Learning about Language设计意图

Module 2 Traffic Jam Teaching Aims and Demands INTRODUCTION 1 be connected to 2 be/get stuck in READING AND VOCABULARY 1 ①

祈使句+and 分句

② in no time 2 display 3 ①should

②check

③permit

④allow 与permit

⑤make sure

⑥ask for

4 ①provide

②provide ,supply与offer 5 ①

It’s a good idea…

② rush hour

6 fare

7 limit

8 辨析scenery, scene 与view

9 under construction

FUNCTION

1 in common

2 have sth done LISTENING AND SPEAKING

1 cause

2 in the opinion of sb

3 辨析: opinion, view, advice, suggestion PRONUNCIATION

1 辨析: seem, look 与appear

2 辨析: aloud, loud 与loudly

3 Why not…

4 not only …but also

5 had better

SPEAKING

1 room

2 辨析: space 与room

WRITING

1 as a result

2 mean to do 与mean doing

3 辨析: besides, except 与except for

EVERYDAY ENGLISH

1 no way

2 drive sb mad

CULTURAL CORNER

1 suffer

2 so… that…

3 agree 4 even if 与

even though

GRAMMAR 祈使句

1 give advice

2 give instructions 3 switch off

4 keep cool

Teaching paper for period 1: Introduction and Reading Step1:Lead-in

1>

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 let the students follow you.

Step 2: Match the words with their definitions

After some pictures of means of transport, the students are familiar with the words. The teacher can ask students to do the exercise individually or divide the whole class into groups and have a competition.

Step 3: Make up sentences 1>Ask students to make short sentences according to the example. They should make sentences 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 express their meanings.

Step 5: Match the words with their meanings.

This part is provided as a warming-up for the upcoming reading. Because by doing this they can get more familiar with some of the new words. Teachers can call back the answer as a whole class.

Step 6: Listening

Listen to the tape for the text and find what means of transportation are mentioned in the

passage. This step can save some time and test the students’ listening skills as well . Step 7: Fast-reading

Read 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-reading

Read 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 blanks

After three times of going through the passage, students may be very similar with the ontents. 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: Homework

Write the passage in step 9 on your exercise book and hand it in.

Teaching paper for period 2: Listening, Everyday English and Speaking

Step 1: Lead-in

We’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 time

Listen to people of Beijing speaking about traffic problems in the city. Before you listen, tick the topics you think they will talk about. Then

listen to the tape to check the answers.

Step3: Listen for the second time 1>

Listen again and match the traffic situations with the speakers.

2>

Choose the correct sentences. Step4: Listen for the third time

Listen to the tape for the third time and answer the questions in pairs.

Step5: Everyday English

The sentences are all taken from the listening passage. So it would be better to finish this art just after listening. If the students in your class are advanced ones, you can let them to make up a short dialogue using some of the expressions.

Step6: Speaking

This 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: Homework

Write the sentences on your exercise book.

Teaching paper for period 3: Cultural Corner, Grammar and Writing] Step1: Lead-in for Cultural Corner

Lead 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 traffic problems 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 answer

Read 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 questions

Work 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 points

Explain some language points in the passage and for some of them some students can be asked to answer some of your questions. Step5: Grammar 1>

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: Writing

Read 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: Homework

Write a similar passage about your town.