英语ⅳ外研版module2trafficjam教案
外研高中英语必修 4教案 Module 2 Traffic Jam
Module 2 Traffic Jam Teaching Aims and DemandsINTRODUCTION1 be connected to2 be/get stuck inREADING AND VOCABULARY1 ①祈使句+and 分句② in no time2 display3 ①should②check③permit④allow 与permit⑤make sure⑥ask for4 ①provide②provide ,supply与offer5 ①It’s a good idea…② rush hour6 fare7 limit8 辨析scenery, scene 与view9 under constructionFUNCTION1 in common2 have sth doneLISTENING AND SPEAKING1 cause2 in the opinion of sb3 辨析: opinion, view, advice, suggestionPRONUNCIATION1 辨析: seem, look 与appear2 辨析: aloud, loud 与loudly3 Why not…4 not only …but also5 had betterSPEAKING1 room2 辨析: space 与roomWRITING1 as a result2 mean to do 与mean doing3 辨析: besides, except 与except forEVERYDAY ENGLISH1 no way2 drive sb madCULTURAL CORNER1 suffer2 so… that…3 agree4 even if 与even thoughGRAMMAR祈使句1 give advice2 give instructions3 switch off4 keep coolTeaching paper for period 1: Introduction and ReadingStep1:Lead-in1>Present different kinds of pictures of means of transport and ask questions :①Which of them do you prefer to take to go around the city?②Can you name all of them in English?2> Let students pay more attention to the words: coach and trolleybus. Explain them and letthe students follow you.Step 2: Match the words with their definitionsAfter some pictures of means of transport, the students are familiar with the words. Theteacher can ask students to do the exercise individually or divide the whole class intogroups and have a competition.Step 3: Make up sentences1>Ask students to make short sentences according to the example. They should makesentences according to the fact.2>Or they may ask each other questions in pairs. For example:Which means of transportation do you prefer?Do you always take a bus to school?Step 4: Share your answers with your partner.Encourage the students to speak English as much as possible to practice their oral English.During this period some language mistakes should be allowed as long as they can expresstheir meanings.Step 5: Match the words with their meanings.This part is provided as a warming-up for the upcoming reading. Because by doing thisthey can get more familiar with some of the new words. Teachers can call back the answer as a whole class.Step 6: ListeningListen to the tape for the text and find what means of transportation are mentioned in thepassage. This step can save some time and test the students’ listening sk ills as well .Step 7: Fast-readingRead the text fast and try to get the main idea of the passage. Then fill in the chart. Allow them to discuss the questions if they find it difficult.Step 8: Detail-readingRead the text carefully again and answer the questions.Teachers may allow students to finish this part in pairs.Make sure they answer the questions in complete sentences.Step 9: Fill in the blanksAfter three times of going through the passage, students may be very similar with theontents. So this time, let them close the books and fill in the blanks.This step may be offered as a small competition to see who can fill in the form correctly. Step 10: HomeworkWrite the passage in step 9 on your exercise book and hand it in.Teaching paper for period 2: Listening, Everyday English and SpeakingStep 1: Lead-inWe’ll think of some places of interest whenever Beijing is mentioned: the Summer Palace, the Forbidden City , the Great Wall and so on. (present some pictures of these places of interest at the same time) But have you thought of the traffic in Beijing. What do people in Beijing think of the traffic in Beijing? In order to solve this question, let’s come to listening.Step2: Listen for the first timeListen to people of Beijing speaking about traffic problems in the city.Before you listen, tick the topics you think