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111 I. 模塊教學(xué)目標(biāo) 技能目標(biāo) Skill Goals ▲ Talk about a trip to a tourist spot ▲ Learn the -ed form used as adjective ▲ Learn to use past tense time expressions ▲ Write about one -s experiences ▲ Learn to use polite expressions II. 目標(biāo)語言 功 能 句 式 Talking about being polite Excuse me ... Could I (borrow your bike)? Could I possibly (use your dictionary)? Would you mind (if I sat here)? I’m very sorry but (you can’t change it). The fact is that (it’s out of date). Everyday English Tell me ... Is that right? Oh, I see. Goodness! Absolutely! Definitely! 詞 匯 1. 四會詞匯 helicopter, motorbike, tram, distance, abandoned, camel, cassette, desert, diamond, expert, midnight, product, scenery, shoot, soil, journey, train, circus, seaside, stadium, frighten, interview, interviewer, event, exhausted, vacuum, rail, track 2. 認(rèn)讀詞匯 eagle, kindergarten, apartment, cartoon, downtown, ceremony, souvenir 3. 詞組 get on, get off, get out of, look out of, pass a law, during the day, at midnight, be short for, out of date, get into, take off, not ... any more, refer to 語 法 The -ed form used as adjective Trained camels carried food and other supplies. Past tense time expressions During the day ... Recently ... One night ... A long time ago ... At (about) midnight ... 重 點 句 子 1. Recently I had my first ride on a long-distance train. P23 2. We got on in Sydney and we got off in Alice Springs, right in the middle of Australia. P23 3. We ate great meals cooked by experts. P23 4. The sun shone, there was no wind and there were no clouds in the sky. P23 5. We saw abandoned farms which were built more than a hundred years ago. P23 6. During the day, I sat and looked out of the window, and sometimes talked to other passengers. P23 7. One night, at about midnight, I watched the night sky for about one hour. P23 III. 教材分析與教材重組 1. 教材分析 本模塊以My First Ride on a Train為話題，通過模塊教學(xué)，使學(xué)生學(xué)會用過去時態(tài)和表示過去時態(tài)的時間短語來描述過去的旅游經(jīng)歷，并掌握有關(guān)交通工具和各種地點及活動的用語。功能句式要求學(xué)生學(xué)會如何在生活中使用禮貌用語以及如何在會話中做出回應(yīng)、表明態(tài)度。 1.1 INTRODUCTION復(fù)習(xí)和學(xué)習(xí)有關(guān)交通工具的名詞和動詞，讓學(xué)生回憶第一次長途旅游的情景，引出本模塊的話題。 1.2 READING AND VOCABULARY介紹作者第一次在澳大利亞乘火車旅游的經(jīng)歷，詳細(xì)描寫了旅途中的活動和途中的風(fēng)景，并介紹了Ghan train的由來。 1.3 GRAMMAR包括兩部分，第一部是動詞的-ed 形式做形容詞；第二部分回憶、熟悉和運用過去時間的表達(dá)法。 1.4 FUNCTION練習(xí)乘車禮貌用語的表達(dá)法。讓學(xué)生學(xué)會在不同場合使用禮貌用語。 1.5 VOCABULARY列舉了表示地點和相關(guān)活動的詞匯。為后面學(xué)生描述記憶中的活動打下基礎(chǔ)。 1.6 READING AND SPEAKING 是五篇回憶童年的段落，敘述在童年發(fā)生的開心或不開心的故事,為后面的寫作提供了范文。 1.7 LISTENING是聽一段對一位90歲高齡的電影演員過去經(jīng)歷的采訪錄音。 1.8 WRITING要求學(xué)生用第一人稱寫一篇關(guān)于回憶童年假期或外出旅游的短文。培養(yǎng)學(xué)生用英語寫游記的能力。 1.9 PRONUNCIATION通過聽一段對話，讓學(xué)生識別并準(zhǔn)確讀出句子重音。 1.10 EVERYDAY ENGLISH訓(xùn)練學(xué)生根據(jù)對方話語做出回應(yīng)、表明態(tài)度的技能。 1.11 CULTURAL CORNER是一篇關(guān)于世界上最快的磁懸浮列車的文章，讓學(xué)生了解這種列車的優(yōu)點，并說出與普通列車的不同。 1.12 TASK要求學(xué)生利用照片、明信片、紀(jì)念品等介紹自己的一次旅游經(jīng)歷。 2. 教材重組 2.1 把INTRODUCTION, FUNCTION, EVERYDAY ENGLISH, LISTENING, PRONUNCIATION 和WORKBOOK中的 Listening and speaking整合在一起，上一節(jié)“聽說課”。 2.2 把READING AND VOCABULARY設(shè)計成一節(jié)“閱讀課”。 2.3 把GRAMMAR 1, GRAMMAR 2 和 WORKBOOK中的 Grammar 整合為一節(jié)“語法課”。 2.4 把VOCABULARY, READING AND SPEAKING, WRITING和 WORKBOOK中的 Speaking and writing 整合在一起上一節(jié)“寫作課”。 2.5 把 CULTURAL CORNER, TASK和 WORKBOOK中的Reading整合在一起上一節(jié)“泛讀課”。 3. 課型設(shè)計與課時分配 1st Period Listening and Speaking 2nd Period Reading 3rd Period Grammar 4th Period Writing 5th Period Extensive Reading IV. 分課時教案 The First Period Listening and Speaking Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 重點詞匯和短語 Tram, distance, helicopter, ferry, absolutely, out of date, get on, get off, get into, get out (of), take off b. 重點句式 P25 Excuse me... Could I...? Could I possibly...? Would you mind...? I’m very sorry but... The fact is that... 2. Ability goals 能力目標(biāo) Enable the Ss to learn expressions of being polite. Enable the Ss to learn expressions used in a flight travel by listening. 3. Learning ability goals 學(xué)能目標(biāo) Help the Ss learn how to use expressions of being polite in different situations. Help the Ss learn how to use expressions about flight travels. Teaching important && difficult points 教學(xué)重點和難點 The use of polite expressions in conversations. Teaching methods 教學(xué)方法 Listening and speaking in pairs or groups. Teaching aids 教具準(zhǔn)備 A tape recorder and a projector. Teaching procedures && ways 教學(xué)過程與方式 Step I Introduction T: Last year, I went to Hainan by plane. That was my first time to travel by plane. I was very excited. I looked out of the window to see the sights below me; sometimes I talked to other passengers to express my excitement. Have you ever been to Hainan? S1: Yes, I have been there twice. T: How did you get there? S1: By plane. You know it’s far away from here, but it only takes about 2 hours if you travel by plane. S2: I went there last summer holiday with my parents. We went there by train. I enjoyed the scenery on the way very much. T: Yes. There are