内江六中张永苹教学设计

1、Module 2 Vocabulary and Reading & Grammar(The Human Traffic Signal)Teach ing Aims:Kno wledge and skills:1. Lear ning the follow ing words and phrases:sig nal; sheer; toll; bend; circular; direct; missi on; pass by; take for gran ted .2. Developing the ability to adopt appropriate and effective r

2、eading skills, such as skimming, scanning, word guess ing, con cludi ng and so on.3. Making a brief summary about the past ten ses by readi ng and observi ng some examples.4. Developing creative thinking by expressing their ideas on a certain topic.Process and methods:1. Greetings: A small talk with

3、 students to ease the tense atmosphere and make them willing to get involved in class activities.2. Lead-in: Guiding students to describe a picture to help them better understand the passage they are to learn.3. Fast reading: Skimming the passage to grasp the topic of each paragraph.4. Careful readi

4、 ng: In dividual work to get some detailed in formatio n about the road; Group work to get to know someth ing about the man ' job; In dividual work to un dersta nd why the man does the job; In dividual work to find out examples about the past ten ses and make a summary.5. Post-reading: Discussio

5、n to find out what kind of job is worth doing.Emoti on and values:Being aware that it r worth doing some voluntaryjobs.Teach ing Imports nt and Difficult Points1. Develop ing the ability to adopt appropriate and effective readi ng skills, such as skim ming, sea nning, word guess ing, con cludi ng an

6、d so on.2. Students'being able to be aware that it 1 worth doing some voluntaryjobs.TeachingA Ko 2. The blackboardTeach ing Procedures:Step I: Lead-i nThe teacher shows a picture about a road in La Paz and guides stude nts to describe it.【设计说明】通过图片引入本篇文章的主题-The Human Traffic Sig nal.Step II: Fas

7、t Readi ngThe teacher asks stude nts to skim the passage and the n match each paragraph with its headi ng.Para. 1:The roadPara. 2:The manPara. 3:The reas on why he does the job【设计说明】培养学生在有限的时间内快速阅读以抓住每段主题的能力。Step III: Careful Readi ngTask 1: Read Paragraph. 1 aloud and underline some words used to d

8、escribe the road. Then, students are instructed to fill in the blanks. While filling in the blanks, students are guided to guess the meaning of some words with the help of the picture and the con text.Many roadsin bad con diti onOne roadthe most dan gerous road in the worldOn the one sidethe mountai

9、ns rise steeplyOn the other sidethere is a sheer drop【设计说明】让学生抓住一些描述公路情况的词，以了解公路的基本状况。为下文问学生是否愿意去那儿指挥交通做铺垫。之后，老师提出有一个人愿意去做这个工作以引出文章重点描述的对象-The HumanTraffic Signal。Task 2: Two simple questi ons about the man:1) What1 s the name of the man?2) What is he like?Then, stude nts are divided into groups to

10、finish three comparatively more difficult tasks:1. What does the man do every morning? (With in 18 words)2. Tran slate the sentence: But ofte n they just pass by, tak ing the huma n traffic sig nal for gra nted.3. Paraphrase the senten ce:Tha nks to one man, the death toll has falle n.【设计说明】找出人名并对这个

11、人进行描述这两个问题都很简单，设计成全班齐答以抓住全班学生的注意力。也为下面几个相对难一点的任务热身。后面三个问题有一定的难度，所以采用小组活动，并让学生帮助老师抽 同学回答问题的形式以降低难度。三个问题的设计旨在培养学生运用英语进行简洁有效的表达的能力；根据上下文猜词 的能力；以及运用不同的表达方式表达同一意思的能力。也对学生怎样更好地完成阅读表达题(2013年四川高考新增题 型)进行了指导。Task 3: The teacher draws a conclusion: the man has really done a lot to help decrease the death toll

12、. Then, the teacher asks stude nts whether the man is paid for the job. If not, why does he do the job?Why does the man do the job? Because (of).A. an accide nt he had whe n he was youngB. he likes to cha nge jobs freque ntlyC. the experienee he had helping people in a bus crash【设计说明】A选项具有较强的干扰性。学生必

13、须读透文章的最后一段才能选出正确答案C。老师让学生给出选C的依据，以确保学生是否理清作者在本段想要表达的真正意思。Task 4: As two of the man's experiences are mentioned in the last paragraph, the teacher asks students what tense is used to describe the man ,experie nces. (The past ten se). Then, stude nts are required to find out examples from the last

14、 paragraph for the Past Simple Tense, the Past Continuous Tense and the Past Perfect Tense. By readi ng the senten ces, stude nts can feel the differe nt uses of the three ten ses. At last, stude nts are asked to draw a simple con clusi on about the three ten ses.【设计说明】通过发现、阅读和观察，让学生感受并总结三种过去时态的区别。由

15、于本单元的语法只是复习三 种过去时态，所以没有让学生进行过多的操练。Step IV Post-read ingThe teacher emphasizes that it is the man's experie nee that made him feel it was his missi on to help others and that in our daily life, there are many people like Timoteo Apaza. Then, students are asked to name some people like him. Then,

16、a piece of video about Guo Mingyi (郭明义)is shown followed by a question: do you think it is worth doing these jobs?/ln your opinion, what kind of job is worth doing? At last, the teacher draws a con clusi on: whatever job we do, we should keep in mind that everybody can be a traffic sig nal, who can help make ot