they will talk about. Thenlisten to the tape to check the answers.Step3: Listen for the second time1>Listen again and match the traffic situations with the speakers.2>Choose the correct sentences.Step4: Listen for the third timeListen to the tape for the third time and answer the questions in pairs.Step5: Everyday EnglishThe sentences are all taken from the listening passage. So it would be better to finish thisart just after listening. If the students in your class are advanced ones, you can let them tomake up a short dialogue using some of the expressions.Step6: SpeakingThis part is also related to the listening passage.There are some expressions for giving advice:1>Why not …2>They/ We should /shouldn’t …3>They/We could /should…3>Why don’t you…?Encourage students to use these expressions to form several sentences to advise how to improve the traffic situation in the city of Beijing.Step 7: HomeworkWrite the sentences on your exercise book.Teaching paper for period 3: Cultural Corner, Grammar and Writing]Step1: Lead-in for Cultural CornerLead into the passage by asking two questions:1>What problem will come about if a city has too much traffic?2>Suppose you are a mayor of London, what measure will you take to solve the trafficproblems caused by too much traffic?Encourage them to open their mouth and speak English as much as they can , and thus students and teachers can enjoy a lively atmosphere.Step2: read and answerRead the passage quickly and answer the questions:1 What is a congestion charge?2 Why are there traffic jams in London?Step3: read again and answer more questionsWork in groups and answer the following questions.1 What are people’s attitudes towards this policy?2 Would a congestion charge be a good idea in your town?Step4: Language pointsExplain some language points in the passage and for some of them some students can be asked to answer some of your questions.Step5: Grammar1>Present some pictures to lead into IMPERATIVES we’re going to learn.2>Explain some detail knowledge.3>Do some exercise to consolidate what has been learned.Step6: WritingRead the passage on P18 and answer the following 5 questions:1 How many problems does the writer talk about?2 What are the causes of the problems?3 How many solutions does the writer find?4 Who are they in They should close the city center?5 Why does the writer divide the passage into two parts? Step7: HomeworkWrite a similar passage about your town.。
外研版高中英语必修4《odule 2 Traffic Jam Grammar》优质课教案_15
祈使句(imperatives) 教学设计一、教学内容分析本节课选自外研版高中英语必修四module2语法部分。
Module2的话题是Traffic Jam。
本节课通过交通标识及日常生活的标识作为导入，引出祈使句。
帮助学生了解祈使句的概念、常见类型以及高考中祈使句的常考句型，让学生在生活中合理使用祈使句并且灵活掌握祈使句常考句型。
二、教学目标知识目标：掌握祈使句的概念、常见类型以及祈使句的常考句型。
能力目标：准确记忆祈使句的常见类型（肯定式和否定式);合理使用祈使句；灵活掌握祈使句的常考句型。
情感目标：了解祈使句的用途。
在日常交际中，合理使用祈使句。
三、学习者特征我的学生的英语基础非常薄弱。
尽管初中已经接触过祈使句，但是学生们还是对祈使句认识欠缺。
这节课就是帮助学生对祈使句有一个清晰的认识，让学生知道祈使句常见类型（包括肯定式和否定式），灵活掌握：祈使句+and/or+陈述句（一般将来时）句型的用法。
四、教学策略本节课我让学生通过观察，自己总结祈使句的常见类型。
学生小组讨论习题巩固祈使句常见类型（包括肯定式和否定式）。
在习题中引入高考中祈使句的常考句型。
讲解后让学生练题巩固常考句型中的三个考点。
五、教学重难点教学重点：祈使句的常见类型及常考句型。
教学难点：灵活掌握常考句型：祈使句+and/or+陈述句（一般将来时）的三个考点（一、祈使句；二、and/or；三、陈述句的时态：一般将来时：will+动词原形）。
六、教学过程Step1 导入大屏幕展示交通标识和日常生活标识引入祈使句。
Step2 祈使句1. 祈使句的概念。
2.思考并总结祈使句的常见类型（肯定式和否定式）。
Step3 练习通过练题巩固记忆祈使句的各种类型（肯定式和否定式。
）Step4 高考祈使句句型：祈使句+and/or+陈述句(一般将来时：will+动词原形）由step3 的习题中引出这个句型，仔细讲解，加以习题巩固。
灵活掌握这个句型的三个考点。
英语：Module 2《Traffic Jam》教案(外研版必修4)
Module 2 Traffic jamusing language---教案教学目标：1. 知识目标：复习拓展与话题Traffic Jam有关的词汇：1) Some means of transportation. eg. coach, trolleybus, cab….2) Some pound nouns eg. ring road, traffic lights, rush hour, bicycle lane, road works, citycenter…3) Some adjectives rela ted to the speakers’ feelings eg. funny, ridiculous, annoying2. 听力技能目标：学会对听力材料进行一般性信息与重要信息的划分。
3. 口语技能目标：学会谈论自己所在的城市的交通状况。