different means of transport. Some take shorter time while some are safer and more pleasant. You may choose the one that will satisfy your special needs. Now please turn to P21. There are some pictures of different means of transport. I think you know most of them very well. Who’d like to explain the three words on the blackboard? Do you know what kind of vehicles they are? Write the following three words on the blackboard. helicopter ferry tram Let the Ss look them up in their dictionaries and try to get the meanings. T: What is a helicopter? S1: An aircraft with large metal blades on top that spin and lift it into the air. T: How about ferry? S2: A boat that makes short regular trips between two or more places. e.g. There is no ferry service to the island in the winter. T: And tram? S3: A long narrow vehicle that travels along metal tracks in the middle of a street and is used as public transportation in some places. T: Very good. Now please match the words in the box with the pictures. A few minutes later, check the answers with the whole class. T: Among these vehicles, some travel on roads, some on water, some on rails and also some in the air. Now please classify them. Ask one student to write the classification on the blackboard. On roads: bicycle, bus, taxi and motorbike On rails: train and tram In the air: plane and helicopter On water: ferry T: Quite good! Now I’d like you to judge what verbs on the screen go with these vehicles. Make sentences by putting the right ones together. Show the following verbs on the screen. get on, get off, get into, get out of, ride, drive, take off, land, take Sample sentences: 1. I got on the bus at Xiayuan bus station and got off at Dananmen bus station. 2. I rode the bicycle downtown to visit one of my friends last weekend. 3. Hurry up! The plane takes off at five o’clock. You are getting late. 4. He got out of his car to see what happened at the crossroad. 5. He drives to work everyday. 6. The plane landed on Hongqiao airport after 10 hours’ flight. 7. I got up late this morning and had to take a taxi to my office. Step II Listening First of all, get the Ss to guess the answers to the questions in Activity 1 on P27. Then let them listen to the tape. For the first time, let them listen carefully and get the general idea. For the second time, let them answer the questions according to what they hear. T: Now let us turn to Listening. In this part, a 90-year-old silent movie actress was interviewed about her career and her life. She was born in England but went to America to make films in the 1930s. First let’s look at the questions in Activity 1 on P27. I’ll give you 3 minutes to discuss with your partners to guess the answers to these questions. Have you got it? Ss: Yes. Three minutes later, the Ss give different answers. T: Are your answers right? Now listen to the tape and check your answers. Then finish Activity 2. Check the answers to Activity 2 with the whole class. Step III Listening and Speaking T: Now let’s turn to P83. You are going to hear a person describing his journey. Before you listen to the tape, look at the pictures. Guess what happened during his journey and then try to number the pictures. The Ss read the pictures carefully and think about the story. Then play the tape for the first time. T: OK, now you must have a general idea of the story. What was his journey like? Did he enjoy his journey? Ss: His journey was terribly bad. T: Right. He really had a bad experience. Let’s listen to it again and number the pictures. Play the tape again, then check the answers. T: Look at the phrases in Exercise 12, P84. Work in pairs and tell the man’s story by using these phrases. Show the following phrases on the screen and ask the Ss to retell the man’s story in the first person. took a train, broke down, rush hour, traffic jam, missed the plane, got on another flight, bad weather, landed in Bangkok, arrived 12 hours late A sample version: I’ll never forget the first time I took a long-distance flight. First of all, I took a train from my home to London airport. But the train broke down. I was afraid of missing the plane, so I took a taxi to the airport. It was rush hour and the taxi got stuck in a traffic jam. When I finally got to the airport I missed the flight by ten minutes. I had to wait for another flight to Singapore. Unfortunately after I waited for three hours in the airport, the airline cancelled that flight. I finally got on a flight to Singapore, but because of bad weather my plane landed in Bangkok airport. We had to sit in the plane at Bangkok airport. It took off again three hours later and I finally arrived in Singapore 12 hours later. Step IV Pronunciation T: Do you know word stress in sentences? Generally speaking, word stress means in a sentence, some words are stressed and the others are not stressed. For example, nouns, verbs and adjectives are usually stressed in a sentence, but pronouns, articles and prepositions are not stressed in a