1、IntroductionThe 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 clas
2、s 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
3、 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
4、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 exchang
5、ing 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
6、 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 th
7、e 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 wor
8、ds 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 t
9、eacher 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 r
10、ead 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 discus
11、sion 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
12、 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
13、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 en
14、courage 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 sugges
15、ted 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
16、 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
17、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.SpeakingCombined with the listening section,this part broadens the topic of this module.It is suggested that this part
18、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
19、 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 fo
20、rward 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
21、 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
22、 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 re
23、ad 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 EnglishT
24、his 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 c
25、onsolidate 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
26、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
27、 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 tow
28、n.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 f
29、or 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
30、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;
31、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 inclu
32、des 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 c
33、lassroom,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.Th
34、e 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 stu
35、dents 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 q
36、uestions 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 neces
37、sary,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
38、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
39、 and at the same time point out the new words in the sentence.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 s
40、peaking 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 ProceduresS
41、tep 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 t
42、ransportation?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 c
43、ourse.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.
44、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 w
45、ith 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._5.This is the suburban railway.Its usually under the city._6.Its slow,cheap and has two wheels._
46、(The teacher check their answers.)Suggested answers:1.coach2.motorbike3.trolleybus4.taxi5.underground6.bikeT:All of you did very good jobs!T:Now with your partners carry out a survey by asking and answering questions concerning means of transportation.For example,which means of transportation do you
47、 prefer?Do you always take a bus to school?After that you may complete the following chart using ticks.(Show the following on the screen.)I travel byevery daysometimesoftenneverBikeBusMotorbikeTaxiTrolleybusUnderground(train)T:Now you may discuss with your deskmates the following questions:(Show the
48、 following questions on the screen.)1.Have you ever been stuck in a traffic jam?2.Where were you doing?3.How long were you in the jam?4.What did you do then?5.If you havent met a traffic jam,can you imagine what will happen in it?T:After the discussion you may organize your answers into a short pass
49、age of a traffic jam.(After a few minutes call back their answers.)Step 2 Fast readingT:Just now we talked about a traffic jam.Now lets come to the passage in Reading and Vocabulary.Read the passage and say who might find the information useful.(After a while.)S:I think the tourists to Beijing will
50、find it useful.T:Very good!T:Read the passage quickly again and find the answers to the following questions:(Show the following on the screen.)1.How easy is it to find a taxi in Beijing?2.What color are most taxis?3.Whats the problem with buses?4.Which is the best bus for tourists?5.How many people
51、can get in a minibus?6.What are the advantages of the underground?7.When does it close at night?8.What can you visit in a pedicab?(After a few minutes check their answers.)Suggested answers:1.Raise your hand,and a taxi appears in no time.2.They are red.3.They are often very crowded.4.The 103 bus.5.1
52、2 people.6.Its fast and convenient.7.It closes at 11:00 pm.8.They narrow alleys of old Beijing.T:Good job!While reading,you must have come across some new words.Can you guess the meanings of them?Please read the passage once more.This time please read it carefully and then match the words in the box
53、 with their meanings.Step 3 VocabularyT:While reading you have learned some new words,right?Please read the words on the screen after me!Pay particular attention to the words where the stress doesnt fall on the first syllable:destination,receipt,return and around.(Show the following on the screen.)c
54、abdestinationfareget aroundpassengerpermit(n.)receiptreturn(n.)routerush hourseatsingle(n.)T:Now you may read the passage quickly again and try to make sense of the words according to the context.The sentences on the screen may be of help to you.Match them with the words or phrases.1.to go from one
55、place to another_2.a person who uses public transport_3.(a ticket for) a two-way journey_4.the road the public transport service uses regularly_5.the busiest time of day_6.the price of a ticket_7.(a ticket for) a one-way journey_8.the place you want to go to_9.a document which shows you have paid fo