4. 学会准确地使用imperatives, 并用should, shouldn’t, Why not和Why don’t you 造句。
5. 文化意识与情感态度目标：在了解自己所在城市的交通状况的基础上发现存在的问题,并提出可行的解决办法，从而构建绿色家园。
教学重点与难点：重点：构建词汇网络；训练语境猜词技巧。
难点：灵活运用所学的词汇及表达灵活进行实际交流。
1. 听懂对话中的重要细节。
2. 运用听力对话中出现的交际用语。
3. 使用英语列举学生自己所在城市存在的交通问题并提出解决的办法。
教学方法：情景创设法、任务型教学法、（解决问题型任务，推理型任务，分享个人经验型任务，点阐述型任务）多媒体辅助教学法。
学习方法：在听力训练中指导学生“阅读指令，并对题目的设置进行解读”引导他们借助已有信息和自身的知识背景，对未知内容进行充分的预计。
教学过程：Step1. Introduction:利用情景创设法，通过图片的导入，学习一些与交通工具有关的词汇和一些复合词，为听力做准备让学生知道该听什么, 训练语境猜词技巧。
外研版高中英语必修4《odule 2 Traffic Jam Writing》优质课教案_18
外研版Book 4 Module 2 Traffic Jam Writing1.【Teaching Goals】Target language:To know vocabulary about means of transport and traffic problems.Ability goals:1)To describe traffic problems and try to come up with solutions.2)To improve students’ writing ability.2.【Teaching key points and difficult points】Key points:1)Enable the students to master vocabulary about means of transport .2)Enable the students to describe traffic problemsDifficult points:1)Enable the students to think about why traffic jams are common.2)Guide the students to come up with solutions to traffic jams.3.【Teaching methods】Discusssion&.writing4.【Teaching process】Step 1: Show students a short video and after watching it,ask them to point out the topic------traffic jamStep 2: Ask them to share some details about their experiences of being stuck in traffic jam through the following questions:1)Where were you going?2)How long have you been in the traffic jam?3)What did nyou do during the traffic jam?4)What’s your feelings?Step 3:Discussion(pairwork and group work)Ask students to discuss about the causes of traffic jam and come up with proper solutions to the traffic jam.(1-2minutues’ discusion and present their discussion resultsStep 4:Writing1)Show students the required composition and analyze relative vocabulary,tense,person and its structure with them.2)Then ask them to finish the outline of the passage and finally finish writing the composotion in15 minutesStep 5:Presenting their articlesAsk students to present their articles one aftere another and give them some advice.Then shoe them a reference composition:(One possible version)Dear mayor,How's it going?I am writting to give you some suggestions.Nowadays,we find that traffic jam is becoming more and more serious.Thus,it is very common for people to get stuck in it.The causes are as follws.To start with,with the fast development of social economy and technology, more citizens are able to afford private cars ,which brings them both advantages and disadvantages.What's more,another major cause of the traffic jam is that some people always disobey traffic st but not least,the current transport facilities are not that perfect.Therefore,I strongly suggest that some measures should be taken.Firstly, we citizens are supposed to obey traffic rules and take public transport.Moreover, it is also extremely necessary for the government to broaden roads as well as limit the number of private cars entering the city center.Thank you for reading my letter!Hopefully, my suggestions will be taken into consideration. YoursLi HuaStep 6: some writing tipsAsk them to pay attention to writing tips,such as handwrting and grammar errors.5.【Homework】1) Ask Ss to revise all the useful words and expressions about traffic jam2)Ask students to continue to polish their articles。
外研社高一英语必修四Module2教案Word版
高一英语Module 2 Traffic Jam外研社【本讲教育信息】一. 教学内容：Module 2 Traffic Jam教学目标：本模块以北京市为背景引出了有关交通的话题，并引入了与交通有关的词汇。
要求我们了解这些内容并掌握有关词汇，培养相关语言技能。