sentence. Now listen to the tape and underline the words which are stressed. The Ss listen and underline the words. T: Now read after the tape and pay special attention to word stress. Step V Function Let the Ss read the conversation between a ticket inspector and a passenger on a train. Then answer the questions in Activity 2 on P25. After that, use polite expressions to rewrite the conversation. T: Turn to P24, read the conversation. / Now would you please turn to P24 and read the conversation? Any difference between the two expressions I just used? Which sounds more polite and friendly? Ss: The second expression sounds more polite and friendly. T: You are right. Don’t forget to use polite expressions when you talk to others. Now would you please read the conversation between a ticket inspector and a passenger on a train? After you read it, discuss the questions in Activity 2. A few minutes later. T: Who would like to answer the first question? S1: Let me try. He is very rude and impolite. T: The second question? S2: We may use expressions such as “May I have your ticket please?” to change it. T: You are right. There are many other expressions that can be used to express politeness. Look at the expressions in Activity 3. Use them to rewrite the conversation between the ticket inspector and the passenger. A sample dialogue: Ticket inspector: Excuse me, could I see your ticket? Passenger: Pardon? Ticket inspector: Would you mind showing me your ticket? Passenger: I’m sorry, I don’t understand. Ticket inspector: Would you mind if I saw your ticket? Passenger: Oh, here you are. Ticket inspector: I’m very sorry but this is an old ticket. Passenger: Pardon? Ticket inspector: The fact is that it’s out of date. It’s a month old. Passenger: Oh, sorry, that’s the ticket I used last week. Ticket inspector: Where’s your ticket? Passenger: Here it is. Ticket inspector: Right. T: Now, look at Activity 4, make the conversation longer by using more of the questions listed below. Work in pairs. One pair will be asked to act out your conversation. A sample conversation: Passenger: Is it possible to open the window? I need some fresh air. Ticket inspector: Sure, let me do it. Passenger: Would you mind telling me where I change to get to the nearest airport? Ticket inspector: You may get off at next station and take the bus there. Passenger: Thank you very much. Ticket inspector: You are welcome. Enjoy the rest of the day! Step VI Everyday English For Everyday English, enable the Ss to learn the ways of responding to a speaker and showing interest in conversation. Then let them complete the conversation in Activity 2 on P28 with the expressions in the box. T: We have listened to an interview with a movie actress. In the interview, the speakers used the expressions in the box. Do you remember? Why does the interviewer use these expressions? Anybody? S1: In my opinion, the first expression is a friendly way of introducing a question, while the other three are ways of responding to Mary’s answers. T: What about Mary? Why does she use these expressions? S2: Mary uses the expressions to show that she is very enthusiastic. T: Exactly. Now finish Activity 2 on P28. Check the answers with the whole class after the Ss finish it. Step VII Homework Do Exercises 4 and 5 on P80. Preview the Reading: My First Ride on a Train. The Second Period Reading Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 重點詞匯和短語 abandoned, desert, colorful, farm, fields, seaside, soil, diamond, midnight, scenery, shoot, journey, get out of, be short for, refer to b. 重點句式 P23 We got on in ... and we got off in ..., right in the middle of Australia. We saw abandoned farms which were... During the day, I sat and looked out of ..., and sometimes talked to... 2. Ability goals 能力目標(biāo) Enable the Ss to describe the first ride experience in their life. 3. Learning ability goals 學(xué)能目標(biāo) Help the Ss learn how to express the first ride experience in their life. Teaching important points 教學(xué)重點 Deal with the questions in Activity 4 on P24. Teaching difficult points 教學(xué)難點 Enable the Ss to find the clues of the writer’s first ride on a train. Teaching methods 教學(xué)方法 Asking and answering activity, reading and discussing. Teaching aids 教具準(zhǔn)備 A tape recorder, a projector and a computer. Teaching procedures && ways 教學(xué)過程與方式 Step I Revision Greet the class as usual and check the homework. Step II Lead-in T: As we know, with the development of tourism, travel becomes very convenient and it has become a very important part in people’s life. Many people travel everywhere during the holiday. Today I’ll take you to a beautiful country — Australia. Show the pictures about Australia on the screen. Ask the Ss to say one or two sentences about Australia. Then ask them some questions about Australia. T: Boys and girls now please look at the three pictures and say something about Australia. S1: Australia lies in the South Pacific Ocean. S2: The flag shows the UK flag and a large star with seven points. The other stars on the flag represent the Southern Cross. S3: Australia is the only country in the world that covers an entire continent. S4: The most famous animal is the Kangaroo. It has become the symbol of Australia. S5: Australia has more sheep than people, so it is a country built on the backs of sheep. T: Quite right. Now I’d like you to answer the following questions on the screen. After answering these questions, you’ll learn more about Australia. Show the following questions on the screen: 1. How many people live in Australia? 