconcerningmeansoftransportation。Forexample,whichmeansoftransportationdoyouprefer？Doyoualwaystakeabustoschool？Afterthatyoumaycompletethefollowingchartusingticks。(Showthefollowingonthescreen。)ItravelbyeverydaysometimesoftenneverBikeBusMotorbikeTaxiTrolleybusUnderground(train)T：Nowyoumaydiscusswithyourdeskmatesthefollowingquestions:(Showthefollowingquestionsonthescreen。)1。Haveyoueverbeenstuckinatrafficjam?2。Wherewereyoudoing?3.Howlongwereyouinthejam？4.Whatdidyoudothen？5。Ifyouhaven’tmetatrafficjam，canyouimaginewhatwillhappeninit？T：Afterthediscussionyoumayorganizeyouranswersintoashortpassageofatrafficjam。(Afterafewminutescallbacktheiranswers.)Step2FastreadingT：Justnowwetalkedaboutatrafficjam.Nowlet’scometothepassageinReadingandVocabulary.Readthepassageandsaywhomightfindtheinformationuseful。(Afterawhile。）S：IthinkthetouriststoBeijingwillfindituseful。T:Verygood！T:Readthepassagequicklyagainandfindtheanswerstothefollowingquestions：（Showthefollowingonthescreen.）1.HoweasyisittofindataxiinBeijing?2。Whatcoloraremosttaxis？3。What’stheproblemwithbuses?4。Whichisthebestbusfortourists？5。Howmanypeoplecangetinaminibus？6。Whataretheadvantagesoftheunderground？7。Whendoesitcloseatnight？8.Whatcanyouvisitinapedicab？(Afterafewminuteschecktheiranswers.)Suggestedanswers:1。Raiseyourhand,andataxiappearsinnotime。2。Theyarered.3.Theyareoftenverycrowded。4。The103bus.5.12people.6.It'sfastandconvenient。7。Itclosesat11:00pm。8.TheynarrowalleysofoldBeijing。T：Goodjob!Whilereading，youmusthavecomeacrosssomenewwords。Canyouguessthemeaningsofthem?Pleasereadthepassageoncemore。Thistimepleasereaditcarefullyandthenmatchthewordsintheboxwiththeirmeanings.Step3VocabularyT:Whilereadingyouhavelearnedsomenewwords,right？Pleasereadthewordsonthescreenafterme!Payparticularattentiontothewordswherethestressdoesn’tfallonthefirstsyllable：destination,receipt，returnandaround。(Showthefollowingonthescreen.）cabdestinationfaregetaroundpassengerpermit（n。)receiptreturn(n.）routerushhourseatsingle（n。)T：Nowyoumayreadthepassagequicklyagainandtrytomakesenseofthewordsaccordingtothecontext。Thesentencesonthescreenmaybeofhelptoyou。Matchthemwiththewordsorphrases。1.togofromoneplacetoanother __________2。apersonwhousespublictransport __________3。（aticketfor)atwo-wayjourney __________4。theroadthepublictransportserviceusesregularly__________5。thebusiesttimeofday __________6。thepriceofaticket __________7。(aticketfor)aone-wayjourney __________8.theplaceyouwanttogoto __________9.adocumentwhichshowsyouhavepaidforsomething__________10.aplacetosit __________11.anotherwordfortaxi __________12.adocumentwhichgivesyoutherighttodosomething__________Suggestedanswers：1.getaround2.passenger3.return4。route5。rushhour6.fare7.single8。destination9.receipt10.seat11。cab12。permitStep6SummaryandHomeworkT:Thisperiodfirstwelearnedaboutdifferentmeansoftransportation.AndthenwereadanarticleaboutthemeansoftransportationinBeijing。