单词：trolleybus wire suburban display cab permit receipt fareair-conditioned limit destination impressive route double-decker provide convenient peda tricycle single return explore roadwork blow horn reactsolution mood congestion registration短语：be connected to be/get stuck in in no time get aroundunder construction switch off keep cool no way 重点词语：suburban display permit limit destination impressive provide convenient single return explore roadwork blow react solutionmood congestion registration be connected to be/get stuck in in no timeget around under construction switch off keep cool no way词语要点归纳：1. This bus is connected to electric wires．这辆汽车与电线相连。
connect v. （1）（常与to, with 连用）连接，联结。
最新高一英语教案：Module-2《Traffic-Jam》(外研版必修4)
Module 2 Traffic JamUsing Language---教案教学目标：1. 知识目标：复习拓展与话题Traffic Jam有关的词汇：1) Some means of transportation. eg. coach, trolleybus, cab….2) Some compound nouns eg. ring road, traffic lights, rush hour, bicycle lane, road works, citycenter…3) Some a djectives related to the speakers’ feelings eg. funny, ridiculous, annoying2. 听力技能目标：学会对听力材料进行一般性信息与重要信息的划分。
3. 口语技能目标：学会谈论自己所在的城市的交通状况。
4. 学会准确地使用imperatives, 并用should, shouldn’t, Why not和Why don’t you 造句。
5. 文化意识与情感态度目标：在了解自己所在城市的交通状况的基础上发现存在的问题,并提出可行的解决办法，从而构建绿色家园。
教学重点与难点：重点：构建词汇网络；训练语境猜词技巧。
难点：灵活运用所学的词汇及表达灵活进行实际交流。
1. 听懂对话中的重要细节。
2. 运用听力对话中出现的交际用语。
3. 使用英语列举学生自己所在城市存在的交通问题并提出解决的办法。
教学方法：情景创设法、任务型教学法、（解决问题型任务，推理型任务，分享个人经验型任务，点阐述型任务）多媒体辅助教学法。
学习方法：在听力训练中指导学生“阅读指令，并对题目的设置进行解读”引导他们借助已有信息和自身的知识背景，对未知内容进行充分的预计。
教学过程：Step1. Introduction:利用情景创设法，通过图片的导入，学习一些与交通工具有关的词汇和一些复合词，为听力做准备让学生知道该听什么, 训练语境猜词技巧。
外研社必修四英语单元教案-Module_2_Traffic_Jam-单元教案(外研版必修4)
外研社必修四英语单元教案-Module_2_Traffic_Jam-单元教案(外研版必修4)1 / 1Module 2 Traffic Jam课标定位 ·高效导学 类型课程标准要求掌握的项目suburban adj.市郊的，效区的 convenient adj.便利的，方便的 disp lay vt. 展现，陈设 single adj.单调的； n.单程票 根源 学+科+ 网permit vt. 同意； n.执照，同意证 return vt.送还； n.送还，来回票receiptn.收据，收据explore vt. 探险，探究要点 fare n.车资，船费，票价 blow vi.吹，吹响（乐器，军号等） air-conditioned adj. 带空调的hornn.军号，喇叭单词limit vt.限制，限制react vi.反响destination n.目的地，终点s olution n.解决，解答 impressive adj.给人印象深刻的mood n.心情，情绪route n.路线congestion n.拥堵，聚积 providevt.供给，装备，规定registrationn.登记，注册be connected to 与 相关系 switch off 关掉，切断be/get stuck in 堕入（窘境） there is no room for 没有空间share with 与 分享 no way 没门in no time 马上，马上；马上 keep cool 保持沉着，不慌不忙要点 make sure 保证，保证 be famous for 因 而有名ask for a receipt 索要发票decide to do sth. 决定做某事短语get around 四周走动，（信息等）传开 be happy with 对 感觉满 意 / 快乐have a good view of 赏识 carry out 履行，贯彻under constr uction 在建设中 what ’ s more 别的，更重要的是be worth doing sth. 值得做某事even though/if 即便have sth. in common 与 有共同点 keep sth. out of 将 置之于外，使不参加功能社交You should check the cab has a business permit, and make sure you ask for a receipt. It ’ s a good idea to avoid public transportduring the rush hour. Buses numbered 1 to 100 are limited to travel within the city center.You have a good view of the rapidly changing city.It ’ s a good ideahaveto your destination written in Chinese.You ’ d better record your own reading after doing some repetition and imitation. There was no way I was going to catch the bus.It ’ s enough to drive you mad.Turn right.语法ImperativesDon ’ t go faster than90 kph.。
外研版高中英语必修4《odule 2 Traffic Jam Grammar》优质课教案_11
Module 2 Traffic JamGrammar---教案Step1 Revision(1)Fill the blanks with the newly learned words or phrases in the module.1.What time would it be c_________ for you to come round?2.You can’t get into the research station without a p_____.3.Make sure you are given a r______ for everything you buy.4.Have you found a s______ to working out the difficult problem?5.After a three-hour journey, we arrived at our ___________(目的地).6.The exhibition _________ (展出) many old valuable coins.7. You must be ________ (提供) with warm clothes for the winter.8. There are some very __________ (印象深刻的) buildings in the town.9. Why don’t you dance? It’s easy. You can learn _________ (很快).10. The wheels of the car ________ in the mud and we could not go on.1.There was nothing interesting on, so she ___________ the TV.2.The reservoir is _________________ (正在建设).(2)Translate the following sentences:1. 骑自行车要遵守交通规则Follow the rules of the road when riding a bicycle.2. 向左拐，你就会发现右边有个公园。