56、r something_10.a place to sit_11.another word for taxi_12.a document which gives you the right to do something_Suggested answers:1.get around2.passenger3.return4.route5.rush hour6.fare7.single8.destination9.receipt10.seat11.cab12.permitStep 6 Summary and HomeworkT:This period first we learned about
57、different means of transportation.And then we read an article about the means of transportation in Beijing.In the article we learned quite a lot of new words.Above all,we have mastered the usages of the words we learn.Besides,we carried out a discussion about the topic.After class,please memorize th
58、e new words we learned.Thats all for today.Good bye,everyone.Ss:Good bye,sir.The Design of the Writing on the BlackboardModule 2Traffic JamThe first periodcabdestinationfareget aroundpassengerpermit(n.)receiptreturn(n.)routerush hourseatsingle(n.)Record after Teaching_Activities and Research1.Ask th
59、e students to write definitions for the means of transport not included above;boat,bus,helicopter,truck.2.Have them ask each other “Do you ever.?” questions and answer using the chart.They could then report back to the whole class.Reference for TeachingLanguage Points1.get around 四处走动;到处旅行,传播When he
60、 was young,he used to get around in the city by bike.他没事的时候喜欢骑着自行车在城里到处逛。It is hard to get around without a car.没有汽车的旅行很艰难。The old couple used to get around the world.那对老夫妻曾经全球旅行。Word got around.消息散布到各处。get about 走动;旅行;传开get round 走动,传开You should get round.It will do good to your health.你应该四处走走,这对你的
61、健康有好处。His work makes it possible for him to get round the world.他的工作方便他到处旅行。2.match v.和相配n.火柴;比赛;对手His trousers dont match with his shoes.这条裤子跟那双鞋子不配。You should match your deeds to your beliefs.你应该使你的行动与你的信仰保持一致。The napkins were a nice match for the tablecloth.餐巾和桌布相配得很好。They are playing an importan
62、t match on Sunday.他们星期天有一场重要的比赛。match v. 和相配n.火柴;比赛;对手此外match可构成短语match.with.把与搭配起来。match/fit/suit 都有”搭配,适合”的意思。match指品质、设计等方面合适,意为”与相配”。fit指尺寸、大小适合。suit指款式、颜色合适或是合乎需要、品味、性格、条件、地位等。Its difficult to match the color of the old paint.很难找到与那幅旧画相配的颜色。The coat doesnt fit her;its too big.那件外套不适合她,太大了。Does
63、the time suit you?这个时间对你合适吗？3.be/get stuck in 被困住;陷进They have been stuck in the traffic jam for three hours.他们已经被交通阻塞困在那里三个小时了。He was stuck in debt.他债务缠身。get/be+过去分词表示意想不到的、突然的或偶然发生的事情,或是为自己做的事,即自身做的动作而非被动的动作。如:get dressed 穿衣，get lost 迷路，get married 结婚，get divorced 离婚They got married last year.他们去年结
64、的婚。Just give me five minutes to get dressed.给我5分钟时间穿衣服。They got lost before they got their destination.在他们到达目的地之前,他们迷路了。4.raise vt.升起;提高;饲养;筹集Just raise your hand if you have any question.如果有问题就可以举起手来。When a natural disaster happens,many famous singers and movie stars try to raise money to relieve t
65、he people in disasters.发生自然灾害时,很多名歌手和电影明星都会尽力筹集钱财赈灾。He made a living by raising pigs.他靠养猪谋生。raise your glass (to sb.)举杯祝酒raise ones spirits 使振奋;使鼓起勇气raising n.增加;提高5.worth adj.值钱的;值的;看中的The book is worth 5 yuan.这本书值五块钱。Dont give a proposal not worth consideration.别提不值得考虑的提案。It isnt worth waiting for
66、 him.不值得等他。worthy作为形容词也表示”值的”,但用法与worth略有不同。一般用于be worthy of 或 be worthy to do 结构。例如:The book is worthy of being read.The book is worthy to be read.这本书值得一读。I do think the movie is well worth seeing.I do think the movie is well worthy of being seen.我真的认为这部电影很值得看。6.under construction 正在修建中 The road un
67、der construction is too muddy to walk on.正在修建的那条路太泥泞不好走。I heard that your new teaching building is under repair.我听说你们的新教学楼正在施工。under.表示”在过程中,或正在受的影响”。under attack 遭受攻击;under repair 正在维修;under investigation 正在调查。例如:His case is under investigation.他的案子正在接受调查。Can I use your bike?Mine is under repair.我能
68、用你的自行车吗？我的正在维修。7.祈使句+and+一般将来时Use your mind,and you will find a good idea.动动脑筋,你就会想出一个好办法来。Give me a call,and I will help you.给我打个电话,我就会帮助你。Open the window,and you will smell it.打开窗,你就会闻到。此处祈使句相当于一个条件句,and后的陈述句相当于在此条件下发生的结果。这种句型可以同if引导的条件句进行转换。如上面的句子可以改写成:If you use your mind,you will find a good id
69、ea.If you give me a call,I will help you.If you open the window,you will smell it.Background InformationTraffic Jam无论是在国内还是国外,交通堵塞无疑是让生活在大都市的人头疼的问题。除了给人们的生活带来不便之外,交通堵塞也给各国带来巨大的经济损失。英国工商联合会最新发表的一项统计说,交通堵塞每年给英国造成约亿英镑的经济损失,同时损坏了英国的商业形象， 而且在交通堵塞的情况下就会有怪事发生。（1）Study sees longer commutedSept.30If it seems
70、 like more of your time is spent stuck in traffic,you may be right.In Chicago,U.S.the daily struggle with bumper-to-bumper traffic is getting worse,according to a study released Tuesday.The average rush-hour driver wasted 51 hours sitting in traffic in 2001,the Texas Transportation Institute said in
71、 its annual mobility study.（2）Traffic Jams in ShanghaiFor the past ten years traffic jams in Shanghai have become more and more serious.There are many reasons for it but in general they come down to three main causes.First,with the rapid development of economy in Shanghai,too many traffic tools are
72、brought into use.Next,the traffic system in Shanghai was established mainly in the 1940s.The roads are so narrow that they cant bear such heavy traffic.The final reason is that the population of Shanghai has been increasing too fast.So,it is clear that the traffic system in Shanghai must be reorgani
73、zed as soon as possible.（3）A scooter to fight traffic jamsThe citizens of St Petersburg were surprised to see an adult who drove the underground station “Tekhnologichesky Institut” by a scooter.As the surprised passengers asked him about his strange choice of private transport means,he explained tha
74、t he was forced to use scooter because of permanent traffic jams in the city streets.But then it takes him almost one hour less to reach his office.Moreover,the scooter-driver feels younger and more cheerful.Though,what the scooter-driver did not say to the underground passengers,but what for sure should be taken into account by car-drivers at all,is preferring scooter to car.