2. What’s the capital city of Australia? 3. Where do you think most of the People live, in the central part of the country or on the coast? 4. What do you think the central part of the country is like? 5. What Australian animals do you know about? Sample answers: 1. About 19 million. Most of Australians live in the six major cities around the coast. 2. The capital city of Australia is Canberra. 3. Because two thirds of the country is dry and desert, most of the people live on the coast. 4. I think there are many farms in the central part of the country, where farmers raise sheep and cattle. 5. In Australia, the most famous animals are kangaroos and koala bears. There are also many varieties of parrots, and over 140 different types of snakes. Step III Reading T: Before we read the text, let’s look at the words in Activity 2 on P22. Match some of the words in the box with the 6 definitions. If you are not sure, you can turn to your dictionary for help. Check the answers after the Ss finish it. T: Look at the picture on P23. Where is the train heading? And where does the story take place? Now read the passage quickly and get a general idea about it. A few minutes later. T: What’s the passage about? S1: It’s about Alice’s traveling to the central part of Australia. It was her first ride on a long-distance train. She described her journey and the scenery she saw on the way. T: You are quite right. Now please read the text again and find the answers to the questions in Activity 4 on P24. Sample answers: 1. Recently Alice traveled on a long-distance train. 2. Her destination was the central part of Australia. 3. The scenery was not the same during the whole journey. For the first few hundred kilometers of the journey, the scenery was colorful; after that, it was desert; and then they saw abandoned farms which were built long time ago. 4 She read books and listened to her Chinese cassettes while she was on the train. 5. The Australians used camels to travel to the central part of the country. 6. They don’t use camels to deliver goods now. They use railway instead. T: All of you did a good job. Do you still remember the passage we heard in last period? It was about the man’s first long-distance flight. Ss: Yes. The man in the passage came across many kinds of bad things on the way to Singapore from the very beginning to the end. When he finally reached the destination, it was l2 hours later. So he felt the journey was very boring. T: Very good. For today’s reading passage, what did the writer think of her first journey? Did she enjoy herself during the journey? Ss: The writer’s name is Alice Thompson. She thought her first train ride was wonderful. So she had a good time during the journey. Step IV Listening and Explanation This process is meant to improve the Ss’ pronunciation and solve some language points. T: We have got the general understanding of the passage. Now I’ll play the tape for you, listen carefully and imitate the pronunciation, and at the same time, pay attention to the sentences that you don’t understand. Walk around the classroom to see if the Ss need help. T: Do you have any questions? S: I don’t understand this sentence “Suddenly, it looks like a place from another time”. T: This sentence means suddenly, it looks as if the place changed into another place from another time. Here “l(fā)ook like” means having the appearance of sb or sth. For example: It looks like rain. Or we can say: It looks as if it is going to rain. Let the Ss pay attention to the different usages of look. Show the following on the screen. She looked but saw nothing. She looked at the actor curiously. Who looked after the baby when her mother was working? Mrs Li looked around the classroom to see who was absent. Father looked in the newspaper to see what was on at the People’s Grand Hall. The traveler looked into the distance and finally saw a car coming. Looking into the future, we are full of confidence. Why are you looking out of the window from time to time? What are you looking for? We are looking forward to hearing from you. Why are you always looking back? Look forward and you will have a much better life. She looks cheerful and healthy. S: We ate great meals cooked by experts. What does “great” here mean? T: “Great” here means “delicious”. For example: Yesterday they ate a great meal cooked by their mother. S: Can you tell me what’s the