高一英语外研必修4Module2TrafficJam教案
高一英语外研必修4Module2TrafficJam 教案Module2TrafficJamTeachingAimsandDemandsINTRODUCTION1beconnectedto2be/getstuckinREADINGANDVOCABULARY1①祈使句+and分句innotime2display3①shouldcheckpermitallow与permit⑤makesureaskfor4①provideprovide,supply与offer5①It’sagoodidea⋯rushhour6fare7limit8辨析scenery,scene与view9underconstructionFUNCTION1incommon2havesthdoneLISTENINGANDSPEAKING1cause2intheopinionofsb3辨析:opinion,view,advice,suggestion1/6PRONUNCIATION辨析:seem,look与appear辨析:aloud,loud与loudlyWhynot⋯4notonly ⋯butalso5hadbetterSPEAKINGroom辨析:space与roomWRITINGasaresultmeantodo与meandoing辨析:besides,except与exceptforEVERYDAYENGLISHnowaydrivesbmadCULTURALCORNERsufferso⋯that⋯agreeevenif与eventhoughGRAMMAR祈使句1giveadvice2giveinstructions3switchoff4keepcoolTeachingpaperforperiod1:IntroductionandReadingStep1:Lead-in1>Presentdifferentkindsofpicturesofmeansoftransportandaskquestions: Whichofthemdoyouprefertotaketogoaroundthecity?2/6②CanyounamealloftheminEnglish?2>Letstudentspaymoreattentiontothewords:coachandtrolleybus.Explainthemandletthe studentsfollowyou.Step2:MatchthewordswiththeirdefinitionsAftersomepicturesofmeansoftransport,thestudentsarefamiliarwiththewords.Theteach ercanaskstudentstodotheexerciseindividuallyordividethewholeclassintogroupsandha veacompetition.Step3:Makeupsentences1>Askstudentstomakeshortsentencesaccordingtotheexample.Theyshouldmakesentencesa ccordingtothefact.2>Ortheymayaskeachotherquestionsinpairs.Forexample: Whichmeansoftransportationdoyouprefer?Doyoualwaystakeabustoschool?Step4:Shareyouranswerswithyourpartner. EncouragethestudentstospeakEnglishasmuchaspossibletopracticetheiroralEnglish.Du ringthisperiodsomelanguagemistakesshouldbeallowedaslongastheycanexpresstheirmea nings.Step5:Matchthewordswiththeirmeanings.Thispartisprovidedasawarming-upfortheupcomingreading.Becausebydoingthistheycangetmorefamiliarwithsomeofthene wwords.Teacherscancallbacktheanswerasawholeclass.Step6:Listening Listentothetapeforthetextandfindwhatmeansoftransportationarementionedinthe passage.Thisstepcansavesometimeandtestthestudents killsas’wellistening.sStep7:Fast-readingReadthetextfastandtrytogetthemainideaofthepassage.Thenfillinthechart.Allowthemt odiscussthequestionsiftheyfinditdifficult.Step8:Detail-readingReadthetextcarefullyagainandanswerthequestions. Teachersmayallowstudentstofinishthispartinpairs. Makesuretheyanswerthequestionsincompletesentences.3/6Step9:FillintheblanksAfterthreetimesofgoingthroughthepassage,studentsmaybeverysimilarwiththeontents. Sothistime,letthemclosethebooksandfillintheblanks. Thisstepmaybeofferedasasmallcompetitiontoseewhocanfillintheformcorrectly.Step10:HomeworkWritethepassageinstep9onyourexercisebookandhanditin.Teachingpaperforperiod2:Listening,EverydayEnglishandSpeakingStep1:Lead-inWe’llthinkofs omeplacesofinterestwheneverBeijingismentioned:theSummerPalace,the ForbiddenCity,theGreatWallandsoon.(presentsomepicturesoftheseplacesofinterestat thesametime)ButhaveyouthoughtofthetrafficinBeijing.WhatdopeopleinBeijingthinkof thetrafficinBeijing?Inordertosolv ethisquestion,let’comestolistening.Step2:Listenforthefirsttime ListentopeopleofBeijingspeakingabouttrafficproblemsinthecity.Beforeyoulisten,ti ckthetopicsyouthinktheywilltalkabout.Thenlistentothetapetochecktheanswers. Step3:Listenforthesecondtime1>Listenagainandmatchthetrafficsituationswiththespeakers.2>Choosethecorrectsentences.Step4:Listenforthethirdtime Listentothetapeforthethirdtimeandanswerthequestionsinpairs.Step5:EverydayEnglishThesentencesarealltakenfromthelisteningpassage.Soitwouldbebettertofinishthisart justafterlistening.Ifthestudentsinyourclassareadvancedones,youcanletthemtomakeu