Inthearticlewelearnedquitealotofnewwords.Aboveall,wehavemasteredtheusagesofthewordswelearn.Besides，wecarriedoutadiscussionaboutthetopic.Afterclass，pleasememorizethenewwordswelearned.That’sallfortoday。Goodbye，everyone。Ss：Goodbye，sir。TheDesignoftheWritingontheBlackboardModule2TrafficJamThefirstperiodcabdestinationfaregetaroundpassengerpermit(n。)receiptreturn（n.)routerushhourseatsingle(n。)RecordafterTeaching___________________________________________________________________________________________________________________________________________________________________________________________________ActivitiesandResearch1。Askthestudentstowritedefinitionsforthemeansoftransportnotincludedabove;boat,bus,helicopter,truck。2.Havethemaskeachother“Doyouever.。。?"questionsandanswerusingthechart。Theycouldthenreportbacktothewholeclass。ReferenceforTeachingLanguagePoints1。getaround四處走動(dòng)；到處旅行,傳播Whenhewasyoung，heusedtogetaroundinthecitybybike。他沒(méi)事的時(shí)候喜歡騎著自行車在城里到處逛。Itishardtogetaroundwithoutacar.沒(méi)有汽車的旅行很艱難。Theoldcoupleusedtogetaroundtheworld。那對(duì)老夫妻曾經(jīng)全球旅行。Wordgotaround.消息散布到各處.getabout走動(dòng)；旅行；傳開getround走動(dòng),傳開Youshouldgetround。Itwilldogoodtoyourhealth.你應(yīng)該四處走走，這對(duì)你的健康有好處。Hisworkmakesitpossibleforhimtogetroundtheworld.他的工作方便他到處旅行。2.matchv。和……相配n.火柴；比賽；對(duì)手Histrousersdon’tmatchwithhisshoes。這條褲子跟那雙鞋子不配。Youshouldmatchyourdeedstoyourbeliefs.你應(yīng)該使你的行動(dòng)與你的信仰保持一致。Thenapkinswereanicematchforthetablecloth.餐巾和桌布相配得很好.TheyareplayinganimportantmatchonSunday.他們星期天有一場(chǎng)重要的比賽。matchv。和……相配n。火柴;比賽;對(duì)手此外match可構(gòu)成短語(yǔ)match.。。with.。。把……與……搭配起來(lái).match/fit/suit都有”搭配,適合”的意思。match指品質(zhì)、設(shè)計(jì)等方面合適,意為"與……相配”。fit指尺寸、大小適合。suit指款式、顏色合適或是合乎需要、品味、性格、條件、地位等。It’sdifficulttomatchthecoloroftheoldpaint。很難找到與那幅舊畫相配的顏色。Thecoatdoesn’tfither;it'stoobig.那件外套不適合她,太大了。Doesthetimesuityou？這個(gè)時(shí)間對(duì)你合適嗎？3。be/getstuckin被困住；陷進(jìn)Theyhavebeenstuckinthetrafficjamforthreehours.他們已經(jīng)被交通阻塞困在那里三個(gè)小時(shí)了。Hewasstuckindebt。他債務(wù)纏身。get/be+過(guò)去分詞表示意想不到的、突然的或偶然發(fā)生的事情，或是為自己做的事,即自身做的動(dòng)作而非被動(dòng)的動(dòng)作。如:getdressed穿衣，getlost迷路，getmarried結(jié)婚，getdivorced離婚Theygotmarriedlastyear。他們?nèi)ツ杲Y(jié)的婚。Justgivemefiveminutestogetdressed。給我5分鐘時(shí)間穿衣服。Theygotlostbeforetheygottheirdestination。在他們到達(dá)目的地之前,他們迷路了。4.raisevt.升起；提高;飼養(yǎng);籌集Justraiseyourhandifyouhaveanyquestion.如果有問(wèn)題就可以舉起手來(lái)。Whenanaturaldisasterhappens,manyfamoussingersandmoviestarstrytoraisemoneytorelievethepeopleindisasters。發(fā)生自然災(zāi)害時(shí)，很多名歌手和電影明星都會(huì)盡力籌集錢財(cái)賑災(zāi)。Hemadealivingbyraisingpigs.他靠養(yǎng)豬謀生。raiseyourglass(tosb。）舉杯祝酒raiseone’sspirits使振奮;使鼓起勇氣raisingn.增加;提高5。worthadj。值錢的；值的;看中的Thebookisworth5yuan。這本書值五塊錢.Don'tgiveaproposalnotworthconsideration.別提不值得考慮的提案。Itisn’tworthwaitingforhim。不值得等他.worthy作為形容詞也表示”值的”，但用法與worth略有不同。一般用于beworthyof或beworthytodo結(jié)構(gòu).例如：Thebookisworthyofbeingread。Thebookisworthytoberead.這本書值得一讀.Idothinkthemovieiswellworthsee