pashortdialogueusingsomeoftheexpressions.Step6:SpeakingThispartisalsorelatedtothelisteningpassage. Therearesomeexpressionsforgivingadvice:1>Whynot ⋯2>They/Weshould/shouldn ’t⋯4/63>They/Wecould/should ⋯3>Whydon’tyou⋯? Encouragestudentstousetheseexpressionstoformseveralsentencestoadvisehowtoimprove thetrafficsituationinthecityofBeijing.Step7:HomeworkWritethesentencesonyourexercisebook.Teachingpaperforperiod3:CulturalCorner,GrammarandWriting]Step1:Lead-inforCulturalCornerLeadintothepassagebyaskingtwoquestions:1>Whatproblemwillcomeaboutifacityhastoomuchtraffic?2>SupposeyouareamayorofLondon,whatmeasurewillyoutaketosolvethetrafficproblemscau sedbytoomuchtraffic? EncouragethemtoopentheirmouthandspeakEnglishasmuchastheycan,andthusstudentsandte acherscanenjoyalivelyatmosphere.Step2:readandanswerReadthepassagequicklyandanswerthequestions:1Whatisacongestioncharge?2WhyaretheretrafficjamsinLondon?Step3:readagainandanswermorequestions Workingroupsandanswerthefollowingquestions.1Whatarepeople ’sattitudestowardsthispolicy?2Wouldacongestionchargebeagoodideainyourtown?Step4:Languagepoints Explainsomelanguagepointsinthepassageandforsomeofthemsomestudentscanbeaskedtoans wersomeofyourquestions.Step5:Grammar1>PresentsomepicturestoleadintoIMPERATIVESwe ’regoingtolearn.2>Explainsomedetailknowledge.3>Dosomeexercisetoconsolidatewhathasbeenlearned.Step6:WritingReadthepassageonP18andanswerthefollowing5questions:5/61Howmanyproblemsdoesthewritertalkabout?2Whatarethecausesoftheproblems?3Howmanysolutionsdoesthewriterfind?4WhoaretheyinTheyshouldclosethecitycenter?5Whydoesthewriterdividethepassageintotwoparts? Step7:Homework Writeasimilarpassageaboutyourtown.6/6。
Module 2 Traffic Jam 教学设计1-优质公开课-外研版必修4精品
Module 2 Traffic Jam 教学设计1一、题材内容与学习目的本模块以北京市为背景引出了有关交通的话题，并引入了与交通有关的词汇。
要求学生了解上述内容并掌握有关的词汇，培养有关的语言技能。
二、语言知识目标1．语音爆破音的读法。
2．词汇(1)单词trolleybus n. wire n. suburban adj. display vt.cab n. permit n. receipt n. fare n.air-conditioned adj. limit vt. destination n. impressive adj.route n. double-decker n. provide vt. convenient adj.pedal vt. tricycle n. single n. return n.explore vt. blow vt. horn n. react vi.solution n. mood n. registration n.(2)短语be connected to in no timebe /get stuck in get aroundswitch off keep coolno way under constructionworth using3．语法祈使句的肯定和否定式。
例如：Turn right.Don’t drive faster than 90 k m/h.Never do it in such a wrong way.4．功能提出建议。
例如：You should …Make sure you…It’s a good idea to …Why not …Why don’t you…5．话题谈谈交通。
三、语言技能目标1. 听（1）识别对话和语段中新学词汇并正确理解其意义；（2）能听懂教材配套听力材料并根据要求完成练习；（3）能听懂课文，理解课文中对未来世界的描述；（4）能从本模块题材有关的讨论中提取信息和观点。
高考英语总复习 Module 2 Traffic Jam教学案 外研版必修4-外研版高三必修4英语教
Module 2 Traffic JamStep 1 课前准备——模块考点自查自测1.词汇分层级识记过关2.语境活用填写过关3.经典句式背诵仿写过关4.类词巧积累事半功倍(一)分门别类攻单词——识形辨意·拓展应用(二)写用结合记短语——译写短语·语境活用(三)仿写活用练句式——经典句型·仿写背诵Step 2 课堂探究——核心考点点点突破1.重点难点考点学通练透2.归纳总结拓展开阔视野3.方法规律技巧权威点拨4.面面俱到打创高效课堂第一时段Introduction, Reading And Vocabulary1．limit vt.限制n．限制；X围；界限[教材原句] Buses numbered 1 to 100 are limited to travel within the city centre.1路到100路公交车都是仅限于市中心行驶的。
(1)limit... to... 把……限制到……(to为介词)(2)set a limit to sth. 对……规定限度within the limits of 在……X围内beyond the limit 超过限度(3)limited adj. 有限的单句语法填空①The length of the article should be limited ________ 400 words or so.②Having realized that your time is ________(limit), you'll have to study for your goals without anger and hesitation.③In my opinion, keeping dogs shouldn't be banned, but should be ________ the limit of certain areas.补全句子④In my opinion, you had better ____________________________the expense of your trip.依我来看，你最好对旅游费用设定个界限。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
英语ⅳ外研版module2trafficjam教案
教学设计
教学目标〔TEACHINGOBJECTIVES〕：
TEACHINGCONTENTS：SPEAKINGANDWRITING
TEACHINGOBJECTIVES：
LANGUAGEKNOWLEDGE
1、LEARNSOMEWORDS，EXPRESSIONSANDSENTENCESRELATEDTOTRAFFIC.
2、LEARNTOGIVEADVICEONHOWTOSOLVETHETRAFFICPROBLEMS..
SPEAKINGANDWRITINGSKILLS
.ENABLETHESTUDENTSTOTALKANDWRITEABOUTTHETOPICOFTRAFFICSITUATIONS.
LEARNINGSTRATEGIES
1. CATEGORIZINGWORDSANDEXPRESSIONSUSEDTODESCRIBETRAFFICSITUATION.
2.DEVELOPTHESTUDENTS'LEARNINGSTRATEGIESOFOBTAININGINFORMATION，COMPARING，ANALYZINGANDSOLVINGPROBLEMS.
3.GETTINGMOREINFORMATIONABOUTTHETRAFFICINCITIESTHROUGHNEWSPAPERS，MAGAZINES，INTERNETETC.
AFFECTIONANDATTITUDES
1.DEVELOPTHESTUDENTS'SENSEOFCOOPERATION.
2. FOSTERTHESTUDENTS'AWARENESSOFTRAFFICANDHELPTHEMTOBESELF－DISCIPLINEDANDOBEYSOCIALRULES.
TEACHINGAIDS：MULTI－MEDIA
教学内容及重点﹑难点分析
1、教学内容
这是一节写作课，写作范文是一篇谈论交通问题的短文，短文分析了某城市交通存在的问题并提出解决的办法。
2、教学重点
掌握用于描写交通情况的相关词汇﹑表达法和表示建议的常用句型以及描写交通
状况的文章结构。
3、教学难点
实际综合运用语言的能力，即〔1〕运用所学的相关语言知识谈论交通情况。
〔2〕根据所给图片提供的信息写出相关的短文。
三、教学对象分析
本节课的教学对象是高一年级学生。
他们已掌握了一定的词汇﹑语言基础知识和基本技能，具备了一定的用英语思维和表达的能力。
此时的他们需要的不仅是简单的模仿，而且还需要更深层次的有任务驱动的﹑有挑战性的语言学习与实践；但本节课的写作任务是有一定难度的，老师对学生的写作困难要有充分的估计，要做好写作前的语言输入﹑语言组织和循序渐进的指导铺垫工作。
只要老师的设计合理，符合学生实际，突出老师的指导作用和表达学生的主体地位，学生完全可以在老师和媒体的帮助下完成本节课的写作学习任务。
四、教学策略及教法
英语教学要突出语言的实践性，要以语言的活学活用为中心。
突出学生是知识意义
建构的主体，老师是学生知识意义建构的协助者﹑促进者。
本节课充分利用媒体优势，创设情景，把教学内容和学生生活实际有机结合起来，要让学生有话可说，有感而发，创造机会激励学生积极参与课堂学习活动。
通过阅读，回答以下问题，分析文章的篇章结构，掌握语言的组织过程，为完成写作任务做好铺垫；通过小组讨论媒体展示的图片信息，培养学生获取信息，处理信息，分析问题和解决问题的能力，在培养学生语言运用能力的同时，培养学生的合作能力和探究精神，把情感态度教育渗透于课堂教学活动之中。
通过讨论汇报﹑展示自己作品和点评他人作品来锻炼学生的胆量和培养他们的自信心，使他们有成就感，引导学生通过评价学会反思，提高学习效率和评价能力。
教学过程
ACTIVITY1.LEAD－IN：
1、WATCHAPIECEOFVIDEOAND
INTRODUCETHETRAFFICSITUATIONSINHAIFUROAD.（海口市海府路）。
2、INTRODUCETHETRAFFICSITUATIONSIN
HAIFUROADBYSHOWINGSOMEPICTURESOFITANDTEACHSOMEWORDSANDEXPRESSIONSUSEDTO DESCRIBETRAFFIC.（THEWORDSANDEXPRESSIONSWILLBESHOWNONTHESCREEN）.
设计思路与多媒体应用分析
通过自制的CAI课件，老师介绍所任教学校的位置及其所属路段〔海口市海俯路〕的交通情况，激发学生对交通话题的学习兴趣。
老师从不同的角度介绍本路段，同时分类展示了描绘交通情况的相关词汇〔如行人﹑司机，车辆﹑道路﹑交通设施等〕，让学生初步感知应该从哪些方面去谈论交通情况。
ACTIVITY2.READTHEPASSAGEONPAGE18ANDANSWERTHEFOLLOWINGQUESTIONS.
1. HOWMANYPROBLEMSDOESTHEWRITERTALKABOUT？
2. WHATARETHECAUSESOFTHEPROBLEMS？
3. WHATSOLUTIONSDOESTHEWRITERFIND？
4. WHYDOESTHEWRITERDIVIDETHEPASSAGEINTOTWOPARTS？
ACTIVITY3DISCUSSION.（STUDENTSAREDIVIDEDINTOGROUPSOFFOURTOCARRYOUTTHETASKANDTHEYAREASKEDTOTAKEN OTESWHILEDISCUSSING.）
1.WATCHSOMEPICTURESABOUTTHETRAFFICSITUATIONINNANSHAROADINHAIKOUCITYANDF INDOUTTHEPROBLEMS.
3. FINDOUT2—
4TRAFFICPROBLEMSINTHEPICTUREANDTRYTOGIVESOMESOLUTIONSTOTHEM.
ONEREPRESENTATIVEFROMEACHGROUPREPORTSTHEIRDISCUSSIONTOTHERESTOFTHECLASS .
ACTIVITY4.WRITINGWRITEAPASSAGEABOUTTHETRAFFICSITUATIONINTHEPICTURE.（ASTREETINHAIKOUCITY）
通过电脑呈现问题，引导学生以问题为线索学习范文。
以文本形式呈现答案，重要部分用红色显示来引起学生的有意注意。
在核对答案的过程中对学生进行写作指导，引导学生从哪些方面谈论交通情况。
学习用于表示建议的句型，学会如何组织语言，了解文章的篇章结构，为接下来的讨论和写作做准备。
通过课件展示海口市南沙路的交通状况照片，组织学生根据照片提供的信息分组讨论：〔1〕这个路段存在的2—4个问题〔2〕提出具体的建议和办法。
培养学生获取信息﹑处理信息﹑分析问题和解决问题的能力，提供合作和探究学习方式，渗透情感态度的教育。
最后每组一个代表汇报讨论结果，锻炼学生的胆量和培养他们的自信心。
照片的旁边呈现学生讨论时可能需要的相关词汇和表示建议的常用句型，目的是为帮助学生顺利进行讨论，排除语言障碍。
ADVICEONWRITING：
（SOMEWORDS，EXPRESSIONSANDSENTENCESTHATMAYBEUSEDINWRITING）
MULTI－LANEROAD〔多车道〕；BUSLANES；PAVEMENT（人行道）；PEDESTRIAN〔行人〕；BICYCLELANE；SIGNPOST〔指示牌〕；YELLOWLINES〔黄色标线〕；
ZEBRASTRIPES〔斑马线〕；
CROSSROADS；TRAFFICLIGHTS；
OVERPASS〔天桥〕；
UNDERPASS（地下通道）；
TRAFFICPOST（交通岗）ANDTRAFFICPOLICEMANSAFETYISLAND（安全岛）
YOUSHOULD….
THERESHOULDBE…
YOUCAN…
IT'SAGOODIDEATO…..
WHYNOT？
ACTIVITY5.DISPLAYTHEWRITINGANDMAKECOMMENTS.
展示海口市某路段的交通状况照片，要求每位学生根据照片提供的信息写一篇短文。
通过综合语言运用的实践，培养学生用英语思维﹑组织语言材料，用英语做事的能力。
培养学生独立思考问题﹑分析问题和解决问题的能力。
写作指导的文本呈现在屏幕上，也事先印在学生的写作稿纸上，这样可以方便学生参考。
通过展示自己作品和点评他人作品来锻炼胆量和培养自信心，引导学生通过评价学会反思，提高学习效率和评价能力。
ACTIVITY6.HOMEWORKWRITEALETTERTOTHELOCALGOVERNMENT，REPORTINGTHETRAFFICPROBLEMSWITHNANSHAROAD（南沙路）ANDGIVEYOURSOLUTIONSTOTHEM.
课文作业是给当地政府写一封信，反映交通问题并提出解决的办法。
把课上所学知识延伸到课外，实践用英语做实事，同时引导学生关注生活，关注社会，培养学生的社会责任心。